001Kelly. I'm the principal of Pleasant Grove Elementary School. Uh I'd like to invite up Mercy Valami if she's going to lead us through the pledge of allegiance. I clear my hand. I pledge of 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 for that. That was nice. So, um, has everyone had the opportunity to review the agenda? Does anyone have any questions? Do I hear a motion? >> Mr. President, I move that the agenda for August 21st, 2025 be adopted as presented. >> Thank you, Mrs. Counts. Do I hear a second? >> Second. >> All those in favor, please signify by saying I. >> I. Opposed. The eyes have it. The agenda is
002adopted. I will turn it back over to Principal Kelly for the CG spotlight on Pleasant Grove Elementary. I'd like to thank the board for this opportunity. we get an opportunity to recognize people within our school um about once a year and we I I get to nominate a student, a support staff and a teacher um for just to recognize them for all that they do. And first I'd like to invite Mercy up here. Mercy, if you'd like to come on up. This is Mercy Vulmi. She is a fifth grade student at Pleasant Grove. She's just not your ordinary student. She's an She is a leader and a positive role model. Mercy is patient, kind, humble, intelligent, responsible, accountable, and dependable. In the poem, The True Gentleman by John Walter Whland, the author writes, "The true
003gentleman is a man whose deed follows his word, who thinks of the rights and feelings of others rather than his own, who appears well in any company, a man with whom honor is sacred and virtue safe. Before everyone here tonight, I'd like to deem Mercy the true gentle woman as she demonstrates all these wonderful characteristics with everyone in our school and our community. Thank you, Mercy, for your leadership, your commendable character at Pleasant Grove. Please join me in recognizing Mercy. [Applause] Next, I'd like to invite up Tracy Kaylor, our media specialist. You know, Tracy, you make me smile. She's just like one of the kindest people you've ever you would ever meet. Tracy is our media specialist in the Pleasant Grove library. She's being recognized for being such a positive and special leader at Pleasant
004Grove. Each day, Tracy brings a smile, a positive outlook, and encouraging words to share with everyone she encounters. Tracy is a role model for peers and children, as her kindness is always at the highest level. Students and colleagues will always remember Tracy for her kindness and her willingness to go an extra mile in any endeavor. She is the first to lend a hand for help, a hug for encouragement, or a shoulder to cry on when needed. Tracy, thank you for all that you have done and continue to do at PG. Your vibrancy makes a difference with our students, our colleagues, and this community. your 26 years at Pleasant Grove from title one tutoring to being a kindergarten assistant and now your role as the lead lady in the library know you are appreciated Tracy Kaylor
005and I'd like to invite up Heather Traml kindergarten teacher at Pleasant Grove. Heather is a kindergarten teacher at Pleasant Grove. She serves as one of our student council sponsors and is the lead department chair for the district in kindergarten. This is Heather's 12th year at Pleasant Grove. And she has so many outstanding characteristics. She is driven, meaning she's always looking and and working hard to be a better version of herself. And she's pretty good to start with. She's a natural in the classroom. Kids love her and she loves them. And her classroom data will tell you that she is part of the exclusive top 1% of the world. Every year when it comes to teaching kindergarten, her kids perform because she gives her her best. She connects with kids. She makes them feel safe and
006loved and in return they work hard to make her proud. Thank you, Heather, for setting such high standards of excellence. Heather Traml [Applause] and thank you for this opportunity. [Applause] Thank you. That's always nice. Next on the agenda, we're going to recognize the state. Uh, and I'll introduce our principal, Mrs. McMan, who will take it from here. >> Hi everyone. Thank you for coming. We have a full house tonight. I love seeing all of our student athletes here and our coaches supporting them. We had a very successful spring season, so it's my honor and pleasure to bring up many of our student athletes and give them the recognition they deserve. So, will our softball state runner up please come up? All of you? Yes. Come on up. And we have two coaches. Is that Coach
007Coleman um is coming up and come on up, Coach Spears. Our girls had an outstanding season. Um, every time you would ask Coach Coleman about this group, she would just have nothing but positive things to say and how they really just um fought and battled every step of the way. When you watch them play, they are fun. They play with tenacity. They have um a great time together. You can tell that they actually get along for the most part, which was fun. Uh they battled through that state game where it stormed and poured and you had to go back and come back the next day, which showed, you know, your true mental toughness. and we're just really proud of you. We also were able to um have an IHSAA mental attitude a winner um Sydney
008Herman who's not here. She had would you say wisdom teeth >> and tonsils. So um but again we're just really proud of this uh group of of ladies up here. They're going to do great things. So congratulations girls. [Applause] Next up, I would like to introduce Lucy Burell and Coach Datson if they'll come up. Lucy is a state runner up in discus. One of the nicest girls you'll ever meet. Always has a smile on her face. Um extremely dedicated. Does not know exactly what her future plans are, but she says she is going somewhere south to continue her collegiate experience obviously with the goal of um participating in track and field. So um again, we appreciate Coach Dawson and all of his effort and work. He'd love standing up here in front of everyone right
009now. Um, and again, we're just really proud of of Lucy and her hard work in being one of our only state girls to medal this year at state. So, >> and last but definitely not least, our girls tennis team state finalists. So, if they would all come to the front. We have several members, but they're not all able to be here tonight. A lot of our seniors have started to their experience their collegiate steps. >> Yes, it has been a blast watching these ladies perform throughout the spring. I always love seeing Coach Burton out there cheering them on. Extremely positive as always. And one of the things that I find so enjoyable about watching this group of girls uh play tennis is that they are always cheering each other on. You hear the yeses from
010across the court. Good job. Um and that's fun because sometimes you don't get to hear your own teammates cheering you on. So uh this group of girls had a lot of tough competition. They showed mental toughness and they continued their path to success and again um had the privilege of being the semi-state runner-ups. Congratulations ladies. That's all right. >> Before you leave, I want to give a shout out to great coaches and great athletes, but it all started when mom and dad you car. So, a big shout out to all the parents here. We know you have worked hard to get those kids where they need to go and everything is centered around that sport. Anyway, congratul [Applause] I just want to remind all the board members >> to turn on your microphones. I think
011the door open the noise comes down a little. All right. >> Are we good? >> It sounds like there's something going on in the back there now. All right. Great. Thanks. So, next um we're moving on to reports and we have a report on our strategic planning committee. And Dr. Long, is are you the one presenting for us tonight? >> Yes, I am. Thank you. >> Thank you. >> You can hear me take the paper clip off. >> Mic's working. So tonight we're really proud to be able to present our strategic plan uh for the 2025 2030 uh school years and this is a great experience uh for me. Hopefully it was for everybody that served on the the committee. Go ahead and uh tonight we want to talk a little bit about our process,
012who made up our steering team, how we engaged the community, uh our vision, mission, vi vision, mission and values and uh and our pillars and how we communicated this or how we will plan to communicate it. So, we started off with a uh my leadership team. Uh the cabinet got together. We worked with building principles. They invited people from their building to be on the steering committee. Uh we had our first meeting and we shared out our communitywide survey, received input on satisfaction, perception, values, communication, safety, and facilities. Uh we had responses from 5,37 students, parents, and guardians. uh staff, faculty, and administrators and community members. A lot of commas there. Uh we didn't did a follow-up survey a month later and received another 589 surveys on our draft initiatives before we were finalized uh
013before we finalized them. Uh during the two weeks that the community survey was open, this is a really neat thing. We conducted eight focus groups made up of students, parents, guardians, teachers, staff, administrators, and community members. and they were interviewed about their experiences, their insights, and gave us a deeper understanding of what our stakeholders valued and what they expected from our school corporation. And our last step now is to share out tonight in a public session with the board members and then we'll share it out with the rest of our stakeholders after you've had a chance to see it to we got a almost a really good picture except Hopper didn't cooperate. If you look in the bottom left hand corner, uh, everybody cooperated but Hopper. Um, but we didn't want to cut him out
014because he helped us as well. But I want to really thank everybody here. We had 22 people. Uh, again, teacher, staff, administrators, schoolboard member, community members, and parents. And we met three times for three full day sessions and just did a ton of work. And they were so positive and so helpful. And it just really was a good process. And I want to appreciate everybody that that volunteered and served on this. So probably the cabinet didn't really volunteer. They probably were volunttoled, but everybody else volunteered. I want to show you some video that that we did. This is kind of the video that is the overall process and we'll push this out to our our community as well, but um Stacy and her team did a really nice job of putting this all together and
015it's worth showing tonight to everybody. So go ahead Kristen. I think Center Grove is exceptional because we're innovative. We're always looking for creative ways to support our families, our students. We want to excel in all of the areas. So that's academic, extracurricular, people feeling as though they belong and thrive here in Center Grove. We're always striving to be at that top notch. Strategic planning is so important I think for any organization but for our school corporation and we're looking for ways to get better. >> I think what someone should know about the plan is that it's not only what are we going to do but how are we prioritizing those things. >> Our strategic plan is really to give us a pathway for the next 5 years of what we want to try to accomplish.
016We surveyed our community twice, so we got a lot of feedback and we were really pleased by the the amount of people that took the time to fill out the surveys and give us some feedback. >> We went nitty-gritty down into the line details, pulling out lines from, you know, hundreds and hundreds of surveys and people who participated in the focus groups. >> And I can say absolutely firsthand um that we heard you. We listened. We looked at the feedback. We looked at the results. We really listen to voices across the board from teachers, from parents, from just general stakeholders in the community to administrators all the way down to instructional assistants that um everybody had this voice and ultimately deciding what's best for Center Grove. It's something unique that's going to catch us where
017we're at and help us continue to grow. >> We all play a role in being successful as a school district. >> I think one of the beautiful things about this process has been um first of all, they have people like me. I'm not an employee. I don't get paid to do this. My child has graduated, but yet they're listening to people in the community. >> That's why I was here was to bring a voice from the community. >> Every single person here has been committed throughout this process to find ideas to work through strategies to create something that is bigger than just the people in this room. >> Center Grove is a special place. People are so proud of being uh members of this community. We had hundreds hundreds several hundreds of positive perceptions of
018of the district. >> Oh, I'm very proud of the kids we produce. I still mentor with our robotics program and I watch the potential and how we teach them to be leaders. We teach them to be community participants and we teach them more than just one thing. They're learning so much about life. Um, and I'm very proud of Grow for doing that and I think we do a good job. >> My key takeaway how valuable the school is to our community. and how important it is and how everyone wants to see us succeed. I can't wait to take all of these pillars and get to work on them and and show everyone how these pieces fit together to make us even better. >> Go ahead. >> Oh, maybe or we can watch it again. So,
019you can see some of the numbers here. It's important really to know that we spent more than seven months of um in in-person meeting. Uh we met virtually. We poured over all the data that we collected. Uh we felt like we were for the first time able to hear from all the voices including students, teachers, non-eing staff, administrators, support staff, and community members. So as we looked at our strategic plan, yeah, we um we from the feedback that we received, we felt like our mission and vision were still on point and we saw no reason to change those, but that became the foundation of our strategic plan. So we used the data that uh that we had to establish some values and what they meant for Center Grove. when when we asked this is part
020of the survey and it was uh learning empowerment and community and those came out through our surveys uh and through the input that we got from our um our meetings. So the first pillar learn and succeed where we talked about we'll create a learning environment we'll create learning environments experiences and opportunities that challenge all learners to achieve their highest potential. So this pillar was led by Dr. simmers and uh and we had great input from from everybody else uh in this and one of the nice things about our process is as we worked on each of our pillars then we rotated around to the other pillars. So we got feedback not just people like for our group on learn and succeed but we got feedback from the other two pillars on whether they felt like
021we were on target or on track with what we were working on. So we we talked about what do how will we know if we're successful and we said that we'd have curriculum that's aligned and consistently implemented across the schools that all of our students and staff are held to high expectations. The instructions instruction is differentiated and data driven. Our behavior expect expectations and interventions intervention strategies enable a focused safe learning environment for everyone and the staff receive job embedded professional development uh that is purposeful and engaging. So some of our initiatives and just want to touch on these briefly we'll implement a district-wide professional learning community PLC. You know we've been working on that for a while. uh we really are just trying to going to focus on on making those valuable and consistent
022across the corporation. We'll adopt and implement a guaranteed and viable K12 standardsbased curriculum. Uh and that's something that we've talked about for a while, but we're putting in place the ability to guarantee that we're doing that with all across the board. One of the areas that I'm really excited about is we're going to create and implement a district-wide multi-tered system of support or the MTSS framework. It's something that we've not had and it's something that I think will help establish what we're trying to do and to make sure that we're meeting the uh the targeted interventions and progress monitoring for all of our students. We also will implement a K12 responsive teacher teaching approach grounded in the research and evidence-based strategies. So, here's a video that just kind of it's a real short talks about
023our learn and succeed pillar. My name is Greg Wernern and I'm a teacher here at Center Grove Community School Corporation. I teach physics and I had the blessing of being a part of the learning succeed pillar. >> I'm Jeff Williams. I'm a community member in town. Got two kids that go to school here at Center Grove. I'm a faculty member at a local university. Got to leverage my knowledge of education there and being a member of the community. My name is Lynn Summers and I serve as the assistant superintendent of teaching and learning in Center Grove schools. >> So with the learn and succeed pillar, uh we really wanted to make sure that our students were getting an excellent experience. So we first started talking about what is our curriculum. >> Being an educator myself,
024the curriculum really makes me excited because curriculum is sort of the framework, you know, that that everything is going to build off of. In terms of from from a learning standpoint, >> I believe that our pillar is an important part of the strategic plan because that's why we're here is to serve our community and to ensure that our students are excelling at high levels. The best way that we can do that is by ensuring that our instruction is research and evidence-based. >> Making sure that our uh students are going to get that guaranteed and viable curriculum that's going to take them to the next level. ensuring that we're producing students that are ready for the workforce for post-secary learning, that they're gaining transferable skills, not just being able to be successful on state tests or
025other standardized tests, but that we are consistently delivering a a viable curriculum for all the learners in the district so they can go be successful in the next steps. That's what I'm really excited about seeing that unfold and talk about, you know, what does this look like in the classrooms, identifying weaknesses that students may have. So, as an educator, I want to know that whatever I'm being asked to do has a lot of value and it's something that's going to endure and that it's something that's best for kids ultimately. >> I believe that our community specs excellence and that means excellence in all areas. And so, when I think about my role and what our students deserve, we want to be the best. We want to know that we're offering excellent educational opportunities for all
026of our students. And when I say all, I mean all regardless of what supports they need to be successful. >> Thanks. Our second uh pillar was belong and thrive and it it focused on um empowering our students and staff to thrive and by building supportive environments where they feel a sense of a deep sense of belonging and connection that um this biller was led by Miss Burgerer and Mrs. Brown. Um we again we said what will we how will what we will know we are successful if each student and staff member reports feeling safe, valued and connected at school. And you remember we did the survey at at the beginning of last year uh to to gauge where we were with our with our teachers and staff. Uh strong conditions for learning practices are embedded
027in daily instruction. Students and staff will have regular opportunities to lead, share input, and shape their school experience, and all schools promote a culture of empathy, kindness, and mutual respect. Some of our initiatives will we'll develop, train, and implement a set of K12 core behavioral expectations and common language across the schools. We'll dedicate instructional blocks. Some schools call it uh community time, win, star, but anyway, we'll we'll dedicate those times in all of our schools to deliver a consistent tier one curriculum focus on employability skills, core behavioral expectations, and common language. And we'll also establish opportunities for staff professional development on personal wellness and a work life balance and enhance our regular staff recognition systems. It's a short video on our belong and thrive pillar. My name is Lisa Pat. I'm a parent of an
028alumni of Center Grove and I have been part of the strategic planning process on the belong and thrive team. >> My name is Christy Burgerer and I am our executive director of student services for Center Grove Schools. >> You know, belonging and thriving is about making sure that we're we're all of our students as well as our staff, our parents, and our community feel like they're heard, they're included, they're represented. really wanting our students and our staff and our community to feel like Center Grove is a place where they can come. They feel a sense of belonging and it's a place where their kids or them as staff members can really thrive in either their job or as a student. >> I really like how that pillar aligns nicely with the climate survey and the
029work that we're doing with our students to make them feel welcome at our schools. >> And it really just gave us a good perspective on how they feel about our buildings, where we're doing well, some places that we could grow. Physical safety was a really strong area on our survey. We were really proud of that over the work we've done the last few years. >> As a as a therapist myself, um I see the value of that mental health work as well as the behavioral and the emotional support that we provide to kids and families in our community. >> I think that's the number one reason we're here. We want our kids to be successful. And so in order for them to be successful, they have to feel that sense of belonging. And so we're
030always looking for creative ways to support our families, our students. We're always striving to be at that top notch. >> And our third pillar, communicate and engage. Dr. Taylor and Mrs. Conrad worked on that. Uh that pillar focused on fostering a culture where constituents feel heard, valued, and engaged by creating meaningful opportunities for participation, feedback, and connection across the Center Grove experience. And how do we know wh what we will know we are successful if the communication is timely, clear, and accessible for all members of the community. Stakeholders feel informed about key school and district decisions. Students, families, and staff know about and can access opportunities for learning and growth, and school leaders and staff create regular channels for feedback and two-way communication. Some of those initiatives to to accomplish that is we'll develop and
031implement a district-wide communication process that includes clearly defined standards, platforms, and best practices. Uh we'll enhance and expand opportunities for stakeholders to provide feedback. Uh we'll create and maintain centralized user-friendly systems that facilitate access to learning and growth opportunities. And we'll develop or we will strengthen stakeholder engagement by leveraging new and existing state stakeholder and advisory groups. I'm Jane Denigan Smith. I'm a member of the Center Grove School Board. I'm also a parent of two Center Grove alumni and I was a part of the communicate and engage pillar. I worked with the communicate engage pillar. My name is Julie Shaver. I am the art teacher at Middle School Central. So, I teach sixth, seventh, and eighth grade. I also am an a parent and I work a lot with the Red Alert Robotics team. >>
032My name is Stacy Conrad and I'm the executive director of communications for Center Grove Schools. As part of the communicate and engage pillar, we were looking to find new ways that we could communicate effectively and efficiently to our constituents, the stakeholders within the community, of course, the parents, students, really everyone that we communicate with. But we also wanted to find effective ways to engage with them. >> What we heard from our survey is that our teachers and our schools and even the district does a great job of communicating, but sometimes that can be overwhelming. There's a lot of information coming at you. And so what we want to do is find ways to streamline that communication. >> We want to be completely transparent in everything that we do. People need to feel like they've had
033an opportunity to to provide their feedback and then we have an obligation then to to respond and say we've heard your feedback or we've taken your feedback and now we're going to apply that in in a certain direction >> so that we're not just doing one-way dialogue that we're creating a two-way dialogue and that we can all work together to make an even better center of school corporation. There are a lot of great things going on every single day. We want to make sure that they know where to find the information that they need and that they can trust. And then we also want to make sure that they know how to share their ideas and their feedback. As a parent of students who were athletes and involved in a lot of activities and as
034a working mom, I had a lot of information coming at me. And it's not that I didn't want all of that, but finding it all in one easy place and having it very efficiently delivered to me is would be a great uh step forward for those working parents who are active and have active children in the community. >> Our ultimate goal is to have people that are engaged and and want to be part of our district. >> And so I think this pillar is going to be about pulling all of that information together and making sure that we're getting people what they need and when they need it. So, how are we going to communicate this? If if I know Stacy, it's probably active in like 30 seconds from now. The website will be. Um,
035but we'll email some communication. We'll use social media campaign. And then we'll we'll talk about this at our uh uh stakeholder group meetings, whether it's the ambassadors or during a coffee chat or president's group meeting or PTO meetings out in the the buildings. If we get invited to Rotary, we'd be happy to share. share our strategic plan with the community. Um, I do want to do a special thanks to to Stacy. She really helped lead this initiative and you can tell by the work on the graphics and the videos how well done that was. And uh, we we want to make sure that our community gets the opportunity to see this. And she even drafted or worked on a kind of a model of what we would put together and and share out uh with
036our community. But it was a really nice process and and everybody worked really really hard to get where we got and hopefully you see the the the the work or the outcome of all that work and really open to any questions you might have or >> how how will the community get those go home and backpacks? >> No, we're not going to print off 10,000 of those. Um they can download it by probably hitting the the QR code there. Uh it'll be available on our website. Um probably is that did I hit them all Stacy? >> Okay. >> So ample opportunity. >> Sure. >> Anybody else? >> Any other questions, comments? >> Nice work. >> Yeah, that's great. >> I I'm just sitting here from the first time we did a strategic thing to where
037it is now, how much more smooth it seems to have run and actually more intense than the first go around we did. But that's normal. It's a different process. We use a different process than we'd used in the past. And I like this because it allowed us to get more input instead of just the people that were in the room at the time. And I think that's one of the flaws in the way we used to do it is we heard those voices of the people in the room, but we didn't know whether that reflected the entire community. And by doing the surveys and the things that we did, we were able to get more feedback than we've gotten before. >> Jane, do you have anything else to add being >> Yeah. No, I mean
038I it was it was a great process. It was efficient. I think the fact that you had the three all day sessions. It was just so much better to get people together and you know talk it out, hash it out versus trying to have that drip of an hour here and an hour there and you have to keep like refreshing. Um I also thought that the the team that you worked with was great in terms of taking away going away between those meetings and kind of synthesizing so that we could always keep moving the ball forward every time we met. And of course, Stacy, you did it was a fantastic job of just summarizing it all. And I I love the way it's come to life. And and I think the thing as it kicked
039off that I kind of had in the back of my mind was how um how actionable were was the output going to be. And I think we have some really clear actions and I mean a strategy is just a strategy until you actually execute it. So having that clear set of steps and action items I think is great. >> Thank you. I just pardon me. I'm trying to fight a cough that just came up in the last five minutes. Um, but I want to thank not only, you know, this the staff, the the cabinet that participated, board members, superintendent, but also the community members. And I agree. I think it was great that not only people in the room, but looking through the surveys gave you input from people that couldn't even physically be there.
040So, every few years, every five years, every this needs to happen. I'm glad it did and look forward to uh implementing the recommendations from from this group. So, thank you for all your hard work. >> Thank you. >> Just one other thing that you mentioned that that sparked something that's I think the other thing that was cool about it was we were not just served up the summaries of the data. We had time in the sessions to go through and really dig in and look at different cuts of it and understand all the inputs. So, it wasn't like we were kind of getting that surface level. Here are the main conclusions. You could double click and you could really see what was behind all that. So those inputs weren't just numbers um up on the
041slide. It's it's really the input that we used. >> Thanks. Good point. >> Thanks everybody. Hearing no other comments, we'll now move on to report by Dr. Simmers on student performance data. >> Mr. President and members of the board, I want to first of all thank you for giving me the opportunity I'm on. Is that better? What about now? >> Can you hear me now? >> You know what, Dr. Simmers? Let's change seats because this one's working. >> Does that work? Can I do that, too? >> Is this better? >> Yeah. >> Oh, wow. So again, thank you for the opportunity for uh for giving me the opportunity to give you an overview of our 2025 student performance data. Kristen, I'll go ahead. Um tonight, I really want to kind of give you that 15
042to 20,000 foot view. I want to talk through some of our academic goals. Um where we are with testing in Indiana. You don't you do not have to do that. Thank you though. Um sorry. our comparative data looking at I read ilearn and SAT and then also looking at some um peer school data. So if you could leave that there right now Kristen that would be great. As you can see when we talk about the academic goal this is directly from pillar one learn and succeed. So again looking at those learning environments experiences and opportunities that will challenge all learners to achieve at their highest potential. And how are we going to know that? that's going to be with an aligned curriculum, data informed instruction, evidence-based practices, and clear expectations, um, supporting high quality and
043engaging learning. And I will kind of dive into some of those initiatives that we have already started throughout this school year. We're going to take a look at the success criteria as we move through the presentation. Um, this evening, next slide, please. wanted to take an opportunity just to remind the board of some changes in testing and accountability requirements that have happened over the last three to five years and that will inform some of the data and information that I share with you this evening as well. Um, as a reminder, we have iLearn that is administered to our students in grades three through eight. Um, we had the Indiana academic standards that were revised in 2020 and then there was a legislative reduction of those standards in 2023. So, those are the standards that we
044are now incorporating into our instruction in the classroom. The point of that reduction was to ensure that our teachers had the time to cover the standards from each grade level to the next and ensure that we were looking at those essential learnings uh identified at each grade level. In 2024, there were there was the island summitative to reflect those streamline standards. So that was the first time that we implemented that new assessment, if you will. We also had the pilot of the checkpoints in grades four and six through eight. So we did pilot the iLearn checkpoints this past school year. Please note that this year we will be implementing those checkpoints, those iLearn checkpoints in grades three through eight. So it's it's referred to as the through the year format. So there will be three
045checkpoints plus the sumitative. As a reminder also we have I read at grade three. Center Grove opted to administer I read uh to our second grade students in 2324 because we wanted an opportunity for our second grade students and teachers to to have um experiences with that assessment before it was required. 2025 this past school year, all of sec all of the second graders across the state of Indiana were tested statewide. So that will be reflected in some of the data that we look look at as well. Thank you. Next slide. So here's some of the comparative data that I would like to share with you this evening. Let's just scroll on up Kristen. This is our IE data for the last five years. So, as you can see in grade three, Center Grove has
046um a passing percentage essentially of 90 or above. And of of note, let me get here. Make sure I'm hitting all the high notes here. Overall, you can see we saw an increase in the percentage of students passing I read from 24 to 25, from 92.5% to 95%. Um, three of our schools reached our 95% goal. That was Center Grove, North Grove, and Sugar Grove. Um, also want to note that both Walnut Grove and Maple Grove were extremely close at 94% with all six of our elementary schools achieving a passing percentage of 90 or above. So, I think that that's a notable success and achievement. Um, other notable successes include the growth of our special education students. Maple Grove increased from 52.6 6 to 75%. Walnut Grove grew from 43.5 to 63.2% and Sugar Grove
047saw growth from 70 to 82.4% in their passing percentages of identified special education students. So that is a notable achievement in those three buildings. Um you will also see at second grade we saw a notable increase from 58 to 74.6. talked through some pieces there that I think um allowed us to achieve those passing percentages as well. We know that there's still work to be done to improve the learning experiences and opportunities for our students. So, we're going to continue to focus on that effective instruction and remediation around the body of evidence, the science of reading. Um some other things that I think played a role in our success is that um we have been implementing uh UFly which is referred to as the University of Florida literacy initiative which is very explicit systematic systemic
048instruction of phonics. And so we have been training our teachers in grades K to two in that model of instruction and implementing it with a great level of fidelity giving our students those foundational skills to build upon. Um, also the district's reading specialist is also available to support professional development and teachers in their implementation of this model. As we onboarded new teachers this year, um, we um had a an evening where they came in to ensure that they understood what those strategies looked and sounded like because we wanted to ensure that they had the skill set to do what was being asked of them in the classroom. Um, I think another feature or another initiative that really played a role in our success with IED this year was that Mrs. Curtis, who is our director
049of elementary education, developed an intentional um, intervention program for students who did not pass that first round in the spring of iid so that we had a consistent curriculum that our interventionists and our teachers were looking at. She carried that forward into summer programming for our students. So, I do think that those are key initiatives and pieces that helped us achieve success with our iAre. Um, moving forward, obviously, we still have students who did not pass this test. Um, law requires for them to be retained. We have reading plans that we've developed for them. So, we are targeting instruction for that group of students. um providing intentional focused intervention based upon the body of research around the science of reading to ensure that they are building those and mastering those found foundational skills needed to
050be successful. So um we do have some special education and English language learners who qualify for good cause exemptions. So I want to make note of that. Um however um great success here with what we see in iie data. Want to give you a moment to take in all of the data on this particular slide before I move to the next one to show you some trends and themes that are I think are important to note. Okay, Kristen. [Applause] So overall, when we take a look at this data, whether we're looking at cohort data identified by the highlighted blocks of students or groups of students, or we look at this data horizontally across grade levels, we see that the district's performance is inconsistent. So while there are pockets of successes, obviously we recognize that there's
051room for improvement. Um highlights do include that the district does consistently perform above or well above the state average in all grade levels. We see growth in passing percentages at some grade levels while we also see drops in performance at others. So again you see that inconsistency. Um in reviewing cohort data of students we see that similar pattern of inconsistent growth. So in other words if I look at the highlighted cohort you can see in third grade passing percentage was 51.8 8. Same group of students was 57.4 in fourth grade. Same group of students was 51.5 in fifth grade, 52.5 in six, 48.2 in 7th. It's the same group of students. So, we see that inconsistent growth. And please hear me say that these passing percentages are reflective of both English language arts and math.
052I'm giving you overall the overall view um this evening. So in review and you see the same pattern with our green cohort group of students and that same pattern with our blue cohort of students. In reviewing this data, obviously it's also important for us to disagregate and drill down. So in other words, some of the disagregation that we're looking at is English language arts. Do we see similar patterns in cohorts moving vertically in math? um our data indicates that we have stronger performance in in some grade levels in math than English language arts. So that's important for us to note. We also need to look at subgroups of students. So again, our English language learners, our special education population. We know that we still see um larger discrepancies than we would like in the performance
053of our special education students versus our general education students. So again, disagregating the data and really drilling down not only from a district level but individual schools is important to inform decisions that we're making as we move forward. You also see similar patterns as you look horizontally across grade levels. So in other words, when I look at the third grade group of 51.8% and I look at 25, I'm looking at 49.5%. And while those are different groups of students each year, if our curriculum is guaranteed and viable and if our instruction is our core instruction is solid, we should see consistency or growth even horizontally. So as there still are these concerns, here are some steps that we put into place and these do align with our pillar and learn and succeed and some of
054those initiatives and strategies. So here are some things that we put into place just um this year. We're ensuring that effective instruction is happening in every classroom through the implementation of researchbased and evidence-based instructional strategies. So when you look at instruction in a K to5 classroom, we have consistent practices for that literacy block which is 90 minutes and for that mathematics blocks which is 60 minutes. So those consistent instructional strategies. Marzano's research around high reliable schools would indicate that or supports that if we have a very systemic district-wide instructional process, then we can look at program evaluation and know what changes we need to make to support students. So again, that's that core instruction when we talk about tier one of our multi-tered system of support. Making sure that those learning experiences are equitable for
055all students and that we are engaging in intervention support when students aren't mastering those skills at in core instruction. We have developed standardsbased curriculum maps in grades K to five with align resources um to be implemented in reading, writing and math at the elementary level this school year using the iLearn test blueprints and those test item specifications. We have vertically aligned to ensure that our curriculum is guaranteed and viable. Guaranteed meaning that every student is offered the same opportunity to master those skills and standards and viable meaning that the time that we've allotted gives them the support that they need to master those skills within that grade level. Um moving this work forward to the secondary level will be important as we look at the middle school I learn test blueprints and item specifications. We're
056implementing a co-eing model in our elementary schools to effectively address the needs of our special education students. So that is something new at the elementary level. These classrooms are co-taught by an elementary and special education teacher. So when we think about that subgroup of students, we're directly impacting the instruction that they're receiving. We're strengthening instructional strategies that support our English language learners through building background knowledge, content, and language acquisition. at the same time. Um, we're utilizing weekly PLC time and professional development time with our new schedule to build the collective efficacy of our teachers. Um, you've heard us mention Hattie. Hadtie's research as a predictive measure of student success. Um, teacher collective teacher efficacy is one of the greatest correlating factors to improve student achievement. So, we're being very intentional about that PLC structure and
057accountability, putting accountability structures in place and looking at professional development to support the growth of our teachers. We are using a student- centered coaching framework in grades K to 12 to support our teachers in their implementation of curriculum instruction. That that looks like progress monitoring, problem solving, modeling, co-eing. They are there to support the work of our teachers. We're targeting students for remediation and intervention through our RTI and MTSS processes. And again, we're utilizing our PLC model as teachers collaborate to intentionally inform their instruction. I think the last piece I'd like to mention here is that we are putting accountability structures in place. Smoke Smoker's research indicates what gets measured gets done. So that helps us improve as a professional learning organization and we can't shy away from accountability. I'll move on to SAT data.
058The district's passing percentages on the SAT are well above the state averages as you can see. Um, however, you can also see that we've continued to decline in percentage points in math. Um, which has impacted the high school's overall passing percentage in both content areas. As you look at that data, um, Mrs. McMahon has already taken the lead in working with the math department to take a look at our math curriculum. Uh utilizing the SAT blueprints and item specifications to ensure that our curriculum is aligned to the expectations of that assessment. She's also collaborating and the math teachers are collaborating with other high performing schools to take a look to see what they're doing and how is it that they're achieving the the success that they are like what can we learn from them and
059what we what can we learn from their aligned curriculum work as well. Um, knowing that the SAT is only one option for meeting graduation requirements, we're also continuing to create and look at opportunities for students to meet those requirements with other pathways. Yes, please. Did want to highlight a noticeable achievement or success that I had not shared with the board previous to um this evening. Um, our biology iLearn data is is a notable area of success. Um, obviously we still have room for improvement, but I I did want to share this with you as we're seeing some significant growth here. As you look at our passing percentages on the BI biology ilearn assessment, um, we're super proud of their work. Um, this is an example of a group of teachers really um, honing in on
060the PLC process and using data to make some decisions. um they've already noted that as we move forward, similar to SAT scores, we have a lot of students in what's referred to as the approaching proficiency category, about 29 of our 29% of these students, uh that didn't pass are approaching proficiency. So, they're already we're using the PLC process to zone in on this group of students. So, um really want to note that achievement and how they're using the PLC process to really make some notable gains. would also just like to briefly share that our AP scores, while I don't have a slide on this, our AP scores um are increasing. The number of students who are taking and accessing those courses is increasing. Um and this past school year, every college student earned an advanced
061degree 100%. Obviously, we also like to always take a look at our graduation data. Um you can see that the high school continues to work diligently to successfully graduate our students. These percentages have continued to inch in a positive direction until 2024 where we saw a little bit of a dip from 97.6 to 95%. Um Mrs. Mrs. McMahon and her team were not satisfied with this graduation data. So they've worked really hard over the past school year to put some structures and systems in place to support um what I'm going to call those striving students, those students who are close and we want to we want to pull them over the line and help them get help them hit that graduation pinnacle. Um I can share with you that our unofficial because again remember this
062is always a year in a rears. Our unofficial graduation rate for 2025 is 99%. So this data has not been yet certified but our high school team has been has been really working hard and tracking it very closely. So I want to commend them for their efforts and how they're paying off. I know that this is data that um our board and community always appreciates when we take a look at our student performance data. Um so you can see again Center Grove does well in comparison um to other districts in Johnson County. Go to the next one. also brought this to the board last year and decided it was important to review and bring back as well when we look at peer rankings. So, we're looking at districts who are similar to Center Grove and
063demographics, size, structure, those those types of um data pieces. Um, in all transparency, when comparing this data from last year, Synerg's passing percentage there that you see that proficiency percentage decreased from 58.4 4 to 47.5%. However, I will also note that so did the performance of all of these other schools. However, those percentage points varied um with the exception of one. Center Grove's ranking continues to be stagnant. As you can see, we are the dotted line there. When you look at peer rankings, we were 19th in the state last year. We are at 20 this year. So, very um stagnant because of our inconsistent performance. Um just a few last reflections and then I'll open up for any questions that the the board might have as you're you're taking in all of this data. Our
064leadership team um so that was cabinet, the TNL team, our principles, APS and deans will be collaborating with Dr. Rhonda Rose um who is a retired educator. Um she's a consultant who actually does some work through solution tree. She wrote the um book called the deliberate and courageous principle which is on the actions and skills um that create high performing schools. We h excuse me we had our first session with Dr. arose um this past week where we um talked about we talked specifically about holding the tension and and really that message around holding the tension was that when when the work gets hard, it's important for us to hold the tension so that we don't lower expectations or that or that we put in systems that don't allow us to move forward. Um, so
065as I've had an opportunity to reflect on on that professional development and coaching that we received as a leadership team and this data and the work and that has been poured into where we are currently moving forward, I have um and this is the elementary teacher in me. So I'm gonna I'm going to take it out here and make sure that I don't mess this up. This is my reflection here. This is our story. It has some pages that are hard to read. The data doesn't tell the story we want it to. But this data is just one chapter in our larger story. Our story is also about resilience, hard work, and a community committed to growth. Behind every data point is a student, a teacher, a principal, a staff member, and a family, and
066a ton of hard work and effort. The TNL team and our principles are working tirelessly to support teachers and students. Our teachers, instructional coaches, and staff are giving their all every single day without a doubt. Adapting, innovating, and supporting students. It's truly a team effort. We're not waiting for change. We're building it because that's what our students deserve. We're using this data to guide decisions, target resources, and strengthen instruction. We're focusing on professional development, collaboration, and instructional strategies that make a difference. And we're already seeing small wins and pockets of growth. Our story isn't finished. This is just one chapter. Together, we're writing a revised one where hard work, focus, and dedication lead to stronger outcomes. This is about continuous improvement, not quick fixes. Change is messy, but we must but we must hold the
067tension. This data is real, but so is our effort, our heart, and our determination. My hope is that this is the story we will continue to write moving forward. I will entertain any questions about our data. >> I thought you said I thought you said something about uh when the second graders failed I think it was second grade there's a packet or is that third grade? >> So our second grade and third grade take i >> um we are given guidelines around summer programming for students who should be invited and who shouldn't. um we have developed a curriculum to address th that data. So in other words, we get that data back, Jack, soon enough that we start inter intervening in interventions immediately in the spring. >> Our third grade students are given multiple opportunities
068to take that again in hopes that they pass the assessment and do not have to be retained. We have groups of students who take this the as second graders who take it again. So it's not necessarily a packet is a curriculum that is being delivered by our teachers to ensure that we are being very explicit in that instruction because we can tell from the IE data what skill sets or what skills are are um lagging if you will that we need to address. >> So we're not looking at a summer school situation. >> We do have summer programming for second and third grade. >> I knew we had some but okay. Okay. >> Can can we go back? I had a question to the IE data, but >> I think I asked the question last
069year and I didn't understand the answer then. So, we'll see if maybe I'm >> and I don't know if I'm going to give you that. I think I know where you're going to go, but go ahead. >> So, when we're looking at 2025, right? Well, let's look cross-section actually. Let's look at 2024. Our second graders were 58%. >> So, that >> so they would be third graders in 25, >> correct? >> So, that's 95%. That includes the 58%. >> It does. >> So, I mean, that's pretty remarkable though that we had 42% not make it in second grade, but 37% of the whole. >> Correct. >> Meaning only 5% didn't pass. So, that's >> correct. >> That's a pretty remarkable change from a 58% second grade to a 95% of the whole. >> Correct. >>
070Did I ask that right this time? >> You did. And you got it. >> What did you think I was going to ask? >> I I thought that was I thought that that's what you were going to ask because I made notes about the 42% from last year. Nice. >> So that's about 25% this year. >> And now, and I appreciate you saying we hit our goal, which was 95%. So if we go to I learn, >> what's our goal? >> Our goal needs to be our goals for this school year are to look at a 2% proficiency growth >> in those content areas. >> 49.5. >> It's a start. It's a start. >> Oh, I understand. >> And I would say that that also needs to be by content area. So if you look
071at school school improvement plans, our principles have identified based upon the passing percentages of their individual schools, those percentages specific to their populations. >> And then I have noticed when you look at the statewide average, >> it's actually ticking up >> a little bit. >> We'll get there. >> We will get there. >> Well, I was just throwing out a challenge >> to Mr. Daniel's point. We get them to a certain level. What's in the curriculum to stay there or go up? In other words, it's the depth and we see people to get to a certain level and then they rest on their laurels. And we don't want that happening >> as they go to the next grades. >> Correct. Which is why we have to have the guaranteed and viable curriculum to ensure that
072the standards are at the depth and rigor of the assessment each year and that we haven't unintentionally created learning gaps for students by not vertically aligning our standards and curriculum. I was going to ask the same thing Rob did, but I was thinking about the the LA second to the last maybe the last chart, the line chart with all the schools. >> Okay. >> Because I was thinking to myself, what's even a reasonable clip to increase at? And I think it was Lake Central's got some super crazy exponential. I think it looked like they were taking like 10 to 15% gains over the course of like Yeah. Can you go to that slide because >> the last one? So that >> that one's kind of ridiculous. That's an outlier, but I'm just trying to think
073of like what makes sense in terms of a goal and maybe do you have a stretch goal and is that 2% every year for the next five years or how do we >> It has to be I mean essentially we're saying if you look at our percentages either on this chart or the ILR chart that in most cases we're we're performing under 50%. Mhm. >> So we do have to look at a two two to 3% gain over multiple years to be able to see that increase over time. >> Okay. >> I also don't want to go on unnoticed. The cabinet and you Dr. Summers is teaching and learning came to us talking about, hey, we need to rework our schedule in order to put some of these plans in. And I'm glad that, you
074know, you did and I'm glad to hear how you're using that time >> to, you know, let's hopefully we'll see those results based on that time seeing these numbers stick up. So, I I applaud you for those efforts to try to say, you know, we've done it this way. >> We need to get better. Here's a way to get better. >> So, thank you for that. Yeah. Yeah. I like the action plan that you went through like with each one of those. I mean, I think that's the important thing. It's not just >> look at the data, use it, measure it, and then figure out what the action plan is. >> You know, I I do want to acknowledge this. This is a lot of work. We threw a lot at our teachers and our
075building administrators in last year. Uh because we knew we shared these numbers with you last year and we're not going to shy away from them. They're not where we want to be, but we're not going to shy away from them. And we challenged the teachers this year in our building of principles that hey, this is going to be hard work. You know, if it were easy, we'd be way higher than we are right now. So, we've got a lot of work to do, but our teachers are going to work hard at it. Our administrators are, and if you see, we've got a bunch of our building principles here tonight, and I really appreciate them being here tonight to to to show support in what we're asking everybody to do. But it's not easy and and
076we you know we hear some grumbling every now and then that it's not easy. And you know what we've said is if you look at our data, our data in the past, what about our past data says we ought to continue doing the exact same thing. And that's why we're doing what we're doing because our kids only have a certain amount of time. You know, you only get one shot at third grade and we need to make sure that we're giving them the best third grade that we can give them. And and that same in every grade level. So, we're going to keep working hard at it and hopefully next year we're going to sit here and and show you even more gains than we showed you this year. >> Fantastic. >> Thank you. Thank
077you. >> Thanks. >> Thank you. >> I like hold the tension. So, I think we're gonna have to hold the tension a little longer. See if I can get this heat back up. There we go. Thank you for that. Next, I see uh we're to the point of public comments and no one has signed up for public comments tonight. So, we'll move on to the consent items. Um, everyone's had a chance to review the consent items. Are there any questions or comments? I'll ask for a motion. >> Mr. President, I move we accept the consent agenda as presented. >> Thank you, Mr. Alexander. Do I have a second? >> Second. Thank you, Mr. Russell. All those in favor, please signify by saying, "I >> I oppose." The eyes have it. Next, we'll go to the
078action items. I'm sorry, was there? No. Next, we'll go to the action items. I think I heard an echo and I thought someone else was was talking. >> Did it sound like you? >> It did. >> Uh, first, it's a second reading of the resolution honoring Ivan Smith. I'll turn it over to Dr. long for for an announcement on on that resolution. >> Thank you. Um thank you. Uh our board policy requires uh um the uh two readings uh to to be able to name a facility after someone. Uh tonight I'm presenting for a second reading our recommendation for naming the high school varsity tennis courts the uh Ivan Smith Tennis Complex. And like I said, board policy requires this to be done at two consecutive readings. So I would like to read the whole
079thing again if that's all right. >> We are, but that's I still need to read it. >> Yep. >> Right. >> So um so this is a resolution honoring Ivan Smith and approving the Centerrove High School uh varsity tennis courts being named the Ivan Smith Tennis Complex. Whereas the Center Grove Community School Corporation buy and through its board of school trustees is authoriz the authorized agent for purposes of managing, maintaining, and otherwise overseeing school property. And whereas Ivan Smith has been a tireless and lifelong advocate for the tennis program and the Center Grove Community School Corporation. And I whereas Ivan Smith is recognized as a leader in Indiana High School tennis. And whereas Ivan Smith has been a dedicated and faithful servant to the Center Grove Community School Corporation through his service as a teacher,
080a department chair, and coach over the 47 years of dedicated service to the Centerrove Community School Corporation. And whereas Ivan Smith has been recognized for his many accomplishments which include 781 wins, most of Indiana most of any Indiana high school men's tennis coach and two IHSA team state championships, two IHSA team state runners up and he coached four IHSA single state champions and four IHSA double state champions and was named the state tennis coach of the year in 2001 and the district coach coach of the year in 2015 and was inducted into the Indiana High School Tennis Hall of Fame. Whereas the Center Grove Community School Corporation, buy and through its board of school trustees, believes it's proper and fitting to honor Ivan Smith for his dedication, leadership, and exemplary commitment to the Centerrove Community
081School Corporation and the tennis program. And whereas the board of school trustees determines it's most appropriate to recognize the dedication and commitment Ivan Smith has shown to the state of Indiana and to the Centerrove School community by honoring him for his service through the naming of the Centerrove High School Tennis Complex in his honor. Now therefore, the Centerrove Community School Corporation Board of School Trustees does hereby resolve as follows. That the Centerrove High School tennis complex shall hereafter be named the Ivan Smith Tennis Complex. Number two, the Center Grove Community School Corporation Administration and Athletic Department are authorized to take all reasonable steps necessary to designate and identify the high school tennis complex as the Ivan Smith Tennis Complex. And a copy of this resolution shall hereafter be maintained in the official records of the
082Center Grove Community School Corporation. >> Thank you, Dr. Long. I believe it's the the desire of the board to table this this evening for for next month so that Ivan can attend. There's a tennis match tonight. We obviously didn't want to pull him away from that. So, do I hear a motion to uh table this for next month? >> I move we table this item for a vote at the September 18th board meeting when Mr. Smith and the tennis team can be present. >> Thank you, Mrs. Dunigan Smith. Do I hear a second? >> Second. >> I'll take a second from everyone. All those in favor, please signify by saying I. I oppose. So, we will table it and uh re raise it at our next meeting. Thank you. >> Next on the agenda is
083a second reading of proposed policy revisions. I'll turn it over to Dr. Long. >> So, also um to to approve policy requires two readings of the board. Uh we received no feedback or any changes to the policies we presented at last month's board meeting. So, we recommend approving the policies we presented. >> Thank you, Dr. Long. Do I have any questions or comments from the board? >> Do I have a motion? >> Mr. President, I move we approve the second reading of the proposed policy revisions as presented. >> Thank you, Mr. Alexander. Do I have a second? >> A second. >> Thank you, Mrs. Counts. All those in favor, please signify by saying I. >> I. Opposed. >> The eyes have it. Thank you. Next, I'll turn it over to Christy Burgerer, who will talk
084to us about an employability skills survey, and she'll give us some additional information. Thank you. >> Good evening. Um, I'm here to request approval for our K12 students to participate for the fourth year in our employability skills assessment and survey. As you all know, the IDOE requires that we um teach employability skills. And so, this survey provides us some feedback to see where we are on proficiency of those skills. It provides data and supports to our school counseling and our mental health team so that they can provide tier one, tier 2, and tier three interventions to our students. Um, as we have been years before, we will always allow our families to opt out. Um, starting August 27th, families will receive a notification um that the survey will be taking place. They'll have until Friday,
085September 5th to opt out. All of the questions will be listed on our website as well as sent through the memo to our families. Um, and we ask that you approve us moving forward with the survey. >> Thank you. >> Yep. >> Do I have any comments or questions from the board? >> The only thing I I and it was just a reaction. It just in middle school. >> Yep. >> Seemed like a lot of questions. >> We actually asked our middle school counselors that this year. We used um a couple years ago we adopted a curriculum that's called Reallyville. Um and that's what our students receive during their win time. and we went off of the survey um that they recommended based off the skills that are aligned to our employability skills and the
086middle school counselors wanted to pause and wait instead of changing it this year to look at what we're doing with belong and thrive next year and if we're going to align to that they wanted to wait and switch next year. >> Okay. It just >> Yep. It does feel like a lot. >> A middle schooler. >> Yep. We agree halfway through. >> Yeah. A third of that. Yep. >> Thank you, Mr. Russell. Any other questions or comments from the board hearing? No more. Do I have a motion? I move that we approve the employability skills survey as presented. >> Thank you, Mr. Russell. Do I have a second? >> A second. >> Thank you, Mr. Dunigan Smith. All those in favor signify by saying I. I. >> I. >> Opposed. The eyes have it. Pardon
087me. Now we move on to announcements. Just a few general announcements. First, September 1 is Labor Day. There will be no school. Our next executive session and um board meeting will occur on September 18, 2025. After the September 18, 2025 board meeting, we will have a good for the Grove work session. Uh Mr. Russell, do you have anything else to add? >> Uh just a few. Um, at our last alumni meeting, we just kicked it around and finally decided that the uh on September 22nd, the meeting will be at 700 a.m. and the meeting in October, which is October 28th, will be at 6:30 p.m. Some of this is to maybe open the door that other people could attend. Having at 9 or 10 o'clock in the morning, you've got people who have already gone
088to work um or just can't come during the day. So, something we're just trying there. Uh, you want to add to that, Mrs. Reiko? Okay. Uh, I have ISBA board board of directors meeting Friday, uh, tomorrow morning, in other words. So, if any of you have any questions or concerns, get those to me. And then September 15th and 16th is the ISBA fall conference, uh, which is always a good thing to attend. So, let me know. >> Thank you, Mr. Russell. Mr. Dunigan Smith, do you have anything to add? >> I do not. Mrs. Counts, >> Mr. Alexander, >> nothing this evening, sir. >> Dr. Taylor, Dr. Simmers, Dr. Long. >> No, thanks. >> I have nothing else to add except glad to see that we're off to a good start to the new school
089year. Um, we did have an executive session prior to this. Um, we did not complete all of our topics, so we will be reconvening an executive session immediately after the meeting. Do uh I have a motion to adjurnn. So moved. >> So second. >> Thank you. Thank you. All those in favor signify by saying I. I. >> I. Opposed. We'rejourned.