Nov 08, 2023 Board Meeting

[00:00:07]

>> THAT EVENING, EVERYONE. WE ARE GOING TO GET STARTED.

THANK YOU ALL FOR BEING HERE. IT IS 7:01.

PLEASE STAND FOR THE PLEDGE OF ALLEGIANCE.

>> OUR PLEDGE OF ALLEGIANCE TO THE FLAG OF THE NIGHT STATES OF AMERICA AND TO THE REPUBLIC FOR WHICH IT STANDS, ONE NATION, UNDER GOD, INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.

[2. Snapshots of Success]

>> ALL RIGHT, WE HAVE A FULL HOUSE HERE.

SO STARTING OFF WITH OUR SNAPSHOTS OF SUCCESS.

EMILY? >> WE CANNOT BE ANYMORE EXCITED TO HAVE OUR LADY ROYALS VOLLEYBALL TEAM ON THE HEELS OF ANOTHER STATE CHAMPIONSHIP TITLE THEY HAVE JUST ACCOMPLISHED.

AS -- I WILL PROFESS THAT THEY HAVE MEDIA INTERVIEWS IS A BIT LATER SO WE WILL TRY TO GET THEM UP AND OUT PRETTY SHORTLY BUT I WILL LET HIM COME SEE SOME REMARKS AND TELL YOU A LITTLE BIT ABOUT HIS TEAM AND THE WONDERFUL THINGS THAT THEY HAVE ACCOMPLISHED IN THE PAST SEASON.

>> THANK YOU. I WANT TO INTRODUCE MY TEAM FROM THIS YEAR. MASON HINSHAW, MILES, MCCONNELL. LAUREN HARTMAN, TIFFANY SMITH, HUNTER, AND SARAH STILL. THIS GROUP FINISH THE SEASON AT 33 AND OH. ONLY FOURTH TEAM -- STATE HISTORY TO FINISH UNDEFEATED AND STATE CHAMPIONS.

SO THEY ARE RIDING A 67-GAME WINNING STREAK WHICH WE BELIEVE IS THE THIRD LONGEST STREAK IN STATE HISTORY.

TODAY, WE WERE BLESSED TO -- WE HAVE SIX PLAYERS THAT COMMITTED TO FURTHER THEIR PLAYING CAREER. WE HAVE LAUREN HARTMAN WHO WILL BE ATTENDING THE UNIVERSITY OF FLORIDA.

WE HAVE SO REAGAN LEDBETTER. MASON HINSHAW WILL BE ATTENDING SANTA CLARA. TIFFANY STERK WILL BE ATTENDING MEMPHIS. GOING TO HANOVER AND RHIANNA GOSS WILL BE GOING TO DUKE UNIVERSITY.

THAT ARE COMMITTED TO GOING TO MISSISSIPPI STATE.

CAMERON CHRISTIE WILL BE GOING TO PALM BEACH AND AVA HUNTER WILL BE GOING TO CHICAGO. SO NINE ATHLETES ARE COMMITTED.

OTHER THINGS THAT ARE VERY IMPRESSIVE WITH THIS GROUP.

WE HAVE NINE SENIORS, ALL NINE SENIORS, ACADEMIC ALLSTATE WITH A GOLD STANDARD MEANING THAT THEIR GPA WAS ABOVE 375 AND I BELIEVE ALL OF OUR SENIORS WERE ABOVE 395.

IS SO UNBELIEVABLE STUDENTS IN THE CLASSROOM AS WELL AS ON THE VOLLEYBALL COURT. WE ALSO ARE -- WE HAVE 41ST TEAM ALL STATE PLAYERS. WARREN HARDING, NC AND SOON, MASON HINSHAW AND SOPHIE LEDBETTER AND WE HAVE 22ND TEAM ALL STATE PLAYERS AND TIFFANY STERK AND RHIANNA GOSS.

LOTS TO CELEBRATE, LOTS OF SUCCESS.

VERY PROUD OF THIS GROUP. VERY PROUD OF THAT ROLE MODELS THAT THEY HAVE BECOME. I THINK WHEN YOU COME TO OUR GAMES, YOU WILL SEE A LOT OF THE YOUNGER PLAYERS THAT HAVE BEEN TO OUR YOUTH CAMPS AND THEY ARE, -- THEY'RE THERE TO SUPPORT OUR PLAYERS BECAUSE OF THE CONNECTIONS THEY MADE WITH THEM IN YOUTH CAMP AND I'M JUST PROUD OF THEM.

I'M SURE YOU WANT TO SPEAK TO THEM NOT ME SO I'M GOING TO BE QUIET. THE ONLY THING I WANT TO DO, ONE OF MY CAPTAINS, SOPHIE LEDBETTER, WE WERE ASKED TO DO A HANDSHAKE. AND SHE FORGOT THE HANDSHAKE.

AND IT WAS KIND OF A WHOLE SEASON THING.

WE WANT TO REDEEM OURSELVES REAL QUICK BEFORE I SIT DOWN, SOPHIE.

THIS IS A CARNAL THEME HANDSHAKE, SO YOU HAVE TO BEAR WITH ME. YOU READY? YOU WANT TO BRING UP SOME OF MY SENIORS, SOME OF THE GROUP?

>> COACH KERR REAL QUICK, HOW LONG HAVE YOU BEEN COACHING OUR

VARSITY TEAM? >> I JUST FINISHED MY 12 SEASON.

>> CONGRATULATIONS, BY THE WAY. >> THANK YOU SO MUCH.

>> ARE WE SUPPOSED TO TALK? OKAY, SO CAN I GO.

[00:05:01]

SITE HITTING >> I'M GOING TO HAVE TO SAY

SOPHIE LEDBETTER. >> OKAY, VERY GOOD.

I'M SO PROUD OF ALL OF YOU, AND YOU HAVE DONE SUCH AN AMAZING JOB OVER THE LAST TWO YEARS AND THROUGHOUT THE SEASON.

THE PROGRAM HAS BEEN AN AMAZING JOB.

SO CONGRATULATIONS. >> THANK YOU.

>> SO I HAD THE OPPORTUNITY TO WATCH YOU ALL LAST YEAR WHEN, STATE AND THIS YEAR. AND I KNOW LINDSAY.

YOU GUYS HAD A FANTASTIC SHOW. R. KELLY WET, IT WAS SO FUN TO WATCH YOU. I CAN'T SAY ENOUGH POSITIVE THINGS ABOUT YOU ALL. NOT ONLY HOW YOU HOLD YOURSELF IN PUBLIC, HOW YOU EACH OTHER UP.

AND HOW AS A TEAM, YOU REALLY SUPPORT, I THINK, EVERYTHING THAT YOU DO, FOR YOUR COACH. AND I HAVE HAD A CHANCE TO MEET COACHES' PARENTS UP IN THE STANDS AS WELL.

AND SO THEY ARE VERY PROUD. YOU HAVE A PHENOMENAL SUPPORT SYSTEM, AND I'M SO EXCITED FOR YOU ALL AND THE WAY -- AND WHERE YOU ARE HEADED FOR THEIR COLLEGE CAREERS AND EVEN BE ON BECAUSE THE SCHOOLS YOU ARE LEARNING AS ATHLETES ARE SO TRANSFERABLE IN THE WORKFORCE. AND SO I'M SO EXCITED FOR YOU ALL AND YOUR NEXT STEPS. CONGRATULATIONS.

>> THANK YOU.

>> IF YOU HAD TO RECOMMEND YOUNGER LADIES JOINING THE TEAM ARE, IN THE YOUNGER INDIVIDUALS, HOW WOULD YOU RECOMMEND MENTORING THEM OR WHAT WAS THAT PASSED LOOK LIKE FOR YOU TO HELP ENSURE SUCCESS AND SHOW HOW AMAZING IT IS TO UNDER THE

COACHES' TEAM. >> YOU, I WOULD SAY THAT THERE'S GOOD AND BAD DAYS. BUT I THINK THE DAY'S WORTH IT.

LIKE ALL THE REWARDS YOU GET AND THE FRIENDSHIPS YOU'VE MADE.

LATER ON IN THE FUTURE. I THINK IT IS REALLY WORTH IT,

EVEN [INAUDIBLE]. >> I WOULD SAY DEFINITELY ENJOYED YOUR TIME. AS WE ARE ALL SENIORS, IT WENT BY VERY FAST. FOUR YEARS THAT WE PLAYED HERE, ESPECIALLY FOR THE PAST TWO, AND THUSLY THIS SEASON, IT WENT BY REALLY FAST. SO WHEN YOU ARE ON, WHETHER IT IS VOLLEYBALL OR ANY SPORTS TEAM IN HIGH SCHOOL, I WOULD SAY TO REALLY TAKE YOUR TIME AND ENJOY IT AND JUST BE THANKFUL FOR THE TIME THAT YOU GET. OBVIOUSLY, ESPECIALLY AT AGENCY, WE HAVE VERY COMPETITIVE ATHLETIC SPORTS TEAM PLAYERS.

SO NOT EVERY KID IS GOING TO MAKE A TEAM.

THANKFULLY FOR US, EVERYONE ON OUR TEAM MADE IT.

THAT? AND ENJOY. IT IS NOT ONLY JUST YOU THAT GOES INTO THE SPORT BUT IT IS ALSO YOUR PARENTS FOR SUPPORT, YOUR COMMUNITY SUPPORT AND EVERYTHING LIKE THAT.

SO CHERISH THE TIME THAT YOU HAVE.

>> ARE SOME. THANK YOU.

>> CAN I ASK A, AS FAR AS WORKING WITH YOUNGER PLAYERS AND MENTORING AND ALL THAT KIND OF THING, IS EVERYTHING YOU DO AS A GROUP OR INDIVIDUALLY TO KIND OF HELP BREAK UP TIFFANY'S POINT, THE NEXT GENERATION, WE WANT TO KEEP THIS THING GOING BUT JUST NOT NOT JUST WITH VOLLEYBALL BUT YOUR -- SO WHAT ARE YOU DOING TO KIND OF WHERE THE NEXT GENERATION, IF ANYTHING?

>> I MEAN YEAH, WE HAVE. SO IT LAST WEEK EIGHT WEEK LONG.

WE GET CLOSE TO THEM AND THEN THE STUDENT AT THE GAMES.

A HELGASON TAKE PICTURES WITH US.

IT IS REALLY NICE TO FORM THAT BONDING, YOUR GENERATION AND BE

LEADERS. >> THAT IS GREAT.

I APPRECIATE THAT AND I WOULD ENCOURAGE YOU AS YOU GO OFF TO COLLEGE, YOU COME BACK FOR VARIOUS THINGS TO COME SEE FAMILY. STOP BY.

THE KIDS CERTAINLY LOOKED UP TO YOU.

SO THANK YOU. >> FIRST, I HAVE TO TEASE DON, WHO HAS TO TAKE A PICTURE WITH YOU, BECAUSE YOU ARE SO TALL.

HIGH HEELS TODAY. >> BUT I WANTED TO HEAR, SINCE I HEAR THAT YOU ALL ARE VERY ACADEMICALLY DOING WELL AS WELL, IF YOU HAD ANY IDEA WHAT YOU WANTED TO STUDY IN COLLEGE,

WHERE YOU HAVE COMMITTED? >> I'M NOT COMMITTED ANYWHERE.

BUT I THINK I'M GOING TO STUDY BIOLOGY AND GO [INAUDIBLE].

STUDYING NURSING. >> SPORTS MARKETING OR SPORTS

MEDIA. >> MY PLAN IS JUST MASS.

BUT I'M REALLY NOT FOR SURE. >> I'M KIND OF [INAUDIBLE].

>> NO. >> NOT JUST THE MANAGER.

I WOULD LIKE TO SAY THIS TEAM WOULD NOT FUNCTIONING SMOOTHLY WITHOUT HER. WE WOULD BE A MESS.

QUESTION. SO ALL OF THE GUYS OF US THEY ARE GOING TO SAY ESTATE WAS AMAZING BOTH YEARS.

BUT IF YOU COULD REACH BACK INTO YOUR FOUR YEARS PLAYING AND

[00:10:02]

WERE TIMES THAT YOU HAD? >> I REALLY LIKE EVERY PROCESS AND WE [INAUDIBLE] AND IT IS FUN TO SEE EVERYONE'S COSTUME.

>> THERE'S A LOT. BUT PROBABLY BOTH YEARS OF, LIKE, REGIONALS WAS VERY MEMORABLE, LOOK, THEY WERE BOTH JUST GREAT GAMES AND WE FOUGHT REALLY HARD AND THOSE TWO GAMES

>> I WOULD SAY [INAUDIBLE] GAMES ARE ALWAYS MEMORABLE FOR ALL FOUR YEARS. WE DEFINITELY NEED ONE OF OUR BIGGEST STUDENT SECTIONS FOR THOSE AS IT IS REALLY COMPETITIVE AND THE DISTRICT. THAT IS ALWAYS FUN.

IT IS REALLY FUN. >> FOR POSTSEASON WE HAVE TEAM DINNERS AND EVERY THURSDAY I THINK.

SO I THINK THAT WAS REALLY FUN. SOMETIMES WE DID TEAM RELAYS THAT GOT REALLY COMPETITIVE. SO IT SHOULD BE FUN.

>> I LOVE THE DRIVES FROM -- BECAUSE WE LIKE TO JAM OUT TO

THE MUSIC. >> THE LAST THING.

[INAUDIBLE]

>> THANKS, AGAIN, AND CONGRATULATIONS AND GOOD LUCK IN

YOUR FUTURE ENDEAVORS. >> THANK YOU.

>> IF ANYONE THAT'S STANDING WANTS TO COME FORWARD AND FIND SOME CHAIRS, YOU ARE WELCOME TO DO SO.

I KNOW WE HAVE AND -- ANOTHER PART OF SNAPSHOTS OF SUCCESS.

>> YES, WE HAVE A 25 A TWO-FOR-ONE GENETIC YOU HAVE HEARD ABOUT OUR INVASION THEY ALREADY WITH FORD AND GL AND SO WE WANTED TO QUICKLY RECAP THAT A SPECIAL EVENT HAD, ALMOST 200 STUDENTS, TEACHERS, ADMIN, PARENTS, BUSINESS AND COMMUNITY LEADERS, SOME OF THE SCHOOL BOARD MEMBERS ALSO PARTICIPATED IN IT AND SO WE WILL GET TO HEAR A LITTLE BIT FROM OUR COMMUNITY ABOUT WHAT THEY LEARN, HOW THEY ENJOYED THE DAY AND THEN STEVE WILL COME UP AND FINISH THIS OFF FOR US.

>> I'M REALLY HAPPY THAT I GOT TO DO THIS.

>> THEY HAD THE OPPORTUNITY.

>> I FEEL LIKE THERE'S A LOT OF ENERGY AROUND CONVERSATIONS AND DIFFERENT PEOPLE THAT REALLY CARE ABOUT WHAT WE'RE DOING HERE

[00:15:01]

I'VE HAD THE PLEASURE OF SITTING WITH LOTS OF DIFFERENT STAKEHOLDERS. SO WE HAVE A GOOD GROUP OF PEOPLE THAT WE ARE SHARING IDEAS.

I THINK OUR STUDENTS ARE PROBABLY THE SMARTEST PEOPLE IN THE ROOM. THEY KNOW WHAT THEY WANT, AND THEY KNOW WHAT THEY NEED AND I THINK THE RESCUE THE COMMUNITY

TO COME GIVE THAT TO THEM. >> I'M SO THANKFUL THAT MY PRINCIPAL GAVE ME THIS GREAT OPPORTUNITY.

HE FEELS LIKE I'M LIKE, I'M REALLY IMPORTANT AND I DON'T FEEL LIKE YOU GET TO DO THIS EVERY DAY, YOU KNOW? IT IS LIKE WHEN -- ONCE IN A WHILE THING AND I WAS REALLY

HAPPY THAT I GOT TO DO THIS. >> THEY WANT THE OPPORTUNITY TO TRY DIFFERENT THINGS BUT THEY WANT TO BE ABLE TO LEARN AT THEIR OWN SPEED. SO TO KIND OF HEAR THAT FIRST HAND FROM THE KIDS IS AWESOME AND IT GIVES US SOMETHING TO TAKE BACK AND KIND OF AS WE CONTINUE TO DEVELOP THE CURRICULUM FOR FUTURE SEMESTERS AND FUTURE YEARS, SOMETHING TO

KEEP IN MIND. >> I'M JUST REALLY EXCITED TO COME. WE NEED TO BE ABLE TO TELL THE DISTRICT WHAT WE CAN DO TO IMPROVE AND MAKE SCHOOL THEIR PLATE -- A BETTER PLACE. AT THAT AGE, I DID NOT HAVE WHAT ARE THOSE KIDS HAVE. I'M NOT GOING TO LIE.

THE EYE CONTACT, THE CONFIDENCE, EXPLAINING THEMSELVES AND EXPLAINING THEIR PRESENTATION, THEIR PRESENTATION, I MEAN TO ME, I THOUGHT THAT WAS WONDERFUL.

I TOLD THE KID, I'M GOING TO STEAL THEIR DISPLAY.

IT WAS A RAIN DISPLAY, IT WAS JUST HOW SHE BROKE IT DOWN AND

SHOWED HOW IT HELPED HER LEARN. >> TO US LEARNING.

LIKE, ABOUT WEATHER LIKE WHEN PAUL AND SHE MADE US WRITE ABOUT

IT AND READ ABOUT IT. >> LEARNING COMBINES ALL SUBJECTS TOGETHER LIKE MATH, READING, GEOGRAPHY, ARTS.

>> IT FEELS VERY INTUITIVE TO BE A PART OF THIS CONVERSATION AND SOMETHING THAT WE WOULD LIKE TO SEE AND I DEAL A LOT WITH THE EMPLOYER'S SIDE AS WELL AND THEY ARE LOOKING AT GRADUATES FROM SCHOOL AND SAY, HEY, YOU KNOW, MAYBE THEY DON'T HAVE ALL THE SKILLS THAT WHAT WE ARE LOOKING FOR HERE.

SO I THINK THIS IS A WAY TO KIND OF MARY THOSE TWO THINGS.

>> STUDENT VOICES ARE EXTREMELY IMPORTANT IN THIS PROCESS.

THEY ARE THE ONES WHO ARE CREATING A PROCESS FOR AN EYE THEY SHOULD HAVE A SAY IN WHAT IT LOOKS LIKE.

>> A SCHOOL IS ABOUT THE STUDENTS, NOT THE TEACHERS.

YOU WANT TO LISTEN TO WHAT THE STUDENT SAYS.

>> THIS REALLY HELPS TO KIND OF TAKE HEROES ARE DRAWN TO AND THEN HELP THEM ON THAT PATHWAYS ARE NOT NECESSARILY DECIDING THAT YOU HAVE TO CHOOSE AT 8 WHAT YOU WANT TO BE FOR THE REST OF YOUR LIFE, BUT WHAT YOU, PASSIONATE ABOUT? WHAT GETS YOU GOING EVERY DAY? AND I'M A LITTLE JEALOUS THAT MY KIDS WILL BE GRADUATED BY THE TIME IT IS ALL IMPLEMENTED.

AND COMING FOR ALL OUR JOBS. I JUST WANT TO SAY THAT.

UNREAL. SHE WAS FAMOUS THAT DAY, OUT OF 200 PEOPLE. I JUST WANTED TAKE A MINUTE TO REMIND EVERYBODY WHERE WE ARE IN THIS PROCESS.

A COUPLE HIGHLIGHTS, STUDENT CHOICE PIECE I THINK IN THAT VIDEO WAS THE NUMBER ONE VARIABLE THAT EVERY -- YOU HEARD THE STUDENT VOICE WITHOUT THE KIDS IN THE ROOM, NOT NEAR AS POWERFUL THAT WAS. JUST WHERE WE ARE, I HAVE ABOUT A MILLION POST-IT NOTES IN MY OFFICE CURRENTLY.

I HAVE ALL THE THINGS THAT WERE CREATED THAT DAY.

WE'RE GOING TO MEET WITH OUR COACHES HERE NEXT WEEK TO START TO SYNTHESIZE A LOT OF THAT. COACHES WILL ACTUALLY COME BACK TO THE DISTRICT IN THIS EARLY DECEMBER TO CONTINUE THAT PROCESS. AND THEN WE'RE.

AND THEN WE'RE GOING TO BRING THAT GROUP BACK TOGETHER ON FEBRUARY 6TH TO SOLIDIFY WHAT WILL BECOME OUR PORTRAIT.

AND SO REMEMBER, THAT IS JUST THE KNOWLEDGE AND SKILLS, ATTRIBUTES, AND EXPERIENCES, ULTIMATELY THE KIDS AND THE COMMUNITY MEMBERS THAT THEY SAID WERE VALUABLE AND IMPORTANT.

AND WE COME ALONGSIDE THAT AND START TO BUILD THOSE EXPERIENCES FOR KIDS. SO A REMINDER ON THAT.

ANY QUESTIONS OR CONCERNS? >> I'M JUST GOING TO SAY I HAVE HEARD FROM NUMEROUS PEOPLE FROM X-RAYS OF HOW IT WAS A TABLET THEY. IT IS IN SOME RESPECTS THERE.

BUT I HAVE HEARD POSITIVE THINGS ON SOCIAL MEDIA AND SO I COMMEND YOU AND A JOB WELL DONE. SO THANK YOU FOR THAT.

>> IT IS ALSO ANOTHER THING, WE WILL CONTINUE FROM HERE ON OUT TO DO EVENTS LIKE THAT. JUST TO CONTINUE TO HAVE THE COMMUNITY UNDERSTOOD VOICE IN THE VOICE IN THE ROOM, MAKING SURE WE ARE DOING WHAT KIDS ARE INTERESTED IN, BUT WE ARE ALSO MEETING WORKFORCE DEVELOPMENT AND TRY THINGS FOR THE COMMUNITY. SO THANK YOU.

>> HOW IS THE ENGAGEMENT FROM OUTSIDE OF THE DISTRICT BEEN AS FAR AS BUSINESS PEOPLE, COMMUNITY MEMBERS, PARENTS? I CAN'T REMEMBER THE EXACT NUMBERS THAT WERE THERE.

BUT BETWEEN ALL OF THEM, DO WE FEEL LIKE WE ARE GETTING THE PARTICIPATION? BUT I THINK WE CAN STILL USE AND I WILL PUT A PLUG IN THAT THERE'S A SPOT ON THE WEBSITE TO STILL SIGN UP. WE WILL.

WE WILL GO INTO MASTER PLANNING AFTER FEBRUARY WHERE WE WILL HAVE POTENTIALLY OTHER MEMBERS. I DO THINK BASED ON SOME OF THE TALK AROUND THE COMMUNITY, I'VE HAD PEOPLE REACH OUT SINCE THEN AND SADLY, LIKE, OH, HOW DO I GET THE POST TO THIS DAY.

I THINK WE WILL CONTINUE TO BUILD THAT GROUP AND ENSURE THAT THE RIGHT CHOICES ARE IN THE ROOM AT ALL TIMES.

>> THE ONLY OTHER QUESTION IS, I'M STILL KIND OF LOGISTICS PART OF ALL THIS, HOW IT COMES TOGETHER.

[00:20:02]

>> YEAH, SO I THINK THE GOOD WAY TO ANSWER THAT IS THAT BOTH THE PRESENT INSTITUTE AND THE FORT AND JOE WORK ALONG WITH THE GRANT FROM THE STATE OF INDIANA. ACTUALLY TWO DIFFERENT GRAND SPECTACLE OF THAT IS TO SCALE WORK-BASED LEARNING OPPORTUNITIES, PRE-K-12 AND TO GIVE THOSE EXPERIENCES.

PURSUIT IS AN INCREDIBLE PARTNER IN TERMS OF ALL FACETS OF THAT OF TRYING TO SCALE WHAT ULTIMATELY ARE FISHES COMMUNITY SAYS NEEDS TO BE OUR WORKFORCE DEVELOPMENT NEEDS AND THEN THEY COME ALONGSIDE AND HELP DEVELOP WHAT IS CAREER TECHNICAL EDUCATION PATHWAYS. ONCE KIDS GET TO HIGH SCHOOL, WE'RE STILL GOING TO NEED TO STAND UP THE K-8 EXPENSES THAT GET KIDS CONNECTED TO THE PATHWAY BEFORE THEY EVER STEP FOOT INTO OUR BUILDINGS IN HIGH SCHOOL.

>> HOW ARE WE IS LOOKING FOR THAT ARE PARTICIPATING IN THE PROCESS? PURPOSE.

IN THIS PROCESS SPECIFICALLY, SO WE HAD PRINCIPALS KIND OF TALK TO SOME FAMILIES AND KIDS AND APPROACH THEM ABOUT THAT.

FOR PART OF THE FORD ANGELLE GUIDANCE A LITTLE BIT WHAT THAT WAS WE HAD FOURTH-GRADERS. IT IS A LONG DAY, EVEN ACTUALLY WE SENT THEM HOME HALF-DAY FOR THAT.

BUT ONE OF THE LITTLE BIT OF THAT ELEMENTARY VOICE IN THERE.

AND SO THEY HELPED TO GUIDE KIND OF -- THEY WANT KIDS THAT ARE GOING TO CONTRIBUTE AND BE ABLE TO KEEP UP WITH THE CONVERSATIONS AROUND A TABLE THAT IS MADE UP OF PARENTS AND STUDENTS AND COMMUNITY MEMBERS AND STAFF MEMBERS.

SO YEAH, T, PRINCIPALS, BUILDIN, TEACHERS, KIDS.

>> GOT IT. THANK YOU.

>> WITH THERE BEING A VARIETY IN THE ROOM, DO YOU HAVE A LIST? WERE YOU ABLE TO TRACK, INSTEAD OF SAYING THE ANDERSONS, LIKE, -- WHERE THEY CAME FROM, CAREERS WISE OR NOT IN CAREERWISE OR, YOU KNOW, WHERE -- IS THERE A LIST OF THAT THAT YOU HAVE BEEN ABLE TO PUT ON A SPREADSHEET OF SORTS?

>> YEAH, I GOT IT BACK HERE. >> I WOULD LIKE --

>> ABSOLUTELY. I ALSO DID THAT FOR THE PARENTS.

EVEN IF THEY SIGN UP AS PARENTS, I ASKED THEM WHAT CAREER FIELDS THEY WERE IN. AND EVERYBODY WHO SIGNED UP CAME TO THIS DAY. SO IT WAS JUST AN OPEN DOOR FOR THAT. BUT TO THE POINT, AS WE WERE CONTINUING TO ENGAGE AND I'M GOING TO PUT A PLUG IN, I GUARANTEE THERE WERE NOT PEOPLE IN THE ROOM AND WE NEED TO MAKE SURE THAT WE ARE ENGAGING IN AND I THINK AGAIN, AS WE GET MORE POSITIVE OUTCOMES OF THIS, THERE WILL BE MORE PEOPLE COMING

THROUGH THE TABLE. >> THANK YOU.

>> THANK YOU. >> IF YOU COULD, SINCE WE GOT, I KNOW A LOT OF PEOPLE IN THE ROOM AND TENS OF THOUSANDS MORE LISTENING ONLINE.

IF WE COULD PLUG THAT WEBSITE SO WHERE EXACTLY, AND THEY GO TO BE

INVOLVED? >> YEAH, IT IS UNDER ACADEMICS.

AND IT IS THE STUDENT LEARNING PROFILES -- NO.

STUDENT LEARNING MODEL, THANK YOU.

I HAD TO ASK FAMILY. IT IS THE STUDENT LEARNING MODEL. HERE, JESSICA CAN SHOW YOU.

AND I WILL SAY WE ARE CONSTANTLY UPDATING THIS SPACE AS THESE THINGS ARE BEING DEVELOPED, AS TRYING TO KEEP THINGS, YOU KNOW, TRANSPARENT AND WHERE WE ARE IN THAT PROCESS.

SO IT REALLY GOES THROUGH. THERE WILL BE MORE IN THIS VIDEO. WE WILL GO THERE'S FAMILY AND I ACTUALLY INTO THAT MAYBE GET SOME OTHER VOICES IN THE FIELD.

IT WAS HARD TO GET PEOPLE OUT OF A ROOM TO DO THAT.

BUT IF YOU GO AND KEEP GOING DOWN, JUST.

SO INTERESTED IN PARTICIPATING. THAT FORM.

IT IS ALSO LINKED IN AN FAQ THERE.

BUT THAT FORM RIGHT THERE WILL TAKE YOU TO JUST TO THE GENERAL WAY TO ENGAGE WITH HSE SCHOOLS. WHILE I WAS GETTING THE DATA FROM THE PEOPLE WHO WANT TO ENGAGE WITH THIS, I ASKED THEM IF THEY WANTED TO BE A GUEST SPEAKER, IF THEY WANTED TO GO INTO OUR SCHOOLS AT ANY FACET THAT ALIGNS WITH THE THREE GRANT BECAUSE I JUST WANT TO START TO COLLECT THAT DATA NOW AND WE ARE ACTUALLY GETTING A BETTER TOOL FOR THAT, TOO.

COOL. THANKS FOR THAT PLUG.

YUP.

>> SO BEFORE WE START WITH PUBLIC COMMENT, I JUST WANT TO MAKE A STATEMENT ABOUT THE REFERENDUM.

YESTERDAY'S RESULTS IN THE OPERATIONAL REFERENDUM FURTHER EMPHASIZES OUR COMMUNITY STRONG SUPPORT OF OUR STUDENTS AND OUR TEACHERS AND OUR DISTRICT. ON THE REFERENT QUESTION 2000S, EXCUSE ME, 22,484 PEOPLE CAST THEIR VOTE WITH WHICH WAS MORE THAN 70% OF VOTERS IN THE AGENCY SCHOOL DISTRICT APPROVING THE REFERENDUM.

SUPPORT AND I ARE SO THANKFUL FOR THE UNWAVERING COMMITMENT AND TIRELESS EFFORTS OF -- THAT OUR COMMITTEE HAS JONES WITH THEIR TIME, TREASURE, AND TALENT AND MOST ESPECIALLY THEIR VOTE.

WITH THE NECESSARY FUNDING NOW SECURED, WE ARE LOOKING FORWARD TO THE ROAD AHEAD TO FURTHER STRENGTHEN AND ADVANCE HSE, OUR STUDENTS AND OUR COMMUNITY. THERE ARE GREAT THINGS AHEAD.

AND I WANT TO EXPRESS MY SINCERE GRATITUDE FOR THIS COMMITTEE AND THE SCHOOL DISTRICT. I'M CONSISTENTLY IMPRESSED AND INSPIRED BY OUR TEACHERS, OR ADMIXED FIGURES, OUR LEADERS, OUR PARENTS, OUR STUDENTS, SEEING EVERYONE COME TOGETHER TO

[00:25:01]

THERE WAS A GREAT DEAL OF GRATITUDE THAT I KNOW OTHERS, MYSELF AND OTHERS HAD EXPRESSED DURING THIS PROCESS THAT, YOU KNOW, IT TAKES A UNIFYING VISION AND EFFORT TO COME AROUND AND AS YOU SAID, THE REFERENDUM TO BRING US ALL TOGETHER AND I KNOW IT REINFORCE THAT WITH ALL OF US THAT MAY HAVE STOOD ON OPPOSITE SIDES OF THE AISLE. AND I'M HONORED TO SERVE AND I KNOW OTHERS UP HERE ARE HONORED TO SERVE FOR OUR AGENCY DISTRICT. SO THANK YOU SO MUCH.

I SEE SEVERAL FISHES IN THE ROOM THAT WERE OUT POUNDING THE PAVEMENT AND PICKING UP THE PHONES AND TEXTING AND DOING EVERYTHING THAT YOU COULD AND EVERY CAPACITY AND WE ARE SO

[3. Public Comment]

SO NOW AS WE MOVE TO THE PUBLIC COMMENT, ITEM 3.01, WE HAVE SIX INDIVIDUALS THAT ARE SPEAKING THIS EVENING.

PLEASE NOTE THAT I WILL CALL YOUR NAME AND THEN I WILL GIVE THE PERSON ON DECK THAT WILL COME UP.

SO JUST SO YOU KNOW WHO IS SECOND IN LINE.

PLEASE MAKE SURE YOU LIMIT IT TO THREE MINUTES AND PLEASE DO NOT DIRECT YOUR ATTENTION TO ANY ONE PERSON BUT TO THE BOARD IN GENERAL. SO STARTING OFF WITH DEBORAH

MAJESKI ON DECK IS BR -- >> GOOD EVENING, MADAM PRESIDENT, DR. KEGLEY, AND BOARD MEMBERS.

MY NAME IS DEBORAH. I AM A SECOND-GRADE TEACHER, A MEMBER OF THE NEGOTIATING TEAM AND A PROUD MEMBER OF HSEA.

BEING A PART OF THE BARGAINING TEAM AND WORKING DIRECTLY WITH HSE IN REGISTRATION WAS AN EXTRAORDINARY PROCESS.

I GREATLY APPRECIATE THE PROFESSIONALISM, THE CANDOR, THE LEADERSHIP OF THE ADMINISTRATION, AND HSEA'S TEAM.

EDUCATORS AND COMMUNITY MEMBERS ARE OFTEN LED TO BELIEVE THAT BARGAINING IS AN ADVERSARIAL PROCESS.

HOWEVER, I WISH EVERYONE COULD HAVE SEEN WHAT I SAW.

IT WAS A COLLABORATIVE PROCESS WHERE WE DID NOT FEEL LIKE WE WERE ON OPPOSING SIDES. BUT WE FELT LIKE WE WERE ONE COHESIVE TEAM TRYING TO DO THE BEST FOR HSE STUDENTS AND TEACHERS LED BY DR. KEGLEY, MR. DOWLING, MS. MATTISON, MR. LAKE, AND MR. TAYLOR, THERE WAS A TRUE AND HONEST SENSE IN THE ROOM OF COMING TOGETHER FOR THE GOOD OF ALL.

IN ANY CONTRACT STUDENTS WIN AND THAT IS WHAT WE ALL DESIRE.

OUR WORK IS NOT DONE. UP NEXT, WE WILL TACKLE ECAS TOGETHER. WE ARE COMMITTED TO EVALUATING ECAS AND UPDATING THE SALARY TABLE.

WHAT TO THINK ABOUT FOR ALLOWING INTEREST-BASED BARGAINING.

I HOPE THAT WE WILL BE ABLE TO CONTINUE THIS PROCESS IN THE FUTURE. AND TONIGHT, WE WOULD ALSO LIKE TO THINK THAT THE COMMUNITY FOR THEIR SOCKS -- STRONG SUPPORT OF THE REFERENDUM AND CONTINUING COMMITMENT TO ACADEMIC EXCELLENCE. THANK YOU.

TYLER. >> TYLER AND I WILL ACTUALLY BE

SPEAKING TOGETHER. >> FANTASTIC.

GOOD EVENING, DR. KEGLEY, AND MEMBERS OF THE BOARD.

I WANT TO TELL YOU THE STORY OF TWO TEACHERS.

THE FIRST TEACHER WAS NOT ALWAYS A TEACHER.

SHE SPENT THE FIRST PART OF HER CAREER IN THE BUSINESS WORLD BUT COACH ON THE SIDE. AFTER A VERY DISHEARTENING CONVERSATION WITH AN ATHLETE, THE TEACHER MADE A DECISION THAT IF SHE WANTED BETTER FOR HER CHILDREN, SHE WOULD HAVE TO BE PART OF THE SOLUTION. REPORT -- ON A PART-TIME JOB AND BEGAN THE PROCESS TO BEGIN HER TEACHING LICENSE.

SHE WAS READY TO TAKE A POSITION HERE AT HSE SCHOOLS.

A TEACHER CANNOT STOP THERE WITH HER EDUCATION.

SHE HAD A BACHELOR'S. TRANSITIONING.

THERE IS ZERO INCENTIVE FOR HER TO QUIT HER MASTER'S DEGREE.

HOWEVER, IT IS TEACHER LIKE MANY OTHERS IN THIS DISTRICT DID NOT SETTLE AND WAS NOT CONTEMPT ABOUT PUSHING HERSELF.

THIS TWO-TOED TO FINISH HER MASTER'S ALL WHAT RAISING A FAMILY, TEACHING FOR THEM KNOWING THAT THERE IS NO FINANCIAL GAME BUT YET SHE DID IT BECAUSE SHE KNEW HER STUDENTS

WOULD BENEFIT. >> VISITING TEACHER WAS ALWAYS A TEACHER. FROM THE TIME HE GRADUATED WITH HIS DEGREE, HE BEGAN HIS TEACHING JOURNEY IN RURAL INDIANA WHERE HE PLANTED HIS PEDAGOGICAL RIDGE.

THE SOIL, WHILE ROCKY AT TIMES PRODUCING GREATER HARVEST EACH YEAR. HE TAUGHT 11TH GRADE ENGLISH ALL LEVELS ON LEVEL INCLUSION AND KOTOV AND HONORS.

DURING HIS FOURTH-YEAR, HE WAS BESTOWED THE OPPORTUNITY TO GO BACK TO SCHOOL AND OBT OBTAIN HS MASTERS IN ENGLISH THROUGH INDIANA UNIVERSITY THE ACEP PROGRAM, WHICH ALLOWED HIM TO TAKE CLASSES AND TEACH A COURSE WHICH IS PART OF THE COURSE OFFERINGS. AFTER FOUR YEARS AND WROTE IN THE OTHER, HE WAS READY TO GET BACK HOME AND LANDED A JOB HERE IN FISHERS AT HSE HIGH SCHOOL. AND BILAS TO HIM, THE COMPLETION OF HIS DEGREE, NOT GIVE HIM ANY PRODUCE TO ANY GREAT INCREASE IN PAY. HE COMPLETED THE DEGREE INWARD, SPENDING COUNTLESS HOURS GOING TO SCHOOL BOTH AS A STUDENT AND A TEACHER, READING, STUDYING, TEACHING, AND PRESERVING, DESPITE KNOWING THAT THE DEGREE ITSELF WOULD BE JUST A PIECE OF PAPER THAT ALLOWED HIM TO TEACH THE DUAL CREDIT COURSES THAT THIS DISTRICT SO PROFUSELY VALUES.

WHY DO WE SHARE THESE STORIES? WE SHOWED THEM BECAUSE THIS CONTRACT IS A TRIBUTE TO THOSE TEACHERS WHO HAVE OBTAINED THEIR MASTER'S KNOWING THERE IS ZERO FINANCIAL INCENTIVE, BUT IT DOES MATTER AND THE EDUCATION THEY PURSUE IS NOTICED.

FURTHERMORE, THIS CONTRACT TAKES A STEP TO ADDRESS THE INEQUITY

[00:30:01]

>> WE AS THE BARGAINING TEAM AS TEACHERS AND EMPLOYEES OF HAMILTON EMPLOYEES OF HAMILTON SOUTHEASTERN SCHOOLS AS ADMIN, AS PROPONENTS FOR WHAT ALL STUDENTS ARE STRONGLY URGED THE BOARD TO VOTE IN FAVOR OF THIS CONTRACT WITH WE BELIEVE BY DOING SO, YOU ARE NOT ONLY SECURING THE CONTINUED SUCCESS BUT ALSO THE STUDENTS AND FAMILIES.

THANK YOU.

>> UP NEXT IS LATRICIA SCHOOLEY. ON DECK IS A STEPHANIE HUNT.

>> I WANT TO THANK YOU FOR BEING HERE.

I WANT TO STRESS THE IMPORTANCE OF US WORKING TOGETHER AS A COMMITTEE FOR THE GOOD OF OUR STUDENTS, EDUCATORS, AND PARENTS. I ASKED THAT YOU APPROVE THE CHANGES TO THE TEACHER CONTRACT THAT MR. KEGLEY AND HIS TEAM HAVE REQUESTED. I'M ALSO TOUCHING SOMETHING ON HERE. SO LET ME MOVE IT.

HAVE REQUESTED. ALSO, NOW THAT THE REFERENDUM HAS PASSED, I RESPECTFULLY REQUEST TO ADMINISTER THE CONTRACTS THAT ARE TYPICALLY APPROVED PART OF THE SCHOOL YEAR BE PLACED ON THE AGENDA FOR APPROVAL.

I WANT TO REMIND PARENTS LIKE ME WHO WANT THE BEST FOR THEIR CHILDREN AND ALL CHILDREN THAT WE HAVE TO BE INVOLVED AND WE HAVE TO SHOW UP. IF WE WANT OUR VOICE TO BE HEARD, I WANT TO THANK YOU FOR REMINDING US THAT IF WE DON'T AGREE WITH THE -- INTOLERANCE, WE MUST SPEAK UP AND SHOW THAT INCLUSION MATTERS. I HOPE MOVING FORWARD THAT IS REMEMBERED THAT IT TOOK US WORKING TOGETHER FOR THE GOOD OF OUR SUITS AND EDUCATORS FOR THE REFERENDUM TO GAIN A RESOUNDING YES. SPEAKING AS A PRINT OF CURRENT STUDENTS, AND FOR EDUCATORS AND STUDENTS OF THE YOUNGER GENERATION WHO ARE NOT ABLE TO SPEAK TODAY, MOVING FORWARD, IT WILL BE REMISS TO DISCOUNT THOSE WHO LOOK, SPEAK, ALONE, AND DIFFERENTLY THAN YOU BECAUSE THEY WILL BE MORE INVOLVED IN OUR LISTENING AND WATCHING. THANK YOU FOR YOUR TIME.

ON DECK IS ALICIA ROBERTS. >> DR. KEGLEY, PRESIDENT NINE AND SCHOOL BOARD MEMBERS, I WOULD LIKE TO FIRST TAKE A MOMENT TO SAY THANK YOU TO OUR COMMUNITY AND EVERYONE WHO SPENT TIME VOLUNTEERING TO GET OUT REFERENDUM PASSED YESTERDAY.

OUR KIDS ARE SO LUCKY TO HAVE SO MANY PEOPLE IN THEIR CORNER FROM ADMIN AND TEACHERS DOING WHILE CAN TALKS TO SIGN DELIVERIES, THE DROPS TO OF FUNDRAISES TO ELECTION DAY PHONE CALLS.

HSE SCHOOLS WILL CONTINUE TO PROSPER AND THRIVE AND OUR KIDS WILL RECEIVE THE BEST EDUCATION BECAUSE THIS DISTRICT IS SUPPORTED BY A DETERMINED GROUP OF COMMUNITY AND SCHOOL LOVING INDIVIDUALS. THAT BRINGS ME TO THE MOST IMPORTANT PEOPLE IN THIS ROOM AND OUR SCHOOLS TONIGHT.

OUR AGENCY TEACHES. AS A PARENT, THERE ARE SO MANY THINGS TO WRITE ABOUT ON A DAILY, WEEKLY, YEARLY, OR OVER THE SPAN OF THEIR LIVE SPACES. ONE THING I DO NOT HAVE TO WORRY ABOUT LIVING IN THE HEC DISTRICT IS THAT MY CHILDREN WHO GRADUATE FROM AGES EIGHT WITH THE BEST POSSIBLE EDUCATION BECAUSE OF THE HIGHLY SKILLED AND DEEPLY CARING, AND OFTEN SELFLESS TEACHERS. I AM SO HAPPY TO SEE OUR DISTRICT IS GOING TO MAKE MORE -- MAKE US MORE COMPETITIVE BUT ALSO RECOGNIZE THE HARD WORK AND OUR CURRENT TEACHERS HAVE PUT IN AND REWARD THEM FOR CONTINUING THEIR EDUCATIONS AND FOR THEIR DEDICATION TO OUR KIDS. THEY DESERVE EVERYTHING THAT WAS NEGOTIATED AND MORE IN THESE RATIFIED CONTRACTS.

WE ALL KNOW THAT EQUITY AND D.E.I. ARE ON THE CHOPPING BLOCK. I AM -- I IMPLORE YOU TO THINK ABOUT THE REPERCUSSIONS OF YOUR ACTIONS BY REMOVING A PROGRAM THAT BENEFITS OUR ENTIRE SCHOOL JUST BECAUSE YOU DON'T UNDERSTAND ITS VALUE. YOU ARE HOLDING OUR CFOS CONTRACT DUE TO YOUR MOTIVES AND IT IS SAD AT THIS POINT BUT SHE WAS NEGOTIATING TEACHER CONTRACTS COMPLETING AND BALANCING THE BUDGET AND PUSHING THE REFERENDUM ALL WHILE WE [INAUDIBLE] REFERENDUM ISSUE. MCKULICK AND DR. PETTIGREW ALSO -- I'M SORRY. I'M NOT SUPPOSED TO SAY THEIR NAMES. DESERVED BETTER THAN HOW THEY ARE BEING TREATED. SINCE THE CONCERT WAS SUPPOSED TO BE THE REFERENDUM, I WOULD LOOK FORWARD TO SEEING ALL THREE CONTRACT RENEWALS ON THE AGENDA FOR THE NEXT SCHOOL BOARD MEETINGS. I'M NOT NAÏVE TO THINK THAT WHAT I SAY IN THESE MEETINGS CHANGES ANY OF YOUR MINDS.

HOWEVER, IT IS IMPORTANT TO ME TO SPEAK UP FOR THOSE WHO ARE SILENCED BY THEIR POSITION IN THE SCHOOLS, FEAR OF RETALIATION OR CONCERN FOR PERSONAL SAFETY. THEY DESERVE A VOICE AND THEY DESERVE TO FEEL US IN AND BE HEARD.

I LOVE HSE. I RESPECT OUR TEACHERS.

AND I CARE FOR OUR ENTIRE STUDENT BODY.

I WOULD HELP OUR SCHOOL BOARD CAN DO THE SAME.

THANK YOU.

[00:35:12]

>> AND MISS ALICIA ROBERTS. >> IN HER BOOK BURNOUT EDUCATION AUTHOR CAROL ANN TOMLINSON WRITES, THE DIFFERENTIATED INSTRUCTION IS WHERE STUDENTS HAVE MULTIPLE OPTIONS FOR TAKING IN INFORMATION, MAKING SENSE OF IDEAS, AND EXPRESSING WHAT THEY LEARN. INAJIFFY JEUDY CLASSROOM PROVIDES DIFFERENT AVENUES FOR ACQUIRING CONTENT, PROCESSING OR MAKING SENSE OF IDEAS, OR TO DEVELOP PRODUCTS SO THAT EACH STUDENT CAN LEARN EFFECTIVELY. EVERY TEACHER ACROSS OUR DISTRICT AND UNDOUBTEDLY IN THIS ROOM WILL BE FAMILIAR WITH THE TERM DIFFERENTIATION. IT IS A PART OF DAILY LESSON PLANNING AND INSTRUCTION. DIFFERENTIATION IS A STUDENT CENTERED APPROACH THAT IS ROOTED IN EQUITY.

ANNA TOMLINSON STATES, STUDENTS DIFFER AS LEARNERS IN TERMS OF BACKGROUND EXPERIENCE, CULTURE, LANGUAGE, GENDER, INTEREST, READINESS TO LEARN, THE MODES OF LEARNING, SPEED OF LEARNING, SPORTS SYSTEMS FOR LEARNING, SELF-AWARENESS AS A LEARNER, COMPETENCE AS A LEARNER, INDEPENDENCE AS A LEARNER, AND A HOST OF OTHER WAYS. DIFFERENTIATION IS THE ENTRY POINT TO EQUITY IN THE CLASSROOM.

ENSURING THAT ALL STUDENTS GET WHAT THEY NEED IN A WAY THAT MAKES SENSE TO THEM. BUT DIFFERENTIATION IS JUST A START. AND PUBLIC EDUCATION, WE WILL ALWAYS HAVE A NEED FOR EVEN MORE.

THUS, WE HAVE ADDITIONAL PROGRAMS SUCH AS AGENCY'S HIGH ABILITY PROGRAM AS AN EXTENSION OF THIS EQUITY.

STUDENTS SUCH AS MY OWN TWO CHILDREN IN THE HIGH ABILITY PROGRAM RECEIVE HIGH-QUALITY EDUCATION THROUGH DIFFERENT AVENUES AND MODES OF LEARNING BUILDING THEIR CONFIDENCE AND INDEPENDENCE AS LEARNERS. HOWEVER, IF HSE WERE TO FOCUS ON EQUALITY INSTEAD OF EQUITY, THESE PROGRAMS WOULD NOT EXIST.

INSTEAD, CHILDREN WITH BE TOLD THIS IS WHAT WE LEARN.

THERE WOULD BE ONE PATHWAY AND NO DEVIATION FROM IT.

SO SOME CHILDREN WOULD STRUGGLE WITH THE PACE.

OTHERS WOULD BE BORED WITH IT. SOME CHILDREN WOULD REMAIN CONFUSED. OTHERS WITH LEARN NEW -- WORD LEARNED NO NEW INFORMATION. OF COURSE, AS AGENCY, WE WOULD NEVER DREAM OF NOT HAVING SUCH A BENEFICIAL AND WONDERFUL PROGRAM. MY OWN CHILDREN'S CONTINUED SUCCESS SPEAKS TO THE BENEFITS AND EXCELLENCE CREATED AT THE HANDS OF THE HIGH ABILITY PROGRAM.

IN THIS PROGRAM IS THE VERY DEFINITION OF EQUITY, AS EACH CHILD RECEIVES WHAT THEY NEED TO DEVELOP THEIR FULL ACADEMIC AND SOCIAL POTENTIAL. HFCS CONTINUED ACADEMIC EXCELLENCE IS CLEAR TO THIS PROGRAM AND OTHERS AND SUPPORTING OUR HIGH ABILITY PROGRAM AND SUPPORTING OUR HIGH ABILITY PROGRAM WOULD SOLIDIFY OUR POSITION FOR EDUCATIONAL EQUITY. IN AN INTERVIEW ONCE, TOMLINSON EXPLAINED, IF WE TAKE ON THE RESPONSIBILITY OF TEACHING, WE ACCEPT THE RESPONSIBILITY OF MAKING SURE EVERY KID LEARNS AS WELL AS HE OR SHE POSSIBLY CAN. BUT I WOULD EXTEND THAT TO ALL OF US HERE IN THIS ROOM. IF WE TAKE ON THE RESPONSIBILITY OF PUBLIC EDUCATION, WE ACCEPT THE RESPONSIBILITY OF MAKING SURE EVERY CHILD LEARNS AS WELL AS HE OR SHE POSSIBLY CAN.

THAT, OF COURSE, IS NOT ONLY DEDICATED TO THE EQUITY OF OUR HIGHEST LEARNERS ALTHOUGH THEY ARE ONE ELEMENT, BUT IT IS THE EDUCATIONAL EQUITY FOR ALL OF THE STUDENTS IN OUR DISTRICT.

AND I WOULD ALSO LIKE TO THANK ALL THE PASSION EDUCATORS AND ERASE TRADERS WORKING EACH DAY ON BEHALF OF THE STUDENTS.

THANK YOU.

[4. Consent Agenda]

>> MOVING ON TO THE CONSENT AGENDA.

THERE ARE THREE ITEMS PRESENTED ON THE CONSENT AGENDA.

4.4.01 BOARD MINUTES, FOUR-POINT HOST AND SUPPORT STAFF REPORTS AND 4.03 CLAIMS PAYROLL, SALARY REDUCTION AGREEMENT.

SO THIS EVENING I WAS TAKING A MOTION TO APPROVE EACH ITEM BY CONSENT. SO STARTING WITH ITEM 4.01, DO I

HAVE A MOTION. >> I MOVE TO APPROVE.

OH, MY GOSH. >> BOARD MINUTES.

>> I KNOW. BUT I CAN'T SEE IT.

I'M SORRY. I MOVE TO APPROVE BOARD MINUTES

FOR -- 4.01. >> DO I HAVE A SECOND?

>> SECOND. >> ALL IN FAVOR OF APPROVING 4.01, SAY AYE. AYE.

OPPOSED, SAY IT MAY. THE MOTION PASSES, 7-0.

DO I HAVE A MOTION TO PASS MOTION FOR .02?

>> I MOVED TO APPROVE ITEM 4.02. >> SECOND.

>> IT IS A RACE. ALL IN FAVOR OF APPROVING 4.02

AS PRESENTED, SAY AYE. >> AYE.

>> OPPOSED, SAY IT MAY. THE PUSH -- MOTION PASSES REGARDING 4.03, DO I HAVE A MOTION? I MOVED TO APPROVE 4.03 AND SALARY REDUCTION AGREEMENTS.

>> SECOND. >> ALL RIGHT.

ALL IN FAVOR OF APPROVING 4.03, SAY AYE.

>> AYE. >> OPPOSE TO SENE.

[5. Action Items]

[00:40:01]

THE APPRECIATION SUPPORTS THIS AND HAS FOUND VALUE IN THESE SERVICES. DO I HAVE A MOTION?

>> I MOVE TO EXCEPT ACTION ITEM 5.01 EMBODIED TEAMS CONTRACT.

>> DO I HAVE A SECOND? >> SECOND.

>> ANY DISCUSSION. >> I JUST WANTED TO CLARIFY, SO PEOPLE THAT ARE READING THIS, THIS IS NOT A ONE-YEAR CONTRACT.

IT IS JUST A STATEMENT OF SALARY, A STATEMENT OF SERVICES AND WHAT THE COST PAYMENTS ARE. SO IT IS JUST A STRUCTURE TO SAY WHEN WE UTILIZE THE SERVICE, THIS IS WHAT THE COST STRUCTURE WOULD BE. BACK THAT IS CORRECT.

ANY OTHER QUESTIONS? ANY OTHER DISCUSSION? I WOULD LIKE TO ALSO CLARIFY. THIS IS KNOCKS IT EGG PLANT INTO THE NEXT CALENDAR YEAR AS WE WOULD SET THESE.

>> CORRECT. BOTH ADMINISTRATION AND THE BOARD HAVE SHOWN INTEREST IN WORKING WITH.

>> CORRECT. ALL RIGHT, NO FURTHER DISCUSSION, CALLING FOR A VOTE.

THE MOTION PASSES, 7-0. MOVING ON TO SUBJECT 5.02, HIRONS CONTRACT. THIS IS A CONTRACT FOR SERVICES WITH H HIGH RENTS. IT REPLACES THE FORMER FIRM.

AND WE LOOK FORWARD TO WORKING WITH THIS PR AND COMMUNICATIONS AGENCY. WITH THAT, DO I HAVE A MOTION?

>> I MOVE TO EXCEPT ACTION ITEM 5.02, HIRONS CONTRACT.

>> DO I HAVE A SECOND? >> SECOND.

>> ANY DISCUSSION? I PERSONALLY WOULD LIKE TO SEE A MORE EXPANDED PROPOSAL. UTILIZING -- I DON'T THINK WE ARE UTILIZING ALL OF THEIR SERVICES.

AND I THINK FROM THE STAR POINTS THAT WE HAVE USED THEM, IT, IT HAS BEEN A LITTLE BIT REACTIVE AND I WOULD LIKE TO HAVE A MORE DEFINITIVE PROGRAM TO LOOK AT THEM FROM A BIGGER LANDSCAPE TO BE PROACTIVE, 30, 60, 90 DAY PLAN, TEACHER RETENTION, INFLUENCING, YOU KNOW, THE PROGRAMS THAT WE HAVE.

SO I WOULD LIKE TO LOOK AT A BIGGER PACKET OR PROPOSAL THAT

THEY HAVE AT SOME POINT. >> OKAY.

WE CAN CERTAINLY DO THAT. >> I WOULD AGREE WITH THAT.

I WOULD LIKE TO SEE WHAT ELSE WE CAN DO MORE PROACTIVELY.

>> GOT IT. ANY FURTHER DISCUSSION? QUESTION? CLOSING DISCUSSION, CALLING FOR A VOTE.

>> AND I'M A YES. THE MOTION PASSES, 7-0.

MOVING TO THE SUBJECT 5.03, HSEA AND HSE CONTRACT RATIFICATION.

MRS. KATY DOWLING EXPECTED EVENING, BOARD MEMBERS AND WONDERFUL TEACHERS HERE WITH US THIS EVENING.

WE HAVE A 45-MINUTE PRESENT TATIAN PREPARED.

THE MEETING LAST WEEK I BELIEVE WHERE WE CONDUCTED THE PUBLIC HEARING ON THE CONTRACT. SO I THINK THE PUBLIC HAS HEARD A LOT ABOUT THIS AND I THINK HIGHLIGHTS FOR US BEYOND AS MRSE INTEREST RATE PROCESS THAT REALLY MAKES IT MORE LIKE A PARTNERSHIP AND LESS LIKE, YOU KNOW, HOW LITTLE CAN PROVIDE IN THIS PROCESS, WHICH IS SORT OF AND I THINK WITH TRADITIONAL BARGAINING IS LIKE. AT THE HIGH-POINTS HIGH-POINTS US, THEM IN THE, THIS CONTRACT WITH YOUR APPROVAL WILL PUT US AT THE HIGHEST STARTING SALARY IN HAMILTON COUNTY.

WHICH I THINK IT'S IMPORTANT FOR A LOT OF DIFFERENT REASONS.

ALSO ADDED SOME THINGS TO OUR BENEFIT OFFERINGS LIKE ORTHODONTIA AND DENTAL WHICH I KNOW AS I'M WORKING ON THE FAQS TO ROLL OUT TO STAFF, IT IS VERY IMPORTANT.

I ALSO JUST THINK THE RECOGNITION OF, YOU KNOW, SPENDING SOME PLACE SO THAT STAFF CAN HAVE SOME MORE PERSONAL TIME TO BE ABLE TO BALANCE THEIR WORK AND THEIR PERSONAL LIVES BUT ALSO ALL THOSE OVERALL THIS PROCESS IS WHAT KEEPS US MOVING. AS A CORPORATION, AND THIS CONTRACT CAME IN WITHIN BUDGET. WE DO A FINANCIAL PLAN, IF YOU WILL, FINANCIAL STORY FOR THE WHOLE DISTRICT AND TO THEIR CREDIT, THEY DID NOT COME WITH THE MOST EXPENSIVE PLAN.

THEY CAME WITH ONE THAT WAS REASONABLE, UNDERSTANDING THE OTHER THINGS WE ALSO WANTED TO ACCOMPLISH WITHIN THE CONTRACT.

SO THIS IS A WIN FOR THE DISTRICT, AS A WHOLE FOR THE COMMUNITY. AND WE ASK FOR YOUR, YOU KNOW, APPROVAL THIS EVENING. AND THEN IF ANYONE ADD ANYTHING,

THIS DUO THIS EVENING. >> I THINK YESTERDAY WITH THE ELECTION AND THE VOTE FOR THE REFERENDUM, IT JUST SHOWED THAT A COMMUNITY REALLY SUPPORTS OUR SCHOOLS AND OUR TEACHERS AND WE

[00:45:04]

IT IS A GREAT RECOGNITION OF THE WONDERFUL THINGS THAT ARE TEACHERS TO FOR OUR OVER THE TIME THAT THEY HAVE BEEN HERE.

SO -- SPENT THE LAST THING I WOULD SAY ALSO, ACTUALLY, TO MRS. MAJESKI'S POINTS THIS WORK NEVER ENDS.

WE ARE ALWAYS IN THIS STATE OF THIS IS SOMETHING WE NOTICE WE NEED TO ADDRESS. WE ME WITH ABBY REGULARLY TO TALK ABOUT WHAT THINGS COME UP SO WE CAN PREPARE.

SO NEXT, AS YOU HAVE HEARD, THE ECA PROCESS THAT DR. WCAG IS GOING TO DELEGATE OUT, I'M SURE IT WAS KNOWN AS FATHER AND TOLD MABLY. PUT IT NEVER ENDS FOR US THAT EVALUATION TO ENSURE THAT WE ARE COMPETITIVE.

AND SO THIS YEAR WE WERE ABLE TO RESOLVE THE MASTER'S TO GREEK TERMS WE HAVE HAD NEXT YEAR, THERE'S OTHER THINGS THAT WE ARE GOING TO NEED TO TALK ABOUT TO WORK OUT.

SO IT IS A CONSTANT PROCESS. THE NEXT STEP BEYOND TODAY FOR THE DISTRICT'S IF THE BOARD IS KIND ENOUGH TO APPROVE THIS FOR ALL OF US, NEXT, WE WILL COME TO THE DECEMBER 8TH MEETING, WITH INFORMATION ON NONCERTIFIED STAFF.

THERE IS A FUNDS ALLOCATED AROUND TWO IN AND HAVE THOSE TWO AND A HALF MILLION TO $3 MILLION.

I SAY THERE'S A RANGE BECAUSE WE ARE STILL WORKING FOR THE COST OF ADDING THE ORTHODONTIA TO ALL STAFF AS WELL AS YOU HAVE HEARD, ADDING BACK THOSE DENTAL AND VISION BENEFITS TO INSTRUCTIONAL ASSISTANCE THAT WAS REMOVED 13 YEARS AGO AND THAT HAS BEEN A DIFFICULTY. SO THOSE THINGS FACTOR INTO THE TOTAL AMOUNT. TO OUR PREPARATION WILL PREPARE US TO COME BACK DECEMBER 8TH WITH SOMETHING THAT HAS BEEN WELL VETTED TO MAKE RECOMMENDATIONS FOR NONCERTIFIED STAFF AND I BELIEVE ANYTHING ADMINISTRATOR RELATED WILL BE AFTER THAT I EXPECT I WOULD ALSO BE REMISS IF I DID NOT SAY THAT THE ECA COMMITTEE IS LOOKING FOR PEOPLE THAT WOULD LOVE TO BE ON THE ECA COMMITTEE. E-MAIL ME AT A TAYLOR AT HSE.COM I EXPECT ALL THOSE LETTERS AND NUMBERS.

>> AS LONG AS SAYS TAYLOR. BACK FOR REAL, IF PEOPLE WANT TO

DO THAT, IT IS AVAILABLE. >> FANTASTIC.

SO I WOULD LIKE TO THANK EVERYONE FOR THEIR TIME AND ATTENTION AND BRINGING THIS COUNTRY FORWARD AND WE WOULD TRULY APPRECIATE YOUR SUPPORT AND I KNOW WE ARE LEARNING A LOT TO THE REPORTING PROCESS AS WELL AND SO WE LOOK FORWARD TO THE CONTINUED LEARNING PROCESS, THAT EXPERIENTIAL LEARNING PROCESS, AS WE LIKE TO SAY. SO WITH THAT, IS THERE A MOTION?

>> I MOVED TO RATIFY THE CONTRACT BETWEEN HSEA AND HAMILTON SOUTHEASTERN SCHOOLS AS PRESENTED.

>> SECOND. >> SECOND.

>> YES.

>> WE LIKE THAT. >> WHO DOESN'T? ALRALL RIGHT. I THINK WE HAD ALL THE BOARD MEMBERS' NAMES. TO OPEN FOR DISCUSSION.

ANY QUESTIONS FROM THE BOARD? >> I DON'T HAVE A QUESTION, BUT I WOULD LIKE TO MAKE A STATEMENT.

FIRST OF ALL, THIS MY THIRD COLLECTIVE BARGAINING THAT ONE THROUGH AND I HAVE TO EACH YEAR, IT SEEMS TO GET A LITTLE BETTER BUT I HAVE HEARD VERY, VERY POSITIVE THINGS FROM OUR COMMUNITY AND YOU GUYS AND ALL THE MEETINGS THAT WE HAVE HAD AND I'M VERY, VERY IMPRESSED WITH HOW THE INTEREST BARGAINING HAD GONE THROUGH AND CONVERSATIONS THAT WE HAD, THINGS THAT I CAN'T REALLY SHARE, BUT GOT THE INFORMATION AND I JUST WANT TO SAY, I COMMEND HOW THAT PROCESS WENT.

AS AN ADVOCATE FOR ALWAYS WANTING TO HAVE TE HIGHEST PAY AS TEACHERS IN OUR DISTRICT AND OUR SUPPORT STAFF, THIS WAS THE FIRST STEP AND I WAS SO PLEASED TO SEE THE MASTERS: GET ADDED TO IT AND THAT WE ARE NOW GETTING INTO A POSITION WHERE WE ARE VERY COMPETITIVE AND REALLY REWARDING THOSE TEACHERS FOR THEIR HARD WORK THAT WE ALL IN THE COMMUNITY A DOOR.

I WAS A SUBSTITUTE TEACHER FOR TEN YEARS, AND THAT IS NOT THAT IT IS NOT AN IMPORTANT JOB THAT WE VALUE OUR SUBSTITUTE TEACHERS. ABOUT TO SEE BEHIND THE SCENES WITH ALL OF OUR TEACHERS DO AND PUTTING FOUR KIDS THROUGH OUR DISTRICT, I JUST WANT TO SAY THANK YOU TO ALL OF OUR TEACHERS FOR ALL THEIR HARD WORK AND EVERYTHING THAT THEY GIVE TO OUR SCHOOL DISTRICTS. SO THANK YOU FOR THIS

COLLABORATION WORKING TOGETHER. >> I JUST WANT TO SAY THANK YOU AS WELL. I HEARD NOTHING BUT COMMENDABLE THINGS THROUGHOUT THE WHOLE PROCESS AND I THINK IT WOULD BE A BEST PRACTICE FOR OTHERS. SO I WANT TO THANK YOU AND EVERYBODY ELSE IN THE ROOM AND THE FEEDBACK AND [INAUDIBLE] ON THIS. I WANT TO REMIND THE PUBLIC THAT IS WATCHING SOME OF THE STUFF FROM OUR LAST MEETING, THAT THIS IS A STARTING APPOINTMENT AS WE FURTHER ALONG ON THE BUDGET P PLAN. NOW WITH THE ABUNDANCE THAT THE REFERENDUM OFFERS, I WOULD LIKE TO REMIND FELLOW BOARD MEMBERS OF WHICH I CAMPAIGNED WITH TO HOLD THAT TO HOLD THE INTEGRITY TO YOUR PROMISES TO THE COMMUNITY MEMBERS IN WHICH YOU FORWARDED TO IN YOUR SEATS. I WOULD ALSO LIKE TO REMIND EVERYBODY AT THE DOLLAR THAT WE HAD PREVIOUSLY, THAT ADMIN AND THE BOARD WILL PROACTIVELY WORK TO HAVE A LIAISON THAT HELPS OVERSEE OR GET INSIGHTS SO THAT WE CAN BE IN STEP WITH THE PROCESS AS IT HAPPENS. SO THANK YOU SO MUCH.

[00:50:01]

>> IF THERE ARE NO FURTHER COMMENTS, CLOSING THE DISCUSSION, CALLING FOR AN VOTE.

>> THE MOTION PASSES, 7-0.

[6. Information Items]

>> MOVING ONTO INFORMATION ITEM SEVEN, SUBJECT 6.01 HAS BEEN TABLED. GIVING KATIE A BREAK.

SHE HAS DONE A LOT, SO WE'RE GOING TO MOVE THAT TO DECEMBER.

SUBJECT 6.02 ACADEMIC UPDATE HERITABILITY, MS. AARON MOORE.

>> REALLY NOT THAT BORING. YOU CAN STAY.

MY NAME IS AARON MOORE. THIS IS MY 21ST-YEAR HERE IN THE DISTRICT. I HAVE.

I HAVE BEEN A CLASSROOM TEACHER. I WAS A CLASSROOM TEACHER FOR 15 YEARS. I'VE BEEN A TEACHER DEVELOPMENT SPECIALIST AND I'VE BEEN IN THIS ROLE AS HIGH ABILITY COORDINATOR FOR THE LAST SEVERAL YEARS. I'M ALSO A PARENT HERE IN THE DISTRICT. I HAVE THREE DAUGHTERS.

I HAVE A GIRL IN ELEMENTARY SCHOOL.

I HAVE A GIRL IN JUNIOR HIGH. AND I HAVE A GIRL IN HIGH SCHOOL. SO HAVING ALL OF THOSE DIFFERENT ROLES THROUGHOUT THE DISTRICT HAS GIVEN ME A LOT OF PERSPECTIVE AND I FEEL LIKE ONE OF THE ONLY EXPERIENCES I HAVE NOT HAD IS HAVING A BOY. I DON'T KNOW WHAT THAT IS LIKE.

SO JUST GOING TO SHARE A LITTLE BIT ABOUT HIGH ABILITY SERVICES, WE DO, WHY WE HAVE THEN. AND TO START WITH WHY, IT IS BECAUSE WE ARE COMMITTED TO MEETING THE NEEDS OF ALL OF OUR LEARNERS AND JUST AS WE MEET THE NEEDS OF OUR EXCEPTIONAL LEARNERS, OUR ENGLISH LANGUAGE LEARNERS, OUR PRESCHOOL STUDENTS, STUDENTS WHO NEED ALTERNATIVE EDUCATION, WE ALSO NEED TO MEET THE NEEDS OF OUR STUDENTS WHO ARE ACHIEVING AT A VERY HIGH ACADEMIC PROGRAM AND THIS IS ONE OF THE WAYS WE DO THAT. THERE ARE FEW THINGS THAT I WANT TO SHARE THAT HIGH ABILITY IS NOT.

IT DOES NOT MEAN, THE STUDENTS, BETTER INSTRUCTION, THAT THEY GET THE BETTER TEACHERS, THAT THEY GO TO A SPECIAL CUSTOM, THAT THEY ARE AN ELITE GROUP. IT IS NOT SOMETHING THAT FAMILIES NEED TO PUSH FOR. AND IT IS ALSO NOT SOMETHING THAT FAMILIES NEED TO AVOID. AND IT IS ALSO NOT A DETERMINATION OF FUTURE SUCCESS OR COURSEWORK OPPORTUNITIES.

ALL OF OUR STUDENTS HAVE OPPORTUNITIES TO OPT INTO ALL OF OUR COURSES ONCE THEY ARE IN SECONDARY SCHOOL.

SO WHAT HIGH ABILITY IS IS A VERY SPECIFIC SET OF SERVICES THAT IS DESIGNED TO MEET THE NEEDS OF THOSE STUDENTS.

IT IS AVAILABLE IN READING, MATH, OR BOTH READING AND MATH.

IT IS WRITTEN IN INDIANA CODE. SO IT IS A STATE LAW THAT WE PROVIDE THE SERVICES. AND IT IS DIRECTED AND OVERSEEN BY THE INDIANA DEPARTMENT OF EDUCATION.

WE SUBMIT A PROGRAM PLAN EVERY YEAR TO THEM.

WE IDENTIFY STUDENTS IN GRADES K THROUGH SIX.

SO IT REALLY IS A SPECIFIC PROGRAM FOR KINDERGARTEN THROUGH SIXTH GRADE. AND THEN IMPORTANTLY, IT IS DIFFERENT INSTRUCTION. IT IS DIFFERENT EXPECTATIONS.

BUT IT IS NOT MORE. IT IS NOT A MOUNTAIN OF HOMEWORK OR SOMETHING THAT -- IT DOES NOT FIT THE STUDENTS' NEEDS.

SO WE TALKED ABOUT WHY WE HAVE HIGH ABILITY SERVICES.

NOW, I WANT TO SHARE HOW WE DETERMINE WHO NEEDS THOSE SERVICES. IT IS VERY IMPORTANT TO US THAT OUR IDENTIFICATION PRACTICES ARE INCLUSIVE OF ALL STUDENTS, AND ONE OF THE WAYS WE DO THAT IS TO A UNIVERSAL SCREENING.

WHAT THAT MEANS IS ALL STUDENTS ARE CONSIDERED, FAMILIES DON'T HAVE TO WRITE A LETTER AND REQUEST ANYTHING.

TEACHERS DON'T HAVE TO MAKE RECOMMENDATIONS.

WE CONSIDER EVERY STUDENT, EVERY YEAR IN GRADES K THROUGH SIX.

WE ALSO HAVE A MORE FORMAL PROCESS THAT TAKES PLACE IN THREE SPECIFIC GRADES, KINDERGARTEN, SECOND, AND FIFTH GRADE. AND THAT IS A REQUIREMENT OF THE IDEO WE, AND THEN WE ALSO OFFER SERVICES IN READING, MATH, AND BOTH. THE REASON WHY THAT IS AN INCLUSIVE PRACTICES BECAUSE SOMETIMES YOU MIGHT HAVE A STUDENT WHO IS A STRONG READER AND MAYBE IS NOT QUITE MEETING SOMETHING EXTRA IN MATH OR VICE VERSA.

AND THEY DON'T HAVE TO BE THERE IN BOTH AREAS TO GET THE SERVICES THEY NEED AND THE OTHER SUBJECT.

THE OTHER THING IS THERE ARE NO SECRET HANDSHAKES.

WHAT THAT MEANS IS NOBODY CAN CALL ME AND INVITE ME OUT TO LUNCH AND GET THEIR STUDENTS IN HIGH ABILITY SERVICES.

[00:55:03]

SO WE USE NWEA FOR A LOT OF THINGS IN SCHOOL.

BUT ONE OF THE THINGS WE DO IS LOOK AT THOSE PERCENTILES AND SEE IF THEY HAVE A HIGH ACADEMIC LEVEL THAT MAYBE NEEDS SOMETHING DIFFERENT. WE ALSO HAVE A COGNITIVE REASONING PATHWAY. SO THAT LOOKS -- IT IS A TEST CALLED -- AND THAT LOOKS AT HOW STUDENTS REASON THROUGH PROBLEMS, HOW THEY THINK, SO MAYBE THEY DON'T HAVE THE ACADEMIC ACHIEVEMENT YET, BUT THEY ARE THINKING REALLY DIFFERENTLY. SO THEY CAN ALSO BE IDENTIFIED THROUGH THAT PATHWAY. AND TO THIRD IS AN OBSERVATIONAL PATHWAY. SO THEY MAY BE REALLY CLOSE ON SOME OF THOSE AND WE NEED A LITTLE MORE INFORMATION.

AND WE USED SOMETHING CALLED A SIX.

THAT IS THE SCALES FOR IDENTIFYING GIFTED STUDENTS AND WE GET INPUT FROM FAMILIES AND TEACHERS THROUGH THAT PATHWAY.

SOMETHING THAT I THINK CONCERNS PEOPLE IS THAT WE MAY ONLY LOOK AT ONE TEST ONE TIME BUT THERE ARE ACTUALLY 43 OPPORTUNITIES TO BE IDENTIFIED FOR HIGH ABILITY SERVICES IN GRADES K THROUGH SIX AND WE USE PERCENTILES TO DETERMINE THOSE.

SO WE'RE LOOKING AT NATIONAL PERCENTILES, NOT JUST HOW MANY QUESTIONS WERE SCORED QUICKLY. AND THAT ALSO KEEPS THINGS REALLY EQUAL AND FAIR AS WE CONSIDER STUDENTS FROM OTHER DISTRICTS THAT MOVE IN. BECAUSE WE ARE LOOKING AT THOSE NATIONAL PERCENTILES. HOW THE PROGRAM IS FUNDED IS THROUGH A GRANT FROM THE IDEO WE THAT IS -- IT RECURS AND WE.

SO WE APPLIED FOR IT AND WORK BUT THE FUNDING IS PREDETERMINED BEFORE WE EVEN JUST BEFORE WE EVEN SUBMIT THE APPLICATION.

AND IT IS NOT COMPETITIVE. SO WE ARE NOT COMPETING AGAINST OTHER SCHOOLS TO BE ABLE TO HAVE HIGH ABILITY SERVICES.

BUT WE DO HAVE TO MEET THE REQUIREMENTS IN ORDER TO BE ABLE TO RECEIVE THAT FUNDING. AND THE WAY THAT AND THE WAY THAT WE USE THE FUNDING IS TO PROVIDE THAT TESTING THAT I MENTIONED. WE ALSO HAVE HIGH ABILITY COORDINATORS THROUGHOUT OUR ELEMENTARY AND INTERMEDIATE BUILDINGS. WE USE IT FOR INSTRUCTIONAL RESOURCES AND PROFESSIONAL DEVELOPMENT CATCHES DEPENDING ON HOW MUCH FUNDING THERE IS FROM YEAR TO YEAR.

SO I TALKED ABOUT WHY. HIGH ABILITY SERVICES.

I TALKED ABOUT HOW WE IDENTIFY STUDENTS AND I'M GOING TO SHARE A LITTLE BIT ABOUT WHAT WE DO. WE ARE A VERY LARGE SCHOOL DISTRICT WITH 22,000 STUDENTS. SO THE SERVICE MODEL DOES NOT LOOK THE SAME FROM SCHOOL TO SCHOOL AS IT WOULD'VE MAYBE YOU HAD A SCHOOL SYSTEM WITH TWO ELEMENTARY SCHOOLS.

SO OUR SERVICE MODEL DESIGN VARIES ACCORDING TO THE NEEDS OF THE BUILDINGS BUT THE GROUPING OF THE STUDENTS IS ALWAYS INTENTIONAL. SO WE MAKE SURE THAT STUDENTS ARE GROUPED WITH OTHER STUDENTS WHO RECEIVE SIMILAR SERVICES.

AND I WORK REALLY CLOSELY WITH OUR SCHOOLS TO HELP THEM DESIGN THOSE. WE HAVE 18 HIGH ABILITY COORDINATORS THAT SUPPORT STAFF IN ALL K-6 BUILDINGS.

SO THERE IS A TEACHER IN EACH BUILDING WHO IS AN EXPERT ON HIGH ABILITY AND CAN SUPPORT THE TEACHERS RIGHT IN THEIR BUILDING. AND WE PROVIDE GREATER DEPTH, CHALLENGE, AND ACCELERATION. AND THE EMPHASIS REALLY THERE IS UNCRITICAL AND CREATIVE THINKING.

AS YOU SEE ON THE RIGHT, THERE ARE TWO WAYS WE DO THAT.

ONE WAY IS ACCELERATION. SO WE ARE INCREASING THE SPEED AT WHICH STUDENTS ARE MOVING THROUGH ACADEMIC CONTENT.

AND THEN THE OTHER WAY IS IN RICHMOND'S OPPORTUNITIES TO UNDERSTAND THE CONTENT AT A DEEPER LEVEL.

AND JUST TO SHOW YOU AN EXAMPLE OF THAT, CERTAINLY YOU DON'T NEED TO READ THE WHOLE TABLE. BUT YOU CAN SEE THERE, WHAT ACCELERATION LOOKS LIKE IN MATH. SO WE HAVE STUDENTS MOVING UP ONE GRADE LEVEL IN MATH AND THEY CAN START AS EARLY AS FIRST GRADE IF THEY ARE IDENTIFIED AS A KINDERGARTNER.

AND THEIR ONE-YEAR ADVANCE IN MATH IN HIGH ABILITY SERVICES.

WANTS TO GET THROUGH THE FIFTH GRADE, WE ALSO OFFER A TWO-YEAR ADVANCED MATH TRACK. SO THERE ARE MULTIPLE WAYS THAT STUDENTS CAN MOVE AT AN ACCELERATED PACE THAT FITS THEIR NEEDS THROUGH OUR MATH CURRICULUM.

BUT THEN ENRICHMENT MIGHT LOOK VERY DIFFERENT THAN THAT.

SO AN EXAMPLE OF HOW WE MIGHT ASK STUDENTS TO THINK CRITICALLY IN THE CLASSROOM ABOUT MATH, IF YOU LOOK AT THIS PROBLEM, IT SAYS, THERE ARE 13 CHICKENS AND PIGS ON A FARM BUT HOW MANY CHICKENS AND HOW MANY PIGS ARE THERE ON THE FARM? SO THAT IS NOT JUST A CLEARCUT MATH PROBLEM.

THAT IS GOING TO REQUIRE A LOT OF DIFFERENT KINDS OF THINKING AND OUR STUDENTS LOVE TO DEBATE WHAT THE BEST -- I PROMISE I'M NOT GOING TO MAKE YOU DO THE PROBLEM AND DEBATE.

BUT IT WOULD BE FUN. YEAH, AND SO IT IS REALLY FUN TO

[01:00:02]

SO THAT IS KIND OF WHAT THE DIFFERENCE BETWEEN ACCELERATION AND ENRICHMENT IS. AND ENRICHMENT AND ACCELERATION BOTH SUPPORT COGNITIVE GROWTH. SO IT IS MUCH IS OUR JOB TO GET THEM THROUGH THIS STANDARDS BUT ALSO TO HELP THEM GROW IN THE WAYS AND THE DIFFERENT WAYS THAT THEY THINK.

A NEW RESOURCE THAT WE HAVE, IS CALLED JUNIOR GREAT BOOKS.

AND WE ARE USING THAT INER LITERACY INSTRUCTION TO SUPPORT THE CRITICAL THINKING PEACE. IT PROMOTES A DEEPER WAY OF THINKING AND I JUST DID IT IN A CLASSROOM TODAY AT RIVERSIDE AND THE STUDENTS ARE SITTING IN A CIRCLE AND THEY ARE ACTIVELY DEBATING AND COLLABORATIVELY TRYING TO FIGURE OUT MEANING IN A TEXT AND IT IS REALLY POWERFUL TO SEE STUDENTS THINK THEY HAVE ONE ANSWER AND THEN GO THROUGH THE DISCUSSION AND REALIZED THAT MAYBE THEY THINK DIFFERENTLY AFTER HEARING OTHER PEOPLE'S IDEAS AND WE TALKED ABOUT HOW THAT IS EVEN HARD FOR ADULTS SOMETIMES BUT SOMETIMES WE THINK WE KNOW SOMETHING AND WE HEAR OTHER IDEAS AND THINK ABOUT IT DIFFERENTLY AND HAVE DISCOURSE AROUND IT AND WE MIGHT CHANGE OUR MINDS.

SO IT IS POWERFUL FOR THE STUDENTS TO THINK THAT WAY ABOUT LITERATURE AND ABOUT THEIR MATH. ONCE STUDENTS MOVE BEYOND HIGH ABILITY SERVICES, SO ONCE THEY ARE OUT OF SIXTH GRADE, WHEN THEY ARE IN SECONDARY SCHOOL AND OUR JUNIOR HIGHS AND HIGH SCHOOLS, TAKING UP INTO COURSEWORK.

SO YOU DON'T HAVE TO HAVE BEEN RECEIVING HIGH ABILITY SERVICES IN ELEMENTARY SCHOOL TO OPT IN. BUT THERE ARE A LOT OF DIFFERENT PATHWAYS. WE HAVE A LOT OF DIFFERENT ELECTIVE OPTIONS. OBVIOUSLY WE HAVE ORDERS COURSE WORK. WE HAVE ADVANCED PLACEMENT COURSES. WE OFFER DUAL CREDIT AND THEN THE INTERNATIONAL BACCALAUREATE PROGRAM.

SO THERE WERE A LOT OF OPTIONS FOR HIGH ABILITY STUDENTS ONCE THEY MOVE INTO SECONDARY SCHOOL. ANOTHER REALLY IMPORTANT PART OF HIGH ABILITY SERVICES IS PROVIDING PROFESSIONAL DEVELOPMENT TO OUR TEACHERS. AND THAT IS ONE WAY THAT WE USE THE GRANT FUNDING. WE HAD 20 STAFF LAST YEAR WHO WERE ABLE TO ATTEND THE NATIONAL CONFERENCE ON GIFTED CHILDREN.

WE WERE LUCKY THAT IT ACTUALLY TOOK PLACE IN INDIANAPOLIS.

WE WERE ABLE TO SEND STAFF TO THAT AND THE NEWLY WE SEND STAFF TO THE STATE CONFERENCE WHICH IS CALLED THE INDIANA ASSOCIATION FOR THE GIFTED AND OUR TEACHERS ARE ABSOLUTELY AMAZING AND THEIR LEADERS IN THE FIELD AND OFTEN PRESENTERS AT THESE CONFERENCES.

WE ALSO HAD TWO CROSS DISTRICT TRAININGS LAST YEAR THAT WE BROUGHT IN THE GREAT BOOKS FOUNDATION TO PROVIDE AND THEN OUR TEACHER LEADERS AND OUR HIGH ABILITY COORDINATOR STICK THAT BACK TO THEIR SCHOOLS AND ARE STILL WORKING WITH THEIR SCHOOLS TO SUPPORT THE JUNIOR GREAT BOOKS THAT I MENTIONED BEFORE.

AND ALL OF OUR HIGH ABILITY COORDINATORS, THEY ARE REALLY BUILDING LEADERS AND BEST PRACTICES FOR HIGH ABILITY MURDERS. WE HAVE A GREAT GROUP OF PEOPLE.

SO THAT IS ONE OF THE THINGS THAT WE DO FOR PROFESSIONAL DEVELOPMENT. WE ALSO HAVE SOMETHING CALLED A BROAD-BASED PLANNING COMMITTEE. THIS IS A STATE REQUIREMENT OF THE GRANT. AND IT BASICALLY IS A GROUP OF DIVERSE STAKEHOLDERS THAT ARE IN PLACE TO DESIGN AND MONITOR THE CONTINUOUS DEVELOPMENT OF OUR HIGH ABILITY SERVICES AND IMPLEMENTATION. SO WE HAVE ADMINISTRATORS, TEACHERS, PARENTS, THERE ARE A LOT OF DIFFERENT COUNSELORS.

A LOT OF DIFFERENT PEOPLE REPRESENTED ON THAT GROUP.

AND LAST YEAR, OUR WORK WAS TO CREATE A MISSION STATEMENT WHERE WE NEEDED UPDATED. IT REALLY NEED SOME SPECIFICITY FOR HSE SCHOOLS AND OUR GOAL THIS YEAR IS TO BRING IN MORE STUDENT VOICE. WOULD LIKE TO GET PERSPECTIVE OF OTHERS OLDER STUDENTS, WHAT THEIR EXPERIENCES HAVE BEEN GOING THROUGH SCHOOL AND THEN ALSO YOUNGER STUDENTS, WHAT THEY ARE EXPERIENCING. THIS QUOTE IS FROM THE NATIONAL ASSOCIATION FOR GIFTED CHILDREN AND I THINK IT IS REALLY IMPORTANT FOR ALL OF US TO REMEMBER, I LIKE EDUCATORS ARE REALLY COMFORTABLE WITH THIS AND -- BUT IT IS IMPORTANT FOR US TO REMEMBER AS PARENTS, TOO, YOUR CHILD'S EDIFICATION AS GIFTED IS LESS IMPORTANT THAN HIS OR HER EDUCATIONAL NEEDS BEING SERVED IN SCHOOL. THE FOCUS SHOULD BE ON FIGURING OUT YOUR CHILD'S NEEDS AND PROVIDING FOR THEM RATHER THAN ATTAINING A LABEL. SO ARE HIGH ABILITY SERVICES ARE NOT ABOUT GETTING A LABEL. IT IS SIMPLY ABOUT BEING RESPONSIVE TO WHAT OUR STUDENTS NEED.

REGARDLESS OF WHETHER THEY GET HIGH ABILITY SERVICES, EVERY AGENCY STUDENT DESERVES OUR AGENCY 21 BEST PRACTICES AND INSTRUCTION RIGOR, DIFFERENTIATION, INTERACTION WITH THEIR PEERS, ENRICHMENT, OPPORTUNITIES FOR CRITICAL THINKING, AND RICH TASKS, CHALLENGE, AND SUPPORT AND MOST IMPORTANTLY, ALL OF OUR KIDS DESERVE TO BE SEEN FOR ALL THE WAYS THAT THEY ARE SMART. SO THANK YOU.

DO YOU HAVE ANY QUESTIONS? >> I DO.

I HAVE A COUPLE OF THEM. FIRST OF ALL, THANK YOU FOR SHARING ALL THAT. THAT IS AMAZING.

AND HAVING FOUR KIDS, BRING TO OUR DISTRICT, THEY ALL LEARN DIFFERENTLY, THE DISTRICT. SO CAN YOU GO BACK TO A LITTLE BIT ON THE PROCESS. SO FOR EXAMPLE, YOU HAD TALKED ABOUT THE DIFFERENT TESTING AND ALL THAT.

[01:05:02]

>> SURE. WOULD NEVER WAIT TO GIVE STUDENTS WHAT THEY NEED. TEACHERS IN EVERY WAY TO DIFFERENTIATE. IF A TEACHER IS NOTICING THAT, THEY ARE GOING TO DO WITH THAT CHILD NEEDS RIGHT AWAY AND THAT IS A GREAT REASON THAT WE HAVE HIGH ABILITY COORDINATORS IN EACH SCHOOL AND A WAY THAT I CAN SUPPORT IS IF THEY HAVE, A STUDENT THAT IS ACHIEVING AT A HIGH LEVEL, WE WILL DO WHAT WE NEED FOR THEM RIGHT AWAY. THAT IS NOT GOING TO BE A FORMAL IDENTIFICATION IN HIGH ABILITY SERVICES.

THAT GOES TO A VERY SPECIFIC TIME LINE OUT PROCESS.

SO WE USE WINTER NWEA AND SPRING NWEA WHICH OF THOSE TUNES ALREADY TAKE. WE LOOK AT THAT FOR THE ACHIEVEMENT PATHWAYS. THERE CAN TAKE PLACE IN FEBRUARY OR MARCH, DEPENDING ON THE SCHOOL YEAR.

IN THE SIX FOLLOWS IN THE SPRING AND THEN FAMILIES ARE NOTIFIED IN THE EARLY SUMMER ABOUT PLACEMENTS FOR THE FOLLOWING YEAR. SO THE FORMAL PROCESS TAKES PLACE PRIMARILY IN THE SECOND SEMESTER.

BUT AGAIN, OUR TEACHERS ARE EXPERTS AT DIFFERENTIATION AND GETTING KIDS' NEEDS MET RIGHT AWAY.

>> THANK YOU. I JUST HAVE --

>> THE SECOND QUESTION THAN, WE TALKED ABOUT HIGH ABILITY AND GEN ED FOR EXAMPLE. SO IS IT SEPARATE CLASSES? OR DO WE INTERMIX WHERE WE HAVE HIGH ABILITY AND THEY ARE MIXED

IN TWO A GEN ED CLASS? >> SO THAT IS A GREAT QUESTION.

UNDER IT SERVICE MODELS, I MENTIONED THAT THE DESIGN VARIES BY SCHOOL AND IT EVEN VARIES BY GRADE LEVELS.

ARE PRESENTERS THAT WE IDENTIFY HIGH ABILITY STUDENTS AND CURRENT GARDEN AND FIRST WE ARE REALLY HIGH.

THEIR THE HIGHS THEY CAN BE. IT IS 99TH PERCENTILE ON ACHIEVEMENT. SO WE DON'T HAVE AS MANY STUDENTS QUALIFY THOSE PRIMARY GRADES.

SO OFTEN, BUT THAT DOESN'T LOOK LIKE A CLUSTER.

IT MAY BE TEN STUDENTS IN A CLASSROOM OF 21 WORKFLOWS TEN STUDENTS ARE RECEIVING HIGH ABILITY MASS SERVICES.

BUT IT JUST DEPENDS ON THE SCHOOL AND THE GRADE LEVEL.

>> OKAY. >> THEY CAN BE ALL IN ONE

CLASSROOM THAT IS LESS COMMON. >> CAN I JUST MAKE A COMMENT? MY TWINS, IN HIGH ABILITY, AND WERE IN A CLASS THAT WAS COMBINED. EXCEPTIONAL LEARNERS, HIGH ABILITY, AND REGULAR, I GUESS, YOU CALL.

AND THAT WAS MY ABSOLUTE -- ONE OF MY FAVORITE YEARS.

THE TEACHER DID IT SO WELL AND IT WAS A GREAT MIX OF KIDS AND I ASKED FOR THAT BECAUSE I THOUGHT IT WAS SO WELL DONE.

AND I CAN REMEMBER ONE OF MY CHILDREN SAYING ABOUT A LITTLE GROUP THAT WAS AN EXCEPTIONAL LEARNER.

SHE IS, YOU KNOW, THERE WAS NO DIFFERENTIATION.

SHE HAD A HEARING IMPAIRMENT AND SHE JUST CAN'T HEAR.

THAT IS ALL PARTICULAR? THAT WAS THE ONLY -- AND I THINK THAT IS SO IMPORTANT TO -- WAS JUST VERY --

>> IT IS POWERFUL. >> IT IS VERY POWERFUL.

>> TO BE ABLE TO BE GROUPED TOGETHER AND SEE THAT EVERYONE LEARNS IN DIFFERENT WAYS AND A LOT OF THE INSTRUCTION THAT WE KNOW WORKS WELL FOR HIGH ABILITY STUDENTS WORKS WELL FOR ALL KIDS. SO THANKS.

>> SO MY FINAL QUESTION THAT -- FROM TAKING NOTES AND STUFF, SO WE TALKED ABOUT THE STANDARDS, RIGHT? WE HAVE STATE STANDARDS FOR DIFFERENT THINGS, THESE NUMBERS HERE. DO WE DO ANYTHING? ARE WE AT A DIFFERENT LEVEL POSSIBLY THAN WHAT WE ARE JUST, AS, IS IT EDITED BY TWO AGENCIES GOALS AND STANDARDS OR DO WE ONLY USE WHAT IS IN THE STATES? DOES THAT MAKE SENSE?

>> DO YOU MEAN INSTRUCTION OR IDENTIFICATION?

>> IDENTIFICATION. FOR EXAMPLE CONSTRUCTION, WE ARE MEETING ALL OF OUR KIDS WHERE THEY NEED.

BUT EXCEPTIONAL LEARNERS, HIGH ABILITY, OR WHATEVER.

HIM TO PUT IN LOOKING AT A STUDENTS FOR HIGH ABILITY LEVEL, LIKE, LET'S SAY WE ARE SAYING, HEY, AT OUR NWEA SCHOOLS, -- SCORES FOR THE HIGH ABILITY IF THEY HIT THIS MARK.

AND THAT IS WHAT THEY WOULD SAY FOR THE STATE.

WE SING, WE ARE GOING TO GO A LITTLE BIT HIGHER HERE OR

SOMETHING. >> MUCH HIGHER.

>> OKAY. THAT IS --

>> NATIONAL PERCENTILES. SO A STUDENT INTERN, AND OR FIRST GRADE ON ACHIEVEMENT IS PERFORMING AT THE 99TH PERCENTILE NATURALLY. MEANING THEY ARE SCORING HIGHER THAN 99% OF THEIR PEERS IN THE COUNTRY.

THEN ONCE WE MOVED TO SECOND GRADE, AND DEVELOPMENT CHANGES A LITTLE BIT, THEN WE LOOK FOR THE 95TH PERCENTILE NATIONALLY.

SO THAT THE 50TH PERCENTILE IS AVERAGE, THEN WE ARE WAY ABOVE THAT. AND AGAIN, RAISING THE INITIAL PERCENTILE IS NOT STATED. EXPECT THAT IS WHAT I WAS TRYING TO FIGURE OUT. THANK YOU VERY MUCH.

AND THAT IS ON THE ACHIEVEMENT PATHWAY.

BUT THEN WE ALSO HAVE THE COGNITIVE PATHWAY.

WE MAY HAVE STUDENTS WHO ARE NOT QUITE AT ACADEMIC -- AT A REALLY

[01:10:01]

>> RIGHT. THANK YOU FOR THAT.

>> I HAVE A QUESTION FOR YOU. HOW IS OUR PROGRAM COMPARED TO OTHER SCHOOLS AND DISTRICTS? WHAT IS OUR COMPETITIVE SET LOOK

LIKE? >> COMPARED TO OTHER SCHOOLS IN

-- >> LIKE, FOR EXAMPLE, LET'S SAY CARMEL OR LET'S SAY LAWRENCE? OR HOW DOES OUR PROGRAM WORK

COMPARED TO -- >> THAT IS A GREAT QUESTION.

I'M ACTUALLY INVOLVED IN A COHORT RIGHT NOW OF STATEWIDE HIGH ABILITY COORDINATOR'S. WE HAD AN OPPORTUNITY TO PARTICIPATE IN A GRADUATE COURSE WITH THE PROFESSORS WHERE I WILL BE MENTORED AND THE REALLY COOL PART IS WE ARE WORKING TOGETHER AS A GROUP ACROSS THE STATE TO COLLABORATE AND SEE WHAT ARE OTHER SCHOOL SYSTEMS DOING. OR WE ARE VERY CLOSE IN OUR IDENTIFICATION METHODS AND PROCEDURES WITH OTHER HAMILTON COUNTY SCHOOLS. AS YOU LOOK AT OTHER SCHOOL SYSTEMS, IN OTHER COUNTIES, OR IN OTHER AREAS, THEY MAY IDENTIFY AT A MUCH LOWER PERCENTILE.

THAT IS REALLY HARD FOR FAMILIES TO UNDERSTAND SOMETIMES BECAUSE A STUDENT WHO QUALIFIES FOR HIGH ABILITY SERVICES IN ANOTHER DISTRICT WHERE THEY ARE LOOKING FOR A SCORE IN THE 80TH PERCENTILE AND THEN THEY COME HERE AND SAY, WELL, MY STUDENT KNEE NEEDS HIGH ABILITY SERVICES AND THEY MAY HAVE NEEDED THEM IN THAT DISTRICT. PUT IN OUR DISTRICT BECAUSE OF THE RECORD THAT OUR TEACHERS ARE PROVIDING EVERYDAY AND JUST THE OVERALL HIGH ACHIEVING CLASSROOMS AND STUDENTS THAT WE HAVE, WE CAN PROVIDE THAT WITH WHAT THEY NEED IN A REGULAR

SETTING. >> AND AS FAR AS PEER INTEGRATION, OR FACE TOLD HIM THAT, WHAT ARE SOME EXAMPLES OF

THAT LOOK LIKE? >> TEAM AINA LIKE IN THE CLASSROOM, HOW ARE THEY INTERACTING WITH OTHER KIDS?

>> OR YEAH, I MEAN, DR. ALBRIGHT HIT ON IT.

BUT I WOULD LIKE TO HEAR SOME OTHER EXAMPLES OF HOW WE ARE UTILIZING THEM, WORKING TO GET THERE OR HOW MAY BE IN REVERSE, THEY ARE LEARNING FROM THE OTHER STUDENTS AS WELL?

>> YEAH, IT IS ABSOLUTELY HAPPENING EVERY DAY.

I WAS IN A CLASSROOM TODAY AT LANTERN ROAD WHERE HALF OF THE STUDENTS IN THE CLASS WERE LEARNING THIRD GRADE MATH AND THEN HALF OF THE STUDENTS IN THE CLASS WERE ACCELERATED AS A FOURTH GRADE MATH LEARNERS BUT THEY ARE ALL IN THE CLASSROOM AT THE SAME TIME WITH ONE TEACHER. AND THE WAY WAS HAPPENING WAS ABSOLUTELY BEAUTIFUL. THEY ARE LOOKING THROUGH ROTATIONS. THEY WERE TWO GAMES AND THEN SHE PULLS EVERYBODY TOGETHER. SO SHE WAS CONSTANTLY PULLING STUDENTS FROM THE THIRD GRADE GROUP AND THE FOURTH GRADE GROUP THAT BOTH NEED SUPPORT WITH SOMETHING AT WORKING TOGETHER WITH BOTH OF THOSE GROUPS AT THE SAME TIME.

SO IT IS HAPPENING EVERY DAY BY REALLY SKILLED TEACHERS.

>> THAT IS AWESOME. THANK YOU.

>> AND PROBABLY ALREADY AN ANSWER TO THIS.

IS PROBABLY AN OBVIOUS ONE BUT I JUST WOULD LIKE TO US.

SO IF YOU HAVE A HIGH ABILITY STUDENT AND THEY ARE IN THE CLASSROOM, BUT MAYBE BY CONFLICT, THIRD GRADE OR FOURTH GRADE, MAYBE NOT HITTING IN THE HIGH ABILITY, HOW DOES THAT COME BACK? OR DO YOU JUST KEEP THEM IN IT?

>> YEAH, SO WE DON'T SAY, INTO YOUR HIGH ABILITY IN SIXTH GRADE AND, YOU KNOW, NOT GIFTED THIS YEAR.

WE DON'T DO THAT. THAT WE DO BE RESPONSIVE TO STUDENTS' NEEDS. SO FOR THE MOST FOR THE MOST PART, OUR STUDENTS TO RECEIVING THE SERVICES ARE SUCCESSFUL.

THE TEACHERS ARE SUPPORTING THEM.

FAMILIES ARE SUPPORTING THEM. AND IT WORKS REALLY WELL.

IN THE OFF CASE WHERE THERE'S A STUDENT WORK WITH THE SERVICES MATCH, THEN WE OFFER A PROCESS TO HELP THE STUDENT BE SUCCESSFUL BEFORE WE JESSICA MCKEE, HEY YOU ARE OUT.

WE SET UP A WHOLE SYSTEM. OF THEM GO IN AND SUPPORT WITHOUT. BUT IT HONESTLY DOES NOT HAPPEN VERY OFTEN. BUT YES, WE SET UP A SYSTEM TO HELP THEM BE SUCCESSFUL AND THAT WE DETERMINE ON THE FAMILY DETERMINES, HEY, THIS DOES NOT FEEL LIKE A GOOD FIT.

AND WE MAKE A CHANGE. >> THANK YOU.

>> I HAVE A COUPLE QUESTIONS. STRUCTURE.

>> FIRST OF ALL, I DID NOT RICK NESS YOUR NAME.

BUT THEN WHEN YOU CAME, I RECOGNIZE YOUR FACE.

I MET YOU AT THE DOOR. >> YEAH.

I'M EVERYWHERE. I TOLD YOU, I GOT KIDS EVERYWHERE. AND EVERYWHERE.

>> NICE TO SEE YOU. THANKS FOR COMING TO SPEAK WITH US? CAN YOU TELL ME IF WE EVER LOOK AT THAT FROM THE DIFFERENT SERVICE MODELS TO SEE IF ANY OF THE SERVICE MODELS BEING USED IN THIS, IN THE DIFFERENT SCHOOLS ARE WORKING BETTER FOR OUR STUDENTS?

>> YES. AND THERE'S A LOT OF RESEARCH OUT ON WHAT THE BEST MODELS WOULD BE.

SO I SORT OF PASSED OUT OR DIRECT THE SCHOOLS AS THEY ARE SEEKING TO START WITH THIS MODEL, THEN TRY THIS ONE, THEN TRY THIS ONE. WE HAD A LOT OF SUCCESS WITH GROUPING OUR HIGH ABILITY CLUSTERS WITH OUR ERIN BOELE CLUSTERS, AND SO IT IS A REALLY POWERFUL GROUPING BECAUSE THEY ARE ACQUIRING LANGUAGE AND THE WAY THAT THEY CAN SUPPORT EACH OTHER HAS BEEN REALLY POWERFUL IN OUR ENL COORDINATOR HAS DONE A GREAT JOB WITH LEADING NETWORK.

THAT IS ONE PARTICULAR MODEL THAT WE ARE EXCITED ABOUT.

SO YES. WE DO KIND OF NOTES FROM A RESEARCH PARK BUT AS FAR AS SPECIFIC DATA FROM SPECIFIC SCHOOLS, I THINK WE HAVE THAT RIGHT NOW.

>> AND THEN IS THERE -- YOU MIGHT HAVE TALKED ABOUT IT.

[01:15:02]

LIKE THAT? >> YEAH.

SO LIKE I SAID, WE HAVE A BUILDING COORDINATOR IN EACH SCHOOL. SO.

SO BEACH ELEMENTARY SCHOOL AND EACH INTERMEDIATE SCHOOL, SO THOSE ARE SORT OF OUR FIRST LINE OF SUPPORT AND THEN I MEET WITH THOSE COORDINATORS ON A REGULAR BASIS.

SO I CAN ALSO TALK WITH THEM ABOUT WHAT THE NEEDS ARE AND HOW I CAN SUPPORT THAT. LIKE I THINK I MENTIONED TO THE CLASSROOMS THAT WAS TODAY. I AM IN CLASSROOMS EVERY SINGLE DAY. SO I'M AVAILABLE TO HELP TEACHERS WHO ARE LOOKING FOR NEW METHODS AND WAYS TO HELP THOSE KIDS. AND ALSO, THE ADMINISTRATORS ARE VERY THOUGHTFUL ABOUT WHO THEY GIVE HIGH ABILITY CLUSTERS TO.

SO OFTEN, THE CONVERSATION IS HAPPENING WITH THE TEACHER AND THAT MIGHT BE SOMETHING THAT THEY ARE INTERESTED IN AND WANT IN THEIR CLASSROOMS. SO --

>> THANK YOU. >> I HAVE A QUESTION.

SO SPECIFICALLY, IN THE ELEMENTARY SCHOOLS, BUT WE ARE FIRST IDENTIFYING KIDS, AND SOMETIMES WE HAVE KIDS WHO ARE HIGH ABILITY BUT MIGHT ALSO BE BENEFIT FROM OUR DEPARTMENT.

I WILL USE MY OWN DAUGHTER AS AN EXAMPLE WHO WAS IDENTIFIED FIRST GRADE FOR HIGH ABILITY MATH AND IS DYSLEXIC.

AND SO TRYING TO GET THAT IDENTIFIED LATER BECAUSE SHE HAS ALREADY BEEN IN THE HIGH ABILITY CLASS, WHAT ARE WE DOING TO MAKE SURE THAT WE ARE NOT MISSING SOME OF THOSE KIDS, THAT MIGHT BE FLAGGED AS HIGH ABILITY? BUT AS THEY GET OLDER, THAT THERE'S GAPS IN KNOWING WHETHER IT IS DYSLEXIA OR OTHER THINGS, HOW ARE THOSE DOES YOUR DEPARTMENT AND THE SOUTHEAST DEPARTMENT WORKING TO GET HER TO MAKE SURE JUST BECAUSE SOMEONE MAY BE IDENTIFIED AS HIGH ABILITY THAT WE ARE NOT MISSING ANOTHER ISSUE OR SUPPORT THAT THAT STUDENT MAY NEED TO MOVE ON ON ONE SPECIFICALLY BECAUSE WE ARE ALLOWED TO DO MATH, HIGH ABILITY MATH BUT NOT TESTING FOR THE LANGUAGE ARTS PEACE AND VICE VERSA. CAN YOU TALK ABOUT THE OLYMPICS.

AND THAT IS EXACTLY WHY WE DO THE SUPPORTS SO IF THE CHILD NEEDS A CHURCH OR LEARNER SUPPORT.

NEEDS HIGH ABILITY SERVICES, THAT IS FINE.

BUTTON I THINK IT IS ALSO IMPORTANT TO REMEMBER STUDENTS WHO MIGHT BE THE REVERSE OF WHAT HE SAID.

SO THEY MIGHT HAVE A LEARNING DISABILITY OR NEED TO ASK HER TO SUPPORT AND WE DON'T WANT TO MISS THAT THEY ALSO NEED HIGH ABILITY SERVICES. IS A TWICE EXCEPTIONAL STUDENT, JUST LIKE YOUR DOCTOR. SO YES.

ARE EXCEPTIONAL IN HIS APARTMENT AND OUR HIGH ABILITY -- I MEAN, I WOULD SAY IT IS REALLY HAPPENING AT THE SCHOOL LEVEL.

THERE'S A LOT OF MAGIC HAPPENING BETWEEN THE RESOURCE TEACHERS AND THE HIGH ABILITY CORNERS AND THE ADMINISTRATOR SAID THE TEACHERS TO MAKE SURE THAT ALL OF THAT IS IN PLACE FOR KIDS AND THAT IS WHY CERTAINLY WITHOUT LITERACY INSTRUCTION NOW THAT WE ARE GETTING SUCH GOOD DATA ON WHAT OUR STUDENTS NEED TO MAKE SURE THAT WE DON'T MISS ANYTHING.

>> THANK YOU. >> JUST DOWN TO ME.

I MIGHT ADD ONE QUESTION AS FAR AS ARE THERE ANY LIMITS OR THRESHOLDS. IT SOUNDS LIKE IF WE ARE INTEGRATING EVERYBODY INTO THE SAME CLASS WITH A TEACHER PROBABLY NOT. BUT DO WE EVER RUN INTO WHERE WE CAN TAKE CARE OF A KID BECAUSE WE ARE -- WE DON'T HAVE ENOUGH TEACHERS IN THAT AREA, THE CLASS IS FULL, ANY OF THOSE THINGS.

IF WE IDENTIFY SOMEBODY THAT NEEDS THE SERVICES, CAN WE TAKE

CARE OF EVERYBODY? >> NEVER.

WE WOULD NEVER SAY THAT WE CAN'T SERVICE A STUDENT.

IF IT WERE A PERFECT WORLD, WE WOULD SAY, WE WILL JUST TAKE 25 AT EVERY GRADE LEVEL AND THAT WILL LOOK PERFECT IN EVERY SCHOOL. BUT WE DON'T DO THAT.

WE TAKE THE NUMBER TO QUALIFY AND WE DESIGN OUR CLASSROOMS TO MAKE CLASSROOMS TO MAKE SURE TO GET THE SERVICES THEY NEED.

SO NO, THERE'S ABSOLUTELY NO LIMIT ON THE NUMBER OF STUDENTS

WHO CAN RECEIVE SERVICES. >> FANTASTIC.

THANK YOU. >> OKAY.

[7. Board Members]

THANK YOU SO MUCH. >> THANK YOU VERY MUCH.

GREAT DISCUSSION. MOVING ON TO BOARD REPORT, SUBJECT 70.1 STARTING WITH BEN. YOU HAVE ANY UPDATES?

>> NO UPDATES. >> SO THEN.

>> NOT AN UPDATE BUT OTHERS HAVE SAID IT.

I JUST WANTED TO SAY THANK YOU TO OUR COMMUNITY AND ALL OF OUR TEACHERS, OUR ADMINISTRATORS, LOTS OF THE TEACHERS THAT WERE IN HERE AND LEFT. I SPENT A LOT OF HOURS WITH YOU GUYS OVER THE LAST COUPLE MONTHS AND OUTSIDE OF YOUR CONTRACT HOURS, YOU CAME AND WROTE POSTCARDS.

YOU KNOCK ON DOORS. WHEN YOU WERE NOT IN SCHOOL.

YOU GIVE YOUR TIME UP AGAIN, WHICH YOU ALREADY GIVE TO OUR COMMUNITY AND I JUST WANTED TO SAY VERY PUBLICLY HOW MUCH WE APPRECIATE ALL OF THE WORK THAT YOU PUT IT AND TO GET SOME DEPRESSED PERSON WAS ALL BECAUSE OF YOU.

SO THANK YOU VERY MUCH. >> TIFFANY?

>> NO THANK YOU. >> DR. JUANITA ALBRIGHT?

[01:20:04]

>> NOT AT THIS TIME IT. >> SARAH PARKS-REESE.

>> OH, I HAVE SOME UPDATES.

MACY'S MARCHING BAND T-SHIRT. BECAUSE FISHER'S HIGH SCHOOL IS GOING TO BE IN THE MACY'S THANKSGIVING DAY PARADE IF YOU HAVE NOT HEARD ALREADY. SO I DON'T KNOW WHAT YOU ARE DOING ON WHAT IS IT, THURSDAY, THE 23RD, BUT YOU SHOULD TURN ON YOUR TV BETWEEN 8:30 A.M., YOU NOTICE IT IS 30 MINUTES EARLIER THIS YEAR. I DON'T KNOW WHY.

I GUESS THEY WANTED JUANITA AND I TO GET OUT OF BED EARLIER.

SO TURN OFF YOUR TV EARLIER. WE MAY GET TO KNOW SOONER WHAT TIME THEY WILL BE IN THE PARADE. SO WE CAN -- YEAH, THEY BOTH PLAY CLARINETS. BUT LOOK AT ALL THE KIDS.

THERE'S A COLOR GUARD TOO. TO GET ALL THE KIDS.

SO HOPEFULLY WE WILL HAVE A LITTLE MORE CLEAR WINDOW OF WHAT TIME YOU CAN ACTUALLY SEE THEM ON TV SO YOU DON'T REALLY HAVE TO WATCH THE WHOLE PARADE IF THAT IS NOT YOUR THING.

BUT DEFINITELY DO THAT. AND THEN THE NOBLESVILLE REDEVELOPMENT COMMISSION MEETING FOR THIS MONTH IS SUPPOSED TO HAPPEN NEXT WEEK. SO I HAVE NOT HEARD THAT IT IS CANCELED. SO IF I GET ANY MORE INFORMATION

ABOUT THAT, I WILL SHOW THAT. >> SUZANNE? EXPECT I, TOO, HAVE A COUPLE GREAT ANNOUNCEMENTS.

FIRST OF ALL, I CAN'T LIST THEM ALL.

WE ARE ALL VERY OBVIOUSLY THRILLED WITH THE VOLLEYBALL STATE CHAMPIONS. BUT WE HAD A LOT OF ATHLETES FROM BOTH SCHOOLS THAT REALLY DID A WONDERFUL JOB SO FAR COMING TO THEIR POLICIES AND I WOULD BE -- I HAVE TO SHARE, TOO, THAT HAMILTON SOUTHEASTERN SCHOOLS, ONE, THE SECTIONALS LAST YEAR AND THEY WILL BE PLAYING AT REGIONALS AGAINST WESTFIELD THIS FRIDAY NIGHT AT 7:00 P.M.

SO CONGRATULATIONS TO THE ROYALS.

THEY WILL BE PLAYING ON FRIDAY NIGHT.

ALSO WANT TO SAY TO THE FOUNDATION, THAT WE HAD BEEN PATROLLED LAST MONTH AND GAVE OUT A VARIETY OF TEN.

I DON'T HAVE THE NUMBERS YOU. WE HAVE OUR FOUNDATION MEETING COMING UP. BUT WE WILL -- WE GAVE OUT A LOT OF GRANTS TO SOME TEACHERS THAT HAVE JUST COME TO US WITH SOME GREAT IDEAS AND SO IT WAS SO AMAZING TO BE PART OF THAT.

I FELT LIKE ANNE MCMAHON, WHEN YOU WALK IN AND DO THAT EXCITING PART FOR THEM TO. SO I DID CREATE A VIDEO.

I WILL END UP GETTING A PROCESS SO PEOPLE CAN SEE IT.

BUT I JUST COMMEND ALL OF OUR TEACHERS THAT CEMENTED THEIR IDEAS AND THEN CONGRATULATIONS TO THE ONES THAT DID RECEIVE GRANTS. I ALSO WANT TO POINTS OUT THAT ONE OF OUR UPDATES IS TO REMEMBER GIVING TUESDAY WILL BE ON NOVEMBER 28TH. SO AGAIN, GIVING TUESDAY IS NOVEMBER 28TH. AND THEN TO CRY WACKY TRIVIA NIGHT IS ON NOVEMBER 16TH. SO YOU CAN GET INFORMATION AND ALL OF THE STUFF IS ON OUR FOUNDATION -- ON THE FOUNDATION WEBSITE. OH.

AND THEN WHAT ELSE? IS THAT WE HAVE FACILITIES AND MAINTENANCE MEETING NEXT WEEK, TOO.

SO THANK YOU. >> I HAVE NO ANNOUNCEMENTS,

[8. Interim Superintendent's Report]

DR. KEGLEY. >> THANK YOU.

BEFORE I GO THROUGH SOME HOUSEKEEPING LOGISTICS, ITEMS, I KNOW WE HAD A PRESS RELEASE OUT LAST NIGHT AND E-MAIL TO PARENTS AND TO STAFF. BUT I JUST WANT TO REITERATE, THE INSPIRING EFFORTS BY THIS COMMUNITY TO PUT THEIR TIME, EFFORT, RESOURCES AND MANY HAVE TALKED ABOUT IT BEHIND THIS REFERENDUM INITIATIVE. I HAD A LOT OF PEOPLE YESTERDAY SAY, OH, IT WILL PASS. NO WORRIES.

BUT THE CURVED IT'S YOU HAVE BEEN THAT IS NOT ALWAYS THE BEST. SO YOU WANT TO MAKE SURE THAT YOU DON'T LEAVE ANY STONE UNTURNED AND THAT YOU DO OTHER THINGS YOU CAN TO ENSURE THAT IT WOULD BE SUCCESSFUL AND I WOULD PARTICULARLY ALTHOUGH I HAVE LISTED MANY, MANY DIFFERENT GROUPS AS THANK-YOUS. I REALLY WANT TO HIGHLIGHT OUR DOORS BECAUSE OUR TEACHERS WHO HAVE ALREADY BEEN KIND OF HIGHLIGHTED IN THAT REGARD AND CERTAINLY THEY ARE A KEY EFFORT.

BUT OUR PACK WAS. >> -- TREMENDOUS IN THEIR WORK.

I MEAN, I WOULD -- YES.

LAURA SMITH AS THE CHAIRPERSON, I WOULD SHOW UP TO THOSE MEETINGS EVERY WEEK, EVERY OTHER WEEK AND JUST BE AMAZED AT THE VOLUNTEER SIGN-UPS THAT WERE HAPPENING, THE ORGANIZATION, SHOWING UP ON A SATURDAY AND HOW EVERYBODY JUST HAD THEIR MARCHING ORDERS AND WENT TO WORK.

AND SO IT WAS VERY, VERY INSPIRING.

AND I MEANT WHAT I SAID IN MY LELETTER TO AT 17 YEARS IN THIS DISTRICT AND ONE OF THE REASONS I CAME HERE IT WAS BECAUSE OF THE AMOUNT OF COMMUNITY SUPPORT. AND THAT HAS NEVER WAVERED.

SO TAKE IT TO EVERYBODY. SOME GENERAL ITEMS.

[01:25:01]

WE WILL BE COVERING TWO TOPICS TUESDAY MENTAL HEALTH UPDATE FROM WHILE WE KURBEC. AS WELL AS AN OVERVIEW OF OUR SUBSTITUTE TEACHER STAFF AND HOW WE HAVE BEEN ABLE TO GET THOSE FOLKS IN THE CLASSROOM MORE AND MORE AS THE SCHOOL YEAR HAS GONE ON. REMINDER, BOARD MEMBERS THAT ARE ATTENDING LEGISLATIVE LUNCHEON, I SENT AN E-MAIL TODAY.

SO BE MINDFUL OF THAT. SATURDAY, IT IS VETERANS DAY AND WE WANT TO THANK ALL OF OUR VETERANS.

IN OUR COMMUNITY AND ACROSS. THAT IS ON FRIDAY.

SO ON FRIDAY, BECAUSE WE ARE IN SCHOOL THAT DAY, WE ARE IN SCHOOL THAT DAY ON FRIDAY. I'M HEARING THAT SOME PEOPLE THOUGHT WE MIGHT NOT BE. THE CITY OF FISHES WILL BE HOLDING A PUBLIC CEREMONY AT THE YMCA AT 10:00 A.M. ON FRIDAY.

AND THAT WE HAVE VARIOUS CEREMONIES GOING ON AT DIFFERENT NUMBER OF OUR OWN SCHOOLS AND DOING THEIR OWN UNIQUE PROGRAMS. SO CERTAINLY THINK SPACE THANK OUR VETERAN AND TAKE A VETERAN IF YOU WENT INTO ONE. THANKSGIVING BREAK, SINCE WE WON'T MEET AGAIN UNTIL DECEMBER IS NOVEMBER 22ND TO THE 24 24TH. AND YOU SHOULD BE GETTING INFORMATION SOON ON FACILITIES USUALLY AS A HOLIDAY LIKE RECYCLING PROGRAM AND THAT WILL BE COMING OUT AND SUZANNE GIVING TUESDAY. SO THAT IS ALL I HAVE.

AGENDA FOR NEXT MONTH. I JUST HAVE TWO ITEMS TO TALK ABOUT. ONE IS WILL BE BRITTANY FORD FOR ACTIONS AT 25/26 SCHOOL CALENDAR.

WE NEED TO BRING THAT BACK AFTER TALKING ABOUT THAT PREVIOUSLY.

WE HAVE TALKED AT LENGTH AND HAD SOME SURVEYS ABOUT OUR CALENDAR.

SO WE FEEL REALLY GOOD TO BRING THAT AS AN ACTION ITEM AND CAN CERTAINLY PROVIDE SUPPORT ANY ADDITIONAL INFORMATION ON THAT.

AND WE DO HAVE A NEW COURSE PROPOSALS.

TYPICALLY ACADIANS THERE IS INFORMATION AND AN ACTION.

BUT ALL WE ARE DOING IN THIS ROUND IS ACKNOWLEDGING SOME CHANGES IN STATE REQUIREMENTS DUE TO NAMING AND NUMBERS FOR PATHWAYS REQUIREMENTS AS WELL AS A FINANCIAL LITERACY COURSE THAT IS REQUIRED NOW THROUGH THE STATE LEGISLATURE THIS YEAR.

SO THESE ARE THINGS WE HAVE TO DO.

SO WE WILL BE LOOKING FORWARD TO ACTION AT THE NEXT BOARD MEE

MEETING. >> DR. KEGLEY AND MADAM PRESIDENT, BECAUSE YOU MENTIONED COUNTERS, IT IS NOT REALLY A COUNTER QUESTION. KIND OF CIRCLING AROUND TO ANOTHER POINT. I HAD TO PLEASURE TODAY TO SPEAK AT FISHES HIGH SCHOOL FOR CAREER DAY AND WAS THERE AT THE SCHOOL AND I HAD TWO CLASSES. BOTH CLASSES HAD APPROXIMATELY 30, 35 STUDENTS IN IT. AND I WILL HAVE TO TELL YOU, 99% OF THE STUDENTS ASKED THE SAME QUESTION WHEN WE WERE TALKING ABOUT STUFF WHICH WAS, WHY THE FINALS SCHEDULE GOT CHANGED THIS YEAR COMPARED TO THE YEARS PREVIOUS? AND I SAID TO THEM, I WOULD BRING IT TO ATTACH TO AIRPORT AND I SAID, WE DON'T GET INTO THE WEEDS ON THAT.

BUT YOU ARE LOOKING WE HAVE A BOARD MEETING TONIGHT THAT I WOULD BRING IT TO THE ATTENTION TO OUR INTERIM SUPERINTENDENT.

AND I'M ALREADY GETTING ABOUT SIX E-MAILS ASKING FOR THE CHANGE AND WHY THE FINALS SCHEDULE GOT CHANGED.

SO JUST BRINGING THAT TO YOUR ATTENTION.

I DID NOT KNOW IF THAT WAS DONE AT A DISTRICT LEVEL OR IS IT JUST THE DECISION BETWEEN THE TWO HAS GOALS THAT MAKE THAT

DECISION. >> I HAD NO IDEA THAT THIS SCHEDULE WAS CHANGED. SO I CAN CERTAINLY GO TO WORK

FOR YOU ON THAT. >> WELL, I WILL CHANGE YOU, AND I HAVE A SENIOR. SO I HAVE A SENIOR AND TEACHERS ARE HERE. I GUESS.

IN PREVIOUS, THEY HAD THE MORNINGS TO GO AND ME WITH TEACHERS AND ASK QUESTIONS AND PREPARE AND STUDY IF THERE WAS ALGEBRA, OR WHATEVER. AND THEN IN THE AFTERNOONS, THEY HAD TWO FINALS. THIS YEAR, THEY ARE HAVING THEIR TWO FINALS IN THE MORNING AND THEN HAVE THE REGULAR SCHOOL DAY IN THE AFTERNOON. AND THE COACH THEIR FRUSTRATION IS, HOW AM I SUPPOSED TO GET HELP WITH OUR TEACHERS BEFORE TAKING MY FINAL? SO BRINGING THAT TO YOUR ATTENTION AND LETTING YOU KNOW THAT YOU HAVE AT LEAST 60 KIDS THAT ARE ASKING THAT QUESTION FROM FISHERS.

SO THANK YOU. >> UH-HUH.

>> WE WON'T PUT YOU IN THE HOT SEAT TO MAKE THE DECISION NOW.

SO THAT YOU TABLE IT AS THEY SAY AND COME BACK LATER AND PROVIDE AN UPDATE. JUST ONE LAST THING AN UPDATE ON THE SUPERINTENDENT SEARCH AND PROCESS, WE ARE STILL ACCEPTING APPLICATIONS THROUGH DECEMBER THE FIRST.

THE BOARD WILL REVIEW THOSE BETWEEN DECEMBER 1ST AND DECEMBER THE 15TH AND INTERVIEWS WILL TAKE PLACE AFTER

[01:30:02]

THANK YOU ALSO MET FOR ATTENDING THIS EVENING.

THANK YOU

* This transcript was compiled from uncorrected Closed Captioning.