It's our invitation and pledge of allegiance. Our invitation by Mr. Lee Thompson, it looks like. >> Yeah. >> Awesome. Thank you, Mr. >> Deingly Father, thank you for bringing us here tonight. Thank you for everyone in this room and a chance to serve our school and community. I just ask that you give the board wisdom as they make
decisions. Help everyone everything said and be done tonight thoughtful, respectful, and for the good of students. Guide this meeting, bring unity, and help us do what's right in Jesus name. Amen. Amen. 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. >> Thank you, Liam. >> Okay. Turn around. No, I mean it's unless >> Can you guys see that?
>> You can you see that? >> We need to flatten that out. >> I can see it. >> Back row back. >> Yeah, we'll turn that way. >> Well, that's so much better. >> Okay, there we go.
>> All right. Uh any additions or revisions? I believe >> there are three additions. So, there are two field trips um added underneath field trips. Uh the first is the middle school choir going to Kings Island with Mr. school year and the second one is the archery teams form of nationals and
then under three uh 3.9 is an addition to request to move May 1 meeting to the 18th of May from the 11 explanation behind that. >> Okay. >> Okay. Um and any public comments?
>> No sign. >> All right. And moving on to consent agenda. Uh those items are for review and blue sky. Does require a motion and a second. >> Motion made by Travis. >> A second.
>> Second made by Wilson. All those in favor signify by saying I. I. >> All those opposed. Motion carries 5. Superintendent report. >> Okay. 3.1 recommendation of personnel. Excuse me. Under 313. We had three um
items. Mary Alexander has submitted her retirement as custodian. James Jordan resignation as grounds and maintenance member and then Tanya Ashcraft as a request for a temporary medical leave. And then under 315 we have our PCA resignation. Jordan De has uh submitted
his resignation as high school boys basketball system coach. J coach in relation to change in job duties his daytime job at Southport schools. He's not going to be able to make practice in time. There's some discussion about there's a way for him to contribute in a different
manner might come to the board much staff that can't be here coach happy to answer questions about not require a second motion and a second >> I'll move to approve
second made by Shay all those in favor signify by saying I >> all those opposed motion carries back through >> okay donations There are two um both through the Triton Central Archery program for state entry
fees. One in the amount of $40 from the Draw family and then a second donation from the NRA family for $60. I would recommend we graciously accept both. >> So move second. >> Motion made by Dave, second made by
Travis. All those in favor signify by saying I. I. >> All motion carries by zero. >> Okay. 3.3 uh recommendation to approve out of state or overnight field trips in addition to the two that were added and I believe those uh applications are on
the blue sky for you. Um we have the outstate trip for the high school volleyball team the summer which they've done. I'm going back to coach facility so it's been some number of years. All three require board approval.
They're they're out of steam. >> I move that we accept all three of these field trips. I second. >> Uh motion made by Travis. Uh second made by Wilson. All those in favor signify by saying I.
>> I. >> All those opposed. Motion carries 5. >> Can you provide just more information on archery once they know what days? It looks like they're probably going to be two split days based off. Yeah, we'll know that for some next couple weeks. Okay. 3.4 is academic
report from Mr. Chandler and the high school is going to share some information if you have information only. High school floor is yours, sir. >> Thank you. Um, well, I was just going to talk and then I wrote an outline for myself
and then I go, well, they may want to have that piece of information. and then so I added a little bit more. So now you have a packet and so I apologize um it'll help me uh keep me on track but
it's not a PowerPoint which on a side note um one of the challenges that we're going to face one You know, it was I was I was over there um after school. This is a side note.
Sorry, it takes a long time. Um but I took all of this all of this stuff here that I'm going to go through real quick. There's a lot of information on here and all I did was I put into uh AI shoot me a PowerPoint out with TC slamming logo
um the Tigers and I and the schoolboard presentation tonight. Hit the button. I have a 14 slide PowerPoint, you know, and and you want to customize it. Yes. Do you want the logo? Where do you want the tiger?
In 10 minutes, this massive power comes fly. That's great. Wonderful. We've got to be able to deal with it at the high school level. We got to be able to teach it at the high school level. It is a challenge at the high school level. We have so many as a side note, it just
made me think we we are especially in our math classes, we're seeing so many more flipped classes um especially in math because we have to be more our teachers to watch you do the work rather than go
home with your we did 20 practice problems for the lay person that isn't involved in curricul instruction. Sorry. You say flip classrooms. What does that mean to like regular people? >> So, uh the true flip classroom is kind
of have video vignettes and they go home and they watch the video of the instruction or they read the instruction. They read the instruction as a teacher would do in front of the board. Here's how we're doing this. Then they go home and they do that and then they come into class and they work on the problems. They work together as the teacher goes around. Our teachers have
done that for a long time kind of anyway. It's just more prevalent now because what has happened over the past five, six years, it used to be my daughter, sorry, take a picture of your math homework and send to somebody else and they copy it down. Well, that's gone
by the wayside. We just dump it into one of, I think, 15 different AI engines and shows you the work that you have to put down. So, your teacher has no idea if you did the work or if you're just copying it down. So the flipp is
our teachers doing a little less problems in the class and a little bit more um walking around making sure that you are actually doing the work. Come up and show me uh and have perhaps more the flip classroom. There's still lectures.
There's still, you know, here's here's everybody. We're going to do this class up here work together. Focusing more in the flip classroom and especially in math for the most part. um some social studies um the other activity project based classes is still you know kind of
similar that is not on here and that's not what I was going to talk about that's extra okay so I'll go quick I don't want to take a lot of your time um I wanted to review the diploma seals real quick again I went through this last time and just remember there's the
enrollment honors the enrollment honors plus the employment honors the employment honors plus seal they have different criteria And you're going to hear different kind of language, things like credential of value. I'm sure you've heard those terms before.
A credential of value, which is going to uh it's going to be important later on here here in a second. Uh could be a certification, could be dual credit classes. If you achieve six dual credits, you get a credential of value. If you
get a welding certification, you get a credential of value. If you uh if you were to pass uh an ACP course, you could get a credential of value. You'll see that on the honors enrollment plus an employment plus criteria, which
credential of value, just so you know what that word means because we're going to come back to it here in a minute. So anyway, this diploma, these seals are in are are uh intact are ongoing for
our freshman class. And our freshman are currently kind of making their track on which seal they want to get and choosing a seal is important. And just in the past 2 or 3 days,
there's there's come an understanding of why the honors plus or the honors seal is important because of that very last thing. We'll get to here in just a second, the new accountability model that just I mean literally was just
updated. So I'll I'll try to push through that real quick. So anyway, all the way back to um the the second page I believe, which is the seal front and back. The first page is what the credits
that each high school student is going to need to attain. The back page is the criteria of the different seals. We have planned for all of those and we are on track to offer all of those especially
starting next year. Next year we're going to add four classes that help us attain some of these criteria. The first one is a life science class taught by Crystal Brown that kind of took the place of ICP. We didn't have ICP this year and we have some freshmen coming in
who aren't quite ready for biology. So there's about 25 freshmen. We had conversations with the the middle school. So, we added a life science class for those students. Crystal will have those kids also. And then moving right into biology. The reason that's
important is because if you'll jump back to the honors seal, the I learn is or sorry, the accountability model. The I learn the biology I learn is back and it's with a vengeance. So, it's it's going to be part of the criteria.
as I'm talking here, stop, ask questions if I go too quick or I say something that um doesn't make any sense. Uh second class, uh this is pretty exciting now because of the change in English a little bit and
because of the change in business organically, our numbers went down a little bit in the marketing and entrepreneurship classes. They started out strong and they just kind of went down. Side note, the digital apps class that
we had, we don't have now. We have that taken care of in another section I'll talk about here in a second. But because our numbers went down because we still have to teach preparing for college and careers as part of the new diploma,
we're going to we're going to add another English teacher next year. So where before it was kind of preparing for college and careers, entrepreneurship, marketing into a business and business uh digital apps class, we're going to add an English
teacher. That does quite a bit for us. We still get to teach preparing for college and careers that every student has to have, but we get to add more electives that can help us with the diplomas um while at the same time lowering the
number of kids in our English classes. Our English teachers have the most kids of any teacher, maybe biology. So, we can lower the number of kids per class. that helps us again back with
accountability. It's all webbed here. The class we're going to offer, you can see on the second page, creative writing and short stories. The reason we can offer those now is Emily over spring break, Emily Bib Bennett, our freshman English teacher who's done a phenomenal
job. Um went and took her practice test, passed, and she came to me early on early on in January. She goes, I think I can teach these classes. All you got to do is pass this pass this test. She pass it. We're like, let's go. So, we're going to add um a couple different
English electives for our 11th and 12th graders, creative writing and short stories. When you couple that with the addition of the English teacher who will teach uh preparing for college and careers, an
English 9 class, an English 10 class, um then all of the numbers begin to go down for all the English teachers, plus we have extra collaboration with our English 9 teachers and English 10 teachers because we'll have two each.
The second thing that does just it's all positive is it allows us to separate our honors classes into two separate smaller classes. We can push more if 35 even honors kids in a small classroom. It's
tough. So all that is because we're going to jump forward. part of our accountability is the SAT. That's a main aspect now for the high school accountability. So,
we're preparing basically to prepare these kids for taking the SAT. We need to get as many of our kids proficient as we can. Our goal is 60%. To meet the benchmarks the state has
made and not told us yet. So, we don't know what the benchmarks are, but we know they're going to be benchmarks. Okay, last class. This is where I talked about earlier, the digital apps class. We we we're covering that digital apps class that we lost cuz I did not want to lose that class in computer science 3
against Sarah Roberts. She's um we made a presentation of the CS for good two years in a row. We took kids up there and they did a phenomenal job. she's uh adding it's software yeah software I have here
software development and that's computer science 3 and that's a CTE course and it completes a pathway for our kids so that is uh just a positive all around those are the four classes that were added any questions on those
>> can I just reframe my brain one more time from when you did this the last time to take out what I know and was all I've ever known so the required courses everyone has to do and then from there they build and I say I want to do employment enrollment or the enlistment
and then I can build even further and add the seals plus seal. >> Yeah, you're going to choose whether you're enrollment >> employment um and from or enlistment. We're not going to have a lot of enlistment kids. Most of our kids at TC
over the past 14 years are going to go down the enrollment, but the employment is uber important. I'm pushing hard for more employment kids. We're missing out. Kids who do not know what they want to
do and are kind of flailing. Boy, we've got to figure out a way to continue to get them in more opportunities to get out in to be certified to get that credential of value of some kind of certificate ready to be an apprentice to
go to the carpenters's work uh union workshop. Um welding. Oh my goodness. White Fisher just won the state welding competition. Anyway, which if you did you see his Did anybody see his >> Oh, we got to bring him in. Yeah, it's it's
>> insanely good. >> Anyway, it's really cool. There's nothing you can't do. >> Yeah, seriously. >> So, answer your question. And to jump forward into the last thing I wanted to talk about, if you jump to the back here,
those honors, this is an example of how we're going to be held accountable of our A throughF graders going to be accountable. You can see right here, I
my glasses, sorry, that we have the measure of academic mastery. That's a seal of some sort. And then we have three different additional skill skills and knowledge. If you achieve three additional skill,
skills, and knowledge, you can get up to 100 points per student. Is every student counts. We want 100 points per student. You're saying, well, what are the additional skills and knowledge? If you jump back a
page right here, you can see I'm right here for 9th and 10th grade. 10th and 11th grade, we have our key outcomes, which are the seals. And here are the types of additional
skills and knowledge. Our goal, the reason we're adding the classes, the reason we're lowering the number of students per uh English class especially is so we can uh allow these kids the opportunity to get three of
these. Now you puzzle people are going to see a little redundancy >> because a seal is a credential of value which is over here but that counts as a knowledge
and skills. So they only if you get a seal you only really need to be have two >> and you still get the full 100 points. I think they're going to pick up on that and change that because this was just
updated, like I said, in March. It was supposed to be set in stone in December. It wasn't until March that it was actually the last update to the accountability model. Is that clear as mug? >> No, I'm so sorry.
>> It's okay. No, it's not you. It's so like take a step back. Accountability model. Like what? >> Yeah. >> I don't think I've heard that term before. then because I jumped way ahead because I was trying to answer the question was my mistake. So I'm sorry.
So um okay, we're gonna skip over the change in personal finance curriculum for a second number 3B. We'll jump right to the understanding of the new AQ accountability model. Okay, every student's going to be worth points
um see if I remember this correctly. 80% of the high school grade is going to be based on what we just went through, the knowledge and the additional skills. >> Okay. Stop there. The grade like that the state gives us.
>> Mhm. Yes. >> Okay. And tell me why we care. >> I don't know. >> That's what I want to know. >> Take that. No. No. Let me take it and then you take it if you if you don't mind. I care because year one, which is
this year, which is I was going to end with this, but now it's right in the middle. Um, is zero year. >> We don't really know how they're some of our data they already have, >> right? >> Some they don't. Um, like the attendance data, which is part of the one of the
knowledge and and skills pieces, we don't know how they're doing the attendance data or what they're accepting and what they're not accepting. So, they're going to give us a zero year this year. Basically saying, here's what it would be. Now, go make
some changes if you need to. I I appreciate that. Let me know the rules of the game. It's a bad way to put it. It's not a game. Let me know the rules. I'll go make it happen. We have the kids to make it happen. We No matter what, we have the teachers.
We have the kids to make whatever you want happen to happen. So, we're pre-planning with the new classes for the big one, the SAT. That's the one hovering over our heads. The other stuff we can make happen, whether it's the
attendance, whether it's the other credential values, um whether it's the dual credits, whatever that may be, whether it's the workbased learning, all of those different types of what they have on here as knowledge and skills, we can make all those all those happen. I
care because it just gives me a baseline of where we are. >> Yeah. So it's 80 80% of the letter grade is going to be the skills and the knowledge, right? 10% is SAT and the other 10% is a graduation rate. It's a
measure. It would be disingenuous to say it doesn't matter at all. It would be equally disingenuous to say that it's the only thing that matters. Like there's multiple measures of quality, right? And and I've always said and I would submit forever that one of the truest is the fact that one in
three of our kids transferred to us from outside. That's the purest measure of quality control that we have. I understand the state's desire to have something that's a comic book character, right? I mean,
letter grades are really easy to put out there in a 30-se secondond sound bite. Tells part of the story. doesn't tell all of the story. So, it's not it doesn't not matter. It also isn't the only we're not going to sell our soul or
compromise our philosophy to try to meet an arbitrary measure. >> That's what I was getting at. I just want to make sure that and also are we incentivized in some way meaning I think there's a lot of perception that like okay well if you get if you get a C you
don't get any funding right like those are the questions that like I think float around >> I'm not aware of our basic grant funding attached to a letter grade at this point that would be a dubious thing >> okay >> there is incentivized things from the
legislature as far as like CTE I I mean CT classes are funded at different rates depending on what the priorities of department of workforce development are etc. Right? So there is the you know so you know he who has gold makes the rules
deal right so like you use money to sanitize certain behaviors state absolutely does that with regards to CGE absolutely sometimes effective sometimes not okay >> it matters it's not the only thing and
it's a lot many things that we'll look at >> I I'm with Yeah, it's the same thing I was thinking. On the flip side, regardless of the intention of that part specifically, I
think in all it still opens them up to new opportunities because we're trying to hit a bunch of different buckets that they can pull from and maybe understand what they want to do a little bit better. So regardless, it helps them, you know, in a way to
figure out what that is. So anyway, >> I don't want to come across negative to the state at all. A couple of a few many of the few many of the things that they've put in over the past few years, the graduation pathways are great. The focus on uh get um students going to
career centers, fabulous. Even the workbased learning, which has been really weird and hard to figure out, the concept behind it is really sound. Let's get these kids not staring at a concrete wall for 8 hours a day. I say this to
every single teacher that has walked in that uh building. We as teachers cannot do what we're asking these kids to do. >> We can't do we and if you we were to try it would drive us crazy. The only reason
they can is because they haven't done anything else. Ask any kid that goes to college. they'll go, "Uh, I can't believe I did that. You didn't. You didn't know anything else." So, um, with that being stated, getting some of
them out, um, allowing them to use summer, uh, to get work experience, internships, those kind of opportunities, pretty solid ideas. So, we'll see how it plays out. >> I completely agree. I I have been so on
board with the seals and the alternative to sitting and staring at a wall. I think the accountability thing it felt like all of a sudden it was that's taking a backseat and now it's like this plus this plus this and just demanding more of them and moving away from that. So that's what I was trying to
understand why we're doing that. Do we feel good it's the right thing to get the quality that we want? That's what I'm asking. >> It's a measure. It's not the only one is probably not even the most important.
>> I think I did that because I'm still trying to understand it to be >> I get it. It's a lot. >> I'm trying to figure out just the accountability. Not that this main thing just >> Yeah. >> How you doing? What's the data you're going to use so I can do anyway? Last thing and I'll be done. I know it was
supposed to be a lot short. >> Hey, everything old is new again in education, right? like there's no innovation that's been promising. It's same old best practices repackaged in marketing in a slightly different way.
So we could go back to the early 2000s and the second George Bush presidency, No Child Left Behind, which came out of Texas and out of Florida, Joe Bush's pioneers of education, coffee. I mean, it all stems back 35 years ahead there
should be an objective measure, right? It's using lean manufacturing principles from the industrial world. Some applicability but not completely. It's apples and oranges to a degree. Yeah. I mean, we won't ignore it, but
we're not going to like make that the foundation of our philosophy. >> Uh just planning for the future, just for more opportunities that we're always looking for. I think I came last year with a bunch of classes and then ECAS and then
this year we have some new classes and and we're we're still looking one to two years ahead. So next year we're going to the state is allowing us straight to double classes up dual standards is just as long as your
teaching standards. So every student has per the diploma has to have had a communications credit and what many schools are doing and we're going to also starting next year is put our uh introductory speech in first semester
English 11. So that means every kid will be able to have their an opportunity for that. It does two things for us. It well three things. It gives them their English credit, gives them their communication credit, but also can prepare them if they want to take dual
credit speech, which this time last year I brought to you to say we're adding dual credit speech. And so we may have more opportunities to allow these kids to take dual credit speech with your senior year. So um that's not that
that's um not next year, but the year after I have my my dates. And then the other piece that we're working with right now is that change in econ that you saw. Ecom's going away. Doesn't have to, but for us
it's going away and it's going to make that shift to personal finance which we teach. Now it's just going to shift over to seniors. We're actively three I just put this on there. We're actively looking at curriculum. And those were three ideas, three different curriculum pieces that I know schools around us
have used in the past. Um the nextG personal finance if you get a chance to look that up has just a ton of really cool stuff. The Ramsey solutions there are schools Shelbyville used Ramsey solutions for for a while and and had
some nice feedback from it. And then uh 20 2020 youth leadership is a is an online curriculum piece. The reason that we have those three right now is because personal finance is so wide open on what
you could use. They have given schools really no leeway on what personal finance or what that class or what the standards or what you'd have to cover for that class. So that leads into the very last one. We can create our we can
come up with our own curriculum uh to meet the state's um accountability not accountability of our creative account of this class of getting the credit for the class. So that's 2 years away. We're starting now just to
start thinking and researching but that'll be two years away. I put that on there because that should be one phenomenal class. I would I I want that to be a a knockout class.
>> Now, will the the teacher that's going to teach this, will they go sit in and and observe? Cuz I know you can't really pilot something like this like at the elementary level. They can pilot different curriculums in different classrooms. So, how's that going to are they going to go see it hands-on?
>> I don't have that on the agenda, but we need to do that. >> That is a phenomenal idea. my biggest concern between just us in a confidential room right here. If it were I I'll just use me as an example. I would just love to teach that
personal finance. I'm 52 years old. My kids are all out of, you know, trait central. They're empty nest. The granddad, you know, I'm on the I'm on the hill is here and I'm on I'm on the other side. And so you look back and you
can start you can really do what to guide your your youngsters on mistakes or how did you do this? What do you do this? That'd be great. Currently our econ teacher is um walking up the hill, you know, he's great. Kids love him.
He's phenomenal. But he just hasn't made Yeah. made the journey yet. So that's why it's a great idea and that's why we're exploring curriculum. Figure out how we can best do that without
allowing him to still be the teacher that he needs to be in the classroom. Get him the right curriculum that's going to help him honestly as much as it will help our our kids. So that's a challenge and an opportunity.
Questions? >> Yeah, one question. Um, looking at the requirements, you said bringing on a second English teacher. Looking at math and science, technology, engineering, because the there's a lot of credits there. Are we okay with math and science teachers as well? Cuz I hate
to Yeah, English, I mean, A credits, you know, nonnegotiable, but math and science are right there. Are we stacked in the pipeline over there as well? We're we're really good in we're we're heavy actually in in
science even. We have plenty of room in our science classes, our math classes. We have plenty of room. We have a I have a um I have an ace I have an ace in the hole if something in math occurs because
I have a civil construction teacher who has a math degree that if I had to move a a digital electronics class with three kids in it to double up into another class of his then we could we had to have that other math class. But right
now we are really good uh really um solid in our numbers in math. The other thing we've done with our math is we've given them other than Mr. Wilson who does not want to move at all given them some phenomenal classrooms um to where
they're not the kids are some of the biggest classrooms in the school. So 20 uh 29 kids um with the flip classes that shifting the science. >> Where did you say the personal finance would go? Econ,
it's going to take the place of econ with your current freshman. Okay. Current freshman when they get to be seniors won't will take government and hopefully ACB government which we had that last year also. Um, and personal
finance. It's a semester course. What other questions can't I answer? >> Just out of curiosity. So, um, you're thinking about lots of gaps and holes for more on the, um, enrollment
seal. Sounds like uh, that's not the right term. What is it? the diploma. >> Yeah, the enrollment honors plus seal >> have do we have any um gaps in the employment. >> So we are anticipating
uh about 25% of our kids we believe are going to go down the employment path. I don't know how many were are going to go down the employment, let me get this right, the employment honors plus seal, okay rather than the employment honors
seal. I think there may be a few four or five which we can handle with ease, the workbased learning component which is the the biggest issue or for many schools that would I mean some schools are hiring work-based learning uh
coordinators. We're not going to have that problem for the employment honors plus students because our numbers will be low. The other piece that we have for the employment honors is Blue River. >> And Blue River is a just been wonderful.
They are going full boore into the workbased learning. And the kids that are going down that seal for the most part are using Blue River as their avenue. And then they're taking care of the workbased learning piece. the kids that
aren't. There are get a little convoluted here, so sorry. There are a bunch of different course descriptions that you can use for workbased learning coded on the transcript. The kids that are going that need the
workbased learning for the employment honors plus seal a little bit more stringent have three or four for the enrollment honors plus seal. The coded class can be really wide open.
>> I can go work a normal job that may not have to do with what I'm going to do after high school and that would count >> for the enrollment. >> Yeah. but not necessarily the employment, but the kids will be um we won't have that many kids. We're about
75% still 75 a little bit more of our kids still going to a 2 or 4 year institution which for the most part most part means they're going down the enrollment honors or enrollment honors plus. Great questions.
I'm done now. >> Thank you. >> Thank you. Thank you. >> Okay. >> All right. >> 3.5. This is a resolution 2025-15. Authorizes and approves the execution
and delivery of MacBook Neos. This is what we referenced last month. We reduced the iPad order down to 950. This is for 500 MEOS that would be from grades 9 through 12. Um, and they're they're they're here actually already.
So, this formalizes that process, allows the owner to unbox them and figure out how to turn them on. Does require action by the board to enter into the lease. It's not a 0% lease. So, Apple's done away with that piece. It's a 2.99%. So, it's just under
three. Uh the payment is about on the Neas is about 85 86,000 a year and that goes with about 122,000 on the iPad. So it fits nicely under our budgetary number about 200ish. Um so we can make we can make money work
on it. We give a vastly superior tool to our 9 through 12 students as a result does require uh motion by board enter into that with the post. I move to adopt the resolution for approving the Apple
um MacBook Neos. Motion made by Shay. I will second it. Uh all those in favor signify by saying I. >> All those opposed. Motion carries 5. >> 3.6 is a resolution 2025-16.
This is um resolution that would allow uh Mrs. Zenball to move $60,000 in funding from the rainy day fund into operations to pay for the repair of the middle school office. Um there was two
ways that we could go about doing this. We could do an additional appropriation out of rainy day that it takes a little bit more um steps and some advertising or we can simply just move the funding from rainy day. It's a permanent transfer. So it's not a temporary loan.
It's a permanent transfer of the funding and operations. We have the appropriation authority under our operations fund to expend the 60,000. So it just makes sense to move the money. So move money from your savings account to your checking account in essence. Um does require motion and
second from the board to do that. >> I move that we accept to adopt the resolution. I'll second that. >> Motion made by Travis, second made by Dave. All those in favor signify by saying I. I posted carries 5 >> as advertised rainy day.
>> Yep. >> It was literally >> seriously literally >> Wow. >> Okay. 3.7 is a uh a recommendation to revise the school psychologist special agreement for the uh 2627 school year.
So this would be effective in August. Moves the hourly rate um $5 to $80 an hour. We've got a fantastic school site. Um they're very difficult to find a and b to keep hold of. So we want to keep Emily with us. Um I think it makes good
sense for our kids and for us long term to uh to wrap her up into an agreement. Uh that >> does she support all three schools? >> Oh yeah. Yeah. Yeah. She's campuswide. >> So up to 32 hours a week. And so our
case load is larger than what it's been historically. So I would anticipate she works this she's working 32 now. This would increase her pay rate. It'd be effective again in August at the start of school. >> And that's the only thing that's changed is just the pay rate. >> Yeah.
>> Yep. >> I will move to approve second. Second by Shay. All those in favor signify by saying I. >> I. >> All those opposed. Motion carries 5 >> 3.8 is a recommendation on the award of
the contract for the elementary school uh restroom renovation. We uh you in front of you you have the bid calculations from the submitted bids. You have the letter uh from Lancer and Associates hard copy and it is also on your electronic board packet. We did
some value engineering on this. We were concerned about where these bids might come in. Um, so we split some things out as a ad alternates. So we had a base bid. We had four ad alternates. We're really fortunate folks. Um, we had some
very competitive bids that were underneath our budget number. We were concerned that we wouldn't have any against the value engineering. We went back and did with the pteroder from Lancer. Long and short of as you hear from Max Max Lancer's recommendation is
DW Construction $96,000 that is the base bid plus all alter add alternates. So that's the full scope of work. They will start this summer with the idea they'd be done by the end of summer. We have contingency planning things drag on a little bit but it's a
pretty aggressive schedule. It's a pretty aggressive scope of work. I'm happy the recommendation would be to designate me to sign the construction agreement with Dwise so we can get that started. I'm happy to answer any questions about
the lease in particular or the process. >> That name doesn't seem familiar to me. Have we worked with them? >> They're new to school business. They're out of Bartersville. Um their most recent project they did about a $5 million project for city of Franklin. Um, and so I I mean I don't want to
ascribe motive to them, but I think they're looking to get into the school business side of things. It was an aggressive bid from them. You can you can see from the tabulation where two number two came in. Um, so in the same vicinity, but >> Mhm. >> Um, they're reputable. Okay.
>> So they're new to us. We've not used them. We don't have prior experience with them necessarily. >> Anything else that you would point out that went into the recommendation aside from what we did? Well, that's one of the devils of public
market, right? I mean, responsive low bid is what you take. And there are, you know, Wilson's knowing and nodding knowingly, right? There there are um a very narrow list of reasons why you
could disallow bid if you thought it wasn't responsive. We had Max and Sarah from Lancer go back meet with Dis to make sure that they had dotted their eyes and crossed their cheeses. This is saying they're very confident in their number. They understand the scope of work. >> So they didn't omit anything. You know,
when you see a number that's lower than maybe what you anticipated, the first thing you wonder is, did they miss something? >> They were here for the walk through. Um they took copious notice. They were very detailed. I remember them on the walk through. So we assume they understand their side of the table and we know that
we understand ours. >> Okay. >> Is some of the is it is it one let's see how I um question this. So the base bid they
have to get all the alternates as well and we can't piece it out >> for the alternate bids. So the base. >> Yeah. So could you Christmas tree it in essence, right? Um, no. Their bid is based off if they win
the base bid, right? And then we do the ad alternate. The ad alternate is a strategy that we use as the owner. >> If we have a caviar diet and a spam budget, right, which is quite frankly what what the concern was is that our eyes were bigger than our belly and we
we were going to not be able to, you know, if we didn't take it as an ad alternate. What happens is you get basically bids back that you can't meet and so now you you don't have a viable project, >> right? So you split out some of that alternate so that you can choose to take
it or not take it. Worst case you've got minimum you've got a makeable project. We were just very fortunate actually if you look there's >> three arguably four >> that all would have been under our number. >> Sure.
the the market is seemingly very favorable for owners right now. So there are a lot of people want to work >> and that's just a matter of timing and good fortune honestly. I wish I could tell you it was a you know great strategy on our parts not dumb luck most of the time.
>> Yeah. I just don't know why one company the alternate four is so much more and put them out. >> Yeah. So you you you look at that, right? Like and so what happens is occasionally someone will just throw a number at something cuz they don't think you're going to do it
>> or they run out of time in the office. We'll just throw this at it. >> Is what happens. >> Yeah. When you see like >> huge differences like factors of 10 and 15 is when you send architects back and
say, "Do you comprehend what's on this drawing?" >> Did you miss something? you know, clearly know something. And when we say no, like we're good. Our number's good. >> All big boys and girls. >> I think it's fantastic. You got six bers.
>> Highly unusual and a pleasant surprise. We didn't know. I think the market I think the market saw honestly. I think people are looking for work. >> Yeah. >> So that's encouraging. >> Yeah. Other questions?
They'll start five minutes after school. That's up. >> Five minutes. >> Buses are up. >> Yeah. Walk down area. All the logistics of that. We'll work through all of that. And then we'll do it with a knife towards what happens if this thing stretches past the start of school.
Well, you don't want your lay down area in the middle car ride pick up that presents problems from all this. So, we'll work through all that in the next couple months. It's exciting. We'll go make some noise and dust. does require a motion and a second. Again, the the recommendation is
to designate me as the representative sign. >> I have a motion question. Go ahead. Sorry. A motion to approve. >> All right. We'll motion. >> Travis second. >> All those in favor signify by saying I.
I. >> All those opposed. Motion carries 5. >> Okay. The last thing is the addition and this is a recommendation to move the May board meeting from the 11th to the 18th. Um, long story made short. I I have
conflict that I would like to be able to attend. I I have a young man that um has cattied for me since he was 13 years old that received the full ride scholarship from Notre Dame. I'd like to be in legal high school and nurse and I can hand
that to Julie if at all possible and I would appreciate if he can go hand him a half million dollar scholarship to go to South We'll figure out that we'll figure out
>> we'll keep the agenda short. I promise military obligation. As long as we have one, we're fine. And that meeting usually is pretty much to approve.
Second. Second made by Shay. All those in favor signify by saying I. I. >> All opposed. It could be all teams present. Okay. >> All right. That's it for me. I'm going to finish this financial report. Watch this.
This is the fun report for March. Um you can see in ED revenue was a little higher than expenses even though we had a three payroll in January. Uh we anticipate to break evenly by the end of the month. We're still in range of our benchmarks.
Um so that that's the good news. We'll go on to debt. no activity this month, but uh June when we get our property taxes, I'll be making the bond payments um to the Bank of New York. So,
we'll have activity in June for debt um operations. Yeah. Um expenditures, we've never really had over half a million, but it kind of several things
come into play with a lot of us. And sometimes we when we order a bus it maybe three months, four months out before we actually pay for it. Well, it they happen to have it. So that was about 128,000.
Um we had our career center payment that's six times a year. That's a planned thing, so that wasn't um unexpected. And then we had about the $60,000 middle school repairs that uh will be taken care of through that. Um
mainly, you know, it's salary benefits, utilities, and then we've been trying to push our big um repairs and I don't know um any kind of job that's large over to
our bonds. The bonds are saving us right now. we're offsetting our um operations. So, um we're watching it. It's going to be a break fix type in half a year. We usually start in the fall, but we're
going to be doing it sooner. So, everybody's aware talk to all the principles and people involved that, you know, we're we're going to be watching our expenditures in operations. So, um, if things go as they
continue, the end of the year, we'll probably have a deficit about 200 $200,000. So, yeah. >> Can I just ask on expenditures? Like, are we starting to think about if there's certain adjustments we need to make with like rental fees of facilities
and things like that? Um, considering, you know, just the cost of electricity and all that, I think. Yeah, there's there's a point in time where that becomes a part of the conversation, you know, and there's um >> we post a lot here. >> Yeah. And and it's hard to quantify what
the uplift of that is, right? Like what how do you put an ROI to marketing? And it is marketing and branding to a large degree. It's hard to put a number to say, hey, for every dollar that we've invested in that recruit 125, right? And
the way you know one and three transfer to us, right? and furthers the narrative about what we do here. It's hard to put a number to it. Um, I think that's part of a larger conversation. Look guys, this this trend that we're seeing is is
not unexpected and and actually comparatively we're in a lot better shape than some of your neighbors. There's going to be we had the state budget class the final two days last week. We helped teach that class. The overarching conversation
there was that the changes to property taxation in this state are going to have a detrimental effect on every taxing district in the state, schools, townships, cities, counties, etc. Right? Certainly, we're not immune
to that. We talked a little bit about that when we talked about this most recent bond. Right? Part of our strategy and we're blessed in that we have the ability to pull this lever. we can still use school in debt and that's that service fund to augment what we're doing. Case in point, there's no way
that we could do um a middle school HVAC project out of operations. There once was a day that we could. Okay? And in fact, it wasn't that long ago. I think it was 2015, 2016, we did the bus lock renovation and redo over there wholly
out of operations. Um that model's gone. The legislature has obsoleted that model. That's not going to be possible here ever again, minus large scale changes to how property taxation and funding are
done in this state. Operations will increasingly be for day-to-day utility cleaning, etc. We have the ability, like we've talked about, to utilize project bonds to do some of these large ticket reinvestment
pieces. Many of our near neighbors don't. There will be somewhere between 40 and 50 referendums run this fall. The majority of them will not pass. They won't. Okay? Those folks have to wait two years to run them again. And so
there there's a day of reckoning coming. Um, I I will tell you that the six bids we got, those guys are going to make a boatload of money in about 10 years because what's going to happen in this state minus changes to what the legislature has enacted is that people
will disregard basic maintenance, facilities will degragate over a 10-year period and fall apart. And then there will be a collective gasp in the legislature, right? Oh my gosh, how'd this happen? Well, hell, look in the mirror. And then there will be a lot of
money to be made coming back and fixing everything that's been neglected for the previous decade. So I I'm thinking I might retire and get into school construction in about 78 years and we're going to make a boatload of money and have a really nice lake. Um
this is unusual for us in that we will on the books be in the red prior to a June revenue. right now. Look, by law, June 30th and December 31, you have to be back in the positives, right? And and
we will be because we get her June payment, we get her December payment. That's never been the case here in my entire career. We never had where we're read say in May. That's going to become standard operating procedure for schools in this
state. Um we have the ability to borrow. many won't, you know. So, we're at 41 cents for our debt rates. So, we can still go and do that without it going to a general election as a referendum. If you're over 70 cents, you guys remember when Steve and Ice Miller were here? It
automatically goes there. I want to be very clear about this cuz it's not a conspiracy. A conspiracy assumes a couple of things. One, it assumes the people are smart enough to conspire and and two, it assumes they can keep it secret. Well, they're intelligent. I think it's quite
purposeful what's being done and it's not being done in the dark. It's being done quite openly. There is an effort to slow the rate of school indebtedness and it's with the triggers with referendum 48 to 70 cents. Something as innocuous
as taking miscellaneous revenue that used to flow to the debt service and forcing it out of there to go to operations so that you have to take a larger right to drive you to 70 cents. like that didn't just happen, right? Um, so this is going to become
common and this is something that we're going to we're going to wrestle with here for the foreseeable future. Again, the beauty of it is is we have the ability to pull some levers that others don't. Okay. So, we've got
finishing up the 23 bond. We're entering into the 25 26 one now. There's the opportunity as you all know to do this again in 28. Do it again in 30. And we have to be really strategic about how we lad those and and we'll be fine. Um
but I mean it's pretty clear where we're headed and there's limited ability to uh to head that off. So um I I believe there's an effort on the part of some for school consolidation through budget restrictions.
>> You can die by a thousand paper cuts. The great miscarriage of the responsibility by the majority party in the legislature is if you don't have a political will to do that now, then what you're going to do is you're going to hurt kids for the next 20 years taking
political hat measures because it makes sense in a May election for you. >> So, if this is where we're headed, let's pull the band-aid off and do it or go back and readress your assumptions, >> right? Because at the end of the day, what we're supposed to do is what's best for
kids, >> right? So if if consolidation is what we want to force, let's not do it in fits and starts by cutting revenue incrementally and forcing it onto local decision makers. You got the super majority. You don't
need to ask for permission. Just go do what you want to go do. If you want to call, I'm not hard to find. So, um, we can manage this. Um, we're going to have to be very smart. We're going to have to be very intentional.
Okay? We're going have to be very candid about what our challenges are. >> Can't do some of the things we used to do. M budget class I was with some four other districts >> and I I was feeling bad about our
situation until I heard theirs and then I'm like I didn't even say anything cuz I'm like oh gosh we're we're not we have options. >> Yeah. We don't have to run a referendum, >> right? >> I think that we will see this fall. I don't want to expound on this too much, but I think we will see for the first
time opposition to referendum efforts that are not just local in nature, but they're statewide. >> I think that we will see it an outside groups nationally come in and oppose school referendums in the state of Indiana on a statewide basis as opposed to my neighbor wants to, you know,
oppose this and they do this effort locally. We're going to see political action committees organized that will oppose school referenda on a statewide basis. I I think that the passage rate will be lower than what has been historically. I honestly I wouldn't be
surprised to see 60 or 65% of the tail and then you know I don't know what those folks do at that point. >> What do you do with that? >> I I don't know. We're not in we're not in that. We don't even have to contemplate that. We simply just need to be forward thinking. We need to be
really honest about where we're at and what we can do. So, we don't have to do that. There's people within drive distance of us that are looking at right now. >> And they will not pass. They will not pass. >> Okay, enough of that.
>> Brand new day. We're going to see something next month. >> Yeah. No activity. Haven't had activity in a while, but we got the approval of that training that will go into the operations next month. um school lunch. We had a good month. Um we had some big
repairs that will be coming next month, but all in all, they're I don't want to say they're profitable, but we're maintaining in the cafeteria. Um next month, I'll be pre bringing the renewal for Chartwells for the next school year.
Um I didn't get it in time to get it to the agenda, but we did get it approved and I sent it off to the state. So we'll be ready next month. So any questions beyond
>> anything in this area the ed >> we will see the funding go up a little bit in the fall in the fall >> the funding formula changes in the fall. So and then our public account will dictate everything. >> So thanks
>> you. Okay, with that input from board, we'll send you a bill. >> I have nothing this month. >> Okay. Thank for being good stewards of the of the money. Um I think in my short tenure
here though, this is the first time I've had to approve money out of the rain fund. So I think that is um only used when necessary. >> Yeah. >> No, we have time. >> Okay. 10 years and
>> and it's really minimal. >> I mean, and if you've seen the middle school, >> it's beautiful. >> I haven't seen >> spectacular. >> Yeah. >> Yeah. >> Uh thank you for the archery donations. Good luck, kids down there. Aim small,
miss small. Uh thanks Carrie for that. I know it's uh it's fluid. It's like it's probably going to change tomorrow, but way to be on top of it and trying to break it down >> uh for us. I appreciate everything. Um
be safe going into the final stretch uh here going into uh next month. We'll be here really really short. So, thank you everybody. >> Mr. Chandler, I appreciate your your uh presentation. Always always enjoy listening to you and your knowledge. So,
thank you. Uh yeah, just echo the same things. Thank you for the donations. Thank you, Mr. Chandler. I always just find it very interesting and fun. I'm a student for life, so I love it. Um and yeah, thank you guys for all you do and how much you
take care of. And I know it's probably stressful and like you probably feel the weight of it on your shoulders, but we are blessed to have you and we know that it's not you, that it's life. So, um we're we're for you. So, don't think that we're not. Yeah. or I can speak for
myself, I guess. But um yeah, so thank you guys. We really appreciate it. >> I want to congratulate Wyatt Fischer. >> I need to see this apparently. >> Yeah. So I can we get him next month to come do a show and tell? It's a phenomenal sculpture.
>> You should have an agent. >> He needs an agent. I had the opportunity to go up Saturday morning and spend some time up there and it was fascinating and I want to share that with the board and you know you talk a little bit about it from the employment side of you know
enrollment employment and I and I really think it was interesting how things work sometimes. So, as I was driving up after uh eating breakfast at Lincoln Square, um I was I was listening to a podcast and I was listening to this guy talking. He was one of the first people at Open
AI, right? And so, he had left Open AI and he's now kind of a political activist cuz he's very concerned about what AI is going to do. the transformative piece of this and honestly I mean I don't think it's hyperbole it's probably the largest technological innovation in human
history maybe with the exception of writing and it's going to it's going to change entire job fields and this is what he was talking about like and it's not like in the distant future it's in the next 5 to 10 and so he was discussing how there
are jobs that are historically white collar kind of information handling transactional jobs are just simply going to dissipate and go away. >> And there's a lot of societal things that come with that. And so I just happen to walk in and I watch all these
kids who have skills that cannot be replaced by AI. Okay. And so where do we need to begin to direct our focus? Well, I think we need to begin to direct our focus to where you're going to have job opportunities in the next 20 years,
right? And that's if you have a skill that has value, you can make money doing this. Had a wonderful conversation with a young lady from Madison High School who finished runner up to Wyatt, I might add. >> She's making $50,000 a year right now. It's a 20-year-old, fresh out. She's a
midterm grad from Madison High School. Um, there was something that this gentleman said in this interview that was really interesting to me. I don't know if it was an epiphous moment, but it put it framed it pretty well. He said, 'You know, people are worried about the disruptive
thing in job markets, right? Like we we worried about immigration because we're worried about im immigrants to this country taking jobs away from people. He said, "Well, I don't understand why there's not a conversation about tens of millions of digital immigrants are going to take jobs from Americans in the next
5 years, and we're not talking about that." I mean, it's not even a part of the public conversation. But that's we don't need to worry about someone from BISE. We need to worry about AI and we need to make sure that what we're doing on our end of the business is we're preparing
kids for the world that doesn't exist yet that they will live in. >> You know, so I think that we we need to take a real hard look at the pathways and what we're offering kids cuz the last time I knew MacBook Neos can't do electrical,
can't can't do foundations, can't hang dry eyewall, right? They can't. So Wyatt is a brilliant example of that cuz that kid literally could do anything he wanted. I mean literally could do anything he wanted. He's a craftsman.
His ability with love is unreal. Unreal. So let's get him here next month. And uh we'll we'll continue to talk about what we're doing to take care of kids for tomorrow cuz tomorrow I don't know what it's going to look like but I can guarantee it will not look like today. >> Will not.
>> I don't think can he will. I can make a delicious pizza. >> Oh, I >> that's crazy. >> Okay. And with that, take a motion and a second to
>> move. Motion made by Dave. >> Second. >> Second by Travis. All those in favor signify by saying I. I. >> All those opposed meeting. Fourth in the sign is