Dr. Bobby White:

• We're doing something unique. One is closing two schools. And one of them is about to be demolished. The morale and the spirit of the folks we've been serving, both the staff and the community, is in the hands of those folks in this meeting and the leaders we have in our schools. Remembering the vision has always been remembering who we are, our professionalism, and our passion; why do we do this work? The fact that we're servant leaders and that when you're a servant, you have to serve others of the circumstances regardless of the situation. Because the folks you serve are unable to fight, they are marginalized. They don't have a voice, and we are their voice. We are the fight, and so I encourage us as we remember the vision as we close out these last 40-some-odd days of the school year, that we do not forget that the smile that we may give a teacher or a student in one of those schools the eye contact, just speaking to them; having an overall spirit of love and empathy, along with the professionalism and class is just going to go a long way. We will be remembered by how we finished, not how we began. Although we are completing one chapter, we know we're starting another one, but we must remember how we finish. This chapter will go a long way in how people remember us and forge ahead the reputation we've already built. And I want everybody to keep that in mind. Because I know we all know this has been a very emotional year. It continues to be emotional, and it will get even more emotional when we start going to the baccalaureate, senior days, May days, final honors programs, and graduations. The tears are going to flow. But we have to cry and ensure that we're still leading and that the folks who look to us for leadership can depend on us to lead professionally, clearly, and fairly. So that, again, we do what we know we're supposed to do, what we're designed to do, and honestly, what our faith tells us we should do. Sometimes, it's hard, but I want to ensure that we're staying the course as it relates to that. And it's all a part of who we've always been. And I want us to remember that as we close this school year.

No financial updates for April's meeting. 

Dr. Tonya Hervey:

• I want to share that instructional; all the principals are up to date with their teacher evaluations. We have conducted an RTI evaluation in preparation for the upcoming ASD desktop three monitoring cycle, and we are on target to complete assets successfully. I'm happy to report that, per Dr. Clark from this last MVPA results, we have increases to report from the NBPA three results. 

Dr. Lawanda Clark:

• Before we start, I would like to get this year's end-of-the-year assessments beginning on April 15. So, all three campuses have been working very hard regarding their building test coordinators, ensuring we have all computers, laptops, pencils, and all things needed to give our students a successful testing period. Schools have been doing incentives like pep rallies or are planning to do those things to motivate students and teachers. We have also secured proctors to assist us with making sure that we have a smooth testing period. So I'm very hopeful about the period, especially after you see some of this data, that students will do successfully and very well. We discussed the MVPA assessment and the IBG rooms the last time we met, and many of those things were implemented, and you will see the effects of those practices on student achievement. So, kudos to our principals, MCLs, and teachers for doing the work, and kudos to our students.

• All right, today's presentation is a comparative analysis of the MVPA. I want to do a quick review because we discussed this in the last meeting: what did the numbers mean, and what is the story behind the numbers? When we look at the tenancy achievement levels and descriptions, we want to see fours, and when we look across, we want to see threes. We want to make sure our kids are exceeding. Alright, I also want to give you some information on how to compute two scores. First, I took an average of the projected proficient percent and total scores for tests one and two, which was a division of standards. So, for test one, we covered many standards. For test two, we covered the remaining standards per content. Then, test three, which was comprehensive, covered all standards. I subtracted the average of tests one and two from the PPP and the total scores of test three, and that's how I got the scores. This method ensures a comprehensive and fair assessment of our students' performance. I will explain how I got the numbers. So, it compares all three and is just an average of what the students did. I want to let you know their areas of concern regarding the scores; they were concerned that MLK students seem to perform much higher than expected, and if you look to see at the perfect projected percentage proficiency, you will see from test one was 2.0 test to 2.2 to a 21.4. I contacted them to find out exactly what happened. They reported to us that there was a glitch or possible glitch on their end where they submitted the test scores to the students, which means the students probably took the test twice and that the scores were skewed. This glitch was an unforeseen technical issue that affected the accuracy of the scores. I'm in the process of working with them to find out if there is a way we can find out what exactly happened and if the students took the test at home and with assistance. So, there is a possibility that students just scored this well. We're not going to take that away from them in the event that they did because we know that our students work very hard, and our teachers worked very hard to prepare them for the assessment. However, we also know there was some glitch with their system. So, with that, I will report the data as per the report they sent me. With that in mind, MLK students grew 19 points in geometry—total scores, which means how many scores were assessed. There was a drop of 24.5 scores total, but there's a growth of 90 points for geometry. As you can see, the Algebra One score again shows a growth of 17.3 points. And as a deficit of 7.4 7.5 scores, that was total scores. English one had a five-on-five increase in scores with a negative 10 in actual scores compared to the exact students who submitted test scores, so we had a drop of 10. If you look over here, you'll see 109, 105, then 97, 105, and then subtract it from the 97, which gave me the opposing 10. For US history, we had a 25.1-point increase in the projected proficiency level for biology, 26.3.

• This report shows that Humes and Westside Middle School reports are the same. I broke down the numbers on the side. Humes had a 5.5 increase in sixth-grade math, and Westside Middle had a 5.9 increase. The projected percentage of proficiency for seventh-grade math for Humes increased by 3.6 and 1.7. For eighth-grade math, that was a 4.85 percent increase for Humes and .04 for Westside. And if you look at Westside, their attendance is .14 to 14.5. All three schools realized they needed to increase student participation in the assessments. So, they made phone calls and incentives to make sure that students were showing up to take the test. And you can see that at the two middle schools, there's a lot of positive growth in the areas because the students are showing up to take the test, which is what we're also using to drive what we're trying to do to increase the level of engagement of students for all of the end of the year assessment. Sixth grade ELA increased from 3.6 to 6.6 for Humes and Westside, so you had growth in both middle schools in the area of ELA for sixth grade. Again, growth across the board. Now, these scores have not been flagged by MVPA. Nothing would say that this data is new; it is just the actual authentic data of the students from the middle school. They're out there's outstanding growth, and both in middle school, so we are incredibly proud of the work that the students and teachers are doing at both middle school level eighth grade ELA point seven five for humans. There's a slight drop in Westside, point four or five. But look at that increase in enrollment on the number of test scores that were scored. The students are showing up, and when they show up, they slow down that decrease. Sixth-grade science 1.3 There was a drop in Westside 19.5.And I asked the question, what happened with science? And this is just one of those things that only sometimes appear in numbers. When we started sixth grade, we had a very tight, tight-knit team. And so there's been a disturbed err on the family. And so our science grade teacher was pleased because if you look at her data, she went from 22.2 to 54.9 to 19.5. And so we need for her to realize that the energy she brings to the table is what she's presenting to the students or teaching them as she prepares them. It's also impacting her data, but she's back on track. We've been talking to a speaker doing a great job, and we've been working to get that team back on track so that her kids can show up after the end-of-the-year assessment. Seventh-grade science again wrote both eighth and ninth grade, and the number of scores that were presented in eighth-grade science was 15.25. Westside middle had a drop of negative to perfect. Sixth-grade social studies for Humes had a deficit of 3.85. At the same time, Westside hit a point-seven increase. In seventh-grade social studies again, both schools grew in area 6.8 for Humes and 4.75 for Westside. Again, remember that the seventh final test was a final assessment of all standards per grade level per content. Eighth-grade social studies had a decrease of 9.15. Westside, was there a 2.6 growth.

Ms. Candice Reddick:

• We have some updates specifically about the FCS 10th Anniversary Gala celebration. Ms. Warren has been working diligently to ensure we execute a fantastic, amazing, outstanding event. She and I have been in conversation late at night sometimes to make sure that everything is done the FCS way and that everyone has a good time. 

Ms. LaTisha Warren:

• This morning, Dr. White and I discussed what the ceremony will look like. And he was surprised that I had a lot of things already in place. After getting off the phone with him, Ms. Reddick and I got on a call, and she was also surprised. She said, "Okay, Ms. Warren, you are ahead of the game with many things. And so, let me thank Mr. Armstrong so much for agreeing to do the welcome for the gala. And we have a lot of things that have been put in place. Ms. Perry has spoken to our students to make sure that they will be in attendance to do their part. Ms. Redick has agreed to be our mistress of the ceremony, hopefully along with Ms. Jackson. 

• All of our honorees have responded except for one. I have photos from our honorees. I have spoken with Mr. Shawn Williams. We are working on the program outline to make sure that it mimics the five-year program because that was an excellent start for me in keeping the program together. Thank you, Mrs. Gibson, for helping me with that. Mr. Williams showed me the design. It already looks amazing, and I'm excited to see the final touches on everything. Everything is coming together. And I'm excited for the outcome. I appreciate everybody helping me put ideas and pieces together and saying yes. I haven't heard anyone say no. Even from Dr. White, I haven't gotten a no yet. So I'm very grateful for every one.

• I pushed out all of the invites today. Dr. White gave me the thumbs-up, so all other invites went out today. One of the invitees immediately purchased her tickets when she got the email. I also got a couple of phone calls from a few people. Tickets are on sale. The early bird tickets are $25, General Admission is $40, and sponsorship tables are $475.

David McIntyre:

• I'm the eighth-grade math teacher at Westside. I'm speaking today to follow up on Mr. Wells's comment from a couple of weeks or months ago about what's happening with our special populations. 

• Mr. Wells was speaking about the SPED services within the school, saying that some of those push-in interventions are not occurring. It's been almost a couple of months. According to the data I've been tracking from my classroom, we've gone from 33% of days to about 35% where services have been provided. So that means that, on average, 60% of the days, our students need to receive, at least in my classroom, the push-in services required in their IEPs. So, I emailed Dr. Peterson in January at some point. I forwarded the email to Mr. Shead, and there is still no substantial change. That is the first piece, and the second is our ELL students. There has yet to be any progress monitoring we have asked school teachers to do throughout the school year, like how the students are doing toward meeting their goals. And these are particular things, but leading to an overarching issue, you know, what's being put down on paper versus what's happening. So there's that those two pieces of it. And I will say that, like Ms. Brown, the SPED department has been doing an incredible job ensuring we meet our students' needs this year. And lastly, I have regarded the meeting from last month in March on the 19th, and I don't. To the best of my knowledge, no notice of that meeting was provided anywhere. It says board meetings are on the second Tuesday of every month. However, the 19th was the third Tuesday of the month; the board meeting date change was never communicated in writing or posted on the school's website. Mr. Lawson, Mrs. Gipson, Mr. Shead, and Dr. Clark's calendars have been updated, but the public has never been notified of that change. And the second Tuesday was like during our spring break. And that's why it was changed. However, there may be a question of whether or not the notice requirements for the board meeting were met. That would be something that you guys want me to explore further.

Dr. Bobby White:

• But I have to ask this. So, in a board meeting, public comment is public comment. But if there's a challenge, a complaint, or a problem at the school level, the first time Mr. Lawson and I hear about it shouldn't be at a board meeting. In a way, I'm asking a question: Do you understand the process? Or is this to lift the information in public, but there's not any type of thing you want to have done? 

Mr. Mr. McIntyre:

• I've done my best to follow the protocols regarding the English language learners. There have been conversations had earlier in the year with Mrs. Gipson, discussing what the needs were for assistants, and she was able to get them tested. But there has yet to be any follow-up on that. This is why I'm bringing this up: because of the issues that were brought up previously. The problem still needs to be fixed. 

Dr. Bobby White:

• If you think something needs to be followed through, the next step is Gipson Lawson or me, and we can all problem-solve together to ensure it is adhered to. 

Mr. Brett Lawson:

• We want to have an open forum for folks to bring us situations. But I'm uncomfortable with us trying to problem-solve during the board meeting. Mr. McIntyre, you refer to Mr. Wells's comments; there is a little detail in the column, but you obviously have much more detail and information. I would appreciate getting that information and being allowed to work on the issue before it's brought to the board meeting. And I'm not trying to chastise you for bringing it to the board because it is an open forum, and there's no negativity. Yes, I still want the opportunity to have that conversation and get that information from you officially in writing, with enough detail to take action on. 

Mrs. Shameka Gipson:

• Yes, I want to agree. And I was not going to try to problem-solve that. But I wanted to bring this to the board's attention. Immediately following the meeting last month, Mr. Wells addressed some concerns. Dr. Peterson scheduled a meeting with the entire staff at Westside. And I was a part of that meeting. And so during that meeting, we explained the new makeup that, again, we reiterated had been approved by the state for how students will receive services. It has recently come to my attention from the principal that some people still need to engage in our plan's coverage fully. So we are already addressing that. I also had a one-on-one conversation with Mr. Wells immediately following that meeting. As soon as it was brought up at the meeting, we addressed the school as a whole. And it's moving further from that. I have been working with the principal, Dr. Peterson, initially. Now, Mr. Shead and I are working together to fix some issues I know have been brought up with him. I wanted to ensure we were all aware of that on this call.