001and empowered to become a successful contributing member of society. We will foster a culture of ownership and accountability through partnerships that create multiple pathways for success. Mr. McDaniel, would you mind calling the role for us? >> Absolutely. >> Katrina Smith, >> Daniel Gray >> here. >> Ava Coleman, >> present. >> Jim Moore is absent. Daniel is present. Tony >> here. Lauren Martin >> here >> and Laura Walker >> here. >> All right. All three. We have a some hot mics. And welcome Colonel Smith, our new mission support commander at War Air Force Base. All right. If everyone would join me as we stand for a moment of silence followed by the pledge. Please join me in the pledge of allegiance. I pledge algiance to the flag of the United States of America and to the
002republic for which it stands. One nation under God, indivisible, with liberty and justice for all. But they're off. >> It wasn't plugged in all the way. >> Are we good? >> Thank you. >> All right. First item on our agenda this evening. We've got a special presentation from our curriculum and partnerships team. >> Yes. Dr. Amanda Bard. and board member as Dr. Pequard uh prepares I've asked her to also uh share uh in le of my superintendent report to give an update on the Atlas assessment. uh you have a copy at your desk, but I wanted her to give uh a detailed report uh highlight and then she'll follow up next month with a more detailed report. But want to share since these are hot off the press from last week. I wanted her to
003give uh her the opportunity to share that with you as well. Dr. Carter, if you need you have your >> Okay. >> This is not the data report. And this is a report from curriculum about it's kind of three things that we get asked the most and that you'll probably get asked in the community this next year. One of them is the read by three third grade retention law. And so that came out in the learns bill but it is it's for this year. So it'll affect our this year's third graders. Basically, what it says is that if you're not on grade level by grade three, you you are recommended for retention unless you have some qualifying factors. Now, qualifying factors could be things like an IEP, um 504, dyslexia interventions, English as a second
004language interventions, interventions for consecutive years during our time and time. So there's lots of qualifying factors, but that's the law that goes into place this year. We started working on it in the walk out. And last year, one of the things we did with our second graders last year was parent plans that went home, video lessons, and so I feel like we're in a really good spot for this. At the bottom of the screen, you'll see some things highlighted in yellow that come from the law. And really, the only thing that we don't have in place already is to assign them to a teacher with high model score. It's basically what it says and we have a roster of kids like that in the past that we can move them forward if they're in fear
005of retention, but that's the third grade factory law. Another one that's in place now is the numeracy law and it talks about math interventions and we get lots of questions about why are we doing so much math ting when we've been so literacy focused in past math now is our lowest area and the numerousy law basically says if you're not proficient in math you have to have high dosage ting so for us as a district our high dosage tutoring has been our residents we've paid them city year course members and our own teachers and we've used a program called dream box this last year was the first year for to deliver the math interventions in accordance with the law. We are changing for this coming up year and dream box is going away. It did
006not give us what we hoped it would give us. We did a small pilot but we were not able to scale it up this last year. Um so we're going to a different one called Think First that we vetted all throughout the year and it's an AI partial program so it has more diagnostic measures in it. And then the last question actually came from Mr. McDaniel. >> He he had asked in one of the past board meetings about the curriculum action items because it felt like they were coming pretty often. So I was going to explain where those curriculum action items come from. We run by the standards of accreditation. And the standards of accreditation say on the first arrow that each district board of directors shall annually adopt and implement a written curriculum align
007to the standards. So that's what we ask you to do. You'll actually get it next month and it has a website at the bottom. The website is where all of our curriculum is, all of our written curriculum. So that's the first part of it. The second part says reading, writing, speaking and personal success skills shall be incorporated in all the curriculum areas. For that for us that's AVID. So um we have AVID aligned in all those areas and that's what makes our curriculum complete by standards of accreditation. For AVID it has wicker strategies and they make up all of the speaking and personal skills organization collaboration. So that's where AVID fits into the puzzle piece for this year. You'll also get another action item mid year and it'll be for science curriculum. This is our
008adoption timetable timeline and every six years we read. That doesn't mean we have to get new things but we assess the curriculum to see if it does need a new adoption. So this year will be science and you'll get that extra whenever we adopt science. So that was three of our most asked frequently asked questions. Do you guys have any questions? >> Question about the third grade retention. >> Just trying to like learn like midway through the year. Do we kind of have an idea of ones that we're kind of keeping an eye on? >> We have an idea now. We have an idea coming out of second grade. >> Okay. Um, a matter of fact, we have a list. In fact, we're watching and in our guiding coalition this next year, our very first
009guiding coalition agenda that is set, we're also going to look at that list there. And we have a whole district team that's going to follow these kids to make sure. >> I assume there's a meeting coordinated with their parents as well at early in this in the year. >> Well, anybody that Yes. Not necessarily for risk of retention. There will one of those but everybody that's for risk and retention such a low score that last year they had to have a plan that had to be signed by their parents two times. So there'll be no surprises that they are below grade level and so those those conversations will start happening this year. Would you like me to go straight into the data presentation or come back when it's >> Well, since you're already there, we
010go ahead. >> If you want to stop sharing there, I I can share. >> It's been a long summer. Can you refresh memory? What does ELA stand for? >> English language arts. Okay, thank you. >> We we usually just say literacy but English language arts. >> Okay, >> you can go ahead. They they have copies and I'll bring it. >> So in front of you, you have some data from our atlas test which is our summitive test at the end of the year, ACT and A. And I'm going to brief you walk walk you through it. But before I start going through the data, I kind of want to what you're looking at. So oftent times when the principles present, they'll present to you growth data. Growth data measures if a student grows at all.
011So if they are literacy and they take the test and they grow one point, then they've grown and that's growth data. That's not the data you're looking at. You're looking at proficiency data. This is the data I'm concerned about. I want to know if we're moving kids to grade level. So the The percentages that you're seeing here are kids that are on grade level. Hopefully all of our kids have grown, but I want to know who we've grown all the way to grade level. So that's what we're looking at percent proficient. So in saying that, might have brought the wrong glasses for a take off here. So the first picture you'll see is just our overall score. So it's 45% below that are at risk which keeps us out of level four. You know last
012year we went out of level four and our goal this year was to stay out of level four and we didn't. We stayed out of level four. So we are still not in um academic distress for level four. And then the next box you're looking at is our ELA scores by proficiency. You have last year's proficiency and this year's proficiency. And what I'm looking to see is it takes several years to grow a child to grade level if they are grades behind and we started this process in ELA about three or four years ago with a new curriculum. So right now we should be seeing kids growing and being on grade level. If there's a green box that means that we have moved the proficiency over to grade level. So for third grade, fourth, I
013feel like a teacher. I need a pointer in my I need a laser pointer. So what this first graph is telling you is that in third grade, Merl Taylor added to their proficiency. In fourth grade, Bina, Bobby Lester, Merl Taylor, and overall as a district, we met proficiency grade level. And then you see fth The ones highlighted green. Um, are the ones sufficient? Should we wait until the end if we have questions or would you rather them yes no? >> Either way you can give them to me now as we go along. >> What is considered is it like 50% when you get into academic >> Yes% I was what that was >> 50% and we came out close to this last year and our hope was just >> say or be better. Um but
014it was also based on a different test the year before and so a lot of rumblings happened last year about oh you just got out of level four because it's a different test. Well now it's the same test and we're still out of level four. So that that's a good thing I think that we're seeing there. >> Thank you. So now on the screen, so what you're seeing a trend on this is our third grade struggled this last year and they struggled the year before. Um that's our struggling grade. And I'll talk about some trends at the end and why we think that is one of the big reasons we think that third grade struggles more than our other grades is because that's the year that you go from having the test read to you
015to having the having to read the test yourself. And then traditionally our trends have shown we've caught them back up starting fourth and fifth grade but that first test that they have to read themselves seems to be an area that we have struggled in. So for ELA in our secondary schools we did not we lost ground in sixth grade eighth grade and nth grade. We held steady in seventh grade and we grew in 10th grade. I'll talk more about the trends of that. So for math, these are some proficiency scores that we're proud of. Even though they're still low, math has been our lowest subject and we have not had a focus on math as much because we've been focusing on literacy in elementary and there's only so much time in the day. So our
016scholars grew by grade level significantly this year for math. And you can see that trend carried out in secondary as well. We grew in math for proficiency. Sixth grade struggled in math. They also struggled in ELA. That's another trend that we're seeing. It's another transition moving from elementary school to middle school. For science, we grew significantly in elementary school across the board. Um, except for one school, JS did not show growth in science. I know I'm kind of going fast, but I'll stop and answer any questions. Any questions that you have? And then we did not have growth in science in our secondary middle school secondary scholars. So before I go into this one to AP exams, some of the ahas that we saw in our data and some of the not so good things,
017um I'll start out with the not so good. The lowest areas were third grade, sixth grade, and nth grade. And all three of those areas are a transition year. In third grade, it's a transition to having to read the test. In sixth grade, transition to a new school. In ninth grade, transition to new school. So, I've already put on my list of goals for my team. We got to look at our transitions because somehow those transitions were not were not seamless yet. So, that's one trend that we saw from the data. A shout out to Moral Taylor. They made proficiency growth in every grade, in every content area. And so, a proud district moment too. A shout out to BA and Bobby Lester. They made significant growth. So that is our Atlas data kind of
018in a nutshell. There's lots more digging to do into the data, but that's the highest highest overview that I can give you. >> Okay, one more question. >> Do we have any comparison with other districts when it comes to that third grade transition? Like do we see this in other is this just our district or is that just kind of like general? >> We did and we followed the state trend. >> Yeah. >> Like it seems to be a >> it seems to be >> when they go from being read to to reading. Okay. >> Is it the same thing for going to sixth grade and going to nth grade that transition or anytime there's like a school >> I have not looked specifically for sixth grade but I can I will look but for
019us that just not every district transitions >> and so it's hard it's a trend or not. Some places have nth grade academy, so might not be their transition like it is ours, but the whole state transitions for third grade to being read to to not being read to. >> Yeah. >> Um and my question has to do with I know we got the transition from the third, sixth, and nth grade. Does it have anything to do with mental mental development? Just because we know that some of these are the third, sixth, and nth grade is like key developmental ages for frontal lobe and all that good stuff. Is there any trends with that that we see that's because of course we all know that kids are not the same today that they were 5 10
02015 20 years ago or whatever but is there any information on it just for us to kind of understand >> that's what we've started looking into for the secondary pieces and I don't have any answers for you yet we will keep looking we haven't had our scores that long but to identify these trends but we had it all on the wall today was the first day my team was back and that was one of the things that was mentioned we need to into how can we better support the transition just with factors, mental health factors, test anxiety, that seems to be a big thing that happens. The older you get, the more you develop test anxiety. So, that's on our list of things to check into. >> I I would love just to see um
021how the development is going with the mental health and because it's so big now, whatever. So, if that's something that maybe we can kind of look at when we get ready to do the report next year to kind of see those trends. I think it also will kind of give our parents a clue too in the community like, hey, like we're doing everything that we can do. However, some of the stuff is out of our control because we already know how outside factors can affect our children and their growth and learning. >> So, Mrs. Coleman, to that uh point, uh I just notified Dr. Walker and our middle school and high school principal, not Dr. P yet, but on Friday, we were awarded uh a mental health grant for both middle school and high school
022to be able to provide push in uh mental health professionals for our students during the day. And so that will start uh this fall as well. >> Oh, that's going to be amazing. >> Any others? >> I'll transition on these are hot off the press. These are our AP exam um scores. And if looking at those, I hope all you see is that trend line that's just going through the roof because our AP program has really taken off every year. It's gotten better. This year we had the the most exams, the most taken, the highest scores that we've ever had, and the most kids getting college credit from our AP exams. So we had 103 college credit and Just a couple shout outs into the 2D art and drawing program. Our scores exceeded the global
023averages. And so that is something we are very very very proud of and very proud of those teachers and scholars. In African-American studies, English lit human geo and world history. We scored above right. We scored equal to or above the Arkansas average. So those are also classes that we're very excited about. And our pass rate was 6% higher this year than it was last year. And last year it was higher than it's ever been before. So our A program is going. And then the last one was our ACT scores. We've come back to focus on ACT scores. Not that we got away from it in the past, but we haven't tracked it as much as we have some of our other data. But it's important for scholars to get scholarships and to get into colleges
024and postsecary. So we started tracking it and you can see that our a scores in math and STEM and writing did not necessarily grow but they do grow in most of the literacy components and so we are slowly seeing the gains in our ACT scores as well. And that's all but I will and answer questions as long as needed. >> Thank you, Dr. Bard. Any questions that we haven't already asked you? >> Thank you very much. Appreciate the report. >> Thank you. >> All right. Uh, next item on our agenda is public comments. Uh, we now open the floor for public comments. This is a designated time for community members to share their thoughts and matters before the board. We welcome and appreciate your input and ask that you speak respectfully and professionally. Please refrain
025refrain from making statements about individuals, students, or district staff members, and the board only considers such matters upon recommendation from the superintendent. Your comments will be recorded in the official minutes. While we value your perspectives, please please note that the opinions shared during public comments do not necessarily reflect the views of the board. And I'll add that is public comment. It's not public discussion. >> Did anyone sign up, Miss Ch? Nobody signed up this evening. All right, that's a new state law uh effective this month and we'll have that every every month. So I assume that'll notice will get out and we'll start adding some comments. All right, next item we've got is a facilities report. Do we have anyone from Bowwin Shell or Wer? >> Do not see anyone. >> No, sir. >> All
026right. Well, I've got a legal update and I see Mr. Richardson's out here. Scott, would you like to come visit with us or do we need to push that to the end or >> to come visit? >> Good evening, sir. >> Good evening. case special case that we are dealing with the board on that resolution proposed on >> that needs to be discussed in executive session. Is that right? >> That would be best. >> Okay. Well, we've got some personnel reports later on in the uh >> I'm happy to do it whenever you're ready for >> Okay. Let's uh we'll we'll we'll just wait till u personnel issues and do you have anything else to report besides that? >> Okay, >> that's it. >> Sorry to bring Sorry to bring you up premature. >> No
027worries. >> Okay. Uh legal or excuse me, Legacy Walk. >> We are finalizing the last two nominees. Um the actual trophy uh company is the actual wall plaques are in production. So hopefully we'll get those soon and then we can schedule finally the recognition ceremony. But uh Miss Lee is uh taking uh uh taking that on and uh we've been back and forth with them. So hopefully we can get those in house so we can move forward with the celebration as soon as little overview what we're you're talking about. >> So the legacy walk uh thank you uh Colonel McDaniel. Uh the legacy walk was designed um so that we can honor the legacy of the Jacksonville Red Devils and the uh North Alaski Falcons as we come as we came together as the Jacksonville
028Northaski Titans. And so the legacy walk is in Titan Circle um at the high school and there uh patrons uh former alumni, business uh individuals, anyone can purchase bricks uh that lead up to the actual recognition wall. And on the recognition wall, the board uh has selected uh individuals who have really made an impact in the community and the district and those individuals be recognized uh for the first time. The first unveiling will be this fall uh for those individuals. And so we're looking forward to >> they were nominated >> nominated >> brought to the board and the board's voted >> voted. Yes. Thank you. >> Thank you, sir. All right. Uh, next item we've got our district reports. And uh, did you was that your superintendent report? >> It was. I just had one
029point was that uh, with the legal transfers, we had four in and 12 out and, uh, Mrs. Lee and I were discussing. In the past, I just reported the number in and the number out. Would you all prefer to see all of them in the packet or for me just to continue to give you the verbal report? I think I would prefer just to see the just the number and I don't need to see all the reports. >> I agree. >> And if there are ever any questions, we'll have them uh on file in the office for you to review. But that does conclude my uh superintendent report. >> Do we have any PPC reports? >> The classified sick leave redemption um was listed there just for a second reading. uh PPC did uh present
030that at the last board meeting. Uh Mrs. Sloan I believe is ready for uh acceptance or action um that you all would like to take what action you would like to take. >> There's a link So the second reading. Do I hear a motion from the board? >> So moved. >> Second. >> Got a motion and a second to approve as presented. 8.5.1J classified personnel sick leave redemption. Any questions or discussion? All those in favor say I. >> Any opposed. >> All right, that passes unanimously. Very good. All right, next item we've got is the consent agenda. We've got the minutes of the 22nd 25th regular meeting, the June 9th special board meeting, our assistant superintendence reports, and then also the financial report. Is there anything that needs to be pulled down for discussion on
031any of that? If not, entertain to a motion to approve as presented in the packet. >> So moved. >> Second. >> Motion in a second. All those in favor say I. >> I. >> Any opposed? That passes unanimously. All right. Student handbook revisions. >> The uh I believe this is your second reading for the student handbook revision, but I'm going to ask Mr. Smith to come to the podium. And um you all have probably seen a lot of action, a lot of uh discussion on social media about one of our new policies that's in law. And so I wanted him to kind of give just a brief overview of what the committee and the team uh the direction that we're going in for sale what bell to bell no sale. >> Bell no sale. Yes,
032sir. >> So um I believe it's act 122 in this most recent legislative session. They made some revisions to uh pre-existing law. The old law just said that you have to have a policy regarding cell phones to prohibit or allow. Um it's much more strict now. And the law says that you have to um regulate the possession and and prohibit the use during the school day. A practice of many districts um has been to allow cell phones during certain times, maybe as a reward or as um as a even even as an instructional tool at times. However, in the new law, it defines the school day. It doesn't say during instructional day. It defines it as during the school day. And so it regulates the possession and use. And so um as we discussed what's
033the best way to regulate possession um talked about potentially collecting them all. Of course, that creates uh quite a challenge um every day trying to um collect everyone's everyone's cell phone and then distribute them and that take a lot of manpower and that's on a good day. um on on days when there's snow or something, then that becomes even even more of a challenge. And so in the proposal that we put forward, it mirrors the law and and for what defines um the regulated possession, we say if if the uh cell phone is put away, turned off, out of sight, then it is u okay. Once it once it a student takes it out, a scholar takes it out, is using it, then how that becomes a violation. >> You know, I was I have
034a question. Okay. And so for clarification, just for our parents, is this cell phones, mobile watches, earbuds? >> Thank Thank you. I I didn't clarify that very well. This is personal electronic devices. I know I'm saying cell phone, it's personal electronic devices. So, it's cell phones, um, smartwatches, even even Bluetooth. Is it any type of caveat like a certain student can have it and another cannot or >> another great you're you're you're pointing out all the things I've failed to mention. >> I already got the phone call so I'm just >> Yes. In in the statute in the proposed policy there are exceptions. Um those are some of the exceptions that you would anticipate if a student has an IEP plan that um which is an individualized education program that um provides that the student
035needs that cell phone for for some reason or a health plan or a 504 plan. Those are, you know, some of those examples are going to be a student who's diabetic and who is doing live monitoring of their um blood sugar. Um, another exception is if a student is enrolled in concurrent credit and the um, institution of higher education requires two-factor authentication for them to log in um, to participate in the concurrent credit. So, all those in the proposed policy mirror what's in the uh, what's in the statute. >> Good questions and I'm sorry I left them off. >> No, it's fine. Thank you. >> Yes, ma'am. We're all in this together. It's a state law, right? >> Yes, sir. It's a state law. >> Okay. >> Any other questions on that? >> All right.
036Thank you, sir. Do we need to take action on that or >> Yes. Uh this is the second reading and I just wanted uh Mr. Smith to highlight what's part of that handbook because I know uh you all probably get more phone calls about the cell phone or electronic items more than anything, but it is an actual item. >> I do have one question, but it's not about the cell. It's about the dress code for graduation. Um, it says that females must wear a skirt, a dress, or shorts that don't show below the bottom of their gown. Why? Why can't I not wear pants? I know that there are some girls that are not comfortable in dresses and one of them belongs to me. And >> um, Dr. Walker, Mr. Smith, >> well, we can
037always go back. I think you're the first person that has brought that But we can certainly go back and revisit that policy. Uh I know that we had some phone calls last year from some parents about wanting to decorate their uh their cap and so u Mrs. Biggs put in some things that um that we were not going to allow that for various reasons, but we can certainly go back uh we'll get with the team and get input and look at that policy and bring it back to you. I agree with the whole all the rest of think that's a little specific for >> Okay. >> Yeah. >> Agree. Okay. Um so student handbook revisions. Do I hear a motion? >> So move >> second. >> Motion and a second to adopt as presented with
038all the changes. Any other discussion? All those in favor say I. >> I. Any opposed? All right, that passes unanimously. Uh, item number eight on the agenda, the ASBA policy review sections four, five, six, and seven. Dr. Ola. >> Yes. Uh, as board members, uh, you reviewed and approved section one, uh, three, and seven, I mean three and eight. um the one that the board policies that govern the actual board license and classifying policies and per the changes of the last legislative session uh you have before you uh sections four, five, six and seven. Um, a lot uh of changes were in section 4 uh because they uh definitely aligned with the legislation, the new access and some changes to the learns or updates to the learners act. Uh section four if you recall will
039deal with the students. Um and so and then section five academics, six is operations and seven is fiscal. So, uh those policies are before you and are in line with or in accordance with the state law uh as they were approved. >> All right. Do I hear a motion? >> So moved. >> Second. >> Motion and a second to adopt the ASBA policies for section 456 and 7. Any other discussion or questions? >> All those in favor say I. I. >> Any opposed? All right, that passes unanimously. Number nine, purchase of a used bus. >> Yes. Uh before you, you have an action item to purchased. Uh as you know, we're having to rotate out the used buses that we inherited during the transition. And so um we are asking to purchase the new bus
040defined as those at least two years past the date of issuance of their certificate of origin and exempt from the competitive building bidding process. So because this bus that we're asking to purchase is more than two years um old. We are uh exempt from the competitive building bidding process. So, we're asking uh to purchase this bus so we can replace it um um replace one of the older uh buses in the fleet that we currently have. Um so, the recommendation is to approve this purchase >> question. What's a new bus cost? >> Um >> used is pretty expensive. Yeah, this used one is US. And typically in the past, a new one would cost about a h 100,000. Now, new ones are almost 150, 175. >> Between 150 and 160. >> Y. >> Okay. >>
041But on top of that, they don't come with air. You have to add air, which is another 10,000. >> Right. >> This one already has air on it. >> Sounds like a deal. They come with a warranty. I'll check. >> All right. Do I hear a motion? >> So moved. >> Motion in a second by the bus for 1019. >> All those in favor say I. >> I. >> Any opposed. That passes unanimously. Maternity leave. >> So I'm going to attempt to explain this. Uh Mrs. Logan does a better job, but >> I would think Miss Logan would do a better job. But uh in the past when we first uh had the Barnes Act uh approved, it gave us the option or the ability to provide uh parental um leave which uh we were
042able to give it both to the mom and the dad um when the child was born. But the new uh law after the uh 25 legislative session only it amended that and only granted 12 weeks of maternity leave uh to eligible employees. So the mom would be eligible and we would be able to uh be reimbursed for all costs of mom being out on the 12 weeks of maternity leave. However, it does not grant uh the dad uh leave at that time. And so uh we approved the ASBA uh law or model policy, but uh we wanted to come back and present to you all a revision because we would not be um reimbursed for the dad being out for 12 weeks or even eight weeks like we previously were able to do. And so
043that would be an additional expense on the district uh for that. And so the proposed policy uh before you is to amend that uh and to be a in alignment with the law uh with the 12 weeks for maternity leave. So we're we're changing it to to align. Yes. Okay. Questions? >> Do I hear a motion? >> So moved. motion in a second to adopt the policy in line with uh ASPA's model policy. >> Is that right? >> No. To to align with the law uh the revision of the law from the 25 legislative session. >> What you said? >> All those in favor? >> Any opposed? That passes unanimously. All right. Chemical vendor renewal auto. >> Yes. um a renewal of the vendor that we use for uh child and nutrition uh the chemical
044vendor and so we're just asking approval to renew that contract with autoclore. Um so the recommendation is to approve this vendor for purchasing chemicals. >> All right, questions? I hear a motion. >> So move second. >> Motion and a second. All those in favor? >> Any opposed? All right. Removal of technology fixed assets from inventory. We've got uh several here. >> Yes. And in order to retire the technology that we are no longer using and not receive an audit finding because they are still on our fix fixed asset inventory, we're asking uh per uh policy and law to remove for approval to remove these technology assets that are no longer in use uh from our inventory. And so the recommendation is to approve the removal of the technology items. >> All right. I hear a
045motion. So move >> second. >> Motion in a second. All those in favor say I. >> I. >> Any opposed. All right. That passes unanimously. All right. We've also So, next item we've got is personnel. Uh we have a uh addendum to add to the agenda. I would entertain a motion uh to add the addendum to the agenda. >> So move. >> Second. >> Motion and a second. All those in favor? >> I. >> Any opposed? All right. So, this personnel addendum is now part of the main personnel already in our packet and we've got a report on a student settlement we need to discuss in executive session and any discussion on personnel would would need to take place there as well. So, motion to go into executive session. >> We're moving into executive session.
046We'll be back. All right, we are we call us back into uh regular open session. Uh we've got a personnel list before us. A recommendation to approve as presented. Do I hear a motion? >> Second. >> Motion and a second to approve the personnel agenda. All those in favor say I. >> Any opposed? All right. And then we've also got a waiver request for a volunteer coach. Do I hear a motion on that? >> Motion to deny the waiver request for volunteer coach. >> Second. >> Motion in a second. All those in favor say I. >> I. >> Any opposed? That passes unanimously. Um there was a I don't see Mr. Bond here. Is Mr. Bond? Did he leave? >> He just left. >> Yeah. >> Okay. All good. Uh >> that >> was it
047about >> it was about a facilities issue that there was a some discussion on Jan Crow previously and I think Miss Martin wanted to bring up that conversation again. And I think Tommy was going to talk about some stuff at the and we talked about a baseball field or a softball field. >> We originally talked about it and had it kind of mapped out, but always a question on the public's mind on what we're going to do with the facility. And I know we've always had >> Yeah, we've had some some complaints for there's some homeless encampments in there consistently. And I know the mayor and the chief of police have been gracious to help uh keep try to keep that clear. uh but it seems to continuously and then uh as Mr. McDaniel the
048the facility is deteriorating rapidly in the sun and it uh so we need to probably address how we're going to handle that. So maybe maybe a workshop here in the we'll put that on the agenda for the workshop at the next available workshop. Not not saying we need to plan a workshop yet. Let's get school open first but we'll uh we'll continue that conversation. So anything else? >> Mr. McDaniel, >> make a motion we adjourn. >> Hold on. I'm sorry. >> Oh, wait a minute. That's right. I got to approve that. >> Yes, sir. >> A resolution set agreement for due process. >> Yes. >> Make a motion we approve the resolution agreement. >> Second. >> Motion and a second. All those in favor? >> I. >> Any opposed? Thank you, sir. Sorry. >> Sorry
049about that. >> That's why you presumptuous. Now, Mr. McDaniel, your motion. >> Make a motion. We adjourn. >> All right. Any any opposition to adjourning? We are adjourned.