001I alian to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible with liberty and justice for all. We'll move right along to our spotlight school. We have Cougar Cubs this evening. Yes. >> Good evening, members of the board. Thank you for the opportunity to speak with you tonight. I'm pleased to introduce our preschool team who work hard every day to nurture curiosity, creativity, and early learning in our youngest students. So, we'll start with our special education team. Kim Dawson, Aaron Day, lead teachers Casey Garrison, Michelle Harrison, Jane Hail, Leah Springer, and then we have social workers here this evening as well, Bill Pollen, and Hannah Con. Together, we're excited to share a brief presentation on play-based school learning. We'll highlight how purposeful play
002supports social emotional growth, builds foundational academic skills, and creates joyful, developmentally appropriate learning experiences for all children. Well, everybody, I just want to first off start off by saying this is a very passionate team, so we're going to do our best to keep this at 10 minutes for you. Um, but just to kind of start off with what play schema is. So, it's just repeated behaviors and ways in which connections are built. So, think of some examples for adults. We're learning to parallel park. We're not going to know how to parallel park until we practice it over and over again. Same for if we rent a car. You never know how hard you have to push on the brakes until you practice it over and over again. So, those are just how those um connections
003are built. And um a little quote that I like about play schema is that it's like the wind. You can't see it blowing, but you can see the effect that it has. Sorry, that [clears throat] comes later. So, hold on just a second. >> So, I'll go ahead and start. Ste [laughter] comes to life in block center where engaging in activities that explore shape, texture, and movement take place. This encourages children to ask questions, solve problems, and think critically. Um, so look at the upper lefthand corner in the picture. This friend called me over and said and said, 'Look, I built a racetrack. I replied, um, oh, it looks just like the Indianapolis Speedway. Have you ever been there? He says, no. So, we look up a picture and I point out the Pagota. This
004building is called the Pagota, and the building at your racetrack reminded me of that. He gave me a thoughtful look, and then I moved on, and he continued playing. He called me back in a few minutes later and we have this middle picture there on the left side. He's built his pigota and his friends around him start to come over and build their own pagotas and racetracks. And this racetrack building continued for a week. And just through playing with blocks, we've learned language, new words about places in our community, self-esteem, working together, appreciating other friends creations, and how to solve problems and the ins and outs of engineering. So, um, then look on the bottom picture on the left, you can just see the excitement. Come see my tower. Wow, look at that tower. Can
005I add to the tower? And then up on the right hand side, I don't know if you see the little guy up there in the in the corner at the top um on the right hand side. Uh, he is just sitting or he has built an arrow with two blocks and he's just sitting there holding it. He told me this tells the cars where to go. He was directing them to the cool structure his friends had built. You don't just leave blocks out and go about our day either. We see how kids are playing and what they're learning. We can add things to enhance their play. I had a class uh that loved ramps and they would have them all over the room. So, I put some cups out in blocks and this is what
006they came up with. Now, let's see if it works. >> No, it won't. >> [laughter] >> So in conclusion, um I hope that you can see how we use this centers like blocks uh where it looks like it's just loud and um to but to create a whole lot of learning. >> Okay, dramatic play. Um the quote at the top is really great. Dramatic play is where children try on the world and practice being part of it. Um, three things that they really gain from this in preschool starting is language development, social emotional growth, and real world understanding. Um, that language development is such a key role in the beginning of school and preschool and just trying to get the vocabulary and um, being able to talk with other people and having that right sentence
007structure and expressing your language. Um, and so it's been really great to see how they communicate to solve problems. And um, you know, I think it's [clears throat] that middle picture on the bottom is um, one of the classrooms put together a whole theater. So kids were, you know, they have to go through acting out plays and retelling stories and using puppets to do that. And then you can see the kids are sitting and watching. So they're taking turns being that customer. And often that also includes paying to get in there. So, you're rolling in math into that and tickets and how many tickets do you need and um just being able to grow that language. Um that social emotional piece, they're taking on new roles and that real world understanding that they're being able
008to act out um things that they do every day in the world. So whether a teacher maybe has a grocery store in their classroom or um a restaurant or a doctor's office, they can often play um things that they've done and seen in the real world before. Now sometimes some of their language could be a little iffy if they've had some interesting experiences. Um but then we can work through some of that too. So um but that's dramatic play. So reading is a big thing for not just preschool but all grades. Um so play supports brain development, self-regulation, language and communication, executive functioning, problem solving, and social emotional skills. So we want to instill a love for reading in our preschool students. So in the reading center we try to do um different things like
009put in familiar stories um puppets so they can retell and tell um their stuffed animals their story. Um we like to show them that they can come up with their own stories using different things like um story stones. Um and then you can go to the next one fine motor. Um and also a big part of preschool is fine motor. So, the purpose of this center is to offer hands-on exploration that strengthens small muscle control, coordination, and early problem solving skills. These are all essential um foundations for writing um for self-help and for academic readiness. Some ideas of materials that we use that you probably won't see in elementary schools. Um scarves, hair rollers, magnetic colors, and number sorting puzzles. Um bag clips and metal bowls, felt boards. Skills that they develop in the fine
010motor are hand eye coordination, creativity and imagination and imag imaginative thinking, cognitive and problem solving skills, self-confidence and independence, language and social interaction. Um, I have the music center. Um, the music center in Cougar College Preschool is much more than using some instruments or listening to some songs. It helps to support the students throughout multiple areas. While playing in the music center, students will be introduced to language and early literacy skills. Students use scarves, egg shakers, bells, and at times parachutes. Students develop math skills, strengthening social, emotional skills by playing with others, and increase their self-regulation skills and boosts memory and cognitive skills. The music center also enhances motor development, encourages creativity and imagination. Music is a powerful tool for early childhood development. Students experiment with different sounds and vibrations of various instruments at the
011center. Often the music center turns into impromptu parades around the classroom. Students playing instruments, singing and waving scars. Music naturally captures students attention and sports students of all ages and abilities. Music offers multiple ways to participate by listening, singing and moving. Um the center development we have language and early literacy skills, math skills, social emotional skills, [cough] self-regulation, memory and cognitive skills and motor development. When they do have the parades, it becomes very loud. It starts with maybe three students and by the end you have all 20 students marching around the room having their parades. I also have the science center. Um, in the science center, uh, preschool classroom is not about formal experiments. It's about hands-on open-ended play that encourages students to explore, question, and discover. Students pour, scoop, sort, test, smell, and observe
012with real materials like rocks, magnets, water, plants, shells, lights, scales, beers, and measuring cups. The science center encourages working with peers, taking turns, learning new vocabulary, fine motor skills, and problem solving. Using our five senses aids in determining many of our outcomes, and making predictions. Currently, most of the science centers have a gingerbread theme. right now exploring those five senses with varying smell jars, mystery touch bags, ice, spice, sensory [clears throat] tubes, and everyone's favorite sense of taste was sweet, salty, sour, and bitter. And surprisingly, in my class, most of the students actually liked the sour limes and were requesting more limes to eat. [laughter] Um, each activity looks and feels like play and is structured to deepen science in learning. Okay. So, we also have the math center center. The foundations for math and
013numbers are learned best through exploring concrete active materials. We [clears throat] have here we have numbers. We have 2D and 3D shapes, scales, puzzles, dice, pattern blocks, and colored bears. The more experience young children have with these types of materials, the greater number of cognitive links to abstract math concepts will exist for them later in educational experiences. Um like in this next one um we have in the top left just the puzzle. There's different pieces to it to build it together. The down bottom left is two numbers. They have the four and the four. It's the same size as the eight showing them adding the 4 + 4 equals 8. We have patterning. We have shapes. Um and then we also have dice that can help them with small adding that can add to bigger
014numbers. So, as you can tell, we're really we really value the importance of the whole child approach. We're wanting to develop them as the whole child, the whole all their pieces. So, play is just a genuine form of creativity and problem solving. It prepares children for the idea of what to do next, which is a lesson that prepares them for their future. Play develops the whole child, physical, social, and emotional being. And through this, we've learned that not all children learn the same way or at the same time. But play allows for the children to learn in a way that is developmentally appropriate for them. And play is not a break from learning. It is the foundation of their learning. >> We we just want to thank you for letting us share something that we
015are super passionate about and also your continued support of early childhood education. Thank you. >> Thank you. [applause] >> All right, we'll move right along. I believe we had a couple people that wanted to speak tonight. >> [clears throat] >> If you do choose to speak, we do allow three minutes for your time to speak. >> Hands draw. Our attorney will keep time. >> Okay. >> And he'll tell you when to go and >> I'll try to talk fast. I practice at home, so it should be under three, [clears throat] but I get nervous. So, >> my name is Cassie Bergman and I'm a mom at for Cougar Cups preschool. My husband and I moved here to Greenfield in 2021, one week before our daughter Addison was born. We chose this town for the small
016town feel and the strong schools, but we never anticipated needing special education services. But when Addie was diagnosed with a rare genetic syndrome at two, we entered a world no parent plans for. Parents choose communities for the schools, but rarely for their special education programs. Because you never expect to need it. when you do, you hope you're in a district that not only meets the legal requirements, but truly surpasses the standard. And that's what I found at Cougar Cups Preschool. Um, the early years were overwhelming as we navigated special needs. We learned quickly to rely on daycare staff and first steps therapist who came into our home each week. They became our village. Transitions are hard for any special needs family, and leaving that chapter was bittersweet. When Addy aged out of first ups to
017three, and we transitioned to preschool, we started over by handing our tiny, mostly non-verbal three-year-old to an entirely new team. And then we met Samantha Wilkins. Within hours of Add's first day, Miss Wilkins was sending messages and photos already loving our girl. She quickly became one of our most trusted people. a steady, joyful presence who understood Addie and celebrated every milestone. She poured care into every IEP goal and helped to integrate Add's long-awaited AAC device into school and into our home. She was a vital part of our village. She was Add's living and breathing guardian angel. Miss Wilin's heart is what made her unforgettable. She truly was a part of our family's story and continues to be. Addie knew she was loved by Miss Wilkins. Miss Wilkins name was always on our list of people
018who love Addie. And Addie always smiles at the name of her of at the sound of her name. We're grieving for ourselves because she was woven into our daily lives. We're grieving for her students, her colleagues and friends, and especially her family. But even in our grief, I want to highlight something deeply connected to her legacy, the extraordinary value of early childhood special education. Highquality special education changes long-term outcomes. It reduces future support needs and provides families with stability during the most critical years. And that's what we found at Cougar Cups Preschool and with Samantha Wilkins and with this entire staff. We found a team who consistently goes beyond the minimum. Educators who show up with compassion, skill, and genuine love for our for our children. professionals who continue to care for our kids while
019carrying their own unimaginable grief. Continued investment in this team behind me [snorts] and staffing, training, and long-term stability is essential. They changed lives every day, and Miss Wilkins changed ours. There will never be another Samantha Wilkins, but the love she gave and joy she brought and the impact she made will ripple for a lifetime. Thank you for your time and thank you for supporting the educators who make this district a place where children, even mine, are truly seen, valued, and loved. Thank you. [applause] >> Did we have anybody else or nobody else? We'll move move right along. I think before we move along, I mean, thank you for coming tonight and I think this board truly agrees with you and we have all intentions of continuing to fund preschool and making investments there. We don't
020always get to hear stories like that. So again, thanks for coming tonight and sharing that. [snorts] >> Thank you. On to uh matters of the board. I get a motion to approve the minutes of the regular board meeting November the 10th, 2025 and the executive session November 10th, 2025 and a special session of November the 8th, 2025. >> I move that we approve the minutes from the three meetings listed. >> Second. [clears throat] All >> favor say I. >> All opposing on to claims, Mr. Day. >> Yes. Included in your packet are the regular accounts payable, the payroll claims, and the final payment on the Greenfield Central [clears throat] Arts Center. >> That's a big we have done our year walk through. Uh we have a couple items that we're continuing to clean up, but
021we are done. >> I can't get a motion to approve the claim docket as presented. If there's no questions, >> make a motion we approve the claims docket as presented. >> [clears throat] >> Second. All in favor say I. >> I oppos. >> On to financial matters. >> Uh yeah. Included in your packet are the uh actual October and nearly final reports for the education fund and the operations fund. [cough] You know, very similar a lot of things we talked about throughout this year and even at the end [snorts] of last year, focusing on those efficiency items. Um making sure that we're putting dollars to the classroom from the education fund. Um, we're starting to see some of the items, some of the moves we've made through the last six months start to pay off.
022Um, as we reduce some of our costs in in a number of different areas. Um, our operations fund projected cash balance is up from where it has been the last few months. Um, so we uh we like some of the trends we see there. Lots of work to continue in front of us. Um, as as you all know, 2026 is going to be a challenging year. we're going to start to see the first effects of SEA1 and and live under that till till at least 2031 under the current iteration. Happy to answer questions about the information provided. Um have not heard from the state on our budget, but that's about this time when they're going to start working on it. So hopefully we'll have something in January with approved budget. >> I guess the last
023item um I don't have a lot of detail on it is we did sell our bonds. We got a very good interest rate. The bond sale went very quickly. We closed on those bonds on the 11th. So that dollars to start working the next set of projects. [snorts] >> Thank you. To uh as structural program [cough and clears throat] see a couple things that would have been in your packet last month for second reading that uh Mr. Kerry had shared. You want to highlight anything? >> Yeah, we've got 15 new courses for the high school [snorts] for the 26 27th school year. Many of these are the result of the new diploma change in the state of Indiana. So, we're just trying to get ahead of those, have those ready. It's hard to believe Mrs.
024Graham and her team will be meeting with students in the notsodistant future to have some of those conversations. As an eighth grade parent, I know we'll be having those conversations as well about some high school courses. So, uh this is the second reading. We are happy to answer any questions. We're asking for approval [snorts] tonight so those can be ready to roll for that later this early this week. >> No questions, comments. Can I get a motion to approve the new courses as presented? [snorts] >> I move we approve the new courses as presented. >> Okay, got a second. >> Second. All in favor say I. >> I post same. >> Thank you. [cough] >> Second item is just an update. No action required by the board. We came to you earlier in the summer
025to talk about the sun setting of the JAG program in many of the schools in the state of Indiana. and the high school took the initiative to take um you know some of the great parts of that program and really make something that was more [clears throat] personalized for Grandfield Central and [snorts] for our students and so they've done that. Happy to report that the state has officially approved our LEAP program and it's off to a great start. I know I spoke at one of the panels earlier this year for kids interested being in education and it was a great time. So Mr. Turner and uh the high school doing a great job with that. We just wanted to update you and let you know that we are approved and so uh we're happy to
026to have that going and that'll be good for our kids moving forward. >> And I just want to pipe in that was some amazing quick work by the high school staff and trying to maintain that pathway for our students. That rug was kind of pulled out from underneath us late in the in the spring. So kudos to Mr. Wbomb and the high school staff, Mrs. Graham [clears throat] and others for making that happen. >> Thank you. Last piece in that instructional report would be a reference to the ILR checkpoints. Mr. Marine. >> Yes. So, our [clears throat] students in grades three through eight began testing today for the next two weeks for uh the ILR checkpoint 2. This is the second of three checkpoints that our students will participate in uh for um this school
027year and then the summitive assessment at the end of the school year. So, uh these two weeks are the window that we set for Greenfield Central. So we'll test in these two weeks in 3 through 3 through 8 ELA and math and then we'll start looking at the data that that that provides for us. So we're continuing to learn more about the ILR checkpoint data and what that can do for us. Uh we've seen some success from uh checkpoint one and then >> [cough and clears throat] >> uh hoping to see the same for checkpoint 2. So >> spring we did a little bit of retesting. >> Yeah. So uh [clears throat] there's an opportunity a second opportunity students can do uh after they take the checkpoint. So they take checkpoint you know for example
028checkpoint one and then remediation occurs on those particular set of standards and then students have the opportunity or schools have the opportunity to test students again on over that same checkpoint. So we had a school GIS chose to uh really dig in and and uh remediate in ELA and math and we saw some giant increases in particular math in fifth grade. Uh, fifth grade math started off at 29% passing the first time and now they're at 53% passing. So, uh, giant jump. So, this just one piece of, you know, one example. So, [snorts] I'll be happy to answer any questions about that, but that's just for your information tonight. >> All right. Thank you. >> The learning continues even two weeks before break. So, so is the assessment. So, >> keep it going. Let's go
029on to uh board policy second reading. >> [clears throat] >> Yeah, there it is. Okay, you would have seen these four policies last month. C525 medical needs at school, D300, controlled substance and alcohol testing. F125 purchasing procedures and capital assets and last one F-176 unpaid meal policy. Of course, these were the recommendations made from our partners at Church Hill on Antrum. We've made no changes to what you would have seen last month. It would be my recommendation that [clears throat] you approve the policies as presented. >> No questions or comments. Could I get a motion to uh approve the board policies as presented? >> I move that we approve the board policies as presented. >> Second. >> All in favor say I. >> I. [clears throat] On to personal matters routine. >> Hold on. Sorry.
030I got to back up a little bit. [clears throat] >> I'm getting ahead of myself. Let's go to business information. >> I just have one item this month. It's grants and donations. Um the Greenfield Central Foundation granted wishes this year in the amount of $62,000. The foundation also funded E2 grants in the spring in the amount of $44,000. Finally, Jamie Oni Huey received a scholarship grant of $3,500 to attend the school nutrition association legislative action conference in Washington DC in March of 2026. I ask that the school board approve grantations as presented. The amount of these opportunities is $109,500. I'd also like to note for the year 2025, we received 1,00 or sorry 155,494 and one penny [clears throat] in donations and grants. You can see the history of what we've been getting over the
031last uh oh gosh, almost 13 years. >> Yeah. Can I get a motion to approve the grants of those nations as presented? and thank everyone for over the years of donating and uh your hard works for all the grants. We appreciate that. >> I move that we approve the grants and donations as presented. >> Make a second. >> Second. All >> favor say I. [cough and clears throat] Say >> thank you, Mr. Day. >> Thank you. >> Do what policies first reading. Dr. >> Yeah. You have three new policies in front of you. F225, fundraising and crowdfunding. F325, [snorts] debt management policy, and F350, which is cash balance and liquidity. Those three policies follow that cover sheet. You'll see those are probably the most minimal adjustments you've ever seen before. But if you have no
032questions about that or or suggestions, it would be my intent to bring those back to you in January. >> We'll just move along here with the routine contract recommendations. Resonations, leaves, and retirements. >> Very small list for you this month. We have Avie Preszenskis, social worker at JB Stevens, Kennedy Shoemaker, speech and language pathologist at Maxwell and Eden, and then a certified resignation from Alexa Crowe, social worker at Cranefield Central High School. I I do want to note, this is really quite odd for us that obviously it's a small list here, but two of the three social workers we've had leave midy year to move out of state. So, uh, that does put us in a position to do some last minute hiring here. But my request would be that, uh, you approve those as
033presented and provide us with the opportunity to hire as needed. And of course, we would bring those names to you at the next regular schedule board meeting. >> Yeah. Can you get a motion to approve the personnel report as presented? >> Make a motion to approve the report as presented as well as give permission to hire for the 2526 school year. >> Second. [clears throat] Second. All in >> favor say I. I. opposing classified raised. >> Yes. >> Yeah. Raise handbook updates. >> Well, it has classified writing handbook updates. However, there will be no handbook updates. One, we don't have anything particularly uh pressing at this moment. Um, but two, we've moved a lot of those updates to the summer. Um, and speaking of moving things to the summer, what we're going to re review
034today is really classified rates for our year round um, corporation level staff. Um, we uh, we are looking at roughly a 2% raise on the teacher contract with a minimum of all of $1,000 for all teachers. And we are using that same formula for the group presented today. Um, it's either a 2% raise or a minimum of $1,000. Um it it worked out to be about 2.17% once we got the minimums in there. Um in our continued efforts for efficiency, you'll note that there are two positions of the technology department marked as not applicable because those positions were reduced in the summer of 2025. Uh another item um and this is one piece that's what we normally cover in the summer, but it's for an hourly staff um kicker in our food service department. We'd
035like to add back a 50 cent per hour increase for somebody designated as the assistant manager of a cafeteria kitchen. Um we're really looking at this at our larger schools, particularly right now our high school. Um as Mrs. Stout and and her team looked at replacing the food service assistant position at the corporation level, um they've decided to reduce that FTE count by one and provide some extended days to our high school cafeteria. manager who applied for the position, but really didn't want to leave her day-to-day manager role and just really wanted to to have an opportunity to work with the summer nutrition program and, you know, grow her own skills. And so, they're going to use her in that role. So, there'll be a slight increase to her hours and days during the year,
036so she will make a little bit more money, but in order to help with that, uh, we would like to put an assistant manager position at the high school cafeteria, and that would be a 50 cent increase uh per hour. We're also requesting a classified stipend which is a little out of the ordinary for us, but this is a for technology special projects of $1,500. Um, as our MLL population has grown, we have a lot of documents and digital resources that need to be translated into new languages and using somebody [clears throat] from our technology staff team who has some experience in that um has worked really well and they do that outside of their working hours. So, we'd like to give them a a $1,500 stipen for that work. It's been very helpful in
037taking some of the load off teachers [cough] having to do with [clears throat] that translation. Um, as I said, we have no suggested handbook changes at this time. Happy to answer any questions you have. Otherwise, I ask that uh the board approve the raises as presented. >> Any questions or comments? If not, can I get a motion to approve the classified raises as presented? >> I move we approve the classified raises as presented. >> Second. All in favor say I. >> I oppose. Same. on to uh unit coaching recommendations. First reading. Okay, >> this is the last of our personnel [clears throat] items this evening. As we do at the end of each season, we typically bring the out of unit coaches to you. So for the fall, that would include men's cross country, women's
038cross country, women's golf, men's tennis, football, men's soccer, women's soccer, volleyball, and we put the director of bands in there as well. You can see that we typically have uh the contract length as well as what that stipen is. We revisited those stipens a couple years ago. It's one of those things [laughter] that by next year we'll probably want to adjust those again, but I think we would recommend status quo at this point. Bring those back to you next month. I'm happy to answer any questions you have about that. You also would have noticed the the summary report from both Megan Dawson at junior high school and Mr. Manning from the high school. Thank you. If uh nothing else, um anything from the board? If not, we'll move on to future dates. The 2027 28
039calendar year or for future business, sorry. Um important [clears throat] dates for now would be winter break December 22nd, January 2nd, 26, and will resume January 5th. Regular schoolboard meeting will be January 12th at 7 o'clock. If we have nothing else, I would just need a recommendation to adjourn the meeting. >> So moved. >> Second. >> All in favor say I. >> Everyone have a good Christmas. Thank you.