[Music] The meeting is now called to order. Roll call. Mr. Shapiro. >> All board members are present. >> Thank you. Please stand for the pledge of allegiance. I aliance to the flag of the United
States of America and to the republic for it stands one nation under God indivisible and justice for all. Next I'm going to read our CCS mission statement as we do at the beginning of
every board meeting. Caramel Clay Schools will provide opportunities for all students to realize their potential in an everchanging world. First up today for our presentation, we have we're going to recognize our National Merit Semi-finalist, Dr.
Ferris. All right. Good evening. What a great day to be a Greyhound. Dr. Ostrike. Members of the board, it is great pleasure and pride we are here to present the Carmel High School class of 2026 National Merit Semi- Finalist to
you. Each year, over 1.5 million juniors take the preliminary SAT, which qualifies them for consideration in the National Merit Scholarship Program. Of these 1.5 million students, less than 1%
less than 1% are recognized as National Merit semi-finalists as a result of their score on their PSAT. Once named a semi- finalist, these students are invited to apply for finalist status and compete for one of
$2,500 scholarships worth $2500 each. Semi- finalists who earn finalist status are also considered for corporate scholarships and merit scholarships at their chosen colleges and universities. I am ecstatic to present and tell you
that Carmel High School has 52 current seniors that have been named national merit semi finalist. During the month of September, these 52 seniors along with their CHS counselors work to complete the application for
finalist consideration. This extensive application provided more and in-depth information about these very talented and multiaceted students, including academic and extracurricular accomplishments, a student essay, and a
counselor letter. These seniors will learn of their status as a finalist in late January and whether they have been awarded scholarships throughout the spring semester. At this time, I would like to invite Melinda Stefen, who I'll just add, phenomenal, phenomenal staff
member at Carmel High School. Wonderful resource, does so much behind the scenes for uh this event, other events, and for our kids. And I attest to that, not only as your principal, but as a father as well. She's phenomenal. And Melinda is going to share and present the class of
2026 Carmel High School National Merit Semi- Finalists. Melinda. Thank you, Dr. Ferris. Yeah, every year it's I think it's my 13th year that I have um shephered our National Merit semi-finalists through this process and every year I'm just I I I never cease to
be amazed. You guys are amazing students um that do amazing things and um I do look at your applications to make sure everything looks good and ready to send before they're submitted and wow. Um so Dr. O and school board members um please
allow me to present our 52 National Merit semi- finalist to you. I will call your name and you will come shake hands, get your certificate and we're going to do the caramel clap right after you hear the name. All right. And then don't go
anywhere because you're going to stay up front, find a a space around the uh the semicircle there, and then Miss Bower is going to help um navigate photographs at the end. All right. All right. So again, I present to you our National Merit
semi-finalist, Latch Agarwal. We'll get it. Cheyen Amin Lucas Biller. [Applause] Luke Boyce, Jackie. Hi,
Daniel Craft, Evelyn Cunningham, Benjamin Dilva, Miller Dutton, Jessica Flowers, Nina Godbull, Arya Goyle, Sophie Grchen, Gerald Han,
Anelise Hildebrand, Cardia Wong, Kate Jentz, Anchor Capeshwar, Elijah Kim Ria Koya, Georgia Crabble, Alan Lie, Brandon Lee,
Ava Leo, Jackson Miller, Sean Malloy Mera Nutaki, Isaac Parin, Sarah Pike, Angeli Prasad, Samuel Pew, Alan Chin,
Disha Rupesh, Mukand Sagi, Allison Shen Maline Sparks, Ka Starino, Kaho Suzuki, Zoya Sed [Applause] Rafan Tazwear,
Lillian Tenan House, Ivy Wei, Olivia Wajaya, Yunway Shia, Derek Yang, Hillary Yang, Raymond Yang, Jasmine Zong,
Erica Zhao, Kywin Jiang, Rachel Joe and Taylor. Please join me in congratulating our National Merit semi- finalist. It's my picture. Don't worry about
or no, right? All right. And let's give our National Merit semi finalists one final round of applause. >> Congratulations.
Thank you. >> Before you all go, before you all go, real quick, before you all go. All right, I need my violinist to come back up to the front here. Thank you very much. Right up here to the front.
See, I know you're an orchestra. Um, students, let's give your parents and family a round of applause for all of their support of you and all everything they do for you each and every day. Congratulations, parents.
All right. Uh, President Koke, is it all right at this time if we take a small break, um, students, while you're welcome to, uh, stay with us throughout the rest of the board meeting, I imagine, uh, that this prestigious group in front of us may want to get home and
do a little studying tonight. So, we'll take a final break. And thank you again. Congratulations, [Applause] I can't believe no one wants to stay. >> Like, I mean, come on.
Yeah, Stacy, Jeff, and Jim, they're the die hards. >> I know you can't wait. Next up, we typically have public comment, but no one is signed up this evening, so we don't get to do the bingo balls or anything. So, after that, we
have our consent portion of our agenda. And the consent items tonight include the personnel report, the hiring of Amy Clark as a special ed resource IIIA, claims, payroll, gift applications, and the minutes for the September 8th, 2025
workshop session, the September 23rd, 2025 regular session, and the October 3rd, 2025 special session schoolboard meetings. And to remind the audience, this consent part, we lump a lot of our business items together so that we can
consider them in one motion just pretty much for efficiency of time. Um, but we as a board do have access to all of the information um ahead of time to see um again what are the personnel reports, the the different hiring claims, payroll, and gift applications. Do I
have a motion to approve the items on the consent agenda? Madame President, I move to approve items 4.2 through 4.9 as a group on the consent agenda. >> Thank you. Do I have a second? >> Second.
>> Thank you, John. Any discussion on these consent items? >> Um, Madame President, I just wanted to note that we are moving our meetings to Wednesdays starting next year. So, just wanted to highlight that for the public. >> And I believe we will be discussing that a little bit later on today. So, we can
Sorry. No, that's okay. That's No, you're perfectly fine. It's the more we can say it, I think that. Well, yeah, now the cat's out of the bag. But we will be discussing that a little bit later. Um, seeing that there's no discussion, we'll take a vote. All those in favor signify by saying I. >> I.
>> I. Motion carries. Uh, next up are our action items. and we are going to uh first talk about our 2026 budgets, capital project plan and bus replacement plan. Mr. Mcichael, >> thank you. Um um these budgets and plans
were first presented to the board on September the 8th. Um after that u we advertised and held a public hearing to give opportunity for public comment on the 14th of October. This is the third and final step for the board to approve
the budget. Once it's approved by you, um then it goes to the state for the DLGF to approve it. And ultimately they have to approve it, which they they will um simply because as long as you aren't trying to spend money you don't have, it's not a problem. But um um and and
then they will they'll make that approval prior to January 1 when it becomes effective. So that's Thank you. May I have a motion to approve the adoption of action item 5.1, which is the 2026 budgets, capital
projects, and bus replacement plan. >> Madame President, I move to adopt the 2026 budgets, capital projects plan, and bus replacement, please. >> Thank you. May I have a second? Thank you, Greg. And now, any discussion? And so again, the motion on
the table is action item 5.1, the 2026 budgets, capital projects and bus replacement plan. Any discussion? >> Go ahead. Couple of clarifying questions. I know I had shared a couple of these before, but
I just want to make sure, Roger, that talk about these out loud so folks in the community get to hear this as well. Um, can you share a little bit about the increases from an expense on the safety
referendum and the operations fund and what what appears to be let me let me clarify that question. What appears to be uh increase in expense from 25 to 26 um in both safety referendum and in the operations fund. I have other questions. So I'm going to go
>> yeah as you know we answered those questions. I'm not I'm not completely remembering what the answer was, but near as I remember is that in the safety referendum, I know there was a comparison of like SRO officers for example. And so when you one of the
challenges is when you compare the current year budget to the next year's budget. Um it's not that the cost went down, it's that most likely the 25 budget was understated. uh particularly on something like that where um the police officers may not
have received a rate their raise at the time or we may have underestimated what it was going to be. So there's things like that can happen. The other possibility is is that oftentimes there's coding changes some of which usually they're required by the state they make a decision to to change the
coding. So you can see things um that it was zero last this year and then it's the number next year now in 26 because of the curricular materials now coming out of the education fund uh as
opposed to a separate fund. Um that's essentially a new expense that we didn't know about when we built the 25 budget. And so that's an example to where now there's an going to be an expense there and it's a significant expense. It's about two and a half million dollars a year or at least that's what we receive
and the amount varies. And so those are the kinds of things that can cause um to to give you the right maybe the wrong impression as to whether there's an increase or a decrease. It's probably I generally compare the
the year prior to where you're comparing actual to a budget. You have some of those same problems. But sometimes if you see actual, you know, and even actual um with actual it's actually what you wrote checks for. So you could be paying
something in that year that was carried over from December. Um and and whereas with the budget, when we come get to December, it's like outstanding checks. We have purchase orders. We have encumbrances out there, but they're not going to show up as an expense until the
following year, even though they were charged currently. >> Great. Thank you. I know, as you mentioned, we had talked about some of this previously, but if people were to go online Yes. >> and look at the budget, it may not make sense, and so I want to make sure it's clear
>> as to why things may look that way. The other um thing I think it's important um that I I'd love for you to comment on is obviously there's been a lot of conversation and there continues to be around SEA1 um and the impact that that is having on budgets and in fact just in
the last week or so some of our neighboring school districts are talking about the impact that it's having uh on budgets and cash flow and things like that and I know we've begun to have some of those conversations but if you can help make sure we and and our community
understand how we plan to start to address those things because again that we know it's coming. Um, but you can look at our budget and see that things look a little bit different, but it they don't look a whole lot different. And so, if you could help shed some light on that, I think
>> I can and I would comment on the state formula um, which is larger than the Senate Bill one as far depending on which fund you're talking about. But first, with the state formula, um, u state revenue comes from primarily sales
tax. So that was increased from six to 7% in 2009 or 10 uh when the state said they're going to start funding education meaning the education fund. And so the problem was is in 2010 we
requested approval for our first referendum because even in the first very first year it was inadequate funding to even come close to maintaining the program. In fact, we went six years after that with less dollars per kid than we had before that
change occurred. Um, since then and especially this last session, um, the estimate that I saw was voucher program um, is about $670 million. So, if we just million kids in in Indiana roughly.
So if you take our share of that, you're looking at between that and the free textbooks, you're looking at about 1213 million. I'm in favor of free textbooks. I just like to have the money to pay for them. And so so first there's that. Um
and so the the state formula continues and now is even more so inadequate to fund, you know, the program that we have in Caramel and based on our community is what they say they want. With regard to Senate Bill One,
um going forward, we we've typically talked about tax rate and we know that um because it's a level tax rate doesn't mean that the amount of money we get is the same because until now um the a the assessed value,
the tax rate was fixed, but the AB would go up. um typically with the value and we talk about your household but you know there's also businesses and so forth which is where you know large monies come from but but all of that incre appreciates and uh thus it
provided a natural kind of increase and most of the time for caramel that was about 4% and when we were growing is a little bit more because you kept adding value to the you know as growth occurred um but um that's now changed with Senate
Bill one there's several things, but two of the major things are is there's a every taxpayer will get a $300 credit and um which means at whatever your tax bill is, it'll be minus $300. And so for Caramel, to put that in perspective,
that's a that's a $3 million loss. So credit to the taxpayer is a loss to the government unit. And um um in addition to that, the um you're taxed on on net assessed value. So, usually you're thinking about I've got market
value and I get this deduction, that deduction. But these aren't that that um um that $300 is is a it's just write off. It's not it's not not just a deduction. And so now um the projection
for the next six years is that the assessed the net assessed value in spite of the fact that it assumes that your house value will go up, the net assessed value will go down about 5% a year. And so um if you're used to if
you've been getting three or 4% and and if you keep the same tax rate, you're going to get 5% less. That's a nine nine or 10% swing. So that's kind of the issue and everybody's talking about it certainly if you're in the business at all and you you've read from schools and
cities and you know it's not just schools. Um but it's a major issue and I'm sure it'll be discussed uh in the next legislative session. So in the meantime um you know like well I mean
we have a slight deficit. I say slight as compared to others that I've seen which ours looks pretty good but but um but we have to address it whether it's you know big or low and um and we certainly intend to um and what what
we're planning on doing is within uh the next couple weeks or so to put a group of us together several of us would be sitting here at the table um as well as other input and um by March
um we we need to be prepared to make recommendations to the school board because we can you know study all this but you know you have you have to vote and so so and I say March because um you'll need a little time to think
about it as well and then but if there's cuts to be made in certified staff um a teacher for example their contract renews if you don't nonrenew it by May And so I think he might go to July, but
in fairness he'd give him a certain amount of notice. So So that's kind of the time frame between very soon and and through the kind of through that process by by um by March.
Um and the two major things will be because it's you know it's big numbers but it's kind of basic math and that is we either have to make meaningful significant cuts which is meaningful significant less services to children
or we have to get more money or both uh can be certainly a combination and so which is why we have a have a referendum because we didn't have enough money haven't had for the last you since 2010. So that that's the kind of the topic of
discussion. But as you could imagine um if you ask somebody what do you think we could cut you as 10 people there'd be 10 different answers. And um so anyhow that that's the process that we plan to get through.
Thank you. That's certainly very helpful for me and I again want to make sure people understand sort of what the the runway is that we're operating within that should this budget pass tonight, right? That then over the next few weeks, the administration is going to
start to do some work and bring recommendations back to the board early spring for us then to consider how do we then address a deficit with what may be a combination of strategies. So great. Thank you. Those are my
questions for him. >> Yeah, certainly we have some challenges. You asked answered some of my questions, so I appreciate that. Um, you know, when I was looking at the the budgets, you know, at kind of a macro level between the different funds from last year's presentation to this year's
presentation, they're they're all up. You know, we're planning to spend more money uh in all those categories of different funds and it in total it's about 6%. So we we are growing the cost and certainly I'm glad to hear that uh
by March we'll be seeing you where we're going to be where our options are to to to roll back. We do you know you you alluded to there's two pressure points with revenues. There's the assessed values sea1 and also enrollment and we've seen
enrollment down about a couple hundred versus up to a couple hundred in the last year and um we're we're seeing uh kindergarten group particularly is down compared to the other groups. So we have to look at
that as being uh a leading indicator and we need to make sure that we look uh not just where we are now with the funding but you know longer and uh we we'll need to look at you know schools and what what can we do
to get some big chunks. I think if we look at at at small amounts, it's it's not it runs the risk of not adding up. And we we talked about this earlier meetings and I think like what John said, I'm trying to bring up some of the things we've talked about. Um we
we are planning to spend uh deficit or do deficit spending, right? Be reducing our cash that that we've been working on that you've been working on particularly the last few years that I'm I've been on the board. And uh we talked about this
where uh we'll be spending by my calculations about six a little over six million. That sound about right. I've seen depending how I look at it, but there there was a presentation. >> Not sure what your six million is referring to. >> Yeah, six million overall cash reduction from beginning balance to ending
balance. When I was looking at the two budget uh or the last budget presentation, it had you know cash accounts. >> It did. Yes. And I if I could interject one is is that would that comparison will mislead you and so will the 6%
increase. We've not increased expenses 6%. Uh we have but there's been some corresponding revenue. For example u my comment earlier about the curriculum materials and the textbook and so forth. That's $2.5 million
increased expense but there's also money coming from the state. So we also have increased revenue. So, so our expenses aren't 6%. Um, and then secondly, um, you're correct that there was the cash,
but the the first cash balance that you're referring to on the budget had gone up and then now it's coming back down, which can happen as well. Uh, in part because again, this year, um, we ordered $1.5 million worth of textbooks.
I'm sorry, we closed out a textbook fund at the requirement of the state. That was 1.5 million. Then we ordered 1.3 million of textbooks and we'll start getting money. We have started getting money from the state for the books that we
ordered. Uh but it comes 12th. It started in July and we'll so by December we've only got half of it but we bought the books for the whole year if you can follow that. So so there's those are a couple complications. The budget's a little more complicated than that, but
but uh but I point those out as as being understandable. And so just have to be careful as to how you compare. Um whatever you look at though, um the money's is is tight and it's getting it's going to get worse. Um in the kindergarten enrollment, it's
kindergarten enrollment's been down since 2012, I think. Um so that's not a new thing. Um but we've had increas either increased enrollment or or as the larger classes go through our our net enrollment was either stable or slightly
grow grew a little bit. Um but that'll change too over time which we which we uh either we know or you know our grapher at least projected that So, um, how do you how do you see yourself
approaching the restructuring the cost basis? Do you any any more thoughts on that? You >> I I have my own thoughts, but I want to make it clear they're just mine and I don't get a vote and I'm not your superintendent. So, but I don't mind sharing with you
that um in my from my perspective, the state legislature and a governor decided that taxes needed to be lowered and in a community that's approved raising their taxes at about a 70% approval rating. Um, I don't think that's something a
majority of our voters at least uh I don't I know they didn't ask for it and I'm not sure they would have that, you know, that that they would have even considered lowering it. So, my two cents were I I would I would like to see if
they considered kind of giving back what they otherwise saved because that's when the issue started. And so secondly, I think if you make um if we make major cuts, then what and I've seen this more
than once, but you make major cuts, then somebody has to decide what's the lowest priority. What are you going to cut? And you can spend a year arguing about that. Um and I don't think we're doing anything that's not worthwhile. If I did, I wouldn't be doing or I'd be recommending we stop doing it. I
certainly don't know everything about curriculum and all that, but but but I've been places that aren't that efficient. Um, so I'm not saying that's doesn't happen in bureaucracies because it um but I think we have to be very careful of reacting um to statutes that
are enacted by and by well-meaning people, but honestly, I don't they don't necessarily know what what the outcome's going to be. They're going to hear about it next session, I'm sure. Um, so I think we have to be very careful about um, cutting back and you you've just
read some things in the current and so forth here recently where um, and most of the conversations you know I'm in with my peers. It's like well you know we're not going to give a raise or we're going to cut staff. were going to cut even cut salaries and and you can under
the newer laws you can you can reduce salary it's not a raise you can actually reduce their salary if you're in deficit financing and they really can't do anything about it um I don't happen to think that's what we ought to do so but again I don't vote so but that's the
kind of conversation we'll have um and it's good it will be good conversation to have and in spite of what I said Whenever there's a difficult situation, you usually you find something that you get a little better. You know, think
about automobiles and efficiency and houses and insulation when you know when fuel prices went up. Um things just got a little better. And so there there is that tendency. Um but I'm not talking about millions of
dollars better. I don't know of anything that I'd put on the table that um that I would say because again it the conversation tends to focus on money but what you're really talking about is kids.
So we're all here for the kids until we aren't. Do you think we'll have these uh conversations on regular board meetings kind of like ongoing through the next few months or >> I was assuming suggesting that we would have a superintendent committee of sorts
that would um people that have insight you know elementary middle school and high school principles for example or somebody from the school perspective um some of you know Dr. Dudley and Dr.
Um certainly Dr. Orike um so we would I think we would start there and and kind of make our best effort and at some point if the superintendent feels like he's he's ready to present you something then I believe that's what
would happen. Um it would be unfair in my opinion to ask you guys what do you think we ought to cut. So um and might be a little dangerous too, but um um so that you know as we
always do I think you know we'll do our best to give you the best advice we have. >> Thank you. >> Thank you, Madam President. Um I just made wanted to make a a comment and a
thank you to Mr. Mcichael, um you went through a lot of the reasons why this deficit spending isn't as bad in Carmel as it is um in some of our surrounding districts and other places in Indiana. I
I think one of the other reasons it's not as bad as it could have been is some of the very responsible and fiscally conservative decisions and recommendations that you've made through the years and this board has made. my predecessors
have made um over the years. I I just thank you for that. Um that it's not worse. Um but as we've all said, it it's coming. We can't get blood out of a turnup. Um but uh I look forward Well, I
don't really look forward to it, but I I appreciate the openness and the transparency about what is ahead. and I know that you will do your best to still make the painful recommendations in the
best interests of of our kids and try to make it as least painful as we can. So, I appreciate that very much. >> Great. Thank you everybody. Thank you for answering all our questions. Uh we'll now take a vote on this. So again, I'm going to circle back to um this is
action item 5.1, which is the 2026 budgets, capital projects, and bus replacement plan. All in favor of approve of approving action item 5.1 signify by saying I. >> I. >> I. Motion carries.
Our next action item is action item 5.2 and this is a resolution to transfer from the education fund to the operations fund. Mr. Mcichael. >> Yes. Um when the education fund replaced the essentially replaced the general fund um it was the education fund is
much more narrow in terms of what's allowable expenses. So um this $18 million includes such things as as custodians, utilities, those are a couple big ones about that's about 12 million right there. um that had to be moved to the operations fund and of
course uh but the state contin did continue and they're still continuing to send all the money the same as they did for the general fund. So the routine is in order to have money to pay for those expenses, you got to have the the money needs to follow the expense and that's
what this is doing. >> Thank you. May I have a motion to approve action item 5.2 two, which is again the resolution to transfer from the education fund to the operations fund. >> I move to approve the resolution uh to transfer from the education fund to the
operations. >> Thank you. May I have a second? >> Second. >> Thank you. Any discussion? >> That this is a similar number to last year and it's been we've been doing this for the last I don't know three or four years. This is a very so it's a very routine.
>> It is routine. Yes, >> thank you. Uh let's take a vote now. Again, this is um we're considering action item 5.2, resolution to transfer from the education fund to the operations fund. If you are in favor, signify by saying I. >> I.
>> I. Motion carries. Next, we're going to move on to action item 5.3, which this is the 2026 2027 program of study changes. Dr. Dudley, >> thank you. So, um, last board meeting I brought to you the, um, proposed changes
for the program of studies at Carmel High School and shared with you how that those proposed changes support our strategic plan. And so, this evening, I am bringing this as a recommendation for the board to vote on those changes. Thank you. May I have a motion to
approve the 2026 20227 program of study changes? >> Madame President, I move to approve the program study changes for the 2026 20227 school year. >> Thank you. May I have a second? >> I'll second that motion.
>> Thank you. Any discussion? Okay, we'll take a vote. And again, this is on um item 5.3, the 2026 2027 program of study changes. Signify by saying I if you're in favor. >> I >> I motion carries. >> Thank you.
>> And next up, we move on from our action. We have a couple change orders instead of action items. Um and so in order to just move things along, I'm going to ask to see if we can get a motion to approve the change orders as a group. And again, as we have been doing, Mr. Mcichael will
still explain all of the different change orders individually. Um, these act or these items are item 5.4, Carmel High School Niatorium Addition and Existing Niatorium Renovations. Item 5.5, the Cherry Tree Elementary
renovation. Item 5.6, Carmel High School Polytech Edition. Item 5.7, Woodbrook Elementary Early Childhood Playground. And lastly, item 5.8, 8 2025 landscape improvements. So this motion I'm looking for a motion
to approve the change orders items 5.4 through 5.8 as a group. >> Madam President, I move to take change orders 5.4 through 5.8. >> Okay. As a group.
>> Thank you. May I have a second? >> Second. >> Thank you. Any discussion on again, we're not voting on the change orders. We're just voting on grouping them together. Okay, seeing none, we'll take a vote. All in favor of grouping items 5.4, 5.5,
5.6, 5.7, and 5.8 signify by saying I. >> I. >> I. Motion carries. >> Now that that is settled, Mr. Mcichael, can you give us a little information? >> I can. The two large change orders are for the natatorium. So, I'll speak to
that first. Um, we are about finished with the niatorum fortunately and um, in fact, I'm expecting to see some deduct change orders when we close out the final contracts. But, but so, we have change orders at the niatorum. It had to do with caulking around the drains in
the in the current pool current pool or the old pool or now they call it the south pool. And um, as well as tile repair. we had quite a bit of tile um that we decided really should be repaired while we're in there and so so
we did that um and um then secondly on the other project which is pretty well finished as well fortunately is a polytech project and that one had some um uh we needed additional classroom speakers um but a major cost had to do
with we we uh did moisture testing and so we had to seal the concrete with like a primer um before they could actually do the floors. And so that was very expensive. Um and then there was a pump because the the a tank that was underground is now
above ground. So um and and it requires they had to have a pump to make thing work. So those are the two larger. The other three change orders are DDAC change orders. Unfortunately, they don't offset the ad change orders. Um but every little bit helps. at U one at
Cherry Tree um one at Woodbrook was a closeout change order actually for just under $15,000 and then there was some couple thousand dollar of deduct for landscape improvements. >> Thank you very much. May I have a motion
to approve action items 5.4 through 5.8 on the agenda? I >> move to approve change orders 5 uh 4 through 5.8. >> Thank you. May I have a second? >> Second, >> Chris. >> Thank you, Chris. Any discussion?
>> Okay, seeing no discussion, we'll take a vote. All in favor of approving action items 5.4, 5.5, 5.6, 5.7, and 5.8 on the agenda. >> Signify by saying I >> I >> I motion carries.
And next on our agenda, we get to have our first discussion item. We are going to talk about the 2026 school board meeting dates. >> Um would you be able to post those up, Mrs. Novice? >> Yeah, no problem. >> Okay. So, we're so for I don't know how
long meetings have been on Mondays. Uh and the board again, this is a discussion. This is not an action item. So, we are discussing this at this meeting. Um but we are are proposing uh moving the dates to Wednesday evenings um for a couple reasons. This was
brought to us um by the administration. Um Monday's evenings can just be hard for many respects for a lot of um administrators specifically at schools. Um kids coming back from the weekends and and you know various things that can happen and Wednesdays are just a better day um in the middle of the week. So the
times will be the same. Um but in for the most part we're going to be moving to those Wednesday uh evenings instead of Mondays. >> And there are a couple other reasons as well. Um with the Wednesdays uh it allows the administration to be uh as responsive as we can to the school board
instead of over a weekend and sometimes those questions can get lost. And so on a Monday and a Tuesday leading up to the board meeting, hopefully that allows us to be more efficient and answer the board's questions as we lead up to a Wednesday meeting. Um, in addition to that, if you noticed our Monday meetings
that we've had, um, typically we have one, two, maybe three of those meetings that are on Tuesdays, uh, due to religious holidays. And with a Wednesday move, um, all of our meetings will be on Wednesdays. And so we avoid uh some of those religious holidays as well, which
I think is advantageous uh to all of us knowing that every single board meeting will be on a Wednesday and we don't have those Monday Tuesday um uh changes uh any longer. So that's also I see that as a positive. >> I agree. I think currently the board
receives the agenda for our Monday meetings on Wednesday evening but you know for a lot of us by the time we get a chance to to think about and ask questions it's Friday or over the weekend whereas this will you know we will be able to you know come in on Monday and Tuesday and even Wednesday morning and have those discussions
and I was just going to apologize and also note that um I probably would be less likely to get confused about where this is on the agenda that I read last week. I don't know why I had in my head that it was under consent. I did. I swear I did. But my brain will be much
better functioning on Wednesdays than Mondays, but if any, since we're just discussing this, if anybody out there publicly knows why Wednesdays might be a problem, let us know. But, you know, I think it makes a lot of sense. >> Yeah. And for us as the board, it it has
seemed to make sense to, you know, to kind of listen to the administrators and and um I I agree for a lot of reasons. I think Wednesday will be a better day. you've already started your week. Did anybody any other board members have any part of that discussion? >> Um, and just as a historical recollection, this is not the first time
that we have changed our meeting times or dates based on feedback from the administration and staff. We changed our meetings from 7 o'clock to six o'clock based on very similar types of comments. And so, it's always nice and feels good
to be able to be responsive to the people that are working together. And I just wanted to add I appreciate the board's consideration of this item uh moving forward starting in uh January should this uh pass at our next meeting. So thank you very much for your
consideration. >> Right. Thank you everybody. Um our next discussion item is the first reading of policy 7510 use of school facilities. Um Dr. Dudley. >> Yes. Thank you. So this evening I bring
to you um a draft policy of the use of school facilities. And this policy um allows us to um have the facilities our school facilities used um in the evening um on the weekend for other organizations
um within Carmel. Um, in the past you had to be within Carmel and it had to be the majority of of the students needed to be um, Carmel students in order to use the facilities for the organization. This policy does make a change where um
it's allowing um the board to charge rent for organizations that may not be um specific for student organizations such as adult um organizations or for organizations that reside outside of
Carmel or who do not have um a facility within Carmel. And so it allows the board to charge rent to those outside entities. And uh Mr. Mcichael brought these changes um to us a while back for those changes. So questions um he can
help answer some of this. >> I would add a little bit that um essentially the change is as as was noted is for uh organizations outside of Carmel, which means they're not they don't have a facility here, which means
they're not paying Caramel taxes. And so um so the intent is is that they can they can use facility like an auditorium for example. Um but they have to pay for it and they have and they're paying more of a market rate you might say. Uh and
it's recognized that it's the highest rate. So we started years ago we we only made schools available to not for-profit groups and then years ago we added forprofit but always still in Carmel and this takes it one more step to be
outside of Caramel and um and so so that's that's really the change to the policy. >> Any questions? Um, it's a two-part. How are the market rates determined? And I believe I saw that
they were per hour. Was that correct? Because the numbers seem rather low, but if they were per hour, then I would imagine >> Oh, yeah. Yeah, it's per hour. And um, >> you're talking about an auditorium, if they're in there for two or three hours, if they're if it was a dance club, for example, they might be practicing and do
all kinds of things. But, um, and there's some adjustments for that. But um but it's usually several hours if and the larger the group the more likely because there's also time we have to have time and they're charged uh for custodial
um and to clean up you know before during and and then after. So you have that expense. So the hourly rate is is generally for the for the fac facility itself and then add on utilities add on any cost like using the auditorium and
depending on what you're if you're if you're not in front of the curtain um you also have to pay for an auditorium director to be there to manage the lights and sound and all that kind of stuff. Just wondered though how the I mean I am
in a sim similar business of venting a facility. So how were those >> fees how do we know that they're fair market rate or how did we come up with that because we certainly don't want to undercharge because we have beautiful state-of-the-art facilities and we don't
want them to >> I came up with them. So what's what's that? pretty savvy. >> But um to answer your question, I did uh try to do some assessment of other places including like the Platium. Well, you know, our facilities are nice, but
they're not the Platium. And um as well as other school districts that typic, you know, you're particularly our neighbors and so forth are um have similar facilities. Um not very many school districts have auditoriums at a
middle school and they're very popular as you can imagine and um so be and then at the platium as I recall uh platium is you know has set of fees but then the other facility that they have much
smaller facility is of course less and but that one is pretty you can't really make much of a comparison there. There are some schools that also have there are other schools that have like large auditoriums, but they're renting to like
um you know major productions like like Ruhof Stadium or I you know where they're they're getting nationally recognized and who are charging big ticket numbers and so forth. We don't typically get that. We don't get that really.
>> Thank you, Madam President. U Mr. McMichael, we talked about this as well and just to be clear and I apologize if this was already said but I didn't hear it. So those rates are in an administrative guideline. Is that correct? >> Yes. >> Okay. So that is a separate thing that can be updated from time to time >> and it is
>> and it is to reflect even you know as time goes on more current costs. Perfect. Thank you. >> And just a quick question do we get much demand for that? Well, it's kind of a relative question, but but
as I said, the facilities that are rented the most frequently would be middle school auditoriums. A high school is rarely available or they they'd like to use that, too. But, um, middle school auditoriums will get cafeterias like a homeowners association. Of course we all
we always have supported boy scouts and girl scouts and words where it's was mentioned but if it's a child or a child child organization like boy scouts um they're not going to they won't pay rent and you know they're not going to come
from Marian County to bring the kids here. So, so they're by definition the kids are here usually in the same school where they're meeting and but those are the and then maybe a elementary gym might come after that.
We have other facilities that are available but uh the frequency is is much less than than those three or four. >> So so it's not common where they would be subject to the fee that we've been talking about. >> Yeah. the majority of use of the school
facility is is I'm going to say it starts with children. So there is no we don't subsidize them. Um but there's not like rent. Um and so long as they're using, you know, like after school where we have
custodians on duty, um they'll they'll go clean other parts of the building and then wherever wherever the Boy Scouts are at, they would clean that last. So there's no there's no subsidy. There's no direct additional expense. There's some wear and tear on the building, but but um
we really don't charge for student groups unless it's on a weekend where we have to bring in staff. Thanks, Roger. If I recall correctly, just within the last year, we've had a couple
of instances of members of the community who've reached out about facility rental. um didn't have uh physical location, but they belonged to organizations that
let me use the term resided loosely in Carmel, but they didn't have physical location. So, I'm assuming uh some of this update to this policy would help clarify for them the ability to use facilities within Carmel that may or may not have been youth related. Um I think
we actually had an example of each. One was was youth related, one was more of a, you know, a >> I think it was a youth >> someone in high school maybe was part of a a family celebration and they were bringing people over from outside of the community. Um, I'm just trying to recall the specifics of that email. I don't
really uh all of it, but I I feel like we've had a couple of >> Yeah. >> So, I'm assuming this helps really to sort of clarify that makes facilities available but also protects the best interest of of the taxpayers. And >> it does to the extent because it
essentially, you know, for most part anybody could qualify. Um, you ask about the pricing. You'll probably hear from some folks when they see the pricing because they qualify, but they clearly pay more money. Um, the
farther you go from in Caramel, not for profit, children all the way up to doesn't matter where you're from, um, adult, it's, you know, it's noticeably increased. We are sensitive as far as the rent part of it except for the
outside groups. Um inside um you know we we've I think we've always had a sensitivity to the fact that they are public buildings. Taxpayers have paid for them and so we don't want to subsidize whatever the group is. Um but we're not seeing this as a particular
opportunity to make make a meaningful amount of money. uh we don't we're definitely not going to subsidize but then when it when it's as I said if it's if you're outside of Karma and have no direct connection you may have a connection in terms of your participants
may live in Karma and um but all of our taxpayers pay for pay for the facilities uh not just a a portion of them that happen to be in maybe in an organization of some sort. So, so those are the factors. It's it's a sensitivity
whether you pay taxes or not. Um and and and then whether you're adult versus children, if you're forprofit versus not for thank you for the explanations and again this was not an action item. This was
just a discussion this evening. Uh next up we have reports and our first report is the student data report with Dr. Dudley >> on iLearn check check checkpoints. Correct. >> Yes. Thank you. So this evening I'm going to share with you the changes that
um have taken place this year for our iLearn um assessment system. And first I want to start with how this connects with our strategic goals and our strategic plan. And so as we think about our iLearn assessment system that
definitely relates to three of our strategic goals under academic achievement. So the academic excellence where accelerating student achievement and also um eliminating the achievement gap. So using the data from our iLearn that will help us to do that as well as
the systems of support. So making sure that our programs are consistent with the needs of the students and again that data helps us to um do that. And then the instructional coherence. So implementing those high quality consistent um instructional programs
within and across all of our classrooms as well as using this data. And it is, let me um preface all of this is this is one piece of data source and we are very data rich as far as um looking at our student achievement data. We have lots
of data looking at um meeting the needs of our students and this adds to that but again it's just one u data point that we'll use throughout the year. And so, as you can see, it also ties in with several of our key initiatives um
with our strategic plan, those highlighted key initiatives that I have on here, but again, helping us to use that data to then move our programming forward and then of course our um performance measures looking at that student growth and proficiency scores
over our state assessments um here. So you can see how this does um connect with our strategic plan as well as iLearn is a requirement. It's not a choice that we choose to do, but the state does require um us to um give
iLearn for accountability measures for both the state and for the federal um accountability measures as well. So, one of the changes that has happened with our iLearn um checkpoints is in the past iLearn was an assessment that we gave to
our students at the end of the year in the spring. It was a summit of assessment that our students um took that summit of assessment. This year um the change is that the students have throughear assessments and so there are three um I learn checkpoints that the
students take throughout the year and you can see on this slide the windows we have um fairly large windows there are about nineweek windows where the students um are taking those assessments and then at the end they still do take a
summitive assessment. So, the assessments are flexible as far as when um the schools determine when to give the students the um checkpoint. It's ideal each checkpoint, and we'll get into the specifics here in just a
moment, but each checkpoint is about um four to nine standards are assessed. And it typically what the state would like is for you to assess them after those standards are taught in that grade level. That does not always line up
because our curriculum we do have a very specific scope and sequence and some of those scope and sequences are specific like in math with our reveal math it's very important to follow that scope and sequence with math. So g um giving something maybe out of sequence of that
not to change turn our whole scope and sequence around just to give the i learn checkpoint but what it does do is if it's a standard that we have not taught yet it gives us information on where our students are at that point and um what
do students need next. So it'll it'll go for how are the students doing on those specific standards, but then also if it's a standard that is not given, then it'll give us information on where we need to go next. So there are the three checkpoints that um go throughout the
year. So you can see they we started September 15th. We are in the window of checkpoint one currently and that checkpoint goes until November 14th. Within the checkpoints, they also have um an opportunity where you can give the
students the first um checkpoint and then you can do some remediation if you choose and then give them a second checkpoint within that window or um a B checkpoint. One of the things we are doing that on a very limited basis this
first year because the checkpoints are a computer adaptive test where the students take that and depending on how they do on the question they either get a more difficult question or a less difficult question based on how they're doing. The form B assessments are a
fixed assessment and so what it it's not giving us a lot more information to help um that is something the state said that they are still in production to create those form B so that they would be those computer adaptive which would be much more um meaningful as far as the data on
how are they doing are they starting at what's their starting point because the next checkpoint they would start where they left off from the last one. So, the form B um as the schools, many of our um surrounding districts um and colleagues
across Indiana who piloted this last year said the form B did not give them um any more information. And so, we're doing that on a very limited because we also want to make sure we're balancing the amount of assessments that we're giving our students. Um is that it's not
taking away from the instructional time because as you can see, we do have quite um a range of assessments going on. And then the students will still take a summit of assessment in the spring just like they have done in the past. And we'll talk about how that summitive
assessment will look a little bit differently. So with our three years assessments, we have the checkpoints as we um discussed and then comparing them to what it looks like with the summitative assessment. So the checkpoints um are assess our students
in English language arts and also in math. um only those two areas for the different checkpoints. Um the summit of assessments, they still they do the English language arts as well as math and these are all third through 8th
grade. And then we also um give for the summit of assessment the science um I learn assessment in grades four and six and then social studies I learn assessment in grade five. Those have not changed. Those are only in the summitive
form. Um and those um pieces stay in place but they are not part of the checkpoints throughout the year. Um as I said the checkpoints are designed where it's assessing the students in between four to nine standards in both language
arts um and math. And those it's designed it has the students receive about 22 to 25 items on those checkpoints. um the end of the year or the summitive assessment is assessing
all of the standards um in that grade level and there's about 30 to 37 items um that it's designed. So, it is designed, we're told that it's designed that it is a shorter assessment in um the spring. Um so, it will be a
different assessment from this past spring's assessment. And interestingly, um iLearn um has changed over the years consistently where it continues to change. Um so, comparing last year's results to this year's results, they're not always comparing apples um to
apples. um even last year's to the year before last year's results, they did not include some of the process um standards, they did not include some of the um responses, the extended responses in the scores, like for example the
writing. Last year's scores did not include that from the year before. So, we weren't even comparing apples to apples for each of those um years. And this year, it'll be the same. It'll be a different summit of assessment than students have had um in previous years. So just to keep that in mind. Um when we
look at the makeup of the checkpoints as I shared the checkpoints are computer adaptive at least the form A is a computer adaptive. Um it is designed the state is saying that um students should be able to complete that assessment in
between 25 to 30 minutes. Um so far our experience has been more in the along the lines of 30 to 50 minutes. Um it is untimed so students have the opportunity to um spend as much time as they need in
order to work on the assessments um in that area. One of the things is if they let's they don't finish it let's say they you know stop testing for the day they cannot go back to any of the assessments after 20 minutes they cannot go back to any of the questions earlier
but they can pick up the next day um on those pieces. So, but the the average so far in checkpoint it's it's been longer than the 25 to um 35 minutes that the state says it's been more like 30 to 50
minutes um average. The um summitive one is that computer adaptive and again it is untimed as well and the summitive one will have the um multiple choice in the computer adaptive but then it also will um be assessing the writing processes during the computer adaptive. So where
they are doing um taking writing and doing those extended responses in the writing. So they may be comparing two pieces of literature um together and doing extended responses and then um doing a a full writing piece in the um
end of the year and then um the process extended is also it has to be completed the process writing has to be completed in one day. So, it's not to say I'm not saying it'll take them a whole day to do it. Hopefully, it will not, but it has
they cannot go back to it if they do not complete it in um one day. And that is similar just as it has been in the past for those um process standards that they're completing. So, the checkpoints, the whole purpose of the checkpoints is to gauge where students are with the
standards. So, these are all formative assessments. These do not count to the students whether they've passed or did not pass I learn in the end. They are all um formative assessments. They give the teacher um predictive of is the
student on track um towards the standard um but it's not counting towards their um assessment at the end of the year for the summitive and then the summitive one that is the one that is used for the accountability just like it has been in the past of whether the students are
passing or not passing um the learn. And then the um last part of this is the scoring and the reporting. So once the window closes, the um student codes will be put into our power school parent portal where parents will have the
opportunity to go in and get the unique code for their student and to be able to go in and then view their child's results for the checkpoints. And then they'll continue to look for each of the checkpoints. and then they'll be able to also see their um child's results for
the summitive once those are available in that parent portal. One of the things to keep in mind is um the checkpoint information once the students are taking it, it will appear in the parent portal where they'll have those codes. They'll be able to see those, but they won't be able to see
there'll be preliminary results and they will not include the um prediction on are they on track and it will also not include the percentile because until the window closes and you see the state percentile and the district percentile and how the students are compared to
that, you have to wait until the window closes. And so this um parents will be able to see those results but they'll it will be incomplete because you will still want to say comparing it to what and that that's some important pieces um
to keep in mind with our iLearn through assessment. So with that what questions might you have? I've got a question. What what's your general opinion of the changes to I learn?
>> So, as I said, this um the formative assessment I in theory is is great in theory because you're you're looking at okay, how are we doing um based on those standards? However, it's when when you look at the data that you get back, the
um data is it's 20 to 22 questions on anywhere between four to nine standards. Um and in in some cases, it's um it's presented in a very different way than it's teaching. So if anything, this can
help us to really look at the format and how the questions are asked to help us to better um prepare our students to be able to take it. For example, um in third grade, they assess foundational um pieces. So we have foundational
standards in third grade and they're assessed on those checkpoint. When you look at the assessment frameworks, they have examples of how they might present the questions. That is very different than how we are teaching um those
foundational standards in our curriculum in foundations. And so this will help us to be able to better make sure we're presenting it in a way so that the students can be successful. Another piece I think that is beneficial is when we look at those assessment frameworks
you look at those academic um vocabulary. So for example on iLearn when you're they're talking about math they talk about an equation and in some of our you know in elementary school um teachers may refer to that as a number
sentence. We need to make sure we're using the correct academic vocabulary. So when the students are asked to evaluate that equation, they're not they know what we're talking about. If the teacher is only using the terms number sentence, that's not going they may be able to evaluate it, but they may not
have the the correct information. So I think in those areas it can be helpful. I'm not sure as I said the data is one piece of data that how they're doing on an assessment of 20 to 22 kind of, you
know, some standards out there. It it it has to be used within context of the other data and what else we know about that student. Um, so it it adds to it, but it's not the be all end all of um where we're at to say we would not make
um major instructional programming based on how they did on checkpoint one, for example. Like if let's say they are approaching proficiency, we're not going to say, "Oh, this student might need to be assessed for special education based on that
>> one piece of data." It's a it's a piece of data that we'll use within conjunction. >> Do are the results going to be provided in a timely fashion where you could the teacher could really use it and the parents can see it so quickly? So yes, but again the the results are once the
students are taking it, they'll start populating in the parent portal. Um but when we look at the results so far that we have seen with um for our teachers it it has a lot to be desired so far as as
we're using um those results we're looking at those results because for example um the way the results are presented is the t the student as I said it's a computer adaptive assessment so the students receive so many below um the standard questions and then they
depending on how they do they'll they all start at that below at the first checkpoint and then they move up into the approaching and at and in some cases above standards. So, as you're looking at results and comparing results, you might have a student that it says their
overall um score on this one set of let's say for example vocabulary is they are above benchmark in this area and in some cases the student didn't get receive any above benchmark questions
and you're like okay so how did they get that and it's all about they got the standard score so I think it's going to be confusing somewhat um for our parents as we we're looking at that. And so we'll um work with our parents to help them to understand um those results, but
it's not going to be um again it it's one data point that we're using um that we'll be able to use within our other data. For example, with our classroom assessment data that we have that formative assessment data with looking
at our um in elementary school where we have our um reading data where we have we use Aadians which is our dibbles data. So looking at their reading fluency looking at their comprehension those are all data points that we also use. So it need it's in conjunction of
all of the other um information that we know about the student and it gives us another um piece. It will give us, you know, some information to say, do we have students that um maybe that have not been on our radar that we say, "Oh, we'll need to ask more questions about
um this student." But it's not a beall end all of this just one data point. >> Okay. Just one last question. So, uh, given that we're doing these checkpoints, uh, through the semester, the year that they'll, the children and the teachers and the parents will have
an opportunity to make some changes and focus on things. Do do you envision that that will give us uh we'll see improvements when they do the summit of test at the end of the year? So as I shared um a moment ago, I think in some
cases I think the most value of it will be as looking at the type the way the questions are presented um and making sure that we are setting the students up for success. Making sure that the information is presented in a similar way where students have opportunities to
practice that before they um take that on the final summitive piece. And then also I think another value of it is making sure that the academic vocabulary is aligned um for our students. So so I think in those cases yes we could see um
some improvements um for our students to really understand the the way they're being assessed on this area. >> Thank you. >> Thank you. I think that this raises the um much discussed question. Certainly
there is a subset of the population who loves assessment and feels that it's very important to continue to have multiple assessments and then there is also a group of in the population that feels that spending time teaching to master an
assessment is time not used in more valuable endeavors of actually learning information. So um that's not for us to decide that issue as these were presented through the state but it is a valuable discussion to
have. Um none of us wants to see a child be left behind. Um, but we will continue, I think, to debate as a state and as a community the value of this type of testing to make
those determinations. But thank you for presenting that. >> Dr. Dudley, thanks for the update on this. It's uh certainly interesting. Um, I appreciate Greg's last question because it um, sort of circled back to
something I was thinking about it. It sounded like what you had said earlier and then where Greg's last question ended up that what I'm interpreting as some of what the opportunity is with um these checkpoints is is that we can help best
prepare our students for what will be on the formative assessment in the spring as to what the questions are going to be like. So, how do they how they can potentially score better? Um it's like how do you take the test better but not necessarily
how are you learning better um that's my interpretation um which I I fully recognize but I I don't know that that necessarily is is best for learning um which I I think might be similar to the point Jennifer might have been making um
and I also understand right this is driven by the state so obviously we have to do what we have to do and I appreciate and understand that um I think it'll be curious just to look at this assuming the state stays consistent for a little while with this to be able to look a year from now and sort of see
what the trend line looks like but as you pointed out um we continue to see sort of fluctuations with iLearn year-over-year and so it makes it really difficult to sort of look at any trend line data um can you also just remind me uh or us I guess for iLearn when we talk
about passing um am I remembering correctly that the state also sets a cut annually on what essentially determines a passing mark. >> So they don't cut they don't do one annually. However, >> for every
assessment changes, they do a standard setting. And so um the results for the summitive for this year will not be available. They're saying until the summer and many times when they have to do the standard setting, they're not available until um into the fall. So,
for example, when they had to do standard setting several years ago when the science assessment changed, those scores were not available until very late into the fall. And so, the way they do that is they actually do a their standard setting is they call it it's called book bookmarking. And what they
do is they look at okay, here are the the standards that were assessed. And if you were a third grader, they have a group of um teachers, a group of administrators, a group of outside people saying this is what we think a third grader should have. So this is
going to be the cut score. It is literally they put it, they call it bookmarking because it goes into here's the book of where we think they should be um at the end of third grade. And that's how they do the standard setting um cut scores. And so that's anybody
that's above that cut score is um passing and anybody that's below it is not. And so they do that every time they do change the assessment. And so that they will do that this summer. >> So if they're doing that over the summer, >> correct? >> We don't get the results till sometime
over the summer. How does that have any impact on students that may be below the cutline? And then what we do in terms of remediation, helping those students and their families, etc. What does that look like? >> Yeah. So, so typically in the summer you would what we would get would be a scale
score, but we would not get the passing rate. We'd get the scale score and so we could see here are students that might be the lower, here are students that may be um above um you know have higher scale scores. Um but typically when we look at the summer pieces, we're not
looking at remediation in the summer except for our students um for that are not passing I read. Those are the and that's not that test is not changing that we'll have those results so that for any student that we need to do remediation for we will do that and then
we also retest them for the i readad but typically for the ilearn we're not doing a lot of remediation in the summertime we're we're doing it along the way and um many times we're not there's not big surprises where are they going to be at
or above you know standard if we don't see a lot of big surprises there. >> Okay. I mean, that's good to know. I think I'm still stuck on where I started, right? Which is if we're for better or worse, helping prepare students for doing well on the exam, but
not necessarily we may or may not be helping them learning the material. And then we have students that aren't making it to whatever the cut line is. Um, how are we helping those students progress and develop as young learners to get where they need to go? Because again,
Getting to that cut line is all well and good, but the goal by the time they move along and get to Carmel High School and hopefully maybe one day end up like the young people who were in front of us tonight, right, is that they they become good learners um and not necessarily
good assessment score. >> Correct. Assessment takers. >> Correct. And and and that's the piece. It's not we're we were not teaching to the test. We are teaching the essential standards and that's what our curriculum is based on. Um it's not teaching so
that they pass that I >> to be clear. I was not suggesting that we are teaching to the test. >> But I I you know I'm focused on my point was I want to make sure we're focused on helping our young people learn and learn how to become better learners and not
learn how to just pass a test >> and learn at a very deep level and that is in a standardized test that is difficult to assess. >> Correct. Great. Thank you. The only question I had was um potential increase of time for teachers for these extra checkpoints um throughout the
year. Have you I this is the first year but feedback so far. >> So as far as the I mean as I shared earlier for what the state was saying the time that it takes out of the instruction they've underestimated that time. We have seen the additional time
and then also just um helping the teachers to understand the results as well because um they're the results are very much they're annotated for the parents. They're annotate but there's a lot there's a lot to them and they're
put in a way that is maybe not as um easily understandable. So there there will be time where we'll have to work with our teachers and we've already begun working with our teachers on understanding that so that they can because they're going to get the questions from the parents and so that they can um accurately answer those
questions. Is does the state typically take feedback on that sort of thing when they when they you're laughing. >> No, you know like that hey that's it's taking longer than you said it was going to this is taking a lot of instructional time away from our teachers. That's right. That's why our teachers are here
or are in our schools is to is to teach our kids, not to give them tests and um so I want to make sure that the state would understand if it's negatively affecting teacher time. >> Well, we we share the feedback. I um and and we share we um do have a very um
strong I do our friends at the state in the assessment area. Um and we do share our feedback with them. I'm not sure how much they're taking it under consideration. Um, but we are never shy at sharing that that feedback to them on an ongoing basis. Okay. Thank you.
>> Great. Thank you very much, Dr. Dudley. Our next report is our monthly financial report, Mr. Mcichael. Okay, so we're through September. I want to start by noting that um this is part of the strategic goals under operations
and resource management and uh specifically under budget transparency and stewardship. It also applies to the performance measures under budget and under monthly financial reporting as well as the key initiative is to
continue to hold strong fiscal responsibility and transparent operations which will maintain the public trust. So with that, I'll start with the education uh operating referendum and rainy day funds. And um
you have to do some pluses and minuses because as I mentioned earlier, for example, this year you have the impact of of the textbook program that got put into this fund. Last year didn't have that. On the other hand, this year we have we had put $3 million more into the rainy day fund.
So, so that's that would all things equal, we would be ahead $3 million. But, but by the time you plus plus the other several few things out, um the net amount would be it's we're we're ahead, but we're about 800,000 ahead even, you
know, with all the pluses and minuses. So, pretty much on target. I don't see anything that would concern me at this time. Um, and so, um, as I said, pretty I think we're really on target where I would expect to be
in our operations fund. Um, last year we were down 3.5 million, keeping in mind that that fund is is primarily supported with property tax. So, it's typical that it runs in the red until you get the tax draw twice a year and then it comes back
out. And although this year um we're we're um a bit a you know we're we're minus but we're a little less minus a couple hundred thousand. So it's really close probably as coincidence as much than anything because I've said before
uh this is a fund that u is not you know 96% salary and benefits. So that the expenditures are not as regular as they are for example in the education fund. And so then we go to the um rainy day fund and as I said um you'll see the
balance here as compared to the previous year and um so so this is we've added money to the rainy day fund last year and then with the safety referendum we look a little better on the safety referendum
um we were again minus 382 I believe in in last year and now it's a very slight plus but it's you know 41,000 but again that's not where we'll end up. We'll do better at that as we start to get receive tax draws in November and then
December and that's it. I'll respond to questions if you have >> any questions from the board. >> Yeah, I had a question this asked this last time too. both the education
operating referendum and the operating budget. It's confusing that the supplies and property expense line item both of them are we spent the budget. It's not a big item, but do you have any more insight on what that might be?
>> Does it look like particularly on the education and operating operations referendum? >> They had some big months the last couple. Well, some of that would be again tied back to the textbook expenses that we didn't have when we built this budget.
>> So, that's where that would appear. >> And so, okay. >> Uh, before the end of the year, probably maybe the next meeting, we'll be coming with request for additional appropriation in part because of that. That's an example. So, so you're comparing a 25 budget. Yeah. 25 budget
that was built about 18 months ago to a 26 budget which is much more current information. Um but the comparison will seem better when after we do an additional appropriation then they'll look that'll make them look more comparable because we will have
additional expenses. Um we have additional revenue as well but like the textbooks were getting reimbursed. Um but the timing is not always the same either because the funding from the states on a fiscal year but we budget still in the calendar. >> I I wasn't really looking at the budget
from last year as much as our budget for 25 versus our expenses for 25. >> But it's >> Well, but that's what I'm saying. The 25 budget was built. U there's now known expenses that we didn't know about months ago. >> Okay. Thanks.
>> All right. Thank you very much. Next up, we have the superintendent report with Dr. Orike in just a minute. >> Thank you very much. Went down the wrong tube there. My apologies. Um, it's been a extremely busy and
successful fall at uh, Carmel High School. And so, just wanted to give you a couple of updates based upon my last report. Uh, the tennis team are the state champions uh, IHSA state champs. So, last time I reported they were
headed to state and they were successful and so we have one state championship already this fall which is very exciting. So, congratulations to the team and they will be here at a future school board meeting so we can all recognize them together. Additionally,
both our boys soccer team and our girls soccer team made it to semi-state and won this past Saturday in Martinsville. Dr. Perrera and I were down in Martinsville cheering on the hounds. And so now they both play this Saturday at
IU Indianapolis or IUPY for those of us who know it know it as that at Carol Stadium. And uh they're both competing for a state title. First time that this has happened since 2021. Uh we didn't bring any bring uh any state championships home for those two
matches, but I anticipate uh hopefully we'll have a different result this year. So, I'll be down there on Saturday cheering them on. Both our boys and girls cross country teams won regionals and now we'll head to state this Saturday in Teroot. And so, I'm going to
start my day down south at Teroot this Saturday and then I'll be driving back up to Indianapolis uh to cheer on our cross country teams at state and then also our soccer teams at state. So, it's going to be an exciting Saturday, that's for sure. And then uh also this weekend,
our JV cheerleaders were state champions as well in their JV cheerleading competition. And so we're very excited and proud of them. So, a lot going on in uh Carmel High School athletics, a lot of success. This could be a recordbreaking
year for the number of state championships that the Hounds bring home just in the fall. Fingers crossed. We'll keep you posted. Also, uh, marching band continues to march on and, uh, they finished, uh, they made the finals of
the Bands of America super regional and finished second out of numerous bands across the Midwest. So, they will now move on to Grand Nationals, uh, coming up here in a few weeks. That'll be the weekend of November 13th to the 15th.
Um, and before that, this weekend and next weekend, they'll be competing at the ISMA, the Indiana State School Music Association, um, marching band competition. So, we look forward to continued success from our marching band, and I'll have updates
there. Don't forget to get your tickets for the Caramel High School fall theater production of Dracula. So that'll be this Thursday, Friday, and Saturday. And that'll be uh performed in the Blackbox Theater. You remember our uh we took our
tour there and you saw that space. So it'll be an intimate and closeup setting uh for that theater performance. So I'm excited. Uh I'm going to be taking my mother-in-law and my wife on Thursday. So I'm looking forward to that. Um, and then also don't forget this Sunday, uh,
we have our, uh, Carmel High School open house from 11:00 a.m. to 1:00 p.m. on November 2nd. Everyone is welcome in the community, uh, those are there in the K8 space that are getting ready to go to high school, we'd love to see you. Those who don't have kids in the community and
want to check out all the opportunities at the high school, um, we are going to bolster it up. Thank you to the work of uh, Dr. Ferris and Mrs. Emily Bower. Uh the whole polytenic will be open and you can check it out in those opportunities. We'll have our curriculum department
there. Dr. Dudley will be over there as well. All of us will be there and looking forward to engaging with the community on the wonderful opportunities available uh to our students and our community. Uh in addition, um most a lot of our board members were there this
past Saturday at the Caramel Education Foundation's Ghost and Goblins fundraiser and run. That was really exciting. Uh, Mayor Sue Fininkham was our honorary starter and she was there as well. But, uh, a great fundraiser from our Carmel Education Foundation and
the work that they do to support our classrooms, our students through grants and scholarships, um, is just tremendous. So, I'm very very grateful. Um, I want to thank the board tonight as well for your engagement this evening and the homework that you do and the
questions that you ask ahead of time. I thought we had a great meeting tonight. really appreciate you. Also want to especially Mr. Mcichael and Dr. Dudley for all of your work this evening and presentations. Um especially those I learn checkpoints that would be amazing for all of our parents to take a look at
that presentation this evening. Uh because that is new and something that's coming up and how you read all of those pieces. And so I know I had Dr. Dudley on In the Know with Dr. O and we talked a little bit about that on the radio show, but the presentation tonight was fantastic. And so I appreciate uh both
of you this evening. So thank you as well as the work of the board. So thank you very much. Finally, the bell ringer uh in addition to our 52 National Merit semi- finalists that we're very proud of and their families and uh their teachers and our community. Um Carmel High School
celebrates 219 students who earned the AP Capstone diploma. Um and this uh recognition certainly reflects um our school's commitment or uh to academic excellence as well as prep preparing our students for well beyond high school uh
with that rigorous coursework. Um it is a project-based as I said rigorous program and challenges students to develop develop research critical thinking collaboration and presentation skills. And so students complete the program uh they engage in multi-year
scholarly research and demonstrate mastery in AP seminar, AP research and four additional advanced placement courses uh of their choice. And so this recognition follows the 211 students that we recognized last year who
received the AP uh capstone diploma at Carmel High School. uh continuing uh tradition of strong academic excellence. And so uh we're very excited. We're very proud of our students. We're proud of our families. Uh I'm very proud of the work of our teachers each and every day.
Um proud of the work that our principles, our assistant principles, our curricula curriculum department, and really it's a team effort. It really is across the board and also led by our school board. So, congratulations to those uh 219 students and families. And
uh with that, that concludes uh this evening's superintendence report. Thank you very much. >> Thank you. I have just a couple announcements because believe it or not, November starts on Saturday. Uh our next schoolboard workshop session is on November 10th. Then we have a regular
session on November 24th. Uh all schools are closed on the 26th of November as well as the um 27th and 28th. The schools and offices will be closed. And then we have one schoolboard meeting in December on December 15th. And again, all of these will still be our regular
Monday evening times um until we uh decide and vote on the what will not change. And with that, I would like a motion to adjurnn. >> I move to adjurnn. >> May I have a second? >> Second. >> Thank you. Meeting adjourned.