001All right, good evening. We will call the meeting to order at 7.01. Students, just remain standing because we're going to say the Pledge of Allegiance. I pledge allegiance 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. Thank you. You may be seated. Students, I'm going to tell you a little secret. When kids are saying the Pledge of Allegiance, I just mouth the words because I love to hear you say it. We will go on to the next item on our agenda, which is the vision and strategic goals of the Avon Community School Board of School Trustees. And you see our vision here. And we summarize that by saying all belong, learn, and grow. And now we'll
002hear some smart kids, maybe. Some smart adults. Oh, she's my neighbor. Talking about our strategic plan. In cooperation with our community, we will become a professional learning community. Improving student achievement by providing equitable experiences and opportunities for all students. In cooperation with our community, we will create systemic and purposeful innovation opportunities to develop critical thinkers. In cooperation with our community, we will support student well-being, mental wellness, and the whole child. We'll be healthy, safe, engaged, supported, and challenged. All the long learned grow. There it is again. Thank you. We'll move on to the next item on our agenda, which is celebrating Oreos. And we have some smart kids here today from Hickory Elementary. And I knew that because I saw Mr. Reininger as I walked in. So take it away and tell us about these
003smart kids here. some time to go out into the community and share some time with our families and meet them on their turf in the actual community where they live and work and play and all that. So we just had some students that were a part of that this year that wanted to share their experience. And so I'll turn it over to Mrs. Keeper, and she's going to share a little bit more about that. short video to share with you more about what Traveling Teachers is and the joy that it brings to staff, students, and our whole entire Hickory community is something that makes our family special in a way that we are able to get to know our family. So first we'll share a little bit more about what Traveling Teachers is and then
004we'll let you talk to some of the kids that got to come play with us this year. Traveling teachers is where our teachers and staff from our school go out to one of our neighborhoods that is close by. We send out notifications and we have the parents and students meet us at a park or a gathering area and we meet them on their turf. It's just outreach for us to get closer and build relationships with our families who we may not see normally or We get to have those good conversations on a more casual level instead of just talking about academics or maybe their students in trouble. It's just a more casual, fun way to get to know them and build relationships with everyone. Traveling teachers is a great way for us teachers to meet
005with families and kids in a personal way that we don't get to do within our school day. to see all the students outside of school. I feel like we're so academic focused every day, which is so important, but so are those relationships. So I've done traveling teachers three or four times now and just being able to meet with the kids and their parents outside of school, make those connections and then how happy they are when they see us, it fills my heart with joy. Relationships are at the foundation of everything we do. We can't learn in the classroom and help our kids succeed to high standards without those relationships that we build. And when we think about a kiddo's school experience, we want to create those memories for them. And for us, it brings us
006so much joy to go to the neighborhoods and play with the kids. You saw lots of smiles with all the football games and the hoops and the chalk. the snacks and the goodies, we want to help create those memories for our kiddos. So I'm now going to let some of our kiddos share with you about their experiences. So in the redistricting and shifting this year, we gained several new families at Hickory, which was amazing to open our arms to even more students and kiddos this year. But it meant it was even more important to get to know them and get to know our families. So when we made our first traveling teacher stop this fall, we knew that that was so important for us to go to one of our newer neighborhoods. So we went
007to Sun Chase, which is a large neighborhood that feeds into Hickory. We have, I think, around 135 kiddos that live in Sun Chase. So it was such a great turnout of teachers and staff, but so strategically placed as to why we went there this year. To create those new memories and form those relationships. So now I'm going to let these kiddos, they are amazing leaders, have some great things to share. So first I'm going to ask you guys, what did we do when we went to Traveling Teachers? What are some of the things that you did when we went there? Josiah, what did you do at Traveling Teachers? Or Joshua, sorry. What did you do? To play with your friends and see your teachers. That was so fun, wasn't it? Josiah, what did you get
008to do when we came to your neighborhood? Yes, we had sunglasses. And played beach ball. And played with the beach ball. Yeah. And it got into the water. The ball did float into the water. Yes. Logan, what did you do when we went to? I played jackpot. I played with hula hoops. When the ball fell in the water, I went across the pond and then someone threw it back in the water. So we had lots to do with all the snacks, all the goodies, all the games going on. What was your favorite part about traveling teachers? Do you want to share, Virgil? No, that's fine. What do you think? What was your favorite part about traveling teachers? Taking the picture. That was cool to see how many people lived there. What was your favorite part?
009fun with your brother, your sister, and your friends, right? There was lots of teachers there. So many people there to see, wasn't it? There were so many games going on. The chalk. Yeah. Yeah, so many things that we did. That was pretty silly, wasn't it? Yeah, the sunglasses were such a fun part. Just say what was your favorite part. About everybody coming to your neighborhood. Jackpot. Playing jackpot. Going to the water jacket. Okay. Logan, what was your favorite part? When we took a big group picture. Yeah. All of the people that live in your area that you go to school with. So how did, I've got one more question for you guys. You're doing such a great job. How did that make you feel? Because most of you guys were new to Hickory this year,
010right? So how did that make you feel about Hickory, knowing that we came to where you live so early on in the school year? How did that make you feel? Happy. Happy. I love it. Josiah, you shared a great answer with me earlier. Do you remember what you shared about how that made you feel, that all of us here at Hickory came to your neighborhood? I like being on a teacher. They made you feel like you were at home. They made you feel like you were at home. Yep. All right. Is there anything else that you guys want? One more thing. I'd like to go to Hulu. Yes. It was so fun to be all together to Hulu. Josiah? I'm going to go to my family. And I'm going to go to my brother. Well,
011thank you, Mrs. Keeper, and thank you, students. And so if this was your first year at Hickory, Raise your hand. Every single one of you. This was your first year at Hickory. And what do you think? Do you like Hickory? Do you even remember the name of your old school? Oh, you do. No, that's good. Yeah, Hickory is a pretty special school. We think it's pretty awesome. And was it weird seeing your teachers not in a classroom like they were out in the wild and they were with you in your neighborhood? It didn't feel weird? No? Sometimes it does because you have a teacher in your class and you get used to them seeing them as a teacher and then you see them out in public and you think. I think that's my teacher, but
012I'm not sure. You guys did a really great job, and I'm glad that you enjoyed it. What's the picture in your hand? Can you bring those up and show it to each of our board members? Show us your picture. Come here. Let me see. Yeah, come on over. Let's see that picture. Oh, wow. So are you in that picture? What grade are you in? Oh, I see ya. Oh, I missed it. I was glad you missed it. The version of football. Okay. So it must be pretty cool. It's been written down. Okay. Boys and girls, this was an awesome time that you came and talked to us. And we got to see you and see your about traveling teachers. We really love to have our kids come and talk to you. It was awesome. Let's
013give these kids a big round of applause. Bye, guys. I'll see you around. Have a good day. See you tomorrow. Thank you. Thank you. We do. You have to do. We could break your day off, but we're not going to. My kids didn't ask for a snow day today. I just want to hang out with kids. Okay, next item on the agenda is the comments from the board president. You can't really top that because that's our why. We are really grateful that our community has supported our referendum renewal. And for those of us, which was actually all of us that worked on the referendum renewal, we knew that that was our why. That's exactly why we spent all the time doing what we did because our students and their getting them prepared for future life,
014but also letting them have a wonderful childhood school experience is vitally important. And so I would just like to thank everyone in our community that supported us. And we'll look forward to more smart kids coming and talking with us about all the things that they're doing in their schools in the future. Next item on the agenda is the public comments to the board. This is the portion of our meeting where our public can make comments to us. And we ask that you limit your comments to three minutes or less, and that you refrain from mentioning any teachers, administrators, or students by name. Do we have one? We do not. Thank you for being here. We will move on to the personnel report, but if you have kiddos over there that you need to go and
015get, you can certainly feel free to leave and go get them. And thank you for bringing them. That was the highlight of our meeting. The next item on the personnel agenda is item A, the appointment of the Evergreen Elementary Assistant Principal, Dr. Windham. Thank you, Mrs. Woodward. As the board knows, our assistant principal at Evergreen position opened up when Mr. Bates announced his resignation a few weeks ago. So we started the process with Ms. Bordelon, the principal at Evergreen of... filling the assistant principal role. We pulled together staff and parents from Evergreen, and the nice thing was we didn't have to look very far. So Ms. Riley Brzezinski, Riley, if you'll come up here, is currently the instructional coach at Evergreen and has been a teacher in our school district for eight years. Ms. Brzezinski
016has served as a mentor to new teachers, a PLC leader, science committee leader, and family engagement committee leader, as well as, most recently, as the instructional coach. She's also an Avon High School alum, which if you'll remember, our last two assistant principal hires have been Avon High School alum. So we're excited about that and thrilled that she is continuing to invest in our students, our schools, and our community. She holds a Bachelor of Science degree in elementary education from Trine University and a Master's in educational leadership from Ball State. And I'm thrilled to recommend Riley Brzezinski as our next assistant principal at Evergreen. Thank you, Dr. Windham. Board members, I will entertain a motion. I move that the Board of School Trustees approve Riley Brzezinski as the Evergreen Assistant Principal effective November 11, 2025. Second.
017Motion by Sarah, seconded by Cindy. Is there any discussion? All those in favor? That motion passes 5-0. Congratulations. So, Riley, we're pretty excited that you graduated from Avon and you're coming back home again. Did you ever present in front of the board? That's awesome. That's awesome. Would you like to introduce your family to us? Hi, Mom and Dad. Thank you so much for... Yeah, I know. You had that tether on her like I had on my kids. Yeah. Gotcha. Yeah. Well, Riley, you're going to do great things. We are so excited about Evergreen's transformation, of course, this year, coming into kind of the middle of the first semester, maybe more toward the end of the first semester of the first year of existence of Evergreen. So we just really feel like you're going to do
018great things. And congratulations on all the jobs that you've had, my goodness, and now serving as assistant principal. It's awesome. Board members. Congratulations, Ms. Brzezinski. It is a great circle moment when we have someone like you who came through the system and then you end up being such a big part of our leadership. And I'll make comment. I don't know if it's appropriate or not, but you're one of our younger principals in the entire school community. And I don't think that's just a coincidence. I think people who are hard chargers, who do a lot of important stuff in their 20s, you know, a lot of people. They can't quite figure out their 20s. You clearly did. And congratulations for you for all the successes you've already had in your short life. And we look forward
019to you spending a lot more time at Avon Schools. Well, I do, Riley. Congratulations. I have known your mom and dad ever since day one. I graduated with your uncle, Richard, and it's just a small world. So, I've turned it on. But please welcome, I know you're going to be great. And like Mr. Langford said, you're one of the young ones. And I like your colors, black and gold. And when do you officially begin? Oh, okay. They're not kidding, are they? Okay. All right. Boy, that would have been awkward if we didn't say yes, wouldn't it? Thank you. Great, great choice. Thank you. Congratulations. And can you tell us what year you graduated from the high school if you don't mind? You don't have to say if you don't. 2012. 2012. Okay. Okay. Well, I'm
020sure we will hear great things from you, so I'm excited to see what the future holds for you. So congratulations. Congratulations, and thank you for choosing Avon. I don't know if you had a choice, but we'll still thank you for already choosing and continuing to choose. Thank you. You should go home and get some sleep. You got to be an assistant principal tomorrow. And Riley, if you and your family want to head out, Mrs. Stamper will take your picture before you leave too. Awesome. Thank you. Thanks so much for being here. I believe you. We'll move on to item number seven, which is the consent agenda This is the approval of minutes for regular session on October 6th approval of minutes of a working session on October 27th the approval of minutes for the special
021session on November 5th claims and payroll the personnel report disposal of equipment the donation report overnight field trips approval of programs and camps New ECA funds and ECA purchases and changes and the third quarter financial report. I'll entertain a motion. I move that the Board of School Trustees approve the regular session minutes on October 6, 2025, the working session minutes on October 27, 2025, the special session minutes on November 5, the payrolls for October 10 and 24, 2025, the payroll for November 7, 2025, the October and November claims, the personnel report, the disposal of equipment. the donation report, the overnight field trips, the programs and camps, the new ECA funds, the ECA purchases, the ECA account charges, and the third quarter financial report as presented. Second. Motion by Mike, seconded by Jennifer. Is there any
022discussion? All those in favor? Motion passes 5-0. Thank you, board. Next item on the agenda is a report on strategic goal number one. We're going to review the K-5 data review. Hello. Very good. Great. I will start this off. Just wanted to begin our first data review, and this data review will really just give you a sneak peek. we are performing in our data, specifically looking at a little bit of demographics. And then this overview will really lay the foundation for the critical parts of the presentation that we'd really like to hear from. Some of our elementary principals that will share with you some of the specific and strategic work that they're leading in their schools to really respond to this. So this first slide, just a little testament to the work we did last
023year. When you think about the collaborative work we did across our community around balancing our schools when we redistricted. And I think this slide really just shows you that that work was well done. So it really shows you the makeup of our schools and how similar they are in our efforts to have that experience be more similar than different. Then we're going to start with that foundation, that early literacy foundation, using IRE3, which is our state's measure of proficiency for reading at the end of the year. And so this slide shows you the trend of data over the last several years, with this last year being our highest performance, our district average at 91.7%. This also significantly outperforms the state average, which is 86.6%. The other trend you'll notice is our second grade scores. That's
024the bottom yellow line. And so testing in second grade is a newer piece of what the state requires. It was a pilot at first. The last two years it's been required now by our second graders. And you'll notice we had huge gains in our second grade passing rate. I would attest that to our focus on getting our second graders to pass sooner. and really taking that early literacy and how do we secure that with our students at an earlier age. So you can tell that the work we put in with teachers to really think about what are the best ways, what are things that are going well, and we brought a group of teachers together and had a cohort that really focused on how do we help all students and use the best ideas from
025everyone, and all schools took those ideas, and you can see that had a tremendous impact on the number of second graders that passed. There's less that have to pass at the end of third grade this year now. Could I just clarify the number? Did you say the state average for third grade is 86.6%? Wow, okay. Correct. Right, thank you. You're welcome. So this slide really hones in on the four schools that are here today, Cedar, Evergreen, Hickory, and Sycamore. You can see their third grade passing rate from last spring. Obviously, Evergreen, being new to the elementary world, did not have those scores. So again, just one highlight to attest to, all Cedar, Hickory, and Sycamore trended above 92%, which is above both our district average, well above the state average. And again, just a testament
026to the work. our schools are doing to really secure that foundational literacy in our students so that they can grow their success in other areas as they get older. Now we're going to talk a little bit about iLearn. That big picture, again, you've seen this slide many times, but our district has really worked hard to secure a top 10% spot in the top 25 in the state, and that's three through eight. So again, we are having great success. When we break that down into what was third and fourth graders last year, our average was 54.6%. Again, way outperforming the state average of 40.1%. And then you can see again, Evergreen did not test because they didn't have those grade levels. So I'll just point out on this slide, on the left side, we're really looking
027at... what those school students that were in their seats last spring how those results looked and then in that right column we have now reconfigured it since we've done redistricting so now they know the kids that are sitting in the seats in their fourth and fifth grade classrooms right now what did they do so that we can set reasonable goals and really respond to the kids that are in front of us so that's why you see two different And then again, when we look at math, once again, we are outperforming the state average with our district average being 67.7%. And then again, on the left, seeing that spring from last year, and then you can see some of the kids they have in their seats have some great high expectations. So as their goal setting
028and thinking about the kids in front of them each day, they want to respond. And so, again, we have lots to celebrate. We have a lot of great success in our district. But we also want to keep in mind we have room to improve globally. And we also have work to do to ensure that every student meets their potential. And so as we, I kind of reflect on what the results are. I'm now going to turn it over to the principals so that they can tell you how they're using these results and what they're doing to concentrate on and where they're concentrating their efforts so that we can really elevate all of our students in our schools. So I'm going to bring them up and let them talk to you about what this response looks
029like. You guys can all come up. All right, I get to kick it off. Hi, everybody. Hi. So as we started thinking about kind of planning, the four of us realized we are very aligned. So rather than kind of giving you guys a very, very similar, I get to talk to you guys about our professional learning communities. And it's without a doubt that all of the success that you were seeing on those past slides happened as a result of PLC. When we have teachers in their grade levels or their departments. and taking collective responsibility for all of the kids in their grade level, not just the kids in front of them. And so it really begins with that. We came here in June, and our PLC leader retreat, all of our new elementary schools, it
030was a great opportunity to reset, to redistrict things. So we had all of our CT leads, so those are the teachers that are leading their grade, and every elementary school we recommitted to the PLC process and what that looks like and how we're going to work together. In addition to that, we really went to work. and how we want the PLC cycle to run. You can see kind of up there on the slide there that the four essential questions are really what's going to drive the work of our PLC work in those meetings. The biggest piece is really focusing in on evidence to gauge our instruction and then using that to inform what supports our kids need. So when you come into our PLC meetings, you're going to see student work that's all over the
031desk. Sometimes they kind of look like mad scientists when they're looking and analyzing and seeing what we need to do to help support our kids. But making sure that that evidence is there to kind of drive learning forward for our kids. And then finally, just how all is aligned. We know that beyond safety, probably the most important thing that happens in our school is tier one instruction. So we have kids that need a little extra support with Tier 2. We have kids that need intensive support with Tier 3. Everyone receives Tier 1 instruction. And so that work happens in our PLC meetings, and it's aligned right to our Avon instructional model to ensure that great things are happening, you know, in that first teach round in every classroom for all of our kids. And those
032four central questions are really what we're focusing on to drive the work forward for all of our kids. I get to turn it over here to Mr. Reiner. You're probably wondering, so when does all this work happen, right? So one of the most important things that we do, especially within Avon, which makes us a little bit different than some school districts, is that we really set aside time for our students to receive that reteach, right? Because we know that Tier 1, our hope is that all of our kids are going to get it the first time. But realistically, we know that's probably not going to happen. So we set aside time for that. That time within our schedule that intentional what I need now that wind time The work that teachers do in our PLC's
033during that collaborative team time They're planning what they're going to be doing within that time for each of our student groups whether they're on track With that skill with that standard that essential standard or if they're behind if they're not quite there yet They're really working to figure out how can I reach each us in a different way that they're gonna get that So our hope is that through that reach each we will see that growth within that standard the next time we assess that standard. So really, it's the intentional part of it that makes it really special. I know without that, it's going to be difficult for teachers to find time within that language arts block or within another piece of their day to do that. So we really set aside that time within
034our schedule so that teachers have that time to work with our students and really work on reteaching those essential standards. Is that all grades? Yes, that is all grades. I think the theme is going to be intentionality here. So when we think about the intentionality and how our schedule was built, and then the intentionality with that time where we have the Tier 1, Tier 2, and even the Tier 3 time, it really can give us a focus on looking at that data. And one of the things our third through fifth grade teachers look at this year is that data from the ILEARN checkpoint. This year, our data was delivered to us a little bit differently. Last year, it was grouped into kind of clumps of standards, or it was really kind of hard to disaggregate
035which exact essential standard does this student need to focus on. So you'll see her on the left of the screen. Our new data is now given to us by individual student, by individual essential standard. So you can look to see what does this student know in this standard. Hey, they've mastered this one, but they're still striving to reach this essential standard. So they can look by individual student now, as well as on the right here. On the right, the teachers can also look at how did we do overall as a grade level in these standards. They can see where did we accelerate and where do we maybe need to work a little bit harder in our Tier 1 focus to focus on different essential standards. And one of the ways that we did that through
036our PLCs was we used a checkpoint data protocol. So how can we have intentional conversation about this data in the time allotted during our PLCs? So through that, they looked at, first of all, that Tier 1 data. So let's look at that. What were our strengths? What were our challenges? This protocol keeps their conversations focused and targeted. And then they also talked about Tier 2. So let's look at our individual students. How can we group them according to their standard? According to which ones maybe they mastered and they need some acceleration in? Or maybe there's a standard that was a little bit more challenging for a different group. And how can we group them together and target instruction directly related to their needs? And what our teachers were able to use on the protocol was
037the resources that the IDOE gives teachers to support. All of the teachers in the state of Indiana are given the same resources. for teachers to use to support that learning and growth. And so part of that data protocol was how are you going to be able to utilize those resources that the IEP gave us to support students in achieving their goal. And so through the intentionality of the schedules, the PLCs, and then looking at data, we can help ensure the success of all students. So during wind time, we break our students into small groups based on what that data is telling us that we've broken down through that PLC process. And because we're utilizing small groups, there's groups of kids that aren't working directly with the teacher. So what are they doing during that time?
038It's intentional. It's purposeful. And that's where we really have started to lean in and utilize IXL, which is one of the computer-based programs. district support we use that in a couple of different ways but it all goes back to state standards and where our kids are struggling, where they might be excelling to push them. And you can see on the colorful ELA side of the screen, that's an example of a second grade board that one of our teachers created. The top couple of rows, those are codes that tie to specific state standards that they're working on during this quarter. And then the bottom are specific to that student. They can take a diagnostic assessment, and it really hones in on where they need to... have remediation or enrichment because we don't get checkpoint data in
039second grade but we know we need to begin to build their skills and we recently found that there is an irate pathway in ixl so we're going to begin On the other side is an example from fifth grade, and the checkpoints, the scores that students get on the checkpoints are fed into IXL, and it creates a study path for students specific to their skills and abilities. So we lean into that, and that's another way in which we use IXL. It all goes back to the data, what the kids are ready for right now, and being intentional and purposeful with all of our students. to share with you do you have any questions for this group i i have a couple of questions so you know we've talked about plc's for a long long time And
040one of the impressive things about the concept of PLCs is, to me, we've gone through each and every year an evolution of what that is. We go from level A to level B, and then we begin at level B and C. And I like the versatility of the PLCs and how that actually propels the teaching and learning in a way every year that's more... in tune with what I need now, the win concept. But my question is, after lo these many years of PLCs, oh, sorry. After lo these many years of PLCs, how are you intentionally, as educational leads in your building, how are you keeping that fresh and alive so that it does continue that evolutionary process? Can you talk just a little about what things you do in order to make PLCs feel
041fresh to teachers every year. Okay. So one of the things that we do is a leadership triad at Sycamore. So I sit with a PLC, Principal Harris sits with a PLC, and Caitlin Stalnaker, our coach, sits with a PLC. We do a feedback form that is on forms, so we all have the same form. We process through the feedback form, and then later that day, we meet together as a triad to say, kind of, what happened at your meeting, what did your group talk about, and then we send them feedback. Whether that be through email or maybe we'll go directly to the PLC leader. It might be more of a private conversation that we have with the PLC leader. However, a really great thing that we did at the end of this year, right before
042our summer PLC meeting, is the form will actually change everything into data. So we gave each grade level for, I think we sat 10 times with each PLC. They got a little pie chart that said, you talked about Tier 1 for this long. You talked about Tier 2 this immense amount of time. And so what we did before we went to St. Louis is said, where do we need to hone in? And they could see that they spent a lot of time in Tier 2. So how do we put that leverage on Tier 1 next year? We've seen a lot of shift this year in talking about what strategies are we utilizing that work. How did you get those scores? And what did you do differently than I did in that tier one? So we
043will utilize that again next year. It just happened that we used that form and in the year we said, oh, this will be great. So each leader got feedback on their entire year. Oh, that's awesome. That's a great example. Thanks. Jenny, she mentioned St. Louis. That was a part of us keeping it fresh is sending some representatives from each school to that conference that was focused on continuing to grow. Can you talk a little bit about what some of the big takeaways from that were? Sure. I think for us, we try to identify as a leadership group. And when I say leadership, I don't just mean central office. I mean... as administrators, kind of some themes we see throughout the year so that we can build the capacity of our leaders. And then this year
044we were fortunate enough to be able to use some grant money to send some teams to really to glean some insight on how to build that collaborative team at the school level. But we collectively plan that retreat so that we can really be thoughtful about what kind of seeds we want to plant and really hone in on for that school year as we. kind of there's an ebb and flow of, you know, what we're feeling our strengths are and how do we build up new leaders when we get new leaders, but yet how do we continue the momentum with those that have been leading? And so I really appreciate the way our team is able to really be thoughtful about where we are and what we need next to continue to propel our momentum. I
045have a few questions. Have you guys had some challenges with the redistricting with ILEARN, the testing that we just did? Has there been any challenges that you've noticed, or has it kind of been similar across the schools? I would say that the hardest part, I think, for them in our conversations is just knowing kids. You know, you went from knowing nearly every kid in your school to having pockets of kids that you knew or no one at all as in Evergreen and Willow. And so just getting to know where kids are. And we also have teachers who have shuffled grade levels. So just getting them up to speed with what their standards look like and what does that progression look like when I'm at proficiency versus below and how does it connect to the grade
046level below and above me. So I think our learning curve this year. in regards to checkpoints and i learned has really been around it with redistricting around knowing kids and then teachers helping them get up to speed if it's a grade level change and then i had one more um i noticed i know there's only a certain amount of time each day to do stuff um do you feel like 20 minutes is enough to hit what you need to work on with these kids do you feel like that's efficient or do you wish you had more time what are your thoughts about that If you ask teachers, they always want more time. I mean, if we could extend the day, we'd have more time, right? But I don't know that that's an option. I feel
047like if we are very intentional of what that time looks like and we move our kids quickly between classrooms because the entire grade level is moving, switching. So really being efficient in how we systematize getting them from place to place and using that time as efficient as we possibly can. We do have a couple grade levels in my building, the way we've scheduled, that have back-to-back win times. So they've chosen to combine that time to 40 minutes. And they concentrate on Monday, Tuesday, Wednesday is ELA, and then Thursday, Friday is math. So they're spending a little bit more time in ELA because our data shows that we need to have a little bit more time with ELA. So they've done that third, fourth, and fifth are my grade levels that have back-to-back. So they do
048like that extra time. It's just less time switching and moving kids. and really they have about 35 minutes then because of that time with movement that they can really work with kids. So it has made a difference for them to have a little more time. Then if they're a head track are we still allowing them to push forward on the IXL is that kind of still what we're still doing with those? That's part of our plan is to have an acceleration if there's a group that's already at grade level proficiency in that standard we're pushing them either further in that standard we're pushing higher into higher grade levels as well. I would add that we've really tried to focus there too on some work of it not just being IXL but how can I also
049have time. in a group with a teacher or a choice board or something, but we don't want the computer to be our only solution there. Thank you. Do you feel that we have enough data at this point when we talk about IXL and the skill pathway of it aligning with ILEARN and the checkpoint? Do we feel like there's enough data that IXL is meeting those needs? They provided us with a white paper that was a pretty significant research study that had... That showed great correlations and you know payoff with fidelity and using it. I think we're leaning into that I'll let you guys I would say yes the last year we didn't have the skill pathway and at least being one one-to-one our teachers utilize ixl with their kids every day and we leaned into
050that checkpoint data and we went in and hand selected what they needed to work on so it was a lot of work on our end we reap the benefit hands down but this year they've made it a little bit easier for us and it's much the same of what our teachers were doing by hand great growth from. So we are pretty excited that they took on that task for us this year. But we have seen phenomenal growth from it. Okay. Thank you. About how many are in a group of children? I mean, it varies. I mean, we try and keep, especially our students that are maybe that aren't quite where we want them to be, we want to keep those groups a little bit smaller. Some of our groups that are maybe... Okay, okay, yeah,
051I thank you guys the principals here so much You know your stuff and I can see you support these teachers. I know these teachers is a lot more work on them, but all of you working together. That's what it's doing to make a success. So thank you for all you do. I think it's a great reflection of them when you can put on a presentation like this collaboratively because they are so aligned and they work so hard together. So I think it says a lot about them and their leadership. Yeah, we always look for actual evidence about our all belong, learn, grow. You know, and we see kids come in to us today from Hickory that all belong. You know, they were not a single one of those eight students went to that school last
052year. And here they are in that school and they all belong. To me, this data really goes to all learn because the similarity of scores is remarkable given the fact that the population of each one of your schools changed so dramatically. If we didn't make it our unified cause for all of our elementary, all of our schools at every grade level to be as collaborative and cooperative in increasing the science of learning, we would see disparity in those scores. But it just shows you that you can take a whole bunch of kids, you can rattle them around in a box, you can throw them to a new school the next year, and they're still going to succeed. And so thank you sincerely for making that happen because that is not just an accident that our
053scores show such close, tight correlation and that everyone in that school is achieving as well as every other school in the cohort. Thank you so much. Good job. Go team. All right, we'll move on to item nine, unfinished business. The first item on that agenda is enrollment report. Mrs. Salve. Good evening. So if you have the report, you can see that K-12, currently we have 10,545 students. You have preschool there, and we're still hovering right under 11,000, but at 10,821 with preschool. With this meeting being the first meeting since we certified our membership for this year, ADM, remember, was on October 1. But then it takes a good little bit of time to certify. So we certified for this school for this October at 10,528. which from a year ago, we were at 10,530. And
054although we don't like to hear that we're down two kids, really when you look at the collective part of central Indiana, that truly is a win. Most districts around are declining. Some of our neighboring districts, like... Decline 175, 150, some up in the northern, 400 students have declined. And truly, what a lot of schools are seeing is similar to what we're seeing. We're graduating these large classes, but the groups we're bringing in are sometimes 200 kids less. Like we could graduate 850, and in kindergarten we might be just under 700. And so to be at almost a flat number really is a growth. I commend the board when we made that decision that was tough last year about open enrollment to open enrollment do open enrollment this year where we brought enrolled 54 students and
055so if we wouldn't have enrolled those 54 students we could have been down 56 students and when you think about everything with funding that could have been like half a million dollars for us so just I commend you guys for making that decision and helping us really think about being forward thinking to put our district in the best place possible. Yes, thanks for pointing that out Board members any question on the enrollment report if not we'll move on to item B cost savings and efficiencies mrs. Glass There you are I'm looking over there for you Good evening. Avon received a $21,056 membership discount from the Central Indiana Education Services, or CISC. CISC provides discounted supplies and services to schools, which in return or result, it helps our education and operations fund. Well, thank you. Thank
056you. You've got to have the teacher. Appreciate that. Item C is the second reading of board policy updates. Dr. Windham. Thank you. Thank you. We reviewed these policies in first reading at the October meeting. There are four recommended revised policies, the organizational meeting, student residence verification, transfer students, and student attendance, and then two policies that are being recommended to be repealed due to changes in state law. The one thing I'll point out. is policy 4018 on transfer students. In your packet, we did highlight that we did make a recommended change from what you saw in first reading. Just as we were looking that over, we felt like it was important in that transfer student policy. As you'll recall, we indicated if a student moved out of the district in the middle of the year, we
057would allow them to remain here as a transfer student. But we felt that it was important to link that back to the grade level capacity determinations that we brought to you and that we bring to you every spring. So, for example, in the spring, we brought a recommendation that we close third grade. If we had a third grade student that requested to stay here, they moved out and requested to stay, we would not accept them because we had declared in the spring that we were closed at third grade. So there were a couple of other programs like that that we closed, as well as third grade due to the IREAD requirements. We just wanted to link that policy revision back to that determination that's made every spring. But that was the only change from first
058reading. So recommend your approval. I move that the Board of School Trustees approve revised policies 1200, 4010, 4018, and 4320, and repelled policies 2740 and 4305 as presented on second reading. Second. Motion by Jennifer, seconded by Sarah. Is there any discussion? All those in favor? Motion passes 5-0. Thank you. Item 10 is under new business, the public meeting on ratification of the teacher contract. Dr. Windham. Thank you again. You actually just saw this on Wednesday, so I will move through this fairly quickly, but we are required to hold a public hearing prior to adoption of the tentative agreement. We delayed. sharing information about the tentative agreement until after last Tuesday so that we knew whether we had referendum funds continuing. And so we were pleased to be able to bring competitive contract in collaboration with
059our teachers association. So just a brief summary of our timeline. This really starts in August each year. with a public hearing that's had to be required to be held. State law says you can't begin formal bargaining until September 15th. We then met four times with members of our negotiations team, leading us then to end of October, beginning of November when we hold our required public meetings and move forward with the process so that we are on track to ratify the contract before the state deadline of November 15th. We have a great team that works with us each year, and these are the representatives from our teachers union. Many of them have been a part of this team going back more than 10 years, and they just bring a great history and a great perspective on
060collaborating together to provide a great contract for our teachers. And then, of course, Mrs. Glass and Mrs. Williams from our office work with me as well. So just really thrilled with our team. As you can see here, through this contract, all eligible teachers would receive a $1,400 increase to base salary, and then teachers with additional Avon experience get an additional amount added to that. We also are able to bring our starting teacher salary up to $54,000. So on average, it's a 2.4% increase for our eligible teachers. Eligible meaning they taught with us last year for at least 120 days and were evaluated effective or high. effective. We always look at our ranking across our comparison schools. Prior to 2018 and our successful referendum, our teacher pay at the beginning was second lowest, and we have
061really worked to get that now to where our starting teacher pay is second highest in comparison to others. And as you can see, many school districts in our group were not giving any increases to base pay. this year and really part of it is because of the enrollment challenges that carrie mentioned and also just the inadequate funding from our state and so for the fact that we were able to give a 1.4 percent increase at that starting teacher salary level was really significant. Then at the top, as the board knows, we have put a lot of investment since 2018 in the mid-career level for our teachers. We had a lot of compression when that referendum passed in 2018, so our mid-career teachers have been a big focus for us. Our teachers at the top of
062the scale. As you can see, prior to 2018, we were dead last, and we have worked our way up from that. But as you can see here as well, there are other school districts that were not able to give any increases in base salary, and so we were pleased to be able to give a competitive increase there and continue that work at the top end of the scale, too. There was some other language that we talked about last week in terms of updating our sick leave bank extracurricular stipends. We spent a lot of time revising our extracurricular stipends to reflect our current structure, which was different than last year's structure with the grade six through eight middle school no longer having the intermediates and those kinds of things. And then, as you can see, we
063added some additional ECA stipends. But for some of you that have been on the board longer, you know there have been years when we've had a whole lot of ECA changes to the contract. This year we did not because we really wanted to put our funds into base salary increases and not so much into extracurricular. And then because this is a public hearing, we do need to open it up for public comment, and I'm also glad to answer any questions from the board. Thank you. First, I'll open the public hearing at 8.04. having heard all of that information we will open the floor for any public comment pertinent to the teacher contracts hearing none we will close the hearing also at 8 o 5 now And board members, I will entertain a motion on the
064ratification of the teacher contract. I actually have a question. I assume it wasn't mentioned, but the teachers, obviously this went to vote last week. It was approved. Can you tell me what percentage of teachers who voted approved? Thank you. I should have addressed that. Our teachers voted after the meeting that we held last week on Wednesday. Then our teachers union sends it out to their membership for a vote, and 98% of our teachers voted to ratify the contract. Very pleased and and again kudos to the negotiations team that works to not only negotiate but then communicate that out with their membership as well, thank you. And i'll add a comment i'm so grateful for the long standing history of our good relationship with our teachers Union. I entertained two calls in the past two weeks.
065from board presidents where they're struggling with ratification of their contract and where they're second guessing their administration and they're wondering if they should sit in and personally be responsible to help negotiate the contract and the list goes on and on. And it just makes me so grateful that we enjoy such a wonderful relationship with our teachers and our teachers union, and that we can focus on teaching and learning in our buildings rather than the upheaval that comes with contract negotiations. So kudos to our administration, but definitely kudos to our negotiation team and how we've been able to maintain such. great transparent communication with one another over these many years. I too would like to share, and I know board members have heard this before, but back when I started teaching in 1976, I made $8,600.
066And when I looked at this, the other data, wow, this is great. And I've compared other school systems in my readings, and we're pretty good with our starting rate of teachers. So thank you for that, and thank you, administrators and our bargaining team. It looks great. I move that the Board of School Trustees approve the 2025-26 tentative agreement and master contract between the Avon Community School Corporation and the Avon Federation of Teachers, Local 3519, AFT, Indiana, American Federation of Teachers, AFL-CIO as presented. Motion by Sarah, seconded by Cindy. Is there any discussion? All those in favor? Motion passes. Would you please show that I abstained? Yes, 4-0 with one abstention. Thank you. Next item on the agenda is the resolution for supplemental payments for teachers. Dr. Windham? Yes, as the board knows, after ratification of
067the contract, we send the contract on to IRB, the Indiana Education Employment Relations Board, who has to review the contract of every school district in the state of Indiana. And there are certain rules and regulations that IRB has. And so for the last several years, in addition to the teacher's contract, we have a resolution for supplemental payments for teachers. These are things that IRB does not allow to be in the contract. but they do authorize a separate resolution for the board to approve. And so this just captures those additional items that we need documented that we have board approval, but outside of the teacher contract. So recommend your approval. Board members, I'll entertain a motion or questions. I move that the board of school trustees approve the resolution for supplemental payments as presented. Second. Motion
068by Jennifer, seconded by Sarah. Is there any discussion? All those in favor? Motion passes 4-0. Are you abstaining? I abstain. Thank you. Item C is the support staff pay and benefits. Dr. Windham. Thank you. As the board knows, we always work to bring both our teacher contract and support staff increased recommendations for pay at the same time so that we can communicate that out to all of our employee groups. And so you have a memo in your packet from Mrs. Glass and Mrs. Williams. As we have done our market analysis looking across the market schools, just like we do for teachers, we do the same thing for our support staff, our bus drivers, our... cafeteria workers, custodians, all those critical positions to our school district. And we're recommending a 2% pay increase for all eligible
069support staff that are not covered under that collective bargaining agreement and are not in administrative roles. So this is purely our support staff, and we're recommending that they receive that competitive increase. And just like with teachers, there are many districts around that we're not giving any salary increases to support staff this year. So we are just... beyond thrilled that our community has continued to support us through the referendum that allows us to be more competitive than a lot of our neighboring districts in how we address our support staff. Recommend your approval. I move that the Board of School Trustees approve the recommended support staff salary increases effective October 25th, 2025 for all eligible employees not covered by our collective bargaining agreement and who do not serve in administrative roles. Second. Motion by Sarah, seconded by
070Mike. Is there any discussion? I just have a point of clarification. So October, because they're not retroactive, the October the 25th date must be the beginning of the current pay period? That's correct. Okay, thank you. We have a motion and a second. Any other discussion? All those in favor? That motion passes 5-0. Thank you. Item D is the resolution for grant of sewer easement. Dr. Finley. Thank you, Board President Woodward, members of the board. A few simple business items. West Central is seeking an easement in the property directly adjacent to the high school. They want to get in early. There are absolutely no plans at this point for that land, but I think they feel like if they get in now before they're climbing over construction and anything that could happen in the future, they'd
071like to get it started, and they're offering. $62,000 an acre, it will be approximately about $80,000 for that land. And they're doing the work for free. So I think it's my recommendation that we take this offer and move forward with this, even though expansion may not happen for five to 10 years. I think having it in place, Mr. Rawlinson said if we wait, it could be two or $3 million to install that sewer if we do it on our own during the construction. So I recommend that we move forward with this project. And the $62,000 would be paid when? As soon as we complete the survey and make sure everything's in place. So I'll come back with the exact amount. We don't know exactly how many acres. It's 62 per acre, and we assume it's
072going to be a little bit over an acre of land that they'll need for that easement. So is this likely the next several months, getting into the spring? Yes, yeah. And then I think their project would start probably late in the summer, next fall of 26, if they can get everything together by that time. Or just give and take you know it just depends and I think they want to get in and have the time to get it set before anything else would happen so I would say in the next year it should be complete and Again, there's no plan for that land at this time, but I think you know step one is getting that infrastructure in place I think the sewer system. I'm learning a lot about building, but the sewer is Deepest
073so they want to get in before water and electricity and all of the the other utilities come in and just have that piece set. So I think it's, yeah. Can it still be farmed? It can still be farmed. Yes, where they're proposing the easement is right next to the little hillside there. And if you look next to the highway or the high school, you know what I'm talking about. And so there's still plenty of farmland. Yeah, yeah. It won't affect the farmland at all. Okay, thank you. Yeah, absolutely. One further question. The Conservancy District obviously creates these easements throughout our community, so this is hardly new for them. But did they provide you with some sort of scale as to how they arrived at the $62,000 per acre? I think that was the appraised amount
074for that land at that time. And we actually, in fact, we asked for that amount because that was the amount that would be appraised for an acre of land over there. Okay, thank you. Board members, I'll entertain a motion. Move that the board of school trustees approve the resolution for grant of utility easement to West Central Conservancy Conservancy district as presented Motion by Jennifer seconded by Cindy. Is there any discussion all those in favor that motion passes 5-0 Thank you, Dr. Finley. Walk us right into the next one, the resolution for a grant of utility easement. This utility easement is on the backside of River Birch Elementary. It was an area that I wasn't familiar with until we went out and talked to some great neighbors out there on County Road 100 prior to the
075referendum. And that area is sort of an obscure area. There's a hillside there, and it's wooded. And the Citizens Water Utility is trying to connect. the two sides of Easton Gray. And if you've been out there recently, it's pretty incredible to see that growth. But Easton Gray has sort of surrounded River Birch and there's an area there where they need an easement to connect the water and it's a simple one. So I think, and it's not an area that would affect the school in any way. So I recommend this project as well. Board members, any questions? If not, I will entertain a motion on this easement. I just have one question. So they're gonna, all the expense will be? Them to complete all that? Yes. Yeah. Neither of these projects will cost the school corporation
076anything. And they were a good neighbor when we needed the water connection for the civic center. So this is just sort of repaying that and making sure that we're good neighbors and expansion in that area. And I further understand from reading the resolution, the swath of land that we're talking about here is only 20 to 30 feet wide. Yeah. Yeah. And it's along the roadside on County Road 100. I move that the Board of School Trustees approve the resolution for grant of utility easement to Citizens Water as presented. Second. Motion by Cindy, seconded by Mike. Is there any discussion? All those in favor? Motion passes 5-0. Thank you. How about Dr. Finley talk about the approval of farmland lease? The final piece again this has to do with the land directly adjacent to the high
077school the bidding process has been completed for that land and Dwayne Lundy has been the winning bid for $281 per acre. It's about 61 acres of tillable land so it'll be around $17,000 per year we'll receive for that land and I recommend approval of this project. Mr. Lundy has farm some of our land previously and does a nice job of keeping it in good shape. So I would recommend this. How many different bids did you receive? One on this project. I do like the fact that we have this land and we can use it for farming. So I appreciate that we have this extra land that we can use something for it for the time being. Correct me if I'm wrong, Mr. Lundy used to be an employee working our maintenance. He did, and he
078has since retired, but he also is a farmer. And when we had the Sycamore and Whispering Pines land, several years, consecutive years, he also was the bid, he got the bid to do farming when we leased that land as well. Well, he has retired, but as we all know, farmers don't retire. Farmers don't retire. No, they don't. They might retire from maintenance at the school, but they still farm. I move that the Board of School Trustees approve the farmland lease as presented. Second. Motion by Jennifer, seconded by Sarah. Is there any discussion? All those in favor? Motion passes 5-0. Thank you. Board member items. Mr. Langford. Well, thank you. Well, that was an efficient and proficient meeting. I appreciated Mr. Reiniger for bringing your fine children in. Thank you for that. That's always a thrill
079for us to see what's going on. And I do love the concept of the, you know, the thing that really struck me about that was the kids from a large neighborhood saying, and I didn't even know they went to my school. That was that was great and that's a good reminder for us as our community grows as our neighborhoods grow that we need to make sure that they're all connecting I doubt that that's an unusual sentiment in fact. We've all probably had these experiences. Those of us who live in larger neighborhoods. I didn't even know my neighbor was my neighbor, you know, as you meet people. So I think that's that's that's a wonderful community moment in addition to showing how important our school is as a community hub. I'm thrilled, although I have to
080abstain, I'm thrilled about the teacher contract simply for this reason. We all know, maybe from personal conversations or also from things that we've read, that not all the school corporations are able to do what we're doing. And that is, when I say do what we're doing, certainly I mean the raises. But I also mean having the wonderful mutual cooperation between administration. and staff and understanding the importance of what we're all doing here. Teaching is a calling and not a single person chose this job because boy, I wanna make a lot of money. That being said, our teachers have families. It's important that they can provide for their family and that they can also become important members of our community. And so it fills me up when I know that our public education system. allows us
081to pay a good living wage to our teachers. So thank you. Good meeting and I appreciate, as always, being part of this school board. Well, thank you. They really enjoyed this. They first came in, they came in, and then we got the smiles out of them. So thank you for that. Greatly appreciate it. Congratulations to our new assistant principal at Evergreen. She's going to be great. You can tell by the smile. The cedar, hickory, evergreen, sycamore. Thank you for working as a team. It makes it so much easier for your staff members. Thank you for that. Carrie, thanks for the enrollment report and the donations. Wow, there were a lot of them. So thank you, donors, for that. Just wanted to close up with... Football had a great season. I was very proud of them.
082They beat Ben Davis twice, so that was my big thing. I'm glad they beat them twice. Band, wow. What a lot to be proud of there and they're going to the next step right? Okay. Yeah. Yeah national and The referendum Wow, we worked our tail off, but we were successful and Especially to to Sheila and Scott for all they did of going around Everywhere. I don't know how you did it Scott, did we get a call for snow day today? I figured I was teasing you yesterday. Did you forget what district you're in? Yeah, I was teasing you yesterday. I asked Ryan if he called off because no way he didn't call off. I was in some schools today and a few kids were trying, but I assured them we were fine. Yeah, we're good.
083Yeah, and two, I would like to thank the Avon parents and the community members for supporting this referendum. And I know it took a lot of organization and a lot of smarts to be able to do this to succeed. So thank you for that and have a happy Thanksgiving. I don't think I can top that. I really did like the idea of the traveling teachers and maybe other schools will catch on to it. I think that's an awesome, awesome idea. Once again, I'm glad that we're always able to give our teachers salaries. I think like. That job is like, it's a calling and not everybody's called to do that. So I'm glad that we were able to give them raises as far as our support staff. And once again, with the referendum, glad that that's
084over and glad that it passed and glad that we can move forward. I'm excited to see where our school corporation goes. Thank you for everybody that came today for the update. It's great to see how close the schools are in line with data that says a lot about all of our teachers. So thank you. I want to echo something that Mr. Langford had mentioned. You know, when we were listening to the traveling teachers and the kids talk, you know, we were, I was focused on the connections before academics. But then to hear more than one of them state about learning, you know, I didn't know this kid lived in my neighborhood. And I know my personal kids have stated that as well. I think that can't be understated and that we are that hub of
085the community and it's our role to try and push that forward. I just, again, want to thank the community for supporting the referendum renewal. It made this meeting quite a bit easier. Our teachers and our support staff deserve to have adequate pay, and I continue to hope that we can get close to the rate of inflation, and we need to all rally the state as our next opportunity to talk to the legislature. That's it. Thanks. I, too, want to thank our Hickory students for coming. It always cracks me up that they come and they're so nervous and they're anxious. And then the more we talk to them, the more they open up and unfold and they really want to talk about their schools. They want to talk about their teachers. They are excited about what
086they're learning and what that environment is. So it just takes a little bit of co- coaxing in a big room to get them to open up and say that, but they almost always do. I want to thank our administrators, our principals, for continuing to propel our learning evidence. It would be... It would be something that when you see great results, the next year you think, okay, let's just keep doing that. And that's not what we do in Avon. We go to the next step and the step after that. And we have this belief that we can always take steps forward and enthusiastically create professional learning communities that really take advantage of everyone's input and skill. And so thank you, administrators, for keeping that alive in our teachers and really kindling in them that fire that
087makes them really want to get those results to be better and better for each and every child. I also want to congratulate our band. It was no surprise that we were one state, but it is always gratifying. on Sunday morning when you get up and look at the scores and go, okay, we did it again. So that program is just, of course, something that Avon is known for and we're so proud of them. And then I want to join all of my fellow board members for thanking our community for voting for our and ratifying our referendum. But at 65%. That is the stratosphere when it comes to referendum approval. It just really exemplifies what we have been striving to do for the last 15 to 20 years in Avon to take steps forward to create
088this exceptional school district. And to have 65% of the people that came out to vote affirm that is just very humbling. to be honest, it's humbling to know that that hard work and dedication that that's shown to people that have students in our schools, and it's shown to people who have no students in our schools, and it's shown to people who are older and still want to invest in our schools. It's shown in every possible way. One of the things that I said on Facebook, and I actually said the night that we were waiting for results, is that I thank everybody for coming to our board meetings. It's not an overwhelmingly full meeting, but there are people who are dedicated and come to every meeting, and we appreciate that. But I always look at that
089as, wow, there's a lot of apathy in Avon. Like nobody's here and nobody really is present in our meetings. And Jason, how many people we have online right now? Three people. And we know two of them. But you know what? I reform that thinking. I do not think any longer that there is apathy in Avon. And the reason I don't think that is that 65% of our voting public said, what you're doing is right. What you're doing is good. And what you're doing is what we want to continue. And so I was wrong about that. and I do not believe that there's any such thing as apathy about our schools. I feel like everyone is enthused and involved and ignited about Avon schools. And so thank you to our tireless administrators. Our superintendent tracked 1,306
090homes in our school corporation. Countless hours went into just the telling people our story and getting them to understand what this was about. And I knew that it was important to all of us, but our administrators and our teachers that walked and made calls and took signs from place to place, all of that really added up to a really special outcome. So thank you, Avon, for being Avon in our referendum. Dr. Windham, what have you to say? Just two things. I will just say Wednesday was electric in our schools. It was just fantastic. And I said this Tuesday night, but I just want to thank the five of you because, you know, sometimes it feels like our biggest challenge is responding to legislative curveballs. And we had a plan for seven years that we were
091going to do a referendum renewal in May of 2026. And then in the seventh year, they threw a legislative curveball. And, you know, I think back to the number of conversations that we had in April and May and June and engaging the community and talking about all this, some really tough decisions. But the five of you always keep students at the center of those decisions and are willing to make the tough decisions. even in response to those curveballs that get thrown. So I know you all couldn't be in our schools on Wednesday, but it was just incredible to see the joy and the relief from our teachers and our staff that know that the next eight years are going to be as good as the last seven. I also want to thank our newest SRO
092who is here, Officer Mertes. So thank you for being here. He just got sworn in last week. Yep. And so just appreciate him joining the really strong team that we have of school resource officers. And he is an Avon resident and is based now at Middle School South. So working to help us keep Middle School South as safe as possible and this whole campus. So just thanks for being here. That's all I got. Thank you. We'll adjourn the meeting at 831. Thank you, everyone.