- Welcome to the December meeting of the MCCSE Board of School Trustees. We ask that you please come to
- order. Before we move in to honor the excellence of MCCSE's dedicated employees, students, and volunteers
- who make a difference, I just want to make a quick motion to amend our agenda for tonight. This would
- be an amendment that would fall under district updates at the very top. So this would be 6.01, pushing
- everything down by one.
- and we'll just call it restatement of district values. Do I have a second? Second. Okay, thanks for
- that second and we'll now vote in favor of adding that to the agenda. All those in favor of amending
- the agenda to add 6.01 restatement of district values, please signify by saying aye. Aye. Any opposed?
- Any abstentions? The motion carries and the agenda is amended.
- For now though, we will move into our time of excellence. Ms. Harmon. Thank you, President Hennessy,
- Dr. Winston, the Board of Trustees and community members. It is my pleasure to share this month's excellent
- spotlight. This spotlight is a feature of every regular Board of School Trustees meeting and is a dedicated
- time to honor
- the excellence occurring every day through the dedication of MCCSE employees, students, and volunteers
- who make a difference in our school community and foster environments that reflect the MCCSE mission,
- vision, and core values. For December
- our student recognition, we're proud to recognize Violet Hall, a senior at Bloomington High School South
- for her incredible achievement and inspiring determination. Violet was born without the lower part of
- her right arm, yet she continues to break barriers in athletics. She recently completed in the World
- Para Championships in New Delhi, India, where she placed fifth in the 200 meter final racing against
- athletes with similar disabilities.
- Violet's perseverance and success make her an outstanding role model for our community. Congratulations,
- Violet, on this remarkable accomplishment. I do not believe she was able to make it tonight. I'm also
- honored to recognize Theresa Tish Hammack, custodian at Lakeview Elementary School for the December
- Excellence Spotlight. I can't think of it. This is the principal speaking. She can't think of anyone
- more deserving of this recognition. She goes above and beyond for students and staff every single day
- ensuring that Lakeview's building is always in pristine condition. Her dedication and hard work create
- an environment where learning can thrive. Beyond her commitment to cleanliness and organization, Tish
- brings a unique talent for decorating that adds a special touch to our school. Her creativity transforms
- spaces into warm, welcoming environments that truly make Lakeview feel like home. Thank you, Tish, for
- everything you do. And also, Tish was not able to make it tonight. Thank you very much.
- Dr. Winston, I think you have some people to recognize as well. I do, I do. We have the Superintendent
- Sustaining Excellence Awards. The first award is the 2025 Congressional, excuse me, the Congressional
- App Challenge winner for District 9. Jiping Leo and Jean Herr, students at Bloomington High School South,
- were winners of the Congressional App Challenge for Indiana District 9 for their app, iFind. Their app
- acts like LinkedIn,
- for high school internships, connecting local organizations with potential high school interns, as well
- as allowing students to document their internship accomplishments for peers and internship supervisors.
- I think we could already use this. Their app will be honored by Representative Erin Hoken and displayed
- on the House.gov webpage. Congratulations to Ji Ping and Jean.
- I would also like to honor you with the Superintendent's Sustaining Excellence Award. So if the two
- of you could come forward, please. Go ahead. Can we give them a round of applause? We are going to ask
- you to join us right now.
- Congratulations. Come on up. They're amazing teacher. The producer of many award winners. It makes it
- really easy. Our district is full of awesome students and families and teachers to support them. Come
- to the microphone. We'll stand with you. Come on.
- First of all, I'd just like to thank Dr. Milks for teaching us in AP Bio. She's a really great teacher
- and she also supported us when we were confused along the process for making our app and we saw a lot
- of advice from her and she was
- really supportive about that. So we want to thank her. And I'd also like to thank the school corporation
- for giving us the ability to engage in these STEM opportunities as high schoolers. And I don't think
- I would have been able to do it if I was in another school environment. So thank you. Thank you so very much.
- And Dr. Milks, we so appreciate you as well. We really do. We have one more award to acknowledge, another
- Superintendent Sustaining Excellence Awards for the Riley Champion. On December 2nd, the Riley Children's
- Foundation announced its 2026 Riley Champions. The Riley Champions program was created to recognize
- and honor remarkable Riley hospital patients who translate their courage during a medical challenge
- in the philanthropic action in their community. Tonight,
- We want to congratulate our MCCSE champion, but also award the Superintendent's Sustaining Excellence
- Award. Bennett Pace is a fourth grade student at Childs Elementary. And I'm not sure, is Bennett here?
- Okay, Bennett's unable to be here this evening. But his principal is Steven Marshall at Childs Elementary.
- So if we can give Bennett just a round of applause for this amazing accomplishment.
- That concludes our Superintendents Sustaining Excellence Awards. Oh, excellent. Thank you very much.
- And I did just want to recognize one other individual tonight on our board, actually. So I will just
- say that Tiana Berouge, or now Dr. Tiana, has just this past week defended her dissertation.
- and has now completed her defense and probably one of the fastest turnarounds of, you know, editing
- that maybe has ever happened in the world. Apparently, she'd sent in her edits the very next day or
- something like that. Is that true? I will not. I'm a work in progress. Well, we just wanted
- to say congratulations to big, big, you know,
- endeavor and i've i've known you for a while in this process and so uh happy to see you on the other
- side so congratulations thank you we're very proud of you all right we will now proceed to public comments
- thank you to all who signed up uh as it is just jenny noble cochera i'm not going to go through the
- whole thing i think you know the rules um ding dings all the ding dings you know all right cool
- Good evening President Hennessey, Dr. Winston, MCCSE School Board of Trustees, and Monroe County community
- members. As April said, my name is Jenny Noble Caccia, and I'm the proud president of MCA, our teachers
- union. As you're aware, agenda item 5.02 addresses the desire for MCCSE to eliminate the Title I teacher
- supplemental pay stipend of $2,000 per year. Our teachers are fully cognizant
- of the myriad shortages in state funding and the financial implications that come as a result of that
- shortage. We also recognize the language included in this resolution that, and I quote, the
- board acknowledges the need for the federal and state agencies to increase funding to more adequately
- permit supplemental teacher compensation for teachers in Title I priority schools and authorizes the
- superintendent and her designees
- to investigate such possibilities or alternative sources. We have roughly 225 teachers who will no longer
- receive the supplemental pay, it will be a decrease for them. And so the question that I'm asking here
- on their behalf is what are the alternative sources? It seems to us that the legislature with this just
- has one more notch on their belt
- of public education dismantlement. So the teacher appreciation grants from the state, they're only going
- to go to potentially 13% of our teachers. And that's only if the IDOE deems them eligible. So my question
- to our community, to the school board, and to our administration is what then can be done to help retain
- the teachers who work hard every day
- directly with the population of our most school-dependent kids. Thank you. Thank you very much. As there
- are no other public comments, we will now proceed to the consent agenda. Now for our consideration is
- the agenda that includes the following, the minutes from the regular board meeting held on November
- 18th, 2025.
- the overnight and out of state field trips, the financial report from November 2025, the appropriation
- balance report from November 2025, the register of claims from December 16th, the payroll register and
- payroll claims November 2025. Do I have a motion regarding the approval of the consent agenda? So moved.
- Do I have a second? Second. It's been moved by Ross and seconded by Tiana that we approve the consent
- agenda as presented.
- All those in favor of the motion to approve the consent agenda, signify by saying aye. Aye. Any against?
- Any abstentions? The motion carries. Next for our consideration are the donations. We have received
- nearly $5,000 in donations. We just want to say thank you to all of our donors. Your generosity is always
- appreciated. Do I have a motion to accept the donations? So moved. Do I have a second?
- It's been moved by Ross and seconded by Asia that we accept the donations as presented. All those in
- favor of the motion to approve the donations, please signify by saying aye. Aye. Any against?
- Any abstentions? The motion carries. Next for our consideration is the personnel report. Do I have a
- motion to approve the personnel report as presented? So moved. Do I have a second? Second. It's been
- moved by Ross and seconded by Ashley that we approve
- the personnel report as presented. Dr. Henderson. President Hennessey, Dr. Winston and members of the
- Board of School Trustees at this time, I request that you please approve the recommendations as presented
- in your board packet in the personnel report. Okay, thank you very much. Do we have any comments from
- the board on this? Okay, seeing none, all those in favor of the motion to approve the personnel report,
- please signify by saying aye. Aye. Any against? Any abstentions? The motion carries.
- Next is the recommendation to adopt the resolution 2025-26 supplemental pay for teachers in priority
- schools under Title I guidelines. Do I have a motion to adopt the resolution as presented? So moved.
- Do I have a second? Second. It's been moved by Ross and seconded by Asia that we accept or that we adopt
- the resolution as presented. Dr. Henderson.
- President Hennessey, Dr. Winston, members of the Board of School Trustees, it is recommended that the
- board adopt resolution 2025-26, supplemental pay for teachers and priority schools under Title I guidelines
- as presented in your board packet. I so recommend. Thank you, Dr. Henderson. Do we have any questions
- or comments from the board? I just want to say, especially in light of Jenny's comment, that I don't
- think that this was an easy decision for any of us and that
- Um, I personally, I regret that we are in the position where we have to consider this. Thank you, Aaron.
- Anyone else? I just want to second that. Um, just not comfortable with it. I know we have to do it,
- but I don't like it. Yeah, I hear that. Still sums it up about as well as you can. Yeah.
- And I suppose on the heels of that, just to say that it's a hard decision because we so greatly appreciate
- the teachers that serve at our Title I schools, as we appreciate all of our teachers. But we understand
- that that comes with special challenges. Indeed. And we implemented this because we understood those
- particular challenges, especially in retention. But I do think that we know that at this point,
- we are in this spot where we have to make these kinds of fiscal decisions in order to, you know, be
- able to make other sorts of, of sort of offerings. And so, yeah, I agree. Uh, any other comments or
- a discussion around this particular item? Okay.
- All those in favor of the motion to approve resolution 2025-26 supplemental pay for teachers and priority
- schools under Title I guidelines signify by saying aye. Aye. Any against? Any abstentions? The motion
- carries. We now move to contracts. Do I have a motion to approve the contracts as presented? So moved.
- Do I have a second? Second.
- It's been moved by Ross and seconded by Ashley that we approve the contracts as presented. Mr. Irwin,
- anything to highlight for us? I just want to highlight one contract that's with Ivy Tech Bloomington.
- Just thankful for their partnership. They're providing Shreve Hall at no cost to us in order to do the
- commencement ceremony for ASC students. Just thankful for that continued partnership. I recommend all
- contracts as presented. All right, thank you. Are there any comments or questions from the board?
- All those in favor of the motion to approve the contracts as presented, please signify by saying aye.
- Aye. Any against? Any abstentions? The motion carries. We will now move to Policy 3220.01 Teacher
- Appreciation Grant, which will be presented to repeal this policy. Ms. Harmon.
- Thank you President Hennessy, Dr. Winston, and members of the board. Policy 3220.01 Teacher Appreciation
- Grant is first presented for repeal. HEA 1001, Section 19 of this act repeals the former language relating
- to the teacher appreciation grants, which removes the requirement for the school board to adopt a policy
- concerning distributions of grants to teachers in the school corporation.
- Section 198 of HEA 1001 establishes a new teacher appreciation grant program administered by the Indiana
- Department of Education. According to our bylaws, policy 3220.01 is presented for the first reading
- and will be presented a second time for a recommendation to repeal at the January 27, 2026 board meeting.
- Thank you. Thank you, Ms. Harmon. So again, just for those listening,
- This is a policy, a first reading of a policy for repeal. And this is because the state has issued a
- new policy with regard to teacher appreciation grants. And so the other one on file must first be repealed.
- And so that is the reason for this sort of action at this moment. Are there any comments or questions
- from anybody at this time? Okay. We move on to district updates and now
- Number 6.01 is the amended item from earlier in this meeting. And so this is the motion to amend restatement
- of district values, number 6.01. And so I'll just take a moment to read this. The social, emotional,
- educational, physical and psychological safety of our students is the utmost importance to our board
- of school trustees and administration.
- As such, we committed at the start of this year, on January 28th, 2025, to upholding the dignity and
- rights of all students in our care. Part of that commitment is bolstered by the following. MCCSE does
- not ask for or document students' immigration status when students enroll, and MCCSE must educate all
- students who reside within MCCSE boundaries, regardless of immigration status. MCCSE complies with all
- privacy laws, including FERPA,
- which stands for Family Educational Rights and Privacy Act, which governs the privacy of educational
- records of our students. MCCSE complies with laws governing limiting access to school facilities and
- educational records, including by federal, state, or local government agents such as U.S. Immigration
- and Customs Enforcement or ICE agents. Only agents with appropriate warrants, as verified by administrators
- and guided by MCCSE legal counsel, may be permitted to access,
- may be permitted access to school buildings or records. But the other part of that commitment on our
- part is to provide support and care in our buildings in those moments when our community is impacted
- by events that happen on or off our campuses. This kind of support in response to global or national
- crises, local disruption, illness and death of our school community members, or threats to the well-being
- of our students is part and parcel of what we endeavor to provide whenever possible
- as we think about the whole student. The board and the administration always seek to respond with compassion
- and transparency whenever possible in the timeliest manner. We can only provide the community with the
- information available to us at any given moment. However, when we have access to the information that
- would keep our students and community safe, we would provide that information if possible. Now and as
- always, MCCSE continues to dedicate itself to being a safe place for students
- meaning that the corporation is a place for students to learn, thrive and seek assistance, information
- and support when they need it. And that concludes our restatement of our district values as regards
- to those issues. And so we can close that item unless there's any just comment or question or anything
- from board members at this moment. Okay, seeing none.
- We will move on to 6.02, which will be student supports, literacy, numeracy, foundations, and interventions.
- Ms. Harmon.
- Good evening again, President Hennessey, Dr. Winston, and members of the board. Thank you for the opportunity
- to share tonight. This evening's presentation focuses on student support, specifically how literacy
- and numeracy and intervention systems work together to support every learner across MCCSE. What you'll
- see tonight is not a collection of disconnected initiatives, but a coherent aligned system designed
- to meet students where they are and to help them grow.
- As you listen, I invite you to keep one thing in mind. Every structure, every decision, every data point
- ultimately comes down to one thing, a student sitting in a classroom, learning, trying, and building
- confidence. With that in mind, here's tonight's agenda. We're going to begin with what we're calling
- Instruction in Action, and it's a brief video just to really highlight what learning looks like in our
- classrooms.
- Then we want to speak a little bit about coherence and alignment, which explains how our work fits together
- across classrooms, buildings, and the corporation. And then we'll move into foundational literacy and
- numeracy, highlighting instructional practices, professional learning, and results, and then finally
- examine our database decision-making and interventions, showing how data supports not drives the instruction
- in our classrooms. So with that, I'm going to go ahead and play a brief video for you.
- good when you see it. It just really feels good to see learners out there with their teachers engaging
- hands-on with each other and talking to each other and really see how math and reading kind of come
- to life for all of our learners. I particularly just love that ending scene with the teacher calling
- the students back in. Okay, thank you. So with that in mind,
- This slide kind of captures our guiding belief that coherence and alignment are foundational to our
- work. Our mission, vision, and goals are not separate from instructional decisions. They drive them.
- Every instructional choice, professional learning opportunity, and intervention strategy aligns to one
- shared purpose, our mission, which is empowering students to maximize their educational success. And
- so we have one mission, one direction, one team, one plan. This shared direction allows us to move forward
- together as one team.
- while maintaining high expectations for all of our learners. When these systems are aligned, teachers
- can focus on what matters most, and that's our students and instruction. When we think about coherence
- alignment, what does that really mean? We believe it makes a stronger, more affectionate educational
- experience for all, and the research supports that. Aligned systems are increased student achievement,
- are crucial for school improvement,
- Reinforce shared instructional vision ensures vertical alignment as well. And so for MCCSE coherence
- means student experience consistent expectations. Teachers receive targeted support and leaders make
- decisions grounded in evidence, not guesswork. And when we look at that in terms of sustaining academic
- excellence, this slide captures how our work fits together and highlights that across the corporation
- and each of our buildings, these are our shared instructional goals.
- and that they are tied back to our mission and vision. At the core are foundational literacy and numeracy.
- These are the skills that make all other learning possible. When students can read with confidence and
- reason mathematically, they are prepared to access every subject and every opportunity that follows.
- By strengthening these foundations early, we set students on a path toward long-term success, including
- college and career readiness. The skills students build in our elementary classrooms become the habits
- of thinking,
- problem-solving, and perseverance they carry forward. This approach allows us to remain focused, aligned,
- and intentional, ensuring that our work today continues to pay dividends for students tomorrow. Tonight,
- you're going to hear directly from our Director of Elementary Education, Lily Albright, about
- how foundational literacy and numeracy come to life in classrooms and how students experience this work
- every day.
- And then in a future presentation, our director of secondary education, Eric Gilpin, will come back
- to share more regarding secondary education in college and career readiness. Before I turn it over to
- Ms. Albright, I do want to talk a little bit about how we make sure there's coherence and alignment
- is in place. So we have a bidirectional internal system of accountability. It means we have intentional
- support, impactful practices, and targeted professional learning.
- And this kind of highlights some of those elements, and that it's a shared responsibility between us,
- students, teachers, curriculum directors, and even members of the board. We engage in instructional
- snapshots, and that's our way of talking about we go into classrooms, we see what's happening, we want
- our work to be relevant and founded in that and see real classroom practice. That we look at the building
- and district level to monitor data and see what's working well.
- We have regular leadership meetings that focus on instruction and our alignment to our vision. And that
- one plan monitoring refers to our school improvement plans, which we refer to as one plan to again focus
- our intentionality and that aligned vision. These structures ensure that support is intentional,
- not reactive, and decisions are made collaboratively with students' outcomes at the center. We also
- know that strong instruction begins with strong leadership.
- We want to engage our leaders in targeted professional learning focused on data literacy, assessment
- literacy, and database decision making to ensure that they can support teachers effectively, asking
- the right questions, interpreting data accurately, and guiding instructional next steps. These set the
- stage for the work you'll hear about tonight in foundational literacy and numeracy, where aligned instruction
- and professional learning come to life in classrooms. I'd now like to invite Lily Albright to the podium
- present on foundational supports and MCCSE. Thank you Ms. Harman, President Hennessy, Dr. Winston, members
- of the board. I'm Lily Albright, the proud director of elementary education and it is genuinely a joy
- to share this next part of our presentation with you. Foundational literacy and numeracy are where our
- youngest learners discover what it feels like to crack the code, to play with numbers, and to feel that
- spark of confidence when something finally clicks.
- It's important to note and remember that behind each chart, each data point, there's a child learning
- to believe I can do this. And our educators are building those moments every day. As I walk through
- each section, I want you to notice something that was very intentional. You will hear directly from
- our students, our teachers, and our principals. Educator voices are woven throughout the presentation
- because they tell the story. Their quotes show not only what we're doing,
- but how it feels in classrooms. The joy, the momentum, and the pride in learning. I will begin with
- a student quote related to our work on foundational literacy. One of our elementary students said, I
- am a good reader. My teacher helps me by encouraging me to sound out a word, and then if I still don't
- know it, she helps me figure it out. She's a good teacher. When students talk about reading in this
- way, feeling supported, confident, and proud,
- that tells us our foundational literacy structures are working. In literacy, our focus is on evidence-based
- practices, systematic and explicit phonics and phonemic awareness instruction, decoding and word recognition,
- rich and meaningful vocabulary instruction, building content knowledge, small group instruction grounded
- in data, and use of resources such as UFLY, Morphing Magic, and Quick Reads.
- These practices come directly from the science of reading and decades of research on how children learn
- to read. To support this work, we provide ongoing job-embedded learning for our teachers, including
- coaching cycles and planning, goal setting and modeling, literacy block, structure refinement and guidance,
- and a strong partnership with expert Dr. Jamie Peebler, who's developed professional learning focused
- on vocabulary and language comprehension.
- Teachers are applying these practices with growing confidence and you can feel the momentum. We're excited
- to build on this momentum with the adoption of a new evidence-based English language arts curriculum
- for the 2026-27 school year. And we'll share more about that in an upcoming board meeting. We're really
- proud of our early literacy gains this year. We saw a 3.7 increase in third grade proficiency on iRead.
- Three schools reaching 100%, which is remarkable, and half of our second graders who took the test early
- last year passed. And that early success gives them a strong head start. These results reflect consistent
- instruction, a strong literacy block, and teachers who bring skill and joy to their work. This slide
- includes a few comments from principals and teachers about foundational literacy work.
- I know it's a lot of text, but their voices matter. They're the ones bringing this work to life for
- our students. I won't read everything on the slide, but I want to highlight a few important themes that
- come through clearly. The quotes speak to the structures that are in place to analyze data and adjust
- instruction. They note how UFLY is empowering students through intentional instruction and the way their
- vocabulary instruction has become richer and more meaningful.
- These are teachers who feel supported, prepared, and excited, and that energy is reaching students.
- That is what we strive for. We know that when teachers feel energized and supported and inspired, our
- students feel it too. When asked about foundational numeracy, an elementary student said, I liked subtracting
- and adding decimals and fractions.
- We do exit tickets to see what we're good at and what we still need help with. My teacher goes through
- the slides to help us and she teaches us at the teacher table. This quote highlights three important
- parts of our approach. First, students see math as engaging and accessible, something they like doing.
- Second, they understand the purpose of exit tickets. Even at a young age, they know that these quick
- checks help teachers figure out what they've mastered
- and what they still need support with. And third, the student is describing high quality small group
- instruction. The teacher table is where targeted teaching happens, where students get the just right
- support they need in response to real time data. So in one short quote, this student captured the full
- cycle of our foundational numeracy work. Joyful learning, meaningful assessment, and responsive instruction.
- It's exactly the kind of experience we want every student to have in every single classroom. Our numeracy
- best practices include conceptual understanding supported by manipulatives, explicit instruction and
- key skills, strong number sense routines, student-centered exploration, purposeful use of small group
- instruction. We're building deep, durable math understanding, not just procedural compliance.
- Our professional learning and support in math includes a new reveal math curriculum that's aligned to
- Indiana standards, learning labs each semester with instructional coaches and peers where teachers visit
- each other's classrooms and collaborate with other teachers in their grade level across MCCSC, coaching
- cycles to support planning and modeling, and a partnership with expert Dr. Laurie Ferry to
- guide instructional shifts. Our work in math mirrors our work in literacy,
- emphasizing explicit instruction, conceptual understanding, aligned curriculum, and job-embedded professional
- learning. Our 2025 iLearn math results show progress. Grades three through eight are now 12.9% above
- the state average. This is a testament to aligned curriculum, committed teaching, and consistent
- research-based instruction. And while we're proud of this growth, we're not satisfied. We know we can
- and will do even better for our students.
- Teachers are seeing results in their classroom every day. These quotes highlight their commitment to
- the use of small group time, their appreciation of the new curriculum, and their acknowledgement of
- the power of learning labs and grade level collaboration. The final section of our presentation this
- evening focuses on database decision making, a structure that's woven throughout our foundational literacy
- and numeracy practices. One of our elementary students said,
- I know I'm learning because my brain tells me that we're learning and stuff. When I read this student
- quote, I couldn't help but smile. There's something so honest and insightful about it. For students,
- learning is often based on how they feel, whether a lesson made sense, whether they had fun, or whether
- something finally clicked in their mind. And that feeling matters. It tells us learning is happening.
- But for teachers and for our system, that can't be the whole picture. We need to know exactly what students
- know and can do. We need to know where they're thriving, where they're struggling, and what specific
- skills need attention. And that understanding must be rooted in something more than a feeling. It has
- to be rooted in data. To ensure our decisions are rooted in data and that our interventions are effective,
- we're collecting data on a regular basis,
- collaborating to respond to that data and monitoring student response to our instruction. And to do
- this, we focus on improving our data literacy, assessment literacy, and knowledge of the monitoring
- cycle. This system has improved our interventions, making them more intentional and more responsive
- than ever. The diagram on this slide illustrates how this multi-tiered system of support functions as
- a proactive,
- and responsive system to support the whole child. It shows the cyclical nature of the process and highlights
- the role that data and collaboration play. This process is used across all our elementary buildings,
- which gives us a clear common language, a consistent way to identify student needs, and an actionable
- structure for implementing, monitoring, and refining supports.
- Let's look at how that process plays out in our schools as it relates to foundational literacy specifically.
- First, a screener is administered to all students. In this case, we use Dibbles, which stands for dynamic
- indicators of basic early literacy skills. We do this three times a year, the gain of year, middle of
- year, and end of year. The results will show if a student is below, at, or well below the benchmark.
- And using these results, instructional leaders at each school identify groups. Interventions are delivered
- based on individual student needs. And students who are identified as performing below or well below
- are progress monitored every two to three weeks to determine if our instructional strategies are working.
- Then we either stay the course or adjust our instruction. These last two steps are repeated as needed
- until the next screener is administered.
- This slide indicates how the process continues as the year progresses. It represents the process following
- the middle of the year screener, where we anticipate to have fewer students performing below benchmark.
- The process remains the same throughout the year, meeting students where they are, depending on their
- response to instruction. Finally, the Dibble screener will be administered a third time near the end
- of the year and the process continues.
- When you talk with teachers and administrators about database decision making, you'll hear things like,
- our approach to data has made us more intentional. Progress monitoring is now integral to our work,
- and Dibbles is helping us pinpoint exactly what students need. This is what it sounds like when data
- moves from being a requirement to a tool that teachers value and trust. This slide features our final quote,
- It is one that illustrates one elementary student's perspective about assessments. This young student
- said, we're not just learning and then forgetting. We take assessments to see what we remember. Sometimes
- the assessments are hard, but if I've already learned it, not so much. This year is really fun. These
- words really capture the heart of what intentional assessment can look like through a child's eyes.
- For students,
- Assessments aren't about scores or pressure. They're about noticing their own growth. They help students
- see what they remember, what they can do, and what they're getting better at. The joy this student feels
- comes from a sense of progress and understanding that learning builds over time. This student's commitment
- reflects something powerful. Students feel the difference when assessment is used well. It makes learning clearer.
- more purposeful, and yes, more fun. And for teachers, that same information allows them to
- be more intentional and more responsive. It's the combination of the student experience and teacher
- decision making that makes our database decision system work. I hope that what you've seen tonight is
- the power of coherence, strong instruction, and a committed team of educators. I'm so appreciative of
- your continued support of this work,
- and of our incredible educators who bring it to life. We're proud of where we are and even more excited
- about where we're going. Thank you. Thank you so much. Any questions or comments from the board? I've
- got a quick one. When you do the breakdown in groups based on at below or substantially below, is there
- also something for the kids that are substantially above? Yes. OK. Yeah. So I noticed that was missing
- in the slide. Yeah. When you're planning for groups, that's part of it. OK.
- those who are at grade level and those who are performing above and what's the best instructional match.
- That's right. Great. You got it. Other questions? I just have a comment. Thank you so much. I am in
- the unique position that happens
- occasionally on the board where I'm experiencing the same thing as a parent as what I'm learning about
- on the board. So I have a kindergartner this year who's going through this and learning to read. And
- I've also been talking to parents of other kindergartners from outside of MCCSC. And I am just always
- so amazed by how much more data I have as a parent, how much more data my kids' teachers have, and how
- well, they use that to help our students read, especially as compared to other schools. And I'm so grateful
- for it. And my little guy, Emmett, is so proud of himself because he is learning to read. And honestly,
- his teacher works some kind of magic that we could never do at home. And the data is a big part of that.
- So I think it's amazing. Love that. Anything else? Comments, questions? All right.
- Well thank you very much for that update. We appreciate it and thank you Ms. Harmon as well. Next we
- will move on to Dr. Dowling who will present an update on the work of the Redistricting Commission.
- Thank you President Hennessy, Dr. Winston and members of the Board of School Trustees. Thank you for
- this opportunity to provide a redistricting study update.
- As always, I start with a project charter. I'm not gonna go into further detail here because I'll actually
- be talking a lot about the project charter later when I talk about the commission's report. Here's our
- timeline for our redistricting study for the work we've had so far. The board passed a resolution in
- February 2024 to study redistricting. In November of 2024, our demographer Preston Smith from Business
- Information Services, he presented on
- information about our school corporation, including 14 scenarios for redistricting. In the December,
- 2024 board meeting, the board identified two priorities for redistricting. These priorities are to balance
- socioeconomic status and to review cost effectiveness. In March of 2025, the commission was formed.
- The commission's work began in April of 2025. We began by looking at our project charter. We've had
- nine commission meetings from April
- from 2025 to December of 2025. During that work, there was discussion, there was review of research
- connected to the board priorities and our community considerations, which I'll highlight in a second.
- We studied 50 different scenarios, including the 14 from our demographer, Preston Smith. Here I'd like
- to highlight the considerations that helped guide our work. These came directly from public input and
- from selection from our commission members. These public considerations
- that were incorporated into our redistricting study include capacity, resource allocation, class sizes,
- minimizing student reassignment, transportation, and the concept of community schools. For tonight's
- agenda, I will be highlighting three different topics. First, I want to talk about the last commission
- meeting in December where we focused on secondary redistricting scenarios. I'd like to give an important
- thank you to our commission members as we've had our last commission meeting.
- when I will highlight from December. And I also like to get into a little bit more detail about what
- the reducing study commission report will look like. First, looking at our December 3rd commission meeting,
- we focused on secondary scenarios. We studied eight middle school scenarios. We studied eight high school
- scenarios. These scenarios were taken directly from our elementary scenarios, which we previously studied
- in October and November. All these scenarios are being built at the census block level.
- And most importantly, the insights and findings from commission members on these secondary scenarios
- will be included in our commission report. At this time, I'd like to give a thank you to our commission
- members. It's really hard to articulate in words how grateful we are for their work. They attended nine
- meetings. They give up nine evenings of their life to spend their evening to study redistricting with
- us and share their insights. As I mentioned earlier, we've looked at 50 different redistricting scenarios.
- And that's really just a sampling of the number we could have looked at, but it's quite a number. We
- know that at least 25 hours of work they've given to our commission, and most importantly, they provided
- critical insights in our study about redistricting. They've also really been instrumental in helping
- us to identify our top considerations, again, which came directly from public input. During our commission
- meetings, we discussed research, engaged in dialogue about redistricting, and as I mentioned, we looked
- at a number of scenarios. And we are really grateful for their work.
- and their insights. Now I'm going to spend some time talking about what our commission report will look
- like. And I'm going to go back to our project charter because that's really helped guide our work. I'm
- going to read our purpose here because I think it helps define it. Directly from our project charter,
- our purpose of the project is to study redistricting as a mechanism to balance the socioeconomic status
- within the school corporation schools while simultaneously considering the cost effectiveness of the
- current model and any potential changes.
- Looking at the goals and metrics of our commission, these are within the scope of our study, were to
- study potential redistricting considerations to achieve improved socioeconomic status balance across
- schools, to study factors that inform cost effectiveness of MCCSE buildings, to study potential impacts
- of redistricting on students and families, to study potential impacts of inter-district and inter-district
- transfer policies on school populations and demographics,
- And finally, to study building utilization rates and potential strategies for managing building usage
- for at least the next 10 years based on predicted demographic trends. Looking at the expected deliverables
- of our commission, these are again what were defined within the scope of our study. Deliverables include
- a study and analysis of district-wide maps of catchment zones, including the redistricting scenarios
- I highlighted earlier, along with the scenarios from our demographer.
- with a focus on studying maps that balance socioeconomic status across schools with an acceptable variance,
- includes a review of factors that impact cost effectiveness of redistricting efforts, and a review of
- a consolidated district overview of building usage and capacity. Getting into some details about our
- end product, which will be an informational report for the board's further consideration, the report
- will include an evaluation of redistricting scenarios and their impacts, factors that inform
- cost effectiveness, and a corporation-wide analysis of building use and capacity. Getting into a little
- bit more specifics about the board report, excuse me, the commission report, which will be for the board's
- consideration. The first section will be an introduction. It'll really detail the purpose of the commission.
- The second section will be a review of research, the research that the commission has studied, which
- are directly tied to the two boards' priorities, along with the community's four considerations. The
- third section will be our methodology. It'll outline
- how the scenarios were created, how they were evaluated and studied by our commission members. Our fourth
- section will be the results. It will be a review of each commission meeting and how each meeting was
- built upon the previous meeting and it will detail what we studied and reviewed at each of the meetings.
- And finally, our last section will be our key findings and summary. It won't be recommendations, rather
- it will be what insights we have learned throughout the commission process
- and gained from our commission members that they studied these redistricting scenarios. Talking about
- next steps. Commission leadership has begun writing, summarizing the commission's work. The next step
- will be to share that draft of that commission report with the school board and the public sometime
- this spring. And finally, the school board will consider the report and provide further direction to MCCSE.
- Thank you. At this time, I'd be happy to take any questions. Thank you, Dr. Dowling. Do we have any
- questions or comments? Thank you for all your work. Okay. Nope. All right. Great. Thank you so much.
- Our final presentation is a facilities report. Dr. Henderson?
- Dr. Winston and members of the Board of School Trustees, thank you for the opportunity to speak to you
- this evening about facilities management and many of the unseen heroes that make it possible for us
- to deliver excellent educational experiences to our students in clean, well-maintained and safe buildings.
- Tonight I'm going to provide you with a high-level overview of facilities management, highlighting the
- complexity and scope within MCCSC.
- I'll also speak to our current practices and weave in some information and interesting facts about who
- does this important work. I'll also discuss why we need to continue to support these efforts and provide
- you with a few examples of the kinds of upgrades and improvements that we make here in the MCC SC. When
- teachers, staff and students are in clean, well maintained buildings, they're in a better position to
- focus on teaching and learning
- and more likely to have positive experiences every day. Effective facilities management directly supports
- student learning, teacher productivity, school pride and perception, as well as the opinion of our community
- members when they make use of our school spaces. Managing 2.47 million square feet of buildings, three
- million square feet of parking lots and drives,
- and 533.4 total acres district wide is a large undertaking. This includes 76,982 linear feet of sidewalks
- and 19,907 linear feet of tracks and walking trails. These statistics underscore the vast scope of work
- that our team handles daily. These tasks become even more demanding during times of inclement weather
- like we have recently experienced. On average, we go through 39,200 pounds of sidewalk ice melt per
- year, along with 250 tons of parking lot road salt. If you notice on this slide, that's basically the
- equivalent of maintaining 15 Walmart super centers, plus their parking lots and grounds with a school
- district's team and budget.
- not Sam Walton's budget. As you can see from the statistics on this slide, we have a wide range of age
- when it comes to our facilities. You'll notice our newest is four years old and our oldest is 102 years
- old with an average of 47 years old. Ensuring ongoing functionality of our infrastructure in the midst
- of budget constraints means that we have to develop
- a long-range plan to ensure that we manage our facilities needs efficiently over time and within our
- financial realities. To introduce this next section, let's start by defining what we mean when we utilize
- the term facilities management and define the core components we'll cover in each of these six areas
- in the next slides. Facilities management is the comprehensive process of planning, maintaining,
- and improving school buildings and grounds to support education. The six core components we focus on
- are structural and mechanical systems, interior and exterior maintenance, safety and compliance,
- sustainability efforts, utilities management, and asset lifecycle management. Heating, ventilation,
- and air conditioning systems ensure that our staff and students have comfortable classrooms despite
- the outside temperature.
- and that we are exchanging outside air at rates that ensure excellent air quality inside our buildings.
- Our plumbing systems serve to supply water fountains, restrooms, kitchens, and lab spaces, while our
- electrical systems not only ensure light in classrooms and hallways, but it also powers the technological
- infrastructure that keeps our teachers and students connected to valuable Internet resources.
- Additionally, those same electrical infrastructure systems also power the control systems for our security
- and fire alarm systems, as well as our HVAC systems. Additionally, our teams are responsible for oversight
- of our roofing systems, including roof drains, gutters and downspouts, as well as the structural integrity
- of our buildings to include both doors and windows.
- Many of our routine upgrades, as well as repairs to our interior and exterior finishes, are performed
- by our own staff. They not only work on the buildings, but they also help care for landscaping, grounds
- and athletic facilities, as well as all of the lots and walks around our buildings. Our staff, along
- with local and state regulatory agencies, inspect our fire alarm and fire suppression systems on regularly
- scheduled intervals.
- We take proactive measures to ensure air quality and safety by replacing 1728 air filters annually.
- And we respond to over 4,000 work orders from topics relating to lights, locks, leaks, and HVAC systems.
- MCCSC is a leader among public
- public school corporations in the state of Indiana and the nation in the installation of solar panels
- to reduce energy consumption. And we are constantly evaluating the savings that can be gained from replacing
- old fluorescent lighting with higher efficiency and longer lasting LED lighting as we make improvements
- to our facilities. We actively pursue opportunities to recycle and are investigating ways to potentially
- incorporate composting to reduce food waste.
- We also monitor the life cycle of our equipment, including repair and replacement parts availability
- to ensure that we are not continuing to keep outdated, inefficient equipment in service. Our maintenance
- and building operations staff consists of 20 skilled maintenance staff members and 101 custodians. Much
- of the work these individuals do is completed when our staff and students are not present in the building,
- starting oftentimes early in the morning,
- or extending late into the evening. Some interesting statistics to consider. We go through 16,297,800
- feet of toilet paper per year in our buildings. That's 3,080 miles, or roughly a trip from Bloomington
- to Phoenix, Arizona and back. Paper towels, 14,763,000
- beat per year. 2249 diluted gallons of disinfectant, 2600 gallons of glass cleaner and 42,405 gallons
- of neutral floor cleaner are consumed every year in the MCC SC to make sure our buildings are safe and
- clean. Quality facilities support quality instruction. The operations staff is the backbone of our school system.
- These hidden heroes take care of daily tasks that keep our buildings safe, clean, and maintained so
- that our teachers can concentrate on providing our students with excellent educational experiences.
- The director of building operations and the director of construction facilities and safety, along with
- our skilled maintenance staff, monitor the uptime rates of our HVAC systems, our pool filtration systems,
- our fire alarm systems, our plumbing systems, and our electrical systems.
- They respond quickly when any problems arise. They also monitor the quantity of work orders received
- and how long it takes us to resolve the issues identified by staff. The directors and I frequently visit
- schools and when we're there, we take the opportunity to speak to staff members and principals about
- any concerns or needs that they have with regard to their buildings. In conclusion this evening, I'd
- like to again share why this work matters.
- On this slide, you can see several recent examples of the investment that MCCSC makes in a variety of
- spaces. Maintaining high quality facilities allows us to uphold our board's priority to sustain excellence
- in our schools. As such, ensuring the state of the art academic, athletic and performing arts facilities
- continues to be one of Dr. Winston's top priorities. We see every day
- that our facilities directly support our students by providing high quality educational spaces where
- our children can learn and grow. Again, thank you for the opportunity to highlight the often unseen
- but critically important work of our operations team. Thank you, Dr. Henderson, for that. Wow, I just
- keep wanting to call it a performance tonight, but it's not. What are they? Presentations. My god.
- All right. Thank you for that presentation. Any comments or questions?
- We will move on then to comments and committee reports. Does the board have any comments or reports
- that you would like to share? Okay. Going once, going twice. No comments or reports. All right. Well,
- thank you everyone for your silence. We appreciate it. And finally, Dr. Winston, do you have any additional
- information to share with us?
- I do not have any silence. Oh. I'm kidding. I'm kidding. No, I'm kidding. I just have a couple of things
- I briefly want to share. I really want to take a moment just to acknowledge our deep, deep appreciation
- and recognition of our facilities team. The last couple of weeks, we've had inclement weather
- unexpected in great levels with freezing, thawing, refreezing, and very unsafe conditions for our buses,
- for our employees, and for our students. And what many people don't know and what Dr. Henderson was
- really alluding to is the fact that while many of you are sleeping, they are out getting business taken
- care of. And so I definitely want to just begin with just that acknowledgment of appreciation.
- when he talked about the number of tons, how many tons of ice melt did you say? 250 tons or something
- like that? Yeah, that's just unbelievable. And yet they do it quickly, they do it without complaint,
- and probably not as much appreciation as our entire community should share with them. I say that because
- I do recognize
- that we've had three days of weather in December when, generally speaking, we don't get those days in
- December. We usually get them after the holiday break. So there's been a lot of unexpected aspects.
- And there's been a lot of frustration, quite frankly, in our community. There are family members who
- don't quite understand the decisions that have been made, the factors that go into that decision making,
- and the painstaking
- hours and time that it takes to kind of get to that point in time. I can assure you that Dr. Henderson
- and I and other members of our facilities team are up at 2.33 o'clock every one of these days that we've
- had to have conversations and discussions around what are we hearing from our meteorologists? What are
- the roads looking like? Are directors in our facilities and maintenance and construction departments
- and transportation, they're out driving the roads while you all are sleeping. They're driving the roads
- in the country. And many times, I know that I get lots of inquiries and questions about, I look out
- my window and I can see the streets. Why are we closed? Why are we having e-learning? And I can look
- out my window too. And if I use that as the only metric for determining whether or not we have in-person school,
- We would have in-person school every day of the week because I happen to live in town. I happen to live
- within the city limits. But I do think sometimes it's easy to overlook the fact that we have hundreds
- and thousands of children who don't live within the city limits. And we have country roads that are
- not paved and that are full of snow and full of ice. It may melt during the day.
- where it gets up to 31 degrees, 32 degrees and it melts. But guess what? When that temperature goes
- back down to single digits, it freezes again. And it would be irresponsible of me as a superintendent
- and irresponsible of our entire team to put our children in harm's way because looking out my window,
- the roads look clear, but I've got staff
- riding in the country from Lakeview to Unionville, around the lake. We have children there, and we have
- over 10,000 children that we transport every day. Well, we have over 10,000 children that we educate
- every day, and most of them are transported. But we also have 2,000 employees, many of whom live in
- the country, outside of the city limits,
- And so I share this with you because I want everyone to understand that it's one of the hardest decisions
- that a superintendent has to ever make. You would think it's the budget. I kind of thought it was the
- budget too. But it's about the safety and security and well-being of the individuals employed here and
- that we educate. And so I want to just take a moment to kind of highlight a few aspects
- of that decision making. I have responded to many emails over the last few days and I welcome every
- one of those emails because I do recognize that families have been upended, they have been inconvenienced
- by the decisions and the choices that our corporation has needed to make and frustrated. Many of the
- emails that I received show a sense of frustration, some anger,
- some confusion. And so I do think that it's a great opportunity to highlight those pieces of information
- that we already have on our website. How we go about making our decisions, the factors that are part
- of that, that's consistently been posted on our website. But I thought it would be helpful to provide
- some additional guidance to folks. And so it is not our desire to disrupt your families and the routines.
- I've already said that we don't take these decisions lightly. The numerous factors that we do take into
- consideration, it includes what's been forecast and what's actually happening out there. We are also
- looking at what are the meteorologists telling us? We have a direct line to meteorologists that tell
- us what's happening now and what's going to happen in six hours, what's going to happen in the next 24 hours.
- We have to weigh that out, and we have to balance that out. We're not just looking at temperature, because
- some folks were like, well, it's only one degree. It's only two degrees. Why are kids not in school?
- Well, the other piece that we have to pay attention to is the windshield. I don't know if you recognize
- it, but the windshield got down to 10 and 11 degrees below zero. I will not have children standing and
- waiting for a bus in that kind of temperature. And if it means I get 100 more
- Frustrated and angry emails then I would say bring those on that would be irresponsible. I don't want
- my child You don't want your child standing in those kinds of conditions But we also have to pay very
- close attention to what our local law enforcement individuals are sharing with us. We're Very much in
- communication with them with city and county highway officials. I know yesterday It was our understanding
- and what actually did happen is that the country roads were not going to begin being cloud until 7 a.m.
- Our buses are already out of the lot well before 7 AM because we have schools that start at 7 45. And
- so we've got to give consideration to that. Our transportation staff, they've got to be able to get
- here to get to the buses to then drive them. And we also are in very close communication with our surrounding
- school districts. In most instances, there's a lot of consistency from one school corporation to the
- next corporation.
- And that is not by happenstance. And so I took a few extra minutes to kind of share these things with
- you because I do think it's important that our entire community understands the factors that go into
- this decision making. We are always gonna be looking at the needs of all of our children, particularly
- those that are in the county roads and in the country. My responsibility is every one of them. And so
- as I said,
- the roads in town may clear pretty quickly and the recognition is that the county roads can in fact
- and are often hazardous. I even have had my team members send me video footage of where you are in the
- country and I've had them drive me around to show me what our road coverage looks like within the city limits,
- and outside of the city limits because I didn't want to just go based on what folks were telling me.
- I wanted to be able to see it firsthand as well. That's how seriously we take these decisions. And let's
- talk about timing. It is always our desire to give as much forewarning and notice to our families as
- we possibly can. When we can, we will tell you the day before. We were pretty fortunate back in January
- when we had four consecutive days of horrendous weather, which I think people may have forgotten.
- I have not. It was pretty pivotal for me those first few days. And we were able to let families know
- pretty soon. The last few incidents of inclement weather, it wasn't as clear cut. And it was pretty
- complicated and pretty complex.
- Unfortunately, we weren't able to make the decisions as quickly as we wanted because the storm was moving.
- The meteorologists are telling us, well, we think you're in this line, but it could vary. And so I want
- you to know that our desire is to tell you as quickly as possible. I would rather not be up at 3 o'clock
- in the morning because you don't go back to sleep after that. And then the other piece that I think
- is oftentimes missed is that there are requirements in the state of Indiana
- that we must have 180 instructional days. And so there's been a lot of questions about e-learning. And
- why are we doing e-learning? Why are we doing a delay? We will fulfill our requirement and our obligation
- to meet our instructional days. And e-learning is a tool and is an option that we haven't always had.
- But we do have that available to us. And we don't take those days lightly either. We much prefer our
- children in classrooms because we know they're safe.
- They're going to be well-educated. They're going to get the highest quality of instruction with in-person
- learning. Everybody knows that. And yet, we also know that our teachers are so talented. They can,
- in fact, provide high-quality instruction virtually, but it is not our preference. We only do so when
- we don't have better options available to keep our children safe. When we do call an e-learning day,
- families can be confident that their children will continue to receive meaningful instruction.
- we will recognize that our e-learning days do, in fact, meet the Indiana Department of Education standards
- for instructional time. We are not going to compromise on our commitment and our requirement to ensure
- that our children stay on track academically and that they have access to learning. So while we do know
- that weather-related delays and closures can be an inconvenience for all of us, and some of us can be
- sleep deprived as a result of that,
- We appreciate the patience and the trust that our families have placed in us as we work to keep every
- student and every staff member safe during these days. And in closing, we recognize that January is
- not here yet. We have built in some snow days. We've built in two snow days. And we've not used them
- last week or this week for very obvious reasons, because we know
- The best or the worst is probably yet to come. So I just wanted to share that information. And before
- I give my final, final comment, I wanted to see if any board members have any questions, comments regarding
- the decision making. I mean, they get updates from me early in the morning, too. Now, they may not.
- Well, I'm not going to say what they do or don't do at 3 o'clock in the morning in terms. But I usually
- get feedback from them.
- at an appropriate time regarding their acknowledgement of the recommendation. Is that fair? No,
- it is fair. And I will say, I mean, you know, I always, it's painful for me to think about you all doing
- this stuff in the middle of the night. It's, you know, I responded to emails as well saying many of
- the same things, you know, that we have people out there driving, our teams are working hard. These
- are not decisions that anyone makes lightly or flippantly.
- for all sorts of reasons, but no one also wants to field these emails, too, right? I think the decisions
- are always made with safety in mind, always. And so if the decision's been made, it's because it's been
- determined to be the most safe sort of call in that moment. So I, too, just appreciate all of our facilities
- and the work that they do, the work that you all have done this past week. I don't have any questions
- about it. Dr. Anderson, is there anything
- I think oh no I was just gonna say basically the same thing that I can tell that a lot of thought and
- consideration goes into it and I appreciate that and I missed April's last call for comments on the
- facilities update so I did also just want to say that I can't say enough how much I appreciate all of
- the work our facilities crew does and I don't want to make a whole meeting about my kids but I
- Do you just want to say also that there are custodial staff at my kid's school that are such an important
- part of their day that even, again, Emmett is having a hard time at lunch. And the way I get him to
- go to school is by saying, remember, you get to see this custodial staff at lunch. And he gets really
- excited about that. So not only are they out there before school starts, but they're also such an integral
- part of the community throughout the day. I really appreciate that.
- Dr. Peterson is there anything you would like to add that I haven't addressed? Well the only thing that
- I would like to remind the board and the community of is harking back to the presentation that we had
- last school year on transportation and that's a statistic that I didn't really share in the facilities
- presentation tonight because it's really more transportation related than it was building maintenance
- related but
- to remind the community that our district spans approximately 350 square miles. And our buses travel
- 8,267 miles every single day, not counting deadhead mileage, right, when they're unladen with students
- on board, not counting field trips and extracurricular trips during the day. And last year's extracurricular
- trips amounted to
- an additional 92,187 miles traveled. So we're not only giving consideration to the school day, but we're
- also giving consideration to events that are scheduled in the evening, transporting students frequently
- long distance outside of our district into areas where snow may be worse than what it is here. So there's
- a lot of factors that go into those decisions, but
- That's just a little addition to the scope of the work that we do on a daily basis. I am going to need
- you to convert that number of miles we travel every day to how many times back and forth to Phoenix.
- I can do that. No. I actually wanted to say, I really appreciate that aspect of your presentation and
- delivery. I always love knowing the data, but I do like that the toilet paper can go to Phoenix and
- back. That's going to stay in my mind forever. I'm never going to forget.
- how much toilet paper we use in a year, right? Okay, anything else, Dr. Winston? On the weather, no,
- but I just wanna reiterate to our families, thank you for your feedback, thank you for your questions,
- it allows us to continue to keep you informed as to how we make our decisions. As we wrap up the semester
- and look toward the close of 2025, my heart is full. I want to extend my deepest gratitude to our incredible
- staff, our students and our families,
- for making this semester such a meaningful and successful one. To our parents and guardians, thank you
- for your unwavering support that you show our teachers, our staff, and our entire school community.
- Your partnership is truly appreciated and we are honored to educate the most precious resource that
- we have in our community, your children. To our students, you are absolutely extraordinary and we are
- so excited to be able to celebrate you every time we can.
- Each of you bring your own strengths, your own talents, and beautiful uniqueness to our schools. You
- are the reason we grow, the reason why we improve, and the reason why we strive for excellence. Together,
- we continue to sustain excellence, one moment, one act of kindness, one day at a time. I want to wish
- everyone a peaceful, joy-filled, and restorative break. Happy holidays. And we can't wait to welcome you back
- in the new year, January 5th, 2026. That concludes my report. Thank you, Dr. Winston. And we do so appreciate
- all of our staff, all of our students, all of our families that make this district what it is and all
- of our community members who continue to contribute, whether or not they have kids in this district,
- whether or not they're employed by this district. We do have such a great community here.
- So we have had a very patient and probably very bored and tired reindeer in our audience tonight. So
- I think the next regularly scheduled board meeting will be held on Tuesday, January 27th, 2026. Our
- reorganizational meeting will be held on Tuesday, January 6th. And with that, this meeting is adjourned.