001We won't pay that invoice until next board meeting. >> Okay. [Music] Tim, thank you for the letter. I appreciate that. That helped me just talk about concrete bumpers. Excited. >> I could have snapped a picture included. They're like in the corner of the bus lot between the bus lot and the >> and the innovation center. >> We can take a tour afterwards if you really want. to inspect the obsolute people. >> Yeah, for sure. eventually everything is done with it just as like information just the fact that 3.17% whatever the I mean, that's pretty that's pretty good for the that it'll close on the 20th successful sale. That's always a good thing. I know you shared that book with how more I saw I saw a clip just I've been seeing more and more of
002his interviews just snippets. I'm going to give you a new term. There's a term called microlearning which is a kind of a hogwash term but it's if you watch short videos 30 to 45 seconds >> and just glean piece of information they there's a term you're micro you microllearn you just learn a little bit about something so it's called microlearning. Very glad to see you're here today. >> I didn't think you were going to be you were having surgery or something. >> Tomorrow. >> Oh, your surgery's tomorrow. >> Have to be there 5:00. >> Doesn't sound like a good time. What are you having done? >> Left knee. >> I should probably have my left one done, but I'm going to go until I can't go no more. Larry, if an actuary was going to
003put price on your body, you're probably worth about four or five million warrant back in. >> How many surgeries? >> Uh, I quit counting. It's more than 10 and 11. >> That's my standard deviation chemistry class. I love I love the power of the standard deviation. I like chemistry and the doing the formulas, but I didn't like the experiments. >> I was just the opposite. I was not necessarily My strength wasn't necessarily math. More hands-on. That's why I was a life science major, but you had to take chemistry and physics. Are we on yet, Brandon? >> Yes. >> We're live right now. I was tell >> I was going to tell a story about physics. So I took my practices test after college and I I I got to see I did two semester physic
004I had to take physics and on my practice test I got 15 out of 15 which don't ask me how so on my initial license initial practitioner license I I had physics and life science on my license never thought I'd teach physics second year as a teacher at mile physics teacher gets a brain miss so my principal came down said Mr. You guys might see you have physics on your shirt like you're teaching high school. >> And I thought, oh, I learned more physics that year than I did 12 hours in college. >> Larry, I thought you were laid laid up with surgery this week. >> That's tomorrow. That's tomorrow. >> Oh, tomorrow. >> See, I thought the same thing. >> He's We had to be today because he's gonna be out tomorrow. >> No,
005it's worked fine. I just got you around you. Are you going to Cincinnati for that? >> Yeah. >> So, did they require you to like spend the night for that? >> Yeah. >> They knee replacement, right? >> Yeah. >> Alex Dy's grandma, Joanne Amber, just had that done and she's up getting after it already. So, >> maybe could get up and walk that day. >> Yeah, >> I guess. Right. worldass incentiviz. So, so I know I was like and then I just conver [Music] it is >> okay. >> Yeah. So, so and and they went up to the station and they were everything that we talked about is >> so testimonial >> testimonial's true. >> What? I can't answer. >> How are you? >> Good. >> Not many people call on a phone call today
006for me. called worse or called coach >> worse. >> This one. >> Just kidding. I didn't know that we were obviously but I don't know what we have to I don't Unless it's like things that they've added to it need some ways a lot of retread and the same discussions from >> prior past years. >> I assume that all your lunch partners. >> It's things seem to be that they're progressing for, but it was all just about how Main Street can possibly help the next restaurant tour that may be showing up there. So, >> trying to get them involved. So, >> good conversation. >> Yeah. Yeah. I keep that going. Every time we meet with them, I say, you know, downtown Batesville is different when the Sherman's open. Regardless whether it's good, bad, or indifferent
007or people say one good thing, bad thing, or don't go, it's it's different. So, >> and I think you it was a better regard. >> Right. Right. I don't know if they'll I don't know if the beer hall will ever come back at this point. I don't know what what that looks like, but just having a restaurant downtown would be >> Yeah. I I thought I thought the beer was a nice little, you know, again, I thought it was a little great place. >> Right. Right. >> Right. >> But that's not my financial decision. >> Yeah. >> What's that do >> today? Today, one day at a time, right? >> Tomorrow is a different story. >> Yeah. I don't ever envy anybody who goes into the restaurant game. If you think about when you work,
008>> you're working nights and weekends when everybody is off because that's when your >> the future will be good. >> Customer base is available. It's not real great for >> families or personal lives or social life. It's like working third shift. >> It really is. It's kind of like rent property. Like you have great not bad when you don't when you own a business you have great weeks have to be there every day >> in good shape >> months go through all the >> fun times therapist and bait were very good excuse You sign all those papers for Doug Wilson. >> Signing my life away. >> Yeah, >> I did that on the last one, too, where I was the secretary. I had to sign all of them, I think. >> Oh, I guess when
009>> you've done it for as many years as he has, it's probably just a walk in the park. 40 plus years. >> Yeah. [Applause] >> Certain topics. >> Yeah. >> According to Larry's clock, it's ahead and get started. We stand for the pledge of allegiance and a moment of silence. I pledge algiance to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. Mr. Mr. Ketchum, we'll turn it over to you for our vision statement. >> Madam President, thank you very much. Members of the board, welcome. Welcome to this beautiful Wednesday in Basilville, Indiana. We begin every board meeting with our northstar, ROI, and that is together with our community. BCIC is committed to providing an engaging and relevant
010learning environment based on a strong foundation of academic knowledge, transferable skills, and real world experiences. Baseball Bulldogs embody confidence, empathy, and resiliency to ensure 21st century success. So, thank you for that, Madam President. And with that, ma'am, we'll roll right through our agenda. The first consent agenda item for your consideration is the consideration of minutes from our prior board meeting on September 17th. So, with that, Madam President, seek a motion to present those minutes as presented. >> Does anyone have any questions on the minutes? >> No. >> Can I seek a motion to approve the minutes from last month's meeting? >> I'll make that motion. >> Thank you, Larry. I have a second. >> I will second. >> Thank you, Blaine. All those in favor say I. I. All those opposed, same sign. Motion carries.
011>> Thank you, Madam President. We'll continue on the agenda. The next item for your consideration is the payroll journals and registered claims. You do have six additional pages in front of you today for Mr. Na'vi that were not in your board packet. This is the last clean up any outstanding invoices. I just draw your attention to page one of six. Some of our larger bills obviously baseball water and gas $15,000. And then as we scroll through on page three of six, obviously we have some of our bus routes are contracted routes. So we're we're paying those contracted route drivers. And then finally, you know, on page four of six, $10,000 for our school lunch program. Obviously, we have to purchase all of those consumable items. Give you a moment to look through those. Happy to
012answer any questions you have on that or the prior board packet. So is the big board the big for 33,854 from here at NCO is that for the new roof or stuff for um a lot of it is mechanical equipment at the middle school. >> Okay. >> There's some um over over fall break. We're going to be replacing some um some of the HBAC equipment on the original part of the building in that material. >> Okay. Any other questions? Can I seek a motion to approve the payroll journal? >> I will make that motion. >> Thank you, Bla. Do I have a second? >> I'll second it. >> Thank you, Larry. All those in favor say I. I. >> All those opposed, same sign. Motion carries. >> Thank you, Madam President. Members of the board,
013the next item on our agenda is list of personnel. I did want to draw to your attention. Yesterday afternoon, there were three uh additions to the initial board packet that Laura Cole sent out. Specifically, the resignation of the White Creek uh custodial maintenance staff, Austin Gross, esports sponsor, and Megan Speckles National Junior Honor Society sponsor. So, those those were new to the initial board packet. I just want to make sure you saw those changes. With that, I'll seek a motion to approve that list of personnel as presented. >> Paul, what is esports? >> Great question. So in the middle school they're actually think gaming there are it's a gaming concept where a sponsored they play educational games for lack of a better term. Uh it was a big push from the Indiana association school principles
014maybe two or three years ago. Mr. Strauss being a member of that board it brought esports there actually believe it or not madam president there are scholarships uh for for students to attend specifically fall state and be on esports teams. So think of it as gaming. >> Okay thank you. >> Good question. Um, I I will bring this up just with the personnel additions and I' I've talked with Paul about this and Stephanie I met about this. Um, but Larry and also for Jeremy and and Sean who aren't here. I know I've had a number of parents um over the past year reach out to me about questions about administrators serving on coaching staffs. Um, and I would like to to ask our board members to to get to contemplate their opinions on that going
015forward. Um, and mostly it's from a parent perspective. The report is is they have a question or concerns about the reporting mechanisms and who they're supposed to go to when we have administrators who serve on coaching staffs. Um, is the concern and and candidly speaking, I think that, you know, Paul's on our list here today and I know Andy Allen has been a basketball coach. I think our administrators are some of our most qualified folks to work with students um and some of our more most influential folks that work with students and student athletes. And so I think they're they're a positive influence on our teams um as coaches. But again, from a from a parent perspective, I think that's something we kind of need to contemplate and somewhat formulate some opinions on um as
016far as administrators serving on on coaching staffs and and being involved in extracurricular activities, just from a from a parent perspective. Um and so again, not not asking for an opinion today, but just something to think about going forward. Um, I don't know if it's been a policy that we've not had administrators serving in these roles historically or if that's ever been a written policy, but um, again, something that from from parents and and uh, of student athletes that have have brought that up to me um, again over the past year, it's it's been raised. And so, just something to to contemplate and think about as we go forward um, beyond today. So >> I have the same opinion as you, Blaine. So I'm in your house on that one. >> Okay. That's just my
017my comment and on the personnel things, but um >> anything else? >> Can I seek a motion to approve the personnel? >> I'll make that motion to approve the personnel. >> Thank you, Larry. Do I have a second? >> I will second that motion. >> Thank you, Bla. All those in favor say I. I. >> All those opposed, same sign. >> Motion carries. >> Thank you, Madam President. We'll continue down our agenda item. Next item for your consideration are travel requests. You have a list of travel requests in front of you. Uh, and I'll see your motion to approve those as presented. Happy to answer any questions you have. >> Any questions? Um, I just have a procedural question with my wife being on the list, but us only having three board members here. If
018I were to abstain um from this would carry just on the votes of two members. Is that correct? Because it's a majority of the quorum. >> This is the majority of the quorum. So, your abstension would still allow that motion to pass. >> Okay, that's my understand. Just want to make sure. >> Larry, you make a motion. >> Yes, I will make the motion. >> Thank you, Larry. Can I second it? >> Yeah, I'll second it. And I'll vote. >> All those in favor say I. I. >> All those opposed, same sign. Motion carries. >> And I will abstain for the record. >> And if Mrs. Dminer wasn't reimbured, I'll let you deal with that. >> Yeah. I'm sure she'll she'll figure it out one way or the other. >> Thank you very much. We'll
019continue down the agenda. The next item for your consideration is the actual budget adoption. We spent an arduous amount of time September meeting to go over all the numbers. Uh this is our our final opportunity to ask any questions. If you have no questions, I'll seek a motion to uh adopt that budget as presented. Again, just for transparency sake, once this board approves the budget, it still has to go to DGF where it's formally approved. So take a motion to approve the budget as presented. >> Is there any questions on the budget from anyone? >> I think we had a prior discussion on >> Y. Can I seek a motion to approve the 2026 budget? >> I will make that motion. >> Thank you, Blaine. Do I have a second? >> I'll second it. >>
020Thank you, Larry. All those in favor say I. >> I. >> All those opposed, same sign. Motion carries. >> Thank you, Madam President. We'll continue on. We'll transition to our financial report. And without further ado, I'll turn over to Mr. Tim Hunter. >> Thank you, Mr. Ketchum. Sure. Um on the screen we have the financial report for the month ending September 30th. Um fairly straightforward month in in the education fund. We had our basic grant payment um along with any other miscellaneous revenue of a little over one and a half million versus expenses of just over 1.4 million. So that balance actually climbed by over a h 100,000 um to end the month at $2,76,656. We had just u small miscellaneous revenue into the debt service fund. So that and no expenses. We won't have
021any expenses out of there until December. So that balance climbed a little bit at a little over 1.43 million. the operations fund, our second largest fund based on expenses. Um we had about $93,000 of receipts and $473,000 of expenses. So that balance dropped but still remains at $3,669,000 and change. So we we will expect in November sometime November definitely by December we will get our second half draw. So the balance in the operations fund is is holding strong and ahead of where we were last year. Um the rainy day fund no um activity. Our overall fund balance um across those four funds is 7,185,123 at the end of September. And that actually is more than half a million dollars above where we were last year at this point. Um we're we're about $200,000 um higher
022in the education fund balance and then um the rest in the operations fund. Um we're we're carrying a larger balance right now. >> Any questions for Mr. Mr. Merkel? >> Do we uh we still move money into a mutual fund or something where we get a higher interest rate? >> Mr. expand a little bit. Yeah, we put the um last year we put the $5 million in and we haven't had to touch that account. So we it's been sitting there acrewing >> interest every month. >> So you haven't had to pull anything out? >> Not yet. >> Mr. I want to throw you in the you would share some investment totals this year. Are you comfortable sharing the right now? >> Yes. As of um September 30th, we have aboutund or $250,000 of interest income
023for the year. That's just proud of me numbers. But again, just to put that in perspective that that it's a lot of money, but it's it's impactful for us to basically find $200,000. As you know, our education fund for us a good year is we grow $100,000. So, I'm going to credit Mr. Na'vi for his foresight to invest our money in obviously very stable fund to grow that interest rate. So, that that's good news to share with this board. >> So, we leave the interest there and let it let it compound. >> Yes. I don't withdraw anything. I'm not thinking that. >> Okay, great. >> Any other additional questions? Okay, Madam President, we'll transition to a portion of this meeting called All Ready, and I'll do my best to set it up for Dr. Jackie
024Huber. Uh, many of you may or may not know in 2011, the state of Indiana created a statute that all teachers had to go through an evaluation process and it was initially called the RISE rubric. Uh, it was a very arduous, heavy lift. that had great intentions. Every every educator had to be observed a minimum number of times. There was a lot of energy from administrators uh and everyone was rated on a scale from one to four. Those numbers had categories of highly effective, effective, needs improvement and improvement necessary. The intent was good to create some accountability in classrooms. It pushed administrators into classrooms. That was a good thing. Uh but after a decade of that process, it is it is really there's very little return on investment on that process anymore. So, in the
025most recent Indiana General Assembly, they kind of I don't say abolished, but they got rid of that format and they just asked schools to come up with local teacher evaluation plans. Uh, I'm going to give our administrative team a lot of credit and I I can't underscore the amount of work that went into this. A lot of schools are status quo. They're still using that I'll call archaic format. uh our team as they always do kind of took the bull by the horns and said let's create something that will really focus growth and align with our bulldog ready master plan. So what you have in your board packet is is a compilation of work from many administrators. What Dr. Huber did so very well was to organize all of our thoughts and pieces of this
026puzzle and put it into today's plan. So without further ado, I'm going to turn over to Dr. Hub Huber and let her just talk a little bit about it. >> Thank you Mr. Kum. As Mr. Pat mentioned that I was tasked with um probably in the spring just taking the conversations from the admin meetings as well as the resources they started to brainstorm what they wanted that evaluation process to look like. So I was tasked with taking the different components of it and then presenting it in this document that you see in your packet. So this document was created not only for the teachers to have a reference as they go back through the new this new part of their um teacher growth plan but it also was a resource for the principles just to
027kind of guide the process. So we introduced the the principles actually introduced into pieces. Um if you look on at page seven um the first part of the plan was involving their um them developing their own grow goal. So on page seven and I'm sure that you are probably somewhat familiar with the grow model and it's just the a model of discussion as we have conversations with anything with our teams with um as administrators talk to teachers just how they are evaluating whatever the process is. So the growth plan actually is kind of the guide for the first component which is the growth goal. So late August, early September, the principles presented page 8 through page 13 to the teachers and they um asked the teachers to review this process. Their task was to create
028their own goal and as Mr. Ketchum mentioned um the teachers it's it's it was a different thought as far as the evaluation goes because the teachers were asked to come up with their own goal. It was personal. It was to help them professionally. um the steps that begin on page eight, the teachers were given um two different options for self-reflection. So maybe they're not really sure what they want that growth goal to be. So they were given options to just kind of think about reflect on to guide where they want that goal. Um they were also given some examples. So in the document that you have um one of the pages just is links to different examples to help them write goals. So some of the teachers um maybe were a little challenged or a
029little like writing a goal they were a little intimidated. So we wanted to make the process easy for them. The other piece on page eight it was um just the steps. The teachers clicked on the link they created a sheet. They put their grow um goal which is very similar to the screenshot here. And then they shared this with their administrators. So all of the administrators have a direct link to the sheet in which they have their goal. Um there are three components to that sheet. Not only is the goal identified but there's an observation form and it follows that grow model. So that is the two pieces and I believe maybe that was shared with you at the last board meeting just the process the experience of the teachers with the grow. Um so
030the second component is going to be um introduced to the teachers after fall break which should be observations. So the goal goal is the first component. So beginning on page 14 in the in your resource you will see information about the observation. So the observation is actually the um teachers going in the classroom and the I worked with the administrative team as they reviewed the old rise evaluation form in which they reviewed what they used to look for when they guided observations in the classroom and they streamlined it. They there are four essential indicators which you will see on page 14 and 15. um I develop with the administrators the Google form. So when it when administrator goes in the classroom, they sit down a simplified form. Um and this process is all communicated to
031the teachers and it's that it's outlined on page 14 and 15. Um the teachers have an opportunity to reflect the administrators will get like a a form a PDF generated so then to provide um the teacher feedback. So it's continuous um go to the classroom, reflect, meet with the with the principal. So it's something that's ongoing. Um and that is part of the observation and reflection which is part of this growth plan. Um the other components of this plan, this resource that you see are other important aspects of that growth plan as defined through the work that I did with the administrators. Um, one piece is leadership points and it's opportunities that teachers um will participate as as you see on the list on page 16 and 17. Um, they participate as um curriculum mapping.
032They're a mentor teacher. They're a summer school teacher, but opportunities for teachers to participate or in various school activities. Um, page 18 is the core professionalism tracker. This is something that was component of the old evaluation system and um all teachers are set to be proficient in each of those six categories. Um and you'll see on page 18 the core professionalism tracker is that they um contribute positively to the culture. They collaborate um they maintain accurate records. So it's it's basic professionalism. And then if an administrator um has issues with any of those components, they will communicate that with the principal or I'm sorry with the teacher. So um it's understood all of the teachers these are important components and they are proficient. If a teacher in any instance is not proficient, the administrator would
033make you aware of that. So they would um bring that to the teacher's attention. Um, the resource also includes roles, responsibilities. On page 20 and 21, you'll see just an overview. It's kind of the Q&A. Um, we did a lot of brainstorming about a leadership summit this summer. Um, just to kind of be proactive. What kind of questions might the teachers have with regards to this plan? And then finally, it ends with appendix. And um, the appendix is something that we will continue to update and review and grow. So that is the teacher growth plan resource >> what and we'll correct what I really love about it truly is a target dialogue now between administrator and teacher where do you want to grow professionally after the observation occurs that teacher is then given first the
034opportunity to respond the observation how did it go where did you get stuck what would you do differently because a lot of times we want the classroom to walk right in the middle of something and it's not fair to the teacher administrator for example you run evaluate a basketball game, you walk in at halftime, you don't see any basketball, you you think, well, this is a bad basketball, right? That's not a fair observation of that basketball game. Same concept. What would I what would I what was I supposed to see when I was in your classroom? And again, just creates that target. It goes away from compliance, gotcha, to how do I really help you grow on the mutually agreed upon goal that we've already set for each other that, oh, by the way, aligns
035with our master plan. So, that's what I'm most excited about. Uh it's it's very hard to use a template in first grade and in chemistry class and and that's what we've done for 13 years. It's very hard to use a template for a teacher of special needs in a moderate room and a physics teacher. And now each teacher has the opportunity to say this is where I'd like to go professionally and the goal is the administrator gives you the coaching feedback to do that and then say what barriers do you have? What resources can I provide you? and all of a sudden now instead of saying why am I at three out of four I I was able to grow professionally. So again that's it's a lot of information but conceptually I wanted you to
036have an opportunity to understand it. We do you it will be an action item later if this board approves this teacher growth plan is what I will submit to the state that meets the the statuto requirement that we have to we have to submit a teacher observation plan. So I'll hit pause and just listen for any questions and Dr. Huber thank you wonderful job. Thank you. >> So just to clarif so Paul there may be additional changes for this. This is we have to get something submitted across the line to and then it can continue to be morphed um from here. >> Absolutely. If we learned nothing else from before coaches that evolution occurs on processes and formats and that was a talking point to teachers. This is year one based on our feedback. Year
037two could look a little different and it probably should look a little different. What happened to the rise rubric? It was the same room for 13 years, didn't evolve, right? It became RK pretty quick. There will be different iterations of this growth plan, but this is our best attempt in year one. >> Are we up against a deadline to get this submitted or approved this today? >> Uh we're we're up against deadline for submitting it to the DOE. That that's the deadline. Yes. So again, you know, we've intentionally rolled this out to teachers in bits and pieces. Uh there's a quote slow is smooth and smooth as fast as that just saying, hey, we're changing everything. We've been having actual conversations last spring about where we're at. The feedback, Mr. Tim, has been amazing from
038teachers because they feel like they're part of the process now. they are going to set the goals and have that conversation with the administrator >> and and that's what my question was with where I was going was has this been discussed with the teachers or the VA or things of that nature and just to get their input on things because tell me if I'm wrong but this sounds like it's a far more involved process for teachers from an evaluation standpoint than what historically has been under the rise rubric. >> Uh I don't I don't know if that's I don't know if that's accurate and here's why. because the the the compliance that there was 13 competencies and you had to do seven of these and four of those. I think it's a lot less uh
039cumbersome. >> I think you kind of own the process more than ever before. >> And the plan was that all the administrators shared this draft of this plan I believe at their September staff meetings. So I know that they have seen the various components but this as a as a resource it was shared with each of the buildings. I believe in our September staff meeting. >> Was that after our board meeting? >> Uh it could not every staff meeting is different based on the building. But but again we live in a a world of no surprises that the teachers knew when they left here last year there's going to be a new model. And uh part of the one of the benefits of of Mrs. fantastic serving as a dean of students is her teacher
040perspective. She was imp she was part of building this this summer and she brought a lot of value feedback about perspective. Uh but again just in my conversations with beg teachers I think there's appreciation administration took an attempt to do something different and better it would have been very easy to keep the same model and it and honestly that would have been a waste of a lot of people's time. >> I have a couple questions. So each te each teacher will have a personal goal >> where they're going to improve >> themselves. Correct. >> Okay. Uh could you maybe give me a maybe a generic example of that? So the the guide a part of the guide for creating that goal it did have to to build on one of the strands because we did
041want to tie did want to tie in our glob ready initiative. So the strands are teaching learning culture systems and structures or school and community partnerships. So most of the teachers I would say probably focused it on um teaching and learning and some even went as far as they wanted to build the let's say an elementary classroom they wanted to build in the attributes to build up the attributes each month. So their goal might be to develop a lesson a monthly lesson that builds the the attributes. Um so that would be an could be an example. >> Okay. Uh is there a classroom goal? >> Um not necessarily. Typically there's a building um focus. So for instance at the primary school their focus is reading and literacy like that's kind of their over overarching focus.
042Um but the goal the admin team felt that this particular goal should be something that they're focusing on personally. So um it it is I I believe it's very personalized. >> So the the Indiana academic experience are the Indiana academic. We have the obligation to teach those, right? But the goal the goal shouldn't just I'm going to teach Indiana academic standards. When you go through the rubric is how do I consistently communicate the use of learning targets with my students in learning appropriate language. So the goal for the teacher could be how do I take my portrait Indiana academic standards and how do I consistently communicate those learning targets with my students that's understand one which is teaching and learning. >> Okay >> and that goes under our pillar of knowledge right we want every
043student to leave Batesville High School with the appropriate knowledge and skills. So before the old model is I walked in and observe Mr. Merkel I would have a big rubric that says Mr. Merkel consistently uses learning targets with students and I'm in there for 30 minutes. I may never see you do that because we didn't establish that mutual goal. Right. Right. And I'm going to move on because I'm scripting things and I'm checking 74 boxes in 45 minutes. And that's not a that's an accurate that's what was happening before. And then we'd give that report back to the teacher and be like what what are you really talking about Mr. Catch? >> My last question was on page 16. It says conduct nine hours of parent teacher meetings outside the contract date. Now are they
044compensated for that time for parent teachers? >> So that is why it's called leadership points going above and beyond. So if you do things outside the contractual day, you will earn what are called leadership points. Those leadership points have been agreed upon between teachers and administrators. >> So that is one component of of leadership. But here's the truth. Not every teacher has that opportunity or not every teacher can do that. That's why there's multiple leadership points opportunity. The best leadership point to get is 97% attendance to come to work. That's number that's the one we really stress to teachers. That's a leadership point. You come to work every day. Leadership point. So in this case here, do they kind of document all of these leadership points themselves? >> Yes. Yeah. And how how do you
045how do you you know how do you recognize a teacher who works every middle school basketball game session? Right. That's how contractual. So there's probably going to be a leadership point that fits there. We want to show our appreciation to that teacher. >> Okay. >> I know from a business standpoint, we always had to establish our own goals and following. You know, the business professional who taught us the process was actually kind of shocked that we were we were going to struggle with setting goals. As educators, we've never been formally trained as how do you how do you set goals? How do you meet those goals on our professional growth? If you're selling caskets and baseball casket, that's your number one priority. What's your goal? Did you meet your goal? And your boss review that
046goal with you. Can a uh teacher one of the goals be to improve their education? >> Well, based on the master contract, there's a financial incentive. If you earn additional education, you move on the salary schedule, you change columns, >> but could that be could that fit into this room model? Uh, look, for example, and and I'm kind of stretching this, but if you wanted to become a dual credit teacher through IvyTech, you want to teach government and be able to award IvyTech credit, you could have that conversation with your high school principal about my goal for this school year is to earn my educational payment and then dot dot dot connected back to students so that 100% of seniors of Batesville High School can earn a government credit. Okay. >> That's a very targeted
047goal. That's that's goal has a big return on investment. >> Sure. Okay. >> I know there's a lot of there's a lot to uh cover here and learn for us >> for sure. >> I think Mr. Tim said it best of this this plan will evolve based on feedback and utilization. So if this gets approved, will this be used immediately for evaluations for this fall for teachers? >> Yes. Observations and total growth. Yes. >> And when do when is the approval date? >> That's why it's here today for your formal approval. >> Okay. >> Any other questions? >> Thank you. Mr. Laker, we're going to have you take the call right now for our bull ready update and our four NGL coaches. [Music] Good afternoon board and thank you for allowing me the few minutes
048here to talk about our master plan year two. And last time I spoke with you all I talked about our bulldog ready calendar and I had uh that year two begins kind of in in September. Year two really began for us on Monday. And when we go back, you'll see I didn't create anything new for the schoolboard today because this is our master plan. And if you read the top paragraph there, it talks about how the the Bulldog Ready Master Plan is a living breathing document created in collaboration with our 4706 community. That's also really important to me is that the group that sat with our fore coaches on Monday didn't recreate anything. We pulled up our master plan. We looked at our year two, well, first we looked at our year one uh checklists
049and action steps and saw what is not what we would call institutionalized. If something's institutionalized, it's now in place. An example of that would be our bulldog or I mean our uh rolling starts. That's a a product of planning for years now. That is now how we how we do business at Batesville Community School Corporation. So anything in year one that then become institutionalized, we rolled that over and made sure that it's still a point of uh impact for for year two. So we went through our year one and year two uh master plan implementation guide for each tactic team and really came up with them with what we call our 60-day sprints. And so we had uh each tactic team lead go through those action items for year one and year two and create
050kind of a big three similar to our our teachers. We talked about that that goal that Jackie just spoke to. Um we we did the same thing with our with our tactic teams. What are our big three? What are the big three things that we want to accomplish? What do we want to accomplish between now and Christmas? what do we want to accomplish the first couple weeks before spring break and then what do we want to accomplish between spring break and the end kind of like three big goals by the end of uh the year obviously there's smaller minor details in there as well but just for you all you know back when when I gave you the master plan template it's more just a reminder that we have these seven tactics who are working
051to kind of create processes and systems through the corporation operation and then the community. And so we spent half the morning or half the day dedicated to these the package plans and then the afternoon with our 14 GL coaches we spent actually talking about a partnership handbook. As you have seen through the last couple years of how much more involved we are with our partnerships, we want to make sure that there is an intentional structure that it's not always coming through me. And I know again we've talked about that pinch points. Uh we want to make sure that if as we distribute our leadership downwards to uh grade level leads, uh community coaches, uh other C corporation employees, uh how do we make sure we're all speaking the same language? And that's what that partnership
052handbook will really do. It's a really an internal document. How do we communicate communicate externally to our our uh business partners? And so those are a couple examples of what we did the last couple days with our Ford NGL coaches. But I want to just talk about as well with our tactics here. >> And K, can I piggy back on that? >> Yeah. Yeah. >> I want to stress the importance of laying that foundational piece in the community is that people will change, but the processes should stay in place. So the handbook, I hope Kyle was here for 70 years, but when Kyle retires or would leave, that process need to be in place for the next individual and also for our community partners. >> So again, I think that's the the beauty of this
053process is this is not a Kyle or Paul. This is how we do business as a community for our students and for our community. So that again just I I want to stress the importance of the work that's being done is laying a foundation for a long time. >> Similar to the plan that you just saw with the grow the growth plan there is the same way. You know that's a document that we're going to create. This this document here is going to lay out that that plan. And um what we did was you know we're moving into year two now right? And so we have year two objectives and year two action items that we want to make sure we're hitting these p these points uh through the the tactics. And um what we
054did is we we first looked at who is made up of our tactic teams. And so for instance I'll start with tactic team three which is systems and structures. That's led by Andy Allen right and we all know that that Andy will no longer be with Batesville come January. So how do we how do we talk about that transition point? Who who takes on that initiative? And so Paul, myself, Jackie, and others brainstormed kind of prior to that meeting about what is the transition look like for some of these tactics as we go into year two to keep the movement going. Uh so Brad Stone King was tapped on the shoulder from our our primary school principal to, you know, he's a systems guy. He he he loves his spreadsheets. He loves his his data.
055How do we take that and build these systems and structures to what Paul just spoke to that is right now? Sometimes I'm just doing things to get them done. That's not good business of h of how we do it. So we need to get back to that roots of strand two from our forg model looking at those systems and structures and getting them in writing so that way if again if I leave or I also need help in some of those processes that we're all speaking that same language. So that was the goal of today. Again I just took the kind of you'll see the page numbers go all over the place here in the master plan. Um, if you do want to see the the details of that, you guys should have a a
056spiraled copy of our master plan and if not, I can get you another copy as well. Um, just speaking to again a little overview of what each tactic is doing and uh how we reformatted those teams. This happened on Monday. So, when I when I get it formally all typed up, you know, I've been with my Ford and gel coaches the last two days. I will make sure that you guys see that that kind of re uh rejuvenated teams where it fits on what the year 2 action items are. I think that was important for us to just take a step back. We didn't create anything new. We just wanted to make sure do we have the right people in the right places to make the right movement for these types of teams. >> Is
057that fair? >> Yeah. Thank you. So that you know believe in better continuous improvement and bla you asked a question about does this does this year one is that forever for for example let me never assume this tactic teams are groups of people who pull a master plan off the patient and put in motion and I use this analogy all the time when there's a church festival someone's in charge of fried chicken someone's in charge of trashmen these tactic teams are responsible for different portions of the master plan specifically the tactic team 7 which I was a chair last year it's called building and build community and in the master plan there are different portions. How do we make all kids feel like they're part of a community? Because when kids have a sense of
058belonging, we all know there's better outcomes for those kids. Part of this bulldog community is how do we onboard new staff members? So, we've transitioned from students to adults during our 40 coaching, which now changes the team. Todd doesn't know this, but he's going to be on tackle team 7 now. they just found out on the live stream along with some business partners who are experts in HR right so how does this team evolve so we talk about building a community it's not just students but it's also our professionals so again there there we'll never be done with this work this work will consistently be evolving and improving >> question one question I have is >> please >> year one are there any leftover items not completed. >> A lot. >> There are plenty. Yeah.
059Right. When we sit down as a comm when we sat down as a community and envisioned this three-year plan, like we were ambitious at times and uh you know, we we think we reflect back on what we've where we've came in the last year. And it's it's pretty impressive, but it's also to your point, Mr. Merkel, like there are some things that we didn't get to. And uh >> so those things rolled over to year two. Yep. as a lot of the master plan was written, >> it was a lot of it was year one heavy to try to get these things up launched. And so we will have some uh grace with with those tactic teams, but also the ability to catch up. >> And it's important to make sure that those are still
060priorities from our master plan and they're not getting overlooked by us saying, "Well, year one's over with. Sorry, we get those those done." That's not going to happen. >> Okay. Thank >> any other questions. And Kyle, I I want to commend your team and and all the tactic teams on the work because I know to to Larry's question, right? Are are we done with everything? Are we not? Um I have been a part of a number of conversations in the last month to where people not affiliated with the school system that are just, you know, leaders of nonprofits or or community members who have brought up that, you know, everybody talk complains gets get off my lawn type attitude. you know, when when you hit the age of about 35 and so on and so
061forth. And so, you know, students, kids today, kids today, kids today. But I know that that that conversation has started to turn to say, well, the school system is starting to inject students into the community to learn these things and learn these skills and be a part of nonprofits and introduce them to these these areas of the community that that they were kind of born into that they don't necessarily other communities don't grasp or understand. Right. You you and I are close enough in age that we woke up and >> just by the grace of God, we were put into a community like Batesville um and had all these things already built for us that we never had to see our parents really >> build or construct. It was just something that happened within the
062community. And so um I know that that conversation that students are now learning that and how those things come to reality is starting to circulate in the community organically, not anything with school personnel having those conversations. So, um, it's starting to to percolate through the system here. So, >> yeah, Mr. Tim, you bring up a great point about how special Batesville is. And I we had a chance to speak at Hendricks County the other day at a huge community at group and then they're just blown away by the community like outpouring our our openness to just host our students because that's a big point like we can't do it all contained in the classroom and and but but can we get our experts in the community to help out with that that process and so
063that's what this that's exactly what this does and one point I didn't make earlier was in these tactic teams we do have a community member on each tactic team as well to continue that that communitydriven approach to it. Uh so those are all parts of of the master plan and our implementation. >> I think ultimately Mr. Timire it should be really fuzzy where school is and where it doesn't raise their zip code, right? There's so much learning occurs outside of our four four walls. We have the obligation to prepare students to maximize those opportunities. And as silly as it sounds, community feedback was our workbased learning students who have name tags with their picture on it. >> We we it's you're right. Right. So we take that feedback and we we make name tags 175
064kids now at Batesville with name tags and they should shake your hand look in the eye and all the things we want our students to have again the master plan was developed you're part of that was developed our community this is what we want our kids to have when they leave high school so good stuff kudos to Mr. later. >> It's really kudos to our team because our tactic teams especially this is one case where you know I can help direct it and I'll touch base with all the tactic teams every 60 days but you know Jackie who's a tactic team lead for tactic 2 who's who's in charge of our professional development and so as we speak to our teaming training that we've done on September 2nd 22nd where does next year go and
065and what does next year look like? We sat down talked about January 5th already. So it's just you're always you're always looking at that next step and even the next year ahead to to continue to make all this. >> So you and Jackie you kind of have to mesh things together. >> Yeah. You know she she's the the department chair of that right if you want to think about it that that that chair chairman but I have to oversee all of them. So that way what we did is even on on Monday was there's a lot of cross uh ties to some of the other tactics. And for instance, Jackie has one on there that talks about our staff industry tours and we did those last year. Those are on her tactic team, but like
066my group, my tactic team really is the one who brought that forward. So this is a living breathing document. We're taking that from tactic two and moving to tactic one. >> Okay? >> Because I we have to know see those gaps and see those overlaps to make sure the right group has the right content. when our community wrote this plan, they didn't necessarily know who the right, you know, which which one was going to go in. >> Yeah. I I do want to say this. This is truly transformational. We are one of few schools, not just in Indiana, but across the nation, who are truly embarking on this journey and it's not an easy lift and there's a lot of touch points. There's a lot of great people in this corporation community making this happen.
067The amount of progress we made in the last year is amazing and it makes me excited. And I think three years from now when when your children are in high school, what what opportunities our kids will have from this community. Um I can't say enough good things about our teachers and our administrators and everybody making this happen. We we've had so many teachers rise in leadership roles. We've taken the business model, reallocated financial resources, right? Like h how how can this teacher do something different, right? So, we're so thankful for our community partners and we're really dedicated to transform this process for kids. >> I don't want I I don't want the board to ask a question. I don't even know just for you. Um are you guys then like talking to people that graduated
068out of the program? I know it's very new, right? Like I just had one that graduated. have went through it, didn't graduate through it, but how the skills help them later on down the line, whether it's a college or professional life because I think that's the feedback that's probably going to give you the most input on how to approve the program going forward because they're going to know what skills are transferable for for future use. So, I mean, it just be something that I I know you can't get because it's you're very new, right? But Tactic Team 3 is does exactly that. And um when we have our community members, they want that quantitative data. And you know, like what we want to do is make sure that we provide them uh the opportunity, right?
069And we want to definitely follow that, but that's where the community comes in. When when baseball kids are applying for jobs out in the community, are you seeing the seven attributes that we push in Bulldog Ready? Are you seeing that they're coming with certifications on their resumes? Like those are the things that we can really track. But it I think it's going to come more from the the business side of because that's what we're trying to do this for. It's a workforce development for the 47006, right? And um you know, we we went into um Sean's not here today, Mr. Townsley. Uh we went in to see the morale company yesterday with our freshman and Trey Peters, one of our VHS grads, is working there and he just takes our freshman kind of under his
070wings and is just showing them that that process. But it's cool for us to see, you know, going back to our why, 72% of our kids went off to college and in our 2019 cohort and only 75% of them pursued to year two. Trey Peters is one of those examples through Bulldog Ready through through your through through your kids uh as well graduating. Did they have a clear pathway when they left? You know, we always use that career tree. Are they going right into the workforce? Are they going to a two-year or getting some certifications before they go off to the workforce? before they go into those professional careers, those four-year uh opportunities, but we're providing them opportunities on all three of those levels for them to make that informed decision so we don't have
07125% of our collegegoing kids not return for year two. That's that's the ultimate goal of that. But that is a a data point that we we need to make. And what we're going to do the next couple years is just track even our juniors and seniors of how many kids are undecided when they're when they say what they're going to do because that's what we're trying to really we're letting the kids try on these careers through Bulldog Ready and so that they have a clearer picture of what it is their next step is. That's a great question. >> I think I'll piggy back on Mr. Wer is you you went to high school here Kyle Lane great high school right I think when we started boarding the GL process transformational learning there was a starting
072point freshman sophomore year so some of our recent graduates had great experience but they really haven't gone through that transformational process we're we're one of the few schools in the country to kind of do K12 most of the time it's just high school focus so but your point well taken like we we need that data to glean like what's working well for us at the back >> I agree I knowing what we're doing in K to 12, we have to find out how successful we are when they when they leave. >> We can somehow track that. That's a hard I think it's really, you know, it's it's kind of scary to look like my kids are 20, 20, 36 and 20, 35 graduates. You know, it seems like a long ways away. in 10 years,
073you know, when they graduate, what what does their graduation class look like compared to 2025 or or be 2005, right? >> I think the data we lean on and Kyle touched on is we we were proud to say like 70% of BYU directors go to college. Proud of that. But then we also say about 40% of the students come home after year one because they weren't sure what they want to do in college. That's a big expense to pay for, right? So the goal is when you go to college ultimately you want to be employed we want everybody to be employed instead of saying you're going to college I want to be a chemical engineer well this is the track you're going to take to be employed as a chemical engineer so again philosophy and
074you should be exposed to that not just your freshman year K through8 there should be those opportunities to be exposed to careers interests passions and relevance so again just we we will it would probably take three days of conversation to really unpack what's going on in our school corporation I just want you to have snippets here and That was a lot of information. >> We're excited about it. We're proud of our work. >> I think this is going to be the longest meeting in history. I'm >> kidding. I probably still get it done. >> No m >> I know I I haven't broke that yet. >> Okay. So, this is the point where we open it up for patron comments. Um, you're invited to share your topics, comments, opinions. We just ask that you keep
075it school related and you do not mention an employee or a student. >> Gota sure uh yeah, so Chris touched a little bit on the subject of why I'm here, but um I think everybody knows me. If you don't, my I had two daughters come through here already. Felt like they represented this school pretty well. Have a son right now. Feel like he does a pretty good job representing our school. Um I'm one to challenge people uh always am but in a respectful manner and uh usually with some best interest of our kids in our school. So you know what I'd say is that I recently sent an email to some of our administrators concerning our administrator's coaching. Um and it's no reflection upon the administrators themselves. It's more about the fact that it's concerned
076me for years because I had a daughter that played basketball at Mesville. the basketball coach was the AD and obviously that is hard when you're trying to have conversations about coaching going to the AD. He was also the coach or having to go up the chain of command and really understanding that chain of command. I know we have a similar situation in our basketball program. I know we have a similar situation in our football program. Obviously, some people including myself didn't know the whole football situation this year until the Lawrenceburg game when Murray came down and coached. Um, and to be fair, like it's not on the roster. So, if we go look at the roster of the football program, there is no coach listed there. It's not in the board minutes. I checked those
077before. So, it starts to create this perception of transparency, right? And so like I'm not necessarily concerned on whether individual programs have challenges that we have we have athletic director, we have school board, we have administrators that do that. They should talk to parents, they should talk to others in the community and see whether or not any program whether it's athletic or not athletic is is a problem. But what I am concerned about is just that do we have the proper structure in place? Right? If I have an issue with a I put in here to make sure I get it right. If I have an issue that arises, where can I go? Coach report to the AD. the AD reports to the principal, the principal reports to the superintendent, but all three of those
078people are on staff. So, it becomes a very hard conversation even here in front of you guys, like in front of, you know, the superintendent, right? And I'm okay with that. I'm okay with having difficult conversations because I feel growth comes from difficult conversations. But, you know, I just think that it really becomes a problem and whether it's a perception or reality, it creates a place where there is perception for conflict of interest. There's also, you know, the idea that um we put in here as well that can the person really act impartial or deny that they were part of any discipline problem if they're part of the staff, right? Not saying they are, but it becomes very hard because there's a lot of conversations that go on between coaching staffs and teachers and others.
079So, um I just want to raise that up. I think that we need to have dialogue about it. I would say also that this is no reflection but it is a challenge to you guys is that the opinion of this school board is is that I can come here and present my case. I can't have dialogue okay but I can present it and the only way for me to have a conversation with anybody is to have individual conversations with each individual school board member which then creates possibilities of different conversations no consistency. So, as a parent, whether it's I'm a band member or whether I'm a community member, it becomes very hard to engage in dialogue. And look, I know people come here and cause problems. I get it, right? But there's also people here
080like me who are fine with just having a conversation and giving our viewpoints. And I think everybody here understands my viewpoint on this particular subject, right? Um, so I think it's a structural problem. You know, it's not a personal problem. This is not personal. I live it every day in the business world. I know it's hard to find coaches. I know it's a difficult task, but that doesn't mean that we shouldn't have a process in place that whether perceived or reality there's a a conflict of interest. So, that's kind of my challenge to this board is that please take it under review, communicate out what you're doing, let people know like on what the decision was, engage them because um I think it's just going to lead to problems. It led to problems for me
081three years ago being very transparent. Um, and I wasn't going to sit and let it happen again because I don't think it's good for anybody involved. So, other than that, I appreciate the time. Happy to talk with anybody here. I know I know we're not supposed to name, but I talk to Paul and talk to others, right? So, that's okay, right? And you may have different viewpoints than me, but I think it's good if people can express few points because that's where come from. So, thanks everybody. Thank you. >> Thank you, Chris. We'll take everything under consideration. >> Thank you, Mr. Wy. We'll continue on. The next action item for your consideration is a sick bank sick bank usage form. Again, this you do not see these very often. So, just for a history lesson,
082there is a a definition of a sick bank where certified and classified employees can donate one of their sick days into the bank and if they exhaust or need to access additional sick days, there's a committee to do that. We didn't really have an easy to find sick bank usage form, which is which is good. That means we don't utilize the sick bank a lot. But this is a a recommendation to a teacher conversation about approving this form. so we can put it on the website so that if an employee needs to access the sick bank they can easily find that form. So with that I see a recommendation to approve the sick bank form as present. >> Does anybody have any questions about the sick bank form? >> I'll make a motion to approve.
083>> Thank you Larry. Do I have a second? >> Yeah I will second. But briefly on that was going to kind of cross talk here with Dr. Huber's presentation on the grow model. Is this possibly I don't know how often this is utilized, but is this possibly something we can include as far as a leadership point that the teacher's willing to donate their personal sick days to the bank as far as a team effort? Is that something that can be factored in just something for consider? >> Yeah. No, great question. So the quick and down is in the contract is contractual. Okay. >> So that that's why there's a monetary attachment to salary benefits. >> Understood. >> Yeah. >> I will second. All those in favor say I. I. >> I. All those post say
084sign. Motion carries. >> Thank you very much Madam President, members of the board, the next action item for your approval is the teacher evaluation role model. Uh you heard Mr. Dr. talk about that. Take a motion to approve that model as presented with the caveat Ma that it will probably look in the next. I will I will make the motion to approve the grow model, but but I would appreciate a report back after this is utilized both from administrative and from the teacher perspective with somebody from the BEA to to report back directly from them as their thoughts on it one way, shape or form as how it goes through the implementation process just because it's it's it's new. It's it's it's personalized. It's personally developed for our school corporations. Just hearing that from the
085teachers would provide me some comfort as as a school board. >> Absolutely. Honorable Warren West, it is it is unusual again, right? When you have to evaluate employees, it's just one of those things like we'll do our best and the idea is not to evaluate. The idea is to grow professionally. So >> have a second. >> I'll second. >> Thank you, Larry. All those in favor say I. >> I. All those opposed, same sign. Motion carries. >> Thank you. Uh the last one for consideration, this is probably the heaviest hitter. We have some parking concrete bumpers that we need to declare obsolete decisions there. We at one time in our parking lot, we used to have a lot of concrete bumpers to stop traffic flow. We no longer use those. There's been some inquiry from
086community members about potentially utilizing those uh as school as school purchase. We can't just give it away. It has to be declared obsolete. So with that, I'll let Mr. Hunter take a little deeper dive. gonna seek a motion to uh approve some concrete bumpers. Miss John, anything you want to add to that? >> Most of the paving work we did this summer and especially in the school bus lot, um we pulled a bunch of them out and they are going to try to um continue without the need for those in the future, which makes it much easier to clean snow in the winter. Um but they they do degrade over time from the weather, so there's a shelf life. we can't store them just indefinitely. Um, we in the past items like that if we
087can't use them, we check with the city or parks department and other places, but I do know that there have been churches and other groups that have reached out to some of our maintenance people because right now they're stacked up on the corner of the bus lot near the innovation center. Um, we have plans to to use some of those around the district over fall break. After that, um then we would probably look to um to try to find another home for them or else we would have been sending them down to recycle probably at least. >> Any other questions on that? >> Can I get a motion to approve the >> motion to approve it? >> Thank you, Larry. Do I have a second? >> I have a second. >> Thank you, Bla. All
088those in favor say I. >> I. All those at the same time sign motion carries. >> Thank you, Madam President. We're rolling the superintendent report. I just want to update this board that BCF annual campaign was successful. It did raise $50,000 towards the completion of the Basil Middle School outdoor eco app. And that just for your awareness after our November board meeting, we will go down and tour the new Batesville High School Student Success Center, which was the annual campaign project last year. Additionally, I want to report to this board. I have more information for we had a successful bond sale. We got a really good interest rate, better than expected. The interest rate was 3.117%. I think the numbers you saw was 4%. So, what's that do to decrease back? So, we're very successful
089bond sale. More information to come on that. And then just again roll through some upcoming events. As always, very busy time of the year. Fall break starts next week. Friday is our last day of school, but when we come back, we have baseball middle school musical at the high school auditorium, Red Ribbon Week, sound bites, music boosters event at Ron Weber 6 p.m. on the 28th. And then on the October 30th, 31st Halloween fourth grade minute immediate fair, which seems appropriate. In November, we have another professional development day. Obviously, November 11th is Veterans Day, and we have a long-standing veteran program at the middle school. They'll actually be on WRBI tomorrow morning to talk about that. the ISO love closet donation collections week 14th, November 17th, American Education Week, and then our November school board
090meeting will tour the faithful high school success center afterwards on the 19th. No school on the 26. And then before you know, we'll be taking time off for Thanksgiving break. So, I just wanted to run through those upcoming dates with you. And with that, Madam President, give the board an opportunity for any comments. >> None. Cler, >> I I don't I have any I I've provided sufficient comment today. >> Larry to a successful short. I had one of the best >> quick recovery for