--------- [laughter] in the back to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible with liberty and justice for
all. >> Welcome everyone. Do we have any comments? on the agenda. All right. >> All right. Moving right along to the best part of the agenda, and that is some amazing student recognition. Uh we
will start with our high school boys soccer team. I want to introduce the head coach, Coach Apple Bomb. Come on down. As you come on down, um I'm going to let him uh say a few words about the season. It was a phenomenal season. It was his first year as our head coach, and we are so glad we stole you from
Greenwood. uh that that worked out incredibly well. So, u they won their first uh sectional championship in school history and did a lot of other things as you hear from coach. So, coach, say a few words about the season and then we've got certificates. We'll have your players come on up. We'll
recognize the players first. Then we've got academic all state and so we'll let you pass them out, take some pictures, celebrate and so forth. So, coach, congratulations. Uh talk a little bit about your season, please. >> They never really you have to do this part when you win. So, I'm kind of
regretting it a little bit, but no, it's I'm blessed to be here. I'm thankful that the parents love me. Uh you told me in April when I got this job that we were going to win a section.
So, absolutely amazed by the fight, the resilience, and the players and uh look forward to being here again next. So we're trying to create a situation where becomes >> excited.
Kayen read. I like the swag. >> It's awesome. Couldn't tell. They did plan this hard. Dan Brown. buzzing.
I spend >> [clears throat] >> Amen. Vietnam. No vote. Same follow. [cough] Chris Lester. All right. We had academic all state.
Lester, >> Geller, Ben [clears throat] Har. Stay right there. We tell them we want any family members want to take pictures. >> Little people in front [laughter] do like this in the military here,
folks. >> You know, each each sport is different. So, I I don't know. Um most of the times it's just seniors. So I know our midstate conference that's
what it is 3.5 they have to be a senior but with each state association they will do it on their own state. I mean all you have to do is walk down the hallway. Yeah. Round of applause. So, next we're going to recognize our
Central Students of the Month. And it's the first time we're going to do this, but a great suggestion by our board. So, as call your name. Please come forward. If I mispronounce your name, I apologize. We will start with a sing
with cyber security. Come on down. Rihanna worker auto culinary arts. Franklin exercise. Cordova, Auto Services. IT operations. Precision machine digital design.
Take a picture of any family members. Oh, sure. Another round of applause. Our next special recognition is with one of our high school teachers who is outstanding. every time I walk in his classroom. He just amazes me with how he has his
kids engaged. Um, he is obviously an incredible Spanish teacher. He is recognized just recently by his own peers throughout the state by receiving the 2025 Indiana rising star of the year. I'd like to introduce and have
come down Thank you. You're more than welcome to obviously attend to other duties. You're more than welcome to stay for the rest of our meeting, too. I appreciate uh all of you who came to see people get recognized. All right. Next is our consent agenda.
So, as I go through each item, I would recommend it would be approved as a consent item. A and B are board meeting minutes from October 20th with the regular meeting and the exec meeting. C is the special board meeting from October 27th.
D is our monthly fund revenue and claims report. E is a disposal of surplus equipment recommendation from our business department. Uh, one item they are asking to be declared surplus and that's the check folding machine and pressure sealer. We really don't use it anymore.
F is the personnel report. That's their monthly personnel report. There are two separate recommendation recommendations. One is increasing the high school principal contract from 240 to 260. The other is increasing our athletic director contract from uh 230 I believe
to 260 with additional um increase in salary for those two to perform really year-long um job duties since the high school has a lot going on in the breaks and even during summer. G is one contract for you to consider and that is
with Andrew Prince at Century 21 Sheets Realy and that is for him to serve as our broker for selling some unimproved property. >> Make a motion to approve consent agenda as presented. >> Second.
>> Any questions or comments? >> All those in favor? >> I Okay, next section is communications and the first presentation is with Schwarz Farms. Do you want to introduce uh our
guest, Mr. Arms, or is it uh with Camden Sailor? See here? Come on down, please. If you could speak in uh the podium, Mike, we'd appreciate that. project behind the west
200 developments. So on your map that's um just that one stub street going towards our property if I follow that correctly. >> So that's just a dead end. >> Is that a requirement by the city of
Greenwood to do that? >> And how many people do you think or how many students do you think I know it's a estimate that would be in this development. >> What are the what's the cost of the of the homes? That would help us a little bit with figuring out how many people
are going to be in there. >> So, a majority of the homes are patio cost design. those they don't do
so profile. >> Sure. The ones >> in the dark orange. there wouldn't be a whole lot of students that we would have to educate in that group. So
those typically the idea behind this community it's an uh street product. It's not So the idea I don't see a problem leaving a step
there because if we develop into a school road to nothing to sell down the road makes access But we never know what's going to happen.
>> Yeah. >> Make it more chosen. wouldn't be very >> what do you need from us um tonight besides just the communication which obviously you've shared
>> we just uh we always like notify the school system of what we're doing concern This is sort of a double deal. You are also our neighboring property owner. So we just want to make aware
and certainly notific We don't really care about the stuff one way or another. Doesn't do much for us now. I'm sure it's pretty much in the middle of your property. Again, if you had we didn't
know about. >> Yeah, that makes sense. Um, who should we contact at Greenwood? >> Okay, you can either mail me or director operations Sams and we'd be glad to do that. >> Okay, thank you for your time. Appreciate the information.
All right. Next under communications is a presentation by the Greenwood Redevelopment Commission at TIFF presentation. Adam Stone, please come down. Thank you. >> Can you hear me? >> I lift up a little bit.
Yeah. >> Okay. Good evening. My name is City. They also have a council meeting going at the same time. So I uh I had the
opportunity to come and present. This is a presentation that was provided actually to the redevelopment commission a few weeks ago as part of their annual process to provide annual
overlapping school being one of those information with respect to the school county library etc. So what I'm going to try to do tonight is point out a few places that I think are
more interested and your also also requires that member of that commission can make a prescript this board or future board would like to have incorporated in there certainly let
us know we'll do our best my understanding is you all have a print out of the packet so it's ahead this is the second time that I've come had the pleasure to come
in 2023 you may recall that some of this will be recap reset from I won't belage if you will talk about the three areas each year presentation of the commission
budget the longification next few slides talk about how works etc. And this is more resvel the new construction as opposed to the general area so that
those property taxes can be pledged or made available to repay the infrastructure to induce the project that is 101 certainly there's a lot in the presources that are independent of our independent
So as far as the primary function of district infrastructure issued in order to develop the far
is to recruit and bonds out. As of the end of 2026, the district is estimated to have $34.2 million worth of debt outstanding and
in6 >> [cough] >> function next area. There are multiple different across the city of Greenwood. Some of those do
overlap with the school board with respect to the fund balances that are estimated to have $25.6 million cash investments on hand at the start of 2026.
You can see there's about $24 million revenue of that goes out to administer bonds. So the commission has 14.3 million surplus expected in 2026
as a result of they plan to spend or permit in 2026. They have approved 47.8 million appropriations for 206 meeting
this was approved noted December fund relatively small fund that And then you go to ahead.
This isn't exhausted. Just projects approvals. Real estate architectural engineering advertising, legal, finance. [cough]
[clears throat] The primary purpose is to try to make an area for development. Next please. I would encourage you all the public documents request
as well. Specifically, those are the documents that allow the draft. Some of these are newer, some older from time to time. These are a great place to know
to see what existed. Next slide, please. The last aspect is the impact and the next slide out of the different overlappingorations. There's a lot of different tax
here. I'll do my best to kind of hone in on your specific side overlaps 100% with the pleasant It also happens to be the largest area
in the city. It was established in 1997 expiration exact9. So between practical terms 27 to 2029. The city I know is has looked at all time
open discussions. By the nature of the state law within the next years from that particular has $645 million. The next few slides kind of cover
this is really looking at it from an expert on So this is just for my perspective you know commissions are 100% property tax
property tax forms so anything else that flows through local tax local income tax utility bills you know all those kind are additional notification. So what does that mean? What's theory
for this? Theory is that if you create these sort of economic corridors and create that otherwise not theory, right? And this kind of outlines what those All right. So when we look at you know
the sort of budget impact you know obviously you have your maximum funds not change your tax rate on those funds value fund service fund county side bridge development
service. So between the city, the school taxes to the addition. So these are all the different kind of aspects we public dates are pretty consistent year to year.
So these would be great to come to those meetings if you'd like to request again part of this presumate we'll do around March or April 2026 and it'll be the management
the 2025 annual financial reports. Everything is either year number for 264 at that meeting outside of
Indiana. So just add things to learn more. So my contact information there again. I'm the representative here tonight. as often as you like. We tend to do these presc. So Adam, I appreciate obviously your
time. Um everything you shared [clears throat] makes sense and I know you know TIFF has uh existed for quite some time well aware of as you said the economic um development and and benefits there. I would just make a comment or two from a school's perspective. Um it
really has put a lot of financial um constraints on our operations budget and debt service because we can't capture that assessed value. But more importantly, even with Senate Bill One, we're going to lose all that lit revenue in 2027. That's not your problem. That's
obviously a concern that, you know, we'll address with the county commissioners. Uh my last statement would be that um you know when or if there there would be any opportunity for Clark Pleasant to be represented on that
RDC um that would be to to our um preference and and to benefit our our community and obviously um how we're trying to provide good facilities for for our for our students. So that makes it a challenge with everything and it's
a complex issue. I know that. But um you know at some point maybe legislators will give a a tiff pass through but that that's again not not in statute right now. So thank you for your time. >> My pleasure. I'll take that I'll take that. >> Thank you.
>> Yeah. Adam, I've got a couple of questions. Obviously um Dr. Gretzel's hit on a couple of points that I would, you know, do. It looked like there was about 13 of these overlapping taxing areas. Uh, which school corporation is
probably hit the hardest >> as far as theap certainly >> because And who's our representative on DRDC?
>> Oh, so we don't have one, but we are the ones, you know, are affected the long, you know, by the largest amount. >> That makes no sense. Also, how much has, you know, I know that in in the years
you can pass through money. Do you have any idea how much money has been passed through to Clark Pleasant? that I'm aware of that >> right >> practical reality there is
bond challenge you have to make sure there is coverage so I think the next thing is that window of time first conversation you had this is no longer like 10 years from now 15 years
from now 2029 I think the timing is now as far as >> there's been none and if I'm not mistaken using your graph here
>> um we get this yellow, which is what the assessed valuation is at the beginning of the tiff district. Is that correct? >> Yes. >> So, let's just say that that would be worth $20,000 and we'd get 20,000 for the 30 years and this increases and in
the blue the taxing district or the city of Greenwood gets all that. Is that correct? the red commission during its so they probably get for 25 years $30,000.
So we get about 60,000 and they get $200,000 and they don't pass any money through to us. That that concerns me. What are some of the projects that you've used with this tiff district? >> Sure. So, just
in the city that entire development, >> which was our land, by the way, that we Okay. moving up here in central parking garage >> swimming pool.
>> Yeah. So, we've taken Clark Pleasant school money and build up the city of Greenwood is what you're telling me. >> I'm not going to go down that path. I think the >> No, but I am. That's what I was saying.
>> Yeah. I think the redevelopment wasn't that wasn't what I can standpoint. One thing that sort of misses that district
taxes are now state law. all those projects all these maximaril >> city of Greenwood has representation on this RDC though correct >> and and voting voting even if we would have a
representation on this RDC we would not be a voting member correct >> I will appoint members so I I will do my best to take that back and I think that's a conversation the best thing I could do there for you all
that feedback >> and I have one other thing one of the advantages of this I see is that it increases your population. You know, it brings more people in. So, we bring more people in, we educate more students, and we get no more money for it. Is that
correct? >> No, I I don't think that's a yes no question. I think >> I think it is. >> What timeline? >> Yeah. What timeline?
>> It's a 25 year timeline. >> On a 25 year timeline, you are still making money. Those projects aren't so publicly incredibly high that needs to be managed.
If that's held accountable then you know I would argue that the community at large is better off assuming the project under projects the body's taking are good right and that's a that's a that's a community decision.
>> So our referendum is not a construction referendum so that's not going to benefit ours is an operating referendum for school safety police department behavioral health. So that is for obviously paying service personnel services not with respect to facility grow
>> it's cents so yes >> okay and I I'm sorry that you've sort of got attacked from it but I'd rather get to the f you know the tiff people that are meeting right now. That those are the people that, you know, deserve that because we did have representation at one time
>> and five, six, seven years ago, they chose to go in a different direction. >> No, I I appreciate it. I think, you know, we need more engaged people. more. I said I just want to be clear. It's not my decision.
>> Thank you. Thank you. >> Thank you, Adam. >> All right. Next on our agenda is recognize excellence Dr. Sloski. >> I bet they use that money they expand into. >> They don't.
>> Once again like we do every month. One of the programs that you have sponsored over the years and you've moved it up to a different level just recently is our recognized excellence. I'd like to start
off first by recognizing our winnersh >> [clears throat] >> Okay. And in no particular order, I'll start off with prek teacher from Pleasant Crossing Elementary. Let's
hear who we got out there. >> I have daughter, daughter, daughter, son, grandson, husband, mother-in-law, girlfriend to son, girlfriend to son. [laughter]
Congratulations, Lishricia. I've heard great things about you. Thank you to your family for coming. >> Uh, our next person was selected uh as our recogniz I'd like to tell one quick story about this person because this
person we had an emergency at one of our schools and she's kind of the lead teacher for our district and it was last thing and she ran over and ran
at another school. So, we'd like to recognize music teacher from elementary school. and Mrs. >> So now I'll read through all of the winners for November from the high school. We've got Nathan Mar, Pete
Samson, Adamic, Julie Samson, Samantha Sturgeon, Dana Kelly Burgess, Stephanie Wiki, and Brian Lage from CPMS. Kate Lang, Katie, and Abby from Clark Elementary. Alex Bailey,
Pleasant Crossing Elementary, Sammy Warren, Amanda, Tracy Noel, Pton Dylan, and Sam Elementary, Sarah Andrew, Sarah, Christian,
and more car. Kay Martin Monday Victoria Stewart Smallwood and Shelby please from Creek Elementary. We've got Lake Amber and Kelly Record
break. We have Casey Whiteland Elementary and Amanda Compton. Transportation is Alan. operations, Deon Matthews, Chris Doyle, and Becky WS administration
and Nicole Johnson. And from the IT department, Jack O'R >> Thank you, Dr. >> All right, next uh Central 9 report. Miss Posel,
>> uh, the C9 meeting was November 13 and we had an executive meeting followed by the regular meeting where we saw a presentation by aviation where students had made and tested small gliders to learn about
flight. The group of about eight students then talked with board members individually and discussed their long-term goals in the [clears throat] field of aviation. Uh items of action included donations, the director's evaluation,
board policy and collective bargaining approval. Um, we have already seen the students of the month, but I wanted to mention that uh, Whitland had 11 of the 28 students that were recognized this month. So, I
thought that was pretty special. Um, we also in adult ed, we saw a personal success story of a young woman who had worked to receive her HSE, her high school equivalency, and she emphasized how C9 encouraged her
and made such a difference in her life. >> Thank you, Linda. Uh, next under communications is redevelopment commission. That's not Greenwood, that's Whitland. But Mr. Bon, anything to report? Um very similar to what Greenwood but much shorter sweet suite.
Um they did do their annual tip pres presentation. Um got the budget their spending plan and um similar green pass through zero. Um they did pass a resolution for
additional appropriations for 2026. They did do a bid opening for the Bob Woodland Road. Um 1,4 1,4 50 something,000. Where would that be?
>> That would be right at the truck stop. So Bob and Bob is the new kind of T section >> right before the truck stops. Um where the new industrial buildings are. Um that is the roundabout there. toate that
shift change traffic. Um, and that was awarded and it is on the docket for potentially in 2026 construction. They did have a request from White PD for some ballistic shields
to add to the PD. Their spending report total capital expenditures was 16,527,3 343. They are spending what they're getting. >> Thank you very much. All right. Under
new business, first item is um a presentation by our principal, Mr. Lines, and it's our annual update with programs and study. I call it the curriculum guide. So I'll turn it over to you, Mr. Mr. Lines. >> Thank you, Dr. Zel, President Crawford, and members of the board. If you think
back to a year ago this time, we completely redesigned our program studies. So that was the kind of the massive rehaul where this year is just some tweaks and refinements now that we have that uh finer product in front of you. So there's not a lot of changes in
this school year. Couple things of note really. We are phasing out the old diploma. So you think about the academic honors diploma, core 40 diploma. With that going away and us onboarding the new diploma. So our current freshman class of 2029, our incoming freshman
with the class of 2030. As that continues to build and the old one phases out, there's some minor adjustments that we will make along the way. We also are going to be onboarding our third cohort for the early college program, which means our current
sophomores and freshmen. As they become sophomores and juniors, that also adds to our programming. >> How's our numbers? >> Uh, great. So, they're both both courts are in the 50s. We again it's little it's a little soon to to project uh what
the class of 2030 um will bring but those are some other uh refinements in the program of studies. So you're going to see with that being said PE2 is going to be phased out with the old diploma. PE has added some electives because they
foresee students still wanting to be in physical education. We don't see our PE numbers dropping, but that is just something that they wanted to add into the program of studies. So, they've added some elective choices for students to consider with our early college program and that
continuing on Indiana College CP being offered, eventual associates degree. So, that junior year particularly in English language arts continues to get built out. So, that has been some um refinements to our program of studies. We also have expanded. Last time you
guys saw me, I was here talking about work-based learning. We have expanded our work-based learning offerings. So, all of that is listed under our pathway section and our workbased learning. Speaking of pathways, the um Commission for Higher Ed likes to change names of
courses. So, as we received our course offerings for this year from last year, after this was approved, we made some changes. So, it's the same courses, new titles, and we will do that same when we receive our 2526 from um career technical education and
the commissioner for higher ed. Um glad to entertain any questions that you have, but again, nothing major um in front of you because of that major rehaul from last year, just some refinements along the way. And once uh new school accountability is finalized here in the month of December, I'm sure
there's some things that we might need to revisit um from a programming standpoint as well. So, I'll just I don't know if it's a question. I don't want to be gotcha because I I know um we're that Dr. Ship's a big supporter of this. I am too, especially when I was at Anderson. I know you are too.
Unfortunately, with respect to JAG, jobs for American graduates, you know, state legislator legislature did away with um the money that we were going to get from that this past general assembly and um I've made that grave concern to our representatives. If you ever see our
representatives, please do please do the same. That hurts us. Um as we were getting ready to start this program, what are what are some thoughts? Um I I still believe in it. We're just not getting obviously the the the revenue to help um build the program.
>> That is that is correct. It's it um the reality is right now without that it's it's phasing out. We have a meeting coming up with uh our representation from JAG to kind of talk about what potentially next school year can look like >> in a potential partnership maybe with
the university south of here. >> Yes. Yes. Okay. Yes. >> I'll just stop there. >> Yeah. Yeah. Yeah. So, there's a lot of irons in the fire, some a lot of potential out there. Um, we won't we won't just see something phase out. We will have plans and we we will
intentionally respond to the legislature um with our programming. >> Thank you. It's not a lot of money, but but still that >> got it. You know, it is very disappointing. >> I noticed that um there was the phase out of the personal finance and banking.
Is is that covered in another? >> So, personal finance is that's a state required class. Now, all of our students get personal finance. What we have discovered through student surveys is that our our students that pursue business prefer accounting, marketing, and entrepreneurship. And we're trying
not to, for lack of a better term, kind of um spread our students too thin with the programming. So, they're all getting personal finance. They all have an opportunity to serve again with partnerships, JC Bank, etc. They get
that personal financial piece there. We also can connect them with business partners in our in our area. >> So, we're not Go ahead, Dr. >> We're not phasing out finance, if you will. It's just what we have seen the vast majority of our students that are in that business pathway, they go
accounting, marketing, entrepreneurship. However, the nice thing with all of those is finance can also be can looped into those. It's just from a programming standpoint. >> So, we'd like to push that down to even our eighth grade because they need to understand just the basics of personal finance, how to checkbook or how to keep
a checkbook. I mean, >> it's Yeah. Yeah. >> How to balance a check your checkbook >> to to that point with accountability. Think about that. There's opportunity there for middle school programming to kind of capture some of the programming that we've done at the high school level and that's something that we'll continue
to partner um with the middle school on. Dr. ship and her and her leadership has been uh very pivotal in that as well. So we will ensure that students are still getting those foundational skills and that that that opportunity to be exposed to things in the earlier grades and then
build on those engagement and experiential opportunities and at the high school level. >> Glad to answer any other questions. >> I got one. Of course I have one. Um did I understand you correctly that PE2
which would be the second semester of physical education is no longer required by the state. >> So with the new high school diploma the way that they have packaged it is it is a semester of PE and a semester of health. So you used to have basically three standalone semesters. Two of PE,
one of health. The new diploma has packaged that down to a full year. One of PE, one of health. Uh we have again been very strategic in how we respond to that. We fully expect students to continue to be in PE. We're not
programming and phasing out PE or lifelong physical awareness for our students. And I would even ext extend this to the middle school. So even if a student is in advanced weights and can get high school credit, those students that are in advanced weights are still going to be coming to the high school and being in APC with Coach Bangal. So
that that that to us is not we're not losing students in physical fitness, but it was a question that we posed to our PE department knowing that PE2 from a state code standpoint is off the books. So how can we leverage the elective PE
side of things and we've already done that right now with our non-athletes who are in a weight who want strength training. We have an elective PE class with Brad Hull House and he has students in there that are learning, you know, lifelong physical awareness and strength
training that they can apply to life after high school and they may or may not participate on the on the courts and the fields and things like that for Whitland. >> Without even looking, I'd love to see, you know, nutrition, exercise science, athletic training, basic. It's >> funny that you bring that up. So, I
exploring dual credential opportunities for that as well. Um but they also have just put in some other things that can be applied for life um with some of their programming. >> Has the state changed their rules like if you take PE1
then you can get into APC. Is that correct? >> That is correct. That has changed. >> So then if you and I know that you used to be able to take APC six times because you had two semesters of physical education. >> You can still do that. >> Okay. You can take it more than that even
>> but you now only can take one PE1 and then you can only get credit for the APC for six semesters. Is that >> No. So great question. So you can take So the way that we have redone our programming when a freshman's coming instead of them being in PE1 if we know
they're already an athlete so when they fill out their four-year plan we have we now call it APC9. So now they're in advanced physical conditioning nine with uh Mr. Jake West, uh, also coaches football. He's he's our other strength and conditioning teacher
alongside Coach Bangal. So, they've worked on their programming so that they're getting those foundational skills so that when semester 2 comes in, they go straight into APC then at semester 2. >> Okay. I'm I'm going to ask a question I should know the answer to and I don't. So, that's why I'm going to ask it. >> Yep.
>> So, do our athletes still get credit for PE even if they're not in physical education? Is that >> correct? So that EPC9 gives them that PE1 credit. We are able to have some flexibility. So we code it on the back end as PE1, but we're being strategic in how we place our students because we
know that those students need to be prepared for what's next. And what's next for them is working with coach Bangal and that APC programming. >> So they actually could take APC eight times then. >> Yes, that is correct. >> Will they get credit all eight times? >> They get elective credit. >> Okay.
>> Yeah. So they'll have their PE1 required credit. They'll have health during their time and then they'll have as much elective PE credit that they want. >> Okay? >> And more often than not, most of them will have six to seven extra semesters of that depending on when their sport
is. >> And upon reading this, I think that, you know, some of the courses that you've created in PE are really interesting. Yeah, we're we're excited to share that and see what the students want because again, it was really one of those things where we're
not trying to dissuade students from taking PE, right? >> But it's more about gauging their interest and we like to have that family choice be a a precedent for how we schedule students, especially when it comes to our elective programming. So we they were very creative and they want to throw out some ideas to see what
students are interested in and it also will allow us to capitalize on the renovation and and new construction as well. >> So >> thank you. >> Thank you. uh entertain a
motion to approve next year's program of study calendar. >> So moved. >> Second. >> All those in favor? >> Thank you very much. Uh next item is our food service department scale and title revisions. I've asked our food service
director, Lauren Jones, to give some brief uh explanation and summary of her request. >> Good evening, school board. And um Mr. Setser, I don't believe we've had the pleasure of meeting yet. I was on maternity leave for most of the semester so far. So, um, happy to to meet you
tonight. Um, thank you for your time, school board. Um, I'm just asking for consideration in making some changes to my pay scale and tweaking some titles of staff members we already have. Um, so that I've come to you in the past couple years since I've been the director here
um, with some changes in the scale for most of our staff, but there's two team members that have not been affected by those changes at all. Um, and so those are the ones that I'm really looking at. And their current titles are our food service administrative assistant and our food service site supervisor. Um, those
two employees did not have any sort of scale like anyone else. So, the only raises they have ever received are whatever annual percentage we agree to um as a district to provide to our classified staff. and the rest of my staff currently has kind of a structure as far as um a grid of how they move up
in their salary at with their years of tenure with us. And these two positions did not have that. So that's the primary function of adding those in to give them a little bit of longevity with us and hopefully maintain the loyalty that we've seen from them over [clears throat] the years. Our last site supervisor was with us for 35 years and
just retired this past May. Um and our current administrative assistant has been here for nine almost 10 years. So hopefully we can continue that. Um, when I built this, I did a lot of market assessment with other food service departments across the state, um, of our similar size and especially local to
Johnson County to try to make sure that I was paying them appropriately for how much they do for our team. Um, each department is kind of structured a little bit differently on how the duties are handed out, but I just felt like maybe their current titles weren't really encompassing what they do. So,
um, that's why I'm suggesting the changes that I am. So, our food service administrative specialist a lot more in title honors with
approved service I would like to title >> so I'll ask this question you should expect that obviously you're self-funded uh your uh budget is not connected at all to our annual budget >> and so [clears throat] um can you sustain what you're recommending
>> yesum that's That's something we're looking at, you know, bigger scale as we're keeping a close eye on what that looks like for the school programs. Um, nationwide right now. I know that's not to say we won't be, but at this point in
time, the school program a lot of states are actually going completely for students. That's not happening anytime soon, but it's something that is a lot of conversations at the national level as well.
So I don't know what that looks like in the long run but for now you know I really just want to focus on here during the day and do that. >> Thank you. I make a motion we approve the food service department scale and title
revisions presented. >> Second. >> All those in favor? >> Thanks, Lauren. Uh, next item is uh consideration of Clark Pleasant easement rights to Duke Energy. I'll ask Sam to
come up and make that information. Uh so tonight I'd like to request a easement for Duke Energy to provide power relocation of power services over operation facility. The existing service was underneath the slab
the new addition and rerouting that in a whole different way will also addition down the road or something. We're actually preparing for a longterm solution. We will not have to address this again. So essentially there's always been an
ement >> would not impact any land south of the operations building. Would it? >> It does not. >> Okay. >> It does not. So, this comes off of Tracy Road. >> Okay. >> And it comes in directly south. >> We won't do anything in that part.
>> Make a motion to approve easement as presented. >> Second. >> All those in favor? >> Thank you. >> Thank you, Sam. Uh, next on the agenda is some donations. Mr. Pen, >> good evening. We have five donations to
present to you tonight. The first one is simplify real estate to the community football team $1,500. The second is Tom and the White High School baseball program for $6,000
graphics to high school $5,000 and the break for $9,395. Make a motion to approve donations as >> second. All those in favor >> I
>> Greg. Uh next on the agenda is uh consideration of classified certified contracts and [clears throat] administrative addendums. I'm not going to list all of those um positions. The actual contracts have not changed in language. I will note under the
certified administrative addendum I did delete uh three incentives uh they pertain to the I learn growth college and career um growth incentives. The rationale for that was to be consistent since we removed some
incentive items in the collective bar agreement with the teachers and so that shows some um good faith and some consistency. Make a motion to approve the classified certified contracts administrative.
>> Second. >> All those in favor? >> I. >> All right. Thank you. Letter F is consideration of supplemental pay stipen. Uh my recommendation here is with respect to 12 elementary instructional coaches, six math, six ELA
for this current school year. uh the supplemental pay uh stipen contract would be an amount of $2,000 for additional duties that they did take on over a year and a half ago with the MTSS coaching positions that we um deleted
and reduced. So that's the the premise is those are significant duties that they took on in addition to their regular instructional duties. We did meet with them a handful of times to share with them our thoughts, to share with them outcomes from negotiations and
feel this is a fair uh recommendation. >> I move we approve the supplemental payment. >> Second. >> All those in favor? >> I. >> Thank you again. Uh letter G is the um
2526 classified administrator pay increase recommendation. Won't go through each item in your board packet on that document, but I will simplify it uh by this. Uh the um classified positions um are going to be able to move down on a pay scale if they have a
respective pay scale. If they don't, it would be equivalent to a 2% increase. And so even the movement is equivalent to 2% plus a onetime um $500 stipen that really matches what we um negotiated with our teachers. So again trying to be
fair and consistent amidst a time where we're we're not flushed with cash um and our enrollment is is down a little bit. Um the only other re part of the recommendation is for administrators to have a one-time stipen of 2,000 instead
of 8% on their salary to again be fiscally conservative. >> Make a motion to approve the supplemental pay stipens as presented. >> All those in favor? >> I.
>> Thank you again. appreciate your support and um again generosity for all of our employees during this time. Uh next item is just a first reading so it really doesn't need board action but let me explain and obviously entertain any questions. The first one's habitual
truency. That's just updating uh language from this past general assembly from the year prior. And those two changes uh dealt with increasing the unexcused absences from 10 to 11 that you see in the policy and um updating the student range from 15 to less than
18. Um I can't remember what I think it was 1618 before. So we have to obviously make sure that our numbers match what's in statute. That's uh policy 4322. Um 6120 is a threshold for material loss shortage and theft notice. So, um, in
talking, um, to our CFO and asked him to do a little homework with, um, some of the neighboring, um, districts, really what we threw out was, um, a threshold of $5,000, uh, dollars. Anything above that, we would report to the state board of accounts. That's an arbitrary local
decision. If you don't like that, we can discuss it and obviously we work at your leisure. Um, I can tell you that that's kind of the average. Um, couple may have been couple thousand less than that. One not nearby was 50,000. I'm like, that's
way too high. Regardless of the amount that you set any particular um instance where we see there's a material loss, there's there's a theft, we will do an internal investigation. This just requires us to set a threshold. Anything
above that, we have to report to state board of accounts. So, it's try to find that medium of what what's too low or what's what's too high. Um questions about that? >> I have a question on the first one on the bitual. >> Yes.
>> Uh on letter D, it says the students principal may report and is required to has been marked out. >> Um why are we giving option? It's an option. Why? >> Because there are sometimes extenduating circumstances. I don't want to ever back
us into a corner unless we absolutely have to. Um I can tell you uh at the high school level they're doing it and that it's what I did when I was in their positions. Um you I mean not to not to go off on particular um scenarios, you could maybe have even a middle school
student that's in eighth grade that's um possibly at 16. Um I don't know if I would be that um diligent there. Depends on the circumstances. May just gives us the the flexibility. Okay, that's that's
logical then. >> And we stuck with obviously F, you know, they're not going to be allowed to participate. We will um stand firm with that and our principles support that. Good question. Uh last policy 6130 to enter in for your
review is the collection forgiveness of debt. It's new policy. um doesn't have any particular threshold but but we are required to have it in place by state board of accounts and ISBA. It really if I were to summarize it, it
um it gives us the option to forgive debt. you pull that policy up. You see four different um conditions that we could um forgive some debt. The school administration determines that the
student or parent or guardian of the student is unable to pay the debt. Number two, the payment of debt could impact the health and safety of the student. Number three, the cost to pursue and collect the debt from the student and or and his or her parents would cost more than the potential debt collected. Number four,
mitigating circumstances as determined by the superintendent that preclude the collection of the debt. Just get notice may up above um gives us some flexibility to possibly show grace if needed. If not, obviously, you know, we
don't we don't have to um forget that if we feel what they need to pay us. If it's a student lunch account, then I know that we can't use federal funds for that. Does that come out of
tax dollars? >> We got a separate policy for student lunch. >> Okay. Well, it was on here, so I just wondered. >> Where' you see that? Under number four, >> it says every decision to forgive, waiver, write off a debt must be
documented and so forth so forth if there's a student lunch account. >> Yeah, I would agree with that, Stephen. >> No, you so that would have to be covered with our tax dollars, correct? >> Okay. >> Or through
angel fund. >> Okay. >> Yeah. Well, I know we get some of those. Okay. Yeah, several businesses are very gracious and don't need to change your >> I know. Thank you. >> Um that's all three policies. Again, doesn't need your action. Last item,
[clears throat] letter I, is next year's uh academic calendar 26 27. I've already had se uh probably half a dozen parents say where we at? Um I said it's going to come in November. Um, and I even explained to them it's really going to mirror this year's calendar. I um did
discuss it with CPEA as required by statute. Um, they had no changes. And so um to be very honest, in in the past two years that I've been here, we have have um adjusted it to starting as late as
possible in July and getting out before June and still keeping our brakes. I learned a long time ago not not to mess with breaks. We've been um a modified balance calendar in this state for at least 20 years now. So, um
not practical or prudent to go backwards. So, people like their breaks. Um and it's it's good to even um with with learning and and all that. So, I won't go into that. But, um it really does mirror this year's calendar. So, I
won't go through all those special dates. Um uh but we ran it by our principles. They like it. Again, the association likes it. So um that's uh that's our recommendation. >> I move that we approve the 2627 academic
calendar as submitted. >> Second. >> All in favor? >> Thank you very much. I have nothing under superintendent report. Do we have any members of the audience that want to come to the podium and make
a public comment? Seeing as there's no more business, I entertain a motion to adjourn. >> So move. >> All those in favor? >> I started. >> I know.
>> It's okay. I chew rough on the >> Well, you know what bothers me? You know what bothers me more than that? >> The flag being down there. >> [laughter] >> Just just tell Dan we were so upset with her.
>> Oh, really? Small girl. She's good. >> She's a great I'm doing fine. Did you have a baby? >> I had a baby. >> Great. When did you have it? July. >> What are we What are we going to get Melissa down here? By the way,
>> I know your daughter and I talk about that all the time. >> My husband's a special ed teacher. >> Oh, I didn't know she was special ed. >> Oh, and she's just a great and school that is u
>> Northwood. No, >> no, Northeast Park. >> The one in the neighborhood >> Northeast Northern Park. Northern Park. >> The one behind >> that's where my grandma retired from. >> So So we need to get her out of there.
>> Mr. Goss used to be the principal there. >> Oh. Cute. >> I have two girls. So, this is the only >> Oh my gosh. He's the youngest one, too. >> Oh, you probably remember Mr. Goss, don't you? I don't remember him.
>> Anyway, >> nice to meet you. >> You, too. >> Thank you, Laura. >> Thank you. >> Yeah. Uh, Mr. God, she's Part: 2
of work all over the country. Um I'm actually based here in Ohio. Um but we do capacity studies, demographic studies like housing studies and enrollment projections. And then of course everyone's favorite redistricting maybe. Okay.
So, we calculated a programmatic capacity for um your corporation. And I just want to go through a couple different types of capacities that you'll likely see and hear about. Um there are three main types of capacity. First, a fire capacity. And this is of
course the number of people that a building can safely accommodate. Oh, there. Um these are usually very high numbers. Um this is really the number of people you can safely stuff into a room. We would never fill a school with this many
students per classroom. Um, so if you look at my little hallway here, that's what this is showing. It's it's an example hallway with six different classrooms. Fire code usually says around 45 people can fit in a classroom. So using the fire capacity, we would be seeing a capacity of 270 for this little
hallway right here. The next type is the design or architectural capacity. And this is the number of students that the school was originally designed for. So if it looks like a classroom, it is being used as a classroom. Um in my example here, we have six classrooms
being loaded to 25 students per classroom. And that gives us a design capacity of 150. I don't know why it's doing that. And then like I said, we calculated a program capacity. So this is really the functional capacity. It's the number of students that a school can effectively
educate given its programming. This takes into account things such as special education rooms that cannot hold a full class load of 25 or more students. Also resource rooms, which are typically pull out spaces that we don't assign a capacity because it's it's
small group work where students are pulled in and out throughout the day. Um so in our little example hallway here, we have again the same six classrooms. Four of them are being utilized as normal general classrooms. One is a special education classroom and the
other is a resource room. So the programmatic programmatic or functional capacity of this little hallway in my example is actually 110. Um so the program capacity is what we're going to focus on today. We did calculate a design capacity for each school as well.
But in terms of planning, you typically want to plan to that program capacity because these are programs that need a space to exist and it's not like they're they're going to go anywhere. So, elementary and secondary schools are the capacity for these are calculated a
little bit differently. At the elementary school level, it's pretty simple. Um, you just add up the number of classrooms multiplied by their associated class size uh to get your total capacity. So, general classrooms, we multiply this by 26. That's the
average K through five class size. special ed classrooms, we're multiplying by 10. That's an average for the um special education classes that your buildings house. ML or ELLL classes are housing 15 students. ELC is housing 16.
And then special education ELC classrooms are housing 10. So, like I said, just add all of that up. That gives us our elementary capacity. there's an added level of complexity at the secondary level because we need to account for teachers uh getting a
planning period throughout the day. So we do a similar similar calculation there. We multiply all of the class size or all of the class types by their respective class sizes. But then we apply a scheduling factor. Um the scheduling factor in this case is going
to be 85.7% and that accounts for every teacher getting one planning period per day. Um at the elementary level we do not apply a scheduling factor because when students leave their uh classroom to go to like a specials like an art or music
uh their classroom remains empty during that time. At the middle and high school level a new set of students is then when students leave the classroom a new set of students then comes in which is why we need to account for that scheduling or that planning period throughout the
day. So Karen, if I could interrupt real quick, you know, if you get to this later on, um I apologize. So I follow um the secondary um nuance with the the prep period.
If we were in a situation where we had to basically say to teachers, if you're on a prep, you're going to go to a a teachers lounge or work room instead of being in your classroom because we got to put another um classroom during your prep in that classroom to try to
maximize our space. That would help us if we had to do an adjustment to to give us some more space. If you're following I'm asking. >> Yes. Yes, it it absolutely would. um the districts that have that I've worked with that have entertained that it it
hasn't been the most popular idea, but it is certainly something that can be done. Um some districts have even looked into like taking a couple different classrooms um and putting teacher offices within those. So, everybody does have their own space within that and it's still it still adds capacity to the
building when we take a couple classrooms offline. But yes, absolutely. >> Thank you. So, like I said, we're going to focus on the programmatic capacities tonight. Um, if you want to see what the design capacity of the buildings are, that is
available within the report. Um, so this table or these tables show the breakdown of the space types within each building. Um so at the elementary level you have a total program capacity for
all your elementary schools of 5,213. Um and then last year your enrollment was just under four just under 4,000 which gives you a utilization which is just uh enrollment divided by capacity of 77%. Um that is a pretty good number for
elementary schools. We typically try like when we're doing a redistricting process, we'll typically try to keep schools anywhere between like 75 and 90% utilized. Something I do, >> what would you say would be a critical percent? 95.
>> 90 is really when you want to start looking to make changes. 95 is tough just because you don't have that flexibility. If you have like an especially large class size um coming through the school, it can be tough. If you need um an extra space for them, you
usually won't have it. >> Thank you. >> Um something about the elementary that I want to point out. We do have Grassy Creek in here duplicated. We calculated a capacity for this building as it currently sits with the ELC in it and
then one without the ELC if the ELC were to move to a different space for whatever reason. Looking at the middle school, um we calculated a capacity of 2025 with an enrollment again last year of um just under 1,700 and that gives us a
utilization of 83%. Um as Dr. Edel kind of alluded to, uh there is more flexibility with scheduling at the middle and high school level. So 83% is great. Um, honestly, you it it probably it may feel
tight in that building based on how the uh how the spaces are being used and scheduled, but 83 is a really good utilization at a middle school. And then looking at the high school buildings, um we calculated a total capacity of 2,949
with an enrollment of 2144, which gives us a utilization of 73%. Um, just something to note, we did also calculate a capacity once the renovations are complete at the high school that's available within the report. Um, that adds a lot of space
within that building, which is excellent, especially given all the developments going on. Just looking at Google Maps of your district, you just see dirt moving everywhere. >> So, just as a point of emphasis, don't need any response. If you notice the north building capacity, 12, something
to remember. Thank you, Karen. >> So, I did put these maps together. These are showing the locations of all of your buildings within uh within the school corporation. So, the the orange and blue lines are the the overall school
corporation and then each of the dots is showing one of your schools. Um the elementary schools are the green dots, middle school is orange, and then the high school buildings are in purple. Um the circles around each one is showing
the utilization. So if a building's well utilized, it's showing with a green outline. Um if it's a little bit underutilized, it's showing in blue. So you can see like Ray Crow, Clark Pleasant Middle School, Grassy Creek, Break a Day, and uh Pleasant Crossing
are all pretty well utilized buildings. um they're kind of right in that range where we want to be. Uh the high school buildings, Whiteland Elementary and then Clark Elementary are all a little bit underutilized, but not vastly so. Um you're certainly not looking at greatly
underutilized buildings. And that that is all I have. Are there any are there any questions? >> So Karen, this is really good. um data. Thank you again. Um helps us um greatly especially as we can refer back to this
and even update it in in future years. So um probably a couple questions. You know, Whitland Elementary has a program capacity of 71% but that's like probably um one of our smallest elementaryaries with respect to the least number of
sections per grade level. um I think maybe three sections where many of our other elementaryaries will have five and six sections. Um there's a probably a couple of spaces that are um
not utilized yet. Um I guess where I'm going with that question is I could see 71% being bumped up pretty quickly if we were to all of a sudden see 100 kids enroll there. >> Oh yeah. In other words, we're we don't
have a lot of empty classrooms in that building. >> A handful. >> Is is would you gather that a little bit from your virtual conversations with the principles? >> Um, yes. But the what I heard a lot of is
where we don't have a lot of space. Um, I I'm pretty sure that they were referring mostly to not having extra classroom spaces or empty classrooms within their buildings. Um, >> but their class sizes were not filled all the way to that uh like 26 students
per classroom level that we were that were utilizing. >> That's always a debatable item between principles and myself. So, >> sure, >> I I I understand that. Um probably the same um kind of vein is Clark Elementary's um got an addition. It's
got a very um older section too without doing any measurements. I know those classrooms are smaller in square footage than probably the rest of ours. So um there is some rationale of of really those class sizes can't get too
much bigger probably than what they are on average. So, even though it's 67%, I could see where there would be some concerns about how large to make those class sizes or even whatever other uh empty classroom
space is available. And that's just a statement, not necessarily a question, but those are the two that I'd watch carefully, even though they're a lower percentage, knowing that that could quickly increase between Clark Elementary and White.
>> Yeah. Yeah. And with with Clark in particular, if we if you wanted, we could go back and adjust the class sizes at that building. Um these are all standardized. They're the same throughout. But if those classrooms are significantly smaller than the other ones, and we're not comfortable putting 26 students in those classrooms, that's
certainly something that we can >> we can adjust. We'll just keep an aster on that one. Yeah. Okay. The question is the important may have. >> Let me ask you this. Um, if we wanted to fast forward to like um either this
coming spring or even next fall um to update this data that that probably would be easily doable on your part. >> Oh yeah. Yeah, very very much so. >> Any challenges from your perspective as
you, you know, put this report together? >> No, your uh your principles were wonderful. They were very responsive to me. I I don't usually get that with every every district I work in. Um, I I think the thing for you to be watching
it, and I'm just saying this, I I worked in Center Grove for years. Um, that development, it could come on quicker than you're expecting, and it could have a pretty big impact. >> Um, >> yes, you are. You are correct. >> So, it's something to continually watch.
Yes. >> Um, and make sure you're you're keeping an eye on the utilizations of your building. >> No doubt. And I I would say this, you know, we're also watching, and you mentioned this just a few minutes ago, just our early learning center, our
preschool students, and you know, we're trying to expand it. We're trying to be very strategic about expanding it to other um elementaryaries. And you know, that's in reference to the Grassy Creek um additional wing, but we're putting it in putting some classrooms in some other
elementaryaries. So, um, that could be a a shifting target too that we may have to adjust down the road. Any other questions or thoughts? The high school part I was This is based on the addition being completed or not?
>> Not on this slide. This is this is current. Um, yeah, the once the additions on the capacity is like in the 30,000 range for just the main building. >> Yes. >> It might be high 3000s.
>> Yeah. I mean, we'll we'll have an academic wing. We'll renovate the interior and so that that will give us a lot of capacity for growth. Well, um again, I appreciate um all the work that you've done for us, Karen. Thank you for your time tonight. Uh
great help. We'll make this um obviously a live working document that we'll continue to reference update in the near future. So, thank you so much for your time. >> Sure. Thank you. Thanks for having me. Take care. Thank