001They want to stay forms. >> Yep. >> Okay, here we go. >> Finally, >> I got it to work. I'm excited now. AP scholar. Yeah, a lot of recognition. Uhhuh. >> We need a bigger roof. We need a bigger boat. Okay, we part of the evaluation seating. >> Oh, is it really? >> Yeah. >> Okay. >> Can we move him up? I >> remember getting football tickets and mailing them that said SRO. >> What' you say? >> I remember getting tickets as a student that said SRO stand. There was a little section that >> Yep. I remember too. and and then selling them for 10 bucks in 1992 to >> you know now >> you have to earn that put you in >> betterstead to ear to to be able to get tickets. >> Oh
002wow. Really fresh game >> the way things are going for for five and stand on the field. >> I'm about done with this. >> You need to do something different. That's new, isn't it? >> Well, Saturday. >> Okay. >> So, students, before we get started, if you're working toward your honors diploma and you need to observe a board meeting, we do have the forms here that you could use. If you want to stay for the meeting and uh get the form filled out, you have that option. I know some of you have done that already, but um just so you're aware, we have the forms. >> Oh, yeah. I did watch that. >> You're welcome. Ready for the longest minute and a half. >> Like commercials. Wait, >> like the commercial. But wait, there's more.
003>> Yes. I guess nobody's going to sit in the fancy chairs. Those are the comfiest chairs, I think. >> Yeah, I was about to say I had a pen or a >> All right. Everybody's probably wondering what >> how are you? >> I just told Mr. Plumber that I reinstated him. >> Is he going to do this? >> What are you doing? >> I can do it. I can do it. >> I can do it. >> You want me to turn it down? Yeah, because you got to do your thing, right? >> Yeah. Yeah, that'd be good. Yeah, I can do it. >> Thanks. >> Ready? >> Yeah. Okay, >> let's go. >> All right, 5:45. I will call the meeting to order if everyone would stand for the moment of silence and the pledge.
004If you'd face the flag. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Madam recorder, if you call the role. >> Chair Laura Harrison, >> present. >> Vice Chair Jeremy Bernett >> here. >> Michelle Childs >> here. >> Keith Actton, >> present. >> Deborah Thomas, >> present. >> We do have a quorum. Um I would like like to take a moment to recognize um La Connley from the ACS board. Thank you for being here. She's evaluating um our board today and so thank you for coming and appreciate your attendance tonight. Um, I would like to remind the public this this is our only meeting for November. We do have the TSBA conference
005next week. So, this is our only meeting in the month of November. Dr. Hor, will you lead us through the rest of our agenda? >> Absolutely. The first item on the agenda is the opportunity for public comment. >> Would anyone from the public like to speak? Hearing none. Next item. >> All right. Next item is our report section. Starting with the superintendent report. Uh, if it pleases the board, I'd like us to move down. And we've got uh several >> recognitions to do. Let me let me change the angle here on the camera and we'll take care of that. Okay. Ready? All right. Well, it's so great to have a packed house. Uh, one of the problems, uh, if you can call it a problem that we've had in Lakeland school system is once the
006board decided we need to start regularly recognizing students and, uh, and and teachers that achieve uh, extraordinary things, we started having these packed houses because there's so many people that uh, need and deserve recognition. But before we get to the students and your parents, uh, and we appreciate you being patient with that, we want to recognize one of our retirees, uh, who is, uh, made an exit from our system in the very best way this year. Uh, I can't think of a better way than to leave Lakeland school system than to retire. But, uh, Beth Autry, would you come up here, please? And, we're going to say a few words. Just stand right here for a second. Uh Beth Autry uh has one of those positions that uh you may not know what she does
007or you may know exactly what she does because you may have worked uh in a maybe in a small room with her where she asked you a bunch of questions. Uh but she was our school psychologist for eight years is what I've got. I think eight years which is a long time to do it. So, uh, her job involved, uh, meeting with students and meeting with parents and making sure that, uh, our our teams had the information that they needed, uh, for the students to be successful and got the supports and the resources that they need. And she did an excellent excellent job for eight years. We were, uh, truly truly fortunate to have her. And she worked very closely with Dr. Angie Dooo, our deputy superintendent. And I'm going to ask you if you'd
008like to share some words as well. >> Sure. Sure. >> Speaking of the mic so it goes out. So Beth Altr and I have known each other for a long time with an extensive special education background and she was our singlehanded school psychologist and that that's a big task especially with ages three to as we opened our high school students in special education can go to school till they're 22. So there are 13 federal disability categories and then in the state of Tennessee intellectually gifted is a category um under that umbrella as well. And so that's that's a lot of students um a lot of families, a lot of expertise across a lot of areas. So, uh, we really appreciate you and helping us get going with opening a middle school and a high school
009and all the way down to preschool and all the work you've you've done, um, for us and for all of so many students and and families here in Lakeland. So, um, welld deserved, but you will be missed. >> Absolutely. And uh the way we like to uh to recognize our retiring teachers is we put together a uh chart cutery board here um which you can either display or you can uh serve um u cur cured meats and cheeses and veggies or uh salmon or who am I to tell you what to put on it? It's yours. You can put whatever you want there. Uh but it says enjoy the journey ahead. Happy retirement. Beth Autry, August 31st, 2025. Lakeland school system. So, we are grateful to you and for you. And I I believe you
010have a guest here today. Who do you have with you? >> Oh, my husband came. >> Your husband came. Your name is Kane? No. Joe, come on. Do you want to come on up here, too? We're going to take some pictures over here with the balloon. >> Not really. >> Well, I I certainly won't make you, but we're going to stand over here with the board. We want to at least get Beth, but thank you for being here. Yeah, principles want to come up. All right. >> Got it. >> I'm sorry. Our our photographer is not here. So, our attorney do it. Do it higher. Do it for >> Tell me when. All right. Sometimes you're right. Thank you, Eric. I appreciate you. >> All right, so we're going to begin with the student recognitions.
011We have several groups that we want to honor uh in different categories, and we have some students here uh that are being honored in multiple categories. So, what the group we're going to start with first is these are two of our exceptional students who qualified for the elementary cross country state championship. And we have uh these students here that qualified to compete and their coaches and we're going to bring them up. And when we call your name, students, if you could come up with your family and coaches, if y'all want to come up and be in the picture, we're going to try to be efficient with this and get the pictures up here. But first, we want to recognize Harper Schneider. If you want to come on up, Harper, is Harper here. Oh, she's not
012here. Okay, that happens sometimes. Busy folks. Uh, I know that Ella Clucas is here. Is that right? Come on up, Ella. All right. Got it. All right. Thank you. All right. And then coaches, >> coaches, not so fast. Uh we also in Lakeland school system, we like to give pins in recognition of state achievement. And I know some folks collect the pins and hopefully you do. Uh but we want to recognize these outstanding coaches. Katie Lockach. Uh, Miss Galla is not here, but we want to give her a round of applause for all she does. Amy Schultz, been there since day one. And Lindsay Townsen up here. I'm not going to tell you every single time. >> All right. All right, we've had a lot of tremendous success with uh cross country and we want
013to recognize the uh middle school cross country students that that represented Lakeland Preparatory School uh in the middle school uh division of the state cross country championship. So, we're going to call these names out. I think we some of these are uh >> different categories. Is that right? Two. >> Two have two. Thank you. >> Okay. >> All right. Uh, we want to recognize Emma Graves. Come on up, Emma. Are you here? >> Congratulations. You got folks here. >> Yep. Y'all come on up. We're going All right. All right. >> Cameron Tester, are you here? Cameron, come on up. Yeah. Come on up. Everybody come together. Come on up if you're uh if you're in Cameron's group. want to recognize Benjamin Terry. Are you here, Benjamin? >> Come on, Benjamin. Andrew Graves, come on down,
014Andrew. coaches, I y'all want to come be in these pictures? >> Come on up. Yeah. I'm sorry. We I I didn't call you up on the other ones, but we're going to start getting. >> All right. Got it. >> Christopher Clausterman. Come on, guys. >> Got it. >> I got Brener Magnus, come on down. Brener Tasnim Abdash, you here? Say that right. All right. And then is William Paul here? Yeah. Okay. So, William William qualified for both the uh TWSAA Middle School Cross Country Championship and the Tennessee Middle School Elementary School Cross Country Championship. Is that correct? All right. Double winner here. You get two All right. >> Okay. All these photos are going to get y'all ready for Thanksgiving at the grandma's house. >> All right, we got another another double qualifier here. Abby
015Richards, are you here? Abby. All right, the twoa and the middle school elementary school cross country championship. Congratulations you as well. There you go. >> I'll see you over here. All right. >> Okay. And then uh we also want to recognize the coaches here with your pins uh for both for uh helping students get ready for both these things. Uh coach Garner and Coach McGold, we appreciate you. >> All right. All right. So, we are Thank y'all. Yes. Appreciate you. You don't feel obligated to stay. All right. Uh, next we're going to move into our academic distinctions. These are students that qualified for uh one of several just incredible uh academic distinctions through various organizations. And uh we have some students that have multiples and we're going to start however with our AP scholars. So
016uh these are students that expel excelled. They were not expelled. Raise your hand if you were expelled at some point. This is not the group for that question. Uh these are students that excelled in their advanced placement classes and distinguished themselves through the scores they made on those AP tests, which is no small feat. So, we're going to bring you up individually as well. And we're starting with Luke Baldridge. Come on down with your Addy Blue Manis. Matthew Norman, come on down. family, come on down. We'll get you, too. Congratulations. >> Good. Want to recognize Dylan Biblion. Say that right. Biblone. Simmer deep chry come on. Let's hear it for Eric Plumbley again who's taking all these pictures up. Riley Hampton. Got Riley Hampton here. Okay, we may be getting into ones. I'm going to
017go ahead and call these out. Uh, hold your applause unless somebody gets up because not everybody could make it obviously. Uh, Ashmore and Ashmore. No. Okay. Alexa Ryman. Okay. Hanielle Shoga. I say that wrong. Okay. Abby Stevens. I didn't see Abby. We're going to clap for all these folks when we're done. Kaylee Tang. All right, let's give it up for all those eight. >> Uh, we could certainly do that. You want to do that? >> More photos some. Yeah. All right. The the students that were AP scholars so far, >> why don't we hold on that? We'll do the individual ones instead. >> We have done it different ways. You you were correct on that. All right. Uh this next category is And we're not done with the AP scholars. The next Okay. All right.
018Everybody relax. It's going to be fine. Okay. We think we got you covered. If we don't, we'll fix it. All right. Next is the AP Scholar with honor. Okay. So these are students that somebody needs to help me this. How many did you have to get in this one? I don't remember that you had to have more I think with high scores. Maybe it was. Anyway. >> Oh, >> with honor. This is with honor. All right. We're going to recognize Benjamin Cond. All right. Congratulations. I'm af I'm sorry on the last name. Edward Vasillescu. >> Say it. Basillescu. Something like that. I'm so sorry I got it wrong. That's my name. Congratulations. >> You just disappeared. Brian Tran. Is Brian here? No. Okay. Jonathan Win don't think is here. Okay. All right. And again, I'm
019sorry I didn't look up the categories. These are all uh very difficult honors to achieve. I can tell you that. This is not just you took an AP test. It's not even you did well on an AP test. These are multiple AP tests. And there was a time, I know we always bring this up, people would say, "Are y'all even going to have AP classes at Lakeland Prep?" But, uh, I'm glad we did because y'all have done really well. >> All right. Uh, but there were more. Don't panic. Again, don't panic. We got some students uh that qualified for multiple things. So, I'm going to call out uh what this person qualified for and uh then we would like uh this person to come on up. So, uh, this was an AP scholar with distinction
020also. And we're going to move over to the college board, uh, recognition. So, some of these are blended, uh, which had to do with the, uh, the this was the PSAT, I believe. Okay. AP with distinction, college board, rural and small town recognition, and the college board school recognition. All those go to Caroline Morrison. saw you come in for This individual is an AP scholar with distinction. Also recognized as the college board rural and small town recognition and the college board school recognition. Aubrey Fry, come on down. All right. It's another AP scholar with distinction, college board rural and small town recognition and college board school recognition. Cullen Hutchkins Thank >> Dr. >> Got another AP scholar with distinction. the along with the college board rural and small town recognition. Truman come on up. Let's
021try again. Yep. >> All right. Another AP with distinction. This is a new one we have not heard yet. The National Merit Scholarship Commended Scholar. Yeah. So, this is a big deal. Big recognition. Uh, and the College Board School recognition that is Colin Walker. And he's not here. He's not here. And then let's also give a round of applause for Tess Turpra who uh she got the AP scholar with distinction as well. So we'll wrap it up here with some more College Board distinctions. uh receiving the college board rural and small town recognition along with the college board school recognition. Nathan Harrison. >> You don't make me Then we have a student that uh received the National Merit Commended Scholar recognition. Our second of those, the College Board Rural and Smalltown recognition and the College
022Board school recognition, Elizabeth Spicer. So for someone's like senior capstone project, we need you to figure out how to make these pictures more efficient. students, parents, those of you who stuck around, this is the the the very best part of, I think, everything that that we do is seeing our students achieve their goals, uh seeing our students achieve their dreams and get a little bit closer uh to what you're going to do after Lakeland Prep. So uh and let us also say how grateful we are to you for your hard work and the honor that that brings to our school system uh and to our community and uh you you are the very definitions of everything that students ought to be in terms of working hard uh taking the most challenging courses putting yourselves out
023there and then uh and then finding success. So we thank you. Um we are going to continue with the meeting uh but there is absolutely zero pressure for you to stay. you know, I'm feeling like, well, they gave me the certificate. I probably ought to stay. You don't have to. You're welcome to, though. Uh, but if you want to get up and leave at this point, you certainly can. But thank you for being here with us. It means a lot. Did we leave anybody out? Is there anybody that didn't get certificate that thought they were supposed to or going to Thank y'all very much. Appreciate you. >> All right. Wow. >> Thank you. 30% >> they really think I just do >> you doing appreciate her dude. >> No, go clean the bathroom. >> You're
024doing great. You're doing great. >> All right, Dr. Horl, I think everybody's settled. I think so. >> You can continue to lead us through our agenda. I'd appreciate it. >> Okay. Sure. The next item on the agenda is the monthly financial summary. Uh Mr. Gaitley Sweat could not be here with us, but he did send ahead the uh his visual representation of the uh where we are with the general fund program through September 2025. Um the the just the the numeric representation in the table is posted to the agenda for anybody that would like to review it. Uh but everything is um as we would expect it. There's uh the ones that are have the higher expenditures as Mr. Gaitley Sweat has uh explained before are the ones that tend to have upfront costs uh
025over the course of the year and uh he did not have any other uh data to present especially since he wouldn't be here today but certainly if there are any questions I can either get them back to him or attempt to answer them myself. >> Are there any questions about the financial report? >> Hearing none. Next item. >> Okay. Next item is the legislative liaison update from Miss Childs. >> Miss Childs, the floor is yours. Okay. Um, so the primary thing I wanted to make note of um before general session happens is um there has we talked a little bit about this last month but I just want to touch on it again. Um as you all know the freedom scholarship started last year which is essentially a voucher program. Um and there has been
026talk of increasing it well more a lot more than what uh the law allowed for. um due the demand uh the increase would be 25,000 for next year, but there has already been talk that it would double and be 40,000 scholarships instead. Um and I just wanted to I sent the board this email just so you'd have it in front of you. Um, but I did want to make a note of some of the stark differences between the ESA, which was, um, for those of you that, um, recall all of the different voucher versions in Tennessee, the ESA was one that was specific to only three school districts, including Memphis Shelby County Schools, which is a very large school district with 105,000 and students, and two other school districts. And I just want to point
027out that on the first year, the most there could be is 5,000 and it was supposed to increase um in intervals due to demand. However, this is the um fourth school year and it has never increased. So, there's not been the demand that we were told that it would be. And this is for student families that make a family of four $86,000 versus the freedom um scholarship is $173,000 are the income limited ones which that's of the 20,000 10,000 are income limited. The rest are universal. Um and going forward I believe it would not have an income limit. All of them could be universal although they would have priority over receiving the scholarship. And so they had this huge demand that did make it by law increase to 25,000 for next year. And you know
028looking at other states that actually track where did these students go to school before they got this freedom scholarship. For example in Arkansas 88% had never attended public school to begin with. So primarily it ends up being a subsidy for current um private school students which is um above and beyond the money that have been set aside. So it's not just the same students going to a different school. It's a totally different group of students that's being funded. And so um so I think looking at the demand on the ESA versus the uh freedom scholarship is pretty telling on like where those students came from since the state has chosen not to track that. Um, and as you know, we've had um several um years that we've been trying to get the preschool special education
029funding and um this was a priority instead. And so once again, we're going to be going to our legislators and asking them to fund the federallymandated and statemandated preschool special education before they increase the freedom scholarships above and beyond what is already set in law. So, like I said, it would be 25,000 um for next year, but we're asking that, you know, they fully fund students that we have to serve and should serve um before they increase it to say 40,000 that's been floated around. Um and I will also note because we did talk about this some last month um you know, what have we done as a school district to try to um get the preschool special education funded? Um, a short list that I'm aware of is we met with the governor's office.
030We had the Tennessee Commissioner of Education to visit our school. We've toured had our preschool special education programs tour with legislators. We also met with other legislators at other school districts at Germantown Municipal Schools. Um, Dr. Ho has testified before the legislature about it. Um, and um, uh, Dr. has also um made uh all the superintendents aware through toss. I've also made the other legislative liaison aware as well as other school boards I've spoken to um because we have um monthly meetings and we talk about that um it was a big talk um pointing um talking point uh last week when we met um and you know they sent out a a tip sheet about this um so we um and again this is one of our resolutions we've already approved and it's also um
031you know slated to be on our legislative agenda when we get to that. Um, so I just wanted to kind of um give a brief overview about Freedom Scholarship and also the preschool special ed. Any questions for Miss Childs? >> Thank you, Miss Childs, for that information. Um, looking forward to hearing how our legislators decide to proceed with this in the upcoming session. Thanks for all the research on it. Do appreciate it. Next item. Uh, next item is the approval of the agenda. >> Is there a motion to get this item on the floor? >> Moved. >> Have a motion. Is there a second? >> Second. >> All in favor of approving the agenda say I. >> Can >> I'm sorry. >> Can we have the opportunity to add the >> I didn't realize that
032you were requesting. Okay. Dr. Horl is requesting that we add something. >> Uh, I would like to request that we add the 20 uh discussion action on the 2026 legislative agenda under the discussion action items. So, I'll make a motion to amend the discussion action items to include a number eight for 20126 legislative agenda. Is that accurate? >> That's accurate. >> Is there a second? >> Second. >> We have a motion and a second to amend the agenda. Any discussion on this hearing? None. All in favor say I. >> I. Any oppose? So, the amenda the agenda has been amended. So, we're back on the amend. Oh, that's a mouthful. Amended agenda. Is there any additional amendments anybody would like to >> Can I make one more request? >> Yes. I should have made it
033before. I'm sorry. Can we uh I'd like to request that we uh move uh new policy 4.4065 social media down to the discussion action items uh due to a amendment I'd like to recommend. >> All right. So, we will I'll make a motion then to remove item number six from the consent agenda to number I guess nine >> on the discussion action agenda. Let me I'm trying to make notes so just give me a second so I'm don't get lost. All right. So, I'll make a motion to amend. Is there a second? >> Second. >> We have a motion and a second. Any discussion? All in favor say I. I. >> Any opposed? So the amended the agenda is amended for items eight and nine. All right, we're back on the agenda approval. Any more
034discussion? >> Like to Madam Chair, I'd like to add number two to the consent agenda. Number two from the discussion action over to consent agenda, please. >> So we have a motion to move number two from the discussion action to the consent agenda as item number nine. Is there a second? >> Second. >> We have a motion and a second. Any discussion? Hearing none. All in favor say I. >> I. Any opposed? So that amendment passes. So item two is now number nine on the consent agenda. Any more discussion on the amended agenda? All right. Hearing none. All in favor of approving the amended agenda say I. I. Any opposed? Motion passes. The agenda is amended and approved. Dr. Hor. Next item. >> Uh next item is approval of the consent agenda. >> All right.
035I'll make a motion to get this item on the floor. Is there a second? Second. >> We have a motion and a second. Last call for anybody that would like to remove anything from the consent agenda. >> Hearing none. All in favor say I. >> I. I. >> Any opposed? The consent agenda is approved. Next item. >> Next item as we move into discussion action items. Uh the first item is the LSS academic data presentation. >> I believe Miss Dloso is your name on this. >> Dr. Dr. Dooo is ready to present this on that. >> Oh, that's okay. And uh I'm going to go ahead and pull this up. Uh and if I can I'll I'll kind of set this up. Uh Dr. Dooo has put this presentation together working uh very closely with
036our three directors of instruction. And the goal was to provide a highle overview for the board of the public of the conclusions kind of uh that they've drawn and recommendations and the the really really great work this year that they're doing to try to respond to uh last year's academic data. Uh they're going to focus on targeted supports. Uh and I want to thank the board uh at this point because I think the addition of these uh directors of instruction have really kind of supercharged our capacity to focus on academic and instructional issues and it has also allowed Dr. Deloso to to focus more specifically on instruction and academics and uh so this will this will be a very uh you know kind of straightforward uh kind of presentation in terms of what is the
037actual status and where do we want to go from here. So, I'm going to be uh Dr. Lo, I'll control the PowerPoint for you. Um, and you can begin when you're ready. >> Okay. Thank you, Dr. Horl, and thank you, school board, for this opportunity. I'm excited to share this with you, especially what we're doing instructionally and how we're evaluating what we're doing. And so, this is the the quarter 1 data presentation. And we'll see data that looks at our achievement and growth, but we'll see a lot of what are we doing to leverage instruction and have big impacts on student learning. And right before we start, just a a couple of things that might help with some of the the jargon that we use quite a bit. These terms will be very familiar to
038you, but in each slide, you're going to see visuals that show achievement and growth in in a same uh graphic. And so achievement comes from our TCAP test and growth comes from our T-Boss data that we get back. And when we're thinking about achievement, we're thinking about how well well students are meeting grade level expectations as we measure that by the TCAP test. and then growth. How are our students making progress compared to their similar testing peers across the state? And then um we'll go ahead and go to the next slide and you'll see an example of that there. So here you'll see the this graphic that looks at overall proficiency for 2025. So this would be last school year and in the circle the number represents the achievement level for this subject area. So
039this is looking at all students that were tested uh starting in grade three and going through uh high school. So in English language arts our proficiency was 64.8 8 for achievement. And you can see there math 62.2, science 74.2, and social studies 73.5. And just to kind of set this up, the bottom with the colors and the numbers 1 through five is the growth measure. So what's embedded in the graphic with achievement is also the growth. And you'll see that um in some areas our our pace and our growth with matching our similar testing peers is is lower. In some areas it's higher and you'll see some changes year-over-year, but this is what it is uh for 2025 achievement and growth. So to look into English language arts and take sort of a deep dive
040there. Um we've got you'll see there some um highlights and you'll also see overall in the 3ear span of 2023 to 2025 where we were with achievement is the number at the top of the bar graph. So 61% for example in 2023 of our students were on track and mastered and then you'll see we had 66 and then 65 and the growth measure you'll see change to where it uh went up to a level we had a growth level of five in 2024 and then had a a dip there in 2025 in growth. And then to to point out some highlights here, this this represents third grade a uh grades three to English two. So 8th grade increased their growth score two levels from a one to a three. So they would be at the
041bottom there. They would be in the green, a level three, which is what is expected growth. That's what we want for expected growth. English one and two remains very steady in growth. they they remain at a high level of growth at a of four and five. Um, and another uh definition here that you'll see a term this HQIM, highquality instructional materials. When we keep referencing that, then we're talking about the the curriculum, the materials that we have our textbook adoption committees look at, and then we present that to Dr. Horal uh who presents that to you as a school board and you vote on our curriculum. And so high quality instructional materials, the way that our curriculum that the board approves and then purchases, it's aligned to the state standards. It's it's a very rigorous
042curriculum and it promotes access to all learners for uh with with a lot of scaffolding that's embedded. So, but the way it's implemented is what matters and that can drive very consistent highlevel instruction and it can help us lever to accelerate achievement and close gaps. So, with English language arts, there's been quite a bit of work in how are we implementing our qu highquality instructional materials. Some of our challenges that we found and are and are addressing this year are with our writing scores. There's a gap in our proficiency with the writing component. So where where students might be proficient in how they're answering questions or how they're doing with comprehension, the writing part there, there's a uh is is below that. it doesn't match the students capability the way that we want it to.
043So, um, we've had some work with um, Miss Lockhart and Miss Mlin, who's our instructional director for K4, and we've had a a a TECAP writing um, expert come in and work with our teachers, and she's also working with Miss Martin and the directors there. And we've done quite a few um trainings and analyses of of writing and uh are helping make sure that students are experiencing it the way that they'll see it um on the TCAP and that it helps them with that growth um and achievement there. Also with English language arts, our growth across all of our subgroups, meaning students with disabilities, English learners, economically disadvantaged, that's an area that we're needing to focus on and work to help uh improve uh with the subgroups there with growth. And then a a a
044big area of focus right now too for us is our K5 curriculum uh for ELA and how is that meeting the instructional shifts. So I know you're familiar with the third grade promotion law for English language arts. And so there's been a lot of shift or shifts in the standards, the curriculum, foundational literacy. And so there's a lot of change in how that instruction is delivered. And so we're looking at our curriculum and what we have um and what we're using and how are we meeting those shifts and what do we need to do to keep making those shifts. And so that's a big part of what we're doing in ELA. Um, so instructional supports, I mentioned the targeted professional development session around writing and then how are we implementing our curriculum? How are we
045leveraging our curriculum across all learners for ELA? >> And Dr. Lissa, one thing I want to point out, I know the board knows this and I I think it can be very confusing to the public and even to us sometimes. If you look at the difference between 2024 and 2025, and this is overall, you'll see that the achievement went down one point. It went from a 65 66 to a 65. U and the growth went from a five, which is the best you can do, to a one, which is the worst you can do. So, a dip of one in the achievement. You think, well, how does that go down on the growth? And it's because what Dr. Dlosa was explaining, it's being compared to students across the state who are similarly achieving. So to
046quote growth can be very confusing and it's not. Some people think well growth is the difference between one year and the other. If you go up two points that's growth of two. But that's again to reiterate that's not how it's measured here. So this this slide kind of sets up and I I did ask Dr. Deloso to break it down. I know third through 10th grade English is a big uh you know that that's a big range of scores. So she has added and her team have added uh some breakdowns per grade level. We're not going to go over every single one in depth, but we will uh we will also post this to the agenda so that it's available as well. Yes. >> Um just a question on that. Um so achievement is measured
047just so I'm clear. So achievement is measured um how our students did this year to how our students do or last year to this year. But growth is measured how they did last year compared to this year based on other students in the state. Yeah. You >> want I'll let you try. >> So if you if you to make sure I'm clear on it, >> I I like to use the visual of like a a track around a football field. So, if you take take a a group of fifth grade students and let's say they're in an in a gifted apex class, okay, then how they did on the test last year um and their potential um for what they can achieve, you know, the next year. there there's a statistical formula uh that so
048for for the student each student in the group of students so say um the fifth graders say there are 12 of them in the fifth grade class and how they perform on the the test the next year for example they may get high achievement they may say oh 80% on track mastered meaning 80% % of that group met or exceeded uh state standards based on the TECAP part. But what we're looking at with growth is those those students have similar statistical testing peers all across the state. So how is that put them all together? How are they all doing? How are they all showing growth? So, are they um instead of just how are they achieving, how are they growing in that subject area and grade level compared to kids that might score like them?
049>> So, um >> can I use one can one slightly different analogy? So, let's say that in in let's say in fifth grade, let's talk we're shooting free throws. Let's try it that way. So in fifth grade, the kid, you give him 10 free throws and he makes five of them. And the statistical analysis says, well, we think typically a kid from fifth to sixth grade, instead of making five this year, he should make seven next year. He's going to be that's that's one year of growth for him. He's going to make seven of the 10 free throws next year. So if he makes seven, his achievement goes up. But then you're going to compare that to all the other kids in the state. So let's say he makes seven next year. And you'd say,
050well, he was predicted to make seven and he made seven. But all the other kids in the state made nine. Okay? So he's also going to be ranked against those kids. Everybody else did a lot better than they were predicted. He did exactly what was predicted. So that normally would have been a three for growth. He did what was predicted. Um but all the other kids that are the same age and moved up, well, they they all did much much better. So that growth may be ranked more as a two. That's an oversimplification, but it's it is it is that student's predicted score plus relative to other students in the state. >> So I think I I think I get what y'all are saying about growth, but achievement's not scored that way, right? It's just
051>> correct. >> It's just how did you do on the test? It's kind of like did you >> get a 100? You know what what was your grade on the test? Mhm. And >> just for my clarity, that's the 65 is the number of students who scored met or exceeded. It's the combination of those two levels. >> That's correct. >> Met or exceeded expectations. Yep. >> So level four or five technically on achievement. Mhm. That's right. And then the next slide just is what Dr. Horl asked for. This is just the breakdown. So if you look by grade band is what we what we look at. Um so third through fifth grade you'll see the achievement 70s or above of of what Mr. Bernett said vice chair Bernett said that they are met or exceeding
052expectations for achievement and then but the growth part we they there was some growth you know there uh the blue which is a four that turquoise um and then we dip down to a one and so to Dr. Hurl's point with with that example the it doesn't mean the students didn't uh you know they hit the achievement level but other kids similar to them um outpaced as far as growth and that statistical measure that comes from the value added the to score. So if you look at 6 through 8 there um and then the end of course that's generally been high achievement you know fairly high achievement there and and generally been strong growth. So there's there are some trends and then there are some reasons for why these things look this way and that
053that's the part of the targeted support uh to make improvements in in both of these achievement and growth. Oh, and >> one other quick comment on that previous slide. Um, with the ends that we're thinking about in those grade bands, that's several hundred students. So, a change of one or two percentage points on achievement probably is not very statistically significant. If we see a drop from 70 to 69 on something, >> that's true. And you know, if you if you picture like a traditional bell curve, the more you get toward either end of of the bell curve, the more it takes to move a percentage or two. Um, however, still, you know, we set goals to move two and five percentages. Uh but that that that is true. But even a a slight that 1%
054or uh like Dr. said with the free throw example, um even if you kind of do what you're supposed to do, but other kids go a little bit above you, it may not be a a a big difference statistically, but it's just enough to where it it shows up to your point. >> All right. >> Okay. So each subject is similar. So that was English language arts and for math you'll see again the achievement hovers around the the 60s there of students who have met or exceeded expectations for their grade level in math uh third grade to algebra 2. the growth um is lower in the the one and two uh range there and and we we have some reasons for that and there's some work we're doing around that but first some of the
055highlights our third grade achievement so achievement on the TCAP and growth were both in the 95th percentile which means we outpaced 95% of all other students um you know across the state when it when it comes to looking at that growth. So that was very high. That was third grade. Um eighth grade increased their growth score. This isn't on the graph, but I'm just in the highlight section. Uh four levels. So 8th grade, our eighth grade students last year in eighth grade math grew from had been or went from a level one for eighth graders the prior year to a level five. Um, so that's where you're really working with all students and all your subgroups as well and hopefully consistently across all groups. Some challenges, just one that is uh true is the teacher
056turnover in middle school math. Um, I know for one of our grade levels, it's all three new teachers uh to us this year. So there's been some middle school uh teacher turnover in math um which can impact math content knowledge. Um and then this this one they revised the math standards in 2024. the state did and we adopted that SAS math that new math um high quality instructional material that math curriculum and so we're implementing a new curriculum and they changed the standards and when we keep talking about a shift in instruction or a shift in standards the shift is um there's a lot of conceptual teaching that has to take place in math and it's not as procedural. So, for example, our fourth grade math teachers last year really adjusted to that shift. uh
057did a lot of work, a lot of teachers did and grade levels did, but one example is in fourth grade, they did a lot of the conceptual part where we're looking at area models and and different types of visual um ways to to think through the math as opposed to just solving lots of problems. Um and then so the instructional supports there we're working with our state uh southwest core um expert on implementation and then working through getting in classrooms and making some observations. And then on the next slide you'll see the grade bands there and you'll see uh the achievement. Um, one note is with algebra 1 in high school. We've talked about this before. Uh, a lot of our eighth graders, some eighth graders take algebra 1 in middle school, so they count
058that would count on the eighth grade side, not that EOC side. And then science had had some strong improvement there. So 74% this year of our students were on track and mass or mastered. And we had a good increase in growth there. So we had growth for all grade levels that increased. Uh that eighth grade again that 95th growth percentile. Um and our economically disadvantaged subgroup had a significant proficiency jump there of 16%. W- which is very very significant there. Um we will have new standards for uh we do have new standards for science and new curriculum. So we may see some shifts there and working to implement that new curriculum. And then if we look at science on the the next slide there again by grade band um for 2025 you'll see some growth
059increases and third through fifth that 90% achievement is is is very high. Social studies this will be the only slide you see because we only have accountability data for grades six through 8th. Again, some very strong work and um data to report here in social studies. Uh 74% achievement there and then uh went to a level five growth. So all grades have strong growth. You'll see that 99th percentile again for eighth grade there. Economically disadvantaged subgroup increased significantly. And so still working to align our materials, you know, there make sure we're hitting the rigor of all standards. And then note the instructional supports there at the bottom. So just to wrap it up, our goals are to increase our ELA and math achievement by 5%. You saw a big increase in science and social studies.
060We, you know, we give similar amounts of time to science and social studies, uh, especially in middle school as we do to ELA and math. Um, so, but we want to focus on the achievement there. We want to achieve a growth measure of at least a three, which is what is expected, greater than or equal to a three in ELA and math across these these grade levels and continue to achieve that level five um with science and social studies. And then this is this is how we're doing it. uh we we're looking at uh cycles of continuous improvement with how we're implementing scaffolding and evaluating our curriculum. This happens in professional learning communities, grade level planning times. We're walking through collecting data and information and lots of of conversations. Uh the principles have done a
061lot with their schedules to protect teachers time so they can they can meet together. Um things we're looking at is auditing and reviewing our ELA K5 curriculum and looking at do we need to add anything to that foundational literacy part with the shifts in uh some of the in the standards and teaching those foundational skills for reading. Um looking at looking at uh providing that science of reading training for K through5 teachers. Um even just to to refresh there and add to that there even with the the shift in teaching and then looking at providing professional development around math shifts and the progression of the standards as they move from grades K through 8. So that that's that. If you have any more questions, let me know. Or if you have any at another time,
062I'll be happy to answer them another time. >> Any questions? Yes, ma'am. >> Um, so when you talked about the math curriculum changing and then the science curriculum is going to change, are they adjusting how much they're expecting teachers to get through? like is the vertical alignment from one grade to the next being adjusted or is it more of what you said like moving from uh here's the procedure to solve a math problem to here's a conceptual way to look at the math which do you find is because I'm wondering if we're going to have you know a a bubble of kids who perhaps have a a a gap you know oh you're supposed to know this now last year you would have known it in this grade now you have to know it in
063this grade. What What is that looking like do you think? >> Yeah, I it's more like the second part that you described where what I see is we have to zoom out and look at what students are expected to to know conceptually from grade to grade to grade. And so there's a lot of it it's more the curriculum. Um there's not necessarily um do we have to cover a lot more? That depends on the standards. It's really are we focusing on the conceptual part um and are we making sure that kids could have a good understanding. It's more of with the science too. It's kind of synthesizing a lot of the sciences >> each year instead of well you're just focused on this type of science. It's thinking like a scientist or analyzing math problems
064or synthesizing information. That's kind of what we're is being referred to as more the shift in standards and instruction. And the curriculum is high quality because it's designed to help all students access that type of learning and scaffold and enrich. And it's but it's also you know us looking at how how effective is it. So they don't necessarily have more to do with the curriculum. It's how are we teaching the breadth and depth of the standard with the curriculum. Right. And then second thing is could you um acknowledge your directors because I know they've been working really hard so that people know who who they are in each school. >> Yes. So, Miss Mlin is our K4 Lakeland Elementary director of instruction. And we have uh Ashley Jackson who is our high school director of
065instruction and Carrie Eldridge who is familiar to you probably. She's our middle school 68 director of instruction. And they work very fluidly. they work well um and are just experts at what they do and they they really get this in in the layers that it takes to to work through that cycle of continuous improvement. So thank you for that. >> Any more Mr. Bernett? >> When um Mr. Dr. Lo, thank you so much. Um, one of my questions, um, really centers around the recognition of the 15 percentage point growth for social science for economically disadvantaged students as well as a 74, I think you said, percentage points on social studies. Any thoughts around what what drove that high quality instruction, great teachers? Are there other resources those students are getting? They're making that impact. >>
066Yes. you know, I the standards that we've worked with there had had been in place for a while. So, I think we had done a lot to master those. But what we've really seen is that teachers, our general education teachers and our special education teachers and our English language learner teachers are having more opportunities to talk together, to to plan some more together. Um, and in our professional learning communities, really looking at at student work and what does it take in tier one, meaning when students are in the the big classroom for the longest part, how are we differentiating? How are we doing some small groups there instead of just when they're maybe pulled out for other services? Um but there was very intentional work with our uh professional learning communities and the teachers looking
067at that the benchmark data that we do making adjustments and and differentiating. So we've had certain groups and those were some of the highlights that have done we're working very very intentionally and all teachers have been but at looking at what can we do with this curriculum to reach all of our students. >> Thank you. >> Any more questions? >> Let me say again how much I appreciate Dr. Dlo's leadership but certainly and and Miss Thomas, thank you for acknowledging the directors themselves. they've really jumped into it this year and uh with both feet. I want to thank the principles uh Miss Martin and Miss Lockhart for their coordination and their teams for uh making sure that those discussions are happening and the work's being done and that we're getting more of a rhythm and
068a consistency in terms of of language and how we uh how we look at academic achievement and growth. So, thank you. >> Thank you, Mr. Loso. And thank everyone from the top to the bottom. It takes everyone every day in the classroom all the way to the levels that you work at, Mr. OSO and the teachers in the classroom and everybody in between. So making a difference in all these kids' lives. So thank y'all very much. I really appreciate it and I know this board does too. >> Next item. >> Uh next item is uh we continue to move through the discussion action items. Uh the next item is approval of new policy 4.303 athletic activity letters. This is the second reading. >> So I'll make a motion to get this general item on the
069floor. Is there a second? >> Second. >> We have a motion and the second. So I believe there's two policies before that. So I'll entertain a motion on which version. >> Can I highlight which ones just so we can differentiate? Uh these are essentially identical and based on the uh conversation that we had at the board meeting last month. uh version one essentially if if the board approves version one uh this would allow anyone to purchase a letter jacket uh irrespective of whether or not they had actually quote earned a varsity letter um in some different area. So there would be the online store that currently allows you know basically anyone to order a Lakeland Prep varsity letter jacket uh would still be online. Uh version two is one that would uh basically through the
070language say that only students who have earned letters uh as prescribed in the policy would have the opportunity to purchase a jacket. And uh I can I can certainly share my conversations with the vendor in terms of what that would look like. Uh but what I can say is that through talking to the vendor that we currently use for uh our our varsity letter jackets and and letters, uh we do believe we have a process uh that would allow us to essentially I think Miss Child used the term fence at some point fence who is able to purchase uh the letter jackets themselves. And I do want to emphasize this would be separate than the uh earning of the letters. So you might uh you might earn the opportunity to purchase an individual letter that
071you could keep or you could frame or you could you could some students may have multiple letters. The chevrons both policies would require that uh parents and students have the opportunity to purchase those letters and chevrons. Um but th that's essentially how the two versions differ. One uh would allow anyone who wanted to for example show their school spirit but maybe hadn't earned a letter to purchase a letter jacket. Version two would be a strict um basically designation. You must earn a letter and have permission to buy a varsity letter jacket. So >> So I'll entertain a motion of which one to consider for the board. >> Madam Chair, I'd like to uh recommend that we go for version two. >> So we have a motion to consider version two. Is there a second? >>
072Second. >> We have a motion and a second. Any discussion on Yes, Mr. Bernett. Um, and I'll um own that I'm the one that sort of I think had conversations with Dr. Horl to to press for reconsideration for version two. Um, and just like Dr. H said, the idea to me of earning a letter to wear a letter jacket is important. I want to recognize achievement in the schools like we did tonight. So that when we have people who have earned that, when you see somebody wearing a letter jacket, you know that something they earned. Um, we have so many opportunities for school spirit wear, um, that I know that's been something that the principles have sometimes struggled with getting it approved and because there's so many requests and my wife found one at Goodwill
073last week that I know probably was never approved the way it looked, but there's an opportunity to celebrate your school spirit. And to me, a letter jacket is something different. It represents something you've earned. Um and and so I'd really like for us to consider that. I'd advocate for the board to to vote to support version two. >> Is there any more discussion on consideration version two? >> Yeah, I think uh just to add to what Mr. Bernett said, I think it's a safety factor as well. Just having somebody walk around with a leather jacket, you there's an assumption that that person is affiliated with the system. So having that control and level of oversight will help provide a little comfort in knowing that there's a true affiliation to the school with that person wearing
074it. >> Any more discussion hearing? None. All in favor of approving version two of the athletic activity letters policy say I. I. >> Any opposed? Motion passes. Next item. >> Next item is the election of the legislative liaison. Is there a motion to get this item on the floor? >> So moved. >> We have a motion. Is there a second? >> Second. >> We have a motion and a second. >> I'll um >> Any nominations? >> I'll nominate Miss Childs. >> Miss Childs. >> I move to close nomination. >> Miss Childs, do you accept the nomination? >> I do. >> Okay. All in favor of approving Miss Childs as a nominee or for as our legislative liaison for the upcoming year, say I. I. >> I. >> Any opposed? Motion passes. Congratulations to Miss Childs.
075Do you have an acceptance speech ready and prepared? >> Motion adjourned. >> Always an honor to serve. >> Thank you. I I will say thank you on behalf of the board. You do a great job. You're very thorough and everything you do and I can't imagine not having you as that and not just the sheer amount of information you're able to provide to this board on all the legislative issues. It's really appreciated. >> Patience. >> Yes. And patience with our legislative process >> and persistence. >> Yes. >> And that too. So, thank you so much for everything you do. >> All right, Dr. Horl, next item. >> Uh, next item is the appointment of the TSBA delegate assembly representatives. >> I'll make a motion to get this item on the floor. Is there a second?
076>> Second. >> We have a motion and a second. Is there anybody that would like to volunteer? Miss Thomas and Miss Childs, Mr. Bernett. So, we have three, right? >> That's correct. >> All right. The nominations are closed. >> Are you sure, Mr. Actton? Are you sure? back in that. >> Are you sure? Uh, Chair Harrison, are you sure? I'm I'm 100% positive. >> Defer. >> I'm 100%. >> So, all in favor of approving Miss Child, Mr. Bernett, and Miss Thomas. >> I >> say I. >> Any opposed? Motion passes. Next item. >> Next item is discussion on the TSBA Legislative and Legal Institute. >> I don't think we need any action on this. Just to recognize that we will be there next week. Um, that's a different one, actually. February one. >> Oh my
077goodness. Well, we >> will not be there next week. >> We will be at TSBA next week. Correct. Different one. >> So, the legislative and legal is in February. Do we have a date for it yet? >> Uh, yes, we do. Um, >> it is February 16th and 17th. >> Is this uh >> and I I will note that the 16th is a no school day. That is President's Day. Just to for FYI, this is just an agenda item. It's on our annual agenda just to put it on everybody's radar so you can begin looking at your calendar and uh letting summer know um if you plan to attend but there is no action. This is just one of those things we put on the legisl the annual agenda rather to kind of remind ourselves
078to prepare for it. >> Just a question is it the same format or projected the same format as it has been not in Nashville and it'll be at a different location that isn't as convenient to go visit the legislators legislators. Yes, I believe they are maintaining that format. It's uh it's not in in concert with Day on the Hill, which was the previous format. >> All right. So, if y'all will just uh let Summer know your travel plans, that would be great. All right. Next item. >> Uh next item is the review of policy manual sections three and four. >> Miss Thomas. Um, nothing at this time, but I did give them a little extra time uh and told them that we would be having a retreat and if they could let me know by
079next week, then we would cover it then. >> Excellent. >> All right. Thank you so much for the policy committee's continued hard work on making sure our policies stay current and relevant. Next item. >> Uh, next item is the um I think I've got the order right. is the uh discussion action on the Lakeland school system 2026 legislative agenda. >> I'll make a motion to get this item on the floor. Is there a second? >> Second. >> We have a motion and a second. Dr. Horl or Miss Childs. I don't know which one of y'all is prepared. >> I'll I'll go ahead and start and certainly Miss Childs can can weigh in. U this was motivated to go ahead and get this done now because uh Miss Childs is is working ahead as she always
080is to uh line up our individual meetings with our legislative delegation. uh and she's already got three of the the primary legislators that we work with uh lined up for meetings in December and we wanted the opportunity to present a slightly updated legislative agenda. So basically through Miss Child's did the heavy lifting here, but this uh clarifies uh on the education funding section that we are requesting full funding through the TISA funding formula for our uh federally mandated special education prek classrooms and then adds the specific uh um the resolutions that were approved by the board and submitted to TSBA. So I if we discuss that our legislative agenda until the board updates it is current. We could have technically you know discussed this in the context of the previous legislative agenda but figured uh
081since we had the opportunity to see if the board would uh consider updating it now. >> Is there any discussion hearing? None. All in favor say I. >> I. I. >> Any opposed? Motion passes. Thank you Miss Childs for getting ahead of this. We really appreciate it. Next item. Uh, next item is approval of new policy 4.4065, social media. This is a second reading. >> Um, I'll make a motion to get this item on the floor. Is there a second? >> Second. >> We have a motion and a second. This was formally on our consent agenda and has been moved. So, if you want to find it on the online version, it would be under the consent agenda section even though it's now not on the consent agenda. Is that correct? >> Yes. Okay, >>
082that's correct. >> All right, >> Dr. Hort. >> Yes. If I may, I'd like to The reason I requested this be removed from the consent agenda is I I found a essentially a clerical error. There was a a section of the uh uh use of the internet um policy that is now on the consent agenda. It's been removed from that and and should have been added to this policy. So, uh, my request would be that a new paragraph be added at the end of the social media guidelines section of this policy. That would essentially be line three on page two. And that that uh would read, if you'll give me that that new paragraph would read, district staff are prohibited from accessing personal social networking sites on school computers or during school hours except for
083work rellated purposes. >> So I'll make a motion to amend the policy to say that. I'm trying to read it on the consent agenda item. Can you point to which line it do you know which line it is on? >> Yes, it's uh it's on page three on the use of the internet policy. It's in red with a line struck through it. Okay. Uh and it's number three there that says district staff are prohibited. Most of these areas were included in the new policy. Um that one was not. So that was an oversight on my part and I'm uh >> Okay, I found it. So, it's line 29 and 30 on page. Okay. >> Yes. >> So, I'll make a motion to add that line to the social networking policy on page two at at
084line three. Is that correct? >> Yes. >> Okay. Is there a second? >> Second. >> We have a motion and a second. Any discussion regarding the update? All right. Hearing none. All in favor say I. >> I. Any opposed? Motion P. The amendment passes. Now we're back on the uh amended policy or we're on the amended policy. I'm sorry. Go ahead, Mr. Bernett. >> I have one more. It's more of a typographical error. Um page one, line nine says X formally known as Twitter and it should say X formerly known as Twitter. >> So can you make that administrative? >> Administratively. Yes. >> Okay. You'll make that administratively. All right. So is there any more discussion on the amended policy? All right. Hearing none. All in favor say I. I. Any opposed? The amended policy
085passed. Next item. >> Uh there are no further items on the agenda. >> Are there any announcements? >> Uh I will announce uh this this will be published but just uh so we can formally announce it. The board will uh hold a retreat in Nashville uh in conjunction with the TSBA conference on next Friday, November 14th at 100 p.m. and that location will be published um prior to the retreat. >> Any more announcements? I believe there's some fundraising opportunities coming up for some of our school support organizations and some going on at both the elementary and the high school. I don't I think our principles have left, but so there's opportunities there as always for fundraising for all of our for all of our sport groups that we have and I and uh I think
086we're going to miss some of the fundraising opportunities. >> We are. We can't be in both places. Yeah. >> So, I hate that, but I wish them well on on how it goes. So, is there a motion to adjone? >> One more thing. We have a football game Friday night. >> We do. It's in Dyer County in the playoffs. First time ever. first playoff football game in uh certainly high school playoff football game in Lakeland school system history >> and the show the theater the theater show is this week as well >> right the Curious Savage opens this weekend >> so I think we're going to have to miss that I'm kind of sad about that but anyways um is there a motion to adjurnn >> so moved >> we have a motion is there
087a second I'll second want to be here all night all in favor say I I >> I Any opposed?