WEBVTT 00:00:04.738 --> 00:00:13.902 - I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, 00:00:13.902 --> 00:00:22.807 - one nation, under God, indivisible, with liberty and justice for all. Thank you all. Please be seated. 00:00:22.807 --> 00:00:31.453 - Our first meeting this evening is the public budget hearing for the Richland Bean Blossom Community 00:00:31.453 --> 00:00:33.182 - School Corporation. 00:00:33.314 --> 00:00:44.760 - And please let the record reflect that we have board members Mr. Tucker, Mr. Durnall, Mr. DeMoss, 00:00:44.760 --> 00:00:56.557 - and Mr. Kerr present. And we will be considering the 2027 budget. So we'll ask Deputy Tate. First of 00:00:56.557 --> 00:01:02.046 - three items would be the 2027 proposed budget. 00:01:03.170 --> 00:01:12.305 - Deputy. So as you said, this is for consideration of the 2027 budget. This is our public hearing. We 00:01:12.305 --> 00:01:21.441 - advertised the budgets on Gateway and on our school website. These budgets cover our education fund, 00:01:21.441 --> 00:01:31.390 - the debt service fund, and the operations fund. The education fund budget that we advertised was $22,500,000. 00:01:31.554 --> 00:01:43.703 - Debt service was $10,409,476 and the operations was $9,549,280. So that is what we have proposed for 00:01:43.703 --> 00:01:57.054 - the plan for the upcoming year based on our projections and our debt funds and what the balances are on those. 00:01:57.538 --> 00:02:04.586 - turn this over to you, Mr. Kerr, if you wanna open this up to any public comments or if you, oh, I also 00:02:04.586 --> 00:02:11.567 - wanted to ask, do you wanna do public comments for each category or do you wanna do it all at the end? 00:02:11.567 --> 00:02:18.344 - I believe that we could, you could go through all three and we could ask for public comments on all 00:02:18.344 --> 00:02:25.054 - three of them. So I put in front of you guys also the capital projects plan that we have proposed. 00:02:25.826 --> 00:02:33.444 - for next year. These are just different projects. And as we've talked about before, a lot of these projects, 00:02:33.444 --> 00:02:40.643 - they're just estimates. We're gonna try to find other funding sources for a lot of it, but this is our 00:02:40.643 --> 00:02:48.052 - projection that we're required to put together. And then the bus replacement plan, again, same situation. 00:02:48.052 --> 00:02:54.622 - We were required to put together a plan. We have set aside some money to kind of project what 00:02:54.786 --> 00:03:02.679 - buses if we need any buses or not, but it's not a guarantee that we will actually make those purchases. 00:03:02.679 --> 00:03:10.345 - So it's just a plan, just have an estimate and just an idea of the future purchases that could be in 00:03:10.345 --> 00:03:18.239 - place. And I think now we can turn it over to public comment if you'd like. Okay. At this point, again, 00:03:18.239 --> 00:03:24.766 - this is the public budget hearing, the actual hearing. So at this point, we will open 00:03:24.930 --> 00:03:33.169 - the hearing up for public comments on any or all three of, if you have comments on any or all three 00:03:33.169 --> 00:03:42.067 - of the proposed budgets, the proposed actual full budget, the capital projects plan or the buzz replacement 00:03:42.067 --> 00:03:51.294 - plan, you're welcome to come to the podium and state your name and we'd love to hear from you. If you have any. 00:03:55.554 --> 00:04:03.403 - Seeing, oh, go ahead. I'm Jeremiah O'Neill. So I was curious of the proposed operating budget, how much 00:04:03.403 --> 00:04:11.025 - of that goes towards special education? Like the teachers, the IAAs, all that sort of thing, because 00:04:11.025 --> 00:04:18.573 - I know we've had some issues already this year with staffing and stuff, so just wanted to make sure 00:04:18.573 --> 00:04:21.214 - that was taken into consideration. 00:04:27.842 --> 00:04:35.841 - So the operations fund is what you're specifically asking. We do have specific needs for each fund. 00:04:35.841 --> 00:04:44.240 - So education fund is based on the teachers, the IAs, things like that. Operations is like transportation 00:04:44.240 --> 00:04:52.559 - or maintenance there. It's separated out so you can only use those funds for certain things. You can't. 00:04:52.559 --> 00:04:56.958 - Yeah, it has to specifically be used for that purpose. 00:04:57.378 --> 00:05:04.110 - You can't commingle the funds. And the State Board of Accounts requires us to use certain guidelines 00:05:04.110 --> 00:05:10.843 - with those funds, so we have to abide by those guidelines when spending that money. It can't ever be 00:05:10.843 --> 00:05:17.642 - mixed, and it has to be specifically used for those purposes. So is there a definitive number on that 00:05:17.642 --> 00:05:24.374 - which is for special education? If you have specific questions, you can reach out to us, but I can't 00:05:24.374 --> 00:05:26.974 - give you an exact number at this time. 00:05:30.082 --> 00:05:40.309 - Any other public comments? Hearing none. Now that these three have been completed, that's the end of 00:05:40.309 --> 00:05:50.942 - the public comment portion of the public hearing and the end of the public hearing. Thank you very much. 00:05:50.942 --> 00:05:57.726 - That will adjourn our first meeting of the evening. And now I will 00:05:58.114 --> 00:06:06.485 - and call to order our second meeting. I will assume that we will all continue to pledge our allegiance 00:06:06.485 --> 00:06:15.101 - to the flag, so we do not need to do that again. I will, for the record though, ask the record to reflect 00:06:15.101 --> 00:06:22.334 - that eight board members, Mr. Tucker, Mr. Durnall, Mr. DeMoss, and Mr. Kerr are present. 00:06:22.530 --> 00:06:32.632 - Are there any visitor comments for our regular September 2026 regular meeting? Seeing none, we will 00:06:32.632 --> 00:06:42.834 - go to our Mustang moment and we have the junior high school with us this evening. Dr. Sanders, would 00:06:42.834 --> 00:06:47.582 - you like to address? Oh, he's gonna introduce. 00:06:49.122 --> 00:06:56.793 - Before I get started, I want to take a second to introduce our new school counselor, Mr. Chastain Baker. 00:06:56.793 --> 00:07:04.099 - Chastain comes to us as an Edgewood graduate, so I just want to welcome him back home. The original 00:07:04.099 --> 00:07:11.770 - goal this evening was to have Edge Media come and present, put students in front of you like we normally 00:07:11.770 --> 00:07:15.934 - do. Mr. Greil had some other commitments, so you get me. 00:07:16.034 --> 00:07:22.515 - I also noticed that the superintendent reports are a page and some of the back so I have to go really 00:07:22.515 --> 00:07:28.995 - quick so we have time for everything tonight. But what I wanted to do is take some time to share with 00:07:28.995 --> 00:07:35.539 - you guys how we utilize Wednesday mornings. About a year and a half ago, we were given the opportunity 00:07:35.539 --> 00:07:42.084 - to expand that from 30 minutes to a full hour. And it's one of those things that's super valuable, not 00:07:42.084 --> 00:07:42.846 - just to me, 00:07:43.010 --> 00:07:50.365 - but 100% to our staff. So I just wanna give you guys an idea as to how we use those mornings and some 00:07:50.365 --> 00:07:57.792 - of the things that we do. So we'll just kinda jump into it. The junior high is a unique situation. And 00:07:57.792 --> 00:08:05.003 - the reason I say that is because at the elementary school, they very much have to focus grade level 00:08:05.003 --> 00:08:12.574 - all the way across. So this graphic here kinda shows how we have to structure things at the junior high. 00:08:12.674 --> 00:08:18.118 - We're not just working on kindergarten, first grade, second grade. We're also not the high school who 00:08:18.118 --> 00:08:23.615 - can only, who's only focused on math. And the reason that's a little different, especially at the high 00:08:23.615 --> 00:08:29.059 - school level, is we have a lot of students at the high school level that might be taking algebra one. 00:08:29.059 --> 00:08:34.716 - They might be a freshman, they might be a sophomore, occasionally a junior, just depending on how they're 00:08:34.716 --> 00:08:38.078 - going. So that algebra class isn't limited to one grade level. 00:08:38.498 --> 00:08:44.408 - At the junior high, we're taking some of the stuff that the elementary has done while they're focusing 00:08:44.408 --> 00:08:50.261 - on foundational skills and we're still working on that. But we also have to transition these students 00:08:50.261 --> 00:08:56.171 - into the high school role and we have to refine what they've learned at the elementary school and make 00:08:56.171 --> 00:09:02.139 - sure that they have those content specific teachers. So at the junior high, we have a need for not only 00:09:02.139 --> 00:09:06.270 - departments but also grade levels. Every one of our Wednesday mornings, 00:09:06.434 --> 00:09:14.382 - is split up into some type of meeting. First Wednesday of the month, which we're coming up on, we focus 00:09:14.382 --> 00:09:22.178 - on our grade level teams. All those bullet points right there show you what those topics are that our 00:09:22.178 --> 00:09:29.821 - grade level teams might be talking about. The first one on there is FLEX. FLEX is our extra time to 00:09:29.821 --> 00:09:32.190 - do remediation and enrichment. 00:09:32.482 --> 00:09:39.249 - We're gonna talk a little bit more about how that plays in towards the end. But a few of the other things 00:09:39.249 --> 00:09:45.696 - that we look at is cohesion across the grade level, trends, grading practices, parent communication, 00:09:45.696 --> 00:09:52.144 - student behavior. Because our sixth grade and our seventh grade are very much still grouped. We have 00:09:52.144 --> 00:09:58.974 - a south block team and a north block team. So those students will see four core teachers every single day. 00:09:59.650 --> 00:10:05.268 - and it's the same group of teachers. So as a cohort or as a group of teachers, we can look at a smaller 00:10:05.268 --> 00:10:10.778 - group of kids and say, hey, we're struggling here, we're struggling there, or this student needs this 00:10:10.778 --> 00:10:16.342 - or that. So we make sure that our grade levels have a Wednesday morning that they can get together and 00:10:16.342 --> 00:10:21.798 - work through all of these tasks. It's not limited to these tasks, there's a lot of other things that 00:10:21.798 --> 00:10:27.902 - pop up through the month, but this is kind of their base agenda for their hour. Some of the housekeeping things, 00:10:28.066 --> 00:10:35.961 - curriculum tasks, field trips, testing schedules, and other logistical things that might pop up. On 00:10:35.961 --> 00:10:43.935 - our third Wednesday, we get into department teams. And department teams, they jump in, it looks like 00:10:43.935 --> 00:10:52.146 - a much shorter list, but again, this is just their base agenda. We look at vertical curriculum, we look 00:10:52.146 --> 00:10:57.278 - at vertical alignment. Already this school year, we've sent our, 00:10:57.570 --> 00:11:03.717 - our special ed teachers who transition students up into the high school to the high school to work with 00:11:03.717 --> 00:11:09.805 - the high school team to make sure that when we set transition documents and build those IEPs that when 00:11:09.805 --> 00:11:15.952 - they leave our building, they're walking into the high school with a plan in place ready to go. We have 00:11:15.952 --> 00:11:18.494 - a couple of classes that go from Algebra 1 00:11:18.818 --> 00:11:24.713 - biology, geometry, and we wanna make sure that we have time to communicate with the high school on how 00:11:24.713 --> 00:11:30.321 - they want those classes ran and what we need to be doing to meet the standard at the high school. 00:11:30.321 --> 00:11:36.216 - So again, this is an hour every third Wednesday that we can get together with the high school and make 00:11:36.216 --> 00:11:41.996 - sure we have that vertical alignment. The other thing that we look at on this one is, you know, does 00:11:41.996 --> 00:11:46.174 - a student, is a student showing some problems on a skill that correlates 00:11:46.274 --> 00:11:52.880 - Maybe an eighth grade student that correlates with a sixth grade standard. What are those standards? 00:11:52.880 --> 00:12:00.009 - What are those conversations that need to happen to make sure that we're providing refreshers and everything 00:12:00.009 --> 00:12:06.615 - that student needs? When we look at textbook adoption, again, not one of the things that's on there, 00:12:06.615 --> 00:12:13.351 - but when we, well, textbook implementation. When we look at that, we spent the spring semester looking 00:12:13.351 --> 00:12:15.902 - at our English language arts textbook. 00:12:16.450 --> 00:12:24.488 - We brought in several companies. We had those teachers dig through those textbooks. We made sure that 00:12:24.488 --> 00:12:32.683 - they had time to teach units from those possible textbooks before we spent a load of money buying those 00:12:32.683 --> 00:12:40.878 - textbooks. So another thing there are PD shares. What's been brought back from HRS trips? What podcast, 00:12:40.878 --> 00:12:44.030 - what things that that group of teachers 00:12:44.258 --> 00:12:50.746 - Soul focus might be math or social studies. What are things that they can bring to talk to each other 00:12:50.746 --> 00:12:57.108 - and to help each other grow? Common NASOT goals. One of the things that we did this year, this is a 00:12:57.108 --> 00:13:03.660 - snapshot model of our new art and science of teaching. It's kind of our bread and butter when we start 00:13:03.660 --> 00:13:10.275 - looking at how we teach and what we do on a day-to-day basis in classrooms. This year we took our grade 00:13:10.275 --> 00:13:11.166 - level chairs, 00:13:11.362 --> 00:13:17.863 - and our department chairs and got them together and said, hey, what are the top 13 or 14 elements out 00:13:17.863 --> 00:13:24.300 - of this book that makes sense for what we do at the junior high? And what that's really done for not 00:13:24.300 --> 00:13:30.738 - only my teachers, but also for me as a principal and an evaluator, is now instead of trying to learn 00:13:30.738 --> 00:13:35.518 - and memorize and be a master of 43 elements, it's cut it down to 13 or 14. 00:13:36.290 --> 00:13:43.466 - The other thing that's done, as I know right now, number 16 on that list, highlighting critical information, 00:13:43.466 --> 00:13:50.313 - is four of my six social studies teachers goal for the year. That is going to be their focus. So I know 00:13:50.313 --> 00:13:57.160 - that I can bounce in and out, I can see that happening, but on the third Wednesday of every month, they 00:13:57.160 --> 00:14:02.558 - can bounce ideas off of each other. Every other Wednesday that we have available, 00:14:02.946 --> 00:14:09.430 - We allow for our teachers to work together. We have two content teachers for math, for social studies, 00:14:09.430 --> 00:14:15.724 - for science, and for ELA in every grade level. We want those teachers to work together to determine 00:14:15.724 --> 00:14:22.649 - common essential standards. A lot of those are already set by the state. Create common formative assessments, 00:14:22.649 --> 00:14:28.062 - determine tier two instruction, refine what they're doing every day in the classroom. 00:14:32.258 --> 00:14:39.096 - With all three of these, the hardest thing to do is give everybody a common purpose. So we use this 00:14:39.096 --> 00:14:46.207 - highway right here that kind of helps keep us on track in all of these meetings. There's a hidden fifth 00:14:46.207 --> 00:14:53.319 - line that we'll talk about. But when we look at this, the first one on the far left side is curriculum. 00:14:53.319 --> 00:15:01.182 - And we're refining and reflecting on our scope and sequences. On our assessments, we're reviewing questions, data, 00:15:01.666 --> 00:15:07.697 - developing CFAs, instruction, we're focusing on that new art and science of teaching. We're really looking 00:15:07.697 --> 00:15:13.390 - at how and what did you do to get the results on that assessment? How can I reteach and make sure my 00:15:13.390 --> 00:15:18.914 - students really get it? When we look at achievement, we're looking at celebrations, remediations, 00:15:18.914 --> 00:15:22.014 - interventions, incentives, and the last one that we've 00:15:22.242 --> 00:15:28.373 - We try to use as an off ramp because once you get into housekeeping, you could be stuck there forever. 00:15:28.373 --> 00:15:34.563 - But that's where we're planning field trips and we're delegating day-to-day work and some of that stuff 00:15:34.563 --> 00:15:40.813 - that has to be done, but we wanna keep to a minimum. We wanna try and keep that hour as focused on those 00:15:40.813 --> 00:15:46.765 - four lanes that you see in front of you as we can. Our grade level partner meeting notes. This is a 00:15:46.765 --> 00:15:49.086 - live document that I've screenshotted. 00:15:50.114 --> 00:15:56.296 - is from our seventh grade teachers, our seventh grade ELA teachers. It's kind of small up there, it's 00:15:56.296 --> 00:16:02.538 - kind of hard to see, but we have some directions on that document. You can't really see the dates, but 00:16:02.538 --> 00:16:08.659 - that is from the 26th and the 9th, so August 26th and September 9th. That will get updated tomorrow. 00:16:08.659 --> 00:16:14.781 - But on there, you're going to see as it kind of worked down, those teachers are creating a quiz that 00:16:14.781 --> 00:16:19.326 - assesses and what you want it to assess, because if this is a math lesson, 00:16:19.682 --> 00:16:25.850 - you wanna make sure that if you're asking a story problem, that you're not assessing comprehension, 00:16:25.850 --> 00:16:32.019 - that you're actually getting students to pull the math out of that. So making sure those assessment 00:16:32.019 --> 00:16:38.496 - questions are on level and assessing what you want is a very tedious task. There's action items on there 00:16:38.496 --> 00:16:44.726 - so that the teachers know what they're expected to do and what they're going to be doing in the next 00:16:44.726 --> 00:16:46.206 - week or the week after. 00:16:47.170 --> 00:16:53.161 - One of the things that's important on there is there's a section for questions for admin. Tomorrow, 00:16:53.161 --> 00:16:59.571 - we're going to be in department teams. The following week, let me back up, tomorrow we'll be in department 00:16:59.571 --> 00:17:05.622 - teams. That's five different teams. I can bounce around to each of those and make that happen pretty 00:17:05.622 --> 00:17:11.673 - easy. The following week when we are with our content partners, there's going to be approximately 16 00:17:11.673 --> 00:17:16.286 - meetings going on at one time. That gives me about seven minutes per meeting 00:17:16.386 --> 00:17:23.041 - if I can just teleport into the room. That leaves me no walking time. So to say that I'm in the meeting 00:17:23.041 --> 00:17:30.016 - when teachers have a question, maybe. And if I need to devote more time to one team than another, somebody's 00:17:30.016 --> 00:17:36.671 - gonna get bumped. So what this does is allow the teachers to ask me questions, ask Mr. Siglin questions 00:17:36.671 --> 00:17:43.710 - on the document. And the great thing about that is it holds us accountable that we have to check the document 00:17:44.354 --> 00:17:51.375 - It also means that we're checking the documents, so they're getting their notes in. Down at the bottom, 00:17:51.375 --> 00:17:58.329 - we talked a little bit about, hey, we're going to come back to flex and what some of that means. We're 00:17:58.329 --> 00:18:05.080 - going to get into some of the details of this. When we start looking at numbers, sometimes it makes 00:18:05.080 --> 00:18:12.574 - your stomach want to churn. Sometimes it's really great. But at the bottom of that spreadsheet there, you see, 00:18:12.802 --> 00:18:21.449 - four tabs at the bottom, one that says agenda notes, ES1, ES1 data, ES1 data richie. What those are 00:18:21.449 --> 00:18:30.097 - is where we collect and look individually at every student. So I know that ES1 stands for essential 00:18:30.097 --> 00:18:38.744 - standard one. We give our teachers a lot of autonomy to where they can put in the exact standard or 00:18:38.744 --> 00:18:41.598 - they can label it ES1, ES2, ES3. 00:18:41.954 --> 00:18:48.383 - Those tabs on that page are going to grow as they assess every essential standard. What this shows me 00:18:48.383 --> 00:18:54.686 - here is a lot of things. I took names out of this. This is again a live sheet. But what you can see 00:18:54.686 --> 00:19:01.114 - here, students that are green did very well on the assessment. They met a certain threshold. Students 00:19:01.114 --> 00:19:07.417 - that are yellow, they're somewhat on the bubble. Students that are red, I'll let you guys make that 00:19:07.417 --> 00:19:11.262 - assumption. We know where they're at. But how this helps us. 00:19:12.482 --> 00:19:19.851 - This tells us right here where our students are, individually, by name. It's not a percentage. I know 00:19:19.851 --> 00:19:27.797 - from this, those red students most likely need to come into our flex time, that time where we do remediation. 00:19:27.797 --> 00:19:35.238 - Those students who are green, they probably have the option to go into some enrichment. Those students 00:19:35.238 --> 00:19:42.462 - who are yellow, they might just need a refresher. They might just need some extra time to practice. 00:19:43.682 --> 00:19:50.371 - So what this does is our teachers spend a lot of time going over those notes and they spend a lot of 00:19:50.371 --> 00:19:56.994 - time getting in here and setting up these spreadsheets to make sure that our students are looked at 00:19:56.994 --> 00:20:04.212 - individually. Individually is where we wanna go. This next slide is difficult for me. It doesn't necessarily 00:20:04.212 --> 00:20:11.166 - show the greatest parts of Edgewood Junior High, but it's the truth. So I'm not gonna back away from it. 00:20:12.322 --> 00:20:21.063 - Preliminary scores have us, preliminary, these aren't final scores, have us at somewhere around 39% 00:20:21.063 --> 00:20:29.891 - on our seventh grade ELA iLearn scores. Now, if we're talking baseball, 39% is a really good batting 00:20:29.891 --> 00:20:38.806 - average. We're not talking baseball. Here's what I know. 15 students came within 10 points of the cut 00:20:38.806 --> 00:20:40.030 - score in ELA. 00:20:41.026 --> 00:20:49.458 - That cut score was around 490. When we do the math, that 10 points equals about one question. We had 00:20:49.458 --> 00:20:58.557 - 15 students within one question of app proficiency. That would have been a 7% swing. We know those students' 00:20:58.557 --> 00:21:06.906 - names. We know who they are. That number goes up even more when you look at the students who missed 00:21:06.906 --> 00:21:08.158 - two questions. 00:21:10.818 --> 00:21:18.882 - Originally looking at 39% makes my stomach churn. Knowing that we have 25 to 30 students within two 00:21:18.882 --> 00:21:27.106 - questions gives me hope, gives me a lot of promise. And I know who those kids are and they can do it. 00:21:27.106 --> 00:21:35.573 - I don't know why they didn't do it, but they can do it. That jumps us up to a 46%. I'm not exactly sure, 00:21:35.573 --> 00:21:38.718 - 100% sure what the state averages are. 00:21:39.202 --> 00:21:46.589 - but I know we're really darn close to them. And I know if we were at 46%, we'd probably be well above 00:21:46.589 --> 00:21:53.832 - them. The next one down, 88% in M class, 135 of our 154 students tested in sixth grade are decoding 00:21:53.832 --> 00:22:01.074 - words on level. 88%, that is a, that is huge kudos to Mr. Scholl and his team. Like those, they are 00:22:01.074 --> 00:22:05.854 - knocking it out of the park. That is beginning of the year level. 00:22:07.138 --> 00:22:14.185 - 19 of those students aren't decoding well, and we have a plan in place for them. What we're looking 00:22:14.185 --> 00:22:21.796 - at right now, and this is a huge growth area for the junior high, 58% of our students, 89 students struggle 00:22:21.796 --> 00:22:28.913 - with fluency. So think about reading any one of those lines above there backwards. All the words are 00:22:28.913 --> 00:22:35.678 - spelled backwards. And that's how our students are trying to read and put together those words. 00:22:36.130 --> 00:22:43.481 - and then answer a question about them. Pulling this back to our teams, our sixth grade team is now able 00:22:43.481 --> 00:22:50.550 - to go back and provide some help and some simple strategies to the entire sixth grade staff to say, 00:22:50.550 --> 00:22:57.689 - hey, when you read instructions, we want you to do a choral reading. We want you to read it, we want 00:22:57.689 --> 00:23:02.142 - them to read it, and then we want you all to read it together. 00:23:02.754 --> 00:23:09.686 - A simple tactic like that helps to improve reading fluency and will make a big difference, especially 00:23:09.686 --> 00:23:16.618 - when kids are doing it all day long. That's why it's important for us to have the time to dig through 00:23:16.618 --> 00:23:23.550 - these numbers and get to individual students and understand individually where we're at. Another goal 00:23:23.550 --> 00:23:30.686 - that we have is to increase our attendance rate by 2%, taking us from 94 to 96%. That sounds like a lot. 00:23:31.074 --> 00:23:37.217 - But when you break down the numbers off the chronic absentee list, that's two or three students. We 00:23:37.217 --> 00:23:43.545 - can get together again with our grade level teams and our department teams and find those students and 00:23:43.545 --> 00:23:50.179 - make a plan for them. Start reaching out, start building those connections, start connecting those students 00:23:50.179 --> 00:23:56.322 - with school. Coming back to our tracking sheet, when I look at this, I can do a lot of things here. 00:23:56.322 --> 00:24:00.254 - I look at that first class, the one that has several red in it. 00:24:00.642 --> 00:24:06.501 - And I know I'm going to have to figure out what I did from first period to sixth period, the one on 00:24:06.501 --> 00:24:12.829 - the far right. Demographics look fairly similar, but the grades look completely different. So as a teacher, 00:24:12.829 --> 00:24:19.039 - I can look at that with my grade level partner. I can also go back and vertically look with my department 00:24:19.039 --> 00:24:23.902 - team and say, hey, these individual kids struggled here. Where were they with you? 00:24:28.034 --> 00:24:35.019 - It helps us decide where the priorities are when it comes to our flex time. Maybe those kids that are 00:24:35.019 --> 00:24:41.935 - red are red everywhere, not just in this one class. Now as a grade level team, we need to decide who 00:24:41.935 --> 00:24:48.851 - gets that student first. Where does that priority need to lie? Again, without the time that you guys 00:24:48.851 --> 00:24:54.398 - have awarded us, we don't have time to make those decisions and do those things. 00:24:59.170 --> 00:25:06.448 - Wrapping up, I'm not saying all this, the last few slides were very negative. At least I felt that way. 00:25:06.448 --> 00:25:14.006 - But my number one thing is we absolutely value that time. And for those parents who feel that inconvenience 00:25:14.006 --> 00:25:21.494 - of it's an hour, I have to get to work, I have to do all that, this is time for us to look at each student 00:25:21.494 --> 00:25:28.702 - individually. It's really important to us. Without that uninterrupted time, I don't know how we manage 00:25:28.866 --> 00:25:35.765 - everything that I was just able to present there. Last thing, I just want to say, our teachers really, 00:25:35.765 --> 00:25:42.530 - really appreciate that time. And it's extremely useful. So again, year and a half ago, you guys made 00:25:42.530 --> 00:25:49.295 - a decision to help us out. We appreciate that. Thank you. Next time I'm up, Edge Media will be here, 00:25:49.295 --> 00:25:56.127 - and we're going to talk about pathways a little bit too. So if you guys have any questions, feel free 00:25:56.127 --> 00:25:57.534 - to shoot them at me. 00:25:58.882 --> 00:26:07.358 - Any questions? I appreciate the data and the sharing, the nuts and bolts of how the Wednesday mornings 00:26:07.358 --> 00:26:15.915 - are operating. And take care on the right track. Thank you. You are bringing in the instructional aides 00:26:15.915 --> 00:26:24.144 - as well. The instructional aides, they're part of the teams also, correct? Instructional aides are, 00:26:24.144 --> 00:26:28.094 - and they get filled in later on, but this time, 00:26:28.354 --> 00:26:35.773 - because of how we have to kind of work hourly employees, we try to keep that time to just our certified 00:26:35.773 --> 00:26:43.192 - staff, and then our IAs, we- They come in after that? They come in after that, that way we can use them 00:26:43.192 --> 00:26:50.469 - to work specifically with students. Okay, but your findings are shared with them when they come back? 00:26:50.469 --> 00:26:53.822 - Yes. Okay, and out of that red, is there a way 00:26:53.922 --> 00:27:01.002 - indicate whether those are some inclusion students or not? Yes. So on that list. You have a way to track 00:27:01.002 --> 00:27:07.880 - that. Well, and that's the thing. And I didn't go much into it. There's a couple lines right there in 00:27:07.880 --> 00:27:14.893 - the middle. If you notice that second green column is pretty narrow. The first and the third one, there 00:27:14.893 --> 00:27:22.782 - are some acronyms in there. We have WIN and IEP. So that designates the students who are already receiving some help 00:27:23.394 --> 00:27:35.456 - alongside. Thank you. Yep. I think this is very, very helpful and illuminating. And I'm very impressed 00:27:35.456 --> 00:27:47.284 - at the amount of work that you fit into that hour on Wednesday. So I really appreciate the hard work 00:27:47.284 --> 00:27:53.022 - that you and the teachers put in and your staff. 00:27:53.154 --> 00:28:04.380 - Getting getting this much work in In that short period of time and it's it's one of those things even 00:28:04.380 --> 00:28:15.606 - you know with a half hour You sit down and you blink and you feel like it's over We blink twice in an 00:28:15.606 --> 00:28:22.430 - hour Good work. Thank you. Thank you Now we'll move on to our 00:28:23.042 --> 00:28:31.659 - consent agenda. We have approval of minutes from our August 18th regular board meeting. We have for 00:28:31.659 --> 00:28:36.830 - financial, we have our treasurer's report from August 2026. 00:28:37.314 --> 00:28:47.064 - And Mr. General, our claims, please. Thank you, Mr. President. We have gross wages, many payroll on 00:28:47.064 --> 00:28:57.010 - August 13th, 2026 for $373.75 for gross wages on August 14th, 2026, $720,037.12 for gross wages, many 00:28:57.010 --> 00:29:04.030 - payroll on eight 20, 2026, $487.50 for gross wages, many payroll again, 00:29:05.058 --> 00:29:20.158 - $786.48 for gross wages on 8-28-2026, $845,155.77 for gross wages mini payroll on August the 29th, 2026 00:29:20.158 --> 00:29:27.998 - is $157.25 for a total in that area of $1,566,992.87. 00:29:28.450 --> 00:29:41.826 - For vouchers, pre-claims and pre-pays, August 1, 26 to August 31, 26, $1,133,226.63. For claims and 00:29:41.826 --> 00:29:55.870 - regular vouchers, September 15th, 2026, $709,412.12. For total and adder, $1,842,638.75 for grand total. 00:29:56.130 --> 00:30:08.969 - $3,409,631.62. Thank you, sir. Thank you. Next, we have personnel, resignations, renewals, or resignations, 00:30:08.969 --> 00:30:20.857 - retirements, non-renewals, leaves, and terminations, C1 through 18, and appointments and transfers, 00:30:20.857 --> 00:30:25.374 - D1 through 45. There are some student 00:30:25.634 --> 00:30:35.934 - employment for educational purposes. But again, we do not list for privacy purposes. I'm happy to report 00:30:35.934 --> 00:30:45.744 - that there are two donations. One is for student supplies from CEMTRA. Greatly appreciate that. And 00:30:45.744 --> 00:30:55.358 - there's also a donation of $200 in books to the EPS library from Dr. Vivian Orenstein. I remember 00:30:55.842 --> 00:31:08.116 - in law school, if I remember right. So we have a motion on the consent agenda. I'll second. Moved and 00:31:08.116 --> 00:31:20.510 - seconded. Any discussion? All those in favor say aye. Aye. Opposed? Motion carries. Thank you so much. 00:31:20.706 --> 00:31:27.605 - Next, we have some informational items. Our first is a presentation of the Edgewood Student Services 00:31:27.605 --> 00:31:33.342 - and some updates, and we have Brittany Strong with us to go over that this evening. 00:31:55.746 --> 00:32:03.297 - Good afternoon, everybody. I'm Brittany Draw, and I am the person with the honor of leading our student 00:32:03.297 --> 00:32:10.921 - support team here at RBB. I am here with one of my colleagues and very best supporting people, Dr. Hanna 00:32:10.921 --> 00:32:18.254 - Kassab. And we, sorry, I should tell you what she does. She is a supervisor and grant coordinator on 00:32:18.254 --> 00:32:21.086 - the IU side of our mental health team. 00:32:21.666 --> 00:32:29.028 - So we work really closely together whenever we're doing projects, coming up with interventions, all 00:32:29.028 --> 00:32:36.391 - the things. So she was nice enough to join me today, definitely for moral support, but also to help 00:32:36.391 --> 00:32:44.342 - me click those slides. All right, so today I'm excited to walk through this presentation about transforming 00:32:44.342 --> 00:32:47.582 - student wellness through an NTSS structure. 00:32:48.034 --> 00:32:53.727 - For the next few minutes, we're going to look at how we move from a reactive support to a proactive 00:32:53.727 --> 00:32:59.079 - framework, one that ensures that every one of our students is getting the exact level of care 00:32:59.079 --> 00:33:01.982 - and intervention, that they need to be successful. 00:33:06.658 --> 00:33:14.591 - going to be looking at understanding MTSS, which is a multi-tiered system of support, to support our 00:33:14.591 --> 00:33:22.602 - students and also how we identify students and select different evidence-based interventions for them 00:33:22.602 --> 00:33:30.456 - while they are at school and in our care. So kind of to start off, we wanted to look at the Indiana 00:33:30.456 --> 00:33:36.190 - statistics. So we took a look at the Indiana Youth Risk Behavior Survey. 00:33:36.450 --> 00:33:44.187 - And through the students that were surveyed in the state of Indiana, 47% reported that they had persistent 00:33:44.187 --> 00:33:51.562 - sadness or hopelessness on a regular basis. This is really problematic because the other stat that is 00:33:51.562 --> 00:33:58.937 - also concerning is that one in four of our students in the state of Indiana have experienced suicidal 00:33:58.937 --> 00:34:05.950 - thoughts. Whenever we look at these kind of statistics, we have to look at this and realize that 00:34:06.178 --> 00:34:14.028 - that this is an epidemic that we need a response to. And we can start gathering some baseline data through 00:34:14.028 --> 00:34:21.584 - different observation in order to get the ball rolling here in RBB. And that's exactly what we've been 00:34:21.584 --> 00:34:29.361 - doing and what we've been working towards for years with your support. We can do that through a universal 00:34:29.361 --> 00:34:35.230 - screener. So here at RBB, we utilize the student wellness teacher rating scale. 00:34:35.970 --> 00:34:42.793 - This is not a diagnostic tool by any means. What this tool is is gives us a starting point of how our 00:34:42.793 --> 00:34:49.616 - students are doing in the classroom. So whenever we have earlier identification it also means that we 00:34:49.616 --> 00:34:56.305 - are able to have the opportunity to provide earlier support. So this data includes teacher insights 00:34:56.305 --> 00:35:03.262 - which means that our students outcomes are stronger because our teachers know our students really well. 00:35:03.682 --> 00:35:10.174 - And so when they're sitting in the classroom and we're asking them to complete a 10-question survey 00:35:10.174 --> 00:35:16.860 - on how students are performing in their classroom, they're the first ones that can tell when a student 00:35:16.860 --> 00:35:23.806 - is off. So the questions that they answer are like, does the student engage with others in your classroom? 00:35:26.786 --> 00:35:33.314 - engage in the material. So we're looking at some very simple basic questions, but questions that can 00:35:33.314 --> 00:35:39.777 - help us to figure out where a student lies and their level of support. Again, this is just one data 00:35:39.777 --> 00:35:46.241 - point. This isn't a solve all by any means, but it is a really great place to jump off. So through, 00:35:46.241 --> 00:35:52.963 - we're looking at data from the spring of 2026. And using that sweater's data, we were able to note that 00:35:52.963 --> 00:35:55.742 - 181 students in the elementary school were 00:35:55.842 --> 00:36:03.645 - were noted as high risk or a potential for high risk. And we had 74 in the secondary schools. Whenever 00:36:03.645 --> 00:36:11.600 - you get this kind of information, you can go to the next slide. Yeah, it can kind of feel like a chaotic 00:36:11.600 --> 00:36:19.479 - closet, like truly. You elicit this information, it comes in and it becomes really overwhelming because 00:36:19.479 --> 00:36:22.206 - oftentimes we have to ask ourselves 00:36:22.530 --> 00:36:29.335 - OK, now that we know that there's a potential here, what do we do with that? So what we want to do is 00:36:29.335 --> 00:36:36.274 - to take the system that we have and that we've been getting in place and continue building it into that 00:36:36.274 --> 00:36:43.213 - multi-tier system of support. It will take like the disorganized closet and make it into a really nice, 00:36:43.213 --> 00:36:48.350 - pretty organized place where we can quickly find the resources that we need. 00:36:49.538 --> 00:36:55.937 - MTSS allows us to connect what we're already doing into a sustainable framework. And that means that 00:36:55.937 --> 00:37:02.462 - we have the observational data as a baseline. Then we can then funnel those who are identified through 00:37:02.462 --> 00:37:08.798 - this through a different measure to help determine their level of need. Stay right where you're at. 00:37:12.802 --> 00:37:20.186 - For this to work, we have to know the story of the data and what it tells us, and we need clear communication 00:37:20.186 --> 00:37:27.099 - and coordination, and all of that must be supported by a strong leadership, which we have had time and 00:37:27.099 --> 00:37:34.013 - time again here at RBB through our administration, through our school board, which makes the work that 00:37:34.013 --> 00:37:41.598 - Student Services provides on a daily basis in our buildings possible. We have to be able to have a commitment to 00:37:42.018 --> 00:37:48.796 - acknowledging, noticing, and supporting behavioral health to allocate the appropriate staff to respond, 00:37:48.796 --> 00:37:55.444 - and then also maintain funding to keep everybody on our team and providing the level of care that our 00:37:55.444 --> 00:38:02.287 - district proves a need for. Again, the really great news here is that RBV is full of leaders who support 00:38:02.287 --> 00:38:08.935 - this work, and we're able to continue to do the work day in and day out with your support and able to 00:38:08.935 --> 00:38:10.238 - share some of these 00:38:10.594 --> 00:38:17.852 - Statistics with you that I'm going to share with you today Whenever Jen had asked for me to present 00:38:17.852 --> 00:38:25.328 - at the board meeting I was trying to wrap my head around where is a starting point because I also know 00:38:25.328 --> 00:38:32.151 - that upon my hire Brad Tucker came up and he asked me a question about like the roles and the 00:38:32.151 --> 00:38:38.974 - responsibilities of Student Services and just kind of wanted to know some clarity around that 00:38:39.778 --> 00:38:46.586 - And I felt like that was a really big maybe missing piece that we had was being able to be visible and 00:38:46.586 --> 00:38:53.394 - known throughout our community for what we do here. And I think that that question from a board member 00:38:53.394 --> 00:39:00.136 - helped me to see that there is a gap in you know kind of showcasing in a sense who we are and what we 00:39:00.136 --> 00:39:06.945 - provide. So then I thought it would be a perfect time to be able to come to you to talk about our MTSS 00:39:06.945 --> 00:39:07.870 - model because 00:39:08.962 --> 00:39:15.081 - You guys are used to this, or most of you are used to this, seeing it in the classroom, because this 00:39:15.081 --> 00:39:21.382 - is what we do all the time for academics. Like Mr. Richler was talking about for math or ELA when there 00:39:21.382 --> 00:39:27.562 - are deficits and things of that nature, we have tiered responses that we're already doing. Now having 00:39:27.562 --> 00:39:33.621 - the opportunity to expand our student services team as we have been able to over the last few years 00:39:33.621 --> 00:39:37.438 - allows us to align ourselves with that same model and mission. 00:39:38.338 --> 00:39:45.150 - So here's the basic multi-tiered system of support. And much like a classroom, we use this framework 00:39:45.150 --> 00:39:52.232 - at the tier one. Tier one involves every person. This is universal. This is part of our social emotional 00:39:52.232 --> 00:39:59.246 - learning curriculum. This is part of our wellness initiatives. And then whenever we realize that number 00:39:59.246 --> 00:40:05.991 - one maybe isn't cutting it with a certain population of students, we go up to tier two where we are 00:40:05.991 --> 00:40:07.070 - able to provide 00:40:07.522 --> 00:40:14.385 - targeted interventions to a group of students. So this might look like small groups. This might look 00:40:14.385 --> 00:40:21.248 - like some short-term solution-focused counseling. And again, if we are doing these things with these 00:40:21.248 --> 00:40:28.112 - students and start to realize that we are still missing something with our students, that it's still 00:40:28.112 --> 00:40:36.062 - not getting the momentum that we were hoping for, then we're able to look at that tier three more intensive support. 00:40:37.186 --> 00:40:43.634 - Again, without this type of model, things kind of feel a little chaotic and crazy, but being able to 00:40:43.634 --> 00:40:50.082 - follow this model allows us to take the personnel, I'll have you go to the next one, that we have in 00:40:50.082 --> 00:40:56.530 - place and fit us right into that tier. Just like we have math, science, social studies, and how they 00:40:56.530 --> 00:41:03.041 - respond to the data that they collect in the classroom, we now are also able to do the same thing. So 00:41:03.041 --> 00:41:04.318 - you'll see up here, 00:41:04.802 --> 00:41:11.552 - where we start to differ in the student services arena, so to speak. So when you're looking at that 00:41:11.552 --> 00:41:18.842 - tier one and the counselors and teachers, we're really doing those things every day to reach every student. 00:41:18.842 --> 00:41:25.929 - Then you're gonna notice that whenever we are at our capacity in that space, so as teachers or as school 00:41:25.929 --> 00:41:30.654 - counselors, then we will refer to a next tier. So for us here at RBB, 00:41:31.554 --> 00:41:38.192 - That looks like counselors may be leading some of those interventions, but we also tag in our school 00:41:38.192 --> 00:41:45.027 - psychologists in training, which are the people that we have on our team through one of the grants that 00:41:45.027 --> 00:41:52.190 - we have established. They are an integral part of our team. They host our groups. They support our teachers. 00:41:52.578 --> 00:41:58.294 - And are able to bring a different set of eyes and ears to the interventions that we have because again 00:41:58.294 --> 00:42:03.843 - counselors and social workers even though we have a common ground with Mental health focus. We also 00:42:03.843 --> 00:42:09.559 - have a different lens in which we see things The same holds true whenever we move up to the tier three 00:42:09.559 --> 00:42:15.108 - That's where you're gonna see when we talk about our social workers in our buildings. This is where 00:42:15.108 --> 00:42:20.990 - they're functioning They are functioning with that top high need high risk five percent of our population 00:42:21.794 --> 00:42:27.636 - So we have our social workers. I put our school psychologists in there as well because as part of our 00:42:27.636 --> 00:42:33.421 - special education team we have school psychologists that are involved in those evaluations and such. 00:42:33.421 --> 00:42:39.263 - You can consider them a tier three in that like academic world. So I did want to include them because 00:42:39.263 --> 00:42:45.105 - they're also pivotal part of what we do each day. And then also I added up their center stone because 00:42:45.105 --> 00:42:48.542 - center stone as you may already know works in our building. 00:42:49.058 --> 00:42:56.604 - as well, and we utilize them as if they're a part of our teams, just like we do with IU and our RBB 00:42:56.604 --> 00:43:04.226 - staff. So really, what we want to showcase right now is just that intention of being more visible as 00:43:04.226 --> 00:43:11.924 - a cohesive team and working alongside each other. I won't spend a ton of time on this for the sake of 00:43:11.924 --> 00:43:18.942 - time, but this I just tried to show you in another way to show the differences between those 00:43:19.138 --> 00:43:24.574 - roles and responsibilities. So when you think of counselors and you think of that universal support, 00:43:24.574 --> 00:43:30.118 - you're thinking of development of your programming, your prevention, your intervention. You're looking 00:43:30.118 --> 00:43:35.555 - at academics, college and careers, and social emotional. When you're looking at school sites, you're 00:43:35.555 --> 00:43:41.260 - looking at that intervention, but also with the consultation and with the behavior data that they collect 00:43:41.260 --> 00:43:45.566 - and bring to the table. That isn't always a strong point of a school counselor. 00:43:45.858 --> 00:43:51.593 - And then whenever we're looking at our social workers, we're really digging into those barriers and 00:43:51.593 --> 00:43:57.442 - we're digging into family systems and bridging that gap between home and school. They bring a certain 00:43:57.442 --> 00:44:03.348 - set of skills and knowledge base that the other two people or persons in these categories don't bring. 00:44:03.348 --> 00:44:09.312 - When we bring these three people together, we're actually able to serve a whole student through various 00:44:09.312 --> 00:44:11.262 - lens and that in and of itself is 00:44:13.538 --> 00:44:21.283 - a true gift when you have that many people to be able to look at a student and then you're able to respond 00:44:21.283 --> 00:44:29.245 - to their need in a very well intended way. That is a gift that we have here at RBB because of the programming 00:44:29.245 --> 00:44:36.483 - that we have in place. Now I'm not going to like go through every single one of our providers but I 00:44:36.483 --> 00:44:38.654 - did want to showcase just the 00:44:38.978 --> 00:44:45.605 - the level of talent and commitment that we have in our RBB community with our team members. So I've 00:44:45.605 --> 00:44:52.232 - broken this up. Our RBB elementary team, you can see up here just how many people that encompasses, 00:44:52.232 --> 00:44:58.860 - what their roles are. And I just, for giggles, I added what tiers they're most likely to support so 00:44:58.860 --> 00:45:05.553 - you can see the differences and how it relates to our conversation today. Next, I have our secondary 00:45:05.553 --> 00:45:08.734 - team. A little bit smaller, but just as mighty. 00:45:09.506 --> 00:45:17.939 - Next, we have our IU school site. So these are master and doctoral level students that work in our buildings 00:45:17.939 --> 00:45:26.063 - each day. They're working alongside us. They are providing fresh eyes, new perspectives. We are learning 00:45:26.063 --> 00:45:34.265 - from these students just as they are learning from us. So this partnership with IU has been and continues 00:45:34.265 --> 00:45:39.294 - to be a really big important role for all of us in continuing to 00:45:39.618 --> 00:45:47.473 - to advance and meet the students' needs in a, what do I want to say, up to date in a, like, we're constantly 00:45:47.473 --> 00:45:54.895 - getting the new information that's coming because of this partnership. We're not going to be complicit 00:45:54.895 --> 00:46:02.245 - and compliant in our, like, old ways because we have those voices at the table all the time and it is 00:46:02.245 --> 00:46:03.614 - so valuable to us. 00:46:08.706 --> 00:46:14.693 - And then I did go ahead and add our Centerstone team up here as well, because like I said, even though 00:46:14.693 --> 00:46:20.681 - they are not RBB officially, they're very much a part of our team and who we are. These are the people 00:46:20.681 --> 00:46:26.494 - that work in our buildings. Again, they sit at the table alongside us, they problem solve, they ask 00:46:26.494 --> 00:46:32.307 - the card questions, they bring in the families just like we do. We collaborate with these people on 00:46:32.307 --> 00:46:36.318 - a regular basis to make sure that continuation of care is happening. 00:46:36.482 --> 00:46:41.266 - And what we're trying to be even more intentional about now more than ever has been that duplication 00:46:41.266 --> 00:46:46.051 - of services because whenever we pay attention to the duplication of services, we're actually able to 00:46:46.051 --> 00:46:51.072 - better maximize the number of students that we're serving because we're not spending all of our resources 00:46:51.072 --> 00:46:53.630 - kind of like too many irons on the fire, so to speak. 00:46:57.026 --> 00:47:03.283 - As we get ready to wrap up, I thought it would be really good to just share just a little snippet of 00:47:03.283 --> 00:47:09.663 - the data. We can go really far into the data to show you, to really showcase what these amazing people 00:47:09.663 --> 00:47:15.858 - do. But for the sake of time, we're gonna look at the primary and the intermediate school to get an 00:47:15.858 --> 00:47:22.300 - elementary lens. We're looking at the spring of 2026, so that same data that you saw with the sweaters, 00:47:22.300 --> 00:47:25.150 - universal screener. In that 15 weeks of time, 00:47:25.602 --> 00:47:33.346 - our providers, so those four providers, had 1,200 student interactions. I say that because that is just 00:47:33.346 --> 00:47:41.016 - the documented interactions. Those are not all of your touch points that these people are getting with 00:47:41.016 --> 00:47:48.611 - other students throughout the day. This is not accounting for lunch and arrival and just being in the 00:47:48.611 --> 00:47:54.494 - hallway and stopping into music. Of those provider interactions, 45 and a half 00:47:55.330 --> 00:48:01.773 - of those interactions were directly from internalizing behavior. So these are situations where students 00:48:01.773 --> 00:48:08.277 - themselves may have a feeling and they're seeking out the counselor, but this is also where our teachers 00:48:08.277 --> 00:48:14.906 - are reaching out for help and for support and our providers are responding and they're making a difference 00:48:14.906 --> 00:48:21.101 - in our classroom by supporting our teachers and our students. I thought it was notable to also look 00:48:21.101 --> 00:48:24.446 - at how much task avoidance that we see in elementary. 00:48:24.642 --> 00:48:31.309 - counted to 15.7% of all of those interactions. What a great opportunity for skill building and working 00:48:31.309 --> 00:48:38.300 - with these students on how you do school, you know, how we interact with our friends, how we self-regulate. 00:48:38.300 --> 00:48:44.773 - The other important thing to note is that so many of these interactions were documented and able to 00:48:44.773 --> 00:48:47.038 - be resolved in 15 minutes or less. 00:48:47.394 --> 00:48:53.487 - The reason why that is important is because if you have a solid Tier 1 foundation, then your Tier 2 00:48:53.487 --> 00:48:59.703 - and Tier 3 are much smaller. And I took the graph out and now I wish that I wouldn't have. But we had 00:48:59.703 --> 00:49:06.040 - a graph up there that showed you how big our Tier 1 was and how much smaller our Tier 2 and Tier 3 was. 00:49:06.040 --> 00:49:10.366 - And it just again shows that what we are doing here in RVB is working. 00:49:15.458 --> 00:49:22.708 - I also added up here for the junior high, just so that you could see, students themselves refer to us. 00:49:22.708 --> 00:49:29.818 - So I wanted to give you a view of what it looks like when our students have the autonomy to speak up 00:49:29.818 --> 00:49:37.208 - and advocate for themselves. So in that same 15-week timeframe, we had 368 students who signed up online 00:49:37.208 --> 00:49:43.262 - by themselves to ask to speak to one of us. So over that time, a quarter of those are 00:49:43.554 --> 00:49:49.072 - signing up to see us for personal life things. This is things at home. These are friends things. They're 00:49:49.072 --> 00:49:54.432 - seeking out that support to help them feel better so they can get to their learning in the classroom. 00:49:54.432 --> 00:49:59.739 - Another like kind of thing that stood out to me is one in about every four of those entries involved 00:49:59.739 --> 00:50:05.047 - a safety risk. So these are students who are proactively seeking support for how they are feeling or 00:50:05.047 --> 00:50:09.566 - how a friend of theirs is feeling. This allows us to provide that early intervention. 00:50:13.986 --> 00:50:20.036 - Basically, and I'm wrapping it up, basically all of this, and you can go to the next one, shows us that 00:50:20.036 --> 00:50:26.319 - when we have this MTSS system working for our student support teams, we are able to reduce our disciplinary 00:50:26.319 --> 00:50:32.311 - referrals, and the data will show that we're able to increase our academic engagement by our students, 00:50:32.311 --> 00:50:38.186 - and that includes our at-risk students who sometimes have a really hard time engaging. It also helps 00:50:38.186 --> 00:50:43.422 - our students themselves improve their regulation and coping skills through all the tiers. 00:50:44.354 --> 00:50:51.030 - And it also has been reported on numerous studies and personally that whenever these things happen and 00:50:51.030 --> 00:50:57.771 - they work as they should, teachers are reporting lower incidences of just overwhelm and burnout because 00:50:57.771 --> 00:51:04.253 - they have more confidence in the classroom because students can regulate themselves giving them the 00:51:04.253 --> 00:51:06.846 - time to put their energy into teaching. 00:51:10.114 --> 00:51:16.989 - So moving forward, our team is going to continue to build and redefine this cohesive model across our 00:51:16.989 --> 00:51:24.402 - district. We're continuously defining our supports, our roles, and our responsibilities. So we are maximizing 00:51:24.402 --> 00:51:31.142 - those targeted high impact student interactions. We really have to focus and will continue to focus 00:51:31.142 --> 00:51:37.949 - on sustainability as our top priority. Our schools rely on these dedicated providers to maintain our 00:51:37.949 --> 00:51:39.230 - positive outcomes. 00:51:39.330 --> 00:51:47.127 - And we want to be able to keep this momentum going year after year after year. And it takes us sustainability 00:51:47.127 --> 00:51:54.498 - to do that. While we could continue talking about all the great things here at RBB, I realize that time 00:51:54.498 --> 00:52:01.657 - is of the essence. So we're going to save the rest of this presentation and hopefully present to you 00:52:01.657 --> 00:52:08.958 - again here soon to be able to go over grants and go over initiatives and really dig into that as well. 00:52:09.058 --> 00:52:14.660 - because we're making a lot of really great progress at RBV. And we can do it without you. So thank you. 00:52:14.660 --> 00:52:20.209 - Any questions for me? So the last thing on the screen says come see us at the showcase. Yeah, come see 00:52:20.209 --> 00:52:25.811 - us at the showcase. Where are you going to be? We are going to be in the wellness hallway at the junior 00:52:25.811 --> 00:52:31.360 - high. And I added the shirt that we designed and we will all be wearing. We are very excited about our 00:52:31.360 --> 00:52:35.454 - team shirts. This is the first time that we have done this. We are excited. 00:52:38.370 --> 00:52:46.068 - caring, daring, preparing. We all know caring, daring, preparing, but what I love is that they took 00:52:46.068 --> 00:52:54.228 - that. Yeah, so we took it just in order to make it, you know, kind of, you know, feeling like counselors. 00:52:54.228 --> 00:53:01.925 - Caring through connection, daring through advocacy, and preparing for lifelong success. So, that is 00:53:01.925 --> 00:53:07.006 - our presentation. Can you go back to that first triangle of life? 00:53:07.426 --> 00:53:15.550 - The first triangle. The three tiers. MTSS. Right, so. You went with the actual intervention. This is 00:53:15.550 --> 00:53:23.593 - the time to change your PowerPoint, but I just, I'm thinking it through the math on this. So if you 00:53:23.593 --> 00:53:31.636 - got 2,700 kids, tier two is 270 kids up to three, three and a quarter. Tier three is about 27 to 80 00:53:31.636 --> 00:53:33.566 - kids, correct? I'm not. 00:53:33.698 --> 00:53:40.775 - I told Jen earlier, I'm a feelings, not a number of person. But I'll go with that. Well, I understand. 00:53:40.775 --> 00:53:47.921 - But I want people in the community to understand the number of people that we have in all these support 00:53:47.921 --> 00:53:54.791 - roles is on top of the classroom teachers and the instructional aides and so forth. Our legislators 00:53:54.791 --> 00:53:59.326 - need to understand that too. And you use the word sustainability. 00:54:00.450 --> 00:54:06.787 - That's the grants that the corporation has been blessed with from the work of everyone here. If we don't 00:54:06.787 --> 00:54:12.943 - have those grants, we can't do this. And I worry about that for the future and the sustainability. So 00:54:12.943 --> 00:54:19.281 - I appreciate the partnership with IU. Keep up with us with grants. And I will encourage you to hopefully 00:54:19.281 --> 00:54:22.238 - you're sharing this with each individual school. 00:54:23.010 --> 00:54:28.423 - Well, this is the first of those. They need to see this. But we will. They don't see the big. Our plan 00:54:28.423 --> 00:54:33.732 - for this year is to really dig into our outcome data and show all the cool things that have come out 00:54:33.732 --> 00:54:39.356 - of the work we're doing. It's a big picture of what goes on. And this hasn't even got it in the preschool. 00:54:39.356 --> 00:54:44.769 - And you take. Yeah, this is kind of our first year at the preschool. Right. You take tier one, and you 00:54:44.769 --> 00:54:47.870 - mention counselors and teachers. Well, I want to throw in. 00:54:47.970 --> 00:54:54.574 - You got your SROs, you got your custodians, you got your bus drivers, you got your structural aids. 00:54:54.574 --> 00:55:01.441 - Everybody has, the village helps with this school. And this is some great things to show the community, 00:55:01.441 --> 00:55:08.177 - but they don't know about this. And it's probably too quick to do it before the showcase, but it'd be 00:55:08.177 --> 00:55:14.781 - cool to have this to share with people what goes on. And I've learned tremendous amount today about 00:55:14.781 --> 00:55:16.894 - the number of staffing we have. 00:55:17.506 --> 00:55:23.402 - Even those IU students that are coming here, they're not on the payroll, correct? Correct, no. But we're 00:55:23.402 --> 00:55:29.074 - using their skills to help us, and that partnership is tremendous. Yes, and that's why it's, I mean, 00:55:29.074 --> 00:55:34.801 - again, I can't reiterate enough how much we learn from the students themselves. They bring so much to 00:55:34.801 --> 00:55:40.473 - the table, fresh eyes. Right. It really is a really great partnership, and one of the things that we 00:55:40.473 --> 00:55:42.270 - had our very first all-district 00:55:42.658 --> 00:55:48.078 - student support team meeting today and we talked a lot about visibility in one of our goals and so we're 00:55:48.078 --> 00:55:53.498 - going to be doing more things about being out because we acknowledge that you know we do all these great 00:55:53.498 --> 00:55:55.614 - things and nobody knows that we're here. 00:55:55.970 --> 00:56:01.338 - So you'll notice if you get the emails starting in August, counselors at every building put in like 00:56:01.338 --> 00:56:06.867 - a counselor corner so that we're trying to showcase who we are. We're giving tips and tricks for those 00:56:06.867 --> 00:56:12.397 - people at home that they can use that coincide with some of the strategies that we use here at school. 00:56:12.397 --> 00:56:17.979 - So then we can again bridge that gap between home and school and provide consistency. We know that kids 00:56:17.979 --> 00:56:23.187 - need consistency. And the more that we provide that for them here at school, the more successes, 00:56:23.187 --> 00:56:24.958 - opportunities we're giving them. 00:56:25.602 --> 00:56:31.718 - And we haven't even thrown in the occupational therapist, the speech therapist. We've got so many different 00:56:31.718 --> 00:56:37.381 - of these resources going on. And the last vision, I'll be quiet, is I love the two closets, because 00:56:37.381 --> 00:56:43.326 - the one on the left, that's how my brain has worked the last couple years. I have no clue who does what, 00:56:43.326 --> 00:56:49.046 - because we've got great grants coming in, but nothing's organized. So I pray that we're going to get 00:56:49.046 --> 00:56:52.670 - to the closet on the right at some point and keep getting that. 00:56:52.898 --> 00:56:58.692 - where everybody knows where everybody goes. Absolutely. I think that the benefit of you guys being open 00:56:58.692 --> 00:57:04.542 - to a position such as mine is what is allowing the time and the space for us to do this. The great thing 00:57:04.542 --> 00:57:10.280 - about this is this braiding initiative isn't a new term whenever it comes to MTSS. The beautiful thing 00:57:10.280 --> 00:57:16.019 - about having a position such as mine, which I love, by the way, every day, I love, we are able to just 00:57:16.019 --> 00:57:20.030 - take the things that we're already doing really well and organize them. 00:57:20.290 --> 00:57:25.857 - You know, so we're not duplicating things. We're not finding like, oh, you're using this resource. You're 00:57:25.857 --> 00:57:31.528 - using that one. If we do this one, which we're going to talk about a little bit later in the board meeting, 00:57:31.528 --> 00:57:36.833 - if we all use this one, we can have a common language in that continuation of K or pre-K all the way 00:57:36.833 --> 00:57:42.137 - to 12. And that's what our students mean. OK. And Mr. Tucker, your comment about all of these people 00:57:42.137 --> 00:57:47.651 - pushing together to support these kiddos and their needs, I think it goes back to Mr. O'Neill's question 00:57:47.651 --> 00:57:50.014 - about how much money is spent on special ed. 00:57:50.178 --> 00:57:57.320 - It's not black and white and that's the hard part because you can't just pull these little pieces out. 00:57:57.320 --> 00:58:04.392 - There's so much to it. So it's a great question. It's one of those that needs to sit down. Let's talk 00:58:04.392 --> 00:58:11.465 - through that and we can show you some of those pieces. But it really is that tier one is every single 00:58:11.465 --> 00:58:13.822 - person and it includes our board. 00:58:13.922 --> 00:58:20.828 - because we couldn't do what we do at tier one without the board recognizing the needs that we have and 00:58:20.828 --> 00:58:27.800 - putting those in place and approving not just funds for those, but approving positions and all of those 00:58:27.800 --> 00:58:34.706 - things. So that is work that we do starting at the board, like you said, all the way down to the first 00:58:34.706 --> 00:58:41.947 - person in the kid OC when they get on the bus in the morning, the bus driver. So it's huge. It's absolutely 00:58:41.947 --> 00:58:43.422 - huge what we do here. 00:58:43.650 --> 00:58:49.377 - back to Mr. O'Neill's question, spending per student, what, it's about $7,800 a student, we get reimbursed 00:58:49.377 --> 00:58:54.944 - from the state now? That's what we get reimbursed, yes. About $7,800 per student, but that doesn't even 00:58:54.944 --> 00:59:00.618 - come near enough to cover what goes on here. This is where those grants have helped out. Yeah. And again, 00:59:00.618 --> 00:59:06.239 - I thank you guys and the whole community for doing the grants. That's been awesome. Yeah. We're honored. 00:59:06.239 --> 00:59:11.966 - Thank you. Thank you. Thanks, ladies. I think one of the things in the outreach, too, letting people know, 00:59:12.194 --> 00:59:20.161 - If they have a concern, how they can reach out, where they can go. I'm so sorry. I didn't realize you 00:59:20.161 --> 00:59:28.206 - were talking to me. In your outreach to the community and parents and teachers and so on, letting them 00:59:28.206 --> 00:59:32.190 - know if they have a concern, where they should go. 00:59:32.290 --> 00:59:37.605 - who should they should go to with that concern, who should they bring it up to, where, you know, so 00:59:37.605 --> 00:59:43.239 - it's great to have these services that also you need to know where you can tap into them. Yes, and that's 00:59:43.239 --> 00:59:48.980 - actually one of the things that's also in the works. I've coordinated with Brittany Tucker for a counseling 00:59:48.980 --> 00:59:54.508 - part of our website so that families there will hopefully, it's going to take a while, but have an area 00:59:54.508 --> 00:59:58.494 - for families, for students, and for teachers to be able to have all of our 00:59:58.626 --> 01:00:06.207 - resources available, not just resources here at RVB, but also resources that we're aware of in the community, 01:00:06.207 --> 01:00:13.649 - that people that need some resources that may not feel comfortable reaching out, that they can go somewhere 01:00:13.649 --> 01:00:20.816 - from their kitchen table and seek some support. So yeah, that's in the works too. That's awesome. Thank 01:00:20.816 --> 01:00:28.190 - you so much. Thank you. Thank you. OK. The next item on the agenda number nine will be postponed till next 01:00:28.354 --> 01:00:39.029 - And so then we will look now to our storm damage report. Hey, okay. I was sorry about that. Okay, so 01:00:39.029 --> 01:00:49.705 - back up to number eight. We have a presentation of the outstanding design award. Dr. Sanders. Yes, I 01:00:49.705 --> 01:00:55.518 - like to introduce my good friend, Randy Taylor, who is 01:00:55.938 --> 01:01:06.263 - Currently with Lancer Associates. Now, Randy and I worked at Martinsville in central office for a dozen 01:01:06.263 --> 01:01:16.291 - years, I think. But Randy has been teacher, principal, assistant superintendent, and he retired from 01:01:16.291 --> 01:01:25.822 - being superintendent at Mooresville schools. And Randy is, like I said, a good friend, but also 01:01:25.954 --> 01:01:33.367 - has been a good mentor to me. I've learned a lot from him over the years. But Randy is here to present 01:01:33.367 --> 01:01:40.707 - an award to us. Well, I don't know if I can live up to what you just said. Now, I got to tell a story 01:01:40.707 --> 01:01:48.048 - before we get going for the presentation. In 1960 and 69, I was part of the boys basketball team. And 01:01:48.048 --> 01:01:52.222 - on that basketball team, we played a tour in high school. 01:01:52.450 --> 01:02:00.371 - And Edgewood had a player, Clarence Figg. And we were so good defensively, we held Clarence that night 01:02:00.371 --> 01:02:08.292 - to 42 points. It was quite a battle that night. So I just want to know, I still remember some of that. 01:02:08.292 --> 01:02:15.982 - 42 points. What school? Martinsville. Yeah, so it was quite a defensive battle that night. A lot of 01:02:15.982 --> 01:02:18.750 - points scored. As Dr. Sanders said, 01:02:18.946 --> 01:02:25.384 - teachers together in the same school system, we were principals at different buildings, and then we 01:02:25.384 --> 01:02:31.823 - went into central office. I learned more from him than he realizes, and what puts him at the top of 01:02:31.823 --> 01:02:38.326 - the level is he really does care, and I don't have to tell you that. I'm here because I now work for 01:02:38.326 --> 01:02:45.086 - Lancer Associates, which has just finished up, wrapped up a project for Edgewood Early Childhood Center. 01:02:45.890 --> 01:02:52.826 - I was talking to Mr. DeMoss earlier and he thought that possibly this is the third time you've been 01:02:52.826 --> 01:02:59.971 - recognized in schools and university publication for design and the facility is an excellent facility. 01:02:59.971 --> 01:03:07.115 - It means that the design has been recognized throughout the state of Indiana as well as your best bang 01:03:07.115 --> 01:03:14.814 - for your buck. So I'd like to present to the school system and Dr. Sanders a plaque to be placed for the early 01:03:38.306 --> 01:03:46.622 - compliments about our early childhood center, not only the facility, but more importantly, the staff 01:03:46.622 --> 01:03:55.102 - that worked there. And I always tell them they have the best job in the school corporation. Every time 01:03:55.102 --> 01:04:01.854 - I go down there. Now granted, I always head to my grandchildren's classrooms, but 01:04:02.114 --> 01:04:11.127 - they working with our preschoolers is just, I'm sure they have challenging days, but it looks like a 01:04:11.127 --> 01:04:20.229 - lot of fun too. But thank you, Randy. This is a great article, Randy on this. And I want to thank, if 01:04:20.229 --> 01:04:28.350 - I remember right, Dr. Sanders, the first picture was of that, of the trees painted on her. 01:04:28.834 --> 01:04:34.622 - That was Mr. Drew's, wasn't it? Yes. Yes. That was a local Edgewood graduate, all those trees, 01:04:34.622 --> 01:04:40.776 - that painting. Well, and his son. And his son, who was in high school. But the best view out of that 01:04:40.776 --> 01:04:46.990 - building is looking out in about three weeks, looking out over the hillside, those front windows with 01:04:46.990 --> 01:04:53.083 - the cafeterias. That beautiful view. And part of that hallway was painted in the dark because we're 01:04:53.083 --> 01:04:57.470 - trying to get the electricity going as the building was being finished. 01:04:58.306 --> 01:05:07.913 - They do an amazing job. Absolutely. Thank you so much for the design work. And it really came to fruition. 01:05:07.913 --> 01:05:17.431 - And we really appreciate that hard work. Awesome. Now we will skip number nine and go to the storm damage 01:05:17.431 --> 01:05:27.038 - report, Dr. Sanders. Yeah, I just wanted to give the board and the community an update on the storm damage 01:05:27.234 --> 01:05:35.333 - that occurred on our campus from the August 26th storm. I believe it was just mainly high winds, 01:05:35.333 --> 01:05:44.016 - but it sure, if you drove through our campus right after that storm, you would have seen a lot of trees 01:05:44.016 --> 01:05:52.867 - and tree branches down all over the campus. But we did have some damage. Now, it's not significant enough 01:05:52.867 --> 01:05:56.958 - that it's going to reach our $50,000 deductible. 01:05:57.058 --> 01:06:05.826 - but we are in the process of addressing these different issues and I just wanted to give you an update 01:06:05.826 --> 01:06:14.679 - on that. In the bus lot back here, we had a big tree branch that fell on a part of the fence and mainly 01:06:14.679 --> 01:06:23.192 - the top of a school bus and that damage will be fixed in-house. Our maintenance department will fix 01:06:23.192 --> 01:06:25.150 - the fence and also the 01:06:25.474 --> 01:06:34.940 - transportation department will fix the top of the bus, so we don't have to send anything out to be fixed 01:06:34.940 --> 01:06:44.135 - for that. It always makes me nervous when we have damage to the turf, but we had a batting cage that, 01:06:44.135 --> 01:06:54.142 - a portable batting cage that blew from the baseball complex over to the football complex, knocked out a fence, 01:06:54.562 --> 01:07:03.441 - put some gouges into the track and put a gouge into the turf. And then blew across the field to the 01:07:03.441 --> 01:07:12.408 - visitor's side and knocked out a fence on that side. Now, you can imagine how the batting cage looks 01:07:12.408 --> 01:07:21.465 - today. That will have to be replaced. The turf has already been, we did a temporary fix. We contacted 01:07:21.465 --> 01:07:22.974 - the company that 01:07:23.138 --> 01:07:31.113 - that installed the turf, they gave us directions on how to do a temporary fix, and then they sent down 01:07:31.113 --> 01:07:39.475 - a team who did the permanent fix. So the turf is all in good shape now. We're in the process of contacting, 01:07:39.475 --> 01:07:47.451 - working with a company to come fix the gouges in the track, and that has to be done before winter, and 01:07:47.451 --> 01:07:50.238 - so we will certainly get that done. 01:07:50.434 --> 01:08:01.799 - The wind screens that we had on the back of the visitor bleachers, those were torn and will have to 01:08:01.799 --> 01:08:13.278 - be replaced. So we're in the process of getting a new design and getting a quote from the company to 01:08:13.278 --> 01:08:19.870 - fix the wind screens. The pole vault pit is also going to 01:08:20.002 --> 01:08:28.914 - have to be replaced. Quite honestly, that's the most expensive piece that we're probably gonna have 01:08:28.914 --> 01:08:37.916 - to fix. We are gonna look and see if we can repair it first. But if we have to replace it, it's over 01:08:37.916 --> 01:08:47.274 - $20,000. So that's pretty, we're gonna try to repair it. The batting cage I mentioned to you, the fences 01:08:47.274 --> 01:08:49.502 - at the football complex, 01:08:49.698 --> 01:09:00.984 - We're getting some numbers on those. And then the cross-country course had some damage also with fallen 01:09:00.984 --> 01:09:12.488 - trees and also an area that was washed out and they had to put some more gravel down. One of the teachers 01:09:12.488 --> 01:09:18.782 - who takes her students out into the course there for some 01:09:18.978 --> 01:09:28.565 - classes, there's a little path that had some trees knocked down. She asked if we could repair that, 01:09:28.565 --> 01:09:38.344 - and that's being done. If you look at the campus now, you'll see a lot of the tree branches that were 01:09:38.344 --> 01:09:46.110 - pretty much done with picking up those branches, cutting down the damaged trees. 01:09:47.138 --> 01:09:57.454 - We're looking pretty good. We're catching up on it. There's one big tree that fell over by the tennis 01:09:57.454 --> 01:10:08.276 - court that's being cut up now. So we're gaining on it. And we reported all this to our liability insurance 01:10:08.276 --> 01:10:14.142 - company. But if you have any questions, just let me know. 01:10:14.850 --> 01:10:23.103 - Yeah, I'm gonna talk about that in my report. Okay, all right. All right, moving on to our action items 01:10:23.103 --> 01:10:31.355 - for this evening. The first is consideration to approve the contract with Susie's place for body safety 01:10:31.355 --> 01:10:38.814 - training. Brittany Straw will be back up for it. I won't take as much as your time this time. 01:10:40.386 --> 01:10:49.726 - All right, the state of Indiana requires that we provide age-appropriate research-based instruction 01:10:49.726 --> 01:10:59.906 - on abuse prevention, mental health, wellness, and bullying prevention. We are requesting $5,250 to implement 01:10:59.906 --> 01:11:10.366 - the Child and Teen Safety Program through the Morgan Burr Foundation. That is in partnership with Suzy's Place. 01:11:10.914 --> 01:11:17.758 - The reason that we really like this curriculum is because that they have now added a new chapter, 01:11:17.758 --> 01:11:24.741 - so to speak, to their curriculum that includes pre-K. So we truly will be able to be aligned in our 01:11:24.741 --> 01:11:30.398 - programming from our smallest students all the way up to our graduating seniors. 01:11:30.498 --> 01:11:37.074 - I probably don't have to tell this to you, but that is important because whenever we have the common 01:11:37.074 --> 01:11:43.585 - language that we are using with our students, especially whenever they're growing up using the same 01:11:43.585 --> 01:11:50.357 - language, it removes that area of misinterpretation, confusion whenever students are talking about some 01:11:50.357 --> 01:11:56.868 - of the needs that they have. So we wanted to bring that to you to see if this is something that you 01:11:56.868 --> 01:12:00.254 - would like to consider or if you had questions for. 01:12:02.018 --> 01:12:11.146 - Motion? I move approval to put a contract with Suzy's police on body safety training. I second it. 01:12:11.146 --> 01:12:20.643 - Second it. Any questions? Now this does cover them to work with our students pre-k through 12th grade? 01:12:20.643 --> 01:12:27.742 - Yes it does. This also, this quote also includes for us to be able to have a 01:12:28.930 --> 01:12:35.965 - practitioner or trainer of the body safety lessons, one person in each of our buildings for 01:12:35.965 --> 01:12:43.765 - the sustainability of this program so we can start doing the training in-house each year because this 01:12:43.765 --> 01:12:51.488 - contract will go until May of 2027 and then we'll be looking at a renewal, but instead of doing some 01:12:51.488 --> 01:12:56.382 - offsite training, we're able to provide that training in-house. 01:12:56.514 --> 01:13:06.819 - Everybody know my daughter worked for Susie Place. There's no pecuniary interest in the contract, and 01:13:06.819 --> 01:13:16.923 - she is not part of my household, but my daughter does work there. I know that this type of training 01:13:16.923 --> 01:13:24.702 - is very highly specialized, and I would want to make sure that if we were to 01:13:25.314 --> 01:13:35.032 - do it on our own in the future that we are very well trained because the training that goes place for 01:13:35.032 --> 01:13:44.750 - those at Susie's place that does this type of training is so much far beyond anything that they could 01:13:44.750 --> 01:13:55.230 - teach us to do in a short period of time. So I would like to think in the future that using them to help with 01:13:55.490 --> 01:14:02.370 - continue with the training might be considered. Yeah, they provide a lot of resources and a lot of support. 01:14:02.370 --> 01:14:08.867 - Last year we asked them if they had interest. Actually, no, they came to us. They were doing a parent 01:14:08.867 --> 01:14:15.365 - workshop on cell phone safety and we accepted their offer to present here at RBB. So that is actually 01:14:15.365 --> 01:14:21.926 - a part of our contract with them as they will continue to do some of those outreaches in the community 01:14:21.926 --> 01:14:23.582 - as we would like them to. 01:14:23.810 --> 01:14:29.707 - So we'll be able to have resources such as that. They share parent communication, toolkits for like 01:14:29.707 --> 01:14:35.663 - parents for conversations at home. And as you know, when you're having these conversations that deal 01:14:35.663 --> 01:14:41.619 - with very sensitive topics, you know, being able to guide those discussions is really important. And 01:14:41.619 --> 01:14:47.694 - even the DOE has Susie's Place and Morgan Burr Foundation as one of the most recommended. So we wanted 01:14:47.694 --> 01:14:50.878 - to go with that, knowing that we can stand behind it. 01:14:52.578 --> 01:15:00.827 - get in disclosure my daughter does work there but I didn't she does not have a pecuniary interest in 01:15:00.827 --> 01:15:09.158 - any contracts and she does you know and again does not live in my household so okay thank you is that 01:15:09.158 --> 01:15:17.571 - sufficient okay all right any other questions okay we have a motion in a second all those in favor say 01:15:17.571 --> 01:15:18.878 - aye aye opposed 01:15:19.266 --> 01:15:28.434 - Motion carries. Next, we have consideration to approve the 2026-2028 Title III Consortium Participation 01:15:28.434 --> 01:15:37.337 - Agreement. And for that we have Jennifer Barrett. Yes, I am asking you to approve the agreement with 01:15:37.337 --> 01:15:40.158 - Wabash Valley Education Center. 01:15:40.290 --> 01:15:49.789 - This is our chosen education center for the Title III consortium. Basically what happens is with Title 01:15:49.789 --> 01:15:59.658 - III across the state of Indiana, every student who is receiving English language learner services receives 01:15:59.658 --> 01:16:06.206 - slightly over $100 from the state to provide services to that student. 01:16:06.338 --> 01:16:14.932 - For example, if we have a student who moves in, like we were just talking about today with Dr. Fishman, 01:16:14.932 --> 01:16:23.525 - who only speaks French, we receive $104 for that student from the state and from the federal government 01:16:23.525 --> 01:16:32.367 - to provide services to that student so that she, or he, can be successful in an English speaking classroom 01:16:32.367 --> 01:16:34.846 - here in Ellitsville, Indiana, 01:16:35.010 --> 01:16:42.082 - anywhere else in the United States. So because we only received $2,884 in Title III funds, we actually 01:16:42.082 --> 01:16:49.016 - don't qualify to keep all of those funds here in-house. You have to have over $10,000 in order to do 01:16:49.016 --> 01:16:56.568 - that. So we put our money, along with every other district in the state that is under that $10,000 threshold, 01:16:56.568 --> 01:17:03.640 - into a consortium. What is great about this is that it allows us to do things that we wouldn't be able 01:17:03.640 --> 01:17:04.670 - to do with the 01:17:04.930 --> 01:17:13.890 - $884 ourselves. We are able to receive professional development at a discounted rate. We are able to 01:17:13.890 --> 01:17:22.762 - put our funds together to receive discounts on products that we would use for EL learners. And so I 01:17:22.762 --> 01:17:27.198 - keep seeing that $104 because it's disappointing. 01:17:27.554 --> 01:17:33.783 - It's nowhere close to what those students deserve and what our district needs in order to educate them. 01:17:33.783 --> 01:17:40.071 - But just like every other student in the district, we're going to make sure that we have what they need. 01:17:40.071 --> 01:17:46.180 - We're going to make sure that we do the absolute best by these kiddos. We just hired a new EL teacher 01:17:46.180 --> 01:17:52.229 - in our district who is phenomenal, comes with 20 plus years of experience. And sitting down with him 01:17:52.229 --> 01:17:56.062 - this week, just my heart swelled because I know that these kids 01:17:56.162 --> 01:18:03.249 - and the teachers who are struggling to teach them are going to be in good hands. So I'm asking you to 01:18:03.249 --> 01:18:10.336 - approve this contract. I wish I was asking you to approve a lot more money, but this is the best that 01:18:10.336 --> 01:18:17.354 - we can do with what we have. I'll move approval of the Title III Consortium Participation Agreement. 01:18:17.354 --> 01:18:24.510 - I'll second. Move seconded. Any discussion? Ms. Barrett, how many students where our EL teachers serve 01:18:25.090 --> 01:18:33.992 - That's a really good question, Mr. Tucker. It's a K-12, right? Yeah, it's K-12. We are nearing 40 students. 01:18:33.992 --> 01:18:42.400 - And I say that because I can't give you an exact number. The reason I can't give you an exact number, 01:18:42.400 --> 01:18:50.725 - and to be honest, it breaks my heart, families don't want to report if another language is spoken in 01:18:50.725 --> 01:18:54.846 - the home because of fear of what might happen if, 01:18:55.298 --> 01:19:02.234 - it is found that there is another language spoken in the home and then people start to question potentially 01:19:02.234 --> 01:19:08.784 - their visa status and things like that. It is really difficult sometimes to get that information from 01:19:08.784 --> 01:19:15.463 - families and a lot of times we don't even know it until they come into the building and we realize that 01:19:15.463 --> 01:19:22.270 - the parents themselves don't speak English. So a lot of times what happens is we can give you an estimate 01:19:22.818 --> 01:19:30.076 - But we are constantly looking for these kids. The SLP at EPS this year started working with two kids 01:19:30.076 --> 01:19:37.263 - who came from MCCSC. Both of these kids had IEPs. And on both of these IEPs, it was not marked that 01:19:37.263 --> 01:19:44.521 - they spoke a different language in the home or that they were receiving any type of English language 01:19:44.521 --> 01:19:50.558 - services. Should they have been, yes. Did MCCSC do something wrong? Absolutely not. 01:19:50.882 --> 01:19:57.948 - These were two families who were afraid to report that. And so we identify that once we start working 01:19:57.948 --> 01:20:05.014 - with the kiddo and we provide those services to the kids. But the incredibly frustrating part is that 01:20:05.014 --> 01:20:12.011 - getting an accurate measure on what that student needs from the very beginning sometimes is a really 01:20:12.011 --> 01:20:15.198 - tall task. So I say roughly 40 simply because 01:20:16.642 --> 01:20:23.457 - I can't give you an exact number. And then in addition to that, we have kids at the high school that 01:20:23.457 --> 01:20:30.204 - speak very fluent English who do not need these services, but yet because they filled out this home 01:20:30.204 --> 01:20:37.221 - language survey when they were in elementary school saying that they were living with grandma who spoke 01:20:37.221 --> 01:20:44.171 - Spanish, we are required to give them those services until they test out on WIDA. And we have students 01:20:44.171 --> 01:20:45.790 - who cannot pass I-Learn 01:20:45.922 --> 01:20:53.350 - let alone WIDA, and it's a pretty high standard. So there's a lot of frustration wrapped up with this 01:20:53.350 --> 01:21:00.632 - program. But I'm proud of the services that we offer here. I know that we're doing the best that we 01:21:00.632 --> 01:21:08.278 - possibly can. And I hope that families know that bringing their children to RBB, even if you don't speak 01:21:08.278 --> 01:21:12.574 - English, your child is going to receive the best services. 01:21:12.706 --> 01:21:21.463 - that we can possibly provide to them. And we will continue to make that better and better all the time. 01:21:21.463 --> 01:21:30.472 - Thank you. You're welcome. I know this may be kind of out there, but are there any of our foreign language 01:21:30.472 --> 01:21:38.892 - students at the high school that may be willing to offer some sort of like tutoring and things like 01:21:38.892 --> 01:21:39.902 - that? Yeah. 01:21:40.162 --> 01:21:46.429 - discussion. That's a really really good idea and I think that's something that we could start to tap 01:21:46.429 --> 01:21:52.881 - into. You know last year when I came to you and our numbers were sitting around 30 students and I asked 01:21:52.881 --> 01:21:59.210 - to take two of our part-time assistant positions and turn that into one full-time position across the 01:21:59.210 --> 01:22:04.670 - district for that ML assistant or that English language learner assistant. We've gained 01:22:04.802 --> 01:22:11.297 - so many students since this year started that we've also had to add another half-time assistant back 01:22:11.297 --> 01:22:17.922 - to this program. So when we look at this and we see that we're getting $2,884 from the state for Title 01:22:17.922 --> 01:22:24.417 - III, from the federal government for Title III, we have a full-time English language learner teacher 01:22:24.417 --> 01:22:30.398 - working with not only our students but our teachers across the district. We have a full-time 01:22:30.658 --> 01:22:37.069 - ML assistant working with these students, and now we have a half-time. And the reason I bring that up, 01:22:37.069 --> 01:22:43.479 - Mr. Kerr, is our half-time assistant that we just hired speaks Spanish fluently. And that is obviously 01:22:43.479 --> 01:22:50.014 - one of the biggest languages that our non-English speaking students speak. So we're really excited about 01:22:50.178 --> 01:22:59.568 - Anna Suchuga coming onto this team, it's gonna make a big difference. She will work primarily with our 01:22:59.568 --> 01:23:08.685 - babies at the preschool and at K2, working with those language barriers that can definitely inhibit 01:23:08.685 --> 01:23:18.622 - academic growth. Thank you. Any further questions? All those in favor say aye. Aye. Opposed? Motion carries. 01:23:19.106 --> 01:23:27.276 - brings us to our last action item of the evening, which is to approve consulting agreement with ESOL 01:23:27.276 --> 01:23:36.094 - Solutions LLC. This one I think you're gonna be excited about. It goes back to Mrs. Straus, her presentation 01:23:36.094 --> 01:23:44.345 - earlier and goes back to Mr. Tucker's comments about we have all of these amazing people and services 01:23:44.345 --> 01:23:46.206 - in place for our kids. 01:23:47.586 --> 01:23:54.236 - But how do we build that framework and really make the system work seamlessly here at RBB? For years, 01:23:54.236 --> 01:24:00.821 - ever since we started receiving these grants, starting with Eli Lilly, moving up to our Tim's grant, 01:24:00.821 --> 01:24:03.038 - our SMART grant, our SEEDS grant, 01:24:03.234 --> 01:24:09.389 - Jen Anderson has been writing and receiving these grants. Jen would be the first one to tell you. She 01:24:09.389 --> 01:24:15.544 - is not a licensed social worker, counselor, any of the things. She's just a really great grant writer 01:24:15.544 --> 01:24:21.940 - that brought in a lot of money to this district, and we're so fortunate. I would tell you the same thing. 01:24:21.940 --> 01:24:24.414 - When I had this on my plate last year, I 01:24:24.642 --> 01:24:30.882 - don't know the things that Brittany knows. And then Brittany coming into this role and our board recognizing 01:24:30.882 --> 01:24:36.607 - this as a need for our district says on the other side of this, I don't necessarily know how to set 01:24:36.607 --> 01:24:38.782 - this up. I don't have that leadership 01:24:38.882 --> 01:24:45.430 - experience or building these systems. And so what we're asking you to approve is an agreement with Esolve 01:24:45.430 --> 01:24:51.669 - Solutions. Esolve has been working with us from the very beginning on all of these grants. They know 01:24:51.669 --> 01:24:58.403 - RBB inside and out and what we are doing and where we're trying to get to. And they're going to be providing 01:24:58.403 --> 01:25:00.318 - coaching to Brittany as she is 01:25:00.450 --> 01:25:07.659 - really building this framework out and we're understanding how all of these pieces work, digging into 01:25:07.659 --> 01:25:14.727 - the proactive piece of this, looking at all of this data, we're asking you to approve the contract, 01:25:14.727 --> 01:25:21.937 - not to exceed $5,000, and this will be paid entirely through our smart grant fees. I move approval of 01:25:21.937 --> 01:25:29.075 - the consulting agreement with ESOL Solutions. I second. Moved and second. Any discussion? Thank you. 01:25:29.075 --> 01:25:30.206 - You're welcome. 01:25:32.354 --> 01:25:40.356 - All those in favor say aye. Aye. Opposed? Motion carries. That concludes our action item. So now we'll 01:25:40.356 --> 01:25:48.514 - move into our reporting. We have the business manager's report first. So Debbie Tate, back up. I'm back. 01:25:48.514 --> 01:25:56.516 - So I've presented you guys with our cash flows for education, debt service, and operations. And it has 01:25:56.516 --> 01:26:00.478 - the August updated totals. We are still on target. 01:26:00.642 --> 01:26:08.035 - with our projections. At the end of this month, I'm planning to update those projections because we 01:26:08.035 --> 01:26:15.501 - now have our insurance elections in with everybody. So I'll be able to have a really solid number on 01:26:15.501 --> 01:26:22.894 - where all that's going to be. And that'll be really nice. But a positive, when I did put the August 01:26:22.894 --> 01:26:28.734 - numbers in, they were very positive. And they're in line with our current just 01:26:28.994 --> 01:26:36.152 - basically just showing the patterns of what we've been anticipating with savings. So we're really excited. 01:26:36.152 --> 01:26:42.975 - That was a good positive thing to see that starting to take place, things we've talked about with the 01:26:42.975 --> 01:26:49.731 - staffing, us sitting down again in our groups, going through every single detail, looking at all the 01:26:49.731 --> 01:26:56.688 - numbers and just making sure we're saving everywhere we can. So it was really positive to see that once 01:26:56.688 --> 01:26:57.758 - we put that in. 01:26:58.114 --> 01:27:06.092 - this month. So, yeah. Yeah. Do you have any questions? No. The instructor has been able to sit in on 01:27:06.092 --> 01:27:13.990 - a meeting or two of those, and it's very informative. And you guys really do a deep dive. And so we 01:27:13.990 --> 01:27:21.889 - really appreciate all your hard work and the team's hard work. Thank you. Thank you. Do we see much 01:27:21.889 --> 01:27:27.102 - of an increase in HSA participation this year from our employees? 01:27:27.298 --> 01:27:32.230 - We haven't got, like, I have to put in those progressions. Okay, okay, I was just, when you said you 01:27:32.230 --> 01:27:37.260 - were plugging the numbers. Yeah, once we get through September, I'll have all of that information, and 01:27:37.260 --> 01:27:42.291 - so we'll have a better idea of where everything's at. Okay. And I think, doesn't open enrollment close 01:27:42.291 --> 01:27:47.516 - October 1st? It's already closed. It's already, yeah. So we're getting all that information. We're waiting 01:27:47.516 --> 01:27:52.497 - currently on the insurance to finalize their numbers with us, and then we'll be able to put those in. 01:27:52.497 --> 01:27:56.990 - Okay, because I know the trust bumped it up, so. And then the new plan starts November 1st. 01:27:57.218 --> 01:28:04.199 - So that's how, it's kind of a, it's not January, it's November, so it's kind of a weird timing with 01:28:04.199 --> 01:28:11.179 - everything, but yeah, we're waiting on those final numbers from her insurance right now. Thank you. 01:28:11.179 --> 01:28:18.370 - Yeah? I think we'll excitedly be crunching after she's closing out September, just so we can see. Yes. 01:28:18.370 --> 01:28:23.326 - We want to see the same progression that we're seeing in August. Yeah. 01:28:23.554 --> 01:28:32.174 - Our office has definitely been in celebration mode this week, seeing these numbers come out for August, 01:28:32.174 --> 01:28:40.462 - but we are really excited to see September and see this trend continue and see Paul smile for once. 01:28:40.462 --> 01:28:49.414 - So that would be really nice as well. Okay, thank you. Thank you. Thank you. And so moving to our assistant 01:28:49.414 --> 01:28:51.486 - superintendent's report. 01:28:51.842 --> 01:28:58.081 - Mr. Durnall, I know it's two pages, but I promise it will not take me very long to get through this. 01:28:58.081 --> 01:29:04.382 - I have a really exciting update for you. Mr. Kerr attended a meeting this week at the high school. We 01:29:04.382 --> 01:29:10.807 - met with representatives from the Indiana Career Apprenticeship Pathway, otherwise known as NCAP across 01:29:10.807 --> 01:29:15.934 - the state. We specifically met with reps from BioCrossroads. BioCrossroads entails 01:29:16.034 --> 01:29:22.071 - biotechnology and biomedical. So this is an industry talent association for the life sciences. You've 01:29:22.071 --> 01:29:28.464 - heard us talking about life sciences like crazy around here the last year and a half with the life sciences 01:29:28.464 --> 01:29:29.470 - training center. 01:29:30.082 --> 01:29:38.359 - A lot has happened in the last two weeks and we are actually being, and I put it in bold there, we are 01:29:38.359 --> 01:29:46.878 - being recruited. Edgewood High School is being recruited by NCAP as one of the fall 2027 launch locations 01:29:46.878 --> 01:29:53.950 - for a new pathway for biotechnology for life sciences operators. This has been created. 01:29:54.050 --> 01:30:00.718 - This pathway has been created in partnership with employers across the state of Indiana, biotechnology 01:30:00.718 --> 01:30:07.257 - partners, life sciences partners, I should say, Indiana Workforce Development, and with support from 01:30:07.257 --> 01:30:13.796 - the Indiana Department of Education. What does this mean for Edgewood? These are some big things. It 01:30:13.796 --> 01:30:20.399 - allows us to extend our partnerships, not only with Boston Scientific and Cook Medical, but also into 01:30:20.399 --> 01:30:21.694 - Cimtra and Cingoda. 01:30:21.794 --> 01:30:29.464 - Simtra and Sangota are two industry leaders right here in Monroe County who have signed on under NCAP. 01:30:29.464 --> 01:30:37.134 - So they are one of the, or they are two of the businesses that have signed on there. Boston Scientific 01:30:37.134 --> 01:30:44.581 - has also signed on. Cook Medical, we're getting close. NCAP is getting close to getting them there. 01:30:44.581 --> 01:30:51.134 - But three out of the four companies that we're looking at all fall under that umbrella. 01:30:52.162 --> 01:30:59.774 - We would be the only Monroe County school that is also being offered a partnership with Eli Lilly for 01:30:59.774 --> 01:31:07.685 - their Pathfinders program, which would allow us to receive $20,000 from Eli Lilly to credential a teacher 01:31:07.685 --> 01:31:15.446 - for this pathway and also provide equipment to our facility that we're looking at, that we're building. 01:31:15.446 --> 01:31:21.790 - The curriculum, we've had so many questions about how do we develop this curriculum? 01:31:21.890 --> 01:31:28.731 - We aren't specialists in biotechnology and healthcare and all of that. And so we've been working with 01:31:28.731 --> 01:31:35.772 - Ivy Tech. What's exciting about this is it takes this out of our local hands and it puts it at the state 01:31:35.772 --> 01:31:42.479 - level hands. And so what happens is this curriculum is developed with Ivy Tech and BioCrossroads in 01:31:42.479 --> 01:31:47.710 - mind with high school students. So we're taking Ivy Tech curriculum and we're 01:31:48.482 --> 01:31:54.473 - differentiating that down for high school students and how we know high school students learn. We will 01:31:54.473 --> 01:32:00.755 - have an opportunity for our students in this pathway to earn a minimum of 150 hours of work-based learning. 01:32:00.755 --> 01:32:06.281 - This would meet the employment honor seal and at most 650 hours of work-based learning through 01:32:06.281 --> 01:32:12.156 - an apprenticeship earning the employment honors plus seal, which is gonna be a really difficult seal 01:32:12.156 --> 01:32:15.006 - for students across Indiana to earn and receive. 01:32:15.682 --> 01:32:22.211 - In addition to that, the students who complete this pathway would earn Ivy Tech's biopharmaceutical 01:32:22.211 --> 01:32:29.198 - manufacturing certificate and be able to stack those 18 hours onto an Associate of Applied Science through 01:32:29.198 --> 01:32:35.727 - Ivy Tech. And I think one of the most exciting pieces of this, even going beyond all those things I 01:32:35.727 --> 01:32:42.257 - just said, is that it allows us to continue our partnership with Boston Scientific and Cook Medical 01:32:42.257 --> 01:32:44.542 - because what we will be doing here 01:32:44.898 --> 01:32:52.243 - after the first step of life sciences operator is we're gonna be kind of the guinea pigs across the 01:32:52.243 --> 01:32:59.882 - state of Indiana and they're gonna create a pathway just for us here in Monroe County where we can take 01:32:59.882 --> 01:33:07.300 - biotechnology and we can break that down into two different areas and we can look at what Cimtra and 01:33:07.300 --> 01:33:10.238 - Singota do on the chemical side of that 01:33:10.658 --> 01:33:17.712 - And we can look at what Cook Medical and Boston Scientific do on the other side of that with medical 01:33:17.712 --> 01:33:24.765 - devices. We can combine that into one pathway that our students can complete. And as they're working 01:33:24.765 --> 01:33:31.749 - through those classes, split off into one of those two areas after they get that foundation. What's 01:33:31.749 --> 01:33:36.638 - awesome is that the state is saying, we want to do this work for you. 01:33:36.994 --> 01:33:43.336 - We wanna do this work with you and it allows us to deepen our roots in this project even more. So I'm 01:33:43.336 --> 01:33:49.803 - excited about it. I would love to answer your questions. Mr. Kerr was in the meeting. Obviously I can't 01:33:49.803 --> 01:33:53.534 - have a ton of you in that meeting, more than two at a time. 01:33:53.698 --> 01:34:00.918 - If you're attending the RDC meeting tomorrow afternoon, I'm gonna go through that there as well, and 01:34:00.918 --> 01:34:08.282 - we'll give more details about what that looks like, but happy to talk about that. Mr. Boltinghouse was 01:34:08.282 --> 01:34:15.573 - in that meeting as well. We have a lot of pieces happening right now very quickly at the high school, 01:34:15.573 --> 01:34:23.294 - and it's super exciting. Any questions you guys have about that? Sorry, go ahead. I was just gonna add that 01:34:23.618 --> 01:34:32.653 - This is a great opportunity for our students. And while there can be some additional benefits to some 01:34:32.653 --> 01:34:41.511 - of our students who may actually get picked by some of these companies to be a part of the program, 01:34:41.511 --> 01:34:50.369 - even if students aren't picked to be part of that company's aspect of it, they can still be part of 01:34:50.369 --> 01:34:52.318 - the program and still 01:34:52.642 --> 01:35:06.061 - earn the same status and it's just exciting, you know, that this is the thing that we have been hoping 01:35:06.061 --> 01:35:19.870 - for out of our biomedical, technical facilities that we're putting in place to prepare our students to go 01:35:19.970 --> 01:35:27.317 - who want to to go into the workforce, into skilled positions. It's really exciting. It is. It is. I 01:35:27.317 --> 01:35:34.664 - think Heather Baron Cottle from ROI said it best when she said the state is catching up to Edgewood 01:35:34.664 --> 01:35:42.526 - because we started this work a year and a half ago and we were really on an island out there by ourselves. 01:35:42.722 --> 01:35:48.845 - And now within CAP and the work that the research they've been doing over the last 10 years with the 01:35:48.845 --> 01:35:54.969 - Swiss model and apprenticeships, that research is catching up now to the work that we've been trying 01:35:54.969 --> 01:36:01.213 - to do on our own. And it feels really good to have a little bit of a weight off our shoulders in terms 01:36:01.213 --> 01:36:07.700 - of now we have a model that's being implemented across the state and the state is coming to us and saying, 01:36:07.700 --> 01:36:10.974 - can we partner with you? Well, and it's this group of 01:36:11.490 --> 01:36:19.569 - companies too in the region that representative from that group of companies coming to Edgewood pitching 01:36:19.569 --> 01:36:27.340 - for us to be a part of their program. Not, you know, we're asking them to, hey, can you partner with 01:36:27.340 --> 01:36:35.419 - us? Can you do this? They are so interested in Edgewood that they're coming to Edgewood pitching a sales 01:36:35.419 --> 01:36:40.574 - pitch to us to be a part of their program. I mean, that's awesome. 01:36:41.026 --> 01:36:48.127 - That's awesome for Edgewood. And these first four apprenticeship positions, which we are hopeful are 01:36:48.127 --> 01:36:55.439 - with Simtra and Singota. They're working on those logistics right now. So Simtra and Simgota, if you're 01:36:55.439 --> 01:37:02.680 - watching, know that we are beyond excited, and I know they know that. These first four apprenticeships 01:37:02.680 --> 01:37:08.094 - would not even be offered to other students outside of Edgewood High School. 01:37:08.770 --> 01:37:15.927 - our students are gonna receive the very first four apprenticeships with biotechnology here in this area. 01:37:15.927 --> 01:37:22.742 - So I think it says so much about Edgewood High School and what they've been building, what Edgewood 01:37:22.742 --> 01:37:29.694 - Junior High and Edgewood Intermediate and Edgewood Primary do all the way back and the intentionality 01:37:29.694 --> 01:37:36.510 - that we've put behind these pieces. I get emotional because we're seeing the benefits for our kids. 01:37:41.602 --> 01:37:49.806 - Also this week, maybe last week, they're all running together right now. We received the final approval 01:37:49.806 --> 01:37:57.852 - on our Ready 2.0 $500,000 grant. It has made it all the way through IEDC, which was the last level of 01:37:57.852 --> 01:38:05.662 - approval. If we were working on that project today, we could start drawing on that money tomorrow. 01:38:06.114 --> 01:38:13.461 - So that $500,000 investment is being made into this work right here. And these kids, not only 01:38:13.461 --> 01:38:21.277 - in biotechnology, but in healthcare, which I'm gonna show you some numbers here because it's really 01:38:21.277 --> 01:38:29.093 - exciting. We are going to be benefiting kids with this facility, hundreds of kids in this community 01:38:29.093 --> 01:38:33.470 - for years to come. Long after we are done in education, 01:38:33.602 --> 01:38:40.516 - there is gonna be a benefit to this and it's just wildly exciting what's happening. Okay, so talking 01:38:40.516 --> 01:38:47.705 - about the Pathways student enrollment, Mr. Kerr asked for some updated numbers and I wanted to get these 01:38:47.705 --> 01:38:54.687 - to you. The first little part that you're gonna see there, this is our Biomedical Pathway, Principles 01:38:54.687 --> 01:39:01.054 - of Biomed, Anatomy, Physiology, Medical Interventions. Those numbers just continue to climb. 01:39:01.346 --> 01:39:07.937 - I want to make sure and note that as we have kids coming into anatomy and physiology, not all of these 01:39:07.937 --> 01:39:14.400 - kids are necessarily taking all three of the Pathways courses. Katie Brickman and Caitlin Flood do a 01:39:14.400 --> 01:39:20.863 - phenomenal job teaching that PLTW course, and we have kids signing up for this course simply because 01:39:20.863 --> 01:39:27.262 - they love the teachers, but also if they are in the Principles of Exercise Science Pathway, this is 01:39:27.262 --> 01:39:30.142 - a good class for them to take in addition to 01:39:30.274 --> 01:39:36.385 - a separate pathway there. So you'll see 69 kids in anatomy, physiology. We have three sections of that 01:39:36.385 --> 01:39:42.438 - this year. You'll see that we have 17 kids in medical interventions. You may wonder, why didn't 54 of 01:39:42.438 --> 01:39:48.549 - those kids move on? It's because we have a lot of seniors in anatomy and physiology. So they graduate, 01:39:48.549 --> 01:39:54.839 - they don't have the ability to take that third course. So we're seeing tremendous growth in that pathway. 01:39:54.839 --> 01:39:58.814 - That will be one of the pathways that moves into the new facility. 01:39:59.330 --> 01:40:06.266 - You'll also see the engineering pathway in there. I'm so excited. We added the third course this year 01:40:06.266 --> 01:40:13.270 - as the students asked for. Intro to engineering continues to climb. This year we have 51 kids in intro 01:40:13.270 --> 01:40:20.478 - to engineering. We have 18 kids who stuck with us for principals of engineering this year. And Mr. Beaver 01:40:20.478 --> 01:40:27.414 - is teaching a new PLTW course called civil engineering and architecture. And we have six kids in that 01:40:27.414 --> 01:40:28.638 - course this year. 01:40:28.962 --> 01:40:35.062 - So that's pretty incredible. Our marketing, we know a lot about what we've been doing with marketing. 01:40:35.062 --> 01:40:41.042 - Our kids are out there all the time. We have 30 kids maintaining that marketing fundamentals course 01:40:41.042 --> 01:40:43.614 - and eight kids in digital marketing there. 01:40:44.002 --> 01:40:50.952 - Principles of computing, it's funny how kids just don't hear principles of computing and think this 01:40:50.952 --> 01:40:57.971 - is a really great course to take. But 21 of them signed up for it this year. And in our CompTIA plus 01:40:57.971 --> 01:41:05.130 - IT fundamentals course, we have five kids in there. We just added one this past week. And if you build 01:41:05.130 --> 01:41:09.022 - it, they will come has been our mantra for a while now. 01:41:09.122 --> 01:41:16.388 - The kids said, principals of exercise science, we want this pathway. We opened it up. 38 kids signed 01:41:16.388 --> 01:41:24.085 - up for this pathway and are taking the first course. So Megan Kincaid, who is our athletic trainer through 01:41:24.085 --> 01:41:31.423 - IU, is learning how to teach in the classroom. And we are supporting her just like we would any other 01:41:31.423 --> 01:41:32.862 - first year teacher. 01:41:33.026 --> 01:41:39.008 - She realized she was going to have to teach two sections instead of one. I think she had a little bit 01:41:39.008 --> 01:41:45.050 - of a panic attack, but she's doing a really phenomenal job, and we're excited about this. Last but not 01:41:45.050 --> 01:41:48.862 - least, IDOE announcement. I put the exact announcement in there. 01:41:49.026 --> 01:41:55.962 - The iLearn scores have been released in the centralized reporting system. They are in the Indiana Family 01:41:55.962 --> 01:42:02.833 - Portal. So our teachers can log in and see student scores. Our admin can log in and see student scores. 01:42:02.833 --> 01:42:09.571 - Our families can log in and see their student scores. What I can't do is I can't release those scores 01:42:09.571 --> 01:42:16.177 - publicly until Friday. They're still embargoed publicly until Friday. So what I did is I gave you a 01:42:16.177 --> 01:42:17.630 - copy of those scores. 01:42:17.762 --> 01:42:25.515 - and ask that you don't share those publicly. That will all be released on Friday. And just to note, 01:42:25.515 --> 01:42:33.578 - we are seeing math gains across this district left and right. It's really exciting to see. And the area 01:42:33.578 --> 01:42:41.641 - that we knew is an area for growth with us is ELA. And where we are pouring a ton of our resources into 01:42:41.641 --> 01:42:44.510 - still shows up as an area of growth. 01:42:44.738 --> 01:42:50.307 - But we're seeing signs of so many good pieces there. Going back to second grade, I read scores last 01:42:50.307 --> 01:42:55.877 - year. We're seeing signs of this, and we know this is just one measurement, but it's still a pretty 01:42:55.877 --> 01:43:01.613 - big measurement that we have to take into consideration. So, you know, when Mr. Rentschler talks about 01:43:01.613 --> 01:43:05.790 - looking at those individual students, this is why. This is why right here. 01:43:06.658 --> 01:43:13.728 - And then, like I said, tomorrow night we're hosting the RDC meeting here at 430. I'm hoping that we 01:43:13.728 --> 01:43:20.869 - can have a couple of board members there. Mr. Tucker will be coming, and we'll be talking more about 01:43:20.869 --> 01:43:28.009 - the NCAP partnership, and we're going to give a presentation on past, present, and future. This is a 01:43:28.009 --> 01:43:29.918 - big meeting for us because 01:43:30.146 --> 01:43:37.619 - RDC is going to be determining whether or not they continue our funding for another three years, Mr. 01:43:37.619 --> 01:43:45.241 - Tucker, three years. And this funding is really crucial to the work that we do here. This funding will 01:43:45.241 --> 01:43:50.494 - pay for the teacher who will be teaching potentially this new pathway. 01:43:50.658 --> 01:43:57.360 - It pays for a Ready Schools coordinator who is working across our entire district. It pays for design 01:43:57.360 --> 01:44:04.193 - lab assistants who are working in all of our buildings. Can we do it without this? We can, but we would 01:44:04.193 --> 01:44:10.763 - have to take that back into the education fund and all of that work that we're doing, we would then 01:44:10.763 --> 01:44:17.727 - have to figure out how do we reduce, again, what we're doing in the education fund to continue to provide 01:44:17.727 --> 01:44:18.910 - for our students. 01:44:20.226 --> 01:44:27.823 - It's a big meeting tomorrow night. A lot on the line. And that is it for me. Thank you, I got it done 01:44:27.823 --> 01:44:35.345 - fairly quickly, Mr. Durnall. We don't have a clock up there anymore that is counting it down for us. 01:44:35.345 --> 01:44:43.016 - Thank you very much, thank you very much. Okay, now we will move into the superintendent's report, Dr. 01:44:43.016 --> 01:44:46.814 - Sanders. All right, start off with some good news. 01:44:47.074 --> 01:44:54.294 - The Chamber of Commerce from Bloomington and from Ellisville, both have announced their Educator of 01:44:54.294 --> 01:45:01.731 - the Year award winners. And so for the Bloomington area Chamber of Commerce, Heather Kensick, our EECC 01:45:01.731 --> 01:45:09.096 - director, Lisa Beeman, Edgewood Junior High School teacher, and Brian Rosenberg, Edgewood High School 01:45:09.096 --> 01:45:16.894 - teacher, all received the Educator of the Year award. And Dirk Ackerman, our retired high school principal, 01:45:16.994 --> 01:45:25.201 - received the Lifetime Achievement Award, and those awards will be given out tomorrow night at six o'clock. 01:45:25.201 --> 01:45:33.256 - Ellisville Area Chamber of Commerce, their awards banquet will be October 22nd, and Amy Norris, Edgewood 01:45:33.256 --> 01:45:41.003 - High School Teacher, received the Educator of the Year from the Ellisville Area Chamber of Commerce. 01:45:41.003 --> 01:45:46.142 - I'd just like to say I was really proud of our school corporation. 01:45:46.498 --> 01:45:56.687 - for the community involvement we had with the Fall Festival. Obviously our Edgewood Show choirs opened 01:45:56.687 --> 01:46:06.679 - up the festivities on Thursday night. We had our RBB booth that had a lot of visitors come by and we 01:46:06.679 --> 01:46:14.494 - shared a lot of good information with our local parents and community members. 01:46:14.946 --> 01:46:23.124 - and we are well represented in the parade on Saturday. I'd also like to recognize some people making 01:46:23.124 --> 01:46:31.384 - a positive difference and that's all those people who participated in and volunteered for the dollars 01:46:31.384 --> 01:46:39.724 - for scholars race. As you know, they raise a lot of money that in the spring will be given away to our 01:46:39.724 --> 01:46:42.558 - students and all the scholarships. 01:46:42.786 --> 01:46:51.994 - And then we did receive again our school safety grant award, although it's a little bit less, 01:46:51.994 --> 01:47:02.084 - about $13,000 less. We are going to be having some conversations with the Elksville Police Department. 01:47:02.084 --> 01:47:06.590 - But it's just because there's so many schools 01:47:06.690 --> 01:47:14.333 - who are seeking those funds and those funds are limited. So we're really appreciative of that grant. 01:47:14.333 --> 01:47:20.766 - It helps us pay for our school resource officers. I think I've reported in the back, 01:47:20.962 --> 01:47:29.038 - Previously to all of you that my ask shares celebrate meetings that I was planning on holding. 01:47:29.038 --> 01:47:37.794 - I did that. I spent an hour at each of our schools and it was really a good experience. I had probably 01:47:37.794 --> 01:47:47.230 - 20 or so teachers across the corporation come by to actually sit down and talk, but I was able to connect with 01:47:47.362 --> 01:47:55.017 - probably four times that many walking through the buildings and those folks seeing me. And so, you know, 01:47:55.017 --> 01:48:02.745 - that's what I really enjoy about the job is not only going to our extracurricular activities, but sitting 01:48:02.745 --> 01:48:10.182 - down and talking with our teachers and got a lot of good ideas from them. And so we'll try this again 01:48:10.182 --> 01:48:14.046 - later this semester. Real quick construction update. 01:48:14.146 --> 01:48:22.293 - So the project where we added boilers at the high school and the junior high school, that project was 01:48:22.293 --> 01:48:30.520 - supposed to be done before the start of school. We're obviously well into September, but the good news 01:48:30.520 --> 01:48:37.150 - is that the part that they've been waiting on, the fuse for the boilers did arrive 01:48:37.282 --> 01:48:45.553 - at the junior high yesterday. They're being installed at the junior high and we should be able to get 01:48:45.553 --> 01:48:53.905 - those boilers fired up Friday or next Monday. High school is just right behind and hopefully we'll get 01:48:53.905 --> 01:49:02.337 - those fired up next Wednesday. And I really appreciate all the patience of our teachers and principals, 01:49:02.337 --> 01:49:05.662 - students as we kind of struggled through 01:49:05.762 --> 01:49:13.782 - trying to get this HVAC work going. And I want everybody to know that this is a long-term plan to improve 01:49:13.782 --> 01:49:21.500 - our HVAC system. It's just gonna take a number of years to really get to where we want to get to, but 01:49:21.500 --> 01:49:29.521 - there is some relief in sight with these two current projects. The roof at the junior high and elementary 01:49:29.521 --> 01:49:34.590 - schools is like 98, 99% finished. That should be wrapping up soon. 01:49:34.690 --> 01:49:43.776 - The field turf project, they've put the concrete border around and then they've started working, I think 01:49:43.776 --> 01:49:52.429 - it was yesterday, on the sidewalk that would go from the junior high parallel to where the baseball 01:49:52.429 --> 01:50:01.342 - field is to Edgewood Drive. So they started forming that yesterday. The floor at the basketball field, 01:50:01.442 --> 01:50:10.633 - for the basketball court that was damaged from the roof project. That demolition is starting, they might 01:50:10.633 --> 01:50:20.086 - have started today. And so I think that'll take about a week to tear out the old floor. And we're expecting 01:50:20.086 --> 01:50:27.614 - that floor to be finished by the end of October. Last thing is our Edgewood showcase. 01:50:28.194 --> 01:50:36.088 - And I'd like to invite everybody to the showcase. If you remember, this is an opportunity where we invite 01:50:36.088 --> 01:50:43.610 - the whole community, not just Edgewood students, but we invite students who might be attending other 01:50:43.610 --> 01:50:51.280 - schools and their families to come in and see all the great things that we're doing at Edgewood. We'll 01:50:51.280 --> 01:50:54.110 - have food trucks and bounce houses up 01:50:54.658 --> 01:51:02.552 - behind and beside the junior high. We'll have a health fair and PTOs inside the junior high. At the 01:51:02.552 --> 01:51:10.446 - high school football field, we'll have our band and dance teams. Cheerleaders will be performing in 01:51:10.446 --> 01:51:18.656 - the field house. We'll have also show choirs and our theater group and auditorium. Our coffee shop will 01:51:18.656 --> 01:51:21.182 - be open. We'll have volleyball. 01:51:21.698 --> 01:51:30.847 - and soccer athletic events that night and it'd be free admission. And I was looking at the weather today, 01:51:30.847 --> 01:51:39.823 - I'm locking it in because it says it's gonna be partly cloudy and in the upper 70s. So we're gonna lock 01:51:39.823 --> 01:51:48.627 - that in and we'll be ready to have a really nice evening on September 24th. Okay, well thank you very 01:51:48.627 --> 01:51:50.526 - much. Next we have RB 01:51:50.690 --> 01:51:58.739 - EA comments and we're glad to see Brandy April back. Good evening. Today marks the first day of official 01:51:58.739 --> 01:52:06.787 - bargaining season and so earlier today we had our public hearing and Monday is our first formal meeting. 01:52:06.787 --> 01:52:14.759 - I'm happy to report that our team, our pretty much brand new team from last year, they're all returning 01:52:14.759 --> 01:52:19.358 - and this summer we spent a number of hours sitting together 01:52:19.490 --> 01:52:25.199 - really reading through the contract thoroughly, discussing the language so that we could go back to 01:52:25.199 --> 01:52:30.908 - Kristi Billings, our director, to get better understanding of language and discuss possible changes 01:52:30.908 --> 01:52:35.646 - we want to make in the contract. So we'll be bringing that to the table next week. 01:52:35.778 --> 01:52:43.732 - as always, my goal is to always continue improving communication and transparency and so I asked building 01:52:43.732 --> 01:52:50.110 - reps to hold two meetings, one being before today, I held mine this morning, just to 01:52:50.338 --> 01:52:57.178 - Again, inform members about the bargaining process, the timeline, what we can and cannot bargain. And 01:52:57.178 --> 01:53:03.884 - also we did, I forgot to mention, we did send out a survey at the beginning of the school year just 01:53:03.884 --> 01:53:10.590 - to have members give actually the entire bargaining unit a chance to voice their priorities of what 01:53:10.590 --> 01:53:17.564 - they were hoping to see achieved on this next contract. And then we could have our building reps report 01:53:17.564 --> 01:53:19.710 - that back to our members today. 01:53:20.226 --> 01:53:27.163 - I've also asked building members to hold a meeting between the 22nd and the 28th. Those are our two 01:53:27.163 --> 01:53:34.378 - formal dates that we have scheduled just to let members know the progress of that first meeting so that 01:53:34.378 --> 01:53:41.524 - they can see what was discussed, what will we have discussed next Tuesday and have those conversations 01:53:41.524 --> 01:53:48.461 - so that when we return on the 28th, we can share back with the entire team how members are feeling. 01:53:48.461 --> 01:53:49.918 - So that is the plan. 01:53:50.498 --> 01:53:59.049 - Yeah, good to be back. Okay. All righty. As we wrap up, we'll go to board member comments. We'll start 01:53:59.049 --> 01:54:07.517 - with Mr. Durrell. Well, thank you, sir. I really appreciated the presentation tonight, and yours, Mr. 01:54:07.517 --> 01:54:10.174 - Shaw, but the Wednesday morning 01:54:10.690 --> 01:54:18.213 - was really good, I really enjoyed that. That makes me feel really good about what you're doing there, 01:54:18.213 --> 01:54:25.883 - so I appreciate that so much. Appreciate all the principals being here, and congratulations to Edgewood 01:54:25.883 --> 01:54:33.259 - for the win Friday night with Owen Valley. That's it, thank you. Mr. Demos. I echo what Mr. General 01:54:33.259 --> 01:54:39.454 - said about the rivalry week last week, and looking forward to homecoming this week. 01:54:40.034 --> 01:54:46.941 - I got to spend last Wednesday morning at EPS. I thank Dr. Fishman for having me. I got to observe the 01:54:46.941 --> 01:54:53.713 - PLCs and also got to welcome children getting out of their cars out front of the building. That was 01:54:53.713 --> 01:55:00.688 - an experience for a high school teacher, I gotta tell ya. But most of them tried to avoid eye contact. 01:55:00.688 --> 01:55:07.934 - Who's that weird guy there? But anyway, she says they'll recognize me next time. Thanks for the donations. 01:55:09.890 --> 01:55:17.746 - Ms. Barrett, the ELL, as frustrating as it is, we have come so far in the last 25 years. I know at one 01:55:17.746 --> 01:55:25.373 - point we had a student that could not speak any English, was Chinese, and we didn't know what to do 01:55:25.373 --> 01:55:33.305 - with him, and couldn't find anything that we could do with him. So we have made tiny steps, but we have 01:55:33.305 --> 01:55:39.102 - made steps. But thanks for the donations. Thanks to Mr. Rentschler for his, 01:55:39.202 --> 01:55:45.786 - presentation and I am very much looking forward to the showcase. Okay, Mr. Tucker. Jimmy and Larry had 01:55:45.786 --> 01:55:52.370 - just mentioned there and thanks again for the report about NCAP, Ms. Barrett. Hopefully that will help 01:55:52.370 --> 01:55:58.826 - relieve my concerns about that messy closet of what that biomedical center looks like and maybe like 01:55:58.826 --> 01:56:05.537 - Ms. Strahl said, get it organized. Cause I really do worry. It's kind of like we're piecing it together. 01:56:05.537 --> 01:56:08.222 - So hopefully this will help clarify that. 01:56:08.898 --> 01:56:16.211 - That makes me feel better as long as it's not an unfunded mandate by the state I want to thank you. 01:56:16.211 --> 01:56:23.524 - Whoever came up with the solution the SROs or the tow truck Friday night a block it off the road to 01:56:23.524 --> 01:56:30.983 - the baseball diamond I saw the one over by the junior. I mr. Bolting house Well, that's a good use of 01:56:30.983 --> 01:56:31.934 - an SRO truck 01:56:32.034 --> 01:56:38.276 - or a car, then whoever put the tow truck there, that was a good warning, you won't get towed. That has 01:56:38.276 --> 01:56:44.517 - always scared me, that little red road, it was chaos. So I missed the first half, I enjoyed the second 01:56:44.517 --> 01:56:50.820 - half, other than mosquito bites, and the fence looking in, because I forgot my pass. So that was a good 01:56:50.820 --> 01:56:57.122 - night, crowd was awesome. I could not say, Mr. Wells kept me on outside of the fence, so I was in jail, 01:56:57.122 --> 01:57:01.182 - he said. But that was a great crowd, it was great to see that win. 01:57:01.442 --> 01:57:07.991 - And hopefully we will continue to stay on top of that contractor on that gym floor, because that's a 01:57:07.991 --> 01:57:14.022 - burr on my side, that they need to take responsibility for their actions at the junior high. 01:57:14.022 --> 01:57:20.636 - So thank you. Looking forward to next week. Thank you. Of course, I would like to start with thanking 01:57:20.636 --> 01:57:25.694 - you all for coming. I think I'll do a recap of every wonderful thing tonight. 01:57:26.466 --> 01:57:34.604 - No. There was so much tonight. This is great. It's a great school corporation. We're doing a lot of 01:57:34.604 --> 01:57:42.741 - great things. I know that 20 years ago when I was walking around knocking on some doors that one of 01:57:42.741 --> 01:57:51.286 - the well-known people in the community said, you know, what are your schools doing for, you're preparing 01:57:51.286 --> 01:57:54.622 - kids for college, but what else are you, 01:57:54.722 --> 01:58:03.101 - you know, what are you doing for the rest of the kids? Oh, gosh, I wish he could see us now. It's amazing. 01:58:03.101 --> 01:58:11.088 - So I'm really appreciative of all the hard work of all of you, all of our teachers, all of our staff. 01:58:11.088 --> 01:58:19.310 - We're just doing some great things. I couldn't be more excited about where we're at right now. And just, 01:58:19.310 --> 01:58:24.478 - again, thank you all for coming. And I hope you have a wonderful, 01:58:24.674 --> 01:58:27.134 - full rest of your evening. This meeting is adjourned.