seasons of life. We pray that you be with all the kiddos who are going home to broken homes and um unstable situations that you provide protection over them and to guide them back to us next each school year safely. Pray you be our board members tonight. Help guide all your decisions to do the best work that we can do for you and this community. We ask all these things in
Jesus name. Amen. >> Amen. >> Alian to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice
for all. >> Call the meeting to order. Uh, let the minutes show that we have four members present physically. We have two virtually online. There are no additions or revisions. There was no one that signed up for public com comment. So guys, that takes
us to 2.4, for the consent agenda which is on your blue sky um agenda does require a motion and a second from the board. >> Second
motion by Sam and a second by Karen. All those in favor signify by saying I. >> I. Motion passes. Okay. 3.1 um recommendation of personnel if it
bro Dave can you give me a thumbs up so I can see that you can hear us fantastic okay so guys we're going to take we're going to take these in sections um Sam because of the coaching we'll need will want to abstain from the so we'll go 311 is one and then 312
accepted um under 311 is with a a mixed motions that I'm bringing Mr. Mr. Chandler's notice of resignation. Uh he's I don't know if he's the longest serving principal. He's certainly one of the longest tenure principles we've had. Um super excited for him what he's about
to go do in his private life. He's got to go do that and try that. But he's been wonderful for this place and he was not coming today because he's definitely afraid someone might say something nice about him and he doesn't know how to react to that. So, we'll save that for
later at the end of the year breakfast. We'll embarrass him there. But, uh, the recommendation 311 is to accept his notice of resignation. That's effective at the end of the current contract year June 30. >> And just to be clear, can we decline it?
>> No. I thought about trying, but no, unfortunately, we can't. >> We can. >> So, it does require a motion in a second. We'll do each of these individually. I move to approve Mr. Chandler's
resignation retirement. >> I second. >> So motion by Mr. Anchan and second by Mr. Turner. Is there any discussion? >> N. All in favor, please signify by saying I.
>> I. Same. Okay. You got two online. >> All right. Very one, two, 3.12. So, I'm going to go through um individually. I'll have um their principal or they ad
speak about each. Um so, you guys give a couple of things here on the first one, Stephanie Weaver, a recommendation to hire as our high school strength and conditioning teacher. Brian, why don't you tell us you led along with Mr. Chandler the committee that interviewed identified candidates. So, why don't you
introduce us to Stephanie and say a few things quickly? Yeah, I could get you to stand up and wave at everyone. Stephanie has a long history um of working with student athletes, working with um making people both better
physically and mentally when it comes to the athletic side of things. Um we're super excited. We've been very blessed over the last 10 years um at Tri Central to have the most successful athletic run we've ever had and we feel like that she's one of those pieces, if not that
can help push us over the top. So, we're pretty excited to bring her energy with all of her energy. Um, I know through I think it was the second interview, I think I had to take a break cuz she was all over it and I was like, I need to take a break, get some water. So, I mean, she was and I wasn't even working
out yet. So, she uh the energy, the excitement, um all the different stages um uh to improve our student athletes that she brings. We're super super excited to have her. So, thank you very much. Good. Uh, Mr. Thompson, why don't you introduce us to Shelby Viz and why
it's a good segue to this. So, the domino effect of 311 is that Mr. Thompson is going to be assigned to the high school principal's role for next year. And so, he interviewed Spanish. And so, why don't you tell us a little bit about Shelby? Shelby, you're with us, right?
>> Shelby is there and her husband Luke is with us as well. So, Shelby um is our top candidate for our Spanish position. We interviewed multiple candidates. Shel's been teaching at Franklin Central High School in their Spanish department of seven teachers and so she is excited to come here and be our foreign language
department by herself. So she comes extremely highly recommended by our um peers. I I actually got to talk to four different um people in Franklin Township and they all said the same thing. They're like you're going to have a problem because many kids are going to want to take her class that the kids love her and they want to be there
at her energy and excitement. One of the examples that she gave me is that she likes to dress up like a stewardist and and greet the kids that come in and give them a a boarding pass to do one of the lessons. And so there's some type of excitement that we're looking to bring back to our foreign language department and have a real person in in the flesh
with our students. So I'd highly recommend that we hire Michelle to visit for our Spanish teachers. >> Fantastic. Fantastic. >> I will do the next one. So um with Bobby's assignment to the high school that opens up obviously the middle school and it's a
my pleasure to recommend Jamie Timble to move into that role. Jamie has proven time and again his ability and readiness to lead a building. Never more so than when you were the interim. And so um culture uh organizations with strong
culture and teams that win promote from within and Jim is more than ready. So uh I can't say enough about you. You're going to get to know me real well. um probably much to your displeasure um we're going to do great things for kids
together. I'm really excited about it. >> I'll let you talk about your assistant principal. >> All right. >> So, uh Mr. Kevin Sprag was uh who we're going to bring on as the assistant principal at the building. Uh Kevin and
I actually came in together as uh teachers and we've taken similar paths um in and out of education to find that we actually love education and want to be here. So I was really excited last year when Mr. Thompson told me that Kevin was going to come back to us. Uh
he's already been working with me um just trying to figure out how things are going to work next year. Um he kids love him. He's already been with our special ed department. He's been with sixth grade and he finished this year with seventh grade. So, as far as our building goes, um he has in just two
years experienced a lot of things that our teachers that are in general education don't have the ability to do. So, my recommendation for assistant principal would be Kevin Stra. >> Rhonda, where you at? >> All right. Tell us about Matt Beaver.
It's been a day or so since we saw Madison on campus. >> Yeah. year, Madison did her student teaching with us in fourth grade. Go ahead and stay and she did an outstanding job. She worked with Mrs. Fiser. Um, and Mrs.
Fisher had only great things to say. I had the opportunity to go in and watch her teach. She is a organized, phenomenal teacher. When I talked to some of her references, they talked about her dedication, that she's a student advocate, she's data driven, and those are all the things that we're
looking for. So Madison is going to teach first grade at Drayton Central Elementary School. She's a 2021 Triton graduate and we are so glad to have her back on campus. >> So it's it's my pleasure to recommend
all five to the board for employment start does require a motion. >> Can I move to >> I can't hear. >> Can I move to approve? Absolutely. Motion by lock. Is there a second?
>> Second by >> second. Second by David >> Karen beat you to the punch. >> Sorry. >> Any conversation questions that would be appropriate to address in this setting. >> Just looks like you had a great group of
people to add to our list of fun and crazy staff. Anyway, >> I'll just say that um there were lots of questions that came at you, Mr. Hope, when a lot of this was um shared more
publicly. Um I had many of them myself. Um, I think it's very easy to have thoughts and opinions about single decisions, but being able to put all the pieces together like this is a much more difficult challenge. So, um, I think we
are in good hands with the full picture that you have in play at this point. So, >> appreciate that. >> Thank you. >> If there any other discussion, if not, all those in favor, please signify by saying I. >> I. >> I. opposed.
Motion carries 60. Very good. Thank you. Uh 313. Oh, 313 is a retirement. Emily Stevenson's retiring as a route bus driver. We're currently in search of a replacement for Emily. Um we can't not take her
retirement. So I make recommendation to accept Emily's retirement. >> Does require a motion and a second. >> A motion to approve. Second >> motion by Turner and a second by Allan. You got that.
>> All those in favor signify by saying I please. >> Okay. It takes us 314. Uh Heath Nolton actually joined us a week ago. This one's in a rears. You know, we had an opening in maintenance and it was at maybe the most inopportune time in the
year. Spring is incredibly busy particularly when uh we get the kind of weather we're excited for to join us. Um he's done a fantastic job in the first week and a half and it does require the board to approve and read it. So motion in a
second appropriate. >> Second motion by Allen second by trans. All those in favor please signify by saying I >> opposed. Thank great. >> Okay. Moving right along. 315. There's nothing there. Okay. Under 316. Um there
are a number of things. Carrot Hudson, recommendation, hires assistant track coach at the high school. Bobby Dalit, did I say that correct? Coach. All right. Hires the high school assistant boys basketball coach. Um, Seth Graham hires a middle school assistant coach. Please don't hold it against him who his
father is. Zack Martin, for those of you that don't know, Ryan's his dad. Zack Martin hires a middle school assistant football coach. Scott gift in a recommendation to hire as a middle school football coach. And then there are a number of ECA club, not a
number, there are a small group of club sponsors that the pay changed because they split the stipen differently in the case of robotics or we had a mispay someone that we had to reverse correcting that payroll. Happy to answer any questions about any or all that that
you guys might have. >> If not does require a motion in the second. I so move this 3.16 >> Mr. Second. >> Second. >> Second. All in favor signify by saying
I. >> I. Say. Motion passes. Thank you all. Welcome aboard, guys. Happy to have you. Okay. Recommendation to accept uh donations. There's one. And it's rather interesting. Mr. K, you might be able to
add some information here is as appropriate, but we have a donation of a drone um from our middle school football coach, Scott Skippton. He's an engineer, right, at this um Sarah Roberts has finished her uh coursework and is going
to finish up her pilot's license to be the certified drone operator for the campus and we'll be able to use this for a number of things from athletics, other ECA, etc. What else would you add? you you've been very involved in in setting this up. >> Yes, with the license, she'll be able to
train students within her class and potentially other um coaches of other ECAs to utilize it. Um when Mr. Skippen came to me with the idea, uh when football you like endzone
footage, okay, so that was the primary driver of this idea. This is going to be our end camera. It can't be over the field drills against that. instead of having a long pole that you lug through the bus and onto the field, it's just a lot better and it gets really better
footage. So, that was the original idea about it and then we were just trying to explore ways in which how could we use this in other ways instead of just not just for football. Uh, Miss Roberts stepped up and said, "I can use this in my in a couple of classes that she
teaches." So, um, and I also could see it being used like with, uh, carding, like to get some really cool footage of of of the new carding program, um, and during track meets. I mean, just a lot of good opportunities that we have. And
more than anything, it's just going to set our kids up in the classroom and in extracurriculars uh, with another tool. And, um, and Scott donated this. >> Gracious. Yeah, >> there's a curricular connection to our our civil construction class when we do
our deal out in the sandbox. And I didn't realize this, but >> the way that um sometimes it's measured like how many it's called, you know, spoils or what you dug out in civil war, they'll measure the pile at the beginning of the day with the drone and they'll fly drone over at the end of the
day and tell the difference in size and they figure out how many truckloads, >> right? You can bill for stone that way, too. So there's a lot of things to coach's point like I mean well what this tool can do we we don't know for sure right I think it's
>> we might be surprised yeah very gracious from Mr. skipped and it does require a motion and a second from the board to accept. >> So move >> out. Any discussion, questions? Cool. >> Okay.
>> No, just ever reach out to me. I have extensive knowledge in drones with the department and uh what I do for a living. So uh much help and very appreciative of this uh gesture. >> We would certainly do that. Okay. Okay.
All in favor accept your donation is uh presented. Please signify by saying I post same car 6. All righty. Moving on. Outstate field trip. There are two. Um these are both ones that happen annually. The first one's the TC
trackers uh summer trip. That's out of state and it is overnight both. And then the FFA is doing their leadership development piece they do in tripal. It's not out of state but it's overnight. Does requ board approval.
Motion in a second. >> A motion to approve. >> Second. >> Any discussion? Seems there's none. Motion to vote. All in favor signify by saying I.
>> I. Post. Motion carries. 60. Very good. Okay. Rhonda, it's >> your group of ruffians. >> Yes, >> you tell me when to advance the slide
set. I have um two members of our second grade team today. Gabby and Mr. Bowlinger, our third grade team, Emily Kramer, Garrett Tingley, and Aaron, our title one director. So, we're going to
talk to you tonight about our I read results that we have thus far this year and how we're doing. So, we're ready, Mr. >> Okay, just give me the high sign. >> So, the first slide is just mainly it's data about how doing at this point. And these are the these are the three grade levels of students that are being tested
at this time. So our current third graders, if you remember last year, um as second graders, 73% of those students passed the test. So we were very proud of the work that second grade team did. They were brand new together and so they were, you know, they worked really hard
to get those students at that level. Um then at this year's third graders, we only have three students at this point who have not passed the test. So we're really excited about that. All three of those students have a good cause exemption. Those students will have to
be retained and they all have one more opportunity to take the death test. So hopefully we can get some more over uh the threshold there. So that third grade is currently at 96.5%. We are extremely proud of them and they've worked very very hard. They're
going to talk to you a little bit here about all the things they've done. Our current fourth grade and we have one fifth grader. We have four uh students, three fourth graders, one fifth grader who still need to pass. They continue to take the test with us each time we offer
it. Um as you remember, they have to keep taking the test until they pass the test or until they enter seventh grade. So we'll just keep testing them. We still keep offering the services that um they need. Mrs. Need, our title one director is going to talk to you a
little bit about the services they receive and um we'll continue to work with them and get them where they need to be. The fifth grader still happens to be in our building so that has been somewhat easier for us to provide those services. And our second grade this year, um this
is a big class of students. There's 95 students at this point. 60% of them have passed. um they have done very well. I want to give you a little bit of historical perspective about this class. This class entered our building in 2324.
Um so they were two and three when CO hit. So this group of students, we found a lot of them entering into our building had never grasped a pencil. They had never held a crayon. Their social skills were really below what we typically see
with our kindergarteners as they enter the building. So, kindergarten had to spend a lot more time on those kind of concepts instead of what we typically do. So, they got them as far as they could. First grade took on them on last year um and did a great job with them.
And then the second grade team this year took them and they have worked so hard with them. They had very high expectations of them. They have not changed their expectations and those kids have grown so much. You're going to see some data in a few minutes about the growth that they've made and it is
phenomenal when you see that. And so we still we have 17 students that will be attending summer school. TW we have 38 students who haven't passed. 21 of them are on track so they don't have to come to summer school. We have 17 second graders who have come to
summer school and um they've already taken the test for the second time. So, they won't be tested anymore this school year, but they'll have three opportunities next school year. So, we'll get in there. I have complete faith in our teams that they will get them where they need to be. So, we're
ready for the next song. Hey. >> Hey, third grade. >> This is all Mr. T. >> Okay. So, up here is the first like it's a graph. It's a data and it shows you kind of our current placement. So, the
green stripes, well, the green with the black stripes means they're above grade level. So, it says mid or above and that's about we started. So, what I like this right here, this is what I point out. So, it started at 29%. So I mean there's roughly I don't know
how many kids in third and second grade but third grade at least. So we'll say I have 129 kids started here and we got them to 64%. So 64. Now green means they're early on grade level. Now that changes a little bit. So depending on
how like now if we get kids right here when they go into the next school year, right, there's a possibility that could be green or it could be, you know, yellow depending on coming off that summer and did they work on their skills? Are they in it for the test first couple weeks, right? It's hard to tell. Yellow means they're one grade
level below. Um, and then red means two grade levels below. And red with stripes, which is a very low percentage over here, I don't know if you can see it, is three or more grade levels below. So this is what the I Ready gives us. It
is our like data that we use to drive to our state test which is like I read and I learn. Um this is a big part of our discussions and how we go through our curriculum development to help those kids improve. >> Okay. Um we have tier 2 and tier three
differentiated instruction in the third grade. So is second grade. >> And can for the uninitiated, can you explain in layman's terms what that is? >> Differentiated instruction is when a teacher uses data to kind of like prescribe what the kids need to learn and how to help them.
>> Tier two and tier three specifically. You >> want me to do that? >> Sure. Yes. Thank you. That's kind of my tier two. Um and tier three. Uh tier one is the instruction that everyone gets. um everybody in your classroom, even playing field, everybody gets that
instruction at grade on grade level curriculum. Um tier two is when you have a group of kids that are struggling a little bit with that curriculum and you need to dip in, you do a small group and kind of give them um another dose of what they need. So if it was like a prescription of medicine, you're giving
it to them twice a day instead of once a day. Um and then your tier three, those are kids that are still even struggling with um through the tier two, they're not making the progress that you want, and so they get a third dip. And often that is in a one-on-one situation or
more intensive and um just filling in those holes exactly where they need them filled in. >> Thank you. You're welcome. Um so when we do our groupings, like a tier 2, we have small groups we do in the room and it's data driven. So we start off the year by
doing syllocation and then we have word connections which is decoding skills. Then we have the prerequisite lessons from I ready that we use for small groups. Then we have UFI that we piggyback off of seventh grade from and then we have LLI. So all of these tools
we use to help those students that are in tier 2 and tier three. Um a lot of small grouping happens in the third grade classrooms and we switch kids. So we look at all of our data and then switch kids into different classrooms and help them with whatever they need to
learn. And then just a example, we have a student that was in the red that was three or more grade levels below at the beginning of the year for her diagnostic. And then we did lots of small group, lots of tier 2, lots of tier three. She took her I Ready
Diagnostic at the end of the year and grew over 102 points and she passed I read by 50 points. So it does work. Um it takes a lot of work, but it does work because you really have to pinpoint what each student needs. Um and it's a lot of
um talking and talking with administration and looking at all of the data and finding out what lessons to use and which one of these to work with them. Um a long time ago, we did these test taking tools and strategies with a program called Read 180 um like 20 years
ago. and I took the kids in when I taught fourth grade and used these strategies and they were great. So, we've been bringing them back in. You don't really have to link that cuz I know what they are. Um, but when we're working, sorry, when we're working with all these students, it's things like
reread or um underline something that's important. Read the question before you answer something. Um, highlight, annotate, note takingaking. So we teach the kids in third grade all the test taking strategies that helps them not just for test taking but for like everything they're doing in class. So
our whole third grade does all of those and putting all this together really gets us from if you saw the beginning of the year um distribution to what they are now. These kids have worked so hard. I mean the expectation for the third grade at the beginning of the year. I
mean we drive them hard all year long and then the expectation at the end of the year is they work just as hard and they have done a remarkable job. So they grow so much in second grade and then they come to us and they grow so much and then we have all those kids that passed I read. Um and that is just crazy. When that little girl or the
person I was talking about that passed last time, I ran down the hallway to Rhonda's office and I was like, "Open it, open it, open it." And then her grandma was like crying on the phone because she was so excited that she did such a good job. But when you use the instructional tools and you use that data and talk with your team
and have a plan, it works. And so that's what that's what we've been doing. So >> those test taking strategies they do, they just help the kids be so confident when they take the test. And the I read it will read to them at the beginning, but you have to hit the speaker. And so
you have to kind of we have to train them hit that speaker. And I was in Garrett's room and he had a small Garrett back there. They're just all sitting there. I'm like, what are we waiting on? And he's waiting on them to hit the speaker. And one of the kids is like, oh, they hit the speaker and then
he started talking. It was perfect. Exactly what they have to do. So they do it every day and it makes it good for the kids. >> Let's Let's check in with the audience. We got questions so far. >> Oh yes. >> Fire. It should be more of a conversation. That was one question.
>> Me? >> Yeah. Yes. >> Oh. Um, I love the test taking strategies piece. Is there a reason since they're taking the test in second grade as well that are we doing it then or is there a reason why we don't do it
then and we wait till third grade? >> We do it then. It's on our slide too. We have a copy. >> They copied our slide. I I want to I want to say one thing that um that I haven't heard um Emily or Garrett say to. I think I want to point
out that this data is every single person in the building. Um some of these kiddos are life skills students, um kids with reading disabilities, kids with other health impairments. Um it it's everyone. And so, you know,
and they everyone is treated the same and everyone um we we know that they can do it and we're just trying to give them the tools to get there. So, you know, this is not just um all the kids with with great support at home and and no
problems. This is um every single person no matter no matter what. So, >> I have a few questions. Sorry. Um so the I Ready um where did we land? I know there was another tool being
experimented with last year for the I learn stuff is similar to I learn I don't remember what it's called >> check we took them >> so still doing both >> and they correlate um we have students
that got 100% proficiency like to pass math and reading for iLearn and if you look at the data from the checkpoints and the data that we have for the beginning of the year middle of the year end of the year for the I ready diagnostic I think they're pretty much the same. They're a very good indicator
of what is going to happen. >> After we got our I learn results last year, we could really tell that it was a really great predictor. It was pretty much >> the percentage it gave us was pretty much the percentage that that we got. >> Okay.
>> And so the plan is to use them both. Now, I thought before it was more of a discussion of like >> whether or not one was better than the other and there was some cost to both of them. So that's everyone has to give the I learn checkpoints now. Everyone in the state
does. Um and so that's just part of the I learn test. The I Ready piece is the piece that we pay for a corporation. Um and we find it's such a valuable tool. I mean it's the vocabulary that the way it asks questions exactly what the kids
see. So then how to use that all year long. Well, I Ready has a piece to it that is for standards based and it says like um checkpoint one and there are lessons like if I wanted to go through if there's something on the first checkpoint I learned that our students are not learning we just go in and it'll give you like a drop down you can hit
checkpoint one and look at the lessons that match it and we can just pick one and assign it to them to practice and I Ready is computer adaptive so it gives them a path so that way it's like their own little education journey when they're on there after they do their diagnostic and every time they do their
diagnostic their path changes. So it's giving them what they need to learn. >> So that program started a few years ago. We were one of the first in the state to pilot that. So that's why I was that's why you were doing there. Um this goes all the way up through eighth grade but I ready also the middle school. So a little bit difference there is I think
the ready is much more prescriptive and much more um dialed in on per student but the checkpoint is more vocal. So that's why we continue to get both look at that piece of it. Um, I'm looking at as we move forward here. How does those tie like the College Board and like the PSAT and SAT and see if
there's a utility there or not. There's also a new uh program that this is actually an add-on to that already um that they're looking at for some of the high building things and different pieces of that. Again, that one comes with a cost. Checkpoint is covered by the state. >> Okay. >> Um they're actually looking at
>> this isn't 100% out here, but I just noticed in our new iLearn results there's a cumulative piece to it. So, I think what they're going to do, and this is just my take on it from watching over the few years of they've been doing the checkpoints, is that they're going to start looking at the students when they take those checkpoints along the way. And if a student masters a skill
cumulatively, that's going to come off their end of the year assessment is I think is what is going to happen. So, in essence, what they're going to do is turn these checkpoints into the I learn test in essence, right? Because they're going to take those pieces off so that when the student gets to April, they may have a really short window of testing.
Um, and I think that's the state's way of that's been one of their initiatives is to reduce testing. I think that's what they're going to try to do with these. What they're also talking about doing is making everybody to do this and then they're going to cut some of our grand planning, too, but that's a whole another cycle. >> Yeah. Well, I think another part of that
is the kids don't like we don't we don't um stress them out about testing. It's pretty chill. We're pretty lowkey about it like, hey, we're going to take the diagnostic today. We do it in like what did we do that 20 minute periods? Yeah, >> we we stretched it out so it wasn't cuz it's long. Can't be long, especially if
you're one of those students that is high achieving. You're it's computer adaptive, so you're just going to keep getting harder and harder questions and sometimes they they just don't want to hit a button and get something wrong. You like push a button like let's move on with life. So, um I think the
atmosphere that our teams provide help the kids too because it's not it doesn't we're not doesn't stress us out. We're like, you're going to do your best no matter what. You know, here's your snacks and your gum and everybody's going to do great and it doesn't matter. It's okay if we're, you know, we're all
here for you. So, I think providing that atmosphere has a lot to do with the I mean, all the positive and academic success we have in our two grade levels >> and I do think that's important. So, thank you guys for that. Um the other question I had some of the tools that
are mentioned here um are those can those all be facilitated without like the title one funding I keep hearing we're >> losing that >> I can talk about a little bit since we write those grants and so a big piece of what we do with our grants is it does
cover the I rated program I learn is covered by the state checkpoints covered by state >> the I rated programs about $56,000 a year that we invest here locally and so we do use some of our grant funds to offset some of those costs We feel locally through our conversations that that's a good investment and because we're able to do some of the great work
that they're doing and so we continue to do that and then some of it's funded out of the general education fund that you guys oversee. Um and we do have to supplement that. And so that's why we keep an eye on some of these formative assessment grants and things like that they're cutting back usually. So then we're talking about it's so important to
us how we continue to fund that as we move forward because we're getting great results out of because he's got wonderful tools to work with and helping kids. >> Mr. Thompson's the grand minister he administers the grant along with Mrs. Zakal and to your point we have chosen
strategically to offset the cost of the tool through the general fund because it it's effective and we have an obligation to put the best tool in our hands that we can that will get progressively harder as things in Washington change in a certain
way we'll address that at the end of the day but I mean guys we got to put the best tool we can professionals hands so they can do the work. We'll figure a way to go, >> right? Like and this year I know the title one grant um basically covered just that that's paid out of that.
>> Um and we actually at the elementary went from three assistants to two. We lost um an assistant who went to the high school. Our loss high school's gain. Um but so the the fact that they we did so well with fewer people. We
really had to during our data meetings um think outside the box and think differently than we have in the past. How can we make this work? The teachers um definitely could not just be dependent on oh they're going to get pulled out and this assistant's going to fix the problem. I mean, everyone really
had to work together um as a team and they always have, but just um it had to be even more strategic this year with fewer people for sure. >> Is there any more opportunity and we don't have to talk about this right now, but like with the high school tracks and
like are there any opportunities to have high schoolers come and do some of that like oneonone? >> Yes, I have talked to um Mr. Tanner and Mr. something about we would love like if they need hours we would love to have high school students come over and work with our kiddos. So we are excited about
that opportunity. Yes. >> I'm only one conversation in pathways. Yes. So I'm not >> Yeah. But I do know there's a track board for education. So student want to do you know there's course codes that we can we can add into our catalog board could have teaching would be similar to
what we did in the past and and have those conversations. So again, we're working down those paths. We have to say have an interest from the kids, you know, because the pathways are very broad. So we can have lots of different ones. So we may not be very many students and the middle school is going to fight real hard for them, too. I can promise you that. So kids that follow those levels. >> We did have a couple of high schoolers
in the building this year that helped us in different ways. We did >> when Garrett was a senior in high school. He spent half of his day and Maddie, I think, was close to. So yeah, they they both have seen that opportunity and has it's been great for us.
>> We'll move to second grade. >> Yes. Y >> um for our data, I think that I really just want to focus on how basically from the beginning of the year to the end of the year, our green data and our yellow
and red numbers have basically switched, which is what we want in amazing. Um so at the beginning of the year we had about 26% that was either on grade level or above um or mid and then at the beginning of the year we had about 74%
that was at first grade or kindergarten and then that has completely switched. So now we only have 18% in the yellow or red and then we've got big old number of 82% in the green. So, um, that's exactly
what we want. We want those to switch. We want the green to go up and the yellow and red to go down. So, that was amazing for us with the group of kids that we have and, um, all the struggles that we face daily. Um, and so that was amazing to see that our hard work has been successful.
>> It's inspiring. >> Yeah. >> Fantastic work. >> Yeah. Great. Um, and then for our tier 2 and tier three, um, I was just talk I I just wanted to talk a little bit about specifically what we did for I read. Um, when we took I read the first time, we
saw our results and we separated our groups into specifically what they needed to pass that test for the last couple months of school. Um we had all of the classes were you know some students were staying with their teachers some were switching going to
other classrooms. Um we had teachers that felt confident in what they were working on in the small groups so that to get you know that maximum um effort and uh success from the students. So we had, you know, one teacher was um well,
we were all teaching test taking strategies again because we already do that whole group, but we were teaching that again in a smaller um setting with with a number of students. And then um some of us were doing um more phonics and uh based instruction, which is, you
know, the sounds that are in words. Um, and then you also had some that were doing more comprehension questions as to um what they were reading and the um what they were reading and answering questions on it. Um and then we had some
others that were doing salivation that have been trained in that um which helps them break apart a word and be able to read the longer and more difficult words. Um, so we all just kind of picked which we were best at and grabbed those group of kids and were working with that
and that helped us um kind of build that gap that those students that were at risk um the second time they took I read and we had some kids that in that two-month window like from spring break until this past week when we took it the second time grew
80 points, 90 points, almost 100 points. um we got more that passed. We have so many more that are on track to pass as third graders. So um that's the most success we've ever had in that two-month period. So that was very promising and
exciting too. >> And you don't want to have to switch anything out. That's me. Um so just saying um the second grade um we have been intentional in um our test taking uh strategies and
we utilize um Scholastic um reader and read works and both of these platforms allow the students to be um exposed to multiple comprehension skills. For example, ask and answer questions and also like text features. So we're
intentional about making sure they understand those concepts. And then when we go into the instructional tools, as far as the second grade goes, we apply the learn skills by using the following curriculum. We use I Ready. We use that this year specifically. That's what we
have honed in on. Um, and that implements whole class teaching um accessible data that drives not only the instruction in the classroom, but develops an individual learning path for each uh student. So that's what we have honed in with the I Ready. Um the UFly
is an explicit uh phonics instruction and we um actually incorporate that with our reading. Um also um Evan Moore is another one that we use. It provides a unique integration of instruction and practice in both comprehension
strategies and comprehension skills. Um so the students they're reading passages but it is doing a strategy and it's also doing um in um the comprehension the skills practice. So, one thing I want to point out is when these second graders
are taking this I Ready, it is uh or I read, I'm sorry. Um it is a third grade test. Out of the standards that are there, 10 of the standards are third grade. So, we really are intentional about trying to help that third grade
get and those second graders get ready for um third grade. So, um that is something that we always are thinking about and we do look at our standards to um make sure that our uh TT is following along with that >> because I I just I want to be careful,
you know, just out in the community too. I I don't want the expectation to become that everybody passes this test as a second grader because that's just putting a >> nice problem to have putting more pressure on seven need to be there. You know, the goal is that they are on
track. Like she said, 10 of the standards that they're tested over are actually third grade standards. So, if you pass, it's like, hooray. That is great. We we're so excited for you. But being on track um is really the ultimate goal for these kids. I mean, some of these kids are taking it and they're not
eight years old yet and um they're taking, you know, a third grade test. So, that that is big. Um, from the title perspective, I just want to say I want to talk a little bit about the growth of our teachers that I've seen since I took this job 10 years ago. Um, I 10 years
ago, I collected all the data. They had access to it, but I collected it. We had meetings. I told them what I thought. We had a discussion about it. Um, we kind of said, "This person's going to be entitled. This person's not." I kind of decided what intervention they needed.
Um and over the last 10 years they have just really um all of our grade level teams have taken ownership of that. They know their data. Um coming into the meeting they already know. I don't I don't need to tell them. They know it. They've already dug in deep. They think
they know. They have um opinions about what intervention is best. A lot of times I see now instead of okay great title's going to take care of the problem. It's no I want to keep them. Especially preparing for this um I want them in my group. I I'll I'll carve out
time. I'm going to do it. Not that they don't trust the other people, but they just feel so much ownership. Um and they they want to work with them. Um and so that worked out great because this year when we were down in assistant, I started taking more groups. Um and I
started doing intervention groups and I could do that because I had a little more time in my day because they were taking such ownership of some of the other things um that I've always done. And and I still do it. But I also know that at the end of the day, if I run out of time because I'm doing this small
group instruction, they're going to get it done um on their own. So, um that's been really great. And we have a great title team um two assistants and myself that yes, we we do groups every day. Today I or this year I had groups K
through four. Usually I only help out in second, third grade. This year I was doing groups um 30 minutes at a time for five different grade levels. So that was a a big part of my day. Um and meeting with them and working with them though uh to figure out who needed what. Um I
learned from them every day and I'm just super proud of all the growth I see in all of them. As well >> when we talk about that we don't put pressure on the kids. One of the perfect example I can give you when it was test time and we had those third graders we were going to test. We we put together a
schedule that allowed as many of them as possible to test oneonone because we found that when they read out loud, it's that's what is more natural to them. So, it took us a lot longer than typical, but it paid off for us. And so, that is
a strategy we will continue to use as much as we can. And um we're so proud of the kids. We're so proud of our staff. They work so hard. I wish I could have kindergarten, first grade, and fourth grade here, too, because they're all part of this team that we put together that get our kids here, and we are just
so proud of all of them. There was one there's one other thing that we wanted to talk about too is we actually have data talks with our students in second grade and we will show them their um I Ready assessment at the beginning of the year and we will um bring them back individually to the back table, talk
with them, tell them what these scores mean and kind of give them um the chance to take ownership of their work because they do have a certain time during the day where they work on their path which is specifically um like direct direct ction or instruction specifically for
them on whatever skill they need to work on. And so we kind of give them that little bit of oomph like, hey, you know exactly what you need to be working on because this is a first grade skill and I'm trying to teach you second grade. So it's not necessarily pressure. We're not
like stressing them out, but it kind of gives them ownership of their work and drive to want to do better. And we fig and we've seen that that has a lot to do with our growth as well is because they're just they're they're invested in themselves which is important the team
too. >> Yeah. The struggling readers that I see that come to my group they I know they're doing that because they will come to me and say my teacher says I need to work on this or this or this. Look my teacher says I'm getting better at this. Can you tell? And it actually
builds confidence in them. I see um a lot of confidence in those kids coming from those data talks and kind of understanding that it doesn't matter always what the letter is on the report card. The the progress that they're making is important. Um reading is a
very developmental process and not all kids develop at the same rate. So for some kids it clicks a little later and they need to know that like that's okay. This part I'm still struggling with but this part I'm good at. That's very powerful for them.
>> Can't hook holes in any of this. You guys are doing a great job. >> Thank you. >> Thank you so much. >> Appreciate it. Thank you all. >> Good work. >> Okay. Next one is 3.5. This is also an information only piece uh annual review
the handbooks. As a reminder to the six of you, we bring them to you in May, bring them back in June for approval so that they can go to Mr. Sean for our online registration in July. So, we'll start with the high school. >> Yeah. >> Okay. Will you run us through?
>> Sure. Will. Um, so we've got five ch uh five changes or additions, I guess I should say. One of which is not that big a deal. It's just once these are approved, we'll change the dates in the handbook to reflect that. Um, the other one is Coach Graham addition. Uh, just
adding the words Greenwood High School and Shelbyville High School to the conference in the academic. >> Those changes are in blue, I think, on their >> correct. The leashes are in red. >> Yep. >> And um and then so I've known about um
Mr. Chandler for a couple weeks resigning. Uh so he had me kind of take this on and I was getting to the park with cell phones and we kind of just talked through what do we need to add in the handbook and we just thought uh a blanket statement on page 19 at that
time. Hadn't had a chance to really discuss it with Mr. Thompson yet. Um but says TC schools will fully comply with all student cell phone restrictions as established by the state of Indiana. So, it's um very broad, but at the same
time, we're going to adopt um whatever we're advised to do by the legislature. Um and the same is true with our uh attendance policy and Miss Miss Hill, Mr. Tindle and I um kind of worked together on this. She did most of the
work and and and we approved it. So, you'll see I miss. We didn't have Thank you >> for doing this work. So, you'll find those changes to the attendance policy on page 35 to 39 or 37. 35 to 37. And
then on pages 30 to 32, Mr. Landis put together a internet and tech policy agreement. And Mr. Tendle was slick with it and was able to create a link which is what I'll plan to do because it is just the waiver and I just threw it in there as a full waiver but I'll do it
like Mr. Tindle here in uh in a little bit and make it a link so parents can easily click on it to see what that waiver is um with the new technology that we're going to be getting and and uh it's it's good for us. So that's it. Thank you. Questions for the high school
middle school? Mr. General Y. All right. Um, Mrs. Hill, Mr. Kegley and I had talked a lot about what we're going to do. So, most of mine actually Mr. Kegley already addressed. So, um, page one, changing the school year from 2526 to 2627. Uh,
page two, uh, changes. So, we changed our domain from nwshelchools.org. Um, that occurred after the last time you guys approved, so we didn't make that change. So, now it's going to be at central.org for all of our domains. Um, we had some, uh, job titles that changed. So, uh, Lori Thomas becomes
Amber Kirby. Uh, she's our secretary with her email address. Um, Amber Kirby was replaced in the her role as treasurer by Shana Brener with her email address. Um, and then Sher Tandy who was on there was replaced by Lindsay
Hodgeges with her email address. Um, page three, like Mr. Kegley said. Uh so that June 8th, 2026 would be what I believe our approval date would be um for if that date is not correct. Correct. It is next board. >> Okay. So if it would be approved then
then that changes again on page three. Uh attendance policy as Mr. Kegley said um Mrs. Hill did the heavy lifting uh with this. So just to be consistent with everybody's policy um the specific changes in in verbiage are uh there in
blue. Um most of them just revolve around uh excuse absence changing to exempt. So the the verbiage lining up with what legislation says for our attendance policy. Um there was uh the
removal of the non-exempt absences was probably the actual biggest change there. And the reason why is because we have outlined what is exempt and so anything that's not exempt is going to be non-exempt rather than trying to give a list of those as well. Um so just to
be more clear and then um page 10 um Mr. Kegley and Mr. Chandler Camp, the the line the Trit Central Schools will fully comply with all wireless communication device restrictions as established by the state of Indiana um for consistency. I think
that that's a great line for us to have especially with the in the world of changing legislation. We had some specific examples of what we would allow devices um to be used under so like medical exemptions um exemptions for special education. Uh there is some legislation in the house that also
passed that defines wobble as an educational device. And so uh acknowledging that I removed a line that we had previously that said as specifically permitted by a teacher for educational purposes. Our iPads um at the middle school are are our
educational devices. So it wouldn't be at the discretion of us or the teacher to use a cell phone or wireless device. Um and then the last one was a change that Mrs. Hodgeges recommended it was just a simple word change from an
immuniz immunization record to a compliant immunization record and that was on page 15. >> Those are all >> Mr. So >> much news here on page >> we already did the work for
>> project on page two we changed our email addresses on page four through six we're deleting the old attendance policy on page seven and eight we updated the new attendance policy so all three buildings line up together page 16 we changed the
energization awarding that he just talked about Mrs. just gave us about a compliant immunization record because kids come from lots of different places. So, we have to make sure they're compliant in the state. Page 19, we added verbiage about energy drinks. We have we're starting to have an energy or
an issue with elementary students bringing energy drinks to school. So, we added verbiage in there about that, but we do not allow it. On page 26 to 27, we remove the old techn electronic information verbiage. And
then 28 and 30 is the new technology policy that Mr. Landis gave us to take its place. >> I can't believe the elementary middle school didn't outlaw the squishies. Yes. >> Well, and we had a discussion about Pokemon cards, too. I'll be honest.
>> It's a lot of drama. You have access to that through blue sky again. We'll bring it back next month, June 8th. In the meantime, if there are questions, just email them the meeting and I'll reach out to them. Get back to you guys collectively. Okay. Okay. 3.6
is a a recommendation to approve food service management company renewal. >> Yes. Um it's that time again to do the renewal for our um food service management. and it'll be for the 26th 27th school year. Um, you probably all
have copies of that. Um, it's pretty straightforward. We try to keep everything to a minimum. Um, Blake is here um in support of me if you have a question that I can't answer. Um,
went back and forth and went to state until we got everything finalized. But, uh, we're good to go. We're going to move forward with the contract. Uh I believe it does require board approval. Correct. >> Yeah, it does.
>> If you have any questions, Blake will be glad to answer. >> I'll do my best. >> I have a question. Have we ever considered adding SFSP as a program that we would offer and maybe like rural non- congregate meals just to improve food accessibility during the summer months or
>> um we've had those conversations before. >> Uh currently we're only at around 39% freight reduced over and the state requires 50% or consensus data with Shelbyville's proximity. They take up the majority of that. So
>> although I would love to run a several food service programs, we're just we're not in compliance with that. >> Okay. Thank you much. >> Can I just comment about something he does? >> He does this like school um he invites people that want to come and he does
recipes with students. So like last year a whole third grade went I took my second grade one time and he cooks with the kids and talks to them about nutrition and food and gets them all hyped up about stuff they don't normally eat and then he gives it to them in lunch and the kids get really excited about making good food choices. So it
just something that they do and then the lunch ladies are in it to win it too and they're like kids have chickpeas man. I mean we are eating chickpeas and all kinds of situ. So I love that fact of him just coming out there. He's got his chef Blake outfit on. He's got a whole table presentation and kids get to help
make food and do things and it really gets them involved and like gives them a little bit of ownership of like, oh, I need to make good choices when I pick my food out. So, that's always fun for us as teachers because sometimes I don't want to be up in front. I mean, I love the tension, but um he does a really
good job and the kids love it and they know who he is and they say hi to him and the, you know, when he's in the cafeteria and the lunch ladies and like it's just a really cool atmosphere when he's in the building and has them all like doing all these food choices and recipes and they get to make it and we get to eat all of it. So, that's a plus,
too. But, he does a really good job. >> I agree completely. I've sat in on it. taking pictures and he gets the kids involved, makes it fun. Yeah. >> And the kids are really involved in that. >> So I agree with you.
>> So uh I did extensive checking with the political group known as the Cookie Nation. >> Oh yes. the elementary school fully in support of a recommendation to approve the contract. 2627
does require a motion in the second from the board. >> Rookie Nation's a real thing by the way. >> I'll second. >> Correct. Did you make the motion? >> Motion to lock it. Second comment. Any discussion other than what we not? All
those in favor, please signify by saying I. >> Same. Great. Passes 60. I believe you are up next with finances. Let's talk money. >> Yeah.
>> Okay. This is the fund report for April. Uh we'll start in education. You can see that we are still in our benchmarks. Um with the staffing changes that you guys approved earlier, we're going to see um
some improvements second half of this year, August to December. U about 40 I think we've decided 40% about 136,000 savings during that shorter period of time. Um, we're still planning to break even at
the end of the month with all these changes that we're doing for education. So, um, I'm good there. Uh, debt, no activity, but remember in June we'll have our bond payments. Um,
operations. Yeah. Um, we're, you can see we're in the red. I just got to get through May and June will be back up. everything will get back into black. Um, we kind of been talking about this.
We're on a break fix mode if it's not in the bond that we have or the two bonds that are active. Um, I say no, he says yes, I go all right. And then he says no. So, we there's a lot of conversations with uh things that
are brought to uh Mr. Hoax attention, but in the end, we plan on breaking evening with we have a couple other things that we're working on that will come into play by then. So, I know it's not pretty now, but please hang in there
with us and then we can celebrate in July showing the June um rainy day, the 60,000 for the middle school flood that restoration. We moved that over to operations.
>> Can I ask on that? That was just I heard it happened again. Did it happen twice? >> No. So what happened is when we went we weren't in the heating mode. What happened when we went to the chill mode there was still a crack in the system and when we went to the chill water it
showed itself. Mr. Kun was there right away. >> Okay. Good. I was just making sure we're not seeing it. >> So then I take that whole system completely down. >> Thank you. >> And school lunch. We had some the new
elementary dishwasher took care of that. Uh the middle school ice machine had some we had some pretty hefty repairs. Um no concern with us being in April um moving forward. Blake and I are always
talking about um what needs to be done, what can we hold off, what can we fix, what really needs to be replaced. He's done a great job at when he comes to my office and says we need to do something, then I know he's done everything on his
side. So, um, ending balance of 82,000. So, >> if you bought the dish machine, where would that put us at? >> Say that again. >> If you pulled out the dish machine, where would that put us? >> Um, didn't we pull it out and replace it at the elementary? >> Yeah, but the dish machine came in, I
want to say it was 72,000 altogether. >> Okay. That's installation removal of the old equipment. >> Okay. >> Yeah. >> Thank you. >> It's not cheap. >> No, no, you're not. >> Okay. >> One addition on operations. We've talked
about the changes in property taxes and how that is going to impact us in every municipality or taxing district. So, that trend that we're seeing, that's going to be our future. Um, we'll be back by year end. I mean, our
projections clearly show that we're going to be at a steady state and a level budget and mutual cash, but um 28 and 29's a time frame that we need to keep in front of us. We have the ability to bond as Mrs. Awell talked about and
that offsets some of these changes on our local property dollars and allows us to stay above water and out of referendum territory, right? depending on how those things happen in 2829 that becomes progressively harder or easier for us. I'm hopeful that maybe once a
general election in 28 is be passed us reasonable minds might prevail and some of those things get ratcheted back to something that's a little bit more um advisable for public education. I think there's a lot of political
strategy going on to use a George Bush term going around a general election in 28. So it remains to be seen. We're not going to make massive changes here, fundamental changes based off what might happen in 2829. I think the rules of
engagement could change fairly substantially depending on what happens. So we're good for now. Break even where we're going to be headed. I think we're actually better than a lot of the other from what I've been reading and everything. >> Yeah, I I I think the Yeah, you're
right. You're 100% on point, Karen. I I think 50 to 60 referendum statewide in the fall and 45% of those pass. I would say that's probably a fairly high rate. I think there will be a lot of opposition. We are nowhere near in that world. We can
make moves internally and manage our resources well and and be fine. It'll be thin. It's going to be 10. Okay. But it's not dire. >> Not yet. >> Anything else to add? >> No. >> Okay. >> That brings us to input from board
members. Mr. C. >> Sure. I'd like to say congratulations to Mr. Chandler wherever he may be tonight. Um and also very excited for um well the new people to join us and then also just uh the realignment and people having new opportunities to kind of do something
different. I think that's that's very exciting. Um, and then and two, I'd like to say that sometimes, you know, we talk about the challenges of SEA1 or whatever we're up against. Um, you can walk away from these meetings kind of feeling like, man, this is kind of it's rough. But like, you know, with the position
we're in, it's we're we're good. But I would like to say to Mrs. Hill and to the team that uh what really energizes me when I walk away like when I hear them from things like what you're all doing. So, that was just amazing to hear. So, thank you so much for uh the
report out on that academics. Fantastic. >> Go online, Mr. Plug. >> I don't have any comments tonight. Um, thank you. >> Mrs. Lockin, >> uh, first off, thank you for the grace
to allow me to attend virtually tonight. Um, and yeah, congrats to all the new hires and the changes and the moves and the new opportunities. Um, I think it's going to be really great for everybody, but we'll definitely miss Mr. Chandler.
Um, thank you. Great job teachers, um, for the I read presentation and everybody at elementary. I mean, I know it's a big lift for you guys, too. So, just really um really thankful to have you guys all work so cohesively to make such a a good thing happen for all the
kids. Um and great work, Tammy. Keep it up. Might be dire straits, but we're getting there. Um and then finally, just um thankful for another wonderful year uh with the wonderful school district and um it's just always kind of
bittersweet and awesome to see it all wrapped up at the end. So, um, thank you for everyone for your hard work over the last year and excited to see, um, what next year brings. >> This is transient. >> Um, definitely don't accept Mr. Chandler
leaving. >> Uh, I very much appreciated the prayer at the beginning, Mr. Thompson, thinking about the children that will be away from school and school is really the safest place for many of them. So, um, very, very thoughtful right now.
timely. Um, shout out to Blake. That's all. >> Um, well, I'm excited to see everybody here tonight, first of all. And then I'd like to say to Mr. Chandler, good luck. And I think you
picked a good person to go into follow in your footsteps. I think everything's falling in line very well. So, I'm really happy with it, actually. Um, welcome to all the people that are coming in and starting with Triton or
moving in. They've been here and know us and welcome. Um, I do want to point out that uh the opening for uh the school board to file if you want
to be a school board member opens up um May the 19th through June the 18th. And my position will be coming open. So, if anybody is interested, um, you have that time frame to make the application and everything uh, to get on the school board or get on the ballot for the
school board. And I'd like to um, say that Triton has what is it? The mayor's got talent. Well, Triton's Got Talent. And it was crazy to go to that concert and I was like, what percentage of these
kids where where did all these kids come from? First of all, it's like Triton's not that big. And I mean, the stage was full and full and full, but it was a great performance. And I want to thank everybody that was part of that um
performance. It was really cool. and um just wish everybody a good summer break and looking forward to get back to the next year. >> Mr. Thank you everybody for everything you guys do. You only got four more
days. Hang in there nothing crazy happens and tell tell Scott I'll tell Scott thank you for the drone. It's going to be cool. appreciative donation. Please tell him thank you. I'll send him a letter he can
use for whatever purposes he might need with our friends at the IRS. Um we're certainly appreciative of that. Taran Ek sentiments about the work that Mr. Foley and Miss Lmore and uh Mr. Ballard do. We got one of the vocalists in here.
>> We won't ask you to sing. Um I think over a 100 kids involved in that effort and so with the exception of maybe archery, it's probably the largest like participatory thing that we do and um I'm amazed at the amount of talent.
So it was a lot of fun rehearsing with you guys for the last couple months and getting to know you and you tolerated my very poor musicianship. So other than that, we're looking forward to a great end of the year. It's been a good year and uh we got a busy summer and then we're going to get right back
after doing great things for kids come August. Welcome to the new team members. You think you're going to find that this place is unlike anywhere you've ever had the opportunity to serve before. I I look forward to doing this. Other than that, take a motion to adjourn.
>> Second. >> Okay, meeting's closed. Thanks online guys. Appreciate it. >> Aaron, can you shut that