--------- That was quite an echo. >> Thanks. What are you doing? I'm good. >> Yes. >> Recording. Okay. >> Thank you. >> You want these doors close?
>> Um, no. >> Around just in case. Dr. Bishop Come on. >> All right. Hey there, Dr. Reed. Good afternoon everyone.
>> Good afternoon. >> We're back. We're back at it again. >> Yes. >> I I just wondered if there was feedback. I'm hearing feedback. >> Um I
>> It's not It's not too bad. >> Okay. Well, there's two with her on it, and I'm wondering if that is what's causing the feedback because I heard it, too. >> Okay. >> See how
>> like one of hers should be >> I'll get out of there. That makes a difference. >> Did that help >> completely? >> But we can't see you anymore. >> Okay.
All right. Let's see. No, that's Dr. coming in on a separate >> No, no, no. The other one. >> That's Dr. Reed coming in on a separate one. She's trying to come in on a separate window. >> All right.
>> Yeah, >> that's better. >> Perfect. >> Okay. All righty. So, what which um one do you want to start with today? The nondiscrim or the other?
>> Um Dr. Can I take you through? I know we got we received four um legal alerts and the first two are related to um of course the um House
Enroll Act related to child care um and and we're we're fine with those. But I wanted to take a look at the legal alert regarding
um web content and the mobile app accessibility. I just want to make sure that I'm reading this accurately where it says that school corporations with populations of
fewer than 50,000 have until April 2027. So they are speaking specifically of the school district. Correct? >> Yes. >> Okay. All righty. I just that's what I thought but I didn't want to assume that they weren't making reference to
something larger >> right now. >> Okay. Okay. >> So I have >> any others? >> Um no I've spoken with our IT uh person and this these two legal alerts as it
relates to the technological piece we've already started working on. The other one we we have pretty much six months to make sure we're we've got everything in order and we don't have any reason to believe that we're not going to meet that but um we're well on our way with both those two.
>> Okay. Good. >> Um I past practice we were just going to go in order which would mean that we're with um 0142 election and eligibility to serve.
>> Okay. Um it's >> it's my understanding that this is an update based on um the partisan election requirements. >> Yes.
And on page two, I believe that's where the additional language is regarding what that will look like. And now that there's also an age difference from 21 to 18. >> Yes. >> Okay.
>> They dropped that down. >> Yeah. and they will that you'll have to add your political party. You're a candidate. >> Um I never thought that was important,
but that's the law now. >> Okie dokie. I Any questions regarding um these updates, ladies? >> No, I was familiar with the law when it passed. Um,
yeah. Okay. So, I I mean, I think it makes sense for us to be in compliance and to update our policy to reflect. >> Yeah. >> Okay. All righty. Um, the next one, Dr. Reed, is uh 0144.1
compensation. And this one is directly related to um the law that went into effect um Senate Act 287 um and that's the annual payable amount
that board members can now receive. >> Correct. >> Yeah. >> Yes. um can't exceed 10% of your lowest uh starting salary of a teacher and you can have a pdeium
u not exceeding the rate approved by IPS board of commissioners and then your reimbursement for expenses um when incurred in the performance of authorized duties uh supported by
receipts. The only thing um you can't um you can't get reimbured for your entertainment or alcohol should you be going to a conference or a special dinner. >> Which has always been the case,
>> right? Um, so for reference ladies, we we have A through G checked with letter D. We stop after the word
um approval. We do not have the line no post purchase voucher shall be approved. So we stop with um pre purchase approval is given by the board. If so, approval is not permissible or feasible. A
voucher shall be submitted to the board for approval. >> Yeah, I think that makes sense. >> In letter G, um the date, the number of days is 60. >> So, can we leave it as it is or do we have to add that? >> No, we don't. We don't have to. We um we
left that off in our previous >> Okay. >> Um and G is 60 days. Yes. And maybe you can change that on this one. >> Yes, 60 days seems fair.
>> Um Dr. Reed, uh 0167.2 is executive session. Um >> yes. And the page two is where um you see the additions of this
particular policy um specifically related to um topic items, discussion items. >> Yes. Um you can also
with this you may discuss your healthcare options um special exceptions for coverage. You can um discuss the employee handbook changes. Traditionally principles will
give the board those changes in the spring to start in the fall. And you can now look at those in uh executive session. You can review the negotiations on the performance of publicly bidded contracts
um when uh the public knowledge regarding the review would cause a likelihood of increased cost. and you can discuss how you would solicit for proposals of that uh for
those contracts for goods and services. And then there are some specifics when it is uh proprietary data, trade secrets or other information contained in the bidder's proposal relating to the bidder's unique method of the business.
So that is to protect people um who have some very um specific practices that they don't want to share with other businesses because of the competition they've created if they want
to keep it. And then um the public knowledge regarding the discussion would recently be expected to result in a private loss to those providers. So you can now include those things in executive session. >> Okay. >> Okay.
>> Any questions for Dr. Reed on that one specifically? >> And we do have session topic. >> We do have the last one checked too. Yes, we do. >> Yeah. >> Okay.
>> Um the first actual policy outside of the bylaws, Dr. Reed, is 3220 01 and um this is a revision based on house act 1002 specifically related to the tag grant or
the teacher appreciation grants. Um the update pertains to the parameters that are now in place for the tag grant. Um and the requirements for it.
>> Yes. um you're not going to be able to allocate to anyone with less than two years of service and um this stipen is not allowable for
collective bargaining which means um you're not going to take this to the table. you're going to that money is going to be separated and um in addition to the minimum salary or
increases in the salary set. So you can't um supplant that money. You can discuss of course with your certified employees um about how you might want to
distribute this. But um you're you're going to distribute all these stipens from a from the grant to individual teachers within 20 to 60 days of the date the IDOE distributes this
grant money. And then if you don't distribute it, um you're going to have to return it by June 30th. Um at the top of the um policy itself
um the school board adopts a policy for the benefit of the school corporation's teacher. Um in this particular line ladies I actually checked May um we have worked collaboratively with PCTA or teacher survey on how they
wanted to proceed. Um May allows us to continue to do that knowing that it may be different next year um instead of saying it's always going to be this way. Yeah. So >> we anticipate that there will be changes
coming again. Is the specification for a teacher with no less than two years experience is that here in the policy or is that from the law or is it from IDE?
>> All the policy comes from the law. >> We don't put anything in the policy that isn't within the law. >> Okay. Because I couldn't find it in our policy. I couldn't find that very specific fact and I just didn't want there to be any
confusion >> on our newer staff. >> Gotcha. >> Um Okay. So, I just need a little help finding it, ladies. >> Okay, >> there. >> Okay. I've made myself a note, Miss
>> I mean, it looks like it might be in um a under distribution of annual teacher appreciation grants. But it it doesn't say what Dr. Reed just said. It says something slightly different.
>> Okay. >> Okay. >> Yeah. There this has been a hot button policy for many different school districts. larger schools seem to have less problems with
it than the smaller schools because um you can't identify more than 20% of your certified teachers. But there's not enough money in let's say small districts don't get
enough money be um to even do the 20%. So how are you going if everybody If you have 20% of your teachers that qualify, how are you going to select those subjectively? >> Yeah.
>> Okay. All righty. I've made myself a note, Miss Barnes, to dig a little bit. Okay. >> All righty. Um 3220 is a revision. Um actually, I went in in the wrong order.
I should have gone with 3220 first. Um 3220 is staff evaluation. Um one of the questions I had for um so the revision in this policy comes
from uh the move to remove and repeal the four categories of highly effective effective needs improvement and that's directly related to the tag grant. Um, so that's um the update here, but I wanted to draw your attention to the
first paragraph that's in green. This is an ad. This plan may be reviewed and amended. And there are two options, annually or as needed. Um, that has not been um there previously. And so we'll
need to make a determination of um when we want to review the staff evaluation uh process for certified employees. >> I'm I'm thinking as needed to only
because uh we cannot predict what other changes might come our way with legislation and we don't want to be stuck in something that's not in compiance. This allows us to be a little uh to be nimble in this space. >> Yes. And I think um this policy comes um
at a good time. Uh we have um Dr. Nelly who has been um given the task of working with um PCTA teachers to look at our staff evaluation process this year. >> And so that's going to be starting soon.
So um I think as needed fits and allows that flexibility that you all want. And are we also considering letter B in that as well? >> And we have that currently checked in our current policy. I apologize. And on
the back, if you all just for your record, letter D, F, and G are checked in our current policy. >> Okay. Is E eliminated? And then now we only have up to F? >> Yes. >> So all of these will just be relettered.
>> Yes. Yes. Well, just F and G. >> Yeah. >> Yes. >> Not all. That's so much. >> Yes. >> Okay. Um 3231 is a revision. Um it
>> Yes. And this has been um this is another one of those hot button items because traditionally corporations have allowed teachers to tutor um after hours
um after their contract hours. And now um they can't do that. They cannot um tutor for money or like if a parent wanted to to pay for some tutoring hours. Um they also can't
tutor students um for money somewhere else if they're in their class. So, if I'm an English teacher and um I have a student that's just very um they're just struggling in my class
and they need some extra help and the parent comes to me and says, "Can you work with them individually?" I can say yes for no money. Or if the parent says, "But I want to pay you." You still you cannot do it. you would
have to get a colleague and another English teacher to to do that. >> Dr. agree. The the one scenario that I am I need some additional guidance on is
for example, we may have students that are on homebound and our practice has generally been that one of their teachers assists them outside of their traditional contract day and they receive a stipen for that.
So where does that fall as it relates to this policy? that falls in um just your educational day. Even though >> they are it's after their contract hours,
you have contracted with them for that because that student's not in their classroom. >> Okay. Okay. >> And the homebound is not at school, I'm assuming. >> No. >> No. >> Yeah. >> Okay. >> That Yeah, you're perfectly fine with that.
>> Okay. I just that's the first thing that popped into my head >> as it relates to that. Um and I just um wanted to make sure I that wasn't going to be affected by this. >> That is a part of their job.
>> Okay. Okay. This is one that we will definitely want to make sure that we share with teachers and that they're very clear on the change. >> Right. >> Um >> yeah. So that that >> absolutely
>> everyone's aware. Yeah. Okay. >> I have to admit this was one that as much as we keep up with new legislation, this is one that I did not it didn't get it was not on my radar. >> Yeah. So
>> um I'm not supposed to give any personal feelings with delivering these policies but you know I I have 39 years in public education and most teachers um did you
know a good job of managing that. Nobody took advantage to my knowledge of anything like that. And um it's just um
to me it's sort of a big brother thumbs on you. Well, I think we've got at least from a district, we have some some parameters in place to support our students during the school day. And then we also have
after school programs that that are on school property with our teachers um that may be tutoring just in general, whether it's their student or not. So, I I I feel like we've got some supports that this is not generally something
that comes up. I just thought about it just from the sense of a homebound standpoint. Um, but I'm not necessarily sure that we're we're seeing a lot of that in general. >> Yeah. >> Well, because you you are a large district with resources.
>> Yeah. >> And you can you can access grants or your general fund um to pay those teachers for those extra hours. >> Yeah. >> For those extra programs. Not everybody can do that.
>> Okay. All righty. >> Yeah, we definitely we we definitely know that. So, >> um >> 4162 is the drug and alcohol testing of CDL
holders and other employees who perform safety sensitive functions. And this is a revision. Um, and it's it's my understanding it was updated to comply with changes at the uh the federal motor carrier safety
safety substance abuse policy. >> Yes. >> Okay. I have a question. >> Um, Dr. Reed, I have written this down. So, it's the English teacher in me is I guess it's a it's an a grammatical
question. So when we take out the singular his, her, he, she, and replace it with the plural there, um like grammatically it is incorrect. But is is this leaning more toward
legal? Um well, lawyers write this up. >> They're not always. That's why you get uh technical corrections from time to time because somebody that uh is a person who knows their grammar really
well will say this doesn't this isn't written correctly. And so if you would uh tell me exactly where that is, I will make a note and um put that into Nola for a
technical correction. >> Well, the correction is to take it from his and her and to change it to there. >> And so it begins on page two. >> Okay. at the very the very last line of
page two >> and then it continues throughout the rest of the policy. So that that I was it's it's an inquiry. Um it's truly based on my English experiences
>> and it pops up again on page three. So, I I was just curious. I mean, if the if it's written plural in the law when we're referring to one individual, I just was asking for clarification.
>> Yeah. Um I will have to I don't have the pages print out. So, >> Oh, I don't know where page two. >> Okay, that's okay. So, looking at the policy itself, there are definitions
And the definitions are labeled A through H. >> Yes. >> Yes, I have that. >> Okay. Then there's a a larger paragraph that begins with the board. >> Yes. Then go to the paragraph after that that is much smaller and it says the
superintendent shall establish a drug and policy testing program whereby each covered employee so we're still singular is tested for the presence of alcohol in
his or her is crossed out and there is replacing it and that's the first instance >> that is APA a edition seven okay language for English um or like writing
um a scholarly article. So yes that is currently correct. They have changed his and her, she and he to them or their >> with a singular
>> and it does not sound right to us who were drilled um by English teachers for singular versus plural. But APA um which is the scholarly
um writing guidelines, they were changed uh several years ago and um slowly Neiola has started incorporating that into the new and revised policies that
are written and it doesn't you know it I have English teachers for friends they hate hate it, hate it, hate it. Um, some of the English professors hate it. But, um, but my students have to write
that way. I have to write that way and lawyers now have to write that way. >> So, is it my is it your understanding then according to the APA that it's it carries a singular verb? It does not we don't make the verb plural. Then in that
statement, the verb remains singular even though the pronoun is plural. >> Yes. But that pronoun is is now neutral. >> Got it. >> Okay. >> I'm going to sleep so much better tonight.
If if you if you've done your masters or your EDS or your doctorate before 200 uh probably two 2005 I can't remember when edition 7
came out. >> That is a yes. That is exactly when I got my masters. So yes. >> Yeah. So yeah, it wouldn't look right to you. Okay. Okie dokie. Um 5350 is the stu
student suicide awareness prevention. Um it this is a full replacement um of what was the format of the previous um policy.
And um for us really focusing in at the very bottom of page two and all of page three and four are the new aspects of this
particular policy. Right. >> It looks like it's uh written in a way to help us with the training aspects of the law associated with this plan along with the
um statutory requirements for the corporation. >> Yes. >> Okay. >> Yes. Yes. It it it is just a general
um framework for you to and you can um add whatever else you want. But we wanted we actually um worked on this back in
August. Uh this this was done primarily by another neol consultant actually my husband and um and then the lawyers took a swipe at it
to make sure it was okay. >> Okay. Um ladies on page three there the second paragraph is the corporations shall have a written memorandum of understanding with and we have um two options right now we have
with Cummins behavioral health and we've been with them for gosh 13 14 plus years >> right >> um so I think the question that I actually have a note to myself to ask
Mr. Jacob is is does Cumins fall under a community health or is this I know they're state certified. So >> um do we >> Yes, you you that is perfectly okay.
>> Okay. Okay. >> You are you are within your rights to contract with whomever. >> Okay. as long as long as they're certified.
>> Um, so the next paragraph, information regarding suicide prevention services in the community can be found. Um, where what are you all's thoughts regarding that? Um, on the corporation's website
and by contacting the school counselor and any school corporation. Um, one of those, at least one, needs to be selected. I would hope that our school counselors are armed and equipped with information
that they could share with parents in an instant. Um, I think putting it on the website makes it accessible at all hours. >> So, I certainly lean towards both instead of just one because not
everything happens between 7 and 3. You okay with that? >> Okay. >> I'm saying vote. Yeah, we need to vote. >> All right. >> Do we have something there now? >> So, I looked on the website. It is um it needs more more. There is something
there, but it it it needs more. And so, I will work with um Mr. Jacob to provide additional resources to what is there. >> Is it possible that we can at least put the national crisis hotline number on there? >> It's there. >> Okay. Yes, that is what is there.
>> Okay. Okay. >> Yes. Yeah. All righty. The next um paragraph is further information regarding crisis information uh excuse me crisis intervention referral is available to students, parents
corporation employees by contacting um which one of those? So, you've got school counselors, a school social worker, student support services at the corporation central office, and we would provide um a phone number there.
Does each school have its own social work group? >> Yes. >> Okay. Um and then for employees, I don't I don't know that an employee would be comfortable speaking to a colleague. >> So, do they get their information? I know they have flyers. I know they have
a number to call and we have that service. But what did we put that number here? Is that the central office number? >> Um, past practice has been that they have reached out to Mr. Jacob's office.
>> Okay. >> As he becomes someone that's not directly in their um building, >> right? >> He can provide um the contact information to provide additional services. Do we need to put a layer in front of him in case it's
someone in this building who is his colleague who may be struggling? Um I we can certainly put the direct line for um the number itself.
Um but it would bypass um the central office piece if that makes sense because in essence they're just calling a resource line rather than what's the other option so
they call what do they get what are what do they miss what do employees in crisis miss by not contacting Mr. Jacob's office? Um well depending on what their scenario so we've had se a couple of scenarios where maybe a principal is
calling for support for a staff member and that call generally goes to Mr. Jacob in his off in his office or his um administrative assistant based on what the needs are. It may mean that it's a phone call to G. Castro or it's a phone
call to um the therapist in another building that doesn't make direct contact with that particular person because of the colleague aspect. So there are multiple roads that we can go depending on what the situation is that's occurring.
>> Okay. And then for I that makes sense. So he's he in his office what he's doing is he's basically kind of managing >> and directing. >> So then what of what about the employee who's here?
>> And there is no principal here. >> Yes. >> So if someone works here in this building, >> who do they go to? Yeah. >> So depending on the situation that generally falls on HR.
>> Okay. >> Um there have been situations where HR has helped guide that. >> Can we add that or is that um Dr. Reid, what are your thoughts on that? Is to
add in HR as a number for a person in crisis? you may want to put that in your um like a guideline for your employees. >> Okay. >> Instead of having it in the policy.
>> Okay. Okay. >> Because that may change from time to time. >> Yeah. Yeah. >> Okay. So ladies, for for my clarification, do so do you want to check um school counselors, the school
social, you want to check all three? >> All of them. >> Okay, >> that's my opinion. All of them, >> Miss Kelly, you okay with that? >> That's fine. >> And then um >> and that creates options. >> And then we'll add I'll speak with Mr.
Jacob about what phone number that would be, Mrs. Floyd or his office so that someone's always there to answer. >> Okay, I'll speak with him about the phone number. >> Does it matter, Dr. Reed, if we put a
specific phone number? Is that an issue? >> Um, yes, because um you don't want to have to go back in and change your policy if that person no longer works for you. >> So, what is your suggestion, Dr. Reed?
If it if we're checking student support services at the corporation central office by calling >> a number. >> Yes. Should it >> the phone number? >> The only number that wouldn't change per
se is the main line. >> Right. So would that main line be answered or would you get a a ROOC call to select a menu? No, it's answered.
>> Okay. This again, many districts don't do that. Um, but I I always made sure that when when we were open, phones were answered by a live person. Um, I would put your central office and then just make sure
that those who answer the phone at central office would know exactly where to call. >> Okay. And then should we add on our voicemail system then um some some way for that person in crisis who's calling
after hours or lunch or whatever to to get them somewhere to some kind of help. >> Yes. Yes. Yes. I would do that. And um that and I think that's why we added in case of
emergency dial 911 for immediate assistance. Oh, I see what you're saying. So, don't put it on the voicemail or >> I would put I would put yours on the voicemail, but then you're you know when that voicemail comes on
um you know I would make sure that you know they call they say to call 911 as well. >> Okay. Yeah, that makes sense. If it's an emergency, they know if they're contemplating suicide right then and there.
>> Okay. >> Voicemail may just enrage them. >> Yep. Okay. All righty. I have my notes. >> Um 5462. Dr. Reed, we do not have this policy. We have a a pretty established
process at the high school for retaking classes. So when this came around the last time we discussed um the process but we do not have 5462. >> Okay. And you don't want it?
>> I don't believe that we need it. The process itself is is at the high school has been in place for a decade. Um and it's pretty sound in the retaking of classes process.
>> Okay, that's fine. Um 6320 is a revision and um it's directly related to updates in Indiana code and >> yes and um it
it the changes that were made were made to comply with the local public works projects. So, um, that's that's why there the changes do exist and that's the the beginning portion of
this policy. It's in green and it it shares what what comes about. That's the only um change is they add because of Indiana code language. >> Makes sense, right?
And we already have all this selected up there. >> Yes. >> Yep. So, but for example, the is the policy of the school board and that the director of purchasing is the title that we use. >> It's pretty straightforward.
Um 7440.01 um is the electronic monitoring and recording. Yes. The purpose of this policy is um to promote safety, security, and protection of the corporation's
property, students, staff, and visitors. It's to detour unauthorized access, theft, vandalism, etc. Um, you can have monitoring equipment, I'm sure you do already, on corporation
property and buses, maybe used in the common areas such as hallways, entryways, offices, gymnasiums, cafeterias, libraries, parking lots, and buses. um not permitted in the restrooms,
locker rooms unless authorized by the superintendent under extraordinary circumstances. Uh may be used by security personnel or authorized employees for jobrelated documentation and signs must be posted at your
interest to notify individuals of the monitoring. It comp this policy complies with FURPA. Um you can't intercept private communication unless one party is aware
and that comes from the law. Um and any uh reporting with personally identified student information is protected under purpose. So, it's it's not to be shared with anyone except
somebody who has the authority to see that. >> Do you have any questions on this one? >> I don't think so, Dr. Reed. And honestly, because we just recently revised it um >> in July of 25. So, it was pretty I mean,
we we spent some time on this. >> Yeah. Okay. Yeah. All righty. All righty. 7455 is the accounting system for capital assets. This is a revision and I think
it the re revision really is uh just updating the correct department. >> Yes. >> And that's on page two. Wow. >> Yes. >> Yeah. Pursuant to the state board of
accounts, Department of Local Government Finance. >> Yeah, >> that's the only change. >> Yes, ma'am. >> Okay. Um then 7540.02
is a revision. Um This one is in relation connected to the Department of Justice provisions that um
have changed based on ADA requirements. >> Yes. Uh for accessibility. >> Yes. And so I connect this policy to the legal alert that we know we're we're working on to make sure that we are ready to roll with the accessibility
piece. >> Yes. Yes. This policy goes hand in hand with that legal a I spoke briefly with our um IT personnel regarding for example the website and um some of the requirements
are in there and he feels like we have been working towards this and many of our vendors and and things because of uh the requirements are in compliance too. So he does not feel that this will be um
as large of a task as I initially thought it was. I did feel a little bit of panic but he calmed my waters. So >> there there are so many things that you those of us who don't have a disability
with technology um but don't think about but you know putting photographs on a website >> a person who is blind can't see the
what's on those photographs. So, you have to add a caption that they can scroll over um to say this is a picture of of students, you know, of team player
holding a basketball or something like that. And little things that we wouldn't think about have to be addressed. >> Yes. Um >> can't put PDFs up there because readers won't read PDFs. >> Yes.
On page six, ladies, there I need your feedback on two different areas on page six and seven. Um on page six, it talks about regular audits because that's part of the requirements is auditing our um
website design, etc. to make sure we're in compliance. So the first question is uh related to um the auditing itself.
This says that if we choose the audit shall occur, we can add that or we can not add that and go down to option one or two to um make an audit determination.
Let me make sure I'm following right. So the first is we're choosing a time period to have these regular audits to make sure that >> our materials our published materials are compliant. I do have a question from
in reading this. It was challenging to be able to tell if this was just uh digital content from the district or if this is even classroom content in our in our classroom.
>> So that's a discussion that I had with our IT director and it's everybody. >> Okay. >> Everybody. So, if for example, I'm a student in a teacher's class and and that's that interaction is very different than if I'm sending something out into the world, >> it needs to it would need to be able to
be ADA compliant. >> And maybe this is a question for another day, but then how how are we training our staff on this?
because there's things, oh, I've used this for three years, it's it's been working great, but now it's not compliant. You know, what I don't want is for us to stress out our educators. I don't want to push them over the edge. Um, not saying that you're on the edge.
Yeah, that's not an assumption, but I just don't want to I don't want to unnecessarily add something to their plate. While at the same time, I am I I get this. I'm a classroom teacher, too. And so, I have to be really sensitive about things that I send out.
>> Just wondering where does that fall in this? If we're kind of locked into a regular rotation, does that help us or does that harm us when it comes to trying to train >> educators and or administrators or
whoever is putting this information out? Well, there's a training piece that that we're going to take a look at, too, that that I think can give us some flexibility. >> And correct me if I'm wrong. Um, Dr. >> I I totally lost my train of thought as
I wanted to read Dr. Reed the the sentence and then call your name at the same time. But under regular audits, when it states that this audit shall occur, there is an open box. We do not have to check that box. Correct.
you um you don't have you don't have to check that one. Um but you have to you can select option one or two. >> Yeah. >> Yeah. So we could not check this audit
shall occur, Mrs. farms to open up the flexibility. But we would need to >> take a look at option one or two as it relates to >> um how we would handle documenting the
audit or if there is a problem if we do audit how we would go about taking care of that. So, one of these needs to be checked, >> right?
>> Leading towards option one >> because it gives us more specificity and two is very vague to me. It doesn't say when things need to happen. We still have flexibility with
one, but it's more concrete. >> I like one as well because it >> it is it's allowing us to put a stipulation
>> for our vendors. We don't own a lot of these apps. We contract >> with companies that provide our apps and our tech. So we need them to be compliant for us to be compliant. >> Right?
>> So under option one, it says the audit must be documented. That's a check. And then the second potential check states and include compliance assessments, assessment reports, identify accessibility barriers, etc. Do
you want the second half of that portion also checked? Who would have to provide these compliance assessment reports? >> I would summize that um technology would take the lead on this >> and working alongside our navigation
specialist. >> Okay. >> Are we are we putting again on are we putting extra >> extra on them to be able to do this or is this standard operating procedure? Is this something they always do anyway?
>> It is not. Okay. So, this be something new. Yes. Yes. >> I think in our initial conversation um yesterday with the IT department is the understanding that we know that we're going to have to audit everything.
>> Yeah. Um, and honestly that audit is going to be new to us because we haven't done it necessarily in this way and for these reasons specifically. >> So the documentation process of course is going to happen in its natural state because we're going to need to know this page has been checked, this page has
been checked, right? >> Um, so those parameters are going to take care of themselves. I'm not necessarily convinced that we would create a remediation plan with specific timelines. Does that need to be
uh a separate document in the sense other than we knowing that this is not accurate, we need to take care of it because we know we've got a timeline of April >> 2026. >> Um so um
>> and then a plan going forward to continue the like maintenance of it. >> Yes. >> I just don't want it to get lost. That is that's my concern. >> It's not and the fact that we have some
kind of system in place so that we just don't have this deluge of data falling on our IT department, >> right? >> And they're in the weeds while >> they're trying to figure this out because I think this is a good thing. >> Um I think it makes sense. It's
absolutely inclusive of more of our community members, which I feel like that is where we're trying to go. We're trying to walk in that direction. Um, it's I I just don't want to I don't want to saddle us up with something we can't handle, but I do also want to make sure
that we're holding our vendors. They're feet to the fire. Like, and we are not going to continue to contract with you >> and put this work on us for your product. It's your product. You fix it. >> Yes. >> And then we'll decide if we're going to contract with you or not.
I I think there is no question that we've discussed that we are going to have to start we're going to have to create a process to envelope not just the the district website but all school websites and all of what how we
communicate with families and I think we have to be very um >> structured in that process because we we are going to have to audit regularly um and there's no reason to start from scratch every single time, right? And so I think that's one of our first is to
create and kind of >> figure out what that process is going to look like and who are who is >> going to be involved. Um because it it it is going to in some way shape or form have to involve each building has a web
master, >> right? >> Um that is going to need to provide some level of support. I'm not sure how extensive that would be, but we would need to involve them. >> Okay. So, that leaves us with the big we know
we want option one. Yes, we just the audit must be documented is really where that would end if we don't check it. Correct. And I think we need to include the timelines in vendor compliance
because we're auditing. That's going to be something that has to be checked. And then like you said, if they're not in compliance, well, we can't use you. I feel like it's we need some some stop gap, something in place where we're not
continuing to have to fix problems on others. >> I I just don't think we need to take on that responsibility. So is the other option the option two that's directly under that if problems are identified through the audit such problems will be
documented evaluated and if necessary remediated within a reasonable time period. So that's the one that's just a little less constricting and is that correct? >> I think so. Um it's pretty broad and you know you're going to document, you're
going to evaluate and you're going to if necessary remediate um the concern within a reasonable amount of time. So it it's less specific.
>> I see that. >> So I'm changing my opinion. I just kind of after our brief discussion about it. I do like option two because we do have that womb to
figure it out. And and this makes us pay attention >> and be intentional all at the same time, not just within our own, but also with with whom we contract. Even though it doesn't say vendor
compliance, if it's not in if it's evaluated and it needs to be remediated, that remediation may not be something we have to do. >> Correct. It may be something a vendor has to do. >> That's that's mine. I'm an option to
person on that. I still feel like no, I don't want undue hardship. However, I don't want it to get lost either in the like the reasonable time period.
Well, what is that? At this point, I don't know that we know how long it would take to correct, >> right? >> You know, how how long does it take for the programmers to recode
something and make it work? >> Or if we have to find a replacement >> or right if we have to find Are you saying replacement vendor? >> Right. Whatever to remedy whatever it is. >> Like I don't know. >> What is a reasonable time frame? >> What is a reasonable time frame? I don't know. It's not it is not going to take
your tech people that long. There is software that you can purchase that will tell you exactly what's accessible and what isn't. >> It will tell you the percentage of accessibility
of of uh your website. Um and then you can just correct what it evaluates your product for. You don't have to go in and check everything. It does that and then it it will tell you
what is not in compliance. >> Um Dr. Reed, what what is your thought process on option one and two if you don't mind sharing? >> Um the only reason I would choose one over two is that it does have vendor
compliance status. So that you could say, "Our policy prohibits us from continuing with you unless you're you can prove you're in >> compliance, accessibility compliance. >> That's the only that's the only
>> as a as a contractor, then you need to fix it >> because all your remediation plans with specific timelines. You set the timeline. So that is your choice of how long you know are we going to get the
everything fixed within a year? Are we going to have all of all every online everything fixed within a year? Uh is it going to be six months? You know you have to rely on sometimes
your tech department to tell you what's reasonable >> with the initial deadline. >> I see. because on this policy it says plans with specific timelines but the timeline is not listed and what you're
saying um Dr. read is that the IT department can we can defer to them for best practice for a timeline that is reasonable. >> But the initial the initial audit has to be done by
>> spring. >> Um we need to be in compliance I believe by April of 2026. >> Okay. Thank you for clarifying that, Dr. Reed. >> I'm back on option one. >> Okay. All right. I got it. >> It's okay.
>> Um, so there is a another letter E deals with the training question. And there are
there is a line that says a corporation will provide and our choices are annual or periodic training for its employees who create the web content, manage the website, select and contract with
technology vendors, work on online communications. And then we would need to make a decision on um one or two on what that training would cover. So the first question is um how often
would you want the employees to receive training annually or periodic? >> You say periodic it can be whenever training is felt rather than saying oh we have to do it every year. If we don't
need it every year, we don't do it. But periodically say, oh, we do need that. >> Um, >> what are your what are your thoughts? >> I was I immediately thought I don't know, can I say specific vendors on camera? >> Okay. So, I know we currently use an
online video self-paced platform for this type of training. How is that? Is that generic enough? >> That's generic enough. >> Okay. And I I immediately thought of that particular group providing that particular kind of training along with
all the other things that we just want to make sure everyone's aware of and keep it fresh. Um so I I lean more toward annual but I see the benefit of periodic as well. There's nothing to say that something like that
can't be quarterly or a test out option or um even an option where okay we told you this and yet you know you you did not comply >> and so here's some more training
>> if you chose periodic that could periodic could be annually. This is true, right? >> Because it leaves you open to whenever you decide. >> We can decide at the beginning of the year and then if things aren't going
well, we can decide to do it again. >> Okay. >> In a different way. >> That was mine. >> I like that. All righty. So then that takes you down to option one or option two. Um,
one in my is very it's more detailed in regards to >> what the training would cover >> to um makes reference to the policy and responsibilities associated with it. In all fairness, I'm not convinced that
someone's going to go look to see what the policy is. Option one gives you what the information is. Um it's a little bit more user friendly than option two in my opinion. >> And if they want to know Well, why are
we considering switching vendors classroom teacher because this vendor can't provide us with these >> right >> A through H >> right they don't have that capacity and so
>> we had to pick a vendor that does so you may have to learn a new program and your students may in order to give your students a better experience you need to Option one for >> option one. All righty. I think we
covered everything in this one. Dr. Reed. >> All right. So, we go on to there's just a technical correction in 8121. >> Yep. >> Cuz we just did this one, right?
>> Yes. Yes. Yes. I still >> my question and I don't know now where it would be or if it's in here or if this is even the right
in regards to the workbased learning. >> It's not in this one. That would be under the curriculum. >> You know what I'm getting at? Okay. We we spent some time talking about that. Yes. >> Okay. >> Yes. >> Yep.
But to to your point, >> um, Miss Kelly, I don't want you to not think that there even if it wasn't in that area specifically, if you take a look at um on page four under the paragraph starts
with each contractor and subcontractor. So to me that could envelope folks that students that went out and you'll you'll see that we currently have checked arrest and the filing of criminal charges there. So that we're
going to expect that that is done prior to >> student being placed or whatever. That's >> I still have >> Yeah. All right. That is my >> All right, Dr. Reed. Sorry. I I wanted
to make sure I use of it. um 8405. It's I think it's also a technical correction. >> Yes, it it's actually just a deletion in an addition to um an Indiana code.
>> Yes, it's the very back. I was like, "Oh, okay. There you go." Yeah, >> easy enough. >> So, then that moves us to 8452. This is all about the AEDs. >> Yes. >> And um
>> that was last summer we went over those. >> They've changed some language. Um they've added they've added that it has to be clearly marked and accessible. um talks about the training
requirements, the maintenance and um that your building principal is in charge of the management of the their building or venue specific emergency plan. Um, on page two, ladies, there's letters
G, H, and I that are new. Um, there's a question on whether we would include them in the policy. Um, I can tell you that our AD system, um, Mr. Ruber oversees and he actually contracts out
with a company that does the upkeep for our AEDs. Um so um just as a point of reference for that aspect of it. Um currently because this is this is new, we just implemented the action plan and
the coaches and the performing arts folks telling their students. We currently do not have scheduled drills with them. We just make sure previously that we were sharing the information where the AED is and sharing that
information in general with them. Um, so we'll just you all can tell me how you'd like to proceed as it relates to letter G, H, and I. So we already have a system in place for the maintenance.
So we really don't to me G is not as crucial. The drills I don't know is that >> I don't know. We do safety drills for everything else. Um we do we we do have fire tornado um
>> intruder >> intruder >> and if we're >> on the stage or on the field in the middle of I mean the only way you do things is rehearse. I mean you know as you rehearse you know this is where
it is. If we're in the middle of the stage how far is it from the stage? How far is it from the field? How far is it from wherever I'm at? >> Yes. Um, by per Indiana code, it needs to be within three.
>> It has to be already be it already has there's already guidelines for that. >> Yes. Both H and I >> I did a scavenger hunt once um a year with um new teachers on where they were
in the building, >> the different buildings. they had to to to find them, take a picture of them and come back after >> coaches and >> after that so that everybody knew. I
will tell you that I had a student in the seventh grade who fell over in the hallway and the PE teacher was walking down the hall, saw this, immediately ran to the
AED and um he was saved and the the emergency room was um less than a block from our school and The doctor there said if they had not
used the AED, he would have died before we got him to the emergency room. >> So most of the time these sit on the side of the wall and draw dust, but boy, when
you've had to use one and it worked, it's a almost like a miracle. >> I mean, what I saw this past year was um as as a parent of
someone who has a fall sport at the high school, that information was covered um with the girls specifically um so they knew where the equipment was. Um but to your point, Miss Kelly, we
drilled everything else. um you know, is this an opportunity to potentially at least require at least one drill with them where they would go through the process of knowing what to do. >> Yeah,
it's periodic doesn't mean it's not like fire drill has to be every month. It's not like other drills where it's a time like if we say it's up to >> periodic can mean anything.
>> I'm wondering if we keep G and H. And the reason for keeping G is to make sure in my mind that it continues to happen. >> We know we're already in compliance with G. This ensures we're going to stay there,
>> right? Continued compliance. >> Just continue. So, it's not any extra than anyone has to do. And um as far as H and I, I almost feel like they're kind of the same, but >> but less robust on I
>> than H. >> I don't think we need if we have H. I don't think we need I. >> I don't think we need I if we have H. Um, and H gives some flexibility with the coaches that they can schedule those whenever they like,
>> even if it's during a parent meeting or just whenever. >> That's my opinion is we keep G >> even though >> G and H >> G and H and then we just don't have I. >> That makes sense. Yeah. >> Yeah. G and H it is.
All righty, Dr. Reed. 8462 is a revision um dealing with an immediate uh report direct immediate report I should say. >> Yes. Child abuse. Yes. A long time since
um >> get on that one. you have a new paragraph. >> As always, a staff member um has to report it and then they have to notify the building administrator
who has to document it and confirm that DCS and law for law enforcement received it. Um, and it's also your volunteers are even though that you don't pay them, you have
a volunteer coach or any volunteer, some someone on a field trip, a parent on a field trip, they need to know that it's their responsibility, too. >> Yes. When I saw that piece of it, Dr.
read. I made a note to myself that we will need to revise the information that we share with families when they volunteer to chaperone, right? Or they volunteer to do anything for that matter. >> Um so that we're very transparent about
what the Indiana code is. >> Yes. And then um the person reporting it and um anyone else must notify the superintendent after they report it. So make sure the superintendent gets that
information. >> We currently have a system in place for that. Um so that um there is clear communication on on those types of situations that involves the superintendent and our uh chief of police.
Yeah. >> Do you have any questions on this? >> I do not. Dr. Reed, I think that paragraph kind of hits what what what the changes are. >> I don't have any questions. >> Um, Miss Kelly, on the backside and Mrs.
as far as um A B C are checked and on both on the back side just for your reference. >> Okay. >> Um I believe we're on the last one. Dr. Re goodness and it's just a technical
will to sh >> Yes. A technical correction >> and taking out the Florida administrative code rule. That was a goof in someone the attorney who wrote this um
had been also writing some Florida guidelines and policy and um instead of state law they had put Florida administrative code rule which doesn't apply to Indiana >> but the rest of it is will and shall
>> okay um ladies do you have any other questions for Dr. read. >> I have one. >> There you go. >> Can you So I know there's a difference between will, shall, and may. >> Can you maybe put it in order of
commitment? Like it's >> I think will and shall are basically the same. Shall is just a seems a little more forceful. >> Okay. >> You shall do this. All right.
>> Or I I will do it, but I might do it on my timeline. >> Okay. So, >> I shall I have to do this >> to me. >> So, I'm going to p it back. >> It really It really means the same thing. >> I'm going to pair it back and then we'll see if I
>> get involved. >> So, shall is like ten commandments. You shall not kill. >> Will is like me at the altar with my husband. Like I do I you know will you marry her? I will. Will you marry him? I
will. And then May is like >> we might do it, we might not. >> We might we might not. >> Okay. >> May gives you that wiggle room. >> Okay. Okay. And Will is a commitment for sure. For sure. But like you said, there's >> there's a little more forceful.
>> Shall is very forceful. Okay. Thanks. Any any other questions, Miss Miss Kelly? Anything? >> All right, Dr. Reed, you know, we always appreciate the time that you spend with us and the guidance that you give. >> Yes.
>> Um, if we do not speak with you before the end of the year, happy holidays to you. >> Oh, wow. >> Thank you. Thank to you. And and next update >> I will be live.
Yay! You've been moving around. Yes. >> Yeah. >> Okay. >> All right. We'll take it easy. >> All right. Thank you. Bye. >> Bye. >> Bye. Bye. Part: 2
Mr. Guber, >> you said there's a lot of hot air. >> I'm just playing. >> You made that too easy. That was very wiggly right now. >> England. Good evening.
>> Evening. I know. So, our costume. >> Yeah, they got my costume, but I'll save it for next year, I guess. Oh, okay. Okay. >> I like it.
>> Get the costumes for the >> trick. What we call it? Safety. >> Safety. Yeah. Yeah. >> I didn't want to put it on camera. >> Okay. Okay. Okay. Oh, good. We have we got a table
>> where everything is all set. >> Be fun. >> It is going to be fun. >> So, I'm save for next year. Excellent. Mr. Vice President, whenever you're ready. >> So, we stand for the pledge of
allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and
justice for all. >> Well, good evening to all. In the absence of our president tonight, Mr. Alonzo Anderson who duty has called him once again. We greet you and welcome
to Pike MSD Pike Township Metropolitan School Board meeting regularly scheduled October 23rd, 2025. Meeting has been called to order. And at this time, if there's anyone for the
good of the cause that would like to share, you may at this time state your name and within your time frame. >> Good evening, Chris Ludy, Pike Classroom Teachers Association President. Uh, I
wanted to rise and um thank Dr. Young, the entire board, the cabinet, and um let everyone know that last week we presented the tenative agreement to our membership and it was ratified 97%
yes to 3% no. So, I'd like to thank all the cabinet members that were able to participate and all to uh to the school board members who were able to make it and be involved in the process. Um we're
in a great place. Um and a lot of collaboration going on right now between PCTA and the administration. Uh Dr. Bishop um has been leading a uh calendar committee. I quite honestly
don't know how she does it. How many people show up to that especially early on and Dr. Nunley um uh PCTA has requested that we look at the evaluations and we have an evaluation committee that's starting up now that we have a
calendar committee that's wrapping up and we have bargaining that's wrapping up. So, lots of collaboration. Thank you to everyone involved and thank you Thank you, Mr. Ludy. Anyone else? All right,
>> Mr. Vice President, board, Dr. Young, and cabinet. I'm Marty Hoer, secretary for the board of directors of the Pike Township Educational Foundation, as you saw on the donation section of tonight's agenda. The foundation is back at it for this school year, continuing to support the students of Pike Township. I want to
highlight the kindergarten students line item. Next week, our board members will begin visiting every kindergarten classroom across the district. Thanks to a grant from EverRise Credit Union and other community partners, we will read the fairy tale, Dragons Do Not Share.
It's absolutely adorable. And then gift each of the hundreds of kindergarteners their own copy to take home. This initiative directly supports early literacy and reinforces the vital social emotional skill of sharing across all of our elementary schools. Also, hopefully
you saw on social media recently that we have awarded our first round of grants for this year. This was a very competitive grant cycle. We could have given away our entire grant budget this cycle. Um, we received requests totaling
over $27,000 from our amazing teachers and we were able to fund about $8,000 of what was requested. The need for our support is clear and we must raise the funds necessary to empower our teachers and students. And so we invite you to join us as active
partners in this mission. So right now if you'd grab an ink pen and jot down two important dates. March 7th is the treasures gala that is on a Saturday evening at Broadmore Country Club. And June 18th, which I think is a Thursday,
um is the golf outing. So, we would sincerely appreciate you attending both of these events and we ask that you share these dates now with your entire network and invite anyone you know who's passionate about investing in Pike students. So, I'll give you those dates one more time. March 7th is treasures
and June 18th is the golf outing. So, thank you very much for your support. >> Thank you, Mrs. Hoer. All right. Is there anyone else for the good of the cause? No one else for the good of the cause. We are on the spotlight on Pike Sarah
Dorsy. >> Good evening. It's wonderful to see you all again. >> As always, we've had a lot of really wonderful things going on in Pike. It is to the point where we are struggling to figure out what to highlight, when to highlight, where to highlight it. I
mean, it is just amazing and it just keeps coming. Um, you may have seen last week that one of our amazing new Augusta North students, London Howard, is getting straight A's in school and walking the runway at New York Fashion Week. She made her runway debut in
February. She was invited again to walk last month and has already been contracted to walk next year in New York Fashion Week. And although one of her goals is to become America's Top Model, her other is to be an educator. So, we're extremely proud of her. In addition to being an outstanding
scholar, she's also a cheerleader. So, congratulations to the London. And that is just I mean 13 years old walking in New York Fashion Week. Um, our Pike High School girls and boys cross country teams had a tremendous showing at their sectional last weekend and advanced to
compete in the regional which will take place at Brownsburg High School on Saturday at 10:30 a.m. Um, and other wonderful cross country news. We learned that three of our team members were named academic allstate and five received honorable mention. And to even
qualify for that is very rigorous. So, we're extremely proud of them and look forward to sharing more information about that very soon. Um, right now it is opening night for Frankenstein over at the high school at Deerrun. They're having one of their family nights. If you've never been to a Deerrun family
event, guys, at their like welcome back to the school year, there are DJs, there are bounce houses, there are food trucks. Tonight, they have a popcorn vendor who has come in. It's one of our parents and they are inviting all of our guests to
make their popcorn or make their get popcorn and you know they have different flavors for free just supporting the school. So it is going to be I'm sure an absolutely phenomenal event and I look forward to sharing pictures of Miss Graham is kind enough to send those our
way. Next week on Tuesday we have um our marching band community night at the stadium. It's at 700 p.m. If you haven't been to that, it is a very very cool event. Um, you get to see the marching bands show. In addition, you get to see our eighth graders perform. So, that is
an outstanding opportunity to support one of our phenomenal performing arts groups. Then on Wednesday from 5 to 7:00 p.m., we have Pike High School's annual safe trick-or- treat event. Admission for that is $1 or one canned good per
child, um, 12 or under. And those donations support our Pike Red Zone Food Pantry, which will be open on Monday from 4 to 6 PM. So, we are promoting that. If you know anyone in need, that is open to anyone in the community. It is at the Pike Freshman Center, the Pike
Red Zone Food Pantry, and that's from 4:00 to 6:00 p.m. And we've just received just a number of incredible donations from community partners um and businesses wanting to support the Pike Red Zone Food Pantry. So, we're going to be sharing that information as well. I don't want to leave anyone out, but
we're extremely grateful for the outpouring of generosity. It is much needed right now. Um, last but never least, we want to thank that actually before I do that, one other save the date that's a little further out, but it feels like time is moving so quickly. On
November 12th, Pike High School will host their annual open house, and that's from 5:30 to 7:30 p.m. And I don't know if you had an opportunity to attend last year, but Mr. Wall-ally, his students and his staff do an outstanding job really giving people an opportunity to
get a sense of the robust curriculum and extracurricular experiences offered at Pike High School. We like to say it's an opportunity to see Pike excellence in action. So, we encourage anyone in Pike or beyond because now everyone belongs in Pike to come out and see that for
themselves. Last, now last but never least, we want to thank the donors listed on this evening's agenda. The Jean Hos Foundation donated $3,000 to our Pike Robo Devil's robotics team. The Pike Township Educational Foundation donated $1,500 for Pike High School's
ENL department for their mentoring club. As Mrs. Hooper mentioned, they donated $3,900 for their kindergarten book program. Country Kids Kettle Corn donated $575 for our Pike High School animal science
and urban agriculture field trips and we received a donor's choose donation for our life schools classroom at Lincoln Middle School that was worth an estimated value of $197.32 and we're extremely thankful for all of those supporters.
>> Thank you, Miss Dorsy. Reports to the board. discussion of the 2025 202526 tenative contract agreement with our bargaining uh teachers union and teachers agreement. Dr. Hunter.
>> Good evening, Mr. Vice President, members of the board, Dr. Young. We're excited to uh share with you our tenative agreement and to follow along with Mr. Ludy. It was an exciting time and a good time uh of collaborating and I want to share some of those highlights with you on tonight. Some of the highlights were we dealt
with increased compensation of course and we addressed contract language, new coach coaches was added, maintain the sick day buyout, insurance committee and then salary updates is what we would discuss and review in this TA this tentative agreement.
The base salary raises were given an average of 3.3 3.36% average increase for all teachers. Uh we looked at the sick day buyout. We retain that from the previous year. Eligible teachers may cash out up to 25 sick days at a rate of
$60 per day as long as the teacher maintains a balance of at least 100 sick days. The buyback will be first come, first serve up to a cap of $80,000 that the district will spend. The new coaches that were added to
appendix B in uh additional uh coaches that were added to our ECAs were middle school boys volleyball coaches. There were three boys uh volleyball coaches added at a cost of $3,100 per coach and the middle school boys volleyball assistant coaches were added to each of
the middle schools. Well, now when we begin to look at our contract language, we looked at the attendance stipen uh will be discontinued under this contract removed from the 2425 year. We removed it out of the 2526 contract. We again we retain
the 6-day buyout allowance. The additions to the wording is in red as you can see there. However, the district will pay out no more than $80,000 for the six-day buyout. The district will pay the buyout in the order it received teachers request up to the $80,000 cap. The amount will be deposited in the
individual teachers viva account and these deposits will be made in 2026. In addition to that, a committee of equal representation of up to five representatives um shall meet uh to discuss insurance coverages, services
andor the costs associated with it. Salary overview. The bachelors and zero teachers will receive a $500 added uh to their base salary. Masters and zero teachers will receive $500 as well to their base salary. This raises the
bachelors and zero to 30 uh $53,500 and the masters in zero to $56,680. Returning teachers will receive a 4% increase in their base salaries up to a cap of $104,872. All teachers will receive the raises
regardless of their evaluation rating. Look at that a little bit more closely. Starting salaries for new teachers will be bachelors and zero 535. Bachelors and one will be $54,781. Masters and zero will be $56,680.
Masters and one will be $58,68. Maximum new hire base salary for bachelors will then therefore be $77,873. Masters will be uh the uh max salary on the master scale will be $97,233. Copy of the previous 2425 pay scale to
your left and then the 2526 pay scale to the right for your comparison. looking at the literacy endorsement. Now, the literacy endorsement that's that coming about from the DOE, teachers may provide proof of that endorsement to the human resources office prior to
January 1, 2026 in order to receive a stipen during the 2526 school year. Teachers that submit that will receive a salary increase to their salary, base salary of $250 for the 2526 school year. teachers will only receive this increase
one time in the teachers career in Pike Township. It will not be added again. It'll just be a one time added to them. The timeline that we've dealt with that we used was of course the ratification by the PCTA on Friday the 17th. Tonight,
our tenative agreement with you on the 23rd and then we're looking to bring it back for you for your ratification on Thursday, November the 13th, 2025. Thank you. Are there any questions I can answer for you?
>> Mr. Hunter, Dr. Hunter, excuse me. As it relates to the the increases of our teachers, are we u competitive? >> Yes. Last year we were in top five. Uh we stay there about top five in the state salaries.
>> Thank you. >> Thank you, Dr. Hind. >> Thank you. We're on to uh alumni excellence Dr. Le Young. Thank you, Mr. Vice President, members of the board. I'm excited tonight to
highlight for our alumni excellence, Mr. Nicholas Perry who is a 2011 graduate of Pike High School. >> Hi everyone, my name is Nicholas Perry. I graduated from Pike High School class
2011 and I'm currently an S suriability engineer for PNC Bank. Once I graduated um I did go to college more focused on getting my baseball career started but um things didn't pan out as well. So I took some time to actually focus on myself and so I started looking at what
I love to do and that was something to do with gaming. Uh gaming led to technology and I found out that within technology I can be as free and as creative that I've always wanted to be. My work experience right now uh I
started uh my career actually at a logistics company in Indianapolis. Um I actually got an opportunity from the manager at the time who believed in my work ethic and managing that the database from there. From that uh I went
to Belltech Logix out of Caramel and I end up moving out to Arizona. I became an IT engineer for Circle K where I was troubleshooting their systems helping me build their cloud computing aspects um from on premise to the cloud. From that
point, I took a course. A recruiter actually reached out to me on LinkedIn and that's how I was able to get my opportunity at PNC bank. A day-to-day for a cyber reliability engineer, it's uh what department in which you focus on. So in my department, I handle the
architecture side which I look into uh handling the VMware, which is the point of handling virtual machines, networking and everything. back end, the architectural side and then finding opportunities to make the
business run uh more efficiently, optimize it to the point where we're not having too many issues and then handle incident tickets and diagnosing those tickets like hey this is an opportunity opportunity for us to become um I have two teachers uh specifically
one is Miss Taylor uh she was a Spanish teacher from New Augusta and ended up working at PIP She was just she always accepted me for who I was and just being able to be in her room and just you know be myself especially
at that young age especially things I was going through was always welcome welcoming and then my my math teacher Miss Glaze I love Miss Glaze she was just awesome like she gave me every opportunity and show different ways on
how to learn her ways on how she approached to make sure some people try to get the lesson and try to figure out different ways to teach us. How I find different ways to understand my uh tech. Miss Glaze showed us there's different ways to understand a specific subject
within math. There's not just one way. So, let's break it down so you can digest it, so you can understand it. And so, I use that concept when I use it in tech as well. So, it was she has no idea that I I went back as far as my senior year to use that what I am today in
tech. You You will get real world experience and knowledge from Pike Township that you will carry on into the real world. And meaning that the dayto-day that you face as an adult will be things that you face
to the dayto-day as a student. And there's opportunities of learning. You'll never know what skill sets that you'll grasp from school that you use to a dayto-day in your work life. And so with the diverse environment um that
Pike Township provides in the networking opportunities, you will want to carry those skill sets into the work world. Being diverse, being able to understand people of different culture is a huge and needed uh skill set for anyone to be
successful in life because we are just more than one type of individuals and that is Pike Township. It's diverse in a point where there's all different walks of lives there. So if you able to sit down in the classroom, collaborate with each other, learn amongst each other, you will carry that skill set longer
into your life into different situations that you will be thankful that you grasp as a young kid to a teenager to even to a young adult to a middle-aged adult. You would love to have those skill set because it's needed within this world and I'm grateful that Pipe was able to
provide that for me. >> Well, Mr. Perry lives and works in Arizona, so he wasn't able to be here with us this evening, but I am confident that he is watching the board meeting tonight. So, at this time, I would turn it over to the board. If you'd u have any comments,
>> any comments from anyone on our board? Okay. >> Well, I've got to jump in because I love seeing an IT professional get the alumni excellence. So, um just congratulations to you. Um, I love also the what I talk to people all the time about it's not
necessarily a straight path that he you found your niches um in all the different ways and landed in cyber security and while they can be a thorn in your side in business they're needed it is uh they're the gatekeepers that protect the business and so uh there's no doubt the future is bright for him in
the field he's chosen. So, congratulations. >> And I just want to say, I know you guys get tired of me saying, "I know this kid, but I know Nick. And to see him soar the way he has soared, considering how he was at Pike High School. He was a
jokester. I mean he you know he just was he was really smart but you know he would he but to see him just blew me away that he even had that much knowledge and understanding of the technology that he is you know portraying up there and I'm
I'm I'm really I'm peacock proud to know that he has brought this to us as a student from Pike. So Nick if you're watching yes Miss Wilson is right here. Hi I'll just say I'm I'm as an educator
excited to see that he made the connection that the real world connection. Okay, how does this math like we're always like I'm never going to use math. You have students say that all the time. He just proved >> how he made that real world connection. And so as he speaks to students,
hopefully some students will get to see this video and understand my teacher, my math teacher is not just standing up there spouting things, but actually speaking real truth that you will use what you learn to solve real world
problems. and our um this morning I was in a session and Purdue Polytech was presenting and the very thing that they said this morning I thought okay um we
have those same things and one of the things they were selling themselves on was diversity um their hallways are filled with children that are excited about learning and they just went on and on and on the the the actually the principal was and I'm sitting there listening
I'm thinking, but these are all the things that Pike excel in. And he comes right back tonight and says everything that I heard Purdue Poly Tech say this morning. And so I'm glad to know that we are um we're on the ball and I'm and I
appreciate that. All right. Uh we move on tonight to um B uh C actually, professional learning. Uh Dr. H. Gatewood. Good evening, Vice President Webster, members of the board, and Dr. Young. I
come to you tonight to introduce Sarah Henry. She is the consultant who has supported our professional learning community's work for the last several years. She's here to present and share what we've been working on. >> Mr. Vice President, board members, Dr. Young, um so grateful to be here this
evening to share the good things we've been doing the last few years with professional learning communities. So, a little bit about myself and how I kind of got here. Um, I my background I've have 25 years in education. Um, I'm licensed elementary, middle school, and high school. Um, got my admin license
and did instructional leadership for 11 years. And in working in Brownsburg Community School Corporation, we found some secret sauce on how to do professional learning communities in a way that teachers actually find of benefit. And so I had co-authored Arrows
um and Dr. Larry Huff had happened to read the book and I think passed along to Dr. Young um and that's kind of how I got to be here um doing this work. So I think it's important to kind of understand the why um behind this work.
There are lots of different models of professional learning communities and definitely some work better than others. Um but this is really based on the work of John Hattie and what he has done is a metaanalysis of all the different studies in education and determined
which specific strategies are actually giving us a positive impact impact on our students in their learning. And so he uses this scale um a 04 is what we would want all of our strategies to be because a point4 means that we grow
students a year and a year. If we go higher than that with strategies, we know that we can actually grow students more than a year and a year if we're doing that consistently. So based off his research, what we've had the last couple years is the number one factor that's impacting student achievement is
this notion of collective teacher efficacy in education. We like to come up with these terms that, you know, could mean lots of different things. So just a little bit of a description. Um, this is educators feeling comfortable with one
another to try new things and make mistakes and grow from that and improve our instruction for the benefit of our students. And in collective teacher efficacy, imagine that we really trust one another to um bring up all of the
students. So, a common phrase that we say is they're all all of our students. It shouldn't matter which teacher that they have. We're all in this together. And we know if we put our minds together with all of our different backgrounds and experiences, we're going to be able to help more students. So, professional learning teams or
professional learning communities are one way that you can get to collective teacher efficacy. And so, that is uh what we're working. You see a 1.57 impact size. So, you know, we could grow a kid several years in a year if we're all doing this at a high level.
The second most impactful factor is the teacher's estimate of student achievement. So this means that while I'm teaching my lesson, uh we talk a lot about um they need to taste the soup while they're teaching. So I'm teaching my lettuce my lesson and I've got all my
plans, but I might ask students a question to see if they're understanding so far. And I might have already decided what might I do if they aren't understanding at this point. um being able to respond and give the students timely feedback. We know that that timely specific feedback especially
within 48 hours research shows has a really positive impact on student learning. So these are both um part of the PLC process here in in Pike Township. Our goal when we started and this is kind of what we've still been
working for is we wanted to train teacher leaders. A lot of districts will run professional learning communities with administrators or coaches. And what we found in our work is the teachers don't buy in. Um we know that research says the best professional learning for
educators is job embedded. So to be able to look at what I'm currently doing in my classroom and in my instruction and to be able to um grow and learn from others for that. So we really were trying to empower teacher leaders because we know the more uh capacity we
build in leadership um with our teachers, number one, it helps build the bench for future leadership. Um but also that buy in and that collectiveness comes a lot quicker when we have that. So really wanting them to feel confident in skills. So a lot of the stuff that we
did is prepping them on how do you run a meeting with adults? um what do you do when that one person wants to bring up all the negative things and you're just trying to get through the agenda. So, we really work through a lot of those pieces as well. So, to reach this goal, what we've been working on the last few
years is creating that common shared understanding um and framework here for the systems at PLC's. Um we had pockets of people that had been trained with other models of PLC and we had a lot of new staff members that hadn't been trained at all. So kind of our first step was getting everybody on the same
playing field. Uh we referred to that we're all playing the same sport. Uh was kind of our first goal like we're all doing this the same. We have a common agenda so that every building, every department is using that same agenda so that we're all working towards that same
process. um equipping the building and central office leaders with that vision and some practical tools to help them um with aligning and you know the sustainability of PLC's within their buildings. Um really worked on training PLC leaders. Each year we add a little
bit more. So we we talk about adding to our onion. Um if we did it all that first year, you know, it wouldn't have been effective. So, we just kind of slowly add um and then making sure that those PLC leaders feel confident to have those kind of rigorous conversations
with their colleagues. So, in fall 22, spring 2023, I specifically supported uh Central Eastbrook, New Augusta South, and Deer Run. Um we kind of started off with um which buildings were interested in, kind
of testing it out. Um did basic training with those buildings. um really worked to develop that capacity in their leadership teams and then um the book arrows was shared with the elementary leaders to kind of get a background behind where this model um was coming
from. I mentioned that a lot of the work that we do is how to deal with other adults. Um, you would think that knowing how to work with students that somehow that we would be able to transfer those skills, but I'm sure even in your other professions, you know that this can be
sometimes a daunting task. So, this is just an example of an activity that we did districtwide that first year um to really make sure that we were coming up with norms for our PLC meetings that were actually authentic and would make people feel safe to actually have those rigorous conversations. So, we talked a
lot about there's certain dynamics within teams that can cause problems and that if they ever feel a rub, it's probably a pull between these. So, we looked at some of us are really task oriented. We want to get that job done. We've got 45 minutes. Let's go, right? I want to leave. I want to make my copies.
I want to all ready. And then we have some people that need that relationship, right? For the love. Can I please talk to another adult, right? Can I have five seconds with an adult? But when you're working together in a team to solve these problems, that can cause a rub. And so if they put their sticky notes on
places that were further apart, they were to create a norm for their PLC that would make both sides happy. So we might decide that if we're on task and we stick to the agenda and we get all the way through, any time left we'll use for relationship building. So that's just an example.
In fall 2023, spring 24, um the focus we started working on districtwide those common systems, understand the PLC work and just some of the basics. Um we aligned um how we were using that common agenda. And the other piece we began to
align is how do we give feedback so that the teachers know how they're doing in this work. So, we developed a common way to um it's almost a rubric or a continuum that's able to let the teachers know and for us to provide feedback to help them grow in the work.
And then we gave copies of arrows to the secondary leaders that year. These are just some examples of when I've worked in buildings. Uh we've got deer run and central. And then in the upper left was a training I did with the principles. So, we always come together
once or twice a year as building administrators so we can align and make sure that we aren't straying away. But also, there's so many great things going on in Pike and we never it's hard to find time to be able to share that with one another and so we always take pockets of time for them to be able to
sit together and share the good things they're doing so that we're not working in silos. This is an example of what we did with admin and with teachers to really understand what the different phases of PLC work look like. What does it actually look like and sound like? Um
there's a seven uh a sevenpoint scale continuum that we use. Seven being a really highly effective PLC. Um what we have found is that if you get your people to a level six or higher, um we see larger data growths. Um, I would say
currently if I were to like give an average for the district, we're probably somewhere between a four and a half and a five. Um, we've definitely got PLC's that are at that six and we're bringing the others up um along along the way.
Fall 24, spring 25, our focus turned to really understanding how do we get good data or evidence to bring to those conversations that's actually going to help us with our instruction. And so part of that was training them on the difference between summitative
assessments versus formative. And those formative assessments are like I referred to earlier where you're tasting your soup as you're teaching. Um you're maybe doing a dry erase board check or you might have them um stand up if they agree, sit down if they disagree. any
way that a teacher can quickly gather that information about all of the students where what we've see otherwise is teachers will ask a question and then we only call on the students whose hands are up, right? So, we've got to make sure that we really have a good um estimate of where those students are
achieving. um got to present at Elevate focused on kind of the why and what of PLC um for more of the nonPLC leaders just to start to build that capacity across that formative assessment and a focus on literacy in the content areas.
We started to do building observations and feedback. So, what that looks like at the elementary is I would um sit during their um PLC meeting and watch the entire meeting and then I give them feedback on which level they're at and give them a question or a push area to
continue to grow in that work. Um definitely differentiation for each building. Um depending on the leader background, whether they were new, lots of different reasons, every building was kind of at a different a different place. And so being able to meet them each where they were at to get the
journey to move forward, I think proved to be really beneficial. The four questions that we we talk about in those meetings are what do we want our students to know? Um how are we going to know that they actually learned it? What might we do to our tier one
instruction? Um as far as a scaffold, um just like in painting, we use that scaffold to be able to paint to the, you know, all pieces of the house. and then we take that scaffold down. We have to think about what are the things I might have my student use to reach that grade
level standard until they're ready to do that on their own. Uh we looked also at we've got to make sure we're pushing all of our kids. Um in our model, we don't believe in just pushing um the the labeled gifted and talented or higher ability students. We believe that all
kids deserve exposure to rigor with support. Here's some more examples working in the different buildings. Um, really trying to get that understanding of the assessment piece. That's a hard switch for people. Um, because in the
older models of PLC, what you were supposed to do is look at the very end data. So, here's my test. The kids didn't get it. I guess the one day I have left, I'll try to save everybody, right? where now we say okay what are we about to teach and what might we put in
place to help the kids okay I know these two students are new to um English so what might I use in my lesson to help those kids find more success um that's part of that that conversation that they're having now
this year um the focus switched to that scaffolding piece and so I've been doing a lot of training with buildings on what are just kind of reminding ourselves you know, it really was a thing after co where there's some practices that we stopped doing and and there there's so
many things in education that get thrown at us. It's like, oh yeah, I remember that. I used to do that. It was actually really effective. So, reintroducing that idea, tier one instruction, you know, that's the first time the students are being taught the lesson with the whole
class. um we want to make sure that we're doing that the best we can the first time so that hopefully we have less students that need that retach at the end. Um did some elevate sessions this summer on cognitive engagement. Really making sure um with new curriculums and things sometimes we get
stuck in a rut. So making sure that we're following brain science that about every 10 minutes we've got to have the students do something um with their learning for that to stay in their longterm memory. So maybe it's a turn and talk or um it might be a question I have them think about um a problem to
try and then for PLC we had a a whole district session on how do you figure out the best evidence to bring um again did more observations and feedback. We did some training for the secondary this
year. So, if you can imagine in an elementary, we have six PLC leaders, but at the high school, you've got every subject area and every specific, you know, biology, chemistry, and so to get all of those people to be able to do the training during a school day is not not
doable. And so, we had a great opportunity this year um to be able to provide on some of our e-learning times training to get the secondary teachers kind of up to where our elementary teachers were with this process. And then I'm also doing extra support this year with the middle school through the
Lily grant to really ensure that we're doing PLC's in a way that are not only helping their uh their win time, their intervention period, um but also in helping the teachers grow in their instruction. So just some more pictures. Um you know
up in the upper right, we do this work at the early learning center. Uh we do this work at the high school. So there's not a level that is um not able to do this. I think another exciting thing is that this is starting to spread out where we're hearing good things and we
have pockets of hey could our guidance counselors work together for um a PLC? Why not could our principles work together? So it's really a system of how you solve problems and I think it's super cool to see how that's starting to expand out. We did do training with our
special um student services um and making sure that we thought about all those areas. It's also important to think about those special areas like related arts. You know, I might be the only music teacher in that building. So, who am I supposed to talk to on these
times? And so, we work through and really make sure that we're finding something that benefits them because their work's just as important as all the other content areas. some pictures from Elevate. My proposal for next year is we're just going to be kind of fine-tuning and
starting to establish a maintenance plan. Um, obviously if wanted, I'll do Elevate sessions on PLC related topics. Uh, we'll start to wean off my support. Um, so less days and really working to align what we're doing with um, Pikes
MTSS systems and continuing that support through the Lily grant for the middle schools. I think we have a lot to celebrate over the few years. Um, having a whole district this size aligned in that work is pretty amazing. Um, having new
teachers now we have that part of the process that they get trained when they come in with their new with their other classes or or um professional learning that we might give them so that they are caught up to speed with how we're doing this process. Um, we've got all the
admin, all the teacher leaders, um, trained and we're receiving continuous support and coaching and kind of amazing. But as we've gone through this process a couple times, I think we've looked at each other and been like the teachers are asking for more of this and that's kind of a rarity because their
time is super super precious. And so when they ask to have more of this time, it means that we're doing some good things. Uh, we've seen a consistent upward trend in the state testing data and graduation rate. um they're having deeper conversations and we're really moving to that collective efficacy. Um
and then like I mentioned earlier just that that work is starting to expand out into other areas of the district as well. And now I could take any questions that you might have. >> Thank you tonight for your
presentation. The finetuning, what does that look like? >> So really just making sure so I can give you like one for example. Um we have new administrators at uh Gian Elementary and at Eagle Creek. Um so their buildings
and kind of making that transition. We're kind of getting them caught up. So really trying to get everybody to that same spot. Um really thinking about what is it that we don't have in place that we need to consider as as Sarah goes to lead um so that they're able to continue
the work. the maintenance piece, >> establishing the maintenance plan. What does that look like? >> So, um, working with, um, Dr. Young and Dr. Gatewood, um, we'll look at kind of what we feel like is needed to keep the
this program going. Um, whether that's, you know, more spread out support, whether that's things they need to consider, um, if there's a system that's missing that we hadn't thought of, those type of things. >> Thank you very much. >> You're welcome.
Is there ever any vertical articulation of TK through 12? That's a great question. Um, again, it's be precoid we had lots of space for that and after CO that's been harder. Um, so we definitely
the one thing I'm really excited this year with our middle schools is we have three PLC dates where they're all gathering together. So our three sixth grade um science can be together, our three sixth grade social states can be together to have alignment in the curriculum. Um and for them again so
that we're not working in silos because there's a lot of good things going on um and that we're working smarter. So um that would just be an example of that. I know elementary we're looking to find maybe some time this year for that as well. I actually was just at snacks the
other day and um the kindergarten teacher was asking like I would love to get with other kindergarten PLC leaders to be able to hear how they're interpreting this. Um so it's definitely something that we're continuing to try to add more of. >> I appreciate that the different grade levels are working with each other. I
was specifically referring to verticals so where the kindergartener is with the first grade the first is with second and so on. >> Thank you for redirecting my answer. Um I think one of the things that um we have seen is most of your PLC's are
coming together in a common space in the building. And so this this provides those great opportunities. We like hey I know we just got this new English curriculum. You know what is it that you guys are expected? And we saw that with um the new literacy program trying to fill in the gaps of like wait a minute
we jumped into our third grade curriculum but we don't really know what the kids are supposed to go through before. So there's definitely they're always looking at the the standards and making sure when they can have those conversations in in that common space. Um I'm not sure otherwise for the
district if they're offering other vertical >> we're actually doing some of that. Um we're taking our our professional development day November 4th. Uh and we're actually providing those opportunities for that vertical articulation for our staff uh during that time. actually um I know you want
to talk about it, but we're actually going to model it very similar to what we do over the summer with Elevate Ed. So that would be and I would say that that through feedback that we received from our teachers that they wanted those opportunities. We had done some things like that in the past and we're bringing those back u as well.
>> That's very encouraging to hear. >> Absolutely. And I would just just just share um a little bit of history. So about in board people in the community in the room may recall four or five six years ago our our test scores had dropped off and I remember when I took
over that that January um there was an article for that 2122 school year I took took over in in that January may uh Pike Township was the only school district in Marian County that had shown no gains at all on I learn out of 11 school
districts. as the interim um I created what I call the road map for what I know that Dr. Webster was on the board at that time and a component of that was was PLC's because one of the things that I saw
that we needed just through talking to administrators in the building or teachers was you ask about a professional learning community you can have a response all over the place. So we wanted to provide one the culture that we um as educators and as teachers
come and we look at data we review data we create plans based on that data we implement that that is a secular process but we also want to have the structure as well and Mrs. Henry has provided that Brownsburg and one of the reasons why um
um you know I wanted to kind of look towards the model that Brownsburg used because at the time year after year after year Brownsburg wasn't the most affluent school district but they were the highest achieving school district year after year after year and one of
the things that um through my understanding and talking to staff members that they were doing at a very high level was the work that they're doing in in PLC's and I think it's been a a uh a a a big component of of the success we've had over the last you know
few years. >> May I ask another question? >> Sure, >> Mr. President. >> Yes. >> Uh M. Henry, the onboarding for new teachers. >> Um retaining teachers is is important to me. >> You can retain teachers create the
longevity. uh it really strengthens uh the educational environment in any structure. I believe I believe that. >> I agree. >> Uh how are you doing with that when we look at new teachers coming in uh and your on boarding as it relates to this
uh particular PLC uh coaching ideology you have? >> So this year was our first year of of offering that session for our new teachers. Um I know the the current teachers were excited because you know sometimes when you have someone new come in you kind of have to regress to get them caught up. So this provided an
opportunity to have them feel um prepared because again there people are doing PLC's lots of different ways. Um and so we wanted everyone to understand what the Pike expectations were. Um, I will say that I've heard from a lot of teachers and PLC leaders that they've
found this process is very beneficial for the new teachers because I've got my peers and their experienced brains in this work who can offer me suggestions and I'm not just trying to figure it out all on my own. Um, that helps retention in that I'm not drinking from a fire
hose every single day, maybe some days. Um so I think that that process in itself you just have that extra support um which in turn helps our students because when we have new teachers then there we're not you know kind of regressing back with um them not doing
the process correctly or things like that. So um like I said they've shared that comment to me before that they feel like it's helped. And then um actually I was at snacks the other day and um Mrs. Jones, sorry, I was trying to think
of her last name. Mrs. Jones was um sharing with her staff that they've had a couple subs that have really been excited about how easy it is to substitute there. Um and we all know how hard it is to get subs these days as well. Um when we're all working so
aligned, if I, god forbid, had an emergency and I didn't get to get a lesson plan together, those kids aren't going to lose out because those colleagues already know what it was that they were going to focus on. Um, and so that in in in turn provides support because I know when I subbed before
teaching, sometimes you show up to a messy desk and you don't even know where the sub plans are, right? Um, and so I think that piece too, it creates that tight alignment which makes it easier for everybody. >> That alignment that you just mentioned, how far is that alignment stretching in
our district? >> Um, I would say across all pieces, don't you think? >> Oh, yeah. I mean, we're we're we're making progress. I think Dr. Moore, to your point, it's a great question, the maintenance piece because as we, you know, tried to kind of move on even from the help that we've had for the last few
years with Mrs. Henry, we're always going to have new teachers. So, part of our maintenance plan is going to be, you know, how do we make sure as we bring new educators in, whether it's a teacher or a principal, how do we get them up to speed in this work that's now going to be part of of Pike Township's culture
moving forward? So, um, I think we've made a lot of a lot of progress and and, uh, we're heading the right direction. >> Fantastic book. I've been looking at some of that. Thank you. >> Thank you. >> So, I have a question for you. Um, and your your goal, you said that, um, you
guys are having instructional practices to eliminate racial disparity. And with what we're dealing with nationally, right, >> with the schools, how is PLC dealing with that piece? Um, you know, I think
because we're focused on the people work in this model, we are super reflective on ourselves and what we may or may not be doing. Um, I think for example would be, you know, before as a teacher, maybe I would
average all of my my test data and and and say, look, 85% of my students are doing really well. Um, but what we know is if we aren't looking at the subgroups, we don't know really that everybody's doing well. And for example, that happened to me when I was a
teacher, um, I had two students, um, of Asian background and they always seemed to be paying attention and never asked questions. And I had a a bias or an assumption that I didn't even know that I had, which was they're good at school,
right? They must be doing okay. when I actually looked at my data apart and I saw gosh these two Asian students are actually really struggling that allowed me to say okay what is it I'm doing or not doing that is impacting the students learning and so I think as those
conversations come up we help one another kind of think through is it something that I'm like not even realizing like why do you grade out of 10 points or why do you do this sometimes we just do it because that's what we knew right um so I think it creates the space for that we talk about
um you know not having deficit ideology. So making sure that we're not going under the assumption that because someone is part of a certain subcategory that that means um anything about them um that we are looking at them as
individuals um and what they need specifically. So in your PLC's you guys are proactively as you stated here you're proactively trying to support that so that you do have those teachers that as you said had no clue about the Asians. So those are the ones that have
that are they saying something about it or they just kind of keeping it to >> so as we get closer to that collective efficacy and there more of that trust is built we're seeing more of those conversations. So at first it's always we start small. I might encourage let's look at your male versus your female students and we can find some easy
things there that um that we could try to impact and then we slowly start to build in those other kind of uh lanes that we're going to zoom in on um because some people are more ready for that than others as you would expect. >> Thank you. Because that's a hard it is
>> most teachers that's a hard subject to t tackle because of the sensitivity of it. So >> yeah, >> that's good. >> Thank you. >> You're welcome. Are there any other questions? >> We gave her enough. >> Thank you.
>> Thank you, Mr. President. >> We're on to the last board report. Mr. Gruber, Blue Ribbony. Thank you, Mr. Vice President, members of the board. Dr. Young, I am excited to give you a blue ribbon
plan update. This is my fourth annual blue ribbon update. We like to do it every fall. I know I was just in front of you a few board meetings ago to give you an update on our summer projects, but this is a little bit higher level. I'm going to kind of go back and talk to about the the bones, if you will, of our
capital plan and and what the blue ribbon plan really is. So, just want to start with a couple reminders of what the blue ribbon plan is and how it was developed. So, we really look at three different categories. We look at historical data. We look at the we do superintendent walkthroughs in the
spring. And then we look at overall needs in the district. So historical data is when was that building constructed? And you want to be looking at midlife refreshes been the 17 to 20 year range because that's when things like your carpet and your wall coverings, your ceiling tile, uh your
toilets, your sinks, all of those things that the students are engaging with on a daily basis, they begin to fall apart, right? Um and so we want to look at doing those interior refreshes. Then we look at end of life renovations and those are when we get into the the more
complex systems, your HVAC systems, your roof, your building envelope, doors, windows, etc. And so we we want to map all of those things out so that we understand, hey, we have two or three buildings that are going to age out around the same time. So we need to plan
ahead for that so that we're not getting hit with, you know, 40 $50 million projects all at the same time. We can spread them out over time. The superintendent walkthroughs have been really really helpful. Um, since Dr. Young has has taken the role and and the
lead of this district, we've done them every spring. We go we walk every facility. Uh, we look at just the overall condition and that is more kind of looking at a lot of short-term projects. We do identify long-term projects when we're doing that, but we're looking at what makes the biggest
impact right now. How can we improve the facility as we bring our kids back to school in the fall? And then anything that we can't tackle in a summer, we add that to the capital improvement plan or the blue ribbon plan. And lastly is needs. We look at programming. Uh I
think a perfect example of programming is uh since we've gone onetoone, the need for computer labs has kind of gone away. So we need to look at ways that we can repurpose those spaces and make them uh a a more efficient educational space. We look at life and safety, fire
sprinklers. We look at um the the burglar alarms, cameras, all of those type of things. And lastly, we look at emergency repairs and breakdowns. So, a chiller should last 40 years, right? But that's not always the case. Just like you could go buy a lemon off of an auto
lot, sometimes you get a heat pump or a uh a a boiler that is just a lemon and you're just always putting money into it to repair it. So, we look at that and we can add that to the blue ribbon plan and pivot as we need to. So, there are three major components of the blue ribbon
plan. The first is the facility needs or the categorical matrix. Um, and so that's a big spreadsheet, super colorful for you. Um, and that, uh, we'll go into a little bit more detail about because there's some specific things that I want to point out. The project needs matrix.
Um, that is kind of more of our short-term plan, projects that need to be done in the next 1 to 3 years. And then we have an extended forecast which in your board packet I call uh project list master. So that is all the projects we've identified thus far all put into a
spreadsheet with tenative timeline. Uh budgets as close as we can get to. But this categorical needs matrix is really important because it gives us a snapshot of where we're at in the district. Um so every fall I go through and I do a facility condition assessment. That's
where I look at our work order system. I go through the buildings and I identify um the condition of our buildings and our systems. And by doing that, we look at these five different categories. We look at building interiors. Uh so that
is your carpet, your your paint, those type of things. We look at building exteriors, your roof, um your expansion joints, your flashing, all of those things that keep the b the building dry. uh mechanicals, so heating and cooling, um water coming into the building,
electrical, etc. We look at auxiliary areas, which are things like uh our media centers, our performing arts areas. Those are all managed a little bit differently than a classroom. And then miscellaneous or maintenance and operations items, uh furniture, signage
throughout the district, um fire alarms, burglar alarms, those type of things. And then each of those areas kind of have a subcategory as you can see in the needs matrix. And then they're given a a score. So zero would be good to excellent condition. So for example,
Deer Run on the interiors went from a three to a zero this year because we did renovations. The middle schools as well on all of our hallways. We went from a three to a zero because we made an investment there and made improvements. A one is there some wear and tear. So,
we're we may be 5 to seven years in, 10 years in, and things are starting to to wear a little bit. They're still in good condition. We can keep them clean. We can keep them nice, but hey, put it on our radar. Let's get ready. Two is approaching the end of useful
life or we're having a lot of repairs. Okay? So, we may have a piece of equipment that still has another 15 years of useful life, but we're putting money into it on a more regular basis. So, we need to put that on our radar. or hey we are approaching this heat pump
has been in service now for 17 years and its life cycle is only 20. So we need to be ready because there could be catastrophic fault catastrophic failure in the very near future. And three are things that are like listen we got to we got to address this immediately. Uh it's
beyond its useful life so we've stretched it out as far as we can andor frequent repairs or it's down more often than it's up. So, these are the kind of the things I wanted to to point out on this category and this needs matrix. Um, because I do
the update every fall, I went back and looked at last fall's numbers. And so, first I want to identify um some some things that have changed, right? So, last year at this time, we were talking about Deer Run. Deer Run was up around
60% which means 60% of the facility needs to be addressed in some way, shape, or form. That has now changed. If you look at your document, Deer Run is down to 30%. So, we cut that in half. But the administration services center is now at 67%. So, we need to invest money into
this facility to bring it up to where it needs to be. Infrastructure, um, finishes, the whole nine yards. The warehouse as well, uh, the stadium building needs a lot of work to be done there. uh and Fishbach Creek Public Elementary or Public Academy.
And what's not surprising is that all of these buildings are kind of aging out. They're kind of hitting that either end of life or midlife refresh where we need to be taking care of these these concerns. Then when you look at the categorical percentages down at the bottom of the spreadsheet that you have
there, we can look and see which areas of the building are kind of greatest concern. So mechanical, not uncommon, is our highest percentage. So those are things like our power backup, so generators, um emergency batteries, those type of
things, our HVAC systems, and our lighting. Those are all things that we need to address because they are aging or have aged out a lot more than some of the other areas. Then we have miscellaneous items, things like custodial equipment, furniture throughout the district. And last thing
is the auxiliary areas which athletics is high and also our kitchens and I'm working with Miss Gray to work on our kitchen. So that number should be coming down uh year-over-year. Then we go into the project needs matrix. So the project needs matrix are
all of those things that are identified really as a three. So we take those, we identify some budget numbers and we put them into a spreadsheet and those are projects that we need to target within the next 1 to three years. And this spreadsheet is a primary tool that we
use when we're evaluating what type of bonds we need to pursue in order to continue to maintain our facilities at a high level. So I meet with the superintendent and the CFO. We meet early in the year. We pull this spreadsheet out. We say, "What do we have to get taken care of immediately?"
And we begin to build that list. We look at bond capacity and and and Dr. Young makes those decisions. And then we move forward and that's how we identify our projects. The extended forecast like I said this is going out almost all 10 at least 10
years sometimes beyond. And the idea of this this list is that every number every category on the categorical needs matrix that is a one or higher. So if it's a one a two or three it needs to be on this list. And so I try to have it be
a comprehensive list, but it would be dishonest of me to stand up here and say I've identified every project that we may have to do in the next 10 years. But what I can say is four years in that list is far more comprehensive than it's ever been. And we're trying to pos put
ourselves in a position to be good financial stewards and to also ensure that we have worldclass facilities for our students in Pike. So in your board packet, we printed off copies of all of those things. so that you can see them. The categorical needs
matrix, the project needs matrix, and the project list, uh the master list, if you will. So, there's another portion of my presentation that goes into security a little bit, but I wanted to give you an opportunity now to ask any questions you may have about the blue ribbon plan.
>> Um, what's the what is the approximate life lifespan of a floor? >> The gym floor. >> A gym floor. So, a wood gym floor should last 30 to 40 years, depending on how frequently you sand it. So, when a gym
floor is installed, they're usually good for five to seven sandings. Uh, and depending on how well you maintain the the seal or the surface area of the gym will depend on how often you have to sand it. The other challenge you may have is if you need to like change the paint on the floor. So, for example, if
for some reason we were no longer part of the Mick, we may have to sand that floor and repaint it. So, as long as we're not having to do that and we maintain the floor on an annual basis where we do a screening and put down a new seal, >> um that floor should last 7 to 10 years before we have to sand it again. So, so
the warranty that we have on a floor, so if we have a brand new floor and for some apparent reason, uh, a month later we find some issues with it, um, will they re and feel like the PL floor needs to be replaced? Would that fall under
our warranty? >> Yeah. So, almost all construction anymore is is really a one-year coverage warranty from the contractor themselves. Now, if it goes beyond that, we would have to go to the manufacturer of the floor um and and pursue that in a
different path. But really, any construction project you do, including a gym floor, you have a full year of labor and material coverage that if something were to happen in that first year, they would come back and replace the entire floor. >> Have you looked at the floor microscopically, not telescopically?
>> You talking about the main gym? >> Have you looked at it closely? >> Yeah. So, I know exactly what you guys are asking. >> Yes, sir. So, there is a ripple that you see in the floor. The floor and the integrity of the floor is 100% fine. What happens is when you put down a brand new maple floor and you sand it,
you're opening up all the pores of the wood. Then, when you put your first coat of seal down, the floor receives some of it and doesn't receive all of it. So, the finish itself has a lot of micro fractures in it that you wouldn't normally have on a floor that's been
repeatedly sanded and and uh sealed year over year over year. Okay? And so, what's happening is with those brand new LEDs that we have in there and the radial um light that it is, it's causing that ripple effect to come off the floor and
it's making the floor look almost synthetic. So what will happen is is when we do our screening this at the end of the school year and reseal it, it'll have a completely flat sheen and it'll be fine. >> So that that will go away. >> Absolutely. >> Because that's that's the complaint. I I
know what they're asking. >> And if we had time >> that's the complaint though. >> Yeah. >> That we're hearing in the community. So I I'm I'm glad that >> and often times with a brand new floor, one of the recommendations is is to seal it twice. >> Okay. Um, we just didn't have that time
because we want to get our kids out on that floor. >> So, time will tell then. >> Yeah. >> So, is the wood a four? Is it a 3/4 inch or is it a half? >> No, it's it's either an inch and a quarter, an inch and a half. >> Okay, >> Mr. Gruber. I don't know if I'll be here when that time comes, but
please uh get that done. >> Yes, sir. Please. It's important uh to have that done because um I think you know uh when the floor is not really
taken care of it can become worse. >> Right. >> Thank you so much for that. >> Are there any other questions regarding the >> the blue ribbon? I've got one more more section if you don't mind. >> I do. Um so it's more of a comment. I This is always my favorite. I'm just a
geek out like that. Um, but I really like to see the order and how we're being very intentional about taking care of what we have >> and not pretending like it's going to last forever. >> So, I like this approach. I like how
it's numerated, colorcoded, there's a plan, there's a bond, there's a discussion. I think all of this is just us being really good stewards of what the community is providing for us and uh I just applaud you for that and the team
that makes it happen. >> Thank you. >> So the other thing I wanted to talk about just very briefly tonight was our security needs assessment. So as everybody knows uh we uh the community granted us a referendum and one of the legs of the referendum was security and
that's something that we take very seriously here at Pike. Um, we have safety committees upon safety committees looking at things, but Dr. Young felt the need to put together a security task force here in the spring. And the idea for the security task force was that we were going to meet and we were going to
identify security needs and prioritize those needs and develop an actionable plan because we have these dollars that are now available to us with the referendum, but we want to ensure that we're spending it wisely over the next, I guess, seven years now since we're one year in. So in May, we we formed that
task force and it included uh department leaders, PIPE police, we even had a a member of IMPD come, the deputy chief. Um and we just brainstormed ideas that that would be important for school security. In June, we took over all of those
ideas, which ended up being over 40 individual security need um needs that we identified and um we sent a survey out to all of the task force members, excuse me. And then based on that survey, we got a
a score out of 10 based on responses of what the most important needs were for the task force. And I was able to put those into a spreadsheet. and uh we identified the top 20 ideas and we tried to uh allocate a budget an
estimated cost for each of them. There are some that that we weren't able to really nail down a cost um but for the ones we were we were able to put that down that cost and that's kind of given us a framework right of how we may want to move forward and and build that out.
So some of the key findings were um several of the top 20 security needs that were identified have zero cost. In fact, Dr. Bishop and the district's safety committee has already begun implementing some of these things. One of them was like um training people on
situational awareness, right? Such an important thing about being aware of you of what's around you. Um so we are starting to implement a lot of those zerocost things already. there was a major focus on staffing. So both armed Pike police officers as well as unarmed
officers like Blue Line security or Signal that are helping out at athletic events. And then the third one was security cameras. So we found during this process that we have got some people in our district that are experts on security cameras and they're not our
police officers. Our police officers are very proficient. Uh, Chief Casper excels at all of it, but we have administrators that are in that system on a daily basis, utilizing it, using it to improve safety in our schools, but but they're asking for more, right? We want more
coverage. We want to be able to have um better features of of all of that. Um, and then obviously weapons detection that needs to be expanded. Um, I did want to just take a minute with the weapons detection to kind of brag on it a little bit. So, we implemented that
new system this fall over at the high school and um I had the opportunity to run that system for the first two weeks of school. I worked at the freshman center entrance and um those machines count every person that goes through.
Very, very accurate, a very easy system to use. And so, Chief and I, we started adding up all of the counts from each location every single day. and we were averaging between 3,00 and 3,100 people
coming through those gates every day. And it just so happens that that number is spoton with how many kids are coming to school on a regular basis. So we talked to the administration and when you include students who are coming a little bit later and include students who taking a sick day, right, that's
about the average number of students that are coming in. So, we feel very confident in saying that we are very close to having 100% of our students go through a weapons detection system on their way to school every single day. And that is a huge victory. >> Yes.
>> Um, with that, that's all I have for the security needs assessment. Do you have any questions about that? >> I do. Um, my concern has always been safety for children. It will continue to be that. Um, I was wondering if you all could get a
report of the maintenance on our old fleet and let's compare the maintenance expenses that we're spending on the old fleet of vehicles that we have. >> Okay. >> Uh, I would like to see that presented to the board because I've asked about it
just like I've asked about a website. I hear nothing about it. And so, um, we need some numbers now to see if we can improve our fleet. I see you're working with th those things
you don't have to pay anything for, but uh, we need to look at our fleet and what we're spending to maintain that particular fleet >> because you're going to probably end up to the point to where if you go back
three years, close to $300,000. I've done some research. about what we spent on this fleet. >> Okay. >> And I know uh whatever reason it can't get done uh that should be part of the
uh security piece as well. If you do it now, you won't have to do it for another seven, eight years. So you have the resources now to do it. Whatever the hangup is, I hope you all can get past that. >> There's no hangup, Dr. Moore. We're going to do that. That's going to be part of the plan. We can do the
maintenance. >> When would you do it? Well, it's not on here because it didn't come as a recommendation from the task force, but we have seven years over the course of seven years. It is our plan to make sure that we do have an update. >> How soon will that How soon will that be in your plan? It's not in there. How
soon will it be in here? >> I can't give you the date in which we'll we place every either number 10 or 11 or 12. I was off. >> Yeah, >> it's at the top of the second page. >> Yeah. All right. I I just want to make >> I want to be verbal about it. We see a lot of things on paper sometimes and we
don't see it moving. >> One time every two years is what the the committee has. >> Well, you you can support that effort, ma'am, but I'm just basically saying what I've been suggesting and asking. >> Yes. >> You know, it's been ignored. Yeah.
>> Oh, and don't don't I'm not upset now. I'm just making this point >> cuz people think when you come at a situation that you're upset and I'm not. I'm just making a point. That's all. >> So, I've got a question and it admittedly it may be in some of the print here and I just haven't looked at that closely yet. Um, so the weapons
detection at the high school. I did hear some complaints early on about the number of stuff people were having to bring out of the bags and they felt like it was more than what they were, but it sounds like that's probably got a little bit smoothed out. >> Are we looking at being able to implement those at at our middle and
elementary school? because my my concern has always been obviously we want the high school to be safe but unfortunately when we hear a lot of these tragedies around our nation it tends to be the younger schools you know the the that that where that's happening I mean it's all schools but just just wondering you
know if we're going to be able to expand it >> sure and and so so that's not necessarily part part of the plan currently now when we've seen things like mass shootings it wasn't necessarily >> someone that's come in who was supposed to be there that they would catch it's
been someone came in through a side door, someone broke in u but not necessarily someone who's supposed to be there as a guest or student. So, so now currently it's not part of the plan to have it at the middle school or or the elementary. >> Okay. So, there I mean we definitely
hear of students that's get guns in schools and and have done things. So, that I just I want to make sure that >> and and money's money and it's real and I get I just I just wanted to make sure you know just at some point if we're if we're looking you know at this >> and and we do do um
>> weapons checks >> correct at the middle schools >> right and yeah okay every day do that but not necessarily this the same system that we have at the high school. >> Okay. Yeah. And so I just on a side note will point out for anybody that doesn't
like the money that has to be, you know, that we need referendums to come out here, but if you happen to all not like the fact we have to get referendums, but you also don't want to do anything about the problem that is causing us to have gun issues in schools, >> right? >> Pick a lane. >> Yeah.
>> Absolutely. >> Any other questions? >> Yes. I look forward to that information on the maintenance, Mr. Sir. Thank you, sir. >> Is that it, Mr. Groover? Thank you a lot. >> I just want to tell you one thing I didn't get to tell you. >> The gym looks great. >> It's phenomenal. I
>> pretty excited about it. >> But everything else, it was just an eye catcher when you walk in South and probably Mr. Gruber, if you could, I would probably send a correspondence to what you explained to the board tonight because the average layman may not know
what we just heard tonight. And I think it would be good to send that to uh the the those who will be using the floor just through the district itself to know our floor doesn't have a problem ABCD. >> I can send that to our athletic directors and they can decide.
>> There you go. There you go. >> If I may, I know I said I was done, but because of your comment, something triggered. So, >> um, they they commented that our gym looks so good that the bleacher company is going to ask permission to put our
gym in their catalog. >> We're going to make any money from that. >> Well, well, well, but what I would share too, one thing that that people do not necessarily all know, it hasn't arrived yet. at our scores table. There will be
a a video board at the scores table and we are taking down those old antiquated scoreboards and we'll have video uh boards up there as well. So imagine a sponsor we can do a commercial up there the the um or on the scoreboard on both
sides um or the principal giving a a message about how great the programming is in the high school. So we're hoping to get all of that done. I'm I'm hoping um before definitely before winter break. >> Thank you. Thank you, Mr. Gri. >> We're on the action items. Uh number one
up is a uh is the minutes of the board of approval from our last board meeting. So move by a motion. >> I move we accept the minutes of the board of education meeting from September 25th. >> I second. Second. >> Move and second that we accept our minutes of our board meeting from our
last meeting September the 25th. due to the nature and confidentiality of that. Are there any questions? Uh we we permit uh or we omit questions. We own to vote. All in favor say I. >> I oppose.
>> We're on the human resource report. Dr. Hunter. >> Thank you, sir. Mr. Vice President, members of the board, and Dr. Young, I ask that you approve the HR report as presented. >> So move. >> Second. >> Been moved and second that we approve our HR report as presented by Dr.
Hunter. We're on to vote. All in favor say I. >> I oppose. >> Thank you, Dr. Hunter. >> Thank you, sir. >> Um, next up is action item C, request for approval. Mr. Clayton Gruber. >> Thank you, Mr. Vice President, members
of the board. Dr. Young, I'm requesting your approval for action item C, which is to approve the secured school safety grant award. I move that we approve the secured secured school safety grant award as presented.
>> Second move and second that we approve action item C as presented by Mr. Guber. Uh the school safety grant. Are there any questions on the grant? No questions. We're on to vote. All in favor say I.
>> I oppose. Thank you. Um Mruber, we're on to action item D. Mr. Joy. >> Good evening, Mr. Vice President, members of the board. Dr. Young, I'm seeking approval for action item D, approval to apply for the USA Swimming
Foundation Learn to Swim Grant as presented. >> I move that we uh accept and approve the application for the USA Swimming Foundation Learn to Swim Grant. >> Second. >> Move and second that we approve action
item D as presented by Mr. Troy Emmen. Are there any questions? >> Nope. >> No questions. We're on the vote. All in favor say I. I. Opposed. >> Thank you, Mr. Emman. Action item E, Dr. Alicia
Gatewood. Textbooks adoption for grades. >> Good evening, Vice President Webster, members of the board, and Dr. Young. I am seeking approval for item E to adopt study sync as our ELA textbook for grades 6 through 8. I make a motion we approve the EL
textbook adoption for grades 6 through 8. >> Second. Been moved in second that we approve action item E as presented by Dr. Licia Gatewood. Textbook adoption for grade 6 through 8. >> Are there any questions?
No questions. We're on the vote. All in favor say I. >> I oppose. >> Thank you Dr. Gatewood. We're on to action item F. We want to pull that out and adopt that one by way of vote and then we'll combine G through I.
>> Good evening, Mr. Vice President, members of the board, and Dr. Young. I request your approval of the adoption of the 2026 through 2030 school bus replacement plan, the 20 26 through 2028 capital projects plan, and the calendar
year 2026 budget as presented. I make a motion that we approve um all of the plans before mentioned. Action item F. >> Second. >> Been moved and second that we approve
action item F as presented by Mrs. Monae Gray. Are there any questions? >> Yes, Mr. President. >> Go ahead, Dr. Moore. I >> I wasn't clear on what the motion was for my sister. I helped her out. I just said action
item F. >> All right. Any other questions? >> We're on the vote. All in favor of action item F say I. >> I oppose. >> And then we would like to combine actions G through I. Mrs. Monae for recommendation of approval.
>> Yes. Good evening, Mr. Vice President, members of the board, and Dr. Young. I request your approval of action items G, H, and I. as presented. >> I make a motion we we approve action items GH and I.
>> Second be moved and second that we approve action items GH and I as presented. Are there any questions on either item GH or I? No questions. We're on the vote. All in favor say I. >> I oppose.
>> All right. Thank you. We are on now to board member item. Dr. Moore. Thank you, Book President. I have nothing tonight. I'm done. >> Miss Wilson, >> I have nothing to say either. >> We're batting good, Mr. >> I want to thank the street because I
want >> Come on. >> I got to thank I want to thank the Lions Club. I know that they've been going around to all the schools doing vision tests for our students and really appreciate that. It is a critical thing. So, thank you to the Lions Club and now I'm done. >> Mrs. Bones.
>> I want to uh thank Dr. Bishop for working with myself and Miss Kelly this evening earlier before our meeting um getting our policies in alignment with the current Indiana laws that just passed uh very recently. Thank you, >> Miss Kelly.
>> All right, quickly. Welcome back everybody. We've been back I guess two weeks now since break. Hope everyone had a chance to take a break because we are in this till about Thanksgiving. So everybody,
we've got a lot of things to do. We're in the middle of testing, uh, checkpoints and all different kinds of things, PSAT. So, we've got a lot going on um, academically, athletically. So,
stay the course. Be well. >> Thank you, Dr. Young. I'm picking up on the body language. Nothing to share. Go patience. >> If there's nothing else meeting stand motion >> so move, you said you singing up on the body.