001and uh welcome to our November regular board meeting. If you uh would please rise with us. We're going to start with the pledge of >> allegiance. I alian 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. Welcome everybody and happy Thanksgiving week. Uh so board before us we have an agenda. Can we a motion to approve? >> So moved. >> Second. >> Hey all those in favor please indicate by saying I. >> I. >> Okay. Motion carries. So up first Dr. Vinnie we have recognitions. >> All right. Our first one is we're going to skip around a little bit because our first one is our state cheer competition rec recognition. Uh we're proud to recognize Cape
002Central High Cheers Addie Cook. You might know this person. >> Met her met her once. >> You might know her from uh uh maybe living in her uh her living in your home. >> Come up, Addie. You got to [laughter] come up here. We won't embarrass you too much. Uh finishing her high school career with a uh four Pete, Addie has now received six total allstate recognitions >> this year. Yeah, [applause] >> this year. This year she was named top jumps, top tumbling in class 4A. Is coach WBLE here? >> They did. Okay. So they she may not be here. >> But yeah, I don't know the timing, >> but can you do a uh tumble and a jump? >> Exactly what I wanted >> and [laughter] and Mr. Cook will spot you. >> [laughter]
003>> It was cancelled under advice of council. >> Staff only staff and board only >> we had this whole routine worked out. We'll do it. [laughter] Well, congratulations. So, up next, Terrific Tigers. >> Tigers. [applause] I even [snorts] practiced before. >> All right. First up, Early Childhood Center Aubrey Fox, preK daughter of McKenzie Daniels. Aubrey is the embodiment of what it means to be a terrific Tiger. Every day she arrives at school with a bright smile on her face and a big hello to everyone she sees. If a friend needs help or hugs, you can count on Aubrey to lend her support. Aubrey has a way of making students of all abilities feel welcome and part of our tiny tiger family. [applause] >> She's adorable. >> Alma Shrder Quinn Gustiffson second grade daughter of Britney
004and Cody Gustoson. [applause] Quinn was chosen as our terrific tiger for November because she always shows kindness and a willingness to help others. She leads by example, works hard in class, and encourages her classmates to do their best. Quinn's positive attitude and strong effort make her a wonderful role model for everyone at school. [applause] Blanchard Elementary. Mila Lindberg, second grade, daughter of Ally and Charlie Lindberg. [applause] Mila brings joy and laughter within the classroom and can always be counted on to shine as an outstanding role model. She's creative and intelligent and sets the bar high for those around her. She has a strong work ethic and is adored by everyone lucky enough to meet her. Ma is definitely a terrific tiger. [applause] Clippard Elementary. Sage Plumbley, fourth grade daughter of Brooklyn Plumbley. [applause] Sage is
005a dedicated and hardworking student who strives to improve every day. She is also an incredible helper, always noticing what needs to be done and taking initiative without being asked. Sage is the first to volunteer to help others in class and is willing to work with anyone. She volunteers to partner with students with special needs whenever we have group projects or experiments. Her positive attitude and teamwork truly stand out. [applause] Franklin Elementary, second grade of Jazz Newsome and Whitney Weisinger. [applause] Callie is such a hard worker and a great friend to all. She is always excited to learn and is not afraid to ask for help. Callie always tries her best and willingly helps her peers. She actively participates in class. Callie has been a great student. Congratulations, Calie. [applause] Jefferson Elementary. Malia Rosley, second grade
006daughter of Porsche Dickerson and Marian Rosley. [applause] Malia consistently demonstrates excellence in both academics and behavior. She approaches every task with a positive attitude and a strong work ethic. Always striving to research her goals. Her dedication and perseverance shine through in everything she does. From her outstanding classroom performance to her impressive achievement of earning over 20 AR points already this year. [applause] Still got more more to talk about her. Malia is a wonderful role model for her classmates, showing kindness, responsibility, and a genuine love for learning every single day. >> Congratulations. [applause] >> Central Middle School, Tayen Cooper, sixth grade, daughter of Kirsty Gwyn and Deontay Cooper. [applause] Kayla is not only a wonderful student who consistently demonstrates our pride expectations, but also an outstanding leader. She has gone above and beyond to make a
007positive impact on our school. Earlier this year, she proposed creating a student group dedicated to improving our school environment. Each Wednesday, Tailon and her team spend one recess cleaning, organizing the lost and found, picking up trash, and completing other tasks that help make our school a better place. Her initiative and leadership truly make a difference. Tailon, thank you for truly making CMS shine. [applause] Terry W. Kitchen Junior High. Gabriel Rogers, seventh grade son of Rolando Rogers. [applause] Gabriel is such a kind and respectful student. He has a love for books and was so patient with Miss Han when they were trying to find books. Jabriel is just an overall great student with a bright future. Congratulations, Jabriel. We are so proud of you. [applause] Central High School, Brena Dunovan, 12th grade daughter of Stephanie and
008Carrie Dunovan. [applause] Brena is an amazing young lady. She's always positive, friendly, supportive, responsible, and gives everything 110%. She is a perfect CHS role model and extremely talented. Way to go, Brena. [applause] >> Central Academy A Clemens, 11th grade daughter of Tiana Flem Fleming. [applause] And then from October, Jefferson Elementary, Israel Evans, third grade daughter of Corey Evans and Tatanicia Robinson. [applause] Izzy personifies what it means to be a terrific Tiger. She comes to school with a positive mindset, loves to learn, and always gives a 100% effort on her classwork. She's kind to her peers and a friend to everyone. Her willingness to help others sets her apart from the crowd. She consistently treats others with respect and serves as a role model of excellence in both attitude and behavior. Izzy demonstrates outstanding integrity and
009is a shining example for her classmates. [applause] Central High School Joseph Cow. Is that right? Chiao, 12th grade son of Chin Wu and Chong Chiao here. >> Yeah, Joe's here. >> Joe is one of our captains on the Tiger soccer team. He's a great leader on and off the field. Also, he is a great mentor for our young athletes and his peers in the classroom. He works extremely hard and prepares himself to be successful in his studies and on the soccer field. [applause] >> 36 [cheering] ACT score Awesome. >> Central Academy Lyall Hughes, sixth grade son of Tabitha Moore. [applause] >> In the front, the sparkles. That's right. Yes. Miss WBLE. >> Miss Womble, come up here just for a second. I know she was she was actually coaching at another game. So, if you
010can kind of tell us tell us a little about Miss >> and have her do back flips for us. >> No, no, I was at a JV game. Um, I just want to congratulate Addie um for um being all state uh tumbling and um jumps. Um, every year they have to submit um um a video of this and um everyone in 4A um large and small u both compete in this. and she um has won her freshman year both and then the other year she won one of each and then this year her senior year she got the highest score in both categories which are voted on by the 4A coaches. It's a huge huge honor. So congratulations. [applause] >> Thank you Miss Wamble. >> Thank you. >> All right. Thank you all very much.
011You're more than welcome to stay for the rest of the meeting or if you don't want to. You don't have to though. >> It's very exciting. >> It is. Everybody's running. [laughter] >> Mr. Cook, you're welcome to come and do a backflip for us if you'd like. Tumbling. Just tumbling. >> Casey, we need to sing your dad the state song. >> Which song? >> Oh, Casey. >> Don't you? Surely, you know. >> Oh, the state. Oh my gosh. Yes. Yes. I remember that song. And I'm >> You want Let us come up there. Let us come up here. >> Here's it in his sleep. Let us come up here. >> It's a reenactment. >> I've heard that song way too much. >> I love that song. >> Oh, was he really? >> I remember it.
012Hey son, I'll prepare that to our presentation while not a good time. [laughter] >> Um, we got that information proposals from the audience. >> That's right. >> I'm pretty sure he didn't [laughter] shut us down. >> Been around him in a while. I'm sure he didn't. So >> I >> Well, speaking of which, information, proposals, comments from the audience, Mr. Payne, anything this week? >> No requests for this month. >> All right. And again, if there are any requests for that, they can reach out to Mr. Payne here at central office and approach that way. So, all right. Up next,formational reports. Uh, board president's report up first. Uh, just a couple quick things. the Cape hosted the district band competition or performance over at the high school at Kinder Hall and that was really cool.
013It was neat. It's the first one I ever been to. So, that was a lot of fun. Our junior high kid made it and so it was fun to go watch that. Um I missed the Jefferson lunch. I hated that I missed it. Hopefully some of you guys got to go. I heard it was really good. >> It was delicious. >> I did. I was meeting with these CTC people so I ended up missing that. >> That's okay. That was important too. >> Um then I guess the other thing just a reminder for the board, the board refresher training. make sure you guys get that done. And uh and I guess on that too, CTC, just a shout out to them. Um I know I work for Spartekch and we've been working with Mr. Brooch
014and Kathleen Clayton on developing pre-employment testing and evaluation stuff and it's really fantastic. We had them come by the plant and go through and a lot of cool opportunities. >> That's awesome. Thank you for Yeah. No, we're glad to [clears throat] >> All right, Dr. Ben, your turn. >> Well, you stole some of my thunder. Sorry about that. >> I was going to rub in the uh >> rub it in again. It's not rubbing. >> Say it again. >> Well, uh we're thankful for the support of our community partners for providing Thanksgiving baskets for over a hundred families. Miss Keys have been has been packing with a team of people all day today. >> I just said that Addie helped with that as well. >> Addie helped with that as well. >> She did she
015tumble on over to help you with Okay, I was just [laughter] checking. Miss Keys was there today just packing and with others which is a wonderful thing for our families uh this year. So, so we're excited and we're we're proud uh to be able to do that this year. The foundation had a great event a couple of weeks ago. They hosted a brunch for alumni uh dating back to the 50s. It was fun to see all the smiles and stories shared that day. The foundation plans to host another larger scale alumni event this spring. If you saw the uh Fab 3, that was the same to say that those those ladies are wonderful. I'll just have to tell you, they they made my day. I was hoping that I could go in and be part
016of that, but Miss Talent said I wasn't allowed to go in and watch them video uh their presentation. So, I understand, Miss Talent. [laughter] Uh Cape Central High uh FBLA hosted a blood drive November 1st and exceeded its goals of 30 units. Uh they were able to collect 49 you total units. Uh we're proud of them for organizing this event and that will in turn save many many lives. Uh we had our first elementary and secondary student advisory meeting. Uh they're working on a student leadership profile and also working on their priorities for the school year. We'll look forward to hearing uh what they come up with this year to today. I wasn't able to make it, but uh Dr. Beck worked with the uh secondary on that and I'm sure that they came uh
017with a lot of great ideas. Last year uh we implemented several of those ideas. So, we're excited uh to continue to work with those kids and and uh just build better buildings. And then again, Mr. cook missed the uh feast, but we had a really uh good uh lunch, Thanksgiving lunch. Didn't want to rub it in again. A [snorts] very good Thanksgiving lunch on uh th Thursday uh supported by the CTC and I believe Ebo helped also with the funding part of it as well. >> That's all I have. >> So, up next, I scroll down too far. Okay, so up next are CIP program evaluations. So up first are CIP learn three. So Miss Keys, >> here we go. So CIP learn, you guys get me three times tonight. >> I love it. >>
018Um is all about continuing to develop and implement responsive and inclusive programs and services to meet the needs of all of our students. So basically what we do is we looked at we are looking at a process that just the things that we're doing well uh to meet student needs and things that we think that we need to work on or add to to provide more supports to our students. So, our key metrics for this are our district-wide counseling services data, our social worker program data, and our mentoring program access. I'm grabbing something more data to share that just came in right before the meeting. We did establish a committee. Um these are all of the members who sit on our committee. Um learn three and um we met last year to sit down and
019look at all of the great things that we provide and then try to kind of uh focus in on what we think we need more of. But we had sticker charts all across my room and to see all the different things that we provide. I left them up for like six months. I mean, I just kept wanting to look at them. I needed that reminder of the great things that, you know, we're doing and it was a really good feeling. We're going to talk about those things in just a minute. So, our committee purpose was to review our district data and discuss ways to enhance it. We already talked about key metrics. So, moving on. These are all of the different academic services that we provide in our district. And I'm probably missing some. I
020tried to get as many as I could. Um, but I'm sure there are extra things that are not on here. One of the one of the steps that we wanted to add from last year's um discussion of learn three was that we wanted to provide more academic support after school for our elementary kids. And we do have um Cub Club and they do offer homework support for students who parents would like for them to participate in that. So we also have some teachers that are using I don't know if that's on this one or a different one, but um Career Ladder to provide some tutoring services, which is great because cost to the parents. That's one of the big things that keeps our families from being able to access tutoring is the financial component. So,
021when we get to middle school and above, they have that programming built in, but for our elementary students, we don't. And so, I think that's a great resource. Um, something I'm really excited about that Jamie Russell created for us is a newly created gym, >> uh, which is basically like an AI bot. Am I saying that correctly? >> Yes, >> kind of. Okay. So, um, it's within the Gemini program and it's super cool. Um, we're taking a lot of intervention resources that we have and pouring them into this. And then what we can do is go in and say, we don't put student names in any type of AI, but we can go in and say, okay, I have a first grade student that is struggling with these things, scoring these, you know, grade levels,
022averages. Um, what would be good ideas for interventions for this for goals for this student? And then it gives you interventions on top of that. And then of course, having to use our best practice knowledge of research based practices to make decisions on what we choose. But it's taken a lot of the brain work out of it and it's reducing the amount of time that meetings are taking because we have resources at our fingertips. We've always had the resources, you know, you have to comb through them and find what fits and >> so this is a much quicker way and uh we show this to our our special ed staff and it's not just for special ed, it's across the board. We can use it for care teams or anything which on here, but uh
023it's going to be it's be a really great tool. Um reteing is another big piece that we're trying to do with our ICU, uh which the junior high does. And then RTI is our response to to intervention that middle school does and a lot of our other elementary schools as well, is that if a student doesn't score well on something on an assessment or an assignment, then we provide the opportunity [snorts] to participate in some reteing of that content and give them another opportunity better their understanding of that. And so that's been helping. We have peer assistance. We're really trying to teach our students how to use universal tools that anybody can access. So Google has um speech to text built in which my own children, my adult children used all the time in college
024to write papers [snorts] because it's just easier to have that comp, you know, to talk it out and then go back and make changes. We have a lot of students who struggle with taking their thoughts. they can tell you an amazing story and then with you when you turn around and say right that there's a disconnect >> and that's both in the special ed world and non-special ed world and so just teaching them how they can access those tools on their own has been huge. Uh there was some teacher concern originally that well if everybody's doing that in class it's going to pick up other people talking it doesn't. It's just like your phone when you pick your phone up in a crowded environment and you voice text it does the same thing. Um we
025have cadet teachers at the high school that can go into um other classrooms and help you basically assist the teacher, which is great. Obviously, we we know we do dual enrollment. We know we have AP course work. We're always expanding those offerings [clears throat] the best that we can um to support our students who want higher level enrichment type things. Um, we're really working with our teachers on understanding differentiated instruction, how they can change instruction to student needs. We've got counselors doing advising and coaching on academic um, pathways. Of course, we have our district egenuity virtual program and then our career and technology center which just growing and growing in the types of programs that we offer. So, really proud of the different services that our district provides in the area of academics. So then
026we jump into our social emotional services. Um we do have behavior interventions available through care teams. Um our care teams are basically like little plans that we develop within the school, not an IEP um to support students in either academics or behavior. We have small groupoup counseling, individual counseling. We have three school-based therapists through community counseling center. And I didn't get this data in here because I didn't have it in time, but they saw 73 of our students last year on a regular basis at some point during the school year. And they also have a crisis counselor that they provide to us. So if any student is ever struggling with crisis mindsets like suicidal ideation or something like that, they did 62 crisis responses last year. Um so we are so grateful and thankful for
027their support for our school district. Um we also have have anou with Great Oak Counseling. They provide us a little bit of a discounted rate for our families that do have insurance or have zero insurance. So, if they're Medicaid eligible, we can get them access to counseling through CCC. Um, private insurance, we've talked about this before, it's very expensive to go to um counseling services. And so, we're able to support the families by providing a lower rate. And then in addition to that, we can use care to learn to provide up to six sessions for the student. And then we reevaluate after those six sessions. We also received a grant that the foundation helped us secure a mental health grant that that also um helps pay for counseling services. So we have lots of ways
028to meet the needs of our kids if they if their families want it. We have four social workers in district student support staff. Um Miss Carolyn Thomas, she's districtwide. Sammy Gross does middle school and three of the elementary schools. Um Ron Coleman's at Central Academy and Tiffany Hollis is at the high school. They are all wonderful. Of course, we have Care to Learn. Uh we talked a lot about them. They uh our program there serves the needs of our students in health, hunger, and hygiene. So, if we have a student that has need in any of those areas, then we are able to fund that. Um little side note, our goal this year is to raise $75,000. We're at about 54,000 after our bingo with all our sponsorships and what we made at the Black
029Light Bingo. [snorts] So, we're really proud of that and we still have half a school year to get through to raise uh that remaining about 15. So, thank you everybody who supported that. Um, we also have support from Kit Public Schools Foundation. They also help with counseling services outside of if we were to run out of mentoring or care to learn money, they have picked up extra things for us. Um, they've helped us with students that need more extensive evaluations that are going to be a higher level of cost. They've assisted us with that as well. very thankful for them. They also help us secure the uh grant to fund the hope squad at two of our buildings. And then um that's a suicide prevention program where students are actually learning to how to talk
030to other peers, peer-to-peer discussions, not peer-to-peer counseling, peer-to-peer discussion to get that peer to a trusted adult. uh they the foundation helped us secure a grant to fund two of those and then community counseling center funded the third one. That program is amazing. [snorts] If you want to know more about that, I can tell you later because I could talk about it all day. Um we have substance abuse counseling provided by community counseling center also. They do our s training and um then in the future we're still looking at the potential of a recovery high school. we are presenting to the state board on December 20, December 9th and um they probably won't vote until January and then we'll be bringing that back to you. Of course, we have suicide prevention and sexual abuse prevention
031training at age appropriate um concepts and levels. We have classroom social emotional skills training. We have bullying prevention. We provide special education services. We have a BCBA board certified behavior analyst. We have five behavior interventionists in the district. Um, we have a great partnership with ABC today. Our connectedness survey is huge. U, Dr. Beck is going to talk about that. But just the connections that our staff are making with students, intentional connections. When a student doesn't have a connection, we're making intentional connections and that has been huge in uh, helping students feel safe enough to share things when they need help. Big Brothers Big Sisters Partnership is incredible. they were over helping us at the Thanksgiving um baskets doing deliveries, helping load things. Uh, of course, they support our students in tremendous ways as well.
032We talked about Hope Squad. Rocks is another female program that the junior high has that uh Olivia Carter runs. Tiger Lilies at the middle school, girls group at the junior high and high school. We also do have some boys groups um going on at the middle school and uh junior high and high school level as well. So lots of really really good things happening in the social emotional world. We always we're going to talk about some things where I think we could improve in a little bit also. So along with looking at the services that we provide, we also look at our behavior data because we want to see if what are is what we're doing helping where do we need to continue to push more focus. Um so you'll see our 2023 2024 referrals
033for the entire year. I guess what I'm doesn't help you. That's the 9,69. 2425 dropped to 7,639. And then I did a year-over-year comparison. 2425 to 2526. When I first looked at the numbers, there was a drop and I was like, "This is so great." And Jamie goes, "Yeah, you didn't get the right data." And I'm like, "Oh, we should have just gone with what I had." But that is the actual data. And the numbers at the bottom show you what the top referral is for. And those are tardy to class. which is mostly females by the way. You can [clears throat] guess why that would be. We like to talk in the hallways. Um, disrespectful speech and conduct was still number two. That is much higher in our male population than our female population.
034Aggressive behaviors actions, same thing. Very much higher in our males and females. Our cell phone, um, pretty even in that area of violation. A lot of those cell phone ones though we're catching when we do like our yonder classroom sweeps. It's not because they have them out. Sometimes they do and we get them that way, but we're catching them more often when we go through a classroom and do a sweep, not because it's disrupting classroom learning. Not saying that doesn't happen, but that's the majority. And then um truency, interestingly enough, is 64% female. So I found that interesting. So, um, truency wasn't on in our top five at all last year. So, I think that's something new. And we didn't really change any, um, descriptors for that one. Like, that wasn't one of our behavior
035codes that we changed. So, it's not like we cut some other things and so they [clears throat] went with truency. Uh, that there's really been a rise in that our female. >> We did do some changes on first hour procedures. >> Okay. >> So, >> maybe that's part of it. Um, All right. Can you can you back up for just a second? >> The top right tells you the grade levels at which the referrals have occurred to date. So that just gives you kind of an overview. I did want you to notice that our eighth and ninth grade are our highest, and we're going to talk about that here in just a minute. Okay. So, the next thing I like to look at is counseling data. We just started this year finally implementing a district-wide
036um data collector for our counselors and our social workers. It's a program called Scooa the high school. This is their second year to use it and it's just going to provide a much easier way to collect data on this. Um because each as much as I've tried to explain it what I want for each one, I think the buildings are are seeing it a little bit different. So I won't read all these but it shows you the number of individual sessions that were provided to students the number of students that were in small groups and then the number of students that behavior interventionist saw on a regular basis and then some of them gave me number of calls for assistance and some of them did not. Some of them just gave me their [snorts] their
037regular kids. So no behavior intervention assisted that's why there's not one listed there. Clifford uh their individual students and students in small groups were pretty equal to the other ones. They had eight students that were regularly seen by the behavior interventionist, but she had 729 calls for assistance. Some of those when I reviewed them because I was like, "Holy cow, this number is high." Um she was providing breaks for students at pre pre-established behavior programming. So to me, that's not really a call. You know, it's counted in this just because of how it was listed. But if she's providing regularly scheduled breaks, she's being accessed, which is good. Um, but it's not like an emergent call for assistance. So I do think that number though is still really high. So we're going to talk about
038some ideas for that. And, uh, the schools, by the way, haven't even reviewed all of this data yet because it's just being pulled together for today. So I'll be having discussions with each of them based on this data. Franklin had Um you see the individual calls the small groups. Their behavior interventionist saw six regularly. She's no longer in the district. We have a new behavior interventionist there. So she did not report her number of calls on her end of year report. Uh so I don't have that. But I can tell you from being at Franklin. Every time I was there she had kids with her uh or she was responding to a classroom. Just because that number looks different like you'll see 21 in one building, six in another, 30 in another. Uh it all
039depends on how they work with those students. So if they get them put on a behavior plan, it may be that they just have other people in the building that are managing that and they're just not seeing the behavior interventions. So this data doesn't necessarily align with the behavior data. Like it doesn't mean oh they only see eight regularly then they may must have less issues across the board. That's not necessarily the case. Jefferson, it talks about the individual students, the small groups there. The behavior interventionist, he's 21 regularly. Same situation. He did not report all of his calls. Um, but every time I'm in the building, he has kids and he's responding to calls. And, um, Coach Jenkins, as they refer to him, is amazing. He also helps coach ball or football. Uh, and
040I we had a situation recently where a student was making some poor choices at school and the had his um football jersey on and coach said, "You can take that jersey off because the behavior you're exhibiting right now, I don't want that reflected um as a as an athlete." And he didn't get kicked off the team at that point because he was still working on himself. Uh, but I thought it was a really great way to show how our youth sports are connecting to our behavior and how that student was like really disappointed in the fact that he wasn't going to get to wear his jersey and why and there was an actual real life connection there. So that was really cool. Um, middle school they have two counselors of course uh 250 individuals seen.
041They have a lot of students in small groups. They do have two behavior interventionists, but one of them also at the part-time does assist of technology for me. So, uh, they see 40 students regularly and they had last year 29 daily check-ins that occurred between the two of them. They were checking in with 29 students. So, that's been a really big help to middle school. The social worker at middle school, Sammy Gross, she does middle school and three of our elementary schools. So, she had 158 student visits across four schools. Uh she's the one who helped set up our Medicaid night, our first I think will be annual Medicaid night that was well attended. We also had a um food pantry there and we had access to youth mental health resources at that event as
042well. Junior high two counselors, 307 individual students seen 32 in small groups. Um social worker, she's our districtwide one, Miss Thomas, she had 209 individual students seen. Again, she's across the district. She makes lots and lots of home visits. Everybody knows Miss Thomas when she rings her doorbell. Um they have a female mentor and a male mentor that are provided through ABC today. And those are the student number breakdowns that they're providing. And then high school four counselors, they had uh 688 appraisal and advisement um visits amongst the four of them, which is really focusing on career and classwork. They had 977 individually coun individual counseling visits in the high school. That's a lot. >> That's like a unique student each one or not necessarily. >> Um no, not 977 different students. That's visits for
043counseling purposes though. >> Um so our social worker out there runs small groups. She had 35 students in there. She saw 179 individually but had two different small groups that made up the 35. We had a female mentor last year out there that had um 31 students that she saw off and on. We have a male mentor provided from ABC today that sees 13 students. Our community counseling school-based therapist out at the high school saw 23. I gave you their total data of 73 across the district. Our substance use um training there, they picked up 12 kids. And of course, not every kid that we offer that we offer substance abuse counseling to attends. Um, but those are the ones that did attend for the 12. Central Academy 41 individual counseling. We have a lot
044of small groups going on at Central Academy. Ron Coleman, who is our like our social worker, um, he's a a support staff. He runs several of those. Teresa Campbell, who is our um, in district mental health counselor, she saw 74 students at different times regularly last year, and she has 28 currently on her case load. But a large number of those are at Central Academy, so she's taken on some small groups there. We actually ended [clears throat] up moving her office out there and she wasn't quite sure about that, but it's been just because she goes around the district and it's kind of far out, but it's been really good for her to be able to run groups there and for the kids to make connections. Um, moving on. So, action step four to me
045is always going to be in progress. like all of mine I feel like are always going to be in progress because every year we are re-evaluating what we have and what we need and so I don't know I mean I guess at the end of our cip when we write a new one I'll say okay stamp this is finished because we're going to move on to something different but um you won't see that while we're working through it because we're always working to make progress so we still continue to need in my opinion more tutoring services for elementary students um we are addressing that through career ladder this year and I think that that is going to be a big help plus cub club, but just more um ways for parents to be able to
046access especially reading tutoring if they want to um without cost. Something I'm kind of hoping for more access to mental health, mental health services without insurance requirements. That was one from 2425. We did add hope squad to three schools and I think that that is going to make a big difference for us and we're just continuing with partnerships in the community as well. More intensive substance abuse programing. Um, we talked about that in 23 24 and 2425. We do have suds available. They don't have to attend it. It just decreases their discipline if they do. Um, and then the potential for the recovery high school, which we'll know more about later. Another area where we we see it really at that eighth and ninth grade level that our young men specifically are having issues controlling
047their emotions, specifically anger. um they don't have the ability to emotionally regulate very well at all. And that's resulting in the discipline things that you were seeing earlier, the disrespectful speech, the aggressive acts, those types of things. And so I really think we need to continue to focus on conflict resolution specifically with our male population. And and included in that, you'll see that I have are we targeting the right students? Uh we do have students involved in our mentoring programs. We do have students involved in different um groups especially at the elementary level like grief groups, anxiety groups, all of these things and it's easier to contain at the elementary level. Um but as they get older I think we really need to look at who are we placing with our mentors. Who are we
048connecting with specific people that can give assistance and feedback on conflict resolution and emotional regulation and making sure that the kids that we're placing in our groups are the that we're actually seeing are the ones that are having the most difficulty because, you know, we have repeat offenders with our specifically our aggressive acts because those typically come to you as long-term suspensions. And so, if those are repeat offenders, what supports are we providing those repeat offenders to help them learn to regulate in a different way. We did add a counselor this year. Um, well, she's working toward being one at Jefferson and that has been a great addition. Um, she's doing an amazing job and Uh they're doing great things at Jefferson. So again, what does all this mean? Our freshman behavior is consistently high.
049Um your high school teachers will tell you that freshman classes are really, really difficult. I don't think that's new. Um from those of you that worked at the high school, I mean, that's not new information, >> but finding a way, and I don't know what it looks like yet. I want to talk to the different people on our committee and more uh to our district leadership, but about how can what can we really do to target that freshman population and just to help them uh switch their mindset from childlike playful behavior that becomes aggressive to aggressive behavior that actually becomes safe. >> So coming up with ideas for that. Um cell phone violations meaning having them out in class are decreasing uh unless we're doing sweeps which is good. Um, I did put our drug
050possession use distribution data. The EIG SLvape, that is a a big one. Um, where students are having THC type vapes that um were they're showing up to school with. So, uh, those are that's ones that we're addressing. Excuse me, I'm tripping over my words through our SUS programs if they will attend those. Um, and trying to provide other support in the classrooms on those as well. Are those comparatives, Mandy, are those versus a total last year or kind of the same time year >> total? I wasn't >> I tried to do a year-over-year and I wasn't getting it on Tableau. I wasn't able to. >> Sorry. >> It could probably happen, but it didn't happen for tonight. [laughter] >> So, that's our end of year data for 2425 and kind of where we're at right
051now. Um, I don't want I know I'm taking up way too much time, so I want to move on. But with marijuana [clears throat] being legal, um, obviously not at the age that the kids are using it, it has become very difficult to convince students that that's not a good choice for them >> and um, they don't see it as anything that's concerning. And so um, that's something that we're really trying to >> There's there's another battle that maybe won't tell you. with it being legalized, the SEMO crime lab will not test >> any dab pin or any possession. What's so we we test it internally with uh overthec counter strips that we buy to our SRO in our schools, but there's no legal ramification for being in possession of it if they're a juvenile.
052So the system won't even test it to let us know if they can move forward with >> there's no legal ramification for having weed if you're a juvenile. >> There are laws on the books but >> okay >> the mechanisms testing >> the mechanisms aren't enacted. >> Yep. Okay. Like our test isn't enough >> for for it to be a legal concern. Um so next step really looking at targeting our high level behavior students and trying to create leaders out of them. Um trying to draw them into different activities uh extracurricular type things trauma-informed practices show that that's really the best way to do it is to take your time top 10 offenders and try to build relationship with somebody somewhere some type of extracurricular leadership skills see if we can start to make some
053change. I really want to dig deeper into how to address freshman behavior. Do we need ad lessons and advisory? Do we need small groups? Do we need strategic connections with adults uh based on their specific struggles? These are just all this how my mind works. Like I'm asking myself [clears throat] a lot of questions that I don't have answers to yet. Are we intentionally placing the stu students with mentors? Are we placing based on academic behavior and connectedness and mental health needs? Not just um students that could use a good mentor overall that aren't struggling in in many of these areas. I talked about Clifford having the high number of calls for behavior interventionist assist. I did put many of these are providing breaks but the number is high comparatively. So I just want to
054look into that a little bit more. And then of course we have the recovery high school proposal as well. So a lot of things to consider. Um I may have mentioned this last year. One of the things I'm really proud of for our district is that when I do talk to larger districts around us, um I've spoken to Columbia, many schools in St. Louis, and I say, "Hey, what services are you providing your students?" And they'll share. And then I say, "Well, we're doing these and we're looking to increase what are we missing?" And the majority of the time their response to us is that you're providing way more than we're able to provide. And it's not just because we're so great at K public schools. I I think we're great at K public schools,
055but I think it's our partnerships with our community agencies um that we are all on the same page with the same mindset on wanting to serve the youth in our community and having that spill over into serving the families in our community. So, very grateful for that and uh thankful for our community partnerships. Any questions for me about learn Well, thank you very much. So, up next is gifted program evaluation. >> It's me again >> and it's Miss Keith >> Margaret. [laughter] >> Okay. >> That got printed. >> You can see is missing the 2526 data because I was doing this in the middle of Thanksgiving baskets, but I do have the data in front of me. So, um this year we have 94 students in our K4 program. Last year we had 80. We
056have 73 in our fifth and sixth grade program. Uh last year 64 and 53 in our seventh and eighth grade program. Last year 45. Our 9 through 12 numbers aren't on there um because I have to pull them a different way because they don't they aren't actually enrolled in gifted program. They're still listed as gifted, but they're they're taking our higher level classes typically. So our numbers are growing as you can see across the board in our programming. Um we're excited about that. Being able to offer more services to those students. Our total cost for this program is $136,623. [clears throat] We do have two full-time staff members and a retired staff member that helps part-time uh with testing and processing referrals and things like that. I will say with numbers increasing for gifted students,
057we may need to look at um adding additional staff in the future uh as it relates to that, but right now we're making it work with how we're um doing our splits like a day a week where they come for special days and things like that. We did add in I'll get to that in a minute. So, uh this actually hits Lauren one, two, three, and four. all of our um top areas there. The gifted committee includes representatives of all of our elementary schools, middle school, and junior high. The screening process we recently reviewed and re revised to allow more students to join in a more timely manner. Um students participating in the program have access to differentiated instruction and more uh specifically academically challenging uh work to help push them a little further behind
058beyond their level. Another thing we've integrated is social emotional skills. Um, research shows that our students who are gifted often struggle with this because they have um a need to be 100% perfect. And um when that doesn't happen, there's a lot of anxiety that happens uh with our students and they tend to start to withdraw. And so we want to make sure just because they're doing great in school that their mental health is doing great as well, which our two current gifted teachers understand that and they are amazing. Um, our alternative plan in the past, our alternative plan to be considered gifted was based on we were trying to create more diversity and equity and neither of those words can be used in anything any longer. And so um, right now the state said that
059we can look status which is English language um learners and we can look at poverty status which is if they are SNAP or Medicaid eligible those are the only two alternative routes we can look at so uh we start have started cross referencing our students uh that take our screening assessments with our individuals who can receive SNAP benefits and then there's a little bit of a difference in how we can potentially qualify them. Our numbers have increased over the past few years which is a strength of our program. We've introduced, I already said this, higher access access to higher level ELA and math practices through our programming. We did create a new gifted education manual this summer into this fall based on uh the state revised their manual and so we revised ours as well.
060I talked a little bit about um well there there's going to be more information on that. If you want to review that program manual, I will gladly share with you and you can read it. It is such good information. Um, but it does talk about it's it's available for parents so that they know what to expect from the programming that their students are receiving from us. And then concerns continue to be that our student participation demographics do not match our district demographics. And although we have that alternative gifted education plan, we still have underrepresented students. Just talked about the removal of some of the language and what we can focus on. This will increase our access programming for our students in poverty, but it does not necessarily help us some of our other underrepresented groups
061at this time. So, um, with increased student qualifications, that's great. We will need increased funding for additional staff if we continue to move in this direction. Our program goals are the same program goals as the state. There are six of them. I will not read you and bore you, but feel free to read all of those. And I have marked our student as average and I feel that we will easily transition to above average in this um as we increase our staff in this area. I just think I fe I feel like our staff ability to take some things beyond the classroom um is difficult right now because our numbers are increasing so rapidly which is a good thing but we just have to catch up with that. If you look at the next page
062I did pull this section out of our manual because I think it's just really It shows our vision, mission, core beliefs uh for our gifted program and then a portrait of a gifted student that you will see how it kind of ties into what you know about our portrait of a graduate. But I think thought that this was a really good visual representation of what a gifted learner looks like and how they may have strengths in some areas and not in other areas. That's all I have for gifted. Any questions about that? >> How many did you say was this year? 189 was last year. Um I don't have it's about 280. It's almost 100 more students. And the reason that is though is because the I don't have the 9 through 12 numbers on
063here. >> Okay. >> And again those student that's including those. So we're not serving all of those um in direct service, but I I didn't have the 912 number. So I don't want to give you the total until I have that. >> But it's it's a pretty big difference >> from last year. Any other questions about our gifted program? >> Thank you very much. Up next, at risk students and uh new to the mic, Miss Keys. [laughter] >> Okay, I did tell Jamie on this one. I need to go back and look and see if this is one of our state required evaluation reports or if we just put it in here because honestly, it's just a big summary of what I just did for our learn three. So, I'm not going to go into
064it extensively except to talk about we do have a food pack program. We serve 250 over 250 kids on the weekends. We serve kids in the summer with food programming. Um, all of our stuff about uh schoolbased therapist community counseling center that's all in their ABC big brothers provides huge support to our atrisisk students. They have a care team process in the K8 programming. Um, we talked about that. Secondary schools do uh cohort monitoring to address attendance behavior and what's the C? >> Attendance behavior and credits. >> Credits. Thank you. I was thinking curriculum if I do that one right. Um to address all of those things at the secondary level. We do have Cub Club. We talked about that. Our mentoring programs both girls and boys. We have lots of girls groups going on
065in the district. Would like to see more boys groups. are full four fulltime full four or full full-time social workers. Um also the foundation and care to learn both work collaboratively to provide assistance to um students who attend the CTC that need specific um clothing or seal to boots or whatever it might be for the programming that they're taking there. So, um we're proud to be able to do that. And um the se the foundation also created um a place for people to donate for our families who are grieving the loss of a student for a variety of reasons. That started a few years ago kind of out of necessity, but that has been a big blessing to many in our community. One of the other things I'm going to steal Kristen's thunder here. Kristen,
066you better be paying attention. I'm gonna brag on you. Um, for the past two years, we have begun a process of streamlining resources to make sure we can serve as many students as possible through Kristen's leadership as our communications director. Outcomes of this include better financial planning because we're trying not to hit the same people all the time. Um, we're trying to really spread who our asks are going to and what specifically they're for. We're not where we need to be, but we're making a lot of progress with that with our financial planning. We're streamlining community resources. So, one thing that um we've tried to do is when different different agencies are saying, "Hey, we want to we're going to provide Christmas gifts for this many and another agency sends this many," we're collecting those
067listings. We're trying to cross reference so that we're not over serving one family and underserving other families. We did the same thing for Thanksgiving baskets this year. Um same thing for like uh access to food, clothing, and utilities. We look we work closely with Care Portal for that. And if we see that we're getting a lot of requests and they're showing up on Care Portal, which is a communityrun program, then we have conversations about that like, okay, who's providing what? Like if it's if it's health hygiene, we're going to send that to care. If it's utilities, we're going to send it to Care Portal. How many times have we helped that family in the past year? Do we need to stop? Which may not be good in the moment, but because they're doing so many
068asks, are they not learning to fish for themselves or help themselves? And that's where we need to provide them different types of to help them uh do that. Missouri options program continues to go strong at our central academy program. Um we talked about district mental health. We talked about great oak uh community counseling center. We talked about all of that. Uh there's a list of all the different types of training we provide um to our staff related to our at students. Uh we did the Medicaid enrollment night partnering with Compass Church food pantry. We had mental health resources and medical resources. Uh that was well attended and I think like I said that will continue to be something we would like to do in district. Um concerns continue to be addressing behavioral mental health. That
069kind of goes back to I talked about mental health, but being able to regulate your emotions is a big one. And so when our students have mental health stability, then their academics rise. You can't have one without the other. It's like having your basic needs met. mental health is one of those basic needs that's at the bottom of the pyramid before you start to build up academically at all. Then I put C learn three program outcomes because it's literally the same thing. Um we do need to create a more specific plan to target students and match their needs with specific interventions in the district and um just goals continue mental health uh personnel not continue on insurance access to instruction [clears throat] on all of the things that we talked about that we still need
070parent training and resources. We do have more that are asking for assistance and we're not able to get them to come to like parent nights for trainings. We've tried that. We've offered free things. We've done all the things, but we are getting parents coming in on individual basis and saying like, I need help. >> You know, I'm trying. I need help. And we're able to provide resources at that time and followup. So, that's been a a really good thing. Target students in need of explicit explicit instruction both academics and social emotional behavioral. And like I said, I think we're above average um because we provide a ton of resources. But if we're missing a resource and you know of one, please share it with me because I have no shame in going and begging and
071bleeding our case. So if there's anything you guys feel like we're missing, please feel free to share that with me. >> That should be the last time you have to. >> I have a question. I do have a question. Um, how does support for homeless students fall into it? Seems like this would be the >> Yeah, it is. So, um, any student who is living in a shelter, um, which includes the safe house or, um, there are actually if if a student lives in Cape Gardo and they end up homeless and they're living in a shelter in a surrounding area, um, we they can actually continue to attend our school. And so, we work with that district in which they are housed. Um, we actually split of that basically is how it works. That's how
072the law reads. And so we can help with transportation, health, hunger, and hygiene needs, things like that. Um we do on a case- by case basis, we will offer some hotel support, but we don't do that for longer than three days because that's not a fix for a homeless situation. Um but we connect them with resources in the community who can help them find another um fix for that. The biggest issue is, and this is what I want people learn, you probably know what I'm going to say, is once you have an eviction on your record, it is nearly impossible to rent. For those of you that have rental property, you know this, too. If you have two, it is impossible. Okay? So, um, there are community partnership does have a program that is funded
073early in the year and then it runs out of funding, but basically where they try to help people get stuff paid off before they get evicted and then help guide them into moving into something different that's more um fiscally responsible for them. But if you're coming when you're already at that state, it's too late um for them to be able to help you. So, I feel like there's a community education piece that needs to occur. Uh and I don't know exactly what that looks like or how we need to work that, but we make sure if our kids are coming to school, they're going to have food. They're not going to be hungry. will make sure they have food at home at night. We [clears throat] don't ever say no to food. Um, so they're
074going to be food. They're going to have food. They're going to be closed. We're going to make sure that they have those things. Um, but those are kind of the resources we have. I do know that there's a warming center coming in Cape. Some churches are pulling together for that. [cough] I think that's [clears throat] going to be a great uh situation. But I also know that several of the shelters in the area, they will take women and children, but not males. Um, I have a family currently that the mom the the mom and the girls are staying at a place in Son and the boy is staying at a place here because they wouldn't take the boy and he's a teenager and so families are being split that are in a homeless situation based
075on >> and I don't blame them for that. I mean they have to do what's safe, you know, for them but >> that's still a struggle in our community and our surrounding communities. But yes, we do have funding to support our homeless students and we also have an ability at the high school level to write letters for them for their FAFSA um to show that they're a homeless student and that helps them secure funding for college and we've done that on several occasions. >> Good. Good. >> Okay. Well, thank you very much. >> Okay. Up next, federal programs up next. Federal programs. I can't speak. She took all the words. Knock her back. Brian, why do I always have to follow Mandy [laughter] every time we do program evaluations? >> I should know better. >>
076Um, this is a federal programs report. This is a report that we present to the board on odd years only. Uh, Miss Turner, Christa Turner is actually our federal programs director. So, she's prepared this tonight. I'm just going to quickly review items, not really read the whole document to you guys and then let you, you know, address any questions you might have. Um, obviously it impacts all students, some students in a different way than others. um cost of program. It's broken down between titles funding sources one, two, and three. One is going to be that more traditional title school funding you hear everybody talk about where it's going to affect all of our elementary schools excluding Alma and then CMS. Um title two is more directly tied to professional development and then title three is
077going to be for English learners and immigrant students to provide um instructional resources to them in core subjects. Um, title two, it's noted that the non-public portion was removed or pulled out, what that total is to the side. That'll be important later as Miss Turner is talking about some potential changes coming to this program for the future. Um, she very clearly outlines how this is directly tied to our continuous school improvement plan, learn for elevate one, elevate two. um when you're covering instructional staff, professional development, and resources for English learners, that covers a pretty broad spec to to speak. Um strengths of the program. This funds multiple salaries and benefits for support staff across the district, including ELA supplemental teachers, uh full-time behavior interventionist, class size reduction teachers. Um it offsets her own salary as
078federal programs coordinator, and her administrative assistant. uh professional development for public and non-public faculty across the region and then serving students across the district with EL services and supplemental materials that support reading and math as well as PD. Concerns moving forward with the program. Um one concern with federal grant funding is always lack of stability regarding the level of funding we would actually receive and how it would be allocated. This was a huge concern most recently leading into this school year when we kept getting updated information from federal government about how funds would be allocated and dispersed to school districts. Um the district must pick up costs when title budgets don't cover the plans we write. So we have to be very careful about how we're allocating title dollars because if those are misappropriated in
079[snorts] some way or we overbudget, so to speak, the district has to cover that cost. um they're not finalized until after the district secures contracts with supplemental staff. So, it's kind of a timing game because we also have carryover funds that come into play there. And then title 2A funds have been decreased which eliminates or reduces the number of class size reduction teachers uh and funds available to support PD districtwide. And then she made a note on the bottom of this page that in 2627 we'll actually take over title one responsibilities for all non-public schools. That's the major change I was referring to. Uh moving into last school year, Missouri was one of only two states remaining in the country country that uses what's called bypass, meaning that we don't have to go out and
080appropriately allocate the title money to the non-public schools in our region. We actually just had that money filtered back into another funding mechanism that pushed it out, allocated it to the schools. Um, that will be eliminated moving forward. So, there will be no more bypass. So, we'll have to manage that as a district. >> I have a dumb question. What are considered the non-public schools? What are we >> Yeah. So, think about our par pro parochial schools, private schools where we have resident students that actually attend >> those school districts. So that's that non-public portion that's being broken out. And then we have title money that we have to be able to allocate to support student needs even though they're in non-publics. So the difference was the funding source for those districts was already running
081through what they call bypass. >> The district wasn't the one having to go out physically meet with the administrators, develop the student plans, budget, and allocate the resources for those kids in those districts. that was just here's your chunk of the these amount of funds and then you can use it as you see fit to support your needs. So that'll actually have to be an interactive process between our district and their school districts moving forward. You have anything to add [snorts] to that, Dr. >> No, I I think I think your question is is those dollars are dollars that students that qualify for free and reduced lunch is one of the ways that we determine how much dollars will go to the parochial school. But there's students that don't go. >> Yeah. But they can
082access our resources. Like speech pathologist, they don't have one at the private school, so they send them to our program, >> you know, whatever, whatever type stuff. Yeah. >> There's a link I was missing. >> Okay. In addition, >> I don't get it. If a private school um agrees to receive federal funding, there are certain parameters that they have to do. >> So, not all pro schools choose to receive federal funding. They don't follow guidance >> and there are some that that choose not to. >> Yes. >> Right. >> The big change, you know, from years past moving forward is, you know, Miss Turner was aware of a non-resident or resident student attending a non-public school where they're receiving a portion of the funding, right? But she didn't have to physically go out and meet
083and plan with them. Yeah. >> And then budget. >> It was like on auto and now it's not. Yeah. >> So that'll be We manage that part. >> Yes. Yeah. >> And that'll be statewide in 2627 for all public school districts. >> Yes. >> Um program goals overall obviously in increase academic achievement of disadvantaged students across the district. Providing high quality PD activities to improve teaching in uh subjects with the primary goal to enable children to meet state standards. implement program and activity to involve parents as partners in the education process. That's another big part of title is they have to have stakeholder meetings that are ongoing throughout the school year. And then ensuring that our e and immigrant students attain English proficiency and develop skills where they can be successful in those same areas
084addressing the state standards. So um Miss Turner ranked us above average. I think that's a very fair assessment. Um we do a great job allocating our funding. She does a great job working with our principal team to allocate funding to support our students and PD needs across the district. So I'd be happy to answer any questions you have. She's really the expert in this. But is Shder going to continue to stay non-title one? >> Not close. >> No. >> Any other questions? Okay. Okay, up next, CIP learn to APR. >> All right, so uh the state followed all of their promises this year. They were just late promises. Um but we do have them. And so wanted to uh share with you our our report. This has been publicly available since uh earlier this month
085um right after our board meeting essentially about a week afterwards. Um, as I kind of get prepped you guys about, we we didn't really uh move a whole lot. Um, the biggest places, we were down total 1.5%. A lot of that came from one score. Uh, we were we were up on most of our academic scores. Not enough to to shift the total number of of levels that we moved up. Uh, we we net stayed the same on that. We went down in our subgroup across the district in math and then went up in our subgroups in science and so kind of offset each other there. Um our biggest loss of points uh to to get us there were for our graduation rate. Uh what they do is they take our highest graduation rate with
086the highest being our seven-year graduation rate. So, we're getting judged on pre-COVID >> uh data and so whether or not student, you know, students uh aged out um before they graduated, those types of things. We were eight students short um for that. And so, um we're going to hit kind of a plateau with that one here because of our COVID numbers um because we can only go so far back. So, next year will be that COVID year. Um, but what they do is they they choose our highest one. And so we still have some students who are in cohorts that, you know, they're 18, 19 still >> with us. And so they don't, you know, until they graduate, they want those cohort numbers. Um, and so I I shared with you, oh, I didn't pull
087it up on a link, kind of our year-over-year status with with uh our APR totals. And so it's a lot of numbers on a very small sheet. So, you know, zoom in type uh with that. But you can see year-over-year. I did find one typo um here. Oh, nope. I did not put that one on. Actually, we're good. Um >> Oh, I know. >> Different report. And so, you can see kind of those those areas year-over-year. Yeah. Um whether or not we go up and down, that's how I track it. Um these are the uh pieces of APR that have been consistent over the last four years of us doing this process. And so you can see kind of where we gained this uh five point drop was from that um you know we went
088from getting 20 full points down to 15 and that's what dropped us to 1.5%. Other than that we would have actually gone up um there. And so, um, you know, a lot of this, uh, a lot of our our score comes from our our, uh, our lack of a score, I should say, comes from our subgroups. And so, that's a focus, um, for us going forward is to how do we raise up our students who are in those, uh, subgroups, whether it be minority students or whether it be students instead. Do >> you have good definition of the subgroups? >> Um, it's foggy. Uh, but right now, um, we just know it's one of those two, depending on which one. And so, um, >> for the most part, it's it's our black student population. We've
089got to focus on raising those students and and making sure that our tier one, um, is servicing all of our students. So, but lots of data there. Uh lots of I'm sure you guys would have lots of questions, but um we everybody in the state barely raised any points at all. Um in our region, uh only 20 gained any points. 13 dropped. um couple of them gained significantly, but um not a whole lot of change across the district or across the state in as far as um as far as gains despite what the governor reported and the commissioner reported. Um it was it was barely a change and not stat statistically significant. And so um but yeah, so we're working on all of those different ways to that we can we can do that. Again,
090working on our graduation rates. Um other than that we would have we would have raised our scores this year. So we have any questions? Thank you for putting that together. [clears throat] Okay, moving on to academic services report. So the connectiveness survey uh data report fall 2025 at CMS TW Kitchen Junior High and CHS. Dr. back. >> Thank you. I don't know how Mandy feels where you just get to keep have the mic coming back to you. >> No, [clears throat] we love talking about connecting this survey. It just kind of sheds a great light on the staff across the district and the great work they do every day to connect with our students and and our stats kind of show that from this fall once again. Um we we partnered with Big Brothers Big
091Sisters years ago. This is our third consecutive year. All three buildings running full surveys. Um this is really about strategically trying to build relationships between adults and our students and identifying who trusted adults are in each building. Um overarching goals connect with everybody, challenge and encourage growth, provide continuous support and expand opportunities for everybody, right? Um so everybody always asks when you're talking about the connectedness survey, what are those key questions you want to ask your students? Well, do you have a trusted adult that you could go to for support, help, or guidance? Are you involved in any teams, clubs, or afterchool groups that connect you with your peers or trusted adults? And then are you aware of how to access district resources? And do you know who to contact to get additional information? And
092then this is of course our fall survey. Um we have the fall results up there now, but that question one for trusted adults. The middle school, 95% of their students identified having a trusted adult in the building. 87 at the junior high, 91 at the high school. I was very happy to see those numbers right away. Um after school activities, CMS just shy of 70% of students. Big um big part of that is our 21st century after school programming and listening to the feedback from the students the prior year to adapt the programs they needed. Um junior high is sitting at 61% and then high school's at 70. Junior high, you're going to start getting in that age range of some of those kids are getting pulled away to be with siblings after school. We
093run into that a lot. That's a major challenge. And then at high school, the biggest challenge is a lot of those kids have to be working. >> Um, and then that last question, Mandy, if you want to talk a little bit about this, you can add in, but >> yeah, just making our students aware of what resources we do have available. I think by the high school level, kids are advocating for themselves, which is awesome. And so they're learning more quickly what resources we have available. that's starting to happen in junior high. And so just making sure we're getting that down to the middle school level. I think it's a middle school level. We are still handling those types of things with their parents. >> And so a student produces a need, we reach out
094to the parent and then we handle all those transactions with the parent. When they get into junior high and high school, the kids are a part of that process. So we're going to continue to put the word [snorts] out and just let kids know that we're here to support them. And another huge piece just to highlight here, if you if you're a fan of giving out surveys, right, we hit almost 2,000 student responses on the connecting the survey. So, that's a great response rate between those three buildings. We had 1926. Um, and then another big thing about that is when you look at the high school, when Mandy's talking about do they know how to find district resources or who to contact, she has the ability now with Jaime's great work that he does in
095separating the data. She can look at the 100% of students and isolate the 5% that said they didn't know who to contact and it gives her a list immediately >> that she can just send out to social workers, counselors. Um, the last slide just talks about districtwide how we use the information to use resources appropriately and create the best educational environment. This really hasn't changed since we've started using this strategically. It's getting better and being more efficient in responding to what they [snorts] need in a more timely manner. Jamie and ABC Today network and big brothers big sisters, there's been tons of data cleanup over the last two years. is he he explicitly meets with their data team and they're able to pull all this out quickly or we can get out to the schools
096and use it with the kids. And then the other big part of that is we can acknowledge the staff as being trusted adults and kind of celebrate that across the district. So, >> one of the really cool things is that they pull a lot of their other data in with the attendance and and behaviors and um at the high school with credits and we're starting to really work on that to see like students that we're missing. How do we, you know, what types of students are we should we be looking for and and not necessarily an early warning system, but like we can we're starting to look at how do we better utilize all of the data we've collected so far. And then also longitudinally, what do those students look like? Because that's we've got
097three years of data now. And so >> how do we how do we connect it all together across a kid cross time? >> are you able to use some of that data to kind of >> like Mandy had said, those eighth and ninth graders were have tended to have a little more issue. Are you able to kind of take that data and connect it to some of those kids? >> Absolutely. Um I mean outside of cell phones. Yes. I mean that'd be we'll be able to see because they've already ABC today is already doing that for every every quarter. Um they're able to pull that data and see and so they've already pulled you know first quarter data will connect it to this fall data. Um they've been doing this year. I didn't know that
098they were doing that until this year. And so actually one of our leadership academy people we're going to work together and he's going to see what he can do with that. So >> yeah, and the other part that's important, it's obvious to to connect at Big Brothers Big Sisters, that's our mentoring support across the district. So the fact that we're partnered in this process with them and we have capability for case management at middle school, junior high, and high school, >> uh this allows us to target once we see that long longitudinal data because just this year alone, they [snorts] actually changed what mentoring looked like at the high school level. We don't focus on mentoring [snorts] juniors and seniors anymore, right? We focus on mentoring the underassman. >> Sure. >> And then we focus
099on transition programming for the upper classman. And that makes a lot more sense. >> That's Colonel Good is who who they hire. >> Colonel Gooden came back to work part time, of course, at the high school. He's doing transition planning. >> Nice. >> And he's working with the families, too. Like he reached out about a family having some issues that needed help with transportation and care to learn stuff and we were able to jump right in and help him. We would have done that if he hadn't >> connected to us. I think this connected thing is awesome. Kind of building up uh Missy's question or comment, you know, for the kids who are having behavioral at risk problems like probably getting feedback from your trusted adult about, hey, I understand. I was just wanted to
100find out you're having a behavioral problem with this or that or aggressive behavior like what can we do to help you probably comes across different than it does from somebody who maybe hasn't earned the right to have that kind of difficult conversation. >> Yes, >> this is really cool. >> We do have those conversations. So, there are many times when I'm called in on something with a behavior situation or or Josh or I for a behavior risk assessment report, one of the first questions we ask is, "Okay, who's their trusted adult? Let's get that person down here and let's have them talk to the student with none of us present." Yeah. >> So, we definitely are. >> I think it's an awesome program. So, first time we talked about this, this is such a cool
101thing. I mean, again, acknowledging the investment that staff members, whether it's teachers or janitors or food service personnel who who've made in these kids that made an impact and and that's that is certainly to be celebrated. >> It's always the the cool thing to see whenever I'm cleaning up data is like, okay, who's not a teacher, you know? >> Yeah. >> What people that that weren't even on my list that autopopulates like who did who did we miss that? Oh, yeah, that's a volunteer. >> Like, and being able to find all those people. It means a lot to the teachers to know, you know, >> of course that what they're doing every >> day. Yeah. >> Do you have year-over-year on the the second question about are you involved in teams, clubs after group? And
102again, it parlays the same conversation just looking at that that causal equation if you will that says hey if I'm involved do I have a trusted adult and does that equal somebody that you know smokes vapes or gets in fights or whatever else or is it you know productive? >> Yeah, we haven't. So we could very easily just map year overyear to see a comparison in different student groups. We've never went as far as targeting matching so to speak between connectedness and like infinite campus reports. >> I just cur you got that direction and then also with all the efforts we're doing with >> the youth sports and all those things, but just how all those parlay together to say >> I think there would be a way to potentially pull it into Tableau together.
103Yes, there there is it's right now it's not at a a very tableau friendly or data friendly data analysis friendly view right version right now we still got it siloed and um as well one of the things that we're working with the leadership academy person with and and with ABC today is how do we how do we put that >> into that just be interesting that you know that are you involved do you have a trusted adult what does that outcome look like maybe just kind of neat. You've got all this data here. >> The elementary teachers have made comments about how knowing that a student's on a team >> um that they are directly reaching out to coaches and then Tyson on the other end has said yes, that's happening because coaches are calling
104out kids and having conversations with them. I thought that was really cool. >> Well, it's neat. I looked last year's I pulled back from the meeting last year because I was curious like to see how these numbers trended. And so what used to be the the 95% connectedness at CMS was 91 last year. That 87 was 73 last year. The 91% of the high school was 82%. And so >> all moving in a positive direction. I think the intentionality of this I don't think that's an accident. And so >> we're also tracking who's not doing it. And so we've got email lists for those kids and they just keep getting barrageed. [laughter] >> Somebody connected with you. So, >> wow. That was my next >> and it's cool to see I know Jaime's already briefly
105touched on it and I I bombard Dr. Ben and give him updates probably to the point of him not wanting to hear it anymore, but you know, [clears throat] all these pieces we're talking about our leadership academy across the district. They're really starting to dig into some of these items because this affects freshman retention, this affects climate and culture across the district. I mean, it it touches so many different parts of our continuous [snorts] school improvement plan that It's fun to see people taking it to another level as part of that process. >> And and you kind of wonder like when we talk about that one of the solutions to poor behavior is is leadership and getting somebody to be a leader. My guess is is we look at the continuity as you transition from
106one building to the next building. People in the building you came from kind of know who's the leaders of the pack here. And if we could control their behavior and make them positive, the odds that other people come along and assimilate is probably pretty high. I mean, I I think as we continue to dive into this, figuring out how do you keep sharpening this saw and getting better at this and recognizing it's kids and human beings we're talking about, so we're never going to get it totally figured out. But, um, I do love the fact that we're getting people connected whether they like it or not. [laughter] >> Any other questions? >> I have one. Out of the 1926 student responses, can you tell how many uh of those students are minorities? >> Actually, for
107the first time, I can pull [laughter] over and I will get that data. >> I know you'll get that to me then. >> This is the first year we've actually pulled that >> in. So, >> and Paul to add to your pieces you were making comments on. I don't think Ashley would care to hear me say this at a public meeting anymore. The goal behind this was to take this and make this a model for every district that participates with Big Brothers Big Sisters across the state of Missouri >> because they're receiving funding in their organization through the Missouri budget now. So they need hard metrics and hard data to show that they're mentoring support across multiple school districts, whether it's Sykes, US, you know, whatever. The differential for us is connectedness. >> And they
108just started the connectedness at Syton, but I think only doing high school. Isn't that what was told us? >> Very small sample right now. >> Yeah. >> Small sample. >> To Casey's point though, I mean, as you kind of as you layer and eventually get more sophisticated in your ability to have a a more data manipulation friendly kind of methodology. I think being able to say if connectedness is the goal, because I think we realize connectedness is positive, inherently positive. Um but then saying okay like that isn't really the outcome we're trying to influence isn't connectedness per se it's all the benefits of connectedness which come down the road behavioral improvement academic achievement >> larger focus >> preparation for the next phase like my guess is our ability to get sophisticated and track those things
109and say you're actually getting the out connectedness is the proxy for those other things because they flow through this. Yeah. >> And our first full cohort that will touch senior year from the time we've started this will be next year. >> That's so cool. >> That'll be the first cohort for graduation. I believe that we we've successfully tracked everything. >> So, >> can you tell me later if my kid did the connection? [laughter] >> I don't think this is [laughter] an email as a parent and we can have a meeting as a parent. be [laughter] great. >> We'll say you're batting two/3. We won't tell you who. >> She'll probably sort it out. [laughter] >> Yeah, >> by tomorrow you may have three more. >> Yes, sir. >> Cool. All right. Well, thank you guys
110very much. So, now we can finally hear from somebody else. Community Teachers Association reports. [laughter] >> Take a deep breath. Take a deep breath. Okay. >> Anybody need sandwich? [laughter] >> No. >> Well, thank you very much. >> Bring it. >> Yeah. Thank you very much for letting me talk with you or speak with you this evening. And I'm going to get that out of my way. There we go. Um, so I get to share all the staff member shoutouts from the district. Um, we've got quite a few pages again, so we're going to go quick through it. And here we go. from Alma Mashrader. We would like to give a big shout out to the teachers at Alma Mashrader for making our building feel like a home to so many students. There's not a
111single teacher here who wouldn't do anything they could for a teach a student in need. We are truly a family. A special thank you to Amber Price and Elizabeth Gonzalez along with all their helpers for organizing another successful book fair. Our appreciation also goes to the office team for organizing such a wonderful grandparents day event. We estimate that over 200 grandparents were in attendance. Finally, thank you to our counselor, Miss Owen, for always bringing fun and positive energy to both students and staff. Between her enjoyable staff challenges and entertaining YouTube videos, she makes Alma the best place to be. From Blanchard, shout out to the second grade team who are always looking for ways to enhance learning and have some fun. Shout out to Miss Sherry for keeping us all organized from the office. We
112are so lucky to have our cafe staff who love our kids so well. Shout out to the first grade staff for helping sell lollipops. Thank you, Miss Ratherford, for guiding us in navigating the world of ELLL. Thank you, Miss Winance, for organizing the bounce house Friday. Shout out to Angie Hagerty for being such a great resource for our staff. Shout out to Miss Christa. She's wonderful with our kids. Our special ed aids go above and beyond for their kids, even getting into the swimming pool with them during swimming lessons, which is a big deal. Huge gratitude for our literacy specialists. They are a delight to collaborate with and a blessing to our students. Miss Anne is so kind and patient with the students she works with. From CAO, shout out to Christy Mayor for working
113so hard to ensure CGPS has bus drivers to transport our students. From Central Academy, shout out to Miss Wall-E and Miss Harris at Positive Pathways for working so diligently with students from four schools and grades 5 through 12. From Clippford to Miss Amelia Kolier, who is the best administrative assistant. She truly goes above and beyond to make sure our students are taken care of. We also have the best teacher assistants who show up every day for their students. Mr. Moore for planning a wonderful Veterans Day assembly to our kinder team who are doing a wonderful job with a group that needs lots of extra love and support. From CTC, huge shout out to Emily Lamper at CTC. She has been so helpful in my son's enrollment process into the welding program. She has gone above
114and beyond to answer all of our many questions. We will always be grateful for all she has done to keep us with his to keep to help us with his enrollment and her kindness along the way. A big thank you to Alex Kern for his dedication and hard work at the CTC. Alex goes above and beyond to meet our technology needs, ensuring all our equipment functions smoothly. We truly appreciate the time and effort he puts into keep everything running seamlessly. From Early Childhood Center, shout out to our SLPs Amy Stageber and a Addie W. Sorry, I'm stumbling today. for creating an AAC challenge of the month in October for the Early Childhood Center. Use of AAC devices and teacher modeling on devices was visibly increased during the challenge and staff enjoyed the competition and prizes.
115Shout out to the OTS and PTS from the Kenny Rogers Center that work with our tiny tigers and do an amazing job from Franklin when we got we want to give a special shout out to our amazing school counselor Mrs. Peters for her service in the Army National Guard. We are incredibly grateful not only for the guidance and support she gives our students each day, but also for the dedication and courage she shows while serving our country. Thank you, Mrs. Peters, for your leadership, compassion, and commitment both in the classroom and beyond. We are proud to have you as part of our school family. Franklin celebrated Mrs. Peters and all other veterans during our morning assembly on Veterans Day. Shout out to our staff for always stepping up and helping whenever there is a need.
116Our custodian took some well-deserved vacation days, and our staff didn't miss a beat. They jumped in assisting with daily cafeteria duties, trash collection, and tidying up classrooms at the end of the day. Best team ever from the high school to our awesome principles for planning a super fun humans versus zombies game. Second, this the game was so fun and was such a nice distraction from just working. It also helped us to interact with those in not in our departments and show some are ruthless. From Jefferson, [snorts] shout out to Michelle Star for diving in and doing awesome counseling lessons with our students. Shout out to Delerice Barnhill and all our janitorial staff for always working to make sure our staff and students have a safe, clean place to come each day. Shout out to Miss
117Mi Mr. Miller for always putting his students first. His positive energy makes a difference not just in his own classroom, but throughout our school. Students in all grades look up to him and it's easy to see why. He leaves with a true passion for helping kids succeed. From our junior high, we are winning at CGHS. Winter Seaball is back in action and we are so happy to have her running the Tiger Den. Shout out to Drake Dueling. He has been making very engaging differentiated lessons plans for his modified classes. Try saying that five times fast. From the middle school, Kylie Lewis, Brooks Bradshaw, and Chelsea Gilman are a great team that provide positive feedback daily for their struggling students. Jessica Schwear was formerly Sumar and Cali Centers are doing a phenomenal job with our afterchool
118broadcasting group. It is fun to watch their new creations each week. They have also received a foundation grant to add equipment to the program. Medicaid night was a success. We helped 67 families with food and nine families with completing Medicaid paperwork. For the first time hosting this event, it was amazing. Mr. Jeremy Bullard has received a grant from the professional disc golf association to start a disc golf program at CMS in the spring. The new CMS Tiger ticket store has been a hit and the student leadership team has done an outstanding job of running the store. Sammy Gross has been absolutely crushing aiding our families through these trying and confusing times. She is truly going above and beyond to help our students and CMS is so proud to have her. And finally, Kylie Lewis is
119an incredible asset to our CMS family. She is responsive and tuned in to her students need and always comes prepared with a plan of action. Thank you for letting me share the staff [applause] member shout out with you tonight. >> Mandy, if you could take some. >> I know. I'll speed it up. [laughter] >> Thank you very much. All right. Treasure finance report. Miss Dudet Lindsay. [applause] [cheering] Let's go. Show us the money. Is that the word? So much pressure [laughter] to sound like, you know, very exciting. >> And it was a four, not a nine. [laughter] [snorts] >> Okay, so this report is for October. Uh we started the month with a beginning fund balance of 17.8 million. Revenues received were 1.3 million. So, our revenues are kind of trailing off. Um, expenses were
1202.5 and we transferred 1.9 to the special revenue fund, leaving us with an ending fund balance of 14.7. Still a good fund balance as we head into November and December. Um, we should start receiving some tax money in December. At some point, our fund balances will start to go up. Uh, the cash and investment detail is listed and um just that the revenue and expenditure detail report gives you the details behind all of the members um that I just recorded. Does anybody have any questions? Okay, moving on. Um I have Patrick Kitner here uh to do a presentation on our audit. Um he came in October. Yep. Came in October. Um on site. Sometimes he brings some of his team. He would open our system up to him. So he has full access to us
121and um our reporting and I do have copies of the report. If anyone would like a hard copy, let me know. I can get it for you. >> Sounds good. I can't compete with that energy. >> But [laughter] I'm glad you've been here since we should have moved you to the top of the agenda. >> Everybody left. So yeah, but since October they've been having to to deal with me. >> Um, so we finished up uh, you know, the audit, >> got a 86 page financial document >> uh, which is a very good representation um, solid representation of the of the finances of the district for the year. U, you know, an audit is kind of broken up two components. You got a financial component and you have a compliance component. from the uh financial
122standpoint, you know, the I think the best thing I can say is um I had no audit initiated adjustments. So didn't have any corrections or on the reconciliation side. The district was making some classifications and corrections, you know, in October because of like federal programs matching up FRS and things like that. But I think Lindsay makes it a point to try to tell me in advance, hey, I'm looking at this still because she does not want any audit in adjustments. So I think that's good. I mean, I don't have that very often with uh districts or audits at all from that standpoint. So not have any any of those things is good. So there's really no point me kind of going through these financials because what you guys get kind of tell me that, you
123know, it's reflective of your finances on a monthly basis because I think we're reconciling things, staying on top of that stuff. Um, so we have, you know, we have good financials. We what what we started the year with 30 37% balances and we ended the year with 37% balances. So, you know, good solid numbers. Um, revenue sources are consistent. seen growth, you know, 26% growth in our sales tax, you know, tax collections, which is property taxes, properties, all [snorts] that, all that stuff. Uh, basic formal money went up about 5.9%. So, the key revenue sources are still kind of growing. Uh, which is the main thing we want to see. You you're going to have fluctuations in the grants. Uh, we kind of talked about federal grants earlier today. You know, we had a huge
124decline. But that's because we had our final esser money draw in the 23 23 24 year. So we expected to see that decline. Um but our our main core federal programs titles sped uh food service all consistent um if not slight increases and stuff. So um like I said from a financial standpoint I think we've got good solid numbers. Uh procedures operating process is good. Um oversight I'm comfortable with the oversight. So the other aspect is compliance. Um you know that's where I have to look at the attendance the transportation uh compliance with the federal programs. Um and I didn't have any any um you know any any concerns anything that would warrant a discussion or deficiency within the audit report. Um, I think, you know, we've I've worked with the district for many years
125now, and I know, you know, Beth does does a great job in terms of looking at the attendance records, making sure that, um, you know, what we're kids are actually going to school, that we're actually counting that within the attendance and that the calendar set up properly. Um, so kind of completing that full circle, I kind of look at attendance as a circle and there's multiple components you have to make sure it matches up and they know what to look for. So, same thing with transportation. You know, I feel comfortable with the procedures process. So, we're meeting those state compliance requirements to report that information to them. Um, which I guess is what twice a year if we report attendance and transportation information. Um, and so I I definitely feel that it's all being reasonable
126um and accurately reported to them. Um other state compliance like budgetary compliance measures were meeting um PDC compliance measure measurements were meeting and then that gets us into the federal side you know with the with the grants uh making sure that we're putting them reconciling them uh reporting in the FS um initiating you know the budget documents properly and you know main things that I look at from a federal standpoint is cash management allowability um timing um particular like with with PEL grants, student loans and you know all those everything matched up looked good didn't have any any major concerns. So I think that you know when I uh when I talk quick that's a good thing [laughter] to say that's a good thing. >> Any questions or concerns? the 2.9% growth in property tax.
127Is that what you we forecasted it would be last year? Did you usually use that as our forecast for the budget for the upcoming year? And I don't have to hold it exact. I just meant, you know, does that feel right with how we forecasted? Just more curious. >> Honestly, I know how I forecasted. I usually forecast based on >> Yeah. increase. >> That seems high that I would >> Yeah. And I didn't think it was that high, but it was >> Yeah, I didn't that seemed like a big number. >> It's a guess because you don't know really what all the dollars that you permit when you set the budget for that. So, >> I mean, it's always an estimate. >> Yeah, I was just you have real data right there. One year to
128another go up that much, but you also have to prophecy. There's other there's other tax dollars in that as well. Um but you know that when I quarter that number that's cash. So there may be a timing situation with the county in terms of how much is sent in one given month versus the other obviously still have like the Amaran case going on and some protested taxes out there still as well. So some of that gets released. >> You have any questions? Mr. Study anything you want to add to it or >> I just want to thank you for all the work that you do for us. This report, you know, Patrick comes in, he helps us all throughout the year. We try really hard to make sure that our reporting is accurate. Um, you
129know, because we get a lot of money. We get local, county, state, federal money, and we want to make sure that we are handling it appropriately and accounting for it appropriately like our students deserve it. and social always try to be really transparent and do it right and we provide Patrick with a lot of the information but he's the one that's really putting financial statements together it's a lot of work >> I'm not doing them I'm hoping [laughter] [snorts] >> we're providing >> Lindsay selling herself short there I will just tell you >> she always does >> she's wonderful the financial statements is a it's a lot of work. It really is. But it's better financial reporting for us and I do appreciate that. >> Well, I agree with that. It's I mean going from
130cash basis to acral basis is in the governmental world is a difficult process because you have essentially three bases of accounting that you have to convert to and stuff. So I mean but it but it does provide you with a good much more accurate reflection of the financial position. um of the district. So, and and and you know, we we kind of talked about it. I mean, it's not required. Um but with the grants and the student loans is highly recommended. They do really want they prefer to see that. Um that also allows us to be a low risk audit um for federal programs and stuff. All those things do impact and on the district and and the federal government looks at that stuff and that's that's positive aspect from their standpoint to seeing that
131as well. >> Awesome. >> Well, I'm hoping next year in reflection of your great work, both of you will be recognized at this meeting next year's Trific Tigers and go right after Triffic Tigers. [laughter] >> You get promoted. I mean, that'd be big time >> or work session. One of the one of the other go before >> You're welcome, Patrick. [laughter] Thank you guys very much. We appreciate boring audit results. Thank you. >> Thank you. >> Okay. Thank you all. Up next, support services report. >> All right. Good evening. This will not be as detailed or in length as the prior presentations. I'll keep it short and sweet. >> That's right. Oh, I actually had a video for this, but I was not able to share it. So, I'll figure it out next time. >>
132It referred to referred to Chrispito. So last Monday, uh, Cape Public Schools on the campus of CTC, we hosted area eight over 80 area school officials, attended a partnership on school safety uh that was co-hosted by the FBI and CES, and it was just a great day of professional development on all topics uh that uh we face in today's schools. Uh, boil waters continue to affect us as a district. Uh, we dealt with that most recently last week and I just kind of want to you an overview of what that looks like rather quickly. Uh we keep pallets and pallets on store at any given time. Uh we've also been known to uh borrow from the booster club at the high school from time to time and then replenish that uh depending upon uh what
133that need is or how long. The most recent boil water we had was not city uh facility maintenance related. It was a contractor that had tapped into the water man that they were supposed to and it was a bad tap and that's what caused uh the latest boil water. So I don't want to always uh you know shortell the the city uh this was not through the fault of of any of their actions or the infrastructure of our water system. Uh in speaking of that though with the city, we still with buses are dealing with uh construction projects, but it's good. It's the growth of the city, repair of our infrastructure. So we ask that our our families that utilize our busing system, just be aware. We have to run audit of grace and understanding
134when there's road closures uh that we're not aware of. Uh if we want to keep an eye to the future, just throwing it out there, uh future weather events, if you're looking particularly at next week, we have a plethora of supply of salt for our parking lots and our sidewalks. Our plows are maintained and our salt spreaders are uh maintained and operational as well. So, we don't want to crush the hopes and dreams of every staff member and student in the community, but I'm here for it if need be. >> [laughter] >> So, somebody's got to bear the burden and that's my cross to bear at times. So, we are prepared for that. And lastly, I just want to give a shout out JC Reeves. This >> uh is going to be leaving us soon.
135And I don't want to take Chris's thunder because she has the deepest professional relationship with JC and and their communication and going back and forth. But, uh if you're not aware, he is uh going to be leaving us soon from this area. is tonight. >> Always appreciate you being here. >> You'll be here one more meeting. >> Yeah, I should be at the next meeting. >> Never have to see. >> That's not a good thing. [laughter] >> We're thinking about breaking out the famous state championship track video. >> It's out there. >> Oh, yeah. We've seen it. We got it. [laughter] >> Just don't ask for a recreation. >> Unless you're going to run it with me. >> Not happen. I want to see that. >> That would be awesome if it last. >> Yeah.
136>> Very incredible. >> Also, just for the record, where was that state? [laughter] >> Damn it. >> Oh, yeah. Thank you, sir. >> Thank you very much. >> Yeah. Thank you. All right. Up next, board reports. MSBA delegate report. >> Uh the only thing I want to say is the advocacy positions. If you guys have not looked at them, I know I keep talking about them. They are on the MSBA website. Um they have things about I'm going to tell you the highlights. Not really, just categories. uh positions on finance in instruction, personnel, school community and family relations, schoolboard governance and operations, federal governmental issues. Uh there's 20ome pages of the positions talk about AI. So if you haven't taken a look at that, at least take a look at that so you know what
137uh MSBA is talking to our legislators about. Thank you. And I did sit on um board president's meeting the other day and they one of the pieces just add to the infographics that you spoke about at the last meeting. Yeah. >> And the lady that runs that page did another training on it and I'll resend out some of the other stuff that she's continuing to add to it because it was neat. It was >> It is like it wasn't 27 pages long. Um it was pretty quick. It was meant for our >> Tik Tok mindset to look real quick and capture our eyes. So, it's pretty interesting. Thank you. Legislative and also, I guess, don't forget your board refresher training. If you haven't done it, make sure you get that done. >> I don't have
138much to share. There's not really anything happening right now. Um, legislative session begins January 7th. Pre-filing begins December 1st. Your predecessor, wait, no, that's the person before. Whatever. the person coming after you, successor, thank you, has big shoes to fill because you are such a great resource when it comes to legislation and what is going to affect us and so I am genuinely sad that I won't have you sitting here behind me anymore. >> You're always welcome to reach out. >> Okay, great. >> I'm happy to talk [laughter] legislative. >> Great. Oh, me too. Wonderful. [laughter] >> Um, okay. So December 1st begins pre-filing and that generally gives somewhat of an idea of where political will is when it comes to any topic, but for us specifically public education. So we'll maybe know more about
139what the next few months will look like based on what happens starting in December. So that's all I got. >> Awesome. Thank you. U next Cape Public School Foundation. Um, we have awarded over $20,000 in innovative teaching grants. Um, if you guys follow the Cape Public School Foundation on social media, um, they've started like doing little highlights of some of the things that they have funded, some of the the innovative teaching grants they've funded. >> And then the usual penguin party reminder, Valentine's Day. Um, tickets are on sale on the website or you can email Amy McDonald for more information. >> Be here before you. >> All right. Well, thank you guys very much. >> All right. Moving a little bit of business. So, up next is approval of consent agenda items. We've got minutes
140from September 22nd, 2025 and October 27th, 2025 and our payment of bills. Um, can we get a motion to approve those? >> So moved. >> Second. >> All those in favor? I I approval consented on agenda items carries. Up next, get my mouse working here. Up next business is the second reading and adoption of board policies. Uh so recommendation is to adopt the following board policies as recommended by MSBA and the policy review committee GCPA, IGBA1, JEC-1, JFCA, JFCJ, JG, JGF, JHDE, JHDF, and JHG. Great. >> Thank you very much. [laughter] >> Graduate of this fine school system. So, we'll get a motion. >> So, move. >> Second. >> Okay. All those in favor? >> I I >> Okay. So, the adoption of those board policies, which I will not read again, but they are
141listed for your review. Up next, accept the 2425 audit report. The recommendation is to accept the 2425 audit report as prepared by Stanley Durnberger Hopper and Associates LLC. We have a motion. >> So moved. >> Second. >> Okay. Any discussion? >> All those in favor? >> I. >> Any opposed? Okay. So, the uh 2024 audit report has been accepted and thank you guys again for all the work on that. It's very nice for that not to be something we have to talk about more. So, thank >> and uh last uh energy service company the esco approval. So recommendation is to authorize superintendent or his designate to enter an agreement with Navatas, a qualified energy service company pursuant to Missouri statute 8.321. Um just I guess just a a touch more on it. This is a
142continuation of the services that were designed within the long range facility plan. Um by selecting this esco will work on the implementation of energy audit data collection design services evaluation recommendation of improvement and or energy conservation measures. the implementation of the selected and approved improvements and/or energy conservation measures and lastly the implementation of project monitoring and data collection to verify post installation energy consumption and energy related operating costs. So this was several or a couple people sat through with Josh and the team to review and noases the recommendation. So uh can we get a motion? >> So moved. >> Second. >> Okay. Any discussions? Anything else you want to add? Mr. Cra, >> you've pretty much covered but just a brief overview. Uh we had several good companies that uh submitted their RFPs, but going
143through their presentations, uh there was unanimous uh settlement on the company moving forward. And not to rehash everything with the long range plan because that's been in effect for you know well over a year now. This is just that natural continuation of it. Once this is established, we're then going to start going in and looking at specific projects. And then if board approval is needed to implement some of those projects, those motions will come before you. Uh, a lot of this right now for this academic year is already captured in our fund for. So there'll be things that, you know, we have planned for and and whatnot. And then, uh, moving forward, we'll start designating other things. This gives us also those flexibility in working at recovering of costs that we have on districts to
144then take those dollars reutilize them in other areas as well. >> Have any other questions? Okay. All those in favor and again by saying I >> I >> Okay. The motion to enter an agreement with Navatas is carried. It's all our business information proposals from board members. >> Happy Thanksgiving guys. Yes. Yes. Yes. All right. Motion to adjurnn. >> So move. >> Second. >> All those in favor? >> I thank you guys.