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. Our prek program is thriving. We've gone from eight schools with prek to 14. Two
schools off for 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. Welcome everyone and good evening on
this the 15th day of June at the South Ben Community School Corporation Administration building. The board had a close session at 3:30. Uh I'm now calling this meeting to order. Uh, Marisol, can you please call the role?
>> Good evening. Mr. Marcus Ellison, >> present. >> Mr. Mark Castello, >> here. >> Dr. Janette McCulla, >> present. >> Mr. Bill Sideki, >> here. >> Mrs. Kate Lee. >> Mr. Carlos Lea >> here. >> Dr. Sto Green >> here.
>> Thank you, Marisol. Appreciate it. And welcome to our board meeting. Uh, >> we have a quorum and now we can move to the adoption of the agenda. Is it recommended that board of school trustees adopt the agenda?
Do we have a motion and a second to approve? >> To adopt the agenda. >> Thank you, Mr. Mc. >> Second. >> Thank you. Motion has been moved and seconded. Marisel, will you please call the role? >> Mr. Ellison,
>> I. Mr. Castello >> I >> Dr. McCulla >> I >> Mr. Sideki >> I >> Mrs. Lee >> Mr. Leva >> I >> Dr. Green >> I motion to approve the agenda as pass six to zero uh and again thank you
Marisol. Now it is time for recognitions and superintendent announcements. So it's over to you Mr. Eid. >> Good evening Dr. Green. Good evening board members, members of the public. Uh
we have uh three recognitions. Well, actually three recognitions. Yes, we are going to start with uh the inaugural class of our eighth grade dual language immersion.
Let me give you some background on this. Uh this is the first class to go from kindergarten through 8th grade in a dual immersion program. And we have here with us Mr. Jesse Padrasa who is going to
introduce some of the students and give us a background. Thank you. >> Good evening Dr. Green, members of the board, Superintendent Eid, and those watching and everyone present. It is um my honor to um have a few of our
students just share briefly what their experience with the dual language immersion program at Edison. And um Shosana, you go ahead. >> Hello, my name is Shosana Lu Art. Uh hola mayash. Since joining the DLI program in
kindergarten, I have grown as a person in so many ways. Not only in my knowledge but in my connection to other people. Intellectually, the DLI program has helped me in communicating with more people. Along with this, learning Spanish and English has helped me find
connections between the words in both languages and occasionally other languages. Regarding my connections to other people, it has not only opened up opportunities to talk to more people my age, it's made me a trustworthy translator for people who need it.
Working hard is highly important in the DL program. The DLI kids I know have worked very hard in both languages for all their educational journey. My teachers have supported me the whole way and the friends I've made will stick with me for a long time.
Gracias, >> Brian de la Cruz. >> Good evening. My name is Brian De Cruz and I have been in the dual language emerging English and Spanish program since kindergarten. Through this program, I have learned in two languages and gained an appreciation for different
cultures. During my time at Edison, I built positive relationships with my teachers and classmates and staff members, including Miss Winston, Miss Fischer, Mr. Basa, and Miss Joanna, John Adams High School, Mr. Studios, and
Espanol English. Good evening. I'm Mackenzie Harris, former student council president of Edit Edison K8 and an alumni of the Marita Robles DLI program. I was shown patience and kindness through all of my years in
this program and I truly believe it helped to shape me into who I am today. Having a role model as a kid is so important and I was lucky enough to have many that didn't see me wrong along my long journey here. A
programmer. Learning Spanish has allowed me to understand more people in the most literal sense and in a sort of abstract way, too. I've translated in uncomfortable situations and emergencies alike. When I was younger, I didn't see it as a gift as much as I do now. I have
made friends that speak differently, learned cultures that aren't highlighted as much in regular school setting, and seen backgrounds from all over the place. That's why I call this a gift. This opportunity wasn't around for everyone, but I'm so glad it is now. Fore!
Foreign! Foreign! Being a part of this for all nine years has truly changed me. I doubt I'd be the same person without it. I have grown and met incredibly inspirational people who have gently led me through obstacles in my career. I have confidence going into
my next school year at Adams and I have high hopes and expectations for myself and my classmates because of this program. It really has been an honor being one of the first to experience it all. Inspector Adams. Gracias.
Thank you guys. Could could she repeat it? I didn't understand half of it. >> So instead of me sharing what the DI program is all about, I felt that it would come better if you heard it straight from the students. So this is what a dual language immersion truly
does. These students are bilingual and and also the cultural awareness and the unity that you see with this group of students is amazing. So awesome group of students. Good luck in Adams or Riley over you're going. I just want to say one other thing just to put in a little
plug here. Um at Edison it's not just a DLI program. We also have a general education program. Anyone that lives in the Adams feeder area, um, if you're still deciding where to go, please think about Edison. Thank you
everyone. >> Thank you. >> Let's Let's take a picture. >> Oh, take your pictures. Okay. Okay. The second recognition we have this year
or today is uh our student athletes who competed at the IHSAA track and field state finals. Uh we have here representatives from three schools. We have students from Washington, we
have students from Adams, and we have students from Riley. Um who would like to go first? Should we go alphabetical? Okay. Adams. Afternoon, Mr. Eid, to the school board. Thank you
for this recognition. I am Barry Spencer, the head sprint uh coach and jumps coach at John Adams. Um this year, uh Southbend John Adams had a successful year. A number of athletes excelled on the local, conference, sectional,
regional, and state levels. Adams took eight athletes across six events. The 100 meter dash, 200 meter dash, 4x100 meter, 300 meter hurdles, 800 meter run, and 4x400 meter relays to
the state meet. Those athletes were Agnes Hansler, Deaya Marsh, Kyra Franklin, Gatsimmani Cruz, Esther Jacobs, Faith Igbima,
Sarai Hill, and Jaden Kimbro. I have here with me today Jaden aka 6. This young lady, this young lady, 12 months after competing on a completely torn ACL and
finishing fourth at the state meet in the top freshman in the 200 meter dash at last year's state meet, returned less than 10 months later this year, having had ACL surgery and competed at the
state level in the 100 meter dash, 200 meter dash in the 4x100 meter relay. Six finished fourth in the 100 meter dash and second in the 200 meter dash as a sophomore. Um I would like to thank uh
Mr. uh Colin for giving us the opportunity and supporting us as a staff, as a track team. Without him, I don't think our season would have been as successful. Six. Would you like to have anything to say?
Thank you, Mr. Thank you, school board. Good evening. Um, athletic director Colin Burns, South and John Adams. Uh, thank you for having us here tonight. Uh, real quickly before I talk about the unified track team, for our girls track team, it was a season of accomplishment. Uh we were city champions, second at
sectional, second at regional, and 17th in the state. Uh we also had coach Sabino Rivera earned coach of the year, NIC coach of the year for girls track and Jaden Kimbro won um athlete of the year for girls track. So quite a season for the girls track. And how about a
round of applause for all their accomplishments. We also had another team uh qualify for state. It was our unified track and field team um led by head coach Frank Cartesky. Um a phenomenal group. Um they brought smiles to everybody's faces at
Giant Adams for their effort and dedication practicing twice a week. Um you know also we talk about the girls and boys track team as well. Um we hosted a couple unified track meets. the togetherness of our group uh to put those track meets on for everyone to
help out for the boys and girls track team to help out at those track meets was quite exemplary. Um I couldn't be more proud of the group um qual competed in sectionals qualified for regionals and when me and Mr. Sites got the text message from coach Kartesky on a
Saturday afternoon that they qualified for state um it was quite a thrill. So it was a great experience. We're all u we're very excited for the future as well. we have here today um Daniel and Norman from the team. Again, thank you for um having us here tonight. We're also want to say thank you to the school
board as well uh for don uh for having the funds or currently redoing the track at John Adams High School. Uh hopefully next year we can christen it with a state championship in either unified or girls track or boys track. So, thank you very much and thank you so much for having us here tonight.
We'll do it together. We'll do a picture with everyone. Okay. Uh Riley. >> Good evening. I'm CB Gavin, athletic director, South Riley High School. Also
a proud graduate of South Lel 1975. I just like to say that um the two individuals but here with me overcame a lot this year to make it down state. Um Tino uh Summers
um jumped all year with a torn ACL and he he was all conference in high jump. He was this uh sectional champion this year in the high jump and also qualified for a state and finished in the top 15.
Uh his twin tenia summers if you may have seen the seen the feature in the South Bend tribute. She she was all conference in the NIC this year. Also, she was a runner up in the sectional and she finished in the top 15 in the state
this year and qualified as an Indiana all-star as as a as one of the top four juniors in the state of Indiana. And I just like to say they have committed themselves all year, even with the injuries. They they were at practice
every day, never complained, but they are very well supported by their parents, supported by the coaching staff and co supported by the administration. And what we love about them, they bring a family atmosphere that's added to the
family atmosphere at Riley High School. So, we are so very proud to have them as part of the Riley family. And we know that once we do everything right, that increases our enrollment because we have families knocking on the door every day. We want to be part of the Riley family.
So, we thank the board. We thank you, Mr. E. We thank the entire administration of stop in schools for providing the funds for our young young men and young women to travel across the state to participate in all our athletic
events. We really thank you. Thank you. >> Thank you very much. >> Thank you. If you want to stick around for a picture after we introduce the Washington athletes, I see Mr. Swanson here
and Miss Lee. Good evening, Superintendent Eid and members of the South Bin Community School Corporation Board of School Trustees. My name is Ares Lee and I'm an assistant principal at Southbend Washington High School. I have the privilege of representing Washington
High School this evening and thank you for inviting us to be here tonight. It is my honor to introduce an exceptional student athlete, Miss Adriana Swanson. Adriana recently placed third in both the 100 meter hurdles and the 300 meter
hurdles at the IHSAA state finals held at North Central High School in Indianapolis on June 5th. Her accomplishments are even more remarkable when you consider that she was the 2025 state champion in the 100 meter hurdles. Throughout her athletic career, Adriana has represented Washington High School
and the South Bin Community School Corporation with class, integrity, determination, and outstanding sportsmanship. However, Adriana's success extends far beyond the track. She is also an exceptional scholar, graduating Sumakumladi and earning the
the distinction of saludiatoran for the Washington High School class of 2026 with a GPA of a 4.014. Her dedication to excellence in both academics and athletics exemplifies the very best of our students. This fall,
Adriana will continue her journey as a student athlete at Indiana University in Bloomington, where she has earned a full athletic scholarship and plans to major in political science. Tonight, Adriana is joined by her family whose support has played an important role in her
success. Please join me in corre congratulating and welcoming Miss Adriana Swanson and her family. Um, I want to thank the board and everyone here. Um, I also want to give a shout out to all the other athletes for South School Corp because we went we
went down state, showed up and showed out. So, um, that's one of those things that I'm very proud of. And, um, it's been it's been a full four years of running, pain, tears, injuries, and good effort. And uh I just want to make sure
that uh everybody understands that it's not only hard work and dedication, but it's love and family with the South School Corporation. So everybody helps out and I am proud of that and I'm proud to be a part of the West Side.
>> You got anything to say? >> So I would like to second all of that. Um I'm really appreciative of every single one of you. um everybody I've met once, twice, or whether or not I see you at every single track meet. I really apprec I really appreciate every single one of you. And again, I'd like to congratulate all the other athletes,
student athletes, and everybody just has done amazing from Adams, Riley, and all the schools in the South Bin area. So, yeah, >> thank you. How about a picture everyone? And lastly, we would like to congratulate every graduate of our
schools. Uh this year we had four commencement services at the Century Center and one at Notre Dame and we had well over 800 students
graduate and next year we look forward to having them all at the ACC at Notre Dame. That's all for the announcements. >> Thank you, Mr. Reid. Uh, we will now
have a hearing of visitors on action items 9.01 through 9.10. >> At regular meetings, the public is invited to address the board for three minutes regarding action agenda items.
Visitors wishing to address the board on action items 9.01 through 9.10 10 must sign the registration sheet prior to the meeting and state the action agenda items which they will address. Individuals may only speak once on the same topic. Speakers shall properly
identify themselves after they approach the podium by stating their name and address for the public record. Personnel issues are not to be addressed in any way during open session of the school board. 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 directive, abusive or coercive. If you wish to give something to the board, please give the items to Miss Raina. Um,
thank you. >> We have for action item 9.03, 03 we have Paul Anassis following 51680 Orange Road using my first amendment right. What I say should have be held against me, my family or my co-workers. As the board considers this retropay resolution and the wage
structure associated with it, I believe everybody deserves a better explanation of how this compensation system was developed. Who created this wage structure and who was involved in developing it? What method and data were used? Were comparable school corporations reviewed? Was a comp
compensation study performed? Was an internal pay equity analysis conducted? or were the wages ranges based primarily on the wages of employees currently occupying those positions? Was there a seniority in a pay equity analysis performed before the structure was
developed? Were employees with similar classification in years of service compared to determine whether significant differences in pay existed? If disparities were identified regardless of whether they were originated under private or SS Southbend school, what remedies were considered
and how were those disparities addressed within the new wage structure? We do current we do where do current employees actually fall within these proposed wage ranges? Were analysis prepared showing employee placement within those ranges
by classification and years of service? and was the information provided to the board. Management requested a negotiation approximately a year earlier uh with the existing contract that we had um before asking employees to move
from one compensation system to another. What analysis was performed and what conclusions were reached? How were the long-term effects on employee placement, seniority recognition, pay equity, and future wage growth evaluated? We have
also been told that the 15 cent an hour is a longevity premium is intended to recognize years of service. Was that premium designed solely for longevity recognition or was it also intended to address wage compression and historic
pay disparities? Wage compression can create frustration in the workforce when employees with significant different levels of seniority earn wages that are very close together. when lower classifications begin approaching higher classification
in pay despite differences in responsibilities. If the longevity premium was intended to address those issues, what analysis was performed and what conclusions were reached? Everybody deserves to know how the structure was created, what data supports it, and how it will affect
everyone now and in the future. >> Thank you. Next, we have Kathleen Anassis. Kathleen Anastasis Orange Road. I'm using my First Amendment right and what I say should not be held against me or my family. I emailed yesterday Dr.
Green, Miss Lee, and Mr. Eid uh for answers to the questions hoping to have answers this evening. Uh I have a question regarding theou the third whereas on or about January 26
the board approved and adopted a salary schedule applicable to employees with the facilities operation and maintenance bargaining unit. What I would like to know is um I reviewed board agendas, minutes, and publicly available
documents in an effort to locate that board action approving the wage schedule to even see it. I have been unable to identify where that took place, when it took place. Therefore, I res I respectfully request a clarification
from the administration and the board regarding the specific meeting date, agenda, time, resolution, personnel action, or any formal document that has showing the maintenance and custodial wage schedule referenced in the January
26 resolution. My purpose is not to challenge the resolution itself, but rather to ensure that employees, the board, and public have a clear understanding on the basis of the statement contained within the resolution and where that approval can
be found in the official record. If such documentation exists, I respectfully request that the specific document and board action be identified and made available as part of the public record so that all parties may review it
and better understand the history of the wage schedule being referenced. Does anyone have an answer for me? >> Mr. Eat, >> I I'll answer that right now. So that that clause then that resolution should
be stricken and and I apologize for any confusion on that. >> So I was correct. >> You're correct that the the adoption is occurring with this resolution. Um and uh it does amount to an amendment of
prior salaries but not from a meeting of January of 26. Okay. So I apologize for that but that that that clause needs to be stricken from the resolution. >> Okay. Thank you very much.
>> So may I before you call the next person up I have one quick question to make here because I have no idea about this resolution. I think we should have this should have been explained and talked about to the board. I don't meet one
onone. So, I need the conversation to come to me as to what this is and not have it appear here and have these kinds of serious questions raised before I vote. I'd have no idea what I'm voting on because I have not had a chance to look at it or read it. I know it was
probably posted on Thursday, but I need to know what this scale is and how did we come to terms with this scale before I vote because there's too many questions being raised about this. So, in my I I would I would like to see
it removed till we had a chance to actually go over it and be brought back to the for a vote later. >> I I had a uh problem with it during the planning agenda and it was promised to
me uh that it would be explained to us before we voted. That correct? I'm talking I'm talking about >> that that is and so um just to give a
brief explanation now um there were discussions with ask me and representatives of school to um frankly increase the pay as was planned.
We wanted to get their pay up. There was also another question with respect to whether ask me actually represented the employees in that bargaining unit. uh and it gets into some technicalities
of whether they're uh because they did represent them before and then then they negotiated with SSC when our employees were SSC employees and we asked for verification or
representation now that there are our employees since there had not been a recent vote for or card uh account to show that they represented him. We're working through
that myself with the ask me legal representatives. In the meantime, it seemed that there was a strong desire to move forward with at least the pay increases for the custodian
and building staff to uh with before we resolve those other issues. So that's that's what's happening right now. >> So I can understand the the uh critical issues that they're having about making
sure we move forward the pay increases for the for the custodial staff. But my other question would be uh because they raised so many questions about this are how many of the are the majority of the custodians in agreement with this
or not? because it's all about them and I mean they have been through a lot. So I just want to make sure that they are in agreement with what's happening here and we're just not voting to just be voting. >> Can I delay this until we come to this
action item? >> Yes. >> Yeah, you can delay it because I'm probably going to vote no. >> Yep. >> Okay. But you can also ask more questions. >> Sorry, but I am. >> All right. So, >> no, we'll move on. >> Oh, so is that going to be tabled or
not? >> No, we're going to discuss it when it comes up as an item. >> Okay. Yeah, >> but this is still person. >> I'm sorry. Go to the next person. >> The reason the reason why I'm sorry, >> these are still public comments. >> So, we're going to continue with
>> Yeah. >> Yeah. D they raised their >> um >> Thank you. Now the public is invited >> wait this long. >> Thank you. Now the public is invited to address the board for three minutes regarding items not posted on the
agenda. Anyone wishing to speak, please come to the podium. >> Well, good evening. My name is Ben. I live at 13765 Crescent Street in Mishawaka. Um, I came here last month. Um, I spoke on the topic of, um,
injecting politics into school curriculum and how that's a bad idea. Hasn't worked out so well. Um, another guest came up right after that. I'm glad she did. And she um, attempted to give an example of how um, anti-racist curriculum and restorative justice were
good things. And she said that um, that it turned around Jackson Middle School in the years 2016 to 2018. And I'm I'm thankful that she made those points because it actually helped my point. Um so according to the Indiana Department of Education and the National Center of
Education Statistics, that's the NCES, uh Jackson Middle School in the year 2015, before any of the politics were injected into the school, they had a reading proficiency rate of 47%. Little below state average, better than
it is now. But in the year 2016, 2016 when all this stuff was starting to get implemented according to our guest and it was done correctly the right way, um reading proficiency dropped 11 points that year down to 36%.
But then finally the school year of 2017 and 2018. Um this is when um anti-racist curriculum was fully implemented. It was done the right way according to other people, but still reading proficiency dropped another five points, down to
31%. Now, these aren't my numbers. This is the Indiana Department of Education, so don't don't kill the messenger. But um so I noticed that and maybe maybe injecting politics into curriculum, maybe it's a bad idea. I haven't seen a place where it's worked. Others that
argue with me and they think that maybe injecting anti-racist curriculum is a good thing. They'll cite things like they can't really name an example of a school where it worked, but they'll say, "I read a peer-reviewed study or something like that." But they fail to
mention that a lot of those peer-reviewed studies, okay, they come from radical organizations like the Westboroough Baptist Church, Code Pink, Antifa, that's where they get paid. So if you want to if you want to accept and believe that kind of influence that's on
you but um I rest my my my case and thanks for having me. >> Hi my name is Lauri McGowan. Um I just want to ask questions about a few things. Um, the LEAP grant, I've asked this like five times. Um, it stands for
leveraging equity, achievement, and performance. It was a $22.8 million grant, federal grant awarded in 2020 and to be distributed 7.5 million per year over 21, 22, 23.
So I would just like to know what happened to that's a big big pot of money and I I don't know how it was used. I don't know what the measures of success were for that grant. I don't know what the outcomes are. So I was
hoping maybe Mr. Tommy might be able to make a include that in some future presentation. Okay. Next thing, um, in the, uh, Indiana Capital Chronicle
recently, uh, Southbend administrators quoted to say, "It is difficult to explain to our mixed race and Latinex families that we must deny them access to their desired school
in our district or their neighborhood school because they are categorized as white in our consent decree. If we were allowed to submit data per today's guidelines, we would be in compliance. By today's standards, we are
in compliance, but being held to a 1980s standard keeps us in the 1980s. I submitted a foyer request to ask how many times our district has denied access to uh students first
choice based on that statement and I received an anonymous response stating that the district keeps no records of such things. So to me that's a completely anecdotal statement and obtuse.
Um, I also asked in the foyer statement to please show me the section in the consent decree that cateori categorizes all non-black persons as white. Uh, but the answer was simply 30 seconds.
>> The consent decree is online for anybody to see. So, my question is I've heard Dr. Green explain that uh the district intends to comply with the consent decree. very positive and that uh you would comply with all the recent
stipulations. We seem to have people talking at cross purposes within our district. So I guess I'm asking which is it going to be? So thanks S Castle or 22 Kennedy Drive. Good
evening. 99.9% of the time when I step up to this podium, it's to suggest positive actions that could be taken and ways to solve problems. Today, I'm making an exception.
Someone asked me why anyone should listen to what I have to say. The key answer is that I've lived in this community for decades and I care that our kids thrive. That should be enough. Since the answer wasn't enough, I will
do something I don't often do, which is talk about myself. Early in my career, I was the statewide director for the Kaplan Educational Centers. I ran three locations, Southbend, Indianapolis, and
Bloomington. That's like being a superintendent over three schools, all in different cities. Kaplan Educational Centers specialize in teaching two things: rapid learning
techniques and raising test scores. Both are things Southbend schools could use. During my tenure, I exceeded three goals. This is my award plaque. I exceeded enrollment projections by
30%. Meeting budget requirements to contain costs and exceeding revenue goals by over 30%. Also, these are also things Southbend schools could be better at. I went so far above
these goals, my bonus, I was able to buy my mother a Lincoln Town Car. My duties include hiring staff and teachers, budgeting, advertising, student relations, and doing a new buildout at the Bloomington location.
As an IT professional, I was a corporate trainer for CMS, Icon, and Pittney Bose. While contracted there with Icon, I trained the Mishawaka teachers on Microsoft Office when it first came out. I was an advanced instructor.
In the past, I've substituted at Jackson, read to students at Madison for four years, got grants for first graders for field trips, and I've attended PTO meetings at Marshall. My educational background includes my
degree from IU Bloomington, a year-long executive management program at >> 30 seconds, >> and most recently, my AI certification from MIT. Emails about my ideas rarely go beyond a
cursory thank you. Sadly, I don't see much interest regarding for inclusion of the ideas of the community. I understand the frustration of those who sit on this side of the room. Despite their personal time and
research, they are often ignored. Although the board and corporation may not appreciate your efforts, I would like to say that I do call 51680 Orange Road. using my first amendment right. What I say should not be held against me, my family, and my
co-workers. First off, I want to say I don't want to stifle what's going on. I really don't. I don't know if there's any way that we can put something in there that may be like to do something and then have some kind of like a an editing or amending to what's happening
cuz I don't want to have an issue where, you know, the people that are deserving of this is not going to happen. So questions I do have is is about the um not the wage increase itself. They they're about the timeline, the process and the information provided to the
employees. When maintenance and custodial employees were reassumed from SSC back to Southbend in 25, employees repeatedly asked whether the contract was going to be honored or not. And the answer that was given was generally yes. During the transition from South Bend to
private again and then back again to Southbend, employees continued to perform the same jobs in the same buildings and asked me continued representing the group throughout that period. Given that those circumstances, who first identified that that verification of 51% representation might
be necessary and what event or concern triggered that determination? When was the issue first raised and at what point in the process was it identified? If verification of 51% representation was required, why was the issue not addressed and communicated when
employees transitioned back to Southbend rather than after negotiating tenative agreement and ratification and already had already occurred? Who knew about the issue and when were employees informed? If a tenative agreement was negotiated, ratified and presented to the board,
what impact, if any, does that 51% verification process have on implementing the agreement? Um, and from what I'm understanding that there was supposed to be the red line version of that contract that was supposed to be available to all um 686
uh uh union people. And to my knowledge, nobody received one. So when they went to ratification, they were given verbal on what was going on. And so I don't think that that was probably fair to have that happen either. Um when did the redline agreement become available? who
had access to it and why was it not provided to the members before ratification? And finally, can the administration provide a timeline showing when the repres representation issue was first identified, who was notified, and when bargaining unit employees were informed because I
believe employees deserve a clear understanding of how we arrived at that point and who knew what and when that information was communicated. And like I say, I do not want to stifle what's going on. And I just want answers to the questions. John Pachznney 18420 Crown Hill Drive.
So contracts under $50,000. Had to look at something. How many of you look and read each one of these at that you were going to vote for tonight? According to what I could find for school corporation contracts, it's a written agreement, especially one
concerning service provided that is tended to be rendered. Considering the state audit and the issues with contracts we've had, I browseed through several contracts listed for this meeting and saw things to be that if I was on the board, I wouldn't vote as a
contract. Shouldn't every contract list the amount services to be provided, terms, cancellation, and other legal information? On your board dockets, if you look at number 21, 22, and 26, the the amounts
are listed on the dockets, but when you go into the contract, there are no amounts, terms, etc. And in fact, what is a simple invoice? My question to you is that if you look at these, should there be an actual contract for services
or is it just larger invoices that are needed to be approved so the public can understand? Maybe the title contracts $5,000 or less is troubling and needs to be changed. When I was a sub, the one thing I used to hate was Chromebooks
with second and third graders. I spent too much time with kids saying, "Johnny's listening to music and Mary's not where she should be." During COVID, online school was essential to get instruction into the hands of students with building shut down. It appears
though now more and more corporations are taking Chromebooks out of the classroom of younger students, eliminating them from third grade on down and returning to classroom instruction using textbook and other creative teaching methods.
None of my grandchildren in Orlando or Oxford who will be in second and third grade has ever used a Chromebook. They have computers as a special, but yet when you look at their school class reading scores, they're off the chart for their grade level. Maybe this is
something this corporation should investigate and consider trying this here to improve our reading scores. I want to end with a little comment a teacher sent to me. A teacher should never have to lose 22 kids to manage one
who keeps disrupting everyone. 30 seconds. >> Think about it. It sends a powerful message. Thank you. >> Good evening. Mike McManis, 51940 Lilac Road. I wasn't intending to speak on anything tonight, but a gentleman who
apparently didn't want to stick around left and has inspired me to say something. I agree with him that I don't think politics should be injected into education and our school systems. For example, I'm a 1972 graduate of the
University of Notre Dame. It is part of my Catholic upbringing and part of the university's mission to make sure that things like diversity, equity, and inclusion,
the teachings of Jesus Christ are thought of and taken into consideration during the education of its students. It's not forced on anyone. It's a college level, not the level that you're dealing with. But I don't like the idea
that Todd Roita, the attorney general of the uh state of Indiana, is attacking making my university uh spend money to stand by its principles, by its religious principles.
So on that point, I agree with that gentleman. On the second point, however, I have great faith that nobody sitting on this board has asked for,
advocated for, or would stand for, Antifa, whatever that is, or the Wayland Baptist Church as part of your curriculum.
as guiding how our students are taught. And anyone that does not understand that our students have not been given equal opportunity in this school
district for decades now is not living and breathing on this planet. This board has done a great job of making sure that the curriculum and the teachers in
this school district and the staff focus on the education of our children. Education being the primary word. >> 30 seconds. I have never ever ever seen any evidence from any of you, from any
teacher, from any student, from anything that our children's education is being influenced by manufactured political groups. Thank
you. Keep up the good work. Kathleen and Aastis Orange Road. I'm using my first amendment right. What I say should not be held against me or my family. On May 11th, I sent an email to Dr. green regarding a question I raised at a community clay meeting concerning
who is considered a sitebased manager within our buildings. I was informed via email that superintendent Eid would address the question at the next board meeting which was May 27th. That clarification was not provided. However,
I received an email May 12th with a response that said that the principles would have oversight and they would receive an email. Since that time, custodial staff have participated in an inservice meeting and training course.
Following that meeting, I was told the director of facilities indicated that principles are educators and should not have to concern themselves with custodial operations, grounds, maintenance issues, or other facility
related matters. If that is the case, if that is the case, it appears to be in conflict with the previous statements that the principles are considered sightbased managers. Therefore, I would like clarification to all personnel in
writing, not just to the principles. It is a must. I have heard concerns about communication between management and staff. Some feel that interactions with supervisors can at times be unnecessarily confrontational or
dismissive. Whether those perceptions are accurate or not, the fact is is employees are feeling this way suggests there may be a communication issue that deserves immediate attention. I also believe there is a fine line between professional relationships and personal
friendships in the workplace. There is nothing wrong with positive working relationships, but friendships may not be in the workplace. Business is business. It is important that personal relationships do not influence workplace
decisions, expectations, opportunities, or the way employees are treated. When employees receive differing information from various levels of administration, confusion and frustration develop. I am concerned the communication gap between
the administration and employees is growing and if not addressed this corporation is going to have significant significant problems in the future. For this reason, I respectfully ask the administration provide a clear written
explanation of who is considered a sitebased manager, what responsibilities accompany that role, how those responsibilities relate to custodial and maintenance operations. Most maintenance staff have been here a while and know
what they're doing. And in closing, I would like to say this. Not all teachers become effective principles. Not all principles can be effective administrators and not all administrators can be effective. Thank
you. >> Now we need to follow through on that. >> Remember that conversation at CIA? >> We did follow through on it at the principal meeting. um principles were told that they are in
charge when SSC was there. They were told they couldn't tell the engineers or custodians what was needed that they needed to communicate that to the central office and the central office would communicate with them. But
we told them it's a new day. the principles are in charge of their buildings. If they need, you know, like if an area needs cleaning, they can approach the because we're all in this together and they are the sitebased
manager. We did cover it with the principles at the principal meeting on it. Okay, thank you. >> Seeing as no one else is approaching a podium, I want to thank everyone for sharing their concerns.
>> Yes, thank you. Uh so we'll now move on to the academic focus and uh the RiseUp Academy school improvement grant update is is our focus. So I'm welcome Mr. Bayangana,
RiseUp Academyy's principal and his brilliant staff. You need this Phoenix. Good evening. Um, president of the school board, Dr.
Green. uh board members uh superintendent Eid I'm France Bayana principal at rise up academy before we start our presentation I would like to
um have my team introduce themselves >> Sarah Sweet assistant principal Jana Hartman curriculum facilitator and grant coordinator >> Diana Christopher English teacher Sherry Balden Simpson, director of
guidance. >> Thank you for allowing us to come and give you uh the update on uh about our uh school improvement plan uh grant, I'm sorry, that we received
u two years ago. And uh the vision when we wrote the grant uh we received it in 2023. Uh and the vision uh of student success was focused on um three uh
goals. increase graduation rate, increase student rate and also uh increase um the multiple tier systems of support MTSS
u in that it's social emotional and also restorative justice uh practices. So to achieve those goals uh we had uh three implementation priorities that became the foundation uh of strategies
that we we've been working on throughout uh since the beginning of the the implementation of the grant. Uh the first one is professional development. Uh the second one uh was expanded learning times such as s such as
Saturday school uh after school program uh ruler ruler which is rise up learning academy which is summer school but also mini master meaning during um uh summer
time during Christmas time students can learn uh credits online with the help of the teacher. Um so the first one basically uh we have seen uh improvement in our graduation
rate. Uh as an example back in 2022 our graduation rate was uh 43%. So when I came to rise up back in 2019 our graduation rate was 19%. uh in 2022
uh we after COVID we had 43%. Uh in um uh 23 the quart of 23 we had 81%. Uh you may ask how we jumped from 43 to 81%.
There were two things that uh we did uh besides um instruction, tier one instruction and tier two and tier three instruction, but we're able to clean our cohort unknowns students were able to
find where they went and then document everything. But also there were some students were able to send to Excel center so they can earn uh the high school diploma. So cohort 2024
we went to 91% last year 2025 92%. So if everything goes well uh this year we still have one student if he finishes before September 30th which has happened
before we will be at 90%. We are right now at 89%. Um so in a nutshell uh that's what the overview of our student success in area
of uh graduation rate. >> So it's it's very clear that there's a positive relation correlation between attendance and graduation rate. So if I could make those bigger I can't. Um so you can see that the grant has helped us
achieve our MTSS goal uh through the support of resources. One of those resources is a attendance deputy. Our attendance deputy she looks at the data what's what students are missing what students are gone and then we have another one which is our home liaison
who then goes out along with other members and you know brings the students in making those proactive phone calls. So, I know it looks like there's a lot of red, but those reds, as the year goes on, it's progressive. So, it went from something like 30%
to close to 70% in a lot of those reds. Next year we anticipate to be orange and even in the yellow of 80%, you can see this year we've had some greens which for uh rise up especially with our chronic history
of absentee students has really um really shown that we are going in the right trajectory of of the student path with our grant. So, I'd like to address what the SIG funds have supported throughout the past three years, starting with our planning
grant. Um, so there's really three key focuses to where the funds are going. First, we like to use those funds towards improved instructional strategies and educational resources. primarily focusing on professional development for our staff members and
then strategizing to make sure that our curriculums are cross-curricular and that we are doing our best to reach every child in that building. Secondly, we are working on enhancing our environmental changes that contribute to student learning. I don't think you'll
find a teacher or educator out there uh that wouldn't tell you that the environment matters. So, we are looking to take an elementary school that was handed to RiseUp Academy and change it into the high school that we're asking these kids to attend. We want to make
them feel like high school students. And, you know, if you feel better, you learn better. So, we are striving to change that environment. And then rebranding the school culture to instill a sense of community among the students and the staff. Something that gets lost
when they transition from their home school to us is that sense of community. And so through our grant funding, we look at ways to make sure that we can bring that back for them. So you will see here a breakdown by
percentage of where those funds are going. And I'd specifically like to address two of the funds. The largest one being instructional advancement. This would be from our educational research that we put so much time into
during our planning phase of the grant to make sure that we were implementing strategies that were backed by quality data that we knew what we were doing was going to be return sound outcomes. This could also be any of the SIG planning that we do throughout the year to
satisfy our grant requirements which is pretty hefty. um any community collaboration, committee collaborations that we do, curriculum development, staff presentations, all that is involved in that instructional advancement. It takes a lot of time and
effort on our staff and this is a whole staff effort. When I tell you how many hours we have put in to do this, it's all there. The second category then that I'd like to address is the expanded learning time. This is really the foundation of what we're doing. This is
how we're raising those attendance rates. This is how we're raising those graduation rates. We have those students way beyond our regular school day. We have them attending afterchool programs. We have them attending Saturday accelerator programs. We have them
coming to us now this summer and we have them attending many masters with staff members even through their break time. And I could have never believed that you would get students that are have been sent from their home schools to an alternative setting to now come to
Saturday school, but when I tell you they're there, they show up. In addition to that, our staff shows up for all of those. So that's also a lot of time and effort that we're asking our staff to put in. And those expanded learning times amount to quite a big chunk of
where the budget is going. And then you can see on the rest of that graph how it pieces out from there. Mr. Bayana mentioned earlier our three implementation priorities and those three are the professional de development expanded learning times
which Mrs. Hartman just um addressed and then student social services and family and community engagement. I am part of the professional development committee and we look at uh next slide please. We look at um three
specific goals each year. Our Alex uh program is for the math curriculum. Um we look at growth in their mastery of test scores in each quarter and the goal
is uh 20% growth and as you can see each quarter we have met that goal with achieve 3000 that is for the rest of the curriculum for English social studies and science. Our goal was that by the end of the year we would see a 50%
growth uh in those particular scores and those are Lexile scores. So that's their reading level. And then my favorite one of the three is the conference-based strategies. What I like about this is that many times uh people will attend
conferences and they themselves may learn something but then it stops right there. With this being a focus of ours, when we attend conferences, we return and whoever attended those conferences will meet with the rest of the staff and
share what was learned at that conference and then the sessions that they attended. And then we take it one step further. We also identify a strategy that was learned at the uh conference and we implement that. And so in the fall we repres uh implemented uh
it was a dice rolling game that was learned at a conference and we saw from a preassessment to a postassessment uh an increase of 92% of those preassessment scores based on implementing that strategy. And then just this past spring we implemented um
it was an imagination bank of activities. And so once again, teachers um implemented that strategy and we saw 83% growth between the preassessment to the postassessment in each of those
classes. As mentioned before, the expanded learning times uh is a pretty hefty chunk of what we're doing to get these kids where we want them to be. Again, the afterchool program, Saturday Accelerator, and uh RiseUp Learning Academy. And I'd like to just make a
connection that because we've got increases in numbers attending these programs, I do believe that is also impacting our attendance rates, which is one of our overarching goals is to have those attendance rates grow up go up. So within the grant for this section, we
have two primary goals that we're always tracking the data on. The first is that quarterly we expect to see a 3% growth in attendance. And this is a combination of all of these ELT programs. And you can see there that we have achieved that
uh this year our quarter 1 was 45% up to 52 53 and then 57%. A lot of things impact those rates because we have early graduates. We have kids coming and going uh from rise up and you know we're we
have the a quarter is a semester. So it's easier to gain a lot of credits to recover which that these kids are there for. So our second goal we thought we would look at is what impact is this having long term for students particularly who spend two years with
us. So we started looking at our juniors. Um and so any student who has attended RiseUp their junior and senior year and only those kids we took a look at and we established a goal that we were hoping early graduates that were
coming out of that group and again you had to be there for your junior and senior year. How many of those kids became early graduates? Meaning they were able to graduate any time before March before the last the third quarter of March. And that would include their
junior year even. We have a lot of juniors this year who graduated that are in the 2027 cohort. They're done. We saw a trend in that. So we thought we'd uh develop a goal around that. And we looked at our 2025 cohort of those
juniors who attended both years. 58% and this year of our juniors who attended both last year and this year 62%. And this is a huge achievement when you consider that these kids come to us in a very gross credit deficit. Some of these
kids arrive to us with 10 credits and you look at that and think got a long way to go. But with all of the ELTs and all the hard efforts of the staff, we're able to reach them and get them right on track. and you can't imagine a happier face than a kid who graduates once they
get to us. >> I'm a member um of the student social services and family and community community engagement. I think that um Miss Christopher already talked about the the family engagement with the deputy, the attendance deputy
calling parents um and a liaison knocking on doors, a person who will go to the girlfriend or boyfriend's house if that's where you are to go get you. Um and then community engagement is very
important because it's not those kids, it's our kids. And I am very proud that for the first time, RiseUp Academy had two representatives on the city youth council. We've made more connections with
Nordame. Um we had uh for the first time Rise of Academy students went to the Notre Dame trade show and that had a I'll talk to you about that how that really impacted
the students. We have community service projects. We took students to uh Pet Refuge, Cultivate, St. Paul's Nursing Home. Even a group of students went to Edison K8 to help them with their um
field day. These activities fulfill a graduation requirement. It's just not playing around. It is a grad pathway, too. Um, also we do restorative justice because it gets to the heart of the
matter. It is more it's a tool that's more than just for when there's trouble. It it binds our community. It lets our students know that we are willing to listen to them. students were trained and teachers were trained in restorative
practices and we contracted with the hub to do that training. We have a restorative facilitator and um we built restorative justice into our day. Um community circles are held a
minimum of twice per week and the students really enjoy them. And then we have the academic supports. We are a team. That's the thing about a team. You
are on a mission. Uh a you are on a mission. And so we have grad coaches. The whole school is involved in grad coaching and they coach these students. They use grad sheets. um that is a way
to organize students electives in a way they can understand what is required and it gets them invested in their um invested in their learning and the credits they earn. I think I might have
gone out of order is the next one right here increase student achievement and recommend. So what we're really proud of, you know, these students, they come to RiseUp Academy and they're deficient in credits and sometime you can have the
mindset of let's just get them over, get a credit, D minus, just get a credit. But we are so proud that more and more students are applying to college and being accepted. Purdue, Ball State,
IUSB, and IVTech. 21st Century Scholar is a program that students sign up for in 8th grade, but they have to meet certain criteria. And this year, our students knocked it out of the park. We had seven students that
met the criteria of having a 2.5 GPA, a core 40 diploma, file your FASA, do all the student success activities. And so that is very we're very proud of that. This year, I believe because we took
students to the Notre Dame trade uh um construction trade show, we had four young men that signed up for the brick layers apprenticeship program. That's especially dear to my heart because my father was a brick layer. We have two young ladies that promised me they're
going to come back when the electrical workers application open up and I will help them. They graduated already, but I'm still going to help them apply to the electrical workers apprenticeship program. We have students going to the military school. Finally, we have
students have earned enough credits to be in the um CTE program, barber um school, and automotive. We're telling students, you have to not just pass because you wouldn't want a physician working on your grandmother that got a D
minus. So, don't you get a D minus. and you don't want me working with your credits doing 60%. Let's let's perform up to your ability. So students um are retaking classes that they got D minuses in. Said I can do better, Miss Simpson.
I got my head on straight now. And now we're seeing GPA go to 2.5 and even some to three and I'm looking forward to more. And we are really requiring students and pushing students to get a core 40 diploma. I will say when they
graduate early that is a mandate unless there is a special circumstance. If you graduate early you have to have a core 40 diploma. We are working hard as a team. So we are working hard especially in our sustainability. Obviously this grant
fund it will run out. So, we have amazing teachers that are still going to continue internally with the afterchool program. They're still going to we're still doing the grad coaching. We're still going to train our staff because we know transportation is expensive. Two
of us here have or three of us have uh the white bus training. So, we're going to continue that way as well. Um we're still going to continue events. We do have stuff for concessions uh so we can continue those with outside for long-term base. We have all the stuff
for the CTE and broadcasting that not only benefits us but also the outside community. So at the end of the year uh 2027 when our grant runs out uh we'll be back to ask for the following support actually
asking for support to continue to fund our attendance deputy and our home leazison because both of them both uh they were paid through our grant also um the transportation uh the rise up summer
school site. Uh we will be asking to continue because some of most of our students they like to stay um with our school where they have our teachers who can help them you know basically on
environment that they know but this won't exclude also other staff you know from joining us. uh also if possible uh continuing our Saturday accelerator maybe once a month because it is very
very very beneficial to our students. We're also going to continue to seek with our community support and relations as Miss Simpson's already said. Um, with Notre Dame, a lot of the stuff we do, they have been supporting us. The Robinson Center, we have this program in
Best Kids in cosmetology. Many of our students outside the graduate, they these are like the brick layer programs, the electrician. All of these programs benefit our students into that workforce. We uh partner with the city of Southbend and we kind of continue that, but we will also continue to seek
out others who would be willing to help our sustainability. Thank you very much. Uh it's very hard to talk about what you've been doing for the last two years in 10 minutes, but thank you for giving us this opportunity.
>> We have questions. Dr. McCullik, go ahead. Thank you. I don't have a question for say I have a comment and I am so appreciative that um you mentioned uh your students are able to um be involved or apply for when they graduate
the electrical plumber electrical workers plumbers and and uh hopefully nursing. I've been saying this for the last four years and I'm glad to hear you say it. So, I'm glad because every student is not going to go to college >> and so when they graduate from your program, they need to be able to go to
work somewhere and so I'm glad you said that. So, thank you for that. >> I guess I got a couple comments. They're probably not very nice comments, but >> I'd like uh them couple of figures. Uh it says
increasing number of kids graduating. with a core 40. Isn't Isn't that our whole goal for every kid to graduate with a core 40? >> Not uh for some who come in with only 10
credits, we give them a general diploma. So, we started with general diploma in a past, you know, moved up to core 40 so they can go to uh college or do other things. So, that's the goal. But the students we we get from other schools
they are just you know struggling to even be able to graduate. >> If I might add we do the students that want to like for instance there were two students that graduated because their time run out just shy of a core 40. they
are invited to come to our ruler to maybe pick up that algebra 2A or the algebra 2B or whatever so they can get one. Those were ones that was uh that were close. >> And I'm glad you're I agree with Miss McCulla as far as adding to nurses and
stuff like that. Another thing I kind of kind of a negative remark but um I think the first screen can you pull up the first screen again or can you go backwards where it said the percentages one before this?
Nope. Nope. Right there. >> Mhm. >> Okay. Now I see each year there I didn't come back until 25 but um
there's a are those the be after figures or the before figures that after report came back to us about all the grade changing in all of our high schools.
I want true figures when you do a presentation. Are those the >> you know >> figures that were there before we finalized the great changings or after the great changing? >> No, actually >> and I would guess that's before we found
uh before the great changing. >> No, because uh maybe the 2023 but you know Rise Up never changed the grade. We uh >> when they first come out, did did you guys do adjustments on on the percentages or not?
>> No, we did not. The state did not do adjustment because there was no we we were not given the names of the students. >> You understand what I'm saying, Mr. Reeds? >> Yeah. And I think he's answering. >> Yeah. We were never given the names of those students who were in question
about, you know, the great change or who cheated. So, >> I don't mean to be negative. I know you're trying your best, but uh and especially uh I'm glad you're going in different directions and for different kids. Uh
m Mr. uh Mark says all the time, every kid is different. And that's true. and and I think especially in a school like you have >> and and uh that you have to treat every kid difference with CTE and the nurses
and it's almost like our uh school that we have >> cornerstone cornerstone >> yeah where you got to peak their interest to get them involved in in something uh And
so, uh, I I was just curious because of the report we got when we first got on the board about, uh, about the great changing in every one of our high schools. And And >> if I might add, um, >> I I just I want I just want to, negative
or not, I want to see the real figures >> and we appreciate that. And and we, I think, are under the same scrutiny that all the high schools were under for that. Um, and if I might add though, last year you couldn't take a test, you couldn't take a post test, you couldn't
take end of semester test without being in the presence of an adult. Same thing for this year. We really made changes when last year there was a lot of looking at the Edenum programs and the flaws in the system. We really locked down to make sure that especially last
year because that's when tensions were high over all of this. But I I can assure you that last year's data, that 92% that's real. >> But and and I we we own it to the kids. We we don't
own passing them without earning it. That's how they, you know, we own, we do a disservice to them if we So, I I will never never agree to passing a kid on uh
uh that that don't deserve it, you know, and >> I don't think this is happening. >> Okay. Thank you. >> I want to look up. >> I I can vouch for this. >> Yes. Mrs. Simpson is is enemy number one when she resets a kids test. Yes, I am.
We I would like to say our students may take a little longer to get it done, but they get it done. >> And you know, just like um how many adults failed their first um driver's
test? What' you do? You went back and took it again. That's what we're doing here. >> I'm going to ask the Lord tonight in my prayers if you guys are telling me the truth. Well, I can give you an example. Just today, our first day of RULA,
>> a student was almost finished with a class that he was had started in the spring. >> He needed to take that end of semester test. >> I sat right there with him, made sure he did not have any phones out. He only had the tab open for that Adventum course,
and I watched him the entire time. So, I can guarantee that. One more thing, math is something that's was my first area 40 years ago when I first started teaching and we have decided that um math is not going to be
taken on edum anymore mainly because students aren't learn weren't learning at the level that they need to learn. Um, and if they're going to be a brick layer or electrician, they're going to have to know that a square plus b²
really does equal c^². >> Yep. And um to piggyback on what you had said about uh making sure no other tabs were open, >> uh the new Adventum system is u close to
the state system which is a secured browser where no other tabs can be open if they are taking a test. >> That's what we need. So, I I want to
hope that we don't lose sight of what you've been able to accomplish. And I just want you to talk a little bit about the context in which you got the grant. Uh there are very few schools in Indiana that actually invited to apply for this
grant. You got it. What exactly is unique about the program that you've presented to us? uh other than the fact that you're really reaching kids who maybe other programs weren't able to reach because
you believe in them, you see them, you give them opportunities, you follow their paths, you build on their talents, but conceptually you you came together and put together something that other schools weren't able to do.
Can you talk about that a little bit? >> Sure. Uh when I arrived at Rise Up Academy, what I found out was the teachers, you know, to do this job, you have really it's like a ministry. You really have to believe in what you're doing. So I found people who are caring
uh really who like to when students come to us, most of them were told they will never be able to graduate from high school. So the small group we have of teachers and support staff, we have agreed that we need to know the students. We need to encourage them. We
need to make sure that whatever happened in the past is long gone. Uh that's why we call it we said our model is release the past, embrace the present and then soar into the future. So when they come
to us, you know, as a small group, as a small environment, I think they find that people care about them. But when we wrote the grant, I think the people from IDE, they said, you know, they found out that the rise up was really small. They
were really reluctant to give us money, but they said, looking at what you what where we we were and what we've been doing about uh caring about students and uh you know, basically uh helping them as they come in. uh they said we're
going to try with with them but they they really enjoyed they been when they come to us they know they see that teachers support staff they care about student there are conversation going on uh they we know the the graduation teams
you know the grad coaches are very important every teacher every support staff uh we have like five teams we have to know all those kids the 10 students you have 15 students you have in your team. So the unique you know thing about
rise up is you know teachers support staff they care and they give time uh to the students. I also want to say that when when the three implementation priorities were chosen, professional development,
expanded learning times, and student social services and family community engagement, a lot of research went into those three implementation priorities. Those weren't just grabbed out of the air as three random things we're going to try to do. So we named those, but
then we have a a a an index of research that we did before we actually implemented those things and we pulled out the strongest things that we felt could help the RiseUp staff and students personally.
So we really tailored everything we do to our kids individually and it's working. it it when when the when we get our visitors from the IDOE again they are really impressed with how personal we are with the kids and I think it
helps both the staff and the students to be honest with you it's a good place to be and we have gained nothing but the trust of those kids by the time they're done with us so we've taken the research we've done the time put in the time to really understand what we need to do it
wasn't just random and we dug in and did Thank you, >> Mr. Castillo. >> Uh, thank you very much, panel, uh, for the information you gave us tonight. And, uh, I guess the thoughts that go
through my mind is the many students who would never have received, uh, their diploma if it wasn't for your program. uh that as well as with the virtual pro
programs that we have. Uh Southpen is uh Sopen Community School Corporation is very fortunate um to have your programs around for the benefit of students who in some cases
have failed many times before and have come to you. you understand that and what you give them is positive feedback in order to make a difference in their life and I have seen it. I've been in your
building. I have been very complimentary of what you uh do there. all your teachers. Um, the one person on the panel there I I know individually
uh as a person who I worked with for for quite a few years at Dickinson when I was the assistant principal and Sher Balden Simpson there was the guidance counselor and not only did she assist
and help the students but she made my life better every day that I was there and I was very thankful to her. Uh I always tried to challenge her in track.
I always lost. Uh but that's another story and but thank you very much for your presentation tonight and for what you do to many students to give them a second chance. Thank you. >> Thank you. Our pleasure. So I want to
just finish by also thanking the board for really your support. Uh you know when we got the new carpet you know last year when kids came back with the new stuff we had in the parents you know the students they were really happy you know
so we really thank you for your support and also in September we have the visit from the IDE. So with the permission of superintendent Eid, I invite all the board members who will be available that time to come in to ask questions and
also you know visit our school. Thank you so much. >> Thank you very much. Thank you. We will now move to the consent agenda. It is recommended that the board of school trustees approve the consent
agenda which includes the approval of the May 27 minutes under item 8.01. Accepting any attached financial reports and statements under item 8.02 02 approving any attached consolated 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 and adopting any attached resolutions under item 8.05 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 6 and approving or ratifying any contracts for 50,000 or less under action item 8.07 of which there are.
>> Do we have a motion and a second to approve the consent agenda? >> Motion to approve. >> Thank you, Mr. Ellison. >> Second. >> Thank you, Mr. Leva. >> Question. >> Yes, Dr. McCulla.
for under um the contract for $50,000 or less. Con um I'm looking at number 10. Can someone explain to me what that is? What are we doing with I mean what is that? >> Which one? >> Number >> number 10. Specialized staffing.
>> The specialized staffing that would be for the kitchen help or the cafeteria help when somebody is uh absent. uh like for teachers we use edu staff for substitute for cafeteria work uh we
use specialized staffing >> we hire a company for that >> can we >> yeah Mr. Lutaya is here he can explain >> that is well done Mr. eat um specialized staffing is the company that we always used for substitute staffing. Normally
when our staffing are out and we are short in the kitchens, we have them come in for emergency to cover the spots for just that short time. >> There's substitutes. >> Yeah, >> that is correct. or kitchen. >> So if someone's missing in the kitchen
staff, they're able to use this agency and bring in someone to fill in just for the day menu. >> That's correct. >> Like Yeah. Like teachers. >> Okay. Thank you. Yeah, you can move on. I'm I'm not Yeah. Okay, that's fine.
>> Okay, then we can call the role. >> Mr. Ellison, >> I >> Mr. Castello >> I. >> Dr. McCulla, >> I. >> Mr. Snideki, >> I. >> Mr. Leva, >> I >> Dr. Green,
>> I motion uh passes six to zero. Uh, appreciate it. Miss Rain. Um, >> we've now approved the consent agenda. We'll move on to action items. It's
recommended that the board of school trustees approve three job descriptions. Adult education training specialist instructor, adult education, high school equivalency, teacher, and adult highet test and program assistant.
Do we have a motion? A second to approve? Motion to approve. >> Second. >> Thank you, Mr. Ellison and Mr. Castillo. >> Welcome. >> Good evening, Dr. Green. Uh, superintendent Eid trustees. Yeah, these
are three positions um for adult education. Um, the first one, the training specialist and instructor is a replacement of an existing uh person. Um the second one is uh this was an outdated HSSE posting from a few years
ago. Uh with changes in the program this year uh we'll need to hire this person person due to funding and federal guidelines. Uh the focus is less on ELLL and more on HSC workforce development and certifications. And then finally the third position um
is needed to support our testing coordinator. Um because of changes in availability um since she's a full-time she can only do 40 hours. So, we need an additional position to do outside of those hours. And these are all grant-f funed positions. >> Mr.
You have any questions? >> No. >> Oh, sorry. >> Well, I do. >> No, Dr. Mc. >> So, so these job descriptions, you already have someone in them. >> In the first two, uh, the adult ed training specialist and instructor, we had someone leave, vacate that one. Uh
the second one uh we replacing another person that was already in this position. >> Okay. So you're not posting these positions so people can apply. You're just >> they are posting. Yeah, >> they are posting. So >> So you're only asking for job
descriptions. You're not asking us to >> uh to um vote on someone hiring someone, >> are you? Because this is kind of misleading. >> I'll be really honest. Uh this one, Jenny was uh was in charge of these.
They were this was recommended by um general counsel um to to come in front of the board as an action item. >> Okay. I get the job descriptions, but you already got someone uh that's already in these two jobs already. >> Yes. >> You don't know what the salary is, what
what it is. And so you're asking for us and approve a job description for the third one. >> And I don't know what the salary would be for that. Um, let's see. >> Is this the only one that's going to be posted for someone to apply for? >> Yes, ma'am. The third one is the only
one that will have an application process. The first two, there are people in them. And what's happening is because the high school equivalency exam has changed. >> So, the requirements have changed. So, the job description has to match the
federal requirements. >> Okay. >> Of the job description. >> Okay. I I asked the same question during the planning agenda. So >> yeah, that's >> and I'm sure Jenny would have explained it a lot more eloquently than I did. >> So So that that makes it sense to me
when you say that the um >> just don't call me. >> Yes. So we're doing Yes. two two descriptions and then the third is a posted position. >> Well, that makes sense because you said uh uh the um you said the equivalency has changed
>> the high school equivalency. So, so that makes sense that you're asking for uh a job description to be updated, >> correct? >> To match these uh these these descriptions. That makes sense to me because when I'm looking at it, I'm I'm just like, >> is pay I don't know what I'm voting on.
>> Is pay changing in these? >> Did you change the job description? No. >> Uh no, >> the first two are staying the same. The third one is going to be posted. There is nobody in the >> So, the third one is going to be posted so people can can apply for this position. >> Yes, ma'am. >> All right. just because we have to make
sure that all jobs that we have in our corporation are posted. >> All right. Appreciate it. Thank you, >> Mr. K. >> Yeah, the response that was given to me was very rational about what they wanted to do with that program and uh it's a
very successful program that we have over there. >> Absolutely. >> Okay, let's call the question. >> Mr. Ellison, >> I >> Mr. Castello >> I >> Dr. McCulla >> I >> Mr. Snideki >> I >> Mr. Leva
>> I >> Dr. Green >> I motion passes by six to zero again uh appreciate it miss >> thank you um action item 9.02 102 is recommended that board of school trustees approve the authorization to
expand use of software Evvent Link for schools and apartments event link for schools and departments. Thank you. Do we have a motion and a second to approve? >> Motion to approve. >> Thank you. >> Second
and Mr. Lea. >> Welcome. >> Do you have any questions? No. >> Um yeah. So basically this is to expand the use that we are having right now with event link. We are using it only for athletics but uh this software has
other um functionalities such as fundraising or donations um or even for other ticket sales rather than only athletics. So we just want to expand the use of this software. Did you want to add something, Mr. E?
>> There is no cost to us for that because what they do is they collect $1 per transaction >> and that is not cost for the corporation. So basically it's up. >> Okay, we're good. M R >> Mr. Ellison
>> I >> Mr. Castello >> I >> Dr. McCulla >> I >> Mr. Steki >> I >> Mr. Lea >> I >> Dr. Green >> I. Motion carries. Uh 6 to zero. Again, my appreciation, Miss Rain.
>> Um action item 9.03. It is recommended the board of school trustees approve the resolution regarding compensation adjustments for custodial and engineering staff as defined in a tentative agreement. Do we have a motion and a second to approve?
>> Uh may I interrupt please? before point of order, before the motion is made. >> And I see we have some guests here that are going to present. >> Um I I think it's important uh
to consider whether we should postpone this to the next meeting. Um it would be uh better if this was all part of an agreement with with the representatives
of the union. So we are working on getting that clarified. I want to give you a little uh history on this um before you consider making a motion to move forward tonight with what's on the
table. >> So you're asking us to table it? Uh yes. And I want to explain why though. >> Postpone. >> Yeah. Postpone it till the next meeting. Table it for the next meeting. >> Postpone. >> Postpone. >> Table. We have to talk about it at the end of the meeting. So postpone is the
word we use. >> Well, as long as we're clear what our intent is, we're fine. >> Uh so the question is does ask me represent uh the employees, the custodians. Uh
that was a question that was asked that came up when when something was pushed forward on the agenda for the board this board to consider. The question was raised does ask me represent them? Uh so ask me did represent the custodians
before they became employees of SSC. They represented them during SSC. Um, and I think everyone was going on the assumption that they continued to represent them. Um, looking at some of the case law in this
area, uh, I would say we have two out of three factors that favor continued representation and for us to recognize uh, ASME as the uh, exclusive bargaining
representative for the custodians. Uh the one factor that's missing is a recent uh vote of representation on the part of the custodians that that seems to be missing. I've had discussions with their
representatives, not just locally, but in Indianapolis, about sat giving us some type of information or some type of satisfaction of uh a recent representation vote or a card count or something. Um,
and I we're looking really for a low threshold here to to give a satisfaction that they are should be treated as the exclusive representative um for the custodians across the board. >> You haven't figured that out yet? Last
meeting they gave me three different answers on the count and >> they still don't have the right count. >> No, no, this is that's a different group. That's a different group. >> That's a different group. I I I think I think within the next I think within the
next two weeks we can resolve this and have an entire agreement uh that that's all part of this. And the intent here is to be is for this to be retroactive. So um it's it I mean it's it's a rough ask
to say wait a little bit longer, wait a couple more weeks to these employees that have been waiting all year. Uh but it is going to be retroactive and it's worth waiting to make sure we get it done right. Uh >> and that's what we're asking for so it gets done right. But
>> and I and I hear some questions from board members that are wanting some details on where the numbers are, how we got to them. There were some extensive meetings and discussions. These numbers didn't fall out of thin air. um uh they were
talked about extensively and and I think with a a tenative agreement understanding but uh when it comes to negotiating with the school board or any other government unit in Indiana, it doesn't mean
anything until you approve it and until it's ratified by the union. So, uh, uh, it's my recommendation that we, uh, postpone this to the next next meeting >> and and hopefully have this as part of
an entire collective bargaining agreement >> and and I asked a few questions that they promised me answers, but I guess they waited over a year and a half a year now. The only thing they're going
to have to renegotiate is the cost of living because that went up, right? >> Daily. >> So, that's supposed to be funny. >> Yes. >> Uh, >> all right. I'll make a motion to
>> I have a question. >> Okay. >> I try to get a word in. >> Mr. Mason or Mr. Summers, should they have a word? That that's that's the president's discretion or the board's
>> Do you have something to say about that? >> We could wait until we present at the next board meeting. >> Okay. >> Okay. >> That's satisfactory on the 29th. >> Yes. >> Of June. >> The question I have is just um
>> Mr. Ellison, >> are the numbers going to change at all? just cuz the longer we wait to ratify it, that's two more weeks that they won't get it on their paycheck. >> And it's, you know, a fair amount of money if you're going retroactive back to January 1. And I'm fine with deferring to your judgment on this, but
if the numbers are going to be exactly the same anyway, and it's just a matter of all the other issues, can't we what's the harm in doing it tonight so that they at least get their money sooner and then they'll figure out the other parts once we get everything done? I mean, I
just would like to see us try to get them their pay, you know, retroactive sooner rather than later if that can be done, you know, peacemail. I I don't want to see us get in a situation where uh we're
uh unilaterally approving a term and condition when it should have been inside of a collective bargaining agreement uh as a term and condition of employment. And uh it it'd be a little easier to answer this if we were dealing with the teacher contracts because our
state laws are very clear on how those work. Um but we got a little this is a little grayer area. And um if we were to do this pass this portion and it's not part of a collecting bargain agreement,
we might be accused of violating our uh obligation to bargain with with the representatives of these employees. So rather than trying to avoid future disputes or
future litigation over this point, if we can do it all as part of one, it works out better for everybody. >> So sorry, >> go ahead. >> I'm sorry. Thank Thank you, uh, chair. Um, so I I I agree that that um we don't
want to get in a gray area either. So I agree that uh if we have to postpone it, postpone it. But I also agree that we may need to make sure that we get this right >> because our custodians have been through enough. >> And so when we come back to us again
with this refined or proposal that is actually right is what they want. >> Uh because like I said, they've been through enough and we need to make sure it's right and they get they get their retroactive pay. So I I agree with
postponing it. >> And I I agree with Dr. Dr. McCulla completely. >> Do I hear someone make a motion? >> I make a motion that we postpone it until the next board meeting. >> Second.
>> Thank you, Mr. Costello and Dr. McCulla. >> Uh, Miss Raina. >> Mr. Ellison. >> I. >> Mr. Castello. >> I. >> Dr. McCulla. >> I. >> Mr. Snideki. >> I. >> Mr. Leva. >> I. >> Dr. Green.
>> I. Motion carries by vote of six to zero. Thank you again. Right on to action. Item 9.04. Is recommended that board of school trustees approve the career and
technical education participation agreement for the 202627 school year. Do we have a motion and a second to approve? >> Motion to approve. >> Thank you, Mr. Ellison.
>> Second. >> Thank you, Mr. Leva. >> You're here as yourself. >> Yeah, I'll go through just a general overview and then Dr. Finley can answer any questions that are needed. So the CTE participation agreement establishes a standard agreement allowing students
uh part students from non uh participating non SBCSC schools to enroll in uh the CTE programming that we have. Uh Southbend schools retains full control over program operations, enrollment, curriculum, staffing, uh all things related to the CTE schools. The
sending schools are responsible for transportation and then also for the payment of Southbend School Corp established tuition rates. Um the agreement includes standard uh legal protections that we include in all of our contracts now. Um and participation
is subject to board approval, program capacity, and student eligibility requirements. >> And then Dr. Finley can >> Yeah, he can talk about a little bit more about the um different conversations that he's had and the reasoning for this agreement.
>> So um the the gist of this is is we've not had any formal agreements. Currently we um we allow a a handful of students from our parochial partners um to attend uh our CTE courses. Um they of course are placed at the ve very end after our
students are placed. Um so they only fill up remaining slots, but we've not actually had an agreement um or as far as I know since I've been here, it's been an on it's been an there was an agreement prior to me getting here. It's
been um kind of an established thing that has just happened and we're now formalizing it. Um and that's the big thing is formalizing the agreement. And then after we formalize the agreement, uh we'll we'll look at a tuition structure for the following year. But
I'd like to continue the current um tuition structure, which is just the ADM, which is the average daily membership. And each participating school of course has a different ADM. Um but that's what it has been in the past. Um, and that's what I'd like to do for this year. Okay. >> But I'd like to get this approved and
then turn around and and decide and discuss a cost structure um that we can look at for any participating schools in the future. Um, especially if we start expanding to other county schools or we have agreements with New Prairie or you know, as an example. Um, so this is the
framework um for that agreement. Um, as you'll see in there, the tuition is blank. Um, currently I would bring each individual agreement to the board with that tuition, but this is the structure. >> Okay. >> Does that help? >> Thank you. Do you have any questions?
>> M Reena, >> Mr. Ellison, >> I. >> Mr. Castello, >> I. >> Dr. McCulla, >> I. >> Mr. Steaki, >> I. >> Mr. Leva, >> I. >> Dr. Green, >> I. A. Motion passes uh by a vote of six
to zero. Thank you again. >> Moving on to action item 9.05. Is recommended that the board of school trustees approve the resolution authorizing the reallocation and transfer of supplemental homestead credit losses pursuant to Indiana code
6.11-20.6-14. >> By all means, please explain this. >> Okay. Um so for the year calendar year 2026 actually the budget kind of projected around $4 million for losing
because of the Senate Bill one. Um however the department of local government finance has done their own calculation and they are projecting that we are not going to receive $2.1 million. From this $2.1 million that we are not
receiving. They are saying to us that we are able to move money from our debt fund and our debt payment fund into our operating fund. These two funds, the debt the debt fund and the payment and the debt payment funds are restricted.
So pretty much we cannot utilize the money that is in there. However, through this Indiana law, uh we can move that we can move around uh $543,000 from those funds into the operating fund
to kind of cover uh the money that we are not receiving for this year. So pretty much we are not going to spend more money. We don't need more money. We are not going to incur on more debt. We are just transferring money from our uh
restricted funds to our operating fund. >> Is this not our cash reserves? It it's it's already in our it's already part of our money but from our restricted to our operating funds and and it's pretty much that it's because in if we don't move it
we pretty much lose that option to move the money and we will just cover the $2.1 million that they are calculating that we are going to lose. >> So you're recommending we should do this. Our recommendation is yes to go for it otherwise we we are gonna just
not going to receive that amount >> to be clear. Okay. >> Yeah that is our recommendation >> right we're going right to the question >> just what I remember from doing the planning is that we clear we have more than enough money in the debt funds to satisfy our current debt.
>> Yes sir. Yes. And actually they are the ones that are calculating it. Like they actually sent us a document where they are calculating and they are saying you can move up to four $543,000 from your debt to your operating fund.
So we are not getting you know our debt funds low or anything like that. They are the ones that are calculating it. >> Very good. >> I just have one question. Does Mr. An amid does she agree with you?
>> Yes, of course. >> Okay, that's all I need to know. >> Yes. Yes, of course. >> Of course. >> Okay. Now, Miss R. >> Mr. Ellison, >> I >> Mr. Castello >> I
>> Dr. McCullo >> I >> Mr. Sideki >> I >> Mr. Leva >> I >> Dr. Green >> I. Motion carries six to zero. >> Thank you. >> Thank you again, Mr. Ra.
>> Moving on to action item 9.06. Is recommended that the board of school trustees approve the quotes for the foreign language adoption. >> Do we have a motion and a second? >> Motion. I'm sorry. >> Motion to approve.
>> Mr. and >> Mr. Ellison. Thank you very much, gentlemen. And Mrs. Ell, >> how are you? Nice to see you. >> Great. Superintendent Eid Mi uh Dr.
Green and the board. We are here to present a world language adoption to you. So, same thing with um ELA adoption. We went through the same process that we developed and that is inviting teachers to come to our
committee and then we had different vendors present for the different foreign languages and then they all filled out a rubric and then they made their final decision. So now I'm going to pass it over to them.
>> I am Kim Cypes and I teach at Lasale and I am starting with elementary Spanish. Um, we chose the Sesa Spanish program because one thing we really needed in the elementary was consistency across all of the schools. Um, currently what we have are little pockets of elementary programs and we felt like it needed to
be more consistent. We also needed something that was more age appropriate um than just taking a high school text and putting little kid pictures in it. Um, this one has music, poems, games, um, books and stories, little role plays they could do with puppets and partner
activities. So it gives them a little taste of Spanish at their own age level. Um for the middle school, we chose a program called QTalk. Again, we needed consistency across those programs and we definitely wanted something that was uh
with a focus on communication. Um QTalk is created by somebody who actually studies um cognitive science and knows how young brains learn language. And so it's very visual, lots of repetition and it's based on flashcards and it's
perfect for the um 678 middle school range. >> Good evening. My name is McDalia Lopez. I teach at Riley High School. I teach Spanish um one heritage and Spanish AP.
I'm going to talk to you about the adoption for from Carnage Learning that is geared to the heritage um students. Uh the name of the class is actually Spanish for heritage learners. It was created around 10 years ago to serve our
native speakers of Spanish. Right now it serves also the students coming from Edison dual immersion language. >> Um why did we choose that one? because it helps differentiate instruction adjusting activities according to
students proficiency level within the same level of content of the class. Uh also it has re uh relevance and it includes native speakers from different parts of the world therefore different accents that helps also prepare students
if they choose to do IB or AP. um for it also explores geography, history and literature and in the target language that also helps students um carry that knowledge into other content areas that they need to graduate.
The skill required to communicate transfer to English also helping them uh acquire more vocabulary in their English classes. Uh for the AP program, we're going to with Wayside um last year was the first
uh year with an AP Spanish class. We did not have a textbook. So this is a huge improvement. Uh they have been in this case the wayside uh publishing has is going to have kids practicing the skills
they need to succeed in the AP class and the AP test and starting as soon as Spanish one. So that's very important for us and the people who wrote or are writing the
finishing parts of the of this adoption for AP are people who collaborate who were collaborating in writing the AP test. So that's also very important for us. >> I'm Becky Hernandez. I teach Spanish at
Adams. Um, I'm going to very briefly talk about why we chose Wayside Publishing for our regular levels of Spanish for new language learners. So, Spanish as a second language. Um, they have a variety of authentic resources.
They allow us to use um current events. They have readings that we can use in our classroom. And they have this thing called New Lang, which is similar to Dualingo. So, they get some practice and one-on-one feedback from that. in addition to whatever a teacher is able
to um perform within the classroom. And let's see, engaging and relevant curriculum, comprehensible input resources, access to authentic resources, opportunities to practice and evaluate speaking skills, differentiation for student needs and age appropriate activities at all
levels. I do want to speak very briefly about the IB curriculum. You will see that it is not up there. the IB curriculum um from the international baloria changes in two years for Spanish and it does not make sense to purchase books at this time for something that's
going to change in two years. So we are putting that off um until two years from now. >> Thank you. So putting all of the languages together um we get digital licenses for all students, hardback class sets, teacher materials and
professional development. um that is the price tag, but if you take the number of students, so next year we are serving 3,832 students and then it's a six-year adoption. So divide that by six, we are
spending $30 per student. And just next steps, we are this committee right here uh was actually working on guides during part of the uh the meeting earlier. So they have already started uh looking at how to uh get ready for next year.
>> Any questions? >> An impressive group of teachers. >> How much does this total compared to what we spent the last time adoptions were? Aren't we saving money? >> Yes, definitely. Good question. So, um adding it all together before our
elementary and our middle school was not actually in an adoption. So every year we had to to pay bills individually. So looking at it, we're saving close to $400,000 by packaging alto together.
>> And I know you answered this question in agenda planning, but might be worth just for those who are listening, you know, what what's the trajectory of students taking languages? uh the number of students taking
Spanish, French, uh even German, uh maybe Italian. Uh >> I mean, is it increasing? I mean, it's >> Yes, definitely Spanish. Um before um when Miss Lee and I were uh talking to principles about um class offerings,
especially with middle school, some schools had Spanish and some didn't. So, we looked at that and we thought it was important to offer a foreign language. and now every school next year is going to have one. We have close to 2,000 middle school students that signed up to
take Spanish. So, we thought that was really cool. >> So, Dr. Green, as Regina has already mentioned, what we found that when we were looking at course offerings is that we had an inequity of opportunity for students to engage in foreign language. And we also found that some of our
students who were in need of receiving math or ELA intervention um were especially not given that opportunity. But we know as has been said in multiple presentations this evening that every child has a hook, everyone has a interest. And so through that lens of
equity, we wanted to ensure that the students had that um foreign language of choice. And so we've been able to carve that out through um ensuring that we are realigning the basic skills that all of our students have to have as well as the
um hiring and staffing and alignment of the electives. >> So I have one quick question. I think you answered it, but I want to make sure I'm I'm clear on it. So someone mentioned elementary. This is going to be in every elementary school. >> No, just some elementary schools. some
of our elementaryaries, it was part of their programming such as um Kennedy, it was part of their initial programming >> um and and Clayia as the IB. >> So, it's just those two schools, >> correct? >> Okay. >> Okay. Because I was looking at the schools on the west end like those
elementary schools out there. They're they seem like they missing sometimes. They just get out of the loop. >> Yeah. And like I said, as Regina said, we we found just pockets of excellent or practice around the district. And so we just
synthesize it and had to make create a linear pathway for all of our students K12. >> I'm just always looking at ways that we can involve all of our elementary schools involved in some of these these uh things that's happening here. So that's that was my question. I appreciate it. Thank you.
>> Thank you. >> Thank you, Mr. Castello. >> Yeah. So how many of our elementary schools will be involved in in a foreign language? >> So right now it will it is Kennedy and um CIA I was going to say Clay IB.
>> Um so those are the two schools that are involved right now. >> But our future plans are what? >> Our future plans is to take a strategic approach to it right now. I mean, as we found it, it was just without rhyme or reason or data to look at who had what,
when, and where and why. So, this year, we'll spend time in trying to determine, okay, where can we expand this so that either students have the opportunity during during the academic day or as a club of interest after school. >> Okay. Well, we need to sell that to the public because that could be a
tremendous encouragement for students to attend top end schools if we can get that done. Yeah. >> Um as far as the price is concerned, the many expenditures we have I've seen in
the last um couple of months going through here, uh this as far as I'm concerned is a must, a major area for us to invest in. And I thank uh all the uh
people who came out tonight to to uh support this. Uh you're doing a great service to many people and I thank you very much for showing up tonight. >> You're right, Mr. Costello. Our teachers are the best. We absolutely are. >> One last comment, Dr. Green.
>> Sure. >> I just want to have one last comment. Um, I would like to see and when we come up with these programs, these kinds of programs that we try to get our other our other schools that normally other
than just themies >> because I think it would benefit the other children and get more interest in in them academically if we can expand these programs into our elementary school. So when we're thinking about when you're at the table thinking about these programs, it'd be nice to see if
you can try to expand them. >> Yeah. >> Yes. >> And to the other schools and not just some schools. >> Yes. And we certainly have the experts that can help facilitate that. Um and again how they can we can interwo interweave it within the academic day
and or give option and it doesn't have to just be one language that we offer. It could be multiple languages um of the interest of that particular building. Yeah, because I think that uh like I said, our other elementary schools would be benefit from this program as well, from this curriculum as well. I
appreciate it. Thank you. >> Thank you, >> Terina. >> Mr. Ellison, >> I >> Mr. Castello >> I >> Dr. McCulla >> I >> Mr. Lea >> I >> Dr. Green >> I motion carries by vote of five to
zero. Thanks very much. >> Thank you. Thanks for your expertise and your passion and everything else you bring to this. >> Moving on to action item 9.07. It is recommended that the board of school trustees approve the elevate youth
mentoring program. >> Good evening Dr. Green and Mr. Reid and board. Um the longer version of this is actually gear up uh elevate youth mentoring work-based
learning supports and this is a renewal of a an agreement which supports our work-based learning. We heard a few weeks ago at a board meeting from Tiffany Reic McDaniel who spoke about from our gearup team that spoke about
work-based learning and all the impact with partners in the community that sort of thing. Her work partners with the industry folks that are bringing us work-based learning opportunities alongside our CTE programs. So much to Mrs. McCulla's
encouragement that we make sure the trades are getting what they need. So rather than being a district level position at this point, we are blessed to be able to have gear up to support workbased learning through the GearUp grant and everything from mapping the
community and business partners uh building capacity with our CTE teachers and um developing work-based learning and then additionally increasing it to certifications. The key here is the new diploma requires, not suggests, but
requires certifications and work-based learning options for the district. This fulfills the state level mandate for that. So, we're real very thankful to have this opportunity. >> Thank you, Mr. >> Yes, it's paid for through the Gear Up
grant. >> We're very thankful to be able to bridge some of these programs that way. >> Every time Mr. Ry's here, he says paid for by Gear Up. We're We're really trying. >> I know you are. >> Yeah. >> Thank you. Any >> motion in a second? >> I'll skip that.
>> Yeah. Do we have a motion to approve? >> Motion to approve. >> Thank you, Mr. Ellison. >> We have a second, Mr. >> I thought I was the only one who did that. Okay, we have a u any questions
for Mr. M. Mr. Ellison >> I >> Mr. Castello >> I >> Dr. McCulla >> I >> Mr. Lea >> I >> Dr. Green. >> Hi. Motion carries five to zero.
Thank you, sir. >> I'll wait this time for I'm here for the next one as well. >> You're welcome. >> Action 9.08 is recommended that the board of school trustees approve theou between the Southbend schools and Ivy
Academy for the 26 27 school year. Do we have a motion and second to approve? >> Motion to approve. >> Thank you, Mr. Ellison. >> Second. >> Thank you, Mr. Castillo. >> I'm glad we remember to do that.
>> This is again a renewal of our agreement with IvyTech. Um, every year we come to this place. Uh, again, the beauty of this is our relationship with IvyTech. Now that our Gear Up kids are juniors and seniors, uh, this once again is a
program that is funded through Gear Up. So, it's been excellent. And some of you saw those sashes during the graduation of the big green sashes. >> Those were the IV Academy kids that were coming through. The majority of them earning 60
dual credits, actual college credits. Some of our kids walked out with two full years under their belt. So, we look to have a banner class coming in this year and I believe we will have um because it's the Gear Up cohort, we will have a robust number of kids walking the
stage next year with you. >> Can you give us a ballpark number? >> Um if we hit it right, we'll have the maximum, which would be 24 in each class. So, we'll have 24 walking stage next year. >> Right. Congratulations. Very good.
>> Well, we'll congratulate them when we get them over the line. Well, you got quite a few this year. >> We We did. Thank you. >> 17 this >> 17. >> Yep. >> Well done, Mr. Rain. >> Mr. Ellison, >> I >> Mr. Castello >> I.
>> Dr. McCulla. >> I. >> Mr. Leva. >> I. >> Dr. Green. >> I. Motion carries five to zero. >> Thank you. >> Good night. >> Thank you, sir. >> You action item 9.09. It is recommended that school board of
trustees approve the Egleston log cabin preservation projectou. Do we have a motion and a second to approve? >> Motion to approve. Thank you. >> Thank you Mr. Leva and welcome.
>> Thank you. So the uh thisou authorizes the donation and transfer of the historic Egleston law cabin structure to the history museum uh for preservation and public education use. The museum assumes full responsibility for the dismantling, relocation, uh
reconstruction, insurance costs and ongoing maintenance. Uh this improves a important local historical asset while eliminating future maintenance responsibility for the corporation. So in essence, there's no financial impact. There's no direct cost um to the
corporation. All project expenses are paid by uh or borne by the history museum. Um ultimately the corporation may realize avoided future maintenance and demolition costs. >> Okay. Anything to add?
>> I just know that the history museum is currently creating a pioneer homestead exhibit on its cabin or uh campus. And if you remember the Navar cabin that used to be housed at Leaper Park, they moved that back in 2024, May of 2024.
So if they acquire our log cabin that we have on the Agelston property, the museum plans to put it right next to that Navar cabin to expand its historical display, giving visitors a broader look of the pioneer life back in the day. Well, will this be a public
event where they're uh driving the the cabin down? Uh >> they won't drive it down. I if I understand correctly, they're going to take it down piece by piece. >> That's disappoint. Yeah. Hopefully they video themselves remember.
>> All right, Miss Raina. Oh, wait. Mr. Castell. Okay, Miss Raina. Mr. Ellison >> I >> Mr. Castello >> I >> Dr. McCulla >> I >> Mr. Leva >> I >> Dr. Green >> I motion carries unanimously five to
zero. >> Thank you very much. >> Moving on to action item 9.10 is recommended that the board of school trustees approve the security professionals. >> Do we have a motion? Second to approve.
>> Motion to approve. Mr. Costell, thank you very much. >> Both of you, welcome. >> Yeah, thank you. >> You're just going to stay here all night. >> Well, hopefully not all night, but um so yeah, so this uh the security professionals, it formally includes the
security professionals and the teamsters office personnel bargaining unit retroactive to January 1st. Uh, it establishes a minimum wage of $20 per hour plus an experience differential of 20 cents per hour for each verified or for each year of verified full-time
benefit eligible year of service with the corporation. And then there's an additional 50 cent raise um effective July 1, 2027. Actually, it's August 1, 2027. Uh the MOU defines the PTO work expectations, uniform, mandatory safety,
training, education requirements um that are necessary to uh support school operations. So then John Dell's here from the team said he can also provide some additional >> uh 2 p.m. yesterday we had our ratification meeting. um happy to report
100% who attended that meeting uh voted to ratify. Uh one of the other than the wages, I think one of the most prioritized issues they had was training. Uh we were
successful in collaborating with Mr. to read and off and there are actual time frames for new hires coming in uh when that training is going to be completed. Um they were very pleased with that as well. So thank you very much.
>> I just have a quick question at that point. >> I think you answered it before but I want to make sure I I I clarify. So when you say security professionals, does this include the lunchroom security people? No, it does not.
>> Okay. So, it's just it's just uh hard for me to to grasp that because even though I mean there are security people, too. So, I don't understand why they're not included in the whole overall
security people. >> Historically, I I've been the union representative for the team shooters. uh be starting well 2018 January 1st of 2018 when Jim Jim Zeus retired um I took his place. Historically part-time
employees were not considered eligible to be part of the bargaining unit. These lunchroom security are part-time. Uh no benefits. Correct. >> Um >> only three hours. >> Three Yeah. Three hours a day.
>> Three hours a Okay. Three hours a day. So uh based on the history um when I received the call the calls that I received uh with interest organized came from the inschool
security um I didn't approach the cafeteria security simply because of the history. >> So so when security get raises they won't get a raise. they stay where they are.
>> I cannot speak on that. >> I I mean because it sounds like it's unfair that they don't ever get a raise. I >> they they will uh the source of funding is uh dependent on the uh federal grant
for for food and or from food and nutrition. So uh they are going to get raises. U is Mr. Mutaya still here? No. Um, he does have a schedule for them to get raises
>> in in August. >> Okay, I I get it. I understand. But I just think that if I also I just think that when people are getting raises that they're not excluded from that from that u from that. >> Actually, I take it back. It's July 1.
That's when we take over from uh >> from char 12. See the cafeterias they have a percentage of money dedicated to security. So what some schools do they take that money and they pay a police
officer. For example, John Adams has Mr. Diggins do with you know the security. >> Yeah, I get it because they work hard. uh those part-time folks work just as hard when they come in for their three hours. And it's just uh would just not
be uh right in my eyes is that they don't get a raise. They need to get a raise just like everybody else. I'm not saying that, but they just need to get a raise. >> They will. >> I appreciate it. Thank you. >> Mr. Ellison, >> I >> Mr. Castello
>> I >> Dr. McCulla >> I >> Mr. Leva >> I >> Dr. Green >> I. Motion carries unanimously 5 to zero. Thank you. Uh we're now 10.01. Uh we're now up to items from close
session of which there are none. And so 11.01 board comments. We have come to the point when board members have the opportunity to speak. Know that during board comments we're not making any decisions. Uh Mr. Castelli would like to
make >> Thank you, Dr. Green. >> Okay. >> Appreciate it. >> I want to begin tonight uh signing out a person who uh died several weeks ago who was a uh
teacher here in the South Bend Community School Corporation for I think about 30 years. She was an English teacher at Riley High School. and that is Joyce an
uh she also was a quizball instructor there uh which my daughter Erica got involved in and um because of her uh the whole program just
was so exciting to go to and be a part of. And just as a former parent of a student, um I always thought very highly of this person and she will be missed by
many. So my condolences goes to the family members. Uh she was a just a fantastic person in the classroom and outside as well. So I just wanted to share that with people
tonight if you didn't are were not aware of it. I want to also commend uh the principles and staff of many of the high schools that we have here or
the uh four or five that we have in South Bend here uh for the graduation ceremonies they had this past weekend and also Wednesday night. last Wednesday night.
Uh they were a great spectacle to be around and to be with. Uh I thoroughly enjoyed uh being on stage and shaking the hands of these many students that graduated
this year. Uh the excitement that they had for that uh certificate they were receiving uh in my estimation was something that you you just can't say
words about. uh the joy uh the the the feeling of really being positive and those are the things I think we miss
uh in looking at our educational system because people want to point out which in some cases we must mistakes that have been made things that just don't go right.
But we don't emphasize enough the successes that many of these young people have and uh being a part of these programs, the honor programs that I was uh involved in as well as many of the
staff members here. uh these are the things that I really really look forward to uh at the end of the year because these are the things that make it worthwhile as far as I'm concerned as being on this deis with these other uh
ladies and gentlemen uh trying to serve the South Bend Community School Corporation. with that. Uh tonight, um now Gabby Hernandez, who's not here
tonight, um but she told me I must say this announcement, so I'm going to say it. Um I am going to run again uh for election to the school board of
South Bend coming up in the fall of the year. I up up up up up up up up up up up up up up up up up up up up up up up up up up up up up up up up up up up up up up up up up up up until about two months ago I thought four years was enough. Um
I'm just going to say this and I don't want anybody to take this negatively. Um, but there are things that I think are happening right now and will happen in
the future that I'd like to be a part of. Um, every member of this board um has a duty to the public of trying to be honest, open
and try to do the best job we can to educate young people. Uh, I have tried to do that and in some cases I've made mistakes.
um decisions that I've made have not always uh turned out the way I thought they would. But you know what? I'm still part of something and I feel a desire to be continue this
relationship uh with the members of the South Bend Community School Corporation School Board. And so with that um we'll see what happens. uh because of a this is not appointed
but a elected position. Thank God. Uh the south side of South Bend will have to make a decision and I can live with the fact uh that they believe they should go in a different direction.
But I can tell you this, if if elected, uh I will serve out four years, God willing, and I will try to do my very best uh to support the parents,
students, and the community. Thank you. >> Thank you, Mr. Cassello. So what you would like to say something quick a quick announcement and I'm sorry I did not remember this earlier uh
we lost a teacher >> from Monroe 4year-old teacher um Lauren Dylan and for those of you who knew her she was so full of life and it was shocking
to most of us and her viewing is tomorrow afternoon. I believe the obituary is in the tribune. I just wanted to make sure people >> Thank you very much for saying that. >> Thank you.
>> That was quite tragic actually. So, um I I do want to say a few things myself. I don't usually do that. So, at our last board meeting on May 27th, uh Mr. Ellison offered an apology to city leaders named in a state board of
accounts report. I'd like to offer my own take on this matter. My own work in literacy, parent involvement, youth empowerment has given me many occasions to know and in many instances collaborate with them over the last 30 years. They are valuable members
of our community and have in my observation profoundly added to the educational experience of our children and the community as a whole. I cannot speak for the state board of accounts and why the writers of their audit report included the names of these
city leaders. In the eight years of serving on the board, I've not seen this done. Regardless of the reason why, I acknowledge that the publication of names in the audit has given rise to lots of speculation causing some
unintended consequences. And so I would like to clarify the difference between what we know and what is speculation. First, the state board's focus was not on our partners as much as it was on the
corporation itself and the failure to properly account for expenses that were not in line with applicable internal controls uh standards, I should say, internal control standards, even if they were otherwise appropriate. As this board has
acknowledged, our school corporation did not have a pla have in place in 2022 and 23 sufficient financial guidelines, procedures, and controls. We have amended those practices and do not
expect that the problems will resurface. I'm confident that our current set of financial controls established under Mr. Tam's leadership will provide the state board of accounts and more importantly our community with transparent and accountable reporting of financial
affairs. Second, this board even if it's made up of different members now than it was in 22 and 23 has a responsibility to bring forward the proper vehicle for reporting on activities these and other partners
were involved in. It was ultimately the school corporation which did not impose and implement requirements for reporting what work was done and what records were to be produced in connection with the work that was done. This is an error
that needs correction and I will work with the board and these leaders to facilitate reporting that is based on facts and response to relevant questions. Doing so will enhance our integrity going forward, but it will also confirm the integrity of community
leaders who stepped forward to help our students. Third, the fact that payments were made to some groups under the various arrangements that were made in 2022 and 2023 and other years is not in and of
itself unusual, abnormal, or improper. The system of federal grants we rely on requires us to spend money with community partners. Where we failed was in having in place strong internal controls as I say and reporting requirements not in selecting the
community leaders to participate. Fourth, it is well known that leaders in every walk of life will face adversity. We know that the mention of names and audit reports has impeded the ability of leaders to continue decadesl long work
in our community and schools. But I am also confident that our community leaders will overcome this adversity. Not only as leaders, but as an example to our community, especially our students, that perseverance in overcoming adversity is an essential
part of leadership. Don't I know that? My fifth and final point is this. The audit report was generated from failures on the part of the corporation. I apologize for the collateral harm done by the report. This harm would not have occurred but for failure in our system
at the time. The lesson has been learned. We have tried to do better and will continue to do so. We need each other. Our students need us. So, let us move together forward together. reduce risk of future harm and do all we can do
to help our students. Thank you for listening. If there are no other board comments, then I will simply announce that our next board meeting will be on Monday, June 29th at 5:30 here at Brown. And with that, I I will
now motion to adjourn this meeting. Board members, please stay to sign any necessary forms. And Miss Raina, you are excellent. I don't know. Miss Rhnes might be in trouble.
Thank you. I appreciate it.