Sumter County School BOE Work Session 08/11/2025

001working on minutes delivered versus the minutes in the schedule. The same thing across the board. Um I incorporate some goal setting very specific to the schools around diagnostic testing. Um teachers will teach tier one curriculum with intervention support during their parent periods which we already really counted but just aligning it and monitoring that piece. Tier two and tier three rosters and progress data bi-weekly um walkthrough look for us with timely feedback posted to staff weekly. And so as you as you all see one of the things that we you know certainly have um heard our governance team and we're looking at the specific data we're addressing the correlation between how are students are performing on milestone and how the grades are so that where we can make sure that we're addressing those particular aspect but

002we're using multiple measures of data because not only are looking at this we're cross referencing and also looking at um evaluation and then looking at how are we evaluated across the board and whether or not those evaluation reflective of how our students are performing. um as it relates to the students as well. So there's and then we also correlating um the attendance data and then looking going back and say how are the students performing were these particular students who were absent x number of days how are they performing um as relates to the students who were actually present as well as looking at the disciplinary piece and then saying okay how are these students that are performing at certain levels do we see there where there's in uh instances where the the discipline may be

003impacted. So it's it's more than just looking at the assessment data piece to determine what root causes and what we need to focus across the board for us as a system. >> And see we have a high pass rate 90 almost all our children passing but >> Yes ma'am. >> Getting about 50% of them starting that developing. >> Yes ma'am. >> But which ought to be our pass rate right there. So got some work. >> Okay. Um um audit and progress data minutes audit. We're going to look at weekly audits minutes that delivered versus the minutes in the schedule. So looking at what's on the schedule and then are people really delivering instruction during that time? The bi-weekly review of the tier 2 tier three rosters, the walkthroughs um with tallies, weekly posting of the

004walkthroughs. look for what the look fors are. Share those in all of our collaboratives. Um, retach plans, standardsbased retach plans, um, logged in the PLC notes with dates and evidence. Next, we have fifth grade ELA trend data. Um, starting in 2122, um, 50% of our kids were at beginning learner, 42% at, um, the end of this school year at beginning learner level. um developing 34% in 21-22 and then 24 25 38%. Um proficient learners 15% um in 2122 18% um at the end of this particular school year and 1% distinguished 2122% um distinguished learners at the beginning of um at the end of this past school year. And some of the things that we have already drilled down to is are the scores are we getting stagnant in a place um standing in a place

005so that the data is not going up or down just doing the same old thing. So really touching on what we do um in this particular grade to address what we see because we saw a drastic drop and then we kind of like at a stalemate. >> Can we also get the reading? >> We'll do it for everybody. Okay. We'll do it for all the grades. That's that we can do that. Um fifth grade math data. Um 2122 73% of the kids were at beginning learning level. Um at the end of this past school year, 40% um in 2122% were developing. Now we're up to 42%. Um 2122 3% of the kids were proficient. We're up to 17%. And we had no kids that were distinguished in 2122. and we're up to 1%. >> Are

006y'all still doing I know at one point you were doing um >> teachers were expected to teach foundational skills during their regular class. Is that still happening? Okay. So when within that limited time they have they have to teach foundational skills on grade level skills and remediate ongrade level skills. >> So your remediation your foundational are going to be pretty much the same. >> Um they remedi remediating what you teaching on grade level, right? So, um, the way the foundational skills are in math, as you can see, the foundational skills are connected to the grade level skills. So, it's not like we just go back and say, "Oh, you going to work on art and even because you're missing that." It's whatever that grade level skill is. We work on the foundational skills that are

007tied to that particular skill. >> Is that during a separate time or is that during that teacher's >> It's during the teacher's time. It's built into their list. The way they build it into their lessons. >> Okay. That's a lot on the teacher. They don't have a separate remediation period. >> They do. They They do. >> They can teach that somebody else is delivering foundational skills and the teachers focus on on grade level remediation and teaching the on grade level. So they just focus on and somebody else goes back and pick up foundational skills. Y'all don't do that. >> Um No, we don't. No, not exactly like that. Um, most of our math classes have all of our all of our math classes have more than enough time. Like our middle school math, we just

008talked about this today. Our middle school math class have 80 minutes. Most people have 50 to 60 minutes. So, within that 80 minutes, there's time for remediation or there and there's time for the regular math time. In the other grades, um, you have 90 at least 90 minutes K5 to teach math. And the lessons are designed for 50 minutes. So you have the time built in as well. It really is going to go back to what you're using, how you're using the time. And if it's I want to say the way the lessons are laid out, it's not like I have to plan a totally separate lesson. So if I'm teaching um division, I don't know if this makes sense. If I'm teaching division, but the but the child has um is still working on

009multiplication, I'm not going to stop everything I'm doing and going back to multiplication. I'm working on only the things that are going to get me to that grade level standard. So, I'm I think it would probably be good just to do a demonstration of how the lessons are laid out so that you can see how um it's laid out for teachers. And I know 90 minutes is is a good ample time because as middle school we always had 90 minutes of this and never had enough time >> right >> to teach the on grade level content. So I I know teachers probably >> some of it is going to be understanding how the how the lessons are laid out and how the resources we're trying to make sure you have the right resources so you

010can lay it out so it's not like more work on teachers to try to find they don't have to try to figure out what how to fill in the gaps. >> Okay. Okay. And all of their planning really is done as a team. So that's another plus for that. Fifth grade science data um 55% 23 24 55% 24 25 de and beginning learner developing learner um 22% um this past year 24% proficient learner 19% um this past year 18% um 23 24 distinguished learner was 4% this past year 3% in efforts to really kind of make some things happen here. Um for the past couple of years they have been using um pretty much the units or whatever. So we have um decided they have a core in fifth grade a core that would they

011will use along with um the units so that um to support the work that they're doing in science and definitely providing some hands-on making sure that they have materials to do the actual science to do the science and not just the the book and notes. Now, we asked last time, well, I know I did. I asked about we have um STAR and we have um what's that other one for assessment >> but we don't have anything for science to know where the kids are at any point in time. So, and y'all never brought us >> Okay. So, we do we did pre and post for science, but I with the core we will have a beginning of the year test. They would have a midyear test and they would have an end of the year

012test. Um I talked to the representative that was one of the reasons to go to a core so that teachers don't have to develop an assessment and try to decide what percentage or what goes on the test but to already have one made that's similar to what they already do. And >> y'all use the thing that the state has developed already. >> Mhm. >> Okay. >> What's it called? >> Not suitcase. What's the inspir ma'am? >> Okay. Okay. >> Um pass fail rate in fifth grade subjects we really focused on reading and math 98% passing in 23 24 97% passing 2425. Math 87% passing 23 24 um 85% 2425. And again, really gonna spend this time, our focus this year is making sure that the minutes they have to deliver instruction that that that instruction

013is really happening. Making sure that our teachers are really having an opportunity to work on tier one instruction during that time when kids are with them, whether it's remediation, whatever. Making sure they make get the best out of instructional time and then still having those walkthroughs um to give timely feedback on what we see when we're in the classroom. I don't know. >> Sixth grade. We got sixth grade ELA and um we're going to look at sixth grade ELA trend. Again, you see 59%. When you look at 2122 school year going to 53% this school year and you um we go over to the developing, we're looking at 31% in the gold on the far right. Um, and we're looking in proficient at 14% and distinguished at 2%. Uh, again, a lot of the same

014things we're going to bring back to you all. Um, the past fail to read on grade level, those that are not reading on grade level. We see some of the same things and we're moving closer to middle school. And so we're looking at the master schedule and making sure that we're maximizing that time and want to build in a period for just remediation for middle school age kids so that they can have that time to really remediate on those core area they need support in and that I think that's going to yield some great result in bringing that beginning learner down for this upcoming school year with math again you know the assessment change and we see that the we we see a great great u change right there with beginning learners going to 40%.

015But we see and we see our developing learners when our kids are moving towards proficiency. So we we are interested to see how those kids would perform in seventh grade um next year and see how those kids move especially with that big increase in developing learners and hoping that they'll move more towards proficiency in the middle school because with they have that they have more time with remediation during their panther block where they can get the uh get their remedial skills and all those foundational things covered with their RTI tier 2 tier three intervention. Same um thing here. It did not calculate the reading, but we can see overall that we got to make some adjustments with the past fail. We going to bring to you um for at the end of this school year

016looking into next school year. Mr. N already gave us directives to bring you ABC ratio so that we can see what are they passing, but what are they passing with and put that in correlation with the actual um um EOG milestones, EO G and EOC. We're gonna pay very close attention to the uh time in class. Same thing looking at tier two, tier three, looking for look fors in the classroom and really giving our teacher what they need to help support make sure it's standard based um classroom. Seventh grade going to Sumpter County middle school and we're looking here at our beginning learners. It increased um but we we we're looking to put a lot of great things in in place. We talked today about master schedule again. Um this is um I hate to

017say it like this, but it's dead data. We're just going to look at it and make determination for going into next year. We have a um looking at our development learning, we dropped the 26%. Um looking at the proficient, we got 14% and distinguished at 1%. But we got a lot of leeway we're going to make with looking at the instruction, looking at the um the master schedule and making sure all of our kids, these kids would be eighth graders, looking at the eighth graders and seventh graders and giving them remedial remedial courses and offering it to uh vast majority of our kids. Me and Miss Thomas look today at our EIP RE. So we're going to offer all of our kids try our best to offer as many as we can all of our

018kids IEP support so that they can get the foundational skills because we see that there's an issue with foundational skills in the areas of reading. Um math we see we're we're there. We saw a great change from 2021 22 to 24 25 going from 57% beginner learners to 46. And we're going to take this year to look at all the things we already said about reading and hoping with that panther block panther period giving them what they need through our tier two tier three intervention and making sure they get the support they need. So the next conversation we'll be having looking at data we'll be bringing you a decreased number of beginning learners with an increased number of developing but definitely looking to increase the proficient learners and distinguished learners. U looking at eighth grade

019got the same same story just different kids. We're looking at the 41% in 2122 to 43% just a two-point increase but we're looking at what we're going to put in place with the master schedule and all those interventions to get these get these numbers down. Um and it's it's it's the same story. We're just going to put these things in place and we're going to monitor it to make sure that we get the kids what they need. I truly think that we got to get them uh the remedial period built in so they can have that time to stay so they can focus on their tier one content in the regular class period. Math again we see the math is trending down which is good especially after 22 23 we down to 42% in beginning

020learners um we we see a slight increase in u developing increase in proficient we just working again to do that same plan that plan I think will address all of our uh inconsistencies here but we're going to make it move in the right direction in a grade so a decrease I'm sorry >> for the um seventh grade and eighth grade ELA and math. We didn't get a um pass fail rate. >> I didn't I didn't have it from the school to to be able to produce it. I make sure it's on the same report where we bring you the pass u the reading on grade 11 or grade level. I make sure all that I'm taking notes so I can make sure you get it on the next time we meet. >> Okay. >> We

021will make sure you have it. So any any questions y'all have Miss Bimis or any other board >> members >> specific things that we're not addressing in our presentation y'all just make a note let us know and then we'll make sure we'll get that particular date >> I just noticed we had a pass >> for the rest of them. Yes ma'am I'll make sure you get on the >> eighth grade. Yes, ma'am. We'll get it when you get to read on grade level. All grade level. >> And as you all are analyzing, and I'm quite sure you all done it, just hadn't brought it to us >> in your analysis. Do you know what's working and what's not working and what's your next step? >> Specifically, what's working? >> Do you have y'all analyzed what's

022working and what's not working? We're in the middle of the we're really working on the analysis now. Um really to determine what's working and what's not. We really looked at trend data. We looked at reading statuses to be see within that developing within those developing numbers. Even though our goal is proficient within that developing many of those kids are at grade level. So really trying to figure out what do they need so that they can become proficient. So really just really looking at what the domain say and then we're moving to what do we have that's already working and what's not working and what are we doing fidelity so that we can make sure that it's not working >> because if we're we're starting off school and if we know this is this has worked

023we want to keep this this is not working we don't want to keep doing this we're gonna keep getting being stagnant. >> Yes ma'am. So we got to identify >> Yes ma'am. And so with that, Miss Hamilton, these first the first um month we've been working on the cultural piece and building the relationships establishing the standard operating procedures pretty much getting on getting everything organized. And so we have our schedule collaboratives where we have our principles, academic coaches, APS for us to be able to go the next step with this particular data piece to bring them in as what's working, what what was trending, what's work, what worked, what did not work. And then of course, as this way was mentioning, getting our schedules together to make sure that we're able to offer those particular

024things and the instructional times. So then when we identify those things, we're ready to be able to move ourselves forward and take the things off. >> When's the next cycle where they determine um I know they were on a three-year cycle. When's the next one where they determine who's on the list and who's not? >> Do y'all know is it >> I don't know that. Uh >> this year or next year? >> I'll have to double check. three year those schools that were on the list had three three years right >> yeah and I think it started last year so I think we've going on to next year will be the final cycle of that but I'll get the exact date to let you know >> Mr. Uh Senator, who who keep track of all

025this? I mean, what's working and what's not working >> instructionally? >> Yes. >> For curriculum instruction. >> Yes, sir. >> The the associate superintendent role in our curriculum role. >> Mr. Sanders, you said something a while ago, and you know, I'm new, so I'm trying to figure out some of this stuff. Dead data. What exactly is that? >> You said dead data. What exactly is that? >> Lagging data. >> The data that's already taking place. We can't >> we can't go back and fix that particular piece, but we can take that to inform what our next steps and what we need to do moving forward. >> That's kind of why we look at trend data at this time of the year to see what trends we see like what's happen what's been happen happening over

026the years, what's working, what's not working over the years, trend data right now because this is lagging data. Uh we can't go back and redo this. Um, but we can make improvements to what we do so that we can get improvements in our going forward >> and and give you an answer, Miss Hamilton, to try trying to reflect and doing a curriculum audit. And we got a we got a audit and >> my next >> Yes. You must have read my mind. >> Oh, yeah. I think about what I've been reading. We got a curriculum audit and we're trying to figure out the things that we got are working and making sure we keep those things a breast. And um we going, you know, it's some things that we going to see here that, you

027know, we're actually having to look at to make sure we're purchasing the right equipment to get the kids what they need. >> That was my next question. We bought so much. I know a while back y'all supposed to have done a an audit. >> We done the audit >> to see. >> Yes, ma'am. >> I was going to ask you. So we we we we've come we've have the audit is now taking that particular information and cross reference it with the performance and what's happening with the teachers to be able to address those particular pieces >> with all the programs. I mean one might have been a couple of months ago all the programs that we purchased I asked are those programs keeping up the ones that proficient distinguished and are we correlating all that

028with all the data that we have to be to push all that back out >> to what we have because we got a lot of programs that we're using. >> Yes sir. >> And are we going through each one of those programs see which working to be identify which child is proficient with developing and put all that data together and be able to move forward with >> Yes sir. >> Okay. who monitors the usage of those programs >> and collects the data to determine if it's working. If it's like if you taking >> 10 different medications, you don't know which one's working because you're taking 10 different ones. So, which one's working? >> The way it's structured, Mr. Knight, we kind of mentioned already is that our collaborative start. So, in the collaborative, we meet

029with principles, then APS, academic coaches. So everybody brings a layer of that data that they share at their school. So they collect the data, but we really oversee the data and give them what are the next steps with the data as well as well as knowing what programs are going to what kids like what kids are getting with programs. So really all of our leaders um TNL leaders and all of our admin in the school with the academic coaches monitor that. So with me being brand new, I'm just just following what Miss Thomas saying. I'm just with Mr. Knight, he gave me some directives to go through and look at everything. And so I'll be disagregating all that and really lining out who's responsible for what so that we can monitor this and give you

030a direct answer to who's monitoring what and how often we're doing it and what is it yielding. And Miss Knight had me, he tasked me with that, >> right? What does that monitoring look like? >> Yes, ma'am. He I've been tasked with that. So, we're working on that right now to tell who's doing what, how often are we doing it, and is it making any is it getting any results? So, I'm following his lead on that piece. >> I will say even from our our previous walkthrough data, everything that we share, a lot of things we have in place. So, for us, it's really moving from compliance, is it happening or is it happening at a high quality? Like yes, they are having collaborative planning. Is it happening at a high quality? Yes, we see

031the standards, but is it happening in the we see the standards listed in the classroom learning targets, but are these things happening at a high level for all of our students? So, uh really changing from compliance um to really making sure we get down to what really needs to happen. >> Same thing as we move to and the reason why you got two years instead of four years here is because at the far as I can go back in the particular SLDs, it only gave me two years for um science associate. I think it was the same thing we saw in the at the um elementary intermediate school. So this the trend that we have here which is um giving us giving us what we is giving us and we're looking and we're thinking after

032we've done all the analysis and the dissecting and we bring back um the different pieces that we should see why and what we can do to move these numbers forward. >> Um going back to the periodic assessment um what are y'all using? What's the assessment you're going to be using to periodically assess like you do um star? What are y'all using? >> Um in grades I think it's 7 through 12 we pro uh progress learning and the other one will be the kind of whatever the company the parent company for the core program. >> So you all be bringing us some progress learning data. Yes sir. >> And social studies and science. I'm sorry, Miss >> I'm sorry. I just You asked a question what we'd like to see. I mean, I I'm It's It's

033interesting because I like to follow a kid or a class. So, the sixth grade class in math in 2021 had 54% a beginning learner. the seventh grade class. >> You followed the cohort. >> So that's that's kind of where I'm headed with this. So the next year there were 43, >> excuse me, 46. >> I had this >> in the beginning. >> I had this conversation today. Um me when I was in my office, someone was saying, "Are we following the cohort data?" >> Yeah. So I'm trying to get the kids in this class every year getting better. >> Right. Yes. That's kind of what I I mean it's hard to follow in this format. Yes. Could we get a better format? >> We do a cohort. Yes, sir. >> I mean that would I

034mean >> follow the cohort from year to year, >> right? If you had 54 here and you got 46 here and you got 51 here, >> you consider it done. We'll make sure you have it next. >> That's that's the cohort. And we're not we're that trend needs in that cohort. The cohort needs to go down. apples at apples and oranges at oranges following cohorts of kids and whether or not those cohorts of kids are moving from year to year. That's correct. >> Instead of the different cohorts measuring one cohort versus another. >> That's correct. I mean that that's kind of because what good does it do if the kid >> is if we don't take a group of young children and move them >> correctly through and the cohort trend is >> going in

035the right direction. >> Gotcha. Absolutely. Yes, sir. Right. We'll have it. We'll have it ready for you. >> Thank you. >> You can look at the high school and um you go to trend for the high school. Um you got the 2023 the 24 and 25. We're looking at 25 is the current green is the current year. Look at green. We have here in the area of biology we have here um 61% at level one. Um you have the developing there at 25% current year but this past most recent year 12% um proficient 1% uh distinguished >> we got American lit we're going to pull the same data for you Miss Bivvens for on grade level >> the reading status >> reading status for all our kids we'll pull that for you we have American

036lit here at you know 51% at develop at beginning we got 34% at uh developing 14 at efficient zero distinguished and you have your algebra one which is 49% at level uh one and 31% level uh two which is developing level three would be 15 the expected level and then you have 4% at at distinguished and this is the algebra one data um from the high school >> what we gathered the reason why I went through these all together. We had a conversation today um about we we're meeting with uh we're meeting look at the master schedule tomorrow. Um we're going to look at this schedule tomorrow to ensure that we incorporate remediation uh in the schedule and to make sure we get that remediation piece for all the students and and get that lined

037out with the uh counseling staff and everybody at the high school. and also looking at u the core curriculum pieces to see >> um say a child that's in algebra and you're looking at the remediation piece they're not going to be in algebra again so you know what I'm saying they that's as you say they dead they gone that's another group got to take algebra so what specifically are you all going to be looking at >> well looking at the kids that are coming to algebra which is nth grade we talked about it today um because they're on a 4x4 block we and offer uh remedial math first semester and um then offer them to go into the actual testing area second semester, giving them a full 90 days of remediation um to give them

038what they need the prerequisite skills they need to be successful and then they go and take the actual assessment the second semester. It also it'll also I'm sorry to cut you off but also to help if we know kids were struggling leaving the eighth grade and then they enter 9th grade and take a year alpha math and then go into algebra and concepts then we want to try to provide them with some math year round um so that we feel like that'll give them a better change. >> Also going back to your point is that they're leaving and they 49% with level one that 49% need to be going into geometry remediation first. >> Yes. because we already know they going out needing support. So, we we're going to look at that tomorrow with the

039counselor and it's nothing but a jigsaw and we the team is ready to take it on. They already know they're coming and uh I actually got clearance today from Mr. Knight to go ahead and take make that meeting happen tomorrow uh to make sure we focus on the high school with it being a special situation with the 4x4 block and they have time they actually have a panther period already built into their master schedule. So, want to see exactly what's going on during that panther period. Is it a period where we're actually doing remediation on these skills? Is it schoolwide literacy? Is it schoolwide math? We want to just give them what they need and we'll do a focus and make sure we monitor that focus >> cuz if it could be that instead of

040the child having to take a whole semester of remedial and then maybe I can take it during panther period. That's my remediation and I'm not >> right. So we we'll look at we'll look at them on that. But we're going to base all on their eighth grade math scores. >> If they're severe, they'll probably need a whole semester. If they were bubble kids, they probably need panther, right? >> And that's how deep we going to look at. >> Yeah. Maybe those beginning a lot of them right there. That's all. >> Yes, ma'am. >> So whatever. >> US history. >> Um and here again, the plan of action. um this high school review um the core curriculum for 9 through 12 have some conversation do some survey get some perception data um and look at some

041other thing the main thing is is going to take place tomorrow is review master schedule to ensure K ensure that the mass um we're maximizing instructional time for support so that meeting will take place tomorrow so that you can know this is very important we already scheduled to make this happen any question for instruction >> go back to US history right quick >> yes sir Um that's a very tall green number in beginning learner. Do we know why? >> Was there we had this conversation today having that increase by 20% from year to year. >> Well, we requested today u we talked about this today. Um and um we we requesting to see the teacher that are teaching these classes. I want to see their certification and just checking out all those things and making

042sure that we're putting the best going back to I think Mr. Kier said it. We're putting the all the students with the best person that can provide this instruction for the students and making sure that we got the best scenario and making sure they got the resource that they need and they're utilizing the resources that we are buying and also make sure they're collaborative planning which I've been in a steady group or two is it is going good but making sure it's identifying specific needs. I think once we get that piece nailed down we're going to see a drop with that and again I will um have that conversation tomorrow. We're going to have those very intent intense hard conversations and we got to see something happen because again that's a that's a tall tree

043to cut down right there. But we're going to do our best to touch on what we can to get it addressed. >> If you really think to scheduling, go ahead and hit scheduling tomorrow because scheduling could have definitely impacted when students had US history, how many students were in the class. So, it's not just about the scheduling, but it's about how many kids might have been in that class during that time and who was providing instruction during that time. Um, and what resources they actually had to provide the instruction. >> Do the teachers have everything they need. >> We got CI Wednesday. We're surveying and we're going to we're going to check on we got the we have our audit that we're looking at, but also asking because that's one thing, Miss Knight, make sure

044you're clear that we don't want anybody say you don't have what you need. We get you what you need to be successful with the students. So we going to ask those questions of the principal to go back and ask the teachers so that we can assess and make sure this this is unacceptable and we want to make sure that we support the students and give the teachers what they need to be successful with the students. And so the high school is a different it's a different layer of we we got to make sure we support them how they need support. But the number one step is looking at that master schedule because it's all about scheduling at a high school. >> A big piece of what the question Mr. the in things that they requested.

045They they have what they requested, but sometimes we have to make sure they have what other things to make sure that we're addressing these particular areas. That's what we going to do. >> And and I and I guess I'm just a firm believer if they would utilize the state's curriculum that inspire it has everything they need >> broken down >> to be teaching what what's expected because >> they say they wrote the they helped wrote the assessment. So we really ought to be following following >> by another program. >> It's not it'surriculum everything they need >> everything from the state the state developed. >> We got you. >> Okay. >> All right. >> Any other questions for us? >> Any other questions? And so here again, the information that we were sharing was tied directly

046back to um our board goals and our governance team information from our strategic planning. Um other areas that we've identified as a governance team of other data that we would like to have, we will definitely have that information to be able to share with our governance team moving forward. Um because it is very very um good information to make sure that we're on top of and moving moving the needle for our students across the board. All right. So my next goal area is um goal area two high quality workforce specific. >> There m I did not see anything pertaining to our our goal we set for GMAS and how whether or not we were meeting that goal of 10%. >> We'll have that particular percentage data and so where we'll identify third grade reading or

047ELA met or did not meet based on what the goal was last year and we'll have that information for you. >> Okay. I wrote it down. >> Okay. >> Yes, ma'am. >> When we going to get that? >> We could have that for you by Thursday meeting. The goal piece >> and whether or not we met the goal, we can have that by Thursday's meeting. >> We also want the other day, the other question answered by Thursday. >> I know specifically the goal areas >> and we'll work toward the other ones. >> And we pay Reese a lot of money. We need to be utilizing their services. They got some content area people. we pay get them come over and work with our teachers. >> Okay. So, goal area two um as I mentioned before

048this particular goal area um we specifically um address high quality workforce specifically the two areas for us our recognition program um as well as our evaluation process. Dr. Simon is going to base and talk with you. You cannot have a positive life with a negative mind. Good evening. >> Good evening. >> All right. So, we want to address goal area two of high quality workforce. With that, we want to really horn in on the recognition program and the evaluation system. So I think you have a did did they receive the handout inside of the >> so in their folder >> the creation of the handout came with the thought process of really putting something on paper so we can have this as a guide for our recognition program. I'm going to say this and then

049I'm going to move forward with me uh being an administrator going through COVID as well as being an administrator going through uh a serious incident during the Dhy County uh early 2010 days. This is needed for our culture and climate for our teachers as well as our staff. So with that, the actual program overview gives you something that is definitely needed to really boost up the morale of our faculty staff as well as when you do that, it rubs off on our students. So you see the first with the second bullet gives you a monthly uh recognition uh process. uh we do that with the district level as well as the uh directors and then we have the individual schools that give uh recognition to those uh deserving individuals that have gone beyond the call

050of duty. So a couple of samples of what we do with the Sumpter County Schools recognition program. Uh we as I stated the individual schools uh as well as uh staff members, directors, but certain things we also have done with the retirement and we are doing something that I did not know we did uh with uh being baptized in this um with the community and business stakeholders of the month and that has been uh uh definitely a pleasing part of what we want to do moving forward. The annual celebration comes with the staff uh and director of the year and we have the director of the year sitting among us. So y'all just tip tip y'all hats off to that beautiful young lady that that's sitting to my uh immediate left, Dr. Ingram. And we

051are moving forward with trying to uh start off with the teacher of the year program as well. So that'll be coming up shortly. Evaluation is essential to where we need to really use as a tool to teach and coach our teachers to become exemplary in their craft. With that, it's not a I got you moment, but it's a moment where we try to make sure that we get the best and brightest and we develop inhouse. Along with the evaluation program, this process is exercised with all our employees, not just the teachers or the pair professionals. So if we have a custodian, they have an evaluation. If we have a maintenance person, they have an evaluation and we do that every year. And as well as the directors and the supervisors go through a process where

052we do uh evaluations uh through orientations, familiarization, all those stages that we do in the basic state as far as giving them a sumitative as well as a pre-conference, a midconference. all that is across the board with every employee in our district. So all personnel evaluation we have to develop a and be a part of the performance goal which is linked to our district strategic plan in our system as well as professional growth and learning goal linked to the self assessment. I'm going to give kudos to Sumpter County again because uh one thing with me coming in uh from the outside in, this has definitely been uh a learning tool for me to really express what I need to grow professionally as well as developing a learning goal. Other key evaluations, we have counselors. Um,

053now I did mention one, but I'm not going to go into it in reference to counselor keys that the state have, but we I know that's something else. Media specialists go through evaluation, classified staff, like I stated before, like we said, all staff, falcony, and teachers go through an evaluation process. Are there any questions at this time? >> Yes, sir. Mr. L, we started um a recognition, a service award, and we gave service award pins. What happened to that? >> Yeah, we'll follow back up on that. >> We'll follow back on up on that. Piggy back on that for it to continue. >> Oh, so we had cut it out. >> No, we didn't we hadn't cut out. We just hadn't done it yet, >> right? >> Thought at the end of the year, even

054if we did fiveyear increments, but I think to recognize to recognize our people. Yes, ma'am. >> Yes, ma'am. >> is vitally important, right? >> It is. We >> It's still a part of our our program. >> Mhm. >> We give out. >> That was just a sample of what we do on the uh >> pre we haven't given them out, but that's still a part of our program. We haven't discontinued. >> Okay. So, when are we planning on giving them their service? >> I'll get with Miss Mr. Dr. Simon on that. >> Okay. >> We haven't discontinued. >> Okay. Thank you. Okay. Thank you, Doc. Certainly appreciate it. And so the next goal area for us um we are addressing supportive culture and positive climate. We can give it to Dr. Davis. And so with

055that, um our supportive culture and positive climate um some key tenants from that particular area for us is our caring adult program. um also addressing for us our district and school level supports um as well as um for us our restorative practices and our district um PBIS planning. >> Good evening. >> Um so our 2526 attendance >> well let me let me cover this particular piece um here again our expectations um as it relates to the attendance um for us across the board. The very first thing is making sure that we are addressing our attendance policy across our entire system so everyone knows what that policy is. So I'm just going over what we establish as the expectation in all of our schools with our leaders and our staff there. Um the other part of

056it is our attendance protocol ensuring that everyone at school level is following the attendance protocol. We identified for us the specific data pieces that we want to be able to to track and monitor for us across the board. And this particular data is linked back to CCRPI as well. I'm looking at a number of students who um are missing um less than six days, number of students that are missing more than the 15 days. Also addressing our average daily attendance and our chronic um absentee rates because those are key um indicators as it relates to our CCPI. Um and so we want to continue to address that. We utilize our data teams to be able to identify based on the data on where we have some specific areas that we want to address and determine,

057you know, what may be some of the student causes as it relates to attendance or what may be some of the adult causes as it relates to attendance. Because one of the things when we start looking at improvement plan, sometimes the attendance may not necessarily be a student absent. It may be the teacher didn't take attendance um at the appropriate time and go back and and log that. So we just take a look at the attendance piece and take a look at the root cause to be able to find out where we are there. We also um want to be able to address utilizing here again our program that we have in place our panorama ensuring that everyone is trained and also following and utilizing that program to be able to um track and monitor

058how our students are performing. be able to look at the established number of of attendance or absences per quarter so that we can make sure that we stay on target with where our students are um as to as it relates to promotion retention because we know that that impacts promotion retention as well so that we can identify early on when students um have attendance issues so then we can be able to continue to communicate with both the students and the parents as to where their child is as it relates to attendance. These were the expectations that we established across our district with all of our leaders in our schools. And so we wanted to make sure that we shared that as a part of this particular process to know this is what we're expecting to

059happen across this district. So now we move on. Doc, you can move on to the remainder of the seal uh component. >> So this is our 90-day plan. Um >> is she new? Who >> is she not new? >> No. >> Okay. >> Dr. Davis, Dr. Adrien Davis, district social worker. Yes. >> Okay. All right. >> She got It's less of her. It's less of her. >> All right. >> Yes. This is my 20th year. >> All right. >> So, this is a 90day plan for our climate and culture. We're going to focus on attendance, the caring adult program, and SEAL activities for adults as well as our students. Oh my god. >> Okay. attendance performance for 2425. So, our goal for the 2425 um school year for our average daily attendance was 95%. We

060actually only attained a 93.94% for our average daily attendance. Our chronic absentee goal was for five was 5% or less. We actually got 5.89%. Our key focus going forward is strengthening our early warning system as it relates to attendance, targeted interventions, and family engagement strategies. H >> how do you all define chronic absenteeism? >> Missing 10% of your enrolled dates. >> Do y'all know how many kids missed this past year? >> Um I don't know right off the top of my head how many students it was this year. >> Can we get that? >> Yes, ma'am. Absolutely. to have it broken down by >> grade level. >> Yeah. >> Grade level or school. Yes, ma'am. >> Those kids that miss that 10% cuz that's that dings us, >> right? >> Yes, ma'am. It does. But

061we we aren't, you know, with the new attendance law, we are falling under that 6%. So, that's that's how I credit. But yes, ma'am, I'll definitely get that data for you. um our climate surveys. So, our school climate surveys every year our students, teachers, um faculty and staff have to complete our climate surveys. And based on that data, um and comparing that with our caring adult program, I'm proud to say we had over 3,464 students connected to a caring adult. However, based on that climate survey, we looked at on the elementary level, the percentage of students um feeling comfortable going um asking an adult for help. Our target was 78% and we actually had 92% of our students that answered that question favorably. In the middle school, high school level, the percentage of adults that

062show they care about students, our target was 73% and actually 90 1% of our students answer that question favorably. And for the middle high school level, the percentage of adults that show respect towards students um our target was 73% and actually 91% of our students answer that question favorably. >> Does that have to do with and I guess in my mind I'm a student and I know Mr. Kier is my purse, my go-to person. Is that is that how that caring adult? >> Yes, ma'am. Each student is is matched with a adult that they feel that they can go to if they're having any issues in school. That is their person that they can go to and talk to. >> So, how do y'all monitor measure that? Cuz I understand that question. That could be

063somebody they really like that wasn't even assigned to me. Yes, ma'am. So, this >> the effectiveness. >> So, am I hearing you correct? How do we monitor if they're being connected to the adult? We have built-in time where they can meet and and connect with their caring adult and within and like when we have new students that enroll, they have two weeks to match up a student with an with a caring adult. >> Is there some type of survey done for that? >> This year, we will be doing um impact um surveys. Yes, ma'am. Great. >> Is this the survey 100% of the population or what's the survey number? I mean, it's percentage, but is it 100% of the students? >> No, sir. 100% of the students did not complete the climate surveys. >> Okay.

064So, what percentage completed the climate survey? >> I don't have those numbers, but I can get them. I can get the percentage that actually completed. I mean, so I mean what I'm I'm asking I guess my question is 91% of the high middle high school students said everything was good. What is 91% representative of of the population of those schools? >> Got sir. >> Sure. >> I can definitely >> Does that make sense? I mean you're giving me a percentage, >> right? But I want to see a number that that's based off of versus >> if you got a thousand and you only ask 200, >> right? >> That doesn't mean a whole lot when you say you got 91%. >> Sure. >> I don't want to give you I want to say it's 759

065students, but I don't want to >> You understand? I'm asking the question. A percentage is great, but it's a percentage of what? >> Yes, sir. Absolutely. >> True. >> Yes, sir. I know it's offered to all students, but >> understand I'm that's why I'm asking the question because I'd like to know it's offered to all how many took it >> versus how many. >> So So to determine whether or not we have a great representative sample from the population >> is important, >> right? >> Yes sir. Absolutely. um student safety perception on the same climate survey. Um on the question if students always feel safe on the elementary level um the target was 64% 83% of our students and again I would get the um total population of students that actually answered the survey on

066the middle and high school level. The students that feel safe on the bus the target was 63% 81% answered favorably. There was a mark improvement in safety perception surpassing targets by wide margins. >> Y'all didn't do the survey at the middle and high for feeling safe at school. >> Say it again. >> I see the elementary feeling safe at school. You didn't do the middle and high for safe at school. I see you did bus >> so >> but not at school. >> So the this data is actually ti uh derived from our district improvement survey. And so we had targeted questions that we picked from that survey. That survey is like 30 40 questions. We only picked certain questions under climate and culture that we looked at from that survey. We didn't >> feeling

067safe at school is a good one. But I'm saying how do the middle and high school kids feel? >> Um I didn't look at that data yet. >> That's what I'm talking about. We did the elementary, but how do the middle and high school feel? >> Yes, ma'am. >> We did them on the bus, but we didn't do them at school. That was my question. >> Yes, ma'am. I'll definitely have that data for you. >> Thank you. >> This is our Panorama um survey results from our staff and teacher well-being. Um our staff belonging um pre our previous year it was 67% we went up to 76%. Um as it relates to our staff well-being um it was 64% and it went up to 76%. as it relates to teacher well um belonging it was

06861% and then it went up to 64% well-being was 64% for teachers and it went up to 68% our student competency trends and our panorama um survey results so we looked at these um tenants social um emotional regulation self-management social awareness and self-efficacy We had gains in second and third grade and seventh and eighth grade in these areas. Um selfmanagement was the strongest growth among our 9th through 12th grade. Social awareness was mixed result with modest gains and then self-efficacy was incre most grades but early grades needed more support as it relates to self-efficacy there them believing that they can actually do the work. So overall upward trends with targeted SCS seal integration needed in our younger grades. Our 90-day action plan for attendance. Um we want to launch weekly attendance monitoring with principles. Um

069Panorama allows has a dashboard that principles can look at at a glance and see where um their students are. So we're definitely making sure that we utilize that. implement targeted home visits for chronically absent students and incentivize high attendance at class and school levels. The caring adult program maintain and expand the mentor student matching tracking and introduce monthly check and connect events. And those events we will expand those to make sure that we have time that the students will um be able to check in with their caring adult. social emotional um activities for students, maintain and expand the uh the mentor and matching tracking and sumpter circles. Those are community circles where we center student voice where they will have a a prompt and the students will convene a circle and they will go around

070and answer that prompt. As it relates to SEAL activities for adults, morning mindfulness and gratitude moments, three to five minutes daily or weekly guided breathing, stretching or gratitude prompts over the PA system or in staff meetings um can be led by staff volunteers. Again, the circle up meetings, monthly sumpter, restorative or community circles for staff to share successes, challenges and ideas. It builds relation relational trust and collaborative problem solving and positive post-it campaigns. Staff leave encouraging sticky notes for colleagues in common areas our mailboxes. It creates a culture of appreciation and belonging. >> So everybody's expected to do that. >> Yes, ma'am. That's what we're going to be pushing this year. Um wellness Wednesday. That's um definitely um Smpton Middle School took advantage of this. They had a wellness Wednesday newsletter um that they utilized

071and um they will continue that. Um story swap during lunches and shout out walls or virtual kudo boards will also be utilized. Emotional check-in boards simply checkin charts and staff lounges where adults can place magnets or stickers to share how they're feeling that day. It promotes emotional awareness and empathy in schoolwide acts of kindness. Um staff edition a theme week focus on intentional kindness acts toward colleagues, small gestures, compliments or supports. Any questions? Yes, ma'am. >> I just want to know um we talking about student attendance. >> Yes, ma'am. What happened when the teacher missed more days than the student? >> What happened? >> Yes. How how that work? >> When the teacher >> How does it have? >> Yes. Yes. The impact on the student. Yes. >> Um I know the well research says

072that it it does impact the student. um definitely in a negative way, but as far as what happens, I'm sure that's taken care on the principal level through their evaluations or whatever because at this time 90 our teacher attendance average daily attendance should be 97%. >> So teacher absence is addressed um through the evaluation process by the administrator um under the area of professionalism. Um that's one of the specific things and now here again that's another piece of data miss bivvens that we have to go and correlate um to look at when it as it relates to student achievement um and how the students are performing and then look at the teacher attendance and see whether or not that is impacting um the students um academic performance as well but from a standpoint of what

073happens that is addressed through the evaluation process >> not what happened to the teacher how does it affect the learning >> it negatively affects the learning um as based on what she mentioned about the research in terms of when the teacher is absent a significant amount of days, 10 or more that it impacts whether or not it's it correlates with whether or not the students receiving instruction relative to what a veteran teacher or a novice teacher and so that has an impact on the student achievement based on what their research says. >> Yeah. Situation like the teacher needs more >> Yes, ma'am. >> than the student and then missing instruction. >> Yes, ma'am. >> And Mr. tonight. Um, if we could get at the end of each quarter kids that have chronic ab the number

074of kids that have >> chronic absences. >> Yes. Of course, you know, we >> of each nine weeks. So that Yes, ma'am. That's one of the one we talked about what the expectations were um and having that particular information the schools are are getting that we'll be able to provide that in our quarterly monitoring updates um for the board on those on that information. And we're also notifying the parent early on. >> Yes. And that was a part of what that expectation was. Um for us first of all to identify who those students are um and then providing the necessary intervention supports for them but also to communicating with the students and the parents as to what their progress is. >> And yes sir, >> that was on that expectations. Um >> I just know

075one time we had this big thing at the end of the year. Yes. um parents were concerned about, you know, not having that communication right throughout the year on, hey, you know, my child makes X XYZ and now now we're at the end of the year. So, just making sure that >> and we follow the attendance protocol and our protocol outlines what we do at each absent. >> Okay. >> Yes, sir. >> We have it. I don't we following it but yeah and if we could know how many kids in that quarterly report how many kids are in >> um attendance >> support right at that you know there are meetings being held on these kids now >> yes ma'am >> if we can know that how many have reached that point >> yes >>

076yeah I'm sure everyone's following Yes. >> Thank you. >> All right. So, the next area for us under this same category is centered around um our discipline and behavior. And so, here again across our entire um system. Um one of the expectations that we um outlined for us across the district first and foremost is that everyone is following the specific policies that are linked back to um our discipline across the system. And then of course the next area for us is to ensure um here again the code of conducts outlined in our handbooks and each every school is following that um we're implementing our positive behavior intervention supports PBIS um as a framework across all of our schools here again having the data teams to be able to track and monitor key data pieces um

077that relates to um um discipline across the system um as it relates to um the number of panorama um referrals because we have both Infinite Campus and Panorama um those particular um systems and platforms that house the the discipline data. So we want to make sure that we're cross referencing what we have in Panorama um with what we have in Infinite Campus identifying in terms of the in in school um interventions um and the number of days that students are in those out of school um suspensions identifying those particular areas. Well, making sure that we identify the data teams that's looking at the data to determine what are the root causes for the major issues, whether it are are student issues or whether the adult issues. Um, and we want to be able to be

078to that we're addressing those here. Again, utilizing Panorama um as our specific tool across our entire system and then ensuring that we're addressing the restorative practices um as part of our um discipline framework across the board. And then of course making sure that here again the celebrations are taking place. Um this is also what we mentioned the celebrations for attendance, celebrations for academics, celebrations for discipline and that that other key component um always can make make sure that we're communicating um to the student and the parents as to what those specific issues are well in advance so that way we can head off any um specific issues from being major problems on down the road. And so these are the expectations that we've set forth with the administration in those particular in our schools as

079to what we're expecting to happen across the system. >> Mr. Knight, with the panorama, I I know you say all everything goes through there. >> That information isn't sent to the state is >> no ma'am. >> What comes out of pan panorama with discipline that is entered that will go to the state. You know what I'm saying? Because we have to report, right? >> Well, well, what happens is >> Yeah. What's in infinite campus is what goes to the state >> nothing from panorama >> panorama dating doesn't go to the state. >> Oh, okay. >> Panorama data doesn't go to the state. Our infinite campus data goes to the state. >> So nothing in panorama is in infinite campus. >> Yeah. Go ahead. >> I'm trying. >> Good evening everybody. >> Good evening. Okay. Um

080what we we strategize what is um based on the problem steps that each school has minor major. They work through the panorama. If there's something major that needs to be reported to the state based on their problem solving methods in their school, then they put that in infinite campus and it integrates back to the panorama. So panorama is more like a working system where you are building those supports, you're working with the students, looking at holistic data to make um those significant plans for behavior, academics and attendance. So that's that's >> so to get back to your question as it relates to um each school has a specific matrix and um they have a levels of progressive discipline. So the very very minor minor things that go in infinite campus don't necessarily I mean go

081in and panorama don't necessarily end up in inside of infinite campus. Those major things or a collective amount of things that happen at minor level from panorama end up in infinite campus and those are the things that actually go to the state. So a teacher can write a student up as a disciplinary issue and it not it just stays in panorama doesn't go anywhere >> depending on the level of it and based on how the school operates. could possibly just >> it could possibly be >> a pattern a pattern of behavior looked at it and depending on how it's defined Miss Hamilton if it's a one of those levels or is it here based on what the school has set for as far as their process because if someone is chewing gum that may not

082be something necessarily needed to go into infinite campus if we can build around a child to teach him better ways to appropriately do what he needs to do. >> There are things that there are there are things Yes, ma'am. There are things that are in panorama >> they're looking for, right? That does not that does not come um into um Infinite Campus. >> Okay. >> So, but they but they are establishing what those particular incidents that will go into infinite campus that the administrators will be addressed and that's already established in the matrix, >> right? And u teams >> each school has a matrix >> discretion. >> They have their own they have a different matrix. >> Okay. >> Right. And the teams um the way we have our teams operating meeting monthly and scrutinizing

083that data they can determine what student needs what or what teacher needs what teacher needs that support based on that data in panorama. >> You want a teacher and sometime you hear what you say they wrote a child up. Yes. >> Right. Yes ma'am. And that's something we're >> and that's just something >> and the right wasn't there and nothing ever happened. >> And that is an action kids to know. >> Yes, ma'am. That is an action that we really working toward to improve. >> Yes. >> We want we want all eyes on data. If we can get all eyes on the data pieces, we really can make a difference. Because numbers to me, they're just numbers. I want to get down. We're all on the same page of what you're thinking. We want to

084get down to what the behavior is and how we can get those supports in to help the student change his behavior >> and and at the same hand let the teacher feel supported. >> That's right. >> And that's what that's the driver action that we really pushing this year and Mr. um >> our new associate superintendent is definitely on board with it also. >> So we're going to move on. >> Has have all the teachers been trained on restorative? We're we're if Yes, ma'am. We're going to get to more of that in my session if we can. >> Okay. >> Yes, ma'am. Sorry. Okay. >> Um when we This is transitioning into culture and climate moving forward with our area. When we talk about climate is how we feel, how we feelings in in the

085school, you know, the day-to-day atmosphere, relationships, experiences in the school. Are we safe? Are we respected? Are we supported? That's what we mean when we say climate. When we talk about culture, it's how it's done. The long-term shared values, beliefs, traditions that shape those behaviors and decision making. Uh even the culture of being a Panther, that's culture. We want to be Panthers, right? >> So that shapes your culture, those beliefs, the values. Okay. Looking at goal area three um performance objective three initiative one we implement positive behavior um supports PBIS the goal in this area is to increase the fidelity measure of PBIS implementation by 10%age and one of the tools that we use to measure that is our TFI TFI is is our tiered Fidelity inventory uh it's a measurement uh that we take

086a tool through observation where we visit schools uh to the extent to which personnel are are applying the core features of PBIS we want to know if they're implementing it with fidelity and so we look at certain components of that like the teams the teaching expectations the data systems how well we involve the families in the process. Those are some of the measures that come under the TFI, the tiered fidelity inventory. And as you can see in FY23, uh the first column, that's where we were. Um and and then if you go to the last column, that's where we ended last year based on that tier fidelity inventory. Okay. So you can see um with that particular goal there was a 10%age increase based on where we started. Okay. The next initiative is initiative two

087how we implement events such as our honors day monthly socials nineweek celebration to celebrate success because we know when praises go up blessings comes down. And um we know our students, you know, they they come in, they do the right thing, they want to be praised for that. They want to be praised daily for what they do. And that is kind of what shapes your culture and climate. And that's what we want to see. We want to see many students a part of these celebrations. And on last year, our uh winner for the PBIS video was Sumpter County Primary School. as you can see um those it's amazing how our students look when they are rewarded with something they're you can see the the smiles and and that's kind of what culture and climate is

088all about. How do we build in in that area? Okay. The next goal we have is to decrease the number of office referrals districtwide by 10% in our discipline platform. We're looking at um infinite campus data as I explained what goes in infinite campus does integrate back to the panorama as well. Um so in that particular area we can see um from August to May FY24 we start we had we left with 3,748 um FY25 we had um 2516 infractions reported to the state. So that particular goal um was met based on what we measured for that year. That's the whole school. >> That's the entire school. So numbers are what we see. That's you know if we want to see that but at the same time we do want to do what we can

089to help student change problem behaviors. >> So the so the ultimate objective for us across the board um when it comes to discipline behavior is to reduce um the um actual offenses and the type of offenses. So we reduce the behavior issues across the system. That's the ultimate goal when it comes to the discipline. Now we have to have a mechanism for measuring and tracking that which is the office discipline referrals and so but that's only just one aspect of it because the ultimate goal is to reduce the behavior incidents and infractions that we that we can make sure that the culture and climates in school environments are conducent to learning and we are making sure that we're maximizing what happens in the classroom. So that's the ultimate goal is to be able to address

090those behaviors and the behavior incidents so across the board and to be able to provide the necessary supports um for our students and the staff to be able to make that happen. >> So moving to next steps, we will um we will have our districtwide PBIS kickoff the week of August 25th through the 29th. Uh we will also this year integrate the restorative writing component in our inschool intervention because we know writing is weighs a lot when it comes to GMASS achievement and we want to um be able to integrate those practices when students have to attend well be removed from the classroom and going into another setting for intervention. Uh we also want to continue with the ongoing restore to practice training. Uh we've we've uh met with our ISI instructors and we're building

091the schedule to rotate back into the schools to work with classroom teachers more. Um we did have we're we were able to do an overall review with all the teachers last year, but of course we know we have new teachers on board. So we will continue with the ongoing restorative practice throughout the district. >> How often y'all having those training, >> sir? >> How often are y'all having the training? >> Um well in our collaboratives, we do some practices in our multiple collaboratives where it's provided for leaders and is delivered back in the building. But the trainer itself, the main trainer, our goal is to have him to come into the schools to rotate around um starting soon. So that could be um once a month starting. >> Are we going by each school? We

092just choosing what school we going to start with or >> we're going to start uh we're going to it's our goal to do all schools like we did last year maybe earlier in the year then compared to last year when we were trying to step with the new programm has everyone been trained on restorative practices every I would not say everyone at this time because we have new teachers but we >> thinking of new but the staff we had before >> they have majority of everyone who were who were present when the trainer um was there we we made sure that he rotated in the schools to give them that training. Yes, ma'am. >> Everyone has not. >> When you say majority that's still a no. Everyone has not. We made it to all the

093schools and we look we're looking at who was not based on the roster. Some may have missed that day and we we're trying to follow up with that piece. Dr. Smith, there is there a uh data piece that's just centered around PBIS um just to see the effectiveness of it. Is there a data piece that is just centered around PBIS that we can kind of see just the effect effectiveness of the actual program itself how effective it is? Is there a data piece that's just centered around just PBIS period? >> That's what that's >> well we Yes sir. like it's it's some components in this TFIS this tiered fidelity report when we do a walk through there are major components that we look for in the schools when we do our walk through to see

094if it's evidence and there are artifacts that the teams have to bring to the table as well. So it's a lot of pieces in there. I don't mind sharing that maybe in another session. >> Um >> but yeah, >> I guess the question the question that you're having Miss Mr. Jackson is relative to is there a specific data piece that's centered around that ties directly back to just PBIS. >> Correct. >> But because it's so comprehensive, there's multiple a facets of it. This piece right here just tells whether or not um the actual program is implemented to way it's supposed to be instead of the components. But in terms of what the outcome data is, that goes back to the celebration. It goes back to the reduction in office discipline referral. goes back to multiple

095pieces and it's not just one single data piece or data point that points back to the PBIS program, >> right? >> And it's tied up to this piece here because if you're doing everything with fidelity, these these numbers are going to should be shifting. >> Yes. So, it's very >> and and one of the things we had asked with the training of all the teachers wanted to assess the teachers to determine their perception of effectiveness. >> Yes, ma'am. restored to practice but we couldn't because everyone had not been >> well at the there was a sample survey done at the end um we can maybe possibly bring that piece I did remember I promised you that I would do a survey to get the perceptions of the faculty because that's something you asked for and

096we put it out there now did we get a large sample people to complete it no but we got a good sample of perceptions about it >> and I I don't mind sharing and if Mr. Night want wants me to share that >> in a later date. >> Yep. >> Mhm. >> That's good. >> Yep. >> Thank you. >> Thank y'all. >> If I may, I'm I'm getting ready to leave. Mr. Knight and I've already spoken with Mr. Jackson. He will be taking over for me and I will see you all on Thursday. >> Yes, ma'am. Okay. Thank you. Thank you, M. >> Thank y'all for your support. >> Thank you, Doc. All righty. So our goal area four is centered around our stakeholder engagement and communications. So um we will speak specifically to um

097our SA county way communications plan. >> Good evening. >> Um I will share updates on goal area 4 um stakeholder engagement and communication specifically performance objective one to implement and sustain effective communication processes with all stakeholders. Um, initiative one, develop and implement this SCS way of communicating with all stakeholders. Um, to carry out goal area 4, we built a communication plan and have begun implementation. Um the plan is rooted in four communication channels, social media, traditional media such as newspapers, TV and radio, as well as crisis communication and our districtwide communication platform. At the heart of our plan is a simple but powerful focus, which is to tell our story. We want to continue throughout this school year to highlight the great things that are happening inside of S County schools while also implementing a

098universal communication platform to enhance two-way communication. One of the most visible parts of our storytelling is the inside Sumpter video campaign. Um, season 1 showcased the programs and initiatives in our district. Um we wrapped up season 1 um in July and episode 5, a year in review, will release on August 18. Um we are gearing up for season two where we will take a deeper look inside S County schools by highlighting student academics and extracurricular act uh achievements. Um we will also focus on outstanding accomplishments of faculty and staff. Um we have been tracking um districtwide publications for the past two years and um saw significant growth um over those two years. Um this year we're off to a strong start. Uh in July alone we had 23 district publications and 71 systemwide publications. Our

099Facebook reach remains strong um with over 161,000 views and more than 2500 interactions in just the last 28 days. Um also in those past 28 days, our Facebook followers have increased by 11% and we're currently at 1,167 followers. got a YouTube channel. >> Our YouTube channel um continues to grow. Um right now we have 30 um subscribers. Uh a significant increase. Go ahead. >> I think I won. >> I know we had you. >> You subscribed. Yeah, >> I think I did. >> Awesome. >> Great. >> Um if not, then you know our handle is at Sumpner County Schools um at inside Sumpner County Schools for any of the um social media platforms. Uh again um in June I reported that was 13 and so we are seeing that subscriber um increase and so we

100will keep promoting those subscriptions um over the course of this year. Our district Instagram page officially launched on August the 8th and so if you want to take a screenshot or picture photo you can join. I will warn you that we haven't published anything as of yet. So will be up tomorrow. Um we were focused on um releasing the rally video. I am again working with work workbased learning student. I have um Lauren Harris uh our flex winner. Um she's working with me this year and so she's a audiovisisual student um in her third semester when she have one more semester to go. So, I'm excited about working with her. And so, we've released a couple of videos. Also, I don't know if you noticed, but we were on the news open house, uh, WTVM,

101and I'll be pushing that up, um, out on our, uh, YouTube channel, but, um, you should al should find it on our Facebook page. And our redesign websites went live July 24th. Stop that. >> Yes. Yes. >> Got to get used to it. >> Say that again. >> How's it going? >> So, um, basically it's it's more user friendly, um, mobile responsive and, um, it's designed to make information more accessible. Um, we are, you know, the schools have had access to the school level websites. Um, and we are still trying to perfect that content. So, we're we're still working it. Um, I'll just say like the video that's on the district website uh is of the retirement um session that was held at the board meeting um back in June. I think it was June,

102June or May. Uh but we are working to create a video that highlights the students um and what's going on around campus. So um Miss Harris will be working on that. So we are just going to continue to improve on the um displaying of that the content on the websites. >> I saw the uh audio visual TV which I >> which is awesome. Oh good. If our website are going to where they can actually put you go through content, see if they can add content that how >> well um the school has a website so we can have that discussion in our um PR collaborative it collaborative and we could talk about if and how they're going to display that content on the website and that there's a desire to see it there. Um, I've

103seen some of the the video myself, so I'll make sure we have that conversation in our collaborative meeting. >> I'm glad they started. >> Oh, yeah. >> All right. In June, we adopted Class Dojo as our universal communication platform. Um Um, this will allow teachers, families, and the district to communicate in one consistent organized space. Uh, previously it only targeted um K through 8th and recently Class Dojo targeted K through 12 and so um we uh have officially adopted it. Um we've done our rostering. Um we're still cleaning it up and um working on professional development. Um we have some PD going on tomorrow at the high school for the platform. Um we're also already tracking how it's being used. Um I have some data there. Um participation data is being collected to help us

104identify where engagement is strong and where additional support or training may be helpful. At this time I just wanted to provide a visual of some of that data. Uh but there is more robust data uh on the utilization of the platform that I'll be sharing um during the upcoming year. So what are our next steps? Um, they include refreshing our task force membership roster as needed, uh, providing professional learning for staff on our communication tools and strategies, monitoring the effectiveness of our plan, and continuing to tell the great story of Sumpter County Schools. And that concludes my presentation. Any questions? Are >> we going going in the right direction? >> Oh, we're heading in the right direction >> on that class dojo data. >> Go back there a minute. I see the primary school is

105that just most recent what what >> so so honestly that time frame I don't have a copy of the but it's it's since we started school I will say this um the earlier grades like S County Primary S County elementary school and SA County Intermediate School they have been using Class Jojo for a while so those parents are still familiar with the platforms they still have those connections That's why you're seeing more utilization. Um the middle and high school, not so much. The middle school has used it um in previous years, but it wasn't consistently used. They were utilizing Remind. And so um at the high school level, they weren't pretty much using it at all. So they are the first one to have jumped on PD. They are excited uh about utilizing that platform.

106They've already had a train to trainer um session with class dojo for PD and they will be um in their study groups tomorrow pushing out that training and then we're going to continue to um train the even retrain um the teachers in the lower grades over the next month or so. >> So that's not free is it? >> It is free. Okay. >> Yes. Absolutely free. Um you know >> that's one of the thing that allowed us to adopt this they recently they re previously they didn't have it available for the high school in terms of getting this particular portion. So they were utilizing whatever they wanted to whatever they needed to remind and some of the other platforms. So we wanted to streamline and have the same one platform for all the parents to

107be able to connect with all of their kids because we know parents have multiple kids in different schools. So they need to utilize different platforms to try to communicate with the teachers. And so this is the one that we've adopted for and it's free um that we utilize across our entire system. >> Glad dojo. I know I get I get put my children out there like that. I get emails that they didn't complete an assignment. >> Oh yes. >> And it comes through the email. But what if uh you know a lot of people don't have email >> well set up to go back to their cell phone. >> So I think what you're getting is those infinite campus notifications. But class dojo, you have an app on your phone and it comes directly to

108your phone. So it does require you know a mobile device >> or some type of device >> speaking to infinite campus and so the the class dojo will be to come to your device >> right and and you know what you see there is parents and messages being sent um also in the report it'll show where parents are sending messages to the teachers and so we'll be able like I say um that partnership is good but it's through mobile devices that >> that two-way communication Yeah, it's going to allow us to track that communication, that two-way communication. Without the partnership, we weren't able to obtain this data before. >> Okay. Thanks, Don. So, we're moving into go area five for us with our organizational and operational effectiveness. And so at this particular time, we're connecting

109with um our maintenance facilities um areas um as well as um we will have a a very brief um information regarding um our nutrition and transportation as well. That'll be one of the board items that we have. >> All right. Right. So, our facilities maintenance plans plans for this year uh based on goal area 5 performance objective 2 initiative one which is improve the safety and health of our physical environments. Uh so first we have our capital projects what we're going to work on this year re-roof of the S County Middle School and also rekey some buildings um for security based on some audits that I've that I've made throughout the year. Uh for our energy conservation we have our energy saving plan for all stakeholders. We're going to start working with uh and all

110of our collaborives for the rest of the month. We already have the plan and we're going to get feedback on it and put it in place in September. Uh install additional automatic light sensors throughout all of our buildings uh to make sure that we are making sure that the lights are not always on when they're not in use. >> Y'all going to install those? >> We we have we've started installing we're we're installing additional ones. >> I mean in-house we're in >> Yes, ma'am. We're installing in-house. Yes. Yes, ma'am. Um, we're improving our HVA efficiency, HVAC efficiency. Uh, I I noted throughout my audits this past year uh fiscal year that we we can improve in some of our HVAC efficiency as far as cleaning, far as making sure everything is running uh correctly. So,

111we're working on improving that. Yes. >> A couple months ago, Mr. H, we paid for something to monitor something at the high school implement that we paid for. We didn't do that. Actually, >> we didn't pay. We didn't buy. No, we did not. We didn't buy it. >> Okay. We didn't buy. >> Um, we're I'm also auditing our energy consumption each month. That's one of the the things that I've been working on. For our safety plans, we've got our state security grant, which we'll discuss with the principles as well on Wednesday. Uh, we want to improve our security equipment. This may be upgrading some of the security equipment we have in our schools or adding additional equipment to our schools. Uh we have we need to perform some safety and security training, make sure everyone

112is up to date on the training. And I actually have been working with our local emergency management agencies such as fire, police, sheriff, uh the sheriff's office, and the department of homeland security in Atlanta to get these trainings in place. All right. We want to increase our card access usage. We installed uh based on our state security grant that we had this past school year, we installed more access points in some of the schools, but we want to increase the usage of the card access because we have several people who still they either don't have cards and they're still using keys or they're not using their card to get into the building. They're still using keys. So, we want to provide training on that and increase our access usage, card access usage. going to get

113us one for over here. >> I am I have been working on that. I've been trying to work on it for a couple months. Yes, I want to give you a card access for this building. Yes, ma'am. I'm I'm I'm going to get there. I promise. Uh strategics training. Uh is the system that we use. It's our our personal emergency alert system that we use throughout our schools, throughout our campuses. Uh we want to make sure that everybody's up to date on their training and and make sure that everyone knows how to use that system because it does if there's an emergency that does tie in to our local uh emergency agencies as well. >> So that's working well. >> It's been working well. >> Yeah, I'm very pleased with that system so far. And

114with some new laws that have been coming out, the strategic system will already makes us compliant to those laws, which is wonderful. We don't have to do anything new. Um, we I'm also coordinating continuing my coordination as I mentioned with local emergency management agencies. Any questions? No. Okay. All right. One other item that's coming up on our agenda, if we could go ahead and and take a look at it is um if we would come forward. I think we have u Mr. Haritch and and Miss Gooden. Um I don't have the clicker so we can click the next um two slides. These are two areas that's coming up but I know we got quite a bit that we're going to cover in our discussion. So we can go ahead and address these two items for

115these two individuals um as it comes up on our agenda. >> Good evening. >> Um it's time for the annual renewal on our zone GPS and teleatic service. It's 2825496. Last year we paid it with splash and we have in other years so uh we would like to fund it that way. Um anybody got any questions about it? >> Is the renewal right? >> That's right. >> Yes. >> Is it based on the number of buses or just >> number of licenses? Uh we also have it on white fleet vehicles. >> Okay. >> And and our buses. So, it allows us to be able to GPS, use GPS to track our and monitor vehicles in terms of where they are. >> Okay. Thank you. >> Thank you. And so, um, we'll get to that one

116on our agenda. So, >> good. >> So, um, we have a freezer unit at the primary school that is, um, no longer functioning functioning on a regular basis. Um it needs a new freezer condenser. Um and that's what um this Georgia Central Georgia refrigeration um is is for. Um a freezer condensing unit and evaporators. Uh the previous unit was from 1999. Um so it has well seen it it's its better days. Um we're limping it along right now, but um Sam Service and Central Georgia Refrigeration have told us it's a matter of time before it completely goes out. And at that particular school, we just have one freezer. So that is um our our ask for that. And that's um a pretty u significant need for us for that particular school right now. So that

117was really all I had. >> Yep. And this will come up on under property as well. So, we wanted to go ahead and take a look at that. >> Okay. >> All right. >> And funding for this was how >> um it's it's going to go under our equipment >> under equipment line under our budget for this year. >> I was going to say it's your budget, right? >> Yep. It's my budget. >> Okay. >> But, uh this one's kind of a need. So, >> Okay. >> Yeah. >> Thank you. >> So, very quickly, could we take a five minute break? We've been going two hours. Take a five minute break before we move into the next portion of our agenda, which will move into the topics for discussion and the rest of the board

118agenda. adjustment to our agenda. Um, if our governor's team would allow us to do so, we're going to move forward to the financial reports um and then we will circle back to um some of our other areas. Good afternoon. >> Good afternoon. Good evening. >> I'm going to um talk about the board reports. The first two board reports that you'll have, it's a federal and a transportation. And uh if you notice the transportation report, it has been revised slightly. Uh it includes all vehicles, not just the school buses. Now, did y'all notice that? Where is that? >> Say that again. >> The transportation report. >> Oh. >> Uh, normally it was just the school buses, but it's all the vehicles now. >> The fuel report. >> No, the transportation report. >> When I Okay. When

119I look at transportation, I don't I don't see any vehicle. >> No, it's just the amounts included in there. >> The totals. The totals used to be include only the buses now include the white bleed as well in the in the total amounts. >> Why? >> He just >> can I ask why? Cuz the buses are much more important than these little trucks running around. >> Um I'd like to know what the school bus mileage is. >> Okay. >> I mean that's important for our that's students. >> I I'll I'll definitely go read back. That came from transportation. So we'll be able to bring that back to School bus miles mean more than >> Sure. >> transportation of other people. School buses carry the one >> Oh, yeah. >> one. >> Sure. >> Students. >>

120Sure. >> Okay. Well, >> I mean, I'm I'm just I'm like miss I'm I'm board member. I'm just I want to know how many miles our school buses are running. >> Okay. I understand. >> Here, we got you. >> Yeah. Because we would I wouldn't have known that just by looking at it. >> Yeah. >> Right. So, that's why we want to definitely make know that we will get that that information for you. >> I mean, if you got it broken down, I'd love to see the other side of it, too. If you if you got them out there, if you going to add them together, you going to make them separate. Sure. >> Just make them a separate lot. >> Okay. >> That we can see all the miles. >> Okay. Any more questions

121on that? And u I will get with Mr. harage and um get that information to you >> cuz the fuel side is broken down but the mile side is not >> right >> we make a note of that. >> Sure. >> Okay. Carter, >> the next report is the the preliminary cash report, cash flow report. Uh, as of right now, the report shows general fund balance as of July 31st was 15 million $55,124.90. And that's a combination of the OTS and CBG2. As of July the 31st, a combined 4,558,67429 was available for capital and or special projects housed in accounts OTS3, CB11 and regions 8. >> Did you say five or four? What' you say? 4 million. >> Four. >> Okay. 4,558 67429. >> Any more questions? >> Miss N. Do you know what else

122has to come out of that special project that we already >> say again? >> That we already agreed to come out of there. Is there anything else coming out of that special project that we already um earmarked? I would have to go back and double check, Miss Hamilton, to see exactly what has come out already and what needs to come out for the remainder of what's in that balance. >> That number had at that last that number had changed. >> Did you understand? >> Yeah, I'll double check. >> Yes, sir. Just want to try to keep up with that. >> Okay. Yeah, I'll double check that. >> Okay. Uh the next report is the uh revenue the revenue that was received for the month of July. It's three three pages and uh the amount that

123was received is uh on the last page we received 4,21,74955 >> these um in red that are are subtracted. What >> those >> explain that >> the figures in red? >> Mhm. >> Those are the subtractions >> that comes with uh QBE and uh the report has the it it's called uh the QBE list five meals negative amounts. So when that QBE report comes, uh those have have to be posted because they're in the totals. I have to post those as a negative. >> Okay. That's us having to have to pay our share. >> That's >> the uh the five bills from the military. >> Okay. Okay. The next report is the U vendor vendor payments that was paid during the month of July 2025. And uh it's uh it's about 15 pages cuz it's

124front and back. So actually it's about 30 something pages and uh it has all of the vendors that we paid during the month of July. I um I do like that they're grouped by the vendor. That makes it a little bit easier. >> You like that? Okay. >> Yeah. >> And um Miss N, do you know what we're paying? I saw a lot under safety. What are we paying for under that? >> What page? >> I got to go find it now. Anybody know that safety? I should have written it down >> the vendor number you >> I'm trying to I know it was under safety for and each school was listed so it was but I didn't know what we were paying for in terms of safety anybody else see it you can go

125ahead I if I find it out. >> And once we find it, depending on what it is, we may want to >> was it safety max? >> Um, safety grant. It's under Johnson electronic on page 29 maybe. the school safety $235,000 >> that we're paying out. Um, this is this is what we're paying on page 29. >> Page 29. >> What's the vendor number? >> I can find it. >> Um, 1196 29. We'll we'll we'll we'll talk about those because it's listed time about the safety. >> Okay. >> And so we'll be to >> share that with you. >> But it's for Johnson Electric, but it'll be for on our safety components. >> Okay. But we'll talk about you. >> Yes, ma'am. >> Explain that to us. Okay. >> Okay. Anything else from the vendor

126list? >> Oh, those um contracts for kids. what we contract this summer with kids for >> at the very end >> for uh my maintenance um department. Um had the students to be able to assist um our maintenance across our system um with moving um items and things of that nature just to be able to have some additional manpower for the number of projects that we had to get done across the system. So we contracted with having students to be able to do some of those things. >> Move furniture. Move furniture to the desk. >> Painting. >> Say again. >> They have to paint. Did they do any painting? They didn't do any paint. >> Do what now? >> Painting. >> Oh, they did some painting as well. Um. Yes. Yes, ma'am. Initially. Um, and

127then this and then we did no longer use them for painting. So they did a variety of things depending on um what the specific um schools needed and what the custodians were able to um have them to do. So it was a a variety of different things from >> So what we do advertise for that? How do kids know about that? >> Well, I think the we we mentioned that with the schools and the the administration within the schools. So I'm not sure exactly all the details, but I'll be able to provide that to you. because I think he made contact with the schools um relative to the students that they were having um to be able to support doing that but I know he reached out to the schools to do that the administrators

128but now what um definitive mechanism the schools did um I'm not sure but I'll try to get that find out >> I didn't know whether this open up to all kids could apply if they want to or >> Gotcha Sure yes ma'am I'm good, Miss G. >> Okay, thanks. Um, so the next report is the splice revenue for July and uh we received $484,730.71 for the month of July. Okay, our next reports is the um the 396 fund balance report and uh with this report right here since it is year end closing and we are in the month of July. Uh I printed uh two reports, two periods. I did the month of July and then I did from uh July uh July 24 through the end of uh June the 30th. So uh I'll

129talk about um the July 1st. So for July the the report shows the completion period is 8.33%. And that's because we just just started July. We just got we're just in the new year. >> Is that July one of 2025 through the end of July 2025? >> Yes, that's the one of them. >> So, it's just one month. >> Yeah, it's just one month. >> Yes, ma'am. >> Trying to figure that out. >> Okay. So, that was the uh completion period report. So that's saying that we've only completed like 8.33% of the year. >> Why is that budget reflecting 26 million at the end? 20 26 FY budget. >> Where where are you looking, Miss Hamilton? >> I'm looking under the first, second, fourth column. >> Page page two. Page two at the top. Not

130not >> page two. >> Yeah, page two of that report. The top page two, not the bottom page two. But they they correlate, but the page two at the top. >> Just a quick question. The year end is July 31st, right? Or am I or June 31st? >> June 30th, right? Yeah. >> Yeah. >> So, where's the year end? Did I miss it or was it was it >> now the report that we're looking at now is just for the first month. >> This report is just for the month of July. Um and what I know what you guys are what she's mentioning is the other report which would have been July 1st up to June of concluding last year. She mentioned that but I don't I don't see that particular report in in the

131document. No, that's the report I'd like to see because that's >> all of the year's money how we used it and spent it. >> So, have we closed the year? Is that year closed? I mean, >> the year is not closed yet. The we are working on year in closing and uh we are is it has to be closed by August the 22nd. So, we are in uh process of closing the year. >> So, we'll definitely provide you all with that particular report because that one's not listed here. No, it's not here. >> That's not It's not listed. It's not on here. So So you're speaking to the one specifically um July only. >> Okay. >> Cuz the other one is not here. >> Okay. And going back on page four, 26 FY budget 52.2

132million. And then on the other one, F 26 FY budget 26.3 million. So I'm just trying to understand. I know there's some rationale, but I don't know. Y'all know what I'm talking about. Total revenue >> on page four. >> First one on page two, >> the bottom. I guess I'm looking at budget. Miss Hamilton, you're looking at the FY on page two, Miss Carter. On page two, with page two being at the top, Miss Hamilton, you're speaking to the FY26 budget in column 4 that says 26,378,463. >> That represents what? >> That represents all of those funds. and item two, those the fund and functions they that's what they add up to. >> And I guess I'm I'm trying to understand how is that with our budget that we have that we passed. How does

133that how does that different? >> That's that's not the uh that's that's part of it. That's not the whole entire budget. >> Right. That's what I'm trying to understand. >> Yeah. What is it? it's broken out in those items. So those items and and uh column the column the rows that's a top at top of uh that report. So it's broken out by uh different functions functions and uh funds. So is it it's just a total of the money we have received >> for our budget? >> No, we have not received that much money in the month of July. Not yet. >> Somebody help me understand what's that. >> This is the revenues. When you when you budget, you have to budget like revenues and expenditures. And so that represents part of the revenues that

134we are saying that we're gonna going to receive. And it's it's adding those uh that those columns and it's by those functions and uh uh funds and it goes that's how it goes. and it is the it's the uh actual revenue that we are saying that we're going to receive on in those functions and also we uh we're in like I said the budget is not to be totally completed until August the 22nd. So there might be some that has not been put in this re in these revenue columns yet. So what you see the 26 26 million 378463 uh there there's going to be more that's going to be put on because the budget is going to be even with uh revenues versus expenditures and it will be that budget that you y'all approved.

135>> So the 52,269,137 that >> that indicative of what >> that's that's on the other that's the the expenditures >> it says a FY26 budget >> and I know that's not I I guess I keep referencing back to our >> the first two pages are revenue second two pages are expenditures >> expenditures >> so you got 52 million we're going to spend you go back to the first page column three is what you have collected. You have collected and tell me if I'm right folks 2,67 >> 67844 >> you've collected that revenue and that revenue has come from >> 2 million >> of the 26 million >> the 20 the column four is incomplete. You can just go ahead, >> right? >> Just don't even look at it cuz it does not have all the

136numbers in it. Period. But you've collected 2 million6, >> right? >> Okay. I understand that. I'm just trying to understand what's that >> 26 is >> how it aligns to our budget. That's what I'm trying to understand. >> State QBE um local some local, >> right? Is that what we got to we going to spend? Are we That's why I asked that we receive that amount. >> No, ma'am. That's what we expect to receive. >> That's what we expect to receive. >> 26 million on state local QBE. >> Got it. Okay. >> That's what we expect to receive. >> Okay. >> Now, the next two pages are what we expect to spend. >> Okay. We expect to spend 52 million. >> We approve. >> Uhuh. >> Thus far. >> We approve 54 56. >> What

137you approved was like 56. It was 56. And that's what I'm saying. this right here, these uh sheets, these 396es until the actual budget is fully loaded and completed, then there it's is not going to be accurate. >> Okay, >> they're going to change. >> I just keep going back to that 56 million. I'm trying to see >> how where are we? Yeah. >> I'm trying to figure out where are we, how much have we brought in so far, how much have we spent, and where are we in relation to what we budgeted? >> Mhm. >> Yeah. Is that what you that what you that's what >> historically you've never seen this >> because we we only look at >> the last month until this closes and we closed them and start the new year.

138>> We don't see this. We have historically seen this. >> That's what's >> on this side because it and you're right. It's confusing when you see it because it's so incomplete because they haven't closed last year to get this year right. Historically, we only see what we >> history and recall we always we always talk about we're operating in between years >> during these particular months. >> Okay. >> Yes, ma'am. >> I got it. I got it now. I I understand. >> So, >> oh, I'm I was confused. M >> so so the the next part of it is is to actually get the actual the previous years July 1st 2024 through June 2025 clos that particular one that she's referencing um you're referencing it miss Carter but we don't have access to it but

139you have you have >> I think you say you have until when for the 31st of August what' you say >> August the 22nd >> August 22nd before the close Okay, >> got it. >> I'm good. >> Okay, >> thanks. >> Okay, the next is the uh expense and function report. That report that shows uh that we have not exceeded the spending by functions now since we're in July. It's, you know, it it pretty much just shows you where we are like the first line. Uh we've uh we we in in total appropriations is saying that we uh we're going we budgeted 26,287 15592 and uh the percentage that we've already already spent is 15.2%. And that that's makes sense because uh we just started the year and that line is teachers. So both of

140that is were teacher salaries >> and we're referencing the expenditure journal summary >> those people 100% already what they just that's it for >> good question >> that 100% expended already >> 100% expended >> it for them for it >> where are you miss Hamilton I'm just looking even if I'm on page one. >> Yeah. Yeah. That's why we're trying to see >> those that 100%. >> I say that's just it,00. >> Yeah. >> Those are line school line budgets now, right? We're talking about the expenditure journals for schools, >> textbooks. >> So, they may have put a budget in there for 20 grand to buy stuff at the beginning of the year and they've already bought it. >> Yeah. So >> that's pretty much what it is. >> Spend any more onetime purchase at

141the beginning of the year. >> Got it. >> Okay, >> I'm good with that. >> Okay, next report. Okay, the next report is uh the open payables report and uh normally uh this report uh is nothing. We don't have open payables, but uh uh since we were at the end of the year trying to spend the funding that we needed to spend or whatever, we have a cut off date to actually print checks and uh sometimes we have a couple of things that don't make it during that time and they don't get in that first check run. I call the first check run uh by the end of the month. And this is what you see on this report. We only have two that come out of the general fund. The rest of them are

142nutrition from nutrition. And uh they just didn't make they just didn't make the check run before June the 30th. But since then, those checks that outstanding on here, they have been been produced and cut already. And I have a copy of them that they have been have been cut. >> Any questions about those checks? >> You all right with that, Mr. Barnes? >> No, it is what it is. I mean, it's it's not good. So, I mean, Fishing. >> We missed a check run. Somebody didn't get paid. Your produce man might cut you off. I doubt he will. But >> they got the check. >> He ain't going to like it. >> They just didn't get it by >> It's printed now. uh she the nutrition uh the person that does nutrition's checks, she uh

143they they missed the deadline, but they printed the checks immediately like the next week. So those checks have been printed and distributed. So those vendors have gotten those checks already. >> So what they do, Miss Carter, bring you the invoices. Is that how that works? No, the invoices uh goes to accounts payable. The invoices go to accounts payable and once accounts payable enter those invoices into the system uh by vendor to get a check and then I I cut the checks. >> So you have to wait on them to input what needs to go into the system. >> Uhhuh. Yes. That's why we have a a cut off date. Make you know if you want to get get the check by the um the we have a 15 check run and the last of the

144month like the 30th or the 31st. And we have a a date to get something on the uh open payables report so that it'll get it can get cut by the 15th or the 30th. $146,000 didn't get paid when it should have got paid. >> I mean, the number just keeps growing. >> And I'm just trying to understand where's the breakdown. >> Is it, >> Mr. Superintendent? The question is where's the breakdown? >> Is it an accounts payable? Where is it? >> Payable >> process. But based on what is >> who's not approving it on time sitting on somebody's desk is that the deal? I mean I'm I'm asking pertainent questions that I've seen historically happen about somebody not getting paid. >> So based on what was was shared as Miss Miss Carter is mentioning

145that um from that one that particular department those checks did not get cut by the specific provide by that deadline um that's provided and so they did not make it into that particular run. So that was one specific department. I'm not getting that particular information there. >> So is that department >> but that's not a that's not a that's not a typical thing um from that particular department um because in general in the past um we've always met those particular deadlines. Yes, like I said, um, normally the open payables report, we don't have one because >> we don't generally have open payables at the end of the month. >> I would agree wholeheartedly, but when you do, and it's $146,158, we need to address the reason, the root cause, and all of that. >> Yes.

146Yes. >> I agree. So, it's a matter of them not getting the invoices inputed to be paid so that you can run the checks. You can't run until they put it in there. >> I can't I can't run uh run the check do a check run until the information is in the system. >> That's it. So, somebody has approved these invoices. Then once they're approved, they get put into the system. >> Yes. And once they put in the system, you can run the checks. >> Then I run the checks. >> Yes, ma'am. >> So somewhere between those >> checks and balances, whoever orders it can't approve the payment or whoever receives it. You got checks and balances all the way through the system, >> right? >> So that you don't get >> I'm buying it.

147I'm approving it. I'm writing a check. So just checks and balances all the way through. >> Do they let you know when they're running behind? >> Do they let me know? They let you know that when they're not on time with it. >> Um >> cuz you're the one have faced the music. >> You know what I'm saying? >> They whatever they have at the time of the uh the deadline, I receive that report. I have I get a open payables report and uh I run the checks by the system prints out a check a vendor listing that that uh is on the open pays and uh the listing that I get I have to go through and check off the ones that I see. The ones that are not there, those are the ones

148that won't be getting a check printed. And the ones that are not getting a check printed are the ones that didn't make the deadline. >> Mhm. >> I'm just saying somebody needs to know because you're the only one that have to stand up here and account for it, but it sounds like it's not >> Yeah. >> necessarily >> your fault. And it it's it's it's vendor payments. It's never payroll. It's not payroll. It's it's vendor payments. And I know they have to be paid also, but like I said, like with this particular time, which is rare, uh they got paid immediately because she did a check run right right after that check run. So they was paid the next week. Immediately. So the >> next week. >> Mhm. Yeah. They just need to understand that

149the deadline is the deadline. >> Yes. >> So you're not in the hot seat. >> Okay. >> But it is a root cause and whoever didn't approve the invoice or didn't the invoice didn't make it from where it was received >> by the time >> through the process >> doesn't approve the invoice. >> No ma'am. She just she cuts she just cuts the check. >> She cuts the check. So, it's a process when the invoice comes in, date is received, date it's approved, checks and balances. Did we receive it? Yes. Is the invoice correct? Yes. Right. >> Then it goes to account AP who sets it up to >> pay and then she >> Yes. >> And and you know, and I and I I guess I feel a little different about vendors because I've

150been one I got a lot of them myself and um it's it's payroll. >> Mhm. >> To that vendor. It's payroll. Yeah. >> Mhm. >> So, it's an important deal. >> Absolutely. >> Yes, ma'am. Gotcha. >> Sure. >> Let's find out why >> we got you. >> We didn't get all this stuff in. >> Okay. Thank y'all. Um so, the next report is the school nutrition report. uh they show a net worth of uh 1,338,30462 as of June the 30th and theirs is June the 30th because uh this report is always a month behind. So this is uh >> good deal. >> Mhm. >> Okay. All right. >> Any other questions? >> Any more questions? >> Thank y'all. Thank you, Miss Carter. Certainly appreciate it. >> Okay, >> so I guess we'll >> Thank you.

151We hope everything is >> Did we ever find out about that cell phone bill? >> I know they said Mr. Harper was supposed to >> Yeah, we got you'll note when when we look at the um superintendent's dashboard, you'll see it's significantly lower. That was Yes. Yes, ma'am. >> Okay. All right. So at this point um everyone we move into our topics for discussion. Um the very first item for our governor's team is the um use of the old high school. Is there anything um relative to um any further um comments or discussion relative to where we are with that? Of course, the last thing that we um we just had the appraisals um from the um external assessors and so we haven't had the last thing we hadn't made any um further discussion on

152where we wanted to as a governance team to to be able to move forward with that. I don't know what specifically that we >> is two ways to look at my opinion that one of it is in executive session under property. >> Yes. >> Um and the other is programs might we want to use. >> Sure. >> Which is open session. >> Right. >> So I'm I've got a comment in executive but I don't have anything really in >> public. Okay. Sure. Okay. >> All right. Yes, ma'am. I think I think we need until we make up our mind what we want to do with it, we can I think we need to utilize some some room. We don't do nothing but a academy or something or something, you know, so we can be bringing

153in some income >> rent some rooms out for offices office space or something like that >> until we until we make up our mind on which way we going to go with it. >> Have we looked at Miss Bibons's um idea in the past, Mr. Night, as far as I mean, and Miss Bibbons, you're absolutely right, if we if we got some things we could generate revenue with. >> Um I would tell you though that part of generating the revenue is maintaining it. Um so that would be a it'd have to be a lease proposition. Mhm. >> But um certainly I don't know we've talked about it in the past or no or >> have they submitted >> we haven't really had a discussion on the use of it in terms of renting it out.

154Um we haven't went through that particular process. We just had several proposals of some various things that didn't go along those lines. But um >> we submitted some ideas. >> Yes ma'am. We certed those ideas um as what potentially we could do with with with that particular space. But um we haven't um investigated whether or not we'll be able to utilize some of the current space um in whatever section of the building for the purpose of whatever the governor's team decides that we want to be able to do with it. Um but if any external entity to be able to utilize some of that space um at a cost we have not u miss and miss I tell you it would be uh it's a great idea. I tell you, it's going to be we'd

155have to do a lot of research on it to see what portions we could isolate because I don't that whole technical building up there is probably on one unit, one breaker. So, how would you get your electricity to one office? >> That's a lot of debris in it. >> And it's I mean, it's just a matter of cleaning up all that. It's a great idea. We just need to look at it. I mean, it's certainly >> Yeah. And if there's a and if there's an idea as a as a specific portion of it that we need to take a look at let us know um so then we can say okay well we're going to look at this particular portion and try to make a determination of how we would be able to um move

156forward with trying to to utilize that space um to have a come up with a plan of action if if there is a specific portion of it that you that you're mentioning. >> We could we would need Mr. Harper. Yeah. >> To tell the school system or the board what could be broken apart from a standpoint of where where's the electricity come in? Can we break this building off and see it as a separate entity from you know this portion? Is there smaller portions where we could identify perhaps a need? um utilization for the community or whatever so that we wouldn't have to turn on the whole school. >> Right. So if the >> whole school be air conditioned or heated, >> is there a way to maybe um utilize one portion of it, one

157hall up on the hill by the tennis court, whatever. But that's just something we're going to need some insight from. >> Yeah. So is but do we already have an idea or if there's a if there's a specific portion that we may be considering that'll help us to have a starting point um to be able to to drink that >> I would not think the part talk about retreat the next retreat so >> yes ma'am okay so you want to take a look at that there >> yes >> okay sure >> any credence that we got vagrants there >> no credence to what to my understanding >> okay I I just was talking to some um >> when I had conversation with Mr. Harper. >> Okay. >> No, I'm talking about um alumni that were

158touring the building. >> Yeah, that was Yeah. >> Yeah. That was >> when I when I when I had the conversation with him, there was no credence to that particular portion. >> What was actually um witnessed, I'm not sure. up in there. Stay up in there. >> They live it in there. >> Yeah. I didn't. >> And then it was funny cuz I asked him. I said, "Who did y'all talk to? Who took y'all?" I didn't send you a picture. >> So, y'all got to Yeah, cuz he was But yeah, that's what I'm >> I mean, but that's Miss Bivvens's recommendation needs to be addressed at a retreat perhaps. >> Retreat. Sure. um for for usage. >> Okay. >> Let's certainly look at it. >> Okay. >> All right. >> Okay. Any other questions on

159that on that piece? >> So, the next area for us is the esplast discussion. Um and so um based on the last time we had our board retreat, we had some um very good healthy discussion um around um the um eastass. And so um I took the information that we discussed um at the board retreat, shared that information with um our attorney Cory Kirby. Um he has hence um had reached out to um entity that um did our previous board referendum. Um inside of your should be inside of your package um was a draft document um that has been worked on thus far as it relates to um a board um referendum. Um and this document um came to us very late today um right before our session. Um it had gone through to um

160the wrong email. Um and so the to finalize this document, we would have to come back. You guys haven't had a chance to take a look look through this. Um and so um with that um if you as once you take a look at it um overnight we'll come back and have some conversation about where where we are with the process of being able to vote on by Thursday um in terms of the process. But this is the um document that was shared with me thus far um from um our attorney relative to the attorneys that um drafted the previous um document for us. And so I'm just sharing that with this governor's team at this particular point. >> So just a quick question just we're looking at 45 million but you're not going to

161exceed 50. And you look looking at the years I guess the payments for the principal. I guess they stretch them out a little bit longer because they considerably less than what we paying right now if I'm not mistaken. >> We paying what about $5 million a year now. Mr. Bow. Uh um >> I think about looking at the green sheet I think we're paying about $5 million a year. I think right now these are like 3.1 and we continue to average to $472,000 bringing in now with this one. We should we be way okay. >> Well, Mr. I'm Yeah, I I just got it. I mean I'm >> Oh, yeah. Y'all got to take a y'all got to get a chance to take a look at >> I had opened it up. I'm sorry. Well,

162they'll communicate that to me once I better tell them tomorrow where we are um as to what our sequence is. >> Yeah, we got to we got to vote by Thursday. >> Yeah. And so, but >> deadline. >> Yeah, we got to vote by Thursday. >> Yes, sir. >> We got to vote by Thursday. >> The baby to have it on ballot in November. We got we have to vote, >> right? And so there he was in contact with all entities, even the parties that drafted up what we have. So, >> just wanted to share that with you. Huh? >> Our attorney drafted it. >> Yeah. at the one that drafted the previous one. He our attorney our attorney um utilized the same individual that drafted the previous one to draft this. >> The one

163that Mr. Barn did. >> Yes, this is the person this is the one that's that's drafted that document and they're working with the specific entity in our process to get us exactly what we needed. I was looking at numbers numbers considerably less than what we paying now >> so we can actually make sure if something bump because from talking to some other people they tried to get a certain amount the way the interest rates are now they was a they would it was like $78 million less than what they could have got almost six seven months ago >> so continue to go on the way the bond market is now that yes that will continue to go down what we saying now Mr. line. You got the shoe. >> In terms of um the actual

164payments, I think the initial back in 2019, we were roughly 4 million 4,68 and down now with the final payment will be down to 3.4 million. >> That green sheet, we pay close to $5 million a year now. But with these close about 3.1 3.2 two before the end, but we should be we continue that 470 what we average we'll be fine. >> Can I say something? >> Yes, ma'am. I just want to make sure with everything going on with the economy and holding money back. I just want you all to make sure that if we do this that we're not going to go in the negative. I >> But we not paying it now. We don't pay. >> But we going to have to pay it sooner or later. We going to have to

165pay this. >> The sale tax. We don't the school system don't pay >> if we don't collect the sales tax. We >> Yeah, the sales tax. But not on that's not going to happen. >> But I just want to make sure with everything like that after school program money gone. Yes, ma'am. >> Some school money gone. I just >> what going on I the economy what's going on now. >> We got to make sure we making the right decision so we won't go in the hole. So, so what your concern, Miss Bibs, is is looking at with the current financial landscape of what's happening, you want to ensure if we take this route um of doing the splice that we don't run into a situation down the line where the taxes the the actual splice

166collection doesn't match what's needed and then we have to pay the the additional amount, >> right? I want to make sure we safe to do what we I don't mind doing it. Don't don't get I just want to make sure that we making the right choice because of what the economy that's what going on now. >> Mr. Bourne when when the old boy did it you went through two major economic things. You went through the housing market uh downturn and you went through co our splash you go back 10 years from now our splash hadn't changed the average income for it dropped down one time but the average have it some kind of have never ever defaulted on a splash. But I guess what I'm looking at, Vincent, is that >> people not spending as

167much as they used to spend, you know, to collect taxes the way we used to collect. >> Everybody that comes through S County pays into the squash. Everybody. It's not just something county. It's not a It's not a property tax. >> But like I say, I don't mind. I just want to make sure y'all make sure we making the right decision. >> Understand what you're saying. >> I'm I'm on board, but I want to make sure we making the right decision. I'm I'm I'm going to kindly disagree with you on one thing. >> Yes, sir. >> We were collecting less than 300,000 >> when I got on the board 10 years ago. >> We're in 280 290. >> Right. >> You mentioned two great things that happened in our lifetime that we we were been

168blessed to see and get through. And that's >> that's right. >> One of them was that COVID thing and the other housing market blew up. Um, some great things have happened besides that as well. But when we originally entered into the 10-year 10 years ago, we set it at a where we we set budgets, we sold bonds, we set budgets, and we thought if we set a conditional 300,000 for the bond, now this I see principal. I got to go back. I see principal amount. I don't see interest. So I I got to do interest calculation. Yeah. >> But, you know, I agree. I don't want to get over my head here. Um, I just like to know what the collections are associated with these numbers in 36, 37, 38, and 39. Um that's if

169that's principal then you know that's that's right at the number that's no interest. Um so you you got to make sure we got interest in there. Collections you're absolutely right Mr. Garris have been 5 million for the last two years period. Um they were four something in 22 five last year five the year before. We're on pace to be well above five again. Um, the thing that I would I would that I kept reminding myself when we were talking about this in retreat and I said, "Hey, we need to do 10. Let's make it 10 and do what we looked at was um, let's make sure because even if we collect it and don't have to pay it in a interest or or a principal note, we still have it." >> Yeah. But >> but

170it goes in that other it goes in our fund that we still have to spend. >> And I'm like, Miss Bivvens, I really want to make sure when we do this analysis on these numbers that I'd rather have some falling in the bucket that I got under my trough for me to use than me having to dig out of my other purse to go in that trough. >> Only thing I'm saying is if we don't if we I totally understand what Billy is saying. I totally understand that. And I'm glad she's on board with it. But if we don't if we don't do it now, it's not going to happen because I'm saying if inflation go continue to go up >> and we don't just because we get it even we not only thing we're

171doing is letting the voters approve. >> If it's approved and we say okay well let's scale back and say we don't we don't we not going to do this right now. We don't have to spend the money but we need to get what we think we going to need. Then if we if we don't have if we don't spend the money, we can always tell them just give it back and don't necessarily spend it. But we need to go ahead and move forward with it so we can go ahead and give them the children what they need. Like I said, we can always curve tail what we want to do on down the road. We don't have to do everything at one time, but we need to go ahead and get it because we don't

172do it now. We won't be able to do anything. And and to me, this allows us to pay for things that we don't have to pay for out of our school money. Like >> what transportation said he needed. >> But he said, "Can we take it out of East Floss?" >> Okay. We ain't got come out of our budget. >> We got the money that we collecting from >> I'm all Mr. K. I We We have to do it. We have >> We have to do it for our stakeholders. We got to get this passed. We got to get them educated. They need to vote yes. I'm all for that. >> What I want them and and I'm I'm good to go. We got to get it We got to get it done. We got

173to get the bond sold. >> Um so we then know how much money we could possibly have. >> I don't We've got all this money. We still got to spend in this one. >> But we need to get a final final. >> We we need to get this one this one because it's got to go to the voters. Then we got to get the bond sold and all that. But then we need if we do all that, we don't need to use it up or use it until we need it because then we're going to lose it. >> Yes, sir. >> And interest. >> Well, we can all that way. But not if if you go back and look, everybody here look at numbers. If you go back, Sump County have not ever default. Never

174had a problem paying this watch. >> No, sir. They have never. >> That have never ever happened. And >> we've never not since we started doing a splice, we've never skipped a year. >> No, ma'am. I mean, it's because it's a wonderful thing. It's an APL. It's exactly what you need. People know what I'm saying. I mean, I do it in my house. But right now, if if something kind of happened, if something had happened when I look at it and you see the two downturn that happened in the past 10, 15 years and something kind of still skated through it, I understand what Mr. Barn just said. If you look at that green sheet or look at the go back in 10 years, yeah, they did drop down to 300,000, but we haven't had

175a problem because everybody that comes through something county paid to the sales tax and I was listening to the to the uh um city city uh meeting last month. If that's I'm just putting this out there. If they put those 50 60 houses out there out there in front of the middle school if the city allowed them to do that that's going to be rolled into this. I mean that's right now is the time to go ahead and do it because I don't I think after the next couple years I s county go flourish if all that those housing build over there all that money all those workers all we be spending money right here in s county if everything start happening in s county it's gonna be we gonna be great. >> I'm I'm

176not saying not to do it. I want to make sure we doing the right thing. We if we see when you look at the figures and we see that it might be a problem >> and see >> it's not even going to be able to get it. They have I guess Raymond James whoever gets >> and those payments so we try to get to before Thursday >> at what at the retreat we talked about things we want to do and we couldn't do everything. So we had to prioritize >> what things that need to get done for our facilities. It's something to do. We totally understand. >> We need to go ahead and get it done. But we can get those numbers. >> Get the numbers to everybody. We have before Thursday to vote on.

177>> Yeah. >> If that's the route that the governor's team want to go. >> But I need to see the Raymond James. Raymond James is a great company. They've done great for us. But they're a sales company and they get paid on commission. So they're going to get you the best number they can get to get the most money they can get. Sometimes you have to back them off a little bit because they're a great salesman. >> Um, and they get paid on commission, >> right? >> But the more they can get you to buy and sell, the more they can >> we down to the wire. We need to take a vote on it. We're going to take a vote and I'm positive it's going to be unanim or it's going to be a

178a big majority. Um because I'm all for but I'm I'm >> understand >> I'm just want it to be correct so that at some point >> I haven't cross our teeth. >> Yes sir. >> Because if one thing hadn't happened we'd still be struggling. If they hadn't made that little law that says if you buy it off Amazon, >> you pay taxes on the county. That happened 3 years into this and that increased it $100,000 in collection a month >> when they passed that law that says if you order it off the internet you pay the taxes where it lands. >> 20,000 probably mine. >> It did real good. >> It did real because a lot of we lost a lot of tax base. Well, we lost a lot of this because some companies moved

179that were selling products out of our county that weren't producing those products anymore, generating a sales tax. >> I think the future is bright. So, >> I do too. Let's make sure we get it right. >> Okay. So, we're good. You guys >> Yeah, I'm sure to get everything to us so we can have >> before Thursday 5:00. >> Yeah. As soon as they can get it to me. >> Yeah. >> Try and do it. >> Okay. So, next on our agenda is the we potential board retreat. Y'all know we got quite a bit of things that we're trying to get done as a governance team. Um, we got some things we were looking at relative to policy. We got some decisions to make relative to um like the what we're discussing this evening. Um,

180so is there a potential board retreat or not coming up? >> Well, it's up to you all. Um we have the 18th which is Monday or the 25th. >> What month you talking about? >> August. >> 25th. We have the 15th of September. >> We have the 29th. >> 25th. >> What about 25th? week after week. >> It's up to It's up to you guys. >> Whatever date y'all choose, I make myself available. I don't want to put no dates. I have I have to take off what we do anyway. >> Monday. >> What's the dates? Excuse me. >> Um well, I guess again Monday coming up is out the 18th. So, we move to the 25th. So, the 25th is potential date. Um and then of course we have the Labor Day holiday on

181the 1st. So, that's that's not included. We have our work session on the 8th. So, um the other date potentially now we have our district leadership retreat on the 22nd. So, that wouldn't make us available. So, we have the 15th of September and the 29th of September. >> Okay. >> For the additional dates for any of our governance team work. So we have the 25th >> 25th of August >> of August the um that's on a Monday >> week >> and the 20 the 15th of September and the 29th of September. >> I may have missed it tonight. What are we discussing? >> Well, whatever the governor's teamwork, we have some policy things that we want to discuss. We have some more additional um decisions on um i.e. what we wanted to do with the

182um property. just a variety of different things that we uh of course some things relative to our governance team. We had to establish our um u balance scorecard. It's just a few things that >> Mr. Knight, I'm good with whatever the 25th is fine with me, but you know, >> and so >> I may get a I may find out on Friday I got to be in California on Monday. I just if I'm available, I'll be here. How about that? >> So, we want to shoot for the 25th. Okay. If anything come about, we may have to just change it. >> Okay. >> But at least we have it on the calendar. >> Yes. >> Okay. Okay. >> All righty. Okay. Um so now we move into um curriculum. >> I thought we did already.

183>> Well, they did we did an update. We didn't do the we did our updates. Mr. Thomas, >> I'm back. >> Hey, hey, >> all all the items up here are renewals. Um, Renaissance loaning software and teacher toolbox 123,000 123,12.90 out of title one. Also, the renewal for the Renaissance Learning Data Integration, which is $3,125. That's out of title five. And then Renaissance learning, professional learning, um $18,000 that's out of title two. >> And all is federal federal. >> All those are federal funds. And >> what programs come out of Renaissance? >> Ma'am, >> what programs fall under Renaissance? >> Um Mayion Freckle, our universal screener, star reading, star math, star early literacy. Um yeah, >> is star our universal screener? >> Yes ma'am. that the state requires. >> Yes. >> So, are we good

184you guys with this? Can we put these on the consent agenda? >> Okay. >> Thank you. >> You >> All righty. Um the financial matters, we went over several reports. Um are there any reports that we had that um I know we made a note on a couple of them that we wanted to get some additional information on. Um I know we didn't have the 396 um fund. We had we didn't have the 396 >> close out close out. So we haven't we can't vote on that one. But all the rest of them we can um approve to put those on the consent agenda and we'll bring the other document to make sure that the governance team has an opportunity to take a look at it prior to voting and approval. >> Yes. >> Okay.

185>> So we probably get that one next month. Well, we should have No, >> the 22nd. >> You won't have that next. You'll may have it next month. You may have last year's next month. >> That's what I'm talking about. >> Yeah, we'll just have a general She already has a general document with that, but it's not final because the numbers are not final. >> But at least we have something to take a look at, >> right? >> Okay. So, um policy matters. policy alert to action uh taken during the July during July 2025 is as follows. GSB GSBA continues to monitor lawsuits that are pending across our nation that challenged various executive orders issued by President Trump during his second term. These lawsuits are in various courts and could have potential policy implications depending

186on the outcome. It's still too early um and positive change to make positive changes based on these lawsuits. um state board rules that uh state board of education met on July 16th. There are no policy implications from that meeting as of right now. >> Okay. >> All right. Next item we have um um board policy IFBG. >> The internet acceptable use policy has been updated to align with the requirements of Senate Bill 351 and House Bill 340. you should have a copy of the updates in red. And so, um, Senate Bill 351 requires public schools to provide annual instruction on, um, responsible digital behavior, cyber bullying prevention, and internet safety. District adoption is October 1st. Um, submission to Georgia Department of Education, October 15. Um, House Bill 340 requires all public K through 8th grades

187and districts I mean the district to adopt and enforce policies limiting personal electronic devices such as cell phones, tablets, smartwatches, etc. um during school hours and school sponsored events. Uh policy development deadline January 1, 2026 and enforcement should begin July 1, 2026. >> So with this particular policy, you all it all depends on um how um much you want to review this. Um we certainly if you you're not um do not want to approve it or vote on it on this particular cycle um we certainly um could put it because you know the typical time frame for us is 30 days and so we still have that particular option if the board is not ready to approve it and needs additional time to go back through and review it and take a look at um

188what's in the policy. Um that allows us that flexibility um if if so we want to do so. House Bill 340, Mr. Knight, K through eight, >> if they can't have it. I mean, uh, do we already have the pouches and stuff if we vote on this for them to be able to store this? How how would they be how do they store the electronic devices? >> Some schools already have the pouches, but note that for us in terms of enforcement, it's up to us because we have up until next year to actually fully implement. >> Oh, okay. >> Yeah. But we just have to approve a policy prior to our deadline. We won't go enforce it to next year. >> Right. Yes. >> We just saw an opportunity to go ahead and edit the

189policy, the board policy one time because of the quick turnaround for House Bill 340. >> Okay. >> Is there anything um in this policy with the additions that would require us to go ahead and and vote on it that we need to do? So basically, right, the language is pretty much just in line with the Senate um the bills. Um honestly, the policy it we kind of already adhere to a lot of this >> way. It's just making sure that that language is there. Um any of the consequences are just the same consequences that we've always um stated. And if you read through, you'll find that it'll say refer to that, you know, consequences are according to the policy. So we didn't change any of the consequences. It was just including the language um in

190the policy. >> I was gonna say if there's no rush for it, we can just go through the normal procedures of >> Yes, there's no rushing it on the table for 30 days. >> Yeah, there's no >> right. It's just like I said, the deadline October 1, October 15, >> right? >> But we get it on the table and give it its 30-day rest and >> and do all that in the normal procedure. Nothing has to be waved, >> right? We just wanted to go ahead and put it in front. >> Want to go ahead and move forward because we don't want to wait till September and then bring it to the board in September knowing that we had a October. Um >> we're going to bring it and put it on the table for

19130 days. >> Yeah. So we'll we'll come back in our September meeting. >> Dr. Ingram this time policy >> because it has to be October >> to have it reviewed by council or is this coming from GSA? >> This vote on next. Yes, it's coming from GSBA. Um, they were both listed um in their recent policy. >> I read where they were >> doing that. So, this is the GSBA version of, hey, this will get you >> right >> what you need. >> Yep. And it's been the conversation throughout the districts in Georgia. You know, our um list serve conversations. Everybody's working on them, trying to get them in. >> Thank you. Okay. Okay. Thank you all. Thank you. >> All right. So, we've >> Are we going to put it Are we going to

192I >> told We need to put it on >> Do we go ahead and We want to vote on it Thursday. >> We want to vote on the table for 30 days on the table for 30 days. >> Vote on put on the table for 30 days and vote on it in September. >> Right. >> Yes. >> Yep. >> Okay. >> Go ahead. If it's GSBA, this is what we're going to do. This is where we're going to go. It doesn't change anything. Let's let's get it out there and get it done. >> All right. Okay. All right. Next for us, um, we have property, which those we've already agreed upon. We put those on the consent agenda. Um, now technology. Dr. Ingram, welcome back. >> Yes. I was hoping I I should stay. >>

193Um, so, um, we're requesting approval, um, for two renewal. Um one is go guardian and you know it's our content filtering um to ensure safety um access to the internet for both students and staff. Um and then yas which is our cloud-based platform um that centralizes our core functions for human resources finances. Um I'll go back um GoG Guardian where um the cost the renewal cost is $41,400 to be paid with Title 5 funds and YOS is $72,615 to be paid with local funds >> budgeted. >> Sorry. >> Again, >> it's in the budget. >> Yes. Yeah. These are both renewed that we've had previously. >> Yes. >> And Yas covers what? Yas core like is for person keeping up with um personal learning. Um it keeps up I mean we even have the core

194is our core infrastructural program allows us to be able to >> um look at um for us um all of our leave um our W2s and financial it's it's our core program that houses all of that information. >> Yes. So it's payroll all of those particular pieces there >> human resource. Yes, HR and summer finance >> and funding >> as well as some PL allow us to be able to look at where our PL is during that proc that platform >> approval for PL purchase orders all that we can utilize it for. >> Okay. All right. So, we're good with these on the consent agenda everyone. Okay. All right. So, at our board meeting, um coming up for us, um make sure we got this board meeting on Thursday. The tenative agenda thus far that

195we have is called to order. Um superintendent um report that include a dashboard report and various recognitions for us across the system. Um then we have opportunity for public comment, adoption of the agenda, adoption of the consent agenda, which include the minutes from our July 10th meeting as well as our call meeting on July 21st. Um and that is with attachment A. Uh fundraisers, school use requests and overnight field trips. That's included in um attachment B. We don't have any old business. We have several um items under new business. One in particular, y'all know that one of the things that we as a system um have to do is um with our CTA, state and federal grants that a lotments that they provide to us, the board has to approve accepting those particular a lotments.

196Um and so um you should have um those particular documents and so we want to be able to accept those items. Also, we're asking for the approval of the uh S County School Nutrition Handbook. Um and then we also have um included on here um once we get all of the final information relative to the um splash referendum um as well as the um district strategic plan updates which you will receive the plan on tomorrow with the necessary um formatting um corrections and so um it'll of course you know we have our current strategic plan. We made a few adjustments um to the strategic plan um relative to some things that that we included in our presentation this evening. Some things we wanted to to move forward with this upcoming year. So of course one

197of the things that the board has annually to review the strategic plan and to approve it again for the um subsequent year that's coming up. So we wanted to share that as well for that particular approval. And these are the items from um our new business. And then of course after that we have our announcements um that we have across our system. Um the announcements are as follows. Labor Day holiday is on Monday September the 1st. Um our early release parent teacher conference which is the first one of the year is on Friday September the 5th. Um our work session is scheduled for Monday September the 8th at 6 p.m. Progress reports will go out at four and a half weeks for us on September the 8th. Well, actually um on Wednesday, September the 10th

198and then our regular board meeting will be Thursday, September the 11th at 7. And of course this year um our um Japanese which are Konu Miosha City delegation, they will come back to us um in October this year and it'll be October the 21st through October the 25th. And so those are the announcements. >> Mr. Knight. >> Yes, ma'am. back on the um >> what are we going to be getting on the district strategic plan update? What will be >> it'll be the entire district strategic plan. So you'll we'll have the plan >> advance. >> You're going to get tomorrow. >> Oh, okay. >> Yeah, you get tomorrow. >> Great. >> We just had um one or two items that we had to make an adjustment on. We didn't want to send get that out

199to you without those two adjustments. Okay. >> So, you'll get that tomorrow. Okay. All righty. And moving back to um our agenda, we have opportunity for executive session. Thank you, Mr. Knight. If there is no further discussion, the chair will entertain a motion for executive session for the following said reasons. to discuss or deliberate upon the appointment, employment, compensation, hiring, disciplinary action, or dismissal, or periodic evaluation or rating of a public officer or employee, or to interview applicants for the position of superintendent. To discuss a vote to or vote to authorize negotiations to purchase purchase, dispose of, or lease property, authorize ordering an appraisal related to the acquisition of disposal of real estate. Enter into a contract to purchase, dispose of, or lease property subject to approval and a and a subsequent public vote. Or

200enter into an option to purchase, dispose of, or lease real estate subject to approval in a subsequent public vote. to consult and meet with legal counsel pertaining to pending or potential litigation, settlement claims, administration pro proceedings or other judicial acts brought to or brought by against a school district or an officer or an employee in which officer or employee may be directly involved. So, prior to going in executive session, could we under new business um approve the first three items that go under consent agenda um the handbook um approving the grants and the um new Yes, the first two items, the approving the grants and the handbook. Of course, the splice and the um district strategic plan, they will be forthcoming. Um, so we don't want to put those on the consent agenda, but can

201we put the two other items under new business on the consent agenda? >> Yeah. >> The nutrition handbook. >> Yeah, the nutrition handbook. >> Okay. >> And the approval of to accept the grants, our CTA grants, those two items. >> Well, we're certainly going to approve the acceptment of money. >> Right. >> Have we discussed the nutrition handbook? >> No. I don't know. I didn't know if you guys got a chance to do that. If not, >> we >> I mean, it's a >> I didn't I mean, I've looked at it over the years, but did we hadn't changed anything, have we? >> We hadn't. We just might That's why I want to ask is are y'all good with the consent agenda or do y'all need to review it? And it it's on our agenda

202for Thursday. >> I I don't need to review it. It's a hand. I I looked at I' I've went through it, but >> such specific stuff to cafeteria how it operates at. >> Yes, it is. >> I'm good with going on. >> Okay. Okay. All right. >> Second. >> The motion has been motioned by Mr. Kirst and second by Mr. Bournes. Is everyone ready for the question? Any discussion? All in favor signify by show of hands. All oppose. Hands have it. We will go into executive session at 9:29 Yeah. to go back and make a >> motion we come back into open session. >> I second. >> It's been a motion by Mr. Bores and second by Mr. Curious that we go back in open session. All in favor signify by show of hands. All

203oppose. We're now entering back into open session at 10:47 p.m. >> All right. This time, Mr. Knight, we have some consent agenda items that you want to play. >> Um, the job description for the 21st century is that >> I'm good. >> Okay. All righty. Um, anything relative to the personnel agenda itself? Good. Right. Um I'm going to request that the job description for the um >> I did >> he didn't bring it up. >> Huh? >> He brought it up here. >> Hback be voted on separate. >> Okay. >> Yeah. Now that was additional that we were going to bring the other information forward on that. >> Okay. >> Those were the items for the consent agenda. >> Okay. >> Good. Good. Any other discussion? >> I motion we go home. We adjourn. >>

204Second. >> Motion and second. Motion by Mr. Curious. Second by Mr. Bors that we >> All in favor signify by the show of hands. Thank you. All oppose. Meeting adjourned at 10:48.