001You're welcome. Mr. Ellen, we ready? Can everybody make sure that phone is on please. Good evening. I would like to call November the 10th birthday board meeting to order. Do I have >> I second motion? I have a motion and a second. All in favor? I >> I oppose. At this time, we're going to stand instead of school district vision and mission statement vision. Mission >> mission school district school system where student success is inevitable and each student is cultivated to become a fierce competitor in a global society. >> At this time we have 30 seconds of silence. Thank you. Do I have a motion to adopt the agenda? We don't have to amend it to have the um executive session first. We have a stupid issue that we like to hear first. Madam Chair,
002I move that we adopt the agenda actually um amending it to have our student issue first. >> I second the motion. >> I have a motion and a second. Any questions or concern? All in favor? >> Oppos? At this time, we'll have um a close determination on whether or not to go into executive session. We have a school issue that we need to hear first. [clears throat] >> [laughter] >> Thank How are you? We are out of session. We had one student is at this time. We're going to return to the regular agenda. Next up, we will have technology update by Mr. Roby. >> Yes, ma'am. My update time will take a couple minutes. So, in the last week, this is what we've accomplished. U my team actually went school to school. Some of our
003outside access points were able to remove and place them in schools. We're going to continue that process over the next couple weeks. We've also placed an order for 26 wireless AT. So, we are moving towards testing. We've got that in progress and we're a lot better than we were two weeks ago. So, we're continuing to make steps forward and Mr. Vic is helping me address those issues one step at a time. Yes, >> please use the mic. >> So we will have uh we approve the the acceptance of the points the datation. >> Yeah, they have given us eight of those. Yes, >> eight of those. They also will be able to be used to help us. >> They will. Yes, sir. They are. >> Okay. And then we will have to also add them
004to our >> They are not They're at an age of disposal. They don't have inventory. They're not worth about $35 a piece right now. >> So, we have add them to >> Yes, that's not an issue at all. That [snorts] just takes a couple minutes. >> Okay. And we also are we still looking into our e- rates. >> So our e rate through fiscal year 26 spends. So as fiscal year 26 comes available. That's a decision Mr. Vic and I are going to look at to see if we're going to be using those funds for wireless. We do have a plan that we can do wireless outside of so that money could go back to capling but him and I are still looking at that future. We haven't made that decision yet. From what I
005understand, I think our last um was it $200 per student? Uh I think it's 210 210. We had 90% of what prements. Uh we actually file C, not NSLP. So we use a different percentage. Uh we're under a community program, not the standard way that most school districts file. So that's a little different. I'm still learning. I did have the state director, Mr. Brad sat down with me last week and we corrected our numbers for this year. So my month one numbers and his month one numbers now match and those will be used to start our fiscal year 26 funding for this coming funding cycle, the next 5year cycle. It will give us some kind of indication. >> Yes, there's an estimation but we won't see that until we submit. Uh we don't have a
006I can't give you a correct number right now. I'm waiting on this submission NDE before we actually have more of an estimates. >> And I think what is important to note u we still have to find a permanent solution the assets for that he's putting in place right now we'll find other port in the district and put them in the building but we still got to uh come up with a permanent solution how we're going to fix the wires. >> Yes sir we are. That's why we're buying UAPs right now. We're also going to miss the halls and I've already talked about the first year looking what we have budget-wise to put in possibly 25 to 50 more during this school term which would help a lot with what's going on. And then we've also
007Mr. Vic and I thought if we can't do more this year what it looks like to finish that process out the first of next fall to make sure we're back to 100% coverage district one. So [clears throat] we do have a plan. Mr. Dick has done a fantastic job. I think he called me at least once today about that which is not a bad thing. He's making sure that I do what I need to to make sure the schools are running. >> Any more questions? Thank you, M. >> Yes, ma'am. >> Thank you. >> At this time, we had school September and October. >> Good evening. >> Amen. Schools at risk monthly school board update October 2025 and November 2025. McCome School District Kis Middle School. Our school identification is CSI. Our current accountability points
008from last year's MAP data is 348, which gives us a letter grade of C. Our school goal for 2526 is an A with 450 points. Our benchmark that we will be using to determine this is National Connect. In order to achieve that goal, our proficiency in reading must be 45%. Our growth for all in reading must be 70% and our growth for the bottom 25 should be 70%. In math our proficiency is going to be 50%. Our growth for all will be 70%. And our growth of the bottom 25 will be 75%. For science and biology in order to achieve this a we must have 70%. Our participate participation rate will be 100% for math testing. So for the month of October when we look at our monthly report and of course this report goes
009from September so it's a month behind. So the data that I'm reporting on is actually September's data that we're reporting for October. Our total school enrollment for October was 283. Our student ABA was 94%. The percent of students with two or more absences for the month of October was 15.9%. Our teacher attendance rate was 94.4% and we had 85 discipline referrals with 15 of those referrals coming from the bus. Now we have had our um first nine weeks benchmark assessment and if you go back to the first page you will see the data from um the beginning of the year benchmark one our proficiency in reading was 27 our growth of all was 42.8 and our growth of the bottom 25 was 54.6% for reading when we look at math our proficiency was 40.8% 8%.
010Our growth of all was 61.7% and our growth of the bottom 25 was 60.9%. Science came in at 63.8% and we had a participation rate of 98%. And when we look at our monthly report for November, our total school enrollment went up by one student 284. Our student AVA was 90.222%. 2 22%. Percent of students with two or more absences for the month was 12.67%. Our teacher attendance rate was 86.6%. And the number of discipline referrals dramatically reduced and it came in at 38 with six of those being bus. When we look at our total allocations from our school improvement funding for fiscal year 2026, that data has not been released. For fiscal year 25, we had $73,454. [snorts] And for 2024, our total allocations was $81,934. I was trying to figure out how to
011formulate my question and you may not be able to answer it for the most part. What time of the day are you is is reading done in the morning? >> Reading is done throughout the day. Okay. So even though we are an elementary school, because this is middle school, our students rotate on a block. And so they have three classes a day that it's an alternation between math, ELA, reading, and science and social studies. And so it's done at different times of the day. Okay. I was asking that I'm just wondering um when we look at the absence is the absenteeism and and and whether or not it's actually getting to school late and and having to miss that part of the day lesson. But I don't know. I'm just trying to search for u
012the issues that might be out there, but I'm thinking that's what y'all are working on. >> And I think I think your question that you that you're posing is the reading proficiency being at 27% from from the first benchmark. And so the reading test ELA is actually a comprehensive test that because the standards spiral and so there may be standards that the teachers actually have not touched when they take that benchmark. And so you'll see when you voted a data presentation, we are expecting that to increase and it's going to be a jump from our benchmark too because when I went in and I saw that and I went and started looking at individual teacher data as to why did this look like this and then that's when we sat down and looked at all
013the standards that were actually on the test that they actually have not covered. And it's simply because we may be teaching narratives, narrative writing [snorts] first nine weeks, but they have to do author's purpose, but they may not touch until December. And so there were quite a few standards on here that um had not been touched explicitly. [snorts] Thank you. You know, I'm always highly concerned the u lower [snorts] percentile. What are we doing? What specific initiative are we using to um to work with those students who are captured in the lower percentile? Then it's a twofold portion. Also sometimes in the lower percentile we have those students who are just at the edge of moving above. How are we using any initiative to identify them and if so what are we using to move
014them on up? >> Yes sir. Um I I must say I want to thank superintendent for bringing equity analytics to our district. I don't know where he has been all my life, but he is a cynical. I'm not staying up all night calculating looking at student data because everything is there and it's at a push of a button. Um, and I'm expecting a greater result this year because of that system. And so we have went and identified our LPS, our most performing students. Every teacher is aware of who those students are. Um, we are making sure that we are having tier two and tier three students with ity this year. So a lot of those LPS students do fall under tier 2 and so we have what we call growth groups that happen three times
015a week within the classroom. So teachers are doing pull outs within the classroom where they have students at teacher table. Other students are at different groups that are addressing their skills and standards based upon um the data that is coming from map test, benchmarks, weekly tests. Um, we are using I read Not My Pad. Miss Butler had wonderful results using that in her own classroom. And so we are utilizing that for students that are low performing to make sure that they are reaching. When we look at our data, pigs has high proficiency, but we know we've got to touch those bottom kids, those middle kids, and that's what we're doing this year. And so those bubble kids are being addressed. We're making sure that they are being pulled out during tier 2. I have used
016school improvement funding to pay for an interventions. So I am blessed to have an ELA interventionist this year and she is meeting with students three times a week doing intensive pullouts. Miss Buffer with all of her AP duties is also doing math interventions along with teachers. So she is pulling all our tier three students three times a week to make sure that they are in service. >> Okay. My next question is how are we um involving the parents [snorts] in the process? >> We have our intervention schedule meetings for all of those students that we have meetings every 12 weeks. Also we have um campus activities on campus where parents are invited. We also had our counselor who if a student is falling behind she makes appointments. We have parent conferences every single day at
017Higs. There are parents that are needing money to campus for academics, for behavior, whatever is needed. I also have a behavior therapist at Higs who is also helping with the referral issue. As you notice, our referrals for October was drastically higher than it was for November. We pushed discipline hard the first two months of school. We want to make sure that our students understand the culture, that they understand the expectations so that our teachers can teach and they can teach in peace and they get it. All of a sudden, everything starts falling into place. We only have a few peers who are constantly um causing disruption and we're we have measures that we're putting in place for them as well that we refer to. [snorts] >> Any more questions? >> Thank you. Thank you. >>
018Thank you. >> Next update by Good evening everybody. Um we're going going to do a benchmark data one review this evening looking at the benchmark that was taken on um in October around the first first full week of of school. And um we're going to go school by school and look at um the data and I'm going to um yield to the principles and they will tell you about some things that they've been doing as far as the plans that they have in place to respond to the data that we're going to look at and also things that they're doing um in reference to going towards our benchmark 2 um assessment um that will happen around the last week before we get ready to go home for the winter break. All right. So, in the
019presentation, we're going to look at all of the grades that um that lend uh test data as as far as accountability system um is concerned. Tonight, we won't look at data for first and second grade. We'll look at that at another time. But we wanted to take a look at what Kennedy how their performance was on their first um kindergarten readiness assessment. We're going to look at that and then followed by um the other schools. As we get to each school, I will talk about each slide and um the percentages that you see there. So, first off, we're going to start with uh Kennedy Elementary and has some data on here like I said about the K readiness um assessment and the actual goal that they met for the 2025 school year. Dr. Walker, I'm
020going to yield and let you >> Good evening everyone. Um this is our K initial test we took back in um August and it ended September 19th. We had 119 students tested. 43 students met the goal which made a percentage of 36.1% met. Um we're using STAR early literacy but it has changed somewhat. They did a longitudinal study with um the third graders that tested back in 2021 and they looked at the students that made proficient. So, they use that those numbers, the numbers the students scored back in kindergarten to determine what would be considered the um percentile rank for them to be proficient. They're just not looking for pass and they want the students to be proficient. So, they set a cut score and instead of looking at the actual number, we're actually looking
021at the percentile and 56% um is where the student scored to be proficient. So, we had 43 students that um made that score in um off between August and September and we're looking to improve that score when we test again next week. Um the things that we're working on to improve it is during our PLC's, we now have what we call lesson rehearsals. That's where each teacher basically pulls a component of reading that they'll be teaching for the next week and they rehearse it in front of their peers. So, that really makes them confident. They give each other feedback. I actually give them sentence starters because we don't want to hear well that you did good or you did a good job. So they actually give each other feedback on how they do during the
022lesson rehearsals. Um we use our savage curriculum. We make sure we stick to it. We have a builtin intervention block where the students um receive intensive intervention for 30 minutes with their teacher and they do with work with the teacher at the teacher table. They work with the assistant also and then they have independent learning stations. The thing that we'll do um for the next benchmark this time coming up we'll test and then we'll actually look at the teachers and look at their areas of growth will actually allow the students to go to those teachers if they have deficits where the other teachers are the strongest >> one question that always concerns me and I go back to the times that I subbed in the kindergarten classroom. What is What is your teacher to student
023ratio? What is the average? >> Oh, it's lovely this year. Last year we were 25 to two, but this year um our enrollment in kindergarten is low, but it's high in prek. So, it varies from year to year. Last year we could only get 40 prek. This year we have a max of 80 that we can accept. We're already at 77, but we only have like when we tested here we had 119 kindergarten. I think we're up to 130. So I think the ratio now is like 18 to2 with it. And I also um took the time to kind of dive into the data is 70% I forgot to say as far as 70% of the students that made the um score the um 697 or above 70% of those students did attend the learning
024collaborative. So if you can put a plug for anybody to get their child into the early learning collaborative then we would really appreciate it. Thank you. >> Thank you. >> So, moving on to a elementary just to u describe what's going on in the table. On the left hand side, of course, we have the actual grade u the number of students that took the assessment. We have the uh percentages that are u proficient. Then we have growth for all percentages and we also have growth for our bottom quartile students. on the left hand side um th this was from 2024 and on the right hand side with the red is for this year. It's just a a comparison of just a snapshot of how the students were performing at that time in 2024 to 2025.
025It is not the same cohort of children but it's just a snapshot to give us an idea of performance-wise what was going on um in 24 to 25. So just briefly um looking down the row here in 2025 AIS grade three um reading 118 students took the test proficiency wise was 25.4% this year and you can look back on the left hand side and see how they compare. Growth for all was at 54.2% and the bottom quartile students were reading um this year was at 54.2%. Okay, just taking a quick look over at math. Um, for 2025, 120 students took the assessment. 29.2 were proficient, 112.5 um% for growth for all, and 108.3%. And u we love to see percentages over 100, but in the actual accountability model only, they can only get it's capped
026at 100%. Now it you we used to be able to get all these on points but now it's kept at at just um a flat 100%. Okay. Looking at grade four at a same thing last this year compared to last year um they have the same amount of students that actually take the test 40.4% proficiency right now in reading. Um grow overall is 55.1% for our bottom quartile students is 53.1%. Just taking our eye over to math right now at 40.9% proficiency 50% growth for all and bottom cortile is 15.8%. Um just saying really quickly a lot of times when we present bench one data we normally only do proficiency but as you can see we um decided to do growth for all and by cortile as well. When we talk about growth overall, every
027time we take an assessment, we always compare it back to where the students came from. So we can tell if students are growing or not. So I'm talking if I'm in the if I was in fourth grade last year, I'm in the fifth grade this year. So in fourth grade, if I had a scale score of 450, that would make me a level 3A. Well, as a fifth grader, I need to move past that 3A and grow to a 3. Okay? So every time we test, we always say our growth is because we're going back to the score that I came with and I have to grow from that from that actual math score from the year before. Okay. All right. And I'm a elementary overall. So these are the overall scores for her tested
028grades on grades three and four. So overall right now 31.9% in reading, 55% in all, and 53.4% 4% for the bottom quartile. Moving over to math right now, 34.1% proficiency, 54.5% for growth overall and for the bottom quartile, 28.4 and I will yield at this moment so that Miss Chatner um may give you any updates. >> Good evening everyone. >> And I have my business miss. So the first um we're going to talk about how we're responding to our mixed mark one data. Uh the first thing is student accountability. Uh we're making sure that our teachers are talking with their students about where they are data wise and making sure that they are having goals for the next benchmark. Um we also are getting parents involved by having TST meetings. We're having parent teacher conferences,
029monthly parental engagement activities, and we're also having third grade parent meetings so our parents can understand what their children are facing. Um, at the end of each year, uh, we're also addressing student attendance. Uh, we're doing attendance incentives, um, and making sure that we're contacting parents and students are busy with them. One day, uh, teacher accountability, as Miss Woods talked about, the equity analytics is truly a lifesaver uh, for us. We do not have to sit for weeks, you know, trying to figure out the data. The data is done for us and for the teachers, it makes them accountable because each teacher is getting a letter grade. And so, you know, it used to be in previous times where teachers are hiding behind, you know, the teachers that are doing well, but now everybody is
030accountable. Uh we're also doing incentives for teacher attendance because if teachers are not at work, they can't teach our students. Um our next um item on our action plan is our focus on tier one. Uh we're making sure that our teachers are effectively using their HQ u my view for reading um and HMH fourth grade reading and envision math. And we have an MDE literacy coach and a Bailey um education group consultant who are wonderful in helping us to make sure that our tier one um is on point. Also with tier one, we're looking at strengthening our PLC's um and our common planning times. Teachers have common planning every Tuesday where they're meeting, they're planning together, they're looking at their instructional materials, they're modeling lessons, and they are actually leading uh those meetings. All right,
031our tier two, uh we're focused on data driven teacher tables. Um, it's important that the teachers are looking at their data and making sure that they're responding to it by working on those deficit skills with those students at the teacher table. And while they're at the teacher table, the other students are working on previously learned skills during their [clears throat] u, our next item on the action plan is we are addressing behavior. um our third graders this year are our second graders from last year um who had a ton of discipline referrals, a ton of discipline issues and so we have cut that down. Uh we have created a PBIS committee that is made up of leave teachers uh other staff members our counselor uh administrators and then we're planning monthly PBIS activities uh to
032give students something to look forward to. Uh we're also using class dojo for our behavior management system and then we're creating alternatives for in school food suspension and out of food suspension uh because we know that any time missed from the classroom is mis instruction. Uh we're also focused on our tier three interventions. Um I hope that you guys will allow us to hire our interventionist um that will support our third and fourth grade students particularly our lowest performing students. In third grade, we have a high number of overage students who are one or more grade levels below and those are our students who are performing the lowest and so we definitely need the extra support um for them. Uh we have been trained on a new intervention program called fast bridge which we're looking
033to implement starting next week. Um and we also use our activity teachers and our first grade assistants to provide intervention services for our struggling students. Lastly, we want to address the social emotional well-being of each one of our students. So, we have implemented the use of classroom champions uh to make sure that we're addressing that each and every day. Our expectations for Mitch 2, we would like to have an accountability scoreboard grade of C, which means that our reading proficiency goals for third grade is 30%. for fourth grade 45% in math third grade 35% and in fourth grade 45% with an overall proficiency goal of 38% in reading and math 48%. For our growth for all for both reading and math we want 65% um for growth for all and then for our lowest performing
034students we want growth of at least 70% in every area. You have any question? >> The program that you mentioned, I think you said the name of it is fast free. >> Fast. >> What is that about? >> It's it's an online intervention program where we can, you know, offer students intervention face to face and then they get on a computer program that same skill and it assesses them and everything. >> Okay. >> So when you implement that, would that be implemented through the the regular day or is it Yeah, the regular school day. We will pull them three to four times a week to implement those. >> Okay. Would a parent have access to >> They will. Yes, sir. And then we share those results when we have our teach. >> Okay. And my
035last question is um all do you have what you need besides the >> Yes. technology. [laughter] >> Absolutely. We have to say Any more questions? >> Yes. You're welcome. All right. [clears throat] Moving on. Next. Summit Elementary School looking at data for um their third and fourth grades for reading right now as far as benchmark one is concerned 54 students took the assessment proficiency right now is 35.2% growth overall is 41.7% [clears throat] and bottom quartile is at 62.5%. Moing over looking at um math 54 students assessed 51.9% right now are at um proficiency 108.3% growth and bottom quartile 108.3%. And just also just to um to um bring to you all remembrance is that with the with third grade the only students who get ro are those students who have been retained. Okay. So
036this 116.7% they could be give or take anywhere from 3 to six children overall. Okay. So just the ones who were retained can get growth because really third grade is all about proficiency. All right. Going to grade four at summit 51 students took the assessment. 35.3% are um proficient at this point. 57.8% 8% growth for all 65% bottom quartile. Math 51 student success 45.1% proficient 57.2% growth overall and 63.6%. Okay. Looking at Summit Elementary overall for grades three and four proficiency right now at 35.2% for reading 56.8% 8% for math 64.6% for the bottom quartile. Moving over to math proficiency is 48.6% growth for all is 60.4% and bottom quartile is 73.2% and I will yield to Miss Washington as she comes forward. >> Okay. >> Good evening everyone. So first I would like to
037start by saying that um the proficiency with um the reading is definitely um a target of ours and um we are working to improve proficiency um and with that you know um we know that there's some growth that is undergraduate with that but um as we know this is a different cohort but the but The slides do show that there is a sharp decline in proficiency from last year to this year. Um especially for our BQ math EQ has improved including successful um this would lend itself to the interventions and the skillbased manner in which um math is being taught. We we understand that the math pacing guide is taught um in tandem with what is being tested. However, reading is comprehensive. We understand that a reading question may be on the test and the
038teacher may not have gotten to that standard or the teacher may not have gotten to that standard to the depth in which that it is being tested on this particular reading test because it's comprehensive. It's a end of the year standard that we're looking for in reading. Um but that suffices to say that by that that we are wanting the reading proficiency to increase between 15 um and 20 percentage points. Uh we want to increase growth from 20 to 25 percentage points. Uh and we want to raise our reading BQ growth um at least by 70 to 80%. Um, this can be done, they sound like lofty goals, this can be done by being very intentional with our tier three and I will echo um what my counterparts at AAN have said that it it
039is very um doable. However, that precise the precision that an interventionist brings and the specialty that an interventionist brings to the table um you know really is a game changer. Currently, um, Son does have one interventionist that works solely with the English language learner population and she is working with the, um, other 20-day identified students, the students that we identified the first school that that needed intervention. She's working with those. Um, and additional tier three support is provided within the classroom. The teachers are using the um HQIM, those high quality materials, mater. They are additionally using intervention materials that come with our HQIM. Um so that you know we are getting a bang for our buck with those materials that we're purchasing. Um, I ready is also used as a way to work with those
040students that are showing gaps and that could be tier tier two which um might be they might be in tier two for um just this particular standard and then they'll work their way out. But tier three would pull those students two to three four times a week. The teachers do that within their classroom in both reading and mathematics. Um, another goal that we have, um, in addition to those percentage increases on the benchmark, we had not gotten a chance to work with our students on stamina. Um, for the times test. So, we are continuing to work on stamina, meaning per question, how you are responding. Are you daydreaming? Are you using each and every second that you're granted to work through those items on the test? So we're reminding them, we're giving them stamina in
041between those benchmark testings and again um I I again say that um it is a goal to have content specific interventionist. Okay. Um core action steps of like I said to strengthen reading instruction through HQIM and our small groups. the intervention time is embedded right now within that teacher's teaching block, whether it's a reading um class that's going on or whether it's a math class. Tier three is is embedded in that time. However, after the second benchmark, we will move to a schoolwide um time of the day. Once we have more specific data, once we can understand that the students have practiced their pacing, practice their um stamina in completing the questions intentionally, we'll have sound data so that we can place have groupings, schoolwide groupings and use teachers that are u similar to what
042Dr. Walker um said, teachers that are experts in a particular area. It's narrative writing. We we want that scholar to go to that particular teacher during this period of the day so that they can work on their tier three or tier two with narrative writing but we'll um make those adjustments for schoolwide intervention time after the benchmark um again strategic use of ready and we want to replicate the success of math week strategies. So what math what I noticed that the math PLC does a lot is they talk about questions. They talk about particular questions specific to the standard what it looks like. And again because reading can be kind of comprehensive and more global. Uh we need to be very specific in our approach. So this will look like teacher modeling. Okay. say I'm
043I'm teacher ABC um and I'm working on a language standard and you know I I just might need to practice that with my colleagues. So when I'm practicing teaching to my colleagues during the the ELA um PLC, my colleagues will ask me questions regarding what I'm teaching. Well, how do you pull out if a child is struggling with phmic awareness? How can you ensure that that child understands the text? What resources are you using? So, we're calling that um teachbacks and we will be starting um we'll be starting our teachbacks again after this this to be very intentional so that they can open up and and use each other's skills, bounce off of um the expertise of their you know of of their craft. Okay. And we are working um intentionally with our MDE coach
044with the H2IM that we have the high quality instructional material that we have purchased. We're working with our MD coach to ensure that we are using every piece with integrity. She um checks in with not only the first, second, and third grade teachers, but she's also working um with Miss Johnson to ensure that she has the support that she needs. But of course our primary focus focus is first, second and third for um the reading um literacy. Okay. So we are looking at our mobile students and again with the use of equity analytics it puts it at our fingertip. It makes it so easily accessible. Um, you know, the curriculum department previously worked very hard, but now it just it makes our our work smart so we can focus on our resources and pulling resources
045rather than disagregating the data and um, you know, figuring out the data. The data is exaggerated. We just have to use our resources and become skilled in using our resources. Um and we also have to um not forget our advanced level students and um and proficient students in looking at um the map and the direction of where we need to score. We have a high percentage of children that are 3B students and we understand at this point how many questions those students need to write. So with that being um information that we have, we have to now drill down and let those students take ownership of it because it does not do me any good for me to know that hey for me to um grow from a three um B to a four, but
046I need to get um I'm just getting arbitrary here. I need to get 27 questions right as opposed to the 24 I got right. It doesn't do me any good as a teacher to know that. We are empowering our students with that information so that they know when they take this benchmark, hey, this is and you know, we aren't giving them their lowest lowhanging fruit goal. We're giving them a a doable goal that is rigorous for them, but also doable for them so that um they they can take ownership of what they're doing. They can take ownership of, you know, I need to really use these anchor charts and I need to listen to that. to do my homework so that they can um so that it becomes sound and sustainable practices, not just something
047that we are um doing um year to year and having to rebuild it. Okay. Um and we're taking our formative assessment. We're doing our midterm next week. We'll be responding to that midterm um just as we do with the benchmark so we can um you know tweak some practices between benchmark time and where we are right now. Um, and like I said, I mentioned earlier that um, you know, weekly we're using our I Ready, our small groups. Bi-weekly we're looking at our HQ HQ M I don't know why I can't say that. H I um we're looking at the results of those formative things that we do, exit tickets, bell ringers, um, oral questioning. We're looking at all of those things and making adjustments to how we teach. And that's done with um the support
048of our PLC. And um mid year we make plan adjustments. Like I said, we'll move to um more strategic time in which we work on interventions because we'll have more information. Um and again consider staffing needs for content specific interventions. that is um a need that is that is definitely um definitely something that I noticed, you know, that um that we had in the past and it's made a difference and um it would make we're doing we're doing um a yach job right now, but I think with um intervention we could really um take flight. Um and I don't know I think that's it. Okay, any questions? Any questions? Okay. And back to technology. I would have had a copy, but my printer wasn't working. So, Miss Neita had to print this. So, >> thank
049you. >> Moving on next to school and as you notice with Higgins, of course, they have we added the science to the slide because they do have fifth grade um science tested. So looking at reading very [snorts] quickly 140 students um took the assessment 30.7% proficiency overall was at 52.5% bottom quartile 60.1 rolling over to math 143 students took the assessment so they're at 37.8% right now for proficiency and grow for all 63.3% bottom quartile is 67.1%. Looking at science for this year in 2025, 141 students assessed, 63.8% um in science as well. Moving on to sixth grade, um 138 students to the assessment, 23.2% proficiency, 32.9% growth uh for all bottom quartile right now is at 48.5%. Looking at math, 141 took the assessment, 44% proficiency at this point, 60% overall at 54.4 um%.
050Looking at Megan's overall for um her fifth and sixth grade reading right now 27% proficiency 42.8% grow overall. Um bottom quartile 54.6%. Looking at math, 40.8% proficiency, 61.7% grow overall, 60.9% for math. Right now for science, they're at 63.8% and I yield so that the schools can come forward. I have a question. Okay. >> Can you explain why and this is this in all schools like in reading we have 138 students took the test but yet 141 took the math test. What is the difference with it just attendance on that day and it could be up in the actual testing window. Someone could be our suspension you know and when they do come back we do get made up but when I close the window if they didn't take it that day they just don't
051make the actual report but we have the data in the system. >> Okay. Okay. Thank you. Okay, you need to begin. I feel like you already know my life. But I will tell you how we've been responding to beach one day, which I've addressed several things already. Um, the proficiency in LA of course is lower going from fifth grade to sixth grade. And you notice my fifth grade reading [clears throat] proficiency is higher than sixth grade. There is a great division between those two tests. They truly go from elementary and fifth grade to lean towards junior high in sixth grade and so >> there's a big struggle for them to get the standards that they need by the time they get ready for the bench. Um I will say that I have every confidence in
052my staff. I have an excellent um staff of ELA reading teachers, seasoned teachers, and I know this is going to come up. We do have one new teacher that um he started over the middle of the year, but I would say that he's proven to be awesome and This data is hanging right there with the seasoned teachers. They need to come daily. Um he comes on weekends. He lives. He wants to make sure that he's doing a good job servicing our students. Um and so you will see that ELA data from sixth grade come up. Um some more things that we are doing, we have monthly departmental data checks. Then we also have weekly subject PLC's where they can get together with either the math department um or within a pod of teachers that are
053teaching. Um we did revisit our lowest performing students. We went from the list that we got at the beginning of the year when we got equity analytics. We went in and analyzed it again to make sure that every student who is on that list is being addressed. um tiered. We're making sure tier students are being serviced three times a week with intention pull outs. Students with IEPs are receiving services based on their yearly goals with their IEP teacher as well as those students who are falling into tier 2 and tier three. They're receiving pullouts there as well. um our EL students, we do have a population this year and so they are being pulled out for interventions as well with our EL um interventions, Miss Williamson. And so she pulls those students as well as
054them being pulled for growth groups at teacher tables. Um of course I read my pad we're using to monitor our growth. It also is for students to know where they are. We are also having paper tracks with the students so that they are aware of where they stand and what they need in order to grow to the next level. Um and lastly, we are providing motivation for students to strive to progress and and reach higher achievement by having um grow celebrations and we're also doing perfect attendance. and we we have decided that we're going to do that monthly and it has been a big hit in order to get our students um to school and to school on time. Um, we've also when the students are chronically late, they also have to speak with the
055principal when they come in. And so, we're meeting with those parents at the side students in I just go to the front window and I just say, you know, the time come um to make sure that they're not missing class time. um expectations and focus that we're preparing as we prepare for benchmark two, we are going to continue on addressing skill deficits, standard deficits for individual students for those B kids, for those kids that are tier three. Um, we're making sure our tier groups are being serviced with by deleg. and making them aware of where they are so they be pushed a little bit more. What types of things do you do to help with that? I already addresses all students and so it creates an individualized plan of instruction for students based upon where
056they are and [clears throat] when we have those growth groups going on. We [snorts] also have groups that are happening within the classroom for students that are dealing with us. So those students who are achieving advancing proficiency [snorts] are being serviced as well but it looks a little bit different. Um we also have had a couple celebrations. We have a field trip for all of our professionally advanced students that they just as well. And we also treated all of our perfect sports students to lunch at George Blue along with the dentist scholars. And we did that in conjunction because of course some of my kids are married and so we all went together and um and that has been so much motivation because the other students are coming and I want to go do I
057get to go next time. Can I go next time? You got to work. >> Okay. >> With your equity analytics. I know it's been next [clears throat] allow you to produce the individual profile student data and so is that information shared with the students to to empower them to pull that data. It is and we are actually planning on we've already discussed second week when we have our report card pickup. We do want to have an in-house session for parents and we are going to have a session where I actually go over what the report means because we can print those reports individually for students now that has all of their data on it and show us the goal. And so we are going to have those reports ready and at report card pickup we're
058going to have a session where I actually go in and teach parents so that I can show them what they're actually looking at on that report and then they'll have the ability to ask questions before they then go to their child's individual teacher with a report in >> hand that it would kind of help motivate kids. >> And in our cafeteria during lunch, if you ever come in, you'll see that um there's a table over to the side and we're calling it our interventions corner. And my interventions sprawls actually sits during lunch. She has her lunch at the table and she pulls kids just to discuss data what they're doing in their classrooms grades. [snorts] Did you not? And the students are loving it. They are literally like, "Please call me. Please call me." Um,
059and we're going to make that table a little more fancy as well. Even more inviting students. Any more questions? >> Hey, one more thing that I just want to have fun with because the other week when I was at the girls in awesome blossom, they were showing us y'all's all peace, love. So our school down [laughter] our school motto this year has it was um very well thought out based upon last year based upon where we want to go and based upon what we are trying to do with our students in the community and it is a hit. You can ask any student at Higgies what is your school motto and they are going to tell you peace love >> learning is my passion. >> All right. [applause] >> Thank you. >> Okay. So moving
060on into uh Don Junior High School with grades seven and eight. So first looking at grade 7 reading this year 128 took the assessment 25.8% proficiency right now 36.7% growth overall 28.8% bottom quartile for math 124 assess 52.4% proficiency right now 65.4% growth for all and 60.8% in the bottom quartile. All right, looking at grade eight, 120 students took the assessment. Proficiency is at 22.5%. Growth for all, 28.2%. Um, growth for the bottom quartile is 42.6%. Moving over to math, 138 students and tests, 53.6% proficiency, 79.4% growth, 55.9% bottom quartile. Science right now 137 U students took the assessment at 30.7%. Looking at DENT overall for grades seven and eight reading is at 24.2% growth 32.6% bottom quartile 35%. Math proficiency is at 53.1%. Growth overall 72.7%. Bottom quartile growth is 58.2%. 2% science at
06130.7% and I will yield to Mr. so he can come forward. >> Good evening. >> I'll give you all a list I will call the um ten commandments. So these are a couple things that we'll look at concerning. The first thing we're looking at, we're grateful to have Beta Consultants now that working with us and Beta Consultant has prepared a um data tracker for all of our students. And so we want them to take that and to own it. With that being stated in every classroom, we also we're also doing data walls. We not only want them to look at their data in math and ELA, but we also want them to own their data in science and social studies as well. Um, as the principal, I send out a weekly newsletter every week to
062all of the parents. We're also, um, the staff's also in their report weekly where our students that are absent chronically, I'm able to send it out individually so I can make it personal. Um, we're looking at using the bail work and the exit tickets. I've asked teachers to give me a layout for the month where they give me all of the bail work and the exit tickets for the entire month. And I want them to look at the data looking at the standards for the students are low and they will provide that feedback. Um ensure all core teachers have a a plan in place to bridge gaps. That's the most important thing in the lesson. I've asked them to look at the status that we're in and let's see what plans and things we can
063put in place such as working with the sped teachers as well providing support and also the sped teachers are going to the classrooms to collaborate and work with the teacher slashco teach um I've encouraged the spare teachers to also um work with their students in the area because a lot of time we have some that are so close to being proficient and so we're working with them to encourage them and to get them to um go on cross jum We're looking at social studies. Concerning social studies, our social studies have gone into our ELA PLC and they looked at the strategies that have been used in the classrooms. And so they're taking those strategies back and annotating also in social studies. They're not teaching ELA the actual content, but they're taking those strategies back to
064the classroom and using that social studies component. Um, for science, we're working on our science. I provided the teachers with a checklist of the standards and so we're looking at the standards to make sure We're on target to meet our expectation. And the last thing is we utilize our counselor and behavior therapist to go into the classroom to meet our social and emotional needs >> for the science at the [snorts] junior high. Uh do you have what's [snorts] needed in order for it to become more relevant for the students? asking uh I don't even know Mr. Dick how science is done at that level if you actually have experiments and things that they're doing. I'm just curious. >> Yes, we're actually working with we have a science coach working with us and we also have
065another teacher that has joined our team recently that is a veteran teacher teaching eighth grade science and so we're going to collaborate and create a plan so we can move forward. We're also even looking at normally in the year we wait until It's the end of the year to actually do a boot camp, but I'm requesting that we do a boot camp in each subject area this semester so we can prepare for next semester. And I'll piggy back off what he has also said stating the um data from analyt data analytics. We're going to take those reports. So when we have our report card pickup, we're going to give those out because we wait until the end to discuss data, but we discuss it now and have those charts. So when the parents come, you
066can show your mom where this is what you scored the first time, this is what you scored the second time. And so we want them to actually We have what science labs are they operative? I just want y'all to know all principles that it's good to hear that when we get these programs that not only y'all utilize them that they actually work >> and a lot of times when we approve those programs we don't never get feedback on whether or not they work but I guess it's working. >> [laughter] >> I appreciate that as a board member that we get the feedback. So not three years from now y'all say well it haven't been working. We don't know it's not working but this is the first program since I've been on the board that each
067principal have recognized I know you coming up. these principal have recognized it and it makes it easier [snorts] to make a decision on [clears throat] whether or not we continue to use it. Please, >> when I heard that we were getting at the analytics, I was talking I've been wondering if you all would appreciate it. And I see so my next question is, is that one of your past anniversary suits? >> [laughter] >> Thank you. >> All right. Amen. Last slide here. Okay. So, M High School um on this slide as it says is a semester one um bench one with mastery connect on the high school level. Per semester they take two assessments. they take a semester one and then they'll do a final comp which they are about to do their final comp
068starting tomorrow um with ELA. So this data is kind of like the temperature check the first um portion of um of instruction that took place and like I said they'll start with their final comp this week. So um looking at English 2, you had 106 students to actually take the assessment. 39 of those um were proficient which gave a proficiency percentage of 36 um4% passing and we talk about passing um with the high school and the end of course assessments. If a student is a 3A or above, of course that's considered as passing which that's what they need. we want proficiency but but of course that 3A is also important to students to pass you know for graduation purposes and all of that to pass their actual um in the course assessment. So when looking
069at the passing information 85 um students actually passed out of that 106 which gave us a passing percentage of 80.2%. Um and over here in this band and I I'll not talk about that part. I'll let Miss Mason go ahead with that piece, but I'll read the other numbers over here. Um, for algebra, 15 students actually took the test. 14 of the 15 were proficient at 93.3%. And so, all of them were considered passing because they were 3A above all of them. And so, 100% pass rate there. All right. Looking at biology, 60 students actually took the assessment. 41 of the 60 were proficient which gave us a 68.3% proficiency rate there. 55 of the 60 students um were passing at 3A and above which gave us a passing percentage of 91%. So I will
070yield there and um Miss Mason will come up. [snorts] >> Good evening everybody. Good evening. >> Um to increase our proficiency overall growth and growth among students in the bottom cile. We will be looking at both benchmark one and two for English one, algebra, English two, algebra one and biology one. Um teachers will use this data to identify standards and questions found challenging and provide focused instruction. And [snorts] as you all can see, we're at 93% proficient in algebra one. We will take that test starting um we will take math in the fall starting December the 11th. So by then I think the number proficiency will be 100%. We are working while teaching the uh students Desmos as well as pulling out standards that they need um or vocal standards in algebra 1. For biology
071one that number shows 68% but we're looking to get at least 75% of the kids proficient because we know that for biology for science you only get proficient proficiency points. So, we're looking at 75% that's increasing the number of students proficient to 45 and we hope to get at least 97% of those students to pass. Um, that one student that we are really worried about. Um, the teacher is working very hard and diligently that student focusing on standards. Again, ELA is our challenging area with um 36.4%. So in addition to the other to the things that we mentioned um to strengthen proficiency increase growth there the ELA department has decided that we will begin small group interventions or pull outs within the department within the the period um we are trying to change Mcome High
072School to be a datadriven school by intentionally focusing on standards and making sure that lesson plans are addressing the needs of students. So since teachers have now gotten a planning period back and we're doing PLC's where we can sit and talk along each other um if a teacher understands how to present a standard better than the other they are demonstrating that within their PLC's but we are also having um data chats data talks and then I'm echoing all my colleagues with equity analytics and you can pull that up to see what type of grade you are as a teacher is eye opening for the teachers and if you don't want that grade then you know that we have to adjust and do something different. So, we're looking at that. We are pulling the uh t
073the students based off of that data. So, if you're a 2B or a 3A and we need to pull you together, then that's how we we're having targeted groups. And again, within the block, the teachers are forming groups where they're going to do teacher table and work with the students because we have interventions as well. We definitely need our interventions back so that we can pull those students. So we are trying to find time within the block um four days a week to do small group interventions among the hallway in the hallway teachers having service part to do it. Um students will also receive interventions through classworks and that will be facilitated through our library for our tier 2 and tier three students. Um again we're doing data chats where they're learning how to analyze
074data and be intentional about their lesson plans and about their [clears throat] instruction. Um the administration is providing feedback to teachers and offering support to increase their capacity. Um teachers have been asked to contact at least [snorts] 25 parents via school status. So now we are becoming a culture where parents know what's going on because they're contacting them and we're using another tool that we bought status so they could have that as a record. And using equity analytics, we will print as we are taking benchmark 2, we will print those scores out and send them to parents to let them know where their children are today or this week [snorts] as if they were taking the the actual map and also informing them of when we would take the state test. So those are the
075things that we are doing at Mcome High School to increase our data or to address what we have here. >> Any question? >> You just mentioned your last about sending the um >> so analytics you can print out a a letter of the last benchmark and on that letter it tells you what your score is and whether or not you would pass if that was your MAP score for end course assessment it explains it to the parents what the score is what you need to pass um and it gives a little paragraph there about the student performance so we're going to send that out when they finish benchmark two as well as calendar of the map that's [snorts] >> so you haven't done that yet were you getting any feedback you haven't actually okay >>
076no we start benchmark >> okay >> I don't have a question but I do have a comment for the principles a good environment makes the teachers want to come to work and makes the students want to come to This is the first year and I commend the principles and I don't know y'all getting together and and collaborate collaborating like y'all doing in y'all individual buildings but the teacher attendance rate has been in the 90 percentile this whole school year. So whatever y'all doing, I commend y'all because people coming to work and they only come to work if they they happen to be there and you can't teach the kids if they're not at work. over and I will definitely say I am happy to have um equity we have had a good system over the
077years of keeping up with it but you know when the hands get fewer you know it's it's a lot to you know do it by hand so um I thank you all for allowing us to um to get that it's it's been a game changer so far and I can't wait to see you know just how well it it helps us with the data you know at our fingertips. So but this concludes our um bench one overview. Thank you all. And um and at this time I would like to say we would I would like us to give these principles a hand clap [applause] coming students coming to work to school. That's their job. >> I want to say also you know the analytics supposed to also be updated with stuff. Thank you all. Thank
078you. >> Now we're back to our agenda is review of the minutes. Do I have a motion? review. >> I second the motion. >> I have a motion and a second to approve or amend. Any questions or concerns? All in favor? >> I oppose. Next, we have review and approval of financial statements. Can I have a motion? >> One moment. I'm wondering and approve of the financial statements. >> I have a motion and a second. Any questions or concerns? >> Dr. B. >> Yes, I do. I just have one question. our last report. [snorts] Uh, our September 11th in our bank balance. Um our September bank balance we we have uh the 16 section that's listed is that the total amount as as of the end of September. >> I'm not Are you at the
079bank department? >> I thought you at the bank today. >> No, I'm speaking in terms of the Yeah, the bank is consiliation. >> Yes, sir. Now that um that 3.6 six is going to have to be moved to um she put it in the wrong council. We had a discussion about it. So, we got to change the coding and move that. So, it's going to be the 4 million was on those statements I gave you all. >> But it's going to be that post is going to be um we're going to take that 3.6 out that outstanding deposit. When she put it in there, I called her about it. So, um, she said we need to do an entry to move back because it's going into general operating because that's 3.6 million loan. She was
080[clears throat] thinking it was the money we got back to put in the account. I told her, "No, ma'am. That doesn't go." Yes, sir. So, that's going to be under the 16th section, but in the interest account that 78, that's what we have right now. 78,000. >> So, when are we going to make that transaction transaction? It'll be on the next one cuz she had sent these and completed them. So, I reviewed them and I told her that that was incorrect. Okay. Um, and I see we um revolving [snorts] that's the change on the next 12. >> No, sir. That's the loan that um receives I think >> to do interce that specific loan that was additional. >> Okay. Any more questions or concern? All in favor? I >> oppos. Next we have review and
081approval of claim document. [snorts] I move that we review and approve claim docket and I second the motion. I have a motion and a second. Any questions or concerns? First claim do it's going to be 846755. Which uh school is this? So we have not considered I guess discussion but when we had the same question about [snorts] that's the needs to do something >> [snorts] >> Yeah. I keep asking also u the u 876. I know there was some question about Yes. Yes, sir. Uh, Senator Dennis came in to help diagnose our issues that we were having with our wireless. Mr. B, you want to speak to that? >> Which one is that, Miss Hall? >> I think this is the Prometheian board. >> This is on the panel. And is this the school board?
082>> Yes, sir. Uh, it was the last of the fiscal year 25 federal funds. Uh, we use those for the mobile devices, the iPads for the schools. The last project was for meeting boards. Uh, four went to Summit, four went to Opkin, four went to Kennedy, three to Higgins, three to Demond, three to the high school, and it was a split of the funds that were left over in those school accounts. >> So, that that has been handled. >> Yes, sir, it has. >> Okay. Because I know you were person that earlier. The other Thank you, M. >> Yes, sir. >> The other um is the 846881. And I know this is coming from bill that um the uh the Kesler in Kesler. >> Yes sir. >> From 2024 [snorts] uh how many more payments
083do we is this the last payment >> yes sir. >> So can we uh do we know whether our issues with the HVAC has been completed? Most everything has been taken care of. We had [cough and snorts] thankfully [clears throat] we we only had two issues this morning with heat and HVAC. So those are being cleared of this past three or four months. Um an electrical issue was identified on the installation and [snorts] we've had a you and Kesler has had a electrician go around every one of our wire installed was directly um and they are paying for that. We're not paying them for that as part of the original contract. It's something [snorts] they're having to clean up. So, uh thankfully we have worked dig issues before they proceed. >> And before we submit
084by um me and Mr. ground us a little bit together and you'll say we can go ahead and pay the final. I just have some other things to do. >> Yes. >> Before we pay them their final payment. >> I hope so. And not just being sarcastic, but I'm just being we don't want to be in situation like we were previously where we had students in class. >> That should never happen. Um the other U is claim number 846 K82. Um can we do we know which of this is for our regular um expense or which ones are coming from the hearing as I think a couple of these have been asked um we've been asked we've been asking a couple of times for a a breakdown I think this morning. >> Yes. Yes sir.
085>> [clears throat] >> Uh the other um is and this is just for clarity >> on um item number because this is the the last one that was added to the agenda. This is reason why. >> Yes, sir. >> Okay. Um 846884 is okay. It says the wireless. Is this for cell phones or >> Yes, that'll be cell phones. Yes, sir. >> So, we have a different cell phone service for these for it's showing athletic and school uh phone service yet we have another AT&T cell phone. So, >> CPA wireless bill. >> It's a wire. >> Yes, sir. So and athletics if the 80 whoever has the phone athletics for that to come out that fun and child nutrition which is food service they pay for their own portion of >> okay the rest of
086it comes out >> all right so I'm saying is How many do you know about? >> I'm I'm trying to see if there's a difference between the two listings that we have that you provided for us. >> If not, that's information. Don't the other the other is my last question is on claim number 846892. >> Yes, sir. Do we know if uh I've asked this question before and we've been back and forth on this. How many more person ask this question? How is this our last payment on on this? >> No sir. >> Okay. So we it would be the same as the other. >> Yes sir. >> So I have the the issues with the windows at the high school have been corrected. We've got three that leaked when we had a heavy storm
087and Murphy's and Sons, they're coming back to check on them and see why they um so that should be this week, but I'll soon we want to also address the issues that we had the concerns with the U the condensation. Well, I know about the condensation is an issue, but also the some what I understand the concerns with the sun coming. Yes, sir. We are um and I have looked into some temporary coverings for it. Um the only issue is even that is a very [snorts] expensive proposition. So we're trying to get a permanent solution for it rather than patch a problem and then come back with the permanent solution. Um and I shared with Mr. in the house that's probably going to be $150 to $200,000 project and outside. So that's going to require
088an RFP. We we can but teachers like to um they like to have that ability to open. So, we're trying to come up with a solution that will work, but it will also lose their preference to now we can um and just if you do a mirror tent that's on the inside, it creates heat inside that window. So, we're trying to be very careful about what work we do. Uh, but we I do have a solution for the bottom floor actually, but like I said, it's still very expensive. It's just I mean, this is my person. It's just a thing that we spend so much money on that go that type of concern. It's just especially [clears throat] when we s [snorts] when it comes down to the claims docket. We have to say in
089the purpose what building it is and we have to find a way to not continue to have items on the docket that goes back to 2024. At this point we need to contact every vendor in the system and and say hey you have outstanding PO is is we going into 2026 and we still paying bills from 2024. That's unacceptable. You know we talking the counselor and Jer they we have >> so this this date going to remain the same underneath. Now I'll say they could I'll give them a [laughter] saying like them they understand like we had paper plan with them >> in the previous thing we have several dates that's just >> that's now this one these but the other ones for these they know we had we discussed with we shouldn't have any
090>> but we still know them >> not Mr. the crab tree. Anybody else? >> Well, we're trying to make it with construction on >> cuz we been um working in the college. So, we we still should have construction like you and KJ. >> Yes. >> Okay. We can accept that. The other vendors just came, excuse me, having a year out in the [snorts] construction generated. >> Any more questions? All [snorts] in favor? I oppose. Next we have a report and presentation of the business of the superintendent. >> Uh thank you madam president. A report and presentation of the business of the superintendent. Uh 81 we have a 16 section report. >> Any questions or concerns? got one question. I still have we found out anything about the um the pending response from Adel and he
091told me what how to go do it. Uh the previous council I talked to uh wasn't I found someone who knew how to point me in the right direction. So, we filed a proper approach last week in Justice Court August, [clears throat] November 24th at 9 a.m. to close this out and that should finish it. So, we'll be able to do whatever we uh want to do with that land moving forward. >> Mr. Philipman in my office is that Alex It [snorts] was Alex initially and then I sent all the stuff in uh after I posted with Justice Court and Philip responded to that. So I'm glad it's been sitting on there for Yes, sir. And just for clar clarification, we have um six different long 16 sections. >> Um I think three of them
092are 16 section and the other three are one from trust, one I can't think of the other bank and then one from I think three of them were 16 loans in total. Yeah, section. >> Oh, cuz I put the um on the head here. It should tell you which um for this 16th section and how much so you know which 16 section it is. If it's trust mark if it's the um I think it's first national bank or it's um the loan group MD I have a question on the report we have every five years and must be adopted by a school board when do annually. So it would be done and put in place by July. We're currently we're seeking guidance on how to possibly turn part of it into a that's one of
093the most profitable ways to maximize. So we're just trying to make sure we got everything in place. Any more questions? All in favor? >> I don't have I'm sorry. >> Yes, ma'am. Um, we have a teacher attendance report. Right now, teacher overall attendance is at 90%. Um, the track is leading the way at 97% followed by the DNT at 96%. hours of school around 90%. Uh council has been offering incentives to teachers uh such as Jean Day and other incentives for them to be get motivated to come to work. I want appreciate the effort they put forward. We want to get um teachers attendance into the upper 90s by the time the second semester. >> Next we have teacher student of the month recognition. Uh we're going to start with Kennedy and then go. >>
094All right. Kennedy girl childhood center. The teacher of the month is Kim Mary Lions. She's in her third year of teaching and she's wonderful. Our staff of the month is Miss Tyson Jackson. Our kindergarten student of the month is Naomi Dylan. And our prek student of the month is Nova Ania. Okay. Our student of the month, well sorry, teacher teacher of the month for some elementary is Miss Landa Johnson. Our staff of the month is Sarah Rushing. Students of the month, first grade, Na Kang. Second grade, Cedric Dylan. Third grade, La Michael Wells. Fourth grade, Cassidy Cook. Our October recognitions, our teacher of the month is Miss Conra Haynes, who teaches third grade ELA and social studies. Our staff of the month is Alicia Chambers. She is our PE and health teacher. Our students of
095the month are Bernard Crosby for first grade, Logan Donaldson second grade, Aaria Wells third grade, and King Edwards fourth grade. Our kids teacher of the month is Miss Britney Bake. She teaches fifth grade math. Our staff member of the month is Miss Barbara Lee. She is special services self-contained. Our fifth grade scholar student of the month is Miss Kagan Perkins. And our sixth grade student of the month is Miss Elena Felipe Chick. >> Our teacher of the month for demon is Mr. Jose Chapman. Our staff of the month is Miss April Swanigan. Our seventh grade student of the month is Kay Andrews. And eighth grade is Katie Banks. >> The Mcome High School students of the month are Reagan Thompson and Elijah Marshall. The teacher of the month is Miss Denobia Smith who teaches biology
096one. and our staff every month is Miss Joyce Thompson who does our attendance. >> The DN teacher of the month is Miss Cassandra Brownfield and the student of the month is Alyssa M. [clears throat] >> Thank you. Okay. Thank you. [applause] Uh maybe we have a disc report uh coming back uh from fall break. All of the principal had a a reset assembly where all these students and they reset for the uh seven n weeks. Uh we had a a a drop in discipline at our school. McCo High School had 17 left referrals for the month of October. Uh I had 21 referrals that they led the way and McCome High School had 29 left referrals uh for the month of October. So I want them to be clear to have these reset where we
097talk to our students and these asymories and provide PBIS incentives and we continue to move forward. We need our students in the classroom and not at home. [clears throat] But I like I'd like to thank the council for a good job for the month of October. >> Enrollment breakdown. Uh at the end of September we did 2017 students. At the end of October we lost two students. Right now I was in 2015. [clears throat] Madam President, then that's concludes report and presentation of superintendent. >> At this time, we have consent agenda 1 through 4. >> I move that we approve of the consent agenda items one through. Motion. >> I have a motion and a second. Any questions or concerns? All in favor? >> I oppose. >> Next, we have the regular agenda. See one,
098approval of policy review. Do >> I have a motion? Move to approve the policy review. Second motion. >> I have a motion and a second. Any questions or concern? [snorts] >> All in favor? >> I oppose. N two of approval of policy. I move for approval of the policy update. >> I have a motion and a second. Any questions or concern? >> Just that one word that's been changed. All in favor? >> I oppose. >> Number three, approval of the 2627 academic calendar. >> I move that we approve of the 2627 academic calendar. >> I second the motion. >> I have a motion in a second. Any questions or concerns? All in favor? >> I oppose. >> Number four, approval of agreement accelerates learning code. >> I move that we approve of agreement accelerates. >>
099I second the motion. >> I have a motion and a second. Any questions or concerns? All in favor? >> I oppose. >> Number five, approval of of the request for approval to request permission to see bid with technology. Excuse me. >> Do I have a motion? I move for the approval of the request permission to CPS technology. I second the motion. >> I have a motion and a second. Any questions or concern? >> All in favor? >> I oppose approval to collect donations for United G. [snorts] I move to the approval of collects donations for United. >> I second the motion. >> I have a motion and a sec. Any questions or concern? >> Uh question, Mr. The concern that I have here is whether or not um students will understand that that they're just
100bringing coins from home and not necessarily going out door to door. Is this >> Yes, ma'am. Based on the conversation you had last week, I spoke to about that and she did address. Okay. >> Any more questions? All in favor? >> I oppos. >> Number seven, approval of pay increase. I move that we approve of a grease. >> I second the motion. >> I have a motion and a second. Any questions or concern? >> All in favor? >> I oppose. Next we have number 13 personnel recommendation. I move we approve portion of all recommendations. >> I second motion. >> I have a motion and a second. Any questions or concern? All in favor? I have a motion to meeting. >> I move that we this meeting. I second motion. [clears throat] >> I have a
101motion and all in favor.