001to the flag. And now for a moment of silence. Thank you. Um, we will start the meeting with recognitions. Uh, Dr. Hy, >> good evening board and all of our guests. Great to see you. I'm sure everyone enjoyed this the unexpected snow the last day or so. I thought we were done with that, but apparently not. But sorry kids. No delay today. So, uh, all right. So, first um I know uh much to their disappointment and the kid in my house was also disappointed. But anyway, back to recognitions tonight. Um we have quite a few uh exciting recognitions to to talk about tonight. So to come up and tell us a little bit about some ISMA awards. I would like to invite Jacob Crossley to come on up to get us started. [applause] Thank you
002for having me. Um, we have a number of students that competed at the ISMA solen state solen ensemble competition uh here a few weeks ago. Um, now the solo non uh solo and ensemble competition is a little bit different from our normal competitions. Um, students are not competing against other students. They are competing against themselves and essentially against perfection. And they compete [clears throat] with thousands of other students and they are put in performance situations where they are in front of collegiate professors and professional musicians and those professional musicians are sitting there listening to them 10 feet away um assessing whether they are good musicians or not. And if they're at the state level, they're all pretty good musicians. And I am I'm very excited and proud um to share this list of students that
003received gold ratings. And some of them received gold with distinction ratings which means that they essentially got a perfect score or a near perfect score on their performance. Um and I would like to um bring some students up here and present them to you. So um students if you are out there as I call your name just go ahead and come up here. Um our first one is Vincent Tyson. Tyler Tyler D, Quinn Melton, Annalise Strap, Jackson Peek, Ryan Altiser, Lily Martin, Tyler Rivera, Nathan Press, Isabella Garwood, Naelli Gelfo, Eve Lynhorse, Gretchen [snorts] Malik, uh, Elio Mangano, Julia Hurststein, Addie Thompson, Austin Horn, Hunter Do Haley Hinkle, Hayden Scott, Emily Kip and Oliver Conrad. [applause] And I believe Mr. Hartman also has a few orchestral students as well that he would like to present. >>
004We have Eric Hedland and then Liam Bachelor who's not here. He's rehearsing with the ISO tonight. Uh Evan Feliciano, Thomas Warner, Haley Gibbons, and Aaliyah Corman. [applause] [applause] All right, let's let's keep it going. Next, I'm gonna invite uh Susan Neon to come up and talk to us about lesbians. Good evening everyone. As I call up the cast and crew members of our Thespian competition show, superior individual event competitors, troop officers, and state thespian officers, please refrain from applause until all names have been called and achievements have been shared. Luna Anderson, Kate Boyce, Gabe Carney, Llaya Cross, Sophia Duire, Lucy Dykeman, Jack Fence, Mia Gordon, Braden Greenley, Matthew Hunt, Vincent Llan, Amy Lynn, Olivia McIll, Pu Mahiran, Andrew Rivera, Ellie Sego, Na Spalding, Max Stball, Blake Valentine, Elena Watsworth, Charlotte Wiggins, Kenzie Wood, >> [applause]
005[applause] >> Yes. Right. In January, NHS theater attended the 2026 Indiana State Thespian Conference. 36 NHS theater students traveled to Avon High School for this three-day conference where students had numerous opportunities. Some include competing either in the one-act play competition or in individual events. Many attended workshops by theater professionals and college professors. Others visited college booths and or auditioned for colleges or college scholarships. and some applied and interviewed to be a state thespian officer for the next school year. Because we have a thespian troop at NHS, we are invited to participate in several different Indiana thespian activities throughout the year. This year, our troop competed for the ninth time in the one-act play competition with Robert Fulham's play, All I Really Need to Know I Learned in Kindergarten. We first competed at the regional competition
006that we hosted at Noblesville High School this past December. Our regional at our regional we placed second which advanced us to the state competition at the Indiana State Thespian Conference this past January. Your Noblesville Thespian troop competed against 11 other qualifying schools in the one-act play competition and placed second overall. Our competition show also earned the following distinctions. vest ensemble, senior Blake Valentine as outstanding lead performer and senior Kate Boyce as outstanding supporting performer. If you are involved in the comp show, please raise your hand. While at state, our troop received a gold honor troop ranking for the 2024 2025 school year. The Indiana chapter of the International Thespian Society allows TR its troops to earn this special honor through documenting and presenting a portfolio that showcases all the troops activities, including productions, participation activities,
007theater outreach, and community service. Due to the number of activities our troop successfully offered and documented last school year, we earned the title of a gold ranking Indiana honor troop for the 10th year in a row. Our thespian troop officers created the digital portfolio as part of the application process. These officers are senior Kate Boyce, Llaya Cross, Mia Gordon, Braden Greenley, and Kenzie Wood, and juniors Jack Fence and Olivia McIll. Also, juniors Jack Fence and Olivia McIll interviewed for and were accepted to be two of the 11 Indiana State Thespian officers for the upcoming school year. Both Jack and Olivia will work with the student board, work on the student board alongside the adult board for the Indiana chapter to help develop the regional competitions, the state conference, and the leadership training for Indiana thespians.
008The following students were awarded college scholarships based on their applications and auditions. Kate Boyce, Lilac Cross, Amy Lynn, and Andrew Rivera. Together, these students were offered $67,000 in scholarships for next year. Students also competed in the small group or individual competitions called Thespies. This year, these thesy pieces were directed by alumni Evan Elliot, and 14 NHS theater events earned superior rankings, qualifying them to compete at the International Thespian Festival this summer at Indiana University on the Bloomington campus. The superior ranking students include Elena Wodsworth for musical solo, Gabe Carney for solo acting, Llaya Cross for solo acting, Olivia McIll for solo acting, Jack Fence for solo acting, Lucy Dykeman for solo acting, and Kate Boyce for solo acting. Also, we had Andrew Rivera and Jack Fence for duet acting, Vincent Llin and Charlotte Wiggins for
009duet acting and Lucy Dykeman and Max Stamb for do act duet acting. We had four more superior rankings, but these students were also named the state champion for their event. This honor allowed them to perform their scene on Sunday at the conference in front of over 1,000 Indiana high school theater students and their troop directors. Sophia Duire for short film, Amy Lynn for costume construction, Gabe Carney and Kenzie Wood for duet acting, and last but not least, Andrew Rivera for solo acting, making this his second state champ for thespians. We also had a team of technical theater students who competed in the tech challenge. Braden Greenley and Nika Spalding were the state champions for the fastest time in the state uh in the state for the props table quick change. Thank you thespians for all
010of your hard work. [applause] Congratulations. I have a comment. >> Yeah. before you uh leave troop 118118. I attended Noises Off on Saturday. And it's amazing that all that you did at state competition. That was an incredible play. And I I see why you won the tech challenge. They switched the entire stage around and act two was the backside. It was really fun and funny. Thank you very much. All right. And we have one more. Um, so I'm gonna invite Sam Dean to come up and talk to us about your book. All right. Um, this year the shadow yearbook staff was awarded a who's your star. The Who's Your Star Award is given to programs that demonstrate superior journalistic work and represent the top journalism and yearbook programs in the state. The 2024 2025 shadow
011yearbook staff was one of 16 schools in the state to receive this prestigious honor. Members of this staff include Addie Emerson, Perry Harris, Kaden Bright, Grant Alexander, Alex Webster, Avera, Lily Pooer, Natalie Childs, Emma Hobbs, Sarah Duplaga, and Grace Yoast. In addition, the following Roanne Harvey awards were presented to members of the shadow yearbook staff, which are individual or staff awards. We received first place in academic coverage, third place in student life coverage, first place in sports coverage, and former editor-in chief Addie Emerson received first place in multi-page design for her opening copy and design in last year's book. Uh at our annual um lunchon, uh current editor-in-chief Grant Alexander was also a nominee for Indiana High School Journalist of the Year. Finally, it was announced last week that last year's yearbook, all of these
012are for last year's because that's how yearbooks work. Um it's kind of weird, but um so it was announced last week that last year's yearbook was selected to be featured in the Just's Lookbook. The lookbook celebrates the best of the best in yearbook design and coverage. Justin's lookbook is the largest and most comprehensive publication of its type in the world and is published annually by the company. Alex Webster, member of the class of 2025, had his pitch chosen to be featured in the student life section. Please join me in congratulating our young journalist. [applause] >> Congratulations. All right. So, it's time to shift to our hair teacher and our school spotlight. So, with that, I'd like to invite uh invite Mr. Ryan Hoy, principal of West Middle School, to come up and talk to us.
013Good evening everybody. Good to see you again. Uh I have the pleasure uh first I'd like to thank her Chevrolet. It's just an honor to come up and and be able to uh to recognize three just dynamic uh teachers. So with me closest to me I have Levi Buyers in the middle Marley Light and then Adrien Kavanagh. So uh first off we're going to jump in with uh Mr. Levi Buyers. Levi is a uh wellness teacher at West. This is his third year. Um Levi has a very unique uh path to to West that I just, you know, kind of wanted to highlight. Uh Levi is is someone that's lived in Noblesville uh for quite a long time. But when we first met Levi, he was actually teaching in in Cookamo. And so uh you
014know, Noblesville being what we are, being the destination that we are, uh he really wanted to get his foot in the door. He knew he wanted to to to work and and serve his community uh that he lives. So, he kind of started with off with us as a tennis coach, uh, which I don't think was necessarily his background, but the one thing that Levi does excel in is he builds relationships with kids. Uh, you know, just full stop. Uh, he's he's someone that's really once we got him in as a teacher, he's he's just done great things in our PE and wellness department. He's a great advocate for kids. Uh, and since then, we have been able to transfer him over towards more of his strength, which is football. uh and also uh our
015wrestling coach and I'm happy to uh congratulate him and and let you all know that uh Saturday we were uh able to win another Hamilton County Wrestling Championship uh thanks to Coach Buyers and and his team. So just really appreciates uh Levi. You know, you've heard me talk before about, you know, some of these people that are just pillars of West and what make uh West. uh he is definitely, you know, kind of solidifying himself as as one of those teachers that just going to carry us on to the future. So, thank you, Levi. All right, next up is Adri Adrien Kavanaaugh. Adrienne is our specialed uh department chair. Um she is uh she is one of those existing pillars of of West. Uh I like to think of Adrienne as as that teacher that's
016uh you know, in case of an emergency, break glass. uh somebody that's just willing to go above and beyond uh and do anything. She's done a tremendous job just leading our special education department, collaborating with all of our uh you know departments and really she serves a a just a a needed purpose because you know we talked a lot today when you guys were all at West about that transition from fifth to sixth grade and for a lot of our families uh students with IEPs she is that first face of of West because she does a lot of those transition conferences um and she's also integral part of the other end of the transition from West to the high school, making sure that that all our systems are in line with setting our our kiddos
017up for success to go and and earn credit at the high school. So, uh really just couldn't say enough good things about Adrian and what she's done over the years just to be a leader and again in in in case of an emergency, we break that glass. And she's even stepped in a few times to to, you know, be a math teacher um and and does a great job doing that. So, thank you very much, Adrian. And finally, uh, Marley Light. Marley is a secondyear art teacher, uh, with us, and we've had some excellent art teachers in the past, but I just can't say enough about what Marley's done in a very, very short amount of time with, um, just really further developing our our art program. If you've had kids go through Weston Art,
018you know, they're very proud of of their work. Um, and that's also a class where there's a lot of freedom, there's a lot of movement, and I don't know how she does it yet. I'm still trying to figure that out. But she just does an excellent job managing uh all that movement, managing, you know, the different levels of artistic ability and, you know, seeing kids and and recognizing kids for where they are. Um, and then just, you know, continuing to to push them um push them on in in their artistic journey. So, the one thing I'm most proud of uh that that Marley's done in the short time she's been with us is for the first time ever, we have a a West Art Show uh that she started. She brought that from her from
019her former school and we had the first one last year. Um never done one before, so we didn't really know what to expect. And uh that night, I think we saw close to 180 people come in uh that wanted to, you know, kids that are volunteering to show off their work. Again, it just speaks to the program she's been able to build and the level of engagement that uh she's gotten out of our kids. Um, and it was so popular this year that we actually included our honors orchestra to be able to play as as we were doing the art show, which was great. So, thank you, Marley. Uh, and thank you all. These are our three hair Chevrolet spotlight teachers. Sure. >> Oh, yes. Yes, please. >> Yes. Congratulations. >> All right. And as
020we kind of transition into what our spotlock presentation is, I would like to uh invite up the rest of the West administrative team that's going to come help me out today. Coming up in order, our assistant principal, Aaron Nelson Mercer. In the middle, our dean of students, John Clark. And bringing up the rear, last but most certainly not least, as you all know, is our other assistant principal, Mr. Jake Stafford. We're going to just take you through kind of our three-year journey uh of where we've been uh with PBIS. PBIS is positive behavior intervention supports. Um you know, it it it deals a lot with relationships. It deals a lot with you know, our climate, our culture, student behavior, um you know, just teaching kids to do the right thing on on the most basic
021level. So, we've been through kind of a three-year journey um where we, you know, kind of wanted to reset coming out of COVID those the the what we believe is just kind of the non-essential uh the most essential things you need for learning. So, that physical and emotional safety uh clear consistent expectations and despite what middle school kids will tell you, they need it and they absolutely crave it. Um as well and then just building strong relationships. If you're looking at at these dates, you know, this is a couple years coming out of COVID where we were all just incredibly isolated that were all coming back, you know, together, 1,400 kids, uh, with about 160 staff. Um, and so, you know, it kind of started the 22 23. Uh, we always talked to our staff,
022you know, staff perception data, what's going well, what's not going well, and we kind of quickly identified that, you know, we needed to strengthen some of those clear, consistent expectations for our kids. And as you saw today, that goes beyond just the general classroom that's in the hallways, that's in our stairways, restrooms, uh really every cafeteria, everywhere around the building. So, starting off the 23 24 school year, uh it started off that very first staff meeting in July before we did anything. We got all our teams together. We were all in the LGI and we started to establish those clear and consistent expectations. You know, we talked about today we're a we're a school that teams and that's that school within a school model. So, we wanted to strengthen those supports for kids by making
023sure that we had the same clear expectations no matter what uh team a kid was on. And we kind of started with this uh with this saying because in the in the absence of us, you know, setting clear expectations and and establishing procedures and routines, someone will set those expectations. So, it's either going to be us or it's going to be the kids. And we wanted to make sure that we were setting up our kids for success. So, uh one thing that we talk about a lot, expectations lead to procedures. Procedures lead to routines that we can teach. Uh routines lead to habits and habits are hard to break. So we want to be the ones that that set that tone. So I'm going to turn it over to Mr. Clark. Uh John is the
024one that leads our building PBIS team and also is our representative for the district team. >> Hey, good evening. So we were very fortunate as a district to be able to undergo some really great professional development. Um it was a multi-disciplinary team of administrators, counselors, social workers, various stakeholders um around the work of the behavior solutions uh textbook and the authors actually uh were able to teach us directly. Um so that was a really a system to you know advance and reset those conditions um to enrich our existing positive behavior interventions and supports. So from that district committee um that really um en enriched and systematized the work that we're doing in our existing committee and the PBIS committee at west you know always focused on relationships always focused on um th that bas that
025foundation and positive reinforcement but it also needed a little something extra and I think that committee and the work that we're doing is that extra piece. So the committee that we uh we meet monthly at west um I lead the committee and we have various stakeholders teachers counselors social workers instructional coach from around the building and the system we use is called the plan do study act system. So planning starts with setting those essential behavior standards which are our expectations learning responsible respectful and safe do is we teach those you know we can't just assume that students know how to be respectful responsible and safe and in learning in various environments so we have to teach it directly study is we take a look at data what is the data telling us and then act
026then as a committee we develop initiatives and interventions based on what we're seeing um to further strengthen our positive behavior supports. The two data sources, our main data sources are quantitative data. So, we're looking at our disciplinary logs, uh, trips to the office, office referrals, and also that really important piece of staff perception, perception data. How does staff feel? Do they feel like they have the capacity and ability to approach behavior adaptively, proactively? Um, so those are our two main data pieces we would look at. And I mentioned the five core features of positive behavior interventions and supports. So that's defining expectations, teaching those expectations, acknowledging and reinforcing appropriate behavior, and also knowing how to respond when unwanted behaviors occur and also using data. So one of our goals this year based on discipline logs
027was de decrease class disruptions. We have to maximize learning, so sometimes we got to decrease the things that are happening. So our data monthtomonth is showing a downward trend. We've had a little uptick last month, but we are um you know looking at that data and we have uh some positive trends um and decreases in those uh disruptive behaviors. And also uh based on staff perception, we've been sending a survey out asking about their uh capacity and their confidence in um teaching behavioral skills. So defining expectations, teaching those skills and so on. And we're seeing a really strong increase in staff capacity and perception about how they feel, their comfort level in uh teaching uh our positive behavior supports. So we're seeing a lot of progress there. And some other tier one interventions, you know,
028we those clearly defined expectations um throughout the building in various settings. We want to make sure that learning responsible, respectful, and safe is explicitly defined in various areas. Um, Miller Way lessons in SLT. Um, we need to teach we teach those twice a month for all students. Um, we as administrators talk directly to our students. We divide up teams and we get all of the kids in front of us at least twice a year to set those expectations from a schoolwide perspective, not just a team. And um I'm also leading a a session tomorrow for our teachers on responding to unwanted behaviors because based on our staff perception data, that was where the area where they feel like they need the most uh development. [snorts] And of course um as Mrs. Ray knows um our
029Miller Merit store is very um still humming along. I think you're manager status now. Um, so we even our big kids in middle school, they like to have their positive behavior acknowledged and they deserve to have that acknowledged and reinforced. So our uh token economy is uh still a major piece of our positive behavior supports. And here's just a little sample of the what uh some of these expectations visuals look like from from throughout uh throughout the building. And I'm going to pass it over to Mrs. Nelson Mercer. So, while all of our students receive the tier one supports that Mr. Clark discussed, a few of our students sometimes need a little additional help. And so, that's where our tier 2 comes in. And as you can see that broadens the the number of people
030who are providing some support for students. Our counselors and social workers have small groups for students and that could be for anxiety, that could be making new friends, could be a variety of things. We have a bring change to mind club that our guidance and social workers do. Our school psychologist has a small group for executive functioning skills. And then um we are piloting the behavior solutions behaviormies this year. In next year we will all be doing those as small groups all administrators, counselors, um social workers and uh school psych. And then we have compass mentors which we are very appreciative of that. That's community members who come in and work with some of our students. U Mr. Clark heads up our attendance meetings and sets the attendance plans. And then Mr. Stafford is going
031to tell you about his very special Young Men of West tier 2 intervention. Hi, good evening. Uh so the Young Men of West, this was started uh three years ago. Uh so I'm I'm on my third group. Um and we are humming along right now. Um but somewhere where this came about and the idea behind this was uh was post pandemic. Um we're starting to see the need especially in our our young men with a a lot of our referrals and things were coming from our young men at at at the middle school level. And I I knew something, you know, there was more that I could do. Um these snapshots of statistics that I wanted to show you, this is nationwide. This isn't specifically at West. I just wanted to clarify for that. Um,
032but if you could see that, you know, some of those are are are just kind of thrown off, especially that boys are 50% more likely than girls to be identified with a learning disability. Um, now we have, uh, you know, boys are at a lower graduation rate. Um, you know, mental health and emotional needs of boys are an all-time high. And and really a big part of that is if you look at the studies, it's because we as men aren't taught how to emotionally, you know, how to respond to emotions. Just doesn't happen. And we get caught in these generational curses and you're told to suck it up and just deal with it. And you know, boys need, you know, a man to say, "Hey, it's okay." You know, it's okay to be there. And
033if you see the statistics too, uh, you know, uh, a lot of the times our elementary schools are very, um, you know, a unless our boys are playing sports or you doing some outside, you know, club outside of school, a lot of times there's no male role models outside of dad. Um, because we we just elementary schools, it's not very heavily, you know, male teachers. And so sometimes our kids come to middle school, it's the first time they've ever had a a male teacher. Um, so with that, I was able to start putting some pieces together and creating this program at West. And so that's the snapshot I wanted to to be able to share with you guys here today. So the goals of this program was to build the leadership capacity of young men
034at West and that hence where the name came from. Uh, short, we call it Wimo. Uh, if you ever meet any of the boys, they they'll know it more as Wimo than they would know it. Young men of West. Um, so what we're looking for, um, you know, I'll get input from teachers, counselors, social workers, other administrators. We're looking for what I like to call those kid magnets. Um, those those those guys that are in a room and people are just attracted to them. Um, and I want to be able to to harness that power because some people just have that just have that aura and I want to be able to build that leadership capacity to use that power for good, so to speak. Um, so we'll talk about, you know, making better choices.
035Uh, we'll talk about how to, you know, uh, handle our anger, h how to build self-confidence. Uh, we're going to rep, uh, improve our emotional resilience. And and in the end, what it's all about is I want to build better relationships with these boys. All right. So, how this works is I have 14 meetings a year. Um, and we do 12 different lessons. Uh, we do an introduction meeting. And what I love about that intro meeting is we build the norms because it's I'm only uh, you know, I can only lead so much. So, the first thing we do is I have the boys come up with the norms for every time we meet. And they they've blown me away. This group this year has been phenomen every meeting blows me away because it's just
036the right group of kids and they're clicking and they're sharing and and like I said we're really humming but you know it'll be respect others listen you know don't talk while other people are talking and and they really kind of guide the ship when we go through there um and then I have the boys uh we do a chain commitment and so what I do is I have the boys write on a piece of paper what is one attribute they're going to bring to the group and they write down someone will say, you know, uh, I'm going to be a good friend. Uh, I'm going to bring strength. I'm going to I'm going to be a good listener. And we link those pieces of paper as a chain and we talk about we're only as,
037you know, we're only as strong as our weakest link. And we bring that paper chain with us to every meeting to remind us what we've dedicated ourselves to with with being in this group. So, we meet every Friday. Uh, we meet during our SLT time, so for 30 minutes. Uh, I always have donuts and milk uh because that got them in the door and now we're getting to the point where like uh they're okay if they don't get a donut or not, but I make sure they're wellfed. Um, and man, middle school boys can drink some chocolate milk. So, um, we do a quick check-in and then we do a lesson for the day. Uh, so the one we're doing this Friday, uh, is going to be thermostat or a thermometer. And so kind of
038the what the meaning behind that lesson is when we walk into a room are we setting the temperature or are we reacting to the temperature of the room? And so uh we'll we'll look at that in the book that I use. It's called habitudes which is uh basically leadership lessons through pictures. So for instance there's an early lesson where there's a glacier and we talk about how you can only see 10% of that glacier and what's underneath 90%. And that's kind of how our leadership style is is people only can see so much and then what's underneath is really what leads our leadership style. Uh real quick, sorry, I'll get to you. Um I did want to I I did want to tell you what's really cool about this group and and I'd love to
039sit down and talk more if you'd love to see it. I was lucky enough to present at the Indiana Association of School Principles this year this entire program and I've had over 15 schools reach out for it. Um so I've been able to share it. Um, and I told him when I presented like I'm not looking for it, you know, I just I want to help kids. And so it's been really neat to work with other schools across our entire state um to be able to give them this program and um check in from time to time and and kind of be a ear to help them with with starting this program at their school. I'm glad Jake was able to bring that up because if not I was going to highlight, you know, I
040was really proud that he was able to go and do that and and see the feedback he got. So, uh, you know, the one thing, uh, about this I'll just end with is, you know, we're going to trust the process. Uh, you'll never walk into West and see a congratulations, we did it, uh, banner or anything like that. This is a never- ending process. We're in the unique profession where we have a definitive start and we have a definitive ending. No matter what, we're always going to have a new group of sixth graders coming in. And you know, our sixth graders become seventh graders, seventh graders become eighth graders, and they all have different needs. So, you know, this is something that uh that we're proud that we've we've done. Our discipline statistics are back
041to precoid levels. Uh our teachers are reporting more positive outcomes and I think that our learning is is, you know, the the chief benefit of all this. So, uh we really appreciate uh your time uh today and and right now to listen about some of the work we've been done. So, thank you all very much. >> Thank you. Thank you. Thank you for the tour today. I think we we all enjoyed it and you know we could all see all the amazing things that are happening today and this and this is really helps. >> Yeah. >> Thank you. >> All right. Um, next up under reports, um, starting last year in 2025, we give a brief update on a goal in our strategic plan. And this month we have Dr. Julie Fcker. I want to
042give a shout out to Wes. That was amazing. We didn't plan this, but um, it dovetales very well the idea of compassionate care and support. And so with that, I'd like to dive right in. So I'm going to highlight again compassionate care and support, which is our commitment to the well-being and safety of our diverse population. A measure of success is that students feel physically and emotionally safe within their schools and have a strong sense of belonging. How do we do that? Well, we're going to conduct regular assessments to determine students feelings and safety and belonging and use this data to inform practices. So, with that, I'm going to talk today about our universal well-being survey. It was introduced to you all in the fall and it came to fruition. So, I'm excited to share
043some results with that tonight. So the purpose of the survey um was to understand student attitudes about well-being, safety, emotional regulation, goal setting, and a sense of belonging. We are going to identify if the tier one supports, so the work that Wes was sharing a bit about, we're going to see if that is making a difference in our school uh at the district level, at the grade level, at the school level, and at the grade level. And then uh the survey provides another data point that when combined with attendance, grades, discipline, referrals helps guide and align our student supports. So I want to share some reminders about the survey. It was delivered through Satchel Pulse, which is a trusted third-party educational tool. It was online. It was 20 minutes. It was K12. Uh we followed
044Indiana code offering parents the opportunity to provide consent for their student to participate in the third-party survey and no individual results were collected. So all responses uh were anonymous and uh the satchel well-being survey questions u were customized for Noblesville schools. We looked at district school and grade level. One thing I would like to share is that we had 2,138 parents or guardians uh consent to their students taking that. They actually responded to uh the questions that we asked clicking yes or no if they wanted their student to participate. 93.5% of those who responded said yes. And then the rest according to Indiana law opted their children in. So really great results in terms of um who participated. There are seven different competencies, but tonight I'm just going to focus on sense of belonging. There
045were five questions related to sense of belonging and we'll talk a little bit about those in a moment. But before that, I want to tell you a little bit about survey participation. So total respondents 8,246, but those that completed all questions 7,234. So if you notice elementary, we had very good uh students were able to complete the survey in full. Um high school, you can see that there were some technical difficulties as well as technical difficulties between east and west. Um we had some um Chrome and bandwidth Wi-Fi issues that caused students to um get stalled out in the middle of their survey. So that's why this is a limitation to the study. One of the reasons we wanted to do it in February is so that we could work out these kinks because a
046survey like this makes sense at the beginning of the year, do all the work and then take it again at the end of the year. So we worked out some kinks and got some understanding about how we will deliver this survey in the fall. So let's get to the results. You can see here uh sense of belonging district results. Our average was 7.5. A lot of people want to know a little bit about what that means. And Satchel Pulse will tell you that, you know, people ask and they'll say, "Don't really focus on the numbers. Focus on the questions and your school's relative strengths and weaknesses." um they will say 7.5 is pretty good, but really it's a focus on how students are answering the questions and um what we can do to support and
047and fill in those gaps and help students who um may not have a strong sense of belonging in in a particular grade level. Remember again, it's not identifiable. So, let's take a look. This is grade level and you can see kindergarten at the top down to grade 12. And again, the key is for us to look at our overall strengths and weaknesses. So the first question, I enjoy my school life. And you can see the results there. I belong in this school. Again, kindergarten at the top. Most of my teachers really listen to what I have to say. Most students feel welcome in this school. And I always feel safe when I am at school. And you have copies of this and of course it's available. You can take a look. But what are the
048next steps with this survey data? So tomorrow um Maria Huber, my colleague, and I will be debriefing with counselors and social workers during professional learning. And they will have an opportunity to go through all of the questions, all of the competencies, and have a clear understanding how to read this data. And you can go question by question and again it's not identifiable. So you're really looking kind of at that big tier one. Do students feel like they are part of the school and they'll take this information back to their principles and um take a look at you know tier one data which is for all and then you heard Wes talk about tier 2 which is for some and so we will talk about action planning and what our are areas of focus for next
049year. We're also going to share that Satchel Pulse has a really rich resource library. so that they can use some of the lessons that are found in there and uh present those in either a large group or a small group. I wanted to take a moment and make a connection to the survey and students because it is again as you heard Wes say um I liked how uh Mr. Hoy talked about it. The primary goal is that students learn. And so counselors and social workers, they pay play a large role in um supporting the characteristics that Hoosiers have deemed to be um essential to be successful in our state. And those are work ethic, communication, and collaboration. And so they really work to reinforce and teach those concepts every day along with the classroom teacher,
050but working specifically on these. and we will spend some time unpacking this connecting the work that we do to students graduating. Um, supporting well-being. The survey provides educators insights to students experiences. The honest feedback identifies gaps and opportunities to improve. And our goal again is that students feel physically and emotionally safe within their school and have a strong sense of belonging so they can learn. It's really all about getting across that finish line. So, I never like to finish without kind of highlighting all of the ways that we support students and really looking at um love and belonging being there in the middle as we reach uh self-actualization which helps students learn and absorb content. So, thank you. Have any questions on any of that? >> Any questions? >> No. Thank you. >> Thanks very
051much. >> Very interesting. >> Thank you for all of us. >> Yes. All right. Uh next up we have uh public comment over an agenda topic. We did not have anyone um sign up for that this evening. So we will move to consent. By a single motion, the board approves and adopts the following items or actions um according to board policy and Indiana code. Those items are claims, donations, minutes from our February meeting, overnight trips, and personnel listing. May I have a motion to approve the consent items as listed? Joe. Second. Misty. Any further discussion? Joe. >> I'd like to thank uh I'd like to thank James Martin who donated $1,500 to be used for the robotics club. >> Okay. >> Appreciate the the people that support our schools. >> Thank you. Anything else? All
052right. All those in favor? I opposed. Motion carried. Okay. Next up, uh, action items. Uh, personnel background checks. In accordance with the Indiana state law, the schools are now required to utilize a more comprehensive expanded history background check for employment. May I have a motion to approve the separate personnel list as related to additional background check information? >> Motion, Stephanie. >> Second by Brett. Any further discussion? >> All those in favor? I opposed. Motion carried. All right, on to bids for summer paving repairs um for this summer. Uh the board acknowledges that we received bids on March 2nd um for these um projects, a full reconstruction of the Noblesville High School East parking lots and the Noblesville West Middle School bus lot expansion. May I have a motion to approve the bid from ENB paving
053for the campus paving repairs at Noblesville High School and Noblesville West Middle School for summer 2026 with a contract amount of $1,361,662.85 which also includes an alternate bid. May I have a motion? >> So move. >> Joe second by Stephanie. >> Yes. >> Okay. Any further discussion or Mr. Hoardmiller, would you like to add anything? I have a question. How often do we have to I know the roads have to be be black topped about every 10 years. How often do parking lots is there standard answer to that? >> Yeah, ideally we would get at least 10 years and and that's what we factor in in our capital plan for the replacement of our lot. So at least 10 years, but we know we have some that have gone on 12 12 or more. So
054we when we bring our civil engineer to uh assess those, it's really just based on condition at the time of assessment. >> Depends on the chuckle that we get over winter. the the freezing water cycle we have that winter or that 10 years. >> Well, when we visited West today, we actually got to see like where that expansion is. I mean, we didn't go outside, but we looked outside. So, that was that was helpful. So, >> yeah. And just to clarify on that because I know Missy had a question earlier about that. We probably should have also added resurface to that because as we were working with West to add just a few more spaces to that expansion there to the west of that lot where the bus buses park. Uh we decided that again
055when assessing that that we should go ahead and do a resurface there because again it's it's heavy traffic bus traffic that goes on there. We put that as an alternate to the three high school lots and it all came in under the budget of about $1.4 million. So we're under budget with both of the well the bid and the alternate of the of the west parking lot. >> Great. >> What was the the west bus lot expansion for? I kind of heard Mr. Hoy talk a little bit. Was he saying something about I I can't remember what he said today. >> Yeah, there was a request that came in for additional spaces because of the actually some special uh ed needs buses. And so we took a look at that and realized, yeah, actually we
056could do just that, expand that to the west. And so we we brought uh our civil engineer out there to take a look who was already doing the high school project and then they worked this into our bid this time around so we could bid it out with uh with that same project at the high school >> for this. >> I don't think there's enough space for even all of the traditional buses. >> Yeah, that's what so we need a little more length. >> That's Yeah, that's okay. >> And ironically, they found that some of the spaces were it was almost like the paint job that uh they realized that well actually we gained a space or two just in realizing that the the last painting of the lines >> really. Uh so yeah, in
057the whole project, yeah, we're going to be able to get all all the needs uh addressed out there. >> And with doing it this summer, then it'll be done for next school year. >> Correct. >> High school, too. >> The high school. Yeah. >> Okay. Anything else? All right. All those in favor? I >> opposed. Motion carried. All right. Next up on our agenda, we have public comment for a non-aggenda topic. And this section is for any of the public that would like to speak um to the board. um for a topic that's not on our agenda. So, if I call we do we did have someone that signed up. So, when I call your name, if you'll come up to the podium and introduce yourselves and then you can speak. Uh Tommy Grayson. >>
058Hello. How are you guys? >> Good. and uh thank you for the opportunity to talk with you this evening. The reason I'm here is we've recently lost Coach Buckley as our basketball coach. Um she did not necessarily resign. She was forced to resign and I'm not sure if you guys are aware of that. Um but she's been want title in the last five years. regional, sectionals. You know, we struggle sometimes in our sports programs to get winning teams and we struggle in our sports programs to find good lady coaches to represent us very professionally and and she has done an amazing job. My daughter, uh, Brooklyn played on her team last year. Brooklyn went on to play softball at Duke. But, you know, my daughter is a very good kid and and she's just raised
059about Coach Buckley and I don't know if there's something that could yet be done to save her, to keep her part of the school system. She's a good teacher, a good person, and we just really have I I don't understand it. What I was told um by the assistant coaches is the reason for it was there was something to do with only 14 kids or 14 people could be on the bus. So, Coach Buckley, one of the issues, I guess there was like three main issues. Um she didn't ride on the same bus as the girls. She did that because she wanted them all to ride together and make it more of a team thing. The other thing um that was addressed was something about snacks that she had bought for the kids. Um people
060weren't being such so appreciative of that and uh apparently those snacks she moved them in her office so that when they did get it they could recognize her for you know spending her own money. That's the type of person she is. She just spend her own money all the time on the kids. I don't know how many times um she would get Starbucks for them and just just was a really good lady. And um and then finally and and I'm so forgetful and never got up and spoke um in front of you guys before anyway. So um I I don't want to forget anything but one of the other um one of the other issues was after a game that they had lost. It was a really uh competitive game and they team kind of
061give it away at the end of the game and and um she chose not to address the team till the next day at practice. She wanted to gather herself so that she didn't say things that she didn't mean and react emotionally to a tough loss. And I think that's the type of leader that we need at Noblesville. I think that's the type of, you know, person that we want, you know, teaching our um young girls to to learn to have self-control and not just, you know, rant and rave every time something doesn't go your way. and and those were the reasons that the other assistant coaches were given that um she was forced to resign and um that's that's really troubling for me especially when we look at our other sports programs that you know
062in the men's sports especially u you know you take a look at the football program love their hearts I mean they're trying right um and we've got great kids and we got great people you know we we reaced as a coach recently, you know, I don't think anybody questioned that, but this makes no sense to me. Um, it's it's just very concerning. Concerning enough, I get out of my house, I come and I sit through a meeting I've never sat through in my whole life, which is amazing to see all these wonderful uh teachers and all the things they're doing to make our kids better. I've had four kids in the Noblesville school system. And I just think it's important that somebody stands up and says, "Hey, can you please look at this? Can you
063please help? Can you please do something to save this lady? So, thank you for your time. Appreciate you. >> Okay. Thank you for your comments. >> Thank you. >> Thanks for coming to the meeting. >> All right. Um, next up we have uh superintendent remarks, Dr. Hy. >> All right. Thank you again, board. And as always, to the brave souls who've made it to the end of the meeting, thanks for sticking around. I got just a few uh celebrations and things to note as we as we get ready for spring break. So, first of all, I want to I want to start with a big congratulations to our our newest um Hall of Fame class of 2026 that we just announced Friday night. Um very exciting. And those four individuals were Chris Beaver, Sally Crow,
064Fred Farley, and Bruce Hitchcock. Um so, the courtyard that has been a long time coming is is just about done. Um it should be finished next month and we'll actually be doing the induction ceremony for last year's class um because they haven't had their actual ceremony yet because we've been waiting for the courtyard to be finished. Um but we'll be honoring them here in just a few weeks and then our new class of 26 honores will do their induction later this fall. Um and that'll be our new our new cycle moving forward. Uh speaking of that board as you know we announced that at Miller Palooa which is Friday night. Um for those who don't know what Milooa is that's the largest uh fundraiser we have each year for the education foundation. Um, and it
065was another great night and I would say a record-breaking night in terms of uh funds raised which is which is great because as I think most people know in Noblesville um the foundation um only exists to support our students and teachers. So another great evening. Thank you board for your your personal support of of being there um being there that night. Uh as I said a second ago, we're only about a week and a half away from spring break, but it is going to be here before we know it. And there's a lot of things coming up. A few quick reminders in that time. Um there's no school for students tomorrow. It's it's our final professional learning day for staff. Um, and we I I just want to pause a minute and say big thank
066you again to the board for being so supportive of those. We we do four of those a year and they are they are so critical to our educators and to all of our staff for training, for curriculum work. Um, all all the things that that is that are so important for that day. So, thank you again for your support. Um, another reminder, coming up later this week, we're having uh a a parent digital safety night right here at ESC. Uh, that's Thursday evening at 6 PM. And I believe that's in this room. If I if I recall, um this is this is uh something we're offering that our technology, safety, and student services staff will be here to partner with NPD, Noblesville Police Department, um sharing some tips on how to keep kids safe um
067from digital predators, other online other concerns aboard. If you're interested, of course, you are certainly welcome to join us uh for that on Thursday night. And then over spring break, we're we're offering something special for for our community. We're calling it tech talk. Um and that will be on April the 9th. I think that is also a Thursday, if I recall. Um that'll be 10:00 a.m. and that'll actually be at North Elementary. Um and this is designed uh to provide support for community members who may need some help with how to use their their devices. Um learn about online scammers, just good good general practices. We we get a lot of questions out in the community about, you know, folks who are still kind of not comfortable with technology and want to want to provide
068that for them. So that's going to be um hosted by our technology team and Hamilton East Public Library. So big thank you to them. And then the last thing I'm going to mention really quick, this Saturday, uh, Nosville High School is hosting, I believe, their third annual, if I remember right, um, Indiana Showquire Championships. Um, it's open to the public. It'll be a great day full of performances and competition um, for many area show choirs all over the state. So, tickets for $20. Uh, can buy them at the door. So, hope to see you there. >> Okay. Thanks. >> All right. Thank you. You okay? Okay. All right. Committee reports. Um, first up we have ISBA Legislative Committee. Joe. Yes, and the Indiana General Assembly concluded their business last month. So, probably the three main
069things that we will end up dealing with will be cell phone issue and and then the second thing is House Bill 1004, unnecessary regulations, which every year they cut some, but they always add about equal number back, but at least they're cutting some of the regulations to make it a little easier for us. And and then there another bill on uh on restricted social media which as we move forth uh we'll work with Turk Church and Hiddle and Dr. Hy and the board to get this into policy once we get sorted out how we need to apply it. Uh one more positive thing that happened between Dr. Hy and and David Horde Miller and Senator Baldwin relating to House Bill uh financial issues which which which we were tickled with Dr. or Senator Baldwin who
070worked with our guys to help give us a little better financial break as we go go on. Uh it was a short year. It didn't not as many things happened this year at the state legislature because they were doing other things. So we won't maybe have to write as many new policies this year, Dr. as we sometimes do. Oh, and one more thing. Uh, I'm going to get a quick I I don't have a parks board report, but I do want to say uh we have the we have the Penny 5K May 17th at 8:30 in the morning. Uh, I got information on that for all you runners out there. >> Okay. All right. Thank you. Safe Schools Committee Brett. >> Okay. Safe Schools met on February 25th. Dr. Hendrick led the school meeting. Um,
071highlights. We had uh the Indiana School Safety Grant. We received that for $92,500. That'll go to the SRO program salaries. Sandy Bernett is the director of nursing for all our our school buildings. Uh we have 17 school nurses and uh she talked about that. She also talked about the partnership with our SRO's, how important that is. um they have a very good working relationship and work together at the events. I know I witnessed one of them at a football game and everybody was together on that. You guys looked like CSI or something, you know, and it just really nailed it. It was really impressive. Uh not CSI, that's a bad choice. Okay, so uh we have a nursing partnership with community health. uh talking about that um our comprehensive school health program and also about
072our 57 AEDs in operation our district. Um Sandy goes and checks each one of those to make sure they're operational. So you'll see her out and about doing that just on a random basis. Um and you wonder why she's there and she's getting done checking on AED. Um we also went Dr. Chandendrick went through and um we discussed safety and vulnerability threat assessments and the process that um administration uses for each of those. It's very involved uh to make sure keep our schools safe. Um the Hamilton County Realtime Information Center or Arctic is uh underway and that is u something I think what have you had uh any events from that that have been helpful so far? Okay, very good. Uh, Student Safety Commission met January 16th with a guest speaker from the Hamilton County
073Humane Society and then uh, Dr. Hendrick had us perform a tabletop discussion uh, of a school scenario requires immediate action. So, that was very interesting. Uh, as Dr. H said, mark your calendars for this Thursday uh, for digital safety parent night here at ESC. Hopefully all the board we can all attend. Uh there are a number of new online threats that will be discussed. Um it's very interesting when those come up all of a sudden it's like wow I never thought of that or that's going on you know so that's it's very important to stay in front of that. >> All right >> that's it. >> All right Brett you just keep going for wellness committee. >> Okay the wellness committee that's a shorter report. Um we met on March 4th had 10 committee members
074there. Aaron Breton u directed the meeting. highlights were pretty much a continuation from last month. We've uh completed the wellness passport, which is this guy right here. And it is a program that will help the staff um complete a basically a holistic um process to keep stay in better shape. uh mentally uh exercise, diet, and miscellaneous items that they could um continue to make themselves better people with. Um so that is going to have a test run that'll happen in May uh to make sure we got all the kinks out of it. It'll roll out roll out next year. Uh each school has a wellness committee rep to process the cards for a payroll Friday drawing. Uh NCF is going to give out some cards for the winners along with some wonderful Miller swag. Of
075course, we received so much of that at the Ed Foundation Miller PLOA the other night. I've got boxes of it. >> Okay. All the staff can participate. That's all I have. >> All right. Thank you. And thank you cabinet for your reports. Does anybody have any comments about the reports? Well, Marne, I saw one that you're a part of a state committee to create a universal school finance video like the videos that we have on. You're helping do that for other schools. I think that's awesome. It's really great. >> Yep. >> Thanks for doing it. >> Yeah. Cool. >> Um Ryan, I really liked um for the elementary where you're working to combine CQLA with social studies and science, you know, where it works out. I think that that's that's great because I know they
076spend a lot of time on CLA. So that's that's good that you can tie that together. Yeah. >> It's like the jousting we saw. >> It's right. It's like jousting. Yes. >> Learning about Yeah. >> Yeah. >> Don Kyote >> we have seen. Yeah. >> That was really good. Yeah. Um anything else? Anyone? All right. Um, our next school board meeting is Tuesday, April 28th here, 6 PM. That will be after spring break. Uh, may I have a motion to adjurnn? >> Joe Misty second. Any further discussion? All those in favor? >> I opposed. Motion carried. We are adjourned. Thank you.