001The pledge of allegiance to the flag of the United States of America to the republic which stands one nation under God indivisible with liberty and justice for all. >> And now a moment of silence please. Thank you. Um we're going to start with pre-bargaining public hearing. I will turn over to Dr. Hy. >> Right. Thank you. Thank you board and our one member of the audience today. Thanks for being here. Um board, just as a reminder, every every time that we intend to enter into bargaining um with our teachers forum, we are required to hold a pre-bargaining public hearing. Um and so I'm just going to read a little bit about what this is and why we why we do this. So, in 2019, the Indiana General Assembly enacted legislation um that was codified as
002Indiana Code 202961B requiring that a school employer and school employees hold a public hearing and take public testimony to discuss the items described in the Indiana Teacher Collective Bargaining Law before engaging in formal collective bargaining. Therefore, Nolesville schools and the Noblesville teachers forum will hereby convene a public hearing in accordance with Indiana code. As a superintendent of noville schools, um I will be representing the school corporation and Tracy Milikin seated here beside me will represent the teachers forum for this joint hearing. So at this time um we're going to open up the floor for any public comment uh again having to do with the upcoming collective bargaining session. Seeing none, um we will I guess I would ask since it's board since you're here with us today, do you have any questions or or any
003input you want to share with uh with myself or uh with Melan before we end this hearing? >> No, I think your updates have been sufficient to this point >> until you get into it. >> Very good. Thank you. So, just as a reminder, board, um bargaining officially opens on September 15th. We have we will not start until October 1st on those are the dates that we decided that we would actually start our our process but we've obviously been hard at work um just an informal conversation and looking at some things as get ready so thanks as always your support and with that we will close the pre-bargaining public hearing. >> Okay. All right. Thank you. Uh we will move on to updates. We're going to start with academic updates. >> Thanks for having us
004and I are here today to share an annual update on school improvement. Um we do this I think annually this time of year every year um September seems to be the time because that's by then the time we've received all of the data from IDOE. Our teams have had a chance to dig into that data and prepare it um for purposes of um sharing with you, but also giving us time to dig into that data for purposes of school improvement, which is a continuous process that we engage in um over time across all of our schools. Um I would like to start with just a reminder of the the board goal on academic excellence, commitment to equipping all students for the dynamic challenges of the future. And while that's multiaceted and there's a lot of
005different things that we could dig into um for purposes of um school improvement today, we'll we'll primarily be focusing on our standardized assessment data uh for this past school year. So that'll be the focus for today. You should have a packet of information in front of you and that data will also be shared here in the presentation and I can share the presentation after the the meeting is is over later on today. Okay. So ready to dive in. So, couple of things I wanted to just make sure to educate on the board. Um, first today is we've had some legislative updates that really do affect the focus of school improvement. The process, the structure that's been in place for many, many years here in Indiana has changed for the first time in many years starting
006this school year. So, first wanted to draw your attention to HA102. Um we sometimes uh refer to this as the the big deregulation bill. There were several steps that were taken to remove certain regulations for school corporations and one of them specifically had to do with school improvement. So for many many years um the state of Indiana has required school districts complete review and update annually um a three-year plan for continuous school improvement. and it includes um very very prescribed um information that was to be included and then we would have to submit those reports to the state. So as a part of this new legislation um it eliminated the requirement to create these plans and submit them to the IDOE. And so you first hear that and you think, well then does that mean
007school improvement goes away? Well, no. School improvement is at the heart of what we do. It's an important part of um what our leadership focuses in on every day both at the district level and also at the school level. And so one of the things that we've had to do like all other districts across the state is determine what is going to be that new structure and that new process that we're going to build locally because that's the spirit. The intent behind this deregulation was to allow districts to have more autonomy over how they structure school improvement moving forward. So, uh, Dr. Towns and I are going to talk to you a little bit more about that here in just a moment. So, that's one important piece is that those old rigid, um, school improvement
008plans that were prescribed by the state are no more. We are building our now our local process. The other legislative update that really affects the focus of school improvement is the new accountability system. So HA1498 requires that the IDOE and the state board of education develop a new school accountability system which would replace the previous framework with a new A throughF grading system. And so I've put here overview because there is a link to an overview document that is provided by the IDOE. And essentially what this is saying is that the new accountability model for Indiana is going to be grounded in those um characteristics that are on the graduates prepared to succeed dashboard that's been around for a few years now. And so that would be academic mastery, career and post-secondary readiness both in
009terms of credentials and experiences that students have, communication and collaboration, work ethic, and then civic, financial, and digital literacy. And so currently you can go on to the Indiana graduates prepared to succeed dashboard and by school or district you can see that they have certain measures or metrics that they have established for these different characteristics. And so the new accountability system will be based upon those same metrics. The new accountability system right now is in draft form. And so um up until just uh a few days ago, the state was still allowing for educators across the state to provide feedback on the draft model, make suggested edits and changes. And so um that's happening right now. So, we will not know until December what this final accountability plan actually looks like, but we feel like
010we have a pretty good idea based upon the drafts that have been presented to us so far. So, we've already started looking at, okay, how are our schools now through this new system going to be held accountable? What are the metrics or measures of accountability? And how also will that inform what we do locally in terms of promoting continuous school improvement in terms of um the goals that we establish at each school. Um the types of data that we gather and we analyze. We want to make sure that we're aligning our practices to what it is we're going to be held accountable to. So um >> and when does this start? So this will be finalized in December and it will start at the end of this current school year. >> Oh, so the end
011of the the this school year. >> This school year. >> Okay. So next year. >> In a lot of ways. um the the process that has unfolded has really kind of mimicked what happened with the new graduation requirements, the new diploma requirements where we knew that we were going to have to pivot pretty quickly because last December those diploma requirements were finalized. So, we're a little bit in the same boat in terms of time frame with these accountability requirements. We'll find out in December, but then we'll be held accountable to those requirements starting after the end of the school year. So, it'll be a pretty quick turnaround. So, that's why we've tried to stay out in front, just review the presentations that are being provided by the state, making sure that we still have a
012pretty good idea of what it is we're going to be held accountable to so we can consider that as we move forward with our school improve expectations for our buildings. >> So, it'll be a grade for the whole district >> or by building, >> but but then each month. So then they'll average it out to get >> a little bit done. This is what we're proposing. This is what we're looking at. We're pretty confident. It's just how the population >> but this really overall isn't anything new for our district because precoid we essentially had something similar to this, right? How does this compare to whatific they're looking at more than just test scores and consistently what the state has said is that there's a recognition that there is more to a student's success in school
013and there's more to a school's success in terms of performance than solely test scores. There are these other factors that should also be considered. So things like credits earned um postsecary readiness in terms of the seals the students earn through the diploma requirements attendance participation in school events and activities. So it's going to be very very different in terms of how they calculate that grade. is going to be based on metrics and variables that are very different than what they used to use which was totally test scor. >> So everything that they're using all of the measurements they're using are studentbased or is it also in combination of staff performance as well? >> Okay. >> Where is the data actually um collected because it'll seem very subjective. >> Yeah. I mean like work ethic. What?
014Where's the presentation? >> Okay. provide that information. >> Okay. >> Great. Thank you. I think when it comes to living for many many years to determine what we will Okay. [Music] presentation. professional growth administrators um and establishing standards of professional practice for administrators comp what that does for us. It merges our performance expectations for all administrators across the district um and continuous school improvement practices into a fully comprehensive process and a cyclical process that will happen each year annually. Um it will also integrate those accountability measures we just we just talked a little bit about. So what does that look like? um talk us through what each of the cycle looks like. >> So we started off um this summer with really thinking through multiple sources of data and analyzing that. And so teams came
015together looking at not just academic data but also looking at attendance data um teacher retention data and um other pieces of data that helped them come up with what we call a problem of practice. And so they looked at all of that data, then determined what their problem of practice was going to be, which when you think about the old school improvement plan, and you look at um the action plan that they used to have at the back of the school improvement plan, there was usually some a goal that was there and then steps towards that towards that goal that they had really planned out what was going to happen. this problem of practice. Um, buildings are coming up with one or two problems of practice to really hone in on because we know where
016we put our focus, we'll see gains. And so being able to think about that problem of practice is something we're wondering about. We're thinking we look at the data. We say yes, we need to improve in X, Y, or Z. And then we um go about as a team trying to decide what that looks like. So we have some examples. Um this first one, persistent achievement gaps among specific student subgroups on iLearn and I read and that is specifically um one that we are really looking at at the district level in the department of learning and knowing that there are subgroups that we're really wanting to focus in on in order to see those gains and focusing in on that tier one instruction and how do we how do we help with that? Um overall
017level proficiency rates over time on I learn and I read. So we're wanting to see those gains. So focusing there, the need for improved literacy instruction and intervention and then the need for expanded professional learning structures and opportunities. So our buildings will each have one or two of these where they are really focusing with their leadership teams and having conversations around that in order to grow this year. And that does kind of take that focus um that we had the action plan. That's kind of the top of the action plan right there. Um after that they start they go through what's called the full cycle of inquiry. After you've looked at the data, you now are going to plan. So you're thinking through what are the goals. So each administrator will think through what are
018my goals and they're looking at both their leadership goals. So what is it they need to do as a leader in order to grow staff and grow students? And then they're also looking at it from the perspective of what are the systems we need to have in place that help us help us do that. And so they'll have those goals and then they will talk through strategies that will meet those goals and think through what that looks like for them. We start our meetings with administrators here in like the next week or so um to go over their problem of practice and their goals and the strategies. So once they've gone through towards the end of the year, it's like April, Mayish, we will sit down and have conversations around how did it go? What
019did we notice? And there will be also benchmarks along the way. So it's not going to be just the end of the year. will meet with administrators monthly in order to um have conversations around their problem of practice around their goals. How are we doing at meeting those goals? What are the strategies that have been put in place? And then also what's the supports that are needed um from district level in order to help them achieve those goals. So before we get into specific data updates, um the whole idea is that it is cyclical that we will go through this process where we implement and then we assess the results of that implementation through data collection through spring and over the summer and then the process continues and it it it just goes in next
020cycle. Um so it's very it's actually in that way it's very similar to the old um state prescribed process where there's annual data analysis. You assess to identify what are those problems that your your data are saying that you're confronting as a school or as a district. What kind of plan are you going to put in place? You implement that plan and then you reassess. And so it really does keep the heart of that continuous school improvement process is embedded in the new admin. What's nice about it that we found is that we give uh our admin teams at the building level and then by department here at ESC to work together to do the data analysis to have the conversations identify the problems of practice. Then we can see across the system where there
021are patterns that exist and we discuss that for example within our own department of learning. when it comes to supporting high quality curriculum instruction and assessment, what can we do better to make sure that we're supporting the schools and the school teams in terms of their problems and attached to it. So pause before we move on question. >> Yes, it used to be that as a board we would approve improvement plans. That was part of our role. >> So obviously we won't be doing that now. Will the board will you have something that you'll share with the board? I mean, they're they're going to be different obviously by school just like they were before. But where where does this I think we talked about this as a board a few months ago when when we
022found out these were going away like how how then will we be communicated with these plants? I mean the past they were really thick and >> um >> in the past plans they included a lot of boilerplate information that the state required things like describing how you engage parents and there was a whole laundry list of criteria. It was a checklist almost and those things are no longer required. Which what's nice about that is >> it allows buildings to be more flexible in terms of really analyzing data and honing in on the things that they know are most important, spending their time on that. >> And so we're in the process like uh Dr. Townsen mentioned of setting up our meetings now, those of us that evaluate our building principles. So, we're collecting, we're going
023to be collecting over the next month what the problem of practice and then the individual goals are and plans. So, I could see us being able to maybe then do a broad like a broad stroke like overview that then we could provide to the board so that you could see across the 10 schools. >> This is this is how we kind of framed the school improvement process. So, I could see us providing something like that to you. >> I think that that would be good to see an overview. Yeah, >> because in the past I mean you know it was a lot to read but I think if we had a you know >> I can see this being a really succinct version it would actually be probably a lot more clear and focused for
024you all to be able to review what's going on across the full scope of all >> and then obviously they make sure the the building administrators make sure it's tied back to the strategic plan. >> Yes. Y absolutely other questions. All right. So we're going to move into data. We're going to start with I learn. So the format which we're going to give you this information is the same format we've used the last couple years. this providing you performance. So I think that contain >> real quick before you jump into this, how many school districts are in the state? 200 public schools. >> Well, what district is based on? >> This is how we place among other districts. >> The bottom one is public school corporation. There's about 290 public schools. We do Indiana schools
025that includes charters, copers, everything. I don't know. >> Well, does this include the charters? And >> the top one does, the top one does not. That's why we rank just like if you pull every single school educ that's we are able to get that data from the state provide that to us. >> Okay. >> And so we contextualize everyone and then also just public schools. >> Okay. And so there are how many did you say? >> That just public schools. >> Okay. This year we will administer in the spring. Um performance. Um, a couple of things to note standards using the testing the same out that means the standards in which we're going to be on the assessment transition away from This last was updated to reflect the newer standards in terms of the tested
026items. And then on that test there is always something called a performance task but in this case is composition writing for it was a field test for all students because it was new. So it was not those results were not incorporated into the overall scale scores that students received. So, that's a little in the weeds, but it's just it was an updated test to reflect updated standards. So, I think that was just a nice reminder that we needed to provide you. And then you see our percentile rank. So, a reme um a reminder on what percentile is is, for example, if you just look all the way over to the far right for ELA and math, among all Indiana schools, it says 93rd. So what that means is that of all schools across the state
027who had students or participated in this test, Noblesville schools performed better than 93% of those students. So another way of saying that would be that our students performance on this assessment was in the top 7% of all school districts across the state. So what you can see there is we've provided the breakdown for both ELA and then math and then also ELA and math both. And so um we did have a very strong performance this past year on iLearn. Um when we received the preliminary data, I was really encouraged and then um further just um really really happy to see how we had performed um once we were able to calculate out what the percentiles were. So um you can see that the way that that trends um in terms of how we perform relative
028to all other districts across the state. And then this is maybe a little small But this is just another way to compare our performance against the state's performance. So you could see for example um with English language arts on the left um the proficient percentage in Indiana was at 40.6% of all students and for us it was 60.2% so well above the state average. And then also with math the state's proficient percentage was 42.1%. Again, we were well above the state average at 56.7. One of the things that we added in just as a reference that we think is important is that preandemic performance level going back to 2019. There's been a lot of attention and focus on schools recovering from the pandemic in terms of students performance on these assessments. And so you can
029see that um we've trended um pretty steadily upward towards that prepandemic performance level. Um in English language arts math it's been a little more flat although you can see over time from 50.1% in 2021 all the way up to 56.7% in 2025. So that just again kind of shows you where we're at relative to statewide. And then I also wanted to share this with you just in terms of the percentage point change again from 2021 to 2025. And you can see that Noblesville is the gold bar. On the left is English language arts. On the right is math. And then the state of Indiana is the bar that is in blue. And so you can see that while the state's percentage point change on ELA has actually dipped below the last um in the last
030two grade levels. You can see for us it's above and then also you can see that same trend. We're well above in math also in terms of the percentage point change of students uh passing by grade level. So the only two areas that we have that kind of stand out to us right now that we want to dig further into are obviously grades four and five with mass. That's the only location in which we see a little bit of a dip >> as compared to the state. But you can see overall though relatively speaking our math performance remains strong. So before we move on to I read any questions about iLearn data. Yep. >> You know when I look at that the going back to the the graph the top line graph not that the
031one before you know when we include all schools we have a higher percentage does that is this statistically significant that the charter schools are dragging everybody else down. >> I don't know if I'm following you. >> Okay. So let's go on the I'm on this line up here. Right. Okay. Oh, that one. I'm sorry. Yeah. >> Yeah. No, on this line. >> We're higher when you include all schools. >> Does that mean there is significance in that charter schools are dragging the rest of them down and making us higher? >> Um, so it mean we're higher when all the schools >> Oh, among all schools as opposed to >> that far right number 93 and it's 92 when it's just public schools. >> Yeah. Yeah. That was I thought that was very interesting. And I
032mean there's a lot of detail that's >> you think detail couched under there. >> Yeah. You you think we the way we push charter schools that they ought to be like way better than us. >> But something's not right in this number. It but it may be because you said it's not the same overall numbers. It's a numbers game. Is it stat statistically significant? I guess >> that's just a casual observation that Yeah. I'm thinking wait they brag about charter schools being so dad gum good compared to public schools. What? That shouldn't be the >> I think it's I I think it's very we do this for that reason. I think it's very important to contextualize our performance >> both just comparing us against all public schools >> and also comparing our performance against >>
033all schools which include private schools as well. And remember charter schools are public schools. >> So that's something that's a little bit of a misnomer sometimes because they are also public schools but they play by different rules. >> Yes. um so to speak and what traditional public school >> now do we throw the the the all schools the like Garen and Cathedral and and is in that top number >> on that top number that is every type of school that exists in the state is every single school >> basically back the state don't let us keep with all the money and and those guys aren't doing as good as we are >> I'm just being army >> drawing a conclusion >> so what is your what are your thoughts on I mean if I'm looking
034at this correctly math seems to be our weak point >> relatively speaking. Yeah. Yes. >> Right. So I mean do you have any thoughts on that or ideas as to why that may be? >> Yeah. Number one, we implemented we're still implementing a new curriculum. Last year was still fairly new. Um I think teachers have gotten more comfortable with it this year. It was very different than the curriculum we had previous to. And we've provided a lot of training and support. um to our teachers when it comes to using the new math curriculum. >> When was that implemented? Last year. >> So that would have been implemented. So last year was the is it the second year? >> Second year. >> Yeah, last year was the second year for the curriculum. >> So uh and
035we're continuing to provide support this year because remember not only did the curriculum change but probably just as important if not more important the standards shifted. And so what we expect in terms of student learning outcomes has changed in math um because the standards changed and so that takes some time and so um that's something that obviously we're continuing to support this year. >> Sure. Now do you anticipate any um issues with the ELA program since we just implemented a new program with that? Yeah, I mean I think anytime you're bringing systemically something new that's brand new to everyone and again remembering that the standards are shifted have shifted too that there is going to be that sometimes people call it an implementation dip where it's unfamiliar and you're learning something new for the first
036time and so it's going to feel a little clunky at first. Okay. And so we've obviously been uh uh keeping close tabs on our English language arts implementation because it is brand brand new and very very different especially at the elementary level. It is very different than what we have had in past years and so we know that it's going to take teachers some time to get comfortable with it to get familiar with it because it's it's a new thing. I don't know if you have anything to add to that. No, I just we have talked Ryan and I have talked a lot about to the idea at elementary you're we've had a lot of um program adoptions for the past three years where math then science now ELA and so not doing a program
037review this year is going to be super helpful in the sense of teachers are going to be able to get used to teaching um their content in multiple ways and because there is a need to be able to go back and think through math more closely but you also have the you there's only so much one person can can do, right? And so we've just really talked about how the system of a yearly program review has actually not surfaced as well at the elementary um secondary you have content specific subject areas and that makes it a little a little different and so um I'm looking forward to our conversations with the team as we move forward just to be able to think that through so we can um focus a little bit more. been a
038lot of change very quickly. You think about new science standards, new math standards, all of the new literacy requirements and all the legislation over the last year or two around literacy, especially at the elementary level that all lands in one classroom on a singular I mean just one teacher who's teaches everything >> and so it has been a lot all at on so we are glad to have a little bit >> right. I think it would be interesting or beneficial even to see like the indicator the years that we had new curriculum introduced to compare the test scores >> um to follow that trend. >> Yeah. Yeah. >> I don't know if you can have such a chart. >> We could try. >> Yeah, we could try. >> Okay. >> Yeah. Other thoughts, questions, discussion
039on IAR? All right, we're going to move on to iAre. >> Yeah. So, just as some reminders, um I read this year, if a student did not pass and did not have a good cause exemption, um there was required retention and we'll look at that here in just a second. Also, there was an additional summer retest opportunity. So, our students had the opportunity, our third grade students this year had the opportunity to take it three times. They took it in the spring, then they took it at the end of the school year and then also in the summer. And this year we were going to um implement the second grade administration and then it became required. So, um we had our second grade students that took i3. those that passed this year um their scores
040will go into this past year, their scores will go into the third grade scores. So the third grade students um that passed this year and if we had any second graders that might have been in another school that might have taken it in past, that's in our third grade count. The second grade does not count towards our pass rate until those second graders are in third grade. Does that make sense? Mhm. >> Mhm. >> So, as you look here, you'll be able to see how we rank among all Indiana schools and also among um public school corporations um similar to what Ryan shared earlier. And what we are noticing is that we are staying just about steady on our iD scores and the state did have an increase of it looks like almost 5%. So,
041that 5% increase. So, this is something that we are definitely investigating. Um, I know Dan's probably going to talk about that in a in a little bit, but really wanting to dig in and see because that 95% goal is there and we do believe our kids can pass and that we can make that 95% or above. And here is just a reminder about the good cause exemptions. And that is really tiny. >> That's okay. I'm going to put I'm put it up right here. >> I don't think I can. >> Um but yeah, it's Yeah, we've got it. >> Okay, good. Um so, this is just a reminder about good cause exemptions. If a student did get a good cause exemption, they can move on to fourth grade. And that I'm not going to read
042through each of those, but those are the details of um of the students that would move on to fourth grade with that good cause exemption. This year we had 87 students with a good cause exemption and we had three students without a good cause. So those three students were retained in third grade this year. >> Three three >> three. >> And then this is a comparison chart from year to year. So you can see the blue are the students without a good cause exemption and the yellow are the students with a good cause exemption. So, another way of saying that is and because we immediately pulled the data um the the granular data on student by student and so of those 87 that are of the 90, those are either students that have um an
043IEP that are qualified for special education services and or multilingual learners with an ILP. And so, um, we have already started digging in more specifically to that data. We've already actually called and held a meeting, um, with our school principles, >> um, and had a really really good conversation about what we do to address this this issue so that, um, we don't have these same results again for next year. Um, there are clear some patterns that have emerged out of the data. I think, you know, the good cause exemption data is a pretty powerful indicator of that that we need to look at what types of services and supports we're providing our students with those good cause exemptions to make sure that they're finding success on this test. >> So, they have an exemption that
044they don't have to pass it, but they have to but they have to take it anyway. >> They have to take it and if they do not pass, even though they're able to move forward, it still is it did not pass. And so obviously we want all students to pass these tests, >> right? And it's still reflective of our results. >> Yeah. >> So are a are you finding that a majority of these 87 or even 90 students are at >> one building or is it >> No, across all across all seven of our elementary schools. Okay. >> Yep. And we've looked at all of that information and data pretty closely already. Um, and again, um, that's because all of our buildings serve students that are in these subgroups. And we're seeing the systemwide, the
045consistency systemwide across all seven of our elementary schools, which is why we wanted to meet with all seven of our principles because it was clearly, and that was the first question I had when I saw the overall data. I want to see the individual building data to see is this a particular school or is this a systemsswide thing? And it is systemswide. So, it's something that we're going to tackle together. Sisters play. >> Is it Oh, go ahead. >> Are the three of the three that didn't pass, will they pass the next round? I mean, the the that they got held back. >> That would be the goal. >> Well, I mean, just what's your gut? I don't even know. You think they could pass? Is it or is it just >> And I would
046have to go back and look at those three students and see where their scores were. But yes, I mean, and they'll have to take it. Just FYI, students who do not pass have to take it until they do pass. >> Yeah. through sixth grade. So the goal is going to be they're getting targeted supports at that building so that they they pass. >> So they'll they'll these three that didn't pass, they will continue to take it until sixth grade regardless, but just held back one time. >> Yeah. What happens if they don't pass it again? >> So when you look on when you look on the up here, >> yes, >> once they don't pass in third grade, then they are moved forward. So they're retained in third grade and then if they don't pass
047again they then would move but they would still take >> some kind of intensive help along the way as much as we can. >> Of course. >> Yeah. And that's where the and I will tell you that when talking to the principles of those three students um >> like it it was hard because they had hard conversations with parents this summer. They have plans of action in place thinking about how they're serving the students so that to get them over that to pass. Um, but the other thing is that our students with a good cause exemption also have to take the test again, >> right? >> So, they will also, if they had a good cause exemption, they're in fourth grade now, but they will have to take I read in fourth grade. If they
048don't pass in fourth, they'll take it in fifth. If they don't pass in fifth, they'll take it in sixth. >> And and the test they retake this time go goes up a grade level from third to fourth. >> No, it'll still be that third grade. They still take that third grade. They'll >> be taking that that test. Yeah. But but if they don't if they don't pass it in second grade then they go to the summer school program. Yes. Correct. >> So of these 90 the 87 plus three of these 90 did all of them attend the tutoring program in the summer? >> Not all of them did. So sometimes parents choose we we cannot make them come but we can highly encourage to >> um I think two of them did but I'd go
049back and check. So, I'm just wondering how successful that Do you think that program is successful? I mean, do you think there would have been more than 90 that wouldn't have passed if they would have >> That's a great question. I think we always have a few more pass in the summer, but it's usually not everybody that comes. And so, um to be able to pull together even the third grade teachers that taught um to have conversations around it, I think, is important. But also, as we have these conversations with our principles, really thinking through is there a different way to look at the summer programming? Is it something that's serving us the way it needs to pivot a little bit? >> Yeah. Because two of the three she said did attend the summer program
050>> and I said I think so. I would need to go back. >> But but then you would question do two of those three should they have an exemption? Is is there really an underlying >> right >> learning issue? Right. >> So are you saying okay so in 2018 we had 33 not pass and in 2025 we had 90 not pass. Did you mention that you that the 60 difference there is mostly contributed to multil- language learners or or there like is there a breakdown for that 90 are they the free and reduced are they multil- language learners >> of the 80 of the why is there the increase >> of the 87 that are there they are either special education students andor multilingual learners >> okay and our >> that comprises the total of
051the 87 that's listed there And our amount of multil- language learners has drastically increased from 2018 till 2025. So not really showing that we have a systematic problem with reading, but we have an increase in multilingual and support and assist with. >> I would say that what it represents is our reality as a district and the community we serve and we need to >> find ways to >> we need to find ways to make sure those kids are successful. Yes. And h how are some what are some of the ways that you are addressing that like specifically like how >> one I do think are we have a new core curriculum and so that core definitely raises the level of rigor. >> Oh yeah. >> Um of what students are doing and we have been
052really good. It's one of the things I think um has been lovely about Noblesville yet also um we've been really good at saying we're going to meet kids where they are and move them forward. And um through that we've had lots of working at your instructional level and so thinking through where's the bar and where how are we getting them to that bar. This new core curriculum sets the bar high and kids are working through that. And so there's a different level of stamina that we're noticing with kids in the classroom for both and for the teachers right now because it is definitely different. And they have a full hour um in K through two they have a full hour of um skills work which is thinking through phonics phmic awareness um kind of those
053foundational skills that our K through2 kids need and then they have an hour of knowledge work which is really building that background knowledge for kids. It's a knowledge building program and they're building that background knowledge and they're entering into topics where a lot of times even the content is going to be a little above. There's a lot of listening too during that time and learning and really thinking through um how are we how are we really equipping them into understanding and building knowledge base. So they're they're the kids are actually it's been very fun to see they're loving it. There's a you know teachers it's a definitely >> it's hard it's it's a different and so I think everyone's getting used to that difference. >> Yeah. Um, >> and if I remember correctly, the the
054ELA bring this up has a multiang a lot of ML supports the teachers have to they have to get educating there's a big learning curve there like not only are they teaching a new curriculum but then they have to be able to sidestep and be like okay what's that multil- language component so as the maybe the time goes on that will get better too comfortable >> will yes and we're already having conversations around multilingual learners Shelley has been working with the ML team and really thinking through and many of our on the PD day many of our buildings had some work in the morning that was focused on multilingual learners and really unpacking the curriculum to see where because there are supports built in already for multilingual learners. There are supports built in for kids
055who are struggling. And then um there's also language studio which is an additional support that the ML teachers are going to be learning more about in order to help use and support. So Shellyley um and Lauren were able to um wa walk through just what language studio looks like um at a meeting like two weeks ago. Um so yes, so there's like there's a lot of core support. All of our buildings have in their schedules an additional 30 minutes in K through four. um fifth grade has an additional 45 minutes um for just additional time where that tier 2 work happens. So basically during that time there's no no new instruction. And so that's where they're really looking at their buildingwide data and determining what kids need during that time either enrichment or remediation but
056no new instruction. And then on top of that they have an additional 30 minutes um for small group instruction. um could be in either reading or math during that time. And so really having to hone in on what that looks like. We also are working on just some systems wide pieces where we need to we have not really come back to our MTSS multi-tered system of supports um like to revamp what that looks like. And so we actually have a workshop this Thursday and Friday. We have about 85 um educators that are going to be here. our building principles will be here um K12 and we'll be looking at just our NTSS system doing some learning together and really what we think will happen is we're going to have some mind shifts in what that
057looks like through the conversations that we have. So, we're excited about that. >> Of the 87, are were more of those ML or >> have to go? >> Okay. I'm just curious. >> I think I think it's those in the past. >> I think we've had that in the past. >> At the risk of misspeaking, not having I I do believe memory from last had that report. It was more special education than >> Okay. >> And that population in general is larger. >> It is. It's larger than the ML population. Okay. I'm just curious about 18% of our student population in double has an IEP. >> 18% >> about 18%. >> So you can't be special ed and multilanguage. Are you one or the other? >> Okay. So there can be ones who have an
058IEP that are multil- language lang learners at the same time. >> And that's why I've been careful to say today either an IEP and or yes. And I know that they mentioned that the Noblesville youth assistance for the tutoring that that helped tremendously with this and that's during the school year, right? Not in the summer. >> So, um that is that after school or like >> did some of these students get that >> tutoring? Yeah. So, it's yes, it's after school. Um it's about one teacher to every three to four students. Um and so that that was very helpful. I think we had 74%. I'd have to go back to um to look at that, but that that passed that were also in that tutoring. >> So, I think those that's other information we can
059go back and because I want to make sure we're giving accurate numbers so we can go back and look at these numbers and get some of this information to you. >> It'd be great to know what's working like if there's something that's working like >> So, how many educators do we have employed in our school? >> Educator. the five educator >> teachers. >> Well, the the group of 85 that are coming, are those teachers? >> Because I feel my first impression is >> I feel like that's kind of a low turnout, but I don't know the big the grand pool of educators you're using. >> So, the goal for this Thursday and Friday is to build leadership capacity for them to take that work back to their buildings. So, we would we would not be
060able to bring everybody. >> Yeah. >> Yes. Yes. >> Yeah, for sure. >> We had to scale it back a little. Realize we have to >> Okay. >> people. >> Okay. All right. >> Yeah. >> And I mean, and that's a good point, too, with I mean, you and Lauren and Shelly all have to, I'm sure, immerse yourself into this new curriculum so that you know how to better support the ML and >> Yes. Okay. Yeah. And we're having ongoing conversations, check-ins with our principles. Um, we have another one this next week. check-in um our administrators and instructional coaches coming together. We're going to be doing starting learning walks in September mainly just to be getting in and out of rooms and um looking at engagement and also just the the classroom environment and that's
061going to be that focus in September. We'll have a focus every month to really think about what is it we're going in and looking at. Um and they're going to do some cross building >> um visits for that so that they're getting into other buildings classrooms and that was one of the things they talked a lot about last year and so really putting that into effect and then Lauren Shelly and I are getting out I've already done I go to Stony tomorrow but I've done an initial walkthrough during Cala with all of our principles and then Heidi tomorrow. So So yeah. So, I mean, we're learning and we're trying to go quickly because it's important and it we, you know, we want our kids to get the best that they can get. And so, um,
062we're, you know, we have documents of ongoing questions that we're keeping track of and talk about ways to get feedback from teachers, um, to add that piece into it. So, I feel like we have a a decent ongoing feedback loop. Um, but it's definitely it's going to take us all to to make it happen with the new >> curriculum. Yeah, definitely all hands on >> tech. >> So all students take it. So the students that are that are not in a gen classroom, do they take a test? >> So when you >> I mean where does it stop? Does like where does it stop with someone with an IEP? Does every every student takes it no matter what their abilities >> terms of ivory? >> Yes. >> I think even if they just arrived to
063the country yesterday, they still have to take it. >> Yeah. I'm talking about more with with special ed. Yes. They they take it. they take it even if they're in a classroom. >> Oh, well life skills. >> Life skills. That's one of my question like how do they No, >> not not FAP. Um >> so so basically students that are in our applied program which was FAP and life skills. >> Those students there's an alternative assessment suite of assessments that students take that are applied skill students as they progress through school. >> Okay. So not those students do not take this. just students that have an IEP that are basically in in a regular classroom that that can that are pulled out or have additional help. >> There there are multiple ex we call them
064exceptionalities. There are multiple exceptionalities within >> under the umbrella of special education from emotional disabilities to specific learning disabilities to other health impairments to autism spectrum. I mean there's a whole laundry list of different exceptionalities that are captured under the umbrella term of special education, right? And so we know that these students represent many different exceptionalities across the population of special education students in Nolesville. >> Okay. >> Yep. Okay. Other questions on Irene? How are we doing on time? Okay. >> David's David's the last agenda. I just want to make sure >> before before we leave this board, I I feel like I didn't need to speak into >> and so did Ryan that we we had a meeting last week. Um I called education, excuse me, on this. We um I'm I'm going to
065give celebrations where they're due. Very exciting that the lowest number of students in a long time that don't have a good cause exemption. That that was our experience this year. that that is cause for celebration. That is a good thing. However, I'm going to I'm person who doesn't look at that part. I look at the negative part of this the way I fixate. I we're not at peace at all that even though yes, 87 students have good cause exemptions and we'll absolutely get to move on and whatnot. We we believe in those schools and we affirm this in that meeting on on Thursday morning that our goal is always child will read by the end of that is our goal. That is what we do. Um and so great happening. Um we called that meeting
066I was we before conversation I think I appreciate Missy's question a minute ago. Um this is not isolated to one specific school and some schools saw I mean it's in your packet or some schools had higher pass rates than others. Of course, there's variations, but at the end of the day, there's just some things I think we need to take a step back and just think about a as a district. Hey, how are we serving the kids that fit in that yellow and then yellow bubble because I think it's time for us to revisit some of the ways we're deploying how we how we reach those things. Um, it was a great conversation. We we had some very honest, open uh discussion, but I think everyone left that meeting energized and and excited about the
067work ahead. um feeling like, hey, we we're going to do this and it's it's really it's an exciting time to be here. But I want to hear you say clearly before we leave this slide, you also stated very clearly last week, this is priority one department this year. This is priority one. Um and our energy and and focus is going to go to this. The complicator that we've added is this new curriculum because that is going to be it's a big lift. We're going to talk a lot about that. But at the same time, I've I'm already hearing though people who are saying and say, "Yeah, this is hard in year one, but man, is it going to make a difference because the rigor has completely increased and what our kids are going to get
068out of this is so much better. We just need to get, you know, get in the flow now building this new curriculum." So, um, anyway, I just want to leave that from my seat and I and I see our role, some of us, you know, me who's not always in the in the day-to-day work of learning department as principles, teachers, to tell us what you need, how how can we better bring supports and give you the structures to to better serve these kids. Um, and that was that was also a big part of our conversation last Thursday and what we're going to talk about this week, too. Um, you know, what do we what do we need to be doing? And I think there's some awesome ideas out there, great ideas already thrown out. Um,
069but anyway, I'll stop there, but okay. >> All right. So, moving on to SAT. So, just a reminder that in Indiana, uh, the accountability assessment currently, um, is SAT. Um, it is the SAT. It's not a specialized version of SAT. It is the SAT that students would also take um for purposes of college admissions. So, pretty high bar there. Um again, just as with the past two I learned and I read, we've also contextualized um with percentiles again for you to be able to see. So, there are two tests, evidence-based reading and writing and then also math. And so on the left you can see where Noblesville's percentage of pass is relative to the states which is remains well above the state average. Same with math. Also Indiana versus Noblesville's pass percentage students do take
070this test in 11th grade. And then also you can see the trend from 2022 all the way through 2025. We've provided four years worth of data there. Um you can see um we've kind of bounced between 84th up to 86 and 88th and then back to 83rd percentile um among all Indiana high schools on the evidence-based reading and writing. And then with Indiana for math again kind of bounced around from 86th up to 89th 92nd and then back to 88th. So, we saw that our students performance in terms of pass rate on Indiana SAT um on both the reading, writing and math this last year was a little bit less than what it was the year prior. Um but still relatively strong. Uh but obviously again, I mean, same point we made with iD. Our
071goal is we want more students always demonstrating proficiency on these types of assessments. So that's SAT. Any questions before we move on to AP? >> Kind of the opposite of my point I made before. >> Yeah. >> Well, the other two. >> Okay. Yeah. >> Whereas and I learn lots of >> we're all they're all they're all sort of required to take it now. All students are sort of required to take the SATs. Correct. Yeah, it is the accountability. So remember there's federal accountability and state accountability. So we have to have an accountability measure at the high school level and Indiana has determined that SAT is that measure, >> right? >> They're required to take the PSAT also, right? But we don't ever look at those results. >> We do. >> How are they similar
072to the SAT? >> Well, I think we look at it for a different reason. The high school team will look at that data to assess the effectiveness early on of maybe any programming for kids >> leading up to the SAT. >> Leading up to the Yes. >> like >> Okay. Right. You might need some intervention or extra help if you're collegebound and want to >> Okay. >> The ACT still thing. >> I'm sorry. >> ACT. Is that still okay? >> Yes. And also the as far as multilingual support for like PSAT and SAT is that every bit as good as um I mean all the languages and support going into that pre-esting um the needs are there at the high school just as the needs are there for students at the middle and elementary level
073when they're taking I read and I learn also and so the goal is I mean just as in elementary and middle school kids in high school are also going to have an individualized learning plan that's going to be written. That ILEP is going to be based upon their level of English proficiency and then what kinds of services and supports that they need at the high school. And then we have those services and supports available at the high school as well as us always working to level up our general classroom teachers expertise and also teaching classrooms that are diverse that have students that are in those classrooms with students that have ILPs at various levels of language proficiency and also students that have special needs and have IEPs that also need to be followed. And so
074that's an ongoing that's an ongoing project. We're always working to improve teachers capacity in that way. I mean, we mentioned the PL day. We had sessions on the PL day both last year and this year. The first one we had uh for teachers to continue to build their repertoire of instructional strategies. You know, those tools that they have in their toolbox as a teacher that they can use to help support those students and their needs. So >> the other thing um free and reduced lunch evidence based as far as charting that versus our test scores I mean that what what is ours right now >> 30% it's like 28 maybe >> so this was >> somewhere in there and it >> four years ago was 23%. >> We are on an upward trend reduced lunch.
075So right now we're at 30% of our students >> district wise we're pretty close to 30%. >> That's a lot to be in the 20s now 30 >> and in your in your individual >> about that at all. >> Well in your individual packet that those subgroups we didn't put it here for purposes of it being too much try to put on a slide but in your packet you have the breakdowns uh by lunch status special education ML as well and you can see those data points. >> Okay. Um just for my or even anybody's future reference when we're going through this packet on to backtrack a little bit um on the I read pass rates by school there's little dots green and yellow dots next what do those mean? Oh, is there not a
076key in there? >> The yellow is The yellow is that they're close to the 95% >> language about it. >> Okay. Okay. Sorry, I don't read. I look at pictures. >> I knew that too. I like picture books. >> You scared me. I thought we had missed put >> I thought we >> You said the district goal is to be at 95%. Is that what >> 95% or above? >> Yeah, because that is the state. >> That is the state school. Oh, that's right. I was wondering where >> we want to align. Okay, >> Brad, to your question about um lunch status. If you look at page eight, SA SAT by lunch status is on there. If you look at page six, I read by lunch stats on there. And I'm going to guess if
077I go back, I learned probably top of H2. I learned >> Okay. And you and you'll see you'll see a gap. >> Yeah. you will notice that if you control for that factor um very different >> and I and I think to Dr.'s earlier point, we we are responsible for meeting the needs of all students in this community regardless of background. >> Absolutely. >> And um we have seen some of these populations of students increase and so our goal is to reflect inward, >> assess our data and then determine what's the right path forward so that every student has the opportunity to be successful. >> Thank you. >> Or the record. I just felt >> Yeah. And because that is the thing I mean we shared it so you understand it and it's important to
078understand but I but said a different way what is saying we're not going to sit here and say well that's an excuse why we can't no our goal is still exactly what I said a minute ago to get there >> right >> but yes there are factors that are changing the landscape and we have to figure out what to do to help >> and there are things that we're doing or the >> like uh field for school is I mean there are a number of organizations that are trying to help with that and >> it's just an ongoing battle that you have to >> was mentioned earlier. >> That's a huge part that that we have here and that is definitely helping some kids out. We're very thankful for that. I want to keep continue
079to have that. >> Yeah. I mean, I've been on the board for five years and we talk about subgroups every year and every year. >> It matters. It matters. >> Well, no. And I'm I'm like, okay, so what's working? Like we talk about every year, >> how are we making growth? How are we going forward? What steps are we taking? what works, what doesn't work, what's changing, all of those things. Like >> because like you said, it's a constant battle and it is a landscape that's constantly changing, >> right? >> Very complicated issue. Right. >> Right. >> There's a >> right >> and those subgroups are going to get bigger. I mean, anybody that thinks they're not gonna grow, right? And I mean, Noble School's becoming more and more diverse and and those groups are
080going to continue to grow. It's not, you know. >> Yep. >> It's a hard It's hard. >> It's hard. Yep. >> Thank you for all you do, guys. Thank you for working on >> AP. These are very positives and we don't have 2025 data yet. So, we didn't have that available to us. So, we don't have that yet. But when we get it, we can report it out. But this just shows you trends in terms of AP enrollments, total number of students that are taking at least one AP uh course, the number of exams that have been taken, and then the number of students that are scoring that three plus. That's kind of that benchmark that we look for. Um, and so you can see the exam results also. um for Noblesville in terms of
081the percentage of AP exam scores with three or higher that's 75% as opposed to Indiana is at 65%. So again like others well above state average something that um we're pleased with but always continuing to try to improve and get better um over time. So we do this well >> that's exactly what I was going to say this this is the group that we service well that we do well. So, we need to find we need to find we need to find the magic in this and >> and kind of >> our kids >> and and yeah, >> find the magic. >> So, Ryan, the number of exams taken, >> yeah, >> the number of exams taken or in 2024 is 1459 and then the number of students scoring a three or more is this.
082>> So, the number those students could be potentially taking them more obviously. That's correct. We have students that take multiple AP, >> right, >> uh, classes, so that's why the numbers don't match. >> Okay. >> Yep. >> Any other questions? >> Thank you. That's very helpful. >> Oh, I last thing just with the new diploma, three years to implementation, right? >> Well, we're implementing now. >> Well, the first because the new requirements Yes, the new requirements apply to the current freshman class. So we like all other districts across the state are simult concurrently running cohorts of students that are on different sets of requirements, >> right? which is >> that's where I was gonna go with this >> is a bit of a challenge that all districts and high schools have had to face and
083and head on because um and our counselors are on the front line of that and we're trying to do what we can to make sure we support our counselors with systems and resources because they are having to track all of these various requirements and with these different cohorts of students, >> right? So scoring uh in the future you may have less AP exams taken necessarily maybe right >> or you may if you know if you're on enrollment path yeah >> as but you you may have all sorts of certificates received or apprentichip so it's it's really going to >> Yes. Yeah. That's an excellent observation that as students metriculate through the system on the new new diploma requirements, there are multiple pathways that are encouraged. And so you may see students that are enrolling in
084different you see you'll see trends that may shift in terms of students enrolling in AP versus dual credit um versus pathways through CTE. um you're going to see you're going to see changes in trends over time because of that and we'll know what that looks like until it plays out. So >> just out of curiosity, do AP and dual credit have different rigor? >> So AP and dual credit a lot of folks will um talk about the two as though they're the same, but they're they're actually not. So AP courses are courses that are considered college level rigor. The curriculum is written and provided by the college board, which is the same organization that writes and administers the SAT. >> Colleges can choose individually whether or not to accept an AP course for college credit
085when that student enrolls in college. Dual credit is different in that dual credit is a partnership between Noblesville High School or the school that's offering the course and a university partner and that course does come with credit. And so that's why it's called dual credit, right? >> And so for example, students may be taking a dual credit English class, right? taught by a high school teacher in OAL high school, but that student maybe through IU. That student is going to receive that dual credit. They may be taking an AP English course. It's different. It's not through a university. It's through the College Board, right? >> And that student may or may not receive credit for that AP course in college depending on what college they apply to and they're admitted to. >> But you don't
086know if in general if the rigor is different. Like is an AP course about the same as a dual credit course? As far as >> they're both they're both meant to be college level coursework. So coursework is college level coursework. >> Like who's writing the curriculum? >> Right. >> Yeah. >> It seems like they're both they're both considered to be highly rigorous. >> Yeah. >> Courses. I was just curious. >> Well, I think it's important to remember too is the the dual credit, they can earn that college or that university specific credit, >> but it could be transferable to another university. Correct. If the student wanted to go elsewhere, >> but not always, >> right? It's not either. Yeah. >> Yeah. >> But at least Yeah. But at least with dual credits, if they don't
087take it as the class they took, they'll take it as an elective. And that's what happened to both my kids. They took dual credits and they didn't get the English credit, but they got it as elect at least the credit for something. And so when you think about what I mentioned before with our counselors being on the front lines, they have to be knowledgeable of these >> and they have to be knowledgeable and understanding of what all of the different local universities are looking for. So that so they're working with students and their families and they say, "Well, my goal is to go to IU or Purdue or wherever it may be. They've got to be familiar enough to know how to counsel that student in the right way on do I take dual credit?
088Do I take AP or not?" like it's a lot um for them to have to manage in the best of times. Yeah. >> Let alone now where they've got different cohorts on different sets of >> Yeah. And that's what I was going to say too is I mean that's an important thing to note as well is with the high school counselors >> they serve as students separated by alphabet not grade. So they don't follow. So they have freshman sophomore they know both. They have to know both requirements for both. >> True. That would be even more difficult. >> Yeah. >> Which is it's nice though because they have them the whole hopefully they have them the whole four years, right? So that's positive. Yeah. >> Yeah. That's the positive. >> Okay. But like in middle
089school, the counselors do follow the student per grade, but when they get to high school, it's by alphabet. >> So Okay. Up next. Thank you. Thank you. >> All right. Thank you. >> Up next, we have finance. >> You only have 15 minutes. >> Chop chop. I'll speak fast. I'll try. >> Okay. Well, this uh here we go. >> All right. Board, thank you for the the time this afternoon. So, my update on the finance side today will be uh three parts. Uh quick update on real estate, quick update on budget, and then final update on capital projects and and where where we stand with status on those. So, uh starting first with real estate, you may recall back to our capital meeting that we had, uh gosh, a few uh months back, we we
090talked about the capital plan. Mentioned this parcel directly to the south of us here. So, right away I'll tell you that there's no update as it relates to that parcel right out there. So, basically this parking lot right out here. In fact, you can see all the all the cars that park in there. A lot of those are apartment cars. And so, if we did inherit that, that could actually be a headache. Anyway, but um when we do have an update, I'll definitely let you know in terms of what's the the status there. >> How much is that ours? How much? >> So, actually about 8 ft outside this building is ours. >> About 8 to 10 feet. Okay. >> So, none of that parking lot is technically ours. >> Okay. The first parking spots,
091correct? >> Okay. Got it. >> Yeah. So, we actually have an easement for that parking lot for two rows of parking. So, that's where, you know, from the attorney speak, that's a little bit ambiguous. What is two rows? >> Yeah, they would like to think that that's two rows based on what it was at the point in time that that easement was granted, which would be very generous in our favor. So, that's where I think that there's some issue with selling it. But that also is where there's issues when it comes to appraising that property. In other words, we tend to have all the advantage on the appraisal standpoint, which is really where there's some issue there because we say it's worth this much, they say it's worth this much. >> What can they do
092with it this much? Not much because someone's going to come and a developer would come look at and say, "Well, you have this easement for two parking rows of parking >> rows of parking with the school." So, we we can't do anything there. >> So, that's where we're kind of holding out and saying, you know, it's it's only worth, you know, what we think it's worth because of the the ement place. >> Are they trying to buy who's trying to buy it? >> Uh, no one else, it's my knowledge. But, >> um, it's kind of it'd be nice for us because we know that there's a um >> Yeah, they kind of an issue with this entrance back here. if you ever come in that way, it's it's not configured correctly. So, we kind of
093worry about, you know, could there be accidents? Would it be responsible? We didn't say that, of course, the owner would be responsible. >> And that's what we're saying for, you know, for the safety of our employees, it'd be great if they could just fix this up and and make it a better lot for us. And that's, of course, if we were to do that, that's what we could do with that the lot there. >> Great. Thanks. >> So, no update there. There is an update, however, uh the the property on Field Drive. So you may recall uh speaking that hey at that point in time that we definitely have interest in this and so from that meeting forward I worked with our legal counsel to uh to reach out to the owner of this 6acre
094parcel here in red. Uh so since that point in time our attorney has been in contact with the family and uh speaking originally out of anonymity of his client said that you know hey I have an interested party are you guys willing to sell? uh they eventually uh got to the point that it was it was a school that was interested, which I think was the right thing to do because they were very interested in selling this property to the school. >> So, what that means for us now is that our attorney is currently working uh through a legal document called a right of first refusal for an offer to purchase the property, which means that >> um from their standpoint, uh the woman that lives there, they want um their mother to to live
095out her days there. She's currently 95 >> and so we we don't know when that would be. Uh but the this uh legal document would in essence give us the right of first refusal to uh match any offer that they would have in the future which is really the legal way of kind of solidifying our position as it relates to uh getting that property in in the future. One aspect of this document though is that it would be uh they would want $25,000. Now we would write $25,000 into the purchase price. So that would meaning that that would carry into the purchase price into the future. But just want to make you uh well aware that um in executing a document like this, which hasn't been executed yet, uh once we get their signature on
096something like this, it would probably be uh either the September or the October board meeting that we'd bring it to the board for, you know, an action item or so forth to to to approve it. And we still need to work with council to determine what exactly that would look like in terms of the action item. Uh but again, at this point in time, we're working on um executing that right of first refusal to um have an offer on the property as soon as they're willing to sell in the future. 25,000 an acre. >> Basically earnest money. >> I'm thinking for more. I thought it was an additional amount of >> So now you said it would go towards the purchase, right? It's money. So how long would this offer be in place? I mean
097if >> So that is a recorded document on the property. So yeah. So as you know it's permanent. >> Yeah. Okay. >> So until she passes, it's effective. >> Yeah. And so meaning that if you know the somehow they would go through a sale transaction in the future and you know goes through the title process, they would see whoa, there's this did the have a right to buy this first? Like it would just stop dead in the tracks before it would ever transact or get a new owner. >> You say five acres. >> So this is actually six acres. Sorry, it's a little >> kind of blurry up there. >> Oh, that just applies to the six. >> So just the six acres there. Yeah, >> that one next. Um, and is it's zoned? Okay,
098it's zoned. >> We would have no issue, uh, from what I'm told from our attorney to go through the legal process to get it to where we need to be to do whatever we want to do. >> To know that because we don't want to buy it and then we can't change the zone. >> What's the approximate value right now? >> Well, and in that case, for any property that we would ever purchase, it's going to be the average of two appraisals. Um, so as it relates to that property, I you know, um, I would get I don't even know if I want to throw out a number of guess, but >> it might just need to go to the >> and it depends if it's this year or five years from now. I mean,
099>> it's worth what someone's willing to pay for it. But, you know, obviously we felt like that's, you know, really exciting progress as it relates to that property, knowing that they're interested in in the school because we all know just kind of how valuable that is to to us to be able to um we all know that um >> an early childhood center is is in the future. You know, how soon? Well, it could it be here? We don't know. But we do know one thing that as it relates to this property, we as they stand now would would not want to pass it on until um >> until the owner does. But uh either way, I think it'd be an opportunity to set Noblesville schools up well into the future for anything else that
100could potentially go there in the future. >> Y >> then I got a uh shortly after we were making progress on that, I got a call uh one day uh from a real estate agent for the two acres then directly to the east that parcel there in orange saying that the the owner of that property wants to to move on. Uh she wants to downsize and with that uh realized that I guess the neighbors talk and >> they sure do. We we know that the schoolers here to the the west. Um are you interested in the the tweakers here to the east? And it's it was to say quickly, yeah, you know, of course we would be because again to have Yes, we could do what we want to on the six, but to have
101the A would be, you know, again further set those little schools up position well for an extended campus there uh just on that side of field drive. So, what we're working on now with uh between uh the real estate agent and then again through our legal counsel is is would be a purchase agreement going through that would get us to the the point that we would have uh again the average of two appraisals. So that way again it wouldn't be it wouldn't be some egregious price but we'd have to go through really what is a legal process. uh in terms of what is the the next step for the for the board I'm still need to whether like how that action looks need to def define that with our legal counsel uh because of one
102wrinkle here and that is the fact that the funds that so that would be an immediate purchase right and so without having the six kind of locked up we of course want to make sure everything works chronologically here that we we lock in the the the u the right first refusal here get that signed before we would >> move forward on the two right because it just doesn't really make sense to do the two right >> so >> um So, we we need to get the um a signed purchase agreement with them, but we need to purchase that now. And with that being said, have the cash on hand. The cash that I would be able to use is is currently in uh from from a bond uh excess bond proceeds uh from interest and
103and underspend in be the 2022 bond. So, that's actually from the bond for the high school athletic edition. Still having some interest funds in that um in that bond. With that being said, uh that those are technically building corporation funds, right? That was a lease deal, not a general obligation deal like the last two bonds that we've sold. So, with that being a lease, uh this is again something I still need to work out with legal counsel. Just want to give you the the full uh story here, background, they will probably want to run that through as a building corporation property. So, as opposed to again, legally speaking, building corporation versus the the school district property because the funds that we're using are from the the lease uh which was building corporation funds at the
104point of the fall. So, still need to kind of hash out that that level of detail and and what that looks like in terms of a board action, especially if we use those sort of bond proceeds. But I just want to make you you fully aware that there could be some action in the future, but either way, we'll we'll keep you up to speed in terms of how these progress. >> And could we then transfer it after it's bought after after it's purchased, transfer it? >> Yeah. Well, they actually may say it'd be better to keep it there's like pros and cons to each of it. I don't know all of the ins and outs of it with the building corporation uh pros too, but I think it may be a benefit as we develop
105then in the future because it would likely be a lease deal that we would do in the future anyway. >> Oh, >> and so if it's a lease then uh it's already in the building >> have a it' be a different entity to lease one. Yeah. >> Yeah. >> So, two questions. One is so we're definitely interested in that two acre parcel regardless of what happens with the six acre. >> What would we do with just two? >> That's what David said. That's why he said it's important to go in order to make sure we know for sure the six is locked down before we would buy the two cuz no, we don't need a two >> right in between two homes >> in between things we can't own. >> Okay. And >> that's why
106he's trying to sort out make sure the six acre thing. >> Okay. >> And get >> Well, my second concern is if we go forward with the purchase of the two acres before the six acre is a done deal. Um I feel like that kind of gives them the ability to strongarm us because they know we really want the six acres now that we've already locked in the two acres. >> Yeah. Yeah. And I've thought about that as well and I've even talked through that scenario with our attorney and you know part of this is um you know a lot based on his conversations he's having and like I mentioned you know they're supportive of selling it to the school and they fully understand the true appraisal the legal process we have to go through
107to sell it at an appraise market value basically. um you know the other so we we don't feel like there'd be any kind of shenanigans as as you you know as he he said in terms of them potentially doing that and even if they were to do something like that I think then that's where you know I think another potential buyer could come in and I think that that's something that would maybe be a little bit more publicized and and any potential buyer would maybe even stay away from something like that because they know that the school could potentially just do something like eminent domain case right and say well look this was already lined up you know I don't want anything to do with that because they they the school was already making plans
108and they could just get this property for for market value anyway. So, it was a good point. We kind of talked through what that could look like and I think at the end of the day, we have the right tools to be able to get through something like that. >> And if it's filed and attached to to the piece of property, it's going to be tough for somebody else to >> Yes. Yeah. Be recorded. >> Yeah. If it's recorded. Yeah. >> But and I don't remember what we talked about last time we talked about this. Um, but just one of the one of the things I love about this spot in particular is as we think about a few we've kicked on different projects, things >> we're thinking, well, okay, we'll we'll just own this
109whole block here. So, >> beyond the the quest for total domination, that's not where I'm going with that. Well, some of the things that Dave and I talked about early on with this though, in my opinion, this could lead to some efficiencies because you houses are gone. That becomes a place we put a building. So, let's just say early learning center because that's what got a few ideas out there. about this right there on the left. >> We can save some money because that parking lot in use during the day pretty much, >> right? >> Yeah. >> Plus, yes, it's on our campus, >> right? And projects we better >> keep an eye out for reasonably placed. >> Yeah. >> Doing all the domino stall. >> What's directly to the north >> is the 10th
110neighborhood edition edition. What is that? Uh >> Fairfield Farms is in it. >> Yeah, it's Fairfield. >> How close is that? Do I actually part of a house? >> I mean, there's a little bit of a fence and then a house. Yeah. Yeah. >> Um, so I mean, who knows potentially down the road the property off to the right there if we've got business and buildings there, they might be like, "Oh, I'm done." >> Yeah. >> It's a big It looks like a big house with a pool. But yeah, >> the thing you can't really see too well on this though is the elevation starts to play a factor there though. Even on the eastern part of this two acres, it starts to go up. You know, nothing that we couldn't retain, but then this
111starts to go up a little bit more. So the elevation starts to play a little bit of a role >> that um Yeah. You think about you go up the hill to the community center, right? >> Yeah. >> So, you said that the plan would be to purchase these two acres from a bond that we have leftover investments with. Correct. So, you must have a general idea of what those two acres are maybe going to cost to know that we can cover it. >> Yeah, good point. So, on the two acres, uh I I would say at this point because we're still kind of going back and forth, it it'd be in the 300,000s, probably the high threes. Yeah. >> Uh we're still trying >> 300,000 for the for the whole just the two >>
112for the two. That sounds that seems actually kind of reasonable, >> right? >> I sign way more than that. >> I mean, is the house the house is older? And one of the things too that uh we're suggesting is appealing to sell to the school is that like in her situation, I think the future like trying to get all that iron out is that, you know, we can say rentree for x number of months, right? Like we're not in a hurry, right? We have a cash transaction. We have a cash deal. Yes. Uh, you know, and with the house being in its repair like in its state, I should say that if you want to take the appliances, you know, so there's some things that are definitely appealing. I think it was a school sale.
113>> Win-win. Okay. They're exciting. >> But they're ready to go now, right? >> Yeah. They like to get the purchase uh, you know, okay, >> arrangements wrapped up soon. >> So, that one could definitely be be um accelerated here pretty quickly. >> Okay. And so, yes, we'll keep keep you updated on next steps there. >> So, with that being such a good price, maybe that'll help the appraisal on our side for the six acres. >> Yes. >> Very good. >> Yeah, they got >> So, that's it on the property front. So, now I'm going to shift over to uh the budget side of things and and talk uh first about uh the funding formula and then some of the factors that are going into budget preparation right now. So obviously I know a lot of
114numbers up here on the screen but uh I really hope to to break this down very very simply for you all to um get an insight into what is new money uh looking like for us as it relates to the funding formula. I have the graph there on the right very small because I don't want you necessarily try to discern those numbers. You've seen that graph multiple times but now it's taking that graph and putting some numbers to to that actual graph there over here on the left. And so state tuition support for fiscal year 25. So basically last school year, right? State fiscal year. Uh this those funds are coming to us July to June. We received the 83,130 260 that is based on an October ADM of the 10312. Uh and then a
115February ADN of the 10259. So the the first six months of the year are based off of the the 10312. Second six months off of the 10259 getting uh multiplied by the uh the basic tuition support per ADM. So Noblesville schools, it's the the foundation amount plus our complexity. Our amount then is the 6919 and 62 cents. So last school year, that's how much we received per pupil for a total basic tuition support amount of 71,171 752. So you're thinking, well, what's the difference between that 71 million and that $83 million on the top? Well, that's the difference there is going to be those categorical grants. So uh sped, CTE dollars, NESP, and maybe forgetting one more honors, academic honors, uh in there as well. So, so that's the difference. Not much is is changing
116on those category. There is some changes there, but not really enough in my mind to to truly estimate through for for next year. So, as we move then down in that next section for fiscal year 26, right now my estimate is 85,23378. That's based on an October and a February ADM of 10,200 students. So, uh right away you're probably saying, "Well, that is lower." And yes, indeed it is. You heard Dan talk about it last Monday. That's something that obviously we're watching very closely. our our ADM right now uh working with technology. It actually stands in the 10 like 1:30ish, but there's still quite a few folks in Power School that need to get, you know, cleaned up and and things need to settle before that October one count date becomes final. So, I'm maybe
117be a little optimistic at 10,200, but but we'll see. At this point in time, it's just an estimate that that I can update before budget comes around. The ADM or the basic tuition support amount per ADM for this fiscal year is going to be the 7,18385. So again, it's up a little bit from from last year getting us to a total basic tuition support of 73, 275, 270. Now for this year, when we talk about new money though, right, the story has always been, which is kind of that box, remember that we always keep talking about with all the the verbiage in it there in the chart on the right. It's that oh that they included curricular materials in the the funding formula. So this is what this next line is doing there. So you
118see curricular materials uh is taking 10,200 multiplied by what is the curricular materials dollar amount per pupil based on what it was last year at the 15796 $1.6 $6 million then is what I need to take out to say this is what I need to get to a base number amount of new money. I need to take that amount out first because we have to use that to pay for curricular materials. So you see now in bold the so I'm going to get to so what is what is our new money amount for this fiscal year? FY26 minus FY25 minus that curricular materials amount. Our new money stands at approximately just under half million dollars for for next year. So, not a lot of new money uh coming in uh for this uh this first
119fiscal year based on that that curricular materials uh adjustment this this first year. Looking then into into next year uh next fiscal year because the of course you know fiscal year 27 is really the second half of my budget year for next year. I I need to then factor in what is our estimate for next year. So really doing the same math there, keeping the same ADM at the 10200. Uh I get the the basic tuition support per ADM at 7,288. Uh multiplying that out then by the 10200 totals tuition support is the 74 337600. Uh so then next year as it relates for to to new money a little over a million dollars which is you know that that bar uh blue bar to the right on that graph or actually excuse me it's
120the red line. It's right at about 1.5% increase just like the the state budget uh told us we would get uh of new money. So add those two together, right? Uh about one point call it $1.6 million of of new money that um yes I need to to split that out so I get in their calendar budget for next year. But I also want to bring that to your attention as it relates to the the other big thing kind of on the horizon that led off this meeting and that was the you know bargaining. And historically, what we do for bargaining is is we take our new money and we'd multiply that by uh 62%. So about $1.6 million times 62% uh we're looking at uh a little under $800,000. >> So to put that
121into perspective for you, last time we bargained, so two years ago, we took over $7 million to bargain new money. So like 17th of of what we brought to the table for new money uh bargain last time. >> Yeah. you know, and again, there's 750 teachers, you know, on paid by through general funds. And so maybe, you know, you can kind of just do some rough math here based on estimates right now based on where we're at with ADM. Uh but but again, just want to give you some picture, some insight into uh what what you're going to see for the budget when I do the public hearing then in about a month from now, which is is very high level. I thought we'd kind of go a little bit more in the detail just
122because there's so much more moving pieces this year, but then also as it relates to bargaining, what you'll hear in terms of what we can maybe squeeze out of that contract for the teachers uh in the next month or so as well. >> The budgets made by the state for two years, right? And this is for those two years. So this is for sure what's happening because they won't change it. The only right Okay. Okay. Right. Okay. >> Typically in the budget once it's done it's it's gets locked for two years and we the only factor that we I say we control it but the only factor that changes is student enrollment >> and we bargain every two or every year. We could bargain every one year if we chose to and that's a decision
123to make through bargaining if we want to do a two-year or a one year. Right now, I'll just tell you I think our teachers would still really like us to do a two-year if we possibly can. >> Um >> even with this >> even knowing this. >> Okay. >> Um but we'll see that that's a discussion we'll have to have collectively and decide do we want to just so we don't have to bargain again next year go and lock it down. But knowing that there's not a lot of money so it's not like we're going to likely be able to lock in big raises or anything, >> right? So that new money doesn't in like doesn't mean inflation. Is it like 0.5% like 50 500,000 on an $83 million? >> It's nowhere near inflation. >>
1245% inflation 3% is inflation. >> Actually my next slide I'll go to the next and why did you take it times 62%. >> That's been historically what we've kind of agreed to with the teachers as relates to how much of the new money goes to the teachers. Yeah. And so that's just a number that's that's like a number we've always kind of >> every district has a percentage that they've determined through their through their annual process of how many things come out of the education fund that don't are not going to teacher contract. So you have to account for that stuff, >> right? And it's got other staff who aren't in there that we still have to give credit to pay or pay increases or some of the things I think Dave was probably getting
125ready to tell you on the next slide. >> Okay. Sorry. Sorry. Sorry. >> So I'll just say real quick, ironically, that's actually the same percentage that the state also chose to put in statute to say that out of your ed funds 62% >> Yeah. uh must be spent on teacher salaries. So we we've always aligned with that here. >> Was this included in your initial discussion with the form >> that you just had? >> Didn't you have a >> we haven't talked mine yet? >> Okay. >> You just warm up. >> So they're going to hear this tomorrow. >> And yeah, and they you know they could have in essence done done the math too based on knowing where we've stood with uh enrollment and trends and stuff. So it's >> and David's been very
126thoughtful and intentional that we're not I mean even last Monday I didn't really want to get into specific numbers because a lot of this we're still watching and learning and I don't want to throw numbers out. The minute we say a number >> people will remember that number and they know what you said. >> We don't know because what if we suddenly see a student enrollment dip before bargaining starts these numbers will all go out the window and we'll have to rerun all this will change or it could go up you know. >> So >> yeah definitely emping estimate up to this point. >> These are estimates. So just real quick, as I mentioned earlier, you know, we had the budget hearing in a month and it's not really a time that I I go
127into a lot of detail. So I want to use this time to talk a little bit more detail behind some of our really large factors and of course there's many factors we could talk about related to the budget and happy to answer questions on anything that you want to, but wanted to focus on these because as of now I can already tell that these are going to put some some pressure on on the budget uh for next year. So speaking first of health insurance right now we're looking at a 2 and a half% increase of about $350,000. Now, you may remember last year uh we brought to the board a I think it was seven or seven and a half% increase of premiums which that equated to about a million dollars on on the budget
128uh for last year. As we were looking at our u health data, right, we're self-insured. So, we're working with our health insurance adviser and looking at the the the claims that come in. We were actually looking really close to another 7% this year. And I just said like we we just cannot afford for that in the budget this year. We need to um >> look at some things within our plan and be more creative. Well, it just so happened that we're also ending uh or we're we're approaching the end of a three-year contract with Anthem. So, it's been three years now that we switched from Sigma to Anthem. And so, our uh broker was also doing an RFP for our health insurance carrier. And we uh went through SAB is um um both myself and
129benefits team as well as our our benefits committee uh which is comprised of administrators as well as forum leadership went through the process of of listening to the the respondents to the RFP. Uh so uh primarily our our final two were were Anthem, our incumbent and then United Healthcare UHC. And um when it when it came down to it uh we we ultimately uh as a committee uh unanim unanimously support the idea of moving to to United Healthcare uh which would be something that as we uh get the documentation alto together and contracts together be something again that will be on uh September for board approval of a um of a of a ship to United Healthcare from from Anthem after that three-year deal. And it should be again another another three-year contract. I I
130want to let you know though as it relates to that decision, it's it's not something that anyone on on the committee takes slightly a switch because we all know that there is some disruption there as it relates to networks. Uh but when you compare, which we have done through all all the data with the help of our adviser, when you compare those two networks, uh United versus Anthem, uh we we um broke it down to exactly 42 cases where the the service was not provided in um in United where it was in Anthem. And that that's about like 310 of a percentage. In other words, 99.5 plus percent all the that the networks, you know, providers overlap and and that that could very well just be the margin that, you know, every year, right, providers
131come in and out. So, we felt like as it relates to disruption to our employees that it was essentially nil, right? And and uh and what that really means, you know, to not to downplay the change, but you know, at at the beginning of the year, folks are going to get a card from United instead of Anthem is is kind of the change there. >> Um the beginning of the calendar year the calendar year. Thank you. Yeah. >> Okay. Unless you're one of those 42 people, >> unless you're one of the 42 people, then you would you need to be aware of of that. And and we've even talked about even um making them aware. And there's even more data within that that we've broken down. Not to get too much in the in the
132weeds right now, but to even look at some some things there to caveat that even further, but the uh other aspect of this because you're still wondering, well, how did we go from 7% to 2 and a half%. Well, we also needed to take a look at uh our deductibles and out-of- pocket maximums. So we have actually um had to increase those within our plan as well uh the this year. So we have also had some plan design changes in addition to uh the move to United allows us to uh go on to their their their shest option. Uh so this is a a PO plan that the folks on the committee were really excited about. This is an opportunity for our employees to to be more in the driver's seat as it relates to
133being consumer driven, consumer minded for their healthcare. and it is a so it's a PO option with a $0 co-pay uh with within their um within the um services that they select. So something that we're excited about because it it can change that the dynamic and it can also help our our plan save money overall and and and hopefully we from what we've heard with other uh clients of our advisor that have been on on the on the shest option they they actually they really love it. So, we're we're excited about the the fact that um hopefully longer term what we're also doing is setting up our plan so that that way year-over-year it's not just coming to you with a seven or 10% increase, but actually hopefully we're seeing our our costs actually decrease
134based on how we're trying to set our plan up for more long-term sustainability. Uh so again, I just want to go into a little bit more of that detail because like I said, for September, you'll probably see the the action in October for us moving to the um an approval for the United Healthcare contract. And then of course, we'll work on all of our communication with with the district through through benefits and so forth to to notify employees. But then again, the $350,000 increase would still be in in the budget in about a month from now when you hear that presentation turf. So teacher retirement fund. Uh this is something every year on the the INPOS website to see what's changed and and this year the uh the employee portion of turf increased from 6.5%
135to 7.1%. So that 6/10 of a percentage point is going to cost us about 375,000. This is actually the second increase in a row. Last year it increased uh only 510 of a percent. And uh you just really can't do anything about this. This is just part of the the pension system and pay into part of the um the actuarial analysis that the ENERS board does to say hey this is the only way we fund it is to charge the employers more. $375,000 is what that's going to cost us next year. >> Then they have you over a barrel with that because I mean you have to pay it. >> You have to >> they can make it whatever they want. >> Yeah. Obviously it's funny a great benefit for you know for all of
136us. It's it's it's a it's a defined contribution plan that uh everyone appreciates. Another large factor on the expenditure side next year is going to be Duke Electric. So we are looking at uh the fully implemented uh increase to rates starting 31 2026. So that that full implementation is actually a 17% increase from what it was from when I last budgeted. So when the IURC last met for this, it was actually after I right around the time I didn't have all of it. it wasn't I think solidified for this year's budget last October and they decided it was it was like it was a phased in approach and I think the first phase in was like 8% maybe but now it'll be a 17% so to get the the budget caught up with that uh
137fully phased in for 31 of next year it's going to be about $200,000 increase so again as we talk about you know real inflationary pressures um you know here's here's three great examples that are no like small dollar amounts that are just >> you know kind of I don't want to say outside of our control but you know we we do everything that we on the healthcare side, but turf and then electric is kind of outside of our control. >> So again, uh thinking about perspective, there's you add those up and you're looking close to a million dollars and you just saw the previous slide related to the the new money that we receive uh all al together from the funding formula and uh it's going to be a challenging budget year. On the revenue
138side though, thinking about updates, right? You think about the updates all along going back from SB1 legislation from LSA. They were looking about $2 million total that we'd received this year. July gave an update to you all and and talked about how well you know for 2026 it doesn't look all that bad but wait till we get certified net assessed value. We actually have we now have certified net assess value. So for next year our AB increased 5.9%. If you include the tip districts which is the uh assessed value that our referendum fund is gen or generates it levy from that's 7.4%. So, that is a very respectable increase. The 7.4% is going to equate to almost $4 million more on our revenue referendum uh operating fund next year. Uh which again, that that's going
139to help with the deficit that we're coming out of this year, but then also some of these new expenditures that are coming on in the budget. But until I get uh I I thought that I'd maybe have it for today, but I've been working again with policy analytics that they're doing that parcel level analysis. they don't have the the circuit breaker impact for us next year with these new assessed values plugged in. So, I'm still waiting on on getting that because once I have that, that's really kind of the final piece of of the the budget from the revenue side that to plug in and say, "All right, now I know what we need to match on the expenditure side to to make sure we stay in balance or um in, you know, in budget
140balance territory." So, so that'll be coming soon and then I'll be able to talk more about uh that in a month from now, the budget hearing. The next item here, the second item, this is a kind of a very in in the weeds detail, but it's it's a great thing that that happened this last legislative session that I I didn't hear about and I feel like my colleagues didn't really hear about until just the last like month or so, and that is to say that excise taxes were shifted from debt service funds to operations. So, you may recall that we we get state taxes shared locally. These are these three taxes. I talked about them in the mil ambassador presentation. The financial institution, the commercial vehicle excise, and then the the the vehicle excise tax.
141While the FIT financial institution and the commercial vehicle excise tax, they were always given to any local taxing district uh proportionally uh divided up based on your levy funds. So we have debt service. It has a levy. It always receives these dollars and then it see seen as revenue that comes in and then you add your property tax revenue and that pays your debt service. Well, now the state uh legislature in this last session they said that no actually a unit can take their fit and their commercial vehicle excise and put it in their general fund which after that happened like that makes sense all along like why why wasn't it always like that but >> uh that is a good thing because then we're in the we're in the situation then where we we
142have the ability to uh still in what I'm planning with our rate to then make up that uh in in property tax revenue make up that that shift of excise tax from debt service into operations with property tax. So, what that nets us is about $200,000 into the operations fund. So, that overall was was definitely good news, welcome news to hear. Now, I will say that I'm hoping, fingers crossed, that this was just a first bite of the apple that the legislature will come back and say, "Oh, yeah, vehicle excise we can do the same thing." Because that equates almost $2 million. That's a substantially more amount >> u substantial more amount >> than the the FIT and the CBET. So, that would help us then for 2027 if that change were to go into
143effect. Uh so that way we could again just make up that difference in our our property taxes in our debt service fund. And then finally on the on the revenue side, we're looking at um with our consumables reimbursement. We we actually just as recently as this morning, we were talking about in in cabinet how uh just getting the process all ironed out for um the uh the roll out of charging for consumables uh those curricular materials that are consumed next year. here. And so we're estimating that uh netting the netting out free and reduced and you know just an overall respectable collection rate that about $300,000 would be able to come in and fund uh those items in our budget next year. So >> I I didn't realize so parents don't have to pay school
144book fees or whatever, but next year we're going to start charging for consumables. This year they're getting charged. So they're going to get So last year they didn't get a bill at all for anything. So, what's considered a consumable? >> You want me to answer that question? >> I mean, how much we talking per f? I know it's going to be based on what classes you take in general. >> Jen could probably speak to elementary. I can speak to middle and high school. Middle middle and elementary a little easier because kids for the most part take the same classes. But at high school, it's going to vary dependent upon what students take and especially when we have students that take CTE. Some of those CTE courses are more expensive. >> So consumable items are considered
145to be materials that students actually through the course of taking the class, they they consume it. That's why it's called a consumable. they're either using it up um or taking it with them. So, for example, if students are in an art class and they're using clay to make a pot, a piece of pottery that then they take home with them, that's consumables. So, we can charge for that clay, whatever that costs per student. Um, you'll see it a lot also in science class where if students are doing a science lab where maybe they're engaging in some sort of activity where the student is using up the materials through the course of the activity um then like if they're building a model let's say and they keep that um then it's a consumable. So, we've actually
146had our department chairs um at the secondary level over the last almost two months now going course by course and identifying what materials meet the definition of consumables and then identifying what the per student per course cost is and that that actually we just finished that process up. So, we just got through that. So, was this a legislative change or was this just something we realized we could charge for? >> Yeah. So, there was something that happened in a shift in the law that now allowed for um districts to do this to recoup some of the costs associated with non >> they're they're really noncore or supplemental curricular materials. >> Okay. >> So, we can't charge for textbooks, right? >> But we can charge for things that students keep or take with them or use
147up. >> So, any idea like let's say I'm an elementary parent, what am I going to get? You want to speak to the elementary charge for the construction paper and art class or you know you're like $400. >> No, it's it's going to be considerably less. Oh, good. So, right now we're looking about 2025. >> Okay. Okay. >> So, not elementary, >> right? I know CT will be different. >> Yeah. >> So, you can't charge for a workbook because that's >> Well, well, it depends. didn't write it. So, so if so, the state actually has guidance on this and so if it's a workbook that is connected to a core adoption, >> then it's considered a corecurricular material and you cannot charge for that workbook. >> Okay? >> If it's a workbook that is outside
148of a corecurricular material adoption that a student keeps and consumes, you can charge for it. So, I'll give you an example of both. If we've adopted CKLA, let's say in language arts, and there's a there's a workbook that comes with it that asks is that cost? We cannot charge parents for that because it's a part of that core adoption. >> In sixth grade band, we have students that get a band methods book for sixth grade saxophone and they are writing in it and using it and they keep it. >> That we can charge for because it's outside of a core adoption. It's not connected to a core adoption. >> That makes sense. >> Yeah. And >> so we've gone through and we've delineated >> okay >> what is which falls into which category >> and
149so CT that brings up a good point and I don't know if that was on the last slide that so before we had our expansion we would send kids to J Ever light so we would get money from the state for those CTE students but then we had to give that money to J Ever light right for them to educate our children but now since we're doing it in-house we get that money directly and it doesn't have to leave correct it >> except for we still also are a member of the pursuit institute. So >> okay do we have money for that? The Pursuit Institute is our career technical education center for the area that we are a part of instead of JAL. But remember, we offer many of these classes internally >> that are
150not a part of the Pursuit Institute. But we also do have students that go to out to classes that are a part of the Pursuit Institute >> and that's a pool of money like that we everyone chips in for the Pursuit Institute or what have you for? >> Yes. all of the member districts that are members of the pursuit institute which is all >> do we have a number for the amount that we're >> like I think what you're getting at is like yeah are we coming out more ahead and the answer is we're really kind of about even because >> staff >> well because we're actually offering more opportunities now through TPI right and there's a cost through TPI so yes there's more revenue coming in by way of the the the 3A report
151the CTE reimbursement but then we're also sending out more by way of expenses by way of the some of the TPI opportunities so it's It's really kind of a wash in terms historically >> speaking, right? Yes. It doesn't sound like >> right when you have that many students. Yeah. >> Yeah. >> All right. Moving on to some quick project updates. East Middle School Athletic Building. I want to show a picture here because this picture indicates just how uh how quick Gillette as our general contractor can get on it. You know, there's been some concern just with the kind of the later start, the delayed start. Are they going to make that 12:31 estimated time of completion? Well, based on our construction meetings, they say there's still no issue for both the East Middle School athletic
152building and then the high school softball locker room. So, um we're we're still being optimistic that yes, everything will be done by 12:31. I suppose that if not uh all the details were done, it shouldn't be too much of an interference, right? Because we're still kind of in that winter January month for both softball and then, you know, track to start up at at East Middle School. So, uh there is definitely some some some leeway there, but still uh on schedule though for 1231 completion of both of those buildings. Uh the high school weight room want to report to you that everything has been ordered in terms of the equipment. So, the uh both of the uh the flooring and the equipment that installation will actually begin right around mid December. So, they uh confirmed
153that it be finals week and then through winter break to be ready to go start a second semester. Everything will be good to go there. It's already been painted. Uh the walls been painted in there and then the track I think we talked about how that uh the 40 yard dash area there uh that's already been replaced. So uh some progress has been made but not till second semester will it be ready to go with the new uh new weights and new flooring. >> Yep. >> Air handlers the um the bin packs that were installed this summer. Everything has been wrapped up. They some carried into the the school year just a little bit but all the we'll call it the construction has been uh completed. So, at this point, there's just some re they
154call it rebalancing the controls, right? And getting in there with the u within the systems and making sure everything is all the the stats and metrics are correct. Uh, so there's just some some followup there, but of course, we just uh had you all approved the the bid packs for for next summer. Some may actually be in spring break, but then um so so nothing really with bids packs two and three or excuse me, three and four. Um but very soon we'll actually be starting with the design work then which is great that we already have the money uh locked in so we can start pair engineer to begin that design then for that uh summer of 2027 um phase three. And then lastly with the high school performing arts area again everything is uh
155is on schedule there. In fact I reported just today that they estimate by end of November we'll actually be working on final punch list items which is great to be able to start getting some stuff moved in for for second semester go at at all the performing arts areas. So, uh, everything's coming together with with that project and, uh, we're excited to to have that behind us. >> Do we look to be on budget with all of these projects or >> with all these? Yes. So, yeah, if you was, you know, just going from the the top, both of those are have been bids. And so far, they usually say that uh the the areas where your contingency can get tapped into the most are usually uh like prefoundation. So, the fact that, you know,
156you obviously we're post past the foundation, right? because it could be that they struck the utility or found something with the foundation, the dirt work, you know, need to stabilize. So, the fact that we're already in the walls with uh East Middle School and then even the softball locker room as well. I think they poured the foundation. I I would say that yeah, there's very good chance that we should have any issues with budget past the contingency that's already worked into the budget. Uh high school weight room, yes, that's been a bid project, so won't have any issues there. air handlers. Uh we'll wait and see then on um our bid packs for next summer that um so those are still TBD and of course for high school performing arts areas. Yes, there's still some
157remaining funds in that contingency for that total project, right? The total $42 million project. So still very well on track to come in under budget. In fact, I think last I looked there was clo close to $900 some thousand dollars left in that contingency within that CMC project. And then how's the um the the how did we end on the paving projects? >> Uh the paving projects. So we had uh we had this past um I think you recall from my board report we had the uh the Stony um Stony Creek and we had Hazel and then um the you all also approved the high school lot number three. I think one of the lots at the high school Stony Creek with the weather uh with what they uncovered there. uh that they they they
158went very deep into our contingency for our paving budget because they had to do a lot of stabilization out there. Also, the weather then delayed how uh when they could get out because it was the same vendor out to Hazel. Well, turns out they found the same thing at Hazel and that also into our our budget just a little bit and that was also eating into the time. And so again, you probably recall from my board report that um I put in there that uh we decided to actually uh work with Howard and very grateful for for their um their agreeableness to this to go ahead and just cancel that high school lot for this round. Uh because again, you may recall that uh for next summer, we're also playing on the high school lot
159like lots four and five. So we also thought, hey, because there's not enough time before school starts, maybe we actually could get economies of scale for next summer and bid three, four, and five and get it all done at the same time. So, we think it kind of worked out, you know, bearing the circumstances that uh uh we had such wet, terrible conditions for both our elementarymentaries when they, you know, peeled up the and this is also because, you know, we're doing pole replacements like we're kind of doing doing it right. We're doing the right investment level here so we can get, you know, 10 plus years out of this. >> Finally, I'll just say that uh because of how wet it is and because we we probably were we're betting that if we ripped
160up the the drive into Hazel that we would probably maybe have a wet mess and maybe not even be able to get buses in first day. All right. >> So, that's actually scheduled for fall break uh to finish that job. So, um that's just the last piece that um >> you'll you'll see as it relates to this past year's paving. >> Okay. So, are we doing those repairs for the huge potholes that you can actually lose your whole car in at the high school? >> Yes. Yes. Those uh I I know as well there and there's a work order. There was one. Hopefully, it's been completed because Yeah, it's right there when you come to high school there in the turn lot. That's right there. Yeah. Those should be filled because it kind of >>
161Yeah, it is right in the car rider line. You just got to ride it. You just got to straddle straddle. I mean, luckily I don't do that anymore, but >> they should be filled by now. >> I noticed it when we were there for the open house for the new for the new edition. I was like, "Holy cow." >> Yeah, it's the vendor for sure. >> Um, back to Sorry, one more thing about the consumables. Have we communicated? I'm a I'm a little concerned about parent because they haven't been charged. Has there been communication with parents that this is coming? Because they're going to be like, "Why do I have a >> Oh, but it was in the back to school guide. That was our initial communication point." >> Yeah. We actually just talked this
162morning about sending a reminder out. >> Oh, that's maybe a good idea. I feel like >> it was it was part of the what's new this year back to school. >> Yeah. Have they gotten the bills? coming in >> first week of October. >> Yeah. So anyway, you can like give a heads up and like I guess explain what was just I mean or if anyone would like to watch this video and get a feedback on >> also said that we anticipate that the bills will be much less than what textbook fees bills have. We don't want parents to freak out like you said they're going to be like like the old bills. They're not that >> right. Yeah. Okay. What would be a high CTE cost like say welding class? Do we have any
163idea what >> as far as the family responsibility >> consumables? Yeah. >> One year my kids fees were $800. >> I just closed that out. >> What? >> My children's one year was $800 each, but they were taking a lot of like CNA classes. Your kids each. >> Oh wow. >> Like Henry's was $800. >> Nursing class. Yeah. They were high. >> That was everything. Yeah. For the whole year. >> Yeah. that was prior to >> right now the total cost in consumables for a welding student is $352. So we've had conversation around are we going to be able to charge that and we've talked with districts in other areas and some districts do and some districts don't. It it varies from district to district. Um that's by far most expensive. Yeah. of of any
164of the CTE, >> but that's only if they're just in that course. >> And that's that's correct, right? And so we have to also consider that that's only one of multiple classes that a student >> that they'll be taking, right? >> But that's cheaper than doing it out in the real world probably, right? Sure. Exactly. As long as parents know ahead of time when their child signs up for that, that that's you're they're going to get a bill. >> No, but you hate to say to your student, "Oh, you can't take this cuz it's going to be $300." And remember that there the the rule for free and reduced lunch would always apply as well. >> Yeah. Qualify for free. Yes. >> Yeah. Okay. >> Yep. We have >> right. Yeah. >> I want the
165>> not going to turn anybody away. >> Right. >> It's really just a communication part. Yeah. >> That's by far on the extreme end. It is the most extreme example. my spreadsheet. >> Oh, for >> you mean for welding? >> Um, sheet metal, bar stock, welding rods, gas, grinding wheels, pipes. >> Yeah. >> Um, >> your consumables. >> Yeah. >> Melting melting. Yes. That >> stuff. So, it's Yeah. Well, maybe somebody like the like like the welding teacher for example could say, you know, I'm here if you you know, if you need to talk to somebody about the payment of this, I can get you in touch with the right person. You know, some of those some of those teachers that have the higher cost could say to the high school have mechanisms in place
166for all of that. Yeah. As the communication for sure, right? >> Yeah. Communication does mention that too that >> Yeah. Yeah. Yeah. And I never saw it coming. Probably I didn't read something. But >> Right. >> Yeah. >> I know. >> Well, and that's when we had the traditional book rentals, too. >> Well, that's why I've always been >> Right. Right. >> Right. Right. >> Right. I understand. Gotcha. Yeah. >> Yeah. Well, and that's also in addition to like their AP exams or, you know, and all the other >> cheaper than if you do it in the real world. >> Absolutely. >> Post school. Yeah. >> Yeah. >> Right. >> Yeah. >> That it was that was very helpful. Okay. Um public comment. >> None. >> Um Marty. Yeah. >> Good job. Um, our next
167meeting is Tuesday, September 16th here, 6 PM, a regular board meeting. Um, may I have a motion to adjourn this meeting? Second, Brad. Any further discussion? >> You got it. >> All in favor? >> I opposed. Motion carried. Ajourned at 3. Okay. >> Now, what are you going to do with all these What do you do with them? >> I'm going to put in a binder. >> No, you type them up when you get home. >> No, I'm typing. >> Do you have a binder? Really? Oh,