001I aliance 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. >> [clears throat] >> Sorry for those that I was blocking the flag standing right there. Uh item three, presentation of audit by representative from Bledo Hewitt and Golixson certified public accountants P LP. >> Will that be me up [clears throat] there or do you want >> Sure. >> Yeah. However you want to do it. Well, go here if y'all don't mind. Go ahead and set this up there. [clears throat] That's fine. So, hey, my name is Jeff Huitt. I think you got a copy there, the PDF, I hope, on there and I'll kind of go through this briefly. Have any questions? Don't hesitate to ask
002and I'll try to answer them. But I'm going to start on page five and I think hope it's the same number as page on the PDF should be. It's the independent auditor's report. This is the main report. The opinion letter of the financial statements there June 3025. There are two qualifications or a qualified opinion and adverse opinion. The second third paragraph qualified opinion is the district prepares it financial statements on a regulatory basis as described by the state department of education. And actually the reason for the qualification is on the very last paragraph the basis for qualification. And it's because a general fixed asset account group is not shown on the balance sheet, which is a column that would show the value for your land, buildings, property, equipment, etc. [clears throat] This is something you've
003seen in the past. Probably about 95 or more percent of the districts in the state of Oklahoma have similar qualifications. So, it's not really specific, you know, just to your district. The adverse opinion on generally accepted county principles. Well, it's adverse because the district prepares his financial statements on a regulatory basis and not on general accepted county principles. Therefore, it says it is not present fairly under those under GAP. So, that's why that's on there [snorts] and that's just the way that we have to report that. That's kind of confusing with two opinions. However, that's what we're required to do. Any questions or comments? Well, then I'll flip over a couple pages. The next couple reports starts on 89 N 8 and 10. They're both fairly similar reports. Both deal with internal controls and compliance
004with the laws and regulations. The second one is more specific to the federal programs and its compliance and internal controls. Had there been anything that we observed to be a significant deficiency or regional weakness, [clears throat] it would have appeared within this report. And there wasn't anything that was u reserved that rose to that level. That's good. I think [clears throat] even the management letter that said there was no uh exceptions that needed to be relayed other than probably just some oral communications when we were here. Small things with purchase orders or activity fund of that nature. So So that's good. I mean that's really good. Um there's always room for improvement [clears throat] but and I'm sure I'm I wasn't here but hopefully they found something. That's just an auditor like you got to
005find something for your anyway. So that's that's good. [snorts] Um, I'll flip you then over to page 15. Hopefully, it might be about 16 on the PDF, but [clears throat] it's the start of the financial section. This is the statement of assets, liabilities, and your fund balances. And then you have your general fund column, special revenue fund column, which is just your building fund. And capital projects column is your bond fund, debt service, your syncing funds. agency fund is your activity funds there and you have a general long-term debt account group that shows the bonds and leases that are outstanding at the end of unit 25 and if there were another column you'd have the general fixed asset account group right next to that that would show that value for land and building next [snorts]
006page there is basically the statement of revenues collected expenditures and changes in your fund balance basically your income statement you can see your general fund net and the revenues and expenditures is kind of broad classification and you had an excess of expenditures over [clears throat] the revenues about 1.7 million. So your fund balance went from six down to 4.3 and you know typically say well it's not necessarily the best having a cash flow of a negative. However, you guys are in a unique situation with the penalty level that typically the penalty level for the state department is like a 17% which would be about $3 million based on your revenue and you're still at 4.3 [clears throat] and I think you'll also subtract out your federal revenue and a calculation. So, you're right about your
007penalty level. And so, I'm sure this year probably watching it as well and to keep it right close to where you don't get anything penalized. a good situation obviously fund balance is strong in general fund and I don't necessarily agree with the state department you know their pen [snorts] penalty figures but that's out of micro so overall but I think that is that's good obviously you won't have the expenditures more your revenues for more than several years because then it would you just switch on page there at the building fund revenues expenditures expenditures excess about 221,000 fund balance from 1.2 two under 1.1 million which is you're still about a one one year's collections of revenue if you're fund balanced. So that's still good as well. Then your debt service, you know, it's one of
008those you really don't have much control over based on what the levy is for your bonds is what you collect and pay. So there's not too much management over that particular fund. Any question with those items there? Well, I'm not going to go through all the notes with you. It's pretty general information. Um towards the back is a little more specific information about the bonds that are outstanding, the capital lease. And then [clears throat] after the notes, just a little page 3839, which is probably going to be around 4041 on the PDF. Somewhere around there is going to be activity fund schedule. And this shows each activity fund sub account revenues and expenditures for the year for each sub account. And then couple pages after that there's two schedules very similar. There's a schedule of
009expenditures of federal awards on the regulatory basis and there's one that the state department likes to see which is second page. The first one is the one the federal government prefers to see pretty much measures [clears throat] your expenditures project number and that's it. The second one is the state department likes to see and it has a little more information program amount the revenues and expenditures for each program. Pretty much the same. Just want a little more information because the state department likes to see some more information. And that about brings me to [clears throat] the endless questions. Um I said I wasn't here but it appears that uh staff everybody did a good job so that's that's good [snorts] question or comment or >> well I think you'll just sign that before tonight's over
010the acknowledgement you get that back to us. Uh, appreciate it. And if you have questions later, I think you can get a hold of me. Mr. Jasper, anything that you would [snorts] like to share with us or anything you >> I don't think any questions from me. >> Okay. Very good. >> Thank you all very much. >> Have a good >> Thank you. >> Absolutely. [clears throat] I make a motion to approve the audit of the are and can I do that? >> Yeah. Yeah. Yeah. >> Um of the 2024 2025 school year. >> Second. Roll call vote. >> Ryder. >> Yes. >> Wala. >> Yes. >> Gates. >> Yes. >> Jaggers. >> Yes. [clears throat] Item four, staff reports. presentation of school improvement plans by site administrators and staff. [snorts] >> So, we're gonna
011start with school improvement plans if we can and let's actually start with middle school if that's okay. All right. [clears throat] while they're kind of setting up here. Um [clears throat] it [snorts] looks a little bit different. It's it's structured a little bit the same, but um some of the things that uh administrators and I talked about is um really trying to focus in on what we're the work we're actually doing and not just state state reports or state uh data that we're given that we don't really use. [laughter] And so there may be some things that look a little bit different, but our goal is to really talk about the initiatives that we truly are focused on. So you'll see a little bit difference in that way. [snorts] [clears throat] >> That's a cool
012thing. >> Yeah, >> whatever that is. I click the error over here. >> Okay. So [clears throat] for the middle school I have Mrs. Arthur. She is our assistant principal. I have Mrs. Toller. She is sixth grade Western geography. And I have Mrs. Mlen who is 8th grade science. So um this is the team that we brought with us today and excited to share our information with you. So at the middle school we feel like we do a really good job of getting data. We get data from our benchmarks. We get data from our state testing attendance. All different things. But then we have the data and we're like what do we do with this data? We know these kids, we know they have needs. Now, how do we what's the next step with that?
013And that's the initiative that we thought that we really needed to work on this year. And so, what we're doing is a multi-tered system of supports. So, we call it MTSS. And here's why. We It's a schoolwide framework that uses data and layered system of interventions to provide academic, behavioral, and social emotional support so that every student gets the help in the right time. Um, so this has three tiers to it. We have a tier one which is all the students are getting that and then you have tier two and then a tier three support. So it just the as you go up the tiers the more supports you will be getting with that. So it organizes support into the tiers high quality instruction all students targeted intensive interventions and then it we we work
014from there. So students have very various needs. We know that that gives them clear consistent process. The interventions are focused on a small team. So a small skills so we have their specific needs. we have enough testing that we can say that drill it down to they need this help and this is how we're going to do that um and then supports the [clears throat] whole child that provides teacher supports. So what we have done with our initiative so far this year is we we've decided what we're going to do. We established a committee. We have eight teachers on this committee from various you know grade levels and different um positions in the school. They meet monthly to discuss the students and their data. We're looking at sixth, seventh and eighth grade. And then the
015grade level teachers report to the committee members and tell them all right here's the data that we have this is what we need and we it goes through one person from the team so that we can all sit down together and look at their needs. This is Arthur's going to talk a little bit about the data. So as you just heard um MTSS is it's a framework um and it provides support for the whole child. So that's our goal. We're not just providing support for academic um not just social emotional but we're really looking at the whole child. Um and in order to really do that, we have to have be able to look at data and then analyze is what we're doing working effectively. So I'm going to show you some data that we've
016collected. Um and this is what I would consider our baseline data. So we've collected several pieces of data. This is um behavior data. So as you can see here, this is we last year in 2024 2025, we had 134 behavior incidents with 160 students that were participated in those incidents. Our goal obviously is to through this framework help reduce the number of behavior incidents that we have at our middle school. Um and then we also have attendance data. Um that data is pretty um consistent um from year to year. Um but all as always if they're here they're learning more um and being exposed to the curriculum. So if we can increase that we want to be able to increase that um percentage [clears throat] as well. Here is our last year's state test um
017broken down by grade level and by uh subject area. As you can see um I've kind of got it uh broken down in advanced proficient basic and below basic. Um, our goal would be to move those kids from right to left. Okay, we want to move them closer to the green. Here we have our beginning of year, this is this year's data, beginning of year star screener. So, we give the star assessment a few times a year. And this is our beginning of the year star data. Um, broken down again by grade level and by skill. As the year progresses, the assessment gets harder. um and it should because they're learning um as they go throughout the year. So again, our goal is to move we want to move as many kids to the green
018as we can get to the green. Um and then here is just a breakdown of based on our beginning of year um star assessment. This is the predictor if they took the test right now how they would um land on the OSTP. Again, we want to move them closer to the green as many of them [clears throat] closer to the green. The great thing about star is that we can take this gives us the school data but we can go into the star. We can look at skills specific deficits for those kids and we can start looking at okay what does this kid actually need? What skill are they deficit are they deficient in and how can we move them? How can we um get them moving in the right direction? And so Miss Toller
019is going to talk to you a little bit about our plan for that. [clears throat] Okay. So, we've got the data. We know we've we've figured out the data. Like Mley said, we we've got all this data. And one of the biggest factors we have as all of us is time. When are we going to do these interventions? When is when is all this going to take place? So, looking at um what we've done this year, we've implemented what we call elevate, which is a daily protected 20 minute block that doesn't interrupt core instruction. So, it's quiet. Um, every student in the middle school has it at the same time. It is right before lunch, so we're all in this quiet um time where we've got 20 minutes, not interrupting any instruction time where teachers
020are available to provide interventions, help um and offer some other skills as well. So we'll use that data to create um some of the targeted academic and behavioral interventions that can be done during that time. And for the students that are not receiving interventions because we know that not all students will need interventions at that time, we need something for them to be doing that's worthwhile and their time being spent well. So that's where we will provide tier one support and tier one supports all students. Um, so that that includes giving them time for assignment completion. We're available to help with that. If they just need to get it done because they didn't have it done, um, we can do that. If they have questions, we can help. If they need to go specifically to
021their math teacher and get help where they can check for understanding, make sure they're understanding it so that when they get home [clears throat] to do their homework, they have they're practicing it the correct way. U, we can do that. That's also a time where we do our weekly guidance skills. So, we'll uh Miss Willilifford prepares a guidance lesson for us and having it done at that time allows the teachers to be able to provide discussion at the end. So, that kind of targets some of the behavioral concerns as well. She's teaching about these things. with it being done during that elevate time, we have the opportunity [clears throat] to go in and discuss kind of the things that she provides on a in a smaller setting. Um, we provide accountability for grades and attendance
022check, attendance checks. So, we every Monday all the students in the middle school are going onto their Infinite Campus. They're checking their grades. They're looking at missing assignments, their attendance. What can we be doing? they're staying um accountable. They're staying kind of aware of, okay, what do I need to do? This is my goal. What do I need to do? And then independent reading time, which my background as elementary, this is my this is what I feel like is very important. It challenges all students on their level. It builds fluency, vocabulary, uh comprehension, and it builds [clears throat] stamina. So, it's hard for them to go in and every day read and they're, you know, closing their book, opening it, but they build that stamina, which is helpful for them in assignments, in homework, in
023state testing where they'll need to be able to read those passages and build stamina. And we know how important reading is and that they need to be doing it daily. And um this just provides them an opportunity to do it because we know it's not really happening at home like we would hope that it would. So this provides them the accountability. We we're watching we are all doing it together um just for them to be successful. So if there are additional concerns identified um with a student. So tier 2 is for our students who just need a little extra support in order to be successful and to reach goals. Um so during tier 2, this is really for all subject areas. the classroom teachers are able to create small groupoup academic interventions for their subject
024areas. Um, and that includes students that maybe are already in their classroom, but students also that they can pull from other um, home rooms, so to speak, as well. Um, this can include behavior or social emotional interventions as well. Again, for the most part, it's just in the general classroom done by the classroom teachers. um structured missing work support um for those students who just need a little bit of extra help, maybe they are struggling with the content because they're just not getting their work done. So, this is a chance for teachers to pull those students and work with them as well. And then particularly for our math and reading, um those classroom teachers use the benchmarks that um Miss Arthur was referring to earlier to identify students that are right on the bubble, those
025students that are close to um meeting the benchmark. Um and then those students, they're giving additional um targeted interventions as well. And then we know there are some students that need even more help beyond that. So that is where tier three comes in. Um this is this is for students who just have higher needs um [clears throat] academically, behaviorally, etc. Um again, we're working with students teachers are working with students one-on-one or in a very small group. Um these students receive interventions more frequently and they are closely their progress is closely monitored as well. Um, and this is where our our other staff like our interventionists, our counselors, they really come in and come alongside teachers and help us with these more intensive supports for our students. >> Hey, so like we said, we're [clears
026throat] just a semester in and is it perfect and are we running everything as smoothly as we would like to? Absolutely not. But I will tell you that Mrs. Arthur and I are in the team meetings weekly on [clears throat] Wednesday mornings and the talk of the students and knowing their students and knowing their needs. It it's amazing to hear. So, we know them really well. We know their needs and and [clears throat] the kids are getting the help that they need. And so, um we feel like we're off to a great start, but obviously we have a lot, you know, it's not something that we're just going to have mastered in the first year. So, it's a work in progress for sure. >> So, I have a question. So that the elevate time is
027really critical in all of this. And [clears throat] so um how how what were some things that you guys thought of as you were creating that time? You you mentioned um same for everybody at the same time like what were some critical pieces [clears throat] that you guys felt like we needed to look like this for this reason. if that's an example or other examples. >> I think one of the big things that we wanted to make sure is that all classes the teachers understood what it needed to look like and it needs to be a quiet time. It's not some classes are playing games on a computer. It has to be a standard light. I mean sometimes the lights are [clears throat] dim sound you know [snorts] like they're just playing music in the
028background. So, it's something that we set pretty firm at the very beginning like this is what we want this to look like and when we enter a room it needs to look like this because we want all kids to have the same experience with it and just you know talking through that and some teachers came up with some slides of you know on Monday it can look like this you know independent reading or then you're checking that there there's just there's something on the board for them to see so that the kids know when I go into this time I know that I can get my book out and read or if I have missing work or whatever I need and then teachers are texting each other I need so and so during elevate because
029I want to they they all have to have this time and we're not moving on to something else that I need that kid at this time to help them with math because we were struggling today or there's a concept that they're needing help with. And so the communication between the teachers is really a key part of it as well. >> When is it? >> Right [clears throat] before lunch. So it's 11 10:45 >> 10:45 to 1105. Yes. And then we start our recess lunch schedule. >> It's a good time. >> Yeah. people are more engaged. >> Did you have to steal time from other areas? >> We did and that's one thing that we will look at um next year is we took a little bit more time from a fourth hour to make this
030work and and it's just takes too much from that one. So, we're going to have to give some in other places as well because fourth hour has we have some core classes during that time. So, that is one problem that we did see that we're going to have to fix for next year and we've already working on our schedule for that. So, one of our goals is to meet with high school because we share high school teachers. And so, that is what makes it kind of complicated to take from evenly from every hour. We can only take from certain hours. So, we're we're going to have to collaborate with high school to make sure we can, you know, do this where it makes sense across the board. >> So, with all the data that you
031found, is there anything that's been surprising to see in the numbers or that was this different from gut feeling or maybe gut feelings you already knew you had? I would say [clears throat] looking at the data, I mean our state test scores if you compare them to um the state average like we're well above that doesn't mean we have kids that doesn't mean we don't have kids with needs. And so being able to really pinpoint like this kid needs this, this kid needs this. [cough] It seems way more valuable to me than just looking at >> the general middle school data. Um because you know we had teachers last year that the reason we even did this is we had teachers they were like I feel like we don't have enough time to do what
032this kid needs. I mean they were bringing specific kids to us like we don't know what to [clears throat] do or when to when to do it. And so we felt like that we really had to implement something so that we could target those individual students. >> And it seems that teachers are taking accountability with this too and they're looking for assessments that hey we can drill this down. this is the specific need that they have and it's not just oh this one struggles in reading. No, we know exactly what that kid struggles with when it comes to reading. >> Is that the star? Is that >> we use the star and then we have [clears throat] some other has one that drills it down real close to some different things. >> Cool. >> Do
033you guys take uh the star assessment beginning year, midyear, end of year? So we we just probably took those assessments and >> are are getting the data from that. And then the um OSTP predictor uh data that we got it it is interesting to me because it it does closely align even [clears throat] from last year but the the predictor information we have for this year is from the beginning of this year. Um so that's that is interesting that it does align. Have teachers found that that information could be valuable information moving forward? >> Very much so. and and they realized that at the end of last year and then when we started looking at our state test compared to what we had and they're like oh my goodness like this is right on like
034we need to start looking at this and and using it to our benefit. >> Yeah, if you compare the two they're I mean the [clears throat] graphs look very similar. >> Yeah. And I think maybe elementary helped us with that finding that little piece of it last year that um that was a really good thing to look at to be prepared for what those scores might look like. >> Great. with having a kid that's in this age range as well. I appreciate [clears throat and cough] everything you guys are doing for this, but also the accountability part that they are responsible for their grades, attendance, and things like that. So, that helps reinforce things at home and I really appreciate that. >> It does make [clears throat] a >> lot of lot of work put
035into this. Thank you. Very very good stuff. One one question I had and Dr. Bell has kind of addressed it with the the predictor piece. So what we're seeing here or what you shared with us was the predictor that was taken at the beginning of this year. So that is predicting what's going to take place in April. Correct. >> But we do have the data from the end of year last year OSTP. >> Do you have a predictor from last year to compare the one that you did at the beginning of year last year for >> That's a great question. And I did try to pull that report and I was struggling like I was struggling to find a way to pull 24 25 predictor data and I don't [clears throat] know if it's because
036we're already in the 25 26 school year. There may be a way and I just couldn't figure it out. But okay. >> Um I Yeah. >> Okay. Then a year from now we can take a look at it because we've got that. So >> great. Thank you. >> Very good. Thank you middle school. >> Thank you. >> [applause] >> ELEMENTARY SCHOOL. Would you like to go next? >> Find it. >> It should be just another tab. [snorts] [laughter] >> Spinning beach. >> Yeah. >> Is that what that is? >> I think people just call it that. >> Okay. I can't I was like boy okay I can't find girl which girl I was looking [laughter] >> I got like wait a minute I >> always [laughter] do it >> that's educators in their acronyms, right?
037>> Yeah, that's right. [laughter] [clears throat] Elementary. >> Time to improvise elementary school. Come on. [laughter] >> I mean, y'all are best at this. Come on now. Right up your ass. [laughter] >> We don't mind beginning. You guys have it for your viewing, right? >> We do. >> So, we don't mind getting started. >> Sure. Um, I'm going to bring my phone up here. um with this um I'm Megan Chavez, you know, our principal and I have four of our staff members um who have played a part in um there are our team leads and they have played a part in our SIP creation but then also our initiative and so I have Mrs. Troyer here, Mrs. Summers who teaches fifth grade then no it's okay we have Mrs. Craig who teaches fourth grade and
038then Miss Doman, our librarian. And so we are just excited to share their different perspectives. Um as you know, we got to meet in the fall with you guys and we presented um our initiative of Bronco best days. And [clears throat] so we explained that really thoroughly [snorts] and so we were just going to go ahead and dive into some of the data. You know, when we brought this up at the very end of summer, beginning of the school year, um we talked about how we wanted to, our teachers were passionate about saying, "Hey, you know, we want kids here. We want them here learning, but we want there to be that component of accountability. We want them to have that academic accountability, behavior accountability, and also realizing the significance of being here." And so,
039um that's something that we combined into our Bronco best days. And so, we're going to hop into our data. we made sure um we wanted to help you guys and have very similar data. So ours is very similar to middle school. We have the same data sources and so Mrs. Troyer, she is our data wizard and she is going to just share about that. All right. >> Okay. Um like she said, our scores look a lot like the middle school graphs because we want to be, you know, consistent with the data. These are our last year's OSTP scores. And um [clears throat] that's what they actually were. This is not the predictor. And we're trying this year to one of the things that we really want to do is increase our advance, which is the
040green. And of course, get rid of the red. That's our That's our goal. [clears throat] And one thing you need to keep in mind as you look at these scores is to be proficient on these OSTP tests. the students have to score at the 60th percentile where on the star benchmarks which if [clears throat] you look at those there's a lot of green more green than this one is because on the star benchmarks the benchmark is 40th percentile >> and that's because of the state department reports the strong readers act they go by the 40th percentile to see which tiers when we when we divide kids up into tiers and things like that we go by the 40th percentile um according to their direction but the OSTP is 60th percentile just for proficient not advanced.
041[clears throat] So this is these are our reading and these are our math scores from last year. >> Now see you'll see all the green and that that's a great thing. I love that. But >> one of the reasons why is because um the benchmark's lower for this. It's just at the 40th percentile. Um we as well as the middle school, we're working on our bubble kids, the kids that are right on the line. We want to bring [clears throat] those up and we have um incorporated a focus time when they call it elevate, we call it focus time. And it's 30 minutes for reading and I mean 45 minutes for reading and 30 minutes for math each day in every grade level. And what this does is this um gives the teachers an opportunity
042to help with interventions which [clears throat] they take a lot of times they'll take those kids that are right on the the edge of proficient and help to move them up and while the interventionist can concentrate on the bottom 25th percentile the bottom cortile. We found out that this is a great thing for smaller intervention groups and also we have been concentrating on early intervening because since our focus groups are each grade level has a separate one and they they don't overlap all that much in the lower grades. So our interventionist can just concentrate on one grade level at a time which makes your group smaller and you're more able to just concentrate on what that particular grade level skills are. So we've really noticed a a decrease in the red. Now these are beginning
043and middle score, middle of the year scores. So you will see like the red going down and in some cases in math it completely went away. And that's one thing that I'm really proud of because that's my goal. I love it. Okay. And um let's see. Okay. These are our predictors for this year. These are middle beginning of the year and middle of the year because we do our middle of the year testing in December. And so I was able to get the middle of the year scores for you there. And it looks like, you know, in some cases we're making some good progress, but I this is a good predictor, but you know, the Broncos, they're going to do better than that. I know they will. So, we're working with them and we want
044our goal is for there to be no drops between beginning of year and middle of year. We really want to do away with the drops. We're working on our math curriculum especially. We've aligned our curriculum. We've got a new curriculum. We're trying to keep everything consistent between the grade levels. We're trying to spend um more time on math and especially narrow it down into these focus times where we can level the kids and give them what they need. Um I think that's pretty much all I have. So if you have any questions, I'll answer them later. [laughter] >> Okay. So our Bronco best days initiative is what we brought to you guys at the August board meeting. um and we're piloting it this year. So, so far we're a semester into it. Um and as
045you're going to see, we've seen some really positive results from that. Our criteria were that um to earn a Bronco best day at the end of each quarter, students had to have no more than three absences and or five tardies. We really wanted to focus on them being at school. How do we get them at school and maximizing that time with them? We also wanted to focus on behavior. So, we were looking at uh no ISR or no suspensions and then academic accountability. Do you have missing assignments? That's going to disqualify you. So, to help set them up for middle school so that they're understanding as you're building that in too in your sixth graders and seventh graders, eighth graders, they're understanding that at the elementary level of I need to have my work turned
046in. Not only do I have to do it, I got to turn it in. That's an integral part of being at school. our expected outcomes at the time. What we were really hoping for was that we would see a reduced chronic absenteeism rate. We've had a lot of absenteeism. Um, and we need our students here to give them the instruction that they uh would benefit from. We wanted to increase our assignment completion percentages to get those turned in and to improve behavioral consistency across the building. So, I think Mrs. Summers is going to talk to you about um what we've seen academically. Okay. So you can kind of see from the graph we have in the third, fourth and fifth grade. And so we are looking at 23 24 20 uh 24 25 26. So
047the biggest glaring one we can see is right here. So I want to make some clarity with you guys. That's not 13 students. That's how many Fs at on report card times. >> This is that same group. A year later we had one. >> So that's hu that's a that in my in my zero. Yeah, that's so we thank you. So I have So that's the same group a year later. I see >> with implementing the Bronco best days >> and so that's what I'm most proud of when I see that, you know, cuz a lot of times >> and the the dialogue has changed. Um the kids are not saying when they're absent, do I owe you any work? The question is now, what's my missing work? and they're taking the initiative and coming
048to us whereas before it's like if I miss it I miss it if I didn't now they are making direct contact with us what did I miss and then if they were late in turning something in and they didn't complete it then they want that off because they want that Bronco best day and so that's where we've really seen just it just between the two years I mean the one year that we've done or the one semester we've done it how we jumped how we went decreased from 13 to one and how the dialogue has changed as far as their accountability. They want that day, you know, that's that's a pretty fun day for them. And so the dialogue has changed. Um they're taking a lot more responsibility. So there's been some buy in, big-
049time buyin on their level and on their initiative to try to get everything done. Um, and so that has increased their grades, that has increased their time at school, that has increased their uh concept of of getting instructional time because they're there. And we we and just looking at this, you know, we were also just kind making sure how much of that when you look at, you know, how that jumped um from third grade. That right there is again [clears throat] one of those things where they weren't there and we're struggling with that. And then putting something into place that that the students have buy in, it's made a difference. And that's what we wanted. We wanted the we wanted the accountability with the students to increase. And so like when you can to see
050from one grade level to to the next with just only a semester time period of implementing this, it's made a difference. >> Well, also something that you won't necessarily see here with the failing grades. I mean, some of it is reflected in it, but Mrs. destroyers made sure that our interventionists um are scheduled so that they are there those days so they can really work in very small groups with those students that need them. Um normally uh those days when our Bronco best days are our interventionists in years past have not been there but Miss Troyer made sure that they were scheduled and if you've ever seen her intervention schedule it is a thing of beauty and I dare mess with it. It is mental Jenga and Tetris if you even try to mess with
051it. But she's got it down to the minute with first grade math, first grade reading, second grade math, second grade reading. Mrs. Toller is doing this group, Mrs. Lang is doing this group, Mrs. Sloan is here. So, she has really made excellent use of our interventionist especially on those Bronco best days in addition to all the other days they're working with us, but really drilling down on those days and taking full advantage of the time we have with students. I know Mr. share about >> so um one of the things I can even personally speak to last year in fourth grade those [clears throat] students that had the 13 we had a huge we felt like it was our most challenging year for motivating kids to be at school and to be at school on
052time. We had lots of absences, lots of parties. And this here is showing you three years, last three years. Um obviously it's only um first semester we broke it down by the at this point for the last 3 years where we were. So two years ago at this point we had 272 kids that had missed more than 3 days which is our threshold for the Bronco best day. if you look at this year down to 190 students. That's a drastic difference. And what I can say I personally see is kids taking [clears throat] ownership. Um I've had students in the past that are that have said my mom just lets me stay home. But this year they don't want to do that because they see the value in this motivation and this ownership in like
053I can earn this for myself and it takes me being at school and doing the work. um which in turn helps the learning, helps the the completion of work and all. I mean it just is a cycle that I can tell you that as teachers I can speak for my fourth grade team. We have all been searching for what is the thing to motivate the group of kids that we feel like nothing motivates and we feel like this year this program we have seen a drastic difference. Now not everybody is just a a thousand% over the moon always here. No one's ever absent, but we've seen a drastic difference. And so, so you can see the numbers. Um, the number of students tardy, there has been a decently drastic drop in this year versus the
054last two years were fairly consistent, 20 students less on that list at this point. And that's a big deal when you're talking about um just having kids at school because when they're here, they're exposed to the learning. And when they're at home, likely they're watching a show or they're playing on a game or they're playing outside or whatever it is they're doing. Unless they're obviously sick, that's a legitimate absence or they have an appointment, but we need them here. And that helps snowball all of [clears throat] the other academic progress and ownership and building up that getting ready for the responsibility of their older years. >> Um, Mrs. Brinks. I want to speak to the tardies at le obviously attendance in tardies, but Mrs. Brink shared a story with us that she had a student
055first quarter who was chronically tardy 30 plus minutes in the morning every day. And then when it came time for the first Bronco best day, mom said, "Oh, I didn't realize tardies counted in it." Um, even though we've communicated multiple times in multiple ways. And so Mrs. Brink sat down with her and said, "Okay, how can we figure this out because this does this does factor into it and we need her here for that?" And uh Mrs. Brink and the mom were able to come up with a plan where the student hasn't been tarny since. So, she's gotten that time back because you know those first [clears throat] first moments of the day, they're setting the day up. They're getting them settled. They are going over and reviewing and spiraling important skills and that child
056was missing it every day. And now she's here for that and she's able to have that one-on-one instruction. And the fact that Mrs. Brink and the parent were able to collaborate together and come up with it and build that positive relationship was also another added bonus and perk to it. >> So our next steps um we will continue to review data each quarter. We're going to be looking at that in team leading. Um we speak about it if not every month, every other month, but just you know where we at in the process. Um we will have an end ofear stakeholder survey to go out. we already um have started forming with our team leads and then also the committee members of what are the things what are we needing to ask of stakeholders you
057know what are we wanting to know about this and that's you know to determine the effectiveness um to determine like are there any adjustments and is this that are we going to continue this or is there another option and so um those are things that we are excited with what we've seen um but our big conversation that we've had is we were very excited to share the attendance data because that's a really big deal like everyone has said like when kids are here that's when learning happens and so now our conversation even more so is we know they're here and let's self-evaluate are we maximizing learning time and so that's something that you know they kind of spoke to it about our interventionist and how we have focus time and just being very intentional with
058the time that we do have with kids and so that's kind of where we're at and so now we want to know what questions you have >> I have a question so when I was looking over us [snorts] your presentation before this meeting. I kind of noticed an outlier um in the fourth grade um on the test scores, the 2024 2025 test scores and it [clears throat] just you know they just kind of um seem to not be doing as great as the other grades. Um, and so it's interesting to me. Um, I'll be interested to see what how they do this year given your, you know, your the Bronco best because it looks like, you know, that was tracking pretty well with the your Fs and your, you know, attendance problem that you had
059in that fourth grade. >> So, um, maybe now in fifth grade, um, we're going to see that their test scores would improve. I would imagine that they would. [laughter] She says we will. >> We will. >> So, do you do you have that? I mean, do you have like um sometimes you have a class that has a little a few more needs than the class before them or the class after them? It's just kind of the grouping of life, you know, that um you just have a grade like that. >> Yes, it does. And so, and this is one um they can speak to it is a lot of looking at student needs, looking at the relationship building and also um helping to identify like okay these are their struggles. How do we support them
060in this? So each year we're learning more and um you know fourth year is the first year that they're switching teachers that they're getting that experience and so um we will say yes we saw it we we saw unfortunately we did see some of the writing on the wall with that but we're so excited to see the progress that we've already made you know and so um it's it's great and you can see even now you know it's not just a matter of fourth grade because you can see the data it truly was that group of students at that time and just what we were seeing. [clears throat] So, >> well, you've already seen um a fourth grade improvement to fifth grade this year >> with that. >> Yes. >> With your number of failing
061grades around. >> So, that's pretty awesome. >> Like Miss Chavez said, just some classes they have more higher need kids in them and it does kind of trend that way. >> So, and last year's class in fourth grade was one of those. So, >> yeah, >> this year they have no reds in math. So, it's going to [clears throat] be a great year for fourth grade. I think that's my predictor. >> That's great. >> Well, kudos. Kudos. I think it's working. >> I think it is. >> I noticed on the uh predictor data uh and I think it's because you mentioned Mrs. Troyer, the goal is to get rid of the red. Mhm. >> If you look at every every single beginning of the year and middle of the year predictor, every single [clears throat]
062uh category, third, fourth, fifth in reading and math went down from beginning year to middle of year, which is awesome because that's the goal. Um, and so I want to ask the teachers because I know the challenge with OSTP scores in general was you get the scores at the end of the year and actually you get them close to August and those kids are now moving on to the next grade. What has uh looking specifically at OSTP predictor as data that I think we have seen maybe align pretty closely to how they actually perform at the end and now we're seeing within a given year beginning of the year now middle of the year there is progress so I guess my question is as a teacher how are you using the specific data because this
063is a a broad look right but But I know enough to know that this can be narrowed down even more per child. So, so maybe generally speaking, like how are teachers looking at this specifically to say, let's fix it before they get to the end of the year and take it because obviously it's working, but I want to know more detail about from a teacher standpoint. >> How does that how does that work? >> Well, I want to say one thing about that is that um since we went to the workshop with Dr. Perry and we talked about, you know, specific needs. There is a a deal on a deal a report on STAR where you can even put the whole fifth grade in and the state standards will come up and show you which
064standards that you're lower on >> and and projected >> and projected. So, we are as a a teacher group. We're going to meet on our RTI and or MTSS2s and we're going to talk about that as a as a grade level and and kind of pinpoint some of those areas that we can work on. Can you go ahead? >> Right. I feel what I'm saying is hopefully lining up with what you're asking, but Dr. I mean, Miss Troyer is doing the reds and the yellows. I'm doing the blue. >> Okay. Mhm. >> So they come into my room Monday through Thursday during that focus time. I have we work on a skill a week. I start off Monday and t this is just how I do it. I start off Monday and Tuesday with me
065modeling. Then I move to Wednesday with a peer and I oversee. I walk around and see. And then on Thursday I'm looking at independent practice. So I hopefully can see, you know, that we've got three practices before I kind of look at my post assessment to see, you know, do we need to spend another week on this skill or are we ready to move on to the next one? So that's what I do as just a regular reading teacher. Um, and I'll be I'll be I'll be excited to see how that I don't know if that answers your question, but that [clears throat] specifically what I'm doing to try to help my blues become greens. >> And at different levels, we do it different ways. Like the younger grades, they'll take their whole grade level,
066level them out, what skill they need, because this is not the only test we look at. We also have a diagnostic phonics assessment that really pinpoints a specific skill. And so then the teachers will take those kids, divide them into those groups among the teachers. That's why this focus time is so valuable because they're able it doesn't it's not their direct instruction time, but it's their small group time. They're able to look those skills, divide the kids all up into groups, and focus on exactly the skill level of what they need. So that helps, but it's a little bit different at each grade level. >> Yeah. And third grade wasn't able to be here. I know they are very passionate about um students will track their data and um they just started back their math
067focus groups [clears throat] where um they are flexing again and so at the beginning of the year it was just within their own class setting of looking at what they can do and now even in math they are looking at okay let's group kids based on skill and so that way whoever is instructing that concept they have students who are all having that similar need while another third grade teacher is maybe working on a higher skill or a lower skill. And so it's just really great to see how each teacher and each grade level has taken different ownership of the data. And um I will say she referenced Dr. Perry. It was that was just you know two weeks ago or just a week ago and even from that it got wheels turning even more.
068So, so it's conversations we've had and things that teachers know, but it got brought back to the forefront and gave them like just this rejuvenation of, okay, what can I do? We have another semester, we have our second semester left. What can we do to really support kids and make sure we're meeting specific needs? So, it was really exciting to see um just how each grade level's taking their approach to it. and the communication piece of that with parents like at um conference time I run that copy off that shows the projected shows each specific skill and I I ask a parent to hold it and then they they will then I send out the middle of the year even though it's not conference time for them to look and see where [clears throat] because
069a lot of parents use that to help with tutoring so that because they want to know what really [clears throat] can I help my kid with and that's where we get the specific targeted at the skills. >> So, what I hear in that is, you know, you're you're taking a piece of well, you're taking a graph and it tells you something, but it tells you a big big picture of something. And and I think what I hear you guys saying is you're you're now looking at this and then breaking that down into that kid. Why is that score the way it is? that then allows you to fix that score before it's too late, before we're on to the next year [clears throat] and the kids moved on to the next grade, which I would
070tell you is uh, you know, I think is going to be gamechanging for for our kids, you know, more than anything because >> you're doing it as we're going, not waiting to see and then, oh well, I guess that's what it was and they're moving on. So, uh, this is really, really exciting and and really exciting to see too that in the middle of the year, we can already see less red in every single category, which tells me that teachers truly are looking at this and analyzing it and changing what they're doing with kids to get it that way. So, uh, that's that's really exciting. Can't wait to see. >> I have one more thing. So, with departmentalization in fourth and fifth grade, trying to do a focus a small group focus time was really
071a challenge. >> Mhm. [snorts] So when when we um you know came up with the focus schedule that has been our missing piece to have that small group so that because we rotate to five different classes and so to find an quiet segment of time that wasn't taking instructional time from another from a from our core classes. This has been a great >> a great tool. >> And this is the first year for that. >> This is our second year. >> Second year for that. Very good. >> We've tweaked it a little. >> Yeah. Okay. >> It's a work in progress. >> But for us as the upper grades, >> we needed something built in and that allows my groups to be smaller because she's doing the more of the bubble kids. It makes our
072intervention groups smaller and then and the red kids and the yellow kids make more progress. That's just the way it goes. And we're also doing pre and post test in some grade levels too. >> Yeah. >> Like a certain skill they'll pre-est and post test. Make sure they've got it. >> Very good. >> Any other questions? >> Okay. Thank you. [applause] >> High school. >> Guess the party's over. Everybody's Um, >> we're not leaving. >> I wasn't [laughter] leaving. >> This is something that I'm Well, I'd say we are very blessed uh to have some really fantastic people working here. And to hire somebody like Mrs. Silva and then Mrs. [clears throat] Hawk a couple years ago, I it's just been fantastic because we're going to bring something that we talked about previously and I
073want to show you what we're doing with some data points as well. Uh, and I know Coach Forester's with figuring out how to get this thing on, but you guys have it on your slide. You know, we're going to talk about something that we're actually doing. I can go over all the state data you want. The OSTP scores. I can go over ACT scores, which I think are all valuable, but this is something we're actually practicing on a weekly basis. And we have some data points to show you. And so, what I want to do is really give credit to Mrs. Silva, our teachers, the people that are on the ground level that are doing this stuff because from my perspective, my first year here 3 years ago, I struggled with this tremendously. I knew
074what the intention was. I knew what it what it supposed to be, but I could not figure it out. I just I I met with resistance. I met with frustration. I was mad quite honestly about it cuz I could I didn't know where kids were at. I said, "I'm I'm done with this. we're just going to go to a home room and that 35 whatever block time frame we have, we're just going to be there and it's going to be a home room period. You're going to talk to your kids and it wasn't a waste of time. I'm going to make sure to make that claim, but also it wasn't what it was supposed to be and that's partially my fault. But then when I hired Mrs. Silva and you guys hired her and I
075and I said, "Hey, listen. I need help with this help." She goes, "I got it. I'm on it." And she took it and she just ran. And it's been absolutely fantastic. Our teachers have bought in. And then when that happens, you see what you see what the results are here. And you'll go over this real quick. So we we talked about brick and mortar. I'm not going to read the slide to you. You guys know what brick and mortar is, what the time frame is. We actually talked to Mrs. Arthur and Mrs. Donley about potentially doing something collaborating with middle school, how they have their 20-minute block, maybe looking forward for next year doing that high school, too, as well because we're seeing so much success with this. I mean, it's been it's been fantastic.
076So, uh, you can see what we've done with the initiatives. We have a brickandmortar committee. Mrs. Silva has done a lot of that work behind the scenes, meet with our teachers to discuss how can we make this time valuable because the most important thing we all have in our lives is our time. And so we want to make sure our kids are spent I mean in the classroom learning as best we can and giving them some other opportunity to be successful. So this talks about all the things that we're doing with it, the bricks and the mortars, how it all works. I know you guys have seen this before, but we're just going over it again. Um, is this me still >> whenever? >> No, I'm done. I'm fine. Okay, I'll keep going. Let her
077go. Sila. >> Okay. So, a lot of this is what we discussed in November when I came and showed you guys that presentation. So, this is kind of redundant. Um, but our main priority with brick and mortar is supporting our students who are struggling. And so, kind of like middle school talked about, same with elementary school, this is based on those tiers. Same thing at high school, but our focus is more for academics. At the high school level, we're not dealing with so much behavior as we are with students need to get credits, they need to graduate, and what can we do to help them? So, ours is focused on academics. That's not to say there's not behavior benefits as well, but our focus is academic. So, our teachers are using daily work, assessments, and
078attendance to guide where students are being placed. Um if a student is needing support in a class, whether it's because they missed 12 days or um because they're just not understanding this concept, then teachers are putting them in their break. Um and that's where they're getting that small group intervention. Um and this also allows time for our students to get help on just things that they missed. So maybe they just haven't had time to complete this and they're going just to have a quiet place to get it done and have that support if they need it. And then our students who maybe aren't on the teacher's radar so much, they're able to advocate for themselves and say, "Listen, like we did this introduction for this concept today and I have no idea what she's talking
079about." So maybe the teacher doesn't even know yet that this student doesn't know what she's talking about, but the student can advocate for themselves and put themselves in that teacher's class to get help. And then we also have this time to extend for students who don't need that support. So the students can choose which session they want to go to. They can be sessions that are extending learning or they can be about real world activities, um, recreational things. Right now, we have a crochet 101 and this teacher has a recurring session where she's teaching the kids how to crochet. Um, and so there's a group of kids doing that. We have students who are, you know, playing their band instruments. We have students who are doing just dance on the TV. It's like a YouTube
080video and they're out dancing. Um, there's all kinds of opportunities for them. And then I think the biggest part which Nor Hawk will kind of talk about is that our kids are getting to build real relationships with teachers that are not part of their academic schedule. And so they're meeting new teachers, they're meeting new friends, they're meeting other people, they're not on their phones. Um they're actually doing valuable, meaningful things with their time. And so it's really exciting to see. And then the last point on this slide is that coaches and sponsors have the ability to work with their group whether that's show choir, football watching film, um whatever group, even our clubs like our freshman um class officers or key club they have every third week where they can meet with their group of
081students. So this is the data that we have and [clears throat] like Miss Arthur said for her data, this is kind of just a snapshot. We've only been doing this since the end of October. So, this is the data that I can show you and I'll be quick with it. Um, for English and math, those are the only two that I pulled data for for this time, but you can see that through the semester we had 32 students failing English at some point. That's not 32 times kids were failing. That's 32 different students. Some of those students could have been failing for 10 weeks. Um, but 32 students for English at the end only two students were failing. And then in math, we had 14 students failing throughout the course of the semester. and then
082at the end only two. And then you can see here our passing grades for the first semester for every grade level. So of all of our students, the great vast majority passed math and English, passed all of their classes really. And then those few that you see the drops on are those four kids that we're talking about um that didn't get help in brick and mortar or they you know it didn't they didn't make it, they didn't fa they didn't pass that class. And generally for those kids, it's kids who missed a lot of school and didn't earn credit. And so at the high school, if you miss more than eight classes, eight times, then you lose credit for that class. And so that's a big part of what this is. So it's kind of
083hard to specifically show you this student went to brick and mortar, this student passed, this student student. It's very specific for every kid. So that's kind of the data we have so far. I'm looking forward to this next semester and tracking individually. These kids went to brick and mortar and it took this many times and then they were passing because that's really what we saw the first semester, but I'd like to be able to kind of um narrow it down even more by student. This is >> perfect. Uh my name is Evelyn Hawk and it's a pleasure to be here. I want to talk to you about the impact in the math department. We had five We had six students that went into brick and mortar in November [clears throat] and five out of those
084six students pass their next exam which math is not easy. >> Math is hard and it builds and it's by these kids coming in getting the extra help in small group and one-on-one instruction. We had another little student, dear friend of mine, who was failing for eight weeks, semester one in geometry. He went in to see his geometry teacher for brick and mortar. He was going in for um lunch tutoring and he was able to pass the class. That is not an easy task when you're failing so far behind. So, for eight weeks and for him to have that one-on-one instruction, small group instruction to build on those skills, to build on those calculations, to remember the steps that he needed for to pass geometry, and he passed it. >> And I think the best
085part about that story is that brick and mortar started October 29th. >> Yes. >> And he went to a brick for geometry on October 29th and by the next time we ran, eligibility was passing. >> Passing. So, um, it's not just brick and mortar. Of course, that teacher's doing lunch tutoring, too. And he was coming in more than just at brick and mortar, but I think that shows that this does work. And that's just one example. >> And the six kids that went to pre-calc, that's one example of a small group of students that take pre-calc. So, five out of six really is >> pretty good. >> Yeah, it is really good. It's a great result for just one group of students. So, any questions? So brick and mortar is just one time a week.
086>> Yes. Yeah. And like Mr. Jules said, we'd really like to kind of switch and incorporate their elevate time so that we're on a more similar schedule and our kids are getting that more consistently. Um it's just something that we'll kind of have to iron out the details for next year. >> Y >> I know one of the things that we've uh [clears throat] talked a lot about is just rigor. Um you know, what do grades mean? uh how are kids getting their grades are there and and obviously you know the the math and English you know there's uh it's amazing honestly 100% of freshmen are you know passing those courses which is is awesome um are there subject areas that that has been a harder adjustment for kids as that rigor has increased um
087where you know that they are struggling a little bit more um with certain subjects uh to to make that grade or to make um let's say a passing grade or even A's versus where they used to have all A's and now we see more B's and things which is okay because we're increasing the rigor but is are there subject areas like that that departments are having to work through some of that? >> My answer would be science. >> Okay. >> Um I think science is a it's not the same year to year and it doesn't always spiral like math or English does. It's not just it builds on each other. It can be totally different. zoologology, biology, chemistry, they're all different. And so that's an area that I see the struggle um for our kids
088and it's just kind of a learning curve for them. >> And so having extra time for those teachers to support them, I think it's been helpful. >> And I would say English, that's just from from my perspective looking at it. I think English was because not necessarily the newer people that we hired, but because people don't read as much as you'd want them to. And a lot of the reading that goes on in English is comprehensive. And so they're asking to read a passage and make it uh take this excerpt and compare it to another one and it's a challenge. And so I think that's one one area we've seen definitely a lot more rigor over the last couple years that I've been here for sure in English. >> Yeah, I I think it's a
089great challenge because you know um we all want our kids to do well and you know I do think there there kind of has become an expectation of everybody needs to make A's. >> Yeah. But but I you know we've had convers like at what cost uh does that come if if those are easy A's versus are we really preparing them for something else >> and so have you had a lot of um challenges with push back from either students or parents and you know that or if people just adjusted to that pretty well. I >> our kids are so good they adjust if you set the expectation high they will adjust to it. That's just what we do here and they know that. It's the same way with brick and mortar, guys. I'm telling
090you, I wish you could have seen the first probably month or two I was here with brick and mortar. You would have thought I was running around my head off. There's 50 kids in the gym playing basketball. Coach Coulson sitting there with me and I'm looking around like, "What is going on? Where are these kids supposed to be? Why aren't they in an academic class right now? What What's happening?" Nobody knew. And not because they didn't know, but because the kids didn't have the expectation, not only from me, but just from the whole system where now when Miss Silva came in and said, "Hey, listen. We're going to do a committee. We're going to do this, right? Hey, expectation met. Kids don't not sign up. Doesn't sound like, but kids sign up is [laughter] the
091best way to say it. Say it. Kids sign up. And you know why they sign up? Because they know if they don't sign up, they immediately go to detention. >> It's just how it works. We have people that have one teacher and one administrator whose job is simply to roam around the halls, make sure, hey, you didn't sign up. We have a spreadsheet. We have a tracking system. We have an we have an actual like a system we use where they sign up. They don't sign up. They see Miss Silva. So was like, "See you at lunch detention today." >> Yeah. This week we only had two students week out of all of our students. >> I found two that were in a session they were not supposed to be in and they got a
092consequence and they're like, "I promise I won't do it again." >> And that accountability part, guys, it's just immed. You set that expectation high. This is what's [clears throat] going to happen. We're going to do this. If you do this, this is what happens. >> Well, and here's what I would say to that. You found two that weren't where they're supposed to be. And and to your point, before I know also, we would have never known >> where those kids were supposed to be or what they were supposed to be doing. The fact that you identified there were two and we found them and we corrected. That's >> Yeah, that's >> Yeah. And that's due to the system that Mr. Juel let us purchase >> so that we can keep track of kids. Like I
093had to just check attendance on our system versus their school attendance. And I can see, okay, these two kids, >> they weren't signed up anywhere. They're not where they're supposed to be. And so it's been a lot easier to keep track of >> and kids, like he said, they're doing what they're supposed to do. >> Great job. >> Very good. Yeah. >> Thank you guys. Um, for this board meeting, I might just ask if the uh board members have any questions for we do have a couple other reports, special services and and activities, and I know we've got a lot of great things going on, but I'll I may just instead of having them present, I may just see if you guys have any comments or questions from their from their reports. Okay. [clears throat
094and cough] Uh item five, consent agenda. Uh 5 A, approve the minutes of the December 9th, 2025 board meeting. 5B, discussion and possible action to [clears throat] approve the following out of town/outstate slash overnight trips. A, high school track Witchah, Kansas, April 9th and 10th of 2026. B, high school track to Tulsa, Oklahoma, May 7th and 9th of 2026. C, high school robots, Enid, Oklahoma. Tulsa, Oklahoma, and Houston, Texas. Uh, March 4th through 7th of 2026. April [clears throat] 1st through 4th of 2026 and April 29th um through May 2nd of 2026. Item uh 5C, approve the additions of the following activity fund accounts. One, baseball uh 805, two, golf 813, three, elementary fund 913, and four, high school fund 923. And 5D, approve the financial fund reports. Okay, [snorts] so on the financial fund
095starting out with activity, not a lot has changed from last month. All the accounts are still positive. Um, which is and and the ending balance is pretty close to the beginning balance, which means we're not [clears throat] way lower than we we were at the start of the year. And nobody is using nobody's gone the negative. Nobody's used more money than they had. Um, and that's really what you're looking at when you're tracking the activities on the function summary report. I'm going to talk about it in a little bit, but I think I want to start out with the audit and just run by a few things that he said. So on the kind of what he he was talking about, I just want to explain a little bit on the adverse opinion. So in
096our audit, we get an adverse opinion to GAP accounting, which GAAP accounting is generally accepted accounting principles. Generally accepted accounting principles are only used by private companies that are publicly traded. And so we don't have the same form of accounting they do. >> We are we are a governmental entity. And so you're always going to get an adverse opinion on that specific thing. and right rightly so because if you were looking at assurance for us doing that form of accounting you would not get it because it's just not the same. Um we're more of a hybrid method between governmental and fund accounting. Another thing I would bring up that he talked about would be on page let me get to it real quick just kind of what he was talking about with the carryover. I
097want to clarify that because it's just good information to go over. [clears throat] So he talked about our carryover being 3 million and when he says 3 million that's that's without the federal funds. Our carryover is actually 4.3 million. You don't have to count federal funds in your carryover. >> Yeah. >> So and kind of along with that he said we had expenses of 1.7 million more than our revenue. The reason for that is and we carried over I think just under our we were about 80,000 under what we would have been penalized if we were if we were at that point. So almost the max carryover. >> So that's the reason we had we spent more than you would bring in typically because we had large carryovers from CO money in prior years. >>
098And so that's just explain that he is absolutely correct. you cannot be that negative every year or you will run out of money. Um, and that's that's basically what he's pointing out. And you do have to over the years get to the point where you're balancing the budget because you don't have all that government money coming in. I would expect and it's hard to predict. We're still a little early to predict. I would think the max car over is going to be around 3.6 because we don't have as much federal funds coming in. um that all the co money is gone and I would project that we're going to be able to carry over this is real early but 3.2 to 3.3 if we're really disciplined and not spending um too much money going forward.
099There are certain things you have to spend on um and that that brings me back to the function summary report. We're encumbered about 17.4 million. That's about a million less than our 18.4 million budget. You don't want to spend that whole 18.4 million budget. You have to have room to encumber because some of your POS you're not going to use them all >> and you're going to close those out. And so that's why it's hard to predict. You you're not quite sure at this point how much of everything you're absolutely going to use versus close out stuff. And so it's a balancing act and you really want to be finishing it up around April or may have a good idea um to get that right carryover amount. So that's what I would say about the
100function summary report. And then lastly, our our board tracking sheet for revenue. There are a lot of new things that came in. I think we kind of knew that we're collecting a lot more adorum tax because you really don't get that until the beginning of the year. Um, also we had our first federal claims. They all went through and just a shout out to Mrs. Williams. She is a huge help in that. Um, and couldn't do it without her, honestly. But we we got all our federal claims in and and actually received the money at this point. So, that's your your second page is your is your federal funds. Um, those are the new things. The last thing I would mention is at the very beginning, I think one of the first board meetings I
101I did, our state aid had come out and it was it was lower than it was last year. And some of that is they withhold 2%. Well, the midyear allocations came out and it increased by 200,000. And we kind of knew that was going to happen. We kind of talked about it, but if the state doesn't um if revenue doesn't do well in the state, they they can keep that 2%. We ended up getting it, which we kind of expected, but you don't want to rely on the same time. So, it's not like we have 200,000 [clears throat] more to spend because you're you're kind of thinking you're going to get that, but you don't want to ear mark it type thing. Um so, that's where we're at right now. It it was a little
102lower than last year. Um, students fluctuate from year to year. Um, and I I think that's pretty much it. Is there any questions for me on the financial course? Do you have a motion? Make a motion to approve the consent consent agenda. >> Second. >> Roll call vote. >> Um Yates, >> yes. >> Riner, >> yes. [clears throat] >> Yes. Item six, approve the general fund non-payroll incumbrances for fiscal year 26. [clears throat] Uh numbers 397 through 408 of $9,62.98. Fiscal year 26 change orders for general fund $15,682.61 61 cents in the general fund payroll uh number 70,000 through 70,616 of 13,445,528. [snorts] There's not a whole lot of big ones on here. I would [clears throat] point out it's pretty much exactly what it says. 398 is is an amount for $3,130. There were
103a couple classrooms where the camera um it was just blurry image and it didn't do audio and those are classrooms where where they really needed to do audio and you needed to be able to get a good picture. >> So that's what that PO is. >> Can I elaborate on that a little bit more? >> Sure. Those [clears throat] are classrooms, as you guys know, that uh have the possibility of few kids with an adult. And we have district policies of, you know, not being one-on-one with students, doors open if it is, and those are great policies. [clears throat] But this is really, we don't have, well, this was adding audio to those cameras that we'd be able to hear so that if something was said, there's just no questions. And and ultimately, we want
104to protect everybody. We want to pro protect students. We want to protect our staff from reports of things that, you know, may may be uh accused of said or this was said or that was said. And so with those two two specific [clears throat] classrooms, we we definitely wanted the opportunity to be able to hear what was going on in there. So there was just no question and no doubt and um and we could ensure that whatever you know is said is is what we're able to uh see at the end of the day. So that's a a nice adjustment there. Make a motion to approve the incumbrances as presented. [clears throat] >> Second. >> Roll call vote. >> Rinert. >> Yes. >> Wat. >> Yes. >> Yates. >> Yes. >> Jeffers. >> Yes. [clears
105throat] >> Item seven, discussion and possible action to approve the revisions to the following board policies. CO, child nutrition and physical fitness program. Eh a K, physical education. F A D bed bugs. FFA health students CK-E behavioral threat assessment checklist. So very quickly on these you can see some of the highlighted changes for the first two uh child nutrition and physical education. All of that language, all of that change is specific to a grant that we're looking to write um for I think up to about $50,000. And within that grant they required [clears throat] certain things. Now, in practice, we were doing those things and in policy, we didn't really need that in a certain wording, but for the grant to qualify for the grant, it required certain wording. So, that's just the change on
106that. It's not really changing anything that we're doing in practice. >> Um, the FFA and FFA are both related to bugs. You have bed bugs and you have lice. Um I [clears throat] will say uh for full transparency when you talk about lice specifically uh if you look at the uh pediatric recommendations um it would it might look different than what our policy looks like. Um and they would recommend that you know lice is a nuisance uh pest not something um that is going to cause great medical harm to students. But I would also add that having been the elementary principal for a long time and uh having you know talked to a lot of parents about these situations where lies comes up and uh Miss Silva will leave that open for us. Yeah. >>
107Thanks for um having talked to them. Um, our community would has expressed that they would like people if they're found with lice to be required [clears throat] to go, you know, get the shampoo and be rechecked when they reenter. Not because it's harming anyone, because it is a nuisance. And if that goes home from one kid to another kid and then into the home, it it is it is a nuisance, but it's a big nuisance. So, so we uh have adopted an optional policy in there that talks specifically about that and that we do require that if a student is found to have lice uh that they are sent home. The one factor that uh we also account for is not everyone can afford you know the the shampoos and things and so we have
108always uh helped in that regard as well and then when they come back we recheck them and and so that is something that's different than what some districts might do out there. Um there are some that do the same thing, but for us and what we've heard in our community is uh that we would when that is found, we would like to to require them to go get that taken care of and then come back and be rechecked. So that's what we do. >> Um and then behavior assessment checklist is just a continuation from a policy we approved uh last time and this is the formal checklist that goes with that. Um, and that's what we use to assess how big of a threat a student may be to others or themselves, which enacts some
109other uh chains to occur that uh we require. >> [clears throat] >> I make a motion to approve board policy co e h a k ff a d ff c k a k- e >> second roll call vote >> riner >> yes >> gates >> yes >> uh item eight proposed executive session So, what do I do? I >> make a motion to go into executive session. >> Yeah, >> I so move it. [laughter] >> Roll call vote. >> I need a second. >> Second. Roll call vote. >> Riner. >> Yes. >> Wad. Yes. Yes. >> Yes. to enter into executive session at 7:23 p.m. and exited executive session at 7:53 p.m. The board discussed only agenda item number nine, the contract extension of the superintendent of schools. No votes or action were taken. Item
110nine, discussion and possible action on the contract extension of the superintendent of schools. >> Make a motion to make [clears throat] motion on the approval of the contract extension of the superintendent of schools. Second roll call vote. >> Reiner? >> Yes. >> Wad? >> Yes. >> Gates? >> Yes. >> Jaggers? >> Yes. >> Item 10,formational items. >> All right. On the 16th of this month, we are honoring the 2001 state basketball champions at the basketball games. Uh looking forward to that night of celebration with them. And I know we've got some families uh flying in and um you know, 25 year anniversary. So, uh, it's going to be, uh, an awesome night and I'm glad we were able to, uh, pull it all together and and make it happen. So, appreciate everybody who was involved
111in, uh, making sure that that's going to be a great night for everybody. Um, on the 27th, we have board appreciation night, which, uh, January is board appreciation month, but on that night in specifically, we'll um, [clears throat] appreciate our board members there at the game. So, hope you guys can join us there. On the 31st, we have the Sades dance at the high school corral. I'm sure there's some excited about that. >> Um, some not as much maybe. I don't know. And then on February 3rd, we have uh the high school basketball senior night uh coming up. So, I hope everyone can attend that as well. >> Thank you. Uh board uh item 11, board member comments. >> I would just state uh great presentations tonight. exciting to see the work that's being done.
112I appreciate all the efforts of >> all of the teachers, the administrators, everybody that is is involved in that. Uh it's great as it was as we've we've all seen, it's been a great year here at Bethany Public Schools and to reflect that and for us to be able to see that tonight is is impressive. So, congratulations to all of you. >> Item 12, superintendent report. >> All right. Um I hope everyone had a great Christmas break. Uh teacher returned with another great professional development day um with our district guest facilitator Dr. Perry and the conversations focused again on student learning which has been our theme this year is just get back to focusing on student learning specifically and really just proud of the staff for uh the approach that they had in those days.
113Um very very much engaged for being the first day back from a break. Um uh obviously thinking a lot about um the next semester upcoming, but all I saw that day from both groups, both secondary and elementary, was full engagement, full conversations um just just very professional in their approach to that. And um I think it it it makes a difference um because you take advantage of those opportunities to have those great conversations uh amongst other educators that sometimes it's hard to find the time to do that. So uh very very proud of them. U want to congratulate our business department um for the the amazing audit um and again led by Mr. Jasper uh just can't speak enough about uh someone coming into a new role uh in a new system in the education
114system and just the way that even tonight you're able to explain um things about the audit in ways that you know we're all able to understand um but also just um another awesome report. So, uh just uh can't thank you enough for your leadership in that uh business department and also just the the great information you continue to provide and ensuring that um you know the the business side of our district is uh in good hands. So, thank you for that. Also want to thank our principles like Mr. Wad said um for their presentations tonight. Um, you know, we're always looking for ways to continue to get better in Bethany and, um, it's fun to hear the progress of some of the initiatives that we've started. Um, it it's great to hear posit reports, but
115also open to, hey, we we don't have it all figured out. Uh, but we're going to continue analyzing. Um, but man, the teachers, uh, you could hear it in their presentations as well. This is not just a superintendent's uh, directive. This not just a principal's directive. these are uh initiatives that everybody's a part of and everybody is um enjoying putting into practice and and the benefits are you can already see in some of the data. So um awesome job with the presentations and um just uh love that the focus on individual student data came out a lot tonight and it wasn't about [clears throat] look at our school data and you know what does that mean? It was we get down to individual students. Uh, and that's going to be critical. Um, want to recognize
116that uh, the AP board recognized Bethany uh, on the AP honor role recently. The AP school honor role recognizes schools whose AP programs are delivering results for students while broadening participation. Schools can earn this recognition annually based on criteria that reflect a commitment to increasing collegegoing culture, providing opportunities for students to earn college credit and maximizing college readiness. And with our goal of creating opportunities for our students beyond Bethany, uh [snorts] we should be very proud of that specific recognition because it's it's somebody else uh very reputable um organization saying you're doing a great job of prepare preparing your students for um college level uh the next level. Um, also want to say congratulations to one of our teachers, uh, Miss Kaylee Harris, uh, for being named a finalist and the Excellence of Education award
117[snorts] presented by the Professional Oklahoma Educators Foundation. Um, although she's new to us this year, uh, she is a published author, she is, um, an experienced teacher, uh, she's been a facilitator uh, for professional development and so we wish her well as she moves forward in that process as a finalist. Also want to thank uh Bethany First Church of the Nazarene. Recently we uh made the request and and they accept the request to have our vans move which seems like a pretty small thing but um our vans were sitting under trees that were causing them to look really really bad um anytime we took them anywhere. And so we made that request and without much hesitation they agreed to let us you know park in a better spot over there in their parking lots. and
118just another very small example, but just the community partnership that we have with them and some others. Uh just can't say enough about that. And uh last but not least, we added a couple more championships to our water tower recently uh with our girls volleyball and our girls soccer championships. Uh it's exciting when you have uh so much success that you start talking about we need a bigger water tower. Um, but uh those were some of the the conversations and so glad to be able to get those up there and hope everyone enjoys driving by those water towers with those two new additions and two new spots uh available for uh the next sports that uh win a championship. So uh take a look at the water towers when you drive by the athletic facilities
119as well. And that is my superintendent report. >> All right, item 13. We are.