Center Grove Schools Board Meeting - January 2026

001And we'll start with the pledge of allegiance. Do we have someone? Yep. Right over  here. Right over here. Right over   here. Microphone that'll pick you up. Stand there. 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. We'll do it later. Thank you for that. Good way to start  the year. Um, next we'll move for the   uh adoption of the agendas if everybody's  had a chance to look at the agenda. Does   anybody have any questions or  comments? Do I hear a motion? I move that the agenda for the January  15, 2026 reorganization meeting of the   board be adopted as presented. I second.  Thank you, Mrs. Dunigan-Smith. Thank you,   Mrs. Counts. All those in favor,

002please signify  by saying I. Opposed. The eyes have it. Next,   we'll move on to this Center Grove Spotlight  and hear from Center Grove Elementary. Good evening everyone, school board, Dr.  Long, and all guests. It's my pleasure to   uh introduce to you the staff members and students  of Center Grove Elementary who are exceptional. Um   unfortunately, the teacher that we're recognizing  had to um take care of a family situation and is   not able to participate with us tonight, but  her name is Shannon Nunley. And Shannon has   been a teacher at Center Grove Elementary for  20 years. Um what makes her exceptional is that   um she makes such a significant imprint on  the kindergarten students who are blessed   to be in her classroom. She has a calm and  compare uh caring supportive interactions   that help form exceptional first

003school age  experiences that impact students for not just   their school days but for their entire lives.  Next, I'd like to recognize our staff member   uh from Center Grove Elementary is Mrs.  April Mitchell. If you want to stand up,   April. April is our head custodian. Uh April is  in her first year of leadership at Center Grove   Elementary as our head custodian. Our staff have  shared that April is always going above and beyond   to ensure that the school and each classroom  is ready for our students throughout the day.   She is so cheerful and pleasant and she's a  great addition to Center Grove Elementary School. Next, I'd like to recognize fifth grader Parker  Johnson. Parker, if you'd like to stand up,   you could turn and face the audience. There you  go. Parker is truly an outstanding student whose  

004kindness and dedication shine every day. She  approaches every task, big or small, with care,   effort, and pride. Always striving to do her  very best. Parker is curious and thoughtful,   often asking questions and looking for  ways to grow. With her compassionate,   friendly nature and heart of gold, she is  what Mr. Fred Rogers would call a helper.   Someone who makes our school community  a better place by her actions and words.   We are so proud of the impact Parker  has made at Center Grove Elementary. And last but not least, we did receive special  permission to recognize another student. I don't   know if Mrs. Raber can help Lincoln come up here  because we're going to be having a picture in a   minute, but this is Lincoln Lopez. Can you  come up here, Lincoln, and see Miss Green? Okay, it's

005okay if you want to stay there. Lincoln  has demonstrated meaningful growth in functional   communication within half a school year, leading  to increased time on task, safe behaviors, and   smoother transitions between tasks and locations  throughout the building. This progress has also   supported greater independence and a growing  willingness to try new experiences and challenges.   And Lincoln brings a smile to the faces and  hearts of all people who come in contact with him. If I could please have Mrs. Mitchell,   Parker, and Lincoln stay up here.  We're going to take a picture. Congratulations. Cheese. Always a good way to start the meeting.  Thank you for uh Principal Green for the   word from Center Grove Elementary. We always  love to hear back from our schools. Next,   we'll go to the reports and the first report is  we have a uh

006high school schedule update and Latin   honor system from uh Tracy McMahen, the Center  Grove High School principal. Principal McMahen,   the microphone is yours. Thank you. Good evening,  everyone. I'll just give a little nod when we're   ready. Um, I'm going to be going over two  different things tonight. First is um the   daily schedule process that we went through as a  high school. We were asked to evaluate our school   um daily schedule for students and see if  it's achieving what we needed to achieve,   um and then also talk about the implementation  of the Latin honor system. So we'll start first   with the um daily schedule. So as part of our  process, we had a lot of stakeholders who were   involved and we met quite frequently. We included  19 teachers as a part of this committee um as

007well   as administrators and we met by monthly for the  first semester really focusing on um engaging with   input focusing on our needs and values um from our  students and our staff. Outside of the committee,   we also met with our guiding coalition and  department chairs as well as our staff meetings   where we would provide updates and seek input  from them. Um, we also included our students in   that. As I said, we wanted to get their input and  really looking to see what did they value as part   of a daily schedule. Is study hall important to  them? Is STAR something that is valuable and they   want to maintain it? Were there strengths and  weaknesses? So, that allowed us to um formulate   three potential options. So Kristin, if you'll go  ahead. From the data that we gathered from

008all of   our conversations and our input, it really led us  to look at three potential schedules. If you're   not familiar with the high school schedule, it is  extremely complicated because of all the factors   coming in, whether that is um our C9 students, our  middle school students, and just the combination   of classes and programming we have 9 through 12.  So this led us again to three potential schedules.   First one is a if you think about the week, it  would be a one eight-period day week. We would   call that a pink day where we would run all of  our class periods together one day a week and   then have four block days. So four one red, one  white, one red, one white. The other option that   we looked at was doing something similar,  but instead of doing

009an eight-period day,   we looked at doing potentially a seven-period day.  We would do that three times a week, followed by   two block days. And then the last option we looked  at was keeping our current schedule, but looking   at ways to adjust and adapt for intervention.  So as you can see below each of those schedules,   we looked at what some of the positives and you  know perhaps negatives or at least difficulties   could have been with those. With the first one, uh  we did like that it provided a consistent schedule   for families and for students. They would always  know when their red or white day would be. It did   generate at least three days of guaranteed  classroom time of seeing students and seeing   teachers. As we looked deeper into it, however,  overall it did decrease instructional minutes.  

010Pink days, which again are those eight-period days  one through um 10 that we would do, it creates   complications because it only allows that period  to be 38 minutes in length. And as we looked   deeper into it and the way we would have to adjust  that, it created supervision concerns with us   managing middle school students who were there for  that 38-minute period of time and when they would   be able to be picked up. Middle school north for  example, our students with seat time waivers. Um,   our lunch block, we still really need to have four  lunches. So that's a two-hour chunk in the middle   of that day which provides complications. Um C9  as well managing those supervisions. Um and then   we were concerned about some of the changes coming  up with the new diploma. Similarly, when you

011look   at the second option, the biggest change in this  one is that it took us from an eight-period day to   a seven-period day. And in doing that, that would  mean we would have to eliminate study hall for all   students. And additionally, it would eliminate  one course opportunity for students. Typically,   our high-flyers will elect to not take a study  hall. And because of that, they will take an   eighth class. By eliminating and going to seven,  that would impact a student's curriculum choice,   which we thought was significant. And again, it  eliminates a credit-bearing opportunity for C9,   which we did not feel comfortable necessarily  doing that, but we're glad that discussion led   us to that com um that conversation. Our  current schedule provides us with a known   element. It keeps our instructional minutes as  we know them. Um,

012it still allows us flexibility   as we learn about the new diploma which is  impacting our current freshmen and then those   that will be approaching from middle school  on out. Allowed us to maintain a study hall,   our courses for highf flyers and then our C9. So  Kristen, if you would. So, after a a semester of   a lot of debate and conversation, um months of  review, my recommendation to the board is that I   do not believe that currently changing our eight  block schedule at this time would position us   well for the future for the reasons I provided.  But additionally, due to the change of the new   diploma, which I'll show you some examples in  just a minute, we feel like we really need to   learn more about how that is going to impact  our staffing and students

013as that transition   approaches. What we do feel committed towards is  continuing our successes with what we what we are   currently doing, but really looking at ways we can  embed a stronger MTSS process and interventions. I talked about this briefly um but again just  there's a lot of hesitation and unknowns with   the new diploma and we didn't want to make  a decision based on a schedule and then come   to find out in two three years when our  freshman our juniors and seniors we made   the wrong decision and we're changing it again.  Here are some examples of future schedules. Um,   I think it's important to see how the state is  predicting what a student's four-year course could   look like and again why we felt making a change  right now might not be the best option. Again,   there

014are so many options with students. This  is just one generic example, but as you look,   this data is really pushing opportunities for  work-based learning, internships, and getting   students the blend of academic and real-world  experience to benefit them. This is a biomed   student sample schedule for the new diploma. And  you can see in the yellow their senior year that   they really are only here for a half a day. So  that came into play a lot when we were having   that conversation. If we run an eight period day  all at once, what do we do with those kids when   they're gone half of the time? Um, and then again,  Kristen, if you will. This is an engineering   student as well. Very similar. You can see that  it's predicted they would be out working or doing   an internship.

015Again, students could opt not to  do that, but again, this is the direction that the   state is pushing. And then one more, please. JOTC.  So, you can see within each of these requirements,   the state is is pushing enrollment, employment,  and enlistment. It is predicting that by 12th   grade there will be a lot of flexibility within  student schedules. And so again, as a high school,   we are really proud of our English SAT scores, our  graduation rate, our students who are earning the   Indiana College Core and our associate degrees,  our C9 certifications, and our AP results. We're   all doing those things very well, and we're proud  of that. Yet, we know there's areas we can grow.   So, we've already begun to make those changes.  We have already started a structured remediation   program for our approaching SAT math

016students  that will be beginning in um January through   March. We've implemented impact teams for grades  9 and 12. So, our students who are struggling,   we know all of our ninth graders who have  failed a class or more, and we're implementing   interventions for them, as well as our seniors.  And then we're researching additional things that   could hopefully benefit students. Our goal for  second semester is to get another committee of   teachers and really work towards those specific  systems so that we can start second semester,   but then really hit the ground running at the  beginning of next year. Are there any questions?   I I want to commend your group because you know  it takes a lot to say can we do it better. Yeah.   To evaluate it and not just make change for  the sake of change and

017to look at it and say   we've got a pretty good system now. Yeah. So I  commend you for one taking on the task and then   two after evaluating not just changing for the  sake of change. Thank you. It was it was really   a learning moment for our teachers and for us  as an administrative group because there were   so many nuances that we're like oh this could  work and we love this and then we got deeper   and deeper. We're like h but then it pulls this  and it's a give and take and we just said you   know if there was a perfect high school schedule  every high school would be doing it in the state   of Indiana. So there isn't but what is working  well is the things that we're doing and how can   we make

018the things that maybe aren't our strong  points better through some of those interventions.   Uh I happened to be around when we were doing  seven period and went to block. I was subbing   at the time. I was really scared that you have  to go to the block because that longer period.   Yeah. But what I learned was especially in your  chemistry and your physics. I forget what the   other the block works because you takes time to  get stuff out, do the experiment, put stuff away   and and all that. You can show entire videos  almost. So I I'd hate to see block totally go   away. But I also understand not seeing the teacher  for some students every other day is not good. So   I kind of like your mixture thing there that you  had because I all your

019science teachers or any   of them that need to do long things because if  you only do half of it one day and then two days   later try to do the other half, the knowledge is  lost. Right. Yeah. Yeah, our lab teachers are very   concerned from art to construction to culinary  that there were a lot of questions about, well,   if we shorten and we go to less block days, that  means we have to share space. What does that look   like as far as planning and organizing? And they  went into it with a decently open mind. Um, and I   appreciated that. Yeah. And the pink days, it's  it's not good for I know a lot of them have red   backpacks and white backpacks and then you throw  a pink day in, they're like, "Oh, I left home."  

020Yeah. half of what I need today. So pink days are  are not good necessarily. Thank you. But anyway,   I appreciate all the work because yeah, smart to  wait till we know what's coming down the pike. A   lot of changes for sure. Okay, so that transitions  me into the Latin honor system, which also ties   into the new diploma type. What we're looking for  this is for our current freshmen and those beyond.   The current diploma type, if you're unaware,  focuses on the three E, employment, enlistment,   and enrollment. And it really focuses on what is  best for that student's pathway. Would we have   we have had several conversations about the Latin  system, but it never really seemed to settle and   be the right moment. And with this transition  and the state pushing students to find what   they're successful

021in, it really was the jumping  off point for us to dive in a little bit deeper.   We have found over the years that there is a very  unhealthy competition amongst our top students. Um   the the stories could go on and on. Every teacher  could say something whether it's a spreadsheet   that's tracking what students are doing. Um  and all of those little antiquated moments,   but for us really it was that we felt students  were taking courses that were driving their GPA   rather than driving their passion. And for us, we  want learning to be the package. We want them to   take rigorous courses if they want to take  rigorous courses, but really that blend of   what is going to be good for me for my future. Um,  additionally, it helps again with the three E and   it

022provides an opportunity for all levels of E to  be recognized. Traditionally, the valedictorian,   salutatorian only really focuses on the enrollment  students versus the employment and the enlistment,   which is something that the state is saying is  also valuable elements that should be recognized.   Additionally, as you look at the uh fourth  bullet point, you'll see all of the other schools   that are our size who are also or have also  transitioned. And a lot of this is because kids   are fighting for hundreds of a point and sometimes  that grade took place in eighth grade and they   can never catch up. So, um, for those reasons and  also the fact that it is modeled off of college,   we took the leap, did some research and, um, for  this, we also had another committee that we spent   time working with

023all of first semester. We had  a 20 member committee made of teachers, parents,   students, and administrators. We met monthly  during the semester. Additionally, we met with our   staff and our guiding coalition to provide further  information. Go ahead, Kristen. Thank you. So   really the the committee work surrounded us making  determinations on the three top things that you   see there. As we looked and researched what other  schools were doing, we found that there tended to   be two options. Option one is a hybrid model  where you take the GPA of the student and the   diploma type. And in order to be recognized, you  must meet both of those requirements. Some schools   opt to only do GPA. We had that conversation.  Additionally, we needed to decide as a committee   what did we feel were the GPA and the diploma

024if  we chose that option. What were the thresholds for   that? Finally, we wanted to ensure that we still  recognized and celebrated our students and we had   conversations about how can we maintain the high  excellence that we have and have that ability to   honor and recognize at graduation. But then um  also one of the conversations that came forth   is can we do a scholar wall as we have the hall of  excellence and we honor obviously if you walk down   you'll see all of our sporting events and the  the question was how can we showcase the great   things we're doing in academics just like we do  in athletics and so that's kind of sparked some   conversation that we'll be spending some time on.  So with the committee um we had four main meetings   and as you can

025see we based those conversations on  the bullet points below. We focused first on the   why and really looking at what some other schools  were doing. We received feedback on GPA thresholds   and what model we wanted to do. We looked at  survey data from both the committee um and   also from the staff to drive that. Brainstormed  opportunities and ways to celebrate students. And   interestingly enough, as we started to get into  the nitty-gritty of what were the thresholds,   there was a lot of conversation of what does a  3.5 GPA transcript look like? What does a 4.0   transcript look like? So, we took the opportunity  to obviously take names off of the transcripts,   but we were able to look through several  transcripts to see what what that is. Um,   additionally, we then went through and had a lot 

026of brainstorming. um what are the pros and cons of   different elements and so Kristen if you will our  committee came to these recommendations sumakumlad   is with highest praise so what we did in order to  kind of find our initial threshold is we looked   at the last two years of GPA data we pulled all of  our students and their GPA and we looked at where   are the natural thresholds where are where do  our breaks seem to occur and that gave us a good   starting point the committee felt strongly that it  should be not only GPA but also um diploma type. A   few reasons for that. If it is truly with highest  praise and the state is designating distinctions   for the diplomas in order to receive the highest  we believed that you should also receive the   diploma

027in which the state is saying this is the  plus. This is the top diploma that you can get.   Um with that you can see so for a suma kumladi  that would be a 4.5 and above and then any honors   plus seal whether it's enrollment enlistment  or employment Magna would be 4.49 to 4.0 and   then Cum Laude 3.99 to 3.67. Additionally with the  Summa Cum Laude every one of those um recognitions   would get a stole however the distinctions would  be based off of different color. For Summa,   we would have a reception and provide a keepsake  similar to what we currently do. They would have   the opportunity to be the graduation speaker and  then again the suggested scholars wall where we   would begin doing something with photographs of  the Summa Cum Laude and other perhaps Magna and  

028Cum Laude and just the ability to highlight who  are our academic rising stars um and other moments   with that. Um the committee overall it was a great  group. It was a lot of conversation. U we felt   like in the end that this highlighted academic  achievement for all. In an interesting fact   just to kind of give perspective, our last few  graduating classes when we talk about the academic   honors diploma, approximately 40% of our students  earn the academic honors diploma. With this   freshman class, that diploma no longer exists.  And so when we were looking at how do we honor   students very similarly to how we would honor  the academic honors diploma, these thresholds   fall within that same um percentage. So based on  the last two years of GPA data, we anticipate that   the entire group would be

029roughly 40 36 to 40% of  students being recognized through their academic   achievements. Again mirrors the academic honors  diploma. However, the sumakumlad with the highest   praise is more closely suited to about 5% of the  graduating class and that typically is anywhere   from 40 to 55 students depending on the number.  But also then throwing in the academic um diploma   element, it's an unknown. We're not sure how many  students will achieve that. But that's also nice   because that's where the most funding comes from.  So that's a helpful thing as well. And I think   that is the Yes, that is the last part of that.  So lot of information. What questions can I help   answer? So that last bit. So you're saying that  if you had applied the Latin honors to the last   couple of classes, there would have

030been about  45 kids that were in the top recognition group.   if we were to go straight off of GPA. Okay, so  it's difficult to anticipate what it might be   because the honors plus diploma is not a factor  right now. If we were to go straight from a 4.5   GPA and above, yes, it would have been about 41 41  students in the class of 2024 and 53, I believe,   in the class of 2025. I would imagine that it  could potentially be lower simply because of the   requirements that are embedded into the honors  plus seal. So then under the magna under the   kumlada what how many students what percentages  are we looking I mean are we going to have 50%   of the class getting one of these? No all together  if and again it's difficult because we

031don't have   the diploma tied to it. I understand. But if we go  just GPA alone and we look at the last two years   from students with the maximum GPA, so let's say  a 4.8 all the way down to a 3.67, we're looking   at approximately 40ish% of the senior class, which  mirrors the academic honors diploma where they all   wore the gold tassel. 40% of those students would  be honored. We would send we would take time to   spend the most recognition with our Summa Cum  Laude students similar to how we do the Top 20   now and this is consistent with what other high  schools are doing it is it's been interesting um   I would say our thresholds are almost higher  than some of the others a lot of the other   schools their thresholds are between a 4.5

032and a  4.2 for their top students and in my conversations   with them and asking if do they plan to tie the  diploma type to it they were still unknown. Some   of them were considering just the seal because in  the past, they had considered only the academic   honors diploma. Our committee felt that again to  honor Summa it should be the highest recognition,   which is what the plus seal is. The old days it  was 2% 10% 30%. So is this grade inflation where   we're lowering the bar a little? I think it's,  I don't know that it's grade inflation. I think   we're fortunate at the high school to have so  many weighted courses that drives that GPA up. Um,   when you're looking at a typical student, whether  they are in early college or your Honors AP   student or

033even your general student, we have  the, I don't want to say the majority, but our   strong core classes are all weighted. Our choirs  are weighted. Our bands are weighted. We have art   classes that are weighted. We have science, math,  obviously engineering, biomed. And so I think if   we were to strip the weight off and go straight  GPA, which is what colleges do, it would look much   different when you're talking percentages. And  they just look at percentages though. They don't   generally look at I mean they'll say the top% is  a Summa the next what the next 3% to to eight to   10% is Magna the top 30 is is Cum but high schools  do it differently is what I'm hearing to be honest   I don't know I know my daughter when she she just  graduated hers

034was based on GPA if she had a 3.5.   I'm talking there was a GPA designation 4.0 a  Summa 3.75 and a 3.5. Okay. Is at least how her   school did it. I don't know if universities vary  from state to state or institution to institution. Our base probably weren't high enough. We did  also look at would there be an impact on college   acceptance scholarship because that's important  too. Um, it's important to note that students are   still able to to get access to their ranking  through their counselor. We just wouldn't be   posting it in Skyward for them to see. And what  we have found um through a lot of our research is   that colleges really aren't looking at class  rank. They're looking at the weight of your   um transcript, what courses are you taking,  they're looking at

035your involvement,   those types of, of elements. So rank in itself is  not a strong factor of acceptance. I'll just make   one other comment and I am literally the least  objective person in the room on this topic given,   given Quinn's performance last year, but any  way so it's hard so just take it with a grain   of salt. I think that the key things are, and  I I think you're thinking about these already,   but I think the one is to not let it turn into  like a participation trophy or dilute it to such   a point that it's not meaningful. And secondly,  I love that you've got the idea of the Scholars   Wall because we do have so many places that  we celebrate our athletes as we should. Um,   but we also need to, to have that same

036level. And  so I hope you're not taking the plaque down from   the.. No, we talked we we are not taking it  down. We're wondering if there's a, if we can   expand it within the Hall of Excellence. It'd be  great because we want whatever we decide to do,   we want it to be in a place that is an area where  our community comes in. That's awesome. And if   you've obviously been in the Hall of Excellence,  you know, it's just that one wall. Yeah. So,   there's room to expand it and move down. And  so, that's what we'd like to do. Likely digital,   just because over time it makes it much easier.  You can have multiple students. Um, but yes,   we would still keep multiple years. Yes,  thank you. Multiple years, multiple students,   multiple groups, and it still

037allows us to keep  the rising stars that are up there. I'd like to   freshen it up a little bit. Some of those plaques  are a little sideways. Um, but I agree. We had   the same conversations. We did not want this to  be a participation trophy. Um, that was really   important to the committee, and that was really  important to our teachers and the students who   were on it too. They felt the comments were  positive in the sense that they felt like I   know what the target is now and I know what I need  to do. If I want this, I can go do it. Then I'm   not competing against other classmates. A 4.5 GPA  is, is tough to get, especially if you add on the   plus seal, which ties in 150 hours of work-based  learning. It

038ties in, you have to be an AP scholar   with distinction. You have to get your Indiana  college core or your associate's degree. It is   not an easy feat. And so we felt really proud of  that recognition. And then the seals alone are   the equivalent to the academic honors diploma.  I think this is what you said. The kids need to   understand they're in competition with themselves,  not classmates. Correct. And you know, my few   years in education that wherever we set the bar,  that's that's where they stop. So you, it's got   to be up there, but achievable. And we're hoping  that it also not only impacts the top group, but   when you have kids who are right at that bubble,  does that increase their academic performance? If   I know that I'm close to a 3.67 and I

039can get a  stole. And if you've been around high school kids   at graduation, they will do anything for a chord  or a distinction. And so we're hoping it rises   and increases the academic ability, not abilities,  but the academic awareness of our students. Okay,   I'm close. If I get a few more A's this  semester, I can hit that final distinction and be   recognized. So rather than watering it down, we're  hoping it drives their focus up a little bit. Any other questions, comments? Thanks  for your time. Okay. Thank you. Dr. Long, I think you have the next introduction.  Um, Mr. Daniels, before we start, could I ask   indulge of the board to introduce maybe um one of  our new assistant principals who's got his young   kids here with him tonight that probably don't  want to as much

040as I absolutely as much as I love   the next report. I don't know that they'll have  the same kind of thrill behind that. So, um Ali,   do you want to introduce and then we'll move on?  Sorry, I just. No, that's a very good idea. Wow.   I just want the same for me when there's a Purdue  game on. We cancel meetings for that, don't we?   All right. Well, um it's my pleasure tonight to  officially announce Sugar Grove's new assistant   principal, Mr. Bryce Ellenwood. So, if you want  to come on up. Um, Bryce brings with him 11 years   of experience serving students from kindergarten.  Pretty impressive for a male to teach kindergarten   if you're in the elementary world at all. Um, all  the way through 8th grade both here in Indiana and   Kentucky. Most recently, he served

041as the literacy  coach for Rush County Schools where he works side   by side with teachers and students to strengthen  instructional practices and support high-quality   learning for all students. Bryce is a proud  Indiana University graduate. Go Hooers. um earning   his bachelor's degree in elementary education.  He then went on to earn his master's degree in   building level leadership at the University  of Cumberland. He um his background as both a   classroom teacher and instructional leader aligns  beautifully with the work that we're doing at   Sugar Grove and within Center Grove as a district  to continue our focus on strong instruction,   student growth, and collaboration. Um outside  of school, Bryce has a devoted family man. He's   married to his um wonderful wife, Chantel, who's  here tonight with us. And together they have three   children, Maverick, Meline, and Mey. And I

042feel  pretty. I've already won my sticker award from   uh Meline, so I've already got a friend on my  side. Um so as a family, they love spending   time outdoors and making memories together. We're  incredibly excited to welcome Bryce to Sugar Grove   um to our Sugar Grove family. His passion for  students, commitment to staff, and positive   energy will be a tremendous asset, asset to our  school community. um we're confident that he'll   play a key role in supporting our students,  partnering with families in continuing to   move Sugar Grove forward. So, welcome to Sugar  Grove and welcome to Center Grove. Thank you. Thank you so much for this opportunity.  I really appreciate it. Thank you. No pressure now, Dr. Long to approve that personal  report. Yeah. I didn't say he had been approved. I   said on the agenda,

043too. Somebody will send you a  text. Yeah, we'll give you a thumbs up or not. I   um I think you're good. Thank you. Thank  you, Mr. Daniels, for letting us kind of   alter that just a little bit. Um now, I'd like  to kind of reintroduce a familiar face to you,   Julie Johnston. And if you remember, Julie served  as our director of technology from 2007 to 2014.   She began as a classroom teacher for seven years  before she transitioned to higher education   leadership as a director of technology for the  school of education at IUPPUI before she came   to center grove. When she left to became be to  become later she left to become the director of   learning spaces at Indiana University where she  advanced to the acting associate vice president   of learning technologies. Today, Julie serves  as

044an AI strategist and director of innovative   programs that practice AI, helping educational  institutions harness artificial intelligence   to enhance student achievement and operational  excellence. As you can tell, Julie's dedicated her   entire career to transforming education through  innovative leadership and technology. And tonight,   we're excited to have Julie along with her team  as partners uh as we look to improve the teacher   evaluation process by providing timely and  meaningful feedback. So, welcome back. It's   great to be here. Um thank you for having me.  Thank you and welcome to the board. Um again,   my name is Julie Johnston and uh we're going to  talk to you a little bit about what we've been   working on here at Center Grove. It's a pilot  program and we're going to go through all the   details of enhancing the teacher evaluation  program. Um so

045are you going to be doing the   slides for me? Oh great. So I'll just tell you  when um so practice AI was um derived out of   uh the ability to be able to scale AI for  institutions at uh that needed security   needed to be succinct. Uh as we well know AI has  a lot of connotations. you're reading a lot of um   controversial articles etc. And what we do is we  bring a solid structure to higher education and   K12 education and so that's what we bring is this  middleware platform where we can orchestrate the   AI for intentional purpose. Go ahead. So we're  going to I'm going to talk to you. I'm not going   to get very technical tonight, but just one slide  of technical just for the purposes of the why. Um,   our our AI what

046we do is we're going to we create  something called a digital twin and we start with   the human as the expert. So in this particular  case I'm going to describe how we went to to   actually develop a teacher evaluation AI twin. And  so we'll start with the human as a digital expert.   we move to the enterprise systems. So we can tie  in any data system to the AI. So if you think   about it, all of that data that we compile, the  AI can sit on top and curate it and ask questions.   And so that brings this new robust feature  to the ability to use AI to solve problems.   uh agentic workflows where we can have the AI  actually be trained to do work for us and not   the kind of work that we would not

047necessarily it  it doesn't replace us it just enhances what we do   uh we add the day AI into a data secure vault and  that's an key piece and that's probably something   that the board would want to ask about is if the  data is is being used for AI is it secure and we   actually have a patent pending um security feature  to our AI uh in our IP vault and then we use the   large language model. You can go on to the next  slide. So this now we're to the important part   which is the goals of the program. So um I don't  know if Dr. long. I mean, this was a conversation   that we had early on in probably July uh related  to um your I guess desire to look into how can AI   improve the

048teacher evaluation program. So, we're  going to have a little conversation about this.   Do you want to in inject a little bit about  your thoughts on this um process? No, I Well,   I Well, just a little bit. I said no and I started  talking. No, he said no. Why? Yeah. Yeah. Um, no,   we we uh we had dinner one night and Julie and  I were talking. She was telling us a little bit   about what she did and I said, "Boy, I'm really  looking for some way to help make us make our   administrators more efficient, how we can norm  our evaluations and provide really great feedback   to our teachers to improve their practice." So,  I'm like, "Does that is that something that AI   can do?" And Julie kind of rolled up her sleeves  and just said, "Boy,

049can it?" And and then some.   And so we've started we've had meetings um with  Dr. Simmers and Mrs. Brown and we've just had all   kinds of great brainstorming meetings about  how we're going to do this. So I'll I'll let   you go with No, I just wanted you to to It was  a conversation that started this and I didn't   create these goals. The the administration did.  But basically we're looking at how do we create   consistencies? How do we empower not replace  the administrator process but empower and the   ability to really uh use AI to curate content in  ways that will create efficiencies personalize   for every teacher. So as the teacher develops  them their skill sets we can correlate data   correlate professional development and really  create robust teacher evaluations and then   the datadriven success. So, one of

050the features  I've heard over and over that the administration   wants is the ability to look across all the the  data sets and say, uh, what are the trends? What   are the trends in our teachers? Where are our  strengths? Where are we? Uh, are we consistent   in our evaluation projects? And this this AI can  sit on the top and answer those questions without   having to know how to run really robust reports.  So, I'm excited about that part. Okay. So what is   a digital expert? What we do is we create a model  and we create a it's a persona that we create   where what a digital expert or a digital twin is  is the ability to create AI to create a succinct   expert in a specific topic. So in this particular  case the expert will be a

051teacher evaluator. So we   have all this content. We created a personality.  We created a a character and then we integrated   the system. So I'm going to take you through the  process of how we created this. So we first slide. We started with the persona. So what does  a centerrove AI teacher value aator look   like? So there this uh behind the scenes is  about four pages long and it can't fit on the   screen. So this was just the beginning. We tie it  to your um strategic plan. We've added, you know,   a little bit about the excellence of what Center  Grove is, the innovation, and then how, you know,   this innovative spirit and so this personality  shines through when you're using the AI. And next   slide, the trust of sources. So this is really  where um we

052differentiate between what I would   call generic AI. So what you do is you create  this VA vast vault of data and here is the list   of everything that we used to intertwine  to make this a very robust system for the   the principles that piloted the program. Uh you  can see here that we have your past performance   so they can uh take a look at the handbook uh  the new rubrics the databases for the records   um the ability to really look at historical  data look at the the new data and then tie   to professional development the next slide.  So, Center Grove uses um assist a program   called education advance and that's where they um  leverage and input all of the teacher data. So,   we've been meeting with them and uh we have  been able to pull

053the enterprise data. So,   uh the teachers the administrators now have access  to everything in that system in order to and with   along with that other list of all the Center  Grove specific files. And last but not least,   which is something that everybody should care  about is the security. And so um basically,   what, what's happens in the AI stays in the AI. So  we're going to um talk about the proof of concept   pilot. Okay. What question is now related? Um now  let's do it now. So on the vault is the is this   secure down to only center grove data or is this  open to the world? It's not open at all. So it's   a closed AI system. Understand it's closed. But  is it are others who have subscribed to this have   access to our data? No.

054No one. No. Only login  is to your data and you have your own specific   IP vault. Okay. Yeah. And in fact um w within  the middleware there's a lot of um toggles. I   call it a thousand dials. And um basically you  can turn off even access to the internet at all.   And so that that way you're not really getting  hallucinations because it's only looking at all   of those files that we uploaded. And then if if  there's some specific URLs for maybe professional   development sites that we deem really important  to utilize, then we whitelist those particular   websites. Okay. Yeah. Okay. All right. on  to the proof of concept. So, back in August,   we met with a small group of administrators that  was willing to try this out. We built the twin and   I just mentioned how

055we did that. Uh we met with  Education Advance because we knew that the data   was going to be incredibly important and they they  are definitely on board and really ready to learn   and grow with Center Grove. they want to hear all  about how we're doing because they're actually   looking at this as best practice for um scaling  this into their entire software system. And then   um ongoing meetings with I I met I don't I don't  even know how many times but ongoing meetings   where we we discussed how it's going as well as  summary usage reports um to the leadership. So on   a regular basis we would look at well how are  they using it? What are what are we learning?   uh what do I see is happening here? We picked just  so uh we picked five

056administrators. We wanted to   keep it small because we wanted to make sure that  it worked, but we picked a variety of different   people. We picked a principal that had some  experience with using AI and was we thought was a   really good evaluator. We picked a couple of them  that were new to our school corporation and new to   the system. So, we wanted to make sure that people  that were really good at it and people that were   brand new at it could still use it and make it  make it be effective for them. And then we kind of   picked some middle of the of the that that range  people too. So, we did pick five but and they you   know they sort of were volun-told. We asked them  if they volunte if they wanted to. They

057they could   have declined but they were interested in seeing  this too. But that's how we we picked those with   the a variety of experiences, some you know new  to the corporation and new to this tool and some   with a lot of experience. So we tried to pick and  I will have to add that uh we I think purposefully   I did not provide a lot of training because I  wanted to see how user friendly it was going to   be. And so the only training we had was an initial  meeting at the at the launch and then there were a   few questions but um and we were I was checking  in to see if they were utilizing the tool and   they were and so uh but if this was not a proof  of concept pilot then there

058would be significant   trainings meetings to discuss together um how are  they using it best practice all of that but it   was it was more of a to showcase how really user  friendly it is. All right, we can go on to the   next slide. I want to commend Senator Grove for  how they're rolling out AI. It's very thoughtful.   I I mentioned today to I was at the administrator  meeting this morning and I mentioned that it's   really a model for how people should uh consider  using AI is an intentional use, something you   want to improve and succinct pilot and then roll  out to scale versus let's give everyone AI and   see what happens. Well, you know what's going to  happen. There's going to be some challenges. So,   um, kudos to you for that. Um, we're we're proving 

059our value first. We're prioritizing people. U,   we're mitigating risk with the security.  Uh, it's aligned to your mission. Obviously,   teacher and teacher improvement and support. Um,  quality quantified ROI. I won't read them all,   but it, you know, I just want to commend you for  the way that you're handling this um, project. So this is the the the exciting part for me is to  kind of talk about what we saw how it was being   used. So, uh, first of all, some of the ways is  ahead of time, right before you're going to go   into a classroom, that the administrators were  able to pull up historical data, take pre-plan,   take a look. Um, before they would have to really  kind of look at a lot of different documents be to   get an, you know, to really refresh

060their memory.  And now they can just ask a question and have it   at their fingertips. So what might may have taken  30 minutes to an hour will now take three minutes   to pull it up and then review. And so we've  already created efficiencies with the ability to   kind of pre-plan before you go into a classroom.  And the next uh utilization was real time. So you   could ba we can basically take notes during the  classroom observation and have it in there with   collections. And so one of the administrators  mentioned that they don't have the ability to   really recall without looking at all the rubrics,  the indicators, etc. And so for that AI to be able   to pull those quickly for them, they know which  one it is, but all of the details to succinctly   match to

061what they're seeing is one of the value  ads that they mentioned. And then the last but   not least is feedback and communication. So the  ability to really reflect and give really deep   thoughtful teacher evaluations in lieu of more uh  you know a narrative that maybe doesn't correlate   to ideas for improvements. Here's some strategy  all of the strategies things like that. So   um we can go on to the next slide. This is my  favorite part is the quotes from the users.   Uh I won't read the entire quote to you, but I  love the information and conversations I'm sharing   with teachers have been the best I've had in over  two decades of being a principal. I think uh that   we we had a um the ability to to kind of chat with  him today. And uh it

062it's just amazing what he has   been able to do with this to improve the process.  And uh we had someone that he was it his assistant   principal that he evaluated and she mentioned  that uh she felt like her evaluation had improved   too and the actual process from the other side.  And then another quote from Jennifer. She felt   comfortable. We talked about the closed SC the  closed AI and um Jennifer felt very comfortable   using it because of that. Uh, as you well know, if  you just created Chat GPT account, you shouldn't   be using that for your for your um school district  data. Obviously, that makes no sense. And so, to   have a closed system that everybody shares, it's  a shared resource login to a succinct set of files   that we determine are important is um a

063proper  way to roll out AI. What's next? Access. Um,   we'll increase the access now that we know a proof  of concept and that it is successful, curriculum   maps for the elementary so that um the principals  can then correlate and immediately recognize where   they're at in the process when they go to  evaluate the personalized voice for each   administrator. We're going to do a "personalize my  experience" so that the AI will actually interact   in the way they would like it to interact and  then the way that they would like it to write,   etc. Um, we're going to expand the professional  development library to be able to even correlate   more indicators and more ways for the teachers to  improve based on their strengths and weaknesses.   We can integrate into any data. So, we can  integrate into Canvas for

064the high school   setting to really take a look at what's happening  in those classes and we can also even integrate   um into a course. So, it can be either or. We can  pull data, we can be inside of the data and then   um the automation of data so that any changes  are automatic and the digital twin actually   um becomes um familiar with what those changes are  immediately instead of someone having to upload   them. Last but not least, I'm going to leave you  with a quote. I think a lot of um what you read   is that will AI, you know, take over our jobs?  Will AI this or that? And yeah, I one of the   quotes I I saw recently said, "AI won't take your  job, but someone that knows AI well might." But   um AI

065should amplify human potential. So we're not  replacing any human process. We're only helping   and providing the eliminating the friction so that  administrators can do their job well and that we   can help teachers improve. So any questions? Well,  I mean, as you well know, because you had to help   me a lot on computers when you were here and  now Mr. Dr. Taylor has taken over and sometimes   Stacy. Um, what I have read on AI is it's like any  other scientific advancement. In the right hands,   it's great. In the wrong hands, it's not. What I  like about this is is the consistency component   where you know because you've got human evaluating  human and from building to building it can be   different with a road map like this u it keeps  it more consistent among the evaluators. I

066assume   the teachers have this tool not at this time but  they they could in the future. What I would like   about that is it gives them a road map, a better  road map. Uh, rubies can tend to be from category   to category kind of look the same, you know,  except for the last sentence or something. Um,   I like this when it can possibly become a road  map for the teachers so they know they're on the   track they're supposed to be on instead of always  asking, am I doing what I need to be doing? Yeah.   And what I like about it is that it can tie to the  professional development strategy that uh they can   actually try to implement and then the next time  the administrator comes into the classroom, they   can review that. So, you

067know, instead of just um  here is where your your weaknesses are. Well, what   do I do about it? Yeah. Give me some give me, you  know, something I can do to help improve. Right. My bigger question is for Dr. Taylor. I  know we have a use around the kids using   AI. Do we have a staff policy about the use  of AI so our data doesn't wind up in copilot under data privacy? Okay. Okay. I just as we roll this  out to more and more staff,   I just want to make sure somebody doesn't  take the data and drop it into some public I use co-pilot over ChatGPT myself. Okay, good  question. What else? Anything else? Any comments?   I like where this is headed. This is this is  a great example of we're using this to amplify  

068performance and not and not replace. So yeah, I I  will and I work with um higher ed school districts   all over the country and this is my favorite  project and not obviously centerove is near and   dear to my heart. However, I still feel like this  is one of the best practice projects just because   of of like you say, amplify, succinct, um, create  a purpose and then study and use data. So, I guess   kind of what's the next step? Well, that's up  to the administration. We're I I knew we were on   um on the right track when what was it about  a month or so ago? The the the administrators   that were working on this must have been talking  about it because we started getting asked by the   other administrators, hey, when can we do  this?

069We want to be able to use this. So,   we knew we were on the right track. And  today when we we we gave this presentation,   Julie did to the um the administrators, we had  great questions. They were asking about, hey,   can it do this? Will it have this ability?  And those are all things that are yes,   but we got to be patient and work our way  down that too. But um I I think that thanks   Mr. Alexander. This is a great start and  we'll continue to take it forward. Well,   thank you for having me. It was a pleasure  and I will continue to support the project   um as it evolves. Thanks for coming back  from Florida to this nice warm weather. Thank you. I appreciate the presentation.  Next, I'll turn it over to uh Dr.

070Jason Taylor,   associate superintendent, and he'll talk to us  about our guaranteed energy savings project.   Give us an update of where we're at. Thank you,  Mr. Daniels. I will try to use gravity as a tool   here. Um just wanted to update annually our work  in this area. So, we have completed all of the   solar and geothermal projects to date except for  Sugar Grove Elementary School, and it actually is   just wrapping up. Um, you'll see some photos there  of the rooftop systems, the large solar array   down by Maple Grove, and the new HVAC systems  that made Maple Grove Elementary a net zero   elementary school, which for 800 students is quite  the feat. Next slide, please. Our current savings,   the expected, our original cost for utilities was  baselined at 2.4 million. You'll see now the total   utility spend

071has been lowered to 1.5 million.  That generates about 834,000 annually in savings   and is above the benchmarks set by the company  CMTA who we've worked with on this project.   Largest savings are electric and most of the gas  savings are converting to electric to offset it   with the solar. Slide please. Here you'll see kind  of the the monthly savings throughout 2025. And   you can see when some of those newer systems came  online. And so the biggest jump there was a rather   warm September um with new geothermal and great  solar production at Maple Grove. And then it kind   of stair steps off um as the months got cooler  and days got a little shorter. But you can see   those project completions in there. Next slide  please. This is what a typical year will look   like. This is

072our guaranteed energy savings. We we  would expect to exceed most of these, especially   in an annual um time period, but given weather  conditions, there are certain months that might   fall just below this. Um this is the benchmark the  company if we don't meet these guaranteed savings,   they do have to write a check back for the amount.  But so far, we've been exceeding their baseline   and expect to in the future. Next slide, please.  And then as we complete these projects, many of   them were done using the um the IRA investment tax  credit. Um, we did receive one check last June for   970,000. We turned that right around and paid for  the roof to go on Sugar Grove. We did replace its   roof before putting panels upon it. Um, and then  you'll see the other projects that

073were completed.   We will file for this tax season. Um, and we will  expect to get those back in May or June, and we   plan to roll those into additional projects as  well in this area for additional solar, new roofs,   and HVAC upgrades so that we can keep realizing  these savings. Important to note that we did   realize $500,000 savings in our utility spend for  the current year for 2026. We're anticipating an   additional 500,000 next year as we enter 2027 with  these projects and the ones we're able to complete   in the next 18 months. And we will continue that  continues to help our ever stressed and taxed   operating um operations fund in this area. That's  the last slide. Perfect. entertain any questions   you may. So we got it all in place and they're  doing all these wonderful

074numbers. Who, what,   when, and where keeps it going that way. We do.  It is also being serviced by CMTA. So they will   do annual service on everything. The solar panels  don't take a lot of service just if some component   falls apart. And then our HVAC technicians will  keep an eye on the system, the newer systems,   but they'll do an annual service of it as needed  so that we can maintain this. It's it's guaranteed   for 20 years from them. They will provide service  within 20 years of all those components. What do   we do after 20 years? Well, that's when we decide.  And at that time, it'll be a matter of what's the   solar panel market? How has it changed in 20  years? And we'll decide, do we want to replace   with more efficient? Do we want

075to keep what we  have and get some more life out of it? We'll have   those conversations close to that date. And you  know, the technology may change so much that at   year 15, we we see a savings in making a change,  newer panels, but a lot of the rigging will be   reused. Um, that doesn't change. The panel sizes  don't change. It's just how much they can produce.   I hate to think 20 years from now with the  changes occurred in the past 20 where we're   going to be in the next 20. You're exactly right.  We'll probably ask AI and they'll tell us. No,   I I applaud the the work on this because  you know it it with the tightening of   the budgets with SB1 and other other  things happening at the state house,   finding extra money

076where we can um  this this is a a fabulous project.   rolling with it. Thank you, Dr. Taylor. Next, uh  public comments, and I see we have none. Um I do   have something I want to say. Um I guess I'm part  of the public, too, right? I'm not just on the   board. Um this evening in the personnel report,  the board will be asked to approve the retirement   of Superintendent Dr. William Long effective June  30 of 2026. This is a bittersweet announcement.   Better for all of us who hate to see him go, but  sweet for Dr. Long and his his wife Lori, who are   excited to start retirement. Dr. Long's career  in public education spans more than 30 years,   including 28 years of service to Center Grove  Schools. During his time with Center Grove,   he served as

077an assistant principal and principal  at the high school, assistant superintendent,   interim superintendent, and then superintendent  for the last couple of years. In each role,   his leadership has demonstrated a deep commitment  to students, staff, and families. The board will   begin a nationwide search for the district's  next superintendent. Be beginning on Friday.   We are committed to a thoughtful process that  keeps student learning and district stability   at the forefront. Dr. Long will continue to  serve as superintendent through the end of   the school year to ensure a smooth leadership  transition. On behalf of the board, we thank   Dr. long for his years of dedicated services  to center growth. And I want to add a couple   of personal things at the end too. Dr. Long gave  us a a wonderful note um about his retirement and   the the kind of

078theme of the note was he wanted to  make a difference and before he was in education,   he served in the army. So when you look at all of  his time either in the service or in education,   including here, making a difference is when I  think of Dr. along. I think that is a heck of   a tagline because he's made a difference. Even at  his short time as superintendent, he didn't coast.   He's given us a lot of challenges. We looked at  start times. We looked at teaching and learning.   We looked at tightening the belt. We just heard  energy conservation that was already in place,   but we saved money at the admin level. The energy  conservation, we talked about the teacher and and   admin evaluations. Daily journal 99.57% graduation  rate. So all of these wonderful things that

079have   happened um over these years of service including  these last two and as a superintendent. So I   would say definitely Dr. Long, you have made a  difference. Thank you for your service. Thank you. Well, there's a lot of pressure to prove that  first. No kidding. We jump right to that now.   And that's my last act as president. And I'm proud  proud to say that was my last act. So with that,   we'll now move on to the reorganization.  And I'd like to nominate nominate Mr. Jack   Russell to be president for the 2026 year. Do  I hear a second? I'll second that. Thank you,   Mr. Daniels. Thank you, Mr.  Alexander. All those in favor,   please signify by saying, "I." I.  I. The eyes have it. Mr. Russell,   you didn't ask if there was an opposed.  Opposed. Oh,

080wait. The gavl's yours. Thank you. Okay. So, we move on to 7.2. Recognition of  service presentation to outgoing board president. This is the plaque we give to presidents  presented to Rob Daniels in recognition   of outstanding dedication and leadership.  Synergrove Community School Corporation   Board of School Trustees Board President  2025. Thank you, Jack. Appreciate it. Thanks. Okay. Okay. And then our next 7.3  reorganization of the board of   school trustees. We need to make get an  approval of that. Everyone should have   one at their desk seat. Any questions?  Mr. President, I move to approve the   board reorganization as presented. Thank  you, Mr. Alexander. Second. I'll second. Miss counts. All those in favor say I. I. All those  opposed. Passes 51. Thank you. And our   next is the approval of the 2026 board meeting  schedule. Jack, did you mean

08150? Five. What' I   say? 51. 51. Oh, I didn't vote. I swear.  I just want to make the record. We have   moved to a six member board. Trying to  figure out where is Mr. Armstrong here? So I'll get it straight sooner or later.  So we are moving on to 7.4 approval of   2026 board meeting schedule. And again you  should have that at your seat there. Uh we   did make a change earlier that we were  going to change February to February   18th. Am I correct in that? Correct. Any other  questions on the at this time? Mr. President,   I'll move that we adopt the board meeting schedule  as amended and changing the February 18th meeting,   the February 19th meeting to February  18th. Thank you, Mr. Armstrong. Alexander,   do I have a second? Second. Thank you. All those 

082in favor say I. I. All those opposed. Passes 50. Okay. Uh, next move on to our consent  items. I assume all of you have had a   chance to look at things. Any questions or  comments? Mr. President, I move we approve   the consent items as presented. Thank you, Mr.  Daniels. Do I have a second? Second. Thank you,   M. Denn Smith. All those in favor say I. I. All  those opposed? Passes 5. Can somebody text the   assistant principal? Let him know he's got  a job. Do we need to text Lori to give her   the bad news? No. So, okay. Just kidding.  She's She's been watching. She's dancing at   home right now. She asked me for your number  when you said you may not approve that. So,   okay. So, uh, next is action items 9.1. Uh,  this I

083will turn over to Mrs. Brown. Are you   doing the Are you doing the personel  supplemental personnel report? Yeah. I move that we approve the supplemental  personnel report. There we go. Second. Thank you,   Mr. Daniels. Thank you, Mr. Alexander. All those  in favor say I. I. All those opposed? Passes 50.   Thank you for that presentation, Mrs. Brown.  Shortest one. Jason, you got the record. Okay,   we're down to announcements. Immediately following  tonight's board meeting is the board of finance   meeting, which we have to have every January  right after the reorganization. Uh January 19th,   there will be no school. It's Martin Luther King  Day. February 16th, there will be no school. It's   President's Day. February 19th is the executive  session. Nope. 18. 18th. Good thing I caught that.   Okay. So, February 18th, executive session at six  and regular

084meeting at seven. Okay. Mrs. Counts,   do you have anything to add? I do not.  Mrs. Dunigan Smith. Nothing other than   go Hoosiers. Mr. Daniels, I'm just  glad basketball season's here. Yeah,   same here. I will be watching the game, but  I will have my producer on. Just here for the   Hooers. I don't care what you're there.  Mr. I'm excited for the Hoosiers. Yeah,   I'm excited. We got two alumni on there, so gota  got to support. Mr. Alexander, anything? Um, uh,   with the announcement of Dr. Long's retirement  this evening, um, we will begin the search for,   um, the next superintendent, at Center Grove,  starting tomorrow. The application process opens   and will be open for three weeks. We've engaged  with the uh university search team um to guide us   and assist us in uh finding and and locating

085our  next uh superintendent here at Center Grove. We've   been in conversations with them since early part  of December and and have the process underway and   they've been great to work with. Um so far, um the  goal is to um get through the application process,   the interview process, and have a selection,  um sometime in April, um that way, um they   can begin on July 1st um when the new contract  starts. Very good. Okay. If there's nothing else,   Bill has an update. Okay. Thanks, Dr. Long.  I'd like to share just a couple of things. Um,   Mr. Daniels mentioned the high school graduation  rate and um, it it was just released. Our Center   Grove High School's graduation rate was 99.57.  That means 698 out of 701 students graduated. So,   that was really an impressive uh, performance  by them.

086That's up uh over 4% from last year   with the state average being 91.8%. You know,  I I want to give credit to um Tracy McMahon and   her team. Um she she told the Daily Journal the  the high school's graduation rate reflects the   collective dedication of our students and staff  with a focused commitment to improving graduation   outcomes. CGHS implemented impact teams that  work closely with atrisisk students, set goals,   establish targeted interventions, monitor  progress, and strengthen communications with   families. These intentional efforts uh produce  meaningful results. We're super proud of the work   uh because it centers on what matters most,  supporting students and doing what is best for   kids. So Tracy and her team, you know, really took  that challenge. And I know that the Daily Journal   said that we slightly increase our our graduation  rate, but I

087would say 4% for a large school   like that was a very big uh increase. The other  thing too, and again, credit to the high school,   uh they were just notified that um that the Center  Grove High School is a 2025 AP Scholar uh made the   AP Scholar Honor role. It's the first time that  the the high school has achieved the silver honor   role recognition. Uh the past two years they've  earned the bronze honor role and so they've done a   super job of that and um we can go about we could  talk about the all the criteria but I just wanted   to make sure that the the public knew what a  great job Mrs. McMahon and her team and the staff   there at Center Grove are doing and those are two  really really good things for

088us to to celebrate. That's all I have. There are three criteria just  to quickly note they are we are gold in two of the   three criteria. So I did include that information  in the Friday fact so that you can look at what   that criteria is. So just that we're clipping  on the heels of the gold level status. That's   college culture, college credit, and college  optimization. And we were gold in college   optimization and college credit. Right. Correct.  And we're sneaking up on college culture. Well,   and I think with a graduation rate going to 99,  there's not much higher to go, but to go from   95 to 99 something is harder to go. Sure. That  last increase than it is from say 80 to 85. So,   it's just remarkable um to have that. So, I I  think

089we can't stress that enough. And I would   agree with you. It's a lot more than a slight  increase. I think it's a dramatic increase and   significant and needs to be celebrated. And  I don't mean to pull back on any of that,   but we have not forgotten about our our trade  school type students and you know the kids   going into other things. We still work with  that very much. Just as well. Absolutely. So,   uh just you know they're part  of that% for sure. Absolutely. So that's all good. That's it. Yes, sir. End on a  happy note like that. U do I have a Mr. President,   I move that we adjourn the regular meeting of  January of 26. And do I have a second? Some   move. Now don't go anywhere. I am now reopening  or opening the

090board of finance meeting following   the board reorganization meeting. Do I have  an adoption of the agenda? Mr. President,   I'll move that we adopt the agenda for the  board of finance uh meeting on January 15,   2026. Do I have a second? A second.  Thank you. All those in favor say I.   I I all those opposed. Thank you. Our action items  3.1 is the resolution authorizing the board of   finance. That is Dr. Taylor. Thank you. Thank you,  Mr. Russell. Uh the board is required to organize   u a board of finance each year. Uh for for  many years, for all years that I can recall,   um our active board has just served as its board  of finance, but that's not true statewide. Some   schools will adopt a separate group of people to  run the board of finance. But

091in accordance with   Indiana code, uh the school board is required to  organize a board of finance and renew the annual   investment report. Um tonight's resolutions and  presentations will fulfill all of the needs of   the board of finance for calendar year 2026. Um  you'll see Miss Leslie has um the information of   the state codes that are required to be fulfilled  by this um this evening's meeting and we will work   through this. On the next page, this kind of talks  about the six areas we'll focus on. First one is a   resolution to establish. We'll take care of that  this evening. Um public deposiitories, if we are   going to reject any, we have to identify them  at this meeting. We do not have any to recommend   for rejection. Um investment report, um we have  updated this through 20

092calendar year 2025. We did   have a great year in 2025. Um interest rates were  up just a little bit at 3.45. Um but we did make   some strategic um shifts in our cash balance and  you'll see that our total invested um was actually   up four million throughout most of the year. We  did lower it right at the end of the year um just   to make sure we could cover those last payments  in December. Um but we uh ended up investing over   17 million and most months 19 million. And so that  really raised that amount earned and that's great   um cushion for us as we know what the upcoming  years look like. Um we also know that the Fed has   adjusted interest rates down and that um you know  our 3.45 will continue to go down

093as well. We are   very limited in how we can invest. It's it's has  to be very conservative and and very safe and so   we are limited in what type of interest rate we  can garner but still this is a great one and if   you look back there for the last I guess 13 years  it's the highest we've had um there will be an   investment policy to continue investing like this  u presented this evening and then finally a report   of the fiscal conditions of the school corporation  as required by law and that is all on that action   item and at this time we'd recommend approval  of the resolution that signifies that we'll be   taking care of all these things tonight and names  the current board as the board of finance for 26. I'll move that we

094adopt the resolution   presented to establish a board of  finance. I'll second. Thank you. Just a moment. Any discussion, questions? All  those in favor say I. I. All those opposed passes   5 Z. Thank you. Down to 4.1. Annual report of  fiscal condition of Center Grove Community School   Corporation. And I assume that is Dr. Taylor  as well. No, you missed 3.2. Jumped right over,   didn't I? How about adopting the resolution  allowing investments pursuant? Dr. Taylor,   thank you. No problem, Miss Russell, because I  explained this one pretty well in 3.1. This is   also then the resolution that allows you to invest  in those limited um investment opportunities that   I mentioned at the levels that we have in  the past. And so that's what this resolution   um provides us with the authority to do. And  I move I recommend

095that the board adopt this   resolution this evening so we can continue to  invest how we have in the past. Mr. President,   I move that the board of trustees adopt the  resolution authorizing the investment of   public funds pursuant to Indiana Code 5-13-9-5.7. Thank you, Mr. Daniels. Do I have a second? I  second. Mrs. Counts. Okay. All those in favor   say I. I. All those opposed. Of course it passes.  50. And now we can move down to 4.1. Annual report   of fiscal condition of Center Grove Community  School Corporation. Dr. Taylor. And we go on   slide two. This is also an annual requirement. Um  it began in 2019. That was also the time where uh   the distress units appeal board took over. um for  regulation control of school corporations. They've   identified six fiscal indicators to um determine  whether

096or not a public uh unit is distressed.   Um you can see those indicators at the website um  that I've provided in the presentation. It's key   to note all of the data and the most recent data  we have is through 2024. So everything you see is   over 12 months old. Um but I did include some  2025 reference data where applicable. Um there   are no official ratings provided from this. um we  would get rated from a like an S&P or a different   um organization upon selling debt, but the state  doesn't issue ratings. And um again, I've added   some additional information to give context for  center growth. So the first fiscal indicator is   average day of the membership and you'll see uh  we've grown the number is now n 9647. That's up   about 60 students from the prior

097year. Um  you can kind of see how we've nicely grown   um over the last decade there. And there's a such  a small sliver of virtual students it doesn't even   show up. Uh I believe we recorded two this fall.  Um and those are students that just uh attend   part-time or do a virtual setting for the rest  of it. Um and not all of our virtual kids that   are in the program at the high school. Uh number  two, this one's changed a lot. So fiscal indicator   on enrollment data projections. We we add this  one in to go along with the ADM because um one   thing we look at is trend data. Um we work with an  outside demographer to look ahead even as far as   uh 50 or 80 years into the future. Um but what  we

098are seeing is that um there are a lot smaller   cohorts of kids enrolling in kindergarten than  the ones graduating out of being seniors at our   high school. And as a matter of fact, this year  we're actually down about 140 elementary students,   but as a corporation we grew 60 total students.  That tells us our growth is coming grades 6   through 12. And that's not um out of line with  what we're hearing from our neighboring school   districts and schools throughout the state.  However, this will be our third year of some   stagnant growth at the elementary schools. And so,  you'll now see that um because we wait the five   most recent years the most, this is projected that  that stagnation will continue to grow throughout   um as those kids advance to the high school  level and that we

099possibly in 2028 could level   off at 10,000 students and stay there for a few  years. Now, if we continue to see the secondary   growth that we've seen year-over-year lately, that  will change and will continue to tick up. But the   projections are weighted on cohorts advancing. And  so that's why you see that flatline. That's great.   It gives us capacity. We have room for that number  of students. We don't have to plan large building   projects, but we do m have to maintain what we  have. And we have to make sure we have the elbow   room we need in the current facilities. The second  indicator is fund balances. And this one's uh   rather scary chart at at times. Um and I explained  some of this during the budget hearing. And so   this is the amount of money we

100had in reserve at  the end of the year. And I want to point out the   largest uh that large box that grew in 2024 wasn't  new money. It wasn't money we set aside or had   um held in reserve. That is the state came in and  finally dissolved the curricular materials fund.   It had been around even though they made a change.  They allowed us to continue using the curricular   materials fund and we kept that money in there.  And typically we'd collect it in the fall through   textbook rental. we'd spend it in the spring to  buy the books for the next year. Um, at the end   of 2024, they forced all schools to transfer  that into their education fund. And so for us,   that was over two million of that of that growth.  And so that's why

101you see that number there. Um,   and that will continue to be included in these  charts as we move forward. Thing to point out   is that's money that comes in and we turn around  and spend every dime right back out throughout   the year. Just looks like a blimp at 24. It also  then impacted our percentage of fund balances as   a reserve. And this is interesting because  we've always gotten our hands slapped by how   much money we have in reserve being lower than  8%. Well, it's grown pretty well. And but again,   the biggest growth there is that we added  2.5 million at the end of 24. Um it wasn't   new money. It wasn't even money we would consider  in reserve. Um but it's important to note there.   And so what I did is uh on the next

102slide, I  tried to show what is 2025 going to look like.   And you'll actually see um as we looked at the  end of 2025 that bar starts falling back down as   we start spending that money and also as we start  incurring the changes from Senate Bill one and we   start using some cash to spread and soften out  those blows over multiple years. So uh important   to note we are we are receiving less revenue than  we received last year um for property taxes. We   will do that for the next five years the way the  law is written. it'll continue to go down. And so   cash balance is a strategy we've employed to help  spread that out um and be able to accept those   blows as we move forward in the upcoming years.  Um next slide please.

103Uh fiscal element number   four. These are annual deficits and surplus and  really these fall um based off the charts above.   So how much money did you bring in in green in  revenue? How much did you spend in in blue? And   that surplus again is tied to that cash balance.  So that's why it's a little bit larger in 24.   Just another way to look at that. Um again, that  money was held in surplus for about six months and   then got spent. Uh we do provide the board um with  monthly reports. Um and you will see the final   report from 2025 on how much we spent um in actual  expenditures based off what we budgeted. And   you'll see there that in 2025 we actually spent 3%  more than what we had budgeted originally. Um that   was that

104was a bigger year and that's reflected  then in why our cash balance went down. Um, and   so that's important to note and we will continue  to watch that number and present that to the board   as we move forward. Official indicator number five  is revenue by type. Not a lot of changes here.   It has slowly grown over the years. Some spikes  have and flow depending on tax rate changes. Um,   one big change there, the the green and the  fuchsia like color. Um, those are really our   construction funds. Um, we did actually take  advantage of more geo bonds in this last round   of projects whereas prior we were doing some  building leases. And so the number in 2024, the   colors just changed, but you'll see it flatlined  really the top line of those two connected um   when

105you put those two together. It's just where  we source the revenue that changed. Number six,   um if or if a corporation has an operating  referendum, that is um also something we   have to report on. We do not have one, so for us  that's 0%. Um some final then just supplemental   um additional charts. A lot of these came from  the budget as well. Uh we've tried to maintain a   flat tax rate for as long as we could trying to  stay below that dollar4 that we had in 2009. We   increased it in 2024 to $16 and we did that so  that we could fund the energy savings project   that we talked about earlier. And then most  recently um we we increased to $110 and that   was to make up some of that loss revenue to the  Senate

106Bill one changes. It's important to note,   and you're welcome to review the budget slides,  that even though that tax rate went up, the   homeowners contribution and payments to the school  corporation will still continue to go down and   Senate Bill One will have an impact um on them.  Uh when we compare that then$16 or even if it were   to go to a$110 cents for 2026, you'll see where  we fall in the county. Um we would still remain   fourth. Um I did just get county school data  today. Um and we will still remain fourth in 2026.   um the three schools that exceed our tax rate not  only doing their base tax rate which is in the   gray bar but also they have a referendum that has  passed Edinburgh, Franklin and Clark Pleasant and   you can see the

107associated amounts of their tax  rate that are devoted to those blue bars for those   referendums. So is this updated with the data you  received today? No, it's not. I we will get that   and I'll I'll I'll provide that to the board.  Not a lot changed. We still stay forth. Um, a   lot of people had problems with those referendums  because with Senate Bill one, it now limits what   assessed value was like and so if they did not  advertise a high enough tax rate, they had to   adjust accordingly or high enough levy rate. They  had to adjust their tax rate to get there. So, um,   you'll see some adjustments in those especially,  but the blue bars really changed a lot. And then   the next slide, we like to look forward and talk  about um the percent of

108our the the way we carve   up our local property taxes. And so the lowest  part of this bar chart or this this chart is in   gray. That's our operations fund. You'll see it's  really remained pretty flatlined over the years.   There's one big valley and we've kind of climbed  back up to where we were back in um 20 2009. Um   you'll also see then we've tried to impose that  top red line as a limit and I kind of charted   that out of what it looks like, what it could  in the future. And then everything in between   those two lines is our are are the debt payments.  And the darker blue is our current debt payments.   The lighter blue is what might be available for  future debt. Um, including a slight decrease in   2028 as we expect

109to issue some new debt for 29  and moving moving forward. So, that's really where   we're looking ahead another 10 years and what that  uh tax rate could look like. Um, subject to change   of course and also assume some modest 3% growth.  And and the reason I bring that up is we've had   great growth. And so on the next slide, you're  you're doing great. um like to share RSS value   because this is one thing that's really helped  Center Grove not be as burdened by Senate Bill One   as some other school corporations. We are going  to be burdened. Um we cannot outgrow the impact of   that bill, but we can soften the blows much like  we're trying to do with our cash balance. And if   we continue to have doubledigit growth like we had  in 23, 25,

110and 26, that will allow us to maintain   that tax rate where it is. If for some reason  we have stagnant growth in this area and we get   another year of 2.6 or 3.7, that's a conversation  we'll have to have about um priorities and what   we will be able to collect with our tax rate. And  so we will keep monitoring that every year as it   comes in. Fortunately, housing structure are still  up and we're looking great for 26 going into 27.   That concludes the financial indicators report  along with this extra data and um we just would   ask the board to acknowledge receipt of this  report and direct that it be entered in the   official record but other than that no formal  action is required for this. Thank you Dr.   Taylor. Thank you. Any body have any

111questions or  comments? Thanks for your foresight and planning   ahead because SP1's getting there. I' I'd like to  see that we're thinking down the road as always. Okay. Do I have a motion to  adjourn? So moved. Second. Twins down here. We are adjourned.