Econ >> leave me alone. >> Take off. Take on Goliath. >> Basically, >> are you really sure you want? Well, >> I know where my money is. Right. Right.
I'm not that bad, but leave me alone. >> I had any coffee. >> Really dangerous. >> Like, I don't feel like boiling no water. So, wait till I get here to get my coffee. I didn't want boil water. Mom
said, "Those are all the changes this morning. Look at your set up there like that. >> Yeah. Let my dogs talk up a little bit. scream. I would think so. I start to use it, but
I know that ain't right. >> Yeah, she's ready. So, y'all, we'll be getting started in about 10 minutes here. Give us time to eat our breakfast. And Mrs. Wilson just running. She had to
take care of stuff downtown today. >> So, early morning >> I don't have the election. >> No, she like we got more cuz I don't do them. I'm like
somebody I know >> about Thank goodness the airport was way out of the range of it right. It was a big area. That's actually pretty good. other things. Sorry, >> it's game tonight. What?
>> Tonight. Did you know that? >> All the good games ended last night. >> All the good games ended last two nights ago. >> No, tonight is the is the My nephew is playing in the Indiana Allstar game. >> Oh, well that is a big game tonight. So that's that's a another big
schedule. >> Okay. That is a big I thought you were talking about the NBA finals time because the softball finals ended a couple nights ago. So >> uh my nephew played at Lawrence North. He's the one. Yeah, remember he the one that boked us down. >> He's Oh, he made
>> Yeah, he made the team. So, he's playing tonight. Then we got We got We got two We got three players from Pike that made it. >> It'll be downtown tonight at the uh at the uh where
>> Yeah. They're playing and the girls are playing first. Girls play at Five. The boys play at 8. >> Where's he going? >> He's going to uh back on. >> I forget where he's going, but I had to
ask my brother. But he's got a he's got a full ride. >> Good. >> Did they come through graduation Thursday? >> Yes, they were through Thursday night. And I heard they cut up. And of course, you know, you can't stop people from
cutting out. They going they going people going to cut. But but my my sister-in-law said that somebody >> they got this. >> Okay. >> She said somebody had a big bull on and
blew it right in her ear. Right. She jumped. I said, "No." I said, "We didn't have no wool horns." But we had we had some dances. >> I think somebody somebody jumped down there jumped in Miss Barn's lap
>> right on. So we we had some we had some we had >> we had some celebratory >> celebratory. >> Yeah, we had some celebratory. >> All right. Well, we're going to uh everybody ready? We going to move into
our time today. Thank you'all for your patience. We are I was just telling Dr. Young, it's been a challenging weekend already, but nevertheless, we are we are here to get
to get business as you have done that again. Good morning to everyone and welcome to our June 6 school board retreat
2026. And for anyone that is looking on, you are certainly welcome and a good morning to you. You also um I am Dr. Webster. We are opening this
morning. And my task at this moment is is to kind of just remind us of uh Psalm 133. People talk about um this the difference between or the separation between church and state. But if it ever
was a time in my opinion that church and state and country uh should be together, uh it should be such a time as this. And so we um we we want to remind us of
Psalm 133 where it talks about the unity of the body. And the psalmist talked about how how good and how pleasant it is for brethren, boards, school boards, I like to say boards at this point to
dwell together in unity. Now unity does not mean that uh we all won't disagree or have a a matter of opinion on a matter but the pleasantness is is that when we can uh walk away uh on the same
page unified going in the same direction and the uni and the unity should be around our children and our families not our biases and not our preferences And although again we have different
opinions on how to get there, the unity is the fact that we agree and we're together on the same page and how pleasant it is for us uh to dwell together and unity and come out with
with the same uh direction. Um I like the point that we stated the last important session retreat and we say it again. We gather not to control outcomes, but to steward what has been entrusted to us and what has been
entrusted to us is the district and these children uh and their education and that's from the superintendent level. That's from an administrative level and then that's from a board governing level. that these things have
been entrusted to us and we gather uh today to steward them and not to control how each or any individual would like to see them go. So, we're grateful, we're thankful, and we ask God's blessings on
our time today that we may be unified as we gather and then uh where there is a matter of of uh opinions on matters that we can come to the center for our children and our families. And with that
said, we will go through uh from 7:30 to uh this afternoon. Our goal is to get us out a little early because All of us have things to do today. So, we'll drill down on our agenda. And at this time,
we'll give away to uh Mrs. Barnes for our icebreaker. Miss Barnes. >> Good morning. >> Good morning. This morning for our icebreaker, our focus is on what they need and that they
are the students that are part of Pike Township. So imagine if you will, if a Pike student were standing here right now, what is the single biggest thing they
would say that they need from us this year? So again, if a pilot student were standing here with us right now, you can imagine what year could be from our Nathaniel Jones early learning. It could
be from one of our elementary schools. It could be from one of our middle schools, our high school. just think for a moment if a Pike student were standing here right now, what is the single biggest thing they
would say they need from us this year? So, I'll give you a few moments to write what you think it is and then we'll take some time um to hear what it is you have to say and then we'll move on with our agenda. >> Is the mic on?
>> Um it is. >> It is. >> That's me. Sorry. >> Okay. So, if a Pike student were standing here right now, what is the single biggest thing they would say they need from us this year? Please take a few moments.
I'm not asking for more than a sentence and then we'll share those. >> Repeat that. You're not asking for what now? >> I just need a sentence. >> Okay. >> What What do you think a student if a student were here right now, what do you think they would say they need from us this year? What do they need to make
their 26 27 school year what they want it to be? Does anyone need more time? Would anyone like to go first? >> I'll go first. >> Thank you. >> So, I volunteered. So, so I looked at
this through the lens of my grandson who will be who will be standing there and in August and uh and just thinking trying to think through his lenses uh a young fellow that's a freshman
that's a few words uh he would say if if the question was asked what do you need trade from the school I can tell you he probably would say, "I just need a good education." >> Thank you. >> That's what he would say. I I need a
good education. Now, if you was asking me as an adult whether they need that's I could elaborate more, but he would say I need a good education. >> Thank you. Would anyone else like to go next? All right, Miss Kelly.
>> A safe safe place, quality instruction. And maybe I'm going a little bit more over into what the other things Dr. Webster was alluding to, but high expectations and a belief in the student and then caring,
competent staff and teachers. >> Thank you, Miss Kelly. >> Just keep going going around. All right. So, I had um to know that I am fully prepared in all aspects for the next step in my life.
>> Thank you, Mr. Anderson. Um, one thing I keep coming across, uh, it's also in the spirit of when we have the the functions out in the, uh, Pike High School parking lot, we have the interactive board, uh, where students come up and they get to talk about some
of the things. So, one thing that comes up quite a bit of time, I think, uh, Mr. Hop's son had also brought the idea of a forum between the board and the students. And so leaders from different schools will come and sit down with the board and kind of talk about some of the issues and stuff of their wins and
perspective. So I think that was one thing I think I would hear from them. >> Thank you. >> I concur with all of you. >> Thank you. Uh what I wrote is I think they would say they need to continue enjoying learning just having fun in
learning the new things that they're learning today. So, I appreciate your participation in our icebreaker today. Um, this is certainly meant with intentions to center us on students because when we gather, as Dr. Webster kind of started to allude to, it's easy
for us to see things through our lens as adults, but we have to remember that we really are here for them. We're here for the kids and they have a perspective and something to contribute to our stewardship for this district. So, thank
you. Um, next, Mr. Anderson, Dr. Webster, a roll reminders. I'll just come by you. All right, everyone. It's always good to have a refresher on our board duties and reminders because a lot of times we get
so caught up in the hustle hustle and bustle about things. But I want to start off with uh board goals. Um just because we're a board, we govern the the district. Uh we still have to have goals for ourselves. Uh so keep in mind that
our goals are very very important and please share them between each other and also uh take the initiative uh to when we have meetings and talk about our board goals bring up ideas continue to think outside the box. Next guard rails.
Um, it's really easy to get off the main the beating path as a board member because a lot of a lot of the things and issues that we deal with are emotional, especially when you have parents that come up to you that wants things done. But remember our guard
rails. I would always suggest that we stay close to policy. Remember our policy and if you have any questions or anything like that, look at our resources. We have our president, board members that have been here for a while, ISBA, our superintendent. So, continue to think about that as well. Lastly,
uh monitoring um that comes in a lot of different ways. You know, we've monitored um hiring processes. We've monitored lots of different situations up until this point in this year. So, uh again, remember part of our duties is to
monitor uh and then also work in collaboration. we see something or we hear something, we should say something and work in collaboration with our superintendent. All right. Thank you. All right. All right. Thank you, Mr. And for the
role reminders. And I I just I just want to always add to the role of reminders is that again um our our role reminders is that our administration has the responsibility
of um and we'll talk more about that when we look at uh ethics and policy. But our administration has the responsibility of management. Uh but our board has the responsibility of governing whereas uh the administration
is carrying out uh the vision mission of the board. And so therefore and for our district and so we have to be ever so locked and tight and walking together and lock stop with both management and
governing. and uh ultimately uh the the school board with the fidiciary responsibility to the state of Indiana uh and then our management also with their guard rails to carry out uh that that the school board uh uh mission and
goals are and again it should be around uh our children again and not not our biases and not our own opinions. And so those are the roles and sometimes um uh former board member Mr. Metson when I
came on the board he used to always say we have to be careful not getting to the we getting into the weeds but but when you look at policy and a little later on Mrs. uh Pedaphford is preparing for us the Indiana board ethics. Uh we just
have to pay attention to what what we're responsible for as board members and as management and then come together as we go back to Psalm 133 in a unified way uh to get it done. So with that uh we move
on now to um u our discussion with I think looks like Dr. Young and Dr. Gate. Was that right? Am I looking at that right? >> Yes, sir. >> Yes. All right. Dr. Young, >> we just need to set up u Dr. G. Plug the computer.
>> Okay. Okay. So, let's take a minute. Set up. Um and then we'll we'll move into this part. Thank you. >> Thank you, >> y'all. I'm a little challenged today with my foot. So, y'all bear with me. >> Say, you know, you can probably talk from there. You don't have to stand up.
>> Yeah, probably. I probably will, especially if it start. >> Yeah, I think it can pick all up. They don't see us. Hey, it does. >> It's
already like Mr. President. >> Yeah. >> All right. So, we're ready now. Everybody ready? Give everybody a chance. >> Well, good morning again. Thank you for
the opportunity to share a little bit about some of the data we have up to this point. This year is a little bit different. When we look at one of the state standardized tests, I learned we're going to get the results later than we typically do. So, it probably be more like August, maybe September,
>> November, >> November. We'll see. Sometime this fall. Uh >> why so late? >> Because >> uh last year was a pilot year for writing and this year they brought back scoring. So, we have volunteers across the state that are involved in scoring
the students writing prompts, but last year was a pilot. So anytime at the first year after a pilot, so last year writing scores didn't count. So we got our scores back much more quickly. This year they're still evaluating those scores and then they will have to do cut scores. You know, this is the first year
for the new accountability model as well. And so they don't expect I was just at a conference this week. They don't expect those results until late fall. They have to be certified before uh the state board of education before they are official. >> All right. Thank you.
So two data sets that we do have back um are wea and Dr. Gate will talk a little bit about that assessment for English language learners but then also um our SAT data
later on we'll be able to talk probably start of school year next school year about the I learn which Dr. would explain uh the ration and our reason for it being late but then also our our i results also. So with that I'll turn it
over to u Dr. G. Now before you get started I just kind of gave this is sort of a guide that I've handed out. One of the things that um I would like to do we actually began a conversation back in January talking
about data. At that meeting, the board shared, hey, we'd love to have a little bit more data in certain areas and all this is leading up to our performance goals. So, I provided that data. I provided to you again. So, in addition
to uh the WEDA, the SAT data, I've shared with you some of those other data points that we've collected. Now, we won't get to this today. Today, what I'm hoping is that we can present maybe have some conversation about data. We'll have more conversation about data when we get
those other test results back and then hopefully sooner than later. I know we hate to write our goals so late in the year, we can narrow that data down and then we can develop some performance goals. Now, with those performance goals, and again, this is just some
things that I just would like for us to continue to think about as we narrow it down the next couple of months. One, as we set goals, can we measure it? >> Measure. >> Can we measure? So, as we set goals, again, this is I'm looking way into the
future. If we land somewhere, can we actually measure? One thing I want us to think about. Two, can we actually influence it as a school district? Is this within our power with the time we have with our children and work with
them? Can we actually influence that data point? And one thing that I think we've been really good at, but I want to make sure that we continue to keep it at the priority as a priority. Does it connect to equity?
Does it close a gap or serve all students? So when we think about equity, what we're thinking about is it may not be the same. Our goal may not focus on everyone in a broad perspective. We may be honing in looking at specific areas
or small groups or whatever it is we choose because we see for that particular area there's a greater need. Okay. So just something to keep in mind. Now I have these boards up here. So as we go through the weed of data uh as
you're having conversations I'm just going to try to collect things that may be bright spots with some of this data, things that may be concerned. And then as we continue to work through the fall, we'll already have that. We
said this is a bright spot. We said this is concern on all these different data points. That'll help us say, you know what, based on all the data and all the things that we shared and collected and synthesized, let's hone in on that area. So that's what I'll be. >> So when you when you get a chance, even
if you put it in notes, >> Yes, sir. Send us send us those questions that you just asked and jot it down as it relates to to the goals. >> Yes. >> That way we can >> we can look at those and see and build around it.
>> Absolutely. >> So based on the last meeting we had and we asked for performance goals, we don't have them this meeting either basically because that the data is not there. >> Uh so the the last meeting in in uh January that date I shared with you all.
Yeah. >> So, I'm resharing that with you again. New data since that time, which we didn't talk about it, but it's still district data is WEDA and SAT. We won't have now I read right now uh based on
second grade and third grade. We're like two two percentage points passing higher at this time than we were last year, but we don't have the official results yet. And then I learn we won't have to the fall. So, we're going to be in in the latter part of the year talking about performance goals.
>> Yep. >> Yes. >> And so, you don't have any hypotheticals, if I could say. >> Yes. >> Performance goals. >> As far as goals? Yes. No. Because I want to develop those with with you all. Now, I have if you want my thoughts, I'll share my thoughts. >> I I would I would think I would think uh
well, the president I think he he gave an indication of what he would like to see right then and there. >> Oh, yeah. Yeah. I'll share. Yeah. I mean um I think you know >> when you talk about children
>> and education me this is just me um we all at least have some indication of what you're thinking whether it comes into compliance in the end. >> Yeah. >> Uh because we don't have anything now >> other than what you gave us for last year. >> Yeah. Yeah. No this year.
>> This year. Yeah. And I'm just basically saying hyper >> give us some type of >> some type of indication of what we could probably look for. It might not materialize. >> Something is better than nothing >> uh to me. I don't know. It might not anybody else in here.
>> Oh yeah. >> Yeah. You know uh because uh u if we have something we can say well our superintendent gave us this. >> Uh it might not come into fruition. Yes. >> But he can always adjust it when it comes out. Yes.
>> But so we have nothing. >> Uh but what you just mentioned the 2% rise. >> You mean for I once we get those results you'll have it? >> Yes. Everything we have now today you have and once we get it we'll give it to you all. >> But all I'm asking for Dr. Young is some
type of hypothetical >> goals. >> I think I think Miss Kelly trying to jump in. Go ahead. >> I wasn't through. >> Oh sorry. Go ahead do >> that's all I'm asking. Okay. >> I don't know if I don't know if uh president agrees with that if you and him agree with that or not.
>> Dr. B, can I just to clarify? So, as we go through the data, are you are you saying that you want me to give my thoughts that hey, that this may be an area >> might be a hypo this is a hypothetical goal? >> Absolutely. Yes, sir. Absolutely. That's all I'm saying. Oh yes, absolutely. Absolutely. >> And that's where I think Miss Kelly is going,
>> right? So, yes, we do want to know >> what your thoughts are. Yes. And then do we have like the benchmarks? Can we look at that >> as as we go through the data? I think you guys will kind of see some of those benchmarks. So everything you're saying
through this process is going it's going to flesh out. >> Okay. >> Yeah. Yeah. And then as you guys have additional questions, if we don't have it, I'll get you that data. But that's that's all part of the discussion >> everything you've mentioned. >> Okay. And I'd like to add that as as as
we as a collective come up with those areas that we want to focus on for goals, then that allows us as the board to come up with our goals to support them. >> Absolutely. Absolutely. >> That's what we're supposed to do is our goals are supposed to support our district goals,
>> but we we have to do that in collaboration. >> Yes. Great point, Miss Barnes. >> Process. >> That's a great point. and and and and let's let's say this too because I think uh the president has been talking since
this is a govern governing body there might be a goal that we might not agree with wholeheartedly. You don't have a problem with us suggesting that goal do you miss Barnes? >> We don't have any. So >> no listen to what I just said. >> I I heard you sir. >> Yeah. If if if we see a goal and we come
together collectively as a board, do you have a problem with us working as a board to help adjust that goal to meet what we're trying to meet? Would you have a problem with that? >> Absolutely not. >> Okay. I'll just ask. >> And so really what and that's why I asked Dr. Young to u make sure he send
us >> what these questions were in terms of what he was looking for. Back to your point, Miss Barnes, our goals should center around district goals and district goals should consider center around board vision. So that's why we we
have to allow superintendent to share thoughts on where he's at. Then we develop >> for example. That's why that's why I stated that. >> We're all saying the same thing. >> Yeah, we all said the same thing. Yes. >> I just said it the way you didn't
>> different way. >> Go ahead, Mr. Okay. So, and I think maybe this is in line with what we've been talking about too, just um something Dr. Moore said, the um the I learn data that we're not going to get back because the writing is
being evaluated so long. Is there any of the data that we could have before then so we could start some preliminary conversations maybe that I I don't the things that that he said made me kind of think about >> I think this was someone benchmark. >> Yeah. Not not not from the I learn from
the I read maybe some but >> children that have not passed up to this point >> they're going to summer school >> so we wouldn't get >> so that we won't have the five like only the only thing I can share from a proficiency standpoint now is that the
pass rate going into summer school is higher than it was last so it looks like it could be >> the fourth straight year gains in in Irene right but but there's some there's some opportunities I think you As we'll see as we go through this data here, we'd uh look at SATs, we can really
drill down a little bit and even have some ideas. Hey, you know what? That may be some an area that we may want to lean into. Even though we don't have all the data, I think we'll see. You know something, I see an opportunity there. >> It's just it's it's frustrating. And again, not at you guys, you can't do
anything when you get the data, but we're going to get this data not until November. >> Yeah. If we start conversations then okay things that you guys are deciding hey these are things we'd like to see implemented >> December we're at the end of the
semester so now we're down to >> January starting anything and then they're taking iLearn again in three like it's really hard to make you know and I know you know that because that's why I was asking >> but I think also too we can also keep in
mind with the information we have >> we can set goals and say We feel confident and comfortable enough just on the data that we have that we want to set some goals for next year just based on this data. We don't have to wait to see those areas. I mean to be
honest those are areas that we've done pretty well in. We may have some conversations today and say you know what >> because that hasn't been a concern. We don't need to wait on I want to lean into to this data. Let's go ahead and set some goals over the summer >> and and those will be our goals for the next year just based on the data we
have. I think that's what I was I was trying to convey that is that when we come to these type of issues um instead of uh you we get them and then they come to us real abruptly and then we don't have time to to to to to
rehash them. We've had a lot of situations with this with information coming to us very very late and then when we get it, we're up against the wall and we can't really re rehash it and move it in a way to where we can
concentrate on it the right way and move it in the right direction like you just said we'd be right up against it again. That's why I was asking is there any hypotheticals? >> Yeah, >> that and then I asked the question uh we don't have any goals as Miss Barnes said. Well, when we get those
hypothetical goals, then we can drill. >> Then we can drill >> those goals and create the mashing of those thoughts together to come up with what we what we wanted to come up with uh for our students. It's all about our students. >> One thing I like that what Dr. Young
said, the information that we have >> uh when we and we'll get into this with Dr. Gaywood, when we talk about the gains, uh yes, on the surface there are gains. what size gains that they that he had. >> Yeah. >> Uh based off the old information that we
have, we can still look at some of the goals that we can look at is test preparation. You know, have checkpoints let us know like how's test preparation going? What does it look like? What are what are they doing in each individual schools? What can we fix? Yeah. >> U based off the information that we have
to your point. Yeah. We we're getting in in November, but it's out of our control. That's right. The things that we do have, we can empathize. we can really take a look at and see what we can do from there with the information that we have. So, I'm curious to see what you guys are going to do with that as we move forward. >> Ready?
>> Yeah, we're ready. Hey, good robust conversation. >> I'm sorry. Go ahead. So I know students do benchmarks for both I learn and I read or only >> I know students at my school did
benchmark for >> both. >> So um the state of Indiana started the checkpoints last year. >> I guess that's the checkpoints are I learn tests. We piloted those in middle schools only two years ago and this year
the mandated that everybody did them. In Pike Township, we take five of those. So, there are three that are mandated by the state. Uh, opportunities one, two, and three. And then this year, Pike implemented opportunity 1.1 and 1.2. And
what that did for us was it created a situation where we would get those results back from checkpoint one and then we would have about four weeks that every school uh uh students in grades three through eight would have an opportunity to um intervene or enrich
for students based on their scores and then we would take that test again over those same standards. So each checkpoint is only over about seven or eight on average standards. So it doesn't test all of the standards that a student has to know that year. So checkpoint one
tests these eight in ELA and math. Checkpoint two tests these eightish in ELA and math. And checkpoint three tests these eight. So I took uh checkpoint 1.1 got those results back. The school got those results back. They were able to
intervene. This year we implemented what's called wind time across um all K to eight buildings. and when time it was seen as an elementary word when I implemented it, but it's about what I need. I wanted everyone to have that same vocabulary so that we are reminded
that it's what that student needs. So what Dr. Gatewood needs is different than what Dr. Young needs based on my results. I may need more intervention in math. Likely since I'm a former English teacher, he may need more intervention in ELA. I don't know. Maybe he was proficient. I don't know. that those
scores come back and schools had four weeks to intervene for students before they were tested over those again. What that should do is it should drive our MTSS process. So if I still needed more help, it should put me in a situation where I need more intervention. I need
an additional support because what we did for those four weeks maybe didn't work or maybe it did work and I can be taken out of an intervention group. Right? That's our ideal. I'm taken out of an intervention group and then another spot is open for another child who needs it. We did that for checkpoint
one and two. We did not do that for checkpoint three because it bumped up so close to the ILR window that we wouldn't we just would have had kids assessing more than we would have had instructional time. >> Okay. But can we look at the data from >> Absolutely. >> Yeah. I shared that. Yes. I can I can I
can send it back out. >> Okay. Yes, that's what I'm so we can you we have that data that data >> that we can build that was >> yes what we don't have is anything comparative for elementary students so we wouldn't have so elementary students took those checkpoints for the first
time this year so we wouldn't have scores from a year before to say hey what are the typical growth rates for our students how did they >> we have the raw data of how many were proficient how many were approaching and how many were >> yeah you won't have that >> and then in middle school you would some
comparative data because they took it two years ago and then took it again. But I think that's absolutely reminding us of because you said we have reminding us of that data as we're building >> the goals and where we want to what we
want to see that look like. Yes. Because as you're driving instruction, as you're driving those things, that's what you're using to develop that >> because that's the mechanism that we have. So the data that we have, we got to use >> what we got since we're still on hold
for this other data. >> And because that data we get throughout the year, we're we're setting goals. We're we're adjusting throughout the whole year, right? >> So we're not without information is what I'm >> No, we're not. Yeah, we're not we're not flying blind during the school year, but
I think as we set goals for the district um and I know I heard even as the board obviously we're we're we kind of set those based on the whole year, right? So I think uh what we want to do is make sure you all know one we shared how we're progressing but how we ended so we
can think about the upcoming year. >> Yeah. And then we can make goals around that. >> Yeah. Yes. >> One bright spot that Dr. Young mentioned and I just want to share it's not in this presentation because we're covering WEDA and SAT but um headed into the
summer school. Summer school starts next week for our students. Um but headed into that we are already up 2.9% in I read for our second graders. This year going at this point today they are passing at 46.2%.
That's 2.9% higher than last year which was 43.3. >> Dr. Gatewood is that hearsay of that data. You have data on that. Paper ink ink to paper. >> I do. It's embargoed. So, we have to we have to I'm going to talk about disclaimer, but yes, we do have that.
>> Could you get that to us? >> Yes, absolutely. Um and then in third grade at this time last year, we were passing at 73.1% and right now going into summer school, we're at 75.4%. That is a 2.3% increase.
>> And last year we was at 73, right? 73.1 for third graders >> and that's all students that counts um special education, ELLL learners and general. Okay. >> Yes. >> That's 2.1 what%? >> Uh for third grade it was 2.3%.
>> And last year we were what? >> We were 73.1% last year and this year for third grade we're 75.4%. >> Up about 2%. >> Yep. 2.3. Do you have a breakdown of each
individual class in third grade? >> Yeah. >> I I'm not sure if Mrs. Baker pulls that at this point because uh if she >> probably not till they the wrap-up test. They still won't be done until summer school. >> We're starting summer school, >> but we will have we will have that. Absolutely.
>> Yeah. >> What she what she typically does is provides me data after the March test and then after the May test and then after the summer. And what I was sharing in the beginning was is that I would like to be able to present that data. I learn and I read break it down, you
know, in detail once we get it all back, but that won't be till the start time. >> We'll do that by school. >> And we can do that in a u >> we can do it in a work session. >> Work session. Yeah. Yeah. >> But so so you know, Mr. Anderson asked about if we had, you know, the class breakdown and I understand we went
through everything's done, but I do think there's value in XYZ school. this class had this score. >> Then after summer school it went up, you know, so we can see how the classes were doing during the year. Absolutely. And then the improvement that that that
hopefully summer school >> we can get that for you. Absolutely. >> You know, and and going back to that, I think if we're honest and nobody will be offended by this, we have asked for breakdowns several times, haven't we? And so could you all kind of make sure
that we get those breakdowns because we've asked >> when we come to these presentations for those breakdowns and we can't and it's always we'll get those and I know that sometimes is can can prolong those >> Yeah. and and I would say, you know,
work session or whatever, anything you guys want, we always follow up and just we'll share it back out with the group even the presentation and we'll do the same today. If there's anything that we don't have, if you want it, let us know and we'll, you know, >> I think all we're trying to I think all I I I want to do is is to see if it's
affecting our children in a positive way. It's nothing against anyone. It's just uh to see if it's really helping our children. Are children getting what the numbers are saying they're getting? It sounds good in presentation,
but are they getting what you say they are getting? >> Absolutely. >> Is this third grade class getting it? Is this third grade class getting it? Is this third grade class getting it? That's all I'm asking. >> Absolutely. Absolutely. And I think one of the ways we've measured that is just based on proficiency. Yeah.
>> You know how got it for >> to to clarify when you receive that data, do you want it by individual teacher or by individual school? >> Uh, if we can get them both, >> if we can get them both, that way we
that way they're just good metrics. >> Let's get them both. >> I I I want them both because your curriculum, aren't you? And I want to know what you're doing with our teachers curriculum and if our teachers are happy with what you're doing with their curriculum because it will show up in what our classes are doing.
>> Absolutely. >> Okay. And ju just for someone I know repeatedly tells me clear is kind. So also kind of in clarity I think it's important with that breakdown to have the breakdowns that you have been giving us of the what's general education what's special education what's ELLL
because that also impacts if au if a teacher has an extremely high population of ELLL students let's say they are probably the scores are going to be different and that needs to be taken into consideration when compared to another teacher who maybe has a larger 10 class >> and and the breakdown as we drill down
helps us set goals. >> Yeah. Absolutely. That's what I'm getting because that's how >> we're setting our goals based on >> Yeah. >> what we've seen. >> Yeah. As you as you drill down% >> and and I also think whether we realize it or not, education is going to take a
turn as it relates to to parents. They're going to be asking, "What is my student doing in this class? What is this teacher doing?" And so now you have the data to show what this classroom is doing with with this particular teacher >> because clearly
with the turn parents have such choices now that we are not the only game in town >> and so fortunately it's going to cause us to make it's going to make us have to step
up our game on like Dr. more saying what are we actually doing and prove what we're doing but in the converse it's going to make us have to compete >> no it's just a good know
let me know what I need to do to um to share with you all so this morning I I have to start out with the disclaimer >> because this is a public meeting and and I want to be sure that everybody is aware that these are not certified these these results are not certified by IDE.
They have not been approved by our state board of education. Um and that the WEDA access scores that we are going to talk about today, they are going through a cut score redo and so uh this fall we expect that there may be some shift. So >> Dr. Gwood, I wanted to make sure Mr.
Anderson and >> Mr. I apologize. I just want to see Mr. Anderson apologize not certified. So can you repeat that? >> I sure can. and you'll see it on almost every single page just because this is public meeting that the disclaimer is
that this is not certified by IDOE at this time. Um and that WEDA access scores are undergoing cut score redo the WEDA consortium. Um so just want to be clear about that. But >> thank you for that. >> That said, let's get started. So um I
wanted to give you an elementary overview and a breakdown by school. Uh we had over 1,500 ELELLL students uh take the assessment and 28% of those students were at a proficiency level of
4.0 or higher. Why is that significant? Well, number one, 4.0 or higher means that more of our students are passing iLearn and Irene and all the other things that we were just talking about if they are testing at 4.0 or higher. So, 28% of our students are doing that.
70% of our students met their growth targets. So those are the numbers across the top. >> 28% of our students >> 28% of our students met a proficiency level of 4.0 or higher. So one thing that WEDA does is it gives you six years
a student six years to become proficient in English. So each year if I test in year one and I grow 5% then my scale score is adjusted for me and I now have five more remaining years to get to a
5.0 to be out of the program. So it's an individually set uh score. So 28% of our students passed at at a 4.0 know or higher which means that they will test higher on I learn I read SAT all of the other assessments that they take
>> and I think just real quick and I think when when Dr. Gate was saying they passed. What they're saying is they're proficient in English, >> right? So the levels are are really one through five. >> Yes. >> What we're saying is levels one through
three are really not considered um what's the term? >> Well, they're they're newcomers in many cases and they haven't had as much exposure to academic language. So if you're at a level one through three, the chance of you passing IE, passing
Ireland, being proficient in the English, well, really all components of SAT, it's it's a lot lower. It's not until you reach an English proficiency level of four and five, are we starting to say that you know what the the
language barrier is keeping and prohibiting you from acquiring or at least showing this knowledge? So I think that is to talk about level fours and fives. You can say we have an English language learner, but if you have a class of students that are level two
100% and and then a class that's level four, you're going to see a vast difference in mastery of content because language is a barrier. >> So that would be the 72% that you'd be talking about, right? If you got a 28% that are passing, is
that what you say? >> I and I shouldn't have said passing. I should have said achieving. So we have achieving let's use the word students who are achieving a 4.0 or higher >> but you have a 72% that are on their way to achieving. >> Yes. But we have 70% who met their
growth goal. So if I'm if I'm a number a level one I'm brand new to the country. I don't know English. >> Understandable. >> Um 70% of our students met their growth target saying they they will get within that six years they will get to that 5.0 No exit service.
>> Could I say something? I know I probably couldn't help you with anything, Dr. Gaywood, but when you when you put this 28% out, >> what you just explained, u do you think that would be helpful to people who are listening to stuff like
this as a parent to try to understand something like this instead of just putting out the 28 to understand the other 70%. >> So the 70% is right there to the right. Okay. You're going to explain that, right? >> Absolutely. >> Okay. But you understand what I'm saying, don't you? >> Uhhuh.
>> Like I said, I know I couldn't help you, but I just thought I'd say that >> because, you know, we put numbers in and and and we create these >> and and a lot of parents because I get, you know, a lot of calls. Yes, >> Pastor Mo. I didn't understand what they said about that about my child.
>> Okay. >> You see what I'm saying? I'm just wanting our parents to understand if they're in our system to understand what our administrators are saying to them. So you should know that parents all receive a report as >> I understand that some of them don't Dr. Gaywood they some of them don't
understand the report. >> Absolutely. Absolutely. So parents do receive a report that does come directly to them that explains the breakdown of their score, what support students need, how we're helping them. All of our students also have ILPS and they sit down um to develop goals for their
individual students based on their their proficiency rates as well. And if I could just because a couple times the the word all of all of or 28% of all of our of our students or something like this for my clarity and again Dr. Moors um for anybody watching online when
we're saying all this is referring to all ELELLL students, right? I just want to make sure nobody heard 28% of our students at Pike are proficient in English. This is 28% of our ELELLL students that are that we're looking at here. Okay. and you no longer take the
test once you hit a 5.0. So the other thing that this doesn't do for us is it doesn't share with us and and honestly when Miss Baker and I were sitting down to work on this presentation, we said, "Wait a minute. We we don't have the numbers at this moment." So she's working on pulling those for me. How
many of our students exit every single year? So, how many students do we have and how we're so worried about the students that are still in the program and what do we need to support them that we haven't highlighted the number of students who leave and exit they that once they obtain that five they exit the
program number to get she is already working on that. We talked about that on Thursday. >> So, we can see the progression. >> Absolutely. >> I didn't even know that was a thing. I assumed you're an ELLL student. You're an ELLL student through so that the state actually just recently And that's
one of my notes here that I was going to share as we were talking about this slide. U the state has changed their exit criteria for um WEDA. It used to I'm sorry, the state did not set that. WEDEDA said that it used to be that you couldn't even be considered to exit the program until you reached a proficiency
of five. >> Okay. >> At this point, WEDA has come back and said, "Wait a minute. We really need to be looking at our students who are 4.3 or higher." 4.3 or higher. And at 4.3 through 4.9, you can a student is
eligible for an additional evidence review. What that means is the team that gets together to talk about the ILP, the individualized language plan for that program for that student sits down and says, "Okay, Alicia Gatewood, man, she's
at a 4.3, but she passed I learn, so she must have mastery of the language. There might be an issue here related to academic language because what WDEA is testing is academic language, not just English proficiency, right? And we've
all heard Dr. Young talk before about how we talk at home and how we talk at work or how we talk at school is about academic language, but how we talk at home is quite different. So, we attest that academic language. So now a student who is a a 4.3 or higher can have an
additional resource review and we can go through that data as a leadership team in that building and determine are there other indicators where this student is performing. My own child I have uh two daughters and my oldest child has a has a 504 in place and for many years in
elementary school she had a lot of test anxiety just was a challenge for her and so she had a weighted lap pad and she had some other things she had to call me. We had to talk through she had to get a pep talk for me. Now we've recited those things so many times that she knows to recite those things in her own
head. Right? And so we sat down I sat down every year with her teachers and and her every student who has an ILP also has that opportunity. Families have opportunity to sit down with that team in that school building to talk about that and they would be a part of that review process.
Okay. All right. I think we already talked about students in Pike who hit 4.0 0 or higher are more likely to be successful on standardized tests. The left side is the percent of students in the building who achieved a 4.0 or
higher. So 4.0 out of five. So that's where you see those red numbers. The gray numbers are the numbers associated with how many students in that building met their growth target for this year. And so what we like to see are those
gray numbers. I may not be ready to exit the program. I might have only gotten in the country this year. I might be in my second year in the country. So, those are the scores on the left side. But, man, did I hit my growth target? Did I hit what I was supposed to? Can I Can I
demonstrate that I know more than I did last year? >> Oh, I thought you had a question. I'm sorry. >> What is your growth target? >> So, so growth targets are are kind of the the average. So what we did was we looked up the average because WEDA
doesn't put out um hey everybody who hits this is on track. They don't do it that way. So we looked up the average and the average a student typically grows between 40 and 65% from year to year >> students here% >> I'm sorry
>> and we're at 2%. >> We are at 70%. >> Yeah. If you see up here the 40 to 65 is what? So that's really I think that's actually pulled from all over the nation. Okay. >> So t so typically if if if you could get
good u opportunities to further acquire the English language over the over the years should be about 40 to 65% growth. So if you see you look at us dear run uh 77% hit the growth target all the way the lowest actually was at still at 62%.
So the growth in the acquisition of English and pike was a whole lot higher than what we've seen across the nation. So, I was just wondering if we have our own >> goals, >> growth goal. Okay. I know you said we went from 73% to 75% which at 2%.
>> But do we want our goal to be more at 5% >> year to year? So, >> that's a great question. I want to make sure everyone heard that. Is there a growth goal for Pike? And I'll let Dr. Gatewood answer. But I think those are
the type of things regardless of what it may be. Those are the type of things that we can set >> potentially as goals. I'm going back to what I want to get to. Those are things that we can develop. >> She wasn't here for that. Right. >> And I and I do apologize for being
>> another obligation. I don't know if they told you, but I have >> it was a great way to make for me to make a connection. Thank you for coming in with us. >> Yes, >> that was that that that that is the hypothetical we was talking about that could be written down that could Miss Angela remember that could come to us
miss that I said wrong miss uh >> that I I worded wrong for you now that we can come back and and and and come up with the right goal for that. >> That's what we you you thanks for coming in on top apologize but I do want to clarify one
thing. We didn't grow 2% in growth targets this year. that 2% was related to I read scores which is completely different. >> We actually um for 24 and 25 uh school year 24 and school year 25 uh
we averaged in the 20% for our growth targets. We jumped to 70% this year. >> And I just know from experience sometimes you and I you guys again probably already said all this explain what it is is that it only affects >> non-speaking English. Yes. If you're
English proficient or declared English proficient, then you would never be taking this test. >> Absolutely. When students >> student would never take a WA test. >> Yes. Yes. When students enter school, uh that part of your enrollment is filling out a home language survey. And if you
have filled out a home language survey that says English is not the first language spoken at home, then you automatically participate in WEDA. But not all of our students do. >> Can I just go make it hypothetical? I'm sorry. No finish. I'm getting in the queue.
>> So, so, so just while I think of just I'm just keep keep coming back to goals. So, as we talked about a a what 40 to 65 a few years ago when we had growth targets. You said it was what about 20 >> 20 >> in the 20 22%.
>> We're saying wait a minute Pike Township's growth is less than what's what's what we're seeing across the nation. there's something that we're missing that I believe would be a great goal. Hey, we should at least be in the
average area. Now, I think we'll see some growth opportunities as we get to SAT. I want to set a goal in WEDA to for a growth goal because we're we we're well beyond the the the the national average on growth. So, we need to keep doing what we're doing. But a few years
ago when we were below we that would have made in my opinion what I'm thinking would make a whole lot of sense because we're we're missing something there and I think we'll we'll see some things here in the SAT that I think are some opportunities when we get to that. >> So I I just want I want to make sure I'm
understanding correctly. So based on the conversation that we we just had I think and I want to get these initial numbers wrong but this is is so I think what we're saying is deer run is at the top of our list on the right hand side. I think I heard 77% of Deer Run's ELLL
students have grown somewhere between 43 and 70% because you said that was the target. No, that's not >> We're on track until that very last.
>> Okay. So, so 77% grew some growth target, >> but I thought the growth target was 43. So, so, so, so imagine there's 10 of us. >> Uhhuh. >> And because of where we are, we'll all have different growth targets.
>> It's okay. I thought it was a general growth target of 43. >> And if if if seven of us hit our individual growth target, 70% met the growth target. >> Right. >> Okay. So, >> so mine might be different than yours because I might have been a newcomer.
So, my growth target is smaller. >> Okay. for that first year. Okay, students have a total of six years to get to a 5.0. So each year their growth target resets, which is why WEDA doesn't put out what is the the target growth
because for every child it's different. Um my own children when we moved to Indianapolis went into a Spanish immersion school. So my second grader had no language acquisition and her entire day was in Spanish. She takes a stamp test. My both of my kids take a
stamp test every year and that tests their Spanish proficiency. So it is the Spanish version of WEDA and each year she's got a different growth target. And the goal is for them I don't know what their proficiency number is honestly but the goal is for them to reach a
proficiency level where they test out and also don't have to take that test. But but what Ashton Gatewood has is different than what Avery Gaywood has even though they're in the same schools following the exact same steps and all those things because their rate of success on the tests each year is
different okay from one another. >> So we can't say high school target is this. We can say the our target of percentage of kids meeting their individual target is >> is% 80%. Absolutely. >> Okay. Okay. And it is hard to understand
completely jumbled up. >> It's very hard sometimes to because it's different than any other assessment as well. >> I do want to add to just from my fellow board members that there are students who have multiple services. So there are students who have an individual language
uh plan, but they also have an IEP, an individual education plan because they also qualify for special services. So that's the fact Right. So we have right so there's high
ability there's IEP and and ILP >> for us. Well not one student would have high ability and I but the IEP would be for high ability >> actually. Yes. >> Yes. The IEP would be for high ability. So we have those those in there too. So
that 77 is it should put a smile on our face because that means that seven so of the kids who have these individual plans and understand that that individual plan is met there's the mom is there the teacher is there the you know the the
professional is there like the parents are not unaware they're involved they sign off on it just like for special ed they have to sign off on that so they're all meeting together about this. Of the kids in our in our system, >> right,
>> in elementary school, that number is incredible. That is that is 77% of kids at this one school are meeting those goals set by their parents, their teachers, and the professionals who work
with them to meet their goal that year. >> That context helps. I I couldn't remember what our percent of kids with special education needs are, but I I I think it's a great point. If if you have a school district, that's not PIP, but if you have a school district that has a
low percent of kids with under the special education umbrella, then it's not going to be as impressive. it's still going to be impressive, but when you have a child or school or children who are one trying to acquire the English language and on top of that
they have special needs, that's when I think school districts that are diverse like Mike, >> we we even get more excited >> about about the acquisition of of English. >> Yeah. >> So So again, in the breaking down and understanding the data. So, okay, because when I look at this, okay, it's
easy to look on the right hand side and say, okay, well, wait. So, the ones, even 60%, I don't think that's a bad number, but okay, we want to move, you know, you know, move that up. But it's possible that so EES has a also has a a higher
number of maybe special ELLL kids who are also in special education compared to so it's all these breakdowns that that for me are helpful because it it you know I I would never want to target a school and say why are you failing more than >> not doing as well as this other school.
Sorry let me put that in a positive way. when the reality is they're dealing with a different population that now that becomes understandable. So it's all these breakdowns of data >> that's built in data you just come up with more questions more questions. >> I would also tell you that Deer Run um
has over 50% of the entire population are English learners. So services look different in that building when over 50% of our students >> entire school 50% is English. >> Over 50% is English learners. Wow. That was the point I was going to ask you how
what were the what was the breakdown of percentages of how many are we because that does affect the percentage. >> It absolutely does. It impacts the services as well. >> And I think I think one of the things too that we have to remember look at this number. We just have a small percent of we have less than a third of
our children who are under that ELLL umbrella that even are at a level four. So the large 70% of our kids are the level one, two or three. So you then then we start thinking about uh I read I
learn SAT you've got a large percent of children that just haven't acquired the English language >> yet at a at a uh always wanted at a uh uh uh acade
>> a large percentage of our ELLL population. Okay. Again I hear the wrong thing. Yeah. Yeah. everybody else >> because well we only talking about right that's it lost >> for the people that are watching whenever we're see the word weed
>> that's correct >> we're never talking about JS students >> that's correct >> okay I'd like to talk about our secondary schools >> no no by all means um so we have 1400 over 1400 students in grades 6 through
12 who are English learners 25% of those students achieve achieved that 4.0 or higher. So, some of them did did go ahead and exit. 64% of our students are meeting the growth targets. Now, I would like to note because you're saying,
"Well, wait a minute. Why are these numbers going down? If they're so strong in elementary, why are they going down in secondary?" So, what I'd like to tell you is that we have a large number of students who enter the country that are level ones in high school. >> That's right. So they will never have
that six-year span to achieve that other students have. So if I enter the country, so let's talk about my girls again. One entered in second grade in Spanish, speaking Spanish full day. The other one entered in kindergarten. She learned how to read in Spanish before
she learned how to read in English, but not my second grader, right? She had already learned how to read in English. So it took her a little bit longer to acquire the language. If I don't enter the country until I'm a ninth grader, I definitely am far behind the
kindergartenner or my younger sibling who's even in sixth grade because I have more opportunities to engage in the language. Right? So, that's one thing to keep in mind. Um, the other thing is that as students get older, we've talked about this, they are less likely to hit
those targets because they are they may be leaving the academic language setting at that point. Some of them will go on to college, some will choose career, some will choose to enlist, but that academic language teaching experience, those opportunities go away after 12th
grade for some of our students. >> So, something you just said there, I think it's good for us to keep in mind because as as we're setting goals, these um those are things we can't control and know going in. So, Dr. or point perhaps or at least at least to give some
reinforcement to it of of being flexible with our goals. We could right now set a goal look in secondary we want to see this number at 70% is you know going on and then in September we get a large influx of ELLL learners which again come
to Pike everybody's welcome right this is not a negative but we have to be wise enough to then say that goal needs to be adjusted we cannot hold the schools to that standard we set in June because we just didn't have that piece of data that came in
>> absolutely Absolutely. I I agree with that. >> Yeah. >> But it would be good that if you have that type of uh data changing to introduce that. >> Yes. >> At the time. Yes. So if you think that's what happened, >> don't have us wondering. Just say before
you start saying why. >> Here it is. >> Bring it to us two days before you have to make a decision. >> Right. >> You know, uh that's why we want to we got those boards up there. They might be hypothetical in our thinking right now or in the superintendent's thinking or
however uh it's what you basically said and what you said. Uh at least we are hearing it and >> finish the thoughts there. >> Okay. So, uh what are the takeaways? um
we had almost 3,000 students who were assessed in ELLL or in WEDA across 13 buildings districtwide. So when we take our elementary and our secondary together, 24% of those students met that proficiency of 4.0 or higher. That means
24% of our English learner population will do well in others and the others just haven't gotten there yet. Uh a grade two bright spot is that growth target attainment reached 75 to 88% in all of our second grades. So that's
definitely a win. They are starting out strong which means for those students they will hit those targets within those six years and by the time they get to high school they will have exited the WEDA program all together. They will be proficient. So they will be passing SAT at a higher rate. They will be passing
that biology ECA at a higher rate. all those kinds of things. The upper elementary trend in fourth um and fifth grade is that our students are at the highest rates throughout the district. So when we get them early, and you've heard Dr. Young say this about other
data, when they get when we get them, we get them to where they need to be. Once they enter our schools, we do everything we can to get them to where they need to be. It may not be in a year. It it may take the full six years, but we get them there. For sixth grade, our students are
reaching 80% at every middle school. 80% of our students are hitting their growth target rate. And then Pike High School, just something to keep in mind, we have 792 English learners just in this one school. So obviously that impacts
especially if they are coming into the country later, impacts those schools. So what are our next steps? So, what as I was preparing for this um I want you to know that when I moved over to the curriculum and instruction team, one of the things that I did was uh Tracy uh
Bunting is our English learner coordinator and she had quite a few other responsibilities. I took a lot of those responsibilities off her plate so that she could focus solely on our English learner population. Almost a third of our students are English learners. So, I really wanted her to be able to focus on that and do some
support things. she's been able to do some PD this year um and pull together some PLC's and some other things that we've not been able to do with our English learner teachers historically. So they are getting real time um expertise and professional development.
She's meeting with them on teams so that they can be flexible and we don't have travel time and all those kinds of things but also meeting with them in person. We will share school level data. So, as I was pulling these numbers together, because we normally get that WEDA data so far in late in the fall,
because remember, these are preliminary scores and they're resetting those those growth scores. Uh we don't always uh disagregate the data the same way we do other tests. So, Mrs. Baker and I sat down this week to talk about how we need to look at that differently. When you
know better, you do better. Uh so we will be sharing reports with you all but also with the school buildings to talk about the trends in their buildings and what we can do to support that. We have to prioritize MTSS conversations and MTSS means multi-ter systems of support.
What that means is interventionist helping. What that means is do you need uh pushin service? Do you need somebody to come in and help you in a small group in your ELA or your math class? Do you need a third another pull out? What do
you need in order to be successful? Yes. >> Oh, I'm sorry. I thought you raised your hand. >> Oh, did you? Okay. Sorry about that. Okay. Sorry. Um, so we will also examine the long-term ELLL populations at the secondary level uh and see what can we
do for those students who do inter late into high school. What can we do to really triple dip as we say in my office um to ensure that they are getting the supports that we need. One thing that I can compliment Mr. Wallally on is every time I come, he's open to meeting and
open to having a discussion. Uh, and so I I believe there are some ways uh that we are partnering. Um, and we'll talk about that after the SAT data too on how we're partnering specifically for our English learners on SAT data. And then uh, Dear Run grade 2 and New Augusta
South grade five are definitely bright spots. And I think we need to take a look at where our bright spots are and what they are doing so we can replicate that in other areas. Okay, let's talk about SAT. And the reason that we call it SAT Yes, ma'am. >> I'm sorry.
>> No, that's the bright spot. I I know that we're recording this. Before we go to the next one, the bright spot that I see is the growth target attainment across the board is very high.
>> I said recent jumps in overall growth target attained. >> Yes. So that is certainly a bright spot. Um, and I would like to say I think it's a bright spot that we have a third of our student population who qualifies for
ELLL services. That is a bright spot. >> It is. >> It is. Joseph of the community. >> Question on the bright spot. If you don't mind, you don't mind comment on that.
The resources to meet the need for the bright spot. Are we going to be able to meet that need for that bright spot? >> Well, I mean, >> continue to meet the need for that bright spot. >> As you can see,
>> right now, this passion, yes, >> the future, >> it remains to be seen. I mean, >> you know, the future is in six months. You know what I mean? >> Well, >> you know, I I I I'm always cognizant, right? Especially if if it's a public meeting. I try to be careful, choose my
words. And and the reason I the reason I believe even more so than what it used to be is when when that I've seen school districts get targeted if if there are things that are said that that aren't aren't liked by by policy and decision
makers. So I'm just one thing I would say as far as resources go is I believe and I'll give Dr. Gaywood I got to give credit where credit is due. um that we're maximizing better utilizing the resources that we
have. Uh there are some things that we have accessible to us such as um different AI and forms that can create things for us and can give us guidance and but one resource that we know impacts our students ability to acquire
English language learn the English language or any skill is money because with money you can get staffing you can do a whole lot of things and as we look at the at the uh uh economic
u landscape. This is a bianial year. So, we'll just I don't know what that will look like. Do I believe we will? Absolutely. Um you know, I believe so, but we'll we'll we'll see.
I'm I'm pleased with these gains. I have no reason to think that we won't be able to sustain it because we're being systemic funding in place, but the financial piece is always going to be in there. >> So, can we to that the other list? >> Mhm. >> Can we add the
>> uncertainty >> uncertainty of resources remaining where they are, but also we're thankful and grateful for what we have right now and we want to continue. This is a bright spot because we can say
we would like to continue what we're doing but on the other hand we have in our purview. >> Yeah. >> Things can change >> right and we have to adjust >> but saying but we can still say we're thankful for with the resources we have
and how we're allocating them >> right >> at this point. >> Absolutely. >> So I guess can we still say that's a bright spot as well? is is is I I would say it is I I would go as far as saying that current resource allocation. >> It suggests that we've done a better job better utilization of our resources
because we we haven't had we haven't added as Dr. Gatewood shared as she got into her position she was able to assess >> we're we're kind of pushing in and leaning in this area but based on the needs this goes back to equity we need to shift and really lean in this other
D. I need to take some things off your plate and I need you to lean more into this particular area. So I would say to say that uh a positive is with the resources we have we we've probably in the last year or so done a better job of utilizing. So I say better is that okay
better utilization >> is that >> and we can't control this. So we >> no is that a fair >> no >> way of saying it. I'm just >> I think they're both fair because what we can't do what we cannot do is control the future. So we don't know what's
coming down the >> practice. So we can we need to what we have. >> Yeah. Yeah. Absolutely thing. >> Yeah. But but I I definitely agree. It's always a concern the re we have the resources. >> Have one more bright spot for you.
>> The pedological approach is powerful. It is working. For those of us without three in the room, would you >> what what Dr. Gatewood did by shifting
the focus for Miss Gates >> Miss Bunting >> Bunting for Miss Bunting allowed her then to give individual targeted professional development in real time to the teachers who were working with these
students. And because that happened, then teachers were able to adjust their pedigogy to meet the needs of their students, which enabled them to meet their goals at such a high percent. >> I just said it in like four words.
>> Hey, by the way, that comment was for me. >> Was there a lack of u professional development prior to the shift or or was there not enough time to get professional
development in >> for the for the teachers. >> Yes. >> Yeah. I was going to say probably a combination. I can't speak with great authority on that because I wasn't in the role until I was in the role and so we just immediately made some shifts. Another shift that we made this year was Mrs. Cohan, our director of exceptional
learners, Mrs. Vontine, our dire or um ELLL coordinator, and I along with the assistant director of exceptional learners all sat down last summer and said we we did a factf finding. So we talked to other directors across um the Marian County um in both of those areas,
special education and English learners. We uh talked to every single principal in uh this district. We sat down with them on a team's meeting and just did kind of a half hour, 45 minute meeting with them about what's happening in their buildings, what they were seeing,
those kinds of things. We brought all of those findings back together and the four of us sat and waited through quite a bit of information and then we made a presentation to Dr. Young and to his credit, we did ask for some funding in some areas and we also started looking
outside the box. For a lot of years in the state of Indiana, if I was a special education teacher or special education IIA, I was told across everywhere that I could only work with special education students or students that had an IEP. And that's just simply not the truth. If
he and I have the same skill set or or skill deficit and I have an ILP and he has an IEP, so he's special education student, I'm an English learner, but this IIA is really proficient in this skill set. we can come together and work on that skill. I don't have to have an
IIA for him and a different IIA for me and different groups. We need to be pulling those students together. We also talked about co-eing. That's something um Mrs. Cohan presented to you all in a recent board meeting all about co-eing. We applied that with our special
education teachers and with our English learning um teachers. So we really thought outside of the box about how can we reorganize the resources that we already have because there may not be those resources. So how can we make sure
that we are doing the best that we can for years and years and years and years in special education. We pulled students out of the classroom. We did it when I was in school. We pulled students out of the classroom instead of pushing in. In every setting I've been in, every building I've been in, we have had to
rethink what that looks like and push in because we don't want students missing that core academic time to get an intervention because they will always be behind. So, what can we do to put our resources together, think outside the box, and ensure that our students are
getting what they need? Some of them are twice exceptional. They have an IEP and they do have an ILP. So, what can we do uh to make sure that that happens? So um we wrote down on the the right side there the uncertainty about financial
um funding that school funding is always always the great mystery right every time I think I understand it then there's a new you know corner to peek behind do we get specific federal or state funds for ELLL >> we get federal dollars
>> and federal dollars and so that's what we're saying might be in question at some point in the future So obviously then we can be thoughtful about so now then this other pool of funds do we need to shift some of that to focus
>> one of the things >> I was trying to I was trying to >> write something down here to to kind of capture what we were just talking about before but you talked about the the buckets want to make sure I understood >> I I I was asking so today our mo I would
assume most of our services are paid out of this federal funding >> so buckets So here's an interest. >> Oh no, that's not >> not most but there are some. Okay, >> that you you asked if there are specific dollars for Yes. Sometime some title >> some dollars for that. Yes.
>> Used to be, this is going back to to Dr. Moore's question about resources and and how it's hard to know. It used to be when you would hear and I I don't have I hate I don't want to run out of paper, but you would hear advertise 2% pay
increase. that was based on um um per per student, right? Student the 2% was based on that. But also, it wasn't really advertised because this
is how things were all the time. There was also additional money that wasn't part of that 2% that went specifically to ELLL learners. And addition to that 2%, there was money that went to curricular cost. >> Right?
>> You would hear that's a 2% increase. Well, you all know since you've been on the board, those curricular costs have been rolled into those education dollars. Our Yale students have been rolled into. So now you still hear
there's a 2% increase, but there was also it used to be these additional dollars. Now those dollars are rolled in to the 2%. So really from the general public, you you've always got a 2% for the last five years. Well, now that 2%
is eaten up. We don't have any new money because we had this other dollars on the side and now we don't have those extra dollars. So those are the type of things curveball, you know, changes and shifts that we just can't predict. >> You're talking about the complexity
index. I would assume that no complexity index is even different. The complexity index is per pupil. So school districts like Pike Township that have a higher percent of ELLL learners of special education learners of children uh who
have who have financial needs, we get additional dollars because it takes additional resources to to make sure that those kids get what they need. So that's one part. But but there was but before
curricular costs because you know, we used to be able to charge uh but but but what what folks who aren't in the school finance side don't see is you get you get a per pupil amount >> and then they would give you a separate amount. So 2% per kid.
>> So really the percent that we may get new money it used to be 4%. >> Now the 2% is all inclusive of all that. So you're truly only getting you know >> less. you're getting less, but it's advertised and it appears to the public
as if it's the exact same amount. >> And those are the things we have a hard time predict. And then the other thing that too that impacts the resources is is is enrollment. >> Those things are hard to predict. >> Right. >> Right. I'm sorry. Go ahead. No, no,
you're I think we kind Yes. So, so where I was going with this was again think about the data that you give us and everything and aligning with this and and >> I know we see things like you know how are we doing budgetarily you know kind of the big buckets which great there's a lot you know but it also to me like any
kind of breakdowns I know everyone asks for something that's unreasonable but it kinds of breakdowns where we can see look we had this money that was being spent in this now this went away. >> Yeah. Do we need to or how are we being more creative? And that means we're going to have to, you know, the folks saying rob Peter to pay Paul. Well, how
does that mean? And what does that mean about things when we're voting over here if we want to hire, you know, positions and they're at X dollars, but we need those X dollars to fill this gap over here like like because I also know there's two separate funds for buildings and education. just anything like that
that helps us >> have more knowledge as we're voting and and and making decisions on on the budgets >> for me that that's helpful because >> I've got the macro >> and I don't know how much micro I need but it feels like a little more
>> that's why when I when I make statements about when Dr. Young might give us a a presentation of something uh and it doesn't come down until uh 3 months later,
>> he might say it might be $250,000 to hire this person. And he gives us a presentation. And then when it 90 days later, a contract comes out to hire this person.
And it's good I we have the presentation, but it's good to be reminded that we we're getting ready to vote on this this $250,000. >> Sure. >> And it's good to be reminded >> Yeah. >> where it is going to be
>> affected from. He gives us the presentation, but we we probably don't get everything where it's going to be affected from. And I think we need to know those type of things now going into the future. >> Yeah. >> Because you just heard >> what was uh the mercy of education and
grace of education at one time >> no longer exists. >> Yeah. >> When you had 2% per child. >> Yeah. >> And then you had the curriculum dollars that were millions of dollars at one time. >> Yeah. >> And no longer exist. They turned that into the 2%.
>> Yeah. which uh put money into the uh the rainy day fund and the coffers. I'm just telling you how it worked. >> Can we can we y'all time out take about 5 10 minutes. >> I'm sorry Mr. President. Forgive me, Mr. President. I know once I start talking cuz I I can read the room and it looks
like I understand I understand. I understand President >> I'm sorry. I'm sorry. >> I don't accept >> No, I saw that. I saw that. I saw that. No, I saw that. I I I saw that. I I know we needed to shake
you up for whatever. I'm just tell Hey, is it okay now? Uh we start switch get ready to >> they are not everybody's home. >> Well, this is national this weekend for my daughter.
>> She's up in Ohio right now. They got the number one seed. >> Oh, okay. Excuse me. >> That's amazing. off. But they did. >> That's great. >> Yeah. So, they won all game yesterday. >> My girls being >> Orlando. >> See, I've been to Orlando so many times.
>> I'm so over Orlando. >> No. Yeah. >> We have eight days because mine don't play in the same age group. >> Oh, that's right. So, one plays for four days and then the one next. >> So, Do y'all rotate or do y'all Do you both go all the way? >> You both go the whole time.
>> I'm thankful that we are able and also thankful that they're back to back. >> And then my mother moved to Florida about a year ago. >> Oh, really? So, that helps out. We're out of Florida. >> And so, she's in Tampa. >> Okay. That's not too far away. >> Yeah. And so she when we land my oldest
who played with your daughter well I guess both of my kids playing with your daughter because they're apart. Um my oldest will go will meet my mom halfway and she will go stay with na and papa for 4 days so she doesn't have to be in the conventions all day long like we do. >> And then my mom and her husband will
come and stay at the condo with us >> overnight. So she'll see Avery's last day of play and Ashen's first day of play. And then she will go, my youngest will go with my mom for about four days and then we'll fly home. It'll be amazing. It'll be amazing.
>> Have a great time. >> And thanks to Junth and weekends and we have to take five days off of work. My oldest is getting her driver's license the day before. >> My baby boy just got his. >> Okay. >> It literally came in the mail yesterday. >> Okay. >> Okay.
>> So, have he done driver's ed? >> No. >> Okay. Neither one of none of my kids did driver. They ordered a online course. >> Okay. >> And they just tested. >> Okay. >> Because I feel like that was better for them to go self. >> Yeah. >> And just go ahead and do it. But >> Okay. >> Uh >> so did he have to do a driving test?
>> He did. Yes. >> So with with everything has changed obviously some since I got my license, but um >> my oldest daughter took the course and it was online and you have so many days to complete it. Correct. And then um she
did the driving portion and you can pay to just do the driving test with your instructor. >> So I paid the $40 for her to go ahead and do the test with the instructor. >> So I think the day she gets her license, I only have to have to take her take the paperwork.
>> Yeah. >> So he ended up marrying with his grandmother and ended up there with them. So it's the same process. He went up there took the driver's test. They said you passed or failed right there. And then like 4 days later, he did it last weekend. >> Okay.
>> Last week he came in to brings out worry but also said >> Oh yeah. He had another sister some place and he left. >> Oh, guess what? prior to this. Don't you think she was >> the girls?
>> That but that's that's what I'm talking about. >> You can't answer the question. >> No, you're fine. I'm coming to say thank you. >> Oh, of course. Of course. >> I will bring it up. So I think we're going to pull back a
little bit of travel in the same city. My daughter. >> Oh my gosh. >> Because you're working. >> I needed to get a bunch of by yourself. >> Cool.
Okay, y'all. We are back to it. >> Thank you for letting us take a break. >> So, I'd like to talk about uh the SAT test and before you switch. >> Yes, ma'am. >> There was some
clarifying questions that So, can you exp exp Wea stands for something, right? >> I'm sure it does. >> I think Dr. Young explained what we >> stand the
So that's one assessment we're talking about before we flip to this other assessment. They're >> totally separate. >> Oh, so you don't want to know what this acronym is. >> Acronym is high. >> That would be amazing. I don't want to escape from here. So my phone is over there. It's the world class
instructional design and assessment. >> Oh, that's a big instructional word. >> World class instructional >> design assessment. >> That's for your >> I pulled it up. I was going to say English language learners. >> That is strictly for English language learners. Yes. The SAT is for all of our
students to take. >> Scholastic to test. >> Thank you. And the the reason we are calling it school day is because students can go and take that test on their own. They can register, they can pay for it, they can take that test on
their own. The reason it is called school day is because it is offered during the school day to all of our students. It is their achievement test in the 11th grade. So when I was a student aundred years ago, I had to pay for SAT and go take it on a Saturday morning. And then maybe if you didn't
like your school, you have to take it on a different Saturday morning and pay for it again. Not saying that happened to me. Okay. So, um the reason it's called school day is because it is offered during the school day for all of our students. One thing to note is that the
data that you are looking at is for every single student who took SAT with us. So, they may have been enrolled in our school for one day and they took the SAT with us. When the accountability model comes out this fall, the data will look a little different because they
only count students who were with us for 162 days. So if you see a difference in numbers, number one, these are still embargoed scores, right? These are preliminary, so they have not been verified and certified by DOE, but also these numbers are for every student who
was in Pike Township who took that test with us. Yes, sir. So this also so to your point then it does not count if I didn't like my score I got while I was at Pike and I go to a Saturday and take it that does not count that in me >> it does not count that in this data no
does it help me in my college applications and all those things absolutely but it does not count for this so this is only students who took the test with us and again they could have been enrolled for one day they could have been enrolled for 17 not 17 years seven years they could have been enrolled for
a long time or very short amount of time. So, I just want to clarify that information for you. What you will see here, uh, Mr. Hoofer, is is the breakdown that you were looking for, um, in in our all students who took the test, our general education students who
took the test, our exceptional learners. We also break down our students who are not ELLL, and our students who are ELLL. And that top group that you see are um the English language arts, which if you're
looking out on the internet would be erw English reading and writing is how they do it. But to keep our language the same for you to know that we're talking about English language arts, it says ELA up here. And then the bottom section is the math section.
A bright spot is that our non-LL students have grown 5% from 2023 to 2026. Given the strength of our WEDA results, we just spent a lot of time on those WEDA results. We know that our earliest students are achieving at much higher
levels. The payoff doesn't come immediately. Unfortunately, it'll take a few years for them to be old enough to take that SAT and they should be doing it. The majority of our students based on our growth targets, a lot of our students should be doing it without ELLL service. They should have become
proficient enough to no longer need those services. >> So is not ELLL gened and exceptional learners but just not ELLL students. >> Exactly. >> Okay. So So even in that number, we we don't have >> we have some exceptional learners in
that in that. Yes. If they take the WEDA test, they are in our ELLL row. If they do not take the WEDA test, then they are not considered in that. >> Okay. >> So, um, our ELLL langu um, our ELELLL
students, as you know, have acquired language at a at an earlier level, but we also know that the number of students that we have, um, coming in to high school is higher. So that that score that you see um there is an impact
because we have students who come in not knowing the language at all and they are expected to take that SAT. Doesn't matter if they came to the country yesterday and they enrolled with us yesterday, they have to take that test. >> What was going on in 2024 for our exceptional learners and our ELELLL
students? because from 2024 to this year, both of those went for ELA went down like 17 and 36 points. >> What was I mean that that's a clear anomaly on on this chart,
>> right? So, I would I would tell you uh one of the things that I found when I came to this side, you know, I was the director of exceptional learners for a few months here. Uh but when I came to this side, one of the things uh that we found right away was the number of
teachers using the curriculum maps and the resources that were written every year was low. Um the way that we were uh servicing our students um had was was a pullout method where where
I said they were missing some of their core instruction. One of the things I talked about the group of us that sat down this year and said, "What are our non-negotiables? Where are we really going to lean in?" And one of them was, "We cannot pull students from their core ELA and math classes for any services
that was happening at a high rate that we found." >> So, so I hear that, but I guess what my point is like, so that again for ELA, the exceptional learners, 6% were proficient, then it jumps to 35%.
Then it goes back down to 10 and 18. Like there there's something there that that's a a clear anomaly. >> I think one thing it goes back to what we had in that original um slide and conversation. What this doesn't show is levels.
>> What it doesn't show is what? >> Levels. >> Levels. So levels. Remember we talked about levels one through five. >> This also doesn't account for the number of student. No, this is SAT. >> Yeah, this is SAT. looking at exceptional >> learn. >> Oh, you look at special education.
>> Okay. Okay. >> So, what this doesn't account for is the number of students that tested that year. >> And comparative data is a little challenging and we do it, but it's a little challenging because I take it my junior year than you take it your junior year and it may have been a lower
achieving class overall in some areas. So, when we compare, we don't have the same students taking it from year to year. But I think it's still same concept too, similar levels and needs of the students from special education perspective. So that's that's like an initial thought.
>> Yeah, it's just that year is such a spike. I mean, again, I look at the data, it is such an anomaly that it just I I >> I didn't think it was anything with us. Honestly, I was wondering if something the way this thing like what was going on there? It's such an anomaly. I don't believe there was a year with different
cup scores or anything like that to that year, but I can certainly look and see. >> This is a point of clarification. >> Um, our exceptional learners who are sitting for the SAT, uh, is it all of our exceptional learners or just our
diploma seeking exceptional learners? >> Diploma track students. >> Okay. >> I have a question. Uh-huh. >> Um, so for the ELA where you have I'm looking
at ELA for like for the SAT. Uh, I see that the year is uh 2023 to 2026 for SAT uh for SAT school day. And I see for uh for 25
29% for black students, 36% for Hispanics. Okay, you're on the next page. Okay, >> page. >> That's okay. >> I just want to make sure I'm looking at the same numbers you can already talk about. >> And also, it goes for the same thing for
hair. Is this an accumulative percentage rate like together or is this year by year for each individual for each individual year? >> Right. So, so 2023 were the juniors in 2023 who took the test.
>> Okay. 2024 the juniors who in 2024 took the tennis >> and it's a snapshot of just that year. >> Okay. I just want to make sure that I'm understanding uh this as it compares to IDOE how the how the numbers how numbers are are
different. Uh so that's what I'm just making sure I understand we're on the same page so that way when you speak about this part I can understand it clearly >> because the numbers that I see are just different from my DOE versus what I see here. the same thing. Apples and apples. I'm sorry. What are you seeing?
>> Well, I just want to make sure I don't have apples and oranges. I want to make sure I have apples and apples. >> Yeah. >> And so I look at the u the graduation cohort for 2026 SAT testers during any state administration. So is that the same? Is that included in this findings
here? >> So 2026 hasn't been released yet. >> So because that's what kind of throwing ground because I see 2023 through 2026 up here. Yes. You're talking about right here. Yes. >> Yes. So 2023 data is here. 2024 data is
here. It is. >> Yes. And then 2026 data and that's what we're saying is embargoed. It's so you shouldn't see for DOE on DOE site. You shouldn't see 2026 results yet. >> Okay. So this must be 2025 then. Even
though they have >> Yes. >> graduation. Okay. So this is kind of running behind a little bit. >> We won't get this information. This is um so SAT though there's no new cut scores or there's nothing new we never get that um certified results from DOE
until after July. So, just in the spirit of making sure that I have apples and apples. >> Yeah. >> When I see Pipe Township number 175 and I go under uh black students the benchmark. Is that is that correct to
look at the benchmark under Ido because I see black students both >> Can I come look at what you're I'm not sure what you're looking at. >> Sure. So, this is what I'm looking at here. >> Okay. >> So, I look at this. >> Okay. black students and then I I can say is this is this correct graduation
code statistics may differ slightly students% just want to make sure that >> okay so then when I go down here it >> okay so yeah my item 175 and I'm under
black students I see that number there what is that compared is that something >> 8.1 then we go back up says right there >> category is black both benchmark I don't understand what that number is compared to this
>> I'm not sure I need to I'll I can take a look I'm not sure both benchmark percent >> but this is the SAT correct >> yes but but since it's saying both my preliminary guess is that it's ELA and math combined >> combined >> yes >> for black
>> that's my guess is >> okay. >> I don't know that I've ever seen this spreadsheet. So, yes, I let me let me figure find out what that is. >> Okay. Yeah, good. Because it almost look like this is apples and apples to me. This it almost feel like that's why I was wondering if this is cumulative for
those years and then if we look at the breakdown per year as what IDE has versus that. That's why I'm just trying to make that connection. >> If I remember correctly, I think it said plus 8%, right? Let's see here. Where do you see that?
>> Oh, no. It just says >> So, yeah. Yeah. So, both. Yeah. Both benchmarks. So, this and this tested, correct? >> I I will find out. Okay. >> I will absolutely find out when they write that down. >> And and juniors take the SAT, right?
>> Yes. Yes. Okay. So, if they if we see something says graduation cohort 26, that would be the 25 juniors. They would have taken it when they were in 25. >> Yeah. >> Oh, this is that cohort 26.
>> Yeah, that's right. When you say cohort, I'm like, wait. >> So, this is the lag here. Okay. >> So, that number is still true. >> Yeah. >> Okay. Okay. >> And I see that two. I think two your double. I I haven't seen what you're looking at, but I think two years to make sure that that his score is not a
combination of >> passing both. >> Yes. What we have is is spread out the 25. >> Okay. All right. I got a note for that. Did we? Thought we had another question on the floor. Okay. So, that said, um we
have talked about um our bright spots. We have talked about where are some of our anomalies. That's always a difficult word for me to say, so slow down to say that. Um, and so what I what I'd like to do, uh, the
next we we talked about our breakdown of students, general ed, exceptional learners, um, nonLL and ELLL. We didn't spend much time, uh, but there is the race breakdown. Um, and you'll you'll see that we do have Asian students. Why don't they show up here? Well, because
we have so few that in size is so small that that's not data uh that is broken down for student group. You'll see subgroup sometimes and I prefer to say student group. So just a little learning when I was at DOE
about how to how to properly uh speak to students. So the next slide, slide eight, what you see here is PSAT to SAT, fall growth, fall to spring growth, and and we have things broken down over three years. And so what does that mean?
That means they take the PSAT in the fall, how much did they grow while they were with us before they took that SAT. Now, one thing that we can't do the way SAT is reported is we can't compare to other Marian County schools. That was the number I wanted to get for you all
because you've asked about it in previous presentations, but the way that College Board reports these results, we can't get that information um at at this time. So, just want to let you know that uh we had our total growth for students
uh taking this test um was 30 points. In ELA, it was 14 points and in math it was 18 points. And so, you're wondering, wait a minute, 14 and 18 does not add to 30. Why are those different? Right? That was the first thing I asked myself. Well, my growth on ELA might have been
14 points, but my growth on math might have only been six points. So, this is our average. This is our our average of all students who took the test. So, the average for every student who took the test grew 30 points from fall PSAT to
spring SAT. But in ELA only when we look at our ELA uh growth the average was 14 points and when we look at our math growth that math growth average was 18 points. Yes ma'am. >> Are juniors taking this in the fall and
if yes are students taking the PSAT earlier than fall junior year? Students take PSAT in 10th grade and then they take it in 11th grade and then they take SAT in the 11th grade. >> So the PSAT scores that are here are
going from fall junior year to the spring SAT score. >> Yes. Good question. And so you will see once again when when we have children in Pike for a time with us instructionally
uh we have growth. So instructionally we are able to do things when students are here and they are here with us. That would be the bright spot from this. Yes ma'am. >> Do you use the win time for the that you talked about the what I need time for
students based on their PSAT scores their sophomore year or their junior year. So wind time currently is something that we do in K8 buildings where it's a set aside in the schedule specifically for students because high
school has credits and diploma requirements and all those kinds of things. There is not a set win time across the entire master schedule like there is K8. But are students getting remediation where they need it? Yes. Um it may depend on the students ILP IEP
504 plan. it may depend on the way that we schedule students. So sometimes they don't have any of those plans and but they still need support. So what are we doing? And that's where that multi-ter system of support which I think I was getting ready to define when we went to
break. Um that is is a really fancy term that everybody in education knows. But what does it mean to to those who aren't don't live in here every day? that is what are all the things that we are doing combined to support our students. And so in the high school it looks just
a little different just because of that credit and the master schedule. So um we have a couple of things in order that I'm going to talk about actually on the very next slide. Um but I'm but I'm happy to continue that on. I just I can go back to any slide as needed. One of
the things if you take a look at slide nine on the right hand side the next steps what are the things that we are doing because we know that that SAT data we know we need to make improvement and so um I have a wonderful uh specialist on my team who loves to dig into data uh
beyond Mrs. Baker who digs into the numbers. She looks into the programmatic side of things and what are we doing? So, we've done curricular audits. We did them in our um middle schools and then we did uh two years ago and we did them in the high school this year in both ELA
and math. And what does that mean? It means we take a look at the standards that the state of Indiana says every child has to have. What are those essential standards that every student has to know? Let's take a look at our curriculum maps, our syllabus, whatever resources the teachers are using, and
let's do an audit. Where do those standards show up? Do the standards show up? Do they show up more than one time? Are they showing up in every quarter in every class? We also took a look at our assessments and said, are we seeing that the assessments are being tested at
grade level? There were some gaps. And so we noticed that in in the middle school two years ago. So what did we do? We pulled together a group of teachers. Uh we put together the curriculum maps. We looked where those gaps were, where those standards may or may not have been
taught, whether or not they were essential. Sometimes we're teaching the standard, but it may not be the most essential one as identified by the state of Indiana, which is what will be on that test. And we ensured one that we tightened up our maps, our curriculum maps. Two, we're looking at textbook
adoption. We went through a textbook adoption. You may remember a few years ago, we were rushed to do one in ELA and elementary because of the science of reading laws. We did one in middle school after we did several walks. We there was a time when my team walked
every single ELA middle school um class in all three buildings in in a week. We we did that and every math class. We were looking for a couple of things. Are teachers using the resources you all have approved? Have we are we using those textbooks? Are we using the maps?
Are the activities the activities that show rigor? We're looking at all of that. We did that in in middle school. And then we took all of that information and rewrote our maps and then we went back because what gets measured gets done. So we went back and walked those classrooms again to ensure that that was happening.
>> So So how how far off were we on your audit? >> It it varied by class. We had some classes where um for instance, we walked into a math class in one of our middle schools and we we were a couple of weeks off. We just asked questions. We're not
there to to come down on anything. We need to understand we just doing what we do. >> And so what we found was there had been um a maternity leave in that particular classroom. So they were a couple of weeks off and the teacher was able to describe to us how they were getting back on track and those kinds of things. But what that also let us know was hey
Mr. Davidson for my team, my math specialist can spend some time in that classroom, >> right? >> Uh we we had another situation this year in another middle school where someone had to go out on leave and he ended up teaching in the honors geometry class for a whole second semester because we want to make sure that our students have
what they need. We don't want a sub in there if we if so he just went and taught every single day. >> So and and that's why I asked the question because we we weren't coming in as the police. We were we were coming in to see what we can do to improve on on
our children's score. Absolutely. So did was that was that very well received? >> I think so. What so what we do? >> Oh okay. Well well they said to me >> I think I think it's in general at all because what what you're saying
>> is a life we live all day every day. Right. We're looking at data and from an equitable standpoint, we may have to go to a particular school and sometimes even in a particular classroom because the data is showing that man something's off here. And then I think just in
general, I I have seen uh uh that that we have a pretty receptive staff with that. I think a lot of it has to do with the trust that's built, relationships that we have sometimes, you know, the the leadership at the building level or even at the district level. So it it it
varies, but I think you're saying from this particular >> So I think in this particular exercise it was received because I think for many it was the first opportunity to get to know me and my team and what are we doing? I'm different than Dr. Huff. So what does that look like? Um they realized that there was no consequence.
It was really about a level of support. But the first thing that we did was we took notes in every classroom. We left a note for every teacher to say, "Hey, thanks for inviting us, whether it was an invite or not, but thanks for welcoming us into your classroom. We appreciate the opportunity to engage
with you." Then I met with every principal. So when we walked all of the new Augusta North classrooms, I met with Mr. Jobs and Mr. Inman because it's important that we're all calibrated um and gave some feedback down to teacher and classroom and what we saw and what we didn't see and and hey what do you
need to know for your staff development and your staff meetings and those kinds of things but then also what do you need from us? One of the things that I developed when I came over to this side I always say this side because it was a different side of the office over at ASC. uh when I came over to the side was
we developed a link where any principal can request professional development on any topic at any time. So all they have to do is fill out a Google form that's very short that says here's what I need. Here's when I want you to do it. Here's the group of teachers I want you to work
with or the whole staff or whatever that looks like. Here's the room that will be accessible to you. Once that request comes to me, I get with the person on my team who would best fulfill that. And sometimes it's one, sometimes it's three. And then I once I know they can do it now, we have fulfilled every
request, but can they do it in the time that's being asked and those kinds of things based on other commitments they have to buildings. Once we coordinate that, I step out of it and I say, "Dr. Young is here to help you. You all coordinate all the logistics. You let me know what you need to do." So, we try to
build that PD in real time. In addition to the PD that we offer at Elevate Ed and in addition to what we offer, we did PD with coaches and principles and assistant principles this year at each of our leadership meetings that are already set on tier one instruction. So
in addition to the other PD that we offer at any given time to everybody, we will build the PD that is needed. One time I had a principal just say, "Hey, can you walk me through what this data means?" Absolutely. So I went over myself, >> sat down with that principal, spent an
hour and a half talking to that data. >> And and the reason I asked that again because when we talk about audits for what's better for the children, sometimes personalities and things going to get in the way and and and we're not here to again police, but we here to to
see how we can better scores and better the students. And so we know sometime we got to get beyond that. That's why I asked that. >> Yeah. So, I think um I think the fact that we're doing the audits based on the standards and whether or not we see them,
>> it's in in the documents, right? So, do I see it in your syllabus? Do I see it in the curriculum map? Do I see it on the assessment? >> That's just a yes or a no. It's not about you. It has nothing to do with your skill set. It's just, hey, maybe you didn't even notice that this this um standard wasn't tested in this way. And
then I actually got came to your classroom and I saw you and I put a face. So, it's not just, oh, I'm sitting behind this computer and making these decisions. We're also getting out to get to know and understand what's happening. >> Makes sense. >> Question.
>> So, first one, um, since you found that practice, the walkthroughs valuable, do you have plans to do it again? >> Absolutely. Um, second, the curriculum maps um, are very crucial. Where are they published and how do people access
them? And I can ask my third what your second uh and my third is um with Dr. Nutunny being in charge of professional development, how does he fit into your plan for providing professional development? >> Absolutely. Okay. So, curriculum maps,
where are the curriculum maps? Uh so, so do Okay, first question. Do we have plans to walk again? Yes, we we walk consistently. One of the things that we're doing next year though is uh going back to coaching um PLC's and we have organized the elementary schools into
the feeder schools of the middle school to create some vertical articulation between K through 12th grade. So that if I'm headed here because what what it looks like at Dian Middle looks different than to Augusta. So how are the feeder schools that are feeding
in what does that actually look like? So yes and the instructional coaches from those buildings will do walks with my team alto together. So, we'll have some middle school coaches doing some walks in elementary and vice versa to in Yes, ma'am. >> Okay. So, we have a feeder system from
elementary to middle. >> Yes. >> But should a parent choose to say, "I'm not going to my theater school. I'm going to a different school because they have that option." Is that or is that am I
>> Well, but we we it doesn't mean that students have that opportunity not to switch or change. >> I guess I just want to get so if I say say my feeder school is gian middle and I want to go to I want
my child to go to Lincoln. >> I can do that. >> Absolutely. I'm not talking about parents. >> So then I guess we're doing like basing some of what we're doing off of that. How are we taking in allowances for
>> should they come from somewhere else? That's >> so we want to just clarify too >> that we don't necessarily have parents don't get to necessarily choose. So if I'm feeding into Guyian or Lincoln, I may choose the the the they have a
choice if they get go to go to New Augusta North, right? But typically those we would face those changes other than the the uh used to be I want to say change the calendar school that but now our calendars are the same u yeah so
that's just want to make sure that that we're clear that parents just don't necessarily get to choose what middle school they go to >> I guess yeah >> that's the one of the questions I'm asking >> yeah I want to make sure I clear that no so so if I if if I'm at a school that is is slated uh my elementary school that I
would feed into Lincoln I can go into the lottery to go to New August North. Yes, to go to New August North. Same thing if I'm a student at an elementary and my home school is Greek Middle School, I can put my name in the lottery to potentially go to potentially New
Augusta North. Now, the challenge is if that Leaden Elementary, the schools that feed into New Augusta North, Eagle Creek, New Augusta South, Fish, there may not be space. So the the the if you want to be on one of those
three, New Augusta North, there's a greater chance kindergarten or first grade, but parents can always submit that application. But if your school is Lincoln, then that's that's where we're going to select you to go. >> Okay. That's >> yeah, >> what I'm trying to >> Yeah.
>> understand. So >> So I'd like to clarify. I'm I'm speaking about um the coaches in those buildings getting an opportunity to look into their feeder and all those kinds of things. We have always looked across the district. What are the needs of all
students going into middle school, right? All of them. But we haven't really historically taken a look at, hey, there's some challenges that are specific in this attendance area. So, it's just an added layer. So, we aren't we aren't going to not look at the whole
But this is just an added layer of how to look at at an additional piece of information to see if it shapes things. >> And I say historically we have done that. But I think what you're done is I even think about what we've done to to bring up score when I was principal at
for example u I'll say fishback creek I mean the you couldn't believe the number of applications and people had a perception and we set a goal that we wanted people to be proud of their home school right so if I'm going to central elementary school I want you to be proud
of central elementary school right but part of us doing that is we have to make sure you have great exper experience too. So based on the the geographical and those days we we worked hard over the years and now it's it's you know we don't see that as much. U but I think
one of the things that I think Dr. Gatewood's office has done which I think is powerful. I I'll get back to you in a sec, but that is powerful what they're doing. Now, looking at the uh the the um feeding schools is imagine if you're at
a particular school, let's say going back to Lincoln and we think about stu performance at sixth, seventh grade. If there's a breakdown or if there's a particular need at this level, we know exactly where we can go back and look at
instruction so we can tighten that up. If I'm consistently seeing sixth grade, seventh grade, this middle school, we're not hitting the mark. But guess what? There's probably something in specific schools or classrooms that we now know where to tighten up where before it was
much harder to really hone in and to soak that up. So I think one of the things that that Dr. Gay was speaking of in that process has really helped. I think it will help in that particular area. I'm sorry. >> I just wanted to comment. >> Well, I want to give make sure that I
answer all of Mrs. Barn's questions. So I have the walks the curriculum maps and forgive me. What was the third question? >> Uh how is Dr. Nelly involved in professional development process? >> Um and so he is >> so yes he is. Um so the curriculum maps are posted uh both publicly on our on
our department website um but then also they are internal for our teachers because again when I came there was a lot of Google the the tragedy in Google is it lives forever and so what are the most up-to-date maps and all those things so we've taken everything out of
those folders that is historical and ensure that they have the most current. So, there's one um you you all can't see it from the website because you have to use your well you all would be able to but the general public can't see but you log in on that uh staff page that that portal page you log in and then you can
see by um grade level by subject exactly where and we only house the current maps. Another thing that we have done is ensured that our branding is incredibly tight. So, we put dates on there on everything. Um we have in our curriculum
maps we have added feedback loops so that there's a place where teachers can say hey I don't see this um essential standard spiraled and we mark that down because in the midst of everything I'm not going to remember that if you say it to me but if you submit this form and it
just says this is the problem then in the summer when we re review and revise those maps we ensure that we hit all of those targets. So that's the curriculum map and then Dr. Numbly is heavily involved when my team is interested in in um offering some professional
development. A lot of times we'll work through the inner workings and the logistics and all those things and a messy meeting and hash all those details out and then we offer a more formalized um proposal to Dr. Nunley. What I typically do is if you want to do
something specific in math for instance and Mr. Davidson wants to do something he and I kind of hash through the details. he might have to do it with his uh counterparts. He will send it to me in a formalized and then I will say approved because we've worked on it so that when he approaches Dr. Nunley then
Dr. Nunley knows that the whole office has been involved it is something I stand behind that sort of thing and then he can organize us for elevate ed summer elevate ed fall whatever it may be. >> Thank you. Yes. >> Uh say the school's crashing.
Uh, it's crashing. It's about to burn. >> I don't know if you had experience with that before. >> Do you have a proactive turnaround plan for it? >> So, it would be an all hands-on deck. The first thing that we have to do, luckily, all schools in the state of Indiana have to write a school
improvement plan or have to have, if they're title one, have to have a school plan, schoolwide plan. So, two two different things in in some regards, but but overlapping. um in multiple ways. And so because every school has to have a sort of plan.
>> If you have one, I'm asking. >> Yes. Yes. Every school has their own and we help with that. Um it's based on their data for their individual um building. Part of that process, the initial part of that process is a um a
needs assessment, a comprehensive needs assessment. So we take them through it might be the five W's. So why is our iLearn data dipping for non-English learners in whatever grade? Then we have to go through five W's to to get to what
is the root of that problem and then we develop goals. Years ago when I was a principal we all did those school improvement plans as a check the box because sake said we had to. What we're trying to do here in Pike is ensure that our school improvement plan for every school is their strategic plan.
>> Have you ever been as a principal? Have you ever had to experience that? Yes. >> Yes. >> Did you come uh what was your grade average? >> Um so I had a building >> so you were a turnaround principal. >> I was. Yes, I was. Um I had a building
moved from a C to an A. We moved our bottom 25% and won a national blue ribbon in 2013. >> Yes. >> That was in Fort Wayne. >> Uh yes, in New Haven. Yes. Yes, sir. Almost called you may. Sorry about that. Yes. So I have been a part of that
process. Um I believe in that process. I believe in turnaround and we moved our bottom 25 >> which was multi the demographic was much different than it is here isn't it? >> It was different. Yes. And that particular building was a 3 to five
building. Um but we had been K5 and the building that I was principal of closed after my first year and then we went through a redistricting. If you've ever been through that it's not always pleasant. The community doesn't always love it. And then we went through renaming and and recoloring and all all
the things. Yeah. >> What we want to do you all is is is we want to move let Dr. Gate will get on through her presentation. >> This is the last line. >> Okay. >> We're all done. >> President every time I talk you you >> but I understand why.
>> That's not true. >> And and thank you because I was I was in doctor's ear saying hey I'll try to move quickly because I know we're all just kidding. >> But that but that's not true. Let's let's move on. >> Yeah. And and so one thing I would share is as I was listening I did capture from
bright spots SAT u growth of our nonLELLL students. We saw that. But the the flip of that is with our special education and our ELELLL students from the SAT. That's an area again going back
to goals that we may want to lean into because we we're just not seeing the progress with those students like we were for the non ELLL. Okay. So just an FYI something. Can we say any student
that we feel like whatever cap we set like percentage we set any student not there could receive target like not necessarily name all the demographics for >> source. Yes. >> But say students that are not meeting
this mark and then in our planning we target who we need to target without stating what some people may not want us to state. >> Yeah. One thing when you actually create
this pastor individual >> you can't say >> so individual >> American say females we can't say specific things so that we not here I >> and it would include and then we can do
>> we can set goals we can set goals based on demographics. Yeah. >> Yeah, >> we can set goals basically. Absolutely. >> Absolutely. Matter of fact, I think we should. >> It makes sense. >> We can. >> I just don't want us to get >> there. There there I think we receive
clarification on all through all that. We can set goals based on the day that we have >> that targets where the need is. >> I I would think so. >> Yeah, we can do that. >> Does that number include not saying you can't do the work? >> I I didn't hear you. I'm sorry.
on this side. >> Well, discrimination. >> Does that include nonverbals? >> They don't take >> They wouldn't take, >> right? But how do you incorporate them into are they included any of these? >> They don't take the test. So, they are not included in
>> Oh, um some some of our >> take I learn >> they take I am if they are not um diploma track they take I am. >> Yes. I would attend and then our students those the student population you're speaking of would take WEDA
access. So there is a version of just like there's a version of I learn there is a version of WEDA also for students who are not diploma track. Yes. >> Okay. And so is that included anywhere in your stats when you need when they take the access as far as the nonclud?
>> Yes. >> I don't know if that brought the numbers down. When we use terms like not diploma track, is that specifically talking about our exceptional life? >> Their IEP calls for it.
>> And that's what I've been because I was I mentioned in the board meeting my concern with the new diploma tracks, how that would have impacted someone very close to me had that been where it's, you know, at today. So that would count those students also if they are not considered diploma track if they have an
IEP. count them. I just want to make sure. >> Sorry. When did we say so if a student who all takes SAT? Let me just say more generically. So if we have a student who
is in special education but maybe not not for not not some of the I want to use right terms. Every student who who does not have an IEP, an individualized education program that call every student who is who's on the diploma track takes SAT. Okay.
>> If their program calls for them not to be, they do not take SAT. So if we identify a student who is in regular classes and everything that has an IEP and we see they are not realistically
going to achieve a diploma, >> they still take the SA. >> Okay, that's where I was trying to go. Okay, >> they absolutely do. Unless the program for that individual child and that is determined by the case conference committee which it typically it varies
but it typically includes parents or if parents you know want an advocate or you know parents and and the people of their choosing along with school staff. So the building principal, the teacher of record who maintains the IEP and helps set goals and those kinds of things. um
a teacher, a general ed education teacher would sit on that uh committee as well and that is decided by the entire committee. >> Yes. >> So an IEP does not constitute you not being able to take the SAT. >> Right. We have we have plenty of children who have IEPs who also take
SAT. Yes. >> Thank you. >> Yes. Of course. >> Except Dr. Forman. This one >> right? >> I know. the man. >> Okay. >> No, no, that once.
>> At least I didn't. >> I just saw this. >> Okay. >> And then you need this to >> That's the power. >> You're You're about 10 minutes too late. >> In about an hour and a half too early.
>> You'd be 10 minutes too late. An hour too early. >> Yeah, we make that one. That's what this information then the growth goal I think grow. >> All right. So
there this link here. So you have some discipline data in your folder. This this link's a little bit different. This is a link of the data that we shared I think several months ago still tied to to discipline. And on this page here,
you kind of have a snapshot of uh >> where can this link be found? >> This link here. Um gosh, you know something? Let me Can I Can I even email this link to you? You guys
don't You won't have this link. >> It's in a different document. >> Okay. But you can email it to us. >> Yeah. Do we email it to you right now? Do you have >> Do you need it? >> You can. >> Okay. Let me email it real quick to you. you >> if it's not an issue. >> No, I can. >> Some of us don't have our computers, so
>> Yeah. So, it may be hard to see on that. >> That's like a neighbor. >> I appreciate Dr. Did you want to share? >> I have my computer. >> No, no, no. I'm good. I'm good. I'm good. Thank you.
>> I mean, did you want to share? Are you >> Oh, no. I'm good. I can see it from here. >> I'm fine. Thank you. Okay. I'm fine. I can see it. >> You can share the Thank you, Miss Barn. >> I I So, you share it up there. >> No, Dr. Young is It is going to be up there, but I'm going to have it here.
So, >> she got her computer. >> I got No, I can see mine. >> Too challenging then. >> I don't know. I can >> my little phone. >> We have this. We We do have this. >> We have it on paper, too. >> We have it on paper. >> Send your photo. Yeah,
>> this data goes gives you an extra year of this is kind of what I shared. It may have been back in in uh February. So, I thought I would use >> Now, this is uh Mr. President, this is the area of what now, sir? >> This is this is this is district performance. >> Thank you.
>> You're welcome. This is our district performance discussion for everyone. >> So you can see total infractions. So all right. So as we're looking at discipline and we'll further break it down. This is
one of the data points. Remember back in January uh at our retreat the board talked about hey you know we'd like to look at at discipline data. All right you can see total infractions b dating back to uh 2324
7,281 uh 2425 6755 and then uh this past school year 6,69. You know, we've actually had if we went further back all the way from the time of the
pandemic, uh I think a a celebration is that we've had overall decreases. But I think when we start looking at discipline because the infractions can be different, there's a lot of opportunities to lean in in specific areas. If we want to set goals, >> can we set some parameters around what
do we mean by infraction? Is this the kids sent to the office? Is it they got ISS? Is it the police was called? >> Great question. Great question. Great question. So if we say infraction, what we're saying is that this is a case in which administration got involved. >> Administration sent to the assistant
principal's office for >> they may have been sent or at least there was paperwork forwarded to administration >> and administration took you know they looked at it was referred to them >> central administration >> uh the building level okay
>> building level administration so infraction would be a teacher because for example the Dr. Wester's a teacher and I'm disruptive. He can choose not to uh report me to the office. He can handle me himself, right? We would never
know. That would never be reported. So these are cases when a teacher has said or administrator, right, has seen uh and has taken this a formal probably write up or referral to the office. >> Does this also count if there was a fight in the school? If there was a some
of those kind of things >> all those things would be referred to the office would be referred to office. So this just gives snapshot of total in practice by school by school. Okay. So then if you look at this slide you go to the next one.
Okay. And this just kind of gives a breakdown I think for the last couple of years, but now it breaks it down 2425 by grade level. One of the things that I hear oftentimes or at least it's a perception is
perceived and you look at the data uh kindergarten through fifth grade we see a higher number obviously in in initially in kindergarten and one of the perception things I hear that are that children are
trying to learn they still haven't learned school yet they haven't learned school take turns sit wait all of those things Um however when you look at really fourth and fifth grade the fractions are far off from kindergarten
but just you have qualitative data what people say and share but it's always good to look at the quantitative data that's 2425 you look at this year um same trend kindergarten drop off in first grade but
then as we go move up towards fifth grade 24 5. Look at that. The numbers are pretty much pretty significantly higher than kindergarten. Now, we're not looking at specific infractions yet. We're just talking about grade level. And then obviously you got the other
levels as well. Great term, Mr. Superintendent. Learning school. >> I've never heard it at that level. Thank you. >> Learning school. >> Yeah, I'll be using that term. >> Learn school. at the learning school. >> One of the things that I believe is just
just like we teach children how to read, how to to write, um you know, uh arithmetic, we also have to teach children how to how to function in a school setting, which is much different than what it is
for all of us at home. And um it can be frustrating, but we but we're teachers. We have to teach those skills. Yeah. >> On the previous slide. >> Yes ma'am. >> Um after 12th grade was GD. >> Could you um explain that column please?
>> The like the grades go to 12 and after 12 is GD and there are numbers in that column. What is GD? >> You were you were there. >> Oh, I was there. So right after we have kindergarten, prek 1 2 3 4 5 6 7 8 9 10
till 11 12 GD. >> It's a Pike High School. >> It's a column row. >> It's the last column. >> Oh. Uh I'm with you. 16. >> Let me check on that. Off the top of my head, I can't remember what what what
the GD was. But you're right. That's after 12th grade. >> It's after. So, is it graduate or No, I don't. >> I'm not sure. Let me >> Okay. >> I Thank you for asking that question. Let me I don't want to tell you wrong. >> Okay. Thank you. >> Yeah. Yeah. Hold on. Let me write it down real quick so I don't forget. Uh,
okay. I will find out that for you. All right. So, the next slide here. Now, we're getting a little bit more. This is a little bit hard to read. So, I'll zoom in. We're starting now to look at
infractions. Slide this. Try to make it a little bit easier to see. Okay. As you're looking at that data again, we've got >> 24 type of infractions. >> Yep. Yep. Yep. So, now we're getting to type of infractions.
You can see again, this is a snapshot of when that data was shared. Same time the year. Let's take a look at the data and look at comparison to this year. Yes. According to our polic I'm sorry, according to our policies in the school
handbook for secondary and elementary, we mentioned the prohibition of use of personal communication devices/ cell phones. >> Yeah. >> How is that coded in this or is it
>> a separate infraction? >> Is it coded here? Because I don't see it. So you're saying it's coded in a handbook? >> It right. It's it's an infraction in the handbook. Yes. We I mean we we don't allow that and we're about to change it
again because there's a brand new law. >> My question is how is it here? Is it an infraction? And if it is what is it called? >> So and again one more time it was the prohibition of
>> infraction. with cell phone. Where is cell phone? >> No, it's not in here. >> Okay. >> It will be. >> What's this right here? >> Communication. >> So, is that is that it? Is that the >> cell violation? Isn't that it? >> Yeah. Yeah.
>> Yeah. >> So, it's called cell violation there. >> Last. Yeah. So, the law the law changed this year, but you'll recall >> the previous year it was you can't have your phone out in class,
>> right? >> We're going into a year where you can't have it bell to bell. >> I just wanted to know if we tracked it and we said in our we updated our policy to reflect the the state law. Yes. >> And then we also updated our um student
handbooks to reflect that as well. So, the way that this reads is only 162 times in our entire school district did a kid have a cell phone in a classroom when they weren't supposed to. >> When they weren't supposed to, when they weren't supposed to. And broken down to
this point districtwide. Districtwide. Now, remember, it's it's what's reported. Some teachers will just say or administration put it away. It's not necessarily referred to the office. I think one of the things and that goes back to and I'm glad we're having a
conversation. We think about measuring and this where it gets a little tricky with discipline data. Can we influence it? There's a challenge and I don't want to take away the autonomy necessarily of our of our teachers where they can
choose to handle it in the class or not handle the class. So when you're looking at the data, it's really difficult to say how many times cell phones were not out when they weren't supposed to because in one building, you may just be told to take it away. They don't put it
away. >> This is only the time. >> Put away. And and really in in the same building, I can handle that a little bit different. And we give teachers that autonomy to when they determine that they want to refer it to the to the office.
in in in in reducing infractions. One of the things we've never done and I I don't feel comfortable doing, I feel very comfortable finding professional development. How do we handle certain behaviors
but not telling a teacher that you can't send that child to the office for a particular infraction? So, and I think and this is where it's it's going to it'll get real hairy. My daughter works in the public schools as
a teacher as well. And the cell phone issue is going to be a big one. So, I think it it it'll have to come down to whether administration give the teachers the autonomy or not. If the board says, let's say for an example, there's a
policy now in place that zero tolerance on a cell, the teacher have to abide by whether whether it's autonomy or not. If the board says zero tolerance on a cell phone, am I right or wrong? >> Well, absolutely. And now the state
before we had autonomy, the state has taken it away. >> Yeah. >> So now we just can't have them out. Yep. >> So it would let's say we kept it the way we've had in PIP because we actually put something in place a couple years ago just because we knew we were having issues with it. That's where teachers
and buildings had a level of autonomy. Now I can't give you that autonomy. The state won't allow me to give you that autonomy. So in Pike Township we did an audit. So all of our middle schools and our high schools have lockers. We have
that and that's where they'll go in the middle schools. In the high school, they will be students will be allowed to keep them in their backpacks. Based on the structure of the day, it's just not realistic that our kids need to get to their lockers always and and to put them
in lockers. So, they'll have that option. >> But if but if they're out Yeah. and become an issue rather than teachers have to do the fighting. Yeah. >> And send to administration, they already know what the what the policy is.
>> Yeah. >> You did it to yourself. >> Yeah. There there's there's there there's no tolerance. Now, teachers still have So, in other words, you can't have it out. As a teacher, before I could allow you to have it out because it was instructional in in its purpose and intent.
Now, you're not supposed to have it out. Now, if you have it out, >> I still have the autonomy whether I send you to the office or not. I I can still choose if I send you to the office. I don't want to take that away from But what I can't do is say
it's okay. >> So, I'm kind of hung up right there. >> Yeah. So you're saying that the teacher still can have the autonomy to decide if they want to send them to the office if they have it all. >> Yes.
>> But state law says you shouldn't have it at all. >> Now how is it that the teacher have the autonomy? Now the governing body says we got to provide by state law and not and not the teachers autonomy. How do you how do you measure that? >> Well, because what I'm saying is it's
not allowed. >> Okay. But it's not a governor. So if I have a great relationship with a student or if I know if I have some situ I'm trying to build a relationship if if if if your if your backpack drop
if it falls out your backpack I don't want to say I have to send you to the office. But but but I just there's so many different >> No, what what what I have reference to is Yeah. And then what are you Miss Kelly? Okay. Go ahead.
>> Go ahead. You press it. Go ahead. >> Well, because when policy committee we've met, we've discussed it and it's getting ready to come. >> It's coming. Yes. >> For every but everybody to to read it and vote on it. We had this discussion on camera and
we've talked about not wanting one one take away teacher a time but after teacher makes the request >> to put it away. >> Put it away >> several times. That's then it escalates to something that's no longer just a cell phone
violation. You've gone to >> other behavior. You know what I mean? Dis >> disrupted disrespect. you you breached not just the cell phone. Now if I've asked you, >> you've gone beyond just that. So it
falls then maybe under one of these other categories. >> Yeah. >> So when you're saying discussion, it comes down to put it away >> from the teacher. Give them a chance, right? >> If the teacher want the teacher can't >> first time,
>> right? We're not going to just immediately go >> but he said, >> but you can but a teacher can. at the same >> and that's what I was getting to. >> Oh, absolutely. >> And it says the way we worded it on purpose, we said may. >> We didn't say shall, we said may. So, we're leaving some of that up.
>> But you don't want everybody >> abusing that >> going over the office at the same time. But if you could if like you said, if you have a relationship with that student, you say, >> "Man, just put it away." >> They put it away and it's done. >> I never say kiss at office because I
want to be seen as the as the as the heavy, right? I don't need offer. I got this. I control your world. So, but that was just my philosophy belief when on a lot of behaviors. I didn't have to. But to Dr. Wester's point, a teacher
absolutely has the right >> if that we're hoping our hope is that's just not going to be your fall back. >> Oh, sure. I guess that you are gonna >> Yes. >> take step one and two at least.
>> Right. So, do we have a um you have it set up so that when they call the freshman down, have their get out of school meeting with them, they do the sophomores and they do juniors and they do seniors. Is at that point that you tell them the the law of the land which is no phones out and that includes in
the bathroom, that includes developing all that right now. >> Band time, that includes gym time. I mean, because um >> you doing that in the orientation. I don't want to I don't want to drop the gun, but there is a whole campaign. >> Yeah.
>> That's going to come out. >> Yes. >> And I get that. I'm still saying because I just remember that I remember the >> just personally >> I remember when >> cell phones used could not be in Pike. Yeah. >> And there was a coun uh a student teacher uh student service person that
when the teacher caught the student with the phone, guess what? They had to take it to Miss Min. When she got them, they stopped it because she got tired of having all these phones collected. And then here comes the parents cussing them out. You took my daughter's phone from her. >> You took my son's phone and I didn't
have time to come because they said, "Well, your parents got to come get it." >> Well, there's going to be a whole education campaign. >> All I'm saying is we have to have a whole plan in place. Not just not just say we taking the phone. We have to have something in place that says the parent if the student's phone is taken, do the
parent come and get it? Do we hold it? we tell the student to put it up. All that's being built. >> Yeah. Those and those will be administrative guidelines. So, we're developing all of that for our teachers. Uh so that it'll be it'll be clear. One thing I would say that the law has changed was before we took possession,
we were liable for those phones, right? So, if I lost it, if I broke it, now there's protection under this new law that protects us which limits our liability. >> Good >> if we take it. >> Okay. So with that program that's being developed also are we doing something to
make it very obvious for teachers too because we got a lot of students in this high school um because there are exceptions built into that law too and so my worry as a teacher >> you know I don't know you've got an exception I sent you down and now I got mom coming to me yelling
>> IEPs and those types of things can be built in. So what happens is the exceptional learners teacher always meets with gened teachers to make sure that all the accommodations read to whatever they might be that the gened teachers have that. So that's where
>> exceptions would fall under an IEP type that I just gave as an example. They have a health there may be a health center >> but most of those use because of the technology that we have today >> most of those guys use we have the iPads
that we give each student those >> if I have to check my blood sugar >> my diet anchor >> yeah you can check and I agree with you there but at the same token why then you have if it's that if it's a medical issue and I hate to say this I don't know how you would do it but the phone
should be where the teacher is because it becomes a medical something happens to the student >> and the teachers are going to know hopefully >> they're gonna have to know they can't just say I gota because I'm telling you my blood pressure's up I need to go to to the and then they gone for 20 minutes.
>> Yeah. So what happens is if it's if it's a if it's a medical issue we get a statement from the doctor >> and then the nurse and we actually bring the teachers in and then and then we develop that plan together. So then the kid could actually, you know, they used to have like the hall passes for if you had to use the restroom, they got
restroom passes for students that have to go to the restroom. So they have this pass, they show it to the teacher, they can go and you know, maybe something along that line. But I'm just saying we're going to run. I'm so glad I don't teach. It's going to
be it's going to be a hurdle in the beginning, but I think if campaign rolls out as anticipated and expected and everybody has the information they're supposed to have when they're supposed to have it. And again, it goes back to prepositioning
yourself. We have to preposition oursel to have those >> when the juniors here's here's a list of the things and put up on their you can and cannot do these things. These are things our expectations of you in this in this building because what happens is >> the first time you take us I didn't know
you could take my phone. Nobody told me that they could take I don't know what law you talking about. So we have to this is a this is a build of education. >> So we have to be the people that educate not only ourselves but we have to educate the students so that because if they can't follow the directions and
institutional guidelines in the institution we're just preparing them to go outside and say I'm the exception to the rule. If I don't have to if I don't have to abide by the rules inside the school, I don't have to abide by the rules outside the school. And as a as a governing teaching um government, we
have to be able to teach our kids to follow the rules inside the school as well as out. >> Thanks, sir. >> Y I agree. Okay. Um so again, and I know I'm moving quick
because it's almost 11 o'clock, but I did want to This has been shared. want to share it again as we think about setting our goals. There may be some areas that we may want to lean into, but just remember as we go back to those essential questions, right? Can we
measure it? Can we influence it? And then we think about equity, but still because it's measurable most of the time. Of course, that's something that we may want to think about from a goal setting perspective. Okay. Uh this just breaks it down from uh from August to
January. Uh again we have fractions this previous one types of fractions response to counts by grade level. So here we have remember I talked about
the level of autonomy that teachers have um same thing with administration even going back to the cell phone. One of the things that I was adamant about when we got feedback and input on developing the administrative guidelines that will come
out if you look at our handbook there's really only one infraction in which it's very scripted by the district and that had to do with attendance and the reason being is uh it's been a year or two I believe that um as a dis
as a state wanted to improve attendance the state said, "You shall hold a conference when children miss so many days." >> Because of that, I said, "Okay, well, schools, you you're going to have to do
these things because if you don't, we'll have what you just said, people who are being brought in for a conference." Well, I didn't know that. I didn't know outside of attendance, when you look at our our discipline grid, we give administrators, right? We give our teachers some
autonomy. And there's like uh uh choices that they can make based on infractions because every situation is different. It's also different if I have a bigger kid, right, who's who who who who is uh
violating or has an infraction that uh has been taught these particular things than if we have a baby who's still trying to to learn. So, uh, that's something that our educators have the flexibility to
do. But this is what and how we responded to all the infractions from 2024 to 2025, 2025, 2026. This breaks it down responses to infractions or misconduct
by special populations. our boys, our girls. You see how it breaks down? Um, suspended day out. Our boys were suspended at a greater number than our girls were. Ethnicity,
black, Hispanic, white, Asian, multiple. Uh, >> Dr. Young. >> Yes. >> What are I I don't I'm trying to find out where you are responsible. uh response summary >> uh suspended. That's the 465. Am I
there? >> I think yours. I'm not sure if it's in that one. This This is the one >> I'm concerned about suspensions. >> Yes. >> I think that's yours. >> The total suspensions that are out throughout the district. Do you have
that? >> Yeah. So >> maybe I missed I didn't learn. No, you're right here. response to by counts, types of infractions, total infractions by school and grade. So, uh, >> suspended day out. Is that what you're
looking at? >> Okay. So, for for the school year, suspended like out of school, >> you have that total number right there for 24 and then you said for 25. >> Yeah, I heard a statement. I didn't like it in the community. >> Okay. Yeah.
>> What are what are what are we we doing before this suspension? I know there's some that >> possibly Am all right to talk. I want to make sure that is is it all right >> to to say this person can can can
possibly go to an area in the system and not be suspended or and there are some that have to be immediately suspended. Don't miss me on that. >> Yeah. But but what are we doing when it comes to prevention of suspension? >> They have they have ISS.
>> Everybody asked that. >> No, they have ISS. They have school which they actually still in school. Yeah. Yeah. Yeah. Well, I think >> So, does this suspension include ISS or out? >> In school suspension. Yeah. So, I'll share with Dr. with Dr. Moore that there's in school, but there's also out of school,
>> but this So, these numbers is include both in >> Yes. Yes. Yeah. So, we we've looked at in school. So suspended uh on this one >> suspended >> day out guided learning is like an inschool suspension.
>> So when they in school they're still when they have in school suspension they still they're still able to get their learning. >> That's been that's >> the teacher send the work >> send them to some other area in the building. reference because absolutely because a suspended day in which we
prefer not to do but we may have to means you're not getting any learning and obviously if you're going to be in school we would >> learn. So you're saying now they don't get no learning though they get in house they still don't get no >> guided that's the guided learning
>> we could suspend in or that would be more like a um what do you call it at the high school I don't want to say study hall In school suspension. >> In school suspension. Yes. ISS where there's you you can you can work. We want you to work but it's not necessarily a teacher that stop checking
in to give you instruction. >> Oh that's what you want send them to another area. >> You said so so we're talking about 2466 where guided learning day. >> Yes. >> That's that's an area where they went and didn't do anything.
>> No guided learning means they they were they were not in the classroom. not in the classroom, >> but someone was giving them instruction. >> So, they're in the building. >> They're in the building. >> So, that's that is an to your question, that is another option versus you being out of school. >> That's what I wanted.
>> Is that the same as ISS >> in school suspension? >> I would say it's I'm sorry >> that would answer the prevention that Dr. Moore asked the question. What are you doing? Yes. What are we doing before we just >> Yes. >> put them suspend them out? That's one of the things. >> Yes, it will. We also have Pike Support
Academy here. So what that what that is is you know what you actually need to be out of the building. >> Okay. >> But we're not going to send you home. We actually have Pike Support Academy which is actually housed over at the freshman center where we have teachers. The
parents will drop the kid off and they'll get instruction that way. But you know what you need to be away from the building. >> I didn't know that. >> So th those are are options. >> How many board members knew that? >> Just two. support. >> Yeah, I know about that.
>> Just two. >> I don't know if I'm supposed to say this, but I heard, you know, I didn't like it. >> Yeah. >> You know, kid had an issue and the first thing they said, they they he was sus they suspended it. >> Yeah. >> And and it was a young man
that got suspended and ended up in a bad accident. >> Okay. >> And it wasn't working suspended for him and he ended up in critical condition. and and and all I'm saying in that scenario is how
is how does our suspension system work right now? >> I'm sorry. I'm sorry. Apologize. >> Go ahead. If you feel you need to go ahead. >> I was just going to say if there's zero tolerance for violence. If a kid is violent, >> then they're they're gone because and I
I I if you're going to be violent in this school >> and we have to protect the teachers as well as your class. >> I said that earlier. You know, I'm just saying that's when there's a zero tolerance and then they but that I understand. >> Yeah. I I think I said earlier that that that there are some areas that some kids
must be ex suspended. You know, bring a gun, you're going to be suspended and arrested. >> Is vaping one of them? >> Yeah. you know, but I I'm just I'm just basically saying I know a situation that it's, you know, it's just heartbreaking
and and and and I was just wondering what what were the tears of expansion, areas of exp when a c when a child gets put out of school. I see now where they are. We can go over here, you
and I would say too, it's going to look again, it's going to look different. That's why it's nice to have a range for a kindergartener who is pushing because they're trying to get in line. You're physical. You may have knocked someone down. You could have hurt someone than it is someone
that's a lot twice my size, right? That's getting physical. And I to your point, that's just it's just become dangerous when you start getting in high school and and even sometimes in middle school versus a a u a kindergartener. >> Yeah. So, uh,
yeah, it's a tragic situation. You know, he's expelled, stayed home a few days, and got into a situation >> and ended up in critical condition. >> Well, I guess it comes down to was it something what was the reason for being expanded? >> Yeah. And then also too, you know,
sometimes though it's it is if there's been it may not the behavior and I'm not speaking of that one. I'm just speaking sometimes there's behaviors that will go directly to suspension and sometimes there's behaviors that have happened multiple times and it may build up to >> and at one time said well you got to go.
>> Yeah. So just it just depends. >> It depends. I understand. But I just I just wanted I just heard I've heard it more than once, you know, and the numbers here. I looked up the numbers. That's quite a bit, you know, for, you know, when you 11,000 students maybe,
you got maybe close to 2500 in that particular area. So, it's almost 10%. >> Yes. >> So, because I I like So, and and we've got a couple different pages here. We've got 2425 and then 2526. There's a couple
different totals, but so when we look at these 2,000 plus numbers for, you know, total guided learning or, you know, whatever it is, >> is that if if I'm if I get sent to guided learning, yeah, >> 20 times, I'm 20 of that count or is
that individual students? >> So, great question. >> It's how many times someone goes to guided learning, >> someone? >> So, you could have one or two kids in a particular building. If you look at guided learning per building and really that all those numbers that same child.
>> Yeah. So this isn't a third of our students. It just means 2700 or 225 or whatever. Somebody >> you are correct. Someone got one. But it could be the same kids. >> Yeah. Okay. >> So that's Yes. Yeah. So it's not it's not necessarily that percent of our
population. It's just someone went that many times. >> Okay. >> To guide and learn. So >> Okay. >> Either way it goes is too bad. >> It is a big number. Yeah. I just want to make sure when we're looking at we want >> I mean I don't mean bad. It just it just bothers me. It might not bother you all but it bothers me.
>> We can't duplicate. >> Yeah. >> Uh the learning environment if you're in the office or where like we can in the classroom. So that's a that's a that's the goal is to keep you in there um and and to keep you in there and not disrupt learning. That's the goal. That's the goal. I if we
>> we do identify um a a teacher building whatever level of granularity you want to get to man you you seem to be sending a lot of kids for for you know for suspension is that where does Dr. Gatewood and her team get involved is there a different team like how is that handled
>> well so Dr. Gatewoods team could very much get involved because what you all know I mean you guys know this if I have a classroom from an instructional standpoint >> that is not engaging um it's not structured well that's that's going to lead to disruption. So
you have kids out of control but you don't have your lesson plans together right you're off. So all of that ties together but then also we really work we have behavior specialists. So through our exceptional learners department, even if the child is doesn't have an
IEP, if there's just behaviors, we have central office people that can come in to help provide strategies for that. But then also we have the core process. So the core process are through really under that umbrella of the multi-ter system support uh intervention um where
you can uh we start with data. So the number of fractions we meet with our team members, we meet with off it kind of progressively grows and we set goals and plans and give you resources through the core process to help turn those uh
behaviors around. So there there there's structure to help support individual teachers that are struggling even with with classroom management. >> Yeah, got a comment. I would almost want to see and I wish
that we could and maybe you can tell me. Yeah. >> If it doesn't take away from instruction hours or guided instruction hours uh if we implement especially for because I see that the males or always going to be higher. uh if we implement in like an in
school suspension, a portion of that time goes to like maybe with men of purpose or some type of mentor program because a lot of this stems from, you know, the upbringing at home and they have nothing else to compare their behavior to or give them an example to
be different. Is that I don't know if that's possible if we can do that without taking away from instruction time. >> Yes, that that's a great point. um there's not necessarily a districtwide process for that, but it happens
at different levels of different buildings, but I think that that's something that maybe we could look at more systemically. Uh >> for for example >> and to be fair for male and for our male
and female students. >> Well for for example if if you got this one student or two or three student that is multiple times >> showing up on the suspension list. >> Maybe you dig further and finding out
well there's an anger issue here or something like that. Well now to your question. whole there are whole mentoring >> programs of just anger >> and maybe can speak to that need >> and so through the through the core
point yeah yeah at great point to the core process those plans are developed for the kids but one of the things that that that I was thinking about you may have mentioned you're saying actually while they're in there on that day mentoring and and so that's something we
can I I know that happens I don't want I hate to to to to speak and not have my facts together. Um, but I I do know it's not happening at the same level at every single building. So, I think there could be an opportunity. Again, going back to setting goals, sometimes the measurement
of a goal is you got it 100% right or you didn't do it. Develop a system and process and get that implemented. That is a goal. If you get that done, you met your goal, right? So, so and again going back to the to the goal. Matter of fact,
hold on. >> I should have had this up here myself. as we think about >> the district data I think in opportunity >> and again I I just can't tell you off
top of my head but one of the things that I heard you say was uh mentoring >> during uh guided learning And again setting goals. A goal could be let's develop that and let's deploy it.
>> Uh and then once it's deployed then maybe after you get baseline data after the first year you could set additional goals. >> So let me let me say this. I had a nephew uh loving I raised him.
>> Um and uh he went to the um in Lafayette Square. You remember that? >> The Pacer Academy. >> Pacer Academy. >> Yeah. >> He was a good kid, but he was he ended up going to the Pace Academy
>> and then ended up going to Defiance College. >> Wow. >> For three years. Two and a half years, >> which was a private school. >> Yeah. Uh and um um he went to the finest college and
graduated in March. Came out in March. Um he was off. He was literally off and was not going to graduate. And so he went to the Pacer Academy
and got back on track almost immediately. Mhm. Mhm. >> Uh within six or seven months and and was done by March with all of his credit hours. >> Yes. Um and and and um
it is very very uh important to me and and I'm different probably than a lot of people to create a type of curriculum for uh for problematic cultures whether it be black, white,
Latino, Bise, etc. in our system >> uh to where they can still achieve what they can achieve to walk across the stage absolutely every June. >> Um and there is a mindset of males and
females out there that can teach those young men and women to do that. But are we creative enough to do that? >> Yeah. >> Uh are we willing to make those type of sacrifices to get those individuals to do that? I mean, when you go to exceptional learners the other the other
day, you had kids who were started out as struggling exceptional learners graduate with 3.3s. >> So, it's doable if you want to do it. Um um that's what education is about to me is taking something that is bent and straightening it. >> Yeah.
>> To where it can can move to a to to a to a different place. Let me say it before I >> Yeah. So, so to Dr. Mo's point if you if if you don't know uh prior to Pike Preparatory Academy. >> Yes. >> Our students that were behind in credit hours we would send to the patient
academy. >> Right. >> Now I Mr. Dobs was over there. >> Yes. So Mr. Dos I won't cut you off but it was not only behind in credit hours but had dysfunctional behavior. >> Yeah. So so especially the original uh
Pike Preparatory Academy especially for our middle school students. So it was accelerated program. Then prior to me being in this position, uh it was determined that um the middle schools didn't necessarily need that. >> So they took the middle school out and
then we expanded the high school portion. Well, then we determined the middle schools do need. Yeah. >> So there's not necessarily the space over there because what we don't want uh is for our children that are that are within striking distance and they do
matter of fact their their their rate of graduate graduating students at the accelerated program at PPA actually is higher than the than over here at the high school. They actually bring they bring the graduation rate up. >> They actually bring it up. So I think
for time sake I think we can spend we can spend some time on this because it's a needed conversation. We just need to know how to >> craft it. >> Yes sir. Yes sir. >> And it can be done. It is doable. Dr. >> It is done. Yeah. So we got then and now we move our middle schools. Now we have a program within the middle schools
that's separate for students that are struggling with behavior. >> Yes ma'am. >> Who's staffing the guided learning days? Are these instructional assistants licensed teachers? Who's who's the adult? >> Yeah. So what I would share is it's not necessarily
someone that may be with them all day every day. >> Okay? >> So it may be an instructional assistant for part of the time. So in other words, hey listen, let me let me quick minute lesson 5 10 minutes you go work. I'm going check back and then they're just supervised at that point and sometimes
it could be the classroom teacher or sometimes an administrator just depends. I was just the reason why I asked is if we are looking at building some processes in that space. >> Yes. >> Then if we don't have consistency of adults in that room that is a barrier to
our consistency unless we >> have some type of training >> Yeah. >> in place or something that any adult who walks into that room whatever hour they're supposed to be there knows >> what's the plan? What am I supposed to
do other than >> make sure these kids aren't hurting each other because it got in trouble? >> Well, well, that's but that's what we meant by >> having a conver a healthy conversation around this. It may be that we we even come up with putting someone in here
regularly to see it and they get it done. However we structure it, I think would be important versus >> Yeah, >> that's why I was trying to get clarification. Guided learning was the same as Is school suspension? They're two different things. >> And school suspension suggests, at least
from the state, when we report in suspension to the state, what we're telling the state is these children were in school, but they didn't necessarily get instruction >> because I know from being from the ISS,
>> the kids are put in there. >> Yes. >> The teachers are notified >> in the morning. Email your students not as they're in ISS. Then can you please send their work down? >> If they have a test, let me know about it. If they have homework, if the teacher would come down, >> yeah, >> this is what I need this person to do.
>> Yeah. >> So, is that still taking place? >> I would say it's still taking place, but that is giving children work is not the same as guided learning. Guided means that someone's teaching you versus me just saying, "Hey, you work independently."
>> So, do we have both of them? Do they have to >> I think the in school suspension and again I I I I don't want to misspeak. I know at at um elementary I think it's happening guided learning at every single level but I also believe well but probably at every
single level too there's probably times where it would be it should be coded as in school because you were not in the gen ed classroom and someone wasn't teaching you at least for part of that day. That's the only the only difference between guided learning and in school
suspension is what level if you're getting instruction from an adult. >> So there is there adult go back to Andrew's question. So do we have a consistent adult that's every day >> it's going it's going to look different per building right it's going to look different.
Sometimes you'll have a resource teacher. So if I so if I if I have an IEP you may have a resource teacher or assistant because I already have goals. I work with you all the time. I got sent to the office for the day and you know I might be there with you for
an extended period of time. Sometimes I can even recall as a build administrator I was providing guided learning like I was an assistant principal or I was a principal I would literally be teaching you throughout the day right but some days I couldn't. So it
just it's just going to look a little bit different. I believe this is if if we want to set some goals, we can set some parameters. Uh but right now it's going to look a little different. >> On the average, I probably don't know these numbers. >> Yeah. >> On the average of how many students
would you say are in guided learnings per day or per week? >> Oh jeez. I don't want to speculate. I'm not sure >> because eight the number 2400 students there got to be somebody in there. It's
got to be more than one or two. Yeah, I I would say >> ISS and I learned two different two different entities. >> Every school >> people in there. >> Yes. >> When I walk >> Does that include the element? >> That includes the whole district. >> When I when I walk through schools, you
know, it's not unusual for me to see someone in guided learn. They had to take some time out. You got you have let's say 600 kids have a couple kids down at the office, right? I don't know how long this has been there, but it's not unusual >> to see at least one or two.
>> Yes. And remember, a teacher can make that determination, >> right? I'm I'm asking for this child to be out of my classroom for extended period or for a period of time and and and I'm I'm turning that over to administration. >> Okay. So, administrators
understand they have options. >> Yes. for for different >> terms of saying okay I'm going to I mean I know they in terms of the in school suspension and guided learning so that whether students because they make ultimately make the decision who's going to get instruction and who's not
>> they they have a a tool you guys it's it's in the handbook for specific infractions there's a range of consequences that they can give >> I'm saying ultimately though they decide if I'm going to do a suspension. When
you're not leaving school, I that as the administrator, I determine who goes to where I'm going to get instruction and who goes to where I might not get instruction. >> Administrators make that determination. The minute if I'm a teacher and I send it to the office, I lose control of what happens at that point. That's up to the
>> administrator. Administrators make that. >> They do within within the range for a particular infraction. So we as a district say listen you know um Larry Young's chewing gum in that range you're not going to see suspension >> right >> so there's still
you know some guard rails >> and are we encouraging >> within the range >> if instruction can be provided that students are still able to get that like are we encouraging that okay rather than just pull in
>> and not provide instruction >> well no because because I don't know what the what the infraction is. I I I think sometimes the >> as much as possible are we encouraging administrators to choose >> when it's appropriate when it's
appropriate. But I can see also that sometimes it just may not be appropriate. >> Right. I'm saying when it's when it's called like >> as much as possible that students are still able to engage with curriculum >> as much possible. Absolutely. as much as
possible to stay in the class. >> As much as possible to come to the office, we get instruction. Yes, >> that's what I mean. So, I have to be removed from the classroom. >> Yes. >> To a different environment. >> Yes. >> But my instruction is still going forward >> if possible. Yes. If we can, but it it's
just it's so and and and trust me, building administrators are going to do that because they they they're going to hold the the results of I read, I learn, SAT. So, the administrators want the children to be to be learning because they have to get these kids across the
finish line. So, um I know we're we're uh >> there's other data points in there. I know we're going to we're going to circle back around and other data. I think we had the um >> in your folder some other but
>> we're going to look at this data attendance. You've got that. I've shared that previously. um you know across the state we're seeing reduction based on I think some of the things we put in place and I just I think too the further we get away from
co we're kind of getting back to the norm the normality of of school and attendance um and oh I was going to say we'll get that I read we get the ilearn data and we will uh hopefully get a chance to come back and talk to you all
about that data as well and the discipline data I did write down the monitoring during the guided learning. I mean the mentoring during the guided learning too. I heard that same. >> Okay. >> So can we make that perhaps a goal uh to discuss or to see how we can help with
the uh both the in-house and the guided learning >> y >> and how how we can craft that to where it better fits our children for learning >> just coming. >> Okay. So this you you wrote that down. That probably should be a goal of ours. >> Okay. So, I'm I'm gonna put a star. I'm
hear you say as we as we think about next year. Yeah, that's probably one of >> that should be a major goal. >> All right. I'll put a star by >> Especially hearing the success stories of >> children turned around. >> Okay. >> Uh Miss Barnes, you're up next. Everybody good on the break? We don't
need a break then. We Everybody good? Okay, then. Miss Barnes, you're up next with written reflection. >> Um so, just to clarify, Dr. Young, did you tell us your uh 26 27 district performance goals?
>> Cuz I know you shared data, but >> No, we're still developing goals. >> That's what I Okay. >> No, no, no. So, this all of this is the process. >> Yes. >> That I want us to get to to making those goals. So, like through this conversation, >> Dr. Webster captured, I heard you all say, "Hey, listen. We really think this
whole guided learning thing could be could serve multiple purposes." So, That could be a goal. >> It could serve as a goal. >> Yes. >> And on the attendance data. Yes. Can we get a key for what the yellow, green, and red? I think I know what they mean. >> Okay. >> What's the thresholds that
>> Yeah. What does that what does the red mean? What's the yellow mean? Like where like you said, what's what parameters are we looking at for that >> to Okay. to the colors on uh on attendance data. Okay. >> Got it.
Does that make sense to some, you know? >> Yes. >> Somewhere there's a key that says >> Yep. Gotcha. >> Okay. So, where we are, just just for clarification, um we're still in the development. So,
on our agenda from 9:15 to 9:45, it said 2026 2027 district performance goals discussion. Dr. Young, what Dr. Young has done is he has provided us the raw data that we need in order to start the process of coming up with so now that we
know this information what's our goal so what I put on here was really just a reflection so it that individually now that you've seen attendance you've seen our discipline data you've heard about SAT you've heard about WEDA
what do you think our students need from us. And this is a time really to just kind of reflect like what's the priority. When we started our our uh retreat today really just kind of taking the 30,000 ft view of that or maybe it
was just a personal reflection or maybe you have a child or a grandchild and so you took that perspective which is perfect but now now we're taking a a slightly different perspective. So it's the same mental work but now it's based on facts and data that we have from Dr.
Gatewood and from Dr. Young. So just to clarify what's happening right now, you heard about WED, you heard about SAT, you heard about discipline, and you have information about attendance.
Based on that, what do you think our priority is for our students for this 26 27th year? That's what we're focusing on right now. What is it? Because all of us have a has a different perspective on, oh, I might
think that this is most important and somebody else might think something else is most important and it's fine, but we're really just trying to focus in on what do you think is most important? what is our top priority going into this next school year based on all this
information that we've received. This gives us a chance really to just kind of unpack it and to reflect on it for a minute. So then we can take that and move forward um to work with Dr. Young to come up with what are some goals like
this is what we see as important now you know from the governing body this is what we really think is important. um it's individual um and understand that this is one outcome. We once you come up with what do you
think that priority is? How are we going to monitor it? How do we how do we track it? How do we make sure that it's happening? And as we move forward, we can start thinking about intervals. How often are we going to
track it? How often are we going to check in and see how that thing is going? So that's just if you're thinking like well what are we going to do next? That would be the next part is can we track it? Is it something that we can monitor? How often do we want to monitor
that particular goal that we have in mind? Miss Kelly. And just for clarification also, we did at our last retreat in January, we came up with we call them four main buckets that we
wanted to look at. So the first bucket we had was communicate and then we had student achievement, safety and financial stewardship. So we had those four areas that we said. So, what we've talked about today, we can
look at where they fall in those, >> right? >> And we have those listed. It's on the handout that came from Dr. Young. They're colorcoded boxes at the top. >> So, he gave us those colored boxes with those four buckets. >> Yeah, that's a great reminder. And Dr.
Young is kind of putting these different things that we uh captured earlier today. He's hanging those up. I have some tape with me, too. If it doesn't matter, So this is really just a time to kind of reflect on now that we've got all of this, what's most important and
what can we know? >> So when you ask to reflect, what are we are we are we kind of just talking through what we've heard or are we putting pen to paper? You're putting pen to paper at
this point and we will after lunch take those papers and really kind of look at oh look like three of us said that it was this two of us said it was that maybe only one person said it was this other thing but maybe it's maybe it is a
priority. So, it's really a chance for us to uh on our own >> put pen to paper. >> Just put pen to paper um so we can be at a place to start for our uh creation of our goals. I appreciate your question. Did anyone else have a question about
what you're doing? Of course, you got our p the posters that are all around this too that Dr. Young is putting up. >> Okay. >> This is for this piece of paper, right? Talk about this exercise. The you can you can absolutely put it
there. Absolutely. >> Or you can just write >> Or you can just write it on a >> write it on your T. >> You can put on your tap. >> Yep. >> If you need more space, >> you said that um you gave us a >> I I passed those out. I may not You
might not have been in my past, but I can't do one right now. That's why I get the comment later. >> No, no, no, no, no. There you go. There you go. >> Thank you. >> So, in case you didn't capture all the questions that Miss Barnes stated, you
still have two here. What do our students need most from us this year? And then what is the outcome the board should want to monitor closely? >> And you can write up your boards too. >> Okay. Yeah, thanks.
>> So, I put the SAT notes up here, discipline monitoring, and then the WEDA stuff is back in the back. >> What priority are we >> prior prioritize? Yeah,
>> because he >> said he knew you wanted it. >> He brought one. He brought one. >> He knew you wanted. >> No, that was >> I didn't see it first. >> That was for you. >> The Herget. >> No, but Huffer's going to want one, too. >> Okay.
>> We only got one. >> Oh, okay. Okay. Okay. So, y'all then why don't we do this? If you want to get your lunch and work on this, uh we can do we can do it both at the same time. We can get our
lunch and work on uh our pen to paper on this assignment. Keep us moving right along. This food was >> All right, y'all. We are back. >> Was the food good? >> Miss Barnes, how do you want us to do?
>> This food is so fresh. I can read my >> Okay, let's let's go. Let's go. All right, y'all. We're back. And Miss Barnes going to be the first one to read her uh pen to paper on our needs here. what you think that are needed.
>> Okay, so I what I wrote was I think we need to leverage what we're doing with our EEL learners to impact our SAT, IU, attendance, and discipline because it's all connected. Um, so the goal that I
wrote was for student learning and it is by June 2027, the district will implement targeted language support and culturally responsive practices for ELLL to drive district-wide improvements in
academic achievements, language proficiency, attendance, and positive behavior. Why it matters is because 30% of our students identify as English language learners. Um the data indicators that we'll review are WEDA,
SAT, discipline, attendance and I read. Um quarterly would be attendance uh semester would be discipline and annually would be our WEDA SAT and the IE. Um, what it is not is it's not a
specific program. It's not a staffing decision and it is not interfering with daily operations. It's more about capitalizing something really good that we're already doing to have a larger impact for more students.
>> All right. Thank you, Miss Barn. That was uh that was a good tracking. Anybody else? What did you how did you capture uh to me questions and they are
>> I am >> I did not >> well I um the question the first one what do students need most from us this year >> that's it >> and I felt I didn't go into the depths that Miss
>> can't hear you. Miss Wilson, can you turn it up a little bit? >> I just said that um we need to have a curricular that will um be transparent and that they will be able to use a use that information
to help them in a career when they leave Pike High School. So, our curriculum should set them ready to be ready because we do have that issue. So, transparency with the from the committee. >> Transparency from the committee and from
the those that provide information to us that it's transparency from the beginning to the end of that information that we get. Okay. >> All right. Thank you, Miss
M. Wilson. Anybody else want to share? Um this is actually kind of piggybacking off of what um Miss Wilson said. Uh the students uh need from us so that we can provide them with the
best education in uh learning school district as possible is a clear understanding of issues and presentations between the board and the administration. Now, a misunderstanding doesn't mean turmoil.
Doesn't have to mean that. What it means is that we may perceive things different than what the administration is used to presenting because when we get a board, you're dealing with people who come from different fields. And so, that being said, you know, some of our
presentations, uh, we may have to look at, you know, what do some of these acronyms mean? What what do they mean? Um, how do you come up with numbers? because from I'll just call myself an
educational layman. I don't know uh as much as administration does but I am smart enough to when I go to websites like IDOE and I see things different than what the presentation says. Please bridge that gap for me so it doesn't leave any room for self- interpretation
which could go down the wrong path. So, like I said, misunderstanding doesn't mean turmoil. It's just that we have to get on the same page. That way, we can work >> well together that will produce what we need for our students in our district.
>> All right. Thank you, Mr. D. Anybody else want to share? So I put that um we need to ensure our finances are managed so that we have the flexibility to ensure that we can
move around and mold staffing to address the areas of our greatest need. And I don't know specifically how we monitor that but you know quarterly updates. So I don't know if this is necessarily a goal or we got that kind of a thing but you know having good quarterly updates
so we understand where are we really at. um financially would be helpful. >> Okay. >> I want to add one other thing. I didn't I um I also want think of for the sake of the students a mental health and
wellness where um students um have more access to counselors and and um uh social workers because looking at the statistics of the infractions
there's got to be somewhere as um goes back to what Alza said that you know have a mentors come in and maybe when they're when they're sitting in GLD and the guide learning that's a mentor comes in because there's got to be a mental health issue going on there that we are
not aware of. So we we make it more available for those students to have more feel easy to go to those access areas. They should be able to say can I talk to so and so I'm having a mental problem. Can someone talk to me? So that makes them more open to I don't know if
that's a goal that we've set or or if that's a, you know, something that we could put in place, make a readiness, I guess. >> So, you say more mental health aware, >> right? Make it more feasible that these students should know that if you're having a a mental breakdown or if you're
having an anger management issue, you know, instead of hitting your fist in a wall or a locker, you know, I can say, "I need to talk to someone." and they have that option to do that in the midst of getting put out or put in ISS or put
in GL >> and then maybe maybe we can assess somehow um the mental health tools that we do have on board right now which we do have um one in particular is Cummins but we I think we may have even more than that
maybe we assess uh uh their outcomes and if their outcomes is not um uh pretty much good for our students. We look in other directions. Maybe that's a goal. Maybe we look at other people that perhaps
>> other options. Other options because maybe >> other options, right? That's a better word. >> Because I I think that some of our students don't even know that Congress is there for them. >> Yeah. Yeah. Well, yeah, that's a different story, but at least >> So, so I got that one. >> Thank you, Miss Wilson. Any anybody
else? Uh, Miss Kelly, go ahead. >> In terms of um the discipline data because >> discipline data >> that's being driven by academics, >> you you're saying discipline.
>> Yeah. That's kind of driving everything or ultimately gets reported and affects academics, attendance, all of those things are in that. And so but looking
at the just overall the need to decrease the number of students that are being removed from instruction. So looking at what are the trends with that and then what does it look like? What does the discipline process look like in each
building? And then is there a way for us to standardize that across the district? Like it may look different in elementary, may look different in middle school and then at the high school at each level. What's do we have
some standardized things that we can do to so that make it easy for I mean yes we have you know what the handbook says and what everything says but there's and I'm not saying we take autonomy away but kind of a standardized as much as
possible approach to okay how when are you going to be removed from certain things are are deal breaker, we know, but within the things that are within our control, how do we keep students in the learning
environment as or in even if they go to go to a non-traditional setting instruction, keep them in an instrual environment as much as possible. And then how how do we kind of streamline
that across the district? And like I said, I know it would look different in elementary, going to look different in middle school, and look different in high school. How do we That's kind of what my walk away from
all of what we heard. Cuz if you're not getting instruction because of your discipline, >> your SAT is going to be everything's going to be off. You know what I mean? your attendance, your everything. You're not if you're not in class, you're not going to learn
basically is where I'm coming from. >> Behavior would be a part. Right. >> Right. So, kind of like even even to go along with what Miss Wilson's saying. So as opposed to
um a punitive approach always okay what do you what is it you need at that moment and how can we best with the resources already in place what can we give you
that you need at that moment all right >> as best we can >> as best we can with the resources we All right. All right. Anyone else? We >> You don't mind, Mr. President? >> Yeah. Go ahead, Dr.
>> Uh the pathway uh piece that we have here at Pike uh that leads um young people towards uh trades and other areas. Um the data says that there are not many young people going to college
now because of the uh high cost of collegiate uh careers uh or one of a high cost of college. Let me just say it. Uh is there any way uh
that we could possibly um first of all let me congratulate Pike High School for uh not having any turmoil doing uh graduation and then secondly getting all of those 824 across the stage and
>> amen >> in record time. >> Amen. And then secondly, there's a lot of those who came across that are not going to college. You know, let's just be real about it. A lot of people we talk about, you know, our
88% right now. I think it is a little bit more than that maybe graduation rate. Um, but there are a lot going to college out of our graduation rate. And uh I I I'm hoping that we can begin to
push trades here in a major way uh to get young people interested in um in trades. Um the data is showing uh
that um trades are going to be booming. They're booming now. electricians, pipe fitters, etc. And I don't know if we have resources to start creating a marketing ideology
um within our website u which we're waiting to to be overhauled. I haven't seen all of it um to to to start pushing trades on the mindsets of young people who are not liberal arts.
uh who don't feel that they're liberal arts students. Um you know, you can make 20, you can make 35, $40 an hour becoming a welder, pipe fitter, etc. You can make six figures doing trades. Um
and you can become an entrepreneur doing that as well. So, um I was just wondering um if if that's something we could uh start pushing uh a little bit more than what we do push because um
a lot of our young people are just not finding uh jobs uh those who do not have the desire to do liberal arts uh and do the, you know, college
education. Maybe we can start um doing something no other district does by creating something for trades in a marketing fashion. I don't know if that would be good
and create a a marketing curriculum type of situation uh that would be attractive to a young man or young woman and uh just put our trades uh curriculum out there in a way to where
somebody could get on track to to go into that particular area. Thank you, Dr. But one of the things I put along that line is creating a better opportunity to uh tell Pike story. And that's that's
what I was that's what I put along and what that meant is and I do agree uh we we did a Pentagon um last year, a year and a half Pentagon discussion on education
uh within the Indiana and the Pentagon. And one of the things that did come to the top with the with the uh with the uh education higher education ed is that is that colleges
are down in in enrollment because they're not their students are not going to college at a record rate. And the interesting uh one was black young black men are certainly not enrolling not just young black men uh
men young young males period are are are declining in enrollment in college. And so there's an allout push to see how to get more males uh back to college and get the numbers up even in your technical schools, your vocational
schools such as your IBT uh and those places. But one of the things that did uh come out was uh the challenge is that they are enrolling in uh and and in programs such as trades trade programs
that offer the big dollar uh and offer you know a real robust career. So, how do we do a better job of of of creating the narrative to to our to our community
that we are a place with uh vocational opportunities? And I think we got one, don't we have a new one coming on with the with the construction piece? Is that a new one? >> Yeah, actually there's three three new programs uh we're looking at adding and
that was one of the drivers even behind the new the new facility work with the Lily endowment. So you've got um >> welding, >> carpentry. >> Uh okay. >> Uh may have been carpentry but they're also um >> dental hygienist. >> Okay. >> Oh yeah. Oh absolutely. But then also we
what we through the workbased learn. So that's the upper level and and part of that may even be shifting some of our current programs in that space to add new programming in our our current space too. But then the other part is the
workbased learning. So that may not necessarily be a certificate, but it can still be an opportunity for me to uh as a student get credit hours towards graduation working alongside professionals. Like for example, my son
uh my youngest one wants to go into medicine and likes the orthopedic side. just heard this past week through Healthplex that he'll be able to get work-based hours and uh stay after school and work with our trainers and that counts towards his class and course
work towards graduation. >> So create space for that to happen. >> Yeah. Better job of telling that. Yes. >> You don't Thank you. that the magnet school ideology at one
time I had young lady in my church she's a PhD now she left high school and only had to do two years of undergrad she left high school now
been a medical magnet and only had to do two years of her undergrad graduate degree. She did her two years at at Fisk, then went into medical school.
I think she did. And she ended up at the uh Einstein School in New York. Seven years, the Einstein School. They paid her 35,000 dollars a year to go to the Einstein
school and ended up maybe more than that. and ended up with her PhD, graduated with a PhD, now she's at Eskenazi. What I'm saying in that context is what you just said about your son.
Is there any way that in your mindset and creativity that you could create that type of not a magnet ideology because but uh to where college credit hours
or merge with IvyTech and all of these technical Lincoln Tech and all of these technical >> uh you have uh the curriculum queen back here. uh uh that could create uh with with the
Ivy techs and the >> um all of these individuals. >> And so if uh they take this class here for something, they get three hours of that and then when they graduate, >> they can go finish at IvyTech
>> and only have to do >> 30 hours and they got their journeyman's card. They got this or they got that. So that that's what I'm talking about when it comes to uh trades. Uh can can you have a semi-trade ideology magnum system
right here at PIP >> for those kids who do not score high on a SAT or ACT which probably didn't exist anymore. I don't I'm an old man. Uh um because if if if we don't have that, we're going to have a lot of young
people uh in the streets not having jobs uh working two and three jobs >> when we can we can be proactive. We can't make them do it, but we can make it available. >> Yes. Yeah. We have dual credit
>> Yeah. >> and advanced placement. So my other son going into he transferred to U Indie this past spring. He had 42, 43, 40ome credits. He was still a freshman. A lot of those he picked up
right here. So, yeah, we have dual credit and through our advanced placement, we have children that get college credit while they're still in high school in in Pike. There's been multiple cases. Yeah. I've heard people whose kids got way more credits than my my son did who basically would enter
into college if they want to do the work as like a stop or two. >> So I am familiar with our uh >> I am familiar with our HVAC program. We know we know we get dual credit for that >> u because >> Ivy Tech takes dual credits. I'm
familiar with our nursing >> program because my granddaughter went through that and got IvyTech credits for that. So, we're famili with these new ones that's coming on, >> how do we how do we how do we create
that track for them too? Yeah. >> So, that could be a goal. >> And I think that's what I'm talking about is if be innovative in that that's that space. Yeah. >> To where it's we're going to grab the space of of being
>> vocational >> vocational in a in a in a I will say a public school >> setting. We're going to be vocational >> and and um because we have the tracks here >> and I think we just need to that's just
me um because all students are not liberal arts going to college yet. >> They ain't going to college. >> The college going rate I believe I was trying to pull up an article. It's declined every year. Yeah. >> This was the first year that didn't decline >> since two is it 2014 or 2017. Now I I'll
pull up an article here, >> but it it had declined I think for 10 years >> and while you talk and and there's a major concern about that I mean they're meeting and discussing this >> and this was the first year and then it's not like it jumped up. It was like a slight increase but the celebration
was that it it didn't decline. You know one of the things I think as superintendent I really want is to have every child exposed to the opportunities for college. What you choose is up to you. I know there's
some people who if I didn't go to college, my parents didn't go to college, grandparents or the people in my circle, I may not see that for myself. I just want you to see it. >> Yeah. >> And then you make a decision and we support you in that decision, but we
definitely want you to be exposed. >> From what I took from being involved in these conversations around the state, from what I took away is because college. You got Purdue, you got IU, you got all all of the the Indiana colleges for sure at the tables.
But what I took away is that um how do I want to say this? What I what I took away is that they the colleges themselves feel that the feel that the vocational road is certainly a competition uh for
them in the colleges and they and they really lean more toward hey uh make sure that you push your child to school versus voc so I took that away but >> I also knew that hey man it takes both >> because some people just don't want to
do a four here. Sit down. Period. So, let's have something for them >> uh so they can strive for it. So, >> absolutely. >> So, so that's y'all's that's y'all's tug. How do you get that done? >> Yeah. >> Yeah. If I can piggy back one thing on that. So,
100% agree. My family is a perfect example. Not every person is is, you know, that's just not the right path for them going to college. and and for those when they're trying to decide do I do I not I know we've got now the requirement to do like basic financial literacy you know that kind of stuff I don't know if
it's part of that or not but understanding paying for college and the the options that are out there and what are good what are bad >> the risk you take when you do some you know if I take out a student loan and I
then only go to two years of college >> I still got to pay back that 000 that I borrowed and I don't have that piece of paper to go with it. Like, you know, be wise about those things. I can go to this college and it's only going to cost me this much. This may be my holy grail
college, but I don't want to pay four times, you know, the amount like just just that basic. So, so our kids don't or students, sorry, don't get themselves in financial straits because somebody has told them you should go or you know just because that's just I've been on
phone calls with people in that scenario. It it's just heartbreaking whenever you you you bury yourself in debt and then have nothing on the other side. >> Absolutely. That's really one of the genesis of of me bringing back the uh you talk about the status meetings often
times senior staff, junior staff. We actually bring our counselors in and we go through every single student. >> Okay. >> And a lot of these are students that are are are going to graduate. But did you know cuz we have all these experts. Did you know that I Tech has
that program? Did you know that because that student uh they're undocumented? If they went to this college, they can still get money. So we what we do is we try to equip the the the the counselors on how they can support all the kids around that round table. So you got all
these experts, you have the counselor, you go through all the students, then they go and can meet with the students which they can get provide that advice. So that's the structure that we currently follow. Yeah. And so and I I kind of kicked myself after I talked about what I said before and you made me
think about it is not just to expose children to college, but we also want children to know that it's that that it's it's it's attainable for them. You may choose not to go, but I the what I left off of what I said before is not
just exposing because sometimes I can be exposed, but I still may think I may want to do it. I don't see how in the world I could do it because I've never seen anybody else do it. So, make sure if you choose to go to college. We help you understand how you can do it, how you can afford. I I tell people
all the time, if it wasn't for student loans, I wouldn't have the life I have now because I that paid for my college and I paid 15 years to be off. But but you know, did it but if I had quit two years in or three years in or something
like that, what was a hand up to me becomes a complete concrete shoes around my feet jumping in the ocean. I mean, you know, it is just so you just you have to be so forward thinking, which is tough when you're 18, right? Nobody knows.
>> So, yeah. >> So, Dr. Woods would do a a good job, a great job actually, of exposing >> our children and our students to the H.B.CU opportunities >> for years, right?
>> What are we doing? Who replaced her that and are they doing a great job? still here. She's still building. She's still >> She's got 10 this year. She got 10 this year. >> She's still here. And but what what >> she's at the graduation. >> Well, we saw her at the graduation, but >> but I thought maybe she's gone.
>> We're still building capacity, okay, with other uh uh individuals to to continue to do that same work even with our H.B.CU. Like I think I think even we have one staff member I believe that even went on some of the trips I believe with her
just so that we all have those relationships and institutional knowledge. >> I think it's going to be crucial for for her placement. I thought she was gone, but I did see her at graduation, but I could I also know that she's got some other challenges. And so, it it would be crucial for us to make sure that that
person is in place to help our children understand because what you do have, what we're finding out, and and I'm sure many of you around this board have heard the same thing. Um hopefully no one uh misunderstands me
versus going to your uh Ivy League schools. I I hear students say now uh quite a few of them if I had a a better understanding of what HBCU colleges had to offer and the and the
education that they had to offer. >> I would have been I would have my counselor would have pushed me toward or I wish my counselor would have pushed me toward that >> and high school and I think that we have someone here >> that has done a a yman's job of doing that.
So, anybody else heard that differently other than me? I've heard students say to me, I would have took advantage of the H.B.CU opportunity. >> Can I give you a personal on that? >> Yeah. >> Uh, my friend, uh, I didn't know anything about H.B.CU until I got out of high school.
>> Yep. >> I hate to say that, nobody. We were >> I hadn't heard of supposed to Nobody talked about them. >> We They weren't They were the counselors were not supposed to talk about it. >> Didn't talk about it.
>> And when and that's when counseling in our in in in the IPS system was extremely strong. >> Yep. >> They could not navigate you towards an H.B.CU. >> Never heard it. >> You never heard it. >> He went to addicts and I went to Washington. I was
>> They could never navigate you towards an H.B.CU. You had you had to get navigated outside and and and there were so few of them going >> because we were we were we were in a we
were in a cultural cultural war of identity and and people wanted to identify differently than what they really were. And so you didn't do that. And so I didn't understand I didn't know anything about I didn't hear about
Tuskegee until I was 19 years old >> and I and I and I sometimes I sit and cry about that >> and I think we got a great opportunity here to pro to promote the HBCU. I would say two two things. one
districts across the state are in the process of revamping their whole counseling departments and we're all coming under a new umbrella that is American School Counselor Association like they're doing
trainings statewide for all counselors and I've seen our pipe counselors there when I go because that's now that I'm in that role at my We're both re every district is redoing
the way they are approaching counseling >> for >> for that for those very reasons. Students are not getting all the opportunities and also to connect. We're talking about mental health and all the different things. How do how does all of
that support the academic goals that are? So now we're having as counselors, we're having to say, >> how are you helping that district meet that academic goal? >> Okay. >> To to justify your spot in all of this pot of money. How are you justifying why
you're doing Yeah. You're talking about the mushy, you know, the seal and the but how does that those outcomes how do they go hand in hand? >> Miss Kelly, so so ironic. My my my middle girl did Kentucky State, but she ended up doing IU. She graduated from
IU. She did Kentucky State. In the daytime, it was an HBCU. At night, it was a PWC. >> What's PWC? >> Predominant white. >> Okay. So >> my uh my my my my baby daughter, she's I
wanted her to go to Indiana State and she said, "I would rather go to McDonald's and work than go to a PWC." So she ended up going to Tennessee State
University and it was uh HB.CU see you at daytime and it was a PWC at uh somewhere between 2 and at night
because they could get money uh to go to an H.B.CU. So they did that and and and and they the other culture would get money for going to an H.B.CU. They predominantly got it for free.
>> So well I so I would say the programs are under development. So we can >> they were programs that were under development for the other culture. >> We can do that too. >> But as a NHBCU >> push that but we also
I'd like to see what we already have in place in terms of how are we presenting to students and parents the the options that they have. Like because I know the new diploma pathways like how are we
explaining that to parents? How often are they getting that information? What does that look like? >> I don't care where they go. >> One way >> go to college, go get a job. Go learn
something. So don't have children to where your children won't be supported and and and be struggling. I mean just like the young men. Can I Can I finish? I tried not to cut you up. I'm >> Yeah, go right ahead, ma'am. I'm >> Well, go ahead. Never mind.
>> No, finish up. >> Yeah. >> Well, my whole train of thought got thrown off. >> Yeah, >> because So, I >> But I would I guess I would like to see >> So, how we make that a board go? >> I'm not saying make it. I'm saying I just want
>> currently what we're doing to get that information out. >> So, what are we doing currently? >> Right. What are we doing to help parents and students know here are all the options? Here are all the programs we offer, whether it's through the career center,
whether it's through any CTE program we have and the pathways and every piece that has to take place because these new diplomas have multiple layers. Now,
>> Dr. Gaywood, are you getting that? >> Okay. So that so that parents understand >> what are they talking about this workbased learning what are they talking about with this that and the other. Absolutely. We can do I think the easiest way is we were talking walking down that hallway is is just we have
this work session. We just block out an hour and a half. If we have the topic, man, we can come in and give you guys so much information. >> How are we already getting that to parents >> and how I want so that we can know >> and then find out from parents are you
getting it? Do you understand >> the information? Because yeah, we can put it out there, but if they don't understand it, if it's in a langu I'm saying like in term the technical terms and if we've used a whole lot of
we understand what the language is, but if I see it and I don't know what do you mean by work-based learning and what would qualify for those service based learning out like specifically because we've made it much more complicated than
it has to be and you can get those hours multiple places, but making sure parents know I can connect my student and they can get those hours and so they can understand I can
graduate with this honors plus seal easily if I have the information I need and I'm not stuck at just saying I'm going to get a what used to be a core 40 but a a
Indiana diploma. >> So that the seals are attainable, >> right? And then I guess kind of what Mr. It is attainable and then because they do the
designation of enrollment, enlistment, employ help, help parents make sure they understand that and that you can move between them and make your goals happen. but working with your counselor, working with your
teachers, working with your and then we're all speaking the same language when we're talking to folks. So, and that's the other key when we're all So, it's language that the teachers understand, the parents understand, the students understand. I have students
that can halfway explain and when I meet, oh, we got to meet with counselor. Yeah. because I want to make sure you understand what you're choosing because we're asking students to choose earlier and earlier as early as seventh grade to begin
making that process. >> I hope I'm not cut. Did you hear me when I talked about the pathway work website? Everything that you mentioned should should go in that everything that you me are mentioning should go into that type
of situation to to where all those things are explained. >> Right. That's what I'm saying. I want us to what are we doing now to make sure folks there's something being done. >> I mean we doing something. >> I mean but to to the extent but to the
extent that you're saying not on that level. Let me say that way. How do we build on that? What >> So her question is and we can come back with her question is what are we doing now? >> Yeah. >> And how do we improve on it? That's what she said. >> Build from there. Build on we got a foundation.
>> Yeah. >> Then we build on that foundation that we have. >> And so >> because we're rebuilding how we do school period right now, >> education >> kind of educ how education is done which is why they wanted the new diplomas.
So, how do we make what we're doing fit the needs of students as well as fit the what the state wants? >> Has to be parent it has to be parental friendly >> and it has to be parent friendly but also student friendly because you have students that I don't want to spend a
whole lot of time digging and finding out what what's all these nine seals because >> as I every time I read I learn something new about it myself. Every time I get more information on the
new diplomas, who qualifies for what, who's going to be, where can we still use a waiver for this, who's an exception for whatever, it's ever changing. So I think my question would
just be what are we doing currently and then how do we build on that foundation so that we can say to the best of our ability we've made it known and it may mean we need to ask some parents
some questions. What do you need parent? And then ask some students that kind of understand what helped you understand. >> Superintendent had it. >> Huh? You get in that session and you work it out. You had >> But I'm just saying we can
we begin those sessions. We begin those sessions and we let >> we let Dr. Young >> and his team set those sessions up >> uh with with we the board coming to learn as well and then making sure that
parents know what this session is all about. So So we're doing our best to help you understand. if you don't understand and then we just drill it down even if it means more than one session. >> But to your point, it begins in kindergarten actually because by seventh
grade they want you to have a graduation plan. Okay. >> At this point >> is that right education >> in >> the state just like right before the last day. So last week of school they were like oh >> I'm saying three educators said yeah that's right >> before the last week of the last week of
school. Oh, we want our seventh graders to have an education plan in the system >> because what you're telling me, my granddaughter is a seventh grader at New Augusta North. >> By the end of last plan, >> they already asked for school to prison class in the third grade.
>> Oh, boy. Why not? >> So, like I said, it starts in kindergarten education. >> So, so here's the thing. So, how do we make that a goal to Dr. Young, to Dr. Gabriel, to us? How do we make that a
goal for this coming year to do more of that in terms of uh obsession informationational >> and that could be that could potentially be a go >> it could >> okay >> we can write that >> no that that is a goal that should be a
goal >> right >> because there's a lot of us that I'm just now learning that you got to have a a plan for the second grade know that >> a lot of the counselors found out because the state didn't issue it until like it was late in the school year.
>> This legislative session >> and they had >> they usually offer that in June for all the things that are going into effect for July. So if you aren't following it, you wait for that guide. You have about two weeks to get everything in order. Luckily here we follow it and we've
already started that. Miss Sidella sent me an email and I've been fortunate enough to still have some friends at DOE so we text messages and emails and all the things to get the information we need so that we're ready here. >> Okay. >> So, a seventh grader looking at me like, >> "So, we can make that a go."
>> Miss Kelly, how how do you want to craft that? We'll let you craft that as a goal and then >> we can get it around to us and then we'll get it we'll make it as a goal. Okay. Thank you.
Pathway. All right. So, I think we Miss Barnes, did we hit the mark on what you wanted on this? >> I'm sorry. I didn't >> I think so. I I I don't you know, I'm not sure how you perceived it as our president, but we certainly had goals
for each of our four buckets. Um, it would be a lot. I'm not sure that that's the best path for us to have a whole bunch of goals. No. >> Rather than to just really kind of >> two or three to two or three. That's that's certainly a good place for us to
start. Under your leadership, it's really based on what you heard. Where do where do you think we need to stick for the three? >> Well, I put some numbers down here. But I certainly like what Miss Kelly stated here. Um, but I but I scored two or
three times. Let me get back to that what I heard coming from you all. Um, so I heard transparency for education twice and understanding that. So I heard that the transparency and I guess the transparency of education also can
simply mean what we just all that we heard from Miss Kelly. >> Yeah. And the bus. So I no I mean but that would come under the transparency of education. So so we heard that twice. So that would certainly be a goal of ours for or that should be. And then the
financial budget that's always I will have financial management and what we're looking like there with financial management uh show the pros and cons where we at with buckets and that type of thing. So I think those two are
certainly good and then everything else I heard I heard you know behavior once I heard uh discipline and effective behavior. I heard that twice actually once. So I think two things that I would take away from us is is the transparency
for the education and the understanding of of all of it. The acronyms and just simply the un a better deeper understanding of it. And then the then the then the the financial management. Where are we where are we uh with things
coming down the pipe, resources that could affect us? Where are we physically physically and how and and how how solid are we that those are three two things that I think we certainly should make
go. >> Okay. >> U with your permission I'd like to try to go ahead and craft something rough. >> Okay. >> You're okay with that. And I'm just using the four bold template my guide >> and then get it to us.
>> Um I can I just say it? >> Yeah. If you you want to craft jumper rub, go ahead. Help us out. We're good. So >> yeah, go ahead. >> Anybody else that need to take off? Take off in the back. >> I'll craft. >> Okay, let's take a break then. Five
minutes and then Miss Miss Barnes will be working on that and then we can I'll take five minutes myself. Anybody want to take five minutes? are already >> down there. Got my credentials. left. >> Is that new?
>> Somebody got >> I can see the reason get these. Now I see why. >> Oh, this is all good. The one was trying to do everything from your phone. Not very counterproductive sometimes. >> Yeah, we got a we got an email.
>> Might have been May 1st. talking about, oh, every seventh grader needs to have a plan in power school before the last day of school. >> So, my last week, because I had so much other stuff, my last week of school, I'm
doing a presentation to seventh graders, talking about >> what do you want to do when you grow up, >> right? And we're and and explaining the the the diplomas and pathways, >> transition, how to transition from >> all that. How But see, listen, I got out
of it at a good time. >> Yeah. But see, it was like this though >> when they called you in as a seventh grade, you had a counselor. >> I don't know. >> Yeah. >> And that counselor got your uh freshman,
first semester freshman. Uh, according to your grades, I got your first semester grades from your freshman year together. According to your your grades that she had going
into your seventh grade year, >> and then when you got through your your your your first semester, she would improve that. So you would see your counselor at least four times a year.
By the time you got go to the eighth grade, she would have that that that those three semesters at least done >> and then when you go, >> you'd have that whole freshman year done >> and possibly that first sophomore year
done >> for that freshman in the high school to that that's counselor in the high school to look at. And that's >> but they did that for they they helped you talked you through everything. >> Well, you took you can't take algebra, >> Miss Kelly, because
>> you got to take general math. You see what I'm saying? Cuz your your grade is here, but you can take algebra if you get your grade up before you go into blah blah blah. That's how that works. >> Proficiency score show >> show that you could need to be in general math right And so we have to so
counselors have to are very connected to academics. Now >> we still are very tied to as we're helping students make course selections like you said. I can't put you in geometry because you haven't had
algebra one. You haven't had algebra one. So I can't put you in >> geometry. No. >> So you pass algebra. >> Get algebra. You get where you need to be >> and then I put you in algebra one. Then you're going down two in geometry, >> three, yeah, whatever it is. >> And so
>> I can't progress you to the next level >> until you get a proficiency in school. >> That's the way it was. That's the way it was. And so it had the whole
miss coming. >> See what you're talking about is very >> Okay. So I had you I had you just >> Hey everybody that are brownie eaters there brownies up here. >> There's brownies for everyone. >> Yeah. See all we're talking about
if you don't use it. You know what? >> I forgot. I mean, you know, people saywhere you didn't know where you get that. >> Great. It was a great question.
>> And then we build on the founders. >> Okay. I took a second >> just like we're talking about. That's why I don't make >> my mind. The goal should be
>> exposed to the financial. >> Okay. So what is it that we're see >> to see how we prepare >> the channel? >> We don't need to go down there.
>> Cuts down legislation is making >> toward us. >> We don't know what they are. back then. >> We don't want to look. We really just want to make sure >> they're making good money. support.
>> Massage. >> Yeah, we'll massage and it's just a draft. >> This a draft plus the actual takeaways, right? and then and then work toward >> the date
like we have to have it has to be so we need to have a >> yeah a date >> a date and we need to have our way >> okay so date would be what date would be school year >> are we going to go on a fiscal
risk or we could go quarterly. >> Well, the monitoring can be quarterly. >> Okay. Okay. You got that right there. Okay. >> Yeah, she's fully charged.
>> I'm not like my daughter. She let her lower it down to 1%. That drive me so nuts. I get the 39. programs to support student lost >> sometimes. by going to
the other day. >> Okay. find the board will make sure it was yes and sometimes it was so that was two But we know we need because we still need >> to see on the right
>> you got to education. >> Yes. >> Right. Give me that. Give me that. >> But but you've been working with the Bible. >> Oh my god. >> It's a violent thing.
>> I didn't hear Satan. I didn't either. >> That's that's crucial. So, we need to do put a rough draft around that. Safety is our will. It's one. >> Yeah. >> I got a couple wrong.
>> Yes. Now, so and then there's a c certain point of you do have to say everything we can do right here and you know you got to meet us part way
>> it might be there but it's not prevalent >> it needs to quickly say Yeah. >> This is what I'm doing. >> As a community member, we need our community members to know too because
If I'm in the community and I can provide service learning for my students in my area >> program and if I'm employing teenagers. I need to know like the laws they had to learn.
Okay, now they don't need the >> whole when I was teaching CTE. I was still teaching you until >> I was like, "Nope." >> So I had to take that off and staff
>> for 15. So you didn't need it after >> those kids that were wanted to enter And then we're depend Okay. >> It's a rough draft, but I think it's
true. >> You're sharing it with >> very interesting. transporting kids to >> Did you send it to the whole >> board? relationship with you. You already had it or feel
on campus and service. And so they'll bring their clients here. Our students will get to service, get their training and hours that way. And then we're not
moving them off. Do you have any blood sucked everything out? >> Well, y'all we we're working on coming to the end here. I I promise to get us out by two. We going we going to glance over the truth.
>> We glance over what I have. >> We don't need this long of a break. Let's go. >> Well, we with Mrs. Barnes is creating our uh rough draft of our document for board goals here, which are good. We've helped her. >> Don't interrupt her magic. >> We've helped her out there. We're going
to now um >> while she's doing that, I will pass out. >> Get that wrong. >> Let's see. Oh, I think we had >> Yes. Would you pass this out to every board member?
>> That ain't it. And then we are going to session after >> we get ready to in just a minute. Yeah. >> Well, actually >> yeah. Uh but but right now we just going to glance over some
>> some board ethics here. >> Yeah, that's still on that's still on the public here. >> So, uh everyone has copies of the draft. You have it. It's a Google doc. >> I Yeah, I shared it with you back in January when we came up with our
buckets. I just put it on that same document and renamed it buckets and goals and goal draft because now we have our drafts of our three goals on there as well. >> No, this is what >> Oh, this is >> So you say we do have the
>> We do have it. >> Yep. Everybody has >> It's in our folder. >> Uh it's in your Google Docs. >> So can you just take a minute though, Miss Bar? just go over what we created today. >> Absolutely. >> This is a rough draft for everyone of what we created today.
>> Uh Miss Barn, take a minute to just go over that for us. >> Yes, sir. All right. So, we have three goals all together. The first goal goes into our communication bucket because remember we have four buckets. Communication, student achievement,
safety, and financial stewardship. So, those are our four buckets. you said back in January, we're going to focus on those things. So, our first draft goal comes from communication. Uh the board will ensure that by filling
the blank, the district will increase transparency in communication with PI students, families, and staff regarding the new graduation pathways. The data or indicators the board will review are we need to fill that in. And then the
frequency that we're going to check that data whether it's quarterly by monthly, monthly, semester or annually is yet to be determined. Okay. So we still need to figure that out. The second goal that we have comes under safety.
The board will ensure that by again we need to pick a date. The district will increase awareness of wellness services available to students to decrease the number of disciplinary infractions and create a better learning environment for
all students. Uh the data or indicators that we will review is up for question. We need to figure out what data are we going to look at for that. And then again our frequency we need to decide too. Is it monthly, quarterly, bimonthly, semester or annually? So how
often are we going to check in to see is it working or is it not? And our third and final goal is under financial stewardship. The board will ensure that by again we need to pick a date. The board will make
sure that we are carefully managing our finances to continue the sustainability of current programs to meet the needs of our students. The data indicators the board will review are we need to figure out what are we going to look at and
again the frequency, how often are we going to check the theme to make sure that we're making progress toward our goal. And so those are the three um based on that based on our responses um that our president has suggested that we
focus on. Dr. Young has copies of this too. He's on this document along with the rest of us. He always was. That's how the buckets ended up on your paper the same as our buckets because we're all on the same. >> That that is what we came out of, right?
>> That came out in January and what I added to >> and today >> I added >> So we didn't what we were talking about I just want to be clear in my thinking. So we were talking about the pathway and all of that that that didn't make the list. Is that what you're saying? >> Actually that was the first one. >> The first one.
>> Yeah. education. >> That was the very first. >> So, or it didn't say it like that. >> Yeah. But but it is >> I'll I'll repeat it. Uh the board will ensure that by we have to pick a date. We haven't chosen that yet. The district will increase transparency and
communication with Pike students, families, and staff regarding the new graduation pathways. The data or indicator the board will review is we haven't we have to pick that. And then the frequency that we're
going to check it, we have to decide is it quarterly, bimonthly, monthly, semester, annually. We have to decide how often we're going to check whatever the indicator is. So that is >> we have to pick those indicators though. >> We have to pick the indicator and we have to pick how frequently are we
checking it to see are we on track or are we off base. Where do we need to adjust? We have to make those decisions to finalize these goals. Thank you, sir. >> Thank you, uh, Mr. Barnes. And, uh, what
we continue to make sure we do is, let's say we having our officers meeting and we'll call our officers meeting, uh, here, Miss Barnes and Mr. Anderson, we'll call an officer meeting right around right around finalizing that. And then when we talk as officers, then we
can get to the whole board. Hey, this is what we came up with as officers and this is how we want to proceed so that we can uh not have to uh worry oursel trying to do it today. We we can do it with the officers and make sure we we have that done. And all this is in
preparation of our August school year as we begin our August school year. So I think that those are durable and uh I think that I think that was good. Anybody else on that? Dr. Mo, did that help with uh what we talked about today, the pathways?
>> Oh, yes. It's about the kids, man. >> Okay. Okay. All right. So, uh then we'll push on. I think the next one here from what I'm seeing uh is Mr. uh share and list Mr. Anderson uh ebook. So, I think
that my my thought is that we can move Mr. Anderson unless you want to share and listen. Uh I think we can move from here. What which you you want to >> Yeah. Good. >> Okay. >> So So we'll move from there. We'll jump
to uh uh the board the board ethics and review. I'm not going to do a lot with that. I just passed that I passed that out to you all. Again, it's the Indiana uh school board uh association code of
ethics along with uh our policy. If you all of us should have this uh binder that administration put together for us. Will you have that all of us? >> Don't we didn't we pass this out to everybody? Everybody. Didn't we get this
at our board meeting >> years ago? >> No. No. I thought we got this >> in our last board meeting. >> I've never seen that. >> Did we We didn't get this in our last board meeting >> years ago. >> Wrong group of people. >> Well, no. Well, here's what Dr. Webster was I think referring to. One, that was one that was created. >> Yes. Yes. Then I think we talked about
making one for all the board members. >> Yes. Did we get that one? >> And that one hasn't been passed out yet. >> I thought it was going to be sitting at board members table. >> I don't I thought it was >> either way. Okay. Y'all did not get it. >> We I received Well, we all received from Dr. Bishop an electronic copy.
>> But there was b there were binders. >> Okay. So, we'll make sure that happened. Well, uh because I think you had told me that that the binders was already created. I definitely said we were going to create them and and I thought at your table when you guys got too I
thought that's what was sitting at the table. So what was sitting at our table? >> Question. What was sitting at our table? >> Nothing. >> We had the electronic document to us. >> How long ago and when? >> It's only been board meeting. That's board meeting.
>> I wasn't there at the last meeting. >> So okay. >> Okay. So So I'm sorry. So what happened? Let me just let me just help us. So, what happened is this is a created uh copy of uh of our of our bylaws and policies
>> from our board and we'll we'll see to it that every board member gets this. Absolutely. Uh get this binder. Um so that that way and what it is is it's it's really abbreviated of of our handbook and all of the bylaws and stuff that are that are in that are
in our uh handbook. So, and I was going to go over some of that today, but but what we'll do is just go over what I think is really important that we do uh know uh as a board uh one of these. It it states um the the board board member
ethics and this is ours versus uh the Indiana uh association of ethics. But one of them is is is making decisions only after facts bearing on on a question have been
presented and discussed. So that's one of our board ethics is making decisions after after facts have been presented and discussed. One of the things we we we we have we have the responsibility is to make sure that all facts are
presented on a matter uh before we before we uh and discussed before we make a a conscious decision or vote and that's in our uh that's in our policies and ethics. And here's another one and
>> no this is in our pipe. >> Okay. that what you have in Indiana this here what I'm reading now is from pipe so uh and one of the this is these are Irish and then it's the make making decision only after facts
bearing on a question have been presented and discussed so that I wanted to highlight that is that we make all of our decisions based on fact bearing and discussion here's another one uh board ethic a board member shall maintain
desire desirable relationships with the superintendent of a school he is that he or she serves. And one of the things is by striving to this is how we help superintendent striving to to procure when the vacancy exists the best
professional leader available for the head administrative post. So whatever our administrative is posting, we want to try to make sure that the best professional leader is available to get that done. And so all
of this is in our policies. So I would hope >> he's referring to an email Dr. Bishop sent us in February. >> Yes. Thank you. And that was from Yola, right? >> Yes. >> Yes. >> Uh I think it's two different things because she sent you guys an electronic copy.
>> She created a binder. I gave this out here. This is what you kind of the electronic. >> It's different. It's it's it's it's modified a little bit. >> And I said, "Hey, Dr. Webster, would this be something that the board would want and I can make copies? Make sure."
And he said and he said, "Yes." So I I kind of thought that if we had gotten out, so now I got to go figure out what these binders are. >> But what's the difference between >> this is modified? I think the one Dr. Bishop gave you is going to be way it's going to have way more information. >> Yeah. This is just going to be some critical stuff that I think new board
members should have and that that that I think will be more at the forefront of the work you guys do every day. >> It's less than the 760 pages. >> Yes, it's less than 760 pages. There we go. >> Um, just to add a little clarity modification.
>> The board member ethics that Dr. Webster is referring to is 0144.2. >> Also, he mentioned um Sorry, 2 point. Nope, that's not it. Sorry. The professional relationship one
that's also from that same section, but it's 10 on that one. >> Just for anyone who wanted >> who wants to follow later those numbers again. >> Sure. It's it's it's is it's 1442 is what he did.
>> 1442 zero but it starts with zero. >> Yeah. All of it is zero but it's one42 >> and then the subsets are in that particular section. I have a question because you know sometimes things can be kind of open to interpretation and so whatever the
number is you you just said I think the last one that you said Dr. Webster is also on the Indiana school board. >> Some of these actually are taken from >> taken from as you see some of this is taken from Indiana. >> So when on that first bullet so under a
schoolboard member should maintain desirable relationships with superintendent and staff um by striving to procure when the vacancy exists the best professional leader for the head administrative post. I interpreted that as meaning when a superintendent
position is vacant that we strive to we see you know find help find the best potential leader for that post for the superintendent post. Is is that how everyone else interprets that or is there a different I don't I want I'm not
missing the mark there. >> No. Well well you got superintendent up at the top. A board member shall maintain desirable relationship with the superintendent. of the schools and his or her staff by. So, so when he says with the superintendent, that means to
me superintendent's in place and that we should perhaps strive to uh make sure we have a a good relationship and and if possible, as much as possible, not not make a decision, so to speak, but as but
as much as possible, work with the superintendent on getting the best professional leader available for the po for the post. That's where I turn. >> You're saying for any administrative post >> for any administrative post such as your CFO or >> Okay.
>> or your uh or your your CFO or but that's not what you're taking. That's just what I was taking. >> Yeah. Well, because it says for the head the head administrative post. >> So the CFO would be the head of their department. >> And that's why I was asking the interpretation. Are we talking >> that's just I don't know how well the
head post to me is the superintendent. >> I got that post. Yeah. But but I don't but I take that that we should work together also with the superintendent to to make let's say the CFO in our case
which CF O >> do we not work with the superintendent to to provide the best uh person that that the superintendent comes up with other than voting
for someone that the superintendent brings us, do we not work with them to provide the best CFO uh leadership capability that that's available? Again, that's where my I'm asking about interpretation because the one below it
says by giving the superintendent full administrative authority to properly discharge his professional duties and also holding him accountable for the sorry accountable for the results and by acting upon by acting only upon
recommendations of the superintendent in matters of employment or dismissal of school personnel. So that to me draws a little bit in question how much are we involved in those decisions of hiring or that kind of stuff and how much are we
>> I don't want to use the wrong word there but only acting I use the words they're saying only acting upon his recommendation >> when you when you talk about management let's go back again management and and governing >> two different things yeah >> when you talk about management and
governing the board gives the superintendent the role of hiring, managing >> and then the superintendent of course have their uh their uh principles whoever who does
their. So the board gives the board never makes a a recommend the board never makes a recommendation uh to the management for hire. That's the management responsibility. But the
board should work with management to see to it that the best possible applicant out there is recommended. So the board should do that and and then the board have to vote up or down
whether they want the recommendation. So the board never makes a recommendation on hiring or firing unless it is the superintendent, >> right? But the board should work also and the superintendent should work also with the board to see to it that the best
possible candidate is u uh recommended also as you see let's go back go back and I highlighted that making decisions only after facts >> bearing on questions have been presented
and discussed how can we how can we how can we the decision uh to vote up or down if if if if facts have been left out or have not been discussed. We can't do that. >> Right. >> So so so so when you when you're talking
technical as as a part of the role of the board, we know that we only hire the superintendent and fire the superintendent. But we also know that we have a judicial responsibility to see to it that the best candidate and the best applicant is recommended in these
positions. That make sense? >> Well, it does, but I do feel like we're splitting a little bit of there because if we're having influence on who's recommended that is having an influence on you you missed what I just said. Did I just did Did I Did every y'all help me
now? Y'all clear it up now. Did I Did I say that we make any recommendation at all? No, I think I think what he's referring to is uh >> for example, hang on. For example, for No, no. I'm I'mma give an example to
him. For example, the board does have the right to do what we did with Mr. Carpenter, bring him before us and put any put any questions we want out there before we accept
>> or don't accept a recommendation. That's an example >> and I agree with that. Yeah. Yeah. >> Okay. Dr. Moore, go ahead. >> I'm I'm done. >> Okay. But so, so, so, so that's the example that I'm talking about. A board does have the we have the we have the authority to do that.
>> When you look at the bylaws 122, you know, the board is over facilities, students, >> the employees, that's everybody. The rule general rule of thumb is yes uh the superintendent we're the we're the we're
the general manager that if that makes sense you know he's the gentleman the district is the team the general manager runs the team we're the owner we're like we're the uh in times past you know do we have to you
know modify our role because we have to help the superintendent some in some cases because we are the conduit with between the community and the school district absolutely Absolutely. You know, but do we like what what uh the president is saying, we don't make the recommendations. I get that. I think that's what's going wrong with that now.
>> We don't make the recommendations or anything like that. But if there's a case where maybe a recommendation comes up where there's information that we have that's happened before with our past, there's information that we have that we can't in right in our uh in our jurisdiction vote for this for a person that was going to be elected. We
couldn't vote for because information that we had that it could be said the superintendent didn't the time. >> Yeah. And that's where that's where it could get gray, but I think we're all professional, you know, when line is drawn. >> Yeah. Okay. No, that's good. Like I said, I just wanted to clarify because
you know again in interpretation just even interpret interpreting that word for the head administrative post. It's differently interpreted differently. You know, I I >> I don't think the board will ever take away an opportunity for this any superintendent to make their recommendation. And I don't think any
superintendent will take away uh an opportunity for the board to to kick down a recommendation nor a board member to question >> why a board will not accept a recommendation. >> No, 100%. We have the right to vote whichever way. Yeah. Absolutely.
>> Okay. >> Yeah. And so that's and so when you talk about for example the board has requested example board has requested to be involved
in uh certain certain administrative hires. What that what what that looks like the board have to decide what that look like in terms of if we want to set in on an interview or we want to said on the
meeting, we have as the governing body and I don't want us ever to think we don't. We have the we have the authority to do that and that set in on any interview and we had to determine what they are such as administrative that's
what I meant here uh when you talk about administrative >> uh in terms of CFO head administration of a principal I think we did that with uh Mr. uh >> Mr. Wall and our our our um
superintendent invited the board and who else? >> Mr. McKenna >> and Mr. There you go. Our super invited the board. We have that authority. And watch this. And if it's not there, then we have the authority to go back as a board and create a policy. As long as
we're not breaking Indiana legislation, then we have the opportunity to create a policy. If it's not there, say we're gone off this board. And if it's not there and if there's something that we see that is for the protection of the governing body and it's not there now we have to go back and review policy and
see what it is that's that if it's not there we go back and make sure as a policym board that we put it there so that it could uh protect board members down the road. >> So uh and so that's why I want to say so
and I want to talk about while we at this and I didn't see it in here Dr. young and I have not seen it in here but we want to we want to revisit our HR I think Mr. Anderson what was the meeting that you asked for the for the HR piece so we may need to go back and look at
that right now how it's run >> right now um I'm in the developmental stages of it but H you call HR audit HR overall or HR um overview because I don't know how much of an understanding
that we have about how HR school district HR department works. So from the research I've done, ours looks unique from other districts in in the state and outside the state. So I think the best thing to do is just have we'll have an executive session, have a uh and
then have a consultant come in and just give us something to compare, you know, compare what we have. So that way when we come across HR decisions, you know, we're just not shooting off the cuff. We're making we're making educated decisions based on what comes across. So
I'm in the developmental stages and so I should have something uh put together by a week week and a half from now. And so what you should do, what I would recommend you do also is is bounce things off the superintendent and see what see what the both of y'all are thinking about. And then at some point
we as a board was sat down, take a list, take a look, and maybe there's something we need to do differently with with the HR department procedures is what Mrs. Carriage said. Maybe there's procedures that we want to see added or or so. I think we take a look at them as a board
because we are that is that is a wheelhouse of ours to see along the superintendent. What is our HR looking like and and what can we do better? Um board ethics. Um this is one that bothered me not long
ago and I said I wanted to talk about it today. Um as it relates to board ethics. Um some news come across to me three times and I said now I need to talk about it about board members uh also
siding with with others uh to affect the outcome of our election coming up in in November board election. Now what I the the reason why I want to
preface this as board ethics is because ethically that's if board members are involved in that. You may you may we may have some biases on who we prefer on the board or off the board. That's that's that's that's
our preferences. But but board ethics and board loyalty is that seven board members should be speaking the same thing should be it's it's called in Indiana rule it's called a breach of
board loyalty what it's called uh under the Indiana rule board loyalty there should be board loyalty amongst all of us who who wants to see the same thing for our children and the same thing for our district um and for our families. Um
and the thing that come across to me I hope that we're not doing this is that we are galvanizing some of us are galvanizing others to run against some of us and make sure we're no longer on the board uh in November. I I think that
that's violating board ethics. One of the things that I've always said since I've been on the board, this I just could use me now for an example and I'll point it out since I've been on the board. Although I may not agree with Dr. Moo about some of how he come at things,
but I'm not going to I'm not going to go against getting him off the board and telling the community he's not a good board member. Uh and and there's two in particular. I use them and and and many of you all know them. And so you can go out and say in a in a board retreat and
this is being recorded too. So it's on it's recorded too that although a lot of time uh uh me and Mrs. Ford me and Miss Ford didn't see eye to eye on a on a few things and then sometime me and Mr.
Metro would have our head butt like this. But as it came but when we left this room, I didn't go out and mean mush them. And when it came to to to reelecting both of them on the board, asked them who supported them. I
supported both of them. Mr. measure came to my church and I and I and and I and I recommended I I did as much as I could without telling the church to vote for him because then I would I was in violation if I did that. But I did say
to the church he's a good person. We'd like to see him back on the board and Mr. Meer came to the came to our board meeting to say he want to thank Dr. I don't think I would have got back on the board based on him doing that. Miss Ford
uh gave her interview at the high school uh when they had the phone and she called me. I encouraged her and we talked about it and I was telling people Miss Ford belongs back on the board. Please, if anybody's doing that here today and you violating a breach of
loyalty to the board, don't do that. Let let the election take its place and whatever happens happens. And so that was a concern. So board ethical because he says I will I I I I promise to respect
each board and and and me hearing that about our board and some of us I I thought that was troubling uh that that that some of us are gathering to say hey we're going to make sure they're not getting back on the board. I'm hoping that's not true but I thought I would
cover it uh today and boy ethics. And if we're doing that that's not that's not good boy. >> Mr. President, since you mentioned my name. >> Yes. >> Uh I I would like to say uh I've had a great time working with this board.
>> And if if you have to do that, go right ahead. It's what you feel you need to do, go right ahead. I won't get in your way. Uh if you feel you need to find somebody else to do that with, go right ahead and let me know who it is and I'll I'll help you get them where you need to
get them. But I'm I'm okay with whatever you want to do. >> Well, we got election coming up. >> Oh, but let me finish. >> Oh, I'm sorry. Yes, >> I thought you was finished. I'm sorry. Forgive me. >> I'm okay with that. You feel you need to do that already and do that. And uh wish
you well. Wish you well. And uh I'm I'm about kids. I think uh I've proven that since I've been on this board. uh and uh what I do for kids and what I do for my community. I was doing it before I got
here and I'm going to do it u when I leave here whenever whenever that is and so uh you all go and do what you got to do cuz I'm going continue to do what I've been doing. >> Thank you Dr. Moore. >> Thank you.
>> And one of the things I state I'm glad you made that statement just for my own uh sense of comfort. I I said to the board eight years ago when I came on, and I'll say it again, I came on the board with
with uh character and I'll lead the board with character and integrity. >> Amen. >> And um and that and that and that I did do. Now, I will say this as relates to board ethics. We we do we will determine probably by next week, I'm just talking
about me period now. probably by next week I will determine whether I'm going downtown to uh run again for uh for school board and at this point I will I have made up my mind by the grace of God that we will run again because I think
that my work is not done and and I want to continue board ethically to have a good relationship with every board member that's on this board and the superintendent far as that you know, um I I want to continue to do that. All
right. So, that's that's my spill on board ethics. Anybody got anything else? And please pay attention to these board ethics. Read them. Uh take them to heart. I think I think when you read them and then read policy, too, and then read how far the board's authority
stretch. I want you to read how far the board's authority stretch. The state of Indiana uh does in fact the state of Indiana even separated the board roles of superintendent and the board the state has that already separated. So
you'll you you'll see that they give the board broad they give the broad board broad governing but there are some things the board have to let management do and allow management to do them and then there are some things that
governing wise we we have to make decisions on. So um I hope you understand that and u that's much as I I'll do on that. Anybody have anything else on that? Um thank you for for bringing that up uh Mr. President. Um
like I said I do totally concur um that you know on the other side of that is happening. Well well we know it is happening. >> Um you don't want anything to damage the fabric of teamwork after the election >> because >> Say it again louder.
>> You don't want anything to damage the fabric of teamwork after the election because if you have people that are slided then you leave a chance that people don't want to work together, you know, and so and and for an example, I got to know Steve through when we interviewed for a new board member to
take Mr. Wrestler and Ford's spot. But during the election, even though I thought you did well during the election, I had to support while we're out there standing next to you, I had to support, you know, Miss Barn, I had to support Nicole, I had to support Mr. Hop, you know, and I explained that I said, "Well, you know, if you get on, great. Then if you get on, then what
short term we have to support you, but have to be loyal to the board members and do that." So that's why, you know, that's a perfect example why it's so important >> to follow to follow that because >> if you have, we all know division never works. It's the beginning of time. You got division, things fall apart. So
that's what we want to keep out of our of our our board loyalty. >> And when it comes to you having to hear from teachers now and certain names just come up actually certain names come up. Hey, I heard
that, and this is coming from the high school. Hey, I heard that so and so so and so is working to get bored. Some of us are classified as as board problems for the superintendent. We we we I've gotten that one. Some of us are
board problems for the superintendent. And I would hope that amongst this group of seven that we're not as a group of seven saying to teachers, coaches, uh, community folk and recruiting them.
I I would hope that that we're not doing that. In fact, when you re when you re when you look at board member ethics, it even narrows down to the fact that we shouldn't even be having board business
discussions with our wives and husbands. If if you when you see that, you'll see that you you'll see that what's done at on the board level should not even be taken out of the boardroom. And and and so when when you look at that, some of
us may have to say uh as if we was in Sunday school, Lord, forgive me and then make sure that uh I'm not breaking board ethics again. If that is if you really true to looking at all the board ethics and then you let the spirit
convict you on, hey, have I broken some of these? I gotta I gotta admit I have and I have to ask the Lord to Lord forgive me for for breaking some of these board ethics because I because I remember uh Dr. Moore that I stood uh on the first day of January when I came on
the board and I took an oath that I would do ABCD and so if I violated my oath I have to ask the Lord forgive me then get back on track with seeing to it that I'm being and I said to Mr. Anderson and I don't mind saying it's my
board. I said I said getting back on the board should I run again? I said I will govern as a board member myself a whole lot different than I did what >> the first >> first time >> the first time around because of what you know what you learn and what you
know and and as I was saying go if you learn if you learn if you learn then you do what you do better >> and if you don't know then you perish because of ignorance. So take a look board members at these ethics and look at our policy and uh and let's just make
sure we're adhering to them to keep good continuity on our board. All right. Uh we move on and now we move to our exec session and Dr. Gatewood is laughing and she's ready to roll. >> Well, we need to do something with the live stream.
>> Yeah. Yeah. We're going to let him take you gonna let him turn it off. That's why that's why I said we move on to our exec session. Giving him the hint that it's time to Okay. So, we going So, anybody need to take five minutes? Take five minutes. We are I I I tried my best to get us out of here by two, but but
but but we gonna roll now until we until we're done. We got this.