001Call to order the May 19th, 2026 regular school board meeting. Miss Brenda Guilford will lead us in moment of prayer. Let us pray. Dear heavenly father, we thank you for everything and we're going to thank you for everything before asking for anything. We ask that you guide this meeting, guide our hearts, guide our minds. We ask that you take care of the children in our school system, our staff, our teachers, and everyone as well as our administration. Please be with us tonight as we make these important decisions, these decisions that might affect others in this audience and others at home. And we thank every we thank you for everything, dear Lord. And we pray in Jesus name we pray. Amen. >> Amen. >> And our pledge of allegiance will be led by Herd Elementary School
002fifth grade student Nala Jackson. Good evening board members, board chair and Dr. Ascu Nala Jackson is a very active leader at Herd Elementary School. She is a very active peer helper, the president of our SGA and a member of our national junior beta club. We appreciate your leadership at HERD and thank you for leading the pledge today. >> I pledge allegiance 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. >> Thank you, Miss Fleming. Thank you, Nala. I ask for a motion to approve the agenda and proposed agenda modifications. >> Madame chair, I move that we approve the agenda and proposed agenda modifications. >> Do I have a second? >> Second. >> Is there any discussion?
003All in favor? >> Yay. Um all opposed. Motion carries. Um board comments. Does anyone have any comments? >> Yes, Madam Chair. >> Please. >> Good evening, everyone. I would like to take a moment to recognize and express appreciation for our teachers and our staff across Dothan City Schools. Following teacher appreciation week earlier this month. I had the opportunity to visit all six schools in district three in my district. It was Hidden Lake Primary, Beverly, Carver School of Math, Science, and Technology, Dothan Preparatory Academy, the virtual school, Pass Academy, along with the extra stop at Dothan High School to personally thank all of our educators and staff who pour so much into our students every single day. As board members, we often talk about academics. We talk about policies, budgets, and goals. But none of those
004things happen without the people in our classrooms, our hallways, cafeterias, offices, and support roles. They show up daily with dedication and care for our children. Their commitment, their sacrifice, and willingness to go above and beyond truly make a difference in the lives of students and their families across this district. While there's no way we could ever fully repay all they do, I simply wanted to publicly say thank you and let them know they are seen, they are valued, and deeply appreciated. Thank you. >> Thank you. Anyone else? All right. Um, this is our annual meeting and we need to nominate a vice chair. Do we have any nominations for >> Madam Chair? Oh, go ahead. >> Okay. For vice chair. >> Madam Chair, I'd like to nominate Mrs. Brenda Gilford. >> Okay. Any others? >>
005Madam Chairman, I'd like to nominate Ari Jenkins. Okay. Are there any other nominations before? All right. So everyone, so we need to get the majority >> discussion. >> Discuss. >> Is there any discussion? >> Yes. >> Okay. So I'm nominating um Mrs. Guilford because of her extensive training with AASB, Alabama Association of School Boards. She has over 416 credits with AASB. She was actually recognized as an allstate board member for Alabama in 2022. This was the only time our school district had received this honor. Thank you. >> Okay. Any other? All right. So everyone, so what we'll do is according to the rules is we'll vote to get a nominee and then we have to vote on the nominee to be the vice chair. So all in favor of Brenda being the nominee? >> Yay.
006>> Okay. All opposed? >> Okay. Nay. So that's four to three for Brenda. Okay. All for Ari. Yay. >> And post. >> Nay. >> Okay. So that's Ari. That's going to be the nominee. >> No. It was three three. >> I said yay. >> Yes. >> Did you note that that the chairman voted? She broke the tie and voted. >> I voted yay. Miss Jenkins. >> So Ari will be the nominee. So now we need to vote um to approve Ari Jenkins as the vice chair. Okay. So do I have a motion to approve Ari Jenkins as the vice chair? Madam Chair, may I make a motion that we approve Ari Jenkins as the vice chair? >> Do I have a second? >> Second. >> Is there any discussion? >> All right. >> Yes. I
007would like to um just a quick question. >> Yes. >> About her training with ASB. >> Okay. >> All right. How many hours do you have? I don't have that paper in front of me, but I have never missed a training except one one December. And then I've done multiple online trainings. I've gone to any of the extra classes that they've offered. >> Any further discussion? >> I just want just you said you haven't missed the training. >> I missed one in December and then I did an online one for another one that I had missed. >> So, how many hours? I think that was the question. How many hours do you have? I don't have that paper in front of me right now is what I said, but I have made over the last
008five years all but one training in December and then another one I did online and I've done three extra trainings on top of that. I'm not going to have as many hours as you because I haven't been in for 20 years. So, >> yeah, I know. >> Any other discussion? >> All in favor? >> Yay. >> All oppose? Nay. Okay. Motion carries. Right. Superintendent report. Dr. Eski. I'd like to call Miss Caris Harmon to the podium at this time. Good afternoon, members of the board. Tonight, I am proud to recognize Dothan High School senior Alexis Stafle for an extraordinary accomplishment that has brought national and international attention to both our district and the wider grass region. Earlier this year, Alexis earned an automatic bid to the International Science and Engineering Fair, also known as ISF,
009which is one of the world's largest and most prestigious science competitions. In doing so, she became the first student not only from Dothan City Schools, but the region in the competition's 75 year history. Alexis first earned recognition through her outstanding work at the Greater East Alabama Regional Science and Engineering Fair and continued building on that success at the Alabama State Science and Engineering Fair. Her project called using aruido pressure and accelerometer sensored data to determine the least painful backpack strap position showcased an impressive blend of research innovation and real world application. And she actually has her advice here with her today. Last week, Alexis traveled to Arizona to compete alongside some of the top student scientists from across the US and more than 65 countries around the world. While many in our community have already
010seen Alexis featured on our social media pages and on local news segments for her achievement, tonight we want to simply pause as a district and publicly recognize how proud we are of her work, dedication, and representation of Dothan City Schools on the global stage. And one of the things that makes Alexis especially remarkable is her humility. I've gotten to know her a little bit over the past few months. Despite all of her success, she's quick to credit the educators and mentors who encouraged and supported her along the way. We are grateful to have Miss Jean Davis from Dothan High here with us tonight, whose guidance and support have helped Alexis throughout her journey. Alexis, thank you for representing the Wolfpack so well, and congratulations on your historic accomplishment. Alexis and Miss Davis, will you please
011join the board on stage for a photo and let's give them a round of applause if they walk up. [applause] >> [snorts] [applause] >> And tonight we also recognize an educator whose impact continues to make a difference in the lives of students every single day. Carpet MST teacher Jessica Freeman was named a finalist for the 2026 27 Alabama teacher of the year earning her a place among the state's prestigious sweet 16. She was selected from more than from more than 155 educators across the state. And this recognition places her among the top educators in Alabama while also reflecting her commitment to excellence in teaching, leadership, and student success. Miss Freeman brings more than two decades of experience in education to BCS. And she currently teaches sixth grade math at Carver MST. As a National Board
012Certified Teacher, she's known for creating engaging hands-on learning experiences that challenge and inspire her students. Being named a sweet 16 teacher is an extraordinary achievement and a reflection of the impact she continues to make on her students, families, and fellow educators every single day. Dothan City Schools is incredibly proud to have Miss Freeman representing the district at the state level. Now, Miss Freeman, your turn. Will you please join the board on the stage for a photo? Let's give her a round of applause. [applause] >> [applause] >> Next, we'll have Sarah and ODM come to the podium and recognize students who earn the seal of biiteracy, followed by mist. Good evening. Tonight, we're excited to present to the board and to our community seven seniors from Dothan High School's class of 2026 who have achieved the
013Alabama seal of bi literacy. Students, please come forward when I call your name. Vance Patel, Vier Patel, Daniel Estabbon Martinez, Angeli Espinosa Martinez, Leslie Martinez Gomez, Michael Mendoza, Angelo Valdez. Also, I would like to recognize Dothan High's assistant principal, Mr. Jorge Bao, and EL teacher, Mr. Amari Spencer. >> [applause] >> The seal of bi literally bi literacy, excuse me, is a nationally recognized achievement that honors students who have demonstrated proficiency in English and one other world language. This accomplishment not only underscores the dedication and hard work of these students, but also reflects the district's commitment to promoting linguistic diversity and preparing graduates to be world citizens. Please help me congratulate these students. Good evening everybody. Hey, I want to take a couple minutes for those in the room who may not be familiar with the
014Mike's mix challenge and kind of give you some context. We came out of the year of COVID and we didn't have a report card score uh the year after COVID. Um myself and the administration at Delton High School, we were disappointed in our score. So we got together, we we crunched some data and we came up with a plan to try to incentivize our kids of how to drive our report card score. Well, Mr. Mike Smith, you know, he's a wonderful ambassador for our city and our community and our school system. And we went to Mike with an idea and we thought it was a good idea. He came back to us with a better idea and out of that came the Mike Smith challenge. The crux of that challenge was to take our report
015card score indicators at make that part of his challenge where students could earn this opportunity to um earn these scholarships and that's how the Mike Smith challenge was born. He gave us a two-year commitment and when we fell just short of what our original goal was, he said, "Let's do it one more time." And so, um, Mike, I want to thank you for what you've done for us, our school system, and and helping our kids reach their potential. And so, tonight, Mike's going to give away some money to these students. We had over a,000 students qualify. We had 181 students that qualify for the money round, and it took 12 rounds to get to these top 10 finishers. And what a tremendous competition it was. So, Mike, are you ready? I'm let I'm gonna let
016Mike speak. He's good at this. >> So, are we going to hand him out? >> Yes. >> All right. First of all, Madame Chair, Mr. Superintendent, what an honor to be here. I'm so grateful God allows me to be able to do this because I know a lot would do this if they could. So, I'm just 100 million people, but our students are extraordinary. I just wish everyone knew it like we know it. And thank you to uh Mr. Mitchell, Mr. Rivera for their ideas and your leadership team. I'm just grateful to be able to do this. That's awesome. God bless you. Let's go. Show me the money. >> Okay. Just so that just so the uh the crowd knows you had a thousand over a thousand people uh qualified for this. They it went
017181 to the money round. It was a cornhole challenge, right? Why did you choose cornhole? Well, because nobody has an advantage there. Uh and so the top 10 I never heard of cornhole. I didn't know what it was. when he brought that up and said, "How has that got anything to do with education?" >> But all I got to do is qualify. Anyone can win. And I love the idea. So, thank you. >> Thank you, Mike. Um, so we ended up with seven uh six winners who won $1,000. And I'm going to call them up. Graham Davis >> [applause] >> Houston Vesco. [applause] >> Yes. Jose Alvarez. >> Nolan Wood. Jaylen Ward, J. Michael Shaker, [applause] Jack Johnston, and then the top three. That's really where it got interested because each we did about four
018rounds just to get to the top three and Cooper Hall ended up with $3,000. [applause] Allison Peppers won $5,000. [applause] Broida won $10,000. >> [applause] >> Now, just just to put a a cherry on this so you know, every our indicators had points associated. If you had perfect attendance, you always ended up with more throws. And so, our top two winners this year had perfect attendance. So, they they had an extra throw each round to have an opportunity to win the money. Good job, y'all. >> [applause] [snorts] >> All right. We are also proud to recognize tonight the dedicated Carver 9 career prep teachers for their outstanding work in preparing students for success. Now, over the past several years, these educators have helped students earn Microsoft Office Specialist certifications, which is an achievement that directly
019supports college and career readiness and equip students with valuable workforce and digital skills. Their impact is reflected not only in the classroom, but also in the data. During the 2024 25 school year, Carver 9 students achieved an overall CCR rate of more than 80% through the certification pathway. And this year alone, 159 students earned certification during the spring 2026 window. 70% of students over the last three years who obtained CCRs grades 9 through 11 were directly impacted by these educators. Tonight we recognize Itaya White, Aana Freeman, Quadrian Broom, and Steven Welch, who is not with us tonight for their dedication, leadership, and commitment to helping students reach their goals. Thank you for the lasting difference you continue to make for our students at Carver 9 and across DCS. With the educators I just named, Mr.
020Mitchell and Mr. Richard, please join the board on stage for a photo. Let's give them a round of applause. All right, we move on to the curriculum and instruction report. Dr. Kesha Thompson. Good evening, madame chair, members of the board, and superintendent ascu. Tonight, I'm providing informationational update on summer school 26 and summer professional learning 26. At the last board meeting, I introduced the Dolphin way, the district's instructional framework. Remember we talked about standardsbased classroom instructional delivery practices, professional learning communities and assessment and data systems. Tonight I want to show how our summer work is aligned to that framework. As we move into the summer, it is important that we do not treat summer school for students and summer learning for staff as two separate efforts. Instead, we want to move both of those in
021the same direction. Our summer school programming is designed to provide targeted support for students. Our summer school professional learning is designed to strengthen the capacity of teachers, leaders, and staff. Together, those efforts support a stronger start for 2026 and 2027 school year. I will begin with summer school for students. For our elementary students, the summer program is planned at Hidden Lake Primary in Selma Street Elementary. These sites are scheduled to operate from June 3rd to June 29th, Monday through Thursday, 7:40 until 3:30 p.m. Of course, breakfast and lunch will be provided and transportation processes. Registration deadlines were built into the planning. This program is intended for students needing additional support, including students who need help in reading and math, students from our full support schools, and students that have additional concerns and supports. The elementary
022program includes resources such as CKLA spire differentiated reading instruction, envision intervention, amsty math lessons in excel. It also includes pre and postprogram measures in reading and math. That matters because this work is not just about giving students more time. It is about giving them more targeted time with identified resources and opportunities to monitor progress for our secondary students. The district is planning wolf camp at the Delton 6 grade center. This program is designed for students in grades 6 through 12 who fail classes and in need of promotion or credit recovery support. The secondary program is structured around two session model each day and uses Chromebooks and eenuity to support credit recovery. Breakfast and lunch will also be provided. At the secondary level, the need looks somewhat different than it does at the elementary level. The
023elementary program is focused more on intervention and foundational support. Whereas the secondary program is focused more on course completion, promotion and graduation support. That makes this work important not only academically but also for students persistent and completion standpoint. Now here's the connection to our pillars. When we connect summer school to the doton way, we can see that supports all four pillars. The first pillar, standardsbased classroom. The district is using identified curriculum and intervention resources to support students in reading and math that reflects a focus on standards, targeted instruction, and grade level support rather than simply extra seat time. Under pillar two, our instructional delivery practices, summer school gives us an opportunity to provide instruction in a small and more focused setting. That includes structured literacy and mathematics support at the elementary level and more flexible
024credit recovery at the secondary level. Under pillar three, professional learning communities. Even though summer school is studentf facing, it is still part of a broader district effort to establish common expectations and stronger alignment across schools and departments. Under pillar four, assessment data systems, the elementary program includes pre and postprogram data points in reading and math that allows us to better progress pro to better monitor progress and better understand the impact of support being provided. So those are the things that I wanted to share when it comes to summer school. I am now going to talk about summer learning for our staff. And if you notice up there, there is a copy of the summer professional learning guide in which we shared with our teachers throughout the last couple of months. Our summer professional learning guide
025runs from May 26 through July 29th and includes opportunities for our teachers, administrators, special education staff, ELLL staff, and other support personnel. These offerings include learning and literacy, mathematics, differentiation, co-eing, curriculum mapping, assessment best practices, and administer administrator development. This is important because summer professional learning is how we strengthen the adults who implement the work throughout the year. If summer school supports students directly, summer learning supports the staff who must sustain and extend the work. At the elementary letter level, teachers have opportunities such as CKLA strengthening sessions, Orton, Gillingham, Spire, Carnegie Mathmies, and AMS Sky Mathematics Training. At the middle school levels, offerings include curriculum mapping, study sync training, Carnegie math, co-eing, and differentiation. They there are also focused learn opportunities for ELLL and special education and administer administrators. As you guys heard me name
026some of those programs, those are the programs that the board has approved. So it's really great that we are offering professional development so that the teachers will be better equipped to work with our students. Summer learning is also aligned to the four pillars the dolton way. Again when we connect this work to the four pillars the alignment is very clear under pillar one standardsbased classroom. Many of the professional learning sessions are directly connected to curriculum content and standards under pillar two instructional delivery practices such as Orton Gillingham Spire co-eing and differentiation. It strengthens how instruction is delivered and how teachers respond to the student need. Under pillar three, professional learning communities, the catalog that you see before you gives teachers, principles, assistant principles, specialists, and support staff a common foundation and stronger shared expectations. And
027last but not least, under pillar four, assessment and data systems. Sessions related to assessment, best practices, and instructional planning help teachers and leaders use data more effectively to guide next steps for student learning. So, in closing, overall, this update reflects a more cohesive district approach. Summer school for students, summer learning for staff are not being treated as isolated efforts. They are being aligned to the same instructional framework so that our summer work supports the direction in which we are building across the district. This is important because sustainable improvement does not happen through disconnected initiatives. It happens when student support, teacher learning, leadership development, and instructional expectations all work together. The Dothan way, and I'm going to say it again, the Dothan way gives us that structure and the summer work helps us to begin putting
028that structure in practice in a more intentional way. This information is just information for you and I'm happy to answer any questions. Thank you. >> Does anyone have any questions for Dr. Thompson? >> Thank you very much, Dr. Thompson. >> Thank you. >> You're welcome. Have a great evening. >> Next, we have our discipline report. Dr. orbit. >> Good evening, Dr. Chair. Uh, Dr. Chair, >> hello. about to ask you chairman of the uh members of the board. I shared with you all the uh school incident report, discipline four-year trend data, attendance data and uh discipline survey results um which is about 40 very extensive about 45 slides. Um, please note, just for the record, um, the data being shared is current as of May 11th, 2026. Usually, uh, this information is presented during the
029summer to allow principles time to review and correct any incident reporting errors identified at their schools. And they're actually currently working um, on making those corrections as I speak. We sent out the error reports to them. So, just just know that the data is uh, accurate, but it's as of May 11th. The first slide uh highlights the number of incidents reported by each school during the 202526 school year. Among our secondary schools, the highest number of incidents were reported at 2,452 incidents. With the elementary, you had the highest number of incidents were um 911 incidents. Uh which like I said before, uh some of these numbers may change as we speak. Um some of the lowest numbers were u 74 incidents. One elementary school had 31 incidents. The offenses by grade level. The second slide
030shows the number of offenses by grade level. The grade levels with the highest number of offenses were 10th grade 1 offenses, 11th grade 869 offenses, sixth grade 849 offenses. The grade levels with the lowest number of offenses were seventh grade with 83 offenses, 8th grade with 300 338 offenses and first grade with 368 offenses. Now you will look at the uh fouryear district four-year surge trend analysis. Uh this next slide compares discipline actions over the past four years. Uh in blue is the current year. Um out of out of school suspensions, there were a record uh recorded of 1,599 out of school suspensions, which is an increase from 1,469 uh suspensions last year. In school suspensions, it was an increase to 2,237 this year compared to 2,113 last year. However, the total remains lower than
031the 2023 24 school year. Alternative school program program placements placements in alternative school or program decreased to 418 this year, down from 474 last year. expulsions both expulsions with services and with with uh and expulsions without services decreased compared to the previous two years. Alternative placements alternative placements um increased to 505 this year, the highest level in the four-year comparison. Permanent expulsions, there were no permanent expulsions uh for this school year. Local school actions. Local school actions increased significantly to 2,654 this year, up from 2006 2006 last year. These actions are generally represented less severe disciplinary responses and often reflect school-based interventions. Okay, our next slide is u a circle trends for our black students over the past five years. Defiance remains the most frequently reported offense category this year. This trend highlights highlights I
032have 45 slides so I'm going over this as quick as I can. Okay. Um I do recommend that we uh maybe do a work session so I could I can go more in depth because this is a lot but it's still just scratching the surface of uh of what we have. The um this this trend highlights the importance of continuing to strengthen our use of proactive behavior support uh restorative practices and culturally responsive strategies to address student behavior while keeping students engaged in the learning environment. Next slide. Overall several of most of common behaviors decreased by last year. This is for white students. We defiance decreased from 61 incidents to 58. Disobedience decreased significantly from 55 incidents to 26. Disorderly conduct decreased from 86 incidents to 79. At this time disrupted there were increases in
033a few areas. Disruptive demonstration increased from 26 incidents last year to 36 this year. and harassment went from two incidents last year to 11 this year. Although disorderly conduct declined, it remains the most frequently reported offense category for white students. The next slide, it deals with multi-race students over the past five years. Several incident categories increased during the 202526 school year when compared to previous years. Again, the uh the current year is in blue. Um the fines increased significantly to 42 incidents, up from 24 last year. Disobedience decreased slightly uh from 15 incidents to 14. Disorderly conduct increased 41 incidents compared to 36 last year. Disruptive demonstrations rose from 30 incidents to 33. Fighting increased from 21 incidents to 23. harassments increased from zero incidents last year to eight this year. This next slide is
034uh sped special education services over the past five years. Um the disorderly conduct and defiance continued to be the most frequently reported behaviors for the for this student group. Disorderly conduct increased significantly to 207 uh 274 incidents up from 2020 205 last year. The defiance rose to 229 incidents compared to 157 last year. Disobedience increased from 88 to incidents to 105. Fighting increased from 116 incidents to to 137. disruptive behavior decrease from 119 incidents to 108. The next slide, it is going to it compares the percentage of students in each ethnic group to the percentage of out of school suspension offenses for the 202526 school year. The bar in the blue represents the population percentage. The data show that black African-American students make up approximately 63% of the student population but account for approximately 84%
035of all out of school suspension offenses. This indicates black students are disproportionately represented in out of school suspension when compared to their enrollment. White students represent approximately 23% of the student population and account for about 10% of the out of school suspension offenses which is below their overall enrollment percentage. Multi-racial students comprise approximately 10% of the student population and account for roughly 5% of the out of school uh out of school suspension offenses. Excuse me. also below their enrollment percentage. The student identified as Hispanic, Asian, American Indian, Alaskan Native, uh, Middle Eastern or North African, Native Hawaiian, of the Pacific Islanders make up a small percentage of both the student population and out of school suspension. The next chart shows comparison between the percentage of students enrolled in percent and the percentage of ISS offenses
036by ethnicity for the 2025 26 school year. This is in school suspension. Black African-American students represent the highest percentage of discipline and ISS offenses at approximately 83% while making up about 63% of the population. White students account for approximately 22% of the student population, about 9% of the ISS offenses, showing a lower percentage of offenses compared to enrollment. And multi-racial students represent about 10% of the population and approximately 7% of the in school suspension offenses. Now, we'll look at the uh Dothan City Schools K12 behavior data reflects four-year discipline trends and we'll go from there and look at each grade level as well. Trend across the district and highlights both areas of improvement and behaviors that continue to uh present challenges. Overall local use indust um again over local use excuse me incidents remain the
037highest reported category across all grade levels although several grades showed uh decreases compared to previous years. Districtwide defiance of authority increased to 771 incidents in 202526 compared to 566 last year and 533 in 2023 24. Disordered conduct also increased to 780 incidents continuing to be one of the highest reported behaviors. disruptive demonstrations recre decrease slightly from 56 to in uh 2023 24 to 467 this year. Fighting remained relative stable over the 4-year period while threat intimidation profanity vulgarity showed modest increases compared to pre prior years. Local use incidents declined significantly from 20730 and two in in 2023 24 school year to 1,915 this year which is a positive uh district trend. Now we look at kindergarten. You have uh kindergarten which is this year's in blue. Data showed increase in defiance of authority rising from
03844 last year to 67 this year. Fighting decreased from 5 to2 incidents while profanity of vulgarity also decreased. Local use incidents uh decreased from 269 and 2324 school year to 190 this year. First grade showed a decrease in defiance of authority over the 4-year period, dropping from 46 and 23 24 school year to 25 this year. However, disorderly conduct increased to 83 incidents and disrupted demonstrations nearly doubled from 23 last year to 43 this year. Local uh use in uh incidents declined significantly from 417 and 23 24 school year to to 186 this year. second grade reflect in increases in defiance of authority and disruptive demonstrations compared to last year. Fighting remain elevated with 16 incidents this year and local use incidents decreased from uh 320 and 2324 school year to 221 this year. 221
039this year. Third grade showed an increase in defiance of authority and disruptive behavior compared to 2023 24. Fighting remained high at at 32 incidents, although lower than last year's 40 incidents. Local use incidents declined from 281 last year to two 216 this year. Fourth grade trends show significant increases in disruptive demonstration, rising to 117 incidents this year compared to 54 last year and 40 in 22 23 school year. Fighting also increase to 58 incidents this year. Local use incidents continue to decrease from 340 and 2324 to 228 this year. Fifth grade trends reflect several positive decreases in behaviors during the 25 26 school year when compared to previous years. Although some behaviors remain areas of concern, defiance of authority decreased to 38 incidents this year compared to 48 last year and 51 in 2324. Disobedience
040also decreased significantly from 13 incidents in 2324 school year to only two incidents this year. Disorderly conduct declined to 33 incidents continuing a downward trend from 68 incidents in 2023 24 and 93 incidents in 2223. Okay. Uh sixth grade Data show increases in several major uh behaviors during the 2526 school year. Defiance of authority increased significantly to 70 incidents compared to 32 last year. Disorderly conduct also rose sharply to 228 incidents, the highest level of the 4-year period. Fighting increased slightly to 86 incidents, while incidents rose to 46. Profanity, vulgarity decreased significantly from 48 last year to 14 this year and threats intimidation decreased from 18 to nine incidents. Seventh grade trends showed improvement in se several areas. Defiance of authority increased slightly to 23 incidents compared to nine last year but remained below earlier
041years. Disobedia increased dramatically to only four incidents compared to 86 last year and 89 in 2022 23 school year. Fighting remained relative stable at 50 incidents. Profanity vulgarity continued to decrease significantly from 48 incidents in 2022 23 school year to 15 this year. 8th grade discipline trends reflect mixed results. Defiance of authority increased to 62 incidents compared to 41 last year. Disobedience discre uh decreased significantly to 45 incidents after exceeding 100 incidents over the previous three years. Fighting decreased to 31 incidents from 42 last year. Profanity vulgarity declined considerably from 35 incidents in 2324 school year to 14 this year. Tobacco possession remains minimal across all four years. Other incidents increased to 64 incidents, the highest level in four-year period. Local use incidents decreased dramatically to one incident this year compared to 98 incidents in
04222 22 23 school year. ninth grade. We uh data reflected several increases in behavior concerns this year. Defiance of authority increased to 90 incidents compared to 77 in uh 2324 school year. Although it remained lower than last year's 151 incidents. Fighting increased significantly to 51 incidents compared to 19 last year. Profanity vulgarity also increased to 40 incidents this year. Other incidents increased to 89 incidents, the highest level over the four-year period. Disorderly conduct remained low and stable. Local use incidents show continued improvement decreasing significantly from 2000 from 281 incidents in 2223 school year to 69 this year. 10th grade. The data reflect notable increases across several behavioral categories this year. Defiance of authority rose dramatically to 108 incidents compared to 25 last year and 28 in 2324. Disobedience also increased substantially to 69 incidents, more
043than doubling last year's total of 29 incidents. Disorderly conduct increased to 32 incidents, while fighting rose to 44 incidents compared to 32 last year. Profanity vulgarity increased modestly to 34 incidents. Disruptive demonstrations remain stable at 23 incidents. Local use incidents increased significantly to 180 incidents this year compared to only 27 last year. Though still lower than the 267 incidents reported in 2223. Overall 10th grade reflected the largest increase in behavior incidents among the high school grades. 11th grade trends showed increase in several behavior categories during this 25 26 school year. Defiance of authority increased sharply to 73 incidents compared to 22 last year. Disorderly conduct in increased to 21 incidents while disruptive demonstrations rose to 16 incidents. Preventity and vulgarity increased to 24 incidents from last year and other incidents rose to 18 incidents. Fighting
044remained stable at 15 incidents across the last three years. Local use incidents decreased slightly from 123 and two in 2324 school year to 114 this year remains significantly lower than 144 incidents reported in 2320 2223 school year 12th grade which great uh the data reflected increases in several categories as well defiance of authority increased substantially to 44 incidents compared to 10 last year. Disorderly conduct increased to 15 incidents while profanity and vulgarity rose to 22 incidents compared to 14 last year. Other incidents increased to 11 incidents this year. Fighting increased slightly to eight incidents and disruptive demonstration remain relatively low and stable. Local use incidents increased to 63 incidents this year compared to 11 last year. Overall, high school discipline trends indicate continued progress in reducing local use incidents compared to earlier years. However, increases
045in defiance of authority, disobedience, fighting, and other disruptive behaviors uh suggest the need for continued behavioral interventions, student engagement strategies, uh restorative practices, and targeted support for high school students. The these trends also reinforce the importance of strengthening positive school culture, conflict resolution skills, and proactive interventions to address behaviors before they escalate. Okay. Next, we will look at the attendance report. And before I move into the attendance report, I do want to uh say thank you to uh Mike Smith and uh Mr. Mitchell and and Mr. River for the Mike Smith challenge. It takes all of us working together to ensure that you know we our students stay in school are motivated to be in school and it takes those extra uh extrinsic uh motivational uh programs and initiatives to make sure they uh stay
046in school. So congratulations um Mr. Mitchell. I don't think it's [snorts] okay. The next uh slides will be and I and I know for a fact this has changed the uh I checked today and the attendance for the district is at 96.1%. This this slide is the uh how students attendance percentage varies across the current and previous school years. Um fluctuating from 91.6% to 93.1%. Uh the district experienced a slight decline in attendance during the 2223 school year. Um and 91.6% but attendance improved u in 2223 school year. Again, the uh the current percentage for us this year is uh 96.1%. Which is different from what you see on the screen. Next slide. Several schools uh show elevated levels of chronic absenteeism. um preschool head start reported highest the highest percentage of chronically absent um
047students at 40%. However, those numbers are not not accurate. I will tell you that the the numbers that you the colors that you see um the nonabsences nonabsent issues are in green. The trending chronic is in yellow and the near nearly chronic is in orange and the chronically absent is in red. And to to be in the nonabsent issues, which is in green, you have to have up to six absences or less. And trending chronic is 7 to 12 absences or less. And then nearly chronic is 13 to 17 absences. And then the chronically absent is 18 or more absences. So it's it's really good to know that um where students are and uh our attendance liaison and all the schools they do an excellent job of monitoring and making sure they uh monitor the
048attendance each and every day. So so we can stay within the green as much as possible. Green and yellow as much as possible. All right. The next section we we have right here. This is where the chronically absent students which that is at 19.95% 19.95 5% which it is less than that. I checked today and it's at 9%. And the great thing right at 10% which is out of 800 and something students that we have is roughly um 800 and something students that are chronically absent and which we we know who they are. Uh we and we'll the attendance leazison will will do a uh pull of those names and double check their attendance and come up with a plan of action for those students um for next year. Okay, the next section will be
049I was asked to do a discipline survey and the results provided uh valuable insight into staff perceptions regarding student behavior support discipline procedures and referral processes across the district. We the sample size is questionable. We only we had about 446 responses which that number is at 434 but as of today we had about 446 responses uh participated with the majority of those uh respondents being teachers uh 378 followed by support staff um roughly 30 and administrators at 20. The responses were also u received from nurses, bus drivers, custodians. So we sent this out to everyone providing a broad district uh perspective. Teachers represented about 86% of the respondents including that class ba classroom based p uh perspectives uh heavily influenced the survey findings. The responses were collected from all schools and programs across the district
050with the highest participation from Dothan High School at 15.1%. DPA at 9.7%. Um Carver 9th grade academy at 8.3% in Beverly which those percentages may have changed. Next slide is the the staff perceptions regarding whether current discipline practices positively impact student behavior or were divided. We had 47.8% answered yes and 52.2% answered no. This suggested that slightly more than half of the respondents do not believe current practices are effectively improving student behavior indicating a need to review consistency intervention effectiveness and support systems. Processing of discipline referrals. We asked whether discipline referrals are being processed. 42.5% stated always. 23.8% stated often. 24.5% stated sometimes and a smaller percentage selected rarely or never. Although most respondents believe referrals are being processed consistently, nearly onethird indicated inconsistency showing concerns with uh follow through and accountability. Timeliness of referral
051processing. Staff responses regarding timeliness showed 35.6% 6% very timely. 30.70% stated most mostly timely. 18% sometimes delayed. 13.4% often delayed. While a majority feel that the referrals are handled in a timely manner. Approximately onethird express concerns about delays which may impact teacher confidence and classroom management effectiveness. Clarity of discipline procedures. How clear are the discipline procedures and expectations? 51 53.1% stated clear very clear. 31.8% somewhat clear. 91 9.4% said unclear. The results suggest mo that most of staff understand district expectations. However, a smaller group still perceives procedures as unclear, highlighting the need for continued communication and training. This next slide is how often do you receive updates about the status of your discipline referrals? Staff feedback regarding updates, 33% stated always, 26.6% said often, 18.5% said sometimes. and 15% said rarely. The findings indicate that
052the communication between administrators and staff regarding referral outcomes is inconsistent across schools. Staff support when addressing student behaviors. When asked if they feel supported when addressing student behaviors, 39.2% responded always. 20.6% responded often. 23.6% 6% responded sometimes smaller percentages selected rarely or never. Overall theme would be key themes emerging from the survey include staff desire stronger and more consistent discipline practices. Communication regarding referrals and outcomes needed. Needs improvement, timeliness and consistency and discipline responses var across schools. Staff members wanted greater support when managing challenge behaviors. There's a need for continued professional development focused on behavior intervention, trauma informed practices, deescalation strategies, and restorative uh practices. Again, this that was a sample size out of and something uh employees was uh right at 400. So you have to consider the sample size. Okay, next slide was
053uh you have we have a district goals and it's broken down into uh attendance discipline is based on the data and safety school safety and what we want to do is make sure we increase the average daily attendance across all schools. U reduce chronic absenteeism, strengthen early intervention for students with attendance concerns. Um reduce office discipline referrals, suspension, and expulsions. Increase incidents involving defiance, disruption, and um disrespect. Uh work to eliminate disproportionality and discipline outcomes by race and by subgroups. And then lastly, improve school climate and student connectedness, increase staff confidence in managing student behaviors, and strengthen support for students exhibiting high-risk behaviors. Attendance action plan is is tiered. Um, we want to uh tier one, we want to promote positive school climate initiatives such as Mike Smith's challenge uh uh attendance awareness campaigns and
054uh parent communication regarding uh attendance expectations. Tier two, we want to make sure we uh review attendance review meetings with parental involvement specialists, uh mentor assignments, um have the counselor and the parental involvement specialist have check-ins, parent conferences, and understanding if we're dealing with families with hardships and uh so we can do wellness checks as well. Tier three, home visits. And these are things that we're doing, but we need to I think we can do a better job of it. have do attended success plans to address um uh the parents needs whether it's a hardship situation or whether it's just parenting poor parenting or just being trying to get organized or it could be something with transportation and then also we have truency court when appropriate which we had a really good meeting with uh
055Judge Bart uh Booth who is going to be assisting us next U I put up here we went this is the counseling guidance uh plan. This is their these are their tiers and one thing I think we need to do as a district we need to work together um with the counselors parents involvement specialists and the behavioral specialists because some of these services will overlap. Um, for example, in tier one, we have, you know, all of our students should be receiving some type of, uh, they have the character counts program, uh, too good for violence program and peer helpers program. And I think we need to make sure we push these initiatives. This is a part of the the counselor guidance counselor plan. So, we need to make sure we're pushing pushing those things. And
056then tier two, um, having the, uh, alternative behavior, educational, school restorative circles and conversations, um, small group, uh, parent student conferences, and then tier three would be the alternative behavioral services, restorative panel meetings, and school level and districtwide um, district level intervention safety plans. And then if we have to get uh, outside resources, outside agencies involved, we can do that as well. discipline action plan. We uh the common target behaviors that we that we discussed that we went over is your you know defiance, disruption, fighting, bullying, uh classroom misconduct. These are some these are some of the target behaviors. And if you've worked inside a school building, you know that this can these type of behaviors can disrupt your whole school day and u your climate, your culture and climate of your school. And so
057these are some really good target areas uh for us the intervention strategies which we will be working with u Dr. Greg Benner on the deescalation techniques. And I'm not saying we're not doing these, but I think this this type of these type of strategies we need to reinforce, uh restorative conversations, social emotional instruction, uh anger management, impulse control coaching, and then post incident support. You know, there needs to be a re-entry conference if a student has gone through a suspension or alternative placement or going through some kind type of social emotional uh issues, having some type of re-entry conference, reflection sheets, being able to talk behavioral reteing. Um all of those types things will will not only uh help us as a school district, but help that student learn how to cope and deal and
058make better choices. Next slide was uh with Dr. Benner which he has hit the ground running. Um by the end of this week he will have met done his initial meeting with all the schools. Um and so uh and we and we're hoping to the deal some of the main topics well just to see where they are as a school because he's been in our district for the past two years dealing you know working with the whole child initiative but of course the focus will be the behavioral and thank you to the board by the way because I think it's they're going he's going to be a big support big help for us and our teachers in making sure that uh our teachers have the support they need within the class. But these are some
059of the uh topics uh trauma informed practices. We need to know about behavioral intervention plans again deescalation and crisis prevention. um classroom management strategies, effective work referral practices, um cultural diversity responsiveness training, and uh and then last but not least, uh suicide risk assessments and and threat responses. This is just a list of uh um roles and responsibilities for our uh behavioral specialists and school counselors and the parents involvement specialists. A lot of what they do overlap. I I do think they need to be a part of if we want to change behaviors and change the culture and climate within our schools, they need to work more closely together and uh be a part of that PLC team that Dr. Thompson was talking about. in order to help help us with our our behaviors and
060attendance and that sort of thing as a whole. But last but not least, we you know we need to improve attendance, student attendance, reduce disciplinary incidents and strengthen school safety by implementing a clinical like student centered approach to behavior support. We should place an emphasis on proactive interventions, trauma informed practices, and datadriven decision making so we can equip our school counselors for involvement and behavioral specialists with the skills needed to address the district's most uh pressing student needs. So that was that is my report in a nutshell. That was 45 slides and uh I tried to go as quick as I could, but please I do with without asking his approval. Um, if you would like to do a um like a work session, we can probably go into more detail because really that's a
061lot, but it's still just scratching the surface of all the >> Does anyone have any questions for Dr. Corby? >> Yeah, Dr. Corbett, you have a very interesting job in that there are so many things you have to look at. And one thing that I found uh as you were going over uh o over your slides is that is it within your job description when you find a significant uh change for example in the seventh grade in disobedience it went from 4 to 86. what do you have a plan for uh trying to see why we have increase and decrease you know >> that's a good question I mean the first the first step is to to uh disagregate the data uh meet with the leadership team at the schools and uh discuss why they
062feel that that number has increased and then try to identify who those students are because it's important and we know we know who those students power school and unified insights too. I mean it does an excellent job of letting us know and then we try to put a plan of action together. Hopefully working with Dr. Benner we'll be able to be more proactive and be instead of reactive more proactive in identifying those students coming up with a plan of action so we could uh help help those students be successful make better choices make better choices and then figure out what you know what Is it a hardship? Is it because of attendance? Is it because of a broken home? What is what is the reason? Is it due to trauma? >> Yeah. and and and
063you know you had mentioned uh in part of your presentation about counseling and you know coming from a counseling background myself I know the importance of getting to these getting in these situations where we have children that uh one year we have it up to the top and then we we might can talk to them. So is that something that you could work on? Uh Dr. I let doctor ask you uh is that something that would be important to change this increase and decrease that we have? >> Absolutely. And you know u one of the things and you'll see in the June meeting when we bring the organizational chart um that Dr. Corbin will be working with is the counselors next year. So all of that will be under his umbrella. So we'll definitely be
064able to um infuse their work into what we're doing as we're addressing our student behaviors. Okay. Very interesting job, Dr. Corbett. >> Madam Chair, >> yes, I had um actually a couple. >> So, for attendance, do we have those parental involvement specialists at all schools? And how are they funded? >> We do not have at all schools and I believe they're fun, but that would be I think that we have we have about I think parental involvement sessions. [snorts] Well, anyway, we have we have some secretaries and office clerks kind of playing that role when it comes to attendance. And um other than that, you know, it's me or you know, making principles doing home visits and that sort of thing, working along with the schools as it relates to I don't I'm not sure
065exactly how many, but I think there's there is uh it may be more than four, but uh I don't I don't think there's there's not I know for sure there's not one at every school. >> And so you're and this is just a followup to what you just said, but so if it's contingent on title one, it may need an investment from the board to get parental involvement specialist um attendance. Is that correct? Am I understanding that correctly? Yes, I think that would be uh very helpful because if you're having u you may have a secretary or clerk, you know, trying to juggle two jobs at one time and attendance. That's a it's a huge responsibility for involved especially doing home business and checking checking on students and that sort of thing. And u if
066it's a homeless situation type situation. So trying to dig and figure out why those students are absent and then actually you know the truency is u law is uh is real. I mean you can if you violate choice law you can go get arrested and go to jail and so I think it's huge for us to be able to try to support the schools as much as possible as it relates to attendance. Madam chair >> I don't know go ahead if anybody else has >> did anyone else have a question >> you did go ahead >> five okay we have five we have a total of five rooms involvement >> and we have one that's we're actually working between two schools >> okay >> and madam chair >> okay Dr. Uh Corbett, do we have
067something in place say should you have a parental involvement specialist, you know, go and check uh on the attendance of a child? And we find that the uh mother has not been able to bring the to get the child to school or to be there at home for the child to get ready for school because she's working at night or getting home in the morning and it's uh too late uh for him to catch the bus. Do we have something in place for that? >> Yes, ma'am. That's that's a good question. And the thing about that is the investigation piece. >> It takes a while to figure that out because some parents just don't come forward with that type of information. >> But uh you know during our uh early morning truency courts, we talk
068about being you know being transparent and talking to the to the schools. But when that when we when that happens, we sit down and try to create a plan like an attendance type or something or if it's transportation or if it's hardship or if it's um then it's sometimes they're out of zone and um and they just didn't want to leave that school and so if possible we would like to like like for them to stay in their current school but if not they would have to transfer to their zone school so they can uh you know take the bus and and for transportation some schools I mean some parents just don't realize how important it is >> um for their children to be in and how how much trouble they can get in, you
069know, with the law and if we sign petitions because we have had to sign petitions on on parents as well. >> Right. One final question. >> Sure. >> Um, can you please provide and I don't know if you would be the correct person, but the demographics of our workforce including gender and other classifications. >> Who can Oh, Mr. >> Mr. Mallerie on on that. >> Okay. Thank you. Um, I have several questions about the data, but I'm going to have to email them to you if that's okay. >> Okay. Because it's because I was, you know, if that's then this and if that's then been this, you know, >> and I'm going to tell you this data is is changing. >> Right. Right. >> Because the principles are, you know, correcting errors. We sent out
070an error report like two weeks ago. >> Oh, sure. They're in the system correcting. It won't be that far off. Well, if you want me to wait till midsummer, that's fine, too, because I had several if that's and this and like, you know, because I I watched you turn Gerard around and you did a great job with that. So, I just kind of want to know, you know, like what's, you know, what's happening? How many new teachers do we have? How many uncertified teachers do we have? How, you know, what schools are we coming from? you know, >> cuz I saw you saw the synergy there and >> I watched you do a great job there and um >> I just kind of want to know what pieces are we working with, you know, and
071so and I'm going to be honest with you, I'm shocked we didn't have more profanity, >> right? [laughter] >> And and and it could and it could fall on a local >> Yeah. >> Yes. >> because local use >> and that was the other thing I wanted >> incidents are not as severe. >> Yes. Depending on how you use the fancy, >> right? >> But determine if it's a cert code or not, you know, if it's directed at an employee, you know, so that some of that, but we can talk about that kind of stuff and but sometimes they use the local code because it's not as severe, you know, depending on the circumstances, >> right? Like if you stub your toe and >> right >> say something ugly rather than directing at someone, right?
072Gotcha. Okay. >> All right. Well, thank you very much. This was a great report. >> Thank you. Sorry it took so long. >> It's good information. [laughter] >> All right. [sighs] Do I have a motion to approve the minutes for the April 20th, 2026 regular schoolboard meeting? >> Madam Chair, I move that we approve the minutes for the April 20th, 2026 school board meeting. >> 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 April 20 26 monthly financial reports? >> Madame Chair, I move that we approve the monthly financial reports for April. Second. Is there any discussion? All in favor? >> Yay. All oppose. Motion carries. Um, we do I have a Do I have
073a motion to approve the donations? >> Madame Chairman, I make a motion that we approve the donations. >> All right. Do I have a second? >> That not included in the financial report. >> It's got separate. We got them down here. >> Do I have a second? >> Second. >> All right. Is there any discussion? All in favor? >> Yay. All opposed. Motion carries. Head Start financial report. Do I have a motion to approve the 2026 financial report for Head Start? Madam Chair, I move that we approve the 2020 the 2026 uh Head Start report. >> Do I have a second? >> Second. >> Is there any discussion? All in favor? >> All opposed? Motion carries. >> Dr. Do I have a motion to approve the Head Start menu for May 2026? Madam Chair, I
074move that we approve the Head Start menu for 2026. 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 Head Start enrollment and attendance for April 2026? Madam Chair, I move that we we approve the enrollment and attendance for uh his start 2026. >> Do I have a second? >> Second. >> Any discussion? >> All in favor? >> All opposed. Motion carries. Do I have a motion to approve the Head Start monthly summary report for April 2026? Madam chair, I move we approve the Head Start monthly summary report. >> Do I have a second? >> Second. >> Is there any discussion? All in favor? >> Yay. >> All opposed? Motion carries. Do I
075have a motion to approve the Head Start FY27 anticipated budget? >> Madam Chair, I move we approve the Head Start FY26 anticipated budget. 27 >> 27 >> 26 >> 27 >> It's just >> Okay. So 27. >> I move we approve the Head Start fiscal year 27 anticipated budget. >> Okay. Do I have a second? >> Second. >> Okay. Is there any discussion? >> All in favor? >> Yay. All opposed? Motion carries. Do I have a motion to approve the Head Start community assessment? >> Madame Chair, I move that we approve the historic community assessment. >> 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 Head Start 2027 program goals? Madam Chair, I move we approve
076the Head Start 2027 program goal. Do I have a second? >> Second. >> Is there any discussion? All in favor? >> Yay. >> All oppose. Motion carries. Do I have a motion to approve the Head Start technical and training? >> Madam Chair, I move we approve the Head Start technical and training plan. >> That's Sorry, I Thank you. >> Second. >> Okay. Second was by Brenda. And if there is there any discussion? >> All in favor? >> All opposed? Motion carries. >> Do I have a motion to approve the Head Start self assessment? >> Madam Chair, I move we approve the Head Start self assessment. >> 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
077the Head Start one-time supplemental request non-federal share match waiver? >> Madam Chair, I make a motion that we approve the Head Start one-time supplemental request non-federal share match waiver. >> Do I have a second? >> Second. >> Is there any discussion? All in favor? >> Yay. >> All opposed? Motion carries. Okay. Do I have a motion to approve the 2627 Dothan City Board of Education meeting calendar? >> Madam Chair, I move to approve the 2026 2027 Do City Board of Education meeting calendar. >> Do I have a second? >> Second. >> Is there any discussion? All in favor? >> All opposed? Motion carries. Um, do I have a motion to approve the summer outofstate and overnight field trips for athletics? >> Madam Chair, I move that we approve the summer out of state and overnight
078field trips for athletics. >> Do I have a second? >> Is there any discussion? All in favor? >> Yay. >> All opposed? Motion carries. Data center software renewal. Um, do I have a motion to approve the data center software renewal? >> Madam Chair, I move that we approve the data center software renewal. >> Do I have a second? >> Second. >> Is there any discussion? All in favor? >> Yay. >> All oppose. Motion carries. Um, all right. Do I have a motion to approve the Highland Playground bid? >> Madame Chairman, I make a motion that we approve the Highland playground bid. >> Do I have a second? >> Second. >> Is there any discussion? >> Yes. I would just like to Madam Chair, may I? >> Sure. Yes. >> I'd like to ask the question
079um where the funds are coming from. >> I'd like to answer. >> Okay. >> Um these funds are it's a $147,000 playground. um that we're purchasing to replace the smaller playground at Highlands. And every single one of these dollars was raised by the parents at Highlands Elementary. This has been an effort since for five or six years that the PTO has done led by Amarie Sullivan and Ally Fister. This has been blood, sweat, and tears of chili cookoffs and fastpass carine fundraisers and um readathons and uh popcorn sales that have worked to raise $147,000 for a new playground for Highlands. So, I'm very proud of the effort and this is what community support looks like for a school. Any further discussion? All right. All in favor? >> All oppose. Motion carries. All right. her snail.
080>> Good evening. >> Okay, we've got a few deletions here to start with. Um, deletion E8 and that'll go on. That was moved to the addendum. Deletion F3. That was also moved to the addendum. Deletion H22. That was also moved to the addendum. H23 underneath was also moved to the addendum. Deletion J25 also moved to the new. Then deletion J27 was just moved. Deletion M 34 is also on the the addendum. And then deletion N5 and deletion N50 for both remove. Let me know if I need to go back. >> You said N5 and N50 were removed. >> They were both removed. They were >> Could you repeat the J's? >> Yes. 25 and 27. 25 was moved to the addendum. 27 4. >> Okay. Correction to previous action seven professional development stopins statement one
081suspensions one non-acceptances five resignations 31 retirements six additional or temporary employment 71 transfers 25 conditional appointments four appointments 30 verification of higher degree one decisions three terminations 33 nonrenewals 51 that's Do I have a motion to approve the personnel agenda? >> Madam Chair, yes. I'm sorry. Before we um make the motion, I'd like to pull >> Sure. >> a few. Okay. >> Okay. >> So C1 >> C1 >> and then N30 >> N30. >> Okay. >> Do I have one now? >> Yes, you. >> Okay. I'd also like to pull um item F7 to be voted on separately. >> Which one? >> F7. Puff and Frank seven. >> Okay. Anyone else? >> I have a question for you. Um D3, would that need to be gone since E30 is happening? >> D3. >> Yes. >>
082Would that take care of itself because of E30? >> D3 is not accepted. So that means they did not accept Right. But they're also leading the system, right? >> So, we need both in there. >> That's my She They were two separate positions, so she non accepted the one. >> Okay. >> And that's on that and then the other will be the leading. >> Okay. Thank you. >> You're welcome. >> Okay. Madam Madam Chair, I would like to I would like to pull um L everything under L. >> Everything under L. Okay. >> I'm sorry. Can you repeat that? >> Everything. >> I would like to pull everything on the L. >> All right. >> Okay. Hold it. Okay. All right. This is going to be a fun motion. That's correct. >> Yeah. >> All
083right. So, we're about to make that motion. >> All right. I need a motion to approve the personnel agenda with the exception of C1, N30, F7, L1, two, and three. Okay, I'll help you. I move that we approve the personnel agenda with the exception of C1, >> N30, F7, L1, L2, L3 >> and oh what we have to do all that >> okay here [snorts] >> plus the deletions made by Miss Mallerie >> plus the deletions made by Mr. Mallerie. Thank you. >> Do I have a second? >> Second. >> Is there any discussion? All in favor? >> All opposed? Motion carries. Okay. Um same principal contract Mr. Mallerie. So, there were a couple of those we pulled. I think we need to vote on or at least one of them. No. Um, go back
084F7. >> I think we have to go through each one individually and say whether we want to vote on it or move it to executive session. >> Okay. Do I have a motion to approve the fame principal contract? >> If well, >> we got to go back to >> to that for list of C1 and 30, F7, L1, two, and three. Oh, is that >> because some of those you're going to need one of them you're going to need to vote on because it is um >> Well, I mean, we're going to have to go through individually, but F7 is going to be one that you can vote on. >> Okay, I'm sorry. >> We have to vote on all of it, but we can vote to move it to executive session. >> So, I
085think a lot of those they're wanting to move to executive session. So, we just have to go through each one individually. Vote to accept or move it to executive session. That one abstain from that's the one What you going to recite? Did you say Bane was one that we pulled to take into executive? >> No. >> C1. >> Yeah. We're going to take >> N30. >> Yeah. >> F7. >> Uhhuh. and L1, two, and three. Those are the ones that you pulled, >> right? >> But there's You may be going to discuss those, but there's one of them that you can vote on. >> Oh, yeah. Okay, I got it. >> You see what I'm saying? >> Yes, I do. Okay. Um, I need a motion to vote on F7 to approve F7. >> I
086make a motion that we approve F7. >> Do I have a second? >> Second. >> All right. All in favor? >> Yay. >> All opposed. And I abstain. Sorry about that. All right, >> we have to go vote on each one, but we can say during discussion, vote to move it to executive session, but we have to go through each one of that we've already pulled. >> Yeah. >> So, we have to vote to take each one into executive session. Okay. Okay. >> And then come out. >> Do I have a motion to >> take all of the personnel items that we have pulled into executive session? >> Madam Chair, I make a motion that we move C1, N30, L1, 2, and 3 into executive session. >> Do I have a second? >> Second. >>
087All right. All in favor? >> Nay. >> All opposed. Motion carries. >> Okay. >> Now, can I go to F? >> Now, there's there's a recommendation for um two principal contracts. >> All right. So they're listed. The first one is Oh, I mean they're A1 and A2. So >> I'm not sure how you have them listed on your >> you got list. So there's there's recommendation to approve um the contract or um the FA principal. >> Okay. Do I have a motion to approve the FA principal contract? Madam chair, I move that we approve the fame principal contract. >> Do I have a second? >> Second. >> Is there any discussion? All in favor? >> All opposed? Motion carries. >> All right. The next I have um the revised pass principal contract. So this is
088a there's a motion to revise the contract that was approved at the last meeting with a contract that is attached to this agenda. >> Okay. [snorts] I ask for a motion to approve the revised past principal contract. >> Madam chair, I move that we approve the revised past principal contract. >> Second. >> Is there any discussion? All in favor? >> Yay. Sorry. All oppose. Motion carries. >> All right. Sorry about that. >> That's okay. >> All right. Um, the special education education evaluator job description. Do I have a motion to approve the Special Education Educational Evaluator Job Description. >> Madame Chair, I move that we approve the Special Education Educational Evaluator Job Description. Do I have a second? >> Second. >> Is there any discussion? >> I would like to call Miss Dyer to the
089podium at this time so she can provide a little information for the board on the position. Okay. Good evening. Um, we are really excited to put this job description before you all today. Um, this is a human resource that we are hoping to put in the schools to assist our teachers with things such as compliance and things as it relates to disproportionality that were findings from the state department. >> Does anyone have any questions? Okay. So, we've had discussion. All in favor? >> Yay. >> I'm sorry. >> Yay. >> We all We all Okay. Motion. Um, all opposed. Motion carries. >> Thank you, Mr. D. >> All right. Um, the professional service contract for the data management office. Um, do I have a motion to approve the professional service contract for the data management office?
090>> Madam Chair, I make a motion that we approve the professional service contract for data management office. >> Do I have a second? >> Second. >> Is there any discussion? Is this the power school? Any other discussion? All in favor? >> Yay. >> All opposed. Motion carries. Okay. Data governance policy update. S Jeremy was not able to be here tonight, so I am going to represent him here. Um, he is requesting that this item be tabled until the next board meeting to allow additional time for board review. This is a major refresh of the district's existing data governance policy and includes updates related to current technologies, cyber security best practices, data privacy considerations, and our current infrastructure environment. The draft provided to the board um was prepared as a full redline version so members can
091clearly compare the previous policy language against the proposed revisions. So, we just need this to sit um for third until the next and um give you guys an opportunity to review prior to voting. >> So, you say >> to the next board meeting >> until 30 till the 30 days >> until the till the >> well it'll be I think he's going to do it on the 25th which would be the regular as opposed to special call. Yes. Okay. Ask for a motion to table the revised data governance policy until the next regular meeting. Uh >> madam chair, I move that we uh table the data govern governance policy update until the next scheduled board meeting. >> Do I have a second? >> Second. >> Um is there any discussion? All right. All in favor?
092Yay. >> Thank you. >> All opposed. Motion carries. on the touch math curriculum and materials. Mire, do you want to speak on that? So, the touch math curriculum and materials are um they're hands-on tangible kit that we are going to put in the hands of teachers K through 12 to in special education classrooms to help um strengthen the foundational skills that have been identified for students who are receiving services through special education >> and this does also include a professional development for the materials. >> Um do I have a motion to approve touch math curriculum and materials? >> Madam Chair, I move that we approve touch math curriculum and materials. Do I have a second? >> Second. >> Is there any discussion? >> All [snorts] in favor? >> Um, all opposed? >> Motion carries. Um,
093do you want to speak about the special education comprehensive review? >> Yes. So this is a three-day inperson training that is a direct um it's developed directly related to our IEPs that have been reviewed within our system also some instructional practices that have been reviewed um through the company that will be actually providing professional development. So it's very tailored and specific to our needs. Um, it's three days of intensive training for all special education teachers. >> Do I have a motion to approve the special education comprehensive review? >> Madam Chair, I move that we approve the special education comprehensive program review. >> Do I have a second? >> Second. >> Is there any discussion? >> Okay. All in favor? Yay. All opposed. Motion carries. Okay. I don't believe we have any delegations. Okay. Do I
094have a motion um to adjourn to executive session for good name and character? >> Madame Chair, I move that we adjourn into executive session for good name and character. >> Do I have a second? >> Second. >> Is there any discussion? All in favor? >> Yay. PA. All opposed. Motion carries. And if all board members can go directly back, there's where you get started. All right. Okay. There was no um action taken in executive session. >> [sighs] >> Do I have a motion to adjourn back into regular session? >> Madam Chair, >> I move reconvene into regular session. >> Okay. Do I have a second? >> Second. Um, is there any discussion? All in favor? >> Yay. Yay. All opposed. >> Motion carries. Um, we need to vote on personnel item C1. Do I have
095a motion to vote on C1? >> Madam Chair, I make a motion that we approve C1. All right. Do I have a second? >> Second. >> All right. Any discussion? All right. All in favor of approving C1. >> Yay. All opposed. Motion carries. All right. Do I have a motion to approve N30? >> Madam Chair, I make a motion that we approve N30. Right. Do I have a second? >> Second. >> All right. Second. >> All right. All in favor. Oh, any discussion? Okay. All in favor? Yay. >> Yay. All opposed. Motion carries. Do I have a motion to approve L1? >> Madam Chair, I make a motion that we approve L1. >> Do I have a second? >> Second. >> Okay. Do we have any discussion? All in favor? >> Yay. >> Nay. >>
096Okay. Motion carries. Um, all oppose. Motion carries. Do I have a motion to approve L2? >> One second. >> All right. Do I have a motion to approve L2? >> Madam Chair, I make a motion that we approve L2. >> All right. Do I have the second? >> Second. [snorts] >> All right. Any discussion? All right. All in favor? >> Yay. >> Nay. All opposed. Motion carries. Do I have a motion to approve L3? >> I move that we approve L3. Do I have a second? >> Second. >> All right. Any discussion? Okay. All in favor? >> Yay. >> All opposed? Motion carries. All right, new business. Um, we have a meeting on June the 9th, a special called schoolboard meeting, and Tuesday, um, June 25th, a regular school board meeting. Do I have a
097motion to adjurnn? >> I'm adjourn. Do I have a second? >> Second. >> Any discussion? All in favor? >> Yay. All oppose. Motion carries. We are ajourned.