Welcome everyone and good evening on this the 26th day of January at the South Ben Community School Corporation Administration building. The board had a close session at 4:30 and I'm now calling this meeting to order. Uh Miss Hernandez, can you please call the role?
>> Yes. Good afternoon. Mr. Mr. Marcus Ellison >> present. >> Mr. Marcusello >> here. >> Dr. Janette McCulla >> present. >> Mr. Bill Seki >> here. >> Miss Kate Lee >> here. >> Mr. Carlos Lea >> here. >> Dr. St Green
>> here. >> We have a [snorts] quorum and we can now move to the adoption of the agenda. It is recommended that the board of school trustees adopt the agenda. Do we have a motion and a second to approve? >> Motion to adopt the agenda.
>> Thank you, Mr. Ellison. >> Second. >> Thank you, Mr. Leva. The motion has been moved and seconded. Mr. Hernandez, will you please call the role? >> Mr. Ellison, >> I. >> Mr. Castello, >> I. >> Dr. McCulla, >> I.
>> Mr. I >> Miss Lee >> I >> Mr. Lea >> I >> Dr. Green >> I the motion to approve the agenda has passed. Uh thank you Miss Hernandez. And now it's time for recognitions and
superintendent announcements. So it's over to you Mr. Reid. >> Good evening Dr. Green, board members, members of the public. Uh this week
we were given a check for $50,000 from the Pokeagan Band of Parawadamies and I would like to formally present it to the board. [applause] >> I can't get this in my pocket. is signed.
>> Thank you, Mr. Eid. >> In 2021, the Pokeagan Band of Pawatamies pledged 500,000 to the Southbend Community School Corporation to enhance certain programs, including the dual language immersion
program. uh the last couple of years uh the dual language immersion did not get any. So we are dedicating these 50,000 to that program. Um
Mrs. Gurule is um starting a campaign to recruit uh African-American students into the program and she is launching that
campaign next week or the week after with Wubs. Thank you, Miss Guruli. The second item on the agenda is the calendar. I know it is up for a vote and
we have put both years 26 27 and 2728 and there are some pending changes basically to uh the dates as to the dates of the board meetings. So we will
make those changes as we go along. And number three which is not on the agenda is about tomorrow's e-learning. And uh if I can explain something about
the e-learning for the students who have the devices they can simply interact with the teacher. E-learning counts as synchronous. If over 51% of
the instruction is done live and that's why we send the schedules with the kids. If they do not have the device, they were given packets and then they can follow with the uh the teacher's
instructions live either on a phone or on a computer or a tablet or any device they have at home. But there is 51% uh
of the time live instruction. So, tomorrow January 27th is an e-learning day. Thank you. That concludes the >> I have a question. >> So, the students uh who uh supposed to
do e-learning and if they don't have the device they take home with them, a concern would be those students, elementary students, middle school students, high school students who do not have a phone or access to Google. Are they able to take home are there
enough devices that they can take home a device? >> Yes, every school has enough uh devices for all of its students. Um the high school students get one the minute they start as freshmen and they
keep the devices until they graduate. Well, my concern is making sure that the students are able to take those devices home because uh we don't want them to get further behind if they don't have the phone or access to Google. So, just make sure that they're able to take those devices home and parents know that
they can have them. Uh uh because that would be a concern for me. >> It was a concern for us. We and it still is because uh this afternoon when we met to decide for about tomorrow we looked
at the data we had over 60% of the time of instruction. We have the Google meets uh records and we looked at the attendance. We
don't have yesterday's or today's no today is Monday. We don't have today's we'll have today's tomorrow. But Friday we had 83% attendance. And as the students bring back the packets,
they have three to four days after we get back to school to hand in the packets and they count as present. Thank you. >> Thank you, sir. I appreciate it. We will now have a hearing of visitors on action
items 9.01 to 9.07. Mrs. Lee, has anyone signed up to speak? >> And if no, >> okay. Uh only a few of you have braved the elements to get here and we appreciate
you being here. Uh, as you know, we also invite comments on [snorts] other items. Uh, would anybody like to come to the podium and speak to us? Please >> let me read the following. >> Indeed. >> At regular meetings, the public is
invited to address the board for three minutes regarding items not posted on the agenda. Give something that if you'd like to give something to the board, please give the item or items to Miss Hernandez after the meeting. Individuals may only speak once during this section of the agenda. Speakers shall properly identify themselves after they approach
the podium by stating their name and address for the record. Let me be clear in saying that personal issues personnel issues are not to be addressed during open sessions of the school board. In addition, no person may address or question board members individually. The board president may interrupt, warn, or terminate a person's statement if the
statement becomes personally directed, abusive, or obscene. Please come to the podium if you wish to speak. >> Good evening. Hi, my name is Hope Ek and I'm the school health leazison for our um department of health at St. Joseph County. I just wanted to come and
introduce myself to you all and let you know that I have been seeing your great works and efforts um as well as the TLC that your teachers and staff provide our students um as I visit the high schools, the middle schools and now the elementary schools. So, I just wanted to introduce myself and let you know that
we are a resource for the school nurses and also the school leadership. Um, we are a resource for information as it come down comes down from the Indiana Department of Health. Um, and I'm a contact for you. I think some of you are on my email list. Um, and so I just
wanted to introduce myself, say hello. >> Thank you. >> Thank you. >> We received your email today about the uh booking the mobile vaccine.
Uh you have a van that >> Yes. Thank you. Yes. Thank you for that, Mansier Eid. Yes. And it we have had success at several of the high schools, junior highs and elementary schools. It's actually a service that the parents appreciate as well because they can be immunized right there at school. Um it's
a really easy process to get signed up for. And um not only do we accept most insuranceances, but there's a special fund for uninsured and underinsured students. Um um you may have heard about the measles that has come back. Um
thankfully we don't have any cases documented in St. Joseph County, but if we were to then that would be a very serious outbreak. And so that's another benefit of having that mobile clinic available to go into your schools as well as we also do have a a clinic
available in downtown Southbend at the county city building. >> Great service. Thanks so much. >> Does anyone else wish to speak? >> Yep. >> Good evening. Jim Carpenter, uh 52244 Wembley Drive in South Bend. Uh just
wanted to make a comment about the calendar that it appears is on the action item to approve the school calendar. If I've heard wrong, please correct me, but I've heard that in the future we'll
be going over the uh holiday break by two weeks into what is now the second semester. Is that correct? >> Yes. >> Okay. Uh we've been there and done that. It didn't work back then. Uh once we
moved final exams to before break uh like colleges do, our final exam scores went up across the board. um it's inconvenient for the number of days
per semester but in terms of uh preparedness for the students and it's not just a matter well they can study have you met the students they don't study uh you know IB AP okay they'll study
they have that high intrinsic drive but that's it. Um they they just don't and that's seems like it's losing instructional time for the other uh testing that's done. My wife teaches
kindergarten in South Bend and she's not a fan of the idea because when they're doing their quarterly assessments, they're going to forget everything uh from before break. So she's uh she has seen that uh those
scores improve as well ever since we moved to ending the semester at the at this uh winter vacation. So just a thought. Second thing, um the pairs are in trouble right now because of all the
days we're not having school. So if there's a way we can get the paras to work, I know they're only supposed to work when the students are here. Um, but a lot of them are losing a lot of money. They have to use uh personal days or sick days if they want to get
paid if that's correct. Which the one who works with me, that's what she's saying. >> Okay. The paras um under subsection BB in their contract, it says that on e-learning days that they can join your
Google Meet and they will get paid. Oh, mine was told she can't do that. >> I will I will email you the contract. >> All right. >> Okay. >> Because yeah, she'd love to do that, but they've most of them have been told they
can't. >> So, at some level, I don't know who where, but Okay. Thank you. That's awesome. >> Good night. >> I have a quick question. >> Yes, >> I have a quick question. I'm sorry. So, was this calendar discussed with the
teachers union? >> Yes, ma'am. >> And so, uh, the majority of the teachers approved the calendar. >> Uh, the union representatives were all in agreement. >> Yes. All of them.
Huh. >> Okay. Thank you. John Pachznney, Clay Township Superintended School Board, community leaders, chamber members, businessmen, president listening to this meeting. Welcome and
thank you. The purpose of Senate Bill 248 was the perceived challenges facing the Southbend School Corporation. Declining enrollment, underutilized facilities, academic performance, financial instability, and high chronic absenteeism.
Many times in the past, over the past four to five years, these were addressed and ignored by the previous board. Why? Seems like the prior administration wanted to dismantle the board. But a year ago, change happened. And this is
what really bothers me. They keep bringing this up, but we had the lowest enrollment decline in five years. Academic performances are not where they should be. You can't make kids learn to read at grade level overnight. It takes
more than pe teachers, but improvement has happened. Building utilization. I'm not so sure the formula that the state uses is right because I'm sure parts of buildings are used in many ways. Financial instability. The corporation
made massive cuts and save millions. Teachers and employees receive needed record raises. There is money in the bank. I want someone to explain to the community why this is financial instability. Masses improvements in in attendance.
The last meeting we show how we are monitoring, tracking, acting and not ignoring attendance and it is up except when the weather is bad. Action to resolve issues in progress but they cannot be done alone and it takes time.
Therefore, I think this premise is inaccurate and a slap in the face to the current board and the current administration. How many of you have ever attended a meeting or walked into a cell in school? I remember people showing up when there was the discussion about putting the
prior superintendent on leave. In the eyes of many taxpayers and teachers, that was a sign you wanted him to remain and keep destroying public education. Are you behind the charters? Check their test scores. Not raving. There are about
22 elementary and middle schools in this corporation. Hundreds of businesses. Business leaders. I challenge each of you to adopt a school and provide volunteers to work with our children. Tutor ND needs volunteers. Think about
what 500 uh volunteers could do working with our students. >> 30 seconds. >> Many business leaders could work with middle and high school students and talks with students about different career paths. The opportunities are endless. I hope the business community
jumps on board, starts supporting this corporation because the city and business uh participation has been pathetic. This bill is all about politics and political favoritism and not the students of Southbend schools. Thank you.
>> Thank you. >> Does anybody else wish to speak? >> Okay. Thank you. So, we'll now move on to our academic focus and we have two tonight. The first uh 7.01 is the 2025 fiscal indicators
update and I'll welcome Mr. Tamid who also seems to be accustom to be calling enough in case you don't know who Tom Mr. Tamid is. No, >> you're fine. Thank you. [laughter] Thank you uh President Dr. Green and board of trustees. Uh everyone in
attendance both virtually and in person uh though I assume the virtual attendance will be much higher considering the weather and everything. Uh but thank you thank you for this opportunity and welcome everyone to our SBCSC 2025 annual fiscal update
presentation. As per Indiana code, uh we are required to provide an update to this board uh regarding the last year's financial situation and this year we have taken this opportunity to provide you an in-depth understanding of the
financial uh indicators and also the stability and everything that we can about the finances of this large uh district in Indiana. [snorts] A little bit about myself uh because I can see a lot of new faces. Uh I am Anaf Tamid CFO
Southbend Schools. I will I became the CFO in October 2024. Uh my background I did my MBA from Notre Dame. Right now I'm also doing my doctoral in IU Bloomington. So I kind of have the unique goish and go hooer uh perspective
there you know where I try to align business discipline with educational purpose. Uh I am also an SFO certified SFO which is the highest professional certification for school business officials in North America.
A little bit about our agenda. So before I dive deeper into the numbers, I want to talk about our financial strategy. Then we will talk about the results of this financial strategy in terms of our achievements. uh mostly highlighted by
the recent historic teacher raises but there are a lot of other significant achievements as well which I will talk about then we will dive deeper into the numbers to see I mean if the numbers tell the same story and then we will conclude so financial strategy but
before I dive into the financial strategy I want to talk a little bit about the narrative of SBCSC finances now we know that there has been a narrative out there that SBCSC is declining We are financially unstable. We do not
have the means to empower and give raises to our teachers. We are not transparent enough. I agree that that was the narrative, but that was in the past. What does the present and the future tell? Well, SBCS is not only stable, we are the strongest in our
history and one of the most financially stable not only in our history or in the region, but also in the entire state and even in some cases nationwide. We are now officially the highest paying district in the region, most empowering district in the region for teachers and
support staff. Now I know that the board the community who are frequenters here know about this but this is not the perception everywhere out there right now. It is our job to help you understand that the narrative has changed and that's what I will try to do
throughout this presentation. [snorts] So what is the financial strategy that we have right now? Well, that is accountant versus strategists. That's what I try to call. So, we have evolved from mayor accountants or bookkeepers to
a strategist. Now, what does an accountant do? We know the narrative out there that revenue is declining, right? We do not have enough money. So, accountants just manage the decline through cost cuts, freezes, and just
accepts the fate. Now a strategist asks if there's any alternative way to bounce back. Example, health insurance premium increases by 15%. An accountant will do accounting adjustment to account for that. Right? But the strategist will ask
how [snorts] can we maintain the same benefits without any premium increases. Is that even possible? But a strategist would please ask that and an accountant will pay the invoices for the outsourced contract but a
strategist will ask is that the right outsourced contract for this district given the scenario. So an accountant only focuses on compliance but a strategist focuses on compliance plus capacity building plus datadriven operational efficiency and that's what
we have been trying to do at least for the last year or a little bit before that. Now the results of this new financial strategy has been transformational because it is marked by a new era of operational excellence. The real example, health insurance
premium for our employees increased 15% in 2024 in 2025 and it was supposed to increase by another 13.5% this year. Now being a strategists we asked what can we do about that and we found out that the last time we shopped in the market was
20 years ago. Thus, we switched our medical insurance provider within the same PO network without compromising any health benefit of our employees. And when we made the decision, we consulted with all the unions, all the employees and the board. So, we made an unified
decision to move our district forward. In fact, deductibles and insurance premiums both went lower, as I said, without compromising any health benefits. We saved $10 million annually in recurring operational savings. That's not a onetime savings. That's an annual
recurring savings. Healthcare optimization was one example. Another example is revamping our outsourced legacy contracts. We had a facilities management outsourcing contract that was $21 million.
Now, was that beneficial to our district? That's what we asked being strategists. And we found out that right after the year we entered into the contract, our facilities management cost actually increased by $7 million. So we analyzed and found significant annual
saving opportunities possible there. We terminated the legacy contract. We had a very quick turnaround period and in the meantime we brought our facilities management program fully inhouse and annualized savings is estimated to be $5
million. So strategic insourcing was the best option under this scenario. So overall we have taken some other efficiency initiatives. We now follow Indiana purchasing law very strictly. All contracts go for board approval. So
the best pricing is ensured and unnecessary expenses are avoided. We also lowered down our education to operation transfer to our historic low to only 1% in 2026. I will talk a little bit more about that in the fiscal indicators section. Administrative
positions are consolidated whenever possible. Right? Legacy contract with unused services are terminated. Uh facilities management was not the only example there. Uh inefficient transportation routes are consolidated. We have consolidated approximately 20
routes there in order to address the bus driver shortage issue. from the efficiency standpoint, data analytics, AI is being used to reduce the administrative hassle. So everything combined, all those little measures generated an estimated $5 million annual
savings in addition to the other savings that I just talked about. So summary, being a strategist focus on focused on operational efficiency, we saved approximately $20 million again annually in recurring savings within the fixed pie of our budget because we understand
that the state and federal funding has limits. So we reinvestated the saving in our workforce. We just did not add that back to our cash reserve. We did that to rebuild our internal capacity which directly links to student outcomes. Now,
talking about investing in our workforce, I will have to definitely talk about the 2025 historic SBCSC teacher raises, making SBCSC the highest paying district in the region and top 10 in the state. Now, why do we talk so much about teacher raises? Because this
is researchbacked. Research has shown that teacher salary is strongly correlated with I learn, I read success data and graduation rate. In districts where teacher pay is higher, they have seen very low chronic
absenteeism. And this is based on Indiana school districts data for large school districts, including Southbend schools. Now, what was the situation for Southbend schools? There are approximately 304 school districts in Indiana. We are the fifth largest in
terms of number of teachers, but we were ranked 203rd in average teacher salary. Definitely very very bad. Even if we consider our neighbor districts like Pen Harris, Madison, Elkart and everyone else across the
counties, we were not doing very well. We were barely competitive, very barely, right? And we had a lot of teacher vacancies. Now, with the savings, as I said, we reinvested in our workforce, and we were able to provide a historic
$9,000 raise to our teachers over the period of two years. And with that raise, we are officially now the highest paying district in this region. And you can see that in the graph, we are actually 3,000 more than the second
placeholder here. Right? I don't want to name names, but that is the case. So we have empowered the teachers but what about the support staff? We have just finished our negotiation with the bus drivers. They are now getting paid 28 to $30 per hour. So we are also
officially the highest pair in this region for corporation bus drivers for school districts. PAR professionals office personal custodians. We are negotiating with them very very soon. And the board has uh a mandate here that $20 should be the minimum wage for this
district. Our 2026 budget has been designed to facilitate that and we will be implementing that very very soon. All these raises have been implemented through the annual recurring savings that we have achieved. And you can see
the proof of that because our 2025 budget versus 2026 budget. You can see that the budget only increased by 3% which has been the case every year because we get a little bump in state tuition support and property tax revenues. That is just standard
inflationary budget. uh it is a number heavy slide but 3% is the number where I want to bring your focus because it means that we were able to do it within the fixed pie of state and federal fundings
also previously in 2025 70.4% 4% of our general budget was uh there for our employee compensation and benefits. Now in 2026 budget through revamping outsourced legacy contracts and operation operational efficiency that's
over 82% which means that we are much more focused now in building internal capacity to do it ourselves because we have the manpower to do it. We just need to build their capacity. Just to summarize the 2025 financial
achievements, historic raises for teachers and support staff within 3% budget increase and through a $20 million annual recurring savings. Highest cash balance in history. I will talk about that a little more in the fiscal indicator section. Lowest
education to operation transfer in history that allows us to have the maximum dollars in the education fund. We have completed five non-certified hourly employee negotiations in late 2024 and 2025 in 5 days. Unprecedented
in district history because now we have the goodwill and trust with the unions there where we can negotiate in goodwill. $1.5 million was additionally distributed to the schools because often they did not have the money previously
to purchase their classroom supplies. Teachers often had to do that from their own pockets. But we have decided that we will do everything that we can because we have the means to do so that the teachers don't have to do that anymore. We will provide our best support to our teachers. Previously, this corporation
did not have a written internal control manual. However, we have finished that internal control manual. That is the Bible that we follow. Every department has been trained on it. This is the first time in history. We have done that collaboratively with the state board of
accounts so that their laws and procedures are incorporated into this manual. All contracts and stipens are presented for board approval. As I mentioned, Indiana purchasing laws are being followed. Another thing that we have done in the last 20 years uh very recently districtwide capital asset
inventory. We never had a written capital asset inventory. It wasn't done even though it was recommended by the state board of accounts. We have done it in 2025 for the first time in history. Also, capital projects are done in a timely fashion because we have made the funds available to the facilities
management team. But our biggest achievement is rebuilding that community trust. Now I have bragged a lot right I have shared a lot of stories but what do the real numbers tell? That's where the fiscal indicators come. So in my view
the story of excellence depicted through real metrics. Now what are the relevant fiscal indicators in the contracts of a school district? School district's financial efficiency, solveny and stability is measured through the following metrics. Usually education
fund to operation fund transfer percentage, cash balance both total and unrestricted operating balance percentage, credit rating, geo bond ratio and also direct student expenditure versus indirect student expenditure. Now let's go one by one.
Education to operation transfer. This is a 7-year snapshot of SBCSC's transfer history. As per Indiana law, we can transfer up to 15% of our education fund revenue, which is the state tuition
support to our operations fund, which takes care of the operational expenditure of a district. Now there are a lot of districts in the state that do the full 15% transfer but that leaves little money in the education fund. In
2020 we used to do the full 15% transfer in absolute dollar amount that was almost $18 million. Now in 2026 that's only $1.2 million. That means that we are allowing the maximum dollars to be left in the
education fund where it belongs to be invested directly for our students and the teachers. In terms of percentage, that's only 1% out of the 15% allowed. Now, what about our competitors or the
neighbor districts? Right? As I said, I mean, we only transfer 1% and as you can see in the slide there, that is one of the lowest in the state of Indiana. If we consider our neighbor districts, for instance, PHM does 10% transfer.
We only do 1% here. Physical indicator cash balance. So, I am doing a comparison August 2024 versus August 2025. Why August? because after August I took over as the CFO. So I just want to compare before versus
after situation here. When I took over I had a cash balance of $103 million approximately. Now as per August 2025 the cash balance has grew to be almost $120 million even after all the great
raises and things that we have done to empower our employees. In terms of unrestricted cash balance, that was $42 million. But now that is $68 million, which is equivalent to 2.75 months of
operational expenditures strictly within the GFOA guideline of operational solveny thresholds. Now, how did the cash balance improve such significantly? Right? because it increased due to efficient internal controls, grant
reimbursements being timely. And again, this is even after spending more dollars on education, employees, and capital projects. Just one thing I would like to highlight, if you can take a look at the different funds here, federal funds had a negative $34 million cash balance in
August 2024, but in August 2025, that has been brought to only $10 million. Right? So we have recovered a lot of unreimbured grant funding within that period. Now how do we compare across the state
or uh among our neighbors here? Now we are a very large school district right we have a huge cash balance. So undoubtedly we will be the number one in terms of hard numbers. We have the highest cash balance because we are the largest district in this county and in
the neighboring counties there. So I'm not comparing the absolute cash balance numbers here. Rather I'm utilizing a ratio which is uh very well uh received and usually used by financial professionals. The operating balance
which is the cash balance divided by annual expenditures that discounts the size of the district or how much cash balance you really have. So here are approximately 20 neighboring school districts in neighboring counties and uh
relevant sized school districts. Here we have a 50% operating cash balance ratio and that is the third highest here. We are not the best yet. However, the only
districts who are above us are Union North, Fairfield or Gan who are much smaller than us. Okay? And a smaller districts tend to have a higher cash balance. So if we consider school
districts with at least 6,500 students, SBCSC is the best in terms of operating cash balance ratio across our neighbors. And that is a significant achievement. SBCSC has a double A credit rating
comparable to Fortune 500 companies. And again, I am trying to align financial discipline with educational purpose and to prove that public schools can also be run with the fiscal discipline of a Fortune 500 company.
Bond ratio. School districts uh issue geo bonds very frequently to take care of their capital expenditures. However, we cannot just issue bonds without taking into consideration the capacity limit here. So there is a limit which is
it has to be within 2%. And the percentage is calculated by dividing the total outstanding school bond principles by one/ird of the certified net assessed value. So 2% is the limit. Let's just uh talk
about that. And SBCSC is below 1%. So even after issuing the necessary geo bonds to take care of our capital expenditures, we are way be below our threshold and capacity and we actually have one of the lowest school bond ratios in Indiana. John Glenn, Mishaaka,
Pen Harris, even Carmel Clay or IPS all of them have more than one person ratio much higher than us. The last fiscal indicator direct student spending. Now all we do is for students, right? So we have to make sure that the maximum
dollars directly go towards our students and this is a number heavy table and slide there. But I just want to draw your attention to the two columns circled here. Right? In 2020 indirect student expenditure or administrative expenditure was approximately 31% of our
total expenditure. In 2026 that's only 17% actually below than 17%. Okay. So that means that we have reduced our administrative expenditure significantly. In the meantime, we have increased our par student spending from
$10,600 to $17,600. Now definitely there has been inflation, right? There has been adjustment. We have seen enrollment decline. But at the same time, we have reduced our administrative expenditure per student to increase our par student direct
expenditure. Now I know that some people will say that it means we are not being efficient. Our parish student expenditure is much higher compared to the other districts but we have to take into consideration that we offer free meals to all our students. We offer free
transportation to all our students. 21% of our students are special need students. Right? So all of those things considered, we can't really compare ourselves with other school districts that does not have the same demographics
or does not offer the same services. So the main story that I want to highlight here is that we are being operational efficient to maximize our investment in education. Now takeaways remember the narrative that I talked about in the beginning. Well, to
summarize, financially, SBCSC in 2026 is the strongest and most stable among neighbor districts and one of the best in the state in terms of the financial indicators. All of those, the highest pair in this region for teachers, bus drivers, and soon to be for other
support staff and also top 10 in the state. We are fully committed to our strategic operational excellence to maximize investment in education within the fixed pie of state and federal funding and other legislative constraints which we often cannot
control. We are focused on internal capacity building by empowering our teachers and staff. We are uncompromising in upholding internal controls, laws and board policy and determined in rebuilding community
trust. So in summary, SBCSC in 2026 is entirely, undoubtedly, and fundamentally different from SBCS in previous years. [applause] SBCS's financial turnaround story has
been covered in national level journals and publications as a blueprint for other districts nationwide because there are other districts who are in the state right now that we were in perhaps in 2023 or 2022 so that they can benefit from the successful blueprint that we
have developed here. And those journals uh are AASA, AGA Journal for the Government Financial Professionals, ASBO International, and also in Indiana Business Journal and Indiana ASBO. Thank you. The floor is open for
questions. >> Dr. McCulla, >> thank you. I don't have a question per se. What I want to say is thank you because uh in 2025, we made great strides and transparency, something that the public was not used to having. And
so I thank you for taking us there. That's what I want to say. Thank you. >> Thank you, Dr. McCullo. And uh thank you for the boards and your leadership into this and superintendent as well. >> Mr. Castello. >> Well, it's not only the fact that you're
I think a pretty good business person, but it's your transparency. Um, being able to explain things openly to people, uh, I think is a tremendous character on
your part that I really appreciate and I know the board does too. And uh I cannot I think to the rest of our community uh if they uh do not know about you uh
they will soon because from the standpoint I think uh we are honored to have you as our person in charge of our finances because we know every penny if we can will get to those students and
that's the most important thing. So thank you very much Mr. Amit. >> Thank you sir. >> Thank you Mr. Counelor. Others Mr. Lee. >> So um question the insurance I think is the work on that was wonderful and
really important for our the people that we ensure and their families. It's a it's a game changer for people. What one thing that I could have asked you this in session but I completely forgot. How many insured lives came back on board when we reabsorbed facilities? Like I I'm sure that not just individuals but
also their families. And did that have an impact as well? Like would this have been even I guess more expensive with those lives coming back on? Just explain that to me because we ended up with more lives than we had before but we were still able to reduce costs. >> Uh that's a great question ma'am. So uh
approximately 250 lives I would say uh were brought back in our insurance pool. So in hard numbers temporarily that increased our insurance costs. However at the same time uh the main reason
behind our insourcing was that we were able to save a lot of money by terminating the contract. Right? So that was already built in into the savings model that we had that our insurance premiums and salaries and public
employment retire retirement funds those costs will increase but at the same time the overall savings way uh beyond like outweighed you know all those expenditures. So even after considering all of those we were able to save approximately $5 million there.
>> Okay. Excellent. And my other question, so um and I feel like I'm being like a Debbie Downer asking this question, but I'm just gonna ask it because you know, reality. So, um we know that the population shrinking of K12 students. We also know that, um there's increased
competition with, you know, open borders between schools and all the different things that are impacting that. Is this the kind of budget that is flexible? Should we say I mean I'm not predicting that we're going to lose a bunch [snorts] of students but we do know that the population is shrinking and we're
probably going to have to think about how we manage that. Is that built into this budget? Like do you see I because you are strategic. I'm sure you've thought about this like what does that look like to you? I mean obviously I think Southin Schools is doing great things and this is our opportunity to
bring students back to our schools but how do we balance that out? >> Sure. Uh that's a great question too and that brings me to the operational strategy level here again because see I mean our budget in 2025 versus the
budget in 2026 right I mean it is almost identical in terms of the absolute bottom line number right it was $26 million in 25 and it is approximately $213 million in 2026 so a 3%
inflationary adjustment which we needed to do anyway you know if we did not uh if we haven't gone for the medical insurance change or the outsourcing and everything because inflation is inflation right so in strict terms we
are not being very aggressive in terms of our budget we haven't increased our budget by 10% and 20% there we haven't touched our cash reserve yet but the new budget has been designed through operational efficiency to empower the teachers and our staff so that that can
directly impact student outcomes. And as you know that this year we have seen the lowest enrollment loss in recent history. And if you ask me I am not being too optimistic here but even being a realist I suppose that in very near
future we will be gaining students if we can maintain this momentum. And we definitely have to gain students because only 57% of the Southbend district kids go to our schools only 57%. And we can definitely do much better here even
within the declining birth rate and everything else there because we have to be thinking about the ratio. Even if we can increase our ratio a little bit, if we can go to 70% or 75% even with declining birth rate, our student enrollment should go up. This is the era of uh innovation and
competition, right? And we are innovating and competing within the fixed pie of state and federal dollars. So I am hopeful, I'm confident that if we can continue this momentum, we will gain students. >> Thank you for that.
>> Thank you. I also remain optimistic. Uh but I'm also looking at some of the numbers and as you know, Senate Bill One will take effect in a couple of years. And if I'm not mistaken, there'll be a cut of about $26 million from our
schools. And you know, I think about the the last few years, actually more than just a few, when the tax cap really affected us. So, the referendum was able to make up about $18 million a year.
And while I remain optimistic and want to be optimistic, uh can you talk to us a little bit about the effect of Senate Bill One and uh what that means for us, especially as we're also thinking that with the next few years we're going to have to go back
to the taxpayers for a referendum. Are we are we prepared for that? >> Uh that's a great question, Dr. Green. Uh let me talk a little bit about the Senate Bill One situation. We know that $27 million was a number that was uh heavily circulated in media and other
discussions. However, that is just an estimation there and $27 million is not for one year, right? I mean, that is for 3 years. That may happen starting from 2026, then 2027, 2028. Right now, we are
not just being optimistic to tackle the Senate bill one situation because if you remember the last board meeting, uh I came to you with one particular action item which was approval for blanket purchase order, right? Uh from the 2025 budget savings. Now, we have saved
approximately $20 million through the medical insurance uh outsourcing uh insourcing contracts and everything else, right? I mean, that is the annual recurring savings. However, in 2025 alone, we saved $15 million there in terms of budget versus actual
expenditures. Now, here is your $15 million cushion against the potential $26 million property tax revenue loss for the three years, right? And we have made those blanket purchase orders for very known vendors, frequent vendors, so
that the hit becomes uh lowest or optimal for our 2026 budget. So we are also working background with those maneuvers there so that we can maintain the new year's budget even if there's the we can see the worst impact of the
Senate bill one situation. Now another thing is that I would like to highlight here which I always try to do uh the $27 million potential loss is not loss from this year's revenue. Okay, I mean this is a revenue loss situation. So it means
that this is potential revenue loss. it kind of uh limits the growth that you could have had. Okay. And we have already plugged the potential impact through an increased tax cap impact in our 2026 budget. In other words, we had
a budget of $213 million, right? In 2026, if there was no Senate bill, maybe our budget could have been $220 million without the additional tax cap impact situation there. So we are also trying to have a lot of cushions to tackle uh
the Senate bill situation there or other potential legislative uh constraints because we don't know what may come anytime right we all know about the 248 situation there that was out of the blue again so we have to be very cautious there so financially we are being very
cautious and at the same time we are trying to maximize our investment in education and also we do have the cash balance which can definitely help us in uh in a rainy day situation. And coming back to the referendum now,
if we want to even consider the possibility of asking for another referendum, the first thing that we need to do is keeping the referendum promises that we made regardless of who made the promises because the corporation is responsible
for keeping those promises. And that's what I, Mr. read and you we all are trying to do here to keep those promises to give it back to the teachers to empower them to maximize our investment in education. Better late than never, right? >> Well, we are very grateful for you.
Thank you. >> Thank you. >> I think there no further questions then we'll move on to our next academic focus area. Uh Mr. Augustino will talk a bit about um an evolving
committee, a data reviewing committee uh that the board has discussed and um Dr. McCulla had mentioned before the first of the year uh and we feel it's necessary to now explain in some detail
where we're going with this. >> It's going to be a hard act to follow though. >> [clears throat] >> I think the one thing that I would say in transitioning uh from what
Anaf just had to report is that we have a challenge now but I also think we have the ability financial ability to start to address the challenge. So um what I want to talk about the board review committee that uh we need to implement
deals with the disproportionate discipline data that was reported in November in the consent decree. And what does that mean? Uh it means very simply that um as we look at the what was reported to the
court, a black student in South Bend School Corp is 1 uh seven times more likely to be disciplined compared to a non-black student. And this has been a problem that has been persistent for a
number of years in the school corporation. And [clears throat and cough] uh I think I think the board and past boards as well have acknowledged that it is it is a problem. But I don't think
we've uh attacked the problem in a way that's meaningful in terms of uh what can we really do? How do we get to the source? Identifying what is actually at issue. And so um
uh the undertaking here and and this is uh the start of an open discussion I think of how do we approach this problem? How do we dig down into the data? How do we look at things to start to understand the problem in a way that we can then start to address some of the
causes of what we're seeing. And and [clears throat] so there there have been a number of accusations about what's going on. Is there implicit bias going on? Is there explicit bias going on? Are there other issues that we haven't put our finger on to explain
what's going on? And I think those are all good and valid questions. But um we need to get to the answers and and so that's [clears throat] I think what the goal and objective of a board committee would be in in addressing this
uh um issue. So, uh, the board's initial response, I can say to the public, is that it does in fact acknowledge that what the data indicates that there there is a problem in in, uh, disproportionality when it comes to discipline for our our black
students. And so, uh, I think the board is committed to forming a committee to address this and, uh, to take input from the public and and to proceed with the types of studies that are necessary to get to the to the issue. Um, we need to
use an investigative approach. And what does that mean? Um, it means that we need to dig down into the data. Uh so we might know from the reports right now that we've got
uh 63% of the discipline cases involving black students, but they only make up a little over 30% of the population. That tells us only that. The question is why is that occurring?
um and and that's where we need to start looking at the discipline cases and and start to break down the data and start to look at it. And so what I'm going to go through here today is is
uh two different uh studies that have to be done. Um one is going to be a blind study and another one is going to be one looking at a number of factors and and I'll go through those quickly. Um we're also going to use a scientific
process. So as we go through and look at the data, we need to identify in advance what criteria are we going to use? Um what what variables are we going to be looking at and how are we going to uh grade those variables and then we need
to be committed to that. We can't uh modify how we look at certain data uh as we go through it. we have to be consistent in our approach as we go through it. Um, and we're going to be looking at
uh not just race, but how gender plays a part, how prior behavior plays a part, does disability play a part, does poverty play a part. Um, these these are questions too that I think are going to inform us about what's going on.
So, uh, in big picture-wise, there's going to be two two types of studies that we need to do. One, we're going to look at the discipline data without any reference to any race.
We want to see if the discipline that's occurring in our school system is consistent based on the conduct that's described is consistent with our code of conduct. If there's a high consistency rate there, then I I think we're going to
feel we've got comfortably a good code of conduct. Um, and then we're going to look for explanations. If there's a high rate of inconsistency there, then we know we've got a a a much bigger problem as well because when when that type of
inconsistencies is going to show us there's problems with our code of conduct, there's problems with how people interpret things, uh, how our teachers and how our staff interprets things. So, we have to kind of test the integrity, uh, the overall integrity, and we're going to do that without any
reference to race at all, just to see where where we land on that. And then we're going to do a deep dive, and there's 15 areas that we're going to look at, um, uh, through through the conduct that's reported, what's the
context of that conduct, who's initiating it, how's it being handled across a number of different variables. Um and and and that's where we're going to get into a deep dive into into the the statistics and and take a look at uh
what's going on. And I'm confident after talking to our our staff internally that on most of these variables uh I think we can filter out the data to give us the information. Um but we may need to address some data points that aren't
here. um and and and formulate a way to to get that data out in the open. So, blind review, I already I already talked about what our goal here is is basically looking at um it does our code
of conduct come through on how we're disciplining. So, do we have a uh is conduct consistently generating the kind of discipline that was contemplated under our policy? um we we want to we want to be comfortable with that. So we need to
look at that and then and then getting into the other types of of factors. And I see Regina Preston is here. So I want to thank her because I uh have listened to her before talk about this topic. And um and in in
other studies that have been done with other school corporations, um you do uh get into this issue of uh what is generating uh differences in these discipline
situations. And um I think one of the things she talked about was subjective behavior versus objective behavior. And that's going to be in in in the in the types of things that we're going to be looking at. So, we want to disagregate
the offenses. We want to look at are they objective or subjective? Um because there are reports out there that tend to show that the big difference comes in the area of subjective uh where uh black students
are disciplined at a higher rate um based on defiance, disrespect, insubordination, those types of offenses versus the objective offenses where you can say did someone do something or didn't they? Um, and then we want to
look at the types of sanctions, out of school suspensions, in school suspensions. Uh, what's going on in the classroom? And we want to look at what's the history with this child. Um, are are there um do we have a situation where
we're stacking a bunch of little minor offenses to create something that's serious? Uh, is there a better way to handle that? Um, next factor, we're going to look at the decision points in the discipline
process. We want to look and see who's involved in identifying this. Um, is conduct being reported from other students? Is it a classroom teacher? Uh, how's the offense coming forward? Um, and and we want to take a look at the
variables there and see if race is playing any factor in in that process. Again, we want to take a look at the code of conduct. Um, make sure we're not dealing with zero tolerance provisions. I think a lot of that's been removed
from in the process, right, Mr. Eid? Um, we want to make sure that we don't have uh offenses that involve some vague descriptions of offenses in our code of conduct.
um so that that's not being misused. [snorts] And we want to make sure we're following our discipline uh matrices that are set forth in the code of conduct. Um we kind of want to look and see also
like is there a group of teachers uh that's responsible for a high level of or a high rate of reporting? What's going on there? uh do we got four white teachers that are responsible for 50% of the black
student discipline cases? Uh we need to dig down and see if that's occurring. If it is, then we know where the problem is and we've got to address it. Um we don't know that right now. We want to look at uh what kind of responses is happening on disciplinary
cases. We have the restorative justice aspect that's involved in our discipline process. Is that being used? Is it being used only with black students or only with white students or non-black students? How's that uh uh being
handled? And uh at what point do we exit from a discipline route to to to have some kind of a supportive response? What are we doing in that in uh on that front? Uh again uh on subjective judgments and
perceptions. Um do do we have a high number of subjective categories for disciplining? Uh because uh people's implicit biases can affect that. Uh when are the discipline uh conduct as
occurring? Uh is it actually during classroom, during break time, uh lunchtime, outside? Uh is it uh mainly happening in front of adults that are supervising them or is it reported conduct? Uh we want to look at that. We
also want to look at uh how many days are lost because of suspensions. um because that's another factor that has an impact uh and in in other reports uh on students by race. Um in in some
studies I think you can find that uh in some cases some black students can have 25 30% of their school experience suspended from school. um that's going to create a problem in terms of where they end up with
educational outcome, diploma, uh learning. So we need to take a look at that and again this is another offshoot of that of looking at effect of multi- incidences on that.
um and and are some kids getting hit harder through repeated discipline cases that aren't being caught or should have been caught earlier. We should have intervened earlier. Uh we want to take a look at does law
enforcement get involved or the school resource officers. um do we have a 10 to1 ratio on that with respect to uh based on race or not? Um
that that can have an impact as well. We want to took a as I mentioned earlier, we want to take a look at our staff and our de demographics and what's happening with that relative to the discipline. Um, and we take a look at and see if
there's potential sources of that implicit bias based on any patterns that we see on who's initiating the discipline and um, you know, what's their background, what what kind of training have they had? Are we um are we
going to find that a lot of discipline cases uh are generated from staff that may have missed some sensitivity training that might have helped. Uh we also want to take a look at and see if uh special ed and disability has
any kind of intersection with what's going on with this. Again, I don't know the answer to that, but I think that's something that we need to take a look at. We want to take a look at what kind of conduct has occurred before the discipline. Have there been information
or training? Um, what steps have we taken? Have those been evenhanded? Or uh do we have training directed at only one group and not another? We want to take a look at external factors and see what what uh role those
play in what's going on. Um and maybe there's a a a high correlation between poverty or housing instability that coexists with race, but the real problem might be more the poverty or
housing instability and not the race. or it could be the other way around. Until you look, you can't say what it is, but it's worth looking at so we can understand how to best address the problem. And so the bottom line is to to take a
look at these variables and then and then after we dissect the data based on looking at all these variables, come up with some quantitative findings. And and I think in this process we also
want to test some of our findings by interviewing some groups of people in interview. We might pull some cases out and say okay what happened in this case. Um and that's going to involve talking uh to people that were involved in the situation to understand
uh what's happening in in a specific case and whether things are being done the right way. So uh where do we go from here? I think we need to complete the formation of our board committee. Um I think we need the committee needs
to start meeting getting uh input from the public. Um uh develop the criteria for the deep dive. I've only given you a framework of things to look at. Um that's a starting point. It's not the end point, but we need to start
somewhere. Um we need to start assigning tasks within this committee of going about and collecting the data to look at things. Um I'm suggesting that we need to talk with some data scientists about looking at uh uh some things. There are
uh in 2024 and 2025 we had 20 over 2,300 in school suspensions, 5,700 out of school suspensions and 174 expulsions. So um if we were going to look at every single
case it would take a very long time but we have to look at enough cases that we have a sufficient data set. Um and uh I I have talked with a couple data scientists about this issue and
um depending on how many variables we want to look at is going to determine how large a sample you need. So the larger the number of variables, the larger the the sample that's required.
Um but you know in the ideal world we could be able to take a look at every single case but uh that that would take a very long time. Um and we have to determine so in talking with our staff
uh I believe that a lot of variables we can filter um they they can produce results for um not just non-black we can look at uh gender we can look at age groups we can
look at uh other factors that we can have access to some data points that maybe are not being reported right now but we need to take a look at but there may be some data points that we don't have and we have to determine whether we need to how we go about getting that I
think we need to develop some grading grids uh especially for the blind study uh so that uh we can consistently measure how discipline uh is occurring relative to the code of conduct uh and to see how consistent we
are with what that is and then I'm suggesting that we're going to be involved in doing this over a 6 to9month period. So, um I do think we need to get some community uh input and I think that the uh we need to proceed with kicking
this off and and getting uh getting our hands dirty on this. So, thank you. >> Thank you very much. Uh I'm sure we have questions. >> Okay,
Mr. Gust, >> what you just gave us uh as far as the committees are concerned is I think a great first step forward uh with great details of what this
committee will be looking at. Uh for three years I've sat on this board and we have had community p people come in and and speak to us about a certain
uh sector of our population that they believe is being mistreated and we've never responded to that. Um, which I think with this committee is a starting point
because we as a board should be responding to any derogatory comments about our school corporation and we should be able to justify and say we are doing the right thing.
But sitting back and not reacting to it in my belief has created more of a problem for us than maybe that we have. But it still is a good starting point
to look in to see if we do have problems out there. Now maybe because I've been in education as a teacher, as an administrator in
buildings, disciplining students. I cannot think of one time I ever looked at a student who had a problem in a classroom situation, hall hallway situation, and ever looked at
them as being of a color. They were all individuals. And believe me, I think that's the way you treat each issue. as individuals,
but you don't know. That's the way I always presumed was the correct way. And many of the teachers that I had or worked with,
I know felt probably the same way about it. But I do say this. I ran AC across several people out of the many thousand of teachers
I've been in contact with over the years. I did run across several people who I could put in this category as questionable.
And those are the people that at the time I tried as a teacher to work with, as a principal, I tried some of them to get rid of.
And we don't need people like that around. So we don't have a perfect situation here. But we do need to look at this.
We do need to respond to critics who come in and tell us or give us a a story that is very negative. Why? Because it makes the school corporation stronger,
not weaker. So, thank you very much, Mr. Augustinino. I really appreciate the detailed information you you gave us tonight. Thank you. >> Thank you. >> Others,
>> I just uh would say from now on since they're such good speakers that we need to separate Mr. Augustino and and CFO different dates on their presentations. [laughter]
But you both were good. Thank you. >> Yes. Thank you for laying this framework out. Um we've had a number of stops and starts over the years and it
uh you remind me of the importance of looking at this data in some detail. uh in 2014 uh the board chair at the time said there is [snorts] no problem of disproportionality
and yet it was about 5 to one and um I'm grateful for her work in this the uh citywide conference on disproportionality
uh that we had probably 10 years ago uh and which at which we invited uh school board members to speak to this issue. Uh and Regina actually produced the most comprehensive report that I can
recall. And so when the the uh DOJ said you need to review this uh what I mean by steps, you know, various starts and stops. There were groups of us working on this and it did
end somewhat abruptly but it gets back at some of the issues you're raising that I really value and it's looking at the data uh looking at the context in which we're collecting data,
the accuracy of what we're collecting uh and thinking about the larger context of what what would it mean to keep our kids in class. Because if we look at the even just some of your factors, it occurs to me one common denominator is
that the students who are having the most difficulty in school are also the kids who not in class. And it could be transportation, could be housing, but it could also be discipline. and to understand what's happening here,
you know, I think is really important than just what did this person do wrong, you know, it's what happened? Uh how do you feel about what happened? Do you understand what happened? And finally, I would say I'm very hopeful that uh we
begin to reflect back on the importance of restorative justice in this this work. Uh so I I'm looking forward to seeing what what we can do as a board because we're uh so committed to this uh
and unfortunately as Mr. Costello said uh for the last three years uh we have not. So thank you again. >> I'm sorry. >> Yes. As you were talking I something came to my mind. I just want to say this. I
appreciate the fact that um uh you trying to people try to treat students fairly um but I think looking at the students uh color is important because that helps us see through uh how helps us understand their experiences and the
barriers that they face and uh help us navigate through those. It also helps us recognize how we can help a student and support a student more effectively. So those are important pieces. Uh as far as I'm concerned as as when we say um we
don't see a color students color, it's important to see that students color and that those are the reasons why I appreciate the the fact that you like I said, you're trying to treat students fairly. That's what we're supposed to do, but it's important to see our students color as well. That's what I wanted to say.
>> Yeah. And I'll just add the importance of community input. I think there are a number of people who have come to us and said you need to be doing this kind of work. I think teacher leaders as well uh who are aware of some of the contextual
factors as uh you you mentioned some of those I think they're quite expert in understanding where uh certain things happen and what it is we can do to address those. Uh so
I I hope we have conversations with with our t our leaders in the buildings because in the end what I hope for uh if I might suggest is that uh our leaders in the district take on this work and
that it's uh always at uh it's always an action within the buildings that that teachers and principles and others are looking at uh what's happening with our students. is what do they need? Uh, and I think that really is what this is
about. What do kids need? So, again, I'm very grateful that we're going to move ahead with this work. And we'll now let you go. >> Thank you. >> And move on to uh our consent agenda. You've done a lot of work on this. Thank
you. It is recommended that the board of school trustees approve the consent agenda which includes approval of the January 12th minutes under item [snorts] 8.01, accepting any attached financial reports and statements under item 8.02.
Approving any attached consolidated registers of claims and distributions of payroll for payment under item 8.03, approving personnel decisions listed on any attached reports under item 8.04. adopting any attached resolutions under
item 8.05, which are required to be adopted annually, accepting any gifts to the corporation, and approving any fundraisers described in any attached reports under item 8.06. And approving or ratifying any contracts for $50,000
or less listed under item 8.07 of of which there are none, but there are. >> Sorry, >> the script. I don't know. I'm just reading. >> I know. So, do we have a motion and a second to approve the consent agenda?
>> Motion to approve the consent agenda. >> Thank you, Mr. Ellison. >> Can there be a second? >> Second. Thank you very much. Appreciate Mr. Snideki. Mr. Hernandez, can you >> Can I ask a question? Question. [laughter] >> Question.
>> Sorry. Question. >> Can you please pull 8.04? 4 for a separate vote. [snorts] >> Yes. >> Thank you. >> We can do that. >> I just have a a question, but I don't
need to pull anything, but under gifts and fundraisers under gift applications, I was just curious about what is the bringing it all together project funding. Do you Sorry, I should I could have sent this email earlier again, but it's one of those things I read late
last night. Do we know what that is? >> Yeah, I would need to look it up. >> Sorry. >> I would to look it up. Give me a minute. >> It's just a a bigger amount than usual. [snorts] I just was texted
a message from the person. And it says that's for the Valinius Foundation funds. >> Okay. Awesome. Thank you. >> Okay. >> Okay. >> It's for Paramount Health data. >> Gotcha.
>> Okay. So what we'll do uh is first vote to approve the consent agenda without the personnel report and I to approve the consent agenda without the personnel report. Nay not to
approve. So Miss Hernandez can you call the role making sure we understand each other? >> Well we understand each other. We first approve the consent agenda. Yes. Eight items 8.01 1 2 3 5 6 7 That's what we're
voting to approve. >> Thank you. >> And then after that, we just vote to approve 8.04. >> That is correct. >> Okay. Make sure to have two chairs. >> Mr. Ellison, >> I >> Mr. Castello >> I >> Dr. McCulla >> I
>> Mr. Sniki >> I >> Miss Lee >> I >> Mr. Lea >> I >> Dr. Green. >> Hi. The motion to approve the consent agenda has passed unanimously.
70. We'll now circle back to 804, the personnel report. [snorts] Um I means you approve of the personnel report. Nay means you don't approve of the the personnel report.
You call please call the role. >> Mr. Mr. Ellison >> I >> Mr. Cassello >> I >> Dr. McCulla >> abstain >> Mr. Snediki >> I >> miss Lee >> I >> Mr. Lea >> I >> Dr. Green.
>> I so six. Yes. One abstension. Uh the the personnel report passes as does the consent agenda as a whole. So we'll now move on to action items. >> Are you you doing them all together?
We'll do what? >> The action items. >> You want to want us to do them all? >> No, I was just I was not on board with my >> I just was behind one at a time. >> Okay. Cuz I got a question on one of them. That's why I >> Okay, we're going to start with 9.01. It
is recommended that the board of school trustees approve the 2026, 27, and 2728 school calendar. >> So, do we have a motion and a second to approve? Yeah, after we >> so moved.
>> This is Lee. Thank you. >> Second. >> Thank you, Mr. Snicki. Yes. Questions, discussion, deaths, deaths. Uh, which I think
uh Dr. ES uh explained it that this is subject to change or on uh board dates if we have to. >> Yes. >> Okay.
Everybody understands that, right? In the public, >> the board dates will change back to the second and fourth >> uh from second, fourth to 1st and third. >> Thank you for that clarification. Yep.
>> Is there any other discussion about the calendar? >> I I have a question on the I I I heard the what the educator said who came up to the >> the podium. >> Is there flexibility with when teachers
can can they give like their final prior to break and then have special projects that are happening when they come back? Is are is there a flex? Do you have to give your finals in a certain week? >> You don't have to. Uh you can give your final. That's the academic freedom that
they can exercise. Um the the problem with the calendar was we had quarter 1 40 days or 41 days and then quarter 2 41 and then semester
2 had like uh almost 100 days. [cough] [clears throat] So we had to make it 45 45 like this. It's equal. So, we could start August one and have everything 90
days prior to winter recess, but I don't think that will fly. >> I wouldn't think so. Thank you for >> any other questions? None. Mr. Hernandez, can you please call the role?
>> Mr. Allison >> I >> Mr. Costello >> I >> Dr. McCulla >> I >> Mr. Snedi >> I >> Miss Lee [snorts] >> I >> Mr. Lea >> I >> Dr. Green >> I motion passes unanimously 70.
>> Thank you Miss Hernandez. >> On to 9.02. It is recommended that the board of school trustees retroactively approve the ratification of an emergency purchase for serving serving line replacements at Kquillard, Wilson, and Harrison elementary schools from
Stafford Smith, Inc. >> Do we have a motion and a second to approve? >> Motion to approve. >> Thank you, Mr. Ellison. Second by >> Second. >> Thank you, Mrs. Lee.
Someone gonna speak to this >> I >> or >> if there are questions. >> Yeah, if there are questions. >> Yeah. What is ratification of emergency purchase of service line? What kind of service line are we talking about?
>> So, this is related to the food and nutrition services at our kitchens, cafeteria. Uh we had to repair the serving lines, uh the electrical things and everything. >> Service lines. People walk through $138,000.
I get some combs to set up there. What kind of service line is it? An escalator or what? >> No, nothing like that. >> $38,000 for >> a serving line and a cafeteria. >> You have four schools. You have the hot
items. You have the cold items. >> Is the wall being made out of gold or what? >> No. >> Under $38,000. uh not for one school there has been multiple schools there among >> so let me ask this question so in each
each of these schools in each line there's a there's a section where we have hot meals that's already there we have a section where we have coal mills that's already there >> so what exactly are we paying for >> this is replacement some of the some of
the machinery is being replaced or has been replaced broke down has been replaced that >> so the machines that would the the machines that serve the hot food [snorts] has gone bad. >> Yeah. >> The machine. So that's what we need to to clarify because it's not just a matter of walking through a line. It's
just it's it's replacing the equipment >> is what you're saying. >> They don't say equipment. >> Yeah. Well well broke down at three schools. >> It has to be clear. >> Four schools. Four schools. And if I may add, I mean it is not only the line. I mean it is the serving counter
>> for hot food which is electric. Then the utility there also the for the cold food as Mr. Reed mentioned the cash register stand then customization and modifications there you know uh for the lines then of the fright installation
everything is included here. So that is a huge undertaking for for schools >> and another thing like when it comes [snorts] to hot or cold food we have to adhere to the specifications of the health department. So we cannot serve
underheated food. So it we already like in some of those we immediately replace them because we couldn't afford having >> you know >> I understand it. I'm just simply saying that it needs to be clear in here because just like Mr. Mr. Snicky
misunderstood what you were saying because it's not clear in here. It should be it should be uh made clear so the listening public can understand we're talking about uh repairing the equipment that has gone bad in these particular lines
>> chairman but the description is there actually in the board docs all the descriptions >> I get it I appreciate it thank you >> thank you so much >> can you please call the role >> Mr. Ellison >> I >> Mr. Castello >> I
>> Dr. Makulla >> I Mr. Sniki >> I guess so >> the the health department's here you have to say it >> I think she left [laughter] >> Miss Lee
>> I >> Mr. Lea >> I >> Dr. Green >> motion carries 7 to zero I vote I >> okay >> on to 9.03 03. It is recommended that the board of school trustees retroactively approve the special
purchase for portable radios and accessories [snorts] from high-techs communications. >> Do we have a motion and a second? >> Motion for to approve. >> Thank you, Mr. Ellison. Second.
>> Second. >> Mrs. Lee, thank you. >> You're going to talk about this as well? Uh I can give a little update but chief crit here. So summary we had to purchase 170 portable radios and uh >> the associated equipment there.
>> Chief crit can add additional details. >> Yes. Uh thank you. Uh obviously in the uh transition of upgrading radios for each school. So basically we get rid of the old radios and upplace them uh upgrade them with new radios. the a lot the school gets an aotment of radios and
with that I try to keep the new radios in with the administrators uh security staff and teachers that need the radios and then what happens is custodial staff gets the the the brunt uh the the older radios so working out a new plant I want
to purchase these radios which they're all assigned to custodial staff uh so that way I can keep the the newer radios where they belong uh in the buildings and uh let them have a new radio as well because they're part of essential personnel in the building as well.
>> A quick question, does this mean every school in the corporation or just some schools in the corporation? >> So these radios here are for the custodials. >> Oh, custodians. >> Yeah, custodial staff. >> In every school. >> In every school. In every school. Yes. And along with that, they'll be
designated with the orange sleeve. Uh so we can designate that I can tell the difference between uh custodian radios and non-custodial radios. >> Okay. >> Thank you. >> No other questions.
>> Mr. Ellison >> I >> Mr. Cassello >> I >> Dr. McCulla >> I >> Mr. Sediki >> I >> Miss Lee >> I >> Mr. Lea >> Hi >> Dr. Green >> I person carries unanimously. I also
vote I. >> Item 9.04. It is recommended that the board of school trustees approve the 2026 annual education to operations fund transfer resolution. >> Do we have a motion and a second? >> Motion to approve.
>> Thank you, Mr. Ellison. >> Second. >> Thank you, Mrs. Lee. I think you've discussed this before. >> Yes sir. >> You like to discuss any answer any questions that we might have [snorts] about the transfer? >> Sure. Uh I can give a little description
uh so that I mean uh we all are clear. This is as per the already approved 2026 budget. We have reduced the transfer to 1% amounting to approximately $1.2 million from a previously $18 million in 2020. However, even though it was
approved in the budget, uh, as per Indiana code, we have to do a separate board resolution to make the transfer. So, that is why I'm here. >> Thank you. [snorts] This is something you've done annually. >> Yes, sir. >> Yeah.
>> My understanding, I know you said that this is 1%. Is there which we're not voting on tonight, but long term, do you think in 2728 it'll go from 1% to ever does it ever go to 0% or um is there usually at least something or >> uh that's the goal ultimately to bring
it down to 0% because that will mean that our operation fund is fully capable of uh taking care of all operational expenditures. So we are very close to that you know from 15% to 1%. However, uh if situations does not improve, you
know, I mean, if we have adverse effects of the Senate Bill one adverse than anticipated, then we might have to increase that temporarily. Uh however, with all the cushions and everything that we have, I believe we can at least maintain that 1% even if we can't make
it to zero. >> Okay. >> Mr. Ellison, I >> Mr. Dr. Costello. >> I >> Dr. McCulla >> I >> Mr. Snakei >> I >> Miss Lee >> I >> Mr. Lea >> I >> Dr. Green
>> I motion carries unanimously. [snorts] >> Item 9.06. It is recommended that the board approve the 2025 annual investment report. >> So move. >> Thank you. Miss Miki. I think you missed
>> what? >> No, thank you, Mr. Snag. >> Yeah, the appropriation. >> Oh, whoops. >> Sorry, I did. I skipped one. I was 9.05. >> Correct, sir. >> Sorry. >> Want to read that again?
>> Yes. >> It is recommended that the board of school trustees adopt the appropriation transfer resolution. So [clears throat] many resolutions. >> Oh. second sneaky and seconded by Mr. Leo.
>> Yes sir. >> Uh thank you Dr. Green. So this is one of the other annual financial resolutions that we have every year. I come to you for approval of this. Uh very long story short, we have the budget for different funds. However, to
perform all the operational expenditure and the procedures, we have to make internal transfers from one account to other accounts right within the year there. All these schools do that. However, the state board of accounts uh mandate that we seek board approval at
the end of the year uh so that there is transparency. So again, I mean we do that every year and I'm here now for the same thing for 2025 budget year, general budget. Thank you very much. >> Mr. Ellison, >> I
>> Mr. Costello >> I >> Dr. McCulla >> I >> Mr. Sniki >> I >> Miss Lee >> I >> Mr. Leva >> I >> Dr. Green >> I motion carries unanimously I al had also voted I
>> okay now to 9.06. It is recommended that the board approve the 2025 annual investment report. >> Would you like to address that as well please? >> Uh sure. Uh thank you Dr. Green. Again I mean this is one of the recurring
uh approvals that we seek every year from the board. But just to give you a little bit background uh this is basically the interest revenue that we earn from our cash balance. Okay. So if you go into the report, you will see
that we have earned approximately $5.5 million uh in interest revenue for the calendar year of 2025. Uh as I mentioned, I mean we have the highest cash balance in our history now over $und00 million and we get approximately 5% interest rate from
our bank uh because we are a huge client for them and we value their partnership. So approximately the amount for this year is $5.5 million. It is few hundred,000 more than last year because our cash balance grew in the meantime.
>> Thank you. Questions, Mr. Nendes. >> Um, I didn't get a motion or a second. >> We need one. >> Didn't have a >> motion to hear a motion. Mr. Ellison, >> second,
>> Mrs. Lee. >> Mr. Ellison. Thank you. >> You're >> welcome, >> Mr. Ellison. >> Yeah, we're voting. >> Yeah. Motion to approve. >> Yeah. I >> You're good. >> Oh, I [laughter] >> Mr. Cassello. >> I
>> Dr. McCulla. >> I >> Mr. Sedi. >> I >> Miss Lee. >> I >> Mr. Leva. >> Hi, >> Dr. Green. >> I. Motion carries unanimously. >> On item 9.07. It is recommended that the board approve the memorandum of
understanding with the city of South Bend for the Marshall Traditional School Improvement Project, $125,000. >> Mr. Tamine, is that also you? >> Uh, this will be partially me. I can talk from the financial standpoint. However, uh, Pete, Matt are here. Also,
Mr. Smers is here. Uh, as I have the mic, I will just talk about the financials a little bit. I know that there has been some concerns about double taxation there. However, I would like to share that as per Indiana code, there's a specific code uh I believe IC36-1.
Okay, that allows for interlocal governmental collaboration like that within the same county. So, it does not mean double taxation. That is actually called force multiplier when government units work together for a greater good
which could not have been achieved by one particular entity. So in my professional financial opinion, this is a very good scenario for us to collaborate with the city and have those sidewalks uh done for Marshall Traditional School. >> All right. Before we go on, we have a
motion. >> Oh, sorry. >> No. >> Motion to approve. >> Mr. Ellison, motions. >> Second. >> Mrs. Lee, >> I do have a question. >> Second, please. Is Mr. Castello has a question or
>> Yeah. Um, isn't the isn't it the uh city's responsibility to take care of uh sidewalk repairs and stuff like that or to establish sidewalks and top?
>> Sometimes it is and sometimes it's the property owners. So, it depends where the property line is and and and various ordinances that apply. But I would imagine uh this sidewalk that we're going to give $125,000
to um to offset maybe the cost of it, I guess, because is the city is the city putting it in? Are we paying this to the city? >> Okay. >> My understanding from the uh
redevelopment that the city's putting in like a little over 400,000. So the city's putting in about 80% of the total cost and we're putting in about 20%. And the way the city got that is that of the total project like 2/3 of Byron Drive is
a responsibility of us, the school corporation, because it's the part of the sidewalk that's right, you know, in front of the school. The city will then pay for the rest of Byron Drive to the corner. They're paying for all of the sidewalk on Springwood Drive. They're paying to put in the pedestrian
crosswalk. They're paying to fix or repair and replace the two tennis courts. And then they're paying, of course, for the street part, you know, to pave both Byron and both Springbook in its entirety. So, you know, it's all of the different things are done. It's paving both streets, paving the
sidewalks, it's the tennis courts, the two one's taking out, one's being, you know, replaced or repaired, and then they're also putting in the pedestrian crosswalk. So, this, you know, about 80% of the stuff that's being done is city stuff. And so they're paying for their part and we're just paying for the part
of the cost that would cover the sidewalk uh that borders the school right in front of the school. They're and they're improving the sidewalk. They're putting in a curb which doesn't have any curb now which is designed to help stop people from parking on the sidewalk which wears it out faster and makes it less safe. The city will pay
for the repainting, the restriping and all these other kind of things. Um, and the reason city had asked for a contribution is when they had originally bid it out, it came back about $200,000 higher than what they had initially estimated. Um, and so they want us to at
least cover our part then to help offset some of that. >> Okay. And that's that's the part that I have a problem with. uh just because it came on over cost and because the
Marshall schools is part of this, it still will be called after construction the public sidewalk. It won't say Marshall sidewalk. It's the public sidewalk. This is their
responsibility. >> Can I just give context? So, I'm a city dweller and the sidewalk in front of my house is my responsibility. I have to pay if if my sidewalk gets cracked or something, I'm the one who has to pay to fix that. But the city has a program where you can work through
them and they help partially fund that and put you on a payment plan. They don't have to do that, but that's part of what the city does for our which is technically a public sidewalk, but it happens to run in front of my house. I see this as the same way. >> Okay. And I I could I guess I can
understand why you'd want to look at it that way. I just look at it differently. I look at $125,000 that we can't put in the classrooms. That's what I look at. $125,000
that the students who are we're responsible for to get an education will not be able to have that money for education. And I can understand the maybe the financial swings of this
but I cannot understand is the as the span standpoint that if they have the responsibility for 80% [clears throat] then let them have the responsibility for 100% and let this school board put the $125,000
back in the classroom. That's where I think we should be doing. So, I will be voting against this uh tonight because I think our our looking at it is is you know just
different. >> Yeah, Mark and Mark that's a good point and I agree with you on that. So, I wanted direct Pete in the big picture is a good deal. Uh looking at the picture pictures pictures of the the school, there is
clearly a portion of the sidewalk that on Byron that we have treated as ours and uh and improved and there's a semiircle that goes to the entrance right off of that. Um, and I think given
the age here, this uh I can't tell you that I know this, but in my opinion, more likely is an area that we would be responsible for. So, um, it's not something that because it has
to be done across the way, uh, maybe we're paying for something earlier than we might otherwise, but, at some point, we would be responsible for it. So, is it a >> if the sidewalk that's sitting
>> on an easement even though the city might say you put it in, >> you take it in court and they have to put it in. That's the easement they're responsible for. Just like city charges everybody uh so much money on their
water bill. They got hundreds of neighborhoods out there that they put the old pipe in there from the sewer, the street to the house and tree roots grown into it because they
seek water and they they're broken. Hundreds and hundreds of houses got to pay for a plumber come in every year when it's right on your water bill and it cost them about $6,000 to come in and
replace them pipes. But they don't want to do it because it cost them money to replace the pipes and it keeps their their workers working with the plumbers working coming and chewing it out. the last lucky if it lasts a year and then
they got to go pay again homeowner pay again you know and and so uh I'm exactly what Mr. Custo $138,000 that should be going towards the kids.
We keep on saying the the money got to follow the kids. According to uh uh Marcus, Miss Marcus, he uh this was supposed to be done two years ago and
they've been talking. I hope you didn't in your advisory role at the uh mayor's board recommend us to them. Uh but uh I don't I don't think you should even be able to vote on it since you already
discussed it with there and probably approved it. You probably shouldn't even be able to vote on this subject. Uh but I'm going to vote against it because there's other options that the city has or we have even to take care of this. I
send it to I think I sent it to Mr. Augustino and I sent it to uh Mr. Eid that there are nonprofit groups and I think the city knows about that. If Marcus if you check with the
city there's nonprofit group out there that does this work or is in that business and and no one ever contacted them and they could at least take our portion. Maybe
we could apply for it if the mayor don't want to apply for it. And but they do work. They're they're they're uh supposed to be uh uh specialists. >> Why don't you put that up? >> Did anybody check in on that? >> I I know I sent you the name late, so
you probably didn't, but >> uh needs to be looked into. >> They work with individuals uh under the [snorts] >> I'm sorry. >> They what? They work with individuals who who are below the poverty line.
>> They work with individual schools. >> No, individual people. >> Residential. >> They don't work with >> residents. Yeah. Not the school. >> Individual school. >> Well, >> so we're we're going to put up a photo. >> Uh
there's uh arguably a need to correct the curbs there because you've got you've got a situation. You got a a man cover there. I don't know how well the draining is there and where water comes over the curb, but it's uh I would say
that from a safety standpoint, you want a very strongly defined curb against the street. >> Yes. >> Where the kids are walking on the sidewalk >> because not having that curb there >> it makes it easy for cars to veer come
onto the drive sidewalk is that you'll have to look at the picture here. They're going to put it up, but you'll see what I'm talking about. So, the I think the project is is a good project to do for the safety of kids on that sidewalk. is is a sewer piping in
the location where they're going to be digging [clears throat] need someone needs to check on that because if the if all that is so old that that sewer pipe is over the hill how many times we have uh people come in there and uh I mean um
>> there there's going to be curb work done exactly over there and that's the kind of thing that I you you'll see it as soon as we get the picture >> and no one and no one could give me an answer I've been asking for two weeks [clears throat] now is the tennis courts they plan. First they were
just going to knock one tennis court down. >> That's what the contract >> and now now they say they tell me it's they're taking both of them down and then putting a new one in. >> I think Mr. Eat an update. >> The tennis courts are not our property.
The tennis courts are on the Marshall Park. They are the city's property. They are not our property. You got baby word that >> I believe once they put the map up, you will see the the Marshall uh B.
>> I'm not so sure about that. I'm sorry, Mr. Eid, on that part. I think the contract calls for them to remove one of the tennis courts. Um I'm not looking at the GIS map. Uh I I can't say that the
tennis courts are not ours. >> See, at the first date that would mean >> but but The city was of the belief at redevelopment that when they um you know talked with the clerk and looked at the plot that the city was responsible for the tennis courts and ideas they're
going to remove one and see if they can try to replace the other. But I I would say this product as a whole, including that, it does provide benefits to our students, even if it's not in the classroom. Because if you have two tennis courts right there on the corner of your school that you can't use, and
now at least they'll be torn out as ice or maybe one back, that's something our students will benefit from. If you have a curb, right now the sidewalks is in pretty heavy disrepairs, you know, when they get the pictures up, but also there's no curb. You know, parents have come before this board and emailed us in
saying that it causes problems with pickup and drop off because people pull their cars all the way up onto the sidewalk and so then there's no sidewalk for people to walk on. Well, if you put in a 6-in curb, that'll keep the cars in the street. That'll keep, you know, pedestrians on the sidewalk. So, that is
a benefit that goes to our kids in terms of safety, in terms of, you know, easing the flow and speeding the aspect of pickup and drop off. Um, so there there are things that that we're getting out of this above and beyond, you know, [clears throat]
>> it is benefiting our kids and that kind of thing in terms of better pickup and drop off, having the curb, having access to a, you know, getting rid of the broken tennis courts that are right there at the court and all of those types of aspects as well. So >> yeah, and and I think that's when you
look at the curb, I think that is the biggest concern is >> yeah, >> it doesn't define an area where cars can stay off of. It's too easy to go on the sidewalk there with a car. If they would have did it two years ago, the cost
wouldn't have hit us. Now it's hitting us. What what what guarantee we got? When are they going to do this? They have a date. >> It should be done during the summertime when the kids aren't in school. >> We We did ask for a date of completion and they did add one in here. I think
it's August 16th. >> August 14th. >> Yeah. 14th. Yeah. >> Cuz Marcus Marcus even came in a couple meetings and said it was supposed to be done, but they keep on putting it off. And uh >> Well, I I think they're looking I mean, obviously they're waiting to see if
we're contributing to it and and >> can we pay them after the project's done? No, but it does say if it's not done by the deadline, they have to pay us back. So that's a safety net in the contract. >> Yes. If they don't complete it on time that they are going to return the money.
So >> I have a comment question, >> please. >> My question is Mr. Augustino, can Mr. Ellison vote on this project since he >> Yes. >> I'm asking Mr. Augustino. >> Mr. Accino doesn't determine whether I can vote or not.
>> But is it a conflict of interest is what I'm asking, >> Mr. That's fine. I make that decision not. >> Is it a conflict of interest, Miss Augustine? I >> I don't see a conflict of interest. He's not receiving any personal benefit from this at all. >> Okay, that's what I want to know. >> Why wouldn't that be a contract of interest? >> Cuz he's not receiving any personal
benefit. >> I just wanted that out there in the public that it's not a conflict of interest on an advisory board that suggests that. >> So, let me move on with my >> discuss in public with his advisory board to get to $138,000 from the school corporation
>> 125. He he or >> there's no there there's no conflict on this. >> I just wanted to make sure that was clear for the public. That's all I asked the question for. >> My comment my comment is that uh the city is always asking for ways to help this the school district and I agree with Miss August
Mr. Costello that this the monies that we're they're asking for us to help pay for this project would benefit our students. But the only reason why I'm voting for this is because of the safety of the students. If this something we need to get done, it will need to get done. That's all I had to say. Thank you.
>> Joe, you do you have something to add? >> Not at this time. No. >> Okay. >> And I I would say I agree with the concept. I asked the city to pay for 100% and I think that would be preferable, but it's pretty clear from the multiple meetings that the city
wants the contribution. And so if we don't approve it, this not going to get done. Um you know, the city's been pretty firm on that position. And so what people want to take it up with the city or not, I don't know. But I I think because of the safety and because of the
need of it, we should approve it. Uh and that we're getting a fair return for the amount of money that we'll be putting in. >> So isn't it a hazard? >> Is it a hazard? >> Yeah. >> Yeah. I think it's not right now
>> ideal the way it is. Certainly. Can city why wouldn't the city take care of I mean if it's on an easement >> because because it involves still sidewalk work which would remember when you're talking to me I was
on I worked for the city for 22 years and uh I know every department in that city and city just like uh uh Kate said
You call the city up and say, "Will you replace my my front cycle?" They're going to ask you to pay for it first if you agree to pay for it. You know, but that's on an easement. Same thing with your sewer, you know. Uh
you know, there's still you paid on your bill and then you there's still a deductible. Probably cost what? $6,000 or so for them to replace that sewer. And then they they still ask you for $500 as a thing. But it's worth it.
Paying several hundred dollar coming stanking it out every year cost more than $700 worth. I mean uh so it's a game politicians play I guess.
>> Okay. I think we can call the role. Miss Hernandez. >> Mr. Ellison. >> I. >> Mr. Costello. >> No. >> Dr. McCulla. >> Hi. >> Mr. Snicki. >> No. >> Miss Lee.
>> I. >> Mr. Lea. >> I. >> Dr. Green. >> I. Motion carries 5 to2. Uh, in favor of 9.07.
So, um, we do have one item from close session, Mr. Orino. Thank you, gentlemen. Appreciate it. >> Yeah. Yes, Dr. Green. Uh, and that is for approval of a settlement regarding a uh litigated matter. That's an old one
going back to 2022. that needs approval by the board. >> Do we have a motion? >> Uh, yeah. A motion to approve the item discussed litigation from close session.
>> Thank you. Thank you, Mr. Ellison. >> Second. >> Thank you, Mrs. Lee. Do we have any questions >> about what? about the litigation that we're voting on. >> No. >> Mr. Ellison,
>> I >> Mr. Castello, >> I. >> Dr. McCulla, >> I. >> Mr. Sticki, >> I >> Miss Lee, >> I. >> Mr. Leva, >> I >> Dr. Green, >> I. Motion carries unanimously. So, we're now we're on to
board comments. And >> I would uh I live on a county. I don't have sidewalks. Uh the county won't put them in. Would the school give me the money to put sidewalks in
front of my house? >> There's a check over there. >> But that check took it. Would others like to offer comments given the lateness of the hour? I think everyone appreciates that we're letting people go. Uh the
weather is just really be safe everyone. It's icing up. Uh we will uh meet again uh on February 9th here at Brown.
And with that uh I'll motion to adjourn the meeting. >> Remember it's the second Monday, not the first Monday, right? >> The 9th is the >> That'd be the second. >> Second Monday. Gotcha.
So the 9th is the next meeting and uh motion to adjurnn. >> So moved. >> Second. >> Mr. Snick, I heard you say second. >> Did you second to adjurnn? >> Oh, I will.
>> Okay. Um meeting is adjourned. And please stay to sign the forms that Miss Hernandez is uh bringing for your signature >> to sign this thing. Yeah. Good night everyone. Again, be careful.