001go ahead and start with call to order. Uh we're going to start the meeting off. Uh we're going to ask for a moment of silence in memory of Dwight Enskeep, Lady Cubs assistant basketball coach who passed away. So if you don't mind, let's do a moment of silence, please. >> Thank you. We'll start off by pledge of allegiance, please. I pledge allegiance >> to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Okay, we'll move on to the student recognition. So, we're going to start off with the MCHS boys wrestling academic allstate team members. So, I'm going to ask Phil to come up. >> You go up here with them. >> Okay. Um, so we have
002three. I'm going to talk about all three, but only one is here tonight. So, um, first off, I want to say I believe this is the first year that we've had more than two academic all-state honores, uh, which is a big thing for wrestling. And, uh, I'll kind of throw myself under the bus historically with wrestling. Um, you know, o teachers over the past 30, 40 years could tell you like we are not the team that often has a lot of academic all-state kids. Uh we have guys that do what they need to do to stay eligible, but uh anymore the past between five to seven years, we've made a really hard push to get these guys to excel in all aspects of their life. And uh and we're doing that. I again, I don't
003recall a time we've ever had three. And next year, we're going to have uh between five and seven uh academic all state if those uh sophomores stay on track. So, uh, just to, you know, to clue you in, to be eligible for academic all state, you have to be a junior or a senior. Uh, first team ac sorry, second team academic all state is, um, 3.25 GPA to 3.75 unweighted. And then first team is 3.75 unweed and above. So, all three of our guys uh, this goound were first team academic all state. So, 375 unweighted GPA. Um, and extremely proud of all all three of them. They're all going to do go on to do great things. The one that's here tonight that I'll talk about, um, Zayn Skinner, he's a senior. He's done everything
004we've ever asked of him. Um, excels in the classroom. He was phenomenal to have in the room. Uh, always super positive. Kids fed off of that and, uh, we're very proud of him. He's going to go on to Indiana State University next year and major in either psychology or social work, right, to uh to be work in the mental health field. So, we're extremely proud of him. He's a great representative of of our program. Um the other two, uh Owen Cowwell, he's a junior. Uh his plans are to uh continue on and go to Purdue and major in uh chemical engineering. He's a very very bright kid. Um, and then the other one is Drew Zuckwart also. Uh, these kids, I'm decently well educated, but they, uh, make me look silly sometimes. So, um, and
005it's great to be around kids that are that are that intelligent and take these things very serious, not just through wrestling, but um, through uh, the academic side as well. They have their priorities in check. So, uh, Zayn Skinner, first team academic all-state senior. Take your tag off. >> Take the tag off. Savannah and next. Uh so we're uh we're recognizing our whole team tonight. Um good players follow instructions, great players understand situations, and obviously basketball is a situational game. Um and our players were so good at that. And and we were so su successful because of that. Uh we were I mean we were we finished the we finished the year six in the state. We were in the top 10 all year. Um we were 23rd in the state um regardless of class
006in scoring average. Uh so our kids understood how to score points. The last third of the season, the last eight games, we would have been we would have been like in third, second or third um in scoring average. And then we were 27th in the state in margin of victory. Um, and we were just outside of the top 50 in defensive average. Um, so they understood what we were trying to do. They understood situations. Um, they're such a like beautiful, smart group of kids. Uh, and and Kelsey and Sonia and Dan and and Dwight and I, we uh they like they filled our hearts up every day. Um, so we're going to recognize them. There are 11 kids out of the 20 that we're going to recognize that uh are 4.0 or above. Um so
007like uh Lady Cubs Soups, that's like the group of kids to be around um because because they're really cool. So I got to follow this list or Kelsey's gonna get nervous. Okay. So, she's not here tonight, but Berlin Conover. And then Juliana Davis, Maddie Floyd. I didn't see Luda. Uh, Luda's not here either, but Luda Vikica Faresi, Harley G, she's not here tonight either, but Mia Gin, Chevy's not. Chevy Grubs is not here either. Mary Grace Jenner is not here tonight. Ba is Baya Jester. Uh Emily Laugher, Marta Martinez, Miley McQuary, She signed her letter of intent today. Kylie Montgomery. And then right behind her is Nattie Montgomery, Kinsey Randall, Addison Ror, Lauren Schaefer's not here. Ava Smith Daily Smith who's not here and then Kinsey Smith. So again, like one last time, they're they're
008just a wonderful group of people and um uh please congratulate them on the on the things that we did. Everything that we did good was because of them and everything that we did bad was because of me. So, um, they they were, uh, they were phenomenal, and I'm really excited to see what they're going to do, uh, in the future, and and hopefully they'll let me be a part of it in some way. Everybody stay there, girls. And I guess I should have mentioned their team GPA was 3.92. That's pretty good. >> Next will be distinguished graduate award. Good evening. So, tonight I have the honor of recognizing an outstanding educator and leader, Morgan Kahhal. Morgan has been selected as the 2526 distinguished graduate of Masters of Science in the Education program at University of
009Southern Indiana. This award is um given to individuals who demonstrate exceptional academic excellence, dedication to their field, and meaningful contributions throughout their graduate studies. Morgan currently serves as a kindergarten teacher at Anderson Elementary. It's kind of an Anderson night, I think. Um, she previously taught first grade there where she built strong foundations for her students academic and personal growth. Her commitment to education, continuous improvement, and passion for supporting young learners truly set her apart. This honor reflects not only her hard work and perseverance, but also the positive impact she has on her colleagues, her school, her community, and the students that she serves. We're incredibly proud to have Morgan as part of our district. So, please join me in congratulating her on this well-deserved um recognition and celebrating her remarkable accomplishment. >> And she That's
010right. >> Most important part and probably had a Okay. Now, next is the Anderson Elementary School presentation. So, ask for Adam Jones to step forward, please. >> No. All right. Even better. >> Yeah. Just have them off to the side. Say we have one permission to play that. Okay. All right. Um say that. All right. So, I'd like to thank the board and Dr. Brown for giving us this opportunity to to talk about our wonderful school. Uh my name is Adam Jones. I'm currently the interim principal at Anderson, which is just such an honor. Um growing up as a Eel Muny Tiger to now be um given the the opportunity to lead the building the the Anderson Tigers is just it's uh going full circle. Um tonight here we also have Miss Charice Mans who
011is our interim assistant principal, Mrs. Carrie Dickerson, our school counselor, and Miss Lisa Bronner who is a third grade teacher. They each will have a a nice little part in this. So going through our school, we we were looking at making sure that our school uh culture community has been strengthened. We've done that through various opportunities through the house program, through um spirit weeks, through community partnerships. Um we our third grade team has brought in different community members for uh reading cycles, different book studies, things like that. Um, and you'll kind of see those throughout this presentation. We really want to make sure we refine our systems to make sure that we are consistent with what we do. Um, we want to try to be as efficient as possible to make sure that our students
012get the most um bang for their buck and and throughout their academic day to get the most instruction they possibly can. And then align our school goals with the district initiatives because it's something that we really believe in that the district. we we we think that they're going in, you know, we're going in a really good direction. We want to make sure that our school does whatever we can to help support the district's initiatives as well. And then looking at that, we have our three main pillars. We have our student um safety and well-being. We have our academic achievement and growth. And then staff recruitment and retention. And each one of uh our staff members here tonight will kind of hit on each one of those pillars. So something that um really proud of is
013the way our staff has come together as a team. We have a very large staff compared to some of the elementary schools, a little over 90 staff members. So it's we're really proud to say that 100% of our staff has um taken part in a whole school initiative or activity, which that takes a lot of collaboration and teamwork because it 90 people to get into one goal is not easy. Um, but proud to say that our staff has accomplished that. Really proud of the way they've come together. So then looking at our house program, we've talked about our house program before. It is we have eight houses. Our slogan is eight houses, one family. We we kind of adapted this off of the Ron Clark model. This program, each student when they become kindergarteners, they're
014inducted into a house. They're in that house throughout the their time at Anderson. Our staff members also are inducted into a house. We have house shirts. We do monthly um house family initi or family meetings or we do whole school um convocations or assemblies. So we we're bringing 450 students um into the gym all lined up in their houses wearing their house colors. We do games, teamwork building. Um, it really gives the students a sense of belonging and a part of something within the school and then they each can hold themselves accountable. We we have a an app that we can deliver points to and in our uh cafeteria we have a Prometheian board that has our leaderboard, our active leaderboard. So, anytime someone receives a house point, their name will pop up on the
015screen. So, the students can see that so and so is earning points for our house for it's, you know, it could be for helping a student to pick up their papers or holding a door from a staff member or showing, you know, roar expectations on the bus or the playground, anything. All the staff can give it to them and it just gives them something to work towards and a sense of belonging to the team and to the school. Um, and then we also have our TBRI lessons and our coaching cycles that we try to incorporate into these family meetings. And with that, we we really try to do a good job of meeting our students social emotional uh needs where they are. Um, and it just the these initiatives tie together kind of the the
016purpose of being an Anderson Tiger and what it means to be a part of this family because again our our slogan is eight houses but one family. But we are still the Anderson Tigers. Um engagement opportunities for students both inside and outside the classroom. >> All good. >> Um so we have um on the picture on the left we have uh Steel and Steam was a um a coffee food truck that would come and this particular individual was a veteran of the armed forces. Noticed that our flag um could have used some rejuvenation. He found one that um he donated a flag to our school. He even offered to take our old flag and um retire it the proper way. And he had a group of students come out there and help him lower the
017flag, taught our students how to fold the flag, and then taught our students how to raise the flag and what it meant to have and to carry that flag and the importance of it. Um we've had people, you know, groups like the Rotary Club. Um we we've done our balloon walks school comes together for like maternity leave. um opportunities. It just it creates something that is not just another thing, but it ties us with our community, which we have such a a great community. Really happy with how Madison helps it helps us with our students successes and learning and growth. So, strengthening our community through literacy. Literacy is super important. through our big literacy fundraiser. And I say fundraiser lightly because it is a fundraiser, but Book Blast, what sets Book Blast apart from other
018fundraisers is no matter what, every book, every student is guaranteed a book. So, we're trying to get books into every student's hand. They don't have to sell anything. We are guaranteed to give a book to every student. This year, we raised over $22,000, which provided, I think is over 1,400 books for the students. And then we also got an additional $2,000 for the school to provide books to classroom libraries in our own library. So it's just trying to um advertise literacy through these things. We would do spirit weeks, we did kindness week. Anytime we find something, we tried to tie it to books um to try to promote literacy and get books into our students hands when they go home. So we also support our students and we're really happy with how our students compete
019academically. So we have the the academic team, science bowl, math bowl, spell bowl, robotics. Um we also provide opportunities for our students to grow outside of the academic field with a guardian club, run club. So these things also still teach teamwork, um grit, being a part of something, even if it's not necessarily tied directly to academics, they're still learning different um traits. So strengthening through se uh celebrating our staff this year. We're excited to see that three of our staff members were nominated for district awards at our annual district banquet. We had Paula Zimmerman, we had Melissa Almond, Rebecca Croxton, all were name nominated um and were honored at our district banquet last week or maybe the week before. And then we just heard, I don't know if Morgan is still here, but Morgan Kahh
020Hall earned a distinguished graduate award for USI, which uh I'm pretty excited about because I was a graduate of USI. So when I saw that, um it just small world, I really happy for all of our people. Um and then we also have teachers. I think we have uh our third grade team here as well that they also um advance their careers in their education through their master's degrees, the the literacy endorsements or STEM certification endorsements. Um so whether they're getting nominated or honored at the district level, they are still going through and getting their own um advancements in their education. So looking at our behavior and academics, making sure that we look at MTSS as a whole child, not just academics, but we look at behavior, social, emotional, and academics that we we really
021make sure we support them on all fronts. And we use our early release days um like today use PLC's to look at our data, make sure that we are doing everything that we can for our students and make sure that our interventions are targeted and um explicit and it gives our teachers a chance to talk with one another, share their ideas to make sure that our students are provided the best support possible. Exciting news this fall. Um like Lydia Milton, we are blessed with a new playground coming. Um, thank you to the Bethany Legacy Foundation for the wonderful donation. This this program, this playground was very intentional the way it was designed. We wanted, you know, engagement, fun, exercise, but inclusiveness. We want to make sure that there's no areas that a student may feel
022away from his peers or her peers based off of any um disability or any like that. So, we were really intentional the way that we built it. So, a huge thank you to the Bethany Legacy Foundation for providing this for our students. It's um it's going to be wonderful opportunity for our kiddos. >> All right, Miss Carrie Dickerson is going to come up and talk about some of our attendance initiatives. Um so, Miss Carrie Dickerson. >> All right. Thank you for having me. Um so, we have been working on attendance as a team at Anderson. Um, we really want to we really want to impact families and their perception of how importance attendance is and make sure that they believe it's as important as we do. So, we've tried to bring some positivity this year
023with some um recognition programs first of all. So, we have brought back the um student Whoops. Now I need to go backward. I don't know how to go back with the arrow. >> Okay. All right. Well, I'll go ahead and share with you. Um, so we've brought back some individual student rewards to recognize students who are doing the right thing every day and are come and are coming to school um maybe probably when they don't feel great too because um they had 100% attendance. And so we've quarterly recognized those students for perfect attendance. We have gotten Dairy Queen on board. So it's kind of growing each term a little bit at a time. And so this quarter we added an incentive and a reward from Dairy Queen. So our local Dairy Queen supported our students.
024Um then we have class awards. Um we call it the wheel of fun. It's an old school wheel that they spin like the wheel of fortune and they like to get something that's free like a pajama day or an extra recess time or something. Um so simple things are acknowledging and helping recognize the good work that the students are doing as individuals or as a class. Um we counselors have been working um on communication with parents. We've used parent square for that and um trying to send quarterly a message to them just again about the importance of attendance and and also encouraging them to communicate with the school when their student is absent. Um and then just ongoing phone calls home when students have unexcused absences so we can try to avoid the letters that
025are part of our handbook policy. um often the parents have parent excuses but just aren't um aware maybe that they need to contact us. So we've been trying to do ongoing phone calls and messages to those parents. And this year at this point last year we had roughly 57 letters that we had sent for 5 days of unexcused absences. And right now as of that same date this year we've just sent 22 letters. Um >> that's awesome. We have had we had at this point last year 10 we had nine 10-day letters and we're currently at eight. So a little closer there and 15-day letters. We had five this time last year and we have only two this year. So I think the communication may be helping and this communication with parents giving them an
026opportunity reaching out to them as a courtesy to say we can you just let us know um why your student was absent. Is there anything that we can help with? Um, so we're hopeful that that's making an impact along with the individual and class rewards. And then goals next. Okay. All right. And then um we're going to elaborate on our school goals. So as Anderson and Anderson team has identified, um, three school goals. Um, the first of which is proactive behavior support systems to increase student safety and well-being. Um while we currently use um the evidence-based practices of TBRRI and Boytown, we want to make sure that it's sustainable and it's implemented at a tier one level. So every student is the goal and every faculty and staff member knowing the language and utilizing the
027language and the procedures that we um that we believe are important um for students to impact their behavior. And then also um to strengthen our efforts just maintaining data through refined tracking tools and um behavior plans so they're consistent and we can monitor effectiveness of our behavior plans. The second goal is academic achievement and growth and the measurement of that will be I read and I learn um ELA and math scores and the goal is to increase proficiency by 10% and the the data is promising and already indicating that we're on our way there because the initial attempt for I read was showing an 8% increase in the pass rate and and 2% increase by the third summer attempt is anticipated because the data is promising. And the third goal um student recruitment and retention.
028We were fortunate and blessed to have a full staff um at the beginning of this school year and we've been supported along the way. All right. Um with additional positions as well and we are so thankful for that. Um, but we we want to make sure that we are retaining our staff and um I know our district and our administration um are always working hard to get professional development for our new staff and teachers and those folks are in our building building relationships every day and when we have um people who don't stay then we start again in that position you know again. And so we want to make sure that we're trying to retain um staff who have built relationships with students because that can make a huge different huge impact for students. Um
029and so I think they're going to elaborate. Oh, the first one is goal one. Okay. So we're going to elaborate even more on goal one now. Student well-being and supporting positive behavior. Um, this this video is Lydia Rearen, our behavior coach, and she unfortunately isn't here tonight because she is at training. All right. So, another person who's getting training for our benefit. Um, but she wanted to present this information to you because it means a lot to her. >> Good evening and thank you for the opportunity to share the work we're doing to support students behavioral and emotional needs. My name is Lydia Rearen and I serve as the behavior coach at Anderson Elementary. Even though I'm not there with you tonight, I'm excited to share our hard work from afar and highlight the growth
030that we've seen through Restart this year as we have continued our work to strengthen a system of support that is proactive, consistent, and centered on student well-being. Restart is a restorative relationship centered support system that gives students a chance to pause, reset, and return to the learning. Instead of focusing on punishment, restart has allowed us to redirect, reconnect in a more consistent and supportive way through TBRI and voice practices. So why does restart and behavior coaching still matter? Our work has helped us intervene early before behavior escalates. has given us the opportunity to teach regulation, reflection, and problem solving skills. It has also allowed us to support staff through collaboration and consultation. At the end of the day, it has helped us be able to be there to help the students be successful over time
031and show them that they're valued. That has helped us lead to stronger academics, behavior, and overall a stronger school climate. When we look at the data, it's amazing to see the hard work in front of us. From the 2425 school year to the 2526 school year, we've already seen a 28.9% increase in interactions. 2425 school year, we had 2800 interactions. And as of March, we've already surpassed 3600 interactions. The best part about this is when we dive deeper into the data, a lot of that d a lot of that data shows it's preventative work. Currently, we are sitting at almost 2,000 preventative interactions. That accounts for over 58% of the work that we're doing. The best part for me is that we've seen a decrease in those higher level needs. Our level four, which what
032some people would consider to be a crisis, is currently sitting at 50 interactions for the whole year, which is only 1.4% of the work that we do. To me, this shows that Restart is indicating proactive systems are helping us address those student needs before they become more serious. What is especially encouraging is that all of this work at the end of the day is preventative. This tells us that restart is being used as attended. It's helping us meet that student need. The data tells the story. Our time is really going to supporting early intervention, student regulation support, staff support, problem solving, and then really teaching replacement skills. A lot of the time the work doesn't look dramatic. It looks like us sitting with a student, helping them use strategies, taking a deep breath, using their
033words, making repair after a rupture, and getting back to class. Along the way, we have worked really hard this year to increase and strengthen our preventive support. We have refined behavior tracking, use data to identify patterns sooner. We've supported behavior plans and strengthen them. And we've also helped staff respond in more consistent ways. We are creating opportunities for students to learn reflection, ownership, and repair so that behavior support becomes part of their growth, not just a correction. Overall, Restart is doing what it was designed to do. Preventive support is the proest the strongest part of the system. Our crisis level responses are low and support and consultation shows staff their ability in themsel. Most importantly, this work is helping us create a safer, more compassionate and supportive environment. Thank you so much for the opportunity
034to share this work. Even though from afar, I'm incredibly proud of the work going on at Anderson. Oh, we got escape. Get out and then to my slide maybe. All right. Hi. I'm Melissa Bronner. I'm a third grade teacher at Anderson Elementary and I'm here to talk about our set goal two, the academic achievement and growth goal. Um, we want to improve our dibbles and in-class scores, and that's how we progress, monitor, and benchmark our students on the district level here to see how they're progressing. Um, we're going to increase that by 14% for an overall 75%. Um, grade two, one of our goals is to have 75% pass or be on track in third grade when they get to third grade, going into third grade. And um we did notice this year that we
035had a big influx of the data shows that our students were like Carrie said, I think she mentioned before that our students were much more prepared for this third grade standards when they were coming into us. Um we want 95% of our students to pass in third grade with a growth in sped in EL with NEL students. Um we've really been honing down on that. that I think that'll be on our next slide too, like the steps to that. But but we've really been honing down on that with a collaboration with our sped team and how we're working in their students, our shared students into our intervention groups and also how they're getting their minutes serviced by the sped the sped team to make sure that all that is cohesive. Um steps to success, we've
036really uh looked at our tier one instruction to make sure that that is really the core of the instruction for our students. um that everybody's receiving the same thing. We're pacing it based on how what our students need in the classroom. We progress monitor every two weeks now to make sure that the students are growing with those interventions and with that tier one instruction um and look at the data during our PLC's to decide what we need to tweak and change um going into the next week's lessons or for the next month's lessons. Um we have instructional strategies that we have been doing coaching cycles, our novel studies, our fluency cycles with our coaches. Um we've been our MTSS test team has been fabulous. Um small groups, the targeted in interventions. Um everything is datadriven.
037I feel like that is definitely and when it comes to third grade, Mr. Jones wanted me to really elaborate on how we do things in third grade um to prepare for interventions. So when our students come into from second grade into third grade, we look at those i readad scores and those m-class scores and see where the deficits are for our students. And we don't just stop there in third grade. We want to see if they're struggling in foundations, which would be your phonics kind of like um basic principles of reading or if it's more of a comprehension piece that the student needs to work on. If we have found that it's phonics and the foundational skills that they are missing out from K through two, we give an additional screener in third grade, the
038core phonics screener to see what exactly that deficit is, whether it's, for example, a CBC word like CAT or it's the vowel teams they're struggling in or if it's blending or if it's compound words. Then from there, we look in our curriculum that we use across the district, like what lessons we need to pull specifically for that student to fill in those gaps and those deficits so they can learn those foundations so they can continue on to build comprehension and become a successful reader later on. If you see our data, I'm really proud of Anderson's data. I feel like we have come a long way in the last three years when it comes to the data and it shows here in second grade the 23 24 school year we had only 26% of students on
039track or pass. Um since then this past the 25 to 26 school year we have 45% on track or to pass. um in third grade for the attempt the first attempt in the I read in the 23 24 school year only 33% of those passed whereas this 2526 school year we're at 67.7% with a projected pass rate by the end of the school year of an 83 to a 93 or 92% projected pass rate eventually our goal in third grade is get that up to 100% we're really pushing um we've really been talking about that 100% % we want all of our students to be successful. Um, with the literacy crisis in the United States, we try to incorporate literacy into every content area to make sure students are continuously reading. We try to make
040it fun with community partners with read with dogs. We had the therapy dogs come in and so our students could read with them. And um, we con connect our novel studies to outside the gardening club. So we read Charlotte's Web and then connected that to gardening. So all the students were very excited to bring in more like literature to read about those specific topics that we were learning in class. So just kind of um putting the spark back into the children's minds and you know eyes for the love of reading. Not just you have to read in school but you have to to learn to love it. You know I want the kids we want the kids to learn to love to read. Um so I think I our next steps uh we in the
041last two to three years we have implemented heity and UFly with um K through um two with fidelity. Third grade we use um youly and he just as I said we pinpoint those different deficits to pull lessons from the kindergarten through 2 grade curriculum that our students need. Our prek classrooms are even doing UFI and integrity. So, they are preparing even earlier for um those foundational skills and we're going to continue to focus on those through our MClass and pro progress monitoring our students to make sure that they're understanding the skills and um the different standards that they need to. And then we need to stay um a strong emphasis on that I read readiness. We really want our kids to be able to pass that and and get over that hump to move on
042to fourth grade. And that leads me to goal three. Miss Mans. Hello. Goal three is of course our staff recruitment and retention because we can't do any of these things we're talking about with our staff. Um, so we want to increase staff retention by 20% and fill a 100% of positions by the end of our 2526 school year. Um, the ways that we're going to do that is we're going to have target recruitment, which we've already started. Um, one example is we like when we have subs come into the building, we had a sub that was like dependable there every day. We watched them interact with kids, interact with teachers, teach the lessons, and we just reached out to them and said, "Hey, what do you think about joining who we are?" and right away
043she did that and she has been an amazing addition to our staff. Um, strong onboarding, just really supporting those teachers when they come in, whether it's those transition to teachers that don't have that background, um, or it's our teachers that have been there just with all these new initiatives, making sure they have what they need to do the job. And then ongoing professional development, it's available all the time everywhere. So, thank you for that opportunity that you guys also give us. And then just increased staff support and engagement. You've heard about that a little bit already. Just the things we're doing to keep our students excited and our staff excited. Um for our 2425 school year, we had roughly 89 employees. We're up to 92 at Anderson. Uh we had 29 new staff members last
044year. We've had just 16 new this year. And then last year, we started out with 32 new staff and we're at 17 new staff this year. So that's increased retention of roughly 15%. So, we're keeping our employees at Anderson. Um, beyond the numbers, we've been intentional about just how we are supporting those teachers. Um, I've been in classrooms. I know we've all been in classrooms. Alyssa has helped out just making sure that those teachers are there ready um to meet the needs of our students. Um, we want to work in a and build a positive culture at Anderson through our morale committee. You saw the steel and steam up there earlier. Sometimes we have the carbonation station come things that just keep give our teachers that like extra little pep to make it through a
045day. Um, and then letting them know we're not doing this work alone. We're in it together, right? And then our future plans at Anderson, of course, we want to just keep doing what we're doing, strengthening those things, um, adding some new goals as we move forward. Um, we're expanding our student centered coaching, thinking about our schoolwide systems and procedures like the attendance um, that we put in place this year, and then just continuing to build that strong positive culture. And then of course we end with just a special thank you to you guys for first letting us present who we are at Anderson. Um we appreciate the decisions you make on our behalf, on our district's behalf um to keep us strong and moving forward. Um your time and the opportunity tonight to share the
046great things at Anderson has been appreciated. >> Thank you for being here. Thank you guys very much. Great presentation. Nice seeing all that information. It brings back memories. That was my school and stuff in elementary, but it was Michigan Road Runners back then and stuff. So, a lot of things have changed in the positive. So, it's really good to see that. Um, the flag, I can remember in elementary school they taught us how to do that. So it was us kids going out there and folding the flag up the right way. So brought back a lot of memories. So keep up the good work on that. So we'll go on and start with the consent agenda. 26-101 approval of agenda April 8th, 2026 regular meeting. 26-102 approval of minutes of the March 5th, 2026 work
047session, executive session, and March 11th, 2026 regular board meeting. 26-103, approval of payment of claims. 26-104 approval financial report 26-105 approval construction payments there are three of those first one Landmark Aquatics it's for the Madison Junior High School pool uh pay five $59,71.31 Landmark Aquatics number two $34,93161 1. Third one, Smith and Associates, uh, preschool, $183,63,166. 26-106, Approval of Personnel Report. 26-106.1, Addenda personnel report 26-107, approval of donations and grants. MCS Food Services has one. Community Foundation of Madison, Jefferson County donated $2,800 to be used to assist in paying student lunch debt. Technology has one. We have an anonymous donation of $60 to be used to pay on two students overdue balances. Madison Junior High School has two. Milton Family Dentl donated uh $500 to the girls basketball team to be used to purchase warm-ups
048for the team. Second one, Richard and Shiloh Russell donated $552 to the girls basketball team to be used to purchase warm-ups for the team. Madison Consolidated High School, they have five. First one, Encore Theater of Madison donated $500 to the theater to assist in frozen puppet cost. Number two, Dr. Matthew Adams donated $22 to the science department for the greenhouse fund. Third one, Eminem towing donated $2,000 to the football team to be used to purchase new practice jerseys. Fourth one, Floyd Nancy Davis donated $500 to to C Club Cub Diesel. Fifth one, 88 King Buffet donated $100 to the class of 2027. 26-108 approval of field trip request. There are several of these. So the first one, we have an o overnight field trip request from high school FFA adviser Amanda Briggs to take 12
049FFA students to compete in the vet science class and attend the state FFA convention on June 16 through 18 of 2026 at Noblesville, Indiana. Second one, we have an overnight field trip request from Shelby Green, high school science teacher, to take 12 science olympiad students to Northridge High School, Mbury, Indiana on March 27th through 28th, 2026 to participate in the science olympiad. Third one, we have requests from high school biology teacher Kelly and environmental science teacher Tom Ferry to take 40 students to the Louisville Zoo on April 16th of 2026. Number four, we have a request from athletic director Devin Bryley for approval of the following out ofstate athletic events. First one, boys volleyball at ODM County, Kentucky, March 31st, 2026. Second one, freshman baseball at Carroll County, Kentucky, April 23rd, 2026. Third one, JV
050baseball at Carroll County, Kentucky, May 11th, 2026. Junior high softball at Trimble County, Kentucky, May 13, 2026. Junior high eighth grade baseball at Trimble County, Kentucky, May 14th, 2026. Dr. Brown, >> I recommend that the board approve with one motion and one vote the consent agenda items 26-101 through and including 26-108 as presented. So, it is going to be a little bit different today when we're voting. Just so that those that aren't here and they're at home, we do have John and Destin online, so we will have to do a roll call vote when we do this. So, can I get a motion? >> I'll make a motion to approve the consent agenda. >> Can I get a second? >> I'll get a I'll make a second. >> Any discussion on that? >> So, we
051will go ahead and start vote. John >> I. Dustin >> I >> Mike >> I >> Jody >> I >> and myself I'm an I. So pass. >> No public comments. Okay. So we'll move on to action items 26-109 approval to purchase Chromebooks from grades 3rd, fourth, fifth, and 9th. Dr. Brown. >> Yeah. I recommend the board approve the purchase of 950 Chromebooks along with the protective cases and warranty for next school year from Electronic Strategies in the total amount of $593,92 for grades 345 and 9. >> Can I get a motion? >> I make a motion we approve 26109. >> Can I get a second? >> I'll second. >> Any discussion? >> Okay, we'll start with the vote. John >> I >> Dustin >> I >> Mike >> I >> Jody >> I >>
052myself I'm an I passed 26-110 approval of intercom server upgrade purchase Dr. Brown. >> I recommend the board approve the intercom server upgrade purchase from audio enhancement and the total amount of $31,59012. Our audio enhancement intercom servers are reaching the end of their life. We need to purchase new servers to keep receiving security and product updates. We also need to purchase a new intercom kiosk for Anderson in the high school. >> Can I get a motion? I'll make a motion to approve 26110 approval of the intercom server. >> Can I get a second? >> I'll second. >> Any discussion? >> Okay, we'll start with the vote. John >> I. >> Destin >> I. >> Mike >> I. >> Jody >> I. >> And I am an I. So passed. 26-11 approval memorandum of understanding between
053MCS and Boys and Girls Club of Jefferson County. Dr. Brown. >> I recommend the board approve the memorandum of understanding between MCS and the Boys and Girls Club of Jefferson County to provide extended summer learning opportunities for students. The Boys and Girls Club of Jefferson County received a grant that will provide students with five weeks of instruction and summer care free of charge. >> Can I get a motion? >> I make a motion we approve agenda item 2611. >> Can I get a second? >> I'll second. >> Any discussion? We'll start with the vote. John >> I. >> Dustin, >> I will abstain. >> Okay. Yep. Mike >> I. >> Jody. >> I. >> Myself. I'm an I. 26-112. Approval of me memorandum of understanding between MCS and Higgins Performance Consulting. Dr. Brown. I recommend
054the board approve the memorandum of understanding between MCS and Higgins Performance Consulting. Dr. Lucy Laor Higgins will provide sport and performance psychology consulting services to Madison Consolidated High School student athletes and coaching staff. The MCHS athletic department agrees to compensate Dr. Higgins for up to three hours a week for 36 weeks during the academic year. The fees associated with the consulting services are outlined below in the service agreement and will be paid from the math from Madison Consolidated High School's athletic department who is seeking grants, corporate sponsorships, and her fundraising to cover the outlined fees. Compensation. The MCS uh athletic department agrees to compensate the sports psychologist at a rate of $50 per one hour, $40 for 45 minutes, or $30 for 30 minutes for up to three hours per week for 36 weeks during
055the academic year. The total compensation for these contracted services will not exceed $6,000 per academic year. With prior approval from the athletic director, individual teams and coaches within the athletic department may request additional consultation services beyond the contracted hours. Any such additional services shall be subject to the sports psychologist's availability and shall be paid for from the budget of the requested team. So asking for approval of the agreement. >> Can I get a motion? >> I'll make a motion to approve 26112. >> Can I get a second? >> I'll second. Any discussion? Okay. Well, roll call vote. John >> I. >> Dustin. >> I. >> Mike. >> I. >> Jody. >> I. >> And I am a I. Passed. 26-113. Approval of summer school courses. Dr. Brown. >> I'm recommending the board approve summer school.
056The summer school will be offered to students at their home school location with transportation provided. Following courses will be offered based