Yeah. Alright. And then we wanna please stand for education. Miss, Bella, go ahead. Dear god, please give us the remind us that you are with us and we are stronger together. Fill our hearts with peace, hope, and love so we can be a light to those around us. Amen. Amen. Pledge allegiance to the flag of The United States Of America and to the republic
Thank you. Thank you, Bowen. Alright. We will call this meeting to order. Are there any additions or revisions to the agenda? Affirmative addition under personnel 3.13, non certified employee resignation, Laurie Thomas. It's under resignation from the middle school. This subject. Thank you. Item 2.3, public comment. There's none. And then 2.4, consent agenda. That's all there blue sky for you to review. It does require board action to approve. I move that we approve the consent agenda. Motion made by Travis. Second. I heard Sam first.
A second made by Sam. All those in favor signify by saying aye. Aye. All those opposed? Motion carries six zero. Superintendent support. Okay. Under 3.1 personnel, there is, four items. Let's let's go back. Under three one three, Tom Buckle has submitted, her notice of retirement effect at the end of the calendar year, so December 31, as the elementary secretary treasurer. And as I've referenced earlier, miss Thomas is, noticed I've given her notice of resignation as the middle school secretary.
And then under three one six, two items, Lee Hoffman, this is a recommendation to hire as the high school head softball coach. And then, Vanessa Damon Young, a recommendation to hire as a high school long term wrestling coach. Happy to answer questions about any of those four items as would be appropriate for this setting. I'll move to approve. Second. Second made by Wilson. All those in favor signify by saying aye. Aye. All those opposed? Motion carries six zero.
Okay. Next up, under donations, there is, one donation in an amount of $400 to the Triton Central Archery Program from Midwest Mole to be used for Target sponsors. I would recommend that we ratiastly accept the $400 donation for Target sponsorship. I move to accept the donation. I second. Motion made by Shay to approve. Seconded by Karen. All those in favor signify by saying aye. Aye. All those opposed? Motion carries six zero. Under 3.3, there are two items. They're attachments and separate attachments, on blue sky.
This is the annual trip to the Kalahari Classic by the high school robotics team and also the middle school robotics team. It's both out of state overnight, so it requires, board approval prior to them going. We've done this each year for, oh gosh, seven Seven, eight years, I think. So, again, out of state overnight. It does require action from the board for the kids to go. So moved. Motion made by Sam to approve. Second. Seconded by Travis. All those in favor signify by saying aye.
Aye. All those opposed? Motion carries six zero. 3.4 is an information item only. It doesn't require board approval. And this is off the wall. Feel free to add in detail here. But as you guys know, we're creating or starting this year for the first time in the left Grand Prix Go Kart team. They have made a request to establish an ECA account at the at the at the for for the program. It's an information thing just so you guys know there will be money that we raise from sponsorships, all sponsors for early archery that will flow in and out of
that account. Is there any detail you want to add? We do the ECA because it's at the school level. If they collect, fees from students, it's for students, fundraisers, it stays at the school level. They have more flexibility to spend. We also have corporate level that we've received, hoping to receive bigger dollar amount donations and, we've already had An auction. An auction. So they to get them started. So this way we have both of them.
We kind of, keep the school level so they can, have more flexibility to get the items down there. So. Who's that sponsor? Who's the sponsor? Yeah. We we haven't had a sponsor either. There's not? Okay. Okay. So if you remember there, we took an auctioned off the old pump Right. And diesel engine from the football stadium when it was a natural grass field. And we took the money from the auction to forward front the race team and then used the building that the pump was in and converted it into the garage.
Yeah. Tell me Those monies were receiving in the corporate level. Yeah. Tell us, Wade is the one that Okay. Doing all the research and buying all the equipment. So similar to what robotics has done, archery has done, you know, the kids will go out and they'll do the ask and the show and tell. Right? It's the soft skills that come to our schools and do anything like that. So if we had I'll just pick say, Realty. Realty were to make a donation, right? Likely we'd receive that in the corporate level, into the corporate account. Kids pay a fee, etcetera.
That likely would go to the billing level, some small dollar like that. And we will go do the ask what we have for robotics and archery. It's a good experience for the kids to learn how to do that. And what's the difference in the accounts? Like, for the ones that are enrolled with the school, are you saying that that sponsor has access to write checks or whatever to pay for things? No. It still goes through the same process of getting approved by mister Chandler. Okay. And they do a quote, and they can do it. And it's not like they wanna get shirts, which you know they will.
This this is something that they can do at that level. At our level with the sale of that, diesel machine, we got the, helmet gloves, the cart, the actual, go kart. But anyway, so those figure items. But for the kids, you know, they might wanna do meals if they're gonna be here. So anybody can donate at the ECA level to help with the kids. So does that help? I mean, we try to help them out. So it's an information item.
Just so you all know, there's an ECA account and how it's going well for you. Other questions about the ECA account that you're gonna agree? Okay. 3.5 is an academic report. I'm gonna, turn the floor over to mister Thompson and missus Hill. They're gonna go through some I learned and I read three data. Which one of you is up first? Other than me. Okay. Four is yours. You tell me when to advance the slide, I'll be happy to do so. Good. So the the fall was always kinda boring because this is kinda like, here's where we're at and then instead of the spring was more fun because we could see how much we're growing and what we're doing and stuff. So just real quick, we're gonna go through, what these are again real quick.
So we have in the next slide there, there's some labels on your course. Is that the RMA exam is something that we do here locally and we do that three times a year. We do literally the most school. We do the first week of school. We do it around Christmas time and then we do it a month before the iLearn test. And the reason we do that is because we get data back instantly here locally and then we can use that data to determine what we need to do to educate our kids properly for where they're at. This program also, since it's the local assessment and it's a form that one, it gives us information, actually creates a pathway. So if your kids bring them that path, pathway and then we work on those
pathways throughout the year as well. And it's at their instructional level. So it's really nice. So if you have a kiddo that's, you know, two or more regular below that which goes there. If you have a kiddo who's advanced, two or three more levels ahead, it's also their pathways designed for that as well. It does cap out, in their eighth grade year. Yeah. I learned, it's a summative assessment. That means it's at the end. So we call that the autopsy. Right? That's how how do we do? You know? So it's all over. We can't do anything about it. It is what it is. And so, this one gives us data so we can work on it throughout the year. That one we take in the spring time, usually April, May time frame.
And then we, tells us how we did throughout the school year. So this is a report that we get, from the I Ready program and gives us this is it gives me like a 30,000 foot unit drill all the way down to like a student level like I was talking about a little bit ago. And so this is one of the reports we get, and it tells us how we're doing in different areas and how the kiddos are doing. So, the dark green here means they're above grade level. The green means they're right off the queue. The yellow means that they're it can mean different things throughout the year, and I'll just a minute. And then the red means that they're behind and then the darker red means they're further behind. And so if we go to the next slide.
It is an adaptive test. That's what I was talking about earlier. So a student can be behind grade level and so the questions that he doesn't got the diagnostic defines out where they're at and does that. And it means they can also be above grade level. And this is, made out data here so this is actually from their website. So we don't have any, student record information here. But you can see how it gives us different categories for the different, parts of the math that it has here on this one. The next one. It gives us how to visualize instruction we're talking about. So just real quick, if you see these reports come home, this tells us to
do. This is if they have a typical growth per their peer group, for their age range. And then the green line is actually they've done a really good job figuring out, like, what it's gonna take for the students to pass the I learned test. And so that green line there is what that's where we're gonna get them to if they're gonna pass that. And then if they have us to the also give them a stretch growth goal, and that's the dotted line. So that means we can get them to go above and beyond and grow them even more. We can do that. The important piece about that dotted line that I really like is that the data from my ready says that if a student is behind, so those red and dark reds that we're talking about, if we can get them to hit the stress group
twice, it'll catch them up to that green line. And so we we try to get our kiddos who are behind. And even the ones who are above, actually, the ones who are above, they are actually are more self motivated to hit that down line, than the kiddos who are behind sometimes. And so, so that's a report you see come on. So, this is actual data from the 2526 school year for the middle school. We took out here four zero three students enrolled that took the test. 400 of them 400 of them took the test. And so you can see how we did here. And so what I was talking about a little ago, that yellow can be misleading because we literally took this the first week of school.
So, like, we came in the first day, we told them how to behave in school, then we started testing that next week. And so, right right on the back. So this yellow here that says one grade level or behind, technically, they're testing as a sixth grade, but they're been educated up to fifth grade. Right? So this yellow can be a little bit misleading right off the bat here. So if you look at this, you'd be, oh my goodness. Middle school is way behind. That's not necessarily true. We would actually expect them to be kind of in here if they're on to our instructional level. And these tails here are kind of those more advanced students as well. And so we take this as kind of our benchmark to see where we're how
we're doing. And so when we take this test again here come December, we'll pull this data back out. We're like, hey. How are we doing? We move those kudos out of yellow towards the green, then we know some of those red up into yellow, and we'll look at some of those pieces. Next slide. And so this breaks now by the grade level force, so we can see each cohort is a little different. We'll talk about that one with the dialer test a little bit later. But it breaks it down. We have 8% of our students in fifth grade, eleven, nine, and nine that are already above, where they're supposed to be so that they would be that advanced category. And then you can see we have our work cut out for us down here
in different grades and how the different cohorts kinda line up. One of the pieces that we find interesting is that this this darker red seems to grow more as we move up because that kiddos have more of a chance to be two or three more levels behind. Right? So if you take a third grade student, they're taking a test, you know, less likely to be two two more greater than behind than the eighth grade student. Right? And so so sometimes, you gotta look at this student. Man, we're we're falling behind. Well, no. This is the chance of them having that as more. And so, that can be part of that too. So lots of things to take into consideration data.
It tells lots of stories, but it's neutral and we use it to help us. So the next slide here. Will be our ELA. So again, you can see how we're doing. I have 38% of our kiddos kind of above. 27% right on queue where we should be. You know, because I think those are the first week of school and we have some kiddos that are a little bit behind that we have to focus on. I'll tell you how we do that in just a little bit. One. And it breaks it down by grade levels. So just a quick visual representation, you can see how we're doing in the ELA and and the work that the elementary has been doing to help us out there for the last few years and through initiatives. Then we get the autopsy here, the iron lung test. So how did we do last year? Click the next slide here. So this is core data. We have it all the way back to, I think, 1819 that we've been tracking.
So one of the things that we like to look at through here is if you go diagonal down through the graph, you can see how the the cohort does right now. You still gotta be careful. Some of that in a small district like us. You know, a 100 students, we can have a fluctuation of 20 students here and there. Right? So, like, we may get 20 in and 20 go out. So it's not necessarily apples to apples sometimes because sometimes the to use a bad analogy, that apple card changes. Right? And so, but also we look for those trends. And so, just real quick going through the math data here. Starting in fifth grade here, we were 1% off the state average.
And so we had a new, addition to our team last year. And so, moving around there that we did. And so we felt pretty excited about that. We typically see a a fall off in that transition, and that's that's a human behavior. It's not just our school that we see that. It's not a a local problem. And then we actually see another transition, usually in the seventh grade, and we'll talk about that a little bit too. We're 5% above in sixth grade. We're, with that six percent above there. The one I'm super excited about, as you can see, there's this trending red all the way through for eighth grade.
We moved miss Tollinson from sixth grade to eighth grade last year, and she caught that gap up for us, you know, with that cohort of kiddos. And so we're really excited about that move and all the hard work that she did, to get us, on par with the state average there in math. And so another big difference that we have is when we start talking about that transition between here. So if you look at the trend here, you said, well, this gets to 62, percent here than another 42%. Yes. We also go down the amount of instruction time we get to because down like the classes that goes through Texas. They're going they're going from typically, last year, it was one hundred and two minutes,
I think. We'll have math every single day down to fifty more minutes. And so we we see that. We've talked locally about that something that we need to be able to do for the pathways of high school. We want kids to have experiences and see those things. And so, yeah, we do see that fall off there. You're also talking about standards and getting higher as well. You know, how they balance more standards in those other ones. So super excited about how our math data turned out last year. We'll go over here to some different reports. These are almost common cold this year because they keep changing things on us. So, like, what we like to do is, like, this will be 24. How do we deal on these these different, performance indicators to see what we're already
doing. Are we staying on on track with what we're doing? Is it what we're doing working? That's kinda what these tables show us with us. Again, you gotta be careful because now you have two different cohorts you're testing. And so sometimes, orange there. So, if you go over, to the next one. This is seventh grade. So, again, very similar. Different cohorts again. We can see our are we we moving to the x's? We did pretty good on this one. You know, we're focusing here. We kinda looks like maybe we jot off a little bit that one. Again, there's lots of reasons that could be for some of that because the next one you'll see in my regards here.
And so this is our data quality which starts over here. So how we did, how they stayed average, turned out there. Starting in fifth grade, we were 8% above. Now we're actually 4% below in sixth grade for ELA. And then we're six above and then seven above. And so, again, trending through there. The only data in this group here that struggled a little bit. So if you look down, they're red here, red here. We got them a little bit above here and then they're back there. So, again, you can track those course through that like that. So, how are they doing, and how are how are we doing?
So the next one I'll show you, again, a similar standard one that the reason I was kinda chuckling a minute ago is that the state last year decided not to assess any of the writing. They assessed it, but then they didn't score. I guess that's a better way to say it. So if you look here, here's how we on some of the writing standards. If you look here, they didn't give us any scores back last year. They're changing the writing standards, and so they're they're, in essence, calculating what they're going to do for this year's assessment. So any of the information we got from writing last year didn't didn't help us, and then give us any information back. So you'll see the same same thing on the next slide, the seventh grade.
And we didn't assess those pieces. And so, how we did we we really don't know what we did if our initial work went out with that. So the next slide So the next slide then. So so a lot now that you have this data. Well, one of the things we're gonna do is continue to focus on the attendance of students. You know, the students aren't there. We're not teaching them. It's really hard for them to grow. And so the state had a big question that we've had an issue as well. So we're doing lots of things. We're making phone calls by by 9AM. Hey, where's your kiddo at? They don't show up to school this year. Mr. Timble, I'm working with our meeting with parents and trying to get students to actually be at school. Some situations, it's working well.
In some situations, it's still a struggle. And so but that's really one of our main focuses this year is, get students there. We didn't even utilize those island checkpoints, so we're given that as well. The senior could talk about the data's a little bit better this year. She's here with us tonight. We talked about this. They're doing a separate spreadsheet into our reports. They're just not quite there yet. We're hoping that they continue to speak those and make those a little better. But so we are able to get some more data out of those this year than we were able to get the first year that they did them. So we're glad that we saw those. We're still getting our local assessments with our teachers give those and then that I Ready diagnostic that I talked about.
So we're using all that data to try to get a true picture of each kiddo and how we can help them. And then so we take that true picture of them, and we have our MTSS, our IT intervention or enrichment. So again, the students that are green, green, we still want to them to grow. Our historically, our district's been really good at having high achieving students, but they have low growth. They're just really good students and I say good students, but they don't we don't grow them. So that's what we talk about with enrichment. We still wanna grow those students there. And then MTSS is what we call it in fitness of those high school students
students to come over and help our kiddos, with this those those interventions. We have mister Roberts who pushes in. We have, miss Davis who pushes in. We're looking at what is a better way of doing that as a pushing in the classrooms. We also have two teachers that will pull kiddos out and work with them, in their classrooms too. So which is more effective, with that. So that's one of the pro the looking at those programs, but I'll see which one's more effective. And then looking at that to use a very, very, popular phrases from point to
point. It's almost like a pandemic that we have. Like, they don't do it. They won't turn it in or, you know, those type of things. So we're we need them to come to school, that first initiative, and then we actually need them to show us what they have. Right? So them actually trying to get in as a piece of stuff. So we've been working on have lots of meetings, with with fans, trying to get them to, do these things. We have learned, our homework out this year and making even a one stop shop for our parents to go and see what what are they doing in the classroom, having to get the start to help those students with their home. So, it's a really cool program that maybe we'll show you guys a little later on, this school year, that's something we created here locally to try to help with
that as well. And right now, so I'm gonna spend a lot more time tonight talking about I
read three because that type test changed significantly last year. It became a very high stakes test for our third graders, which is, you know, are nine and 10 years old, and it's a lot of pressure that, that age student. Last year, the change was if a student did not pass IB three, then they had to be retained. Asked to receive a good cause exemption. So first, I wanna talk about what the possible good cause exemptions are. If the student had already been retained in grade three, and, then they did not
have to be retained again. It would require be able to give them a big cause exemption. If they have an IEP and the case, they decide that they retain them is not really going to benefit them, and they can receive the cause exemption. If we have an English English learner student who has been with this for less than two years, then again, that committee can look at that and decide it would not be beneficial to retain them. If a student receives at proficiency or above proficiency on the math assessment, they can
receive a good cause exemption. And we had one student that that happened with last year. If a student has received intensive intervention in reading for more than two years and they've been retained twice in grades k, one, or two, which is very unusual, then they could also receive good cause exemption. All students who are granted a good cause exemption will still continue to test until they pass the IAB three exam in the spring, and they will take that test every spring until the end of their sixth grade year.
So our desire goal to have them everyone passed before they leave the elementary school, but we could have some students that still need a test once they get to the middle school. If a student does not pass the I u three test and does not qualify for good cause exemption, we did have to retain them. We had two students that we had to retain last year. One of those students did not come back to Triton, so at this point, we only had one student that we retained. Any second grade students that showed up at risk and all third grade students who
did not pass after they tested the second time had to attend summer school. So we did have summer school last year. We had, 23 students attend summer school. And so they, then were able to test at the very end, take the test one more time. And we did have success with them passing after that summer school time. So this is our data on our second grade students. Our second grade students did great last year. We had seventy four percent of them pass the test. So we currently only have twenty two third graders that even have to take the
IRE test this year. And that is so beneficial for so many reasons. We can only pinpoint exactly what each of those students need. Some of them are in title instruction. Some of them work with a special ed teacher, and then their teacher also does interventions with them. We've met with their families. We know what they need, and we're helping them help their child at home also. So, you know, that is such a benefit. One of the things we figured out last year was that we only had to
retest the kids that were at risk. I think next year, we'll we will retest everyone who did not pass at the end of second grade to see if we can get some more kids to pass it. Because, you know, it's like the first time you take a test, you're always really nervous. You don't know what to expect, and then the second time, they did so much better. So we expect to we're very pleased because last year, this number, forty one percent of our second graders passed. So that was a much larger increase. I think a lot of that had to do with some phonics instruction changes we
made. And, also, if you remember us talking about how the test read to the students and they didn't always listen and they didn't always, like, listen to the full instructions and then click, we practiced that so much that it was just natural to them, and they did a much better job with that. In grade three, so ninety nine percent of our students, as I said, have either passed or received a good cause exemption. We currently have 10 students that will take the test as fourth graders. Again, that's a small number.
We can really pinpoint their needs, and we will make sure we will do our very best to help them feel confident. They will we will take the test three times. They will take it before we leave from spring break. They will take it again later in the school year, and then we'll have summer school, and they'll have a third time to be able to take it. So hopefully and that we learn something each time you take it. Unfortunately, sometimes kids do worse. And I think once they, realize that if especially if they know they can have
a great cost exemption, they're just like, I'm just gonna do whatever I can and move on. So we we we do a really good job of pumping these students up. Those 10 will be tested one on one because one of the things we found last year was if they could read out loud, they do so much better. And so we will just have them one on one in rooms so they can read out loud and take the test. And so we have lots of strategies in place for us to get those kids over that threshold. We have currently have one fifth grader that we still need to, that still needs
to pass. Now I'm gonna do you have any more questions about IV three? Yeah. So what do what what is passing? Because what what what's the criteria for them to pass? So there's a score they have to receive, and there's and the first time they take it, they can be proficient and at risk or below. The at risk of the kids, especially in second grade, that we have to keep testing. Mhmm. So it's just based on that score completely. Okay. I didn't know if they, like, broke it down any other certain way. It's totally based on their score. Okay.
And then also you kinda talked about it, but how is it, like, in general, especially, like, second grade going into third? How is it explained to them so that they don't have, oh my gosh, I have to do this correctly or I'm gonna be all anxious versus, hey, this is important. Like like, how how do you think most of teachers are kind of talking about that? I think it's a conversation we have with the teacher and the parents. I think the parents our teachers try not to put any pressure on the kids
because you just do the best they can. But sometimes, teach parents get all caught up in this. I need them to pass. I need them to pass. So we have lots of conversations about it's okay. We still have two more times to go. Let's keep working. Sure. Usually, by that second time that they might pass, we know whether or not they need that good cause exemption criteria. So we're having that conversation about don't put a lot of pressure on them, let's just do the best we can. And then that, we only met for five days for summer school and I know you're like five days.
But we did it right after school was out. So they were still in school mode. Yeah. And that was so beneficial. The kids weren't My grandson had to go for three weeks. Mhmm. And at the end of that three weeks, he was exhausted. He couldn't care less. He didn't care how I did in the show. Let me tell you. So, I think that five days was just perfect for them, and I think that that worked really well. One other real quick thing. If a student moves in from out of state and that doesn't have every three up to sixth grade, we have to test them as well. So, they have a student move in from a surrounding site, which we have periodically
with parents who travel for work. So what we have to do now, too, that we don't forget to miss somebody who's in a business history, that we test as well. So if you see those numbers, you're gonna have to work, that's what that's about. And in the that's what that's about. And in the past, we never had to worry about it, you know, once Right. We didn't have to worry about that. So that's been awesome. Let's go back to third grade math. I'm sorry. Okay. So now let's talk a little bit about iLearn. So, of course, third grade is the first year they type iLearn. And we were so pleased with our, pass rate in math this year.
Third grade had a 60% pass rate. Last year, we kinda made a move a little bit of a move away from everyday math to I Ready because we could see that the vocabulary of I Ready was so much like the test that we wanted that vocabulary to be similar. And so it really paid off off for us. When I say that they're only, they still use everyday math. They still use that curriculum, but they use a lot more emphasis on I Ready. And Bob showed you those reports our staff received.
That percentage of what kid the kids who passed was almost right on what they told us how they were going to do. So I Ready is a very beneficial tool. We use it every day at school, and I think it is something that we need to keep investing in because it tells us what our kids need. In fourth grade? We had a 69% pass. So as you could see, as third graders, they had 52, and as fourth graders, they had 69. So we were really pleased with those numbers.
Again, fourth grade probably uses everyday math a little more heavy than we do in third grade. But they're making that transition, and they also made a lot of changes with the checkpoints. So we had to change when we were teaching things because of the checkpoints. And we thought that would, like, help that percentage also. Okay. ELA. So our third grade ELA scores. So this is the same cohort, that we talked about before that did not do as well as second graders. And, again, that that same cohort did not perform as well for us on the
ELA third grade math test. When we really got down to looking at the data, it was mostly vocab and main ideas. And so we know that that's an area that we really have to focus on this year. If you look at our fourth grade ELA data, it is similar. We did have a higher percentage pass rate, but and they did, so they went from forty one percent to forty nine percent. So we are seeing growth.
And, again, we, we go back to that vocabulary piece, which all students need. So those are the areas we can work on. The writing, we were so disappointed because we worked so hard on writing. We really wanted to see it, and we weren't able to. I wanted to show you the spreadsheets that our teachers keep and we, we discuss these weekly and every six weeks go into real in-depth with them. So we're keeping all these scores throughout the school year. So we understand that these kids' tests, you know, that's only six days of the
year. That's that doesn't tell the whole story. But we tell this data that we keep throughout the school year tells us a lot about the student, and we can, like, learn about the whole learner by looking at this data. We don't just look at the eye of any reading. We break it down into all the different components. And then that helps us to title people, special ed teacher and classroom teacher know what focus needs to be. And, again, that I rating data goes right back to who we think will pass and won't pass.
This is the cut score that was asked about. Right? That's said by that's said by the state. Mhmm. Yes. Yeah. So we have a school wide reading initiative that we are keep working on to help with that vocabulary and the reading fluency. The passages that our students see in a third and fourth grade test are extremely long, so they have to build stamina and reading. And the teachers work so hard to help build their stamina, and we do think
that that has helped us. The eye opening and check point data drives our EL focus. ELs are essential learning. Those are those powers power standards. And so the teachers do a pretest and posttest each time weeks to see how the students are doing, and then they keep working with RTI group being an individualized instruction for those students who need to be pushed or those students who need more assistance. And then we have our positive behavior intervention. Grit. So kids can, wear this when we take their picture.
You know, I think the elementary school, it is all about recognition, and so we work really hard. One of the things in math that we're doing is knowing their math facts. When I was at the high school, I remember the ninth grade math teacher saying they do not know their facts. So we're working really hard at that at the elementary school. So hopefully they remember that when they get to a high school. And so any kind of recognition we can do with students, we do as much of that as possible and we feel like that really drives them to succeed.
Any questions? I have a question. Yeah. So you were talking about the kids that are in these brackets that, aren't able to ask, so you have to have them take the test periodically throughout the year. How does that the classroom? How how are they removed from the classroom to be able to do that testing? Or are those kids basically assigned to a class that all of those kids are put in? I mean, we just take take them out and test them whenever we we design a schedule that works around there.
But we think they'll test best at, some students test best in the morning, some test better in the afternoon. So we design that kind of based on how we feel they're going to do the best, especially for Ivory. When it's such a high stakes test, we're really working with that, especially when you have 20 kids that you have to figure out. That's very easy to do. If we were testing all 93 times a year, that would be a very different story. That that individualized self pacing, what works best for you or I, is what is
the beauty of that. I just wondered how the the child themselves felt about being taken out of class. Did they They noticed testing. Yeah. They they're lying with us. Yeah. Especially when it's one on one or in a small group. Yeah. Do did we get the copy of that presentation or not? We can't do. Absolutely. I have a thousand questions, but I'm not gonna ask them all. But I am just curious, so I'm not really related to what you guys showed here. Appreciate a lot of the, how creative you all get each time when it's trying
to come at this from different angles. But since you have been tracking sort of where our students land based on the state average for many years, is there data that shows whether or not the we keep going down as these tests are taken on tablets or electronically versus paper. Like, just the percentage, the delta between, like, how many students are I feel since we've been using iReady, that our students Before, when they weren't used to seeing questions
presented that way and on a split screen, I do think, but I will tell you that most of my teachers would say, please give them a paper pencil test. Yeah. But we really don't we don't have that option anymore. Okay. Unless it's a a student that has very needs that define that. So we don't really have that option. So I think I Ready Casually helps with that. I think the state limits the ability to use a paper Yeah.
And I knew we didn't have a choice. I'm just trying to ask, like We do. Yeah. Somebody somebody above my pay grade should talk to me. Yeah. Okay. I just you know, we all know our own heads and I feel a lot of times the inability to build that stamina is because of the tablet situation in my opinion. So, yeah. Like I said, I think having iRagie and then building that stand along the way, the teachers are really creative in the tools they use, like, to help them, like,
learn how to use the, the real art to, like, read one line at a time or take notes as you're reading. I mean, they teach them all of those skills, which are great test taking skills. So when it comes down to it, hopefully, it helps them remember. We always teach them to read the questions first. Know what you're searching for. Yeah. You know, and so Yeah. And even you said, like, in rare cases where the student can just go over and read it out loud to themselves. Yes. I think that is yeah. So Okay. Thank you. Thank you both.
Thank you both. Thank you both. Okay. 3.6. This is an information only item. It's acknowledgment of the notice from the Department of Ed on, our funding floor requirements. You have a copy of this on Blue Sky. This is a function that's driven by statute. What the funding floor is, in essence, is a minimum requirement of expenditure on teacher salaries in a given fiscal year. And so, I'm going to paraphrase the statute to a degree.
But in essence, in a layman's explanation was if you as a school district received more revenue or funding from the state this year than you did last year, you by law are not supposed to spend less on teachers' dollars than you did that previous year. Okay? So what this data is showing you is in in fiscal year twenty four, our state tuition support was $10,600,000. So for fiscal year twenty five, that was it went up to 10.79. So we had a revenue increase. With Equifax, it's about a 1.3%
increase. So the funding formula went up by about 2% but we were declining it all over, right? So we didn't see a 2% increase in funding. We could be down trending over the rollover. It went up by 1.3%. The state statute would say is that we should expend minimally 4,930,000 in salaries. In other words, don't don't go below that mark because you got slightly more you got 1.3% more money as what the state would argue. You should spend the same or more on teacher salaries. We were below that by about $50,000 And that there's a couple different drivers of
that. Some of that was some staffing situations at Blue River, Deer Center. We knew capture that data as a part of our number. Also with some coding and how we were doing some itinerant services through a contract situation. So long and short of it is we're $50,000 below that that minimum floor. So by statute what we do is we need to acknowledge the receipt of this letter in a public meeting so that it's in the minutes. The next item on the agenda is the CBA. The CBA that we negotiated with the teachers association addresses the heck, dollars 50,000 that
that difference felled up. This satiates the requirement to acknowledge receipt of this notice from the DOE and the to acknowledge receipt of this notice from the DOE at the governing body's next public meeting and enter it into the official minutes. And then we've posted it on the website as well. So our friends in Indianapolis will be happy with this. Questions about that? Yes. Okay. So let's go over to the CPA then. So 3.7 is a recommendation to approve the 2526 club new bargaining agreement. This we had a tentative agreement public hearing on earlier this month. Couple high points here.
This is a $1,200 base addition to the salary of eligible teachers. That's an average of about 1.93% for eligible teachers. Dollars 250 for any teacher that has a literacy endorsement on his or her teaching license, that's a one time base edition. They're eligible for that. Anytime they add it, they would simply need to delist the, documentation that they've obtained it before the ratification of the contract next year. And then we would add that to their to their, base salary. What this represents is about a $110,000 in new, expenditure in the education fund for
a full year. Fits very nicely within what our budget is. And it's what I'm telling you is it's sustainable. Okay? It's a it's a it's a very fair, very fair amount and it's something that we can we can take on and I've known a few things on the budget, but it's sustainable. This is the the night that you actually approved it. So you've done the the public hearing on this, and so it does require board action. Anyone on the board who would have a direct family member that is subject to the CBA, probably by all rights should abstain from Louisville.
There's a conflict with the I'm saying, I'm not gonna give you a little bit when I wrote it. Okay. So I mean, Sam probably I'll leave you with it. Needs a motion and a second. I have a motion that we accept the collective bargaining agreement. Motion made by Travis. I will second that. All those in favor, signify by saying aye. Aye. All those opposed? Any abstentions? Yes. Motion carries five five five zero. Okay. Good. Good. It's a long day. I apologize. Okay. Thank you for that.
I'll give I'll share some comments at the end of the meeting about that process. It was an excellent and I wanna acknowledge the folks that are in the crowd tonight that made that very easy process. 3.8 is a recommendation to revise and increase the non certified support staff pay schedule. That pay schedule is attached to your blue sky agenda. It is, largely a 2% increase on hourly or salary rate for those folks. Happy to answer any questions on the non cert it also requires, a motion to second. And I I should say with regards to this end, it's applicable to the CBA.
This will be done on the November 21 payroll. There will be two components. There will be an arrears payment or back pay payment going back to the start of the contract cycle in the current school year for folks for hours work, days work, contract days. And then there will be an adjustment to their new biweekly, moving forward from the payroll on the twenty first. So happy to answer questions specifically about it if there are any. If not, it does require a motion to second. I move to approve the recommendation for the non start employees contract.
Motion made by Shay. We'll second that. Second made by Wilson. All those in favor signify by saying aye. Aye. All those opposed? Motion carries six zero. Thank you. 3.9 is a recommendation to revise our and increase administrative leadership team contracts. This is a 1.93% increase consistent with the average on the teaching side on the CBA. It does require a motion on the side. I move that we accept the the administrative contracts. Second. Motion made by Travis. Second made by Sam.
All those in favor signify by saying aye. Aye. All those opposed. Motion carries six zero. Item IME 3.1031 is a recommendation to approve cell phone stipends. This is a practice that we've had in place for a number of years. We're matriculating folks' positions over from a district supplied cell phone to over from a district supplied cell phone to simply a stipend format. We're trying to get out of the cell phone business quite honestly. We have a number of people when they come to us from other districts bring a phone with them.
They're not they don't need another physical device. It's one less thing for Aaron and the IT folks to try and corral and shepherd. And so as we've had people come on, what we're doing is we're moving them over to a stipend as opposed to a corporation supply phone. I don't think today we'll come when we're completely out of the phone business. There's a few phones that we use. On-site, it makes sense to have a physical device. But by and large, we should just stipend people, make it a part of their pay, and let them use whatever phone they wanna use.
They use it for a hybrid of personal and business professional use. So I wanna be transparent about what we're doing. And when missus Mulligan came on board to replace missus Branson, it was kind of the catalyst for you. We need to begin to move people from supplying the physical device to simply just type them out. She brought a phone with her from Cardinal is the explanation. And I was like, mister Chandler, you've not used the corporation supplied phone, so he's on the list as well as mister Coons. IT techs, Aaron, and others use it to a lesser there to compensate people.
How can I answer questions about that? I want it to be part of the record of what we're doing and, you know, survive everybody as we begin this transition. Fix our readers, change before, whereas people rotate in and out. Stay intent. I move to approve. Oh, second. Second made by Travis. All those in favor, signify by saying aye. Aye. All those opposed? Motion carries six here. Okay. Okay. It takes us to the final report, miss Smith. Okay. The final report for October 1. I'm so sorry. I called it a go kart. It's a Grand Prix.
Right? Electric Electric car for October. Sorry. You're muted. At the end of the month, +1. We anticipate to end the year breaking even, even with the raises and the back pay. Some transitional. The we're making these little steps that, actually turn into big steps in in the long term future on that. So, we will have, what end of the year like 1.7.
We started the year 1.75. We anticipate that we'll be starting the next year for. Debt service, we had no activity. Next month, December, we'll have our property tax second draw and we will also have our bond payments, come out. Operations. Same thing. We are anticipating, that our year end will break even. We'll probably be about 1.1, and that'll include our, raises.
We kind of plan that when we do budget that hoping we could do the raises at the end of the year. So that kind of falls into our plan like mister Hoke said. We will be getting our second draw in December also with property taxes. That should carry us over to June of next year when we get our next. That's our goal. Get to June, get to December, and start all over the next year. Rainy day, no activity. And in lunch, you can see our expenditures are a little higher.
There was a missed month invoicing and it was a tiny thing with the month end. It happens sometimes, no one's fault. We we catch it and we just kind of move forward. We're still in good shape. We anticipate nothing being purchased the rest of the year. Just maintaining if there's any repairs. So well, like, as it were, we're in that building back up stage for next year. I'm not paying any questions. That's the second time that's happened with Chartwells this year. Say that again? That's second time that's happened this year with Chartwells? I yes.
The first one, I it's Chartwells Hall. Second time it was it's not. I don't know what happened with there. It was a numbers thing, computer thing. I think Blake caught it and they had her do it. I can't wait for them so I I said I'm sorry we're gonna move on. So Okay. It usually happens at least once a year. Okay. Unfortunately. Okay. I I think you're safe.
Alright. We'll move to input from board numbers. Let's see how it kicks off. Yeah. Sure. So tomorrow being Veterans Day, any members of the community may have served, I'd like to thank them for their service. A lot of good things going on with sports, but there's some others coming on those that they have a life. But, that's all I have. A second. Thank you, Amy, that right now there. And I wanna thank Tammy because she makes it sound like it's not a big deal to break even. I'm on a massive budget without a lot of moving parts. So, thank you. Thank you, Shannon. Thank you to the veterans. Thank you for the presentation tonight.
It's so interesting what you have to try to do to, you know, get our kids to where they need to be and I appreciate it so much. So that's all I have. Oh, thanks for the donations too. Thank you, veterans. Thanks, Bobby and Rona. Good. And all our fall sports people. I too would like to thank our veterans. I wanna thank, missus Hill and mister Thompson for your presentation. I would like to thank mister Hogue and the teachers association for your it's well deserved for everyone. So thank you for all that.
I do wanna say congratulations to our volleyball team who were regional champs and and advancing to the final four. And I know you're gonna talk about this but I do wanna congratulate it to the cheerleaders as well. Yeah. All the same things. Thank you for your presentation. I always enjoy listening, and learning. Thank you for the donations. Yes. Thank you for the teachers association folks and coming to that agreement. I'm glad we could we landed where we did. And, yeah, great fall sports season on a whirlwind, between football, volleyball. I have learned more about volleyball scoring in the last week.
Our whole living room was cheering, and I'm like, I've never even watched this much volleyball in my life. So it was great. And then, yes, congrats to the cheerleaders. I know that they've worked really hard. They're not done yet. They compete again, I think for conference, and they also compete again for national qualifier. So, there's only been one other squad to ever do that. So, yeah, I I think they're doing a great job too. But, yeah. And I also just wanna say, I hope everyone has blessed Thanksgiving because we won't be together until after that. Thank you TCTA for your approach and your your demeanor and how we've worked through
the contract. Gail and engineering and when Nate was here earlier, Sarah is not able to be with us tonight. They were fantastic, you guys. It's a very, it's a good it's collaborative process. We got through it in essentially one night and it allows us to collectively auto turn our attention back to what matters most, which is the kids. And they've had an incredible fall, all around. So we're off to a great start. We had a real promising winter ahead of us. So, thank you to you guys for allowing us to get through that and keep the main thing the main thing. Appreciate it very much.
Thanks to the board for supporting all of that. It's huge. Attract and retain talent is the single most important thing we do. Okay. With that, take a motion and a second to adjourn. I believe that we adjourn. Motion made by Travis. Okay. Second made by Sam. All those in favor signify by saying aye. Aye. All those opposed?