- Call this meeting to order. Please stand for the Pledge of Allegiance. I pledge allegiance 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. Thank you very much. You may be seated. And welcome to the May 6th, 19th,
- regular school board meeting of the Richland Blossom Community School Corporation. We're glad to see
- all of you here this evening. And please let the record reflect that all board members are present this
- evening. And first, we'll get into visitor comments. As the agenda says, for visitors comments, there
- may be a lot tonight.
- You are limited to three minutes. So keep tracking your time. It will be on the screen for you. And
- one of the things that we've always done is that there can be no negative attacks on any individual
- people. It's always been
- The ground rules, I don't know what anybody's going to say about anything. So when there's a group,
- I always like to put that out there first. I mean, you know, so please, no negative attacks on any individual
- person. So just remember that. I'll have to stop you if that comes up. But knowing this community, I
- don't think that'll be a problem.
- just for procedure. I figured I'd give it a say. So I don't know. Do we have a list? Okay. Well, then,
- uh, Mrs. Barrett will go down the list and call you up to the podium. And if you would please state
- your name. Now, these microphones are only for cats. They do not project sound in this room.
- So if you could project your voice, that would really help, because it's difficult to hear from the
- podium. This year doesn't work. And so it helps if you can project your voice a little bit. So please
- do that. OK, the first person we have tonight is Melissa Wells. Hi. I thought I was going to talk in
- the microphone,
- I'll try to talk really loud. I teach eighth grade at the junior high school. So I have two kids in
- the choir program now. I wrote out what I wanted to say, because I have a tendency to ramble, as some
- of my current and former students know. So I want to speak tonight in strong support of appointing our
- middle school choir director to lead the high school choir program. I understand that change can be
- difficult, especially after a longtime director resigns.
- Many families are emotional because this program means so much to our students and community, but moments
- like this are when we have to focus not on fear of change, but on who is truly best prepared to lead
- our students forward. Mrs. Campbell, our middle school choir director, has already earned the respect,
- trust, and admiration of students and families. She has dedicated herself to building young singers,
- not only musically, but personally, encouraging confidence, discipline, teamwork, and a love for music.
- Those qualities do not suddenly disappear because the students get older. In fact, many of the students
- who will walk into the high school choir room next year were shaped by Mrs. Campbell already. There
- is value in having someone who already knows these students, believes in them, and has proven they can
- inspire excellence. A successful choir program is built on leadership, passion, consistency, and the
- ability to connect with students. Mrs. Campbell has already demonstrated all of these things.
- I hope we give her the opportunity she has earned and show our students that we value talent, commitment,
- and proven dedication to this community. Our students deserve stability, encouragement, and a leader
- who is already deeply invested in their success. Thank you. Thank you. Next up, we have Brandon Wells.
- One other thing I forgot to mention is that
- This is a time for the board to take in information from people. So it's not a question and answer kind
- of thing. I didn't mention that at the beginning. So I apologize for that. Don't mean to interrupt you,
- sir. But I just wanted to- Hey, my clock didn't start yet. Yeah, your clock's not started. So I just
- wanted to make sure you understood that. We're not here to question answer. We just want to hear from
- you and what you have to say. So please go ahead. Thank you very much. Well, thank you so much for the
- time tonight. I, too, again, Brandon Wells.
- Melissa is my wife, so we have two kids in the choir program currently at the junior high school. I
- will tell you, the purpose I'm here tonight is to enthusiastically support Mrs. Campbell's transition
- into the high school program as an ex-choir director. I can tell you as a parent of her two current
- students in the program, she has put on an absolute master class in communication.
- and imparting her wisdom and knowledge of her experience as not only a choir director, but as a student
- who was born and bred in this program. I do not come from that background. I'm a huge supporter of the
- arts, but that was not me. I'm more of a sports guy. But I will tell you, what I saw from Mrs. Campbell
- this last two years was her easing that burden for a novice like me, her making sure she's constantly
- communicating with parents and letting us know
- what our children can work on, what they're doing well. If there's any problems in the program, she
- absolutely communicated that at all times. That's really the best we can ask for. I will tell you, as
- a professional, as somebody who's had to hire and make tough personnel decisions, it's not easy. I don't
- envy your task in that. The fact that so many people are here in the room speaks to the passion we have
- for this program and this community. And every person in this room is responsible for the success of
- this program.
- I think that is, first and foremost, something we have to consider, even if we're at opposite ends of
- the opinion on this personnel decision. When I'm hiring somebody in my business and I work in the nonprofit
- field, I'm actually hiring somebody right now. And what I want is a deep candidate pool, okay? And the
- reason I want a deep candidate pool is because I don't currently have someone in the building who's
- capable of doing the job, who we've invested in, who we've grown within our business. You have that.
- You have someone who came up in this program who has demonstrated at the junior high level that she
- is capable of leading this program to even new heights of success where it's already been wildly successful.
- I see no reason to even entertain the prospect of additional candidates when you have an internal person
- you have invested time and energy in and has shown to everyone in this room and everyone in this community
- that she is 1,000% deserving of the job. The fact that you developed that talent
- again, speaks volumes of this entire room and this community who has brought her up within this program
- and made her the logical successor to an already successful program. Thank you very much. Next, we have
- Ethan Deckard.
- Thank you. My name is Ethan Deckard and I was a past student of Mrs. Campbell and I hope to be a future
- student of Mrs. Campbell. I'll take you back to the first time that I was in show choir. I didn't like
- choir. It was not something that I really thought would be enjoyable. And then Mrs. Campbell showed
- that it's not about singing or dancing or any of that sort. It's about becoming
- family and doing that with people that you know and love and that you will hope to cherish. So I think
- that having all these people in here as previously stated speaks volumes for how much people enjoy and
- love Miss Campbell and I just really hope that she can move up because I didn't
- I didn't have many close friends when I was in eighth grade, but she didn't really care for my perspective.
- She cared for how I treated people and how people treated me, which I really love. Oh, God.
- Everyone student here, they can all agree that their show choir years have been almost perfection because
- of the works of Miss Campbell. She is such an inspiration to us all and I think that she should go up.
- That's all.
- So we have Andrea Andrews. I will keep a timer on you. Yeah, I'll keep a timer on me. But I didn't write
- anything down. So I'm Andrea Andrews. I actually am your librarian and PLTW specialist at Edgewood
- Intermediate School. Hi, boss. And I also have three kids that are in the choir. I have one that's going
- to walk the line in two days. Ha! Thank God, because I'm ready for him to go to school. But I do want
- to tell you that one of the reasons why my son Michael is walking across that line, since I've
- Brian, who believed in him and poured in him and loved him. Even when other kids said nasty things about
- him, he loved my kid. He gave him the shirt off his back. Michael did this year because the man has
- done nothing but invested in him the last four years. And I will tell you when Brian was gone, it devastated
- my kids, devastated. The one gleaming hope was the fact that you guys brought Verda in.
- Because I looked at him, I said, oh guys, you don't know how incredible it is that you actually get
- to spend nine weeks under her belt and under her teaching. Because that's so exciting for you to be
- able to learn from her. Because I learned from her, Brian learned from her in camps. And I am a firm
- believer, Brian, that when God closes a door, he opens a window. And he's got a great window of blessings
- for you and your family. But let's talk about Kyra. And I call her Kyra because I was her first head mom.
- It was me. And I came in after the other director. And the director before that, unfortunately, I had
- to do everything. And some of these people behind you will tell you, I had to do everything. We weren't
- charged with it all. Kyra was different. She came in. And her and I, we didn't rub well at first. But
- what I got to know is I got to know her. I saw the love that she has for these kids. She is from the
- seeds of greatness of that man down there who loved on her and poured into her life.
- And because of that, she has blossomed into what she is. And she's going to do nothing but continue
- to grow this program. She is Edgewood Choirs. It is time. And like I said, greatness to you, opportunity
- to you. But I want to see her do this. My kids, because of this choir program, it has brought them through
- the trauma that they have gone through early on in life. This choir program, it was their niche, Jen,
- their niche. It's where they have come alive.
- And my two young ones, who are seniors next year, were considering not even going to do choir next year,
- because they didn't know. But the minute they found out that choir was coming, oh, thank God, Mom, we're
- gonna be okay. And I had the chance of going in two weeks ago during the tryouts, because Carol was
- like, oh my gosh, you gotta sign my permission slip. So I ran in there, and about 3.30 in the afternoon,
- there was hallways full of kids, kids who have been in choir, out of choir, kids I had never seen before.
- all excited because she was coming at the helm. So the Andrews family loves Brian Poulsen. We love Verda
- Slinker and we 100% support Kyra. Thank you. Next up we have Jessica Foster.
- just start talking. OK, I'm writing this from the experience of what my son has been through. He was
- Kyra's first class, I guess I should say, in the eighth grade. He is now going to be a senior this year.
- And we are truly looking forward to welcoming Kyra Campbell as the high school choral director. Over
- the past four years, we have seen firsthand what she's accomplished with the junior high program.
- and the incredible growth that has taken place under her leadership. Her enthusiasm, dedication, and
- ability to connect with students have revitalized the program and inspired so many young performers
- to continue their musical journey into high school. Mrs. Campbell brings fresh ideas, renewed energy,
- and a clear vision for the future of the high school program.
- We believe she has the passion and leadership necessary to help restore the program to the level of
- excellence and pride that many in the community have missed for years. Perhaps most importantly, she
- understands the importance of creating unity between the junior high and high school programs. These
- programs should not feel like two completely separate groups, but rather one connected music family
- that supports and builds upon each other.
- Because Kyra has personally experienced the program as both a student and an educator, she understands
- how to bridge that gap and create continuity, encouragement, and shared purpose between both schools.
- We are excited about the future of the program under her leadership, and we are hopeful for an environment
- where students once again feel challenged, supported, valued, and inspired. We greatly appreciate everything
- that Vertis Linker did.
- coming in to guide and support our students through the remainder of the school year. Her willingness
- to step in during a difficult time and provide stability for the program has been a great deal to many
- families and students. At the same time, we believe the program is ready for a new chapter and would
- benefit from fresh leadership and a renewed vision for the future.
- We feel it is time to bring in someone who not only understands the program itself, but also truly knows
- the students, the parents, and the community as it has continued to grow and evolve over the years.
- We believe Kyra Campbell brings that unique combination of experience, passion, and connection to the
- community. Her familiarity with the students and her proven success at the junior high make her an ideal
- person to help strengthen and unify the program moving forward.
- Next, we have Stacey Pa. Hello. I'm the journeys teacher at EPS. And this is very different than the
- last time I was up here celebrating my classroom. Dear members of the board, Dr. Sanders, Ms. Barrett,
- it is with a heavy heart that I write this letter.
- 20 years ago, I began my journey with Richland Beanblossom, and from the very beginning, I truly loved
- coming to work each day. Over the years, I've been fortunate to serve in many different roles, and in
- each one, my goal has always been the same, to make a difference, to help students, support colleagues,
- and contribute in whatever way I could to make our school community stronger and better. Richland Beanblossom
- has been more than a workplace to me. It's been home.
- Unfortunately, after COVID, something changed. The support, collaboration, and sense of teamwork that
- once made this district feel special began to disappear. Professionally, I found myself in increasingly
- difficult circumstances without the support or resources necessary to meet the needs of my students
- or protect the well-being of my staff and myself. When I sought help, I often felt unheard
- At times, I felt dismissed, ridiculed, and made to feel as if my concerns and my professional judgment
- did not matter. I raised these concerns through the appropriate channels, hoping for meaningful support
- and solutions. But instead, the situation only got worse. As a special education teacher, I've always
- understood that the work is challenging. I have never expected it to be easy.
- But what became unbearable was being expected to manage severe student behaviors, repeated physical
- aggression, and unsafe working conditions without adequate support. My staff and I were injured regularly.
- I personally underwent three surgeries related to injuries sustained at work. Despite repeated pleas
- for help and advocacy for my students, my staff, and myself, I was too often met with the message
- that it was simply part of my job. It is not. No educator should feel unsafe at work. No teacher should
- have to fund essential classroom needs out of pocket because they are told to buy it themselves. No
- staff member should feel that their voice concerns or wellbeing are irrelevant. Over time, the emotional,
- physical, and mental toll became too great. I began dreading a job I once loved deeply.
- I lost talented members because they, too, could no longer endure the physical and emotional demands
- without proper support. Perhaps hardest of all was realizing that the passion and joy I once brought
- to this work had been replaced by exhaustion, discouragement, and hurt. Thank you, Dr. Sanders. I love
- Virgilene Blossom, and leaving is not what I wanted.
- There is a part of me that still wonders who is going to give out the hugs, who will advocate fiercely
- for the students who need it the most, and who will continue the work that meant so much to me for so
- many years. But I realized after being told that I could not have a voice and that my perception of
- everything was wrong, that that person could not be me. Because of this,
- I regretfully resigned my position with Richland B. Blossom effective the last day of my current teaching
- contract in order to preserve my own peace of mind, my physical health, my mental health, and the well-being
- of my family. I am grateful for the many years, relationships, and memories I have built here. Edgewood is great.
- I will always care deeply about this district and the students it serves, and it is my sincere hope
- that future educators will be given the support, respect, and resources they need to do this important
- work. Thank you. Next, we have Danielle Sessions.
- Mr. President, ladies and gentlemen of the school board, thank you for your time and opportunity to
- speak tonight. I stand here today not as one individual, but as someone reflecting the feelings of many
- parents, students, alumni, and community members who strongly support the promotion of Ms. Kyra Campbell
- from the junior high program into leadership of the Edgewood High School choir program. While my comments
- tonight may seem overly redundant to the prior comments offered, I opine that this redundancy only amplifies them
- Quite simply, Ms. Campbell has been one of the best things to happen to Edgewood Show Choir program
- in years. Her energy, professionalism, work ethic, and genuine investment in students have elevated
- morale, participation, and excitement throughout their music community. Students respond to her because
- they know she believes in them. Parents support her because they see results, and the community has
- rallied around her because excellence, consistency, and leadership naturally earn trust.
- Promoting her is not only a sign that this corporation recognizes talent and commitment, it is the right
- decision for the long-term health of this program. I know a concern has been raised that the corporation
- may not have conducted a long enough search before arriving at a decision, but I would respectfully
- ask how long should a district continue a search when the right candidate is already standing in front
- of them? Ms. Campbell has not an unknown quantity. She is a proven leader, a proven teacher,
- and an Edward alumnus who already understands this community, its traditions, and its students. She
- has already demonstrated an ability to build relationships, inspire excellence, and positively grow
- these programs. Sometimes the best leadership decision isn't the longest process, but it is recognizing
- proven excellence when you already have it. Strong programs are built by empowering strong educators.
- When schools identify exceptional leaders, they should support them.
- develop them and place them in positions where they can have the greatest impact on students. Mrs. Campbell
- has more than earned that opportunity. Students deserve a safe and stable environment. Students deserve
- positivity. Students deserve leadership focused on growth and development while providing an enriching
- educational experience in the classroom every single day. And that is exactly why this decision matters.
- Mrs. Campbell represents an opportunity to move the program forward, to restore unity, rebuild trust,
- and refocus the culture around students, music, excellence, and opportunity. I encourage this board
- to stand confidently behind this promotion and send a clear message that the RBBCSC supports educators
- who inspire students, strengthen programs, and elevate the entire community as a whole. Thank you for
- your time.
- Next up, we have Emma Curtis. Hi, my name is Emma Curtis, and I'm a show car student here at Edgewood.
- I just wanted to share my experience about Mrs. Campbell. Mrs. Campbell is the one who encouraged me
- to join the choir, and it made a real big difference in my life.
- If it weren't for her, I wouldn't have found my passion for show choir that I have now. Whenever I felt
- nervous or unsure, she made me feel confident in myself. She believed in my leadership abilities and
- gave me a chance to be a dance captain. In the classroom, she was a great teacher and always understood
- what I needed to do. I always understood what I needed to do and I felt very prepared when coming into
- the competition season.
- Mrs. Campbell taught me a lot of things that I use in my everyday life. She taught me to always be empathetic
- with my peers. She would always tell me that you never know what someone is going through and to always
- be kind. She would teach me that hard work would pay off and I would spend a lot of time rehearsing,
- preparing and looking at videos just so I could get better. She pushed us to be our best and believed
- in us even when we didn't believe in ourselves.
- Every day I would look forward to coming to school just so I could go to that class. She created this
- fun atmosphere that made me feel comfortable and secure. I'm looking forward to having her as a teacher
- again. We have been through a lot this year, but I truly hope we can all move forward together. We have
- such amazing people in all the show choir groups, and I want us to become a team again.
- We all deserve a chance to do our best and support one another. Thank you for listening. Next, we have
- Molly Kiefer. I'm another one that's glad that you have a clock. I don't have anything prepared. I come
- forward not just in support of a candidate, but just in the program in general.
- When I think about what an educator is, it's someone that's not going to just teach a subject. It's
- someone that's gonna challenge our students to be who they are, to find themselves, to make the communities
- that we live in better. And Kyra represents that to me. My daughter is a junior, soon to be senior very
- soon. She was part of the first year that Kyra had. And I will tell you that I have seen my daughter thrive.
- under the various experiences she's had here at Edgewood. And I'm very grateful for the passion that
- we all clearly have for this program. But when I think of what I want her to experience in her senior
- year and what the representation as she becomes a young adult, I think of the values that Kyra taught
- her in her eighth grade year, to be herself, because that's who she's meant to be, to find her passions,
- to make the world around her better, to treat people with kindness. Those were her experiences, and
- Kyra lives that.
- And I appreciate that she brings that to our students. And I think that as we think of what the program
- needs to move forward, it's someone who has experienced that firsthand. The program made Kyra in many
- ways. The leaders that she experienced that from, and she carries that forward. So I say it's a blessing
- that we have somebody that came up through that can carry that forward. So I appreciate the time and
- everyone's passion here. And I look forward to what the program will do in the future.
- Ethan Staggs. My name is Ethan Staggs and I'm here to just basically come out here and say that I think
- Ms. Campbell is just a wonderful person and if it weren't for her I wouldn't even probably be in choir
- because in fifth grade I
- I took a break from choir knowing it probably wasn't my favorite thing anymore. Then I was walking down
- the sixth grade hallway and all of a sudden she recommended to me that choir would be a great option
- for me. So I decided to join. Then I see a bunch of flyers show up for Show Choir Camps of America.
- I look at this and I question what is Show Choir? But I knew that my dad and my brother have already
- been through this activity so I go to them and ask and I decide to join because I think it will be fun.
- We won many awards, and then I decided to come back for another year because I truly loved this activity.
- I come back, I got a leadership role, and she truly made me feel like I was deserving of this role.
- She reminded me every single day that I am worthy, I am loved, and I am talented. And I just want to
- say that as much as the past can hurt us, it's always a good thing to move on.
- Yeah, that's pretty much all I have to say. Molly Osgood. Hi, everybody. I too have a prepared
- Didn't want to leave anything out. So my name is Molly Osgood. I am the parent of Luke Osgood. He's
- been a student of the school corporation since kindergarten. He's currently in ninth grade at Edgewood
- High School. Before I go into detail about the purpose of why I'm here, I would like to just tell you
- a few things about my son, Luke. A few years ago, Luke was a shy, timid, a quiet boy. He went into sixth
- grade trying to discover his interests and sense of self. As a student who was not involved in athletics,
- and a culture where boys are often expected to play sports, he struggled at times to find where he belonged.
- So this brings me to why I'm here today. My husband, Matt, and I want it clearly known that we have
- full confidence in Kyra Campbell's ability to lead the high school show choir, and we support
- her wholeheartedly. I cannot express enough appreciation for what Kyra has done for our son and for
- so many other students. She created a place where students could belong,
- a place where they could share their love of music and dance while learning the value of hard work,
- discipline, and commitment. She pushed them to give their best so they could take pride in what they
- put out in the world. For students who did not yet see their own potential, Kyra helped them discover
- it. Under her leadership, students gained confidence, passion, and a stronger sense of self. The success
- of the Edgewood Junior High Show choirs and the trophies they earned are the tangible evidence of the talent.
- and dedication she inspired, but I really believe the true measure of her impact is the transformation
- seen in these students themselves. We see this every day with Luke. Because Kyra believed in him, Luke
- began to believe in himself. Our once quiet boy now performs solos and competitions. He sings on stage
- with the confidence that I will never experience myself. And he has so much self-confidence
- And he's willing to put in countless hours of hard work that challenges stamina, focus, and self-discipline,
- all under Kyra's guidance. So now, when people ask Luke the question so many boys are asked, what sports
- do you play? Luke looks them in the eye and says, I'm in show choir. And we can't thank Kyra enough
- for giving him that confidence and for that sense of belonging. Thank you.
- Buddy, that's your entrance. Sorry, we have to do one thing administratively. Do I have a motion to
- extend public comment past 30 minutes? Is there a second? A second. Moved and seconded. All in favor
- say aye. Aye. Opposed? Motion carries. I'm sorry. Please continue. And on that note, we have Luke Osgood. Hello.
- So before I joined Show Choir, I was very shy and quiet. I didn't know a lot of people and I wasn't
- in a single extracurricular. Mrs. Campbell gave me and a lot of other people the chance to be in a group
- where everybody cares for each other and works as a team. Mrs. Campbell was extremely supportive of me
- the three years I had her and truly helped me gain more confidence and courage. Without her I wouldn't
- be where I am today in music warehouse and even theater. So many people were given the chance to grow
- because of the opportunities and support Mrs. Campbell gave. Next up we have Brian Paulson.
- I would like the opportunity to thank some of the thank lists. And that includes a lot of the people
- sitting in front of us. I usually only make one pilgrimage over to see the school board. And that's
- when I'm like proposing a trip. You know, like when we were going to New York or Florida
- anyplace else, but you know, Mr. Tucker, my first encounter with you was in my second year of teaching
- at the junior high. And I brought 106 graders over and I didn't know anything about a facilities request
- use form thing. And I figured just throughout the day,
- The auditorium is going to be clear, right? So I go in there, and Ms. Murphy is in there with her eight
- or nine students. And we go in there to try to set the finale for one of our concerts. And so he's like,
- what are these kids coming in here? And so, but you were kind enough to let us stay, and you have been
- a kind, generous,
- a respectful and trustworthy individual. I have really welcomed your leadership and thank you for your
- leadership. Mr. Jacobs, I don't know as much about you, but I know that you empower the same integrity
- and leadership
- that all of the other board members have. And so I look forward to seeing you continue to go on and
- do the best you can, just like all these other board members do the best you can for all the years that
- you have to come. So thank you so much. Mr. Journal, you and I go quite a ways back.
- And not only are you trustworthy and full of integrity, but you also demand the respect values that
- we have, that we hold as teachers, or at least the values that teachers will exhibit. And I thank you
- so much for
- coming up and shaking my hand at fall festivals and at concerts. And you never forgot us. You never
- forgot me, and you never forgot us. Mr. Kerr, I thank you not only for last board meeting, I was not
- in a place
- where I could make it over here. I'm a little bit more composed. And I can make it over here now. So
- I hear that you said some very kind remarks about me. And I appreciate that so much. And you, too, exhibit
- the same integrity and leadership.
- you always, always, always have done the very best you can for students and teachers, whether that be
- in the form of trying to push through new facilities or just make sure their academic values are always
- considered. So I couldn't thank you more.
- for the leadership you have exhibited on this school board. Mr. DeMoss, always the smartest man in the
- room. I could go on, but I'll leave it at that. You are definitely the smartest man in the room. And
- I knew that for just the few years I had over there at the high school working with you.
- You were always a role model to me. And that's not just because you were Mr. Jeopardy, but you were
- always a role model to me. And now you're a role model. Your students, when you taught them and came
- into our choir room, would always praise your name for everything you did for them. And so thank you all.
- up here so much for what you've done. You are the ones who never get thanked nearly as much as you should
- have. You can add the principals along with that, but you never get the same admiration as some of we teachers
- have gotten in the past, and certainly the students where it should fall the most to begin with. So
- did I miss anybody? I missed, I know I missed certain people. Where? No, I started with Mr. Tucker,
- so. But yes, he's a fantastic individual.
- who always has his heart in the way of students, in the way to students as well, always puts them first
- and foremost, as you all do. And I don't want to run over too much over time. My students had always
- said that I talk too much. And so I'll try to not do that.
- Just know that you are thanked. Know that you are appreciated for what you have done and will continue
- on doing. So thank you all. Next, we have Carrie Brinson Bell.
- Public speaker, I've written something, but taken it apart. So if it doesn't flow well, I apologize.
- But I wanted to share my experience with the program and with Ms. Campbell. She's been a wonderful influence
- on my son from mentorship in junior high and beyond. My son signed up for show choir the year that Mr.
- Doades left as a seventh grader. We came to understand that COVID was a huge setback to the program.
- And Ms. Campbell took it over and took that junior
- high group of very few kids with very little excitement or very little understanding of show choir and
- turned it into a big deal. She advocated for the program and for the kids, turning one show choir into
- two, mini warehouse and sophisticates. By my son's eighth grade year, I joined the leadership team and
- worked closely with Mrs. Campbell. I got to know her better as a person. She shared that she was Brian
- Poulson's student and being a part of show choir,
- in high school was a highlight for her. Her home life growing up wasn't the easiest and it was clear
- that choir was the place she was the happiest. She said it was always her dream to return and teach
- show choir at Edgewood. I listened to her inspire to unify the junior high and high school programs
- and impressed me that her vision was not only focused on her junior high program but also her outlook
- was set on what
- Her group of outgoing junior high students could be for the high school program. She continued to want
- to build a community of connection. When I hear stories of how Mr. Polson inspired Kyra Campbell to
- be a music teacher, it hits home because of the impact she has had on my son. Her mentorship
- and encouragement offered to my son has taken him from a kid that had no significant music experience
- to someone being comfortable on the stage.
- She has taken time outside of the classroom to encourage him. His freshman year, he was brave enough
- to take on a big role in the school's musical, The High School Musical. Mrs. Campbell worked with him
- on his songs, and when the pressure became too much, he leaned on her. This has continued with extra
- help for cabaret nights, his lead role in Little Mermaid. My son will talk to us, but she understands
- the gravity that goes along with performing. He trusts her and looks to her for guidance.
- We could ask no more from our children's educators than to be an influence towards personal growth.
- We could ask no more from our children's educators than to be an influence towards personal growth beyond
- the years they have them in the classroom. To have a teacher show so much love for the program, the
- school corporation, and put so much heart into the kids
- because of what it meant to her growing up is exactly the kind of educator I want around my son. I hope
- my comments only reinforce the high regard you have for Mrs. Campbell. Her love of teaching and inspiring
- students is so commendable and I've experienced it firsthand. To be so shaped by the program and her
- youth only to follow her dreams to be a music educator and have the opportunity for a full circle moment
- feels like an exceptional chance. You're lucky to have her as a teacher in your school corporation
- and I sincerely hope that you give her the opportunity to lead the high school program. Next we have
- Bridget Devitt. My name is actually Addison Devitt. I am an alumni of the Edgewood choirs program and
- I have decided to pursue music education as my major in college at Ball State. Throughout my first year
- and college for music education. I have learned many qualities that are needed to be a music educator
- and I believe that Mrs. Campbell exemplifies all of them very well. There is a real lack of respect
- for music education and I think that having such a strong teacher at like already in the school program
- just speaks volumes and it's
- important that you support the teachers that you have because there aren't a whole lot of them coming
- up. Sorry, I didn't prepare anything to speak, but I just, she has taken me in as I never had her as
- a choir student, but she let me intern with her the second that I told her that I was interested in
- becoming a music teacher. She let me come in every single day
- for her show choir classes and help out and observe my senior year of high school. And she still reaches
- out and lets me come in and observe her classrooms. And I hope to model my future classroom largely
- based off of her. And I would love to see her continue to make this Edward Choir program stronger by
- being at the high school.
- Next, we have Ken Bykoff. Hi, my name is Ken Bykoff, and I was with my son Charlie at Bradford Woods
- when an email wedged its way through the trees, and with the announcement from Principal Ackerman that
- Kyra Campbell was going to be the next choir teacher. And I was thrilled with it. There's a wave of
- relief that went over me. Because I saw when my son Nick, who's going to be a rising sophomore next
- year, was in show choir.
- how he grew as a person, how he came out of his shell, how he just blossomed on stage in a way that
- we never saw at home. But this kid, you put him on stage, and he comes alive. And it's because of Kyra
- Campbell, of instilling a belief in him that he should focus on working on what he loves, and that is
- singing and dancing. And I can tell you, the kid's not going to get a recording contract, but he is.
- He does work extremely hard because she has encouraged him, and he has now had solos. And he's gotten
- much, much better over the years because of that drive that she instilled in him. Furthermore, he's
- now at the high school. But she has been a mentor to him because early in the year, he reached out to
- her to talk to her about an issue that he was having, and she was immediately there to help him.
- I come from a sports background, and any time you have a coaching change or anything, and essentially
- that's what this is, that's what we're talking about, you want to have somebody who come in who can
- provide a smooth transition from one coach to the next, who has a vision and inspiration of what they
- want a program to be, and that has the credentials to do that and the caring to carry out their vision.
- Kyra Campbell checks every single one of those boxes in dark black marker. And I strongly encourage
- her hiring as Chokewire director. Last but not least, we have Josh Chavez. Hello, everybody.
- I just wanted to share a few thoughts on the top of my mind, but that have also been in my heart, gratitude
- and concern. And at the same time, a plea. We have three young boys in the lower grades and they've,
- we're so grateful to have seen them thrive, get to work on their social skills and making friends.
- working through problems, and we couldn't be more than grateful for all the wonderful teachers and staff
- that have invested in them. My concern is when we lost Principal Wooden, Matt Wooden, as a parent, I
- don't know a lot of what may or may not have happened, just that he was part of the staff, part of the
- teachers that have invested, and you can tell when
- Somebody it's a job and you can tell when someone leans into it a hundred percent Day in and day out
- in the winter time out there directing traffic So, you know, what does a thriving? Learning environment
- in schools for the staff and for the students look like I don't know But what are the metrics that you
- measure? You know are are the students in a structure safe? Environment are the teachers are they being?
- Are they being backed? Are they being served, if you would? Them being the professionals, having the
- credentials, the experience, and also the passion. It's not just a job, they're here. Matt was one of
- those teachers. And did we, as a community, as a district, leadership, staff, did we do everything that
- we could? Do we even know what the metrics are? And if we do, what was done to
- make sure that Mr. Wooden could have stayed here coming from, you know, working his way up, knowing
- so much about the ins and outs. It's not enough if we, as parents, just don't yell at our children every
- day. It's not enough if we just are kind to them every day. It's our responsibility to somehow find
- moments of clarity to
- be able to talk with them, understand them, what's going on in their lives, to be able to find what
- are some of their God-given talents, if you will, some of their inclinations, how can they potentially
- make an impact in this community and in this world? And when we have the metrics and people are having
- the backs of our staff and giving an ear to the parents and doing everything they can to free up the
- teachers to do what they do best, help these children reach their potential,
- They are now and in the future preparing and doing everything that we possibly can together collectively
- to help these children reach their potential, not just maintain losing talented staff. But that's my
- concern and my plea is that we could as a board of directors
- as superintendents, as teachers, as a community, that we could not just be busy about our duties as
- leaders, teachers, or parents, but that we could find those moments of clarity to be able to connect
- with our teachers, see what they need, free up their hands so they can focus that much more on helping
- our children reach their potential, their God-given talents, so that they can make the world a better
- place. We're very fortunate with
- district that we have at this time and it breaks your heart to see other areas of the country maybe
- bigger cities with just the problems and difficulties that they have but we are not there right now
- and that is my plea that we could as a team and if you guys would let us know as parents how we can
- come on board and help free up your time or the teachers to have the staffs back so that we don't lose
- any more talent like principal Wooden's
- Thank you. Well, thank you all very much. I really appreciate everyone coming tonight and speaking.
- I always especially like it when the students and younger people speak and we get to hear from them.
- I hope that we can have a crowd like this every month. So that would be awesome. So are there any preliminary
- motions for the agenda? Can I make a comment, Mr. Kerr? Yeah, sure. I guess I don't know if it's on
- the record or off the record, but keep an eye on the legislation, what goes on with legislators and
- what's going on, because there's been a lot of budget cuts that hit from the last legislative session with SB1.
- And I worry about the money part a lot. So pay attention to it and let your voices be heard with your
- area legislators and your local senators as well. Because it's very important because we've got to pay
- our teachers and we've got to take good care of our people here because we've got good people here,
- but we've got to have the resources to do it as well. So I'm encouraging you. You mentioned, Mr. Chavez,
- what can we do? That would help a lot to reach out to your legislators, okay? Thank you.
- Hearing nothing, we'll move to our consent agenda. And first, we have approval of minutes from April
- 21st, 2026. It was our regular board meeting. Then we have the treasurer's report for April of 2026.
- And Mr. Durnall, the claims, please. Thank you, Mr. President. For gross wages on payroll is for April
- 3rd, 2026 is $84,840. For gross wages on April 10th,
- For gross wages on April 24th, 2026, $862,661.36. And for gross wages totals $1,798,966.66.
- For vouchers claims, it prepays April 1st to April 30th, 2026 is $1,539,189.49. For claims regular vouchers
- for May 19th, 2026 is $480,609.46 for vouchers total of $2,019,878.79.95 for a grand total of $3 million.
- $818,846.61. Thank you, Mr. President. Thank you. Next, we have personnel, resignations, retirements,
- non-renewals, leaves, and terminations, C1 through 18, and personnel appointments and transfers, D1
- through 24. We're also excited to have two donations. The first is from Donors Choose for Supplies for
- Mrs. Freeman's Class.
- And then there's a donation of four remote control toy trucks valued at $1,479.80 for nutrition services
- from whom? Anonymous. Anonymous. From anonymous. I wonder what nutrition services we use with toy trucks.
- I can't wait to see. That sounds exciting. So do we have a motion on that consent agenda? I'll move approval.
- I'll second. Moved and seconded. Any discussion? All those in favor say aye. Aye. Opposed? Motion carries.
- Dr. Sanders, you wanted to do an introduction. Yes, I am very excited to welcome Robert Bolkin House
- back to the Mustang Corral.
- I've known Robert for several years now. And we had a conversation a couple years ago. And I hung up
- the phone. And I just thought, man, that is a good guy. He's a great educator. And now we have
- the opportunity to have him on board. Robert is a 1998 graduate of Edgewood High School.
- And I heard he's pretty good at football.
- but he earned his bachelor of science degree at Indiana State University, master of science degree from
- IU, and he is currently working on his education specialist degree at Indiana State University. He has
- 22 years of experience in education. The last seven years, he was principal at Owen Valley High School,
- and when I called his references, they had
- nothing but flying colors to say about Robert, and a lot of people have. I don't know if you've paid
- attention to social media, but Robert's hire was a big hit in the community, so.
- up to all that. No, seriously, it's to the board, Dr. Sanders. It's an honor. It truly is. Thank you
- for entrusting me with this. Jimmy and I spoke. It's been years coming, and that's how I feel. Throughout
- the years, timing didn't work for one side or the other, and I'm glad it did here, and I'm ready. So
- many positive things going on in this district,
- I'm just happy to be home. I'm ready to put on the black and red again and I've loved Owen Valley.
- It's just, it's time. It's time and I'm ready. Appreciate all the passion that I see here tonight. Not
- just for me, but for the program because the reason I say that there's going to be times we disagree
- on which road to take. But what's important is that we keep the goal in mind.
- And we'll make those decisions. We'll talk about them where they need to be made. But at the end of
- the day, once that decision's made, it's important that we unite and we move forward for that goal.
- And so that's what I see here tonight talking about the choir program. When decisions are made tonight,
- what's important is when we walk out those doors, it's the unity. Because it's these kids we're talking
- about. And I know that's what you're into.
- Thank you, guys. I'm ready, and I'll be here next week. Mr. Kirk, I also introduce Robert's wife, Alita,
- and his daughter, Ashlyn, and Adeline. Did I get that right, Adeline? Yes. And his son, Austin, is at
- a wrestling match, so he couldn't be here tonight. So let's give them a round of applause.
- family again. So thank you so much for coming back and joining us. Okay. We'll get into our regular
- business. We have consideration to approve the 2026-2027 classified handbook. And we have Mrs. Shockney
- for that. And I will say that, you know, the classified handbook is really
- important information. And if you want to stay and continue with the meeting, you're welcome to. But
- we can take a pause if if you would like to go home for dinner. We understand. I know. Yeah. Yeah. Yeah.
- So we we won't
- you know, make you feel awkward if you would like to. Thank you so much for coming. Can I make a comment?
- Oh yes, yes, please, please, wait a second. I just wanted to make, we usually do our comments in the
- end, but I wanted the students to hear what I had to say, because this pertains to them. I had a lot
- of students reach out to me in particular. I think the board members as well have. We know that you
- guys are going through a lot.
- You've been through a lot. I chose this position because of you, because of the students. I didn't choose
- it because of your parents. I didn't choose it because of anything more than pursuing avenues that students
- needed in order to gain in their life. So I just wanted to tell you that my decision, I'm not speaking
- for the rest of the board, but my decision was solely based on
- the information I was given from the students. I did not, parents, I'm glad you spoke, but that's not
- who I am working for right now. In that decision making that we have heard so much about, I wanted the
- students to lead in their avenue, in their own voice, and so I wanted
- each one of you to know whether it was a decision that you wanted or you didn't want. You wanted it
- to change however it may be, no matter what it is. Continue on. Be proud of everything that you're going
- through, whether it was a hard decision, not where you want it to be, or exactly where you want to be.
- Stick together with your friends. Enjoy this time. It goes by quickly.
- My baby graduates next week. So it goes by quickly. Enjoy every single moment you're on stage, no matter
- who your director is, no matter who your principal, your teacher, you enjoy that moment. Take it in
- and move forward. And I'm so proud of you guys for everything that you've accomplished. I enjoy being
- able to tell the community
- that I'm a board member of these students here at Edgewood. I'm proud of all of you. Continue to go
- forward and move mountains. Thank you all. Thank you.
- I'll try to do. Robert, you're going to make him stay. Hey, listen to your wife. OK. Enjoy the night.
- Yes actually let's take a five-minute recess call this meeting back to
- were and so I'm sorry Mrs. Chalkney that I cleared the room for you I you know I briefly say that you
- have a document there that shows that we just updated a few things and further clarified some language
- that as we go along through the year sometimes we read something we're like
- Does that make sense? And so then we make a little note and say, let's make it make sense. And so we
- updated some language to make it make sense. And then in addition, I think the most exciting part about
- our classified handbook this time is the addition of the nutrition services addendum. It was a handbook.
- prior so that was already approved and we had that but we added it into the back of the classified handbook
- and then we created a new addendum for the maintenance and custodial staff specifically. And so that
- has been added and it's on the back of the handbook. We also have a link to the e-learning, the e-learning
- handbook that a link's been put in there so that when staff go to the classified handbook they know
- where to find that e-learning handbook now. So those are some of the things that I think are really
- neat about this new addition that we're putting out for 26-27. Thanks.
- Thank you. Do I have a motion? I move approval with consideration to approve a 2026-27 classified handbook.
- Second. Second. Any discussion? Thank you for the updates. Yes, thank you very much for putting it together.
- All those in favor say aye. Aye. Opposed? Motion carries. Next we'll look at the RBB CSC artificial
- intelligence AI guide.
- I wish it was just none, but this is very. Yes, what you guys have in front of you in the board packet
- is a request not to vote on policy. We already have the policy in our handbook. This is really taking
- the policy that we had through Neil and putting guardrails around it. I laughed the other day. My daughter
- walked into my office and she noticed I was using Google Gemini as I was working on a grant.
- And she immediately said, what would Dr. Sanders say if he knew you were using AI? And I said,
- I don't know. Let's ask him. And I said loudly, because we share a door between our offices. And he
- walked in and he said, I would say, why not? So we really need some guardrails in place with AI. And
- this is a living, breathing document. We're going to have adjustments to this a lot.
- AI is growing, and as K through 12 schools, we are just now in the beginning stages of learning how
- to incorporate this. It's difficult for teachers, it's difficult for
- teachers to use themselves and it's also difficult for teachers to know how to teach students how to
- use it. So we did, I shouldn't say we, Megan Scott led the way with us along with a team of teachers.
- Rick Routon was a big part of that as our tech director, administrators and students and so we have
- had trials with kids. We have received a lot of feedback from
- parents, teachers, and students, and we are ready to roll out our first try at this guide. Like I said,
- know that it's our first shot at this, and it's going to have a lot of work to do as AI is growing and
- adjusting, and we're learning more every day. But we ask you to approve the guide for next year. This
- will also be in our handbooks, which I'll bring to you in June for approval. I'll move approval of the
- AI guide. I'll second. Any discussion?
- It will be a challenge for teachers, for administrators. I hope that students use it wisely. They will
- use it. I hope they use it wisely. And it's going to be a brave new world. It sure is. It sure is. I
- thought the guide, the rubric that you guys put together is going to really help. That's a guiding light
- for teachers and for students. But it has to be communicated well to them. 100%. Because it is a working,
- living document. Yes.
- that helps students understand when and how they can use AI and how they'll be assessed in that way.
- I think it helps our teachers a ton. So I'm excited to see that in implementation as well.
- Anything else? All those in favor say aye. Aye. Opposed? Motion carries. Now there is a approval of
- new positions at RBBCSC.
- One is the multi-language learner or the English language learner interventionist. Another is a elementary
- registered nurse. And the last is the exercise science teacher for one period a day. And we have a motion
- on creating these three new positions. I'll second. Moon second.
- Jennifer, would you please? Sure, absolutely. We like acronyms in education, so whether you call it
- MLL, multi-language learner, ELL,
- English language learner or ENL, English as a new language, it all pretty much means the same thing.
- What we're asking you to do is approve a full-time multi-language learner interventionist. It's very
- similar to what we do in our Title I programs. Interventionists are not necessarily just teaching assistants.
- They truly do work one-on-one and in small group with our students, usually with below grade level skills
- and standards.
- As you can see down below, we're asking you to approve a full-time interventionist, non-exempt. That
- total cost to the Corporation and the Education Fund would be slightly under $33,000 for that position.
- We are currently funding two assistant positions working with our MLL teacher and the cost of that is
- roughly $34,000 right now. So what we're asking you to do is switch out two part-time positions for
- one full-time position. It'll give us more consistency in that program and also at the same time allow
- us to have somebody here
- day in and day out and continue to invest in their education so that we can keep somebody skilled in
- that position for hopefully a longer period of time. How will they be deployed? Will they be throughout
- the buildings?
- That's a great question, Mr. DeMoss. It will really depend on who applies and their experience for that
- position. What I am finding, what we are finding, I should say, is that our little guys down at K2,
- 3, 5, their Tier 1 instruction through Orton-Gillingham is teaching them the English language through
- phonics instruction with their Gen Ed teachers. Where we used to put a lot of emphasis with those guys,
- what we're
- I can say we as a district are not doing a great job there, and that is not from lack of trying. It's,
- we're not doing a great job. We're not doing a great job. We're not doing a great job. We're not doing
- a great job.
- we're still trying to tweak those systems and make them the best we can. So I do think that we will
- see more of an emphasis next year at the secondary level, but what that schedule will look like is hard
- to say. I'm really excited and so proud of Sarah Jalala-Zizi and the work that she has done with these
- students this year. We have had
- I believe it was six students who tested out through WIDA, which is the highest number we've ever had.
- And in addition to that, we have another five or six
- who potentially can test out of the program through a portfolio that she will submit of evidence of
- their growth in the English language. This would be huge for our program, huge for our kids. We want
- them to eventually get to the point that they're testing out long before they get to high school, other
- than those students who move into the district. And Sarah has made huge strides in that this year. So
- I'm just really proud of the work she's done in one year's time with this program.
- anxious to see the growth that we put into it next year as well. Well, I just know I had some English
- language learners who would come in, and I felt completely powerless to help them because I'm not a
- language teacher. I'm an English teacher. There is a difference, and we never had that. So I'm glad
- that we're taking those steps.
- going from two part-times to one full-time. Going from two part-times to one full-time. So it's a push
- financially. It's basically a push financially. Perfect. Yes. Okay. Yeah. Is there an adult class?
- I mean, I can speak Hoosier really well, but I'm not very good at English, so I didn't know if... Great
- question, Mr. DeMoss. Hoosier and English have a lot in common. I'll say that. I just said today, my
- green county came out in my speak and I had to.
- reel that back in just a little bit there. So nothing against Greene County, born and raised, but it
- does come out from time to time. All y'all have any more comments? You and? You and? Any more?
- That's right. No. All those in favor say aye. Aye. Opposed? Motion carries. Sorry, I went a little out
- of order on that one. Approval of the ELA adoption for the junior high, grades six through eight. Mrs. Barrett?
- Yes. Were there any questions on the elementary RN or the exercise science teacher? I just want to make
- sure there aren't any questions before I move away from that. We're going to have two registered nurses
- in the whole corporation now. We will have two registered nurses. One of them is right here if you have
- questions for her. OK. Any questions? So then we'll have two registered. Yeah. And then give me the
- hierarchy again. So currently, I'm the only registered nurse on campus. And then we have health aides
- in all of our buildings.
- So we would go to having, my office is in the high school, and then this one would be stationed in the
- elementary school. There are lots of reasons for it. We have a significant number of medical needs at
- all of our buildings, ranging from seizure disorders, mitochondrial disorders. We have currently nine
- diabetics in the corporation.
- Since I've started, we've had as many as 11 or 12 at one time. That's a lot if something happens for
- one person to try to manage. Our health aides are great. They're really, really great. I don't want
- to take anything away from them, but they don't have the assessment knowledge and things like that.
- Also, there's the off chance that
- I'm dealing with an emergency at the high school and there's an emergency on the bus lot at the elementary
- school or at one of the other buildings. This person would be stationed at the intermediate and they
- would be a support for the primary as well for that health aid if they had questions or emergencies
- or concerns. Okay, there'll be a separate health aid at the learning center.
- There's a health aid at the... Each building has one. Each building has one, yes. Okay, EIS will have
- the RN now. So this would take place of the health aid at the intermediate campus. Okay. And we should
- probably also note it's not... That person doesn't always have to be at EIS. Correct. It's an elementary
- RN right now. The health assistant at EIS resigned effective May 1st. So we are... I shouldn't say we again.
- all Hanna has been working this out to make sure that we are covered across the district. So if in a
- couple of years something would change and you know that RN position moves to EPS or moves to ECC, the
- main objective here is to have an RN on that side of campus so that we have somebody who can get to
- an emergency as quickly as possible given
- some of the high needs with students that we have. We have been very fortunate with Hannah. She is quick.
- She can get across campus in a split second, it seems like. If she doesn't get stuck in traffic. And
- in addition, we've been very fortunate that we haven't had two major emergencies at the same time. But
- with almost 2,700 students and almost 400 employees, she is responsible for a lot of people at any point
- in time. Got you.
- This person would support that, essentially that side of the street. I just heard EPS and EIS in here.
- Yes, we have a health aid there. So you support that as well? Yes, if there were questions or if there
- were emergencies over there, this person would be the first point of contact. If they didn't have the
- answer, then they would come to me. Just wanted to make sure they weren't left out. They're not. Definitely not.
- motion? We approved all three of them. Oh, we approved all of them? Yeah. Okay. All right. We just didn't
- discuss the new two. Okay, approval ELA adoption for grades six to eight.
- you have in front of you is a quote from Savas. This is for grades seven through eight ELA. I have brought
- you these over the last several years and each time I've brought them the numbers have just been numbers
- but Paul has trained me well and these numbers don't feel like numbers anymore.
- This is a heavy amount I'm asking you to approve. It's $87,636. These are consumables as well as digital
- licenses for our sixth grade through eighth grade students for an ELA curriculum. I'm asking for a four-year
- adoption on this that will put it in line with our K-5 adoption, everything expiring at the same time
- so we can look at seven through eight collectively in four years.
- Like I said, I don't come to you and ask you for this lightly. This is something that our ELA teachers
- have spent a lot of time going through individual curriculum, curriculums that are out there and came
- down to two. And ultimately, between the two, they did not have a strong preference, so it came down
- to price. Textbook companies are
- getting richer while our education funds are dropping. And I was able to negotiate with a company that
- we will pay 60% of this this year, 40% of it next year. That will help. I had figured about $50,000.
- into this year's budget to be able to pay for this. It will be about $57,000, I believe is what it would
- wind up being. So slightly over budget in terms of what I had estimated in for this year. But I have
- some ways and have built some cushion in there to make sure that we don't go over that. So I feel comfortable
- bringing this to you and I hope for approval for it.
- I move approval of the ELA adoption for junior high. I'll second. Any discussion? So you say about $57,000
- this year, and then the other four. Yeah, I'm trying to remember off the top of my head, Larry. I just
- looked at that number earlier today. I had asked for a 50-50 split between this year and next year,
- but because we have not agreed to a six-year adoption with them, the company would only go 60-40 with
- us. Right. So that I think was about $57,000.
- There would be no cost. And what we would be doing at that point in time is preparing for a significant
- adoption two years later with K through eight. Thank you. All those in favor say aye. Aye. Opposed?
- Motion carries. Next we're going to look at the recommendation to award
- of a bid for the elementary student Chromebooks for 2026. And we have Mr. Roughton. Her's is small.
- Her's is real small. I think so, no. Do we have a defibrillator in the building? I saw the number. I
- saw the number on this one. Yeah. Well, she can do that.
- So we'll make sure everybody's alive tonight. So yes, the first one is for Chromebooks for the elementary
- schools, BIS and EPS. The Chromebooks are pushing six years. So they're at their end of life. The batteries
- are failing. The teachers are complaining every day that they're not staying charged on the students'
- desks. A lot of the screens and keyboards are, they're showing their wear. And so also we have a,
- with Google that is called auto updates and that is coming to an expiration on this particular model.
- We did extend this particular model per Google's last couple years because it was originally supposed
- to be expired in 2025. So it actually expires in 2027 but the amount of Chromebooks we have to do and
- the time it takes to get them all done we need to move on the process. So we did
- the bids and there was competitive bids that came in. We tried to do our best, but when you're talking
- 1800 Chromebooks and you're also talking in a time when all computer stuff is out the roof these days,
- memory, hard drives, LCD screens, it's not inexpensive. So tonight Trafera,
- is a company that we've worked with before for a previous purchase of Chromebooks for the high school.
- And they, again, won the bid process for the least amount of $879,300. So yes, that is exponential funding
- for the Chromebooks. But we are in need of this to continue our education program and curriculum materials
- for the elementary students.
- Notice the thunder roar. That timing was just perfect. This will be paid out of general obligation bonds
- from 2024. This is part. This is part of our original plan budget from the last week. Correct. We plan
- for this, correct? Yeah, we plan for this budget for the geo bomb for for all the technology stuff.
- The next one solution 60s. That's for the classrooms in. That's on the next one.
- Yeah. Yeah. The next one. Okay. Keep going. I want to get this one fast first. I want to get this big
- one done first. Yeah. Yeah. Is there a second? Yeah. The second moved a second call for the question.
- So all those in favor say aye. Aye. Opposed?
- Motion carries. It's been a rough week. And now there's a recommendation to award interactive monitor
- solution bid. So again, we had this in our budget, Geobond for interactive monitor replacement or actually
- projector replacement. We're starting with the elementary school. Elementary school uses their projectors
- a little different. They actually
- produce their image on a screen that is on a cart and they can touch it and they can do everything they
- want. I know that they were here before I arrived. I'm going to look to Jennifer and Andy. They've been
- here for 2016, 2015. I mean, they've been here for a long time and they're failing. And so it's time
- to update to a more modern technology.
- So instead of going back and trying to do the projectors in a screen, we're doing interactive monitors
- which give them much more flexibility, can handle a computer in there so it actually interacts with
- them more effectively, gives the kids an opportunity to do more colors and fingers touching and things
- on the screens. So we did go out for bids and quotes. We put in a recommendation that we want them to
- be 75 inch as the size because the classrooms. Talking to many vendors,
- That's the size they recommended so people can see him from the back of the room to the front of the
- room. These are on carts, not wall mounted, so that way the teacher has the flexibility to put them
- anywhere in their room so they don't have to be tied to one central area. You wouldn't believe how many
- requests we get to move projectors at the beginning of the school year, and then it was really cumbersome
- during COVID because they wanted to rearrange their rooms. That involved getting Arnold involved for
- the facilities to come in, move the electrical,
- and everything, so this will give much more arrangements in their rooms to be more productive. The other
- thing is is that these will have, I think I mentioned it, but these will have a built-in computer, so
- actually they'll be able to log in and act just like their laptop, but it'll be there so they can continue
- using their laptop for their classroom needs and not have to share it with the screen. There's also,
- when a substitute teacher comes,
- they'll actually have a device that they can log on to and be able to do the classroom projects that
- they were given to from the teacher that was of record. So there's a lot of reasons why these are just
- more, they're just better for our classrooms and for the production of teachers and the students. Again,
- this one is coming from Forte. They're out of Columbus, Indiana.
- The project, this project total is $190,188 and this will accommodate, or do 45 classrooms. That's at
- EPS. I move approval of the interactive monitor solution bid. I'll second. I thought it was 60 or 4,
- I thought it was 60. They're 75 inches. No, I thought there were 60 total units. There's 45 units. There's
- only 45. Okay, are they wireless? Yes. Okay, perfect.
- Just is this in the same bond? Yes. Okay. All those in favor say aye. Aye. Opposed? Motion carries.
- Thank you. Thank you. We'll be real busy this summer. Next we're going to look at cloud based point
- of sale software upgrade and renewal and we'll go to Dr. Sanders for this one.
- Yeah, these next three items come from Vicki Coffee. This is basically a request to upgrade software
- we use for a point of sale. It's called Mosaic. It comes out of Heartland School Solutions. The cost
- for the first year is $9,373. And after that, it'll be $6,400 annually. And this is paid for out of
- Nutrition Services.
- software. No second. Any discussion? All those in favor say aye. Aye. Opposed? Motion carries. Move
- on to the agreement with K-12's leading Indiana Cooperative. Yes, the board approved this last year.
- We moved to what's called CLIC.
- which is the K-12 leading Indiana cooperative for food products. And so this is a way for our nutrition
- services department to be able to follow requirements for proposals, for bids in regards to food products
- that they use in the cafeterias. And so we recommend this
- agreement with the click organization. So that we can continue this great service. Click agreement.
- It's fun to say. Moved and seconded. Any discussion? All those in favor say aye. Aye. Aye. Opposed?
- Motion carries. And then the next one for the health services is the health E pro contract.
- So this is once again software for nutrition services to be able to communicate the menu to parents
- and students. And also it enables nutrition services department to track the amount of product that
- they use in providing the meals, breakfast, and lunch for our students.
- The angel cost is $1,670, and this is half the price of the previous software that we've been using.
- So it's going to be a great opportunity for us, but also a way for us to reduce our costs. And this
- is also a benefit, another benefit of using the CLIC organization because we were able to get
- this cost by being a member of that cooperative. I'll second. Any discussion? Dr. Sanders, did they
- get everything smooth at the high school at the cafeteria when the kids check out now? Yes. It's all
- run smoothly? Yep. Perfect. All those in favor say aye. Aye. Opposed? Motion carries. Getting out of
- food service, we have a debit card fundraiser agreement with
- the Creighton Credit Union, Dr. Sanders. Yes, so you may have remembered in the past we've approved
- agreements with German-American Bank, IU Credit Union, and Indiana Members Credit Union. And with those
- three credit or debit cards that we use through those banks, it's a fundraiser for us, and we've
- made over $13,000. And so Crane has asked us if we would participate with this financial institution.
- And we said, of course. And so we'll receive $0.02 per card transaction, which would be a minimum of
- $250 every quarter or a maximum of $1,000 every quarter.
- and all these funds go to our Ready Schools initiatives. Move approval of the debit card fundraiser
- agreement with the Crane Credit Unit. I second. Move and second. Any discussion? Appreciate Crane working
- with us on that. All those in favor say aye. Aye. Opposed? Motion carries. And the next three are with
- Noah. And the first is,
- the blind and low vision services contract. Yeah, so I'm asking for consideration for approval of contract
- with Tomi Roche. She's a contracted licensed teacher who specializes in blind low vision services as
- well as orientation mobility. Currently we have Kristen Sample, one of our special ed teachers. She
- kind of double dips right now to where she's full time special ed teacher,
- as well as doing a side position for the blind low vision services. So currently for what we had done
- for her previously, she was for Kristin, she was consultating with staff, she does servicements for
- kids IEPs, she's a teacher of record for certain students with that.
- As we've kind of had an influx and more students coming into the districts that meet the eligibility
- for blind low visions, it's just become a service that's become too much for what Kristen can do while
- also maintaining her job, while also recognizing we have students that we're trying to increase services
- for it to be able to make progress within their education.
- The proposal for this one with the contract that we'd be doing it would also be switching Tommy Roche
- as our overall blind low vision teacher for the district to be contracted. So she'd be teacher record
- for the students she would help in evaluations. She'd be a part of the case conference committee.
- all those types of things to where she would also be the overall reference person for all general education
- teachers, special ed teachers and staff to be able to support these students within the classroom. She's
- certified in braille instruction as well, so she is.
- One to where the braille instructions also another area that's kind of above kind of where Kristen's
- kind of out with those. And so she had reached out saying hey, we have certain students who just to
- be able to make progress in their education are needing the braille instruction and Tommy fits right
- into there as well.
- So she'd be going from a range of consultative services all the way to that direct instruction for Braille.
- And she's dabbling in that a little bit currently, but this contract kind of just continues with that
- progression for her to be kind of our blind low vision service teacher to be contracted to swap out
- for Kristen's sample. And I put in for the memo too, that one, those contracts, it gets paid through
- Medicaid for those two.
- questions. What's her rate? Would her rate be? Say it again. What would the rate be for the service?
- Yeah, so the rate is $90 an hour for direct services, $50 an hour for console. And when I kind of touch
- into the orientation mobility, she does both. And so she's really good at just kind of grouping. Most
- of the times when she's doing services for Braille, at that same time period, she's also working through
- the mobility piece too. So it kind of
- feeds into both as far as the billing goes. So 16, 17 are connected, is what you're telling me. The
- mobility and the... Yeah, so they're connected in the sense of orientation mobility, the students who
- are reserving that service, they fall under the category of blind low vision as well. Not every student
- who falls under that category is gonna need orientation mobility.
- But orientation mobility, it's the same thing with Tommy. She's working with students to be able to
- navigate the school. If they use a cane to be able to navigate, she's working through with those students.
- And she's also really doing a good job kind of working through students, also applying it to just transition
- into life as well. So working through the school, but then also teaching them skills to be able to navigate.
- and their daily lives as well for kind of their transition. So, yeah, they tie in, and for those two.
- How many students are we talking about here? Yeah, so... Total with corporation-wide. So, Blind Low
- Vision, the caseload for that one, students who qualify for it, it's currently six. With a range of
- needs, we have some students who are on console, and then we have some students that are requiring a
- lot more direct services for it. Okay. So, yeah.
- Do we have motion? Any further discussion? All those in favor say aye. Opposed? Motion carries. And
- the next one is to approve orientation and mobility services contract.
- Kind of like I mentioned, that one ties into the blind low vision. It's the same person with Tommy Roche.
- She currently works with one student. Again, growing needs. That caseload for her has increased to three
- students for that. So again, the services kind of when we talk through orientation mobility, it's ranging
- from use of a cane to navigate school to then be able to translate to overall independent living.
- kind of like Brad had mentioned too, it's teachers, or sorry, it's working with students with the visual
- impairments just how to travel safely and independently eventually to within the school, as well as
- being a blind low vision certified teacher for that. She's also a certified orientation. They call it
- O&M instructor as well. So for those services, say if a student
- is getting services for blind low vision services. She then also, during that same time, she's working
- on the orientation services as well. So the contract itself, it's the same between orientation and that
- piece. It's the $90 per hour and then the $50 per hours for consult. But she's still heavily involved
- in those case conferences. And again, they kind of play together with the blind low vision piece too.
- Yeah, she she goes around because orientation mobility is more of a specific niche than even the blind
- low vision. So she works with different districts as well. Orientation mobility, it's kind of like,
- you know, for our district, we're looking at three. That's pretty comparable to most districts. So,
- yeah, she she goes to different areas. Currently, what she's been able to do, she's been looking at
- about once a week of services.
- with us kind of making the shift towards this with increasing needs. She's then looking at like twice
- a week to be able to increase those services. So all in the effort to provide, you know, that
- free appropriate public education forum so that we can continue to make those gains. The orientation
- mobility services contract. Further discussion. This is also Medicaid. Medicaid paid.
- Medicaid pay, yep. Thank you. Comes in all those. 100% reimbursement for Medicaid? The services she's
- providing are not reimbursable, but the funding that comes to be paid comes from services that are,
- so the OT services, PT services, speech language services, so it covers kind of where it is, yeah. We
- were hopeful we were looking through that, Jenny Johnson and I, so.
- approving this contract. We also have the director of Bosma Visionary in the room, so we will have to
- make that connection between the two of these. Neither one of you are allowed to leave until after that
- introduction is made, so. I heard Bosma might be starting maybe a program with school systems, correct?
- Oh, yeah, I had a great idea, Mr. Wells. Thanks. We'd be a good pilot school, just so you know.
- Seconded. All those in favor say aye. Aye. Opposed? Motion carries. And then now we move on to approve
- the St. Joseph Institute for the Deaf outreach service agreement. Yeah, so going along the lines of
- still that FAPE idea for this one. So we have this contract specifically for one student.
- It's a service that focuses on students with deaf, hard of hearing. So they do a specific type of service
- that Amy Green, who's our deaf, hard of hearing teacher for the district, it's a service whenever it
- was presented as they're transitioning in. It's a service that's more specific to him that's kind of
- outside the realm of what Amy's able to provide. And so collaborating as the case conference, St. Joseph
- currently works with this student.
- And it's called, the service they do is called the spoken language skills. And from that one,
- it's essentially supporting children who access sound through hearing technologies such as hearing aids,
- cochlear implants. It's essentially teaching them how to be able to access all the sounds of speech
- and learn to listen, talk on par with their typically
- same peers, so it's one where St. Joseph, the contract for this one, it's looking to provide services
- going into the summer time, which we just referenced as extended school year services, to then start
- making up those gaps as we carry into next, this upcoming school year, services would be provided with
- the intention to fade out those services over time.
- for the school year, but it's mainly transitioning that student as they're joining our preschool. So
- service for that one, that's another one that would be paid out from Medicaid, and that one's $144 an
- hour inland lineman with the student's provisions outlined in their IEP. I move approval. I second.
- Any discussion? All those in favor say aye. Aye.
- Thank you very much. That is the last action item. So now we're going to get into our reports. The first
- is the business manager's report. And we have David Tate and Paul Federal. And I think we might want
- to start the three minute clock for these reports. I'll make it short and sweet. I'm teasing Debbie.
- You know me well enough.
- So we are a third of a way through our budget calendar year right now and Right now I've got the cash
- flows in front of you guys We are staying under our projections and we're on target with everything.
- So that's been really exciting to watch and so basically
- Everything's stable right now. So that's where we're at and things are looking really positive in that
- direction. So I also gave you guys the 2027 budget calendar. I'm giving you guys this. It matches up
- with the upcoming board meetings. We are not planning to do any special meetings. We're trying to align
- them with the board meetings. These are really important dates.
- So I wanted to make sure you had them ahead of time. We need at least three board members at each of
- those meetings. It's just important to have that so we carry through with all the budget guidelines
- that are in place. My goal is in August to bring you a copy of the 2027 budget so you guys can look
- at that. So that's where we're at. You guys have any questions? Nope. Okay. I got a quick question. Yeah.
- So I'm just looking at your two cash flows here. Yeah. Make sure I'm reading this right. The projections
- right now through this calendar year is we're going to dig into the cash balance of the education fund
- by a million and a half million on the operation. Am I reading it right? Yes. So right now, that's where
- we're at. But that's not our goal. No. We've been working very hard sitting down, and I've
- I mentioned it a few different times at the other board meetings. We have our meetings where we're constantly
- going through with all the new tax changes and everything. Our goal is to definitely get down as low
- as we can so we're not hitting our cash balances. We have the cash balances right now, but we don't
- want to hit those. That's definitely our goal. And as we get closer, our projections will change and
- adjust because
- different expenses happen. We don't spend as much in the summer and all of that, and we'll look at everything
- and see where we're at. But yeah, we've been pretty tight, and we've been in communication with IT and
- maintenance and everybody, just trying to make sure we're all in line with everything. So, yeah.
- Thank you. Yeah, no problem. I can't wait for the end of September. That's the day I'll know where to
- have a job.
- So you're telling me to be positive until September, Paul? I'm nervous. I'm a nervous wreck. I'm not,
- I'm just, I am scared to death here. We'll see what happens. All right, we'll see what happens. You
- might get bored and start digging into your own personal account. Thank you. You know how much you can
- save on that end. Yeah. Well, the assistant superintendent's report. All under a page tonight, Mr. Durnall.
- It's not small type, that's right. I hope that you guys all received your Edgewood Ready magazines in
- the mail. If not, you have one in front of you tonight. This is the first one that we've sent out. This
- went out to all families in 47429 and individually to all of our school families outside of 47429. We
- would love for you to take a few extras if you have some people in your neighborhood that maybe have
- some other districts or schools
- posters in their front yard, and you would like to drop off an Edgewood Ready magazine.
- there not only to show what we do with our own families, but hopefully to market to those families that
- may not know much about us. I have to give huge shout outs, Brittany Tucker and the Edgewood marketing
- team designed this from top to bottom, took the pictures, they put in all of the commentary, and also
- just the behind the scenes work that Susan Harrington, Callie Schlimmer, Stacia Myers, Mariah Bruce,
- Jenna Clark, Megan Scott, and Amy Winkler did to bring this magazine to fruition.
- I wish you could see all of the framework that happened behind it to really put into words and put into
- a visual what we do here at Edgewood. And I think this is a really great representation of who we are
- and how we prepare kids for those next levels. Going along with what Brad said earlier, his prediction
- is correct. Our Title I allocation came out this week. Not great news.
- The title budget was cut by 14.1%. This is a federal grant. For us, this will have a major impact on
- our Title I. That normally funds for us two teachers and usually about six assistants, and in this case,
- $40,000 makes a big difference. So we have to figure that out so that we can maintain programming for
- our kids. But at the same time, $40,000 is significant in a district of our size. The federal grant
- cannot cut more than 15%, so they left us 0.9% there as a bonus to play with. Unfortunately, that grant
- is continuing to drop year after year.
- And I echo what Mr. Tucker said, that we have to become more vocal as we're speaking with people who
- are voting and putting these pieces into measure. Our high ability allocation is a state grant. It did
- increase slightly, so just a couple thousand dollars there, but we'll take a couple thousand dollars.
- The crazy thing is that is actually one of our harder grants to spend because of the strict guidelines
- in place for it and how it has to be spent. So definitely not the greatest news on that front. I'm still
- waiting on allocations for Title II, Title III, Title IV. If they follow the same track as Title I,
- we'll see where we wind up on those.
- Paul and Debbie and the rest of the team will keep working on that and do our best to get that in alignment
- by the start of next school year. We also had a successful mentor training May 12th through the 14th.
- We now have 16 trained mentors across the district. Those teachers have spent significant time
- digging into our instructional model, which is Marzano's New Art and Science of Teaching, or NASOT as
- we call it here, as well as teacher evaluation and the improvement model, which also is based on Marzano.
- And that was led by Megan Scott for three days last week. On the third day, our previous mentors were
- brought in with our current mentors who were being trained, and it was a full day of planning for next
- year. So I'm really proud of the district and the work that we're doing.
- to not only focus on our students, but also putting that focus on our teachers. Going back to what Mr.
- Chavez said earlier in his comments, I think this goes to show that we are investing in the work that
- our teachers do. And it doesn't matter whether it's a first-year teacher or a 20-year teacher. We recognize
- that we can all be better at our craft. And so this commitment to that I think definitely shows the
- work that we do here with our staff.
- I know we've been here for quite a while, so I'll try to be as quick as possible. We wrap up the 2025-26
- school year on Thursday, May 21st, and the next day I want to invite the board to the end of the year
- staff celebration.
- We will have pulled pork available in each of our schools beginning at 1045 and then around 1215. We
- invite all the staff teachers to the high school gymnasium to celebrate for some of our retirees and
- those milestones where teachers are making 5, 10 years, 15 years of service.
- And then we will have our competition between schools and our reigning champ of Edgewood Intermediate
- School will be putting her title on the line. And I think it's EPS's year. So I think it's her year
- to win. I'm counting on that.
- And then, of course, our commencement will be for the high school will be Saturday, May 30th at 11 a.m.
- You know, I remember my first year as Assistant Superintendent, I think it was like 2002, and that first
- year was very challenging. And then the next year had its own set of challenges, and then
- I started the next year thinking, well, I wonder what this year's challenges are going to be. And,
- you know, I've kind of figured out so many years later that every year has its own challenges to overcome,
- and sometimes we're in the middle of those challenges, there are great things happening. And I just
- wanted to point some of those out to you tonight. We had our EHS Honors Night last week,
- And the dollars for scholars came through again and provided $86,500 in scholarship money and a new
- record for a total amount of scholarship funds of $1,901,878 worth of scholarships. And I think that's
- pretty amazing. A lot of community support. We had two Edgewood High School students who
- earned the Monroe County Lilly Scholarship this year. Our Marching Mustangs won a state championship
- again. Our positive enrollment continues for another year, and if you remember, I mentioned that
- 80% of school corporations in Indiana are in declining enrollment, and we're in that 20%. So I think
- that's another plus for Edgewood. A lot of great, obviously we have great teachers, staff, administrators,
- quality programs. Jennifer mentioned the Edgewood Ready Magazine. If you go through that, you can see
- all kinds of highlights. And then our
- Coffee Corral, a student-run business, I thought last year was amazing numbers with $30,000 in sales,
- and now they're over $50,000 in sales, student-run. All of our schools achieved a level one in high
- reliability schools, and so that's pretty awesome itself. We expanded the high school kitchen and cafeteria, and
- You ought to go over and have lunch at the high school cafeteria sometime, really any of our cafeterias.
- It's really good food. The field house is booked solid all the time and utilized in a variety of ways.
- Our new Edgewood Early Childhood Center had a successful first year and as you know, board, we have
- our plans set for
- future construction projects, and those are already underway. So overall, it's been a really great school
- year. And for board member comments, we'll... RBBEA. Oh, RBBEA. Oh, I'm so sorry. RBBEA comments. Type
- this in there so patiently. We're trying to cut things short. Yeah, sorry about that.
- Good evening, everyone. Thanks for sticking around. I just wanted to highlight one thing that I am sure
- is already on everyone's radar, but just going into the fall, and that's the ramifications from House
- Bill 1004. The bill removes from the regular teacher contract the number of hours per day that the teacher
- is expected to work.
- This applies to all teachers who teach under that contract. ISTA is fully aware that teachers already
- work well beyond this school day on numerous additional duties brought to them by their administrators,
- and we continuously share this reality with lawmakers, and that was not something that was heard. So
- this is now something that we are going to be bringing to the board through bargaining in the fall,
- trying to get this language approved by the school board since we can't get it through
- the state. So again, I know that's already on everyone's radar. I just want to use my voice to keep
- highlighting that tonight. And then just on a personal note, this would have been for April's school
- board meeting, but over at the high school, we have three teachers who are leaving that
- are good friends of mine. And that's Katie Brookman in science, Alison Kingsley in art, and Rachel Mathias
- in English. And I just wanted to, I don't know, give them formal recognition. They're really good people.
- Thank you. Thank you very much. Thanks, Ty. Sorry about that. I didn't mean to jump. So now, for member
- comments, start with Mr. Jacobs.
- I already made my major announcement, but I didn't want to miss any of the students, because again,
- they're the reason why we do what we do. And they're always in our vision, no matter what's going on
- in the corporation. Big things, small things, the students are always the first we think of. And I really,
- It is so good hearing from them. That's why we really enjoy having the Mustang moments, because we get
- to see them in their element. We get to see what they're doing. And hearing the students be able to
- voice their concerns to us. I hope that empowers them to continue to work towards greatness. And I think
- it will. I'm very proud of them.
- I'm very proud of the parents that support the students to do that. We're making some really amazing
- humans for our world and our corporation. And I want to thank the donations. Donors choose. Anytime
- we get donations in the corporation, every penny counts to us. And I just want to really let them know
- that we appreciate all the donations we get.
- Thanks for everybody came out tonight. So I know it's a long meeting and I appreciate all the comments
- that the parents and students made. I'm going to quote Emma Curtis that where she her comment was move
- forward together. So we got to keep working together and move forward as we approach the summer. And
- I do want to congratulate the spring sports and having a pretty good spring season. So the girls won
- the conference this week and several school records, which
- Our school records are pretty impressive already, so to beat those is pretty nice. So we've done well
- though in sectional and tournament play and looking forward to graduation and a lot of roses passed
- around. Again, I'd like to thank everybody that came tonight. Young man, you did really well. You know that?
- Thank you for your input, appreciate that so much. Again, I'm so proud of this corporation. I look at
- all the people here and I see all some new faces back there. It's just nice to move through these things.
- Robert Bolting House coming over here is gonna be a wonderful addition for us. I think the Music Warehouse
- will continue its greatness throughout the years and I really enjoy
- with the board. I enjoy serving with you guys. I really do. So I think that's it. I don't want to get
- too far. I talk all night. So all right, thank you. Yeah, it is a time of transition on a number of
- fronts. It's going to be hard to say goodbye to Mr. Ackerman. But as the self-appointed historian of
- the board, I will point out that Robert Boltinghouse ranks second all time
- chronologically and alphabetically in principals named Boltinghouse. We had a Jane Boltinghouse at the
- Ellsville Elementary back in the mid-60s, or mid-90s rather. He does rank first in yards rushing. He
- also ranks first in grades achieved in Mr. DeMoss's sophomore English class among principals, not everybody,
- but he did okay as far as principals are concerned.
- but no, and yeah, we've got a lot of great people leaving us, whether it's retirement or moving on to
- other places. Good luck to all of them and that's all I wanna say. Thank you. I appreciate Mrs. Jacobs'
- words earlier to everybody. I thought that was perfect and I don't think there's any way to say it any
- better, so I won't even attempt to
- to go down that path. I just echo what she said. That was beautiful. In many ways, some people have
- had a difficult year this year. There's been a lot of tough things that I think that
- When those things happen, I think that causes some fractures in our culture that we try to build. But
- you know what? I think those fractures can be healed. I think that when we work together and we come
- together and look at where we're at and not to think too much about how we got here, but think about
- how we can move forward.
- and what that path should look like and what that focus should be, which is the students first, and
- just work together and go down that path. I think those fractures can be healed, and I think that we'll
- come together in areas where we may have drifted apart, torn apart in ways, but I think we can come
- back together.
- I think this is a great community. I think this is a great school corporation. I think we have wonderful
- people. And I think that we can do that. I think that we can come together and get through the tough
- times when they do come. But to do that, we do have to come together. And we do have to join in having
- the same vision
- in putting the kids first and making sure that, you know, it is about the kids. It's not about us. It's
- not about individual people. It's about what's best for all the kids. And work on that. Sometimes people
- get personal aspirations involved. Sometimes people get, you know, agendas involved. And that hurts.
- You know, I think there's so much good in the people that are here that I think that we'll get through
- these what's been tough times. And in other ways, like Dr. Sander said, there's been some very wonderful
- things that have happened this year. You know, on the graduation day, we're going to see these students
- that have worked their rear ends off to get to where they,
- where they're at, and they're going to cross that stage. And, you know, I say it every year, this is
- the biggest honor for me to sit on that stage because I look at every face when it crosses that stage.
- I give every face my time and attention as they go across. And it's interesting to see how different
- it is. Some are elated.
- Some are getting me out of here. It's all different kinds, but they all deserve to be there. They've
- all worked so hard to be there, and it's every single person in this corporation touched their lives
- to help get them there. And so that's the unity that we can have going forward if we keep our shared
- vision being that of the students
- and the school and the community. So I just thank everybody for coming tonight. I so appreciate hearing
- from the students and I wish you all a wonderful evening and this meeting is adjourned.