001our board of education meeting on December 1st. Yay. Happy December. Come on in. If you like to take phone call, Mrs. Burgerer. Yes. Mr. Burns here. >> Mr. Hut here. >> Mrs. Slate here. Mrs. Wood here. Okay. On to um our um [clears throat] recommendation. Yes. That's part of the meeting. >> Turn it over to Mr. Kiser. >> Yeah. The first one is I'm Ronnie. You want to come on up here? I'm Ronnie Blazer with the U Christmas card that was chosen by the district AND [applause] get some cards in here. >> I want you to hold this up. We're going to get a picture with you. Do you want to go back here? [laughter] >> They won't see you in the back. >> That's all right. That's okay. I'm good with [laughter] >> this
002is mom's camera. One, two, three. >> Okay. >> Oh, yeah. >> That's exactly right. >> Sorry. One more. >> I bet there's another one after that. >> Three more. >> Congratulations. A beautiful car. >> Should we stay here? But aside from the card, I know she I know Amirani did uh the also the USS Nightmare. You guys won that competition where it would go down and design like makeup for one of you designed a character, right? >> And actually used the character in USS Nightmare >> and so a talented artist. >> Fabulous. Yeah. [applause] Uh, next up we have uh the superintendent award for December. Uh, Mr. Logan Cisco. He was nominated by Mr. Justin Fletcher. So, come on up, Mr. Cisco. [applause] Now, he has to stand up here and listen to this. [laughter]
003I'll go I'll go quickly. Uh, Logan is the kind of department leader. He's the social studies department chair who cuts through the fluff and and gets straight to the point, creating an environment where everyone knows exactly where they stand. His nononsense approach is both effective and grounded. And he has incred an an incredible ability to balance realism with a positive attitude that inspires the team. Rather than sugar coating issues or avoiding tough conversations, Logan tackles challenges head-on with a tell it like it is style that fosters clear communication and mutual respect. The straightforwardness combined with his realistic optimism infuses our meetings with a refreshing energy that makes him not only productive but something genuinely to look forward to. His leadership creates a space where we can be honest, focused, and motivated making each meeting a
004time for growth and collaboration. >> Congratulations. [applause] >> Congratulations. [laughter] That's the first thing. >> Don't forget his [laughter] >> trophy. >> Don't forget his what? >> His trophy. >> Designed by the trophy middle school students. >> Thank you. >> Congratulations. Great job. >> Mr. Cisco is notorious for his AP classes. >> I will uh he might be the first one here every day. Um I think getting here probably 5 between 5:30 and 6 or 6 [clears throat] and 6:30 somewhere around there. >> 6:30 6:45 [laughter] >> but here early uh grading papers uh diligent religiously grading papers and giving feedback like direct feedback the feedback I think our type our kids need to get prior to leaving Beachwood. Um, I think he probably prepares um any kid who goes through his classes uh for
005college [clears throat] better than anyone. So, um a valuable asset to to Beachwood uh the school, but also the community. You do a really good job with our kids making sure they're ready. So, thank you. >> Okay, you ready to go public comment already, I guess, because I skipped over it. Okay, on to discussion and action agenda. >> Jean, do you want to tell Tell them they can leave if they want to. >> Oh, the group can leave if they want to. [laughter] >> We don't really have anybody else. >> Yeah. If you guys don't want to stay around for the meeting, you can leave. [laughter] >> However, this is your time to exit if you would like or just stay here for this riveting meeting. [clears throat] >> Totally up to you. >> Thank
006you so much. Thank you. >> I mean, it might be entertaining, but [laughter] >> appreciate it. >> Congratulations. >> On to our proposed school calendar. It's just the first reading. Do you have anything to add about that? >> First read. Uh, we changed kind of the system of how we would do calendars last spring. This was put together by the calendar committee >> as a draft that we would almost chisel in stone for the first reading to occur December and second reading January so we can get that approved a little earlier than normal. Um and then so this upcoming spring we'll do the same thing with the 2728. um breaks. Uh you see the the fall break um the first full week of October and you see the spring break um is spring break can
007be earlier. Uh it's the has the first days of April and it and fall break is the first full week in in October to keep it can be later. So we like a on time or late fall break or an ontime or early spring break. Everything else kind of starts the same. You see the uh two full weeks of winter break. Um last day of school is prior to the holiday. >> So the end of March for spring break? >> Yeah. The 29th through April 2nd. >> Did we typically do the first full week or bounced back? Yeah, we we finally sol we we locked in place that spring break could start at the end of March. >> Is it always April 1st? Wherever April >> April 1st falls. Yes, >> that's what the rule
008is going to be. >> It can be early or on time uh for spring break. Fall break um >> is going to be the first full week. >> First full week of fall. It gives time for everybody to get punish >> a week off. An earlier spring break allows for a little bit more time between spring break and testing. >> Yeah. Do you remember that? >> Okay. On to our next item. Um the purchase of third party natural gas. I'll take a motion to approve that. I got kicked offline. I'll make a [laughter] motion. >> I second. Do you have anything you want to add? >> Uh it's a we have one gas line here that um we were approached we've been approached for a few years now. Um the gas line for this third
009party stand energy corporation um that they only approach gas lines that use enough to have savings. If it does not um so we have other gas lines here. we have two other gas lines here that we do not use enough and they would not generate the savings that we we would make it viable to even consider. Uh and so they've done a year-long study on how much gas that we use and based on their calculations and the upcoming uh prices that that Duke is is planning to to put forth um somewhere between 9 and $10,000 in savings. Um, and anytime we don't save money, they stop and go, we go back to >> So, it doesn't cost us anything. >> Cuz the last propos I think it did cost or something. Okay. >> They go
010back to the >> They'll kick us off of it if we're not using >> and then will they go back and like reevaluate after a year of that or >> No, they'll continue to do that as long as they're safe >> because we haven't had a full year yet of the new facility. Right. I we're we're wondering how much gas usage we'll have now with us with the new building in play, but they're offering the discount. So, we're going to take it >> until they kick us off, >> which they may or may not depending on our usage. So, >> because the rates are going up a lot for everybody, residential and commercial, just know that. >> So, everyone in the region is going to have a significant uptick in their gas if they have
011gas heat. >> But the other gas lines will go up, too. >> Yeah. Everything. Yeah, it's gonna be everything. Yeah, >> just that one we're picking out, >> right? All of them will go out >> based on usage. >> Yeah, based on usage, right? Because it's delivery fee, I think, is what they said. >> But it's based on usage, not cost. >> Correct. >> Yeah. >> Usage. >> Anybody else have any questions? >> All right. Mrs. Burgerer, >> yes. >> Mr. Burns, >> yes. >> Mr. Hood, yes. >> Mrs. Slig, yes. >> Mrs. W. >> Yes. >> Car is on to our consent agenda. Take a motion to approve consent agenda items written. I will approve the consent agenda as written. >> A second. uh on the consent agenda. One of those obviously the one
012that we've talked about uh I know I've talked with Jeie about this board chair and individually with each of you a little bit about um I know we've talked about this in the summertime as well about tuition and um how do we um >> kind of maintain tuition as costs have risen over the past 101 15 years. how we look at to make sure our tax rates in in district have increased as well. Uh what have we looked at tuition to match that? So um that that proposal was for an $800 increase um across the board um for current tuition students for next year and for new tuition families for next year. So, this would go into effect in July of of 26 for an $800 increase across the board. Um, whether it be instate
013or out of state. Um, so that will um I think keep pace and be an appropriate amount. Uh, as we look at our surrounding districts and surrounding schools that that do charge a tuition fee, u we we still are well below um what what they charge. and so uh felt it appropriate um to to do so at this point in time. >> When was the last time we increased tuition? Do you know? >> I think within the past five year was like 300 last time. >> It might be. Yeah, it sounds right. 38 to 4100 is what I kind of recall. So it sounds right to me. And so um looking forward at the future, I know that based on this year's increase, we we may look at the same uh same type of increase
014next December um based on how things go from between now and and next year. The capital funds request, CFR, um that are those are funds tied to our ADA. Uh those funds are restricted. If you request to pull them down into capital outlay, uh you can then use them as a for specified reason. We'd like to pull those down and use those for uh property insurance. >> Another one on the list, uh the grant from Camperso Cares Fund at the Horizon Community Foundation in Northern Kentucky. uh the Redfields with Campar Roso just deciding to give back uh to their community. They're they're a great family. They're great support. Camp Roso Beachwood u appreciative. Um Eric is very passionate about education. So is Amy. Um just very fortunate they they feel that way towards us. So
015um we welcome their their fund. That's $10,000. >> Great. >> Yes. Anything [clears throat] else to comment? >> Anybody else have any other questions on the consent agenda? I don't think so. >> Okay, good. >> Mrs. Burgerer, yes. >> Mr. Burns, >> yes. >> Mr. Hood, yep. Mrs. Slate, >> yes. Mrs. Wood, >> yes. Okay, motion carries on to superintendent report. >> All right, assessment and accountability update. Dr. Shovel, [clears throat] uh, who works very closely with assessment accountability as our district assessment coordinator, uh, works closely with each building. Um, we were able to do a lot of this work in the high school. Now be able to do this with with both buildings and oversee it over the district. Couldn't be in better hands with with um, than Sarah. So excited for her to
016share the report. Um it's going to be kind of an overview of strengths, some areas for growth, opportunity for growth, and then next steps. So what are we going to do about it? >> Um hey everyone. Uh really just uh presenting on behalf of the team here. Um everyone plays a role in state testing assessment and accountability. Um we really emphasize that that um that everyone even if they're not in a testing grade level, even if they're in a support role, they play um a a major part in our student success. So, this is everyone. I will say too, um I'm going to try to be brief uh and hit the highlights. You do have the full um longer presentation and spreadsheet with all of the details um and every grade level and comparison and
017different ways to look at it. Um if at any point you have questions, um we're always happy to help and go over that. Um so, first just some summary data. Um I wanted to kind of get into assessment and accountability. What what goes into that? So, we put out there and published that we're blue. Um, we earned the highest rating, that type of thing. But what goes into that? What does that really mean? Um, so just so you know what's included in the scores. Um, there's a reading and math score. Um, that so they combine those. Um, these are all formulas set by the state. There's a science, social studies, and writing score um that goes into each level. Then the students take when they take state testing, the first thing they do is they
018take a quality of school climate and safety survey. Um and so we get a score um for that as well from our students. That's also really good information for us because it allows us um to see trends, good information for the schools to see about what kids think about safety, what they think about um do adults at my school care about me, things like that. Um so that is that is a very helpful um piece of information. Then um the access testing is our English learners which Miss Rudy um presented last month. um they take something called the access uh test to assess their English um progress and so that factors into our assessment and accountability score too. So it's not just um the state testing as far as Kentucky summit of assessment. However, you
019will only see that on our elementary scores because you have to have 30 kids in the grade band for it to be reportable. Uh the reason for that, the state says that as well, is so if you only have a few kids, that score is not reported publicly for just a few kids where potentially they could figure out who those kids were. So um elementary had um last year uh over 30. So they have a reportable um part of the score. Then high school also has two indicators outside of the Kentucky Summit of Assessment and that's post-secary readiness. So that is how do we get our kids ready to leave us? um which is a a very important um role uh at Beachwood. And so they can achieve that through things like the ACT um
020which will now be the SAT um through the Coyote assessment. There's also some industry uh certifications they can get. There's also time put in um through workbased learning. And so um we'll get to that with high school um because this is the first year they've had a 100% of the kids leave us and achieve post-secary readiness. So um that's that's huge. So that factors into the score too. And then graduation rate uh again we'll get to but that um that's always a strong indicator for each one. So um the these slides um were sent to you. I want to spend more time focusing on the strengths and growth areas but just to hit um each level. So this is from the district level. Um Beachwood Elementary 3rd through fifth grade. So our school goes to
021sixth grade but when the state looks at the district level they're just looking at the traditional elementary grades. So that's the third through fifth here to compare us to other other elementary levels. Um so that is blue. Um and you can see here percentage of schools earning a blue rating at the elementary level. Um where we rank of all the elementary schools. Um and then the details here about what went into that blue score. You don't have to worry too much about that because like Justin said, we want to talk about what we're doing with it. But really for each of those indicators, um there's a status rating um and then there's a change rating. Um, so that's kind of how were they achieving and then how did it compare to previous years. Um, and
022then you see the English learners piece that only our elementary level has. So again, we'll get into highlights in a minute. Middle grades, uh, 6th through 8th for us. So that's sixth grade from Beachwood Elementary and seventh and eighth from Beachwood High School. Um, and you see there seventh middle school um, in Kentucky. Um, which is great. They, um, were well over the, um, minimum needed to earn blue. So they were well into the blue category. Um which is great. And then the high school level 15th in Kentucky. Um you see here too quite a bit um into the blue category. Highlighted it already but huge that that post-secondary readiness that 100% of our graduates had achieved that um showing that they're ready for either college and or career. And then the graduation rate 97.2%.
023um those things. You might remember we had Senate Bill 128. There's a couple of different factors um some things with special education, things like that that um where students get some different types of diplomas, things outside of Beachwood's control that sometimes lower that number. So, this is not because of any of our students not achieving graduation status. There's just some that don't qualify per the state definition. Um that's out of our control in graduating in four years. Strengths and growth areas. So now we'll get into the details a bit more. Um, elementary. So some strengths first. Um, things that they're proud of and the the principles weighed in on this with our instructional cabinet team as well. Um, so a couple ways to look at it. Sometimes you can look at it um like third
024grade to third grade every year. How's third grade doing? Then there's another way to look at it. What we call cohorts is the same group of kids. So when they're in third grade and take reading, then when they get to fourth grade and take reading, then fifth grade and take reading, are they making improvement? that same group of kids. That's what I'm talking about here. So, this example um over here on the right shows you this is the same group of kids, our current sixth graders. Um third grade reading and math. And I know this is probably a reminder for you all, so forgive me, but PD is proficient or distinguished. The state's goal is for every kid to be at least proficient. Um so there's four levels. They want them to be proficient or
025distinguished. So that's a pretty common way to look at the kids who achieve proficient or distinguished. So when you see P or D, that's what that means. Um so you can see here a third grade um reading and math. Then when they move to fourth grade, the growth and then continued growth in fifth grade. So that's that group of kids um same group of kids testing. Of course, there might be a few who came in and out, but for the most part, same group of kids making great growth. So that's something elementary is very proud of. We also look at how our kids are performing compared to state averages for each test. So, fifth grade reading, how did our kids do compared to uh the average in the state? Typically, Beachwood's above the state average,
026of course, but it's kind of telling when you look at are we just 10 points above the state or are we 35 points above the state and see what strengths and growth areas. Um, so elementary 22.5 um% above the state um in kids scoring proficient or distinguished, which is great. Third grade growth, you may may remember that was an area of growth for us last year, an area that elementary and all of us um you know were working on the proficient and distinguished wasn't there um like we wanted. Um there was more novice, the lowest level than we wanted and so they have made progress this year. Um and so um proud of that but continued work to do. Um fourth grade science uh was the number one district in the state for percent proficient
027and distinguished. Um that's pretty amazing. Um even their schools, magnet schools, things like that included in that. And so um very proud of that. Um Miss Fuller and Miss Sturgeon teach fourth grade science. Um and so that was a great accomplishment. Something that um elementary admin brought up that probably contributed um to some of the success and growth this year is now we're getting into a couple of years of consistent resources um which very grateful to the board for supporting um with getting HMH for reading and vision for math so that all the grade levels um are aligned with that curriculum. They're building yeartoear not having gaps things like that. So thank you um for your support of that because I think that's been helpful. areas of growth. Um, third grade, we said improvement this
028year, but there's still work to do. That's still an area of growth for us. Um, they're already making some tweaks. Um, some things I'm working short answer responses, things like that. We've all already, um, been in this year helping with that and getting live scoring. So, um, great action step seeing already because they know that's an area of continued growth. Um, fifth grade social studies and writing, um, not an emergency, but just kind of, um, plateauing or not, but not not quite where it was before. So, keeping an eye on those two areas and working with those teachers on what they can do. Uh, one example, the fifth grade teacher, Miss Sharp, um, for writing, she was already looking at the state list of who did score above us and can we contact them and
029get ideas of what they do, that type of thing. English learners, this isn't for state testing, just in general. This is something, as Tiffany talked about last month, that's a continued focus area for us. Our English learner population is growing. Um, as you can imagine, when a newcomer comes and can't speak English and is in a classroom all day, um, that's a tough situation. So, as much as we can support and give resources to that area, it's something we want to continue to do. Um, and elementary is, um, having team meetings this week to dive into the data um, with the teachers and really look at grade level specifics. Um, this is very very high level today and some highlights. Um, but really looking at every test, every grade level, um, not just from a
030trend standpoint, but also every individual kiddo. Um, and looking at who's making progress. We have all every individual on a data sheet. This is just one piece of data. We have, um, a lot of others. Any questions on elementary, middle, I'll stop at the end, too, if you have questions. So, sixth through 8th grade. Um, some strengths. Seventh and eighth grade math. This is really exciting. Uh, seventh grade was 40% above the state average of proficient and distinguish. Um, and eighth grade 30. Um, seventh grade was the number two district in the state and eighth grade the number one district in the state for math. Um, a couple of you who have been around or listening to this data for a while, middle grades used to be an area seeing us um, that we were
031concerned about. that was an area of growth for us and and we were really looking at how do we get the middle school aligned um how do we get their resources aligned how do we get them collaborating um and this is this is huge and that's just one piece but a lot of that work for years um has paid off and so um I think that's great and really just a testament to the people who work with those kids um the teachers and staff um we have in those roles now I think it was a bit of work getting people in the right places um and with the right uh vision and bringing expertise to the table. So very um proud of that. Seventh grade science made great growth. Um eighth grade social studies made
032great growth. Uh middle grades average 26.9 above the state percent of proficient distinguished. That's pretty incredible. Um again consistent resources. So that HMH and Envision starting in elementary going up through the middle grades. Um really consistent through 9th grade. Um so that is that is huge. However, always wanting to work to improve. Um there uh sometimes there's groups of kiddos that have additional needs. It could be English learners, could be students with IEPs, could be other things. Um and the last year sixth graders who are now our seventh graders. Um there's just some a lot of high needs in that group. How do we continue to support those needs? Um and that's really I think we all believe in it's about individual kiddos. like we can look at these big trends um but looking at
033how do we support them um who wasn't performing maybe as well as they could who uh need some additional intervention that type of thing and so now they've [clears throat] transferred to the high school building it's a perfect opportunity um to collaborate um and look at that group of kiddos um eighth grade reading and writing comparison um when looking at those grades compared to the state averages the margin isn't quite as high as when we're looking at average on average this is what we are above the um those margins aren't quite quite as high. Um so some room um for improvement there and then looking at previous year results too. Um again already action steps taken um with um teachers going to some training on writing things like that. Also collaborating with other content areas
034things about reading and writing are it's not just an English class. Um you're using that in science and social studies and that type of thing. So um already taking steps there and we'll continue to do so. um middle grades work sessions we started I don't know six seven years ago um and that's really powerful here the opportunity to get fifth and sixth grade from the elementary and seventh and eighth grade from the high school together um to collaborate on their content um what they're teaching strategies resources um and we even include our high school department chairs like Mr. Isco um to kind of help um they just did this um two weeks ago and so then the department chair in the high school can see what the middle grades are doing um and weigh in
035as well so that we're really looking at that alignment all the way up uh training for teachers we talked about smeckkins is a very well-known writing training um again we had people from both buildings going then they also came back and did a session on the PD day to share out with staff um so really proud I feel like this year has strides with both buildings and that's not just coming from admin that's teachers both buildings really working together collaborating sharing with one another going to training together um and so I think that will be helpful as well and again elementary team meetings um for sixth grade will meet this week to dive into the data >> I think you see a lot of that middle school growth as a result of those middle grades
036work sessions those fifth sixth seventh and eighth grade teachers all kind of sharing um responsibility building and then making sure articulation with no gaps and and so the prep is there. It's intentional, it's aligned. Um so we're starting to see results through that consistent collaboration. Um and and having strong people in those spots, too. A combination of all those is really that's why you're seeing some of this. It's great. Mhm. >> Um this is sorry I'm going backwards, but uh another really neat thing that's been I I think a [clears throat] change um is we talk about needs and there's certain groups with needs or English learners or IEPs or 504s or other things, but also something that wasn't always a focus area before um is we also have gifted learners and high high-end achievers
037or even those in the middle. Every kid needs the opportunity to grow from where they are. Um and so it's not just like oh you're doing well, you're good. we're going to focus on those maybe not achieving as much. And so between Ashley, Jessica, and just teachers, you know, here with these awesome middle grades math results, um Miss Brocka immediately was like, I'm really excited about this, but man, like I realized that I need to push those higher in more because they're not growing as much as I'd like. And so, um just that reflective practice of even if it's great results, what can we do better? I think is is wonderful. >> Middle school question. So, do you see overall statewide that middle school came up or is it unique to Beachwood that our middle
038school came up because middle school's always been like our not I don't want to say struggle but we do well but it's just like been lower than high school and elementary. So, >> agree um definitely better for us. So, like the these these averages compared to the state we were never that that far above the state. Sorry, what did you say? Yes. >> So you look at those 40 and 30 of the math. I mean that the gap that's what you do is measure that gap and the gap you see in the middle grades >> a little better than what you see at high school and and elementary. So >> we're outpacing the rest of the state. >> Um you know and there's strong groups that come through and that type of thing. But I
039feel like we're starting to see where it's not a one time correct. Um that we're seeing a positive trend in the middle school not just one year. It is. >> It is. Yep. high school uh areas of strength 10th grade math um 35 above the state um percent proficient distinguish um I'll say I could say this about another point in a minute um sometimes as students get older it becomes harder for them to be motivated for the state test because they're thinking about things like ACT that helps me with college that helps me with scholarship why do I care about the KSA um that can be difficult um so to see things like our sophomores and juniors ers um really doing well I I think is is huge. Um and the high school math team
040does a great job. So that was wonderful to see that payoff. Overall the subjects and grades for high school um average 21.3 above the state um percent of proficient and distinguished juniors. This is the other one where I was going to say about the motivation. So, um, if juniors, if you look at the spreadsheet in reading and math, the last time that they took reading and math on state testing was in eighth grade, and to see a higher percentage score um, on proficient or distinguished in 10th grade than they did in eighth grade on both reading and math. So, they did better as sophomores um, as far as percent proficient, distinguished than they did in eighth grade. That was really neat to see um, that they're still growing, still putting that work in. Um, so
041very proud of them there. areas of growth. Um 11th grade science. So you might remember um that science was so low across the state um for the last couple of years um to where most schools couldn't even publicly report their score because it was too few scoring um proficient distinguished. So they redid the science assessment um this spring um so for May 2025 the science assessment was redone then they reormed it. Um, so it is hard when you look at that spreadsheet or the slides, the full presentation to compare because they redid the assessment and reormed it. Um, so you really can't look at previous years and say, "Oh, we grew 30%." Um, because it's a the test has been updated. Um, they took feedback on it. Um, less reading on it before. People felt
042like it was kind of a reading test. Um, so they made some updates, reormed it, and so we did um, show growth. Um, but there's still it's still not as high as other subjects. And so working to understand the updated tests the first year so learning more about that. Um the high school did some comparisons of students ACT scores in science to the state test and some might get 35 36 on science ACT and then not score proficient or distinguished on the state test and then others do. So something something is off there. Um, and so again, looking to better understand the test, what it's asking, how is it um, similar, how is it different, and then looking at um, in science courses for juniors, it's not a subject where everybody's in junior English, some
043are in physics, some are in chemistry, and that type of thing. And so, how do we look at embedding um, those types of questions into those science courses? Um, which they're doing, but continuing to do that. um and really looking at maybe some of the science content depending which course they're in they might not have had in a couple years and it shows up on the state test. So how do we embed some of that practice as well? 11th grade writing um was just a dip a bit. Um again that can last test of five for juniors can be a motivation factor but regardless writing is something that impacts many many other areas. Um so that can be a focus area as well. um in the high school specifically looking at trainings for teachers. Um
044the writing one was brought up before um and systems for embedding practice. You know, in something like junior year where they're were getting ready for ACT, now it's SAT and state testing. There's a lot um there's also AP classes that they're getting ready for those exams. So, they're tested quite a bit. So, how do you strategically embed it? Um where they see it as connected and they're just getting practice regularly rather than stopping and now we're prepping for SAT. Now we're prepping for AP. Now we're prepping for state testing. Um it's just a part of what they do throughout the year. Um at the December faculty work session and the December department work sessions. The high school will be digging into um this data and talking about next steps. Just other notes, this does not
045this other notes part does not go into our assessment and accountability score, but I think it's important while on the high school page to remember that state testing is one piece, but there's other pieces that really affect kids' future. Um, and that's AP and ACT. And so AP um again, we've we've shared this, but 77.8 um pass rate, three or above. Um, that's that's a huge piece of information. Uh, ACT average for last year's juniors, current seniors, 23.6. um highest since COVID. Um I think a strong group is still great to see improvements um in different content areas there. And just another note as far as areas of growth for high school. That transition this year, as a reminder, from ACT to SAT is a big one. Um and the high school's done a great
046job of steps with teachers, steps with students, um all kinds of prep, torch prep, sessions offered for kids. And so, um very proud of the work they've done there. But that will be a big transition. content is content, ratings, ratings, math is math. But still, there's part of it that when it's a different test, different format, that type of thing that it's a learning curve for um teachers and for students. But the other piece of that is communication um with families and them understanding opportunities available, understanding test results, that type of thing. >> Will the kids still take the ACT though? >> Great question. Thank you. Um so they um the state is no longer requiring ACT at all. we are going to offer for anyone who wants to take ACT as a junior. These
047juniors, these current juniors, they've been prepping for that for several years. And so they are required, current juniors are required to take SAT by the state, but we are also offering the ACT for anyone who wants uh any junior who wants to take it this spring. Um that will be two weeks after the SAT. So, even if they want to take the SAT, see how they feel, [clears throat] and then make a decision uh kind of last minute to also take the ACT, we're going to offer that. >> Is the reason I mean the state of Kentucky is the one that's going to the SAT? >> Yeah. >> But I mean, other schools will still take the ACT. >> That's correct. They'll take, but they'll take either. >> Yeah. Yeah. Um the reason that the
048ADA Kentucky Department of Education told us is um they had two committees, one looking at financial, one looking at the um test itself um and they both groups um when they went through that RFP process decided to go with SAT. So for cost and for functionality. So there might be some benefits um for some students. It's not as long um there's not as long of passages. they're just one um shorter text per question. Um some things like that. Um they do not get a separate science test. They get a science score from some of the planned reading and math questions. Um so there's there's a few differences. There's more. Those are just a couple of examples. So some students might like it better, some students might still want to get take the ACT. We want
049to give that opportunity. Um, and then any kiddo can always on their own choose to take ACT um, on a national test date on a Saturday, but um, we want this year's juniors to all have the opportunity for ACT if they choose. >> So, are you recommending that we offer ACT moving forward still or No, >> we didn't offer >> No, I mean, we didn't offer the SAT >> for students who wanted to take the SAT. Um, so, uh, we'll see what how this shakes out with the SAT. Um, we just don't want to get assessment heavy on all kiddos. >> Yeah. How soon do you get your result from SAT versus AC scores before the ACT happens in two weeks? >> They will not have their score. Um, but it is sooner based on
050when you take it. They've already given us the window that you get your scores. So, it is um, barely, but it's not soon enough for them. I'm good at ACT in two weeks. >> Yeah, they won't have their score, but they might have a indication of how they feel about. >> Um, yes. Or they just might want to take it regardless because they know, you know, what they were working for on that. >> Um, and we are giving sophomores the SAT like we've been doing for seven years or so for um them as sophomores to get that real practice and get a real baseline score before they take it junior year for the state. How many years is this on this type of assessment with the state? Is this like the third? You know, they
051change it every >> the SAT. >> No, just assessment, state assessments for grades for elementary, middle, and high school for the results on these tests. Like, you know how they compare like this is four. >> Is it three or four? >> Four, but I have it on that spreadsheet. Pull up in a minute. >> Well, I don't know why they change it so frequent, but >> Well, and that was going to be >> hard to >> compare. This is year four or five and it's on the spreadsheet. It there it changes color from when it was K prep was the name before to KSA. Um but um so four or five I can tell you right after this I'll get on the spreadsheet. Um however that transitions perfectly into my next point. The um state
052testing system possibly could change again. So KDE is taking um to legislative session. You you might have heard Commissioner Fletcher talk about vibrant learning or local accountability um things like that. They've been working for a couple of years on a model that isn't only about core content state testing but also about what they call vibrant learning experiences where kids are getting more hands-on real world type of experiences. Um, and so that's going to legislative session um, this spring and I'm sure there'll be a few iterations. Um, but that is possibly coming and just kind of our message we wanted to share tonight on that. Um, we don't know exactly what it'll look like yet. We've been to trainings, we've been to town halls, things like that around it. Um, however, that whole concept of vibrant
053learning is what our edge program is. So it is so um beautiful that however that ends up coming to us that our balanced focus on the core content um that's so important we can't let these things go um along with those edge experiences where kids are doing defenses of learning kids have edge folders of examples of what we have to submit um those surveys that just went out to the community staff and students um on things like what would you like to see on a dashboard um about our students about our staff things like that. What do you want to know more about? Um our innovation team putting that together. All of those things are already happening and so it's just going to be another way to share those out. Um but all of the
054community involvement, all of the partners, that type of thing. Um that's that's already happening. So it'll just be it'll be sharing it. And so um I think that continued focus of really um trying to do well in both of those things um with the edge program and with the core content is really important. Thank you questions. [cough] >> Thank you all very much. [laughter] >> Great presentation. >> I'm Christie finance report. >> Um so I just want to highlight um the revenue part. We are have collected approximately 92% of our property taxes that is motor vehicle um public service and real property taxes. So really about 97% of real property. So we've collected most of those. Um and we're still we don't build for public service until like February or March. So that's later in
055the year. And then motor vehicle just happens every month. I mean it's like it depends on your birthday. So when you do that so it's like even time across the year. Um the only other thing, you know, everything's pacing as we expected. Um uh salaries are like aligned with last year and aligned with our budget, including the 2% plus step increase. Um outside services are a little low right now. That's because we um haven't paid our tax collection bill. We got to pay a big bill to them. That'll kind of pop back up. So, it's kind of a timing a timing thing. we'll see that come come more aligned what we've been experienced in the past years. Um property services and uh property services a little off for timing reasons where we classed some items
056from last year or last year we reclassed some items in January. So in January you'll start seeing that more aligned. Um, let me just look at my little items. But really, like I said, we are pacing as expected to budget and as you know, compared to what we've gotten in the past years, it's not there's no surprise. Does anybody have any questions about it? I mean, I can highlight a couple other things, but >> no surprises are good. >> Yeah. No, exactly. No surprises. It is good. Thank you, Christie. >> Um, under the just a couple updates, the the trees are in, the sprinkler system will be complete this week. Um, and uh once the sprinkler systems in, then we'll work on getting the lights installed in the front lawn. Once the lights are installed,
057then we move to seating and landscaping. So, looks good so far. Just got to get it finished up. Uh we got two by two walks this week with with uh Amy and Laura. Uh this Thursday, next Monday and Tuesday and Wednesday, uh a team from the district and buildings are going to Boston to present the edge program at at Learning Forward. Uh myself, Sarah, um Zach and Allen, building principles with Selena Beloo and Betsy Steckle. So a team of six, we'll be heading up to Boston for that. Uh it's nice to be able to showcase the the edge program on a national stage. In other related news, the link article that came out last week about the program was a good highlight. I think they encapsulate encapsulated kind of the essence of the program um
058and how it created that balance for for students who aren't just acade academically focused. It's more of a skill-based. So to provide that balance for all students is great. um sell service. Uh we're waiting on the last proposal to come in for the cell service. Once that comes in, then we'll take a look and compare and and hopefully get that started in January to get our cell service updates. So, you all will walk in here and get cellular service on your phones. [laughter] So, will our teachers, I hope, fingers crossed. >> Um [clears throat] construction update demo started today. They ripped out the bleachers and the baseball press box that demolition started today. Um, waiting on the final drawings from Toad Vine, which is the bleacher company, to get those submitted for permit and then
059PBS approves. And then once they get that, then they can start to to build. Um, so that's all in process now on December 8th is when we did the BG on December 8th was the deadline for them to get those drawings ready. um bond sales uh they go up on December 3rd and run to December 23rd and that's once they close on the 23rd with whoever they're closed with. That's where the funding will come into play. >> Um and then other than that for Superintendent Snow [laughter] wake up. Well, I'm well I'm gonna wake up but Mr. Boot's gonna wake up too. >> [clears throat] >> Uh uh 4:30, get here, check it out, see what we can do. Um by 5:30. 6 is the deadline. If if we're going to close, you'll know by
0606:00 a.m. Um it's just the timing of it. It's hard to make the call tonight when it hasn't even started snowing yet. And so we'll get up early. We'll see what work we got to do. The lots have been pre-treated. The sidewalks have been pre-treated. I've talked to a couple other districts that are doing the exact same thing. Um, so we'll get up at 4:30, see what we do, and and go till about 5:30. Somewhere between 5:30 and 6, we'll make a call and and u if we hear nothing, that means school's on. You hear something, that means there's either an hour delay or school's closed. >> Wow. One day off and I mean, one day at school and then I know [laughter] >> if Mr. McD was still here, he'd just take the football
061team up to Dixie Highway and clear it for him. >> That's right. >> They should do that. >> Oh, yeah. He took us. We'd go up there and push cars around, stay in school. Oh, yeah. Never do. >> But yeah, shout out to the maintenance team. They'll be here at 4:30 in the morning working hard or 4 and [laughter] >> true. [clears throat] They do a good job. >> I pay tax. Are we supposed to give them one? >> Yeah. Oh boy. Yeah. Because it now was the most recent. We'll see. >> See what happens. See what sticks. >> I'm either making a lot of people happy or unhappy tomorrow. [laughter] >> That's right. Anything else? >> I actually had a a question. Um, so knowing that in the January meeting when we when Kyle
062and I both joined, um, and that was our first meeting that that was when we elected or appointed like new board chair, >> reorganization. >> Um, I'm sorry, >> reorganization. >> Yes. So, I was just curious how that happens and if there's discussion that occurs, you know, beforehand um to determine what the plan is for. Well, I don't know. We don't really have anything organized typically. Um, who is vice chair usually gives up for or chair? I mean, we kind of br I don't know whoever I guess puts their name in this. >> There's not like a policy. I found that very weird too when I came on. All districts do it different. Like some rotate every year, some, you know, do it every like three years, some do it. I mean, it's >> Do
063we have anything in our in our bylaws that talk like >> No. No. >> Okay. Anything else? >> Okay, we'll take a motion to adjourn. Oh, wait. We need to make a motion. Sorry. [clears throat] To make the agenda part of the official board now. I'll make that one. >> Okay, I'll second. >> Mrs. Burgerer, Mr. Burns, Mr. Hud, Mrs. Slate, Mrs. Yes. Thank you. And a motion to adjourn. >> I'm not doing this one. [laughter] >> I'll make the motion to adjourn. >> Thank you. >> I will second it. Say we only