DCS Special Called Board Meeting - 9/22/2026

001Call to order the September 22nd, 2026 special call school board meeting. Miss Guilford will lead us in prayer. >> Let us pray. Dear heavenly father, we want to thank you for this day. Thank you for bringing us here together safely to do the work of adult city schools. Thank you for the children and thank you for the staff. We ask that you guide our minds and thoughts and help us to make the right decisions as we move our school year forward. In Jesus Christ we pray. Amen. >> Please stand for the pledge. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Do I have a motion to approve the agenda and proposed

002agenda modifications? Madam Chair, chairman, I move that we approve the agenda and proposed agenda modifications. >> Do I have a second? >> Second. >> Is there any discussion? All in favor? >> Yay. All opposed. Motion carries. Okay. Now we have board comments. Do we have anyone wishing to give comments? >> Madam Chair? >> Yes. So last month I committed to continuing to bring this board's attention back to academics and student achievement. Tonight curriculum and instruction will present beginning of year I ready and baseline data. I will not get ahead of that presentation but the information we have received reinforces the urgency of the conversation we began last month. Last month, our three-year AAP review showed that while we have made some progress in literacy, mathematics remains a significant concern. Curriculum and instruction told us to

003treat mathematics as the district's most urgent instructional priority. Tonight's presentation gives us another lens into where our students are starting this school year. These assessments are not the same as AAP and the numbers should not be compared as though they measure the exact same thing. But together they give us information we cannot afford to ignore. My focus tonight is not on assigning blame to our teachers, principles or instructional coaches. These academic challenges did not develop overnight. When needs are this widespread, we have to examine the system of support around our schools and make sure the people doing the work every day have what they need. I am encouraged that we now have leadership in curriculum and instruction focus on this work. And I want us as a board to listen carefully tonight, not only to

004where students are starting, but to the plan for intervention. the resources required and how progress will be measured. For me, the questions moving forward are simple. What are we doing? Is it enough for the magnitude of the need? How will we know whether it's working? And if additional resources are needed, what is this board prepared to do about it? Our students do not have years to wait for us to get this right. Academics must remain our priority. Thank you. >> Anyone else? >> Okay. Yes, sir. >> Madam Chair, um I want to reemphasize what Miss Walton has said and I want to put my focus here tonight and uh what I'm looking for is curriculum. want to make sure that if we provide what is necessary that all of this is carried out as I

005mentioned last week and that is what I'll be looking at and probably speaking more with u Dr. Thompson about this. Now the other issue that I want to mention is something that happened last week at last meeting. Our attorney singled me out for not voting for a recommendation that he made a year ago. I am I was only one of the four of four board members who approved who did not approve that yet I was singled out by him and I felt a tight and madam chair I'm going to place this in your hands because of this I would like for you to look at what what was said last week and determine whether or not we should there should be a reprimand um I am representative of district one and I will always vote

006my conviction and no one on this board or any employee here would tell me how to vote and we have to leave it there. So, if you would do that for me, Madam Chair, I think I would feel better about this whole situation. I will review the the meeting. Anyone else? All right. Onward to the superintendent report and Dr. rescue is not with us, but he's asked Miss Jacobs to fill in for us >> and Caris has the presentation for the spotlight tonight. >> All right, good evening everyone. We'll begin tonight's superintendent report with a grant presentation from FiveStar Credit Union. Joining us this evening are Alexia Britford and Angel Willis um with FiveStar Credit Union who are here to present two grants awarded on behalf to Carver 9th grade academy. Alexi and Angel, I'd

007like to invite you to come forward at this time. The floor is yours, ladies. >> Let's give them a round of applause while they come up. Yeah. Good evening. Thank you so much for having us. Um on behalf of FiveStar Credit Union, thank you to the Death and City Schools for your partnership and for welcoming us today. We are honored to be here as a part of FiveStar Works for Schools initiative, a program designed to support and celebrate the educators who make a lasting impact on the lives of students every day. This year marks the first year of our educator grant program and we are proud to award 10 grants to deserving educators throughout our service area. Today we have the privilege of recognizing two outstanding educators from Carver 9th grade academy whose innovative ideas

008and commitment to student success stood out among the applications we received. As we reviewed the submissions, it became clear that the educators at Carver are passionate about creating meaningful learning experiences and finding new ways to engage their support for students. The applicants reflected creativity, dedication, and a genuine desire to make a difference in the classroom. We believe that investing in educators is an investment in students, and we are grateful for the opportunity to partner with Dothan City Schools in recognizing the outstanding work happening across our campuses. We also hope this inaugural year encourages even more educators to apply for the future, allowing us to continue supporting great ideas that enhance the educational experience for students. At this time, I'd like to turn it over to Alexia, who will talk a little bit more about the

009grant applications submitted by today's recipients and the impact these projects will have on their students. Thank you, Angel, and thanks everyone for having us. We have the submissions that were submitted to FSA Critium for the annual grant. We're going to read it um for everyone to hear and we will announce the recipient. We will then provide them with a check that we have to present to them here and we would love to take a picture with them with that check. So, the first one Her submission was flexible seating is important because it supports how students actually learn and behave in real classrooms. Traditional desks don't work for every learner, especially students who need movement, sensory input, or choice to stay engaged. Flexible seating like standing desk, wobble stools, floor seating, or soft chairs allow students

010to choose positions that help them focus, which can increase on task behavior and reduce disruptions. It also promotes student independence and self-regulation. When students learn to choose the seating that helps them do their best work, they develop awareness of their own needs. This is especially beneficial for students with attention difficulties, sensory needs, or behavioral challenges. Additionally, flexible seating encourages collaboration and comfort. Students can easily move to work in groups or find a quieter space when needed, supporting both social interaction and individualized learning. Overall, flexible seating creates a more inclusive and responsive classroom environment where more students can succeed academically and behaviorally. And that submission was from Miss Ashley Knight from Carver 9th grade academy. Feel free to come join us. We would like to take a picture with both of you. And the next one

011read, "This grant will provide an opportunity for students to walk through history, stand in the place where courage a nation and connect classroom learning to a life-changing real world experience. This grant will support transportation cost for a ninth grade educational field trip to the Rosa Parks Museum in Montgomery, Alabama. This experience directly connects classroom instruction and English language arts and social studies to real world history, allowing students to engage with the legacy of the civil rights movement. Due to limited school funding, transportation costs are often a barrier to providing equitable learning experiences. In the past, our school exhausted its transportation budget, requiring us to seek external sponsorship and still ask students to pay for admission. This creates a hardship for many of our students as we are a title one school. Funding from this grant

012will ensure that all students have access to this impactful learning opportunity without financial barriers. The trip will be further enhanced through pre-learning activities, including student written letters to Rosa Parks and a school-based appreciation program that promotes literacy, historical understanding, and character development. This grant will help remove financial obstacles while providing a meaningful standards aligned educational experience for our students. And that submission came from Mr. Timothy Waller from Carbonacade Academy. Thank you everyone. >> Okay, thank you. >> And I would love to add that this is done every year. Um, so any educators who would like to submit this grant submission is done every year and we do $10,000 grants every year. So feel free to do a submission. We will send out emails when it's applicable. Thank you. All right. And as everybody is making

013their way off of the stage, we are also excited to introduce a new initiative to the superintendent's report, our principal spotlight. This initiative gives our board and community an opportunity to hear directly from the leaders of our schools and learn more about their students, staff, accomplishments, and priorities. Each month, we'll highlight different principles from across Dothan City Schools and give them an opportunity to share a brief look inside of their schools. Tonight, we be beginning with two of our new school leaders. First, I'd like to invite Miss Andrea Su, principal of Beverly Intermediate School, to come forward and share her principal spotlight. Good evening, madam madame chair, board members, and Miss Lee. I am grateful for the opportunity to be here tonight to share with you just a glimpse of what Beverly Intermediate has in

014store for the 202627 school year. Who am I? I am an educator of 27 years. I started as a teacher. I've been a community engagement program facilitator, assistant principal, and principal. My philosophy is simple. Every decision begins with how it will affect our learners. Strong relationships, high expectations, consistent support create conditions for growth, and I believe leadership is inspiring each person to own the mission, believe in what's possible, and work together to make sure that all of our students are successful. I'm new to the Dothan area, as you know, but I'm committed to driving student achievement, character growth, and school pride. I believe that a thriving school is the heart of a vibrant community. I look forward to partnering with all the stakeholders to ensure that the students at Beverly Intermediate are successful. I am

015Andrea S. Allow me to reintroduce Beverly Intermediate. So, we are a 345 school. We have 107 third graders, 122 fourth graders, 101 fifth graders. We have 330 total. The population is about 74% AfricanAmerican, 12% Caucasian, and then a multi-race Hispanic and other population at about 14%. We have 16 classroom teachers, but a full faculty and staff of about 45 to include our CMP staff as well as our custodial staff. And we are a title one school. But what strengths does does Beverly hold? Academic supports that are in place. We have a turnaround literacy specialist. We have a local reading specialist. We have a building based math coach, academic interventionist. We have tutors for both ELA and math, a behavior specialist, and we have a ton of central office support. But what makes us special? Well,

016I was going to start with what's on that screen, but what makes us special is really those people sitting back there that came out here to support me. So, let's clap it up for those people that are supporting. Thank you. What makes Beverly special? We're building We're trying to build a culture of partnerships and Wolfpack pride. We are all learners. We where all learners can belong and be successful. What we know we have to do is bring our parents into our building. So, we started with parent nights. We want to partner with parents to ensure that we're successful. We have our PB plan in place and what that is is teaching our learners how to respond in all areas of the building and then we have things that we're putting in place so that we

017could support the academic growth of students but also build capacity in our teachers. We have what we are implementing for the first time uh next week. It's called teach week and that's where our instructional leadership team as well as our administrative team will go into the classroom and teach whole group lessons. We want to pour into our teachers and build capacity there so that they can in return pour into our students. Uh so BIS tells a story. We're looking at our 23 24 data and the 242 data and we see growth from 24 to 25. We see that in academic achievement as well as in growth. We see that in both subject areas, ELA and math. From the 24 year to the 25 year, we even grew in chronic absenteeism, meaning that we the percentage

018went down. While our data for 2526 may not continue the trend upward. What I want to say about this data is that it tells me that we can do the job. We've done it before and we have plans to continue to do it again. We want you to know that we are working hard partnering with teachers, partnering with students and families to put all things in place to make Beverly a better place for our students, our families, and the community. So that data is our old story. The best for Beverly is yet to come. So what's going to make Beverly better? We have introduced our instructional priorities standards aligned literacy and math instruction with clear lessons and outcomes and supports. We have already started to implement and put in place quality tier one instruction uh

019strategies such as think pair share that's going to encourage our students to have discourse. Our teachers are staying in the power zone. They are moving scanning and interacting with our students throughout the day. We have coaching cycles in place as well as targeted interventions. How will we measure our success? Well, our central office, our district already has I already informed benchmarks in place. We're using pathway uh usage to judge me to measure our success. We'll have common checks for understanding regular data review discussions and collaboration. Data is important and we want to move forward with the data. So we have where we are looking at that data continuously and making adjustments in real time because what I do know is that in order to see growth we have to be flexible and be able to

020pivot. What are the look for is every day at Beverly we're looking for active engagement, visible learning goals, purposeful planning and formative assessments. And that's what you can look for if you come into our building. Those are things that is going to guide us and make us clear that we're making progress for our students in this 26 27 school year. And so things that we have in place, things that's upon us is what's going to make Beverly a better school to be at. And we have pictures here. We had one of our students to start off with the pledge of allegiance here at one of our board meetings already. We have our students participating in um celebrations that um reward them for good behavior and attendance. We've invited our families into the building. Our teachers

021are participating with um common dress up days, making school fun again. If we can hook our students and make them want to be in the building, then we know we have them there and we can then pour into them with all the things that we know they need to be successful. So that is what's going to make Beverly a better school. Thank you. Let's give her one more round of applause. Thank you, Miss Su, for sharing more about Beverly and the work taking place there. Next, I'd like to invite Dr. Victoria Washington, principal of Morris Slingleth Elementary School to come forward for our second principal spotlight of the evening. Dr. Washington. [cheering] Good evening, Madame Chair and all of the board members. It's an honor to stand before you all. And before we get started,

022I must celebrate my staff, the greatest in my world, Morris Lingup Elementary teachers. Thank you all for coming out to support your principal. So, I am Dr. Victoria Washington. I can't see. I knew I was going to need. So, I have 23 years in education. I recently joined Dothan City Schools from the Alabama State Department of Education, Office of School Improvement, where I served as an educational specialist. I'm a 2025 graduate of the University of Alabama Superintendence Academy. I am also a lead evaluator for Cogna. My background includes serving as a middle school principal, assistant principal, secondary English teacher, and professional development facilitator. Throughout my career, I focus on transforming underperforming title one schools by using data-driven strategies covering both academic and non-academic priorities to elevate instructional practices, close achievement gaps, and improve student outcomes.

023A little bit about our school. We are grade level K5. I currently have 390 students at Morris Linglup Elementary School. Some of our strengths, and this is not all of them, it's not an exhausted list. All of our teachers, with the exception of one, hold a professional certificate. That's big. Very big. That was the biggest strength I could find. and the one that does not hold her professional C certificate will have that completed at the end of this school year. Highlights. We have done several things this year. Um one big one is breakfast in the cafeteria. This kids had not eaten breakfast since CO in our cafeteria. So we've gotten that started again and that's very big. We have also incorporated early morning intervention period. So immediately following our breakfast, we have about 15 minutes

024built into our master schedule to where our children are able to receive intervention and that's going to help us bridge those instructional gaps and those um skill deficiencies for our children. And lastly, we have increased stakeholder engagement. We invite our parents to the table because in order to have a thriving school, we have to have a collaborative culture and our parents are able to come and give voice. They help us problem solve with their children and that's very big. We set the culture early. There are some important facts. Fact number one, we built a collaborative culture. We've strengthened our PLC processes. We have built a collaborative culture with our parents giving them voice in the educational process of their children. Fact two, we are focused on tier one instruction. Standardsbased tier one instruction with a

025focus on student discourse and engagement and job embedded professional development. Our important fact number three, data priorities. We prioritize data. That's all of it. academic and none. And we celebrate our attendance, behavior, and academics. The data story first, I couldn't put the whole story here. They told me to be brief. We've taken some learning losses. They didn't laugh. I could talk. But we've taken some learning losses in our organization. Of course, you already know that based on the AAP data. I did not put it there. I want to focus on positive things. Our current attendance rate is a 95.85%. That was as of today. I updated this. Attendance at this time last year was a 92.56. We have already increased by 3%. Our children are coming to school. I promise you they want to be

026there. Our beginning of the year I rate we have 60% of our students who are on above or below only one grade level band that's big in reading. and our beginning of math. 58% of our students are on above or below one grade level band. So that's about half and we can get them going. We're going to move the needle. The data tells us that when students are present, they have the opportunity to learn. So as they receive good instruction, which that's our focus, they will continue to grow and growth will always lead to greater proficiency. Where are we going? We're going to the top. There's nowhere left to go but up. We're creating a dataenriched culture. It allows us to prioritize a healthy culture and strengthen our instructional practices to close achievement gaps for

027our students. And that's what we're committed to. Those people right there. Thank you. [cheering and applause] All right, let's give her one more round of applause as well. Thank you, Dr. Washington, and thank you to both of our principles for joining us tonight and kicking off our principal spotlight series. We look forward to highlighting more of our schools and school leaders throughout the rest of the year. This concludes the superintendent report. Thank you, >> Madam Chair. Can I make a comment on that? >> Yes. >> Um, this was something that I had asked Dr. asked you for. So, I'm grateful that he listened on that. But, I wanted to hear from you guys and what was going on in your schools, especially because we had a lot of principal turnovers. Um, what was going on

028in the schools because the data and the paperwork that comes out doesn't tell a complete story at all. And I am I'm personally not a big fan of some of the state testing that has to be done because it doesn't tell us accurately what's going on in your buildings. And so, I want to hear from y'all. What is working? What is not working? What do you need from us? um what are some of the things that you have seen that have worked in the past. So, I appreciate you guys coming and sharing that. This is not a report card and we're judging you. It's really we we want to hear from you and we want the public to be able to hear from you because it really matters what you're doing in those buildings. And

029for both of you, I have heard great things. People have called me, people have texted me, some of your teachers, some of your staff, some of your parents just praising both of you for the work that you've already done in those schools. So, I just wanted to say thank you for that, for coming in to a town that you're not from, to a system that you're not from, and really putting your heart and soul into that cuz that's what's going to change Dothan City. And so, I really appreciate that. >> And I just want to add too that Beverly um Dr. um your student who led the pledge. Um I dropped a card off for him and um I didn't know what to expect that day. Um but when I drove up I thought wow

030what is going on here? There's nowhere to park. A Kona truck was behind me and I thought what is happening? And I got out and it was just inundated with grandparents. So when you say you have involvement, I mean, you really do have involvement. I was so impressed. And you know, I go in, I met by the the SRO and he's checking me out and um and it was it was great to see that many parents or grandparents involved and, you know, being there for their kids. I mean, I couldn't find a parking space. It was a great problem to have. I mean, it was really great. So I just when you say that you're involving the families, you really are and that's great. That's great. And then Dr. Washington, it was great to find

031out that you are actually kin to one of my biggest mentors in my life. Um so I I just know y'all are going to do great things. So thank you. Yes. All right. So let's move right along. Um Dr. Thompson, you're always glad to hear from me. >> Good evening, Madame Chair, members of the board, and assistant superintendent Jacobs. So, tonight, and I just want to thank Miss Walton for giving me a preview. I had like a preview before my actual um talking points tonight. Good evening. Tonight, I want to share where our students stood academically at the very start of the school year before a single point of instruction occurred or could [snorts] move the needle. Think of this as a snapshot, the starting line, and not the report card on what's going on.

032We do this every year so that we know exactly where to focus our time, our coaching, and our resources for the rest of the year. Our elementary and middle school students were measured with a tool called I Ready, and our high school students were measured with a different tool called Exel. Both of these resources were approved by the board. So, when and how we assess. Before I get into the results, just a quick word on how this fits in our calendar. We check in with students three times a year. Once at the very beginning in August. That's what you're seeing tonight. Once in December, which tells teachers exactly how to adjust grouping and instruction, and once in the spring, which tells us how much gross students made where they started. The August check-in started on

033August 10th, which was the first week of school. So, this is truly a starting point. What you're about to see is where students stood before teachers had a single full week to teach them anything this year. We also added a short check in in early March. Not a full retest, but just confirmation that December's adjustments are working. So, we can catch anything that needs fixing before the state test. So, everything you see tonight is a starting point. It's page one and it's not the whole story. So if you look up there, I have the baseline data at the very beginning of the year and our next our middle of the year diagnostic of our test will be December 7th. You see on there is March will be that checkpoint and then of course the state

034testing will be March 31st to April 8th. And then we have an end of the year growth check. April 26, May 7th. Why do we assess and why do we do this at all? Three reasons. First, we need to know exactly where every student stands right now measured against what a student at their grade level should know, not against the district average. Second, it tells our teachers and principles exactly where to put their energy, whether that's a small group needing extra help with one skill or a whole class needing a different pace. And third, because we repeat the same check-in later in the year, we can actually see whether our students are catching up over time instead of guessing about that. One thing I want to be upfront about is I Ready and Il are

035two different tools built for different grade levels. So I'll walk through them separately rather than combining them into one number for the whole district. What is I Ready? Let's start with the elementary and middle school. It supports kindergarten through 8th grade and terms. It is a computer check-in for reading and math that takes students approximately 20 to 30 minutes. As a student answers the questions, the questions get a little easier or a little harder depending on what they're doing. So instead of giving students the exact questions, it finds the true level of each individual student is working at right now. Because every K8 student takes the same kind of test, we can compare fairly across the schools. Because we give it again midyear and years in, we can track growth for every student. I already

036reading. Here's what that look like in reading this August. We assess nearly 5,000 of our roughly 5,200 elementary and middle school students. About one in five students are reading at or near where they should be for their grade level. That leaves four out of five students reading below grade level to some degree. The largest single group, which is the 44%, is one grade level behind. Close, but they're still behind. Another 18% or two grade levels behind, and another 18% are three or more grade levels behind. This baseline is where we're starting from, not where we'll end up. I'll say that again. Not where we'll end up. I I will come back to that one great behind group in a few minutes because I think that's our biggest opportunity. So, Dr. Thompson, before you move on,

037um I have a quick question that as a parent kind of stood out at me and hopefully you can help explain. So, um the results on this were significantly different than the AAP results that we received last month. So can you please explain the differences in that because they were challenging results last month but these are you know showing additional challenges. So can you explain the difference in the AAP we received last month and these um results? >> Absolutely. The AAP results is the summitative assessment in that particular grade level. So that means that throughout the year as an educator I have equipped and prepared my te my students for those scores. So when they take it at the end it is a combination of everything that they learn throughout the year. This I ready

038data we have not started at grade level yet. So this is the beginning starting point where they are in a new grade that they're currently in. So, for example, if they're going into first grade, they're given that first grade I Ready assessment, but they have not been taught anything. So, once again, we go back to this is a starting point, but I'm excited about I can't wait to see what the middle of the year and the end of the year looks like. And really, these results, and I know I'm getting off topic, okay, these results right here, what will happen is that will also be a great indicator as to what's to come down the road. So, we want to make sure that we're getting it right in reading and math and then that's going

039to inform our AAP data. So, that was a good question. >> One more question, Doc. Uh, Dr. Thompson, >> and I know you said you're excited about what we're going to see in later on in the middle and at the end. Do you what can we expect to see at the end with this rating? >> Well, hopefully we'll see growth because the bottom line is we can't do nothing but go up. >> Okay. >> I mean, our our scores and we're looking at when we're looking at math and you guys know when we did AAP there was there's a lot that a lot of work and I'm confident with all of the things that you guys have approved for us as well as the checkpoints that we have in place and you just heard from

040the principles. So there's a lot of things that are happening that are great things happening in building and my expectation is that we're going to do nothing but go up. >> Okay. >> All right. Thank you. >> You're welcome. >> Okay. Just for I know but just to um for everyone to know when you say an adaptive test. >> Yes. We sit down as fourth graders, Miss Gilbert, Miss Jacobs, and I sit down as fourth graders at three different computers, and we're taking the We begin with the same test. >> Yes. >> I get one wrong, maybe two wrong, and the questions begin to change for me, and they get easier. >> Yes. >> They get two questions right, however you have it set, and the questions become harder and they get different tests. So

041we're now not taking the same test anymore. >> Correct. >> Okay. Just because when you say an adaptive test, so when I sit down for AAP, >> we all sit down at the computer and we're taking the same test. It's not adaptive. So these results are coming from an adaptive test where we sit down and the first question may be the same, but then depending on if I get it wrong, which I'll be honest with you, Julie Turner didn't like sitting down taking tests. Um, so I sit down and I take it and I get it wrong, but they get it right. So it's going to go up for them on certain certain objectives. Like for instance, say I don't like picking out the main idea, but then I get to something I do like

042making inferences. So we're all going to get different tests after we answer the first question. That's what adaptive means generally. Correct. >> Okay. I I know but I just needed everybody to understand that this is an adaptive test compared to the summitive test who is that's the same >> and it's pretty stat it's the stand still right the one thing about with the adaptive testing um it creates an individual learning path for the student and in addition to that even though you have a different question than someone that might be excelling or not it's still focusing on those um domains of reading and what the expectations are to become a great reader are math. So, you're going to get those skills that are embedded in that as you're working through the individual learning path, >>

043right? Or like maybe when we got to math, I mean, you know, if they made me sit on my hands, I could not I could no longer do my math. >> So, >> I thought, okay, can you hear me now? >> Yeah. Okay. So what we're saying is that if a student might excel, we can't he can't be held back. You this this test is adaptive for all students regardless to their level of understanding. And so what I think is so great about this is that you can have a student that is not uh quote at the top of the level, but yet it's still he can move on. And then you can have one that's at the top and this person can move on too. And that is what that's what's so great about

044test like this. >> That's what I love about I already we I had I already when I was in Georgia and what you just said it we're not holding any child back. Unfortunately, we don't have control over AAP, you know, because that is a state driven test, but we do have a little bit more flexibility with I Ready in what we're providing our students. So you hit it on the nail. Absolutely. That's great. >> I do that in my in my in my my uh prek too cuz who you know you have them at all levels. Sometimes you know one can learn faster than others. So we we don't want to hold them back. >> All right. So now I'm going to transition to math. Math tells a similar slightly steeper story. Again nearly 5,000

045students were assessed. About one in 10 students are on or above grade level in math right now. Half of all students, 50% are one grade level behind. 21% of the two grade levels behind and 19% are three or more grade levels behind. So math is where we have the most ground to make up as explained in the AAP when I did that data um report but also where there's a single largest group the one grade behind gives us a clear target because I want to remind you guys this is the starting they have not been taught we did it that first two weeks of school. So what I have here is how e school compares reading and math. The these next two slides break those same numbers down by school. In addition, you have it

046by school and by grade in the slide deck, too. So you can see how each of our 13 elementary and middle schools compare to the district as a whole. I won't read through each school tonight, but I'm happy to speak on any school you would like. And the full detail detail is in the appendix for your reference. So now any questions before I transition to um yes, I had a few questions on this. So um we know that we the board did approve five um turnaround literacy specialists. So my first question is we when we approved that um I believe I asked the question you know the schools that didn't um have turnaround literacy specialists what would be the options for them and at that time it was discussed that the original turnaround specialist could

047possibly rotate to the other schools but given the large scope of work that's before us what other intensive support will we have for those high need schools Because just kind of looking at this, you can see that pretty much every school on there is well, I don't want to say every, but almost every school has some gaps. >> Some gaps. Absolutely. One of the things, and I and I constantly say this when I'm up here about um we're getting into schools, we're actually providing coaching. and myself as a matter of fact working with Herd Elementary School and doing byte-size PD going in and doing the walkthroughs giving feedback immediately to the coaches as well as to our principles and our teachers. So, so those are some of the ways that we are definitely we are

048curriculum and instruction. We have to do five to 10 um walkthroughs weekly. And what that means is that we're getting into these classrooms and we're seeing that instruction. And if we see that there are some common trends throughout the district, then we're going to be able to come back to you maybe ask for more professional development as well as provide additional supports and resources. We know that those first five literacy specialists, of course, we want one in every class, right? because I mean school because that would be idea but we had to start somewhere and so we looked at our most media schools and then we're going to see how it rolls out from this point on. Have um a couple more follow-up questions but um what progress monitoring tools are we using right now

049for students that are two or three GR grade levels below? How frequently are we reviewing that data and how are we communicating progress specifically so parents know how to address those gaps before we get to mid year and certainly before we get to the end of the year. So one of the things about ready progress monitoring is built in. So as they are as the learning path in which our students are on then it adjusts like we said earlier on where they're going and what needs to happen. the expectation those kids that right now because this is a baseline data and then we start doing our middle of the school year data and we're looking at kids that are still not making progress and we're still doing a formative in between. The expectation is that

050we're progress monitoring and having um professional learning communities and talks about students that are not making a grade. Whether it's not necessarily an I Ready assessment, but it's a formative assessment where there may be a unit test or being able to check what that skill gap is and doing that on a regular basis and not wait until the middle of the year to do that assessment. Now, with the professional learning communities, schools are expected to talk about students and where they are. They are to look at it they are in tier two which is that small group and then they're also are to look at tier three which is that one-on-one time. So they know that once they're meeting with these students we got to see if there's any progress going on. We cannot wait

051to the end to start making adjustments. Part of that when it comes to the progress reports and report cards for putting in places where if we see a student that has significantly lower grades, then we need to double check to make sure they're receiving some type of intervention. One of the things that we also adjusted this year was the promotion and retention. U we're not waiting until May or March or sometime like that. We're starting to look at these kids in October and November for the potentuality. there are some things that are going on. Why are we waiting to address that? So, those are the things that we have in place. Um the bottom line is it's going to be about monitoring and following up and then providing that feedback. Now, if our schools cannot

052do it, then we need to model what we're expecting too. But the bottom line as far as looking at when the teachers are required to meet, they have weekly professional learning community meetings. within that meeting, it is student centered. We're not talking about going on a field trip or getting what we're going to have for lunch. We're talking about students. So, if I have you three that need additional support and you two that need just a little bit support, well, let's talk about what we have put in place, whether it's an intervention or something that even if it's a kid that's gifted, what are we doing to um make sure that that student's getting what they need? >> Thank you. So, >> yeah, I had a question on that, too. Sorry, just keep you up

053here all night. Sorry about that. Um, a question that I have had for a couple years now is the consistency when they're leaving elementary school going into the middle school. So, if you look at D6 and DPA, obviously, we're bringing everybody in the system together. So, those numbers are a lot scarier. Um, the three grade levels behind are significantly bigger. What are we doing with the consistency to make sure that those kids who really really need that targeted are being handed off properly that it's not just kind of lost in the shuffle of moving to a secondary school. >> And one of the things just like we were talking about the different tiers and we had the tier two and we had the tier three as they start transitioning between the levels that information has

054to follow them. we can't we cannot afford to just guess or something that happened when students are being assessed that we realize that they were at that level at their um previous school. So we are putting in things in place where when they transition from fifth to sixth or even from 9th to the high school those grades are middle school to 9th grade. Those things those supports have to be in place. We do not want to start over with a student that may be struggling to what you're saying and then the next thing you know here it is where they're they slip through the cracks like you said. So it's going to take a lot of coordination and having conversations as we go through the year. But the expectation is that these students will be

055identified a little bit earlier than waiting to the end of the school year. My first when I first came here, I had to unfortunately have conversations with parents that their kids were retained, but we didn't have them in any of the different tiers that we should have had. So, my goal really is that we need to make sure we do right by our students and ensuring that we put interventions in place and that we follow them along the way. We don't want them to be in interventions forever, but we want to make sure that we're not starting over. Like if I know you had an intervention in fifth grade and now you're at doth in sixth, it's not fair for me to you have to fail for me to start back over to put the

056right supports in place. >> So I have a follow-up question because that was one of my concerns was D6. So um my question is with the needs with needs of this magnitude concentrated in that one building. So, you have multiple elementary schools that have deficiencies. Um, do you think one literacy turnaround specialist and one reading coach is sufficient for the heavy lift being asked of that school? What additional literacy and math intervention personnel coaching or resources are being provided or are needed? >> That's a good co that is a very good question. We're hoping that what we're putting in place this year can be a model for other schools. And right now, I hate to say it's a wait and see, but we are, and I want I was going to get to this at

057the end, we are in the process of doing data talks. So, we're doing data talks with our principles, but guess what? We're also doing with those turnaround um literacy specialists, and we're getting down to the meat of the students that they're meeting with, they're working with, the progress that they're making, and so on. But when they're all concentrated in the one school because I thought about that too. It's almost as if that fifth grade in elementary that we all got to get on the same page before they even get into dope and sex. And those are just some of the thoughts being new trying to see how things work here. thinking about that. It would be great if we could all be on the same behavior, the same different things that we have so that

058when we get to do six, we're not spending all that time building that culture, but also having set that on like frontload that at the very beginning before we actually get into the school. So, I don't have a crystal ball, but my my thought process is right now with the walkthroughs and all of the different monitoring um and feedback loops that we're putting in place, I know that it's going to work. I'm not going to guarantee it, but I know that it's going to work because we are very determined to make sure we're providing the supports in the right places. >> And just one quick followup question on that. Um we know that ARRI specialists um are heavy I guess K through three grades and you know for do and six that's clearly beyond the

059third grade but are there other like AR beyond grade three or other state literacy supports that are available like state resources that we can kind of leverage to help with that huge lift we have at Delton 6 great center >> some of the things especially in working with ARRI and we know that is K3 But some of our schools are doing what they have to do to help support those other grades, too. I think one of the things that can happen is that although it's K3, but some of our kids are on a K level that's in fifth or fourth grade. You know what I'm saying? So, it's one of those things that yeah, the rule says this, but then what do we have to do and what's best for kids? And that's where we

060were. We've had conversations about this. As a matter of fact, we had a meeting with the turnaround literacy specialist and the ARRI literacy together to talk about the significance on how we can support one another because we don't want to I have a fifth grader that's reading on a second grade level, but I have a fifth grade teacher that can't doesn't teach reading. So, we got to figure out how do we maximize that and making sure that we give our students what they need. question. >> Uh, Dr. Thompson, not to prolong your report because I know you've been up there for a while, but could you just tell us a little bit about the uh the walkthroughs? >> So, what's going on with our Oh, I'm sorry. >> Yeah, that's what I'm saying. The walkthrough.

061>> What's going on? And we we had to change it from walkthroughs because we didn't want it to be evaluative. The curriculum and instruction department is not there to necessarily evaluate teachers. It is to look at the instruction that's going on in the classroom and provide supports. Now the one thing about the instructional walkthroughs or the instructional form, remember the dolphin way? Well, we're looking for those things to be happening throughout our building. The purpose of that instructional framework was to make sure that every school, no matter what zip code that a student goes, that they're going to get a quality education. So having that instructional framework is what's guiding us. So when we're going in doing a walk through, we're looking for those key indicators that we've been talking about since the beginning of

062school. >> Thank you're welcome. I'm transitioning transitioning into what is Il. So although we said that we had a measure for our ninth grade which is our high school, I wanted us to just shift to high school and those are the grades 9 through 12. The tool that we're using is excel in math and English language arts. It works the same and it has the same basic ideas. I ready. It adjusts to each student's answer to find a real skill level, but it's built for high school students content which I ready does not cover. Like I Ready, we give it again year at the same time as we're giving and I Ready. So when we're giving those middle of the year as well as end of the year, Il will also be given to our

063high school students. Just a snapshot of the two tools side by side. Just to reiterate, I ready and are not the same test. They do not use the same categories or scale. So when I give you a percentage um for elementary and middle school, then a percentage for high school, please don't add those together or compare them directly. There are two separate stories measured two separate ways [snorts] for two different grade spans. But the most important thing that you can get out of the report is when we talk about reading and math, you'll see where we are when we're talking about our high schoolers. Here we are at the high school level. We screen over 2,100 students in math. About four out of five of these students, 81% are performing far below grade level in

064math. That is a significant gap. I wanted you to see this and keep in mind this is the beginning of the school year. >> Dr. Thompson, quick question on that before you go to the next slide. But with 81% of um spring high school students that far below grade level in math, what is intervention actually look like for a student who may be several grade levels behind but is expected to complete high school coursework. >> And that's the big challenge. Just going to be honest with you. They have their interventionist there. We're still looking at when this year we order intervention kits for the high school, but we also had to meet students where they are even they are in ninth grade are the credits and so on. Some of them are not reading, some

065of them are middle school. And so we're having these conversations with the high school. As a matter of fact, tomorrow we will be doing a walk through quote unquote in high school Carver 9 and um Douglas Dougl I'm sorry, Dothan High School and we will have that opportunity to look at the different instructional supports that are going on. But that is the million-dollar question. And as we're working with our elementary and middle and I'm of the mindset that early intervention and getting it right in those lower grades as we go up the grade levels will make the difference. But right now we're in the here and now. So that's where we are. >> I have a question on that. Um so just sending my own children through for example my son that's a freshman in

066college right now. He had math modeling first semester of his senior year, which is not really, it's math, but it's not really math math. He had not had math since the first semester of his junior year. So, by the time he's got to college, it's been a year and a half really since he's had really strong math. I'm watching that happen a lot with kids with these semester long classes. Is that something that you have noticed where you only have English one semester the year? You're not building upon it all year. you're not building upon math all year because we have this block schedule. Is that something that you notice that that is adding to this or is there a workar around for it? I guess just your opinion on what that block schedule is

067doing to reading and math. [laughter] >> I want that honest opinion. >> Well, mine I really think at we have to start prek, kindergarten, first, second, and laying those foundational math skills. We do. and then continuing on and building from there. That's that's that's the honest truth. As we go up in the grades, we can't wait to intervene. One of the things that I've always said, and I've said this throughout my career, why do I have to wait for you to fail for me to intervene? As a former teacher, I can remember seeing that if someone doesn't have their number sense or their fluency or what's going on. As a kindergarten teacher, I'm seeing this. Then what am I doing to make sure that I'm laying that foundation first and foremost? As we go up

068the grades, we can't let kids slip between the cracks. I mean, when something is going on and we see it's happening, that's the opportunity for us to intervene. But the bottom line is we got to hold each other accountable and we have to follow up and follow through because although we say we're going to intervene, we're going to monitor, we're going to do all these things, but we really got to do these things with fidelity. So, as they transition through the grades and they get to high school, there's that accountability piece. If we're seeing that a significant group of our kids are coming up, we are trying to offer tutors and tutoring. We are still trying to do the interventions and have them, you know, meet with someone and do that oneonone, but it's so

069much the need is so great like you all said earlier and where do we start? And so, we know we have to start somewhere because at the end of the day, we want these kids to be productive citizens. One more question. Um, so Carver 9th to me kind of has the same scenario is Dothan sixth grade center. You know, it's a feeder school. So if there are issues, they kind of culminate there and which feeds over into Dothan High School. So do you know if we have um sufficient certified math teachers, intervention personnel and instructional capacity to again address the gap of this magnitude for carbon 9 and those for both of them. >> One of the things I know is that we have um quite a significant uncertified teachers. So you saw how one

070of our principles said actually celebrated having certified teachers. It's really hard nowadays getting teachers and especially in these hard to fill schools. So, one of the things that I I mean as I'm looking at what's going on with Dothan 6 and N of course I have ideas but we have to get those um people and the resources there to be able to make those changes and adjustments and that's the challenge that we've been facing lately. >> Is there any help this board can provide with that? >> Everybody inter Can I get back with that on that question? I mean, in a perfect world, it would be great if all of our schools were staffed with literacy specialists and math specialists and so on. But you know what I mean, the board has really been generous

071with us, I must say, with some of the things that we've been able to receive. However, it's not so much as getting those people or those positions. It's getting the people. >> Can I say that again? is hiring the people and right now you approve um a math person coming and she's K12 so I'm excited hopefully she'll be starting within the next couple of weeks. >> Dr. Thompson, can I just I want to remind um there is something that Carbon is doing. Remember we worked with with Mr. Mitchell last spring about it. All of their teachers in math are certified. They're I think most of them are on a team's contract except for maybe one. But they started an intervention block. You remember we worked with him on that. He set that plan before he

072left. And that is something unique to them that they are doing an intervention >> session within those teachers. Am I correct? And they spent the summer planning and building those lessons. So that kind of helps you a little bit. She's got a lot she's got to remember. So she was I said she's probably >> I wish I had these question. [laughter] She probably not remembering that one, but that she started with uh Mr. Mitchell last spring. >> Yes. >> Okay. And I think I left off at um trying to see where we are. So, I wanted to also take a look at the campus um and their strand highlights. As you can see up there, um the pattern still study for our high school campus as well as in math. It's not just the topic

073dragging the average down. Every major skill area still shows a gap. So, it just reinforces the need for us to get that additional support. I mean, it's funny that we did the AAP and we talked about math and here we are. Same thing with our I Ready data. I share this because it tells us the response can't be a narrow fix aimed at one class or one skill, but it has to be comprehensive. So, I do appreciate you asking, okay, you shared this, so what now? How can we help you get it done? You know, help our kids get back on track. If we can get more people here, that would be great. So, I know that that's that's been a big challenge. But I wanted to go back a little bit and talk about

074our greatest opportunity. I want to end the data portion on what I think is genuinely the most helpful number in this whole presentation. In both reading and math, the single largest group of student isn't the one furthers behind. It's the one that's just one grade level behind. 44% in reading and 50% in math. That's bigger than the two more severe groups combined in both subjects. Here's why that matters. These are the students closest to catching up. These are the students closest to catching up. With focused, consistent instruction, a student one grade level behind can close that gap with a single school year. So, while the overall numbers are a little sobering, nearly half of our students sit in a group where we have the clearest, fastest path back on track. And that's exactly why we're

075aiming a lot of our energy this year. So what happens next? Starting in October, principles sit down individually with the district leadership to talk through their school's data and agree on specific next steps and not vague goals, but one action, the person that's responsible in a follow-up day. District and school leaders are also in the classrooms regularly watching for those instructional practices. Carnegie learning, Horton, Gillingham, all of these things that we've had recently. And we want to make sure that these practices will move the needle and give principles fast, direct, immediate feedback. Our teacher teams meet regularly, too. But instead of just talking about what was taught, they dig into the actual student work to see what was actually learned. We have math and literacy coaches providing hands-on support and training directly in the classroom

076and then of course prioritize for the stu schools and teachers who need it most. Every nine weeks we cross check check every student struggling in reading and math against the extra report they're supposed to be getting so no one falls through the cracks. And while the big test only happens three times, the I Ready, we're reviewing classroom evidence continuously so that we can adjust throughout the year. Hence, I started saying about the October principles meetings. Well, they're going to have another one in the middle and then they're going to have another one in the end. So once again, we really are trying to think of ways that we don't miss the mark on all of our students. This baseline is where we start, not where we finish. What we are really watching and what I'll

077report back on are the adult actions in the classroom and schools that we know can change student outcomes. Thank you. Any more questions? >> Yes, a few for me. So, I was going to say thank you for this and um Dr. asked you shared some of your um templates with me and um you really do plan to inspect what you expect and that is a wonderful thing as far as accountability and keeping teachers and principles and everyone involved in the school improvement system improvement um for our students because accountability is where school improvement system improvement begins. And so we have to improve our instruction so our kids can improve as well. So I want you to know that someone who my specialty was school improvement, I was very very impressed with what you and your

078department has done. So it was very impressed and I I you know these kids that were one grade below is what we would generally at State Department call bubble kids. >> Bubble kids. Yes. Um cuz you can just push them on over. It just, you know, you can you can get them to just go on over and they've you see so much. You see that light bulb that all of us get addicted to because they learn. So thank you for that and thank you for having been so organized. I love the templates. So um the next question I have beyond interventions that occur during the school day are there any afterchool or extended learning opportunities and I did see um in some of the board documents that we are doing the same Saturday school again

079and I believe the um scope will be math and ELA this year versus I believe last year was just math. um any additional opportunities like that and did we actually see measurable results from that from last year because I don't recall seeing data from that. So I'll let you answer this because I know I'm kind of bombard you. I'm sorry. >> They did share data on um the Saturday school at Fame U last year. In addition to that, we also have Jameson. Um we're doing something with tutoring there after school. So we have that going on. Also, schools are at liberty to hire tutors, too. So they have budgets where they can hire additional tutors. Once again, the challenge is getting people to, you know, hire. But we do have those things in place. >>

080So if it was effective Saturday school at FA, is that something we can implement at other schools or is it just based on the individual school's discretion, them hiring those tutors you're mentioning? >> I think it might be a financial um And I'm going to yield to u Miss Jacobs because I are you going to speak to that? >> Um Saturday program is funded through the governor's turnound and they're the only school that receives that funding. We do have a impact report I can send to you from last year. >> The connection was when they attended you saw results. Okay. And to be honest the attendance was high. It was consistent in the first half of it. towards this spring it started to go down where you saw we connected individual students to their growth

081and you can see that their growth was not >> um happening in those areas for math for them. Okay. But this year after we planned we decided to do the reading and mathematics. Miss George is doing a lot of you know incentive programs and trying to pump the families and the kids up to be there every Saturday. And it starts off really good but you got to keep it going. And so I think that was probably some of the hang-ups that we had with that. I don't foresee that being an issue for us this year. The additional for the ARRI money that you spoke earlier was beyond third grade. We've given each school two before and after school tutors that they can hire. And so you hire your own staff additional employment. You'll start seeing

082those recommendations coming in in the this probably in this packet and the next. So that is all the way through ele every elementary, middle, and high school received that. The Jameson program that she's speaking of is for Gerard Elementary. That has not came to you yet. That's something that that we're still working on. Okay. Um and so we're in the process of developing thatou with Dustin in the city, but that is with the housing authority. So that's something that we're trying to do for a wraparound service. So in addition that's I think that's all the program right now >> as of right now what we have going on. >> Miss Jenkins did you have something? >> I didn't have a question. I just comment. Um my youngest is one that has struggled greatly in reading

083and had a lot of intervention, a lot of help along the way. And he just every year I'm not smart. I can't do this. Um I'm not going to cry. Yesterday he came home with two papers and he goes, "Mom, you're not going to believe this." and he got ace and high ace on both of them. And he goes, "I know how to read, Mom." He's in fifth grade. He should have learned this a long time ago. We worked really hard with him at home and he's just struggled. It's been a big struggle. But he was beaming. He was so proud of himself. And he goes, "Go pull up power school. I have an A for the first time ever." And that was huge for me as a mom. Not just that he had those

084grades, but that he took ownership of that and was so excited for that. And so just seeing that in my own child who is struggling and I'm hoping that's happening in many homes across the district where these kids that light bulb is finally clicking and they're excited because nobody doesn't want to know how to do stuff. People want to read. They want to do math. These kids want to be able to do it. It's just finding what it takes to connect those dots for them. And so I'm very as a mother very grateful for this and as a board member very grateful to know that that there are changes happening in this district and I'm excited to see the next round of data that comes out because I have no doubt it will be better.

085>> Thank you. >> So one additional um question I saw on the LL diagnostics that districtwide 8% of math and 11% of ELA screenings were incomplete. So, is there a plan and a deadline to complete those outstanding diagnostics? And also, will the board receive updated baseline figures once we have those missing? >> Right now, we I have to find out why they're incomplete and there may be some reasons that are beyond the school, but um I will definitely get back with you on um getting that for you. >> Thank you. I really appreciate it. I know I was bombarding you with a lot of questions, but I want to make sure I understand the baseline. Thank you. >> This was good. Thank you. Anytime. Any other questions? >> Dr. Thompson. Thank you so much. >>

086You're welcome. >> All right. Do I have a motion to approve the purchase of security cameras for DCS campuses? >> Madam Chair, I make a motion that we approve security c cameras for DCS campuses. Do I have a second? >> Second. Is there any discussion? All in favor? >> All opposed? Motion carries. Do I have a motion to approve the vector security to complete the fire panel upgrade for Slingliff Elementary? Madam Chair, I make a motion that we approve the Sling fire panel replacement by Vector Security. Do I have a second? Second. Is there any discussion? All in favor? Yay. All opposed. Motion carries. Do I have a motion to approve the purchase of three fixed walkthrough metal detectors at Dothan Preparatory Academy, Dothan Sixth Grade Center, and Carver 9th grade academy. >> Motion to

087approve the metal detector upgrades. >> Do I have a second? Second. >> Is there any discussion? All in favor? >> Nay. All oppose. Motion carries. >> Do I have a motion to approve the Jerry Lee Fain Elementary School turnaround incentive program for the 2627 performance year contingent upon the availability [clears throat] and allowability of the governor's turnaround funding? Madame Chair, I move that we approve the turnaround incentive program for Jerry Lee Payne. Do I have a second? >> Second. Is there any discussion? Madam Chair, will someone be explaining exactly this incentive program? >> Will you explain that? >> Yes. Um, Dr. Ask, you met with the turnaround staff at the state and one of the things that they said was performance incentives was allowed in those funds, which is actually odd. most funds you cannot

088do that with in the state of Alabama. So he asked for us to begin a plan and it's probably been going on for about a month now that we developed it. So based off student performance will give the teacher depending on which teacher position is is a general ed teacher, special ed, a gifted instructional coach, interventionist would get a certain amount per child that increase. And in your packet there's a chart. It's and it's pretty long but based off those those positions. So a general ed teacher would be looking at her roster okay in her class and that would be per content area. So it depends on if they are in K one two or three it might be I ready data that we're looking at. If it's four or five we're looking at more

089of a cap. Okay. So, uh, some of those measure growth, some do proficiency depending on what level they get to or what type of growth would be a certain dollar amount to that child as well to that content. Uh, individual could not earn more than 12,000 if there's a cap on it for that. But tomorrow, as long as it passes tonight, I will be going to Fang to do a presentation with the staff and going over it with them. I will show them how it will be calculated. It will all be done after the school year is completed and all the data is finalized. And then I will provide them a calculation form. They will also sign an agreement saying they're want to opt into the program because they don't have to do it. There

090is no consequence for them not doing it. And if they meet those requirements and those students meet those indicators, then they'll be issued a check before we close the 27 year out. So it and there's an attendance also. 90% attendance, you can add another $500 bonus to it basically. So, >> thank you. >> All right. Any further discussion? All in favor? >> Yay. All oppose. Motion carries. Do I have a motion to approve the contract with Matt her to provide mental health consultation services? >> Madam Chair, I move that we approve counseling and contract services with Matt Herur. Okay. Do I have a second? Second. >> Is there any discussion? All in favor? >> All opposed? Motion carries. Do I have a motion to approve the contract with Dino Commercial Services to provide cooking equipment

091and repair and preventative maintenance for the child nutrition program? M. Chair, I move that we approve the cooking equipment repair and preventive services maintenance uh bid. >> Okay. Do I have a second? >> Second. >> Is there any discussion? All in favor? >> Yay. All opposed? Motion carries. Do I have a motion to approve the contract with Comfort Systems USA Southeast to provide refrigeration equipment repair and preventative maintenance for the child nutrition program? Madam Chair, I'll move that we approve refrigeration equipment repair and preventive maintenance service bid. Do I have a second? Second. Is there any discussion? All in favor? >> Yay. All opposed. Motion carries. Do I have a motion to approve the 2026 2027 capital plan? >> M. Yes. >> I move we approve the 2026 2027 capital plan. >> Do I have

092a second? Second. Is there any discussion? >> Is anybody going to speak on this? Mr. board and assistant superintendent Jacobs. Um there is a presentation that was given to you yesterday. Um we do have it up where we can put it up. The word document though I'm not sure how well you'll be able to read from the screens um because it is was just delivered to you in email format. But the overall caption for this plan is that it's just a fluid document. The first thing that was presented to you that was really just um a list of projects is how it is is presented to the board in the aim portal for the state department of education. It's in no way saying that it is um a definite that any of those projects are

093going to be done. It is just that they have been identified as a possible need. Um the state uses that with the five-year program so that if they do um allow a bond issue to they take all of those things into consideration for maybe money that is delivered to each school system. So that's how that's kind of given out. So in the past few years as identifying needs, so Beverly air conditioning, you know, that one has been um before you with the HVAC upgrades, that one um has already been approved through funds. That one is listed on there. There are a few that have been already approved. Those were towards the top of the list. And of course, identify as a capital project would be $50,000 or greater. So those have to go on there.

094You can list some others as capital improvement projects in the plan um that are under 50,000, but they don't have to go on there. Um so anything that has been brought up over the years that's just been discussed as a possible need is on there. >> Any questions? >> Yeah, a question. Um so I know there are several things that we've talked about in the past like tennis courts. That's been a big one that we've tried to get multiple times with different bids and it's just been cut from that every time. I don't see that on here. Is that something? I mean, I feel like we've talked about it since my very first year on the board. >> Just hasn't been brought to my attention to add it. Okay. >> I can add anything. It's

095really fluid. Like even since the um document that went to you um I believe last week, we've already identified a need head start for a furnace and some um 4 ton units that have failed. So that has been added within the past week just as a need. So anything can be added. Um I don't present it um to the state until of course it's presented to you tonight. If there's anything that needs to be added before the end of the month, I can do that as well before it's presented to them. >> Okay. And would we have to vote to add that on or can again since we don't vote for it to be done until it's time to do it, we can add things in without having to vote on them? >> I can

096this tonight as it's approved, but then anytime throughout the year, it's just can be added throughout. >> Okay. Um, other question, I guess it's not really a question, more of a request. In the future when we see these, can we see like when the last time Selma Street had an HVAC or their roof replaced? Like if we're getting So, for example, um, where did it go? Repaving Dove and Prep when the last time that has happened was I think that would be really nice to see. It's been 15 years since anything like this has been done. Um, it doesn't have to be in here. It could just be a spreadsheet of this is the last time DPA had a roof fixed or DPA had paving done. Um, so that we can just make sure on

097my end that everybody's getting that we're not voting on some stuff more than others if that makes sense. I would just appreciate >> these are presented in the plan as a funding source unknown. So we have no idea how it would be funded yet other than the ENT funds or something that had already been broken for you. It's >> just a dream list. >> Yes, there's been a huge list that we've been able to identify and tackle deferred maintenance through the agency funds, but the biggest would be for this upcoming summer. I think this could be a really useful tool, but I'd like to see us have a more formal process with it, with a committee, with faculty members, parents, community members, board members to give input on this. I had no idea how it

098worked. We just got a list and with millions of dollars listed next to it. Um, >> and it seems like it could be a really useful tool for future planning, but I don't think that we're using it in that manner. So going forward, I would like to have that. >> All right. Just like the tennis courts, not coming, you know, directly to me to add to it. That would be beneficial. So >> I think just to piggy back off of that too, there's things where it's addition to buildings, things that I've been on the board for a long time and haven't heard it talked about. And so that was a concern of mine is half of it didn't make it on to this list. And so I know some some will make it on, some

099of them have not made it on, but having, like she said, a more, you know, people from the community that are sitting down and saying, "We really do need this right now. This needs some additions were added in one of the last committees that were formed when we did the restructure. Some of these things have been on there for several years. They just kind of keep getting extended until they're either removed or voted on." >> How is the budget determined that's next to whatever the list is? like what's how's the dollar amount determined? Like there's $7 million for a bus barn. How was that amount determined? >> That was just an estimate given I believe about four years ago um when a former superintendent at that time I believe it's actually Dr. Edwards that first

100brought it to the attention um and they were doing a study for safety um been brought to the city of death and as a possible need and so it was added at that time. Since then I think we've made some different improvements and upgrades there that may not anymore, but we I did not remove it. >> Sorry, one more. Um, are there ways as I guess as a board or talking to Dr. Ask you to get some of these moved up like knowing say we could potentially move the bus barn to the old pass academy building, but that roof would need to be fixed. And so kind of this is what we want to happen, this is how it needs to happen. that that priority list. I think what um Ashley was saying is make

101it more structured and this is why we're doing this and this needs to be done so this can be done. Um >> yeah, pretty much anything that was on there previously that has been um tackled or funding source has been found for those have been moved up to the top. So yeah, it's it can be moved and changed. >> Thank you. >> More questions. >> All right. All in favor? Yay. >> Yay. All oppose. Motion carries. Okay. Personnel agenda. >> Good evening. >> So, we have three divisions tonight. >> Okay. >> First one is D1. D is involved D1, D9 and F1. >> Okay. Correction to previous action eight termination two suspensions three resignations eight additional or temporary employment 72 transfers three conditional appointments three appointments nine and verification of higher degree All right. Do

102I have a motion to approve the personnel agenda with the deletions D1, D9, and F1? >> Madam Chairman, I had a question. Weren't we supposed to view some of these items in executive session? >> If someone wants to pull them, then you we need to make the motion. So, do I have a motion to approve the personnel agenda with the deletions of D1, D9, and F1? >> Okay. Anyone? >> Okay. >> Do I have a motion? >> I make a motion that we approve the personnel agenda with the deletion of D1, D9, and F1. Okay. Do I have a second? >> All right. Is there any discussion? for executive session to pull C1, two, and three for executive session. >> All right. Any further discussion? All right. Okay. So, now we're Do I have to

103make a new motion? Is that what we >> have to make a motion to approve? You have to pull C1, C2, and C3. So the motion has to be to approve the agenda with the exceptions of C1 C2. >> Okay. So now the motion is to approve the personnel agenda >> with a deletion >> with the deletions and pulling C1, C2, and C3 to discuss in executive session. I have a question for you. F2. We hired the other person for that last meeting. Correct. That was for the that was for a replacement for the other AP. >> So there's two there. >> There's two APS. >> Okay. So we will need to fill that position. >> We hired one and now we'll repost. >> Okay. Okay. Is there any other discussion? Can we pull F2

104as well, please? Okay. All right. Is there any further discussion? All in favor? Yay. All oppose. Motion carries. >> All right. Do I have a motion to approve the >> Madam Chair? I don't think we did that correctly. I think we have to go back since we added the F2, go back to the original motion and then pull all those items again to remove it. Okay. Do I have a motion? We because we added sorry I asked a question and we added F2. So we made the motion for D1 D9 F1 C12 and three but then I asked to pull F2 as well and that was not so that was on me. I apologize. >> Okay. Do I have a motion to pull F2 from the personnel agenda to discuss an executive session? Madam chair,

105I make a motion that we also pull F2 from the personnel agenda to discuss an executive session. Do I have a second? >> All in favor? >> Yay. >> All oppose. Motion carries. All right. Um, thank you, Mr. Okay. Do I have a motion to approve the updated construction facilities and skill skilled trades specialist job description? Madam Chair, I make a motion that we um approve the construction facility skilled trade specialist job description. Do I have a second? >> Second. >> Is there any discussion? All in favor? >> All oppose. Motion carries. Do I have a motion to approve the on the job injury relief policy? >> Madam chair, make a motion that we approve the on the job injury leave policy. >> Do I have a second? >> Second. >> Is there any discussion?

106All in favor? >> Yay. >> All opposed? Motion carries. Do I have a motion to approve Lisha Lacricia Hendrickx as the super names? >> Yeah. >> Yes. As the superintendent board designate for the sick leave bank committee. >> Madam chair, I move that we approve the sick leave bank superintendent board designate. >> Okay. Um do I have a second? >> Second. Is there any discussion? All in favor? >> Yay. All opposed. Motion carries. Do I have a motion to approve the lean frog salary schedules option A with the implementation contingent upon the district secur sec securing sufficient substantial funding from the city of Dothan to support the the proposed salary adjustments? Um, chair, I make a motion that we approve the lean frog salary schedule contingent upon the district securing sufficient sustainable funds from the

107city of Dothan to support the salary adjustments. Do I have a second? >> Second. >> Is there any discussion? All in favor? >> All opposed? Motion carries. Do I have a motion to approve the new salary schedules funding resolution? Madam Chair, I move that we approve the new salary schedule funding resolution. Do I have a second? >> Is there any discussion? All in favor? >> Yay. All opposed. Motion carries. Do I have a motion to approve the sexual misconduct liability insurance policy? Madam Chairman, I make a motion to approve the sexual misconduct liability insurance policy. >> Do I have a second? >> Second. >> Is there any discussion? All in favor? >> Yay. >> All opposed? Motion carries. Do I have a motion to approve the liability and asset insurance? >> Madam Chair, make a

108motion that we approve the liability and asset insurance. Do I have a second? >> Second. >> Is there any discussion? All in favor? >> Nay. All opposed. Motion carries. We do need executive session to discuss C1, C2, C3, and F2. in um we should not be long probably 10 minutes maybe 15. Um do I have a motion to um adjourn into executive session? >> Madam Chair. >> Yes sir. >> I move we adjourn into executive session. >> Okay. Do I have a second? >> Second. >> Is there any discussion? >> All in favor? Yay. >> All opposed. Motion carries. >> I want to make it appropriate. I'm waiting for Yeah, I can Last one. All right. All right. There you go. Are you serious? Hallelujah. I said Awesome. Absolutely. Hallelujah. The best. Yeah, >> they're

109back then if they're poison. >> Do do I have a motion to reconvene into regular session? Madam chair, I make a motion that we reconvene into regular session. >> Do I have a second? >> Second. >> Is there any discussion? All in favor? >> Yay. >> All oppose. Motion carries. Um, we did not take any action in executive session. Do I have a motion to approve F2, C1, C2, and C3 of the personnel agenda? Madam chair, I make a motion that we approve F2, C1, C2, and C3 from the personnel agenda. Okay. Any discussion? >> Somebody second. Second. >> Okay. >> Second. >> Okay. Any discussion? All in favor? >> Yay. >> All opposed. Motion carries. Um, new business. We have There is none. Um, but we do have a regular schoolboard meeting on October

11020th and a special called schoolboard meeting October 22nd. Do I have a motion to adjurnn? >> Matt. >> Okay. Do we have a second? >> Second. Is there any discussion? >> All in favor? >> Yay. All opposed. The motion carries.