001Hello. Good evening everybody. Welcome to our What month is this? February. Our February regular board meeting. Uh we'll start off with the pledge of allegiance and get started. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> [clears throat] >> Okay, we'll call this meeting to order. Uh, let the record show all the board members are present. Up first, we have a approval of agenda. Can we get a motion? >> So move. >> Second. >> All those in favor? >> Okay. Up next, Dr. Bignyan. Terrific tigers. >> Sorry, I'm trying to get out here. Dr. >> I can read. Unless he wants to read. >> I don't know. >> I'll read it.
002I don't care. >> Are we gonna fight over [music] it? >> Wait, let let Dr. F get your last one. >> Oh, yeah. >> There we go. [clears throat] >> All right. Our first person from the Early Childhood Center is Christian Rizzo Garcia PreK, son of Orurelia Garcia and Christian Rizzo. Christian is a terrific tiger because he brings kindness and positivity into the classroom every day. He listens to directions, follows expectations, and shows self-control, which helps him stay focused during work time. >> [music] >> Christian's kindness, teamwork, and caring attitude make [clears throat] him a wonderful role model. And he truly makes the classroom brighter just by being part of it. [applause] >> It's got a buckle, the boots, the boat, the boots, the whole thing. >> You find that Messiah Johnson, first grade, son
003of Irene Chamberlain and William Johnson. >> [applause] >> BLANCHARD ELEMENTARY. Jakyli Bland, fourth grade, daughter of Lakesha Bland and >> Gabilandum Bland. [applause] Jylie is a hardworking role model who loves to participate, shows respect to adults, and always brings a positive attitude to the classroom. Jakyli is a kind and caring friend who supports her peers. She consistently exceeds classroom expectations and leads [music] by example. Congratulations on earning terrific Tiger. JAKYLI [applause] Clipper Elementary. [clears throat] Makira Rogers, fourth grade, daughter of Tia Rogers. [applause] Nikira always tries her best and goes above and beyond in everything she does. She works very hard on her schoolwork and follows school rules. Nikira is a great friend to everyone and goes out of her way to help other students, making sure that no one ever feels left out. Nikira's
004hard work and her kind heart make Clippard a better place every single day. [applause] Franklin Elementary. Hector Hernandez, fourth grade, son of Me Reyes Hernandez. [applause] Hector truly represents what it means to be an outstanding fourth grade student. He comes to school prepared and ready to learn each day, always participates in class, and gives his best effort in everything he does. Hector is respectful, responsible, and leads by example with a positive attitude. Keep up the great work, HECTOR. [applause] Jefferson Elementary, Trinity Simpson, preK, daughter of Aura and Trey Simpson. [applause] Trinity is an amazing student. She comes in every morning with a smile on her face and is eager to learn and a fire outfit. She is a great example for other students. Trinity is a hard worker and always tries her best. Trinity is
005a friend to all. Her prek teacher feels very fortunate to have her in class. [applause] Central Middle School. Telen Ren, fifth grade son of Deltrice and Andra Ren. [applause] Terry W. Kitchen Junior High. Adelaide Woodward, seventh grade, daughter of Cassie and Lee Woodward. [applause] Adelaide truly has a kind and compassionate heart. She has been extremely supportive of and helpful to one of our students with autism. Adelaide has been a calming presence when the student is frustrated and she has helped encourage the student during class. Thank you for being such a helpful, caring person. IN ADELAIDE [applause] Central High School. George Dean, 12th grade, son of Rowan and Brian Dean. [applause] George is an award-winning student leader in the classroom and on stage. As a leader in our band program, George elevates the ensemble through his
006musician musicianship, work ethic, and positive character. He's a hardworking young man who blends skill and consistency to persevere throughout his high school career, both academically and musically. [applause] >> Central Academy Audriara Alexia Rosenthal, 10th grade, daughter Mark Rosenthal. [applause] Somebody else. Messiah. Okay. I didn't hear you. Uh Schroer. Messiah Johnson. First grade. [applause] Irene Chamberlain William Johnson. Messiah is a hardworking student who always finishes schoolwork on time and does his very best. [music] He is kind to everyone and is always ready to lend a helping hand to a friend in need. Messiah is a good role model for his peers because he is a great student and a good friend. Way to go, Messiah. [applause] >> Turn around. >> Yeah. Wait a minute. One more time. [laughter] >> I heard you back there. Good eye.
007Uh from January Central Academy Sariah Horo, she here 12th grade. [applause] >> Okay, that's it. >> Organize your picture, Casey. Come on, man. [clears throat] >> We got a clear back row here. Come on. We're going to take a picture right here. Come here. I won't bite you. [snorts] [laughter] >> Everybody look up here. >> Everybody give me your best smile. Ready? >> [applause] [applause] [clears throat] >> Brian, you want to help me? What' you say? [laughter] [clears throat] >> Yeah, I did. I actually wanted to go in but it >> had 169. >> Well, yeah. >> Yeah. Yeah. Yeah. What did it sell for? >> I think it was like >> I'll have to look it up tomorrow. >> It was in that area. >> I didn't know. I remember looking through it and
008we were sitting in the office talking about this. Yeah, I do remember that. trying to get >> that's a little close. [clears throat] >> Okay. Up next we have information proposals or comments from the audience and Mr. Payne. >> Mrs. Ja Spain is requested to address the board regarding policy regulation JGR1. >> Okay. Thank you. Miss Spain, you can come up. And our policy allows for three minutes of comment. And thank you so much for coming. >> You just wrap me up. There's >> our house. [clears throat] >> He does that. No, but thank you very much for coming. And also don't take like if we don't respond or holler or anything like we're not listening. We will get back to you within like two days at most. But thank you so much for coming.
009>> Let me let me say first real quick um I for those that don't know, my name is John Spain. I have two kids that have gone through Cape Public Schools. One graduated in 22, one graduates this year. This has nothing to do with either one of my kids. [laughter] We've had a great experience. If I had any concern, every single person in this room has made me very comfortable coming to you. [laughter] So, let me start with that. Um, a policy was brought to my attention um this year actually kind of through my son brought it to me and he said, "Mom, you should say something about this." And when a 18-year-old says that to you, I was like, "Okay, he's okay with me saying something." So, um, we have a policy that concerns
010athletics and extracurriculars. was I was brought to my attention with the board um that a student can actually complete a punishment with school, return to school and then still be prevented to return to any form of practice participation in extracurriculars um or athletics. Um I like I said I I sat at home for a few days and thought about this. I obviously am a big believer in [music] athletics. My kids have done that. a lot of extracurricular activities. Um, and I thought about the fact if a kid was in good standing with their coach, the fact that they were going home every day after school to maybe no supervision, no um, discipline, [clears throat] no mentorship, and it really bothered me to [music] think that we were preventing kids from being at school, you know,
011in a good environment. So that was kind of what what came to me. So I'll kind of go through my points real quick. Um so the kind of my thought I just gave the brief thing was you know I think 10 years ago even sports and and things like that were kind of a privilege. Now I don't think kids view it that way. I mean we have to push kids to do extracurricular activities. It's not fun. I mean kids get up early. They have to show up on holidays to practice. Um, and then I thought about the fact that we're taking away and punishing with something that we're trying to encourage them to do. [music] I mean, taking away a phone, that's a punishment, you know, they're they're spending time on that, but we want
012them to be at practice. Like, we want them to be there. And so, I I was really thinking about a way that maybe athletics, extracurriculars could be viewed as an extension of the school day. So if they have completed their punishment, they have served served their time, served their discipline, and they are in good standing with their coaches um to where they couldn't at least be at practice or at least show up. I I trust all of the coaches, all of the mentors you have out there, they do a really good job. If a coach needs or if a coach needs to put a kid on the bench, if that kid is disrespectful or has a problem, I think they can handle their discipline there. But for that kid to not be able to be
013there really bothered me. And so that that is what kind of brought me here. And I just respectfully asked that the board maybe take a look at it. I understand people may not agree with that. They may have their reasons for other things, but [music] that was that was my few minutes and my my few things. So thank you. >> Thank you very much. >> Thank you. And again, um, if anybody does want to make any public comments, we greatly appreciate them. Want the input, uh, reach out to Mr. Payne. We have 5 days prior to the board meeting and our policies, overview, all that. So, [music] thank you very much. Um, next, information reports, board president's report. Um, not a whole lot. The Skills USA competition, I from a kind of a a junct
014got to participate in that. had a co-orker get to go judge some and sounded like it was fantastic. I didn't actually get to go see it. And my only other disappointment over the past couple weeks is drone soccer was last week at the junior high and I've been wanting to go see what in the world that is and I've not made it yet. So, I'm going to get it back on there and hopefully get to go see whatever that is at some point. >> Yeah, it's on the schedule. I've got it on my calendar. I was out of town, but I have no idea. >> I don't know what it is. It's on their calendar and I was trying to go see it. If you guys >> Yes. >> drone soccer uh if you've uh
015so >> there's there's a bowl. It is uh well essentially essentially it's it's it's kind of like Quidditch. >> Oh. >> So get real nerdy here. But >> I'm logged in. >> I didn't [laughter] like that. If >> you watch the movie, if you've read any of the Harry Potter books, really is you have one person who's trying to get through the hole, but you've got other people who are blocking the other. So you got three on three and and football in the air. I don't know how better with drones. >> They've got goals on both ends and you've got a It's all drones. Yeah. >> Do they pick up the ball? How does the ball move inside the ball? >> It's a It's a It's a snitch. >> It's a snitch. >> It's a
016It's a snitch inside. Yeah. So it's It's got this cage that goes around it and you can knock into each other and knock each other out and Yeah. It's It's wild. But it's all in this little block. >> All in a 10 by 20 by 10. >> I I do want to tell you all our insurance policy covers [laughter] us. >> Not they're not large and they're not that powerful. >> But when I when I find the date on the calendar, I'll send it out. So if [music] you guys Yes. >> could go see it. So that's that's all I have for today. I'll pass it off to you, sir. >> It was fun. Not we didn't really have a big showing this time, but hopefully next time there'll be more kids that can play
017actually a game or at least learn how to play the game. I had fun. I couldn't figure out how to work the thing. So, [laughter] but I did not. Shock shock. I'm not that techy. [laughter] Um, [clears throat] so, uh, we've had a lot of great things going on through the last couple of weeks. Um, uh, they weren't able to come today, but we had some state, [clears throat] uh, swimmers, uh, make it to state and win gold. Yes. >> So, Chrysyn Mallister took home the gold in the 100 back and the 50 free. And then Kennedy Ringwald also placed ninth in the two 200 free and seventh in the 100 free. Congratulations. Congratulations to both of them. Hopefully, we'll be able to have them there. I'm sure I will have to take them out
018to lunch like in the past. >> Haven't heard that yet, but they >> but I'm sure that'll be coming. >> Do we know how many girls competed at state? [clears throat] Uh, how many competed was it? [snorts] >> Nine, I believe. >> Wow. >> Was it that many? >> Yeah. >> Two relays and then those those two girls and >> so we also have additional wrestlers going [clears throat] to state this year. So, good luck to that team and I know they've been working hard and we're wishing them the best of luck. Um, a group of students from the CHS Beta Club participated in the Missouri Veterans uh memorial breakfast last week. Uh, they were up before sunrise and in Pville to meet and greet nearly 40 veterans um at the event. Pretty impressive. We've
019got a great uh beta team. And I have one last thing that makes me very sad is today is Dr. Fagley's last day on the board because she can't make it to the March board meeting. >> Sorry, you had to go to a conference. >> Yeah, I know. I know. She served on the board for six years and and and we truly appreciate all the service that you've given us. She not only serves on this board, she also serves on the foundation boards and just pours her heart into everything that she she does. And I know she's going to be deeply missed. So, congratulations. I do have a plaque. >> Oh, >> or a cutting board for you. >> A chari board. >> Congratulations. [applause] >> Should we take a picture? Come on. Let's take
020a picture of it. Come on. Come on. Let's take a picture. >> We can get you one last picture on the board for the foundation. He's [clears throat] [laughter] [snorts] a tough little Hi, >> Dr. Pagley. Thank you very much. We will miss you and uh you'll miss all these fun [music] late Monday night evenings. So, but thank you very much for serving. Um up next, Community Teachers Association report. >> Yeah, [clears throat] I guess it was moved around. >> Well, good evening. I'm back this month. Um, ready for some rapid fire positivity? Cuz I am. Here we go. Um, from Albasher, we'd like to take a moment to give a shout out to the entire staff for an awesome PD day on Feb Friday, February 13th. We had a great session of vertical collaboration
021filled with powerful conversations. Thank you for always doing what is best for our kids. A huge shout out to Miss Begs and Miss Peninser special education teachers for presenting a wonderful session on assist of technology [clears throat] and AAC devices. The staff gained hands-on experience with the devices which was incredibly impactful. Finally, let's recognize Miss O'Win and Miss Cook for the immersive learning experiences they provided through classroom transformations. Their students have been surgeons, detectives, and athletes. They aren't just building knowledge, they're building memories. Way to go, ladies. from Blanchard. Miss Leathers is doing a wonderful job. She is rocking kindergarten and finding all the ways to help her kids. Miss Patentill is always going above and beyond with helping our kinders. From CA, shout out to Ron Coleman for working so hard on behalf of
022CA students and showing all how to handle change and disappointment with grace and dignity. From Clippford, first grade teachers have changed up their schedule to do ability groups with the students in order to help support them in becoming better readers. Miss Ameilia Kolier is helpful, supportive, and understanding in the office. Miss Bruns in third grade is working hard furthering her education. Shout out to Miss Wessle, Miss Der, and Miss Pennington for their work with our second grade students. From the CTC, Miss Laura Guffy, and Miss Carol Lrand did a wonderful job running the recent Skills USA competition on our campus. It was quite an undertaking on their part and all faculty and staff to welcome other schools have the facilities ready and pull off a successful day for all. Cape CTC students earned a total
023of 18 medals, eight gold, seven silver, and three bronze. Wow, I'm skipping over those words. Let me try again. Rashad Shane Lee is a custodian here at the CTC and has made great strides in keeping our school neat, clean, and tidy. He's an encouragement to both students and staff and always comes in ready to help staff with anything they might need. He will often see potential problems teachers may be facing and offer solutions to help keep classrooms clean and orderly, such as providing cleaning supplies, offering his services, or asking what times would be the least interested for him to perform his duties. From the high school, shout out to Miss Stratham who works tirelessly to help our students with their post high school plans. Shout out to the teachers that volunteered to come in early
024to help with bus counts and came back at the end of the day to help. Shout out to Miss Staple for her work planning the Black History Month program. Shout out to Miss Taylor who spent hours making posters about our successful graduates from Black History Month. Ear from the Early Childhood Center. Shout out to Miss Norah in the cafeteria for being so kind and positive to the students and staff. She goes out of her way to meet the needs of all the students. A special shout out to Miss Brookie who is phenomenal at keeping up with all the students and staff. She def she's definitely one of our kind. Sorry, she's definitely one of a kind. From Franklin, Miss Casey, our new special education teacher, is a rock star. Her positive attitude and dedication to
025our students is a great addition to our team. I second this one. The change in the students positive attitudes and growth has been wonderful. Hi. from the high school. Madison Jarrett has been doing a fantastic job with our CHS pep band. It's the biggest band we've had in a long time and that's due to all the hard work Miss Jared has Mr. Jared has been putting in behind the scenes. Loving Coach Dobs is one of our APs. He is proactive and quick with consequences. He does not put up with misbehavior and I'm loving his nononsense attitude. From Jefferson, our custodial staff at J is topnotch. Our school is always so clean, tidy, and organized. They are always so joyful and willing to help with anything we need assistance with. They are also so kind to
026the students and always respectful to everyone that they have interactions with. We're blessed to have them here. From the junior high, it's been great seeing Matt Miller make connections with students and spreading positivity as students enter our building in the morning. Keep up the great work, Matt. Mr. Franklin has been a great support to the ELA team this year, helping out with building assessments and assisting wherever he sees a need. Miss Carter, Miss Bright, and Miss Thomas did a fantastic job with Hope Week. We love and appreciate all they're doing with our Hope Squad members this year. Miss Han has made the library an inclusive place with so many fun things to do and likewise added several academic supports. She created peer tutoring at the junior high, which has provided a valuable opportunity for students.
027From the middle school, Mr. Wilson for introducing to our staff teacher studies. It's been a great experience for teachers to observe one another and then follow up with positive feedback. Every CMS staff member that took time and effort to celebrate the counselors for National School Counseling Week. We truly felt the love and appreciation from every corner of the school. Miss Anderson is a fellow firstear. Her hard work on skeleton notes and additional resources does not go unnoticed. She's an amazing person to have at our school. [clears throat] Nurse Angie is a rock star. Thank you for handling all the yucky stuff like the stomach flu. You are the best. Officer Paula has been such a wonderful addition to CMS. We love her dearly and so do our students. A huge shout out to the CMS
028special education team. They're absolute rock stars. This team consistently stays on top of their paperwork, manage students needs with fidelity, and demonstrates professionalism and dedication in everything they do. Beyond their strong work ethic, they are kind, compassionate, and collaborative professionals who go above and beyond every single day to support students and partner with general education staff. Their commitment to doing what is best for kids truly makes a difference, and CMS is incredibly fortunate to have such an amazing team. Thank you for letting me share some positivity this evening. >> Thank you very much. [applause] [clears throat] >> Okay, we appreciate it. So, up next, CET program evaluations lead three, Dr. back. >> Yes. So, I'll just jump straight in. Uh, CIP lead three, our goal was to develop a comprehensive plan to better align building
029operations across the entire district, K12. Um, that's a pretty broad statement. Very specifically, we were targeting behavior intervention for [music] students and how we report across the district, curriculum adoption and implementation steps through our academic services department, and then our K12 benchmark assessment alignment with Missouri learning standards K12, which we've used Galileo for multiple years now, and I'll provide a little more update about that later. Um, this CIP goal actually spans across multiple departments [music] in stu student services, academic services. Um, it encompasses a little bit of everything. This first goal was to utilize consistent behavior intervention strategies and infinite campus for reporting across all buildings [music] in an accurate manner. And I'm actually going to let Miss Keys kind of kick it off because this is really more her jam. >> But I will
030be brief. Lynn [laughter] Lyn told me I need to learn how to brief [cough] things up. [laughter] >> Feedback is essential. >> Feedback. [laughter] Uh we do have five behavior interventionists across the district. Um two at middle school and four at our elementary schools. Uh we do small groupoup individual um counseling for our students in need. We contract with um Great Oak Counseling and community counseling center to [music] provide services as well as an in-house u mental health districtwide counselor. Um, we are looking at this year adding an [music] additional behavior interventionist who will transition into a second districtwide BCBA um, board certified behavior analyst um, enabling us to target more specific case management and support in our buildings because um, the the need is there and so we want to make sure that we're
031[music] supporting our district as we need to. And for several years, we've actually tried to maintain two BCBAs across the district. Like many other um you know um counseling positions, health science positions, there's a lot of opportunities outside of public schools for employment than that where the pay is a lot greater. So that's a challenge we constantly face in the district. So we're [music] approaching it with a different lens this time on how we get to that. >> Crawford [music] has Yeah. Yeah. Okay. >> Yer, I know. I understand. And I was just making sure I understood what the role was now though. >> It's not a new position that we're creating. We're just [music] It's in the budget. >> It's been in the budget for a few years because we've been trying to find
032that position. >> Yeah. Instead of just trying to go pull one out from somewhere now, we're trying to use a method to um transition phases for current staff to get to that. >> So, um infinite campus reporting this year. I'm not going to read all the numbers. I'm just going to summarize very briefly. Um, last year I did the same thing. It's just these are total referrals as it stands from each building right now ranked from highest to lowest. Um, consider volume when you look at these numbers for student enrollment. Obviously, that's going to make up a big portion of why the numbers sit where they do. Um, as for total referrals districtwide, tardy referrals make up about 26% of all reported incidents. That's kind of where we start. [music] We kind of just remove
033that number. Um, all referrals across the district, 59% were male students, 41% were female. So, not a 50/50 split there, but not too disproportionate. When we dive deeper and look at out of school suspensions across the district, out of all OSS incidents, [music] 66% of those were male students and 34% were female students. We were actually talking about this in cabinet today. um just kind of revisiting [music] something about brainstorming. [clears throat] That's a very disproportionate number for OSS. Um if we're just being super honest about that and we're going to have to find ways to put supports in place for our boys, especially at the middle to junior high grade levels as they enter those transitional periods moving up through school. And that's something we're currently exploring right now. And I did discuss that
034with [snorts] um our social workers today in a meeting [clears throat] this afternoon and they already came up with some ideas of things that they want to try to bring about next school. [clears throat] >> And then the highest percentage of discipline referrals um occur at the seventh, eth, and nth grade levels, >> those natural transition points, those funnels as we like to call it, and then freshman and high school. Um I didn't put an exact percentage, but we could dive into that if we needed to get numbers like that. Um, I do want to add before even continuing on, this is the reason CSIP evaluations like this are very beneficial to us because it makes us take a deeper look into these things and see where we sit currently [clears throat] and establish what
035the current needs are because the needs year-over-year change, right? So, we may need to reevaluate [clears throat] those things. Um, our next goal under lead three is consistent curriculum adoption implementation process. Um it's all falls under academic services. This is really hard to summarize. So I put a little visual there of curriculum development, [snorts] what the model looks like and I listed kind of what the overall philosophy [clears throat] is below from academic services. Um couple big things that are happening in our district. We have a literacy plan update um that we've had teams across the district working on. I've listed two specific um goals that are in draft status right now under those two bullets. Biggest thing is going to be implementing a district-wide midcycle curriculum evaluation process to review existing curriculum that's being
036implemented in the district because a lot of times [music] with the cycles of curriculum implementations, you can lose sight with the resources that are actually being used um how it aligns to Missouri [music] learning standards, tons of things like that. So, we're actually going to formalize that process. And then the next one down there is just um being able to explicitly articulate grade appropriate literacy expectations. We talked a little bit about that in our other meeting because that's going to be a goal for some of our administrators across the district to have shared accountability and [music] responsibility in that process. And then um our districtwide assessments. I'm actually going to let Mr. Russell talk about this because there's a big transition taking place. and that'll make my report a little shorter as well. Um, so,
037uh, we we've got our assessment calendar there, uh, so that you guys could could click in and see it kind of what that looks like across the district, but essentially we've got a, uh, in addition to MAP and EOCC testing, we have our internal benchmark assessments, which we've talked about, um, quite a bit in the past. Um, Galileo has been our our platform for the last seven years probably for ELA, something like that. And then for the last two to three years, you know, from fifth to 12th grade. Um, well, we found out uh in December that they are going to end their platform and and switch to another version in September. And [music] so we are scrambling to find something new. But we have a task force connected with that. And we've got uh
038people from uh from departments and secondary across all the departments and uh across elementary and and sped. So we're trying to get a wide variety so that we can um identify needs and wants in a new assessment and um get a new tool and we will bring that to you guys as soon as we can find one. Uh that gives us a good opportunity because um there's some things that are great about Galo, but there's some things that the teachers didn't like about it and we can hopefully uh meet the needs of everybody with a newer uh with a with a new vendor. And so hopefully we've we've already identified we met on Friday and um and kind of solidified that list. We've been emailing back and forth as a group, but we finally met
039together and solidified what that list looks like. And now [music] we're looking at vendors to see uh to bring back to the group to see what uh who can who can best meet our needs. And so um you can if you can imagine there's, you know, 350 certified people in the district who all have different views on what assessments are, but ironically, it's really kind of cool to see. Um I think everybody's pretty much on the same [music] page about really what they want to get out of it. And so um and and and you know better questions for the teachers to understand and and to get their their students but also on the reporting and making [music] it more useful. I think that's universal. And so if we're going to do assessments we we
040needed to make it work and we need to make it work. Um you know across the curriculum across the year [clears throat] and um so in addition to that um the state it's even complicated this more in the last week. Uh, I'm glad it happened before our meeting, but they announced that they're going to change map and EOCC and what it looks like. Uh, definitely after 2030. Uh, but they're going to [music] start letting us kind of see what it looks like over the next few years starting this year. >> And so, um, we get to start a new state assessment that is different than what we've done [clears throat and music] before. And so, >> did they give you an idea of like different in what way? >> Yes. So instead of having an
041end of course or end of year assessment, >> they're calling them testitlets [music] where you can kind of pick the topics >> of what you've already covered so far >> and take the test over those that set of [music] standards. So maybe you get to choose a group of standards that you've already covered like in math. Math's really easy to do that with ELA. It's a little bit different, a little bit difficult to do, but >> you're good. You can create benchmarks based on what you've already taught. >> And so you get different windows. Uh, but what's really cool is if you come back and you retach, a kid can actually get a super score kind of like the AC. >> Oh, yeah. The ACT. Yeah. >> And so [clears throat] that's that's what I
042really like about it is a kid can can actually level up over the year instead of having to wait till the entire next year. >> So you basically I just want to make sure I'm understanding you're doing like small tests throughout instead of the big one at the end. >> Correct. >> Which we're doing benchmarks. Yeah, sure. You know that >> but this will be a standardized one across the state. >> The hope is in the long term that the data from that >> kind of replaces what we did with Galileo if that makes sense. >> So we get our feedback, you know, a little bit earlier in the year. >> Yeah. >> Depending on how fast it gets back. So we're watching this process before we >> make any big changes [clears throat] for
043for what we did with Galileo, >> right? >> Um but that's kind of where we're at right now. And so it's in a weird >> I mean sounds like potentially a positive thing. >> It could be very much so a positive and something that the teachers want, right? They >> not everybody, but that type of test in general they like better because you're assessing right after you've taught it instead of waiting till the end of the year. >> Um those types of things >> seems like it would help with test anxiety too. Kids who are like >> it's going to be quicker. So the assessments are going to be quicker and more frequent >> and and at the end of the year there's still the option you can take all of them at once >>
044if that makes sense. So >> it gives everybody all the options [clears throat] >> feels a little chaotic but it's there's a lot of good ideas behind it. >> So [snorts] just hopefully the reporting is useful for us. >> Yeah. >> Um so that we can assess less assess [clears throat] smarter. >> So >> keep us on our toes. Mhm. >> And then just closing it out, the last portion of my report I put together, it's just a summary. I'm not going to read all of it. Um, [clears throat] kicking off with our strengths. We have tons of supports in place across our district for students, whether it's BCBAS, behavior interventionists, dedicated counseling staff, mental health counselor in the district. Uh, Miss Keys [music] visits with lots of other school districts or visits with representatives
045from there. And we hear the feedback coming to us all the time. we can't help you or tell you what you need to add because you're already offering more than we do. That's what we hear very frequently, >> which is what we want to hear. There's still ways we can get better, >> but we we like hearing that feedback. Um, academic services for a district our size, really one of the main strengths is the fact that we maintain maintain a collaborative shared decision making model. It's very easy in a district our [music] side to just make decisions and push them out and not get feedback from the people that are actually doing the work. Jamie does a great job as well as Nick and Tina with meeting with staff that are using these programs and
046getting feedback such as that task force literacy plans, things like that. Uh we talked about the disproportionate suspension rate from males to females and our highest um referrals occurring at seventh, eighth, and nth grade levels. we're going to have to make decisions on what we can do to improve that as an internal um cabinet and then start making [music] some changes moving forward. And then he's already talked about just kind of navigating that new assessment system as we approach next fall. So happy to answer any questions anybody might have. >> Good job. >> Thank you very much. [snorts] Um learn four [clears throat] is up next. Mr. Russell if you would. >> All right. So, um, some of this will be refreshers from from past years and past presentations, but, uh, just wanted to talk
047about where we're at on these, uh, these action plan, action steps, uh, within, uh, learn for. Uh, it's all about improving curriculum, enhancing instruction. [music] And so, um, we're going to talk a little bit first about a curriculum. Uh, we've we've reshaped what and are are working to reshape even further what our curriculum cycle looks like. And so instead of every 10 years that it gets updated, it's down to eight. And so um we're we're still looking at making changes for mostly for uh the benefit of elementary uh teachers where [music] we're not having a one of the four cores back to back every year. And so they're getting a little bit of a reprieve, some time to kind of take a breath before they, you know, um, you know, if you remember back years
048ago, we had ELA, math, social studies, and science four years back in a row. And that it just causes anxiety for a lot of people. So, we're looking at at uh making some changes even further into that. We've made a lot of changes there already. We're just not all the way where we want to be. So, [clears throat] uh, we'll be making some changes, uh, some decisions based off of budgets and what the tax situation looks like, um, after, um, this summer, um, and all those changes occur. And so, um, we're also working on, and we'll we'll talk about a little bit more about, uh, resource selection and how we do that in the process. Instead of, um, you know, we try to bring everybody in and and um, go through what our curriculum should
049look like, what the needs are, we buy our resources, and then we build what that looks like for teachers and [music] for students. Um, and we're constantly updating that process. Uh we've you guys approved the uh academic services plan last year that guides that um this year. Uh we'll add to that the literacy plan that will uh have an impact on that as well. Um pacing guides and analysis uh analysis and alignment. And so K12 we've been adding to our process and we've been looking at uh Desi has this document out there that un they unpack the standards. It's called the item specs document and it really tells us where what that state expects us to [music] do. You know, it's not it's not a mystery and so we're trying to take those documents and
050really pull them into the process uh and and and show teachers what what the state really does expect. Uh another part of that is the depth to which we're supposed to teach things. Uh and so we're trying to make ensure that those pieces get put into the curriculum. Uh just below that [music] uh one of the main goals is intentional planning for all students. And so uh one of the changes we've we've added um e uh sped uh supports in the decision-m process for curriculum and and what uh resources we bring in and then you know what u instructional um approaches that we take. And so that those discussions are starting before we even finish our curriculum. And so we've brought those pieces into it. Um in addition with some of the changes from CIP,
051we've also added into uh starting with foreign language [music] last year and then science this year. We're also looking at how portrait of a graduate um goes into into that. So we're actually looking and identifying different activities that would align with um our portrait of a graduate. One of the new pieces that's going to uh be a part of the literacy plan uh is crosscurricular literacy. The state's [music] pushing hard on that u as far as what our guidance is for our literacy plans and to not just look at literacy as a a K2 problem. It's a K12 skill. And so we're trying to make sure that um you know what quality vocabulary and comprehension looks like in a science uh classroom. So that those pieces are a part of that um part of that
052discussion. Uh K6, we're also looking at um different ways that we can um you know, we we're trying to ensure all of these standards are hit at a certain uh level. Uh but also making sure that we have um teacher autonomy and curricular this is you can tell ELA teachers edited this curricular uh precision. Um, I didn't write that. That got rewritten. Um, so curricular precision. So, we're trying to make sure that the teachers, you know, they they they're the ones who are teaching this every day. They need the autonomy, the time to be able to flex and and do what's best for their students. And so, [music] uh, we've started looking at like how we use our time >> uh, in the classroom as a part of all of those processes. And so, we're
053looking at 8020 uh, uh, model. And so we're looking at 80% of the time is fully for instruction and then other 20% of the time is is used [music] to flex if if words where it's needed. And [clears throat] so uh making sure that that's built into all of our decision-m because we don't want to stuff a bunch of uh information and and curriculum into time that we're never going to finish it. And so um the other part of that is being clear on what is expected, right? And so being clear on what good instruction looks like, good um learning in a science classroom, for example, looks like. 712. Um in addition to those things, uh we're looking at um [clears throat] really where we can take um information that we've got. If you scroll
054down a little bit, uh we've looked at our year-over-year uh map data. uh taking, you know, leveraging where we need to spend more time and leveraging maybe we've spent too much time on something else. And again, that time analysis just in a little bit different fashion, making sure that we're we're getting [snorts] kids what they need. >> Can you explain, sorry, [clears throat] I looked at this and I was confused by the 100s. Like why is there a random 100 in the middle of arithmetic in 2022? [music] >> Yeah. So, um, one of the things that we never know is whether or not a question is a field tested question, but they give us results back on on everything. >> Okay. >> And or it was just a really really easy singular question that everybody
055got right. >> I see. Okay. >> One of the one of the two. >> Yeah. >> Um, so even you can see there's there's big holes where there's not any scoring. That's the same thing. They didn't test it that year. >> Okay. >> And so that makes sense. Um, yeah, it's it's really random. We we just don't know. They just give us raw score. >> Personal finance in 21 was apparently super easy. >> Personal finance is missing from this year for some reason. I [laughter] think they didn't report it whenever I uploaded the data, but yeah, it's usually Yeah, that was their that was the first year of the test, too. So, >> there's a lot of co money out there. That's right. That's right. Um, but uh but yeah, so you can you can
056see we have this right now. That's kind of at the overall level. We have it down to three different levels of and I think this is the top level of of [music] each of these skills. So, I've got it down to very specific standard on that. I think I've showed you guys that in the past. Um, but you know, we we're still looking at that year over year to [music] see where we're at. >> Um, so high school or everybody's looking at at that, but really we're looking at that um at junior high and high school right now especially to just to make sure that we're we're hitting those gaps. Um, also, uh, we talked about that midcycle process. So, we're we're revisiting, hey, we we've got this resource. Who's using it? Why aren't we
057using it? Um, because that's one of the things we get high buy in the first couple of years, then we get new staff, things change, you know, um, and just making sure that there's a process to make sure that we're we're still give, you know, we planned all of this high quality instruction is still [snorts] happening. um and and being more clear about what where that is and what it looks like. [clears throat] Um this next section is uh uh developing a ways to to identify best practices for a low performing area. We we just talked about that. Um we are also have been doing uh classroom visits to kind of do an instructional practices inventory. uh and Tina have gone out and have just sat in classes and collected data about what's going on.
058Are they using the the appropriate curriculum? Are they teaching it at the level where they're supposed to? Are they where they're supposed to be at in the curriculum cycle? >> And so um having those discussions um all of this is done not just in the department, we also have teams of we call them uh just content leads uh across um across the the district, across the buildings. So, [clears throat] we've got at second grade, we've got a every every building's got a science lead at each grade level. And so, they all come together, they meet, lots of meetings um about this, and we have these discussions about what that looks like. Um and so, we make changes, you'll see changes from report cards from year to year at K4. That's one of the reasons why
059is because [music] we're saying, hey, we're we're kind of shifting what is necessary there. um use lots of different data for that. Uh Galileo is a part of it uh for now. Um like I said, we we'll see where that ends up. And then connected to all that is the PD planning process. We can't make a lot of these changes without doing PD. And so um not only are we asking teachers what they need for curriculum, but also what they need in order to get better at that. And so we've got the um we've got, you know, just feedback straight up from from teachers, but we also do a survey every year to see where everybody's at. Um some of the things that come out of that, um you know, uh a lot of times
060it's really connected to whatever is getting implemented. So next year there will be a lot of science, next year there'll be a lot of literacy, PD, but then also teachers want to learn other things as well. So we're just trying to make sure that we uh get teachers what they need as part of it. Um and then um as we were talking about upstairs earlier um just making sure that there's evidence-based instructional strategies out there for um and and recommended things out there for for teachers. So whether that's through PD or whether it's through uh curriculum writing and adoption and learning what those things are um or it's teachers coming to us telling us this is what we should be doing, you know, and spreading those best practices. That's what we're we're trying to do
061through those uh content lead processes and in the PD process. Um and then you guys have already seen uh last year the academic services plan. Um [clears throat] we kind of paused on any changes to that this year because of the literacy plan. It's going to have such an impact that we're we're going to kind of revisit that a little bit more um going forward. Um, but we are in the the writing. You know, we're still taking some of those ideas and some of those action plans and putting them into the academic services plans as well. So, the our literacy plan I'll bring to you here [music] uh won't be next month. It'll be in either April or May. And um the hope is is that you know we'll have our we have got our
062three goals and then we'll have our action items prioritized under that. But I can tell you that there's uh lots of documentation out there from the state on what we're what we're going to be doing. But our big three focuses are how are we providing for teachers? Do we have a process set up for that? Um is our curriculum aligned properly to the science of reading and uh whether it's science or math or whoever. And then uh third [music] is what does instruction look like? what does quality instruction look like in that and u and how do we get there? And so those are kind of our our our draft goals. Um and then like I said hopefully in April and May or May you guys will get that. But that's where we're at. It's
063a lot we're there's a lot this year. Uh you know we were feeling really overwhelmed in December when we got that news and then on top of the literacy plan on top of all this other stuff that's happening. Um, but I feel like it's all kind of come together this year and all of the needs are made clear in all of these things and so and good opportunity to make changes. I know that was a lot but it's very thorough. >> It was. >> Anybody have any questions? >> Who's who's represented on that district literacy team? >> District literacy team. There are 19 people involved. uh three teams, one for each [music] goal. >> Start. >> Yeah. Uh initially we thought it was a lot bigger than what it was and so we we made
064a very large team for it because we knew what what the what the workload was going to be. Um and so we're still working kind of together and then separate back and forth. Um and so I've got a team of five. Um and I'm on the the we call it leadership and sustainability, but it's how do we make sure everybody gets what they need? And then I mean I've got people from K12 or K8 in my group. Um so um and then the other teams are we got people from all over. We've got sped uh I've got um we've got EL I got a foreign language person on mine as well. So we try to get really diverse in in who's on that because of what it's going to ask. >> Just out of curiosity,
065do you just send out like a broad email to everybody? we need this. And then people just respond and say, "Hey, I'll be a part of it." >> Yes. Say, "Hey, we I'm looking for for this this group of people." Um some of it, like the literacy team, we we we started with uh uh English department heads and um and uh reading specialists were our first group of people. And then we we broadened that out. We said, "Hey, we're going to need once we figured out what the scope was, we're going to need more people." So, we started off with like eight people and then then it's now of that 18 or 19 people. And so just trying to get whoever we can and really it was a hey let's identify where in each of
066these groups who were missing and just put out a call to those specific people uh brainstorming them just and and also ignoring people who are on all these other teams because we got people are content leads. to get people who are on um you know for the for the assessment task force you know we we did an all call for that one but we try not to overload people because in some buildings I've got I got one person who's on like four teams right now and they can't take another >> so we're trying to be cogn cognizant of that as well >> if you need an extra crystal volunteer >> I mean you guys are definitely more than welcome to come and same same for any parents who want to come to do that but
067We're trying to get kind of what the state wants first before we bring in other voices. And so, >> thank you. >> Thanks, sir. All right. Up next, academic services report. >> I think that's enough for me. [laughter] >> We'll just Sure. Nothing else? >> Pass. Pass. >> Passes. >> Treasure and finance report. Miss Dudek. [music] >> Okay. Uh, this report is for month ending January. So, we're still um at the point where we're getting our tax revenues. Everything is looking really good. Uh beginning fund balance was 23.5 million. Revenues received were 8.2. Expenses of 1.3. So, you can see our revenues are exceeding our expenses by a lot right now, which is not unusual. The transfer to the special revenue fund was $457,000 meeting us with an ending fund balance of $30 million. Cash
068and investment details are listed below. Does anyone have any questions? >> Do you teach the personal finance section? That's why we got on. [laughter] >> That's all those hundreds. >> Does anybody have any questions? Thank you. Thank you very much. All right. Districtwide athletics. Mr. Moyers also my thunder again. >> We're going to have to coordinate better. I'm going to repeat them anyway. Is this on? So everything good? So, uh, high school, junior high athletics, high school winter sports are wrapping up and spring sports are [music] start their seasons next week. Uh, girls basketball, our district tournament is at Farmington on Monday, Wednesday, and Friday of next week. See meetings actually tomorrow, so we'll know where we're we stand in that tournament. Boys basketball, we actually host the uh district basketball tournament here at Cape
069Central. That is scheduled for Tuesday, Thursday, and Saturday of next week. Uh, wrestling, we have four wrestlers that qualify for state the state tournament this weekend. Madison Smoot uh in the 145 pound weight class, Dane Armstrong in the 113 pound weight class, Connor Pool in the 190B weight class, and Kaden [music] Lamb in the 285lb weight class. Uh they they compete on Thursday and Friday at the Missou arena. Girls uh swimming and diving, we had multiple swimmers take part in the state meet this past weekend and two came home with some hardware as Dr. Ben mentioned. Kennedy Ringwald, seventh in the 100 free. She was all state for that. And Carson Mallister, state champ, and both a 53 and 100 back. Carson Mallister's dad and I grew up together. And if you'd have told me
07030 years ago that his daughter would be a state champ in anything, I'd have told you you were crazy. So, uh, thank his mama when you see him. >> That's right. [laughter] >> Junior high sports spring seasons are also upon us. Volleyball has already begun and baseball and track start next week. elementary and middle school uh youth sports. Uh soccer is underway and we've had uh good numbers again this year. Girls soccer has eight teams grades 1 through four. Boys soccer also has eight teams grade 1 through four and we have four full co-ed teams in grades five through six, which that's our largest group we've had of co-ed soccer. Usually we have two teams. We got four four full teams this year. So we're really uh pumped about that. Special Olympics. Um, and we're
071using our indoor a lot, especially this time of year with those soccer teams. Last Sunday, our uh Cape Tiger Special Olympics basketball team competed in its first competition uh at the Simo Rec Center. We have a great group of our teachers who are coaching our kids to prepare them for competition. Uh, and we will uh Jamie's got some pictures up. That's our that's our team. Um, they had a they had a great time. You have the one [music] with the the teachers, too, Jamie. >> Sorry, my mouse is real slow. >> Oh, you're good. There's three pictures. One of them's got them and their their uh >> There we go. >> their teachers uh our special teachers from across across all a lot of our buildings. >> They were honored at the Simo basketball game.
072>> The teachers were at the Simo basketball game. We're actually going to honor all of them at Friday night's uh basketball game [music] this Friday [snorts] uh here at Kate. So, and show them the other one cuz it's funny. >> Let's see. This is them being silly. >> The sheriff [laughter] >> the sheriff's department also shared pictures. I don't know if you saw that on Facebook. [music] Um because they gave out the medals for the students and our students were featured on the >> Oh, good. >> the county sheriff's page. >> Yeah. Yeah. Yeah. They do that for both. I mean, you go to any Special Olympics event, they're there to to present the awards, which is awesome. >> We had CGPS day at Simo men's and women's basketball games on February 5th, and it
073was well attended by students and staff. >> [music] >> George Dean who was here earlier as a terrific Tiger, son of Rowan Dean was all an all is an all state French horn player and he performed the national anthem for the uh for the women's uh game. Uh our youth basketball teams made the tunnel for the women coming off the court and men going onto the court and uh it was like I said well attended by by our people. As I told Roanne as she left, I said, "Man, you got such great kids. It really is nice having Brian." [laughter] She'd appreciate that very much. You have any questions for me? >> Thank you very much, sir. >> Thank you, Gina. >> I up next, support services report. >> Evening board. I don't have much
074tonight in our report other than last week we finished our second phase of bus counts for the district. >> [clears throat] >> is critically important in getting that captured correctly on all available bus riders and getting their addresses reconciled within Infinite Campus so that we receive the funding that needs to be received uh from DESI a little bit later >> [snorts] >> uh in the meeting under business. I'll have more to talk to you about with our very first project with our long range facility plan that'll be in front unless you have any questions about something specific. We'll wait till then. >> Okay. Thank you very much. My mouse just slid out of the way. Up next, board reports. Up first, MSBA [music] delegate report. >> I don't really have anything and I'm probably going
075to take something Crystal was going to say, but [music] okay. The uh MSBA [clears throat] advocacy day, >> which I think we have people going to, is March 10th. So that's a great opportunity to make some connections with people who [snorts] make a lot of decisions about what we have to do. >> That's all. >> Thank you very much. We'll slide over to the legislative report. >> Yep. Um the first thing I wanted to talk about was property taxes. We've talked about that a lot. Um last month I discussed one specific bill HB2780. It was a large omnibus bill that was making a significant amount of headway. Um is very concerning on the changes it would make to property taxes, but it actually recently stalled on the House floor and went back to committee. Um
076this is a really great thing. There have been lots of engagement from school leaders to our legislators about the impact that we would see as school districts if something like that would pass. And [music] I think those those conversations are making a difference. So that's a great thing to see. There are still multiple bills on this topic. This is a very uh large point of contention. So if you have the opportunity, speak to your legislators and not just legislators, but community members about how property taxes affect our district. Just as a reminder, 50 53% of our budget, as in our budget for K public schools, comes from local funding. Missouri [music] ranks 10th in the nation for local funding. We are heavily, all of Missouri heavily dependent on local funding [music] for our schools. So,
077it is very important that we maintain that funding. Um, second bit of legislation I wanted to talk about was the A throughF school rating. Again, I did talk about this last month. It is both legislation that has been uh presented, but also an executive order. Um, it has begun to be debated and there seems to be pretty sharp division on the topic, which is not surprising necessarily. So, we will, it remains to be seen if the legislation itself will move forward. But regardless of that, because it's an executive order, Desi is still mandated to develop a rating system per that executive order. So we will see something come out of that. Um I think they have to present Desi has to present by June uh for that rating. So we'll kind of watch that, but
078we will we'll definitely see something come out of that by I would say close to the end of the [music] school year. Um, last thing, something that has been getting more and more traction is moving forward is technology in elementary schools. [music] There were two bills. They've actually kind of been combined into one bill at this point, but basically would limit screen time uh for K through five. Um, it's, like I said, moving forward pretty quickly. So, that is also something I'm just kind of been watching and we'll update as that um, moves forward. Um, last thing is Dr. Dr. Fley [clears throat] already mentioned advocacy day is March 10th. Um, I'll be going. Dr. Benign, I believe Mr. Payne, and maybe even Dr. Crowley will be attending. I think we've already got a meeting
079or two scheduled with our legislators. So, [music] uh, when we have our next meeting, I'll update you on how that went. That's all I got. Have >> any questions? Okay. Up next, Cape Public Schools Foundation. >> Yes. Sammy could not be here tonight, but [music] um the foundation, we would like to say woohoo. The Pigman Party [laughter] was a great um success. [clears throat] Um I want to throw out some thank yous again to all the supporters, the donors, most definitely everyone that was there. [music] Um she'll give more of a defined update later. And to add to your calendars, um, the golf tournament will be May the 11th of 2026. So, mark your calendars. Thank you. >> Do we know how much the Penguin Party raised? >> She's going to She'll She'll tell us
080that. Okay. >> She'll let you know. >> There's still money there. >> Yeah, there's still money. >> Got it. >> We're supposed to get the report on Wednesday, so >> Yes. >> Okay. >> Thank you very much. [music] >> You're welcome. Um, so we have consent agenda items up next. Before I actually read them off, I know our leadership of the CTC is here and one of them is about the enhancement [music] grant. Was there anything you guys wanted to toss out before we dive in there? You guys good? >> Sounds good. I saw >> I saw you guys both sitting there. I thought I'd toss it out before we actually went through the consent agenda. >> We just come to answer any questions. I mean, the enhancements obviously how we update equipment, stay relevant
081on equipment. Um, [clears throat] they the state has put some things in. So last year um it was better and by better I mean there wasn't reductions because there was enough [snorts] dollars in the in the pot. So when 57 career centers um apply for that we don't go over budget. You know we had in the past we went over budget they put some dollars with it. So now it's really more a true 7525 like it's like it's always been or meant for and so last year was [music] pretty good as far as that goes. It's been as good as it's ever been. this year will be the same. Be true to the number. And why I say that and bring that up is we either have to reduce what we get or the district
082picks up the tab. That's kind of your only two options. So for it to be a true 7525 is very good for us. Uh because then we kind of know what we're getting, what money we are investing and not having to come up with additional or cut equipment. That's one. The other one would be the AL grant. >> Yes. which is up again. Historically that's been a threeyear cycle grant. They moved it to a five-year um you know with different changes. Um it's predominantly funded by the grant, the whole program with the exception of a portion of it that's our coordinator's uh salary that the district picks up. That will not change. They approve that on a year-to-year basis. We have any questions or anything? Thank [clears throat] you guys very much. All right. So,
083up next, the consent agenda. I um sorry, the consent agenda. We've got minutes from February 2nd, 2026, payment of bills, the adult education literacy grant proposal, and the CTC enhancement grant. Uh we have a motion to approve the consent agenda. >> So moved. >> Second. >> All those in favor by saying I. >> I. I. >> Any opposed? [clears throat] Okay. All the consent agenda items do carry. [music] Up next is our business for the evening. Up first, we have approval of cooperative sponsorship proposal CJHS at Nell Hulcom School. The recommendation to approve a cooperative athletic opportunity for junior high age students at N Hulcom, a public K8 institution within the boundaries of Cape Gardo Public School District. Representatives from Nell Hulcom have already approved the cooperative proposal and the Hok is already registered as
084a Misha affiliate. Uh, can we get a motion to discuss? >> So moved. [music] >> Second. >> I Any discussion on that? Any at all? >> How many kids do we usually get? >> Tyson, >> is this the first >> first time? >> It's [music] the first time. >> Okay. [cough and clears throat] Coach commerce said he believe there was six kids that wanted to play this year which is pretty good numbers for that I think actually >> previously we this year they reached out to coach. >> Is there a reason why they changed [music] their mind? >> I didn't say he didn't tell me. He did say other than maybe they did some sort of student survey kids, you know. >> Any other questions? I have a question just in general how this works.
085When you co-op with another school, [clears throat] is it for all of your sports or is the co-op specific to specific [music] sports? >> Sports specific. >> It is. >> Yes. >> Okay. Any others? Okay. All those in favor indic. I. >> Any opposed? Okay. The approval of the cooperative sponsorship proposal CJ CJHS and no Hulcom carries. Up next is our second reading and adoption of board policies uh EHBD artificial intelligence use policy. Let me get my mouse turned down here. IGBA1 special education policy JECA-2 eligibility to enroll apology JFCJ weapons in school policy JGF discipline reporting and record and records. My mouse just clicked on that. Policy JHDF, suicide awareness and prevention. Policy GCPA, reduction in professional staff workforce. Policy JEC-1, school admissions. Policy JFCA, student dress code. [snorts] Policy JG, student discipline. Policy
086JHDE, behavioral threat assessment. Policy JHD, reporting and investigating child [music] abuse and neglect. All right. Can we get a motion? Before we get a motion, did we review um GCPA? >> Did I not? So I scrolled down. Sorry about that. Also policy GCBA reduction in professional staff. Yeah, I did say one. >> Thank you. >> Make that motion. >> Second. >> Okay. Any discussion or comments on these? Okay. All those in favor indicate by saying I. >> I. [music] >> Any opposed? Okay. The second reading and adoption of those policies. >> One more question. I'm sorry I'm going backwards, but [laughter] just >> I'm still looking at this uh co-op. So, like it says at the bottom that Jackson also co-ops with no Hulkum. >> Different sports. >> Okay, you guys have to really baby
087me through this. I don't know how it works. [laughter] >> Okay, that's all. >> Sports. >> Your interest in sports is study. >> It is. It is. She's growing. >> I love this [laughter] dude. specific sports. >> Tyson, she can be on one of your committees also. [laughter] >> All right. And up next, approval of the initial phase of the lighting improvements. So, the recommendation is to authorize the superintendent or his designate to enter into a contract with Navatas LLC to perform a lighting upgrade for [music] Cake Public Schools not to exceed $1 million. Um, can we get a motion? >> So, moved. >> Second. >> All right. Discussion on that, Mr. Carell. Any details? >> Thank you. So, this has been a long time coming. Uh, this is one of those umbrella projects that
088was identified our long range facility plan as far as upgrading our energy efficiency throughout the [music] district. >> Once our lighting uh project is completed, we're going to see annually uh north of $130,000. That's a very conservative number [clears throat] just in our utility bills alone. That's not to even push it further when [music] you start looking at our optimization of our HBAC units, various weatherization projects, so on so forth. If you go back to previous conversations that we've had, we can take those [music] dollars, reinvest them into other projects, or we can take it, throw it into our general revenue, keep it there. $130,000 can employ two teachers a year, right? So, uh there's a pretty significant ROI on that. One of the things that I don't have listed in here though is that
089there is a roll back capture for [music] anything Cameron [clears throat] does when they push forward uh rebates with lighting projects. So we're hopeful what we are understanding is around July 1, that first fiscal quarter that there will [music] be um the grants that come back out with with lighting and we'll also be able to save significant dollars, but we don't want that to stop us now. So, um, going a little bit deeper into it, the sentence in here once we went through our IG a little bit more and actually studying getting hands-on. Originally, what we're wanting to do with the vast majority of our lighting is somewhat like a lot of homeowners will do where you just simply [music] swap out the bulbs. Well, when we started looking at that, if you look at
090the lights above us, those are the long fluorescent bulbs that we have. And there's a part in all of these lights called tombstones. So it's the plastic part [music] that dips down. You slide the bulb in and you lock it in. As we started looking at that, a lot of the tombstones [music] started breaking. So we were going to have to replace those, which >> ironically those little bitty plastic parts that hold the bowl are not cheap. Mhm. >> And so when we did a cost analysis of just basically keeping the shell up there, dropping the guts out, and putting what's called a door kit in there, even though it's more expensive, [music] it it's a better economical approach. So, we're not necessarily retrofitting. We are retrofitting possibly a 30-y old fixture, but it has
091all new guts. We're using the same shell. Uh, and it also adds a layer of protection as opposed to just taking the whole light out, putting a brand new one in or it's going to be [music] more sustainable than just swapping the lights out, but still having a very dated uh look and just the functionality through the lens not being as well. So, we had test classrooms set up at the high school. Uh this is going to allow the switches in those classrooms to be more [music] uh conducive to a learning environment. Wherever the projector or the smart screen would be in that classroom, that front bank will be able to be turned off by the teachers. Then the rest of the classroom will be able to stay lit for the students to either see
092their devices or uh participate in whatever the plan may be. All of our common spaces are also going to be put on a five mode switch. So the lunchroom, you can have it at 100% or 75%, [music] 50%, you know, so if there's an assembly and you just want the stage lit up, we can have that part of the deal. The rest of the room is dark. I don't know if that's a great idea for elementary kids, but that'll be uh on the principles and the teachers to kind of sort out what's going to be the best mode. Same thing for our gymnasiums. Uh we'll be set like that as well. >> Is there anything else that I can go into detail with? I do want to add that if there is a 10% [music]
093and cost-saving differences to the error of their calculations, we actually get those dollars back from the company. So there is, you know, if if the numbers don't come in with our utility usage, uh we have a mechanism in place where we can capture those dollars back through a guaranteed service contract. >> We have any other questions? Okay. All those in favor indicate by saying I. Any [clears throat and cough] opposed? I. The motion carries to authorize superintendent to enter into contract of Navatas. >> Last up, information or proposals from board members. Anybody have anything else for the good of the board? >> Just want to give one more thank you to Dr. Enjoy. >> Say thank you to everybody. >> You will be missed. >> Thank you. >> I'm going to miss it. Yeah. >>
094Would you like to make the motion to adjurnn? >> I move we adjourn. [laughter] >> Second. All those in favor?