July 21, 2025 Brazosport ISD Board Meeting

001Wow. about when she got I like this. Thank you, ma'am. I know. Good evening. I'd like to call this meeting to order at 6 PM and declare that we do have a board quorum present. Uh the mission of Bradport ISD is to graduate each student to be future ready. If you will please stand, I will lead our education and then our pledge of allegiance will be led by Mr. Cosner. If you would bow your head. Father God, we thank you for each and every day. We thank you for the opportunity to uh just draw the breath of life, God, that you give to us. Pray, Father, for this evening that you would give us a wisdom and discernment, Lord, as we discuss the business of our school district and make the very best decision for

002our kids. Father, thank you for this community. Uh thank you, God, just for giving us the opportunity to uh represent our community. Father, I pray that you just be with us tonight as as we deliberate. And Father, be with uh all of the folks who are preparing, Father, to start another school year and especially uh have your hand upon our children. Father, just forgive us, Lord, when we fail you in Jesus precious name. Amen. >> Go for the pledge pledge to the flag of the United States of America and to the republic for it stands. One nation under God, indivisible, with liberty and justice for all. >> I aliance to thee, Texas, one state under God, one and indivisible. [Music] >> All right. Have a seat. Yes, sir. At this time, in accordance with BED

003Local, the board will provide an audience with individuals who have signed up prior to the meeting to address the board. Uh, tonight we have a few. Uh, Mr. Atkins will serve as our timekeeper. And for those requesting to speak, please note that comments are limited to a maximum of five minutes per speaker with a maximum of 30 minutes total allotted for public comment. Delegations of more than five shall appoint a representative to present their views to the board. The board will not entertain negative comments on individual personnel or students in public session. Patrons are encouraged to use appropriate campus and administrative channels before bringing concerns to the board. And board members are not allowed to deliberate, discuss, or make decisions regarding any subjects that are not included on the agenda. Uh our first uh speaker

004that we have who has signed up is Miss Linda Kellogg. >> Yes, ma'am. If you would please. She would like to address the 10 commandment law that has recently passed through our legislative session. >> Can you hear me? Okay. >> You can pull the pencil. >> Hello. um was a done deal. You know, the bill was passed. Senator King um filed the bill as Senate Bill 10 appropriately and uh the governor signed it I believe in June and it goes uh into effect September the 1st. So, I'm here to tell you that by the law we are donating them to you. All of your classrooms according to the law will have the Ten Commandments poster. It'll be about a 13 by 20 something. There's at least that large. Uh so the law is pretty specific

005as the size and what it's going to say. And I have put in front of you the way that it's going to look. It's black and white. Not really fancy, but um and I've also um given you um just a list of why this matters. Uh To me, it's an answer to prayer. We've been praying for y'all for our education system for a long time. And I just feel like Jesus is doing this. Um, a few years ago, we gave you um the National Motrs. That was another bill that was made into law a few years ago, and I appreciate I gave Danny a couple extras for the news. So, um, I'm just going to read over why this matters. Uh this is put together by a coalition of about 14 large um ministries from

006wallbuilders to Texas values. Um million voices is kind of heading it up and they are um keeping a database so that we don't duplicate. So when you go in you can click you know which schools you want to do. So I clicked them all and including a few prison classrooms which I think is really cool. Ten Commandments improve the classroom. Just think about that. So the Ten Commandments were once a cornerstone of American education. Most of you most of we know that. Um it was taught in schools featured in the New England primmer. America's first widely used school book for over 150 years. The second point, the Ten Commandments offer universal moral foundation. honest, honesty, respect, and responsibility that restores America's founding ideas amid today's moral confusion. Also we have a unique legal legal opportunity

007now recent uh recent I can't read recent support supreme court decisions ended the lemon law and also restored um prayer and school that was 1968 it was made illegal and now it's legal again and so the ten commandments were taken out in 1980 I believe so 45 years later we couldn't get back in um also it makes visible a visible local impact placing the poster in a schools a tangible way to stand for truth in our community. So um I don't really need to convince you but I just wanted to warn you they're coming. They're in the mail to me. Um uh me and other people will be delivering them to your different schools. I think we'll probably just bring them to the admin building. There's going to be some instructions that um to follow

008and um and it's your responsibility to get them in the classroom. So, I know you want to do it. It's a lot. So, um I just thank you that you're willing, that you're not mean about it. Uh I know in some places in Texas, it's not going to be an easy thing to do. Um there's already lawsuits filed, of course. Um but the law is written in such a way that it's legal proof. So, uh we're complying. It's not going to be fancy. It's going to be very plain. And I've given you a copy of what looks like it's just black and white. I think these are kind of a bridge from the Deuteronomy um I think it's Deuteronomy 5 where it gives a list of the ten commandments. Exodus 20 is the first place.

009Those are the ones that increased of God. So a few years later, Moses is fixing to turn things over to Joshua. He reiterated the ten commandments in the book of Deuteronomy. So uh I don't need to tell you they're inscribed. One minute. Well, I'm about done. I just wanted y'all to know uh they're coming and I appreciate it. >> Yes, ma'am. Thank you. >> Appreciate all. >> Next person we have uh who has signed up to speak tonight is Mr. Thomas about school. Good afternoon, board. Superintendent Masky, how's everybody doing? Good. Good. And ma'am, thank you for your hard work. It looks like we need to try to get some more of that old school stuff back in in in what's going on right now. But I just got a couple questions. So, you ain't

010even got to hit the clicker. U I I want to congratulate y'all on the uh budget. I think the Didn't y'all come above the budget this year with a little uh government stipen or or whatever it was. Believe y'all's budget is doing pretty good right now. Am I correct or am I wrong or Oh, we can't answer that. Okay. Uh, but one question I got is, uh, I was wondering how much money that y'all saved by not getting, uh, lunches out to Jones Creek Elementary School that y'all been doing. They've had 20 or 30 cars every summer. They have they have lunches out there and the parents drive up with their kids and they get their uh they get lunches for them. But this year it didn't happen. And I was just wondering if that

011was, you know, something to save money on or maybe somebody can answer it. And u the other thing is uh when I asked for the uh booklet that that y'all gave me that had all the the budget that I brought up here a little while back. Uh I noticed several uh writings in there. there was like a $700,000 uh to architectural drawing for Stephen El and I was just wondering if that went through or or what this is in the the uh budget that y'all gave and all the papers. So, yeah, somebody could just give me a buzz and like I say, congratulations and good luck this coming year. uh with school and uh we'll be we'll be seeing you on the meetings. Keep up the hard work. Thank you. >> Yeah, we can get

012the information that you're requesting and answer you not at this time, buddy. >> Sure. But yeah, sure. Absolutely. >> I got one other question I forgot. I didn't take my breath in this morning. I was just wondering uh how this cement pond and then pools going. Is are we doing pretty good there? We staying above budget or uh we we ready for the Olympic swimmers or I I'm proud of of Brazwood uh polo team. I mean they they did good. They did well the last two years. That's great. But I was just wondering if everything's still u smooth sailing on the pool. So yeah, if somebody get back with me, I appreciate it. >> We'll have a presentation on that. You want to stay? >> Yeah. Yeah, I'll be here. All right. Um, that's it.

013That is all of our public speakers. Uh, with audience that are not agenda items. We do have one later on another agenda item. Uh the next item that we have on our agenda would be our consent agenda. Are there any items requested to be pulled from the consent agenda by the board? >> It's been moved by Jerry. Do I have a second? >> Second. Seconded by Mr. Schulty. All those in favor signify by saying I all opposed by nay. All right. The consent agenda passes. Uh next item that we have then are public I'm sorry our action items. Uh public comment will be allowed before a vote is taken on each of the action items. Uh our first action item is the candidate endorsement for region four representative for the TASBY board of directors. Mr.

014Mass. >> Thank you. Thank you, Mr. Howard, and board members. In accordance with board policy BD local, the BIC board of trustees has the authority to endorse a candidate nominated to serve on the Texas Associated School Boards for TASBY board of directors. Local school districts within a TASBY region containing a vacancy or expiring position can endorse a candidate on or before August 1st, 2025. Herand ISD board president Crystal Carbone is the only candidate for the position. Miss Carbone has been a Herland ISD board member since 2008 and currently serves as the board president. She is a graduate of the leadership TASBY class of 2022 and is currently serving in the role of secretary ter treasurer of the Gulf Coast Area Association of School Boards. So we know Mr. Howard, Mr. Atkins has trained her well.

015Uh, the administration recommends that the board endorse Crystal Carbone for the position of TASBY board of directors region 4 position C. Motion. Uh, yeah. I think she's only been there since 2018, but anyway. Um, uh, yeah, I would I would uh recommend that we approve or I guess uh support in the position for SC. >> It's been moved by Jerry, seconded by Chris. All those in favor signify by saying I. >> All opposed by a passes. Next item that we have on our action items uh is the opt out of homeschool participation of Bresport ISD University Intergalactic League also known as UIL Mr. Mass. All right. Thank you sir. In accordance with board policy SD local and M FM local and district goalport ISD will provide a rigorous and relevant learning experience to ensure that

016each student will be future ready. It is my pleasure to present the agenda item regarding homeschool student participation in Brownsport ISD UIL activities. The 89th legislative session passed Senate Bill 401 requiring school districts to approve award policy for homeschool students to not be allowed to participate in local public school districts university intercal league or UIL activities. The previous law required school districts to opt in to allow homeschool students to participate. This recent law requires school districts to opt out to not allow homeschool students to participate. If the school district does not opt out, homeschool students are allowed. Under the new law, if the school district the student resides in does not allow homeschool students to participate, they may participate in UI activities at the school or the school district closest to the homeschool students residential

017address that does allow homeschool participation. The nearest school is not required to accept the homeschool student, but is allowed to if they choose. Homeschool students are not enrolled as students in Brazesport ISD. So they not they are not held to the same standards and rules as enrolled students. Homeschooled students would not be subject to the BISD student code of conduct. Consequences for violations of the BISD student code of conduct could not be enforced since the student is receiving their schooling at home. Homeschool students would not be subject to the same grading requirements and course completion standards required for eligibility. [Music] Verizon Sport ISD does not have authority over the homeschool curriculum and assessment standards which creates issues of fairness regarding grades for eligibility requirements to participate. Rport ISD did not opt in in previous years

018to allow homeschool students to participate in the ISD UIL activities. It is the recommendation of the MS administration for the Brassport ISD board to approve board policy FB and FM local opting out of allowing homeschool students to participate in UIL activities. This policy includes all non-enrolled students, including private school students. Be happy to answer any questions at this time. >> Legislators try to diffuse themselves in opt out. >> Any other questioning or comments? >> This this to me is very simple. So many so many things that doesn't not positive for anybody. So >> we have we have a speaker uh miss. >> Yes, >> Mr. Marino. >> Sorry. >> I didn't know there was a time limit. I I timed it like five a little over five minutes. Try to read that. Sorry. Good evening.

019My name is Gabriel Mareno. I'm a proud former student of N elementary Rasco Lake Jackson Intermedium Bradwood High School. I'm a devoted parent in our Lake Jackson community. I'm here tonight to urge you to reject the opt out of Senate Bill 401 and allow homeschool students like my son Noah to participate in UI school sports at school. It isn't just about policy. It's about fairness, inclusion, and the Buck spirit that shaped me and can shape our kids. Over 20 years ago, I was coached in football and wrestling by our superintendent, Danny Massie, who also led our fellowship of Christian athletes. Both the both experiences instilled in me the values of inclusion, hard work, community, and resilience. Values that I have had a lasting impact on my life. Coach Massie always taught us to treat others

020the way that we would like to be treated. Now, as a parent, I see my son Noah chasing those same values. We tried public school for eight years and it wasn't an easy decision, but after much reflection, we chose homeschooling. A tough but transformative choice. It's not for everyone, but for Noah, it's been exactly what he needed. The He's thriving academically and athletically in ways we've never saw before. Texas is a Texas Amateur a sorry, Noah is a Texas amateur athlete of the year award winner. Uh he's earned dozens of medals at regional, state, and national swimming meets over the last five years. He's also plays water polo, wrestles, runs strike, and plays soccer. He would love nothing more than to represent our schools as an LJI Panther and one day a Bradwood Buccaneer. But

021under this opt out recommendation, that dream would be denied. Not because he lacks talent or character, but simply because of how he learns. I want to mention that Noah desperately wanted to be here tonight to speak for himself, but he had to swim at practice until 8:00. Training for the state games of Texas, which will take place in College Station next week. Texas Senate Bill 401, effective this school year, ensures homeschool students can join all UIL sports from seventh grade and up. The legislature passed this bill to include everyone in our community. We followed the bill and the legislative process in our home school curriculum and felt pride when it passed, only to feel betrayed and rejected by our own district when we saw the recommendation to opt out. I implore you to keep that

022door open. Families like ours support BISB with our taxes and our booster club donations, our time, and our participation. We are part of this community, too. Our children deserve the same opportunity as their peers. The district has raised concerns about fairness and grading, citing a lack of authority over homeschool curriculum. But homeschoolers like Noah are required to meet UIL's academic standards. By law, they must learn the same curriculum as BIST students and same core curriculum and be able to show proof of work and grading upon the state's request. Studies consistently show that homeschoolers score 15 to 30 percentile points above their public school peers. This is not a criticism of public school and not because they're better, but because of the personalized one-on-one instruction and immediate parental accountability that ensures they meet or exceed eligibility

023requirements. They are also about concerns about enforcing the BISD student code of conduct, but that is easily addressed. Homeschool students can sign a code of conduct agreement and be held to the same disciplinary standards. If they break the rules, they're out just like any other student. Homeschool students must follow the same UIL rules, eligibility checks, tryyouts, and paperwork just as everyone else. And let's be honest, of the small homeschool community in our area, only a small handful would likely join UIL sports. Districts like Danbury ISTD manage this just fine. Bradport ISB with our championship legacy can lead by example by including Noah's talent and others who meet the same standards. Just because we've opted out in the past doesn't mean we have to continue rejecting students simply because they learn in a different environment. Times

024change in our polic policies should reflect the inclusive spirit of our community. UIL sports teach teamwork, discipline, and resilience. Uh qualities no one embodies in the pool. Every where every stroke builds character. As a former buck, I know the pride of wearing the blue and silver. Thanks to coaches like Danny Massie and the inclusive spirit of FCA, the fellowship of Christian Athlete, I see Noah's drive, his medals, his dream to represent Bradzwood. Don't let homeschooling sideline him or our community's values. In conclusion, I urge the board to consider the positive impact that inclusive policies can have on our students and our district. Let's treat others the way we would like to be treated, just as coach Massie taught me years ago. Let's allow homeschool students like Noah to participate in UIL activities. This the district's

025concerns about authority and conduct are already addressed by UIL's uniform rules. Let's trust the process. By opting out, we would be rejecting students in the legislature in rejecting students the legislature intended to include turning what should be a moment of pride into one of exclusion. Built bridges, not walls. I would respectfully ask you to vote to reject the opt out and let Noah and a very few others join UIL Sports, making Brazport IB a district that lifts every child. Thank you for your time. >> Thank you. comments from the board. >> I think just listening, I think he he I think your child is the exception is my concern. So I appreciate the >> Yeah. Go ahead. Well, I mean, I was just u this this topic has has been well documented and and talked

026about um for a while and uh and you know, in in fairness, and I know you mentioned that, you know, about the disciplinary and the code of conduct being able to to sign and everything, but there's a whole whole lot of other elements that really disconnects a child that's not a part of our district uh enrolled in our uh our classes and everything that um potentially has has an impact on on how they're handled by coaches and by the organizations they're in. And I I I agree with Jerry. I seems like most likely your your child is probably the exception that don't have any any reason to think we'd have any problem there or anything. But uh even the way that that our students are are able to go through the process of of grievances

027and and other other ways to to get problems worked out. Um there's such a inability uh I think on on the coaches and the organizations to to handle that. Um yeah, I I wish he I wish he felt like you know that a place here for him. I understand what what you guys seemed like you had a um you know good history of your time uh in our facilities but um I think in in overall fairness um I don't think it's the thing to participate personally. >> Yeah, I agree. I think there's I think there's the tough thing here with a lot of these decisions that the legislature moves down to our level is they're not including us in that discussion. They're not including us in that they keep telling us that we have control

028and do these things. They they they create these bills and they've done it a number of different times in a number of different ways over the years that they don't they're not trying to make things better. They're just trying to put as you said walls in different places. Right. And I know you were using the wall analogy in a different way, but a lot of times what they do is they try to move that wall constantly in different places for us um and and we have to find ways um to adhere or we pass those walls too as well. So um a number you know this is a constant battle is is between the legislature mainly the senate um is you know they they're not doing things public education in most cases. Um, and so

029a lot of the things they do are to demean and and and devalue what our teachers and our students and our administration do on a daily basis. So it makes it um tough in a lot of ways. Um, they do these things that sound on the surface great um but uh in practice just make it more difficult for for all of us. um and and again move the wall in a different direction for us and we're constantly chasing that wall. Um and so um you know and and the next thing is we spend a lot of money, we spend a lot of effort, we spend a lot of time doing a lot of extracurricular activities, not just sports um but um you know we have a barbecue cookoff team that we invest in and we

030have a unbelievable CTE program that we invest in. We have great search programs, you know, great all these other programs that we do arts that all these kids have the opportunity to do. Um, and it's because of those, you know, opportunities within the schools that we use to keep kids in our schools. Um, to keep them engaged and have experiences like you didn't like many of us here, many of us are graduates of wood and played activities and played in sports. That's part of the plus and our our advantage as a school district as compared to other school districts and other school programs, whether that be a private school or home school or um other preparatory typemies as well. So, you know, we all have to make choices and I think that's the difficult thing

031with these things and sometimes the state puts us in positions that it's not always for the best child or the district. It's it's to make a political win and I think this is another way. So, I do appreciate it and I hope there's a way for us to find a way to get your student back in here because it sounds like he's an athlete that we would love to have here too as well. a good student too which is important for us. Any other comments from the board from the audience hearing? None. Now we have a motion. >> I'll make a motion to approve the opt out of the schools for activities moved by Mr. >> Second by Miss Quar. All those in favor signify by saying I. >> All by n. Next item that

032we have uh on our agenda are our reports. Public comments will be allowed on each report. Our first report is the student outcomes report state of Texas assessment of academic readiness results also known as star and college and career military readiness also known as CC Mr. Cole. Thank you sir. >> Good evening. This presentation aligns with board policy BAA legal, the requirements under House Bill 3 of the 86 legislature, and our district goal rises port will provide a rigorous and relevant learning experience to ensure that every student will be future ready. Tonight, I will provide an update on our student outcome goals. This slide shows the economically disadvantaged population of Texas and Brazenport ISD in four-year increments. You can see that both Texas and Brazesport ISTD have increased in the percentage of economically disadvantaged student

033population. However, Brazesport ISD have gone from three percentage points below the state to 5 percentage points above the state in the last 10 years. It's important to know that socioeconomic status has been shown to be one of the greatest predictors of student performance on a STAR test. As we compare our star scores to the states, Bradlesport ISD now easily exceeds the percentage of economically disadvantaged students compared to the rest of Texas. So when our students outperform the state in certain areas, this means even more than it did eight years ago. In the previous accountability system, our district showed tremendous improvement in the learning of economically disadvantaged students. This chart shows how in a matter of a few years, including the time after the pandemic, Razport ISD went from the bottom cortile to at or near

034the top quartortile for student performance when considering economically disadvantaged student populations. This is simply meant to show that the state does take the differences in student population into consideration for accountability. It's also important for me to note that with the accountability reset, they have changed targets. We will start this evening's data review by diving into third through 8th grade measures of STAR performance. For our district's early literacy goal, the percentage of students that score meets grade level will increase from 48 to 60%. Remember that this goal is set on the meets grade level standard, which is a step above the minimum passing threshold. 60% is an A for the meets grade level performance threshold. For early numeracy, the goal is that the percentage of students that score meets grade level or above will increase from

03547 to 63% by June 2026. The target for 2025 for literacy is 58% and for numeracy is 60%. [Music] This slide is to provide just a quick review to put into context. Starting with our STAR vocabulary for a child to perform at the approaches level, which is the minimum passing threshold, simply means that they have the knowledge and skills needed to be at the next grade level with support and intervention. A student who performs at the meets grade level means that the student has the skills needed for the next grade level with minimum support. Just a reminder once again that our goals tonight are set at the meet level which is above the minimum passing threshold. To understand what this looks like, for example, an A is equivalent to 90% of students reaching at the

036approaches level while at the meat level, it's equivalent to 60% of students reaching. [Music] It's also important to note that the Texas Education Agency in 2023 essentially launched a new STAR test. It included 25% of new item types. Cut scores for approaches, meet and masters performance levels were reset. The campus and district accountability based on those scores were also reset and students were required to take the test all online. We did not reset any of our goals after the new star test. We kept the same goals since we originally set our five-year targets even though the state has changed the star which is impacted state impacted student performance across the state. [Music] So, as we review our most recent early numerousy data based on third grade star, the first column will show you how we

037did in the current year along with how the state did. You can see that Brazesport ISD outperformed the state by 12 percentage points even though our economically disadvantaged population far surpasses the state of Texas. In the prior year, you can see that we outperformed the state by 13 percentage points. While Brazesport ISD did not meet our goal for numeracy this year, it is important to note that while we still once again outperformed the state by nearly a letter grade, we improved our raw performance from 53 to 56%. This slide shows the performance status for each campus as it relates to the campus specific numerousy goals along with performance compared to the state. While most of our campuses did not meet the 2025 target local targets, nearly all of them outperformed the state, our campus principal,

038supervisors, principles, and our math team are already planning supports as we move forward to next year to continue to increase student performance. Once again, Brazesport ISD as a whole outperform the state by over 10 percentage points. As we plan for the future of math instruction in Brassport ISD, we plan to expand our implementation of screening tools to help better identify students learning gaps along with providing targeted professional development for our teachers and using those results in their classrooms. Our professional development will focus on guided math which includes the use of small group instruction to meet the students individual needs with differentiated instruction. Classroom walkthroughs and observations will continue to increase so that we can share best practices and provide feedback to teachers as well as administrators across the district. The plans associated with the implementation

039of these board goals will be provided in the board approved district and campus improvement plan. Star results for the remaining grade levels at the campus level have been provided in the most recent board update. Now, as we move to early literacy, just a reminder that the target for 2025 for early literacy was 58%. So, as we review our most recent early early literacy data based on third grade star, the first column once again shows how we did in the current year along with how the state did. You can see that Bradport ISD outperformed the state by nine percentage points in the current year. In the prior year, we outperformed the state by 13 percentage points. Brazport ISD met the literacy goal of 58% this year. And it's important to once again note that we still

040outperform the state by nearly a letter grade. At the campus level, half the campuses met their local third grade literacy goals and a majority of campuses outperformed the state. Once again, our teams at the campus and district level are engaged in the work of continuing to improve student performance as we move forward. As we plan for success, our teams are working to implement the great practices we've learned through numerous hours of readingmies. With a refreshed perspective on the art and science of teaching reading, teachers continue the quest of implementing balanced literacy with fidelity. Our reading specialists continue to provide support and provide resources to ensure that teachers and students have what they need to learn at high levels. Additionally, we continuing to engage our community and district embracing a literacy culture. Our read 20 activities

041continue and ultimately our goal will not only be to close literacy achievement gap, but to instill that today's readers are tomorrow's leaders. As we continue this evening, we will take a look a quick glance at our preliminary star results for all of 3 through 8. This chart shows the 3 through 8th grade performance at the approaches level. Please remember approaches is the minimum passing threshold. Generally that you will you will find that our yearover-year performance is relatively stable with the exception of eighth grade history. In the final column you will see that Brazesport ISD is outperforming the state in third and fourth grade and near state level performance in many other subjects. We will review our performance at other thresholds as we continue. At the meat level, you will see similar levels of performance. You

042will especially notice that several areas of yearover-year gains in raw performance in the fourth column. Notice that at the elementary levels, third and fourth grade easily outperform the state in the final column. At the highest threshold of performance, the trend generally continues with year-over-year gains in the fourth column and outperforming the state at the elementary level. Next, we will dive just a little bit further into our postele scores. So, we'll take a deep look at fifth and sixth grade performance. In blue, you will see the 2025 performance, in red the 2024, and in orange the 2023 performance. on stars. The graph ultimately shows how many percentage points Rasport ISD exceeded the state performance or was below the state performance. You will notice in third and fourth grade students are nearly 10 percentage points above the

043state. And then as we move to fifth grade, there is a large change in performance to below the state average. We see that it takes about three years for the average to return to an onpar performance with the state. The same is true on this slide for math. Although the catch up with the state is generally more quick. This change in fifth grade continues to become more and more pronounced over the last several years. Ultimately, we believed that this change that this is due to the amount of time spent on math and reading instruction in fifth grade. Generally speaking, in prior years, students would receive at most one hours of one hour of instruction in math and one hour of instruction in reading. Across the state, most elementary campuses are K through five elementary campuses.

044And the number of minutes that they normally receive in math and reading instruction is closer to 90 to 120 minutes. So, one of our next steps for this current school year is to implement the revised staffing ratios that will help us to increase math and reading time in fifth grade to closer to that 90 to 120 minutes at our fifth grade campuses. We believe that this will have a profound impact on our student results. We'll also continue to ensure that we have job embedded professional development. We're remaining focused on tier one instructional priorities that represent best practices. We continue to implement curriculum that has embedded strategies and activities for teacher use, focus on instructional walkthroughs, and celebrate those best practices that we see throughout the district. We'll now move past 8th grade as we review

045a few high school measures related to end of course performance and college and careers military readiness. As we move to high to the end of course high school exams, this chart shows the 2025 performance and the 2024 performance for Brad'sport ISD and the state at the meet performance level. Keep in mind that a 60% here represents an A for the state accountability. Each year you will see that Bravis port ISD's performance in the top blue row followed by the state performance in the pinkish purple row. In green, it shows that if Brazport ISD was above or below the state's performance. In the cyan row at the bottom, you will see if Brazport ISD's raw performance increased or decreased for the subject between 25 and 24. Then in the tan row, you will see how our

046performance compared to the state changed. You also notice that in algebra 1, the ISB outperformed the state by 8 percentage points and in biology by three percentage points, which is a significant change from the year before. Our other performance remains relatively stable with expected increases in English one and declines in English 2 due to prior year changes to intervention courses for reading language arts. In United States history, campuses made a change last year for freshmen so that students would that were taking world geography would move to world history. Those students this coming year will now be sophomores in United States history. We do anticipate that we will see a potential impact of that prior year change on this coming year social studies results as the content in United in United States history is more closely

047related to world history than it is world geography. This slide shows individual campus performance for each of the tested areas. Generally, campuses mirrored the trend for for the district. You will notice the anticipated one-year declines in English two for breathwood due to the changes to the freshman intervention course in the year prior. As we seek to continue to improve our STAR EOCC results, our district will remain focused on improving instruction by providing job embedded professional development from coaches in each of the content areas. We'll continue to focus on tier one priorities by improving implementation. Our curriculum team will generate even more strategies and activities for use in classrooms. Those instructional rounds and walkthroughs I talked about before will continue to focus on best practices and we'll be sure to celebrate those best practices that we

048see and provide support in areas where we can improve. After the 86th legislature met in 2019, school boards were required to adopt student outcome goals in three different areas. We already talked about our goals in early childhood literacy and early childhood numeracy which represent third grade star results. The other one is college career and military readiness. It is aligned to how graduates meet certain indicators. We will start by taking a look at our college career and military readiness goal. The board goal for college career military readiness reads, "The percentage of graduates that meet a criteria will increase from 58% to 70% by 2026." The district target for the current school year for the 2025 graduates was 68%. As we consider this goal, I think it's important for us to note that it's a lagging indicator.

049The performance of our 2025 graduates will be reported for 2026 state accountability. However, we do have preliminary data from the current school year that we'd like to share with you tonight. It's also important to note that the state has raised the bar for what was required to achieve an A for accountability from 60% to 88%. And we have had plans in place this past school year to aim to more rapidly increase the percentage of our graduates that need an indicator. And I think you will find that we have achieved that. Before we explore our senior performance, however, it is important to pause because senior readiness starts with freshman success. I want to thank Mr. Whitehead and Mr. Ren's department as they track this data and shared it with me to highlight tonight. This slide shows

050that over 90% of freshmen at both high schools earn six or more credits this year for graduation. This sets our students on the right track for graduation and ultimately to achieve a CCMR indicator. These college career and military readiness indicators were first measured in the 2017 state accountability systems. As you study this slide, you can see that there are several ways a student can earn CCMR credit. The most prevalent ways that we see in our district are through meeting the Texas Success Initiative criteria, which be can be completed by passing the SAT, ACT, CSI, or taking a college prep course, meeting criteria on an advanced placement exam, earning dual credit, or earning an industrybased certification along with completing a program of study. We do have students that meet many of the other criteria, including some

051graduates each year who en enlist in the military. This year, we continued our quarterly meetings with can with each of the campuses to track the progress of our students who are classified as seniors related to college, career, and military readiness. And while we do not have all the data just yet, we do anticipate that the district and all of our campuses will have met and exceeded the targets for 2025. We continue to strive to surpass prior year's goals and performance even though expectations are constantly changing at the state level. And while our district goal was only 68% for this year and our campus goals were in the 60s or 80s, each of our campuses achieve at the level that we anticipate receiving an A rating for CCMR for the 2026 accountability. As we move into

052next year, we do plan to continue to improve and maintain student performance related cause military readiness. We'll continue our regular monitoring and support meeting with campuses. We'll continue to provide assessment opportunities that are free to students for the SAT, the TSAI, TSI. We'll also provide opportunities for kids to earn college credit and take AP exams free of charge. and will continue to provide CTE programs of study com coup coupled with applicable certification exams. One of the most critical components that has been successful for other districts and ourselves is requiring college career and military readiness before granting seniors off periods. Campus communicate these expectations during their course registration each spring. And we are con we are continue to review our systems and processes to help us identify improvements for students who may not yet have been

053able to accomplish an indicator. Once again, these plans are going to be incorporated into the district campus improvement plan subject to board approval. The information tonight is report only. No board action is required. And I'm happy to answer any questions that you may have. >> Questions from the board? Uh, I I've got one or two actually. Um, I did hear you say that the elementaryaries were going to extend their math and ELA to 90 minutes. Is that correct? >> The fifth grade campuses. So, they should be able to based on staffing ratios have 90 to 120 minutes in fifth grade reading and fifth grade math which will more closely mirror um schools across the state. I think that's essential. That is majorly essential. >> Yeah. >> I was in the classroom for several weeks and

054uh 48 minutes they get it. And so we need to put those guys in in the opportunity where they can succeed. >> Yes sir. >> I think that's I think that's crucial. Simply I think uh on this last slide that you showed about the the plans um I wholeheartedly support doing away with senior off periods and letting them find something that will get them be beneficial for them instead of uh I'll say non beneficial >> absolutely >> won't be using >> there's some type of quote about idle hands I don't quite remember what it is. Yeah. >> Yeah. >> I have a question, Brian, on our ways to get the credit um the industry based certification in any area and complete an align program to study. >> So, we just can't sign a kid up

055for um floral design takes test and that takes care of his CPR. >> Correct. Would you like me to expand on that a little bit? >> Well, yeah. In other words, the the uh complete the allowing programs that go with >> At one point in time, all a student had to do was complete a um a a certificate, pass the certificate, they became CCMR. It was one of the main reasons that the state shifted the accountability from 60% to get an A to 88%. They changed that threshold and then removed the ability to just pass a certificate to gain CCMR. and they've changed some of the things you can get certificates for. >> Yes, sir. >> Um, so I know y'all do a great job of this and the the data is part of that

056success. But even their junior year >> where we can identify those kids and uh the tax credit immediately works out best. >> Yes, sir. >> They're in school. They're in school for a reason. That's not to have all periods. >> Yeah. Absolutely. >> Um, my girls probably would have disagreed on their senior year. I will I will say this, my daughters took dual credit and had could have graduated at the end of their junior year, but they stayed for other activities, right? And so they had four off periods, but they were only needed one credit to graduate, I think, in their senior year. So, there's all kinds of situations there that it's not just because they're wanting off periods, it's because they earned the off periods in many cases. Um, and they don't have to

057be here because they get two periods for credit. Uh, the the percentage that we've increased for the um six credits or more for freshman is unbelievable. I don't think >> absolutely >> I told I don't remember the number but I'm I'm pretty sure it was in the 60s when we started that as a start looking at that. I may be off on that a little bit but it was significantly lower than where we are now. So um a lot of effort I know has gone into that and a lot of um tracking and engagement with students throughout that process. That's not something that just happens overnight and that's not something that you can check in once a year or once a semester every six weeks. That's something that's daily. So, I commend our teachers, especially

058those freshman teachers that have done a lot to keep kids engaged um and and um passion because once they get behind freshman year, it's awfully hard as they get caught up in regular school for sure. >> And you most certainly if you're chasing credits junior and senior year, there's no way you're going to hit a CPMR indicator of future readiness. So freshman year makes a huge difference and those teachers are doing great work. >> 100%. That's a that's a big number for where we were for sure. >> I think to uh one one thing I have another thing too along that same line is we have camp new campus leaders education leaders on both high schools and they've implemented plans and and efforts to make these things happen. Sorry, we we made that adjustment at

059was it LJI? I'm sorry, Rasco that we made the adjustment. Was that mid year last year that we made the adjustment for additional time? >> This year that semester for >> Was that just sixth grade or was that fifth grade too? And now of course Laneir was already on the elementary schedule and SFA fifth graders were already on the elementary schedule but uh Rasco include intermediate were not. They were on more of a secondary type schedule and we were able to make adjustments. Um uh Rasco uh made some adjustments this year but they both have made adjustments to their master schedule for next year. >> Yes, sir. along the lines of Scott was talking about the ninth grade credit it is significant change but u I'm I'm wondering out of the 12 and the what

060the four how many uh you know have five how many have four I mean >> how close are they get that data just to take a look you know are we do we have any that have one or two >> and so you know those are the I'm sure there are but you the fact that you know this 90 and 10 is good but we got the other seven or 8%. >> Hopefully they're close. >> We got that number last year because I remember seeing it and I I want to say it's less than 10 or right around 10 uh for the zero to one. I know we got that number last year. Take a look at >> and I'll have to defer to Jay and Ron on that one. But I think we can

061get you those numbers. >> There was a minimal number on but it's good to keep that up. I mean this is the posit's good but it's like okay we want to forget those, you know, three and fours because they can get caught up. One, two of them is going to be a little tough. >> I do know that that Mr. uh Mr. Redmond and the and Mr. Whitehead and the team at both campuses and BSA look very closely at the freshmen that have not been successful in the um environment at the main campus high schools and have a significant number of students that that weren't successful that are able to go find success at graduate success academy each year. Um, and those are the kids when they look at credits, they're targeting them. >> Well,

062speaking on that, on the CM CCMR at BSA, the data is not here. It must have been in the board book, but uh I made a note that 60 of the 98, which is 61% like it's reflects there, but the numbers to me are significant. You have 60 kids in DSA out of approximately 100 that you know have achieved the CCMR, which is which is huge. >> That was that I don't say it was a surprise, but it was it was good to see, you know, the fact that they that's part of it. >> And I think one of the one one of the great things uh I I can't say many great things about the accountability system, but one of the great things about the accountability system is it does recognize that campuses like

063RA successmies are dropout recovery campuses. They're intended to get kids across the finish line. So, while it takes an 88 for Brazport High School to be an A, I believe it's only a 60 that Bradley Success Academy has to hit because they know getting kids across the graduation finish line is the primary target for a dropout recovery campus. So, uh I'll say that positive. >> So, going back to your first graph, uh hit me one more time with this. So what this does is it takes into account both star score and percent population of economically disadvantaged students. And what the state recognizes is the higher the percentage of economically disadvantaged students the um generally speaking the lower the performance of the the that student population or that district will be if they have a higher

064percentage of economically disadvantaged. So what they do is they essentially um look at they their statisticians look at relative performance. So they basically consider if you have this percentage of economically disadvantaged student what would we expect the outcome to be and if you're right at that 50 mark that means you're hitting what they would expect the outcome to be. If you're below the 50, then you're not performing on par with what they would expect the outcome to be because you're lower than the 50th percentile. When you're above that 50 mark, you're doing better than what they would expect for you to do um based on your economically disadvantaged population within your district. >> So is it factor? Is it a factor for >> So it is a factor for >> 1% you know higher EOD

065equals you know relative. >> Yes sir. >> The number >> uh they have a huge um scaling table for accountability that says if you have this percent economically disadvantaged and this store SC score on your star test this is what we would evaluate you. This graph is actually produced by the Texas Education Agency. I need big figure. >> Yeah. Oh yeah. >> Um so going back to our fifth grade uh scores and the graph that you had on both the numeracy and the literacy. Um you know when you look at look at these two are we saying that that going from an elementary into the secondary uh Timewise is it a bigger shock or they just don't become great yet when they get >> No, we see this pattern all over across the state. Yeah.

066In sixth grade, especially across the state, it starts going down. >> So So we're saying that the additional time is going to along with the other plans that you have that's that's our effort to try to >> Yes, sir. So when we look at fifth grade >> decrease the droply no drop >> and this is a relative drop right this is us compared to the state it's not just raw performance so so when we compare ourselves to the state we are we we have students that the year before you know are performing the same students are performing 10%age above the states 10 percentage points above the states they hit fifth grade and all of a sudden bottom falls out well I can tell you right now we have great teachers in fifth grade So it's

067not a staffing issue. Um in in fifth grade um we we look we you know as we evaluate we consider so many different things. The only option that we are left with is if we have schools across the state that are getting 50% or 100% more time than our students are getting. That is something that we probably need to explore more deeply and see if we can't um match that time so that we can then set our students up for the best learning experiences as others are having in the state. And we would anticipate that as our teachers learn in fifth grade, learn what it's like to teach for 90 minutes or more, that we should see that relative performance increase. And then ideally that line begins to level out at above the state across

068the other grade levels too. That's that's the hope. But we've got to get in there do the work and see the outcomes. So the u uh the time that we changed for Rasco, did we really have any way to measure that improvement? Was it I mean with our or in in district testing or like that that didn't show that that made a difference or was it too short of a time? There were some early signals um based on both STAR and some of our internal measures that said that it did that um I know the principal also looked at his in his assessments on campus as well and indicated some positive results initially. um big picture, um we do think it had a positive net, but you're going to have much you should have far

069better results when you start the school year with the plan and equip the teachers from the very beginning than changing midstream. So definitely great that we were able to change midstream and get students more time, but we would anticipate even better results when we've we've had all this time to plan for. And you referenced the readingmies. You know, we pretty much had everybody through that, but what about our newest newest teachers? Are they going to have to >> They've already started the cohort started in June. And so, um, anyone that wasn't captured at this last school year, started in June. New hires, the state allows them to go through the first year and start next June. So, yes, they'll all be they'll all go through it as well. Before too long, you'll be hearing about

070Math Academy, which just came out of the legislative session, but we won't go there yet. >> Um on the um Mr. Red or on the district uh improvement plan, I noticed that that Brazeswood did not have a freshman credit goal. I don't want to check on that, but Brazport did. But again, what you get what you expect, not what you expect. So, that was that's something to take a look at. noticed that because it was fresh creditors were jumping out at. So, um, so do you guys look at the break down in groups like you know >> we don't see it because there's so much data you get in the paper report eventually, >> right? >> But that's down the road. We actually have uh within our each each campus will looks at it as

071part of um closing the achievement gaps um portion and then as a curriculum department each of our core areas engage in an annual assessment review where we break down the different um student groups and dive deeply into seeing what's going on and what actions do we need to result to hopefully close those gaps as we move forward. Yes. >> Any other questions? Comment >> from the audience. >> All right. Hearing none. Thank you, Mr. Cole. Thank you. Next item that we have on our report is the 2026 budget planning by our CFO, Musino. Good evening, board members. Um, tonight I'll be sharing updated budget figures for the current fiscal year, presenting an update on our proposed budget for 2526 and offering a look ahead of our projected fund balance. This report reflects our continued commitment

072to fiscal responsibility and supports Racket Sport ISD's mission of maintaining financial strength uh while providing the resources necessary for highquality educational programs and facilities. So to help us frame the conversation, I'll start with a simplified overview of how school funding works, specifically how our local tax collections and state interact under the current for funding formula. After that, we'll take a closer look at the numbers and what they mean for our our district moving forward. As illustrated in the funding cups uh graphic, the state's funding system is designed to keep districts at a set target revenue. When local revenue increases, it feels more of a cup as shown at the image on the right, but the size of the cup itself doesn't change. In other words, the total amount of funding we're allowed to keep remains

073the same. As local tax revenue rises, the state reduces its share. This means we aren't receiving more total funding. We are simply replacing state dollars with local ones. Increased local revenue doesn't grow the overall budget. It only shifts the source of the money from the from the state to the district. So, how can the district increase its total funding? The answer is we have to make the cut bigger. And when the district increases its tax rate, local property tax collections rise. This increases or boosts our target revenue. The total amount of funding the state allows us to generate and keep. In other words, it makes the cut bigger. As a result, more funding saves in the district rather than being offset by reductions in state aid. While the state share still adjusts the overall funding

074available to the district increases, we're not sh we're not just shifting the source of the dollars. We're increasing the total dollars available to support our schools. And as I mentioned earlier, the only way to increase the size of the cup or the district's total funding is to increase the tax rate. The M tax rate is made up of two parts. Uh the first part is the maximum compressed rate or the MCR and and tier 2 pennies which represent additional local tax efforts. The MCR is set by the Texas Education Agency and varies from district to district based on local property values is designed to ensure equity in school funding across the state by compressing rates more in property rich districts. Then we have the tier 2 pennies which are added on top of the MCR

075to generate additional local revenue. The tier 2 pennies are split into two categories. Golden pennies, these are the most valuable because they receive a higher level of matching state aid and are not subject to recapture. And copper pennies, these receive a lower match from state and are subject to recapture, meaning a portion of the revenue must be sent back to the state. As part of House Bill 3 passed in 2019, districts were allowed to adopt up to five golden pennies without requiring voter approval. Our district currently has all five golden pennies in place, which helps us maximize state matching funds. We have 12 additional pennies available, including three golden pennies. Golden pennies are especially valuable because they generate additional matching revenue from the state unlike copper pennies which receive a lower or no match. When

076we combine our MCR with those five-folding pennies, we get our full M tax rate. The rate that funds day-to-day operations like salaries, classroom resources, utilities, and transportation. For the upcoming fiscal year, Rasport's uh maximum compressed rate is projected to be 6323. When we add in the five uh golden pennies, the district's total emino tax rate is projected to be 6823. Uh this represents a 5 cent decrease from the current year's seinal tax rate, continuing a trend of tax rate compression. So, What if the district needs more funding beyond the five-fold pennies? Oh, there are two main ways to access additional tier 2 pennies. First is through a voter approval tax rate election or evader. Uh in this case, the school board proposes a higher tax rate and voters must approve it. This allows the district

077to generate more more local more local and state revenue. Uh the second option is through the use of disaster pennies. If a disaster has been declared by the governor, the board may temporarily adopt additional pennies without voter approval. These pennies only apply to a single year with a disaster declaration following hurricane barrel. Breakfast court ISD is eligible to adopt additional tier 2 pay. This option becomes available one year after this the disaster declaration and can only be used for a single year. Uh golden pennies are highly valuable with each golden penny generating approximately 1.6 million in combined local and state revenue. That means three golden pennies could bring in around 5 million in funding. Even if disaster pennies are adopted, tax years, taxpayers would still see a 2% reduction in their overall M tax rate

078compared to the current year. In response to Hurricane Barrel, the district has already spent approximately $3.5 million from Aron balance on cleanup efforts alone. This amount does not include potential losses related to facility damage. Uh those are estimated at about 666,000. Uh if the board chooses to adopt addition adopt disaster penalties, the additional tax revenue could help could help us offset these cost and replenish the fund balance. This chart shows the total tax rate of several neighboring school districts. And as you can see, the ISD has the second lowest tax rate among the group. And more specifically, the M tax rate um for BISD has lowered uh by 35 cents over the past few years. This reduction is largely due to House Bill 3 passed in 2019, which requires school districts to compress their tax

079rates. Uh even if the board were to adopt the three disaster pennies, uh we would still see a two cent decrease. And additionally, the homestead exemption has increased from 100,000 to 140,000 providing further tax relief to homeowners. So now looking um at our 202526 projected budget and this takes into consideration the compensation plan that was approved during the last board meeting. Uh the first column shows the projected budget figures we discussed during last month's board meeting. Uh the second column presents the proposed budget for a 10-month fiscal year. And the last column projects what the budget would look look like for a 12-month fiscal year. This comparison helps us understand how the approved compensation impacts the budget under the different fiscal year scenarios. For the 10th month projected budget, total revenues are estimated 123.2 million.

080This reflects reduced state and local revenue due to the shortened fiscal year. The chapter 313 payment has been updated to 7.8 uh million based on the latest rejections from OKC. Total expenditures are also projected at 123.2 million which incorporates a 10.6 million reduction. These reductions result from the fiscy year change in shifting software subscriptions to the capital projects fund. It's important to highlight that this budget includes aggressive reductions designed to align expenditures with available funding in the shortened fiscal year. The last column shows the budget projection for a 12 for a full 12-month fiscal year, but it does not factor in the aggressive expenditure reductions applied to the 10-month budget. Under this fullear projection, revenues are estimated at 125 million while expenditures rise to 133.7 resulting in a net net deficit of 8.7 million. Because

081we are uh changing our fiscal year, we have to prepare two budgets. One is for the public uh to set our tax rate. That would be the 12th month and the short month is the one that will actually be uh adopted by the [Music] This table depicts um fund balance projections under both fiscal scenarios. Both fiscal year scenarios. We begin with an estimated starting fund balance of 38 million for both projections. Under the 10 month fiscal year, the optimum fund balance is projected at 36 million. This lower figure reflects the reduced expense expenditures during the shortened fiscal year. The ending fund balance for this scenario is projected at 38.1 million which is approximately 2.1 million above the optimum fund balance. The optimum fund balance is calculated based on three and a half months of operating

082expenditures which is commonly accepted which is a commonly accepted benchmark for maintaining financial stability. In contrast, the 12-month fiscal year projection results in an increased optimum fund balance of 39 million driven by higher operating expenditures over the full year. The ending fund balance under this scenario is projected at 29.3 million, which is 9.7 million below the optimum fund balance. If the board were to adopt um the three disaster pennies, the additional revenue estimated approximately 5 million could help address the shortfall in fund balance in the next year. [Music] So the next steps we have several key factors are still in progress and may impact our budget projections. First, we are waiting certified property values which are due by July 25th. These values directly affect our local revenue projections and any changes could alter our overall

083funding outlook. Second, the district was recently notified of a federal freeze of three on three federal grants, title two, title three, and title four. This action is expected to reduce our federal revenue by approximately 900,000. While we originally projected a balanced budget, this unexpected development would shift the proposed budget to a 900,000 deficit if the freeze remains in place. We are awaiting further guidance from the federal government regarding the final status of these funds. In the meantime, we are reviewing the expenses tied to these grants to determine which costs the district may need to absorb and how that might affect might affect our general fund balance. Additionally, updates to our chapter 313 revenue projections are currently underway and could further impact our revenue estimates. We will continue to monitor all these factors closely and provide

084updates as more information becomes available. And that concludes our presentation. I am happy to answer any questions. the freezing of title two and title three. >> Could you explain a little bit about what that encompasses? >> So, um we have as part of the ESSA application process, we receive multiple title grants awarded under the uh application. The major one being title one, which is about $2.5 million. That one has not been touched. Uh so, from one day to the next, I think over the weekend, we received an email letting us know that the the fund had just been frozen. We no prior notification other than that email coming through and it affects our title two which we use to pay some stipens. We have staff and it is used to for a lot of our

085training for our principles. Uh that is the intent of that grant and then we have title three we use for bilingual education. Uh we have staff that we pay out of that program. We also have a a software that is the main one that is utilized by our bilingual students. And then title four uh we pay some of our safety specialists out of that grant and we also pay some of our CCMR software to track uh those results. So those are the major uh items paid out of those grants. Uh as of right now, I know that there was an email out uh because title 4 also includes the 21st century which impact the afterchool programs uh like the boys and girls clubs and those programs that has been unfrozen as I think as of

086today. So, we're still hopeful. We're still pending. We're all kind of waiting, but it really has thrown in a wrench that we were not expecting because we're very proud of a balanced budget and we work very hard towards that and then these this comes out of nowhere and kind of Yeah. So, that's that's really right. Right now, we are estimating if we were to take on all those full expenditures and absorb them, it would be a $900,000 deficit. >> Why did you come? Thank you. >> Any other comments? Yes, sir. >> So, uh looking at the the budget for 313 doesn't appear that 10 month or 12 month will affect those. >> No, because they will come in at the they come in at the beginning of the year and not at the later part

087of the year. So, they are earned. Uh that should be fine. The did make adjustments. There is this accounting acral entry that we adjust revenues at the beginning of the year. That's why you see the decrease. So that's been factored in um as well and a slight reduction in uh tax collections because we won't receive funds for the month of July and August, but we don't receive a lot of taxes those two months. The bulk of that come in at the beginning of the year. January and fe December, January and February is when we get the most of our tax collections and then a big and also in May and then in July and August there's not that much activity. >> That led me to the next question anticipated ramifications of the 10 versus 12.

088I've asked that question before. Uh don't think we had any but I just wonder going through the budget processes do you anticipate any or see any any hiccups if we go to or we are going to >> we have uh received confirmation from the Texas Education Agency that they've that they've received our form. Uh they don't necessarily approve it. So long as the board approved, it's an automatic approval on their end. So long as we submit it within the debt language we did and that we have the approved uh minutes signed and they have been submitted uh to the agency. So we are moving forward uh with that process. We've also notified our uh financial advisor because there are some other portions on the on the debit service that we also have to address with

089the fiscal year change and they have been notified as well. Do you ever do you ever get a preliminary u list or notice of what the appraisals might be since I know you say dead way to the 25th? >> Yes, we we received them in April and uh I updated our tax rate and tax collections during the last board meeting with what we received. There is a light slight light increase about 4% increase that is being estimated right now. uh what is not taken into account in that estimate was the homestead exemption. So we kind of had to guesstimate that for for funding purposes and that was updated during the last uh to take that into account. >> I was here anyone else >> anyone from the audience on this presentation? All right. discussing discuss

090now or in August, you know, the the three pennies is, you know, I wouldn't mind doing a couple pennies to cover the actual cost that we have because we have the fund balance which is kind of used for emergency above that. So, um I guess I would consider two disaster versus three, but that's just My first thought. >> Anyone else want to comment on the pennies? >> I like this. >> I like pennies. >> I like golden pennies. >> You like >> Well, regardless of what if we did one, two, or three, we'd still be below. >> Right. >> Correct. which is uh I think the best news I hope even though we're second to the lowest uh everybody wants it to be the lowest. So if we can increase it without and actually still

091go down I think huge plus telling Mr. Massie several years ago we were talking about revenue taxes and all that and I was having a conversation with a constituent actually a relative of mine made that comment where the where because we've been the next to last forever and he's like I don't care I want to be the lowest you know can't have everything you have two out of three you can't have good pastor chief you can't have everything decent segue I think the thing that we miss in the cup analogy is there's also a threshold, a minimum tax rate that we have to do. So >> correct, >> we could be the lowest if we wanted to be, but the state is not going to fill that cup up if we go below that threshold.

092So >> we can make the cup smaller very easily, >> but we get penalized for that. >> I understand. That's what I'm saying is is I think that's what's missing in that slide is is is >> we show that we we're capped at the top, >> but we don't show that we're capper system for the state, right? They don't have to give us anything more than what they what we don't collect is is what that says. And so they cap it and they also put a minimum on it. And so cup getting bigger and the cup can't get any smaller either. And so um I think it's an important thing that doesn't get discussed um is that the top end cup size is is valid and as our property values and property has increased um

093which the vast majority of ours has been industrial not housing. Um but we also have the um bottom end number that we we have to stay above as well. Um so otherwise get all those things. So it's a perfect system for state legislature. They don't have to pay us what they say in the constitution or in in the regs but they can also cap us on the bottom and the top. So, so the way that works really is there is a minimum, there is a floor tax rate, right? Like there is a ceiling, there is a floor. So that's the MCR that gets calculated by the state. If we go below what the state calculates for us with that MCR, we are penalized. We we lose state funding for not putting enough tax effort or

094tax collection effort. It's the same thing with the golden pennies. So if you do more tax effort, you get rewarded by the state, too. So the 5 million that we're talking about generating in additional revenue for those three golden pennies are not just tax tax collections. Maybe twothirds of that is tax collections, but the other third will come in or like 40% will come in from the state revenue because they reward you for tax effort up to the golden pennies because we're in a property rich school district. So once you get past the three golden pennies, then that you start becoming subject to recapture. And at that point, you don't want to tell your taxpayers, well, give me I want to tax you more so that I can send it back. >> Right? So that's

095the sweet spot. So when you ask, you see how many pennies there are actually available, you know, really the ones that we go after are the three pennies because after beyond that, you know, we would have to protect. >> So you think the state set up a system where they had to give us less money? >> Wow. >> Oh, interesting. Let me write that one down. It's funny how that works. Thank you, Mackenzie. >> Oh, before we move on, I want to >> go ahead. >> I want to give Luie this cup with arrows that go over and over. Raise your hand as a symbol of the cup. >> Next report that we have is a district improvement plan. Some report by Mr. Ron Redden, the assistant superintendent of compliance and data. You have the

096floor. >> Good evening. In alignment with board policy BQ local and each district goal, it's my pleasure to deliver the summitive report in the district improvement plan. Each quarter, I provided you with a report on the progress being made toward implementing the district improvement plan strategies that supported the 13 performance objectives for the five district goals. The summitive evaluation, however, evaluates the level at which the district performance objectives were accomplished. A performance objective is evaluated as either exceeded objective, met objective, significant progress made toward meeting the objective, some progress made toward meeting the objective, or no progress toward meeting the objective. I provided you with copies of the summited evaluated district improvement plan. the evaluated district improvement performance objectives and the evaluated campus performance objectives. Of the 13 performance objectives in this year's district improvement

097plan, two were evaluated as exceeded objective, eight as met objective, and three as some progress toward meeting objectives. On this slide, you see a graphic of the level at which the campus performance objectives for the secondary schools were accomplished. Overall, 4.7% of performance objectives were evaluated as exceeded objective, 23 and a.5% as met objective, and 42.4% as significant progress made toward meeting the objective. 29.4% 4% were were evaluated as some progress made toward beating the objective and there were none that had no progress made toward beating the objective. [Music] This slide illustrates elementary school campuses. Overall 10.8% of performance objectives were evaluated as exceeded objective, 42.2% 2% as met objective and 21.7 as significant progress made toward meeting the objective. 21.7% showed some progress toward meeting the objective and 3.6% as no progress made toward

098meeting the objective. Strategy progress is not evaluated in the summit of evaluation. Instead, a determination is made that the strategy was accomplished, meaning it is that it accomplished its intended outcome and is not going to be continued. The strategy may or may not have been accomplished, but it will be continued or modified in 2025 26. This could mean that the strategy was either an intended multi-year strategy, which many of the campuses and even the district use. We have we we look at these and see them two, three, four years out as as moving us toward a target. It may have been an effective strategy that needs to be continued or it was partially implemented and needs more time to accomplish its intended outcome. The determination can also be made that the strategy will be discontinued

099because it was either identified as not needed to support the performance objective target for next year or priorities changed and it is no longer needed. Of the 75 um district strategies that were implemented this year, you can see by this graphic that 28% of strategies were evaluated as accomplished, 68% were identified as continue and modify and 4% were marked as discontinued. Of the 471 campus strategies that were implemented this year, 37.4 4% of strategies were evaluated as accomplished. 59.4% were identified as continue and modified and 3.2% were marked as discontinued. This concludes the report on the 20242 district improvement plan summited review. At this time, I'm happy to answer any clarifying questions you or the audience may have. [Music] All right, audience questions. >> All right, thanks Mr. >> Thank you. >> Next uh report

100that we have is a bond plan construction update. Mr. Tyler, director of maintenance capital projects. Good evening. The following is in accordance with board policies TV local. It is my pleasure to present bond planning and construction update for the 2019 bond program. So we're almost at 93% um total POS issued or in progress just under 270 million and that includes the 2014 carryover. This is about half the overall Bwood site. Uh you can see the pool down there with pretty green water. Um, it has to be filled with, excuse me, the pool shell. So, no plaster. It gets filled before plaster to test the water tightness with the concrete and then they'll drain it again, plaster the pool, fill it up with city water. Right now, it's filled with ground water, so we didn't have

101to pay for it. And I've got several views of the site. Aerial shots here. Um, almost all the concrete work is complete for the project. There's a few sidewalks that'll connect going to the fieldhouse and we'll be finished with concrete from there. We've got the roof on the equipment building. Well, not the metal roof material, but it is waterproofed right now. Looking toward the equipment building on the opposite end of the pool deck. And you can see the restrooms um as part of that building where the two openings are in the mid right of this image. Some more of the pool deck. [Music] And that's the real storage where you see the walls that uh don't have a roof covering them. That'll be the lane lines and the pool cover will be stored there. We've

102also got the sanitizer and buffer rooms that are part of the building that you can see into. This is standing on the pool deck opposite of the equipment building. And just some more shots there from the pool deck. [Music] This is a storage room and an electrical room behind it. And this is inside the equipment room. You've got the pool filters on the right and the boilers or pool heaters on the left. There's the sump pit and where the piping comes in that circulates water to and from the filters and boilers. Another shot from that end. This is the same renderings of the pool deck that you've seen in the past and site renderings of the pool. And then the Rasco stacking lane. project is almost complete. Site rendering. There's a shot from the front

103side of the school. We've got all of the paving poured. Uh we've got the curves to do and then we're pretty much done other than striping and sight signage that'll be wrapped up this week. Well, not the striping. That'll get done probably a week and a half from now. [Music] This is the tie in to the current staff parking lot. That'll be the exit side of the stacking lane. And this is the tie in with the city street, the entrance into the stacking lane. Excuse me. And at Lake Jackson Intermediate, we've got some pretty significant floor damage. So, we are trying to get that floor replaced as soon as possible. We haven't determined the exact cause of the leak, but when we remove the current floor, we're going to install an epoxy moisture or vapor

104barrier to just about guarantee that if it's coming from the slab, it will not return. And you can see some ripples in the floor. This is where the new damage was located. And this is some older damage that we're going to investigate further the cause once we get the current floor removed. Uh and then that's next to an exterior door that's got some older damage that we're going to do some preventative things to make that not happen again. And that is all I have. Any questions? >> Are we have to replace the whole floor? Yes, that is highly recommended for multiple reasons. >> What are we doing with teams? >> Uh the campus has already worked it out. Uh there's four volleyball teams. They'll work uh at morning practice and afternoon practice. Uh and then

105it'll affect P classes. >> You said it' be October. So October basketball middle of October. Yeah. uh campus principal and the campus athletic coordinator have worked out um for athletics and classes. >> Can we use all the LII uh storage room? Has all that been cleared out the where the B success academy is? >> Yeah. No, >> I know that that was a gym at one point, but I know it's a storage move. I looked in there and that's why you play basketball. >> It was a gym in 1962. >> It was it was old when I was there. >> Uh >> on the I was talking about LJI the other day. I know it's not in the original budget, but maybe something to look at for future. But um the awning over there is

106pretty short and it would be nice if it with the length that building so they could we're going to stack up 200 cars. It might be good to be able to unload more than five at Rasco >> to extend that awning so that we can unload, you know, 20 cars rather than five or six underneath the awning area. But I don't know what their plan is there, but it might be good if that went a little bit further down that building. >> No. Well, where parking lot come in. >> Yeah. Where they're going to unload these stacking lanes is there's really only about I don't know how long it is. It's not as long as the building. It's only maybe a third of the building. >> Yeah. that and that has been discussed. It's been

107requested. It's just a matter of funding really to get it done and time. >> Y and it may not be a project for this year, maybe a year or two down the road, but it's it I think would make a significant difference in speed. >> Absolutely. >> If people use the transition that go is it complete? >> Yes, that was a yes it is. A lot of work went into that one. It's It's ready. >> Now, will it get used >> at Velasco? >> Oh, I thought you were still talking about Velasco. >> Verasco. I sure hope it does. >> They work. They really do work. >> I know. >> If the parents will use them, >> is the to answer Mr. Thomas's question earlier, is the pool on budget and on time? >> Absolutely.

108Um, I believe we're going to be closer to a month and a half ahead of schedule and we are well under under budget on that project. Absolutely. That's that's the rain problem. He called it a pool or pond early. It kind of looks like one right now. >> The wind is looks pretty good >> cuz our plumbing and the roof is all done. >> Definitely. And They're complete. >> Yes. >> Bradwood. Yes. >> And what do we have with the child nutrition transportation? >> Yeah. Uh child nutrition transportation, a reskinning of that. >> So currently our plan is to replace all the metal panels and the roofs. Um overlays on for the roofs for the most part. Um, we're close on getting the PO approved and we should start that project hopefully before the next

109board meeting. I'm hopeful. >> What start building? >> That's going to be JCO roofing for all the envelope. And then we're looking at a potential new building for transportation that'll go where their current trailer sits. I'm still looking for a contractor to commit to that. without architectural and engineer drawings. >> Now, Stuart did the pool and of course we were very pleased with that. Yeah. >> Are there we're putting bleachers in the pool right on the on the west side. >> And there's cover awning right over that. >> And turf's done. Turf is done and the track is done at Hopper. It looks really good. >> Tennis court. >> Yeah. Yeah. I do want to say thanks to Monty and Taylor both. It's been a very busy summer for them. Maintenance. It's Yeah, it's always

110a lot, but especially a lot this summer. Thank you guys. remind me where the where we are on the safety best meeting. >> Yeah, that that uh that is a a funding issue and uh right now um and some um we need to come to consensus as far as uh what we want that to look like. But uh the biggest issue right now is funding. I haven't gotten a raise yet my job here. Somebody get a job. I'm going get I'm gonna go to work. [Music] >> Any other questions for Taylor? >> Thank you very much. >> Thank you, sir. Oh, >> one thing, Taylor, you already have a contractor for the floor. Yes, it is. >> Next item on our reports is safety and security. Mr. Maro, executive chief of safety and security. [Music]

111>> Good evening. In accordance with board policy CK local, it's my pleasure to present the Bradport ISD safety and security update. In light of the recent tragedy in Kirk County and Camp Mystic, we are reminded of the critical importance of having a robust and well rehearsed emergency operations plan in place for all contingencies. Emergencies are unpredictable but preparation is within our control. A comprehensive emergency operation plan ensures that our equip we are equipped to respond swiftly, communicate communicate clearly and take decipher actions that can save lives. Today we pause to honor those affected by this tragedy. Let us reflect on the lives lost and reaffirm our commitment to protecting our students, our staff, our community through prevention, preparedness, response, and then recovery from the event. At this time, if we can just have a moment

112of silence. Thank you. As part of our preparedness, Bradport ISD has categories for school safety and they're uh outlined in four categories and we will look at them this evening. It's uh law enforcement, emergency operations, administrative and campus teams, student and counseling services, and physical plant and communications. Tonight we will focus on two of the specific areas that we will review this evening are law enforcement emergency operations and physical planning communications. To start, Texas House Bill 3 of the 88th legislative sessions, which took effect on September 1, 2023, mandates that each school district campus have at least one armed security officer present during regular school hours at all constructional facilities. This officer can be a school district police officer, a school resource officer, or a commission security personnel. I'm happy to report that we have

113armed staff members at all campuses, either police or level three. To accomplish this, all Bradport ISD secondary campuses have a police officer on site with additional support that are in place with safety specialists. Some of these safety specialists are level twos, which are unarmed, or level threes, which are armed. All our elementary campuses have level three safety specialists assigned to them and they're armed. I'll talk a little more about our level threes in a few minutes, but I wanted to mention to you that all of our level three safety officers and police officers are trained in alert, which are the active response protocols mandated by the state of Texas and TEA. Our elementary's campuses all have level three armed safety specialists. These armed trained level 3s, most of who are exmilitary, ex law enforcement or

114corporate security veterans have this training. They're all trained in alert and this training is not required for security personnel. We used our relationships with our local law enforcement trainers to ensure that our level three armed security guards have the same training as the police officers. So when they have to respond to an event on a campus, they respond in tandem with the police department with the exact same training. To support this training and to control training costs, BISD has been licensed by the Department of Public Safety, Private Security Bureau, and it will be hereafter referred to as BISD Security Academy. This academy moving forward will be able to train future level two and level three security officers under the authority of the Department of Public Safety Private Security Bureau. The district no longer has to

115send our safety staff to a third-party vendor for training as we have the talent in the house to conduct this training mission. I would like to recognize the leadership of the following safety team members who are present here tonight to support this meeting. Mike Hearn, who will be the investig the uh firearms instructor, Mike Cooper, who will be the classroom instructor, Armenu, who will be the classroom instructor, and Seth Coller, who is not here tonight because he's finishing his uh firearms instructors training out of town. Once these uh things are in place, we will be able to set our own academy up and train our own facility and train our own staff. By having qualified training staff, we can focus on our primary mission which is following the standard response protocols which are outlined by

116the I love you guys system. We utilize this system and have so for five plus years. All staff and students are trained at the beginning of each semester and regular drills are performed and documented to ensure all staff and students are prepared in an event emergency crisis happens on their campus. Another major component of our emergency operations plan is our spat system or our silent panic alert technology. Centiggics is the the company that we use. Each facility is equipped with sentics alert system. This is our third year to have the strategic system in place and after a few implementation bumps in the road early on mostly human era we have now uh embedded this system for crisis response. Last year we upgraded this system to the lower system. This system offers more functionality that we

117will still are still in the process of implementing. That functionality is a visitor management system, a visitor tracking system where you can track the visitors on your campus and know exactly where they're at at all times, a mapping asset system, and others. When this system is fully implemented, the district will be able to save about 17K annually by reducing other visitor management systems costs that we pay for under the lower web system. All these systems are free. Our staff and campus administrations have now mastered the use of the strategic system and we are grateful for the board for their ongoing support in this invaluable system. I would like to take a moment and pause and thank our technology department, our maintenance and operations department, the business office, and the safety team for their diligent work

118on getting this system up and working all the bugs out. It would not have been accomplished without a combined effort of all the teams involved. Additionally, moving on to the next thing is we host an online reporting system at BIC website called keeping BISD safe. This online system immediately generates an email to the campus and district administration and the security team. Our system is free. This in-house system was developed by none other Mr. Jay Whitehead, Dr. Robert Pelton who has since retired along with Miss Amber Casey and Miss Tammy Sophia. This system has been in place for over 5 years as well. And when a threat is entered into the online system, an email is generated to anywhere from 7 to 12 individuals, including police dispatch, the chief of police, the principal, the assistant principal,

119the deputy superintendent to ensure a response is made in a timely fashion to identify that threat and see if it's a substantive threat or not. Since 2019, the district has deployed its emergency response plan MAPS with all local fire, police, and EMS. This plan pre-establishes where everyone stages for the response at a campus if there's a critical incident. that tells us where to go, where to set up, where they go to get their information, and then how we will respond. Additionally, this response plan has been shared with all the medical response helicopters in this region, so they know exactly where to land if they have to respond to any of our facilities. It's also shared with the emergency manage officials from state and local and all the local hospital facilities. Finally, to find the gaps

120in this ERP, back in 2023, we held a tabletop exercise which was facilitated by the state emergency management coordinator for the state of Texas to ensure that we identify any gaps or problems that we may have. Now jumping into a new category, physical plant and communications. TEA school safety standards compliance levels. It states that we must have the following. We must have maps. We can go check. We've got that done. We have so since 2019 before it was mandated. All doors have to function as designed. There must be access and fencing. And there must be a sign and panic alert technology system. Check. We've got that in place and had so before there was a mandatory requirement. And when we look at the TA compliance levels, when you look at these are all the things

121that they say you must have. And when you look at this, you can either be compliant fully, you can be provisional means you're moving in that direction or non-compliant. Green means good. Green means we are compliant. Most school districts cannot say they are compliant in all areas. Exit doors, check. Glass doors, bullet persistent film, check. Windows adjacent to those glass doors, so nobody just shoot them and come in. Bullet resistant film, check. Responder access, we're going to talk about in a minute. Communications, we're going to talk about a minute, but those are checked. Sats, silent panic alert technology, check. Door numbering, check. We're going to talk about that in a minute. Master key system, check. We'll talk about that here in a second. Armed security staff at every location, check. Maps, check. Class phones, check.

122And we must hold safety committee meetings, three of them a year. We're going to talk about that here in a minute, but that's a check as well. Food into doors. All doors and their hardware must function as designed at the security entry point. According additionally, these new requirements for first responders must be given either a key and access card or be provided with a means to gain access to a facility if there is emergency crisis. The district has installed what's called NOX boxes. You see the red arrow and then you see the little box that's silver in the corner. At strategic locations at entry points at every one of our campuses, we have deployed 90 boxes and those have been installed or currently I think we've got one more campus that's being uh the boxes

123are being finished in place. Once the boxes are in place, we're placing the campus master key for every door in that campus and an access card for that facility. They will get them past any access control point into that box. And then every police department in the region for the campuses where that campus is located will be given a key or multiple keys to open that box. So when there's an emergency, their officers just got to roll up on the parking lot, stop at that door, find that box, put the key in, open it up, get the access points, go inside and have a good visits. Next part, communications. Our next area being reported on this evening is communications. TA has mandated that all local educational agencies must have an adequate communications system in place

124for use during emergencies. To achieve this, the district has partnered with MCA for our communications needs. Tonight, Trent Moer, our MCA representative, is here tonight and support this meeting. >> Thank you for being here. To maintain our communication, coordination, collaboration efforts, we deploy three redundant radio systems. The first one is the police radio, which gives the police department the ability to talk to every local law enforcement in this region. Second is the districtwide radio, which gives Mr. Massie the ability to talk to all his key leadership by pushing one button on his radio to provide them vital information as it comes into his office. The third radio system is the campus radio which gives the campus leadership the ability to talk to his or her crisis team on his campus. These are three different radios

125that function differently. I need to point out to you that recently during a recent chemical release in our area, Mr. Massie was able to coordinate, collaborate, and communicate our response protocols to each of his campuses, leaders, and directors using that district-wide radio. So the minute he got the notification there was chemical release, he was able to get on the radio and tell his campuses to enact their chemical release plan. This valuable communications tool was the catalyst by which vital response information was communicated in a timely manner to the folks that needed to know it when they needed to know it to protect our students and staff. A risk assessment of our radio system show we have difficulty transmitting cellular signals in the building and out of the building and we have difficulties transmitting radio signals

126into the building and out of the building due to their building's design. To resolve this problem, we initiated a project to to add BDAS which are called bidirectional amplifiers for our police radio system, our cellular system, our two major carriers which are Verizon and AT&T and their subsidiaries and our UHF crisis radios for the campus leadership. We have deployed these BDAS using an antenna system that pulls the radio signal from the outside to the inside or pushes the radio or cellular signal from the inside to the outside. The next few pictures will illustrate where we are on this project completion for police radios, cellular cell phones, and UF campus radios. and MCA Trent Moer has taken the lead on this $8 million project. So when you look at this, it'll give you the percentage of

127where we're at and how we've gotten to where we have gotten to. Again, this is another radio. And additionally, I would like to thank the business office, Miss Ludy, for pushing this through. Again, that's where we needed to do uh under the technology department. I think the guy that's hiding behind that mirror back there, David Mendoza in his has done a fabulous job getting our contractors and trench people to where they needed to be and to uh our safety team for helping guide this. I want to say end with this. This project should have taken a year to get every one of these campuses fixed, but due to that this team's leadership, we've been able to complete this project in about six months. I'll just continue to let y'all read that for a little bit

128so you can see all the cellular that are being done now. So now your phones will work, your text message can be received to have that need to have any any part of the system at Hopper Field. >> No, Hopper Field is good because the the only construction that we have there is major league is up in the press box, but that's opening up where we get signal in and out. >> And then the uh USF the only part that is missing is we're waiting for the components to come in for that system. The the brains is already in the facility with the BDA for the police radios and the cellar. It's just a matter of adding the UHF components when we get them in. And this is basically if you can see the picture

129on the left is all the the brains on the inside that are pulled from the cables. On top is the roofs that are capturing the signals to push it in. And then these first small little disc you see that is the BDA for the cellular system and there are multiple of those strategically placed throughout the campus. And then the big thing that looks like a dome is the BDA for the radio systems which will look similar for the uh the USF staff. [Music] All right, moving on to the next. Door numbering is required on all exterior doors at our facilities. The door numbering must start at the main entry point to the campus and that door is door number one. All doors must follow a sequential number starting with one going in clockwise till we

130get to the last door in the building which will be the last number in the sequence and that door number need to be on the outside. And then additionally there is a requirement for the same door numbering to be added on the inside of the door at the bottom. And then the exter exterior door number is for law enforcement, fire, EMS as they're coming to the facility to respond to an incident so they know what door to go into. The door number on the interior at the bottom is for students and staff to report out where they see the bad guy at. And the reason the number is low is because usually we want them down low so they're out of the gunfire and out of danger, but they still need to provide information that

131will help us respond in a timely manner. The next requirement that is up is we are required to have uh TEA establish a safety and security committee which is made up of board of trustees, community members, staff and parents. And the responsibility of this committee is to identify our safety and security procedures and make recommendations for changes or upgrades as they see fit based on their knowledge. Additionally, we're required to hold three safety and security committee meetings each year. One at the beginning of the year, one when we come back from our holiday break, and then the final one just before we get out of school. And then up next, I'm going to go over pictures that we're going to review our safety and security measures that have been implemented and are not part of

132TEA requirements. These are all things that, you know, priorities Mr. Mass's number one uh idea. So we have deployed three sets of open gate metal detectors at Brazesport high school. These systems will be rotated between Brazesport High School and Brazeswood High School. And then the data gathered by their use will be used to justify future open gate deployments or purchases. These are highspeed state-ofthe-art metal detectors that are used in large sporting venues where you move lots of people through very quickly and we've got three sets and we're going to continue to work through that to identify that. Then also we have the state-of-the-art surveillance systems. Trailers are deployed to enhance our security posture at our sporting events and at our graduations which you may have seen. These units allow us to use live stream video

133back to our command center to monitor events for safety and security breaches. And this enhancement of the lower strategic system which is our called safety blueprint gives us the capability and all of our to add all of our assets into a mapping system that is free of charge to us by using the centiggics silent pedicler technology. And when I say assets we mean things like where are the AEDs located? Where is the HBAC cut shut off? Where are the water shut off? Where are the fire panels located at? Where is first aid equipment located? Where are phone locations? Where are the surveillance cameras at that we may be able to tap into to see where the bad guys at? Where are the fire extinguishers? And where are the nursing stations? These uh assets are being

134populated into this map and this map can be shared with our local fire, EMS, and police responders when they come to our campus for events. And additionally, because of the grant funding that we had, we've been able to add additional fencings fencing at our campuses. Based on the campus leadership's request and Miss Ludy's funding the POS, we've able to use the grant funding to add additional what I call green space secured areas outside of our cafeterias at a number of our campuses. that allows the students to leave the cafeteria, go into a secured area that's a fence six to eight feet high. The doors to the campus can remain open because they're behind a secured area and it gives kids more areas to move into. Additionally, at our elementary campuses, which we talked about this

135morning, is in some of the areas there have an area where the students have a the tendency to lope and push a bar on the door and run and it's near a sidewalk or roadway. So, in those areas, we put additional fencing. And additionally, we put elopment locks, meaning the little one can push the bar, but there's an additional lock up top that's not going to let them out, which is hard to see in this picture, but a teacher can push that button and then the students can be able to go out. So, most of the elementary campuses act for that and we put that in place. And additionally, we continue to use zero eyes as a val valuable safety and security asset for the district is it's an additional layer of security to identify

136issues before they become issues. The first picture is just an illustration of a group of students having a water fight at their campus after school hours. Again, this just represents that the system works. It picked it up. It saw that it was a water gun and not a real gun. and it still notified us that it was there. Uh but again, you know, the real event, you know, we that time saves lives. If they can tell us before an actual shot is fired, we can enact our protocols before something happens. The second picture is just a kid and his father and a little brother, which are not in the picture, they had already run off. They were playing cops and robbers. They picked up the little guy's gun and sent us a notice, hey, you

137might want to have and the teachers and the principal had a conversation with the little dude about it's not a good idea to come on your campus and do those kind of things. Then the next issue is uh based on Mr. Mass's leadership, the district had made the decision that there will be a armed staff at any of our major events that are open to the public. That's a commitment to safety and security and that's in place. And then additionally the district under the uh we have applied for the cops SVP which is the stop the school violence prevention program and the uh if we awarded this grant we will replace aging police radios that are out of service. We will uh replace aging camera service that are losing their capacity to hold the lots

138of video footage that we have. We've asked for a 3D printer so we can print special items that we need in safety and security uh to help make our systems a little bit more robust and for Mr. Monty shop maintenance and operation. We're asking for three a key maker because we got a lot of locks in the district. I don't know if y'all know Jacob Hley stayed very busy trying to repair the locks or cut keys for the locks and a brand new key cutter would uh do immensely for them. So we're working on that. If awarded, we'd get $651,347 for that. Then two, the most telling part of all of this is this. By making safety and security a priority, when we did our end of year survey, this is what we found. We

139are pleased to present our survey outcomes for school safety. The feedback we received from the individuals who agrees agree or strongly agree I feel safe at school was overwhelmingly positive. 94% of the staff 90% of the parents 90% of the students responded positively given our society today. This positive affirmation is a reflect reflection that BISD board of trustees and the superintendent longstanding prioritization of putting school safety first are clearly keeping our staff and students safe. With that, I will close out with this. This is a report only. There is no board action required and I will be happy to answer and clarify any questions that you may have at this time. Any questions from comments? >> I'm just going to say that Mr. Massie reached out to Mr. Marorrow. >> I'm glad he accepted. >>

140Thank you. >> Got a question on the send. U we we pay for that for a couple years. Is it due again or what's the status of that? Because I think we're going to keep it right. We need it. >> Yeah. It was it was initially grant funded and u we're waiting to see what the state's going to do on the grant funding. So, but so we could possibly have an expense for that at some point to continue. Okay. Um the safety and committee is uh how well attended are those? You only had three meetings. Yeah, I mean this is this is an area that you know our parents community members should be really interested in. I just wonder we have a do we have good attendance of those or we have some old people

141to be on it or do they >> usually have anywhere from 20 to 30 folks on the on the uh the call I mean the zoom you know the Google meet but I mean attendance could be you know higher but we do have good representation mix of individuals that I identify that are required to be on the committee. So there's folks there and is uh the keepd safe online reporting do we in general do we have one a month, three a month a month? I mean do we know is it used I guess is the question maybe first question. >> Yes. Yes. Our bullying and keeping these safe uh reporting system is used. It's used a lot at the fifth graders when somebody bothers them, they'll use that to report, you know, somebody said something

142about them, but it varies by campus. But the middle and intermediate campuses, um we do get those and again it varies by campus, but um it's it's slowed down a little bit, but a year or two ago, we were getting a lot of threats and things. They were coming in and a campus may have uh 40 or 50 in a year, not much more than that. Most campuses 20 or 30, you know, and again it it's it's it's a collection of reporting. I heard something uh saw something all those and we investigate every one of them. So yeah, >> it's it's it's it's been a great system that's free and um our our parents and our kids know where to find it and so it's established and so It's good. And we have the the

143tabs from each year for every campus and every report going back about five years. And then additionally, we have a uh I'm the coordinator for our Crime Stoppers program where we pay kids money for information that they send in and they they get paid. >> Uh last question on the the turnover for police and our security guys. Is it at an acceptable level? Is it guys staying long or did they get tired and move on? I know local local police guys have a lot of turnover younger younger group. Most of our guys are not the younger group. No offense. I I can uh speak to the safety side of the house uh very well. So the safety side thanks to you know Mr. Mashing and the board of trustees and HR and Miss Ludy. You

144know, our level threes have went through a year ago, year half, year and a half ago, we had none. We had level twos. Then we went to I think our first four, two of which are sitting in the room. We went to four and now we're be at 18. >> So for our side of the house, you know, we're growing, >> which the level twos are not armed. >> Yes. >> So the level threes are armed. Yeah. So, it's been and having Mr. Marorrow is uh being able to um have the credentials to certify these has really put our district at an advantage because we've been able to uh have a have somebody that's armed on every campus. We have a couple floaters that we use as substitutes in case somebody's out. So, uh not

145at any time of the school day as they're not somebody that's armed on campus. A lot of that's because we were able to uh get the training needed to uh get these level three armed personnel practices completely considered opening up. >> Yeah. Is there something we can >> Train others and and make some money off of it or >> I haven't talked to these folks yet, but that's my next >> or or recruit or recruit >> or recruit still, you know, still their folks. uh you know be good neighbors >> you know to our local school district that way they don't have to go to Houston we're right here and most of most of what they do I can accomplish online for you via Google Meets and then the only other piece is they have

146to have two days of training that's physical which is you know handcuffing and you know that kind of stuff and firearms and we've got folks in house we've got a great relationship with Skeers uh they you know actually will come in and open and actually they're going to do it for us on range day on the 29th. They're going to come in, open it up for free. We're going to take our team up there. We're going to do what we need to do and you know we'll get good partnerships and relationships. So that's the ultimate goal. I just gonna say I I'm just u I watched this presentation, you know, it's mind-blowing in a short period, relatively short period of time, 10 or 15 years, um what the world and society has thrown at us

147that now the planning and the things that we have to do. And just for me, just a sincere thank you to you guys uh for the passion and the love of what you do to to keep our kids and and you know, roll with the try to stay one step ahead. >> Um and do doing everything that you're doing. uh and and being around other districts and listening to some of their I I know how far uh you know we're we're setting the bar for what the the other districts are are trying to get to out of necessity and uh but just uh yeah for me just big thank you to the whole team you guys >> we we really appreciate that sir because that's that's my biggest fear >> is that we miss so

148we spend a lot of trying to identify and be creative and think out of the box to get things in place to make sure all the students have to do is learn and all the teachers have to do is teach. the rest of us are responsible. >> I hope we never meet you. You know, I sat in on the debriefing after the uh incident at Bradport here before last and it's amazing what went on in that meeting by and we're talking a large number of people from a lot of places and uh one thing that came out of that meeting to me and Tai was very adamant in and as part of it was communication at the city instead of everybody coming up like mosquitoes at a picnic and uh nobody knowing what was going

149on that was it was could be dangerous and also uh I know they get paid but I know also know it's probably not the the topical thing that they would like to do but it's I'm very grateful for you having officers at after school events make a difference what it is. You don't know now. So, thank you guys and pass that along to your Padres. >> Yes, sir. >> Yeah. I appreciate all you do. We we have to to Chris's comment. We have come a long way in a very very very very short period of time and um so I I am very appreciative of that. And um the only question I had other than the training other school districts and things like that. But um is our command center is it fully are we

150fully operational all that is I know we had some issues at one point but >> I could probably address that better than tomorrow. Um so we we actually tentatively were going to present a walkthrough of that at this board meeting but we weren't able to get the training set up just yet. Uh the long short they don't have all campuses stood up but they do have several campuses stood up and so they're coming down to train me on it so that I can give a board presentation to show all the capabilities and what we're doing. So didn't meet the target of having all schools plugged in. Um but they do have a couple schools already plugged in and um hopefully the next board meeting we'll present and show you guys a full if we have

151room on that. >> Anybody else? audience. >> Thank you very much. >> Thank you guys for coming tonight. >> Thank you. >> Next item we have under our reports uh board committee reports. Are there any reports from our board members? We are here uh back. You know it's uh kids are are back on campus for regular workouts and practice. Um, leadership training tomorrow for New Year. >> Next to graduation day tomorrow at 8. >> Yes, sir. We'll have breakfast before 8. 4. >> Breakfast starts at 7:30. >> Gator Hall. Welcome in at 8. >> Holy moly. Senior citizens don't quite get up. All righty. >> Moving forward, >> our next uh our next uh board meeting, we have a special call board meeting August the 4th uh right here at 6 o'clock and then our

152next regular schedule meeting is August the 18th right here. 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 551.001 1 through551.146 section 551.071 consultation with attorney section 551.72 uh for the purpose of discussing the purchase exchange lease or value of real property section 551.074 personnel matters appointment evaluation reassignment duties discipline dismissal complaint section 551.074 74 superintendent summitative evaluation section 551.082 for the purpose of considering discipline of a public school child or complaint or charge against personnel. We shall return. It is 9:20 and we are reconvening from executive session. >> Unless there is an objection then we will stand adjourned. No objections. >> Thank you for all your service.