001I'd like to call our meetings to order at 6:00 and declare that we do have a board form present. Uh the mission of Brazesport ISD is to graduate each student to be future ready. If you will please stand, I will lead our invocation and then our pledges of allegiance will be led by Mr. Chris. Father God, we thank you for each and every day. We thank you that uh every day that we have is a blessing to be a part uh of this uh great creation that you've made. Father, thank you for allowing us to be a part of our school district uh to be able to uh deliberate God over the business uh of our community. Give us wisdom uh father as we make decisions and help us always to uh bring honor and
002glory to you. Uh be with us tonight. Have your hand upon us. Forgive us Lord when we sin against you in Jesus precious name. Amen. >> Amen. Join me in the pledges to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> I aliance to the Texas one and indivisible. I would like to ask our board to begin making its way to the front as we transition into our awards achievements and recognition time. That's your problem with this. >> Good evening, trustees. Mr. Massie, cabinet, and our BISD community joining us this evening. Uh, thank you all for this platform to recognize and celebrate our BISD athletes and coaches. It's my privilege this evening to recognize Brazport High
003School senior Sophie Stoers. and our bride sport exporter swimming program and coach Adam Collins and assistant coach Beatrice Owens. Sophie's done it again. We are here. We were talking in the in the back hallway. Uh a fourtime UIL state qualifier and threetime state medalist. Her ticket to state was punched when she earned the title of 2026 UIL 4A region 3 champion in both the 100yard backstroke and 100yard butterfly. Sophie competed at the UIL state swimming championships on February the 12th and 13th in San Antonio, Texas. She entered the 2026 championships with four state medals from the previous three years. Sophie added a fifth medal to her achievements by claiming the silver medal, which is second place, and a 100yard butterfly with a time of 27 seconds and 52 100s. That's wrong. That's a That's a
004type of coach. Do you have that? 59. >> I apologize for that. It was right as soon as I said that. That's fine. >> That was the first been a world record. >> I apologize. So, um, nonetheless, um, Sophie, uh, then competed again in state championship, qualifying in the 100yard backstroke, which she finished in fourth place, just half a second off of another podium finish. During her four years at Brazesport High School, Sophie has represented the campus and district both athletically and academically with excellence. Sophie Sophie has accumulated an impressive list of achievements. Here are just a few. She's a four-time district and region champion in the 100yard backstroke. She's a four-time state qualifier, a threetime medalist, freshman year, sophomore year, senior year. She's the owner of five individual UIL state medals, three silver medals,
005and two bronze medals. She is the Brazesport High School record holder in six different events. The 100 backstroke, the 100 butterfly, the 500 freestyle, the 200 individual medley, the 50 freestyle, and the 100 freestyle. All right. She is the 2026 TISA first team academic allstate recipient. She is the 2026 district and region 3 female athlete of the meet for both. And if that's not impressive enough, >> Sophie is currently ranked number one in her 2026 Brazesport High School graduating class. >> WOW. SO, as a group, we would just like to thank you for an awesome four years. You've represented uh Brasa Port High School, the district, uh your family, yourselves very well. We appreciate you. >> Congratulations. Great job. Great career. Appcate, sir. with this. You should be direct. You know this routine. Glad you
006got >> our next Recognitions of the evening are mission first team always educators. The purpose of the mission first team always educator award is to recognize staff members who prioritize student success with purpose and integrity. Foster collaboration and trust to strengthen the team. When I call your name, please come stand next to Superintendent Matthew Nancy Sulva from Freeport ELEMENTARY and Kelsey Kishpaw from Rasco Middle School. >> We'll begin with Miss N Mrs. Nancy Sulva who serves as a prek bilingual teacher at Freeport Elementary. Mr. Mercer shared that Mrs. Sulva consistently puts students at the center of everything she does while supporting the entire campus community. She creates a nurturing, engaging classroom where our youngest learners feel safe, valued, and excited to learn each day. Her patience, creativity, and dedication help build a strong foundation for
007our students both academically and socially. Next up, we have Kelsey Kishpaw, who is a special education life skills teacher at Rasco Middle School. Mr. Fuller shared that Kishpaw consistently goes above and beyond for her students. She actively seeks out both school and community opportunities that allow her students to engage in meaningful real life learning experiences. She expands their exposure to the fine arts by encouraging and supporting their participation in the Rasco choir along with various other campus activities and programs. In her classroom, she thoughtfully leads students with a wide range of abilities, ensuring that each child is supported and challenged so they can reach their full potential regardless of their starting point. Thank you both for all you do for your campus, your students, and your district. Thank you for all. >> Thank you ma'am.
008Get a mini trail. Good evening to our school board members and our excuse me Brazenport ISD community and guests. It is my honor to recognize um our elementary principal of the year, Miss Jennifer Slater from OM Robert. Jennifer Slater is known for her steady leadership and deep deep commitment to student success. Having served as assistant principal on the campus for nine years before being named in 2024, she stepped into the role with a strong foundation and a clear vision for continued excellence. Mrs. Slater brings a diverse professional background that includes experience as a middle school science teacher and department head, as well as roles in research, higher education, advising, and NASA related scientific work. She holds a master's degree in educational leadership from Lamar University and a bachelor's degree in biomemed science from Texas A&M
009University. Miss Slater is passionate about student centered learning, committed to building strong reading and math foundations and is proud to live in Lake Jackson with her family. Miss Slater values her experience with parents, students, and staff and considers OM Roberts her family. Congratulations, Mrs. Slater. CONGRATULATIONS. Appreciate all you guys. Thank you. It is my honor and privilege to recognize Mr. Herman Abear, principal of the Lighthouse Learning Center as the secondary PRINCIPAL OF THE YEAR. YES, SIR. My principal. A little bit about Mr. Abear. Mr. Abear earned a bachelor of science and health from Texas Southern University and a master of education and leadership from Lamar University. Inspired by his parents' example of hard work and determination, he chose a career in education to make a difference in the lives of others. Principal Abear joined Brazesport
010ISD more than a decade ago. First serving as an assistant principal at Brazeswood, then as a special services coordinator before his current role as the principal of Lighthouse Learning Center. As a principal, Mr. Abear leads with humility, heart, and a deep belief in the power of teamwork. He is quick to give all the credit to his staff for the continued success at LLC and describes his campus in three words: impact, influence, and accountability. He encourages students to remember that their future is still being written. Mr. Abear says the most rewarding part of his work is building relationships with students and staff and sharing a smile that reflects the positive culture he strives to create each day. Please join me in congratulating Mr. Herman Abear at the BS secondary. Let's get this team right here. >>
011Okay. He's >> being again. We are always so grateful for our staff and students accomplishment. This concludes our awards and achievements for this evening. Thank you. >> Thank you. All right, one way around. >> That does conclude all of our recognitions uh this evening. Uh the next item that we have on our agenda is audiences with individuals. Tonight we do not have any requests to comment to the board. So we'll move on to the next item on our agenda. The next item that we have is our consent agenda. Are there any items uh requested to be pulled from the board uh about the consent agenda? All right. Hearing none, then do I have a motion to accept the consent agenda as presented? It's been moved by Mr. Dunn, second by Mr. Reinhardt. All those in
012favor signify by I. >> All opposed by nay. That carries. Next item that we have are action items. Public comment will be allowed before a vote is taken on each action item. For those who have signed up prior uh to the meeting uh tonight, our first action item is local and targeted improvement plans approval. Mr. Ron Re. >> Yes, sir. our assistant superintendent of compliance and data quality. >> Good evening. In alignment with board policy, AIC legal, it's my pleasure to present for approval the final drafts of the local and targeted improvement plans for Clute Intermediate School, the Lighthouse Learning Center, DAP, and Preport Intermediate School. The Texas Education Agency utilizes the state accountability closing the gaps domain performance to identify comprehensive support and improvement targeted support and improvement and additional targeted and support at
013schools. The comprehensive support and improvement designation is both a state and a federal identifier for school improvement while targeted support and improvement and additional targeted support are federal designations. The report intermediate school was identified as a comprehensive support campus for their overall drating and their closing the gap score. To identify schools for CSI, TE tea annually ranks all title one campuses based on closing the gaps scale scores. The agency determines the cut score for the bottom 5% of schools and then compares the campus score to the cut point. The 2025 closing the gaps cut score for the lowest 5% was 57. Intermediate schools were 38. Both the lighthouse learning center DAE and include intermediate school were identified for targeted support and improvement first and then due to the performance of the population groups you see
014under the second bullet point on this slide designated as ATS or additional target support campuses. TSI identification is based on identifying any campus with one or more consistently underperforming student group. The TEA defines consistently underperforming as a school having one or more student groups that do not meet interim targets or show expected growth towards the next interim targets for three consecutive years. Additional targeted support identification is based on a subset of the TSI identified campuses. First, the campus must meet the identification for TSI by having at least one consistently underperforming student group. Second, the closing the gap score for the least for at least one consistently underperforming student group must be lower than the score used to identify the lowest performing 5% of each school type. The same cut score used for CSI. The two
015or more races subgroup include intermediate school sport at 30 which is below the overall cut score for all middle school campuses. The economically disadvantaged and continuously enrolled student subgroups at Lighthouse Learning Center both had closing the gap scores of 36 which is below the cut score for their campus group. Freeport Intermediate School developed a targeted improvement plan to address their closing the gaps performance. The campus underwent an extensive diagnostic process during September and October. The results of the diagnostic identified areas on which to focus their improvement. The first area is in the area of professional learning communities. With the continued decline in enrollment, all of the FIS core teachers are single teachers in their grade levels. In other words, while they are part of a department with other teachers who share their subject, they are
016the only teacher teaching that subject in their grade level. This required changing the campus approach to the professional learning communities process. The campus is working with a vendor into learning that comes into schools and helps them to transform their PLC process to create and implement a new model of PLC's. The results have been significant. Teachers have embraced the changes in the PLC process and PLC meetings are data driven with instructional planning highly focused on improving student outcomes. Although the campus regularly conducted walkthroughs to observe teacher performance, walkthroughs were limited to test walkthroughs. Because those walkthroughs are evaluative by design, lesson observation and feedback has been primarily evaluative. Research shows that coupling their current system with an observation and feedback model should result in having a greater impact on high quality instruction. Toward the end of
017the fall semester, the campus began using an observation tool that captures everything that is going on in the room while the observer is taking notes. This has resulted in teachers receiving better and more timely feedback on their instruction. Campus leadership received training from Big Rock Education in February that provided them with guidance in developing effective observation and feedback protocols and which provided them with model cycles to follow in conducting the observation and feedback walkth groups. Those things are being implemented now as part of the plan. Clude Intermediate School began implementing a variety of strategies to improve star performance at the meet's grade level in all tested subjects and performance growth from last year to this year. To improve growth, the campus is tracking student performance throughout the year on unit exams, curriculum based assessments, and
018the Moxar examinations. Students who are not performing at the level needed to show annual growth are being supported through interventions and tutorials. In the state accountability system, alternative schools that serve as the district's DAP are not evaluated. However, the Department of Education does not recognize alternative schools. So, They are evaluated under the federal system if there are at least 10 students in the all students groups for English language arts reading and mathematics under academic achievement status in the closing of gaps domain. The Lighthouse Learning Center had 13 students in that group in ELA and 11 in mathematics. Furthermore, they had exactly 10 students in each subject under academic growth. The identified students were enrolled at the DAP on the October snapshot date and either tested in December before returning to the high schools or returned
019for a second assignment in late March or April and were enrolled at the campus for spring testing. LLC has embraced their identification of additional targeted support as an opportunity to not only better their own students or better prepare their own students for STAR testing, but to also send them back to their home campuses better prepared to test successfully. They're using STAR EOCC preparation courses in their high school students and serious for grades three through eight. Additionally, they are monitoring student progress and implementing additional support to students during the semester. It is the administration's recommendation that the board of trustees approve the local improvement plans for CL intermediate and the lighthouse learning center DAE and the targeted improvement plan for Freeport Intermediate School. At this time, I'm happy to answer any clarifying questions you have or
020the audience may have. We have any questions from the board? >> So who who are these plans submitted to TE I did notice that our certification level teachers in the 90% for a little more to move it up. I guess I was a little surprised on the the number of walkthroughs I guess. So that's and I assume that Mr. Day is aware of all this. >> You mean Mrs. Black? You mean >> Well, no. Mr. Day. Yes, of course. Okay. Just want to make sure. >> Any other questions from the board? >> Question from the audience. >> I wanted to make a statement. before the community. >> Okay. Well, >> we're going to dispense with this. >> Yeah. >> Address that. Um, we have a recommendation from the administration. Uh, do I hear a motion?
021>> Motion accept. >> It's been moved uh by Mr. Schulty to accept it as presented the recommendation and seconded by Miss Quarter. All those in favor signify by saying I. >> All opposed by Nate. All right. >> Thank you, sir. I would I'd like to suggest we finish our whole next item that we have on our agenda under our action items uh board policy EIF local update. Mr. Brian Cole, our deputy superintendent of teaching and learning. >> Good evening. In accordance with board policy BF local and district goal Brazilport ISD will provide a rigorous and relevant learning experience to ensure that every each student will be future ready. It is my pleasure to recommend change to board policy EIF local board policy EIF local is used to establish local requirements for graduation from high school.
022Currently no additional local requirements are in policy. Our mission in Brazport ISD is to graduate each student to be future ready. And for our seniors, this means graduation plus college readiness, career readiness, or military readiness. As we explore our historical data previously shared by Mr. Redden, you'll see that we have generally seen a steady increase in the percentage of students who are college, career, and military ready. The two dips that you see are related to COVID and changes in how the state defined college career and military readiness. College career and military readiness indicators were first measured in the 2017 state accountability system. As you study this slide, you can see that there are several ways a student can earn college career military ready credits. The most prevalent ways that we see in our district are
023through meeting the Texas Success Initiative criteria through college prep courses, meeting criteria on advanced placements exams, earning dual credit, or earning an industry-based certification by and completing a program of study. In front of you, you should have a handout that looks like this. It shows over the last 10 years how the Texas Education Agency has made changes to what it takes for a student to meet college career and military readiness requirements. We will explore a couple of these items a little more closely this evening. For the class of 2022, the state also changed the threshold of a rated performance from 60% of graduates to 88% of graduates. The 88% threshold remains the target for A-rated performance even as the agency changes what it takes to achieve college careers and military rates. On your sheet and
024then on this list here as we look to next year, the state of Texas is making significant changes in two of the areas that will have a sub substantial impact on our students and those across the state. Effective next school year, college preparation courses for the 2627 school year require Texas Education Agency approval to count for accountability. The state has not approved any courses for math and likely will not when the second round of approvals are provided in June of 2026 for next school year. This impacts over 30% of our graduates historically. Then for industrybased certifications, certifications will be leveled starting next school year into three different levels. The most restrictive level will be capped at 5% of graduates qualifying for college career military readiness accountability. This includes common certifications that are desired for our
025area such as NCCER core, plural design, and VEX tech. We have approximately 8 to 10% of our graduates from 2025 who obtained college career military readiness only through a level three certification and completion of a program of study. So, as we explore the shift in college career military readiness, in the past, students and seniors have been able to simply take and pass an industry-based certification or exam and then pass college prep courses their senior year. As we continue into the future, students must complete a three course program of study and a tier one or tier 2 certification or prepare for and pass a college entrance exam in both math and reading. This shift requires more intentional planning and preparation over multiple years for students rather than simply taking a one-year course or certification test their
026senior year. This shift presents us with the opportunity to establish a mutual commitment from the school district, students, and parents to plan and implement plans that support students in achieving future readiness in a college career military ready area. We can do this by implementing the achievement of a measure of college career military readiness as a required component for graduation by amending board policy EIF local. The proposed policy would take effect for freshmen entering high school during the 2627 academic year. The proposed policy allows for the establishment of a campus-based committee to review extenduating circumstances for students that would wave this requirement as appropriate, similar to how the state provides for committees to meet to provide alternatives for up to two end of course star assessments for graduation. The following slide shows you the additional language
027that would be added to EIF local and is located in board book. It is the recommendation of the administration that the board of trustees approve the policy EIF local as presented. At this time, I'm happy to answer any questions you may have. >> Are there are there any questions from the board? >> So, I'm a little confused here. So basically to to get this C CCMR credit of course administrative regulations not done yet. >> Correct. >> So this is it's similar to the graduation committee. Correct. >> Correct. >> And TEA is going to allow it. >> J is going to allow us to set our own graduation criteria. >> Okay. >> Yes. the the board. We are any district is able to establish local board policy related to graduation requirements and add to the state's
028requirements for graduation. Some school districts require students to have 30 credits instead of 26. >> In this case, we would choose to have students required to complete a college career military readiness indicator prior to graduation. >> Does that have to be approved by DEA? >> No, it does not. >> And with all these restrictions coming down, that's still Do you think they'll still allow that for at least a year or two? >> Uh, I believe that they're going to continue to maintain different indicators for CCMRES and this allows us to kind of as best we can peer into the future and plan out students um trajectories so that we're we're we're helping them and they have some skin in the game to to get across that college career military ready um M threshold which which
029is perfectly aligned with our mission to graduate each student right there. I It just seem I mean I guess this almost seems too easy >> and so I just I just wonder if if how long it's going to last until you know are other districts doing this that we know >> um there is a small handful that have begun to do so yes I think we're going to see more and more because of um like I shared here in the past it's it's been relatively simple to check the box your senior year um but that's not the case anymore as we move Well, I guess with the board's permission, I would like to put this on the region for anything. >> Anybody else have comment for Mr. Cole or question? So, as I do as
030uh as I keep reading about this stuff, It it appears to me, unless I'm incorrect, and please correct me if I am incorrect, but that the state is making it more and more difficult for college career, military readiness, specifically in this case, our our folks who are going through the uh GD class. Correct. And so it doesn't make sense that they're giving us the freedom to right. I mean that that's it. It's it's it's like an oxymoron. So, >> uh I know there's a question in there somewhere, but >> take advantage of now. >> Is this have anything to do because of our district renovation? >> No, >> this is completely >> completely separate >> standalone separate. Uh, school boards have always had the opportunity to add additional local requirements for graduation. So, when Mr.
031Matthew stands up and says, "I've certified, right, >> all of the graduates have met both state and local requirements," this will now be a local requirement. So our requirement is actually going to make it easier on our kids >> because normally when you add >> so our requirement >> in a way makes it harder because like when as we establish the regulation we're going to say >> right >> you have to do one of these right >> we can't just wait till our senior year right we got to go through tier one tier two right >> so there's a little more forethought and a little more planning >> exactly students will be and parents will be engaged in the process of going how can I be college career military ready? Um, >> start their freshman
032year. >> Starting their freshman year, right? So, it'll be part of the process and part of more of the conversation because now it's required for graduation versus it's a nice to check off. Now, it's a I need to check off. >> So, it's an additional step for the student. >> Correct. >> Yeah. >> So, Brian, our graduation rate will be our CPL rate >> within reason. Yes. which is much much higher than it is now. >> Correct. >> It's getting steep. I'm still surprised that the graduation committee will still allow. I think that that may be coming to the end in the near future. >> There is a new assessment and anytime there's a new assessment, there's new rules. >> Any other questions for Mr. Cole? Any questions from the audience for Mr. Cole? presentation.
033All right. Hearing none, we have a recommendation for the administration. Do I hear a motion? >> I'll make a motion to that we recommend that policy guy at local as presented. >> I'll second. >> We have it's been moved and seconded. All those in favor signify by saying I. >> All by n. All right, that carries as well. Thank you, Mr. Cole. >> Thank you. >> Next item that we have on our action items is the uh cancellation of the district 6 and district 7 trustee election. Miss Ludy Canino, our chief financial officer, presenting. >> Good evening, board members and ladies and gentlemen of the public. Um, in accordance with board policy, BBB Legal, I am pleased to present for your approval the cancellation of the trustee election for district 6 and seven. The deadline
034of February 13, 2026 has passed for a candidate to file an application for a place on the ballot. Section 2.052 and sections 2.053 53 of the Texas Education Code requires the Secretary of the Board of Trustees to certify in writing to the board that the following candidates for the May 2nd, 2026 trustee election are unopposed for election to office. Unopposed for election to office are District 6 Scott Schwartner and District 7 Mason P. Howard. Upon receipt of the secretary certification, the board may by order declare the unopposed candidate elected to office. Once this declaration is made, the May 2nd, 2026 trust trustee election for district 6 and seven is canled. Administration recommends the board accept the certification of unopposed candidates for other political subdivisions. Approve the order of cancellation and declare the unopposed candidates for
035district 6 and seven elected office. Any questions? Audience. All right. We have a recommendation. We have a motion from Mr. Ryart to accept the recommendation for the administration. Is there a second? >> Second by Mr. Chris Dunn. All those in favor sign by saying I. All those by nay. >> All right. Next item that we have uh on our agenda are our reports. Our first report, teacher incentive aotment update. is Jennifer Neighbors, our chief human resource officer, presenting. >> Good evening. In accordance to board policy, DEAA local and our district goal that BISD will recruit, develop, and retain highly effective staff. I'm glad to share our 2026 TIA updates for our teacher assist. As you know, TIA was developed by TEA with the intention of creating a pathway to a larger salary for our teachers.
036There are three levels of designations eligible teachers can earn recognized, exemplary, and master. TEA funds this additional revenue. So, when a teacher earns a designation, they're being paid by TEA. Our designated teachers will earn anywhere from an additional 4,000 to over 20,000. and we're proud to have been one of the first districts in our surrounding area to be fully approved and entering our third approved designation bay. Our goal is to be as inclusive as possible. All teachers have the option, no matter grade or subject area, to work towards the national board certification. They're reimbursed for the cost of obtaining this certification and once received they'll always hold a recognized designation status and earn the recognized level pay. Measures for designations include our teacher evaluation system at 30%, student growth at 60% and teacher attendance at
03710%. Top 30% of eligible teachers will be designated. This 30% has the ability to flex based off of hard cut scores. The data submission, which is what was just approved, included kinder through 12th grade reading, first through 8th grade math, algebra 1 and two, geometry. All of these areas include special education and class support teachers and intervention teachers in these areas for K through 12, fifth through 8th grade science and biology. BISD's TIA journey started by submitting an application and collecting our first round of data in 2223. Four years later, we're going into our third year of teacher designations and payouts. As a reminder of the TIA finance breakdown, 90% of the funds generated must go directly towards the teacher to the teacher. The district portion is 10% and this supports the TIA initiative at
038the district level. professional development, personnel, screeners. Um, we do pay fees for each submission and these are reimbursed upon plan approval. Each year our data is analyzed and verified through Texas Tech. There are four areas of value of evaluation or four domains. We have domain A which is a correlation of teacher observation scores as student growth scores. Domain B is a review of historical student growth data. Domain C is the consistency of ratings across campus and teaching assignments. And domain D is consistency of designation rates to statewide performance standards across campus and teaching assignments. So they include our STAR data um in the evaluation. our 2526 BISD TIA by the numbers we've participated for four years. We've designated 221 teachers. 3,79,038 have been distributed as of August 2025 and an additional 2 million will be
039distributed in August 2026. With our first data submission, we had 433 eligible teachers. Our second data submission had 453 eligible teachers. For our third data submission, we had 445 eligible teachers. The BISD plan identifies the top 30% for TIA designation. This 30% is made up of newly designated teachers, which was 34, higher or improving designated teachers, which was 23. So a total of 57 new for higher designations and then existing designated teachers we had 145. So 202 teachers will generate funding for their designations. You'll see a higher concentration of designations at the elementary level due to elementary teachers making up 58% of eligible teachers. With the earned designation, that means the teacher certificate will hold their designation status recognized, exemplary, or master, and they'll receive compensation annually for five years. Here you'll see a breakdown
040of how many teachers per campus have existing designations and the number of new or higher designations by campus. The Star Renaissance screener and the NWA map was used for the beginning, middle, and end of year screening. Growth could be determined at either middle of year or end of year, and they have to show a full year's growth. For average student growth, um, for all eligible teachers, on average, 71% of students grew to or pass their target. for designated teachers on average had 81% of students meeting or exceeding growth targets. Non-desated teachers on average 61% of students met or exceeded their growth target. You can see there's a significant gap between designated teachers versus non-desated and all eligible teachers. But you can also see there are some slight increases for student growth in eligible and non-desated
041categories which shows TIA having a positive impact. The teacher evaluation component um was evaluated using 2025 summitive ratings for domains two and three of tests. Test is our state approved and created teacher evaluation system. BISD data reflects that designated teachers have higher evaluation scores which aligns with higher student growth averages as shown on the previous slide. On March 6, all pending designation results were communicated to all eligible teachers and national board certified teachers. TEA will notify EISD of specific TIA aotment values per teacher in late April, which adjusts each year. We will be planning a TIA celebration in midmay. TEA will email each designated teacher detailing their earned designation and aotment value making their designation status official. Dispersement and aotments will occur in August and the district will receive the reimbursement of TIA funds from
042TEA in September. We're excited about some statewide changes that will increase the number of designated teachers earning TIA funds. These will take place or apply to the data submission for our 2526 data collection. There is a new designation category which is acknowledged which will take the place of recognized the rec recognized category and increase the allotments for recognized exemplary and masters which will give us four categories. Now the plan is written to designate the top 50% of eligible teachers through the local designation system. National board certified teachers will change from a recognized designation to a notation of national board certified accompanied by a lotment. The a lotment for the acknowledged status which is between 3,000 and 9,000 depending on the campus that they serve. This slide reflects the upcoming changes for the current school year's
043data 2526 in which the additional designation increases the designation percentage to 50%. TIA is a cycle while we're finalizing designations and payouts for the 2425 data collection. Our most recent approval, we're working on finalizing the 2526 data collection. This includes finalizing the current academic year TIA data activities, the end of year screeners and summitives, TIA scores calculated for the current academic year, determine proposed TIA designations for current academic year based on data, and we'll submit the final data package to TEA and with newly proposed designations in October, but with 50% of our eligible teachers qualifying. I'd like to take a minute to thank Cinnamon High, our TIA and evaluations coordinator for ensuring we're submitting data that has been thoroughly analyzed, ensuring approval. Cinnamon along with the TIA team has worked hard to bring increased compensation
044to our teachers through this program. While this TEA developed system isn't perfect, we believe all teachers deserve this level of increased compensation and we're going to take advantage of the opportunity and we'll continue to look for areas of expansion. Thank you. >> Thank you. Anybody have any questions? >> Any questions for Miss Neighbor? >> So, for each designation, I guess there's a pretty good scale there for each one. >> How do you determine the the exact amount like masters is 12 to 36,000. >> So, that is actually dependent on the campus the teacher works at. So, um, TEA determines that and they use a camp the campus's eco D economically disadvantaged numbers to, um, assign the amount. So, your teachers at Laneir, for example, if they were a master teacher, um, we had master teachers
045earning, um, up to 24 $25,000 last year. Um, but if you were a master teacher at say Hulk, it might have been >> like yeah 18 17 something like that. So we submit the scores and the potential designation level and then TEA assigns the amount that's funded. >> If you come out of retirement, can you get this? >> And we have a mix of experienced teachers and you know one and two years in the classroom teachers earning TIA designations. >> Any other comments? questions from >> the board. >> I think it's great that we have what 23 additional, >> you know, added from last year. So, you know, that's always improved. Uh I'm going apologize ahead of time because I've asked this question before and I'll probably ask it again. How many national board certified
046teachers do we have at this point? >> Three. And we just did that include the one we just had. We had one who she moved. So, we have >> she has one move. And so we just had another one recently earn theirs. >> So will they get the recognized in addition if they are master that is that an ad? >> It's not an ad, but they'll get the hire. >> Okay. >> So they're national board certified teacher and they have not earned a separate designation going into this year they'd get recognized. next year they'll get the money for acknowledged and it'll actually say national board certification instead of acknowledged. >> But if they were a designated teacher and they were a master teacher, they get mastery. >> So they would get >> and it will
047say master on there as well. >> Okay. And so there's some additional changes that um TEA is implementing um like if their masters um they'll have a an ear one more earlier year to qualify. Um that's one of the changes. So they can qualify year three or four to extend their five years. And so there are some good changes that are coming with it. >> Can I can I note exactly come out of retirement. I will also tell you that's how a lot of teachers tell me they're staying in the classroom. So that initial reasoning that put in you, we have teachers who are staying in the classroom and I tell them all the time if you are high performing why would you leave? We want you here. >> So you know we get I
048get a lot of teachers who tell me they stay because I can imagine >> you can pick up extra three, six, 20,000. >> You're going to make money >> wherever you are. >> Well, and we know that they often come back and sub. They're here. They they they want to come back and be in school, but now why don't we stay and have that influence over students and really make a difference, >> you know, in a different way. >> Yes, ma'am. Do you have a comment about this? >> Yes. Uh I've had some teachers like I look into this where uh I had a there's teachers that have retired. They have given BISC 30 years and they have gotten the master designation. So basically they've given BIC 30 years. they count on this designation >>
049for retirement because you know you deserve you know it helps whenever you retire. So since they retired and the payout is not till August they were disappointed by finding out that they will not get their 20 $30,000 incentive because they retired in May. But >> but you look into it, the TA tells you that they are allowed to receive early payouts if they retire in May. Wouldn't you shouldn't you to say thank you if they earned it to give that designation to who it to who earned it. So after giving 30 years so our plan was written and approved and any changes have to be submitted and and approved >> and so I'm answer your question. So that is part of our the retention piece. You will find that most districts have it written into
050their plan. If you leave whether it's you're moving to go to another district or you're retiring um that money stays and the money does not that that teacher earned would not stay with the district. It is dispersed amongst the teachers on that campus or the staff on that campus. And so that's the the way our district along with most districts chose to write the plan because it is a retention tool. >> But the TA >> TA does have different um options that you can choose but the district actually writes the plan. >> You have another question. >> Yeah. The TA says that it could fall into the teacher retirement into their teacher retirement. So wouldn't it be nice to say thank you to put a policy and say be instead of being going with the
051flow be outside the flow and say hey we appreciate B teachers and let's say thank you >> miss we appreciate you advocating for our staff the way our plan was written uh they have to return to receive incentives >> well and I don't >> I know you may not agree with that and some teachers don't so That's the answer to your question. So, we're going to move on. >> Talking the way teachers have been very disappointed >> in finding they they were counting they got the designation >> and then all of a sudden >> it was communicated up front. We were the first district to do this state pretty much. So, we voted first >> and it's communicated um through multiple emails presentations at the beginning of every school year. Um we had teachers on
052our development team. We absolutely appreciate the feedback. um we get feedback from our teachers as well. So, thank you. >> Our next item on our agenda uh is our 2027 budget planning update. You can see our chief frontage lobster. Tell me something good. Uh good evening. This presentation aligns with board policy TE and in alignment with the district goal that Brassport ISD will exercise fiscal responsibility to ensure financial strength and secure the resources to equip and maintain quality facilities and educational programming. To ensure that our budget decisions align with our core values and strategic priorities, we will operate under the following guiding principles. Prioritize campus based positions, evaluate district level programs, and identify areas of reduction. So, we'll start with a 2025-26 budget update and then move on move on into the budget. For the
053202526, the district adopted a balanced budget as part of the fiscal year transition. This year, enrollment has decreased by 303 students. Even with that drop, we're still projecting a strong ending fund balance of 44.3 million, which is about 5 million above TEA's recommended level of 39 million. Average daily attendance was originally budgeted at 9,918 students, but we are projecting 9,778, which is about 140 uh students fewer than expected. Chapter 313 uh payments were budgeted at 7.7 million and so far we've collected 7.2 million, which is pretty close to what we anticipated. The budget um as I mentioned earlier the budget reflects a 10 months of expenditures due to the fiscal year change. It is important to note that this was a one-time adjustment and not a long-term solution. If we had built a budget for
054a full 12 months under the current funding structure, we would be looking at an estimated $8 million deficit. that really highlights some of the ongoing challenges we're facing, including rising operating costs, declining enrollment, and limited increases in state funding. More specifically, we are seeing a 2 million loss due to ADA coming in 140 students lower than anticipated. So, while the adopted budget appears balanced because of the timing, when you look at a full 12-month picture, we're actually facing a deficit of over $10 million. this table provides a snapshot of our total revenue from tax collections, state aid, and other local sources. For the current year, the adopted budget included about $123.6 million. Um, but we are now projecting closer in revenues, excuse me, but we are now projecting closer to 121.6 million. This decrease is
055driven by the declining average daily attendance or ADA which is projected to drop by the 140 students. That change alone resulted in about a $2.5 million shortfall. That said, we do not expect to fully realize that deficit since the budget includes a 3 million contingency fund. We will continue to monitor this closely and provide updates as more information becomes available. Now looking ahead at the 2026 27 budget, uh in our pri previous budget development update, uh the district was already facing a deficit of about 11.2 million. Based on updated revenue estimates, mainly tied to enrollment trends and state funding, that deficit has now increased to approximately 12.3 million. This change is largely driven by a revision in average daily attendance or ADA. We previously projected ADA at 9,83, but based on historical trends that has
056now been adjusted down to 9,66. That decrease results in a 1 million reduction in projected revenue, which directly impacts the deficit. At this point, expenditures remain unchanged. As a result, the unassigned fund balance is now projected at around 32 million where while the optimal level is about 39.2 million that puts the district about 7.1 million below the recommended fund balance. It is also important to note that this projection does not include any assumptions for compensation increases or reductions. The budget deficit is driven by several factors with one of those biggest being declining enrollment. From 2014 to 2019, enrollment was relatively stable, averaging between 12,300 and 12,400 students. Starting in 2020, we began to see a decline with a more noticeable drop in 2021 to about 11,400 students. While there was a slight recovery in the
057following years, the overall trend has continued downward. For 2025, enrollment is about 11,169 students and is projected to decrease to 10,864 in 2026. Looking ahead, it is expected to decline further to around 10,673 students in 2027. Altogether, that is a loss of more than 1,700 students over the past decade. This matters because district funding is largely based on enrollment in ADA. As enrollment declines, so does revenue. This ongoing trend is a major factor behind the financial pressures we are facing and contributing directly to the deficits projected in the coming years. This slide compares enrollment to average daily attendance or ADA, which is the main driver of our funding. While enrollment has declined, ADA has dropped a little faster. Historically, the district operated at about 92 to 93% attendance, but more recently, we're seeing rates closer
058to 89 to 90%. Since COVID, attendance levels have not only returned to where they were before, and that continues to impact funding. So, not only are we serving fewer students, but we're also generating less funding per student than we have in the past. The combination of declining enrollment and lower attendance further reduces revenue and adds to the financial pressures we are facing. Declining enrollment in ADA have several important impacts on the district. First is funding. Since our revenue is driven by ADA, decreases in enrollment in attendance directly reduce the resources we have available. Second is facilities. Our district was built to serve more than 12,000 students and we are now operating with significantly fewer which means we have underutilized space across our campuses. And third is staffing. While enrollment has gone down, staffing levels have
059not decreased at the same. When you look at all these together, it creates inefficiencies that we will need to address moving forward. Enrollment has declined by about 14% over the past decade with more significant losses occurring over the last three years. ADA has declined at an even faster rate uh level off at about 90% which is below where we were historically. For planning purposes, the 2627 projection includes enrollment of 10,673 students and APA of 9,66. These projections are based on recent trends and reflect a conservative and realistic approach. Looking ahead to 2031, enrollment is expected to decline further to around 10,000 students with ADA projected at 8,888. That represents a loss of about 890 ADA over the next five years, which translates to roughly 8.2 million in loss revenue. Overall, these trends highlight the continued
060financial impact of declining enrollment and attendance upon the district. This slide uh this slide shows the relationship between enrollment and total uh and total staffing over time. As you can see, while enrollment has declined, total staffing has actually increased. Overall, enrollment is down about 12.7% while staffing has increased by about 16%. You will also notice the point where the lines cross which lines up with the COVID period. During that time, the district received ENTRE funds which allowed us to ask staff to provide additional academic and social emotional support and help students recover from learning disruptions. However, those ESSER funds have now expired. We are now facing what is often called the ESER funding split where the temporary funding is gone but many of the associated costs remain. As a result, we now have more staff
061per student than we have historically had. While this has while this has certainly benefited students, it also increases the cost per student and contributes to our current financial balance. It is important to recognize that we have already taking taken uh meaningful steps to reduce cost. Since 2022, the district has reduced more than 3.6 million in non-eing positions across multiple departments. These reductions were intentionally focused on operational and administrative areas to minimize the impact on the classroom. This shows that many of the areas typically looked at for cost savings have already been addressed. This slide uh compares our administrative cost ratio to other districts in the region. Brassesport ISD's administrative cost ratio is about 7.7 which places us right in the middle of our peer group. We are lower than many districts of similar or smaller
062size and only slightly higher than much larger districts that benefit from economies of scale. This tells us that administrative costs are not the main driver of our financial challenges. This slide uh highlights one of the most important factors in understanding our budget. About 87% of our total budget is tied to payroll, including salaries and benefits for all employees. That means only about 13% is available for everything else like supplies, services, utilities, and day-to-day operations. This is important because it really limits where we can make meaningful reductions. Even if we reduce non-payroll spending, it only affects a small portion of the overall budget. Because of that, any significant effort to address this deficit has to in has to include how we staff the district. As we continue working through the 2627 budget development process, we are
063actively identifying areas for C cost reductions. So far, we've we have identified several adjustments. A reduction in property insurance premium will save about $810,000 and restructuring the streaming program is expected to generate another 336,000. We're also proposing to remove dual credit tuition support for students who do not qualify along with eliminating advanced placement testing fee coverage. Together, those changes would save about 140,000. Implementing a travel moratorum where staff travel is limited to required trainings only is projected to save around $250,000. In addition, reclassifying software licenses is expected to generate nearly 1 million in savings. The closure of SFA has resulted in about 400,000 in operational savings along with staffing reductions totaling 2.3 million. Altogether, these reductions add to approximately 5.6 million. This slide shows the updated budget projection after factoring in the reductions we just
064discussed. Total projected revenues revenues is about 121.9 million while expenditures are projected at 128.7 million resulting in a deficit of approximately 6.7 million. The unassigned fund balance is projected to be 37.6 million compared to TA's recommended level of 37.5. So even with the deficit, we're still ending slightly above the recommended fund balance by about 99,000. We've been talking about stacking efficiencies and now let's shift to facility efficiencies. Campus consolidation gives us an opportunity to be more strategic in how we use our resources while while still providing strong academic programs for all students. One step in this process is the consolidation of Braza Success Academy and Lighthouse Learning Center, which is expected to have a budget impact of about $400,000. We're also exploring the potential consolidation of food and Lake Jackson patterns as an option. If
065pursued, this would generate an estimated 2.8 million in cost savings. Overall, these strategies help reduce duplication across campuses and allow allow us to make better use of our staff facilities and programs. They also support realigning campuses and levels to improve efficiency. We will continue evaluating additional opportunities for cost reductions. Staffing adjustments are being reviewed and aligned with enrollment trends primarily through attrition and careful evaluation of positions. We are also reviewing discretionary budgets across all departments to identify further efficiency. However, it is important to emphasize that while these efforts are necessary, they will not fully address the deficit we are facing. And this uh table is slightly uh it is updated from what you have what was said earlier. This slide shows the projected impact uh on our fund balance over the next several years if
066current conditions stay the same and no additional action is taken. At the top you can see we are projecting an ongoing annual deficit of 12.3 million each year. As a result our sign fund balance continues to decline. We start at about 32 million in 2627 already below our optimal level of around 39 million. From there the balance drops each year to about 19.4 million then 7.4 million and by 2030 it becomes negative at about 4.9 million. By 2031 that negative balance grows to over 17 million. When we compare this to to our optimal target, the gap widens significantly from 7 million below optimal to more than 56 million. It is important to emphasize that this assumes no additional reductions or structural changes. This really shows the path we are on. Without action, our fund balance
067will continue to decline and eventually become unsustainable. This slide outlines the planning uh timeline for both administration and board as we move into the into the 27 budget development uh process. The next budget update will be provided on April 20th along with presentations of the proposed 27 compensation plan. On May 18th, the board will review the proposed budget, set the public meeting date, and vote on the proposed tax rate for publication purposes only. And on June 15th, the public meeting will be held to discuss the budget and tax rate and the official budgets will be adopted. Finally, on September 21st, uh 21st, the board will adopt the official tax rate. In closing, the district is financially stable today. Uh but we are facing ongoing challenges. Declining enrollment continues to impact revenue and additional steps will
068be needed to address the gap. Our focus moving forward is aligning resources with enrollment while protecting the classroom. Thank you. And I'd be happy to answer any questions. >> Told you to tell me something good. >> Um, I'm gonna ask questions before I open the floor. the projected enrollment decline some 225 students per year over the next several years. Is that just based on that's what we've been losing >> that? Yes, it's based on historical trends >> and and uh do you know are our other uh surrounding districts not so much Alban or Periland but West Columbia Sweeney uh are they experiencing the same thing we are? >> I I I think It's also notable that many many if not most school districts correct across the state are losing enrollment and and due to that
069they're losing funding as well. So we're not the only ones in this situation. Um >> I think uh there was a survey sent out last year where I think about 68% of districts were anticipating adopted deficit. So that's still the trend. So short of cutting personnel, there's not a huge amount of money out there that can be cut to address these shortfalls. >> Not when 87% of our coaches cost. >> Okay, I know that. I just don't think everybody else >> appreciates understand. Are there any other questions for the board >> or exceptions? >> Poor exceptions. >> Yes, sir. >> Do we have any thoughts or any indication any more 313s or whatever they're called now? Pretty much >> well the law changed. So, yeah. So, so it's not the same. Even if they were
070approved under the new system, which is called the Jedi uh process, they would still not generate the the additional funds that the current chapter 313 generates. >> And apparently the plans probably coming back also. So chemical plans. >> Yes. >> Um yeah, the the enrollment the ADA projections are are certainly troubling. I wonder if we considered or think about the uh what you said 448 applications with the voucher system for the ISB. >> Right. But but around the around the state it appears that there's a large majority of you know early childhood. >> Yeah. >> And so that would That's a concern that I have concerning they're not starting, you know, they're not going to start. So, we don't have the numbers and then it just, you know, uh, escalates from that from that standpoint.
071So, I, you know, the fairly the early childhood, based on what I've read, it seems like it's probably easier to get, you know, which is unfortunate. >> That's the most >> at the most. Yeah. So, it's going to be uh you know depending on this crazy scoring system, who knows how much that's going to be. So, but I think that that's a concern that we need to at least you know be aware of from that standpoint. So, yeah, that's you know the early one uh I mean if they don't get started it's going to be tougher to have them continue. Um I guess from one of the areas that you talked about as far as the consolidation etc etc you know that's definitely a cost savings. It's probably the most uh most headaches, the most
072troubling. But again, we got to keep in mind is that really best for the kids that are going to be there, you know, uh duplication of services, you know, I mean, can they get the same input, uh, the same, you know, learning if you want to call it from that standpoint and, you know, you look at, you know, smaller classes and I'm not sure, you know, what folks what their per grade, per classroom level is, but, you know, their enrollments kind of So that's a that's something that really and don't want to bring up some bad history, but the longer you wait, the harder it is. >> So anyway, that's the thing that that concerns me at this point. Um, and I guess the big concern to me is is our enrollment ADA because you
073say that's that's our funding. Okay, I'll quick. >> Anyone else? >> It is interesting how much ADA has changed since the perception or the reality. I don't know what your what it is, but it probably has something to do with some of the lack truency laws and all the other things that have happened over the last 10 years too that you know, if you don't feel like going to school, people won't come to school anymore. So, I think that's >> we also have also the slide that you showed with our staff. Uh I didn't get to go to the federal thing this this year but last year you know the Georgetown think tank group you know showed the exact same thing that the the er funds were a boom and a big help. Now they
074become a big you call it the cliff. So we're >> it's easy to give staff to campuses but it's very hard to to >> and they were they were well used that's the thing I mean it was there was great but hey at some point >> well that's the unfortunate thing too is most of those were for you know intervention and >> special needs and behavioral issues and all the things that we saw pre and post especially makes it difficult for it. Yeah. Are we are we considering a early in retirement incentive to encourage people to do that sooner rather than later that are thinking about it? >> That would make an impact especially with TIA now. >> Well, I know We got to find way to cut it. >> We're gonna have to find
075if people are thinking about it. >> Well, the scary part here is all the programs we offer our kids that financially if we can continue to offer those. And the more we talk about budget, the less likely that seems to be. And just like the smaller schools being consolidated, you know, there there are a lot of kids coming to school for one reason. And um we got to be careful not to remove that. >> So yeah, as far as our maybe our CTE program, unfortunately, we may have to take a harder look at those numbers of kids in in those programs and maybe even more increase that number more than we'd like to. And that's we took pride in being able to offer so many, but a point now where it's going to take some
076hard decisions to look at uh how we're going to be able to move forward. >> So on a on a little positive is that we are not finished doing our reviews. We continue doing that. We're still looking at our staffing and making sure that we our ratios are adjusted and that we have the staff that uh the the ratio recommends. But we're also still in this table. it's not included a lot of the discretionary budget reductions for the departments and that's going to be significant. So that's still not factored in here because we're not done meeting with all the departments but there's still some savings out there that we'll probably realize and then we'll bring back the next meeting. >> Yeah, that's going to be have to be a lot more taken. That's for sure.
077>> Well, it's not just one year. This is >> right. It's going to go >> this is going to continue. So >> yeah. I guess I'm more I haven't looked at the enrollment projections and stuff what's you know for next year moving on and whatever but I assume you guys looked at that and it's probably not a good >> I know that was it >> that's not a good thing to look at you can see some of the lower grade levels yeah already >> we're m we're normally pretty open well I'm normally pretty open but you do have to sign up ahead of time before the meeting to My son had a rocket. >> I know, but we have procedures for a reason. I appreciate it. We can get you with an administrator during the
078week, but uh uh for tonight, we're going to stay on on track. >> Oh, no. I just had a comment from for um from what you were saying. You're awesome, by the way. Thank you for helping me always. >> What you were saying about the the ECI the Uh do you know that a lot of kiddos and a lot of families they do not know that you guys offer like if kids have speech problems or any they don't they don't even know that they have an early childhood program in BC like the community they do not know about this program like my daughter she entered BC through the Pegasus. So if one way of increasing enrollment through the prepaid thing is put information out that hey if your child has speech >> it's out we
079have we have information everywhere whether or not they >> we've had a lot of >> whether or not they look at it is a different story. as well put it out on Facebook, put it out in the media, >> you will increase your enrollment by doing it that way if you only put it in the BC website. But if you like actually advertise it, your enrollment will come up because that's one of the reasons when I moved here in 2009, I came specifically to this district. >> Okay. That's one thing to think about. >> Thank you. >> Next item that we have on our agenda are our board committee reports. Uh are there any board members report? Lots of stuff going on in the spring. Lots of good stuff, exciting stuff. Um baseball, softball, soccer.
080Um lots of opportunities to see our kids and they notice when we're there. April and they notice when you're done. >> April 6 week. >> Yes. I thought we just do that next meeting. >> Okay. >> All right. >> Our next uh regularly scheduled meeting is April 20th right here where we're going to be talking a lot more about our budget. Next item that we have on our agenda is executive session. Executive session may be called for the purposes permitted by the Texas Open Meeting Act, Texas Government Code section 551. 01 through 551.146. Section 551.071 consultation with attorney. Section 551.72 for the purpose of discussing the purchase, exchange, lease, or value of a property. Section 551.074, personnel matters, appointment, employment, evaluation, reassignment, duties, discipline, dismissal, or complaint. Section 551.082 for the purpose of considering discipline
081of a public school job or a complaint or charge against personnel. We shall return. 8:31 we reconvene from executive session. Unless there are any objections, we will stand adjourned.