[1. Meeting Opening] [00:00:06] >> GOOD EVENING, EVERYONE. IT'S 7:00 P.M.. WE'RE GONNA START THE MEETING. PLEASE STAND FOR THE PLEDGE OF ALLEGIANCE. [2. Snapshots of Success] >> SO STARTING OFF WITH SNAPSHOTS OF SUCCESS WITH BEFORE THE BELL. MS. EMILY EVETTS. >> GOOD EVENING. I DON'T THINK IN MY SIX YEAR OF BEING HERE I HAVE EVER GOTTEN TO STAND UP HERE AND BRAG ABOUT SOMETHING I HAVE HELPED ACTUALLY DO, SO I'M EXCITED TO RECAP BEFORE THE BELL. THIS WAS OUR SECOND YEAR DOING THIS EVENT. IT FIRST STARTED LAST YEAR USING SOME GRANT MONEY FROM THE LILY FUND FOR PARENT ENGAGEMENT. DR. STOKES ENCOURAGED US TO DO IT AGAIN AND SO WE CAME UP WITH A PLAN TO MAKE IT BIGGER AND BETTER THAN EVER BEFORE, AND THERE'S SO MANY PEOPLE TO THANK; BUT BEFORE WE GET STARTED ON THAT, I HAVE A QUICK LITTLE RECAP VIDEO TO SHOW FOR THOSE WHO WERE NOT ABLE TO ATTEND. ♪ ♪ REALLY PROUD OF HOW MUCH WE WERE ABLE TO ACCOMPLISH IN A PRETTY SHORT TIME SPAN. I MEAN, I DIDN'T EVEN PLAN MY CHILD'S FOURTH BIRTHDAY PARTY SO THIS TOOK PRESS DENT OVER THAT. RECAP OF SOME OF THE NUMBERS, WE HAD 24 SCHOOL INFORMATIONAL BOOTHS SO INCLUDING OUR PROGRAMS AS WELL AS OUR SCHOOLS ALONG WITH SOME OF OUR DEPARTMENTS. WE HAD 14 COMMUNITY EDUCATION PARTNERS THERE. WE ALSO HAD FIVE FOOD VENDORS. WE HAD TWO INFLATABLES AND AIRBRUSH ARTISTS, BALLOON AR ARTIST. WE HAD OUR FFA PETTING ZOO. WE HAD CHEER AND DANCE FROM BOTH OF THE HIGH SCHOOLS, BOTH MARCHING BANDS PERFORMED. WE ALSO HAD BOTH MASCOTS THERE. WE HAD SOME TALENT KIDS FROM BACH TO ROCK THAT PERFORMED AT THE END OF THE NIGHT AND EVENTS, OUR OWN PERSONAL EMCEE FROM ADMIN HERE, BRAD SILVER. HE WAS ABLE TO ANNOUNCE THE WHOLE THING SO IT WAS GREAT TO SEE. AND THEN WE HAD SOME GREAT TEACHER PROGRAMS HELPING OUT. WE THAT ZOT ARTZ FROM RIVERSIDE. THEY WERE A SNAPSHOT THIS FALL. WE HAD FISHERS HIGH SCHOOL ROBOT PICKS TEAM OUT THERE WITH TEACHERS AND RESIDENCE. OBVIOUSLY MS. LANG DID YOGA IN THE LAWN FOR US, WHICH WAS REALLY FUN, AND THEN THE FOUNDATION SUPPORTED THEIR SELFIE BOOTH FOR US SO I HAVE JUSTIN FROM THE FOUNDATION ALONG WITH A STUDENT VOLUNTEER WHO WORKED THE EVENT, ALSO A STUDENT BOARD MEMBER FOR THE FOUNDATION, AND ABBY BROWN. I WOULD LIKE TO WELCOME THEM UP. THANK THE CITY FOR THEIR PARTNERSHIP IN AUTOMATIC OF THIS, ESPECIALLY THE PARKS AND REC. WE STARTED OUT WITH A GENTLEMAN NAMED GABE AMICK, WHO REALLY KIND OF BRINGED THIS WHOLE THING TO FRUITION WHEN I TOLD HIM THAT WE WANTED ALL OF THESE THINGS. HE SAID HE COULD MAKE IT HAPPEN SO HE DID AND WAS REALLY A PHENOMENAL PARTNERSHIP THAT WE HAVE FORMED, AND I THINK THE CITY'S ON BOARD TO HELP US DO THIS AGAIN NEXT YEAR AND JUSTIN WILL TALK A LITTLE MORE ABOUT HOW WE MAY EXPAND WITH THE HELP OF THE FOUNDATION. >> THANK YOU, EMILY. GOOD EVENING, EVERYBODY. IT'S GREAT TO BE IN FRONT OF YOU ON THE FIRST DAY OF SCHOOL TO TODAY. WHEN MOMENTLY TOLD ME WE WOULD TALK SNAPSHOT, I REACHED O OUR STUDENT. IT'S IMPORTANT TO HAVE ONE HERE THE FIRST DAY OF SCHOOL. [00:05:02] THERE'S A STACK BACK THERE FOR THE AUDIENCE AS WELL. THIS IS WHAT WE HANDED OUT AT BOOTHS AND ABOUT THINGS WE DO AS A FOUNDATION. THERE'S A LOT OF NEW FAMILIES, MAYBE PEOPLE WHO DON'T KNOW WHAT SCHOOL THEY'RE GOING TO, WHAT BEFORE THE BELL IS, WHAT HSE FOUNDATION DOES. SO EVERYBODY WHO CAME TO OUR BOOTH GOT A PRINTED PICTURE THEY COULD PUT ON THEIR FRIDGE. THIS IS INTENTIONED TO GO ON YOUR FRENCH AS A MAGNET FRAME. THANK YOU FOR SHOWCASES THAT. WE ALSO THIS YEAR HAD -- YOU SAW IN IT THE VIDEO -- WE HAD A SCHOOL MASCOT CUTOUT FOR SCHOOLS SO THAT'S FEEDBACK WE GOT LAST YEAR. THEY WANT TO SHOW WHAT GRADE AND SCHOOL THEY'RE IN SO WE DID THAT THIS YEAR AND WERE EXCITED A COUPLE OF GARAGE PROJECTS WERE FEATURED THIS YEAR LIKE ZOT ARTZ. BOB RICE AND SOME ENERGY PIECES WERE OUT THERE SO WE WERE EXCITED ABOUT THAT, AND EMILY ASKED TO BRING A FEW COMMUNITY PARTNERS LIKE BACH TO ROCK WITH A STUDENT BAND WHICH WAS GREAT. WE THINK WE COULD ADD TO ADD COMMUNITY BUSINESSES BUT I WILL WELCOME SAMARA LEE. HER MOM IS ONE OF OUR WONDERFUL ASSISTANT PRINCIPALS HERE TONIGHT, BUT SAMARA IS A STUDENT BOARD MEMBER GOING INTO HER SECOND YEAR, A SENIOR AT FISHERS HIGH SCHOOL, AND I AM TALKING ABOUT THE BOOTH, BUT SHE WORKED FOR TWO HOURS SO SHE CAN TELL YOU WHAT SHE SAW AS SHE INTERACTED THE FAMILIES. >> YEAH, THANK YOU. HELLO, EVERYONE. MY NAME IS SAMARA LEE, CURRENT SENIOR AT FISHERS HIGH SCHOOL. I'M ALSO A STUDENT BOARD MEMBER ON THE HAMILTON SOUTHEASTERN EDUCATION FOUNDATION. IN MY ROLE, I HAVE HAD THE OPPORTUNITY TO VOLUNTEER AT EVENTS SUCH AS MUD STOCK AND FHS ALUMNI REUNION BUT LAST WEEK BEFORE THE BELL CELEBRATION HAS BECOME ONE OF MY FAVORITES. IT WAS HEARTWARMING TO SEE FAMILIES COMMEMORATE THE START OF THEIR YEAR, AND THE KIDS WERE SO HAPPY TO BE PHOTOGRAPH WITH THEIR SCHOOL LOGO SKINNED. WHEN I ASKED STUDENTS WHAT THEY WERE LOOKING FOR, RESPONSES INCLUDED NEW TEACHERS, SEEING FRIENDS, LEARNING NEW SUBJECTS, AND OF COURSE RECESS. I HOPE EVERYONE -- STUDENTS, TEACHERS, FAMILIES, AND DISTRICT STAFF -- ENJOYED A WONDERFUL FIRST DAY OF SCHOOL. AT FHS, SERVICE CERTAINLY A BUSY DAY GETTING ACCUSTOMED TO NEW SCHEDULING AND FOR FRESHMEN, NEW BUILDING, BUT WE'RE LOOKING FORWARD TO A FANTASTIC YEAR. THANK YOU. >> AND IT DID TAKE THE HELP OF THIS POSSIBLE, AS WE MENTIONED BEFORE. 3,000 PEOPLE WAS A 50% ESTIMATED INCREASE FROM THE YEAR BEFORE SO THE WONDERFUL THING IS THIS ENTIRE EVENT WAS FREE TO OUR FAMILIES, EXCEPT THE FOOD TRUCKS, SO WE THOUGHT IT WAS REALLY NICE TO OFFER THIS FUN EXPERIENCE AND GIVE THEM A LITTLE HEAD START IN MEETING SOME SCHOOL STAFF. WE SENT A POST SURVEY TO PRINCIPALS AND EVERYBODY WHO PARTICIPATED TO GET SOME FEEDBACK ON THE TIME OF THE EVENT, THE DAY, ANYTHING ELSE I THINK WE COULD ADD. WE WANT TO TAP SAMARA'S BRAIN IN GETTING MORE OF THE SECONDARY STUDENTS INVOLVED. WE KNOW THIS IS MORE GEAR IF TOWARDS OUR YOUNGER STUDENTS BUT WE WILL DEFINITELY WANT TO HAVE THOSE OLDER TEENS ENJOYING THEMSELVES AS WELL. IF YOU HAVE ANY OTHER QUESTIONS, WE'RE HAPPY TO ANSWER. >> YOU DID A FANTASTIC JOB. THERE WAS THIS SUCH A HUGE TURNOUT, AND MR. RUPP IN THE BACK OF THE ROOM WAS MY FANTASTIC JONAH STUDENT SO HE DID GREAT TO HELP KIND OF GET OTHER PEOPLE UP AND MOVING AROUND, BUT I THINK IT WAS JUST, IT WAS A GREAT TURNOUT, AND I WAS EXCITED TO SEE EVERYONE IN THE COMMUNITY THERE, ESPECIALLY ACROSS THE ENTIRE COMMUNITY, ALL STAKEHOLDERS AND PARTICIPATING IN SUPPORT OF THE DISTRICT SO IT WAS A WONDERFUL JOB. THANK YOU. >> I JUST WANT TO MAKE A QUICK COMMENT. I, UNFORTUNATELY, WAS OUT OF THE AREA FOR A FUNERAL, BUT THE RESPONSE I'VE HEARD FROM PEOPLE, WHETHER IT WAS FACE-TO-FACE OR SOMEONE MESSAGED ME IT WAS AFTER GREAT EVENT SO I JUST WANT TO SAY GOOD JOB AND I'M GLAD TO SEE THE DISTRICT PUT SOMETHING LIKE THAT ON FOR OUR SCHOOL. THANK YOU. >> SO EMILY KNOWS WE APPRECIATE THE WORK THAT SHE DOES, BUT I WILL SAY THIS IS OUR LEGACY, EMILY, TWO YEARS IN THAT ROW. OUTSTANDING. ABSOLUTELY OUTSTANDING. AND OF COURSE WE LOOK FORWARD TO DOING IT AGAIN AND EVEN TOPPING, IF YOU CAN TOP THIS YEAR. THANK YOU TO THE EXTERNAL STAKEHOLDERS WHO HELPED AND OF COURSE STAFF INTERNALLY THAT ASSISTED AS WELL. >> ALL RIGHT. THANK YOU ALL. >> OKAY. CAN WE GRAB A QUICK PICTURE WITH SAMARA, AT LEAST? >> ABSOLUTELY. [3. Public Comment] [00:10:21] COMMENT. WE HAVE ONE INDIVIDUAL SPEAKING TONIGHT AND JUST KIND OF A QUICK RECAP UNDER OUR POLICIES AND PROCEDURES. JUST GIVE THE BOARD AS MUCH INFORMATION AS POSSIBLE. THIS IS NOT MEANT TO ENGAGE IN DEBATE BUT INFORM. YOU HAVE THREE MINUTES TO SPEAK AND MORGUI MOTIONING TO MY SPEAKER COMING UP HERE, CHRISTINE MADELEINE. >> GOOD EVENING. HSE SCHOOL BOARD MEMBERS, DR. STOKES AND OUR AUDIENCE, I WOULD LIKE TO PRO SIDE COMMENTS ON AGENDA ITEM 6.01, SCHOOL IMPROVEMENT PLAN. IN REVIEWING THE TWO DIFFERENT DOCUMENTS WE WILL SEE LATER THIS EVENING, I NOTED THERE WAS NO MENTION OF ENGLISH LANGUAGE LEARNERS, ELL, IN THE CHART DESCRIBING SCHOOL IMPROVEMENT PLAN. ACCORDING TO THE INDIANA DEPARTMENT OF EDUCATION, FOR 2020-21, 4.9 OR ABOUT 1,000 PLUS STUDENTS OF THE HSE STUDENT POPULATION ARE CLASSIFIED AS ENGLISH LANGUAGE LEARNERS. IN REVIEWING THE DOCUMENT PROVIDE, I DID NOT SEE A MENTION HOW HSE SCHOOLS WOULD ADDRESS ELL LEARNERS IN THE SCHOOL IMPROVEMENT PLANS. AS A TEACHER AND ADMINISTRATOR IN LONG BEACH UNIFIED SCHOOL DISTRICT IN LONG BEACH, CALIFORNIA, FOR 30-PLUS YEARS, I TAUGHT AS A PRINCIPAL IN SCHOOLS THAT HAD ANYWHERE FROM 20% TO 45% OF THE SCHOOL POPULATION AS ENGLISH LANGUAGE LEARNERS. I ALSO HAVE A LANGUAGE DEVELOPMENT SPECIALIST CERTIFICATE CREDENTIAL FOR LIFE, WHICH WAS REQUIRED TO TEACH ELL STUDENTS. LONG BEACH UNIFIED HAD A TOTAL SCHOOL ENROLLMENT OF THAT TIME OF 70,000 STUDENTS. OVERALL ELEMENTS FOR ASSIST ELL STUDENTS MIGHT BE HSE NEEDS TO HIRE OR HAVE ACCESS TO TRANSLATORS, BILINGUAL TEACHERS, EDUCATOR WHO HAVE TRAINING OR CERTIFICATION IN TEACHING ELL STUDENTS. ON A PROFESSIONAL AND PERSONAL BASIS, THESE FOLLOWING STRATEGIES WORK FOR MY TEACHERS AND MYSELF IN THE CLASSROOM WHILE TEACHING ELL LEARNERS AND HSE TEACHERS MAY BE DOING SOME OF THESE ALREADY. ELL STUDENTS ENJOY ROUTINE IN STRUCTURE AND LEARN BEST WITH A FRIEND IN THEIR CLASSROOM WHO HELPS THEM OUT AT RECESS, LUNCH, AND THROUGHOUT THE SCHOOL DAY. ENGLISH LANGUAGE LEARNERS NEED A PURPOSE FOR USING LANGUAGE, SOCIAL FUNCTION, AND NEED TO UNDERSTAND HOW TO USE A LANGUAGE MEANINGFULLY. ORGANIZED ENGLISH-SPEAKING STUDENTS VOLUNTEER TO MEET IN THE LIBRARY OR ANOTHER EMPTY CLASSROOM WITH A TEACHER. COUNSELORS OR SOCIAL WORKERS DURING LUNCH OR RECESS WHERE THEY CAN KNOW THE NON-SPEAKING ENGLISH STUDENTS BETTER, EVEN IF THEY'RE NOT IN THE SAME CLASSROOM OR GRADE LEVEL. POSITIVE REINFORCEMENT, USE SHORT LESSONS, GRAPHIC ORGANIZERS, THINK PAIR SHARE TEACHING STRATEGIES; BRING IN A REAL APPLE FOR THE OBJECT AND WORD APPLE OR PUZZLE WITH PUZZLE PIECES FOR THE WORDS PUZZLE AND PUZZLE PIECE, PUZZLE PIECES. THANK YOU KINDLY FOR YOUR TIME. >> THANK YOU. MOVING ON TO AGENDA ITEM 4.0, [4. Consent Agenda] CONSENT AGENDA. ITEMS PRESENTED ON THE CONSENT AGENDA 4.01 BOARD MEMBERS AND 4.02 CERTIFIED STAFF REPORTS, 4.03 CLAIM AND PAYROLL. 4.04 BUS DRIVER RATE. AND I THINK ACTUALLY THERE'S FIVE -- I TAKE THAT BACK. 4.05, STUDENT NURSING WAGES FOR LPN. DO I HAVE A MOTION TO APPROVE? >> I MOVE TO APPROVE AS PRESENTED. >> SECOND. >> ALL IN FAVOR OF APPROVING THE CONSENT AGENDA SAY AYE. ANY OPPOSED? SAY NAY. MOTION PASSES 7-0. MOVING ON TO ACTION ITEMS [5. Action Items] SUBJECT 5.01, GO 3.02. 10, TEACHER APPRECIATION GRANTS. WITH THIS REQUIREMENT, THERE ARE NO CHANGES REQUIRED FOR THE TEACHER APPRECIATION GRANT POLICY. HOWEVER, THE STATUTE DOES REQUIRE THE POLICY BE ADOPTED ANNUALLY. THAT'S THE REASON WHY IT IS MOVED TO AN ACTION ITEM TO APPROVE TONIGHT. I DO HAVE A MOTION TO ADOPT THE TEACHER APPRECIATION GRANT POLICY? >> I MOVE TO APPROVE THE TEACHER APPRECIATION GRANT POLICY G 03.02.01 AS PRESENTED. >> SECOND. >> IS THERE ANY DISCUSSION? >> NOT A DISCUSSION BUT DO WE WANT TO SAY WHAT THIS IS? I MEAN, I KNOW THAT WE DO IT EVERY YEAR AND IT'S A GRANT [00:15:01] APPRECIATION, BUT DOES ANYBODY WANT TO GIVE LIKE A SUMMARY OF WHAT IT IS? WHAT THE APPRECIATION IS FOR? IT JUST SOMETHING THAT'S DONE ANNUALLY, RIGHT? >> CORRECT. >> YEP. >> DR. STOKES, YOU WANT TO SPEAK TO THAT? >> BASICALLY THE TEACHER APPRECIATION GRANT IS A FUNNING AMOUNT SET ASIDE FROM THE STATE THAT WE CAN PROVIDE TO OUR TEACHERS. IT GIVES US INFORMATION ABOUT HOW WE NEED TO SEPARATE EFFECT VERSUS HIGHLY EFFECTIVES, AND WE USE THAT MONEY IN OUR DISTRICT TO NOT JUST GIVE TO OUR TEACHERS IN THE ACTUAL CLASSROOM BUT SUPPLEMENT ADDITIONAL MONEY FROM OUR FUNDING SO THAT ALL OF OUR TEACHERS ARE ABLE TO HAVE A PORTION OF MONEY -- IT'S REALLY AN "I APPRECIATE YOU" MONEY IS WHAT I GET IT AS. THAT'S THE TEACHER APPRECIATION GRANT. >> THANK YOU. >> HI, ALL THOSE IN FAVOR OF APPROVING POLICY G 03.02.01, TEACHER APPRECIATION GRANT, SAY AYE. >> AYE. >> THOSE OPPOSED SAY NAY. ALL RIGHT, PASSES 7-0. MOVING ON TO POLICY NUMBER 5-POINT -- ITEM NUMBER -- EXCUSE ME, SUBJECT NUMBER 5.02, POLICY G 02.15 AND K 10.00, BACKGROUND CRIMINAL HISTORY INFORMATION. I BELIEVE SARAH, YOU WILL SPEAK ON THIS? >> SURE. YEAH. THIS IS ONE THAT WE, -- THERE WAS A BILL PASSED IN THE LEGISLATURE THAT WENT INTO EFFECT JULY 1 THAT STREAMLINED THE WAY THAT WE DO CRIMINAL HISTORY CHECKS AND ADDED SOME ... SPECIFICITY ON CERTAIN OFFENSES THAT WE NEEDED TO ADD TO OUR POLICY TO BE IN COMPLIANCE WITH LAW. AND SO THIS POLICY JUST GOES AHEAD AND DOES THAT AND RESTATES THOSE SPECIFIC PARTS OF THE LAW TO ENSURE THAT WE'RE IN COMPLIANCE WITH WHAT THE GENERAL ASSEMBLY REQUESTED OF US. >> WOULD YOU SAY WE'RE ADDING TO IT AND NOT NECESSARILY ANYTHING EXISTING? >> CORRECT. >> ADDING THE LEGAL PART TO IT? >> CORRECT. >> THE ONLY PART WE WOULD BE REMOVING IS IF IT WAS SOMETHING THE LEGISLATURE REMOVED AND SORT OF REWORDED SOMEWHERE ELSE. THAT WOULD BE THE ONLY DELETION THERE. >> OKAY, THANK YOU FOR THAT. >> YEP. >> ALL RIGHT. DO I HAVE A MOTION? >> I MOVE TO APPROVE THE POLICY G 02.15K AND K 10.00 BACKGROUND CRIMINAL HISTORY AS PRESENTED. >> DO I HAVE A SECOND? >> SECOND. >> ANY FURTHER DISCUSSION? ALL RIGHT. ALL THOSE IN FAVOR OF APPROVING ITEM POLICY -- I'M BACKING UP. POLICY G 02.15 AND K 1.10.00, BACKGROUND CRIMINAL HISTORY INFORMATION, SAY AYE. >> AYE. >> THOSE OPPOSED SAY NAY. MOTION PASSES 7-0. MOVING ON TO SUBJECT 5.03, RESOLUTION TO AUTHORIZE ELECTRONIC FUNDS TRANSFER. MS. STEPHANIE WILL TALK TO US TONIGHT. >> GOOD EVENING. WE HAVE BEFORE YOU A RESOLUTION THAT JUST ALLOWS OUR DEPARTMENT TO MAKE PAYMENTS THROUGH EFT OR ECH. THIS IS PRETTY STANDARD. MR. GREIS SEL HAS REVIEWED AS WELL AND WAS A REQUEST FROM STATE BOARD OF ACCOUNT IN THE JUNE 2023 BULLETIN. WE HAVE A RESOLUTION ON FILE FOR THIS. >> DO I HAVE A MOTION? >> I MOVE TO APPROVE RESOLUTION NUMBER 2023-01, AUTHORIZING ELECTRONIC FUNDS TRANSFER AS PRESENTED. >> SECOND. >> ANY DISCUSSION? >> JUST TO MAKE A COMMENT THAT THIS IS NOT NEW. WE HAVE DONE THIS EVERY YEAR, AND IT'S NOT NEW -- >> WELL, THE RESOLUTIONS A ONE-TIME THING. >> CORRECT. >> SO YOU WON'T HAVE TO PASS IT AGAIN. >> CORRECT. >> WE DON'T CURRENTLY HAVE A RESOLUTION FOR THIS ON FILE. >> HAVEN'T WE HAD EFTS IN THE PAST? >> YES, AND THEY ON YOUR CLAIM DOCKET AS CHECKS. >> BUT THIS RESOLUTION IS NEW. >> YES. >> OKAY, THANK YOU. >> ALL RIGHT. ALL THOSE IN FAVOR OF APPROVING RESOLUTION TO AUTHORIZE ELECTRONIC FUNDS TRANSFER SAY AYE. >> AYE. >> THOSE OPPOSED SAY NAY. ALL RIGHT, MOTION PASSES 7-0. MOVING TO SUBJECT 5.04, COCA-COLA RENEWAL CONTRACT. >> YES, YOU HAVE BEFORE YOU A PROPOSAL JUST TO EXTEND OUR AGREEMENT WITH COCA-COLA FOR ANOTHER FIVE-YEAR TERM. THIS IS SUBJECT TO ANY CHANGES FROM ATTORNEY REVIEW. MR. GREISEL HAS TAKEN A FIRST PASS AT IT AND WILL GO BACK AND NEGOTIATE A FEW OTHER THINGS, BUT THIS PREDOMINANTLY IMPACTS OUR FOOD SERVICE DEPARTMENT, ATHLETIC DIRECTORS, AND FOOD [00:20:02] SERVICE. SO THE AGREEMENT. MARKETING FEE AND ANNUAL FOOD SERVICE FEE AND EDUCATION FOUNDATION CONTRIBUTION. PRODUCT REBATES AND SOME FREE PRODUCT SUPPORT. THE FINANCIAL CONTRIBUTIONS REMAIN THE SAME, EVEN THOUGH OUR CONSUMPTION HAS DECREASED OVER THE YEARS. >> AND AGAIN, JUST CLARIFYING AS WE KIND OF WENT THROUGH THIS AGENDA HERE, JUST TO HAVE INFORMATION FOR THOSE THAT ARE LISTENING AND THOSE THAT ARE HERE TONIGHT, THIS IS FIVE-YEAR CONTRACT. WE WERE JUST IN A FIVE-YEAR CONTRACT. >> YES. >> AND WERE WE IN ONE BEFORE THAT, TOO? I MEAN, HOW LONG -- DO WE KNOW HOW LONG? >> THE OLDEST ONE I HAVE BEGAN IN 2018. I STARTED IN 2019 SO I DON'T KNOW THE HISTORY BEFORE BUT I KNOW WE STARTED THE AGREEMENT IN 2018 IS THE LAST ONE I HAVE. >> OKAY, THANK YOU. >> DID WE HAVE OPPORTUNITY TO SHOP AT OTHER VENDORS FOR, SAY, PEPSI OR WE JUST RENEWING? >> WE DID NOT. >> OKAY. >> WE RENEWED THE FIVE YEAR BECAUSE OF GENEROUS CONTRIBUTION AND SPONSOR FEES AND CONTRACT AND WERE WILLING TO CONTINUE THAT. >> GOT IT; THANK YOU. >> I MOVE TO APPROVE THE COCA-COLA CONTRACT RENEWAL AS PRESENTED. >> SECOND. >> SECOND. >> SECOND. >> ANY FURTHER DISCUSSION? ALL RIGHT, ALL THOSE IN FAVOR OF APPROVING THE COCA-COLA CONTRACT FOR RENEWAL AS PRESENTED SAY AYE. >> AYE. >> THOSE OPPOSED SAY NAY. MOTION PASSES 7-0. >> THANK YOU. >> MOVING TO SUBJECT 5.05, REQUEST FOR PROPOSALS FOR CMC FOR FALL CREEK INTERMEDIATE. WHICH IS CONSTRUCTION MANAGEMENT CONTRACTOR. MR. RAPP? >> GOOD EVENING. I'M HERE TODAY TO ASK THE SCHOOL BOARD TO ASK FOR CMC SERVICE FOR THE NEXT BUILDING UP FOR RENOVATION, FALL CREEK INTERMEDIATE. THIS BUILDING WAS BUILT IN 1988 -- OR 1998; I'M SORRY. IT'S 25 YEARS OLD, AND THE SCHOOL IS CURRENTLY SITS ON 23 ACRES AND HAS ABOUT 830 STUDENTS. THE ANTICIPATED COST FOR THIS PROJECT WITH HARD AND SOFT COST IS GOING TO BE $28,900,000 AND RENOVATION WILL INCLUDE UP INFRASTRUCTURE AND ARCHITECTURE IMPROVEMENTS. WITH YOUR APPROVAL, WE'LL START AFTER DESIGN WITH, IN ABOUT JULY 2024 AND WILL BE COMPLETED IN JANUARY 2026. I'LL TAKE ANY QUESTIONS YOU GUYS MAY HAVE. >> IT'S CURRENTLY 830 STUDENTS? >> ABOUT 831. >> OKAY. >> IT PROBABLY FLUCTUATED TODAY. >> THAT'S NOT -- THESE RENOVATIONS WON'T ADD OR SUBTRACT CAPACITY? >> NO, BUT WITH SOME OF THE CHANGES, THE CURRENT ADMINISTRATION AT BOTH -- WE HAVE TWO BUILDINGS BUILT EXACTLY THE SAME, SAND CREEK AND FALL CREEK. THEY HAVE SOME COMPUTER LABS THERE THEY WANT TO TURN BACK INTO CLASSROOMS OR OTHER RESOURCE ROOMS SO THAT MIGHT CHANGE A LITTLE SO THAT'S WHERE THE ARCHITECTURAL CHANGES COME. >> ALL RIGHT, OKAY. GREAT. THANK YOU. >> DO I HAVE A MOTION TO APPROVE REQUEST FOR PROPOSAL FOR CONSTRUCTION MANAGER CONTRACTOR? >> I MOVE TO APPROVE PROPOSAL FAS PRESENTED. >> SECOND. >> SECOND. >> IS THERE ANY FURTHER DISCUSSION? ALL RIGHT. ALL THOSE IN FAVOR OF APPROVING REQUEST FOR PROPOSAL FOR CMC FOR FALL CREEK INTERMEDIATE SAY AYE. >> AYE. >> THOSE OPPOSED SAY NAY. MOTION PASSES 7-0. >> THANK THANKS, MATT. >> THANK YOU. >> MOVING ON TO INFORMATION [6. Information Items] ITEMS, 6.01, ACADEMIC UPDATE FOR SCHOOL IMPROVEMENT PLANS. DR. MATT. >> GOOD EVENING. I WANTED TO TAKE THIS OPPORTUNITY AS SINCE THIS IS THE BEGINNING OF THE YEAR, IT'S ALSO VERY TIMELY FOR US AT THE BUILDING LEVEL TO BE LOOKING AT AND RE-EVALUATING OUR SCHOOL IMPROVEMENT PLANS. I THOUGHT THIS WAS A GREAT OPPORTUNITY TO GIVE THE BOARD AND OUR COMMUNITY AN OPPORTUNITY TO UNDERSTAND WHAT THAT PROCESS LOOKS LIKE, WHAT KIND OF DEADLINES WE'RE UP AGAINST, AND THEN ON TUESDAY MORNING WHEN WE HAVE OUR WORK SESSION AND PRESENT ACADEMIC DATA ALSO HAVE SOME PRINCIPALS JOINING ME TO TALK ABOUT HOW THEY USE THE DATA THEY RECEIVE INTO THEIR SCHOOL IMPROVEMENT PLANS SO YOU WILL KIND OF SEE THESE TWO THINGS MESH TOGETHER. SO TONIGHT WE'RE JUST GONNA TALK ABOUT THE PROCESS. [00:25:04] WHOOPS. YOU DO IT CAN IT? OKAY. SCHOOL IMPROVEMENT PLANS BEGAN REALLY IN 2001 BUT OUT OF JUST -- TO GIVE YOU HISTORY HERE -- IN 1991, THE STATE LEGISLATURE PASSED PUBLIC LAW 221, WHICH AMONG OTHER THINGS, IT WAS REALLY AN ACCOUNTABILITY MEASURE FOR PUBLIC SCHOOLS, BUT THE OTHER PIECE WAS THAT EVERY SCHOOL HAD TO PUT TOGETHER A SCHOOL IMPROVEMENT PLAN. THEY HAD TO IDENTIFY GOALS, AND THEY WERE SEVERAL ITEMS HAY HAD TO INCLUDE IN THEIR PLAN. THEY HAD TO IMPROVE SCHOOL IMPROVEMENT TEAMS AND CREATE GOALS THAT WOULD LAST THREE TO FIVE YEARS IN A CYCLE. THEY WOULD RE-EVALUATE EACH YEAR AND IF THEY FELT THEY WERE ACHIEVING THEIR GOALS OR ON THEIR PATH COULD CHOOSE DIFFERENT GOALS FOLLOWING THAT. AS I MENTIONED EARLIER, EVERY YEAR A SCHOOL HAS TO, AT LEAST, REVIEW THEIR CURRENT PLAN. WE ENCOURAGE THEM TO UPDATE ALL THEIR DATA, ANYTHING THAT WOULD HELP INFORM THEIR PLAN, ANYTHING THEY COLLECTED THROUGHOUT THE YEAR. AND THEN CONTINUE ON WITH THEIR GOALS. SO THE PROCESS FOR US, WHILE WE MAY HAVE SCHOOLS WHO START THE SCHOOL IMPROVEMENT PLAN, SCHOOL IMPROVEMENT REVISION PROCESS, MAYBE AT BEGINNING OF SUMMER, AT THE END OF THE PREVIOUS SCHOOL YEAR, REALLY THEY NEED TO WAIT UNTIL A BULK OF THE STATE DATA COMES IN FOR THEM TO BE ABLE TO HELP INFORM THEIR PLAN. SO A LOT OF THE WORK COINCIDES WITH ONE OF THE BUSIEST TIMES OF THE YEAR BECAUSE OBVIOUSLY EVERYBODY'S RAMPING UP TO GET THE SCHOOL YEAR STARTED, BUT THEY'RE ALSO BRINGING THEIR TEAMS TOGETHER TO DIG INTO THEIR GOALS, TO PROVIDE UPDATES, AND CHART A COURSE. SO WE HAVE SET UP AN INTERNAL PROCESS WHERE ADMINISTRATOR, THE PRINCIPAL FROM EVERY BUILDING, ALONG WITH WHOEVER THEY WOULD LIKE TO BRING FROM THEIR BUILDING, SET UP A TIME TO MEET WITH DISTRICT-LEVEL ADMINISTRATION TO PRESENT THEIR PLAN TO PROVIDE HIGHLIGHTSES THEY HAVE SEEN FROM THE LAST YEAR TO REMIND US WHERE THEY ARE IN THEIR PROCESS; AND THEN WE OFFER SUGGESTIONS THEY MAY WANT TO TWEAK ALONG THE WAY. WE WILL DO THAT BEGINNING IN SEPTEMBER. OBVIOUSLY IT TAKES A FEW HOUR TO MEET WITH 22 DIFFERENT SCHOOLS AND LISTEN TO THEIR PLANS AND -- BUT WE DO THAT ALSO IN CONCERT WITH THE HSCA, AND I WILL TALK MORE ABOUT THAT AS WE GET TO IT. ONCE WE GIVE THEM THE GREEN LIGHT, THEY UPLOAD THEIR PLANS TO THE STATE, AND THIS YEAR THE DAY FOR SUBMISSION IS OCTOBER 6, FRIDAY, OCTOBER 6. WHAT WILL COINCIDE WITH THAT IS WILL POST THEIR SCHOOL IMPROVEMENT PLAN ON THEIR INDIVIDUAL WEBSITE SO ANYBODY THAT WANT TO SEE A PLAN FROM EACH OF THE SCHOOLS CAN GO TO THEIR SCHOOL WEBSITE AND IF YOU HAVE A STUDENT IN THE SCHOOL, YOU CAN GO TO THAT SCHOOL AND SEE WHAT THEIR GOALS ARE AND SEE THE PLAN. >> CAN I CAN ASK YOU A QUICK QUESTION? >> SURE. >> SO WITH THAT, THEN -- THIS WAS ALREADY DONE LAST YEAR AND THE YEAR BEFORE. >> YEAH. >> SO THE PLAN APPROVED FROM LAST YEAR IS WHAT OUR SCHOOLS USE, THEN, ENTERING INTO THIS NEW YEAR; IS THAT CORRECT? >> WELL, YES, THEY WILL TAKE ANY UPDATES THAT NEED TO BE DONE AND THEY MIGHT DO SOME TWEAKING TO THEIR PLAN, BUT IN GENERAL IF THEY'RE ON A THREE-TO-FIVE YEAR GOAL CYCLE IS, THEY WILL KEEP WITH THE SAME GOAL. THEY MAY TWEAK THE MECHANISMS TO HELP ACHIEVE THAT GOAL ALONG THE WAY AS THEY'RE INFORMED WITH INFORMATION. >> OKAY, ALL RIGHT, THANK YOU. >> GO AHEAD, JEFF. >> SO WHAT'S IN THE PLAN? WHAT I HAVE LISTED ON THE NEXT FEW SLIDES -- AND I ATTACHED AN ADDENDUM TO BOARD DOCS THAT LISTS ALL THE REQUIREMENTS FROM THE STATE -- THAT IS TAKEN VERBATIM FROM THE DEPARTMENT OF ED, EVERYTHING ON THAT LIST I DIDN'T CREATE. IT WAS WHAT WAS, WHAT THE STATE GIVES US AS REQUIRED -- THEY HAVE A REQUIRED SECTION AND THEN AN OPTIONAL SECTION FOR INCLUSION IN THE PLAN. I HAVEN'T NOTED ALL OF THE THINGS ON THAT SEPARATE ADDENDUM, BUT SOME OF THE HIGHLIGHTS THAT I WOULD LIKE TO POINT OUT IS I HAVE SAID THE WORD "DATA" PROBABLY FIVE OR TEN TIMES ALREADY; THAT'S A KEY PIECE AND SO THEY TAKE ALL OF THE -- ILEARN BEING THE BIGGEST ONES, HIGH SCHOOLS INCLUDE GRADUATE RATES, ATTENDANCE RATES. HIGH SCHOOLS WOULD INCLUDE S.A.T. NOW BECAUSE THAT'S A METRIC THEY GET, NOW GET TESTED ON BY THE STATE EVERY YEAR. SO THE DATA PIECE IS VERY IMPORTANT. A DESCRIPTION AND NAME OF ASSESSMENTS, THE LOCATION OF [00:30:04] THEIR CURRICULUM -- WE TRY TO ASSIST THEM AS MUCH AS WE CAN FROM THE DISTRICT LEVEL IN GIVING THEM SOME VERBAGE THEY MAY BE ABLE TO POINT BACK. FOR EXAMPLE, WE POST A LOT OF, ALL OF OUR CURRICULUM ON THE DISTRICT WEBSITE SO THEY CAN REFERENCE THE DISTRICT WEBSITE AS THE LOCATION FOR THESE THINGS; THEY'RE NOT EXPECTED TO HAVE ALL OF THAT IN THEIR PLAN BUT CAN POINT TO WHERE IT IS. ON THE NEXT SLIDE, JUST SINCE WE'RE, WE'RE TALKING ABOUT ASSESSMENTS, I THOUGHT IT WOULD BE A GOOD OPPORTUNITY JUST FOR YOU ALL TO GET A PICTURE OF ALL OF THE ASSESSMENTS THAT OUR STUDENTS ARE ENGAGED IN THROUGHOUT THE SCHOOL YEAR. AND OF NOTE MOST OF THEM HAPPEN AFTER THE FIRST OF THE YEAR SO WE SPEND A LOT OF TIME IN SECOND SEMESTER WORKING THROUGH ASSESSMENTS AND TAKING THOSE REQUIRED ASSESSMENTS. THE ONLY THING ON THIS LIST THAT IS NOT REQUIRED OF US BY THE STATE IS THE N.A.P.E. TEST, THE JANUARY 29-MARCH 8 WINDOW. SCHOOLS ARE RANDOMLY SELECTED THROUGHOUT THE COUNTRY TO PARTICIPATE IN THIS TEST SO YOU CAN SEE TO THE FAR RIGHT THERE CUMBERLAND ROAD ELEMENTARY'S GRADE FOUR WILL BE THE ONLY GROUP IN OUR ENTIRE DISTRICT TAKING THAT TEST, BUT WE'RE REQUIRED TO BE A PART OF THAT. AND THEN THE DATA THEY COLLECT GOES TO THE NATIONAL LEVEL AND HELPS PROVIDE TRENDS FOR OUR COUNTRY OVERALL ON HOW, IN THIS CASE FOURTH-GRADERS, ARE PERFORMING. >> MATT, IS THAT SELECTION PROCESS JUST DONE ONE PER DISTRICT ACROSS THE STATE, OR IS IT JUST RANDOM, JUST PICKED OUT OF A HAT, SO TO SPEAK? >> THAT'S A GREAT QUESTION. WE HAVE A RUNNING JOKE SOMETIMES WE FEEL LIKE WE'RE ALWAYS SELECTED FOR THE RANDOM THINGS. >> YEAH. >> I REALLY DON'T KNOW THE PROCESS BEHIND THAT. >> OKAY. >> SO TO CLARIFY, WE DIDN'T PICK CUMBERLAND ROAD ELEMENTARY. >> IT'S REQUIRED BY THE STATE? >> I'M SORRY. THAT IS SOMETHING THAT WE REQUIRE. >> OH, I THOUGHT THE ONLY ONE -- >> OUT OF OUR NORMAL ROUTINE IS PROBABLY WHAT I SHOULD HAVE SAID AND MOST OF THIS IS EITHER STATE REQUIRED OR WHAT WE ALREADY HAVE BEEN DOING. N.A.P.E. WOULD BE A NEW TEST THIS YEAR. >> NWEA -- >> WE DO THAT. >> DISTRICT. >> K-8. THREE TIMES A YEAR. >> MATT, CAN EITHER YOU OR IF YOU WANT, I CAN; CAN YOU SPEAK TO THE WEDA ASSESSMENT THERE OR YOU WANT ME TO DO THAT? >> YEAH, THE WEDA ASSESSMENT BEGINS IN JANUARY, AS YOU SEE ON THE CHART, AND THAT IS A TEST THAT WE GIVE ALL OF OUR ELL STUDENTS. THAT TEST IS DONE EVERY YEAR AND IS DONE TO TEST THEIR LEVEL OF ENGLISH PROFICIENCY ON A SCALE OF 1-5. IF A STUDENT SCORES A 1, THEY ARE HARDLY AT ALL PROFICIENT IN ENGLISH; A 5 WOULD BE AN ELL STUDENT CONSIDERED PROFICIENT IN ENGLISH. SO WE GIVE ALL OUR ELL STUDENTS THAT TEST EVERY -- IN THAT WINDOW -- EVERY YEAR, AND IT REALLY HELPS US INFORM HOW WE STAFF OUR ELL STUDENTS AND PROVIDE THEM SERVICES BECAUSE OBVIOUSLY IF YOU HAVE A LARGE GROUP OF ELL STUDENTS IN YOUR BUILDING AND MANY OF THEM ARE, SAY, IN LEVELS 1-3; THAT'S GOING TO REQUIRE A LOT MORE INTERVENTION AND TEACHING TIME AND ATTENTION THAN IF YOU HAD A LARGE GROUP OF 4S AND 5S. >> YEAH. >> I JUST WANT TO SAY, TOO -- WE HAVE BEEN ASKING FOR -- WORLD-CLASS INSTRUCTIONAL DESIGN AND ASSESSMENT. THEIR APPROACH IS WHAT STUDENTS CAN DO. IT'S AN "I CAN DO" APPROACH DESIGNED TO HELP US TEACH THEM, HELP THEM GROW AND ASSESS WHERE THEY ARE IN THAT CYCLE, JUST KEEPING AROUND SO ENGLISH LANGUAGE LEARNERS HAVE THE SUPPORTS THEY NEED, AND ALL OF THESE TYPES OF INFORMATION ARE UTILIZED IN OUR SCHOOL IMPROVEMENT PLANS. >> I WAS GOING TO FOLLOW UP ON THAT REAL QUICK, ESPECIALLY SINCE WE HAD A SPEAKER DISCUSS THE ENGLISH LANGUAGE LEARNER PROGRAMS. CAN YOU SPEAK A LITTLE MORE TO SOME OF THE SUPPORTS THAT WE HAVE ACROSS THE DISTRICT TO HELP THEM? BECAUSE I KNOW THAT CERTAINLY DOES COME UP SOMETIMES. YOU SEE IT IN THE DATA COINCIDE WITH SOME OF OUR SCHOOLS THAT HAVE MORE STRUGGLES AND SOME ACADEMIC AREAS. IT MAKES PERFECT SENSE. >> RIGHT. >> CAN YOU GET INTO THE THAT? >> YEAH. FIRST OF ALL, I WOULD TELL YOU, THAT'S AN AREA THAT WHEN -- AND I'LL SHARE THIS AGAIN ON TUESDAY -- WILL SEE TEASED-OUT DATA THAT LOOKS TO INDIVIDUAL DEMOGRAPHIC GROUPS. ELLS WILL BE ONE OF THOSE. WE WANT TO SEE HOW THEY'RE PERFORMING YEAR OVER YEAR TO MAKE SURE THAT WE'RE BEING [00:35:04] EFFECTIVE. WE STAFF WITH TEACHERS AND IN INSTRUCTIONAL ASSISTANTS BASED ON THE LEVEL OF SUPPORT NEEDED. SEVERAL YEARS AGO, WE WENT THROUGH -- IT WAS ACTUALLY JUST PRIOR TO THE PANDEMIC -- WE WENT THROUGH KIND OF REVAMPED THAT PREVIOUS YEAR FROM MORE OF A PULLOUT MODEL APPROACH TO MORE OF AN INCLUSIVE APPROACH WHERE WE WERE PUSHING INTO CLASSROOMS AND AS A RESULT, IN THAT SCHOOL YEAR, HSE WAS SELECTED AS A DISTINGUISHED DISTRICT BY THE INDIANA DEPARTMENT OF EDUCATION FOR OUR SERVICE TO OUR ELL STUDENTS. SO WE'RE REALLY PROUD OF THAT. DANIELLE REAGO IS OUR COORDINATOR AND DOES A PHENOMENAL JOB. EVERY YEAR, WE ARE LOOKING FOR THE -- THE STATE HAS CONTINUED TO PUSH DOLLARS AND AVAILABILITY OF TEACHERS OR PEOPLE WHO WANT TO BE LICENSED TO TEACH ELL STUDENTS GET THEIR LICENSE. SO WE HAVE GOTTEN TEACHERS ON A TRACK. THOSE WHO HAVE BEEN INTERESTED OVER THE YEARS, TO GET THEM PROFESSIONAL DEVELOPMENT, GET THEM THE COLLEGE CREDITS THEY NEED TO ADD THIS TO THEIR LICENSE SO THEY CAN BECOME ELL TEACHERS FOR US. SO WE'VE HAD SEVERAL GEN ED CLASSROOM TEACHERS OVER THE YEARS WHO HAVE GOTTEN THIS LICENSE AND THEN HAVE GONE TO TEACH OUR ENGLISH LANGUAGE LEARNERS IN OUR SCHOOLS. TITLE III IS THE FEDERAL DOLLARS THAT COME TO US FOR SUPPORT OF ELL STUDENTS, AND ALMOST ALL OF OUR MONEY THAT WE GET FROM TITLE III GOES DIRECTLY TO STAFFING AND SUPPORTING OUR CLASSROOMS. >> YEAH, THAT'S FANTASTIC, AND WE NOTICED WHEN WE DID ONE OF OUR TOURS -- I BELIEVE IT WAS DEER CREEK ELEMENTARY -- WENT INTO A CLASSROOM. THERE WAS SOME STUDENTS IN THERE THAT NEEDED SOME ADDITIONAL SUPPORT AND ADDITIONAL TEACHER SAT RIGHT IN THERE WITH THEM AT THEIR TABLE. IT WAS REALLY NICE TO SEE THEY WEREN'T PULLED OUT AND SEPARATED ANYWHERE ELSE; THEY WERE RIGHT THERE, PART OF THE CLASS, GETTING THAT INSTRUCTION IN REAL TIME WITH EVERYBODY ELSE. >> THEY HAVE THE SAME -- IF YOU'RE A THIRD-GRADER, YOU'RE TAKING ILEARN. >> YEAH. >> WHETHER YOU'RE A LEVEL II STUDENT OR YOU SPEAK VERY PROFICIENT ENGLISH. SO YEAH, IT'S REALLY IMPORTANT THEY RECEIVE THE SAME CURRICULUM THAT EVERY OTHER STUDENT RECEIVES, AND THIS IS VERY MUCH AN AREA OF WE'RE PAYING ATTENTION TO, BECAUSE JUST TO GIVE YOU QUICK DATA, WE HAVE REALLY MONITORED OUR STAFFING FOR OUR STUDENTS BECAUSE AT THE BEGINNING OF THE SCHOOL YEAR IN THE '21-22 SCHOOL YEAR, WE HAD 1292 ENGLISH LANGUAGE LEARNERS IN THE DISTRICT. AT THE END OF THIS SCHOOL YEAR IN MAY, WE'RE PROJECTING 1740 FOR THE FALL SO 6.6% OF OUR STUDENT BODY ARE ELL STUDENTS AND SO OF COURSE WE'RE MAKING SURE THAT WE'RE PROVIDING THE RIGHT RESOURCES. >> WHAT'S THE ASSESSMENT PROCESS, AND HOW DO YOU IDENTIFY THOSE STUDENTS? >> GO AHEAD. >> OKAY. SO WEIDA, WORLD CLASS INSTRUCTIONAL DESIGN AND ASSESSMENTS, GIVE STUDENT AN ASSESSMENT AT A TARGETED LEVEL TO DECIDE IF THEY'RE LEVEL ONE, TWO, THREE, FOUR -- ESSENTIALLY WHAT IS SUPPOSED TO HAPPEN IS WHERE A CHILD PLACES -- LET'S SAY IF YOU'RE AT A LEVEL THREE. IN THE CLASSROOM, THERE ARE CERTAIN EXPECTATIONS OF WORK THAT A CHILD AT A LEVEL THREE WOULD HAVE. SO THE STUDENT -- LET'S GO HIGH SCHOOL -- A STUDENT WOULD STILL BE EXPECTED TO DO WORK THAT IS GIVEN TO THEM, BUT THE TEACHER LOOKS AT IT FROM THE ABILITY OF A LEVEL THREE ENGLISH LEARNER VERSUS A CHILD AT A LEVEL FIVE. SO THE INTERESTING WAY IT'S SET UP IT MEETS THE CHILDREN WHERE THEY ARE. IT'S NOT WATERING DOWN THEIR LEARNING BUT IS MEETING THEM WHERE THEY ARE IN TERM OF THEIR ABILITY TO UNDERSTAND AND COMPREHEND THE ENGLISH LANGUAGE. SOMETHING ON INFORMATION PARENTS FILL OUT THAT FIRST IDENTIFIES THEM? >> YES. >> AS ELL? >> I WILL MESS UP THE NAME. THERE'S A SURVEY -- IT'S CALLED A SURVEY BUT REALLY A QUESTIONNAIRE THAT LETS US KNOW IF YOU'RE A NEW FAMILY TO THE COUNTRY. SO WHEREVER YOU ENTER THE PUBLIC SCHOOL SYSTEM, THAT'S WHERE THAT IS DONE. SO IF A STUDENT IS NEW TO THE COUNTRY AND THEY'RE ENROLLING IN HSE AND IT'S THEIR FIRST PUBLIC SCHOOL EXPERIENCE, THEY'RE GONNA TAKE THAT SURVEY HERE, AND IT'S GONNA HELP US GATHER INFORMATION THAT WE WILL BE USE TOKING TO DETERMINE WHERE THEY NEED TO BE IN TERMS OF THEIR GRADE LEVEL AND RESOURCES THEY NEED. AND WHEN THEY GET TO THE WEIDA [00:40:02] TEST, THAT WILL GIVE US MORE DATA WE CAN USE. >> THAT'S THE TEST YOU'RE REFERRING TO? >> CORRECT. >> CAN YOU REPEAT, AGAIN, THE TWO NUMBERS WHERE WE ARE NOW AND WHERE IT'S PROJECTED TO BE? >> SURE. WE ARE -- WELL, -- I HAVEN'T LOOKED TODAY AT THE ACTUAL NUMBER. I KNOW OUR DASHBOARD SAID WE'RE AT 6.6%. WE WERE, IN MAY IN THIS PAST MAY, IN ORDER TO PROJECT FOR STAFFING, WE WERE PROJECTING 1740; AND IN THE BEGINNING OF THE YEAR 21-22, WE WERE AT 1292. >> OKAY, SO -- BECAUSE I WAS COME UP WITH A NUMBER SITUATION HERE -- IS OUR GROWTH IN THE ELL STUDENTS, IT FASTER THAN OUR FUNDING IS KEEPING UP WITH? >> WELL, WE DON'T ALWAYS -- I MEAN, OUR FUNDING IS -- THE ONE THING ABOUT THE TITLE III FUNDING AND WHEN WE GET FUNDING IS IT'S ALWAYS KIND OF DONE ON A LAG SO OUR STUDENTS WHO TAKE THE WEIDA TEST IN JANUARY, THAT HELPS TO INFORM THE FUNDING MODEL; BUT WE WON'T ACTUALLY SEE THAT MONEY FOR A WHOLE 'NOTHER YEAR. >> SO IN ARREARS. >> YES. SO WE HAVE TO FILL THAT GAP -- >> AND HAVE YOU? WHERE DO WE GET THAT? WHAT DO WE DO NOW? >> WE GO TO OUR EDUCATE -- FRANKLY, WE GO TO OUR EDUCATION FUND AND WE STAFF THOSE UP AS WE CAN. >> WE HAD TO ADD, FOR EXAMPLE, I HAD TO APPROVE THE ADDITION OF 10 TEACHERS, AND I WILL TELL YOU THAT WAS STILL A 28-1 OR 1:28 RATIO WHEN YOU THINK ABOUT THE STAFF MEMBER AND YOU HAVE TO REMEMBER WWEIDA IS SUPPORTING THINGS LIKE WHERE STUDENTS ARE FOR LISTENING AND READING AND SPEAKING AND WRITING. SO ALL OF THOSE THINGS ARE THEN UTILIZED TO DECIDE IF A CHILD IS, LIKE, ENTERING -- WHICH WE CALL THAT LEVEL ONE -- IF THEY'RE EMERGING, LEVEL TWO -- DEVELOPING, EXPANDING, BRIDGING, OR REACHING. REACHING ARE PRETTY MUCH THE STUDENTS WHO ARE INDEPENDENT. SO THEY DO THOSE DIFFERENT LEVELS SO THAT TEACHERS UNDERSTAND WHERE THE CHILD IS IN THE CYCLEOVER THEIR COMMUNICATION WITH THE ENGLISH LANGUAGE, AND THAT HELPS GIVE THEM APPROPRIATE LESSONS. >> IS IT GROWING IN HAMILTON COUNTY IN GENERAL? ARE ALL THE SCHOOL DISTRICTS -- AND I GUESS LIKE EVEN ALL AROUND THE WHOLE DONUT OF INDIANAPOLIS? TYPICALLY CLOSE TO US, WASHINGTON TOWNSHIP, IS OFTEN HAS SEVERAL MORE STUDENTS THAN WE HAVE; AND WE ARE REALLY CLOSING THAT GAP IN TERMS OF TOTAL TEN ROLLMENT BETWEEN WHERE THEY ARE AND WHERE WE ARE. SO I DON'T KNOW HOW -- I CAN DON'T HAVE RAW NUMBERS THE OTHER DISTRICTS. I COULD ASK HER AT SOME POINT AND MAYBE SHE CAN -- >> OKAY. >> ALL RIGHT THANK YOU.HE KNOW.- >> DR. KEGLEY, I HAD A QUICK QUESTION AND OBVIOUSLY A GUESS WOULD BE GREAT. HOW MANY OF THOSE STUDENTS WOULD YOU SAY ARE SUPPORTED ARE DIRECTLY SUPPORTED WITH YOUTH ASSISTANCE PROGRAM? >> I WOULDN'T KNOW THAT. >> OKAY. >> I CAN CHECK WITH DANIELLE. SHE MAY KNOW. ONE OF THE THINGS WE DO TESTIFY FALL AND WILL DO IT VERY SOON AFTER THE START OF THE SCHOOL YEAR -- IS WE HAVE ENGAGEMENT NIGHTS FOR PARENTS AND FAMILIES AND WILL INVITE THEM IN AND SHARE THE VARIOUS RESOURCES THAT ARE AVAILABLE THROUGHOUT OUR COMMUNITY BECAUSE WE RECOGNIZE, PARTICULARLY FOR OUR NEWCOMERS, THOSE FOLKS NEW TO THE COUNTRY, WE WANT TO MAKE SURE THEY KNOW WHERE TO TURN FOR ANYTHING THEY MAY NEED. THE OTHER THING IS BECAUSE OUR NUMBERS CONTINUES TO GROW, WE'RE NOW APPROACHING OUR PROGRAM AND LOOKING AT WHERE ARE THERE SERVICES THAT WE COULD PROVIDE THAT WE HAVEN'T NORMALLY BEEN ABLE TO DO THAT? SO WE LOOKED THIS PAST YEAR AT THE IDEA OF A FAMILY LIAISON, AND IF WE DID THAT, IT WOULD PROBABLY BE IN SPANISH FIRST. BUT THIS WOULD BE SOMEBODY THAT WOULD ACT, THAT WOULDN'T SEE KIDS BUT WOULD ACT AS AN INTERMEDIARY BETWEEN WHAT IS GOING ON AT SCHOOL AND THE FAMILIES; AND THEY CAN REALLY GET THEM BETTER PLUGGED IN, BECAUSE YOU WOULD HAVE A DEDICATED PERSON. FOR EXAMPLE, WE HAVE STUDENTS AT THE HIGH SCHOOL LEVEL. THEY HAVE NO IDEA. THEY WANT TO GET A JOB BUT BUT DON'T HAVE AN ADULT TO TAKE THEM; THEY MIGHT HAVE TRANSPORTATION BUT DON'T KNOW HOW TO GET A LICENSE. THIS IS WHERE THE PERSON CAN COME ALONGSIDE THEM AND HELP THEM THROUGH THE PROCESS AND "THIS IS WHAT YOU DO. HERE'S THE ORDER." [00:45:03] FOR SO LONG WE HAVE BEN TRYING TO KEEP COUPLE FROM A STAFFING PERSPECTIVE TO NOW AT LEAST HAVE SOME TIME TO LOOK AT HOW CAN WE ACCENTUATE THE PROGRAM IN OTHER AREAS? IT'S A DIRECTION WE'D LIKE TO GO. >> AND ANOTHER QUESTION: IS THERE DISCUSSION OR HAS THERE BEEN A DISCUSSION AS IT CONTINUES TO GROW? IS THERE A THRESHOLD? ESPECIALLY IN TERMS OF REFERENDUM OR NOT, WHERE DO WE LOOK AT RESOURCES FOR THAT OR NOT? >> WELL, I MEAN CERTAINLY PASSES THE REFERENDUM -- IF WE HAVE MONEY IN THE EDUCATION FUND, WE'RE GONNA CONTINUE TO PUSH RESOURCES THAT DIRECTION. >> THANK YOU. >> I WAS GONNA AFTER INFORMATION-WISE. SO LIKE IF I'M A FAMILY THAT HAS, IS ELL, IF I'M CALMING ON THE PHONE, OBVIOUSLY YOU PUSH ONE OR TWO. DO WE HAVE INFORMATION LINES THAT IF THEY WANT TO LOOK UP THE ATHLETIC SCHEDULES OR THE MUSIC INFORMATION OR WHERE TO FIND ACADEMIC INFORMATION OR -- I MEAN, WE TAKE FOR GRANTED WE CAN GO TO THE WEBSITE AND PULL THINGS UP. IS THERE SOMETHING THAT SWITCHES IT THEY CAN LOOK AT IT IN ANY LANGUAGE? >> THREE THINGS I WOULD SAY TO THAT. WE OFTEN AT SAY A MEET-THE-TEACHER NIGHT OR PARENT NIGHT WE WOULD MAKE SURE TO SECURE INTERPRETERS IF WE KNOW THE FAMILY DOESN'T SPEAK ENGLISH AND WILL TRY TO GET AN INTERPRETER IN THAT LANGUAGE. NUMBER TWO, WE CAN UTILIZE A SERVICE WHERE THERE CAN BE AN INTERPRETER BY PHONE SO IF A FAMILY CALLS THIS NUMBER, THEY CAN CALL THE SCHOOL OR VICE VERSA; WE CAN DO IT THE OTHER WAY AND HAVE AN INTERPRETER INBETWEEN; AND THEN THE THIRD THING IS OUR WEBSITE, ANYTHING THAT'S ON OUR WEBSITE -- TELL ME IF I SAY THIS WRONG -- CAN BE TRANSLATED IN -- HOW MANY LANGUAGES? OVER 100. >> THAT'S EXCELLENT, OKAY. THAT'S WHAT I WANT TO HEAR. >> AND THAT'S ONE OF THE REASONS WHY OUR NEW WEBSITE WE'VE REALLY GONE AWAY FROM TRYING TO DO A LOT OF PDF ATTACHMENTS AND PUT IT ON THE WEB BECAUSE WHEN YOU DO THE ATTACHMENT THAT WAY, IT CAN'T BE TRANSLATED. >> EXCELLENT. >> FIRST OF ALL, JUST WANT TO COMPLIMENT THE WEBSITE. I THINK IT KEEPS CHANGING AND UPDATING AND UPDATING AND UPDATING, AND THE MORE I GO ON IT, THE MORE I'M IMPRESSED SO KUDOS, EMILY AND -- >> THIS IS JUST A COMMENT. YOU TALKED ABOUT THE LIAISON FOR FAMILIES? SO IN MY WORLD OF MEDICINE, WE HAVE NURSE-AND-A-HALF GATORS, WHICH IS WHAT I WOULD LIKEN THAT TO, AND THEY HAVE BEEN AMAZING FOR OUR PATIENTS, YOU KNOW; SO I THINK THAT'S A GREAT GAPSTOP. >> YEAH. THIS YEAR, DANIELLE WAS REALLY PUSHING FOR THAT, BUT WE HAVE HAD NO SUPPORT IN OUR PRE-K LEVEL, AND WE HAVE -- BECAUSE THOSE STUDENTS, THEY DON'T TAKE THE WEIDA TEST YET. WE DON'T HAVE -- WE KNOW ABOUT HOW MANY OF THOSE STUDENTS ARE ELL STUDENTS, BUT WE HAVE NOT HAD THE SUPPORT FOR THEM; AND SO SHE MADE THE DECISION TO GO THAT DIRECTION WITH DIRECT STAFFING TO OUR PRE-K KIDS AS OPPOSED TO DOING LIAISON THIS YEAR; BUT WE HOPE DOWN THE ROAD THAT'S SOMETHING WE CAN DO. >> JUST TO FOLLOW UP REAL QUICK, WE HAD A SPEAKER THAT TALKED ABOUT THEY DIDN'T SEE ELL S.I.P. PLANS, IF YOU WILL. ARE THEY JUST EMBEDDED IN THERE -- >> YES. >> -- OR ARE THERE SPECIFIC THINGS WE'RE SUPPOSE TO DO? >> THERE'S NOT OTHER THINGS. THE LIST THAT I HAVE ON BOARD DOCS IS WHAT THE REQUIREMENTS ARE. THERE ARE MORE THINGS IN SOME BUILDING S.I.P. PLANS THAN ARE REQUIRED AND WE CERTAINLY HAVE THE DATA TEASED OUT SO WE ARE TARGETING AND LOOKING TO CREATE GOALS THAT ADDRESS THE NEEDS OF ANY STUDENT WHERE WE SEE DEFICIENCIES. >> THANK YOU FOR THAT. >> THIS IS WHY I BROUGHT ATTENTION TO THE WEIDA ASSESSMENT BECAUSE THAT INFORMATION IS UTILIZED AS OTHER SUBGROUPS TO TARGET THE WHITES OF THE EYES OF STUDENTS IN OUR BUILDINGS, THEIR NEEDS IN THAT BUILDING. >> THANK YOU FOR THE CLARITY. >> MATT, OBVIOUSLY THERE'S GOING TO BE ADDITIONAL SERVICES WHEN YOU THINK OF ALL THE SOCIAL SUPPORTS THESE FAMILIES ARE GONNA NEED BEYOND DIRECTLY EDUCATION WHEN YOU TALKED ABOUT TRANSPORTATION, PROBABLY HEALTH CARE AS WELL. IS THIS SOMETHING THAT'S BEEN BROUGHT UP TO THE CITY LEVEL TO CONSIDER, CONTINUE CONVERSATIONS? >> A I DON'T KNOW IF THEY'RE AWARE OF THE NUMBER FOR US BECAUSE I DON'T KNOW WHAT THEY MONITOR ON THEIR END IN TERM OF -- BUT IT MAY BE WORTHY CONVERSATION? >> I RECOMMEND YOU PUTTING AN AD HOC COMMITTEE TOGETHER TO FIND HOW TO FIND THOSE PARTNERSHIPS AND SUPPORT BECAUSE RATHER THAN FUNCTIONING IN SILO -- >> MS. LANG? WE HAVE DONE THAT FOR OTHER SUPPORTS -- >> DO YOU? >> -- FOR EXAMPLE, STUDENTS DISABILITIES. WE HAVE HAD A CONVERSATION WITH [00:50:02] SOME OF THE CITY LEADERSHIP AND OTHER ORGANIZATIONS. IT'S A FINE LINE REGARDING HOW WE CAN UTILIZE TRANSPORTATION FOR NON-- >> I JUST FLEW THAT OUT AS AN EXAMPLE. WHEN PEOPLE COME TO THIS AREA, THEIR RESOURCES AND ACCESS TO RESOURCES WILL BE MANY SO IF THERE ARE WAYS TO CAPITALIZE ON IT WHEN YOU CONSIDER THE FINANCE PARTIAL IMPLICATIONS OF THE DISTRICTS, OUR DISTRICT WILL REALIZE JUST THOUGHTS TO CONSIDER. >> DR. KEGLEY, YOU'VE TALKED A LOT ABOUT MS. REAGO. COULD YOU BRIEFLY TOUCHED ON HOW SHE WORKS WITH DR. PETTIGREW AND HOW THEY SHARE MAYBE SOME OF THIS DATA AND WORK TOGETHER AT ALL? >> WELL, COULD YOU MAYBE GIVE ME A LITTLE MORE THAN THEIR WORKING RELATIONSHIP? >> I JUST WOULD LIKE TO SEE IF YOU COULD SHARE IF THEY'RE TALKING ABOUT THE DATA AND IF THEY'RE TALKING ABOUT PLANS OR IF MS. REAGO IS WORKING ON HER OWN -- >> OH, NO, IN OUR DEPARTMENT, IN THE TEACHING AND LEARNING DEPARTMENT, THIS IS A COMMON CONVERSATION THAT MANY OF US ARE HAVING BECAUSE, FOR EXAMPLE, I JUST BROUGHT UP OUR PRESCHOOL. WE HAVE EXCEPTIONAL LEARNERS IN THAT PROGRAM SO WE'RE GONNA HAVE EXCEPTIONAL LEARNERS THAT ARE ALSO NEWCOMERS, PERHAPS; AND SO THERE'S A LOT OF COLLABORATION THAT GOES ON BETWEEN DANIELLE AND THE ELL DEPARTMENT. I MEAN, WE'RE -- ALL THE SUPPORTS THAT ARE NEEDED PRE-K TO 12 CROSS OVER SO MANY OF OUR LINES, AND I WORK MOST CLOSELY WITH DANIELLE IN TERM OF HER TITLE III GRANTS AND THOSE TYPES OF THINGS AND THE PROGRAMS THAT WE ARE IMPLEMENTING. SO I WOULD SUMMARIZE IT TO SAY IT'S NOT NECESSARILY ONE PERSON BUT ALL OF US IN THAT DEPARTMENT THAT ARE IN TUNE WITH WHAT IS GOING ON. >> THANK YOU. >> MM-HMM. READY TO MOVE ON? >> ACTUALLY, I HAVE ONE QUESTION ON THAT; SORRY. >> OKAY. >> SORRY, AND I BET YOU KNOW WHERE I'M GOING ON THIS. CAN YOU SPEAK A LITTLE BIT TO THE DYSLEXIA SCREENER AND HOW THAT WORKS AND HOW WE IDENTIFY THOSE KIDS? >> I WILL DEFER BECAUSE I CAN. >> SELVIE OR THOMPSON -- >> I'M HAPPY TO. >> THANK YOU. >> WE USE THE NWEA READING FLUENCY AND K1 AND 2 STUDENTS TAKE THAT. THAT'S BETWEEN SEPTEMBER 25 AND NOVEMBER 3. BY LAW, WE'RE REQUIRED TO COMPLETE ALL OF THIS ASSESSMENT WITHIN THE FIRST 90 DAYS OF SCHOOL -- CALENDAR DAYS, NOT SCHOOL DAY. VERY QUICKLY WE'RE SUPPOSED TO COMPLETE THAT. THEN WE LOOK AT THAT SCORE AND TRIANGULATE WITH OTHER DATA THAT WE HAVE TO DETERMINE IF A STUDENT IS CONSIDERED AT RISK; AND THEN OUR DIAGNOSTIC SCREENER IS THE MARF, M.A. ROONEY, A FOUNDATION SCREENER, -- DIAGNOSTIC -- AND WE GO THROUGH THAT ASSESSMENT, AND IF A STUDENT IS ASSESSED ON THE MARF, THEY AUTOMATICALLY MOVE INTO OUR MTSS PROCESS WHERE THEY STEPH ADDITIONAL SUPPORTS THROUGH TIER II, AND THEN IF WE DO SEE THAT THEY DID NOT PERFORM AT THE LEVEL WE EXPECTED FOR DIAGNOSTIC, WE PUT SPECIFIC INTERVENTION IN PLACE THAT FOLLOW CRITERIA OF THE DYSLEXIA PIECE. >> SO IS THAT A SEPARATE -- SO WHEN WE SAY AUGUST 14-25, WE DO NWEA FOR K-8. K-2 LATER OR SECONDARY NWEA WE DO AFTER THE FACT? >> YES. SO THE NWEA LISTED UP THERE THAT WE DO THREE TIMES A YEAR IS THE MAP GROWTH SO THAT'S FOR READING AND MATH AND SHOWS THE GROWTH. K-12. >> OKAY, SO WE DO DO THAT SEPARATELY. >> CORRECT. >> FROM JUST USING OUR -- I DON'T WANT TO SAY JUST OUR REGULAR NWEA. >> CORRECT. >> A COMPLETELY SEPARATE TESTING THAT WE DO TO MAKE SURE THAT WE'RE TRYING TO IDENTIFY ANY KIDS WHO MAY FALL INTO THAT CATEGORY. >> YES, AND THAT NWWEA BEGINNING OF THE YEAR DATA IS ONE OF THE PIECES OF THE TRIANGULATED DATA WE USE SO IT'S ALL CONSIDERED FOR K 1 AND 2 SO SEPARATE FLUENCY SCREENERS IS WHAT WE GIVE TO K 12. >> EXCELLENT. MY LAST QUESTION IS CAN YOU GIVE US JUST A BRIEF EXPLANATION OF WHAT THE N.A.P.E. ASSESSMENT IS AND WHAT THEY'RE LOOKING FOR THERE AND WHAT SORT OF THINGS THEY'RE TESTING? IT SIMILAR TO ANY OF THE OTHER -- >> I THINK IT WOULD BE CLOSEST BE ASSIMILATED TO ILEARN. THEY'RE LOOKING FOR PROFIRST TIME I ASSESSMENT. IT'S AN ELEMENTARY-LEVEL EXAM AND THERE'S ANOTHER SCREEN. IT'S DONE THROUGHOUT GRADE [00:55:03] LEVELS THROUGH ALL OVER THE COUNTRY. >> RIGHT. I SEE -- >> THEY'RE TRYING TO TAKE -- >> LITERACY REFERENCE N.A.P.E.S. COURSE. >> THEY TRY TO DO WHAT WE'RE DO IT CAN AT A STATE LEVEL WITH ILEARN -- I GUESS A PARALLEL EXAMPLE -- AND HAVE A NATIONAL EXAM SO THEY CAN MAKE SOME ASSUMPTIONS ABOUT HOW LEARNING IS ACROSS THE COUNTRY, KNOWING THAT EVERY STATE HAS A DIFFERENT TYPE OF ILEARN, IF YOU WILL. SO BECAUSE WE MIGHT HAVE VARYING STANDARDS, WE MIGHT HAVE VARYING EXPECTATIONS, OUR STATE ASSESSMENT IS GOING TO BE TAILORED TO THOSE WHERE THIS IS BROAD TO THE NATIONAL. >> OKAY, THANK YOU. >> AND YOU HAD SAID THIS IS NOT THE FIRST YEAR WE HAVE DONE THIS. >> OH, NO. >> IS IT ALWAYS CUMBERLAND ROAD ELEMENTARY. HAVE OTHER SCHOOLS PARTICIPATED? >> YES. >> IT'S ALWAYS FOURTH GRADE -- >> NO, THERE'S VARIOUS LEVELS. >> THANK YOU FOR THAT. >> OKAY, JEFF, ONE MORE. SO JUST TO HIGHLIGHT A FEW MORE OF THE THINGS THAT ARE INCLUDED IN THE PLAN, AND THIS PAGE IS HEAVY ON SECONDARY, WE HAVE TO MAKE STATEMENTS ABOUT THE COURSES OR SHOW THE CURRICULUM THAT IS OFFERED FOR STUDENTS TO ACHIEVE ACADEMIC HONORS; AND OBVIOUSLY HELP THEM TO COMPLETE THE MOST RIGOROUS CURRICULUM THEY ARE ABLE TO COMPLETE. AND OBVIOUS IMPLEMENTING CAREER AWARENESS AND CAREER DEVELOPMENT AT THE BOTTOM IS ONE THAT WE GIVE A LOT MORE ATTENTION TO OR HAVE GIVEN MORE ATTENTION OVER THE LAST FIVE TO SEVEN YEARS. GO AHEAD, JEFF. THIS TOP ONE REALLY SPEAKS TO TEASING OUT THE DATA AMONG DIFFERENT DEMOGRAPHIC GROUP SO THIS IS AN IMPORTANT PIECE FOR US AS WELL AS WHAT TYPES OF PROFESSIONAL DEVELOPMENT, FOR EXAMPLE, MIGHT BE NEEDED TO SUPPORT STUDENTS. I SPOKE EARLIER ABOUT THE DISTRICT LEVEL ADMINISTRATION. TYPICALLY THE HSEA PRESIDENT SPEAKS. THE REASON IS BECAUSE WE'RE REQUIRED TO HAVE AGREEMENT FROM THE ASSOCIATION AND DISTRICT SO IN THIS CASE, ABBY TAYLOR AND DR. STOKES BOTH SIGN OFF ON AN ASSURANCE FORM FOR THE PROFESSIONAL DEVELOPMENT THAT EVERY BUILDING PUTS FORTH AND IS SUBMITTED ON BEHALF OF THE DISTRICT TO THE STATE AS WELL. SO YOUR PLAN IS NOT COMPLETE UNTIL WE HAVE THAT PIECE. AND I THINK THAT'S IT. ANY OTHER QUESTIONS? >> AM I GONNA STEAL FROM YOUR TUESDAY PRESENTATION IF I ASK YOU ABOUT ILEARN AND WHERE WE END UP OVERALL? >> YES. >> OKAY, I WON'T ASK, THEN. WE WILL SAVE THAT AS A TEASER FOR NEXT WEEK. >> MOST OF THE DATA IS CRUNCHED BUT AM STILL WORKING HONOR MATTING SO HANG ON UNTIL TUESDAY. ANYTHING ELSE? >> THANK YOU. >> THANK YOU. >> SUBJECT 6.02 FINANCE UPDATE IS BEING TABLED UNTIL NEXT MO MONTH. [7. Board Members] MOVING ON TO BOARD REPORTS, SUBJECT 7.01, BOARD MEMBER REPORTS. GOING DOWN THE LINE -- BEN, DO YOU HAVE ANY UPDATES? >> NO UPDATES. >> SARAH? >> OUR POLICY COMMITTEE MET LAST WEEK, AND WE ARE WORKING THROUGH THE POLICIES THAT WE NEED TO CHANGE IN ORDER TO BE IN COMPLIANCE WITH ANY AND ALL NEW LAWS PASSED BY THE LEGISLATURE. >> TIFFANY? >> NONE; THANK YOU. >> WAY NINA THE? >> NO. >> S SARAH. >> NONE AT THIS TIME. >> SUZANNE? >> THERE ARE REPORTS ONLINE ON BOARD DOCRS, MAY NOT NANCE, MINUTES FROM JULY ARE POSTED, AND THE NEXT MEETING IS SAWING 17, OPEN TO THE PUBLIC IF THEY WOULD LIKE TO SHOW. AGAIN TO REITERATE, THE GREAT WORK OF OUR FOUNDATION AND REMIND ANY OF THE STAFF APPLYING FOR GRANT APPLICATIONS, THOSE ARE DUE SEPTEMBER 20. THERE'S A LINK ON THE WEBSITE, AND COMING UP REALLY QUICK IS OUR MUD SOCK FOOTBALL GAME AGAINST HSC ROYALS AND FISHERS TIGERS. IT WILL BE AT THE TIGERS, FISHERS HIGH SCHOOL, AND THE MUD SOCK VIP FUNDRAISER, SAVE THE DATE FOR SEPTEMBER 8. TICKETS WILL GO ON SALE MID-AUGUST SO THANK YOU. >> THE ONLY UPDATE I HAVE TO SPEAK SO THE IS THE FINANCE COMMITTEE WILL MEET FOR THE FIRST TIME LATER THIS MONTH. ONCE THAT DATE IS FINALIZED, IT WILL BE PROBSTED ONLINE. [8. Superintendent's Report] MOVING TO SUPERINTENDENT'S REPORT. [01:00:01] DR. STOKES. >> ALL RIGHT THANK YOU. SEPTEMBER IS ALWAYS AN INTERESTING TIME OF THE YEAR BECAUSE, AS MANY OF US KNOW, ONE THING THAT OUR SENIORS WILL BE NEEDING TO DO IS TO CONSIDER WHAT UNIVERSITIES OR CHOICE AFTER K-12 THEY WANT TO UTILIZE, IF THEY WANT TO UTILIZE UNIVERSITY CHOICES WE OFFER -- IF YOU PUT UP THE FIRST ONE -- WE OFFER LIKE A COLLEGE FAIR. THE COLLEGE FAIR FOR HAMILTON COUNTY IS ON TUESDAY, SEPTEMBER 12, 6:30 TO 8:00, AND IF YOU SCROLL DOWN, YOU WILL SEE IN THE PAST, HERE IS A LIST OF SOME OF THE UNIVERSITIES AND COLLEGES THAT HAVE BEEN THERE. THIS IS IMPORTANT BECAUSE ACROSS HAMILTON COUNTY, WE WANT TO MAKE SURE THAT OUR STUDENTS HAVE ACCESS AND OPPORTUNITY TO LISTEN AND LEARN FROM THE VARIOUS UNIVERSITY LEADERSHIPS WHERE THEY MIGHT BEST FIT. SO THAT'S ONE. WE ALSO HAVE ANOTHER OPPORTUNITY FOR STUDENTS IN HAMILTON COUNTY. IT'S THE HBCU FAIR. THAT PARTICULAR FAIR IS SEPTEMBER 7, 5:30:00 P.M. TO 8:00 P.M. AT THE NOBLESVILLE SCHOOL COMMUNITY CENTER, USUALLY A PARTNERSHIP THIS YEAR BETWEEN CARAMEL AND NOBLESVILLE AND HSC. AGAIN, THIS IS JUST SO THAT OUR STUDENTS HAVE ACCESS AND OPPORTUNITY TO BE ABLE TO LOOK AT UNIVERSITIES AND DECIDE -- FAMILIES CAN DECIDE WHERE THEIR STUDENT MIGHT BEST FIT IN. AND THE OTHER THING I WANTED TO SHARE, IF YOU CAN PULL UP THE HS ENGAGED INFORMATION? WE HAVE SO MANY WONDERFUL THINGS THAT ARE BEING SUPPORTED, VIA OUR COMMUNICATIONS DEPARTMENT, AND WE HAD OUR HS ENGAGE LIST -- CAN YOU PULL THAT UP FOR ME, PLEASE, JEFF? OKAY, SORRY. HAMILTON SOUTHEASTERN SCHOOLS IS EXCITED TO OFFER THE COMMUNITY ENGAGEMENT PROGRAM FOR A THIRD YEAR, GIVING PARTICIPANTS A BEHIND-THE-SCENES LOOK AT DISTRICT OPERATIONS. I FEEL LIKE WHAT WE JUST SHARED IN MASS PRESENTATION WAS ANOTHER EXAMPLE OF BEHIND THE SCENES, BUT THESE ARE THE TYPES OF THINGS THAT PARTICIPANTS IN HS ENGAGE GET TO DEAL WITH. THEY GET TO LOOK AT HOW SCHOOL FUNCTIONS INTERNALLY FROM VARIOUS DEPARTMENTS. AND SO THE NINE-MONTH COMMUNITY ENGAGEMENT PROGRAM WAS LAUNCHED IN 2021 AND AT THAT TIME HAD 29 INDIVIDUALS BUT HAS SINCE EXPANDED TO INCLUDE 41 PARTICIPANTS EITHER PARENTS OF CURRENT OR FORMER HSC STUDENTS, ALUMNI, OR RESIDE IN OUR DISTRICT'S BOUNDARIES. SO EMILY PACE AN BOOT SHARED WE HOPE THE HAVE THE OPPORTUNITY WITH EXTENDED DIALOGUE WITH LEADERSHIP TO BUILD A NETWORK OF INFORMED STAKEHOLDERS THAT WILL BE ABLE TO SHARE THEIR KNOWLEDGE WITH OTHERS ON HOW DECISIONS AND PROGRAMS ARE IMPLEMENTED TO FOSTER A CULTURE OF ACADEMIC EXCELLENCE IN THE HSC SCHOOLS. SO THIS IS OUR LIST, AND IF WE CAN GIVE THEM A HAND, THESE ARE OUR PARTICIPANTS, OUR CLASS OF 2023-24. WHEN CLASS OR I CALL THEM COHORTS GRADUATE, THEY BECOME OUR AMBASSADORS. THEY KNOW SO MUCH AND THEY HAVE LEARNED A LOT, AND OFTENTIMES THINGS THEY WERE NOT SURE ABOUT OR MAYBE THEY WERE MISINFORMED ABOUT, THEY'RE ABLE TO ASK QUESTIONS AND THEY HAVE MORE INFORMATION. SO I WANT TO JUST BRING THIS TO YOUR ATTENTION. WE WILL START TYPICALLY AUGUST THROUGH APRIL SO THIS IS KIND OF WHAT WE'RE GONNA HAVE. AND THEN LAST BUT DEFINITELY NOT LEAST, IF WE CAN SHOW -- -- OUR FIRST DAY, WE HAD A WONDERFUL FIRST DAY. SO OUR FIRST DAY FOR STUDENTS, I WILL HONESTLY SAY THAT I DIDN'T RECEIVE ANY INFORMATION THAT WAS NEGATIVE OR OTHERWISE; IN FACT, OUR STAFF MEMBERS AT THE FRONT DESK HERE TOLD ME THIS IS ONE OF THE FIRST YEARS WHERE THEY COULD PROBABLY COUNT ON ONE HAND HOW MANY PHONE CALLS WE HAD ABOUT, "MY CHILD MISSED THE BUS," OR "WE DIDN'T SEE A BUS. ." WE HAD IT MOVING SMOOTHLY. CENTRAL STAFF MEMBER WAS DEPLOYED TO A SCHOOL. FISHERS ELEMENTARY SCHOOL TO START. WE GO OUT AND WE SUPPORT OUR BUILDINGS, JUST WITH ANYTHING THEY MIGHT NEED IN THAT FIRST DAY JUST TO MAKE SURE THINGS ARE RUNNING SMOOTHLY. EVERYONE FROM MATT -- I THINK YOU WERE AT ONE. I THINK MR. LOZIER TOLD ME HE WAS AT NEW BRITAIN. WE HAVE BEEN OVER THE DISTRICT SUPPORTING AND WILL SAY WE HAD AN ABSOLUTELY WONDERFUL DAY SO IF YOU JUST WANT TO TAKE SOME TIME AND JUST LOOK AT THESE PICTURES, I THINK THIS IS A GREAT WAY TO JUST START OUR Y YEAR. [01:05:08] >> CAN I MAKE JUST ONE QUICK COMMENT? I MEAN, I'M JUST GONNA GIVE KUDOS TO OUR DISTRICT, TOO, AS WE DID A WELCOME BACK TO OUR EDUCATORS, AND I WOULD HAVE TO SAY THE SPIRIT AND THE ENERGY THAT WAS IN THAT GYM, I'M VERY EXCITED TO SAY, WAS OUTSTANDING; AND I'M REAL EXCITED FOR OUR TEACHERS AND STAFF AND EVERYBODY AT HSC TO HAVE A PHENOMENAL SCHOOL YEAR SO I THINK THE PRESENTATION AND THE WELCOME BACK ON TUESDAY WAS A WONDERFUL JOB. AND FOOD, OUR FOOD SERVICES, THE CATERING DEPARTMENT, DID AN OUTSTANDING JOB SO JUST ADDING A LITTLE KUDOS TO THE ADMINISTRATION AND FOOD AND SERVICES AND DEFINITELY TO ALL OF OUR TEACHERS THAT ARE IN OUR DISTRICT. SO GOOD LUCK THIS YEAR, AND THANK YOU FOR ALL YOU TO! >> THANK YOU FOR SHARING THAT, SUZANNE. SO AS YOU LOOK AT THE INFORMATION, I WILL JUST KEEP LOOKING. I THINK IT'S WONDERFUL TO ENJOY. I WILL TALK A LITTLE BIT ABOUT OUR NEXT BOARD MEETING, AND HE WILL PUT IT UP, JEFF WILL PUT IT ON THE SCREEN IN JUST A MOMENT, BUT OUR NEXT BOARD MEETING, I WANTED TO EMPHASIZE THAT WE HAD TO DO A SWITCH, SO PLEASE HEAR ME WHEN I SAY OUR NEXT BOARD MEETING WILL BE ON A TUESDAY, SEPTEMBER 19, TUESDAY, SEPTEMBER 19, AT 7:00. JEFF, IF YOU CAN STOP FOR JUST A MOMENT AND PUT UP THE INFORMATION, I WANT TO MAKE SURE THAT WE VISUALIZE THE "WHY" AND THEN CAN CONTINUE THE VIDEO. SO SEPTEMBER 13 BOARD MEETING AND SEPTEMBER 19 WORK SESSION HAVE BEEN SWITCHED. WHY, YOU SAY? THEY'VE BEEN BECAUSE, AS YOU KNOW, WE WILL GO INTO NEGOTIATIONS WITH OUR TEACHERS' ASSOCIATION, AND THERE ARE SOME STATUTORY GUIDELINES REGARDING WHEN WE CAN BRING FORTH THE INFORMATION THAT WE'VE ALL LANDED ON IN TERM OF A CONTRACT; AND SEPTEMBER 15 IS THE DATE WE CAN DO OFFICIAL NEGOTIATING. SO THERE'S INFORMATION HERE, AND WE WANT TO MAKE SURE THAT WE GET TOGETHER AND DO THINGS AS SWIFTLY AS WE CAN, SO THIS IS ONE OF THE REASONS WHY WE HAVE MADE THE SWITCH. SO THERE AGAIN, SEPTEMBER 19, WILL BE THE BOARD MEETING; AND JUST A COUPLE THINGS I WANT TO EMPHASIZE REGARDING THAT PARTICULAR DATE. WE WILL HAVE POLICY FIRST READ. AGAIN, OUR FACILITY TEN-YEAR PLAN WILL BE IN FOR INFORMATION AND WILL UPDATE THAT. OF COURSE, AS MS. LANG HAS JUST SHARED, OUR FINANCIAL UPDATE HAS BEEN TABLED AND WILL HAVE THE FINANCIAL UPDATE AND WILL ALSO HAVE INFORMATION ABOUT OUR COLLECTIVE BARGAINING; SO THOSE ARE SOME OF THE THINGS I WANT TO EMPHASIZE. IF YOU'RE NOT SURE ABOUT WHEN THE MEETING IS, IF I HAVEN'T MADE IT RALEIGH REAL CLEAR, LOOK ON THE WEBSITE. MS. JUSTICE HAS MADE SURE THE INFORMATION WILL BE OUT THERE. THAT'S ON THE WEB SEETH WEBSITE. >> THANK YOU, DR. STOKES. [9. Board President] I WANT TO CALL ATTENTION TO NEXT TUESDAY AT 7:30:00 A.M. WE HAVE A BOARD WORKS SESSION. I BELIEVE IT'S TO UPDATE US ON THE ACADEMIES. ALSO, I WANT TO MAKE NOTE OF ALL OF THE HARD WORK THE ADMINISTRATION HAS DONE TO REALLY GET OUR DISTRICT UP AND RUNNING WITH ALL OF THE LAWS AND LEGISLATION. IT HAS BROUGHT EVERYONE TOGETHER TO HUSTLE TO GET THINGS COMPLETE IN RECORD TIME SO WE THANK YOU FOR THAT. I KNOW IT WAS NOT EASY AND SOME OF THE THINGS WE HAD TO EXECUTE IN TIME FOR TODAY'S START OF THE SCHOOL YEAR BUT CERTAINLY APPRECIATE ALL OF YOU AND ALL OF YOUR HARD WORK YOU HAVE PUT FORTH SO THANK YOU VERY MUCH. THANK YOU ALL FOR ATTENTIONING. >> YES, MA'AM. I APOLOGIZE. I WANT TO REMIND PARENTS WE HAVE THE NEW HANDBOOK INFORMATION OUT ON THE WEBSITE. MAKE SURE YOU VISIT OUR HANDBOOK SO THAT OUR STUDENTS ARE DRESSED FOR SUCCESS AND READY TO LEARN. SO I DID WANT TO GIVE A SHOUT OUT TO THE FACT THAT THE HANDBOOKS ARE ON OUR WEBSITE. PLEASE VISIT TO MAKE SURE THAT YOU'RE IN COMPLIANCE WITH THE DRESS CODE. THANK YOU. >> THANK YOU, DR. STOKES. THANK YOU FOR ATTENDING; MEETING ADJOURNED. * This transcript was compiled from uncorrected Closed Captioning.