BY DEBBIE PAGE

The Mooresville Graded School District Board of Education voted to maintain its supplemental tax rate for 2025-2026 at 15.5 cents per $100 valuation during its meeting on Tuesday night.

The board also approved several budget amendments to allocate an additional $908,018 in state instructional services funds and an additional $70,834 in system-wide support services funds. The added funds increased the 2024-2025 budget from $43,613,391 to $44,592,243.07.

SCHOOL SAFETY

Through funding received from a State Safety Grant ($165,000) and capital safety funds ($53,801.08), the board approved the administration’s request to approve a plan to enhance two-way communication systems across all schools by purchasing radios and related equipment from Mobile Communications of America for $218,801.08.

AIG PLAN REVIEW

Jemma Conley, director of Elementary Instruction, Amy Smith, Elementary AIG specialist, Tracey Waid, director of Secondary Instruction, and Maureen Fitzsimmons, Secondary AIG specialist, presented the proposed revised 2025-2028 AIG Plan to the board for consideration before asking approval at the June meeting.

A state-mandated AIG Plan is a roadmap for how each district identifies and serves academically and/or intellectually gifted students. The plan must meet NC AIG standards for student identification, professional development, programming, partnerships, differentiation, and program accountability.

The team members used data to evaluate the progress of the plan, including EVAAS and EOG/C data, teacher/student demographic data, classroom walkthroughs, and stakeholder surveys.

They then identified key areas for improvement, including disproportionality of identification, improving AIG student performance/growth, closing gaps in AIG teacher certification, and insufficient rigor and differentiation. The plan’s strategies are targeted to address those areas.

In a stakeholder survey, teachers liked the effective communication and structured support from AIG specialists and were appreciative of district professional development opportunities, including endorsement courses.

Families believed teachers are well-equipped to support AIG students and praised frequent communication from the district in the family’s preferred language. Students found the enrichment activities they were offered as highly engaging.

Teachers noted that clearer communication around the placement process and AIG service offerings and developing higher expectations for AIG students are needed improvements.

Families noted a discrepancy between intermediate and secondary levels with AIG related communications (specifically with Differentiated Education Plans) and AIG services. Some students stated they wished they had more challenges and rigor in English Language Arts.

The administrative team sought to increase stakeholder Involvement by creating a new AIG Advisory Committee with diverse representation. The 37 members (including students, parents, community partnership members, teachers, counselors, EC, ML, CTE, and administrators) met six times this past school year to review data, share proposed changes, and solicit feedback on the district’s revised AIG plan.

The advisory committee provided feedback on data for the website, suggested a glossary of acronyms and educational jargon be included in the revised plan, gave recommendations for public recognition of teachers completing local endorsement, and shared ideas for community partnerships.

The committee also determined that students with a 504 plan should be included as an underrepresented population and requested more enrichment options for middle school students. It also provided feedback on current extracurricular options and new ideas for expansion and gave recommendations to clarify the identification scoring grid.

Key updates for the 2025–2028 Plan to meet state AIG standards include:

Identification

● Clearer definition of screening procedures at the secondary level.
● Increased reliance on existing data sources to inform identification.
● Introduction of a top 20% review for each student group to ensure equity in referrals and identification.

Programming

● Formal AIG service begins in 3rd grade.
● Expanded middle school enrichment opportunities to support advanced learners beyond core instruction.

Differentiation

● Creation of Honors Course Guides to support rigor, depth, and complexity in secondary instruction

Accountability and Continuous Improvement

● Development of program SMART goals.
● Annual review checkpoints.
● Data collection on student performance and growth.
● Adjustments to services and delivery models.
● Transparent communication with stakeholders.

Personnel & Professional Development

● Dedicated AIG Specialists for elementary and secondary grade spans.
● Rollout of Local Endorsement coursework for all 6–12 teachers.

Partnerships

● Parent Book Studies to support families of gifted learners.
● Regular meetings of the AIG Advisory Board (at least 2 times a year).
● New annual AIG Informational Night.

Accountability

● Use of a “Plan, Implement, Maintain” chart to monitor the rollout and fidelity of the AIG program components across the 2025-2028 plan cycle.

The administration will ask the board to approve the revised AIG plan, with any suggested changes, at the June meeting before submitting it to NCDPI. Plan implementation begins in the fall, with the AIG Advisory Committee meeting in October to set implementation goals.

Training, monitoring, and evaluation will be ongoing throughout the three-year plan cycle.

CTE LOCAL PLAN 2024-2026

Staff also presented presented an update to the 2024-2026 CTE Local Plan, including a review of key initiatives from the 2024-2025 academic year as well as a review of the plan for next year. The mid-year update serves as an evaluation and assessment of the progress on the plan’s established action steps and creates the new fiscal year budget.

CTE Administrator Kevin Wilson noted that MGSD has 27 pathways from which students can choose.

The CTE budget request includes 309 months of employment (a nine-month reduction) and $102,505 in state funds ($2,443 reduction), and projects receiving $71,874 in federal funds and $55,376 in state funds for credentialing and certifications.

Middle schools completed the Career Development Plan process prior to spring break, and 10th-graders completed CDP process on May 12. Each school created a CDP process for new enrollees. Staff reported that student and staff feedback is positive.

Progress toward 2025 CTE enrollment goals included offering seven MHS courses that meet the new computer science requirement, growth in the carpentry pathway, adding sections of Health Science and Biomedical Technology, and starting Teaching as a Profession and Counseling and Mental Health pathways.

At the middle school level, each school will offer 6th grade wheel and the same three CTE electives to all seventh- and eighth-grade students: Exploring Food, Nutrition and Wellness, and Design; Exploring Careers; and Computer Science Discoveries and Engineering – Invention & Innovation.

The CTE program also received new equipment, including the Sphero Bolt+ (a round programmable robot that delivers best-in-class, hands-on learning experiences), programmable robots at both middle schools and MHS, Paxton-Patterson Labs, middle school career exploration labs for Selma Burke and NF Woods (including staff professional development), and Amatrol learning modules for Advanced Manufacturing/Engineering courses.

CTE achievements include this year include setting a credential attainment 2024-2025 goal for 78 percent. The 2023-2024 attainment was 68.9 percent, and in fall 2024, attainment rose to 73.6 percent.

The program also instituted two new student organizations, Family and Community Leaders of America (FCCLA) and Health Occupation Student Association (HOSA). CTE students also continue to participate in Skills USA regional and state level competitions.

CTE students went on 29 field trips involving grades 6-12, and Stephanie Shaw was a CTE State Teacher of the Year Finalist (top 5).

The automotive program completed the ASE certification process, with credentials now extended through June 2027.

Two weeks of camps with funding from CTE budget, with a focus on STEM with guest speakers, will held at MHS for rising sixth – ninth grade students. Current enrollment is 60 for week one and 40 for week two.

In 2025-2026, CTE education will continue to support ACT and EOCs by utilizing ACT bellringers with a focus on math and biology. It will also create new local articulation agreement with Mitchell Community College and advise students about the process to transfer high school credits to community college.

The department will also implement the MGSD CTE Career Exploration Continuum for grades 5 – 12, embed CTE in 5th Grade with Paxton-Patterson career exploration kits, and introduce CTE student organizations to middle schools.

CTE programs will also strive for continued improvement in credential attainment and continue exploring innovative partnerships with Mitchell Community College and NCDPI for credentialing, pathways, and

STUDENTS OF THE MONTH

Some of the MIS Fifth Grade Sign Language Club members performed the Pledge of Allegiance in American Sign Language as board members and attendees recited the pledge.

The May Students of the Month were members of the Fifth Grade Sign Language Club at Mooresville Intermediate School. Members include Layla Manall, Jordyn Safrit, Hayden Valentine, Reagan McCoy, Skye Douglin, Armani Rosello, Madison Hulett, Cohen Roseman, Sawyer Smith, Brennan Williams, Carter Rose Brannon, Gideon Clendenin, Tatiana Hanley, Evan Farnsworth, Kitch Kufhta, Brielle Link, Ella Scire, Addilyn Shields, Regina Sturdivant, Aloha West, Alice Weinstein, Rafael Reyes Waugh, Korah Walsh, Zooey Lape, Itzury Cardoza, Pressley Luckey, Mae’Lynee Marshall, McKenzie Pacini, Abigail Salazar, Niylah Sanchez Wynn, Briella Spaulding, Peyton Thomas, Natalie Walls, Serena Ball, Jeanne Davis, Natalie Meehan, Anna Ward, Addison Washington, Amarie Phifer, Savannah Caldwell, Sophia Cramasta, Kypsy Edwards, Rose Johnson, Fatou Karambe, and Calisi McVey.

Rebekah Jack chose these students because they have been working diligently to learn ASL. They have been practicing the Pledge of Allegiance in addition to learning how to interpret some songs that the chorus has been working on.

The Sign Language Club performed at the Club Showcase event in April with the MIS Bobcat Chorus. They have also learned greetings, colors, animals, feelings, and food items in ASL.

“All of the students in the Sign Language Club have been working hard to learn these new skills and use them in their everyday lives. We are super-proud of their efforts and their willingness to learn about helping others in the deaf community,” said Jack.

ARTISTS OF THE MONTH

Mooresville Intermediate School’s Andrew Sherrill, fifth-grade vocalist, and Anabella Hernandez Navarro, third-grade visual artist, were also nominated by Jack as MIS Artists of the Month.

“Andrew Sherrill is a phenomenal singer and performer. Not only does he participate in the Bobcat Chorus at MIS, he also performs regularly in the community for events and at Performance Coffee House.”

“He is also polite, respectful, and kind to adults and students around him at school. Andrew is a great example of what it means to be an MIS Bobcat.”

“Anabella is an amazing visual artist and impresses us daily with her creations! The work that she creates is well beyond her years. Anabella’s attention to detail and use of materials makes her art shine.”

“Anabella is also caring, thoughtful, and an exemplary student. She is an MIS Bobcat that we are all proud of,” said Jack.

Arabella’s drawing of a reclining woman and an amazing rendering of the human heart drew gasps of awe from the audience, impressed by the third-grader’s talent.

ABCD AWARD

Steven Thompson, EC Teacher Assistant at Mooresville Intermediate School, was nominated by Principal Mark Cottone and Assistant Principal Katie Calloway for the “Above and Beyond the Call of Duty” honor.

In their nomination, Cottone and Calloway stated that “Mr. Thompson arrives in the coolest cars every day. Our favorite is the rare El Camino, but that’s not even the best part of him. He set himself apart in the interview when he mentioned that one of his strengths is being empathetic. He shows this daily in all he does.”

“Mr. Thompson is an example of the Bobcat motto ‘safe, respectful, and responsible.’ He ensures the safety of his students in the classroom every day from the time they arrive at school to the time they depart from school.”

“He is the first person the students see in the morning and the last at the end of the day, as he makes sure of their safe transportation”

“All of his students are exceptional learners who have what some people call disabilities. Some are non-verbal, some are in wheelchairs, and others need help with daily living skills. This is where Mr. Thompson shows his heart for children as he is determined to create the best day for each and every child in his care.”

“Mr. Thompson is respectful with every staff and student in the school. He knows no stranger and is always willing to lend a helping hand with a smile and a well-timed joke. Mr. Thompson shows responsibility every day in his actions to take care of his students with high needs. He goes above and beyond to help not only his students but all those around him.”

“Mr. Thompson embodies our Bobcat motto. Because of his dedication, empathy, and kindness, we believe Mr. Thompson deserves to be recognized for going above and beyond the call of duty.”

SPOTLIGHT ON PEOPLE

Mooresville High School senior Lilly Rumrill was chosen as the Carolina Panthers National Flag Football Player of the Year and was one of 32 finalists for the Girls National Flag Football Play of the Year award.

Lilly recorded 119 points, 18 touchdowns and 22 interceptions during her senior season of flag football at MHS and was also invited to play in the 2024 20U Women’s Select Bowl in Los Angeles.

Lilly has signed to play flag football at Milligan University in Tennessee and is the first player in North Carolina history to sign to play flag football in college.

Lilly is also an accomplished Mooresville High School athlete who has participated in soccer, basketball, football, and softball over the past four years.

SCHOOL HIGHLIGHT

MIS Principal Mark Cottone, Assistant Principals Katie Calloway and Jordan Black, and staff representatives shared a “From Data to Dialogue: Students Taking the Lead” presentation with the board. They believe that “when students track their own progress, they own their learning.”

Data shows that students who track their data show a 32% increase in academic achievement (Marzano Research, 2009). Metacognition (the practice of being aware of one’s own thinking and learning) is a top driver of learning because the tracking progress helps students build metacognitive awareness.

Students who set goals and reflect on them are more likely to meet their benchmarks. Student engagement and motivation increase when they can see and celebrate their growth.

MIS students use a student data notebook, a personalized, student-owned tool that houses the student’s academic goals (short- and long-term), tracks progress (tests, classwork, fluency, etc.), includes reflection pages, records attendance, behavior, or other personalized data, and contains graphs and visuals of student’s growth.

The notebooks help students set meaningful goals and track progress over time, visualize their learning and identify patterns in achievement, reflect regularly and adjust effort or strategies, build language around growth and strengths, determine their next steps, and feel ownership of success and take pride in improvement.

In a video, a second-grader said that he liked the notebook because he could see his starting point, keep up with his scores in all the different subject areas, set goals before tests, and track his growth through the school year.

Others students said, “It helps me see that I’m getting better and reminds me to keep trying and not give up.” Another said, “I got to share with my parents my scores and show them how good I was doing in reading and math.” A third grader-added, “I liked tracking my data because it showed me how I did on each test. It helped me see what my goal should be next time. I knew what I wanted to work hard for!”

Students use their notebooks to conduct student-led conferences, the second most attended event after the August Open House, in which the student takes the lead by presenting their academic progress to their parents/guardians. They share goals, work samples, and data notebook reflections, discuss challenges, accomplishments, and next steps, and facilitate conversations with teachers and families.

Student-led conferences transcend traditional conferences by giving students voice and confidence in their learning journey, fostering stronger connections between home and school, providing insight into how students think and reflect, encouraging self-advocacy and accountability, and aligning with personalized learning and real-world skills.

A parent said that the student-led conference was great because his daughter talked about her leaning and showed accountability for it. He said the experience was more “rewarding” than hearing the teacher talk about his daughter’s progress.

A fourth-grade parent praised student-led conferences as “a fantastic way to see firsthand how much my child has grown and what they are passionate about in their learning. It’s truly rewarding to watch them confidently take the lead and share their achievements with pride.”

A fifth-grade parent said, “I was really impressed as I watched my nine year old explain his goals for the year. He clearly understood where he was headed and what the plan was to actually meet those goals. He definitely felt a sense of ownership in his own learning!”

“She talked about her learning in a way I’ve never heard before,” commented a fifth-grade parent.

The school plans to conduct student-led conferences next year in both the fall and spring.