001Heat. Heat. Okay. Um, >> right. All right. Just want to say good evening everybody and uh uh welcome to the uh Twist County uh board education board meeting tonight. We want to welcome both all of you who are present with us and those who are on the uh uh social media platform. Um at this time we'll call this meeting to order. Today is May the 12th, 2026 and the time is 6:05. Okay. And at this time, um, we're going to ask Mr. Preston Parker, is he here? Okay. If he would come, he's going to lead us in the pledge of allegiance. Going to ask everybody to stand. >> Okay. What should I say? Okay. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one
002nation under God, indivisible, with liberty and justice for all. >> Please pause for a moment of silence. Thank you. >> Thank you. >> Good afternoon everyone. Let's give Mr. Preston Parker a round of applause. So Preston, we want to present you with this pledge of allegiance certificate. Thank you for coming out and doing the pledge this evening. So, we want you to take a picture with Mr. Bacon, our superintendent. And so, if you will get right there in the middle and you got it, Mr. Mr. back and you going to move out in the middle. Thank you again. Thank you, Preston. Okay. At this at this time, can I get a motion to approve tonight's agenda? >> So move. >> Second. >> Okay. The motion has been properly made by Miss Black Shear and second
003by Miss King. Is there any discussion? Okay. All in favor of approving tonight's agenda, raise your hand. >> Okay. The motion passes unanimously. Miss Blackshere, you have the ethics statement. >> Yes, sir. In accordance with regulations set forth by the Georgia Ethics Commission, it is the duty of every board member to avoid both conflict of interest or interest of such conflict. Does any board member have any known conflict of interest? Seeing none, Mr. Chair, we will proceed with our agenda. >> All right. Thank you, Miss Black Shear. Uh this time we need to make an amendment to the agenda. We have uh a public participation. Uh can I get a motion to make an amendment to the agenda for tonight? >> So moved. >> Second. >> Okay. The motion been properly made by Miss King
004and second by Mr. Rouse. Um, at this time I just want to read uh public petition at board meetings allow community members to address officials generally requiring advanced registration. Participants get two to five minutes to speak on agenda items. Must be respectful and should avoid personal attacks or confidential matters. Meetings are not open to the public. Meetings, excuse me, are open to the public, though not considered open forums. Individuals often must sign in 15 to 60 minutes before the meeting to speak or register 24 hours in advance. At this time is Miss Cassandra Thomas. Is she here today? Okay, come on up. Hello. Um, so I do understand the recent amendments to this moment. I know that I have five minutes, so I'll try to make it short. Again, my name is Cassandra Thomas. I've
005been a member of this community for over 10 years. Um, I have now a ninth grader, 11th grader, and a fifth grader. And over the years, I've seen the community struggle. Over the past two years, I have invoked a PTO in the community. Even without the mass participation, we have still managed to do a lot of things for the elementary school, middle school, and high school. From uh teachers appreciation breakfast to providing gifts to providing reading to providing snacks for beta club conventions thus forth. Um I'm really here on behalf of the parents just in awe. And the previous meeting, I guess we're under the impression that it would be a open forum. It would be more a question direct type of thing. And despite things that were addressed at the previous meeting, parents and
006all just feel like there have not been any answers or anything that has been conveyed to us. Um, as far as what parents in general feel as if is lacking in the community, of course, I know you guys have been on this board, Mr. Bacon, you are someone who's relatively new, but something that the community lacks is the trust in this board, in this community, in the teachers. That is very frank and is very hard to say, but it is very true. Um, on the last meeting, one of the agendas, and I get it, Mr. Bacon, these are very large shoes to fill. On the previous agenda, one thing that a lot of teachers, I'm sorry, parents were concerned was the $44 million school, the preK through 12. Um, of course that's alarming to think
007of, you know, your little babies in the school with the big babies, but I know the bigger thing to this all is how close we are from if we have 10 kids unenrolling from school, everything unraveling. We get that. But we don't feel like there is enough communication from the schools, from the teachers, to the faculty, to the parents. Other than the information that has been sent on open forms, a lot of parents feel like we don't get enough notice when it comes to things. Um, as far as the needed assistance in the schools, we're not made aware until last minute. I had a lot of parents actually complaining about the new restraints on 8th grade week. How was last minute changes? Uh just to name a few. Um as far as the school goes,
008we get we get that there's it's a lot of things going on. Even in my days of just coming back and forth to the school asking, hey, what is needed? How can we help? You know, Miss Jenkins has a meeting here. You know, she has a meeting here in 30 minutes. It's like it's a lot of moving parts to this, but the parents don't feel like there is a lot of acknowledgement when it comes to concerns that we call about there is no return calls, no return emails. Now, I say all that to say it takes again the community. So, I want to address the parents. There are a lot of parents who come and pack out basketball games. Y'all pack out football games. Y'all pack out the last awards, the graduations, but I don't
009see y'all at STEM night. I don't see y'all volunteering in the school. I don't even see y'all to where when I pass y'all in the grocery store, I recognize y'all because the lack of participation. A lot of parents say, "Oh, my kid only cares about sports." But I feel like that's a big reflection on we what as parents we put out. We're always showing up to the games. We're always showing up to other activities. But when it comes to the school, we're lacking there. We're lacking. Oh, because the school doesn't call back because the school is not there. Miss Jenkins can attest, if Miss Jenkins don't call me, I'll come up to the school. She'll say, "Give me a few minutes and I'll be with you." And she will. And I respect that. I respect
010it being a open policy, it being a form to even if it is convenience on inconvenient on either one of our side, we can at least take the time to meet in the middle. And that's exactly what needs to happen. As far as behalf of the parents, the only questions that they really wanted to be addressed and answered is how can we effectively change the climate in the schools to where the atmosphere will be more inviting and we again would gain trust of the community members and leaders. How will policies be enforced to cooperate that bullying across the schools will be taken more serious and more of an intervention setting in place of adults rather than in being dismissive? Other than the current systems that are already in place, what additional systems could we bring
011into play to ensure there is more direct and or responsive line of contact between teachers and parents? And that's all I got. Thank you guys. Thank you, Miss Thomas. Did I understand you to say that uh you are over the PTA? PTO. >> All right. Thank you. Okay. At this time, do any board members have any comments or remarks? nothing. But we're we're getting down to the nitty-gritty. We're almost Oh, my mic. I'm sorry. >> We're almost to um see our kids off for the summer. And uh parents, please uh keep your child engaged this summer. Please keep them reading, writing, studying, um and let them have fun. Uh but we want to um say to our graduates, you're almost there. And congratulations to each and every one of you. And thank you teachers and
012staff. I know last week was your teachers appreciation week, but we definitely appreciate you and the staff. So, thank you. And students, we love you. >> Thank you, Miss Black She. Uh, Mr. Bacon. >> Good afternoon. uh board chair, board members, parents. Um just a few announcements. First of all, I want to commend um the operations team and everybody that's been working so diligently to make sure that all the programs um that we've been having here on campus been successful, especially the teachers and the planning fifth grade bridging yesterday. Mr. Davis um was very very well executed and um I appreciated that and being there and the parents and the enthusiasm. Um and I appreciate Miss Jenkins them know already knowing that they're going to be striking cobras coming over in sixth grade. So um
013uh we have a list of activities. May 19th we have the prek celebration that's coming up. Also we have the balorate this weekend um that will take place on the 17th at Marian Church. So, please plan to be there and of course we have the last day of school which is a half a day parents. So, um we'll have a half a day on the last day of school and on May 22nd as well will be graduation at 7 o'clock. So, we'll have some information posted for everybody to be there at 7:00. Want to make sure parents with tickets get in early and that's 7 o'clock. We get in this every year. I used to have to be the bad guy, but this year I won't be the bad guy. I think Mr. Ingram's going
014to be the bad guy. That's going to enforce 7:00. We start with a small venue. We close the doors at 7:00, but we will have a overflow if possible. We will close the doors at 7:00. High school graduation is a once ina-lifetime event for the student and the parents. And it's worth being early for. It's worth being on time and it's worth honoring it with dignity by being in place so that they can be seen and heard. So once again, graduation is May 22nd at 7 o'clock sharp and we'll have a half a day for the rest of the students. Um and tomorrow we'll have our honors gala here board members um families and they've been uh for our honor students and we're really proud of them. So thank you. That's all I have for
015sure. >> All right. Thank you, Mr. Bacon. Um, at this time, can I get a motion to approve the consent agenda uh with the minutes from the 27th of April 28th work session in May 7th as well as district requests? >> I move to approve the consent agenda. >> Can I get a second? Second. >> Okay. The motion been properly made by Miss King and second by Miss Blackshere to approve the consent agenda. All in favor? Is there any discussion? Okay. For all in favor, raise your hand. Okay. The motion passes unanimously. At this time, we move into the business agenda. And is Dr. Houston. Uh Dr. Houston is going to talk with us about the bullying procedure. All right. Good evening everyone. So I am Dr. Jessica Houston, the district social worker. I'm really
016excited to be here. And you can start with the first slide. So, I wanted to just share a little bit about myself. I have been in social work for over 20 years. I am a licensed social worker. Um, I've worked as a social work professor for higher education also for over 15 years uh over 13 years of consulting experience. I am a published author of two books with one on the way. Um so excited to be the first generation college graduate. Um just a lot of what I encountered as a child really led me to the field of social work and that's why I just care so much about the work that I do, the work that we do. Um, and so it is an honor to serve and I'm glad that I was able
017to actually hear from a parent and I want parents to understand too that you do have a district social worker that you can reach out to and I do return calls and I do respond to emails. So feel free to reach out to me if you're having any difficulty reaching someone. So I did want to go briefly go over the proposed bullying response protocol. So the goal is to really just have a clear consistent workflow for our school district and ensuring that we are taking every bullying um case seriously. So the first thing is we will have an anonymous reporting system. So once we receive a report, it doesn't necessarily have to come through that system, it can be in person as well. But once we receive that report, we're going to make sure that
018we ensure student safety. Um the next thing we're going to do is ensure that the administrator or the administrator's design actually reviews the case. So, the goal is to have the principal be the first point of contact and then if the principal wants to designate someone, um the recommendation is that that be an administrator. The the next thing we're going to do from there is the concern type. So, we're going to decide whether or not this is actually a bullying case. um is this sometimes it's just peer-topeer conflict which is not considered bullying and sometimes the the issue is that maybe the parent doesn't know exactly what bullying is and so it could be a peer-to-peer conflict but the parent might think it's bullying and so what we're going to do is um make sure
019that we're clear is this a bullying case or is this peer-to-peer conflict Then we're going to make sure that we are reaching out to parents and letting them know what is going on on both sides. So the person who is reporting that they are being bullied, that parent will be informed, but also the person who is the parent of the kid who is um being accused of of bullying, that parent will be informed as well. So, the the goal is to make sure that parents are aware of what's happening every step of the way. The goal is also for us to make sure that we're staying on top of any case that comes through. So, the goal is for it to never be dismissed. The goal is for us to never say to a parent,
020"This is just kids being kids. We're going to take every report that we receive seriously." So, there will be an investigation. they we will be uh collecting evidence, reviewing that evidence, and then we're also going to have a leadership team focused solely on bullying response and we will be meeting this Friday actually going through our implementation plan. And then last but not least is the response. So we will assign an intervention, something will be done. Um, we're going to document everything and we're going to continue to monitor progress, monitor the case and make sure that everyone is is doing okay in the situation like there's no retaliation, there's no ongoing someone is saying something and and me working with with uh youth for such a long time, I realize that sometimes they don't want to
021say anything or in their mind they're like nobody's going to do anything anyway. And I believe that actually having something in writing in place will show them that if you report a concern, we will make sure that we get on top of it. Okay. And then so um the only other thing I would like to say is even in addition to the bullying response protocol, we're working on our attendance protocol. We're working on crisis protocol. We're working on um suicidal assessment and intervention. So the plan is for us as a district to have systems, protocols, policies written and there's no question of what will be done, what steps will be taken because it will be in writing. That's any questions for me. >> I like that. You're located where? >> I I live in Lazella.
022>> When you >> But here I'm I'm here. My office is here >> in this >> Mhm. >> Okay. >> Yep. At the board office. >> All right. >> Mhm. >> Well, thank you. Are there any questions? >> Thank you, Miss Dr. Houston. Miss where? >> Good evening, board chair Kafen, Vice Chair Rouse, board members, interim superintendent Bacon, and stakeholders in person and virtually. I'm Alicia Wear and I'm here to give you an update on our gifted honors and talented program in the district and this aligns with our vision of generating excellence one team one goal and our mission to inspire challenge and prepare all students to compete globally. It also aligns with strategic goals one through three, learning and wellness for all, excellence ahead, academics, facilities, and opportunities, as well as doing things this
023tweaks way because everybody's program looks different. We will discuss the number of gifted students in the district, our district gifted days, gifted education month, and parent participation. And looking ahead for next year, right now we currently have 20 identified gifted students in the district. And here's an overview of how many are in each grade level thus far. We are currently testing more students in that elementary school. Right now, we also have about 12 that are close to qualifying. There are domains that the state has set and a lot of them reach um identification with the multi-ter criteria which means they have to score a qualifying rating in three out of four domains which include critical thinking, achievement, motivation, and creativity. So out of the 12, they're missing maybe one out of the three to qualify
024in either motivation or I ready. So those um testing will be reviewed and we'll see how many more will qualify this year. All right, District gifted days. I was tasked to do four district gifted days. We've completed three thus far and our last one will be on May 20th. And now I will show pictures of different things we have done and they have been a blast. This was one of my favorite. I showed the students an index card, regular 3x5 index card, and I said, "Can you fit through? Can you put your head through? Can you put your body through?" And we had parents there, and they were looking at me just like y'all are right now. But in the end, they did it. There's one of our gifted students um on the bottom left
025and those are our two wonderful pre-apprentices who also took part in the activities and they were quite surprised when they were able to do it. >> That is our very own pastor right and some more gifted students. Um, since March is gifted education month, we took that time to invite parents to come in and see all the great things we were doing with the gifted program and allowed them to be fully handson. Our um, activities range. You are flipping too fast, sir. Goodness. Our activities arrange um between plugged in which are activities that require technology and unplugged activities. So we use a lot of Lego education which is steam. They build um whatever they can think of and then they learn coding to make it move and do different things. They also had to do
026presentations and a lot of collaboration with other students and they got to present what they did. One of the things they worked on was they had to create the next big big stunt like what would wow the world. They had to think of the pros, the cons, and also other things to consider and then they presented it to the rest of their peers. They also had opportunities to work with other students in different grade levels because like I said it's districtwide and there were opportunities for them to work individually as well. Each student had their own gifted binder that had different activities in it such as puzzles. We introduced American Sign Language. So there were some activities dealing with that and a lot of who done it critical thinking and deductive reasoning exercises. This is
027some examples of the students building and coding with Lego Education and another group of students working through a who done it puzzle. And it's great because they are so engaged that the productive struggle, they're able to work through it without getting frustrated and wanting to move to the next thing. On the right, you'll see an example of one of our deductive reasoning exercises. They have to use the clues to figure out what student played what sport and what color their jersey was. And here are some more activities. On the far right is one of the ASL, American Sign Language activities. They had to decode it. They had a Shark Tank presentation they had to do and a sum triangle, which is a number puzzle. They had to use the numbers given to create a sum
028in all directions. These are pictures from our gifted education month and the wonderful families that joined us. We had parents, siblings, great-grandparents, and more. All of our families were kind enough to adopt a student for a day who did not have a relative present. Even our very own master teacher, Miss Dinard, was adopted by a family. We love our families because they set the foundation for what we do in the school system. Moving ahead to next year, I was tasked with creating a program outline from beginning to end, just a big overview. And um I asked for a copy to be included in your packet because this is a little small for you to see. And then now these are some fun wish list items. Don't worry, it's information only. This is a 3D printer.
029And with this, the students will be able to create models of the things that they are designing and sketching out. And on the next slide are some examples of things that could be made, including puzzles, little trinkets that can go into treasure boxes, name plates, different types of tools. Whatever the students can imagine, we can figure out a way to create it. Also, these are the next generation of Lego education kits. The one on the bottom is a science kit. That's a unplugged kit that students can create models to go along with their science lessons in grades three through five. On the top is a computer science and AI kit. That is a plugged in kit because we need the technology to work on the coding. And this one is a STEM suite center. It
030includes everything you see on the screen which are actual robots. And right now this one, this particular package is for three teachers and those will be gifted endorsed teachers that will be um added to that system. I thank you for the opportunity to share some of the great things we are doing with gifted honors and talented init county. Any questions? >> He's being great. >> Thank you, son. Thank you very much, Miss >> Mr. Davis. >> Good evening. uh this evening uh I want to welcome and and just say thank you all board members and all the stakeholders uh that are here in person or online. Uh this evening I get to share my K3 data with you. Uh a couple of weeks ago we were able to share third through fifth grade data. These
031are our little babies. Our teachers have been working really hard and these are our foundation pieces you know that build those third, fourth and fifth grade milestone scores. So at JES we are a system with a vision. Our vision is generating excellence one team one goal and our mission is to inspire, challenge and prepare all students to compete globally. Now this year there's a Georgia Literacy Act. You've probably heard that mentioned several times or House Bill 1193. Uh the Georgia Literacy Act of 2026 aims to improve K through three reading proficiency by funding school-based literacy coaches, requiring teacher training in the science of reading and the implementing universal screeners and mandating evidence-based instruction to ensure students can read proficiently by third grade. Basically there had been a problem in the state. They had shown that
03240% of our kids were were were not proficient in reading across the state. So they had focused on building those K3 programs and the purpose was to improve reading proficiency implement the science of reading and early intervention to build those foundational skills. Now this year our teachers, one of the components of that is our teachers were required to conduct an additional three assessments. And what it did is it looked at all the five components of reading for our kindergarten through third grade. We were able to identify the weak areas of our students and if they scored red or yellow on the I Ready test. We sent an individual letter for every one of those students that pinpointed where they were the weakest and our teachers had a plan of how we were going to remediate
033that. So this next slide is going to give you a little bit about how the numbers of letters have changed because you'll see on this next slide the first letters the first time we sent that out out of 213 kids 110 of our kids scored red or yellow. So we had to send home 110 letters that were pinpointed. it said phenemic awareness or it said phonics or it said fluency or comprehension and we actually were able to pinpoint where those students were weak and then we came up with a plan for those students. Now if you look at the second time the letters went home that 110 letters dropped to 69 and then look at the third we're down to 39%. So, we went from 50% receiving letters to 32% having to receive letters in
034that red or yellow down to 18. And this 18 is not fully accurate with accurate kindergarten scores because they were still testing finishing out Monday and Tuesday of this week. So, when this PowerPoint was presented, that number is actually even lower than 18%. But we have dropped that amount of letters of those receiving those letters being in the red and yellow from 50% all the way below 18% which shows tremendous growth. Now we use the I Ready benchmark assessment to track our K through three. We don't use beacon in K through three. The I Ready benchmark assessment we give it at the beginning of the year and then we give it throughout the year and we also use that during IoT time and individualized learning time. It pinpoints the kids and it tracks their progress
035throughout the year. Now our teachers use this data to drive our instruction. Now, what you're fixing to see in this next slide is the breakup of the beginning of the year I Ready and our latest I Ready scores from kindergarten, first, second, and third grade. If you look at this next slide now, kindergarten had zero that were two grade levels behind because they are kindergarteners. They're starting. So, that number is not surprising that there were zero uh two grade levels behind. But if you look the first time we gave it 30 of our students scored yellow which is one grade level behind when they when we did the initial evaluation that number the when we just took it now kindergarten data is January. So we just took it again. So these numbers are actually going
036to be even be better than what this is but this is showing January. We went from 30 students in the yellow one grade level behind down to 10. We went from 12 students, the green is where we want them to be, to 16. But this next one's the one I was most excited about this year. Now, in the past years, being green striped, which means on grade level or above, one grade level or above, which is advanced. We've been shooting for green, but if you look at this, our kindergarters went from one that scored striped to 13 by January. Now, that number is even bigger using our kindergarten data. But when we look at our first and second grade data, we were able to test them last week and they got that a little more
037updated. Let's look at our first grade data in ELA. We started out with one student. Now, I love that. That shows how our kindergarten teachers worked. We only had one student that was two grade levels behind when we started. If you notice, that number went to zero. Look at this yellow. We had 48 yellow. That number went to 18. Look at the green. We went from four to 12. And look at this purple. That's the striped green. One grade level above. We went from two students to 21 students that aren't just green. They're one grade level above. Let's move on to second grade. Remember, this was done just last week. Six red students. We started out with six that were two grade levels behind. In May, we still had three that were two grade levels
038behind. We went from 25 yellow students one grade level behind to only 13. And look at our green. We went from 10 to 14. But then look at this purple. This is the thing I'm really excited about. Miss, you're going to have some more gifted kids because these are scoring one or more grade levels above. We went from two to 13. That's in ELA and second grade. Our third grade is the same data which I showed with you before. Remember this one was done in March. We went from 14 red to eight, 17 yellow to 15, 15 green to 22 green, and we went from eight above to nine above on the I Ready testing there. Now, we've really been looking at the literacy with math, I mean with reading. Now, we're going to look
039at math. We're going to see, you know, we've been focusing on this literacy initiative and all these extra letters. So now let's look at how our students did in math. In kindergarten, we started out with zero and zero because remember there can't be two grade levels behind. But look at that yellow. We went from 39 students to January cutting that in half to 18 students in the yellow. We went from three to seven. And look at that purple. This was in January. One student started out striped. 16 students when we did it in January. And that number is even going to be even higher when when I tabulate the scores from that we just finished two days ago. Our I Ready math scores for first grade. We started out with three that were two or
040two two or more grade levels behind. We dropped that number to two. We went from 50 students that were yellow to 20 students that were yellow. We went from two students that were green to nine. And look at this purple. We went from two students to 15 students in math that were one or more grade levels above. Then in second grade, we went from five students that were two two or more grade levels behind to two. 32 in yellow to 18. Three in green jumped to 11. And we had no students that were advanced when we did it. And look at that number. We have eight students that scored one or more grade levels by above. In third grade, we started out with 23 red. We cut that number in half in March. We went
041from 25 yellow to 29 uh yellow. We went in green from six students to 10. And look at that purple. We stayed we started with three above and they stayed steady with three above. But I was very excited to see that K one and two, all of those purple scores because those aren't just borderline green. Those are one or more grade levels above. Those aren't ones that you can think they're going to make green that you can kind of wish they're going to make green. Those are solid one or more grade levels above. And then what we've done is we partner with Miss Becky Kilpatrick and Miss Rhonda Walker and Middle Georgia. They have provided our teachers intensive training on the new literacy standards but also the science of reading the five components of reading
042that phmic awareness of phonics that fluency comprehension of vocabulary not just is it the teaching of reading every single piece and how it's important together we have taken our ILT time which used to just be utilizing I ready to do their my pathways and at that point we use Miss Pierce We have intentionally done small group instruction. Remember those letters that went home? Those letters teachers work with small groups on fluency, small groups on comprehension, on phmic awareness, on phonics, and it and it's tiered. Those that need the more instruction get it three times a week. Some of them get it two. Additional instruction that is pinpointed and geared to their specific area. We're not just using a program. and we're using the program alongside of it with teachers that are doing intentional small groupoup
043instruction. And uh as you can see, the results are amazing. I I was very impressed. The striped green, we've had green before, but when you have the largest number in your subgroup being the stripe green, that shows tremendous growth. So, my teachers have been working really, really hard and the progress has shown and I was very impressed with those scores. Any questions? >> Thank you. >> Well, thank you, Mr. Davis. Um well that concludes our business agenda and at this time we want to thank each one of you for being here. At this time, we're going to move to executive session where we discuss personal matters or primarily personal matters or acquisition of property or potential litigation or cyber security. So, can I get a motion for us to move into executive session? >> So,
044moved. >> Okay. Second. >> Okay. The move been properly made by motion has been properly made by Miss King and second by Mr. Rouse. Is there any discussion if Okay. All in favor raise your hand. And the motion passes unanimously. Thank you. Heat. Heat. Heat up here. Heat. Heat. Hey, Heat. Everyone feel every Back. Hey. Hey. Heat. Heat. Hey, hey, Heat. Heat. N. Heat. Heat. Heat. la. Heat. Heat. N. Heat. Hey. Hey. Hey. Heat. Hello. Heat. Heat. N. Hey. Heat. Heat. N. Heat. Heat. N. Heat. Heat. Heat. Heat. Heat. Heat. Young. Heat. Heat. Heat. Hey. Heat. Heat. Hey, hey, hey. Heat. Heat. N. Heat. Heat. Heat up here. Heat. Heat. I feel down. Heat. Heat. I'm going Heat. Heat. Heat. Heat. Heat. Heat. Heat. How do I Hey. Hey. Hey. Hey, hey, hey. Heat. Heat.
045down. Heat. Heat. Heat. N. Heat. Heat. That's pretty Heat. Heat. Heat. Hey, heat. Hey, heat. Heat. Heat. Heat. Heat. Heat. Hey, Heat. Heat up here. Heat. Hey. Hey. Hey. Heat. Heat. Hey, hey, hey, hey, hey, hey, hey. Okay. Can I get a motion for us to return from executive session? >> I make that motion. Second. >> Okay. The motion been properly made by Mr. Rouse and second by Miss King. Is there any discussion? All in favor, raise your hand. >> Okay. The motion passes unanimously. Okay. Can I get a motion to accept the uh superintendent's recommendation on the uh the new hire and the resignation? >> So moved. >> Second. >> Okay. The motion been properly made by Miss King and second by Miss uh Black Shear uh to accept the superintendent's new hire recommendations.
046Um, is there any discussion? All in favor, raise your hand. Okay, motion passes. Mr. Motion passes unanimously. Okay. Now, can I get a motion to adjourn? >> I make that motion. >> Second. >> Okay. The motion been properly made by Mr. Rousson. Second by Miss uh King that we adjourn. Any discussion? All in favor raise your hand. This meeting is a journal >> for what? June what? >> Seven.