February 16, 2026 Brazosport ISD Board Meeting

001I'd like to call our meeting to order. It is 6 pm and declare that we do have a board quorum present. The mission of Brazesport ISD is to graduate each student to be future ready. If you will please stand for our invocation which we led by Mr. Chris and our pledges of allegiance uh which will be led by Mr. Jerry. >> Let's pray. Heavenly Father Lord uh we just come to you tonight. Father, just thanking you and praising you for taking care of us, so being so good to us. Father, we thank you for your presence in this place tonight. Uh Father, we have so many uh great things that we get to celebrate. Uh our guests that are here tonight, ones that we get to honor and just regular community members. Uh Father, we

002thank you for each and every individual that's here. Uh pray for safety on their way home uh after we leave this place. Father, we just pray tonight that uh uh Thank you for for putting us in a position to uh to take care of business, take care of our kids and our families that we get to serve and just pray that uh Father that we not be sensitive to uh for the direction uh on on each item that we talk about. Father, just pray that everything is said and done tonight, we bring honor and glory to your name. Gifts we >> Please join me in the pledges. I aliance 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

003for all. >> Honor flaggy Texas one state one and indivisible. You may be seated. I would like to ask board members to begin making their way to the front as we transition into our awards, achievements, and recognitions time. Would Marty Crawford and Kenna Wley along with Miss Katie Lefay and Miss Rachel Brooks please join Mr. Massie and the school board at the front. Several Brazeswood High School students competed at the Texas State Thespian Festival in Corpus Christi on November 15, 2025, including two who earned the honor of advancing to the National Thespian Festival in the soul musical thesp category. Marty Crawford and Kenna Weatherly impressed judges with their outstanding performances, securing their spots to compete at the national competition from June 21st through 26th at the University of Indiana in Bloomington, Indiana. The National Thespian

004Festival gives high school performers the opportunity to collaborate with peers, attend workshops, and perform before professional adjudicators. Congratulations, Marley and Kenna. We look forward to cheering you on as you represent Brasseswood High School and the district on the national stage. The Brasseswood High School theater program is under the direction of head director Katie Lefave and technical director Rachel Brooks. Thank you both for the investment you make in the success of all your students. Congratulations. >> Thank you for all. You want to come up with the dead? Our next recognitions this 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 and embrace innovation and lifelong learning to

005prepare students to be future ready. When I call your name, please come stand next to Superintendent Massie. We have Leslie Burton from Mage Griffith ELEMENTARY and Chris Hunter from Braz High School. First, Miss Leslie Burton, a special education teacher known on her campus for her commitment to supporting students and contributing positively to Griffith. She consistently demonstrates strong instructional practices, thoughtful planning, and a deep commitment to meeting individual student needs. Her collaboration with general education teachers and families has strengthened student support systems. Miss Burton truly embodies what it means to be a Griffith Eagle. Show up, stand strong, and make a difference. Thank you. Next up, we have Chris Hunter, who is also a special education teacher. Mr. Hunter exemplifies the mission first team always spirit through his unwavering commitment to students, collaboration with colleagues, and

006positive impact on the Brazeswood community. Peers consistently describe him as dependable, unfailingly positive, and always willing to step in. Whether supporting students, covering arts, assisting with paperwork, or helping fellow teachers, he creates a classroom environment where students feel valued and supported while being held to high expectations, bringing out their very best. As a co-teer, he seeming seamlessly strengthens instruction and elevates those around him. And his encouragement and professionalism make both staff and students better each day. Thank you both. appreciate all. >> Thank you, sir. Okay. Where's the camera? team members. >> Give him the camera. He'll pass. CONGRAT. >> Good evening, Mr. Matthew board members and guests. Tonight I am proud to announce the names of four Brazport ISD elementary campus recipients that earned the 2025 ERP educational results partnership honor role. Congratulations to Match

007Griffith, BRANDON and Pulk Elementary. This list recognizes top public schools, school districts, and charter schools in Texas that have outperformed their peers in closing achievement gaps, particularly among higher poverty and historically disadvantaged student populations. This effort is part of a national campaign to engage business leaders in recognizing successful schools and educational systems that are preparing students with the fundamental skills needed to be successful in the workforce and in life. The honor role is the only school recognition program based solely on objective student achievement data with the goal of finding and highlighting successful districts and encouraging collaboration among educators on best practices for raising student achievement. The Texas Honor Roal is presented by the campaign for business and education excellence in collaboration with the Texas Business Leadership Council and other business leaders across the state. Thank

008you for your outstanding leadership in ensuring our students are future ready. Thank you. Thank you. Thank you. appreciate. >> You got the camera on? >> Yes. that concludes our awards and recognition time for this evening. Uh, next item that we have on our agenda is audience with individuals at this time in accordance with beed local board for an audience with individuals who have signed up before the meeting to address the board regarding only non-aggenda items. Tonight we have one Mr. John Ho uh the subject to be stop to be discussed as the veterans parade. Uh Mr. Atkins will serve as our time keeper for those who have requested to speak. Comments are limited to a maximum of five minutes per speaker with a maximum of 30 minutes total allotted for public comment. Delegations more than

009five shall appoint a representative to present their views of board. The board will not entertain negative comments on individual personnel or students in public session. Patrons are encouraged to use appropriate campus administration uh channels before bringing concerns to the board and board members are not allowed to deliberate, discuss, or make decisions regarding any subject not included on the agenda posting. However, this is a little bit different. Thank you, Sarah. Uh my name is John Hustel and uh I'm chairman of the Missouri County Veterans Association for the past 27 years and I'm here to let the school board know that uh I approach the Lake Jackson City Council and uh Lake Jackson was uh selected to host this this year's better statement parade here in Lake Jackson. I got the approval from city council and during

010that time I asked them to send a representative in behalf of the city council, the police department, fire department, parks department, chambers of commerce. And with that in mind, we will form a host committee and we will make uh we will make all the decisions that need to be made for this day. And then after doing that, then I I came up to uh I came to approach the school board to uh be a part of the program, be a part of the show. Basically, we're honoring all the veterans of Lake Jackson and Missouri County. When I started this thing, we had 27,000 veterans of Missouri County. We are currently down to 17,000. But little by little, we're passing away. Okay? And we got we honor all the branches and all the wars. You know,

011uh the whole idea is to educate our kids, let them know that the price of freedom isn't free. Okay. Uh I would like to ask a representative from the school in regards to the band director, the ROC program, the choir, anybody that wants to be part of the show. It's all volunteered. Nobody gets paid nothing. Everything that's done is volunteered or donated. Okay. Uh Gary is a representative from the Lake Jackson Post 306 American Legion Post. So we do anything that we get or are donated stays here in Lake Jackson with that post. We do not take nothing with us, you know. So when we look for sponsors and and people that want to help, it's for this community right here. We will bring in everybody in Bizoria County from Perryland to Alban to Angleton

012to Danbury to uh Cl Lake Jackson, Freeport, Missouri, West Columbia and Sweeney, Damon and uh Jones Creek. All of these towns have hosted the parade. The last time Lake Jackson hosted the first parade was in 2001, 2007, and 2011. So this is going to be the next one. So this will be the fourth time that Lake Jackson would be hosting the veterans decorate here, you know, and basically we would start in the morning with the breakfast for the veterans that are all coming in from out of town, you know, to get ready. And the breakfast is usually held from 7:30 to 9:00 for the breakfast. And then uh they will go and uh arrange their floats and everything part of the parade. The parade kicks off at 11:00 in the morning and will it should

013end by 12:30 in the evening and then that that allows uh the people to grab a bite to eat and drink that we will be giving away. Uh each and every year we give away hot dogs and water for all the participants and and the public. It's all free. We don't the more we give away the less we got to carry. Okay. But uh and then we have a program that that school will put together and uh we uh it'll start at 1:00 and exactly one hour it should be all completed and gone by 2:30 the latest you know we've done this for the last 27 years and people ask me how do you do it and I said practice you know but uh it's open to the community anybody here is welcome to come

014and sit in on our host committee meeting and uh I will meet with the the committee once a month for one hour and uh we're we decided to have it on the second Thursday of the month starting in March which will be March of 12 for one hour from 6:00 to 7. Okay. And uh it'll be like that and then in uh with the host committee meeting and then starting in July I will bring the representative from the host committee to meet with the steering committee. The steering committee is made out of representatives of all American Legion Post veteran organizations in the county, you know, and it's the same thing, one hour, once a month to get get the word out, you know, and uh we we invite the community, we invite the school board

015to put out a float, you know, to lead the way. Uh you did a fine example back in 2001 when I found out you had an ROTC program that was awesome. I was very impressed with it, you know, and now, believe it or not, we got five ROC programs in the county. I don't know if you're aware of it, but your group is the one that led the the charge. We got one in Angleton, we got one in Alvin, and we got two in Parland, you know. So, it's growing, you know, and kids are getting educated. I have been to every city council and every school board in the county and everybody they they they know who I am. When I walked in, I said I come here to represent the veterans, you know. So,

016uh all I'm asking is for you guys to decide to be part of the host committee so that we can have a great time. You will be celebrating the 28th and uh 28th annual anniversary of the letter. That's all got. Anybody got any questions you want to ask me? I won't. Not at this time. >> Thank you very much. >> Thank you, Mr. App. >> Thank you for the time. >> Appreciate what y'all done. The uh next item that we have on our agenda is our consent agenda. Uh are there any items that are requested to be pulled from the consent agenda? Uh we will also allow public comments from individuals who have signed up prior uh to the meeting applicable concerning. Are there any items from the board to be motion to approve the

017consent agenda as presented? >> All right. It's been moved by Mr. Atkins to approve the consent agenda as presented. Do I hear a second? >> Second by Mr. Dunn. All those in favor signify by saying I. All opposed by nay. All right, that carries. The uh next item that we have on our agenda is our public hearing. Uh we will now ask Mr. Ron Redden to conduct a public hearing to discuss the 2025 academic performance report. State law provides a public meeting be held to discuss the topic. Participation is invited at the conclusion of the presentation. Mr. Good evening. In accordance with board policy AIB legal and requirements under Texas Education Code Chapter 39306 and in alignment with district goals 1, two, and four, it's my pleasure to conduct a public hearing this evening on

018the 2025 Brazesport ISD annual performance report. Texas Education Code Chapter 39.306 306 requires each public school district's board of trustees to publish an annual report that includes the Texas academic performance report or the taper. The taper includes the 2024 and 2025 star performance results, the class of 2023 and 24 graduation and dropout rates and attendance and the 2025 special education determination status. It also includes the 2024 PI's actual financial report, the 2023, 24, and 25 district A throughF accountability ratings and distinction designations, as well as the 2023 and 24 college career military readiness results. The taper provides result reports on 2025 enrollment, demographics, special programs, and staff information as well. In addition to the taper, the district is required to report on the progress being made toward the board's House Bill 3 literacy, numeracy, and

019CCMR goals, the the progress being made on the 2020 or the 2526 campus performance objectives, the district's accreditation status, the performance of class of two of 2023 students in post-secary institutions, and a school safety report. The first section of the paper is the performance of students on STAR examinations compared to the state. In the spring of 2025, BIST students outperformed the state average for STAR exams in all performance levels on six assessments. Students outperformed the state at the approaches and meet grade levels in math overall. These line graphs provide a look at the district dropout and graduation rates. Both measures are lagging indicators, which means that data are from the 20 2023 24 school year. The dropout rate continues to decline and the gap between the district and state dropout rates continues to widen. The

020four-year graduation rate also continues to improve. The fouryear graduation rate for 2024 was 91.9% compared to 90.7% for the state. The next report looks at the attendance rate for the district. District campuses continue to work hard to regain precoid attendance rates. This year they are continuing to implement a variety of creative initiatives that encourage and reward students for good attendance. In addition, the principal of the campuses with the highest attendance rates for the month are given a trophy to share with their campuses. In BISD, we believe students find purpose through connections with their schools. Students who are active in our myriad athletic and extracurricular activities and organizations consistently have the best attendance in schools. So, we continue to provide students with a robust array of opportunities to increase their engagement. The paper also includes the

021district's special education determination status. The special education determination status is based on the results of the state's resultsdriven accountability system or RDA report that is issued in the fall. In the RDA system, a program receives one of four possible determination levels based on the performance of students served by that program. Determination level one means the program met requirements. Determination level two means the program needs assistance. Determination level three means the program needs intervention. And determination level four means the program needs substantial intervention. Included in the considerations for assigning a determination level for special education is the performance of the program on the state performance plan indicators. The district special education program received a perfect score on the state plan. The determination level for special education this year is needs assistance. The 2023 24's actual financial

022report is the financial report for the 2023 24 school year and it compares district revenues and expenditures to those of the state for the same year. This year, our district once again earned the state's highest financial rating of superior in the financial rating integrity system of Texas or first. For the first time in three years, the state published the district A throughF accountability ratings. Since this is the first public meeting in which these results are presented, I included the 23, 24, and 25 district A throughF results. In addition to presenting the results, the district is required to report on any campuses that were identified for school improvement. Flute intermediate, Preport Intermediate, and the Lighthouse Learning Center, DAP were all identified for additional targeted support this year. Each of those campuses created an improvement plan to

023improve student outcomes that they are implementing and monitoring. We're confident that these campuses will see improved student performance this year. Also, for the first time in three years, campus distinctions were awarded as part of the A throughF state accountability system. The top graph provides a picture of how district campuses continue to earn distinctions at a high level. As a part of the distinctions report, the district is required to report on the campuses that earn distinctions in 2025. I'm proud to report that AP Bole and TWW AG elementary schools each earned one distinction. Austin Elementary and Lake Jackson intermediate schools each earned three distinctions. Brandon Elementary Brandon El Elementary and Pulk elementary schools each earned four distinctions and Brazesport High School along with Roberts and Griffith elementary schools each earned five distinctions. Brazesport ISD continues to

024provide outstanding opportunities for students to earn CCMR credit. Both high schools offer a wide array of CTE programs of study. Students are actively engaged in these programs and are earning certificates that will provide them with needed credentials as they graduate and move into various fields of employment. Additionally, the district continues to place an emphasis on college readiness. The students taking college preparatory classes and earning dual credits at Bradenport College. As a result, the percentage of BISD students earning CCMR credit by the time they graduate continues to steadily increase, resulting in an overall C CCMR A throughF rating that is improving. And as you can see on this chart, excuse me, as you can see on this chart, this past year we've earned B's across the district and we are right on the cusp of earning

025A's. The final section of the taper, student and staff information, is based on data from the 202425 school year. These reports include enrollment, demographics, including economically disadvantaged percentages, enrollments, and special programs, and teacher and staff information. Some of the reports include October snapshot information from this year as well. The October snapshot data are the official data that will be included in next year's taper and where it is available. It is included to provide you with an up-to-date picture of where we are this year. As you can see from the line graph on this slide, BISD enrollment continues to decline. The district is taking proactive steps to improve enrollment, including partnering with Brassesport College to provide an early college option to high school students. And as was just announced last week, providing a virtual school option

026also for high school students. District student demographics are comparable to student demographics across the state as a whole. The table at the top of this slide provides you with the 202425 percentages of our major population groups. Student demographics have remained relatively flat over the past five years. The state percentage of economically disadvantaged students in 2025 was 60.4% while that of BISD was 56.5%. This year, however, the percentage of economically disadvantaged students for BISD has increased to 64%. That can be attributed to an increased number of families who chose to report their income on community eligibility provision forms that were provided in the enrollment and annual registration packets. The community el eligibility provision is how BISD students are able to eat for free at our campuses. Moving on to special programs. I will begin with the

027emergent bilingual program. In 2025, the number of emerging bilingual students declined slightly. However, the percentage remained flat at 13.8%. The percentage of students identified as receiving services through special education continues to grow. The BISD rate for 2025 was 18.5% which was up from 17.0% in 2024. This year, program participation is expected to grow to 19.2%. The percentage of gifted and talented students continues to grow. In 2025, 12.2% of enrolled students were identified as gifted and talented. This year, the program enrollment is expected to grow by 0.4% to 12.6 percentage points. The number of teachers decreased from 838.6 in 2024 to 88.6 in 2025. However, the studenttoteer ratio increased slightly, although it still remains well below that of the state. BISD teacher pay was almost equal to that of the state in 2025. However, the board

028of trustees took action last spring to provide a significant raise to BISD teachers. Keep in mind as you look at the salary line graph, the teacher salary information does not include the include the in the generous stipens provided by the board of trustees to a significant percentage of our teachers. If stipens were factored in BISD, teacher pay would be higher than the state average. Turnover rates continued to decline across the state, including in BISD. The BISD turnover rate of 18.1% is nearly a percentage point below that of the state. With the taper report concluded, I turn our attention to additional required reports. The report on this slide highlights the progress the district is making toward accomplishing the House Bill 3 goals set by the board of trustees in the summer of 2020 and amended in

0292021. BISD students exceeded the 2025 performance targets in reading and CCMR, but not in math, although math performance improved. Deputy Superintendent Cole will present a more detailed report on progress toward beating House Bill 3 goals later in this meeting. Each year, we are required to report on the progress campuses are making toward accomplishing their annual campus improvement plan performance objectives. Data used for tonight's report came from the second quarter review of the campus improvement plans. This year, an additional progress level of moderate progress was added to the campus and district improvement planning tool. The addition of that progress measure allows campuses to better identify the progress they are making toward accomplishing their goals. BISD campuses take the continuous improvement process seriously and campuses continue to narrow their focus the focus of their plans on identified

030needs, attacking the root causes of those needs to improve student outcomes. It is expected that by the end of January, campuses will be making moderate or better progress toward accomplishing their performance objectives. And this graphic illustrates that they are on target. For the first time in two years, the state published the district accreditation reports. A district receives one of four possible accreditation ratings. The top rating is accredited which Brazesport ISD received both last year and this year thanks to the hard work and dedication of our teachers, campus and district leaders and support staff who ensure that BISD continues to set the standard for educational excellence. The report of the 2022 2023 high school graduates enrollment and academic performance in Texas public higher education in fiscal year 2024 features the grade point average or GPA earned

031by class of 2023 graduates who attended public four-year and two-year higher education in Texas during fiscal year 2024. For each student, the grade points and college level semester credit hours earned by a student in the fall of 23, spring of 24, and summer of 24 are added together and average to determine the GPA. Two years ago, 367 members of the class of 2023 started on a path to higher education. 50% of those students who attended either a four-year or two-year public institution in Texas had a GPA of 2.5 or higher. The final item in the annual performance report that I will present is the school safety report. Texas statute requires every district to publish a report on school safety. BISD publishes this report on our website under required postings. There were no reportable violent or

032criminal incidents in BISD last year to report. This is a testament to the extraordinary efforts put in place by the district to increase student safety, including hiring police officers, providing level three armed safety specialists and safety and security specialists for each BISD campus. The district also offers campus level training to students and staff in violence awareness and prevention, bullying awareness and prevention, and character education. Each BISD campus has a crisis intervention team whose role it is to identify, assess, and implement potential, excuse me, appropriate measures with um individuals whose behavior raises concerns for potential criminality. BISD offers campus level counseling supports to students and community resources are available for counselors to use when referring students who are in crisis for additional intervention. In addition to the supports highlighted on the previous slide, BISD provides a

033remarkable number of programs and activities to support all students, particularly those in crisis or with behavioral challenges. The list you see on this slide are just a few of the 74 different programs and activities that support student safety and well-being. The entire list can be viewed on the district's website as part of the 2025 school safety report. This concludes the public hearing on the 2025 annual performance report. All of the annual performance report documents have been uploaded to the district website for viewing. Since this is the public hearing, I'm happy to answer any clarifying questions the board or the audience may have. >> Questions from the board. Mr. >> Just quickly, the postsecary numbers are those reported by the colleges. >> Yes, it's the higher education coordinating board generates that report. That's why the numbers

034we have captured. Yeah, we don't capture the students that are from that are that go out of state to go to college. They are not captured in that report. >> Any other questions from the board from the audience? All right. Thank you. Thank you, Mr. Red. As there are no other questions, we will now close the public hearing. Next item that we have on our agenda are our action items. Public comment will be allowed uh before a vote is taken on each action item. Um our first action item uh is our early college academicou at Resport College. Mr. Cole, our deputy superintendent of teaching and learning. >> Good evening. In accordance with board policy, EHDD legal and district goal support ISD will provide a rigorous and relevant learning experience to ensure that each student will

035be future ready. It is my pleasure to present information regarding the memorandum of understanding with grad college. Tonight I will be presenting information regarding the memorandum of understanding with grades for college. This is generally part of the consent agenda but there are a few important updates that we want to highlight for you this evening. We will explore the early college academy changes to funding and other changes to course offerings. This slide highlights and details the establishment of our new early college academy as presented by the president of Bradport College at last at the last meeting. This initiative is designed to offer our students a rigorous academic pathway specifically through a core completion program. A significant benefit of this pathway is that the completed block of core courses will be fully transferable across all public colleges

036and universities in the state of Texas. This is a huge advantage for our students. Crucially, the instruction will be delivered in person right at our high schools, making it accessible and integrated into the students daily schedule. We plan for the first freshman cohort to start in the fall of 2026. And ultimately, successful completion of this pathway pathway will provide our students with the option to extend and earn an associates degree before they even graduate high school. Next, we'll discuss changes to the funding structure. Currently, the state state funding covers our fast eligible students that are defined as those who have been economically disadvantaged under one or more of the last four school years. For all other students, Brazport ISD currently pays for two courses in the fall and spring semesters. Moving funding, the forward for

037fast eligible students will remain unchanged. However, for all other students, we have an exciting update. Brazesport college will now be funding the second course significantly reducing the cost to the district. We are hoping that future collaboration with the college may reduce the district expenses even further. Finally, we have some other changes to highlight. We're excited to introduce several new course offerings in our partnership. These include accounting, American and British literature, philosophy, business principles, and lifespan growth and development. Additionally, we have revised articulations for learning frameworks in speech courses, and these revisions are intended to help reduce duplication of content and maximize accountability in those areas for college, career, and military reading. It is recommended that the board of trustees approve the agreement as presented. And at this time, I'd be happy to answer any questions

038that you may have. >> Any questions from the board? Mr. You indicated that uh it would be in person at the high school. >> There are the online is available also. >> Yeah, online is available for >> but but the ones that are be taught in person will be at the high school. >> Correct. The ones that are taught in person will be at the high school. >> Um this is and not only for the early college, it's for the adult and what else >> the adult ed and the >> the liter Yeah, correct. The literacy program is is a routine part of our as is the shared counselor. >> Yeah. Okay. CDC, whatever. Okay. >> Correct. >> Good. Any questions? Not a question, but it's nice that the college is going to pick up

039the course. >> They're looking for ways to grow their money. >> Any questions from the audience? >> And just to clarify, the Early College Academy will start this fall. >> That is the plan. Yes, sir. >> And we got a whole bunch of stuff coming up in another presentation highlights. Yes, we we've got we've got a presentation coming up on um um college career military recognition. >> All right, we have a recommendation uh that uh the board approve the early college academy with resour college. Do I hear a motion approved as it were present? >> All right, it's been moved there. Second. Second by Miss Quay. All those in favor signify by saying I. I. >> All oppose by nay. >> All right, that carries. >> Thank you. Thank you, Mr. Cole. I hope our

040kids make the most of it. >> Next item that we have on our action items uh is the joint election agreement and contract for election services with Rosoria County presented by Missino, our chief financial officer. Uh however, we're not taking any action on this uh due to candidate candidates being unopposed for election to the office for the election scheduled to be held on May 2nd. So I >> CONGRATULATIONS >> for another another term. >> I've been through a landslide is always good. take it however it comes. >> Uh the next item I have is the district of innovation local innovation plan uh amendment by Mr. Ready. He still has voice after that last presentation. >> Good evening. In accordance with the requirements for amending a local innovation plan and in alignment with board policy AF

041legal and Texas education code chapter 12A, it's my pleasure to present to you for approval the proposed amendments to the 2022 to 2027 local innovation plan. The District of Innovation designation was passed by the 84th legislative session in House Bill 1842, giving traditional independent school districts like BISD local authority and autonomy to explore and customize sections of the Texas Education Code to meet the needs of our students. In May of 2017, the board of trustees approved the original Brazesport ISD local innovation plan. That plan was renewed in May of 202 2022 and remains in effect until May of 2027. A district is permitted to amend a local innovation plan at any time with the majority vote of the superintendent advisory committee and a twothirds vote of the board of trustees. The District Educational Improvement Council

042overwhelmingly approved the proposed amendments to the local innovation plan at their public meeting held on February 5th, 2026. Should the board of trustees vote to approve the amendments in the local innovation plan tonight, they will go into effect immediately. The current local innovation plan includes six innovations or includes the six innovations you see on this slide. Teacher certification, teacher contracts, instructional calendar, class size exception, discipline, and optional flexible school day program. The proposed amendments would include rescending the teacher certification, discipline, and optional flexible school day program innovations. These will be discussed in more detail as I proceed through tonight's presentation. The three remaining innovations that will continue will continue in effect until May of next year. The first current innovation recommended to be rescended is teacher certification. Texas Education Code Chapter 21.0032 0032 added by

043House Bill 2 of the 89th legislature this past summer restricts school districts from using districts of innovation plans to exempt teachers in foundation curriculum courses from certification requirements. It aims to phase out the use of uncertified teachers by the 2027 2028 school year. The second current innovation recommended to be rescended is optional flexible school day. School districts cannot exempt themselves from the provisions of Texas Education Code Chapter 25.0822 optional flexible flexible school day program since it is linked to funding and finance. The third current innovation recommended to be rescended is discipline. Beginning with the 202526 school year, school districts in Texas are not allowed to use district of innovation plans to exempt themselves from chapter 37 of the Texas Education Code. House Bill 689th legislature prohibits these exemptions, ensuring that statutory student discipline procedures and

044safety safe school requirements apply districtwide. I turn now to new innovations administration is recommending that the board of trustees approve. The first is in the area of campus and district planning requirements. The list of required items to be included in the district and campus improvement plans render the plans as compliance documents and not improvement plans. District and campus improvement plan should be fully improvement driven and focused on identified problems and their root causes. The district and each campus will create improvement plans that align with the district's vision, mission, beliefs, and board approved goals for the purposes of improving student outcomes and addressing problems and root causes identified through the comprehensive needs assessment process. The second proposed innovation is in the area of the district agreements policy. Senate Bill 12 from the 89th regular session requires

045districts to change their current local policies on grievances in a variety of ways. Our current process requires that someone filing a grievance file within 15 days of the decision or action giving rise to the complaint. Senate Bill 12 allows for the filing of agreements within 60 days. As a practical matter, the longer one waits before filing a formal complaint after an event happens, the more difficult it becomes to investigate the matter. We feel that 60 days is too long a window. Additionally, our current process has three levels. Level one, usually the campus principal hears this level. Level two, usually a central office administrative team is designated to hear this level. And level three, the board hears the level. Senate Bill 12 allows for the insertion of an additional level by by the complaintant after level

046two which prolongs the process. Next, our current policy allows for an appeal within 10 days of receiving a level one or level two written decision. Written decisions are required within 10 days of the hearing. The hearings at level levels one and two are required within 10 days of the grievance being filed. Senate Bill 12 allows for the filing of an appeal for up to 20 days of receiving the written decision at each level. The new timeline and the addition of another level of appeal means that a grievance policy can now take can could now take up to 90 days to resolve. Finally, our current process requires that the complaintant or the complaint remain the same throughout all three levels and that no new complaints be added to the original filing. Senate Bill 12 allows additional

047claims to be added to the original complaint throughout the process. This creates a moving target in terms of a focused goodfaith effort to investigate the original matter and work toward a resolution. The third proposed innovation addresses a new requirement related to the required disclosure regarding the district instructional plan. Texas Education Code Chapter 26.062 requires a school district to adopt a policy that mandates the posting of instructional plans and course syllabi on the district's website each semester. The policy must also require teachers to provide the instructional plan or syllabus to district administration and to the parent of each student enrolled in the class prior to the beginning of the semester. The district believes in effective and timely parent communication, especially regarding the instruction provided to students. As the district offers a range of classes at various

048levels, maintaining and providing each instructional plan or syllabus on the district website prior to the semester beginning creates a significant administrative burden. District teachers already provide instructional information to parents and issue syllabi to students within the first few days of the school year that typically cover the topics and expectations for the entire year. Under this law, the district would be required to provide the same information to its parents and students multiple times throughout the year, unnecessarily duplicating these communications. The district will be exempted from the requirements of Texas Education Code Chapter 29.002 that require the district to post instructional plans or syllabi. Excuse me, that should be Texas Education Code 26.062. that required the district to post instructional plans or syllabi on its website and to provide such documents to parents prior to the beginning

049of the semester should the board approve this proposed innovation. The district will ensure that parents are informed of the instruction being provided to their students in a timely manner and will provide additional information if parents request it. The last proposed innovation addresses requirements related to staff development. Texas Education Code Chapter 21.451 requires campus staff development to be predominantly campus-based and related to accomplishing campus performance objectives. As the district moves toward the implementation of math and RLA or reading language arts highquality instructional materials beginning next year, district level training may become predominant as teachers receive needed training and followup to support rapidly improved student outcomes. Additionally, Texas Education Code included in Texas Education Code Chapter 21.451 is a long list of required and recommended professional development that may or may not address identified student and staff

050needs. The district needs the flexibility to review the list of required and recommended training options to select what aligns best with the needs of both staff and students as identified in the campuses and the district's comprehensive needs assessment. Amending the local innovation plan at this time permits the district to keep the current griev current grievance policy. Make staff development decisions for next year as the district rolls out a new highquality math curriculum. Build campus and district improvement plans that are only focus focused on identifying needs and avoid the untenable requirements of Texas Education Code Chapter 26.062 062 that require us to post instructional materials and syllabi prior to the beginning of each semester. It is the administration's recommendation that the board of trustees approved amending the local innovation plan to discontinue the three obsolete exemptions

051and to add the four proposed exemptions. At this time, I'd be happy to answer any questions from the from the board or from the audience. >> Any questions from the board members? >> Is there any uh Is there any loophole that would allow the state to push back against these if we if we put them into a >> So when we looked at finalizing the innovations um the the commission of education released right at really about the same time we got back for the semester he released his final rules regarding areas that could not be exempted and none of these were included in those areas. So right now we are within unless code changes in the next biium we are within we're within the code >> and within the commissioner's rules. >> It's just a

052matter of time. >> Yeah I know >> they worked on they reduce the district innovation input but the teacher certification I really don't have a problem. I think I think that's good. >> Well that was our practice already. >> Right. Yeah. And yeah we should probably never adopt it. But anyway but yeah that's but yeah I mean they're chipping away at it. So, but it's interesting because I asked Jennifer about the staff development and basically there's 11 campus uh PD and teacher prep which is probably what two or three teacher prep. So, but only four districts. I don't know what ratio they want, but you know, you know, but anyway, uh yeah, as we do the district wide, it's not that's the easiest way to get the information out have 17 different. Yeah, it's probably

053a matter of time legislature does it wonders thing next January, February. Any other questions about the district innovation from the audience, comments? You are the ones who live it every day. >> All right. Hearing none, we have a recommendation before us to from the uh administration to uh hear Motion motion to approve amending pieces of Mr. >> Motion by Mr. Dunn. Second. >> Second by Mr. Reinhardt. All those in favor signify by saying I. >> All opposed by Nate. All right. Well, thank you, Mr. >> Thank you. Next item that we have on our agenda are our reports. Uh our first report is the 2025 2026 district improvement plan for the second quarter review. Herrera, our director of state and federal programs for being here. Good evening. In align in alignment with board policy BQ

054local and each district goal, it is my pleasure to deliver the report on the second quarter progress made on the district improvement plan. You have a copy of the second quarter formative review in your board books. This graphic illustrates the progress made toward accomplishing intended outcomes during the second quarter. Specifically, 0% were discontinued, 2.6 were rated as no progress, 17% were rated as some progress, 72.1 were rated as considerable progress, and 83.8.3% were rated as accomplished. Goal one is the district's academic goal. The curriculum department supports classroom instruction through programs such as Imagine Learning, English language arts, and reading teachers use Imagine Learning to help students strengthen language and reading skills, including support for emergent bilingual students in grades preK through 4. All campuses have received training from an Imagine Learning representative on how to

055monitor student usage, review reports, and use available instructional resources. Campuses continue to implement the program and reports show student growth across all grade levels from the beginning of the year to the middle of the year. Shifting to career and technology education, the district has begun offering CTE tours designed for emerging bilingual families. All eighth grade students have completed the CTE tours, ensuring every student has been exposed to available programs of study and career pathways before entering high school. These tours help families learn more about career options, programs of study, and opportunities available after high school. By providing these experiences, the district is increasing family engagement and helping students and families better plan for future coursework and career pathways. Next, elementary tutorials are currently underway, providing students targeted academic support. These tutorials provide additional support beyond

056the regular classroom and focus on skills students need the most. Teachers monitor student progress and adjust instruction as needed to help students continue to improve. Additionally, bilingual ESL teachers have received training and classroom resources through Read 180 to support emergent bilingual students. This training helps teachers strengthen reading and language instruction and use the program effectively with students. Continued support is to is in place to ensure teachers have what they need to meet the needs of multilingual learners. Finally, the district provides high quality and intensive accelerated instruction through the Brass Success Academy to students who are not on track to graduate with their cohort. I'm pleased to report as of today 34 students have graduated this year from the Bradley Success Academy. In supporting district goal two, the district continues to focus on building strong relationships

057and positive school environments. Capturing kids hearts remains a key focus at the secondary level to support student engagement and a sense of belonging. Training was provided before the school year for staff who had not previously participated and a grant allowed campus teams to attend process champions training. Campus walkthroughs are showing consistent use of capturing kids hearts practices across secondary campuses in partnership with the community. The district continues to implement mentoring programs through partnerships such as loving bisdup, a district facilitated mentoring initiative. Initial outreach and connections with volunteers have have taken place and mentees in the lift up program have received training. Mentors are now being matched with students across the district to provide encouragement, positive relationships, and additional support. In addition, the district continues to support students through the at risk program known as ascend,

058which stands for acquiring strength, character, employability, and networking skills with determination. Ascend serves approximately 80 students experiencing homelessness and has also expanded support to include foster care youth and a small group of tier three atrisisk students who are chronically absent. The program focuses on strengthening social, emotional, and communication skills while exposing students to postsecary options. Staff provide one-on-one mentoring, connect students and families to needed resources, and regularly monitor attendance, academic progress, and behavior to ensure timely support that help students succeed. Across campuses, character education continues with students learning and practicing character traits that are highlighted each month. Students are following a shared plan for character instruction. Elementary campuses are using quarre and secondary campuses are using capturing kids hearts to provide positive behavior and strong relationships. Goal three focuses on promoting, communicating, and marketing the

059accomplishments, achievements, and success stories of students and staff across BISD. BISD communication continues to highlight programs, successes, and opportunities throughout the district. As part of this goal, the midyear parent satisfaction survey has been completed and shared with the board. The communications department is also developing standardized procedures for the way BISD markets the accomplishments of students, staff, and programs to the community. To support this work, the district is committed to increasing the number of stories and news releases complete with photos and details and sharing them promptly. During the second quarter review, the communications department communicated with campuses to support the sharing of the district's key messages, programs, successes, and opportunities. Bi-weekly calendar reminders have been established, including for fine arts and other departments to encourage regular submission of newsworthy stories and highlights. The department also continues

060to share upcoming appreciation days with campus leadership and secretaries to promote additional positive news and events. This work is ongoing and remains on track to be accomplished. Under district 4, supplemental funds continue to support special education instruction across elementary, middle, and high school campuses. To date, funds provided through the Individuals with Disabilities Education Act IDEA Part B have been used to support personnel and provide professional learning for special education teachers and pair of professionals. Training focused on specialized instructional setting, standard standardsbased IEP practices, behavior supports, and classroom accommodations with sessions offered in August, October, and January. The language acquisition department continues to work hard to support content and language acquisition by our emergent bilingual students. Local and federal funds are used to provide supplemental support, including staffing, ESL certification, training and reimbursement, instructional interventions, and

061family engagement activities. An ESL certification training was held on January 5th for teachers seeking ESL certification, helping expand the district's capacity to support emergent bilingual. Student academic performance continues to improve and align with district performance objective measures. BISD technology continues to strengthen the district's technology infrastructure in support of district priorities. A key initiative this year focuses on upgrading district communication services to improve reliability, reduce cost, and maintain continuity of services. During the month of January, AT&T worked through internal issues that delayed progress. The technology department made progress towards the end of January and is now working with a new AT&T team to schedule testing and cut over in March. Goal five. During the second quarter, work continued in developing and retaining highly effective staff. The wellness program hosted a 5K event that encouraged staff to

062be active, connect with one another, and support overall overall well-being. These wellness and recognition efforts support the human resources department by strengthening employee employee engagement, helping attract and retain staff, and maintaining consistent services across the district. Activities like this also help build a positive workplace culture and show the district's commitment to staff health. At the same time, the district's registered apprenticeship program continued to make progress with five apprenticeship completers securing teaching roles within the district during the second quarter review. The program supports future educators by providing hands-on experience and clear pathways into the profession. These efforts strengthen the district's workforce by developing and retaining teachers from within the community. Meanwhile, the district held a professional development pathways conference in January that was well attended and received positive feedback. The conference gave staff opportunities to learn,

063collaborate, and explore professional growth within the district. Events like this support continued learning and help retain quality staff. Alongside these efforts, the human resource department continues to partner with universities and entered into a partnership with IWU Texas Teachorthy Elevate to expand teacher preparation and certification opportunities. This partnership supports individuals interested in becoming educators and strengthens the district's ability to recruit and develop staff. Looking ahead, the district remains focused on retaining effective educators by supporting new teachers from the start and recognizing effective teaching. The teacher incentive aotment, TIA, the program will use the approved plan to review eligible teacher student growth and provide financial recognition to those who meet the established criteria. At the end of this cycle of approvals, we are expecting 203 teachers to generate TF funds. This concludes the report on the second

064quarter review of the district improvement plan. Since this is a report, no board action is required. At this time, I would be happy to answer any clarifying questions you may have. >> Any questions from the board, Mr. >> Yes, sir. I'm not sure you can answer maybe but for the ascend grant that we put in is it too early to know if we got approval for that for the fun. >> Yeah. We don't we haven't got any feedback. Okay. We just applied. >> We have a couple of grants on. >> Anybody else? Any other questions or comments? >> All right. Okay, >> our next report is student outcome update. Mr. Brian, good evening again. In accordance with board policy, eh local and district gold rises court ISD will provide a rigorous and relevant learning experience

065to ensure that each student will be future ready. It is my pleasure to present a student outcomes report related to college career military readiness, early childhood literacy and numeracy and fifth grade student growth. We will start looking at college career and military readiness by reviewing our goals, our current data, changes to CCMR, and our next steps. The student outcome goal for Brazesport ISD's college career and military readiness graduates reads, "The percentage of graduates that meet the criteria for college career and military readiness will increase from 58 to 70% by August 2026. The target for this school year's graduates is 70%. Since setting these goals, the target for an A has changed from 60% to 88%. And our teams continue to strive to reach the goal of 88% or higher again this school year. This chart

066allows us to take a quick look at where this year's seniors were based on data from the Texas Education Agency released this summer. This data from the Texas Education Agency is from the end of the 2024 school year. So almost two years ago. At that point in time, 14.5% of this year's seniors or last year's juniors were CCMR ready at the end of 2024. You'll see we've made significant progress since then on the next slide. So as we explore our current data, you will see three columns on this chart. The middle column represents the data TEA currently has on our seniors. The final represents the percentage of seniors that are CCMR ready based on the most accurate real-time reflection at the campus level. You can see that Bradleyport High School is currently reported 52.5% which

067is an increase of over 40%. Bradley Wood is at 46.4% which is an increase of 29% and the Bradley Success Academy has increased by nearly 30%. You can see that between the start of this school year and now, our high schools have seen great growth in the percent of college current military ready seniors. And we have grown over 30 percentage points as a district. We are currently approximately 200 students away from the goal of 70% of our seniors graduating college, career, and military ready. But as we strive for our stretch goal, which is very attainable of 88% or an A rating, our campuses are within reach. Brazwood High School has 234 students to go and Bradisport High School has 71 students yet to go. Each campus has at least that number of seniors scheduled for

068options that can result in being college, career, and military ready. As we continue to look at our next steps, we'll continue to conduct our quarterly review meetings with campuses to track progress and provide any needed resources and supports from the district. campuses are tracking students individually to identify the best avenue for students to obtain college career and military ready statuses. We have seen many students access dual credit through free tuition to achieve CCMR. We've also seen that campuses continue to provide students with on-site PSI testing that allows students to meet their college entrance requirements. Additionally, Texas College Bridge is an online course that allows many of our students to be college ready through an interactive individualized learning system at their own pace with the support of teachers when needed. Our campuses and CTE department continue

069to work to identify students that may have previously missed industry-based certification opportunities along with certifications that are part of their current coursework. Additionally, after reviewing what other high performing districts were doing a few years ago as it relates to moving the CCR needle, uh, readiness is now part of the requirements for future seniors and current seniors to enjoy full off period privileges. We know that measures for college career military readiness are valuable for us for for all of our students future. This incentivized students working toward these attainable targets. Nearly every senior has something in their schedule that points to college career and military read completion. Additionally, it's important for me to note that the state continues to make it more difficult uh for certain things such as IDC's to count for college career military readiness

070as students um effective this year will also have to have fully completed a program of study rather than just a certificate and then eventually certificate and one or two courses to meet college career military readiness. So, we continue to work to better align programs of study and certification with a focus on retaining students within the program. In addition, our current seniors are also in courses that will result in industry certifications by the end of the year. As previously mentioned, they are taking dual credit courses now that can lead to college career military readiness. Um, and we should have that information by June of the school year. And then we'll also have students that will be taking AP exams later this school year. So as I recap, I want to conclude with in call military readiness

071with this um indicators were first measured by the state of Texas in the 2020 2017 accountability system. As you take a look at this slide and study, you can see that there are several ways a student can earn college, career, and military ready credits. The most prevalent ways that we've seen our district is meeting the Texas success initiative criteria through our college prep courses such as Texas College bridge meeting a criteria and advanced placements exams, earning dual credit or earning an industry certification with program of study completions. We do have many students that meet in other qualifiers, including graduates who indicate that they're enlisting in the military each year. Now, as we look to next year, the state of Texas is making significant changes in two areas that will have a substantial impact on our

072students and students across the state. Effective next school year, the college prep courses will require TEA approval to count for accountability. The state has not approved any courses for math and likely will not when a second round of approvals are provided in June of 2026 for next school year. Then for industry based certifications, they are leveled starting next school year in three different levels. The most restricted level will be capped at 5% of graduates qualifying for college career and military ready accountability. This includes common certifications that are desired and in demand for our area such as NCCER core, coral design, and vent. Over 30% of our annual graduates fall into one of these categories. We do have strategies that are already planned for next year to address these major changes. We'll now transition and turn

073our attention to early literacy and numeracy. We'll review our current goals along with performance data projections found in our screeners and middle of the year. The yearly target for early childhood literacy is 60% and numerousy is 63% for our students at the meets or above performance levels this school year. It is important to note that 60% is still an A for accountability. The first set of data that we will take a look at is our December and January star renaissance projections. This tool is primary you primarily used for intervention purposes. However, it does provide a statistical projection of how students might perform on STAR. It is important to note that it is not designed to mirror the state test but does cover similar concepts. This slide provides a campus level whatif projections for the state

074assessment as if it were to have happened in the dece in December or January. You can see three columns of performance data approaches which is the minimum passing threshold meet which is where our annual performance target of 60% is set and masters with the district performance level at 66% for meats at the bottom of the chart. We are on the right trajectory for achieving the annual target in reading. We'll now take a closer look at math. This slide provides campus level whatif projections for math. Similar to what we saw for reading on the previous slide, as a district, we are projected to be at the target of 63% of our students performing at the meet grade level. Next, we will take a look at our middle of the year CVAs for third grade. The data

075presented allows us to compare where our students were at the beginning of the year across campuses to the middle of the year. These scores are not necessarily useful on projecting star outcomes as the assessment does not test the whole year of learning, but rather a narrow portion of learning. As we take a look at third grade reading data, we do see some movement from the beginning of the school year. Griffith and Laneir lead the district in raw performance, while we've seen relative declines at Pulk and Roberts Elementary. As we look at third grade maths, we see that Pulk and Griffith lead the district in raw performance. While we've seen the largest relative drop as AP Bole Elementary, as we seek to improve student outcomes for this year and next year, we remain focused on rock

076solid instruction by increasing the use of tier one instructional priorities for math and reading. Campuses and district support are providing targeted development to individual students and classrooms. We are increasing review and support for specific learning standards to seek improvement and we are ensuring that students are familiar with and repeatedly using new question types that are part of STAR 2.0. We are striving to increase opportunities for writing in all curriculum areas and increasing common language and strategies for writing across the district. We will now turn our attention to fifth grade. At the beginning of the school year, changes were made to the fifth grade schedule to ensure that more time existed for reading and math. These changes were made given the historical performance of fifth grade in Bradport ISD. In prior years, our students had 45

077to 50 minutes of instruction in math and reading. However, across the state, most fifth grades are treated as an elementary level and have 90 to 120 minutes of reading and math instruction per day. Tonight, I will share growth data from the middle of the year. The best source of growth data that we have comes from our Star Renaissance screener. We use a measure referred to as student growth percentile. This measure compares how students did to their peers across the nation who entered their grade level at the same level. So if a fifth grader had a third grade reading level at the beginning of the school year, this screener and this measure is going to compare that fifth grader to all the other fifth graders in the nation that started at the third grade level in

078reading. So what does a growth score mean? A score of 50 is considered right in the middle, perfectly average growth. Scores of less than 40 are known as low growth. And scores that are higher than 60 are high growth. Scores between 40 and 60 are considered typical or average growth. This slide shows you a student growth percentiles for both this year and last year for each of our fifth grade campuses in reading. As you can see, nearly all of our campuses moved from low growth to typical growth numbers in reading. The total growth for the district was 4.8 percentile points with the highest growth occurring at lineer elementary school. So what does this mean? An increase of 4.8 8 points in over 700 students on average indicates a positive trend. Literacy growth often takes a

079little longer than math to manifest and we are but moving from that 36 to the 41 signifies that we have shifted our fifth graders from low growth category into a typical growth range. Here you will see the data for fifth grade math. Once again, you will notice that we have moved from low growth to typical growth. The overall increase for the district is over 13 percentile points with the highest growth occurring at Rasco. What can we take away from this data? An increase of 13.4 points is considered highly significant in a district-wide setting of over 700 students. Our students went from low growth to now growing at the national average and we have effectively closed the growth gap in math. This suggests that the extra instructional minutes are being used effectively to close the gaps.

080As we review our evidence of success so far, the data suggests that the additional instructional time is being used effectively to address learning gaps. We continue. We will continue to monitor our reading language arts trends to ensure that that 41 percentile student growth continues to climb towards the 50th percentile as we provide support to our fifth grade teachers while they are continuing to learn to effectively use the additional time, especially in reading language arts. And of course, as we reach the end of the year, we plan to see evidence of this growth on our star state assessment and we will evaluate that student performance once star results are in. The information presented tonight is report only, but I am happy to answer any questions that you may have. >> Any questions, Mr. Cole? >> Yes,

081sir. >> I've got one on. So, with our CTE programs, um I I guess we're being weighted more with the CCMR that the completion of uh the different certifications. So, how difficult do we see because I mean I would envision that most kids don't know uh they they like to dabble in things to see where their interests are and everything and it just seems like to me that be really easy for them to get behind if they if they change, you know, their options very much, do do we see that that's a that's some a problem or we we currently have when we compare ourselves to the rest of the state, we currently have a a solid number of completers. So, many of our students are completing their programs of study. We do have some

082that like to move around to different um different options and we're exploring um some opportunities. Many districts are moving to a model that allows your CTE programs of study to be completed in the last two years. So you you're kind of you get a little bit of exploration freshman year and sophomore year and then junior and senior year you're able to become a program of study completer. Um and as it relates to the certifications and the weight of those certifications, um one uh superintendent in a in in another district um shared that the state is moving to a model where if you don't have your own airport and your own set of airplanes, you're going to find it very difficult to achieve college career military readiness through CTE because of the way that they're waiting

083and structuring it. It's almost as if you have to be able to um um be able to do things that are normally done at the college level to get that CCMR checkbox as we move into the future. So, they're making it more and more difficult for career readiness to capital. >> Am I correct that Rasco was the first to expand their they did away with their rocket time and expanded their class periods for in breeding language. >> I believe that um Rasco um I believe LJI has also expanded their course time. >> They're all >> the all the fifth graders. Yes. Have have additional time. But as far as the intervention time, I believe Rasco and LG >> Yeah. Yeah. They still have it's just not as long. >> You just uh difficult to teach

084in 48 minutes. You get them in the door, you get through, then they're gone. You don't have the a lot of these kids don't have the opportunity to take care of remediation or RTI or whatever you you want to call it. So, I think that's really really uh important that we have that extended time. >> Uh follow up on Mr. Dunn's uh input there. Isn't there a coming requirement that you have to have two years of CTE curriculum to qualify? >> Yes, sir. You have to have um >> three courses, I guess, >> three courses for four or more credits in an aligned program of study with an industry-based certification the TEA has said is aligned and it generally has to be in the top two tiers of certification because they're limiting the bottom tier

085to 5%. >> So, again that decreases >> correct >> increases the difficulty >> correct >> so can we are we going to assume that our goal for CCMR is 88% now >> uh we are operating under that um um for this current school year that we're aiming for the 88% and ignoring the 70% um as we move to setting goals for next year we'll have to set a new uh a new baseline that's based on the current rules that the state will have next year which Unfortunately, we'll drop our baseline a little bit lower. It's >> a good answer. >> Um, so have we always had access to this uh student growth percentage? >> Yes, sir. It's it's been a part of Start Renaissance for quite a while. >> Okay. I just I don't recall

086see I mean this is a great data. Um I guess the only concern I have is that for the fifth grade we're in we're in typical growth but we're on the low end. >> Correct. So the math is much closer to here. I like that's good to see. Um the the senior off period if if we're not if the student is not CM CMR ready. What what does that how does what that what's that look like? I mean they don't have a class correct and they're off. Do they get to take another class? >> Uh yes. So functionally we go through uh I think it was the the the high school campuses um every May and then again in every August and we go through every single student schedule that is not CCMR and ensure

087that they are scheduled for something that is CCMR. So if they happen to not be scheduled for something then they get the privilege of spending another period or two on campus. >> So they get well I'm told to schedule >> correct. Yes sir. >> Yeah. interesting way of putting you get a privilege. >> You got a cowboy up. >> So the um as far as the current high schools uh levels uh is this 71 and 2 30 some or whatever the number was. Is this doable? >> Yes, sir. Most of them are um scheduled for Texas College Bridge, which is the self-paced course that allows them to be college prep. We have a great completion rate with that historically. Um so, the vast majority and then if there's a good number of students that are

088just waiting to pass their last um CTE course, they've already earned a certificate, all they have to do is pass. um that represents our the vast majority of our populations that are represented in those numbers. So it's it's extremely doable. So is this uh the college grid course is that close to the introductory college or what's I wrote the number down. I'm not sure why I wrote it. Is that for the learning learning framework? Is that >> No, it would be um it would be more comparable to now I'll get in trouble potentially for for for saying this, but it'd be more comparable to like the remedial um college college math and remedial college English to prep students for that. Um the technically uh you know the the higher education board doesn't allow there to

089be dual credit remedial courses. So these are not dual credit but it functions in the same way. It's it's a final course for credit that gives kids checked off college readiness which is also the courses that TEA is functionally removing for future years. So I think uh looking at the scores briefly, I think uh Laneir deserves a >> vote acknowledgement of the effort because uh they were they were in some some difficulty so to speak. So that's >> that's one we took. >> We need to pass that on to Very good. Okay, I'm done. >> Do the students who we have identified as the 200 something plus that are going to get us there, are they aware? >> Yes. >> I mean, we've identified them. Do they know what's right? >> Have they identified themselves?

090>> Yes. So, there's and you see Dr. Jim nodding over there. um either our counselors have had individual conversations with them, they're in a course that is specifically like, "Hey, you're here in this course because you didn't get business done before your senior year, so you're getting your business done now." Um or their CTE um teacher or CTE specialist coordinator has visited with them to say, "Hey, we are counting on you to get this done." And um many of the students that um we the campuses especially for those in the CTE program take a look about halfway through the year and go are they on track to pass and if they haven't earned IBC or are they on track to earn the IBC and they are told in advance of that if you're not on

091track by December in January you get your plan B which may mean you get to enjoy another period on campus. >> Okay. >> So yes they are well >> I assume so. I just wanted to verify that at any at any point are they are the students made aware of exactly what CCMR and the urgency that to me you know they need to know why this is a big push so they might have a little bit more self-awareness. >> Our counseling team ensures that they visit with students as part of their presentations to the to our students um throughout throughout their high school journey. It is a if you open the very first few pages of our educational planning guide, it starts with college career military readiness because it is directly aligned with um graduating

092each student to be future ready. >> I'm sure when you were 17 that was your number. >> I didn't know I didn't know this started before. >> No, I and I understand it. I'm just saying that uh say this politically correct. >> There's there's rumors that we were more responsible when my generation was 17 than those that are 17 now are >> I agree. >> And that makes a big difference. >> Well, that's what I'm saying. Yeah. >> Mr. Nicole, may I just add in my experience with my who's a senior. She's she's aware of what she has to do and take college bridge and and she understands that's why she doesn't have her off period first period. Um and so she's working towards that so she can get her off period and be able

093to sleep in a little bit. And she said, "I know I should have done this earlier when I was, you know, freshman or sophomore year." And she has a really close relationship with her counselor who's saying, "Here's how you're doing on your college bridge. Here's how you're doing. So, she is aware. Um, but like you said, they're 17, 18, and um, she's working toward finishing it because she understands that she has to. So, >> I'm sure the schedule scheduling doesn't allow, but the first period all period would be pretty much good in >> she's trying to get >> any other questions or comments, Mr. Cole from the board from the audience hearing none. Thank you, Mr. Cole. >> Next item that we have are board committee reports. Do we have any committee reports from our

094board members? >> Just a reminder about the counselor administrator dinner at college 24th. I think that's a good thing. any other board members. >> You know, we're very blessed to have the relationship we have with BC and I thank you. I'm done. >> Uh I just want to say I'm very appreciative of our uh all of our educators. Um came from a family of educators and uh There's never enough uh we're never going to pay you enough money. So, you're not going to get that, but I'm just going to tell you that I appreciate what you do. I hear stories all the time. Uh heard once today about a teacher that has moved here um and what a welcoming uh district uh we have. She's this her first year here and just how she has

095been treated by her fellow teachers and people administrators just what a difference uh it has made. First time in her career she has been so welcomed like a family member which is kind of what we always say welcome to the family. I just thank y'all for what y'all did >> to piggy back on that. I think it was a a positive to get some positive comments from staff members when uh release was made for the um homeschool opportunities that we have. We had some staff members say some positive things that understand why we do it and what what it could make a difference. All right, our next uh regularly scheduled board meeting will be right here on March the 23rd. Uh next item that we have on our agenda is executive session. It may be

096called for the purposes permitted by the Texas Open Meeting Active Government Code sections 551. 551.146 sections 551.071 71 consultation with attorney. Section 5501.72 for the purpose of discussing the purchase, exchange, lease or valuable property. Section 551.074 personnel matters, employment, employment evaluation, reassignment, duties, discipline, dismissal on complaint. Section 551.074 uh superintendent midyear review and section 551.082 02 for the purpose of considering discipline of a public school child for a complaint for charge against personnel. We shall return. We have one last action item is the superintendent contract extension. Do you have a motion? I'd like to make a motion to extend the superintendent's contract to the 2029 2030 school year and compensation updates will follow the district fiscal year July 1st. >> All right, we have uh it's been moved by Jerry uh to extend the superintendence

097contract. Uh here second >> second by Mr. Reinhardt. All those in favor signify by saying I. I all >> oppose by nay. >> All right, that carries. Thank you. >> We do have we do have to include a resolution that people who break their wrist can't wear pink caps. >> I didn't even ask for it. >> Unless there are any objections, we stand a journ. It was.