001become a successful contributing member of society who will foster a culture of ownership and accountability through partnerships that create multiple pathways for success. Mr. Moore, please call the role. >> Okay. Colonel Smith >> pres. >> Daniel Ray >> here. >> Ava Coleman >> here. >> Jim Moore here. Ron McDaniel >> present. >> Dana Tony >> here. >> Lauren Martin >> here. >> Laura Walker >> here. >> All here. Sir, thank you very much. You'll join me as we stand for a moment of silence. Follow up pledge. >> Please join me in the pledge of allegiance. I pledge algiance 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. >> All right. First thing we've got, uh, there
002is a special, um, addendum. got somebody got one of those or >> um so we need I entertain a motion to add the addendum to the agenda. >> So move second. >> All those in favor say I. >> I. Any opposed. >> All right, that passes unanimously. So I'm going to kind of pick and choose. We're going to do the first two here in just a minute and then we'll put the personel with the personnel when we get to that. That's all right. >> Okay. So, first thing we have uh a special presentation. Dr. OA, I'm going to turn it over to you. >> Thank Thank you, President Gray. Good afternoon, good evening everyone. I'm going to ask Dr. Walker, our assistant superintendent for curriculum and instruction to come to set the stage for the
003presentations from the principal. Dr. Thank you, sir. Um, good evening everyone. You all have in front of you several slides, but I'm going to be brief with every slide, but I'm basically going to give you an overview of the Arkansas accountability system, including how performance levels and school report card letter grade is determined. After that, then the principles from each school will come up and give you a few highlights of areas that they're going to focus on to help our scholars grow. So, if you look at the very first slide, it just basically it tells you kind of what the atlas, and I'll tell you what atlas stands for. It's the Arkansas Teaching, Learning, and Assessment System. Uh, and basically what that test is going to do is just tell us how well our scholars
004are growing and performing. And the measures of how we do that is that we have to have a good picture of all of our scholars. So we have to test 95% of those scholars. That is the goal. And that way it gives us a big picture. And the other part of that is just when the where the accountability system was established. These are some things that the stakeholders like community leaders, educators said that they wanted as a part of it was rigorous and that that the test would reveal if our scholars are truly ready for the workforce readiness and that's determined at some of at the high school level. Go to the next slide. And this also emphas too that the high expectations they were looking for and they basically wanted to make sure that
005the test was transparent and it was easy for people to read and understand. These are the four levels and if you when you look at the levels it's uh num the first level is the students who un have limited understanding and we call these the 25% bottom percentile of our students and then the next is level two and this is a basic understanding of knowledge at the grade level skills and level three is that they have a proficient understanding and level four is that they have an advanced understanding. These are the indicators. This is what makes up our letter grade. They look at achievement or growth for all. And they also look at that level one which is that lowest 25 percentile. Are we growing that lowest level because that's actually where we get most
006of our points that will help us determine our letter grade. And these are the indicators that they look at for high school, which is achievement, growth, graduation rate, merit, and distinction. When we were with ACT Aspire, it was based upon a different grading scale, but with Atlas, we are scored on a scale of 900. And so when you look at the the letter grades, these are the scores that determine which category you fall into. And this is probably the slide that is probably one of interest because it tells you what our letter grades are. So, uh, but before I start, I do want to reference Jacksonville High School. Um, we received an email on Friday that said that they recalculated the high school grade. Um, so it is no longer an F, it is a
007D. We are still waiting to find out what the actual number is and so uh Dr. OA will share that as soon as we receive that information. So I'm just going to take one of the categories and go through it. So and I'll just pick the very first one was Bobby G Lester in 2223. That was the test that we took for ACT Aspire and it was for grades 3 through 10. Then in 2324 is when the Arkansas was shifting to Atlas. So there was no letter grade given during that particular year. So for 2425 we did get grades but they were simulated grades and they were just basically trying determining and trying to calibrate that particular test. So then we took it again in 25 26 and this is our actual letter grade. So
008Bobby Lester was a D no grade then a D and then for 25 26 was a C. Then in that next column with a minus and plus that is basically how much uh the difference was between that C and D which was a plus of 64.62 on those points and then they had 15% growth. Now that everybody is striving to get to the next level. So when you look at BobbyG, they are currently at a C. So in order to get to a B, they would have to go to 441.12 points and the percentage to that is 5.8. So I'm going to pause there in case you all have any questions and then you can see the other schools what their letter grades currently are. >> Thank you, Dr. Walker and board and audience. I
009just want you to remember so we can bring some context to this. If you remember what we started out with when we first started as a district, we had single digits of achievement and growth. And so for us less than 10 years, almost at 10 years to have this type of achievement and growth, I mean, we owe a lot to uh our staff, our educators, our leaders uh and our scholars and community partners for this tremendous growth and and achievement that we're seeing and we knew we were seeing it. Now it's showing up on these end of the year assessments that the state has given. And so I just wanted to commend uh the team's hard work uh over the years uh up until this point uh that they have put in with our young
010people and definitely our young people for their hard work that they put in on taking these assessments. So just want to add that. >> So you can see there are pockets for success. We are moving and then we there are areas where we know that we have to identify and provide that support that we need. And so we are focused on getting our scholars where they need to be. Now, as the principles come up, they're going to be sharing some data from these particular programs. And these are the programs that we're currently using to kind of measure how our students are progressing so far in the current school year. So, when you look at the first one at elementary, we have Lexia and Lexia is just basically shows overall reading progress of our students. And
011then we have secondary which is Lexia power up and it tracks the performance of our students in word study, grammar and comprehension. And then we have reveal math that we utilize. And on reveal math it looks at the average score of how well scholars are doing on the activities that they're completing the assignments and the assessment. And last is Matia and it measures both student engagement and learning. So, as the principles come up, you'll be able to see their data. And our first principal that's up is Dr. Young. >> Good evening. >> So, Dr. Walker kind of stole our thunder just a little bit tonight, but uh we did we did grow to 415.34, which was a plus 64.62. 15.5%. Our next goal is only 5.8% away. So, I feel like that's very doable, very
012reachable. Um, as she said, you know, we do utilize Lexia and Reveal math data to kind of help drive um where we're going and it's very reliable and it's very relatable to where they're going to actually perform on the Atlas. So, that's one reason why we utilize that. Okay. For our action plan, our next steps, uh we were are going to do daily and weekly walkthroughs and implement a process called teachers visiting teachers. This will provide specific feedback. If you know anything of the Hattie effect scale, this is a 0.7 uh which anything greater than a point4 should release more than a year's worth of academic performance growth. So we'll be doing teacher walkthroughs among each other. We're going to continue to focus on tier one instruction using AVID and wicker strategies. I think that
013that's been a big driving force for our school data. Uh depth of knowledge, high level questions, and this is has a Hadtie's effect size of 0.84. Day four, we're going to refocus our Titan time using weekly formatives. Uh evaluate and adjust our small groups using formative assessments weekly that atlas score data and focusing on the bottom 33% rather than the bottom 25% so that we don't miss any students that might be right on the bubble. And this has an effect size of 1.57 which is huge. And then uh a big focus for myself is just focusing on teacher collective efficacy. We're using our peer funds that the remainder balance of that to allow teachers to plan for 15 weeks after school. I'm paying them to plan for lesson internalization which also has a large effect
014size. And that's all for me. Thank you guys. Thank you. >> Next we have five minutes. Good evening. >> Good evening. >> Um so we've explained the numbers. Um yes, percent to cut score for BA is a 1.5 takes us from a C to a B. That 1.5 equates to about six students. And so um we just thought we're 1.5 that's just not quite good enough. And so we're 44 students away from an A. And so that's our goal. We are um really getting intentional about looking at every student, looking at their learning gaps, looking at their next steps. I don't want to touch the wrong thing. Okay. So um our action planner next steps um we just um are focusing on the four essential questions. We spent a lot of time working with um
015solution tree and solution tree coaches and we're just we keep it at the we keep it basic. Um what is it that we want students to learn and once we've identified what it is that we want them to learn what does the instruction look like and how are we going to get them there? We look at the ALDs, the achievement level descriptors and the grade level standards aligned to each grade level. Um focus on tier one and tier 2 instruction um and observations. Again, fing focusing on the standards, pacing, the curriculum, and just a constant emphasis on strong tier one instruction. We know that in order to see um scholar growth, that tier one instruction has to be topnotch. Um tier um instructional observations are focusing on intentional grouping of students for grade level standards
016mastery and targeted instruction to all scholars. So during that time when we're pulling those kids, we're not always pulling those kids looking at tier three, which would be a below grade level standard. We're looking at those tier 2 standards and how are we going to get them where they need to be at mastery. Um again, tier three instruction is focus on below grade level skill deficits and we're using our intervention par to pull students along with our activity teachers when they have open periods during the day. um teacher accountability focused on intentional look for during observations and then peer observations that are required monthly where they go into their other teachers classrooms they look at hey this is really working this isn't working for me what can we do um we are being very intentional
017about staff and scholar attendance checks um we hold everybody accountable if I'm absent it goes on the it goes on the attendance wall if a teacher's absent it goes on the attendance wall. We're not just focusing on when the kids are not here, but we can't focus on their attendance if as the staff we're not there. Um, AVID lifestyle, we're just building a we are developing have developed a buildingwide focus on AVID strategies and we are embedding the AVID strategies in all staff and student learning. Um, so the next question is how will we know if they have learned it? We use all of our assessments to guide our next steps for instruction. Um, what are we going to do if they don't learn it? Uh, we're going to refocus on tier two and tier
018three targeted small group instruction. What we know is if they're not learning something, we're missing the mark on how we're teaching it. It's got to be retaught. We've got to be more intentional about that. Um, and what are we going to do once students know it? That's one of the biggest challenges once you start moving towards achievement is, you know, we're six students from a B, 44 from an A, but that means we we've got to keep everybody where they're at and continue growing those students plus all of the others. So, um really implementing strong extension activities to build on content and increase the rigor to ensure the students um know it, know all of the things at high levels. Good evening board. So, uh I'm here presenting our data from Jacksonville Elementary School. Um
019in the 2425 school year, Jacksonville Elementary School did see a dip in our data. Although we're definitely happy to see in our current reality that even utilizing our current intervention systems, we've been able to move 10% of students uh in a tier three that's the um multiple grade levels behind or sometimes even a grade level behind uh data that shows us in literacy we've been able to move at least 10% of those students into grade level material. So we've been off to the races already uh trying to make sure that we turn the tide for that data. Um I will say that in our action plan, one of the things we've really focused on this upcoming year is really just trying to take a sense of ownership um and shifting our culture. And so uh
020when we talk about just like M Jones talked about some look fors in the classroom, we want to make sure that our spaces, our learning spaces are really focused around a couple of three key things. The first is making sure that we have a joyful learning environment. We want to make sure that all of our classrooms are focused on grade level learning, but that it's a joyful experience when you enter into a classroom and that we're giving teachers feedback as to whether or not they're creating experiences or students want to be at school, experiences where students are being challenged and uh where they're buying into to achieving at a high level. Secondly, setting high expectations for all scholars. And so we've tried to model that as an administrative team and as a learning team by
021making sure we're committing time to focus on instruction and giving high quality feedback to our teachers. Um and third just adapting that mindset of success for all. And so really what that means is constantly coming back and reflecting on our current practices to see how we can continue to improve instruction. So the how of how that actually works. Uh as I mentioned that first piece is really focusing on grade level instruction. Uh Miss Jones also said this. We know that if we're going to move scholars, the number one thing we really can control is how we impact instruction. That's what we get to control. And so we've tried to make sure that we've committed the time. So each week our teachers are meeting twice a week. First part of the week is focused on their
022internalization of lessons as Dr. Young mentioned. How do they understand what the state standard is actually asking us to help students reach? What are the best ways to help a student reach it? And then how do we also plan knowing that some students according to that atlas data already know we already know that they have some struggles to reach there. So we're spending time reflecting on how we can get them there. And then the second part of that week is then looking at where students actually are in the data. Are they making the progress? Are we keeping our finger on the pulse? Because we don't want to look up in May and be surprised. We want to make sure that we can track their growth along the way. Secondly, uh focusing on student intervention, we
023have our Titan time where we have students grouped according to their most uh intensive needs. They also have their own independent tracks on Lexia and Reveal, which are the two um intervention services that you saw on the previous slide. And so there's time in the schedule for them to work independently and then also time for them to work in small groups with teachers depending on where their independent needs are. Uh thirdly, as we said related to weekly uh meetings with teachers, we also want to make We're just providing independent coaching. Um, so every teacher this year is going to be on a coaching cycle, which is typically where we're going in and working on specific skills that we want the teacher to improve. We're modeling, we're doing that practice with the teacher, then we're giving
024the teacher feedback to that end. And so it's a it's a two to four week uh cycle. And so each teacher will be on one of those. Um, but we also are working with teams of teachers. And so we've had the support of our state coach, our um our intervent I mean our facilitators and then also the curriculum instruction team to specialize in specific areas. So if you're in 35 and you specialize in math, you're getting to work with the math curriculum specialists for the district to be able to focus on how we can support you and uh they're actually getting ready to do some team teacher uh cycles for the next month of October. Uh and then last but not least, we want to celebrate and focus on growth. We know that achievement is
025a process as Dr. said that's a process that does not happen overnight. We can however grow every student. When we talk about what's going to make the difference in our data, a large portion of that at the elementary is our students meeting their growth target or exceeding their growth target, especially that bottom 25%. Are they meeting where we expect them to grow in a year? And so that's one of our focus is going to be this year is celebrating the growth of students and making sure that they're meeting those growth targets so we can also obviously see our grade letter change. So we're excited about the year to come and u thank you for the opportunity to be a part of it. I have a question. >> Sure. >> Uh parental involvement. Are you getting
026the parents involved in this process of the ones that are having problems? How are we doing that? >> Yes, sir. So, a couple different things. Yes. Uh we are having uh parent conferences with independent third grade students especially because third grade is where we know that if they're not on level, we talked about those four levels. If they're not at a level two, three or four, then the new Arkansas retention law states that they may be retained. And so we've tried to focus primarily there. Um we're starting an app school tutoring program with BookNook. We have a grant that we've uh we have the ability to spend money for and so we've already procured those services and targeting specifically there. Um but then we'll also expand that to our fourth and fifth grade. But our
027focus right now is primarily on third grade because not only do we need to improve our data for our instructional outcomes, we also know that there's a there's a lot at stake if we don't specifically try to focus there. um knowing that we have a lower level of literacy proficiency there. Um we've also are still exploring some other avenues as well about can we create um as we as we work through our intervention plans we put in place for students um can we also utilize things like sending specific Chromebooks home and asking for parents to work so many minutes out of the week on these independent intervention services because that's at least something even if I don't know how to do I can monitor is my student meeting that 30 minute a week goal is
028that student meeting 30 minutes in math 30 minutes uh literacy at home and that way they can do their part as well. So yes, that's currently something we're exploring as well. >> Thank you. >> Any additional questions? >> Thank you, sir. >> Dr. H. >> Good evening. Okay. So, the data is there and um I'm very proud of my team. We've worked very hard. This has been like Dr. O said, achievement. It's it's a process. It takes some time. And so, um I know since I've been at Taylor, this has been an ongoing thing from starting with the culture to making it a culture for learning. And now we're starting to see some of the the fruits of all of our labor. So, um we are close to an A. Um we're about 44 points
029away from an A. And um our current reality is I'm looking at this data. This is the usage of our Lexia students meeting weekly goals. And so each student has unit goals that they have to meet. And the data on the right hand side down at the bottom is um our reveal math. And it's just a percentage of students who are they're performing on the standards. Um and so really our actions. Do I get down? So, operation 524, that's what it's going to take for us to become an A and everything we do, it comes down to our systems. Um, everything we've been doing plus then more just we're amplifying everything that we've been doing. We're going to continue to monitor teaching and learning through observations daily. We get in classrooms. We're giving feedback. for
030meeting with teachers um and really having that high expectation because we know we can't intervene out of our way out of poor tier one instruction um because that's how students are tested. They're tested on the grade level standards. Um teacher accountability, you know, really we I mean I just hold my teachers accountable. They know you want to work at Mel Taylor. You have to put your best foot forward and we need you here. We need you at work. We need you on time. Um and uh really just you know, imparting on them the importance. We can't waste time. We have six and a half hours throughout the day. We want to maximize as much instructional time as possible because our students can't afford to not have that. Um, we do peer observations. Um, some our
031strong teachers go see other strong teachers. Our teachers who maybe have some growth opportunities, they go observe other teachers and myself and my assistant principal, we go with them on that and we uh have feedback, we provide next steps, all of those things. So it's a continuous process of increasing or enhancing their craft knowledge and then we do a plan do check a cycle with inquiry everything we do we look at a data what is this data telling us then we make an action plan and then we implement it and we come back and check it and we repeat that process so it's an ongoing process of because we are very data rich in Jacksonville which is a great thing because it tells us a lot about our students not only our students but our
032teachers too and I just make everything competitive our students and our staff they compete with one together. Everybody wants a a high value added growth score so that they can maybe uh get married pay, all those things. But really imparting on them the importance of showing up every day, putting forth your best foot forward. Um and you know, when comparing our school to other schools close by, other school districts, Glassy County, Little Rock, North Rock, you know, they rank they're they're ranked by the state and and we're number five compared to and those other schools are affluent schools. You have Chanel, um Park, Don Roberts, all those schools, and we're number five, which is says a lot. It says a lot about our school and what our kids are capable of. We just have to
033have high expectations. We have to show them what they are capable of of being able to do. And but our we're growing and we're in the 93rd percentile for growth in the state, but our achievement is at 31%. So, we need more students performing at level threes and fours. And so, really, that starts in kindergarten. I always say that it is the most important because if there aren't any gaps to close, then students are going to consistently perform at grade level. So, we're just going to continue to work hard and and and implement and utilize our HQIM and our support system questions. >> So, Dr. How this grow thing, is that going to help any? >> I mean, absolutely. it they made up to be. Um, and looking at the math, I think we're like
034in the top 6% of the state for growth. And that's huge. That's a really big deal because 66% of the score is based off of growth. But if me personally, I would like to be in the top 5% in the state for achievement and growth. I mean, I have, you know, high expectations. And so for us, we need to increase our students and their achievement. We need more students at level three and four. And so then we can really be competitive and outperform Cavage and all those schools and and show them that yeah, not only are kids growing, but they're also um achieving. They're also at a level three. >> Yeah. >> Thank you. >> As Dr. Howell leaves and our next principal comes up uh board and audience, I want to share that Dr.
035How has been we've been contacted by a number of schools and districts coming wanting to schedule time to come visit her. I think we had one today >> uh to come from another central Arkansas district to tour uh her classrooms and visit with her teachers too. So >> good day everyone. >> Hello >> one person. Okay. All right. So um you see the data there. One of the things uh JMS has two intervention periods as literacy lab we are moving scholars in literacy lab. The other one is win time which is dedicated to the math intervention. Um, not gonna lie, I had to, you know, call some people in on that one because they weren't uh the district and uh I was told expect 40 minutes a week on that. And so um there was
036not the monitoring that should have been taking place wasn't taking place. So, but I think they understand now that that has to happen. Um I did meet with the staff when we received our grade. I told I told them that we own it and um we um and I wouldn't address them if I didn't think there was potential in the room to raise the scores. We have a large number of level one scholars. They are the the easiest scholars to move. They don't have anywhere to go but so um that's kind of the um where we started. And so our action there is action plan. We're going to concentrate on tier one instruction uh to make sure that um every student is consistently engaging on grade level. That's one of the things I talk to
037my staff about the difference between empathy and sympathy. I don't need to feeling sorry for our scholars. I need you to understand our scholars and then push them. So that's, you know, that's one of the things that we're we're doing. So we're aligning the lesson planning. That's something that's checked um weekly and before we go into the classroom formative assess um assessment data we're using that and tier three data um that's something that we use with Lexia Matthew and verse I think Dr. Walker touched on that when he talked about that lower 25% is counted twice. So if we can move those scholars, they're counted twice for us. And so that's huge. So we have it's divided up in what is expected of admin and what we're going to do and that is we're we're
038conducting those walkthroughs and we're giving actual feedback. We've also roped in our CNI team. They come over, they meet with scholar uh not scholars, they meet with the teachers and they give them feedback. The learning is required. they gave them um real time feedback as to what they were seeing and what was expected in the classroom. Um the CTMS or PLC's that time is being utilized to disagregate the data and look and see where they are. One of the things that I think is huge is that every scholar needs to know their current reality. Every parent needs to know their scholar's current reality, but they also need to know what it's going to take to move them to get them to the next level. And so our teachers realize that as well. So they're um
039they're on board with that. So um just addressing standards, we're addressing standards on grade level. So am I asking them to put them on grade level? No, I'm asking them to scaffold and grow them to grade level. So that's one of the things that we're doing. So building a culture and a system of accountability for student growth and grade level instruction. So um anybody that knows me knows that I'm big on structure. I'm big on accountability. big on um on systems you know I I go in the if then model you know if you do this then this will happen so that's what we believe and our teacher steps they are to collaborate unpack their standards and their CTMS plan and deliver grade level appropriate instruction and that is focusing on their HQIM and directly
040aligning everything that they do with their quizzes their tests their inter test and using that data to drive their instruction forward. So, um we will document uh progress with uh students uh grade level teachers, administrators, and parents. And that was I'm glad Mr. um um >> McDaniel said that because we do want to include our parents. We do want them to know that it's not a surprise. And one of the things that I wanted um to happen is when our scholars leave middle school and they go to high school is not entering an unknown territory or things they're not familiar with. So we're trying to align structurally those things that are at the high school so that it'll be a seamless transition for them. They're familiar with the the academy model. they're familiar with um
041the language that goes along with that being a completer with uh CTE program. So all those things are important for our our scholars to know and understand that focus on two uh tier 2 instruction that targeted small group and supplementing um um things that to assist that scholar to get back on track and knowing you know what it takes to get there. So we are uh will incorporate uh routines and scaffold instruction uh to ensure all scholars are learning at grade level every day or at least in that direction. Questions? >> I do have a question. U Miss Bigs, I'm sure the parents have already so loud. Sorry. U the parents have already been notified about how to help their scholar. Can we just remind them because I know sometimes we just think it's elementary
042where parents are sitting down supporting their scholars but middle school is big too. So can we we're in it open form. Can we remind parents where they can get the information at to help support their scholars because it really takes a collaborative effort just not just you and the um teachers and staff whatever it takes parents to support their scholars as well. >> Yes ma'am. Um so one of the things when when um our parents come to parent teacher conferences when our scholar when our uh counselors send out information that's part of that that's you know we we want to tell them listen your scholar isn't reading they need to be reading you know reading something you know you can have them read the newspaper >> okay so newspaper do you know they need to
043read something you know and realize the value of what it So I I'm trying to create a culture where that parent is is that third leg of that that stool if you're looking at it. It's it's school, it's home, and it's the teacher. So you know, we want to create that stability for that scholar so that they can move forward. So yes, ma'am, we are uh in um sending out that information and when we meet with them, that's part of what we do. We uh that atlas information to to get them into the portal, we did provide that for them. So you you know, and if they have questions about that, they have the opportunity to address that as well. >> Okay. And if they have like, let's just say for some reason they don't
044have that login information, they can contact the school again. >> Oh, yes, ma'am. >> Okay. That's what I thought. I just wanted to >> Yes, ma'am. And we encourage them to keep up with their scholar achievement through hack. You know, you know, um the older grades in middle school are familiar with that, but when they're um coming from elementary to to middle school and sixth grade, they're not so sure of how to operate. and navigate hack that's you know the parent can go and look and see exactly what's going on with that scholar academically and immediately. Um we are also incorporating that uh RTI piece academically and behaviorally for our scholars. >> Yeah. And and again like I know this but I I feel that some people don't know that that's a free service that
045they can check on their phone, iPad, tablet or whatever for the parents to keep up with what their students are u doing >> and We have QR codes around so that parents can scan that. We did an open house and parent teacher conferences. They have QR codes they can scan and then and if uh our um media center specialist, Miss K, is on staff at any point if they need to contact her and she can help them set it up if they don't have it set up, then she will help them do that. >> Thank you so much. >> Yes, ma'am. No worries. Questions, considerations. >> Thank you. Thank you. >> Thank you. We have the high school. >> Good evening. I think I've been here before. I think I've been to the last three
046board meetings, but I'm going to speak again. Um, our current reality data is uh we don't know what our official score is, but we know that it is a D. That's about all we know. We don't know how close we are to a C. So we know that uh it was based on a issue with a course code and so we know that they had to uh redo our our score but we're still not satisfied with the score of a D. We want to move it forward. All right. So our focus areas are we're implementing an instructional model that will shift the teachers to be more facilitators of that classroom instead of um shifting them to be more facilitators. And the reason we looked at this was because we know that our teachers are in
047the classroom teaching, but our question was is are our scholars learning at that point? And so we've gone back to our collaborative team meetings and addressed that issue with um with the curriculum and we've also tiered our teachers based on the support that they need. We've also partnered with the co-op. We have them coming in in a week with a lot of the new teachers that we have. We partnered with a u with the with the co-op and also with teachers within our building. And so we're allowing them to do those uh walkthroughs with uh their mentor teachers. So we're using that. Uh we're also identifying we're shifting the standardbased learning to align with that formative assessment. So it align better with the atlas. So we know that when I was in the classroom, our
048scores were based on the end of course exam that act. So I had to have my students ready to for that test. And so what now we have to do since this is kind of a newer test is we have to go back and we have to have make our students feel that they are ready to take that test. And that's what uh the curriculum team has done a good job. it is embedded in the HQIM. The formative assessments are now aligned with that atlas test. And so we just have to make sure that our teachers are providing that instruction and using that formative assessment that will give them that feedback and give them that data that will align to that test. And um we are also we've restructured our win and during our win
049time we have identified our lower 25 percentile of students and we are targeted them. We have a section of our teachers that are off during our win time. And so we've taken those uh 25% we are going to pull them out into smaller groups so we can work more hands-on and in a smaller setting instead of a hu a bigger classroom with just a bigger number. So we're monitoring that. Um we know that we have to provide some incentives because they're going to work better if they're incentivized. So we are doing that as well. So we also know that we have to continue with our graduation rate and the focus and track that data as well as the data of our merit scholars and our completers. So we have to keep those up and still
050move our bottom 25 because like you said those are calculated twice. And Miss Turner is going to speak because she's also a part of my team with the AL students the hub and the virtual. Okay, as you guys know, I actually have a middle school and high school on my campus. And so our focus is, as Miss Big stated as well, we are focusing on our students tier one instruction. We are doing that um in a in a very great way. Um we have teachers actually, my teachers have to teach every subject. They teach one subject. I've got four core teachers. They teach one subject for sixth through 12th grade students. Um each of our students they do a rotation just like they would at middle school or high school. We are focusing on tier
051one instruction. So at the beginning of the year we looked at students data. We also um had our teachers to look at their standards and um the curriculum map and ensure that what we were teaching was actually aligned with what the state is requiring. We have um Titan time built in. Three days out the week our students do Lexia and two days they work on things first. Um and we also have Dr. Walker and Dr. O was so kind to provide me with a teacher a seventh teacher and that teacher focuses on electives. One of our electives is Abbott which is a pathway for our high school scholars as well. So is focused on reading skills. She's focused on note takingaking skills, study skills, skills that our students need in order to be successful on
052this exam. Um, on the other side, you know, we got we have our hybrid program. Our hybrid program teachers are grad are focusing on graduation rate. Last year, we were at 95% graduation rate on that side of our building. This year, we are focused on 100%. In order to do that, we are actually having our teachers to meet with our scholars weekly, my um hybrid teachers and my counselor to check their progress to make sure that they're on track for um graduation. We've got at we added um virtual on that on the under the alternative learning side and my counselor along with my dean Dr. um Mr. um coach joiner who they're focused on ensuring that our students graduate and they're on track. We have 23 um senior scholars virtually this year and so we're
053making sure every one of them. Any questions? >> Could Mr. Turner, could you give us a brief uh reminder on the difference between tier one, tier two, and tier three instruction? >> Absolutely. So tier one instruction is the instru where the student should be. That is what we are teaching our state guidelines. They are focused on tier one instruction. Tier two that is um a student might be a year behind but it's just saying that they need a little more support in that tier one instruction. So they might have a few holes in in their gap. Tier three instruction those students are more than one year behind and they need an additional um level of intervention time. >> Thank you. Yes, ma'am. >> All right. Thank you. >> Thank you. >> That concludes our presentation
054from the schools and I want to thank you all for being so attentive and asking questions. But we know that this is just a road mapap that letter grade is. But what we're going to do is celebrate our pockets of success and we're going to build on those areas where we need to improve and we're going to do that as a team. So, I want to thank all the principles because I know you're working hard and we really truly appreciate you. [Applause] >> Thank Thank you, Dr. Walker. Thank you, everyone that presented. We appreciate y'all. I know that y'all are working hard. All right. Next item we have is public comment. And Miss Chis is shaking her head now. So, we've got nobody signed up for public comment this evening. Uh, next item we've got
055is facilities report. Do we have anybody that discussed facilities this evening? Uh, how about legal update? Do we have anybody here to discuss legal update? Is there any anything happening in the legal realm regarding Jacksonville Northwest? Mr. Richardson, good to see you, sir. Feels good to come after some of that good news about the performance of the schools to be able to come and talk to you about the order we got this week or last week from the federal court. The district is fully unitary >> and I I've never read an order this why it's so complimentary to say that Judge Marshall was was gushing about the good work done in this school district is Maybe an understatement. Um, you know, I Mr. Grant, I had many meetings when I was at the attorney general's
056office before the district was created, and the sense was always, look, if you could just give this community, these schools, we can do a good job educating these students and getting rid of all this desegregation stuff because we'll teach all our students equally. And I think this goes to prove that was right. You're you've done a wonderful job over the years with your different superintendents especially Dr. Owa who was there at the beginning and is here status as well. Uh it's very impressive less than 10 years under court supervision. In my mind, that scale works. The the case started in 1984, but that was a refiling by the Little Rock School District to point blame at other school districts for problems that the Little Rock School District was having. The genesis of the case is
057back into the 50s in the Brown versus Board era. 70 years ago and the same day we got our order PCSD filed its motion for final unitary status. So in my mind that's the comparison. Little rock unitary in 2000 2001 took a couple years to get that confirmed but that was after 40 50 years of court supervision. PCSD is now close to achieving status after almost 70 years of court supervision. Little Rock School District took longer than Little Rock School District. So they were close to 50 60 years of court supervision. Y'all did it in less than 10, which I think is amazing. [Applause] It's been a great honor to represent you in this and kind of walk alongside as your good leaders and all the people that put effort into into that to get
058to you and your status. I always tell people good clients make for a good case and that's what's happened here. It's been a tremendous amount of hard work on your part, on your administrator's part, on your teacher's part and we had to get unitary in academics, discipline, staffing, facilities. It was an incredible and you should be very proud of it. >> Well, thank you very much, sir. And and I just want to say publicly that uh Mr. Richardson had an integral part in helping us before he was our attorney. He was our attorney for the state of Arkansas and uh several meetings um is an understatement. Uh but he was integral in negotiating the settlement agreement in which the clause for the possible creation of the Jacksonville district was born. Uh, so without Scott Richardson,
059I don't know that we're all sitting here today having this meeting. And we I just want to say thank you very much publicly. And we we've gotten you a a plaque here to commemorate this. [Applause] says Jacksonville Oraski proudly presents to Mr. Scott Richardson in appreciation of your exceptional performance and outstanding contributions to the scholars and staff in the Jacksonville School District signed by Dr. OA and Daniel. >> Thank you very much ordered out here so you can hang that special paper too. Very good. Want to do a picture? Count. >> Thank you. [Applause] >> Thank you very much. Any other lawsuits pending? >> Oh, yeah. >> We don't want to hear about >> All right. So, thank you very much. >> Exciting. Exciting news. >> All right. Uh, next item we need to talk
060about is our legacy walk. >> Yes. Just a reminder that we have our first uh recognition ceremony this Thursday at 10:00 a.m. in Titan Circle. Um uh reg reservations or RSVPs have been coming in strong. So we're almost at 60 people, 60 guests. >> And so we're looking forward to having a great uh showing. Just FYI, it's right there on the Legacy Wra location. It's the foyer of the auditorium uh at the high school. So, hope to see everyone there. >> Looking forward to that. All right, let's go ahead and check uh on action item number two of the addendum. Let's talk about our ongoing partnership with themies of Central Arkansas Foundation. I see Mr. Marcus is with us again tonight. >> Yes. Um last month, if you remember, uh Mr. uh Marcus uh represented
061uh themies of central Arkansas and the actual actmies of central Arkansas foundation, excuse me, the tank. And so he presented that report and proposal and so the is on our agenda for this month for an action item for approval. So the recommendation is to approve our participation uh in themies of central Arkansas foundation. Uh the funding source is Perkins fund. >> All right, we've got a recommendation to approve to continue. Do I hear any questions? Discussion and a second to approve. >> Any other discussion? All those in favor say I. I. >> Any opposed? And it is unanimous. >> You're stuck with this. >> Great. >> Thank you very much. Thank you. >> All right. Um next item. Let's go ahead and hit the approval to pay the employees who worked in achieving buildings for
062FY25, but were moved to other buildings for FY26. >> Yes, as you know, um we have four schools who achieved uh and raising their letter grade this year. Um the actual policy that you approved a couple years ago stated that this uh individuals had to be at the school when the assessment was taken and then currently located at the school uh when the bonus is given. Uh although uh that was uh stated, we felt like to be fair, we wanted to make sure that we still award those individuals who we've moved from the dis from district admin moved to a different site on campus that they still receive the bonus. And so the recommendation is to approve the bonus compensation for those employees who were moved by district admin to a different location. >> I
063think the intent was make sure they stay with the district. >> Exactly. >> All right. Is there a motion or recommendation to approve? >> Motion and a second. Any other discussion? All those in favor say I. I. >> Any opposed? >> All right, that passes unanimously as well. Thank you all very much. Um I think that takes us to the district reports. >> Yes. Um couple things. one um you've granted me the approval to approve legal transfers, but per the law, any denials will have to come to you as the board to uh to take action on. And so, you have one before you. We had a legal transfer last year. Uh the two individuals uh who are on the uh form before you uh were transport transferred into our district but did not uh
064attend according to our attendance policy. therefore were dropped uh and currently are asking to come back to our school district. But but because of their attendance record last school year, we are asking that the board do not approve this legal transfer so that we can keep those uh slots open. Right now we have singledigit spaces uh at the high school for our English and other content areas. And so we would like to keep those spaces available for potential students, keeping in mind that we will have an influx of uh families from the Air Force coming in in October, later this month. And so we would like to make sure we have room and space available. So the recommendation is to not approve the legal transfer that's before you. >> Do I hear a motion? >>
065So moved. >> Second. >> A motion and a second to uphold the superintendent's recommen recommendation to deny that transfer. All those in favor say I. I. >> Any opposed? All right. That passes unanimously. >> And the last thing for the superintendent's report, I'm asking if we can have a special meeting um hopefully within the next few days. Uh if next Monday works for you, that would be a great day to talk about our next building project. Uh we're hoping to uh move forward potentially with the prek relocation, but we wanted to put that out before you and discuss some additional uh items on that and also uh possibly discuss the stipen um schedule for the middle school coaches as well as we continue to develop and grow athletics at the middle school level. We want
066uh to put that before you as well. and any other um topic that will come before you. I believe we'll have another resolution to come before you as well for the special uh meeting. So, the request is to uh get that on the calendar if possible. >> Is everybody good for Monday 6? >> Yes. >> Work this coming Monday. >> Yes, sir. >> All right. The 13th, 6 p.m. right here. Same place. Chicken Alfredo. about it. >> That concludes my report. >> Very good. Thank you, sir. All right. Consent agenda. We've got the minutes from the September 2nd uh regular meeting, assistant superintendent report and financial report. Is there anything that needs to be pulled down for discussion? If not, I'd entertain a motion to approve the consent agenda as presented. >> So move. >>
067Motion in a second. All those in favor say I. >> I. Any opposed? That passes unanimously. All right. 2026 election document reminder. >> Yes. That is just listed for FY purposes only. Uh the election process has been um revised and we wanted to make sure that you had all the important dates. So that's justformational purposes only. >> I just sense you putting that in there. Uh all right. adding a new pregame lighting show for Titan Arena events. We have Coach Hick coming to speak to us. Good evening. >> Thank you guys for the opportunity to talk about some of the uh sandboxing that I've done this uh first nine weeks. You know, when I met with Dr. O at the beginning of the school year, our f our focus was to change the culture. And
068so I visited with some other athletic directors and looked at some other athletic programs to try to find ways to brand our Titan athletics. There's uh some exciting opportunities that I'm here to present to you tonight to uh make you aware of this. >> All right. So this first group that I come across is called Luxedo and uh this will enhance our experience in our gymnasium arena. So the programs that will get to experience this is our volleyball team, our basketball and our wrestling program. Um I researched I found this company online. Um and I think they do an outstanding job of a pregame experience for just fans and athletes. Um, when I continue to look at some of the benefits, it would give us a chance to generate some revenue. Um, everybody talks about
069going to the NBA. It kind of gives you an NBA experience. I call it the high college experience for our athletes. Um, it can as an education tool. Dr. Ow and I have discussed creating a like a Titan TV, something to do with the journalism class. I've also visited with co Miss Mims about creating a class next year um and starting something in our school that would help our scholars get get a chance to experience uh creating videos and using this software gives them the opportunity to go into pregame productions and develop a lighting show that can be seen in a pregame setting. So this is kind of what these guys do here. If you let me share it, I'll share it. I got [Music] That's good. I found it. Okay. When the lights go
070down, [Music] it was just so awesome to feel the energy in the room. The the fan experience is second to none. It really affects everybody from the fans to the players. It's just an awesome experience for everybody. >> You're coming to see more than just a basketball game. >> The kids love it. Coaches love it. The community loves it even more. >> The live game experience is unimaginable at a high school level. and the fans, I think, feel more engaged and feel more uh connected to the experience as a whole. It's as simple as pressing a button. You can operate from just about anywhere at any time. As long as you can press play, you can use it. >> Working with Luxedo was painless. They took care of all our questions. They answered them up
071front for us. The way Luxedo presented it to us, they were just absolutely spectacular. It was a dream for us. They kind of made our dream come true. >> All right. So, that's Luxo and u it's uh be an opportunity to our kids, our scholars will be able to design those programs and create them. Um I've been working on this with this group for a couple of months. It's a very expensive piece of uh software along with the setup. You get four projectors in the top of the arena and I think it's something that uh I visited four companies here in town, four businesses and just kind of just sandboxing sharing with them about the vision and the commitment that that I'm asking for is a three-year commitment. hands down, everybody was on board to
072try to get it done. And so then I brought it to Dr. OA and uh shared with him the vision and I think it'll be just cool, you know, for our kids to experience that. And there's nobody around us that has it. The people that have it are up in Northwest Arkansas and they have a group called Walmart that supports them. So >> with us and our uh situation in our city when I visited with Luxo to negotiate pricing um I feel like we're in a good spot and I think they're going to work with us because I told them the I didn't want to get a Rolls-Royce and can't drive and so they uh they understand uh my background and the knowledge or lack of knowledge that I have with their program. So, I
073think we've got a good setup with uh with your support. And then the next thing that I would like for us to do in our athletic program is start a legacy pavilion. I know we've got a legacy walk uh but I'd like for us to look at doing a legacy pavilion. So, I visited with Pinnacle Structures is a group that I used back when I was with the middle school junior high. If you're not familiar, we used to have an indoor practice facility for our junior high program and Mr. Will Feling is the gentleman up there at Pinnacle Structures and I visit with him and his right hand. We've kind of come up with a design and uh a fair cost in my opinion with their support to u to get this get this thing
074on the ground and running. I think option one would be the better option for us uh something that we can set at the end of the football stadium closest to school drive because every year I get groups for reunions or just people asking is there way that we could host something at a football game. And I think this will give us an opportunity for somebody like Le Manco to have a appreciation for their employees to come to a football game, grill burgers, and sit down there on the end of the stadium and just watch our football team play, but some of those folks may not ever come. So, I think would give us an opportunity to expand. Um a fundraising opportunity that we provide is we all know that you can reach out some of
075the uh groups that do reunions ask about is there you know I'm talking about the legacy brick and I've sold legacy bricks through that through those opportunities but I think if we can get them involved in providing the furniture for the uh canopy or pavilion whatever name you want to give I think we have opportunities there for those folks. And then the last thing that changing culture, visiting with Dr. is our spring sport, baseball and softball. Uh those those athletes don't get a chance to hear their name come across the speaker. And so I've done some research on what I can do to try to change that uh from happening. And there's this I ran across this group here. It's called miked up. And they will announce players through their computer system. And all we
076would need to do is provide a hot spot. They've given us the laptop. And I don't Kevin, I've got some of this will play kind of give you an idea. So it's a virtual announcer and also I thought about with through our journalism class or the Titan TV class. These guys could help with setting this up for softball and baseball coaches and eventually we can use it for multiple sports. Should be >> good afternoon baseball fans and welcome to Hartman Field for today's varsity baseball game featuring the visiting Fisers Tigers. and your CL. So, we send the company. They like the lineup. Here's the lineup for led by the head coach Ty Neil. Introducing the starting lineup for your Carnival Greyhound. >> Leading off the designated hitter, number 13, Jonathan Witchfield. [Music] Now batting number
07713, Jonathan Witchfield With that stolen base, tire discounters, the home of free alignment donates $100 to Cardinal High School athletics. >> Attention all coaches. Attention all coaches. >> The coaches meeting will begin at the start finish line in approximately 10 minutes. Once again, the coach's meeting will begin at the start finish line in approximately 10 minutes. >> This is the third and final call for the 100 meter dash. >> Third and final call for the 100 meter dash. >> Introducing the participants. >> You operate that like off your phone or >> No, you got a laptop. So, give us a laptop and what we do is got to give them a twoe lead time >> but creating the lineup. You just create the lineup and just store it in the in the database and then
078it's like you're hitting batting first and then you'll hit the name and has a number tied to it. >> So the coaches change the lineup in the middle of the season they can move it around. >> Move it around. So just just takes a little bit before the game to make sure we've got it all >> multiple computers for baseball, softball, >> esport. >> Okay. And so changing the culture and the thing was, you know, we kind of get caught up some wins and losses, but I wanted to make sure that when our athletes graduate, you know, that they've enjoyed their time and we've left an impression on. And you'll talk about a lot more things than, you know, how many wins you had or how many games you lost, but so just trying to
079create an experience for each one of our athletes and whatever sport they play. >> So board me. >> Yeah, I a question but three years is that for them to provide upgrades to the system and stuff like that or with the three years for the uh >> three years is a financial commitment >> financial commitment for three years and it's how much each year >> trying to get 15. The goal is to get 15 businesses, $1,000 a year. >> Okay. So, it's going to be >> 45,000. >> Okay. Per year. No. >> Once total. >> Okay. >> So, so the recommendation is uh total cost for the Luxedo uh software and devices is 45,000. Uh the initial money will come out of the uh gate uh activity fund, athletic activity funds. So, Coach Hick is
080proposing to replenish that back with the three-year fundraising campaign. Um, and but the initial uh money would come out of uh the activity fund uh as well as the for the legacy pavilion, the 25,000 would come out of the gate activity fund. Okay. So, board members, you have two proposals before you, two action items. One is for the uh Luxedo uh pregame and for the Titan Arena um for 45,000 and then uh the 25,000 legacy pavilion action item as well. >> Is the plan on the the pavilion to do pretty much the same thing as far as commitment from sponsors or try to advertise or class reunions and >> I think far as the furniture goes. I think the 25 was probably come out of you know athletics and then just over time we've uh
081we've increased ticket sales and uh over the past three years and uh it's time to start putting some back in trying to find find ways to enhance what we're trying to build and I think the legacy pavilion will, you know, be here forever. >> Yeah. >> All right. Let's handle the uh let's do the the the laser show first. >> I have two questions. >> Okay. Questions. >> Um on the Luxo, it just lists girls basketball and boys basketball as the programs, but you said something about wrestling and volleyball. Is it going to is that going to be an additional cost to add those? So what happens is you create shows or I hire them to build shows. >> Okay? >> And so I've negotiated shows for the boys and girls basketball because that's where
082we're going to try to get it going season wise. But then like if I wanted to go buy another show and hire them, it's about $2,000 a show. >> Okay. Um and then my second question is about the pavilion. Is it going to match the what's already there. Is it going to look different than that? >> Like the side, the brick and the match or is it going to just be like a steel wall? >> No, it's it's just a roof and uh it's going to slant. It's going to be higher on the front end. It's not going to be a typical >> Is it red iron? >> Yeah. Can it be painted? >> Well, I mean, I think whatever we want to do with it, you know, I think the color on the tin
083on the top, pick it pick your color. >> I was picturing like a lean too, it's going to look not as great as what our facilities look right now. >> Absolutely. That's why I went to steel because I thought it would be last longer, look better. Let's handle the uh the Lux uh laser show first. Do I hear a motion? >> So move. >> Second. >> Motion and a second. Any other discussion? All in favor say I. >> I. >> Any opposed? The laser show passes unanimously. How soon can that be installed? >> The goal was the red white game, but I don't know if I'm going to make it. So, we're open in December. >> Okay. This season, though. >> Yeah. This season. >> Okay. All right. So, uh let's talk about the uh
084pavilion, the legacy pavilion. More discussion other than the colors. We want to see further renderings or pictures or >> I do because I'm >> Yeah. >> I don't know. Could Could we get uh could they do um maybe some some real color pictures of kind of >> Sure. >> other places they've done something like that similar and uh that I mean that's something for like next year, right? Even doing this summer. >> Yeah, we try main season. But yeah. >> Okay. Why don't we uh why don't we get some more pictures and bring that back maybe in November. >> I can do it. >> Cool. All right. Anything else? So, we're tableling that, right? >> What was the other thing? What about the uh the announcement thing? Where was that part? Is that just something
085you're doing? >> Awesome. Very good. Very cool. >> Appreciate you, sir. >> Appreciate you. >> Thank you. >> All right. Uh that takes us to student disciplinary hearings, >> actions. Uh you have five files in your board document to review. These are uncontested. What's it? >> Thank you. One of Okay. I guess that was made up. All right. Too much drama for me. a motion. >> So moved. >> Second. >> Motion to approve. Has been seconded. The superintendent's recommendation to uphold these disciplinary actions. All those in favor say I. I any opposed? All right, those pass unanimously. Thank you, Mr. Smith. All right. Uh, next item we've got is personnel. Any discussion on personnel needs to be held in executive session. So, we will move into executive session. Uh, we'll be back. Everyone good? All
086right, I'm going go ahead and call the meeting back to order in open session. So, we've got personnel as as amended with the addendum. Do I hear a motion? >> So, move. >> Second. >> Got a motion and a second to approve the recommendations as presented. All those in favor say I. >> I. >> Any opposed? >> That passes unanimously. All right. We've got some upcoming events. Uh October the 9th. We've got our legacy walk ceremony at 10:00 a.m. at the high school. Also the same day, we've got district annual Hispanic Heritage Festival at Jacksonville Elementary and the middle school from 5 to 7. And that is it. We got a Friday night football game Thursday this week at 700 p.m. at the high school here at home. >> When is the pink out? When
087does Bobby get to wear his pink suit? >> Friday. >> This Friday. >> Friday. All right, Mr. McDaniel. >> Hey. Uh, I'd like to, uh, make a motion to adjourn. >> Second. >> All right, we are journ. Thank you'all. Amendment prepare.