001All right, guys. Welcome to our September board meeting. Uh, let the record show that all board members are present. It is September 22nd, 606. Uh, let's start off with the pledge of >> allegiance. I pledge 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. >> All right. Board before us, we have an agenda. Can I get a motion to approve? >> So move. Second. >> All those in favor, please indicate by saying I. >> I. >> Okay. Agenda carries. So, first up, Dr. M, we have recognitions. Our terrific Tigers. >> So, again, our terrific Tigers. Each building in the district selects a student based on service to others, leadership, and scholarship. And parents, as we call
002names, they'll come up. We'll get some pictures. You guys can get pictures also. So, You guys ready? >> All right. Early Childhood Center. Michael Junior Tilman, prek, son of Bria and Michaelin Tan. Tilman Junior is a kind and caring classmate who is always willing to help his friends. [Applause] He is outgoing and makes everyone feel welcome. >> He comes to school each day with a positive attitude and a big smile on his face. Who wouldn't have a big smile on their face? They get to ride an elephant. >> He's like, "Wait, I don't know." >> All right. Right there. [Music] his love for learning and his cheerful spirit. >> Junior truly represents what it means to be a terrific tiger. [Music] >> Okay, >> we're going to have you ride that right over there. Okay.
003[Laughter] >> Almasher Elementary. Ella Bosak Barani, fourth grade, daughter of Tammy and David Bosak Barani. Ella is a positive role model who consistently leads by example. She demonstrates integrity in every environment, whether in the classroom, with peers, or in extracurricular activities. Her actions reflect kindness, responsibility, and respect for others. Thank you, Ella, for doing what is right and inspiring others to do the same. [Applause] Blanchard Elementary, Kamaya Simpkins, fourth grade, daughter of Jennifer Wagner. [Applause] Clipper Elementary. Holly Harrison, fourth grade, daughter of Amy and Richard Harrison. [Applause] Holly is an absolute joy to have in class. She consistently models our roar expectations and encourages her classmates to do the same through her positive attitude and kind leadership. Holly is always ready to lend a helping hand. Whether it's assisting around the classroom or supporting a
004classmate in need, no matter the task, she approaches it with a smile and a can do spirit. Holly truly exemplifies what it means to be a clippered terrific tiger. [Applause] Franklin Elementary. Sahir Love, fourth grade son of Charminy Robinson. Zah Zahir has been chosen as our terrific tiger because he always works hard, shows kindness to others, and sets a positive example in the classroom. Zahir comes to school ready to learn, tries his best on every assignment, and treats classmates and teachers with respect. We are so so proud of his effort and the great attitude he brings each day. [Applause] [Music] Unless you're on an elephant, you can't ride away, man. >> Jefferson Elementary, Liam Mandragon, fourth and fifth grade, son of Alda and Salvador Mrogan. Liam consistently demonstrates outstanding academic performance and dedication to his
005studies. His exceptional work work ethic combined with a natural curiosity and passion for learning sets him apart as one of the top students in the class. Whether tackling assignments or engaging in discussions, Liam approaches every challenge with a positive attitude and a desire to excel. Central Middle School, Aquavian Weekly, sixth grade son of Kendra Clement. Aquavian is well-liked by his classmates and continually provides a positive presence at Central Middle School. Without prompting by any adults, he has started cleaning up litter on our campus in the mornings when he gets off the bus. Aquavian also gives max effort on his schoolwork and even stays after school to get better at his academics. Congratulations, Aquavon. [Applause] Terry W. Kitchen Junior High. William Salinus, 8th grade, son of Lorena Garcia. [Applause] Central High School. William Miller, 12th grade
006son of Elizabeth and Frank Miller. [Applause] Will Miller is a true role model for underassmen at CHS, being seen as one of our most dedicated servant leaders of the school. He exudes fellowship as well as an embrace of a fun environment of learning. His competitive drive in the classroom also makes him prepared, responsible, and reflective so as to keep learning and sharpening his skills. We are proud to have Will as our first terrific tiger of the school year. Central Academy Trey Doles, 12th grade son of Danielle Doss. [Applause] in the middle. >> Surround the animal surround. Okay. All right. >> All right. Big smiles at me. >> All right. Let's do one more for me. >> I'll move out of the way. You guys can come closer if you want to get >> Yes. [Applause]
007Yeah, >> good job. [Music] Well, I have 52 in of all time. >> How many of those do we have? Are there enough for us to like come in? >> And you all are more than welcome to stay for the rest of our exhilarating meeting, but you don't have to if you don't like. So, [Laughter] I thought that was his son. >> So, Dr. Faggley had a question. How many of those does the district have? And could the board ride in on them during one meeting? >> We would have to get a few more. >> Okay. >> Is there four? >> Three or four. >> There may be a way. >> And Jefferson has two, don't they? >> I found working on making sure every school has one right now. >> We have to have
008a tiger. Don't feel bad. [Laughter] >> Mr. Payne, uh, up up next, information proposals or comments from the audience. >> No request for this month, sir. >> Okay. Well, thank you very much. We'll move on. Information reports, board president's report. Um, just first off, I got kids at three schools. The beginning of the school year is went really great. I did try to attach an amazing picture to the board president's report, but I was unsuccessful in my workflow execution. So, we'll figure that out next time. But I wanted to call out the uh what was a record setting win for the junior high girls softball team on Saturday. >> Um probably the most points ever scored. It was 29-7. >> Oh, wow. >> They pulled out a win. So, it was their one win of
009the year, but it was fantastic. So, I wanted to congratulate those girls. My daughter's on the team, so selfish. >> And they won by almost two touchdowns. >> They did. It was a Couldn't tell if they were scoring touchdowns or what they were doing, but it's a good long game. So, up next, Superintendent Report. >> That's That's great news. Um, first I'd like to shout out to the Tiger football team, uh, for its participation in the St. Francis 150 150th anniversary celebration. Um, the team volunteered to help with everything from cleanup to running the bounce house. I'm sure several of them that one and helping with the game tent. It was a great day of service and we are proud of how they represented our schools and our families which is really awesome. >> Um,
010also a shout out to Blanchard as they had 58 students sign up and participate in the Cape Gardo Public Library uh, summer reading program. >> Cool. Two of those students won the grand prize, which is a bicycle. So, really cool. >> And then finally, uh just uh take a look at our new podcast coming out soon that will focus on the portrait of a graduate. We talked about that in our planning session. Um Dr. Beck did a wonderful job and Miss Talent did a wonderful job interviewing and I did a really good job, too. Thank you. Um but we kept it to a very minimum. So it was a six minute video versus a 25 minute video from last year. Uh so we've reduced it down to a little bit less time. So people will
011be more likely to watch it from the beginning to the end. Uh but it was a great great uh explanation of the portrait of a graduate. So we're really excited about that. Um one of the big things is is that they're working on what that's going to look like for the report card. So parents are going to be seeing something different on the report card so that we can start measuring that a little bit differently because it's part of our continuous school improvement plan and uh Dr. Beck and Mr. Russell have been working on that with his their teams as well to to get that rolled out and ready to go for this year. So parents will be seeing something a little bit different on the report cards under portrait of a graduate. >> Awesome.
012>> And that's all I had. >> Thank you very much. So up next is CIP program evaluations and first up summer school. Mr. Russell. >> Yes. So this is our annual report for how we did with summer school this last year. And so I'm going to try to do two screens at once so I can actually read through this along with you guys. And so um this year we we uh I just pulled up the wrong year so I will have to look in squint across. All right. So, uh, this year we, uh, overall went down just a little bit, um, up in a few buildings and and down in a few others, but in general, thank you so much. Um, general, uh, just about even about 50 kids, 50 kids shorter than this year.
013We've are continuing, um, along with that, we've got, um, I'm doing three computers here. Um, so next part of that is uh the budget part of it. So with that decrease a little bit, we had a fewer staff uh necessary. So we went down about $6,000 um for that. Uh so that kind of shakes out with what we had budgeted for for this year. And then the next portion talks about uh improvement. And so this is the percent of uh students that that showed improvement in over summer school. So we we do uh kind of end of the year um our Galileo assessments and then we give them the same thing at the end very end that last day of summer school. And so this was for uh improvement in reading and improvement in math
014for elementary uh middle school and junior high. Uh those are the percentage of students that showed growth over that time. And then at the high school and and central academy we uh measure that by total credits earned. And so almost 200 credits at the high school which is pretty close to what they did last year with fewer kids. So um that's impressive. Uh and then Central Academy had 32 credits earned as well. And so uh just again further steps towards graduation. Um so as you guys know our uh summer school looks a little bit different at elementary and at uh secondary. And so, um, with elementary, we're we're doing, um, a little bit of reading and math, u kind of catchup, but also doing fun things. And so, uh, this year we had, uh, dinosaurs
015was the theme, and they were really pumped about that. They got to do a bunch of stuff with that. Uh, and then, um, so if you want to ask any of our elementary kids, if your kids got to go, they were pumped. My kids came home every day talking about dinosaurs way too much. But that was just me at secondary. Uh you know, it's it's focused on um depending on where you're at. Middle school does some enrichment along with uh that and so they partner with the CTC. So does uh the junior high and then high school is predominantly for credit recovery. And so or credit acceleration depending on how you look at it. And so uh just a really great uh opportunity that not all schools around us even offer. And so uh get
016down in the bootill and they don't offer it much at all. So it's a bonus that we get to have it. Um we also do meals for students and provide transportation for nearly every um for nearly every student uh who who uh who signs up to do summer school. And so, um, there's still a few things that we're we're looking at as far as concerns and, uh, with our going forward with it. Scroll down just a little bit with this computer. Um, this is, and this is an ongoing one, and that is students, uh, getting students to come and stay. You know, it's summer, kids want to be gone, and they don't want to come to summer school because it's summer, right? It's totally understandable. But giving those kids those opportunities and making sure that
017they know at the high school, junior high makes sure that and Central Academy makes sure that kids know like, hey, if you guys don't do summer school, this is what's going to happen. Um, and give them giving them that um that opportunity to earn credit. And so, um, again, just pushing kids that need to retake some classes to do it and to get on board and do And that's that's hard to do especially once kids get their licenses to work and do things in the summer. So uh again ongoing uh problem that >> has been there for a while. Um our goals again is to to get more kids to come to summer school and to uh you know make some gains um where they can and get some of that those enrichment classes. And
018so, uh, a lot of them are are balancing enrichment with, uh, kind of the reteing or or, uh, trying to push, uh, provide opportunities to push kids ahead. And so, um, again, those goals are to try to get more kids involved in in again, summer is summer, just well, it doesn't matter if you're a kindergarten kid or or a high school kid. Uh, and so it's kind of hard for some families to do that. Um, all right. And so again, we we're we're average, right? We don't have a a you know, it's not like 60% 70% of our kids are coming to summer school. So that would that would push us up. Uh but we have a a good opportunity and we continue to provide that for staff and students. >> What would that look
019like? I'm curious. Like we had essentially a thousand kids to summer school across the thing. What would that if you said >> if you could wave a magic wand, how many kids would you have come to summer school? It depends on what level, right? I I would love to see half of our kids be able to do that and get a little bit extra gain because elementary is nine days, right? So, it's not a big ask and and for a lot of people with free childare, things like that, right? >> Um it's probably not long enough, you know, for families to to really pitch in to do it. But it's also a cost, >> sure, >> to do that. And so, the state only guarantees so much >> reimbursement >> there. And so, um, but
020yeah, if we could get all of our kids to, especially at the high school level, I think about this all the time, like, you know, get in there, get your pees, get your, uh, you know, uh, get your government out of the way. You know, if we could provide even more opportunities for that, um, for acceleration for students and, uh, you know, that provides pathways for CTC and other things like that where it opens up their schedules to do those things. And to me, being able to maximize your time at the high school is is huge. U as far as middle school and junior high, you know, that's a great time for exploration. >> Uh seeing kind of like what you want to do and and both both the junior high and the middle school
021have started that process. Uh but it's all dependent on how many kids come and how many opportunities that they can afford uh that we can afford to to offer those students. And again, also teacher availability. Uh sometimes it's, you know, you want to provide an opportunity for kids, but you may have never taught that before. So, and so it's kind of a hard ask to get teachers to say, "Oh, yeah, I'll teach robotics." And >> they've never done that before. Those types of things. >> Sure. >> Um >> and I don't know, there's there's there's a lot of opportunities there. It's just trying to mix find mix and match for for the families and for our staff. Is the high school curriculum demand based like or is it a fixed set of classes? >> It's
022credit bearing. >> It's it's mostly credit uh varying there. Let Drew talk a little bit more about that. Um but for the most part it the schedule's built based on on need u of the students who have signed up and the students who we said hey you got to be here. Um but we need to know if you're here or not. High school's always last minute for us even saying what what sections we're offering. And so because it's you've got kids who are trying to turn in stuff all the way up to the last day and trying to get that stuff turned in. And so we actually have a couple days in between usually and all of that time is spent making sure phone calls are made. You know, they're hustling there at the high
023school just to get >> those phone calls into parents and things like that just so that they can start the next week. And so >> is there a reason it starts the next week? >> Yes. Part of it is um >> I figured My question, >> what is the reason next week? >> Can I answer that? >> Sure. >> So, the farther you push summer school off, the day requirement, the time requirement does not change, the harder it is to get your staff >> back in >> to return back in because you start pushing into July, July 4th holiday and things like that. >> So, that becomes a very interesting >> conflict you run into. And those high school kids, you lose them, they get disconnected even longer. >> Yeah. >> And then it's harder
024to get them back. >> Yeah. >> Classes as well. >> And then some are completing credits because they have to graduate. >> Right. Sure. So there's a deadline there. >> You can get those in. >> Yeah. Okay. >> Um, you know, there's there's some schools too that do a July section as well and even that's hard to get students to finish and start and sign up for staff and all of that as well. I've done them at the beginning and done them at the end and it never goes well at the end. They don't >> summer schools I've done different ways. >> Any other questions? >> Thank you. >> Yeah, >> I guess. And to continue on CIP learn to update >> about that one. Yeah. >> Which computer? >> Down to two now. >>
025You need to borrow one. >> No, got it. Okay. >> All right. So, uh, this is a just a continuence really of of the, uh, an update from from last year. And so, last year was was the first time we pushed this specific report out. And so, um, you know, the Galileo, uh, benchmark process, we have that in place, K12 right now. Um other than there's tweaks here and there about giving the assessment and um trying to make sure that that assessment is doing what we need it to do. Uh the process for giving it and process for doing that is there. And so that's why I'm putting 100% on that specific action goal uh action step is those those things are in place. And so >> um >> you guys can it's the same
026information last year >> from last year. So, it's just the instructions on on how we do that and that's the same thing that the teacher sees. So, if you guys are curious and want to delve into the that process, um you have access to it. Um monthly data meetings. This one's kind of stayed the same because our processes really haven't changed. A district-wide leadership team that meets once a month. We're doing that in different places on in different departments. Um, and so, you know, there's always room for growth in this area with us because a lot of our processes, it depends on where where you're at in the district and what building and and those types of things. Some of them are are very strict, some of them are loose. And uh, so we're we're
027we've we've got things in place. We just need to make sure that, you know, there's a a minimum expectation that's met across all of them and that's what we're working toward um, as necessary. And so uh so secondary was going to look totally different than elementaryaries. We've got it. We've got a set teams. We meet with the department chairs and things like that at secondary. And so um working to to make sure that no matter what everybody has access to what they need and we're having the right discussions about um improvements and things that need to be made. Scroll down here a little bit. Um, analyze state testing is the next uh scroll too far. I scroll too far on this one. All right. So, analyze state testing uh as of last year, we've got
028the um we've got this results link here on the website. This has not been updated yet because uh right now our all of our data is embargoed and so that means that we have access to it but it's not publicly available. Uh and so here probably in the next couple weeks they'll they'll hopefully make that available for everybody and we'll get it posted up there. Um and so I can tell you just without telling you uh very similar to last year. uh higher in some areas, lower in some areas, but on average we're we're very close to what we did last year. Um so being too specific in that um I was going to lose that if I clicked on that. That's okay. >> Why is it private for a period of time where you
029can see it >> to kind of wash all the data, make sure it's all >> preparation? Is that specific? >> Yes. Uh well it's like we we've got certain pieces of it but there's so for example um >> with algebra is a good one. So like uh we we have kids who retake algebra tests and so they want to make sure that those kids who have retaken it >> they're not being double counted in the data >> and so >> and any appeals >> any appeals all that that window's ended but they want us to look at it again anyway just in case >> and then >> um they'll release it shortly before or maybe at the same time that they do APR data >> and so that'll hopefully be next month again that's always
030>> the hope um okay >> but so far this year they've they've delivered on their their dates. So, I'm kind of excited to see what happens >> on that. Um because we've gotten them in January >> before, correct, Larry? And so, um, just so that you guys know, um, one of the things that that's new to this to this and and we're working on a view that right now, um, this is the first year that we've gotten our data back from the testing company that has every student, every standard, and how well they did on it. This is the first time K12 that we've had it. We've had it kind of at the high school. we really haven't had it at at elementary. And so now I've got one data set for everybody. And so
031right now we're going through and making sure that we're making it usable for our staff internally. Uh and once that's done, I'll be able to show you guys kind of the if you guys scroll down to the appendix down here, this is what we've had in the past here. I'll be able to give our teachers that data for themselves >> for the first time ever because I can take those students and match them back to who they had last year >> in their classes. And so what's really kind of cool is we're just now matching it. There's some some weird data clean up that needs to happen as far as standards are concerned. But it's really cool to see like man that teacher just absolutely killed except for this one one little spot like but
032you can also then see the bands were in bu if it's a building band or if it's a cross all buildings band type thing >> and so we're working on that right now. Um it's a 2 12 or 20 228,000 line >> data set so it it takes a while. Um, but just wanted to share that that's that's kind of the next step. Um, one of the teachers saw that we had the or one of the principles and said, "I want that. Give it to me now." And so I got I got them kind of a preliminary version of it. >> Is that something that you can see like over time you'll be able to see an individual students growth over time? >> Yeah. So, what one of the things that I'm working on this
033is it's this is kind of delaying it a little bit is >> what does that skill look like across all grade levels instead of it like because they're coded like grade level five actually six it would be six which is one of the algebra ones and then it's got all the coding along with it >> once we have this longitudinally I'll be able to look at how a kid did on every skill across grade level and so Um that's that's the cool thing about this. Um it yeah >> like a trajectory report. >> That's right. So you can see growth or or you know >> or if they stole out >> if they stole out you know what's going >> where they should land for the next year >> at the same we have that
034Jamie with that map over Galileo to show us gaps. >> Yeah. Yeah. That'll be in conjunction with Galo. One of the things that Yeah. Then that's that that also gives us another lens to look at Galileo for the first time is to look at it at the student level like do they match and that that'll really give us a yeah Galileo's >> we know Galileo >> like if their Galileo matches their state map testing is that what you mean? Okay, >> it's a better we know that Galileo does generally when you get to the specifics >> is Galileo the best use for that >> yes in mass but at the most detailed level probably right now we're initial analysis is saying maybe not but we can't get that data any from another assessment and so
035we're just trying to figure out >> is that useful for that or do we need to find something else at that level >> and so Um, yeah. I mean, times 4,000 standards. Yeah, >> that's the >> Y, >> it's exciting with technology now. You can do a lot. >> Um, >> so like I said, we're working on that. Um, with that, I'll be able to give each individual teacher, and this is what I was working on today. Um, it just takes a lot. Um, in principle, the ability to look at just at their data without being able to share that with everybody else. we we'll give them the the data like we have previously. That's everybody. Um but we have that ability now to be able to do that. And so um one of the
036other parts of that is um hopefully this this next there's some other pieces that that are coming down the pipe with state assessments. And so we're we're kind of on watch to see what happens with that as well. So hopefully this will this good news will continue. Um literacy gap process this is our RSPS and and working with that. So um really our changes for this year is are that we are looking at um our processes. Uh right now we're still under the wa waiver with Dibbles um which is state approved for individual skill um assessment but not kind of the overall assessment. And so but we still have a waiver to keep using it. And so what we're trying to make sure is that our process is whenever we're giving our assessment. And so
037are we are we doing that we're following the instructions but is the data that we're getting out of Dibble still the right kind of data? you know, we're kind of going back and analyzing that and look at some of some of our um some of our results. You know, are so for example, a lot of our assessments are like one minute long because it's a lot of it's about fluency. Is one minute long enough? Should we give them a couple minutes? You know, because >> we're just saying read this for a minute. We're looking at your accuracy. Is that the most valid way to do it? Um >> maybe a little bit longer. >> You know what? And then what does that look like? And so we're looking at trying to trying to make our
038accuracy of our assessments better and how we give them. Um but the other part of that is is you know our our we take that data and then we work with our students and so you know how do we best suit and best tackle each individual student skill gap better? And so uh and then how do what does that look like in the classroom? So finally this year the the state has given us some guidance on literacy and the literacy plan. So that will give us a tool to actually meld those two worlds together because right now we've got an ELA curriculum and standards and we've got the RSPS. They kind of align but this will give us a we have to align it this way and this is how we're going to do it.
039>> Thank you for saying all that because I was sitting here thinking how in the world gathering all of this >> the bottom line is how is it going to help our students? Okay. So, you just answered all that because I'm sitting over here listening and I'm like, "Okay, we're gathering." >> So, >> Yep. >> How is this I see how it's going to benefit us, right? >> But how's it bottom line, how does it benefit our students? >> It Yeah. And then short answer is it it gives teachers the the sight of what >> they need to work. Yeah. Yeah. Give them that give them that answer. And so, um, just so that you guys know, down here at the very bottom, I think it's appendix 4, um, down here, some of this is
040is again some of that same information, uh, from last year. This is the updated data on RSPS minus kindergarten for this year. So, the state changed the rules on us last year. Kindergarten doesn't assess right off the bat. And so, we don't do that until November, December. we've started opening that up to where they can do it all year long. Uh but the state doesn't require it and so we didn't some of some of our teachers haven't done it yet. So it's not reportable across the whole grade level. And so um but yeah, so right now we're we're kind of we're still below where we started but jumped up a little bit this year because last year at this time we didn't have kindergarten data. Um but what we're seeing is is you know we
041have as many kids coming from other schools and other kids who get off on RSP and come back in that it's >> kind of mellowing out our gains right overall. And so we have tons of kids who are are testing out. It's just that we're having so many more kids either come back on or come into the district that it overall we're not decreasing in totals. And so you know how do we best serve those kids? you know, we have kids in eighth grade now who have an RSP and so, you know, at seventh and eighth grade, how do we schedule that? Like, that's a whole nightmare, right? And we're trying to get it done before they get to high school because we're trying to figure that out as well. >> And so, and the
042state's given us new guidance this year even on that. And so, >> changing goals, all you know, so we're navigating a behemoth of things here. Um, but I just wanted to update you on those things. Um, and then there's a little bit more. Um, I think I kind of summed up the rest of what was in that report. >> What does the S and RSP stand for? My acronym ignorance. I I know what it is, but what is the S? >> Reading service plan. >> Service plan. Okay. Couldn't find it. Every other >> success plan. >> We have another acronym which is reading service plan. >> Service. makes me feel better. >> I got the intent of it, but I was like, what does the S stand for? I know it's a reading and a
043plan. >> Yeah, we're getting to the point where there's so many acronyms that we're having to have our own. >> Well, appendix 3, it had every other acronym to find except for >> Oh, yeah. If you want to get dive deep, you can jump into appendix 3. This is this is what we used to decide >> um if a kid has an RSP >> and we're targeting those skills, what tests do we do for that? because it's not always given to us. The state says that you have got to use this, but when it comes down to the skill, for example, um when you get down to um for example, vocabulary, there's not really one, but reading comprehension, we use the maze. And so everybody like that's kind of the the main one. And even
044it's not the best assessment. There's just not the best tools >> to even, you know, assess where a kid's at all the time because >> you'd have to use multiple >> multiple tools across multiple content areas. >> And so, you know, you'd have to have a science specific one and a social studies specific one, those types of things. >> So, as you guys know, language and reading is complex and so teaching is just as >> complex. I thought this thing was very genderized. The first I saw these boys RS like we're girls and they're like beginning of year >> I knew the girls were beating us and she wasn't that bad. Couldn't be that bad. >> He's going to give you a moy too. >> So we kind of give you a little bit of
045maybe we need to broaden you know what those are. >> Yeah. So uh another part of that is we're going to have our literacy plan here coming up. Um, since you guys are on the board, uh, we're going to invite you to take part in, um, an initial, um, an initial survey. >> Dang it, I thought we were taking the test. >> It's kind of a test. It's going to say, "What do you know about literacy and the literacy process?" And so, >> we're for it. >> It is. >> She's very, really >> I would beat Crystal. We won't say that until you see it. But it's a very long assessment, but we are going to ask you guys to to take it and um >> it's very long. I'm just going to give you
046that heads up. It is it's from the state. >> I'm less excited. >> So, I'll send that email out here this here in the next couple weeks uh about that because we're just going to >> we're going to do that initial step um here pretty soon. >> Krista would also like you to assess her ability to read, >> please. She's completely >> legitimately herself. >> Don't worry, there's there's an I don't know option. >> That's fantastic. >> Ignorance is embraceable. >> Anybody have any more questions for Mr. Russell? >> No, but he did a fantastic job. >> A lot of info. >> Thank you. >> That's good. >> Thank you. Up next, academic services report. Oh, >> that was the academic services report. >> We have more. >> Oh, it was >> more >> not
047this month. Next month we'll have um APR in the data and that'll be our two reports. >> Fantastic. Up next, community teachers association report. >> Welcome. Welcome. [Laughter] >> Okay. >> Oh, look. You got a handheld. You got a handheld. Yeah, you could stand up if you would like for the >> we can pretend. >> So, I'm from the middle school. My name is Tanya Whitehead. I am the representative for our CTA tonight and I have a four page list of shoutouts for our building. Please forgive me. I'm a math teacher, so I am not going to say some of these names correctly. >> You need the Galileo test. >> Oh, no. >> She gives the Galileo. But I volunteered for it anyway, so it it's my own punishment. From Alma Schroder, we have a
048shout out to Miss Gentry Choir, Coach Camp, three Rs running club, and Miss Oaken coding club for providing after school programs for our students. We also have a thank you to Miss Ashley for all that she does as the administrative assistant, making sure run smoothly, for her extra work this summer to organize our wonderful teacher workroom, and a thank you for our amazing sped team, teachers and TAS for everything they do every single day. At Blanchard, we have a shout out to Miss Tracy. I was so worried about that one. For doing an amazing job of supporting our teachers and EL students and a shout out to our custodians for always keeping our rooms clean and taking care of any job that comes their way during the day. At COO, we have a shout out
049to our cabinet for always being willing to listen and give feedback to CTA. Even if we don't like the answer, they're always willing to listen and that means a lot at Central Academy. Although not technically CA shout out to Nathan Richard >> Ricard >> for helping positive pathways with Voxy. He fixes a large challen he fixed a large challenge for me and helped all students at positive pathways. Speaking of Bloxy, another shout out to Coach Kimi for taking on the role of Bloxy trainer for CA. He spent time with staff on individual basises and continues to answer questions and help when needed. His is much appreciated. From Clifford, third and fourth graders are having swim lessons this month. So, a big thank you to everyone who changes their schedule to support this endeavor. Coach T,
050who is there for every lesson, teachers, special education department, and other special services, as well as our sped department who is working their tails off to service our students. They are rock stars. CTC and early childhood did not have anything to add this month or they may have skiped over the because I had to tell Shannon was like, "Hey, I don't want to add to your plate, but I haven't got that email." She's like, "I sent it. I'll send it again." So, that may have that may have been us. At Franklin, we have a congratulations to the staff and students at Franklin for earning the Prime Center Growth Award from St. Louis University. Franklin received this award for exceptional student growth in mathematics over a three-year period. They also have a shout out to their
051nurse, Maria. She's new. She's a wonderful addition to our building and is a rock star. The students and staff adore her. And at Franklin, we also have Abigail Estus for being a rockstar behavior interventionist. She is willing to help anytime we need and makes fabulous visuals. At this high school, we have a shout out to Coach Dobs. He does a great job making connections with kiddos and getting them excited to go to class. He's also been a natural in his new administrative role. Shout out to Jennifer Stevens on her muchdeserved retirement. She's devoted herself to her students for 29 years. Jennifer has a genuine love for her students. You will be missed. Shout out to Mr. Church, Mr. Vines, Miss Staple, and Mr. Dobs. The dance was a success and went smoothly. Each of them
052went out of their way to help faculty and students. At Jefferson, we have Miss Reese, who has been a huge blessing in the kindergarten. She has helped her team with anything that is needed. smile on her face. Miss Mo, a new TA to our building. She is always willing to take on new tasks and does it wonderfully. She is a super rock star and a blessing to have in the classroom. Miss SA, Miss Alex, Miss Courtney, and Miss Frederick for their dedication, compassion in supporting our special needs students. Your patients, care, and encouragement make meaningful difference in every day. At the junior high, we have Miss Christy Mott. Thank you for being so helpful to Positive Pathways. And at the middle school, we have Miss Gorman, Miss Hartman, who have both done an amazing job
053testing our kids, creating schedules, working through changes, and getting all of our RSP data ready for RTI groups. They've also gone above and beyond to help the staff out during this time, and have been an amazing support in our building. Our new teachers have been an amazing addition to our staff. They're building connections with kids and asking for help when needed. Miss Top is a phenomenal teacher for our special needs friends. She and her team work hard to create a loving environment for each child and they have been running. Not the children, the teachers. Coach Bertha, aka the queen of the crosswalk, keeping our kids safe and blinding the elements. Miss Cali Centers recently came back from maternity leave and has been doing amazing job balancing both of her roles. She's a phenomenal counselor who
054loves and cares for her students and we are so glad to have her back. We have Miss Delo and Miss Pet who have been a phenomenal help with supporting the emotional needs of my gifted students. >> Awesome. >> Great job. >> Thank you, Miss. You did great. >> Hey, Mr. church. She gave a shout out to you guys for the dance. I heard through the rumor mill that the boys were overly represented on the dance floor basically all night. Is that true? >> It was true. >> That was exceptional for boys everywhere. We give him kudos. >> I know. Yeah. My daughter didn't. >> Miss Whitehead, don't leave yet. I'm going to have you do the Treasury report for Miss Dudank. >> You would do it so much better than me. You are a math
055teacher. She said she was a math teacher. Well, and that's why I was volunteer for CTA. We need a math person to do the math. Like, >> if you come back next month, we'll we can put it at the beginning when everybody's here. >> Barkoff will be back next month. >> But thank you guys. Love sharing this positivity from every building with you just so that you can see all the good things that happen all throughout our district. Absolutely. An honor to have been here for her tonight. >> Great job. >> Thank you. Okay. Well, I guess since she's leaving, is somebody else going to do the Treasury? >> I guess I'll do the Treasury report. >> No, >> I mess it up every time she's not here. So, I I took footnotes today. So,
056um if you'll take a look at the Treasury report, um the beginning fund balance of as of August 1st, uh 2025, we had 22 uh million. And then our revenues received for August was 823,000 and our expenses were 2.2 million. And then uh we also transferred 701,000 over to our special revenues to pay teachers. Um our overall ending fund balance is 20 uh one basically 20.2 million uh dollars. And then our cash and investment details uh you can see down below. >> I have any questions. >> Thank you. >> We left you in charge and you spent way more than you already. Are you sure? >> You don't you don't do the checkbook at home, do you? >> All right. Support services report. >> Uh evening board. So, uh, currently, uh, we're prioritizing projects, uh,
057from our long range facility plan that went through an exercise with you all. So, I'm continuing to work on that. Just a reminder, initial projects that were identified were in the ballpark around $68 million. However, our our ability to bond in April through a no tax increase initiative will only be 32 million. So, we're we're getting closer to that list. Uh currently are some projects that we have going on. This facility is undergoing power upgrades. We're working with Amron and Strickland Engineering to uh update our uh all of the uh lines coming in the building from above ground to now moving in below ground. And part of that is because of ECC's new playground that's going out up front. We've been looking at a >> barren field for a while, but we're pretty close to
058getting the power done. And then once that done, we can finish up the playground. So you'll be seeing that going on. Uh RFP for the energy efficiency is is here the next week and we're also uh busy just on our day-to-day projects. When it comes to our food service, everything is going very well. Uh but I do want to just give you a heads up on a couple of grants that we're applying for through Desi and USDA. One of which would be a grant to help us uh set up a pipeline from local farms to school. So we would go out and work with area farms, identify those products that we can utilize in our menu items, and then bring in farm fresh uh food to various schools within our district. So we're excited about
059the the opportunity with that one. Uh transportationwise, uh we did start a new uh bus route this year after a few weeks of the school year. It was for our special needs students. We identified some of the wait times on the buses were just way too long. Um and also the wait time at the bus stops way too long. So we have now moved to a fifth uh sped route specifically for some of our families. And we're still dealing dayto-day with street closures uh tend to be a concern. We're trying to put those updates out as soon as we get them. Sometimes we may not we may not even get a notification if we discover it once the route has started. So, we just ask for a little bit of patience and grace from our
060parents that have their kids utilizing those buses. Last area just to let you know for some trainings. Uh all of our buildings uh within the first two weeks completed emergency drills. Uh we feel that's very important as a district. Making sure once we get those kids in the building if we were to have a tornado, earthquake, any other type of event, uh making sure that the students have uh properly gone through drills, but we will continue to do more and more drills as the year uh obviously proceeds. We have hosted several uh safety trainings on our campuses uh in particular out at CTC. What brought that about is Senate Bill 68, which was a pretty big uh piece of legislation that specifically pertains to school safety. We hosted a stop thebleleed train the trainer session
061where we had over 120 uh individuals attend that from Cape Public Schools. We had about 30 individuals that attended that and then they're going out pushing that training out into our buildings. But we had uh districts from all over southeast Missouri come in and receive that training. And then just last week through MSBA and CES for three days, we hosted the school safety academy where those that attended would become certified school safety specialists and we had close to 60 individuals uh attend for that which of which we had several of our staff members attend that as well. And upcoming November 17th, uh this will be the third year in a row that we've partnered with the Eastern FBI office out of St. Louis for a school safety initiative for a one-day symposium for school personnel.
062So, a lot of great things are going on and uh we're staying busy. If you have any questions, concerns, or comments, I'll be happy to address them. >> Booster Club wants to extend a thanks to Mr. Nixon and you guys for getting the walk-in cooler and all of our coolers out there functional. So, we didn't have spoiled hot dogs. >> Cool weather and unspoiled hot dogs. >> Small goals, >> small, >> but we attained them. >> Yes, we did. We hit him and knocked them out of the park. >> He did an amazing job. >> Yeah, he did. We greatly appreciate it. >> Always helps when you have the personal cell phone numbers of people, right? >> It does help. >> He gave it to me. So, >> I didn't even ask. He just gave
063it. So, it worked great. All right. Thank you, sir. Uh board reports MSBA delegate. >> Um if you have not looked at the current advocacy positions, you can find that on the MSBA website. Those were approved in October of 24. Um I haven't seen anything coming through about updates or kind of where we are for the next round. Um, so just so you're familiar with what what those positions are and and I'm going to need somebody who's willing to attend that session, the delegate session at the um conference because I'm not able to attend this year. >> So think that away in your brains if you're going >> if you'll be able to be there after. Okay. >> Okay. Yeah. Cool. Awesome. So, >> they usually have good snacks during the photo. >> They do
064usually snacks. >> It's very formal though. You got to >> and everything. >> I remember. >> Cool. >> Can I since I'm already Can I just do the foundation report because there's not there's not a whole lot on the foundation report. Um, but on October 9th, there is a mix and mingle at Eb and Flo from 4:30 to probably 6:30. She didn't actually give me a time. Maybe it's till >> till they close. >> We start early, which I respect. It's an old person. >> Yeah. >> Shout out to old people everywhere. >> Say that again. >> We are also heading into patio weather. So, they have a great patio. >> They do have a great Evan flow. >> Okay. Thank you for your report. Legislative report. >> I don't have much to share. Um
065the Missouri legislation just finished up a special session. Uh the biggest thing within that session that applies to us is discussions about property taxes. We've talked about that at pretty great length. There's nothing new that has happened between our meeting that we had recently where we discussed it and now. So, um, not a lot of changes, just something to know will likely be a hot topic of conversation as we head into the actual legislative session for this year. But that's all I got. >> Thank you very much. All right. Next up, approval of consent agenda items. Uh, on it, we've got minutes of previous meetings. August 25th, 2025 regular meeting in September 12th, 2025 special work session and payment of bills. Can we get a motion? >> So moved. >> Second. >> Okay. All those
066in favor? >> I. >> Any opposed? >> Okay. So, the minutes of the previous meetings and the payment bills carries. Next up is business. Um, we don't have any on our agenda. Any changes to that at this point? It's not on there. All right. Last up, information proposals from board members. I propose that we uh get some of those little cars for all of us >> added to the minutes. >> Since you are the superintendent and treasurer and finance >> probably not be happy about that, but I will note it for her. I'm >> sure there's a grant somewhere. So, >> all right. Can we get a motion to adjurnn? So, >> move. >> All right. Second. >> Second. >> Those two. All those in favor? >> Any opposed? All right. Thank you guys. The
067meeting is over.