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Carroll Community School District — Long Range Facility Plan

July 21, 2026 · Carroll High School

Community Forum Executive Summary

Follow-Up Forum Recap

6 Discussion Groups

Community members participated in facilitated small-group discussions.

July 21, 2026 · Carroll High School

What we heard from the community

Across all six discussion groups, there was a strong consensus that Carroll Community Schools has a legitimate facilities problem—particularly with the Adams building—and that action needs to be taken. Participants consistently supported the goals of improving educational opportunities, modernizing facilities, increasing operational efficiency, and consolidating from four buildings to three.

However, support for the proposal remains conditional. Community members repeatedly emphasized the need for greater transparency around costs, taxes, timelines, alternatives, and the long-term vision before they could fully support a bond referendum. The discussions reflected a community that largely agrees with the need for change but is still seeking confidence in the plan.

01 — Overall Themes Across All Groups

Overall Strengths

Adams Must Be Addressed

Across every group, participants agreed that Adams is:

  • Aging
  • Expensive to maintain
  • Operationally inefficient
  • Difficult to modernize
  • No longer a long-term solution.

The exact future of Adams (demolition, sale, repurposing, or redevelopment) remains a frequent question.

Educational Opportunities Will Improve

Participants consistently supported:

  • Expanded Career & Technical Education
  • More advanced coursework for grades 7-8
  • Better teacher collaboration
  • Improved workforce readiness
  • Better transitions into high school

Consolidation Creates Efficiency

Most groups supported:

  • Reducing from four buildings to three
  • Lower maintenance costs
  • Better staffing utilization
  • Reduced transportation logistics for parents
  • Long-term operational savings

Modern Facilities Benefit the Community

Participants frequently mentioned:

  • Attracting families
  • Recruiting teachers
  • Supporting economic development
  • Creating pride in the community

02 — Overall Themes Across All Groups

Overall Concerns

Cost and Property Taxes

Community members repeatedly asked:

  • Why does the project cost this much?
  • Can it be done less expensively?
  • What alternatives were considered?
  • What does this cost the average homeowner?
  • Could the proposal fail because of its price?

Financial Transparency

Groups wanted more information, including:

  • Itemized project costs
  • Phase-by-phase estimates
  • Taxpayer examples
  • Funding options
  • Alternative scenarios
  • What happens if the bond fails

Community Communication

Participants consistently recommended:

  • More visuals
  • Easier-to-understand tax examples
  • Community meetings
  • Social media education
  • Small advocacy committees
  • Better storytelling around why the investment is necessary
  • Many felt the proposal itself is stronger than the public currently understands

Grade Configuration and Student Experience

Questions centered on:

  • Separation of 7th/8th graders from high school students
  • Daily schedules
  • Lunch periods
  • Administration
  • Safety
  • Student transitions
  • Participants generally supported the educational concept but wanted reassurance about implementation

Traffic and Construction Logistics

Common concerns included:

  • Grant Road traffic
  • Parking
  • Student pickup
  • Construction timelines
  • Safety during construction

Long-Term Sustainability

Participants wanted confidence that the proposal:

  • Accounts for declining enrollment
  • Remains financially responsible
  • Can adapt to future growth or changes
  • Represents the best long-term investment

03 — Overall Community Sentiment

Where do we stand?

Conditional Support.

The data would indicate Carroll Community recognizes that the district has a facilities problem, especially with the Adams building and generally supports modernization, consolidation, and expanded student opportunities.

The community’s message

However, the community is asking district leadership to provide clearer financial information, stronger communication, and greater transparency before expecting broad support for a bond referendum.

04 — By the Numbers

Written Survey Results

39

Surveys completed

42

Postcards submitted

4.08 / 5

Rating on support for proposal

↑ Up from 3.36 (out of 5) at the last Community Forum

7.97 / 10

On productive meeting

Participants said:

Liked small group discussions & overall format

Participants requested:

Would like to have more Q&A time with Casey to answer questions in real time

05 — Results By Group

Group-by-Group Summaries

Below is a brief summary of the results from each group. Click any group to expand.

Overall Sentiment

Supportive of modernization and educational improvements, but focused on cost and funding concerns.

Positive Themes

  • Support for addressing the Adams building.
  • Appreciation for additional opportunities for 7th and 8th grade students, particularly CTE and high school coursework.
  • Improved safety, ADA compliance, and updated facilities.
  • Consolidating grades 3-6 was viewed positively.
  • Belief that modernization could create stronger school cultures.

Primary Concerns

  • $63 million feels like a significant investment.
  • Property tax increases.
  • Whether declining enrollment justifies expansion.
  • Traffic flow after consolidation.
  • Desire to improve educational performance alongside facility investment.

Burning Questions

  • How will 7th and 8th graders be integrated into the high school?
  • Why can’t declining enrollment be accommodated within existing buildings?
  • What alternative funding sources exist?
  • What happens if the bond fails?
  • Will staffing be impacted?

Overall Read

This group agreed the district needs to act but wanted a stronger financial case and more detailed explanations of funding options.

Overall Sentiment

Supportive of retiring Adams but seeking more detailed justification for the proposed construction approach.

Positive Themes

  • Strong support for retiring Adams.
  • Better learning environments.
  • Expanded CTE opportunities.
  • Operational savings through three buildings.
  • Appreciation that the proposal had already been reduced from earlier cost estimates.

Primary Concerns

  • Total project cost.
  • Whether two construction projects are necessary versus one.
  • Grade reconfiguration.
  • Wanting detailed itemized costs.

Burning Questions

  • Why build at two locations instead of one?
  • Why is Carroll’s project significantly more expensive than similar projects?
  • Could fundraising reduce the amount needing to be bonded?
  • Why was this grade configuration selected?

Overall Read

This group generally agreed with the direction but challenged whether the proposed solution is the most cost-effective option.

Overall Sentiment

Positive about the long-term vision but asking for significantly more detail before fully supporting the proposal.

Positive Themes

  • The proposal appears well planned.
  • Resource sharing between grades 7-12.
  • Increased CTE and workforce development opportunities.
  • Better utilization of staff.
  • Potential partnerships with businesses and DMACC.

Primary Concerns

  • Future use of Adams.
  • Property tax impacts.
  • Need for better explanations of CTE and workforce partnerships.
  • Questions surrounding improvements to other programs like fine arts.

Burning Question

  • What is the specific cost breakdown for every component of Phase 1?

Overall Read

This group was supportive of the concept but wanted far greater transparency regarding exactly what taxpayers are funding.

Overall Sentiment

Supportive of the educational vision but highly focused on implementation, safety, and community communication.

Positive Themes

  • Retiring Adams remains the top priority.
  • Three-building configuration creates efficiencies.
  • Better teacher collaboration.
  • Expanded educational opportunities.
  • Lower long-term operating costs.
  • Better taxpayer understanding after seeing tax impact examples.

Primary Concerns

  • Keeping 7th and 8th graders appropriately separated from older high school students.
  • Traffic and parking.
  • Staffing levels needed to support expanded programming.
  • Whether every proposed project is truly necessary.
  • Community understanding and buy-in.
  • Construction impacts during the school year.

Burning Questions

  • What happens if the bond fails?
  • How will taxpayers understand the financial impact?
  • How can community support be built?
  • What role can DMACC and local businesses play?

Overall Read

This group was less concerned about whether improvements should happen and more concerned about how they will be implemented and communicated.

Overall Sentiment

Supportive of consolidation and modernization, but believes transparency and communication will determine public support.

Positive Themes

  • Consolidation improves efficiency.
  • Expanded course offerings.
  • Reduced travel for teachers.
  • Better transportation efficiency.
  • Modern facilities strengthen the community.

Primary Concerns

  • Need for detailed cost breakdowns.
  • Financial transparency.
  • Impact on lower- and middle-income taxpayers.
  • Grade transitions.
  • Traffic and parking.
  • What happens if Adams remains open.

Burning Questions

  • What is the project timeline?
  • What happens if no action is taken?
  • What becomes of the Adams site?
  • How should the district prepare the community before a bond vote?

Overall Read

This group consistently returned to communication. They believe public support depends on clear, organized, and transparent messaging.

Overall Sentiment

Strongly supportive of the educational benefits, while recognizing that community buy-in will ultimately determine success.

Positive Themes

  • Moving from four buildings to three.
  • Better use of high school teachers.
  • Expanded CTE opportunities.
  • Improved accessibility and services for special education students.
  • Easier transitions between grade levels.
  • Better educational opportunities for middle school students.

Primary Concerns

  • Maintaining age-appropriate separation between middle and high school students.
  • Need to communicate the proposal as a need rather than a want.
  • Helping the public understand the condition of Adams.
  • Building broad community support.

Burning Questions

  • How do we build community support?
  • How should the proposal be promoted?
  • What will administration and scheduling look like for grades 7-8?
  • Why is additional space still needed despite declining enrollment?

Overall Read

This group was among the most supportive of the proposal itself, believing the primary challenge is earning public trust and understanding.

06 — Where the District Goes From Here

Key Takeaways

The discussions suggest these priorities moving forward:

01

Increase Financial Transparency

  • Provide detailed cost breakdowns.
  • Show alternatives that were considered.
  • Clearly explain taxpayer impacts.

02

Strengthen Community Communication

  • Use visuals, examples, FAQs, and multiple communication channels.
  • Explain the proposal in plain language.

03

Tell the Story of Adams

  • Clearly demonstrate why maintaining Adams is no longer sustainable.
  • Compare renovation versus replacement costs.

04

Clarify Student Experience

  • Explain how grades 7-8 will function within the high school environment.
  • Address safety, scheduling, supervision, and transitions.

05

Present a Clear Timeline

  • Outline phases, construction sequencing, and expected completion dates.

06

Build Community Ownership

  • Engage community leaders, parents, staff, businesses, and supporters to help communicate the vision and answer questions.

The overall tone of the forums is constructive. Community members largely agree with the need to modernize, retire Adams, and improve educational opportunities. The primary request is for clearer evidence, greater transparency, and more effective communication so they can confidently support what they see as a significant but potentially worthwhile investment in Carroll Community Schools.

The Board of Education continues to gather input as it refines the project list. Return to the Long Range Facility Plan page to submit your feedback.