001call order the work session for um September 4th. Um turn it over to Mr. Black. >> All right. And I'm going to turn it over to Miss Cody for the July financials. We'll go ahead and jump right into the agenda. Okay. All right. So, we will start with our um July budget amendments. We had a decrease of $76,400 for the dyslexia grant and a decrease of $19,000 for the CTA industry certification grant. We saw an increase of $400 for the state hygiene grant and an increase of $4,700 for the math and science supplement grant. And then finally, we had a decrease of $23,500 for the school security grant. And so I did want to point out that currently we have two separate school security grants. So the one you see here is a multi-year grant
002that we were awarded last year in the amount of 367,800. So the decrease reflects the expenses that were incurred last year leaving us with 164,300 to spend this year. Um so then if we look at the um overall activity for July, revenues came in at 1.2% of budget. This is very typical for this time of year because our property tax collections of course have not yet begun and a portion of our July and August QBE revenues were acrewed into last fiscal year. Our expenses were at 3.6% 6% of budget and the overall budget position in July was 8.3%. Uh, regarding our sales tax collections, we received June collections in July in the amount of 3,518,627. Because those collections were for June, they were recorded in the fiscal year 2024 East Bloss Financials. For comparison, sales
003tax collections received in July of 2025 were 1 76% higher than July of 2024. Is there any questions on the financial report? So then for our July investment analysis, um we earned interest in July in the amount of $529,437.39. Any questions for Miss Cody on the financials? >> All right. If there's no questions on that, we'll move move ahead with the facilities update. All right, good evening everyone. We will start um with our East Bloss projects and we will start with the performing arts center. Um Mr. Hos, you had requested and asked for to see some pictures and >> so I have a few. All right. This is the main entrance of the performing arts center. Um, as it stands, that was as of um day before yesterday. And this is a view once you
004come through those once you come through those that this is the mainage. Once you come through that glass those glass doors, there's going to be a little lobby area and a picture on the left. This is the view from the first floor and the stage will be up here in this area up front. And then this is the view from the second floor uh balcony that sits right behind uh the main portion on the left. That is the balcony on the left. Second floor balcony on the left side of the uh auditorium. And this is the right side of the auditorium. Balconies are being built. And again, this is the balcony that at the rear on the second floor, the rest of the balcony. And then that's just a look at the balcony in this
005first picture on the left. That's just a look at it from um when you're on the ground floor level looking up. And this is the floor plan. Let me show it to you in this one. It's a little bit clearer. It just asked about like dressing rooms, restrooms, different things like that. And this kind of gives us a Are y'all able to see that? >> Yep. >> And also too, this is on their website um as well. I can send you the link, but the dressing rooms are here in the purple and they got some storage areas up here in the green. A green room in the purple right here. Uh, and then over here in the yellow is your gang restrooms for men and women, lobby area out here. Um, and again, like I
006said, it will have the retractable seating so that you can use it as a banquet area or uh per for performances. Um, this is the website and this is a live view. So, if you ever want to go on and see if the guys are working or not, just click on this, go to this website, and you can see this is a live view that runs 247. And then this is what it's slated to look like when it's all said and done. >> How many will it seat? >> A thousand. >> It's going to seat a thousand people. And again, it'll have retractable seating. So, if you want to have a big banquet or dance or something in there, you could do it. Or if there's a performance on the platform or stage up front,
007the seats will go back out. And >> M. Tell you what, I think there's I think there's four different on this site. I believe there's four different types of arrangements listed. >> It is. >> That's the floor plan level one. >> There we go. >> You've got level two. Actually, I just >> And it's just showing the balconies here in the blue that are going around. >> You've got the banquet setting if you decided to do it in a banquet setting. That's a little big, but with the seating retracted back here, >> and then the orchestra setting is that view. So, it's progressing very well. Again, January, February should be the date that it is completed. Um, and that's it. Finished product. >> I have a question. >> Yes. >> So, the the first floor
008floor plan showed a platform. Um, is that one that is able to be moved out of the room or is that permanent? It almost looks like it must be able to I'm thinking it's going to be able to be moved. You have stage platform. >> The stage area is it can >> depending on the seating arrangement. It could be no stage or the orchestra, >> you know, can you know have a certain size stage or it could be decreased down to just if you're just going to have a speaker or something. >> Okay. So, so the stage is there with the orchestra setting, but it's much >> it's a flexible stage the way I understand it. >> Okay. Maybe like a modular. >> Okay. >> Any questions. >> All right. Also, the Glendale uh elementary
009replacement, the other Eastflies project is moving along well. Again, the site clearing outside of we're still waiting on Georgia um water and soil conservation. There's just a roadway. We got one roadway that is totally cleared, cleaned out, all the debris is gone, but we're waiting still on them to give us authorization to get the rest of the roadways, but all of the land where the school will go, the parking lot will go, playgrounds, everything, all of that is completely cleared out and all of the all of the debris has been hauled off. But we're still waiting, Mr. to still waiting on the uh Georgia water and soil conservation to give us the permission to clear out that the other drive other driveway. And it's hadn't rained in a while. It's dry back there. So, if
010you'd like to visit, you can definitely go back and go back and check it out. >> I I got Can we go back to the performing arts center, please? I'm sorry. I'm being >> No, no, no, no. You're fine. Um, >> what about do we see concessions anywhere or something for we may have >> the lobby area? It's not see where the ticket. Okay. Right there. >> Yeah. >> Tickets. Concessions. >> Okay. Gotcha. >> In that lobby area. >> This doesn't display the lobby very good. It's going to be a very >> I guess it's the lobby's almost going to be in a way that you could have a function out there, >> right? >> Okay. And what about a is there a is there a full kitchen there too or is that like if
011you have a banquet is all that going to be brought in >> locator kitchen. >> My understanding is the college did have some plans for their hospitality side of things that are in conjunction with the the other conference center they have. Okay. They share a service yard and >> I don't I don't know how well that's going to work but >> anything else. Thank you. >> All right. So, we will move on to our our local capital projects. BHS Fieldhouse is progressing well, not a whole lot of pictures, but um they are 95% done with the brick work. Um, and it's the same brick that's on the current school and current fieldhouse. So, it it's all in unison. Looks looks really good. This is the interior, the one on the left. It looks like a
012a pond in there now because of all the rain we were getting. Um, and and got to get it out. But anyway, this is the interior of it right here. And on the right is a training room. And this was a very interesting picture here. They are pouring the concrete concrete insulated roof on uh yesterday. So, um it's it's progressing very well. And um Monday, next week, they'll start pouring the putting the membrane over the top of that concrete uh roof. And they'll start drying in and starting the metal framing on the inside. And again, like I said, it's progressing well. Projected December finish date. And then our last local project, uh the board of education office, wing three is complete. It looks really good. All of the staff members are in their office spaces.
013Um as far as wing 4 goes, we have started uh demolition and uh abatement on Monday, August 25th. That's going well. So, um it's moving along pretty well and it it'll go a little bit quicker than the other wings because there's not nearly as much office space as some of the other uh wings had. So, it should go relatively quickly. Any questions on board office or DHS fieldhouse? All right. Now, we'll take a look at the good report. And if we will look at this was the much anticipated um we were waiting to kind of see and as you can see we took in 3,599,87.93 which was $166,74063 more than we took in this time last year. Um, again, it's not what kind of we expected and I'd venture to say that this probably does
014not include a month's 31 days of BIES is not I don't know how their billing cycle or whatever works, but um um I would assume that it's probably not. So, I guess we'll just have to wait till next month and see what next month's looks like compared to the other months. But um any questions on the Google report? All right. And lastly, I'm asking the board to approve James W. Buckley and Associates architectural firm as the architect for Goodyear Elementary renovations, GA building renovations, stadium improvements, and other appropriate projects. They will also become the primary architectural firm for updating the Glen County Schools facility information on the Georgia Department of Education capital outlay program portal. Their fees will not exceed 6% of the construction cost. And the RFQ was posted on the Glen County Schools
015website on June 2nd. All submissions were due by 2 p.m. on July 14th. And we had a total of eight architectural firms that submitted uh proposals to uh work for work with Glen County Schools. >> Any questions? >> This is a recommendation from uh Mr. Tutin. >> You said is >> this is a recommendation from Mr. >> No, no, this is we had a committee. >> Oh, >> we formed a committee. >> Mr. Tuton still is doing the the Glendale replacement school as well as there is some renovation projects of schools that he designed that were we're going to continue with his services but he he he is um asked that you know that he not you know continue long term as you know on a lot of the projects. So, we do have some
016things that we need to get started with East Plots 5 particularly and so we uh we advertised and like Mr. Haywood said had eight firm submit and we had a committee of six people that scored the submissions and then we interviewed the top two candidates. >> But this will be his replacement in the future. >> Yeah. He's he Mr. Tuton is still going to continue to do work. Okay. Do they have a does have a presence in Glen County? An office? >> Yes, they have an office on St. Simon's Island. >> Remember before when I think when and I >> they were swaged for original. >> Yeah. Well, originally >> there was a when there was all the stuff between Buckley and Mr. Toot and stuff. There was a I remember on some projects there
017was a little bit of an issue with responsiveness and that sort of thing and they weren't here locally, I don't think, at that time. So, I just want to make sure we're comfortable to be here and available and all that kind of stuff. >> They've been here in Glen County since 2019. >> Okay. >> And >> they have an architect that is here in Glen County as well as another designer that are here and then they have their office in Savannah >> that that al also services this area now. >> Okay. >> But yes, their primary office is in Swansboro, but they've moved most their operations to Savannah. If I I can give a little background for our newborn members. You all certainly deserve to know the Buckley group bought Mr. Tuton's practice many many
018like around 2010 maybe they bought his building. They bought his practice and he worked for them. He was our architect as a member of that group. But then they had something. I don't want to say disagreement because it may have been completely amicable, but he bought them out. The people that bought him, he bought them out. So he's expressed his he wants to retire. I think that's a fair statement. and the so the Buckley group and their whole operation is not unknown to this district because Mr. Tutin actually worked for them for years. So they they're longstanding their main office is Swainsboro. They're doing a lot of work in Savannah and I'm not sure where they are on St. Simons but they have an office. Does that kind of >> Yeah, because I know his
019name was associated with them >> and well actually Mr. Tutin worked for them years and then >> he bought out of that and he became a solo practitioner in it. >> Any other questions? >> All right. Thank you. >> Thank you. Um, we will move on to the title 4B 21st century grant. >> So, so good evening. Um, tonight we're asking for you to just hear an update in the proposal. Um, you will be required at at your at some point hopefully to approve the funding for the 21st century CCLC after school programs. Just to kind of make sure you guys as board members are aware, in July, at the end of July, the state board of education voted and actually was appropriated the funds to continue with the 21st century programs. And so when
020that happened, the state board then look reached out to the subgrantees Glen County Schools and said funding is coming to be able to continue these programs. So this is year two for us. Each year is a $350,000 grant at K2, a $350,000 grant at 35, and a $350,000 grant at grade six. For our elementary um K through two and three through five programs, we serve this in at Altema Elementary, Goodyear Elementary, and Burroughs Mallette. For our sixth grade after school programs, we are in all four middle schools. students go to approximately one hour of academic enrichment support type of activities and then they'll move to the Boys and Girls Club location for those extracurricular and enrichment activities. Students are afforded um an afternoon snack and there could be a meal that goes along with this.
021In order for us to move forward with year two of the grant, we have to first present it to you, the board of education, and we we will look for your support in approving the funding at an upcoming meeting. >> I was the project manager for the 21st century from 2009 to 2012. So, I'm very very wellversed on this program. It's it's great. >> I'm familiar with the two. It's wonderful. >> This is uh the the first time we had the middle school. >> Last year was the first time we had a middle school. And just for your knowledge, Mr. Jackson, we had fifth grade students that kind of were metriculating going to middle school. And we had families that reached out and said, "Is there something for them at the middle school level?" >>
022You know, this is exactly like the one I had. I mean, it's exactly. I had three middle schools. I had four. I had the same elementary schools. We used the Boys and Girls Club, the whole thing. So, is this different since you're saying they're just now adding on the middle? I mean, I did it for years. >> So, we hadn't had a middle school program here. Um, we did K2, we did 35. They would go away to the Boys and Girls Club at the high school for those types of activities, but this is actually at the middle schools. >> Yeah. Because I got the one at Jane Min started and the one at Needwood. Yes. >> Yeah. So, we're saying I'm I'm confused. >> I think there was I think there was a lapse in
023time. There's a few years There was a few years that the middle school students were not included and last year they were brought back in. >> Okay. It's a three-year cohort and so it's approved as the cohort. So, the two previous three years we only had elementary school. >> Oh, okay. So, when I right after I left because when I was doing it, I had elementary and middle. >> So, so last year we brought the Was it last year? before we brought the middle school back in. >> Yeah, I had middle. >> How how was the participation level in the middle school? >> Um, it was a struggle to start. We had two middle schools that I would say had no problem recruiting kids and having attendees. Transportation is the biggest struggle that we've had.
024So, we have added at the other two middle schools the opportunity for evening transportation to help with our participation. >> When do y'all start advertising for the middle school? >> We we've been advertising >> for the summer going into the summer. >> Yeah. So, we've been advertising as part of our back to school newsletters and things that have gone home. All four middle schools are actively recruiting students right now. >> But that gap in when the spring semester ends, you go into the summer, >> correct? When did y'all start advertising for the summer for the middle school? >> I mean, every student that was part of the program at the end of the school year was sent home information about the summer program. >> That that's one of the main things doing it probably around
025spring break or so. Start getting that information out >> because uh they don't know what to do with the sixth grade. They don't think about it >> until last minute. Um, and that was that should be a that should help you, especially if y'all can answer the transportation question. >> Yep. >> I think those numbers will go up. >> We've kind of got that figured out now. We didn't initially include that, but that's what we when we surveyed families and said, "What do you need?" That was one of the components. >> Six, seven, six, seven grades, eighth graders go to the teen center. >> How are the teachers selected in each school? who will be >> so we have site coordinators at each of the schools and we do applications for those positions >> but
026there are certified teachers at in all of those roles >> right that's what I >> any more questions >> we'll move forward to the Georgia milestones update So, good evening again. Believe it or not, it's that time of year when we start looking at the academic results, the student achievement results from the previous school year. Historically, we've come before you, Miss Miller and myself. This year, it's Miss Renee and I. We've come before you at usually in the fall to discuss the um student achievement results and we've historically presented this in the lens of the CCRPI. Okay. Tonight we are not presenting CCRPI ratings. Okay. Tonight we are just simply starting with the student achievement that's occurred. And so I think each of you as board members understand that that student those student achievement results
027are calculated and we will have a overall CCRPI rating that will come at some point. We're not ready for that yet. Um the board just released the embargo on this. The state just released the embargo on this and so we wanted to start by just introducing what kind of what happened here. Um so just understand when you look at the data here tonight there are some components that historically happen when we calculate CCRPI versus student achievement data. When we look at CCRPI we remove students who are full acade who don't have a full academic year we remove first and secondyear country students. So there are some students that are pulled out. Tonight's data includes everybody. Okay. So we do expect there's going to be some fluctuation. there's going to be some challenges or changes that
028occur there. Um, I think it's safe to say for Miss Renee and I and the rest of the cabinet that is sitting here tonight, just putting this data together, we have seen there's some successes that we are proud and happy to share. There's also some challenges and that that we know that there's some areas of growth for the data and I I think it's safe to say that we're we're on top of those and we're ready to address them. I'd also say to you before I turn it over to Miss Renee, please remember that 2023 24 was a record-breaking year for Glen County Schools. Okay, you have to remember that and there is some fluctuation in the scores. There's probably a two two to 3% that just happens naturally when students move from grade level.
029There are classes that are a little bit stronger academically than others. Okay. Um so we would just ask you to kind of keep that in mind as as we get started here this evening. I'm gonna turn it over to Miss Renee. Go ahead, M. >> You said record breaking in what terms? >> CCRPI. >> But that doesn't happen. >> I've had the scored at some of the highest levels. >> So, we're going to start with the elementary scores. >> All right. The first slide you'll see is um the ELA achievement levels. And that is basically saying that our students are scored on a um scale of one to four. Um one being beginning learners, two being developing, three being proficient and four being distinguished. So this is just a um snapshot of a um our
030students and their achievement level and the percentage of developing learners and above. Um Mr. Farah did a great job of giving us some um data from 23 to 24 to 25. So I wanted to kind of highlight a couple of um points here. In in third grade we did see a a slight dip um from 24 to 25 um and the the state did as well. In fourth grade we saw some um gain gains from 24 to 25. And then fifth grade, which kind of aligns with the state, and then fifth grade, we saw a little dip in our scores. One highlight I wanted to mention here is if you look at the cohort of students from third grade to fourth grade to fifth grade, you're going to see that we did make some great
031um improvements. Uh in third grade, we went from 61% to 68% and then um now the fifth graders this year, they're at 73%. So, we are showing improvements there um with our achievement levels. The next slide will show you our reading status. Um and what that just means is the percentage of our students that are grade level or above. Um the state determines that by looking at the milestones um scores and the questions that have um reading and context and vocabulary items and it translates to a Lexile score. And the Lexile score what they consider on level for third grade is 520 for fourth grade is 740 and for fifth grade it's 8:30. So you can see there our third grade um we did take a slight dip. Um in fourth grade we showed um
032pretty good improvement along with the state. And then in fifth grade we had a slight dip. Again, if you look at the cohort um from third grade and 23 to fifth grade this year, you would see that we went from 65% um we dipped to 55% and then we're back up um this year at 71%. >> Any questions about the ELA? >> When did we put the new the current curriculum in place? >> The benchmark curriculum for reading >> the new the new ELA standard. >> You're talking about the standards. >> No, I'm talking about the when we switch from um >> Lucy >> to benchmark it that we're in our third year. >> Okay. So, all of these we're in our third year right now >> with benchmark. >> Okay. So, the the SY
03324 and 25 are the two years under the benchmark curriculum. >> Okay. >> And you know, we have new standards this year as well for All right, for math, same thing with our achievement level. It's the percentage of developing learner and above. Um, in third grade, we had a slight increase. And then, um, fourth grade, we had a slight dip. And then we also had a a dip in, uh, fifth grade. And then our science, and that is just our fifth graders. And we have the percentage of developing learner and above. We went from 24 to 25. We had a little a little bit of a dip um in our fifth grade. >> Any questions about those? >> What What do you all contribute to any uh increases? Well, when you look at certain schools,
034you have some pockets where we showed um a pretty good um increase in our scores. And I think what we attribute to is Miss Pitman. I'm not sure if you y'all are y'all know Miss Pitman, but she goes in and will help fifth grade teams and support them on different science standards and how they can implement those standards in their classroom. So, I think that is a a big piece. Um, I'll have to say that, you know, we do have our schools that are very, um, knowledgeable with their data and how to use that data to differentiate their instruction. And I think that adds to to some of our growth as well. >> Mr. Jackson, I would tell you the classroom teacher is the answer. >> Well, it is. Yeah. >> They're the difference maker
035and where we're able to put our strongest teachers, we see the the biggest increases. So can you all extrapolate this material from the different schools how the schools fair and how our schools that uh how's the 21st century how do they fair >> with the other schools that don't >> there in increases in that to see if their program works if it helps. Y I'll have to say that looking at Goodyear um they had a a pretty good um increase in their scores >> overall just one specific >> overall. Yeah, we we just we're not we weren't sharing the individual schools. We we've been breaking that down just before we start sharing the individual schools individual grade levels in the schools. We wanted to make sure that we had had disagregated the the data appropriately
036to make sure we you know we could answer any questions. So we're we're in the process of doing that now. >> I mean we've looked at everything from test forms to schedules. Um I will say not to to um give it away but one thing that one theme that we noticed um when we looked at the data is our lowest level learners are not growing like our average and higher achieving learners. We're not seeing you would think that you know the it would be easier to see that growth because the the the level there is lower to begin with. We're not seeing that. Um, so we are seeing that growth amongst our average or higher achieving. So we've got some work to do to address how are we meeting those students needs. >> Are you
037seeing slipping from threes and fours? >> No. >> Um, I think as a district level that's what we see. And when we're digging into the different schools, I think you you you're going to see pockets of schools that um meet the needs of students that are the higher level learners maybe a little bit better than some of our other schools. And I think what we have felt that is the best thing is for us to ask those schools. I was at one today and asked them, you know, what is it that you think you're doing at your school that's making such a difference as far as growth in your higher level learners? Um, and this teacher uh this principal told me that, you know, they really look at the data and um achievement level descriptors
038and really work with their teachers on that. And I think that's a good starting point. And so we're hoping to bring the principles together to do that. And going back to the 21st century, are you you know, you said you took applications? How are they are you using the lower level kids first? Getting them in first >> and then Well, that that's >> Yeah, we're targeting our most needy students. >> Do you have a cap on how many you can take? >> We do. >> The only place that we've met that cap though is Jank. It's it's going to be important for us especially as we approach the um redistricting >> um and the misconceptions of what school I don't want to go to school because of >> we got oldest >> gap we got
039all the instruments and tools >> and we want to really make sure that you all are using it >> so we can promote these schools >> that's doing well and the misconception is not and we can show we can prove it and That's important. The 21st century, they may not be doing well right now, but the last two years they've been growth has been showing they have because we have the 21st century and it's doing this and that may be a selling point because right now people have this misconception of different schools and realtors. We have to we're going to have to educate the realtors too because they're they're out there promoting different schools so they can sell a house. So we just take that into consideration when you start working these and extrapolating these
040these data here for our specific schools. I think a lot of our schools too are having a mindset shift from not necessarily focus focusing so much on the achievement levels but on their growth >> and their progress and >> that's a selling point >> that'll come you know >> that's a selling point >> there we on the trajectory of going where we want to be in the years that approvement >> you think that's right >> you think there have been enough students that have moved to either private school or homeschooling to make an impact on the numbers. >> How do you track how many have left? >> I don't think for elementary >> we lose about um there's about 200 students. I think Mr. Blackerbe's looked at this, but there's about 200 students that are
041less at the middle school level than the high schools. >> So we we gave we get about 200 students back when it comes to the high schools. >> Yeah. Our you can see in the numbers our ninth grade our ninth grade class our grade level is the largest. Well, they come back in the ninth grade in many cases but overall without you getting into a real in-depth conversation study the our enrollment versus the census numbers of how many Z 5y old to 17 year olds there are in Glen County. the the uh the percentage going to private school or home school has remained the same for almost 15 years. >> Okay. If we move to the middle school data, we start to see at sixth grade um we see about a 2 and a half%
042decrease from the previous year, but that same two and a half% incre decrease occurs at the state level. So that there we we did go backwards a little bit, but so did the state. I would say to the board tonight, the seventh grade classes at the district level were extremely strong last year. We saw increases at ELA and we're going to see increases in seventh grade at math. So that was a strong group of students that came through our our district last year. Um it's really nice to see that at seventh grade ELA though our we do see a slight increase in our percentage of students that are at 2, three and four. Um whereas the state just maintained Glen County schools grew. So that's a point of celebration for us at 8th grade. Um
043you do see a slight dip there. That dip coincides. You can see there was a that same dip at the state level though. So, states down 5 and a half percent, we're down five and a half percent. One interesting thing, I think Miss Sams, you asked this question. One interesting thing that we did include in the data tonight, we did go back and look, okay, this is the percentage of students that are at levels 2, three, and four. >> When we look at the percentage of students in Glen County Schools at 8th grade ELA that are at just three and four, we see that percentage over 41%. The state average is 39%. So we're above the state average when we look at the higher levels of scoring that are occurring in ELA. So we've started
044to break it down that way as well. When we look at um sixth grade math, we were happy to see an increase there as well. We know that new math standards came in school year 24 and we see that jump from 23 to 24. Well, guess what? But we continued to figure it out and we saw another increase there in in school year 25. Um I've said to you already tonight that our seventh grade class across the district was strong. It's where we saw a 6% increase. We don't see that type of gain anywhere else at the middle school level, but it happened in seventh grade math. in eighth grade math. Um I think it's fair to say we pretty much basically maintained where we were at. Okay. Um and where we are at is
045basically where the state's at as well. So any questions on the middle school pieces. Well, similar to the sixth grade in math, we maintained about where we were and and the state rose a little bit, but they're still >> seven points under our >> Oh, I'm sorry. >> Am I on the wrong one? >> Yeah, >> math. >> There you go. I'm sorry. Yeah, >> I was I was just saying sixth grade maintained from 24 to 25 and the state went up slightly, but we're significantly more than the state in that sixth grade category. >> So then we fall kind of right where the state is in 24 with seventh graders. >> Yeah. So I mean I think this data looks better than the ELA data that we're seeing. >> Yeah. Um, >> yeah, because
046in seventh grade you see that from we went from 73.74 to 79.57. That's right at 6%, right? Where the state only drew 2%. >> I think one thing, and you've talked about cohorts, you know, varying in their scoring, I think pretty consistently. And I have to go back. I didn't take a tally or anything, but the I guess last year's eighth grade cohort did tend to make gains through their progression of middle school in almost every case. >> And when we get to the high school, you're going to that's that >> point is going to be yes. >> Okay. >> Y you just fold the high school scores. >> I didn't say it, you said it. So when we look at eighth grade science, we do see some increases there. Okay. So when we went
047from SY23, you see about a 3% increase, 59.4 to 62.3. Um so that's positive to see. Uh and again, Glen County Schools is about 5% higher than the state average in science. Things got a little bit interesting in in social studies. And you know, you ask different people, Mr. Jackson, you asked a really good question. What do you attribute to what's going on here? Everybody that you talk to says that the social studies, the eighth grade social studies test is another reading exam. It's not a measure of what facts and what content students know. They have to be able to read. And the answers to those questions are somewhere in that test. And students have to be able to read those passages and figure those answers out. And so that kind of goes along. I
048know we've spent some time talking about our flex period and trying to build those foundational reading and math skills because we know they they they bleed over into the other subject areas. Okay. And so that crosscurricular instruction is really important for us. But we did see a slight decrease in social studies at the high school level. I just before I put the slides up there, I just wanted to be known when you when you get to the high school level and you get to be somewhere in the um high 80s, low 90s, it's really hard to continue to see the large jumps, okay? But I'm going to try to speak to to what happened. And I'm going to start with algebra 1. So going back to what we said before in school year 24, we
049had new standards, right? So that's the orange bar in the middle on the far left hand side. Well, if you look at the gain that we made from SY24 to SY25, you're looking at almost a six and a half% increase there. And so the question is, what happened? Well, guess what? We figured out what the new standards looked like and we figured out what we had to students had to do to be successful when they took that test. And so that's where you're seeing that gain. When you look at American LE two years ago, Bruns uh Glenn Academy had a significant I know we weren't going to talk about individual schools, but I'm going to do it. Glenn Academy had a significant increase two years ago. Brunswick High had a significant increase last year. When
050you start to have those two sets of teachers, our American lit teachers working together in our PLC's and lessons are being shared and how the different assessments that they're using and the different strategies, this is what happens. And so again, we see a large increase in the American lit scores that came out. Biology, slight little decrease there. Okay. Um, you know that I'm not exactly sure. We saw obviously the year before a nice increase from 23 to 24. Um we're still well above the state average. It's one of those though now we're hovering at the high 80s. You know we saw a slight little dip. US history. Um, US history, we're also down a little bit. And this is where I why I started with the whole, you know, please remember we were comparing student
051assessment results and not CCRPI. Okay, please remember you as a board there are last year we saw a extremely large number of students who took the AP US history class at the high school level. Okay. So, just think about traditionally, historically, what type of student takes an AP class, right? If they took the AP class, they didn't take the EOC, okay? But when we go to factor in and calculate CCPI, if they got an A in the class, they get a four on the on the CCRPI, which is a point and a half. >> So, when we factor in what's happened here, we're very positive. Well, you as a board member may say, "Ah, that looks a little bit lower than it was." Yes, it is. But if we put it in perspective of what's
052going to happen when we factor in those results to CCPI, we're going to be well over 100 when it hits that mark. Okay? Because we didn't have those higher levels when we took it because we pushed them for that rigor to take the AP core. So, they weren't part of the EOC calculation. And I think it's become less so in the past few years, but it used to be not not the US history, but the government class. You had to take the US government class before you could take the AP US government class. And I know that prerequisite's gone. >> Same with biology. You don't necessarily or or do maybe that one's still there. You have to take biology before AP. So sometimes you're seeing the students that would be AP students in a subject
053still have to take the prerequisite, but other times they don't. >> You're exactly. >> Um, so it's it's like you said with the US history, that one is one where there's no prerequisite for that AP. >> So if we're if you're looking at an advanced or honor level US history class, we we funnel you to that AP class. >> Yeah. Yeah. Okay. >> Yep. Gotcha. Um and then the last slide here is the reading status. As um Miss Renee mentioned earlier, that's the Lexile level. You see a 6% increase for at the high school level. Okay. And that I think that coincides with that same increase in gains that we saw in the American lit class. So students reading ability is well above the rest of the state here in Glen County. And just to
054go back to what you said before, so you see Glen County at 86% last year and you think, well, these are high school students. You would hope that would be 100%. But you do have groups of students that this might not be their native language. they, you know, may be first year or and also does this include students that are in some of the special ed programs or >> G >> where do they fall? >> Ga is not >> not in this. Okay. Okay. >> So, I mean, it's almost like even at the high school level, we've got a little bit, you know, that we could catch up at least certain segments of the student population. >> But it's certainly a point of celebration. I mean, you look at where we are in terms of
055reading status and the rest of the state, we're 18 we're 18 percentage points above the state. >> Yeah. >> At the high school level, >> I think that is good. Yeah. >> And I think your your high school scores are so good >> that they make you raise an eyebrow about your middle and elementary, right? Because we're we're accustomed to being >> above the state level, not right at it or below it. You know what I mean? I think so. I think that's that's the that's the bar we need to set. And we we don't necessarily want to compare ourselves to the rest of Georgia. We want to be even better than that, I guess. But I mean, those are great numbers in high school and we can and we can live with and understand
056dips. You know, you're staying in the 80s. I mean, it's impressive and it's hard to close that gap. As you you have high achievement, it's harder to get even more gains out of that. We understand that for sure. >> Um, but I think we would like to see a focus, you know, on and I know y'all know this. I mean, we've been talking about this a long time, but, you know, having having you scores at or below the state level, that's we gota, you know, that's kind of an area of focus. And it was like across the board in elementary and middle, right, for most of them. So, um, those are great high school numbers, though. Very impressive. >> Miss Sams, you asked about curriculum. We, this year, we do have new ELA standards, and
057we spent some time last spring examining what the new standards ask students to do at the specifically at the middle school level. we had adopted the HMH curriculum and we felt like maybe teachers were teaching to the curriculum and not to the standard. Okay. So, we did spend some time looking at it. We have introduced a new curriculum. We've introduced the common lit curriculum at um the middle school level this year in hopes to do like Mr. Holy saying, also set that bar a little bit higher in terms of the rigor and what students are experiencing. When students get to that milestones assessment, we want them to feel like that was easy, right? Compared to what we were compared to what we were doing. >> Sure. >> Um I would also just add we've looked
058at that that that social studies eighth grade social studies assessments a little bit interesting for us. That is the last assessment we give at the middle school level. It is the assessment that comes closest to the end of the school year. I'm just being honest here. And so we've we've also had some discussions about how do we maintain students making sure they give it everything they have when they get to that last assessment. Although they're you're staring down, you know, the end of the school year and everything else going on. Although you've if you're an eighth grade student, you may have already taken three other milestones test. Um Dr. Nelson at Rizley says a lot of times we can't be preparing to run a half marathon or a marathon if we're only running 5Ks along
059the way. We want to make sure we're we're increasing student stamina so that they're prepared and ready to to face that. So sometimes there's other things. I only mention that because there's a lot of different to Mr. Jackson's questions. There's a lot of different factors that play into student achievement results. >> What's true with any testing? It's a snapshot and you don't know, you know, was that the student's best day, the worst day, you know, it's hard to >> pinpoint everything. >> I hate to go back, but could you list the 21st century elementary schools that that will be serviced? >> Alama. >> Uhhuh. >> Goodyear. >> Uhhuh. >> And Burroughs Mallette. >> Okay. >> Yep. >> And the middles. >> All four. >> All of them. >> All four. >> Okay. Thanks. >> You're
060welcome. >> Any other questions on the test day? All right, we're gonna move to Dr. Deppenheart with the CTA Perkins grant. >> Just do better than the state. >> That's all I ask. >> That means you're doing a good job. >> Good evening. So, I'm here tonight to inform you of the uh state of Georgia CTA grants as well as to get your approval to accept the FY26 federal grants for CTA that we've received. So, just a quick snapshot, these are by and large the state grants to give you an idea of what we've received. Uh we received 134,323 that funds the extended day salaries for 25 CTA teachers at both Brunswick High and Glenn Academy as well as um GKA. We received 4,604 in the extended year grant that that money is used to
061fund the extended year for our two uh workbased learning coordinators that are housed at GEKA. We received $18,331 for the agriculture extended day. That money funds the extended day for two egg teachers at Gika as well as one egg teacher at Jane Min Middle School. And then likewise the egg extended year, the same three teachers. We received 14,750 to fund their extended year. They have many activities and camps that they do throughout the summer. We received 37,500 for the youth apprenticeship grant that helps offset the salary of the youth apprenticeship coordinator. And then we received 29,139 in the CTA supervision that helps offset the cost of the CTA director salary. Onto the federal grant side, we received $20,000 in Perkins Plus for our size district. This is the the maximum amount that we can receive.
062This helps offset the cost of our EOPA testing. Unfortunately, our EOPA testing has grown so much over the last couple years. This only covers about 60% of it. I I anticipate we'll spend about $35,000 this year on on EOPA testing alone. Moving on to the federal uh last federal grant, that's going to be the Perkins Improvement Grant. This is our largest one. Um, this year we're going to receive $147,616. This is actually $8,000 more than we received this time last year. So about a 5% increase. Um, the way I plan to break that down is we'll spend approximately $44,000 on instructional travel. This is the CTA teachers going out with their CTSOs to competitions and leadership development events. We'll spend about 13,500 on instructional equipment. This is the non-computer equipment. And then we'll spend another
063$24,500 on technological equipment, which is going to be your cameras and your computer items. We'll spend about $19,000 on instructional registration. Part of that includes the overage for the EOPA testing that we'll be doing this year. Again, I anticipate we'll have about 800 pathway completers this year. So, I do expect that to go up. For staff development and travel, we'll spend about $34,000 on travel and an $8,000 on instructor registration. And then finally, we have $4,116 set aside for travel for the CTA director as well as $500 for um CTA director's registration. A note on that, the CTA director's expenses are limited at a maximum of 5% of the total grant allocated. Right now, we're sitting at about three and a half%. So, we're well below that. Subject to your questions. >> How many Macintosh
064students we have? >> Uh, currently this semester we have 16. Sir, >> what program do they normally? >> It's a mix. We have the two biggest are going to be healthcare and welding and then the rest sprinkle. We have a you know a couple in engineering, one in collision and they sprinkle throughout the building. >> Construction would be another big one for Macintosh. >> Any other questions? >> Thank you, >> Mr. Waters. >> Good evening. Um, using the school safety grant money that Miss Cody discussed earlier, we would like to request for the board of education to approve the purchase of three new vehicles from Wade Ford at a cost of $151,410. And this will continue to replace our old fleet with newer cars. Will this complete the replacement of the fleet or do we
065still >> I think the plan is as long as we continue to get the grant, we're going to do a couple each year. >> Okay. >> Just to kind of funnel the cars out as we try to trying to do our school buses as well now, >> right? Okay. >> We still have a couple of vehicles that are 15 plus years old or maybe older than that that we're trying to get off get off the inventory. All right. Miss Haywood, student attendance. >> Good evening, everyone. >> Good evening. >> Tonight, we'd like to give you an update on the 2425 um student uh student attendance um for the year. We typically provide you this report um at the semester and at the end of the year. And we break it out by school, but I'd
066like to to start by telling you we are seeing a significant improvement in our overall student attendance. Um last school year for the 203 24 I'll start with 20 um 23 um Glenn County was at 19.8% of our students overall were missing 10% or more of school compared to the state at 22.6%. In 24 Glen County was at 19.2% overall compared to the state at 21.3. However, this past school year for the 2425 school year, 15.9%. So, we have increased our attendance from 19.2% of kids missing 10% or more to 15.9%. Compared to the state at 19.5%. I would attribute a lot of the improvement to our students attendance to schools have made a concerted effort on focusing on attendance. One of the things that we've done, and part of this has been proactively because
067of some of the um legislation, Senate Bill 123, which is focusing on on chronic absenteeism. We have a school social worker who is dedicated to attendance initiatives. Our schools have also um implemented school attendance review teams that are going to be meeting monthly for problem solving and putting processes in place to monitor and address barriers to attendance for stu students that they've identified who have um identified issues with chronic absenteeism. We've also established strong community partnerships with the solicitor's office and with juvenile court. Um we've implemented this past year with the solicitor's um office the mandatory education intervention program where parents are coming in and participating in parenting classes and doing more of proactive ways of addressing um their students not coming to school rather than punitive and we've seen an improvement with regard to
068that. Also, our juvenile court has been coming into schools and having truency panels and meeting with students and parents on the proactive end to address attendance. We've also been providing more professional learning to our administrators and to our attendance clerks at schools, explaining the difference between compulsory attendance, which is the state law, which is about truency, versus chronic absenteeism. The main difference between the two is chronic absenteeism is when a student misses 10% or more of school regardless of whether it is an excused absence or not versus compulsory attendance is the law that requires students between the ages of six and 16 to attend school or a home study program for a minimum of 180 days and of course they can't miss more than five days unexcused. So we've really been very strategic and very
069intentional in trying to make sure that we are addressing that on the proactive and the on the productive end versus on the reactive end at each school. So comparatively to last year we've seen an improvement at each school with regard to um attendance. If you look if we compared the 23 24 to this report at this time of the year. So, um, we just wanted to make sure that we provided this report to you as we've done each year and again give you some of the initiatives and activities that we've been doing across the district to address attendance as a district. Be happy to answer any questions you have. >> Are there supposed to be totals or percent? >> Ma'am, >> is there supposed to be something in the blue lines? >> No, those are
070just separated out. >> Okay. So we as a elementary school bandu >> we don't have a total percent. >> No ma'am I didn't do it by the total because um the reason we didn't do it that way the first column is based on the cumulative attendance or cumulative enrollment which basically means students at any time that were enrolled in that school. So it's not based on the total enrollment but based on cumulative. So I didn't want it to be misleading to have an average when the numbers are based on students that at any time were enrolled at that school. So for example, any student that was enrolled at Alama that did not miss any school would fall into that category of zero days. Any student that fell into the 10 or more during any time
071of their enrollment would fall into that number, but they may also fall in at Glendale because they may have been enrolled at Glendale at some time during the school year. So then if I added a total it would there may be duplicate students in that. >> Okay. >> So are you saying if >> there was a student that attended school A and missed 10 days and then transferred and attended school B and missed 10 days that same person's going to show up in the two different categories. >> Okay. >> That's correct. >> Do we have a lot of people transferring out or into Glen Glendale contributing to that number? We we have we we had a lot of issues with attendance last year. Yes, sir. And we did have um transient population >> and we
072have um I see that we have a communities and schools based at uh Goodyear in Burrows Mlette. >> Yes, sir. >> And I know attendance, behavior, academic >> is one of their things that they really >> try to um grasp and help the parents with. Have they been successful with that? Last year we in January we put in some attendance incentives and we started to see a big improvement with regard to attendance at those schools. Um we work very closely with um communities and schools um particularly at those schools where they are housed. Um we meet with them monthly um they meet with Miss Renee, Mr. Benson and I um on a regular basis and we talk about what those incentives are what and they actually talk about um specific families and different things that
073we've done with those specific families. So yes sir. >> So you just start the incentive last spring. >> Yes. >> So this will be the first year with the full >> Correct. Correct. And again, we've made a true intention of making sure we're focusing on attendance going into this school year, particularly because of the Senate bill, but also because we noticed that attendance was becoming an issue last year, which I think is attributed to when we see the improvement in our overall chronic absenteeism rate going from 19.5 to 15.9 for last school year. Well, to even go further back than that, if you go to 2022, um, you know, we were we were 29% >> 29% as a district. >> We're at 29%. Now we're at 15.9%. So, >> we've seen a 13% decrease um
074since 2022. >> Are letters still sent home at periodically? Yes. >> How do you how how often do y'all send those home? >> So, we make phone calls. We have a an attendance um protocol. We make phone calls. Courtesy calls at 3. Absence letters start going home at 57. Attendance meetings are held at 5 and 7 and then at 10. And then um p based on if they are unexcused absences, that's when a truency citation is um established at 10:00. and our um truency officer works with the school and then they of course cut those um warrants and work with either the solicitor's office or juvenile court depending on the age of the student. But yes, ma'am, we do still send letters. The compulsory attendance law requires that we make two um two notifications to
075the parents at 57 and we do that meeting at 7 as a courtesy and then at 10. You know, I think some of this points to we always talk about our schools are impacted by, you know, the people in the school buildings. They're can be impacted by the community members, by the parents. And this is just one place. You've got to look to the parents on this. I know there's extenduating cir circumstances for sickness for some kids, but >> this is this is a parent issue. And you know, it's interesting because are they going to be the same parents that turn around and say, "Why am I is my kid not doing well in school?" There's sometimes just a disconnect of, well, I don't want to send my child to school today and wait, they
076have a bad grade two weeks later. I mean, I think everybody wants our I would think as a general population, we all want our schools and our kids to do well, but the school can't fight this battle. if they don't come to the door, it's it's not something we can really do. So, I applaud efforts to try to get the stu the parents educated. I know I mean myself when my oldest transitioned from preschool, the prek class was full. So, he went to a little pre-k class somewhere else and then transitioned to kindergarten at elementary school. And I don't know, there was one day, I don't even remember the circumstances, but it just all of a sudden hit me like, well, I shouldn't have I shouldn't have kept him out of school that day. You
077know, it's not preschool anymore. This is real school and it's kindergarten, but it's real school. I mean, we learn to read and do all kinds of things. And we expect the kids kids to be on grade level by third grade with their reading. And if 40% of the kids are missing 10 or more days, I I know there's 178 days in our school calendar, but any amount of absence that is not absolutely necessary impacts the student learning. >> And to your point, Miss Miss Sams, that's one of the things that we're really trying to do is communicate to parents the important of attendance. I mean the expectations not just to parents but to students and emphasizing the value of daily attendance because when students are missing school that's impacting their ability to learn. >> It
078is and when they get behind it's harder to catch up and eventually they just give up because you can't climb out of that hole that they've gotten into if they're >> Yeah. and and they just they give up and say whatever, you know. So, we don't want our kids to get to that point and we need help >> ensuring that they don't as far as, you know, attendance goes. >> Yes. >> If they miss more than 10 days, can we exempt them at the end of course tests? >> I was going to say, can you can you take this chart and you get granular on your school performance? >> Do they correlate? >> I'm sure. >> I mean, 100%. I would think. >> I mean, I looked at one school. The highest percentages of students
07910 or more are the same schools that have the lowest student. >> Yeah, that was very eye opening for me. I mean, I looked and I want to make sure I was reading it right, but we had one elementary school there that 54% of the students had 10 or more absences. >> Yes, sir. >> You know, I guarantee you that when you come back with the granular data per school on the milestones, >> that's going to be glaring. >> Yep. >> That's Wow. can't teach them if they're >> if they're not there. >> And if they're not there, they can't be successful in school and overall wellbeing. >> How does our overall attendance percentage? What was them? 15 >> 15.9%. >> Yeah. The way it's here, since they're counted twice in certain way, they counted
080that. Yeah. Overall, it's 15.9%. >> Do we know how that compares to the state? >> Yes. 19.5 is the state of Georgia for the 2425 school year. We're at 15.9. >> And if you mentioned that already, I apologize. >> So, we're doing good >> relative comparative to the state. Still, >> and I'll tell you, compared to districts around us, we're doing relatively well. >> We we saw it that the change really occurred in 2019, >> we always blame everything on CO, but before CO, it was I'll have the numbers from it was 12.7. >> The next year was 8.5. Even during the COVID year, it was 16%. The year after when we all returned to school, it jumped to 29%. >> And when was the record years >> in performance? >> CCP. That's right. >>
081Which was the year after that. that next year we drop back down to to 19% and it's been >> it's been tailing off since >> very >> Thank you. >> Miss Seals staff attendance. >> Good evening. Tonight I'm presenting um the staff attendance. Um just as some high note higher notes of comparison um the overall teacher average um stayed relatively the same as the year before. At the elementary level you'll see 95.76%. At the middle school level 95.7% and the middle excuse me the high schools you'll see 96.08%. 08%. So overall, the attendance looks good. Um, in regards to teachers coming to school, teaching their students, and being there for their students. Um, of course, as with anything, if there's been some concerns, we've definitely worked to address those things. I was amazed at some
082of the conversations that have already been happening at some of our schools already regarding staff attendance. But overall our teachers are coming to school and we can definitely state that you know good instruction can't happen if the teacher is not there. Um and teachers are the experts not just because of content but because they know their students as well too. And so um we are thankful that our that the majority of our teachers are coming to school and teaching and being there with their students on a regular basis. Do you have any questions for me about what you're seeing? I'd like to know what we're doing with Glenn Middle and Alama being at 50%. 10 days or more absent. That's significant. My question is what are we doing about it? >> Well, I can tell
083you that at some of the schools there have been one-on-one conversations with those particular teachers. Um, there have also remind you that this this data also includes people who have had babies. So, of course, they're going to be out 10 or more days. If they've had surgery, they'll be out more than 10 days. So, if they've had cancer or have to be out for chemo, those are also in here as well, too. So, I want to make sure we understand that. Um, while there are some >> numbers are when you put all the schools together, absolutely, >> they all have the same. >> It's clear. >> So, >> you're right. They do. >> Obviously different. So, >> you're absolutely right. There's a difference there. And there's been some conversations already with principles. Um the teachers
084um who have those date it's amaz those that particular attendance. Um it's amazing that the principles already know who those people are. Some of those people have left our district. Um when I looked specifically at their names. Some of them no longer work for us. Um I did share um some of that data with the corresponding uh supervisor for those particular schools. um but they have already had those conversations regarding attendance with some of their staff with their with their principles and with those staff members. So that is something that we are definitely working on. But by and large the majority of our teachers are coming to school when they're there and I appreciate that. >> I was getting in trouble on this one so I'm going be quiet. >> Have we seen any improvement
085in the more than 10 day absolute. >> We actually we actually have um at the elementary at the elementary level we've seen a slight increase in regards to overall attendance. It has improved there. Um a slight um increase as well at the high school level as well actually high school level stayed the same. And um our programs our programs and our middle schools had a slight dip. Those are the two they had to do. >> Well, and this will probably correlate, but I'm I'm just talking about the 10 or more absent percentages. Um, like, you know, they're they're pretty close together at 31, 35, 33, 37. So, in that 31 to 37 range, is that lower than what we've seen in a few years? Those ranges are about the same. >> It's within range. Okay.
086It's within range except at the program level. Um it's within range. For example, the high school is exactly like it was last school year. >> Um at the middle school level, we had a slight decrease this of course because of there's you got the 48% and the 45% there. And then you had a better attendance at the elementary school level. We even had some schools that had some significant decreases. >> Like one school went from uh 51% to 26%. >> That's good. >> Yes, that's very good. Um and it's amazing because that school has that school saw a lot of growth as well in regards to their student achievement. >> You can't you can't take those two factors away from each other. >> Makes sense. >> Yeah. that that particular school saw a lot of
087growth in regards to their student achievements. So I think that also says how engaged the teachers are in their work, how vested they are in, you know, in seeing their students grow as well too. I think a lot can be attributed to the administration at that school as well. >> That school have a high turnover percentage also >> actually lower than it's been in previous years. >> And PLC figured it out. They working together. >> Any other questions on the staff attendance? >> All right, that concludes our agenda. We do have the need for executive session for tribunal and land and personnel, sorry. >> And um legal as well. Um, >> so I hear a motion to go into executive session for tribunal appeal um, land legal and personnel moved by Mr. Jackson. >> Second
088by Mr. Dodge. >> Any discussion? All those in favor unanimous 61 >> at >> 617 >> huhel her personnel isn't very long that's fine. by Mr. Jackson. >> Second by Miss Lee. Return to open session at not 706 78. >> Any discussion? All those in favor? >> 6. >> Um, anything else? Entain a motion to adjurnn. moved by Mr. Jackson. >> second by Miss Lee again. >> All those in favor? >> 6 motion to adjourn.