School Board Special Meeting 8/12/25

001Are you ready? >> You're good. >> All right. Good evening. It's 5:30. Uh so I call to order the uh Typton Community School Corporation um the public work session. U I think first on the agenda is Mr. Jorski with some uh 202425 student achievement data. So, >> thank you very much. >> Floor is yours. >> Uh if you know me, uh you know this is one of my favorite favorite days of the year. Um I get to talk a little bit about the data that we've gathered over the last school year. So, um all this information has been released by the DOE. Um and some of this is obviously stuff that we've collected over the course of of the previous school year. Uh all of this is aligned to our strategic plan. We'll touch on

002that a little bit, but this is our uh we'll start with our 2425 uh attendance uh report. So, uh again, following our uh strategic plan, we set a goal and this is in my opinion a very uh a lofty goal, but something I think is still somewhat attainable is 80% of our students would be in attendance at least 94% of the year by the end of the 2627 school year. I know that when you put a couple percentages together, it gets a little confusing what we're saying. So, let me simplify by saying uh four out of five kids will miss 10 or less days throughout the school year, right? That's essentially what this goal is is aiming towards. Um so, things that we measured, we measured five plus absence counts, 10 plus absence counts, uh

003students at 94% attendance rate, chronic absenteeism. We did some regional state comparisons with our daily attendance data. Um we did Eric's favorite, which is the monthly and daily attendance rates. I do have that. I don't have in the presentation. I thought that was maybe a little more in the weeds than we needed to go. Um, so if you're curious, I'd be more than happy to share that. >> Taco Tuesday is paying off. >> We'll see if the Taco Tuesdays are working out. Um, so starting off, this is again directly aligned to our goal. 94% attendance rate. What you see in the gray bars is was our attendance rate from the 23 24 school year and the blue bars are from our 2425 school year. So just this past year. Uh, so it's broken down by

004building and then overall by the district. Uh, we saw incredible gains. I know it it it yes there's definitely a gap between there between what we did in 23 24 and then 24 25 but I cannot emphasize enough how huge of a jump that is in just a single year seeing almost 7% in the in the elementary and then seeing over 8% in the middle school that is huge. Now again that is a obviously a testament when you don't have major flu going through your buildings but at the same time that's more than just a couple weeks worth of of data. that is the effort that our uh students have put in to making sure they get to school, their families making sure they get to school. Um and then our teachers create engaging lessons

005and our administrators working with our families to make sure that when students are missed, they know that families recognize, hey, we know your kids's missing. We care your kids missing. How do we work together to make sure we get you into school? And so seeing that growth data there is incredible. As a district, we're up almost 5%. Um and if we maintain that rate, we will hit that lofty goal of 80% by the 262 27 school year. So um very positive, very optimistic for our first uh year's data towards our strategic plan. Chronic acetism as you might imagine if our attendance rates are going up, chronic asism is going down across the board. Um with the exception of our high school, again uh that's one that we face challenges again with kids who are missing

006more and more days. Uh again, I like to take this more from a holistic view as opposed to just a a year-to-year. So, while this data is great uh from just a year-to-year perspective, um understand that things like what we see in the high school, we see a slight increase in that uh crying casism. Again, that's where kids are missing um 10 uh 10% or more of the school year. So, uh something that uh comes up on occasion, but again, as a district, we're down almost two whole percent from that. And again, when you look at regionally, we're near the top, number two in the region, uh, with all these different school districts only trailing uh, behind Northwestern by about half a percent, but really uh, strong overall, I would say, and again, continuing to

007grow. That's the the important part here. So, again, my big key takeaways, up 5% from the previous year. That's actually the second time we've done that. Uh, chronic absenteeism is down nearly 2%. And then, um, again, uh, our number two in the daily attendance rate. When I would talk about that daily attendance rate, I should have mentioned this. This is the percentage of students of your entire student body that are in school on any given day. So any given day, we have 95% of our students in school. That means roughly four kids per grade level are absent on any given day. Um again that is phenomenal and obviously uh top two in our region here. Any questions related to attendance? >> I have one. Um when you are showing these numbers, are those also calcul

008like figuring in the kids who have like chronic illnesses or like certificates of incapacity? I don't know if that's still a thing or not. Um are those kids reflected in these numbers too? >> Yes. So it an absence is an absence and we talked about that as an admin team. So it gets count against us one way or another. So yes, those do count. So again, for example, if you have a rash of those in a particular building, that's going to reflect in those >> kids who are going to miss consistently for medical reasons otherwise. that that can't be controlled. >> Yep. It's number of absences. The only times that those wouldn't count as absences are if they're underexempt, which are things the state by state code they outline like now it's a u being

009a part of the state fair. I think band day is now a part of that as well, although that doesn't impact us. Um you election working the election polls. Okay. Uh things like that. So >> and I have our number one absent day is coming up very shortly. >> Yeah. Wednesday. Thursday. Yeah. >> Okay. I'll double check that. I I haven't looked in a while. >> Are we doing anything? We Right. It's the first day of the pork fest with all the >> Oh, that one. Yes. Sorry. I thought you were talking about this single day of the week. Yeah, the pork festival. That's That's one we will keep a close eye on again. We'll see what >> I don't know what we can do about it. Right. >> I'm not moving the pork festival.

010That's what you're suggesting. >> Don't Don't ask me to do that. T >> Tammy's not aware of the stat. That's our number one. >> It was one of our Yeah. One of our greatest absentee days is pork festival Thursday. That Thursday. They do like the clean page does interviews that day like throughout the day like my >> You got to get ready for it. >> I hear it. >> On Thursday. >> Yeah. >> So, I don't know where the others are spaced. >> Well, I I'll keep an eye out for it. I'll report back next month. >> Well, actually, it will be the October then because it it won't be until after our meeting, right? So, >> anyways, uh next we're looking at iLearn. Um again, how this relates to our strategic plan. our elementary

011uh again by the 26th 27 school year, end of that year, um our math goals in the elementary 70% proficiency. In ELA, it's 55% is our goal. And in the middle school, keep it simple. 55% is our goal in both math and ELA. So, take a look at that things that we measured. Uh and again, I've got a lot more of this data. Trust me, we could spend all night looking at this, but I wanted to make sure I hit on the highlights. So, we're looking at historical comparisons. I got uh cohort comparisons. So watching how a individual group of students how their performance tracked over the last three, four, five years of taking iLearn. Um we have our regional and state comparisons and again this covers uh ELA and math in grades three through

012eight. Uh science for grades four and six. Uh social studies is offered in grades seven or sorry grade five. And then we also have high school biology is an ilearn assessment as well. So we'll take a look at each of those different categories. Uh when we're looking at it from an elementary perspective uh again our goal is 55% proficiency. We came in at 40.7% proficiency. You can see kind of our historical uh passing rates as an elementary grades 3 through five there. Um again below where our goal is for sure, but uh I believe we are slightly above state average as an elementary there. I think the state average fell around 40% as well. But um again, what we're seeing there is we had a a trend down over the last few years and then

013this past year we have a a tick up. Again, like I said before, and I'm going to say this throughout the this presentation, I try not to overreact to individual data points. It's really more of where that trend is going. So, while this is a good start, we still have a lot of work ahead of us to make sure that we're seeing growth in that ELA per elementary. Uh when we look at middle school uh ELA, kind of the same story, right? We had a big uptick uh two years ago and this past year, we saw a downtick again. So, again, following that trend, how are we doing the last few years? We're kind of in that mid30s range again. So, what we're working on as a as a middle school uh is we're trying

014to figure out what are the different tools we need to make sure we are breaking that trend. How are we what are we doing to address those concerns? And again, one of the things I know we've started to implement towards uh middle of the year, end of last year is our intervention periods for our middle school um where we intentionally target students based off of their uh assessments in school and then we um we provide the intervention periods during our um what's it called again? Beginning >> Home room acceleration. >> Acceleration. Sorry, my my mistake. John John makes a good point. It is an acceleration period. Um, again, uh, what's great about this year that will help with some of this is, and I say this, um, we are going to have the I learn

015throughear assessment this year. Uh, that is a requirement that's placed on us by the state. The through-ear assessment means that there are three checkpoints that schools in grades for grades three through eight. Uh, students will be taking a short uh, computer adaptive test in the fall, in the winter, and the spring. And then there will be a summit of ILarn assessment that's a little bit shorter than what's been in the past given in late April, early May. Now again, I know everybody cringes when you hear more testing. To counteract that, we have actually taken away the I Ready testing uh that we were having students do as a form of formative assessment that we've done the last few years. Um so again, yes, it's more testing, but we've taken some away. So it's really the

016same amount of testing. The idea being these checkpoints will kind of give us an insight on how our students are doing as we go throughout the year and kind of projection of how the students will do when they get to the uh summitive ILarn. The summitive I learn is the one that counts. It's the one that gets reported out. The formative assessments, those checkpoints, um those get reported the school will communicate those to families, but that doesn't go on any kind of accountability uh grade that the state is now considering moving forward. So, sorry, a little tangent on that one, but want to kind of give you some perspective. When we look at cohorts, again, what we see with our incoming eighth graders, our current eighth graders now, um, as third graders, they were passing

017at 47% rate, 49 and a half percent rate, well above the state average in third and fourth grade, and then we saw a couple consecutive years of, uh, downward progression in fifth grade, sixth grade to where we're kind of hovering around that state average now as they're in seventh grade. Um, again, that's something that we've seen consistently here in Typton over the last uh, few years. uh and something that we're taking a really close look at. I know our fifth grade team is working really intently on what type of interventions we're going to provide for our ELA. We'll talk a little bit about how those interventions have supported math here when we take a look at the math data. Um I'm very confident that'll happen and we've already addressed kind of what's going to happen

018with our um middle school ELA work as well. Same thing, just another look, another cohort. This was our incoming freshmen. Now we're around state average in fourth grade. We've we saw a dip into fifth grade and then they've been kind of consistently in that uh mid to low 30% passing rate. Again, below state average and that's something that we need to find a way to buck that trend. Kind of integrating a bit of the attendance discussion that we had a little bit ago with the achievement discussion. So the graph on the left, uh the way I've kind of simplified the explanation on this left side is 94% attendance rate or better. I call that the quote unquote good attendance. you're missing 10 or less school days throughout the year. Uh on the right, you're missing

019more than 10 school days throughout the year. So when you are attending school related to ELA, you have a better chance of passing your iLearn assessment than you do when you're missing more and more school. In fact, almost half the students who are below or missed more than 10 days are below proficiency. So again, that's kind of what the purpose of this graph is, is to kind of really outline why attendance is so important. When you're missing school, you have a greater chance of not passing um these uh assessments. When you look at uh math, again, this is our historical math proficiency. This is as a district. Uh we've seen a positive trend up here over several years, not just a one or two year thing. This is multiple years we're seeing growth. And specifically,

020when we look at math in the elementary, that's fantastic. Uh again we are at uh 60.6% per I don't know why that goal says 58%. Uh the goal there should be 55%. So that is again outstanding. We're doing a great job in math in our elementary. Uh the reason I want to point out intervention and acceleration periods recently, our elementary uh did that just that with our uh multi-tered uh systems of support um with our RTI process where we are intentionally targeting students based off of classroom data. We're identifying who's struggling. We're giving them extra uh supports, extra uh learning opportunities, and we are seeing we saw dramatic growth over 6% or exactly 6% over this past year, which has been phenomenal. Um, again, really excited about that. Excited about the work that our, uh,

021elementary was doing there. Again, when we're looking at cohorts, um, this is our incoming fifth grade cohort in math. Well above state average uh, two years ago. Last year, even greater above state average. State average is seeing a decline in math scores. Our incoming fifth graders saw an increase in scores. That is incredible work by both our third and fourth grade teams and really all of our teachers uh, working together to make sure those students are set up for success. Uh when we're looking at our incoming seventh graders, our current seventh graders, we were above state average as third grade. We were at state average in fourth grade and we've kind of trickled down a little bit below state average as they entered sixth grade last year. Again, that's something where we're seeing some some

022challenges in our our middle school math and ELA. We're taking a close look at exactly what type of interventions, what type of acceleration we're doing for those kids. We have a plan and now it's a matter of making sure we implement that and execute it appropriately and see what those results are. Again, it's going to be a one year at a time type business with this particular cohort. Same deal with our incoming freshmen as well. Kind of that same drop from fifth grade to sixth grade. We see that drop uh across the state. As you see, there is that 3% drop in the state. We saw an 18% drop in that particular cohort. Um that's a little bit more alarming when you see that kind of drop. Again, that forces us to take a look

023at our systems and say, what are we doing that's failing our kids and what do we need to do to correct that boat? And I feel like we have a strong team in place that's going to start seeing that curve go back up. Again, just another relation. I think that uh what I want to take away from this particular graph since I've already kind of beaten this uh beaten horse is uh our attendance rate when you're attending school. It has a more dramatic impact on math data than it does on ELA. on ELA, yes, it definitely did affect it still, but here 45% uh passing rate for kids who had quote unquote good attendance and just 30% for kids who had uh more than 10 days absence. So math is where it really hits as

024far as attendance goes. Um more dramatically than Ela. They both matter, but that math one is to me quite more dramatic. Again, we're looking at from a regional perspective. We're talking about social studies now. Um and again, social studies only administered to fifth grade students. uh we kind of fall in the middle of the pack. Now, that's atypical for what we typically see in uh our elementary. Um and just as recent as a couple years ago, we were head and shoulders above everybody on this list. Um again, it's a year-to-year thing. Different groups, different cohorts is going to happen. Um you're going to get different results, but um I would like to point out that we are still above that state average. So, positive there. How do we continue to build and grow on that?

025Because we know what we're capable of. It's now a matter of how do we make sure we execute and give those results from a historical perspective looking at elementary science now. Um again like I said year to year it's going to bounce around because it's not like science is measured yeartoear. It it's a different cohort every single year. So you're going to see different trends here. But I will say is that it's positive to see the overall trend from 2020 all the way to this past year. Uh we're seeing that positive growth. And what's even more encouraging is when we look at our middle school science, that is a pretty linear growth there from 34% back in 2020, north of 52% now. And one thing that we can certainly hang our hat on for a

026middle school is our science scores are top in the region um by by a healthy margin there. Uh again, uh it's a year-to-year thing. This is combined both uh fourth and sixth grade science results. Um really excited, really proud of the work that our team has done. We know we've just recently done a resource adoption and our our teachers are using that to the full extent and again I think we have a really strong team and I think that that shows uh in the work in the in the data we have here. Finally, and this is my this is my favorite graph because it's so dramatic. Um I know my first three years here, first couple years here, we saw our high school biology scores were around 15 14 as low as 13% passing and

027that was entirely unacceptable. We knew we had to make a change. And so we made a few changes. Uh we got uh we we we actually have uh Ashley Roberts is our new uh newish I should say is there it's now her third year in uh high school biology and every year she's been here we have seen growth and we have seen incredible growth. Um I for whatever reason the state doesn't have the like state average for our biology scores but I can guarantee you that this is well above state average at this point. And again, from where we're at to where we are now, seeing that continue to grow by leaps and bounds, I am so proud and so ecstatic for our high school students and and our teachers. Um, again, that's a tribute

028to not just uh Ashley, it's a tribute to our entire high school science team. It's a tribute to our middle school and elementary teachers who are preparing students for that biology test um through proper studying habits and through again that basic science knowledge. >> Oh, there is a state. I did >> I want to say for you and Dr. when when we when Rob and I our class joined the board and we saw that stat was >> Yeah, it was you guys, right? >> I mean, from a leadership standpoint, you knew what needed to be done. >> Yeah. >> And you made the change in the classroom for the betterment of the kids, and it it is dramatic. So, kudos to the teacher and teachers, but kudos to you guys for saying >> that's not

029acceptable, >> right? I appreciate that. And like I said, it's really is a dedication of it's attributed to the dedication and hard work of the people putting that in. I I like I said, that's something to be proud of. That's something I want to shout from Mountaintop. I I did misspeak. We did have the state average that is, like I said, above that state average um by over 6%. So again, we went from real low to 6% above state average and I anticipate that to continue growing based off of what we're seeing. It's absolutely phenomenal and really proud of our our work there. So again, my big takeaways from I learn again, science absolutely out of the park. Biology that those scores are skyrocketing. Our fourth and sixth grade scores are continuing to grow. That's

030awesome. We certainly have opportunities for growth in ELA across grades three through eight and certainly in middle school math. I actually uh received an email from one of our middle school math teachers saying, "I have a few ideas. Here are some things I'd like to see us kind of try out." So, we're going to work together at that. Again, our team's not satisfied with the data. We're looking for ways to improve and we're going to execute. Uh elementary found again that key to growth in math. Seeing that continual trend, that curve is a beautiful thing to watch. We saw intentional target intervention and again that consistent coherent curriculum that we've got now that we have that established uh curriculum adoption we did for math a few years ago that's been really uh really embraced by

031our elementary team and we're seeing the results of that questions I learn anything beyond what we've touched on so far I would say that that slide 20 or so that ELA cohort >> whatever's happened fourth fifth sixth grade whatever you guys did with the biology thing. We need to we need to >> we're way ahead of the state and then we're below the state and then we're barely catching back. >> Those are conversations that we were having with our teams. >> I know you are, but it's >> that's to me that's the most noticeable thing of of your slides. >> Yes. And that's something that we talk about all the time. It's it's not about good or bad data, right? It's about what are you doing with that data. I mean we our biology scores,

032yeah, they're great, but we could do better, right? So what are we doing to continue to see that growth? and they were having the same conversation uh with ELA and with math across the across the district. I read um Oh yeah, sorry. Go ahead. >> So, if I'm understanding the data correctly >> or the the remedy, right? So, the data is what it is. >> We're taking kind of the the methodology that we used in the elementary and applying it >> and applying it to the that fourth, fifth, and or I'm sorry, the middle school >> approach, right? So, we're we're going to take what we learned in elementary school implement that. And then then is there anything in here about the testing changing? So if you depending on where you get your news and

033the internet, >> there was a change in the testing. Is that impacting this negatively or positively? >> You know, I I could sit here and say yes, but I mean, can I point to a specific thing and say this is what's changed? >> No. Um, I can tell you and I think I could probably speak for the majority of educators across the state, when you keep moving the target, it's it's hard to hit it. Sure. Um, so that's something that we try to focus on. Our our emphasis is always we teach the standards and we let the test results speak for themselves. Um, and that's that's kind of the the message we send our staff. We've changed standards a few times since I've started my career at least. And again, that's something that that's a

034real move of the target. Um, how they're assessing it. Um, I'm I am hopeful. I am going to say I'm I am optimistic that the uh I learn checkpoints will give us a little bit more insight, more actionable data that relates directly to what the kids are going to see on iLearn. That will allow us to have more intentional, more meaningful discussions about student assessment data and different interventions we can provide to accelerate students. But, uh, as it is, I I I really I hate blaming the test. I I it is what it is. Everybody's playing by the same rules on that. So, um, yes, there are changes. Yes, it's difficult. No, we're not going to make that as an excuse. We're going to say, hey, you know, it's a new set of rules. We

035need to adapt to them. And we we work to prepare our teachers for that. So, >> yeah, >> I have a question. >> Yeah. >> So, did I see it correctly that the incoming freshmen are going to be struggling a little >> uh regarding math? Is that correct here? Yeah, this would be for math. Uh yes. Yeah. Well, again, yes and no. It depends on how you want to you want to attack that, right? If you're looking at from a testing perspective, yes. Uh kids are struggling. And again, I'm not going to deny and say, "Oh, our kids are fine. Ignore that data. It means nothing." Um no, our kids are not demonstrating um their proficiency on a state test. You know, that's not an accident. That's it's it's not one or two kids. That's

036that's a that's a large amount of kids that are struggling with that. Um, so yeah, if to answer your question, yeah, we're going to have students coming into the high school who struggle with math, but I feel like we have a a very strong uh high school math team that uh led by again Amy Cole, um, Carol Sanguinetti, Kimberly Robertson needs it done. They do an excellent job when they get them there. They are actually former middle school, all of them are former middle school teachers, so they understand what it's like. They understand that transition through middle school, the challenges they face, and we're confident that they'll be able to um, kind of support those kids move forward. We're actually going to talk about the SAT here in a little bit. I mean, these these

037results aren't really new. Um, we've seen this kind of happen over years. We're going to see how those results translate to the SAT uh at the end of this presentation. So, >> thank you. >> Regarding I read, um, so again, I read a little bit different. Again, like Rob mentioned, we kind of have moving targets every year. Um, this or that. Uh, last year was the first year uh, second graders were required to take the iRad. um we had been giving it to them for the last couple years because if you were able to pass in second grade, you don't have to take it as third graders. So for us, it one gave our kids an opportunity to get that testing done early, but secondly, that data was useful for us to kind of target

038students going from second grade to third grade and hey, are you on track to pass? Are you not on track to pass? How are we going to support those students? Um so as as a district for our elementary our goal is 95% passing rate uh for iie uh three for our third graders and then for second grade we want to get uh 70% on track or passing. Um when I look at third grade this is over the last what two four six seven eight years technically we did not test i in 2020 for obvious reasons. Um before that uh event in 2020 we were pretty consistently above 90% even the year after we're at 90%. But then you know actions have consequences and then once we saw that we saw a dip in scores in

0392022 2023 we got down to 83 and a half% we were nearing that state average. Last two years ago we bumped that up to 93.4%. We are still above that 90% range. Again not at our goal of 95%. Um, but I think that we are in a really good position, as we'll see in just a second, to uh not just meet that goal, but surpass that goal. But again, well above state average. The state has yet to release those IE scores. Actually, they release uh a few days from now, actually. Uh so once I have that, I'll be able to share that with everybody as far as what the state average is and how that compares to us. This is fun. This is another fun graph for you, Eric. Um we have another bounce in

040achievement scores. This is our second grade students passing or on track for second grade. I did put an asterisk next to the uh calendar year and this there for a reason. So in 22 23 we're at 69.77%. Those kids went on to earn about 93% passing on I read. Last year uh or two years ago I suppose now we had 54.8% of our kids passing I to second graders or on track to pass it. We got them up to 91% this past year. this last second grade class, over 90% of those kids have either passed or on track to pass iid. That is incredible. Not only does that blow our goal out of the water, but I am very eager to see what state averages are because I think that dwarfs what the state average

041is going to be. Um, that is incredible. That is something I would compare with any school in the state. Um, I am I am eager to see them release that data because our second grade absolutely knocked it out of the park. Now, with that said, the reason that looks so dramatic compared to these other two is this is the first year that second graders were allowed to take the test twice. Um, you're allowed to take it obviously in March is when uh I read is uh given and then you're allowed to give it um in the summer session. So, for some of our kids, we could give it to them at the end of the school year so they don't have to come back over the summer. For kids who were not quite passing or

042weren't close to passing, uh we invite them back to summer school. We get them some summer school acceleration and uh we were able to test them at the end of summer school. Third graders are able to take the test three times uh once in the spring and then twice in the summer to help get them passed because again if you don't pass I read in third grade you uh could possibly be retained in third grade. Uh takeaways um again above 90% for the second year in a row for third grade. That's awesome. We absolutely crushed that second grade goal of 70% jumping up to nine and a half percent again uh over 60% uh spring on the first attempt for our uh second graders was was a big key on that. So great first- time

043instruction, great intervention support uh for teachers following that. Questions on IE >> second graders that pass, not on track to pass but pass, do not need to take it. >> Correct. Do not need the bank. Right. >> Yeah. Exactly. And again, that helps us from a from a teaching standpoint. That gives us a smaller population to focus that intervention on as opposed to where we had only 50% were on pass or passing or on track to pass. uh that that's a larger group that we need to try to get back up to to grade level. So, um really excited about the results on on that high school SAT. Welcome, Mr. Leech. Uh perfect timing. Uh so, just taking a look. Uh SAT is one of those we'll talk about in a second. I always take

044the SAT results with a bit of grain of salt, but at the same time, it's a measure of achievement. It's required of all uh juniors in the state to take it. So, we're going to take a look at that data. And if you look at Tipton, Tipton is the blue bar. The state average is in the is the yellow bar and the national average is the red bar. We are above state national average in all categories. They are both meeting expectations for math uh evidence-based reading writing and for passing both. So, uh really excited about those results for our high school. Just looking historically, and again, just like with IE, just like with some of our, you know, our social studies in fifth grade, it's a different cohort every year. you're going to get some

045change in numbers, but seeing that positive trend in evidence-based reading, writing is is fantastic to see. Same with our math. Um, again, I know this doesn't the percentage wise doesn't look fantastic, right? I mean, you're looking at mid to low 30% range passing uh math, but I will I will point out by saying a couple things. one from a regional perspective, we are top five in both evidence-based reading and writing and we are top five in in math uh SAT results. And what was pointed out to me by uh the wonderful Amy Cole is that our math actually ranked 83rd out of 460 schools. That was the 82nd percentile of all high schools in the state of India. That is incredible. So again, don't get discouraged by some of those percentages. A lot of kids

046are struggling with the SAT these days, but what matters is where do our kids fall compared to others. And again, our ELA 60th percentile there. Again, uh above average for sure. Um again, perspective on some SAT data. So SAT is a college readiness assessment, right? Some colleges, I don't know how many at this point. Um some colleges still use it for uh getting into their their university, but I will tell you based off of the data that we have, less than half of our high school graduates are going on to a 4-year university. a lot of them go to trade school. Um, some of them go to the military. Some of them just go straight into a career. Um, that's why the state has kind of pushed all these different pathways is they recognize that

047not everybody's going to a four-year college. So, when we're still required to administer uh college assessment, college readiness assessment to more than half our kids who are not going to college, it's a little more challenging to kind of get that motivation to to really study and prepare for that sort of assessment. But again like I said as a district we are above average and again our math is um one of the uh top top quartortile there in the in the state. So uh that is those are my takeaways. Uh any questions from any part of this presentation. I'm sad to see it see it end but um all good things do do come to an end. Um Rob I'll pass it back to you. >> Any questions? I good. Um, with no further questions, we

048have 15 minutes left in your agenda to >> to knock out the 2026 27 uh school calendar discussion. >> All right. So, uh, we'll we'll hit the highlights here. So, what you're looking at in front of you, I've we've presented the board with, uh, three options. Um, I it's always nice to have a few options to choose from, right? U, I'll talk about some of the differences between each of them. First one is a schedule that's very similar to what we currently have. Uh start of the school year is on a Friday, August 7th for the 26th 27th school year. Um breaks run pretty much the same as this school year. We'll have a week fall break the week of October 19th. Uh three days off for uh Thanksgiving break. We've got our winter break

049here that will start on uh Wednesday. Christmas here falls on uh Friday here. Um so that gives us a little bit of time there. Bouncing back over to January, um we started up back on a Wednesday, January 6th. Uh we have our PD days. Uh first one's before school starts August 6. Second one we have scheduled for Tuesday, November 3rd. And then um uh February 1st is is the last one. Uh again, uh as far as um uh sorry, as far as uh makeup days, snow days, we have three asynchronous days. So, I'm calling this the asynchronous schedule because that would be following what we currently do. When we have a snow day, uh the first thing we do is uh we will call for an asynchronous learning day. So, students would get online, find

050their assignments on Google Classroom, and complete those and turn those into teachers the next time they come in. We can do that up to three times in the school year according to the state. That's uh Indiana code. Uh after that, we can start looking into u snow makeup days and we have a couple built in. We have one on February 12th. Actually, February 15th is another one as well. That's President's Day. Uh if we had two snow days beyond the three asynchronous days, uh we would use uh these two as our first ones. Uh the one day before spring break starts is another flex day. Um and then if we need to, we could go into uh the first week of June if we need to go that far. In this schedule, uh graduation would

051take place on June 5th. This is pretty similar to what we've done in the past, just a few slight tweaks to adjust for, you know, time of the year that these different holidays fall on. The second option is similar uh a slight difference. I call this one synchronous option one because in this case, instead of doing asynchronous learning, if we were to have a snow day, the state allows you to have synchronous learning, which is where you spend 50% of the day or more in a live session with your teachers online. So, kind of going back to those co times, I know that's a that's a negative word for sure, but um synchronous learning is we could do uh not an unlimited amount, but we can do as many as we need to um to

052uh provide for synchronous learning on snow days. That would remove the need for uh built-in snow makeup days. Uh that would avoid the whole, you know, do your lessons at home, turn in your assignment a few days later, mess with the attendance numbers because you have to wait for attendance based off of, you know, whatever comes back. Um what this ultimately does though to the schedule, this option, we'd still start on the 7th, first, just one day, Friday, um and then move on to the rest of the the year. Uh the rest of the breaks and days off, um holidays and PD days are all the same. Uh the only thing that would be different is the end of school year because we would be removing uh two of those uh built-in snow days. We

053would end the school year two days earlier. Um so that's kind of the benefit of that one. You'd have synchronous learning and you would end the school year two days earlier. The third option again is very similar to that. The only difference on this one, I shouldn't say the only difference, but the differences in this one is if we wanted to bump up graduation to Memorial Day weekend, right? So that' be May 29th. What we could do in addition to the synchronous learning days where we don't have those built-in snow days, we could also bump up our start of school year to Wednesday, August 5th. So kids would come Wednesday, Thursday, Friday, and then the weekend before the first full week of school. uh take off your two asynchronous uh take off your two uh

054makeup snow days and that would get your end last day of school to be May 21st, which would give our high school about a week to prepare for graduation on May 29th. Again, uh these are just three options. Um I can let you know that the recommendation of the uh TCS administration and our building leadership teams was the first option, the asynchronous just similar to what we've been doing the last few years. Uh that has worked really well for our teams. um with the synchronous I know a question that'll come up is connectivity right will our kids have access to internet at home if they are um expected to be learning live online at home uh I believe and I I don't have the exact number off top of my head but I know it's

055at least over 85% of our families in our community have access to Wi-Fi I recognize that that is not 100% right that means that not everybody has access to Wi-Fi at home um I will tell you that even the wealthiest districts not do not add 100% uh Wi-Fi at home. Uh all I will say just to put that for you is that that would be a barrier that would be a challenge for our some of 15% roughly of our community to get their kids access to Wi-Fi to engage in online synchronous learning. So uh those are the three options. I I know I've taken up a lot of your time. So please you guys can have your discussion. Let me know if you have any questions. >> Can you option one? I'm looking at how

056the days per semester break down. >> Yeah. Yeah, I have that here at the bottom. So, uh, first nine weeks be 42. >> Close. Okay. Yeah, it's And we worked kind of hard at that trying to make sure we >> You don't want it to be two weeks off. >> Way off. Yeah, that was something I think >> ends before Christmas then. >> Yes. Uh, so the 22nd would be when that ends. Yeah. And that's because again, Friday being a Christmas it we stopped on the 18th. That's a whole week basically before that. >> Okay. I think uh I have a couple comments, but the one I'll stick with now um what I kind of some feedback I had just because um I had a graduating seniors last year is it was really tough to

057be that far into June with a graduation date simply because of jobs starting. I mean, I have a couple boys that work out of state. Their training was the time at, you know, they missed that. Um, but even looking forward, I believe I wrote down that our county fair this year takes place June 23rd through 28th and the kids take their projects in June 20th. So, just with all that in mind, I just I remember being on the board when we thought Memorial Day wasn't a great option and now experiencing um graduation later than that, it just felt like it felt kind of far out. So, >> I would agree with that. We had a senior this year as well and it felt far out for us as well. But I also recognize the difficulty

058in scheduling parties and people in town on holiday weekends. So I don't I don't know how I but I I agree with it being it felt very late. I'm curious why we take so many days for spring break instead of just the standard week. Why is it a week plus two days plus a flex day? That's that's I I assume that's how it's been for a handful of years now. That's as far as I remember it. Um I don't know when that changed over. >> I think the Friday before became an issue because of the data of how many kids were missing on that, you know, Mon or on that Friday. And so I think that's why they finally just took it off. I'm not saying we have to, but the fifth or the Monday

059after. I don't know anything on that. >> I mean If the kids aren't here on a certain day, do we get dinged for that somehow through the state? >> It's just an attendance thing. So there wouldn't I don't think we would ever get to the point where it was such a dramatic that that would raise red flags for the state. Um it's really just I mean it's similar to what we did with fall break, right? We noticed that we had a dramatic drop in attendance on those two days that we came here for fall break and so uh we decided to move that way. as far as as far as like consequences for having 10% of your school missing. I mean, it's lost instructional time, but aside from that, we we don't get, you know,

060disciplined by the state because our families take their kids out early for spring break. >> Also, if we know that the pork festival weekend is a big attendance weekend, >> is that an opportunity for a PD day? >> It is. Um, actually we considered that um when we talked with the uh TEA um they strongly recommended kind of spacing those PDs out a little bit more. We got one in August. We used to do one in September. Um and I think we originally were suggesting that but then they came to us and said, "Hey, this would make more sense in November. We'll space out figure out what our needs are and then we could better make use of that time." Um so it's not so backtoback. So that's why we end up moving it to

061the third. And for for that particular year, um I I know it's a it's a midterm election year. November 3rd is an election day. So, we figured with making that a professional development day, we can give our staff a little flexibility to make sure they have an opportunity to vote at the polls. And also our students, our seniors obviously who would have the opportunity to uh attend um obviously vote and or work the polls. >> Sure, >> I understand that. My recommendation was just based on some feedback that we're going to have P day make it make sense that >> yeah use that but I understand the voting >> yeah yeah >> and again that's that that's just that's just our recommendation um if you guys felt like hey you know it probably be better

062for our community better for our students if it's a second that's that's also an option but uh that's just kind of where we we fell on on that decision that >> I think we've heard I know the elementary likes to start on a Friday but we heard some feedback on that that at least in even giving two days. But my thought was just like Ben said, having the two days added to spring break, we take the delay away, we could potentially start a week that next week in August being the 11th and we'd have four days. And I'm always one I'd rather go later in the summer because May's never it's very iffy. So it's June, but August is almost always nice. That was just a suggestion. Another suggestion I I mean we this year

063I feel like is maybe I don't know the first year for a full week at fall break. Um back in the old days they used to do parent teacher conferences during like right >> during the fall break and so that way kids were already missing anyway but um it's not an additional day out of the classroom. So I don't know if that could be something that we think about putting parent teacher conferences maybe in one of those. >> I just wonder how many families will since we have a week will be gone for vacation. I I will be gone. It's possible. Yeah. But I know one year at least we did we did virtual ones too. >> Yeah. >> This could be an option for those that can't attend. But >> and I love with

064our our back to or teacher meet the teacher uh parent teacher meetings say um with our elementary which is where it's especially popular. Um uh those are end up spreading out over multiple days and not just a single night too. So um just a just a thought there. Any other input on discussion for the calendar? >> Thank you guys. >> All right, we are with that we will adjourn our public hearing and we will move I'm sorry we will adjourn our public work session and we'll move into our uh public hearing. So, I call to order the public hearing for an additional appropriation from the rainy day fund. Um, an additional appropriation of up to 500,000 is being requested from the rainy day fund to cover expenses related to the 2025 THF roofing project until

065our bonds are sold here in a bit. Uh, upon the closing of the bonds, these appropriated funds that we're approving tonight be returned to the fund. Um, so I think the the agenda item um that I had for was public comment uh regarding the additional appropriation. So with that being said, we have the floor open for public comment and don't rush it. Just All right. Seeing none, um I will go ahead and adjourn the uh public hearing on the additional appropriation and uh we will I would ask for a vote of recess until uh 6:30 for our regularly scheduled meeting. Can I get a motion to adjurnn? >> I move to second. >> I have a motion and a second to adjurnn. All those in favor signify by saying I. >> I. >> Any oppose?

066Same sign. We are adjourned. When I was a mother and I was watching That's it. I don't know. I don't know. Thanks. All right, it is 6:30. I'll call to order the uh Typton Community School Corporation School Board meeting um for Tuesday, August 12th. Uh Jen, if you would help us with the pledge of allegiance and the vision statement. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Growing empowered, future ready students who are prepared for a lifetime of opportunity and success. All right. So, welcome to everybody. Uh, just wanted to take a moment um to recognize that Dr. Glaze has not gotten younger. Uh, but he is abs he's out since August

0674th with a knee knee replacement. So, that is why he's absent tonight. So, just wanted to make everybody aware that uh uh explain his absence, if you will. And with that, Scott, I think you had an announcement as well. >> Yeah. Uh, I just wanted to take a moment and acknowledge um uh the passing of our uh Typton High School library, Julie Wesner. Um, Julie was a a kind soul who uh brought joy to everyone she she spoke to. Um, she's going to be sorely missed on our team. uh not somebody that's easy to replace obviously and um I know she was a mother, a grandmother um and just a kind shoulder, somebody to talk to um in our high school. So um please join me in a a a moment of silence in her

068honor. >> Thank you very much. >> Thanks, Scott. Thank you. All right. Before we get started tonight, I need I'm going a motion and a second to modify the agenda. Uh the agenda came to us today. Um I would like to make a motion and get a second to um first modify uh based on the public work session we had. Um we need some more work on our 2627 school calendar. So I'd like to remove that from a vote tonight until Scott can run down some of the suggestions that were made here. Um, and then second of all, I would like to remove the personnel report from tonight's consent agenda. Um, we'll vote on the rest of the consent agenda as far as the the bills and all that stuff, but remove the uh personnel

069report and approve that with the next one next month. >> Those two separate things. You want to vote on those together? Uh well, yeah, probably a good let's let's u make a motion to uh modify the agenda to remove the 20 26 and 2027 academic calendars for vote. >> Second. >> Got a motion and a second to remove the 2627 academic calendars from the uh agenda tonight. Uh all those in favor uh please signify by saying I. >> I. >> Any opposed? All right, that um that is removed. I'll also be looking for a motion to modify the agenda to remove uh just the personnel report from uh this agenda until we get that straightened out. So, I'd be looking for a motion to remove uh the personnel report from the consent agenda for this

070evening. >> What does that mean for people who were hired if we don't include that in the vote? they would still continue to work just as they have and it's just simply still pending an official approval. Um everything else still operates the same. It's just a matter of it hasn't gotten your formal blessing. Each summer uh you guys uh grant the power to the superintendent to hire uh personnel over summer because again for example at the end of a school year or sorry before the start of a school year we have position opens up we have to make decisions quickly so that we have fully staffed. Um, so we would simply operate status quo until the next vote. >> I move to um remove the personnel report from the consent agenda. >> Second. >> All

071right. Have a motion and a second to remove that personnel report from the consent agenda. Um, all those in favor signify by saying I. >> I. >> Any opposed? All right. Motion carries and that is removed. So, thank you for that uh little uh uh modification to the agenda. So, now we move on to the fun stuff. Right. So, this is the tell me something good portion of of our um board meeting. And this is an opportunity for the school board to talk about some things that they've seen with the beginning of the school year uh that are good and uh want to want to be uh um I guess talked about from here. So, with that, I'll open this up to uh tell me something good uh from the board. I think the Blue

072Devil bash was um an obvious one to to talk about. Um Mr. Dorski did a great job organizing that, but I think on a like a microscopic point of the giant um event was um I floated through most of the buildings all night. Um and to see how excited those elementary kids were to see Miss Wigington and Mr. Johnson like giving them hugs and bouncing up and down. couldn't contain their energy, then I'd just be normal. I don't know. Um, but they were so excited to see them again. And then in the middle school, um, one of my kids, um, at one point, Mr. Ays and Dr. Hackman were walking through the hallway and she just says, "Oh, hey guys." And I'm like, "Hey guys, that's Mr. Ays and Dr. Hackman." And she's like, "Eh."

073And they were like, "Nope, there she's just that comfortable and it's fine." Um and then in the high school all of the kids that were um giving Mr. Leiday and Mr. Leech a hard time and in fact my daughter came home second day of school and says Mr. Leech is going to be my best friend by the end of the year. So I think that just really speaks to the um leadership that we have in the buildings and how comfortable all these kids are that they were all really excited to come back. >> Anybody else? I had one um I don't know if I was just looking for it on my phone. So, um, but I noticed again another, uh, recognition and award for our, um, a teacher today, >> um, from Purdue and so

074>> I know that's on the FFA page and some of that stuff and but, uh, it just seems like once or twice a year that that name and the some accolade pops up and so we're really blessed to have, um, not only the greenhouse, but then good people to help the kids in the greenhouse. So, I was I was uh thrilled to see that. So, that was mine. >> I promise not to steal your blue future award from you, Mr. Leech. But from a parents perspective, I just want to call out just our administration, our guidance council at the high school level. I mean, I can't imagine organizing schedules and responding to students, let alone my own. And um just what a great start. What a great start. Thank you for just the extra time

075and attention you give our as a family. We are so thankful for just the help and the after hours things that you guys do. >> Anybody else? All right. Well, that being said, Jen, you didn't steal all the thunder. We'll move right into Blueford Future Awards. Um, Mr. Jorski. >> Yeah. Uh, we will actually invite up our uh Typton High School athletic council uh first with Mr. Leech. All right. Um, so, uh, I wanted to to recognize these four and then there's three others that couldn't make it because I mean they're they're going to be part of a council and I'll explain that here in just a second. Um, but these are the kids that get kind of involved in everything. So the other three are kind of involved in doing stuff and I think

076each one of these were like I think I can make it but I'm not sure. They had to check their schedules. But um the reason uh for recognizing them now is over the summer we attended uh the IHSAA student leadership uh conference. So we hopped in a mini bus and uh went down to the Indianapolis Motor Speedway. uh they got to do fun things like ride around the track and and hear the history of the track, but then they also got to go through several sessions uh that they're supposed to bring back that that knowledge to be leaders in our school uh for student athletes. So, um they they took a summer day um voluntarily. I didn't even like have to trap them or talk to their parents first and trick them onto the bus

077or anything like that. And they just went for a day of learning. Um and then that's kind of grown into something. And as I was sitting with some other administrators, they talked about how the kids they take to that generally form an athletic council, which we haven't had at Typton High School. So, uh, with the addition of Mr. Quinn, kind of ran it about by him, and then he, uh, kind of picked up and ran with it. So, uh, the seven that went over the summer are going to now volunteer even more of their time to help guide our athletic programs, uh, help kick up school spirit, sportsmanship, um, and all that, uh, in the in the coming school year. So, I wanted to take the time to recognize these guys for the time they

078spent and the time that they will spend to make Tipton High School an even better place. And then, uh, last thing is, um, because we add this athletic council, >> then we'll be in the pursuit of our sportsmanship banner, which I'm not sure how long it's been since, uh, the athletic program has had that. So, that'll be another addition and another kind of gold star with the IHSAA. So, want to thank these guys. Uh, we've got Isa Walpert, David Hickinoff, Payton, and Evan Co here, and then Emerson Atkins, Kennedy, Lancaster, and Oh, Smith. He's out doing soccer stuff. So, the Typton High School Athletic Council Just in time, right? >> And then my second future awards are going to and you did kind of do a little bit of blunder so some of this will

079be a little repetitive but that just shows how much we appreciate that right >> that's right absolutely >> I'd like to call Mrs. Wright Mrs. Glasburn and Mrs. Capshaw to the front and I'm going to say like some words about some of the things that they do and then like it's going to be just kind of like the tip of the iceberg. Um, but this is the Typton High School guidance department. Um, Mrs. Wright is at the desk when kids come in and they're they're running late or they're the one she's the one that answer the phone when doctor's appointments and organizing records and doing everything that you know behind the scenes that you don't always appreciate, but you know, 10 years after graduation, she's also the person you call for a transcript or hey,

080do you remember this? And and and she is kind of the keeper of a lot of that knowledge. So, uh, Mrs. wife's been around for a long time and she's always done a really good job to keep us organized in compliance and uh she is the first to make sure that um Mr. Leida and I know when a student might need a a pickme up or kind of a kick in the butt to to get to school get there on time and uh I think that goes a long way um for for our kids. So she's I mean consistency and and the things that we need and a registar and then Mrs. Glasber and Mrs. staff. Um they I mean we've got you know 460 kids in our building and they they meet with them

081several times over the four years and with the the diploma changes in the state of Indiana um and even before that um kids want to do a lot of stuff whether it be dual credit classes or go to an internship. Um we had kids last year Dan Young and Chariot Automotive and uh working with Harden Digital. I mean, they're keeping track of all of this stuff and making sure that our kids get the classes they need and that they want and that they have a platform to kind of jump off as a Typton High School graduate um and ready to go whether that's in a trade school uh going into the military or um in some cases getting their freshman year taken care of for college u depending on you know what kind of dual

082credit and that kind of work that they do. But they keep it all close. the start of the school year is really really rough and you mentioned the amount of time they spend talking to parents to make sure that even parents are on board with what we're doing. Um but I think what was the what was the schedule request at this point? >> So they build all of the schedules school starts and then they still have 177 meetings that they have to have with kids because a kid comes in and says I don't like auto service and I prefer to do culinary and all that. So, uh, it's it's a massive puzzle and these guys do an outstanding job to make sure our kids get what they need and they do it with care and

083and and they just do it for kids and it's awesome. DHS guidance department All right, next call up the uh Tipped Blue Devil marching band while they're making their way up here. Uh I will say selfishly um I was fortunate enough uh to be granted an all access pass by uh Miss Lisa Woolen um to get on to the track with these these fine individuals and they were kind enough to let me take pictures of them during the event. And I got to tell you, uh, like I said, selfishly, I love that, uh, I love that, uh, kick when I see all those like buttons happening on Facebook. Uh, I can tell you that this is a very popular group of students, uh, in our community. You guys did a fantastic job. Um, again, finished

084uh, second in class A at the state fair. Um, and won the caption award for music at the state fair as well. So again, uh, absolutely incredible performance. Like I said, I don't know what it was like in the Sands, but on ground level, it was incredible. Uh, remind me, what was the name of the the show again? It was Rock Through the Ages. All right. Absolutely phenomenal music. Um, and obviously they performed really well. Love this team. All right. These guys are awesome. And it's a credit to their hard work. It's credit to Swallen's uh direction. Um, and I just want to give everybody a quick uh a quick round of applause for our Typton Blue gonna show up. So, it's the typical middle march band. We want to kind of scrunch together and

085we can kind of get together and you know >> Oh, yeah. Absolutely. Sorry. Go ahead. I just want to say um taking a show a theatrical musical show on the road to multiple locations across the state does not just happen. We have had parents and our Typton band boosters who have been coordinating efforts for over a year for this season to try to make sure it was fiscally solvent and coordinating community efforts, community um funds that have come in coordinating parent involvement and parent parent volunteerism. Um, you know, getting these kids dressed, getting them fed, getting their equipment not just to the location, but on the field, off the field. I mean, I we we it's just been tremendous this year. And the amount of support we've had from the community, from the school, from

086our parents. I mean, we talk about like the the year year of effort that goes into a season, but we also had parents that would be like, "Hey, I see it's really windy today. Do you want me to just sit on a prop so it doesn't fall on a kid?" Yes. Um, and so I I really have to thank the parents. I also want to thank our leadership team because a band is driven a lot by its senior class and the focus that they have for um their season and what they want it to be. So, this senior class has been really great. Our leadership team has been really hard workers and it really shaped up to be a fantastic season because of the hard work and effort of these kids. [Applause] smile. >> Uh

087next we will call up actually our uh our middle school team. I don't remember who said it first. It may have been Craig or it may have been me, but I have a similar office group that I want to honor. If I could ask for Miss Mrs. Andre Wesner, Miss Abigail Wester, and Miss Cara Conger to come on up here for that. Okay. And I want to make sure that I honor these three wonderful individuals. Um because uh kind of similar to Craig and it's a little bit different obviously in the middle school environment because we don't necessarily have diploma requirements that we've got to do. Uh we do still obviously have new enrollments that happen over the summer. And you know, as we're finishing the summer period and moving into the the school period,

088you know, there's a lot of work that happens over the summer that no one ever sees except for frankly me, you know. I mean, I'm watching as these things are happening, watching as parents are coming in, getting transfer requests from other districts. Um, and I just got to say, I mean, these three ladies right here have been just collectively the best thing. I mean, whether it's making sure that they're scheduling tours for new students, uh getting record requests, which as Jen and Andrea heard last year is a lot harder than you might think it is from schools, right? Okay. Uh getting forms filled out, verifying residency, planning honors placement tests, which has to happen, building schedules for students. Uh of course, they've scheduled the tours, but now I have to give the tours. Uh it's

089a lot. Um, uh, Andrea, of course, our middle school receptionist and enrollment zar, as I say. Um, uh, obviously takes care of all the clerical stuff. Uh, it's been a wonderful joy. Uh, Miss Abigail Wesner gave most of the tours over the summer and, uh, despite the grimace that she's making right now. She's very friendly when she's doing it. Uh, answers a lot of great questions as a student. Makes sure they feel very welcome. Obviously, they can talk to her about things that they maybe don't first want to ask their principal, which is obviously wonderful. Um, and then, uh, Miss Conger, of course, taking care of the schedules, taking care of testing. Actually, my favorite story from over the summer was I got a transfer request. I called the parent because it was like, I

090think Tuesday, like right before school was starting. So, I called them seed if seed, excuse me, saw if they need to get in. They said, "Sure, let's get in." They came into the building. I'm like, "Well, no way. We have a schedule built for them." So, I apologized and said, "I can give you a tour around the building even if you don't end up, you know, getting a schedule." and Miss Conger from like all the way back in the cave of the office was like, "I already made it for you." So, they were just so fast and it just made it so that it was such a great summer. Um, I I also want to make sure while I talk about Miss Conger, uh, TMS Rocks also happened uh, uh, last week on Monday. Uh,

091a wonderful sixth grade orientation. Uh, I had so many sixth graders on the first day of school who were just saying, "This is a really good day. This is really easy. I got into my locker. I felt really comfortable. my teachers. I didn't struggle and that's because of a wonderful day that she really uh puts on uh you know along with the rest of the office staff but she's the one playing it all and making sure that it's all happening. So uh just a team of people who made for a great start of the school year. Uh enrollment continues to be on the positive trajectory at Typton Middle School which is wonderful. Um if you look back uh two years ago we're still about 3% up from where we were then which uh is better

092than it was when I was first coming here to Tiffen Community School Corporation. So loving to see that these wonderful uh women are making that happen and making for a great start for our new Blue Devils whenever they come. So join me in my head. Should I bring up the next group too? >> Yeah. Okay. If I could have our whole uh district custodial team come up, that would be wonderful. The whole group. Okay. All right. Going back to uh what MG said uh a little bit ago. Uh if you were here for Blue Devil Bash, you saw that our custodial crew did an amazing job of preparing our buildings um for that event and continue to do that each and every day and night. And so we wanted to bring them up and and

093recognize them for their efforts, not only um for the dayto-day, but the summer work that they did as well. So the buildings are beautiful. Keep it up. And we appreciate you guys a ton. Um I also want to make sure uh specifically thanking my middle school custodial group. I worked at a building where we contracted out with an outside group and the custodial team would come up and they just it was doing a job. But here it feels like they're a family. Um, and so, uh, we've got Heather, good night, who is our third shift. Danny was unable to be here, uh, this evening. Uh, but I am really excited that Lori Carter, oh, I'm so sorry, Lori Wilborn, who recently married Danny Wilbborne last Friday, uh, truly did continue to grow their family together

094here. So, an exciting summer for >> and I think I need to add because really I I can't call out my high school custodial staff because all of them were in the high school for the majority of the summer stripping floors and doing stuff that is not fun. Um, and the buildings do they they look phenomenal. They not that they look bad in the past, but it looks it looked great and our kids I think noticed it when they came in. So, they're always so flexible and and you know, you get a hold of Nita or Kathy in the high school and it's done as quick as possible and that's I really appreciate that. >> Thank you. All right. Last but not least, um I just wanted to from Dr. Blaze. Uh he wanted to

095make sure he wanted to make it a point uh while he was out that we acknowledge uh the work of our TCSC maintenance and facilities staff. Um we're fortunate enough to for uh Dan Benfield to join us today on on behalf of our maintenance uh facilities crews. Um again uh these buildings don't operate by accident. Um it's not it's not easy keeping surprisingly it's not easy keeping a district our size up and running constantly 247. Um again uh it's whether it's air conditioning, whether it's keeping the buses operational, uh whether it's just the campus grounds being free from hazards. I know mother nature likes to throw a wrench every now and then where down tree branch here or um some some uh roofing here. Uh again, our facilities and building are not just functional, but

096they also just simply look great. Again, that's a combination between our custod staff and our maintenance and facilities crews and Dr. Les again wanted to make sure we we recognize uh the efforts of our team. So again, um this goes to Dan Benfield, Eric Johnson, and Mark Webster. So um again, round of applause for our And that concludes our Blue Future Awards. >> Right now, if you were here for Blue Future Awards, it's downhill from here. So, if you want to leave, this would be your chance to hit the door. Um but if if if as they exit uh we move to our next portion of the agenda which is comments from the community and I think Jen we have two this evening. >> Yes sir. >> Okay. >> So go ahead. >> Go ahead.

097>> Uh first um we have Robert Weiner. Saying that correctly. >> Hi. Thank you so much. So I'll start my timer. Give you about three minutes. Okay. >> We understand. >> Do I need to tell you where I live and all that? >> No. No. We're in Madison Township. We moved here about six years ago. My daughter's in second grade. Um, as many have voiced on social media, I'm very frustrated with the transportation. I think my daughter's right is now about 50% off. I want to point out that I appreciate the work you all did and the corporation did because I know it's not your fault, but I'm going to make sure it's on public record that I do not agreeing with the local school district who moved here for a reason. And I wanted

098to point that out. Um, so far as I will give you my $300 tax and I'll give it right back to the school. That is literally all I wanted to say. I want to say thank you and I want to say that I do not appreciate war. It's probably the worst legislation I've seen. Thank you so much. >> Okay, next. Uh, Laura Saton. I also wanted to talk about the transportation issue. Um, I've been coming to these meetings for like nine years religiously and we're always celebrating working together for student success. We celebrate teamwork and all of that. But I think in the whole mess with how the bus routes were devised, the thing that really gets me and upsets me the most is how our bus drivers were treated. Quite honestly, I do not

099understand why they were not consulted first and given the option to say to figure out what the issue and how to fix it because if anybody knows how to fix it, it's those guys. They've been driving for 10 years, 20 years, 30 years. They know these roads like the back of their hand. They know such granular detail about it. They can tell you that nothing about this was efficient or cost effective. It was such a disservice to the bus drivers and the parents and the students. And my child's route, for example, was the one that had to stand outside yesterday for 18 minutes. 70 kids with two aids while the Boys and Girls Club route ran and then came back and picked them up after all the buses had left. And it it's just unacceptable.

100But I will give credit where credit is due and that is that it was changed today. And I understand going forward that bus drivers are now being asked how to fix it. um they are our experts and if it can't be figured out by them, it cannot be done. And I just think we owe a debt of gratitude to those legs that we stand on as we promote our school, the success of our school, to those legs that we stand on, like the bus drivers, like the staff who work their tails off and know how to do their job. And I just honestly think it's very disrespectful when we don't use common sense to go to the experts to figure this out instead of it coming from the top down. So again, I'm appreciative that

101moving forward it's going to be addressed, but it just seems like it shouldn't have even come to this point and when feedback was given, they were not listened to and we need to do better by him quite honestly. So, and again, time equity was the whole reason why this was done and there was nothing there was nothing effective or cost effective about this. So, again, I appreciate going forward that it's being looked at and it's going to be changed, but going forward, we really need to listen to those experts. >> Thank you. Right. And the only thing I would say from the school board's perspective to your point, both of our representatives voted in opposition to SEA1, right? So giving credit where credit is due. The people that represent us voted against this legislation. That

102doesn't change the outcome, but hopefully that helps you understand that they were trying to, you know, prevent this at the end of the day. And then we've been very consistent since the beginning on the transportation issue that we're going to collect data over a period of time and see if the changes enacted the the what we wanted. Um the first week of school is always tumultuous but whether it's the front desk people or the transportation. And so we will look at the data as it comes in and we will make those adjustments accordingly. But we you know we we we did uh oh I'm not going to get into it. I will tell you we're going to collect data and we're going to make datadriven decisions um not only in our academics but also in

103our operations as we look to absorb um these these losses that that that we have coming to us. So >> understand when you um wonder when the changes were made to the transportation because of the bill you have an idea in your mind what you were hoping to save? >> Yeah. Um so obviously as as mentioned before with the impacts of central role act one uh that's a direct attack seems like a strong word but it's a direct impact on um our operations fund. I mean property taxes is exactly what funds our operations operations like having the lights on being able to run this board meeting publicly and through online. Um and most importantly and a huge chunk of that is transportation. Um, and we've I've had conversations not just not just in my grad

104classes, but then through all of our superintendent uh uh conferences both within the state and nationally, um, personnel is the number one cost to a school district. And so when you are looking at making cuts to your operations fund due to property tax cuts, um, transportation uh, personnel is one of those things. So, by removing two routes, that's not just removing uh the miles that you're putting on a bus, that's not just the gas that's being saved, because again, those things are counteracted by the fact that other bus routes are now longer, right? They're on the road longer. So, the buses themselves are not changing. But what changes is the amount of time that our personnel are on the road. And multiply that by 180 days throughout the school year. That's a large chunk compared

105to, you know, when we sit down, we have conversations with our staff about looking at curricular materials and, okay, how do we cut some paper clips there? How do we cut some paper down here? Yeah, those matter. Pennies make dollars, right? But, uh, at the end of the day, as any superintendent in any school district will tell you, uh, personnel, uh, uh, salary, benefits, those are the, uh, number one costs. So when we're looking at operations and we need to make cuts in operations, unfortunately transportation is kind of up there as one of the things particularly when we can devise routes that will still cover our our county. Is it is it perfect? Is it ideal? Is it what we want? Absolutely not. Um again we didn't as Burner pointed out we didn't ask for

106this. Um but these are the consequences of you know decisions of actions and so uh we are simply uh doing what we can with what we have. Uh is our plan perfect? probably not. And uh to Mr. Dutton's point, it's something that we want to make sure we're taking a close look at of how we can adapt that plan moving forward. So um as far as what we're trying to accomplish, we're trying to save dollars. Bottom line, >> I just wonder if you had a monetary number in >> Oh, a specific number. Sorry, I went on a tangent. >> Not specific, but just in general what you were hoping that that doing this would save. >> I I don't have that off the top of my head. Yeah. But uh if you're going to if

107you're going to make an impact, I mean, what we're we we realizing about a 200,000 or so loss, 220 loss in in funding, property taxes this year alone. Two routes is not going to cover that, but it does make an impact. Um and so that's something that we took a look at. We also, Dr. Les and I talk about this all the time, you know, when there's opportunities um to have reductions in force based off of um uh what am I trying to say? uh attrition. Thank you. Where you know, somebody has left a position, we just simply don't fill that position. Uh those are the kind of decisions that we make to try to save money here and there. And again, like I said, personnel is the fastest way to to make that. >>

108I don't know how the rules work. Can I ask one of the speakers a question? >> Yeah, Robert. Um second grade student bus ride got 50% longer roughly. Are they still riding the bus? If you can find another option, would you take it? A parent, a neighbor of This is what I think is going to skew our data. >> The kids that live across the street from me get on the bus 45 minutes before school and it's a mile to the school. Um, it used to be 45 minutes, now it's an hour before school. um they don't get on the bus anymore and I see a car come and pick them up. So I think our changes and this isn't a criticism. I say this is going to be a result of the data. I

109think people are going to see it's an extra 15 20 30 minutes on the bus. I'm going to find an alternative because that's >> like Andrea has I don't know four, five, eight, nine kids. What do you have now? Uh they get on the bus before 7. >> Go that way. >> I know. >> They get uh >> on the bus before seven. >> That's hard. It's really hard and I think they're going to be finding. So, >> it's going to skew our data. >> Um, we're going to go, "Oh, look, less people are writing. We made the right decision, but less people are writing because I mean, I'm not here. I haven't seen how the line is. Mr. Johnson's out there, uh, greeting the students." I'm not asking you to answer, but he might

110be someone to ask, but it looks like the line's getting longer and and um I don't know. It's just something I don't know how I love your spreadsheets. I don't know how we squeeze that into a spreadsheet. How many people are not coming because their bus ride get longer. Now we can drop another bus ride out. Now bus rides get even longer. >> It could spiral. >> Yeah, >> that's my fear. >> Yeah. Yeah. Yeah. >> Yeah. That's a long time for a second grader. Were parents contacted to ask if regardless of whether it was a five minute bus ride or an hour bus ride if they were still going to bring their children? >> No, we have not surveyed families on uh their intentions regarding that. Every everybody gets contacted who bus drivers contact

111uh anybody who's on their ride saying, "Hey, I'll be your bus driver this year." Um as far as you know that specific type of question, I don't believe that's been that's been asked. I mean, I would think the bus drivers would probably know some of that also, especially if there's houses that they always drive by and there's five kids that they know live there, but they never pick them up. >> Yeah. >> You know, again, I think input from the bus drivers would have been extremely helpful. >> Thank you. >> I know um some of the routes are longer or kids are getting >> sorry, kids are getting picked up earlier. I think you just turned it off. >> Okay, got it. Um, with the routes being some longer and then getting on earlier and

112we had um changed our policy. I know last year sometimes my kids would get to the school like 7:33 and then just sit on the bus for seven minutes. >> Seven minutes doesn't sound like a long time, but it is in the morning and seven extra minutes just sitting on the bus just just sitting there I think is unnecessary. So, we had changed that policy I think last month or two months ago. Is that being followed >> as far as time that kids are on the bus? >> Are buses um I think we changed it so buses should not even arrive to the school premises until 7:40. They're only having buses sit there for >> what I I I don't know offhand exactly the time the buses are lining up in front of the park.

113When I've gone out there at 7:35, I've seen four buss lined up. So, I'm assuming that's somewhere there before 7:35. Um, and like Rob pointed out before, that's a part of the the first week of school. What we do is we see how consistent that's happening, and if that's a regular occurrence, then we can start having conversations. I know, um, I think Laura, you mentioned this, Lori Crawford, who was our transportation director, she is taking in feedback. I had a conversation with her today. Um, we're taking in feedback from our drivers. you know, what we wanted to do is see how this initial route worked, get their input over the first week. Based off of that, and again, based off of some of the changes with the Boys and Girls Club busing, um, we're able

114to, uh, alleviate some of those extremely long routes. I know one of our drivers, uh, Dixie Cessna has a a particularly long route right now. That's one that we're looking at to see what are ways that we can maybe shift some off of that particular route. Again, it's a matter of looking at where we're at over the course of several days so that there's some consistency to hey, this isn't just a fluke. This is happening regularly and then we can start adapting uh based off of that. So, again to to what we've kind of been reiterating, it's let's play it out, see how it works, and after a little bit of time, we start seeing a pattern, we can start addressing some of those significant components because again, like we said, we don't want to

115have kids on the bus forever. And again, that was one of the things I was concerned about too when I went out there is I'm like, I got four buses lined up waiting to drop off and they're sitting on that bus for five plus minutes now, right? >> Like you said, doesn't sound like a lot, but when you're on a bus full of kids, even if it's morning, that can get a little a little stressful. So, again, I appreciate it, but that's something that we uh Lori and I take a look at. >> Communication wise, uh should bus drivers or parents who have concerns direct those via email to Lori and copy you? Yeah, that's perfectly fine. Uh, again, communicate with your bus driver first and foremost, obviously. But again, if your bus driver um

116is like, "Yeah, I know this is the route we have. This is what we're working on right now." Um, if you do have a concern as a parent, you can contact Lori, you can contact myself, uh, either of us be more than happy to, uh, take those calls, take those messages, and, um, try to find a solution for you. you know, there's sometimes where we can't just change an entire route for just an individual parents, you know, request, but the if we get some in, we say, "Hey, there's a major issue with this particular route. Maybe we need to take a closer look at that and see what we can do to address that." >> I can't agree more with most every comment that was said today and I respect Mr. Weinberger for what you

117even said and I I mean, I feel like as a board we're feeling these effects of SEA1, right? And this is just like a the first part of a talking point of where our school is, you know, seeing some effects. I'm not saying we can't do better and we're we're trying to, but I just I don't know feels like a one of the first talking points of where, you know, it's what I feel like as a board member right now as a result of that. And I don't like it. I don't like it for our kids, but at the same time, I mean, all of these things have to be under come under consideration if we're going to um do well by our school as a whole. Well, thank you for the comments from the

118community and from the board. Um, at this m at this moment, we'll just move on to the consent agenda. Um, we have the approval uh of the agenda that we have modified. The approval of the minutes from our regular session and executive session in July 8th. Uh, the approval of claims uh for July 18th and August 1st and our accounts payable claims for uh August. the uh approval of field trips. We did not have any in this particular packet, but we did have do have in this uh consent agenda the approval of some donations. Uh one for the Typton County Foundation for My Closet and another one from Caldwell Monument, which was a donation towards our summer academy. Um, and we'd probably be remiss if we didn't thank all those uh businesses that really stepped

119up to help us with the summer academy uh food and custo I I will make one quick note. Uh the uh Schmidt Associates uh architects have worked with us in the past. Uh they actually are paying for the lunch now. It's not on here because they haven't done that yet, but they've promised yes we once we get the bill we can uh send it to them and they will pay for that. So I want to make sure we give them some credit there as well. Thank you. So, I'd be looking for a motion and a second to approve the consent agenda minus uh the personnel report dated August 2025. >> I move to approve the agenda >> minus the personal report. >> Second. >> All right. I have a motion and a second. Uh any

120further questions on this? Okay. Um all those in favor of con uh approving the consent agenda minus the personnel report uh please signify by saying I. I. >> Any opposed? >> All right. Consent agenda is approved. The superintendence report. Uh Mr. Jorski, you're on for the certified appraisal plan. >> Uh this one is uh a little less engaging than my uh student achievement data. So, uh apologize, not PowerPoint. This is a PDF file. But, um this is a a standard process that we follow each and every year. Um at the start of the school year, uh the school board has asked to approve um the uh certified uh appraisal plan uh that we uh evaluate all of our certified staff on uh teachers, uh administrators. Um so with that, we're going to walk through the

121data. Um this is all kind of laid out in Indiana code. Uh walk through our data, go over the plan, uh how it works, and then take any questions that you may have. So uh this is our plan uh for the 2025 2026 school year. Uh we start by looking at uh previous year's annual evaluation statistics. Um again you guys can read a chart as well I can. Uh highly effective percentage was 67%. In 2019 2020 we did have two teachers that year um rate uh improvement necessary. In 2020 2021 uh that highly effective rate was at 56% and we were up to five teachers um who were under an improvement necessary uh umbrella there. Um 21 22 40% highly effective. Uh and three improvement necessary, one was identified as ineffective. Um 22 23 we

122had 46% highly effective and just two as improvement necessary. And then finally 23 24 um 45% were highly effective. Uh improvement necessary just one um oh we do have the 2425 statistics. We were up to 54% highly effective. uh across the district with just one improvement necessary uh there as well. So again key aspects um related to any code again you have to develop a plan and each school corporation must create a plan for evaluating uh certificated employees annually um components of that plan have to include at least an annual performance evaluation for your certified staff. Those categories are highly effective, effective, improvement necessary and ineffective. Um, again, just to give a quick clarification, when you fall under an improvement necessary, um, you get put on essentially a 90-day improvement plan. Uh, your bill administration

123work with you. You get paired with a with a supervising or supportive teacher, uh, who will work with you, uh, from the staff and, uh, essentially we lay out some goals and you work towards meeting those goals. You meet those goals, we move you out of the, uh, improvement necessary category up into effective or highly effective. So that's the that's the purpose of of this evaluation plan is to kind of identify areas of need and then make uh necessary uh support as as required. Uh alternative plans, again, school corporations can choose to adopt pre-existing plan models. Uh there are ones like TAP, PAR. Um I there was about a dozen that I looked at this summer as part of my grad school. As thrilling as those are to kind of dive through and compare, um

124I think that what we have is perfectly sufficient. I'm not going to sit here and say I think it's the best uh evaluation tool possible, but that takes some time and concerted effort. That's something we're actually planning to look at as a team, not just administration, but also working with the TEA to consider what are some ways we could possibly uh improve that. As it is right now, we need to have a plan in place for this year. The hope is that by the start of next school year, we might have something a little bit different that might be able to uh show a little bit be a little more I'll say uh a little more meaningful, a little bit more uh supportive for our staff. Um again, the evaluation process, we have to talk

125through uh plan details how evaluations are conducted. We'll go over that in just a second. Uh the evaluator assignment, again, employees can request a different evaluator if they choose. So, for example, you get evaluated by a building principal and you're like, "Hey, I didn't feel like that was a a fair shake. I'd like to try something different. There's a couple options. Either one, you can ask that administrator to observe you again on a different day. Maybe just the kids were having a really rough day. Maybe you were having a really rough day. Um you're like, "Hey, can you come back and and reevaluate me or re reobserve me?" Um our teachers do that on occasion. Um rarely rarely do we have the time where we will have a teacher request a different administrator. um that

126can be from the same building, that can be from a different building, but teachers have the opportunity to request a different evaluator um to observe them. Um and again, public disclosure, we have to explain to the governing body in a public meeting before evaluations begin. That's what this is. Um 2025 2026 certified plan. Again, our plan how it works. Uh all certified staff get two loan observations. One that is planned that is done the first semester and one that is unplanned that is done the second semester. Um, when I say unplanned, it's saying, "Hey, we're going to I'm going to come sometime in this range. Let me know times to avoid because again, you don't want to walk in and the kids are all testing." That's not really a great lesson to observe. So, um,

127again, we do offer pre-observation conferences with teachers. That is optional. That is up to the staff member if they would like to have that. That's really just more a benefit to the teacher if they want to, you know, take the time to explain exactly what uh lesson plans are coming up and kind of share what the focus is on for that week or that that day. Um again, that's something that is optional for staff. What is required though is a post observation conference. So once the administrator has completed their observation, they submit that in SFS. The teacher has an opportunity to view it and then there is a postconference where there's discussion between the administrator uh and the teacher for how that observation went and um additional information following up the lesson. Uh at least

128one walkthrough per grading period. That's something that we've done and for for some of us we can sometimes get in a few extra times. That's something we really encourage for uh new staff just kind of help provide them a little bit extra support. Um but the one walkthrough per grading period is part of that evaluation. Um smart goal pilot is something that we're doing this year. So uh something that each building we've kind of uh put out there. It's something we want to implement as part of our uh evaluation plan the following year is giving our teachers the opportunity to establish smart goals. Whether that is professional development based, whether that's student achievement based, we want our students uh we want our staff to establish a smart goal that will um kind of help guide

129their uh development and guide their professional development uh over the course of the year. And like I mentioned before, the nine-day improvement plan uh option that is when you have a teacher who is on improvement necessary, we put them on an improvement plan and like I said, we provide them as many supports as possible to attain the goals that are set in front of them. So, uh I believe that is it. Are there any specific questions related to the um certified appraisal plan? >> Yes, I have a couple. >> Yeah. >> Uh you are specifically referring to certified staff. >> Yes. >> What about the teachers that aren't certified? >> Uh the so your non your classified staff then so like your aids are is that what you're referring to or >> not certified. some

130teachers that are not certified. >> Teachers that are not a certified staff member, they fall under a uh classified. Now, I correct me if I'm wrong, we still provide them feedback and observations. Correct. So, I think we are still providing them that what what's expected of a a classified staff member, which is what that would fall under. Um classified staff, if I'm not if I'm correct, we do evaluate our classified staff. Is it once a semester? I believe that's what it is. Or is it once a year? Right. So, for classified staff, it's a minimum once a year we provide them an evaluation. So in the case of a a staff member who's not certified, uh a teacher who's not certified, what we would do is uh we can provide them the same evaluation that

131we would for a certified staff member because that meets the minimum expectations for a classified staff member. >> And who does those evaluations? >> Uh building principles, the building principles do all the classified staff within their building. Um the ones they don't do would be supervisory positions. Like for example, I provide evaluations for uh J.R. Do uh he's our ML coordinator, teacher for the district. Um I also uh service uh uh well was Rick Stilson as a special ed coordinator. Now it's uh uh I also do Lori Crawford as a our transportation director. Um and then Dr. Glaze obviously with our office staff. He um he evaluates our office staff as classified positions there. And related to those classifications, are there uh different job descriptions for the different classifications? >> Not that I am aware

132of. When like for example, when we post it for like a job posting, those those that same description is used for all certified teaching positions. As far as like you're speaking, >> an adjunct teacher, for example, >> I'm speaking as an RN. as an RN. >> as an RN. Okay. I functioned with a license >> and so other people who call themselves nurses. >> Yeah. So that would not that is not a teacher. No, that does not fall under the teacher evaluation. That would fall under our classified staff. So >> yes. >> Yeah. >> I'm not specifically talking about nurses. I'm talking about Yes. even like aids and >> yes >> like officer Maddox gets is he a classified staff >> not exactly we don't do an evaluation for officer Maddox but for our aids

133yes they have like we mentioned before uh they have an endofear evaluation um with our building principles >> you're saying something that would be unlicensed she was talking about teaching a class would only be I would >> would only be required to but as as I said uh we we handle that the same as Yeah, because like I said, that's a minimum level of evaluation that we give. If we have an adjunct teacher who's not a certified um position, we would still evaluate them following this plan. >> And are they paid at the same level? >> Uh someone who's certified >> for those uh we can pay for example adjunct teachers. Uh there is no stipulation on pay for them. We have a lot of flexibility in what we can do with an adjunct teacher

134pay because they're not part of the bargaining unit. They negotiate outside the barbecue unit. >> Any other questions for the uh appraisal plan? >> Thank you very much. >> Um, next we had our department reports that were in um in your packet. We had uh Scott, did you want to touch on it? I mean, you've covered a lot of that in the >> Yeah. uh as far as my my my board report um a lot of >> no I I I appreciate the opportunity but uh I I I believe we've we've covered most of that like I said if there is anything within that report particular around the data you know me you know I'd love to talk about it so um again if you're interested yay uh if not >> that's okay move on

135>> and then uh anything for Adam's report or Stevens All right, very good. Um, with that we move on to our financial report. Uh, Brooke, um, floor is yours. >> Okay, thank you. Um, we ended July and the education fund with 1,131,289.34, operations fund 1,225,957.97 96. Debt service1,58,8369. The rainy day fund 2,3,83341. Operations expenses totaled in the $577,000 range. However, as I noted, $213,000 of that was for um a down payment for the pool detectron unit and that will be restored once we receive the geo bond um sale proceeds in October. Um, interest came in at $19,346.11 and education fund revenues were $974,750 with expenses of 749,464. >> Very good. Any questions for Brooke? Okay. Um, moving on to old business. Uh we have the second reading for the special legislative update uh for 2025

136of the CCHA board policy administrative guidelines and forms. Um as you recall from the last meeting, these were changes to policies we've already approved, but when legislation went into effect in July, we had to modify a few things. So we've approved these once. There's been some, you know, jenga with some words and things like that and moved around. But at the end of the day, we've got a second reading. So, I would be looking for a motion and a second um to approve the uh um the uh special legislative update uh board policies, guidelines, and forms. >> I have a quick thing to say about a couple of them. Is it okay to say it now or >> um >> wait until after you approve them? >> Go for it. Okay. Why not? So on

137the notice of executive session, I was curious why we need number 14, Board of Aviation Commissioners. Which one is that? >> Number 14. >> 14. >> Oh. Oh. Uh, what number is the very last one? The very last one, but it's the very first one in our um Google doc. >> Oh, sorry. Sorry. I'm I was looking at this one. So updated notice of executive session form and you said remind me again what does that say? I don't have that off. >> It said on for number 14 it was something to the effect of needing a board of aviation commissioners. >> Beats me >> I apologize. I don't know that's um and then >> I I will I will just say these were these were vetted by our legal council and they said everything in

138here is in here for a reason. Just because I don't know what that is doesn't mean that it's not important is the only thing I would say. Like I just said, I don't know. Maybe there was something about the commissioners that was not I I'll look for it too because I >> um I also found in um the student suicide prevention policy. We've still got places that say in parentheses describe where we have they don't actually state what our policy is. >> Thank you. Yes, we will need to make sure we update that one then. Um, under the board authority and philosophy, it still says board of trustees, and I thought that we had agreed that we're school board and not the board of trustees. >> Uh, which number was that one? >> Under board

139authority and philosophy. >> Board authority. There it is. Gotcha. Yep. Uh, reference. >> And then, um, the last one I had was under the audio, video, and digital recording in section 4, paragraph three. It was talking about how no one's allowed to record or take photographs without the express permission of the superintendent. And I was curious how we handle that when we have like awards ceremonies and things of that nature. I just thought that was a little excessive. Um, so I just want to kind of look at that one too, >> but I figure most parents don't Dr. Blaze. >> I I I haven't heard him receive any of those. >> We had a form at the hospital that we signed everyone signed at the beginning uh giving permission that you could be photographed or

140videoed. So, uh, is that part of what the kids sign? >> I think you're saying that like parents can't take a picture or record something that the kids can't be photographed. We do sign. We do sign that. >> Okay. >> Yeah. >> This is more like if you're going into a meeting with a teacher or the principal and you know the the parent wants to video record. It's currently the way this is word, if I'm not mistaken, is that our policy is that that is not permitted without the explicit permission of the superintendent. Right. >> Correct. Um, and so you would like to revisit that language >> because it it talks about anywhere on school ground, >> right? That just kind of seems a bit excessive. Correct. Yeah. >> All right. We have a committee

141that our next committee meeting is actually, I believe, the 19th. It's next week. It's a week from today actually. Um what we can do is we can vote on the ones that were not mentioned here. Uh or the Yeah, exactly. So the ones that are mentioned that that breath Beth brings up um that would require a board movement to strike those from this particular vote and then we would vote on the ones that are remaining if you guys want to do that. Um if you're fine with how it is, then you guys can move forward with your vote on this policy as is. Um, but that is that is you guys's decision on that. >> I would like to move to strike the uh three that been mentioned by Beth and vote on the remaining.

142Bring those back. Let's have a motion and a second to approve upon second reading uh minus the three referenced. I believe one of them uh was the um >> B100 C425 and then G350. Um >> uh and then you also mentioned the update notice of executive session form. That's right. Yeah, that's a fourth >> and the updated notice of executive session form. So, we would be looking at uh removing those four from uh from approval. So, have a motion and a second um to approve minus those four. Uh all those in favor of approval, please signify by saying I. >> I. >> Any opposed? All right. They carry the motion carries minus the uh the four that are still in flight. Um on new business, we have uh the resolution allowing an additional appropriation from

143the rainy day fund. Um there is a request for up to 500,000 from the rainy day fund. Um we are requesting that appropriation to cover expenses related to the re-roofing project that's been going on um until the bonds are sold. Upon closing uh of the bonds, the appropriated funds up to 500,000 would be returned to the rainy day fund. And um I'm asking for a motion and a second to approve a resolution allowing uh that additional appropriation from the rainy day fund. >> Move to approve an additional appropriation up to 500,000 from the rainy day fund. >> Second. Good. >> I have a motion and a second to approve. Any questions or comments? Right. All those in favor of approving the resolution allowing the additional appropriation of up to 500,000 from the rainy day fund,

144please signify by saying I. >> I. Any opposed? Right. The motion carries. All right. Next on our agenda is the approval of the 202526 certified appro appraisal plan. Um, annually the board of school trustees must approve a certified appraisal plan. The appraisal plan meets all the criteria outlined in the Indiana code 20-28-11.54. There are no changes in the plan from the 2024 plan except for the addition of the smart goal pilots. So, I'd be looking for a motion and a second to approve um the certified appraisal plan for 2025 and 26. I move to approve the 2526 certified appraisal plan. >> All right, I have a motion and second for approval of the certified appraisal plan. Any questions? All those in favor of approval of the 2526 appraisal plan, uh please signify by saying I.

145>> I. >> Any opposed? >> All right, the uh plan is approved. Uh other matters to come before the board um advisory committees. Uh September 15th is the professional learning experiences. Um the schedule of events is uh we're already talking about September. So September 1st is Labor Day, no school. September 4th uh through 6 is our attendance black hole with the Typton Pork Festival. Uh September 9th, uh we will meet again um in in these chambers for our monthly board meeting with an executive session to follow. And then of course, as mentioned, the September 15th professional learning uh experiences. And then finally, uh extracurricular accounts, the schedule of balances. Uh in your packet um we have um uh the report from all of the uh extracurricular accounts by school. And basically that is just a

146um I think a a a statute that states we have to have a copy of the report filed by uh and kept with the um um records uh to to talk about what our balances are at the end of every month and the end of every year for those extracurricular accounts. So this is basically a FYI, but we do have to approve that uh we've looked So, uh, I'd be looking for a motion and a second to approve the schedule of balances related to the extracurricular accounts. >> I move to, sorry I took my I move to approve the extracurricular accounts in regards to schedule balances. Second. >> We have a motion and a second to approve the extracurricular account schedule of balances. Are there any questions or comments on that? >> Good. All right.

147All those in favor of approving the uh schedule of balances, please signify by saying I. >> I. Any opposed? >> All right. The extracurricular account schedule of balances. >> Real quick, going backwards. Do you have who's We changed the names of the committees. Do you know who's on this committee? >> You're on them all. Eric, >> you're on every single member. >> I think >> I am. Okay. >> I I I >> Okay, >> I can I can send out a reminder after this. I I can't remember the time I had I remember it because you were the one who showed the names of the committees. >> Yes. >> Put him on the Underwood committee. So, >> very good. Uh with that with that, we're at the end of our agenda. So, I'd be looking

148for a motion and a second for adjournment. >> I move to adjourn the meeting. >> Second. >> Right. A motion and a second to adjurnn. All those in favor, please signify by saying I. >> Any opposed? We are adjourned.