School administrators reported a series of building-level updates at the meeting, including enrollment changes, technology upgrades, extracurricular activity notes and a student presentation about a community service project.

Enrollment and school events
- Washington Elementary reported enrollment increases (example: enrollment up to 233) and described early-learning technology plans tied to an OETT grant, phonemic-awareness instruction with a new program, and a planned grant-evaluation visit in February.
- Lincoln Elementary and other buildings reported seasonal events (music programs, Polar Express, AR incentives) and community service projects (Toys for Tots collection and holiday meal boxes distributed to 52 families).
- Middle school and high school reports covered attendance incentives, holiday food drives, student video projects, athletic tournaments and activity-trip counts.

Technology and facilities
- The facilities and IT presenter reported extensive network and camera work over the winter break: the high school was rewired, new switches and battery backups installed across five buildings, and network speeds on Wi‑Fi in the high school rose from roughly 30–50 Mbps to 250–300 Mbps; the district expects to be “hardwired” near 900 Mbps and reach over 1 Gbps once remaining upgrades complete.
- High school camera coverage was increased to 44 operational cameras in that building with plans for up to 48 in place. Phone and bell system upgrades and other security-system work were scheduled to continue with Wyatt Technical Services.

Academic performance, remediation and dropout discussion
- Dr. Niesbarger reviewed remediation and dropout context using ACT results for the graduating class of 2022–23: the district mean composite ACT score was 18.3 compared with a reported state mean of 17.8. Subject means cited included math (17.5), science (18.9), English (17.6) and reading (18.6).
- The district reported three official dropouts from the cohort; administrators said the students’ situations were varied and involved life circumstances that required different responses. Dr. Niesbarger emphasized vertical alignment of curriculum and early literacy efforts as strategies to reduce future remediation needs. “When you give them size deposit score, the individual scores of the sub subtotals, is the English department at the middle school and high are they collaborating so we can see where we're having I'm just asking,” a board member said during discussion (transcribed verbatim as presented in the meeting).

Student presentation
- Kayla Leeper, a sophomore at Alva High School, described “Kayla’s Kindness Project,” a long-running initiative that provides care bags, chargers, stuffed bears and other items to hospital patients and staff. She said the project began when she was 9 and now includes in-kind donations, charging stations in the local hospital, and a small staff role as a nurse’s aide. “I want to do something bigger,” Kayla said, describing the project’s origins and expansion. She told the board she hopes to pursue nursing and return experience to the community.

Why it matters: administrators framed these items as operational and instructional priorities—technology and security affect daily school operations; enrollment and attendance trends influence staffing and program planning; and ACT/remediation results drive district curriculum and alignment efforts.

What’s next: district staff said they will continue technology installations, pursue vertical alignment work across grade levels and follow up on remediation strategies and attendance incentives.