MSD of Pike Township Board of Education October 23, 2025 Meeting

001Mr. Vice President, whenever you're ready. >> So, we stand for the pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Well, good evening to all. In the absence of our president tonight, Mr. Alonzo Anderson who duty has called him once again. We greet you and welcome to Plight MSD Pike Township Metropolitan School Board meeting regularly scheduled October 23rd, 2025. Meeting has been called to order. And at this time, if there's anyone for the good of the cause that would like to share, you may at this time state your name and within your time frame. >> Good evening, Chris Ludy, Pike Classroom Teachers Association President. Uh, I wanted to rise

002and um thank Dr. Young, the entire board, the cabinet, and um let everyone know that last week we presented the tenative agreement to our membership and it was ratified 97% yes to 3% no. So, I'd like to thank all the cabinet members that were able to participate and all to uh to the school board members who were able to make it and be involved in the process. Um we're in a great place. Um and a lot of collaboration going on right now between PCTA and the administration. Uh Dr. Bishop um has been leading a uh calendar committee. I quite honestly don't know how she does it. How many people show up to that especially early on and Dr. Nunley um uh PCTA has requested that we look at the evaluations and we have an evaluation

003committee that's starting up now that we have a calendar committee that's wrapping up and we have bargaining that's wrapping up. So, lots of collaboration. Thank you to everyone involved and thank you Thank you, Mr. Ludy. Anyone else? All right, >> Mr. Vice President, board, Dr. Young, and cabinet. I'm Marty Hoer, secretary for the board of directors of the Pike Township Educational Foundation, as you saw on the donation section of tonight's agenda. The foundation is back at it for this school year, continuing to support the students of Pike Township. I want to highlight the kindergarten students line item. Next week, our board members will begin visiting [clears throat] every kindergarten classroom across the district. Thanks to a grant from EverRise Credit Union and other community partners, we will read the fairy tale, Dragons Do Not Share.

004It's absolutely adorable. And then gift each of the hundreds of kindergarteners their own copy to take home. This initiative directly supports early literacy and reinforces the vital social emotional skill of sharing across all of our elementary schools. Also, hopefully you saw on social media recently that we have awarded our first round of grants for this year. This was a very competitive grant cycle. We could have given away our entire grant budget this cycle. Um, we received requests totaling over $27,000 from our amazing teachers and we were able to fund about $8,000 of what was requested. The need for our support is clear and we must raise the funds necessary to empower our teachers and students. And so we invite you to join us as active partners in this mission. So right now if you'd grab

005an ink pen and jot down two important dates. March 7th is the treasures gala that is on a Saturday evening at Broadmore Country Club. And June 18th, which I think is a Thursday, um is the golf outing. So, we would sincerely appreciate you attending both of these events and we ask that you share these dates now with your entire network and invite anyone you know who's passionate about investing in Pike students. So, I'll give you those dates one more time. March 7th is treasures and June 18th is the golf outing. So, thank you very much for your support. >> Thank you, Mrs. Hoer. All right. Is there anyone else for the good of the cause? No one else for the good of the cause. We are on the spotlight on Pike Sarah Dorsy. [clears throat]

006>> Good evening. It's wonderful to see you all again. >> As always, we've had a lot of really wonderful things going on in Pike. It is to the point where we are struggling to figure out what to highlight, when to highlight, where to highlight it. I mean, it is just amazing and it just keeps coming. Um, you may have seen last week that one of our amazing new Augusta North students, London Howard, is getting straight A's in school and walking the runway at New York Fashion Week. She made her runway debut in February. She was invited again to walk last month and has already been contracted to walk next year in New York Fashion Week. And although one of her goals is to become America's Top Model, her other is to be an educator. So,

007we're extremely proud of her. In addition to being an outstanding scholar, she's also a cheerleader. So, congratulations to the London. And that is just I mean 13 years old walking in New York Fashion Week. Um, our Pike High School girls and boys cross country teams had a tremendous showing at their sectional last weekend and advanced to compete in the regional which will take place at Brownsburg High School on Saturday at 10:30 a.m. Um, and other wonderful cross country news. We learned that three of our team members were named academic allstate and five received honorable mention. And to even qualify for that is very rigorous. So, we're extremely proud of them and look forward to sharing more information about that very soon. Um, right now it is opening night for Frankenstein over at the high school

008at Deerrun. They're having one of their family nights. If you've never been to a Deerrun family event, guys, at their like welcome back to the school year, there are DJs, there are bounce houses, there are food trucks. Tonight, they have a popcorn vendor who has come in. It's one of our parents and they are inviting all of our guests to make their popcorn or make their get popcorn and you know they have different flavors for free just supporting the school. So it is going to be I'm sure an absolutely phenomenal event and I look forward to sharing pictures of Miss Graham is kind enough to send those our way. Next week on Tuesday we have um our marching band community night at the stadium. It's at 700 p.m. If you haven't been to that, it

009is a very very cool event. Um, you get to see the marching bands show. In addition, you get to see our eighth graders perform. So, that is an outstanding opportunity to support one of our phenomenal performing arts groups. Then on Wednesday from 5 to 7:00 p.m., we have Pike High School's annual safe trick-or- treat event. Admission for that is $1 or one canned good per child, um, 12 or under. And those donations support our Pike Red Zone Food Pantry, which will be open on Monday from 4 to 6 PM. So, we are promoting that. If you know anyone in need, that is open to anyone in the community. It is at the Pike Freshman Center, the Pike Red Zone Food Pantry, and that's from 4:00 to 6:00 p.m. And we've just received just a number

010of incredible donations from community partners um and businesses wanting to support the Pike Red Zone Food Pantry. So, we're going to be sharing that information as well. I don't want to leave anyone out, but we're extremely grateful for the outpouring of generosity. It is much needed right now. Um, last but never least, we want to thank that actually before I do that, one other save the date that's a little further out, but it feels like time is moving so quickly. On November 12th, Pike High School will host their annual open house, and that's from 5:30 to 7:30 p.m. And I don't know if you had an opportunity to attend last year, but Mr. Wall-ally, his students and his staff do an outstanding job really giving people an opportunity to get a sense of the robust

011curriculum and extracurricular experiences offered at Pike High School. We like to say it's an opportunity to see Pike excellence in action. So, we encourage anyone in Pike or beyond because now everyone belongs in Pike to come out and see that for themselves. Last, now last but never least, we want to thank the donors listed on this evening's agenda. The Jean Hos Foundation donated $3,000 to our Pike Robo Devil's robotics team. The Pike Township Educational Foundation donated $1,500 for Pike High School's ENL department for their mentoring club. As Mrs. Hooper mentioned, they donated $3,900 for their kindergarten book program. Country Kids Kettle Corn donated $575 for our Pike High School animal science and urban agriculture field trips and we received a donor's choose donation for our life schools classroom at Lincoln Middle School that was worth

012an estimated value of $197.32 and we're extremely thankful for all of those supporters. >> Thank you, Miss Dorsy. Reports to the board. discussion of the 2025 202526 tenative contract agreement with our bargaining uh teachers union and teachers agreement. Dr. Hunter. >> Good evening, Mr. Vice President, members of the board, Dr. Young. We're excited to uh share with you our tenative agreement and to follow along with Mr. Ludy. It was an exciting time and a good time uh of collaborating and I want to share some of those highlights with you on tonight. Some of the highlights were we dealt with increased compensation of course and we addressed contract language, new coach coaches was added, maintain the sick day buyout, insurance committee and then salary updates is what we would discuss and review in this TA this

013tentative agreement. The base salary raises were given an average of 3.3 3.36% average increase for all teachers. Uh we looked at the sick day buyout. We retain that from the previous year. Eligible teachers may cash out up to 25 sick days at a rate of $60 per day as long as the teacher maintains a balance of at least 100 sick days. The buyback will be first come, first serve up to a cap of $80,000 that the district will spend. The new coaches that were added to appendix B in uh additional uh coaches that were added to our ECAs were middle school boys volleyball coaches. There were three boys uh volleyball coaches added at a cost of $3,100 per coach and the middle school boys volleyball assistant coaches were added to each of the middle schools.

014Well, now when we begin to look at our contract language, we looked at the attendance stipen uh will be discontinued under this contract removed from the 2425 year. We removed it out of the 2526 contract. We again we retain the 6-day buyout allowance. The additions to the wording is in red as you can see there. However, the district will pay out no more than $80,000 for the six-day buyout. The district will pay the buyout in the order it received teachers request up to the $80,000 cap. The amount will be deposited in the individual teachers viva account and these deposits will be made in 2026. In addition to that, a committee of equal representation of up to five representatives um shall meet uh to discuss insurance coverages, services andor the costs associated with it. Salary overview.

015The bachelors and zero teachers will receive a $500 added uh to their base salary. Masters and zero teachers will receive $500 as well to their base salary. This raises the bachelors and zero to 30 uh $53,500 and the masters in zero to $56,680. Returning teachers will receive a 4% increase in their base salaries up to a cap of $104,872. All teachers will receive the raises regardless of their evaluation rating. Look at that a little bit more closely. Starting salaries for new teachers will be bachelors and zero 535. Bachelors and one will be $54,781. Masters and zero will be $56,680. Masters and one will be $58,68. Maximum new hire base salary for bachelors will then therefore be $77,873. Masters will be uh the uh max salary on the master scale will be $97,233. Copy of the

016previous 2425 pay scale to your left and then the 2526 pay scale to the right for your comparison. looking at the literacy endorsement. Now, the literacy endorsement that's that coming about from the DOE, teachers may provide proof of that endorsement to the human resources office prior to January 1, 2026 in order to receive a stipen during the 2526 school year. Teachers that submit that will receive a salary increase to their salary, base salary of $250 for the 2526 school year. teachers will only receive this increase one time in the teachers career in Pike Township. It will not be added again. It'll just be a one time added to them. The timeline that we've dealt with that we used was of course the ratification by the PCTA on Friday the 17th. Tonight, our tenative agreement with

017you on the 23rd and then we're looking to bring it back for you for your ratification on Thursday, November the 13th, 2025. Thank you. Are there any questions I can answer for you? >> Mr. Hunter, Dr. Hunter, excuse me. As it relates to the the increases of our teachers, are we u competitive? >> Yes. Last year we were in top five. Uh we stay there about top five in the state salaries. >> Thank you, Dr. Hind. >> Thank you. We're on to uh alumni excellence Dr. Le Young. Thank you, Mr. Vice President, members of the board. I'm excited tonight to highlight for our alumni excellence, Mr. Nicholas Perry who is a 2011 graduate of Pike High School. >> Hi everyone, my name is Nicholas Perry. I graduated from Pike High School class 2011 and I'm

018currently an S suri engineer for PNC Bank. Once I graduated um I did go to college more focused on getting my baseball career started but um things didn't pan out as well. So I took some time to actually focus on myself and so I started looking at what I love to do and that was something to do with gaming. Uh gaming led to technology and I found out that within technology I can be as free and as creative that I've always wanted to be. My work experience right now uh I started uh my career actually at a logistics company in Indianapolis. Um I actually got an opportunity from the manager at the time who believed in my work ethic and managing that the database from there. From that uh I went to Belltech Logix out

019of Caramel and I end up moving out to Arizona. I became an IT engineer for Circle K where I was troubleshooting their systems helping me build their cloud computing aspects um from on premise to the cloud. From that point, I took a course. A recruiter actually reached out to me on LinkedIn and that's how I was able to get my opportunity at PNC bank. A day-to-day for a cyber reliability engineer, it's uh what department in which you focus on. So in my department, I handle the architecture side which I look into uh handling the VMware which is the point of handling virtual machines, networking and everything. back end, the architectural side and then finding opportunities to make the business run uh more efficiently, optimize it to the point where we're not having too many issues

020and then handle incident tickets and diagnosing those tickets like hey this is an opportunity opportunity for us to come back. [clears throat] Um, I have two teachers. Uh, specifically, one is Miss Taylor. Uh, she was a Spanish teacher from New Augusta and ended up working at Pike. Uh, she was just, she always accepted me for who I was. Uh, and just being able to be in her room and just, you know, be myself, especially at that young age, especially I was going through was always welcome, welcoming. And then my my math teacher, Miss Glaze. I love Miss Gla. She was just awesome. Like she gave me every opportunity and showed different ways on how to learn her ways on how she approached to make sure some people try to get the lesson and try to

021figure out different ways to teach is how I find different ways to understand my uh tech. Miss Glaze showed us there's different ways to understand a specific subject within math. There's not just one way. So let's break it down so you can digest it, so you can understand it. And so I use that concept when I use it in tech as well. So it was she has no idea that I I went back as far as my senior year to use that what I am today in tech. You will get real world experience and knowledge from Pike Township that you will carry on into the real world. And meaning that the dayto-day that you face as an adult will be things that you face to the dayto day as a student. and there's opportunities of

022learning. You'll never know what skill sets that you'll grasp from school that you use to a day-to-day in your work life. And so with the diverse environment um that Pike Township provides in the networking opportunities, you will want to carry those skill sets into the work world. Being diverse, being able to understand people of different culture is a huge and needed uh skill set for anyone to be successful in life because we are just more than one type of individuals and that is Pike Township. It's diverse in a point where it's all different walks of lives there. So if you able to sit down in the classroom, collaborate with each other, learn amongst each other, you will carry that skill set longer into your life into different situations that you will be thankful that you

023grasp as a young kid to a teenager to even to a young adult to a middle-aged adult. You would love to have those skill sets because it's needed within this world. And I'm grateful that Pipe was able to provide that for me. >> Well, Mr. Perry lives and works in Arizona, so he wasn't able to be here with us this evening, but I am confident that he is watching the board meeting tonight. So, at this time, I would turn it over to the board. If you'd u have any comments, [clears throat] >> any comments from anyone on our board? Okay. >> Well, I've got to jump in because I love seeing an IT professional get the alumni excellence. So, um just congratulations to you. Um, I love also the what I talk to people all

024the time about it's not necessarily a straight path that he you found your niches um in all the different ways and landed in cyber security and while they can be a thorn in your side in business they're needed it is uh they're the gatekeepers that protect the business and so uh there's no doubt the future is bright for him in the field he's chosen. So, congratulations. >> And I just want to say, I know you guys get tired of me saying, "I know this kid, but I know Nick. And to see him soar the way he has soared, considering how he was at Pike High School. He was a jokester. I mean, he, you know, he just was, he was really smart, but, you know, he would, he but to see him, it just blew

025me away that he even had that much knowledge and understanding of the technology that he is, you know, portraying up there. And I'm I'm I'm really I'm peacock proud to know that he has brought this to us as a student from Pike. So, Nick, if you're watching, yes, Miss Miss Wilson is right here. Hi, I'll just say I'm I'm as an educator excited to see that he made the connection that the real world connection. Okay, how does this math like we're always like I'm never going to use math. You have students say that all the time. He just proved >> how he made that real world connection. And so as he speaks to students, hopefully some students will get to see this video and understand my teacher, my math teacher is not just standing up

026there spouting things, but actually speaking real truth that you will use what you learn [clears throat] to solve real world problems. and our um this morning I was in a session and Purdue Polytech was presenting and the very thing that they said this morning I thought okay um we have those same things and one of the things they were selling themselves on was diversity um their hallways are filled with children that are excited about learning and they just went on and on and on the the the actually the principal was and I'm sitting there listening things I'm thinking, but these are all the things that Pike excel in. And he comes right back tonight and says everything that I heard Purdue Poly Tech say this morning. And so I'm glad to know that we are

027um we're on the ball and I'm and I appreciate that. All right. Uh we move on tonight to um B uh C actually, professional learning. Uh Dr. H. Gatewood. [clears throat] Good evening, Vice President Webster, members of the board, and Dr. Young. I come to you tonight to introduce Sarah Henry. She is the consultant who has supported our professional learning community's work for the last several years. She's here to present and share what we've been working on. >> Mr. Vice President, board members, Dr. Young, um so grateful to be here this evening to share the good things we've been doing the last few years with professional learning communities. So, a little bit about myself and how I kind of got here. Um, I my background I've have 25 years in education. Um, I'm licensed elementary,

028middle school, and high school. Um, got my admin license and did instructional leadership for 11 years. And in working in Brownsburg Community School Corporation, we found some secret sauce on how to do professional learning communities in a way that teachers actually find of benefit. And so I had co-authored Arrows um and Dr. Larry Huff had happened to read the book and I think passed along to Dr. Young um and that's kind of how I got to be here um doing this work. So I think it's important to kind of understand the why um behind this work. There are lots of different models of professional learning communities and definitely some work better than others. Um but this is really based on the work of John Hattie and what he has done is a metaanalysis of all

029the different studies in education and determined which specific strategies are actually giving us a positive impact impact on our students in their learning. And so he uses this scale um a 04 is what we would want all of our strategies to be because a point4 means that we grow students a year and a year. If we go higher than that with strategies, we know that we can actually grow students more than a year and a year if we're doing that consistently. So based off his research, what we've had the last couple years is the number one factor that's impacting student achievement is this notion of collective teacher efficacy in education. We like to come up with these terms that, you know, could mean lots of different things. So just a little bit of a description.

030Um, this is educators feeling comfortable with one another to try new things and make mistakes and grow from that and improve our instruction for the benefit of our students. And in collective teacher efficacy, imagine that we really trust one another to um bring up all of the students. So, a common phrase that we say is they're all all of our students. It shouldn't matter which teacher that they have. We're all in this together. And we know if we put our minds together with all of our different backgrounds and experiences, we're going to be able to help more students. So, professional learning teams or professional learning communities are one way that you can get to collective teacher efficacy. And so, that is uh what we're working. You see a 1.57 impact size. So, you know, we

031could grow a kid several years in a year if we're all doing this at a high level. The second most impactful factor is the teacher's estimate of student achievement. So this means that while I'm teaching my lesson, uh we talk a lot about um they need to taste the soup while they're teaching. So I'm teaching my lettuce my lesson and I've got all my plans, but I might ask students a question to see if they're understanding so far. And I might have already decided what might I do if they aren't understanding at this point. um being able to respond and give the students timely feedback. We know that that timely specific feedback especially within 48 hours research shows has a really positive impact on student learning. So these are both um part of the PLC

032process here in in Pike Township. Our goal when we started and this is kind of what we've still been working for is we wanted to train teacher leaders. A lot of districts will run professional learning communities with administrators or coaches. And what we found in our work is the teachers don't buy in. Um we know that research says the best professional learning for educators is job embedded. So to be able to look at what I'm currently doing in my classroom and in my instruction and to be able to um grow and learn from others for that. So we really were trying to empower teacher leaders because we know the more uh capacity we build in leadership um with our teachers, number one, it helps build the bench for future leadership. Um but also that buy

033in and that collectiveness comes a lot quicker when we have that. So really wanting them to feel confident in skills. So a lot of the stuff that we did is prepping them on how do you run a meeting with adults? um what do you do when that one person wants to bring up all the negative things and you're just trying to get through the agenda. So, we really work through a lot of those pieces as well. So, to reach this goal, what we've been working on the last few years is creating that common shared understanding um and framework here for the systems at PLC's. Um we had pockets of people that had been trained with other models of PLC and we had a lot of new staff members that hadn't been trained at all. So

034kind of our first step was getting everybody on the same playing field. Uh we referred to that we're all playing the same sport. Uh was kind of our first goal like we're all doing this the same. We have a common agenda so that every building, every department is using that same agenda so that we're all working towards that same process. um equipping the building and central office leaders with that vision and some practical tools to help them um with aligning and you know the sustainability of PLC's within their buildings. Um really worked on training PLC leaders. Each year we add a little bit more. So we we talk about adding to our onion. Um if we did it all that first year, you know, it wouldn't have been effective. So we just kind of slowly

035add um and then making sure that those PLC leaders feel confident to have those kind of rigorous conversations with their colleagues. So in fall 22 spring 2023, I specifically supported uh Central Eastbrook, New Augusta South, and Deer Run. Um we kind of started off with um which buildings were interested in kind of testing it out. Um did basic training with those buildings. um really worked to develop that capacity in their leadership teams and then um the book arrows was shared with the elementary leaders to kind of get a background behind where this model um was coming from. I mentioned that a lot of the work that we do is how to deal with other adults. Um, you would think that knowing how to work with students that somehow that we would be able to transfer

036those skills, but I'm sure even in your other professions, you know that this can be sometimes a daunting task. So, this is just an example of an activity that we did districtwide that first year um to really make sure that we were coming up with norms for our PLC meetings that were actually authentic and would make people feel safe to actually have those rigorous conversations. So, we talked a lot about there's certain dynamics within teams that can cause problems and that if they ever feel a rub, it's probably a pull between these. So, we looked at some of us are really task oriented. We want to get that job done. We've got 45 minutes. Let's go, right? I want to leave. I want to make my copies. I want to all ready. And then we

037have some people that need that relationship, right? For the love. Can I please talk to another adult, right? Can I have five seconds with an adult? But when you're working together in a team to solve these problems, that can cause a rub. And so if they put their sticky notes on places that were further apart, they were to create a norm for their PLC that would make both sides happy. So we might decide that if we're on task and we stick to the agenda and we get all the way through, any time left we'll use for relationship building. So that's just an example. In fall 2023, spring 24, um the focus we started working on districtwide those common systems, understand the PLC work and just some of the basics. Um we aligned um how we

038were using that common agenda. And the other piece we began to align is how do we give feedback so that the teachers know how they're doing in this work. So, we developed a common way to um it's almost a rubric or a continuum that's able to let the teachers know and for us to provide feedback to help them grow in the work. And then we gave copies of arrows to the secondary leaders that year. These are just some examples of when I've worked in buildings. Uh we've got Deerrun and Central. And then in the upper left was a training I did with the principles. So, we always come together once or twice a year as building administrators so we can align and make sure that we aren't straying away. But also, there's so many great

039things going on in Pike and we never it's hard to find time to be able to share that with one another and so we always take pockets of time for them to be able to sit together and share the good things they're doing so that we're not working in silos. This is an example of what we did with admin and with teachers to really understand what the different phases of PLC work look like. What does it actually look like and sound like? Um there's a seven uh a sevenpoint scale continuum that we use. Seven being a really highly effective PLC. Um what we have found is that if you get your people to a level six or higher, um we see larger data growths. Um, I would say currently if I were to like give

040an average for the district, we're probably somewhere between a four and a half and a five. Um, we've definitely got PLC's that are at that six and we're bringing the others up um along along the way. Fall 24, spring 25, our focus turned to really understanding how do we get good data or evidence to bring to those conversations that's actually going to help us with our instruction. And so part of that was training them on the difference between summitative assessments versus formative. And those formative assessments are like I referred to earlier where you're tasting your soup as you're teaching. Um you're maybe doing a dry erase board check or you might have them um stand up if they agree, sit down if they disagree. any way that a teacher can quickly gather that information about

041all of the students where what we've see otherwise is teachers will ask a question and then we only call on the students whose hands are up, right? So, we've got to make sure that we really have a good um estimate of where those students are achieving. um got to present at Elevate focused on kind of the why and what of PLC um for more of the nonPLC leaders just to start to build that capacity across that formative assessment and a focus on literacy in the content areas. We started to do building observations and feedback. So, what that looks like at the elementary is I would um sit during their um PLC meeting and watch the entire meeting and then I give them feedback on which level they're at and give them a question or a

042push area to continue to grow in that work. Um definitely differentiation for each building. Um depending on the leader background, whether they were new, lots of different reasons, every building was kind of at a different a different place. And so being able to meet them each where they were at to get the journey to move forward, I think proved to be really beneficial. The four questions that we we talk about in those meetings are what do we want our students to know? Um how are we going to know that they actually learned it? What might we do to our tier one instruction? Um as far as a scaffold, um just like in painting, we use that scaffold to be able to paint to the, you know, all pieces of the house. and then we take

043that scaffold down. We have to think about what are the things I might have my student use to reach that grade level standard until they're ready to do that on their own. Uh we looked also at we've got to make sure we're pushing all of our kids. Um in our model, we don't believe in just pushing um the the labeled gifted and talented or higher ability students. We believe that all kids deserve exposure to rigor with support. Here's some more examples working in the different buildings. Um, really trying to get that understanding of the assessment piece. That's a hard switch for people. Um, because in the older models of PLC, what you were supposed to do is look at the very end data. So, here's my test. The kids didn't get it. I guess the

044one day I have left, I'll try to save everybody, right? where now we say okay what are we about to teach and what might we put in place to help the kids okay I know these two students are new to um English so what might I use in my lesson to help those kids find more success um that's part of that that conversation that they're having now this year um the focus switched to that scaffolding piece and so I've been doing a lot of training with buildings on what are just kind of reminding ourselves you know, it really was a thing after co where there's some practices that we stopped doing and and there there's so many things in education that get thrown at us. It's like, oh yeah, I remember that. I used to

045do that. It was actually really effective. So, reintroducing that idea, tier one instruction, you know, that's the first time the students are being taught the lesson with the whole class. Um we want to make sure that we're doing that the best we can the first time so that hopefully we have less students that need that retach at the end. Um did some elevate sessions this summer on cognitive engagement. Really making sure um with new curriculums and things sometimes we get stuck in a rut. So making sure that we're following brain science that about every 10 minutes we've got to have the students do something um with their learning for that to stay in their longterm memory. So maybe it's a turn and talk or um it might be a question I have them think about

046um a problem to try and then for PLC we had a a whole district session on how do you figure out the best evidence to bring um again did more observations and feedback. We did some training for the secondary this year. So, if you can imagine in an elementary, we have six PLC leaders, but at the high school, you've got every subject area and every specific, you know, biology, chemistry, and so to get all of those people to be able to do the training during a school day is not not doable. And so, we had a great opportunity this year um to be able to provide on some of our e-learning times training to get the secondary teachers kind of up to where our elementary teachers were with this process. And then I'm also doing

047extra support this year with the middle school through the Lily grant to really ensure that we're doing PLC's in a way that are not only helping their uh their win time, their intervention period, um but also in helping the teachers grow in their instruction. So just some more pictures. Um you know up in the upper right, we do this work at the early learning center. Uh we do this work at the high school. So there's not a level that is um not able to do this. I think another exciting thing is that this is starting to spread out where we're hearing good things and we have pockets of hey could our guidance counselors work together for um a PLC? Why not could our principles work together? So it's really a system of how you solve

048problems and I think it's super cool to see how that's starting to expand out. We did do training with our special um student services um and making sure that we thought about all those areas. It's also important to think about those special areas like related arts. You know, I might be the only music teacher in that building. So, who am I supposed to talk to on these times? And so, we work through and really make sure that we're finding something that benefits them because their work's just as important as all the other content areas. some pictures from Elevate. My proposal for next year is we're just going to be kind of fine-tuning and starting to establish a maintenance plan. Um, obviously if wanted, I'll do Elevate sessions on PLC related topics. Uh, we'll start to

049wean off my support. Um, so less days and really working to align what we're doing with um, Pikes MTSS systems and continuing that support through the Lily grant for the middle schools. I think we have a lot to celebrate over the few years. Um, having a whole district this size aligned in that work is pretty amazing. Um, having new teachers now we have that part of the process that they get trained when they come in with their new with their other classes or or um professional learning that we might give them so that they are caught up to speed with how we're doing this process. Um we've got all the admin, all the teacher leaders um trained and we're receiving continuous support and coaching and kind of amazing. But as we've gone through this process

050a couple times, I think we've looked at each other and been like the teachers are asking for more of this and that's kind of a rarity because their time is super super precious. And so when they ask to have more of this time, it means that we're doing some good things. Uh we've seen a consistent upward trend in the state testing data and graduation rate. um they're having deeper conversations and we're really moving to that collective efficacy. Um and then like I mentioned earlier just that that work is starting to expand out into other areas of the district as well. And now I could take any questions that you might have. >> Thank you tonight for your presentation. The finetuning, what does that look like? >> So really just making sure so I can give

051you like one for example. Um we have new administrators at uh Gian Elementary and at Eagle Creek. Um so their buildings and kind of making that transition. We're kind of getting them caught up. So really trying to get everybody to that same spot. Um really thinking about what is it that we don't have in place that we need to consider as as Sarah goes to lead um so that they're able to continue the work. the maintenance piece, >> establishing the maintenance plan. What does that look like? >> So, um, working with, um, Dr. Young and Dr. Gatewood, um, we'll look at kind of what we feel like is needed to keep the this program going. Um, whether that's, you know, more spread out support, whether that's things they need to consider, um, if there's a

052system that's missing that we haven't thought of, those type of things. >> Thank you very much. >> You're welcome. Is there ever any vertical articulation of TK through 12? That's a great question. Um, again, it's be precoid we had lots of space for that and after CO that's been harder. Um, so we definitely the one thing I'm really excited this year with our middle schools is we have three PLC dates where they're all gathering together. So our three sixth grade um science can be together, our three sixth grade social states can be together to have alignment in the curriculum. Um and for them again so that we're not working in silos because there's a lot of good things going on um and that we're working smarter. So um that would just be an example of

053that. I know elementary we're looking to find maybe some time this year for that as well. I actually was just at snacks the other day and um the kindergarten teacher was asking like I would love to get with other kindergarten PLC leaders to be able to hear how they're interpreting this. Um so it's definitely something that we're continuing to try to add more of. >> I appreciate that the different grade levels are working with each other. I was specifically referring to verticals. So where the kindergartener is with the first grade the first is with second and so on. >> Thank you for redirecting my answer. Um I think one of the things that um we have seen is most of your PLC's are coming together in a common space in the building. And so this

054this provides those great opportunities. We like hey I know we just got this new English curriculum. You know what is it that you guys are expected? And we saw that with um the new literacy program trying to fill in the gaps of like wait a minute we jumped into our third grade curriculum but we don't really know what the kids are supposed to go through before. So there's definitely they're always looking at the the standards and making sure when they can have those conversations in in that common space. Um I'm not sure otherwise for the district if they're offering other vertical. >> We're actually doing some of that. Um we're taking our our professional development day November 4th. Uh and we're actually providing those opportunities for that vertical articulation for our staff uh during that

055time. actually um I know you want to talk about it, but we're actually going to model it very similar to what we do over the summer with Elevate Ed. So that would be and I would say that that through [clears throat] feedback that we received from our teachers that they wanted those opportunities. We had done some things like that in the past and we're bringing those back u as well. >> That's very encouraging to hear. >> Absolutely. And I would just just just share um a little bit of history. So about in board people in the community in the room may recall four or five six years ago our our test scores had dropped off and I remember when I took over that that January um there was an article for that 2122 school year

056I took took over in in that January may uh Pike Township was the only school district in Marian County that had shown no gains at all on I learn out of 11 school districts. as the interim um I created what I call the road map for what I know that Dr. Webster was on the board at that time and a component of that was was PLC's because one of the things that I saw that we needed just through talking to administrators in the building or teachers was you ask about a professional learning community you can have a response all over the place. So we wanted to provide one the culture that we um as educators and as teachers come and we look at data we review data we create plans based on that data we

057implement that that is a secular process but we also want to have the structure as well and Mrs. Henry has provided that Brownsburg and one of the reasons why um um you know I wanted to kind of look towards the model that Brownsburg used because at the time year after year after year Brownsburg wasn't the most affluent school district but they were the highest achieving school district year after year after year and one of the things that um through my understanding and talking to staff members that they were doing at a very high level was the work that they're doing in in PLC's and I think it's been a a uh a a a big component of of the success we've had over the last you know few years. >> May I ask another question?

058>> Sure, >> Mr. President. >> Yes. >> Uh M. Henry, the onboarding for new teachers. >> Um retaining teachers is is important to me. >> You can retain teachers create the longevity. uh it really strengthens uh the educational environment in any structure. I believe I believe that. >> I agree. >> Uh how are you doing with that when we look at new teachers coming in uh and your on boarding as it relates to this uh particular PLC uh coaching ideology you have? >> So this year was our first year of of offering that session for our new teachers. Um I know the the current teachers were excited because you know sometimes when you have someone new come in you kind of have to regress to get them caught up. So this provided an opportunity to

059have them feel um prepared because again there people are doing PLC's lots of different ways. Um and so we wanted everyone to understand what the Pike expectations were. Um, I will say that I've heard from a lot of teachers and PLC leaders that they've found this process is very beneficial for the new teachers because I've got my peers and their experienced brains in this work who can offer me suggestions and I'm not just trying to figure it out all on my own. Um, that helps retention in that I'm not drinking from a fire hose every single day, maybe some days. Um so I think that that process in itself you just have that extra support um which in turn helps our students because when we have new teachers then there we're not you know kind

060of regressing back with um them not doing the process correctly or things like that. So um like I said they've shared that comment to me before that they feel like it's helped. And then um actually I was at snacks the other day and um Mrs. Jones, sorry, I was trying to think of her last name. Mrs. Jones was um sharing with her staff that they've had a couple subs that have really been excited about how easy it is to substitute there. Um and we all know how hard it is to get subs these days as well. Um when we're all working so aligned, if I, god forbid, had an emergency and I didn't get to get a lesson plan together, those kids aren't going to lose out because those colleagues already know what it was

061that they were going to focus on. Um, and so that in in in turn provides support because I know when I subbed before teaching, sometimes you show up to a messy desk and you don't even know where the sub plans are, right? Um, and so I think that piece too, it creates that tight alignment which makes it easier for everybody. >> That alignment that you just mentioned, how far is that alignment stretching in our district? >> Um, I would say across all pieces, don't you think? >> Oh, yeah. I mean, we're we're we're making progress. I think Dr. Moore, to your point, it's a great question, the maintenance piece because as we, you know, tried to kind of move on even from the help that we've had for the last few years with Mrs. Henry,

062we're always going to have new teachers. So, part of our maintenance plan is going to be, you know, how do we make sure as we bring new educators in, whether it's a teacher or a principal, how do we get them up to speed in this work that's now going to be part of of Pike Township's culture moving forward? So, um, I think we've made a lot of a lot of progress and and, uh, we're heading the right direction. >> Fantastic book. I've been looking at some of that. Thank you. >> Thank you. >> So, I have a question for you. Um, and your your goal, you said that, um, you guys are having instructional practices to eliminate racial disparity. And with what we're dealing with nationally, right, >> with the schools, how is PLC dealing

063with that piece? Um, you know, I think because we're focused on the people work in this model, we're super reflective on ourselves and what we may or may not be doing. Um, I think for example would be, you know, before as a teacher, maybe I would average all of my my test data and and and say, look, 85% of my students are doing really well. Um, but what we know is if we aren't looking at the subgroups, we don't know really that everybody's doing well. And for example, that happened to me when I was a teacher, um, I had two students um, of Asian background and they always seemed to be paying attention and never asked questions and I had a a bias or an assumption that I didn't even know that I had, which

064was they're good at school, right? They must be doing okay. when I actually looked at my data apart and I saw gosh these two Asian students are actually really struggling that allowed me to say okay what is it I'm doing or not doing that is impacting the students learning and so I think as those conversations come up we help one another kind of think through is it something that I'm like not even realizing like why do you grade out of 10 points or why do you do this sometimes we just do it because that's what we knew right um so I think it creates the space for that we talk about um you know not having deficit ideology. So making sure that we're not going under the assumption that because someone is part of a

065certain subcategory that that means um anything about them um that we are looking at them as individuals um and what they need specifically. So in your PLC's you guys are proactively as you stated here you're proactively trying to support that so that you do have those teachers that as you said had no clue about the Asians. So those are the ones that have that are they saying something about it or they just kind of keeping it to >> so as we get closer to that collective efficacy and there more of that trust is built we're seeing more of those conversations. So at first it's always we start small. I might encourage let's look at your male versus your female students and we can find some easy things there that um that we could try to

066impact and then we slowly start to build in those other kind of uh lanes that we're going to zoom in on um because some people are more ready for that than others as you would expect. >> Thank you. Because that's a hard it is >> most teachers that's a hard subject to t tackle because of the sensitivity of it. So >> yeah, >> that's good. >> Thank you. >> You're welcome. Are there any other questions? >> We gave her enough. >> Thank you, Mr. President. >> We're on to the last board report. Mr. Gruber, Blue Ribbony. Thank you, Mr. Vice President, members of the board. Dr. Young, I am excited to give you a blue ribbon plan update. This is my fourth annual blue ribbon update. We like to do it every fall. I know

067I was just in front of you a few board meetings ago to give you an update on our summer projects, but this is a little bit higher level. I'm going to kind of go back and talk to about the the bones, if you will, of our capital plan and and what the blue ribbon plan really is. So, just want to start with a couple reminders of what the blue ribbon plan is and how it was developed. So, we really look at three different categories. We look at historical data. We look at the we do superintendent walkthroughs in the spring. And then we look at overall needs in the district. So historical data is when was that building constructed? And you want to be looking at midlife refreshes been the 17 to 20 year range because

068that's when things like your carpet and your wall coverings, your ceiling tile, uh your toilets, your sinks, all of those things that the students are engaging with on a daily basis, they begin to fall apart, right? Um and so we want to look at doing those interior refreshes. Then we look at end of life renovations and those are when we get into the the more complex systems, your HVAC systems, your roof, your building envelope, doors, windows, etc. And so we we want to map all of those things out so that we understand, hey, we have two or three buildings that are going to age out around the same time. So we need to plan ahead for that so that we're not getting hit with, you know, 40 $50 million projects all at the same time.

069We can spread them out over time. The superintendent walkthroughs have been really really helpful. Um, since Dr. Young has has taken the role and and the lead of this district, we've done them every spring. We go we walk every facility. Uh, we look at just the overall condition and that is more kind of looking at a lot of short-term projects. We do identify long-term projects when we're doing that, but we're looking at what makes the biggest impact right now. How can we improve the facility as we bring our kids back to school in the fall? And then anything that we can't tackle in a summer, we add that to the capital improvement plan or the blue ribbon plan. And lastly is needs. We look at programming. Uh I think a perfect example of programming is

070uh since we've gone onetoone, the need for computer labs has kind of gone away. So we need to look at ways that we can repurpose those spaces and make them uh a a more efficient educational space. We look at life and safety, fire sprinklers. We look at um the the burglar alarms, cameras, all of those type of things. And lastly, we look at emergency repairs and breakdowns. So, a chiller should last 40 years, right? But that's not always the case. Just like you could go buy a lemon off of an auto lot, sometimes you get a heat pump or a uh a a boiler that is just a lemon and you're just always putting money into it to repair it. So, we look at that and we can add that to the blue ribbon plan

071and pivot as we need to. So, there are three major components of the blue ribbon plan. The first is the facility needs [sighs] or the categorical matrix. Um, and so that's a big spreadsheet, super colorful for you. Um, and that, uh, we'll go into a little bit more detail about because there's some specific things that I want to point out. The project needs matrix. Um, that is kind of more of our short-term plan, projects that need to be done in the next 1 to 3 years. And then we have an extended forecast which in your board packet I call uh project list master. So that is all the projects we've identified thus far all put into a spreadsheet with tenative timeline uh budgets as close as we can get to. But this categorical needs matrix

072is really important because it gives us a snapshot of where we're at in the district. Um so every fall I go through and I do a facility condition assessment. That's where I look at our work order system. I go through the buildings and I identify um the condition of our buildings and our systems. And by doing that, we look at these five different categories. We look at building interiors. Uh so that is your carpet, your your paint, those type of things. We look at building exteriors, your roof, um your expansion joints, your flashing, all of those things that keep the b the building dry. uh mechanicals, so heating and cooling, um water coming into the building, electrical, etc. We look at auxiliary areas, which are things like uh our media centers, our performing arts areas.

073Those are all managed a little bit differently than a classroom. And then miscellaneous or maintenance and operations items, uh furniture, signage throughout the district, um fire alarms, burglar alarms, those type of things. And then each of those areas kind of have a subcategory as you can see in the needs matrix and then they're given a a score. So zero would be good to excellent condition. So for example, Deer Run on the interiors went from a three to a zero this year because we did renovations. The middle schools as well on all of our hallways. We went from a three to a zero because we made an investment there and made improvements. A one is there some wear and tear. So, we're we may be 5 to seven years in, 10 years in, and things are

074starting to to wear a little bit. They're still in good condition. We can keep them clean. We can keep them nice, but hey, put it on our radar. Let's get ready. Two is approaching the end of useful life or we're having a lot of repairs. Okay? So, we may have a piece of equipment that still has another 15 years of useful life, but we're putting money into it on a more regular basis, so we need to put that on our radar. or hey we are approaching this heat pump has been in service now for 17 years and its life cycle is only 20. So we need to be ready because there could be catastrophic fault catastrophic failure in the very near future. And three are things that are like listen we got to we got

075to address this immediately. Uh it's beyond its useful life so we've stretched it out as far as we can andor frequent repairs or it's down more often than it's up. So, these are kind of the things I wanted to to point out on this category and this needs matrix. Um, because I do the update every fall, I went back and looked at last fall's numbers. And so, first I want to identify um some some things that have changed. Right? So, last year at this time we were talking about Deer Run. Deer Run was up around 60% which means 60% of the facility needs to be addressed in some way, shape or form. That has now changed. If you look at your document, Deer Run is down to 30%. So, we cut that in half. But

076the administration services center is now at 67%. So, we need to invest money into this facility to bring it up to where it needs to be. Infrastructure, um, finishes, the whole nine yards. The warehouse as well, uh, the stadium building needs a lot of work to be done there. uh and Fishbach Creek Public Elementary or Public Academy. And what's not surprising is that all of these buildings are kind of aging out. They're kind of hitting that either end of life or midlife refresh where we need to be taking care of these these concerns. Then when you look at the categorical percentages down at the bottom of the spreadsheet that you have there, we can look and see which areas of the building are kind of greatest concern. So mechanical, not uncommon, is our highest percentage.

077So those are things like our power backup, so generators, um emergency batteries, those type of things, our HVAC systems, and our lighting. Those are all things that we need to address because they are aging or have aged out a lot more than some of the other areas. Then we have miscellaneous items, things like custodial equipment, furniture throughout the district. And last thing is the auxiliary areas which athletics is high and also our kitchens and I'm working with Miss Gray to work on our kitchens. So that number should be coming down uh year-over-year. Then we go into the project needs matrix. So the project needs matrix are all of those things that are identified really as a three. So we take those, we identify some budget numbers and we put them into a spreadsheet and those

078are projects that we need to target within the next 1 to three years. And this spreadsheet is a primary tool that we use when we're evaluating what type of bonds we need to pursue in order to continue to maintain our facilities at a high level. So I meet with the superintendent and the CFO. We meet early in the year. We pull this spreadsheet out. We say, "What do we have to get taken care of immediately?" And we begin to build that list. We look at bond capacity and and and Dr. Young makes those decisions. And then we move forward and that's how we identify our projects. The extended forecast like I said this is going out almost all 10 at least 10 years sometimes beyond. And the idea of this this list is that every

079number every category on the categorical needs matrix that is a one or higher. So if it's a one a two or three it needs to be on this list. And so I try to have it be a comprehensive list, but it would be dishonest of me to stand up here and say I've identified every project that we may have to do in the next 10 years. But what I can say is four years in that list is far more comprehensive than it's ever been. And we're trying to pos put ourselves in a position to be good financial stewards and to also ensure that we have worldclass facilities for our students in Pike. So in your board packet, we printed off copies of all of those things. so that you can see them. The categorical needs

080matrix, the project needs matrix, and the project list, uh the master list, if you will. So, there's another portion of my presentation that goes into security a little bit, but I wanted to give you an opportunity now to ask any questions you may have about the blue ribbon plan. >> Um, what's the what is the approximate life lifespan of a floor? >> The gym floor. [clears throat] >> A gym floor. So, a wood gym floor should last 30 to 40 years depending on how frequently you sand it. So, when a gym floor is installed, they're usually good for five to seven sandings. Uh, and depending on how well you maintain the the seal or the surface area of the gym will depend on how often you have to sand it. The other challenge you may

081have is if you need to like change the paint on the floor. So, [clears throat] for example, if for some reason we were no longer part of the Mick, we may have to sand that floor and repaint it. So, as long as we're not having to do that and we maintain the floor on an annual basis where we do a screening and put down a new seal, >> um that floor should last 7 to 10 years before we have to sand it again. So, so the warranty that we have on a floor, so if we have a brand new floor and for some apparent reason, uh, a month later we find some issues with it, um, will they re and feel like the PL floor needs to be replaced? Would that fall under our warranty?

082>> Yeah. So, almost all construction anymore is is really a one-year coverage warranty from the contractor themselves. Now, if it goes beyond that, we would have to go to the manufacturer of the floor um and and pursue that in a different path. But really, any construction project you do, including a gym floor, you have a full year of labor and material coverage that if something were to happen in that first year, they would come back and replace the entire floor. >> Have you looked at the floor microscopically, not telescopically? >> You talking about the main gym? >> Have you looked at it closely? >> Yeah. So, I know exactly what you guys are asking. >> Yes, sir. So, there is a ripple that you see in the floor. The floor and the integrity of the

083floor is 100% fine. What happens is when you put down a brand new maple floor and you sand it, you're opening up all the pores of the wood. Then, when you put your first coat of seal down, the floor receives some of it and doesn't receive all of it. So, the finish itself has a lot of micro fractures in it that you wouldn't normally have on a floor that's been repeatedly sanded and and uh sealed year over year over year. Okay? And so, what's happening is with those brand new LEDs that we have in there and the radial um light that it is, it's causing that ripple effect to come off the floor and it's making the floor look almost synthetic. So what will happen is is when we do our screening this at the

084end of the school year and reseal it, it'll have a completely flat sheen and it'll be fine. >> So that that will go away. >> Absolutely. >> Because that's that's the complaint. I I know what they're asking. >> And if we had time >> that's the complaint though. >> Yeah. >> That we're hearing in the community. So I I'm I'm glad that >> and often times [clears throat] with a brand new floor, one of the recommendations is is to seal it twice. >> Okay. Um, we just didn't have that time because we want to get our kids out on that floor. >> So, time will tell then. >> Yeah. >> So, is the wood a four? Is it a 3/4 inch or is it a half? >> No, it's it's either an inch and a

085quarter, an inch and a half. >> Okay, >> Mr. Gruber. I don't know if I'll be here when that time comes, but [laughter] please uh get that done. >> Yes, sir. Please. It's important uh to have that done because um I think you know uh when the floor is not really taken care of it can become worse. >> Right. >> Thank you so much for that. >> Are there any other questions regarding the >> the blue ribbon? I've got one more more section if you don't mind. >> I do. Um so it's more of a comment. I This is always my favorite. I'm just a geek out like that. Um, but I really like to see the order and how we're being very intentional about taking care of what we have >> and not pretending

086like it's going to last forever. >> So, I like this approach. I like how it's numerated, colorcoded, there's a plan, there's a bond, there's a discussion. I think all of this is just us being really good stewards of what the community is providing for us and uh I just applaud you for that and the team that makes it happen. >> Thank you. >> So the other thing I wanted to talk about just very briefly tonight was our security needs assessment. So as everybody knows uh we uh the community granted us a referendum and one of the legs of the referendum was security and that's something that we take very seriously here at Pike. Um, we have safety committees upon safety committees looking at things, but Dr. Young felt the need to put together a security

087task force here in the spring. And the idea for the security task force was that we were going to meet and we were going to identify security needs and prioritize those needs and develop an actionable plan because we have these dollars that are now available to us with the referendum, but we want to ensure that we're spending it wisely over the next, I guess, seven years now since we're one year in. So in May, we we formed that task force and it included uh department leaders, PIPE police, we even had a a member of IMPD come, the deputy chief um and we just brainstormed ideas that that would be important for school security. In June, we took over all of those ideas, which ended up being over 40 individual security need um needs that we

088identified and um we sent a survey out to all of the task force members, excuse me. And then based on that survey, we got a a score out of 10 based on responses of what the most important needs were for the task force. And I was able to put those into a spreadsheet. and uh we identified the top 20 ideas and we tried to uh allocate a budget an estimated cost for each of them. There are some that that we weren't able to really nail down a cost um but for the ones we were we were able to put that down that cost and that's kind of given us a framework right of how we may want to move forward and and build that out. So some of the key findings were um several of

089the top 20 security needs that were identified have zero cost. In fact, Dr. Bishop and the district's safety committee has already begun implementing some of these things. One of them was like um training people on situational awareness, right? Such an important thing about being aware of you of what's around you. Um so we are starting to implement a lot of those zerocost things already. there was a major focus on staffing. So both armed Pike police officers as well as unarmed officers like Blue Line security or Signal that are helping out at athletic events. And then the third one was security cameras. So we found during this process that we have got some people in our district that are experts on security cameras and they're not our police officers. Our police officers are very proficient. Uh,

090Chief Casper excels at all of it, but we have administrators that are in that system on a daily basis, utilizing it, using it to improve safety in our schools, but but they're asking for more, right? We want more coverage. We want to be able to have um better features of of all of that. Um, and then obviously weapons detection that needs to be expanded. Um, I did want to just take a minute with the weapons detection to kind of brag on it a little bit. So, we implemented that new system this fall over at the high school and um I had the opportunity to run that system for the first two weeks of school. I worked at the freshman center entrance and um those machines count every person that goes through, very, very accurate, a

091very easy system to use. And so, Chief and I, we started adding up all of the counts from each location every single day. and we were averaging between 3,00 and 3,100 people coming through those gates every day. And it just so happens that that number is spoton with how many kids are coming to school on a regular basis. So we talked to the administration and when you include students who are coming a little bit later and include students who taking a sick day, right, that's about the average number of students that are coming in. though we feel very confident in saying that we are very close to having 100% of our students go through a weapons detection system on their way to school every single day and that is a huge victory. >> Yes. >>

092Um with that that's all I have for the security needs assessment. Do you have any questions about that? >> I do. Um my concern has always been safety for children. It will continue to be that. Um, I was wondering if you all could get a report of the maintenance on our old fleet and let's compare the maintenance expenses that we're spending on the old fleet of vehicles that we have. >> Okay. >> Uh, I would like to see that presented to the board because I've asked about it just like I've asked about a website. I hear nothing about it. And so, um, we need some numbers now. to see if we can improve our fleet. I see you're working with th those things you don't have to pay anything for, but uh we need to

093look at our fleet and what we're spending to maintain that particular fleet >> because you're going to probably end up to the point to where if you go back three years, close to $300,000. I've done some research about what we spent on this fleet. Okay. >> And I know uh whatever reason it can't get done uh that should be part of the uh security piece as well. If you do it now, you won't have to do it for another seven, eight years. So you have the resources now to do it. Whatever the hangup is, I hope you all can get past that. >> There's no hangup, Dr. Moore. We're going to do that. That's going to be part of the plan. We can do the maintenance. >> When would you do it? Well, it's not

094on here because it didn't come as a recommendation from the task force, but we have seven years over the course of seven years. It is our plan to make sure that we do have an update. >> How soon will that How soon will that be in your plan? It's not in there. How soon will it be in here? >> I can't give you the date in which we'll we place every either number 10 or 11 or 12. I was off. >> Yeah, >> it's at the top of the second page. >> Yeah. [clears throat] All right. I I just want to make >> I want to be verbal about it. We see a lot of things on paper sometimes and we don't see it moving. >> One time every two years is what the the

095committee has. >> Well, you you can support that effort, ma'am, but I'm just basically saying what I've been suggesting and asking. >> Yes. >> You know, it's been ignored. Yeah. >> Oh, and don't don't I'm not upset now. I'm just making this point >> cuz people think when you come at a situation that you're upset and I'm not. I'm just making a point. That's all. >> So, I've got a question and it admittedly it may be in some of the print here and I just haven't looked at that closely yet. Um, so the weapons detection at the high school. I did hear some complaints early on about the number of stuff people were having to bring out of the bags and they felt like it was more than what they were, but it sounds like

096that's probably [clears throat] gotten a little bit smoothed out. >> Are we looking at being able to implement those at at our middle and elementary school? because my my concern has always been obviously we want the high school to be safe but unfortunately when we hear a lot of these tragedies around our nation it tends to be the younger schools you know the the that that where that's happening I mean it's all schools but just just wondering you know if we're going to be able to expand it >> sure and and so so that's not necessarily part part of the plan currently now when we've seen things like mass shootings it wasn't necessarily >> someone that's come in who was supposed to be there that they would catch it's been someone came in through a

097side door, someone broke in u but not necessarily someone who's supposed to be there as a guest or student. So, so now currently it's not part of the plan to have it at the middle school or or the elementary. >> Okay. So, so there I mean we definitely hear of students that's get guns in schools and and have done things. So that I just I want to make sure that >> and and money's money and it's real and I get I just I just wanted to make sure, you know, just at some point if we're if we're looking, you know, at this. So, >> and and we do do um >> weapons checks, >> correct? At the middle schools, >> right? And Yeah. Okay. Yes. >> Every day. Okay. Not necessarily this the same system

098that we have at the high school. >> Okay. Yeah. And so I just on a side note will point out for anybody that doesn't like the money that has to be, you know, that we need referendums to come out here, but if you happen to all not like the fact we have to get referendums, but you also don't want to do anything about the problem >> that is causing us to have gun issues in schools, >> right? >> Pick a lane. >> Yeah. >> Absolutely. >> Any other questions? >> Yes. I look forward to that information on the maintenance, Mr. Sir. Thank you, sir. >> Is that it, Mr. Groover? Thank you a lot. >> I just want to tell you one thing I didn't get to tell you. >> The gym looks great. [laughter]

099>> It's phenomenal. I >> pretty excited about it. >> But everything else, it was just an eye catcher when you walk in South and probably Mr. Gruber, if you could, I would probably send a correspondence to what you explained to the board tonight because the average layman may not know what we just heard tonight. And I think it would be good to send that to uh the the those who will be using the floor just through the district itself to know our floor doesn't have a problem ABCD. >> I can send that to our athletic directors and they can decide. >> There you go. There you go. >> If I may, I know I said I was done, but because of your comment, something triggered. [laughter] So, >> um, they they commented that our gym

100looks so good that the bleacher company is going to ask permission to put our gym in their catalog. >> We're going to make ANY MONEY FROM THAT. [laughter] >> WELL, WELL, WELL, but what I would share too, one thing that that people do not necessarily all know, it hasn't arrived yet. at our scores table. There will be a a video board at the scores table and we are taking down those old antiquated scoreboards and we'll have video uh boards up there as well. So imagine a sponsor we can do a commercial up there the the um or on the scoreboard on both sides um or the principal giving a a message about how great the programming is in the high school. So we're hoping to get all of that done. I'm I'm hoping um before

101definitely before winter break. >> Thank you. Thank you, Mr. Gri. >> We're on the action items. Uh number one up is a uh is the minutes of the board of approval from our last board meeting. So move by a motion. >> I move we accept the minutes of the board of education meeting from September 25th. >> I second. Second. >> Move and second that we accept our minutes of our board meeting from our last meeting September the 25th. due to the nature and confidentiality of that. Are there any questions? Uh we we permit uh or we omit questions. We own to vote. All in favor say I. >> I oppose. >> We're on the human resource report. Dr. Hunter. >> Thank you, sir. Mr. Vice President, members of the board, and Dr. Young, I ask

102that you approve the HR report as presented. >> So move. >> Second. >> Been moved and second that we approve our HR report as presented by Dr. Hunter. We're on to vote. All in favor say I. >> I oppose. >> Thank you, Dr. Hunter. >> Thank you, sir. >> Um, next up is action item C, request for approval. Mr. Clayton Gruber. >> Thank you, Mr. Vice President, members of the board. Dr. Young, I'm requesting your approval for action item C, which is to approve the secured school safety grant award. I move that we approve the secured secured school safety grant award as presented. >> Second move and second that we approve action item C as presented by Mr. Guber. Uh the school safety grant. Are there any questions on the grant? No questions. We're on

103to vote. All in favor say I. >> I oppose. Thank you. Um Mruber, we're on to action item D. Mr. Joy. >> Good evening, Mr. Vice President, members of the board. Dr. Young, I'm seeking approval for action item D, approval to apply for the USA Swimming Foundation Learn to Swim Grant as presented. >> I move that we uh accept and approve the application for the USA Swimming Foundation Learn to Swim Grant. >> Second. >> Move and second that we approve action item D as presented by Mr. Troy Emmen. Are there any questions? >> Nope. >> No questions. We're on the vote. All in favor say I. I. Opposed. >> Thank you, Mr. Emman. Action item E, Dr. Alicia Gatewood. Textbooks adoption for grades. >> Good evening, Vice President Webster, members of the board, and Dr.

104Young. I am seeking approval for item E to adopt study sync as our ELA textbook for grades 6 through 8. I make a motion we approve the EL textbook adoption for grades 6 through 8. >> Second. Been moved in second that we approve action item E as presented by Dr. Licia Gatewood. Textbook adoption for grade [clears throat] 6 through 8. >> Are there any questions? No questions. We're on the vote. All in favor say I. >> I. Oppose. >> Thank you, Dr. Gate. We're on to action item F. We want to pull that out and adopt that one by way of vote and then we'll combine G through I. >> Good evening, Mr. Vice President, members of the board, and Dr. Young. I request your approval of the adoption of the 2026 through 2030 school

105bus replacement plan, the 20 26 through 2028 capital projects plan, and the calendar year 2026 budget as presented. I make a motion that we approve um all of the plans before mentioned. [laughter] Action item F. >> Second. >> Been moved and second that we approve action item F as presented by Mrs. Monae Gray. Are there any questions? >> Yes, Mr. President. >> Go ahead, Dr. Moore. I >> I wasn't clear on what the motion was for my sister. [laughter] I helped her out. I just said action item F. [laughter] >> All right. Any other questions? >> We're on the vote. All in favor of action item F say I. >> I oppose. >> And then we would like to combine actions G through I. Mrs. Monae for recommendation of approval. >> Yes. Good evening, Mr.

106Vice President, members of the board, and Dr. Young. I request your approval of action items G, H, and I. as presented. >> I make a motion we we approve action items GH and I. >> Second be moved and second that we approve action items GH and I as presented. Are there any questions on either item GH or I? No questions. We're on the vote. All in favor say I. >> I oppose. >> All right. Thank you. We are on now to board member item. Dr. Moore. Thank you, Book President. I have nothing tonight. I'm done. >> Miss Wilson, >> I have nothing to say either. >> We're batting good, Mr. >> I want to thank the street because I want >> Come on. >> I got to thank I want to thank the Lions Club.

107I know that they've been going around to all the schools doing vision tests for our students and really appreciate that. It is a critical thing. So, thank you to the Lions Club and now I'm done. >> Mrs. Bones. >> I want to uh thank Dr. Bishop for working with myself and Miss Kelly this evening earlier before our meeting um getting our policies in alignment with the current Indiana laws that just passed uh very recently. Thank you, >> Miss Kelly. >> All right, quickly. Welcome back everybody. We've been back I guess two weeks now since break. Hope everyone had a chance to take a break because we are in this till about Thanksgiving. So everybody, we've got a lot of things to do. We're in the middle of testing, uh, checkpoints and all different kinds of

108things, PSAT. So, we've got a lot going on um, academically, athletically. So, stay the course. Be well. >> Thank you, Dr. Young. I'm picking up on the body language. Nothing to share. Go Patriers. [laughter] >> If there's nothing else, meeting standard journ motion to ajourn. >> So move. >> [laughter]