BY DEBBIE PAGE

The Mooresville Graded School District Board of Education unanimously passed the 2026-2027 local current expense and capital outlay budget presented by Chief Finance Officer Angela Davis on Tuesday night. The proposal was reviewed and discussed as part of the board’s January work session meeting and will now be submitted to the county for perusal.

Since the N.C. General Assembly never passed a 2025-2026 budget, Davis again had to estimate what the legislature may do that affects next fiscal year. Salaries are expected to increase an average of 4 percent, with the employer matching retirement contribution at 25.50 percent, an increase of .83 percent. 

Davis estimated the employer portion of health insurance for each eligible employee at $8,650, an increase of $150.

Davis said the proposed budget included no new positions. She included $1.4 million in fund balance to cover budget needs for the upcoming fiscal year after budgeting conservatively.

The local current expense budget projections include receiving $29,211,582 in revenues, including the fund balance withdrawal. The capital outlay budget is falling to $3,705,567 from $4,713,045 in FY 2025-2026.

The total MGSD budget revenue, including local expense, capital outlay, and state and federal funding, has risen from to $82,422,841 projected in FY 2026-2027 from $66,904,905 in FY 2020-2021.

In an accompanying budget letter from Superintendent Jason Gardner, the district also asks the Board of County Commissioners to consider assuming the debt payments for critical renovations MGSD undertook at two of the district’s oldest school buildings, Park View Elementary and South Elementary. 

The improvements increased building capacity across the district and ensured that all students enjoy a safe and sound educational facility. 

“This self-funded initiative continues to significantly impact the capital budget and our ability to maintain the quality of our existing buildings. We again respectfully ask that the county consider assuming the debt payments for these projects, which would free up approximately 40 percent of our capital budget. This reallocation would enable MGSD to focus allocated capital funds to maintaining our existing buildings.”

Davis also presented several 2025-2026 budget amendments, which the board passed unanimously. The amendments include adding $247,818 from the state in instructional funds, $104,019 for instructional services and non-programmed charges from federal grant funds, and moving $380,000 from capital outlay to instructional services.

BSAP AND STARS FEE INCREASES

Davis also asked the board to approve BASP and STARS programs rate increases, effective July 1, to cover rising costs for staff and program materials for this self-sustaining programs. 

The Before and After School Program (BASP) also requested an additional $20 pricing component to cover full-day care on teacher workdays. The proposed fee will help ensure that care is utilized by parents after staffing commitments are made.

The STARS program is requesting a rate increase to keep up with the rise in operating costs. The proposed rate is $650 per month, up from the current rate of $575 rate in place since July 2016.

The board passed both requests unanimously.

OTHER BUSINESS

The board chose Monica Bender to be the board’s NC School Board Association (NCSBA) Board Legislative Committee Representative. 

Each local school board nominates one of its members to serve as an at-large member on the committee, whose primary tasks are to develop the survey that is distributed to every school board member statewide and  then create the draft 2027-28 NCSBA Legislative Agenda of top priorities for consideration and adoption at the November NCSBA Annual Conference.

Chief Communications Officer Tanae McLean also presented board policy updates suggested by the NCSBA, which passed unanimously.

SKILLS FOR THE FUTURE PILOT 

Mooresville Graded School District is one of three pilot districts in North Carolina to be part of the “Skills for the Future” project (https://www.ets.org/skills-for-future.html). This project is a collaborative effort aimed at strengthening integration of durable skills (collaboration, communication and critical thinking) into classroom practice and assessment.

Chief of Schools Jonathan Ribbeck said the $4 million U.S. Department of Education grant program seeks to cultivate and measure students’ durable skills for sustainable success in work and society.

The project is a partnership between NCDPI, ETS, Battelle for Kids/AASA, and the Carnegie Foundation that focuses on the development of the NC Portrait of a Graduate (PoG) skills to thrive beyond high school.

The pilot aligns to MGSD Strategic Plan since the state’s focus on durable skills matches district priorities. The pilot program will also help prepare students for future readiness and success and enhances MGSD’s career and college readiness goals (students graduate with Career Development Plans and are enrolled, enlisted, or employed after graduation). The pilot will also build educator’s skills in explicitly teaching durable skills.

Director of Secondary Instruction Tracey Waid said the “Skills for the Future” pilot develops skills that Iredell employers want in their employees. In surveys, they consistently cite collaboration, communication, and adaptability as top hiring needs.

The Skills for the Future pilot and the Portrait of a Graduate’s durable skills also connect education to economic vitality and what employers value. The pilot helps students practice these skills in real work, not just on tests, to better prepare them for local job opportunities and builds a stronger talent pipeline for Iredell County’s future workforce.

Waid urged local business and industry leaders to get involved in the pilot as speakers to help students see the real life application and career importance of these skills. She also hopes MHS graduates will return to share their career experiences and advice. 

The district is working with Iredell Economic Development Council to recruit local employers to partner as guest speakers and mentors, as job shadowing and field trip opportunities, and as members of the districts Career and Technical Education Advisory Councils.

Though the pilot only focuses on high school, the district is also integrating Portrait of a Graduate durable skill rubrics for all grades.

Rob Orrill, director of Research and Accountability, shared the components of the pilot program, including professional development (with a kickoff event, virtual sessions, and office hours), networking opportunities (educators around NC discussing strategies and providing support), and community partnerships (Futures CoLab events and quarterly meetings begin on March 25 for local businesses to learn more).

The program also incorporates artifact development (student work samples, teachers’ coaching and PD materials) and student development of “Future Ready Transcripts,” which show their yearly performance in the MTC learning management system, including their uploaded durable skills artifacts and evidence from both in-school learning and out-of-school experiences.

Orrill said the “Skills for the Future” pilot program focuses on the high school level, focusing on developing collaboration proficiency in the first semester. Participating pilot teachers collected and submitted artifacts demonstrating student collaboration in the classroom. Rubrics were utilized to demonstrate mastery and growth. 

Stipends are provided to teacher participants who complete all the pilot requirements.

Waid said the “Skills for the Future” are embedded in teaching the teacher’s subject area, “not siloed.” These skills also enhance student learning at all levels, from Exceptional Children to Advanced Placement.

Participating teachers are focusing not just on the generic skill (i.e. collaboration) but also on the components of mastering the skill outlined in the pilot framework as they apply durable skills to curricular work.

This semester, teachers are:

● embedding collaboration tasks into regular content lessons.
● coaching students on how to share ideas, divide work, and give feedback (and teaching how to do all these tasks effectively).
● collecting samples of student work that show teamwork and problem-solving.
● using the common state rubrics so students know what strong collaboration looks like.
● reflecting on what worked and adjusting lessons to build stronger durable skills.

Students are:

● working in teams on tasks that mirror workplace expectations.
● reflecting on how they collaborate, problem-solve, and contribute, including instruction on how to write developed reflections and problem-solve.
● uploading evidence of their skills to an online platform

Non-classroom staff are also contributing to the pilot by:

● building tools, templates, and coaching materials that support teachers.
● providing professional development for other teachers on durable skills during staff meetings and on district PD days.
● connecting with community partners to increase opportunities for students.
● helping students add of school experiences to their “transcript” (jobs, clubs, etc.).
● coordinating communication between schools, the district, and pilot partners.

The pilot program timeline embedded student collaboration skill throughout the first semester, with this semester focusing on capturing all of the Portrait of a Graduate durable skills. Students will collect and submit artifacts aligned to their work and complete reflections on their progress each semester.

This coming fall, the pilot will support teachers and students as they implement durable skills in and out of the classroom. The first group of teacher participants will also act as mentors for new cohorts of teachers in the coming school year.

Ribbeck said 10 staff members in the first cohort have been trained and are uploading artifacts. Twelve staff members, including 10 teachers, will start in Cohort 2 and began training last month.

In the first cohort, 182 students earned and practiced these durable skills and have created 349 artifacts.

SUMMER LEARNING

Waid also presented summer programming opportunities being offered this summer to provide additional academic supports.

The six-week YReaders program for kindergarten and first grade students will increase from four to five classrooms (80 to 100 students) this summer to allow more students access to the program. 

The five-week Read to Achieve program serving second and third grade students will offer six classrooms (100 to 120 students) that offers 72 hours of intensive literacy instruction.

MHS is transitioning to fully teacher-led instruction in place of APEX with required attendance all days. Traditional summer school at MHS that will be focused on credit recovery in biology, math, and English. The student must be near a passing grade to be eligible for summer credit recovery.

Students may also take new course online for course credit.

Under new state policy, no make-up time will be offered this summer.

NF Woods/MIWAYE will host its own summer school for their program students. 

The district will also offer a secondary Jumpstart Program for rising sixth (WEB) and ninth grade (LINK) students. This program helps students as they move to larger schools, more teachers and students, new curricular challenges, and behavior expectations. The programs help them build connection and build school spirit.

Director of Elementary Instruction Jemma Conley told the board that transportation and meals will be provided to participating students. The programs will have staggered start times to allow for multiple bus runs.

Students will attend Monday through Thursday and be off on holidays observed on June 18 and July 6. All summer programming led by certified classroom teachers. Summer graduation will be on Thursday June 25 at 8 a.m.

FEBRUARY AND MARCH STUDENTS OF THE MONTH

RRES

Rocky River Elementary first-grade student Charbel Awad, nominated by Principal Kaylor Kaemba and Assistant Principal Lani Earnhardt, was the February Student of the Month.

Charbel “consistently demonstrates kindness and thoughtfulness, and a genuine love for learning that shines through in everything he does. He has shown an impressive thirst for knowledge. He is inquisitive, attentive, and deeply engaged in his learning.” 

In first grade, he began participating in the school’s dual immersion program because of his strong desire to speak Spanish in addition to his fluent Arabic and English. 

Charbel is described as a supportive and helpful classmate who willingly assists others and contributes positively to the learning environment. He especially enjoys sharing what he is learning with classroom visitors.

The nominators also praised his strong character outside the classroom. At school events, he is attentive and caring toward his younger siblings and consistently shows respect toward his parents. 

“These qualities reflect the values we hope to instill in all of our students. We are incredibly proud of his diligent efforts, his positive attitude, and his strong Racer Spirit. He is truly deserving of this recognition as MGSD Student of the Month.

PVES

Park View Elementary School first-grader Kiyan Witherspoon was nominated by teacher Brittany Starnes as the March Student of the Month.

“Kiyan exemplifies the very best of what it means to be a Park View Patriot. He consistently demonstrates kindness, safety, respect, and responsibility in his daily actions. Kiyan arrives at school prepared and eager to learn, approaching challenges with determination and perseverance, never allowing difficult tasks to stand in his way.”

“What truly sets Kiyan apart, and the reason he is being recognized as a standout student, is that he truly has the heart of a Patriot. His compassion and integrity, which he models toward others, are like no other.”

“Without being asked, Kiyan has taken it upon himself to support a classmate who faces physical challenges. Each day, he helps his friend pack and unpack belongings, assists with putting on a coat and hat for recess during the colder months, and offers his hand while walking through the hallways to provide extra balance and reassurance.”

“These acts of kindness are not prompted or expected; they are simply a reflection of Kiyan’s character. His thoughtfulness has been an incredible support to both his classmate and his teacher, and more importantly, it has provided a student who sometimes struggles to make connections a genuine friend and trusted companion.”

FEBRUARY AND MARCH ARTISTS OF THE MONTH

RRES

Rocky River Elementary School students in Taylor Evernham’s class first grade, including Will Abercrombie, Liam Arnold, Sutton Barker, Nora Cain, Lainey Calloway, Jameson Gates, Kari Hayes, Hadassah Holloway, Kanon McKay, Brawley Nanney, Aubrey Roy, Graeme Stockdale, Theo Suggs, Laney Thomas, Annistyn Utley, were nominated by Kelly Nelson, music and acting club teacher, as February Students of the Month.

These students were selected for their “creativity, teamwork, and joyful commitment to the performing arts. Over the past several weeks, these students have worked together to bring a story to life through expressive acting, careful listening, and thoughtful use of classroom instruments.”

“They practiced their parts, supported one another, and learned how to function as a true ensemble. Many of these students were also dedicated members of our acting club, where they consistently demonstrated responsibility, cooperation, and a genuine love of performance.”

“Their Storybook Theatre presentation reflects not only their growing musical and dramatic skills, but also their willingness to take brave risks and share their learning with others.”

PVES

Park View Elementary School second-grader Mary Umberger was nominated by Visual Art teacher Kimberly Jones as March Artist of the Month.

“Mary is a joy to have in my visual art class and art club. In addition to her artistic talent, Mary consistently shows kindness towards others and demonstrates respect for teachers, peers, school property, and herself. She is also highly responsible in class, completing assignments, managing her time effectively, and following directions with care.”

Mary’s artwork display was inspired by Mexican Amate paper art, a traditional and ancient art form made from the bark of fig and mulberry trees. Students explored the centuries old process, involving soaking the bark, boiling it with lime, and beating it into pulp to create paper with a distinctive rustic texture. They then used vivid colors to paint imagery depicting the sun, birds, flowers, and other scenes from daily life.

“As Mary’s art teacher, I am very proud of her artistic growth and her accomplishment. I hope she continues to use her creativity and talent to express herself through art throughout her life.”

ABOVE AND BEYOND THE CALL OF DUTY AWARDS

RRES

Ella Donahue, EC Instructional Assistant at Rocky River Elementary School, was nominated by Principal Kaemba and Assistant Principal Earnhardt for the ABCD February recognition.

“What a ray of light Miss Ella has been since her arrival at Rocky River! We needed a special individual to join one of our significant population classrooms, and she continues to bless us with her spirit, love, knowledge, care, and willingness each and every day. 

With students whose needs and concerns change each minute, Donahue does not miss a beat with supervision and teaching. Her bright spirit shines when she welcomes her students off the bus, and they are equally eager to see her.

She quickly learned each child’s interests, patterns, triggers, and needs working alongside her colleagues and through the guidance from her teacher. She also furthered her education to enhance her work with special needs students.

“Her calm and positive demeanor helps her students thrive in their learning environment, and her approach in working with our students is wonderful to see.”

“Miss Ella has so many talents and wonderful characteristics. Our students and school are better because she is a member of our team. We are grateful for her commitment to our students and staff. Her professionalism, care, and attitude are appreciated and do not go unnoticed.”

PVES

Keona Foye, Therapeutic Support Classroom Teacher Assistant at Park View Elementary School, was nominated by Principal Dr. Misha Rogers and Assistant Principal Jen Marshall.

Foye’s impact reaches far beyond her classroom assistant role. From the moment a student qualifies for TSC and is scheduled to transition, Foye begins preparing a welcoming, supportive space.

She collaborates with the teacher and administrative team to review student information to understand their needs before they even walk through the door. “When students and families arrive for their first day at Park View, they are greeted not just with a plan but with genuine care, warmth, and intention.”

Foye builds rapport with students and uses thoughtful strategies to help them feel safe, supported, and part of the Parkview family. She connects with parents to open lines of communication to foster ongoing problem-solving partnerships. 

“Because of these efforts, students and families experience success rooted in trust and connection. Her work reflects our district’s core belief in creating an environment that is welcoming to all, where every voice is valued, and every person knows they belong.”

“Ms. Foye is deeply invested in each student’s growth and their ability to confidently transition back into a full classroom environment. She doesn’t just support students; she ensures they feel seen, valued, and truly connected to our Park View community.”