001Mhm. >> Mhm. >> Order if you please stand and join me with the pledge of allegiance. >> I pledge allegiance to the flag >> of the United States of America, >> and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> I don't >> Good evening. >> I was pledging allegiance out in the hall. >> Good evening. We're going to go ahead and start our discussion over the Lilly Grant overview and Dr. Hanson, we'll start with you. >> Good evening, board. Um First of all, I want to thank every board member for the conversations we've had last Wednesday at our board meeting and in between the board meeting and up to today. Um you know, in talking with Ryan, uh the good news is we have
002over $38 million from Lilly. Um and that entails a lot of projects and a lot of details. And I think, you know, reflecting on kind of this contract and where we are with Lilly, um receiving that notification here in January, you guys can expect every um you know, three, four months a update on Lilly. So, we're going to kick that off tonight. Um so, I've asked Ryan, actually Ryan offered to come in. Um doesn't he look great on his vacation? Uh to um share some overview of Lilly two and three. Um and then uh the action item tonight is that we would ask for your approval on the AASA contract. So, with that, I'll turn over to Ryan. >> Thank you, Dr. Hanson. Uh President Amos, members of the board, um fearless tech crew, uh
003thank you for the opportunity just to provide an update. Uh the last update we provided was in February. I don't know if you remember the um we talked about jobs centers primarily, but a lot of this is going to be some repeat content that's in there just as an overview. We have more details tonight or today or last couple weeks than we than we did in February. So, I was sure to include those as well. But just to provide the update of where we are with the Lilly Endowment phase two and three. And the only reason we don't talk about phase one is that was a planning grant and that's really how from the planning grant we created phase two and phase three. Strategically, I know I've said this to many. The absolutely wonderful thing
004about the Lilly grant is it really is 100% focused on our strategic plan. We've actually had some internal conversations. Do we call it the Lilly grant or do we just call it the strategic plan because strategically, no pun intended, every every aspect of that grant or the award was focused on the specific board goals that were created as part of the strategic plan. So, they're all listed here tonight and I'll get into some more detail around those. But just wanted to make sure of that. As a reminder, the focal point of the grant and the application process was process was building capacity. So, we wanted to build capacity with our families and communities and we'll talk about how we're doing that through phase two and phase three three building capacity with our people a significant
005amount dedicated to increasing the both effectiveness and impact of both all of our staff leadership through the grant and then building capacity in our facilities. I know we haven't talked a ton about Jog's centers, but I have some updates on those tonight even some early 3D renderings of what those projects are looking like that we can look at. And again, this is another correlation just with the Lilly Endowment investments are directly related. So, this is kind of repetitive of what I've already mentioned. Ultimately, I wanted to as we try to make um sense in both communication styles um and preferences. When we talk about Lilly, there's really three specific uh initiatives within Lilly, again related to our strategic plan. Um no particular order, but the first K-12 college career framework and job centers. This framework
006is um relative to the AESA contract that I know we'll talk about a little bit more, uh but developing a comprehensive K-12 college and career readiness framework. Uh we specifically wrote um AESA/Battelle into the grant when we when we um applied. And then those job center and career pathway programming directly aligned to obviously what uh the board goal is, ensuring that at least 80% of our graduates uh graduate with a credential um or some type of credential, whether that be a college credit or an industry recognized certification uh by 2028. Uh dual capacity framework, this is about family engagement, but building capacity of both families and school staff to strengthen partnerships and support outcomes um at the school level and community resource center. And then invest in our people to increase achievement. Um s- strengthening
007our professional development, uh we'll continue to use the term and I'll talk a little bit more about uh micro-credentialing systems. Uh I'll talk a little bit about the work that we've done with A-Net. Um you guys approved that eight you guys approved the A-Net contract actually last June, believe it or not, a year ago. Um and we have some exciting deliverables um from that uh already. IASP and leadership PD um as well that we'll talk a little bit more more where some of those investments are going. So, three main focus areas, three main initiatives as we look at that. College and career framework, dual capacity framework, and an investment in our people. So, this is when I'm going to um go back a little bit to uh each of the uh focus focus areas of
008our strategic plan. Two and three, uh although specifically different or uniquely different, uh have a lot of similarities in the overall approach. Uh some of the things that we've been talking about just as normal academic um teaching and learning fundamentals that we've been doing. We've been doing specifically uh with the with the support of Lolly in a lot of ways. So, the schedule redesign, uh the schedule redesign uh actually went in place this past school year for 5-8. Um and specifically what that means even more targeted was uh increasing the number instructional minutes in math and language arts in 7th and 8th grade. Um that required an increase in math and language arts teachers at the middle level. Um the instructional framework development, that was accomplished through um our contract with ANet. Um actually it
009was it was complete as of a few weeks ago. Um looking forward to provide a more formal update uh on that as the opportunity or when the opportunity presents itself. And then Avid, we talked a lot about Avid as an elective uh course to support employability skill development uh specifically in our 5-8 level uh and continue to grow that up in the high school as the years progress. This past school year was the first year that we had Avid um in 5-8. We continue to have Avid uh for next year. And we've heard a lot of good uh or a lot of ravery reviews as far as uh the things that our students are doing. And then staffing investments, specifically within staffing six academic acceleration specialist uh specifically at the 5-8 level. Uh two per
010building, one that primarily primarily works with 5th and 6th grade, and one that primarily works with 7th and 8th grade. Uh their goal is to really focus uh and support students who are below proficiency, um and whether it's pull-out groups, specific MTSS periods that uh those students are getting instruction either from the academic acceleration specialist or another qualified staff member in the building. Extended day learning opportunities, which is a I don't know if it's fancy, but it's a way um tutoring dollars. So, after-school uh both tutoring and enrichment opportunities for our students um in K-12. And then those staffing investments as well. I mentioned avid, but those three FTEs uh one uh for each middle school is uh being paid out of bill A. Targeted support, so when we really look at uh best practices
011for multilingual learners, avid being as successful as it was or has been, uh we're going to um expand avid uh with a program called avid excel. Um and this is primarily uh or specifically for multilingual learners um who are uh working on language acquisition uh as a specific way to focus on that in a career-focused uh and durable skill way uh to support them uh as well. And then uh the 600 micro-credentials per year. We'll talk more about the micro-credentialing piece, um but ultimately uh that micro-credentialing piece is a is a standalone technology platform for teachers, staff, all staff to be able to participate in professional development, and we're designing courses within there specifically that would have given uh teachers the opportunity, staff the opportunity to earn a stipend upon completion. Those partnerships uh specifically,
012uh uh what does that mean? Uh people that we have contracted with uh through Lilly Grant. So, Achievement Network, again, we uh introduced uh the Achievement Network through a contract back in uh June of '25. Avid, um we have a contract with Avid as well uh for the professional development and curricular and curriculum for that. And then a micro-credentialing platform development. Uh little foreshadowing, uh we anticipate bringing a contract for that micro-credentialing system to the board in August uh for approval. And um we'll certainly have an opportunity to talk more about that. Student journey and the needs of the whole child. Uh this is specifically uh again under that first uh initiative that I spoke of. Journey of a graduate centers at each middle school. A guaranteed continuum continuum of college and career experiences. The
013JOG centers obviously focusing on 6-8 and now more formally on 6-8 because not next year, obviously, but the year after with our middle schools or our 5-8 buildings transitioning to being uh middle schools um primarily once again in grades 6 through 8. Uh if you remember back in February, which I know we've all slept since then, uh but we talked about having uh a series of guaranteed course works housed within the JOG centers that are aligned to both high school and career center opportunities for students uh to generate interest and get exposed uh to career clusters and opportunities that they would have an opportunity to take further in high school by gaining a certification. Uh we had mentioned that sometimes if a student, let's say they're a sophomore and they decide they're really interested in
014a specific certification program, that may be too late. It may be too late to actually get into the program. They may not have the necessary prerequisite course work done to be able to get in the coursework. So if we can expose them to that early and give them those hands-on learning opportunities for them when they're in the middle middle school grade level, it's going to better prepare them to make a high school schedule that fully fulfills what their post high school aspirations are. Partnerships, again specifically, I know the AASA contract will be up for a vote tonight, but specifically as a leading expert in college and career framework support development, again we wrote them specifically into the grant during the application process, which is why we've been engaging with them over the past several months
015to try to figure out the best way to tackle K-12 guaranteed experiences, job center curriculum engagements, and then really this the necessary handshake connection between what the middle school curriculum career programming needs to be with our high school career programming. It does um we would leave a lot on the table if the middle school career opportunities in the high school were vastly different. We need that we need there to be a seamless handshake between those two so we're not exposing a student to a career field where they have no possibility of getting credentialed in there in high school when it's not there. That's going to require us to look at all of our career center programming. That's going to require us to engage with local business community. Um it's funny is not the right word,
016but um we've I've had I can think of three off the top of my head and I know there's been more since that February board presentations where we talked about presentation where we talked about the job center. we give the example the drone example we found other business community reach out to us and ask how do we partner with you guys how do we become a part of the job center then how do we become a part of the career center with that the drone was one example again anyone who's listening I'm not promising drones are going to be in the middle school that being said we need to create a process in which we engage all employers to see who has vested interest in being in the job centers what they can support supply
017train our staff with provide experiences for our students at a young age as well and again as we have more and more people interested in becoming a part of that because of its uniqueness again working through those details to make sure that we provide not only the right career clusters but we have the right training curriculum and then opportunity for our students and staff to engage with long-standing we've been working with employee and D to expand what's called a talent bound program this is a coordinator that specifically works with us to connect us to local industry they're going to be a key part in helping us organize sessions where where we talked to business community again not just about the job centers that seems to get a a big spotlight just because of the capital
018work that's going to be taking place in our middle schools about it but really just about all K-12 experiences for our students so we we think it's just as important to expose our elementary students to opportunities that they will have interest in potentially in middle school which will lead to their interest in high school again it it is a recruitment and retention practice as well get students expose students to incredible opportunities when they're young tell them about as they get older how they build upon those experiences in middle school and then tell them again as they get older why those certifications can be earned in high school, so they don't have to be earned on their own dollar outside of high school. Um, it's a great opportunity for our students in our community. It's whether
019you're college bound, whether you're workforce straight to the workforce bound, or whether you're uh military bound uh to get credentialing that uh will allow you to find a focus area wherever that may be. Very early renderings of JEL centers. Um, so um these aren't um super super super easy to see. However, just um couple things that I want to point out. So, I have uh a picture for all three. We've been working with uh Schmidt um architecture uh to really um uh design uh flexible spaces for our uh for whatever uh programming that we want to put within these buildings. So, there's a few fundamental truths about all of these. Each middle school will have three separate locations that are strung together as part of a JEL center. They will all have separate entrances, so
020that they're easy access for uh both community and events. Uh so, this is an example of Creston. This is where it says um JEL center up here. This is the old athletic entrance. It'll still be the athletic entrance. However, um this will be the JEL center entrance just to give you some scope to that. Uh and again, as you look at these spaces, just a few fundamental things that we want to keep as a primary focus. One, um everything's flexible. So, we're not necessarily Well, we're not installing like uh auto mechanic lifts in these spaces for middle school. Um we're designing these to be highly flexible, so that whatever programming and whatever industry we want to put in has the availability to do so. Um so, paying close attention to things like exhaust, drop-down power,
021uh sinks and storage, things that whether again it's a um whether it's a cosmetology, a business, a drone aviation, uh or a banking type of thing that we want to put in there that this space is equipped for that to happen. This is Raymond Park. Um this too Now, this is a interior look. This This too is the athletic entrance. Um and what you'll notice is as you walk in, if I walk down this way the hallway, uh you'll get to the auxiliary gym. This room here is the old video studio from um circa 2005. Um but, uh and then the hallway that goes uh adjacent to this all the way down will contain the three jobs in a rooms. Again, uh similar concepts, open spacing, flexible um being the key key aspect of that.
022And then last but not least, Stony Brook. Uh this is the entrance closest to I don't know I don't know if I'll say closest to the football field, but the the entrance uh on the it would be south end of the building. Um and again, similar philosophy, separate entrance. Um ahem excuse [clears throat] me. And then, uh flexible spacing uh in the three classrooms that are there. They all will have the ability will have the ability to uh move walls. Um so, we can take uh or at least what one of the walls uh where we can take two fairly large rooms and make one even larger room for bigger events and things such similar to these um as we can open and close although yeah I'll just say similar to these as we work
023out the final details on that. So that's just a little bit of the architectural design work that's been going into the job centers. Right now that timeline is a little I'll say a little uncertain. We still have hopes that there's a possibility um that these could be ready as soon as a year from now. I think it's most likely that these will be ready for the 27-28 school year. But there is a possibility depending on what some of those aspects look like that they could be ready just depending on all the joys of construction. And then the people part that we discussed earlier or that I foreshadowed at least in that third initiative. Teacher development this micro-credentialing piece is is pretty substantial for us meaning that really focusing on the fundamental aspects professional development and
024training that we want our staff to be we're going to say certified in. Developing that coursework and then providing teachers the opportunity to earn a stipend upon completion. Meaning that it's not based on seat time it's not based on anything other than completing the necessary components of the certification to be able to earn that stipend. Within the Lilly Grant we developed we gave five different ideas for what the certification could be like. This was birth out of the idea of when we did the science of reading certification first for our staff under ESSER. To recall one of the many things that we did in order to significantly increase I-Read scores is we really went to investing in our staff, the science reading, the certification process for that. We got so much success with that. We're
025taking those principles of what we learned from that, we're trying to apply them to some other aspects, as well as everything from math, literacy, trauma informed care, and more. Um, it's a way for staff to earn additional compensation by getting the training that they need without having to necessarily do it at a staff meeting or something. They can do it at their time. They can do it over the summer. They can do it whenever. And again, it's based on completion. The other thing the academic, what I call academic and instructional development. Um, that instructional framework that I mentioned in partnership with A net who worked alongside of us to develop that framework and create literacy and math plans as a foundational element for how we're significantly trying to improve, again, aligned to the board goals
026of not only increased I learning achievement, but increased I read I learn and I read achievement. And then leadership development as well. Um, working through, I believe the correct number now is 66. 66 leaders. So, building based leaders going through and the empowering excellent series from the Indiana Association of School Principals um, to work on just honing their leadership development, their leadership capacity, just to ensure that we have the very best leaders in sport in our building that we can. I mentioned the micro credential, um, but um, yeah, I don't want to beat a dead horse with that. Uh, last but not least, uh, family and community engagement. Um, so some of the staffing investments that we've done through Lilly specifically, um, six social workers, um, and then uh new social workers. Those were the
027two per building at the 5-8 level that we're doing under Lilly 3 or Lilly 2, I'm sorry. Um subsidized salaries for four current social workers, those were the social workers already in place and some staff at Morehead. Uh family engagement liaisons, uh a lead family engagement liaison. Last I think it was last Yeah, last Wednesday, you guys approved um Tabitha Jackson to be the lead family engagement liaison. Uh then a Haitian translator. Uh we certainly have identified that we need uh more support with not only that translating service, but obviously, and again, when you look at the strategies within the strategic plan, uh making sure that we provide appropriate communication and home languages is a priority for us. That family engagement, the dual capacity framework, um is something that um it it it's all about
028providing the resources for both our staff and our family and community to ensure uh that we have the engagement that we want for our students to be successful. Academic supports and supplies, uh what does that mean? Uh supports for students uh and families, uh primarily through Morehead Community Resource Center, supplies, backpacks, things like that as well to break down some of those barriers, and then family events. We If you look within the grant application itself uh for specific family events, um providing um some financial resource for not only the district, but schools to be able to increase the type of experiences and opportunities that uh they provide at those events. >> [snorts] >> And again, specific to the targeted support, uh support for Morehead Community Resource Center outreach, uh mental health house or mental health
029housing food academics attendance, um and those integration of resources for our community. Uh Morehead Community Resource Center uses that to provide provide some of our community partners some of those partners that are working directly in our middle schools some of those partners that are working directly with our ESP program some of those partners that are working on a variety of different ways under attendance social emotional initiatives that we have there's a funding stream for for that as well. Just high level overview every 6 months we're required to do a Lilly phase 2 and phase 3 report. And so you can look at these are just snapshots of the ultimate what our approved budget was what our expenses were during that reporting period and that would also include other funding sources cuz there's a there's a
030match component for both phase 2 and phase 3 that we have to provide or that we have provided for that. So that's a phase 2 report when you look at the overall budget what was spent what the and again what the cash balance was after each this is accurate as of April 30th. Um 26 so over the last month and a half. And then phase 3 when you look at what the income was list of other funding sources and again let me point out on some of this these other funding sources part of that most of that is actually all of that is capital work that you guys did through the bond issuance. So our matching sources are through that bond issuance as you can see that that just shows what we've what was approved
031through Lilly what we've paid and then what what's remaining in terms of that. So we have we have spent very little out of Lilly at this point in relative to the overall scope of the $38 million. However, there's a lot coming down the pipe. There's a lot that's coming up. So, really, I wanted to give an opportunity just to give you guys an update on some things that are coming. I'll be back out in front of you probably each month for a while talking about certain contracts, and I just want to foreshadow some of those. And then, certainly, while we don't have all of these contracts right now, they're in development. So, just as that, and then as you have questions about those, and as we get those, we can certainly discuss those. So, June
032was the AASA College and Career Readiness Framework. Framework spelled wrong, sorry. And in JOC Center development contract, we'll talk a little bit more about that tonight. In July, we'll have a renewal for the A-Net A-Net contract. And again, they're our primary academic partner that we've been working with for framework development, for support of math and language arts in our K-8 space. Um August, we will be bringing or we plan to bring you this micro-credentialing system and software development contract, as well as a contract for support on the dual capacity framework. Um I'll remind you that the A-Net contract initially went through a procurement process, went through an RFP. And again, we awarded that in June of '25. We are currently in a procurement process for the dual capacity framework, with bids coming in on that.
033We are nearing the end. We're checking references currently in our micro-credentialing system and software development contract. And then, as in September, we're going to start to have construction contracts for JOC centers. All of those that are listed, if you look at within um your Lilly application booklet, it clearly shows the money we allocated and were approved through Lilly with, and in many cases it talks about the provider. So, uh for example, the ASA contract specifically shows the money we allocated through 2030 for that. Um and we listed that specifically uh as them being a partner, which Lilly approved. A- again, ANet, we went through a procurement process for that, uh which we said we would within the Lilly application. The August, the micro-credentialing, we said we're going to go through uh a procurement process, and
034we did so as we finalize what those uh dual capacity framework, going through a procurement process. And obviously, there's um requirements for the procurement for the for the construction as well. Um so again, tonight, ASA contract, 99% sure July is going to have an ANet contract, um that uh we'll ask for a renewal on. >> [clears throat] >> August, micro-credentialing, dual capacity framework, September, construction contracts. And then, again, not contract, but really when we look full scope of what we're trying to accomplish through 2030, um last year we started with schedule redesign at 5A, social addition of social workers at the 5A building, and launching Avid. Uh we did all those things. Uh all of those things uh were actually successful uh by the metric metrics that we put forth in Lilly. Um this coming
035year, again, JOC center construction and program development, [clears throat] ELA and math frameworks uh implemented, full Avid integration, and family engagement uh expansion, which you guys have already done. Um >> [snorts] >> 27 28, uh JOC center's operational, the micro-credentials certifications can really kicking off and starting to happen. And then by 2029-30, job centers, micro-credentialing, all the dual capacity framework and everything happening to really fulfill and meet the goals that we're trying to accomplish. I'm going to take a breath. Um I know that's a lot. Are there specific questions about the overall scope of Lilly? Um the integrate things that are uh both within the presentation or other questions that you have that I can answer or address. >> This is Lashonda. If you're trying to speak, your microphone is not on. >> Do you
036see me looking for my >> [laughter] >> for my mic? Um thank you for the um overview Ryan. And let me see Let me see what I need. One of the questions that I asked um Dr. Hansen um was for our contractors um consulting. All of the consulting um agencies or organizations that we are using for this grant. Like getting a scope of what services they're doing and are those service services of um Do we have those qualifications within our district to be able to grow and invest in our own um staff versus bringing in contracted people to do the work that our staff, our administrators [snorts] are trained to do. >> Yeah, I think it's a contract by it's a contract by contract um uh focus. So, I'm going to address the the bigger
037ones and I just kind of tell you where at least I think we are on all of this. So, when you look at uh the development of uh the instructional framework uh in the contract with ANet, we specifically designed that contract um from the build staff capacity framework, meaning that with uh with a few exceptions on some others and I'll point those out. We're not asking for a consultant to come in and do anything for us. We're asking for them to be critical thought partners for us in the development in some of those areas. Um meaning that uh we really asked ANet uh to help uh develop building leaders, teaching and learning team in a way to be able to execute the ultimate Uh if you in preparing for this, I was looking through the
038June 20 uh June 2025 presentation about ANet and um the one of the reasons that I know we highlighted that we awarded that contract uh to them specifically is because of their emphasis on working beside us, not in front of us. Uh meaning that, you know, roll up roll up their sleeves with us. Uh we didn't want them in front of our staff. We wanted us to be in front of our staff to build our own capacity, uh but working through that. Uh job center development um so, the AASA contract um that too is a build capacity contract where again, we're not necessarily asking for people to um do the work in front of our people, but work through, help us identify uh the the of what's going to be necessary and help execute the
039plan help us execute the plan through planning. Um the dual capacity framework, we had a lot of conversation um about this one uh just because look, we we developed and last last Tuesday we had a pre-bid meeting where we had interesting parties come in and I know um Mr. Taylor uh Jessica Daniels, Tabitha uh Jackson and myself um just really said over and over and over again, we think we're doing exceptional work and we have the capacity uh to learn more um but we want to ensure we don't have blind spots. We want to ensure that we're thinking of this from a research-based lens um and looking to implement things in a way um that both uh affirms that we're in the right direction and challenges us if we get off track. The one exception
040I would say to Shana to that is the micro-credentialing system. Um I'm not going to speak uh to the qualifications of Kent and his team uh but fully developing a software system from scratch uh was something that uh we did not necessarily believe we had the full capacity to do and looking at the scope of the product uh from the vendor interviews that we did kind of affirmed that. Um so that one's going to be again, they're not necessarily doing anything um from a content perspective other than they're building the system in which we will develop the content for. What am I forgetting? Um um Yeah, so I think um the there's smaller contracts, there's smaller things that um you know, we have the Building Dreams pilot going on uh with Marlon Jackson. Um I
041know uh we have several community partnerships or community providers that are providing support uh on a contract level. Do do I would never tell you that MCRC doesn't have the skill or expertise to do so, but they also need help and people to sit alongside of them and they need to be able to leverage the community resources in a way which is why we why we obviously contract with them. So, um >> And who who will be doing that coming alongside then? >> Well, I think when you look at you know, who's already I I don't know the full list off my name, but we have Building Dreams, we have the Bloom Project, we have um uh True Colors, we have um >> Are you are you saying um um subcontractors to come in and
042help support the um resources that we need? Okay, I thought you were talking about another consulting um agency. So, I'm like, who's consulting? Okay, I misunderstood that. No, you don't have to go through the list of those. >> Yes, you're good. >> I wanted to ask the question, can you hear me? >> Yes, ma'am. >> Okay, I you know, I'm always trying to see how we can involve parents. Um I um you know, know that we're doing all the training with our staff and our teachers, but I am interested in do you have a component that is going to involve the parents because you know, children many times don't understand what they want to do. And uh sometimes uh they select choices that is not going to be beneficial to them when they graduate from
043college or you know, and then when they find out it's a little bit late. So, are you also involving these people in having parent groups so that they can work together with their child? Because I think parents are very very important component. >> Yeah, there's there's there's three things that come to my mind Gloria when I hear you say that. Um one is originally the application was developed through a collaborative process obviously with families and communities in the first place, but I know that's that's not specifically what you're stating. There's two components in there. One is the dual capacity framework is all about developing the capacity of our staff and families in order to better help all of our students make those decisions. We realize it's not just about it's not about training one particular
044group. It's about everyone receiving both support, training, communication in order so that everyone can make the best choice possible and support students to make the best choice possible for that. So parents are I will say a primary aspect of that and having our staff be able to better support families and community and through communication and other aspects is a part of that dual capacity framework. The other part specifically to the college and career framework which I think hits more on what you're saying, we have to have and included within the AASA contract you'll see we have to have opportunities for parents to come in to learn about job centers, to provide input about job centers, to provide influence in terms of what that curriculum and programming's going to be. It can't just be industry. It
045can't just be school. It has to be community, parents, school, and industry working together to best help guide students to make the most appropriate choice for them. So if you know, I don't we say we don't want to dream dreams for kids and tell them what they can or can't do when they grow up. However, we do want to present them with realistic information about what both fulfillment earning capacity or potential will be within that career so that they are making the best decision possible when they're when they're making those decisions. We can't wait and I know you agree with this cuz we've talked about this. We cannot wait until they're sophomores and juniors in high school to do so because when we do we eliminate the choices we reduce the amount of choices that
046they actually have. So by providing this comprehensive framework and overview for students especially when we really drill on this in the middle school and have parents be part of that process have community be part of that process have teachers and counselors and everyone that's working and knows our youth be part of that process will help those students make the best choices possible. >> I think that is great. However, if we start in the middle schools for now that is perfect but we have students that are past middle school. They are in high school. We don't want to eliminate them because they not in middle school now getting all that expertise. But we have students that are in high school that are you know struggling with their career choices and what they want to do. They
047are not aware of how much it's going to take to live in the future and they're selecting bad choices as far as careers are concerned. I have spoke to some of students that have graduated and because of their bad decision and career choices they're still you know struggling no job working you know bare minimum can't support themselves. That is my concern. I'm so happy that we're going to start educating and doing more in our middle schools but we also need something that's going to address the needs of those students are not in middle school, they're in high school right now. Before they graduate, we need to give them something that's going to prepare them for when they do graduate. Uh whether it be a trade everybody's not going to go to college or the military.
048But we graduated 897 students. And out of that, how many of those students have a skill trade? How many of them will be able to get a job where they can take care of themselves and not have to go to the streets and end up doing something illegal to to make a living. So, my focus is on what is being done and what some of that money can do [clears throat] to prepare the high school students before they graduate so that they will have clear-cut skills when they graduate. >> Yeah, I mean >> And what >> Um >> I'm sorry. Go ahead, Ryan. >> Yeah, Ms. Williams, I agree. Gloria, I agree. Um again, if you look at the AASA contract, it's a K-12 contract. We're not just looking One of the big components and
049because of the lift of the job centers in developing potentially 18 courses within the next year that are specific to that and align them to our high schools a big lift. It's a big lift that we need expert support with. That being said, um referenced earlier on in the presentation uh was the EmployIndy Talent Bound program uh that we're specifically working with students to identify those career paths at the high school level. Um within that, continue to provide experiences for students at the high school level whether they're already in high school and have had had the chance to participate in high school. That's another reason why uh last year this time we added the Preparing for College and Career course at the eighth-grade level. Not only to complete a high school plan before they got
050to high school um Um, so that they could have uh more access to information to make those appropriate selections. Um, so again, all of this, yes, there's there's work in the JAG center that's focused on middle school. Uh, the phase two part part of Lilly was targeted towards 5-8 for the obvious struggles that we were having in 5-8 with achievement. Uh, the comprehensiveness of what we're looking at at phase two and phase three together is K-12 uh with a huge emphasis of that being ultimately one of the biggest measures for the Lilly grant. It goes back um, it's the fourth goal listed on page, I think it's seven of the strategic plan under uh invest in academic excellence and student achievement. It's 80% of our high schoolers uh graduate with a certification of some type.
051Everything that we're focusing on here within Lilly um, is in spirit to meet that ultimate goal because that's where ultimately our students are success- successful when they have that certification. >> Um, you know what? I I want you to repeat that one more time about the 80% of our students. Do you have uh any tracking that you're doing uh and data? Because like I said, it was 890-something uh students that graduated. Out of those students, do you have any data or any track record of how many [clears throat] of those students were uh ready for the workforce or was able to obtain a job? >> Yeah, I I don't know that number off the top of my head. We can look into uh what that number is for the 26 cohort. Um, but uh I
052don't I don't have that information off the top of my head, but I'm happy to provide an update later once we once we gather that for the cohort. >> I would really appreciate that because if we're going to do this journey of a graduate, we need to know how many of our students are prepared before they graduate. You know, if we're graduating that large amount of students, we should know as a district how many of those students are prepared for the workforce. Uh the community is saying that we are graduating students and they're not eligible for employment. I have talked to different businesses that said that. So, I want to see us have some kind of track record, some kind of data. We have all this money. So, we need to try to use that
053money to make sure that we have data and a track record of how many of those students that are graduating are ready for the workforce, already have jobs, or ready to get into a job. So, can you put My question is, if it's not already in place, can that be put into place? >> The ability to track >> Okay. >> Is that what you're asking? >> Yes, we need to know when our students get ready to graduate how many of those students and and it shouldn't be hard to track if they all have counselors and things like that. Um how many of those students are job ready, have job skills, and ready for the workforce or already have a job prior to graduating. >> Yeah, yes. >> will know our success. We will know that
054we are really preparing students for the future. >> Yeah, the answer to your question is yes. The only thing I would add to that is or going to college. >> Or military. So, ultimately the way that is defined by the state of Indiana is college credential, career credential, or military credential. And that 80% will be derived from a combination of those factors. That information is collected by the state. Um we have it as well cuz we submit it to the state. That reporting period actually um the reporting period ends it's a September to September reporting period. So the class of 26 that data will be finalized um at the end of September in 2026. But we can certainly give preliminary remarks as far as what we know about what our students are doing or the
055certifications they earned. >> Mr. Watson, also I know that we can say how many students are going to college, how many are going to the military. My question and my concern is how many of them have job skills such as trade skills that they can do when they graduate. Because everybody can't go to college. Some kids college when they graduate they might find out financially they're not to go. So when we talk about caring our students, you know, I want to do it more than just on paper. More than just on paper. I want to know how many of those students have skilled trades that they can step outside of that school and they can support themselves. Not the ones that just say they're going to the military. Not the ones that just say they're
056going to college. How many are actually skilled trades? I know we have a career career center. Some students are just going to go there and they can actually say, "Yeah, they have those skilled trades." But there are so many that are falling through the cracks. So how can we have you know, we have all this money. How can we prepare these students with all kind of skills? >> Ms. Gloria. >> So that when they get out of school they will be able to get a job to be able to support themselves. >> Thank you, Ms. Gloria. Um Julie has something she'd like to share. >> Yeah, um so the new uh requirements for graduation and our kids getting out, one of them is um the number of college and career credentials that our school does.
057It's It's one of our accountability things is that. So we will be keeping track of that and we have to provide that for the state because that is going to be on our dashboard where every All parents can look at it, everybody in the district, anybody anywhere can look at it. >> Yep. And Ryan, um and I'll send this to you cuz it's um a lot that I know you won't cover, but another thing is um what I haven't seen is like what are our uh specific goals and outcomes and it kind of aligns with um what Ms. Gloria's saying. So if we could get like a clear chart and I may have overlooked it if you um did provide it, but our deliverables. What is the um expectations of the job center? Um which
058of our students I know um the general population um that you're looking for to work in the job center within our middle schools, um but how are we choosing and selecting the students? Um will all of our students be able to access the the job center? So just making sure that we have clear deliverables >> Sure. >> and the board is aware of those. Um and then the annual benchmark and the performance indicators I think would be great cuz it gives it provides a visual for us to be able to look and then it gives you a measurable um of kind of what we're looking for or even what's been presented to Lilly already. >> Sure. >> Um Lashana, I think if you look at the AASA contract pages two and three literally have a
059list of deliverables for the next 6 months. And then that goes on as it goes further out. It literally lists what the deliverables are in the contract that we're signing. >> Yeah, I think there's a couple things though. There Well, I heard Lashana was talking about the overall goals and deliverables for the job center as associated with Lilly. Is that right, Lashana? >> Yes, that's why I'm saying that. So, not the deliverables in what this contract is doing. I'm Yes, for student outcome purposes. Yes. >> I can provide a more specific goal deliverable update. Um we wrote all those into the initial application and then we have committed through our reporting process to provide uh bi-annual updates on those goals and how we're performing. Um so, um you know, the I I believe Dr. Hanson
060mentioned you guys got a copy of the last report which had some of those. There's a financial reporting aspect in there, but there's also another goal aspect deliverables for those. We're so early into um this grant period where there wasn't a lot from the deliverables point of view within the goals because it ended in April, not even a school year, and we don't have achievement data or anything else back. But we look about what we're actually trying to accomplish uh with the the gift from Lilly. Uh we spelled that out through 2030 with some benchmarks in between and I can provide a more I can um provide all of all of that in written form uh and send it to Dr. Hanson so he can pass it on just what those are. Uh you know,
061just a for accountability purposes. We can provide those updates at the board meeting too with that. I know our next grant reporting period uh is our next Lilly report is due in November. So, that'll be a substantial time for us to have updates around that. But, we can provide more frequent updates around how we're hitting those benchmarks. Contract by contract, but overall by overall and what we're trying to accomplish. So, I wrote that down, but yeah, we can we can provide that. >> Yes, cuz I think that would be great and it helps um us along the way keeping us accountable as well to when you send the information over for us to be able for us to read it and be informed and knowledgeable about it. And um just make it I'm trying to
062look at my um my notes to make sure I'm not missing anything. Um >> [clears throat] >> And any significant changes, that was another thing I told Dr. Henson I had one more thing and I forgot to tell him like, when you're doing any significant changes um implementing any challenges, any of those things like if we as the board is um made aware of that, then it's not a real big shock factor when it comes up because we have already been um um >> informed Those are my words. We've already been informed on that. And I know your position and tell me again, it's the grant manager, correct? >> Correct. >> oversight You kind of overseeing Okay. And then does that give you the authorization to um make those decisions to a certain point and
063then you um relay that to Dr. Hanson and then does it come to me like, what is that chain of command look like? >> [clears throat] >> Yeah, we have a we have a leadership team that works in those areas that meets on a regular basis. So, a lot of those really come from a collaborative approach. For that, so for example, at a part of that when we were looking at family engagement, supporting the community, that's where the recommendation came from to really support Tabitha by having her as a lead family engagement liaison. Obviously, we make that recommendation to Dr. Hansen, who then obviously communicates that to you guys or whatever for your approval through what that happened. As far as the grant, speaking of that process specifically, we we have not Lilly has some
064pretty specific rules for any amendment processes within those that some thresholds for finances. So, we haven't had to we haven't had to amend anything per se with Lilly, but anything that goes out of that in that I keep that packet, that application packet. I have like three copies on my desk just because I reference it a lot. And I would say that anything that's a great first look if there's a specific question. I will say for me, and then I was like, oh, that may be outside of it. And if it's outside of it, that's when we have other conversations around it. But, no, there's a there's a lot of moving pieces to it. Obviously, I think one thing that is both a blessing and can make it somewhat challenging from a reporting point of
065view. Everything that we're trying to do within Lilly is what we're trying to do as a district within our strategic plan. So, there's support for things that are going on that are not Lilly specific, but they support Lilly and vice versa. So, but at the end of the day um yes, what I hear is um increased reporting, increased information on a more regular basis that would be a support. >> Yeah, cuz this is a large grant. So, if we have the if you know, we're being informed along the way, then it's not like this real big meeting that we have um you know, a million questions. And then the other thing does um any of the component and I did not see this in there um and it may be tucked under something else as
066you know, sometimes it happens. Um support our retention um direct support of students Excuse me. Yeah. >> That's what I wanted to ask. >> Yeah, support our direct support of our tensions, our enrollment growth and our family engagement. >> ADM in general. Yeah. >> Um So, family engagement, yes, to the dual capacity framework. Uh Lilly, but no, nothing else within Lilly um was directly targeted towards uh ADM or enrollment, retention uh from that. So. >> The grant criteria was improved student outcomes, improved post-secondary success and remove barriers to those two goals. So, to answer the question of ADM and retention and recruitment, we're improving the quality of education that our students are receiving. Um but outside of that, we weren't allowed to include that in this grant. >> So, with those are something we would
067work on outside the grant. Not necessarily included in the grant. Yeah, right. >> We are we are working on it every day, Mr. Humphrey. >> Ryan, I really appreciate you coming in on your vacation to um really help break this down. I really am thankful for the timeline implementation um and the connection with the ASA to the strategic plan and knowing what we can look through for the next few months to be coming to us. Um and listening to um board members the thought was if we do have a contract, can we pull it out of the consent agenda have it brought to us the month before approval for discussion and then the vote the next month to help give time for people to ask questions to understand better. >> Yeah, that that's a question
068for me. I I think um we will do that when when we can. There will be times where the timing of it and if we're in a situation where we're not able to do a two-month uh cadence I will inform the board of that and we will do whatever we can to present that to the board for discussion or questions. We'll do everything we can to follow that. As Ryan mentioned, you'll see that coming up in the next couple months. The what if scenario, it is possible that we would be up against a timeline where we would need action sooner than later. >> And if that was to occur, could we have a work session prior to the meeting or >> As best we can. As best we can. Yeah, I mean, we're at the
069mercy of of a lot of variables in that, so >> that. Thank you. >> I think what one thing to add on that, for the things that I've already listed, we've already set procurement dates and statuses. So, when we issued RFPs in February and March, we put those on a timeline. So, we're by certain timelines for those. Knowing what that request is, we can be mindful of that as we before we post any additional RFPs, be sensitive to the timeline. >> Um anyone else have any questions or anything else? >> Yeah, I I um >> I can be real brief. I'm a I can be clear that my line, but we want to make sure everybody is on board. If something that is a crunch time and it was like Tim was saying, and we
070need to have a crunch time executive session or something where this information should be discussed with the board before moving forward because it's very difficult for us to vote when we have a lot of questions and those, you know, and then we have to vote on them anyway, so that delays everything. So, you know, I'm saying it's to uh Tim and and um your administrative team, we understand the timelines, you know the timelines, so before it get there, make sure that you contact us. We have an executive session, be able to discuss these things before it comes to vote. Thank you. >> Mr. Howard. >> Yeah, um let me just first of all say I appreciate you coming in, too. You know, I know it I'm not going to go any more than that, just
071that. Really appreciate you coming in here and clearing up a lot of things cuz I was confused by a lot of the things that were in that first presentation. And so, uh I I'm glad that that that that you were able to do that. Uh one other thing one thing though, sir, you said something about when things come up, you'll try to inform us. I was hoping like he had asked or promised to get something uh monthly uh as we move forward. Um when this thing came up, I looked through it and I was saying, "What is this?" And then so I said, "Well, maybe I missed something in the last month." So, I went back, and you know, I just kept going all the way back to March. In March, they had indicated that
072there was some sort of a meeting, phone call, group collection, or something that's in the AASA approach document number four. Um Yeah, number four. And so, I was I didn't know anything about that, so I started looking for it. You said there was something that started in February. And as you continue to talk, it did come back to me that February we did talk about something, but the point I'm getting at is that there's a long span of time between February and last month when we had this board meeting. And so, I I didn't You know, I mean, I just I'm 100 years old now, and so things just don't stick with me like they used to. I go to sleep. Um So, my point is I'm trying to make a joke, but it's not
073working. Anyway, uh so, I just think we need to do something, even if it's just a hey, everything's still moving, thumbs up, monthly. Uh or a detailed review of where we are so that we can stay on track with you. Uh not to change anything, but just to be updated and pretty because this is a very, very, very big and detailed process project that we're on. And you know, it addresses each one of the middle schools. We got one middle school that I had the chance to visit, and I am appalled at how it looks right now. But we got renovations coming, so maybe it'll clean things up. But I wasn't satisfied. So, as we move forward, uh I just think we need to be updated so that we're all on still on track, everybody's
074still on on board, and we don't have anything that slows us down or puts the brakes on stuff and have us to go through and reiterate something that maybe most of us have already already okay with. You You follow what I'm saying? So, even if it's a minor thing, I would I would like to for us to at least get get a thumbs up on where we are in the progress of the timeline, and where we are as we move forward even after that. I mean, that You know, this thing is supposed to be capped We're supposed to cap this thing on sometime in 29-30. You know, it's a long time to get these projects all completed. So, I'm I'm I'm optimistic that that we'll we'll be very successful, but I just want to be
075brought to up to speed so that we're moving right along and everybody's on the same sheet. Softball. Uh in in in the um uh approach document for it talks about six focus points focus areas, but in the um the presentation, the phase two phase three update that we have here, there's only three. And so, I had a concern about that as to which one should I be following? The one we kind of scrapped last from last month uh meeting or the one that we're working on right now in this in this in this handout? And so, I mean, I would think that this right here this update would probably be supersede anything in the past and would bring everything together, but I was really concerned about that. And let me let me just go over
076what it says. In the the the the the uh focus five focus areas of the grant, it talks about journey of a graduate. It talks about career and uh college readiness framework. It talks about learning progresses. It says guarantee progresses and then those micro-credentials. In the current one, really focus areas, project alignment. It says K-12 college and career framework and JOG centers. Dual capacity framework. And invest in our people to increase achievement. >> So, the AASA con- >> You you so so a >> a softball because I think you're going to hit me hit it right out of the park, but I need you to cut help me understand what which one should I be following? >> Well, I appreciate the softball. I like the big yellow ones cuz they're easy to see. Um Lilly
077phase two and phase three is like this. The AASA contract is this. So um in order for us as project teams as a district for us to best align with what we're talking about when we say Lilly, we have focused it into these three areas. College and career framework and job centers, yes, AASA's part of that. Included within that's job centers. K-12 guaranteed experiences uh which is listed in the AASA part. Learning progressions, that's the K-12 approach for all students to be able to demonstrate their job skills and dispositions whether inside or outside of job center. Um uh in micro-credential. One of the micro-credentials that is again in this Investing in People part is a to train all of our staff in a college and career framework. So AASA is going to help us develop
078training for our staff which fits into that focus area three down here. They're going to help with job centers, college and career framework, and learning progressions as well. Um so I guess the best way I would describe it Howard is when you're looking at um if at risk of sounding real cheesy if the whole Lilly project's a big buffet um the AASA work um has one some entrees on that buffet. They're they're not supporting the whole thing. They're not supporting all the training of the academic achievement training. They're not supporting the dual capacity framework. They're not supporting leaders through um the IASP leadership professional development. They're not designing a digital platform. They're going to help us develop content for the platform so we can train our staff. They're going to help us develop programming and
079curriculum for the job centers. They're going to help us develop a college and career framework to help re-credentialing in those guaranteed experiences as well. They're going to kind of help work in between all of those areas to help fulfill it, but they're not We've said a lot of things and this goes back to when we were talking about Ford Next Generation Learning. Guaranteed experiences was said over and over and over. It's a great idea. We want all of our students to have guaranteed experiences. But what do guaranteed experiences and where do they fit within a college and career framework? Well, we got to figure that out, right? We got to figure that out and make sure that that's part of it. Learning progressions. Last year we did work with ASA about learning progressions. How students
080in kindergarten through fourth grade, fifth through eighth, and ninth through 12th are going to demonstrate job skills. We got to make sure that that's integrated into this college and career framework. Um job centers, a new concept. We need to make sure that they're not just a stand-alone part, that they're integrated into everything that we do. That yes, they're going to get attention because of the capital work. They're going to get attention because they're going to be new and they're going to be exciting opportunities for all students, but they have to make sure they fit within that K-12 experience as well. >> How How about we do this? Um because I think we should be speaking one language. You know, we should be speaking one language. You guys talk to ASA on one level. And it's
081uh confusing when we get something from them and then we get something from you. And they're they're similar, but if if you're paying attention to detail, you're going to ask those kind of questions. It's going to confuse the reader. I just need to know that we're speaking in one language and that it's all the same and that there's no confusion possible for for confusion cuz when I see two pieces of paperwork or two pieces of issues and they're not saying the same thing, I get suspicious that something's going on. And when I get suspicious that something's going on, then I'm going to start digging a little bit deeper and we don't want to do that kind of a thing. We don't want to be a an investigative organization or investigative board or that kind of
082a thing. I just want to be comfortable that I'm getting one story and one story only. And in this particular case, I didn't get one story. I got two different stories, especially when I read the update. I said, "Wait a minute, I just started reading this other one that took up a lot of my time initially. And now I've got something else that it it probably all the same thing, but to me it's not. So, if we could just get be speaking the same language and so whatever you give us is consistent in its in its delivery. Thanks. >> Okay, now um any public comment? All right. Um thank you everybody for all your questions and really going through this. Again, Ryan, we thank you. So, we will ask Ms. Lashana to please do an
083oral vote and those people who are at home, make sure that your cameras are on. Oh, yes. We do need to make motions. >> So moved. >> Yes. >> Can Can we please um since we're virtual, can um I can't see everyone, whoever is making a motion, can you please um say your name so I can um >> I'll help you. Julie made the motion. >> Okay. >> Rachel second. >> Thank you. >> You're welcome. Is there any discussion, anyone? At all? All right. Mr. Triplett, if you would, please. >> Okay. I will start with the um in person and I'm going to just assume because I don't see them on my virtual screen. Uh Rachel. >> Yes. >> Julie. >> Yes. >> Terry. >> Yes. >> So um >> Howard's one, two. Yes. >>
084Hey, Howard. I can't see. Thank you. Howard. >> Yes. >> Okay. Um Miss Gloria, I can't call you twice. Can see a visual. Okay. Miss >> She's a ghost. >> Miss Gloria. >> Oh, sorry. I forgot to unmute. Yes. >> Kevin. >> Yes. >> I guess that leaves me, Lashana. Ryan, I guess I can give you a yes. Okay. That's it, Madam President. Thank you. >> Um to our friends who are virtual, enjoy your vacation. Be safe. Safe travels. Stay hydrated. Um and with that we'll conclude our meeting. >> Thank you.