Hello. >> Good evening. Welcome everybody to the South Bend Community School Corporation Board Trustee Meeting Monday, November the 17th. It's 5:36. We now are calling the school board
trustee meeting to order. Mr. Hernandez, can you please call the role? >> Yes. Good afternoon. Mr. Marcus Ellison, >> present. >> Mr. Marcusello >> here. >> Miss Kate Lee >> here. Dr. Sir Green,
Mr. Carlos Leva >> here, >> Mr. Bill Sideki >> here, >> Dr. Janette McCulla. >> And here comes Mr. Green. >> Can [clears throat] you call his name, please? >> Dr. Stuart Green.
>> We have a quorum. We can now uh seven seven votes. We can now uh move to the adoption of the agenda. It is recommended that the school board trustee adopt the agenda. Is there a motion? >> So moved. >> Second.
>> It's been moved by Mr. Snag Snakei and second by Mrs. Lee. Mr. Nandez, can you please call the role? >> Mr. Ellison, >> I. >> Mr. Castello, >> I. >> Miss Lee, >> I. >> Dr. Green, >> I. >> Mr. Leva,
>> I >> Mr. Mr. >> Hi, >> Dr. McCulla. >> I The vote to adopt it to adopt the agenda passes unanimously. We now move next on the agenda is the superintendent recognitions and announcements. Superintendent Eid.
>> Good evening, Dr. McCulla, board members, members of the public. Uh we have a few announcements. Uh last week we had signing day and this is where uh
high school athletes sign with colleges. We had a few atoms, a couple at Washington, a couple at Riley. Uh it it was I always used to tell people that is why
one becomes a principle just to watch to watch the the growth of the athletes and watch them go to college and compete. So that was last week on also on uh November 11th was Veterans Day. We were
supposed to have a celebration with the civil air patrol that was postponed. We will let you know when that will happen. Uh every high school had in uh grade 8 informational nights where they invited
their feeder schools. Uh everything was spectacular. Now for the graduation and a few explanations as to why uh things are completely different from
last year. Um the graduation dates are as such. Adult Ed, May 14th at Washington High School, 5:00 p.m. Rise Up and Virtual, June 6th at the Century Center at 10:00 a.m.
Riley High School, June 6th at the Century Center, 2:00 p.m. Washington High School, June 7th at Washington High School at 100 p.m. John Adams High School, June 10th at Notre Dame Purscell
Pavilion at 6:00 p.m. Now, let me give you some background as to why the changes in the commencement schedule. Uh, for the last three years, commencement was at the Compton Ice
Arena, but that was that came at a very heavy price. The price was 140,000 for the rental of that property for the graduations. So we thought that was
extravagant, maybe a little bit exuberant. However, we went to the uh to Mr. and we agreed to give each of the high schools $10,000
and have them choose their own venue. So Washington High School will get $10,000. John Adams High School will get $10,000. Riley High School will get $10,000.
Rise Up Academy and Southbend Virtual, since they're smaller schools, they will get $5,000 each. That is a savings of a 100,000. Now, John Adams decided to go to the
ACC. The ACC rents for 16,000. And John Adams thought that they could raise the 6,000 uh extra that it would cost through the prom. So I hope that explains as to why we
have it in different venues. That's all I have. >> Thank you. We now have the opportunity to hear from visitors under action items 9.01, 9.02, 9.03,
9.04, 9.05, 9.06, 9.07, 9.08, 9.09, 9.10, and 9.11. 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 agenda items
must sign the registration sheet prior to the meeting and state the action agenda item which they will address. Individuals may speak only once during this section of the agenda. Individual um speaker shall properly identify themselves after they approach
the podium by stating their name and address for the record. Personnel issues are not to be addressed during open sessions of the school board. The board president may interrupt, warn, or terminate a person's statement if the statement becomes personally directed, abusive, or obscene.
>> We have a sign issue. >> Yeah, no one signed up. >> Okay. Thank you. We now have the opportunity to hear from visitors on other agenda. I other items uh not on the agenda. At regular meetings, the public is invited to
address the board for three minutes regarding items not posted on the agenda. Individuals may speak only once during this section of the agenda. Speakers shall properly identify themselves for the record.
and approach the podium by stating their name for the record. Personnel issues are not to be addressed during this open session of the school board. The board president may interrupt, warn, or terminate a person's statement if the statement becomes personally directed, abusive, or obscene. Anyone wish to
speak? Seeing no one wish to speak, we now move to academic focus. alternative education program. I see approaching is Ms. Lee and Mr. Sims. Good evening, Dr. McCulla, school board
members, Superintendent Eid, and our guests, both virtual and present. This evening, we would like to bring forward the um initial proposal for our our alternative education program. as you've
known for some time that South Bin Schools um has been tasked with um designing something or a program that's responsive to our children um both in the traditional classroom and various
alternative educations that we educational opportunities that we have available. This is yet another tiered support that we would like to submit to um the board of trustees and the superintendent for further consideration to again continue
to move forward with supporting all of our children in South Bend schools. I just want to take a moment and look at and review the core belief believing that your children are my children
and that your school is my school. And last, your learning is my learning. And so if we encapsulate what that means, those three points is looking at how do we address all the diverse needs
of our learners and what risks are we taking to ensure that all of our learners have that equitable learning opportunity. And so traditionally you hear um one might hear the term alternative
education and think another exclusionary practice. Cornerstone Academy is a different design and in that different design it not only is um designed to meet the academic needs of the student but also
the other barriers that might be present for them to be successful in the traditional classroom that they may [clears throat] may be assigned and furthermore it also supports the family. So what is it that how can we strengthen the relationships of the
family? How can we target all barriers that might be present so that we can ensure that K12 academic success? So I would ask that all the listening audience again both present and virtual
is to address this or approach this with an open mind because this innovative approach to alternative education is not like that that has the traditional title or description. And so now I will yield the floor to Mr.
Sims, our director of secondary. >> Thank you, Miss Lee. Um, good afternoon to Dr. McCulla and to the board members and thank you for allowing us the opportunity to present to you what we believe is a unique program that will help revitalize our students that have
most needs. In 2024 25 uh cell phone schools recommended 239 students for a recommendation for an expulsion. Um as of today we are at 90. The concern with that is that these are some of the most needy students that we have and expulsion does nothing more than put
them out of the business of education. Put them into a situation where they're on their own until they return back to their public home schools. Our process, our program is going to look at a different way to help those students not
only keep from expelled from the point that they have been released, but also to bring them back in a program that helps them to gain confidence and academic stability. How does this program work? Essentially, what happens is a student is recommended
for an expulsion through the community control panel. one of two pathways occur at that point. Either the student returns back to its home school or the student is out under the expulsion. We would like to offer a separate alternative. We're calling our program
cornerstone. And essentially what happens is that when a student is expelled, the parent at that point has an option. Do they continue the pathway of expulsion or do they pick a choice with that allows them to go into a program to strengthen their
disabilities, their academic deficiencies, and their behavioral choices. There are two ways to get into the alternative program that we're calling cornerstone. The first is through the community control panel. If the student is recommended for an expulsion, they
are provided the opportunity for cornerstone. The second is through the placement committee which is made up of the principal, the collective teachers of that student, MTSS team, licensed social worker, counselor and the
administrative office. We do want to make it clear that any student that is enrolled into the program, the parent has a final decision whether or not that student becomes enrolled. Once enrolled using a rubric, the
students are placed into one of three categories where they would either remain in the program for three weeks, which is the level one, a quarter, which is level two, or for the semester, which is the duration, the extent of which a student can be recommended for an
expulsion. That would be the level three. There is an AM and PM course or AM and PM schedule for the level three because that typically would revolve around our 10th graders and 9th graders. I failed to mention also the program is designed specifically for sixth through 10th
grade students. Once they're enrolled, we issue every student a behavior inventory. We also perform a diagnostic math and language arts test to see exactly where they are. And also we believe that part of the expulsion issue is because
students have a challenge with reading. We will also look at their Lexile scores and put together what we call a student improvement plan to help track them throughout the course of their program. Different from the traditional setting, students will have a 3:1 ratio with
teachers. Their teachers at Cornerstone would be their homeschool teacher. The student is not enrolled into a new program, meaning that he comes out of his home school. He stays at his home school and continues with his teachers through what we're calling a mirror
program, which is essentially Google Meets. The second teacher they work with is their AE teacher, which is their alternative education teacher placed in the room with them on a daily basis. And then the third is their pull out which is a teacher assistant and the person that works with them on their social
emotional piece. There is a point base in order for students to participate in the program. They are in control of their own assignment and their own placement. And essentially how this works is that we
have a very small very small window for which them to make goals every day. When they make those goals, they receive points for them. Those points then move into points that put them in a situation where they can exit out of the program.
The program is entirely up to them how fast they move and how fast they we're calling exit. There's a basic scoring system. The system is very simple so that most students can track their data every day.
There are only four categories a student must be concerned with while they're in cornerstone. Their grades, behavior, chip, which is our social emotional piece, and their [clears throat] attendance. If they were to get five points out of each one of these categories and divide by the four, they
would have a five. This particular student did not do well in his grades for this week. Received a one, a three in the behavior, two in social emotional working, and five in attendance. Divide that by the four categories. That
student received a 2.75. We rounded to a three. That's where that student landed for that year, for that week. Those points then move for the entire month which give them access to exit out. The social emotional piece is what's
different with the cornerstone program. Here we work on looking at the core issues that are causing the student to be deficient in their academics and causing them to return for suspension or expulsions on a repetitive basis. CHIP
which is our changing habits increasing potentials program essentially helps us to develop skills with our students that have had multiple interventions in their homeschool that did not work. We also help them to learn how to deal with making better choices and how to look at
triggers that may cause them issues that return them back to a suspension or expulsion category. Every one of our kids will receive a roundt discussion in the first of their day. They will also have a pull out. There is a journaling that's required
which is a meditation time for them. They will be assigned a community project or they will then opt for a financial literacy project which is part of our entrepreneurship program with cornerstone. How does a student exit from the program? Again, when the student
enrolls, the parent is responsible for certain parts of their academic performance and their behavior. There's a contract that's signed with the parent. The parent then returns back to us at the exit. Once the points have been made, at that point the student
reply or applies for his exit from the program. A conference is held with the principal and the exit coordinator and a plan is set up through the social worker from the school and the social worker
from Cornerstone to set up a reunification process in order for them to continue their growth when they return back to their home school. Cornerstone is also a gradual release program, which means that once they're finished, we don't simply return them back to all of their classes. They will
return to two classes at a time, come back to the program, then return to four classes, come back to the program, and then continue once they have finished up their entire um reunification process. In conclusion, this program helps to
support those students who we feel have the most needs. Instead of releasing them and letting them on their own, the program is designed to help them look for triggers, processes that can give them confidence when they get back into their classes and hopefully not return
back under expulsions and suspensions. Thank you. >> I don't have a question so much as a comment. And thank you for the for the um um explanation your PowerPoint. What I'm looking in your conclusion and and this is what I' I've said all along for
the last four years that we needed to have uh a placement for students uh to go to when they were expelled or suspended from school as to having them just go home or roam the streets or whatever. And so I really like what
you're saying in your conclusion here. It says students will no longer be regarded as losses to the district through expulsions or removal. Instead, they will receive a comprehensive support that enhances academic performance. And that's what we want to see. Appreciate it. Thank you.
>> Thank you. >> I'm sorry, Mr. Castello. Are you thinking of a building one one school or or an alternative school or what what do you what are you thinking of as far as
facilities are concerned? >> So currently we have um we have a facility with Stud Baker that we were looking at that has the the space that's available their staff that's there. So we're we're trying to make sure that whatever we do is costneutral but it
does provide us with the same as it would be in a [clears throat] alternative building. Um ideally we would like to have a place where we could have an office um multiple classrooms and Studio Baker at this point fits that bill.
>> Okay. The concern of some people in our community that they have expressed is that when we get in the area busing students uh to a particular
[clears throat] location that their concern is that uh well I'll just come out and say it that the black students will be the funds who
will be shipped to these schools and there is a concern about that. Um what [snorts] are you what do you say about uh to people who
uh have a uh feeling or belief that it's just an attempt to uh to have black students in one school? >> Yes. So the program is set up where a parent has a final decision if the
student is enrolled. So whether or not the parent makes the decision, it really lies upon the student and the parent. Um cornerstone is also set up in that there are checks and balances so that that does not happen. Um and those checks and balances would be committees that are
responsible for using rubrics to determine whether or not the criteria matches for the student to enroll. Once that criteria is looked at and that rubric is met, then that student and that file, that application goes to the review committee at Cornerstone. So,
there are two separate committees that will look at whether or not that student is appropriate. Um, ethnicity may be one of those pieces where they look at um but the majority of this is really dependent upon the parent. The choice is either you're expelled or you have an opportunity to remain in your classes,
continue your education, get assistance in your academics, reading, and hopefully with your social emotional piece, and then return back to your building, possibly at a faster rate than you would if you were expelled. So whether it's black students or whether
it's white students or whether it's Asian students, we're in a position where it really depends upon what that student wants to do for his or her own education. Do you want to progress or do you want to remain out? And if you remain out, essentially that's where we
are now. An expulsion without opportunity. >> Okay. But you you do understand there is uh there is a uh concern in that area by people. Um
I'm I'm a firm believer um the future of our educational system is going in the direction of software packages and classrooms.
Um, I'm more a believer in that after I retired of going back and assisting and helping as an aid in in uh teachers classrooms
and seeing kids um the students um who had difficulties listening to teachers lecture to them. But when it come to software packages,
um, uh, they had no problem at all, uh, adjusting to that type of, uh, method of teaching. And I believe some of the students
that in a standardized classroom uh who are being left behind, our students with an alternative program uh could ver
again. And I guess that's the reason why I'm I'm bringing this up is that um you know I we have come a long ways in this school corporation to adjusting
um to students learning behaviors and uh I think we're further ahead with some of our programs and maybe other school corporations not only in the state but around the country.
which makes me feel good about that. I'd like to see alternative programs in every school. Uh the transportation issue would not be a problem. then
uh and the I think the approach that we take on trying to identify which students need special programs um in order to learn I think would be
the key behind all this and and what best uh information we'd have is from the teachers with inside those buildings. Uh but I'm not against
uh busing kids to to places either. Uh as long as we have uh the belief that this is individual and and has nothing to do with a racial component. Thank you.
>> So let me I'm sorry. Anybody else have any questions, comments? And Miss Lee, >> so what's would be the maximum number of students? Like how do you start this? Do you pilot with a lower number? What is it? I mean, how do you see that rolling
out? >> According to the state, it's 15 students per teacher and we're planning to start small. for teachers and one to or special education. So the
maximum would be 60 to 70 to to begin. >> So that leads to my other question the staffing model. How do you like how is the program staffed on site? >> So so currently we are in the process of
trying to look at securing teachers for that. um we can begin the program through a virtual process. Um but um much like Mr. Costello said, we want to try to avoid getting away from that digital type of instruction. Um so we are not looking to remove teachers or
pull them out into the program. This is a pilot program at this point. Uh we'd like to go slow to go fast so that we can figure this out and make sure that we do it right so that when we are officially open um to getting more students in for the next year at 2526 uh
26 27 we'll have the pool of teachers that we hopefully can recruit over the summer and uh get that population of teachers in there that we need. >> So are you thinking you start like with the 15 or like >> Yes. Okay, that's correct. And we could start uh as early as
January with the 15th. Uh we do have an opportunity to utilize um teachers in the virtual school uh which would help us. Plus, if you recall that we do have the mirror process where when you're teaching English, the students teach English teacher is teaching at 9:00. She
pops up on his screen. He has his headphones on. That screen is not on the teacher. It's on the board. the student can hear and see everything that's happening in the classroom. When the class is over, he closes his computer, he does his work, and we have a process called ticketing where he sends a
ticket, which essentially is an email, to the coordinator and then to the teacher for their assistance. Um, so the mirroring keeps the kid pretty much in his or her classroom. >> Okay. And then what about the age spread? So like would a sixth grader be in the same room with a senior? How how
does that know >> you would have the middle level the middle level grade configuration and then the high school the freshman and the and the sophomores would be together. >> Okay. >> So the sixth, seventh and eth would be together as they are and then the ninth and 10th as they are. >> Okay. Thank you
>> Mr. Dr. Green. Can you talk a little bit about so the mirror piece does it allow for the student to meet with the teacher onetoone and develop a relationship with that teacher? >> So the student upon the recommendation
for the expulsion they should have been in that classroom with that teacher for until they've been removed. So they have the relationship. Hopefully it's not a jaded relationship but if it is um through this process and we've done something similar to this in our bridge program u we've developed very close relationship with the teacher because
the teacher is working oneon-one with that student twice a week. That doesn't happen in the traditional setting. So the relationships are developed. Um the students tend to work for their teacher because the teacher is there. um when they have the planning period, their
planning periods, it's usually the time where the teachers work with the students. Um the coordinator typically contacts the teacher at the home school, sets up the time for them to meet and it's usually 35 minutes um to an hour and that's how the miring pretty much
works. >> And as part of that day, uh they come to the school. What does that how does it start? The day starts off with round table which is where all the students sit around with the coordinator and they open up
discussions about personal things stuff that's going on in the community issues going on nationally but they have an opportunity to discuss their feelings and what's going on throughout the day. After that they have their academic time which is usually dependent upon when the teacher is teaching and during that time
they will have um math language arts core content instruction. Following that, we have what we call source or pull out. So based upon the assessments that the students were giving at the beginning of their enrollment, if there's a deficiency in math or a deficiency in reading or we have a social emotional piece that we need to
address, that pull out is done during that time. One of the other pieces that's exciting about Cornerstone is that we're looking to bring in a taekwondo coord taekwondo uh individual that to help teach the kids processes on breathing,
relaxation, thinking before you react and giving them opportunities to do meditation. Um we've done this before. I've done this before in other schools where we purchase the geese for the kids and it substitutes their art class essentially that that period of time. But the course of their day is built
around strengthening their academics with one-on-one teachers or threeon-one in this case. Also looking at those triggers that may have caused them difficulty and returning back to school under suspensions. But it really works in the
sense that it develops adult relationships with the students. They are in a situation where they have control of what they do at this point. Their points at this point their behavior >> at this point their academics.
>> So I thank you for that. And what's the reintegration process look like? >> Yeah. So the bottom line to the whole program is about reunification. And the re-entry is once those points are accumulated that the student has to receive. When they accumulate those points, they will have then what we call
an exit interview. They apply to exit the program. So, essentially, it's like applying for a driver's license, applying for uh they will have an application they fill out with their uh cornerstone teacher. They will go over their points, they will go over their
data, they will go over everything they need to do in order for the student to transition out. Once that is held, the parent is brought back in. It's kind of a celebration with regard to completing the program and then their reunification starts [snorts] and a gradual release
which means the student does not go back fully into all of their classes. They will go to two classes at a time then return back to cornerstone where they will return with a progress report from both of those teachers in terms of how the behavior was for the day, how they were academically, and if there are any
things they need to work on before they return. The second week they return to four classes. Same process occurs until they are fully reintegrated back into their whole class. Um the important piece to know here also is that the social workers are responsible for the
connect between both programs. So they will build a a kind of a plan for continued success while they are transitioning back and forth between the two programs. Reunification is pretty much the goal. And again, the students have control over that. An expulsion can
typically be for an entire semester based on their progress and their intrinsic motivation. They could end up going back into their building much quicker than the expulsion period. And what sort of uh space is there for families or caregivers because they seem
to be pretty key in supporting the children but whether in school as well as the reintegration but the triggering factors aren't simply in school >> and and thank you Dr. green because that is a very very critical point is the is
the relationship between home and school. And so with our partners as well as our social workers and our administrators, we must integrate the parents into this process as much as possible so that we can help also identify if there's something or
resource um that might be that we may have to identify for the parent if they would like to share that we will have those readily available. whatever that might look like. Um but the parental piece is one of the strong pins of the success of this of
this um process. And so um that will be clearly shared with the parents once um they agree and um it won't be a heavy lift for the parent but it will be an integral part of the process. Part of the program also does require
that the parent commits to at least two parental uh meetings with the coordinators at the cornerstone. So we'll have parent meetings where we'll help them learn about the families, the dynamics of um working with students that are challenging. Uh but we will require that or hopefully they'll
participate in at least two of those programs that we provide for them. Um over the weekend we tend to have had students having difficulties by um getting reimbursed by the [snorts] community or the city or whatever it's going on in the home. We do also provide
the parents with packets throughout the course of the weekend to work on for the family and for the student in order for them to continue the support that we are giving them at Cornerstone. So when they return back, we won't have lost them [snorts] over the weekend so long as the parent is committed to practicing these
tools that we provide them um for the week >> with intentional questions that lead to these are what we provided in the past. These have not been responsive to the need the child or the family. So asking those intentional questions, what might
we do better? [snorts] Where are we missing the target? and how can we both redirect what we're doing to um accomplish that 180 turn. So, not all of it is in a tight package and a bow that we can present. We have to open our
space also to be ready and to receive those suggestions and that information from the parents as well. Yeah, I'm fully supportive of the idea uh that students should not simply be sent home and in isolation. There's the
shame that comes with that. There's the all of the things that can occur in isolation uh self harm uh as well as the other kinds of things that happen when kids are getting involved with other kids who are not in in school. I think we know
that. But I think the that I keep wanting to get at is the environment that in which people are literally wrapping their arms around the kids. And when I think about the re-entry, I think
about all of the people who know this child who and the child needs to know that all of the teachers, the counselors, the administrators, they're there to ensure success. And you know, I think it's really
important to lift up those points because they're going to need that. And whether it's 3 weeks, 6 weeks, nine weeks, maybe we should be thinking of the program not only in terms of points, uh but will this be the kind of
alternative program where the kids don't want to leave uh because they do go to the virtual school. There are kids who can't handle the kinds of relationships that exist where they're, you know, bullied and so
on. uh and where the their peers are coming from neighborhoods into the schools and we know what's going on there as well. So, uh that's the way I would like to think of it is let's make this a program where kids just don't want to leave.
>> They're going to have to, but they have to also know that where they're going back to, they've got a whole group of people who say, "I believe in you. I get you. And I'm going to make sure you graduate." So, thanks for your efforts.
>> Hold on just a second. Mr. Ellison needs to speak. Mr. Ellison. >> Uh, yes. I want to thank you. I thought the presentation was very good as well as the additional information you passed out that was printed to the board. Um, I, you know, I really like everything I've heard so far and I think that it
would be, you know, this is another tool, but a very good tool, an option to give parents. One of the benefits and strengths I think we have as a corporation is we have so many, you know, the magnet schools. You've got Rise Up, you've got virtual school. We have a lot of different options for how parents can choose to see their children
be educated because we have a very diverse uh student body, not just in terms of, you know, race, demographics, but in everything. And not every student uh, you know, learns one way or the other. So, the more very very good, very, very detailed, very, very positive
options we can give to some parents, it is. for some kids that are going to be, you know, looking at expulsion from school. Anything that we can do to keep them uh in school in some fashion, I think is positive. And not every kid's going to go and thrive if they go to virtual. Rise up isn't for every kid.
You know, this magnet program or that magnet program is not for every kid. But for some of our kids, this might be what they need at the time that they need it. And so being able to have that and offer that I I just think is a is good. Right. And the fact that it's um you know the
the child has control over when they go back, the parent has control over whether they want to do it does I think at least help alleviate some of the concerns about um you know making sure that it's applied fairly and equally you know in terms of race and other kind of things like that. Obviously we'll need
to track that data and stuff and this shouldn't be an alternative for simply leaving a child in the school in the first place. But it seems it's clear it's not. If it's uh you know you go to any parent say well this is an alternative to expulsion. A lot of them might say well this sounds a lot better
than my child just sitting at home. Um you know you don't have to do it but here's one more option one more tool that you can have. And for I can imagine for some kids this is going to be exactly what they need. Uh so I think you know starting it in January getting it rolling learning from that aspect
like you said with a small you know soft roll out but ideally this would be something that eventually um you know we'll have very few people that are truly we have to expel or be gone completely from corporation because we've got another really good tool that I think will save and you know provide a
great alternative for a lot of people so that when they do go back to their home school on a permanent basis they're in a much better shape to be successful in a way that they weren't that was there the first time. And I think ultimately in terms of continu graduation rate, in terms of continuing to provide what our
children need, uh it's always good to have one more really good option, one more really good tool available. So I commend you for uh you know coming up with the idea and presenting this to our board and I you know would enthusiastically support it. >> Thank you Miss Lee. A question on the
reintegration in the school. how how who will work with the homeschool to make sure they're aware of like what they need to keep an eye on or what the student has achieved while they've been in the alternative program.
>> So, uh with the exit process, there is a requirement that the social worker, the licensed social worker at the cornerstone building work directly with the licensed social worker at the high school. A plan is created for his or her re-entry back to the building. Um part of the process by which we ask that they
do a community service is to keep them connected to cornerstone until that community service project is done which also connects them to both the social work and both buildings. So the support plan that's developed for them part of that is a community project and part of
that is just a check-in basis. Um usually we start off with two weeks um then we move into a semester a quarter rather and then we hopefully will wean the student off. Thank you. Any other questions?
>> Thank you. I appreciate it. Thank you. >> Thank you. >> We can now move to the on to the consent agenda. It is recommended that the school board of trustees approve the consent agenda. Agenda items 8.01, 8.02, 8.03,
8.04, 8.05, 05 8.06 8.07. Is there a motion to approve the consent agenda? So moved. >> Second. >> Second. >> It's been moved by Dr. Green, second by Mrs. Lee. Are there any questions,
concerns? Mr. Nandez, can you please call the role? >> Mr. Ellison, >> I. >> Mr. Castello, >> I. >> Miss Lee, I. >> Dr. Green, >> I. >> Mr. Leva >> I >> Mr. Snakei >> I
>> Dr. McCulla >> I the vote to approve the consent agenda passes unanimously. >> We now move to action items uh to approve the action items action agenda items. It is recommended that the school board of trustees
approve action agenda item 9.01 1 authorization to issue preliminary notices notice of consideration of non-renewal cons cancellation of certain administrative administration contracts. Is there a motion?
>> So moved. >> Is there a second? >> Second. >> It's been moved by Mr. Snideki, second by Mrs. Lee. Are there any questions? >> Yeah. Yeah, I wonder if the superintendent could help us understand something about uh this idea that this
is a preliminary notice that this isn't the notice itself. So, can can you say something about what we're voting on? >> Uh yes. Uh [snorts] some u administrative contracts had a
salary for a specific position and in order to bring and these administrators are in a different position now. So in order to bring them within range of the of the salary,
we have to uh basically nonrenew the contract for their previous position [snorts] and rehire with the new salary range for the new position.
>> Any other questions? >> Uh yes. Um, when would these letters need to go out by? >> Okay, the final notices have to be made by March 1st. Now, some administrators will have to get them in December,
authorized in in January and voted upon by the board in February and the notice with the final notices given out before March 1st. And uh I know this is preliminary. So when are
you planning to send these letters out? Then >> I will defer to attorney Augustino on this one since we have to make sure that everything is done in >> you have a rough idea when >> so so there's there's there's
[clears throat] two deadlines and and uh to elaborate on Mr. Reed's comments. Um, state law does require a preliminary notice to be sent out first and then the notice. And often times
between the preliminary notice and the notice deadline, changes occur that make make the notices not necessary. But you can't get to the notice point until you do the preliminary notice. So the
preliminary notice there's assistant uh principles, principles and assistant superintendent uh that deadline is the March one. They have to be given that notice preliminary notice at least 30 days before that. So our objective there would be before
February 1. So probably sometime in by mid January. There are another set of uh individuals that may hold director's position. They have a deadline of February one. So we would uh intend to
give any preliminary notices 30 days before that. So we would be aiming at mid December to meet those deadlines. >> So presumably nothing would [clears throat] be going out in the next two weeks. >> Probably not in the next two weeks. by by December 15th, there may be some
preliminary notices that would go out. >> And if any of these notices need prior board approval, we would come to you on the December 17th, I believe, or December 15th board meeting.
>> Any other questions? And just to clarify then, so is there the pre preliminary the board is essentially approving your ability to identify those people
who would be on the non-renewed list. But at the same time, anyone on that non-renewal list would have the ability to speak to the board and if not necessarily challenge it to try to understand something more about why
they're on that list. But from what I understand, people on that list right now uh are making salaries that are not in line with what they're actually doing. >> Correct. >> Okay. Thank you.
Any other questions, concerns? Mr. Hernandez, can you please call the role? >> Mr. Ellison, >> nay. >> Mr. Cassillo, >> I. >> Miss Lee, >> I. >> Dr. Green, >> I. >> Mr. Lea, >> abstain. >> Mr. SKI,
>> I. >> Dr. McCulla, >> I. The vote passes. Five votes, one abstension, and one nay. It is recommended that the school board of trustees approve action agenda item
9.02, approval of a special purchase from Train US Incorporated for chiller replacement phase 3 project. Is there a motion? So >> move. >> Is there a second? >> Second. >> It was moved by Dr. Green, second by
Mrs. Lee. Are there any questions? Seeing no questions. Mrs. Hernandez, can you please call the role? >> Mr. Ellison, >> I. >> Mr. Castello, >> I. >> Miss Lee, >> I. >> Dr. Green, >> I. >> Mr. Leva, >> I. >> Mr. Smeaki, >> I.
>> Dr. McCulla, >> I. The vote to approve action agenda item 9.02 passes unanimously. Seven votes. It is recommended that the school board of trustees approve action item 9.03, approval of agreement with Brian and
Jones for districtwide track and tennis court renovations. Is there a motion? >> So moved. >> Is there a second? >> Second. >> It's been moved by Dr. Green, second by Mrs. Lee. Are there any questions?
>> Mr. Nandez, can you please call the role? >> Mr. Ellison. >> Hi, >> Mr. Castillo. >> I >> Miss Lee. >> I >> Dr. Green. >> Hi, >> Mr. Lea. >> I >> Mr. Sneki, >> I. >> Dr. McCulla, >> I The vote to approve action item 9.03
passes unanimous. Seven votes. It is recommended that the school board of trustees approve action agenda item 9.04. Approval of quote from fitness and exercise solutions for John Adams High School weight room flooring. Is there a
motion? >> So move. >> Is there a second? >> Second. >> It's been motioned by Dr. Green, second by Mrs. Lee. Are there any questions? Miss Hernandez, can you please call the role? >> Mr. Ellison, >> I. >> Mr. Castello,
>> I. >> Miss Lee, >> I. >> Dr. Green, >> I. >> Mr. Mr. Leva >> I >> Mr. SKI >> I >> Dr. McCulla >> I the vote to approve action agenda item 9.04 passes unanimously seven votes. It
is recommended that the school board trustee approve action agenda item 9.05 approval of quote from fitness and exercise solutions for John Adams High School school weight room equipment. Is there a motion? >> So move.
>> Is there a second? >> Second. It's been moved by Dr. Green, second by Mrs. Lee. Are there any questions? Mr. Nandez, can you please call the role? >> Mr. Ellison, >> I. >> Mr. Castello, >> I. >> Miss Lee, >> I. >> Dr. Green,
>> I. >> Mr. Leva, >> I. >> Mr. SKI, >> I. >> Dr. McCulla, >> I. The vote to approve action agenda item 9.05 passes unanimously. Seven votes. It is recommended by the school uh board to approve action agenda item
9.06 approval of service agreement with Tyler Technologies Incorporated for student transportation bus routing software upgrade annual increase cost and one-time implement implementation cost. Is there a motion?
>> So moved. >> Is there a second? >> Second. >> It's been motioned by Mrs. Lee, second by Dr. Green. Are there any questions? Mr. Hernandez, can you please call the role? >> Mr. Ellison, >> I. >> Mr. Castello, >> I. >> Miss Lee,
>> I. >> Dr. Green, >> I. >> Mr. Leo, >> I. >> Mr. Smeaki, >> I. >> Dr. McCulla, >> I. The vote to approve action agenda item 9.06 passes unanimously. Seven votes. It is recommended by the school
board trustees uh to approve action agenda item 9.07 approval of resolution for Dickinson Academy to switch extracurricular extra extracurricular ECA bank account from PNC Bank to
Everwise Credit Union. Is there a motion? So move. >> Is there a second? >> Second. >> It's been motioned by Dr. Green, second by Miss Lee. Are there any questions? >> I guess the question would be why why
the move? >> Pardon me. >> Go ahead. >> Yeah. Why? Why are we doing this? >> Mr. Ducker is right here along with Mr. Sims. [snorts]
Good evening. There were five specific reasons why we wanted to move from PNC to Everweise. One was convenience. Everise credit union is a closer proximity to Dickson Academy, making deposits and in-person banking more convenient for school staff. Two, timeliness. The school is currently
updating account signers due to the change in administration, principal, assistant principal, and treasur, making the this an ideal time to execute a bank transa transition. Uh, number three, efficiency. Everwise credit union offers electronic correspondence and services
that will improve administrative efficiency for the school principal and treasur. Number four, error reduction. The school has experienced significant balancing and accounting problems with PNC Bank, specifically related to Everlink payments for officials being
processed incorrectly. And number five, corporation alignment. The South Community School Corporation utilizes Everwise Credit Union for its primary banking. And this change will allow the corporation's business office to provide better, more integrated support to Dickerson Academy.
>> Thank you. >> Ever Arise was was the old teachers credit union, right? That's correct. >> They got bought out or what? >> I believe so. >> They just changed their name. >> Ah, >> they changed their name. >> Yeah. Any other questions?
>> If there have been issues with PNC Bank in terms of processing like referee, are there other schools that still use PNC or have you [snorts] looked at that throughout the corporation? Yeah, I think part of the issue is that
it doesn't connect very easily with the um the event link process, which is what most of the schools use for their athletic programs. Um Everwise does have a very smooth process. um it's just going to take some time for um the previous bank to get to that place, but
as of right now, if we were able to make that switch, uh we would solve a lot of the issues that we're having experiencing with regard to our athletic and payment schedules. >> Any other questions? >> Miss Hernandez, can you please call the role? Thank you.
>> Mr. Ellison, >> I. >> Mr. Casillo, >> I. >> Miss Lee, >> I. >> Dr. Green, >> I. >> Mr. Mr. Lea >> I >> Mr. Snediki >> I >> Dr. McCulla >> I the vote to approve action item 9.07
passes unanimously seven votes. It is recommended that the school board of trustees approve action item 9.08 approval of resolution to approve fund transfer for Washington High School fundraiser proceeds. Is there a motion? >> So move.
>> Is there a second? >> Second. >> It's been moved by Mr. Snide. Second by Mrs. Lee. Are there any questions? Mr. Danes, you please call the role. >> Mr. Ellison, >> I. >> Mr. Cassello, >> I. >> Miss Lee, >> I. >> Dr. Green,
>> I. >> Mr. Leva, >> I. >> Mr. Snedi, >> I. >> Dr. McCulla, >> I. The vote to approve action item 9.08 passes unanimously. Seven votes. It is recommended that school board of trustees approve action agenda item
9.09. 9 approval of the -ate eligible REF. Is there a motion? >> So moved. >> Is there a second? >> Second. >> Are there any questions?
>> What is it? REF >> or whatever. >> Can someone explain that? >> It's a RFP request for proposal. >> RFP. >> Yeah. This is allowing the issuance of uh criteria for people to submit
proposals in response. I think Mr. Monger is here can explain further. >> Yeah, this is we're just uh requesting proposals to um replace our wireless access points um at all schools along
with some structured cabling few buildings. Any >> question? Any other questions? Basically, you see those those boxes there? They're for the Wi-Fi access.
They all need to be changed. So, we're getting a request for proposal from different companies to see which one would be the best. >> Any other questions, comments? >> I'm glad everybody knows what we're
voting on now. >> Mr. NZ, can you please call the role? >> Mr. Mr. Ellison, >> I >> Mr. Castello >> I >> Miss Lee >> I >> Dr. Green >> I >> Mr. Lea >> I >> Mr. Sedaki >> I >> Dr. McCulla
>> I the vote to approve action agenda item 9.09 passes unanimously seven votes. It is recommended that the school board trustees approve action item 9.910 approval of the Beacon Health System Agreement for school nursing services.
Is there a motion? >> So moved. >> Second. >> It's been moved by Mrs. Green. I mean, sorry, Mrs. Lee. Uh, second by Dr. Green. Are there any questions? >> Uh,
I I hesitate on this one. I guess um I don't think we I was going to ask the table, but uh uh it's not I just don't think we had enough information to
make a full decision on it. The whole goal was to uh increase uh the nurs's salaries. So, and fill the main reason is to fill all
the positions in every school. What was going on the last since 21 or 22? We we have eight to 15 empty buildings without nurses. It's bad enough having no nurses, but
then we're paying for them. So, this contract they kind of settled that, but I don't think that they got step raises like our teachers do. But when they came proposed it to us,
they I think everybody on this board agreed that they thought these prizes they were giving were the raises they were given to the nurses. And that's actually not happening. They're getting a raise, but it's going
to uh depend on how many years you got. Uh so that 3950 that they they proposed that it was going to be a raise for RNs ain't 3250. Uh that's for if you got 20 years in the in
as an as an RN. So uh that's still pretty low salary for an RN nurse with 20 22 years. Uh, so, uh, they're [snorts] all getting raises, but it's
it's, uh, I asked a question. I'll let you answer it. Uh, an RN that comes in for 2year instead of 3950. What did that person get? I know that the they gave us the average
uh salary and they said that if we give the 10% that would translate into a 10% higher compensation for the nurses hired. So right now the a nurse coming out of college would start at 27 with
Beacon. They said they would need 10% so that they could attract the talent and nurses so that they can have nurses in our schools. We agreed. Well, we haven't
agreed until unless you know until you vote in the contract, but the 10% would mean $2.7 extra. So that would bring up the first year nurse to 2970.
The average nurse makes 3950 and we were given the averages. So in the past what happened we are also reaping the benefits before I go what happened in the past that if a nurse
does not fill a position we get to withhold that payment at the rate of 3950 per hour. So in the past they took the yearly amount divided it by 12 and
that's how much we would be invoiced every month. This year they're taking into consideration the deducting any position or for any position that hasn't been filled should this contract be approved.
Well, that the last contract you guys had, I don't know any business in this country that would have paid [snorts] for invisible nurses. And uh whoever wrote that contract, I'm
glad he wasn't the CFO of this corporation. Uh so you guys corrected that, but you hesitated to when I asked the question about how much a secondyear nurse You're basically rounding that 29
something off into 30. You said >> that's coming off like beginning. [clears throat] I don't know their scale. >> And you figured the second year nurse is going to be 31 something, right? >> I'm I'm sure it's going to be much higher or a little higher than a first
year nurse. >> And if this procedure don't work as far as my main goal is, I want a nurse there. I agree. there. Our ants go through a lot through their career >> and they deserve 40 or more dollars, you
know, and uh uh but uh and I think we could attract them better at at 39 or $40 and and uh but you said that if it's if it's not happening,
the most important thing is getting a nurse in And if it if it don't happen, you said we could bring them back to terms with Beacon and us and try to work out something else on how to attract people.
>> And we also have a sign on bonus. Sign on bonus. >> Signing bonus. >> Yeah. For to help also attract nurses. >> Is that is that going is that part of the contract to sign for new new nurses? >> Yes.
And that that that that's uh like nurses they got that want to come over. That'd be a new signing going up. Correct. Basically. >> Correct. >> Okay. All right. I'll I'll probably end up voting on this, but with with uh
little worms on uh I'm glad I'm glad it didn't go to our last guy that made the last contract, but I'm not exactly happy with it, but uh we'll see and gives us options.
>> Mr. Castillo, >> uh I'm I like uh Mr. Stideki here. I w I was uh I thought the presentation that
uh Beacon gave us, the agent gave us uh I thought that uh that top price he had was for all RNs and then we find out differently. There's it's only for I think four of our RN nurses. U I'm going
to go ahead and and support it. Um, even though I again I think we were I was misled anyway uh in a misunderstanding about it. But the main number one reason why we're trying to do this is to be
fair with nurses with their wages. And the second thing is to try to fill those positions. And uh we'll find out very shortly if uh you know if it's this going to work or not.
Uh because from the standpoint we we have what eight positions still not filled. Right. >> We have eight. And so hopefully [snorts] uh we can fill some of them if not all of them um by increasing this pay and
hopefully in the in the future uh making it right for everybody. So >> thank you. >> Thank you. Any [clears throat] other questions, >> concerns? >> I just have to say that I uh have to uh ditto my two colleagues here, Mr.
Costello and Mr. Snideki. I agree wholeheartedly what they said, but the the point right now is to getting those nurses positions filled, but I agree with everything they just said, and I won't uh re elaborate on it. So, um that's the only reason why I'm voting on
this particular item is because we need to get these positions filled and so um we're hoping that things can be worked out um further on. If there's no other questions, Mr. Hernandez, can you please call the role? >> Mr. Ellison, >> I. >> Mr. Costello
>> I >> Miss Lee >> I >> Dr. Green >> I >> Mr. Snide >> I >> Mr. Leva >> I >> Dr. McCulla. >> I The vote to approve action item 910 passes unanimously. Seven votes.
It is recommended that the school board of trustees approve action item 911, approval of Gibson Insurance Consulting Agreement. Is there a motion? >> So moved. >> Is there a second? >> Second. >> It's been moved by uh Mr. Snide, second
by Dr. Green. Are there any questions? [snorts] Mrs. Hernandez, can you please call the role? >> Mr. Ellison, >> I. >> Mr. Castello, >> I. >> Miss Lee, >> I. >> Dr. Green, >> I. >> Mr. Leva, >> I.
>> Mr. Snedi, >> I. >> Dr. McCulla, >> I. The vote to approve action item 911 passes unanimously. Seven votes. We now move to board communication. Is does anyone want to speak? Seeing there's no one that wants to
speak, uh, there's no additional comments. The next school board meeting is Monday, December the 1st at 5:30 here at Brown Administration Building. Is there a motion to adjourn? >> So moved. >> Is there a second? >> Second.
>> Please signify by saying I I. >> The school board trustee meeting is now adjourned. Thank you for coming.