001the windshield. >> Okay, I'd like to go ahead and call this meeting to order. We do have a quorum present. Meeting has been duly called. Appropriate notice has been given. I'd like to welcome everybody here tonight. We are going to stand for the pledge, Mr. Dillon. >> Friends, will you please lead us in the pledge tonight? >> I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Could you share a little bit? >> Yes, yes I can. >> So, you've been accepted to >> I was accepted to the United States Naval Academy. >> Congratulations. >> THANK YOU. >> [applause] >> AND THAT'S A THAT'S A VERY LARGE DEAL, VERY big deal. >> Yes,
002sir. >> Looking forward to it? >> I am, yes, sir. It's been five or six years in the making now, so it's very cool to see it come um at the end of a long road. But, it was worth it. >> And how long have you been planning for this? >> Since I was 12 years old. >> Good for you. Oh, good for you. Big plans for the summer? >> Yes, sir. They they've been kind of a little short. My I-day is on June 25th, so I have a few weeks after graduation, and then I go off to basic training. >> Okay. >> I'm going to enjoy all the time I have left. >> Very good. >> A lot of PT before you leave, like that? >> Where's Where's basic? >> It's at It's at
003the academy, Annapolis. >> [snorts] >> Very exciting. >> It is. >> Gates teacher, I'm proud. I'm so proud [clears throat] of you. So excited for you. >> It's such an an accomplishment. It can't be understated. You know, just the monetary value of that, but the life-changing what you put in the work you put in now and the dividends it's going to pay off just for the rest of your life. So, well done. Congratulations. >> Thank you, sir. Thank you. >> THANK YOU, DON. >> [applause] >> OUR PUBLIC COMMENT OPPORTUNITY AS AS OF now we have nobody signed up, so we'll move on to the approval of the agenda. Entertain a motion. >> I make a motion we approve tonight's agenda and the minutes from January 19th and February 2nd meetings. >> Second. >> Got a
004motion and a second. Any discussion? All those in favor? Unanimous. Moving on to our academic report, Ms. Lawrence. >> Good evening. >> Tonight, we have some wonderful visitors tonight. Y'all want to come on up? Ms. Beckham, do you want to come with them? We are acknowledging our CTE uh students and our program. >> Okay. Um good evening. My name is Matney Camp and I'm honored to serve as service to FBLA president. February is Career and Technical Education Month or CTE Month. CTE programs give students like me the opportunity to gain real-world skills that prepares for college and our future careers. Through CTSOs, we build leadership, confidence, and valuable skills that we will use for the rest of our lives. These organizations have provided us provided us with opportunities to compete, serve our community, and grow
005as leaders. For FBLA, our chapter was very busy last week because it was FBLA week. We just had various social activities and we're also looking forward to our state conference April 7th in in Rock. The Friday before FBLA week, we took some members to the mayor's office, where he signed a proclamation declaring that FBLA week in the city of Mountain Home. During the week, we had a craft night on Tuesday, where our members made friendship bracelets. And the next morning on Wednesday, we had a pancake social breakfast. The week ended with our district conference on Friday. We had 10 members qualify to compete at the state conference, and as of now, 10 members will participate in state only events. We are also very proud that Hannah was elected state vice president from district six. FBLA
006plays a major role in many of our members' lives. It has taught us valuable skills such as teamwork, public speaking, and leadership. I want to say thank you to the school board for allowing me to speak tonight about our chapter. >> Thank you FOR YOUR PRESENTATION. >> [applause] >> NOW IT'S MY TURN. OKAY, SO MY NAME IS BAILEY BYRD. >> I'm Jennifer Wood. >> And we are co-presidents this year for Family, Career, and Community Leaders of America, or better known as FCCLA. Um we are dedicated to student involvement and community enhancement through our volunteer service. And we would like to highlight some events that we've done this year and some things coming up. >> Yeah, so at the beginning of the year, we went and helped out at the Baxter County Fair. We set up
007artwork, um we set up mosaics and photography and all those great pictures and arts that we go and look at when we go to the fair. We also sponsored the Empty Bowls. We not only sold tickets, but we were there working the event, passing out our chili, and passing out bowls. >> Yep. Um we also do food bank box packing on the second Saturday of each month. We have a few members participate in that. Um I personally have also done that as well. Um it's a great opportunity to get in the community and pack boxes for people that are um in need of food. Um we also have participated in a uh hygiene product drive for Into the Light, which is a organization that deals with domestic violence. So, we've been helping out with that
008this year. We have our team bonding, which we always like to highlight our like community with our club and our members. That's one thing that we value. But we're doing our team bonding coming up on March 14th and it's like where our club members all get together and we do something fun as a way to celebrate the end of the year. And since we're both seniors, you know, it'll be a little bittersweet, but we'll get to do it with everybody and it'll be good. Yeah, passing the torch. And we have our end of year banquet in April, which we celebrate our volunteer service for the members. And we do our officer induction in December, which we did this past December, where we got inducted into service or office. And this upcoming December they will do
009the new officers as well. So, our involvement with community and school volunteer service is at the heart of our values and like I said, we take family and fellowship very seriously. And it is important to us as a club that we remain focused on what really matters and why we dedicate our time and our hard work to our school and our community supporters. Thank you. >> Thank you, Emma. >> [applause] >> Hello, my name is Emma Cooley. I'm the Mountain Home FFA president and we thank you all for the opportunity to let me and my up here and tell you a little bit about what we've been up to so far this year. So, at the start of January, we had a big week. All of our students competed against 80 other schools at the
010Eastern District Leadership Development Contest in Jonesboro. Some of our highlights include a district first place win in parliamentary procedure, a second place finish in creed speaking, and a third place finish in the job interview contest. All these students are going to be competing at the state level for a championship at the Arkansas State FFA Convention and Expo in late April. We rounded out that week with a trip to the local food bank where many of our members showed up on a Saturday, got some community service hours, and helped pack um a few hundred meals for families in need during the time. Just this last Thursday, nearly 50 of our members traveled to Conway to compete in career development events. Um and again on Friday, another 25 members traveled to Pocahontas. These contests covers all all
011areas of agriculture including ag mechanics, electricity, horse evaluation, floriculture, ag business, milk quality, wildlife, poultry evaluation, vet sciences, and more. We're looking forward to these teams competing at the district level um on March 3rd in Jonesboro. Next week is also FFA week. We have many exciting events planned including a trip to ASU-Beebe on Wednesday for ag appreciation day. And we have are holding an FFA breakfast for members in grades 7th through 12th Thursday morning, and we have another CDE trip to the University of Arkansas on Saturday. Thank you. >> [applause] >> Good evening. Is that close enough? Good evening members of the school board. My name is Kohler and I have the honor of serving as the HOSA president um this year. Um our Career and Technical Education Health Care Student Organization. Thank you for
012allowing me to speak tonight on behalf of our members and our CTE Health Science programs. HOSA is more than just a club. It gives students like me the opportunity to grow as leaders, develop real health care skills, and prepare for future careers in medicine, nursing, and other health professions. Through competitions, leadership experiences, and hands-on learning, we are able to apply what we learn in the classroom to real world real world situations. Speaking of, we have our leadership conference in Hot Springs this week or next week. We leave for that on Sunday. So, this year we are especially excited to have started HIP, a new initiative that has become our service project focusing on supporting students at the junior high. Through HIP, our members serve as mentors and role models while helping educate younger students about
013important topics like mental health, healthy coping skills, and overall wellness. Our goal is to create a safe, encouraging connection between high school and junior high students and help normalize conversations about mental health while promoting positive habits and support systems. Our CTE programs, including opportunities like the white coat internship, allow students to experience what health care careers really look like. We learn professionalism, communication, teamwork, and patient care. Skills that go far beyond what can be learned from a textbook. These experiences help us to grow not only as students, but as future professionals and community leaders. As president, I've seen students step outside their comfort zones, discover their strengths, and develop a true passion for serving others. Many of us are planning health care careers because of the opportunities these programs provide. On behalf of HOSA, thank
014you for supporting CTE programs that prepare students for real careers while also encouraging service, leadership, and mental health awareness in our schools and community. Your support truly makes a lasting difference in our lives and in the lives of younger students we're able to impact. Thank you for your time. >> Thank you. >> [applause] >> All right, so I'm Dayton Davis and as you can see or I'm Educators Rising president. I don't have paper, so you know it's true. It's all from the dome. So, I've been a part of this club for 3 years now ever since my my year. I've been wanting to be a teacher, but slowly I've been seeing I I guess the real side of what it takes to be a teacher through internships and hands-on activities. So, I'm just grateful for
015the opportunity to have those things and learn what I really want to do. I love education. I love being a leader. I love being a mentor, whatever it is, but I don't think that's where uh God's called me uh right now with my life. But, uh a lot of respect for all the teachers and all the principals, all the things. So, uh just congratulations for all that. But, a little bit about us is that we uh basically this is a big mentor program to the younger kids like Hackler, uh kindergarten, preschool, whatever it is. We have Hackler Holiday Bash. We have Hackler Field Day. We go to pre- uh preschool uh Christmas tour, all the things. And you just get to be a big a big brother, big sister to all these little kids. And
016you get to be a big uh mentor. And you don't know the impact you have on their lives. So, just thank you for this opportunity for letting us uh be here and tell you about CTE. And then uh I'm also part of FBLA. We have a fundraiser. Uh I'm selling Krispy Kreme donuts, so buy FROM ME. OKAY. >> [applause] >> THANK YOU FOR SHARING. >> I HAVE SAMPLES. >> WELL, I want to thank y'all for coming. I'm sorry we couldn't convince you how wonderful our field is. Um the big takeaway I want to say of course say that if you already were this is the time of our lives to do something else if you want to. >> Thank you. >> Thanks for coming. >> Okay. >> Doesn't that make you so happy? >> It
017does. >> That is the good stuff. And we also got to see Mr. Reese's AP Lang class do a mock trial this week. I know Mr. [clears throat] Booth was there this morning. I didn't get to be there, but and that was pretty special, too. They did a an hour of a mock trial and they all had parts. And so that was fun to see this week, too. So we are getting to see our kids in action and that's Well, I'm going to here I'm going to I'm going to give you a little cheat sheet cuz we're about to look at some middle-of-the-year data. We have gotten so much to look at that I felt like we might need to organize it a little bit for you guys. >> Thank you. >> Okay. Miss Crawford,
018are you ready to get on topic? >> I forgot my job. Sorry. [snorts] >> That's okay. >> [clears throat] >> And I do have Miss Camp here, our testing coordinator. She's been part of my endeavor to try to pull some of this information together. As you know, we have a lot to look at middle-of-the-year. For tonight, we are going to focus only on Atlas middle-of-the-year data and I'm going to talk you through some pieces of this because there are a lot of lenses to look through when you're looking at all this information. So where we're going to start tonight, I want to point out a couple things before we go through the slides. Um what we're [clears throat] going to showcase in the slides is proficiency. And if you remember when we talked about Atlas,
019they count proficiency as your total percentage of students that score level three and level four. They do count level two as showing signs of proficiency, but when they're scoring us on our overall proficiency scores as a district, they only count level three and four. So when we're talking about percentages tonight on the initial look, that's what we're going to talk about. I am going to take you through some growth parts of it because I know that's another huge piece of what we're looking at is not just are we proficient or not, but how much are the students growing in the process throughout the year. So, there's going to be a couple different measures to look at. And the other thing we're going to be considering is have we grown from beginning of the year to
020middle of the year, and the other thing I'll tell you when you see summative up there, we put that because this is a cohort score. So, we put for example, when you're looking at kindergarten and you see NA for summative, well, they didn't take a summative test last year, but as we move forward in the grades, you'll see that grade's summative score because we're trying to track how they're doing from summative, beginning of the year, middle of the year, and again summative. Does that make sense? Trying to help you kind of see how are these students doing as they move through the grades in Atlas. So, I kind of wanted to introduce it that way, so when you're looking at this, it'll make a little bit more sense to you. When we get done, there
021is a link on the very first slide to the spreadsheet that has all this information. If you click on assessment update, it will take you to more of a spreadsheet type look at this, and then we turn them into slides. So, on the kindergarten side, the other thing I'll point out that's a little bit confusing, I'll take a deep breath cuz this is a lot of confusion, but it does make sense once you look at it for a while. >> [snorts] >> Their beginning of the year assessment is actually universal screener. And so, kindergarten, first, and second grade, their beginning of the year score you can't really look vertically to see growth because they go from a screener to an actual interim, but we are tracking to see how they're doing versus the state with
022the universal screener. So, I do want to point out the pieces for kindergarten, first, and second are still a little bit different than when we get to three and we go all the way up through 10 with end of course. So, I hope all that is kind of making sense. I know we did a deep dive into this last year, but if you don't look at this stuff consistently, it is a little bit hard to to put the numbers together. So, looking at kindergarten, if you want to look at their EOY, there you can see their school versus their state score beginning of the year, and then what we just got back. If you look at their EOY and their math, you can see I did point out some highlights on your on your paper.
023A huge highlight for kindergarten is their 24% above the state average in ELA. So, that's a huge celebration for kindergarten, and they did a lot of intervention work to get there, and a little bit above state average on math. If you go on to Nelson Wilks, a couple of highlights on Nelson Wilks. If you look at their middle of the year ELA, they're 10% above state average, and if you look at their math, they're 7% above average. And second grade, we're right at at state level in both ELA and math for middle of the year. So, we're we're tracking right along with the state on that. And we'll look at some growth scores in a minute for Nelson Wilks. If you go on to Hackler, some highlights there. For ELA, if you look from their
024beginning of the year to middle of the year, they increased 18% in proficiency. If you look at their math, they are 11% above state level in third grade, and their beginning of the year to the middle of the year increased 29% in total proficiency. Science, they're 6% above state level, and then from beginning of the year to middle of the year, they increased to 26% in total proficiency. And if you go to fourth grade, um you're going to see for their from their ELA beginning of the year to middle of the year, that was a 14% uh gain. Their math is 8% above state average, and their beginning-of-the-year to middle-of-the-year increase is a 25% increase in proficiency. Science, their beginning-of-the-year to middle-of-the-year increase is 9% in proficiency. Fifth grade, their ELA is 6% above state
025average. Their math is 12% above state average. Their beginning-of-the-year to middle-of-the-year increase is 24% uh in in proficiency. Science, they're 7% above state in proficiency, and they um from beginning-of-the-year to middle-of-the-year increased their proficiency by 17%. Um Pinkston, we'll go on to sixth grade. Their ELA is 7% above state average. Math, 9% above state average. Um that's their middle-of-the-year, and then their science middle-of-the-year is 7% above state average. Their beginning-of-the-year to middle-of-the-year increase is 17%. Looking at seventh grade, um middle-of-the-year ELA is 8% above state average. Math is 20% above state average, and their beginning-of-the-year to middle-of-the-year increase is 9%. Science was 6% above state average. Going on to junior high, the eighth grade ELA beginning-of-the-year to middle-of-the-year increased 7%. For math, their beginning-of-the-year to middle-of-the-year increased 18%. Science is 8% above state average, and
026their beginning-of-the-year to middle-of-the-year increase is 16%. Ninth grade ELA um their BOI to MOI increased 8%. And we do not have all of our EOC scores yet. They are testing 10th grade um and the remainder of the EOC classes and the course classes are all testing either next week or the beginning of the week after. So, we have more information to come on those on those scores as well. But, you may go on to Gaberry. Um we looked at Gaberry a little bit differently instead of proficiency, and I don't have papers on Gaberry because Ms. Camp and I were able to kind of put this information together for you. And I want you to kind of see how this information is laid out because I do have a cheat sheet I brought for you to
027look at um from level ones at the beginning of the year to level ones [snorts] middle of the year. But, Gaberry has some really incredible celebrations. I was able to go to it one of their collaborative team meetings um last week, and and I I met with the middle school teachers and Mr. Rose, and I wanted to point out the growth in the levels that we're seeing there. If you look at, for example, um the ELA score beginning of the year, they had 10 students scoring level one. That's the lowest level. And that And And then, um they had two level twos. And then, at middle of the year, you can see they went from 10 level ones to four, and they grew uh two uh level twos to five, and they added one student
028in the level three and four category. The other thing that's hard with Gaberry, as you know, there's some fluctuation in um in the rosters there. So, um if you look at their math, you can see the numbers moving in the same direction, moving students from level one up to level two, and even um they even have students scoring level three and four um in math. And in their science, you can see the same thing. They uh they started with eight level four level ones, now they have four, and then those numbers are changing. And if you look at that science level three and four, they now have four students scoring in that level three and four category. And that's that middle school um population, the sixth through eighth graders. Um and now, the students that
029were enrolled in Gaberry, um you can see 90% show growth. This was the high school um growth chart that we put on here. And you can kind of see that that is moving in the same direction. You can see the movement from level one to level two, and then they're even increasing some numbers in level three and level four. Not Not in every category, but we think it's important to show you that out of the students that were enrolled for both EOI and NLI, that two out of three show growth. 67% and they had eight new enrollments for middle of the year. So, just kind of a different way to look at Godby's scores. We may not have all proficiency percentages in every content area there, but we are seeing a lot of hard work
030and a lot of movement with the students. And the really great thing when you're talking to the teachers there is the students are now they're building confidence that they can do it. And they're asking how you know, how many more points do I need to get to the next level, things like that. They're interested in their scores. They're setting goals for themselves. And the teachers are really trying to figure out the best motivation piece for them and pieces like this. So, just I wanted to highlight some of the really incredible work that's happening there. It's happening in all the buildings, but that is a that's a little bit difficult population sometimes with with assessments like these. So, the other thing I do want to point out I gave you a sheet of table and it's
031not linked on the slides, but one of the important parts of Atlas, like we said, is are the students growing. It's not just the proficiency score that you're wanting to see, but you're also wanting to see the growth of your students. So, what I did want to show you on the the table that I made is you can go to every grade and content area on the table and you can see the percentage of level one students they started with at the beginning of the year. So, for example, you can see third grade ELA started with 48% of their students were level one. And now you can see middle of the year they've got that number moved down to 25%. So, they that's considered a 23% growth because what you did is you 23% of
032your students moved up a level at least one level on Atlas. And so, what the teachers are doing now, they're not necessarily looking at overall proficiency alone. They are taking their student scores, looking at them in each level. They we have templates for that. I didn't want to share all that tonight because there's teacher names, student names on those templates, but if I'm a fifth grade literacy teacher, I have my student names and I can track what were they level one, two, three, or four beginning of the year, what were they middle of the year. So, they're keeping an eye on the number of students they had level one at the beginning of the year, how many now are two, how many are three, how many are four, and are they moving in the right
033direction. If students are moving backwards, they're looking at that. They're also looking to see how many points away are they from that next level. So, if I have five students in my class that are just their skill score is very close to the next level, like say they're a two, they're close to a three, what are we doing to help them get those points they need on that skill score to get to the next level. That's all the work being done in the buildings right now. So, it's a little hard to showcase that with slides and all the templates that we have, but um that's been a pretty deep dive into kind of the daily work in the buildings. And they're doing a lot of that work in their collaborative teams right now. And the
034principals are meeting, they're doing student success team meetings, individual meetings with teachers, and just kind of seeing what other supports we need between now and summative to help these students. So, um I have Miss Camp here. Do you want to speak up to any of the overall testing pieces or anything we didn't mention here? >> It really doesn't matter what data you're looking for comparison-wise in Atlas, you're going to find it. Um and so for Hold on, Mike. This is your 20 seven in education? I've never in my whole journey had this much data at my fingertips that is intuitive, so it makes sense when you're going through it. It's a little weird to get there, but a teacher now pinpoints to the phoneme skills at K3 what a student needs. Um so the work
035is happening. It's incredible to look at. Um it's amazing to me the discrepancies in the state averages. Like if I don't know if you noticed some of those like fifth grade math, I think the state average was 6% efficient. Like it's um So it's interesting to see how it ebbs and flows, but it's great to have the pulse of knowing we're going the right way or maybe even the other part of it a building administrator can look and see that someone maybe isn't going um the way that they need to go and they're able to have that conversation right now. The other great part of Atlas is summative will be immediate release this year. So teachers this year will know where their kids scored before school is over this year. Um and then if schedules
036are made this year, teachers will know before they get their students next year where their kids scored. So walking into school on day one, they're going to already know what this kid's performance level is. It's pretty cool. >> And we're already able to set up RTI pieces before school starts with that information. So um I you know, when we look at these, Ms. During and I spent a lot of time looking at this. Ms. King and all of us have just been digging in. Ms. Ben has been in a lot of meetings with us looking at how how her population of students is growing. And we know we have a lot of work left to do, but we're seeing when we kind of look, especially at this table that I showed you where you can
037see those percentages of level ones dropping, that's one big piece of the puzzle. I do want to say we're also looking to see if if our fours are maintaining the fours. It's really some of them if we see them starting to slide down to threes, that's also something to examine because we want to keep those students moving on the right trajectory as well. And their their trajectory is not to go backwards. They've got to keep climbing just like the others. So, >> Those count on our report card. >> They do. And so, in our growth of the lowest quartile, count three times for us. Their overall achievement, um their our overall growth score, and then our growth of the lowest quartile. So, that's why we're really looking at this level one piece. That is a
038big piece of our school report card. Um so, looking at proficiency alone is just not enough anymore. You have to really see how the students are moving through the levels, or you're going to miss a really important part of what we're supposed to be doing um as far as their achievement. It has been a lot, but I'm like Ms. Camp, and we've never been able to really see how our students are moving this specifically on the same assessment within the district. I mean, we've even got kindergarten in it now. I mean, they And those what that score is competitive. They are lasered in. Um their ELA score is incredible. And it's not high enough for them. So, it's it's been it's been a revolution, I would say. Um y'all have any questions? Is there anything
039that when I said you were like, "That doesn't make sense." >> When you When you broke out the Guy Berry data, is that because it's its own LEA now? >> It is its own LEA. >> Okay. >> And I do when you look at some of their initial numbers and you just see 0% proficiency, which is sometimes what we see for them cuz a lot of their students are not going to be at level three and level four, that does not give you an accurate picture of how those students are moving in that building right now. And so we did want to break that down a little bit more for you so you could see I mean moving those students from level one to level two is just the biggest celebration and and mainly because
040it the students feel so empowered by that. >> it is and I'm going to tell you something, that [clears throat] middle school grade, all of those teachers are focused on the academic piece. >> I don't know if you caught her numbers, middle school at Guy Berry, 96% growth rate. >> And the students and the students if you look the numbers of students haven't changed like the high school. Um and one thing to note there, Mr. Rose's philosophy is we are educating all kids but he's going to get them young. If they're there, we're going to that's going to be that element that middle school focus. >> So those the those numbers aren't pulled out of your other campuses. They are they're stand-alone. >> sir. >> Okay. >> It will count it doesn't appear to be
041separate. >> how it always has been. It's always they've been over there and they still reflected at our other campuses when they're looking at data. >> They do not count as if it was there. >> They do not. They're their own LEA and they actually because of their charter do not count in our overall accountability. >> Now the other interesting thing to note is kindergarten, first and second do fall under the umbrella of Hackler right now for school letter grade. And so when we see Hackler school letter grade, it's they're all they're part of it. >> So they get the same letter grade as Hackler but Hackler are the numbers right now that are determining the K5 letter grade. >> But we are needing that to change to really feed that number. >> few years.
042It's going to be a little bit >> Our our K1 and 2 teachers are going to have those value added measure scores seen cuz they're going to have 3 years of summative data seen, so they're going to be part of merit pay at that point. That'll be new. Um and so yeah, there's some new things on the horizon because they pulled they kind of pulled all the pieces together. Um so it's still some changes coming, but it's been >> [clears throat] >> Any more questions about anything we're doing in the buildings or >> Were all of the test testlets >> Mhm. >> working and launched in in exactly the way >> Yes. And those are documented in IRPs, their individual reading plans. And so the beauty of that now because of I know you know
043about third grade promotion, that documentation is running and then that's part of what we can turn in for a good cause extension for third grade promotion. We're doing our own documentation because that was a little shaky last year, but all that has run um more smoothly. Do you want to speak to testlets? >> So, the state realized that the amount of testlets that the teachers were looking at and choosing from was overwhelming. So, the state went back and limited um the testlet What a testlet is is about a 5-minute quick um check to see if a kid flags as um a level one or it actually kindergarten one two, it's ready or not ready. So, if they flag on the screen or is not ready at oral reading fluency, um then there is a little
0445-minute check that they can give the student that will either show a a pinpoint area that this is where the kid needs intervention or you can also give that as a post intervention um to show progress and show proficiency. And that counts on the reasonable, whatever the words are from the state. It calls attention for promotion. >> Is that just from the screener or when we do middle of year do we um >> We actually can >> get recommended test lets from that data >> No, just just the screeners. >> Okay. It's diagnostic. >> Yes. >> It's for diagnostic purposes that we've never >> The other piece the teachers can do with their classroom >> data is they can pull their classroom data bar apart by standard. And they can see where their class where
045they were positive in a standard or not and not >> by their class. >> And so they can take that information, work with that in their CTs. We didn't really talk about writing, but they have a whole scoring. There's three categories of writing and they can pick they can see how how many points their students got in conventions, how many points they got in elaboration, and how many points they got in purpose um and so authors are you know, author's purpose. So, they are able to kind of really dissect that and some of the uh in RTI, especially the junior high, they use a lot of that to to do targeted intervention during RTI. Um they kind of pull that piece apart. >> So, how is the writing scored if the >> They get up
046to 10 points for writing for that. >> It's got to be AI. >> It's got to be. We're getting it back in 24 hours. >> Yeah, you get it back in less than 24 hours. >> But that's not anything different. >> Um AI has scored writing for the last 10 to 15 years. Like a lot of people were like, "Oh." But it was the same thing all the way back to park. Um that one whole year we did That one whole year um AI scored. And if the AI if there's a flag, it sends to a human reader. Um but the other benefit we're getting from that AI screener is immediately if there's content that um is mental health concerns, um something that the school needs to know, we are notified immediately. >> I think
047that's some pretty tight parameters on that. >> So, yeah, our teachers love it. If they give it an interim on a Monday morning, they're checking their computer all day. They have their score by the end of the day. I was checking scores the when I knew they were taking interims, so I was checking my scores middle of the day. Now, it's not totally accurate cuz even one student's score can change your percentage by quite a bit. But you can kind of see how it's going, and we were able to see their reading score um before they did writing, and you could see how their reading score compared to their overall ELA score, which combined writing. So, it's been pretty fun around here. Do you have any more questions about teacher work or anything? >> Yes,
048ma'am. Um I know Atlas was new last year, so you may not be able to answer this question, but looking at these growth percentages, we've made a lot of changes this year um with our small groups and interventions. Can we compare this to last year on on these growth or we kind of in the same and like I said, the data may not be there. So, what's your gut? Are we >> a comparison. I I did not run that today. We can change >> We're doing We're doing better this year. >> I've never seen >> That's what my gut's telling me. >> And Becca, would you agree? >> I would yeah, and I can >> The growth in our level ones >> last year's summative um I'll go back and find it, but I will
049tell you we it was a good day when we were looking at data last year, and it was a 10 to 15% increase um one or two points above state average. Um so, I would lay money on we are much much further along this year. >> And that level one piece, you know, we we I'm glad that Judy decided to give this to you all because we get the um proficiency is super important and I don't want to dismiss that at all but there has been a a real focus not only on proficiency but on moving those students out of level one. And I think that's why you're seeing the results we are. >> Will we see the others though? Will we see the twos to the threes and the threes to >> I I
050can't do that now. I just I was trying to not I mean I have a long time already but even in pulling this together for y'all tonight so what do they need to see first and we kind of landed on just proficiency. >> And then students from one to two. >> But any of that if there's any of that you would like to see just email me. I can pull the numbers for you. >> I have that broken down by teacher? >> That's what yeah that's what the teachers >> I'm going to want to see all the data if it's compiled but I don't want to assign you homework. >> Well I think we're pulling a lot together. I'm trying to get it a little bit more organized in a shared drive. Um this year
051we're having a meeting with principals and it what will happen with that everybody likes to organize it a different way and so what we're trying to do just for our purposes and as a leadership team we're trying to streamline it a little bit so especially within leadership meetings we're all looking at the same thing. So we're getting there. It's my goal to have it there by the end of this year cuz we kind of understand more of what we're what we're doing with the data. Last year was a little bit I mean we were sitting in we were analyzing it but I feel like this year our teachers and our leaders really they know what they're looking for. So um but yes and the other thing with the the state numbers it is a good
052guide even for individual teachers to see how they're comparing to the state average. So we do still need that marker. So any other questions? But when that's a little more organized I'll share that with you. If anybody wants to see it. Anything else? >> Thanks for sharing. >> Well, I can keep going if you want me to keep going, but I feel like we probably need to You got back anything else? >> So, next month we'll have EOCs? >> Yes. >> And of course >> So, we also moving forward have learned we need to be more consistent as a district with our interims. So, actually GG doesn't know this, but I set summative dates for next year today with Phillip because our testing calendar got released today. Um super excited. So, we're going to be
053very consistent as a district next year in when we give interims because if one building is giving an interim the first week of school, they're going to show a lot of growth between the two interims where one was waiting until later. So, we're going to lock it in, be consistent. >> And they've tightened up those windows on the as preliminary funnel calendar. >> The state has three weeks off the testing calendar. >> And they have tightened up the interim dates. So, the interim that middle of the year interim is only open for four weeks. So, >> And it also helps your state average because if not everyone has taken that and you take it early, you're comparing your average to number that's not complete. So, I think that's there's a lot of reasons why they're
054trying to pull that together a little bit more. So, anyway, okay. Thank you and thank you. >> Thank you. >> And this camp. >> Thank you Miss Camp. >> Financial reports and expenditures. Numbers and more numbers. >> Yes. >> I would like to say that is just some awesome work. >> Thank you Miss Corley. >> And I wish I had that when I was teaching. Yes. Okay, we'll start with the statement of changes is month ending, January 31st of 2026. We ended the month of January with 19,882,809.94. Not a lot of interesting activity, I guess, this month, but I will draw your attention to funds 3000. We did make that last $75,000 contribution for the baseball softball complex. And then, in fund 3404, that you'll notice an expense of 384,000. And that is where we
055journaled the Berry Roof expenditures from the operating fund into the academic partnership fund. And so, when we look at the operating fund balance, you're going to see that increase as a result of that. I would like to also mention, just kind of give you a heads-up on the band trip bus that was totaled. We are going to get $35,000 back in insurance on that bus. And we are looking at around 65,000 coming in for a declining enrollment before the end of the year. So, we have Donna and I have looked over it, talked with Ms. Dewey, and so next month, we've asked Mr. Rose to bring a board action item to you to purchase to get a pre-approval to purchase another bus. And we're talking about a bus that comes off the lease agreements, but
056has low mileage, like we've purchased previously this year. So, be be looking for that next month. >> Any questions? >> Moving on to the statement of changes in revenue and expenditures, we had total revenues of $5,093,093.44 with total expenditures of $3,485,033.96. >> Okay. >> This is our monthly fund balance tracking and this is where you see that January balance of $13,161,811.82 and that $384,000 of that was as a result of us moving expenditures to the partner academic partnership fund. >> Any questions there? Moving on. >> Our statement of changes in activity funds for January were $661,631.32 with all those funds combined. The following are the pie charts. The first one is for the month of or through January. And then the following reports are our system report with information used to create these sheets, and
057also the check register for January. >> Ms. Carter, do you want to talk about a possible update to the check register in the next >> We Yes. We are Your check register may look a little different next month. We are going to remove uh some of the information, mainly the check numbers, uh due to fraudulent activity, not with us, but that we're hearing about from other districts and ways that they are doing things. And so, uh this may take a little bit different look next month. >> But, we'll still be publishing >> Yes, we will. >> So, the checks that were written in the amounts. >> Mhm. >> Okay. Thank you. >> You're welcome. >> Enrollment report? >> Um the We are a little down this month, uh 3,647 students. I do want to point
058out that last month we had um more students, but we also had not taken account that report was run January 1, and those um early graduates were not included, and we did have 19 early grads. So, those are not counted. Um Don't get too alarmed. We haven't Kids have not just left us, with except for those 19 early grads. So, we're we're pretty even if we don't consider those. >> [snorts] [cough and clears throat] >> Student transfer sheet? >> We have two in. We actually had four in, but then two left. Those two left, so we thought, let's just say two in. >> Okay. >> They were only with us a day. And moved far away. >> Not just >> From home school to us, we're here a day and then went to a school
059in East Arkansas. >> Belong to Potter Ridge now. >> Yeah. >> Well, I didn't know if they were coming or going. >> No, Ms. Crawford does a great job keeping up with that, by the way. Yeah. >> Uh facilities projects update. Mr. Knight. The other Mr. Knight. >> So, [clears throat] we have um started looking at um how we're going to spend our time and money and things that need um some summer help this year. Uh something that was on the list last year we didn't get to that we feel is pretty important um coming up is um the press box. Um I know it's like 10 years old. You know, I could be a little older before we have to do this much work. Um but the way it was kind of built, it
060um needs a little work a little earlier. Um to the point of when I say new roof, I do not mean the metal roof. It looks like a wing. I mean the part that everyone walks on top of. So, that's all like 10 years old, but you're talking about tables, chairs, students um filming up there, walking on top of that that surface. Um that's going to need to be replaced. I don't know if that's going to be pulled and replaced or if we're going to put something over. It's like a fiberglass kind of membrane that they they roll out there. Um one of the other problems that we have is the way those doors are made. There's nothing in front of them. They're facing south. And every time it rains hard, water goes up underneath
061the doors. And so, the carpets and the subfloors in there are bulging and rotting out. We need to replace them. And it's looking pretty um old on the outside. I don't hear the yellow's not yellow anymore. So, we're talking about painting um painting [clears throat] that. So, those are kind of the things that we've done. I put in there the couple of things that we have done over the years. I know the largest one that was the sound system that was added. Uh but just recently the HVAC in that um had to be completely replaced. And um I'm kind of went a little high on this because I don't know what's going to happen once you pull the floor up. So, I'm hoping to be more like 17 or 18, but um this wouldn't be
062a board action item anyway. I just wanted you all to know that we want to spend some time and and money on >> So, are we going to replace with better materials? Is this Was this going to last longer than 10 This kind of surprised me >> Mhm. >> to learn >> Cuz it's just 10 years. Yeah. >> Yeah. >> So, are we going to replace things with better materials? >> No, I'm going to try to put as cheap as I can cuz this is going to happen again. >> It has to do with the way it's been built. I'm just going to >> There's nothing I can do to make the water not water and not leak through the floors. >> it's on that side. It's always got my side. Yeah. >> You mentioned
063that there's carpet in there. Can we put something other than carpet? >> We'll put something other than carpet in there. >> Yeah. >> That should help. Um on We do have a special board meeting on uh lunch meeting on March the 2nd. I think it's March the 2nd at 11:30. Be at the high school. Um at that time Mr. Knight has agreed to give us all a tour if you all I've seen it lately, but if you all would like a tour, we will do that as part of that special meeting. >> It'd be helpful. >> Would that be so y'all can see the work that he's done? >> I know the price seems a little bit more expensive. You may be at $12,000 for that top roof. And so, the rest of it is
064you know. Um your lift to paint is $500 a day. It's going to be things like that. But, your your big one's going to be the roof over the door. >> Is that Is the press Is the box new or Is the box 10 years old or was it a refurbished? >> I I think I was not here. I think it's new. >> Okay. I thought there was part of that structure that I mean >> And Mitch And Mitch is not here to He I know he could >> So, it may not It may not all be >> It may not all be new. It just >> be some of the old one. >> Like the day put the wings on top. >> a problem last summer and we're uh >> You got a bird
065problem. >> We always had a bird problem. I mean, there's Part of that is going to be $1,000 to I mean, get rid of the 2 in of bird poop that was there. >> I was just wondering I just wondered if we could repair it with better materials. This takes your time. It takes I mean, it It's even more than just the physical >> to stop the water from blowing up under there, there we would. I can't The doors have seals. We'll replace the seals, but they're fine. Um I could If I sealed it so tight that the water wouldn't go in, it would have blown up the door. They're going to complain that it swells and shuts and >> You'd almost have to have a corridor across that whole side. >> across it, but
066then you can >> You'd have to do something like >> you know, a lot of that was built for looks. >> Yeah. And it's 50 ft in the air, exposed to the elements. >> That's true. >> Yeah. Tree houses don't last forever. So. >> Do you have any more questions? >> How was snow removal? >> Um So, normally on a normal snow everyone can get that done in 8 to 12 hours. This was 3 days. And we usually use like, you know, maybe a pallet of ice melt. We used $7,000 worth of ice melt. Um that ice underneath was terrible. >> And that that sleet was awful to put up with. >> awful. >> Yeah. >> It was absolutely awful. >> And they would work and work and work and then they'd get up the
067next morning and >> frozen solid again. And you would It was It was pretty That's the worst I've ever seen. We actually had to hire someone to do hackler. They came in with skid steers and We have never had to ever call someone. >> That's why we got to go to Those guys worked. I'm telling you. We got to go to school Friday cuz >> a definite morale buster there for a while. >> to bring some folks down to help them cuz it was so disheartening. >> But they did it. >> They did do it. >> They did it. >> Yeah, we had snow, then sleet. We got a lot more sleet than people think we got. When I went out to clean my truck off, I mean it was thick. >> It's 5 inches.
068>> Yeah. >> I don't have any other questions. Thank you. >> All right, thanks. >> Thank you, Chris. >> Board action items, request to approve the 2026-2027 school calendar. Mr. Ingle, good evening. Thanks for coming. >> All right, this year PPC put a ton of creative thought and effort into our calendar. Um we ended up presenting three calendars to staff, um knowing that it was probably going to split the vote a little bit and we'd need a runoff, and that's exactly what happened. Unfortunately, calendar B, which I actually didn't attach anywhere, um it received by far the fewest votes, so it was cut out. Um calendar B had some interesting things. Um it had a fall break. It had us not coming to school on parent-teacher conference days, which we saw maybe some benefit but
069maybe some concern. If the kids aren't there, are the parents going to come? So, we just kind of threw that out to the staff. When it came down between calendar A and C though, calendar A ended up winning. Um >> I want to bring up the graph on that. >> Yes, please. >> That's okay. >> The graph. It'll be the first. >> Yes, the first. Okay. So, that top part is just the breakdown of the three um calendar vote. But then the runoff vote, you can see that calendar A had 57%, which is actually a wider majority than our last couple of years have been. Last year was 51-49 tight. The year before it was not quite that high. Um then we went and broke it down by building, and every building except for Nelson
070Brooks was close, and the junior high seemed to favor calendar C. But everyone else favored A. And that brings me here to ask you to approve calendar A as our calendar for this school year. You will see that both options had the five CT flex days taken out and replaced with what we have for now called non-student contract days. What those will look like is kind of up in the air right now, but the idea is it's time for us to collaborate and look at this data, and we've kind of staggered staggered them throughout the years, so they can serve different purposes. Perhaps those last 2 days in May can be for curriculum alignment, transition. That We have a lot of options. So, I think either way, I think any of the calendars would have
071been good, but I do think A is a pretty darn good calendar. >> I will say, listening to the teachers pull this together, every school had teachers that were vocal. And teachers were very vocal about their thoughts. And um I mean, I'm even going to point out Pinkston, there was a staff faculty member that was a little concerned with testing with that they couldn't get into their into the year of fun fun days, but if you look how Pinkston voted, teachers don't worry. I mean, they feel like they can make it happen. So, just from observing this take place, this was very well presented by every school. I didn't see any school not bring their angst and bring their positives to the table. >> And shout out to Minnie Williams, she had the idea, you'll
072see on the agenda of the student parent calendar. Not been that in years past, but >> Can you show them that, Jen? This is something she had seen online. >> Yeah, I think Cabot maybe had done this, so we kind of copied it from them. >> Cuz parents, I mean, they I know they >> It's super crystal clear. >> It's red don't go to school, green go to school. Green come to school because those contract days and PD days they start It starts getting a little messy. >> And teachers don't care why we're not in school. I mean, teachers Sorry, parents don't care why we're not in school necessarily, so we just have a more clear option. >> Nice. I also think it's nice teachers did not want the fall break. But in a roundabout
073way, they let students have it. If you'll look, there's some days off and I I kind of think that's that's very nice. It's very giving. >> Oh, I will say I was surprised at how few teachers voted for B, which was the one that had the most true fall break. >> the real fall break. Yes. >> I was I was surprised by that. >> I never cared what the calendar looked like. I would always ask the people who really did care, all right, which one do I need to vote? >> Yeah. >> I I got to teach 178 student days. I got to be here. >> It doesn't matter. >> Like but I made sure to ask the ones who really did care cuz they were my friends and I wanted them to remain that
074way. >> Yes. [laughter] And I I could be very wrong. I could be reading into the data wrong, but it's pretty it seems clear that whenever teachers pull up the options, they go May. They just look for that last day of school. And I get it. Um but that's not the only thing that they decide, but it is I think that's part of why B was also voted down. But that's the trade-off you get with fall break. You go to school later. >> Change is scary. >> Do you find it uh cuz I hear this a lot that when you give kids a longer break that when they came, especially in elementary, that you've got to retrain them again? >> I heard that from several elementary teachers over calendar base we were doing it. >>
075I did. >> I don't really teach high school obviously, but I would say even coming back from the snow, of course it was a Friday, so it was weird anyway, but in my experience, yes. >> Yeah. >> It's called summer slide. And from the data that I've always heard, it's 9 weeks. So, middle of October before that third grader gets back to where he was at the end of second grade. That's half a semester. >> even want a four-day week. I mean, they were they were pretty which makes sense. They thought kids were worse after >> That's why some schools are going to that scary word year-round calendar where you have a smaller summer break, but bigger breaks throughout the year so you don't have that one big chunk where kids just only even think
076about math and reading for for the summer and come back and now we're we've got a lot of catching up to do or relearning to do. So, yes, there is. >> I I thought there was, but that I'd always heard that. Of course, I was you know, I was ready to learn the first day I got back. >> [laughter] >> To be honest, teaching fifth grade all of the years I did, I didn't notice it, but I could imagine the lower grades noticing that a lot more significantly than I would have in middle school. >> Sure. I I wouldn't think it would affect the high school as much where you're going from you know, from a math class to a different math class, you're not going to regress. It's the reading, it's that K3 or
077K5 that it really starts to affect where you're progressing on what you've previously learned there. >> Okay. Makes sense. >> We've got a recommendation. Do we have a motion? >> I'd like to make a motion to approve the calendar as presented. Calendar A. Correct? >> It's correct. >> Second. >> Got a motion and a second. Is there any more discussion? >> One thing that bothers me is how early they have to start. Cuz that just a few years ago they gave us we couldn't be starting till after 18th 19th. And I I did hear some kind of complaints about that, but there wasn't anything different that you could vote for on that. All of it was early. >> You know, some states have got a rule now is 2 weeks. >> I look at but
078Missouri's 14 days before that you cannot start before 14 days before the first day of September. Mhm. >> Is that September or August? >> September. So, you go 14 days, so that puts you about August 19th. >> Yeah. >> Well, there were nine calendars on the table when this thing started and they were all presented by teachers or administrators and not a single one had a later start. I I learned a lot through this cuz I I would have thought later start what what not a single calendar had a later start. >> And I think part of that is you're trading a week for a week. So, you have a hot uncomfortable week in August, could you trade that for a first beautiful week of summer? I I don't know where that's where that's about
079to come from. Personally, that makes sense to me. But, I think that's where some of that comes from. >> Well, I made a few calls today and there is yes, I think it's going to come up legislature that they're going to possibly look at the 14-day. before >> I mean, they've changed it three times in 4 years. That's the requirements. So, they're looking at >> They don't have anything else to do. >> You are correct. >> They've got They've got to have job security. >> You are correct. >> I'm kind of like Morningside. I mean, you're going to teach a certain number of days. So, Mhm. Uh it doesn't matter. I and I I did not use that word that you used cuz let me tell you, I wanted to keep my scalp. But, um
080I just mentioned spreading out and having breaks. And that is not >> I know. It's It's a deal breaker right down the side. >> It is not. >> That's what's scary about year-round. >> Well, I'm wondering if we had some issues. >> I know Marion does that. I don't know who else does it. >> Marion does it. >> State of Florida tried it and they gave it up. >> Well, if the snow affected getting them back under control, would that happen if we had breaks spread out as well? I mean, you never know, you know, we're testing week, but I remember going to school pretty early, at least having professional development nearly every year on my birthday. So, I'm And it's early August. >> I will say this is the most balanced from semester to
081semester that I have seen in a long time. >> I guess we tried >> very hard to make [clears throat] that happen. The quarters not the quarters matter quite as much. Quarters are balanced. They all end on a Friday. >> Just just about the end of May. >> It sure does. >> You also had the most votes you've had in >> Oh, yes. >> years. >> Yes. Even though there was a runoff, I think we I we'd have to look at the It doesn't matter, but I think there were more votes in the runoff than there were in the original one, which >> Yes, according to this. >> shocking. >> They all actually about it. >> Almost 300. >> That means people are involved. >> The PTC reps stayed on their buildings. I got emails
082from They all stayed on their buildings to make sure you vote. >> Local group, as they always are. >> Okay. Any more discussion? All those in favor? It's unanimous. >> Thank you, Mr. Harris. >> Thank you. >> Next Next item is request to approve salary schedule amendment. Mr. Bailey. >> Good evening. Love the shoes. >> Thank you. Good evening, everyone. Uh so, last month at our CPPC meeting uh Mr. Rose, director of transportation, came to us to speak about the transportation department. Um as you all probably know, uh they've been looking to fill one to two positions for bus mechanics over there for a little while now. Um so, I think what it's really come down to is currently the salary schedule for mechanics is one single mechanic position. And they're possibly looking to hire
083uh someone with a bit more experience or more certifications that can come in and try and take over uh the whole fleet and manage that whole unit as a whole as opposed to just looking at the bus that is in the garage right then. Um so, they asked if we would like to bring this to y'all um to ask to add a lead mechanics position to the salary schedule for the '26-'27 school year. Um Yeah. Is there anything else uh y'all can think of to ask about? >> recommendation. Do we have a motion? >> I'll make a motion to to approve the recommendation as presented. >> Thanks, Molly. >> I'll second. >> I did not get >> Motion and a second. Is there any discussion? That That That those numbers that column is mirrors the
084same um in our I'm going to say our specialized or our licensed uh for heating and air or electrician or >> Sorry. >> maintenance the licensed maintenance, that's right. >> It's an exact mirror of it except there's step-for-step. >> Will you click on the salary schedules, please? Thank you. And this would not be until the 26-27 school year. If approved tonight, I'd like to post this position tomorrow. Um cuz we're having trouble already finding folks. This would at least give us, you know, you get somebody with a few more years. You can see as you go down the schedule um comparing it to the mechanic schedule um that's where the difference starts is with the experience and we are looking for somebody with some experience. So maybe this will be a little more attractive. And
085not a significant It it's it's more money but I do think it's something we can do and we're putting kids on buses every day and I think all of you know all of you feel like that's something we got to make sure they're safe. >> That's right. Is there any more discussion? All those in favor? It's unanimous. Thank you. Have a good evening. >> Thank you, Mr. May. >> Board discussion? >> I have been inundated with emails from uh Nelson Wilkes uh I think it was Nelson Wilkes that did the fundraiser. Uh >> Yes. >> First grade. >> Yes. >> Where they asked the parents to do the full fundraiser and give out emails of eight people or phone numbers. And I think that's wrong. You take a first grader and you dangle a 50
086cent toy in front of them. Cuz that's what it was. It was It was nothing. And then the parents say, "I'm not going to do that." And then the child gets upset. And the next day that some of these kids get their little 50 cent toy and they don't get one. I think there needs to be a needs assessment for every fundraiser done. That's my opinion, but I got an email the other day and it had my work email. I don't know where they got that. 13 of them. And 14 phone calls. 14 phone calls were people that didn't like it. 13 emails was from the company that got the emails. >> [snorts] >> Fundraising just running phones, I like it to be for a purpose. >> Yes, sir. >> A designated purpose. >> And
087I do believe Nelson Wilkes is going to look at something different for next year. >> Kindergarten does it, too. Yeah, they all do. And those are the kids that like the 50 cent toy. >> My kids lose their minds over getting that and they will pester you until Yeah. >> What's the fundraiser for? >> Activity. So, we're going to look at some different things. Yes, I've spoken to kindergarten and Nelson Wilkes. Um talked to Mr. Roach just a day or two after they had already passed everything out. Um and we're going to look at some different options or >> Arkansas week >> Yes. >> stuff and >> Yes. >> That was actually a complicated fundraiser. I probably just said, "Just I'll just give money and let's go." Yeah, cuz I couldn't >> I've asked him
088to not do that next year. And I >> But the flip side is it didn't cost the parents anything, right? I get my email, I got all the spam, and click on subscribe every time. >> This was I've had something where you could go >> didn't pay a thing. For those little 50 cent toys. So the parents didn't pay anything unless they went into those emails and bought what they were advertising. But if the school's getting activity funds from it, it's not costing the parents anything. They're using the advertising dollars essentially. So that's the flip side is it's not a fundraiser or gosh, I got to come up with 20 bucks to send home to send to school with my kid. >> Well, we we charge kids t-shirts for 10 bucks for t-shirts two or
089three times a year. >> Right. So that's what I say, maybe the flip side is it's actually not bad that it's a free to the parents. We're not hitting the parents up for money. We're selling their data. Like here, I'll give you my data in exchange. >> So I did ask about where some of the funds were going and they were going for kids to get new t-shirts or you know, some of the extras. But their activity funds are healthy right now. Um they both do carnivals of types and they felt like that was sufficient for the future. Um Hackler's not doing it anymore. Um they had done it in the past, but they haven't done it for the past couple years. I did check with Miss Goodwin as well. >> I thought I was
090dealing with old meals again. I don't you guys have old meals again. >> Right. >> [laughter] >> Any other discussion? >> I have an unpleasant thing to talk about, but I just wanted to um well, I had an unpleasant knowledge of something that had occurred and I would personally like to make this statement, but I would also love for our board to support this. Arkansas Code Title 6 Education 6-17-106 insult or abuse of teacher Um this happens and it has happened recently. Um it as current and it has been updated by March 28th, 2024. It is unlawful during regular school hours and in a place where a public school employee is required to be in the course of his or her duties for any person to address a public school employee using language that in
091its common acceptation is calculated to A cause a breach of peace B materially and substantially interfere with operation of the school or C arouse the person to whom it is addressed to anger to the extent likely to cause imminent retaliation. To a person who violates this section shall be guilty of a violation and upon conviction be liable for a fine of no less than $100 nor more than $1,500. Each school district shall report to the division of elementary and secondary education any prosecutions within the school districts under this section. I want to make it clear that no staff member, bus driver, cafeteria worker or administrator should have to put up with this from a mad parent or whatever. So, I would like for us to make sure that the proper >> Mhm. >> reporting is
092done and that this gets handled. And that's the thing about it. It has been a while. >> Then policy. >> And don't let it happen. Just shut the conversation down, document it. They can come back when >> Mhm. cooler heads prevail. And they can pay a fine. >> And that would be reported to your local police department by whoever individual, whoever, whatever employee is treated that way. You know, that is I mean, that's a that's not a school policy thing. I mean, that's law. So >> It is law. >> If if some if if our employees are being treated that way, then they need to report it. >> Yes. >> And hold people accountable for their actions or their words. >> Gosh, that's not even controversial. >> I know. >> A parent yells at a
093bus teacher or a teacher or or Oh my gosh, yeah. That's common sense. >> that we have let some of those things slide just to keep peace, but when a man um curses at a female administrator or teacher or a bus driver, but it shouldn't happen at all, but that should just not happen. And I don't want it to happen anymore. And whatever we have to do to make sure it doesn't happen or that they're paying a fine. >> Thank you, Marsha. >> I agree with you 110%. Cuz you you can you can air your differences in a civil tone. Without using foul language. You know, if you're upset everybody gets upset about stuff. >> Right. And it is normal. >> But to just go vulgar is wrong. Threaten anybody with injury is wrong. And
094I think we need to do the full extent of the law. >> Thank you. >> The behavior you the behavior you allow becomes the standard. And if we've allowed this, it's become the standard. This is a very easy way to have our teachers have our staffs back and take care of them. So, um yeah, a hundred no-brainer. Ms. Dewey, I don't know how you're going to get the word out, but let's let's get that word >> the handbook? >> I believe it is. >> It is in every handbook. >> it is. >> So, but most of them don't read it. >> Yeah. >> I believe it is. It's usually I'm just going to be honest, you know, we have had some bus drivers um and administrators generally. Um I'm sure I know there've been teachers
095as well, our SROs. Our you know, this uh we did have a situation over the past couple weeks and there has been a report filed. And that's I appreciate the support of all of you all in making sure that our folks are taken care of because nobody deserves that. >> Nope. >> My wife used to work at the library and it was unbelievable the people that come to the front desk and owe a 15 cent fine and go ballistic. Yeah, just and it was amazing to me the people who were yelling and screaming. >> And if it's on the phone, I mean, hopefully our we have some recording on our phones so that we could have proof. I don't expect any administrator, teacher, or anyone to take a chewing that is like that. >> Make
096it happen, Ms. Dewey. >> Okay. >> We will. >> Thank you. >> Thanks for sharing. >> Yeah, thank you, Marshall. >> So, do I seriously thank you for saying that? Um I know our staff appreciates hearing from you all and from that support. And like I said, um I'll um Eddie Helmers standing right there and he can tell you that we do our best to handle those when they happen, and they don't happen often. >> Yeah. And And I wanted I wanted to mention, and that's been law for a long I mean, for a long time, but you know, as as an SRO when I was in the school, and it happened, you want to support the staff, but the staff has to be willing to press charges against that person. And a lot of
097times they don't want to do that. And that's kind of what we run into. I mean, we're there, we support our staff, and our secretaries, our admin, but it does happen a lot in our schools. You know, parents come up there mad, but also the the teacher, the principals, they got to be able to want to pursue those charges as well, and show up to court, and do all that. >> And sometimes they don't want to do that. Let's give them permission to do that. >> Well, you can, but but Eddie was I'm feel certain you were involved in the situation. I had a It was I don't know if it was a husband or a mom called, and I wouldn't let the husband do the student's work. And it was the husband. They were
098married, and a call was made, and I didn't even know what the words meant. But Mr. Kincaid knew what the words meant, and he instantly intervened, and said, "I will have the police knocking on your door if you don't hush your mouth right now." He didn't He didn't hush his But If you don't stop at this very moment, and you will never attack this teacher again. So, the law's been used. It's been in place. >> tell you I I have arrested for that. Uh And the I will tell you that who usually takes the brunt of it a lot is the secretaries. >> The secretaries. >> They are our first contact with a parent coming in, that's mad. So, but >> But, in deference to what Eddie said, I would not have pressed charges. I
099just wouldn't have. So, >> That's what we kind of kind of run into, you know, as as a police officer, that you got to have a victim, and and that and they got to be willing to Yeah, I'll press, you know, and then >> So, the individual must press charges, the school cannot. >> The school is the person who is being talked to like that. >> Okay. >> Yeah. And we're there, I'm telling you all our SROs, they all support that, 100%. >> But, thank you for bringing it up, cuz it does educate. But, um I mean, I just tell you cuz I experienced this very thing. That's why I was kind of smiling cuz I thought, oh, well, Mr. Kincaid didn't intervene. >> And >> I would not have pressed charges. >> Right, and
100and it does it this happens more than it should. That abuse, uh, that our teachers or secretaries, principals, how they get talked to. It does happen a lot. >> Well, that's where educating our staff and encouraging them not to put up with that. >> Right. [snorts] >> Right, and really letting them know, you do not have to put up with this. We don't want you to put up with this. >> And that's where your admins really strong. >> I think our administrators >> Sure. >> are are right there, and and sometimes they'll get the brunt >> Yeah. >> in order to prevent >> Prevent that. And most of your administrators will say, no, I, you know, >> And we'll hang up or say you need to stop talking to me that way, and sometimes people
101will. >> Yeah. But, >> Just by saying, >> But, that's I'm glad you brought that up. >> not realize it is a law. >> We will but we'll >> Yeah, that's probably true. >> Yeah. >> We'll make sure >> might not know. See, but, you know, as when I was an SRO, I educated our staff like, you don't deserve to be talked to like that by anyone, and you have the right >> Mhm. >> uh to pursue what? This law. >> And that includes bus bus drivers, too. And it doesn't have to be a man or a woman. >> Yes, yes, yes. >> I know that administrators would probably say I'll take it over my staff, but >> Yeah. >> They should >> It's not right. >> I know helmets >> Now that we all
102know and and everyone watching this live stream will know and >> Yes. There's a possibility >> someone could >> Yeah, it's a stop. >> And where we're held accountable for our actions, others should be. And so, maybe it should be on the first page of the handbook. >> Well, print >> Yeah. >> large letters. >> Well, we But like you said, how many people read it? >> It's also in our It is also in our personnel policy. It's in there as well. >> Yeah, it's in there. >> It always has been in there. >> You walk into every doctor's office or sign the front door taking healthcare workers a felony, right? I don't >> No problem putting it on our doors. You know, what that that statute is right there. Put it on the door.
103>> Thank you. >> You're welcome. Yes. >> Thank you. >> You have anything you need to share? >> Teachers finished up parent-teacher conferences today at 7:00. Um CT flex day for teachers tomorrow and no student data tomorrow. No kids at school. So, lots of fun this week celebrating teachers, students, coaches, and families. Um everyone's been very busy and there's been a lot going on. We did highlight a few of those on our update this week. Um there's just so much so much good stuff. A couple dates, I think Tues- Well, I did mention 3:22 6. That's a Monday. That's your special board meeting at the high school at 11:30. And this night will also have a tour of the press box set up either right before right after. Um not right before, but at the
104beginning of the meeting or at the end of the meeting. Uh for those of you that can stay. and I will do a drop in next Friday and that will be February the 27th and it'll be here at central office from 8:30 to 3:00. So, if anybody is hearing from somebody and they'd like to come visit with me, please I encourage them to come by because I will be here and be available. >> Next item is our employee hearing, not necessary this evening. Okay, then we'll go ahead and go into executive session for personnel employment, retirements, and transfers.