Budget Hearing 1 | Board Meeting | 9-9-2025

001Funding public education is important because our students are our future. It is our responsibility to do all that we can to prepare our students for our community's workforce, our national military, and our nation's success. When I came to Montgomery public schools, Montgomery public schools was at that negative fund balance. And so people were like, "Why are you going to work there?" Well, my kids were educated in Montgomery public schools. Um, at the time when I came here, I had one that had just graduated, went off to college, and I still had two in public schools. All of them were doing very well in the programs that they were in and have gone off and have been successful. But I felt like Montgomery public schools I felt like I had the tools to come in and

002and and help in the process of making a difference in Montgomery public schools. And that was really the main reason I came. I mean I had never thought about education finance in any other accounting career that I'd ever had. And I had that thought process and I came and I, you know, I just felt like I wanted to be part of the process to make Montgomery successful. But not only do my kids deserve that, all of these kids in Montgomery deserve that opportunity. And the only way for them to have that opportunity is for somebody to be supportive or for all of us in the community to be supportive of this school district. [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] Good evening. Welcome to the Montgomery County Board of Education special call meeting for budget

003hearing one. Today's date is September 9th, 2025 and the time is now 4:00. The meeting is now being called to order. We have an established quorum. Is there a motion to approve the agenda? >> Madame President, I move that we approve the agenda. >> There's a motion. Is there a second? I second. It >> has been motioned and properly second. Any discussion? Hearing none, all those in favor do so by showing of hands. It is unanimous. Our next agenda item will be to receive information from Miss Pamela Watkins. And I did want to add one comment that this is a public um hearing. So we are open to questions and welcome comments. Thank you, Miss Watkins. evening. Um, board president Watkins, Vice President Poris, Superintendent Bird, um, you should have before you the fiscal 2026

004proposed operating budget. Okay. Um, you should have before you the proposed budget for fiscal year 2026. That packet you will have um, well, let me say first that the accountability law of 1995 1996 requires that all school districts in the state of Alabama hold two public hearings to discuss the budget. This is our first public hearing and the second one will be on Thursday, September 11th at 4 pm as well. These hearings are to benefit the public and therefore we welcome your input and any questions that you may have as well. When we're preparing the budget, budget is a very interactive and inclusive process and that it includes and receives input from all departments, NPS department heads and program leaders. So with that, it starts with the finance department meeting with all principles, meeting with

005every single department, um any special programs that are funded out of special funding sources, meeting with those individuals as well for them to prepare the budget. District administration, board members, employees, and other stakeholders routinely routinely make suggestions that are considered for implementation. While we are we do allow that, we also have to consider and accommodate guidelines that are given to school districts by the US Department of Education. That would be federal government and any federal dollars that we receive. Also, we have guidelines that are prescribed to us by the Alabama State Legislature and the Alabama Department of Education with as it relates to state funds and COGA. Um along with the parameters and guidelines of the budget, certain funding allocations require a local match as a condition of receiving the funds. So our foundation programs

006match this year is 36,187 and the capital purchase match is 1,335959. And we'll discuss that a little bit more later. Before we get into the budget, I want to discuss just a couple of financial or mention a couple of financial highlights from this past fiscal year. During fiscal year 2025, the district received a three-notch credit rating upgrade to an A+ from a tripleB plus. Um, this was good for the district and also the credit rating agency also considered the district to be stable. Um this move um indicated to the community a strong financial position as well as financial stability of the district. Improved financial reserves which we'll talk about a little bit um down in this in this section. Controlled spending and financial stability contributed to our improved credit rating. So, those are things that

007we try to m make sure that we monitor and keep an eye on um as we move throughout our fiscal year. Another financial highlight is that the district approved and implemented a more competitive salary schedule in fiscal year 2025 for several of our positions. Um this was big for us because some of the salary schedules had not been reviewed or adjusted in many years. Um, one of the things that we do want to continue is to continue to review it a little more frequently than had been done in the past. Additionally, Avalorum funding that we started receiving in fiscal year 2026 has allowed the district to expand opportunities for our students by investing in initiatives that have strengthened certain areas within our district. So as far as our art and this is a direct result

008of those Avalor funds um we have been able to provide additional art, music, foreign language, advanced placement programs and additional career tech teachers and assistant principles in our schools. All of those initiatives are a result of us receiving those Avalor funds. Um there's also an increase in student support services that are provided as a result of those Avalor funds. And these investments in our students will ensure that our students have a well-rounded education that prepares them for anything be anything from college and a career path that they choose to take and beyond. Um and so with that, we're really thankful to the community for voting for that abilorum increase that it provides these additional funds to support our students. Um additional highlights, the district continues to attain an approximate three times the state required one

009month fund balance. And so this has positioned the district to be self- sustaining in the loss of our CO funds. This fiscal year would be the first year that we did not have those funds available to us and um having the threemonth fund balance allows us to prove that we can sustain ourselves in the event of an emergency. The district continues to maintain a positive audit opinion. Um, another fact is that our district bank accounts are all under one of financial umbrella and has improved our financial management oversight. The district continues to implement electronic systems that are more convenient for parents. Um, these type of initiatives prove that we are trying to maintain the funds that are um allocated to us from parents that we can keep up with those funds. And so with that

010um though we have several electronic systems that are in place that limits the number of hands touching these monies. When parents go on to these sites to purchase tickets, to do concessions, to make donations, these funds go straight to the school's bank account. And then finally, um the reserves are important. And so the district has set aside over $35 million in reserves. This has proven to be beneficial for us, especially when we do our credit rating reviews. We have another one of those coming up soon as we um potentially go to the bond market in in the next several few months. Um but we have these reserves that have been established for capital renovation and replacements, technology replacements, security and vehicle replacements. So just as we have financial highlights, we have financial challenges. um a

011few of our financial challenges is um and I'm not sure that this first one's really a a big challenge, but this was our first year without COVID funding that had assisted in stabilizing the district. So, it's imperative that we continue to implement projects that f that are financially sustainable for the district and that we continue to operate effectively and efficiently across the district with the funds that are um with us. One of our other financial challenges is the increase of employee benefits. This year we experienced a 13% increase in our PHIP benefits which is health insurance and those are the um the benefits that the board pays on behalf of our employees. Um and along with that um I read an article just a few days ago there is a continued um expectation that that

012will increase next year as well. Some of our economic challenges include um the purchase of instructional supplies, operational supplies, technology devices, and that with those type expenditures, there's a possibility, a strong possibility that we will also face the effects of increased costs on those goods and services as well due to economic challenges that will increase the cost of imported goods. Um, one of our other challenges is the unforeseen increase in construction costs. We realize that as we're preparing to build Percy Julian or in that process right now, the cost of building Percy Julian has increased significantly um over the last few years. And so because of those increase in construction costs, there are several projects that were initially planned in our initial um construction or um project listing that we have that will be delayed

013or shelved as a result of escalated construction costs. And then finally, district enrollment um continues to sort of decline and it has consistently since 2016, which in fact has a negative impact on revenues that we receive from the state department. We are currently for fiscal year 2025 funded for 25,226 students compared to approximately 25,351 last year which was fiscal year 2024. So for fiscal year 2025, we were down about 125 students and um and that is what we will be students for fiscal year 2025. I'm sorry. So for fiscal year 2027 and I'm sorry I have a typo there. 25,350 2 25,226 is what we're currently funded for for fiscal year 2025 or 2026 going to 2026 sorry for fiscal year 2027 because we're always sort of a year behind the number of students will

014be approximately 340 students less and that is an approximation right now it could be slightly more it could be slightly less You'll see a visual of that here. Um, as I said, the allocate the number of students that we're being funded for this year is 25,226 compared to the possibility of 24,871 is the projected amount for 2027. So as we move into talking about the budget, there are five areas that we'll look at as we talk about the financial funding for the school district. We will look at general funds which will be our main focus and general fund represents the funds that we receive from the state department, the funds that we receive from our property taxes, local appropriations, and then private donations. Then we'll discuss special revenue funds. Those will be the funds that

015we receive. Um those are our federal dollars. So those will be the funds that are title one, title two, title three, title four as well as CNP. And then this also includes local school public funds. So those are the funds that are at the school. Um those fall as special revenues for us. Um capital projects funds, those are the funds that are for the acquisition and construction of major capital projects. So, right now that will be the building of Percy Julian um and in the future the building of Capitol Heights. And then we have our debt service fund which is the payment of long-term debt. And so we do have a budget there for that. And then the last section will be our fiduciary fund. Those are funds that are at the school um for

016clubs, FBLA, HOSA. So those are funds that are at the school that are on our books, but those funds are at the discretion of those clubs or outside organizations that we have at the schools. So this is our total budget for fiscal year 2026. And as I just stated, we'll look at five funds. We have our general fund, as you can see, is about the revenue is about 295 million. You see that there's total revenues and then below near the bottom there are other fund sources that are added to that for a total of $2 approximately $96 million rounded. You'll see our special revenue which is approximately $55 million rounded our debt service revenue capital projects and expendable trust. So, our total revenues budgeted across the district, combining the total revenues and other fund sources,

017is approximately $739 million. And total expenditures budgeted, including other fund uses, is approximately $680 million. That is the total across all funding sources for the district. We're going to focus on um well and I just stated general fund 295,560 special revenue 54,876 debt service 20 million 318 capital projects 368 368 million and our fidiciary fund at a little slightly over 1 million for a total as I just mentioned 739 million. We are going to focus on our general fund right now. And as you can see, the revenues for our general fund include state sources, federal sources, local sources, and other sources that are included in the total revenue amount of funds that we will receive. of the 295 million we will receive 196,910,583 from the state. So what that includes? That includes our foundation allocation.

018That includes our transportation allocation. That includes our allocation for nurses, our allocation for um ARRI, OMI, any of those funds that we receive from the state of Alabama. That's what that includes. It's not just foundation. Foundation is a portion of it. Approximately about 157 million of that amount is probably foundation and the remaining of that would be funds that we receive from other line items from the state. So like I said it includes transportation, nursing, ARRI, OMI and some additional funds as well. In our general fund we will receive federal funds of 294,200. Those are funds that we receive to pay half of the salaries for our ROC staff that are housed at our high schools. Local revenues that includes our our taxes that we receive um from the county and the city, um sales

019tax, Avalor taxes, our property taxes. Those are those funds. And of course, we are so thankful to the city and the county for those funds. And then there are other revenues and other fund sources as well. That's about $2.5 million. Those funds are usually tied to our indirect cost. Let's talk a little bit. Looks like part of that's not showing. A little bit about the makeup of our general fund revenue comparison. So, as you look there, the the amount in blue, the amount in orange, which is not showing my number there, um it represents the state sources of $196 million. The percentage of that is approximately 67%. So, what that means is that we're still heavily dependent on the state for funding us. We receive about 67% of our general fund revenue from the state

020of Alabama. 32% of our revenue of our general fund revenue comes from local sources. So that is our sales tax. That is our county at Balorum. And so you see that percentage there and that lets you know that we are still receiving a very large amount from the state of Alabama. And although we are truly grateful for the funds that we are now receiving for the county, we still receive about 32% and we definitely utilize all of those funds. State funding process. So the process as to how we are funded from the state of Alabama is a legislative appropriation from the education trust fund. Okay. The foundation program appropriation for each Alabama LEA is based largely in part to student enrollment. So each district receives a proportionate share of state funding based on their enrollment,

021the enrollment in the district. So MPS was funded based on 25,226 students for fiscal year 2026. So that was the number that would have been the 20-day count in October or September of 2024. Our enrollment on the 20-day would have been the 25,226 and that is the amount that the state will use to fund us for 2026. In the state of Alabama, the enrollment of students in in all school districts across the state is about 721,000 or 22,000 and MPS has slightly over 3 and a half% of that. difference in the quality of education in terms of funding because we do not receive a 100% funding from the state of Alabama um becomes incumbent upon us receiving local funds from our local um taxes sales tax county at valorum districts that provide more local support

022per pupil tend to have the following advantages they t have increased seasonal cash flows They have the ability to employ more locally funded teaching units and then they also tend to have the ability to fund enhanced learning opportunity opportunities for our students. Here's a breakdown of what that foundation program looks like. If you look at the the comparison there, we have a comparison for fiscal year 2025 and fiscal year 2026. You'll note that as I stated previously, our enrollment or our system ADM for fiscal year 2025 was 25,351 students. That number decreased by 125 students between 25 and 26. So for fiscal year 2026, we are being funded for 125 students less than what we were funded in the previous year. So what's the result of that? The result of the loss of those students

023means that we lose other positions as well. So we lost four teaching units that were funded by the state. We lost two principles. We lost a half of an assistant principal. We lost a half of a counselor, one and a half librarians for a total loss of 8.6 units. So, what that means is instead of the state funding us for 1,677 um units as they did the prior year for fiscal year 2026, they will fund us for 1,668 units. Um so, so 8.6 units less than what we were funded in the prior year. Here's what that looks like. what they they use those numbers and they calculate how much they are going to give us for salaries, how much they are going to provide for benefits, how much they are going to provide for other

024current expenditures and the OCE other current expenditures would be funds that we can use to pay for um clerical staff in the schools, custodians, um those type in addition to um those monies. They will give us money for student materials. They provide money for library based on how many units all this is based on how many units that we have. They will provide us funds for professional development for our teachers. And then we also um we got common purchase last year. They took common purchase away this year and um increased the amount for student materials. Um and then we also receive textbook money. So the state of Alabama has done this calculation and they said Montgomery public schools it is we are going to fund you or you should be funded based on your ro

025enrollment 19357752. That's how much we're going or that's how much we say that you should be funded to run Montgomery public schools. However, that's not what they're going to send us. They will send us through the foundation program ETF 156 million870,722 for foundation. Then we will also get 2,8,000 for nurses, another 71,000 for technology. We'll also receive an allocation for transportation um to the operating portion of transportation. So, for our bus drivers um and the staff that's in transportation, we'll receive an allocation for fleet renewal. That's to pay for buses or pay for notes that we have on buses that have been purchased in the past. And then we also receive an allocation for capital purchase and career tech. So, but I want us to focus on the amount that is the foundation program. So

026like I said on the previous page, total cost of the foundation program to pay for teachers, benefits, instructional support is 193 million. We will receive from the state of Alabama towards that 156 million. So then the question becomes where does the other 36 million come from? The other 36 million is our match. 36,187. That is the amount that comes from your local funding. And so it's so important that we receive those local funds because that is what helps us make the match. So right off the top when you look at our local funding is I think it was 90 approximately $96 million. We've got to pull 36 million of that right off the top because we've got to use a portion of that to make our match. And that's why our sales tax are so

027important and our abilorum taxes are so important that we receive. The other thing that you'll notice there is that the match actually went up from last year. Our match last year was 34.5 million and our match this year is 36 36,187 for foundation. In order to participate in the capital purchase which is our capital um allocation that we receive from the state we have to pro provide a match there as well and the match for that this year is 1 million 335959. So when we go back and we looked at our look at our proposed revenues and other funding sources. So we just talked about foundation. The total foundation estate is 190 something million. Um and then now we have our other federal revenues which is 294,000. As I mentioned, 290 of it is um

028for our ROC staff that's at the school. So we get half of that sent to us and then the other 4,200 is just other revenues that were budgeted. Our local revenues as I stated is 95,829. So what makes up that 95 million? We get district regular property taxes which includes the the additional abalorms that we receive of approximately 45 million 05 34 is what we budgeted um for fiscal year 2026. our county regular property tax 11.3 million. That is the tax that the public went back and voted in 2024 to continue for another 30 years. And again, our districts cannot operate without community support. And so we had community support when they voted to renew that. Um we also have our business privilege tax and then we have our sales tax that sales and gasoline

029taxes that are bud budgeted as well. We also have other local revenues which represents interest that we may earn in the district as well as city and county donations that we receive on behalf of our schools as well. And then other revenues would be indirect costs that we receive. Um, it's an administrative fee that the district can receive as it relates to overseeing those federal funds that we have in the in our special revenue. And we also have some miscellaneous revenues budgeted there as well. That takes care of I'm going to go back a couple of screens of our total um general fund revenues. again, $296 million approximately um to include what we received for state sources, federal sources, local sources, and other sources. Now, we're going to go and we're going to talk a

030little bit about expenditures in general fund. So, when we start talking about the expenditures, there are eight functional areas that we look at when we are budgeting expenditures for the district. instructional services. Those are expenditures that are directly related to the interaction between the teacher and the student. So those are going to be your teachers that are in the classroom. Those are going to be those instructional supplies that we provide to our students. Anything that directly impacts our students um in the classroom. So that direct interaction between teachers and students in the classroom. Then you have instructional support services. So those are ex activities that provide supervision and support to facilitate instruction. So those may be like your principles, your assistant principles, your librarians, your counselors, those individuals that are providing supervision or helping to

031support the facilitation of instruction of our students and any supplies that may go along with that as well or any services that we pay for that are considered instructional support services. We also have operation and maintenance. So that's going to be um the line item for like our custodians, our logistical employees. So those are activities that are concerned with keeping um our students comfortable, keeping our students safe, maintaining the grounds that our students are on daily and maintaining our buildings and any major equipment um that have to do with our buildings that our students are in. We also have auxiliary services activities that are subsidiary in capacity but also helping with the educational process. So in general fund that is transportation for us. So that would include all the expenditures that are related to transportation.

032Then we have general administrative services. Those are ex activities concerned with establishing and administering policies or operations. So those are like your central office personnel. Um the support that your district personnel s provide to some of the schools that would be your general administrative services. We also have capital outlay um activities um that include building improvements construction right now that is the construction of Percy Julian. We have debt services which would involve servicing or long-term debt um which right now we're moving towards the long-term debt of issuing bonds for the continued per um building of Percy Julium. And then we have other expenditures. So while we receive funding, state funding for OSR, the expenditures for our prek program actually falls under other expenditures. And this would also include other programs that are not part of

033the regular daytoday or midday school. So extended day programs um would also fall into this category. You look at how we have budgeted that we have instructional services um budgeted at 168,683. Again, those are um instructions or line items that are directly related to teacher student interaction. These would be the budget for your teachers, your instructional supplies, anything that has to do with the students that are in the classroom. We also have instructional support services budgeted at 58,202. Again, this would be your expenditures that are related to the support of your students that are in the classroom. So, your principles, your assistant principles, your librarians, um, and not just personnel, but any expenditures that are service related or supply related that have to do with the support of students in the classroom. We also have

034operation and maintenance at 38.5 million approximately. Again, that would be the personnel that has to do with maintaining our building. So that's going to be logistics, that's going to be um our custodians. Our security um our security is also budgeted as a part of operation and maintenance. We also have auxiliary transportation. We get direct funding for transportation and then we budget expenditures in that exact amount. Our general admin again that would be um our person our district personnel and then we also have other expenditures as I stated would be tied the majority of that amount is tied to your OSR prek program and then extended day as well and then other for a total of 294,641,921 This is a visual of that. So you will see that when we when we add instructional and instructional

035support that is approximately and my number didn't populate there. It's approximately 77%. Okay. So that means that 77% of the district expenditures are spent on instruction the instru our students. We also have operation and maintenance at about 13%. Auxiliary services at about 3.3% again that's transportation and then we have administrative services at about 4.2%. So this is a good visual of exactly how our operating expenditures are budgeted. And I think it's good that we can see that the 77% of our of all of our expenditures are actually related to the instruction of our students. Total revenues for fiscal year. This is a projected fund equity where I anticipate we will end in September of 2026. So total revenues collected for 2025 again are budgeted at 295,560. Total expenditures are budgeted at 294,641 for um in

036excess of revenues over expenditures of about 918,000. Our projected beginning fund balance is 89,114. And so with that overage or excess of revenues over expenditures, it provides a projected funding or anticipate a projected ending fund balance for 2026 of 90,032783. The required fund balance that we're estimating for this fiscal year is approximately 24,553. That means that is the amount that we have to maintain per the state department. That would be our one-mon fund balance. However, we we maintain approximately three and a half months, which is good. Um, when I look at the fund balance for other districts across the state of Alabama, the average is four four months. So, for us to be at three and a half, that's pretty good. We also have projected reserve fund balances. So for now um we have reserves

037at about 35,100. As I stated earlier, the creation of those reserve accounts have actually been very favorable for us as it relates to those credit ratings. They want to see that you have a reserve that you are planning or being responsible with your funds. And so we have those reserves established for capital replacement. Um because add in addition to that there are also with the rise of expenses you don't know what's coming down the road. So we I think we've positioned ourselves with the 23 million in capital 6 million in technology and replacement. We also have security um reserve at about 4 a.5 million right now and then vehicle replacement reserves at 1.6. So these are reserves that we actually have in our accounts right now today. our projected I think when let's see I

038gave you a projected yes beginning fund balance the projected beginning fund balance is based on where I think we will end fiscal year 2025 so this is the calculation of that we will probably end with approximately $6.1 million in transportation right now these are approximates based on estimates I did through the end of the fiscal year, which we're in our last month right now. Um, we have charter funds that are are on our books at about $4 million. And then we have our local general revenue. So each month when I give provide you a breakout of the local or the general funds, um, there's always an amount that's in 601. And so those are our local general funds that we have flexibility with. So, the projected um remaining balance in there at September 30 is

039at 78 million. And then there are some other smaller funding sources that I anticipate a little bit over a million dollars remaining. That brings us to my beginning fund balance that I anticipate for 2026 of 89 million114. Any questions on general fund before I move to special revenues? Special revenues. So, as I stated previously, special revenue represents our federal dollars. So, um those are the monies that we receive from the state of Alabama that are federal dollars, federal funds that the state receives. And that would be our title one allocation, title two, title three, um as well as um a budget for CMP. Any funds that are expended in this fund source must be expended by the guidelines that are established by the federal government. So we receive this $54 million and we have to

040expend these funds exactly how the guidelines save with federal dollars. That's revenue again 54 million56. A small portion of that is state related. The grand majority of that 50 million266 or federal title dollars. And then we have local revenues is there. That's there as well. The local includes um the public funds that are at the local schools as well as CMP sales. So when kids walk into the cafeteria and make purchases that is actually considered as local and then we have some other revenues and fund sources um some smaller ones that are there as well. Look at the breakout of the allocation of revenues that we receive as part of federal special revenue. Again, the grand majority of that are federal dollars at 93% and then we have a small percentage that's local and an

041even smaller percentage as I mentioned are other revenue sources. Here's a breakout of that 50 million266 that's federal. Um again, you'll see that we have title one. Our title one allocation dropped by 1.7 million this year. We have title two that had a slight increase. Um, our career tech allocation has a slight increase as well. Our idea part B allocation dropped by 5,557. We have our idea preschool, our title 3L allocation and title 4 as well. our title 4 allocation, our N&D, and then you'll see also the um funds that were budgeted as part of child nutrition for a total revenue of federal revenue of 50,266. That is about five and a half million less than last year. The grand majority of the difference is related to school improvement funds. Um, initially we were told

042we would not receive those funds in 2026. However, um, over the last month or so, we have been told that we will. However, we don't know what that allocation will be. So, once we receive that allocation, it'll be budgeted as part of the amended budget. Special revenue, other funds, again, those are state funds. There's sometimes small grants that we may receive um that fall into that state. They're state grant awarded, but they're also federal dollars that we track with a federal um fund source code. Then we have local and other revenues of 3.7 million. Again, those are our CMP daily sales that that students may have. And then we have local school public funds. So those are the funds that are at the the local schools. We have other fund sources. Um those are our

043transfers ins and outs and other miscellaneous expenditures from local schools. As it relates to our special revenue expenditures, as you'll see a comparison um to our general fund, our instructional services, again um those are federal dollars that are tied directly to classrooms at about $13.5 million approximately. And then we also have instructional support services that are tied to federal dollars that are tied to the instructional support of our students. Again, we have some schools that may budget um for um principles, um guidance counselors, other positions that may fall in that category. We also have some operation and maintenance expenditures. Auxiliary services and special revenue would be strictly CMP expenditures. So our child nutrition is our expenditures under auxiliary services for special revenue and auxiliary services under general fund as I mentioned earlier would be your

044transportation expenditures and then we also have some general and administrative at about $2.3 million other expenditures and then other fund uses budgeted out of special revenues. you'll see um a breakout of the expenditures with those special revenue funds. Um you'll see that we budget approximately 49% in instruction. So that's going to be a combination of instruction in the classroom and that instructional support number. So those two numbers combined are 36 or 26.5 million at 49%. Then we have auxiliary services which is child nutrition that's at about 39% and then you'll see that we have a percentage for general administration of 4.2 and other expenditures at about 6.3%. So our total revenues um for um special revenues we project at 54,876 total expenditures 54,306 for an excess of revenues of expenditures of 570,000. Um, we're projecting

045a beginning fund balance of 11,566, which an ending fund balance as of 9:30 2026 of 12,136. The grand majority of that would be tied to CNP. Next fund source is our debt service. Um we receive um some funds that are there from the state and those are going to be funds that are tied to the capital purchase funds that we leverage for for debt. We move over there and then we have debt service that we pay as well. As you can see, the debt service is estimated at 20 million. That includes the bonds that the debt that we're paying to the state as well as the projected amount that we would pay when we leverage the bonds from the state department or leverage bonds later in the fiscal year or early next year. Next, we

046have um well, still talking about debt service. I think I just said that's the leveraging of our capital project funds. And then the 19 million are the revenues. Those are internal transfers that we receive from the abalorum and from capital projects capital projects sources. A good majority of that 36 million are going to be our advancement and technology funds that we receive. There's a breakout of that here. So, of the 36 million that we received from the state, 28,330 785 are the advancement in technology funds that we received this year. our state capital purchase allocation of 6,476 and then our fleet renewal of 1,425 that we received from the state as well. Local and other revenues um the local Avalor revenue that is tied to the Avalor that we receive from the county the county

047property tax. half of those additional funds that we receive as it relates has to be budgeted and and transferred to capital projects. And so the allocation that we budgeted or the amount that we budgeted to be transferred there this fiscal year is 20,500 and then we have our state capital purchase match of 1,335. Other fund sources include the proceeds from the bonds once we let the bonds and then there's a transfer an internal transfer from one funding source to another that's implic that's that's represented there with 125 million all part of capital projects fund. The expenditures for capital projects include um instructional services, instructional support services, um operation and maintenance at 12.8 million, some auxiliary services expenditures, and then the grand majority of this is 148,980 that is capital outlay. able trust as I mentioned

048earlier these are funds that are at the school that are in school's club accounts so like FBLA DECA um any of those clubs that a school may have that's what those funds represent and the expenditures as well that is our annual operating budget for fiscal year 2026 six. Um, again talked about our general our general special revenue, debt service, capital projects and expendable trust. >> Good job, Miss Watkins. If there if you don't mind, I'll open it up to any public questions, concerns. I didn't realize there were that many people behind me. >> If it's related to this budget, this annual budget, you can ask the question now. I'm a teacher at Jack High School and the last budget hearing that I attended I asked were there money allocated for JAG rebranding and the answer

049was yes. It was yes. Um, you mentioned about the little marquee that was out front and it is a little, but thank you for that. My concern is I really haven't seen any rebranding outside of what our civil group and art department has done along with some community members as far as painting the outdoor doors and so forth. So my question is when we voted the community voted to rechange the name, voted to rebrand, is it not just the name? We still have gold and green walls. Um we have an excellent motto to say Jag pride, but the students are not seeing the pride, the culture and climate of the school. when you look, you see plaster um holes in the walls, ceiling tiles. Thank you for coming out this summer replacing some of that.

050I do appreciate that. But I am asking for in this budget, I'm not sure what happened to the funds that were promised last time. I have no idea. But I'm hearing about this reserve, 35 million capital reserve. I'm hearing about this operating maintenance reserve. I got the number. she just shared it with them. Some asking, are we going to rebrand Jack High School so we can build up that culture and climate because we can see um a lot of things and it starts with the face of the building. It starts with that pride. So, I'm asking you, the board members, come do a tour. I'll walk it with you. show you the potholes in the street that been um somebody came around since my last visit and tried to patch it, but it's it's it's

051not showing any pride. So, I'm asking again a new superintendent, so I can't put what the last one promised on you. So, I'm asking you, can you help us rebrand Jag High School? Purchase the paint. Maybe we can get some volunteers from the community to come in and paint the school. Also, we having problems with work orders and all of this going and operating maintenance. It seem to be a lot of funding putting work orders in and not getting addressed. We have over 1500 students plus in our bathroom. Some of them are locked because the stalls are out of order. Human nature, you have to relief yourself. So, we need something done immediately on some of these issues. I would like to get on your calendar if I may. I'm going to email your secretary

052to do that because I have a lot of things. I'm not going to take up a lot of time here, but I'll be back at the next board meeting with some more concerns that I have um if I'm not able to get on the calendar before that. So my question before I sit down, I want to hear verbal commitments one way or the other about rebranding Jag High School, getting rid of that green and gold, putting a real marquee up front that can be visible and seen. Um, it's a lot of things. We still got green doors on the outside. When you look in on the front, our civil group and art department painted them purple. They look gorgeous. but the rest of the areas. And I started making a PowerPoint that I'm going to

053share with the board. I want you to see what I'm seeing. See what the students see, feel what we feel. And I would like for you all to come out and just look look for yourself. Would you want to attend that school every day, five days a week in the condition that is in? So that's something to think about. Madame President, may I say something? >> Uh, let me see if Dr. Bird wanted to have a moment. >> Thank you so much for your comment. And yes, ma'am, I did have the opportunity to speak uh with Mr. Anderson concerning the paint. Uh, it is scheduled uh for this year. So, we're going to finish uh the painting, of course, as you requested. And so, that is scheduled for this year. >> Yes, ma'am. is scheduled

054for this year. >> Okay. >> Thank you, >> Dr. Heath. >> Um I just wanted to address a couple things. First of all, thank you for getting up and bringing that to our attention. Um you you're in a category where a lot of our schools are. Um and we are looking at money money at right now. If you look at the numbers, in fact, it was one of my questions. We had lost um 100 I think it was a 125 teachers from this year to the next. Okay, that cost us uh students. So that cost us nine teachers. The when you look at the projection of 340, I was doing the math on my phone, you're you're if I'm right, you're looking at 22 24 teachers. I may be wrong, but let me finish. Okay,

055I could be wrong on my numbers, but I wanted to address like the bathrooms being locked. I think tonight you'll hear um Dr. Chenise Williams bring up some things that we will be doing with uh some of the problems that we have at JAG and Percy Julian. Right now we have a number of students mainly ninth grade and not every ninth grader but we have in the past uh we just we discipline them for three or four days and we send them back. We're not doing that anymore. What's happening is is we're sending them back to their parents for at least 45 days so they can get a little bit of home training. It's it's a zero tolerance. For years, we have not had zero tolerance with this superintendent. We're bringing back zero tolerance. I

056can assure you. My telephone number is 334-546093. If you have any problems with students that are going to continue to cause us problems, they're going home. They're not going to alternative. They're going home to virtual school and they're not going home to egeneuity. They're going home to schools pop where they'll do it themselves and earn an education. And what I'm saying is what's happening not just these two schools, but we have students throwing things in our toilets. We have teachers and administrators that really are their what do we do? What what do we do to them? How can we discipline them? They are costing us money. So that money that we could be using to change that green and yellow paint, we're spending on parents, kids that have absolutely not been disciplined and coming to

057our schools and costing us thousands of dollars for flushing things down that toilet. So I want you to know it's not just happening at your school. It's happening at so many schools. And what it's going to do be when you're asking for a commitment, you're asking the seven board members and a superintendent for a commitment tonight that cannot be given. It has to be discussed and then we can say, "Hey, let let's figure it out. I don't want to make promises that we can't keep. But I can make one promise. These students that are causing us problems, that's stopped. That's stopped." >> Thank you, Dr. Keith. Miss Cordis. >> Um I have the um the biggest decrease of federal dollars was um title one related. And so that's a calculation that's based on um the

058number of student poverty students in the district. and those school improvement funds that they're going to give back. >> Thank you, Miss Porters. Miss Cloud, did you have a question? >> I was just saying those are the school improvement funds they're they're rethinking to give back. Is that correct? >> Well, the school improvement funds um that has not been awarded yet, so it's not budgeted. >> And then um there was also a reduction in title one. So, we don't know what the tit the the CSI school improvement allocation will be. And as it relates to the title one allocation, that allocation is pretty much set. So there was a decrease there and that would have been based on the number of p of students, poverty students in the district, >> but it's also a year

059in a rears, correct? The number count >> that I'm not sure of. Okay. Yes. >> All right. Thank you. Are there any other questions or comments for the budget? How much fun? >> We do not return title one funds. Title one funds are allowed to be carried over. We do have a carryover amount. We always have some to carry over, but we always spend the carryover. We do not return funds. We have not >> Well, they want you to spend down your the allocation to the school. Um, but those funds are still spent at the district level when they carry over. Thank you, Miss Watkins. Again, an exceptional job. All right, at this time we will have a about a 3 to 5 minute recess. We have to change over for the next meeting. So,

060this meeting is now adjourned. Thank y'all. Thanks. Thank both of y'all. Thank you. Congratulations. This is your first official. >> I know. >> And it was beautiful. >> Every question I came in with. >> I'm glad. Thank you. Deacon Chris was the usher usher. >> So good. >> I forgot one thing. >> Good. >> Great job. Great job. Great job. >> I forgot one thing I wanted to talk about. >> What? >> The Rays accent. >> Oh, yeah. That was the one thing >> that was good. [Music] >> Like Ricky Lake. >> I got you. I got it. >> Hello. Good to see you, >> Mr. [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] [Applause] [Music] The Montgomery County Board of Education meeting is now called to order. Today's date is September 9th, 2025. The time

061is now 50:07. We will u we're waiting on the pastor. However, with so many people, I'll say his name, and if he's here, he can come to the pool pit. I mean, I'm sorry, the pool pit. It's our pool pit, but he can come to the stand. I know we need one. Um, Pastor Leon Hampton Jr., if you're here, if not, we may u volunte. I got somebody in mind and see if they'll say it again. All right, we're gonna get Sergeant Gillan. Well, when he gets here, are there any ministers? Oh, okay. He is here. All right. Right on time. Amen. >> Amen. >> All right. Thank you so much, S. We I tell you, we multitask here. All right. Um, at this time, if you'll please stand with us for the pledge of

062allegiance. >> I pledge allegiance to the flag of the United States of America and to the stands, one nation under God, indivisible, and justice for all. At this time, we do have a quorum established. The next agenda item is to approve the agenda. Is there a motion? >> Madame President, I move that we approve the agenda. >> A second. >> I second it. >> Has been moved and properly second that we move the agenda. All those in favor do so by showing of hands. It is unanimous. Thank you. Our next agenda item is board president remarks. Uh first of all, I want to thank Miss Watkins for doing such an exceptional job on our budget. We are in really good hands to the staff, to the superintendent. We are so pleased that the goals and

063strategic plans of the district and the board are being um highlighted in this budget and we're excited about all of the things that are to come. I also want to thank my vice president, Dr. I'm sorry, Miss Pamela Poris for We going to speak it again. Um, for sitting in for me in August. Um, I had my one of my children to go off to college, but not just my child. Many kids went off to college into the military and into the workforce. And so, as a parent, it is exciting to see your children walk into their purpose. But I wanted to thank her for sitting in on me and doing such an exceptional job. I also wanted to thank the board members for rolling with me as I was transitioning my child into college

064and still keeping the main things the main things. Um, one of our initiatives that we're working on as well is chronic absenteeism. And we had a really good press out and roll out. We had um DA Azie Oliver as one of the ambassadors along with Arande Mitchell who also is an ama ambassador Councilman Arande Mitchell at that. And we're really excited about that because having children at school every day makes a difference for the child and whatever their future goals are. And so seeing them every day, being committed every day, having our educators to be committed every day, we think that we'll continue to make the great gains that we're desiring to make, especially since the community put so much money behind us doing what we're doing. So, I'll just say it's many more exciting

065things to come and we're just excited about the work that the superintendent and his team is doing and thanking Miss um Watkins for making sure that financing follows those um ambitious goals. Um my last thing that I wanted to talk about is advocacy. We do welcome all parents, community stakeholders, everyone to continue to advocate. It helps to make us better. Inside of our schools, you'll see a poster that says serve. And it goes back to what the superintendent said he wanted. He wanted feedback and surveys to know how we're doing as a district. That is one of the ways that you are putting your voice into action. That information, that data comes back to him and the staff and to the board. and we work and after receiving it, we look over and we come

066up with goals and ways to make things better for you and your child. So, with that being said, Dr. Bird, I'll pass it over to you for superintendent remarks. >> Thank you so much, madam madam chair, and thank you board members. I certainly like to thank everyone for being here this afternoon. As we approach the end of our 100 day plan, I want to take a moment to provide you with an update and to share some exciting initiatives that are shaping the foundation for our long-term vision for Montgomery public schools. Over the past several weeks, our focus areas, communication and stakeholder engagement, student achievement and chronic absenteeism, school climate and culture, and HR talent and development have guided the work taking a place across this district. We are making steady progress while also identifying key

067opportunities for deeper systemic transformation. Looking ahead, we are finalizing the framework for MPS transform, a bold and comprehensive plan that would build upon the priorities listed in the 100-day plan and move our district forward. Some of the key initiatives under this development includes expansion of magnet school opportunities. We're increasing access and options for families by strengthen and growing our magnet pathways particularly in the area of arts, STEM, and career focused programs. Expansion of our dual enrollment initiatives. We are addressing barriers and creating new opportunities so that more of our students can earn college credit and industry credentials while still in high school. We're expanding our workforce development opportunities where we are partnering with local businesses, higher education institutions, and workforce agencies to better prepare our students for high demand careers. Strengthening academic and cultural foundations.

068Initiatives that would raise expectations in the classrooms, improve school climate, and ensure consistency in our instructional practices all across Montgomery public schools. These initiatives are only part of the larger MPS transform framework. My goal is to bring forward a comprehensive plan within the next few weeks that not only addresses our immediate challenges but also sets a clear direction for innovation, equity, and excellence all across Montgomery public schools. I look forward to sharing more details with all of you all soon and I'm so grateful for your continued support and leadership as we build a stronger Montgomery public schools. Again, thank you board members. Thank you public for this wonderful opportunity. >> And thank you, Dr. Bird. Yes, that deserves an applause. All right, our next agenda item will be uh Mrs. Rosanna Brutin with the board

069recognitions. >> Good evening, Madame President, Dr. Bird, and board members. It is truly an honor to join you this evening. I'd like to take a moment to recognize two outstanding community efforts that recently supported Montgomery public schools. Ty and Doll held its 11th annual Stuff the Truck event at the end of last month, collecting more than 6,500 pounds of food and $900 in donations to benefit the MPS backpack program. [Applause] This past Saturday, the run with the census 5 and 10K at the Montgomery Whitewater was hosted by Zach Knight State Farm agent and they raised $2500 and all of that money is going to go to the special education department to purchase sensory items. [Applause] We are so grateful for these partnerships and the generosity shown towards our students and schools. Their generosity makes a

070real difference in the lives of children across our district. And tonight we have several more people we would like to celebrate with you. I am going to call up first um Miss Natalie Mcnite to talk about arts and education week that is coming up next week. And if I can have our board and Dr. Bird if you all would please rise come to the front as we go through these recognitions. We want uh pictures taken. >> Hello everyone, Madame President, Dr. Bird and board. Um the arts in Montgomery public schools are thriving with strong participation, dedicated teachers, and meaningful partnerships that create opportunities for our students to grow and succeed. Students benefit from certified art instructors, robust minutes of instruction, and access to a wide range of disciplines from visual arts to music, theater, and

071dance. Montgomery public schools also stand out for their deep network of art partnership opportunities with community organizations, giving students access to performances, residencies, field trips, and hands-on learning experience. These partnerships not only expand classroom learning but also provide students with platforms to showcase their talents and connect with larger community. Our success is built on the shared commitment of both the district and the community to keep the arts central to education in NPS. This joint dedication ensures that students not only have access to rich arts opportunities, but also the encouragement and resources to pursue their passions, showcase their talents, and open doors to whatever path they choose. A highlight of this commitment is Arts and Education Week, when schools across the district celebrate power of the arts through performances, showcases, dressup days, and community events. This

072week shines a spotlight on the creativity of our students, reinforces the importance of the arts in education, and celebrates the very foundation that allows our programs to be successful as they are. We plan to showcase various programs and disciplines throughout this week. And just as we support the arts and education in MPS, we hope you all do too. And we thank you for all the support that you provide us and the community provides us. And if any teachers or administrators that are associated with the arts, if you would please stand as well and come up as well, we would like to also have a picture with you because we also have t-shirts for the board to wear and they are support the arts and education in MPS. [Applause] And just a reminder as they are

073passing out the shirts and we are getting photos. Arts and Education Week is the 14th through the 20th. If you are not already our friend on Facebook, Montgomery Public Schools, make sure that you go ahead and follow us so you can stay up to date on all things supporting the arts. If you all do not mind staying, I would greatly appreciate it. All right, at this time we are going to recognize two incredibly talented students who've recently brought magic to the stage. Kendra Cunningham and Adriana Williams showcased their remarkable talent in the Alabama Shakespeare Festival's production of The Wizard of Oz. Go ahead and join us, ladies. These two shined as they followed the yellow brick road to an unforgettable performance. [Applause] both attend Baldwin Arts and Academics Magnet. Kimberly Copeland is their principal. [Applause]

074Next up, we are excited to celebrate a group of BTW's techsavvy scholars who brought home a welldeserved victory and the belt at this year's hackathon and cyber challenges held at the Department of the Air Force information and technology and Cyber Power Conference. I want to go ahead and welcome those students up. The science instructor. [Applause] >> That is a very, very impressive belt if I say so myself. Their science instructor Colin Gil served as their advisor, guiding and supporting the team throughout their impressive journey. Their hard work and skills truly set them apart, and we couldn't be prouder of their achievement. [Applause] and their principal is Courtney Jones Ruffin. [Applause] And I was just told um in the first Baldwin uh the two students Kendrick Cunningham and Adriana Williams. I was told by their principal,

075one of them actually had to audition against adults and was able to Yeah. Now, let's take a moment to celebrate two outstanding staff members whose dedication to safety and security is being recognized on a national level. Kimberly Lewis, our district safety coordinator, was recently fe featured in security magazine for her contribution to a powerful piece titled, "Safety is everyone's responsibility." If she'll please come forward. >> Yes, please. [Applause] Additionally, Dr. Selena Cuts Day, Assistant Chief of Security, was recently elected to the National Council of School Safety Directors, a prestigious honor that highlights her leadership and expertise in school safety. We are incredibly proud of both of these leaders for their commitment to protecting our schools and setting a national standard in safety and security. Next, we would like to recognize Mr. Robert Taylor III, president

076of the Booker T. Washington High School Alumni Association. And he has some books that he would like to uh give to our board president and Dr. Bird. I'm going to invite him for a couple of very brief comments. [Applause] I know you all are ready to sit down, but I told Rosena that I wore this tie so that I I could at least read my speech. That's about 10 minutes, but she uh she cut me back. So, I'll do the best of what I got. We're going to give y'all about 30 seconds of it. Okay. Good evening. >> Good evening. I'm Robert Taylor III, president of the National Book Washington High School Alumni Association. And as I speak, if there BTW alumni in the building, please stand. The Alumni Association is grateful for the opportunity

077extended by school system superintendent, Dr. Bird and the board's president, Miss Smith. I will be brief. The alumni association embarked on a project a few years ago to shrine the existence, evolution, and final chapter of Booert. Washington High School that occupied these very grounds from 1939 to 1970. With collaborative input from many, the alumni association has completed a comprehensive historical publication of facts of the history of Booker Washington High School. We are here today to present a copy of this publication to the school board and to the superintendent. I would just like to share just a few facts though that uh some may not be aware of. Booert. Washington High School was established as the first black public high school in Montgomery, Alabama. It existed from 1939 and continued to educate students until its closure

078in 1970. It had a principal that served 32 years. BT Smiley served the school from 1942 to 1970. The infrastructure where we are assembled today were the birthplace of Booerty Washington High School. The structures on the west side of Union Street are where we are right now, including the infamous tunnel were constructed in 1954. Much factual information is contained in the publication. A copy of this publication has already been donated to the Alabama Department of Archives and History, Montgomery City County Library System, and another will be presented to the mayor's office next Tuesday. I'd just like to highlight at least three people that are here that'll go forward and take the picture with the board. We were fortunate enough to have a graduate from Booerty Washington High School 1942. He couldn't be here because he's

079101 years old right now. And we also and by having him we were able to get firsthand information concerning the evolution of Bert Washington High School. We also have another gentleman, Mr. Nathan Williams, who's a 1952 graduate who was also instrumental in providing input and we call them our book ends. We have Miss Batist, Deborah Batis. Y'all come forward. We're gonna take this picture and get out of the way. And we have also Miss Janice Fisher. These two persons were the last graduating class of Booerty Washington High School. So now we'll take the picture and be done. That's the rest of my speech ladies. >> I just want to Thank you. How you doing? Montgomery public schools proudly recognizes our board members for their dedication to excellence in education and professional development. The board received

080the school board meeting academy team training achievement award for 2025. [Applause] This honors their commitment to advancing effective effective and continued training. Individual honors include Pamela Cloud certificate of achievement for completing level three in the Alabama Association of School Boards Board Member Academy for 2024 2025. Pamela Portoris also completing level three in that training. Dr. Brenda Duramus Coleman recognition as a level two master school board member and Erica Watkins Smith recognition as a level three master school board member. We also have another we have another set of certificates awarded by the Alabama Association of School Boards recognizing your commitment to continuous learning and effective governance in service to our students and community. We congratulate our board members for their continued commitment to enhancing leadership and governance for the benefit for our students and community. [Applause]

081You all may be seated. And as you all are uh heading to your seats, September is National Attendance Awareness Month. Last week, we proudly announced, as it was mentioned earlier, Montgomery County District Attorney and City Councilman Aronda Mitchell as a 2025 2026 attendance ambassadors. This partnership will strengthen our communitywide efforts to address chronic absenteeism. Our district resource officers came together to recently spread the message on the importance of school attendance. The focus, be present, be prepared, be productive. Every day counts. I'll ask you to turn your attention to our screens. Hello MPS family. I'm Jacqueline Jackson, one of your district resource officers from the Office of Student Support Services. September is attendance awareness month, a time to highlight just how important it is to be present, be prepared, and be productive. In Alabama, school attendance

082isn't just encouraged, it's required for all children ages 6 through 17. So, let's start this school year strong by making attendance a top priority. Parents, we need your partnership to keep students on track. Every time your child is absent, an excuse must be submitted. Please remember, MPS does not accept excuses via fax or email, and parental notes are limited to 8 days per school year. All excuses, whether from a parent or doctor, must be turned in within three school days of your child returning to class. If your child has a chronic illness, be sure to submit a physician's letter so we can properly support their attendance plan. Staying informed is key. Log into P school to monitor your child's attendance, grades, and class schedule. Also, please ensure your contact information is up to date. If

083changes are needed, visit your child's school with the proper documentation. Let's work together to stay connected and engage in your child's success. >> For any questions or concerns, check your 2025 2026 school handbook or feel free to contact our office directly at 334851-4827. We're here to help and we're committed to supporting every student and every family. >> Be present. Be prepared. Be productive. Every day counts. [Applause] Make sure you follow Montgomery Public Schools on social media. It is a great way to stay connected and up to date on all things at NPS. Thank you. [Applause] >> Well, thank you, Miss Smith Bruce. I tell you, you get us excited every day. We're so happy to have you. And plus, we feel like you're a celebrity anyway, so that helps. At this time, we have no

084scheduled public comments. Uh, citizen comments. We do have one. And Miss West, I'll just ask you, is are you still wanting to speak? Okay, there are no citiz uh citizen comments. So, we'll move on to our next agenda item, the July 2025 financial statement presented by Miss Pamela Watkins. Okay, you should have before you the financial report for the month of July. Um, July represents the first month of the last quarter of the fiscal year. Um in your packet you should have your explanation of financial data um which provides just a overview or a statement from myself of any financial um things that I choose to point out in the financial packet. You also have your snapshot analysis. The snapshot analysis is a highle overview of the district's financials at the point in time that

085we're reviewing, which right now that's July of 2025. Additionally, you have a general fund balance recap, which takes our um fund balance at the month of July and breaks out um those funds and what funding sources those are funds are remaining in. You also have the monthly percentages. Being that July is the first month of the final quarter of the fiscal year, it represents 75% of expenditures. [Music] Also, you have um your monthly and annual comparative statement of revenues and expenditures. that is a financial um report that prepare rep compares the financials of July 2025 to July of 2024. And then you have um a statement of cash flow which provides our um in inflows and outflows for the month of July. Additionally, there's a pie chart that provides a visual of that and then

086the F exhibits which are reflective of the information that is uploaded to the state department. As we look at our snapshot analysis, you'll see that our general fund balance as of July was 107 million853. Um, you also see a comparison of the payroll expenditures from July 2024 through July of 2025. Um the variance there is is probably considered significant to most. But what that indicates is that we actually paid summer school payroll in the month of July this year whereas last year we paid it in the month of June. So in actuality when I back that out the um um payroll expenditures are actually comparable to July of 2024. Um, in addition, you have your local revenue comparison. And then again, as I stated, we have our general fund balance analysis. Um, as it relates

087to the general fund balance, although the balance is 107 million at this point in time, you'll see the breakout of um, fund sources that are actually tied specifically to the fund sources that that the dollar value is listed next to. Um transportation's at about seven and a half mill million meaning that those funds can only be expended on transportation. Um we have um some governor's turnaround money um at 2.1 million if I think if I'm looking at that correctly. Um we also have our foundation allocation remaining. The a lot of these are funds that have to be expended by the end of September. And as I look at and analyze where we are as of today, we will expend the grand majority of these funds. Um, as of July, our local fund balance was $84

088million approximately. Um, and we're still in line to end um, pretty much where I anticipate us ending as of September 30. Are there any questions? All right. Any discussion? All right. Hearing none. Thank you. Miss Watkins, you will also present to us the resolution naming of underwriters. >> Yes, ma'am. Um so, um a few months ago, we started the process actually we have an approved contract for Percy, the building of Percy Julian. The next step in that process is to let bonds um in the process of that we have to attain an underwriter. Um so a few months ago there was a resolution done um allowing Dr. Bird, myself along with the assistance of the financial advisor to put out an RFP to solicit underwriters for the bond issuance. Um an RFP was issued um

089in early June with a final submission around June 24th. It was shared with 21 entities. Approximately 13 companies responded to the um to the RFP. Um in that process, there were several things that were reviewed. Um several categories such as capital availabil availabil availability, I'm sorry, and adequacy, underwriting capability, um personnel, and recent Alabama transactions. Um, we also had additional considerations in our small group meetings um um tied to whether they were local and also as well as meeting the board's minority and disadvantaged businesses located here in Montgomery. So with that um the resolution names three underwriters with a senior manager being Bank of America um co-managers Sbert Williams and Shank and the Fraser Laneir Company as a co-manager um and this is um for upon reviewing consideration of the responses for the request for

090proposals the board has determined to engage Bank of America as the senior uh manager again, Stebert Williams and Shank as a co-manager and the Frasier Laneir Company also as a co-manager. Also in this resolution, our um bond attorney for years has been Cain Bernett. After 15 years, he has actually changed law firms. So, it also um mentions that um we're engaging Maynard Nexon PC and Birmingham, Alabama as the bond council in connection with the warrants. Again, Kane Bernett will still be the bond attorney for the district. He is just now um located at a different firm in the Birmingham area. >> All right. Thank you, Miss Watkins. Any questions, Miss Cloud? >> Yes, I have a question, please. >> Yes, ma'am. We had discussed that being the senior um Bank of America would be the

091senior at 75%. >> Yes, ma'am. And we did not get a percentage of the other two entities um Sebrit Williams and Shanks and Frasier Laneir. What are those breakdowns on percentages? >> Those breakdowns are still in details are still being worked out. >> When will we know that you want us to approve but you we need to know which how much goes to how many how much percentage goes to each one. Also uh what's the total bond that we just doing this for Percy Julian? >> This is Percy Julian. Um the um budget that um our project manager has is about 175 million is the budget. Um and then the there was a resolution done a few years ago where the board would be able to recoup some of the funds that they have put

092out front to start the process of of building Percy Julian because as we are aware there has already construction has already started or there are some expenditures that are already been put out and so that will give the board 25 approximately 25 million of their funds back. So we will reimburse the board. >> Yes, ma'am. And that was a resolution that was um done about two years ago. >> Okay. And then this contract is only for this project. >> It is only for this project. We will probably have to go to the bond market again when we get ready to do Capitol Heights. >> Yes, ma'am. >> I needed to know. But when will we find out the percentages of the other two? Uh other than the senior, >> you want to respond to that?

093I'm going to let the financial advisor respond to that. >> Good evening. Uh Chris Williams with Rice Advisory serving as the financial adviser to the board. Those percentages are something that we can discuss and we could we can do that tomorrow if you would like. We've we've been discussing the percentages. We have been, but I thought by now when we when we approve this proposal that we would have those numbers and we're still working on those numbers. >> Yes. >> Okay. Um, let me ask one more question. The 175 million, the 25 that's going to be in reimbured to the board, is that taken out of the 175? So, that leaves 150 million. >> The bond issuance will be for 200 million. >> 200 million. Yes, ma'am. Approximately. >> Okay. Thank you. >> Okay. Yes.

094This was a reimbursement. Excuse me. I'm not a lawyer, but uh the uh the reimbursement resolution allows the board to reimburse themselves uh for expended funds on a taxexempt borrowing basis. >> Was get getting the Yeah, >> the funding amounts correct. I didn't know if it was coming off the 175 to 25 million or we were additional and it's additional to make up to being 100 200 million. Is that correct? >> Correct. >> Okay. >> All right. Thank you, Miss >> Thank you. >> Cloud, Miss Cortis, >> um Chris, before you get away. >> Sure. Um I I thought I understood that the division between the other two would be the consideration would be what they could handle and then how you divide them because we are going to use them if we make the

095division. Is that correct? >> Yes. >> So the percentage then and I know it's important to Miss Clout, but we're going to use them and you're going to make sure they don't overextend themselves. That's correct. Then the percentages will work out how they work out. So we will get what we need. >> That's correct. And one other thing, it the the the the number of firms does not change the amount paid for underwriting services. That's what we're talking about. The percentages split. >> Okay. >> I guess I just wanted it to be clear for all to know we're being transparent. >> Yes, ma'am. >> That's what I was doing that for. Okay. um had one other question and it's slipped my mind. Uh okay, thank you. >> Thank you, Miss Clown. Thank you, Miss Watkins.

096Our next um agenda item will be Dr. Chenise Williams. Innovation waiver for overage students. >> Good evening, Madame President. Good evening, Superintendent Dr. Bird and members of the board. This evening I will be discussing a innovation waiver. Hold on. There we go. Um the purpose of this presentation is to seek approval to submit a innovation waiver for our overage students here in Montgomery public schools to the Alabama State Department of Education referencing grades 4 through 8th grade. The innovation waiver turnaround time once we submit on behalf of Dr. bird is about a 60-day turnaround to get approval approval, excuse me, back um from the Alabama Department of Education. This process consists of submitting an application. It consists of a letter of an intent, a resolution letter, a flexibility agreement, a final innovation plan, as well

097as a description of the program, which I'm about to discuss momentarily. Okay. Okay. In Montgomery public schools, what we are seeking to do is have a ESAP and MSAP program. And what that stands for is elementary school acceleration program and middle school acceleration program. This program is designed to um for students to achieve two grade levels in one academic school year um through blended instruction, direct instruction, um computer assisted instruction, which may look like progress learning schools, PLP, it may look like HMH, our many computer-based programs to assist students who are two academic grade levels behind based on their date of birth in their current grade level. So we're looking at addressing specifically in elementary school our fourth and fifth grade students and our sixth and seventh grade students in middle school. The academic focus

098of this is to ensure that they receive remediation. They receive intervention and what this actually looks like is year round school. So, these students would enter school in August, which I know we're already into the first nine weeks. And so, with your approval of this innovation waiver, they would begin second nine weeks and continue um to July of 2026. So, once with this approval, year to year, it will look like students enter in August and end in July. So the criteria for this program as I stated ESAP and MSAP is the acronym is students must be first identified by central office as overage. Students may recover at least two academic grade levels in one school year as well as they will con simultaneously work on two grade levels. So while they're in sixth grade they

099will work on their seventh grade work as well. they will have to attend extended day um summer school as well and any tutoring services that are offered by their zone school. So, we're not asking that they leave their current school building. We're asking that these programs are maintained within their current school building that they're zoned for. Parents of participants will be contacted. There will be initial parent meeting. The principles um are familiar with this program. Like I said, parents will be contacted principles. It's inclusive of the school counselor, um the teachers. So it it takes a village to do this particular program to ensure that these students who are behind two academic grade levels receive the um academics that they need. So currently here you see our current overage students in the district in grades

100fourth, fifth, sixth, and seventh grade. Currently in elementary school for fourth grade we have 50 students. Fifth grade we have 34 students. Sixth grade 39, seventh grade 54 at a total of 177. Now you may ask why we are not considering K3, but due to the Alabama Literacy Act, students will be excluded in grades K3 um from the ESAP and MSAP program. Why not high school students? students in grades 9 through 12th grade. They can receive assistance in the evening academy at their zone school or night school. But the purpose of this is that we have so many overage students entering our district. We receive weekly emails and phone calls for students who may have never been in school, students who are not on grade level. And so if we can catch them in elementary

101school in fourth grade and assist them to the eighth grade, then they will enter high school in their correct cohort. So that is the purpose of this. So here just outlines the stakeholder responsibilities. Like I said, it takes a village from the principal's responsibilities. We are not excluding special education students. So this is for any student ESL special education. and I've met with our director of special education about this program specifically and so she has helped write these responsibilities. The school counselor is crucial for scheduling purposes to make sure that they are properly scheduled and as well as the teacher the core teachers are um crucial in this and I know we have a lot of non-certified teachers. So these look like our core teachers, our veteran teachers to the best of our abilities that

102are working with these students to ensure that they receive the proper remediation and intervention that is needed. Here what you are looking at is what we call an academic transition plan. Our students in Montgomery public schools are so transient that if they begin the program at just say one middle school in particular, we've created a indicator in our powers school platform that says ESAP or MSAP. So they will be coded as well as this academic transition plan consist of convening a team at that particular school to see what needs are in place. that may look like the interventionist, the academic interventionist, um the teacher, the principal, the counselor, the MTSS facilitator. So, there'll be a team for this academic transition plan. So, when they decide to transfer to another middle school within our district, the

103academic transition plan follows them and they're coded and power school. So, that way they can continue the program wherever they go in Montgomery public schools. [Music] So, our steps to success look like once the board approves um for the superintendent to submit the innovation waiver, the Alabama Department of Education will respond to the superintendent in writing in 60 days. The second step is once the state department has approved it, the executive director for curriculum and instruction, which is myself, will schedule a meeting with school principles, school counselors, and other appropriate parties. During this meeting, students will be identified. There will be a parent meeting um scheduled to provide an overview of the ESAP and MSAP program to parents stu parents and students, excuse me. After the meeting, the expectation is for principles and for counselors

104um to introduce it to their staff um go ahead and schedule the students and the ex and hopefully we can start second nine weeks. Students will be expected to attend, as I stated prior, extended day programs, summer school, any tutoring services that are offered by their school and that the school offers. And they must simultaneously work on their current grade level and their next grade level. If we start in um second nine weeks, it'll be October through July if needed. Students will be marked as I stated in P school in um as ESAP or MSAP. So if a student transfers, the academic transition plan will transfer with them and it will be in their cumfold record. And this program will allow students to enter high school on track who may currently not be on track.

105Before I speak about the next thing, are there any um questions about Yes, ma'am. Are there any questions about the ESP inset program? >> Any questions? I'll start with Dr. Coleman and then Miss Cloud. >> Yes. Thank you. I was excited when I saw this. I think being proactive about helping our students in this way is is an excellent idea. My question uh in the intro, the eighth graders are noted in the expected outcomes and purpose. We look at grades four through eight. But when in the written narrative and the narrative this evening, uh, we hear three, four, I'm sorry, four, five, six, seven. >> Where do eighth graders fall in this equation? >> Yes, ma'am. Great question. So, when they work, so the eighth graders are not excluded. So, if I'm a current overage

106seventh grader, I'm working on seventh and eighth grade. So, our program that we have at um McIntyre um under Dr. Williamson's supervision, eighth graders have an opportunity to do overage. Well, they have seventh and eighth grade and they have 9th through 12th grade. So, they have an opportunity to do the overage program at McIntyre as well. So, the students that I'm catching in ESAP MSAP, it doesn't exclude 8th grade. So, if they don't get into McIntyre, per se, because of the number of seats that are available, then yes, they can still do it at their middle school. Did I answer your question? >> Well, I I I I I think I'm going to be comfortable with it because eventually when they get to ninth grade, >> they have those overage options that go with ninth

107graders. I just wanted to see where our immediate plan took care of some of their needs. >> Yes, ma'am. So, we are going to cover the eighth graders, but because um we don't necessarily want those eighth grade middle schools to leave the building, like if they don't get into McIntyre, they can still stay in middle school and still simultaneously work on 9th grade while they're in their middle school building. >> Thank you. >> Yes, ma'am. Was there another question? >> Okay. Um how are you showing All right. They're going to be doing both both grades. How are you going to assure that what's needs to be done for fourth grade and they're doing fifth grade at the same time? What is your benchmark? What is your testing out? What is your criteria to show that

108they have met those standards for those grades? >> So, great question. They will be assessed um actually even more so than our traditional students because we're going to have to have the progress monitoring and benchmarks along the way. So the part of the role of the counselor and the core teacher is to pull reports weekly and to see where those students are academically and so we can reset if within. So typically it would look like a twoe turnaround to we would run reports weekly but every two to three weeks also benchmark on the standards that were taught during that time frame to see if they are mastering before we proceed with them. which is why for most students it looks like year round school but that doesn't mean that if I finish before July that

109I can't you know continue working on enrichment opportunities at that opport at at that time but the progress monitoring for these students has to be much more frequent than our traditional students because they are two grade levels behind >> more rigor yes ma'am >> thank you >> yes ma'am >> thank you Miss Cordis um yes Um I forgot the question. Okay. Um oh I I remember um one of the things we think about when we think of overage is failure. That's not necessarily true. Some of these children enter school late and it's not that they're academically behind. They're just um catching up. But would you um consider giving us a list of schools and how many people we have? I know in district in Miss Mitchell's district in district six, they have a good community

110>> tutoring programs everywhere over there in that district. So we may be able to assist in some way if we know where those students are and give those parents a little relief if we could help them out some. Yes, ma'am. I have that report by school. Um I just did not um share the school names, but the numbers that I give you are correct, but I have it per school for each of those grade levels. And I have the student names as well. >> Right. >> Thank you. Are there any other questions? >> All right, Dr. >> Oh, I have I'm sorry. I remember what I was going to say. >> Well, hold on just one second. Give me a second. I have one more thing I need. Excuse me. I'm sorry. I have one

111more thing that I need to present. So, Miss Leslie is helping me with that really quick. You can just give me a moment. I'm sorry. >> Can I just ask a question while we're waiting? >> Will you come and give us updates? I want to hear updates on how this is working since this is a pilot program. I know that other systems, but I want to know for us. I'd like to hear updates on how we're progressing with this innovative idea. >> Yes, ma'am. And just while we're um waiting on that, we've had this program in Montgomery public schools before several years back. >> You had it? >> Yes, ma'am. Um and so once leadership changed um programs changed, but when we had the program previously, it was very successful. >> Yes. >> So, I

112just wanted to state that. So, it may be new to some ears, but it it was in Montgomery public schools from 2013 to about 2017. Um, during that time. Yes, ma'am. >> Thank you. >> You got it. Okay. And I apologize. I was missing something else that I needed to present. Thank you. Okay. So, um, aside from the ESAP MSAP program, I have one other thing that I would like to present as a amendment to our 2526 virtual school handbook. Our current virtual school program um has um students taking access courses um here in Montgomery public schools for our rising 9th through 12th grade um 9th through 12th graders. They are on track to graduate with cohort with the minimum of Carnegie units for grade level. Um what I would like to present tonight is

113a new component to our virtual school handbook which looks like the virtual alternative program. This program will allow students to take courses by a provided vendor which could be possibly schools PL um progress learning or some type of computer-based assisted program. um serving students in grades 6 through 12. Students being um student placement will be identified by student support services. It establishes an alternative disciplinary measure in addition to students being placed at McIntyre. Currently, if this is approved, we have two retired teachers that will be hired to facilitate the computer lab here in our leadership building and the computer lab right here on Tuesday and Thursdays from 1 to 4:00 p.m. And that's if students need if these students need face-to-face academic assistance with the support of the office of curriculum and instruction. The district

114will continue to follow the established policy and procedures for students with disabilities. So, what I'm asking is for this amendment for our virtual school handbook to be approved with the virtual alternative program for students who um have been placed by the office of student support as an alternative option to McIntyre. Yes, ma'am. >> Um actually, Miss Cordis had a question, Miss CL. >> Thank you. Okay, just before I get too excited. So, they don't have to go to access. they can get this course by uh an approved vendor as opposed to access. >> So that's a great question, Miss Portoris. So for our virtual school program that we have, the students use Access. So what I'm asking is that we're adding a component to our virtual school handbook separately for our alternative students through due

115process or expulsion. I see. So, this is a virtual alternative program for those students that um may receive 45 days um at McIntyre. Instead, they may use um the virtual alternative program. And so, if a student is at home on the virtual alternative program doing progress learning or schools pop and they say, "Hey, you you know, you haven't logged in in two weeks." The retired teacher calls, they check on their grades. um we need you to come to the computer lab and get some assistance. And so if it's just say a calculus class, then we can have the math specialist from the building next door come over and support that student. So it's an alternative option to go into McIntyre placement >> because you know I was fix I know I know yes ma'am yes

116ma'am. >> Okay I take it this would also be a good place to put schools PL which you said. would they have access to that program? Because I'm hearing that we're not giving full access to everyone with schools PLP and that would help a lot. So they would have access these two retired teachers for schools PLP and they they can determine and have conversations with them to set up the plan for them because I know schools PLP offers that. >> So yes ma'am. So we um with the retired teacher fair that we had um we looked through applicants specifically that have technology backgrounds. So I met with Miss Star Plump who's our retired teacher coordinator to identify some possible applicants that are techsavvy so that they can um receive training in schools PLP if needed

117and assist the students and monitor the students progress. >> Thank you. >> Yes ma'am. Madam President miss Dr. Keith >> I want to make a comment on Dr. Williams, I I will say that our superintendent could have couldn't have put a better person in charge of this and I knew you would do a great job. So, thank you. Um, I do want to say, um, on your your the last thing where you talked about the alternative program, this is exactly what I was talking about during the budget meeting, which was probably out of place, but it was in place because we do have a problem specifically with ninth graders. And it's that it's not every ninth grade, but it's ninth graders that are wanting to to show out. It is it is almost gaining a

118notch on their totem pole. to to be bad to I I had a gentleman that's still in the audience. I'm looking at him that I met him and he came up and thanked me and said it's the first time he's heard something where we are all going to stand together in unison to stop the discipline problems. And I want to suggest that it is like what um u Miss Cloud said that it schools PL that is something new to the system. It is something that we are aware of. I've actually sat through the classes. It does 80 different languages. I, you know, I worked hard to get that into Montgomery public school system. It assures us and the public that it is actually educating those students. And if they can't behave at school, then these

119p they're going home for 45 days, not to an alternative school, which is what they want. We're send them home. And if they want to come back and be bad, they can get another 45 days because we're not putting up anymore with the bull crap. It's zero tolerance. And like I said, I gave my number and I'll do it again. 334-5460693. If you have any problems, principles, teachers, whatever, I'll be your hotline, okay? And I'll make sure any student that's sent back ain't coming back. And I hope everybody heard me replay it. Thank you. >> Yes, ma'am. >> Are there any other questions? >> There's one more question, Miss Cord. >> Dr. Williams. >> Yes, ma'am. >> Can we look at this maybe next year for And Miss Infining, I know where I'm going with

120this. For the students that are sitting in classrooms that are above that grade level >> and we keep them and then in the summer we put them in that same classroom. Can we think about them and where they can go to accelerate because that way we don't lose them when it comes to third grade. We don't have to worry about them reading. >> I know you and I had that conversation. So for next summer, absolutely. >> Yes, ma'am. >> Any other questions? >> Thank you, sir. >> That third grade is the literacy and is the literacy u mandate for third grade. So I understand that's a good I'm glad you brought that up. >> Thank you so much. >> All right. Thank you so much. All right, our next agenda item will be Mr. Jason

121Isaac, District Title One, Part A Part A, Family and Community Engagement Policy. >> Good evening. Um, Madame President, Dr. Bird, and fellow board members. Um, thank you for the opportunity to come and speak before you today from the Office of Federal Programs about There it is. Um board policy 6.27 which is parent and family engagement. The propo proposed revisions or updates to this is to have three main objectives. Number one to ensure alignment with the federal law. Elementary Secondary Education Act section 116 does have very very specific guidelines that need to be followed by each of the local education agencies and we want to make sure that that is included in the board policy. We also want to revise the language and format to make sure that it's more parent or what we like to

122say family and community engagement friendly and accessible to families as well as strengthen two-way communication. So we're going to go through very very briefly the board policy just current and where we look to go from here. So currently there is four subsections starting with purpose, definition, rationale. There's going to be very very limited changes to those first three subsections. We're going to take exactly what's there and there's a couple capitalizations and couple minor word changes that we're recommending that should be a part of the packet that you have. The fourth subsection however, the fourth subsection is an implementation phase that is in the board policy which we are recommending actually removing completely and moving to a different subsection. Currently, it is under implementation. We're recommending moving portions of it to subsection 15, which is the

123local school parent and family engagement plan. So to talk a little bit about the new sections of the parent and family engagement policy, sections four, five, six, and seven are more of the general specific title one provisions that are required. So subsection 4 is going to be a subsection that recognizes that the school system has to do outreach on a regular basis to parents and family members in condition of receiving title one part A funds. Subsection five is going to be meaningful consultation which ensures that MPS in all title one part A programs, activities and procedures that are developed or implemented is through consultation with parents, community members and families. The section six is a requirement that all districts have to have which is the title one part A parent and family engagement policy. In

124that policy it must be jointly developed, agreed on and distributed to parents and family members. And this subsection just makes sure that it is included in our by or in our policy. Subsection seven, which is going to be an example on this next slide, is our title one parent or title one part A family and community engagement policy summary. Rather than coming every single year to the board and requesting revisions to the board policy which is required under law, we are looking at adding this subsection which is the family and community engagement policy summary which will be able to be annually developed and distributed to all stakeholders and ensure that any voices that the parents, family members or community members have is in is included in any revision that happens on a yearly basis. So

125rather than coming and doing a board revision, we will be able to then change and update this summary and distribute that summary on a yearly basis. And I do want to take a step back for just a moment. The example that you see on the board, we are having a district federal programs title one parent advisory committee meeting actually this Thursday and we are going to be receiving feedback on this draft document from community families and parents that attend that meeting which we'll talk about in just a moment as well. Continuing with subsections 8 9 and 10. Eight is a requirement in the law for jointly developing required plans. This is not just the title one parent family engagement plan. It is required under federal law that if we have any CSI TSI schools that

126parents and community members have input into those plans as well as the LEA consolidated plan for title one which does more than just title one. It does all of our title one, title two, and all the other funding sources. But this subsection would say that meaningful stakeholders and collaboration is required for all of those plans not just the parent engagement plan. Subsection 9 is coordination of activities within the school system. It is required that the school system or MPS provide coordination, technical assistance, and other forms of support from our office in the office of federal programs to local schools because local schools, all 49 of ours, which we'll talk about in the work session, um is required to have technical assistance and support in developing any of those plans as well as activities. Subsection 10

127is coordination with other laws and programs. We are required to integrate any federal, state or local parent and family engagement programs into the title one part A program. So for instance, we have preschool, we have hippie that also is integrated into title one as well as several transition programs. Almost done, I promise. Subsection 11 is an annual evaluation. We are required annually to provide a survey to stakeholders to get feedback on how our parent family engagement plan is being implemented and run. We did release that survey this fall. We have to date, I actually just checked before um I came up, we have 348 survey completions. So for 2 days of the survey, we I'm pretty happy with that number. Now I I would like that number be in several thousands by the end and

128we still have about a week and a half left and we will be able to seagregate that data by school. But this will include that that is an annual requirement even though I can't submit my consolidated application without doing it anyway. Subsection 12 is policy revision. From that annual evaluation survey, we are required to annually revise everything regarding the parent family engagement plan. So this includes that subsection 13 I think is one of the most important subsections that's being added and this is the federal programs parent advisory committee. It is required that as a district we get all stakeholders to the table from parents, family, guardians, community members, teachers, administrators, board members, other stakeholders around the table and look at the entire federal programs from funding to programmatic to evaluation all the way through. So,

129we are actually hosting that meeting and there is the flyer that went out at the bottom right hand corner. To date, we do have 31 people that have RSVPd. My goal is to have it at 120, but we are um good right now with 31. Anyone that does attend, even if they don't RSVP is welcome. It is a district-wide meeting for all stakeholders to come and attend. And then subsection 14 is the Taiwan parent part A parent and family engagement reservation. We are required by law to reserve at least 1% of our title one allocation to parent and family engagement initiatives. I am actually happy to report that we exceed that 1%. Some districts in the state do not but we do. So we do utilize our title one funds in strategic ways. And then

130the last subsections that we'll discuss and then I'll have it open for questions is subsection 15 which is the title one part A local school parent and family engagement plan. We are required at a district level to have a policy. Each school is required to have a plan that has to be individualized to their independent school because we know that an elementary school is different than a middle or high school. A school that is more suburban is different than in the middle of Montgomery or in different areas. So it has to be strategically worded to meet the needs of the stakeholders for that school. Subsection 16 is building capacity for parent engagement. There is thick shells that is required under the law from program information um to making sure things are accessible and of language

131that parents understand other activities as well and this includes all those six shouts to make sure that um we are implementing programs that follow those requirements. Subsection 17 is accessibility, which ultimately says that everything that at least that the office of federal programs will put out will be accessible to all parents and stakeholders in a language that is easily to easy to understand. We know that it isn't just languages that require this, but educationes can be difficult at times. There's a lot of acronyms and jarens that come through the education world. So it is required that we break that down and make it into a language that's easily accessible to parents and other stakeholders. And then the last one is policy review. This would be a acknowledgment that the SCA which is the AOSDE does

132have the right and every 5 years they do come and they monitor our parent family engagement which in our district we're trying to move to family and community engagement. um and they can give feedback and request changes to that policy during the compliance monitoring process. So questions, >> Madam President, >> Keith, >> um couple just a couple things. Um a request um since some of that is new subsection. I was looking for all this subsection since there's like 17. Yes. >> Can we get a copy of that? Um because I don't think we have that. >> That's not on I mean I haven't seen it. It's not in front of me. >> Okay. >> So it' be it'd be nice to be you know that's so many to remember. >> Yes sir. >> I'd like

133to you know it was if somebody brings it up to me I'd like to be able to find it. >> I totally understand. I apologize. I was under the impression that in the system that that document was uploaded. I can make sure that that >> in I can make sure it's actually up there. I can make sure that you guys have access in that document that is now there that you can see. You will notice that is redlinined. So you can see anything that's being added and anything that's being taken away is black and it's crossed out where there is very limited that's actually being taken out. Most of it that's being added, I don't want to say it's copied directly from the law because it wouldn't make a good board policy if we used

134exact federal language, but it it ultimately is a copy paste with some changes. >> Okay. And the other thing, Mr. Isaac, is you you spoke of the um survey and the data and that you already have and those numbers are great that to to have done those in two days. I' I'd love to see the same figures that you're thinking in your head, too. But will that one will that data be shared with us? Two can you get with maybe Rosanna Brutin or something like that and you know maybe post that on our website because it's kind of nice for parents to see what other parents are saying we where there could be a tab where they could go to the parent engagement survey once it's done and they see the data. >> Yes ma'am.

135So on two different sides of that once we get all of the data from the survey I do have compliance officer team and several of them are here so I want to thank them for being here as well but they will do a infographic by school which we will first provide to the schools because they're supposed to use that data in the designing of their title one program. We will also do a a district overview in essence and that will be shared with pertinent stakeholders because I have to include that evaluation in my upload to the state department anyway. So before that happens I can make sure that a copy also goes to the board um in the weekly updates that you get. >> Okay. Thank you. >> Absolutely. It used to be It used

136to be >> Excuse me, Miss Cloud. Miss Cloud, real quick, let me just set up say this. Uh, Dr. Keith, um, the presentation is in the assembly for your review, is it? I'm sorry. I just want >> that used to be under the section when you drop down federal programs, but you're right. I'd like to see it in the front of our website to so parents don't have to think about how to find it, but it was there at one time because I remember looking at it Thank you. >> I can also say, and I apologize, that um the Office of Federal Programs is trying to be very strategic with outreach because we're needing a lot of data sources in order to complete our applications. So, as we get more data sources, I would love

137to work with communications to make sure that we are fully transparent. Everyone has the data. >> I'm on Simly, but it's not on here. Oh, you okay got >> All right. Okay. >> All right. Thank you so much. Is that it? Any questions? All right. Thank you. >> Thank you so much. >> All right. Our next agenda item is consent agenda. Still, we have to still conduct our business. Thank you all. Oh, I'm Chad. Saw you up there and forgot about you. >> Okay. >> All right. I do apologize. Mr. Chad Anderson will bring to us the 2025 2026 renewal of ATBE automobile fund participation and coverage. >> Good evening, Dr. Bird, Miss Watkins Smith, Miss Portoris, and members of the board. Uh the ATB renewal is just a renewal of our insurance policy with

138our white fleet and yellow fleet uh buses and and our work trucks and things like that. So that's all that this is for. Uh it's a yearly renewal. >> All right. Are there any questions? Thank you, Mr. Anderson. Now Dr. Bird, we are moving to consent agenda. Thank you, Madam President. Superintendent recommends your approval of our consent agenda, items 14 A through 14F. >> All right. The superintendent has made a recommendation for items A through F. Is there a motion? >> I move to accept the recommendation of the superintendent. I second. It has been moved and properly second. All any discussion? All those in favor do so by showing of hands. It is unanimous. Um the next >> we do know what that applause is for. You're welcome. And we're so excited for you as

139well. Uh our next agenda item will be uh actually before we go into our next um agenda item, we need to make a slight uh suspension of the rules um to amend the agenda to include the virtual school amendment handbook. Is there a motion to suspend the rules to add this to the agenda? This is by way of the superintendent. Madame President, I move that we suspend the rules. >> All right. I second. >> All right. There's a motion. It has a motion properly second. All those in favor of suspending the rules to make the amendment of adding the virtual school amendment handbook do so by showing of hands. It is unanimous. Thank you, Dr. Bird. >> Thank you. Superintendent Superintendent recommends your approval of item 15A, personnel report, certified personnel. Superintendent has made a

140recommendation. Is there a motion? >> Madam President, I move we accept the superintendent's recommendation for certified personnel. >> I second it. >> It has been moved and properly second. Any discussion? Hearing none. All those in favor of the superintendent's recommendation do so by showing of hands. It is unanimous. Dr. Bird. >> Thank you. Superintendent requests your approval for item 15B personnel report classified personnel. Superintendent has made a or the superintendent has made a recommendation. Is there a motion? >> Madam President, I move that we accept the superintendent's recommendation for personnel report classified. >> Is there a second? >> I second. >> It has been moved and properly second. All any discussion? All those in favor do so by showing of hands. It is unanimous. Dr. Bird, >> thank you. Superintendent requests your approval of item

14115C, personnel report teams. >> Madame President, >> um Oh, go ahead. The superintendent has made a recommendation. Is there a motion? I'm sorry. >> Madame President, I move we accept the superintendent's recommendation for personnel report team. I second it. >> Has been moved and properly second. Any discussion? Hearing none. All those in favor do so by showing of hands. It is unanimous. Dr. Bird. >> Thank you. Superintendent request your approval of item 15D resolution naming of the underwriters. >> Superintendent has made a recommendation. Is there a motion? >> I move to accept the recommendation of the superintendent for the resolution of rename of naming of underwriters. >> I second. >> It has been moved and properly second. Any discussion hearing? None. All those in favor do so by showing their hands. It is unanimous. Dr.

142Bird. >> Thank you. Superintendent recommends your approval of item 15e, virtual school amendment handbook. >> The superintendent has made a recommendation. Is there a motion? >> Madam President, I move that we accept the superintendent's recommendation on virtual virtual schools amendment. >> I second. >> Has been moved and properly second. Any discussion? Hearing none. All those in favor do so by showing of hands. It is unanimous. See >> all right. This I'm sorry. You had to do teams. We didn't do the teams. We did teams. >> Did I miss it? Raise my hand anyway. Sorry. >> Sorry. Sorry. >> All right. Our next schedule board meeting um actually on September the 11th at 4:30. We have a special call meeting for B budget hearing number two in the training room one. And our next regular scheduled

143board meeting will be October 14th at 5:00 in the training room 1. This concludes our board meeting and we'll go transition into the work session. Mr. Lin, we're ready. All right. The Montgomery County Board of Education work session is now being called to order. Uh we do can we can we still have a quorum. Um is there a motion to approve the agenda? >> Madame President, I mo I move that we approve the agenda. >> Is there a second? >> I second it. >> Any discussion? It has been moved and property second. All those in favor do so by showing of hands. It is unanimous. Our first item, next agenda item, excuse me, is receive as information from Vulker Laura Pin. >> Hello. Good evening. >> Good evening. We're going to dive straight on into

144uh CIP uh program for the month of September. We're going straight into Percy Julian High School recording at 7% overall project complete and we're still target for a December uh turnover date. Mostly right now what we've what we've been dealing with for the past month is just mass grading. We've got the building pad A and C which I've got an example where it shows just where we're at on the north uh portion of the property. uh both A and C are building pads are degraded and we actually started opening up and digging footing structural steel footings um with concrete being poured on the 5th of September. Here's our aerial uh photograph of facing the northwest portion of the site. Again, another aerial photograph of the northnortheast view of the campus. Here's just a closeup uh

145view of of our our building pad A taking shape and the layout for the footings at the column lines. photograph of the structural steel rebar being laid in the footings and concrete being poured on the right side of the of the of the picture. And then here's a a west view due west uh view of the campus facing the boulevard and then our south view facing Roy Hodes Boulevard. moving into uh South Lawn Middle School. We're currently at 92% project complete and uh trying to get the GC on to that that anticipated completion date of September 24th. So, the good thing that we had uh positive uh things that took place this past month was our overhead above ceiling overhead inspection was held with the DCM and it actually passed. So, that's allowing the GC

146to be able to start installing ceiling tile overhead, specifically in the large box area, the gymnasium. We've got a lot of work that was completed on the exterior. Uh concrete was poured for the sidewalks as well as the connector back behind the uh the secure vestibule. We've got the connector that was poured between the existing building and the and the new in the new gym edition. um polished concrete and stain was being applied on the floors. Uh we've also got plumbing fixtures that's being installed. Um and uh that's that's really the big items that that took place this past month. Our gym exterior gym windows were installed. Here's the east side view. This is the concrete uh connection point between existing building and the new uh gym addition. And just another view of of site

147work that's taking place. Here's some interior shots. This is the gymnasium entryway. uh contractors actually got the the flooring covered to protect it, but that area has already been uh stained, received its uh concrete stain. We've got uh the large overhead signage installed at the concession area. Again, kind of where we were at for the big box gym, waiting for that overhead inspection to take place. And so now that will allow the GC to start ceiling tile and then we'll start seeing the the wood flooring be installed as well as the bleachers. This this is just a photograph to showcase that the flooring's on site and scoreboards have been installed. And then here's uh a picture of uh during the site visit where they had started doing uh stain. We still need to polish, just

148clean it up, get a nice shine to it. Photograph of your uh restrooms, plumbing and fixtures installed. Uh and your toilet partitions also have been installed. And then here's our overall MBE DBE participation. There's been no changes from last month to this month. Any questions? Madam President, >> yes. >> I just want to those windows. I don't know who came up with those windows. Those are gorgeous. >> The gym for the gym that look like basketballs. I'm like, how nice. >> Yes, ma'am. That would be your architect as expert and associates Birmingham. >> I noticed those two were nice. >> Yeah. >> Nice little touch, Stuart. >> All right. Thank you. My apologies. Had a question. All right. Thank you, Miss Penn. Our next um presenter will be Miss Jacqueline and Miss Tori Enfinger and

149Dr. King presenting the MPS principal evaluation. Good evening, Madame President, board members, Dr. Bird. Thank you for allowing us to speak this evening regarding this information. I'm Tori Infinger, executive director, along with Miss Jacqueline Campbell, executive director. On behalf of the Office of Academics and Accountability. Tonight, we present to you the proposed principal evaluation system. Um, Miss Hart is passing around the principal key performance indicators also referenced as KPIs throughout our presentation this evening. The goal of the principal proposed submitive evaluation is to make sure that we strengthen leadership develop development across our system as well as accountability. Our expected outcome this evening is to seek board approval to implement a new component to the existing evaluation system for principles aligned to our district's KPIs or key performance indicators also align with the Alabama principal

150leadership development system also known as APLDS which in turn would enhance the current formative only evaluation model. Our proposed evaluation on the summit of side of things align with Dr. Bird's 100day plan phase three future vision and long-term strategy. Our goal is to make sure that we have long-term strategic priorities as well as establishing systems for continuous improve that improvement. Specifically looking at the key action for strengthening leadership and accountability. We want to make sure that we set clear expectations that lead to improved student outcomes. The current board policy 5.08 focuses on employee evaluations. In this policy, it states that certified employees other than contract principles will be evaluated in accordance with an evaluation program approved for use by the Alabama State Board of Education and that contract principles will be evaluated in accordance with

151rules, regulations, and requirements promulgated by the state department of education or as may otherwise be permitted by law. We have worked with attorney Powell to the with the new proposed changes that you see in red, which we would propose to add at the end of law, which may also include a summit of evaluation component approved by the Montgomery County Board of Education. The superintendent is authorized to develop specific procedures for the summit of evaluation to ensure fairness and provide an implementation plan aligned with board policy and applicable law. Our current evaluation model is aligned with the Alabama State Department of Education and it is a formative model. Principles currently participate in a formative growth model focused on reflection, coaching, and goal setting. It also includes professional learning that indicates that principles must complete 30 clock

152hours that are approved by the APLDS and that is evidenced through the professional commitment tile. The screen that you the sections that you see on the screen are the five components that principles have to complete each year. It starts off with identifying their current position. They must also create a professional learning plan. They have to complete a certificate of stipen eligibility along with evidence that they completed those 30:00 hours and then also a certificate of completion. So our current model focuses solely on coaching reflection and growth. What we are proposing to add is a summit of evaluation to enhance. So we would keep our formative and add the summitive piece which is accountability oriented. Our purpose is to make sure that we're able to assess the overall performance and effectiveness at the end of evaluation

153cycles. Our focus is to make sure that we have outcomes and results that specifically align with our district strategic plan which focuses on student achievement, school climate compliance, and leadership development goals. because ultimately what we what we want this work to do is strengthen our leaders. The timing is end of year and also at the conclusion of the valuation period. We also propose that this is evidence-based accumulated docu documentation from the year that would include formative feedback from the formative side of thing that reflection goal setting participating in professional learning looking at data and also having principles develop a portfolio of evidence based on the performance metrics that of the document that you have those KPIs. We do want this to have an evaluative tone which measures how well standards and expectations that are set

154by the district were met. And the outcome would include a final rating or score. And then it would it could possibly impact contract renewal or continued improvement employment. My apologies. We also align this again to our KPIs. Um, Miss Campbell is going to share those out more specifically as it relates to the rubric, but we also still want this to be part of the reflective practice as well as principles completing a self assessment, having supervisor ratings based on the KPIs, their evidence of impact based on their baseline data, and we'll share some more information about that in just a second, and also endofear performance conference as well as developing that digital portfolio. Just to give some background on the way the performance domains were designed, we did align those with the formative APLDS leadership standards

155that were just updated by the state department last year. Those domains are outlined as leadership effectiveness that aligns with KPI3 and KPI 8. Instructional impact aligned with KPI 1 and KPI 2. School culture aligned with KPI 5. Stakeholder engagement KPI 4 and KPI 6. Operational efficiency aligned with KPI 7. When you look at the performance level descriptors, they are levelized into four levels with level four being highly effective, exceeding expectations, consistently demonstrating exemplary performance. Level three would be effective meets expectations. Level two improvement is necessary, progressing toward expectations. And level one, below standards does not meet expectations. Good evening. >> Good evening. >> What you see before you now is the rubrics and performance scale. This is a condensed version. As Tori explained, each of the KPIs are aligned to five domains. Those domains in

156the first column indicates measure of success. So this will be how the determination will be made as to how leadership practices are measured. So from leaders measures of success you see the four level of practice. You see four which is exceed, three which is meet, two which is progressing and one do not meet. Our goal is for all of our principles to fall into the category of meet. If you notice with the first example, meat is simply compliance. So with the development of the two, we want more than just compliance. We want them to grow, but we also know that every leader is at a different place in his or her um leadership years of experience. And so when you look at the KPIs that's before you, the condensed version just gives an at glance

157view of what um data will be collected to determine meeting or whatever category they fall in for its level of practice. The second image reflects the tool that would be used at the end of the year in order to reflect the performance. And I don't have my glasses. What you see here is for each of the domains is weighted. And if you notice, leadership development has 25%. I have my glasses. I just can't see out of them. I still can't see it. Instructional impact has 30%. So if you notice, instructional impact has the uh greatest weight attached to it because when we look at our student achievement, it's based on what's occurring as it relates to instruction. And of course, we want to ensure that our leaders are instructional leaders. And when you look at

158school culture, stakeholder engagement, and operational efficiency, they're each weighted at 15%. So, the calculation process is simple. We will have a walkthrough form. From that walkthrough form, we're going to be collecting data when we have our site visits. um when we are monitoring the implementation of the formative assessment. So we will be collecting data throughout the process. So the example that's highlighted in red, this particular leader for leadership development based on the evidence earned a score of three and instructional impact a score of four. So for each of the um scores that were earned based on the evidence, it's multiplied. So once we add that weighted score, we're going to get the overall score. So from that overall score, we have the range for the final score. For this example, three falls within meets expectation.

159So this is what it looks like in terms of um collecting the data and at the end of the year considering the level of performance for um the principles advance it for me. This version here is an expanded version. We have expanded version for each of the five domains. And the first um indicator key performance indicator we have listed the actual evidence or the measures for KPI3 KPI8. So there are multiple data points that principles will utilize in order to show where they are in terms of meeting. But again, our overall goal is for all of our leaders to perform at meets expectations. And so just as an example, ME's expectation for domain one leadership effectiveness serves as the instructional leader completing 100% of evaluations on time with actionable feedback leading to at least 80%

160of teachers improving leads monthly PLC's a minimum of September to say to include collaboration, datadriven discussion and sharing best practices, aligns the school mission and vision with district strategic priorities. Include stakeholders in the development of school goals and communicate goals to stakeholders regularly at least three times a year. What I will say about this is everything that's listed here is no different than what they are expected to do now. So although we are proposing to add this, it's not additional work. This is accountability for the work that you're expected to do. Next slide. So here what does it look like for implementation? The goal is to implement this year, but for full implementation consists of three years. So if a principal contract ends June the 30th of 2028, there would be three years of data

161that's considered. it will be 2425 which is the baseline 26 as well as ending year 27. go they will go through the full cycle of implementation with this. And so as you look at the KPIs, some of the evidence is increasing student performance either on the AAP if you are in the configuration of K8 to include graduation rate and CCR as an example for our secondary schools. So within a 3year period, you will have been able to show progress as it relates to um the KPI accomplishment. For a modified year, this applies to principles who have two years remaining on their contract. contract will end June 30th of 207. We consider two years of data beginning with 2425 as the baseline and there will be one year of data in which we can look at

162the AAP or any of the state summitive assessment. But we keeping in mind that because it's not a three-year period, it's not going to negatively impact the principal. They have a shortened contract cycle. So therefore, the evaluation will be based on one year of the sumitive data. And finally, if your contract is up June 2026, we call that the renewal year. So with the renewal year, one year remaining. Again, we're going to look at the summitative data where we're looking at baseline, but we will not have the state data back for 2526. So those indicators will look like what are some of your formative data that you're currently utilizing in the school. This may be I ready. It could be progress learning or it could be Alex. And this list is not exhausted. It's just

163an example to show the types of formative data that's available in lie of state report card um data. Also, additional factors will be uh considered including administrative improvement plans, leadership practices, and contract period performance data to support renewal decisions. And finally, Miss Infinger talked about the formative process which is required with the state department. This is just the timeline. We have been working with our principles. They've engaged in training with Dr. Jones from Alabama State Department of Education. They have logged in. Self assessments were completed September the 5th. We're in the process now of holding those collaborative dialogue for goal setting. I want to point out with the state formative assessment piece, this is where the principal mentoring act comes into play where they receive a stipen. So in order for them to be eligible

164for that stipen, they have to complete the PL by October 1. We have set September the 30th because we know sometimes things happen and we'll have one day as a uh cushion to ensure that um we meet the October 1st. We also inform principles if you decide to retire this year that the state department has put in a timeline. Any principal that chooses to retire uh in 2026, then they need to complete all of their information by May 1st, 2026. Otherwise, the timeline is June 19th. The final slide relates to the timeline for the summitative piece. Now, we engaged in multiple um collaboration sessions with various stakeholders. Of course, being the superintendent July the 8th when we actually presented the draft of this plan, we followed up with a team or I should say Tuscaloosa

165County where they have been using a summitive evaluation piece for years. So we did collaborate to share our draft to get feedback. In addition to it, we currently have a partnership with handover research company. So to ensure that everything that we looked at, including those performance rating scales, is valid and reliable, they also have a copy of the plan. they're looking at it and they we should be hopefully getting some feedback within the next couple of of um weeks. The other piece of that is very important that we included principles in the process. So a subcommittee of principles. We had a combination of veteran principles as well as novice principle. So we wanted to roll it out to them to get their feedback and input. And finally, we met we rolled it out or shared

166it with the entire leadership body in regards to um the plan. And so again, that brings us to tonight where we are presenting it to you for consideration and um next steps. Going to end with references. Our evaluation system is grounded in research. Do you have any questions? >> Are there any questions? Uh, Dr. Coleman. >> Yes, that was a lot. Thank you very very much. Um, I think you already know that I have many decades of interest in formative assessments and I'm happy that uh that's still our framework. I'm concerned when it comes to the summitative and and a summitative piece is necessary also. I'm concerned about uh its implementation. You did a beautiful job of explaining but I think I got a little bit foggy when it came to uh those principles whose

167contracts might be up this June. I think I heard you say that the summitive piece will not negatively impact them, but can you tell me one more time what their process looks like? >> The process will be the same. The data that's used to determine the growth will look different. For example, I mentioned a possible um tool being I Ready. I read it comes with a predictor that predictor indicates the uh alignment or predicts how that student or students will perform on the AAP. So there are multiple formative assessment that speaks to achievement and speaks to all of those areas. So we're not limited to just that. And let me just add this. Although that would be the only source for this year, formative data will also be available for any principle regardless of what

168cycle they will be able to use that as well. >> Okay. Thank you. And and I think basically they're being evaluated as they have been. Uh but this baseline still becomes a baseline. Hopefully, if they're renewed, it is the baseline for the next three years. >> Thank you. >> Yes, ma'am. >> All right. Any other questions? Dr. Keith, >> I have it. It's not necessarily a question and maybe it's a maybe I'm just confused. I know. Um I've just watched over the years when we're hiring principles because that's a that's we don't have a shortage of principles. We have a shortage of teachers and I think we've gotten into situations. So, it's just a comment, an observation, and a Lisa Keith observation, and I'm probably going to be booed for saying it, but I'm going

169to say it. Sometimes when we give these three-year contracts, we are logged in. We are locked into that. And sometimes we don't get the best of principles and we're stuck with it because we're like, well, we got to, you know, we're going to have a lawsuit. And I just want to caution against three-year contracts. And what when you're talking about the three-year observations, it's almost like opening a door or a window um to the three-year contracts. I get it. But we don't have a shortage. And I just think we're setting oursel up for, you know, I when we did some of our three-year contracts in the last four or five years, my eyes bugged out. And I will say I don't want to say I told you so, but I've watched things happen happening that

170that I I could say I told you so. And that I just think three years is um something we ought to caution against. All I will say, >> Miss Cloud, >> I think that goes back to Dr. Keith. I think that goes back to progressive discipline and being acknowledging that we need to take those steps because once you do that, that covers you. If you're concerned about keeping a contract, that progressive discipline helps counteract that. If something is not if something's arai, then there's there's where the drop off point has been. Thank you. >> I'm I'm going to argue with you. If you have a person that is not keeping up with that progressive discipline, if you have a friends and family member, sometimes that progressive discipline is never written on paper and that's what

171has gotten us into some of the issues that we have or concerns that we have presently. >> I was just telling you the counterbalance to that. >> Doc, I miss for and to Dr. Keith's point, this is what this is for. I mean, if you don't get anything that you can We're not locked in to anybody. They think we are. We're not. If you don't do your work and it's done correctly, we don't have a corrective method. You can't come in my classroom and let me go. You never said I was doing anything wrong. But if you have a document that says, "Miss Poris, babe, we got a law. Here it is." You know how that works. Lisa, and I mean, Dr. keep and um and then we can we can make it better for

172the students by making sure the adults are leaders. Some of these people really want to be good leaders and we owe it to them to make them accountable enough to be good leaders and then if they don't they don't and we can help them. And one thing we do want to clarify is although it may be a three-year contract, they would end up with three years of summit of evaluations throughout that process. So it's not just at the end of the cycle. Every year it would be a summit of evaluation. Before we step away, we want to acknowledge that this was truly a collaborative team. It wasn't just Tori and Jackie. Dr. Chenise William, Miss Floyd, as well as Dr. King were very instrumental from the foundation up in developing um this. >> I just

173wanted to make one comment and just say I applaud you all for all of the work you put in. I do understand the vision behind it and as they say, good leaders equal good schools and that's what we're trying to get to. Thank you. >> And Dr. King didn't have to present If you uh board members, if you allow me to make another uh suspension of the rule, there is one additional thing that was left off of the agenda. Um it is the AI policy update that will be presented to us by Dr. Pal and it will be item E. Um, so if I can get a motion to accept the um amendment to suspend the rules to make that particular amendment. >> Madam President, I move that we suspend the rules for item E.

174>> All right. Is there a second? >> I second. It >> has been moved and properly second. Any discussion? Hearing none. All those in favor do so by showing of hands. It's unanimous. Thank you so much, ladies. All right. Our next agenda item will be C transition. Oh, well, we'll go ahead. Not yet, Mr. Pow. You're you're you're later. >> I mean, I can move it up if you need me to. Um, but we'll have um Mr. Jason Isaac, transition of Lamp High School to a title one part A schoolwide program. >> Once again, good evening, madame president, Dr. Bird, board members. I do want to apologize. In the last one, I didn't formally introduce myself even though I believe most of you guys do know me. I'm Jason Issacs. I'm the executive director of

175federal programs. Um, today for this portion, I get to talk about the transition of LAMP High School to being a title one part a schoolwide program under the law ESA 1114A1A. I know there is a lot of letters in there. I I'll simplify it. I did a couple underlines there. Ultimately, what the law says to get Title One funds, you have to be in an eligible school attendance area and you have to have 40% or no less than 40% in order to qualify to be a schoolwide program. At this time, Lamp High School is 25.95%. So the question comes, how do we transition a school that is under 40% to a schoolwide program? Well, the law helped us out with that. So in a different provision, there is a method called the feeder pattern method.

176And this is allowable for high schools. And it recognizes for a high school that you may not get all the eligibility requirements and because as they get older it's harder to get forms back and stuff of that nature. So it goes on the basis of an accurate estimate calculating the average percentage of low-income families from elementary school attendance areas that feed into the secondary school. And then you take the number of students and divide by that percentage. So the way that looks for Lamp High School is we have an elementary feeder, we have a middle school feeder pattern. When we add up those numbers, which you see on the screen, we now get to a percentage of 42.81%. Which if we go back, you can see it is greater than 40% which allows them now

177to be a schoolwide program. Now, to my knowledge, I don't want to say this for 100% certainty, but based on my knowledge of the state, I believe this is the first school that is actually going to be a title one schoolwide program using this method. So, I think this is a good benefit to our district and it will help us in multiple areas. I do want to acknowledge some of the supports that we have provided to Lamp High School. some of the people in the room here with me today is in supporting that this school. We wanted to make sure that because they were transitioning and they never were a title one school that we didn't want to just say congratulations here you go you're on your own. So our office supported them with the

178development of all the required documents that they needed to have. We also supported them with conducting all of their required meetings. We've so far had two title one what we're now calling planning meetings instead of parent advisory committee meetings because we know it takes a full village. It's not just one sub sect of um stakeholder. At the first planning meeting we had four parents, four school staff and five district staff which isn't bad but it wasn't exactly where we wanted. So we did hold a second meeting where we advertised more. We had 69 parents attend that one with five school staff, five district staff, and three students. I think there were actually a few more students that attended, but they didn't sign in, so we can't count it. If you didn't sign in, you weren't

179there. So, that was the first two meetings. We are holding a third meeting that will take place next week that we are conducting as well. and we are conducting their annual title one parent meetings both because of flexibility requirements we're doing an AM and a PM meeting now after this year our hope is since we kind of did I do now it's going to be you do but we're going to be alongside them and we're actually going to be alongside all of our schools going into the next year as we start creating templates and other documents but um the people that assist in this process Besides myself is Miss Vanity Martin, Miss Sabrina Craft, Dr. Dr. Roslin Daniels, and Miss Andre Hodgeges, who are all compliance monitors um being funded from Title One funds. I

180also want to close about the completion date and the transition for this. So a schoolwide year begins on the federal year and the federal year starts just like the state year October one. So even though we're doing all these processes now, they technically will not be a schoolwide program until October 1st. And that's why our last meetings, the title one annual parent meetings are taking place September 30th. So we have all of our check marks taken care of. Um, during October 1st, every single school in the district will be a title one schoolwide program, which if you're not excited, it's okay. I am super excited about that. Um, it it is going to benefit us in multiple multiple ways. um from I won't get into legality but supplement not supplant and all these other district

181initiatives that we're doing which we weren't able to do because we had one school that wasn't title one but now that all schools are title one we can now service all schools with our district set aides and we can be more equitable with what we're doing. So, I I hope that you're as excited as our staff is. And I I'm excited to come before you today and announce that starting October 1, we will be an entire district of Title One Schoolwide Schools. So, >> absolutely. Is there any questions? There is a slide for that. >> Are there any questions? >> All right, that's Thank you very much. I think you're off the hook. >> All right. Uh at this time, we'll have Mr. Anderson with facilities update. Uh good evening Dr. Bird, Mrs. Watkins Smith,

182Miss Poris and members of the board. Uh going through our list of capital projects we've already heard from Vulker concern theirs. I would add one piece that Dr. Keith's u windows comment. There will be some LED lighting that will accent those windows that will be a really nice uh feature from the roadway there that'll be coming along with it. It's going to be a great addition. We look to host our uh middle school championships there this year uh coming up. It'll be towards the end of November. So, you'll all get an invite for that as well. Uh looking at Morning View Elementary, the HVAC project. We're working on completing a phase two of that project, which is uh the connector hall that goes to the back to the annex. It's approximately five classrooms. We're nearing

183the completion on that. And I've already alerted logistics for a final clean uh once they get through with their portion of it. Um we're looking to connect, if you've noticed, there's a large transformer that's been put in place down on the ground in front of the school. We'll be taking away the overhead power and lines that will be coming into the building. We're looking for that transfer, that swap over and the startup of the units around October the 13th and to try to be out of the building totally by um Thanksgiving. Uh there will be some little portions uh the the metal chases that'll go up the side of the building like we have on on building C here that'll be working along the way during the weekends. And uh hopefully the contractor is totally

184complete by Christmas. That would put us at least 6 months ahead. Um as you see there from the percentage, we're sitting at 96% complete right now. Uh scheduled at 38% completion. That that's unheard of in today's construction environment. Uh we're excited about the contractor and the job that they've done. And then of course we'll have Danley that'll be coming down the pipe here and they've already expressed interest in in bidding for that project as well. So hopefully we get more good contractors like this out there and bidding those projects and um excited about what they've done. Uh Davis Elementary, they've started really working on the internal pieces of this some electrical. uh they have looked at taking a a a bank of the windows out just to kind of observe and see what the condition

185of it is. This contractor again completed the Goodwin project and uh on that project we noticed too like the the width of the opening there from the what we saw on the bottom floor to the top floor were two different things. So they wanted to kind of check those conditions and see what they may be heading into like what they saw at Goodwin. Um, and again, they're going to try to do as much without disrupting the day um through the school year and then when we get to the summertime, they're going to ramp up like they did at Good Onein and try to knock that project out as well. The Carver High School turf and track replacement, uh, we completed a third proof roll. We've done two of those and we still continued to have

186an area on the the side of the track where next to the fieldhouse that continued to fail. We had some pretty large ruts there even after a couple of weeks of dry weather. So, we've uh given them with contingency that we had for that project the go-ahehead to undercut that area and replace that unsuitable soil so that we can try to get that project back on track and get it wrapped up as quick as we can. The Forest Avenue and South Lawn Elementary roof replacements, you see those two have been postponed. the bid opening there. Uh Forest Avenue is September the 30th and South Lawn Elementary is October the 2nd. Look to try to have that at the October board meeting uh to present to you for approval u for both of those projects. And

187then we are fast underway uh with the JAG athletic improvements. Uh we've completed most of the the portions of the field piece. Uh we're still in review of the lighting and trying to get that squared away for those projects. But and again that that project is to keep us in line with what we've completed already at Park Crossing and Carver and what's underway that the new Percy Julian so that we have all of our traditional high schools with those similar amenities to be able to um host things there at their school with that. So we've broken this up into two phases. The first phase is the field portion. uh when funds become available, we'll have the plan ready for the fieldhouse portion of that as well. >> Any questions? >> Thank you. Oh, there's one.

188Mrs. um Mitchell and then Miss Cortis. >> Okay. as as Miss West indicated earlier uh about uh fixing up the inside of the school. Is there any way we can get sort of a plan to know when we can get to the painting how that will work and just sort of get a timeline going? Yes, ma'am. >> And even getting the a new sign at the top of the building just sort of give it the face lift that and it will instill pride. We we've completed the signage on the front of the building with the Johnson Abernathy and Gratz and the and the different logos that go with that on each side of we replace those. We did have flooring and painting scheduled for this past summer, but uh we received different guidance from the

189state examiner, so we had to pull that back and uh look at bidding that instead of doing that inhouse like we had planned to do. Uh so we were we were had most of that underway to be completed this past summer, but again it was delayed. We have the library media center. It's in design right now. We'll look to complete that. We've completed the gymnasium and the area outside, the lobby area outside of that. And then also the cafeteria. And then we've also u some of the funding that we had for some of those other improvements were put towards the new um salon studio, the the hair studio that was underway last year that we completed. with that. Uh we've provided about 750 desk new desks in the area and then over the last couple

190years we've completed roof and HVAC and and different things that go along with that. >> We are old building. >> Correct. >> Thank you. >> All right, Miss Bis. Um that my question is pretty much like hers in knowing how do you get on the list because I know um some of the elementary schools was done and some of them were not. It's flowers anywhere on the list to get painting windows anything. >> We've well as far as the HVAC and the windows those sort of things we've just been going along the way. Uh if if you recall, we had a plan to replace flowers, right? >> Of course, with and we completed all those designs and and documents. When that got pulled back, we already had some of these other things kind of slated

191and moving along >> like Davis and Morning View that we were working on already. So, if we're going to if we're not going to have those funds to complete that, we'll pull back and start working on a plan to replace those windows and HVAC system and all. We've stabilized it with a new roof there. and we've done we've done flooring in the building. We're just now getting to a position to do some painting in this district. Um so much had not been done prior to my tenure and we had so much back, but we've really been working on like roofs and HVAC. Um, it's great to have a painted building, but if the roof is failing or the HVAC is failing or are not there, which we had about 20 of our buildings that had

192the the little $300 Home Depot window units hanging out of them. Flowers is one of those that are that's still there. That's that's more of a priority than putting paint on the walls, but we we are getting to that point where we're able to start doing some of those things. We have completed some painting, some of the the necessary things like in the cafeteria areas where we were getting health code violations with peeling paint. We've tried to work on some of those areas, but again, the state examiners have passed along new information uh this past spring, and it's going to be requiring us to bid more of those projects out instead of uh doing those things in house. >> Right. Yeah. We'll take windows over paint because we keep the air in. >> Yes, ma'am.

193Um, another question. You know the for safety, you know the um I don't know call it a best view like in a church, but you know the foyer. >> Yes, ma'am. >> Just like we >> Where are we with those as eliminating being able to just walk into the school? >> We've done we've done quite a few of those. Um, most of our middle schools, high schools, >> and and about half of our elementaryaries have those manlocks or vestibules or whatever you want to call them. >> Um, we're we have a plan working with security to try to continue on to get every one of those done. >> Well, thank Mitchell. >> I just have a comment. I do want to say that since I've I've been on the board, we have certainly come a

194long way. when I first came on, but the grass wasn't cut. The schools weren't up to date. But, you know, we although we we tell you the things that we need, we still want to thank you for what you have already done. As I passed by the schools and you know, when you look at the school and it looks nice, you just accept that. But you don't think about that those trees have been cut and shaped. you know, I noticed the landscaping that you all have done at at just about all of our schools and they're wellkept. So, thank you for what you're doing uh as we tell you what else we need. >> Yes, ma'am. We're we're trying to eat this herd of elephants one bite at a time. So I think um you

195know coming into the district I think we were about $500 million behind in deferred maintenance and of course with co that's even more um ballooned from that part of it but a lot of the things working with finance and then of course the advalorum that the the citizens provided and just the different things along the way u we've been able to really make a dent in a lot of things. We're not there yet but we're we're working on it. Another thing I the playgrounds I noticed in a lot of the elementary schools we've gotten a lot of new playgrounds and so we're moving forward and you know thank everybody for for doing what they they're doing. Thank you so much. >> Yes, ma'am. >> Thank you. Any other questions, comments? Thank you, Mr. Anderson. Uh

196next now, Dr. Pow, the AI policy update. Madam President, Dr. Bird, board members, good evening. We're going to talk a little bit today about the need for an MPSAI policy. And I apologize, Mr. Issacs, for jumping the gun. Uh, as soon as I heard I was on, it was go time for me. So this is something to which the district needs. But even before we dive into the AI policy that's presented before you today, which is a draft, uh I want to showcase some analytics as to what uh Montgomery Public Schools is doing with applications that contain generative AI and with one of our solutions that does internet content filtering for the district. I'm going to showcase to you uh some actual applications that are being leveraged throughout the entire day by our students and

197by our employees as well. Excuse me. Okay. So, what is generative a AA? What is generative AI? It can create content such as text, audio, and video, but can also learn from existing data sets or large language models. AI can be trained with data. It learns data with patterns and it renders specific outputs with these uh different language models. I think there's a delay here. MPS generative AI statistics. As of today, there are currently 445 applications that contain generative AI that MPS uh is currently using. But the top five applications that contain generative AI are here. Anybody ever heard of this Canva, OpenAI, Chat, GPT, Microsoft C-Pilot? Now, this one is new to me, this Quillbot, but that one is used for uh plagiarism. What about this other one called Deep AI? And as you

198could see, it's 40 445 unreed applications. And what that means is it's wide open to anybody and everybody within the MPS community that uses our internet. Apologize. Okay. So let's talk about Canva here for a second. The identities 10,253 identities just equate identities to users. So, there have been 10,253 users that have made requests for Canva. As you could see, 78% of that number were from NPS students. The remaining 22% were from NPS employees. But if we look at the top 200 users that made requests uh over the internet, they were coming from employees. But what did this what does this show mean? Canva is an instructional tool. It can create activities. It can create presentations. And two professional development sessions ago at Frasier Church, I learned about Canva from Miss Swanigan, uh, one of

199our educational technologists. Open AI chat GPT. This is also a heavy hitter where 8662 users out of these users, 78% of the users were from the MPS domain, which means they had an MPS email account. So this was logged uh within our uh internet content filtering. 22% of the requests were coming from the employee domain. Out of the top 200 users that made requests for uh chat GPT, 99% of them were employees, whereas only two individuals out of that 200 were students. But I'd also like to uh find who those students are. And I'd like to ask how are you leveraging this? What are you leveraging this for? What type of searches are you conducting? So these are analytics that once again in an unrestrictive environment we are seeing, we are collecting and we are

200reporting. Apologize. We got some Okay, maybe it doesn't want me to talk about Microsoft. Okay, co-pilot 8780 users. 35% of the requests are employees. 65% are coming from students. Out of the top 88% of the top us uh requesters are employees whereas uh 23 which is 12% were from NPS students. Quillbot. Anybody ever hear about Quillbot? Okay, that is I would say that's another that's a similarity checker. Uh 628 requests were from Quillbot. 62% of that 628 were NPS students and 38% were from employees. 198 requests came from NPS employees whereas two were from uh MPS students. Okay. Why what do we need moving forward? We need an MPS policy on aid that can promote student safety and security amongst our children. Uh we need to provide rules of the road for AI engagement and

201how we're supposed to use it. We also need to establish ethical guidelines and promote responsibility. But this is something I also shared with Dr. heard MPS needs a data governance committee to discuss u intricacies of AI and other uh software or things that we're going to deploy in projects that contain AI and generative AI because AI has the potential generative AI has the potential to be bias. It has the potential to track. It has the potential to be biased in the fact that uh it could track you because of maybe the color of your skin, maybe because of the shape of your body or the texture of your hair. But this is why I say the rules of the road uh first and foremost is protecting our students and guiding them with the rules on

202the road for positive behavior that's conducted when uh accessing applications that contain generative AI. So before you today is that draft policy and I'd like to acknowledge a couple of folks here and there was one gentleman that was here earlier. I don't know if Mr. Watts is still here. There was an AI summit uh that was headed by Dr. Mackey at the state department of education and Mr. Watts was on that AI policy committee uh at that summit attending multiple uh committee meetings to help drive the template that helped led to this iteration that you have before you today. As a matter of fact, there were two representatives from the district at the time who served on that committee. One of them, as I said, was Mr. Watts and the other one was yours truly

203who jumped the gun before Mr. Issac's. But why do we need this? We need to promote positive behaviors. Everywhere our students go, they have to emit those positive behaviors when utilizing certain applications that contain generative AI, using these things responsibly, using them safely. So now is the time, and I think Claus Schwab said it best. I think it's a world economic u person that uh coined a specific term uh called the fourth industrial revolution. Have we heard of it? So what we have to do with artificial intelligence with generative AI is we have to prepare students of today for the jobs of tomorrow. So we have to shape what they do today to be mindful and respectful for the things that they do tomorrow with these type of technologies because right now from last week

204I just showcased to you there are we're up to 445 applications. Last week it was 441. There's no telling what it's going to be within the next week or the next month or the next year where we're going to be with generative AI. There are districts in the state that have it blocked all its entirety here. It's open. We need those rules of the road in the form of policy. But I'd also like to acknowledge uh attorney Powell for help shaping and guiding where this document is today in front of all of you today to help us once again shape usage for our students and guiding them with positive behaviors while they're here and when they get that piece of paper and they move on. We want those positive behaviors to come from here. And

205uh that's my that's my are there any questions? >> Are there any questions? >> I have one and it's just it's in I just maybe I'm showing my ignorance but how do you when you go to like say chap GPT a student has an English assignment to to do a report on the eight parts of speech and they go to chat GPT and they just plagiarize. They just turn it in. Okay. Can I as a teacher I'm not which I'm retired now but as a and that and that's some of the reason I retired because this was so above my head. I did you know I knew my students some of my students weren't turning in. They were using chat GBT and I bluffed them. I went you didn't do this. You went to Chat

206GBT and of course they admitted it. How do I when I if I went and put in the same thing, am I going to get is chat GBT going to give person A paper on the eight partial speech and give me the same thing or am I going to get a totally different thing? Do do you understand what I'm saying? When you say positive behaviors, I got lost because I'm like a lot of this is just plagiarism. Do you see? And that's what that's what's happening across the whole nation, college, everything. And I've I've been a professor for years. I've taught computer science and I've worked for schools that promoted what was called writing across the curriculum, >> right? >> But what we would what we would do is we would uh set expectations on

207rules of the road where you're going to put everything concerning written content in your own words. And even in the back of your mind, if you say, "My goodness, I think uh I might have plagiarized." There's nothing wrong with us citing original >> source it. They could actually site it that they use that and that's fine. >> Okay, that's all. That's all. >> But no, I I've ran into those instances as well. I've been teaching in higher ed computer science probably since 2007, but I could tell you the number of instances that I've had in plagiarism, even at the doctoral level. I taught at the doctoral level for a computer science program. Out of the many instances that I've had regarding plagiarism, I could probably count them on my one hand. >> Not since 200.

208>> My question is chat GPT any of these going to give me the same paper that they give that or they are they is it smart enough to generate? >> It's a large it's a large learning model. So it's going to present what it knows about. >> Okay. So if there are and here an easy way to train this is if you want uh an AI uh application or generative AI application to do something or showcase what a picture of a cat looks like. If you put 10 different cats and label them as cats and request what is a cat, show me an image of a cat. It could be any iteration of what it knows about. So it's going it's only going to tell you what it knows about. Yes, ma'am. the question >>

209Dr. P. I think one of the things that uh we need to make really sure of is that the educators using AI understand the policy and know the guard rails as well as the students. Yes, ma'am. >> Because I know there's been a I know for sure there have been assignments giving where this is all right, that's all right, and then they come back to it and no, you can't do that. So I think creating a way where we um and not just tell them one time that this is this is the culture of where we're going. These students will go like you said off to school. So they need to have some guidelines of where they're going. >> Amos Porters just to expand on what you just said. There's something that we're going to

210need as far as professionals here at NPS. >> That's right. We're going to need professional development on guiding us through AI and how we can leverage them with our students. So, we're going to need those subject matter experts here to show us what the trends are in education, what's considered acceptable, what we really need to stay away from because, as I said, 445 applications, that's a lot to keep up with. Two years ago, I learned about not just generative AI at a mega conference, but I learned about some assisted technologies that contained AI. One of them was AVA. Another one was seeing AI. And some of these things don't just help with education, they help with life. But there was one that I learned about that I that threw a red flag and it's called

211AI homework. that's out there too as of two years ago when I learned about it at Mega. >> I think I saw a digital signage off Tailor Road for that advertisement. So that that's how uh much of a robustness it's out within the K through2 community. Even before I started, I Googled latest trends in K through2 uh regarding uh usage of generative AI and the statistics said specifically pointed at the UK early by uh early 2025 92% of UK students will have leveraged generative AI and 86% uh globally. So it's being used. It is the way of the future and we have to stay on top of it and make sure that we have a sound policy because uh we will have opportunities that will allow us to invest. We want to make sure that

212we are teaching our students so that they will be uh viable representatives of the future. We're not educating them for the past. We must educate our students for the future and AI is uh our future whether we like it or not. There are going to be some good things about it. There are going to be some bad things about it. And I like what you said, you know, let's teach our students and give them the guidelines so that they'll know how to use AI in the future. >> Yes. Yes, ma'am. >> Well, I'm if you're asking my perspective, I I fixate and I promote critical thinking skills, but like that question and answer just to give me the answer to this and output >> that house teenagers. So if they could figure out what the

213lesson is asking that may be a help to them within a certain that's like Khan's academy we use Khan Academy all the time >> because it gives examples of the work it's not going to give the answer because it doesn't have the specific problem but if you can learn the process >> you can do the homework. >> Oh absolutely. >> Yeah. You might want to I got to keep my credibility. >> Yes ma'am. Thank you uh Dr. Pal. Yes, ma'am. >> This meeting, our next meeting, excuse me, work session will be again October the 15th, 2025 following our regular board meeting in training room 1. This meeting is now journed. [Music] This year we're aiming high like superheroes in training, >> learning new powers every day, helping nuts whenever we can because every hero shines

214bright at MPS. >> A hero strength is more than books. >> It's about teaming up with friends and using powers for kindness >> because superheroes are better together. BMS BMS B. >> Can heroes learn big things, too? >> Yes, we can. >> Can heroes dream big dreams? >> Yes, we can. Let's make this our most powerful and impactful year