001[music] Heat. Heat. [music] >> [music] [music] >> Heat. [music] Heat. [music] >> [music] [music] >> Heat. Heat. >> [music] [music] >> Good evening and welcome to the Twist County Board of Education meeting. I want to thank all of our in-person as well as our online communities and stakeholders for joining us this evening. is my pleasure to call the Twe County Board of Education meeting to order. Today is Tuesday, uh December the 9th, 2025 and the time is 6:01. Uh today we have uh Cadet Captain Annayia Green. She's going to lead us in the pledge of allegiance after which we have a moment of silence. So best everybody stand please. 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
002liberty and justice for all. Please pause for a moment of silence. You may be seated. Annayia, we want to thank you for uh doing the pledge this evening. Thank you for being an amazing cobra. And let me present you with your certificate. She needs her certificate as well. >> Again, thank you, Anna. Have a great evening. Okay. Uh at this time I will entertain a motion to approve the agenda for uh Tuesday uh December the tw December the 9th 2025. >> I move the motion to approve tonight's agenda. Second. >> Okay. A motion has been properly made by Miss Blackshere and second by Miss King um to approve the agenda for Tuesday uh December 9th, 2025. Are there any questions? Okay. All in favor, raise your hand. Okay. The motion passes unanimously. Um, you've all
003had an opportunity to read the minutes for November the 11th. Are there any corrections? If there are no corrections, the minutes stand approved as distributed. Miss uh Blackshere, >> in accordance with regulations [clears throat] 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 non-conlict interest? Seeing none, Mr. Chair, we will proceed with our agenda. >> Okay. Thank you, Miss Blackshere. At this time, do any of the board members have any comments or remarks? I don't think I Oh, go ahead. >> I would just like to say happy holidays, merry Christmas to all of you all and we thank you. We appreciate all you do for our time. >> Yeah, I was just
004going to say I I probably won't see any of y'all before Christmas. So, I want to tell you, ask encourage you to have a restful merry Christmas and a happy new year. >> [laughter] >> Merry Christmas. Happy New Year. >> We love y'all. >> Keep up the good work. >> Yes, sir. >> Uh Dr. Book, [clears throat] thank you, Mr. Chair. Uh Vice Chair Rouse, board members, we do uh have quite a few um events that we want to make our community aware of so that they can support our students. actually on tonight uh over at JEES they are having their Christmas concert. So if you are at home you still have time to jump in your car and head over to JEES. Their concert started at 5:30. And if you like basketball you actually
005can go over to the high school because we have a basketball game happening on tonight as well. And that basketball game just started. The girls start at 6 and the boys start at 7:30. So, please go out and support our Cobras. Also, at JES, their winter ball is scheduled for next week, Thursday, at 5:30. That's going to be in their gym, and that's for kindergarten through fifth grade. At Weeks County Middle School, they'll have their holiday concert also next Thursday. and that starts at 5:00 pm. The Tweets County High School H concert starts at 6 PM and that's next Tuesday, the following Tuesday, December the 16th. We have lots of athletic competitions going on at the middle school, the Cobras versus Cirrus Academy on Wednesday, December the 10th. Girls start at 5:30, boys at 6:30.
006Cobras versus Byron Middle School, that's an away game. That's going to be on Thursday the 11th. Girls start at 5:30, boys at 6:30. Cobras versus Ballad Hudson. That's an away game. That's on Wednesday, December the 17th. And that's girls 5:30, boys 6:30. Our high school also are in full swing with their basketball season. The Cobras versus Central Fellowship is happening tonight and that's again in the Cobra Pit. So the girls start at 6 and the boys started will start at 7:30. The Cobras versus Lake O Con. That's an away game. That's going to be Friday, December the 12th. The JV boys will play at 4:30, the girls at 6:30, and the boys at 7:30. The Cobras versus Mount Dales. That's an away game. That's going to be on Monday, December the 15th. The JV boys
007at 4:30, girls 6:30, boys 7:30. Cobra versus Tatnel. That's an away game. That's going to be next Friday, December the 19th. The girls start at three because that's a half day for us. So, the girls start at 3 and the boys will start at 4:30 next Friday at Tatanel. And the Cobras versus Stratford. That's an away game and that's next Saturday, December the 20th. The girls will start at 3 and the boys will start at 4:30. And after the holiday break, the teachers will return on Monday, January the 5th, and that'll be for a teachers professional learning day. And then our students will return on Tuesday, January the 6th. Mr. Chair, that concludes my announcements for the night. >> Thank you, Dr. Bullet. Welcome. Um, okay. Now we're moving to our business agenda and we
008have the district request. [snorts] Protocol already being established. We do have field trips and one fundraiser. We ask the board to approve on tonight. Thank you already for already approving the JES Steam Club and Beta Club. Uh on the 6th, they traveled the Beta Steam Club traveled to Mon for the first legal Lego League and the Beta Club traveled to to Jeffersonville for the dysfunction junction service field trip. So, thank you board members for supporting those. We ask your approval for the middle high school marching band. They've been invited to participate in the Gordon annual Christmas parade in Gordon and that's going to be on the 13th of December at 1:30. The Communities and Schools program at JEES. Also, they are asking your approval to go to the communities and schools location in Dublin on
009the 13th of December in order for them to participate in the families Christmas shopping. They have lots of donated gifts uh that has been given to communities and schools and they've invited our uh CIS uh students to participate. Also at the middle high school, they've also been invited to participate at the Christmas at the KWG resource center and that's the same location in Dublin and again that's on the same day the 13th of December. The 4 ask your approval to go to Eaton, Georgia for the 4 Forum and that's on the 13th. And on the 19th, the middle school band ask your approval to prepare for the holiday concert in Jeffersonville. The 12th graders at the high school ask your approval to have a senior lockin and that will be in Jeffersonville at the high
010school and that'll begin uh at 700 p.m. on the 20th and go through 10:00 a.m. the next morning. And that's a senior activity. the high school 10th and 12th graders. Ask your approval to travel to Warner Robbins for the Central Georgia Technical College CNA student ID badges and drug screening for those students who are working on their CNA. And that's on the 12th of January. The Beta Club at JEES ask your approval on the 27th of January to again go into Jeffersonville for the disjunction junction service project. The 10th and 12th graders at the high school ask your approval to travel to Mon for the More Than Scrubs Career in Healthc Care Summit and that's sponsored by Central Georgia Technical College in Mon. That's on the 3rd of of February. On the 20th of February,
011the 10th through 12th graders ask your approval to travel to Mon for the Fly High with Careers in aerospace. And this is sponsored by Central Georgia Technical College Aerospace Training and Sustainment Center. The dancers and drum line at JEES ask your approval to go to Mon for the Mercer basketball game so they can perform during the game. They've been invited on 21st of February to participate in that event. The Beta Club at JEES ask your approval to go to Jeffersonville to Baze Haven to do a service project. On the 24th of February, the Beta Club ask your approval to go back to Jeffersonville for a dysfunction junction service project on 24th of March. And then on the 25th of April, they ask your permission to go back to the Bay Haven in Jeffersonville for a
012service project. The only fundraiser that we ask your approval on tonight is for the drum line and dancers. They want to do a drum line dancer donation drive and they will use that funds for equipment and uniforms and they'll run it through from the 9th of December through that date end date should be through May. They want to run it through the 15th of May of 2026. Board members, that concludes our field trip and fundraiser request. >> Okay. Uh I was curious, what is the senior lock in? >> It's an event where the seniors uh have a opportunity to prepare to disperse and go in their different ways after the senior year and they have different activities. They'll go into the gym. Uh they have movies, they'll listen to music, um they'll be supervised by
013teachers and administrators. Um but they'll just be in that one space all night as a class and to begin there. >> So they'll be locked in the building. >> They'll be in the building all night. >> Okay. I think I can find anyway. Uh >> yes, sir. >> Okay. Thank you, Dr. >> You're welcome. Uh you can I get a motion to approve the uh field trip and the field trips as well as the one uh fundraising request. >> I move the motion to approve all the requested field trip and the fundraiser request. >> Okay. The motion is to approve the uh field trip and fundraising request given by Dr. Bullet. Are there any is there any discussion or questions? >> I second it. >> Okay. Okay. Till a motion been properly made by Miss
014Black Shear, second by Miss King. All in favor raise your hand. Okay. The motion passes unanimously. Okay. Uh what's this we have here? qualifying fees. Is that on here? >> Addition. Um, strategic review. >> Oh, review. >> I skipped a >> Oh, did we? Oh, we sure did. We skipped a >> Oh, we skipped a Yeah. Okay. >> Oh, yes, sir. Board of Education uh election qualifying fees. >> Yes, sir. Okay. Thank you for keeping us on track, Miss Collins. Okay. Um, pursuant to OCGA21-2-21311-8, the Twix County Board of Education at tonight's meeting, December 9th, 2025. We have to set the following qualifying fees for the upcoming 2026 election year. We have three positions on this board of education that will be a part of the ballot for the 2026 election year. That's the board
015of education member at large. That's our board chair role. The qualifying fees to run for that role is $270. The board of education for district one, the qualifying fees are $216. and the board of education for D position for district three. The qualifying fees are $216. Qualifying for the offices listed will get will begin at 9:00 a.m. on Monday, March the 2nd, 2026 and will end at 12 noon on Friday, March the 6th, 2026. Money orders and cash only. checks. >> I'm sorry. Checks, money orders, and checks only qualifying for offices will be held at the Tweets County Board of Elections Office. And that's at 425 Railroad Street in Jeffersonville, Georgia 31044. And that's in room 123. The pro general primary nonpartisan general special election will be held on May the 19th, 2026 and the
016general election will be held on November the 3, 2026. Our board of election supervisor, Miss is Miss Deborah T. Stevens and she will run an ad in the paper on January the 15th and 22nd, 2026. With this information, we ask the board to approve this public notice of our qualifying fees. Okay. Can I get a motion to approve the uh public notice of the qualifying fees? So moved. >> Second. >> Okay. The motion has been properly made by Miss King and second by Mr. Butler to approve the uh board of education qualifying fees. Are there any comments or questions? Okay. All in favor raise your hand. Okay. Motion passes unanimously. Most Board Chair Koffen, Vice Chair Rouse, board members, Superintendent Dr. Bullard, constituents in person and virtually. I'm presenting information. This is our second time
017seeing this for strategic renewal for JES. The last board meeting we had it for information and we're looking for this to be an action item on tonight. It does support our vision of generate excellence, one team, one goal and our mission to inspire, challenge and prepare all students to compete globally. It supports strategic plan goal number two, excellence ahead, academics, facilities and opportunities. As a recap, Stigics is within 48 states and it supports 91% of the Georgia public schools. There are two type of alerts. One is a staff alert and one is a lockdown campuswide alert that any member of our staff that's wearing the badge can activate at any time. When it is activated, it does provide notification to administration through a one uh button activification. It empowers everyone that's on the badge. It
018also has total campus coverage. So, this campus, our elementary, middle, high school campuses. And it also provides audio and visual notifications, which we have a device in the boardroom that displays a red uh glow when it's activated. In addition, at the schools, you'll also hear audio and visual notification through the intercom, screen takeovers, and again, a detailed location for responders. The quote that we received was in the total amount of 41,000. It is over a 5-year term, which will give us the opportunity to pay $8,200 per year over that fiveyear term. an updated funding source updated as meaning that it has been approved by the uh Georgia Department of Education for us to utilize the funds. Uh we did submit a budget from the last meeting that we've had and they have provided approval which
019means that it's available to draw down uh once we have approval tonight. Uh the second item that you see in this uh budget in the amount of $23,95 would be for a weapon detection device that we can utilize these funds for and that would balance the budget of $64,95. Are there any question, comments, or concerns? >> Any questions? Okay. Can I get a motion to approve the uh >> strategy >> strategic uh review >> renewal uh from uh presented by Mr. Austin? >> Second. >> Okay. The motion has been properly made by Mr. Butler and second by Miss Blackshere to approve the Synix's uh renewal. Um, are there any questions or comments? >> Okay. All in favor raise your hand. >> Oh, go ahead. I'm sorry. >> So, it's going to be paid for over
020the five years and we have a way to take care. Is there any other >> No. So, what you see in that quote will be for five years for the Jeffersonville Elementary School. We'll go ahead and pay that with the funds that you've been presented because those funds end June 30, 2026. Our next renewal for the middle high school and this building is October the 7th, 2026. And at that time, we'll revisit the conversation to get those renewed. >> Yes, sir. >> Any other questions? Okay. All in favor um raise your hands. Okay. The motion passes unanimously. All right, Mr. Austin. The second reading of the fund B balance policy. Yes. Um alignment and protocol is established. The policy DCL fund balance uh has been reviewed for public comment. At this time, we do not
021have any public comments. It was submitted to GSBA as of the first reading. Uh and through assembly, we received no additions or removals or edits we needed to do that in this form that you see tonight, it will be satisfactory for our board policy. And I'll read the purpose only just to do a brief summary. We have read this in its entirety on the last board meeting. Uh the purpose the Twitz County School District has enacted the following policy in an effort to ensure financial security through the maintenance of a healthy reserve fund that guides the creation, maintenance, and use of resources for financial stabilization purposes. The school district primary objective is to maintain a prudent level of financial resources to protect against reducing service levels or raising taxes and fees due to temporary revenue
022shortfalls or unpredicted one-time expenditures. The school district also seeks to maintain the highest possible credit ratings which are dependent in part of the school district maintenance of a healthy fund balance. This policy establishes goals and provides guidance concerning the desired level of fund balance maintained by the district to mitigate financial risk that can occur from unforeseen revenue fluctuations, unanticipated expenditures and similar circumstances. Uh in our in my professional opinion to to Dr. Bullard. This would need an effective date of July 1, 20 26 so that we can prepare the FY27 budget in order to ensure that it fits this policy and we can accomplish that during this budget period. Any questions or comments? >> Um, who put this together? So, we use an example from several other school districts that have approved policies >> and
023we use that as our sample and we submitted this to GSBA who has a policy review team and they stated that this would be a policy that would fit all the legal and notifi anything legal that we would need for the district. >> Yeah. >> Why are we doing this now? >> Great question. Um we have been having conversations about our fund balance. We have been having conversations about the health of our finances for quite some time. And one of the things that just in looking at other districts and just reviewing best practices, this is one of the pieces that we need to have in place. It is known and I have communicated that our fund balance is at 3%. And so also to have the board an opportunity to have a policy that ensures
024that we stay above that. So, um the best time is the time that we can bring it. We should could have brought it two, three years ago, obviously, but um we're here now to ensure that we stay in compliance. >> Okay. Thank you, Mr. Austin. I I I need some clarity. I read through this thing several times. >> Sure. >> And uh so I need to ask you some questions. >> Absolutely. Um, and I needed to ask it in conjunction with this. >> Sure. >> Okay. Um, first of all, uh, as I look at it, and I've looked through it several times, what I don't see >> is how you plan to I don't see a plan. >> Yeah. to get a fund balance of well 15 to I mean not 15 but five to
02510%. >> I don't see any any any anything in here that says we're going to do it we going to accomplish this this way. Y um now when I when I look at the budget, I think you mentioned that it was a uh a zero balance budget. Is that correct? >> That's correct. [clears throat] >> Okay. So when you when you just tell me exactly how you now is the fund balance is the balance at the end of the fiscal year. >> That is correct. >> Okay. Now we got a zero uh budget here. If I'm looking at the expenditures, >> if I go over in any one of those expenditures, >> that means that some of these other expenditures have to drop in the amount they guilt. In other words, if if if each
026one of these expenditures has $100 and let's say one of them spends $150, then that means one of the other expenditures has to decrease the amount that's budgeted for it in order to make this zero thing work out. Correct. I I can provide context to that but keep keep formulating your thought. >> Okay. So, as I look at this, um, it would have and I'm looking at the percentages here and I see already >> Mhm. >> that we have already spent I have my glasses 40% of the total budget. >> Correct? >> Is that correct? >> Now, when you had a percentages for each one of these, >> those percentages are of the amount of money that's allotted for that particular function >> function. Correct. So in order to have 5% balance at the end
027of the year, theoretically none of these could go over 95% in this spending. I know that's I know that's not realistic, but when you think about it, on average, none of these could spend that whole amount that's allotted to it. >> Correct. >> Ke your thought. Yes, sir. >> Well, I want to know. I want to make sure I'm on the right track here. >> That that is a way to look at it, but I do have context. >> A way to look at it. Okay, sir. But if this thing is if this thing is zeroed out unless you expecting some additional money then if you go over in any area then that means another area you'll have to pull money from another area. Now, if you go down to open purchases, [clears throat] >>
028you with me there? >> Yes, sir. I'm taking notes. >> Okay. Open purchases. There's no money budgeted [clears throat] for open purchases, >> right? and you've already spent $62,000, which means you're already in the hole for reaching that 15% balance. I mean, that 5% uh balance at the end of the year because you've already taken away from something from from from the main budget $62,000. Okay. Are we on track to have a 5% fund balance at the end of the fiscal year? Okay. You mentioned a lot of things. >> I know. >> And uh can I address a lot of time? Go ahead. >> Can I Okay. So, I'll go back from the top and I'll go to your last question if that's okay. >> Go ahead. >> So, you asked about a plan and
029the policy is not designed to have a plan written in it. The way I read the policy, excuse me for interrupting, but the way I read the policy, that policy kicks in if you fail to meet. >> Correct. So it it requires a restoration plan to be presented. >> Exactly. >> That is correct. >> But my question is what's the plan to make sure that doesn't happen? >> That's a plethora of things and that requires a lot of conversation. Some of those things we have done through what we talked about through attrition, um, minimizing travel, looking at what we spending, delaying certain maintenance requests and things of that nature. >> So, you're doing that to make sure none of these go to that full 100%. Because that's the only way you're going to make it
030happen. Yes, we're doing it because our last un audited, our last audited um our last audit came back and we saw that was around 3%. Which was the FY22. We talked about that last December, >> right? But what I'm saying here, I'm talking about this budget right here. Okay? So, in order, and again, I'm I'm giving a I know it's not realistic, but I'm giving if any one of these go over 95% >> Yeah. you put you're already in the hole. >> So let me address that directly. Um the budget is an estimate. So let's look at the numbers as they are presented. >> Okay. >> So you have revenue is at 55% right now which means that you've collected 55% of your revenue and your total expenditures is at 40%. >> Right. So you
031got 15% more revenue coming in at this point in time. >> I'm with that. So your percent a year completed is 42%. Which means that we're pacing 2% below. If we spend every month this this is the pace that we should be off. Once we go over that pace that this like at 48 50% then we need to really look at some things because we're definitely off track. So when we look at the bottom line we're in line to where we need to be at 40%. Now to address your function question, you look at instruction and say 36%. So the measuring stick would be this 36% is below 42%. That can be one way to look at it. Um instruction is important because this is majority of our salaries and expenditure for the district. >>
032I'm not I'm not I'm not I'm not complaining about any of it. I'm just saying how the numbers work. Okay. I'm not I'm not highlighting this or that or this. >> Sure. Sure. >> But for the numbers to work. >> Sure. >> So the zerobased budget, what that means is that we have to budget exactly the same amount of right. >> I understand that. >> I just want to make sure that's clear that same amount of revenue, same amount of expenditures. >> There is opportunity where we'll take in more money than we receive. our goal at every budget. If we was to say we would have $500,000 in our fund balance to budget, we can do that. But that means that we're saying that we're going to add $500,000 to the fund balance. We have
033to make that a line item in the budget. So the practice that we've used over the years is that we ensure that our revenues that we say we know we're taking in, we make sure that our expenditures match that. Our hope is that midterm when we look at our midterm aotment, we slow down. We look at things we cannot spend so that we can add to the fund balance. But we don't start in the hole. We want to start balance and then we work our way to drop down. >> I'm saying that. But what I'm saying is as you get closer to the fiscal year, >> correct? >> The numbers we need to be watching >> Mhm. >> is this 40% down this 40% because if if the closer that gets to 90% >> That's
034correct. >> Or 95%. >> That's correct. >> And then it jumps to 96 or 97%. Mhm. >> See, I'm talking about toward the end. >> Okay. >> So, so when you give us this thing monthly, >> I need to keep my eye on where we are, >> that would be the number you need to look at. Yes, sir. >> Exactly. >> Correct. >> I just want to make sure I'm understanding this correctly. >> We also need to look at the revenue number too because if that goes to 105%. Then you have two numbers to compare. So we watching the revenue how because we could take in more because this is very conservative far as our taxes is concerned. >> Okay. >> So we come in at 102 103%. And we at 98% >> but still
035this number right here. >> That's correct. >> When we hit May >> May >> if it's riding past 95% we missing the mark. That is an indicator. That is an indicator. >> Okay. >> But we should be having that conversation in March. We >> Well, well, no. No, but but we need to think about it now. >> Correct. >> Because already you spent $60,000 of something that wasn't even in the budget. >> So, let me clarify that. It it is in the budget. Open purchase orders means the state requires us to separate that. They have to see it as a separate line item. it's already accounted for. What it means is that we have the budget for it. We have a purchase order, a contractual obligation to purchase an item. We have not been invoiced
036for it yet. Once we fulfill that invoice, then it's an expense. It's an accounting procedure. It's not over budget because we don't have a line item here for a budget. That doesn't mean that we overspended 62,000. >> So, this this money hadn't been spent. >> No, this money has been encumbered. It has been accounted for. It has been something that we're going to spend. Meaning, we're waiting to be invoiced. But this is not nothing. You're looking at it from the perspective of instruction has $5 million. Open purchase order should have $150,000. The state does not require us to put a budget there. They require us to say if you have anything else on the outside over here that you're about to spend, we need to see that, too. >> So, they require us to do
037that. We have done that for the past three or four years. But it's not a budget item. It's already accounted for in these line items up here. >> This is accounted for in all in all these. >> As soon as we pay that invoice, it goes back to the line items at the top. >> One of these. >> Correct. One of these spend on what the invoice is. >> So this is a potential spending. >> It's potential spending. That is correct. >> Well, why is it sitting under here in the year to date? >> That's how they want us to break it out. This template is the state template. So they maybe four years ago they required us to to make a separate line item for opos because what was happening is that districts had
038things that was in the background and then when they fulfilled those obligations it make them go over their budget. So they require us to separate it. So we've already accounted for it in our budget. >> We had to because that's the only way we can even get into a contractual agreement with someone. >> And this is part of that 40% already spent. That is a part of the 40%. Yes, sir. So when you add everything up, that 62,000 is including that 40%. That's why it sits by itself like that. >> All right. Well, I'm just trying to >> All great questions. >> Understand these numbers here. >> All great questions >> cuz the numbers ain't working. So, >> so let me make sure I understand this >> and y'all forgive me for >> um I'm
039getting old so I [laughter] >> slowly. >> All right. Now, in your in your um the fund balance sheet you just presented. >> Okay. that you have something in here in the definition. Let me find the definition here. The definition um yeah fund balance is a measurement of available financial resources and is the difference between total assets and total liabilities. That's what this says, >> correct? >> Now, my question to you is this statement total assets, is that the same as the total receipts on this other thing? >> Yes. So, total assets is a economic benefit to the district. So, they mean your cash. >> Well, I understand assets, but my question is this >> that's all your revenue >> is it repres is this is it's assets over here. It's receipts over here. >>
040Correct. >> But it's the same thing. >> Yes, sir. When you look at assets, cash, accounts receivable, all those things are listed on the assets. >> Yes, sir. >> See, because what I'm seeing is one word over here >> and a different word over here, which causes confusion. >> Yeah. The the accounting equation is called AL. A L E. Assets equals liability plus stockholder equity. In this case, the equity be the fund balance. So it is accounting language that's written in this policy which is not my language I made up. It's coming directly from the chart of account. >> That is correct. >> Okay. Well that was part of the confusion. >> Okay. >> So let me make sure I understand this. If we have so the 5% we're talking about is 5% of your
041total receipts. You're talking about fund balance of 5%. You're talking about 5% of those of that 10 million. What? 5% of what? What are we talking when you say 5%? 5% of what? >> Um, help me understand. >> No, no, no. [laughter] I'm not I'm I'm not questioning that. I'm This is something else. All right. So 5% would be of the of the subsequent fiscal year budget. So for example, when we approve FR27, that's a subsequent year. The following year, it needs to be 5% of that budget. So if it's if we have 12 million, then it needs to be 5% of that 12 million for expenditures that we need to have in our funds. >> Okay. So the 5% is of the but upcoming budget. >> Is of the upcoming budget. Yes. >> Okay.
042>> Hence why we want to started July 1. So when we're preparing for FY27 budget, we're making sure that it aligns to that. The question you would ask Mr. Austin, does this FY27 budget supports our fund balance policy? That's the question. And then we work to ensure that we demonstrate it supports that. >> And I just need to understand what you were taking 5% of. >> It's of the expenditures >> and it's but I mean it's of next year's. >> It's next year's, >> not this year. No, sir. Okay. All right. So we So the previous year you would have done you hopefully would have gotten 5% of whatever you had budgeted coming up in uh July. >> That's correct. >> Correct. >> And uh and that would have been about a half million dollars
043>> roughly. Yes, sir. >> Okay. All right. That's all the questions I have >> right now. >> No, that that is fine. I got a lot of notes. So >> I I just want to make sure. I'm just trying to understand. That's all. >> And I want you to >> and I need clarity. >> I want you to if you ask the question I want you >> because when we say 5% the question is 5% of what? >> Yeah. >> Uh and and and then when you got when you got an amount that's not that I don't see is budgeted. >> Yes. >> That's a concern. Absolutely. >> So, uh anyway, thank you. Does anybody have any questions before we >> All right. So, so this is uh this is a kick in when we
044fall short. That's what this is. >> Absolutely. >> And and so right now we need to vote on this to approve this. This is an action item, isn't it? >> It is an action item. Yeah. Would superintendent make the recommendations on him? >> Yes, sir. >> Okay. >> And remember this is as of July. >> I know that now. >> Yes, sir. [laughter] >> Okay. All right. So, we talking July 1 at the end of this fiscal year. Okay. Now, how can I know where we sit at the end of this fiscal year? That percentage I'm looking at right there. >> As you give these monthly reports, >> yes, sir. >> Do I need to keep my eye on that percentage? >> You do. That is a great indicator. We do have July and August
045tax collections that we do have to account for and that will go on this particular budget. So you won't see that at June 30th, but we do have to account for July August tax. So you have >> this is what I need to pay attention to. >> But this is what you need to pay attention to. >> All right. >> Yeah, we have end of year adjustments and all that, but this would be a great indicator to let you know where we are. Yes, sir. >> Thank you, sir. >> Oh, I guess we need Can I get a motion to approve uh the board policy for fund balance? I move a motion to approve the board policy DC. >> Okay. Can I get a second? Are there any questions? Nobody yet. >> Okay. >> Yeah.
046>> All right. This is a this is a a kick in if we fall when we fall short. That's all this is. It doesn't doesn't I don't I don't see any reason why we shouldn't be able to approve this. Um unless we we have some corrections or something we want to add into it. Uh but if I don't have a second then uh the motion fails. Thank you Mr. Austin. >> We got one more. >> Oh yeah it is. It's this [laughter] monthly report. >> Yes sir. We talked about this all but I can officially present it if that's the pleasure of the board. >> I need to make sense. >> Go ahead. >> All right. So uh monthly report for month end November 30 2025. Mhm. >> So in our left column, general fund
047uh revenues that we've collected, the total receipts is 55%. Our total expenditures is 40% and we're 42% in the year. I do want to note that uh we did receive a good portion of our avaloran taxes in the month ending November 30th. So you see the local tax line is at 2.8 million. So we had a check for 1.9 that came at the end of November. So, we are seeing an uptick in our local sales tax in our debt service fund. Um, we saw uptick there, too. According to the Georgia Department of Revenue, we received $53,000 for the month of November. And for context, we only received about $79,000 in our splice collection. What the Georgia Department of Revenue stated is that one vendor in Twitz County um received a large sale tax collection and
048that equates to about $50 million that we expended in the county. So um we may or may not see something that large again, but our normal inflow is about $79,000 a month in our splice collection. So you do see more revenue there. this debt service fund. I want to highlight that that $58,9250 uh that is our total debt obligation for fiscal year 26 and that's $510,000 for our principal payment and the $79,250 for our interest. We have made our interest payment. It was due December the 1st. We paid that before went out on the break. So we have met our interest obligation at this time. Special revenue funds is at 31%. This is our title, our federal programs. And so what we spend out, we get back in reimbursement. So we have 31% in expenditures
049and also 31% in revenue. Our capital project funds [clears throat] going back to, you know, the revenue being more because we did receive that uptick. So about 40% 7% of that revenue went to this line and 53% went to debt services. and we have expended $294,633 in our capital projects u with $76,187 in the month fund balance. School nutrition is at 41% revenue and 31% as relates to expenditures with $88,850 at month end fund balance. Any question about the financial report? Yes, sir. Good evening, board chair Chris Carfin, Vice Chair Rouse, uh, Superintendent Dr. Bullard, uh, our board members, and to those of us that are here tonight and those that are joining us online. I'm going to give you some information tonight about the Georgia Registered Teacher Apprenticeship Program, which is a uh new
050program in the last year that is available to many rural Georgia educational agencies. Before I do that, um I'd like to share our vision with you, which is generating excellence, one team, one goal. And our mission is to inspire, challenge, and prepare all students to compete globally. And this presentation supports uh uh our strategic goals two, four, and five. A few years ago, the Office of Rural Teaching and Education came about with the Georgia Department of Education because we're finding now over the past five years, there is a shortage in the number of of teachers that we are recruiting through the traditional educational uh agencies. So the department of education decided to partner with the department of labor and we are now working with them to have a registered teaching apprenticeship program. This allows our
051current employees and future employees to be a part of an apprenticeship program while they are working and going to school. Um, we do know that from the research there are a large number of pair professionals throughout the state, especially in rural areas that would like to get their teaching degree and earn that degree. However, they find that often they have a hard time either navigating through an education program or they might find it hard um to have the financial uh capabilities of being able to go to school and work full-time. So these apprenticeships are allowing school districts like Twigs to basically recruit in our own backyards and we are actually able to start building a a pipeline to grow our own teaching our own teachers. So that is one one of the most important things
052that we are doing right now is we are beginning to grow our own teachers. Now, there's two avenues that uh individuals can go through with apprenticeships. They can either go through a pre-apprenticeship or an apprenticeship. And I'm going to share a little bit of the difference with you. Pre-apprentices include those high school students who may already be in teaching as a profession program. They may be going through some of our CTAE courses or they also may be graduates of Twigs County Schools. We are um facilitating dual enrollment opportunities. We are using some work-based learning opportunities to provide them with hands-on training in the classroom so that they can see what a day in the life of a teacher is like. and we're giving them some volunteer opportunities as well as we are providing them with
053some po with some support um so that they can transition into an apprenticeship as a paid parapro when those positions arise. Um also along with our pre-apprenticeship program um we are preparing them to go into those parapro positions and we are actually helping them find the different schools that will provide them the proper training that will support the apprenticeship. It allows them to go into these schools and have a majority of online courses while they are working during the day with us. We also help them prepare for the gase when they get ready to be a pair professional. We will provide them with some support and training and tutoring as they prepare [clears throat] to take the gase. And then our goal is to transition our pre-apprentices whether right after high school graduation or when
054positions become available into those registered apprenticeship roles which are the pair pros. So we do currently have four pre-apprentices with Twigs County Schools. We have Ryan Adams who was a 2025 graduate and he will be attending Middle Georgia State University in January majoring in elementary and special education. And he's currently working at Jeffersonville Elementary right now. And he has a mentor and I failed to mention that a minute ago. Each one of these pre-apprentices and apprentices have a mentor that works directly with them to provide them um assistance. His mentor is Miss Alicia Wear. We have Jamaiah Burns who is also a 2025 graduate of Twigs County High School. She will also be attending Middle Georgia State in January. She is currently at Central Georgia Tech and she is also going to be majoring in
055elementary and special education and her mentor is Miss Lacoana Smith who has just recently come out of a very similar program. So she's getting a different view from someone who has just recently come out of a similar program. We have two others. We have Miss Laya Thomas who is a 24 graduate of Twigs County High School and she is attending Middle Georgia State as well um focusing on elementary and special education. She is working with Miss Latoya Pearson in first grade who of course was one of our teachers of the year a few years ago. And then we have Mrs. Ms. Olivia Mlehaney, who is also a 24 Twigs County High School graduate, and she is um actually transferring from Central Georgia Tech to Middle Georgia State in January, and she is going to be
056focusing on math education. She's currently uh working with Miss Rebecca Gillis who is a recent graduate as well in the third grade, but she does plan to transition into a middle or high school position as soon as she gets a little more um uh comfortable. Uh finally, I do want to mention the difference in the pre-apprentices and the apprentices. Um, like I said, our pre-apprentices have are either current high school students or they've graduated. Now, we're going to look at our apprentices, which are basically our parapros. They are being paid and they are on the job. Um, while they are training to be teachers, they are in that classroom. They also have the structured mentoring that comes along with working in the classroom every day. They do have progressive wages, meaning they fall on our
057salary scale and they do move up with the years of experience as they go. And then we also provide them some tuition for their education. anything that the uh grant or the hope grant, the hope scholarship does not cover, we do get the funds from the state to be able to assist them with the additional cost to help them go back to school. And like I mentioned a minute ago, we do provide them with those same supportive services as they prepare to take the gase to become a certified teacher. Um, and finally, I just want to mention that we were awarded last May $86,700 over the next three years to work with a total of 10 apprentices and pre-apprentices. We do anticipate that we will be able to add more to this number as these
058apprenticeships are growing. Um we are finding out that there is more and more funding coming from the federal government and state government around apprenticeships because this is such a a a major um it's having such a major impact in a lot of our rural communities. And um we are actually currently working on another grant that is sponsored through the technical college system of Georgia that will also provide us with some additional funding to help support these apprentices and pre-apprentices as they begin their coursework in education. Um we do uh have a few requirements for our registered apprentices. They must at least be halfime. Ours are all full-time as a parapro. They must make a minimum of $12 per hour and they are on our parapro scale. A starting pair pro with Twigs County makes approximately
059$14 per hour and they must be working on that degree um in a Georgia Professional Standards Commission approved um education program, meaning they must be in a program within the state of Georgia that the PSC approves as an education program. Um, we do like for them to be in an online program if possible, but I will tell you that most of these programs now we've we're working with the different universities and they are really working with the state as well to make sure that a lot of these programs are online. Um, all of the requirements in these programs are job embedded so that they're able to do this in the classroom. And then there are competencies that they will be required to progress through as they go through the program that their mentors will be
060working with them on. Um, and then if you notice down at the bottom, they can actually transition to a teacher of record after they have gotten 75 credit hours in this program and they've completed 75% of the competencies. Um, and I'll actually mention those in a few minutes. Um, and if you'll turn on over, you'll see that we do have four apprentices right now. Um, we have Robin Harris who is currently a parapro in one of our special ed classrooms and she is at Middle Georgia State and she is majoring in special ed and her mentor is Mrs. Shawanda Stevens. We have Miss Miranda Faulk who is currently teaching social studies and she is one of these apprentices that had the hours that was able to transition into the classroom as a teacher because of
061the number of hours that she had. And her mentor is Mr. Antonio Ingram. And then we have Miss Dominique Bullard who also was able to transition into the classroom because of the number of hours that she had. and she is working in our special education department and her mentor is Miss Caitlyn Austin. And then finally, we have Mr. Daryl Hill who will be going to Gordon College majoring in special education and his mentor is Miss Erica Williams. There any questions or comments for me? I have one >> question sounds really great. Sounds really good with everything that you're talking about. I guess uh just coming in right behind Austin and everything. So I >> sure >> uh which is understand that we anticipate other grants but how much we anticipate it's going to cost our
062budget? >> It's not it doesn't cost us anything out of our general fund. Um the only thing that it costs us out of our general fund is when we actually hire them as pair pros and they would be within our aotments. And so the salaries that they would make as parapros/apprentices, that would be the only thing that would actually come out of our quote unquote pocket. Any other funds that we use as far as helping them with education, um even getting books, things of that nature come through this grant. >> When do we anticipate those other tal I'm hoping to know about the grant through the technical college within the next month and then um at the end of the year as the state begins looking at more and more of these apprenticeships. Um I
063will get an update towards the spring, March, April as to if we would get more funding and get the opportunity to have more uh apprentices. Right now I know we have enough for 10 for the next three years. Um but uh when I go and talk to that the office of rural education they have indicated to us every time we have a meeting that they do anticipate that to grow because of the shortage that we're having coming out of our traditional programs. >> Yeah. My question is uh the 89,000 that you was talking about, right? And for 10 for the next how many years? You say >> Three years. >> And how did you say that would be spent as far as >> we distribute it evenly amongst the group that we have. We're able
064to assist them with tuition. Um we uh we will assist them with up to $1,500 a semester with tuition. Of course, we do ask that um any hope grants, any scholarships, those are put towards the tuition first and then we will assist them with $1,500 per semester. Okay. Um also, they are able to get some professional development. For example, if they want to go to a training class, we have a certain amount set aside in the budget to be able to send them for training to help them with professional development. And then we off also have some set aside to be able to provide them with um reimbursement for mileage when they do go back and forth to school if they have to go to the campus. >> Okay. First, I want to say I
065think this is a great program, but my concern also is uh with the ones that we already have in the apprenticeship program. Uh did they start off as uh parap proof professionals or did did they start off as teacher? Because I heard you say uh that the sal uh the pay should be $14 an hour. So, did we start these before we have with $14 an hour? >> Some of them were already some of them already pair professionals in the district. >> Okay. And so they're they're paid based on the number of years of experience that we ha that they have. We opened this opportunity up to all of our pair professionals that were looking to go into or to go into educ education and get their four-year degree. And it is still open to
066anybody that's interested in doing that. Um, but we start them if they're brand new, they would start at that $14 an hour, which would be the initial that that initial salary on the pair pro salary scale. Um this the $12 number is the number that the state provided when they set up the grant um based on different counties and what their parapro salary scales were. But the ones that we have um with us, for example, two of ours um have already had experience as parapros and so we left them where they were on the salary scale based on their years of experience. We also have two that have moved into teaching roles because of the number of hours and credits they have completed. And so because they're able to move into an actual teaching role
067and become a teacher of record, then they are able to be paid on what we call a provisional certificate um for a teacher, which is different than a full 4-year teaching certificate. >> Okay. But as far as the like I said, you coming up behind Mr. Austin and >> Sure. >> and I'm I'm I'm all about this money thing. So if you telling me that when we started a couple of them, you say two of them, they started off uh till they got the hours where they getting paid $14. Uh we hire them as a teacher salary. >> When they came in, they had enough hours in the university system to be able to come in as a teacher of record. if they have over 75 semester hours. We have a waiver uh with the
068state that if we have individuals that want to be teachers and they have enough hours, if they have over that 75hour mark, they are able to come in and be a teacher of record per state guidelines. And so we are able to bring them in as that teacher because basically after 75 hours all they have left is student teaching. Okay. So they can come in as a teacher of record and they are put on a provisional salary scale which is more than a parapro but less than a teacher with a full 4-year certification. So they can come in. That's how we would bring them in because they are the teacher of record and have more responsibilities as a teacher of record. >> Does that make sense? >> Well, h but how do that affect our
069uh QBE sheet as far as if you got a teacher records then you got you got two teachers in the room because you said they still getting training. >> So we we got two teachers in the classroom. If >> we got two that we we got two that we're paying benefits for >> and two of them making just say maybe 40,000 each 80,000 then we are $120,000 for one classroom. >> If they have over 75 hours and they are the teacher of record then they are the only teacher in the classroom. >> Are you sure of that though? Have you been around to make sure of that? >> Yes, they are the only teacher of record in the classroom. Now, can you go on record saying that now that that's there's nobody in the class
070but >> with the with these apprentice but the one them >> for two of our for two of our apprentices that are teacher of record. Okay. One of them is at the middle school >> and they are teaching. They have a mentor that will come in and work with them but they are the only teacher of record in the classroom. The other teacher is in a special ed department, which would be a co-teer. And a co-teer goes in and works with another teacher in the classroom with smaller groups and smaller settings based on what the students need and based on what the student the special ed students need. So you would have a co-teer that would go in and work with other students in a classroom with another teacher, but it would be an aotment
071that we already have. It's not an additional we're not adding an additional teacher than what we've already been allotted. Does that make sense? It >> I know what you're saying, but it don't make sense to me that if the state allotted, say if the state allotted us 35 teachers And we got 42 teachers. Well, we got to pay for that somewhere, right? >> We're not going to give no extra. >> We're not we're not we are not hiring more than the allotted allotments that we have >> since when >> we have we have the same number of teachers that we have aotments for. >> That's what we have now. >> Okay. >> So, how many is that? We have a total and I don't I don't have it in front of me, Mr. Rouse, but
072we have a total of about 42 teachers, I think, total on our a lotment. I can go back and look. Mr. Austin, do you have that sheet? >> Okay. I don't have it in front of me, but I do believe we have about a total of 42 teachers, but any teacher that we have in a classroom is going to be within our a lotment. >> Okay. So for all the payer professionals that's coming out local funds then right? >> Um yes I think we do have a few that may be paid out of title one or federal funds but a majority of of our parapros that we do have would be uh paid out of um our general and local funds. But any any classroom that has a parapro in that classroom would the guidelines
073would have been set up that they for example um our kindergarten classrooms they each have a parapro. Okay. Our prek classrooms they each have a parapro. Those are state and federal guidelines that we follow. um our special ed classrooms um they have parapros based on federal guidelines that we have to follow to have parapros in those classrooms. So we don't have additional parapros that we are paying just to have them in this program. Does that make sense? >> It sound good. >> Okay. >> Miss King, did you have a question? >> I did. I wanted to know what date did you um have the approval of this apprenticeship? >> It was last April, the end of April uh 1st of May. I believe it was April the 21st. >> April 20, April >> of 2025.
074And then we started advertising it then and sent the information out and uh gave every pair pro the opportunity if they were interested to come and talk with me. I talk with them one on- one, help them find the program if they're interested in doing it and um we get them set up so that they can be a part of the program. And we opened it up to our current pair pros first. You know, we want to be able to support them before we ever bring any new people in. Are there any other questions? >> Thank you, Mrs. >> Thank you, >> Miss Re. >> Good evening, board chair Karst Starfin, Vice Chair Rouse, board members, Superintendent Dr. M. Bullard, and our stakeholders. Uh this evening I'm presenting on our CCPI public data release. This
075is a large amount of data that come out came out all at one time. I want to make sure that we understand what the data represents. So please be bear with me through this report. Um, it aligns with our vision generating excellence, one team, one goal in our mission to inspire, challenge and prepare all students to compete globally. It also aligns with our strategic plan goals. One, learning and wellness for all. Two, excellence ahead, academics, facilities, and opportunities. I've placed um before you three documents, and that's that's for later in the presentation. So when I reference those, you'll know what they are. This CCRPI report, CCRPI is college and career ready performance index. The data is located on the Georgia Department of Education website. I've provided you with the link. You can see all schools
076across the state, not just Twigs County schools. To locate the data for Twigs County schools, you put in the Twigs County zip code 31044 and it will bring you to all of the Twigs County public schools data. You can drill down to each individual schools. If you um can't put in the link or if the link doesn't work for you, then just Google it. Google CCRPI and it'll take you right to it. This is what the page what the document looks like when you get here. You see up at the top you select the year so you can go back and see previous years. Um this is for the 2025 CCPI report. This is reporting on last year's data which you have already seen the milestone data and we've talked about what our strengths were
077and areas we needed to improve on the milestone data previously this year. This page also shows you what our number of students are, number of schools, uh whether or not we're title one schools. Um also on that same page, you'll see the district demographics. And then at the bottom of that page, you'll see the three schools and a summary of the data. And then the rest of this presentation is going to break this data down for you. The first set of data that you will see is CCPI content mastery. This is what was presented to you when we talked about our milestone scores. It addresses whether students are achieving at the level necessary to be prepared for the next grade for college or career. This includes achievement scores for English language arts, mathematics, science, and
078social studies on the Georgia Milestones and the Georgia alternate assessment 2.0. U many times you hear that referred to as the GAA test. CCPI content mastery for JEES. This is what the report is showing for us. 46.8% of our students um achieve the mastery level that they were referencing in the CCRPI, which is down. Um you'll see the down arrow. And then next to the down arrow in the small print, that's how it shows up on the report. It tells you what how far down it went. It went down by 6.1 percentage points. And then you'll see in the next line it compares us to the state. And then at the bottom you'll see that it is broken down by the English language arts scores which is going to be our third, fourth and fifth
079graders. Mathematics scores are our third, fourth, and fifth graders. And science is our fifth graders. You also see the participation rate because some of our data is based on a participation rate. We're required to have a 95% participation rate. If we don't have a 95% participation rate, the scores are penalized as a result of that. But you'll see here we had 100% for ELA, 100% for math, and 96% for science. Then you see Twigs County Middle School's content mastery, 43.5. It was uh a rise in that score from last year of 3.1 percentage points compared to the state score. You see again it is broken down by ELA and math both of which rose and then science and social studies declined from last school year to this from the previous school year to last school
080year. Content mastery for the high school is 43.5. It increased by 23.4 4 percentage points compared to the state. You'll see what the state score is. You see our American literature increased by 30.54 percentage points. Algebra 1 increased by 28.46 percentage points. Biology increased by 17.15 and US history by 17.33. And we are going to return to this data at the end of this report. CCRPI progress. What is progress? Progress measures how much growth students demonstrate in English language arts and mathematics as well as how English learners are progressing towards English language proficiency. The English language arts and mathematics indicators utilize student growth percentiles, that's the SGPS, to measure how much growth students demonstrated relative to academically similar students. That's important because this is where you're comparing apples to apples. They're looking at students who
081are like them, students who are at the same started at the same levels as them. You're not comparing a student who struggles to a student who is gifted. So you are um comparing apples to apples with these students. uh they are compared to like I said academically similar students on the Georgia milestones and the categorical growth for students on the GAA English language proficiency proficiency measures whether students are improving within a performance band or moving up compared to another into another performance band and these are our English language learners is what this is referencing you will see throughout this report when we're talking about our English language learners. If you if a district uh when the data is disagregated has fewer than 15 students in any particular category, it shows up as too few students.
082So, it does not report the data if it falls below 15. We have um two at the elementary school and one in the middle school. So, of course, we have too few students for any data to be reported on this report. CCPI progress for JEES was 70. It has declined by 2.8 percentage points. You see the state score. You see English language arts at 70.67 in mathematics. And again you see too few students for our um English language learners and their proficiency. That doesn't mean they did not improve. It means they will not report it in this report. Uh Twigs County Middle School has increased by 11.4 percentage points to 81.4 as compared to the state. They're very closely compared to the state. You see English language arts improved and our mathematics scores both improved.
083We It says none reported not applicable for the middle school because last year we had no English language learners in the middle school who were taking the access test. CCPI progress for Twigs County High School. This is an increase of 11.7 percentile points from last year from the year before last year. I need to be careful how I say that data so you understand what year we're talking about. Um you see the state score you see English language arts does not have a score reported because it's the first time that data was reported. It's so you don't see whether it increased from the previous year. Mathematics increased by 25.77 percentile points and again it says too few students because we did have high school but less than 15 English language learners in that year. And
084then we go to CCPI closing gaps. Closing gaps sets the expectation that all students and all student subgroups make improvements in achievement rates. This component is based on CCRPI improvement targets for academic achievement which are represented by improvement flags and it provides an opportunity for schools to demonstrate the progress made in improving student performance among all student groups. You see below that a chart. If no improvement was made, zero improvement or they went backwards, it is weighted at zero and the flag is represented at red and we'll discuss this in just a moment. The next uh category is improvement in performance but did not meet the 3% target. So they could have improved by 1%, they could have improved by two, could have improved by 2.7, but if they did not meet the three, then
085they get a yellow flag and they get half of a point. If they uh met the target, which is set as a 3% target by the state, this is not necessarily three percentage points. So we're not expecting them to go from 25 to 28. It is based on a formula that gets them at 3% 3% and they set the target. The state sets the target and you can go on the website to see it because it's different in every category. 3% target me met means you get a green flag and it's multiplied by one. And then the 3% target for economically dis disadvantaged English language learners and students with disabilities. Those three categories only they would get a green flag with a gold star in the middle of it and they would get one and
086a half points. This is important for Twigs County. Twigs County is a C district. So our free and reduced lunch, we are a community eligible program, free and reduced lunch program. So all of our students receive free lunch. So because of that, 100% of our students are considered economically disadvantaged. That's important because our students are going to fall in two categories that you see here. So, we can get credit in the um first set of categories and we can get credit in this last set of categories for our economically disadvantaged students, which is all of our students. So, let's see how that breaks down. And that's where you're going to need the new papers that I gave to you. This is what is up on the screen is these news new papers. What you had
087before you did not have this calculation at the bottom of it. We felt like that was important for you to see. All right. You see on the closing gaps for JEES, the score is a 7.7. Where does that 7.7 come from? According to what you saw in that gra graphic on the previous page, and on this one, I put it down at the bottom of the page for you. You see that for every red flag, we receive zero points. So I put on the calculation 12 red flags time 0 equals 0. Then for the yellow flags you get a half point. There are no yellow flags. So no half points given. For 3% target met green flags we have one green flag. You get one point. So one green flag times 1 equals 1. Then
088you add the number of um flags. So 12 + 1 is 13 flags. Then you add the number of points. 0 + 1 is 1. You take the number of points divided by the number of flags. So 1 divided by 13 gives us 0769. Multiply that by 100 to get to our percentage and it is 7.7. Do you see where that came from? So, when we're looking at, if you see the categories that are listed there, we're going to get points for all students if we were to get points. In this situation, we did not. And we would get points for economically disadvantaged. We get double the points because all of our students are economically disadvantaged if we're getting points. So, that's important for Twigs County. So, let's go to Twe County Middle School. Here's
089another way to look at this one. This again, we have six green flags time I mean six red flags, I'm sorry, time 0 equals 0. One yellow flag time 1/2 equals 12. Five green flags times 1 = 5. two green flags with yellow stars um times 1 and a half equals three. I add the points up to 8.5. I add the number of flags up to 14. 8.5 divided by 14 is6071 and that comes out to a score of 60.7. And then finally we get to our high school, Twigs County High School. Twigs County High School has 10 green flags. One point for every flag, 10 points. Four green flags with yellow stars. And you see how m that how that multiplies with the economically disadvantaged in every category. So if we get it in
090one, we're going to double it when we get to the other side. Um so four * 1 and a half equals six. So 16 points divided by 14 comes out to 1.4. The maximum you can get is 100. That would take you to over 100. So they have to round down to get to 100. So their score is 100. So that's amazing for Twigs County High School. They have a 100. Where we have to be careful is the only way you can go is down. No m even if we got all green flags with yellow stars, you know, we're it's not going to get any higher than 100. Last year, Twigs County Middle School was 100. So, it's easy to drop down to the next to, you know, to lose some points, but we can't
091gain any more than 100. So, that's great for Twigs County High School, but next year we have to maintain. We can't go up, but we want to maintain. I hope that makes sense to you. The next category for CCRPI is readiness. Readiness measures whether students are participating in activities preparing them for and demonstrating readiness for the next level, college or career. The indicators for elementary and middle schools include at or above grade level reading, student attendance, and beyond the core. High school indicators in include at or above grade level reading, student attendance, accelerated enrollment, which is like dual enrollment or AP courses or IB courses, pathway completers, and college and career readiness. So CCPI readiness for Jeffersonville Elementary was 80.1. It's an increase of 4.2 2 from last year compared to you see the state
092and this is where you can see where that score is coming from the students who are reading at or above grade level. You see where we are with that student attendance. You see we rose and this is something we've really been working on and we've reported to you multiple times on student attendance. This is where that really matters as far as data goes. And then beyond the core, 100% of the students at Jeffersonville Elementary are enrolled in a Beyond the Core course and passing that course. You have to be enrolled and pass in order for us to get the points for that. readiness for Twigs County Middle School, an increase over last year, an increase for at or above grade level reading, an increase again for student attendance that has improved and it's slightly dropped
093for beyond the core. Again, they have to be enrolled in the course has to be offered, they have to be enrolled, and they have to be passing readiness for Twe County High School. That's an increase of 15.2 2 percentage points from last year, an increase of 33.85 percentage points for at or above grade level reading. That's important for something later. Student attendance increase by 18.04 percentage points. So, we're really working in that area. Um, accelerated enrollment, those students who are in those um classes. Then we have pathway completers which is down slightly from last year. And then college and career readiness um is up slightly from last year. And then for the high school we also have graduation rate and we already had an extensive presentation on graduation rate. So we've also previously discussed our
094school and district improvement plans and you have a copy of all three all four of those. Um they are located in the clip. those uh school improvement plans and the district improvement plan. They were presented earlier this year. We are diligently working on our action steps at the district level and at the school level to improve those items that showed that they needed improvement. But what I wanted to go back and address are our 2425 leaders awards. Twigs County High School will be awarded the 2425 literacy leader award because the American literature and composition course milestone had 50 to 70% of its students reading at or above grade level and had a 10point or higher increase in scores. That's amazing. So, [applause] Superintendent Woods will be here to present that award to them in the
095near future. Then Tweights County High School will also be awarded the 2425 math leader award because the algebra concepts and connections course milestone had 50 to 70% of students scoring proficient or above and had a 10point or higher increase in scores. Also, they will be presented soon. [applause] Oh, that was a lot. Are there any questions? >> [laughter] >> You're welcome. Um, well, that concludes our uh regular session. At this time, we're going to move into executive session. Can I get a motion to move into executive session? >> Can I get a Okay, the motion's been properly made by Mr. Butler and second by Miss Blackshere. Are there any questions, comments? All in favor, raise your hand. Okay. The motion passes unanimously. Thank you. >> [music] [music] >> Heat. Heat. [music] Heat. [music] Heat. >>
096[music] >> Heat. Heat. >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> Heat. [music] Hey, Heat. >> [music] [music] >> Heat. Heat. [music] Heat. Heat. [music] >> [music] [music] >> Hey. >> [music] [music] >> Hey, [music] hey, hey. >> [music] [music] >> Heat. Heat. >> [music] [music] >> Hey, hey, hey. [music] >> [music] [music] >> to the >> [music] [music] >> Heat. Heat. [music] Heat. Heat. [music] [music] Heat. Heat. [music] >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> Hey, [music] hey, [music] >> [music] [music] >> Heat. Heat. Heat. Heat. N. [music] [music] >> [music] [music] >> Heat. Heat. [music] Heat. Heat. [music] Heat. Heat. >> [music] [music] >> Heat. Heat. [music] >> [music] >> Heat. [music] Heat. >> [music] >> Heat. Heat. [music] >> [music] [music] >> Heat. Heat. [music]
097Heat. [music] Heat. >> [music] [music] >> Heat. Heat. [music] [music] Heat. Heat. [music] >> [music] [music] >> Heat. Heat. [music] >> [music] [music] >> Heat. Hey, heat. Hey, heat. >> [music] [music] >> Hey, [music] hey, hey. >> [music] [music] >> Heat. [music] Heat. [music] me. [music] [music] Nat. [music] >> [music] [music] >> Heat. [music] Hey, heat. Hey, heat. >> [music] >> Barack [music] juicy bar. >> [music] [music] >> Oh, hey. Heat. Heat. [music] >> [music] [music] >> Heat. Heat. >> [music] [music] >> Hey, [music] hey, hey. >> [music] [music] >> Heat. [music] Heat. >> [music] [music] >> Can I get a motion to return from executive session? So move >> second. >> Okay. The motion has been properly made by Miss Black Shear and second by uh Miss King. Uh any questions? All in favor
098raise your hand. Okay. The motion passes unanimously. At this time, can I get a motion to accept the uh security updates? >> I'll make that motion. Can I get a second? >> Second. >> Okay. The motion has been properly made by Mr. Rouse and a second by Mr. Butler. Are there any questions? >> Okay. All in favor raise your hand. The motion passes unanimously. Was there anything else? We had to do nothing else. >> No, sir. >> Okay. Uh, now can I get a motion to adjurnn? >> So moved. >> Can I get a second? >> Second. >> Okay. The motion has been properly made by Miss King and second by Miss Black Shear. This meeting is now. Oh, nope. All in favor, raise your hand. [laughter] >> Okay. Motion pass unanimously. This man is
099a journey. Y'all just [laughter]