001I pledge alce 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. And now a moment of silence. >> Thank you. Uh public com this section is for public comment and we do not have any um one from the public that is signed up or attending. So >> Darren got any comments for us? >> Yeah. >> Would you like it? Yes. All right. Uh we are going to vote on one item today in today's work session. Um, we have an overnight out of state trip um for the NHS singers and new dimension in Illinois March 6th through 8th and an NHS band trip jazz band to Cincinnati March 7th. May I have a motion to approve the
002overnight announce trips? >> So move. >> Joe first. Uh Misty second. Any further discussion? >> Okay. All those in favor? >> I opposed. Motion carried. >> All right. Thank you. Um, next up we have discussions and reports and we're going to start with school board recognitions. Dr. >> Yeah. All right, board. So, uh, I just kept this on here because you may remember a few months ago we had started some conversation just kind of checking in with all of you of how you were feeling about what we present at board meetings in terms of recognitions and and all that. We had some good conversation on that, but I feel like we kind of left that as we just talked about it and didn't really change anything or decide anything. And at the time we had
003said, can we just put this on a work session in a few months to come back to it to see if there's any further discussion. So that's literally all this is. I don't have anything prepared for you today on this, >> but we had said let's bring it back in a few months. So I'm bringing it back. I don't know if you've had a few months to sit with it, if you've had any further thoughts on anything you want to change or not change or if you love it the way it is and just leave it alone. But >> did Marty have any u additional comments on time allocations? Because that was a concern. I think my comment was let's bring them all in every time, right? And something like she goes okay well no
004>> um what so what can we do? >> Well, from a standpoint of >> from my seat and this is what I remind Marie and everybody else all the time. These are not our meetings. These are the board's meetings. So we will do whatever the board wants to happen in these meetings. So if you want them to be six hours long and we parade every kid in the district through here, then we're going to start earlier, but we will get that time for you. But I don't think you want that. But but I I would just say remember last time we did talk a little bit about um also wanted to make sure that we keep some um air of specialness to it and make sure there's kind of a threshold that would be worthy
005of a schoolboard recognition. Not that all kids aren't doing great things, but you know, it should feel like, wow, I did something special to to get to be to get to be here. So, is there anyone or any group that we aren't um I don't know presenting now that we should because I'm very happy with the way the the program's going as far as our board means recognition. Is there >> someone we need to like uh maybe they don't place win state every year like some of our teams, >> but they you know >> Yeah, I I think that's a good point. >> Yeah. So, >> I don't know if we talked about this or I just thought of this later, you know, like if we um highlight a school, let's say who do we
006have coming up? Promise road, right? Or whatever. Um does it make sense to try to recognize a student or students within that school building that maybe is doing something >> to your point, Brett, something that's like outside of the norm of >> a championship or a finalist or >> that'd be a really good way of doing it. Right. Right. >> Right. Or something that that kind of goes along with highlighting the school that we have for that meeting. But to your point, getting getting students that normally don't get recognized like you said, academics, >> just that tough little guy that really did something good. I mean, he's he's been an issue, but he's found his way this month, >> right? I because I remember of the Hinkle Creek when we spotlighted Hinkle Creek maybe last
007year and we had the young man that raised all the money for like that limit for the like the >> right that would have been a great one. >> Yeah. >> The principal could bring pick I mean we could leave that if you'd like this I'd leave it open enough the principal could kind of pick out that kid maybe the principal's discretion >> could bring a special student with that school that night. >> Okay. And if we don't start it till next school year, then you can tell the principles, okay, this is a change >> because I think we all like we all like that. >> Yes. Oh my god, >> he's going to get >> Right. >> I wrote down growth. Yes. >> Growth. Right. Yes. Right. >> Right. So >> or or a
008cool project or >> the principles could pick out with the emphasis on some child just doesn't hardly get recognized but whether it's academic or it's just behavior or some special project >> Eagle Scout who knows Eagle Scout and they did something for the gardens of the at the school or >> you know just something like that. >> Okay. And I've got another one. I've >> been thinking about this and and thinking about when the schools come to to recognize >> maybe not every me every time, but a classified staff member a classified staff member. You know, every school's got a special >> person in food service or or a special person in the janitorial staff that just like Mr. Farley used to go way beyond he I still hear Farley story. But what I'm getting
009at that may be something we do too because I know Heather's done a recognition of classified staff >> but then >> well it may not be ever meeting. It may not be ever meeting but I do like that because as I visit buildings I always try to get in front of the maintenance people and the food service people who probably need pats in the back more than some of the you know what I'm trying to say. I don't know how you'd work that. I don't think it needs to be ever made because you'd run out. But if some way every other time we may bring in our favorite classified I mean just put that food for thought. >> But I think I like that idea. And then if it's up to the to the principal
010>> then they can say well I don't know that I have one this year that stands out but every single one of them might I mean we might have a new one every have one every time. >> Yes. So along the lines of a special student that's not going to get recognized a classified staff that may it be nice to give them a great big fat pat on the back. Yeah. >> So, are you guys saying one student >> or how how many are we talking? >> Yeah. >> I would I would leave it up to the principal. >> Yes. I think discretion because what what I'm thinking as I'm listening to you is both I would think both of these would be tied to that building's spotlight. >> Yes. >> For sure. >> Are
011there any kids who you feel like may not get a lot of recognition for something but something you are really proud of and want the world to hear about it? Yes. >> Yes. Bring and highlight them real quick. >> And then also do you have a classified staff member or two? >> Yeah. Right. um that also maybe people have no idea the impact they're making but come tell us about it. >> Yeah. Right. >> Can you make little certificates for for them? That's right. Okay. >> Right. Or or something or something good in the comm I mean something for the school or the community or >> you know something like that. >> Yeah. >> The principles will come up with something if we give them kind of a guideline. It may not be the same
012same type this time >> as they as they look at people need this need to pat on the back that we've got to go in the right direction. Let's pat them on the back and right >> for sure >> because the meeting that we had at the high school talked about um the hype I think the >> the um little store that they had and those students came. Oh my. Right. I mean those are the students gold that don't get recognized. Yeah. >> Yeah. Okay. >> And I know Excuse me. Um at what Uhhuh. >> Right. Right. Yeah. >> Yeah. >> So, what do you guys think about the teachers? So, I I love that it's three teachers and I love that hair obviously pays for it, but I've heard that each building picks the
013teachers differently. Do you think that that's okay and that we should leave it up to the principal or should they bring more guidelines? >> How do they choose them? Like the variety of ways for you? >> Well, so I asked about this early on. Um and what I what I learned is it's not a um it's not an award. It's truly just spotlighting talking about three members of your staff. >> But the challenge is it feels like an award because they're coming here. we're kind of making a big deal. >> And and so to Christiey's point, yes, I've kind of learned over time that um >> sometimes the principal picks. I think in some buildings they actually let some of the teachers pick or vote on it or something. And um some people think more
014in terms of seniority. You've noticed that sometimes we're highlighting very new teachers, which is also great. They're highlighting, you know, it's so there I there is definitely not a consistent vision of who should be the people that are coming as part of this. Is there a complaint about that? >> No, I don't think so. But I think people wonder sometimes. >> I' I've had people ask me. >> Okay. >> So, what do they what do they get? What are they winning? Well, they're not winning anything. >> The school gets thousand bucks, but the school gets,000 bucks no matter what because it's just >> right >> the idea we're acknowledging people. >> Do they get a,000 or 3,000? Is a,000? >> It's I think it's $1,000 >> for all three of them >> total. Okay. >>
015To that school that month. It just goes into their fund to help kids and whatever. Um, so it's almost like the two things aren't actually linked. It's just we're mentioning the thousand bucks at the same time never recognizing >> but but I mean they get put on social media and so >> I didn't realize it wasn't an award. >> I didn't realize that they weren't teachers that are kind of going above and beyond or what have you >> because because I think the logic is all my teachers are but I think you would hope that all the teachers are right. >> It's really not >> an award per se. >> No. >> So I guess again that but that's kind of why I'm bringing these topics to you because Yeah. board, it comes to your
016meeting and if and if in your eyes there should be a little more well these are kind of the bare minimums we would think a teacher would would meet um if they were going to be the spotlight teacher. I don't think that's unreasonable at all. But um >> Well, I is there some way >> we can because I know the all the changes with the tag this year has greatly impacted a lot of teachers that won't get it. Is there a way that we can take say supplement but kind of relate that to be like oh you know choose you know your pool of teachers that would have met that criteria had the state not restricted it even further. >> Well under the old model they all met that criteria. Um because everybody got tagged
017before as long as they had a good evaluation. Um now it's tightened way down. But then these you're saying these monthly recognitions though don't actually go to the teacher specifically. >> Correct. If you >> That's the building. >> Yeah. I mean, what do I what's the little thing I read every month? Uh see it highlights three teachers, provides $1,000 to their school. Um and it goes into their I'm assuming their ECA fund to help they use it to offset things for kids. It says academic extra curricular achievement, but it's for it's like the account they use to help pay for things for kids is what it's really for. So, it's not going to the teacher. It goes to the school into their >> Can it go to the classrooms of the teacher or >> That's
018probably a question for air I would guess because it's their money. >> So, and I don't know how long y'all have done this. You've been doing this a long time. >> Well, I think when you started first started, I asked you I said I think we should re explain more about it because it used to be that >> right. That's why I try to >> because it used to be >> I'm trying to remember to read that every time. People audience don't even know what it >> we're doing. So, >> yeah. So, I mean, I don't know what the I don't know what the right answer is. >> So, what do these So, the funds goes to the building. Give me some examples on what that might be spent on. >> So, I'm going to
019guess because I don't actually know, but my guess would be if it's going into their like student their student ECA fund. Um, it's kind of money that the principal can use like if a student has a need or they need to cover a cost for a kid or um they want to buy buy awards for the kids or something. It's just it's like extra money that's still off to the side that's not tied to anything else that they can just use as needed to support children, but it has to be for children. >> Um it can't be for the adults. Um >> so >> I'm going to write down what you just said a second ago though. Is it possible to rethink where the money goes? >> But but then if that's the case, then
020we're going to have to make sure that there's criteria, >> right? And is that getting too is that then making this too complicated >> too complicated or too controlling or too controlling become competitive all of a sudden if I don't necessarily love the idea of a principal choosing because that puts a lot of pressure on one person to pick people in his building or her building that I kind of like the idea of teachers nominating each other because it is their award and they're there that makes it feel less competitive and less picking and choosing. Uhhuh. >> But I mean, I also like the idea of a principal deciding who they want to highlight based on their own criteria. Like maybe they do want to highlight brand new teachers because it's their way of making
021them feel welcome or maybe they want to recognize people that are getting ready to retire because >> Right. >> So I don't know if it might change month to month like maybe a principal might feel one way one month and a different I don't I don't know. Or do we just want to have like at certain times of the year >> honor our retirees specifically? >> Oh, outside of that >> because they have those parties that every year to do that. >> Yeah. Yeah. So maybe we ask the principal >> when they when the principal gets up and says my three teachers are whatever maybe they need to explain how those teachers were chosen. >> Yeah. If they have a Yeah. Maybe they could highlight something cool that >> So they they they Yes, exactly.
022So I'm the principal. I stand up and I say, um, I'm going to, you know, I'm going to highlight these three teachers and they were nominated by their peers. Or I'm going to highlight these three teachers because they did something very cool in their classroom. >> Or I'm going to highlight these three teachers because they're all new and being a new teacher is hard. Yeah, >> may maybe we ask the principal to >> kind of >> what their thoughts are, >> what like kind of ask >> they would like a I mean it's their their teachers, their building, >> but but I think it would be good to explain how they >> how they chose them. >> Drop that down. >> That would make it more personalized and make you feel more of a connection
023with it, highlighting >> than just highlighting them or they're picked out of a hat or they're, >> you know. >> Yeah. and and that I think that wouldn't be a hard change then then then the principal would say okay either if I pick them I have to say this is why I pick this group >> and if they're comfortable doing that like choosing individuals in their building and isolating those people out >> or they're getting ready to retire or yeah >> you know their peers picked them >> or do they just like highlighting maybe just ask the principles because I'm fine doing whatever >> yeah and I find this is helpful this gives me something to talk about >> so maybe you could talk to the principles about that. I mean, I think definitely the
024other two things we we want to recognize for sure, >> but maybe get a get a you know, see to Stephanie's point, see what the principles say about how do they feel about kind of explaining a brief explanation about the group and the student recognitions in general don't feel too much to me. Um, I mean sometimes with like the performing arts, those feel a little bit more verbose than the sports ones because I think there's just more maybe kids that participate or maybe want to come. I'm not sure. But >> it does seem like maybe we spend more time on performing arts than on sports. I don't know. Do you guys feel that way or No, >> performing arts. >> Well, I guess I mean like journalism and the theater groups and >> this time
025of year they're here like three or four months in a row. Yeah, >> I think that's why it feels like so much more versus sports they try to do it by season, I think. And so it's like one time mentioned trying to do that and align it with them. >> Yeah. >> Being the end of all of their performing arts for >> like I I think music's coming back this month and we just saw them last month. Another round of stuff to bring this month. >> So can we make it like a season? I know they don't have seasons but they they still have end of competi like you know when is the end of marching band competition or jazz band or kind of >> choir shower because a lot of them stand up and
026they receive several awards but then they come back the next month. >> I hear you guys print off certificates for like all of showire. >> Yes. >> So like how many per month are you printing off on average? >> It varies. That's on the month. >> The month from >> what to what >> five to 100? >> Yeah, I can have up to 250. Like we did marching band. We did every marching band, but they didn't >> they all didn't come right. And the other thing, if I may add, um I know that we try to do music or band at one time, like wait till the end of their season, but we've been trying to do that with sports, >> but that gets too tricky because >> they all end sports. It's easier to
027do the sports just as they come and then wait for the march. >> Okay. >> Yeah. I know a lot of them are also practicing because they're another sport, right? they don't get succumb to that. >> So like the football team like if they do something above and beyond you make a certificate for every single football player. >> We've not hit that. They're mostly academic. >> We'd be excited to do that. >> Oh, right. For like allade problem >> Yeah. Right. >> for middle school last year or seventh a couple years ago. Yeah. Right. We don't get as much. That might be a good >> Yeah. >> As much middle school sports >> because you have to count to get recognized. >> So maybe you mentioned that to the middle school principles that we would
028like to start recognizing their sports teams more. >> Well, and you got to think too, we have seven elementaryaries. >> So yeah, it's not the same building here all the time, but it's consistently an elementary. >> Yeah. Okay. >> I mean, we could recognize a lot of people. >> On and on and on and on and on. >> Well, and that's back to my original comment, though. I think you still want to have some sort of a threshold here, >> right? >> Yeah. >> Yes. >> Okay. >> I'm not really sure. >> Well, this is helpful. Um, >> we'll talk. It is. It is. >> I mean, I still don't know if this is a 100% decision, but I can take some of this back to the principles. I'll I'll take some of those back
029to Marney. The three of us can sit and talk through some of these things and then um maybe I just bring you back like here here's here's the feedback I got from those groups, right? >> How's this feel? We try this for a year and see if we see if we love it. >> Yeah. >> Or not. You want to change it? >> I think for me I feel strongest about recognizing a student that doesn't get recognized and a class. I like that they you know explaining why the teachers are recognized. I think the principles are in for it. But >> and I actually want to come back to something Misty said. I actually underlined it in my notes here. Um because Barney and I talk about this a lot and I think we've talked
030about this before that um it's ironic that our main mission is obviously academics, but it is one of the hardest things to recognize and get people excited about because you don't celebrate kids crushing their English exam, right? It's just not a thing people are going to be and you don't talk about that. It's just the weird irony that typically we focus on clubs and sports and all the things cuz that's flashy stuff people see and get excited. >> But yes, I love the idea that if we do something like this that would give us some built-in opportunities to highlight some kids for academic things that otherwise would just go unnoticed. >> Yeah. >> Right. Right. >> Um that is just that's the reality, right? >> I mean most kids academic stuff is just quietly happening.
031Yeah. For the kids to know, you know, hey, if I can get this improved, I'm gonna get this, >> right? Right. Think about what that might look like. But >> I mean, that's our role as a school is to educate. So, if anyone's going to recognize that, it would be us. You know, like the public maybe likes watching a football game and doesn't necessarily want to hear about who got all A's or like I love that now we do honor roll, right? like we're still like we brought back honor role and like >> so I think sometimes kids that's their thing like they don't have any other extracurriculars but I think they're really good at academics and I don't understand not recognizing that >> right >> being proud of >> or even you know students
032that might have attendance issues >> you know if they can >> well yeah like growth or just yeah just flat out good grades I said I'm a growth give me an emphasis also about your project principal discussion. You know, to me, to me, I think the challenge would be the principal challenge for me to them would be >> just think about who are a few kids in your building >> who are on your mind right now because they've done something for attention in a positive way, whatever it is, >> right? Yes. Here's some examples, but >> juniors are taking SATs tomorrow, right? >> Yes. >> So, that's we're always in the top five to 10% of the state SAT wise. I I it's got to be a level that we could look at with that
033and bring them in. I mean, we've never done that. We've done u who's your scholars or or the uh help me out. >> merit merit scholars um which is incredibly high. >> Yep. you're thinking honoring the student with the highest >> well or just if they hit a hit a level I mean right now you know if a kid is 10 below possible I don't know that we bring them in right I don't know >> well there's a honors awards that they flash up on the screen at the high school and that you get a letter home from that are that's like I that I sent you >> but we don't acknowledge that like so there a certain number of students that like or and have a certain number of AP courses and those kids
034work hard. >> Looking at work really hard. >> Yeah. >> The one the one um thing to keep in mind is do do remember students um grades and specific achievements are FURPA protected. So that doesn't mean we can't celebrate in some way, but it's not like we can come around and be like Brad scored >> 4.7, >> right? >> Yeah. I've Yeah, the SAT stuff that's that's a little >> doesn't mean there isn't a way to recognize it without coming right out and saying, but we just have to be mindful of that. >> It's incredible that private information to National Honor Society is so hard to get into Noblesville. >> Yep. >> To get in the top 10%, you have to have a 4.1 now. >> So that's >> that's amazing. >> Why do we
035not do a Victorian and >> I know we used to before I got here. I don't know. >> I think there was a lot of fighting about it. I mean because it was within a percentage of >> I know a lot of my kids were moved away from it because it was it was super competitive and it was actually um causing I think problems within the children pretty unhealthy behavior >> I think doing things to stack their GPA >> and didn't we have multiple validictorians were taking >> I remember hearing other schools going instead of because this is what's happening >> I was coaching at that time and there were kids that had been from their freshman year and they were very competitive. They were like number one or number two in their class that
036were on the team >> and it and then when they announced that it was like >> you know because they had done all this training work hard work to get so it you know I think it was a tough the time but it's probably a good idea that >> you're not >> you know you're not taking the classes you necessarily should or want to >> right >> you're Yeah. So >> yeah taking the classes to get they figure out how to mathematically make their GPA jump and get 101 until they >> and kids still do that even though they still they want to have the highest >> at least internally we're not trying we're not feeding it as much I think >> have you heard of that academic honor like it's star something star Indiana
037star >> like I didn't even know that existed until my girlfriend's kid got it I was like what are you talking about and she's like oh it's whoever has the highest GPA like is it two kids at Noblesville. It is related to it's a state award and it's based on highest GPA and I've never we've never recognized that either. >> But who it's through the state it's through the principles association. >> Yeah. What's it called? Should you say again? >> Indiana academic allstars. >> Yeah. H >> uh but you have to be nominated. I don't remember the rules. >> And would never even recognize it in social media. Like so did they get money for it? Did they get nominated? >> Is that like a teacher? >> I think it's I think Yeah, I think
038so. >> Oh, yeah. It's not just GPA, but it's it's highly like GPA is part of it. And then like your >> There's other criteria, too. >> Like you're involved in the community. >> Yeah. Like your behavior, whatever, your um citizenship, things like that. >> Yeah. >> Which I was I was like, I did not even know that existed. >> No. So anyway, all things to consider as far as academic recognition go. I'm not saying we have to recognize all those things, but those are just ideas. >> But those are again, those are the kids that do really well that that you know to Misty's that's like >> they deserve it too though along with the growth kids. I mean I think both do they're both working hard. >> I agree. I don't I don't
039disagree, but yeah. I mean >> I think principles bringing in kids and staff on their own is going to be a huge blast, right? So, we've got a good mix of of ideas here that are going to move ahead. >> Yeah. >> Which they normally bring with elementary anyway. They normally bring a couple of kids in with them to display what you know they've done. >> It'd be fast and easy. >> Well, to me to me this just another iteration of this evolving over time. It's like we changed remember a couple years ago I came to you and asked if um if you were o open to changing up even what they do for the building spotlight in general because remember it used to be really focused on um >> the school improvement plan stuff
040and I think we were all >> yeah I'm glad we know that and so we said okay we change now we're getting a bigger variety of stuff interesting things about the schools and some of it still absolutely feeds that work but it's just a different take and it's been refreshing it and just this because it's healthy once in a while just to say >> we've been doing this for a long time, >> right? Some different stuff. >> Yeah. Right. I agree. Right. And there's enough notice that if you start talking to them now for next for next school year >> and I feel like as a board we're pretty open to ideas like if you guys come up with something just just pitch it to us and we're probably going to be like the principal.
041>> This will start a good conversation. Yes. So we'll see where it goes. Okay. Use that or even if one of the principles are like, "Well, why don't they do this?" >> Yeah. For Yeah. >> Yep. Very good. >> Okay. Anything else on this topic? >> Anything else on that? >> It's really helpful. Okay. I'm going to plug this in and if you would all open your emails. I scheduled an email to drop at 11:55 so that you'd have at the top of your inbox when you come in here. Hopefully that worked. >> Yep, it did. >> Did you get it? >> Yep. >> Okay. >> Right there. >> All right. So, I wanted to spend a few minutes. I put this on the agenda months ago because I knew about this time a year
042would be when um this would come out and I always take time to clean it, clean it up and study it before I do anything with it. But I I don't know if I've ever really walked you through this this uh spreadsheet that I track every year um in terms of student enrollment. So I want to take a few minutes and walk you through what it is and what it isn't. So, first of all, the the bottom link in the email I sent you, the one that says like full report, that is the true full raw data spreadsheet that comes from IDOE, and it has information for every single >> uh school district and school in the state of Indiana that accepts students that has money tied to them. It's a massive spreadsheet. >> So,
043I take that spreadsheet and I delete all the schools I don't care about to create my spreadsheet that helps me more easily track data year to year. Does that make sense? So, let me talk to you about what this is and what it isn't. So, what this does is the Indiana Department of Ed since since in Indiana, as you know, money follows the kid. Um, they do track every year every single child by their ID number. So, every kid has an assigned um SPN number and that's how they know that only one school's claiming them. That way, we can't double claim them with somebody else, right? So, every kid that shows up in these numbers I'm going to walk you through in a minute um has money attached to it. And that's important because I'm
044telling you that piece right up front because every student in Indiana is not accounted for on the spreadsheet. And the exceptions would be basically two if they're homeschooled because there's no money attached to that. The parents don't get money from that. And if they attend a private school that doesn't take vouchers, which there aren't a ton of those anymore, but there are still a few. So there are several thousand students in Indiana who won't show up on this report, but generally speaking, pretty much everybody's on the report. Okay. So, if you would open up the very first link, which I'm guessing you all did. I can see a bunch of guests up here in the top. And if you're looking at this tab right here that says 2021 NS neighbor transfer totals, um, this is
045Noblesville School's data from the fall of 2021. So, when you look at the year, this is the fall count. So, this would have been September 15th of that year because that's when count day used to be. Um, and then as I told you, I delete all the districts I don't care about, but I have kind of a set of either districts that are similar to us or our neighbors because I just like to keep track of what's going on locally, right? And so, let me explain to you what all these columns are. I'm just going to come up here because it's easier. I'll bring my laptop so I can scroll. Um, so I want you to see it so you can see it bigger than up here on the Oh. Oh, no. So, you're staying
046on the 21 tab or you're going >> 21. I'll explain it to you. >> Okay. >> Forward in just a second. >> Okay. Thank you. >> Not just here. Interesting. Hello. Hey. Yeah. help. Okay. You'll have access to this on your own to play with it later. >> So, their heights would have added 10%. >> Yeah. They had people come in a native is add to the Yeah. Okay. Yeah. This was the four on one effort. Any questions? >> I mean, I do, but I'm going to wait and see what you're going to cover because I don't want to start asking a million questions. all the but let's just look at this one because then at home you can go home and play and look if you want. How interesting. >> Yes, >> I love
047this. >> No, >> you showed us this. >> I would have liked to have seen this a long time ago. This being our highest one. No. Wait. That's perfect. And then that's Yeah. >> Age girl >> online. >> It's online. >> Yeah. >> So, >> wait a second. Yeah. >> Is Cloverdale close? >> Yes. Yes. >> It's east. It's if you just go east on 70 and then drop south some. So it's it's it's probably an hour east of >> online >> I mean west hour west of >> choose to do online school with Cloverdale instead of here is there >> Cloverdale getting the full state fund refund for that funding. >> That's huge for an online. So when you look at >> especially when there's not much overhead. >> So Caramel has 60 students
048but they're a closed district. So that must be employee. We must have that many people that live in that teach there. here. I just read where they're going to take 900 next year if they can get them. Yeah. Yeah. >> Yeah. That was really good. Yeah. Yeah, with the waiting. Does Our Lady of Grace cost or does it only cost at the high school? >> Oh, you have to pay to go there. >> You have to pay to go to to elementary. Yes. >> You have any idea what the cost is? >> No. No. I mean, I've I've known people that send their kids there and I mean it's not as much as as Gary Ver. >> Well, I mean this Yeah. >> And they get vouchers for elementary, too. >> Yeah. >> Yes. and
049I don't know what I don't know what the cost is now. >> So this not not to depress you or overwhelm you but it's just interesting data to keep an eye on right and to think about. So as we start talking about enrollment at Nolesville schools What's the state fund on prek? And >> I don't know this. >> Okay. >> So, this should be on the nickel for the parent for what we built. How many do we have in Miller Explorers? And >> yeah, I just wonder I mean we're gonna think about >> we have a we have an early learning center. If it if it's something like that that it's not um serving the special needs population then it is it's truly more of a service. >> Yeah. Uh, and how would that work
050if there is an early learning center being built, but it's a self-funded program because they're probably not going to have the money to to build. >> No, me. >> Yeah. Right. >> Sounds good. >> Um, but I've had this on my brain for a long time to talk about a little bit and just make you aware that this report does exist. um and show you that I want to put there's a third there's another link I sent you and this is brand new so for years Yes. Yes, >> it's gone. Yes. Yes. So why would grade 12 be that high too? I mean grade 12 was 154. >> Yeah. you know, looking at looking at at that number for kindergarten. Do we need and you maybe have already thought about this and Barney talked about
051or you together that we need to do more marketing at the preschool kindergarten level what we have to offer. I mean that already in your thought process and selling that concept. >> I think a bigger point too though is our little millers there's always a wait list. It's always great. >> So if we the ability to offer more >> if we had a bigger building. >> That's what you're getting at with why the billing because we get them in the door. >> Yeah. that work. We're sorry. Yes. >> Yes. >> Or even legislative changes. They think it's just us. Nothing. Wait. And I think a preschool would absolutely help for sure. Open Did you do >> the marketing for that is huge. I get that in my feed constantly about and a lot of it
052is as uh kind of uh bait and switch, you know, learn more and then it's >> and it's uh it's massive. >> Yeah. Oh, yes. >> Yeah. Is it kind of like the program we did during CO? Was it the Edmonton or Right. Right. Yeah. >> I would be curious to know how much space these private schools have to take our students. You know what I mean? Like so at some point you're going to hit capacity at Garen and our our lady of grace or are these schools continuing to expand as are they're not like how are they accommodating because the the draw is I feel like a lot of the draw is yes religion but for some of these schools but also just class size being smaller um and maybe like they like uniforms
053or they like whatever um but there becomes a limit for how many of those kids those private schools can take. So like I would like to see What is it? How is Our Lady of Grace accommodating all of these extra students? Are they expanding? Are they getting bigger? How many kindergartens do they have? Like how many, you know what I mean? >> And are there going to be more opening up as like I wonder better. I'd be curious to know like how many how many more have popped up in the last since you know the vouchers have become >> few months ago that I didn't even know existed. This is crazy. edible and >> street. >> Mhm. >> Well, that's the Monasuri. That was a Mon Street. >> Yeah, >> it's a preschool. It's mon
054street. >> It's more now. Oh, it did do kindergarten when I toured there, but they might have moved down there a street on the right side. >> The building that they moved >> it's further down 8 towards Carbon Street. >> I there are >> right. So you wonder how many found >> far from the foundry move. I think that's one of those moved town. >> I think you're right. >> I know. Would be I'd be curious to know about like Indie Premiere now soccer club has their like mean like how many of those are there that we don't even know about and >> are they good? Are they being monitored? Like I mean it's kind of interesting. There was >> Country Children's House, too. Right. >> It's Country Children's House. >> No, it's the one
055he's talking. He's talking about on H Street. >> All my foundry. >> Oh, >> he's talking about a different one. You're talking about the one on Ellis. >> Oh, that's back up on the hill. >> Oh, got it. Got it. Got it. I'm just >> still there. >> I don't know if there several times. And >> yeah, Dan's talking about one like way where by used to be like all the way, >> right? like close to the dead end. >> Really? >> Yeah. And it's a school >> Gerald and >> wonder how long they've been open. Like I looked in thought, >> right? >> But we provide so much more than those. Oh, I mean it's not I do think it's would be important if we ever did a preschool or an early learning to
056keep class sizes small and make that transition really easy for parents because everyone's afraid to send their kid at school at that age. Like kindergarten's scary. So sometimes it's like I kind of want them to be in a smaller school because it's so scary. But if we do that like I feel like we really need to make sure that those classrooms are small and >> Yeah, >> I agree. If you give them a really good experience in prek, >> then you're probably good all the way through elementary school at least, right? I mean, or or all the way through >> since I've been here. Um, >> it's a scary jump. Hold up. >> It's a mental thing. >> Y Yeah. >> Well, I will say I mean our our staff, our teams are very good
057at introducing that transitional stage before it happens. >> Great data. Thank you for giving us this >> very closely. Um they >> uh >> is there a way they can go back and pull from previous years to 38 >> it Yeah. >> No. >> Yeah. >> Right. It's not accurate >> and it's not free, right? have a minute. Um, what's Indiana Connections Academy online? Okay. Yeah, there's 97. It's a lot. >> That's the probably the biggest. Yeah. Okay. >> Do you have a number on how many kids go to to school that way electronically? How many of our of our Noblesville kids of our And I got a follow-up question to that. How many? >> I know it it looks like there's more. Well, don't don't don't add a lot, but we're we're a couple
058hundred maybe. >> Okay. So, what my next my next comment is >> should again back to future planning. Should we think about some way to if we think about an e school, we started with only Noblesville kids and market needs. Is that something to kind of think about because there if there's 200 of them coming out of Noblesville, well, we can stay close here and still have what we got. Think about keeping those kids in house. >> Cannibalize some of the kids that we have here full time. >> Yes. back. Yes. >> Yeah. >> And a followup is if we do any school like that, would we would it be an in-house thing where we do this with our people? >> Okay. Which well I'm getting at back to what you just said. Go back
059to what you just said. There may be some blend of of some blend as a marketing issue that maybe when you you know what I'm trying to say quality in my opinion that Now, >> who would their diploma come through though? >> It would still be taking, >> right? Yeah. Right. >> But they were there, not us. >> Yep. Yes. >> That's what I'm getting at. So, it's a couple hundred at least times seven times 85% of 7,000 is real money. >> So, what do you mean for our teachers to take on additional load? Would it be our current existing classroom teachers? >> Maybe >> kind of combined. >> That's that's just it because you could there's different ways you could say well teachers if you would you like to pick up a section of
060online on top of your teaching load you would pay them more >> or you could hire someone who all they do is online. I mean to me to me if you were just starting out I doubt you have the student numbers to hire on a bunch of staff. So it might make more sense to just do it kind of like like >> So would that essentially be like live streaming their certain block or their certain class >> look all sorts of ways. >> That's where we're stuck right then model where it's just kind of >> go do it. >> I struggle with that. >> I feel have a hard time putting >> signature on that diploma that your whole high school >> but parents already let him do this. We might as well you might
061as well do it. Right. >> Oh, no. I was just saying like in general I'm so against online school, but I that's just me and not everyone, >> right? >> No, I know. I know. >> Yes. Yeah, >> I'm not opposed to offer offering online, but I at the moment have zero desire to open the district. >> Yeah, >> thank you for coming. >> Like 55%. >> Okay, >> look. There's >> well no just some of the schools had outrageous numbers uh high numbers as far as outgoing uh transfers but >> well didn't have public schools >> IPS was a 55 >> 55 >> really they Yes, Catholic school. >> Yeah. Yeah. >> Where are we ranked now? Are we eighth or ninth or Yeah. size size-wise. Okay. >> How many >> ter they got
062multiple high schools like Terode and Lafayette has multiple. >> Yeah. >> But it's really interesting because the city of Noblesville is the >> ninth. Yeah. >> Right. So, if we're the ninth or tenth largest city, but we're school size. >> I know. But, >> yeah. >> But even if you added that back in, we still wouldn't be that. I mean, >> we It still wouldn't be It still wouldn't >> mean we have a lot of older folks. At least we have a lot of old a lot of retirees that don't I mean I right even if we add back in Wayne Township it still wouldn't get us to town like >> none probably there. Good. Lots of choices, >> right? >> Yeah. >> Oh, yeah. >> Yes. Should be our money. Oh, you have to
063give them the building and then they take your students. >> Yeah, >> basically it's both. >> But now that Right. >> Yeah. >> But it has to sit vacant for so long first, right? >> Not very long. >> Thank goodness. >> Then when when they go bust, do they they keep goes to the receiverhip or go back to the text? Well, so like um Forest Hill Elementary >> that is now Legacy. So was that kind of that same situation? >> It was it was before that. It was before that they bought Didn't they buy it for something? It was before the $1 thing. >> I think they Yeah, they paid >> I know they bought it. I just didn't know if it was under that. >> No, I don't think it was. She's got it.
064>> I think they paid that rule came after normal rate. Yeah. >> Yeah. >> Just hit that big fight over that building. >> Yeah, they did. >> Well, they kept they managed they called a book store and something >> Well, somebody just sold in one of our newsletters, we just saw somebody just sold one for a dollar. Okay. >> Okay. Regular school board meeting March 17th 6 PM. May I have a motion to >> move? >> Joe, Misty, all those Any further discussion? Nope. All those in >> favor? Opposed? Motion carried. We are adjourned >> upstairs. >> All right. >> Oh my gosh. How early is she? Whoa. That's that um that school is what? Islamic. >> Oh, I iman or Oh, that that word sounds Islamic. Yeah, >> it makes sense. >> That would
065make sense. >> Yeah. So I always