CSISD Board Meeting 9/16/2025 - Regular Meeting

001[Music] Welcome everybody to our regularly scheduled meeting Tuesday September 16th 2025 a little after 7 call to order and declaration of a quorum. Seven members present. Welcome everybody. Thank you all for being here. Welcome to this meeting at College Station Independent School District Board of Trustees. We were elected at large to represent the interests of our community and our state in educating our students. Our mission for our students in this district is success each life, each day, each hour. We adhere to all pertinent laws, policies, and procedures and posting agenda agendas in conducting our meetings. The detailed agenda information was made available to us at least three business days in advance. And we've all come to this meeting informed and prepared. We've just completed a workshop session where we heard reports and discussed much of

002the information needed to make decisions in either this meeting or an upcoming meetings. The meeting of the seven trustees in a public setting rather than a public meeting. As such, public comment is included on the agenda at a specific time and requires us to listen rather than take action so as to abide by the open meetings act. We're pleased that you've taken time taken the time this evening to join us. We're very proud of this school district and we thank you for your interest in and our and support of our students. moves us to recognitions and I believe we have the students from Riverbin and Southwood Valley tonight. >> Nope. Nope. Nope. Just >> not yet. Not yet. Good evening everybody. I'm Ally Duna, the proud principal at Southwood Valley Elementary. We actually have a

003lot of kids here and so we'll call y'all's names in just a minute, but here tonight with we with me we have Garrett Duna and we have CJ Worer Serrano. I'm going to let them introduce themselves and they are both dual language students at Southwood Valley and they are going to be brave and read in English and Spanish. Today CJ told me that when he started Southwood Valley he knew this much Spanish cuz his mom knows some and now he knows that much. This one here I can tell you I don't know any Spanish and he doesn't even let me read it because he's embarrassed by it. So we'll let them introduce themselves. the South Valley. This fruit Baseball, tennis. Ali Valley. [Applause] >> Good evening. My name is Gary Duna and I'm in fourth

004grade at Southwood Valley Elementary. I serve as a student leadership president on my campus. As president, I help organize. I'll help plan our meetings and make sure the projects we do are clear and organized for our third and fourth grade leadership group. I really enjoy having a say in the projects we choose and the activities we work on together. Outside of leadership, some of the activities I enjoy are playing baseball and tennis. I also like to read, especially realistic fiction books. But what I love to do the most is spending quality time playing games with my parents Ally and Kayla Deluna. My favorite thing about Southwood Valley is getting the chance to make lasting friendships, spreading kindness, and help others through leadership. Thank you for allowing me to share tonight. [Applause] the Southwood Valley and

005Masqua. Eosa football. Creative. [Applause] Good evening. My name is CJ and I am in fourth grade at Southwood Valley Elementary and I am the communications director for our student leadership group on campus. As communications director, my job is to share important information. I can communicate with our PTO president, speak on our morning announcements about the upcoming student leadership events and help communicate with our house teams. Outside of school, I enjoy being active in soccer, working on coding projects, and challenging myself at jiujitsu. My favorite thing about Southwood Valley are the teachers and being able to use my creativity in writing stories or being able to build build or building projects in art class. Thank you for giving me the chance to share about my role and what I enjoy most about being an Eagle. [Applause]

006Hello everyone. My name is Heather Sherman. I'm the very proud principal at Riverbend Elementary. And tonight I have with me two amazing Riverbin Leader Bears and they are going to introduce themselves. >> Hi, my name is Claire Hernandez. One I'm in fourth grade at Riverbend Elementary. My favorite subject is math and I am in student council, RB Steppers, and social media rangers. One thing I love about Riverbend is that I feel like we're all connected in one big family, students and teachers. [Applause] Hello, my name is Aan and I'm in fourth grade at Riverbend Elementary. I'm in social media rangers and principal advisory crew. My favorite subject is math because it is easy for me to do and [Laughter] >> and I love and the thing I love about Riverben is that principal advisory crew.

007You get to share things how to make Riverben better. stand for the greatest. >> Please rise for the pledges and moments of silence. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Honor the Texas flag. I pledge allegiance to thee, Texas. One state under God, one indivisible. Please remain standing for the moment of silence. Thank you. You may be seated. >> Excellent job. Good job. [Applause] Yeah. >> Okay. Right here. [Applause] I lost it. >> Okay, if I could get my office crew to come up here. office. >> Tonight, it is my honor and pleasure to recognize my front office crew. Um, Mrs. Sanders, my assistant principal, is not feeling well, so

008she's not here tonight, but definitely want to recognize her. She's new to our campus and has been just a fantastic part of our family and um is a really hard worker and just wants to do her best at all times. And so she has just been fantastic. So we're missing her tonight. But you all know the principles in the room how important this group of people are. They um you need people that have your back, but these ladies have my back, my front, my sides, like every part. And um so I'm going to start with Candace Erisp. She is my principal secretary and she is just a ray of sunshine. I always say if her and Melanie Ward are in a room together, y'all should just prepare because they just brighten up the room. Um

009she runs the school along with me. Um there's not many positions on campus that have to deal with the budget and the people and the PTO and the students and just everything, transportation, everything. and she does it all and she does it with grace and with a smile and she has just been a blessing to me. Mrs. Pogue, Kate Pogue, our amazing counselor. we stole from West Virginia not too long ago and this is her second year at Southwood Valley and um recently she said trauma is my jam because not that it's not that it's a good thing obviously but she just is allin the time and she is ready for the hard stuff and um she does it with so much love and kindness in her heart and um one of the students last

010year um when we did the awards that education foundation the star educator awards one of our students couldn't afford one and I I recognized everybody in front of um in front of the staff at a house team meeting and she got the microphone from me and she said can I please say something about one of your staff members I was like okay what are you going to say um and she publicly recognized Mrs. Pogue for changing her life and um and being her safe place. And so that's just one example of how fantastic she is. Uh Mrs. Bthoon, she is our front um behavior coach. She's our front line for um everything in as far as behavior solutions and just making sure that we are proactive and keeping kids in the classroom and keeping them

011successful. She has a smile all the time. I've yet to see her stress out, which is great. and her laughter like it just makes me smile. I can hear it. The whole office can hear it. And so she has been a true joy. Um this year Elizabeth Via is new to us this year in the front office. Her and Glattis there are they're the faces. They are the ones that everybody sees when they come in the building. They get the parents that are mad at me. Um they get the parents that are happy. They get um all the things. They get to know all of you guys. I know you all recognize them. And they take care of their business. Um they take care of Glattis has two roles attendance clerk and registar and she

012does it beautifully and nurse Kay we've worked together for so long she's our amazing nurse she's been through it all she's been through co we've been through hospitals together we've done all of the things and she takes care of the staff she took care of a staff member today and man she is quick if you need Tiffany you better you better say what you need because she's already there before you finished your walkie call and Um, again, she does it with a smile and a laugh. And then last but not least, up here I have Bridget Freeman. She's our title one specialist and she started at Southwood Valley with me as my secretary and um finished her degree and we couldn't lose her because she is just magic. Her that hair that she has is

013magic. If you touch it, I think it might be weird if you touch it tonight, but the good things will happen. Um, she just does things. This whole staff this week, I I sent an email to Candace. I sent an email to Bridget. Hey, can you take care of this? It's it's usually responded with it's already done. It's already taken care of. So, thank you all from the bottom of my heart. I am only as good as as you guys and you make uh our school shine. So, thank you. Everybody got a window. [Applause] >> All right, Riverbin people, where you at? No, we we want you to step. >> I know some. They taught me. I can break it down even in heels. >> Can y'all stand with your group? Sure. >> Excellent. All

014right. Uh good evening everyone. I am so proud and honored to be standing aside these amazing educators and leaders in our campus. These ladies up here are the sponsors of all of our student organizations that we have at Riverbend. We've had a lot of success over the last couple of years and uh new initiatives that we've rolled out at Riverbend and we celebrate those periodically with our staff. But one of the things that I love most are the things that you can't measure in data. They don't get an accountability measure. They don't get any kind of letter grade, but they do add to the culture and the climate of your school. And these ladies and their leadership have done just that. A couple of years ago, we got some data back from some feedback that

015we solicited from our students and they the feedback was hard. Um, but feedback is feedback and it said that our students didn't feel like they belonged and that was really hard for us to hear as educators who love our school and love our students. And so we decided that we were going to build in some systems to help empower our students and create a better sense of belonging. So from that, the very first organization that we formed was the social media rangers. And these are students who go around the school and help tell our school story by donating their time. They have iPads and press badges. They go into classrooms. They capture photos. And then they work with our wonderful digital learning coach, Miss Jill Peterson, to tell our school story through captions, through photos,

016through videos. Jill does an amazing job at tapping into their creativity, creating little savvy digital monsters that love to run around our school and tell our sto school school story and invite the world to see the things that are happening at our school that are making our school a better place. Um Jill leads our teachers remarkably well and new technology um initiatives, but more importantly, she empowers our students to have a voice and have ownership in their school experience. Our uh Miss Foley is our registar slashattendance clerk slashdirectionctor of first impressions and Miss Monique Goodman Lopez is a fourth grade teacher and these two ladies head up our riverbin steppers. Um our riverbend steppers are a group that started because three little girls at recess decided they wanted to learn how to step and Miss

017Goodman Lopez saidure I'll teach you how to do that. And from there we had three students. Then we had 10 students. And if you were at district convocation, you can see where we're at now. What I love most about these ladies is because they took a group of students who are very shy and timid and they grew them into courageous bears who got on a stage in front of thousands of adults and performed their little hearts out. I love that they seek out opportunities for our Bears to shine in our community by going to different schools and participating in different events. They're teaching them more than just rhythm. They're teaching them how to have teamwork and how to be courageous and how to be proud of themselves in a way that they when they put

018themselves on stage. So, thank you ladies because without your leadership, they would not have the courage to do so. Lauren Guest right here is my assistant principal. She's my favorite human besides my husband. he's probably watching, so I should say that. Um, and I don't know how she does it because Lord knows she has a thousand other things to do. Um, but her leadership organization is the Riverbin newspaper. Um, a couple of years ago, she had two little boys that are now at Pont Trail come to her and want to start a new student newspaper. And she courageously said yes, which we don't always say as educators. We find reasons not to. and she was brave and said yes. And so she started working with those two little boys and from there they build an

019editorial staff and now they partner with our social media rangers anytime we have visitors where they are interviewing our guests and our social media rangers are helping them to record those and put those out to social media and together they've kind of built an empire. But what I love most about what Lauren does is that she is building our future journalists. She's allowing students to to have a voice and to give their perspective. They go around and interview other students after they've gone on field trips or after we've had performances and get their views and put those out to the um school. So, I love that we have that opportunity and Lauren does a great job of finding time in her very busy schedule to lead that group. Over here we have Marissa Garcia, fourth

020grade teacher. Cara McQueen, kindergarten. Marissa uh Shelton is um early childhood and Kim Young is um fourth grade. And these ladies lead up our so our student council. So a wide variety of skills that help all of our students act um answer that call of service. So they're tasked with um building capacity within our third and fourth graders. Um learning how to take action when we have great ideas and again building our culture in our community. this year they had a record-breaking like 85 third graders that wanted to be a part of it and so we're we're we're working on that. Um but they do a great job and they also um travel with our student council officers to student council leadership opportunities. Plug for the TPSA leadership conference for all of you K through

021six. Um if you've got fourth through sixth grade leaders um we're hosting that this year as a district. And so, um, they do a wonderful job at just bridging our community to service and inspiring our leaders to take action. And then last, but certainly not least, is our counselor, Miss Lisa, Lisa Bishop. She is uh heading up a new organization this year called the Bear Ambassadors. And these um ambassadors will be rooted in service and hospitality and kindness and again um making students feel like they belong. So they will be the ones who are welcoming new students to our campus by providing tours and providing um friendships from the beginning. So when students enter our building, they already have a familiar face. Um and so she's going to lead that up and that's just going

022to be rooted in kindness and belonging and we're excited to see where that goes. So all of that to be said that there's wonderful things happening in our building, but most importantly there's opportunities where we're saying yes. Um, I am not here to recognize myself, but we also have a principal advisory crew. And I'm here to tell my fellow colleagues, if you don't have a student panel that's helping you make decisions about your school, do it. They are the voice. They are the reason why we do what we do. And that principal advisory crew has come up with some of the best ideas that no adult in this room would ever come up with. And it's the best because it's through their lens and it's for their school. And so I empower you and challenge

023you to create that kind of a atmosphere at your school. But thank you ladies for everything that you do to empower our students. You make them better. You make me better. And you've made our school better by your leadership. Thank you. >> Yeah. Ready? Good evening everyone. I am Shannon Ctharp. I am actually the director of transportation and with me is Chuck Longwell, my driver supervisor and Carol Lester, my assistant director. And I wanted to share a little bit about a few people. Unfortunately, one of my ladies couldn't make it tonight. She actually drives every day from Bey to come and serve our community. So, she has children at home, so she couldn't be here. But I'm going to read this just as I wrote it like she were here. Um, her name is Jennifer

024Wilder and she is one of my bus drivers. And I actually have Angelina Oliver here who is one of my bus drivers. And when you walk into CSISD Transportation, you can't help but notice the energy that Jennifer Wilder and Angel Oliver bring to our team. These two amazing women have earned our September employees of the month recognition. So, I first want to talk about Jennifer because I know she's watching and we miss you. Um, Jennifer Wilder is our veteran with heart. I say that because she has been behind the wheel of a school bus for over 20 years. But don't think for a second that she's just going through the motions. Every morning, Jennifer greets her students like they're her own children. She knows who had a rough night. She's excited about the school play.

025She hears all the things extra all the extra minutes that it took them to get their backpack ready. Parents tell us all the time how much they trust her and that their children are in better hands that they ride her bus. Angel over here, she is our fresh and energy and our natural talent. Angel just earned her CDL this past April, but you'll never know it that she's new to this. She gets going every morning. She's taken to driving like she was born for it and her enthusiasm is absolutely infectious. What strikes me most about Angel is how quickly she has connected with her students. She already is creating these special relationships that make kids actually look forward to their bus ride. Watching her work, uh you can see that it's not just a job

026for her, it's her calling. So, here are some really fun things that make them shine. They don't just drive a bus, they create experiences. Both Jennifer and Angel have turned their buses into safe havens where kids feel known and cared for. When your child climbs onto these steps, they're not just getting transportation. They're starting their day with someone who genuinely wants them to succeed. And when we introduced the new bus pass ID system, well, honestly, we were really nervous about it. A new system can be very challenging, and this one required a lot of extra work. But Jennifer and Angel, they didn't take it at stride. They jumped in. They embraced it completely. And they have spent countless hours researching student information, coordinating with schools for pictures, and making sure that every student that is

027eligible has their bus pass. It's still ongoing. What impressed me most about watching them problem solve together is sharing ideas, supporting each other through the learning curve. They didn't just implement a new system, they were making it work successfully for everyone. If you've ever been around our office lately, you'll probably hear the laughter coming from wherever Jennifer and Angel are working. These two have this amazing ability to find joy in their work. And they share it with everyone around them. Even on the toughest days, and we all have them at transportation, they manage to keep their spirits up and their positive attitudes, genuine friendship with each other and all of us. Angel's fresh perspective combined with Jennifer's season wisdom creates the perfect balance that makes our whole team better. They've shown that this experience and

028enthusiasm aren't opposite that they are perfect complimenting each other. We want to thank both of them for not only sharing their heart and sharing their wisdom but sharing their love for CSISD and for our department and for our kids. They truly are wonderful employees and they are so deserving of this honor. So, we would like to give Angel, this is your certificate. And we actually want to thank the um education foundation and I think it's E3. E3. Um they're giving you a $50 gift card. Thank you so much for all your hard work. We really appreciate you. Are you ready? [Applause] Thank you guys. >> This is good. >> All right, Mr. Horac, members of the board, and our distinguished guests here with us tonight. We are proud to recognize two outstanding student groups this

029evening who have gone above and beyond to represent their schools programs, their families, themselves, and our great district. Earlier this spring, the third and fourth grade student leadership team at Southwood Valley Elementary School set a goal to raise $2,000 for the St. Jude Dream Home Giveaway here in College Station. With creativity, teamwork, and determination, they didn't just reach their goal. They doubled it. Raising $4,000 to support children and families served by St. Jude Children's Research Hospital. It started as a simple idea, selling stars in the cafeteria for 50 cents each, and it quickly grew into a schoolwide movement. Inspired by their classmates, families, and staff, the students learned that when a community comes together, small actions can create a very big impact. They created a social media campaign, designed flyers and posters, planned schoolwide awards,

030tracked donations, led morning announcements, and even got local media attention, and were able to interview with KBTX. The leadership team was then invited to tour the St. you dream home where they saw their fundraising come to life. Each student was able to paint their name on a rock to leave in the garden at the house, a symbol of their lasting contribution. And in recognition of their generosity, a room in the dream home was dedicated to Southwood Valley Elementary. The school's principal, Miss Ali Duna, along with Miss Mononttoya, Miss Pogue, and Mrs. Burns shared that this project was about so much more than raising money. They wanted students to feel empathy by understanding how their efforts directly supported children in need. They hoped students would discover the value of teamwork and learn that true leadership can

031happen at any age. Most importantly, they wanted them to experience the joy of seeing their actions make a difference and to realize that one small idea can inspire an entire community. So, on behalf of CSISD, we are proud to celebrate these remarkable students, their families, and the staff at Southwood Valley. They have shown us all what it means to lead with a big heart. So students, I'm going to call your name individually and if you will come up here and receive your certificate from Dr. Hark Rider and then make your rounds to board members so that they can congratulate you and if you'll come and stand over here in this area. We're going to take a big group picture after we're done. So first on the list is Miss Farah Alawari. [Applause] The 2425 Vice

032President Justice Benjamin [Applause] 2425 communications director Allison Brown, [Applause] Marian Bird, [Applause] Josiah Carr, [Applause] Lily Conre, [Applause] Porter Coington, Rosa Cruz, the 2425 marketing director, Kora Dagel, Leandro Davila, [Applause] Laura Davis, the 2425 historian, Rosa de los Santos, the 24 2526 marketing director, Olivia Delgado, [Applause] 2526 president, Garrett Duna, [Applause] Eleanor D. Ro the 2425 secretary Zachary Devise [Applause] Aaron Hurst 2425 historian Gwen Jones Christopher Kim [Applause] Derek Lockett Luella Luring, Lydia Luring, Isidora Lucco, Josephine McNamera, Jesselle Martell, [Applause] Adeline Miller, [Applause] Ellen Mosley, Elliot Nam, 2526 Marketing Director Leela Nash, 2425 Marketing Director Morris Samosa. [Applause] 2526 Vice President Margaret Taylor and the 2526 communications director Carlos Wanzer Serrano. So, as these last few kiddos are are coming up, um we do have a special surprise for this group of young leaders here

033tonight. Um, it is a privilege of mine and an honor for us to be able to present this to the student leadership group at Southwood Valley. And we're excited to announce that they along with Ranger Homebuilders were awarded the best media and marketing integration at the St. Jude National Builder Summit in Memphis, Tennessee last month, recognizing their creativity, hard work, and dedication. And Mr. Duna brought the trophy here for you guys. [Applause] Congratulations to you guys. If you guys will come around here and try to We're gonna try to get one big group picture together. kind of sit down. Yeah. Okay, we're going to take a picture. One, two, three, cheese. >> That was sad. >> Good job. Awesome job. >> Congratulations, guys. Stay there for your parents. Just one sec. Congratulations. [Applause] >> All

034right. And our last recognition for the night. Um, we have some of the most talented musicians in the entire state here with us tonight. Three current CSIC students and one former student recently earned the outstanding performer award at the UIL Texas State Solo and Ensemble Contest. Out of more than 10,000 solo entries across the state of Texas, only about 3% of those students received this honor, making it one of the most prestigious awards given by UIL. After hearing hundreds of performances, judges selected only a handful of musicians who demonstrated exemplary artistry and musicianship to receive this award. We're proud to announce this year's recipients from CSISD who are here with us this evening from&m Consolidated High School's orchestra program. Cynthia Q Low on the violin [Applause] and Althia Payne on the cello. [Applause] They're directed

035by Miss McNeel at Console. Um, our other soloist who couldn't be here tonight is Joshua Cow. uh he's a percussionist um over at College Station High School. And our former student um was a choir student at Console uh was Zoe Miller who is now studying music education at the University of Oklahoma. So please join me in congratulating Cynthia Althia Joshua and Zoe. [Applause] Get a quick picture of me. Yeah. You look great. You look great. >> All right. Awesome. One, two, three. Cheese here. Yeah. Sorry. Yeah. There we go. No, you're great. You're great. You're great. Okay. One, two, three, cheese. Awesome. Great job, y'all. >> Congratulations. And that concludes our recognitions. >> You probably would. >> We're going both down. [Music] Want to make sure we recognize our board our artwork at the back

036of our boardroom from Cypress Grove Intermediate in Southwood Valley. So, make sure y'all check that out before you head out for the evening. Race item D, D1, board reports. um the um intergovernmental committing committee meeting uh yesterday at the Brass Valley Council of Governments, we received kind of an update on a lot of the projects that um the county has going on um from Judge Cassell. Uh specifically as it it might relate more to um CSISD, uh they're doing a renovation of the expo center uh which we take advantage of on a regular basis, especially for 50 men who can cook. Um and uh they are also uh really improving some of the facilities for the road and bridge department, which again is important to us with uh all of our kids and parents and

037buses and so forth that uh we have on the roads. Um, and so just kind of got that update and uh a lot of lot of things going on uh with Brazes County and in the future uh we're going to be getting uh uh updates from city of Brian city of College Station on economic development as well as a bunch of other topics that were presented for future discussion. >> I've got the education foundation uh latest. This Friday is going to be our first annual kick for college cash event. Um, seniors were able to apply for this from all three of our high schools. So, we've got three kickers, which should be a lot of fun to watch and cheer them on. Um, if they get if they get the kick um through the field

038goal, then they will get $1,000 each. Um, but also HB generously is giving each participant $100, which is awesome. So, thanks to HB. Um, also our employee giving campaign hit an all-time high. We're at 216,000 um, pledges, which is super amazing. 63% of CSISD employees um, are giving back to the education foundation. So, way to go teachers and staff. All right. Dr. Payne and I attended the DEIC um meeting last just last week. Um and kind of the kickoff for the for this for the year. So I kind of went over the rules and what what DIC does. Um but great attendance. I we just got the minutes. There were 45 people there and good representation not only from campuses but also some parents and community members. uh got a presentation for on CTE update

039from Mr. Kevin Ross and if you know he's you've seen him present before about CTE. He's excited about all the things that we have going on and I think he's going to he's got a plan that he's going to give us gave us a little bit of it and then we'll see more um at some of the next DIC meetings. Um but obviously lots of good stuff. And not only is it just good stuff for um students, but also, you know, those those programs are treated differently from the funding aspect. And so we had some some information and data about that as well. Um and then I think you know there's a lot of other things. We approved the waiver that is going to be on our cons consent agenda and then of course we

040already started the discussion about calendar planning. That's a kind of an ongoing you know almost takes the a good bit of the year to do that. So we introduced a little bit of the process and also the the fact I know um man did this last year but also getting feedback throughout the year from teachers and parents opening that up on how say this how what they thought of the calendar this first six weeks right while it's fresh in your mind give some feedback so so DI DIC can take that um into the consideration as move forward that's the major things I Yeah, just to add in the presentation with CTE, um you know, they do such a great job where the kids get so many things that get them college, career, military ready, um

041which I love from all the things that come with CTE, but one of the also things that's great that Kim was alluding to is that uh of the funding that goes to CTE, 45% of that can actually go to the general fund. So, they are benefiting the entire district. >> They pay for themselves and there's leftover, which is Yeah. >> Anything else? Superintendent update. >> Yeah, just want to take a quick second to brag on our campus administrators. Uh retention rate is something that we talk about a lot and you see across the state a lot of districts are struggling with it and just kind of want to give you some updated numbers. In 2023 our uh retention rate was 81%. In 24 it was 82% and in 25 uh preliminary numbers have that coming

042in at over 90%. So, uh, extremely proud. I tell our principles all the time, our staff works for them. Technically, they work for us, but our campus administrators what keeps them with us and, uh, outstanding job because those numbers are going to be hard to beat anywhere across the state. Uh, last year, our big focus from teaching and learning was implementing professional learning communities and working with teachers on planning and delivering uh, the standards that they're supposed to uh, deliver. This year, that part is in place. So, we're really branching out to campus visits and seeing our teachers work in the classroom and how can we better serve them in the process of how they teach our students. So, so far this year, our teaching and learning department has made over 281 campus visits to

043date and we're in the end of the six weeks is this Friday. So, that's outstanding work on their part. And then the same uh initiative was passed along to our campus administrators, MTSS coordinators, and our uh instructional coaches. And those folks combined at secondary and elementary level, we've done 1,150 uh classroom walkthrough since the beginning of school. So kudos to them. The support that our teachers need in the classroom is hard for us to deliver the support they need if we're not seeing them in practice. Uh so that initiative obviously is off to a fast start and uh going very well right now. All right, that will bring us to item E hearing of citizens. During this time, we will hear from citizens who registered to speak prior to the meeting in accordance with board

044operating procedures. Open meetings act prevents us from responding to speakers regarding items not on the agenda. Comments related to items on the agenda may be discussed during deliberations on that specific agenda item. Public comments are limited to three minutes per person. Those needing an interpreter may have up to six minutes. Each person has one opportunity at the microphone regardless of minutes used. Unused minutes may not be acred by another speaker. The executive assistant will time the comments and alert the president when time has expired. Board asked those addressing the board refrain from any derogatory comments. And our first speaker is Amy Agie. Is Amy here? No. Oh, next speaker is Leo Tower and we're using the microphone right up here. Is that on Austin? Okay. I've been in this district from day one. Miss Given

045was actually my kindergarten teacher, but now holds the title of assistant principal at Forest Ridge Elementary. My father had already started me on reading from a very early on, which she understood and was able to give me reading books at the fourth grade level. On my first day of class in fifth grade, I met a student who was unable to spell his own name. I promptly assisted him with this, but it was the first sign of the creeping insanity to come. Thank goodness for a friend of the family that told us about Miss Ashcraft's advanced math program, which sent me to great adventures in math and kept me out of the fray of students with the inability to write their own name. My troubles with faltering teachers began in seventh grade. And at that time,

046we tried multiple time multiple ways to resolve our conflict, including talking to different administrators and even the teacher herself. But nothing worked. So when I finally skipped a grade, I believed that I had escaped from irrationality. However, in ninth grade the next year, I realized that I was wrong. In the beginning of freshman year, my English teacher had created a poll asking for the students pronouns in front of teachers versus the parents. I recognized this was wrong on so many levels. However, this time in the fighting process, we had been introduced by that same family friend to an FNG report. The FNG filing grievances report was the only method of argument that resulted in a change of any sort and I was given a new schedule with a new teacher. The only way that I

047personally know how to get an FNG report is through contact with the director of student services mainly because information on the subject is so hidden in the 80page student handbook that they hand out to students in the district. It is only vaguely me mentioned in one or two locations on how to get an F or NG report. And even after it has been found, an FNG report has to be filed within the first 10 business days or no action will be taken. My family and I had fought against many injustices in my middle and high school years, ranging from teachers playing the program pronoun game to blunt favoritism and the throwing of pencils at students in class. And the only type of report that has led to the issue being addressed has been the FNG.

048Neither my teachers or fellow colleagues have the faintest clue on what this report is, which should be shocking to everyone. My family has tried talking to principles and school administrators, and zero occurs until we applied the FNGs. The importance of this report when resolving conflicts is immense, which is why the school board needs to change the location of the FNG information from the elusive to the front page where parents can easily find in their busy lifestyles. Today you take advantage of people's busy schedules as most people just don't have the time. This year I was transferred to a different school not because of me being the problem but because of me being the solution. I fought for every student in orchestra and in English to have a competent teacher and a same learning experience not

049particularly for myself but for the others who had >> Thank you Mr. Tower. Next is Richard Woodward. No. And then next Eleanor Sue Keane. Um, thank you board of trustees for the opportunity for me to share my concerns about the new boundary adjustments for elementary schools. I'm grateful for the districts and the board's response to recent community input uh particularly from the historic southside. So tonight I'd like to focus on the proposed increase in socioeconomically disadvantaged students in plan 7. Of the top five economically disadvantaged schools, three are increasing in percentages while four of the lowest are decreasing in percentages. As I shared in my email to everyone in the board, that means we're asking teachers in already high economically disadvantaged schools to take on additional task, responsibilities, and needs of students. I pulled the

050district policy on school attendance areas and under primary considerations for adjusting boundaries. Number one is quote provide a comparable demographic balance of students whereas the third consideration was to allow for future growth. Last year, teachers voiced their dissatisfaction with increased workload and stress. And research has shown over and over again that teachers and administrators in high economically disadvantaged schools are more susceptible to health issues, occupational burnout, and turnover. I worry that by increasing percentages at already high economically disadvantaged schools that will disproportionately impact those educators, administrators, and staff. While some of these students come from situational contexts like graduate student families, I want to highlight that graduate student populations are also shifting at TAMU. Uh last year 33% of them identified as international students and that percentage is expected to grow. Students from international families

051have unique needs that require additional supports. I know you've worked hard to create these new boundaries and I'm not advocating that we go back, but I do have two requests. First, please provide additional funding, personnel, and material resources to the schools whose percentages have increased due to plan 7. And two, please keep in mind the balanced student demographics. Uh, if and when you move forward with the intermediate and middle school boundary adjustments. Um, when I first moved here four years ago, I was told that no school in College Station was bad or good, that they were all great, and I hope that we can maintain that in some of our boundary adjustments in the future. Thank you for consideration. >> Thank you, Jacob McFarland. >> Yeah. Uh good evening board members. I'm Jacob McFarland. Um

052it's my first time addressing y'all, but I live in the Southside neighborhood as well. Uh my daughter Virginia went to Southnull for 5 years. She just started at Oakwood Intermediate. Um, I wanted to speak to you as well about the the changes that you had proposed in your plan, but uh while I agree with Professor Sue Keane, uh I wanted to talk a little bit about its effects on neighborhood integrity. Um, so I was surprised to learn about your previous plan that it had moved the southside out of South Null. Uh, we've been there for quite a while and it's part of our community. Um, and I know you you received community feedback last week from people in my neighborhood, my wife included, and I appreciate you making that change, but I still think it's

053worth talking about how that would have affected uh our neighborhood as a reminder the next time this comes around. Um, so the Southside neighborhood uh has been within walking distance to our schools for for over 80 years. It's the oldest neighborhood in College Station. Um, families continue to choose to live in that neighborhood despite the the pressure from student housing and game day mansions because it's a walkable and bikable neighborhood. Uh, within that neighborhood, we can get to an elementary school, an intermediate school, and a middle school. They're all walking distance, though I think biking is probably better. Even the high school is biking distance. I I biked here today. So, it's a great neighborhood for access to our schools. Um, Southn No, though, is is a part of our neighborhood identity. And if you

054go and you ask uh residents in our neighborhood, even ones who've never had a kid who attended Southnull, uh they'll tell you that's that's part of our community. So these proposed boundary adjustments uh would have hurt our neighborhood identity. And I don't really see how they achieved anything positive in return either. Um a as Professor Sukine mentioned, it would have made some of our schools less diverse. It would have increased uh economic inequality and it would have caused people in our neighborhood to have to commute over five miles when we're within a half mile from Southnull. Um so in the future to prevent these these uh sorts of things arising uh I would encourage you in addition to thinking about balancing these uh socioeconomic factors in our schools uh to also consider uh neighborhood identity

055and to think about the neighborhoods that want to be with their schools. I firmly believe that our our kids in our neighborhood should be at their neighborhood school. Thank you. >> Thank you. Uh that that's all for speakers tonight that I have here. That'll bring us to item F, uh consent agenda. And let me read those items and then before we have a motion, I got one thing to add. Um items are G, H2, H3, H4, I1 through I3, J2 through J19. Um for items J4 and J7, this is for clarification purposes. Those have to deal with the grant that will be utilized for the projects referenced in J4 and J7 is the safety and facilities enhancement or safe grant provided by the Texas Education Agency TEA. So just wanted to make sure that that

056was for clarification purposes uh on J4 and J7. >> Motion to approve as presented. >> Second. >> Motion by Dr. Payne, second by Miss Simmon. Any further question or comment? All those in favor say I. >> All those opposed, same sign. Motion carries 70. That will bring us to uh item H1, receive report on 2526 district improvement plan. Mr. Man. >> All right. Uh good evening, Mr. Hak, Dr. Hart Rider, board of trustees. is my pleasure to come to you this evening to talk with you about our district improvement plan. Um, it is well, David, what happened? There we go. All right. It is linked on the district website for folks that want to dive into it. Um, and my purpose here tonight is to just kind of touch on um, the flow of the

057document because it can be a little bit like reading stereo instructions if you don't know really what you're looking at. And so I want to make sure to provide that explanation to folks and then also show you the main focus areas. Um so in the creation of our district improvement plan, we do meet um the requirements that are set forth um legally for us. We have comprehensive needs assessments. We look at multiple pieces of data and you can see them listed here. Our demographics, student learning, um district uh oh I see a typo there. I apologize. District processes and programs um and then perceptions. And this is our survey data information. Um, and through that process, then we identify um, problem statements. We get to the root causes of those problem statements. And then we

058begin to develop our goals and our performance objectives, which if you think of those more as smart goals um, and then our strategies to help us accomplish those goals. And we do use a program called plan for learning to help us stay organized with this because there's many uh nuances when it comes to creating an improvement plan uh for public schools. And so we want to make sure that we meet all of that. And so this screenshot is just merely to show you the different components that we look at and evaluate whenever we're developing the different aspects of our improvement plans from the district to the campus level. And every one of our sites um has this and they develop their plan within their sites. And so this just to give you more of a

059glimpse of what you would see or what you will see whenever you um look further into the plan. And whenever we take the program and and put it into a PDF format, it brings it in from this format where you notice on the top it says goal one and then it has performance objective one and then it has strategy one. So then you see it listed here where the goal is across the top the performance objective. the data that we evaluate for that and then the strategies that are listed. So you can see where it condenses the format whenever it puts into a PDF format. Um but everything that we enter there, everything that we talk about is spelled out um within the document. And we have our review periods um we designate um during

060the month or during the year which months that we are going to evaluate our progress. And this is where we're held accountable um to our campuses and as a district we review this um and then we present it to DEIC and we receive feedback and input on this process. And this is kind of our iterative process that we have as a district setup. And as we go through these then those boxes begin to populate with the different icons you see below depending upon where we are in the work. And so it's a process we've used for a long time and this is our second year using the program and it is very beneficial for us to to keep it organized. Um and one of the things too that you'll notice is that in the strategies

061we list out what we anticipate is going to be a result of that work. And you can see listed out the problem statements that are listed in there in the different classifications of demographics and learning and district processes and programs. and it has one, two, and three, and multiple numbers behind them because it depends on how many different problems may have been identified or associated with that area. And so that's where I say it's kind of like stereo instructions. If you don't understand what all those mean and where it's headed to, that's I want you to kind of see how you can follow that. Um, but we did very much our plan is continuing to be built upon our strategic plan that we created um with the community and and put into motion in 21-22.

062Everything is tied to the goals that you guys approved as a as a board in April and we are building upon the work that we've been doing as a district for the last couple of years. Professional learning communities getting deeper and better at the work that we're doing. Response to intervention, we've been doing that for a long time. We're getting better at what we're doing. And then our multi-tered systems of support that that is what we are doing to address all the needs of our students. And so this is the focus of our work. This is the work that we've been doing and our efforts are to continue to get better at it and that's because the details is where we continue to fine-tune what we're doing. So, we have 73 pages of a district

063improvement plan. I didn't want to go through them page by page. You have all of those and the campuses all have theirs and they're all loaded up on the websites or they will be after the meeting tonight for everybody to dig into and look at all the information there. So, with that, I'll take any questions that you may have. So if you can't sleep, you can watch a board meeting. If you really can't sleep, we can go through the 73 pages. >> I mean, you said it. I'm not disagreeing with you, but it's good stuff. It's good stuff. >> Any any drastic changes from >> No, sir. >> Yeah, >> it really isn't. We are really trying to fine-tune what we're doing and just get really good at it because we have seen positive results

064if you were here for the workshop and it's we're headed in the right direction and we need to keep working that. And >> I guess other thing you said this is, you know, you're working off of the goals that are from the strategic plan that we did >> at the end of 21. So I mean 2122 is the first year we put into motion, >> right? So coming around this spring, that'll be a basically a 5-year-old plan. So I guess the question is I mean is that still >> obviously we still got things to do on that. So you we t and this is kind of for you too, Dr. Carter. We've talked about when do we want to revisit that as the starting point for for these for these plans. >> Five years would

065end in 2627. So with our new leadership team, our plan would be to have a new plan in place for 2728. That work would probably begin in the fall of 26 and run into the spring 27. Can I ask for some ex explanation on multi-tered systems of support so yeah can kind of understand what that looks like? >> Yes. So that's a big umbrella you know in education we love our anacronyms. I used to be in the medical field. They love them there too. I'm sure insurance does right. Uh not at all. Not at all. I don't get windstorm stuff at all from any of mine. But so multi-tered systems of support that is a big umbrella term that talks about all the ways we take care of the non-academic needs as well as the

066academic needs. Okay. So counseling seal nursing health safety the big picture the whole child physical education and yes academics RTI fits under that response to intervention as well as extension with our GT. So if you think, you know, kind of more like that that diamond, right, where you've got kids on both ends and in the middle, how are we reaching the kids on all the sides? And so that's where it's multi-tered systems. Um because in education, we do have tiering processes of level one for everybody and then two and three to narrow into the exact needs of kids. and and that's just a a a a concise way for us to say all the things that we look at other than just the traditional things of academics and Jeeoff we've kind of slowed down all

067of this goes together so there was conversations about MTSS when I started here in 23 as we were putting in the professional learning committees communities you can't throw everything at once although it's good and it's needed unless teachers understand how to work and plan together. Going through the MTSS is just another step that may or not get done. When they start working together, they see the growth of kids. They start grouping kids. They start working in small groups. They understand this year have multiple trainings on the RTI and so they're understanding how the planning goes with the next step of this. So it's we're stairstepping this in and Josh of what you had said earlier it's it's less we're not buying gadgets or coming up with new software it's getting down to the basics of

068great teaching and great support for our teachers and so all of these process go together so this is the second step of where we are uh there was a training Friday when we were at Houston at the conference a two-day training that Jeff and his team went extremely well a lot of great conversations amongst uh campus teachers campus principles that a lot of I and lights are coming on. Okay. Oh, got you. I understand what this is about now because they've had the planning piece in a year to work together and so this is just the next step. Uh it's not necessarily anything new. It's just a different way of doing things uh together. Just one thing to correct Mr. Man, not not an English background, right? >> Correct. >> Okay. I know Mr. Hogan's

069out here. M Miss Parkerson, my wife has ruined me. It's only an acronym if it makes a word or is used as a word. >> There you go. >> Yeah. So like MAD or D. Otherwise, it's an abbreviation or initialism. As someone who serves in the military, I'm trying to correct everybody whenever I can. Uh >> the military >> cuz my English teacher wife told me that and it's ruined my life. So, thank you. >> Y'all, this is an action item. Um if you looked in the memo. So, we we do have an action item on this. I move that um I I move that the College Station ISD board of trustees approve the 202526 campus improve improvement plans as presented. >> I second. >> Motion by Miss Simmons, second by Miss Wilson. Any further

070question or comment? All those in favor say I. >> All those opposed. Motion carry 70. Thank you, Mr. Man. >> Thank you. That'll drop us all the way down to I4 consideration and possible action to adopt elementary boundary adjustments to begin with 2627 school year. Miss Wilson. >> Good evening, President Herk Rider. I mean, uh Dr. Hark Rider, President Horac, let me get that right. Sorry. >> We can change that. >> Reverse amount right. Thank you for the opportunity to allow me to present on the elementary boundary adjustments. Um, as you were very much aware, we did start with intermediate and middle school and elementary and we have tabled the intermediate and middle school adjustments. At this time, uh, we do not feel that we're going to move forward with those until we have a

071little bit more information when it comes to vouchers and then it possibly comes to the district possibly accepting transfers in the near future. So with that being in mind, we decided to hold off on those boundary adjustments. And so when we look at this schedule, we're kind of looking at the elementary boundary adjustment timeline. Although we did have a demographer report in March, we have been talking about boundary adjustments for the last year and the need to make these adjustments. There were really three elementary campuses that were really overcrowded. The three elementary campuses were Pebble Creek. We were looking at Southwood Valley is in addition we were looking at Spring Creek Elementary. Uh we had heard from those principles and from others that were concerned about the overcrowding on those campuses and to balance out

072those campuses. In addition, we heard from other campuses or we saw the need where we had a few campuses that were um really kind of under their numbers and we needed to kind of equal out campuses across the district. And so that really kind of spoke started the conversation. Uh the demographer came March 18th and made the first presentation and then we started working on plans. He originally drew five elementary plans. A few of them did not cover the adjustments that needed to be made to re alleviate uh overcrowding on all those campuses that were mentioned. And so we went further and dug into additional plans. We presented the first route of plans on June 17th and then we put it out to our community on June 23rd to hear feedback. July 20 uh sorry,

073July 15th, we brought back the feedback to the board. Uh July 7th, we actually updated the boundaries based on the feedback we received from our community and presented two additional boundaries. We brought that back for feedback on August 7th. We came back with feedback on August 19th showing better maps. Um, and then again put that out to the community on August 25th. August 8th, we had a forum. We received additional feedback and made adjustments to the um plans in question. I know there's a lot that plays in to these boundaries. And some of the things that play in is the fact that yes, we heard multiple times that we wanted neighborhood campuses. In order to do that, we had to move kids from the south where we had moved them to to um to go

074to school there until we could fill up those campuses back to the south schools. With that being said, there were some trickle effects involved in moving kids around. um the current K through elementary students that we're proposing would have a grandfathering policy so that the students that were there for K through three would rem able to remain at their current campuses if transportation is provided by the family. Uh the addition there is the sibling clause and that means that siblings of the current K through students may be grandfathered if the en if they enroll while their older sibling is still attending to the same school. This will allow parents just to have to to go to one school when they're dropping off kids versus making multiple trips to multiple campuses. This is the proposed updated

075plan 7. So, we brought plan seven to the board back again in August and after feedback, we moved that that that um boundary line up to George Bush Street. Um just just to kind of go through some of the things that we look at every time we make an adjustment. For example, when we moved that line up to George Bush Street, even though we heard from multiple people, we actually increased the free and reduced kids at South Mall Elementary. So, we've got to take things into consideration. So, I just wanted to kind of point that out for you everyone to understand. We we we have put countless hours. I think the district really cares about all school students and take it all into consideration, but little moves make adjustments to boundaries. Uh, another thing that

076was brought up was Southwood Valley and the current enrollment at Southwood Valley is 61.9% free and reduced. With the adjustments of the current plan, it's 59.2% free and reduced. So, I wanted to point that out as well. So, do I have any questions or concerns about the elementary boundary that's updated that's here for adoption? One thing um one of our speakers mentioned when they were talking about the the ecois numbers when a campus does take on more of the students we do get more funding. So that would allow us to be able to provide more resources if needed. Correct. Absolutely. So it's a per student funding for for title one and our campus does that the same amount of funding per student. So if they increase 50 students on their campus they're going to receive

07750 students times the per student aotment for title one funds. And then in addition um sometimes that we can look at state comped money as well and allocate step state comped money to those campuses to kind of help with that as well. Um I don't know if I guess I' I asked I've asked a lot of questions about these and and I know they're difficult to come up with a perfect answer and there will because there will never be a perfect answer. We have many criteria. We're trying to balance the capacity numbers. I mean, um I I have talked how much I care about the SCES numbers, but I understand that uh the impact of of trying to balance those on some of those other criteria. There will never be a perfect plan and I

078understand that. Um, I I still have I have a particular issue right now though on some unanswered questions and I so I'm really talking about and I really want y'all to hear me out on on this please. I feel like I was not prepared to vote today on this. I mean, I thought our and I thought our plan would be for this to I mean, originally it was November, so at least I I expected that, you know, we we had the forum last week. We had it open for feedback on plan 7 up through last week. We have never sat down in a room together and gone over the feedback that would come from the online feedback or from that form as a board. Now, yes, um, one group, one area got got changed and

079we got the map yesterday and and some input on that late last week. Um, but I felt and I I had some other questions that I had tried to ask that I think still I again and I'm not saying listen I know I'm not going to keep fighting about the SCS numbers because y'all heard all that. I'm saying there's some other things that I didn't I didn't think we got answered. One of them specifically was well one would be to hear more on the feedback that we got from online you know kind of a summary of that like we had had previously with the other you know with the other feedback the um but some one of the particular issues I have with this right here plan is and I and this is this is

080complicated but early on a couple months ago I had asked that once we I had asked to see what happens to the splits from an elementary school when those kids then have to go to their intermediate school. And in previous years, we had when we go through redistricting, we take a look at um you know, is is the campus going to get a a real crazy split? For instance, yes. If if half of Rock Prairie goes to AMCMS and half of it goes to uh you know to College Station Middle School, you know, then then they're all they're going to have some group of kids going with them, right? But if one of those splits is, you know, very extreme, right? Say a 90 95 to a 5% split, I'm I'm not sure that's fair

081to that 5% of kids, which would literally just be a couple of kids that go to a different intermediate middle school than everybody else. So that is why I had asked a couple of months ago to see what those splits would look like. And again, I know it's another factor maybe. Um I mean, and it will never be perfect splits, but if there were any extremes in that, I wanted to make sure we at least were aware of that and looked at them. And at that time, the feedback was that once we got narrowed down, we'd get that data. So, I was hoping to I was hoping I I was expecting to have another month so we could look at some of those kind of those kind of things, that one in particular. Um, so

082I have so I think we do have an instance where there literally are just a hand less than a handful of kids that with the plan would end up going to um a different intermediate middle school than everybody else at their in their class and their elementary and and it and I don't know I mean I know this has happened fast. we were all gone this weekend at a conference, right? Um, and since this feedback came in, so I'm really I and I don't see since we had planned for an extra two months why we want to rush that and let if we still have some of those questions. The other question I had was just a little bit to make sure that understand how we're forecasting dual language, right? And how that is going

083into every every campus. Um, and that one we think is probably in there, but you know, I just wanted to to make sure. So, >> working with the demographers, the dual language has been accounted for. >> I'm going to say something and I'm going to make it short and sweet. For you to act like you've been asking questions for seven months and you hadn't got the answers is extremely misleading and not accurate. And two of the questions you're complaining about right now, you sent at 2:30 today. You had this agenda since 5:00 Thursday afternoon. So for you to send me questions and thinking you're going to have answers to them 2 and 1/2 hours before a board me board meeting is unfair and poor preparation on your part. And that's all I'm going to say.

084The action is before the board on this plan. It's the board's decision whether you'd like to take action or not. But two more months is getting us any closer to the finish line. But your questions have been answered over and over again for seven months. >> Please don't I am not saying they haven't been answered. I am saying that >> no. No, listen. I said two when I said a couple months ago I said I hope one of the things I think we need to consider moving forward at some point is to look at the splits. The answer at that point which was very valid at that point was that it it doesn't make sense to go through all of that for for you know for all five plans that we had on or four

085or five plans that we had on the table that made sense. The answer was that as we narrowed it down to a plan then that would be something we could we would look at. So, and again, and I will say I and and you may not mayor may or may not know this, but I asked for this to be put on the o to be moved to October agenda. I So, I don't want to get in a I I thought we were not ready to vote on this. And so, >> you thought you asked and the executive committee wanted it on this agenda. That's why >> they and they get to make that decision. And you are exactly right. So, I'm not here to argue and and go through all that that laundry. I'm just

086really trying to explain that I really think there's a handful of five kids out there that are going to get pulled from their from their elementary to to a different intermediate and I don't see why we're rushing it. And you're right. All this I just said all of this happened very quickly. We got this new new map and what was going to move on you I mean I got the map yesterday. I got we got we knew this was going to happen like Thursday of last week, right? is when I I texted you and asked about it and so and so I and then yes to to to look at that and figure out those numbers. I I did not get an email till till today. You were right. Well, I called first. Um or

087so yesterday, but you got in transmitt Friday the explanation of what the change was in detail of exactly what it was. So reading that and seeing it colorcoded differently, I don't understand how that's such a major deal. >> We could go back. I asked for the full numbers of the people affected and the the additional ones. I asked for that in a text on last week as well. I really didn't want to didn't want to get it's it's not that I just think there's still some little details to hash out and you can >> what I said. >> I was going to make a motion to >> this is up to you guys. >> Do we have >> make I was going to make a motion to table it until next week >> of those

088kids. >> Yes. >> What is it? Okay. So, there's 45 kids. So, what we're talking about, let me go back to this right here. So, when you look at where George Bush is, and so when we made the decision to move that line up to George Bush, that was 39 students. 30 of the n 39 students are low social economical students, which caused Southnull to move up. What she's talking about is the students that are north of George Bush. And so, that total area that we had pulled out of Southnull was 75 students. And so there would roughly be 36 more students that could be in the north part of of that's across from the campus. >> So we're talking 30ish going to >> that would go to uh Riverbin and then they would go

089to Oakwood. >> I think I think we're talking about elementary kiddos here. I feel like I'm pretty confident when I speak on this. I've got a bunch of them. and more to come. Yeah. So, I think with really supportive parenting, and that's got to be the key, that these kids are going to be just fine going to a different school than all their friends that they had in elementary. And it's probably going to make them better. I mean, they're in clubs, they have friends in the neighborhood. Like, there's different things. They see these kids and it makes them that much better when they go to the next school and they have that many more friends. So, I think at the end of the day with supportive parenting and the fact that kids are so flexible

090at that age, like we aren't going to have the perfect thing, which you've said over and over again, it's not going to fit every kiddo, but like I know that the cabinet has put timeless, timeless hours, especially reaching out to the community. So, we do have to keep that in mind. >> I agree. If I understand this right, when we're talking about north of George Bush, there's a big campus right there, north of George Bush. So, nobody going to these schools are living on that campus. Are we talking about pretty much north of university? >> Yes, sir. >> We are. >> Some >> Okay. So, um, logistically speaking, with all the things that were presented tonight, um, if if those parents decided, hey, I wanted my kid to go to Riverbend because I have the

091option now and Southnull technically on the north side of campus. I mean, College Hills is closer than South Null. So, Riverbin is an option and you run down George Bush to 2018 and and down to IGN or Hollowan, whatever that is these days. So, that's an option, but then you've got the grandfathering from a kid that's in Kinder right now that if they live there and they want to stay at South No, they have the option. And then if we've got a kid coming behind it, we've got sibling clause. So now we've got about a three-year span or longer that that kids on that north side could still be going to South Null is how I if I'm painting this picture right that's how I see it. >> Okay. Just >> is that the only

092area that you have concern about? >> You know what I asked the question I said that one was obvious because I had just I had asked about it last week about why couldn't we move those? How many were there? And it's obvious that you know, everywhere else that that I can look at the zone and see everywhere else that all of all of River Ben will go to Contrail and and Welburn. Um, by the way, the 35 kids really is like so like seven five to seven kids, whatever it turns out to be. >> Why do you say that? I mean, that's basically telling us that Miss Wilson's wrong. So, I need to understand that piece. >> No, no, I'm saying there's a total 35 kids that would be moved in the plan for the

093whole for K through four. >> Okay. But when you look at that per grade level, she had said it's like just a it's what that mathematically about seven kids. >> Correct. >> It's per >> per the grade >> per grade, >> but they can stay at Southn No, if they choose. >> So, and they can and of course I mean and I am all for the generous grandfathering. I do not think grandfathering is what we should use to fix a boundary plan problem. Grandfathering in my mind is to help the families who just don't want to move, right? They love where they are now and they don't want to move. >> But what about a family that thinks, man, that'd be kind of cool to go to Riverbin. What's wrong with that? >> Because I

094have to think we're busing these kids now to South Null. They're beyond >> Yes, ma'am. >> Yeah. I guess they're not I guess to me it really like for instance this concern I'm not the concern was not necessarily they were going to Riverbend obviously. I mean because there the concern then was what would happen as they go to intermediate middle school and to ask to your question your question mi I don't know that's what I had would ask before why I thought thought this would be something we would look at would have been the splits when I put this out there before is to see and I because um if it would happen it would be probably in the middle where it's very complex and there's a lot of changes and I I don't know

095if there's any of these really wacky he mismatches. That's what I was asking. >> Can you clarify one thing about the splits? Because when the question came in originally, you asked about how the middle school and intermediate would split to go to the high school. And I have that information right here. It came from our demographer. However, we didn't move forward with the intermediate middle school and so it didn't need to be discussed because we weren't moving forward with the numbers. I have them right here and I've had them for a while, but we weren't moving forward with intermediate and middle school numbers. And so it even from my demographer it says reminder there are no proposed changes to the high school attendance boundaries. The numbers referenced below are the numbers for seventh and eighth

096grade students and the middle schools that have their middle school boundaries changed but will attend their current planned high school campuses. That's directly from the question that was asked to our demographer and that was his answer. >> And know and I I agree we were talking about that at the time for sure. For sure. And I think that's even more important for those splits because you know there there's a lot more e extracurricular activities at all. >> I have to think the numbers are diminishing. These this particular area we're talking about is basically like Northgate. I'm almost feeling like if I'm reading the map correctly, I have to think the number of kids are going down dramatically there because it's becoming more and more students and highrises. Is that correct? >> Yes. Sorry, I'm a

097big procedure guy. Um, I wasn't sure if Mr. McDonald made a motion or I I was going to make a motion to I I I moved to table this until October because the questions we're asking are exactly the discussion I wanted to have. I mean, again, if it's only 35 kids, what would that do to the numbers and would it make more sense to move? Are there any others that are just kind of those small ones or not again? And is there anything else that we >> So feel like it's such a rush. So >> I'm not sure at 7 months is a rush, but there's 15,000ish kids in our district. We're looking at elementary of 5635 and we're talking about 35 kids where you're concerned about an impact. Um, that's a very small number

098for what we're looking at. Um, well, now he answer his question. So, just some things to keep in mind from my perspective because this we're elected to make decisions. That's why we're here. Um, I want to thank all the parents um, community members who have emailed who have came here and spoke in person, taken the time to do that. Um, this is a very challenging thing. Uh, and speaking for myself, probably for everybody. Nobody wants to reszone. Um, it's it's not fun for a lot of reasons and it's challenging for a lot of reasons and of the reasons that are factor in as to why we do it. Um, there's never one reason. There's never a primary reason. There's multiple reasons and there's multiple variables that go into these decisions. So, um, all that has

099to play out. We cannot make everyone happy. And for that personally, I apologize. It's hard. Um, what's fascinating, you know, when we get one email and it says, you know, leave our neighborhood alone, move the other neighborhood, and then the next email is, move the other neighborhood, leave ours alone. And so, everyone contradicts each other, which is fine. They don't know. Everyone's acting in their best interest, but so are we. We're trying to act in the best interest of all the kids in our district. And if we're hung up on a very small number, I'm not sure why waiting another month or two makes a big difference. Um, but I would appreciate as um Miss Wilson brought up uh parenting, patience, and support um as we make an effort to do what's best for all

100all kids. >> So, so before just again, sorry, I'm the I'm the >> we got a motion on the table by Miss. >> So, what I'm going to do is I'm going to second her motion >> so we can continue the discussion >> and then we can vote on that motion and then vote on whatever we're going to vote on. >> Okay. So, there's a motion on the table. Excuse me. There's a motion on the floor to table this discussion. First by Miss McAdam, second by Miss Mr. Ben. All those in favor say I. >> Can we discuss for a second? >> Discussion. >> Oh, y'all want more discussion? Okay. I didn't know if y'all want to still talk about this. >> I'm going to be honest. I I mean, I sat on the executive

101in that executive meeting and, you know, said, "Hey, let's move forward with this." Because I don't we have a good plan. There's no reason to drag our feet and create, you know, a long I mean, we can give the district more time to prepare for this. We can give families more time to know the answer. I mean, I'm inundated with calls and texts because people just want to know what the decision is going to be. Um, I also, um, have had kids who have gone through an elementary school that split for intermediate, and that's not not every school in campus does that. Ours did, and it's still going to. Um, and I know that that's hard and I don't think we need to make decisions um so that we make everything perfect for every kid

102in in that regard because my kids also grew in that experience and they met new people and um they are perfectly fine high schoolers and college students now. Um I it is a little hard for me to imagine a scenario where we have a really tiny piece of an elementary that's going to go to one intermediate by itself. That is actually like bothering me a little bit right now. And it may be that there's only 30 whatever it was you said kids that go there right now and we're saying those kids are grandfathered. But that doesn't matter for the kids who are going to move there in the future or the kids who haven't been born yet who are going to be there, you know, in 5 years. Um, and that's really hard for me

103because I'm ready to move forward. And I do think our district has done a a ton of work on this. And the reality is we haven't gotten any feed well, I haven't gotten any feedback on that little piece right there. Um, we've gotten lots of feedback from a lot of communities. Um, but I I'm gonna have to give a little bit of credit to the idea that we're not talking about making things perfect for every single student, but we're saying we have a situation where this tiny little group of kids may get split to go to an intermediate. I I'm putting forward the idea that that that could matter. I >> do want to clarify too, this agenda item is listed for elementary boundaries. Y >> we can't get into a discussion of intermediate and

104anything like that. It is elementary. So we we need to stick to that. >> Sure. >> What is a problem or perceived if something were to take action that's something that obviously we can address at a future date. We currently also I think you also have to understand if a parent felt a particular way they may not want to go they may want to go to the other school. So we currently have intrad district transfers. So if there are extenduating circumstances and going with my friends is not an extenduating circumstance. However, child care pickup if the bus is not available those are Miss Hester and her office make those decisions with our trans enter uh district transfer committee and some of those have been approved to date in similar situations because that's not the only

105situation in the district. We have the same splits at some of our middle schools as well. So, it could be something that when we have an opportunity to go back and revisit uh probably in the next three or four years, intermediate, middle school, that we look at those particular one-offs that we have at that particular level and try to address them all at the same time if if we feel like that's something that that we need to do. So, I understand we're not talking about intermediate and middle and I've sat up here for 5 years and 10 months of meetings and I never bring my own personal kids into a decision and I didn't on this one either, but I bring it up because of the concern of the splits and I think you hit

106it on the head. We're never going to have perfect situation, but I want you to tell I want to tell you about a freshman right now that went to Rock Prairie for 5 years, hit COVID during her fourth grade year, and after that year, I moved her out of her track where she was supposed to go and put her at a totally different intermediate and said, "Hey, you're gonna start COVID, not know a single soul when you walk on your fifth grade year." And she did that. She went sixth grade. She made all kind of friends fifth and sixth grade. And she made all kind of friends seventh and eighth grade. And then freshman year hit. And guess what? Her best friends that she made in fifth through 8th grade, she lost them. They're at

107the other high school. Guess what? She's doing just fine. We're 6 weeks in. That freshman is my freshman. And that's what I'm saying. Miss Wilson hit it on the head. Parents, as long as they're involved, as long as they're being supportive, this and that, kids are resilient. That's just kind of the nature of the beast. But they've got to have the support. Our teachers are phenomenal. Dere Dr. Payne has said it. Every school in our district is a phenomenal school and we can prove it and everybody's growing. So when I'm looking at this and I have to go back and look at all 14,000 plus students and I see where we started and we were talking about moving Castlegate and we were moving this and then we were moving that and then this kid wasn't

108going to go to Forest Ridge. They were now going to go to GP or GP to Forest Ridge and then South Null over to Rock Prairie, Southwood Valley, back over here to Creek View. And we listened to everything and I think y'all took everything in. I think at one point during a meeting I asked uh Mr. Dunson how many how much feedback did we get and we got over a thousand responses. So, I can sit here confidently and feel comfortable with however I'm going to vote and go, they put in the work, they've put in the effort, and they've taken everything into consideration. I've had parents say, "Thank you for listening to the feedback." I I didn't listen to the feedback. I just passed it along. Thank you for listening to the feedback. That never

109happens. That's never happened. I've never been listened to when I reach out to the district. That's kind of nice to hear as a trustee because we don't hear that a lot. So to hear it, especially during the resoning and the boundary piece, I'm pretty optimistic. Now granted, that's a small subset. I get that, but I wanted to share that piece because there are so many factors like Dr. Payne said, and I just wanted to share my personal experience with it of what I put my daughter through. I didn't do it to make it harder for her or anything like that. That's just how our family decided to navigate through College Station ISD. Just part of it. She didn't get mad at me. She didn't yell at me. She loves it. She can't wait for four

110years to be go over and she can go to University of Alabama. She wants to be a nurse. But those are things that I didn't know back when she was in fifth through 8th grade. And now she's developed her own identity. And that's the neat part about what we do at CSISD. We develop these kids' identities and they get to develop it based on the interactions and experiences that they have whether that was at Rott Prairie and then now over at PT or wherever. Then that's just how it went. So there's no Go ahead Josh. No, I was going to throw the motion out there. >> Well, I just I had a couple questions. Go ahead and comment first. Um number one, I absolutely um agree with you, Mr. Oracumus Wilson as to you know

111when you have active involved parents and I would go so far to say that every single person in this room is probably actively involved in their their children's lives but realistically we know that's that's not the case for all our kids. Um but I'm I'm still I was kind of confused by what Miss Adams said and kind of confused about M. Wilson said, and I've joked for five almost six years now about how I'm not a numbers guy. Uh, but so what are the and and it could change next year. I realize that, but what are we talking about as far as the number of kids that are going to have this this potential split? >> There's 35 about that. >> 45. There's 35 from South Null that would not be going to the intermediate

112school that all the other kids from inter uh South Null will be going to. >> There are there are those students that would they would go to Riverbend and then go to Oakwood versus Southnull to Oakwood >> if they Yeah. >> Okay. And I'm sorry to everybody here one more time. So 35 of those students they would go to Riverbin >> and then when they split to intermediate those 35 would go to Oakwood >> and the other ones >> students at Riverbin would go to Pont Trail. >> Okay. >> If they choose it would only affect those children that parents didn't take the grandfather or once the grandfathering is done they would never go to South Null. They would go to Riverbend. We also have other one-offs. We have 7 to 10 kids every year

113that go through Creek View that do not go to Sagra with everybody else. They go to Pan Trail. So, this is not and like I mentioned earlier, I knew there were other sit situations. So, this isn't going to fix anything until we get to the intermediate middle school boundaries and those are situations that we could take a look at as a district as a whole versus wanting to to band-aid this. Well, you've got 10 other issues over here. And the reason we're wanting to move forward, I mean, just to be bluntly honest, we've talked about this for seven months. I'm not for sure how much more we can talk about it. We also have to get communication out to all of our parents who would be reszoned. They need to make a decision on grandfathering

114and I need to give them about 30 days to do that. I need to get data back. I need to be able to staff and we've got to go. I mean, this process, we're already planning for next year. And so, every month that I have to make decisions and get information and give parents time is the quicker we can make decisions for next year. Our budgets a July one, so everything starts early. So, the quicker the better. And I don't feel like any of this process has been rushed. I think we've slow played it as well as we can. And we've also received, according to Austin, with survey responses, emails, communication, over 2,000 comments from parents and community members. I don't know how much more we can ask for. >> You just answered my second

115question. Uh third question was since the updated plan 7 has been put out there, have we received any comments from the >> to my knowledge we've received the area Kimberly's concerned about? And Austin, tell me if I'm wrong. I have not seen any comments with a concern about that area going to Riverbend. No. >> Okay. And the last question, >> how many total? Sorry. Do I mean how many do you >> Let me just get this up last question, then I'm gonna shut up. Um ju just to kind of a clarify Um the what we're voting on um makes reference to the grandfathering being dealt with later. So would we be voting tonight on whether we're grandfathering? >> No, sir. Our board policy FC local only address grandfathering with recommendations on how grandfathering has been

116done in the past for the district only for new campuses. It does not address what we're doing here and the new campuses are only a suggestion. It's not a mandate. So grandfathering would fall under administration. The one caveat that it does say is transportation for grandfather students who live outside of a school's attendance area shall not be pro provided unless the district deems it appropriate. >> But the the administration plans on offering the grant. Our administration has made the decision all current K through third graders in our school district have the option to stay where they are if they would like to to complete their elementary stay including any siblings that may enroll in school while they're there. So we're not asking parents to go to two different campuses. >> Okay. >> Yes, sir. >>

117Last question. That also does not deal potentially with uh students who may be in in special education that are put in a particular area or campus that it doesn't matter that best interest for those kids will be made regardless. >> I think we why I'm prepared to vote is because we have f we have discussed this. I know our original timeline was longer, but we've received so much feedback and have made adjustments and have been very proactive and we have families that are waiting to hear on us vote on this those neighborhoods. And I think we owe it to those families to know what their plan is going to be. >> I just will follow up. I agree. I appreciate the discussion and you guys listening. Why haven't we heard from those 35 families? Well,

118one because it's only 35. And it's because of probably there may not be the most uh active in our school district. They may not even know, right? And that is one we have to represent those those students as well. I never heard how many much feedback. How many comments did we get on plan seven and because it's really only been out there uh a month, right? We've really only had plans in front of us for three months and been talking about them. So, how many were though? I know you guys looked at them, but they were never really presented and shared with us what those feedback was. >> No, ma'am. I mean, that's kind of >> our job is to look at comments and make recommendations to you guys. And Austin gave you access to

119all of the feedback that we received earlier. And you had access to any of this if you wanted to see it again. >> We received 79 total comments from the time that we opened up feedback for the community forum. We left it open up until yesterday. Actually, I'm sorry. Yes. And those comments, those 79 comments were shared with you in transmitter on Friday. >> I will say too that, you know, it it there's a lot of families in our community and so, you know, we started really in earnest talking about this in board meetings in June. I know some people are, you know, not really paying attention in the summer, but the reality is that once we put out plan seven and said we were going to have that community forum, I as a parent,

120I mean, I received a text message about the forum. So, I feel I I will say with some confidence that I feel like the school district once they got to the point of saying, "Hey, we're narrowing down to plan seven." There was email communications, there was social media communications, I even got a text message about the forum. So, I felt good about that knowing that, hey, we've narrowed it down now, like if anyone hasn't gotten a chance, we're doing the best we can to communicate that out. I mean, I came to that forum to listen um and, you know, see who showed up and what their concerns were. there was an area that I feel like was really well represented and I I saw our district personnel sit down with those people and talk to

121them and make an adjustment based on what they felt like was, you know, good feedback. So, I do want to speak up and say I feel like the district has done all that they could to communicate out the process that we've been going through. and I would draw a motion. >> If you'd like, >> I will. That's fine. I >> I wanted to have the discussion. I can I um obviously I don't think we're going to we're going to vote I think we're going to vote tonight. So, I can I'll withdraw the motion. Okay. >> Any further discussion? >> We do need a motion on this. I make a motion that we adopt plan seven as proposed. >> Motion by Miss Simmons, second by Dr. Payne. Further discussion or comments, questions? All those in favor

122say I. >> I. All those opposed. Motion carries 70. Thank you, Miss Wilson. Thank you all for your work on all that. That brings us to item K1 annual consolidated high school commissioning testing and balance. >> You missed the open form. >> Did I miss? >> Yeah. Dang it. >> Sorry. >> Hold on. >> You're right. J1. Oh, sorry. No, that's what my J1 look like. That's my notes. Sorry. My fault, Miss Wilson. Um I've written all over it. >> I got right here. Public hearing consideration discuss discussion related to 25 financial management report based on 2324 fiscal year an overview of school's first system and most recent rating for College Station Independent School District. All >> right. Uh so Mr. Neie and I have some great news tonight on our first rating. Of course,

123I'm going to probably share the thunder before you get to the end, but we did make a 98 if that makes you feel any better. Uh, sorry, Chris. Spoilers. >> Spoiler alert. >> Thank you, Chris, for your presentation. >> I know, right? >> So, B it's based on 21 indicators. there's four critical indicators and then even though that there's four crit critical indicators that can fail you automatically there are other things that that represent in the indicators meaning like if the timely payments if you get a warrant you have a warrant for over 30 days then you fail if you get a warrant period you can make nothing higher than a 95. So that's kind of how they do. They set you up where yes, if you have fail any of the first four, you

124automatically fail. But then there's also things that say if you hit this in indicator, even though you didn't fail the first four, you can make no higher than a certain grade. So those are the ones listed on the screen. So really kind of the first rating system was set up in 2003, was the first original one. It was elected by the legislation in 2001. It was really set aside for the board and the community to be able to have some indicator before something goes wrong in the district to give you a heads up. So, that's kind of what we're going to go over tonight just to kind of talk about we are where we are as a district. But, it's really set up and as you can see, it gives you an alert if there

125was something that we failed as a district, if we failed to do, if we failed to provide, if we failed to post, it gives you a heads up. If we are what they called circling the drain, meaning our assets aren't where they need to be, is our debts too high. That's what the indicators are for. So the first indicator basically just says did we find our file our financial report on time and yes we did we filed it by January 8th and we'll file sooner this year because our fiscal year ends sooner. So we have 30 days past the deadline or then we'll fail the indicator. And there are school districts across the states that fail to turn in their audit on time and most likely those are because they're not doing a great job.

126their auditors are taking a long time to do their audit because they're closing out their books for them. Uh, indicator two is did we receive an unmodified opinion? And an unmodified opinion actually is a good opinion and yes, we did receive an unmodified opinion on our financial statement. Indicator three basically talks about did we pay our debt payments? Did we pay our lease payments or debt payments? any debt agreements that we possibly have. Do we pay them on time? And are we in good um whatever. Anyway, financial, yes, we're doing well. We paid all of our debt payments on time and we are looking good financially there. Uh the fourth indicator, I kind of touched on this and if any of you are a home owner, you under I mean a business owner, you understand

127real quick what can happen if you miss up on an internal revenue service payment. The penalties are extremely high. So, that's really kind of what they're looking at. Are we paying our teacher retirement system on time? Are we paying internal service uh payments on time? And any other workers commissions, anything like that? Are we paying our payments on time? If we don't pay our payments on time, they do warrant holds. And what that means is we will no longer receive state funding. We won't receive our federal funding until we can get things taken care of. So, that's something that, like I said, they want to just alert you if we weren't on time. And yes, we were on time. we didn't have any warrant hold so we got uh full percentages there. Uh the other

128indicator this is not of course a um critical that you'll fail automatically but it is looking at unrestricted net position. So it looks at your total position. It takes out some Gazsby rulings that could affect that and and it makes sure you have your total assets are better than your total liabilities. And so yes, we passed that. I'm going to turn it over to Chris to kind of go some through some of the other ones. >> Sure. So, uh, indicator six is another one of those ceiling indicators. Uh, and it's looking at if the average change in balance over three years was less than a 25% decrease or did the current year's assigned and unassigned fund balance exceed 75 days of operational expenses. And essentially, this indicator is looking at two components um to determine

129the financial well-being of a district of which only one of the two indicators must be met for the district to pass. Uh the first component analyzes whether or not the district is dipping into available fund balance too quickly year-over-year. In general, the school district's fund balance um serves as a financial cushion to cover unexpected costs, ensure smooth cash flow for operations like payroll, and prevent short-term borrowing. A healthy fund balance can also serve to improve credit ratings, leading to lower interest rates on any future debt the district may incur. The reason this indicator uh has two components is that a district simply going into fund balance isn't necessarily an indication of uh financial instability. So they added that second component so that they would look at uh the fund balance in the comparison to the

13075 days of operational expenses. So, when we were looking at this and we were analyzing our year-over-year as well as that 75 days of operational expenses, we met both criteria even though we only had to meet one. So, um our fund balance actually has increased over the last three years, I believe, by about I think 12 a.5% and our um I believe our 75 days operational expenditures I think we're in the in the 95 95 range there. So, uh, indicator number seven, uh, was the number of days of cash on hand in current investments in the general fund for the school district sufficient to cover operating expenditures? Uh, again, we we passed this and received the the full 10 points. And, uh, specific to this indicator, it tests a critical component of the district's ability

131to be meet both expected and unexpected cash flow needs. Uh the cash on hand determination is looked at uh at several points during the first rating. Um I think indicator 9 is another one where it looks at this uh cash on hand uh determination. Uh for this indicator, the number of days of cash on hand uh will fall into a range to determine the points received. So it's not a simple uh pass fail. If you have fewer than the 90 days, then you'll get a certain percentage of the points. Um but for us we we exceeded that 90 days and and and received the full points. Uh indicator 8 was the measure of current assets to current liability ratio for the school district sufficient to cover short-term debt. Uh again the district received the full

13210 points on this indicator. Um, essentially this indicator provides a quick snapshot of the district's ability to convert assets into cash within one year uh in order to cover debts due during that same period. From an accounting perspective, a healthy current ratios signals financial stability and a favorable position for the district to meet obligations without needing to seek immediate new financing. Uh, this indicator is graded on a scale again similar to the last rating. Uh and in this case we had a um our our current uh assets to current liabilities was 4.0602 which is uh which is a healthy current current ratio. Uh indicator nine. Did the school district's general funds revenue equal or exceed expenditures? If not, was the school district's number of days of cash on hand greater than or equal to 60?

133So again, as I mentioned earlier, this is another indicator that's once again looking at cash on hand. And so for both components of this indicator, the district met the required standards to receive full points. So our revenues exceeded our expenditures by I believe 1.54% and our cash on hand was at 95 uh 214. So both the fact that the revenues exceeded expenses and available cash on hand exceeded the 60-day threshold provides a strong indication that the district is positioned to meet both expected and unexpected CA cash flow needs. Uh indicator 10 is not scored and then Heather is going to speak on indicator 11. >> Okay. So, on indicator 11, this is the one we lost a couple of points on. And I brought this up last year as a concern because of the fact

134it really kind of lays with your long-term um your long-term debt. And so, what's going on here is just our bond payments. So, it only looks at the bond payments that are uh exceeding a year. And that's the only reason why we lost the two points. Okay. So, last year we actually received an eight on this indicator as well as this year. But last year we grew more than 7% over five years. But however, we only grew 3.4% over these next five years. Therefore, we couldn't use that as a caveat. So, it goes back to look at that long-term debt. So, that long-term debt is at 6644. If it is above 6, then you you you lose two points. And so, that's why we lost on this one. And we'll continue to lose those two

135points on this indicator. Uh so indicator 12, was the debt per $100 of assessed property value ratio sufficient to support future debt payments? Um while the district received the full 10 points for this indicator, uh the correlation between future debt requirements and the district's assessed property values is something that we will continue to monitor. Uh specifically, as the district sells off remaining bonds, we anticipate uh that the calculated correlation value will increase to the point where we may only receive eight of the possible 10 points in the future. Uh with that said, our district has a relatively low tax rate of 27.9 cents for our uh interest in sinking uh out of a maximum of 50 cents and we have very strong property values here in College Station. Uh so these facts mitigate concerns tested

136as part of this indicator uh related to the district's ability to continue to meet our long-term uh debt obligations. >> All right. Another one that I know that we discuss often is the administrative cost ratio. And so what this is made up is two functions. And we look at 21 which is kind of um central curriculum and then 41 which is administrative cost. And we passed this indicator as well. our district is 07618. If um of course you if you were 0855 then you would get rel I'm sorry lose a couple of points but uh right now we're sitting strong. It looks at total cost in those. It doesn't really look at staffing in a sense but total cost that we're spending on administrative cost and curriculum. And this is just really kind of the

137breakdown so that you could see what that would look like. Okay, so indicator 14, did the school district not have a 15% decline in students to staff ratio over three years? Now, one thing that's not mentioned in the question is that this this indicator also just looks at your enrollment and whether or not it increased or not. So, if your enrollment does increase, you automatically pass and receive the full the full 10 points. uh so so in this case we we did have an increase in enrollment during the the period of review and so we received the full 10 points but I think also looking at uh that uh 15% decline in student to staff ratio we also met that criteria so again for for all these criterias that have multiple um components really on

138from an or perspective we're looking at both sides of the thing of of the indicator because we want to make sure we're positioning ourselves effective ly in the event that one of those indicators flips from an affirmative to a negative. Uh so indicator 15 was the school district's ADA uh within the allotted range of the district's bianial pupil projections submitted to TEA. If the district did not submit pupil projections to TEA, did it certify TEA's projections? Uh and so indicator 15, yes, we uh were within uh the allotted range. So this indicator analyzes the ability of districts to correctly anticipate actual ADA. From a financial perspective, projected ADA or average daily attendance directly impacts Texas school funding because it forms the basis for the foundation school program. The foundation school program is the primary mechanism

139for distributing state and local funds to Texas school districts aiming to provide equal revenue per students and tax effort for all districts. Reasonable projections allow school districts to more accurately anticipate their school funding and avoid situations which funding received from the state must be paid back. While this indicator was not scored last year due to residual impacts of CO 19 on school districts, this indicator was included in the 2324 school year um data. In evaluation scoring system, the uh district's actual ADA must be within 7%age points of our bienial pupil projection and we were I believe within 1.25%. So um we are aligning well with that indicator. Uh indicator 16 is another ceiling indicator and it asks did the comparison of PE's data to like information in the annual financial report result in total variance

140of less than 3% of all expenditures by function. So essentially this test was created to ensure that the data communicated within our audit of financials uh matches the data that is being submitted through the PES system which is the public education information management system. Uh, PEMS encompasses all data requested and received by TEA about public education including student demographic and academic performance uh personnel financial and organization information. Uh, PES created a standard across all uh districts for comparability and review. And so at most a variance of 3% can exist. And um for the 23 24 year I believe our difference was $212 out of 149 million expense. So we are well within the threshold. Uh so I think we did all right on that one. Um indicator 17 for CS or excuse me did the

141external independent auditor report that the annual financial report was free of instances of material weakness in internal controls? Uh simple answer is yes. But to provide like a little bit more background uh for that. So for CSISD, our auditors reported that our audit financial reports were free of instances of material uh weaknesses and internal controls. Uh the importance of this determination is that it provides outside parties with confidence that the district's financial statements are reliable and accurate. Specifically, effective internal controls reduce the risk of fraud, errors of misstatement in financial reporting, and provides assurance that the district's financial reports is robust, effective, and reliable. So, all that to say, being free of uh material weakness is a is a very good thing, and I think it's indicative of um a lot of the other things

142that we're doing well within uh the financial department as well as our district as a whole. Uh, indicator 18, did the external independent auditors report that the annual financial report uh was free of any instances of non-compliance for grants, contracts, and laws related to local, state, and federal um federal funds. So, the district places a high priority on ensuring that funds are being utilized in accordance with their intended and allowable purpose for federal programs. This means that expenses must be reasonable, allowable, and allocable to their program. So the reasonable criteria looks at would a prudent person make a similar payment uh in a similar situation. The allowable criteria reflects costs that are permitted within general federal regulations and the allocable criteria is the determination that the cost has been incurred solely to support or advance

143the work of a specific program. Uh, one thing that I will mention is that our federal programs directors in the teaching and learning department do a tremendous job of managing these programs, ensuring that we remain in compliance. Um, and they're reviewing everything that's coming in and out of those programs and uh, and again making sure that that we're spending the funds to to meet the needs of those students uh, for which we have received the uh, the funding. Uh, indicator 19. Did the school district post the required financial information on its website in accordance with government code, lo local government code, TA code, Texas administrative code, and other statutes, laws, and rules that were in effect at the school district's fiscal year end. Uh, yes, we have all uh necessary reports posted on our website.

144Uh, indicator 20, did administration and the school board members discuss any changes or impact to local, state, and federal funding at board meetings within 120 days before the district adopts this budget? Again, yes, that's something that occurs, and uh, Miss Wilson does a a wonderful job sitting down and presenting the the facts well in advance of the budget adoption, and I believe it's something that that y'all work on over multiple uh uh board uh, sessions. Uh and then our final indicator is indicator 21. Did the school district receive an adjusted repayment schedule for more than one fiscal year for overallocation of SFP or foundation school program funds because of financial hardship? No, we we um I think this goes back to one of the indicators that we we focused on earlier when we're looking at

145our projected ADA to uh actual ADA. I think the fact that that we are well within the threshold that 7% threshold puts us in a position where first of all we're we we we're not going to be receiving significant of excess funds uh from from the state as part of the SFP uh program. Uh I think also this is really looking at those school districts that do re they they may estimate they may overestimate to a significant extent and as a result they receive too much funding but they don't have the financial resources to pay that back uh to the state. So they get set up on uh a repayment plan. Um, so as Heather mentioned before, College Station ISD received a superior rating, scoring 98 out of a possible 100 points um on our

146school first uh rating. And so not sure if Heather has anything else to say or if you all have any questions. >> You have any questions? >> How many total indicators are there? You know, >> 21. >> That's all. Okay, thank God. If there were more, >> there were more, but >> just we contributed on number 20. That's all I know. So Make sure >> thank you. >> Do we open to public comment and then close or good? >> Just that it's awesome that we can trust these guys with our money, right? I mean, every year we heard some story of one district at um at Tessa Tazby that had like a a 70, you know, and yeah, it was bad. So, I don't know if that's the worst out there, but it's it's wonderful

147to always get the superior scores. Uh I will open it up to any public comments on the first report. Anyone? That was a thorough report. Then we'll close that public hearing. That will move us to K1 Anam Consolidary High School commissioning testing and balance. Mr. Buckner, you got a pour tomorrow. What time? >> Sweet. You can send sac. >> Yeah, it is an early morning port tomorrow. Um, okay. So, yes, this is for the commissioning and tab for or testing and balance for the ano consolidated uh addition renovation project. This also includes a retro commission on the uh entirety of the building um away from the addition uh due to all the mechanical equipment that's new equipment that's been installed over the past uh two years or so on that building to make sure it

148is all operating and functioning as efficiently as possible and um keeping our cost low for that high school. And this is um through EMA Engineering and Consulting. They're a firm that has multiple locations throughout the state and they are headquartered in uh Tyler. >> Motion to approve as presented. >> second by Miss Eggy. Any further question or comment? All those in favor say I. >> I. >> All those opposed. Motion carry 70 run into K2 College Station High School commissioning testing and balance. Mr. Buckner. >> And this is the same thing except this is just for the additions. This is not in there is no retrocommissioning as part of this. This is additions only and it is also with um EMA consulting and engineering and consulting. >> Motion to approve is presented. >> Second. >>

149Motion by Dr. Payne, second by Miss Simmons. Further question or comment? All those in favor say I. >> All those opposed. Motion carries 70. Thank you very much, Mr. Buckner. Uh we'll now move to executive session. And thank y'all for being here this evening into the six weeks for upper level is Friday and I believe there's a cross town showdown Friday at a football stadium. [Music] Okay, >> we're back. 9:31, no action. Adjourn.