001Okay. >> All right. Welcome everyone. Like to call the meeting to order with pledge. I pledge alian to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. And [clears throat] now our corporation statement. We are rooted in purpose, strength, and community. >> I'm going to be asking for unanimous approval that Christy Lionheart as a seventh grade girls, head basketball coach Miranda Fox is the seventh grade assistant, and Kendra McDaniel as a middle school base program. Are there any objections to the agenda? Looks like I picked the wrong four adoption of the agenda. Chair will entertain a motion to adopt the agenda for the December 1st, 2025 regular meeting as presented. Have a motion. Carry. Thank you. All
002in favor? Oppos? Approval of the minutes from the november 17, 2025 regular board meeting and executive session session minutes from the November 20th, 2025. Have a motion. Motion >> second. >> I'll second. >> All in favor? post because we're gonna move on through the championship moment tonight and the number seven, the director update. Uh we're going to talk about the KCSC district goals update. The administrative team will update us on the update the board on their goals and I think it's going to be you two tonight, correct? >> Yes. Uh let me see. See if I can get this right for us. Okay. So, uh a quick little little history here. Um over the over the springtime and summertime, we spent that time on our new strategic plan. Um and part of that strategic plan
003was setting up goals. And if you remember, these were the three goals. The whole purpose of these goals was for district alignment from you guys as the school board to the admin to the principles to the teachers to the students and to the community. Uh so we have grades 3 through 8 I learn ELA, grades 3 through 8 I learn math and then at the high school level grade 11 the SAT. Uh so that is the information the data that we want to talk about tonight. Now the data we're presenting is just simply it's a baseline of our students and how they did on the beginning of the year assessments especially with iLearn checkpoints. Um these are remember these are three to five year goals. So, the information that you're going to hear tonight, it's
004just not a snap of fingers and and hey, we fixed everything, right? Um, you're going to hear some good, don't get too high. You're going to hear some bad, don't get too low, right? The way I like to think of it is is this is just simply a building block. If we're building a academic Knox Community Schools castle, right? We want this thing to be amazing, which is what our goal is to be able to get to. This is just one block of that castle that we are currently building. Um, I'm going to turn it over here to Miss Shy Decker in a second, but for iLearn, we're going to talk about the checkpoints. And part of the checkpoints, right, the state has put these in last year. And kind of the two focuses that
005they have is number one, it allows our our teachers to say what standards should we be teaching in this time frame, right? So, it helps our curriculum maps. Uh, but then number two, it also helps us identify the students who maybe are not on track to pass or even the SAT for that point. is we're going to talk about that data here today and what are we going to do with those students? Um how are we going to retach them the standards? Uh so that's kind of the point here. The idea of the checkpoints I'm going to turn it over to Miss Shyucker now. >> You can't see that, can you? >> Oh, not at all. >> Well, I do. >> I'm gonna move because there's no way. >> There you go. >> I'm still
006going to move. Okay, >> that's fine. >> I'm not sure. Can the board can you see that? >> Yes. >> Okay. So this slide is just simply to tell you a little bit about when for the checkpoints. Last year, Knox schools piloted what's called the checkpoints. The DOE, they asked if we wanted to do it, so we piloted it for our students in grades three through eight. This year, all schools are required to do these checkpoints. There are three checkpoints, if you can see, and I'm not going to read to you the windows, but here they are. These three checkpoints are formative assessment. It's just to give us, as Mr. Mick pointed out,formational data that our teachers can use to inform their instruction to help us build to the summitive test, which is the I
007learn the accountability test that our students take. Okay. So, our first checkpoint, the primary window ended on November 14th. That's the data we have tonight to present to you. Notice though over here there's a second opportunity window. So we have students who perhaps we have quite a few students you'll see that who didn't master the skills that were tested in checkpoint one those students when they are ready can have a second opportunity to take that same skill over and it's just any time between now and April 10th it's when the teachers feel the students are ready again more information all of this closes April 10th because the island window opens April 13th. That's the official testing window. Okay. So, if you move on, this will show you what we mean. So, in checkpoint number one,
008Mr. Mick said certain skills were tested. Here's just an example from fourth grade. Fourth grade in math. C4 point. That's grade four. NS is number sense skill number one or actually standard number one. That was perhaps one that and it was it was tested during this first window up to November 14th. So, we're just talking about so you can see how it's set up. The state has set up which skills will be tested in which window and teachers have all this information. They've added available to them. Um, we had it starting in the summer and then it just shows you the next window. Then we go to checkpoint two, checkpoint three and take that. So, let's get to the data. All right. So, this is elementary, right? I'm sorry. >> So, look at math for
009third grade. What happened in third grade was they were tested in number sense which was place value. Students in third grade had to read and write numbers up to 10,000. Find equivalent expressions up to numbers up to 10,000 and they had to round. And then they had what they call computation and algebraic thinking. That's a skill. And in third grade checkpoint window one they had to um add and subtract multi-digit numbers. do equations with missing digits etc. So our third graders 37% of all of our students tested in that window are proficient in those skills. The state average, remember they all test the same skills, 44% of Indiana students. In fourth grade, you continue it again was number sense. We pointed out that's they had to round numbers up to a million. They have to
010write what's called expanded form, find equivalent expressions, and then they had to multiply. They had to multiply four-digit by twodigit numbers. And and this is where what proves to be difficult for our students. They have to describe and explain the strategy used to solve those equations. It's not just a matter I can compute it. That's the algebraic thinking. Now I can explain how it was done. Fourth grade notice 53% of our students they are above the state average at 48%. That's important to note. Okay. For language arts checkpoint number one, almost all grade levels, it's almost every grade level reading comprehension except at third grade. there's something very important that goes with what I read and that's our reading foundations. They were tested in decoding this time and then in citing evidence and in fourth
011grade it was drawing inference again in language arts. They read something they have to cite their evidence. What did the author infer here? How do you know it? So you look at where we are 17% of our students in third grade are proficient with that versus 25 at the state. [laughter] And then in fourth grade 29 and 34%. Now third grade no please understand foundational reading skills they are huge in third grade right because that builds to I read. So our teachers our students will see these skills on every single checkpoint. And also I think we need to remember what our rate is on I read. We had a 100% of our general ed students pass this test last year. We're very good with this at third grade. So, I want you to to realize
012this. Um, and I will tell you these parallel what's the average prediction for the summitive test. In other words, um, now the DOE has just released what they call average prediction. What they think we will do at this point on I learn keep this in mind. These are skills that are expected to be mastered at the end of the school year, not the beginning. So, that's very important. And Michelle said, Michelle Tarno said it quite well when she set her summary today. Um, she said that we need to remember this is just like a toothpick in the cake check. That's what we're doing. What are our students doing? This is benchmark data. So, we know which students to target for which skills to continue. Okay. Any questions on the elementary? All right. Middle school obviously
013four tested grades there. So as you look at it um math in fourth grade sorry excuse me fifth grade there was a lot um [clears throat] uh computation algebraic thinking and there was measurement there were the volume they had to tell and write prisms etc. Um, I'm sorry, rectangular prisons. And again, a lot of explanation at fifth grade in math. That's what testing is. And you can see they were 1% proficient above the state average. Okay? And in fifth grade language arts, if you look again, reading comprehension, inferences, explicit everything, just uh citations in their text, they were 6% ahead. Mr. noted something that was quite interesting. We recognized last year that's where some of our low scores were in fifth grade. Perhaps the transition from elementary to middle school. These same students did well
014in fourth grade, not as well in fifth grade. So, if you remember, a huge change in the schedule was made. We now have one teacher over there for reading in fifth grade, one teacher for language arts, two separate classes, that's huge, and one teacher for maths. So interesting for that. You go to sixth grade and a lot of number sense being tested on this the skill a lot of its ratios and the rap proportional uh proportion proportional reasoning. So sixth grade math 25 of our students proficient that means they've got those skills mastered versus 31 at the state level. In ELA, our seventh graders are 10% behind the state average. Again, it was a lot of determining the theme. That's reading comprehension, analyzing what a text says, and citing evidence and proving it. You go
015to seventh grade in math. A lot of this are on positive and negative integers, properties of operations, number sense. you look at it 21 to 38%. So our seventh grade math teachers realize we have to do something right. We we don't have one/4 of our students right almost are mastering that particular or those particular skills. Again go to seventh grade ELA 27 versus 32. Again a lot of analyzing of text. It's all reading and analysis so far, giving our evidence. And then finally, you get to eighth grade. This was algebraic functions, a lot of solving of linear equations, coefficients, and 12% difference between what our students scored versus what state average is. And in language arts, right there, even. So, Mr. Mick will talk about where do we go from here, but as Mr. Condom
016pointed out, our teachers right now must be and they are they're reviewing which students need which skills, who needs additional support to master these skills. That's what it's all about. And he pointed out something that Mr. Mick and I have already discussed. the teachers are going to have to review and maybe revise curriculum because my question was maybe we didn't use the information or we didn't have it in our hands soon enough to start in August, right? As far as what would be what skills needed to be mastered by checkpoint number one. So that's key information. We might have curriculum curriculums that need to change and move these skills earlier in the school year to match the data. Questions on the middle school? >> I have a question. So the the skills are just grade
017by grade. So it's not like it's the same skill that they're being tested on in fifth grade and then they're being tested again in sixth grade. >> Correct. >> Well well I mean it's it's a number sense. It's an area but it's a different skill in number sense. Yes. >> The state has gone through and they've put an E by each one of those skills which means essential. That means you can count on those being on the island summited test. That's what all these are. Essential skills at each grade level because math, you know, it builds, right? What is the reading? And it does too. The reading I just I did a quick summary on the reading skills, right? Because when you're in third grade, you tell me you read something a student does and
018says, "Here's what the text says explicitly. They find the answer right there." But then you move up to infer. Now, what was the author inferring would happen? It's not right there. You got to think and put the context clues together. >> Okay. Okay. Does that help? [clears throat] Good question. Anyone else? >> Yeah, I guess mine is it's kind of concerning that well, first of all, like where your goal be because I I only think one of these even has a through the state is they're all the averages are under 50%. I think maybe one was back in third or fourth grade that the state average is >> 53%. No, we're 53 in the state. Yeah. >> Yeah. So, I mean, where would you set your goal? you're going to try to just hit the
019state or do you want half our kids or I mean that's to me that's concerning. I mean, >> well, sure it is. And this is probably the exact reason why the DOE has had these checkpoints, right? Because it's not just not students who are scoring, >> right, >> 30% proficient, 40% proficient, but you as a board looked at what our overall summitive data was >> and that's what we built our overall district goals and the percentages goals. overall putting all these skills together. These are just the building blocks to go to the summitive assessment >> and that would even answer your your question with growth, >> right? It it the state can say great 34% whatever but where are we at and what can we control? We can't control the state but we can control
020us, right? So the goals that we set up is all about growth of where we're currently at and building our castle, our educational castle, right? to be able to get there and above that, right? So, that's our that's our focus. >> So, I get uh my question uh so say that seventh grade group >> uh that were kind of the scores weren't that good or lower. Uh so, really you can't compare those to when they were sixth graders. >> We do. We we do and you can there's two interesting ways to compare you. You can compare it as it go through. So, you know, the fifth the the seventh grade of last year to the eighth grade of this year, that's the same cohort, right, of kids. You can compare that or you can compare
021it where okay, our seventh graders every year, where are they marked at, right? And we go back and forth with with, you know, I think we use both ways. I'm not sure there's one set way, but I do know that the state goes by seventh grade where you at every seventh grade, this is where where you should be. So, that's the way the state, >> right? And those are just certain skills you're looking at. Checkpoint data. It's not the overall here's how our seventh graders did overall in math. When we get to that summitive in April, it's going to put all these skills together. And of course, we want to see our students above. We want more than 50 half our students too because really what it says, did they master seventh grade math skills,
022seventh grade language arts skills? It'll be interesting like in the second checkpoint then to when you put out a >> a presentation like this to have the comparisons so you can see >> except they will be different skills. >> There'll be different skills but you'll also as Peggy said there was an opportunity a second chance opportunity >> for these skills >> right? So we should be able to say you know fifth grade right now checkpoint one 43% was good but if we have kids that become proficient that number could get up to 55 >> right and they will test at different times their second opportunity >> when the teacher feel that that student is ready then that teacher >> it's tricky the way that they laid it out because there's three checkpoints but then there's
023opportunities per that second chance for each one of those if you want >> just retach retest that's what it is >> before I go to the high school anything Is there have you guys come up with any type of scenario or anything as far as um well I'm sure you have as far as trying to hit the checkpoints that why you know that we're have like you said adjusting the curriculum and stuff like that to try to get >> I'll I'll talk a little bit about that here in two to two slides from now. >> Okay, perfect. >> Um so at the high school level um high school level wraps around the SAT, right? So we're going to start here with the PSAT. This is your ninth graders. Okay. So, right now in math, we
024have 28% of our freshmen, and this is current uh that met the expectation for the SAT on the PSAT, right? 4% is approaching, but we still have 68% that is not yet approaching that mark. Reading and writing, much better. 51% met the expectation. 13 approaching 36. You know, and as we look at this, we know that math is an area of concern. We've said that from the beginning, right? So, we do have a huge focus on our math. Now, the interesting thing is this is the NMSQT, which is a different test from the PSAT 89. They're both PSAT, but they're two different tests, so you can't necessarily compare, but it tells a story. It gives us a picture of where we're at. You can still see that in math we only have 12% that are
025meeting the expectation. >> Excuse me. Those are our 10th graders. >> Did I say that? >> No. >> Okay. These are 10th graders. I'm sorry. These are 10th graders. These are our ninth graders. Why the state doesn't make these two tests mesh? I I don't know. Right. I don't think we >> Well, it's college board. It's not the state. >> Yeah. Uh we have 6% approaching. Right. But here's this big 82. Not yet there. Reading and writing is better. 44% right. 9% approaching at 47% uh still approaching. So it does tell us a story of where we were at um at both the freshman and the sophomore level. I I think the question you guys want to know is what are we doing? Where are we going at the high school with this information? Kind
026of gets into your your question. Um I know Mr. L's and team has been working very hard on on SAT prep. Um, I know that the SRT time, right, that's that 30 minutes that built is built in during the day. They're really trying to, I'll use the word professionalize that time to make it more useful for the students. Um, they have already taken this information for the junior class and they have targeted student juniors that need the SAT prep. So then March when they take SAT hopefully their scores are better. So they they've already started that. Something interesting they're going to do second semester is they're going to take this data and they're going to break up those SRTs into we'll call them cohorts of kids that need extra support. Maybe it's in math, maybe
027it's in English, maybe it's in both. Um and try to give them more consistent concentrated support during that SRT time. um with a thought process that it's going to boost their PSAT, boost their SAT, but also help them in the day-to-day classroom. So, questions that you have about the high school before I get into kind of the district view of this. So, big picture here, what are we doing, right? We as a board, we set these goals up, right? we have now started to implement them into the schools. Right? So what what do we do? How do we support our our admin, our teachers, our students, right? We have administrative meetings once a month. We talk about academics. It is the academic focused meeting. Uh we bring the three principles in here and it's kind
028of the big picture. What are the groups of kids doing? Um and we we it's a very good conversation for us just to kind of compare notes. What strategies are we using? But then we have individual building meetings, right? And this is more direct, more targeted. This includes our principal and our assistant principal where Micher and I sit down. So it's the four of us and we get into more of if if this student didn't pass, what are we doing with this student? We get more individualized in in those meetings with the idea that we taught something, we assessed it, student didn't get it. What are we going to do to retach them? what are we going to do to reassess them to ensure that you know if if there's 30% of our student body
029passing we can get that up to 60%. Right? So we have more of those individual um in-depth conversations as a building with us. So those are the two strategies that we're using right now. Um we're continuing to try to develop things. I'm talking with other superintendents about what they do. I've gotten some great ideas um how to make this even better. Um, but that's the steps that we have put in at this current time. So, questions about any of that. >> Okay. And, you know, when we get the principles back, we can have some more some more conversation on um our our goals and where where we're at. I know due to the weather, we didn't have them here tonight. Um, but if you think of anything, we're happy to answer those. Sure. Okay. All
030right. Number nine, uh, public comments. Uh, the board president will entertain comments from patrons on any agenda item during the meeting. No action will be taken on any item presented. >> Jill, >> everybody. Um, hi. My name is Jillian Marsh and today I stand before you to speak on behalf of my family. Um, as presented to you at the last board meeting, the union that I'm very proud to be a member of, uh, reluctantly came to an agreement with our administration to take away the $1 couple's insurance policy that was promised upon hiring and that we were grandfathered into just two years ago. Yet, this year, we were told that someone must give. And in the end, taking from five couples, a total of 10 employees just really makes the most sense. Um, but please
031understand that that 9010% split is more than you think. For my family, it comes out to be $138 a pay and $276 a month. My family will feel a 6% decrease in my husband's net income next year and even more of a decrease the year after that if we are given no other offer. Uh, please know that I never came into this corporation and asked for this upon hiring. The offer was presented to my husband and I as a benefit that we just couldn't pass on. And recently, we felt that we've been treated as if we should be ashamed for taking this. Um, when I spoke up to administration and stated that it was a promise from the corporation to our families, I was simply told that promises are broken. And in all honesty, I
032just don't like the message that that sends to our KCSSE employees. Um, I chose to speak up today because I knew I'd be standing in front of a school board that I respect. Um, I've grown up with you. I've taught your children in my classrooms. I've coached your children or grandchildren on my teams. And my husband, he's taught and coached more than I ever have. And so I know that you guys do care about myself, my husband, and my two children just as I've cared for your family as they've come into our lives. Please just imagine being in our shoes for a moment. From my perspective, that 9010% split just isn't as good of a deal as it sounds. Um, it's actually quite distressing and disheartening for our family. And I just wanted to be
033able to speak that out loud. Um, I do thank you and I hope that you understand why I spoke tonight. Thank you. >> Thanks. >> Item number 10, personnel report. A, new hires and B, resignations. The superintendent reson board approve items A and B. you're expecting. >> Well, we'd like to uh welcome Stephan Miller back to us as in the IT department. Uh so we we welcome him back and also Mrs. Prader, we wish her the best of luck on her new endeavors. All in favor post 11 business a claims superintendent recommends the board approve the claims is listed on page 17. Have a motion. >> Motion second. AC have anything? >> Just normal standard claims. >> Okay. All in favor? >> Post [clears throat] discussion. The superintendent recommends the board approve the Neola policies
034and guidelines that were discussed at the November 17th, 2025 board meeting. Motion. >> Motion. >> Second. Second. >> All in favor? I >> post. Permission to issue. On behalf of the board of school trustees, the Knox community of the Knox Community School Corporation, I recommend that the superintendent be given the permission to issue written preliminary notice of the recommend recommended that the superintendent to be oh, sorry. Notice of the board's consideration of non-renewals to those administrators in the school corporation whose contracts may not be renewed as re recommended by the superintendent. >> Sorry. Motion >> Wendy second. >> Second. >> Um, this is just a standard yearly procedure that we do on our board agenda. >> All in favor? >> I post. >> The collective bar bargaining agreement. The superintendent recommends the board approve the
035two-year collective bargaining agreement between the Knox Federation of Teachers and the Knox Community School Corporation Board of School Trustees. The This agreement was discussed at the November 17th, 2025 board meeting. Motion >> second. >> Yeah, we we discussed this already just to kind of give a big picture overview, right? All certified staff, they'll get a $2,300 base salary increase. Um so which will bring our beginning base pay to 45,000 which is what the state uh required us to do but the top end of the scale at 73,300. >> Yeah. Uh I got you know I just want to make a comment on this uh uh this I know you know we want to bring our teachers up to 45,000. Uh and are all teachers getting the $2,300 raise? And that's why I you know I
036don't agree with that for the simple reason in the past if a if a teacher started say this August they did not get that the raises we gave you know everybody else and we have teachers that have [clears throat] started this year that are over that 45,000 already and they're still going then they're going to get another $2,300. Correct. >> So I I just I don't agree with that. >> All in favor? >> I I post n. >> Admin director salary employee salary increase. Superintendent recommends a $2,300 salary increase and contract extension for administration administrators, directors, and salaried employees is as was previously presented to the board. The $2,300 increase will be recroactive from July 1st, 2025. Motion >> motion. >> Okay, Dr. >> So, typically what we do uh what the teachers get, the
037admin directors will get. So we're giving them uh 2,300 also to their base pay um as we discussed in our executive meeting >> and that's through two years. Correct. >> Correct. And and here [clears throat] again, I I'd like to say that uh if any of the admins or anybody got a raise before this $2,300, then I don't agree that they should get another $2,300. Thanks. >> All right. All in favor? Okay. Right. F affidavit for payment. The superintendent recommends the board approve the affidavit for payment as listed on page 62. >> Wendy. >> Sure. Motion. >> Second. >> Back to Brown. >> So, uh, this is going to become a monthly routine with our new bond, uh, that you will see in our board minutes, um, each meeting, I guess, once a month. This
038is between us, um, and the Bank of New York Melon Trust Corporation. they own the lease on the middle school um for us to have the bond to provide money for to repair the middle school. Um so you'll see this transaction each month. Uh the other nice thing to um that they do is that we actually make a phone call between Casey and them to confirm uh the amounts um and that everything is correct. So I'm I'm happy that that the communication is there for the transactions that are occurring. Like I said, this will be a monthly thing that you guys will start seeing in the agenda. All right. All in favor? I >> post. [clears throat] G. Fundraiser approval. The superintendent recommends the board approve the fundraisers fundraiser as listed on page 64. >>
039Second. >> Thank you. >> So, the um National Geonor Society um they're going to sell a bunch of different items. They're going to have hat days basically to raise money for the staff appreciation week. All in favor? >> 26 2027 school calendar. The superintendent recommends the board approve the school calendar for [clears throat] the 2627 school year. >> So very similar to this calendar, uh teachers are starting August 3rd, students August 5th. Parent teacher conferences are still on the same Thursday and Friday of the 8th and 9th. Um, one thing we did change, we haven't taken Martin Luther King Jr. Day off of school. We are going to honor that next year. Uh, so on January 18th, we will have that off. Um, we in the past have had President's Days off, President Day off,
040but it was a contingency day. Uh, we're taking out the contingency part. Uh, so President's Day will be a true no school day. Um, also the last day of stu for students is the 28th and graduation is the 4th. So everything else is right in line with what this year is. >> All right. Thank you. >> All in favor? >> Donations. The superintendent recommends the board approve the $1,000 grant from Northern Indiana Community Foundation to be issued to the elementary applied skills classroom. from the superintendent recommen board approved a $5,000 donation from Susan McKennon to uh earmarked for the music department. I have a motion >> here. I'm going give you that one, Wendy. Thank you. >> Okay. Um we'd like to thank the Northern Indiana Community Foundation uh for their donation that you know
041at the elementary level they have an amazing app skills um Christmas party that they do with multiple students across different different districts. Uh that is on Thursday. Uh so definitely thank them for their support and also for Mr. Susie McKenna who had donated before to our music program. We thank you. >> All in favor? I >> oppos public comments on items on the agenda. I don't have any this evening. So comments and questions from the admins and the board. Dr. Brown, >> nothing tonight. >> Uh I just want a chance to go to uh play Saturday, a week ago Saturday and uh you know uh Mazak was really nervous about first play and everything and fill in those big shoes that she had to fill and I think she did a fantastic job doing it.
042And then also uh another thing about uh and kind of the dollar insurance and stuff and all that uh I think if uh if we're going to take away the dollar insurance for teachers then [clears throat] by golly we should go across the board administrators directors everybody And that's my opinion. I mean, if we're going to if that's what we're we're moving towards, then we should do it for everybody. That's my opinion. That's all. >> Thank you. >> Um I agree on the the play. Um they they did a really good job. Michelle did a really good job. Um I was also impressed, not surprised, that she mentioned that Miss Hong came back and and helped her. So, um, obviously she's very dedicated, you know, that she even came back to help her. So, um,
043I think that was really nice. Um, the the weather situation, thank you. I know that that is very stressful, but I know that people appreciate the night before instead of the morning of. So, and I know it's it's always a gamble whether or not to do it or not, but um, thank you for all that is involved in doing that. So, that's all I got. >> All right. Thank you. >> Yes, the weather thing. I I know there's a lot of people that appreciate that, especially with smaller kids making the proper arrangements. So, and that's all I have. Thank you. >> I just want to repeat what these two board members have said about the play. It was really good. We went on Saturday night. What's always interesting is you see a whole different group
044of students on stage than what you might see elsewhere. And even to learn the young man who had the lead, that was his first play. He was in the tech part for what, eight shows. >> And I was like, how in the world did he get, you know, do the lead? But he had read during junior English, The Crucible. >> And he just had the whole class spellbound by his presentation, and Mrs. Mattisac was aware of that, and that gave him the confidence. So I it's just wonderful to see all of those students. They they did a great job when they performed include that's all I want to say >> before you take off I one more thing I want to thank you for that presentation both of you for um from the [clears throat]
045schools uh it's going to be really nice to start really watching that keeping track of that making uh education moving that to one of our top >> um concerns at the school thank you um I saw you at the play on Sunday uh and it was it very good um so thank you to our staff and our students to put that on. The weather is very tricky. We went out right up to the line this morning to uh to to make the call. I I do feel like it was the right call, but it it is that's what I'm going to spend my evening doing tonight. So, um thank you for that. Uh we will follow up with the champion moment and Miss Austin in the January meeting. So, we'll we'll have them come and
046do that. And then just a reminder uh this Saturday is our district uh party from 1:30 to 3:30 in the multi-purpose room. You're all are welcome to join us. And then we're walking in the parade, the pepper pepp government peppermint parade. So if anybody wants to join us, you're welcome too. >> Jason, can I say one thing? >> Sure. >> I would like to thank the board and instrument on behalf of myself and my husband for the raise that we got. We greatly appreciate it and we feel blessed that we were so close to home. So thank you guys. I guess that's it for the evening. Uh, do I have a motion for German about that? >> Dr. Brown. [laughter] >> All in favor? >> Right.