Mr. Vice President, whenever you're ready. >> Shall we stand for our pledge of allegiance? >> I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation
under God, indivisible, with liberty and justice for all. Good evening and welcome to our MSD Pike Township regular school board meeting tonight, September the 11, 2025.
In the absence of our president, who's on work duty, we commence our meeting for this evening. First up is our good of the cause. If there's anyone that would like to speak for the good of the cause, we have three minutes. You can come share
with us for the good of the cause if there's anyone. Looks like no one for the good of the cause. We move on to Spotlight on Pike Sarah Dorsy. Good evening. It's a blessing to see you all again. Um, earlier this week, the
Indianapolis Colts teamed up with American Family Insurance to host the 7th annual Colt School Uniform Blitz. This year, they hosted their event at College Park Elementary School where students were welcomed by cheerleaders, their favorite Colts players, and blue.
Um, all of our students at College Park received back to school shopping experience that included uniforms, cool swag, and other incredible apparel. Um, based on the photos I saw, the bucket hats were a big hit this year and I think that was new. As you'll recall, last year they went to Eastbrook
Elementary School for this event. So, they have just been phenomenal partners and supporters, and we are so grateful for their generosity. Um, next week in addition to it being homecoming, our Pike High School orchestra will perform side by side with the Filermonic Orchestra on Tuesday at 7 PM. And then
on Thursday, our Pike High School choirs will present choirs and construction, which I'm told will also feature some of our amazing middle school students. That will also be at 700 p.m. Tickets for both concerts, which will take place in our performing arts center, are $5 and
can be purchased online. Our pregame homecoming carnival will take place on Friday from 4:00 to 6:30 p.m. in front of the stadium. The game will begin at 700 p.m. Tickets will go on sale next week. Um, but if you're not able to be there to cheer our team on in person,
there will also be an opportunity to watch the game via live stream courtesy of our Pike High School RDTV program with support from Mr. Borker in our IT department. On Saturday, September 20th, our Pike Youth Football League will host a donation of toiletry items for our
Pike Red Zone Food Pantry from 9:00 a.m. to 400 p.m. at the Pike Stadium. That's just one of several opportunities that I'm going to have um the chance to tell you about where our community is coming together to support the Red Zone Food Pantry. So, we're extremely excited about that. Last but never least, we'd
like to thank the PHS soccer parents for their generous donation of various food items, bottled water, Gatorade, and a team tent worth an estimated value of $185. >> Thank you. Reports to the board um Butler
Partnership, Mr. Troy. >> Good evening, Miss Mr. Vice President, members of the board, and Dr. Young. We're excited to tonight to talk about our long-standing partnership with Butler University. Um I have Mr. Eric
Hegy here. He is he serves two roles. He is the instructional coach at Pike High School and he is the master practitioner slashprofessor at Butler University. He's going to give us an overall uh overview, excuse me, of
the uh Pike Butler Partnership. Mr. >> Thank you, Mr. Enman, and thank you uh the board for uh inviting me here to talk a little bit about the partnership program, my role in uh in the program uh and uh a little bit about the progress
that the program has been making and looking ahead in the future. So, um, what I'd like to do is, um, start with, um, kind of defining, uh, what the partnership is about. And I think, um, this might be a revisitation for some,
but maybe also, uh, a chance to kind of hear it for the first time what this partnership really does. Um, it has been, um, in its current form, uh, basically implemented since 2012. Um and
so I am not the first to be in the role of carry of kind of supporting it. Um u the Rick Mitchell was the previous uh master practitioner um is what the the the role is called and that is my role now as master practitioner and my
position uh is uh as Mr. Dr. Inman mentioned uh two parts where I'm bridging both the uh concerns here at Pike and supporting teachers and also helping prepare new teachers at Butler in the College of Education. Um so a
little bit about this MA this model uh it's a model based on um collaboration between both Pike and Butler and at the center of it is trying to make sure that both of the needs of both those institutions are being met through
professional development. So, as an instructional coach, and that's really kind of what a master practitioner is, a person who's been defined as having experience in the field as a teacher and then who uses that in order to support other teachers with professional
development. Um, half of my time is basically spent with Pike teachers, um, especially at the high school, um, new teachers, but other teachers too if the need arises. um and I work with them uh
through every week. Um and then I also then spend a portion of my time the other half um at the college of education and at Butler University where I work with um a professor. It's Professor Felicia Williams and we co-e
and we work with cohorts of student teachers who are being trained in their final year and who come over here to Pike to work on um their practicum basically to become new teachers. Um I would just like to highlight on this slide one of the major focuses that I
think in the development of this program is that it really tries to harness what um can be used with having a experienced teacher who's been in the field for some years work with other teacher peers in order to come up with concepts of really
effective professional development. and um both obviously with pre-ervice teachers who are you know just coming into the field but inservice teachers too and so a little bit about maybe what a master practitioner should have what kind of skill sets they should have I
think it's important to highlight those things um in my role as a master practitioner instructional coach um and anyone else who fulfills this position I think it's important that that person would have several years of experience
in teaching uh secondary uh for my role. Um also that they have a working knowledge of different instructional methods and strategies that can be used in the classroom um with different levels of learners. um also in this
basically a situation where we have a fil a familiarity with both Butler University policies and Pike policies because um since this position kind of bridges both of those, it's important I've been learning in my four years now
of of doing this to find ways for those two institutions to find synergy with each other and for the basically talents that come from both of those sides. to be able to be harnessed and used to help propel teachers here at Pike into their
career and to support them and also maybe for basically a training grounds for those new teachers coming from Butler. I think those are really important things and I would say also just in terms of having good interpersonal skills and skills around being able to you know work with
different sets of stakeholders listen to them hear their needs and make sure that again that that can be put together to help support everybody that's in this uh in this basically program. So um advantages I just want to talk a little bit about both the advantages and kind
of what this looks like on the pike side. um in what I do um each day. Um really it gives me an opportunity to work with our newest teachers who come in each year um our new cohort and I do
that from the very very beginning even before the first day of class by helping out with a new teacher orientation. So um just this year we have a new cohort of 14 new teachers. We met with them, we you know got to know them and we from
very from day one we started to support them and you know basically give them the kind of training and support that they would need. Um that is combined with also um teacher meetings that we have monthly and making sure that
they're matched up with mentors, other teachers, experienced teachers in the building which the district helps quite a bit with that. Um, and then also that they're being given tailored professional development both through those new teacher meetings and in other areas. So when they have needs, which
surely they're going to have needs, um, we can make sure that the kinds of training and support we're giving them is really tailored to the specific issues that they're experiencing in the room. And that's a, you know, not only through professional development, but me having daily check-ins or excuse me,
weekly check-ins with them and basically setting up coaching cycles with them as well. Um, in that capacity, um, we also have, um, the student teachers that come from, uh, Butler, I also manage that. They come in, we just had our first set
come for the first time this week and they got to meet their um basically cooperating mentors. So they work with a mentor here at Pike. It's a Pike teacher, experienced Pike teacher. I help with that placement and then they'll start their training here in the
fall where they'll observe that mentor and then in the spring they'll come back to that mentor and actually teach in their classroom. And so I help coordinate that as well. And um so that takes up quite a bit of my time and and we even do the classes now that these
Butler student teachers get here at Pike. So it's really great because they can learn and also get their experience right there in the classroom. Um what this kind of looks like on the Butler side is as I said um I am working
with a professor in the college of education helping develop curriculum that gets their student teachers trained and ready to go to come over here and do their student teaching. Um, I'm also in a basically constant contact with the
faculty over there so we can kind of learn about some of the newest things that are happening in education and bring those over to Pike. Um, I think that's really important. I mean, things are some things never change. Good teaching is good teaching, but there's, you know, also new ways to think about
the field and we really try to make sure that we're bringing that back here, exposing our teachers here at Pike to that to those ideas and also making sure that carries through in the student teacher training as well. Um, so I specifically teach two courses along
with the professor at Butler. One is a preparatory course called ED433 that's given in the fall. Um, we even bring Pike teachers into the course to talk to the newly developed student teachers. So, there's interaction between them. And then also in the spring when the
student teachers are doing their actual teaching in the classroom at Pike, I teach another course. It's like a lab. We meet once a week and we talk about the situations that are going on in their classroom. So, um, a lot of back and forth there. There's also some professional development opportunities that we sometimes can develop at Butler
itself. thinking about the value of the program. Um I think one of the things that I'd like to highlight for the the value for Pike is um certainly we get a chance to
see new teachers through Butler being trained here and in a sense get a chance to have first look at those teachers and consider you know would you like to come and teach with us at Pike and those conversations can start early. Um, in
fact, um, sometimes those conversations start before they're even done with their training through a new program that is part of the Pike and Butler partnership called residency, teacher residency. And this is fairly new. It's where if there's a need at Pike in a
classroom and it's in one of the areas that the student teachers are getting trained in and that you know the Pike uh mentor teacher that's working with that student teacher feels that they're ready for it and the student teacher feels they're ready, they may be able to come into a room that has a need that has an
opening and with support they can teach for that full year pretty much as an independent teacher as an inservice teacher still getting support from their mentor. It's a really good um situation and you know it's one of those perks I
would say. Um we have a very structured way of going about and planning for that and um there is an interview process of course for that. So um I would say that's an extra value that we have for Pike. Um also of course um this professional development for our
teachers who are housed here at the high school is really important and I think it has a lot to do with our retention. I think there's many things. We look at the retention rates for the cohorts in the um recent new teacher cohorts that have come into Pike. I've got it listed
up there for 22 23 23 24 and so on. Um the retention rates are higher at Pike than they are at the national average. And I think there's many things. I think good leadership, a good environment, good students who are working hard. I
mean those obviously are contributors. But I'd like to think that this program plays a big role in that too. That constant support, consistent support, coaching cycles that build over time. There's no gotchas there. You know, teachers know they're getting supported
and if there's a problem, they can communicate about it. Yeah. I would say also then just to add for Butler itself um they have often communicated how much they value having an environment like Pike to come and
teach where they can be in a larger urban setting. Um they can have students from all backgrounds and have their student teachers work with those students and learn their craft. I mean I think again diversity is one of our
powers and um it is you know from all different angles you know students who come from all kinds of experiences and our student teachers at Butler really are yearning for that and appreciate that and it's a great environment to be
tempered in and to learn the craft. Um, I would say also just other TP PD support that we're um offering um especially the uh teachers at Pike and again I emphasize I work with new teachers but I will work with all
teachers of course in my capacity um is that during our meetings and teacher trainings we bring in people from all different roles at the Pike building to talk about what they do. So, our new teachers especially are getting a full view of the building and they understand
the services and the programs that are provided to them. They're not feeling like they're isolated. Um, I develop a weekly communication newsletter um that I've sent out. Maybe a few people in the room have gotten that from time to time. And um in that I go over scheduling for
the week. I try to coordinate um messages, emails, and things like that that have been sent out from leadership in the building. So everybody keeps kind of a breast of what's happening in the building and then I usually share information and articles about best practices. Uh and I try to make sure
that and everybody gets that all teachers get that. I also introduce our new teachers to um our veteran teachers through a profile that I usually keep. And we have ongoing professional development that is sometimes tailored specifically to needs that that arise uh
throughout the year. So, it's an overview um a broad one and um it'd be happy to take any questions that you might have about my role. And >> I do have a >> yes >> question. Um first I have a comment. I
do I love the concept and the idea of keeping a pipeline that we have access to to keep our students well educated. But my question in the terms of are there are um exceptional learning
teachers also included in this group? >> They are. They are. In fact, this year we have two um that so both on the Pike side and I'm working with anyone that comes in into the exceptional learning
uh department to be especially a new teacher. I will work with them as I would work with the other teachers that come in for the other departments. And then with Butler as um we have uh student teachers that are being trained in the area of exceptional learners um I
work with them and in fact I have two that are coming in with the new Butler student teacher cohort this year plus there is one who is doing their student teaching. So to make a distinction and I should make sure it's clear the fall is where the student teachers come in and
they kind of observe their mentor teacher. We call that the field experience and then in the spring they do that student teaching and I actually have one teacher student teaching right now as well in exceptional learners. Yeah, >> I have a question as well. >> So on your lasting value of partnership
program value for Pike, you have a graph. >> Um, >> sorry. It's my question is like I see what the number is and I see that it's retention but I don't like it's it's challenging to understand is this all of them some
of them >> right? So so if if you were to you know if you had the PowerPoint and you hovered over it what it would give you and I'll just kind of give an example the 22 23 because it probably illustrates the best. >> Okay. >> So all of that is the cohort that came
in in 22 and 23. Okay. >> And if you were to look at that bar to the far left, I think it would be uh to memory serves me right if you hovered over it' be 35. And that was the raw number of new teachers that came in. And and when I say new teachers, those are
anybody newly hired into the building. Could be people new to the field, could be people who are just new to the Pike building, but have taught for a few years, but they're all considered new teachers. Okay. Um and then you can see that that cohort after 2223 has moved
through the other years. There has been a bit of attrition but the attrition rate is quite low. So if you hover over that I don't think year in year out that that ever like if we look at the retention it's it's between 90 and 91%
of that whole cohort and then the other cohort goes on with 23 24 and so forth. I hope that helps clarify. Yeah. Any other questions? >> Yes. The the retention piece uh >> uh 24 25 through 26. Could you explain
that? >> Yeah. Again, it's a little I looked at that graph and I'm like, okay, I'm going to have to explain this and I I it's a good question. That is just 25. So, you have one bar and that begins with that cohort who's came in now. So, what that
represents is the newest cohort, 25. >> Okay? And so, and if you look at that group, that cohort, when you look at the comparisons of them, it's a smaller cohort. It's just a smaller group of people. We didn't have to hire as many new teachers is what it would mean. So, I think if we're looking at the exact
number, it's 14. And so, we'll see how that, you know, carries on through as that cohort moves through each year. And I would add bars, you know, for 26, 27, and 27, 28, and so forth to that cohort. >> Yeah. 22 seemed to be an outstanding year for
the cohort. >> 22 I mean it it it was a year where we hired a lot of new teachers >> and um so and that was my first year coming in. >> Um and I think it is outstanding in the way that if you look at that we managed to keep a lot of them.
>> Okay. We've really I mean there there's if you look at that very last bar because that would be coming up to present 2223 you've got the years starting from when they were hired until they're now pre presently still in the building. We've retained I think up to I
think it's 88% over four years. So that's a a good retention rate >> as a master practitioner. Um >> yeah, >> what what do you um um add uh to the cohort as it relates to
retention because in education retention is very difficult >> Yeah. >> to maintain. So what do you do and what do you say >> um to to get people possibly to stay at pipe >> if if you can do that >> if it's if it's since we're in a meeting
tonight if it's legal to do that. >> No, it's a good question. I think it's number one and it gets back to the kind of qualities and skill set for a master practitioner is first of all to have enough years in the field to know and to sense what people will be
going through when they're new teachers. Um both new to the profession and then new to a building which are you know different experiences for sure. we have someone who's new to the profession and to the building and that's kind of a shock to the system right they're trying to learn a lot of things they you know
and so being able to sense that know it ahead of time and be able to lay the groundwork in the context by going in number one being in contact with them pretty consistently and constantly you know um I'm not saying it has to be every single day but many days out of
the week in those beginning you know beginning of the semester especially making sure that they are feeling comfortable listening to them I think is a really important thing and taking that feedback from them first but also knowing without having to make them say
it like hey you know um everything's working out okay why don't you talk to me about how you feel about your classes you know and how it's been going classroom management making sure they're feeling comfortable with the system that they have and also going in and watching them and making them comfortable so
parting those conversations that I'm having early is making them comfortable with me with me being there just being able to come into the room, sit down and knowing when there's an issue and there can be issues that they can talk to me about it and we can have a conversation
and mind share and figure out solutions and it takes time to build rapport with people to do that >> but I think that is yeah something >> you have um a survey like say before they start what's your expectations and do you have an exiting one for them
>> I have as to what the experience and if that if those exper those expectations were fulfilled because I see the like you said the retention as we've gone on has has shrked. I mean um as far as the go the uh the um bars
which tells me we either we're keeping a lot of our teachers >> so that we don't have spots for these butler students. That's what it's telling me. Is that yes is that a good >> You're right. you're interpreting that correctly that that as the bar goes down for our new group that's coming in, it's
meaning that we have to hire less new teachers. I had it noted here on my card. Make sure everybody knows it's a good thing that that bar is getting smaller as we go in. So, yes, you're right. You're right, Mr. Wilson. Thank you for mentioning that. >> And we have 14 in this cohort now. >> In this new cohort, we have 14. Yeah,
we've had to hire. Yeah, >> that's good. >> Right. >> So, I have a question. So, all of this was this is all at the high school. This is at the school. >> Okay. Do we have a similar program like this for our middle and elementary schools where we provide I I I believe we do have programs where we're
partnering with schools, you know, obviously to get student teachers in, but particularly the PD portion that you're I mean providing professional development for our teachers is awesome. Everybody wants to grow in their profession. Do do we have anything like this for the the other schools? >> We do have you want to speak to some of
the university schools that we have fast elementary school. >> Yeah, >> right. >> I guess I was meeting with the master practitioner that would also be able to provide PD support. >> Okay.
The university providing professors that come into our buildings and have classroom space in there. >> Okay. In fact, I just teaching practicum and they provide professors there to teach real life teaching there and then follow them
throughout the classroom in the moment tips and strategies methodology management >> and the master practitioner is really nice when you have the one building right >> where the person spending half their time there at the school and then also
working at Bella with the nine elementary schools you may have a professor but they're working with student teachers at the multiple buildings >> okay not really so much with our teachers at that point. Then >> the professors aren't working with our teachers. Okay, that's not okay. Okay,
awesome. I I do love this program. Then let's take away I just want to find out how widespread we have this kind of stuff. Yeah. >> Yeah. Yeah. Th this particular partnership is is basically that bridge. The unique part is the bridge that's built between Butler and >> that's what stood out to me because I knew we had student teachers. I knew we
had but this was the first I had heard about the master practitioners. Exactly. >> Thank you. All right. Thank you. Thank you very much. We're on to uh first reading of the board policies.
Dr. Maggie Bishop. >> Good evening, Mr. Vice President, members of the board, and Dr. Young. This evening, I have the final eight policies for you to review um in the next two weeks. If you have
any questions, please feel free to reach out. I will be more than glad to provide you with additional guidance. Um, as there are, um, I believe five um, revisions, one technical correction and two replacement policies.
>> Question if I may, vice president. >> Yes. >> Uh, Dr. Bishop the the school and and government agencies >> uh is it becoming >> uh difficult to interpret it now interpretate now or what what is it how's how's that looking in your lens?
>> Um so this particular policy is a replacement and I um you all have actually they split it into two right >> um the current the previous policy had many levels in it. It had DCS guidance. Um, it had law enforcement guidance
outside of our Pike Police. Um, and there was a lot of information found within one policy. What Niola has now done is split both of those into two separate policies. One in which speaks directly to the Department of Children's
Services and is very clear on what that is and then this one just deals directly with law enforcement and what that would look like. The benefit that we have here is that we have our own Pike Police and so we're not relying on another law
enforcement agency. We are working strictly with um our Pike Police most of the time. >> So there is some degree of um I don't want to say less stress but less stress because we do have in fact our own law
enforcement agency here for Pike. >> Thank you Dr. >> Dr. Bishop, if you want to stay, we'll be on to you in just a minute. >> Yes, sir. >> Action items. We are now obtaining a motion to accept our minutes from August 28th.
>> So move. >> Second. >> Move and second that we accept our minutes from August 28th regular board meeting. Let's go on the vote. All in favor say I. >> I. Opposed. >> Dr. Bishop, approval of the education policies. >> Mr. Vice President, members of the
board, and Dr. Young, I seek your approval of action item B, approval of the board of education policies as presented. >> So move >> second move and second that we accept our board our um policies as presented.
Are there any questions? >> No questions on the vote. All in favor say I. >> I oppose. >> Thank you Dr. Bishop. >> Thank you. >> We are on the HR human resource report. Dr. Thank you, Mr. Vice President, members
of the board, Dr. Young, I ask that you approve the HR report as presented. >> I move that we approve the human resources report as presented. >> Second. >> Been moved and second that we approve
our HR report as presented. And due to the nature of our HR report, we will not entertain discussion. We're on to vote. All in favor say I. I. I >> oppose. Thank you, Dr. Hunter. >> Thank you, sir.
>> We are on to action item D. Uh, approval to accept our grant. Mrs. Hardman. >> Good evening, board vice president. >> Good evening, >> members of the board. Dr. Young, I am requesting your approval to accept um
the Kowanas grant in the amount of $500 on behalf of College Park Elementary School for their lit palooa in which students will be receiving books. >> So move >> second >> been moved and second that we accept action item D as presented by Mrs.
Harderman. Are there any questions? No questions. We're on to vote. All in favor say I. >> I oppose. >> Thank you, Mrs. Hardman. >> Request of approval of uh Dick Sporting
Goods action item E. Mr. Jacob. >> Good evening, Mr. Vice President, members of the board, and Dr. Young. I hereby seek your approval to apply for the Dick Sporting Goods Grant. >> I have a question on that. On that
>> can't ask a question. I'm I move that we accept the re the request for approval to apply for Dick Sporting Goods grant as presented. >> Second. >> Second. >> It's been moved and second that we accept action item
E as presented. Now M. Tony, we are on to questions. Question. >> Thank you. I stand corrected. Um on the grant, is that equipment or is that >> Yes, please. It's um being able to provide for our youth sports uh
equipments that they need and replacing the the ones you know that needs. >> So they're going to be donating funds or equipment or >> the funds the funds to buy you know to buy those equipments at Dicks. >> Okay.
>> Any uh questions? >> Uh I have a question. Were we able to get it submitted on time? I know there was a deadline that was >> Yes, they they were fine with knowing fully well when our board, you know, meets. So, >> okay, great. That's what I want to verify. >> I noticed in um your proposal that we
were nominated for this grant. Is that correct? >> Yes. Um one of the things, thank you for asking that, that um Dix would do is seek local sports clubs like USAI and all that. But again by providing these
grants because we as sport parents we're going to go back to dicks and we're going to go back and spend those money. So they they provide that to be able to support is a way of giving back >> to the community.
>> All right. All questions satisfied. We're on to vote. All in favor say I. >> I oppose. Thank you Mr. Jacob. >> Thank you sir. We have action item F, resolution regarding public investment.
Action item G, contracts, and action item H, donations. Mrs. Gray, we'd like to combine all of those for recommendation of approval. >> Good evening, Mr. Vice President, members of the board, and Dr. Young. I
present to you items F, G, and H for your approval. I move we accept items F, G, and H as presented. >> Second. Been moved and second that we accept actions item H, GG, and F as
presented. Are there any questions on action items FG or H? >> Not a question. But as always, I do have to point out when we have a contract from CIESC that my wife does work for CIESC, but she does not receive any benefit from this contract. So there
there is no um conflict of interest. >> Okay. Any no other questions? Then we are on to vote. All in favor say I. >> I. >> I. Oppose. >> Thank you. Mrs. Gray, Mrs. Gray. Mrs. Gray.
And now we are on to board members items. Dr. Moore. >> I have nothing tonight. Mr. Vice President, >> Mrs. Wilson. >> Um, not then. It was just nice to hear about the partnership with Butler and the fact that we do have a a pipeline of
teachers that have coming into Pike to bring their experience from Butler into Pike High School and that our well high school and elementary and and and um and the middle school and that we're able to take our culture and help curb these
teachers into becoming better teachers working with Pike. So, I like that, >> Mr. >> All right. So, um I was gone for three weeks, so I do have a few things. So, um I do um one of the things that stood out to me as I was reviewing all the all the
communications when I got back from from my travels was um I I love seeing the communications and the the encouragement we're giving parents. I particularly through Parent Square uh with tips on using AI to um to help their kids. Um AI is a technology like every technology it
can be used for good it can be used for evil. There's been some scenarios in the world in the news lately where um it was used in a tragic way but um that doesn't make it itself evil. And so um I do I am glad that we are giving our parents tips on how to use it in a way that could be
productive for our kids um working living in the you know in the workforce. It is here. It is it is going to stay. These are tools they're going to need to know how to use. So, I'm I'm thrilled to see that. Um, I do look forward to seeing everybody at the homecoming carnival. It um has just in the last day
or so kind of got solidified. The board's going to have a a booth or a table at the homecoming carnival. So, looking forward to have the community stop by and we'll have some questions for you to fill out. We want to hear you get feedback from you and uh hear from the community. So, really looking forward to that. Looking forward to
seeing a Pike win that night. Something was mentioned tonight about a fundraiser. one of the schools I think doing a fundraiser for the uh Pike food pantry. Um I've got a chance to work at the food pantry again this past Monday and I've been doing that since I joined the board in January and generally we'll
have a few people come on a Monday. We had over 30 families come on Monday. Um we ran through almost everything we had bagged up, not everything on the shelves, but uh it was u it it just showed that the need is increasing. It
was a drastic increase over what we typically see. So, I appreciate all the donations. Appreciate donations from the community. Um, there is very much of a need and so, so I do appreciate that. I also wanted to point out I got to go the other night to the unified football uh
unified flag football team uh game I should point out and uh I just wanted to uh publicly thank Mrs. Miller and unfortunately I don't know her assistant coach's name, but they just did a phenomenal job um w with the kids. It was so much fun. And for everybody else
in the room here, until you have watched the danceoff at the end of one of the flag football games, you haven't really lived. So, you need to come out to one of those because uh that that was just a blast. Um and then this is very much of a personal item, but um I would be remiss if I didn't point it out because
it impacts my family very closely and very intimately. Um September um is fetal alcohol syndrome awareness month and um fetal alcohol syndrome uh describes the effects that children have when the mother consumes alcohol while
while carrying the child. And um it is the only 100% preventable birth defect. And so just this is a month with being the ninth month um to raise awareness and just plead that um if you're expecting please for those nine months
abstain give your kid every your child every opportunity because when you have someone you love and you see them have to deal with the effects of that on a daily basis um trust me it is heart-wrenching and so just um wanted to bring awareness to that um with this pulpit. So thank you.
>> Thank you Mr. Huffer. Mrs. Barnes. >> Uh, I look forward to attending the Indiana School Board Association, Indiana Association of Public School Superintendent, uh, conference coming up on Monday and Tuesday along with a couple of my, uh,
fellow board members. I will be serving as a delegate for our board as well um as we navigate how we respond to the new legislation that was passed in the spring and what we hope to um
lobby for the next spring for the next session. Um, so I appreciate the opportunity to do that and also just want to say that for anyone who is triggered by or suffering from the fact
that today is September 11th. Um, and the memories and the feelings that come along with that. My heart goes out to you and I hope you make some space for some healing and quiet reflection and reach out if you need to to get help
with those feelings if you're struggling with that. Um, our national crisis hotline number is 988. That's all it takes just to to get on the phone with someone to get a little help getting through today.
Miss Kelly. >> Um I do not have a lot this evening. Um I too will be attending the uh conference on Monday and Tuesday of next week. Looking forward to that and how as a board we can grow and learn and
become more effective at the job we've been tasked to do. I am also um I think as a board we've just been very reflective here lately and and
looking at how we can best serve our students, our staff and the families of Pike and wanting to do that in the best way possible. So just know that this board is thinking and
working and not just sitting. And um and along the lines with uh what Miss Miss Barnes was talking about with 911 um it's also it's a very mixed emotion
day, but this is also um personal for my family. Today is my my mother's birthday. So we have always yes we remember but then we remember that there is life that comes after all
of that. And my mother is celebrating a big birthday. So she's celebrating 80 years. So very blessed to have still have my mom and she's celebrating 80. And then also yesterday Dr. Moore celebrated a birthday and we
I'm not saying how we'd like to wish you happy birthday, sir. >> Thank you so much. Thank you. >> Thank you so much. >> Well, happy birthday, Dr. Moore. >> Thank you, Dr. Young. >> Absolutely. Uh one, first of all, I want
to say thank you to Mr. Hegy for taking time out and sharing about the Butler partnership with Pike and thank you to Butler University. Um, I also will attend as much as I can the conference next week, Monday and Tuesday. This past weekend, I had the great fortune to be
one of the members of the planning committee for the administrators of color planning for the future conference. And that conference was really designed for two groups. one, individuals that are aspiring to be superintendent or district leaders and
then for individuals that are passionate about helping those people reach those goals. Uh it was very well attended. The feedback was was very positive. So, uh was very appreciative to to how that turned out. Thank you.
>> Thank you, Dr. Young. Uh just I did get a chance yesterday to uh t to my horn and toot my horn for Pike. Uh I serve on a another advisory board and we serve with uh the the one of the state board
approvals of Indiana on education and uh and he stated that in his other world which he which he made it uh quite vivid to us and plain that he is pro choice for uh charter schools and and again
that is not going away. follow the dollars and this is certainly what he stated and uh and and I couldn't help but but talk about uh Pike and and and and and so that um that moved me to even know that we serve on the same board
with the one of the state uh uh board of approvals of education and then he's pro charter schools. So that really bothered me. I thought that that was a conflict of interest, but when he said it, I got a chance to talk about Pike. Uh and in closing, um what a travesty uh with Mr.
Kirk. And so we were praying for his family, a widow at 30 something years old, that God would give grace on um to that widow and those two children. and and and I might add that all of us have
our views on life and our world view on life, but it ought not be to the point that we get so mad and upset with someone because they don't believe like I believe, see like I see or or serve like I serve. And so I I my prayer
vigilantly continuously is that our rhetoric rhetoric would tone down and that we will learn to love and get along with each other. All right, that said, we like to obtain a motion to adjurnn. >> So move by the Bryce Press. >> Second
>> meeting ajourn. >> Yes, sir.