My name is Abigail. I'm a senior at Washington and I'm a part of the PLTW biomedical sciences. In my senior year, we started doing sutures. So, we learned how to do stitches. We also did PCR this year, so we got to duplicate our own
cheek cells and then look at that DNA. Once I graduate from Washington, I plan on joining the radiology program at IUSB. My experience at South Community Schools has been extremely positive. I think that it's helped a lot for the future.
My name is Brendan Reed. I'm a junior at Washington High School and I'm a part of the PLTW biomedical science program. Project Lead the Way is a broad field of a lot of options in the medical field. I have a personalized internship with Beacon Sports Medicine and I'll be going
there weekly and I do different things. One week I might be taping up injuries and the next I might be taking someone's vitals. My lifetime goal is I want to be a sports medicine physician. My needs have been very well met at Washington High School. I will say that. Hello everyone. My name is Adriana
Swanson and I'm a senior here at Washington High School and I'm headed to Indiana University in the fall. I just want to share with you what a great experience I had at Washington. Whether it was winning a state championship in track last year or the great education I received which has prepared me for college. My teachers, coaches, and
classmates have been so supportive, and I could not have done it without them. That's why I can say Washington High is the pride of the West Side. Our prek program is thriving. We've gone from eight schools with prek to 14. Two
schools offered two prek classrooms at Harrison and at McKinley. We have really extraordinary teachers and staff that are doing a a fabulous job, particularly by way of literacy because that is really the focus of our prek program,
numeracy, and just acclimating students to what it's like to be in a learning environment, but it's play-based because we use high school curriculum. >> High school program has eight content areas that the children can explore during a big chunk of their day, which is called work time. During work time,
children are free to explore the house area, the toy area, the block area, the art area, the writing area. While they're exploring those content areas, we are moving about as um educators and being partners in play, helping them to
scaffold their learning during that time. Another important aspect of the high school curriculum is small group time where myself and my IIA get to work with the students in small groups on areas of development like fine motor development, letter identification,
number concepts, patterning, rhyming, phonological awareness. Uh we also do large group time where we get to sing with the students. They enjoy a lot of our songs so much that we have favorite song Friday and the children get to pick from our favorite songs and we um repeat
those throughout the school year. The high school scope curriculum just really allows us to use the key developmental indicators which align with the standards for the state as well as core curriculum. We also use foundations which is used throughout the elementary
grade levels and that helps the children begin letter identification, sound identification and they learn to write the letters correctly. And then we use Hagerty which helps the students identify phonological awareness skills like rhyme and repetition, beginning
sounds, ending sounds, even syllocation of sounds. So all of those together kind of just create a day that flows really perfectly for the four or 5-year-old child. My name is Abigail. I'm a senior at Washington and I'm a part of the PLTW
biomedical sciences. In my senior year, we started doing sutures, so we learned how to do stitches. We also did PCR this year, so we got to duplicate our own cheek cells and then look at that DNA. Once I graduate from Washington, I plan on joining the radiology program at
IUSB. My experience at South by Community Schools has been extremely positive. I think that it's helped a lot for the future. My name is Brendan Reed. I'm a junior at Washington High School and I'm a part of the PLTW biomedical science program.
Project Lead the Way is a broad field of a lot of options in the medical field. I have a personalized internship with Beacon Sports Medicine and I'll be going there weekly and I do different things. One week I might be taping up injuries and the next I might be taking someone's vitals. My lifetime goal is I want to be
a sports medicine physician. My needs have been very well met at Washington High School. I will say that. Hello everyone. My name is Adriana Swanson and I'm a senior here at Washington High School and I'm headed to Indiana University in the fall. I just want to share with you what a great experience I had at Washington. Whether
it was winning a state championship in track last year or the great education I received which has prepared me for college. My teachers, coaches, and classmates have been so supportive, and I could not have done it without them. That's why I can say Washington High is the pride of the West Side.
Welcome everyone and good evening on this the 27th day of May at the South Ben Community School Corporation Administration building. I hope everyone had a good and safe holiday weekend. Uh the board had a close session at 4 o'clock and I'm now calling this meeting
to order. Uh, Miss Hernandez, can you please call the role? >> Yes. Good afternoon. Mr. Marcus Ellison, >> present. >> Mr. Marc Costello, >> here. >> Dr. Janette McCulla, >> present. >> Mr. Bill Snideki, >> here. >> Miss Kate Lee, >> here. >> Mr. Carlos Lebo
>> here. >> Dr. Stur Green, >> here. >> Thank you, Mr. Hernandez. >> We have a quorum and we can now move to the adoption of the agenda. It is recommended the board of school trustees adopt the agenda. Do we have a motion and a second to approve? >> Motion to approve
>> or adopt. >> Thank you. Is moved and seconded. >> Mr. Hernandez, will you please call the role? >> Mr. Ellison, >> I. >> Mr. Castello, >> I. >> Dr. McCulla, >> I. >> Mr. Snedi,
>> I. >> Miss Lee, >> I >> Mr. Leva, >> I >> Dr. Green, >> I Motion to approve the agenda as passed by a vote of 70 unanimously. Uh thank you again, Miss Hernandez. Now it's time
for recognitions and superintendent announcements. So it's over to you, Mr. Reid. >> Good evening, Dr. Green, board members, members of the public, and members watching on YouTube.
Uh this past weekend, uh one of our students by the name of Mason Chet, a seventh grader at Marshall School, competed in the Great History
Challenge Nationals in Columbus, Ohio. After competing in 18 rounds of competition with students from across the United States, he advanced to the final round. And I believe we have
Mason with us with his parents and principal. If you want to please come up to the podium. >> And I believe he scored seventh in the nation. closer. Okay. Number two on the U announcement,
we have three high schools advancing to the state championships in track and field. Um so and this year they do not interfere with the finals. So it should be excellent.
And last but not least, we uh would like to celebrate our employees with the years of service. And if I can have somebody from the HR department please go up to the podium so we can and we
will start I believe with the 20 years of service. >> That is right Mr. Reed. >> Okay. Go ahead. >> All right. So um respected board members Mr. Members of the community, >> please join us in celebrating members of
the Southbend School's family um who have been with us for 20 years. Starting with Deborah Diggins. Erin Harding. Yeah. >> All right. Okay. I'll I'll wait.
I think we should go up and take hands. All right. Okay. Linda Kasmirski, Lauren Kefir, Ashley Presbendowski, Denise Robinson, Gail Robinson, Chantric Teague,
James Carpenter. Starting with Mr. Carpenter. Um, these are members who have been with us for over 25 years. Karen Lee Tina love. We now celebrate 30 years of service with the Southbend Community Schools.
Tammy Berbitzki. Carolyn Carpenter, Paul Kingston, Robin Milligan, Terrrona Nolanga, Roslin Ricker, Sherry Sanders, Blair Vandenberg, Molly Wner.
We now celebrate 35 years of service for Southbend Community Schools. Starting with Stephanie Frame, Lorie Hendris, Alita Shrock, Monica Shepard, Lisa Puds, and at 40 years of service with South
Community Schools, we have Sher Balden Simpson. Thank you. Absolutely. for these. What we got? >> Yeah, I got I got halfway. He saw me. >> Oh, Julia's
>> Who's here? >> Julia. >> How many years? tell them they don't have to stay. >> This concludes the superintendent recognitions and announcements.
>> Mr. Uh can you just briefly mention the names of that the Sharon Jones that's 50 years and the other one they didn't show up but at least did mention their name. >> Okay. >> You know yeah >> we have an employee who has been with us
50 years and that is Sharon Jones. Uh she is absent today but we would like to acknowledge her 50 years of service. Thank you. >> Thank you, Mr. Eid. And uh congratulations everyone. I don't think
we could be more grateful for your work and this is a wonderful recognition. Uh we will now have a hearing of visitors on action items 9.01 to 9.08. >> No one has signed up for action agenda items.
>> What's even happening? The world's clearly off guiltter. I don't know. >> Saving it for next time. >> I know. I'm looking at here. The public is invited to address the board for three minutes regarding items not posted on the agenda. Individuals
may speak only speak once during this section of the agenda. Speakers shall properly identify themselves after they approach the podium by stating their name and address for the record. Personnel issues are not to be addressed during open session of the school board. In addition, no person may address or question board members individually. The
board president may interrupt, warn, or terminate a person's statement if the statement becomes personally directed, abusive, or obscene. Please come to the podium if you wish to speak. Hello, good evening. My name is Ben Dallas, Ben Davis. I live at uh 13765
Crescent Street in Mishawaka. Come before the board tonight to plead with you to please prioritize your students as well as other educational outcomes over radical political activism that has been a priority in this school over the last several years. According to your
school's most recent iLearn scores, roughly 80% of your students can't read at their current grade level or do basic math. To put this in perspective, the state's average for iLearn scores earn about half of that failure rate. But I
digress. If if um if conser if any conversation going forward doesn't in some way address those failures, then we've already kind of failed our kids. So, by fixing this challenge, um it'll require prioritizing students over
political activism. That means getting rid of quote restorative justice and the political propaganda that's laughably named and identified as anti-racist curriculum. Um, multiple studies have shown that restorative justice does nothing more than disrupt the learning
environment while making it nearly impossible for other students to succeed. so-called anti-racist curriculum does nothing more than reduce students by categorizing them into one of two categories, the oppressed or the oppressors.
This is all according to the traits that they have no control over, skin color and ethnicity. Spoiler alert, being put into either category is a recipe for certain failure. Look at what's already been done to this district and every
other school that's ever tried it. But don't take it from me. The so-called founder of the anti-racist curriculum, Ibram X Kendi, said the only remedy for past discrimination is present discrimination. That's the only thing you need to know about this failure of a social justice
experiment. Finally, we need to look at hiring practices. About four years ago, it was made public that one of your middle schools, Jackson Middle School, allegedly hired gang members to work in that school. One of the alleged gang members worked as an inschool suspension
pair professional. Meaning that all the bad kids were sent to this guy. Does that sound like a good idea to anybody in this room. Does that sound safe? What has been done since then? Because I know many of you weren't at the school. >> 30 seconds. >> What has been done since then to prevent
this from happening again? Don't your students deserve better? I think they do. That's all I got. Thanks for having me. Does anyone else wish to speak? >> Good evening. >> Good evening. >> Good evening. >> Good evening.
U my name is Len Coleman, South Bend, Indiana. Um, post office box 11565, the city of South Bent to Dr. E, uh, school board.
members here. I stand today uh just briefly to uh speak about the report that the school board was part of um the state board of accounts um from July 21st, I mean July 1st of
2022 to June the 30th of 2023. Um, it's been printed and posted in local media uh about this document and about the school board's uh presentation
and service to um community- based organizations in this town. And it listed five or six different organizations or individuals organizations that receive funding um in this document.
For me personally, and I think I can also say for some of the other people that was listening in this document, I think it was totally totally disrespectful uh that this document came out. It made it look like we were
squandering money from the school corporation, uh taking funding from the school corporation, uh preventing kids from being able to be uh served in this community. And I thought it was extremely extremely disrespectful that
none of us was contacted by uh the investigators, by the corporation, uh by the board or anyone to talk about why or how we were serving this community. Uh most of the people that was on that list have served this community for 25 30
plus years. Uh providing service to the kids, the youth and uh educational system in this community. Most of us are part of the education system and so we have a benefit of trying to give back. And so for the minimal amount of money
that we received uh for us to be disrespected and had our names blasted across this uh the media in this community because of this and not be contacted before it happened. I think and I think I can speak for others that
it was totally totally disrespectful and I respectfully ask that if you have any questions or problems >> 30 seconds >> um please feel free to reach out to us and we would be more than happy to sit down with you privately to discuss this
and try to figure out what we did or did not do uh to cause this to happen. Thank you very very much and I hope you have a nice evening. >> Thank you. Hi, my name is Ashley Presbendowski, 4052 Manor Drive, Southbend, Indiana.
I've been teaching at Nuner for approximately 15 years, during which we have had several principles. Some were exceptional while others were not. I truly believe that Jenny Sears has a potential to be a fantastic principal.
While some individuals may be perfect in their first experience as a principal, I have yet to witness that happen. From my perspective, mistakes are a natural part of the journey accompanied by grace. I understand that some prefer
micromanagement, but that's not Jenny's style. She is generally very trusting, sometimes perhaps to a fault, and always recognizes the strength of her team members. Since coming to Nuner, Miss Sears has taken on the behavioral leadership
challenge, which teaches children all about positive behaviors. She has become an expert at strategic noticings and continues to grow in all aspects of Scott Iran's behavioral leadership. Her leadership aligns with that because it
is a shared controlled team atmosphere sorry where collaboration, differing opinions and collective problem solving are valued. Whenever I face any issue I approached her immediately before it could escalate and
we worked together to find a solution. She always had my back. She is incredibly approachable. I understand that confrontation can be challenging, especially for those who are kind-hearted, but it improves with time.
When I reflect on what she could improve, it all comes down to the natural learning curve that comes with experience. Personally, I have grown as an educator through various experiences, even this year and my 20th year, and I believe we
should allow Jenny Sears the same opportunity for development. Whoever has the privilege of working with her next year will be fortunate to have her on their team. Thank you. >> Thank you. Good evening members of the board,
administration and the community. My name is Margaret Kavanagh and I am speaking tonight on behalf of many Monastery Academy families who are deeply concerned about the long who are deeply care about the long-term success of our program. I want to focus on what
public monastery needs to thrive and what makes MMA uniquely valuable and why families remain concerned about the upcoming appointed principal. Public monastery programs are one of the few educational models shown in
randomized controlled trials to improve reading, executive function, memory, and long-term academic outcomes for children from all backgrounds. They reduce opportunity gaps. They support diverse learning, include neurode divergent and multilingual students, and they do all
of this at a lower cost than many traditional programs. But these benefits only appear when a monastery program has three things. Monatory trained leadership, stability, and a fidelity to the model. That is where our concern
lies. We received a message from the district talking about the obligation to choose a fully licensed candidate. Families understand lensure requirements, but we also know and district practice has confirmed that emergency permits are
used consistently across the corporation, including for building level leadership roles. In fact, the superintendent intended himself previously served under an emergency permit while completing lure.
Emergency permits exist for this exact type of situation when a qualified internal leader is weeks away from full certification. Choosing not to use the option here was a discretionary decision, not a legal barrier. And that
decision matters because MMA has internal leaders who hold monastery cred credentials have earned deep trust with the families and staff and are nearly fully licensed and have already demonstrated effective leadership within the unique model. The comparison to
leadership transition in 2020 also does not reflect our current reality. At that time the school had a stable staff. Today we are have a new program of seventh and eighth graders that has already experienced sign significant
turnover in its initiation. >> 30 seconds. >> We have a rare asset in our community having a public monastery that's available to everybody and I feel like it would undermine our community by not using a resources that we already have
to maintain the stability in our community. Thank you. >> Thank you. Does anybody else wish to speak? John Pachznney Clay Township. So, a little story tonight. The athletic
coordinator of Spended All Schools attended the National High School Federation Convention in Indianapolis. Registration was prepared. Transportation would mean driving by the school policy. The Hyatt Regency was the official hotel with a special convention
rate, but this individual chose to stay at the JW Marriott to live the high life. The first night he went to St. Elmo's for his $22 shrimp cocktail, $78 New York strip, $15 cheesecake, and two
$16 martinis. This is from their menu. Upon returning, he turned in his re his expense report with all receipts. Three days later, he got an expense check. It was $500 less than he turned in. So, he
went to the CEO who was their superintendent. He was told that he did not stay within the PDM guidelines. Excess is your responsibility. The CEO said that if you had extra money in your budget to blow on your travel, then you
should have used it on children programs and student needs and not on yourself. After going through the recent audit, there appears to be many travel expenses that were listed that could be questionable.
Baggage fees, upgrades and seating, window seats, various airfares. Is all travel based on the PDM for the location of the event? What is the procedure if the PDM is exceeded?
How is car or plane travel determined? where I used to work if it was less than six hours you drove. Maybe there should be a travel policy or maybe there is one in place for expenses. So people who travel do not abuse the travel on airfare, luggage, window seat, room
accommodation and meals. They need to follow the pdeium. They should reimburse the corporation for any expenditure over the pdium. And maybe we need someone to be a travel lay on to make sure all travel is within the predium. Remember
this is mostly taxpayer money. Each person, employee or board member should be fiscally responsible for what they spend and not live the high life off the corporation and its money. At the previous board meeting, the um
>> 30 seconds >> Seth from FiveStar Summit came up to me and invited me to tour the summit. I spent 90 day 90 minutes touring the facility and saw the operation in action as there were several classes of school
children there. It was very interesting. It was well-run and a well robust program. I was impressed. Each of you got a a comment tonight of my thoughts on the program while being there. Thank you.
>> Thank you. >> Good evening. Can I approach the board to give out handouts? Thank you, Eid. I have your names on them. I only have three. The rest of you will get them in about seven minutes. hear one. >> Thank you. The, like I said, the rest
will be emailed in a little bit. I wasn't going to spend my extra money on that. Use my freebie. Good evening. Tiana Batis Wadell, 330 Koffax Avenue, Southman, Indiana. For decades, at least three MTSS practices
and intervention systems have existed in public education, previously referred to as RTI, response to intervention, and PBIS, positive behavioral interventions and supports. This is not new work. researchers, state education departments
and organizations like the American Institutes for Research helped popularize MTSS, multi-tered systems of supports, as a framework combining RTI and PBIS approaches. In fact, this very board explicitly reviewed these
practices back in 2018, and that's the presentation that I just passed out. By now, these systems should already be embedded into the district-wide culture, expectations, and daily operations. So, let's be honest about the real issue.
And this is also in regards to our guest that we just had earlier um referencing that restorative justice didn't work. This is why it doesn't work. The problem is not the framework itself. The problem is lack of implementation, accountability, and monitoring for
fidelity. The framework means nothing if it is inconsistently applied, poorly monitored, or treated like a document instead of a living system. A system, not a document, but it's the way we do our work designed to support children.
Students suffer when intervention systems exist only on paper and not executed with urgency, consistency, and oversight. Staff become frustrated when expectations are unclear or unsupported. Families lose trust when they continuously hear the language of
support but fail to see meaningful outcomes. Which brings me to the critical question. What exactly is the responsibility of student services leadership and ensuring these systems are implemented with fidelity districtwide? Because oversight of implementation is not optional work. It
is the work and MTSS should never be optional based on whether a building principal decides to implement it or not. If this district already knew in 2018 what needed to happen, why are we still acting as though these concerns are new or pretending these systems were
not mandated through the oversight of the United States Department of Education Office for Civil Rights due to the district's ongoing failure to fully resolve issues connected to the consent decree. The community deserves answers, but more importantly, students deserve
systems that function beyond presentations, acronyms, and compliance conversations. The focus now must be measurable. And if you need data on restorative justice, look at Marshall Intermediate Center during the years 16 to 18. We made it happen. We changed our
school culture around. We even have a newspaper article about it out there. So to sit here and say it does not work or that MTSS doesn't work, that is not the issue. The issue is when will you all hold minutes up people accountable? Thank you.
>> Thank you. Does anyone else wish to speak? >> Good evening. John D, Teamsters Local 364, 2405 Edison Road, South Bend. Last time I stood before you was April
13th of this year for the IAS. Today I'm here for two other work groups. Security by my account have about 50 to 55 employees. We have 29 that have signed cards.
We have about 12 more that have committed to sign cards. and we have about seven that I haven't even spoken to yet. The second group is a bilingual educational specialist, commonly known as Bees. They're a small group, 11 or
12, and there are nine cards signed by that group, which is about 75%. I'm here tonight to request that you, the school board, recognize these two groups as a union represented by Teamsters Local 364.
We can take that up as an action item. >> We can take that up as an action item. 9.09. >> Okay. >> Right. >> Okay. >> Okay. >> So, are you amending the agenda? >> So, I'm amending the agenda. >> Okay. >> Yeah.
>> Right. This can be done, but since you already approved the agenda, it's going to take five votes to amend the agenda. >> So, I move to amend the agenda >> to add this recognition. >> This item, this 9.09
>> to recognize representation of this group. >> Second. >> Can I ask? >> Go ahead, Marcus. I have a second question. >> Oh. >> Oh, go ahead. Go ahead. >> Go ahead. You have a question? >> I want to ask a question real quick. So, right, you're representing the the
security team >> security >> and you're representing what is the other team? >> Bilingual educational specialists. >> Oh, okay. Okay. Appreciate it. >> Two two separate groups. >> Two separate groups. Okay. Thank you. >> And Mr. Ellison has seconded
that motion. Uh, Mr. Hernandez, please call the role. Mr. Ellison, >> at this point we're >> we're amending the agenda. >> Yeah. All right. >> We'reing, >> Mr. Cassello.
>> I >> Dr. McCulla. >> Hi, >> Mr. Snakei. >> I >> Miss Lee. >> I >> Mr. Lea. >> I >> Dr. Green. >> I motion carries unanimously. 70.
And procedurally now we can make the motion to uh add 9.09. >> I have >> be to approve the recognition >> when we get
>> when we get to when you get to >> Yeah. You've added it to the agenda. >> Okay. We've added to the agenda. >> Yeah. >> Very good. >> Do I mean is it be put back on this agenda today? >> Yeah. We >> 9.09.
>> Do we have the >> the legitimate votes for the people? >> Yes. >> They've indicated they've had they have more than a majority. >> They have more than a majority of the the unit members. And
>> how many members are we talking about? >> Yeah. I I have no reason to doubt the representation that they've got the card counts. >> We have done this for other groups. Why weren't they under an umbrella of something else being that small?
>> They could be, but that would be negotiated >> that. Yeah, we most likely um we still have to sit down at the table and bargain over it, but we did we did put the IAS and the kindergarten
aids into the PAR contract through that process of negotiations >> cuz there just for you people out there, no matter what, you're getting the same thing everybody else is getting. So you guys are all getting your raises, you're
getting back pay and everything else. >> I think this is this is what you're asking. >> Union or no union, but you all got to agree or at least 50% of your groups got to agree that you want to go into a union.
They have that they've got the card count. >> And I would say at this point a point of order is that we're off topic right now. >> Yeah. The appropriate time to have this discussion would be when we get this rocked up. >> I'm trying to have a bear rights.
>> So am I. >> Mr. Snick, we can get that to when we get to the new agenda item 9.09. >> We got the we're still in the public comment part. >> I just want to make sure there are employees.
>> Yes. And we can have that discussion. >> And Mr. just told me it's 75% now in this group >> for bilingual. >> We have well over 50% of security with 12 more that have committed to sign cards and seven that I have not even
spoken to yet. And then for the bilingual educational specialists, there's 11 or 12 and we already have right now nine cards signed. >> Okay. >> So that's about 75%. >> And we're still in the public comment part of the meeting. So you'll return
when we take up item 9.09. >> Yep. >> Okay. >> I guess I I I want to do what's right for the people >> and they'll workers. >> Everyone, >> we'll take that up. >> What does anybody know what the union
>> does? Does anyone else wish to speak? Hello, my name is Hillilary Cersi and I live at 611 Leland Avenue, South Ben for 616. Um I have been a parent of four Southbend kids for since 2011 we started
in this district and in 2014 I became an employee at uh Marquette Monasuri Academy and I had already had a little bit of Marquette uh or of Monasuri experience but right now I'm in the Monasuri training. I have currently completed 22 weeks of modules in child
development and math and language and science and social studies. And the next part is three full weeks, six days um of intense training in Wisconsin followed by a year of practicum student teaching
with a mentor and observation and all of those things. So I'm concerned and wondering why why is monatory expertise treated as optional in leadership when it's essential in the classrooms? You cannot have a monastery school without
monatory trained teachers and materials. And how is a an untrained teacher or principal supposed to evaluate and and coach us effectively? And is the district really building sustainable
monatorial leadership capacity or just relying on a few individuals? Because as I've just explained from what is involved in my training, it's not a one-day PD. You can't learn monatory philosophy over a couple of conversations. It's an intense training
and expecting our current leadership to train another leader in Monasuri is not um is foolish and why would somebody stick around to continue to train new people
every few years. So, this is just my um my opinion, but I'm really really hoping for somebody with a monasterial leadership and I really encourage I've seen some of you in our building, but I've never seen any of you in my classroom. I would love for you to come and see what makes Monastery special
because there are people all over this country who are paying anywhere from$10,000 to $35,000 a year for this education. And it is a gem. We are providing this free of charge to people of all backgrounds. All economic backgrounds can afford this education.
It's free. It's a gem in the district. And having trained teachers and trained leadership makes it >> it it provides trust for the teachers and trust for the families and the people who are there now. They have spent the time. They've spent the time
and the training and the hours making our school what it is. Thank you. May I ask her one question quick one? Remember I I just ask Monastery is what grades right now?
>> It starts at three years old and it goes there's monastery high schools. >> Okay. Where it goes to 8th grade, right? >> Well, our our Marquette does. >> Yeah. Where where do the kids go to after they graduate from there? that that was one of the questions that was
asked in there. >> Um well, right now there's River Monastery School, which isn't part of the district. It's a private school. And then um if people don't want to stay with us for seventh and eighth grade, then there's other private monatory schools, but no, no public.
>> Thank you. This is still public comment. >> This is out of order. >> Out of order. >> I already know. >> Am I out of order? >> Yes. >> Does anyone else wish to speak? You want to kick me out? >> See, seeing no one approach the podium, I want to thank everyone for sharing
their comments. >> All right. So, I don't know where we are. Uh so, uh we'll now move on to the academic focus. >> Everybody in the audience knows where we are. Uh yes, we're moving on to the academic focus.
>> And I'd like to welcome to private Mrs. Boehner, Mrs. Lee, and Miss Stewart, Mrs. Stewart Bridges. Welcome team. Appreciate your discussing MTSS tonight.
Sorry if I was out of order. Not really, but >> way to pretend. >> Good afternoon, doctor. Dr. Green, um listening audience, um school board of trustees, superintendent
Eid, and those in our virtual community. Tonight, we would like to take the opportunity from the curriculum and instruction department to share an update on our MTSS practices, where we've been, and where we're going.
When we talk about MTSS, if you recall in February, we came to the board and we shared what or how the curriculum and instruction department is developed and how we operate as systems and how
learning is connected to the mental health of the students and the families that we serve. And so when we talk about understanding our learning systems, two things were presented to our audiences that night. One was a definition of a
system. And just as a reminder, a system is a group of interrelated components essential to achieving a common purpose. And then when we talk about the learning system specifically, a learning system
is one in which all members of an organization are continuously involved in the learning process in which we in which learning and working are seamlessly intertwined.
So it's really difficult to have one without the other. and even in the imbalance that's also problematic for our students and the families that we serve. So tonight, Mrs. Stewart Bridges and her
team will discuss how MTSS is approached in our district and how it shores up in our classrooms. And I will now yield the floor to Miss Stewart Bridges. >> Good evening, Dr. Green, Superintendent Eid, and school board members. U myself
and Anne Boehner are going to give an update on our current MTSS practices. Um what we'd first like to do is talk a little bit about what multi-tered systems of support does. Um and so it is an educational framework and it is a
system of things that work together that help us to understand how to best meet the needs of students. Um it's how we operationalize the systems and practices that support students and our families. Um, it's an educational framework. Uh, it integrates an approach that's
designed to help all students and have the capacity for them to have access to highquality instruction. It's databased problem solving. So, it's not just looking at a student, making an assumption. It's using data to make decisions on how to best meet that
student's needs. And then also using progress monitoring to make sure that we are meeting or helping that student meet their goals. and the typical three- tiered support that categories categorizes our needs into tiers.
So, why do we use MTSS? Um, it helps us to efficiently respond to student needs through support. Um, we're looking at how efficient our support can be by looking at data and the systems in place that allow us to look at where those students lie. It's prevention focused.
So, it's allowing us an opportunity to forecast where student gaps might be so we can meet their needs more readily. It's equity based because it allows us to promote equity by looking at various different ideas of where dispro disproportionalities might lie across
the student body and allows us to make informed decisions um database decisions that identify specific needs and critical gaps in support. So we all know all of the various different things that are available in the building, but not those things don't always meet every
student's needs. So it helps us to identify where we are doing things really really well and where we need to add some additional supports and it's has standards and care. So, it allows us to be able to document how
we're having conversations related to behaviors and interventions and not just talk about students. And it helps us to align with the DOJ expectations regarding those standards. And it also gives us that approach to be able to be more holistic and how we meet those
students needs. I just want to reemphasize that it has taken us a long time to put district-wide systems in place to have these conversations because we wanted to move away from talking about how bad Kennedy bridges might be to what are the behaviors that
we're observing, how often are we observing them, and what interventions need to be put in place to address the need. And so ultimately our multi-ter system of support practices need to be more about how we collect data to understand how the adult supports the
student. It moves us away from putting the weight of that progress on students and more so on the adults. So again we approach it with that three- tiered system. Um, tier one is focused on those core instruction and supports. Tier two is more targeted and
supplemental. And tier three is those are those more intensive individualized supports. And the framework that we use to address that is through our positive behavior intervention supports practices which have the district has adopted in various different iterations over the
years. Um, I think about 14 years somebody told me that they've been working on that. Um, in this current iteration, we were able to secure funding through the school climate transformation grant to do so more intently. And so, positive behavior
intervention supports are inherently culturally responsible or responsive. Um, they allow us to use systems, data, and practices to design outcomes that meet the needs of all students. It gives us the opportunity to look at data in a
very real way so that we are encouraging conversations to address those gaps or the various different inequities that we notice by reviewing the data. So what is our current history? So in 2019, we received the school climate transformation grant that allowed us the
funding to be able to use a cohort model of implementation for supporting our district-wide launch of an MTSS practice. The goal of that grant was to have a district-wide multi-tered system of support that would improve our school
climate. In the last five years, we have trained all 24 buildings use using the PBIS model. Their implement their building implementation plan. We have filtered through every single building in the district, including those buildings that were a part of the empowerment zone.
This year, we have the opportunity um to have a more static building coordinator position. Um Mrs. Lee has allowed us an opportunity to fold that into the assistant principal role. One of the things that we've noticed over time is that building principles were
designating the coordinator role to various different people. So, it made it difficult to have some consistency in practice. With this being added to the assistant principal's role, it gives us an opportunity to do training more intentionally so that we have some of those systems in place that happen year
after year. Um, the other thing is that we have MTSS teams for all three tiers. So when we started our practice in 2019, we found that we were only having conversations around how to give a student a IEP or a
504. We weren't having conversations related to data for tier 1 or tier 2 practices. They were only centrally focused on tier three. And so now all of our buildings have scheduled tiered meetings for all three tiers.
We measure fidelity annually. So we use the we use the tiered fidelity inventory to make sure that every building is reviewing their MTSS practices every year. The benchmark um for tier one is 85%. And we have very few buildings who
don't meet that benchmark. And those buildings who don't meet the benchmark are those who have had a lot of inconsistency in leadership. And so we are currently in the practice of getting them on track. Um direct coaching has really created an opportunity for us to
be more effective and goes out to every building who is willing to receive additional support. We also train all of our coordinators and provide professional development throughout the year. And we have active encouragement and
reinforcement of good MTSS practices. So we acknowledge those buildings who are doing MTSS well. So here is the typical um MTSS triangle. When we talk about multi-tered systems of support, we often think that tier one
is for those good those students who are doing really really well. Tier one is really a reflection of how 80% of your building is responding and what their needs are. Tier 2 is 15% so it's those more
targeted at risk behaviors where we do small groups for and tier three should only be about 5% of what's reflected in your building. Those are some of the more intentional individual individualized interventions that need to be put in place. And Anna
is going to talk about our current MTSS practices by level and how we operationalize that in the building. >> Hi. Thank you for having us tonight. Um, so I'm going to just share a little bit more about how MTSS plays out in the
actual school buildings. So our three tiers, um, they have teams that have different priority levels for each tier. Um, as Miss Stewart Bridges explained, for tier one, we're focusing on schoolwide needs. Tier two is
identifying those students that are struggling to be successful with our schoolwide interventions in place. And then tier three is our students who struggle after having access to tier one, tier 2, and then need to be moved
into more of an intensified um intervention process. And that usually means creating some type of individualized plan, whether it's like a behavior plan or that's where an IEP or a 504 might come into place. And it's important that we're following up
through the triangle to make sure that we are monitoring progress for our students. So that way by the time they get to tier three, we have some sort of um evidence to show why the student is struggling with having tier 1, tier 2,
and tier three in place. So some of the things that they do in their tier one meetings would be to review schoolwide data, evaluate universal practices, and determine what interventions are needed for the school as a whole. For tier two, that's when they're planning
interventions um that are matched to what their school specifically is experiencing. So, they would be looking at their data, identifying trends within the data, and then creating or reaching out for resources to provide
interventions to meet those specific needs. And then tier three is then when we start to get into those more individualized student conversations. So one important thing with MTSS is that in order for tier 2 and tier three to be
successful, we have to lay a really firm foundation of tier one. Um so this year we have spent a lot of time kind of refocusing back on tier one and we've been really working hard with our MTSS coordinators to be very intentional
about focusing those meetings in on our schoolwide needs. And one way they do that is through a root cause analysis process. Um, and when they utilize the root cause analysis, they're looking for the who, what, when, where, and why of
our challenges within the building. They create a more um pinpointed problem statement. And then that's where to me I kind of like to say that's where the magic happens because that's when our teams because we have these teams full
of multidisciplinary experts and that's when they can really come together and start brainstorming possible solutions and I have gotten to be in the room while this happens at a lot of schools and it is really enjoyable and really exciting to be a part of.
So, I'm going to kind of walk us through a little bit more specifically like what our schools would look at. So, this is one of our Tableau dashboards that identifies um schoolwide behaviors. And this is actually district level data for this school year. Um what we have found
this school year is that our highest behavior that we've seen in the schools is non-violent misconduct. Um so um we're going to kind of walk through using non-violent misconduct as an example for how we would use the root cause analysis.
So after you identify what the specific behavior is that you want to look at, then we need to kind of dig in and determine those um so the behavior is our what and then we need to figure out our who, our where, our when, and our why. So we use this this is actually
part of the same dashboard and it's disagregated data to look more specifically about um special education status, gender, lunch status, grade level and ethnicity. So when you look at this data, you can target that specific
student population. Um when I was kind of preparing this, one thing that I noticed is that the non-violent misconduct, we tend to have higher rates of this within our middle schools. Um, that should be no surprise to people who have been in schools for a while. Um, middle schoolers like to test boundaries
and be a little more naughty. And then after that, we move into our where and our when. Um, this part of the dashboard, it identifies what location the behavior is taking place and it also
pulls what time of day or what day of the week it's happening. So what we find here is that those behaviors are most frequently happening in the classroom and that should be expected to some degree because our students are spending their most time in the classroom. And
then we also see that those behaviors are happening a lot on Wednesdays throughout the district. And in conversations with MTSS coordinators, we can see that that is partially due to when our students get suspended. they um oftent times are out for those like
Mondays or Fridays or typically for attendance Mondays and Fridays are low anyways because three-day weekends why not so we have tried to make sure that we create an opportunity to understand how
the buildings are functioning or operationalized or using multi-ter systems of support. It is our responsibility to ensure that we have this district-wide implementation. And so we can bring a horse to water, but we can't always make them drink. But we try to do our best job at creating an
opportunity for every building to have substantial systems in place to be able to discuss behaviors and interventions. So we have five points that we look at um as a team to kind of determine where engagement lies with regards to our MTSS
practices. One of the things that's very critical and import and important is that we have to have those tier one and tier 2 agenda templates turned in. That is required based on what is expected from our depart department of justice
pals with regards to the consent degree and so returning those documents is required. Secondly, our multi-ter system of support um coordination or coordinator orientation. So now that we have a static position in place or it's folded
into a role, it's important for everybody to understand what tools are available to them and how they can accomplish hosting every single one of their meetings and pulling out that data, coming up with root cause analysis, a problem statement and monitoring. So understanding how to use
it um and then also being able to have that conversation with their team so that they can work collectively on addressing those gaps within their building. Working with our coach to be able to develop an intentional agenda that will
allow them to do all the things necessary as a team. um having group data reviews to be able to have a better understanding of how the data is impacting learning and then the one-to-one coaching is available. So their participation in those five
elements give us an opportunity to understand how engaged they are and I'm actually really excited to share this data here with you. So, um we like Miss Stewart Bridges said, we are um actively working especially this year to
be able to identify schools engagement levels and she explained that we're using um agenda turn-in rates as well as coaching participation. And then in the future, we also will include um when we do our tiered fidelity inventory this
year, we created goals for every school. So we will also start to include um efforts movement towards those goals. So what we have found this year with collecting um more intentionally collecting our data on engagement is that we have 66.7%
of our schools are highly engaged in the MTSS process. We have 20.8% that are moderately engaged and 12.5% that have low engagement. So we have 90% of tier one agendas have
been turned in. Um and again I want to just mention that we have been working as sort of a larger team um MTSS district team to emphasize those tier one meetings. And then for our tier 2 agendas those are lower. They're at 49%
but there's going to be effort put into next year to continue to work on that tier one system. And then we're going to be moving into working more on improvement with our tier 2 system. One thing that was really helpful this year is we were able to make some
modifications based on feedback to our agendas to allow them to be a little more user friendly for our staff and that I think has really helped with um the turn-in rates. They also are meant to be a guide for our schools. if
they're using their agenda in their meetings, it helps walk them through exactly what they need to be looking at and making sure they're hitting on those priority areas. And then 64% we had 644%
participation in our coaching. And then there's one other thing that I kind of want to just point out when it comes to data analysis um in a large system like a school corporation. So, one thing that's important to remember
is there are always going to be concurrent process improvement efforts that are taking place throughout the district. Um, a couple of them that we've been working on specifically this year is districtwide data access enhancements. Um, we were able to create
a brand new dashboard this year that helped allow schools to be able to identify students more specifically by name. Um, to be able to determine how they're doing within our three main bucket areas of MTSS, which are
academics, attendance, and behavior. And then be able to determine if um if they're at like a critical level or if they're, you know, their attendance is really well. So then we're able to more precisely identify specific students and that was collaboration with our research
and evaluation team. And then districtwide tier one implementation fidelity. I mentioned that's one thing that we were working hard on this year. Um number three is districtwide incident reporting standardization and number four is continuous code of conduct improvement. I want to speak
specifically about the district-wide incident reporting standardization. Um, at the start of this school year, we made a few adjustments to how teachers are supposed to report behaviors to their administration team. And when that's done well and effectively, the
administration team are able to more consistently and efficiently um work with the students on those behaviors and provide the necessary consequences when that is something that needs to be done. And I wanted to point out that when
we're analyzing the data, it's important to remember these because sometimes what might happen is you might view a piece of data and I'm going to give you a bit of an example here. When we were doing our we're doing right now I'm working with schools, we're doing sort of like
an endofear MTSS wrapup and check-in. Um, and we're looking at their data comparing it from 24 to 25. As I'm like preparing these agendas, I'm noticing large increases in behavior incidences
and my first reaction was concern because we don't want things to increase, we want things to decrease. But then as I'm collaborating with schools, what I found is that number three there, our district-wide incident reporting standardization has actually
helped have more accurate data reporting. So, our numbers are looking higher, but the schools don't feel that different. So, they're not feeling like there is a lot of more behaviors this year than last year. We're just doing a
really good job entering our data more effectively this year. >> And one of the things with the code of conduct improvements, what we found is that a lot of the incident reporting was not matching our current code of conduct. So we had to change and make revisions so that the languages spoke to
each other. So that when teachers were looking at, excuse me, how to effectively document the behavior, the guide, which is the code, would reflect the same thing. And so we've made a lot of adjustments to to match that.
So I wanted to provide just some leadership insights as far as where do we go next? How do we continue to improve our MTSS practices and what resources do we need? >> Um, one of the things is that we want to make sure that we give consideration
about um the building budget level as it relates to MTSS. I'm not certain that there's any budget that you like line item that allows us to um provide additional professional development around what interventions might need to
be developed to address student needs. Um when we look at our student at risk dashboard, we are only providing tier 2 supports to 10% of those students. We have about 863 or 836 students who are
in that population when we look at academics, attendance and behavior. And we are really only meeting the needs of 10% of those students with our tier 2 small groups that we get support with from our u mental health leaison from
Oaklan. So really having an opportunity to have additional resources to meet those tier 2 needs. The other thing is classroom reinforcement of skills the skills that are being presented. So ensuring that when we are providing those small groups that some of those
the language the skills the practices that we're teaching students carry over into those classroom practices and then having more training at the classroom level for those tier one practices that will allow them to be more effective in addressing those needs at that tier one
level. Um the other thing is needing more time with the team to assist with strategies that make an impact um or team collaboration. It's really important in order for this to work to have a level accountability of a level of
accountability accountability related to engagement. Um there are buildings who um need more support but don't use it. And so we want to make sure we create the opportunity for accountability related to what the district-wide
expectation is for participating in MTSS processes. Um we because MTSS is solution focused helping everyone to understand the language around it is not an overnight solution to the child that
you want to do differently in your classroom. And so at some point we do have to drill down to or trickle down to that classroom piece helping the classroom um matrix to match the building behavior matrix. How can we
collaboratively work in a way to ensure that we are all speaking that same language? Um and finally to integrate more of the academic MTSS practices into those behavior MT SSS practice MTSS
practices collectively at the same time. We have one conversation over here and another conversation over here where we have to have those conversations together and we'll be working more collectively on that next year to ensure that we're identifying where those
academic gaps are being um hindered by behavior issues that are occurring in the classroom. >> Yeah. Yeah. I'm glad you said that because I was going to ask that question. I'm writing so fast. I'm just going out of paper with notes here, but
I wanted to ask uh I'm glad you said you were going to integrate the academic piece in there, but I wanted to ask um those students that are chronic chronic behavior problems, the MTS, how are you are addressing their academics when
they're suspended and come back? >> So, my understanding is that every building when a student is suspended should have a re-entry meeting. Um, I know that with the expulsion process that's supposed to happen as well, but we really want to create an opportunity for that student to be successful when
they return. >> And because when they're when they're out of school for whatever days they're suspended, they're missing academic their academic >> and they should be able to receive their work at home. >> So, do is there is there like I I know you mentioned the 504,
but is there a a student uh what you call that intervention uh program? Um what is that what's the academic >> behavior inter intervention >> behavior intervention program I'm sorry. Yeah. >> Um some students um I know for the expulsion process when they return those
students do need to have a behavior intervention plan upon their return and is a part of their re-entry process. >> Right. >> It would be beneficial as well I think at some level to be able to do that for students who are suspended just so that we can monitor their progress.
So, so these students that that return that have these uh behavior intervention programs uh plans, do they meet in small groups to help uh reaffirm or or retach the behavior so they won't continue the behavior that there exists? Because I'm
more worried about the academic piece because this program has been in place since 2018. So, I'm kind of I'm more worried about the student missing the academic piece >> because when you continue the behavior >> and you have to keep being pulled out of
the classroom, then you're missing. >> And so, I'm I'm just want to make sure that there's a piece in there that that helped them get back to where they need to be. So, one of the things that we noticed with our tier 2 groups, which I think would be beneficial for those students who are returning from
suspension is that out of the initial cohort of students that we started working with last fall, we did see a 51% change in their behavior. However, we need to allow an opportunity for additional doses, do some more data
searching just to make sure to see what that correlation is to academics because while we're seeing the decrease in behavior, are we are we seeing a change in classroom performance based on that decrease in behavior? And if we're not, what do we need to do to what do we need
to implement to support their academics as well? Which is why I think it's important that we integrate the academic MTSS and the behavior MTSS so we are cross talking about those students in a way that's beneficial to their academic
growth. >> I appreciate it. Thank you. others. So I want to pick up on something that came up earlier uh during the comments section and I immediately turned to the report from
the justice department in 2021 and um the similarity to leadership insights to the do the department of justice's concerns that we weren't following
through and that we needed to clone you. Uh that we needed more resources. Can you I don't know if you would agree with that assessment about more resources. It's there. What are we talking about in
terms of resources? We've got 12% of of our schools are not participating. Uh we're not necessarily uh reaching the kids with the most needs in ways that we would like. And often times it's academic, right?
>> The kids I've worked with who have learning difficulties with reading go to back to their classrooms and they act out. Why? Because they hear everybody else reading. >> Uh so it's partly, you know, are we connecting it to the academics,
but what would it mean to increase resources one and the second question in part is for the superintendent. Are you authorized to work with school leaders to say no,
we must implement this? Because given that this is coming from the Department of Justice, who gets the option to to opt out? If 12% are not opting in, that shouldn't be possible.
So, I'd like as a board and with the superintendent's support to make sure you are authorized, but we need to know what you need. What resources would you like to have? Do you need to have >> no money?
Well, I can say that with um the current um curriculum and instruction collaboration, it has been uh easier to create an opportunity for accountability. Um with that being
placed in a static role as a part of the assistant principles, we have seen um an increase in participation and really an increase in interest in practices. Um there are a lot of buildings who want to
do it right, but we also have to create an opportunity for there to be time for that to happen um more intentionally in a way that they can be effective where it's not, you know, rushed um so that they can have good robust conversation
about what's happening in their building and how they can meaningfully look at ways to support our kids. And all joking aside, um, when the building leaders see the support of this
program coming from the central office, they're more likely to to push for it, to support it, to nurture it, and to embrace. >> Yes, I agree. It would be wonderful to have another coach. I'm just throwing
that out there. I get it. Okay. >> So, how many coaches are in each building? >> We have a coordinator in every building. We have one coach. So, Ann goes around to all of the buildings. We try to do
some collective things, um, some small groupoup things to make sure everybody has an opportunity for training. Um, but she's one person. So ideally it would be incredibly beneficial for um someone to be able to observe those MTSS meetings
so that we can make sure when we do our tiered fidelity inventories we can provide good robust um feedback on what we observe as things that need to be improved in a building. We have um a great relationship and I'm envisioning
spending more time with Mr. Sims and Mrs. batist over the summer with those district school leaders so that they are also working alongside us to be able to incorporate um additional layers of accountability with regards to those
MTSS practices >> and do you see that the best practices are partly implementing tier one two and three but also uh the kind of data analysis >> I mean one of the things we've talked
about before is the root root cause analysis. What's happening where with whom? What's happened to support the kids before? What's happening now? Uh are we communicating that to one another or is that something that one school is
dealing with is addressing these questions, but what about the other schools? We have school leaders who are meeting and discussing >> both how to best collect the data >> but also how to make translate the data analysis and the things that we can do
that are effective. >> Ideally that would happen in our our district data team meetings. Um we just need to revisit that in a more meaningful way so that they are um creating an opportunity for us to have those types of
conversations but also that we are maximizing on participation in those meetings so that everybody around the table can have that type of conversation. So having Mr. Sims and Mrs. Batist at the table when we have those conversations and they have
attended. Um it's just from day to day you know you you have a good plan but then sometimes something else becomes a priority. So we just need to probably do a better job of creating that district level practice so that we are having
those conversations. And is finally uh a lot of this is about accountability and the board has made its commitment to addressing some of the issues about disproportionality. Uh but it's also the question of academic achievement. We want kids to
thrive and uh with that promise and that commitment from the board, we want to again this is a resource that you're saying you need and we need to provide that kind of resource whether it's a uniform uh practices across schools,
making sure that we're communicating best practices across schools and actually making a change in the culture and we're seeing a difference in achievement. >> And I think you hit the nail on the head. This is a culture shift. >> We are very um centered on sitebased
management. So having a collective way to have these conversations. It has been um walking uphill with with still tow shoes on and buckets of water in both hands. However, um we are not where we
could be, but we are better than what we have been primarily because we have scheduled meetings. We have coordinators in every building. We are looking at fidelity every year. We are moving in the direction of having those conversations in a very meaningful way.
It's just it takes time. Yeah. >> And so we've been at it for probably five years, but more intentionally with doing that practice over the last two or three years in a more continuous way.
Oh, I have a question that kind of builds on what you asked. So, do the the um assistant principles the do they get together and talk about like what they're doing that's working? Do they have like a cohort where they discuss those kind of things? >> Yeah, I can take that question. So, um,
one thing that I'm worked on this year, we really needed to, um, improve that initial coordinator orientation. Plus, with the shift in the role responsibility, we had to train all 24
MTSS coordinators this year. So, that was uh my um fall fall job. And then in the spring, I started doing coaching sessions. Um, basically I offer two times that a an MTSS coordinator can
attend the same coaching session to give them um just, you know, a little more flexibility because um one thing to remember is that our assistant principles, they already have a huge workload and so we need to be really
mindful about what more we put on their plates. So having them have the option of attending maybe a morning session or an afternoon session has definitely increased our coaching session attendance. Um but next year, one thing
that I'm working on right now with our end of year um sort of look back at the whole school year with schools is identifying areas that they want more training in. So going into next year, we will have probably monthly coaching
sessions and some of those that are already have been identified as a need is getting folks together to be able to kind of learn from each other. We have lots of schools that have really good systems or an idea that's working really
well for them and we want them to be able to share that with other schools. So that is in the works for next year. >> Great. That's wonderful. >> Mrs. Lee, one of the other things that um we're working on for next year, as you know, the board has approved for the
once a month delay for professional learning. And we are currently by job classification um designing a interest inventory of what um those job codes, what they would like to see as part of
their professional learning. But then there will also be some things that will be um guided by the district as well. Um and so when we look at the continuous of meetings next year, that will be one of the heavy focuses for
um that time that we will have those couple of hours every two months and then those after school meetings as well. >> So it will be a thread through. >> Thank you. >> Well, I applaud all your efforts. I've
sat on this deis for eight years now and uh the Steuart Bridges has been the constant force in trying to make this work and I don't think you can do it alone and the just department of justice recognized that quite clearly and it's
going to be systemwide that we implement this work and that we collaborate uh Uh, and I suspect another way to put it is we need to be walking with you through this process so that you know
we're there and that we want this work to succeed and we want again the kids to thrive. And while this is often times the socio emotional piece, I know a couple of years ago you presented uh some data that showed it can make a
difference in kids' lives, the way they see themselves, the way they see school, the way they see their friends and their academic trajectory. So I think there's a great deal at stake here. And I'll reiterate that I I think we're in this
we have to be in this together. Everyone in every building has to know we're serious about this. >> So, thank you. >> Thank you. I think it's Oh, I can see that. So, we will now move to the consent agenda.
It is recommended that the board of school trustees approve the consent agenda, which includes approval of the May 11th minutes under item 8.01, accepting any attached financial reports and statements under item 8.02, approving any attached consolidated
registers of claims and distributions of payroll for payment under item 8.03, approving personnel decisions listed on any attached reports under item 8.04, adopting any attached resolutions under item 8.05, 5 which are required to be adopted annually. Accepting any gifts to
the corporation and approving any fundraisers described in any attached reports under item 8.06 and approving or ratifying any contracts for $50,000 or less listed under item 8.07. Do we have a motion and a second to approve the consent agenda?
>> Motion to approve. >> Second. >> Thank you, Mr. Ellis and Mr. Castello. Uh there are any questions 8.04. 04 out for a separate vote. >> We can do that. >> Which one? >> So, we will first vote on the consent
agenda without the personnel report and I should remind you what that means is that the financial uh reports and statements under 8.02 minutes under 8.01, 01 I'm sorry uh
registers and claims payroll uh payment under 803 approving personnel this No4 adopting any attached resolutions under 805 which are required to be adopted annually accepting any gifts to the
corporation and approving any fundraisers described in any attached reports under 806 and approving or ratifying contracts for $50,000 listed under 807, of which there are none. So, we will now vote. Uh, so now
you know what we're voting for. We're voting for the consent agenda with those items. Uh, Miss Hernandez, can you please call the role? >> Mr. Ellison, >> I. >> Mr. Costello, >> I. >> Dr. McCulla, >> I. >> Mr. Snideki, >> I.
>> Miss Lee, >> I. >> Mr. Leva, >> I. >> Dr. Green, >> I. Motion to approve the consent agenda unanimous uh 70. Uh so we've now approved the consent
agenda without 804. Uh I means you approve of the personnel report of the consent agenda with the personnel report. Nay means you do not. >> I ask you for a separate vote please on
8.04. I want to pull out numbers five and 10 on the personnel report. Divorce separate vote. >> Which report? >> Personnel report. >> Oh, new hires.
>> I'm sorry. Do what? >> Which part of the personnel report? >> Personnel report number five and 10 on that report. You can vote for everything else. I just need to pull those two for a separate vote. >> But from certified. >> Yes. >> Yeah.
>> I'm sorry. >> That's okay. >> Yeah. >> So, we'll vote for the personnel report minus 5 and 10. >> Yep. >> Yes.
Uh, can you call the role, >> Mr. Ellison? I >> Mr. Costello >> I >> Dr. McCulla >> I >> Mr. Sedeki >> I >> Miss Lee >> I >> Mr. Lea
>> I >> Dr. Green >> I motion carries unanimously uh for the personnel report without uh five and 10. We will now vote uh on the personnel report with five and 10. Correct.
>> Yes. >> What are Rodri? history. >> I thought the second vote would be only four, five, and 10. Everything else passed except >> Yes, except for five and 10.
>> We don't want any second vote. >> The second vote is on five and 10. >> Second vote is on. That's right. >> You're voting on five and 10 from the personified. >> You're voting on that. >> Mr. Mr. Ellison, >> I
>> Mr. Castello, >> hi. >> Dr. McCulla, >> nay. >> Mr. Snaggy. >> Hi, >> Miss Lee. >> I >> Mr. Leva. >> Hi, >> Dr. Green. >> I
uh the motion to approve the personnel report with five and 10 uh passes uh six to one. Everybody follow that? Got it.
>> Okay. So, now uh we have uh approved the consent agenda and we'll move on to action items. >> It is recommended that the board of school trustees approve the annual renewal invoice for yellow folder online services for Southbend Community Schools
covering the service period of May 1st, 2026 through April 30th, 2027 for $61,511.40. Do we have a motion and a second to approve? >> Motion to approve. >> Thank you, Mr. Ellison. >> Second.
>> Thank you, Mr. Castello. And welcome, Mr. Munger. >> Can you please provide some details? >> Uh, sure. Yellow folder, excuse me. That is a cloud-based student records management system.
Um each school has uh through the main office secretary has access to the yellow folder portal um where they can scan paper student records um or upload PDFs of student records to
the yellow folder portal. >> Everybody get that? >> Thank you, sir. I'm glad you deal with the details. >> Yeah. >> Uh, can you call the role, Mr. Hernandez? >> Mr. Ellison, >> I. >> Mr. Castello, >> I.
>> Dr. McCulla, >> I. >> Mr. Snedi, >> I. >> Miss Lee, >> I. Mr. Leva, >> I. >> Dr. Green, >> I. Motion carries unanimously by a vote of 7 to zero.
>> On to 9.02. It is recommended that the board of school trustees approve the P school messenger subscription renewal for July 1st, 2026 to June 30th, 2029 in the amount of $78,6102. Do we have a motion and a second to
approve? >> Motion to approve. >> Thank you. >> Second. >> Thank you, sir. Uh would anybody like to ask a question of Mr. Mer
>> Mr. Ellison >> I >> Mr. Cassello >> I >> Dr. McCulla >> I >> Mr. Sigi >> I >> Miss Lee >> I >> Mr. Lea >> I >> Dr. Green >> I motion carries 7 to zero unanimously
>> 9.03 03. It is recommended that the board of school trustees approve the food service procurement and consulting RFP contract. Do we have a motion and a second to approve? >> Motion to approve. >> Thank you, Mr. Ellison. >> Second.
>> Thank you, Mr. Castello. Welcome. >> Thank you, Dr. Steven Green. >> Can you ask offer some details, please? >> That is correct. So we conducted the um RFP and we solicited for sale bids for
the food procurement and consulting uh contract. Uh after going through the entire process, we had the evaluation committee evaluate the two bids that we received and it is our recommendation that uh the
board approves uh chat as the company for the procurement and purchase consulting for the bid for school year 2627. >> We have any questions or concerns? Otherwise we can call the questions and
that is >> Mr. Ellison >> I >> Mr. Castello >> I >> Dr. McCulla >> nay >> Mr. SKI >> nay >> miss Lee >> I >> Mr. Lea >> nay
>> Dr. Green >> what did you say >> yay >> yay >> motion carries 5 to2 thank you Mrs. 9.04. It is recommended that the board of school trustees approve the special purchase for a three-year special
education software subscription with Everway LLC in the amount of $183,08945. Do we have a motion and a second to approve? >> Motion. >> Thank you, Mr. Second.
>> Thank you, Mr. Ellison. Um, >> Miss Lee, >> Dr. Scott Bradley or Dr. Lee. >> Welcome back, Dr. Lee. Mrs. Lee, sorry. >> What was the question? I'm sorry. I was
>> Yes. Um, sorry. Thank you so much, Superintendent E. This software is utilized to help with student um design students IEPs as well as their comp other compliance services under the compliance of the state of Indiana.
>> Okay. >> Go ahead. >> Is this direct uh classroom component? This is um utilized with all the teams within special ed. So there could be some classroom teachers as well as um
diagnosticians, speech therapy um office, I'm sorry, other positions within the district as well as that help that helps throughout the district um at certain schools or how um Dr. Quaffle has designed her support teams.
>> Okay. So it uh so really the usage of it is with the support team. Correct. >> Okay. >> Correct. >> There no other questions. I'll ask >> Mr. Ellison. >> Hi. >> Mr. Castello. >> I. >> Dr. McCulla. >> I.
>> Mr. Snakei. >> Hi. >> Miss Lee. >> I. >> Mr. Leva. >> I. >> Dr. Green. >> I. Motion carries. 70. >> Again. Thank you, Miss Hernandez. >> 9.05. It is recommended that the board of school trustees approve facilities
management blanket request for DA Dodd and the Keystone Cooperative. Do we have a motion and a second to approve? >> Motion to approve. >> Second. >> Thank you, Mr. Ellison and Mr. Costello. Is Mr. Summers here?
>> And I can I can take that. I'm covering for Mr. Summers tonight. >> Uh DA dot the amount is $300,000. And what they do is they do plumbing, uh, toilets, urinal sinks, kitchen plumbing, water heaters. They also do
HVAC and mechanicals, heat exchangers, HVAC pumps and motors, valves, and circulating pumps. Um, this is coming, the money is coming from the geo bond
and Keystone Cooperative. We are buying $120,000 worth of diesel and gasoline and off-road diesel. >> Okay. Thank you. Would anybody like to make a comment or ask a question?
>> So, let me get this straight. So, I want to make sure I understand this. >> So, this is just given approval. So, whenever they do their work, we just give them a check. We don't know what that the amount each time
>> it is. It is a blanket uh PO and there is because they're providing services. We do not have to go through the bidding process. So what happens is if when we have emergencies, we have the money sitting right there. They can go in do the work and get paid.
>> How's that being recorded? >> Uh they invoice. They send the invoice. and voice has to match the work. So our auditors come look for Louis give you financial >> I can I can provide so okay so even
though we create this blanket PO there is a approval process okay so the head of department on this case the facilities department they send the invoice they need to approve it to sign to confirm that the uh processes or their duties their work was performed
and with that the AP team can pay it so there is an approval process it's Not that just we just receive the invoice and we pay it. There needs to be some kind of approval. The only reason for doing this blanket PO is for not coming to the board each time to ask for an
approval and try to expedite the process. >> This money is not going to them right now. >> I'm sorry. >> This money is not going to them right now. >> No, it stays with them. >> No, it stays with us. It's a blanket. So, as soon as we receive an invoice, if it is for $1,000, we pay the $1,000 and
we deduct it from the full amount. >> Well, you it just sounds like it said a blanket blanket. Uh >> I don't like the idea of blanket. I don't like that because this can change the >> you could write me a blanket check, too.
>> No, it's not like that. It's just to put the money aside for that particular vendor. Yeah. like we can utilize or we cannot utilize. It's not that we are giving a blank check to the vendor. It's just to have it internally. >> Okay, I understand.
>> Please go ahead. >> I just I just wanted to add so this applies though after a service has been provided. Yes, sir. They're not they're not prepaying. >> Yes. >> It it allows payment of invoices that come in. >> Yes. >> On this.
>> Yes. It's not a prepayment. uh we are not paying without an invoice or without the approval. Uh we are paying just once the duties are done and the department it's approving for it but we are not issuing just blanket checks to the vendors.
>> Originally our $50,000 account was supposed to be for these emergencies but that turns out it's used for something else. But uh why why couldn't it just be put in
No, it's not like that. We review that the specific um items within the invoice are according to what the PO is for. So it's not like if it is for repair, we are not going to pay for supplies. That is that is part
of the uh process that we do in AP like we check and balance that the corresponding account belongs to whatever the invoice is saying. >> And this is uh a practice that's becoming more common
that we're >> instead of going through the bidding process. Is that right? >> That this is the PO allows us to go to this company >> on these particular cases because these are recurrent vendors. We have already
worked with them and you have already uh approved uh some type of uh I mean their services already. So we are just trying to avoid to come because that means that we are delaying our internal processes
to pay the vendor and then we can be charged for overdue payments. >> I I appreciate you trying to to to avoid but I don't like the idea of not having you come to the board for approval. So I have to I have to vote nay on that one.
>> But you would come to the board as you're doing now. It's going to be part of the bill list no matter what. >> What meetings? >> The bill list. >> The billings. >> I'm sorry. >> The bill. >> The bill list. >> The bill report. The payment like the report where we where we share all the
payments that we have processed. >> 8.0. >> It's going to be part part of that >> 8.03. The bill the billing bills. >> Uhhuh. >> We still >> it would be part of that. So it would still come back to you for approval. >> Yes. Exactly. For the final approval. >> Yeah. But the the final approval is more
of a ratification if it's been paid. >> But we still need to have the ratification on record, >> right? >> Yes. Exactly. >> So, it's not a blank check at all. >> Yeah. No. >> Okay. All right. Okay. >> Let's vote. >> Mr. Ellison,
>> I. >> Mr. Castello, >> I. >> Dr. McCulla, >> nay. >> Mr. Snedi, >> yay. >> Miss Lee, >> I. Mr. Lea, >> I >> Dr. Green.
>> Uh, motion passes six to one. Sorry. >> 9.06. It is recommended that the board of school trustees approve the job description for district parent engagement coordinator. Do we have a motion and a second to approve?
>> Motion to approve. >> Thank you, Mr. Ellison. >> Second. >> Thank you, Mr. Say hi. >> And I can >> I'm covering for enough today. He's on a religious holiday. >> Okay. >> Thank you, sir.
>> I know. >> I don't know if any of you attended. I know a few people in the public attended the last few meetings set up by the parent engagement coordinator. Uh right now it is
um there is a person who's an intern in that position and we would like to make it a permanent but part-time not to exceed a certain number of hours. Actually the number of hours would be not to exceed 30.
Um, it's a nonbenefit uh position without benefits, but it is going to help >> project the picture, a positive picture of Southbend out there by organizing for
all these town halls around the city for people to ask questions and for us to inform them of what we offer in South Bend. I think it's important to point out and I had asked this uh before is that this
is a different position than the person who oversees the parent cafes or the literacy the literacy programs here at Brown that occur once a month with parents. >> Yes. >> So it's two separate kinds of positions and again this is part-time.
>> Yes. >> 20 I think 20 to 20 hours if if not 30. And this this person would report to an earth >> directly >> to the >> to the CFO.
>> Yeah. Why the CFO? Uh he wanted to to work with them >> to put the word out and basically he wanted to grow the position and then eventually move it into the enrollment uh department
>> and also working with communications. >> Yes. >> So this sounds like to me I'm trying to I'm trying to understand this. This sounds like to me this is the uh the duties that the communications person does. So why do we need an extra person on on staff?
>> It doesn't makes no sense to me. Well, I also I also have uh this decision of making uh creating a position and then uh again not interviewing people for the
job. And yes, people can have uh maybe some interest uh that you have seen in a position. Uh but you're not making this position
just for her. You're making it for whatever you're trying to do to assist >> the people >> and Yes. the people. >> Yes, sir. And but you still you still should use the process of interviewing for a job.
>> We are >> it will be posted. Interviews will be >> will take place. >> So So >> you're not making this position for one person? >> No, we are not sign. >> We are not the board. >> So you just said the person was
>> right now. Right now, this person is in it, but if she's interested, she would need to apply like anybody else. >> Thank you. >> And we're being asked to approve the description. >> Just the description, >> not the person. >> Okay. >> Mr.
Again, uh creating positions is not what I think we've the board wants to hear, though. I mean, we we want to try to get everybody uh working at high caliber. Um and
obviously there are things along the way that we probably do need some assistance and help with, but uh just adding new positions all the time doesn't always solve our problems. >> And again and again, this sounds like what the CF what the communications
person does. I don't understand why we need an extra person to do more work and we should not have we should not continue to keep adding people to this administration building. >> But to clarify, we're we're approving the description. >> The description
>> when it comes time to interview, that's one part of the process. It will come back to the board and we can approve it on the personnel list. >> Yeah. >> So, I'm going to call the question. >> Mr. Ellison >> nay >> Mr. Costello
>> no >> Dr. McCulla >> hey >> Mr. Snediki >> Miss Lee >> I >> Mr. Lea >> I >> Dr. Green
>> I motion carries 43 >> thank you Mr. >> 9.07 07. It is recommended that the board of school trustees approve the 2026 stale check summary. Do we have a motion and a second to approve? >> Motion.
>> Thank you, Mr. Castillo. >> Second, >> Mr. Ellison. I appreciate it. >> Okay. At the beginning of this year, we actually came to the board to get ratification on the state check process that was never done for the school
corporation. So this year we are doing it in advance. So we want to get approval from you so we can start doing all the process which means um receiving back all the sale checks within our accounting uh start doing the due diligence uh to contact all employees
and vendors to confirm of the what happened with the payments and if we don't receive any type of communication we then send the money back to the state. >> Yep. >> Okay. Any questions or comments? If not,
>> Mr. Ellison, >> I >> Mr. Costello >> I. >> Dr. McCulla. >> Nay. >> Mr. Snakey. >> Hi. >> Miss Lee >> I. >> Mr. Leva. >> I. >> Dr. Green. >> I. Motion carries six to one.
So I think for the sake of should we can we go out of order Mr. Austinino? >> Well, you should amend the agenda again. >> All right. Well, they're sitting here very patiently. But >> can you do the second reading without
reading through everything? >> You can. >> He told me he told me he's going to be very quickly. He's >> Yeah. >> Okay. We're timing. You >> bear with us. So >> assuming everybody assuming everybody got their book for today just
>> these are all the policies we're going to go through. >> You should have passed out. Everybody could be reading all these policies. >> So just for everybody listening those not just here who are listening. >> I'll now turn over the meeting to Mr. Lawson who will guide us through a second reading of policies. >> So we can go page by page or No, I'm
kidding. So yeah, no nothing has changed from the the first reading. Um, and so the policies for I mean I can go through the one sentence for each policy if you want, but there were no changes or corrections or updates for that first round. Um, it's up to to the preference
of the board. >> Do you want me to go through each one? >> No. >> So I would then just recommend that the board either um proceed with setting this for a third reading or um they can wave the third reading and go ahead and adopt today. Right.
Five votes to wave. >> Yeah. >> Yep. >> So, is everybody hearing that? We can >> Yeah, let's >> Yes. >> I have to make a motion.
>> Motion to wave the third reading. >> Right. >> Second. >> Still has come back. >> Thank you, Mr. Ellison and Mr. Costello. >> So, >> we need five votes on that. >> Right. Miss Mr. Naz, can you please call the role? >> Mr. Ellison, >> I
>> Mr. Costello >> I >> Dr. McCulla >> I >> Mr. Sniki >> I >> Miss Lee >> I >> Mr. Lea >> I >> Dr. Green. >> I motion carries unanimously.
>> To adopt the policies. >> Now you can vote to adopt >> now. Now you have to vote to adopt the policies. >> Yeah, there has to be another vote to adopt the policies. The vote, the last vote was to wave the third reading. This vote would be then to adopt the policies. >> One more time. >> One more time.
>> I approve the motion to adopt. >> I second. >> Mr. Helen, Mr. Castello. Uh, >> Mr. Ellison. >> I >> Mr. Cello. >> I >> Dr. McCulla. >> I, >> Mr.
Motion to >> policies. >> Policies. >> The policies. >> New policy. >> Oh, good. >> So, we just said we're not going to have a third reading. We're going to adopt them tonight. >> You agree with that? >> Yeah. >> Okay.
>> He said I This Lee I >> Mr. Lea >> I >> Dr. Green >> I motion carries six to one >> perfect Mr. Awesome. >> Six to one. >> Seven. >> 7.
>> I don't know why I heard someone say no. >> I said I >> enough. >> You did. >> Okay. So now we're going to add our next one to the >> work session. >> Thank you, sir. >> Now to 9.09. >> And now to 9.0.
>> It is recommended the board of school trustees approve security and bilingual education department representation by the teamsters local 364. And I hope I said that right. I think I did. >> Is that right? >> Yeah. >> Yes. I think we had two two and two
groups, right? >> Two what? >> There were two groups. >> Yeah. The security and the bilingual. >> Yeah. Security. >> Security and bilingual education. >> Okay. >> Security and bilingual educational specialists. >> Bilingual education. >> Bilingual education specialists.
>> Okay. >> Bees. >> I forgot a word. >> Okay. I I I would still like to see the vote before I cuz I talked to several
uh especially security that they said they didn't have the votes but he he's saying that they got the votes and I don't know if they think they got the votes because >> they put that under another another umbrella with the secretaries or But
no. Uh >> I think he's going to get I think he's going to get the cards. >> He's got the cards. >> He's going to get he's going to get the cards. >> I thought I I think I think they're that has been corrected.
You think what? >> I'm just trying to verify what I heard out here. >> Yeah. Yeah. Yeah. >> Mr. Austino, >> how many employees they got? How many actually voted? >> Yeah,
>> that's what I was trying to >> It's okay. He's looking into it. That's what you guys pay union. without any hanging chads. >> I guess I I guess long as they're doing that, I'm going to talk for a few minutes. I just want to make sure all
you union people out there know that uh uh when you it don't happen in most unions. I've been pro union all my life, but there's not much unions could do nowadays. Uh but there is in a school corporation
because you always you have a right as an employee. someone tries to get rid of you or or say something to trying to get you out of your position or something, >> no immediate supervisor has the right to
just fire you. It has to come through the superintendent and and you guys, every employee in here, including the superintendent, has a right to come before anybody can get fired, it has to come through this board. We're the only
ones that could fire people in this corporation. So you got laws to to follow union or not union. So all right. I just want to let you guys know that.
>> But can I also clarify that we don't >> and we don't charge. >> I just have one quick question for you. So, >> can I before you begin, can I address what Mr. Sy just said? >> What's that >> about the unions not being able to do
anything anymore? >> No, that's not what I said. >> Yeah. >> What you just now what I was saying to them? >> Yeah. Yeah. >> No, not with these. >> That's not what I said at all. >> Okay. >> So, my quick question. So, the security piece, you're you're representing the
security um in our schools. Does this also include the cafeteria security? >> To be honest with you, I got a list last November of the current security people. >> Uhhuh. >> I don't know if that included. >> They they are not. They they get paid
from a different fund. >> Well, they're not included in the security piece. >> No, the these are the security building securities. There are 59 of them uh between all the buildings. And I believe he has uh Dr. Augustino has the number.
>> I have I have verified on the security that there are 29 signed cards. So that's more than 50%. >> Uh and 80 some >> 59 >> it dropped since a week ago.
>> Security 59 people. I was told like 84 or something or 89 or something like that was. >> So, so you you're you keep interrupting my my my understanding of this thing. So, the cafeteria security people,
they're different from the regular security people is what you're saying. >> From my understanding, we are coming and asking for recognition for the for the building security. >> Okay. >> Or the cafeteria security in with the cafeteria people union.
>> I don't know. work. >> I'm sorry. What was the >> Are they cafeteria security in with the other cafeteria workers unions? >> Uh, I don't think so because they are part time. >> There are Okay. >> All right. That's what I wanted to know. Thank you.
>> I'm I just want to make one clarification on what we're voting on this contract is that starting January 1st, >> there will be rectoactive pay. Not a contract. >> This isn't a contract.
>> All you're voting on is recognition. >> We're not voting on the contract, >> but that's that's in all our things except for cafeteria workers >> and uh but we're just voting on >> recognition >> them joining the basically joining the
union today. >> Okay. >> Just recognition. >> Just recognition. >> And I just want to verify >> the the count is right. Is that what you're telling us? >> Yeah. Yeah, the count is right. I verified 29 on building security and I
verified nine cards for the uh bilingual uh specialists >> out of 12 >> out of 11 the bilingual education specialists. >> So So in both cases more there's more than 50% of the employees in those groups that
voted for union representation. >> Okay. >> Did you say wait how many security employees? >> 29. Oh, 20 >> 29 signed cards seeking representation. So, >> and there's how many total? >> 59.
>> So, is it that that's back? There's 30 that didn't then. And 29 who did? >> Wait, what was >> I'm not great at math, but >> No, you're right. I have 29 cards verified. >> Yes. >> How many are employees are in the department? And I know we don't count
cards that aren't signed, but I have 12 others that have verbally committed to sign cards. >> Okay. Then then I would say let's wait till you have the card signed. >> Yeah. >> Okay. I I would uh I thought I thought we had I have 29 cards there and nine on
the bilingual education specialists. >> So that my question would be on the 59. Um there were 59 on the list I was provided uh did my research on uh last November and through this organizing event um
visiting various schools I I struck out about eight or 10 of those that they say they're not here anymore, they're not here anymore, they quit. So >> maybe we could confirm the numbers and bring it back to the next meeting. >> I I I would recommend that.
>> Yeah. We should address that. >> What about the biolin? Well, can we vote on that? >> We have I have nine signed cards there. So, how how many are in that? >> 11 or 12? My understanding was 12, but nine out of 12 is 75%. >> Yeah.
>> If you want to recognize them bilingual, you can. >> I just want done right. >> Well, we should at least do that. >> So, let me you you guys move. Let me go back and say, so we're not going to vote on uh um the security uh folks want to
be unionized. We're going to wait until you go and get some more votes, some more cards. >> Okay. >> You got people sitting right here. I mean, you've got So, I don't understand. I don't understand that. If they're asking that they want to be unionized, they want you to represent them. Why are
we not Why are we not voting again? Right. >> So, so we need we need to we have a we can ask that the representation request is 50% or more of the people in that group. So, on the bilingual education
specialists, we've got it. So, you can you can vote to recognize Teamster 364 as the uh representatives for that group. I get that part. But my question is, you have 29 people that said they
want to be unionized. What if you go back and talk to the other folks and they don't want to be unionized? So, you're going to tell these people they can't be unionized? >> No. Bilingual can be >> I'm not talking about bilingual. I'm talking about security. >> On building security, they they need to
show up with uh more than 50% 50% or more. So >> you might have another 30 drop off. >> Was there a question to me? I'm sorry. >> No. No. >> So they would need to get at least one
more card. >> Yeah. >> Well, we need to confirm probably the total employee count as well. Like we need to confirm how many are part of that group so we know what 50% actually is >> because Yeah. If it's less than 59, then that would work as well.
>> Yeah. Am I able to speak now? >> I just want to make sure because I don't know how the process goes. Um, we've been going back and forth with this for quite some time. I love my job. I'm passionate about it
and I'm really trying to understand why this is becoming such a difficult situation. Even with a total amount of numbers, if it's 59, you said that part-time people cannot be a part of the union. So, some of those
people probably are part-time people. And I thought that when we had did the numbers from what he was given, some of those people were part-time. So, how do you count part-time people as our total amount of employees? I thought it had to be full-time people. So, if we have
enough for the full time, then why is it the back and forth? I mean, I just feel like with what we do every day and the disrespect that we get on all types of levels, but we signed up for the job and I'm okay with that.
>> Okay. So, that's what I'm trying to understand. So in that group of 59 in that group that you have 29 people that that want to be unionized part of those people are >> part-time people.
>> No, those are all fulltime people. >> So the other 59 there's part-time people mixed in that group. >> Yes. And that is the problem that we're running into because some people he talked about and we were like well they don't even work at our school anymore. I
mean, he's trying to come in and assist us, right? We're all a team. We're all here to work together for the better good of the children. We just want what's fair for us to have. And I feel like it's fair for us to have what was said that we were going to get. Now, if
you're already saying we're going to get this and get that, okay, that's fine. And I'm I don't know much about unions cuz where I'm originally from, we don't have unions like that in Florida cuz that's where I'm originally from. But I'm okay with that. But that's where the confusion came in. And that's where confusion came in because you're you're
talking about 29 full-time people. Yes. >> And then the rest of the people they're talking about are part-time people. So you have the numbers that you need. Yes. >> Is what you're saying. I didn't understand that either. So I appreciate you. >> Well, I I I'll cut to the chase if I may interrupt.
Uh we need a majority of all employees. So that means that the part-time people can't >> the part-time count in the B bargaining unit size when you're counting the votes. >> That's not fair though. Okay. >> Well, that that's that's what the law is. >> I I understand that, but I'm just
speaking my opinion right now. That's all. That's not fair to us because if you tell me that 59, >> we need the majority of the 59 and part of the 59 might be 10 or 15 people that are part-time, that's kind of to me kind of contradicting and that's making it
unplay for us because if they're not if they're counted in the total, but they're not counting it as being a part of the union, then that's not right. And I understand that that's the legal logistics or whatever, but what I'm saying that's not right. And that's
given us an unplaying unfair playing field for what we're just asking for something simple that we want to have representation. We're paying for it out of our pocket cuz I feel like if something goes wrong, I need someone that can represent me in a way in a situation that I might not be understand
and I might have might not have the proper verdage to verbiage to utilize. So therefore, I can get what I need to continuously be a successful, productive employee cuz I signed up for this. Why? because I want to make an impact in some child's life, even if it's one. Cuz when
your security, you are your front line. You talk to these kids every day. You're interacting with them every day. And by me being positive and just talking to a kid or just listening to them, guess what? I might can change their life for a lifetime. I might can just change their day. And they might have a better
day at school. They might not get expelled. They might not do this on today. And that's why I'm here. And that's why I was okay with being a part of the security staff. I've worked in schools before and did different things on different levels, but my thing is I just want
I'm sorry. I'm getting really emotional because I just feel like we're fighting for something and the odds are continuously being against us when we're here to work together as a unit. And only thing I want, only thing we want is to just be able to be representated. And
you're going to tell me that because part-time employees are included with a total number that we don't have enough people. Well, they include the part-time employees. So, we have enough people. That would make sense to me to say, "Okay, we got to go back and get more people." But not if the majority of the
people that are full-time have signed up. That that don't make sense and that's unfair. And the only thing we wanted was just our whatever money we were supposed to get. So it made us have to say, "Okay, we're going to take this step because we want to be proactive in
getting what we've worked for just like any other person. Everybody has family. Everything is high. Everything is inflation." Cuz guess what? That makes us better, too. Cuz now we have some of the financial burden lifted a little bit. We're not saying we're not asking for a lot. Just a little bit that we
feel like we deserve. >> Don't that don't that tell you something? Your representative came up and lied to to us and said he had all the votes. Yes, he did. There's
it's all recorded. That's exactly what he said. And we found out he don't. >> Well, actually, and I understand and that's fine if that's what you feel like he said. But what he said was that he had the majority of votes that he needed. We don't Let me
>> That's exactly what >> So, because guess what? I would think that we had the majority of votes that we needed, too. It's not your votes. It's what what's on law and on the books. >> I understand. >> We can't change the law just for you. >> I don't want you to change it for me. What I'm what I'm voicing is that it's unfair if the person if the people that
are parttime go down and that's fine. Thank you so much. >> You know what? I appreciate you. Thank you so much for your work. I really do. >> I'm going to read exactly what I said. Security by my account have about 50 to 55 employees.
There are 29 that have signed cards. That's what I said. I'm reading it. >> Yeah. Well, finished rest when you said you >> I did not lie. >> You had enough votes. That's what you said. >> Y my numbers. >> Read it all. It's not video.
>> According. All you're going to do is read what you >> according to his numbers. He's he's got more than 50%. 29 out of 55 is more than 50%. My last account of the security
employees was 59 and that's where that number comes from. >> Okay. So I I think what we should do here, we're not getting anywhere at this point. I I think you can fairly move on to recognize the uh bilingual education specialists.
And I think that we wait for the next meeting on the security because we need to verify some numbers. Yeah. >> I I think that's really what we're set up. >> So, just to be clear, we're postponing the vote for security two weeks. >> Yeah. Yes.
>> And we just want to verify the numbers. >> Yes. >> We're not trying to deny you representation or the value you bring to this corporation. >> Okay. So, what we're going to vote on right now is for the bilingual education
specialists and >> representation by team >> representation by teamsters local 364. Do I have a motion? >> Motion to approve. >> Thank you, Mr. Ellison. Do I have a second? >> Mr. Castello. Thank you very much.
>> Let's call the question. >> Mr. Ellison, >> I >> Mr. C Mr. Costello >> I. >> Dr. Makulla >> I >> Mr. Smeiki >> I refrain from voting >> Miss Lee >> I >> Mr. Lea
>> I >> Dr. Green >> I abstain >> six yay one abstension motion carries congratulations >> so let me let me Dr. Green, before you move on, I want to I want to I want to
get a clarification here. >> Mr. E, Superintendent E, do we know how many people are in our security? Because even if you have 50 people in security, >> the last >> you got 29 cards, that leaves 21 people.
That's still enough. If you got 55, you got 29 cards. That's still the majority. You got 26 people left. So, how many people why are we skip I'm trying to figure out how many people do we have in security and why are we skipping over if we know how many people are there.
>> Okay, the last I looked was 59. That's what that number >> what did Mr. He counted 55. >> I I counted 29 cards. So, if the number is 59, they don't have 50%. If the
number's 50 or 55, they do. Uh we need verify. >> That's what you guys were checking over there. >> We were check I I counted the cards that that were there. So we need to know what the total number is of security since we cannot verify this.
>> Do you do you know how many people >> we should know how many people we have in in that department? It's not like you don't you don't >> But we also need to know how many are part-time. Correct. >> He said >> in the count it's all employees. Part-time and full-time make up the
count. >> If I may. Um I'm not speaking for I'm not an attorney. You know the laws. I don't. Historically, Southbend schools did not uh give part-time the ability to join
the union. In fact, I have part-time paras that when they started hiring part-time players, I went to the former administration about it and was told they're not eligible. So, we need to make a decision. Are part-time eligible or not?
>> Eligible to be in a union or not. I I think that's that's a totally different issue right now is is in terms of just determining representation and wanting to recognize you. We need to be satisfied that a majority of the employees in that count, part-time and
full-time, vote for it. >> So part-time will then be eligible to be part of the bargaining unit is what I'm hearing or >> eligibility in your union, okay, is determined by your own union rules.
So, I'm kind of if it's a different question of whether part there could be part-time employees in a working in a group, >> that's probably going to get bargained for. >> But right now, you have x amount of
employees made up of part-time and full-time that that are in that unit. >> So, you need a majority of the votes of those people >> so that we can recognize you. So, I want to make sure I'm clear.
Part-time and full-time will define the bargaining unit. >> If a part for for they define it for representation, what gets bargained for later on is going to be what gets bargained for.
>> Okay. So what we're what we're voting on is who can join a union or not. So I don't I'm understanding I don't understand well from my understanding there is no law that says
uh a part-time person has to be in employee or or rep represented by a union or eligible to join a union. Mhm. >> So, I don't understand how how we can can deny these folks or not vote on these
people tonight because we're waiting to see how many people total. >> She she just verified it. Uh up until today, uh as of right now, we have 54 fulltime.
That doesn't >> What's the total count in the in there? Total count of employees full-time and part-time. >> Okay. I >> 54 of class 70 which is the full-time security building security. So that's
54. >> So are part-time under a different classification >> probably. So you're seeking to represent only full-time. >> Yeah, that's historically >> what the school corporation did not include part-time employees in a
bargaining unit. >> I I I would look at it this very simply on the substance of it. What is the total of part-time and full-time employees that do building security? >> Okay.
>> Okay. According to my knowledge of the buildings, we do not have part-time security. Our time is strictly cafeteria and that's a different >> Okay. >> Uh >> all right. >> It's a different fund. It's a different
rate. It's a different everything is different about so >> and they're only 3 hours a day usually from 10 to 1. >> So so so >> so the part-time the security you already said this people in the security uh cafeteria security are not even
involved in this at all. >> So even if you have 54 people >> uh and you got 29 cars you deduct that it's still 29 people. So >> that's over 50%. >> That's over 50%. So you should still be able to vote for those folks to join a union today.
>> If based on that new information, they've got more than 50%. >> Yeah. >> So a motion to uh approve the recognition of the teamsters for building security.
>> And is that then 9.10 10 >> 9.9 >> We already did. Well, we already approved 9.09. >> Well, we did half a motion of 9.9, but we're still under 9.09. >> Yeah. >> And what's the exact language?
>> The motion is to approve uh uh recognition of Teamster Local 364 as the representatives for building security for Southp School Corporation. >> Okay. Yeah. >> Do we need full-time in there?
>> It's only full-time that I understand, right? >> Yeah. >> Do we need to specify fulltime? >> Doesn't matter. >> No. >> Six. >> It should be specified. >> Specify. >> Yeah. Specify fulltime. >> Okay.
>> Just make it clear. >> Can you read the motion, please? It is recommended that the board of school trustees approve full-time building security staff members representation by Teamsters Local 364.
>> Do we have a motion? >> Motion to approve. >> Second. >> Thank you, gentlemen. >> Please call the question. >> Mr. Ellison, >> I. >> Mr. Gustello >> I >> Dr. McCulla >> I
>> Mr. Smiki Miss Lee >> I >> Mr. Leva >> I >> Dr. Green >> I motion carries unanimously 6 >> thank you board uh >> we 10.01 01.
Uh we have uh no items from close session. Uh we then are at 11.01 board comments. And just a reminder that board members have the opportunity to speak, but at this point board comments do not include
any decisions about anything we've discussed so far. >> 60 seconds. >> Would anyone like to the South Bend School Corporation and the South community uh lost two dedicated educators
this past week or two. Uh, one is a well they're both personal friends of mine. >> Uh, >> one is Gilbert Cyprianiano
who worked for many years and um, I knew him from when he started teaching out at uh, Leid and Warren Township schools.
um moved into the city and did a just a fantastic job with students. And the other one very close friend of mine, Lynn Mohler Musgrave,
who began teaching in 1976 at Dickinson Middle School when it opened. That was her first year of teaching. And she was there for 37 years.
And I have told people who knew Lynn, the thing that stood out to me was the fact that she always had a smile on her face. No matter
how difficult the situation was, she never got rattled. She just stuck with it. and um both of them uh dedicated their lives to to the South Bend schools and uh
and I just really appreciated their friendship. I want to say a shout out to Nuner Elementary School uh with their concert they had the other
day. Uh little Annie uh absolutely fantastic what those young kids did in that program. um and uh they entertained many people
and uh I don't think there was a person who left that auditorium uh without a big smile on their face. So, thank you very much Nuner and thank you uh Annie. Every once in a while I make a mistake.
I'm probably lying when I'm saying that from the standpoint of once in a while, but uh I did make a mistake last week and I want to uh tell the uh the board and the public what I did.
Uh I've already apologized to uh Mr. James Capsa who came in here uh and trying to get Forever Learning um uh approval from the school corporation
to house some of their programs. I've been a big supporter of Forever Learning. Uh Jim Capsa obviously used to be the superintendent of schools here in South Bend, but we go back to
our days as I was a classroom teacher and Mr. Capsa was a counselor at Clay Middle School, many years ago. And because of
my knowledge of him and a friend of him, I knew immediately when they uh came to voting that I was going to abstain. And somehow someway, maybe because I was seeing a lot of no votes last week, I
don't know what happened, but it came out no. And I didn't realize that till I went home and my wife said,"Wh you won't know forever learning." And I said, "Uh, no, I I've abstained." And then I started to
think and I said, "Oh my gosh." So I did give him a call and apologize and I want to apologize to everybody else. Uh that was a big mistake on my part and hopefully it will never happen again. >> Thank you very much.
>> Thank you, sir. Thank you, Mr. Would anybody else? >> Yeah, I just want to comment briefly. Um during the open comment section, one of the community partners we had uh Lynn Coleman and he was sitting with several
other people came and addressed uh their concerns about you know he said the word disrespectful I believe about eight times about the fact that he was never contacted about the parts of the state board of accounts where they wanted some question or records that he had that he
would have given to us if someone reached out to him. And I can understand why he feels that way. Um, and you know, if you are named in something like that, the first time you hear about it, it probably should not be when the state board of accounts actually releases
their report. And I'm not sure what our process or procedures are uh, between finance, legal, uh, you know, the administration things. But if we're looking for something and it's not in our records and it involves someone that lives here in town, you know, he gave a
P.O. box when he uh addressed his comments. Send a letter and say, "Hey, do you have this record from four years ago because we don't have it anymore. The state board of accounts would like to see it." Reach out to him. Call him. He's a community member here. He's, you know, we've worked with the school
before this report after and that kind of thing. And it's it it is disrespectful and I can understand why that he would be upset about that. Like, and it may not change what they report. It may not change anything, but the state board of accounts not going to go out and ask everybody in the community
for things. They're going to ask us, "These are the things we want to see." And either we give it to them or we don't. And but we should do more than just look at our own filing cabinet and see if we have a copy of it or not. And say if we don't, we just tell them, "Oh, no. We don't have it." at least give Lynn Coleman the courtesy of calling him
on the phone and saying, "Hey, can you give us another copy of this contractor or receipt or invoice from four years ago because we seem to to not have it." And maybe it exists, maybe it doesn't. Who knows what's happened over the past four years, but but at least give people
an opportunity to to give what you're saying that we don't have because just because we don't have it doesn't mean they might not have it. And you know there are several people that I said that he was you know speaking on behalf of tonight. Miss Muhammad, Miss Patton Malone, Karen White, lots of people that
were here that you know had all the same concern, same kind of thing. You know I I could have given that to you had somebody simply asked. So I I don't know you know Mr. read as you talk with, you know, enough on others as they come back or whatever their policies or procedures
are. We probably need to add an extra step of if we're missing something and we know it's somebody that's here local, give them a phone call, at least send them a letter, give them some opportunity to provide, which a lot of them are saying they had, so that we can
give it to the state board of accounts so the reports a little more accurate. the state board of accounts not going to go call in Coleman for that. They're going to expect, you know, we either have to give it to them or we need to reach out. So, let's in the future for the next audit and going forward, let's
take that next step and at least make some minimal effort to make one phone call, send one letter to people to to to give them an opportunity to give us what we're saying we don't have. I I think that's reasonable and that's fair and I again can understand why someone would
feel disrespected that like you felt like you couldn't just ask me for something or reach out. So, uh you know that's only my comment. I'd just like to see us make that adjustment just to as a better practice going forward. >> Agreed.
Thank you. >> Good. >> Yeah. really quick as so this is our last board meeting um of the semester next board meeting June 15 graduations are done we're in December school so I just like to um we had a board retreat
earlier this year I think Dr. Green for for scheduling that. And just really quick about their comments. They said this board has been a 180 since last year. Those were the comments from the ISBA. And I want to thank the board members. We've been putting a lot of work in trying to change things around
and we're getting better and just telling the public just, you know, keep supporting us um and put the trust in us. We'll keep doing the right things. And really quick, you can see Mr. Praza out here. So, at the this past weekend, um they had a big soccer tournament and at the last minute they needed a team
and Professor Vasa got the Edison Chargers out there. They got a team and they they put on the show just last minute and it was great for the kids himself and kids out there with Edison school jerseys running around kicking soccer balls. It was it was it was great. So, thank Mr. Draza for putting
that on. And as this end of the school year, a lot of the seniors um played their last sport of their career. And I like to thank all the athletes. You know, it's it's never easy when you that last game you play. Everyone wants to win the state championship. Everyone,
but it doesn't happen. But I think the lessons you learn from those four years, you know, I think that goes a long way. So, I want to thank all the coaches. And then I'll be there next uh Friday um at the track championships. We have a lot of athletes competing and hopefully we
bring some medals home. So um and then next week I haven't visited all the schools but I do want to um visit schools like Marshall and I'll be there at Marquette try to get that next year and then like to thank the Marquette parents who came and teachers who spoke
up change is never easy and I know we'll support the change next year right and we'll be there. We'll hear your concerns. you know, we want to make sure the transition's um smooth. You know, Mr. Emry was he's a great guy and you know, it'll be tough to lose, but I'm sure there all the
resources will be there to support the Marquette family and and just email us if you have any questions. We'll we'll respond and then we have graduations coming up. So, we'll be there and it's this is why we made it end almost end of the school year right in the summer. So, thanks guys. Yep.
>> Thank you, Mr. Le. I appreciate it. uh your comments and your commitments. Our next board meeting is on Monday, June 15th, as you pointed out, Mr. Leva, 5:30 here at Brown. And with that, I will now
motion to adjourn this meeting.