001All right. Good evening. I'm going to call the July school board meeting um to order. And our first item, if you would stand with me and we are going to do the pledge of allegiance. [clears throat] 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. >> Thank you so much. All right, Miss Patrick, >> we have uh I'll going to turn it over this uh this evening uh right off the bat with our celebrations uh to Dr. McClung. Uh he has an introduction to make. >> Yeah, I'd like to introduce Coach James and he'll introduce our celebration for this evening and talk a little bit about her. [clears throat] >> All right, thanks
002for inviting us today. Uh I'm here with Desire Real and her dad, Matt. Uh Desire and her family moved to Silent Springs last year and went to Silent Springs High School and ran track for us this year. Um first, I'd like to give a quick thanks to all those involved, her teammates, teachers, admin, and her coaches. They've all played a part in this. [clears throat] And I especially like to thank her family who have been such a support for her and our track team this year. Second, thank you Desiree uh for making this year special, not just because your records, but for making this season fun for our entire high school track team with your leadership and friendly demeanor. Uh also, I want to thank you for helping us with our speed academy this week.
003And to let you know, you're always going to be welcomed in our program. Um here are some things that she accomplished this year. Uh I got two pages worth of stuff. I actually eliminated some stuff. There's so much. It's [clears throat] a pretty impressive list. um uh first with indoor season. During the indoor season, she broke the school record in the 60, 200, and 400, as well as breaking a 5A indoor state record in the 400. She was also the 5A indoor state champion of 200 and the 400. And then for outdoor season, uh she set school records in 100, 200, and the 400. She also anchored a 4x200 relay to set a new school record. Those recorders will most likely be on a track and field board in the high school gym for a
004very long time and we're actually updated today and uh if you know much about track and the times they'll say in a little bit uh future Panthers will be a daunting task when they look at those numbers. Um then for conference she was a conference champion in 100 200 and 400 which are all 5A West conference records. She also helped the 4x200 relay team win the conference championship and she qualified for the state meet in all four of those. And then at the state track meet in Bolognia, uh she won the state championship in the 100, 200, and 400. Uh at the 5A state meet, she set the 5A state record in 200, and 400. Also, she set the all-time overall high school state record in the 200400. uh these records I looked at it
005and a guy updated in the 90s and they they they split associations back in the 50s. So we're talking about uh records has been around for 100 years and um she set the overall high school state record at 200 and 400. Um her times were 2404 and a 200, 54 62 and a 400, 2404 and a 200 which can be found on the Arkansas TV Association website. I I remember after the meet, coach Jeff Williams said that was one of the most impressive performances that he's ever seen. And I think almost every coach at that meet um will eventually tell me or have told me the same thing. Uh it was such a special day to be part of that day. Uh then at the meet of champions, she took first in the 200 and
006400 and third and 100. She set the 400 meter champions record that day. uh throughout her entire outdoor season, she never lost in a 200 and 400. Um nine straight times she won it. She won uh seven times and I gave up trying to figure out how many uh venues she set records at cuz some people have it in a paper they give to you in the coaches meeting and they only have it posted a lot. But I'm pretty sure every [clears throat] every record at 200 and 400 around here she's she stepped on the track which she has awards. Desire was awarded the Steve Bubba Carter award for most outstanding performance by a female athlete at the McDonald's relays. She was also all conference won the high point achievement for running events. She was
0075A all state made the all Arkansas team by the Arkansas track coaches association was part of the all Arkansas preps track team and was named the 2025 Arkansas female track athlete of the year by the Arkansas Democrat Gazette. So all really really impressive. Uh this summer she's continued running at AU. She's in first place in 100, 200, 400 at the Oklahoma City District qualifier. She also uh was on the relay team that finished fourth at Nike Nationals in Oregon last month. She [clears throat] then placed first in the 200 400 third and 100 the regional qualifier in Springfield, Missouri later last month. And this qualify her to compete in the Junior Olympics in Houston, Texas at the end of this month and all three events. And lastly, Desiree has also received a full ride scholarship
008to Kansas State University and will be starting school running track for K State starting next month. And we wish her the very best and guess uh we all need to become KState track fans now. [laughter] So, thank you and thank you for your continued support. Well done. >> Very good job. >> [applause] >> I will I will also say if you if anybody has never seen her run, you need to go find some tape. It's pretty dang impressive. Uh very happy you came to our uh town, our community, and you've represented us very well there. Thank you very much. We appreciate you. >> Congratulations. All right. Is that all for celebrations? >> Yes, sir. >> All right. Dr. McClung, any comments from patrons? >> No, we do not have any comments. >> All right. We'll
009move to reports. All right. I got a I I have a couple of things. Uh want uh I want to kind of be brief uh this evening. Um [music] I wanted to give uh the district and our public an update. um as it's been well publicized, we were named one of uh four school districts in Northwest Arkansas in a lawsuit over a new law that's gone into place over the Ten Commandments. Uh we have turned that over. Our attorney has filed a brief and a motion uh to dismiss that case based on the fact that none of the and he is going to represent all four school districts uh so that we can share the cost in this. uh but he has filed a brief and a motion to have this dismissed and we're waiting
010for the judge uh to rule on that. Also, we have also filed the paperwork that the attorney general's office once that part is over that they're going to take he's going to take over uh the defense of the lawsuit. So, uh just for people that don't know it, we we really had we haven't done anything at all. uh none of the four districts have and uh this was uh a lawsuit brought about a law where you had to post the ten commandments if they were donated to the school that you had to post that all across the the school every classroom in the in the district. And so we have not had that happen here. Uh nor has any of the other school districts to this point. So, it's really uh it's more uh challenging
011the law versus challenging something that our school district has done. So, I wanted to give the board an update on that. [cough and clears throat] Also wanted to give a a quick update on u there's a lot of conversation right now about federal funding uh for different uh types of funds for education coming from the federal level. Um we were received notification last week that title one funds have been approved by um the department the federal department of ed and we will be getting that allocation of money uh although it has not come yet. Also any idea funds which are um all commonly known as special ed funds have also been approved. But I will say title two, title three, and title four, those are funds that we as a district get of federal funds,
012other funds, uh those are on hold uh for all states, not it's not a Sylm Springs deal. It's not even an Arkansas deal. It's across the nation. They are reviewing those, trying to decide if they're going to disperse that money this year or not. I will tell you if I think we're going might know something in the next few weeks. We hope is what we're hearing, but we don't really know yet. I will tell you though, if that does not happen, we do not get those funds. That's $400,000 for our district. And what we do with those money is we pay salaries uh of our our staff to provide different support for different things in our district. They're all based in salary. Those are not programs. They are not uh we're not buying some product.
013These are people in our district that we would have to figure out how to absorb that we already have on contract that we would have to figure out how to absorb that money if it doesn't. So, it's a wait andsee moment. It's not something I can tell you. We have had m multiple conversations with our uh secretary Oliva at the state level and they are doing everything they can to tell them how important it is to if this is money that they want to do away with in the future that they can't drag it out from under people that have already budgeted and uh that have people on contract. But we'll have we're in a wait and see moment and but I wanted to make uh our board and our public aware that that is
014something that if it does not come through will have a drastic effect that we will have to work on. So just keeping everybody in the loop and uh as far as that that would be the end of my report. >> All right. Thank you sir. All right Miss Carter. Good evening. Um, a quick update. We have had roughly 55 individuals this week attending a training in Neo, Missouri. Um, it's called BIST, B I S T, and it has to do with behavior interventions. So, um, good feedback. Um, Miss Peyton and I both have been up there for half the day, yesterday and today. um good camaraderie happening. Um there's some people from the Rogers school district there, so we're hoping to make some connections where we can each support each other's districts while we start
015working on different behavior intervention pieces. So that's an exciting point. And then the next exciting point is yesterday where um Atlas data um from the from our May assessments that we had, they were released. These are preliminary scores. So um once everything comes out, they could change somewhat. Um we'll say that this is achievement grow, not growth. So growth will come out in August and then they'll have to combine achievement scores and growth scores and do their mathematical calculations to get us our letter grade and different things like that. So we will work through that. We do have some celebrations and we also have some areas that we know that we need to continue to focus on. So you will see um here's Southside and of course the bright yellow. We tried to make it
016really easy to read. So the bright yellow is our current what we just scored in May. So you will see on the left of that you'll see the state average and then you will see last year's score for that content area. So [clears throat] Southside has some great areas of celebration as you can see whether that's compared to their last year score or compared to the state average. we are right there or above and so great celebration know that Miss Fullerton and um her team have worked really hard to see growth over the last year. So great celebrations. >> Yeah, >> intermediate school again [clears throat] follows the same format. The bright yellow are current data points and then to the left are state average and last years at that um grade point. Again, yes,
017we're right there in some categories. Others we have some challenges we need to address and we're going to start working on what that plan needs to look like. middle school again, math, science, ELA. [gasps] Um you will see some growth from their last year scores to this year and we certainly want to celebrate that. And then we also have a couple of decrease areas and again um [snorts] Miss Miner and her team have worked through some of this. Some of this they were aware of before the school year ended and so they started making changes to address some of the needs that need to occur for the coming school year. Then we're to high school scores and the first slide is over ELA and again follows the same format. It's just a bigger picture of
018it this time. So 9th grade and then 10th grade again um 9th grade fell just a little below their last year performance but you'll notice they're still above the state performance and so um different group of students taking the test as well. And again with the 10th grade, they increased from last year and they are above the state average in that. Our next part are the math and biology end of course exams. [sighs] Algebra readiness. Again, this algebra is going to include our students at the middle school that take the algebra course as well as students in high school that take the algebra course. So, when we're looking at this, that takes both combinations of those groups of kids to give us this score. So again, you can see we do have a decline in
019algebra. And we declined even under the state average at that point, but in hearing the um secretary Aliva earlier this week and other districts were not alone in this endeavor for um algebra geometry. You'll see again a tad lower than where we were last year, but significantly higher than the state average in geometry. So again, we still have improvements we want to make and things we need to notice, but we are moving along at a good steady pace. Biology again last year we do have an improvement and we certainly have an improvement above state average. And last year um Dr. Miller and her team had made some adjustments in the biology department. And so we feel that even year one we are reaping the bene benefits of some of those changes. And that's our quick
020snapshot [clears throat] of the data. We will have more data. I do not know if the growth scores will be out before the August meeting um for board meeting but when we receive those of course we'll be coming and publicizing them so that we can celebrate areas. Do you have questions or comments or thoughts? One point I think the last time we saw this report we saw some of our neighboring towns. So, we saw the state average and then we saw >> co-op the cooperative average. That's what it was. Yes. >> Yes. We don't have those yet because they literally just came out. >> Okay. >> Yes. Literally. [laughter] >> Okay. >> Anything else? [clears throat] >> Okay. I'm going to turn it over to Miss King and she's going to talk about school level
021improvement plans which slip >> is what >> while they're coming up I will say like when we say literally like yesterday morning they hit our portal and so we haven't even really had a chance to dig completely in. We just pul we just wanted to make sure that we provided the information. They also hit the parent portal uh today around noon and on my school info so pe people around the state can anybody can log in and look at this stuff. But we haven't had much of an opportunity in the last basically 24 to 30 hours to really dig in and look at see where where we're at on some of this. But we definitely wanted to show the board uh what we did know and we will bring back uh more detailed information at
022at the next meeting. >> Thank you. Thank you. >> Good evening. Tonight I will be providing an overview of our school level improvement plans or slip. These plans are a required component of school accountability and must be approved by the board and posted on our website by July 15th each year. The overview is going to talk about the flow from the district all the way through the student. It's a it's a cycle and it's a process that we work through. The process begins with the R app which is developed by the state. This is a district tool which consolidates 17 applications or program approvals or compliance documents into a single platform rather than multiple platforms and multiple deadlines. Examples would include the ESL program, gifted and talented program, recruitment and retention, um family and community
023engagement, some title pieces, um and things like that. A key requirement of the RAP is the identification of district level goals. One of these must be a literacy goal which includes a component specifically addressing dyslexia. From that we flow into the school level improvement plan. So from these district goals, building principles and their leadership teams develop the school level improvement plan. These teams typically include administrators, counselors, um instructional coaches, and teachers. Together, they establish school specific goals that are aligned with the district goals and create action steps to be implemented throughout the year. These are living documents that are updated at least quarterly to reflect progress and adjustments. And from there we get professional growth plans or PGP goals. All teachers and administrators develop professional growth plans or PGPs. These plans include both personal or
024self- selected goals and goals that align directly to the school's slip. All goals must be measurable and data-driven, reinforcing alignment between individual professional development and overall school improvement efforts. And from there we have um staff evaluations. Teachers and administrators are evaluated using state provided rubrics. And part of this evaluation process is a review of the professional growth plan during which the teacher and administrator or administrator presents supporting data and artifacts that demonstrate progress toward their goals. And then finally toward the end of the school year, students participate in the state atlas assessment. The resulting data on student achievement and growth provides us with key metrics to evaluate whether our goals have been met. These results help inform future planning and decision-making at all levels within our district. So this process represents a cohesive and intentional
025system from the district view all the way through the student designed to ensure that every step we take is aligned improving outcomes for our students. So it's a it's a cycle that we will complete throughout the school year and then at the end of the school year we will take a look at where we were and where we need to go and the cycle begins again. Do you have any questions about this overview? Okay, at this time I'm going to turn it over to our high school vice principal, Mrs. Kelly Mer, who will walk you through their school level improvement plan in more detail to give you a b a bird's eye view of what an individual plan looks like. Good evening. I'm going to guide you through our process for developing and executing our
026skill level improvement plan and just show you the vital role that student data plays in shaping our work. The slip is more than a compliance tool. It's a strategic student centered roadmap aimed at fostering success for all learners and equipping every staff member to make a meaningful difference. At the core of our improvement plan is a clear mission promoting student growth and ensuring each graduate is prepared for one or more of the three E enrollment, employment, enlistment. This mission drives everything we do from classroom instruction to professional learning. Valerie mentioned the PGP and the basis for all of our teachers PGP is is in the slip. So, as we go through this, I'll I'll try to tie that in as well. Um, it's not about checking boxes, but about creating real pathways to success for
027students in high school and beyond high school. Student data and growth trends are fundamental to shaping our slip. Our school's accountability rating or stateisssued grade is based on proficiency and growth in literacy, math, and science. The four-year graduation rate, and the percentage of graduates earning a diploma of merit or distinction. These indicators do more than reflect performance. They tell a story of our progress and the areas for continued improvement. They inform our day-to-day decisions. In the document, you'll notice that the data section immediately follows the district goals in the slip. We've included our spring 20 2024 baseline results and we'll they'll be alongside our 2025 outcomes offering a year-over-year snapshot of performance in English which includes reading and writing. Our mathematics test, our algebra 1 and geometry, and our science test is biology. So, this
028gives us an overview of our performance at a school level, but also across the state of Arkansas. Soon we'll be adding our 2025 data to the chart and we'll [clears throat] analyze the progress identifying both gains and remaining gaps. Beneath the summitive data, there are two charts that will display our Atlas interrum assessment results. Those are administered each fall and spring and the assessments mimic or mirror the state summitive exam. This allows us to track student progress throughout the year. And this interim data supports reflection and goal setting for both teachers and students. And it also helps our teachers make some instructional adjustments throughout the year, seeing where um we can improve learning and growth for students. Each academic goal is broken down into targeted measurable outcomes. We've incorporated additional indicators aligned with Marzano's highly
029high reliability schools framework. In the spring of 2023, we rei we revised our slip to reflect this framework and we used this revised document to successfully apply for the highly effective schools accreditation for the 2425 school year. So this work sharpened the focus for of our goals and our strategies as well as our evidence collection and it really gave a lot of um a lot of kudos to our teachers because the things that we put in the slip were the things that we observed in classroom walkthroughs. So we just started noting these are the things our teachers are doing daily with our students and we added those to our slip document um which helped us receive this accreditation. Our content area goals in literacy, math, and science are focused on increasing the number of students
030reaching proficiency on Atlas assessments. The first two goals are consistent across all subjects. Goal goal one is cross-curricular active learning and that encourages student engagement and helps students build connections between disciplines. Goal two is focused on the work of our PLC teams and their collaboration. This help this means they're focused on developing common assessments. They're monitoring student learning. They're providing timely and relevant feedback to both students and their parents. Um it they adapt instruction based on the results of their common assessments as well as those interests uh in interim exams and then they create ROAR sessions to boost academic success and engagement. Goal three is more content specific. As as Valerie mentioned, our literacy goal provides targeted support for students with characteristics of dyslexia. Math provides services that address foundational numeracy gaps and science focuses
031on both scientific and math related skill gaps. Each goal includes defined actions and related evidence, planning documents, implementation records, and data collection. All of this is used to monitor impact. And if we go back to our PGP, we ask all of our teachers to choose either literacy, math, or science as one of their PGP goals. So if they're not one, if they don't teach in one of those core areas, they think about how their subject um lends itself more to math, science, or literacy, and they work with their PLC to write a PGP goal focused on one of those three content areas. The other thing that we ask all teachers to um have a PGP goal on is student engagement because if students enga are engaged in the learning, they're growing, right? They're learning and
032growing each day. So, as we continue to implement the slip, we actively seek ways to refine, enhance or restructure our approach to maximize student learning and achievement. We remain committed to adjusting instruction, intervention, and supports based on the evolving needs of our students. And because the slip is a living document, it adapts to the new insights and data, ensuring we remain responsive and student focused. This plan depends on our teachers expertise, teamwork, and a focus on students and their growth. Together, we're helping students achieve goals and not only in high school, but to also prepare them for life after graduation. So, thank you, school board, for your continued commitment to our schools and to our students. every element of this plan and all of the work that we do um depends on the strength of
033of our shared work and we appreciate your support in that. Do you have any questions? >> I do. >> All right. >> That was a lot. >> Yeah. >> Good job. >> Thanks. [laughter] It's why I have a script. >> Well, you did good. I'm just glad that I studied it a little bit before he was going through that. Sure. You I think you answered it um for me for the most part, but um >> one, this is a state requirement. Yes. >> Correct. Two, our PLC teams are involved somewhat. Even though the leadership team is principles and assistant principles, our PLC teams are involved. >> Absolutely. Yes. >> Great. >> Do you Yep. >> Okay. >> So, our leader at the high school, our leadership team um of course meets with us. We have
034a leadership team meeting once a month. That's just the leadership team. And then we have an open leadership team >> uh meeting where anyone can come to that. Uh we uh ask our our leadership team to communicate to the department and the PLC and at times the PLC has work to do like we may ask them for feedback. Um we may ask them for input on specific things we might want to add to our slip but absolutely they have a voice in in the slip. >> Love that. Okay. So, Kelly, we just so we're everybody's clear when you are saying leadership team, there are teacher leaders. >> Yes, sir. >> Part of that team. It is not just the administrative team. >> Absolutely. It's our department chairs. >> Mhm. >> Yeah. Thank you for clarifying
035that. >> Thank you. >> Yeah. Okay. Great. I just, you know, going back to PLC, it's been a while now since I've been to Little Rock with you, but that was so important to me and I think it's great that we're still doing that, allowing teachers to So, again, thank you. you. I know that was a lot, but I appreciate it. >> Anything else? >> I don't. >> Okay. Thank you. >> Thank you. >> All right, Dr. McClung. >> Uh before before he gets started, you will be asked that is an action item later in the agenda that you will we'll ask you to approve, but we want to give the overview during the reports. >> All right. Good evening. We have a couple of reports for this evening and a couple of updates for
036you as well. The first of which is going to be the bullying report. Um the bullying report is an annual requirement for us. So at the end of each year, we review the alleged uh incidents that we have reported compared to the confirmed ones that we have uh entered uh into e school and submitted to the state. Um so just a quick definition uh for what these numbers actually mean. So, when we talk about bullying, we're talking about a repeated history of targeted offenses. We're not talking about one-offs or things that happen in passing in the hallway or, you know, one time incident between two students. We're talking about something that has a history and that is repeated. Um, I think in your packet you have the report. Um, so I'll just kind of go
037over some of the highlights real quick. So, on the first page, it has a breakdown of the alleged cases compared to the confirmed cases. As you can see in there, we have 19, I believe it was 19 or 18 alleged cases that were reported for the last school year and 15 confirmed incidences. Compared to last year, 15 is exactly what we had as far as confirmed instances from the previous year. Uh we did see a big downturn in alleged cases. Um, we think that that's probably due in large part to just repeated practice and and talking to our administrators about going through this process and identifying bullying and helping communicate with our students how to uh prevent that type of behavior. On the second page of your report, you'll have a total district breakdown of
038the actions taken in the uh for um for I'm sorry for confirmed cases of bullying. Um, if I remember correctly, it is about seven for inschool suspension is what we had of those 15 and six for out of school suspension. I might have those backwards. Um, and then one was in other category and then we had the the last one was in a different one, but that is what makes up your bullying report for this year. I'll be glad to answer any questions that you may have for those. >> Uh, I will go ahead and say uh I apologize. We have lost internet. Uh, so if you not able to see that report, we apologize. It is in your board packet. Um, and and hopefully you had a chance to look at it ahead [laughter]
039of time. >> I'm like Kelly. I memorized it before. >> Oh, good. [laughter] >> Uh, the second report for tonight was a commodity report. So, this is also typically an action item in July. However, those of you that were on the board last year, remember we passed a three-year commodity last year. Um and those prices stayed consistent and well below the threshold. Um for our our commodities, we saw one increase u with the use of gold star and that increase was at 1.84%. And we actually saw a decrease in our bread commodity with harps at um a decrease at 3.12%. So overall doing pretty well on that. Um the price has stayed um actually decreased a little bit for us. So that's a good a good bit of news. So there's no additional action required
040as far as the commodities go. So, we just wanted to give you an update um since that's typically an action item in the summer. >> Mhm. >> Uh last two items I have, these were not included um in my report section. Oh, there's the the bull report came back on. >> Internet's back. Um so, this was page two of the report. So, you can see the breakdown. I'm sorry. This is page one. Excuse. Yeah, page one. So, this is alleged instances uh compared to confirmed cases. So, like we talked about, we had 19 alleged that were reported and then we had 15 that we reported to the state that were confirmed cases. And you can also see the breakdown by schools there as well. Um, and then on page two of the report, [clears throat]
041this is the breakdown of actions taken for those uh confirmed cases. And like we said, we had uh seven of those resulting in school suspension and six of those resulting out of school suspension uh with one resulting detention and then the other was classified in the category of other which is a reported category for the state and e school. The last two items I had for you this evening, um like I said, these were not in my report section, but I just wanted to give you quick updates on where we are on our SRO's and also where we're at on our intermediate project. So typically an action item this time of year would be theou for SRO's. However, we do not have that ready yet because we're not done staffing or the city's not done
042staffing for SRO's. So we have to wait for them to be fully staffed so that we can get the exact cost and we can get thatou to you to sign. Um so once we once we're working with the city and they're able to have be fully staffed for SRO's, we'll get that to you as soon as we can. Last update was the intermediate project. So, we received our twoe outlook for intermediate. Um, we have the permit sitting on Randall's desk right now, ready to go, and we're going to start demo next week. Uh, starting on the 15th, we should have crews in working on demo for the canopy and also simultaneously working on the drainage system to make sure that there's no issues um there. And then the following week, we'll have concrete demolition that
043will start. Uh we'll have continued meetings with CR Crawford and the construction crew to get those continual updates and um kind of outlooks you know a couple weeks at a time. So >> can you remind me what the projected finish date of that is? >> So right now the projected one we've been pushed back quite a bit what it is now. Okay. Okay. All right. >> I'm sorry, Brian. Do you have a question? >> That's what I was going to ask. If are we on schedule with it or are we >> We We've had some setbacks. Um some that, you know, just have kind of naturally occurred and then some that were just like we had an issue with the permit, trying to get our permit in on time. Uh that kind of put us
044back another week this past week. But thankfully Randall was able to get down there and get that taken care of pretty quickly for us. Um so we're we're trying to get them moving as quick as we can. So, >> one of the things the state facilities took longer than they normally do on approving the project. Uh, I I don't really have a good I don't know the reason. They didn't give us a reason when we would call and check on that, but that's been a big part. Uh, the good thing I will give CR Crawford props. Uh, they asked me if they could go ahead and start getting legitimate bids even before we did the GMP. Uh, you guys agreed to it. that they said if if you guys walk away from the project, we'll
045just walk away from it and take the loss of our manh hour work that we put into it. But to try to stay on as as close to the original schedule as possible, they wanted to go ahead and get started. So, I really appreciate the work that they've done. >> Okay. >> Thank you. >> All right. Is that all on reports? >> Yes, sir. >> Okay. All right. Bambi, let the minute show that we have an established quorum and we will move into action items. First being the cons consent agenda. Uh you received uh all of this information in your board packet. Uh includes minutes of the regular meeting of June 17th, 2025, personnel transfers and changes and student [clears throat] transfers. and I would recommend uh approval of these. >> All right. Do I
046have a motion to approve the consent agenda? >> I'll make a motion to approve the consent agenda. >> All right. Motion to approve. Do I have a second? >> Second. >> All in favor? >> I. >> All oppose. Motion carries June 25 financial statement. >> I actually have a presentation this time. >> All right. >> You're going to love it. going to love it. Can you put that in presentation mode, please? So, this month, um, instead of just running through the sheets and going, "Yeah, we're doing good here. Yeah, we're doing bad there." I thought I would just do an overall recap of the year and go through some of the funds and explain how we spend them and how we're using them. Um, at any time if you have any questions, please stop me
047and I'm glad to answer questions. Um, we are actually going to start in the back of the packet. Instead of going from the front to the back, we're going to go from the back to the front. Thought I'd mix it up. Thought I'd keep Heathw, you know, different things to look at in a different order. Um, Is it not working? >> It she'll punch the button for you when you click you're clicking. >> Okay, next one. So, we get funding from many many many sources in our district. Um, the first fund I want to talk about is our federal funds. And these funds are used to supplement our regular classroom education for our students. Next, this 3,638,475 is the amount of federal funding we used in our district this year to supplement programs for our
048students. Um, and so our biggest three largest federal grants, we got um a little over a million dollars from Title One. And our Title One funds are used to enhance economic programs and improve student achievement. We spend this money on um mostly salaries and benefits for our employees to work on our schoolwide work of reading interventionists, mental health therapists, ESL teachers, and AL, which would be alternative learning teachers, and also our instructional coaches for math and literacy. Our next largest um grant is our title 6B grant. We got $912,000 for that. That is basically used for our special education and related services to those eligible students. Again, a majority of these funds are spent on salaries and benefits um for our like speech pass, which we don't have any PTO on staff, but pay for
049outside consultants and things such as that. Our next largest federal grant that we received this year was $493,000 and that is from Medicaid. We use that to help support health services throughout our district. The thing that's unique to Medicaid is we get to submit reimbursement for our services. And this is how Medicaid reimburses us for like our um hearing and vision testing um for um speech for PTO for all of those things. Personal care is a big one with our paras. we have the ability to request partial reimbursement for the salaries and things for our staff. And so this number can vary wildly from one year to the next depending on the testing that we have to do, the student services that we provide. So um this one's usually a wild card, but it's it's
050good. It's good. As Mr. Patrick mentioned we have the possibility of losing some funding this year. Um it's um we're just in a holding pattern and we are looking at about $43,000 we could get in possible lost funding. We haven't given up. We're just being cautious. Our next um funds I'd like to discuss is our child nutrition department and their monies. Um [snorts] the purpose of a child nutrition fund and our whole department is to offer nutritious affordable breakfasts and lunches to our students. We do this through the national school lunch program. So we can offer options for free or reducedpric meals based on household income. And currently our reducedpric meals are treated as being free. So we basically have paid meals and freed meals. So that's that's good. Another wonderful thing we do in
051our district is we participate in the seamless summer option to extend meal services during the summer months to all children up to the age of 18. So any person, child under the age of 18 can come and eat lunch every day. Can they eat breakfast too? Can eat breakfast and lunch every day of the summer. And you don't have to have any money. You just show up and you can have a nice hot meal. Um the largest expenses of course are labor, employee benefits, and the cost of food. We work to feed kids. That's that's what this department does and that's why those are their largest expenses. Moving on to categorical funds. Those all have separate pages in your packets and they serve different purposes. They are additional allocations of money from the state beyond
052the standard per pupil funding specifically targeted to support students with particular needs or to enhance specific programs. >> [snorts] >> Our first one I want to talk about is alternative learning. This year we received $395,411. And these funds are specifically intended to provide alternative learning settings for students who require a different approach to education than a traditional classroom setting. Our next categorical are called English language learners and we got 361608. These funds support programs and resources specifically designed to help students who are not yet proficient in English. Enhanced student achievement. You hear us talk about this referred to as ESA. This is the funding that is tied to free and reduced lunch applications. So, you hear us talking about that this year, and this is why this year we got a little over $1.4 million
053in funding for that. Um, they're specifically allocated to improve student achievement, particularly for those at risk of not meeting academic standards. And our last one is professional development. We got 168,500 so dollars and that is specifically to dedicated for professional development to ensure our teachers keep up their skills, their teaching strategies and learn how to con continually address divise diverse student needs. Any questions so far? the we skip up a little bit on the um [clears throat] the Medicaid part. You listed a few things that went into that. What about the clinic at the intermediate school? Does that fall under that? >> No, it does not. >> Separate. Okay. Where where does that come from? >> Um hopefully I'm not ours. We have a grant that pays for our person that is like the community
054liaison, but that is that's that's a clinic that >> it's a community the community clinic owns and operates that. And it's a that is totally on they anything they make goes to them. We just part of the uh >> the school-based health we uh we provide the space and then we provide Tiffany Hansen there to help coordinate that and but other than that they provide all the other things. >> Gotcha. >> Okay. Revenue. Let's talk about the fun stuff first. Revenue. Of course, funding for public schools comes from local property taxes and state aid. And sometimes when you're lucky, you get a little bitty bit from the federal government. [snorts] So, this is the breakdown of what our revenue looked like this year. We got $23.6 million from property taxes and interest off of our
055investments. Thank you, community, for paying your property taxes. We appreciate you so much. Um, we got $26.7 million from the state and that includes, this isn't going to list all of them, that includes your foundation funding. Um, learns act, um, ABC, it's a prek program, that's what funds the salaries and benefits for that program. Catastrophic, that is for our extremely fragile students. And so that's huge, great, important. And luckily, we got $4,400 from the federal government because we have a very tiny sliver of our school district that sticks into the national forest that's between here and and they pay us money for it. So $4,400. So, um, just to put that into perspective, the state provided us with 53% of our funding, but our local income was 47. So, I think that's pretty awesome to
056see that it's almost a 50/50 split. Again, we have a great community and that is one of the reasons we get to we see that you can't talk about making money without talking about spending money. And so we allocate our resources across variety of categories so that we can provide a great [clears throat] education and support services to our students. So let's start talking about salaries and benefits. It's the biggest expense that we have as a district. We spent $ 36,7,875 on all employee salaries and benefits. I am excited to report that we can afford to do that. That's a that's an awesome number to be able to tell you all we paid out. The way it broke down was um 26.4 4 million went to our certified staff, which would be our counselors, our
057principles, our teachers, and all of those that staff. Um 9.4 million went to classified salaries and benefits. And then at the bottom, it got cut off. Um $1515,000. That's to pay for workers comp insurance and um and un unemployment insurance. It has to get counted in as a benefit. even though um our employees don't have to pay it. So, I wanted to make another graph cuz I think they're kind of cool. Plus, I learned how to do them. Um so, the way that looks on the spending as 73% for certified, 26% for classified, and that very tiny sliver of 4% which is the money we spend on workers comp and unemployment insurance. Now I said our biggest expense was salaries and benefits. So how much do we have left over and what do we possibly
058spend that on? So the amount that we had left over to spend on operational expenses or actually the amount we did spend on operational expenses was a little over $12 million. What does $12 million buy? Well, it bought $3.265 million in bond principle and interest. That's like paying a mortgage. It's your mortgage and interest. We paid $1.6 million for repairs, equipment, and furniture. And in this repair category, don't just think buildings. This is our bus maintenance. when we have to repair motors or replace things on our buses, uh, seats and, um, just all kinds of things. A couple of the big projects that we worked on over this year, and I'm not going to list them all. I'm just going to list some some bigger ones, is we upgraded our gym and redid the floors
059and things there. That turned out fantastic. The high school courtyard need concrete, needed repair. Um, we've started purchasing materials for the intermediate remodel. Um, new flooring and some buildings. Uh, we've had to buy AC units, water heaters, and I'm not talking about the kind that fit in your house. I'm talking about the great big ones. Um, we've bought some playground equipment. We've had to have some trees removed. Just in a compactor. How often do we buy compactors? That's what I thought. Yeah, [laughter] because they're expensive. So, lots of things fall into this. It's not just, oh, they paint. Oh, they chained out doorork knobs. No, there's a lot that goes into this category. Utilities is our next big one. 1.14 million. And I put still missing a month of expenses. Again, these are not final
060numbers. Your bills typically run a month behind. So, we're just now getting build for what happened in June. So, these numbers are accurate through what we had in June. I've got another month of utility bills for sure that needs to be put back into this. So, these are not final numbers, but we're wrapping up the year and giving you some idea of where we're at. General supplies and small equipment, $953,000. That's exactly what you think it is. It's the kitchen sink that helps this district move and and roll and do all that we can do for our students. Technology and software was 800 a little over $88,000. And here are some of the other bigger pots because I thought, okay, y'all are going to get sick of all these slides. So, um, we agreed at
061our when we did our workshop for our budget that we would move $664,000 over into our building fund. So, that got transferred. Um, insurance, that's vehicle, excuse me, that's our fleet insurance and our building and um, and our building insurance. custodial. As you all know, we have night custodians that do amazing job for us, but they also help us out on projects and stuff during the summer. Um, buses, district vehicles, uh, co-op services. You guys are going to say, "Why are you paying the co-op?" They help provide our prek special needs students with services and they they go through the co-op. The money used to go straight to the co-op. Now it goes to us and we pay it to the co-op. I don't quite understand why that had to happen, but it did. And
062then of course, if you're going to buy buses, you got to buy something to make them move. So we spent about $189,000 on diesel. What could possibly be left? Well, lots of stuff. I just labeled a few that I thought, well, it's kind of random. Lawn care. That's our summer guys that are helping us keep the grass m. I don't know. Randall's got them doing tons of stuff. They are pulling we were pulling weeds in the landscaping yesterday. Um we have rental of buildings and equipment postage. Who you think you email everything? Nope. We still mail a lot of stuff here. Um we have what's called a Medicaid match. So if you participate in submitting requests for reimbursement to Medicaid, you are required to pay them a fee. So we pay a fee. The higher
063the fee, the more Medicaid you got got back that year, which could be good or bad. Um uniforms for students and for staffs. And when I say uniforms, I'm thinking new robes for the choir. Um we do purchase some athletic uniforms, but not many. Not all of our staff have uniforms, but those that do, like our maintenance staff, we do pay to have those cleaned. We We like them to come to work clean. So, um, and then just you name it. That's what paid for the rest of that. You all have any questions? Very good presentation. I was a little shocked. I didn't realize that much came from federal. I mean, it's like what, like 7% maybe around of our entire budget is is federal, like 3.6 million. >> I didn't do the percentages to
064be honest, but when you put all of our funding together, federal, state, child nutrition, all of that stuff I mentioned, it's $58.8 million that comes into the district. So, it's pretty awesome. Well, thankful for our community and all that stuff comes from really our community indirectly, you know, through state. We all pay state and barrel taxes, too. So, >> but yeah, very good. Thank you for the presentation, Terry. >> Any other questions? All right. Do I have a motion? >> Motion to approve. >> Second >> and a second. All in favor? >> I. >> All oppose. Motion carries. Summer hire list 2025. >> Summer hire part two. This is not the same list reprinted. This is some other extra people that we have figured out that we needed to help us along the way. These
065are those people that are helping us provide services over the summer. Whether it be doing curriculum planning, um summer school, extended school year, bus drivers. Um, these are the people that are coming in that are not a contracted employee, but are coming in and we are paying them. Um, these are the ones we have added since the last time I asked you to to pass a summer hire list. So, please approve these um [clears throat] staff members. >> Motion to approve. >> Have a All right, I have a motion and a second. All in favor? >> All oppose? Motion carries. school improvement plans. [snorts] >> So in your packet you should have school level improvement plans for six buildings. Do you have any questions about any of those specific plans? I would like to ask
066that the board approve the school level improvement plans for the six buildings included in your packet. >> So moved. Do I have a second? >> Second. >> All right. All in favor? I. >> All oppose. >> Motion is carried. [clears throat] All right, Dr. McClung. >> All right. For this evening, we have 73 policy updates we're bringing to you. These policy updates were initiated by changes in legislation or new legislation that was introduced in the last legislative window in the spring. Um, a couple notes on these policies that we're presenting. Um, first of all, you'll notice that there are personnel sections in this section 3 and section 8. Those typically require PPC approval. However, since this is due to um, a change in law, in order for us to comply with our policies, they do
067not require PPC approval. Another note on there, I would like to bring to your attention that we're requesting to pull policy 4.20 from the packet. The reason for this is because of our based on our most recent guidance. We would like additional time to work on revisions to that policy to ensure that we're implementing it properly in accordance to the new law that was passed. I would recommend that you pass the 73 policies as presented. >> Give me a little background on the 4.2. What was the issue with that if you could? So, the issue with it is we really felt like we needed more um more of a definition and more of a a guidance and prep preparation on our part for how we're going to implement this and how we're going to not
068necessarily enforce, but how we're going to build our procedures around it. We wanted to make sure that we were well prepared um and that we we had a good game plan going into it before we passed the policy. Could you give me an idea of like >> I understand we had a problem with it. What could you tell me why we had a problem with it or >> So, we felt like there were some sections in there that we may need to have um better definitions as to what constitutes that type of behavior. We wanted to ask our legal consult to make sure that we're in line with that because we did feel like there were some portions in [clears throat] the policy that didn't give clear definitions and we wanted to make sure that
069we had clear definitions that we gave to our leadership team before we implemented the policy. >> Makes sense. >> So spec so one of the things specifically is uh disruption classroom disruption. What does that constitute? Everybody see could see that differently depending on what that is and we need to have some kind of consistency around that. So we're looking to try to make sure that we don't want to put our staff or our students in a situation where uh it's not it can't be equitable across the board. >> So the state says that I mean I actually maybe I appreciate this then if the state says disruption does that mean they're leaving it up to us to define that? >> That's a great question and that's why that's why we're trying to get consultation. Yeah.
070And so when you read the law, we, you know, obviously we we had the recommendation from ASBA that we had a starting point to go off of. However, you know, these policies change and adapt over time as we kind of figure out what it looks like and we get better definitions. Um, so that was one of our questions is we want to make sure that whatever we're doing is in compliance and we uh we're fitting that. So, >> and do we think we're going to get rules from from DESIE at some point? Of course, that could be a year from now, but >> yeah, and that's always the unknown, too, right? And so, these policies may change based on rules that are that are propagated from the state as well. So, um you know, we're
071we're kind of at a point where we have to have this done within 90 days and so we want to make sure that we have it right before the start of school. >> Um motion to approve. >> Do I have a second? [clears throat] >> Second. >> All right. All in favor? >> All oppose? Motion carries. All right. Next item is policy change recommendation by certified PPC. >> Hello. Um, my name is Tammy Murray and I'm a teacher at Southside. I've been there for about 22 years. I'm starting my 22nd year and very excited to be there. >> And I'm Melody Butler. I am teaching at the intermediate school. This is my fourth year in Sylum, but my 28th. So, I just want to I just want to start and let you know how much
072we love Sylum. I love Sylum. I've been here my whole whole life. My granddad taught I mean, my granddad was a custodian where I teach now. And so, I mean, I Steve says I believe I bleed Maruna Gray. I'm there with him. And so, I'm glad to be here. Um, and so Melody and I are members of the PPC committee, the personnel policy committee. And so for several years, I've been on it probably 15 years through three different schools, high school, intermediate, southside, all consistently we have questions about um what are we going to do for when are we going to have a um a sick bank? When are we going to have a bereavement policy? That's been a big one this year, bereavement policy. >> We have [clears throat] lots of people that have
073lost family members and they've asked why we don't have that. And so in the past, I'm going to start reading now. Sorry. U in the past when we brought up the need for a sick bank, we've been told that we don't need a sick bank because we have the catastrophic emergency policy. But the problem is that that current policy appears to be a little too restrictive and it requires an an employee to start the year with at least 20 days to be able to to use it or they're docked on their contracted daily rate of pay. And the difference has to be the the 20 days. It's financially difficult for our employees. So when we took this to PPC again this year, hey, let's talk about a sick bank. Um he said, well, let's get
074a committee together and let's talk about it. And that's what we did. We wrote up a proposal, talked about it back and forth, took it to the full PPC, and that's why we're here. Uh so PPC felt it was a need and so we're bringing it to you and my first initial reaction is let's start looking at data. We talk about data every single day. You've been looking at data and so I said well what are other districts doing? Are they um do they have sick banks? And so I just started with the beginning. I started with the top, started with Springdale and started going down and I hit all the way from Springdale all the way down to um where was the bottom one that I stopped at? Um Grabbit, which was 2,000 students.
075So, I went all the way from 20,000 students all the way down to 2,000 students and looked at every single district. This is from Dr. McClung and he chose some from around here and some in our district and that's wonderful. I wanted to be a little more comprehensive and look at the big picture, kind of a big picture kind of gal. And so what I found was that only seven districts. What I found was a weird little thing. As I'm looking at sick days, I say, "Oh, there's 10 sick days um per month." I'm sorry, 10 sick days per year that we're allotted from the state. Okay. But most of the districts are giving extra personal days. We get personal days that are given to us, but our PPC says, I mean, our policy says
076that they're deducted from our sick days. And I said, "Oh, is that normal?" So, I started looking and I started digging and I only found seven from a student population of 2000 and up all the way to the top. Seven out of 56 did that. I said, "Oh, wonder why we're not doing that. That doesn't make sense." And so, if we did that, we wouldn't have much of a need for a sick bank. If we did that, we wouldn't have much of a need for bereavement. We could talk about that and go back and forth and see which one is more needed. It's not an absolute all or nothing, but I just wondered why. So when I we took it to the PPC, we said, "Let's take out that line." Do you want to read
077the policy >> or the proposal? We are specifically looking at policy 3.11 and our PPC is requesting that the sentence all personal days are subtracted from the acred sick leave days to be removed from that policy. We don't want to we don't want to change anything that's in place currently except that our personal days come from our state required sick days which are required according to Arkansas code title six. Our intention with this policy change would be to promote teacher retention. Currently, all but seven of Arkansas's school districts of those 56 districts that we looked with looked at already offer multiple school or multiple personal days in addition to the state mandated sick days. On the chart that you have that you have on your documents tonight, that's out of those 17, there were I
078believe six of those schools on there which are this which match up with ours. Um, and one of those schools, I believe it was Grabbit, they >> gave one, but they took two more away from sick. So, it was one additional two away. >> Anyway, it's um in addition to the state mandated sick days, we want to take those in addition to those, indicating that there's a clear standard among districts in Arkansas. me coming having the privilege of working in several districts at I wasn't aware when I first came here that that's the way it worked until I suddenly realized one day that oh why why does this not why am I not getting my 10 sick days was what I had asked because I didn't realize that they were separated that way and um
079when I look back for me personally having some family sicknesses that have happened I've had a death in the family as Well, had I in the four years that I've been here, had I have had those additional days, I would have had eight additional days that I didn't get, which meant that I wouldn't have lost money in my check this year. So, we we just believe that implementing this change could first of all, it would enhance our competitiveness. We know that Sylum is working to be competitive against all the other districts around. We feel that aligning our benefits with the majority of Arkansas districts would improve our ability to attract and retain highly qualified educators. Two, we think it would improve our teacher morale. Recognizing that the personal needs of our staff fosters a more
080supportive and positive work environment, increases productivity and engagement, which will ultimately directly impact our student achievement. When our teachers feel like they're valued and that they're cared for, and that that that's what impacts our students because then we're putting in more towards our students. And three, it will give us stronger teacher retention. Comprehensive benefits demonstrate our long-term investment in our teachers, encouraging them to remain with the district. We all know that we have a a huge turnover. I've seen it in the four years that I've been here. It allows them to build a stronger relationship with students, families, and the community. So in con in conclusion, implementing these changes signifies our commitment to the well-being of our teachers who are the cornerstone of Sylum's educational vision, changing lives through educational excellence. We believe this proposal
081represents a strategic investment that will directly benefit our entire Panther Nation, our teachers, our schools, our students, and ultimately our community. We respectfully request your consideration and support of this proposal and welcome the opportunity to to discuss it further. We're willing to answer any questions that you have or even to see if we can come up with some kind of a solution. >> And I know you had a response here. Should we should we do the response now um as part of the conversation or >> uh we can uh they the the ladies have seen it. They know what it is. Uh >> sure. >> Just for the sake of discussion, I just wondered if um >> Sure. >> I mean [clears throat] certainly we would never think it's an all or nothing one us
082against them ever. It is a discussion and we need to talk about >> well the fact that you're here is a testament that you know Shane has has had you invited you to come here and do this so obviously he's not you know >> oh absolutely >> I appreciate our leadership is >> and that's part of being a PPC you're you're put up there you're you're a representative of other teachers other districts >> I mean I I heard from a couple teachers about this policy and um you know there are some unique stories unique examples that have impacted some um some teachers where yeah they're they have money coming out of their paycheck and you know it's a result of three funerals, their kids being sick, them being sick, you know so it's it can't
083all hit at once and I understand that and I you know I want nothing more after listening to you talk I want nothing more than for me to say absolutely this should be done. Shane's response, I think he makes a great point, is, you know, what do we do when teachers aren't in classrooms and students suffer? And in fact, the teacher that I talked about with this um chatted with him today about this, and you know, this was something I brought it up. He was like, "Yeah, he goes he goes, I feel it when my my backup, you know, his neighbor teacher has someone out and now he's got to, you know, help with the guest teacher and and because it's just not the same. you don't have the same care and >> I agree
084>> and excellence as you do with a full-time teacher. >> So, it's really a tough one. And I guess um two things kind of and I don't mean to talk talk all the time, but the two things because of that that I thought about was maybe it's worth looking at. I would like some us to look at our guest teacher and see why we're why we struggle with that so much. Um my friend gave me some questions to ask. I'm not going to do those in this meeting. But um he gave me some questions to you know that we should ask ourselves about why um we don't have a more robust guest teacher >> bench. >> No one does. >> That's one. And then number two, >> number two I would say you know [clears
085throat] and I think you kind of made reference to this is that it's not an all or nothing thing. And that's what I thought too is that if we are at if if in the scope of if we're between doing nothing which is zero and doing these these two days which is what you're asking for you know between zero and two there's a number between those which is one. So I don't know if that would be worth talking about but um I see both sides of it and it's a tough decision to make is what I'm saying. So, and and I hope we can find a decision that you guys are happy with and you know and takes takes care of you the right way and is fair to you and is also not something
086that our district will suffer because of because you know we really want our student performance to be going up. >> Absolutely. >> I would hate for a decision like this to be something that would hurt us there. So, anyways, that's my thoughts. I'll I'll stop talking now and let you guys respond or anyone else wants to talk. And I'd also like to add just in response to the the importance of a teacher being in the room. I I'm there as long as much as I can possibly be, but I know that in those moments when your mom dies or something happens, you physically being in that building isn't necessarily what's best for kids at that moment. Good instruction doesn't necessarily happen at that moment >> because your place your mind is in two different places.
087So I think we should consider >> or if you're sick. I mean, >> I was in the emergency room till 1:00 in the morning and at school the next day. >> Are there any more questions? Any other board members have questions, comments? >> I I believe we should kind of table this for now instead of doing a policy change recommendation overall tonight. I' I'd make a motion that we table this for further discussion. >> Um before [clears throat] we uh sorry to pause you on that motion. Um >> I wonder if we could establish well I guess I I'm prepared to second that but I would like to ask for what some clear next steps would be because I don't want to just ice you guys and make you go well we don't know what's
088happening next. So, >> I would like for there to be for us to establish some next steps of what we're going to do, whether we're going to get more feedback or >> maybe financial impact or student impact or whatever those things need to be. >> I'd like to hear that. So, I'd like to make a recommendation in regards to that. We will have a work session, I believe, before school starts anyway. Um, maybe we could add this to the work session as a topic of conversation. >> Okay. in the meantime to address the bullet about the classified staff >> possible for us to take some time to discuss this with them also. Yeah, because I do agree that >> yeah I don't like >> I do believe it >> I don't like doing a policy
089for one set of 100% absolutely weren't we for that to happen was never an intention >> didn't know how to communicate >> they just haven't met and okay >> yeah we just have not met with them I didn't know that we needed to meet with them how that worked >> so you don't have a sick bank at all >> we do not >> we have an emergency we we have a catastrophic emergency policy and the way it's written you're supposed to if If you start the year with at least 20 days in your bank, you can use that. You can get up to 40 days the way it sounds. But if you don't start with at least 20 in your pocket already, then you have to pay up to whatever the 20 to get you
090to 20. Gotcha. >> If that makes sense. So for some that could be a financial hardship. >> Okay. >> There's some good things about that too. >> And do you pay folks when they retire for their unused sick days? >> We pay uh up to 90 days. There's a cap of 90 days. >> Okay. Good. Pay. Yeah. >> At sub pay. Just to clarify, it is at a subpay rate. >> Same. Same. Yes. Okay. >> Okay. So, you guys will reach out to us or what do we do? You guys will talk amongst yourselves. How does this work? >> Well, we can either again >> can I make a recommendation? >> Yes, please. If if the board would make could make a motion that to table this to allow uh myself and Dr. McClung to
091work with both PPC groups to talk and bring back something some information back to the board at the work session that we would that's usually all we do at that work session normally is the budget work session but I I would be more than willing to bring that back at that time have some discussion and feedback therefore there might could come to an agreement of whatever the two groups would want to do and the board felt pretty comfortable uh with about bringing back uh at the board meeting after the work session. So it would not happen. We won't have it probably be ready to come to the board at the August meeting. It might be September. >> Okay. >> Does that make sense? >> Correct. This is this is difficult for us because we're kind
092of on our way out. So, it's kind of, you know, we're we're at the top and so, you know, it it's hard to stand here and be representative of other people, but we want we need to because we need great teachers and we want to >> some several colleagues this year that have been impacted by this in great ways >> every every year. >> Well, Shane, I'm not going to try to repeat the motion that you just made. Can I [laughter] just say so moved >> I make a motion to what Shane wanted to do >> before the vote on this on [clears throat] sick days. So you get 10 per year and and if you don't how many you carry over? Can you carry over all 10? If you >> carry over all of
093our correct >> up to 90 >> 90 at the end whenever you >> actually when you hit if they end a year and have more than 90 then we pay out down to 90. They we don't allow according to policy we don't allow them to have more than 90 days >> max. Okay. >> Uh at the end of the year they can't carry over more than 90 days. So we pay them out at subpay. >> Correct. >> Okay. >> Thank you very much. We appreciate you. >> All right. Motion second. >> I have a motion and a second. So all in favor? >> All oppose. All right. This motion will be tabled. >> All right. I will call this meeting into executive All right, I will call this meeting back into open session. Licensed resignations.
094>> Uh, I'd like to uh recommend that the board uh accept resignations for [clears throat] uh Haley Bradford, district speech pathologist, Adriana Perez, high school Spanish teacher. Michael Smith, high school teacher, coach. Danielle Gunter, intermediate school, uh, special ed teacher. >> Motion to approve. Do >> I have a second? >> Second. >> All right. All in favor? >> I. >> All oppose. Motion carries. Licensed hires. >> I'd like to make uh the recommendation that we hire the following uh certified staff. Uh Kristen Dubose, high school ESL teacher. Miranda Murphy, high school special education teacher. Deborah Coker, uh SPE special ed instructional coach. Uh Donna Evans, Southside Elementary 4th grade. Lindseay McCulla, Southside Elementary, third grade. Uh Patricia Price, Southside Elementary 4th grade. Leslie Papus, high school counselor. Uh, Cassandra Snyder, district speech language pathologist. Uh,
095Kimberly Hanam, uh, high school sped teacher. Sophia Ellison, uh, intermediate school, sixth grade social studies, and Anthony Hafner, intermediate school, uh, special ed bridge teacher. Motion to approve. >> Second. >> All in favor? I. All oppose. Motion carries. >> Uh [clears throat] I I'd like to I would like the uh Michelle Peyton to come up and present the next things. I did want to say I ap we apologize. We had we had someus that came in after we sent the board packet out. It's pretty essential that we get theseus approved. They're pretty standard that we've done in the past, but I did not want to I didn't feel like it we could wait until uh August. So, I apologize for the late notice to the board. Uh, but soon as we received them and got
096and we looked had a chance to look over and make sure they were accurate, we wanted to add them to this agenda. So, >> wonky because there's four of them and I think we'll have to um have a motion on each one. Is that correct? >> Yes, ma'am. >> Okay. So, good evening. Tonight I'm I have four documents I think that's in your packet that I want to share with you. It outlines potential agreements with two of our local mental health um providers, Orisa Health and Friendship Community Care. These agreements detail services that they are offering to our students and families. And that agreeing to this would allow us to continue our partnership with Orisa, but it would also allow us to enter into a new partnership with Friendship Community Care, which would add that
097additional support um for for our families and increase the number of students that have access to behavioral health services. So, the first document I believe that you have is the business agreement. Is that correct? With Friendship Community Care. That agreement just details HIPPA and other protected health information and we would need to have that signed before we can move to or accepted before we can move to the MOA. >> Makes sense. >> I'd like to recommend that we accept this agreement. >> All right. Do we have a motion for the business? >> I'll make that motion to approve second care. >> All right. Have a motion and a second. All in favor? I. >> All oppose. All right. The business associate agreement has passed. Thank you. Our second document is the actual MOA for friendship
098for the school-based services and I would like to recommend that we accept this agreement as well. >> And [clears throat] is there any So, we're entering in with Friendship. This is a new organization for us to partner with. I guess >> it's they haven't provided school-based services for us in the past. how this came about um really was they have they've provided pediatric services. They're a local um provider for pediatric services and they were able to do um outpatient services. So they could still serve school age kids through an outpatient program but they're not able to do that anymore. And so they said we have current clients that are are pediatric clients but they're moving to school age services and they were going to have to find a new provider. So they asked if it
099was possible for them to enter into an agreement with us so that and it's just us providing space so they could continue those services with their current patients but they could also we have the ability to do referrals for new patients as well which is a win for our families and students for sure. >> Motion to approve. >> Second. >> All right. All in favor? >> I. >> All [clears throat] oppose. All right. Motion carries. And our third document is the MOA for Orisa and that is for their schoolbased services. We have been in partnership with Orisa for goodness I think since maybe it's been a really long time. I don't remember off the top of my head. So this is not this is just a continuation of those services and I would like to
100recommend that we accept this agreement as well. >> All right. Do I have a second? >> All right. All in favor? I I >> all oppose. All right. Motion carries. >> And the last document you have is for the tuition agreement for um students who attend the therapeutic day treatment facility here in town. Um when we would we have a number of students that actually benefit greatly from that service. And so this tuition agreement just ensures that we're able to continue to make referrals for therapeutic day treatment. And I would like to recommend that you accept that. I'll make a motion to approve the TDT agreement. >> Second. All in favor? I. >> All oppose. Motion carries. >> Motion to adjurnn. >> Second. >> All in favor? >> I. >> Meeting adjourned.