001I would like to declare our meeting uh I would like to call this meeting to order. It is 6 o'clock and declare that we do have a board form present. The mission of Brazport ISD is to graduate each student to be future ready. If you will please stand for our invitation which will be led by Mr. Chris Chris Dunn and our pledges of allegiance led by Mr. Scott Schwartner. Let's pray. Heavenly Father, Lord, just thank you so much uh for being able to be here tonight, Father, as we move towards the Thanksgiving season. Indeed, we have so much to be thankful for. Uh Father, thank you for everyone that is in attendance here tonight. Father, there's a lot of great things going on. Uh a lot of great recognitions, just special people. Uh we just
002thankful for them and hope that they feel welcome. Father, just ask that you'd be with us tonight as uh as we uh guide through the decisions and the things to direct our district in the right way. Uh but we just pray that everything that's said and done tonight will be glory you just forget what we say in your join me the pledge of allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Now the Texas pledge. I aliance to the Texas one state and indivisible. >> Yes, sir. You may be seated. I'd like to ask our board members to make their way to the front as we transition into our awards, achievements, and recognition time.
003Good evening. Good evening, Superintendent Massie, board of trustees. It is one of my greatest honors to recognize students and tonight we have a special one. Brazport High School student Ulysus Varela. He recently represented Brazport ISD at the school skills USA Washington leadership training institute held September 20th through 24th in Washington DC. Ulysus made history within the national organization by becoming the very first recipient of the national statement award to complete his interview in Spanish. This groundbreaking milestone will be featured soon on the Skills USA national website and publication. In addition to this award, Ulysus joined his district officer team on Capitol Hill where they advocated for career and technical education or CTE and proudly represented BISD. His leadership, dedication, and accomplishments reflect the strength of BISC's CTE programs and the opportunities made possible through this
004community's continued support. His advisor, Kendall Burke, said, "Ulysus not only made us proud, but he also made history." Congratulations, Ulysus. >> [applause] >> We want to extend special thanks to his advisors, Mr. Robert Woodruff and Mrs. Kendall B. >> Congratulations. >> Good program. Good job. Hey, >> good Yeah, [applause] >> good evening trustees. Mr. Massie and guest. Tonight we proudly recognize the Braziswood Ladybuck water polo team, the 2025 Texas UIL state runnerups. [applause] This year's team once again demonstrated resilience, competitiveness, and a championship mindset from day one. Throughout the season, the Lady Bucks displayed outstanding discipline, relentless effort, and a level of teamwork that became their signature. Their run at the of to the state title game was powered by clutch performances, leadership, and a belief in each other that never wavered. What makes this
005accomplishment even more remarkable is the consistency of excellence our program has built over time. This marks the fourth consecutive year the Lady Bucks have competed at the state tournament. A streak that places them among elite programs in Texas High School water polo. Few teams in the state can match this level of sustained success. And it's a testament to the dedication of these athletes, the support of their families, and the leadership of their coaching staff. As a matter of fact, in the four-year history of UIL Water Polo, the Lady Bucks have reached the state tournament all four years. And while that's a remarkable feat, even more remarkable is the fact that they've reached the state championship game in three of those four years, winning it all in 2024. Finishing as the 2025 state runnerup is an
006incredible achievement, but the legacy of this team goes beyond medals and banners. They have helped established Brazeswood as a perennial force in Texas water polo, inspired the next generation of Lady Bucks, and represented Brazesport ISD with integrity, competitiveness, and pride. We celebrate their commitment, congratulate them on another outstanding season, and thank them for continuing to show what it means to be a Buck and and to compete with heart. Just a few highlights before we introduce the players. Uh the Lady Bucks finished the season with an impressive 32 and two records. That's 32 wins and two losses. The only blemishes were at Foster in overtime by one and Marcus in the state championship game also by one. Over the last four years, the Lady Bugs have racked up an astonishing 108 wins and just 11 losses.
007Three of those losses state championship or state tournament games. These seniors who have been with the team all four years have earned four UIL medals and a championship ring to serve as memories of their time at Braziswood High School. A bronze in 2022, silver medals in 23 and 25, and of course gold in 24. Please join me in congratulating the Ladybuck water polo team for their historic achievements. We're incredibly proud of you. At this time, we would like to introduce the team and their coaches so that we can celebrate them for another outstanding season. So, here we go. Number one, Alli Jones. [applause] Number one, a Claire Crisp. [applause] Number two, Hope Calch. [applause] Number three, JC Force. [applause] Number four, Clara Bracken. [applause] Number five, Kendall Danes. Number six, Theres Braun. Number seven, Ava
008Chris. [applause] Number eight, Sierra Brackens. [applause] Number nine, Demos Meruri. Number 10, Sophia Guardo. [applause] Number 12, Cooper Dane. [applause] Number 13, Lissa Bracken. Number 14, Annabelle Sawyer. [applause] Number 15, Michelle Eie. Number 16, Cora Alberon. [applause] Number 17, Lucy Sanchez. >> [applause] >> Hazel Mservi Kesley Korn [applause] Adeline Garza [applause] Coach Kyle Haner and play around head coach Robert Brown. [applause] You want to switch to me? >> There we go. >> There you go. Nobody cares about >> They want to see their kids. Stay here for a minute. Yeah. So, uh, at this time, I'd like ask Rosemary Richardson to come up here, please. Yeah. So, uh, Rosemary was the driver of the charter bus, uh, as the team rode to the state tournament in San Antonio and back. And, and Lisa, her supervisor,
009is here, too. Thank you for being here. On the Thursday when the team was headed to San Antonio, we received a text from Coach Brown that said, "Our bus driver deserves a million dollar tip." And 18 million at 18 million did not see us come into our lane and our driver had to move out of the way and it was a miracle the bus didn't turn over. When I arrived at the parking lot of the natitorium the next day on Friday morning, I saw the charter bus and the driver was still in it. This gave me the opportunity to meet Rosemary, share what coach Brown had communicated and to thank her. She went on to describe what happened on the interstate in the 18 Willer and then said, "God was watching over us." She then
010told a story that I want to share with you because it is a great and a beautiful example of what great kids we have and how God answers our prayers for protection. Rosemary shared that not long long before the near catastrophe happened, they stopped to eat. She was alone at a table and two girls came and sat with her. She said that faith came up in their conversations. She was wearing a cross that the girls noticed and she did say that she is a believer. The girls then asked what her favorite verse was and she replied Genesis 12. The two girls were Annabelle Sawier and Michelle Eie. It was soon after this what Coach Brown described as a miracle and Rosemary described as God's watchful protection happened over them. Rosemary would honor you tonight to
011show our appreciation for your alert driving skills and your conviction to shine your light in all circumstances with the UIL medal and a St. Christopher the patron saint of travel necklace. >> Thank you. >> [applause] >> We don't have a million dollar right here in the middle. I'm going to suggest if you if you uh please join if you would like joined us. Mr. Howard would like to say a prayer if you'd stand up, please. >> Father God, we thank you for uh your presence, God, in every moment of our lives. God, we thank you so much uh for all the folks who are represented here tonight, God, the players, the coaches, the the family members. Father, thank you for our our bus driver, God, who was paying attention and uh paying attention to you.
012And Father, I pray that you would have your hand uh upon her and upon all these young ladies, God. Uh be with them, Lord, in their homes. Be with them at school. Father, I just pray that they would feel your presence, God, all throughout their day. Father, just uh forgive us, Lord, when we sin against you and help us always to shine our light into this darkness, Father, that we live in and to remember, God, that you are the true light. Father, just thank you for your son, Jesus. In his name we pray. Amen. >> Amen. >> [applause] >> See y'all next year. teachers. Clear them out. >> I thought that was her. All right. >> Yeah. >> Well, Our next recognition of the evening is our mission first team always educators. The purpose of
013the 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 prepare students to be future ready. When I call your name, if you could come, please stand next to Superintendent Massie. And we have Alyssa and Zara Goza. And [applause] [applause] we'll start with our elementary mission first educator, Mrs. Alyssa Zeruggoza from Linder Elementary. Lineer's administration team and Mr. Day along with her peers shared that Mrs. Zeruggoza embodies mission first, team always. As a third grade team leader, she guides her team with clarity and collaboration, ensuring every student masters essential teeth. She goes above and beyond to support her colleagues, share resources, and brings positivity and innovative ideas to the classroom. Alyssa
014keeps student success at the forefront, believes all means all, and consistently models teamwork, dedication, and a commitment to Laneir's mission. Next, we have our secondary Mission First educator, Miss Relle Allen from Lake Jackson Intermediate. Campus administrators and peers stated that Mrs. Miss Allen exemplifies Mission First team always through her unwavering dedication to the success of the entire LJI community. She collaborates seamlessly with her colleagues, contributes innovative ideas during planning, and provides ongoing support through professional development. Always ready to lift a hand, lift spirits, and bring positivity. Miss Allen brightens the day for both staff and students. She knows every student by name and finds a way to make each one feel special. Her kindness, energy, and commitment to shared goals inspire everyone around her to give her the best, to give their best, and strengthen
015their school community. Thank you, both. [applause] Thank you so much. >> Great job. Thank you. Thank you so much for all your dedication. You know who you are. >> Here. Come sit over by Good. We'll see you next. >> [applause] >> That does conclude our awards and recognitions for this evening. >> 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 who has signed up to address the board. So, we'll move to our next item. Next item we have on our agenda is our consent agenda. Are there any items requested to be pulled from the consent agenda at this time from the board? >> All right. Do we have any comments
016from the audience before we move on with our consent agenda as well? All right. Hearing none. It's been moved by Mr. Dunn that we accept I'm sorry that we approve uh the consent agenda. Do I have a second? >> Second by Mr. Schulty. All those in favor signify by saying I. >> All oppose by name. All right, that carries. We'll move on to our action items. Our first action item uh for the evening um is the resolution to vote for a candidate for Brazoria County Appraisal District Board. Miss Canino, our chief financial officer, will do our presentation. Public comment will be allowed before a vote is taking taken on each action item. Miss Canino. >> Thank you. Good evening, board members, Mr. Massie, and ladies and gentlemen of the public. Um, section CCH of the
017board policies covers procedures for countrywide appraisal districts. Senate Bill 2 updated the law requiring each board to have nine members. The tax assessor collector, five appointed members and three uh elected members. Each taxing unit's governing body must decide its vote by resolution and send it to the chief appraiser by December 15th. We have received certification from the chief appraiser of the Brasoria County Appraisal District confirming that Brassesport ISD is entitled to to 375 votes for the upcoming election of directors to the board of directors of of the Presori County Appraisal District. The chief appraiser has also prepared the official ballot listing all the candidates who have been nominated for these positions. Among the nominees is Miss Gail Robinson who currently serves on the ECAT board. Last year, BISD cast all of its votes in Miss
018Robinson's favor. Her previous board experience along with her work as a local realtor made her a natural choice. It is recommended that the board of trustees cast the district 375 votes for KO Robinson. >> Do we have any questions comments from the board? Any comments from the audience before we take a vote? All right. Hearing none, then we have a recommendation uh that the board of trustees cast our districts 375 votes for Gail Robinson. Do I hear a motion? Moved by Mr. Mr. Reinhardt second have a second second by Mr. Atkins. Uh all those in favor signify by saying I. >> All opposed by nay. All right. She gets our vote again. Say no. The next thing that we have on our action items on our agenda is the class size exceptions for TWW Elementary
019School. Uh Miss Fifth, our deputy superintendent of elementary schools will make our presentation. Miss. >> All right. Good evening. Uh Mr. Massie and board. Uh in accordance with board policy, EEB local and in alignment with the district goal of BISD campuses will be safe and conducive to learning. I'm requesting that the board of trustees approve a class size exemption waiver for TWW All Elementary School. The district seeks to maintain a 22 to1 studenttoteer ratio in grades K through four. Prior to the approval of the local innovation plan in May of 2017, the district was required to submit maximum class size exemption waiverss to TEA at different times throughout the school year. With fluctuating classroom enrollment counts common in our elementary schools, classes would be approved for a state waiver, then go back to or under
020the 22 to1 ratio. The local innovation plan provision for class size exemptions provides the district with the flexibility to monitor class sizes for a longer period of time before determining to seek an exemp exemption uh from the board of trustees. The district is now exempt from the state law requiring a district to seek a waiver when classes exceed 22:1 ratio for 30 days. Under the district's innovation, should a class exceed more than exceed 22 to1 for more than 35 days, then the board of trustees must approve the exception. Options to address classrooms that exceed 22 to1 maximum class size for more than 35 days include hiring an additional teacher uh a second bilingual for a second bilingual section or transferring students to match grip at second grade bilingual class. We could add an additional um
021certif that certified teacher to create that co-e environment or add a pair professional in accordance with district staffing ratios. This option would require the board of trustees to grant the class size exemption. The advantage to adding a pair professional is that the teacher remains with the student he or she has been with all year. The disadvantages are the cost of the pair professional and what to do with the pair professional if the class size drops back to 22 to1 or lower. An additional disadvantage is transferring students to match which would impact the students learning as they've already made connections with their classroom family. Students would also have to be separated from their siblings, making parents choose whether to also transfer their children or the siblings to manage groups should they have space in those grade
022levels. The class size exemption from the 22 to1 ratio requirement allows students to remain with their teacher and classmates with whom they've already begun the year, which fosters that uh stability needed to support increased student learning. TWW A has one second grade bilingual classroom that has exceeded the 22 to1 ratio for more than 30 for 35 days. As noted, a pair of professionals currently assigned to the class and will remain supporting this class if the exception is granted by the board of trustees. It is the opinion of the principal that continuing with the current instructional arrangement would render the least disruption to student learning and that the likelihood of the ratio eventually dropping below the 22 23 to1 is high. It is the administration's recommendation that the board of trustees approve a class size exemption
023for the TWWL second grade bilingual classroom that is currently above a 22:1 class size ratio at this time. I'm happy to answer any questions. >> Any questions from the board? >> What is the how many kids >> they they have 24? >> They only have one section of second grade bilingual at that campus. Is it 22 or 24 for the 35 days? Over 22. >> Over 22. >> 22. Okay. Um, so the other is the first grade. Does it have a pair since it has 22? I asked that question. We have 22 in the first grade by >> Right. We have Paris supported in that class as well. >> Okay. >> So Paris there. >> We have Yeah, a couple of paras, but there's a parrot in that second grade classroom currently. I think she
024I think she drove last night. >> What's that? >> I think I think she drove us in the parade. I think >> Oh. Oh, maybe >> she did. >> Yeah, she did. >> Okay. Yes. >> She was ready to get back to her class. >> Yes. Well, she knew everybody on it was amazing. Um, and we do have a certified teacher. >> Yes. Okay. Anybody else? Audience. All right. We have a recommendation for the class size waiver. Uh do a motion. >> Normally I'm not in favor of the waivers, but I will make another exception. I will motion to approve. Motion to approve as presented. Second. >> Second by Mr. Schwartner. All those in favor signify by saying I. >> I. >> All those by nay. All right, that carries. Thank you very much. Next
025item we have on our agenda under our action items. That's it. Never mind. Our our next item are our reports. Public comment will be allowed on each report. Uh our first report is our curriculum based assessments, also known as the CBA report. Mr. Brian Cole, our deputy superintendent of teaching and learning. Good evening. In accordance with board policy, eh local and district goal broad support IC will provide a rigorous and relevant learning experience to ensure that every student will be future ready. It is my pleasure to report on our fall curriculum based assessments. At the district level, curriculum based assessments or CBAs indicate relative performance of campuses and classrooms. They they provide us with needed information to study and replicate best practices, mobilize resources to support areas for growth in classrooms across the district. CBAs
026assess only a portion of the scope and sequence. These assessments are subject to change each year as we amend the scope and sequence along with questions on the assessment annually. The data from CBAs is best used to determine the needs of this year's classrooms on this year's scope and sequence. CBAs are designed to maintain the level of rigor of the state standards and applicable STAR exams. Questions are selected to align to the rigor of state standards and the STAR test. As we design CBAs, questions are selected for multiple banks and then align to the calendar so that only items that should have been taught are tested. Teachers are provided time to vet each CDA and blueprints and guidelines for testings are for testing for tests are provided. Results have already been analyzed by teachers, campuses
027and district teams with a focus on what the results mean, why they are important, and what we should do about it. Now, at the district level, we work to respond to curriculum based assessment by identifying high and low performing classrooms. We work throughout the year to visit classrooms and to dig deeper into what the data says is working as we identify the best practices and replicate those across classrooms in our district to ensure that all of our students are learning at high levels. Let us walk through the data tables that you're about to see. At the elementary level, the campuses are arranged horizontally. You'll see five rows below each of the campuses. The first row tells us the percentage of students that passed last year. And then the third row tells us the percentage of
028students that passed this year. In the second and fourth rows, you will see how students did in comparison to the district average last year at the top and this year on the fourth row. This allows us to identify certain campuses that are exceeding in particular um excelling in particular curricular areas for further explor exploration or campuses that may need be in need additional support. The final row allows us to see how a campus has gained or lost ground between this year and last year when compared to the district. This gives us an idea of which campuses have seen significant growth or decline between this year and last year. At the secondary level, you'll see the same information only this time the campuses are arranged vertically rather than horizontally. We'll start this evening with third grade
029math. As we take a look at third grade math, many of our campuses are performing at or above the district average. We see that Pulk Elementary stands out as one of our campuses that's the highest performing this year at the third grade level. While Steven Austin, Brandon, and Laneir have seen a sharp decline in third grade performance and are below the district average. Campus administrators, content, and instructional support are already present in working with campuses that have shown a decline. At the fourth grade level, campuses were generally either well above or well below the district average. Brandon, Pulk, and Roberts Elementary stand out as some of our top performers, while Stephen M. Austin, Laneir, Griffith, and Bole Elementary are below the district average. Once again, campus administrators, content, instructional support are uh present in working
030with campuses that have shown a decline. At the fifth grade level for this year, all campuses remain relatively close in the dis to the district average. TWW AG does represent our GT Academy students. In sixth grade math, Freeport Intermediate School remains below the district average, but has shown an increase over last year's performance as compared to the district average. district content support and and specialists are with FIS working with our sixth grade team to support PLC time as well as with coaching in sixth grade. At the seventh grade level, we once again see that Free Point Intermedi is below the district average. They're not by as much as last year. We also see that while that um LGI was still the highest performing, it's not as performing as well as in prior years. Eighth grade
031math has shown the same trend at Freeport Intermediate, well below the district average. In algebra 1, Bradlesswood leads our two traditional high schools for the first time in a few years. Our intermediates reflect the students who take algebra 1 in 8th grade with FIS continuing the trend of lower performance. As we take a look at key strengths in math, problem solving is a key element in math classrooms across the district. Students are being exposed to rigorous math problems. to help prepare them for the future. Supporting standards are being scaffolded during warm-ups and small groupoup instruction to fill learning gaps. Students across the district are struggling with multiplestep problems which continues to be supported by our district problem solving model whips. As we move to science in fifth grade, Rasco is clearly outperforming our other campuses
032this school year. Stephen of Austin showed the steepest relative decrease. As we explore eighth grade science, Lake Jackson Intermediate leads the district while Freeport remains significantly below the district average. At the high school level, our two campuses are performing at the same level this year. This slide covers the key results from science from our science assessments. We see that our strengths are that students are having more academic discussion and doing more writing in class. They are improving at using observations and data as evidence to support their acquaintance. As we look at to for areas of improvement, we need to continue to align our unit tests more closely with the difficulty of the state star exam and ask more complex and high level questions. We intend to encourage classrooms to be more strategic about using realworld
033phenomena to drive lessons. And in specific content areas such as fifth grade property of matters, eighth grade conservation of math and bi excuse me, math and in biology, homeostasis and cellular transport areas of focus. We continue to actively address these areas to ensure that all students continue to learn at high levels. As we move to reading language arts at third grade, many of our campuses are close to the district average. We do see a decline in the data with Stephen of Austin, Brandon, and Roberts. You will also notice that we have growth at Bidle, Griffith, and AG. In fourth grade reading, Brandon and Roberts are Roberts are our highest performing campuses, while Stephen F. Austin and Griffith are below the district average. In fifth grade reading, Stephen F. Austin leads our traditional campuses and TWW
034OG represents the GT Academy. Linear is just a little below the district average this year. In sixth grade reading, Rasco leads the district average while Freeport's relative performance has increased. It does remain the lowest in district. For seventh grade RLA, Clute and Lake Jackson are relatively close to the district average while FIS remains below the district average. In eighth grade RLA, we see similar trends in seventh grade as in seventh grade. In this case, Fluke is our highest performing campus. For English one, we see a continued trend of Brazeswood now outperforming Brazes High School. Similar trends exist in English 2. This slide summarizes the key strengths for students that are demonstrated during the first RLA assessment. Overall, our students are building a strong foundation in language and reading. This includes strong vocabulary skills, understanding the
035author, and reading comprehension basics. These foundational skills are crucial because they are the building blocks for more complex analytical tasks our students will face as they advance in their education. As we look to areas in of improvement in elementary, our students are be being supported with foundational skills in order to read fluently to grade them. Consistent phonics instruction and guided reading will support growth of foundational reading skills. We know that comprehension will gradually increase with the students ability to read fluently and with continued practice. Across all secondary students struggled with connecting the individual author's moves such as organization, literary elements and language with meaning such as tone, things, and voice and effectively writing about the text. This is the highest level of analysis and continues to grow in complexity as learners grow. It continues to
036be a focus of our tier one priorities, instructional priorities through many lessons, readers response, and explicit and systematic writing instruction. As we transition to social studies, our eighth grade campuses are all performing at about the same level this year. For United States history, Brazeswood is again outperforming Brazport High School. This line highlights the areas where our students excelled in the recent social studies assessments. First, we're seeing strong teaching methods being used in our highest performing classrooms. This means the core instruction or what we call our tier one priorities is really working when it's fully put into practice. Second, our eighth grade students are getting better at understanding historical periods. They are using tools like color-coded timelines and engaging in weekly review routines such as mapping Mondays and timeline Tuesdays, which help them consistently review history
037and build their overall historical knowledge. Finally, thanks to our training, students are showing improved skills in interpreting different types of information, whether it's charts, documents, or images. They're also benefiting from the use of our enhanced social studies plus materials. The concepts you see on this slide were challenges for our students and will continue to be spiral throughout the year to ensure mastery. The ultimate purpose for collecting this data is so that we can take action to ensure that all students in all classrooms are learning at high levels as we replicate best practices and come alongside to support in areas of need. That work is well underway. Some of the key actions that we are currently have put currently put in place is that we've identified specific classrooms that need the most support from each of
038the core subject areas and we are holding specialized training for those classrooms with sessions for those teachers right now during the month of November to help improve student results. We are conducting walkthroughs throughout the school year in classrooms to check on how the curriculum is being taught while also providing feedback. We're providing direct support during teachers planning meetings as needed and working collaboratively with school administrations at each campus to collaborate on other possible training opportunities that may be needed. At this time, I'm happy to answer any questions that you may have. This report is information only and no action is required. >> Questions from the board, can you go back three slides, please? right before the quote again right there seems in my mind as I look at the first bullet kids are struggling with
039explaining issues around the revolution and whatever the subject might be they've got to be able to read to understand and I hopefully that uh we're able to put some emphasis on that >> yes sir I know that uh we've talked about maybe extending instruction in some some grade or areas um throughout the throughout the district where we need to do that. I think it would be beneficial for us to look at. >> Absolutely. And one of the key strategies that we use across all grade levels um we call it claim evidence reasoning where we really encourage students to look at the text and come up with text evidence. It's hard to come up with text evidence if you're not looking at the text, right? Um to kind of provide them a standard um protocol so
040that they they know what to do when they're responding to things. And it works on if you can respond to a multiple choice question without your multiple choices, right? You claim evidence reasoning, it's pretty easy to find the answer when you get multiple choice. But you're absolutely right. Reading is so important. >> I thought maybe they'd have one bullet point for bringing you out of retirement to come back. I can do that. >> We can add that to our reaction here. >> Yeah. Yeah. One day a week >> I come back for 2500 a day [laughter] >> minimum >> the bus driver >> two days. >> Any other questions for Mr. Cole? >> Um Ron the extended increasing the the periods in fifth grade. Do we have significant evidence of growth there? >> We're seeing
041some growth. It's really hard on um CDAS to determine whether or not we're seeing growth because of because of the reliveness of those scores. Um we should have some very good growth data once we have our Star Renaissance screeners uh finalized in January. Um, and I anticipate as part of uh the report that I'll do once we have those in that I'll really highlight and dig into what actual growth we're seeing in fifth grade based on that. So, we we are seeing we are seeing some indications that it's it's working this year. Um, which is which is great and we've been in those classrooms to to ensure that instruction is is meaningful. Um, and we're seeing some positive signs there. But but our true best data is going to come once we have those screeners
042because they're designed to measure growth. Um so I'm cautiously optimistic, but I always like to see the the hard numbers on the growth data >> and I think there we're going to see growth. >> Yes, sir. >> Question from the board. Do we have any correlation between our district uh passing rates and uh the approaches meets our or masters? So the easiest answer to that is um we do essentially kind of do a a reverse correlation. So we look at where we've performed historically and aim to to create a test that that mirrors difficulty in prior years. Uh we also have our teachers evaluate each question to determine whether the question is an approaches meet or masters level. So there's no hard correlation between um a a statistician would answer that question. No. Um but
043we do do our best to look at each question and evaluate each question as approaches meets or masters level and then take the the synthesis of that to determine cut scores so that it's somewhat meaningful um in regard to to pass rates but it is not a once again a statistician would say no it has not been correlated but it and ultimately it's really not intended to be correlated to the star pass rate because it's not full scope that yeah I understand it's not the full scope but it's where you should be at the time test correct so when I say the 70s and the 50s and etc you know it's kind of like but deming quote deming quote was to reduce defects >> correct >> we still have some areas of that correct Okay.
044Any questions from the audience? >> All right. Hearing none report only. Thank you, sir. >> Thank you. >> Next item on our board reports. Are there any reports from the board members? >> [clears throat] >> I'll say a thank you to the uh student council, the pals and ROC and Riseswood on Veterans Day the day before. They [clears throat] had a nice uh nice program presentation covered by ROTC. Um, kids really mingled well with the veterans and that that was a big sign and asked as ask questions and one of them asked me how much what was the most fun in Vietnam >> and I said get on the airplane to come home but you know they don't understand because their grandparents probably should even go to work there. So >> any others I will
045mention the red ribbon for well not with the bilingual that was kind of kind of coincident but anyway it was it was good a lot of people turned out and bunch of a group over here that you know were kind of strange looking but >> the Also [clears throat] coming up, I I've noticed that Rasport especially their culinary class is advertising Thanksgiving meals to be available. So you don't want to cook, you can't cook, got a shot. >> Can I back up one as ask when is when is our middle of the year CVA? Middle of the year CBAs happen uh shortly after return for Thanksgiving break in December. >> Okay. >> And then uh the Star Renaissance screeners uh overlap with that, but they go through uh mid January. >> All right, moving on.
046Our next uh regularly scheduled board meeting will be right here on December the 15th at six o'clock. Our next item on our agenda is executive session. It may be called for the purposes permitted by the Texas Open Meeting Act, Texas Government Code section 551.00151.1.6. Sections 551.071 for the purpose of a private consultation with the board's attorney on all subjects or matters authorized by law when the govern body seeks the advice of its attorney about a pending or litigation. Uh, consider legal advice regarding any item on the agenda. Consider the agreement of a due process matter and related actions. Sections 551.72 for the purpose of discussing the purchase, exchange, lease, or value of real property. Section 551.074 personnel matters. appointment, employment, evaluation, reassignment, duties, discipline, dismissal or complaint, and sections 551.2 for the purpose of considering
047discipline of a public school child or a complaint for charge and personnel. We'll be back. We will now reconvene from executive session. Time is 8:15. Thanks, Carol. It is the recommendation of administration that the board approve an agreement of a due process matter and related actions as discussed in executive session. >> Uh I move that the board approve and take action on the agreement of the due process matter and the related actions as discussed in executive session. >> Do I hear a motion? >> Well, I did. Well, I moved. >> Yeah, you moved. Scott second. >> All right. So, >> yeah, >> I move Scott second. All in favor signify by saying I. >> All by name. All right. Kicks. >> All right. Unless there's any objection. your