MSD of Pike Township Board of Education/Retreat January 31, 2026 Meeting

001Well, good morning and welcome to our January 31st, 2026 school board retreat on this cold, frosty, frigid Saturday morning. Welcome. And first up is breakfast. And breakfast was certainly really, really good. Thank you, Miss Barnes, for facilitating that with our chef. That was um quite some breakfast and we'll we'll return to that throughout our our retreat. Um our opening and we will do a light prayer here in a few minutes, but but I just wanted I just want us to pay attention to the statement that is is at the is right below the opening prayer. It states that we're gathered not to control outcome but to steward what has been entrusted to us. I like that statement. That's a great statement because what has entrusted to all of us, the state has entrusted the school

002board um as a branch of the state uh and the community has entrusted the school board. school board has entrusted the superintendent as we have hired the superintendent to carry out uh the board's goals, board vision, board mission. The superintendent has entrusted his cabinet and administrators to carry out the vision that he or she uh has received from the board uh for the district. administrators have entrusted the teachers uh to carry out the superintendent per board governing wishes to the district. Teachers have entrusted the students and the parents to to come alongside of all of us uh to carry out the mission of the district. So, I like that that we cannot control the outcome, but we are to steward what's been entrusted to all of us. And so, and as you do see, um,

003right there at the top of all of that is the state and then the branch of the state is school elected board itself. And so, um, what a great statement. If all of us uh would adhere to that continuously, then I think we would make for what Psalm 133 says, verse one, how good and how pleasant it is. And I like to uh put amendment on that. This the the scripture says for brethren who are together in unity. But I like to put an amendment to that and say for board and district and superintendent and teachers and parents to dwell together in unity. How pleasant it is. And so uh we're grateful. We're thankful. and and and as we as we look at goals and performances and board goals today, I would hope that somewhere

004is an unspoken uh mission that that winds up as a board goal itself and that is the unity of our uh district board administration and families and communities. With that said, we will offer a time of prayer to uh the good Lord for our blessings today. And father, we pray thy guide upon us now as we seek to do the business of the community district and the school. May you guide us. May you give wisdom that we do not see or have. We entrust you to guide us. We pray in your name. Amen. >> Amen. Well, we're going to now give away for an icebreaker, Mrs. Barnes. >> Good morning. >> For [clears throat] our icebreaker, it's uh something that's written. So, if you want to use your notebook or if you maybe want to

005use the white space at the bottom of our agenda, that's a good spot to to jot this down. You're just writing one sentence. So, in one sentence, um what keeps you committed to this work even when it's hard? And really what you're what you're articulating is why I stay, why do you stay? So again, the question uh that you're answering is what keeps you committed to this work even when it's hard and we only need one sentence. Please know that we are going to share these out loud. Um so I don't want you to feel compelled to write anything incredibly private. Um but it's just one sentence. >> Can you can you repeat that again? Why I stay? Just just turn your volume up just a bit. >> Oh, I'm sorry. What keeps you committed

006to this work? even when it's hard. Please answer that in one sentence. I'm going to grab my paper so I can write one, too. [cough and clears throat] >> [clears throat] >> Are we just writing it down right now? >> Yes, you're just writing your one sentence. >> Oh, okay. >> And then we'll go around and share. Miss Barnes, I failed to acknowledge Miss Mrs. Wilson. We all know she hasn't been feeling well, but yet she made it today. So, we're grateful to see her. [clears throat] Does anyone need more time to write? Sure. All right. Is there anyone who wants to start? We'll ask for volunteers and then if not, we'll just go around the circle. >> Oh, you volunteer? >> I'm not volunteering. I can, but I'm not. >> I I I'll start

007because it was simp it was simple for me. It says >> Oh, before you start, I'm so sorry. Um, as we're reading, we're not responding. We're not giving any commentary. So, you just This is a safe space for you just to read what you wrote and then we're going to move on. And Mr. Anderson's going to lead us. >> Why I stay or what keeps you committed to this work even when it's hard? And mine is just simply simple. My love for family and community is why I stand. >> Thank you. >> All right. Um [clears throat] I uh my uh commitment changes with the season. Uh I've noticed that since I've been on the board, but right now to be a voice for the silent. >> Thank you. Um, my why right now is

008the commitment to our students, families, and staff that I've made. >> Thank you. Um, as a Christian, I believe Jesus when he identified the two most important commandments. And as a person who grew up in poverty and education was the key to the path out, I want to ensure that Pike students who are my neighbor have the same opportunity that um that I had and that our staff who are my neighbors have a positive and respectful work environment in which to provide that opportunity for our students. >> Thank you. I stay because I have a commitment to those that trusted themselves um with and believe in that I'm going to do what's right by them and by the community. >> Thank you. >> Development of children. >> Thank you. My sentence is I believe that

009our community thrives with educated citizens and I serve to protect public education where we gather in a safe place to learn. Dr. >> I shared and wrote that the uh children and community can't be committed to the work. >> Thank you. Uh next up is Mr. Anderson. Well, I think we've had as many good warnings that that we need to have. So, I'll just go ahead and start off with the topic. Um, we're going to talk about the role reminder, our roles as board members versus the roles of superintendent, the roles of cabinet and so on and so forth. Uh, I want to start off with communication. Not just any type of communication, healthy communication. I think what sometimes happens is that, you know, when we get elected, there's no class that teaches us, you

010know, about being a board member. That's something before we before we get elected, that's something that we have to develop through professional development as board members. But we need to talk about communication because that is key to understanding our roles and and some people may say may say you know how you stay in your lane and so I'm going to open that up for uh discussion. We'll go around but tell me what you think healthy communication means to you. We can start with whatever. Healthy communication for me would be understanding understanding my role, understanding uh in this setting the goals and mission and vision of corporation and then help and then communicating that uh in a healthy way. That would be helpful communication for me. >> Good. >> Absolutely. >> I would say it's clearly

011articulating your needs and what it is that you understand from the other person. >> Clearly articulating like that. Nicole, >> again the clear um articulation of expectations as well as roles and what it entails. Um but also using compassion and kindness in that when you're phrasing that. So just be mindful of what your that your words have power. Steve. >> Um I would say good communication um is honest, truthful, caring um and respectful of all parties involved. >> Said truthful >> and respectful. [cough] [clears throat] Said >> honesty, right? >> Honest. Yeah. >> All right, Joey. I have to deal with honesty and and I'm biased and communicating with the thought that someone else is going to be responding to whatever it is that you're communicating. >> I like that. Say that one more time.

012I'm sorry. Uh if you can. I like that. What was that last thing? uh responding and communicating in a way that you have to understand that people are going to respond to what you say. So, I think there's two pieces to this for me. Okay. I I think the first thing would be um uh being able to communicate and and realize your communication is uh liberation for your your your thinking and your ideas. Say liberation. >> Liberation. >> Okay. >> And then the other thing is to avoid uh uh personal incarceration by deceiving uh in conversation and uh misleading Dr. Young, >> I wrote down um Can you repeat the question one more time because we're talking about what does healthy communication mean to you? >> Okay. What I had down was honest, respectful, um

013and productive, meaning that uh the the intent is is uh achieved. He said last thing. So the intent >> Yeah. So productive mean whatever the intent of the communication is is achievable. >> Uh I will go ahead and add my two cents. Um so healthy communication is [clears throat] a lot of what everyone has said here today. A lot of it. you know a lot couple of us said honesty uh truthful respectful and those are key factors in the foundation of healthy communication I think to me what healthy communication is to your point Dr. young to show the true intent because what happens is in the lack of healthy communication and what that means is there's not a lot of it things are open to self interpretation and us being human that opens the door

014for emotions to get involved. And then once you have that, you have, you know, the lack of respect that seems like that we have sometimes because, you know, we feel a certain way about something and when we try to convey that to the person that we're talking to, it can go off rails. So the biggest thing that I see is the commitment to healthy communication and the repetition of healthy communication because once once you have that over a period of time it builds trust. A lot of times when things are left open to self- interpretation don't have the trust and then that can turn into well we we've seen we've seen time and time again. I mean I'll just use us for an example. You know we everyone knows that Dr. And we've we've had

015we've had our our spirited conversations uh you know and uh but one thing that's always remained to be clear at the beginning [clears throat] of the meet beginning of the year him and I spoke we talked about you know some of the things that we never really had a chance to talk about they always held communication some things were left open to self interpretation and that I didn't understand how he was what he was trying to convey and then vice versa and so I think a lot of that kind of muddied the waters a little bit and so that kind of you know seemed made things off the rails a little bit. We lost kind of lost track of some of the things that the board needs to do. Uh but one thing uh we

016came to the conclusion was and that there's still a mutual respect. You know we may disagree. We don't have to agree on everything. That's why I encourage when I was president I talked to everyone in here. I always say hey you know speak your truth. I never try to inhibit or try to stop you from saying what you have to say, but speak your truth, but do it respectfully. Uh because that builds trust and we need that trust to be able to recognize what that person is doing even if we can't always communicate all the time. Uh but keep in mind, you know, in that process, the board, we have to be absolute at all cost. Even if we don't agree or we disagree, we have to be absolute. So that brings me uh next

017to well before I move on, does anything anybody have anything to say about health communication? I want to add to that. All right. So I started off I left off with trust. What does trust look like? It's just if you can do it really quick. What does trust look like? We'll start with Dr. Young. Trust is the belief that in my opinion that the action has good intention. Dr. >> Trust to me have a lot to do with your word, with your word itself. Um that's a good old the good old adage for that is that your word ought to be your bond. And so trust to me has everything to do with the integrity of your world. >> I would say trust is meaning what you say and showing up. >> Meaning what you

018say and showing up. Nicole, >> I would say I guess depending on because it's a two-way street. You have to trust in order to be trusted, but you also have to earn that trust so that it works both ways. >> Both ways, Steve. um trying not to just repeat what's already been said. So for me it's believing that all parties involved authentically in in what is being said, what is being done that that that it is authentic, that it is on the level. There aren't underlying things that are being hidden. Um, but but everything's on the surface that that that what you're saying to me, what I'm saying to you, um, is honest and and and is what it is. There's not underlying things that I have to try to figure out. >> Very good.

019Like that one, Tony. >> Trust to me is unconditional belief. Unconditional believing that when someone tell you something, it's unconditional. You don't have to worry about the underlying deeds. It is what it is. They show you what who they are. So to me, it's unconditional. >> Dr. Mark, don't give anybody anything you can't trust them with. >> Yeah, buddy. >> You know, I I I'll go on to say I'm going to piggyback off of healthy communication because when you have repetitive healthy communication, uh you build that trust. What trust looks like to me is that because of the communication piece, if I see something happening and but we've have that relationship, we built that relationship that that has that trust, I know that what you're doing, I may not understand it right then and in

020that moment, but I understand that you're doing something that's beneficial for the school that's in the in the good benefit of the district. Uh trust is to me is that Dr. Young, if you get a call from the principal because I'm walking around the school and you know, you know, I always say if I'm going to make an official visit, I'm going to talk to, you know, whoever to make an appointment. But if I'm I'm just standing to say, "Hey, how's everything going?" I usually don't go I don't go past the office. And we get a call from the principal. You know, that's how I do because of the communication. Oh, he ain't making an official visit. He's just in to say hi. No big deal. He's not taking any notes or anything like that.

021If we're in a meeting or we see someone talking with board members, yeah, talking to so somebody certain so and so, you know, but because we have communication, when we have the trust, it le it doesn't leave room to me. It doesn't leave room to me for speculation like, oh man, something going on over here or I see angle right here. So, it just also reinforces why we have to have healthy communication, you know, between all of us and open communication. Sometimes it's going to be tough and that's okay. That's truly okay. Uh but it has to be done. You know when you uh when you have an infection, you got to take medicine and medicine don't always feel good in the beginning but the end game is so that we can get better. Lastly,

022I just want to talk about relationship and this is going to be a big one because uh we can't walk together unless we be in agreement. Can't do it. Not not in agreement as we agree on everything, but we agree that we're all here to better the district, to support each other, and to support our administration with what they need, and that's through healthy communication and trust. So, [cough and clears throat] be the last topic we'll talk about on this one, relationship. How important is relationship uh to you? And I'll start with you again, Dr. Young. Relationship. relationship. Um, so we're thinking in in like the context of like uh or boards, superintendents in general. I I think you know relationship I think are are important. I think you know they're going to look different.

023Um for me right as a superintendent, you know, a lot of the relationships I have um very different in this than they than they are when they get off uh off that these are these are for me professional relationships. Um, so when you have 1,600 employees, um, you know, things being able to work collaboratively and this ties to the relationship to reach our common goal has to be something that we're able to do. And I think that brings in trust, right? Um, that brings in respect. All of these things have to be part of that work relationship. I think my difficult challenge I believe as superintendent is is that's a relationship but at the same time I have the charge of and that's different. A work relationship is different than a a relationship at school

024because even though it looks very similar as superintendent I'm always looking for opportunities to improve you too, >> right? So in many ways it looks like a friendship but I'm looking for ways to help you grow. [cough and clears throat] And then you know the the the things that as administrators we we we hate is is you know we're working alongside we have a work relationship in many ways it looks similar to relationships outside of school but in in the worst cases you know I have to even go as far as reprimanding or even or even terminating too. So um in this context as far as within the the uh school district uh you know the the relationships are important because we have to have trust and respect and we have to have that mutual

025goal. Uh uh but then also what I can't do is allow myself as a superintendent to be at a place where I allow a relationship to now have me treat one employee and different than the other as far as you know um things pertain to non-negotiables or things pertaining to the safety of our kids [clears throat] and all of those things. So the relationship is very important but it's it is a um for me as an administrator I always have to keep in mind that it's it's a work relationship and which is very different than u a a a personal relationship. >> You know let's unpack that and I don't know if everyone caught it uh but we're going to talk about it a little bit. U Dr. had a lot of Easter eggs in

026that and it talks about a lot that what you said uh piggybacks off of what we've been talking about as far as healthy communication which builds trust. You know, you articulate clearly articulated the difference between a professional relationship and then a personal relationship and you talked about how you're able to be able to separate the two. But you keep in mind from what I gather indirectly from what you said on the professional side, you may like a person, you may think that they're great, but you still have to stay absolute. Like when you said I'm you're going to be looking for ways to improve you. To me, that means the same thing. So just because you have you may like someone, but you see a way to improve them. That may involve a tough conversation.

027But because of the healthy communication which builds trust, that person that you're talking to should be able to understand that. And it goes both ways to when you said Nicole is a two-way street. Does that make sense of what I'm talking about? Okay. Dr. Moore, me uh Dr. Western. >> Um repeat that again your question. >> What does describe what relationship I open [clears throat] like that so it gives everyone a chance to talk about because we have a personal side and we have a professional side. Yeah. And and I was listening to our superintendent uh articulate both and and when you stated that that's a broad statement in terms of uh relationship because again uh in this content context here with uh school board, school district um working environment. How do I want to

028say this without sounding offensive? It doesn't make it I guess in some cases it doesn't make a difference if I have or do not have a relationship with you. Let's just say seven board members. Let's just use the board. I I unity is important. Unity is very important. And so where we are unified at policym working together that's very important. But if Angela or Steve or Miss Tony or Miss Kelly or Dr. Moore don't want to go out and have coffee with me, I'm fine. Or if I don't want to go out have coffee to them, I'm sure they're fine. That's that's building relationship. But but it's important in the context of we working together as a board to govern the district. And I'll just leave it there. I hear a reoccurring uh statement that's

029being made uh doing different interpretations uh about working better for the district which is I think is the perfect foundation the strong foundation that we can build off of no matter what the relationship looks like. Uh and since I'm in that seat I'll just go ahead while I got this thought in my head then we'll go to you Angela. I'm going switch over to a different type of relationship. Uh Dr. Moore, my uh my fellow board member. Now, some of you may know, some of you may not know. Dr. Moore and I have not always agreed on on certain things. We've had some spirited conversation ourselves, but I always knew that he may disagree with me and I may disagree with him. The endgame was to better the district. And there's not just one road

030to get there. Um, but we've always had a, you know, I've always felt that we had a mutual respect like, hey, you know, you got your opinion. I have my opinion. We may not agree, but we agree to disagree. We just got to move on. And that's okay because it's part of healthy communication. And since him and I have had that within the last couple years now certain things that he may say, I have that trust that like, okay, I know he may say it this way, which is totally his right. It's everyone else's right, but I know where he's trying to get to. That I can trust. I can trust that. >> So that would be that's what unifies you. >> Yes. >> That Yeah, that's that's that's part of unification. Very very much

031so. And >> I believe your question was about relationships. >> Yes. >> So >> in my context is our relationship the eight of us. I see it as collegial >> as what now? >> Collegial. >> Okay. >> So um >> what you've said it before it doesn't have to be filial. You know it doesn't have to be that kind of a relationship for us to work together. We just need to work together. That's what's important. Um that we're pleasantly respecting and communicating with each other. We don't have to have coffee, dinner, or any of that. We don't have to do that. It's it's nice if we do, but it's not a requirement for us to work together. We we have a colle we should be able to have a colleial collegial relationship. >> Very good.

032Nicole, >> I guess I would echo what's been said. Um, again, it goes back to respect, you know, just respecting. We all have viewpoints. We all have where we're coming from our understanding our and when but when ultimately when we do sit down as a seven we all know the endgame is for the like whether we disagree agree the betterment of the district improving our students and taking care of our staff our community our families That's our endg game. That's the goal. Regardless of whether we had a heated discussion about it or not, that's we know the endgame. So the heart is not what's ever in question. I like that. And so, you know, you said it. We're all kind of saying the same thing, but just in different versions. Almost like Matthew, Mark, Luke,

033and John in the Bible. you know, a lot of it is the same message but from different perspectives. So, I like that. I just wanted to point out that we keep everyone keeps saying to a certain degree that the endg game is to better the district. And the reason why I'm saying that and I want everyone to keep that in mind because later on today in the same meeting, we're going to test that theory of healthy communication, you know, which is going to build trust. Uh it may feel like a trial of fire, but keep in mind the end game is to better the district. >> So when I think about relationships, one one of the things I think for me relationships is people, right? With that that's I have a relationship with this table.

034I have a relationship with people. And one of the big things is understanding the people that you're interacting with, right? We all have different personality types. Um, and I think the relationship es and flow. Let me back up a little bit. We we also talk a lot about diversity, right? That that and and diversity is more than it's it's a lot. It's everything, right? And and so even recognizing those diversities of personality types. I have someone very close to me in my life who is a very type A personality. they can do whatever they need to do and relationship is sort of secondary to it. Um I am very not that way. Relationship is really important like the more [clears throat] the better my relationship is with somebody and it can be having coffee. It

035can just be that we've built a tr relationship is the foundation for trust. So the more that our relationship has been able to grow, whatever that looks like, that's going to build the things that we talked about earlier, my trust in you, my the the how I figure that you can trust me. We've had some conversations, you know, in our text group where because we don't know each other and you know, somebody asked me a question about background and my first thing is I'd love to have coffee with you and talk about that if you want to get more information. You know, um building those relationships I think is important. But but whatever that looks like, it's also going to it has to take into account the personality of the other person also and respecting

036that whether that's something they want to do or or not do if that makes sense. So it makes no sense. >> I I just for for me I I think I think relationships are extremely important but it has to be in the confines that that again I can't put my personality type on somebody else and expect the relationship to look that way. I need to also respect the diversity of their personality type, how they want to handle things and then be willing to mold and adjust to do what is necessary to make that relationship work for what what it is supposed to be. I hope that makes sense. >> That makes sense. Again, the theme keeps going healthy communication and this we don't have many of these type of communications. We don't have these conversations

037a lot, but what it's doing is it's building repetitive. We're building that trust. Yeah. Tony well for me a relationship is based on my level of com comfortability how comfortable I am with you and if I'm comfortable with you that means I have to have a level of trust with you level of trust with you then I can build my relationship but if I don't not comfortable I can't give you my trust because I'm not looking for your trust so in order to do that I think they go hand in hand you have to have a level of comfort being comfortable in order to trust, in order to have a relationship. >> Fair enough. I [clears throat] agree with that. Fair enough, Dr. Moore. Um I think when we look at this setting, uh we're

038we're we're mandated to be in this setting. Um because of elections and and uh those type of things, we're mandated. We took on a public servant role to be mandated for this particular situation. Uh but the other relationship that you're talking about um that's by choice. It's by choice. U you have to make the choices who you will allow to be in your life in relationship and uh because u people can run off the farm if you know what I mean by that you know. So uh you got to make those choices uh to allow people to pour into you as a person and you to pour into them. Uh and that's why the choice of relationship from a personal standpoint is very important. Uh so I like the illustration. I don't have to have

039coffee with nobody except in here. >> No, very good. And like I said, u because I've had conversations with everyone. I'm going to end the conversation with this. Um because I've had conversations with everyone, you know, and some of you haven't, but because I have I've had a level of comfortability, which you know, gives me a level of trust. So when you say certain things, you know, I get it because I've had a lot of conversation with everyone. And so that's the point where I think that the board as a whole needs to move forward. So, as I close, I'm just going to walk around, give everybody a fist bump because, you know, that's part of that was a very good healthy conversation. >> Absolutely. >> And what it's going to do is it's going

040to start us on the path of building uh the trust uh the relationship. >> It [laughter] also gives us a choice. >> It's a choice. I want, you know, gives us a choice to do uh to commit the way we Well, we may not have coffee, but >> we may not have coffee. No, but somebody want to take me out for a steak. >> Sorry. [laughter] No, we may have a steak. >> Are you Are you bringing up Dr. >> Oh. Oh, yeah. Sorry. So, next we have uh district led by district goals. Dr. Young, >> thank you. Did you >> Dr. Young if you just for one second um before he starts just a reminder that um after Dr. Young presents we're going to have some time for reflection on what he's showing us

041today. Um so if I could draw your attention to the written reflection that follows just so you know kind of what are you listening for and some things to think about. It's what do our students need the most from us this year based on what Dr. Young is going to share with us [clears throat] and what's one outcome that the board should monitor closely based on what he's going to present to us. >> Thank you. >> Right. Well, thank you Mrs. Barnes and also thank you uh Mr. Anderson um and as well Dr. Webster. So on the agenda of district data that led to uh the district goals. So, as we think about the 25 26 district goals, uh the focus up to this point during my time as superintendent has been uh on growth.

042So, when we think about growth, uh the metrics we've used and this was sort of a the template. the areas of focus were developed actually with the board when I came on I guess it was going to my second year and we sort of developed goals together um and matter of fact I can actually hand out you can kind of see two things I'm going to share with you a copy of our current district goals 2526 but I also want to kind of talk about uh what the original goals that I kind of presented to the board. Now, these goals were not approved, but you can kind of I'll kind of tell the story of how we got to where we are now, at least in our format. Okay. Oh. Thank you. [clears throat] >>

043Yeah, I think she just handed us the back. It's only Thank you. All right. And I just passed out sort of that original and again that was not where we land. Where we landed is very similar to the format that we have for the 25 26 week. So I'll kind of explain that. Um so with a focus on growth [clears throat] and we have the metrics at the high school and uh again going back to where we originally landed this format. It was really important in conversation with the board that there were some metrics of growth student achievement at every single level elementary middle and high school. So that first at the top for 2526 uh the SAT. So SAT uh now being sort of a state metric where it hasn't always been but now

044we have our 11th grade students that take every single year. It does provide an opportunity for us to measure growth from year to year. We can also measure growth from pre uh the pre the the fall test versus the final uh the PSAT versus the SAT. So that's the growth model that we have. um state test that everyone takes uh where we can do comparisons between us and other school districts and so forth and measure growth whether it's um apples where we look at uh PSAT versus SAT or from year to year when we have a different group of students that are entering the 11th grade and take that test. So that's the the uh SAT and the high school growth metric. The baseline is based on where we ended up last year. Okay. As

045we think about uh growth from a percent of of of of mastery. Um then at the elementary level we actually have two. So we have I read and we have I learn. So you all know that the I read assessment is it used to be or originally was a third grade assessment. Now it's given at the second grade as well as the third grade. Students that pass it in second grade do not have to take the assessment in third grade. You also know that now there's a mandate if students don't pass it by the end of summer school and third grade then students will have to be retained. Okay. So I reads one and then the second one we have at the elementary level is ilearn. ilearn is also the percent uh ilearn is also

046the metric that all of our state assessment that we also can utilize and can show growth from year to year at the middle school level was the one we have there and then obviously graduation rate our gradu graduation is the culmination of everything we do from prek all the way through uh when our students leave us. Now if you look at the 2223 one of the themes that you'll see are uh one those growth metrics on standardized tests but then you also see some themes [clears throat] that were actually part of the road map for you guys have heard me talk about the road map for was something that was an assessment done during my time as u interim superintendent just based on needs that we saw in the district. So that first one I

047I uh really believe coming out of the pandemic that we needed some mentoring and we needed a mentoring program for men and also for our young ladies as well. uh you know a a model or format in which we could hear from our uh community every year with staff, students, families um on really the work that we were doing and have a process where we could have that data which would really inform how we operate for the upcoming school year. uh middle school status meetings, deploying those at the high school was something that uh we did very quickly, but it was also something that I thought we need to have at the middle school level. Um and then at the time obviously looking at the the need to update our our website. Now those are

048not necessarily performance metrics. They're measurable, but they're measurable from the standpoint of you get it done or you you don't get it done. And um but ultimately we landed on, you know, that was too many. So the goal um and my charge was to shrink it down to I believe about four or five. So that's where we just struck it down to the um the five that we currently have this year. And so every year it's just been based on on overall growth on those state standardized tests. >> Yes. So the baseline data say for the very first one the 13 I'm looking at 25 26 but the overall increase in 11th grade students is that number representing the pass rate right now what is that 13% >> yeah [clears throat] overall read real quick

049overall increase in 11th grade students reaching all SAT benchmarks from spring 202 25 to spring 2026. So what we have there so with the goal being overall increase that t 13% represents where we were this previous year >> spring 2025. >> Yeah. So we want to increase that for this for this this school year. So that is 202. Yes. >> And Dr. Did you say I I didn't quite hear you that your that the overall goals were based on um these these scores here? >> Um yes. >> Okay. >> Yeah. So the baseline would be where we ended for the 2425 school year would be the baseline with the overall focus being on overall growth. >> Okay. >> And yes. Oh go ahead. call your office. >> I do. So understanding now what that 13%

050kind [clears throat] of means. >> So you're saying overall, do we have >> You said overall, is there a percent that we're trying to hit >> like a specific and our goal? I feel like we need to be specific and [clears throat] say >> we're looking for this much growth. >> Yeah. So great question. So obviously we have the the reading writing side portion language arts and then we have the math for the first one SAT and then we're what we have done is sort of combine all of those together and the overall battery of students being proficient from the state standpoint in in those particular areas. So that's the way we've done. Now to your point, yes, we can dig down, which actually I would welcome that. Um, but I think what that requires,

051what you guys are allowing now, which I love and appreciate, >> requires what? Say that again. >> Uh, what you are, what you have brought up is really uh digging down in [clears throat] the data. And I would love and I'm glad we're having this conversation now to really moving forward set goals that are really more specific in the need because you can really break down this data. You can look at different subgroups and and you have some areas that are performing uh in groups. >> I mean we can say overall and but we can say >> students taking SAT. Mhm. >> Spring 2026 >> sure >> will increase math and >> language arts scores >> by x%. >> Yeah. >> I think we can still keep it in overall but include both >> yes

052>> sides of it but I think we need to have a target of what we're just say overall. Well that could mean anything. >> Absolutely. and then looking at what what's the state saying they want us to be at and then let's be meet set our goal >> higher than that. Of course, we don't want to just say, "Oh, we want to meet status quo, but let's shoot for if it's if the state says [clears throat] 10% increase, well, let's go for it." >> But but can we go back >> you know, but I think we need to have a specific number, >> but can we go back to Dr. Young finishing up his overall how he like to set goals? I think you interrupted him on that and that was that was helping us

053with our train of thought. He was telling us how he'd like to set goals. >> Yeah. And and I and I I agree. I would love to do we can do a set of focus on growth, we can focus with a specific target area. So in other words, but but I I would love because here's what can happen. Um let's if we break down even the data that we get. So we may break it down special education, ELELLL students, uh, you know, even socioeconomic stat. We can break it down boys, we can break it down, girls, the way we've currently done it, what what what we're not what the way we set our goals. We may have a group that's performing really really well, Gened students, and we have a another particular group that's performing

054well below where we would want them to and where we would expect them to. Right? So, I think if we what I would love to be able to do is to say, "Hey, listen, um we there's an area here we there's something here that we may need to focus on. Yeah, we need to set some goals. Um, and yeah, and and see what we're doing over here. Let's let's keep that going. But I think as far as setting the goals, let's set the goals on trying to bring this area up, right? >> And then every year we go back and evaluate and say, "Hey, you know what? >> We focus in that area. We did a great job, but you know, Dr. Young, it looks like we maybe we didn't we kind of let this

055go >> and get a little bit deeper in the data." And we can set hey 2% goal, 3% goal, whatever that we decide is the target. I would love, but I I think in order to do it, now here's here's the challenge with that. For example, with iLearn data, we won't get that data back until the fall, right? So, let's say we had goals that were set that had nothing to do with student achievement performance. We can get those set, but we won't really know where we end with student achievement, at least on the standardized state scores, some of them, until early fall. >> So, Dr. Young, u the 13% that I'm looking at, [clears throat] >> this is the antiquated way that has been used for years. Am I right? To get to this

05613%. The the way that the goal has been set is since I've been superintendent, it's kind of been overall. We look at all areas SAT and what percent we percent of kids that that are >> but yes, >> compared to what you're talking about today, that would be antiquated, wouldn't it? >> Compared to what you want to talk about as it relates >> Yes. Yeah. Yeah. The way I want to do is different. >> Yeah. What that's what I'm saying and >> potentially. Yeah. >> Yeah. So the shift in this uh I I just couldn't imagine you know that the goals were not set prior to 2025. I thought, you know, when I looked at the 13%, I said, "Well, what was the goal that was the goal 65% and we gained 13% getting to

057the 65%." Or or what what >> the goal has been kind of what's written, that is that that we we move the bar up, that we increase. That's the goal. That's what it has [clears throat and cough] been. And then what we have done behind the scene is really kind of what I'm suggesting we can even write goals here because even when we sit down look at the data we're we're we're breaking it down into all these different groups and saying hey listen we've really got to lean into this area which has helped us continue to get the overall growth and scores. we just don't kind of do do a a uh homogeneous apply strategies and supports to everybody the exact same way. It's definitely more equitable in where we're kind of missing out which

058has helped us continue to get overall growth. >> And it sounds like Dr. Moore that especially since probably me and Mr. Anderson have been on the we board the longest. Doesn't sound like we ever had a percentage. When you talk about what is it percentage, I don't think we ever reached for a percentage. >> No, not not like a benchmark. No, >> it's been focus on on on world. >> So, I I I like what you're saying because one of the things that I've thought about, so when I see these numbers, 13% 18%, they feel really low. Um, but I also realized, you know, if you compare ours Pike compared to school district B out here, you know, whatever this mythical one is, if if their special education and their ELLL numbers are significantly lower

059than ours, >> it [clears throat] logically makes sense that their test scores, they have a larger gen general population, their scores are probably going to be higher. Exactly. All the things. Yeah. And so what ways we can do to break this down? If we can compare [clears throat] even a little more apples to apples, it gives a better understanding. Where is our general population compared to the general population of the state? Our ELLL, our special ed, those kind of things. >> Um, but but I also like I I hear what you're saying about we don't get the numbers until the fall. And I know we want to have a growth mindset, [clears throat] >> but it also feels like we should be able to set a benchmark and say, look, even if it's something that

060we think is a stretch one to try to attain, you know, we we want it to be, >> again, making up numbers, if 40% of the state is is, you know, passing is hitting this of Gen Pop, well, we want our Gen Pop to be continually moving towards that. if if that makes sense. Like, you know, again, even if it's a little bit of a what seems like a stretch goal for us. >> Yeah, absolutely. >> So, what does that look like? >> What does that look like? >> If you're going to set the the bar, >> what are the mechanics to get us there? I know we have data. >> So, that simply means we're going to have to possibly create an ad a space >> that's going to have to put some time

061in that particular area. Okay. >> Uh to make sure that uh that data that that uh and and I think it needs to be monitored by the board. Uh I think it does I mean um because uh I've been reading some stuff about fraudulent education numbers here recently and um I think we need to to to to monitor those type of things >> so we won't have those issues. Not to say that we have those. >> No, but called being proactive. >> Yeah. Well, well, one thing I would say because we have people listening, all of these metrics are state standardized tests. So these these aren't internal tests. These are tests that the state manages. Um and so so so that is is absolute, you know, the case. And and yeah, we we we can,

062you know, kind of set some goals prior to having that that final those final data data points in the fall. And the other thing we can do too is just, you know, move [clears throat] very quick. I don't believe that it'll be late fall. I think we'll have a lot of this data when it comes to, you know, August, September, so so early in the school year. And the other thing that we do, if you look at how the the um graduation rate, it's not based on the final graduation rate because we won't get that until October. What we've done is we set a metric and said, well, what's reasonable when our kids walk across the stage? That's why that graduation rate is typically lower because we know because we believe here's the percent of

063kids at least in May. It's not what we want them to be in October, but at least when they cross the stage in May, what's what's realistic? What's a little bit of a stretch for us? And what's that percent look like? And that's why that now we graduate a whole lot of kids over the summer and the fall, but we do that for limited. >> Yeah. >> I think that's one thing just even think about communications and because again, you know, when you see these numbers, I think the numbers I think the better we can do communicating to to the community even that that those things happen. I mean, >> yeah, I >> I feel like between having a wide room as a teacher, just generally attending school pretty well informed. It took me a

064long time to understand that the number that graduates in May is not the graduation number. That number may not happen until October. That that when you don't live, eat, breathe this every day, that doesn't necessarily, you know, sink in here. And so getting those even just getting that understanding out that's >> it's difficult. It's Yeah, it is. And I think it's an area too we can even set goals on on even doing that. Yeah. I believe for us as far as performance goals, we can set goals just on things such as uh in addition to some things such as achievement, whatever the board decides um on communication, what we share, how we share. to kind of my original [cough] which were never goals but just sort of conversations uh sort of suggested alluded to you

065know I welcome conversations and and even bringing in members of the team to talk about you know what goals are realistic for um one thing that we have seen that's why you may have seen my Friday notes yesterday where we talked about the legislation that's that's looking at targeting uh the supports I require requirements for schools that perform at a certain level for three years. Well, in my in my experience, uh it's not just requirements or if there's requirements, it cost a whole lot of money and then the state doesn't chip in. But urban schools when it comes to standardized tests, typically our kids don't perform as high as our suburban colleges. One and just give one example. So you all are very familiar with the federal funding that was cut, now I'm going say

066gutted for preschool. I shared data with you all the last couple years that if kids went through our preschool program, they passed I read at a level much higher than the state average. But what it requires but our children just like all children but especially our children that you know American standard English may not be what is spoken at home and I share American standard English wasn't spoken I'm I was born in Indianapolis uh it wasn't spoken in my home and my parents are educated uh in in the professional world they used it when they came home they didn't so our suburban colleagues many of those children are preschool program three and four at a very very high percent in addition to having some opportunities and resources that some of our kids don't. Right? So

067just that one factor. Well, with that being gutted and cut, those are all things that we have to think about when we try to set, you know, some some realistic goals. We're just not going to have as many kids in our preschool program. So this year we what we did is we use our I share with you guys our cash balance. So we had cash balance uh in um our preschool early for learning and our after school program and we were blessed to even have churches that came alongside of us and provided uh scholarships for families. The challenge is we can't do that next year. So next year we have to right side and say here's what it costs. We have to now extend that to our families. So what do you think is going

068to happen to the number of kids in our program? It's going to go down. And the challenge is those dollars are used not just in our preschool, they're used in every preschool program. So that means there's nowhere for our families that can't afford it to be able to go, especially to get the level instruction, right? I think we may have kids in more of a supervisory sort of daycare but not one in which they get instruction. So all of those types of things impact I believe urban schools and definitely Pike Township very different than suburban. So I just as we set goals I just think we want to keep in mind too setting goals that aren't necessarily based on everyone else but on what's realistic. >> And I I I I hear I agree with

069everything you're saying. The the one exception I think I would make to it is out here at the um the homecoming carnival. >> Yes. >> I had a a lady come up to me from a rural that works in a rural district >> uh in Indiana and said the exact same thing that you were just saying. >> Rural. Absolutely. So, so I I I guess just what I want to say is I think from a communication standpoint, [clears throat] the more if you guys have super statewide superintendent, like whatever you can do, if our schools could consistently start reporting not just here's our numbers at the end, >> here's the numbers of of here's the numbers of our kids that came through our preschool pack. If that communication gets out, it's got to help change

070that the message. I had dinner with some friends the other night and the the the wife is a teacher and the husband was saying something about how well schools aren't a a money-making thing for the for the state or something. I said, "Well, yes, they are." Because if a student comes through the schools and gets a job now, they're not on welfare whenever they get out. And there's not there's not a cost to the state that they they are contributing to things. And I threw in and if we can get them reading by the end of third grade, we know the third grade to jail pipeline. Yeah. >> That's there. And so if we can get funding to help them with that, but people don't hear that. They they hear you're wanting to cost me

071tax dollars and I don't see the benefit. We got to do a better job with the communication [clears throat] of those things. Um, >> going back to what he said >> is I think in the the last meeting we had I asked about the cuts [clears throat] >> and that's and you just mentioned one of the cuts >> um and but the community doesn't know that. They don't know anything >> and and uh we we cannot be afraid >> to talk about the cuts >> um and where the resources if we're not cutting where the resources going to come from. Mhm. >> Um uh we are deceiving the community >> when we do not tell them that there's going to be cuts so they can prepare themselves >> on what to begin to do about

072that child. >> No longer will you offer that in this district anymore >> because of the cuts, >> right? >> And and and that's going to be devastating. But do you know the percentage of families that don't know that yet >> that you're not going to be able to give that that that service to our children? Nobody knows that yet. >> So those are the kind of things I try to >> ask you guys to bring out so that community can understand uh what's going on and then when they [clears throat] look at look at you, they'll say, "Well, Dr. Young told us it was coming." >> Yeah. >> He told us it was coming and uh now it's here. A lot of people don't know it. >> Yeah. And and I think just you

073know uh I know people are listening everything we've talked about has been shared with the community. I think what we're talking about is effective communication how we can better but but none of this has not not been communicated. We just want I think as a group to make sure that we put put in people's lap so that everybody gets it in in a more effective way. >> And I think one thing >> I'm sorry >> just re and then I'll wrap it in. So one one thing I do think just also we often compare ourselves, you know, us and then the suburban and from where we live that's what we see. >> Oh yeah. >> I I think we would be surprised if we did have more communications about the numbers. I think in the

074numbers you're talking about there, >> if our urban communities talk to some of the rural communities, Yeah. >> you're going to see a lot more synergies than anybody thinks is there on some of those things because >> not racially, ethnically, but but in a lot of the ways we see the same things and it's killing people all over the state. many of the organizations that we're part of like the Indiana Urban School, we we have conversations and partner where we can with the rural organizations especially in our lobbying efforts. >> Yeah. >> Down down down down there and and what we've really worked on too >> um is and and I could talk about what the what some of the obstacles are and what we've talked about um uh is also when it comes to

075state takeover uh charter schools. I believe the rural schools when it comes to now they're dealing with consolidation. >> So it's kind of like okay you're coming after us too. Well we've been living that world for years. >> So I think the now those things it's kind of like okay maybe to work together but the challenge we have is there there is a belief in rural schools that the urban schools are the problem. >> Yes. Yeah. >> Right. >> We're the we we are the issue. We're the challenge. Um and and and some of those walls have have been up that I think now are starting to >> got to break because >> we we we need one another. So absolutely. >> My question is about timing. A couple of times so far you've mentioned,

076well, we have this goal, but we don't have the scores until this date. Yes, ma'am. We don't have the information until later. Um would it what would be the benefits of us shifting our goal timeline? Like do are we locked into has to be turned in in June, has to be you know are we locked into that or can we >> look at shifting the timeline of the goals based on when we get the data so we can make better goals. >> That's that's that's up to the board. I think however you all want to do that, there's nothing that would stop us from doing that. Yeah, great question. >> Okay, >> the point of what Dr. Moore was saying, the community knowing >> that also gives those that would want to come alongside and

077partner and say >> we have money. >> Yeah. Yeah. >> We want to fill that gap. But if they don't know we have that need, >> they can't even come and say, >> "Pike, here's the money." >> Yeah. >> Do the program. >> Yeah. Oh, yeah. A prime example, right? We want to do better at that. But a prime example was we have an ambassador group. And at with the ambassador group, I presented this exact same challenge, right? And then I paused and guess what people said? How can we help? Well, I'm glad you asked. And that's where the uh the sponsorships and those SC that's it came out of that group the ambass group where we presented these issues >> communication of clear this is the amount >> this is the deficit this is

078the cut this is the >> y >> exact amount y >> we have to communicate that and it can't be a a one and done >> has to be constant whether we're doing communication on all platforms. >> Yeah. >> And even just >> and I'm I know this is a big ask from you, but >> it coming from you. This is [clears throat] >> community. This is what we need. >> Mhm. >> And you saying >> I can't do the way you are used to learning center operating. I can't do that without your help, without your support. I [clears throat] need this much money. for that. >> Now, I think we can talk about that. I think >> I and I don't know even legalities in regards of asking for the individuals to pay for

079other kids the educate for their education. Um, and we can have that, you know, that discuss. But I think definitely getting that message out and then people ask how they can help, we can share here's what other folks have done, you know, for sure. And there's more there's more uh and that's why I'm glad we have these this type of conversation because >> when uh one thing I want to com commend Steve Nicole Dr. Moore on their perspective on understanding >> what type of information needs to come out and what the community needs to know and how to uh convey that [clears throat] because when we know like the nitty-gritty and my thing was it's like how does this information compare with the state >> but when we [clears throat] get into those conversation it

080sparks up possible uh solutions to opportunities. When we talk about money, you know, we have >> financial people on this board. So now we're thinking of okay, if the government's if they're going to cut >> and cut uh some areas, what can we do with our own funds, our own funds, like how does the interest on say the rainy day fund, >> if that's sitting in a certain account, what do we do with the interest with that $12 million? >> Can that interest supplement where we're getting cut in some area? Stuff like that. And so that's why I think it's it's so important that we have quarterly meetings so then [clears throat] we don't go long stretches. >> Uh because when you go long stretches I forget what did that mean the first time but

081if we have quarterly meetings on this is where we're on the data this is the goal and this is how we're trending >> and then that keeps that conversation going with everyone and keeps ideas fresh. >> Absolutely. So Dr. one more question and I apologize. I know this is a putting you on the spot question. I know this is going out. But as the liaison to PTE, >> yes, >> we've got treasures coming up. >> Yeah. >> We've got a room full of people >> paying way more for a dinner than you have to pay for a dinner because they love our students. They they love the things going on. Uh-huh. >> If I were able to if if you were offered a slot at treasures to be able to present this type of information

082to that room before we start the push at the end where they're just asking people to throw in some extra donations. Is that something we could do? >> Yeah. And and and that's actually some things we've actually done. Okay. Sort of in the past. Um sort of what I would my vision would be sort of a state of the of the district, right? And that's what I did with the ambassador group. Hey, these some things that are going real well, >> which basically says because everyone wants their investment before they determine to invest. You're not going to invest in these things. That's not good. It doesn't have potential. So to do a state of the district, here's some things that we're really proud of >> right now. Here's some things we're worried about. Here's some

083obstacles. These are some challenges that that have uh arisen. here's some things that are coming around the corner or some some things that might be waiting on us around the corner and and uh you know sort of pause and then let folks know how you can help or here's why um your contributions to PTA could help and assist us and then and PTA we would more than welcome uh if they had sort of a line >> uh where they say you know what this money will be set aside through donations to help out with potential schol. But yeah, I I'd love to do that. >> Okay. >> Yeah, love to do that. >> And you would even take the time to throw in >> referendum dollars and where they, you know, update on that type

084of stuff. >> Yeah, absolutely. Um, and again, that's an investment. A lot of us folks live in P. So, even with your with your investment through referendum dollars, right? I mean, here are some things we've done thanks to the uh uh your folks at Living Ply contributions and and and so forth, right? Uh what we've done with security and I thank you all for your support on this one. Uh and I'm I'mma kick myself if something happens, but the new system that we're utilizing, weapon detection, has been huge. Um, and I I can remember the that January when I when I took over and uh you know the difference and it it kind of it it it it it made my stomach hurt a little bit just um with with with some of the things

085that that you know we we were finding and and um um you know with children coming back into into schools and to look that um I mean nearly no issues at all with any sort of knives, weapons, guns. I mean it's it's been amazing when you think about 33 3,400 children. And I think part of that started with the before we got in the system, the random test that we did. The other I think we have a a community that really embraces safety and security, but then also with the new system, it's it's been it's it's been a game changer. So, you know, thank you to the board. Thank you to the community for their for their investments. >> All right. Thank you. >> Thank you. >> Barnes. >> So, I've got before you sit

086down. So, this was about goals and appreciation. So, what is our next steps on on goals? Where where do we take this to decide if we want goals to come in earlier? what we want to really what we want to do with this. I love the presentation. What is our next step? >> Our next step is we have to create the create the goal itself. >> Okay. >> Um I'm sorry. >> No, go ahead. >> I was going to ask um so when we talked about timing, would it better would it be better for us for our goals to be peranom instead of by school year? >> What now? >> Perom like start in January instead of July. >> Yeah. So, so my thoughts would be, so here's what I think about goals, right? So,

087my question for the board is what are our priorities? So, we think about priorities. We have achievement, safety. I just wrote down communication because communication was one that came there's so many different things. And so, my my question for the board would be okay, first of all, what are our priorities? And then within those priorities, what are our challenges and obstacles? So then we have our challenges and obstacles, right? And then within those challenge and obstacles, what would be our priority? Because we can't do everything. But out of these challenge and obstacles, what are the ones you say, you know, Dr. Young, for this next year, I really think we these things we really want to jump on. And then from those, what I would love to be able to do is to write some

088language based on those goals. Now if the board says and we land at a place where we don't have to wait because the data we need we have then we wouldn't have to change. If the board landed at a place where we needed um you know some of that achievement data and those things then I think we would maybe I I never thought about that but um uh where it may make a whole lot of sense to say hey are these are goals these aren't 25 26 these are uh uh November of 26 to no right goals That that makes a lot of sense. >> So, can we get um we got we got a we got a board meeting coming up this Thursday, right? >> No, no, it's the 12th. So, this next week

089we're off >> then the week after that. >> We had an extra week. We had an extra week after. >> So, then can we get a work session? >> Yeah. >> On on the followup of these goals? >> Yes. >> So, we could continue. >> Yes. And I and I and I'm happy to kind of I just talk off top of my head, but to kind of go through that process to help us get to that place. >> Yeah. So work sessions for next board this week or the week before or before the >> the the week of the board the week of the board meet >> the 12th. >> Yeah. >> Okay. Okay. >> That way we all can gain traction and and let him and then the work is even better in the

090work session because now we got community there too. >> Yeah. Agreed. >> Yeah. So then my question I guess is for the board. Our next step was to really kind of write down what do our students need the most from us and what's one outcome that we can monitor. Would you feel comfortable writing that today or do you want to write that based on the information that's coming >> since we just decided on >> hey we need a little bit more information to do that. I don't think we should write about a hypothetical. >> Okay, that's fair. >> Based on the fact that school boards are changing. >> Sure. >> I don't think we've recognized that yet. Uh school boards are changing as and I think you're aware of that. The whole ideology is changing

091school boards and uh you're going to have to be tailor made to fit your district now. uh because you're not going to have the resources and um that's why uh I I feel just me probably nobody else that there needs to be uh you can't deal with hypotheticals now. You're going to have to deal with the facts of the district. You don't deal with the facts of the district, we're going to be in trouble. Then if we deal with the facts of the district, then we might come up with some hypotheticals that could be uh um workable inside of uh the priorities that are going to be set to move forward. But I think you have to you have to deal with the facts of where school boards are going and where dollars are now.

092And and when you talk about uh the new nine member uh appointed by the mayors that's going to eventually come down. It's going to it's going to go to every every aspect and they're going to be in charge of who gets reparation. >> So help me help us Dr. Moore with with with changing. Tell us more about and you mean in terms of others selecting school board free and fair elections. >> Well, you've been here longer than I have. Well, >> you always say that and and and and I think you if you've been paying attention to what's going on, uh you can see, you know, the difference in in the ideology of how things are being administered and um um most school boards now are not authentically from the communities. >> Yeah. Most school

093boards are are are infused with corporations mindsets. And so, uh, so if you want to run for school board, somebody comes to you and say, "Well, here's I got you flyers. I can mail you flyers. I can do all this." But eventually, you're going to have to pay the piper. And so that's what I'm talking about making sure that that we understand these shifts and that we keep uh the priorities that uh this board comes up with moving in the right direction. Okay. >> Well, I want to clarify a point just for a second. I was not uh certainly not suggesting we base goals on anything hypothetical. It was either basing it on the data that we received from Dr. young with our 13% 75% 18 10 or doing drill down data on the same

094information that gives us our subsets. So I just wanted to make sure I clarified that I never >> I'm glad you clarified that because that's what it sound like. [cough] >> It was not that. It was like are we going to deal with these? >> Apparently you finish the statement >> or are we going to deal with our subset data which is is a lot more robust than this. Yeah. And we've decided as a group >> from what I hear you saying that we want to go with our subset data which we don't have here right now. We're going to get that in a couple of weeks and we'll talk about it then. >> Well, but and one thing I would share is but that subset data would would be this year if if we're

095setting goals, but we won't have data for next year. Exactly. So, so if we do the subset data for next year, we'd have to drill down maybe a little bit later or if we drill down now, we would set goals for next year, but it would it would be I guess a it'd be two years in a rear >> potentially. Yeah. >> Does that make sense? So, so if we drill down and do it that way, >> we may have to look at the drill down data in the fall >> and then set the data. So, so in a couple weeks, I guess what I'm saying, we won't have the drill down. I can bring the drill down data, but we've already set goals on that data. >> If we want to do the drill

096down, we'd have to do that in the fall. >> You're saying we we've already set goals for this year? Yes. >> We won't have the drill down data from this school year until November. >> That's what I Well, well, I think it's more like August, September. >> Okay. But but even then if we started though because I know I was one that presented to you and said I don't understand why our >> goals are halfway through the school year. Even you know I'm I always want progress over perfection. To me perfection would be we get the goals in August. >> Progress is at least we've got them in October November you know I mean that's still better than where we are now in I'm sorry >> the drill down issue that you're talking about. >>

097We've already have that we have that data working now. Yeah. >> Um but is there something we could do >> uh that would create a pilot ideology [clears throat] >> going into looking start looking at that particular situation? >> Uhhuh. >> Figure out what those priorities are. Yes. >> And begin to set those particular situations even before we get the drought. >> Yeah. >> Based on what you already wor with some of the backlog data that you can look at that and see the trends of increases and decreases in those areas. >> Well, yes sir. I I I think if if I'm understand correctly, like one of the things we can do, we have a our a CI curriculum, professional development team. And so drilling down, if I'm understanding correctly, we can talk about what

098we're seeing, what we're currently doing even now. Some of those same trends that we've seen may actually be the same issues and challenges we have >> in the fall, right? And I think all we'll need is just that time. So whether it's a work session or quarterly meeting that you guys say, "Hey, here's the topic. I'll make sure I have the right people there to explain to the board and get all the information that we need in preparation for that portion of the goal. But again, I still think even next meeting to even begin that conversation to hear from the board, these are the the priorities we see in the district. So these are the priorities. Now, within those priorities, what are the areas that we're like, hey, this we we want to we need

099to focus a little bit on this these air this particular area or this particular area, this particular area for this next school year. We can still begin that process, which would be helpful because the board may say, >> Dr. Young, listen, there's some prior like again, I keep hearing communication and I I'm not, but if the board said, "Hey, we want to set some goals and we'd like to see maybe this format happen at least quarterly, blah blah blah blah those things we can have in place. >> Yeah. >> Ready to launch. And one thing I was going to share was even if it comes later to uh Mr. Hoover's point, to Mrs. Barnes's point, if we launch the goals in October, November, it still can be a goal for it can still be an

100October to October goal. >> Yeah. >> It can still be a year, a whole year goal. >> We just don't launch it at the start of the school year. And we and we can explain to the community this is a year goal >> but >> it when the data comes in it doesn't align to the school year. >> Right. >> And so that should be brought out in the work session coming up. We >> absolutely and even and even when I present those to the board if you all want I can explain. >> Yes. you know, hey, it's October uh uh board, you know, even though it's October or the go to school year because of the way the data comes in, um this is still a year goal. So, our recommendation I can I

101can even the way we present it. >> Can do that too. >> So, we can set up targeted um areas ahead of what we >> That's what I'm talking about. >> Couldn't hear you, Miss I'm sorry. We can set up targeted uh intervention areas that we need to work on and then when we get the data we can just plug them in those areas. Yes, ma'am. >> So we can already have that done that. >> That's right. That's right. And some of the data other than the student achievement we we may already have. >> Right. So when we think about safety, security, right, those goals, I think I may have sent you guys um um a report that we look at monthly when it comes to infractions with our students. that type of data we

102already have. >> My point exactly. That's what I was basically saying. >> Yeah. >> Create that data, get that data together >> and and create a pilot type of program and so when the real stuff comes out, you just plug it in. >> Yeah. >> Just plug it in. >> Right. So if you guys say at the next meeting, Dr. and these are the priorities that we have seen >> then when I I say cool I at the next meeting I'll pull all the data in these areas that you've identified as a priority or if you tell me prior to that meeting hey can you give us some data in this area I'll bring it to the meeting >> but then we also need the priorities that you all are prioritizing >> yes yes we'll

103bring that things that we've seen absolutely yes >> exactly pastor >> can can you bring to that meet meeting so just a specific piece of data I think it would help me like what is the percentage breakdown and I don't know if it makes sense districtwide if we need to get more narrow but the idea of like what percentage of our students are what we consider general population what percentage is special education what percentage is ELLL because again I think one those are the breakdowns we see from the state >> ELLL English language learners yeah okay is what I mean >> the the term that I'm hearing is you want demographic data for our kids. So like um you know what percent are uh qualified in ELLL? What percent special education? What percent gened? What

104percent? What percent girls? >> Yeah. Some of those things to help because again I think and I won't be really delicate how I say this, but I mean you know it >> you would expect our general population students to have higher test scores than our students who are trying to learn the language, right? And so just being fair in those areas how we're presenting the data and maybe even seeing this, you know, look, if we have a maybe even we see coming, hey, there's a spike, our our ELELLL students are growing, maybe that's an area we need to put special focus in because now that that is becoming a bigger percentage of our school district that just some of those types of things is where I'm going at with it. >> Can you separate the

105HF that the high ability students? >> High ability. Yeah. >> Yeah. Can you separate those? So you can you pull those out the percentage of high ability students then you can concentrate on the gened students. >> That makes sense to you kind of those different tiers. Yeah. >> So is it fair uh well not fair is it appropriate do you think for us today to kind of at least get those bucket priority buckets like do are we comfortable saying I mean we've said communication a lot. It sounds like that's already >> put them in the buckets. So I mean at least to to kind of have an overarching thing so we're not starting from scratch when we get together again we can at least know all right we know we need something about communication [clears

106throat] >> absolutely and we we kind of have this mechanism built in today um >> so trying to let me let me think of how we could do this >> we know that communication is one >> right >> we it sounds like safety is the and then safety. >> Okay. Yes. >> Safety is the second achievement. >> And then achievement would be our third. >> So as far as the guard rails, those are the things that we have a priority about. I'm so sorry. >> The communication, Miss Barnes, >> as someone as my father is calling. >> Yeah. I've got communication, safety, student chief. >> Yeah. Communication. There's the ABC. >> And we can focus on the ABC >> just not communication, >> right? because we're going to fill in those buckets with specifics, but

107we got to drill down bullet points and then we need you just making buckets, >> right? These are just >> we got the subject and then the bullet points afterwards. Now we just want to >> and that helps that helps Dr. Young and his team to know all right what what what do we have to get ready? >> Can I throw one out? One of the things we've talked about and we didn't ne say the bucket but it's going to be a challenge is financial. >> Yes. Is that one add to the bucket as well? >> Yeah, because I do think there's conversation to be had there that maybe we haven't had in my time on the board, which is >> we know we got the big buckets, right? >> Yeah. >> Are there places

108we can be, I don't want to use the word creative, that's going to back up a bit, thoughtful about, hey, we had stuff in this bucket. Maybe we need to take some and shift it to this bucket, which means we're going to hurt this bucket. I mean, you know, we hard decisions are >> you know and and what's so ironic about it is people might not understand when you just got a deposit of $14 million [clears throat] >> and then you got to come up and tell them cuz they don't understand the the you know they don't understand the pillars that you created for the referendum >> and and I've been asking that to take place. So when you get now you get now you're going to just you're adding it now to the bucket

109list the financial piece you know just like uh you made a statement in the last meeting your team >> is working on trying to cut areas >> but now we find out the area of kindergarten is going to be cut like you said you know guned by the state gun by the state [laughter] let me say it that way >> yeah by the state let me say it that way but but whatever it's going to be gunned by the state which means you're not going to get those resources. Okay, that's what I'm saying. When you say gutted by the state, it's not your intention to have federal government. Federal government state it's not your intention. It's not your intention not to have that. >> But what that's what I'm I've been trying to get people

110to understand that, you know, when when you ask for a referendum, we got to be clear on where where that goes as much as possible because you got cuts coming out. Well, even even like as you've been doing the presentations on the referendum [clears throat] spending, making sure that it continues to be broadcast that >> that's not extra, >> right? >> Or additional that's replacing [clears throat] >> and I think it's always clear that Esther was doing XYZ, >> these funds were doing XYZ. This is now a replacement. It's not extra. It's not anything that is above and beyond what we had, >> right? It's just replacing. >> Yeah. >> And that's only for this period. You know, reminding folks once that runs out, that's this period of time is all we have for that.

111>> Once that runs out, now we've got to again begin to thinking about >> down the not and I sometimes it's a kick the can kind of a thing till we get the solution to >> Okay. Once Esser once well once Esser say, oh, now we need the referendum dollars. Okay, now once those run out. Okay, what are we going to do now? >> Sure. >> And so how do we continually creatively all the things and letting the community know community this is what we're constantly communicating. We're back to that communication of this is where we are. This is where we want to stay. And here's where the the gap. >> Sure. >> And I think it needs to be said that I think the superintendent wants every program he can to help a child.

112>> Absolutely. >> I think. >> And if he's not helping those children in those areas, it's not because he doesn't want to. It's because the federal government has prohibited him from doing it by not giving him the resources to do it. I think those are the kind of that's the kind of language I talk about when I'm in the community. It's it's not that this superintendent doesn't want to do that. >> This superintendent doesn't have the money to do that because of federal cuts. >> And we have to be a a board uh and I'm going to say this that will defend our teachers and defend the superintendent. We just cannot just defend one or the other. We have to defend both of them. Uh and uh because the the teachers are the system for

113us. [clears throat] That is the system for us. And so we have to understand that we have to be able to cheer both aspects on and do it in a way to where the community understands it. Um because there's going to be a lot of pressure on him from what I'm hearing that's coming around the corner. >> You know, you say, "Well, we see what we see, but some of us don't see around the corner yet." And the corner is not good. It's not good. and um uh and anybody that's supporting uh that particular behavior in in in an area of politics, they really need to look at what they're doing to our children. >> Well, let me just say just can't pick up on Dr. Moore's uh comments. just following up. As long as

114I've been on the board, [clears throat] every board that I've sat on and every person that have come on the board and off the board have not only been in our opinion for just administration. They've been for teachers also. And I've sat in this seat with every board member that's off the board. And we haven't had a board member that in my opinion, in Mr. Anderson's opinion, that that has not been for teachers. We have been uh >> That's not what I'm saying, Mr. President. >> No, no, that Well, I I'm just making my my comment. >> But that's not what I'm saying. >> I'm not saying that's what you're saying. I'm just my comment is that I have not sit on a board that has not been for teachers and and administration. We want

115to see the whole welfare of our district. Now, we may go about it different ways, but we want to see the whole welfare of the district. >> Let let me let me let me come back with that because uh I'm sorry I had to do it because when I'm talking about the collaboration of of everybody. I'm talking about the healthy a healthy district. Uh I I don't think it's anybody on this board that that is not uh in support of teachers. I don't think there's anybody of this board that's not in support of of of of the superintendent and what he's trying to project. Don't miss me on that. There's some other areas that are are places of concern, but all I'm basically saying is in this new day, we're going to have to project

116superintendent and teachers together. Uh all of this together. It's a brand new day. and and uh and because you might lose your union in about another 6 months. Uh so boards are going to have to have a different philosophy uh about uh the district totally because teachers are just going to be out there probably less than 12 months. Uh they're just going to be out there and uh that's coming that is coming whether we realize it or not. And when I'm talking about uh board supporting superintendent and teachers, >> we have to be the cheerleader now. >> Yeah, >> that's all I'm saying. So that you all misunderstood it. >> And I was just going to just to piggyback on that. And I think everyone is probably somewhat familiar even even if you're not real

117familiar with the details. Um and I don't like to talk about any other school districts. I won't go into a whole lot of detail, but when we look at what's happening right here in Indianapolis, >> Absolutely. >> where we are we're now looking at having appointees >> to the board, >> not elected, right, >> but appointees that get to make decisions for local school districts. That's to your point, Dr. Moore, that is a whole new day. And one I I I think we have to push back and fight. That's we have our lobbyists and every year I'm down I go and sit down with legislators. We have conversations all that. Um so one fighting we need to push back. But then two I I do agree that we have to be careful with our messaging.

118Uh because the the people that want to and I'm just going to say this I I to kind of skirt around it. the people that want to dismantle public education the way that it currently is, they're looking for an end. >> They're looking for an out. They're looking for a crack. They're looking for any opportunity where they can see an end. And to be quite honest, I think that's where we saw that fight when I first took over uh with the charter schools. I'll never forget it was January. We had we just walked No, have we? No, we took over January uh that February, March, we started standardized testing. I'll never forget it was that last that fall there was an article man I don't want to give an outlet credit um but what they

119what they stated was I uh Pike Township was the only school district that hadn't made any gains >> absolutely >> in I remember saying well never again never again now what soon happened right after that is we started seeing an onslaught of charter schools trying to get in the district. >> They're still coming. >> There's there they are. They are. But we I think we were successful. But I think even too what I saw for the people that defended their actions in in IPS. First it was financial. Then I don't know if you noticed it, they piggybacked on test scores and achievement. Now I sent I shared this maybe a week ago in my Friday notes. uh uh South Bend, there was a there was legislation that was proposed for a state table of a

120school district and it had nothing to do with them being in financial straits. I believe they used achievement point or there's another >> uh South Bend. >> Yeah. >> And my point is any now we're living in a world where we have people at the state house that are taking an oath to to take care of and ensure that public education is here for our kids and grandkids and their kids that are literally proposing legislation to take over a school district for whatever reason they they they want. So, I just want us to be conscious and careful um about the messaging and things that we were putting out that we have a united front uh because they any excuse they come up with they'll use. >> So, I just want to jump in because I

121can be louder than her. Tony, you had something you want to say. [laughter] >> It was so long ago. >> Are you pointing over here? [laughter] Well, I was trying to reference to Angela's u the three buckets and we had achieve um achievement was one of them and I wanted to figure out where our goals would be to address as we talk about staff and teachers how we address the goals of attendance and discipline in the schools because those affect the teachers in their daily operations of of uh of uh teaching. Let me piggyback on that as uh what she just basically said. Yes. >> What? >> Yeah, I would do that. Uh that is going to be the next they're going to weaponize attendance now >> and [clears throat] they already have >> they're

122weaponizing attendance and and it's going to affect uh the uh the resources that are going to be coming to school systems. So um uh you those are kind of things uh when you talk about the bucket list, Mr. Angela, uh, what are we what are we doing um to, uh, get kids to come to school and and and and reduce the expulsion rate. So, those are things that that that that that I think are that are important uh because they're going to use they're going to weaponize that against public school system. >> They do an ad they do an AP account. I know we're all aware of that. ad account, >> the um >> the admin account, >> you know, the one they do every year, >> the admiration. >> Yeah. And and and evidently,

123it's very important to not only >> um our um how much money we receive >> based on the number of students we have. And then it also depends on um it plays a big factor in it. And then when teachers are constantly complaining that I got a student that we're all we're already to second semester and I haven't seen them yet but they're still on I mean those type of things affect us in some way or another. So how are we monitoring that? How are we making sure that those goals of the kids are disciplined are sent home and you know we we got an email from a parent that the child was sent home and there was no reason for it. she was fighting to try to get a student back in school. So,

124I don't know how, you know, where those numbers are, but it's just so I don't know where it fits in that those three buckets, but I was thinking the false chief. >> It's it's ought to be in the bucket. I mean, I'm telling you, they're coming at that particular situation, and you don't want the superintendent to be hit from the blind side, you know, and if he shows or projects a plan, uh it doesn't have to be a concrete plan. It just has to be a plan to say that this is what we're doing to to to boost our attendance or to get a hold of our attendance. Um cuz it's coming. And again, that's another communication bullet because your community can get that message out too. You need to be in school. Here's why.

125The churches in our district, we have pastors that would gladly partner with us and say every Sunday from their pull pit, you need to be in school. Here's why you need to be in school. Why are you not in school? you know, get the the mamas, the grandmas involved. And baby, why are you not in school? Cuz if y'all know my mother, first thing she says to a child, "Where you go to school? How you doing in school?" And if they say, "Oh, man. I have why." I mean, get those folks in the community that are pro public education, pro helping children and students, give them a message that we want put out there. Attendance basically, [clears throat] he's they're coming. But even back to Dr. One more point about the governance and our role

126changing. If you're following House Bill 1423, >> yeah, >> if you're following that, which we all need to be the whole IA and all that, now it's moved to they're hashing it out in the committees and it's it's not done, but we need to make sure that if there's anything we can change, we need to be stating that to them now. We want to maintain local control of finance and local control of who sits on the board. That right now those are probably the two if we can lobby for those two things because that's the message they're trying to. We know certain things in that bill are going to happen but there's still some things that can change. So we need to continue to advocate local control for the finance and the governance. >> You

127know, going back to what Dr. Young said, um when they sent uh Aaliyah sent that bill, sent that recommendation. I was in the uh in the audience that night. We stood and and came against it and everybody that voted for it said it was an imperfect recommendation. It was three from IPS that were supposed to go on, three from the mayor's office and three from the business sector. Now the mayor, since it was an imperfect situation, he has all nine appointments. Now, he has all >> that's been finally decided. >> He has all nine appointments. Ma'am, you need to understand this bill is going to pass. No, I know it's going to pass, but I didn't know they had finally decided that. >> Yes, she has all uh I was sitting with some people yesterday

128who were uh sitting in the place when the boat moved on. >> Okay. >> So, if I bring something to you, I'm not going to bring anything that is untrue. And so, he has all nine to where IPS had three, the mayor's office had three, and the business sector had three, which was a nine board. They gave him all nine. Uh, this particular school district is going to be ran by the mayor of Indianapolis. You talking about Dr. Moore and I I know the three that he that was appointed by the mayor at F. You talking about that video that you sent us and we and we were we watching that board meeting. Okay. >> But that's now move that's >> but it's moved on to the state house. My question is he's got all

129nine of those seats now. >> Yes. >> Well, there's a new board now. >> No. Well, here's what happened. The layup board, >> and I know you know, Dr. Young, get on my >> Yeah. >> They um uh those who were on the layer board, who ran that board? >> Yeah. >> Uh were were obligated to send recommendations to the state house. [clears throat] >> So, uh that night when they voted on it, it was uh uh 8 to one. Um, everybody said >> except for >> it's an imperfect it's an imperfect recommendation. We know I but it's an imperfect recommendation and we're going to send it. So they sent it on. They voted to to send it on and um it left Dr. Webster. It left three here, three there, and three here. >>

130Yeah. Now it's all nine are being appointed by him >> which is dangerous. >> Yeah, it's dangerous because uh that that group is already taking over IPS and so they would certainly want to come after but now long from what I'm understanding long as we stay physically sound physically sound and test scores I'm understanding that we're that we're that that we're all right. That's what I'm hearing. Don't laugh at me for saying this and and don't think well what Dr. Young is is naive. I'm just telling you what our lobbyist has shared in her conversations with uh the supporters of the bill the state house. So don't laugh at me. Don't kick me out. Is that the message she keeps getting is that there's no plan or intent. So I don't know if we'll see

131it anytime soon. >> Am I betting? No. No. But there's no plan and intent to expand that into the the township schools. The township school. >> Well, they already did it in this context where they said they could sell buildings off. Your name came up. >> Yeah. Because about the, you know, about the selling of buildings. >> Okay. >> I think somebody from Pike, I don't know if it was you or I, but I know we're on public. >> Okay. >> Did not want the buildings to be sold off. >> So they they they're reaching for buildings. You know what I mean? Dr. Young. >> Yeah. A and because uh now if you look at that bill now and to talk about those buildings in that building I do an update every week on my

132Facebook page. Uh I have an inside track uh with a lobbyist and they do that work for us and and but yeah u the real estate is important to them. Um and um that was one thing that came up out of the pipe that uh that our real estate would not be up for sale. So >> So that that's what I that's what you know and that that was not a hypothetical that was a fact mentioned. >> And so um when you talk about expanding uh when they gave out 1136 they just they talked about dismantling IPS but look what they're doing now. Yeah, >> you know, they do a little bit at a time uh in those particular situations. So, you have over maybe 100 school buildings that might be sold and believe it

133or not, I'll say this publicly, most of them have already possibly been sold and and they're just telling they just they haven't told the public yet and most of these investors are in line already. And so, uh, that's why I'm talking about, uh, uh, a different mindset of a school board. Uh, school boards, historical aspect of them, not all, are rubber stamp boards in many instances. And so, uh, uh, you're going to have to be creative to support what superintendent wants and to support these children and these families because, um, they are coming, uh, strongly. The pressure is going to be turned up strongly on public education next year. And uh have you noticed here's what's bothering me. All of this is going on. They say nothing about our children. They say nothing about the

134achievement gap. They say nothing about kid. They say nothing about the education of our children. It's all about following the money right now. So, doc, uh, back to goals and then we'll take a we'll take about a 10-minute break, >> but back to goals. Um, it's important on goals also that we, the board know, um, the goals of and how we mix them in the goals of of all of our department head and that, for example, um, we're going to hire a new AD What do we know about the goals of our athletic department in terms of that we are in tune with? So if it's somewhere we can see those type of goals. Does that make sense? Um and and and and what and what's in place to be healthy, what's healthy and what's

135not healthy. So, so, so I I think as we talk about goals, I think I think we need to see the the totality of >> of goals. Did that make sense? >> Yeah, Doug, just to clarify, we're we're getting ready to hire an assistant AD, right? >> Okay. I thought you said to get hired. >> No, no, I'm talking about goals of In other words, let's say, let's say, let's say our >> I ain't going to say it to it. Let's just say our our our athletic department is suffering or on life support. What are what are the goals and visions to turn that around? That that's the type of stuff that I think that's important to us. What do we need to see? What what's being done to to turn that around? And and

136and if and if it's reported to you all and your cabinet, what does the board see? So, one of the things that I would love to do, not not love to do, which I'm I'm going to watch to roll out to the to the cabinet, >> which I think [clears throat] will actually hit on hit on this um is uh and just kind of hearing, you know, communication and so forth, kind of what's happening in the district is uh probably break down months. Break down the months. have week one, two, three and four and with that have week one different departments and so once every week when I give my Friday notes rather than you just necessarily have hey this would be an update for this department >> right so um I see one of

137my uh captain members thanks for coming today uh back there but you know in her department so you may have a second week of the month. So, I don't want them to have to give me something every single week. But if they just once a month gave me a department update, then your Friday notes, you guys would say on the second week, you know, I'd have the curriculum, whatever. Boom, boom, boom. Or week three, use the example of athletics. You hear I give them that third week of each month, I want you all to give me a department update. And just know it's going to be shared with the board, right? finances, human resources, uh, security and facilities, and then that way, you know, you guys can kind of have some updates on how the

138departments are. >> Does that Does that help? >> It does. I think one thing I just want to throw out there with it is if we can communicate to your staff, look, >> we don't want >> rosy >> updates. Like if there's a negative, we're not going to hold that against somebody like we [clears throat] just need to know like like you know we we want we want to know the good, the bad, and the ugly. That's the only way we can help. That's you know >> and what I can do is even set up the structure, right? So, you know, you can say, "Hey, celebrations. Everybody wants to celebrate, but they want you guys to know the great things happen." So, we got to give that chance, right? >> Absolutely. >> You know, celebrations,

139um, you know, obstacles, um, and then, you know, some some plans or some things that they're looking to do that would hopefully be tied to some of the obstacles. So, celebrations, uh, I can say, "Hey, celebrations. What are some of your obstacles and challenges?" And then what are some things that you're looking to do that may be different than what we've currently done in the past? >> Yeah. Would that work? >> I think like you know if something's going on you know where if somebody's reporting test score updates to us if they're low just say they're low. Okay then what are we doing like you know because again that's not the person's fault that they're low. It's >> now what's the playlist? We're all in this together. We're all trying to pull the same >>

140Well that's that's as we talk about communication that's >> communicating to the board. >> Yeah. that what we don't know. >> Yeah. So, >> yeah. And and they should have that. I mean, I joke with the staff and it's kind of morbid, but I say my vision would be I could walk across the street, get hit by a bus, and the district's going to keep on getting better because we have a team of people that are reflective. You're objective, and we're creating plans to improve based on what the needs are. If we get to that place, man, there's no stopping us. There's no stopping us. And and I said that I said that because again just bringing it up again actually we got our exact session here coming up here but it's but it's crucial

141again whoever we bring on as a number two person in the >> be free to tell us >> in the in in the sport I mean in the in the AD because many of the board doesn't know but uh but we just lost We didn't have but a little talent uh in in in the in in in on the football team and we just lost that uh the rest of it although soon as the football the basketball season is over with and that and that bothers me and I'm sure the other board members too because no one wants to come to a 0 and a 0 o and 0 and 18 you know that we we can act like that's not a part of uh culture culture, but it is winning and losing is a

142part of culture. And so it's crucial as to, you know, who who who in place to see whether or not they can carry this. >> So why do we still have the coach? >> Well, those things are crucial. >> Why? >> Tony asked Tony asked a question, which is or Miss Wilson asked a question, which is crucial? >> Because to me, from the conversations I have, that's the biggest root of our problem. >> What? >> The coach. >> Yeah. He has no He has no >> be careful are still >> Yeah, we can't we can't but but [laughter] what I just But but Miss Wilson but M what I just stated and how I stated it we can in terms of these are goals. What what is our goal for this? >> What kind of

143goals can we set to encourage the pipeline to grow? Does he have that in place? is he that our middle school and our even our even our elementary sixth graders >> are going to stay with Pike and what are we doing to keep those our talent to stay with us? >> What is he what plan does he have in place? >> Presenting it to >> and and who's following up on it >> and that stuff we can't know. We we we we can't know that it wants >> you can't know this though, Mr. President. Yes, sir. You've lost thousands and thousands of dollars. >> Yes. >> Because of our sports program. Not to say it's bad >> because you know when you when I think when I say stuff like that, people think I'm being

144negative, but I'm not. I'm being real. >> Yeah. >> I'm just being real about it. You've lost thousands and thousands of dollars because of uh we lost revenue. and how can we come along as a board and support it that those are the things that we want to know. How can we come along to help administrate >> cuz I want to see that piece for Dr. that you would he would never have to worry about it if you know what I mean. You got the if you got the revenue coming in he should never have to worry about what my children don't have if I can use [clears throat] that term. if if the if it's if it's stacked the right way, it would bring the revenue in and they wouldn't have to have uh

145they would have three jerseys like North Central and Warren and all them other places. >> Well, how can we help support that? >> Well, you got to that's the question. >> You got to be willing to change and and be able to listen whether you like it or not. There's there's some constructive and some good uh angles to it. You got to look at it just the way it is. uh and and and and say, "Well, this needs to be fixed." And and and and I'm going to say this, we have some great people in Pike that have graduated from Pike and have done some great things, but all good things don't come out of Pike. >> Sometimes you have to go outside of that >> and pull it. >> Yeah. >> Uh Miss Barnes

146is asking us to take a 10 minutes. So, can we take [laughter] Can we take a 10 minutes? >> Mr. Barnes just did this to me. Let's take 10 minutes, y'all. And uh and we'll be back and back. But looks like Miss Barn, we done covered a lot of >> So we may have some we have to make up some time right here because look like we didn't covered. >> Yeah, this part. >> Yeah. And then even my part here with the gold. >> Yeah. I did not get it from the guru of education. >> I probably am [laughter] Yeah, but you know I think >> you all going to have to But I'm not Yeah. I'm not part of I'm not part of I'm a part of helping children. >> Yeah. at the same

147time. Dr. >> Eugene White, >> he was our principal. >> Yeah, he cared about that, but he also had all the curriculum, >> but that's why he's not liked because he's like to it. So, but I'm like back to let's talk about these guys specific measurable. Well, when you look at what you look at today this 13 specific But here you got 13% 13% from >> what? Right. >> But I'm like I >> have six years now. I'm the same. What you got to understand? >> Okay. >> Mr. Vice, how you doing? >> It is ridiculous. >> No, it ain't. It can be better now. >> I'm not saying I'm not saying Where that fruit go? >> It's right here. >> Right here, sir. >> No, no. We want to leave that. >> Yeah, we

148can leave. >> I see. Well, you know, there's some people who do the bougie thing. They like coffee. You know, they like coffee after they eat, you know, coffee. >> Some of them are bougie. Oh, yeah. coffee, you know. >> Got to keep it real. >> All right. >> You know, this is this is stuff I can have. >> Of course. >> I think you'd be okay with lunch. Salad and soup. The soup is turkey, wild rice, and mushroom. >> Get more hot water. >> Hanging in there. It's probably [clears throat] >> you want that or you want that? >> I'm going to leave it for lunch. >> Okay, cool. >> We like that. And we're going to leave the coffee too in case. >> Yeah. And the hot water. So I believe it's not

149hot. >> Yes. >> You always win. >> No, I didn't mean that in a defeist >> way. I mean, we got to re-evaluate. >> Well, we got to reevaluate. >> Some of us have missed it, though. >> This is true. >> It's good to have them there. >> And we just have to continue to push. >> Yeah. You guys do that >> for our kids. I want to hear right here. >> I can't hear you. >> A service request for you. I was able to share our documents with everyone in service. I kept telling him I can't get at Google. I told him twice. I just put that in like that is unacceptable for me not to be shared. I kept telling him every time I said you have to check your administrator. I like

150okay I see. Mine was like acting like that too. And I ended up having to come on to campus, log on to the network, restart my machine, and then it you know what that cuz it just told me to change my >> I got to check my password just so I'll try and see. >> Okay. Thank you. >> You're welcome. I just didn't want you to think I left you out on purpose. I did not. >> I want you to figure out it is not. I never even said it. >> I just can't get left out, >> right? just doing it. So, I got our buckets. >> I, you know, I was I tight some too. I didn't breast. >> I went to the doctor and they said I wasn't in that antibiotics. That's what

151happened this morning. What time? >> But anyway, what was beautiful about you know share the same student. >> Yeah. Oh yeah. >> Our coach at middle school years. You guys had a cup of coffee yet? [laughter] >> Hey, I doverage beverage of choice. If >> you can't get a steak out of me, >> I come, man. >> Look, he said he said, "Hey, you >> was drowning. I wouldn't even throw your life up." >> Lord, >> wait a minute. >> What happened to command, too? Oh my god. You see, watch. You see, I always have thought bit more of you than you thought of me. [laughter] >> Hey, hey, check it. But you didn't know that till I taught you that. >> Hey, hey, Mo. I got it from you. >> That's right. >> Yeah,

152I got it from you. >> But, but but look, I'll throw you a lifeline, though. >> I can swim. [laughter] >> I can swim. >> Oh, boy. So, Miss [snorts] >> Did you all get your what's that foundation y'all? >> We can't start early. >> Get your money. Did we get our money? >> I mean, you said you was raising some money for him, wouldn't you? >> Oh, so I mean, so I'm putting together a basket like we did last year for Yeah. You ate yours last year and then we had one with wine. >> I'm going more the track. You did. So I'm going to put I'm putting together a bourbon basket for the board to go there. So if anybody wants to chip in or do >> I have people make the basket

153up for me. >> Yeah. So, um, so I'm actually going this weekend to get the I bought some things for it. Going this weekend to finish it off. >> I bought some nice, uh, bourbon glasses for it. Miss Barnes had the idea for um, this thing that makes like clear ice balls to put in your your drink. And so, >> do a lot of drinking in the pipe. >> Got to do something in that cold weather, right? [laughter] >> Okay. >> I did. I I took a note last year of what brought in the biggest donations and let's just say those were very popular. Yes, those kinds were very popular. >> There were plenty of other >> I I try to do things in the most excellent way. >> There you go. Always always >>

154I don't even I don't I don't believe in giving people >> leftover. >> There you go. So, >> if I choose you as a friend, I'll do everything I can to help you. >> So, yeah. I can't even read this one signature. So, I'm going to get yours or one of the other guys. >> We've got the Well, that's >> except for the wood. So this is already this is my specific. So we talk right be right here with what we >> identified. I mean, maybe maybe that's the >> for example, first somebody else. >> Yeah, it turned out to be [clears throat] >> at least at least Mr. Vice President >> I just catch him like that straight to the straight to the grease. I don't throw stuff like that. >> I'm tell you

155man. >> Hey is that in your spot you don't throw somebody? >> You know what man? I have a friend. I got one >> and and my dad >> I like it. >> It was a lady I can't remember where it was. She had a jewelry place in the pond and she raised boxing. He was catching my rad. He sat out there when he was thundering. He said watching everybody. We got back the same. Then I had another got another [laughter] >> course. Okay. And main I see the little nest. >> I tell you what I call him. Yeah. I didn't have and I'm with you 65 but I got him soon as [laughter] >> you know what man >> I didn't know big [clears throat] old billing bill yeah old Fort William used to

156be with the coach. >> He had a house over off of 79th Street. There was a TV off. >> Oh, he was up in there. >> Yeah. Back up in and back up in that about 40 acres of water and it's Eagle Creek on >> they on the house. And so I had a friend. He said, "Come on, go with me." >> And I was going no farther. >> I would go I would go in the morning. I go in the morning about 10 fish till about noon. Go back. >> Yeah. I know your pre huh. Let me tell you what happened. I had crappies, >> but still over 25 bags. >> I lost crab leg that's I eat that all day. That crappie man straight to the grease. >> But see what I want

157to go to Florida. >> I like how they [clears throat] do butterflies. My best I got >> I got a picture in it. >> So what is it? Is it draining off or >> ship 25 million gallons? >> Oh yeah. I forget what LEAP stands for. They're saying they'll ship it up. Something will happen there. It'll be treated and then it should be fine when it comes back down. >> It'll be within the standard. I know we're still being careful. I I Okay, everybody, we are being called back to our agenda in order. >> Um, we we have some things that we've already looked at this morning that was actually next ups for us, but due to the fact that we were going to wait until we get our work session, hear more from Dr.

158Young the board goes. We're going to defer that part. Give way to Miss Barnes and she'll uh take us down a practice moment. >> This is going to restart again. >> Sorry. Miss Kelly yelling at her computer over here just making me laugh. Sorry. [laughter] >> About to restart, too. >> All right. So, just to be clear, um here's what's changed. Uh the written reflection, the share and listen, our goals, we just had our break. Um the goal template, the district goals, the debrief, all of that is what's changing. We're actually changing our agenda and tableabling that until our work session. >> And that was that was an adjustment that we made, but uh Dr. Webster felt like it's important that at least go over the process. So then this is like a practice. Then

159when we do get together at our work session, hopefully uh we'll be starting in a place of knowledge and experience as we develop our goals since this is a slightly different process that we've used in the past. So all I'm doing is just walking us through. Please stop me if you've got questions. I want to make sure that everyone is clear on what the process is. So, we're just going to walk through it as a practice run. That's all we're doing. It's just a little practice. So, um when we hear the data from Dr. Young coming up in our work session, the first thing we want to do is really just kind of have some private time to reflect on that, which is asking ourselves, what do our students need from us most? We we

160all will see the same data but that doesn't mean we see it the same way and we want to make space to honor how each of us sees what we just found out. So that is what that time is for. Um and the second part is that is what is one outcome the board should monitor closely. Again, that is a individual response that we respectfully give to one another based on the data that we're going to see when Dr. Young presents this to us uh coming up here in February. After that, um we'll share our written responses. No interruptions, no uh no responses to the responses. It's literally just a time to get it out and that that makes a safe space for everyone to just say their piece and then move on. But then

161you get to at least hear everyone's perspective and you can make notes if you want to. Then if [clears throat] you take a look in your folder, you've got a paper that says a board goal template. So I'll give you a moment to get that out and we'll talk about what that is. If you can't find it, let me know and I'll be mine. Does anyone need more time? Okay. So, this template is what we would complete on our own. So that way you have private time to really unpack and articulate for yourself what do you think what is the number one goal you think that we should have. Um so at the top I give you space to write your focus area. If you think it's student learning if you think it's well-being if

162you think it's culture equity stewardship I put etc because that's not all the things. It's just one of the things. It's just one. And then remember, we're one of seven. So don't feel like uh it's a competition. It's not. There are no winners or losers in this process. There are no winners. There are no losers. It's just uh coalition. It's coalition building. That's what we're doing. So after you figure out what it is that you [cough] personally [clears throat] want to focus on, then you have your goal statement. And I gave you little sentence stems just to kind of help make the language part of it a little easier and more uniform. So the goal statement would be the board will ensure that. So you'd finish that statement so that and then you would finish

163the rest of the sentence. Then you would give us a sentence on why does that matter? You know you want this to be a goal for us. Why does that matter? The next part is how will we monitor not manage because we're not the managers. That's not our that's not our role to manage. That's a Dr. Young and his team that's that's their job to manage. It's more how are we going to monitor now that we put this goal out there. Um, so we'll put down what it is that we want to see so that we can make sure that it's happening and then we can decide for ourselves because this is your individual perspective. How often do you think we need to be checking up on this? Is it quarterly? Is it by monthly?

164Is it monthly? Annually, something that's not there. You have a space to even put that in. And that's going to help us then build a calendar to give to Dr. Young so that we can say every two months we we need a report about this because this is our goal and we need to see if we're getting there. So it's a very it's it helps him plan ahead to have that data prepared for us. And Mr. [clears throat] Anderson, you mentioned it earlier, time goes by, sometimes you forget, but we stick it on a calendar. We know it's coming. We know it's coming and we're not overwhelmed because we're not looking for seven goals. We're really just looking for three to five, which is fine. 3 to five, we can remember. 3 to five, we

165can schedule. 3 to five, we can get a work session or an executive session lined up on our calendar and monitor it and give it the kind of attention that it needs. Then at the very bottom, I put what this is not. And this is something here just to protect our boundaries to make sure that we're not in spaces that we really shouldn't be in. So what it is not, it's not specific programs. It's not staffing decisions. It's not daily operations. That is not where we are. That's a Dr. Young situation. So that's why I put that at the very bottom just as a reminder that to make sure that yep, let me make sure I check. This is my selfch check to make sure that the goal that I'm putting out for us to

166consider is one that's actually appropriate for what we're supposed to be doing. That was a whole lot of me [laughter] and not very much of you. So, let me pause and make sure that there aren't any questions about this part of the process. Yes. >> How many >> goals are we looking at say >> as a group? Yes. >> Three to five. >> Okay. >> Makes the most sense. >> I don't You may have said that and >> that's okay. I'm happy to say it again. So, three to five. >> I thought I heard three to five, but then I'm like, okay, >> three to five. And there's seven of us. But again, it's not, "Ooh, my goal won and your goal lost." It's not about winning or losing. It's about building coalition. Like, we

167as the seven of us agree on what we want these goals to be. It's not about who mine won and yours lost. Nope. It's there is no winning. There is no losing. It's just our children. Period. It's just about our kids in this district. So, there are no losers. There are no winners. Our kids are the winners. Good question. Is there >> Great answer. >> Yeah, >> that's that's one of the first times I've really heard you single in on kids like that. Thank you. >> Oh, yeah. Are there any other questions about this part of the process? >> Yeah. >> I I think uh this sounds great, but we have so much information in these meetings sometimes. I think Um, is there a possibility that we could uh start uh doing minutes because sometimes

168some things might get dropped and we always refer back to some of the minutes. Uh that might not be that might not be something that people think is necessary but at least minutes on high points are real specific issues. >> Yeah, definitely. And as your secretary, I'm happy to serve in that capacity. I already took notes on today. Um, Miss Wilson knows I'm I'm trying to share it. I've already uh put in a tech request on her behalf because I cannot share the document with her right now. But everything that we've talked about so far, it's already shared with you. If you look in your group, >> I'm just making sure we understand it. >> We have it. I think um in in time past and I just I was just verifying with Mr. Anderson

169and time passed with our board retreats. It was asked the same question about minutes and some people just didn't want to commit to doing minutes, but sounds like you have done a a good job already doing that. >> There's a app that handles that. You got that app? >> Um, if you're referring to the AI app that captures everyone's voices and words, I do not. But what I heard you say is you want something high level, not drilled down. >> Yeah. And you can sit through, if you had that app, you could sift through and pull out what you want. >> I I'll I'll donate the app for you if you want. >> If it's if it's a cost to it, I I will donate to >> I don't know that there's a cost to

170it. It's just a It's just a system. >> Okay, >> that's all. Um but yeah, I'm capturing what [clears throat] >> Great. Thank you so much. Um, >> I was just going to say too, and I don't I'm sorry. >> Okay. I was going to say too, uh, and I don't know, Corbella at all all times, but I know Miss Pepper does a great job. >> Oh, yes. >> If there's ever a time there's a a real topic that you guys really want to capture. I I'll ask her if I gave her enough notice, I would imagine she wouldn't mind, >> okay, >> helping out if that's if that's something. >> Well, um, only because sometimes as a board, we try to compensate oursel. I think Miss Barnes do a good job. capturing our notes

171here. >> Okay. [clears throat and cough] >> Um I would like to um with with with this here as we go along with this um uh two things. I don't know if we will have all this done today. >> Oh no. >> Yeah. Okay. >> This is just practice. This is questions. This is us doing a slow walk. >> Yeah. even even with with the uh with the practice uh part because I think a lot of this uh and this just goes back to the healthy quality communication. uh a lot of this with the with the template is everyone getting a chance to give their interpretation of what it means to them as far as you know so I know we're practicing but what it means to them so that that way when we get

172down to solidifying everything you know it's going to be I think it be a more quality product uh that we're looking for >> yeah I appreciate that um ultimately when we do it the the plan was that you would write it and I have some tape back there and I was just going to tape them up and you could just take your time and read them and and just kind of take it in like what what is what are these seven what what are my board needs looking at then uh after we did that then Dr. Webster would look at what are the common threads among us. He's our leader. So he would look at [snorts] all seven and say, "Wow, like this is wow, this is something that's coming out of everybody. This these

173common threads that that we're seeing and then lead us based on his difference through what do we see as our potential three to five." >> So you would make that a goal then what based on what everybody shares, >> right? based on what everybody shared, three to five of them are gonna move it on to the next level. >> And we would see that. I mean, it's it's not a secret. We're all reading them. We probably all figured them out anyway to see what are those common spaces among our three uh among our seven. And what I'm wondering, Miss Barnes, also after we get through hearing the presentation by by the superintendent, what I'm wondering is uh um can we get this done again? not not in the same work session, but but this could

174be another work session so we could we could stick them home or go to the gallery like you saying cuz then we'll have some some good information coming from superintendent >> and I I think one piece one powerful piece is once we hear it then we'll know what kind of information can we get to to follow it to monitor it. Right now, it's like a report. Well, okay, that's really generic. What does that mean? But once Dr. Young presents, he and his team, we could be real specific about exactly what is it that we're looking for in a way to monitor. Right now, it's it's it's very vague until we get information. We really just don't know. Technically, technically um the the s the the the district goals technically the district goals ought to be

175in line with board goals. >> Yes. >> And so the district ought to carry out what the board has perceived as goals. And so that's going to be crucial uh because you know we you know we know what we've fallen short at and we want to write the wrong and that way then if uh um you know we know what the goals are and that we've seen that they're not being carried out district-wise then then we have a conversation. >> Right. Right. >> I mean would you agree Dr. Young? >> No. >> Absolutely. I think anytime we can line between the the board, the uh central office, the classroom, yeah, it allows us to prioritize professional development alloc allocate financial resources, professional development resources in in in an efficient way. Yeah, >> thank you. And

176you're absolutely right. So, it's all about like we're the ones kind of setting the tone. We're the ones providing the guard rails. That's that's us. And then the district is is trying to be within those guard rails, those goals that we've set for the district. But I think we're wise to wait for new data so that we make good goals >> cuz we really I mean it shouldn't be based on rumor and emotion. It should be based on information >> and that's that's really where we're heading. Then um once we do that, Dr. young link gets a chance. Of course, actually, let me back up the step. Once we agree, then we really ask ourselves, we give our goals a test. Is this student centered? Is this ours to govern, not manage? Can we monitor

177progress? And if we say yes to all of those, then it stays. If we have a no to any parts of those, then that that has to go. It's not really it's not a good goal. We don't we haven't chosen a good one. Uh we give Dr. Young a chance to he's with us to just kind of restate to us do do you what did you hear and we align in that space that goes back to Mr. Anderson's point about clear communication. And now we've got to set our calendar based on the goals that we've chosen on when we're expecting to hear updates data about our specific goals at the end or I'm sorry let me pause questions about that part because that's a selfch check that's a selfch check for us. Okay. So then

178um armed with our goals, Dr. Young then sets to make our district goals in alignment with the goals that we have set as the board in the end. Sorry, questions on that one, Dr. Young? >> No, ma'am. >> Okay. And then we end up um I had Mr. Anderson on here for to do a plus delta. plus is us kind of debriefing what about the goal process that we like, what worked for us and delta is the mathematical sign for change. So there really isn't a negative part of us making goals. Either it's worked for us or it's something we need to change. And so he would lead us through that just for us to note what we like, what we want to change. So then if we do like something, great. If we want

179to change something, awesome. We're in a position to to do that. We don't have to stick with this particular process. It's just that we needed to start somewhere and this was a place that I intentionally felt like was a good place for us to start questions about this. >> I I don't have a question. Anybody have question? I have a comment. >> Sure. is um because it's 11:06 and we'll do lunch here coming up. We'll have a little extended time for lunch. But I do want to um just make a make a comment to especially to the officers that that that we've worked on this so far. Now, we got an exec session coming up this afternoon and uh you know, we'll we'll just see what how that uh play out. It should should be

180smooth sailing like this morning. But I I I have u sit here and really appreciated the format of uh this morning's uh part work session part and then the information that have come out and then where we're heading. I think it's been I think it's been great. Thank you uh Miss Barnes for your uh expertise, Mr. Anderson for yours and then the entire board for your input this morning. and I just want to make that observation. >> Any other comments? Just want to make sure we're smooth sailing. So, just to be clear, we'll walk into this process after we get the data from Dr. Young, but you have it. We're not planning as officers, we're not planning on changing it. um you've got lots of time to process this so that when you hear the

181information from Dr. Young, we should be able to pretty smoothly go through this. >> And what I'll do is just ask Janine to to to schedule the exact session posting for us and we'll just make it an exact session instead of a work session. >> Okay. Thank you. >> Thank you, Mr. Barn. Okay, y'all. I think that leads us anybody else with anything because that leads us to lunch. Dr. Young, any closing for you other than lunch? >> No, I I mean I will just echo what you shared. >> Okay, go ahead. >> Oh, >> no, I will just echo what you shared, Dr. Webster. Um, thank you to the board for uh inviting me to the retreat and uh the organization's been great. I appreciate the feedback. I appreciate the direction and guidance and

182I'm excited, you know, about um um the challenges that we've talked about, but I think, you know, we are are looking to be very strategic and in how we are um going to tackle those challenges um that all school districts will will face. And I think uh Pike will ultimately because we always just find a way are are going to provide an excellent equitable learning opportunity. uh you know for our kids and that's that's the goal of everyone in this room and the other 1,600 employees as well as our students and uh our families. Pike, one of the things I love about Pike, I know I'm I'm born and raised here is I don't care what anyone says or believes about Pike. Pike is a place that there's a community of people that value education,

183period. I don't care if you talk about business owners. I don't care if you talk about grandparents, parents to be graduates um of of of Pike High School. This is a community that values education and we have found ways in turbulent times. Uh and we're facing some and I I I think we're going to face more in the future to figure it out because our kids deserve it. So, just thank you all for to the board for your leadership and you >> Dr. Young, you talked a little bit about or you mentioned a little bit about you mentioned uh your Friday notes. >> Yes, sir. >> Your two uh speaking engagements. Can you just tell us a little bit about what that means to you >> about the uh Can you ask that one more

184time? >> Uh you you you you mentioned to us in the Friday notes about I think you're going to Ohio. Oh, yeah. For speaking engagement and I think you may have one more. Just talk to the board just a little bit about what that means to you. >> Yeah. Thanks, uh Dr. West. So, one of the things that I I I believe was going to happen and I was correct uh when I assumed the role of of superintendent and was given that opportunity was that I was going to get pulled on every single direction that people were going to say, "You should be part of this committee. You should serve on this board. You should be at this meeting." And guess what happened? Absolutely. And I made up my mind even before uh you know

185the board approved me in that position that I was going to get very comfortable in saying no. There were needs and things that had to happen in the pipe. The board hired me to take care of this community for our students and our families. And not that I wasn't going to look at how we can help the field of education uh in our local community, our state, and nationally. I just knew I had a job to do and get things in place before I ever uh step foot out of Pipe Township. And uh with the support, guidance, the board, all of our employees, I think we've got some good foundational things in place. Uh all of us love PIP, but we're also passionate about education, and we know that the the things that we're struggling

186with in in in Indianapolis, man, it's it's happening across the country. So now that we have some things that we've done that have have had success and we haven't hit the mark by any stretch of the imagination, but our district is headed the right way. You know, as we look at our goals every year, we we we've hit those goals and they've been based on making improvement. Um, and you guys recall, I can remember stepping into this position. We had teachers picking it right out here on this corner. Uh we had contentious um bar we just got out of contentious bargaining session. Since then we've heard the the uh PTA acknowledge the board and and uh the leadership for record pay increases. Um it's difficult but man we have some beautiful facilities and so we've

187done some things achievement we we've done some things uh attendance. So, we did a we did a a study and for many of you that are were here during that time, the demographic study suggested that our enrollment was going to decline unless we did some things different. And I think I shared with the board out of 11 school districts and there's one that didn't count because they opened up a online school and and and they got they inherited about several students that way but it was Franklin Township that they have a bunch of fields and they're developing new housing communities and then there was Pike Township. So I think this is maybe our second year uh where we're not not a whole lot of development that our enrollment has actually increased and I believe that

188there have been practices and things that we have done that have helped in all of these areas. So now I say all that to say now I'm finally at a point where when people say will you come out and just talk about what you're doing that I feel comfortable in in saying that. Uh we've got to, you know, part of part of what uh you know, I wanted to really get done those first couple years was to get a team in place that I could step away and and and come back in the district's better than it was when I left. And I think we've got a structure in place now that I can begin to say yes and [clears throat] and be a little more u visible in the community, share some uh celebrations

189and things were happening. Uh to be quite honest, when I first stepped in this role, a lot of folks said, "Man, get out. Start talking about all." And and I said, "Well, let's focus on getting some things to talk about first." And and I I I think we we we're now at that place. So, um I was invited to be uh a panelist at uh the Midwest Napsy Conference and it's in Columbus, Ohio. So, I will I will um attend that and we'll keep you all [clears throat] obviously um a breast of other opportunities to kind of share about some things that that we're we're doing. >> Okay. Thank you. I just wanted u want rest of the board to kind of hear. I think that we ought to always u give way to our

190leadership that is uh ascending and especially getting the chance to tell the Pike story. >> Y >> so we think that that's crucial that's important. So thank you for for that. All right, y'all. We are on lunch now and um we have looks like until 12:15 before we get uh started up again. And so Dr. Young, you can grab lunch, hang around 12:15, we'll get started with our deck session. You can be dismissed after lunch here or before lunch or feel free to go now. >> Thank you. >> All right. Thank