001I'd like to call our meeting to order. It is 6 pm. Declare that we do have a quorum present from the board. Uh the mission of Bradport Independent School District is to graduate each student to be future ready. If you will please stand, I will lead our invitation and then our pledges of allegiance will be led by Mr. Chris. If you would bow your head. Father God, we thank you for each and every day. God, we thank you just for the opportunity to be a part of this community and of this district. God, we so grateful for uh all the people who make up uh our community. And Father, especially for all of our educators, Father, and uh and most of all, Lord, for all of our students and all of our staff, everyone who
002is a part of uh Brazesport ISD, we just thank you for them. Father, I pray that you would just give us wisdom tonight as we uh deliberate over the business of the district. God, just help us to to do our very best uh to represent you, God, and to uh to make the very best decisions for our kids, God, for our staff and for our community. Father, just have your hand upon us and Father, forgive us when we fail you. In Jesus name we pray. Amen. >> Amen. >> The pledge to the flag of the United States of America and to the for which it stands, one nation under God, indivisible, with liberty and justice for all the flag. I aliance to the Texas one state one and indivisible. >> I'd like to ask our
003board to begin making its way to the front as we transition into our awards, achievements, and recognition time. All right. Tonight we will begin our awards and recognitions by recognizing an outstanding senior at Braziswood High School, Connor Braun. Connor, if you could please join Mr. Mati up here at the front to kick us off tonight. We are pleased to formally acknowledge the significant achievement of Connor who has been named a semi-finalist in the 2025 National Merit Scholarship Program. This highly esteemed designation is reserved for students who demonstrate exceptional academic promise by scoring within the top 1% of high school seniors nationwide on the preliminary SAT national merit scholarship qualifying test. Connor not only met the top 1% threshold, Connor actually made a perfect score of 1520 on the PSAT. >> [applause] >> As Dr. Jared
004Johnson said, princip principal of Brasseswood noted this that this resignation highlights Connor<unk>'s hard work, dedication, and desire to be ready for his future. Connor<unk>'s record of academic achievement extends beyond this prestigious designation and he has earned recognition through the college board national recognition program and was also named an AP scholar with distinction. Connor served as lead engineer for his rocketry team in the previous year, demonstrating leadership and problem solving skills in STEM. Looking ahead, Connor hopes to pursue a a degree that will allow him to advance the field of artificial intelligence. And digging through some archives, we were able to find something that actually Connor's been with us before here at our board meeting. Mr. Mendoza, we want to celebrate and recognize not only the Congratulations. [applause] Thank you. >> Congratulations. Great job. [applause] Our
005next recognition of the evening is our mission first team always educator award. The purpose of this award is to recognize educators who prioritize student success with purpose and integrity, foster collaboration and trust to strengthen the team and embrace innovation and lifelong learning to prepare students to be future ready. We will start with our elementary mission first educator, coach Samantha Cisneros, PE teacher at Pulk Elementary. Mrs. Cisneros could not join us tonight, but we will share her recognition. Mission first team always truly reflects the heart of coach Cisneros. Her campus stated they shared that every day coach Cisneros brings energy, passion, and purpose to the classroom, creating engaging, highquality physical education lessons that promotes health, teamwork, and lifelong wellness for all students. Recently, um her calm and professional response to a student in need in the
006cafeteria was another example of her unwavering dedication to our mission and students wellbeing. Her ability to act decisively and compassionately under pressure embodies what it means to serve with excellence. Her colleagues describe her as the ultimate teammate. Always dependable, positive, and eager to lend a hand. She brings joy and teamwork to everything she does. Next up, we have our secondary mission first educator from Brazesport High School, Mrs. Appalonia Campbell. Please come stand next to Superintendent Massie. >> [applause] >> Miss Campbell's administration shared that she truly sets the standard for educational excellence as a science teacher and instructional coach at Risesport High School. Miss Campbell creates a positive and supportive environment where she makes learning interesting, relevant, and engaging for all students through creative and innovative lessons. she designs as well as assuring the same for
007her entire science department. Not only do her students know she genuinely cares about them, but so do her co-workers and athletes. Moreover, she creates a sense of belonging and encourages collaboration that permeates throughout all exporters, students and staff alike. Brazesport High School has established a culture that promotes connections between the campus and its stakeholders in order to provide purpose and direction for their students. And there is no other teacher that exhibits this better every day than Miss Appalonia. Thank you for all you do. [applause] >> It's chemistry. Me too. Okay. Thank you. Perfect. >> [applause] >> All right. Good evening. We will continue our recognitions by recognizing our principles this month. This is National Principal Month and it is an opportunity to provide recognition to the outstanding leaders who guide our schools with vision, care
008and commitment. In Breathport ISD, we are proud to celebrate our principles who continually invest their time and energy into creating welcoming, successful learning environments for every student. Superintendent Massie expresses his gratitude by saying, "Our principles are servant leaders who empower students and staff to do their very best. Their passion for education and their commitment to preparing students for the future is what makes our district exceptional. Principals play a vital role in shaping culture. They motivate, encourage, and lead by example, supporting teachers, building relationships, and ensuring students feel safe and valued. They are mentors and advocates whose influence extends far beyond the classroom. It is my privilege to first recognize our elementary principles. If you will please make your way to the front here on the side. Elementary principal, I will recognize you by name just
009right on the side over by Mr. Cole. >> We have from Stephen F. Austin Elementary, Miss Jessica Robertson. from Bole Elementary. Miss Sarah Jala Brandon Elementary, Miss Julie Evans, >> Freeport Elementary, Ronald Mercer from Griffith Elementary, Miss Andrea Ham from Laneir Elementary, Mr. Tim Day from OG Elementary. Melanie Pearson from Pulk Elementary. Randy Bund and Robert Elementary. Jennifer. [applause] >> Thanks, man. So much better. >> I don't know. We should get a couple Mr. They don't want you row. >> [applause] >> So since you next the next recognitions for middle intermediate and high school principles, I am not going to make you line up in a line. I'll just call your name what you're used to. All right. Middle intermediate Rasco Middle School, Mr. Keith Fuller. [applause] Clude Intermediate Principal Tara Fulton, [applause] Freeport Intermediate
010School Principal Charlotte Black and Lake Jackson Intermediate Principal, Miss Cheryl Roberts. Next, our high school principles. Roport High School principal, Mr. Quinton Virgil. >> [applause] >> and Brownwood High School principal Dr. Jared Johnson [applause] and associate principal, Miss Shannon Hester. [applause] >> Appreciate you. >> I'm getting on top. >> Appreciate you. It's a bit >> good. Wherever you >> can see around >> me. >> Okay, I know. Maybe right there. We have a special recognition. tonight of one of our principles. We would like to honor Miss Julie Evans. Miss Evans, would you please come to the front and stand next to Mr. Massie, please? [applause] >> Sit back and relax audience. We have a story to tell here. >> As part of National Principles Month, Gravisport Dynasty is honoring Julie Evans, who has led Best
011Brandon Elementary for an incredible 25 years, marking a quarter century of impact on students, staff, and families. For a total of more than 40 years as an educator within the district, generations have benefited from her guidance, dedication, and passion for learning. Julie's 25 years of leadership at Brandon Elementary is a remarkable accomplishment, said BISD Superintendent Danny Massie. Her dedication, sense of humor, and passion for student success have made a lasting impact on our district. Evans began her career in education in 1984, submitting a handwritten application letter full of enthusiasm and commitment to teaching. She quoted saying, "I feel that I received an excellent education in the Braveport school district and feel that I am now able to return and contribute to the process of educating our future citizens. If I'm able to see progress in
012my students, then I have performed my job successfully." That early drive to make a difference has defined her nearly four decades in education. She joined Brazport ISD in 1986 at Velasco Elementary teaching second through fourth grade. She later taught third grade at OM Rockfords Elementary before moving into the leadership role of assistant principal at both Pulk and Brandon Elementary School. In 2001, Julie was named principal of Brandon Elementary where she has guided the campus for more than two decades. Evans shared, "What makes Brandon special is the heart of our staff. They work extra hard to meet the needs of our students." She praised her teachers for going the extra mile to ensure student success and share the joy she sees in her students every day. She quoted saying, "Seeing how much the kids love to
013come to school, the kids love their teachers. Everyone works as a team to provide the best learning opportunities for our students. Every student receives quality education. A lifelong BISD educator and graduate, Evans attended Boille Elementary, Lake Jackson Intermediate, and Brazwood High School. She cherishes the experience she has had at each campus and served NBISD. Outside of work, she enjoys spending time with her family who is here. Thank you for coming in the back. She enjoys her animals, especially riding horses, a passion she's pursued since the age of 12, and still enjoys competing in barrel racing today. Evans is an active member of the professional and community organizations including TESA, the Missouri County Fair Association, and the American Quarter Horse Association. She credits her success to keeping students at the center of every decision. Make all
014of your decisions in the best interest of students and always remember there are two sides to every story. Principal Evans is recognized tonight with a plaque um presented to her by the board of trustees for her outstanding and consistent service with our district and community. The Brandon Elementary community and all of Brazenport ISD are proud to honor Miss Julie Evans and celebrate her exceptional career and lasting contributions to education. [applause] >> [applause] [applause] >> give speech. >> Oh yeah. You need space, please. >> Oh my goodness. >> You really didn't see us. Everyone in the room. >> [applause] >> She had a clue we snuck in. >> She had a clue. We didn't get not a clue. >> On behalf of On behalf of Mr. Massie and the board. I'm proud to present the Brazesport
015ISD extra mile award this evening. Mrs. Rachel Arthur, could you please come stand next to Mr. Massie? >> Mr. I don't have time. >> It says no. Bringing the community, staff, and students together for the annual BISD family 5K fun run and wellness fair doesn't happen by chance. It happens because someone goes the extra mile. That someone is Rachel Arthur, BISD's director of benefits, wellness, and sub solutions. Rachel's leadership, creativity, and dedication are the driving forces behind this highly anticipated district event. Each year, Rachel and her incredible team work tirelessly to plan, organize, and execute a day filled with energy, community spirit, and meaningful connections. From coordinating the lo with local vendors, health organizations, and student groups to ensuring every detail runs smoothly. Rachel brings people together around a shared goal, promoting health, fitness, and
016fun for the entire BISD family. Her passion for wellness and her commitment to our district's employees and families shine through in every aspect of this event. This year marks the fourth year of the fun run, and each year has seen even greater participation. In September, more than 560 runners and walkers joined the 5K and kids run with numerous families and community members coming together to celebrate wellness and collection in one of BISD's most popular traditions. The success of the day was made possible through the support of countless volunteers, sponsors, and local partners, the 20 vendor and health organizations that made up the wellness fair, as well as more than 20 student groups who contributed by cheering on participants, staffing water stations, assisting along the race route, and helping with cleanup afterwards. Because of Rachel Arthur's
017enthusiasm and determination, the BISD family 5K and wellness fair continue to grow, inspiring our community to live well, stay active, and celebrate together. Thank you, Rachel, for truly going back. [applause] >> Thank you, ma'am, for coming. Thank you for coming. Appreciate >> it. >> What's your dog's name? >> It's a tiger. >> Oh, it is. I'm sorry. and he was educating our kids. >> I didn't teach Sue all that. >> You're not done yet, Jeff. >> All right. >> [applause] >> Brassesport ID is pleased to announce the appointment of Sandra Battello as the district's new director of child nutrition. Mrs. Batello brings more than executive experience in child nutrition management, most recently serving as director of child nutrition at Sweeney ISD. Throughout her career, she has successfully led and mentored high- performing teams, fostered positive
018workplace environments, and ensured programs meet compliance with USDA, Texas Department of Agriculture, and local guidelines. She is deeply passionate about student focused nutrition programs and is committed to supporting staff development while introducing innovative ideas to enhance the experience for both students and employees. Please join us in extending a warm welcome to Sandra Bautello as she begins her new role with Francisport ISD. [applause] You don't get away without a picture. >> Right. [applause] This is our award recognition section. myself. >> At this time, in accordance with BE Local, the board will provide an audience with individuals who have signed up prior to the meeting to address the board. Tonight, we do not have any requests, so we'll move on to the next item on our agenda. We have a public hearing. Miss Ludino, she will conduct
019a public hearing to discuss the school financial integrity rating system of Texas. State law provides that a public meeting will be held to discuss the topic. Public participation is invited at the concluded of this presentation. Can't see. >> Thank you. Good evening. Um, in accordance with board policy, CFA, I am pleased to facilitate the public hearing for the district's [music] 2025 annual financial management report commonly known as first reading. Included in your agenda document is a full copy of the report. Under school first district reports, districts report certain financial data to TEA, including the district's annual financial report. TEA assigns a financial accountability rating to each district. Then within two months, each district must announce and hold a public meeting to distribute the report that explains the district's performance to taxpayers and parents. The school
020first was developed by the Texas Education Agency in response to legislation passed in 1997. In 2006, performance under school first was added as a consideration for accreditation along with academic performance. School first provides additional transparency to public education finance and meaningful financial oversight and improvement for school districts. Pursuant to Texas education code requirements, the commissioner of education has adopted rules to implement and administer school. First district may receive one or four financial accountability ratings. The highest being an A for superior achievement, B for above standard achievement, C for standard achievement, and an F for substandard achievement. TA determines a district's rating based on its overall performance across various financial measures, ratios, and other specified indicators. The ratings are calculated using data from the prior fiscal year. That would be the 2023 24 fiscal year which
021includes the district annual financial reports, teams data, warning holds and average daily attendance information used for school funding. Recent updates to the rating system introduced ceiling indicators which set a maximum possible score for certain indicators unless specific criteria are met. Breakfast court IC scored um a score of 95 on critical indicator number four. uh the district met the standard but did not meet the singing requirement. Uh this indicator relates to payments to government agencies. The first five are designated critical indicators and must be passed in order to avoid an F rating. There were no changes to this to these indicators which are as follows. Number one, timely finding of the annual financial report for the AFR and data fees. An unmodified opinion and no material weakness in the AFR compliance with payment terms of debt
022agreement. And number four, timely payment to government entities. The district did not pass the ceiling. It did pass the indicator but not the ceiling and was deducted five points from the total score. Uh number five, unrestricted net asset balance greater than zero. and BISD pass all the critical indicators. Indicators six through 14 are solveny indicators. Indicator six is measuring for any rapid decline in fund balance over a three-year period. This is also a ceiling indicator and if not pass the highest rating we could receive with VA indicators 7 through 14 are scored either zero or 10 and some of which are and some [clears throat] and some of which are sport on a sliding scale from 0 to 10. Indicator 10 is measured budget of revenues compared to actual revenues. There was some disc discussion
023back back in the 86 legislative session on how consecutive conservative school districts were when estimating budgets. So, they are now measuring the budget to actual variance. Indicator 14 measures for a rapid decline in student to staff ratio. BISD received a total of 80 out of 80 points on these indicators. Indicators 15 through 21 are financial competence indicators. Indicator 15 is measuring average daily attendance projections made by the district prior to each legislative session. The legislative budget board uses the projections made by districts when developing the state budget. So applying a first indicator to our projections holds us a little more accountable for the accuracy. Score a the district scored a five which is the highest score. uh indicator 16 was changed to a ceiling indicator a few years ago and if not met would yield
024a maximum rating of a key. We had a clear variance on our financial data submission. Indicator 17 uh is also a ceiling indicator to ensure districts maintain a strong set of internal controls over financial reporting. This is tested during our annual financial audit. If not met, the maximum rating would be a C. Indicator A2 is also evaluated as part of our financial uh audit and is said to ensure all federal and state grants are properly accounted for in compliance with program guidelines. indicator 19 is reporting that all required notices and postings were made on the district website. Uh the district scored 85 which is the highest score. Indicator 20 placed a requirement on administration to discuss property values in the use of such unfunding formulas during a board meeting prior to adopting the annual operating
025budget. The IFC passed all financial competence indicators earning 20 points. Indicator 21 is reporting that the district received did not receive a repayment schedule due to financial hardship. Braz has once again earned the highest achievable rating of a superior achievement with a score of 95. I would like to thank our board of trustees for providing strong governance in the areas of budget and financial management oversight. I would also like to thank Mr. Massie and the entire business services staff for supporting the daily operations of our finance team. The information provided by the schools first system will guide us in our continued efforts to utilize each taxpayer dollar to maximize quality learning opportunities for every student. This is a public hearing. So at this time I am happy to answer any questions from the board or
026any comments right now questions from the board audience. All right. Thank you, Miss. [clears throat] Next item that we have on our agenda is our consent agenda. Are there any items on the consent agenda that are requested to be pulled? >> Move for approval. >> It's been moved by Scott, seconded by Mr. Dunn. All those in favor signify by saying I. I. >> All opposed by n. That carries. Next item that we have are action items. Public comment will be allowed before a vote is taken on each action item. The first action item that we have is the citizens bond oversight committee related action items. Miss Kino that Our goal is for Bransport ISD to manage funds respons responsibly and provide the resources to maintain quality facilities and programs. The board created the citizens bond
027oversight committee to make sure taxpayers dollars are spent and approved in the bond program. The committee also reviews and changes uh any changes to project and keeps the board informed as needed. The committee met on September 17, 2025 at 5 at 5:00 pm uh to discuss the 2019 bond program uh allocation allocated. Uh the bond program has allocated 267 million for new facilities and districtwide improvements with carryover from 2014 and previously approved reallocations. The total comes out to 303 million. As of September 15, 2025, we have spent roughly 266.6 6 million and that leaves an available balance of about 36.4 million. During the meeting, the committee reviewed current balances and projected needs for key facility projects. Uh for the maintenance and transportation and child nutrition building, the current balance is 7.4 million with projected needs
028uh of 4.5 million living leaving a 2.9 million available for reallocation. This is largely due to the decision to keep the building structure as is re reskin the existing building and renovate the interior. Uh nay elementary renovations current uh the current balance is 1.8 million with projected needs of 550,000 for demolition leaving a 1.3 million remaining available balance for access control expansions. The current balance is 1.2 million. Uh this is largely due to the use of the safe grant uh to make some of those access control expansions. Uh anticipated needs are 100,000 leaving 1.9 million uh available for reallocation. Intercom paging system the current balance is 441,000. We expect to use 100,000 leaving 341 available for reallocation. Brass of Success Academy improvements. The current balance is 1.1 million with 400,000 projected for upcoming work, leaving
029693,000 available. After accounting for all these uh needs, the total funds available for reallocation are 6.3 million. The committee also discussed some of the upcoming needs for the district. For Bransport High School, uh, roofing upgrades are estimated at $1 million. Uh, for Freeport Intermediate, adding a security vest with an estimated cost of $1 million, and for technology, uh, a total estimated need of 5.5 million, uh, 1 million for software and subscriptions, three and a.5 million for a student and staff laptop and Chromebook rotations, and 1 million to replace the current uh, camera server. This discussions help the committee and the board plan for the future spending and ensure funds are used efficiently. In the instructional materials and craft classroom technology, uh the current balance is about 1 uh 1 million. Uh projected needs are 425,000
030leaving roughly 732,000 available for reallocation. The this is largely due uh due to the use of extra funds for elementary stream labs and science equipment. The balance is 651,000 with projected needs of 325,000 leaving about 326,000 for reallocation. This remaining balance is thanks to BASF donations which help the district preserve these funds. And the committee also discussed upcoming needs for instructional materials and classroom technology estimated at about 734,000. The majority of this is for computers for students and staff. So putting all this together, uh the committee approved the proposed reallocation request for the 2014 bond. The uh the reallocation has a zero net effect. For the 2019 bond, the request includes all the discussed items. uh and a proposed 500,000 reduction in contingencies in the use of 531,345 in interest earnings. The administration recommends that
031the board of trustees approve the TAC related items as presented and approved by the citizens bond oversight committee. >> How we doing? Are there any questions from the board? Any questions from the from the audience before we take a vote? >> All right. It's been moved by Mr. Reinhardt and seconded by Mr. Schwar by Kim by coach. All those in favor signify by saying I. >> All opposed by nay. All right, that carries. I'm starting. Next item that we have on our agenda is the campus and district performance objectives for 2025 2026. Miss Lisa Herrera, the director of state federal funding. All yours and welcome to the to the district. Okay. Good evening. In compliance with board policy BQ legal and in alignment with each district goal, it is my pleasure to present for approval
032the 2526 district and campus performance objectives. Copies of the performance objectives are included as attachments in your board book. Each year, the district and each campus are required to create an improvement plan that targets identified needs. Performance objectives in each plan identify the areas of focus for the coming year. The Texas Education Code requires the performance objectives to be approved by the board of trustees annually. District and campus performance objectives are written to align with the five BISD goals. This year, each elementary school included two performance objectives under district goal one that aligned with the board approved HB3 early literacy and numeracy outcome goals. Each high school included a performance objective that aligns to the board approved HB3 CCMR outcome goals. Tonight's presentation will feature the 2526 district performance objectives. As a reminder, the campus
033performance objectives are included in your board book and the principal's recorded videos for you where they are highlighted their campus priorities. As you read each slide, the performance objective is written with the performance target for each objective stated below. We begin with district goal one. Three of the four 2526 district performance objectives are featured on this slide. They are the three outcome goals the board set for early literacy, early numeracy and CCMR under house bill 3. The 2526 early literacy performance target is 60%. For math it is 63%. And for CCMR it is 70%. The fourth performance objective under goal one is the district's house bill 4545 goal. The performance target for this objective is to close the gap between the performances of the targeted intervention groups and both the state and traditionally higher performing
034groups of star assessments. Goal two has two performance objectives. The first one focuses on the health and safety of students. This year, 10 or more strategies will be implemented to ensure the health and safety of students and staff in all learning environments. The second performance objective focuses on the mental health and developmental needs of students. This year, 11 strategies will be implemented to support the mental health and developmental needs of students. There are two performance objectives under goal three. Last year, 83% of parents were satisfied with their child's overall school experience in BISD. This year, the district will increase parent satisfaction with their child's overall school experience to 90% by the end of the year, gathering feedback from parents using a midyear survey, the results of which will be used in spring planning and by
035implementing the district's marketing plan to highlight key messages, programs, successes, and opportunities. The district will also market student, staff, and program accomplishments to the community by increasing the number of stories and news releases from 180 to 200. This will be done through developing and communicating procedures for the timely submission of students, staff, and program success stories with photos and details. These procedures will include a timeline of submission so that the successes are shared promptly and consistently. There are two performance objectives under goal four. One to continue improving the technology infrastructure and one to improve student performance on state required measures by providing supplemental federal funds to support instruction and programs. The performance target or performance objective one is to implement three strategies that support improving the technology infrastructure. The performance target for performance objective two
036is to meet or exceed the early literacy and numeracy targets as well as to see a 10% increase in the meat's grade level performance of groups identified as underperforming in 2025. Goal five also has two supporting performance objectives. The human resources department will continue to improve their programs they launched over the last three years. Those programs include the registered apprentice program, the preferred substitute program, partnerships with universities, and the teacher incentive aotment. Some of the professional learning performance objective targets are to continue working with the K through2 curriculum and tier one instructional priorities and to implement the district professional development plan with an emphasis on improving the level of pedigogy in core subject classrooms and to continue continue principal leadership development. Additionally, new to the district K through three teachers will be provided with the
037opportunity to attend the HB3 literacy achievement academy to support them as they implement components of the training in their classroom instruction. Tonight's presentation focused on the 2526 district performance objectives. As mentioned earlier, the campus performance objectives are in your board book. Campus performance objectives align to the work of the district is doing but are tailor tailored to individual campus identified needs. It is the recommendation of the administration that the board of trustees approve the 2526 district campus performance objectives. At this time, I'm happy to answer any clarifying questions you or the audience may have. >> The board questions >> from the audience questions. All right. We have a recommendation from the administration. Do I hear a motion to approve? >> Move for approval. >> Second. >> Been moved by Scott, seconded by Miss Quay. All
038those in favor signify by saying I. >> All opposed by nay. All right. Thank you very much. >> First presentation. [laughter] >> Next item that we have >> on our agenda are our reports. Public comments will be allowed on each report. Our first report, the language acquisition program evaluation by code. >> All right. Good evening, Mr. Massie and board members. Uh in accordance with Texas Administrative Code, TAC 89.1265. I'm happy to share information tonight as it relates to the language acquisition department for the 2425. To begin, I want to thank our amazing department. Our team is made up of one coordinator, an emergent bilingual specialist who's with us tonight, Miss Anna Bearano, as well as our four ELP clerk and two halftime parent and family liaison that primarily support our high schools. Collectively, we support
039the 1,416 emergent bilingual students and families that represent approximately 20 different languages. Interestingly, Spanish and Vietnamese remain the two highest spoken in our district. Other languages are Arabic, Erdu, Farsy, Punjabi, Morathi, and Tagalik. >> Can you speak any of those or >> There we go. Um, I think I can say Ohio and Japanese that means hello. So, >> no, I cannot. Thank goodness we have Google. >> For the 202425 school year, Brazport ISD served 1,472 emergent bilingual. This number is lower than the 2324 school year, but aligns with the trend of district student enrollment. To date, there are,416 students identified as emergent bilingual, which is slightly down from the 24th from the end of the 2425 school year. The chart here shows the number of students by campus. The increase of Freeport Intermediate is due
040to the moving of the sixth graders to Freeport Intermediate. The criteria for reclassification remained unchanged during the 2425 school year and required students in third through 8th grade to pass star reading in English and for advanced high composite or average on listening, speaking, reading and writing on TEAST. Students in 9th through 12th grade must pass English one and English 2 EOC and for advanced high on the composite TE pass. Additional exit criteria are listed for those nonSAR grades. After reviewing the TEP pass data, we found that a large percentage of our students were at the advanced. They were stuck at that advanced proficient proficiency level primarily due to the reading component of the assessment. Although a large percentage of our students showed growth on TEPASS, we found that the reading component is the one that
041has impacted the number of students who exited. Our team has already taken measures to support campuses with instructional strategies and will continue to collaborate with curriculum coordinators to ensure students receive the differentiated instruction needed for student success. This section of the report outlines our bilingual and ESL waiverss and exceptions as well as academic progress. TEA approved the bilingual education exception that was submitted for the 232 24 school year which uh approved our alternate language program model. The district is requesting a bilingual exception again this year for five bilingual teacher positions. One each at OG and Griffith both of those teachers are currently completing their certifications and three at Lenir. The Lener teachers are ESL certified co-eing with bilingual partners and pro provide math instruction in English as part of the district's bilingual model which is
042shown it has shown student success over the past several years to support certification. The district offers study sessions, materials, reimbursement opportunities, and we have begun collaborating very closely with HR and the apprentices to recruit additional bilingual staff. One line teacher recently earned her certification and Clute Intermediate is now fully staffed with bilingual teachers thanks to successful recruitment efforts. While no ESL waiver has been needed, the district remains committed to ensuring teachers are trained and certified to meet ESL students needs. TEA resultsdriven accountability data shows the bilingual program remains stable and effective. Students continue to make progress in listening, speaking, and writing through though reading linked to academic vocabulary remains a challenge. Overall, declassified emergent bilingual students demonstrate strong sustained academic success due to the support of the dedicated ESL and bilingual teachers. As previously mentioned,
043there are many factors that play into exiting. Historically, our elementary schools have less students exit because of our transitional late exit model. The focus of the transitional late exit model is to transfer a student to Englishonly instruction not earlier than two or later than five years after the student enrolls in school. Last year we focused on providing additional support to students who were close to exiting by creating monitor classes at Clute Intermediate. This strategic planning was a collaborative effort between our department and the ESL team at Clute. Students who had an overall composite of advanced in the previous years were scheduled in a tutorial class to help them meet their goal of advanced high. This table indicates a high reclassification or exit for the students at Clute Intermediate. We are proud to report that once
044students meet the exit criteria through our monitoring are very successful long term. Our campuses are working hard to ensure that our English learners are receiving the necessary language supports and all of those different language supports and are ready our future ready for our professional development plan. Our goal is to train all teachers and campus administrators and language supports to ensure the needs of those students are met. We currently have uh 345 ESL certified teachers which is 30 more ESL certified teachers than last year. We are reg we regularly offer ESL certification training and work with again human resources to support any apprentices who are um interested or on path for uh bilingual ESL certification. Our department has a comprehensive professional development plan to train staff that are serving those students and we our focus continues
045to be on ensuring that they make growth both academically and linguistically. Lastly, our department will conduct the state required trainings for all language proficiency assessment committees to ensure compliance. I would like to thank our superintendent and you board for your uh continued support in the supporting the learning needs of our emergent bilingual. This is a report only and no action is required. At this time, I'm happy to answer any questions. Yes, sir. >> The percentage of the emerging bilingual say now versus last year even though we lost some is it pretty much the same? >> Yeah, we're up actually we're up a little bit. We're up about 39 students. >> Okay. >> So, um >> would be possibly >> correct. >> I guess I was looking at the numbers and there's there's 172 fewer but
046there's 95 >> Exits. Yeah. Right. So, so we had some new enrolles in prek. >> Yeah. And so we lost some for graduation, I guess. >> Correct. >> And so, >> and then we lose those exits and the ones that graduated. Then we have enrolled. So, it really depends on our students that are enrolling and qualifying. >> Yeah. And then Ron's number of homeschool that went to home school was coming up. That's got to be I assume some >> potentially. >> So, you know, it's amazing how the numbers >> jump around and they it's kind of hard to keep up with. 345 teachers. That's an improvement. >> It is an improvement. Yes. >> Thank you. >> Any other comments? >> Uh comment. Thanks, Anna. Appreciate you. >> Thank you for being here. >> Any comments
047from the audience? >> All right. Thank you, M. Next item that we have on our reports is the enrollment update by Mr. Ron Re. Good evening. In alignment with board policy FDB local and district goal, Brazesport ISD will exercise fiscal responsibility to ensure financial strength and provide the resources to equip and maintain quality facilities and educational programming. It's my pleasure to present an update on the district's enrollment. Attendance areas for each of the public schools of a district are recommended by the superintendent and approved by the school board. Average daily attendance is used to determine funding levels for school districts, meaning that the district is funded based on a percentage of the enrollment. That percentage is the district's fullear state reported attendance rate. When enrollment declines, the district loses revenue. The table you see on
048this slide presents the 202526 enrollment by campus feeder pattern alternative schools and the district. It compares the current enrollment with the official district enrollment for the 2425 school year. The official enrollment is the enrollment on the last Friday of October which is referred to as the district snapshot. As you can see from last year to this year, there's no change in the clude feeder pattern enrollment. That is partly due to the availability of new housing include in Richwood. As you can also see, enrollment declined for the remaining feeder patterns and overall overall enrollment is running 2.4% behind last year. The next few slides highlight 10-year enrollment trends beginning with the 201617 school year. I used October 10th to record the enrollment for this year. Since 2017, the district enrollment declined by 1569 students or 12.6%.
049Following a precipitous decline from 2020 to 2021 due to the impact of the CO 19 pandemic, overall district enrollment has continued to decline. While multiple factors affect district enrollment, the primary causes of the district's enrollment decline are a decreasing population, the lack of available housing, competitive housing developments along the Highway 288 corridor, and homeschooling. The most significant drop in enrollment occurred in the Brazesport high school feeder pattern. Peak enrollment for that feeder pattern occurred during a period when there were several construction projects underway in the prochemical industry and at Freeport LNG. Many of those projects were completed by the end of the 201920 school year just in time for the CO 19 pandemic. Additionally, many Freeport residents moved out of the east end of that city between 2017 and 2020, leaving very few residents living
050in the east side. The result was a dramatic decrease of 695 students from the end of the 2017 school year to the end of the 2021 school year. The lack of available housing is continuing to impact the Brassesport High School feeder pattern as enrollment dropped an additional 435 students through this October. Overall, the Brazesport High School feeder pattern enrollment declined to 31.4% since the 2017 school year. The Brazeswood High School feeder pattern decreased by 696 students since its peak enrollment of 8,873 students in October of 2019. The Lake Jackson feeder pattern experienced a 455 student or 11.9% decrease in enrollment since 2017. However, because the Clute feeder pattern saw a 1 and a half% increase in enrollment and Brazeswood High School maintained its enrollment, the overall feeder pattern enrollment decrease is 5%. The information on
051this slide provides you with a condensed look at the enrollment changes by feeder pattern. Once again, the Brassesport High School feeder pattern declined by 31.4% while the Brasseswood High School feeder pattern declined by 5%. This slide highlights 10-year enrollment declines at key campuses using the 2526 campus configurations. Enrollment data from the 201617 school year through this school year were reconfigured for each of the campuses to allow for an applesto apples comparison across the years. The elementary schools in Lake Jackson were combined since it is not possible to accurately attribute data to each individual campus that accurately reflects the absorption of Elizabeth Nay Elementary School students into those campuses enrollment. Sixth grade students enrolled at Austin Elementary were attributed to Freeport Intermediate School along with sixth grade students from Lineer Middle School. Fifth grade students enrolled
052at Laneir Middle School were attributed first to Velasco and later to Laneir Elementary School. Second grade students enrolled in Velasco Elementary School were attributed to Freeport Elementary. The results reveal that [clears throat] each of the Brassesport High School feeder campuses, including Brass'sport High School, experienced substantial declines in enrollment over the last 10 years. In the Lake Jackson feeder, Rasco Middle and Lake Jackson intermediate schools had the largest decreases in enrollment with Rasco declining by 18.8% and Lake Jackson declining by 13.9%. The combined elementary enrollment in Lake Jackson declined by 8.3%. The cliff feeder pattern was an interesting study. Griffith Elementary enrollment declined by 10 and a half% while Pope declined by 9 and a half%. Yet those campuses were con were countered by enrollment increases of 5.7% at Aug Elementary and 11.2% at Clude Intermediate,
053rendering an overall gain of 1.2%. 2% for the clue feeder pattern. Last year, we did a deep dive into where students who left our district are going. We know the number one driver to loss of student enrollment is lack of available housing. Last school year, we lost over 700 students after the school year started, but we also gained over 500. This shows that we have a very transient student population which is common in high economically disadvantaged areas. This slide shows the top four student lever categories from last year. Movers withdrawal to homeschool moved out of state and dropped out of school. Of the 415 students who moved last year, 233 moved outside of Brazoria County. Another 84 students moved out of state or out of the country. 150 students withdrew to homeschool while 94 were
054unaccounted for and are now considered dropouts. But 68 or 72% of those students were no shows who could not be accounted for during the school start window in September of 2024. So that brings that number into some perspective for us. Data on this slide highlight the enrollment declines in nearby school districts. I used the Texas academic performance reports and Texas performance reporting system to pull the official state reported enrollment through last May for each school district listed. As you can see, Brazesport ISD is not alone in seeing a decline in enrollment. Our district's enrollment of 10.4% enrollment decline through last May is equal to the average decline of all the nearby campuses listed. So to to clarify one thing, the 10.4% represents through last May, not to October of this year. So that we're we're
055clear on that. Comparability of services is a fiscal requirement for school districts that receive title one part A funds under the Every Student Succeeds Act. This requirement is an assessment of state and local funds used to provide services at each of the title one campuses to ensure they are substantially comparable taken as a whole before title one funds can be used. Substantially comparable is defined as 90 to 100 110% of all comparison campuses. Presented here is the cost per student at the beginning of this school year. The cost per student at Stephen F. Austin Elementary School was $8,935, which is 120% of the average and outside of the 90 to 110% comparability zone. Although we can secure a waiver to exclude SFA from the comparison, we will have to decide whether serving a campus with
056147 students is fiscally responsible. This concludes the enrollment update. At this time, I'm happy to answer any clarifying questions from the board or from the audience. >> Questions from the board? >> Mr. Atkins? >> Thanks for attending your numbers. The percentages are fine, but the numbers are much more telling from the standpoint. Um, second of all, when when uh kids or students are withdrawn to and they they highlight homeschool. That's the last we have any accountability for that. >> Yes. When we when we're talking about homeschool, these are students that we have documentation that they have become the become enrolled in a home school or that they're doing homechool at home. It's documentation they have to provide us. If they don't provide it, they move over to the dropout list. >> Oh. So, so we're
057fairly certain that they will start something at home. >> Well, they they have they have to demonstrate it. They have to provide for us that that we're we're very limited now. Uh the legislators are um really >> parent choice and so they've limited uh what we can ask and what we can ask. They they come in and say that I'm withdrawing my kids from home school. We're required to withdraw them. That's what I'm saying. Do we have any documentation that they >> We will document that. They told us that. >> Yeah. But they don't have they technically don't have to be enrolled in anything. >> No, no. They're Danny's right. It's very narrow. But when we can get that documentation, when we can get that proof, we gather it and we keep it. But >>
058we we we ask them to send us the email so we can have documentation. That's all we can do is ask them to send us an email that you are withdrawing to hope school. We we we we don't have any oversight if they enroll them in a program, if they're what kind of program they're doing. Uh they they they get kind of home school if they tell us or email us that they're going >> those kids. >> It kind of is, you know, and and I will say this also, Mr. >> There is um >> I will say this, there's there two two directions we see those students tend to go in. One is what Danny described where you just don't know. I mean, and you don't you see them in the grocery store and
059you say, "Well, give they're learning economics." But but the other one is that they go with online schools. The good news about that is if they go with an online school in the T-Rex system, there is a report. There is a way of reporting those schools and so we can at least track those students and we did do that last year. >> Do we do we know if any of our students are involved in the fall? Those are big online. >> We had some last year. Yes. But not >> We did. Yeah, we did. We had some. And Fort Stock Fort Stockton was another one too that really increased their enrollment and their funding, but they became an S district because the the kids they they created an online school and they they didn't do
060well in the state. >> Halls build the town's not as big as this room. >> Yeah. But their their online account is huge. >> Yeah, it is. Uh, one last question. Do we sir, do we have any record of these students being withdrawn to homeschool that have come back? >> We do have some that come back. Um, we have, unfortunately, some of them come back and and they're able to to move right back in. We do have testing processes that we do and follow. >> But we also had a couple boys come back this year who withdrew to home school four years ago and didn't do anything. >> Yes. They showed up as freshman this year. And that's the reality. That's that happens with this. It's unfortunate. So the constitutional amendment is going to help
061you and me. >> Yeah. >> Okay. Thank you. Incarceration. >> All right. None. If there are no other questions, then thank you, Mr. >> Thank you very much. Next item that we have on our report, our board committee report. Are there any reports from the board? All right. Our next regular work schedule session uh is uh our regular board meeting on November the 17th right here at 6. Uh, next thing that we have on our agenda is executive session. It may be called for the purposes permitted by the Texas Open Meeting Act, Texas Government Code, section 551.001 through 551.146. Uh, sections 551.071 consultation with attorney. Section 551.72 for the purpose of discussing the purchase, exchange, lease, or valuable property. Section 551.074 74 personnel personnel matters appointment employment evaluation reassignment duties discipline dismissal or complaint and
062section 551.082 for the purpose of considering discipline of a public school child for a complaint or charge against personnel. The board shall return shortly. >> All right, we are reconvening. It is 8:00 from executive session. >> Unless there are any objections that we will stand. Thank you for all your