Penn was recognized by the Indiana Association of School Principals as a Triple State Finalist for students winning the Spell Bowl, having two teams (Fine Arts and Math) win the Academic Super Bowl State Championship, and a finalist team in the Quiz Bowl.

Congratulations to all our students and coaches.

Advanced Placement English Literature and Composition

Summer Reading/Writing 2024-2025

Instructor: Mr. Coffee, mcoffee@phm.k12.in.us 

Students registered for the Advanced Placement English Literature and Composition course (0329) will receive their Summer Reading task as a shared document via email from Mr. Coffee near the end of the 2023-2024 school year. The parent email of record in Skyward will also receive that shared doc. The summer reading task will be available at the Penn High School website and through Kingsmen Nation sent from Mr. Galiher to all Penn students. 

Students enrolled in AP English Lit are typically seniors; although, it is not required that a student be a senior to participate in AP Lit. Students who believe they are improperly registered and should have received a Summer assignment should participate in the task and contact their counselors immediately in August 2024 as the school year gets under way. 

N.B. The AP English Lit Course Description published by College Board (Effective Fall 2014) indicates that students enrolling in this course “should read widely and reflect on their reading through extensive discussion, writing and rewriting . . . [and] should assume considerable responsibility for the amount of reading and writing they do” (5). Additionally, this course seeks to engage “students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work’s structure, style, and themes as well as such smaller-scale elements as the use of figurative language, imagery, symbolism, and tone” (7). – Any reading students complete this summer should be done with this in mind. 

The AP English Literature Course and Exam Description published by College Board (Effective Fall 2020) establishes that: 

Over the course of their literature studies in secondary school, and by the end of their AP English Literature and Composition class, students should have studied a variety of texts by diverse authors from a variety of time periods ranging from the English Renaissance to the present. However, students may not be prepared to read and analyze the most challenging literature from the very beginning of the course because students have not yet developed proficiency in the content and skills necessary to engage such literary works. The texts that students read should accommodate their current reading skill proficiency but also appropriately challenge them to further develop their reading skills. (117)

It is important to remember as students read this summer and through the coming year: “[T]he universal value of literary art [often] probes difficult and harsh life experiences,” and as a result: 

fair representation of issues and peoples may occasionally include controversial material. Since AP students have chosen a program that directly involves them in college-level work, the AP English Literature and Composition Exam depends on a level of maturity consistent with the age of 12th-grade students who have engaged in thoughtful analysis of literary texts. . . AP students should have the maturity, the skill and the will to seek the larger meaning through thoughtful research. Such thoughtfulness is both fair and owed to the art and to the author. (“Course Description,” 2014, 8) 

In order to truly learn, we must often be uncomfortable. College Board states: 

Issues that might, from a specific cultural viewpoint, be considered controversial, including depictions of nationalities, religions, ethnicities, dialects, gender, or class, are often represented artistically in works of literature. AP students are not expected or asked to subscribe to any one specific set of cultural or political values, but are expected to have the maturity to analyze perspectives different from their own and to question the meaning, purpose, or effect of such content within the literary work as a whole. (“Course and Exam Description,” 2020, 117). 

The texts students will read this year may contain the aforementioned mature content (students have four independent reading choices that they may select from novels or plays that have appeared as suggested titles on previous AP Exams). Our responsibility as scholars is to confront such material and understand why it is there. As I tell students from the start, any discomfort we may feel is akin to that we feel when we’re watching something with our parents, and that scene has to come on. 

*At the end of this document, please find a list of texts which we have read in this class in the past. Please note that we will not read all of the texts listed. Those listed and those assigned for summer reading represent the content a student might expect and the reading stamina an AP Lit student ought to have. 

Recall Test: Students’ summer reading grade will be determined by a multiple-choice test on all three texts and an in-class timed essay over only one of the pieces students are responsible for this summer (students will choose which selection they will write about, and they will choose the prompt to which they will respond). Assessment will not occur until September 9 (Gold)/10 (Black). This gives us an opportunity to address questions face to face regarding the reading. We encourage students to complete the reading before school begins, but there is no writing assignment due on the first day. The multiple-choice and in-class essay will be recorded as two of the first scores of the school year. In addition, the writing task will also serve as a baseline by which to measure academic growth and mastery of skills of each student.

Summer Reading Requirements:  Over the course of the summer, actively read three texts: 

• As You Like It by William Shakespeare – Please note that As You Like It will be this summer’s Notre Dame Shakespeare Festival professional production, opening August 22 and running through September 1. 
• Jane Eyre by Charlotte Bronte 
• Wide Sargasso Sea by Jean Rhys

If students have accessed this document electronically, As You Like It and Jane Eyre are the only two that legally appear in the public domain, and links to them are provided. Wide Sargasso Sea does have pdfs on-line, but I cannot share them. Regardless, I recommend hard copies for note-taking purposes. These texts will serve as reference points this year, and they may appear as a recommended title for students to write about on the AP Literature Exam in May 2025. Additionally, they represent the variety of literary challenges we will face both in class and on the AP exam in May 2025. 

In other words, if students struggle with Shakespeare, Bronte, and Rhys, they may want to reconsider their course of choice for the year. Granted, students will not be left alone with difficult texts throughout the year. If they are willing to give it the effort, we will seek ways to make meaning from our reading together (and students are not entirely alone this summer either, as I am available for students’ questions via email through the summer). Therefore, before reconsidering because of a struggle, students should remember to ask for help. 

While reading the texts, students should annotate as they read. (If students purchase a Kindle or Nook version of the text, annotations are still strongly encouraged but may be done electronically.) 

Please share this handout with parents/guardians so that they know our purposes.  If students have any questions at any time, please do not hesitate to contact me at mcoffee@phm.k12.in.us 

This is not an exercise in just jumping through hoops. There are thematic ideas that are introduced through these three pieces that will span the year. Additionally, it is crucial that students have as much literature in their toolbelt as possible in preparation for the AP Exam. The first title has appeared 5 times as a suggested title on the AP exam, the second title has appeared 21 times, and the third has appeared 6 times.

I recommend students do not wait until the last minute to begin reading these texts. Below, please find suggestions for how to focus their reading. 

Keep an eye out for the thematic motifs identified below:

• Many works of literature feature characters who accept or reject a hierarchical structure. This hierarchy may be social, economic, political, or familial, or it may apply to some other kind of structure. Be able to identify a character who responds to a hierarchy in some significant way. Then, be able to analyze how that character’s response to the hierarchy contributes to an interpretation of the work as a whole. 
• Palestinian American literary theorist and cultural critic Edward Said has written that “Exile is strangely compelling to think about but terrible to experience. It is the unhealable rift forced between a human being and a native place, between the self and its true home: its essential sadness can never be surmounted.” Yet Said has also said that exile can become “a potent, even enriching” experience. Be able to identify a character who experiences such a rift and becomes cut off from “home,” whether that home is the character’s birthplace, family, homeland, or other special place, then be prepared to analyze how the character’s experience with exile is both alienating and enriching, and how this experience illuminates an interpretation of the work as a whole. 
• Many works of literature contain a character who intentionally deceives others. The character’s dishonesty may be intended either to help or to hurt. Such a character, for example, may choose to mislead others for personal safety, to spare someone’s feelings, or to carry out a crime. Be able to select a character who deceives others. Then, prepare to analyze the motives for that character’s deception and discuss how the deception contributes to an interpretation of the work as a whole. 

Remember–when reflecting on the impact of a thematic idea on an interpretation of the work as a whole, to merely state that without that moment or action or character (just for example), the text wouldn’t be the same, one’s reader’s response would then be, “well, duh.” Also, the impact on the interpretation is not that the thematic idea merely furthers the plot. 

An interpretation of the work as a whole is its universal thematic statement. It is the overarching message about life or humanity, as stated or implied through the piece of literature. It is not a single word. For instance, Macbeth’s theme is not ambition. Rather, Macbeth’s ambition to “jump the life to come” and to “know the future in the instant” violates natural order and results in suffering far beyond what he imagined when the seed was first planted in his mind by the weird sisters. In other words, through Macbeth’s ambition, Shakespeare reveals the need to exhibit patience in the will of the universe.  

Similarly, Lord of the Flies’ theme is not savagery. Rather, Jack’s hunters’ cruelty in Lord of the Flies reveals that without parents and policemen and neighbors to keep a watchful eye, no matter how civilized we may think ourselves to be, we are not insulated from losing ourselves to temptations.

Again, if students have any questions, they should contact Mr. Coffee at the email provided above. 

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Representative texts from previous years of AP English Literature and Composition (I will sometimes read something over the summer and realize that I just have to find a way to incorporate it – James by Percival Everett and The Heroine’s Journey by Maureen Murdock):

Medea by Euripedes The Oresteia by Aeschylus

Beowulf trans. Burton Raffel Grendel by John Gardner

Hamlet by William Shakespeare Rosencrantz and Guildenstern are Dead by Tom Stoppard

Henry IV, Part One by Shakespeare “Master Harold” . . . and the boys by Athol Fugard

King Lear by Shakespeare A Thousand Acres by Jane Smiley

Macbeth by Shakespeare The Sound and the Fury by William Faulkner

A Midsummer Night’s Dream by Shakespeare Pride and Prejudice by Jane Austen

Merchant of Venice by Shakespeare Crime and Punishment by Fyodor Dostoevsky

Othello by Shakespeare The Hate U Give by Angie Thomas

Taming of the Shrew by Shakespeare Vinegar Girl by Anne Tyler

The Tempest by Shakespeare Hag-Seed by Margaret Atwood

Heart of Darkness by Joseph Conrad A Bend in the River by V.S. Naipaul

Murder in the Cathedral by T.S. Eliot Becket by Jean Anouilh 

1984 by George Orwell The Kite Runner by Khaled Hosseini

Tess of the D’urbervilles by Thomas Hardy The Secret Agent by Joseph Conrad

The Handmaid’s Tale by Margaret Atwood The Testaments by Margaret Atwood

Jane Eyre by Charlotte Bronte Wide Sargasso Sea by Jean Rhys

This week is National Teacher Appreciation Week and Penn-Harris-Madison Superintendent Dr. Jerry Thacker is making his rounds to surprise a couple of P-H-M’s best educators with some good news.

Today, Dr. Thacker with the help of Penn High School Principal Dr. Sean Galiher and Assistant Principal Jeanie Mitchell (a former PHM Teacher of the year herself), Jeremy Starkweather was taken off guard with the news that he had won P-H-M’s 2024 Secondary Teacher of the Year honor! Local TV stations were on hand to capture it all! Mr. Starkweather’s wife, Ally who is also a teacher at Penn, was told ahead of time so she could participate in the surprise. Along with the students, a big group of fellow Penn teachers and PHM District Administrators were in the classroom to congratulate him. Click to watch the video below.

Mr. and Mrs. Starkweather are both 2013 graduates of Penn High School. Mr. Starkweather attended P-H-M’s Moran Elementary School and Grissom Middle School.

Click here to see the full photo gallery below.

Jeremy Starkweather is wrapping up his 7th year of teaching at P-H-M; but including his time as a student, student-teacher, and now a teacher, he’s been at Penn for a total of 12 years! He’s even still on the Speech & Debate Team just like he was while in school, except now he’s the coach! Mr. Starkweather is everywhere; he serves as the Assistant Coach for the Boys Cross Country Team, Coaching Consultant for the Education Foundation’s Running is Elementary, and Vice President of the Penn Building Trades Board of Directors.

Mr. Starkweather’s interests have carried over from his student days into his teaching career. Along with teaching English, Mr. Starkweather also teaches Debate, and has been serving as Penn’s Speech and Debate Coach since his first year of teaching. Prior to Mr. Starkweather at the helm, the team struggled to attract student participants; now Mr. Starkweather has made it cool to be on the Speech and Debate Team! The 2023-2024 school year both teams did extremely well. The Speech Team has 20 students advancing to the national tournament this summer; and the Debate Team not only won the State Championship, but a couple of the students even broke a record previously held by Coach Starkweather when he was a student!

For the first time in Penn history, the Debate Team won a State Championship. Additionally, out of all five state championship debate categories, three Penn students came in 1st place in two categories (one team and one individual) adding two more State Titles to the list. One of those wins was a student duo in the Policy category. Policy received a traveling trophy that has been around almost a century (in existence since 1928); and the last time the trophy was in Penn High School’s possession was when Jeremy and a teammate won it back in 2013 (his senior year)! How’s that for full circle? 

Until recently, Mr. Starkweather was known for his big bushy, blonde afro. However, thanks to Jeremy’s topnotch debate coaching skills, his team captains convinced him last summer, when the team was at the national competition, that if they won the State Championship, he would allow the students to shave his head. Jeremey Starkweather is a man of his word! He didn’t just allow his students to cut his hair, he let ALL the Speech & Debate students, Speech teacher Mrs. Danielle Black, and Superintendent Dr. Jerry Thacker get in on the action. It took over an hour to cut off 9 inches of his golden locks! Now that’s showing commitment and dedication to your students! Click here to see that video and full photo gallery.

Speech and Debate has become so popular at Penn that Mr. Starkweather enlisted the help of his top students to see if they could create the same interest at the middle school level. Not only was there interest, there’s now Debate teams at all three middle schools with over 80 students. The past few summers Jeremy has also been offering Summer Debate Camp.

What is Mr. Starkweather’s secret to creating such an interest for Speech & Debate? It could be that he has the best and rowdiest student club floats in Penn’s Homecoming parade; but it’s also because he quite simply cares about his students and they know it. There’s no “debating” it!

During the week of May 6 along with surprising the Teacher of the Year winners, Dr. Thacker will also surprise the honoree of Classified Employee of the Year. Monday, May 6 Dr. Thacker surprised 3rd grade Northpoint teacher Nichol Mondy with the news that she was the district’s Elementary Teacher of the Year. All winners will be officially recognized at P-H-M’s Employee Recognition & Retiree Dinner on Wednesday, May 22nd. Along with a plaque, the two Teachers of the Year will also receive a grant from the P-H-M Education Foundation to use in their classroom. Both TOY winners will go on to compete for Indiana’s Teacher of the Year, which will be announced in early Fall 2024 by the IDOE.

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This morning P-H-M School Board of Trustees members, Superintendent Dr. Jerry Thacker, and P-H-M administrators were joined by representatives from R. Yoder Construction Inc., and Fanney Howey for the groundbreaking of Penn High School’s new 80,000 square foot Fieldhouse. 

Click here to watch the video animation of the features that will be included.

Click here to view a brochure with more details about what the new facility will include.

The new athletic and academic facility will be off McKinley Highway, less than a 10-minute walk from Penn High School for students who will primarily be utilizing the resources after school. This extension of Penn’s campus will be situated in the area between the new Culvers Restaurant and the Penn Fire Station. Penn-Harris-Madison already owned this property.

The groundbreaking took place on site where the clearing of trees had already begun. Construction is anticipated to be completed for the start of the 2025-26 school year. Click to see the full gallery from the groundbreaking below.

This project is years in the making. The need for expanded indoor space to better accommodate student extracurricular and co-curricular activities of Penn’s some 3,400 students was identified in the 2022 P-H-M District Master Facilities Plan. 

This investment for our students will NOT raise taxes for P-H-M residents. The administration and Board of School Trustees are committed to fiscal responsibility and the corporation is in excellent financial health. In fact, P-H-M has the lowest tax rate in St. Joseph County, along with delivering academic excellence for our students. 

Overall, the project will cost $15,926,745. A breakdown of the costs and bids can be found on the P-H-M website (click here to see).

On March 25, 2024, the Board of School Trustees voted to award the construction contract to R. Yoder Construction Inc. (Nappanee). This project is designed by Architect Mike Schipp of Fanning Howey and engineered by P-H-M parent Troy Madlem of Magnus Engineering. Fanning Howey has partnered with P-H-M on projects providing architectural and engineering services for over 40 years.

The multi-use facility will include practice and performance areas for Track and Field, Basketball, Volleyball, Baseball, Softball, Golf, Tennis, Wrestling, Dance, Cheer, Robotics, Marching Band and Color Guard, along with classrooms, a training room, locker and dressing rooms, student commons, and concessions. The Fieldhouse can also accommodate Physical Education classes, intramural sports, as well as PHM youth camps and athletic feeder organizations. For those family and community members wishing to watch athletic or other types of activities, bleacher seating will accommodate more than 800 people with plenty of event parking.

Below are listed those who were in attendance and participated in today’s event (Tuesday, May 7, 2024):

• Dr. Jerry Thacker, Superintendent of Schools, Penn-Harris-Madison School Corporation
• Dr. Aaron Leniski, Chief Operating Officer, Penn-Harris-Madison School Corporation
• P-H-M Board of School Trustees Members
• Dr. Heather Short, Assistant Superintendent of Instruction
• Dr. Tom Keeley, Executive Director of Business Services
• Joe Winters, Director of Facilities,  Penn-Harris-Madison School Corporation
• Dr. Sean Galiher, Principal, Penn High School
• Jeff Hart, Athletic Director, Penn High School
• Nate Yoder, Director of Business Development, R. Yoder Construction Inc.
• John Emmons, Senior Project Manager, R. Yoder Construction Inc.
• Mike Schipp, Principal Project Manager, Fanning Howey
• Ed Sawa – Construction Administrator, Principal 
  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  
  

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South Bend Regional Chamber announced Wednesday, April 10, 2024 their 2024 “Forty under 40” class and for the 12th time in 17 years, P-H-M teachers or staff members have made the list! This year’s honorees are Betsy Alwine, Dyslexia Specialist for all Penn-Harris-Madison schools, and Andrew Nemeth, Director of Choirs at Penn High School.

Michiana Forty under 40 is a distinguished initiative that highlights the achievements of 40 outstanding young adults who, despite being under the age of 40, have demonstrated exceptional leadership, excellence in their respective careers, and a commitment to community service. The program aims to recognize and celebrate the contributions of these individuals who not only excel in their professional endeavors but also make significant efforts to give back to and positively impact their communities.

Andrew Nemeth is the Director of Choirs for Penn High School, a position he’s held since 2015.

Penn Choirs have been consistently been award Gold ratings in Choral performance and music literacy. Penn’s Choirs were state finalists at ISSMA last year, for the first time in more than 20 years. This year Penn had 13 students, nine soloists and the Robertson Barbershop Ensemble with four students, competed in ISSMA; students won five Gold; four Gold with Distinction; and one Silver.

Mr. Nemeth works as Chorus Master regularly for the South Bend Youth Symphony Orchestra and sings as Tenor section leader with South Bend Chamber Singers, as well as serving on their Board. He’s also Penn’s Vocal Music Director of the school spring musical for past 12 years.

Mr. Nemeth sees value in various student performance experiences. He’s taken Penn choirs on several performance trips to places like Ireland, Hawaii, New York, Disney World, just to name a few. Mr. Nemeth in the importance of giving back to the community. He regularly takes his Pen choir groups to perform at nursing homes/assisted living facilities. Personally, he’s very involved with his church, Holy Family Catholic Church in South Bend volunteering and serving as Music Director.

Students feel welcome in Mr. Nemeth’s choir room, and he is continually striving for “the next level” of choir performance. Mr. Nemeth is a lifelong learner, and he is open to changing the paradigm for choral performance at Penn after he learns about what the top high school choirs in the state and nation are doing. One of his best attributes is his gift of collaboration that often translates into once in a lifetime opportunities for his choir students.

He has collaborated with the University of Notre Dame, world-renowned symphony conductors, and teaches his students the importance of knowing the composers of their pieces. He has created opportunities for his students to meet the composers of the music they are performing. He also enjoys collaborating with other P-H-M music programs. To raise awareness of the Fine Arts options at Penn High School, he the choirs on performance tours to P-H-M’s 11 elementary schools and three middle schools. These concerts get younger students interested in taking Fine Arts classes like choir when they get to Penn High school.

Betsy Alwine has shown incredible dedication and enthusiasm for Penn-Harris-Madison students and teachers since the moment she began teaching in P-H-M as a Reading Specialist at Walt Disney Elementary School during the 2021-2022 school year. Prior to that time, Betsy taught within in Elkhart County for more than a decade. Mrs. Alwine served as a reading specialist at P-H-M’s Walt Disney Elementary School for one year, before being for a leadership role as P-H-M’s Dyslexia Specialist for all 15 schools. 

In this role, Mrs. Alwine coordinates early screening and assessment for students who show academic risk, develops and oversees programming for students who are not yet proficient in reading, and assists in leading professional development for hundreds of P-H-M teachers in the area of research-based reading instruction. Betsy’s involvement as a LETRS (Language Essentials for Teachers of Reading and Spelling) facilitator has recently taken heightened importance, as Betsy successfully co-wrote competitive grant, which resulted in the Indiana Department of Education awarding P-H-M more than $450,000 to train and certify teachers in the LETRS program! With these funds, all of P-H-M’s K – 3^rd grade teachers along with special education teachers, ENL teachers, and reading specialists will be trained in LETRS! With this important professional development platform in place, P-H-M is aggressively pursuing the Indiana Department of Education goal of 95% of all third grade students passing the IREAD-3 assessment.

Beyond her role in supporting excellent instruction in foundational reading skills across our eleven elementary schools, Mrs. Alwine plays a pivotal role in leading our Teacher Leadership Teams initiative.

This fall brought another opportunity, which highlighted Mrs. Alwine’s talents, as she served in the role of Acting Principal at Elm Road Elementary for 12 weeks. During this time, Betsy led teachers through comprehensive assessment cycles that resulted in gains in student achievement.  She also took the opportunity to enhance student voice, by creating a 5th grade “student coalition”. The student group met with Mrs. Alwine to share their input for improvements the school could make to enhance the students’ overall experience. Betsy has continually used every opportunity to improve others around her, and to impact our P-H-M students.

2024 marks the recognition of the program’s 18th class! The program is brought to you by the South Bend Regional Chamber, Young Professionals Network South Bend, in collaboration with program sponsors Community Foundation of Elkhart County, First State Bank and the Mendoza College of Business at Notre Dame, along with chambers of commerce in the Michiana region.

Penn-Harris-Madison School Corporation was named among the 2024’s Best Communities for Music Education (​BCME) in the country by the National Association of Music Merchants (NAMM) Foundation for the 11^th year in a row! P-H-M is among only 17 Indiana school districts, out of about 300, that made the list.

Now in its 25th year, the 2024 Best Communities for Music Education program has recognized 583 school districts and 135 schools across the country for the outstanding efforts by teachers, administrators, parents, students, and community leaders and their support for music education as part of a well-rounded education for all children. This recognition celebrates and recognizes K-12 music teachers in school districts who found creative ways for the “show to carry on” despite schools moving online or to in-person settings where masks were required not only for student musicians and instruments.

In P-H-M elementary schools, music class is part of the regular curriculum following state standards. Students are instructed in both vocal and instrument classes. Beginning in 6th grade, P-H-M students at our three middle schools (Discovery, Schmucker and Grissom) have the opportunity to choose choir, orchestra or band as their music elective. Students at Discovery also have the option of choosing Piano Lab. Schools from elementary all the way up to Penn High School also perform musicals.

Penn High School offers the Fine Arts & Communication Academy as part of its unique academy structure. The seven academy design provides Penn students with relevant and meaningful coursework taught in smaller, supportive environments where each student is known well by his teacher and peers. Nearly a third of Penn’s total 3,500 students are enrolled in the Fine Arts Academy with the majority being involved with music programs, either Choir, Orchestra, Band or another music program.

To qualify for the Best Communities designation, P-H-M answered detailed questions about funding, graduation requirements, music class participation, instruction time, facilities, support for the music program, and community music-making programs. Responses were verified with school officials and reviewed by The Music Research Institute at the University of Kansas. Research into music education continues to demonstrate educational/cognitive and social skill benefits for children who make music.

In a series of landmark studies by scientists and researchers at Northwestern University a link was found between students in community music programs and life-long academic success, including higher high school graduation rates and college attendance. In another study from the University, it was discovered that the benefits of early exposure to music education improves how the brain processes and assimilates sounds, a trait that lasts well into adulthood. Beyond the Northwestern research, other studies have indicated that music education lays the foundation for individual excellence in group settings, creative problem solving and flexibility in work situations, as well learning how to give and receive constructive criticism to excel.

A group of six Penn students, members of the 8-member Team 12014/The FireWires will be competing in  the FIRST Tech Challenge (FTC) in Houston April 17-20. FireWires is a community based team through GEARS.

Click here to read an article that ran in the South Bend Tribune on March 31, 2024.

The FireWires Team is the Indiana State FTC champions and has qualified for the World Championship. At the time of this posting, the team was ranked 11th in the world! Penn Junior Nate Baker won the Dean’s List Award.

FireWires was also very instrumental in the passage of House Bill 1382 that passed the General Assembly on April 24, 2023. The bill provides grant funding that school-based eligible teams can apply for. Eligible schools include public, charter and state-accredited nonpublic schools. 

During this year’s General Assembly, the passage of House Bill 1233 amended the definition of “eligible school” to include community-based robotics competition teams like FireWires. HB 1233 takes effect July 1, 2024.

Team 12014/The FireWires is coached by P-H-M Corporate Web Designer Rich Lester.

We’re happy to introduce PHM bus driver Tim Tretheway, as the Culver’s Bus Driver of the Month for March 2024!

Tim drives for Prairie Vista Elementary School and Penn High School.

Transportation consistently receives compliments about Tim from coaches, teachers, and other leaders regarding trip efficiency and his willingness to help!

The surprise took place at Prairie Vista on March 27, 2024 as he waited for her students to board for afternoon pick-up. Some of his elementary student riders were in on the surprise.

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Thank you Culver’s and and the P-H-M Education Foundation for being valued partners to make this award possible!  If you would like to nominate your student’s bus driver, click here to fill out the nomination form.

At the Monday, March 25, 2024 Board Meeting, the P-H-M Board of School Trustees voted to award the contract to construct Penn High School’s new Fieldhouse.

This investment for our students will NOT raise taxes for the residents of P-H-M. The administration and board are committed to fiscal responsibility and we are in excellent financial health. P-H-M has the lowest tax rate in St. Joseph County while being dedicated to delivering the highest academic outcomes. 

Construction will begin immediately with anticipated substantial completion for the start of the 2025-26 school year. 

This project, designed by Architect Mike Schipp of Fanning Howey and engineered by P-H-M parent Troy Madlem of Magnus Engineering utilizes the most economical building methods to provide a great value for the investment in this 80,000 square-foot facility.

Watch the video animation above or click here. Here are some of the features that will be included:

• 6-lane indoor 200m track and enough space to support indoor field events like pole vault, long jump, high jump, and shot put
• dropdown activity nets that will allow for baseball, softball, and golf to practice hitting
• two traditional wood courts and two multi-purpose floored courts to support basketball, volleyball, dance, tennis, the winter guard, and so much more! School dances, community gatherings, youth sports, robotics, and the marching band will utilize this great facility.
• When completed it will have four (4) locker rooms, two (2) classrooms, an athletic training room, bleacher seating for over 800 people, storage to support housing equipment for our programming needs, an observation hallway servicing the second floor, a security office, concession stand, and event parking!

The construction will not impact the daily operations of Penn High School. Construction of the new fieldhouse will take place off of McKinley in the area between the new Culvers Restaurant and the Penn Fire Station.

This new facility will increase the amount of active learning space available before, during, and after the school day for academic programming and most importantly increase the total amount of space for all students to participate in extracurricular, co-curricular, and intramural offerings. MORE SPACE = MORE OPPORTUNITY. Research shows that increasing student opportunities and participation increases student achievement and academic success. 

The administration, in collaboration with Mr. Mike Schipp, Project Manager/Principal with Fanning Howey, recommends awarding a contract to construct the Penn High School Field House to the lowest and most responsive bidder, R. Yoder Construction Inc. of Nappanee for a base bid of $14,741,535.00 and Alternates no. 1, no. 3, no. 4., no. 6, and no. 8 for a total award of $15,926,745.00. 

Base Bid: $ 14,741,535.00

• Alt. #1: South Parking Lot $ 200,891.00
• Alt. #3: Decorative Resinous Flooring at Locker Rooms & Restrooms $ 56,000.00
• Alt. #4: Operable Wall $ 31,887.00
• Alt. #6: Interior Metal Liner Panel at Fieldhouse $ 51,744.00
• Alt. #8: Unit C – Support Addition of 4,700 SF $ 844,688.00

Total Contract Amount $ 15,926,745.00

A letter of recommendation from Fanning Howey and the bid tab sheet from the five (5) local bidders is found here.

Here are links to past public presentations:

• 7.24.23 Video Link & Presentation link: School Board Meeting
• 8.7.23 Video Link & Presentation link: School Board Meeting
• 8.21.23 Video Link & Presentation Link: School Board Meeting
• 9.6.23 Presentation Link: P-H-M Forum September 6th, 2023
• 3.25.24 Video Link & Presentation Link:  School Board Meeting