001This is a regular scheduled meeting of the Garden School District board of directors. We'll now call the meeting to order. Madam Secretary, can you establish we have a quorum present? >> Yes. With all members present. >> Okay. With the quorum present, we'll be able to conduct business. Uh I'm I'll mention that this is a duly called meeting and it's been posted the way we're required. Uh, Robert Kenny Lewis in a word of prayer. I'm sorry. >> Dear heavenly father, thank you for each and everyone who's come today to serve the school district. We pray that you would guide the decision making that you would up this school. We pray for our teachers, administrators that have poured their life into it. We pray as we conclude this year, may it be one that ends well. It's
002in the name of Jesus we pray. Amen. >> Amen. Now, could you pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, liberty and justice for all? >> And we don't have any special recognitions and I don't see any public. So, we have no public comment. >> Okay. We'll bypass the special recognition. Public comment will go. We do have a personnel issues. We'll go into executive session. >> We're now through for executive session. We'll now call the meeting back into order. >> Move we accept the personnel package as presented in executive session. >> Second. >> All right. We have a motion and a second. All in favor of that motion say I. >> All in descent the same sign. That motion
003pass. >> The next item is our approval of our previous minutes. >> We have a motion and second. All in favor of that motion say I desent same sign. That motion pass. All right. The next item is our financial report. Anybody have any questions for Rhonda? >> Put you in the hot sleep. >> I'm saying this, but it has not got here yet. But we should be getting our big tax check this. I was hoping to get it this week. not come in but it should be coming in at any time. So we will that will kind of see where we're at but there's nothing right now >> and you know it's right or is it someone >> that's not having in my mind what I should be getting in and and and here again
004as far as on 25 mill the state guarantees 98% collection rate. So, if we do not hit that 98% flushing rate and they're going to shore that up. Now, that came last year in June. Um, and I was beginning to sweat that one out, but they will store it up to the 98% collection rate. >> Any more questions if you want to move them? >> I make a motion that we approve our budgets or financial report that was given for October 2025. >> Second motion. All right, we have a motion and a second. All in favor of that motion say I. All in consent the same sign. That motion pass. Under our business legal finance consent agenda. We have a proposed budget expenditure we need to look at. >> Yes. And this is for the
0052728 fiscal year. And this is what Jason Holqu from Stevens put together for us. We have to do this before school elections roll around. And this is an anticipation of what our budgetary expenses are going to look like for that that cycle. But again, like Rhonda has pointed out, things can change, but this is just the projection that he's put together for us. >> Rhonda, does this look in order for, you know, what you see here? >> Yeah. Do do y'all grow year to year like a certain percentage of what you know that expenses are going to increase just >> I haven't talked to but I'm sure that's matrix and then where we were at matrix and um you know that's been our kind of thing we've talked about getting back to that matrix and
006um so I'm not sure exactly what he did but I would think he probably projected out using the matrix using the funding and what we should be spending at that point in time >> whether it's taking in consideration the extra building that we're have >> yes because that's in the bond fund that's on there that that's all figured in there >> yeah that bonded debt >> debt by Any more questions? Yeah, we'll move on that >> motion budget for 2728. >> Okay, we have a motion and a second. All in favor of that motion say I. All in descent, same sign. That motion pass. Next item on the curriculum instruction consent agenda. >> We don't have anything. We >> don't have a director. >> We have the director's report. >> Um I was just going
007to give y'all just a brief construction project update. Myself, Leslie Dus, Barry Breeding, um Jod Phillips, and Miss Kendzer and Miss Riley met Friday to go over what they've got so far and kind of a timeline for things. Um the civil engineer has been out they have pulled soil samples and Miss uh Riley said that when they were out there pulling the soil samples they let the kids come out and they kind of went through with the kids what they were doing. So gave a little learning learning moment. Then they are working to try to get the soil package released early so that we can start construction as soon as we possibly can. um because next year is an application cycle for funding and once those start coming in, we could get lost in the
008shuffle of things, trying to get our plan approved. So, we're trying to get that as quick as we possibly can. But yes, we met on Friday. We were here for a while going over plans and and just preliminarily discussing things and looking at some things that we might need to go back and revisit. So, >> your expectation I mean >> or when it will be finished >> when the fans will be ready. >> They are hoping mid-March, but that's that's a hope. That's not a guarantee. But that's what Jody with NAB Holtz is hoping that they can get it done then, which they're going to be doing a lot of as much on the front end as they can do legally because that's the whole thing. We have to have plans approved before they can
009open bidding. And so they're just kind of in a holding pattern until we get everything approved. >> So it didn't been determined yet. >> That's what the civil engineer is still trying to figure out the best place for it. They're trying to work out everything logistically as far as utilities and they know there's going to have to be dirt work. I mean, we just know that the ground out here is not fantastic. So they're looking at what they can do the most in in the best place. So, but they're still trying to get all of that figured out. Um, the civil engineers will be here tomorrow at 1:00 to meet with Kendall and we're going to talk about some of the questions that they have about where some things are and some of their concerns
010about the different locations. >> Did you find out do we have a main that runs like straight down the highway right there? >> We are still not sure on that. >> That'd be nice if they had save a lot of money. Yeah, but we still don't know 100%. >> Nothing runs down the highway. We're pulling up the sign for the football game and 81 mark something out there underground and it runs the length of the highway. >> So, but they're they're working on it. >> So, going back to these plans too, and I know you guys have spent a ton of time on them that Robbie has pulled up and we've kind of got this minimal classroom design. Um, and I've been, you know, in these buildings a little bit, but just like on thinking
011on like um the volume of black speech kids that we have and like PTO speech, that kind of thing. There's a whole bunch of room at the primary school that we can space out is do do we have that extra room already? >> We are going to be able to facilitate those treatments. We are. I mean, we may have to do our interventions in different groups and we're going to have to reconfigure some things. But when it comes down to it and when you look at it, the space that is over there, if you take two rooms that are not being fully utilized, and you divide out the amount of classroom space that we have over there between our current second through sixth grade, not third through sixth grade, you're averaging out 19 kids a
012room, >> which is below. >> Yeah. So, >> yeah. Yes. It's just we just have to be mindful and use everything to its fullest capacity. >> With Dawson, Dawson's over our pre-K group. How much are we going to be in charge of that building fun being over there? >> That's something we're going to have to work out with with Dawson as far as that building goes because of course our ultimate goal is to not have the rest of that old building over there. >> Yes. Leave the kindergarten building. Pregate. Is that pre-K building? Is it completely offset from the school? >> Yes. Yes. >> Self sustained. >> Yes. >> Thing is a walkway. >> Yes. But that's it's just an covered walkway because that kindergarten building was built. I think 79 was the first year
013it was used and then they added those prek classrooms onto the back of it in ' 07 06 07 somewhere in there. So, >> any more? Any more questions on that? >> Okay, now we've got the district data update. >> We'll start with high schools. down there. Down there right there you go. >> This is for our fall interim. This got done a couple weeks ago and we got the majority of our kids tested. This is the broad overview. More of a breakdown after this, but for where we're at coming into the fall, I like where we're sitting. I know there's still a lot of work to do, but we're sitting better than we were last year coming in with the fall interims. And there's some really good things that have happened. Uh we took
014a comparison from where we were, our average to the state average across the board. And our seventh grade was even, eighth grade was two under, algebra 1 was even, and geometry was four points under. And I have a breakdown my last slide here that shows you kind of where everything sits in the scale scores whether there's level one, two, three, or four. So over to uh this is our ELA. The seventh grade was even, eighth grade was two over the state average. Ninth was one under and our 10th grade was seven under. And then to our science, seventh grade one under, eighth grade was two over and our biology was under by six. And to kind of put it in perspective, I know it's just a lot of numbers, but it it shows the range
015that our students have to score to jump one level, two levels, and we had a lot of kids that they're sitting one or two points away from whatever that next level is. So, it's really good to see on the fall interim. So, we want to see a really big jump when we get to those winter tests. A really good spot for us to be at right now. >> Question on those two that we were under the the largest amount. Can >> Yes. >> Do do y'all have any indication what you think might have sophomore group and statewide across all content areas? They were I mean it's very low >> for this is geometry the state average is a 1039 which is well into a level one >> and typically your level two is going to
016start around a 10 43 1044 in that area. So across the board in the state each content area that sophomore class is well behind and there's a lot of factoring to it >> and again that sophomore class is that really really small class that we have. So that margin for error stats. >> Yeah. The one that's got 23 kids in it. Yes. That's that's our super small class. So >> the margin for error is real slim with them. >> And then with biology, they do miss a year testing with science. So they don't test whenever they're in their ninth grade. So when we come into the fall, that's her first time taking the Atlas of Science in a while. I want to see a big jump with the biology whenever we get to those winter
017tests. And then of course we did really well on the summitive test. We want to keep that trend going with biology. >> Is that a new teacher this year too? Am I right? >> Yes. >> For science >> biology. It's new in the classroom there. Is there I mean not saying that affecting anything but from last year to this year is >> well with it being the end of course it's a totally different content area. So where they were in physical science and now they jump into biology it's a totally different area and when they take the interim test they're tested on everything. So a lot of things haven't been covered yet. You see that across the board. By the time they get to summitive that's where it all comes together. They should have been
018cards each content area through and through >> and your winter in your winter insarming thing. That's when you get really worried >> because we should see a huge difference and really see a resemblance of what their performance will be um in the winter >> because it's closer to summit of time. >> It's about a month and a half away from winter test to actually taking the summer. So, we get those scores, we break down the data, and then it's we're heavy in the boot camp working on the skills they need to get. Again, there's going to be bubble kids who are one or two points away, and on a 12 question test, that's not much thought. >> On these numbers, do y'all give any indication of what concepts that the kids >> Yes, absolutely. It
019it goes much further. I can go in each individual area, every single subcontent area. We can see how they scored and the teachers go through and break down all that data. >> There's some you're you're pretty much saying that be a law to see the winner if there's an issue. >> Yeah. And we we you know, knowing the school's population, we know our kids and if we see some outlier students, we know something's going on. Someone's going to have a bad day 100%. it it will reflect on a test. So, we try to >> step in there and make sure when it comes time for those summited tests that everyone out >> trying to get plenty of sleep, whatever it may be. >> So, we talked about this before too about like the week of
020like our true testing being like kind of like a shutdown week. I think we talked about that maybe when you were principal. Um, and so like we know what our testing dates are and do we like go ahead and look at that and try to make sure like those aren't knots where we're playing ball games or running track it >> for the for the most part. I mean, some things it falls sports-wise, I I don't know that that calendar is set, too, >> and I don't know the exact date on it, but typically during that week, we were running junior high district one week, senior high district one week, and I'm not sure which one it falls. >> And there's always state tournaments going on of some form during AP testing. >> A week earlier,
021I mean, there's still track. If we push it a week later, then we do jump into the state softball. Um, bring it busy. >> So, it's >> very >> definitely a challenge. The good thing about the Atlas though, we only do one test a day and I I know that there's events that happen the night before, but when they come in, it's a relaxed setting. You know, we don't just come in at 7:40 and get started. We let all the kids get to their classrooms, whatever needs to be taken care of, and we try to get started by 8, 8:15, and they have until they're finished. So, it's a little bit different than kind of when we were in school. Like you came on those testing days and you started with one subject and you
022just No, we do. And they're not >> one subject a day. No time. >> Yeah. There's no time limit on these. It's not like you've got 60 minutes to complete this test. >> Yeah. >> Just feel Yeah. I feel terrible when kids are like riding home on a bus at midnight or >> Yeah. >> You know. Yes. And then you come in at 7 o' 7 I mean 7:45. >> Okay. >> You're starting testing now. That's fine. But you're talking about the possible distractions. I mean, with that state average, every district is dealing with the same set of problems. >> Oh, yeah. Yeah, it is. >> And it's the same grade levels, too, because that 10th grade group that was across the state, that particular group, >> they saw fall in ELA statewide. >> When
023they when they were talking about they were freshman, it was the ninth grade group last year, and it was again their their test scores were lower than the rest. There was growth there, but it was still lower all the way around. Anything else possible? >> Do their semester, nine weeks grade kind of match their test, you know, like a kid that can't test good. Are those kids having bad I mean not not going to say bad grades. I'm going say lower than average grade. I I say they should reflect, but there are factors that come in with testing that maybe it's testing anxiety, not a good test taker, doesn't want to sit there for a couple hours. They may not score as well, but you can with the majority of kids, you can see a
024comparison with how they score on a semester exam or how they finish a class compared to their two. There's also not a lot of class work, but that's factored into this right here. You know, different assignment. It's just one test and that's what they get graded on. are that is kind of just broken down the same for math and literacy and science and keeping in mind that you know the students are being assessed over skills for that grade level. So like third grade science is being assessed over third grade standard science standards and so at the time they took this October they have not been taught the full year of instruction. So we're expecting them around a level two, you know, for the average student. And so that's our breakdown right now. And then this
025is our literacy and the comparison to the state average. Our third grade has the biggest percentage of students scoring below proficiency. And um we see that frequently for our third graders just because they've taken Atlas before, but it looks completely different than the third grade test. The K2 test kind of resembles um I don't know if everyone anyone seen like ABC y'all or the mouse one, but I forgot what Starfall, but it's like drag and drop letters. It's like find the missing sound. And when they're in third grade, it's more, you know, where they start reading the passages and answering the comprehension questions. So, it's a completely different level of assessment for them. And then there is our math breakdown. And then we have science, which we see the closest, well, closest to the state
026average in science. So, that's But it does to us we needed where our work is and that our same path. So any questions >> and again with the lower grades a lot of it is learning that test and how to take that test. It's not just about science. It's >> do they have the stamina to do the test? You know, even though they have unlimited time, kids don't want unlimited time. >> No, they want to get it done >> and they don't have always have that endurance. You know, >> this year is a new Atlas test. Is this I mean it's last year had all the issues with it, right? >> I'm sorry. >> The problem we had with it when they launched it was that the interims were not ready. So, they couldn't give
027the interim test. So, the first time the kids saw it was summitive test. So they're still learning that test. >> Our K2 is taking the intram for the first time this year in February. >> January, sorry, January. >> January 36 will be taking it in February. >> Our third grade literacy that we were talking about with the whole back deal, did that show anywhere on this session as far as how that's going to affect them? >> So they were assessed over all the third grade literacy standards. You know, we've only had about two months Um, so right now we have 26 plus 7 plus two um that are scoring enough to pass. We have about 27 students right now who are level one and to progress to the next grade. It's level two, three or
028four that we're looking at. >> So we get a lot of kids there right now. We do, but this is also we have students in this range that qualify for exemptions under learns. We um are taking that into consideration. There's a lot of different exemptions and we sent out letters last week to parents, every third grade parent to let them know where their student is at at this point. The letter that we sent home was based on the data for the screener that we gave in August for the K3 screener. It told us at risk ready. And so based on that data is what we based all letter off of to parents. So >> So what kids think they go home and like in your campuses like with true books that they're not really on
029Chrome? Is that like do you have very many that go home with like any kind of true >> Well, every kid gets books from the library. >> I mean, no, I meant like if the state gave us these standard, we got Apollo, but then we they didn't really The teacher has that's the standards that they work out of, but the student really doesn't >> this. So, for CKLA, the good thing about CKA is the students do have like readers. They look different than like what we grew up with, >> but um every unit has like a different reader that students have. They don't take them home. They leave them at school, but then like the kids have their library books and Save the Children is always giving away books and Miss Renfro is really good
030about giving away books that um are circulated out of the library. And I'm going to go ahead and tell y'all. >> Go ahead and tell them because it's so exciting. Christmas last week at Cave because we got a brand new book vending machine >> and the Cave Foundation sponsored it and I don't think Miss K will mind me telling you it's about $10,000 and it's incredible. And the kids were like, you know, are y'all putting snacks in there? No. Um, this is more expensive than Takis. You know, books cost more than Takis. But, um, it's full of brand new books. We got about 250 books in the machine already loaded up. And um >> yeah, she's got pictures. >> Yes, I'm trying to get >> really excited about it. And the book the kids were
031like, "Well, how much does it cost?" And the best part is it's free for the kids. So, they get tokens and one token they get to pick any book out of their machine that they want. So, we're really excited. And um Have you seen it? >> It's loud. >> It is. It talks to you. So, like you put in your selection and it will great selection. Thank you for your >> Yes. Literally. So, it's got a go wrap around nice wrap on it. >> Really excited. And um so Thursday, Miss Cave's coming out and we're gonna cut a ribbon and thank her and start giving away all the books. So, very excited about that. >> What do they have to do to gain the tokens? >> So, we're going to give them out liberally because
032we want kids to have books. But like um good behavior, reaching their goals um and it can be like personal incentives, personal goals for students, like it just if a kid needs to make it through a week, you know, or make it through a day, that can be a little incentive to use. And we've also discussed about giving it out for birthdays, you know, for the kids. So, >> yes. So, we're not going to um hoard them. We're not going to hoard them. >> No, we want to give the books away. >> Teachers are excited. We had a teacher to kind of test the machine and she did a little jig and I wish I would have got it on video but >> I do too. I would have loved to see >> Charlotte's like
033over. >> Yes, Miss Rainfer already let me know. Um she's got Scholastic books from book fairs that she does so we can get some free books that way. Save the children has books and then um of course we're going to allocate part of our campus budget for books so we can make sure it's stocked up good. Scholastic, the company Scholastic, their books are very reasonable, you know, and um so that would probably be our first go-to. So, we're excited. >> I do have one more thing. So, uh like the end of last year, I think we remember talking about if we were doing according to what will be for third graders, you would have only had three minutes >> last year >> and so there so we expect that line to move significantly. >> Absolutely.
034We'll be more worried after winter. >> Okay. And one thing I was very interesting, I researched, you know, the holding back for third grade, which I think it started, was it Mississippi that a few years ago they did it >> and they moved from like 48 to 16th in education from states, I guess. I guess when you hold kids back, you send it home to the parents, some of them get on it. >> Yeah. >> Don't you think? >> I do. >> That's the goal. >> When I was teaching Yeah. I was teaching first grade and I had a little I had a student and um at our first parent teacher conference I told the parent I was like you know he shows a lot of potential but we we really need to make him
035a lot of growth. We need him to make a lot of growth and progress to be ready for second grade because he's got a lot of leaps and bounds to cover because he's not he's not making it he's not making the target. And um the next day the kid came back he was a completely different kid. He um he he was just not very motivated in class. But >> what happened at first grade? Her teacher said we're >> I don't think she had me. >> No, she had I'm kidding. I'm kidding. >> Miss taught me. It was when she was in your >> Maybe it was Kinder. I don't know. But whatever it was, we figured out what was going on. She was struggling to breathe. She's fantastic right now. >> And so it was
036enough for us to Okay. What's going on? >> When the parents step in, it makes a huge difference. >> It does. Perfect. >> And I think when we don't when we don't mention retention at all, they kind of just avoid it. I mean, they don't even think about it consciously that my child is not making the mark, but >> maybe some tokens to the parents need to put in there just to get them. >> Awesome. Because I guess if this falls through the crack, that's when we had high school >> because you can advance if you can. >> I know it's a third grade retention, but it affects K12. >> Yes, >> it does. >> Thank you. >> Yes. >> And that's what we've explained is that K2 are getting them ready for that third
037grade, but then what the expectation after that is you continue to grow them. We don't want them to get to third grade and be at a third grade level and okay, we're good at you with you being at a third grade level. We want them to hit those fourth grade markers, fifth grade, and keep growing. >> And you know, we we have four kids, three, you know, one's in kinder, but our three oldest um one of them it's like Ellie, she doesn't care. She doesn't care. But it's like um it didn't click with her as quick as my boys with the reading and um probably because she didn't like to read, but it was a little bit later that it clicked for her and um we saw a lot of growth fifth grade. So, Do
038you see a lot of maturity issues with that age group of kids that they're they're just not quite as mature about it? >> Because I I see that focus. >> Yeah. A big issue. And a lot of kids like if reading's hard for them whatsoever, they're not going to do it. They don't want to do it. And with reading, if you don't practice it, you're never going to get stronger. And that's what we try to encourage the kids. Yes, it's hard at first. Yes, Ellie did not want to read to me when she came home every night, you know, but the more she did it and then Miss Sparks lover got Ellie into some books that she really enjoyed and um it made all the difference, you know, and she was willing so much more
039to put forth the effort. But um you know, uh every grade's different. Fifth and sixth grade is definitely finding their place in the world. We see the most changes, I think, in fifth and sixth grade as they're hitting those teenage pre-teen years. Yes. >> Does any of the teachers read to the students like as part of their do they do? >> They do. They do. I um >> that's one of the most special memories I have is when Miss Stippler was reading Where the Red Fern Grows to us as >> I can remember listening to Miss Morris read to us. >> Miss Morris, I tell people um she gave us a goldfish when she when she read the book Swiming by Leo Leone. That was before you moved here, wasn't it? But um when she
040read a book to that book to us, everyone took a goldfish home. But um you know, when I visit her classroom today, it's like stepping back 30 years, you know, into first grade. And I love it. And the kids are eating it up. Yeah. I love seeing the teachers read to the kids. >> Miss Renfro is very um >> I don't know what's the word. >> Animated. That's a great I love seeing her read because of her animation with the kids and the different voices she uses. It's awesome. Yeah. >> Yeah. >> Next week is Thanksgiving break. We have made it to our first real break. >> No, >> next board meeting is December 16th. >> No other questions. Move to adjourn. >> All right. All in favor of that motion to say I.