001To the flag of the United States of America [snorts] by Craig. Amanda consent agenda discussion there. Not a motion to approve that as well. >> I'd like to >> I need to I need to check number. >> Okay. >> Number 516. >> Okay. I think >> got it. Thank you, Kelly. >> Hey, may I need to abstain from 51576 and 51614? [snorts] Is there anything else we need to pull out of there? >> [snorts] [clears throat] [snorts] >> All right, that will move us into reports. We'll start with Dr. D. >> Yeah, I'm going to get to share some really great news tonight for our annual performance report. >> [snorts] >> uh that came um it was it was embargoed until late last week and so I'm gonna kind of hang on to that until
002we get to that report. Uh things are going well. Our sports teams are doing well. Our act, as Mr. Carveral pointed out, our FFA, ADCA, the whole all of our kids are very successful right now. And I just don't know where the first quarter went. So, uh that blew by real fast. So, I'll save the bulk of my time for when we go into the >> APR. Hey, any questions? >> Um, I just have a few things. Just open house numbers. I had mentioned I would share the attendance and we had 213 students have someone represented out of the 227 at open house. That was a good turnout. I had teachers still calling families to make up some of the last ones these um today. So making contact, staying in contact, that's great. Um we
003have had house assemblies. The kids have been busy. First um quarter a first quarter honor roll for grades three through five. We had 96 students making either the A or B honor roll. Um with our STAR test, we took the second quarter and we went up in grades two through five about 1.3 grade levels in their reading level. So that was a great great turnout as well. Um, attendance looks about 94% and we spent this last PD day on the 3 continuing to work on our ELA and our math curriculum. Um, I also reviewed just kind of like the expectations and flowcharts of what's going to go on since I'll be on maternity leave next month. Um, and our teachers are going to finish up curriculum in February and we're going to have some one-on-one
004sitdowns with our PDC consultants to kind of look at where they're at and what their progress is. But they've been keeping up in it. Dividing it into quarters has been a good a good way to kind of break it up and chunk it for the teachers. What do you have? >> You didn't get the memo that turned cancel. >> Oh, okay. We'll just come to school. [laughter] >> We haven't had any issues with sickness or anything yet this year. >> Cross your fingers. Not yet. >> Seems to be about that time. >> Been like little chunks of it, but nope. Attendance was at 94% for this last month. That was good. [clears throat] >> Any other questions? >> Can I go next? Okay. Um, I'm going to start with the current special education count. Um,
005as of the 30th, we had 109 students with IEPs. There are 15 students with 504 plan. We have just one new request, but that's kind of ever changing. I did want to share the IEP ratio and 504 ratio. compared to like our district component. Again, this is as of the 30th. So that way you have a clear view that we're still hovering around a 20% ratio for IE and then a 504 ratio at 3%. Um I show you that because state target is 13 to 15%. So not that we have to do anything with that. It's just to give you awareness and that when we go through eligibility and evaluations, we want to make sure they're quality determinations. [clears throat] Um, then I wanted to give you some more information about what we've been working
006on with those evaluations. So, like a breakdown of the different types of meeting we've held, how many we have held, and then just how we're busy a lot with meetings. They seem to be ever going and um we did get our bio review notice and so our self assessment is what it's called through Desi. you're in a cohort three tiered monitoring cycle and we will have to submit it's actually 15 files at minimum and they do give you specific um allocations or targets that you have to submit on. So our four areas are other health impairment, language impairment um transition and mapping. So students who have anything within those categories initials or reabals we have to submit those files for desk review. This is kind of like your audit purpose for special education. What are
007we not doing correctly? What are compliance indicators called out that we have to then do corrective action for next year. So, uh, Miss Witworth and I will be working through that. We'll give out the specific names that we're going to turn in by February and then the actual documents will have to be submitted by April. We're working on tidying up, reviewing, getting those things cleaned up so that when we send them off, like we get to handpick what those are. [clears throat] Um, we're hoping they're the best of the best just and show them. Uh, for federal programs update, the federal programs conference is actually next week and so I'll be going to that Sunday, Monday, and Tuesday. I did do a McKenna Vento training kind of opened up some options for some kiddos. We
008don't have very many in the district, but it did bring up some discussions on some residency issues we had to double check and triple check some situations. Um, our entire administrative team did a three-hour title n compliance training, so everybody's up to date on their roles and responsibilities with that as well. And then for special education like professional development and behavioral support, uh, thank you again for approving the BCBAS that we've got. they've been coming in and actively supporting the teachers and the staff. We met on some recently on just like here's some plans, here's some supports and suggestions and then working through that as a collective process on how to integrate that in the district. Um Project Access just did on November 3rd a behavior series. Last month they did communication. The next part
009is to follow through with different supports and strategies help within the classrooms as well. Um we some of the recommendations from those BCBAs is to enhance like our deescalation rooms. Um so we're trying not to just purchase items. We want to make sure those rooms are being utilized correctly. Good spaces, good ability to use them, but it's more about how they're being used versus what's put inside them. Making sure that if teachers want like sensory corners or sensory items that we are understanding the different types of sensory needs and that we're not just getting something new and gimmicky or a bad item. It's being used in the appropriate manner. So, somebody with expertise in that area is also supporting and guiding us on its sensory needs. Um, this month we are doing the local compliance
010plan. So, we are going to adopt the local compliance plan consistent with state policy based on their changes. um that will be in close session for you all to review and go over. And then I'm going to touch briefly, there's more information in the report, but just briefly on the preschool summary from the community stakeholder that Miss Pedigrew and I put together and sent out. So over 100 respondents replied back um actually had some trying to like access it recently after we closed it on the 5th. Um with majority over 90% expressed interest in a school based preschool program. So their top priorities were early learning, academic prepar preparation and then that was the most cited reason and then the next was just high quality curriculum with affordability. Um the other top priority was like
011special education with tuition sensitivity and then just an overall community impact um staff retention, kindergarten readiness, those type of things. Um we did share a couple of quotes in there in the border report. community voice community voices so that you had an idea of what was being you have access to the results the board but there was so many we wanted to pick out ones that stood out to us the most. So in conclusion knowing that it's an overwhelming support for it um we kind of discussing and throwing out the option of doing I think Mr. Wolf could mention how many are we even talking about? You know, the community thinks it's needed and it's a great thing to do. What is the number that we're looking at? And without actually like having people fill
012out an application to get that number, we just don't know or what kind of funding sources we would have to look at to support something like this. So, ideally, I would like with support of Miss Hedgrew to do an early childhood screening kind of like our kindergarten roundup, but for the focus of three and four year olds. Not only would this give us an idea of number sense, but it would also fill my obligations under child find for special education for that age range. Um, so ideally doing an early childhood screening under our child find obligations would then reveal a different number and category of what we have coming in that we could potentially work towards implementing in the district if we're interested. Um, so I'm looking at February 9th, the school day having the
013special education department run that screening because it would be child fine obligation type tactics and we would use our dial and support from PAT to kind of do that screening measure and then that doesn't overlap and get in the way of the kindergarten one in the spring and we could come back to you guys in the February board report and let you know how many we had come through what type of if they were reduced or what kind of options we had to look at for that kind of situation. if you want it to move forward. >> And that's the same thing we've done in the past. Um, at our kindergarten screening, we've made it a early childhood in kindergarten, put them all together. We're just separating them out and doing one earlier and then
014we'll do our kindergarten in the spring still. So, it's the same thing just doing twice. >> Yeah. >> What is our guess? What do we think we can have for a classroom size to the building? >> So, the building again, we'd have to go in and like per classroom size, you can have up to 20 full-time students per teacher and para. So essentially, there's one big open area in a class. There was three rooms, >> two rooms like back in the second one that was the like old back there. Yeah. Yeah. [clears throat] >> And so we were thinking like we like this is very rough just things that we've put together and talked about. um like 30 would be a good number for like a special education type room um with maybe some peer
015models and then also a second room um around 20 with like free and reduced and then also some teachers kids like as peer models as well. So, that's just brainstorming at what we're looking at, but until we know the numbers of kids that we pull from like our child find um and putting together the different types of funding sources on how you make it work. >> And it's almost like that childhood screening if you do it early enough will drive what next year's enrollment and what like the type of funding source. So we'd have like a couple year plan looking at three and four year olds because we were probably just looking at four year olds except for this early childhood special education that might be a little different. >> I did see in one
016of the comments somebody made a comment there was a know which one I was talking about. Is that some kind of possibility that we could, you know, go with our high school students to maybe pull that grant money also and maybe give them a chance like it's I'll use my daughter for examp >> like cadet teaching type thing like letting them so the cadet teaching the problem why it's whites couldn't go down there before make sure I'm right like we couldn't send students down there before because we only allowed them to be in our school district if it was our preschool those cadet teachers could work hours in our preschool because that would be ours then. Um like we've had other places ask like daycarees and such can we send cadet teachers over and we
017can't because they aren't not our school. We like to keep it within. So >> this would open up that avenue. >> Yep. >> So like there's different grant so depending on what the comment was and the different kind like the moq >> pk letters together >> is a funding source. So like the type of kids that's where you get reimbursements for their enrollment. >> Yeah. There's about three or four different umbrellas that all these kids would fit under and you can use a piece of each of them. It's just placing the kids into the correct umbrella on how to get most fun. >> A few years ago, there was like a startup grant where you can like start a new preschool and things like that. That's since gone away. Um, but you never know. That's
018why doing in February once we know kind of like what numbers we have, once those spring applications open up, then we'll know which ones we work on and apply for. Just a general question about grants in general. Yep. >> Is there a place that's sourced for everybody? I can just see that something. How do you not know everything out there? I mean, >> is there some sort of [clears throat] >> They don't have like a grants linked where here's all the available grants that DESI offers. They don't do that. They have it under like >> whichever program you're looking for. >> Early childhood, there's a section. you're doing like transition, there's a section for it. It would be nice if they listed every possible grant accessible through one spot. But I can put that recommendation
019in when they ask. >> Okay, do that. Yeah, I sent you guys a board update and then an update this last week and some uh Bears repeating. We talked about boys conference football. Obviously, he's been successful so far. Uh one change I guess I was looking at the uh bracket, but we don't play Harrisburg. We play Russell. Harrisburg's on the other side. Most schools both make district championship games. It's great. We play Russell Friday $6 a game. If we win, we go to Tip Rose. Tip whoever wins that is is in the driver's seat and the next game if we do beat Typton, we'll be at home. That would be all winter sports have started. Boys wrestling started today. >> Coach, you mean? >> What did I say? Tiff's good, too. >> Yeah. [laughter] >>
020Go to >> buckle up for a trip. >> Yeah. >> And that's it's kind of sad that that's how it fell this year because that's all advantage. >> But being how the bracket set up the next game, whoever wins that is in really good shape and they are very very as uh wrestling started today. They only had, you know, four boys out cuz the rest were playing football. The girls had three come out. I gave you junior high numbers. Junior high girls had 11. Junior high boys had 15, maybe 16. And then the varsity boys, their basketball has five or six kids right now. Varsity girls had 16. No admission. Everything should be finalized. Both boys and girls are full junior high basketball or wrestling. It's going to be busy but very successful year so
021far. Jason's going to be a few minutes late. We have uh the principal Bridg is I don't want to throw you in the bus. >> I know. I'm like I have it here on computer. [laughter] So I guess if there's anything if you want me to you know kind of highlight it I can for you. I didn't write this he did but um you know he talked a little bit about our building and how everything continues to look great. Mint and Shannon are doing a wonderful job. So um lots of compliments. Everything you know looks good there. We did just have our three-week grade check on November 7th and I know that we've printed out those reports and Jason had some conversations today with some of those students and teachers about a plan to get
022them on track and he gave you those numbers and his report. And then we had our open house the other night and we saw over 50% of parents attend and attend and handed out their grade card. So it was a pretty good night. I felt like numbers were down maybe a little bit and I'm not sure what the reason was but still we saw over 50%. So, um, and then he talks a little bit about the athletic updates. Mr. Carver Hall already gave you those about volleyball winning their conference for the first time since 1997. So, that was a pretty big deal for us. And then the boys won a Central State A conference champion. So, November 3rd, we had professional development day. Everyone had completed their Atlas trainings on that day if they hadn't
023done so before. We added those in. and then communications um basically continues to send out a weekly newsletter to the parents and I think they really appreciate those. He gives all the updates and gets everything from teachers and staff and it's kind of a good way to keep them updated. So I think that that's been pretty well received from our parents this year. So and then we had a week November 3rd through 7th. That one they did a lot of fun things and I'm on [snorts] >> Yeah. One thing I'd like to highlight on the first first quarter open house. One thing I sent out last week in the newsletter was asking for any feedback far as like participation with the uh open house for middle school and high school. It always seems like something
024we struggle with. Um far as getting participation there and with elementary school, you have one person you're really meeting with your specials. with middle school and high school. Um, you know, good thing about teacher is is everybody's informed all the time. The downside of that is they don't really have a reason to come to school. Um, talk to teachers because they see their kids grades [clears throat] every day. So, getting those parents actually come and meet those teachers and then also just to have that face to face interaction with those teachers that they talk to on a weekly basis, not just so they get the first phone call, they've never met that teacher. So, something I'm working on there. Um just looking for ways to improve that. Um attendance continues to be high right now.
025Um we've done a really good job [clears throat] calling people making sure people are informed. Uh attendance right now is sitting around 95 96% for the middle school and high school. Um so far when I went to the report the other day was last Friday we did our report after our admin. I looked on there and we didn't have anybody below 80% which is still getting a quarter of a point. So, um, you know, attendance wise this year, we're really good. Majority, almost every kid is over 90%, which is the full point for our attendance points on our APR. So, really happy with attendance so far. Um, and then eventually she kind of hit on that with last week. Then we had our partnership with Jillian Garber for Red Ribbon Week to bring in uh
026the Arrivalive campaign just to bring awareness to drinking and driving and drug driving as well. So, it's been a busy last month at school. Uh, fall stuff's kind of winding down. So, now we're starting to head towards winter and football's still going strong. So, excited to see them play on Friday night for a district title. Football starts wind down. Winter picks up right where it leaves off. So, be ready to go for winter. Um, yeah, I was we Olivia came home and was talking about the wrong driving thing and the trying to hit the brakes and it not breaking for and all this sort of things. Yeah, >> she talks a lot about driving now that she's got a she she did come home the other night because she was honest. >> All right. Very
027good. Any questions for Pepper? >> They were the live guy. I want to I was going through that day instead of checking the office and came back out. He really seemed like he was talking to the kids. kind of sat back and hit by Joey for a little bit. Just kind of watched how he interacted. He did a great job with this. I just want to brag about he did a good job. >> He did a lot of times. You know, they're not really real personable, but I thought he did a great job of really interacting kids. Kind of broke that barrier down and got kids to interact. >> They were all kind of chatting there in group of course against the girls, but they were in there chatting who did worse and their checklist
028and what they all did. But It just seemed like he was real personable and really let them know, you know, think think before you do it. Just as simple as them looking down at their phone help them what could be the catastrophic damage. So, you did a good job. Um, I do anyone question I do want to apologize. I I should have done this at the very beginning, but I do want to introduce Dr. Har. should have done this at the top of the meeting, but welcome to the district. We look forward to working with you. She's going to come in the last problem solved for me. [laughter] >> So, welcome. >> Thank you. >> Okay, so that'll move us into I think Oldfield business and Mr. DS from MSBA is going to give us
029an update on our superintendent search. >> Yeah, thank you so much for having me. Uh before we get started, does everybody have a copy of the report from just a moment? So, first I wanted to update you on the candidate pool. We have nine applications submitted so far and another currently in progress. And so when that's submitted, we'll be a 10. They've been coming in at a rate of about one to two per week. And then we would expect another uh clump of them coming in over Thanksgiving break. And so hopefully we'll hit a number 15 or 16 at least for our candidate pool by the time we get to closing on November 30th. Um current makeup of the pool includes current superintendent of former superintendent, current directors, and current principles. So, that's a good
030combination of folks that are in the pool so far that you'll have to consider when it comes to that time. And I just wanted to remind the board that uh at the beginning of the process, you had selected that this would be a close search. So, we're not going to provide specifics details on applicants uh for public release prior to the announcement of the new superintendent whenever that takes place. And we'll talk here in a few minutes about the timeline that we want to establish for the remainder of the process. But first, I thought we should take a look at this uh stakeholder survey result. So, if you have those in front of you, I just want to call out some highlights for you and then if you have any questions about it, I'd be
031happy to answer those. The survey was open from October 22nd through November 3rd. Uh we received a total of 78 responses and those included parents and guardians, employees and residents of the community. There's a chart in the survey report that lines those out for you. uh respondents could pick more than one of those categories uh that describe themselves. Just another reminder that the survey should serve really as one data point in this process and not the overarching data point as we come to the selection of the superintendent. So just keep that in mind. The board will uh make the selection based on many factors not just the uh survey responses. So you'll notice uh on the second page uh that the top themes that were provided by respondents uh of perceived district strengths and those
032are listed in order of the number of mentions that they received. were open-ended questions and so respondents could write whatever they wished. And those top themes included uh the level of community support as a point of pride, uh the quality of teachers and staff, the quality of the student body, uh the quality of extracurricular activities, and then academic programs within the district were the top themes that were called out as strengths. The next question was about perceived district challenges and those you'll notice there's some overlap and so it just depends on each the perspective of each respondent. The themes perceived as district challenges included academic and curricular rigor, district leadership, expanding curricular options and access for students. Then staff recruitment and retention of course which is true for all districts these days and improved communication.
033The next portion of the survey asked respondents to select the top three professional skills that they would like to see in their new superintendent. Uh there were many different skills listed. So just to focus on the top before the first natural break, you had 36 respondents that selected recruit, hire, support, and retain effective staff members. So that was number one. Number two was fostering a positive culture and climate for teachers and staff with 28 respondents selecting that. And then effectively managing district resources was number three with 23 responses. Then below or the next question was uh the most important personal traits for the new superintendent. By far the most selected was that the superintendent should be approachable, accessible, and welcoming with 47 respondents selecting that uh trait. Following through on tasks and responsibilities, number two
034with 36 responses, demonstrating ethics and integrity with 34 responses. Possessing strong communication skills with 30 responses and demonstrating collaborative leadership with 26 responses before the break when there were significantly less for the remainder. And then the final question of the survey was another open-ended question where we asked for other qualities and priorities that the board should be considering as they select the new superintendent and there were many different responses but they shook out again into themes. The top four themes were the [clears throat] new superintendent should be actively engaged and very communicative with parents, staff, and the community. So you'll see that is reflecting what has already been provided in the previous responses. So of high priority for the community, valuing and collaborating with teachers and staff, which again was referenced earlier. So another high
035priority for the for the community. prioritizes student learning, student well-being and high academic standards and then modeling honesty, ethical decision making, transparency and values. So those are the themes that we noted in the responses from uh the respondents that uh those themes can help you in the selection of interview questions. So when it comes time for the board to decide on the questions that will be used in both the screening interviews with the larger group and then the formal inters with the smaller group. Uh I would suggest that we at least think about including questions based on these themes that reflect the will of community when it comes to the selection of the which probably overlap with your thoughts as well already. You have questions about the report? The results seem to be pretty expected.
036I guess this is probably Is this consistent with what you see from other school districts? >> Same type of >> Yes, the it is always situationally dependent and often times related to you know the what the community is experiencing at that time. And so the themes can shift a little bit, but oftent times districts are very much interested these days, especially all districts are interested in the recruitment and retention of teachers and other staff members. That's a nationwide problem. And so it's a priority for pretty much every district in America. And then other things like communication, I mean, that's one of the most important things that superintendents do. And so that becomes a high priority for a lot of districts as well. Nothing unusual about the responses. [clears throat] More responses might have been helpful.
037No students filled out the survey which was a little disappointing but >> would you have what are your was your like gut feeling on number response got this we just had a survey for our preschool and we got 50% more respondents than this for our preschool survey which is kind of you know people want to have an opinion we asked for their opinion on their thoughts so it's a little disappointing that we didn't have more It's kind of in the ballpark of what you thought. >> Yeah. Well, in this day and age, people are generally over surveyed a lot and so they typically respond to those surveys that are the most important to them. And obviously, survey responses about their own children would be a a great priority to them. And many people really don't
038know or understand the superintendent role. And so there would be a little bit more hesitancy or it might not be that high of a priority. But we just did Colombia superintendent search last year. And so think of the size of the city of Colombia. We had 1,200 responses for the entire community. And that's a city of over 120,000 people. And so your response rate isn't atypical for a rural district. Just that usually the more responses the better. Other questions about the survey results. Okay. We want to talk about the timeline for the for the remainder of the process. Originally when I was here last time we had laid out the tentative timeline and at that time we had discussed that the timeline was tentative and since then I uh have talked to President Helms and
039we've talked about perhaps shifting the timeline a little bit which would be fine. Um originally the next real phase that we all need to meet together as a group is to review the candidates once the window uh for applications closes. that window closes on November 30th, then we will need a few days to be able to gather up the materials of those people who apply over the Thanksgiving holiday weekend and then uh create summaries for those people. So that will take a few days. So my recommendation would be the earliest that we could meet as a group to review the candidates would be Thursday, December 4th. Originally, we had scheduled it for the following week, the week of December 8th, but we could go a little bit earlier. What do you all think about? That's
040a Thursday. I don't have anything. And this would be the just a review of all the applicants at that time >> that it yeah to be clear in that session what we would do is we would be reviewing all of the candidates that had submitted materials. We will have tiered them for you most highly qualified qualified and those who might be unqualified. And then uh what we'll we will do as a board is select which candidates will be interviewed during the screening round. Be our first rounds of interviews and be shooting for like sixish to seven candidates for that first screening round. Those interviews will be shorter. Do do you think you'll have that information to us before the fourth course look at before we get into the the application materials? You will ha have
041all of that before the fourth. You will the turnaround will be as quick as possible on sending the application materials themselves to you. Some of the summaries might not yet have been totally completed. The ones that are done we will send to you. So they're already finished for people who have applied already and they're created as we go. But we're just expecting addition like again a group of applications at over Thanksgiving break when people have time to take a breath fill out the application. So we'll just need a few days to finalize those but we will get them to you as quickly as we're done. >> Yeah. So that you don't have to go through every meeting. obviously won't be reasonable. It would just be nice to see it before we get into the meeting.
042That way we kind of talk through it. That would be great. >> Right. And then at that meeting we will confi make final confirmation on what questions will be used in the screening interviews and then also we'll go over the scoring process scoring those interviews. So, December 4th, 6 PM here, right? Great. Then after that, our screening interviews. Originally, we had those scheduled for the week of December 15th. If we'd like to back that up, we could do that the week prior, um, which would be the week after December 4th. uh we will need time to schedule those interviews. So it would not probably be likely that we could get it done until later the second half of the week. Maybe the 10th or the 11th. >> Yeah, the 10th. >> It will take four
043hours >> for the screenings. >> [clears throat] >> So we'll have six, let's say six screenings. We go >> 30 minutes each plus like a 10 minutes in between. That's possible. Kind of where I'm at on the I I assume it diffult seven of us during the day working four hours. It's pretty late. Yeah, you can't start at six, right, for four hours. You could you could maybe start at four, but then the important thing to remember is after the interviews, we need to then meet and discuss to narrow down the pool to the finalists. So there has to be a close session meeting after that. And how long it is depends on how much deliberation there is or who the finalist would be. I can move if we were to go earlier on that
044Thursday. Oh, everyone's available. I can move some stuff if we're go on the 11th or we probably have to move it to Friday. So I'm flexible at this point like I before someone takes my time [clears throat] it's open. So guess I'll put the boards >> [clears throat] >> Thank you guys. [snorts] >> I think we could look at the 11, 12 or 13. I'm not sure. It's um would a Saturday be I mean that would be option, right? Certainly would be an option. Not ideal. [clears throat] >> Well, if your applicants want the job, they'll make time for you. I mean, I would think that we want to hire people that would want the job. [clears throat] But I understand He's asking about just the distance for traveling folks in people in. So on
045for the screening interviews, I'd recommend that we just do them all by Zoom [snorts] so we don't have to deal with traveling just for screening for the 30 minute interview. that you guys tell me if we're doing Zoom that changes [clears throat] some things. I can do things throughout the day on the 11th and 12th. So, we could split that if we wanted [clears throat] to split it. 11. [clears throat] >> So we'll do the 11 here also. >> Yeah. >> Okay. Yeah. >> No, no, sorry. I wasn't clear. They would be on Zoom. We would be in a room together. >> That threw me off. >> Yeah. I apologize. >> That's right. >> Yeah. >> To live on Zoom. >> Yeah, I know. It will be confusing if we have all of us individually
046on Zoom. >> Okay, that will work. >> Okay. And then for formal the 11th, correct? >> That's what I have. 12:11 at 3 p.m. Then the formal interviews we had originally scheduled for the week of January 5th. if we want to move them back, that would be the the next week would be our final opportunity before it's time for winter break. So, um sometime around the 17th would probably be the right time. We might have to schedule those over more than one day um to allow for travel if people can't come on a specific day since we would want to do those on site. I would be open to doing it. >> I'm available. >> So, we would have to three candidates >> in total. We would be talking about close to four hours. We
047we'll probably have um an hour per interview then with like a 15 minute break in between each one. So maybe three and 3/4 hours in total. Um it if we have trouble diff uh difficulty scheduling people that might be two on one day and one on the next day. Uh depending on if someone could can or can't travel or have things going on. It's a little bit more of a commitment to come and do an hourong interview. on Zoom for 30 minutes, right? We could do the same thing and look at 3:00 4:00 at 3. >> Will we be making our decision? >> Can I ask our decision? >> You can. I think it's proven that >> [snorts] >> Oh yeah, for sure. >> You know, if you're if we're in here listening to a
048little tired, >> but that's just my thought. >> You want to go? I know it's everyone works. I can [clears throat] like David said, I can do it anytime. Why don't we shoot for four? We'll just shoot for four. Got it. >> Okay. All right. Well, that's what I have for you. You have other questions? Yeah, I mean we would just need to figure out on the 18 perspective What's that? >> Um, but that difficult but >> we don't have to though. >> Yeah, I mean I get your point. I sleep on it a lot of times when we're hiring. How difficult is it to put like a tentative meeting because I know we have 24hour notice to have a meeting. >> So we can >> schedule and cancel. I mean we could go in
049there Thursday but Wednesday night and there would be no reason to come back that next day or we may need to think about it. So could we schedule the meeting on the 18th? I can get here at 5:30. All >> [clears throat] >> right, everybody. Just to recap. So, we've got the 11th we'll have a superintendent screen and that'll go from 4 or 3 on and then on the 17th is we'll do interviews and we'll set a tenative meeting on the 18th for us to eventually meet. >> Yeah, I didn't get that part. It's correct. [cough] [clears throat] >> Any other questions? >> Great. Thank you. >> That I think gets us into um budget amendments. >> Yep. Yeah. Um Lisa uh kind of up a handy dandy report for you just to kind of
050give you some perspective. Um right above the two pie charts. You'll the pie chart on the left are the expenses. The pie chart on the right are the revenues. If you look directly above the one on the right, you'll see 2026, that's the budget you approved back in June. Um, when it says 2026 working, that's the amendment that we're proposing tonight. And all the amendments are doing are shoring up like what per uh pupil expense we're going to get from the state, all of the grants that we've been able to acquire through the fall. Shores up all of our federal dollars. So, for instance, like we had a $27,000 deficit in our title funds. And so it just takes in account all of those things to get things back on par um with budget what
051we know right now. U this will help um you can see on the where it says change. You can look through all of this and kind of see that the line items it goes through but um we're getting in um in the revenue side is $83,688. Um it increased 10,993 on the expense side. And so you can see that net. Um there's what this will do is get this budget short up so that Dr. Wolf can come in and do her financial wizardly and get you ready to uh go into your 26 27 budget year after all pretty well. Just so that we pretty clear for tonight seek a motion for the approval of the budget. Craig [clears throat] and all in favor 70. >> Thank you. Um we do have some policies to approve
052today and I think Dr. Phil's going to walk us through some discussion of those. >> Yeah, I just got a couple of things that I kind of wanted to uh bring around. Um the one the main one let me grab is JCA-1 eligibility to enroll. This is the one that came about as far as to comply with Senate Bill 68. It was that new law that was passed this last spring. This is the one that um you have the option to pick and choose. So if you look on the very front where it says update explanation on the MSBA policy there's three options or actually there's five options there. Um option one is um that enrollment is option is voluntary. Um so like in Camden we had no nonresident students in our district. Um the
053second one talks about which we have had for uh quite a while is where we're allowing our staff to bring their kids to our district. That's just a nice perk for folks so they're not having their kids going to school somewhere else and having to worry about it. When you look under number three, that's the one that's the newest piece where districts can elect to allow or not to allow uh uh contractors um that we have such as OPA, Mint, and uh OPA and Durham um to allow their kids to come in. That makes them eligible for enrollment. MSBA has included a 60-day work agreement or work requirement. So, they have to um they have to be in district in order to be able to enroll. Um and then it allows those kids to stay
054in district um tuition free uh until the end of the year. So, really three uh is the one that we three, four, and five kind of are those ones within contractor piece of it. That's your option. I just need to know the pleasure of the board what you would like to do on that. We had some discussion around this last year. Is there an option to contract or specific contract or service working within the district? So on further back in that same uh law it talks about uh or that same policy it talks about they're defined who regularly work 28 hours per week providing services to or get the benefit of uh the district. So and they have to be at least 60 calendar days. That's all the guidance that I've got >> and there's
055no middle ground. I think you all are able to set that middle ground if you want to. >> I mean, I think so if a person working for us coming in, they can have their kid there makes them feel happier, they're going to provide better outcomes for what they're doing is the way I see it. >> But I also think we could possibly have, let's just use Durham for example, if there was open table discussion say, "Hey, it takes us $6,000 for the kid like, you know, we'll split it with you. You know, is there a $3,000 credit back on our bill for something that we could do to meet in the middle to be a benefit to the Durham employee? Durham's help helping us. We're taking another half of the load. Uh, and the
056whole goal is to have a better outcome for the students, >> right? And so right now our tuition rate is 7,500. >> Okay. >> Per year. uh if they come in partially toward the end of the year then we prorrate that. >> Y >> that'll be a number that I would recommend to Dr. Worth to look at. Um I'm not sure when the last time it was looked at but that should be updated each year. We got a determine >> I mean if it's going to make people working for us happier right but at the same time we're not a charity so we don't want to >> Yes. charge tuition. >> So we can't >> Yeah. And so the difference would be so um is a tax base. We wouldn't they don't live here so
057they wouldn't have the tax >> unless for some reason they own something here. So what would be our financial impact? >> Well, >> if they live, let's say they live in um for sales and the Durham lady brings her kid here. >> Yep. And so our student um don't quote me on the exact dollar on this, but like our per pupil expenses run around quite around 125. I remember right if we're so 125 is including both formula money and that's putting that tax money together. So we're receiving 125 per expenditures. Okay. What are we you know formula wise what we're receiving per student because it would increase our formula by that amount. Yes. So, it's like 64. >> We can look into that and let you know. >> I guess I'm confused. What would be
058the difference between someone that lives here doesn't pay taxes or >> Well, someone's paying taxes on the on the facility they're living or the house, the apartment. >> Yeah. >> So, that still comes to the school. >> We're receiving money from the state on their attendance. for each additional student we receive we're receiving from the state and this is very new like just this last May because um years and years ago uh districts would poach kids from other districts because then they could get their formula >> u and that's why that law was initially put in to keep folks from saying, "Hey, come on over to California. We'll do this and this for you." And then we were losing our our initial reason why it was put in. This is opening up, you know, gate.
059If you want to open the gate, if you want to leave it as is and then revisit it later, we can do that. We can always come back around and I can look at the numbers back even in December for this specific policy >> and the 12,000 >> plus is a regular ed student not 504. Would it help the board to table this and talk about that from a financial perspective as we dig into a little bit more the next meeting? We have a few of those scheduled soon. >> Hey Bo, isn't there a bill back though for kids that say they are coming from for sales that we can actually bill back request for their tax whatever their rate is from for sales to tip to educate that child. children. >> I don't know
060the answer to that. >> I don't think they have that. I don't think we have that answer yet. >> I don't think they would qualify. >> I thought that's what we've done in the past. >> Teachers kids that come from Clarksburg. I mean, if we have kids, the teacher and their kids live in Clarksburg and then they come to Tiff. >> Don't we build them for that? Did we get that? >> We build a tuition rate is what we >> our tuition rate, but we would be able to bill back. So we build we build back when we have um for instance a student in foster care and their family lives here in the district but they're um in Pettis County then Pettis County whatever school they're in in Pettis County they can bail back
061for the tax uh money that would be collected here in Monto County in Tiffan. I thought we did it. I I thought that's what that's what we did was request bill back for kids that are coming from it doesn't matter if it's pilot gro whatever maybe something to look into. Do you want to table or just the J? Let want to get the numbers right or the letters right. J E C one and J E C A1 A1 >> J E C1 and J E A1. Those are the school admissions eligibility to enroll. Actually, no, not J. Ja1 >> and then we'll bring we'll bring the numbers back for the board. >> I think that's what I'm hearing. >> One more question. I'm use that student say coming from you. sales. Are we responsible for
062transportation or is that something that have to relate since they're already coming to school use for example is are we going to be responsible for picking that child up or is it going to be under the responsibility of the parent? >> Right now if I'm a teacher and I live in California send us the next road down or next town down the road. Um it's my responsibility to get my my kid here. I can't expect a bus to get >> I live outside the district. We want to stay within those district boundaries. [clears throat] >> That's a good point. >> Well, it's just something you just don't want to fall all of a sudden open that up. >> Well, that's I don't want to open Pandora's box. >> Yeah. >> If we set >> you
063say we want to do this, that's fine. But I don't want to open up to have to drive this pick, >> right? >> Or something. >> No. Was that something we could make sure to in this our policy? >> Let me [clears throat] let me get this with Emily and see. I don't think we have to wait. >> I just want to make sure we're understand >> right. I think it spells it out. Let me find it real quick. Um, we don't have to pay for that. I'll get that. >> Were there any other questions about any of the other policies that were here? >> Curious on. >> So, now here's the difference. I want to just make one more point. Now, the difference is as Dr. Hansen mentioned earlier and and Bridget, we've had
064some parents that have um wanted to enroll their students in our district and um I've had one family that uh Ashley and I have been working with and Bridget um that I always give grace and I gave them grace twice knowing that probably it's not really easily you know, we're not really I have a lot of pucker of places to rent and purchase here in um so I gave grace in the summer. I gave Grace after Labor Day. Um got the last address. We went out, we home, did a home visit. That place has since like the whole trailer's gone. Um, so I did send out a um a letter and um with the bill um so that they understood that that's that's educational lar and that's called out in this policy. When you have
065students that are coming here, they don't live here and reside in the district. That can be figured as educational. Um it's a $7,500 is what we charge as tuition and again needs to be evaluated to be make sure it's as as accurate as it can be. Um, so let's not confuse contractors with people who don't live in our district trying to get into our district. It's a great thing people want or dying to get in here, but there's there's correct ways to do it. So this this doesn't uh overstep anything. is just for contractors adding them onto the list such as like our teachers and our support staff having that option. >> Yeah. Just I'm trying to think through the timing of this because if the requirement is it it's a pre- requirement of 60
066days before >> well I mean I I'm just trying to think next year. Let's say we pass this right. um there's a requirement of 16 days before they've already >> that's kind of what I'm thinking through that doesn't make sense for a new a new employee. So if I start as a new contractor for Typton and I've got a kid >> then I have to wait 60 days into the school year they would be eligible to come >> but this would only be with contract services. >> That's it. Yeah, >> that's the thing about it. I think contract >> and Durham, that's all we're talking about. Those three major ones unless >> you could run into that. Yes, >> you could run into it with H Heartland as well. That's why I was getting into
067it. Like if we had like a contract, let's say, you know, for just general maintenance of our AC systems and things like that, how far how deep >> Yeah. >> does it go if we have an annual contract with say butts or or right if we did an annual >> So that wouldn't count. So it's going to be someone who's going to get these requirements. >> They have to hit that many hours. >> Yeah. Yeah. And remember guys, um legislators put this together for us. Sometimes, you know, it does kind of take a little bit to get the weeds pulled out and figure out what the law. >> It's almost like you want to put the 60 days on the back. >> If you really wanted to attract people, then you could say, "Okay, as
068long as you're employed for 60 days >> and we can keep that." MSDA included that in here. That would be an option when we bring it back. You can take that out if you wanted to. difficult for someone school or high school employee because activities if they came after that six days instead they came six days into the school year of October transfer >> I mean I could see how that creates [clears throat] a difficult situation just like one year ago we now have liquid or something >> and we do have people that pay tuition to come here which is a great thing. >> I do like the idea turning into 60 days. >> That's an MSBA recommendation. You can remove that. So we'll bring that back when we come back. >> If you're hired
069and you enroll, you're good to finish out. finish up the year. >> Yeah, they can finish the year. >> May [clears throat] August to retain good quality health, >> right? >> I don't know that just a little bit that finish out the semester >> and we adjust something like that. We can do anything we want. >> I just worry about I'm not saying our patrons are cheetah, but if somebody's coming here want to be a patron make our kids that kid fall into our category. >> What I want to penalize what's best for kids. You can't fault somebody for bettering their life, right? someone that's working for a contracted service and they get a better paying job over >> but the way this reads they get to say >> because they should that's why we're
070in business >> that's a good thing >> so why don't we all think that the policies That's it. That's the big one. >> Okay. Um All right. So, we'll seek a motion for these four policies. Would it be helpful for me to read them? >> I can read them all except for if it was the >> JCA. Okay. >> Yeah. I make a motion to approve MSBA policies. EHBD, GCPA, IGBA, JEC, JFCA, GV, JG, JGF, JHDE, J HDF, JHG and procedures BDD, L- AP1, EHBD-P1, GCPA-P1, and JFCA-P1. second. All in favor? >> Okay, very good. Um, now that gets us into the special uh education. >> That was the adopted version >> that recommended the update. So, this is option A. post chosen one or any questions that second. All in favor Okay. So, we
071have a presentation on the APR. >> Here we go. Okay, Kelly, I'm gonna try to >> I didn't turn it on. I'm sorry. >> Can you see it? >> Okay. There's Callie, everybody. [laughter] you. >> That's fine. I'll put my other picture up here. >> Okay. Oh, wait. No, not you. I'm just I need to be able to see. >> Yeah, you're fine. I just put my other picture up to see my ball in. Okay, here we go. Yeah, we're good. Can you hear us? All right, Kelly. >> Gotcha. >> Okay, just a little bit of background. Can you all see? Okay, just a little bit of background. Um, this data was embargoed until Fridayish. I think crashed on Thursday. So, When we think about our APR, our annual performance report, that's our MSIT 6,
072that's our accreditation piece. And so 70% of that performance report comes from performance score. And then 30% of the total APR principal continuous improvement. So things like on performance score side, we're thinking about achievement status. So we're thinking about overall all kids in ELA and all kids in math. But then we also think about subgroups. Um we're doing that for ELA, math, science, and social studies. When we look at achievement growth, this is an area a lot of um this I'm going to bring in my other little um this is the area that a lot of districts and are struggling with right now. grow and that's each student growing year over year. Um so we 24% of our growth points come from um all of those same content areas both all kids and then by
073student groups uh success ready brings in our attendance uh it brings in our I caps it brings in each one of those buildings has another piece of that which is the ka for elementary our graduation rate and then follow up for our graduates what are our graduates doing 18 months this side of the Y don't have a lot going on yet because you're in cohort two. This district's in cohort. Thank you. This is this would have been hard to pull off as an intern, right? And so if your when your new superintendent or super candidates are asking this year, so you already have a CIP ready to roll. It's up and and running. That was step one. This year, cohort one folks are having to respond to those standards and then they're having to um
074we already have a a claim and culture survey, but we'll have to redo that next month and then from that you'll adjust your cement. So, we didn't get any points off of that. We didn't get any deduct and then required documentation again that success ready. So, with all that in mind, Let's talk our score. So I went back four years because that's what the report gave us. Performance is here. That's the big piece that we were talking about. Continuous improvement and then total APR. We this district has steadily made growth. Got to celebrate that. Got to celebrate that. um not all of our uh friends around in the neighborhood were able to say that across the state. When we look at total APR scores by building within the district, you can see elementary, middle, and
075high. And then of course district is on the bottom. The principles and I had great discussion last Friday about okay, so what do we think is going on? We looked at our math or our math scores, our EOC scores. We talked a lot of things like what do we think we need to for our next. So, um, we're working together on those next steps as we speak. Jason are going to meet next week and kind of go over some things about what can happen at the site. When we look at the APR, you I'm a visual girl, so I got to see a picture and I'm good to go. This is all those years in visual. So, you can see that steady increase your district has made over the last four years. This is elementary.
076that middle one. A lot of that's what's driving that continuous improvement. It's going to be attendance middle and then you may be thinking, you forgot something. We didn't get any points these first two years in the high school level. They've got plans with your support at the beginning of the school year attendance plan. I think that's going to that's going to help a lot. Now, I always like to compare folks a little bit. So, we looked at conference schools. I think I got all these right. Hopefully, my friends are head. Yes. Um, look where we're at. The only one above us in our conference is by something very low. So, we're leading the pack in the in the conference. So, thought that was pretty exciting. And then to round out the fairies again is I
077looked at areas like and thinking about like similar size. I did bring in Parksburg. What you need to know about them is they're at K8. So they don't have all year, but they still um pulled their APR score out. You can see we're four from the top and California. So I think we need to celebrate the hard work that our staff has been doing and that our students have been collectively um you know taking assessments um pretty what I want to say I think we're taking them uh with great attitude the kids aren't like blowing off test one of the areas we talked about um at the secondary level is sometimes we have things like just for instance um the American government. So when you look at social studies, that's one test that's only at
078the 11th grade level. And so American government, it's our social studies test. we look at the supporting documents. Um if we have a lot of students that are taking dual credit offsite, sometimes the um colleges don't have to follow the same standards that we're teaching back here that were held to Missouri. And so one of the things that we're talking about, we're digging into the data even deeper is how are our kids doing when our kids take dual credit? American government. This is just for instance, then um they get one half of a year where kids are taking it here and typing. We know the ones taking it here and and tipped in and we know they're getting all the Missouri learning standards because that's what that's what we do, right? We're state. Um we
079also know how those EOCC's look where sometimes maybe our folks So, those are just some of the things we're talking about. We're talking about how can we what what's one more thing we can do to increase our attendance score. Um, so the thing about attendance, I love that they report out attendance every month, but you need to know 94% doesn't equate over to 94% on our on our attendance. Any student that's 85 and below, they get zero points. So if we get or I'm sorry 84.99 and below is zero points. So if you have a student that's always at that 83 level, we're not going to get any APR points. So if I have a student that's 85 to 87.5, we're going to get a quarter of a point. From 87.5 to 89.99, we're going
080to get a half a point. And from 90 up, we're going to get a whole point for those kiddos. So if if you think about while I've got a bunch of kids maybe I'm getting 1.4 for how many kids are we not getting paid for or a fraction? All that's put into that's how our teams think we're all in the middle of it. We're working trying to figure out what our next steps are. But like I said, the teachers are working hard. I think you should proud of the progress you've made and just keep anything you all want to add. [clears throat] We had great discussion Friday. Any questions for me? Be proud. Did I lose you? >> Oh, I'm still here. Just don't drop me. >> Okay. I didn't I got you back. you're
081you're safe and sound. >> Okay. Um, thank you. >> Yeah. >> Um, we will move into a facilities update. I know we have some bleachers. >> Yeah. So, I attached the So, one of the things um when when we did our music um inspection on August the 4th of this year, one of the things they asked and they will do this every year, they'll ask for the current bleacher and athletic equipment like in the gyms. They're talking about the uh balls mainly. Um and then they'll look they also look at the football bleachers too. So, uh, we got on that. Shannon got on that soon as we got him here and, um, they came in and I supplied the reports to you all. Um, the two biggest things we've got to get fixed are in
082the high school gym, and both Jason and Steve know about this are the big goals, the main goals at each end. Those have to have a safety bolt added to them. Um, >> a bolt. >> Yeah. To anchor them in. Um, I was down in Southwest Missouri here a couple weeks ago and I was talking to one of the assistant soups down there and um, she we were talking about music and and all the inspections and stuff and she goes, "Man, I never thought a gym inspection was as important as it is." And I said, "Why?" She said, "Well, when they built um an area school built a new elementary, they did not have those anchor bolts and it fell and and student died from it." And so, we have got to get those fixed.
083We're on the list. Shannon's calling them every day. When are you coming? When are you coming? When are you coming? So, uh Coach Carter Hall and Coach uh Co Pepper are aware and we're making provisions for a little bit till we get them here. Hopefully, they'll come in this week for a goal. The other pieces are just some um maintenance pieces like you know we need to go through and fix [clears throat] some cabling, we need to fix some uh some brackets. Uh those kinds of things. U we haven't had a bleacher inspection for quite a while. So it's kind of like at home, you know, if you kind of don't look at things sometimes it kind of adds up costwise. Um, so for all of the repairs of the elementary and the high school
084gym and then uh going through some of the items in the football bleachers, we're looking at a $24,848. Once that gets all fixed, um, then we'll be back on par and it'll be just doing the inspections every year and um, and then little twe [clears throat] along the way. So, this first deal is going to be a little hefty, but it will be safe. And that's what we need our kids and our and our community to be safe and those kids. One of those types of things that not sure there's any other thing to do other than approve that, right? something. There's several [snorts] The first three trouble. place. I don't know. I think that's too many because I know the >> [clears throat] >> Yeah, there was >> Yeah, >> say they can do
085some of that when they get their building. So that should >> No, I'm talking this spring they should be. >> No, no, no. I'm just saying >> moving forward hopefully the baseball's gonna have their own building practicing a little bit hitting kicks off the gym. We do need all in favor. [cough and clears throat] >> Thank you. We'll get her done. >> Good. Um I think that concludes open session. So we'll move into close. >> Make a motion moves session 610.21 include Jason >> [cough] >> Mr. Hans, >> I didn't know if she would be clear. [laughter] >> A motion by Derek. Second by >> Hi, Amanda. >> Yes. Yes, >> David. >> Yes, >> yep. >> Kelly, >> yes. Thank you everyone. >> Thank you.