001call to order the April 20th, 2026 regular school board meeting. Um, Mr. Childers, if you will lead us in a moment of prayer. >> Lord, thank you for this evening. Thank you for having us all here. Uh thank you for uh us on the board and this opportunity you've given us Lord. I just pray that every decision we make be in your honor. Um pray that we lead in way that glorifies you Lord. Uh and that everything we do is for Dothan City Schools, the teachers, the students, uh all our faculty. Uh we love you Lord. In your name Jesus we pray. Amen. >> The colors will be presented by the Dothan Jotc. Right. The pledge of allegiance will be led by Kelly Springs Elementary School student, first grade Ivy Dawson, who is also little
002Miss Dothan. I'm I'm Miss Montavo as principal at Kelly Springs and I am introducing Miss Ivy Grace Dawson and she has recently been crowned little Miss Doven and she has a guest with her as well. >> My miss is named Landry. A pledge of 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. Right. Small out. Thank you, Liz. Um, little Miss Dothan, Ivy Dawson, and thank you, Miss Dothan, for attending our meeting. I ask for a motion to approve the agenda and proposed agenda modifications. Madam Chair, I move that we approve the agenda and uh agenda modifications. >> I need a second. >> Second. >> Is there any discussion? >> All in favor? >> Okay.
003Motion carries. >> All right. Board comments. >> None. Ma'am. >> Okay. >> Madam Chair. >> Okay. >> Board comments. Okay. >> Yes. Start the time, please, Miss. >> This evening, I want to address responsibility and results. In November, Dr. Ascu clearly identified the actions and resources needed to turn around academic performance in this district. That information was shared with the board and with the public. We are now more than eight months into this administration and districtwide our students have not received the level of support necessary to significantly improve academic proficiency. So at this point from my perspective this board owns the academic outcomes for this school year and what follows based on the decisions we have made and those we have not. It raises a fundamental question. How can we fairly assess the superintendent's performance
004when we have provided only a small fraction of what he identified as necessary for success? While some individual gains may exist, the broader reality is sobering. Many of our students are likely further behind relative to grade level expectations. At the same time, our educators have spent another year on the front lines without the comprehensive support systems they need. Our principles and instructional leaders have spoken clearly and publicly asking for support and those calls have gone unanswered. To our parents, our principles, teachers, and staff, I recognize the frustration and I am truly grateful for your continued commitment to our students. You have shown up every day and stood in the gap for them. But gratitude is not a substitute for action. The respon that responsibility to act rests with this board. And at this point, the
005issue is no longer what we know. It is whether we are willing to act. Thank you. >> Anyone else? >> Uh yes, Madam Chair. >> Okay. Okay. >> The floor is yours. >> Madam Chair. >> Yes. >> Okay. just to uh piggyback a little bit on uh what Miss uh Walton has said. Um I want us to look at the uh our financial situation here and I was checking into it and it seems as though even though we cannot spend the money on education for the children then yet and still we are three months into having to pay $65,000 uh to our attorney for for his services. and we are only this is just for three months. Can you imagine what it's going to be for the year? So I think we need to look
006at that and um so we can learn to save some of the some of this money and put it on the children where it's needed. Okay. Now secondly, I have I have some I have another thing I want to clarify and I'm just trying to keep us out of a situation. Uh on the 10th, I think this week, we received a notice from the superintendent and it said board members cannot pre preview the evidence from the investigation that is being conducted when uh then take official action on it because this is dual deliberation and it removes impartiality and we don't want that to happen because we we know the ramifications of that. Am I speaking that correctly? because I think he said he talked to you. Uh Dustin, >> say it again. >> What was
007the last verse? >> Yeah, that's what I'm I just want to make it clear to all of our board members so we don't get wrapped up in that pickle. We cannot make a uh we cannot go twice. we can have double access to something to know about and what I'm saying is to know about it in the beginning and then when it comes time to vote on it, we vote on it. So, let's keep that in mind and so that we don't have this happen. >> Thank you. >> Anyone else? >> All right, superintendent report. Dr. Eski >> going to call Miss Harmon to the microphone. All right. Good afternoon, members of the board. Tonight, we are proud to recognize the Selma Street Elementary School Beta Club for earning the distinction of a 2025 2026
008National Beta School of Merit. This national recognition is awarded to schools whose beta clubs demonstrate an exceptional commitment to academic achievement, leadership, character, and service. It reflects not only strong academic performance, but also a culture where students are encouraged to lead, give back, and strive for excellence in all that they do. At Selma Street Elementary, the Beta Club represents some of the school's highest achieving students. students who consistently go above and beyond in the classroom while also serving as role models for their peers. Through their dedication, hard work, and commitment to service, these students embody the very best of what it means to be a part of Dothan City Schools. We are incredibly proud of these students and the impact that they are making both in their schools and in their community. So, we want
009to give a big congratulations to Selma Street Elementary Beta Club on this outstanding and well-earned honor. And at this time, we would like to invite the Elementary Beta Club members along with their sponsor and school leadership to join the board on stage for a photo. Everyone last one more All right. And board members, you can be seated. I also just wanted to provide a good news update. In December, we shared that Dothan Technology Center graphic arts instructor Gina Berdashaw received national recognition through the National Society of High School Scholars Class Nobel Educator of Distinction. As of Friday afternoon, last Friday, she has now been named one of the top 10 finalists for the 2026 Class Nobel Educator of the Year Award. While she's not here with us tonight at this meeting, we absolutely want to
010take a moment to recognize her and celebrate this incredible achievement. As a finalist, she will receive a $1,000 award, a Golden Apple Award from NHSS, and national recognition through a press release highlighting her accomplishment. She has also been invited to attend the NSHs Scholars Day event in Atlanta this August where the final award presentation will take place and where she'll have the opportunity to be named the national winner and win $5,000. This national honor recognizes the educators who demonstrate exceptional passion, dedication, and impact in their classrooms. And we are so proud of Miss Beraw and her awesome accomplishment. That's all I have. Thank you guys. Good afternoon. I would like to recognize our April employee of the month, Miss Rosemary Bettison. Miss Bettison exemplifies a student first mindset in every aspect of her work. She
011consistently prioritizes the needs of her students by building strong, meaningful, and creating meaningful relationships and creating a classroom environment where students feel valued, supported, and motivated to succeed. Her ability to understand individual students strengths and challenges allows her to tailor her approach to ensure each student receives the support they need. As a first year teacher in both Alabama and Dothan City schools, Miss Bettison has demonstrated exceptional professionalism, adaptability, and resilience. She has successfully navigated new systems and expectations while maintaining a calm, patient, and compassionate approach even in the face of challenging students behaviors. Miss Bettison's positive approach and dedication have made an immediate and meaningful impact on her school community. She embraces challenges with a growth mindset, continuously learning new systems such as IEP development and power school. While uplifting both students and colleagues through
012her encouraging and supportive presence, she consistently goes above and beyond in her role as a special education teacher. One notable example includes her dedicated, individualized support of a third grade student struggling with reading. By intentionally setting aside time each day, including non-traditional moments such as Carlon, she provided targeted assistance that enabled the student to successfully complete an accelerated reader book and participate in schoolwide literacy initiatives. Her persistence and belief in the students potential directly contributed to that student's success. Beyond academics, Miss Bettison is committed to supporting the whole child. She fosters both academic growth and social emotional development through empathy, high expectations, and genuine care. She is a collaborative team member who contributes positively to the school culture and approaches all responsibilities with integrity and professionalism. Miss Bettison creates a classroom environment where students feel
013safe, valued, and cared for. Her impact is both immediate and lasting, making her a highly deserving candidate for recognition. So, I would like to congratulate Miss Rosemary Bettison um as our April employee of the month. She is a special education teacher at Selma Street Elementary School. If you could please come forward. Good evening, madame chair, members of the board, and superintendent ascu. Tonight, I will be providing two brief curriculum and instruction updates for information only. First, I will share information regarding assessment and second, I will provide an overview of the Dolan way, four pillars of instructional excellence, which is helping shape our district's instructional direction. The assessment update. As a district, we are currently at 85% complete with our summitive testing and the final day of testing is scheduled for April 24, 2026. In addition,
014testing for designated elementary ELA students required for the literacy act reporting was completed on April 10th and those scores are expected to be returned in miday. Overall, testing has moved forward in an organized manner across the district, and our schools have worked diligently to stay on pace while meeting state requirements. As we close out testing, we already have the next steps in place. On April 29th, we will hold a brief building testing coordinator to gather direct feedback from the school level. On May 15th, we will conduct an afteraction review with central office departments i.e. technology, child nutrition, sped and maintenance so that we can identify our strengths, our challenges and adjustments needed for future administrations. And then in early June, we will have an assessment best practices for administration scheduled to strengthen the consistency and
015training and support across the district. My next I want to talk about the doton way. Want to do everything here in our in our school system. The Delton way is a researchbased instructional framework designed to bring clarity, consistency, and alignment to highquality teaching and learning across the district. It is directly aligned with our 2026 2030 strategic plan. And if you take a look at the instructional framework, these are our pillars. The framework is important because it helps us define what instructional excellence looks like in Dilton City Schools. We want really want all of our students to get the sta same quality education across all of our schools. The framework is organized by four pillars. Pillar one, standard space classroom. The pillar focuses on ensuring that instruction is clearly aligned to grade level standards, that learning
016objectives are visible and measurable, and that students have access to rigorous instruction with the support they need to be successful. At its core, the pillar answers the question, are we clear about what students are expected to learn and are we consistently teaching to that level? As we look at pillar number two, that's our instructional delivery practices. This pillar focuses on high lever actions teachers use every day in the classroom, including how lessons are framed, how student understanding is monitored, and how academic discussion and writing are used, and how lessons are closed with purpose. This pillar matters because strong instruction is not only about what is taught but also about how it is delivered in ways that actively I'm going say that word again actively engage our students and move learning forward. Pillar three professional learning
017communities. When we talk about this pillar, it emphasizes the structure collaboration among teachers around the key questions. What do we want students to learn? How will we know that they learned it? And how will we respond when we do not when they do not learn? And how will we extend that learning when they have already learned it? This pillar is essential because high quality instruction does not hype happen in isolation. It happens when teams work together, use data and share responsibility for student outcomes. My last pillar, pillar four, and that's the assessment and data systems. This pillar focuses on creating a consistent data infrastructure across the district so that assessment is not just something we administer but something we use to make instructional decision. This includes the formative data, the benchmark reviews and annual summitive
018analysis that help schools respond more effectively and strategically to student need. Together, these four pillars create a shared language for instruction across our district. They help us define what we expect, how we measure it, and how we support schools in continuous improvement. Another part of our framework is that it includes an implementation continuum which gives our schools and district leaders a clearer way to describe instructional performance and growth over time. That matters because we want schools to have consistency and expectations and clear path for improvement rather than different interpretations of what quality looks like. The Dothan way is also directly connected to our district's strategic priorities. The pillar focus on standardsbased teaching and instructional delivery which support academic excellence for lifelong success. The PLC pillar supports collaborative leadership and connected community by building shared accountability
019and collaboration among our educators. And the assessment and data systems pillar supports academic excellence by grounding instructional decisions in evidence and student need. In other words, the dolphin way is not a separate initiative. It is the instructional infrastructure that helps bring the strategic plan to life in our classrooms and schools. At this stage, this update is being shared with the board as context for the district's instructional direction and continuous improvement efforts. We are gathering principal feedback across the school so that building leaders can engage with our framework, provide site level context and help refine implementation before broader steps are taken. The feedback process is important because we want the work to be clear, practical, and meaningful for our schools. The board will continue to receive updates as the process progresses. Ultimately, the Delton Way is
020about creating coherence, consistency, and clarity around excellent teaching and learning across Milton City Schools. In CL closing, both of these updates reflect the broader work of curriculum and instruction to strengthen systems across the district. On the assessment side, we are focused on strong administration, reflection, and continuous improvement. On the instructional side, we are working to build a clear and aligned framework for excellent teaching and learning across all of our schools. Thank you for this opportunity to share the updates tonight, and I am happy to answer any questions. Does anyone on the board have any questions for Dr. Thompson? Dr. Thompson, this is great. Thank you very much. >> Oh, and I'll be back. >> I need a motion to approve the minutes for the March 17th, 2026 regular schoolboard meeting. Make a motion to approve
021the minutes from the March 17th, 2026 schoolboard meeting. Do I have a second? >> Second. >> Any discussion? All in favor? >> Yay. Okay, motion carries. Um, I need a motion to approve the March 2026 monthly financial reports. Make a motion to approve the March 2026 monthly financial reports. >> Do I have a second? >> Is there any discussion? Okay. All in favor? >> Okay. Motion carries. Um I ask a motion to approve the March 2026 financial reports for Head Start. >> Motion to Madam Chair. >> Yes. >> I move that we approve uh for our financial report. >> Do I have a second? >> Second. >> Okay. Is there any discussion? All in favor? >> Yay. Okay. Motion carries. I need a motion to approve the Head Start menu for April 2026. >> Make
022a motion to approve the Head Start manual for April 2026. >> I need a second. >> Second. >> Is there any discussion? All in favor? >> Yay. Yay. Motion carries. I need a motion to approve the Head Start enrollment and attendance for March 2026. >> I make a motion that we approve the Head Start enrollment and attendance for March 2026. >> Do I have a second? >> Second. >> All in favor? Oh, is there any discussion? All in favor? >> Yay. Motion carries. I need a motion to approve the Head Start monthly summary report for March 2026. >> Madam Chair, I move that we approve the monthly summary report for a head start. >> Second. >> All right. Is there any discussion? All in favor? >> Yay. And motion carries. Um, investment policy, Miss Walker.
023Good evening. Um, I recommend that the board table the proposed investment policy attached until the next regular meeting um allowing for additional review, clarification, and alignment with both the systems financial objectives and applicable Alabama law. I also recommend bringing the policy back for consideration at the next regular board meeting with any necessary revisions and if appropriate proceeding with approval at that time as presented and recommended by the superintendent. >> Does anyone have any questions? >> Okay. I ask for a motion to table the investment policy until the next regular schoolboard meeting. I make a motion that we table the investment policy until the next regular school board meeting. >> All right. Do I have a second? >> Second. >> Is there any discussion? >> All right. All in favor? >> Yay. >> Motion carries. Thank
024you, M. >> Thank you. And I can be available if anyone has any questions between now and then. Feel free to reach out. >> Thank you. All right. I need a motion to approve the out ofstate field trip for Dothan High School JOTC to um for students to attend Wild Adventures in Valdasta, Georgia, May 2nd, 2026. >> I move that we approve the out of state field trip for Dothan High Junior ROC. >> Second. >> Is there any discussion? All in favor? Yay. >> Okay. Motion carries. >> Okay. I have and I need a motion to approve an out ofstate and overnight field trip for Dothan Tech Hosta students to attend HOSA's international leadership conference from June 16th to June 21st, 2026 in Indianapolis, Indiana. >> Madam Chair, I move we approve the out ofstate
025and overnight field trip for Do Tech. >> Okay. I need a second. >> Second. >> All right. Is there any discussion? All in favor? >> Yay. Motion carries. Right. I need a motion to approve the textbook adoption for the social studies and art education. >> Madame chair, I move that we approve the social the adoption of social studies and arts education. >> Do I have a second? >> Second. Is there any discussion? All right. All in favor? >> Yay. Motion carries. Um I need a motion to approve the Gallup page social studies textbook purchase for grades K through six. I make a motion that we approve the textbook purchase recommended for K through six. Do I have second? >> Second. >> All right. Is there any discussion? Okay. All in favor? >> Yay. Motion carries.
026Um, I ask for a motion to approve the textbook and instructional material deletion list. >> Madam Chair, I move that we approve the instructional material delet uh deletion material. >> Do I have a second? >> Second. >> Is there any discussion? >> All in favor? >> Okay. Motion carries. Microsoft campus agreement. I ask for a motion to approve the Microsoft campus agreement. >> Madam chair, I move we approve the Microsoft campus agreement. >> Do I have a second? >> Second. >> Um, is there any discussion? All in favor? >> Yay. >> Motion carries. Um, I ask for a motion to approve the paving project and doors and window replacement bid. Madam Chair, I move that we approve the paving projects indoors and window replacement bid. >> Do I have a second? >> Second. >> Is
027there any discussion? Okay. All in favor? >> Yay. >> Okay. Motion carries. >> Okay. Personnel agenda. Britney Smith again. So I have three deletions. >> Okay. >> The first one is E6. E6. The next one is F1. F1. >> I think we're missing a page. I got you. Okay. Thank you, Lush. I'm sorry. I'm sorry, Britney. I just got directions. >> And the last one is G6. >> Can you repeat those for me? I'm so sorry. >> Yes, ma'am. >> Okay. The first one is E6. >> Okay. >> E6. >> Okay. Okay. >> The next one is F1. F1. And the last one is G6. G6. Okay. And the last one was which one? >> G6. We have a correction for G10. The effective date should be July 14th, 2026. Okay. Correction to previous action.
028Four. Retirements. Seven. Resignations. 23. Additional or temporary employment. 71. Transfers. Six. Conditional appointments. Four. Appointments. 10. Verification of higher degree. One. Contracts one and change of duties one. Sorry about the ask for a motion to approve the personnel agenda. Madame Chair, I would like to pull J1 to discuss in uh executive session. Okay. All right. >> Uh Madam Chair, I move that we approve personnel with the exception of J1. >> Okay. Do I have a second? >> Second. >> All right. Is there any discussion? All right. All in favor? >> Yay. All opposed. >> Okay. Motion carries. >> Did you get that? All right. The past principal contract. Ask for a motion to approve the past principal contract. Do I have a motion to approve the past principal contract? >> Motion to approve the past
029principal contract. >> Do I have a second? >> Second. >> Is there any discussion? >> All in favor? >> Yay. >> Okay. Yay. All opposed. >> Okay. Motion carries unanimously. Um, is there a motion to I need a motion to approve the Selma Street principal contract. >> Madam Chair, I move that we approve the Selma Street principal contract. >> Do I have a second? >> Second. >> Is there any discussion? >> Okay. All in favor? >> Yay. Okay. Motion carries. Um, I ask for a motion to approve the fame principal contract. Motion to approve the fame principal contract. >> Ask for a second. Second. >> Is there any discussion? >> All right. All in favor? >> Okay. Carries. I ask for a motion to approve the Beverly principal contract. >> Madam chair, I'll move to
030approve the Beverly principal's contract. >> All right. Do I have a second? >> Second. >> Is there any discussion? All in favor? >> Yay. Yay. Okay, that carries. Ask for a motion to approve the Dothan the Dothan sixth grade center principal contract. >> Madam Chair, I move that we approve Dothan sixth grade center principal contract. >> Do I have a second? >> Second. >> Okay. Um, do I have a second? >> Second. >> Is there any discussion? Okay. All in favor? >> Yay. Um, that carries. >> Okay. The psychologist job description. >> No. >> Oh, I'm so sorry. I missed that one. Do I have a motion to approve the Highlands principal contract? Madame Chair, I move that we approve the Highlands principal contract. >> Do I have a second? >> Second. >> Um, is
031there any discussion? All in favor? >> Yay. Yay. All right. Motion carries. Trying to get us out of here a little bit quicker. Sorry about that. Um, do I have a motion to approve the psychologist teacher job for job description? Madam Chair, I move that we approve the psychologist job description. >> Do I have a second? >> Second. >> Okay. Is there any discussion? All in favor? >> Yay. >> Okay. All opposed? >> Nay. >> Yes. You said yes. Okay. So, it's four. Yes. So then motion carries. All right. Turnaround literacy specialist. Do I have a motion to approve the turnaround literacy specialist job? >> Madam chair, I move that we approve the turnaround literacy specialist job description. >> Okay. Do I have a second? >> Second. >> All right. Is there any discussion? I
032do want to say um at this time we are excited at the potential of having this position approved. Um it'll certainly fill a needed skills gap in our schools and support our principles and accelerating literacy instruction for our students. Um just for the edification of the audience. I'll read a summary of the position for you. The turnaround literacy specialist who is classroombased is an expert practitioner strategically embedded within highnee schools to accelerate student reading achievement through intensive classroombased instruction and job ba embedded instructional leadership. This position functions as a multiclassroom leader with an assigned staff of teachers with whom the specialist will teach alongside, plan with and collaborate daily. The specialist is not a traditional coach. He she possesses a higher level of expertise, is a lead classroom practitioner responsible for directly improving student literacy
033outcomes, and supports and modifies instructional roles across multiple classrooms as needed. The specialist also supports evaluation of team members in the assigned school. The role is focused on delivering immediate measurable improvements in student literacy outcomes, particularly in schools that need improvement to close achievement gaps. Thank you, >> Madam Chair. I have a question for Dr. ask you um this is the hope is to hire more than one correct that's what that that we would like to hire multiple >> correct five positions >> okay >> madam chair I have a question as well >> sure >> so Dr. ask you in your original plan um for literacy it was the focus of 10 schools this is only five so what's the plan for the additional five so with the five um turnaround specialists the good thing
034is there'll be our employees um so when the job is done at one site and because we'll be hiring them through central office then we can move them to another site >> what do you think the time frame would be on that to give them enough time at the first school before they'll need to It depends on the school. So, for example, we've got schools at different levels of school improvement. Um, so those in the five that are in the most dire levels of improvement, it's going to take at least an instructional year. Um, for others, maybe a half year at Christmas, um, but at least a year for those who are in the lowest levels of improvement. >> Any other discussion? >> Is it possible to share schools? One, have two schools. So I
035don't want to divide their attention at first. I want them to go in get the job done. Let's get the achievement where it needs to be and get the practices in place and then move forward to the next school. >> Madam Chair, >> yes. Dr. Asky, can you please advise, I don't know if I heard it, the dollar impact for these five positions? >> Sure. Um so a maximum if we get all five of about $625,000 that would be funded via title funds mainly title two u the federal government has issued guidance in the past three months um pretty much shifting all title 2 spending to the school site. Um so it is in alignment with federal requirements as well as state approval. Um we did discuss it um with the title office in Montgomery
036and they're very excited about the position as well. In fact, they had Lee when she was at her conference over spring break um present the idea of the position to a number of the groups who were there present at the conference. >> Any further discussion? >> Madam Chair, one final question for him. >> Well, you know you want to get to >> Okay. like to ask you what is the difference between this and the reading uh with coach coaches. >> Sure. So the coaches work with the teachers specifically providing PD. This position will teach these people are teachers. 70% of their time if you look um in the job description is dedicated to teaching alongside and guiding the team of teachers um that they're assigned to. So that's one of the big differences. Also they're
037responsible for outcomes. Coaches are not responsible for outcomes. Um, a part of their evaluation is going to be how did the kids do in the end. Um, so they have that responsibility and then they also have oversight over the group of teachers that are assigned to them. Um, as they are multiclassroom leaders. >> Okay. Any other discussion? >> One more question. Uh, Dr. ask you, have you checked into this and do you think you'll be able to to uh get uh the required number of teachers that we need for this? >> Absolutely. I think with the salary that we're going to offer with this position, we will be able to attract. And let me say this too, we've got good candidates internally. Um, so I think that there are people within the system who qualify,
038but in addition to that, I do think any positions we can't fill from people who are internal, we'll be able to attract the correct candidates. >> Any further discussion? >> All right. All in favor? >> Yay. >> Motion carries. All right. Il for 9 through 12. I need a motion to approve EXL for grades 9 through 12. >> Make a motion that we approve for grades 9 through 12. Do I have a second? >> Second. >> Is there any discussion? All in favor? >> Yay. >> All right. Motion carries. Um, professional leadership development for DCS CNP staff. Do I have a motion to approve the professional development and leadership development for DCS CNP staff? >> The whole child >> Oh, I'm so sorry. Forgive me. We have um a motion to approve. Do I have
039a motion to approve the whole child RTI behavioral supports contract? >> Madame Chair, I move that we approve the whole child RTI behavioral supports contract. >> Do I have a second? >> Second. >> All right. Then we do have some discussion. Um Dr. Corbett, if you'd like to introduce. >> Good evening. Good evening, Madam Chair. Um Dr. Asku, uh members of the board, uh we do have Dr. Greg Benner here. Um he really does not need an introduction. He has done a great job with the uh whole child initiative um for the past uh two years. And tonight he's going to present to you the uh RTI PST uh behavioral support initiative uh which in turn will support our uh behavioral specialists and uh provide uh classroom management support for our teachers as well. So
040Dr. Benner, >> thank y'all so much for the opportunity to talk with y'all today. I have to there's some good news for y'all. Matter of fact, great news. I have a couple questions before I dive into the great news. You ready for a couple questions though? I know you've been asking questions and things. I'm gonna ask a couple. I want to see less uh disruptive behavior in our schools. Raise your hand. Less disruptive behavior, less suspensions, less discipline. How about better school safety? >> What about more time for our teachers to teach instead of dealing with behavior all day, putting out fires all day? What about less teacher stress and exhaustion and burnout? Anyone want to see less of that? Okay, that's my all my questions tonight. But if if the whole purpose of this
041contract, and I thank you for your support with it, the whole purpose of it is to reach those outcomes. Less uh discipline, less suspension, less fights. I didn't ask you that question. Yeah, exactly. Uh helping our schools be safer. And can I tell you all a secret? It's this. Here's a secret. Uh people don't want adults, teachers don't want to teach in toxic environments that are lots and lots of problem behavior all day. This is one of the leading causes of low morale nationwide is disruptive problem behavior. I'm sure the teachers behind me, I can't see y'all, but I see the heads nodding here. So, uh, this is all about teachers bill of rights tonight. It's all about supporting our those that we need most that makes the the biggest difference with Dothan children and
042give them all the support they need so they can teach in safe environments that they can create positive classroom environments so we can get support uh in their classrooms with kids that really struggle with real world behavioral needs. And we have a lot of them out there. And sometimes teachers from people like me at universities don't get enough support prior to them coming to Dothan City Schools. They need still some practice. They need still some coaching on how to support to create great classroom environment and also to help especially some of those kids that are rolling on the floor talking out power struggling with them. And I know you've all seen that before, but this is a time like none other. We have more problem behavior than we've ever seen in our nation schools and
043including here in Dothan City Schools. So that's the whole why behind this contract. So we can go to the next slide. I know you all know me a little bit already, but and the these teachers behind me, the educators, they know I got their back and that's my job to have your back, too. And I promise you I will. So you can see the why behind this. Did you know half of instructional time is lost due to problem behavior? Did you know that? So, we just I think Dr. Thompson just laid out a great plan for us. But, you know, it's going to be really hard for our teachers to fulfill that plan if we have kids disruptive and rolling on the floor and running out the class down the street. All that kind of
044stuff leads to real challenge to provide that high quality instruction and to turn around some of our schools and to really meet the needs and help all our students be proficient uh in reading, writing, and math. But so instructional time, we're going to we can't close achievement gaps and we can't achieve academic excellence if we first don't close the engagement gap first. And what I mean by that is we've got to boost classroom engagement. More less disruption, more time on task. We boost that engagement gap. Now that gives us a chance to close achievement gaps and to accelerate learning, which is an awesome thing. That's what every teacher wants. Okay, give me the support I need to do my job. That's a teacher's bill of rights. So more student engagement. We're going to have less
045teacher stress. We have a a crisis, too, with a teacher shortage. And Dothan is no exception to that. So if we're going to keep our best and most amazing Dothan educators, keep them here with us, we can we can do that by providing them support they need to excel in what they do best, which is teach. So if we go to the next slide here, it's not just about classroom environments, it's about interventions. And we use terms like tier 2, tier three. Tier two means, you know, there's kids in every classroom, every school that need a little extra help beyond just the normal things we do. So, we're going to provide tier two supports for kids that need a little extra help. And then tier three means we have kids that need a lot of
046extra help, more intensive, individualized help. And so, we're going to also build some systems of support to help not only all kids, and I like to say all means all y'all. When we talk about tier one, that means all students. And then tier two means some kids that need a little extra help. And then tier three means the few kids that really need intensive help. So this plan that we have here that we're looking at together today is about all kids and it's about some kids. So tier two that need interventions and then of course tier three was getting individualized more intensive support and there's a lot of kids these days that need that. So if we talk about these tiers you can see the supports we're going to provide for tier one. We've already
047gotten some of this started with both at whole child and thank you all very much for your support of that. that I've come to talk to you'all about maybe bringing that to the whole community someday. And I'm still going to keep holding on to that dream with y'all and be a squeaky wheel on that. But universal things we do for all students is our pillars, our behavioral supports. Tier two, we're going to learn four different interventions, simple, easy interventions. One is a self-management interventions for kids that are attention seeking that are always blurting out and interrupting class and and uh there's one like that at least one in every class. So, we're going to do what's called a self-management intervention and monitor and they're going to get points based on how well they show the
048behavior expectations. We're going to catch them being good, which is an important thing, and they're going to get points on how well they're showing those good behaviors each day. Resilience interventions is for students that kind of do this. Put the hoodie, leave me alone, and they withdraw from you and then you try to reach them and it's hard to reach them. Kids are more withdrawn and quiet and pushing away and maybe not participating in instruction. We're going to do a resilience intervention. And these are all evidence-based things. Simple. They're not complicated. Very Anyone like simple stuff? Me too. So these aren't these are very simple simple simple things. And by the way, you'll be leading the charge in the state of Alabama and a lot of other places too doing some of these things that
049are really really simple effective things for kids that need a little extra help. That's what tier 2 is about. We also have kids that are ring leaders that whatever they do other students do. You know any kids like that? That whatever they do they're influencers in today's language. Oh it's an influencer, a weather maker we call them. Every school has them. We have a leadership intervention for students like that that sometimes power struggle and attendance. Obviously, we have kids that need to get to school and chronic absenteeism. We have a simple attendance intervention as well. So, simple four simple interventions there for tier two and then we'll start learning about a tier three uh supports too. kind of wraparound type supports and this is a team effort here to to to put these things in
050place and to draw upon all the good knowledge we already have to build this kind of system of support. So if we go to the next slide here the first step is getting it's kind of like you know when you get on an airplane and they say that person steps up said the first thing you got to do is put on the oxygen mask you put on yours first so that you can breathe to help others around you. So, we're going to kind of get immediate support to our educators. Uh we I love Dothan educators. They know I they know I love them and we're going to get them immediate support. And we're going to I'm going to I call them teacher huddle teams, but I'm going to draw upon Dr. Thompson's language there because
051I didn't know your language. So, I'm going to use her language. We're going to call these PLC teams. So, our PLC teams are going to work together to create really simple expectations. Uh simple uh what does learning look like in our classrooms? That's we call an anchor chart. Uh we're going to learn about all behavior is communication. So, when a kid is misbehaving, what is the child trying to say with their behavior? Because all behavior is purposeful. All behavior has a communication behind it. But what is this? When kids rolling on the floor, what is that behavior saying? And once we know what it's saying, we can provide the right intervention. We can meet that need. We call that a functionbased intervention. So these are some pieces we're going to put in immediately to give
052teachers that oxygen mask so they can get that support they need right now in April and May. And if we head as we head into the summer, uh we're going to provide some support for our RTI PST teams. If we go to the next slide right there. So uh you can see going into uh July and August here. Uh um in July, we're going to pull at least a one day with our each school already has an RTI PST team which focuses on students with needs and we're going to equip them with the support they need to help with behavioral supports for tier 2, tier three as I just talked about. So won't be creating new teams in our school using existing teams, existing structures there. And then I'm provide on-site support and we're going
053to we have behavior specialists as you all know too. Thanks for your support with that. they're going to get trained up and when teach them how to fish so to speak. So my job will be to support because you have expertise in the school districts with in the school district with your behavior specialists and in school suspension personnel ISS personnel and so on. And I I'm going to go into the into the trenches and be working with the educators, working with teams and modeling strategies to between now and through December really building the capacity of each school to become safer, better, more positive, just better places to learn. That's going to be huge for everybody. So, and that's really you all I just have one more slide I think about here's the timeline what I
054just walked to. I'll give you a report in January on how things are going. We'll be collecting a little bit of data uh because that really matters to know if we're succeeding and meeting our milestones, but I'll provide that to you in January. But just some of the key last slide there, the key uh things we're just going to measure success and these ways with some simple fidelity check lists and and each student that is on intervention is going to have points they're going to be earning and we're going to use those data to know how well students are responding to interventions. that's going to give you data to know is all this stuff working or not. So, you'll be able to know really clearly uh that way. So, kind of the last piece right
055there, outcomes, as I mentioned, it's all about the educators. We're going to reduce disruption, more positive behavior, less teacher stress, less burnout, less exhaustion, which is what every teacher wants, and uh more engagement and improved attendance is what we're going to see. And we're going to build systems. build systems to support systems that are built to last in Dothan City Schools. So with that y'all asking for your support to launch this and you know I got your back. So I want to say thanks to youall very much. >> Thank you Dr. Okay. I need a motion to approve the whole child RTI behavioral supports contract. >> Oh I'm sorry. Is there any other discussion? >> Madam Chair, I have a question. Yes. For Dr. Asku. In the contract, it says that this will go through
056December 2026. He said he would present kind of reevaluate in January. So, this will go through then and then we will reassess if we want to continue going with it. >> Correct. That's my understanding. >> Any other discussion? >> All right. All in favor? >> Yay. Okay. Who cares? All right. Now, professional and professional and leadership development for DCS CMP staff. Is there a motion to approve the professional leadership and leadership and development for DCS CMP staff? Madam chair, I move that we approve the professional and leadership development for the CSCMP staff. Okay. Is there a second? >> Second. >> Is there any discussion? All in favor? >> Yay. Okay. It carries unanimously. All right. The Harbor Bright Key Faneou. I need a motion to to table. Um Dr. Johnson, do you want to talk
057about that? >> Your typo approve. Okay. Okay. Sorry about that. Um, I need a motion to approve the Harbor the Harbor Bright Key Fameou. Madam Chair, I move that we approve the Harbor Bright Key FOU. Do I have a second? >> Second. Is there any discussion? >> Okay. All in favor? Yay. >> Yay. Motion carries. Okay. Special education. I need a motion for to approve the special education recruitment, retention, and incentive program. >> I make a motion that we approve the special education recruitment, retention, and incentive program. Do I have a second? >> Second. >> Okay. Is there any discussion? Okay. All in favor? Yay. >> Yay. I'm curious. Okay. The DCS activity bus redesign. Dr. You want to talk about that? >> Sure. Um well, everyone knows our team went to the final four
058this year in basketball and certainly um we're proud of that accomplishment. I think as a result of that, there was some conversation about the condition of our bus. And so, um, in response, we did go out and get some quotes. And so, I presented for you tonight, um, what we feel like is the best quote, as well as the best design, um, for our bus going forward. And we're actually going to do both buses. There'll be two that'll be decorated this way. Um, so we're excited about it and hopefully the board will approve. >> I know that I have a question. Will we have the rights to the design? >> I'm going to say let me check on that. >> Um >> we haven't trademarked it. >> Okay. >> Yeah, I think others will be
059interested. >> And the second question I have is um have we checked on fading because that's what our current problem you know we faded to pink and we look like you know so is our warranty. >> It is warranty. Okay. All right. So, anybody who hasn't seen our activity bus, our bus is pink now instead of our colors. It's a very pretty pink. >> It is. >> And we want our athletes to show up in something they're proud to run in. >> And I And I have to say, I saw it and I mean, it's it's awesome. If you would see someone driving up and there, you say, "You don't want I don't want to play that team." A big >> what is it? Wolf. I mean it is it is awesome >> madam chair.
060>> Yes. >> Um on the bottom of the tri-state graphic paper it says this proof remains the exclusive property of tri-state graphics until approved and accepted. So I'm assuming that means that once we approve and accept it becomes our property. >> Correct. >> We would own the rights to it if we decide we wanted to do >> right. They're just saying we couldn't take their picture and take it to another vendor and get it there. But if we wanted more, we wouldn't have to pay for a redesign. All right. Thank you. >> All right. >> So, do I have a motion to approve the DCS activity bus redesign? >> Madam Chair, I'll move that we approve the DCS activity bus redesign. Okay. Do I have a second? >> Second. >> Is that discussion? All right.
061Um, all in favor? >> Yay. Motion carries. Okay. Do I have a motion to approve the Carnegie Learning Professional Development? I assume that's approved. >> Okay. >> Madam Chair, I move that we approve the Carnegie Learning Professional Development. >> Okay. Do I have a second? >> Second. >> Is there any discussion? >> I want to call Dr. Thompson to the podium um so she can brief the board on the Carnegie Learning Project. Okay. Good evening again. So tonight's recommendation is focused on strengthening mathematics instruction by building the capacity of our teachers and our leaders across the district. So I am presenting an item for board's consideration, a professional learning partnership with Carnegie learning to support mathematics instruction across Milton City Schools. The purpose of the partnership is on strengthening instructions in mathematics by building teacher
062and leadership capacity. We've reviewed our data and instructional practices. We know we have gaps in foundational math skills especially in the areas such as fractions, ratios, proportional reasoning. These gaps are important for student readiness particularly as students move towards algebra 1. What the partnership provides is not a program but it is a professional learning and coaching to improve instruction and includes mathmies for teachers across grade levels leadership support for principles and instructional leaders and ongoing coaching and collaborative planning. The focus is really on helping teachers move from procedural teaching to conceptual understanding. So students are not just doing math but understanding it. Why this matters? At the end of the day, it's important that we improve tier one instruction. When we strengthen our core instruction, fewer students need intervention and more students are able to
063access grade level content. This work is directly connected to increasing algebra 1 readiness and pass rates, strengthening student understanding in mathematics and improving all overall student outcomes. The partnership includes clear measures of impact. We are looking at changes in instructional practices, leadership feedback and walkthrough data and student performance data including AAP and interim assessment. This work ensures that the work is not professional learning but actual improvement in classrooms and student outcome. For these reasons, the superintendent recommends that the board approve the professional learning partnership with Carnegie Barney. This recommendation allows us to build teacher capacity, strengthen tier one instruction, and improve student outcomes in mathematics across the district. Thank you. Are there any questions? >> Does anyone have a question for Dr. Thompson? >> Yes, Madam Chair, may >> please. I don't know if um
064you mentioned the price for this. Can you please? >> Yes, it's $220,000. >> Dr. Thompson, do you happen to know how long um Carnegie Learning has been around? >> I'm not exactly sure, but I'll get that information for you. >> I know it's 1998. >> Okay. >> And they are one of the most respected um education professional development organizations in the United States. I'm sorry that I didn't call you up. I tend to forget that everybody doesn't know what that is. So, it is they are very well known and it's a good program. >> Madam chair. >> Yes. >> Um I'll direct this question um to Dr. Asku. So, I read on there um this will serve up to 25 facilitators. How are those teachers selected for participation? >> So, I'm gonna volley that one
065to Dr. Thompson and she can talk about the layout >> as we look at the um we're going to look at summer. So they'll be going to mathmies and we have a K2 math academy for two days of training where teachers can be invited to do that three through five math academy 6 through eight math academy and a 9 through 12 math academy. teachers will receive four days of instruction, hands-on experiences, and in addition to that, we also talked about ongoing school year um workshops. I think from just being a personal level, we want to continue with the training along the way. We don't want it to be a one shot. We do it one time, then we're done. So, they are um we are building in those days that they'll go out to the
066different schools and then provide that support. In addition to that, curriculum and instruction will be doing follow-ups and walkthroughs to see what kind of impact do we have as these teachers are working with our students. That answered >> um I'm still not sure and you may have said it and I missed it. How who will be selected for these? >> As far as I know for the summer teachers will be given that opportunity to sign up, but we're looking at Yeah, pretty much. >> Madam Chair, I have a question kind of piggybacking off of that. Um it said 25 participants per facilitator. Do we foresee having more than one facilitator? Is that going to be based on how many signups we have? >> Yes, absolutely. So we already have it's up to 25 um four
067for the 4-day academy. In addition to that, we also have incorporated with our 10 campuses depending on who signs up but throughout the year there'll be four days per campus as well. So, we're trying to figure out as when we start this um particular partnership as we get into the partnership, we need to add additional um supports. We will do that then, too. >> Okay. Madam Chair, I have a follow-up question on that. So, if we have more people are scared at the jump to to sign up for something new, so once they see how it's working, we will be able to add more people into that um as they want to do it. >> Absolutely. The one thing that I liked about the company is the customization. I know that um Dr. Ascu, they
068sent us um different price points for what we wanted and we were able to communicate with them. This is what we need. So, there's that flexibility as we're working with the um company to provide if we need additional um seats, if you will. I guess that's the easier way to put that. >> Any further discussion? All right. All in favor? >> Yay. Yay. >> Yay. Motion carries. >> Thank you. >> All right. Now we have public delegation people wishing to speak. Um first we have um Italy White. Okay. Thank you. Good evening everyone >> to Dr. Ascu, President Turner, and the entire Delta City Schools board. Thank you all for allowing me this opportunity to speak tonight. Again, I am Italia White. I am a career preparedness teacher at Carver 9th grade academy. I stand
069before you not only as an employee of Dothan City Schools, but also as a mother and a deeply concerned citizen. As I enter my 23rd year in education in nearly 12 years with this district, I have witnessed tremendous changes in our students, families, society, and the challenges our schools now face. Teaching today has become increasingly difficult. Teachers are expected to manage discipline issues, meet growing academic demands, address emotional and behavioral concerns, and carry responsibilities beyond our core roles. All while often often feeling unheard and supported. Those of us in the classroom every day, we are the closest to our students. Yet, too often, our voices are missing from important decisions. Many of our students are carrying burdens far beyond the backpacks that they carry. trauma, broken homes, violence, neglect, anxiety, depression, emotional pain and struggles,
070mental health struggles. They show up every day in our classrooms. We are asking teachers to educate children who are hurting deeply while expecting test scores and outcomes that ignore the barriers these students are facing. Let's be honest. Let's be honest. These barriers are more visible in students who are black and brown. Recently, I was injured while trying to protect a student from violence inside of my classroom. In that moment, I acted as an educator, but also as a mother. No teacher should have to choose between protecting children and protecting themselves. Our students need more than discipline. They need intervention, counseling, mentorship, emotional support, and adults equipped to help them heal. Our teachers need more than expectations. We need resources, staff and support, safety measures, and to be included in conversations that impact our schools. I
071respectfully ask this board to listen closely to classroom teachers, educators, the people who work directly with students every day. Listen to those living this work every single day. We are not against accountability or progress. We are asking for partnership, practical support, and real solutions. We see their struggles firsthand. We know when a child is crying out for help through anger, behavior, silence, and disengagement. Please invest in mental health resources, intervention support, teacher safety, and practical solutions shaped by those who are in the classroom daily. We love our students. I love my babies. We love this district. But many educators are exhausted, overwhelmed, and crying out for help. Our teachers want to stay. Our students want to succeed. But we cannot do it alone. Please hear our cry. Thank you. >> Thank you very much. Um,
072next we have um Tamika Burns. Good evening. I used to say if I ever lose my passion and love for young people, I would know it. time to go. But that's not even close to happening. There's a tone of optimism in that statement. There have been times when I've said if I could do something else for a living that would allow me to have the same access to an influence on kids void of politics and bureaucracy, I would do it. That statement carries a tone of cynicism. Of late, I have found myself saying, "I love kids. I'm a pretty good educator, but I am disgusted with my profession." That probably sounds like full-on pessimism. Honestly, any given teacher may experience all three of those sentiments over the course of a day, depending on the context
073and the climate. When people ask what we do for a living and we say, "I'm a teacher." Without fail, a sympathetic grunt or groan generally follows before they say, "You have a hard job." Or, "I pray for you regularly." Or, "I could not do what you do." Even our kids say that to us. Instead of esteem or high regard, there's often pity. In fact, I have a theory that it is only in America that we who touch the lives and help mold the minds of those in every other profession are held in low esteem and even disregarded. I stand here this evening full and compelled to lay bare the heart of many teachers while fighting the notion that I may not truly be heard by those who sit above me. We need not look far
074to see our comrades jumping ship. Not because they are too old to continue or because they desire to pivot and pursue other interests, but because they are disillusioned to the point of walking, even running away. Oh, but we are we are a dutiful bunch, we teachers, because we are committed to those we serve. We take on these tasks. We adjust to that initiative. We absorb the burden and blame for so much that is beyond our control or realm of responsibility to the point of what seems normal, but our normal is not normal. We may fuss, whine, and moan a bit, but we soon shake it off and do what we're asked to do. Most often those who are furthest removed from the classroom are those making positioned to make the decisions that most impact our
075classrooms in the name of what is best for students. I am here to say today it is very noble sounding to cloak initiatives and box and boxes to be checked in language that gives is about the children. But let me, at the risk of sounding like a nagging wife, say that we teachers need to be heard and regarded beyond agendas and boxes to be checked, beyond reprimands and gotchas. I submit to you that teachers who are truly heard and regarded, not pacified, not patronized, gain staying power that is fueled by the desire to remain in the game, not just the need to stay in it. hear us. Not as a husband whose wife says constantly, "Honey, help. Honey, I am struggling." But keeps her needs at bay while pursuing and fulfilling fulfilling his own until
076one day he is stunned by her breakdown and her departure. Regard us educators. You know that feeling that comes when one of you, your most challenging students, gets it or makes a turnaround or becomes one of your best students and attributes it to how you made him or her feel. That same student somehow becomes your biggest fan and your biggest cheerleader. We teachers are the same in our need to be treated like we matter. Sure, it is about the kids, but it cannot be about them without us. Hear us. I leave you with this. Last summer, I reached out via text message to an administrator to seek some professional counsel and wisdom about maximizing my strengths. This individual not only responded quickly, but availed himself to meet the same day. I received more than I
077bargained for. I received attentiveness, a listening ear, guidance, encouragement, and some practical next steps. Two hours later, I departed from that meeting, heard, regarded, and helped. The way it can look depends on many things, but my plea is for those above us to sit still, be the sounding board, punching bag, whatever necessary to make space for us, our voices, and our well-being. After all, we deserve the opportunity to not just survive, we deserve to thrive. Thank you. >> Thank you, ma'am. >> Next, we have Miss Leticia Jackson. Thank you. Good evening >> to the chair and board members and Dr. Ascu. Thank you for allowing me this privilege. I'd also like to thank you for the step that you took today um moving in the right direction. However, I really would like the audience, the
078public, you know, to know exactly what happened and what that means. Um, we have been now, it's been 126 days since the initial vote that was postponed for a work session for the 100 day plan, turnaround plan. And the 100 day turnaround plan would now be actually executed by now. The 100 day plan was a total of 600 I think about $625,000 about $300,000 for um Dr. DeWalt and her literacy program that has um proven success and I think that would cover 10 schools and another I think $250,000 for the math uh consultant that we heard from. That was another $250,000. It was roughly around. The numbers may not be accurate. You all know or they may not be actually the numbers, but you all know what they are. So, that would have been a
079total of $625,000 roughly for for six for 10 schools for 100 days to turn this around. We now have about 23 days left in this school system. So 126 days has passed today. Um you all approved for a for literacy specialists, five of them, which I applaud you for and I thank you for that because that is a step in the right direction. However, the public needs to understand that these people have to be identified, hired, and then they have to start. So this school year is gone for these children. It's absolutely gone. And that cost for those uh for five schools for the literacy specialist is $625,000. The additional math portion that was uh approved tonight is a $220,000 which would be a total of $845,000. And that has not yet and is yet
080to start. It has to be people have to be hired, identified and then started while our children in third and fourth grade who cannot read and do basic math languish. I um I think that we need to have more of a sense of urgency because what I want to know is what is to become of these children in the third and fourth grade this year whose last day of school will be May 21st. Will they be passed on to the next grade to be put further and further behind? What will happen to these young people while we wait for um liter literacy specialists to be hired when we had a very very good and valid plan with consultants who were um experienced, knowledgeable and had a track record of success. I thank you for the
081step that you took, but I just want to make sure that the audience rec recognizes that we went from a 100 day plan turnaround, which would have been implemented by now, to the plan that was um approved tonight for an additional 200 and 200 and something,000 more. And it's going to take time for that to even get started. Those are taxpayer dollars. those are your dollars. Um, so I just wanted to let I wanted to make sure the public understood the step that was taken. Although we applaud that step, I think it's important for them to understand the difference between the step that was taken tonight and the step that Dr. Ascu put forth 126 days ago. Thank you. Okay, we have a um executive session for good name and character and a pending legal
082matter. So, do I have a motion to adjourn to executive session? >> Madam Chair, I move we adjourn to uh the executive session. >> Do I have a second? >> All right. Is there any discussion? All in favor? >> Yay. Motion carries. We will be back when we're finished. Okay. All right. appreciate. >> Hello How you doing? Who's singing? Hey, that ran Hey, couldn't have ran no smoother, couldn't it? >> I know. Yeah. >> You see how you see this? >> We'll see how we get back here. >> Yeah. Well, we'll see that. Yeah. But you see um uh see how they split up. How are you? Hallelujah. I'm just trying to get through it. I didn't Hallelujah. Happy birthday. Hallelujah. I know. I try to make sure I'm always the first one out. We're
083going to add a K12 and I will email that to you as soon as I can. Okay. I ask for a motion to reconvene into regular session. >> Chair move that we reconvene into regular session. >> Do I have a second? >> Sec. Is there any discussion? All in favor? Brenda and I voted but she started so we can put right now. >> All in favor? >> Yay. >> All opposed. Motion carries. >> While in executive session we pulled um J1 on the personnel agenda. Um I need a motion to approve J1 as written on the personnel. Madam Chair, I move that we approve J1 as on the uh on the notes personnel agenda. >> Right. Do I have a second? >> Second. >> Okay. All in favor? >> Yay. >> This is all in
084order of how we addressed it in their right. >> All opposed. Okay. Motion carries. Okay. We are adding K1 to the personnel agenda. Okay. All in favor of K1 to approve a >> I mean we need a motion to approve K1. >> Madam chair, I move that we approve K1. >> Okay. I need a second to approve K1. >> Second. >> Okay. Is there any discussion? >> Okay. All in favor? >> Yay. >> All opposed and I abstain. Okay. I need a motion to approve K2. >> Madam Chair, I move that we approve K2. >> I need a second. >> Second. >> Okay. Is there any discussion? Okay. All in favor? >> Yay. >> Okay. All opposed? >> Nay. >> Motion carries and I abstain. All right. And I need a motion to approve K3.
085>> Approve K3. >> Okay. Need a second. >> Second. >> All right. All in favor? >> All oppose? >> Nay. >> No for Dr. Franklin and Scott. >> And yay is for Did you get the answer? Okay. Motion carries and I abstain. Okay. Okay. New business. Um regular board meeting is Tuesday, May 19th, 2026 at 5:30. And do I have a motion to adjurnn? >> Madam Chair, make motion that we adjourn. Okay. Do I have a second? Second. >> Is there any discussion? Okay. All in favor? >> Yay. Yay. All opposed. Motion carries.