20th 2025 MSC Wayne Township Board of Education working session is called to order. Please rise for the pledge of allegiance. I pledge algiance to the flag of the United States of America and to the
republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you. >> Roll call. Thank you,
>> Dr. Bus. We have anyone sign up for public comment this evening? No, sir, we did not. >> Okay, moving on to good business. The Fairbanks grant interim report. >> Well, it seems our screen is not working tonight.
>> So, um Thank you. So I oversee actually foundation first 2023 and it was $24,000. We used it primarily to purchase cell.
They kicked out. It's a college readiness platform that students can use in grades 7 through 12. But they did a lot of college field trips and engaging students in campus visits.
And then we were able, thank you, we were able to get um another grant, a planning grant. Um we were one of uh six um individuals to get that planning grant and then five of those school districts were able to get the next
grant which is um reversing the trend. That one was $1.4 million four years. So we're in year two of that grant. And so what I have for you is kind of a data um snapshot of our data from the first year
of that grant. So it's basically like three intervention areas that we focus on. The first one's academic preparation. Second one is financial awareness and financial aid. And then the third one is that college and career counseling piece. Um and they really let
you kind of customize how you wanted to use the grant. Um so what we did with the college uh level coursework is we focused on uh recruitment for existing programs and then the development of a new program. Um so our existing programs
were um the early college program. So we have Ben Davis University High School, the Early College Career Center through area 31 of Ben Davis High School, and then we have the Indiana College Core um which is through Ben Davis High School. Um they that one has a different
university partnership. They chose IU Bloomington for that one. Um and so we're basically in year two of implementing our Indiana College Board. And I say that because it's a little specific to some of the data that you're going to see on that. Um and so then um
with uh that particular part of the grant, we focused on credentiing teachers. Um still focusing on that. Um the dual credit course expansion. Um so offering more dual credit courses to students primarily at Ben Davis High
School for that focus. Um and then earning certificates, associate degrees, and then the Indiana College Corps. And if you're not familiar with the College Board, it's about 30 college credits. They're very specific, like an associates degree because they will
transfer to almost um actually all of the state uh schools and then private schools have also jumped on board. So those automatically transfer to their degree area. Um it also has tutoring and support built into it uh to support
students in dual credit courses. And then the AVID program was also something that is supported too. Um AVID is advancement via individual determination and that is actually a college and career readiness is program that is more
focused on the academic side. So it's got writing and grade collaboration organization reading and it does has very strong professional development and training for teachers um in that program. Um then our second intervention
area was the financial aid awareness. So that was increasing our attendance at our fast events and increasing our number of fast events and financial planning for families. And that one came with a lot of partnerships. Um so uh we partnered with the Indiana um
Indianapolis Urban League. Um they actually provide hot meals and dessert at all of our fast food events. Um we have uh Indiana Latino Institute to hold events they call them family Latino events in Spanish for the students and families. Um this year we did a
partnership with the center for leadership and development and we um are busing a group of students to be in their self-discovery program so that they can be eligible for scholarships for that 13week period. Um, and then we
partnered with uh IU Indianapolis um with their new seamless admission program so that students who have a 3.0 or high are automatically accepted to IU Indianapolis. Um, and then we did a recent partnership with Purdue University to do early outreach to focus
on students in grades 8 through 10. Um, and then our university Indianapolis focused with the APR grant on future educators. Um the last area was intervention area three. Um that one is where we focused on our comprehensive
school counseling model and our college advising piece. Um so we have a coordinator of student services that was under that position and a partnership with patching results for professional involvement and training to build out our comprehensive school counseling model. Um the comprehensive school
counseling model has three areas. It's academic, social, emotional, and then the college for readiness. Um, we have really strong strategies in all those areas, but it's focusing on tiered support so that if this if a student isn't reached, then we can put them in
tier and offer them more um like individualized attention in that area. And specifically we were focused on that college and career advising increasing the number of touch points uh with students individually and in small group to help guide them along the way. Um and
then uh we also have a career coaching team. So we had a second grant that we received and that was through the commission for higher ed. Uh it's called career coaching grant. Um very possible that we might get a second grant in that area. We'll find out at the end of this month. Um we have eight career coaches
in the district that serve as a team and they are able to meet individual students. Um they get training and support uh through inspire success. That's our intermediary and they also support our new college college advising center at Ben High School that was built
in the renovation. Um and that's staffed by our college admissions coordinator Kier Cross. Um and then um we have now shifted a portion of this grant to support Zello so that we can continue our Zello um implementation and have
those uh grades 7 through 12 students complete the college and current lessons and then they also use it to apply to colleges and apply for scholarships um and then develop their fourear plan. So what you have in front of you on here is
the data from one. Um so anyway um what we're focusing on is is basically our participation in the measure. So for instance, we looked at the number of students who were enrolled in at least one dual credit course. 37%
of our students have gone in the district and this is uh primarily pulling the data from the ninth grade center from Ben Davis High School and from Ben Davis University High School. The Fairbanks Foundation, I did try to put a cheap virtual under the grant, but they did not support virtual high
schools at this time. Um not that we don't use the funds to support all of our secondary schools. We definitely have um but we had 37% um and our goal was actually 25%. So um and what you're going to see in a couple of pages is the number of students who successfully
complete that to a credit. Really good. Um we actually have a lot more families attend our cast of events um when we provide the meals and the dessert and when we provide incentives like this last year we increased the number considerably by offering free cap
and gown drawings at each of these events. They really like that. Um then we also um hit our first metric with having all juniors and seniors attended this one advising session. And then um we also hold summer boot camps that we
are working to increase the attendance for those. Um and so uh what they did is kind of do a comparison. This is Mathematica, one of the data organizations that we work with through the grant um with um the number of students who have earned credit in that
dual credit course, completed their associates degree. Um if you're looking at this, it's the bottom of page one. Um, one of the things that uh we are again building out is that Indiana College Board. We only have one student non early college that completed the IC.
That's an area that we're growing considerably. Um, and we have 12% of our students that earn the associates degree and it has the ICC embedded into it. Um, that doesn't really reflect that number because they get the associates degree. So, it's a little stronger than the ICC.
Um then we had um this is actually looking at our overall comparison of students that are earning um taking at applying to at least one college um ex getting accepted and then with the intention to enroll. We actually have
really strong numbers in those areas too. the other school district. So you know that we're compared to two and some comparison data that is it is IPS Franklin um Warren and then
they do have a charter in there Victory Prep and so they use comparison data for that. Um and then we had our fast completion rates. We actually hit um it says 59% but um we can still have students complete the fast. We actually
hit the Mary County goal, state goal of 60% of our students and that is definitely an increase. Um if you're looking at the graph, you can kind of see the increase over the years. So very excited about that. You can see that the early college program definitely has a
lot higher rates um but obviously less students that um and then we had our college enrollment rate uh in that group. um we hit about 50% of our students um in comparison at the other schools we
actually have a really high number um looking to increase that but definitely a high number than in college I mean look at the >> Dr. So are those students who enroll or students who attend? >> We actually look at the attention the attendance of the students because we
use the national clearing house data. So college yeah so if they're enrolled in college by October one that's the data. >> Yes. >> In Indiana college. Oh okay. Yeah. >> So we lose the data when they go out of
state. Yeah. And actually some of this is self-reported from like the senior survey. So all of our data would be we actually almost got 900 students to fill that out this year. Our number would be higher if we got all of our grad.
The class of 2025. Yeah. This data is from 2025. We're on to sub data. So we're looking at the subgroup data of our students, we actually have and out of all of the school districts that are in this, we
have the highest rate of our black students actually going to college and the rest of them have a downward trend of black students, but ours has an upward trend of black students. Um we also have a higher rate of all of those subgroups, the Hispanic, the white, and the reduced lunch. They had to pick like
a common data point. So that's they picked the subgroups that we would use to compare these. But there is breakout data for other subgroups too when you and so uh that last part is kind of subgroup data on for instance um students who take a dual credit course
and the percentage completion. So I told you um we actually have a really high rate of students who successfully earn that dual credit. 88% of our students who enroll in a dual credit course will earn dual credit. What that is is a tribute to also the counselors who are helping those students to select those
courses and making sure they're successful in there. And then I think we're on to the last part and the last part is just looking at subgroup of um so another point is the English learners. We have 43% of our
students who actually areing are enrolling in the dual credit and then um 38% that's got the biggest dip in terms of those who don't earn the dual credit because it's a difference of you know 5% which is a little less but we have more
English learners who actually take successfully in there. So uh that's kind of a summary of our first year. When we look at the Ben Davis University FASA completion rate at 92%.
Is that uh an approach that could be scaled and replicated at Ben Davis or are we truly limited just by the the staffing or the employees that we have dedicated to do that? I think really the students um I've learned through the
recruitment when you ask what their intention after graduation is it's 100%. So I think one of the barriers that we experience that we are building out on is we have a large percentage of students who want to go directly into employment.
>> Okay. And so those Yeah. So that now that the FASA is the graduation requirement um we do have a larger number of students who are filing the FASA but it doesn't we have the students who are defended >> yeah they're included Yeah.
>> What's been your biggest aha during this first year of the grant? >> Um I would say one of the things that I know that we are getting better at is trying to individualize that experience with the
students. So one of my biggest ahas is the strength of that current coaching team because the counselors have that 400 to1 ratio and they just I mean even with the best system in the world it's not going to create an environment where they can be students so many students
like for instance the I am Indianapolis seamless admission um when we let the students do that on their own we had almost 500 students who were eligible for that but we only had 16 actually completed because when they do the acceptance. It's very much like a
college application. You got to put in information in there and then they always hit that barrier and they have questions and then they don't finish. So when you have a career coach who will meet with that student and help them, we've been able to substantially increase the numbers. So yeah, the individual support you just
can't go without >> as a result of not just this grant but um I think it there many different aspects go together. Dr. Dory Saunders has been extremely invaluable to the Fairbanks Foundation and their island
work with um navigating apprentichip internship college matters type of of of work they're doing. So she has been the really the residential expert for many of those committees and able to really
guide some of the discussions with meeting with business and industry and other leaders that don't have that educational perspective because she's living each and every day. So I do think that our success with the grant as well as our engagement with so I lab and the other work rights foundation is doing is
huge part due to representation that Dr. Saunders has on on behalf of MSU but also K1. So thank you for all that. I know it's extra time extra work for you but it's I think it's paid dividends for
our children. >> I enjoy >> still available to kids. We're just waiting to hear if they're going to be one of the selected intermediaries for the new apprentichip
statewide program. >> We have and that is going to be a huge service to them because they have been it's difficult for them to get in that network of employer partners. This is going to dramatically increase the number of employee partners who have already signed up.
>> Senate employee were one of the first ones to actually engage back in 2019 2020 and so they are well established and certainly doing doing that work here central central Indiana. I think a lot of other
intermediaries were looking at that model replicated around the state. So, how does it how does a student come to know about a map at the data? >> We do recruitment for them, too. Um, that's one of the areas where I felt
like the numbers were decreasing, but part of it is because it became more popular at other Mar County schools and so we were competing for spots. Um, and so one of the things the career coaching team is doing as well is they're supporting recruitment for students in
the apprentichip programs. It's the same barrier. They start to do the application process. If they don't have a parent who's advocating and helping them with that process, then it just kind of falls flat. One of the biggest things students fail to do is check their email. And so they will get an
email and then what map does they reach out to me and then I have to go find the student and check the email. Sometimes they'll have jobs to meet the other night. I was trying to help so little brother with
applying for math. I said you need help. I can reach out to Dr. Dory Fers and you talk to her. No, we're okay right now. So that's why I was I didn't know how that how that works. So >> and there's more opportunities coming.
The work really that um the team is doing is is getting ready to launch it and really expand it. Banking industry first to the table. They're they're kind of paving the way. Again, Dr. Son has been extremely helpful in helping them understand how the curriculum
instruction is is actually developed. They hope to launch it this school year. However, I think very quickly they learned it way too fast that they're going to have to wait another year because of the development they're working. >> You're welcome to stay for other
presentations. You're already >> Hey, we have a Lily Rat update. >> This is We do not have slides for for this one. We just wanted to give you an update where we were. The our first reporting period is coming up October
the 31st for phase two of our grant. We have been very successful in launching our National Institute for School and Systems Leadership. 148 of our leaders are going through that with the National Center for Education Economy. We are through five modules, five of the 12
modules. We will hit the halfway point in November and then we are taking April or March one of those months um that we will not be going through a module because of our testing cycle, our state testing cycle. So we will finish next June with that. We are delaying a little
bit of our uh executive coaching because of just what our current leaders are going through this 148 leaders. It's stretching everybody really. And so the coaching will come next year. We we met with the NC team. We said let's delay that. You know, we applied part of the
grant says we're going to get x number of days and hours. We still we're just going to ship when that happens. So when we start tell next year with that first cadre of teachers, the 200 plus teachers that are going to go through the teaching for effective learning. We will have coaching for those administrators who are supporting those teachers that
have gone through this already. So they'll they'll have that coaching aspect when we we wrap that in. Phase three is supposed to be announced that if you remember about 42ish million dollars for phase three that grant is um we're supposed to find out
in December. There were a couple school districts and and other school types that were asked to submit additional information within the last month. We were not. Um, so what we submitted was sufficient to them, which gives us a pretty good indication that they're they have what they need to make a
determination on our grant. So, um, I think we are all feeling very confident what Nissle is doing or or leading us towards the profile of the weight learner. It's coming along quite well. We did some community work at our
community leaders meeting to get some feedback also from them that we will wrap back into what has has been going on from the committee and then December the 15th should have to you that profile of Wayne Learner which is just the beginning of the framework. So next semester designing systems of work
really will be about the implementation of that into classrooms with what that looks like from instruction standpoint, what it looks like from a support standpoint. What are some of we'll develop the competencies or the proficiencies that will demonstrate those competencies as we move forward. So that will be next semester's work
hopefully to be done by the end of the 2526 school year to be put into place for the 26 27 school year which should really help to inform also what projects our teachers are working on and tell when they're doing the the actual research their buy and try it. So it's a
lot but so far we're we're navigating it but it is it's it's it's stretching everybody really. We have five different cohorts going at the same time including this stretching them really.
But when you when I talk to some of our colleagues because of the way in which we have rolled this out and quite honestly no other school district has rolled it out at those the capacity that we have but you know Pike has a few people going through and has I think
eight cohort has eight cohort Mar they're not doing it scale so you're not building the same capacity that we're should play out over the course of the five years. So, but we'll let you know as soon hopefully at that December 15th
board meeting. We we'll have uh some information from Lily. That'll be definitely first part of the year. >> Okay. Teacher appreciation grant guidance. >> Just wanted to give you um just a bit of an update. I can't remember how much we
talked about tag or did we talk much? So, teacher appreciation grant um we just got this slide deck on Friday. So, this is brand new. Additional guidance is supposed to come out October the 31st. So, next Friday while we're on break, we should get some additional
guidance that is really a result of the questions and um information that the department has been collecting since they initially launched the guidelines for teacher appreciation program. For the last probably five years or or more,
teacher appreciation grant has been given to any teacher who was effective or highly effective. Usually came out around um December right before the holiday. And so our teachers have gotten used to this being a bonus, a winter
bonus that they were able to utilize for the holiday. Well, this year it actually became a competitive grant and so there is not a large enough appropriation to to support all of the teachers in this. There are minimum numbers of
3500 5,7500 the minimum numbers for the grants and it can only be given up to 20% of our teachers. So let's go through a little bit. Um this was House Enroll Act 1001. Very large obviously very large bill uh
that was became a act um in 2025 as a result of this last session. Here we go. 25 20% of certified teachers essentially had to be here last year, had to be here this year. Um the program was going to determine the
appropriate siphon and then report on how each certified teacher met those designations. So what does that look like? There's three different tiers. Um I mentioned um employment significant impact student outcomes. So this has been one that we've been trying to
define. What does that mean? And what they tell us is it mean greater than a year. So a teacher has impacted student achievement, student outcomes using national, state, or local assessments greater than a year and meet all the eligible requirements. So what do those
eligible requirements look like? So we're at 3500 one significantly impact student outcomes and two um actually that's that's that's basically the requirement. So one of the one of the distinctions I think is probably in
a in a future slide they have to have a designated student roster. So that's a bit of a shift from before because counselors were eligible for it. Reading interventionists were responsible instructional coaches. All of those people were eligible because they were certified teachers. now is
only those who have a designated roster. So that changes things just a little bit. So then you have to determine what is a national state or local assessment. We know the national state assessments talked about I learn I read SAT ACT those types of assessments for national
and state and then the local assessments could be something creative. So a benchmark formative assessment that we have something to develop and you can add they said you can add additional criteria we clearly
our certified teachers our our count is it 181 or 189 that number is not stick for some reason 20% of our teachers 189 so right now the state says up to 189 of our teachers can receive this grant now Again, we're in discussion.
We've got mixed information from the department because in statute, it specifically says 3500 5,7500 for tiers 1, two, and three. So, if you hypothetically had everybody qualified for tier 2, we will
not receive a large enough appropriation for all for 189 teachers to receive a tier 2 distribution. So we may only be able to give it to 160 teachers because that's when we run out of money instead of 189 because of the the designated amounts.
There are approximately 13 school districts that decided not to participate. So school types districts and charters and privates who chose not to participate. So about 13ish 5,000 again significantly impact student
outcomes and then mean one of the other following formally mentor or coach another teacher. This is one that we got a little bit of distinction on last week because we don't have a formal districtwide mentoring program. So last week the advice or the information we
received was as long as a school administrator has specifically selected a teacher to mentor another teacher that will count for the mentoring system in this first year. So it just it can't be like hey I'm I'm
next to your classroom. I'm a teacher for three years. I'm a mentoring administrator. It has to be something that was formalized by the administrator asking a teacher to be or serve in a high need or geographic shortage area. So they'll define high need here in a minute. Geographic shortage area would
be if you lived in Perry Central School District um in down in you know southwest Indiana and you can attract a physics teacher that might be a geographic shortage.
Now the 7500 include you have to meet all three. So significant impact outcomes formally mentor and serve in a high need or geographic story. So these are the some of the national assessments. These are this is non-exhaustive lists but uh just an idea
of what might be able to utilize AP IB Cambridge SAT ACT those types of assessments though I don't measure here they grow from SAT ACT but um
formally mentoring I talk about strategic bearing defining objectives having scheduled meetings etc and then here's what the high need areas are. Here's there's a bit of an irony here. So, the high need areas, special education, English learners, STEM, and
then an open position that has not been that has not been filled for greater than 90 days. Um, we have those positions, but it's kind of a stretch. So, think about special ed teachers. They don't have a designated.
Think about English learner teachers. they don't have a designated roster and so we're still trying to figure out if it's a high area but they don't have a have a designated roster how are we assessing them improving significantly improving student outcomes so hopefully that will come out October 31st that'll
give us an idea of uh how to how to address those special educ the real teachers that are in those areas. >> Yes, >> sorry to interrupt. >> Back here in the criteria, it says serve in a high need or geographic shortage
area. It doesn't say subject. >> Correct. So that's why that's where they come in and define high need. >> Rather than need like a title one school, >> they're saying high need are these four areas. That's that's their definition. The department has defined that this
way. statute didn't define it in the in the house enrollment and so they came back and house 101. So they came in and define what are
we don't designate that here. So here's the timeline again. October October 3rd was the date for us to identify that we were going to participate. We did. October 31st is when we were supposed to get some additional guidance. They've also said maybe they'll redo the count because if
they do put those special ed teachers and LAP teachers or EL teachers in there, currently they're not in our original count of qualified teachers. So our 20% is based off of a data set that doesn't include these two groups of teachers. So that was one of the questions we asked which will change a
whole lot of dynamics if they add those sub those those groups of teachers back into the denominator which will give us you know, more more than 100 teachers fall 2025, which is actually what we attended last Thursday. We heard anformational session from the
department. January 30th is our deadline for teacher teacher applications. What we originally thought was that we were going to have to submit artifacts for every teacher to demonstrate that they have met that sign significantly
improving outcome. Clearly the department doesn't have the staff to go through that unless they spot checked and randomly pulled. Basically what they have told us is that's on you as a school district. You're going to you're going to go through that and you will then certify to us that you have that
they have met that requirement. So our task is to to determine what that looks like. We had talked originally about having a Jot form or some type of a an application process. Remember, teachers don't have to apply for this. This is
not like it used to be where it was automatic given. This is a grant. And so, if a teacher wants to apply for it, they may. And we will designate the date by which we'll open up the application. We'll take the first 189 to submit. We're
going to we're going to let them know well in advance. So, if you want to start collecting your artifacts, you want to start getting things prepared. So you can cut and paste right in the J form and and hit submit on the day that we we open it up. Great. We will then go through one by one and
say yes or no. We believe that this teacher met this criteria and the first 189 that meet the criteria or the first 189 that are going to get based on the time stamp of the application. We don't know any other fair fair way to do it. We don't think lottery is the right way to do it. We don't think it's it's so
there's a lot of districts doing a lot of ways. We believe that is probably the most ethical, fair, and meeting the spirit of the law, spirit of the guidance that has been given. So that's where we're falling currently. Um then April 15th, we'll get the money. We have
60 days to distribute it. So by June 30th, um or so, call it June 15th, we're supposed to give all that money. Anything that's left will be sent back to the department at the end. That's >> we will ask teachers to to
indicate which level they believe they they are they qualify for and we will then make the determination yes they did or did not. Some of our buildings do have what we would call based on this criteria formal mentoring program. We as a district do not. Some buildings do not. So each building's in a different
space. That's part of the work that we have yet to do this this uh this year to make sure that next year all of our schools can stay affordable. So teachers can qualify for >> there was also discussion under
but there was some discussion that all of this may be turned over to the schools to pay for this out of their own still plan or is the state going to fun >> the state has an appropriation for the next two years. So, um, at what what
they're not paying for is a mentoring stipent. So, if you remember way back when, we used to get paid as mentors. State had a program we had to turn things in. Um, it was required every year, but there was a stipen, the state stipen, you get mentor that doesn't
exist yet, but clearly this is leading people towards having that formal mentoring program and an unfunded mandate. So yeah, it's just um I'm hoping that as this process goes through that we'll get clear enough
guidance. I just knowing what some of the other school districts around the state are doing it is nowhere near what I believe this guidance is telling us to do. So we'll see what the outcome is. >> And is it all off of 2425
>> correct >> data? That's correct. >> Okay. We had a mentor last year. Yes, >> that's correct. It's based on last year's test scor and that's one of the other things that people are really struggling with is we didn't know we need to have this data set >> last year >> until the end of the school year. So
people are and quite frankly until the guidance came out in October. So people are saying I for a lot of districts they don't have access to those data sets because they don't have access to those class roers anymore because those students have >> now shifted right they've now moved on.
you don't have access to your students previous data because now they're assigned to a new teacher. Right. >> Right. So, it's gonna put some strain on technology departments and a lot of other things. It's we'll keep working through it, but we're we're going to do everything we
can. One of the charges that we were told last week by DOE is make sure we don't get any money. This is meant to go in teachers pockets. Make sure they get it. So, we're going to do everything we possibly can to make sure teachers get it. uh whether it be 160 or 189 teachers, however far that money goes,
we're going to make sure that it goes up to MSD teacher. We'll keep you updated. Uh again, when we get back to fall break, hopefully we have some new information. It's going to come out next Friday, week from this Friday. and uh hopefully it gives us a little more clarity. So, just want to
keep you updated. We'll meet with CTA November the 3rd and then big pack November the 5th just to update everybody. The way it's going now, I would expect that we probably won't open applications until December because we want to have the most accurate
information, most up-to-date information so that teachers are pretty clear direction the process. Thank you. Moving on to Senate Rolex Act One Efficiency Commission. I >> think Dr. Samuel is going to take this
this one. >> Yeah, just a quick update. Um we have had a great response from the community from that initial meeting where we then the next sent for
feedback. We received 404 responses started rolling in moments after that morning. I forgot to shut it off before that off Friday night one snuck in
1210 but I think I would say the large majority very thoughtful responses you know really trying to engage in the work that we asked them to do. So on the revenue
generating side, we have a lot of people that think to be renting out our facilities at a pretty high level to generate some revenue or consider consider sponsorship deals etc. And on the
savings side, a lot of utility savings. I was pleased to see a lot of support for energy management that we have done and people advocating for perhaps continuing expanding that. We certainly saw some questions just about how much does
it cost to run programs across the district versus high school. So very thoughtful questions know discussion cabin today you know one that is very emotional and personal because
it involves a good start with the process and know that still difficult conversations a lot of words to express what this work is it's hard. Everything we do right now, we do
because we believe it's over time and there are programs that we've done for a long time that have come onto this list that have to be seriously considered. It's
for instance when you're talking about ending of a program of some kind that may generate a million dollars in savings that's saving in some other areas class sizes potentially or other things. So it's weighing out
where we where we place that value in how we're investing our dollars in in our students education. So in the end there are very very hard decisions in None of it we want to give up. None of it we want to put a period on at the end
of the program. So yeah, these these are emotionally charged. Uh and in the end there will be some people that are very upset and and but that's why we brought so many stakeholders together. That's why we brought 300 people together. Why we have 400 and I'm quite confident
these 400 will not be enough. This is this is the first phase. That's why end of November we're going to come back and say here's where we are if we moved everything that you suggested. Now let's get to the next layer.
That's just what's going to have to happen in order to get down to that $15 million that $15 million. President and I heard today that they're going to make some adjustments to Senator World Act one in next session very confidently. Some of the centers
were expressing that that'll happen. I don't know how much that changes our circumstances given our circ. So, we'll see. We'll see. It' be great if we identified some things that didn't need to be reduced,
right? Because the changes were favorable, but you also have future consideration should We are down 66 26 students. >> So this is the second largest drop we've
had. 2020 was the largest we were at. Our high point was almost 17,000 in 2019. We were down to just over 15,000. I did think of one positive 15,000. No more gap. We save $150,000 in
audit costs a year. I thought I was raking my yard the other day. >> We get a chance and we see an updated >> I'm sorry. We could actually do anis shares.
Are we seeing it in a particular area? >> Well, I think so it's spread out across, but what you're what you're seeing are some of the impacts of smaller classes coming in, larger classes going out. And so, you know, as that as those classes
metriculate through, I mean, you're you're potentially going to see another 2,000 student drop this trend continues. So MSD weight could be 13 135 you know another 10 years as we look at what the current
numbers are doing. So it's quite possible. Is that a symptom of this generation not having families as early or is that a symptom of MSD Wayne geographically or other school corporations having?
Yeah, it's a it's a statewide trend as we've talked to other people. There are districts that are seeing growth for sure. U but in Marian County, I think there were only two maybe three that saw an increase and even those that did see an increase by one of them, >> but it was nominal. It was like 20ome
kids or 30 some kids. So it wasn't hundreds of students. It was it was just all you call it break even. >> Perry had a big loss like us. And so it's it there are lower it's just lower birth rates in Marian County in general.
I think Steve wants to engage growth pig again to do another uh demographic study of of Wayne. You know the last one the census data we've had was not very good during the pandmic. So using the census data is really been challenging. So they've looked for other metrics that
they can utilize um to see what those where those numbers are uh and what those trends are. We also are monitoring micro schools and home schools. So those are are growing types of of education that people are are opting for more
often. And so we're seeing more and more students shifting into the the micro school of home school. I think it might be interesting to explore multifamily housing. This may be more of an opinion than a real observation, but I think a lot of our multifamily
owners, landlords are making it more difficult for families to stay uh by means of increased rent rates or more stringent eviction policies. I think we've got fewer students living in apartments. >> We have one of the highest eviction
rates in the county. Dr. Harris about um within Wayne Township fire the county something about the amount of like what the case see and how many evictions. >> Yeah. So our our our
judge our judge is been very aggressive with evictions. Um Dr. Harris worked closely with the court systems try and Mr. Jackson has worked very closely to try to help them to better understand the true fact here. But yeah,
they have been very aggressive >> judge. Yeah, I would love to see the D only because even in Pike what I'm seeing like my building is continuing to grow but I have a high ELLL population and what we're also seeing even in
apartments multiple families living in one apartment uh so even though some of my colleagues numbers are declining my numbers are continuing to increase because of my location and see how much like North Wayne kind
of borders me only 38 street separates our two areas. Um but yeah, my numbers keep going up but it's because not any new housing but we have several people living in it's really apartments over
his houses. >> Dr. you share building by building. Yeah, if you click on share the picture with you or I will share this with you so that you can also see the
saw that you had you had one that was building by building it. I show some boards that you can see the difference between last year and this year by building you up. >> Yes.
You can see the you can see the differences here. 634 down. Um so you can see where's up. Um Sanders of course all these various but is down.
College is down. Roi is down. Lynhurst is down. So down of course 128 Davis High School. Then you see the percentages um obviously so travel's
largest almost 10 and a half%. Ranging anywhere from 1.8 way to 7%ish. >> Is that >> more so established families now? We may not have as many >> which young that chap
>> you know Chapel Glenn has more multif family housing units than than we used to. >> So the chapel community does not have enough enrollment specifically for chap street multif family housing units.
Okay. Matter of fact, they've got 10 west and all that, right? Yeah. >> Because it is used wood. Okay. >> That community grew so much that we had to ship all those. >> Okay. >> So, we go all the way down. >> Yeah.
>> The area 31 Career Tech Center, those students there, are they also counted in the Ben Davis High School number? >> No. So those students >> these are students who are only enrolled at area 31 career tech center. So they would be students from private schools that we've allowed to come in. They
would be students from home school we've allowed to enroll. So that number is you know that number will vary greatly depending on program and depending on the student individualized students. So that's why you always see 28 and 24 25 and 16 this year but we have a total
enrollment of 12400ish. So >> because I just thought, you know, if someone was just looking at that percentage variation, they would be, "Oh my goodness, you know, >> when you only have 28, it can vary very
greatly with just >> I'll forward this to you as well." So you have it, but gives you just kind of an idea. So it's across all it's across our entire district. You mentioned even the class came down just under 11%.
>> We have graduating class over 1200. >> So you lose 1300 you bring in 950 shift. on the suggestions. Was there any talk about um shutting down during summertime? And
even when we are not operating school during the summer, we still have to have air running. We still have to have we're still cleaning the building. We're still doing those. As soon as you shut that down now, we have mold and we have a lot of other problems. Grant can tell you a whole lot more
about that. We just don't need to circulate air even students aren't there. So, um >> I know it's a divisive thought, but I know we shut down schools in the summer. If we truly shut down in the summer, there's a lot of kids in our community
that are getting important services >> our summer well because and also because of the requirement for I3, our summer school has increased at the elementary specifically. So, we're transporting more, you know, Do we do we make walk
zones larger which in a community that doesn't have sidewalks is not the most ideal thing but can we reduce bus routes and fewer buses fewer drivers etc with declining enrollment you close elementary school and use it for something else not operate.
So there's there's lots of those type of things obviously that and there's some things that we have some revenue generator for instance achieve a cheap you know the suggestion to close achieve we actually that's a revenue generator for us so
it's just a matter of educating people you close preparatory academy then all of a sudden you have no place for students who need alternative education that program no longer exists. And we have to consider the long-term
impact up once you shut something like that down. You can't just start it back up. Start it back up. You could, but it would take a little bit of time to kind of like the old gas power, right?
Once you shut those tube lights down to a while to cool down for you. >> Thank you. 12% overall >> for last year's pull it up. That might have been before.
>> That was Yeah, I think that was beforeation. students we end up retaining in third grade. There's some discussion about trying to model that at the middle level as well and then some other discussion about trying to do something in mathematics of
that sort with so we may see some of that coming to your attention too and you get really look at that report from Dr. Har you'll see that the other place that we really decreased was
fourth grade third grade just so you don't what happened in fourth grade. >> Okay, we move on to schoolboard policies first readings. Here's the good news that we have four policies all the minor revisions but
also very timely. First I'd like to take a look at C650 and that is students experiencing housing instability rights and services. So there is a title
change there. There are just minor changes that just that doesn't change the flavor of the document. You get to the third page. And then even there it's just cleaning up language so it's more concise. Um our
legal team thought it was a bit confusing so they wanted to make sure those bullet points were specific. tell who we're servicing. Also the clarity that students experiencing housing instability are entitled to
transportation their school of origin or the school where they are to be in. There's also clarity to school origin is in a different school corporation where a student experience very last
but I have notes that they just [Music] collect money from 100 districts are splitting money or just splitting transportation >> what typically is that we don't split money. Each school district
>> we still have to go to jail. >> We still have to go to jail. There are certain districts do charge transfer tuition especially if they're students who have been assigned to the courts for various reasons. So there's a
handful of schools around districts around that operate those send us [Music] police department. There's only one addition there and that really is to emphasize that police officers in
addition to upholding state law are to enforce and assist educators and administrators in our district in the enforcement regulations of questions about next 325 is internal controls reporting
losses shortages, variances like that. Just clarity in that title. But mostly you see there we need to change to financial through the fourth paragraph down a loss
shortage and our fifth is material is amounts to more than $500. I can tell you in practice is if we have any laws are we report them. Yeah. But this is what suggests
page capital access is more appropriate for 225 which will be granted to you in future procedures. And finally, F375, fundraising and crowdfunding. So, we
wanted to make sure that this policy addressed not only online um fundraising, but any crowd funding, any fundraising, we wanted make sure we captured that. So, very small tweaks.
Nothing here really of import that changes um the flavor of the policy other than we just want to make sure that we're covering both fundraising general and crowdfunding and as you know
crowdfunding usually is online raising questions Um, I got a text message from uh one of the uh coordinators for our esports team regarding crowdfunding. They just uh
fulfilled a $5,000 donor's chew. >> Wow. His question was, "Does he need to go through a proper channel and get board approval for that donation or can he start spending the money?" >> I've not responded yet. You should reach
out. >> Yeah. >> Foundation already. Okay. Do we have anything else? We do actually. Tomorrow's a very special day. >> We have a birthday tomorrow. Karen Burke
gets to celebrate her birthday tomorrow. >> Yes. >> You wouldn't mind passing that down to Karen. And >> there you go. in our historical tradition of birthdays. Happy birthday to you. Happy birthday to you. Happy
birthday, dear. Happy birthday to you. >> Um, other than that, we are on fall break. So, uh, we had some professional development going on today, which is absolutely wonderful. We were uh several
staff members that are here uh today will be taking some time off this week to try to utilize some of their days as would be expected as we would hope that they would do. I am one of those. So I actually will be leaving Friday to visit with my parents
will be gone next week. Next week is our shutdown week. So none of our offices will be open next week. Um other than that we uh this is a by week for us in football. So, we won't be playing again till Halloween
Avon Orioles for first round. So, if you didn't see it, our quarterback did set a Ben Davis record on Friday passing for eight touchdowns. Yes. And so,
kind of a big deal for for that freshman quarterback. We expect to have him. Yes. Yes. So, we're we're excited excited for the future. It's been a rough year, but we're excited for the future news bad news football. So, get your gay kid jerseys.
>> That's right. >> The CHC has been doing so that's the you know that next wave coming up. >> So, we we've got the phenomenal freshman quarterback that's been playing varsity. Our true freshman team just won the Mid
Conference >> and uh the seventh and eighth grade team just competed in the conference championship. >> So the uh the next uh several classes coming through. [Music] >> Yes. And our lead runner, our government
got first and sections. >> Section sections. Yeah. >> Saturday. Yeah, >> we'll have a couple couple recognitions. Ironically for us, our first day back is we have a board meeting after after two weeks off. So full week off. So
>> we do have a couple recognitions that we'll be doing. Um, you know, of course the the TA the the new TA for >> the pre-atification, >> I'm sorry, pre-atification. TA doesn't go to November 13th. That's right. So be the pre-ratification hearing like we did
a couple weeks ago. And then that November 13th meeting that we scheduled before we leave district 8 would be the >> that was 4:30 >> 4:30 and then 5:00 >> I'm anticipating half an hour four
different items at night. >> Lots of opportunities coming up to support our bands and buyers as well. Anything else? >> 7:43 >> Liz, I'm reaching out to see if we get
more information. Thank you. >> Yeah.