CSISD Board Meeting 7/15/25

001found right away. All right, we're going to get started on our workshop. Tuesday, July 15, 2025. We'll after 5:00 pm. Call to order. Declaration of a quorum. Five members present, one on the way, one absent. Welcome everybody. Thank you all for being here. Uh we do have a speaker for our workshop. During this time, we will hear from the citizens who registered to speak prior to the meeting in accordance with the board operating procedures. The 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

002minutes 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. The board asked that those addressing the board refrain from derogatory comments. And our speaker is Heather Green. And we're going to use this microphone up here. Is she here? Okay. Good evening. My name is Heather Green. Thank you for the opportunity to share my concerns about the proposed intermediate and middle school resoning of Castlegate 1. The pro proposed plans will exacerbate traffic on along an already congested area. For those of you less familiar with my extended neighborhood, Victoria Avenue is bound at the north by Rock Prairie near Rock Prairie Elementary. Proceeding southbound, it passes by CSHS continuing through Castlegate 1 and two as well as Creek Meadows until it

003intersects with Wellelbborne Road. The Victoria corridor cannot support the traffic cannot support the traffic that the two proposed plans will induce. It is already a nightmare during the school year. Morning commuter and high school traffic presently paralyzes Victoria south of the Fitch Road, excuse me, south of the Fitch Light. Additionally, traffic around Rock Prairie Elementary also creates congestion along Victoria. When Victoria was developed, it was not developed to properly accommodate the growth that actually it was actually experienced and brought about by Castlegates 1 and two as well as Creek Meadows. Unfortunately, it is the main corridor used by Castlegate residents to proceed north as we don't have easy or quick access to either Wellbourne or Highway 6. The addition of the entire intermediate and middle school student populations of Cascade will create an untenable traffic

004situation affecting all neighborhoods along the Victoria corridor. It it will undo it will unduly burden all area residents, not only those with school age children, but also those um also all residents as many commuters use the stretch of road as well. Allowing Castlegate students to remain at their current schools prevents this problem. Moreover, as a runner, I fear that the additional traffic will present a safety concern to our walking and biking students. I mentioned knowing how many times I mentioned this knowing how many times I alone have narrowly been hit due to people failing to stop at stop signs, failing to just look both ways, and a general fail just failure to pay attention due to the morning rush. An increase in traffic will escalate these safety concerns. Now, I don't want to ignore that

005you have some very real issues that the board is going to have to address in the near term. However, I would consider each of you I would urge each of you to consider other neighborhoods that possess alternate driving routes. Both Nantucket and Indian Lakes are located farther from Welburn and PT than Castlegate, yet are equidistant in time and proximity to both sets of intermediate middle schools because they have direct access to Highway 6. Greens Prairie Reserve also falls into this category as its entrance and exit sits directly across from Nantucket. Mission Ranch also has easy access to Rock Prairie and Welburn. Considering these neighborhoods with access to major roads addresses the student population concerns yet does not further paralyze Victoria or create an undue undue burden affecting all neighborhoods along the Victoria corridor. Thank you

006for your time and consideration. That'll bring us to item D1. Receive a report on the district cyber security. Mr. Hutcherson President Horak, Dr. Hark Ryder, members of the board, um thank you for allowing me to give you the state of cyber security so that we can better understand what we're doing as a district to protect our children and staff and what Texas&M University can also do to help us at the end which as you know it's a an agenda item on the regular board meeting tonight for you to approve. Before we begin, um I wanted to go over a little bit about pull this forward a little foundation of what all we have in place already. The internet is a wonderful tool. We encourage it. We use it. We have to use it for our

007students. But it also brings some perils that we have to deal with. Our first item in there is the wonderful firewall. I don't have a mouse to show you in the middle, but it's in the middle of it. So, think of that as a doorway. So, as our campuses, we walk through the front door. We let some people in, we keep some people out. That firewall does the exact same process on a network. So, everything's set to block everybody coming in unless we allow them in. So that is one item that we've got in place. A content filter which required by -ate we have to have in place which is also a wonderful tool for us. It is the one thing that basically blocks adult content. So alcohol, tobacco, firearms, pornography, it blocks all of

008that. If you have a child in this district and they've complained about Tik Tok not being accessible on the network, that is what's doing it. So it's just a means to protect our kids. Um the other thing we like to do is we like to separate our network or segment our network. So we have in place tools that only business needs to use databases and things like that. A student does not need access to those kind of tools. So we segment that off. So we it's not shared in between each other. They can't see it. They can't get to it. Kind of protects the stuff. Which leads me to our public versus private. So we have students that use their own devices on campus. They essentially are on our network, but they're outside our network.

009So, they go through the firewall, through the filter, and come back in. So, they can't get access to those internal resources that they're not allowed to. Um, the other thing we do is credit card machines. Everybody's worked at concession stand and they have the concerter that is on the public side. So, it can't get access into our internal stuff. It but it still goes through our filter and our firewall to keep everything safe and protected. Endpoint detection and response anti virus on steroids is what this essentially is. So when it identifies malware or something happening on the network, it will take it, it will contain it and so it doesn't spread throughout our district. This is one of the things that we've been doing internally with oursel that we're looking for Texas&M University to assist

010us on managing it and doing a really good job at it. So um that will come further on operating system updates and patches. Everybody hates when Windows says we got to upgrade to your machine. You just you got to restart. Well, unfortunately, a vulnerability has been identified and that has to be taken care of. A restart usually fixes it because it downloads it and does it. So, we provide all of our devices are updated, patched to make sure we're safe. User education, we put another a huge emphasis on is because most of the threats that we have coming in are user based. They're our highest risk and it's just people don't know. And so we're putting a lot of resources into making sure that education is big so that we know what to click. This

011also helps in your personal life so all of our faculty, staff, teachers, students know if you can't do it here, you probably shouldn't be doing at home either. So that hopefully gives a little bit of foundation of the components that we have. You're going to hear me talk about CISA a lot, cyber security information security agency. That is a federal program that we use. Um what they did in 2023 is they went out and they studied all of K through 12 did the surveys and the good news is they realized that all the issues that we face here in College Station federally they faced the same way. So they came back with three findings and you one is obvious finite resources if I had a bucket of money that I could just spend and do

012whatever I want to then we could protect it. But we don't live in that kind of world. So they've recommended that we go through and we prioritize what's our highest threat. What do we need to protect? And my world, just for example, it's our financial system. So, you know, we have student information system too, but financial system is a good example. If that goes down, Miss Wilson over here is writing checks by hand because that affects payroll, that affects paying bills. It also has all our information on employees. It has their social security numbers. So, we do a lot of protecting of that. So, based on the money that we have, we've prioritized that. So, we've identified the high-end elements. We decided how are we going to detect and protect these automates and god forbid

013something happens. How do we restore and recover from an incident? The next thing is insufficient IT resources and cyber security capacity. It's again everybody knows we just don't we don't have enough to do you know. So anyway so how do we technize that? We have to recognize and actively address you know these constraints that were placed on us. So we have to use what we have the best way possible. We rely upon partners. Um we that's the next one is we rely upon partners but we have to maximize every dollar we have and use it in the best way possible. So is it better for us to manage our network for our cyber security threats and try to hire people in house? Probably not when we can do a share with Texas&M and we can

014utilize their expertise and they can spread the cost across a bigger platform a bigger base. So and the last one is collaboration of information sharing. So we are not an island. We can't do this on our own. So we rely upon SISA again because they give us a daily briefing of what we need to look for, what we need to be aware of. We also rely on our regional service centers. You know, what are they looking at? There's groups that we also are members of to give us information. So a lot of that hopefully if we can all identify threats before it happens and gets too far, we can take it out. I used Verizon's data breach report just as an example, but our biggest problem is we need to know what our weaknesses are.

015So we've on the report it says 20% of data breaches occur because of vulnerabilities, exploitations. That's your patches, your updates we need to do. What we've also done is we've hired recently we had regional service center come in and do an audit and they looked at our site. They looked at inside outside try to find all our vulnerabilities and identify them. We've then said we need to take a little bit further and so we've got another group coming in and they're really looking at our system and making sure that we have all the vulnerabilities patched that we need to patch. So we are relying heavily on outside sources to take care of the resources that we can't do inside. The other thing is a human element. So 60% of them breaches occur because of humans.

016That's where our training comes in. We've had training in the past. It's worked but it's getting a little stale. So, we've just reached out to another provider and it's going to hopefully be a lot more interesting. It's got better videos. It's got a gamification module included in it. So, when they do fishing attempts, it'll mark, you know, did you fall for it? Did you not fall for it? We can break it into groups. So, I don't know if you've seen our campuses, they're very competitive. And so, we can put a dashboard out and if we find out that AMCHS is doing better than Pebble Creek, trust me, they'll know. They'll rub it in and Pebble Creek will pick up their game to do it. Same with the board members. If we want to spread y'all

017out and see which one's better at it, we can definitely create that as a dashboard and see who's more competitive. You don't. Okay. Yeah. So, we'll do it. Um, and the last item I want to put in there before I hand it over to&m is artificial intelligence. So, it's the big word. It's a tool. Everybody's using it. You know, everybody's talking about it. But we need to put guard rails in place to make sure that when we our people are using it, they're not providing confidential information out there. We're making sure our data is safe. And so that is a next up and cominging thing. So we're also looking at things like that. But I just want to throw that in there as a just so you need to know we are aware of that.

018And with that being said, I'm going to turn it over to Mike and Braxton. Yeah, I almost said Brandy. Sorry. Um Braxton to talk about what Texas&M University can do for us and what the benefits are to the district. So, uh, thank you very much for providing us the time to come and and speak with you. My name is Michael Esparsa and I'm here with Braxton Williams. We're part of leadership team for Texas&M cyber security and particularly cyber security operations. Uh, so we handle the detection analysis and incident response kind of uh u work for all 11 universities, soon to be 12 universities and agencies underneath the&m system umbrella. Uh, we also have some uh local government um customers and some private um partners that that we work with. So everybody that we have here,

019Braxton and I have worked um from the the ground level to the to the very top to the CEO um through these. Uh so I'll talk about what we do. We talk about something called managed detection and response. Um so this provides a next generation team of cyber operators. So we have our team that would be able to come in and help you out here. We are proactive when it comes to you know the detection and containment of threats. um you benefit from Texas A&M systems like not not not just the workforce but the experience that we gather across the entirety of the&m system if something happens in Texas Arcana or down Larredo or out in in El Paso Husb county um all that data gets funneled in through our team we're able to to

020work on it and then we're able to hunt on the rest of the data so we're able to help um you know that your your users your students and your staff here um all this is to say we provide continuous monitoring detection and response to cyber threats um we understand that there are, you know, budget constraints is a big one. It's very difficult to um recruit, retain, and and train staff. And then on top of that, the necessary tooling that comes in place to be able to do what we do. So, we understand that's that's a big point of it. Um, one of the the the big um issue that that comes across for for school districts is particularly ransomware. Um, viruses and ransom have evolved um from what they were a couple years ago.

021Now, it's not things that just get caught on disk. It's things that are happening that the user brings in that eventually will fester and then and then as soon as an operator gets access and operator understands where he's at um can can actually execute the ransomware to you know lock down the servers to um I I worked one a while back uh that I can talk about um where uh a teacher was really worried that 40 years of her um uh aids and and her data were going to be locked up. So when she heard that we were coming to help, uh she brought us a bag of some drinks and some food and we were able to make sure that her data wasn't actually ransomware. So there wasn't ransom. So that's a great thing

022on our end. Uh and then the big thing that that that nobody really talks about is alert fatigue on people that aren't responsible solely for security. Uh you have, you know, they have their job doing X Y or Z and then all of a sudden here comes these things that just keep flowing through via email. Here's this alert. Here's this alert. I don't know what it means. So, probably not too important or it just keeps keeps piling up. Um, our team of analysts actually work through every single thing that we see uh and and report on on the the known bad. Um, so part of the strategic partnership that we offer is simplified pricing, predictable cost, close collaboration. We give David and his team access to all of our team of analysts, myself and Braxton,

023our executive director, at at a moment's notice. Um, while we're doing that, we're offloading the monitoring and response burden to to our team. uh and our team is able to retain train these specialized experts in what they do. Um when it comes to not only analysis but actually responding to an incident or something gets too out of hand, an incident management team who will work with your PIO who work with your um people you know your your your media leaison uh to make sure that we have everything you know you know laid out the right way. Um so what we protect against in the big things uh ransomware uh and then where where we sit in academia is a lot more of the state sponsored actors. Um but but it it's better for you all

024because while we're combating those, we're actually um we benefit from the intelligence that comes from us working these incidents where we can dial it back and say, "Okay, although you know these nations aren't going to attack CSISD directly, we can distill and say, okay, these are the things we need to be looking for. We need to dial in here so that in case something does happen, we can actually find it." Um, so we're able to monitor and detect malicious activity or originating from from either within or without your network. Um, and then when it comes to the services that it includes, uh, what we do, um, endpoint agents on on every device, full analysis, response and containment of threats that happen, uh, continuous alert monitoring, um, organization specific threat intelligence. So David was talking to

025me earlier about a meeting that he was on where one of our other u employees um provides specific organizational uh threat intelligence to the state of Texas to K12s to higher ed. Um we provide an instant response team if things get out of hand. We deploy on site. We like to say when we talk to everybody that we can deploy within 48 hours, but I'm sure that Brax and I can get here a lot faster than that considering we're all here in Brian College Station. Um we offer uh protective DNS. So, it's another layer of kind of similar to the content filtering that David and his team kind of run. Our team, primarily Braxton and his team um handle the product licensing and maintenance. So, you don't have to uh develop the expertise to run

026all the tools that you need for the analysts to actually do the work. Uh we handle that. Uh and then we come with simplified pricing that we've already provided, David. Um so, with that, I'd like to thank you for your time and let us know if you have any questions, comments, concerns. So, we've had some email issues and concerns. Does this kind of tie in to being able to resolve those as far as folks not getting emails, not receiving things like that, stuff going straight to spam or something like that. Just trying to figure that all out. It it's it's it's not directly related to Texas&M. It's part of our other project. the training that we're also receiving that I mentioned that we're training to a different training program. It does have the ability and

027we will turn back spam because we we locked it down to keep spam away. M um this will give me a little bit more security, but we've got to open up spam back into it. And this cyber I won't say the name, but anyway, this provider also has the ability to start feriting out which ones are really spam, which ones are not, so that we can alleviate that concern that we've had from a lot of our, you know, Well, I know as board members, we don't get all the emails from the community and we want to make sure we're getting those. Yes. Um so that, you know, we don't hear through grapevine or something like that. Um, so I know that was a big deal and and then obviously for parents trying to contact I

028know we have schooly and all that. So, but you know just trying to in regards to that. Other question I had was um when we're talking about firewalls and we use a whole lot of different stuff. When we're talking about like the athletics and the extracurricular where they're selling tickets and things like that through a I guess a third party that's not our responsibility or do we have any liability exposure for let's say right across the street here consoling tickets to get into the game through the third party. Does do we have any liability on that or is that off of us? How's that work? What and that's the the second item of CIS is you know but we it doesn't have the money to do things like that and we look to our vendors

029to do that. So the concession stand sales the ticket sales that's all done through a cloud provider. Okay. And so we are providing a tunnel a pipe basically if you get from the device into them. So the only liability we have is if something happens when actually scanning the card but once it's done it's in the system and it's done. So, we are not liable once it once it once it leaves a person's hand, we're no longer liable for it. Okay. Yeah. PCI compliance is a big deal and that's what I'm concerned about, too. Yes, sir. Anything else? Yeah, I was going to ask just about the um I mean the general program and uh we've heard about what it covers like what is it replacing that or is it replacing something that we've paid

030for you know internally, right? because obviously we're looking at the the price of it for the the at the board meeting. So, I mean, are we spending less money somewhere else? No. Excellent question. So, um, the endpoint detection response that I mentioned earlier, we pay for that already. Um, and the price difference between what we've been paying out of pocket for that software alone that we're monitoring, we're managing, we're doing all of the work ourselves is a little bit less than what we get from Texas&M. So, Texas&M is a little bit more, but they're 247, they're 365 days a year. So in the case of July 3, everybody, we're gone. We're done. So if something were to happen July 4th, we might not know about it until July 6th or se 7th when we came

031back that Monday. So with&m we're paying just a little bit more and it's like $5,000 more to do this for them to manage and monitor everything and so then they can alert me if there's an issue that pops up on the 5th that I'm not aware of. Thank you. You're welcome. Oh, and I'm gonna ask one other just specific thing from your very first discussion when you were talking about content filtering because I just I know I just to make to clarify um I make sure I hear it right and understand how it works, right? We can do some content filtering on um students devices if they are on the Wi-Fi, but if they are on their own if they're on the cell network, you're you're correct. If if they if they're going through our

032network, we we filter everything's filtered through our network. But if they turn their Wi-Fi off and use our cell phone data plan, we have no control. Just clarifying. That's what I figured. Yes. Thank you. All good. We appreciate the partnership with&m. That's always fun in the backyard. So, appreciate y'all helping us out. No. Yeah. Thank Thank you for having us. Happy to answer any other questions. All right. That'll bring us to item two, consideration and discussion regarding naming the TASBY delegate assembly representative and alternate. Um, y'all probably seen some emails September 11th through the 14th. I'm going off memory, so my apologies. Um, it's in Houston this year, not Dallas or San. Um, and I believe Carrie sent out an email because she's got to start getting all that together for us. But, um, we

033have to have a TASBY rep and a TASBY delegate. You know, Kim has served in that. I've served in that. He served in that. Can't remember Josh. Can't remember Darren. Um, but uh I mean it's a it's a great opportunity to and I'll let obviously you guys talk on it as well, but great opportunity obviously to um learn more about what TASBY is doing for public schools especially uh this might be pretty interesting especially right after the legislative bills. So um we could get some fine tuning on on what that looks like and uh how different districts are handling it. um even though by then a lot of will have to have adopted the policies and procedures they're going to move forward with by September 1st. So um not sure who has interest in in

034serving in any of these roles, but it's just a discussion. We don't have to make a decision today. Um anybody want to share anything else all at once? Well, I'll just say obviously I've done it a number of times as the um delegate and um it's not necessarily an exciting afternoon. It's Saturday lunch and that's not how you need to sell this, Kim. Sorry, but I'm just going to put the butt in there, right? Um I think it is like you're kind of saying, it is a I don't think we're necessarily learning so much about what other um districts are are doing. This is really just the way it's kind of like being at the legislature where you know there are hundreds of delegates from all across the school um districts in the state and

035and voting and discussing on what we think is important for public education from schoolboard members. So that's really you know what the task is. Um I kind of think since the legislature just happened I don't know if there will be as many changes right. I think the to me the exciting cycle is when you we start with grassroots and then we develop what is important for school for schools and school boards and then like maybe next year when you really decide as a as a the whole school body on so that's kind of kind of the process the delegate and the um alternate can do the lunch session together K him and I did last year and then you sit through the rest of the voting and stuff. So, it is an interesting thing to

036to do and I think it is a way to meet other people from other districts who are very much engaged in the process. So, that's kind of my spiel on it. I'd be willing to step back and not do it and maybe just be the alternate if or so. I was going to say that I don't I mean I'm happy to support anyone who wants to do it. But I did go as the alternate last year, so I was not fully involved. Just got a little glimpse. But if we're just looking for someone who's willing, I I I do have willingness to be considered to do that this year. So, well, like I said, we don't have to make a call till next board meeting really um because we got to send that in to

037TASBY before we head out. So, um just be thinking about it. We can have more discussion, finalize all that next uh next meeting and go from there. So, uh, brings us to item three, consideration and discussion of board policy DMV local. Tester, come on up. DNB is just a a formalizing um our principle appraisal and assistant appraisal system and aligning it with the um recommended state and getting it in in accordance with the administrative regulations and then clarifying um the appraisal system used on for campus administrators other than principles and assistant principles. And that will be determined by what position they're in and what responsibilities they have and consists of lo local appraisal system and a version of the TESS which is the state um principal evaluation and support system. It's what they call Test.

038So it's what we're just formalizing putting the appraisal systems in place and aligning with the state. Any questions? Everybody understand kind of where we're at on that? All right. Thank you very much, Miss Hester. My pleasure. Item four, consideration discussion of House Bill 1481 relating to the use of personal wireless communication devices by students during instructional time, the man, the myth, the legend who knows all about this, Mr. Dunson. Now, we're we're back talking about cell phones. Last time we were talking about it, we were looking at some survey results, and this time we're talking about new state law. Um, so during the 89th legislative session, House Bill 1481 did pass. Governor signed it on June 20th, which was just shortly after our last regular board meeting. So, this is our first opportunity to bring

039it to you to have this discussion. The reason why we're doing so is because the bill requires the school board in uh public school districts in Texas, this is statewide, this is not just a CSISD thing, to approve a written policy prohibiting a student from using a personal communication device while on school property during the school day. Um, so we're going to look at the the rest of the bill, kind of highlight some of the high points, but the details are important here because we want to make sure that what we're communicating to you guys as the board as well as those who are watching online here at the board meeting in our community at large understand what the specifics are and what the district has to do to comply with this new law. So,

040the next part of the bill um requires the board in that policy to either prohibit students from bringing devices to school or designate a method for storage. That is the language of the bill and we'll talk specifically about what that could potentially look like here in CSISD. The policy also must establish disciplinary measures and again we'll talk specifics about that and what that's going to look like here in CSISD in just a second. Make accommodations for IEPs, 504s, medical needs, and any safety provisions that are outlined by the state district or the campus. And then in the bill, it does say that the TEA will provide model policy language. At this point, we are anticipating that to come at some point in August, but as you know, we start school August 13th, and we need

041to provide expectations and clear communication to families before that first date. So, that's why we're having this conversation now, so we can start that process. So, the bill also defines what a personal communication device is. This has been a big question, lots of conversation around this. Um the bill, this is language directly from 1481. It's a telephone, cell phone, smartphone, flip phone, tablet, smartwatch, radio device, paging device, um any kind of electronic uh device capable of telecommunication or digital communication. I'm not sure. I've never ever used a a pager. I don't think those were in existence by the time I was born. Um just had to throw that one. Is he old enough to be giving this presentation? Austin, do you know what a telephone is? I may be the most qualified because I grew

042up with a cell phone. Um, it it does get specific too that the the devices that the district has, tablets, laptops, those kinds of things, those are not included in the prohibited devices. Those can be used by students during instructional time during the day. So, we want to talk about some draft language. This is this is really just kind of looking at other school districts. There have been school districts around the state who have had their board meetings um the first week of July, last week of June. And so, it gives us kind of an opportunity to see what other districts are doing as well as have internal conversations with administration at the district level and campuses to talk about what this looks like. So the direction that these conversations have been and kind of

043where we're trying to prioritize this communication is to let folks know that the decision to either prohibit kids from bringing any devices to school or provide a storage method is that we would lean more towards allowing them to bring it and providing that very clear expectation of what that storage method is. So, in this draft language, we have um uh put up there that students can bring a device to school, cell phone, smartwatch, whatever that may be, but it has to be off and put away during the school day. So, that means first bell to last bell, it would have to be off and put in their backpack, purse, locker, or any other designated storage area, and would need to be off. So, that's kind of the big crux of the bill is can they

044bring it? Yes or no? How are we going to store it? Um, so any questions about that piece of it? I guess just the small little question that somebody asked me, does a pocket count as a storage location and who? It does not. Has there been any precedent for that? Yeah, it has to be stowed off the student is what the the draft language says. And we can work on this policy language and make sure that that is abundantly clear and break down the policy for parents to let them know and students that off of the student means that it has to be stored away from their person. But we are not going to be searching kids pockets for cell phones. So that will not happen. This is a this is a it is what

045it is. It's law. We've got to make the best of it. But I'm also not going to put our staff in a position that we're instead of teaching math, science, social studies, we're chasing cell phones all day. That's that's not what we're going to do. We're going to get a policy put in place, discipline measures, support our administrators who will support our teachers. Uh we've got teachers without a policy right now that never have an issue with cell phones because kids are engaged and they're too busy to worry about a cell phone. Uh, so it's a process, but it's also something that we're not going to get off in the weeds and start chasing butterflies to try to figure out or catch a kid doing something wrong. So, related to discipline consequences, this is something

046that we're going to work with um campus administrators with. Um, in fact, this week we'll we'll have some conversations with them and and provide um appropriate consequences per grade level in campus. And we want to have that collaborative process with those principles to define what that looks like and then put that into policy as well. Make sure those expectations are clear. The exemption piece of it, um, students can be exempted from the policy if it's determined necessary by a physician or medical provider. um or if their AR committee or 504 committee determines that an exception would be necessary to provide their accommodations. So implications for this um I think the big question is for parents and students who are used to communicating with each other during the school day. How is that going to work?

047How can I tell my kid that um you know someone else is going to pick them up that day or um you know they need to get an urgent message to them? Um, and we're really going to encourage our parents and guardians to call the school and relay those messages kind of the oldfashioned way. Call the school, email the staff, let them know of the message that they need to um, get to their student. Staff communication is also something that's been brought up. We have, especially at the high school level, our extracurricular activities, our athletics teams, um, choirs and bands, you know, they use communication through things like Sports U. Um, and if a coach needs to tell a baseball team, hey, we're going to meet in this room today rather than on the field

048because it's raining, and that communication usually happens during the school day with a cell phone. We need to address how that's going to work at the campus level and work with our principles on that. There's also going to be questions about, you know, what about an emergency situation? again further further commentary and collaboration that we need to have in defining kind of what that looks like and how to answer those questions with our um with our schools. And then another thing that's been brought up has been our anonymous reporting. If you've been in our secondary campuses, you've probably seen posters around that have a QR code that allow students to submit an anonymous tip. Um a lot of them are using their phones to do that during the school day. that would then have to

049transition into another method. And the the district working with our safety director, Miss M Miss Budro, as well as our technology department, making sure that that platform is accessible on district devices, but also to to make a point that that platform is open 247 and students would be able to submit those anonymous tips uh before or after the school day. Remember, this is bell-to-bell. So students show up before the school day, they can use their phones respectfully. It's just got to be put away and turned off when that first bell rings and then they can take it back out after that last bell rings. So, next steps, like I said, we're going to collaborate with our principles on the discipline measures um and start developing some communication resources for our families and staff. So, our

050community can expect to see some of that stuff coming out about the direction that CSISD is going to go with this new law. And then in August, we're expecting to get some model policy from TEA. If we get that in time to go ahead and approve that um at a special meeting early August, then we'll implement that. But ultimately, we will adopt a policy early August and update the student code of conduct appropriately. Any questions, comments, discussion related to the new law? Yeah, I think one of the biggest questions that I've been getting from some parents um that I just think is good for us to clarify is um well, what if a what if a teacher says, hey, you can use your device? What if what if a cross country coach like has been

051telling you to use a smartwatch to track running? These kind of things. And I I just think it'd be good for us to clarify um whether that is or isn't allowed as far as uh use during the day as a reward or whatever. No, I mean the law is very clear. It's black and white. There will be a phase in period that the kids have to get acclimated to this. Our staff have to get acclimated to it. Our campus principles will coach and work with them. But then it becomes a kind of okay, we're going to phase this in and we talked with principles today. You know, I think the first three days we're kind of breaking in this policy Wednesday, Thursday, Friday, and then when we come back Monday, I mean, it has to

052be a go. Our kids are resilient. they rise to our expectations, but we've also got to be consistent and uh you know, as far as an educator goes, allowing I mean, you're breaking a state law. It's very clear. Uh and they don't want to put themselves in that position because that's exposure that could threaten, you know, obviously their livelihood and their and their job. And uh a lot of districts that have put this in place here over the last couple years were very uh direct and our policy's been successful because we were black and white. There was no gray area and the ones that were trying to well you can use it in the hall, you can use it at lunch. It wasn't as successful. And so a policy is a policy but it's only

053as good as as how our team implements it. And so, you know, I think uh we're going to have some discussions tomorrow with principles on discipline measures and then, you know, I've got confidence that they're going to go out and lead it. You know, right now intermediate uh elementary and middle school, we really don't have a lot of issues. You know, at our high school level, uh it's a little been a little bit more open. Kids use it at lunch hallways and things like that. It's going to be a shock for them. I had to took me a couple days. I had to explain to my daughter that this was not my rule, that it was a state law. I even Googled it and showed her. So, when your friends get mad, it was not

054me. Uh, but kids will they'll figure it out. I think uh if we'll implement it correctly, I think we'll see a drop in in in fights and disruptions during the school day. And I think it's uh very achievable that kids are are going to do better in the classroom because they're going to be a little bit more focused. the 17 years of my daughter's existence, this is the first school legislation she has paid attention to. Uh I look forward to her retaining Mr. Ben to find a doctor to say why her phone needs to be medically attached to her hand. So I look forward to getting it surgically removed. Uh but when you talk teacher retention, um one of the key impacts is classroom behavior, right? And and all our kids are saints. Well, they're

055not. Mine mine aren't perfect. Um and I would say that this is a major factor. there's some headaches, there's some concerns, right? Um but to your point, Missy, is um not everybody's expected to have a phone, right? So that's an expectation on teachers which we can manage. Um I like that we're ahead of this, but what I would ask is that parents need to be talking to their kids now ahead of time so it is not a shock. Um yes, we have some concerns. Yes, parents want their their kids to be reachable during the day if there's an emergency. Um but but we all made it like we survived. Um and there's still ways for us to communicate. But I think in terms of setting our teachers up for success of not having to chase,

056you know, disruptive behavior, um I think we're ahead of the curve and that's a good thing. But please, please, please parents talk to your kids um about what's coming and expectations because that's that's where it starts. Austin does have plans to go ahead since we're having that discussion today to start putting this language out as far as how the law is currently written out to parents, uh staff so they're aware of where this is coming. So, prior to potentially August 7th, you guys take an action on official policy. It's not a surprise. It's basically just putting into print. Uh, and then we can list the discipline measures once those are approved as well. And I was going to ask and y'all done a good job of this on a couple other things over the last

057couple years. Um, even starting to create an FAQ uh that can be put on the website or provided to parents would be good idea. Put it out on TikTok. Yes. Oh, that reminds me. Second question. What did where did bag phones fall, sir? Bag phones. Bag phone was not on there. I honestly don't know what he's talking about. It was a It was a phone in a bag. You ever used a rotary dial, Austin? Yeah. Yeah. Yeah. Oh, okay. Oh, I would have lost that bet. I was about to ask him. All right. I just really support what Dr. Payne said and Dr. Hart Rider about the enforcement and consistency of it and how I think that will help it be easier for our teachers, right? I think that was what especially when we went

058back and looked at some of the comments from teachers in the survey. I mean, we we had looked at the overall data, but then we looked at some of the specific comments. I think a lot of those were about consistency and enforcement and so they're not having to worry about, oh, another teacher does it a different way, you know. So, I I I think um that'll that'll make this work better. And I think I've heard the same thing from other districts as well. Um and I think some of the parents might be surprised. I don't know if we're going to get into what some of the different possibilities for um the consequences are, right? Because I know we we've seen some there's some other examples from other districts, but you know, yeah, we can give

059you a few. Uh Dallas uh ISD recently adopted a policy Conroe that we've been kind of paying attention to some of the larger districts that have moved a little quicker. Uh taking a phone up the first time, it's given back at the end of the day. taking the phone up. The second time you charge X amount, the third time it's X amount. The fourth time it's X amount. I'm not necessarily opposed to that, but then that's more you got to pay attention to of how many times this has happened with a kid. Uh so we'll figure that out. One of the biggest issues I'm concerned with is kids refusing to give you the phone because it's going to happen. They're going to say, "Hey, put your phone up. I need your phone." They're going to

060say, "I'm not giving you my phone." They're not going to give the phone for a million different reasons. One, they don't have money to come back and get it. Two, they've got a job. Whatever you'll get. This was I was an AP long time ago when we started fighting this battle and had the same thing there. Kids' livelihoods for some of them. Uh it depends on their phone and they're not going to give it up. And so then we're put in a position according to state law, we have to have discipline measures for kids. So we're going to punish kids for not giving us the phone. And then obviously it's going to be some sort of suspension. So now we're taking them out of the classroom. So my hope is that we can be consistent

061with a policy. We build relationships with kids uh and that trust factor that we're not trying to do anything to you. But this is a law and you've got to follow through with that. And uh we got confidence our staff's going to be able to handle that. But it it will be a problem because kids are will refuse to give the phones. And just so we're clear, there was no funding associated with this, right? So when they say there has to be storage, it's another unfended mandate by the by the state to say you have to do this, but we're not going to pay you for it. We are not spending any money on where to put devices. That's why we're using backpacks. I'm not going to ask a teacher to make sure when kids

062come in, they got a pouch to put 30 phones up and count them because I've got some friends uh kids who work in other districts, they have fake phones that they put in the pouch and their phones in their pocket. Kids figure it out real quick. they've got a backpack, a purse, put it wherever you want to, just turn it off. But I would encourage, you know, all of us as the adults, the the families and the teachers and the administrators to remember that we're going to be setting the tone for this. You know, the the the if we as parents are encouraging our kids, hey, you're going to be okay. This is going to be all right. You know, you need to do what you're being asked to do. and hey, at 4:00 you

063can turn your phone back on and if you had an important message during the day, you're going to see it and you can respond to it. Um, it's okay sometimes to have to wait. Um, I know when uh, you know, one of my kids first got a cell phone, they would text me and it would be like, "Mom, mom," and it would like constant until I respond. I had to be like, "I can't respond immediately all the time." And so, I think that's just where we are. But I think that we as the adults can set the tone for that. our teachers and our families both to um make something that I think is going to be better for our kids in the long run. You can block them too, Kim. And it will be

064um some extra work for our office staff and so forth, but obviously if there's true emergencies, um we they can contact our our schools, our campuses at any point and vice versa, the student can contact the parent. And I would just say the one other thing when you were asking about like is there ever going to be options to pull this out for instructional time. I think it's I mean it it clearly uses that word. I mean this is for nothing during the day. That is the law. So yeah, we do have we do the bond uh programs that we've had over the past few years have given us additional devices so that classrooms do have access to those. Um, but the the law is pretty clear that instructional time phones are off and away.

065Anything else? All right. Appreciate Mr. Dudson. Good luck. Bring us to item D5. Receive a report on the 2627 boundary adjustments and community input. Good afternoon, Dr. Hark Rider, Mr. Horic, Board of Trustees, thank you so much for allowing us to present the boundary update. I always tell y'all a county can be fun, but I'm not going to lie to you. Boundaries aren't that much fun. Um, there is a reason why we have to look at boundaries, of course, and it's because we have to balance out our district to become a little bit more efficiency. So, what's going on here at College Station ISTD is we've got three elementary campuses that are are at or above capacity. So, we need to look at that. Uh there are a couple of elementary campuses that are below.

066So, they have 500 students or less. And so, we've kind of looking at that too to kind of balance them out because they all have one nurse, one assistant principal, one principal. We need to balance that out. Gives additional opportunities to our students as well. So, those are kind of why we we make these hard decisions and look at things. uh intermediate campuses and middle school campuses. The reason why we're looking at that is for the same reason. Wellelburn is a little high and our perk trail um is a little low. Did I get that right? Cypress Grove. That's what I thought. So, um anyway, so that's why we're here tonight, just to kind of take a deeper look. Um we did have our first board meeting on June 17th. We're here again tonight to

067kind of look at the differences, go over what the surveys were, give you a little bit clearer maps to kind of decipher. Uh in August 19th, what we would like to do is just tweak those maps from what we hear back from your feedback and from what we receive from our community and bring that back to the board of directors. At that time, if we feel comfortable, then we'll have a community forum uh with our community and kind of go over the maps, answer any questions, and get additional feedback. Once we have that, we can bring that back to the board. So, it kind of really depends on this next month, how well we do, kind of what the feedback if we feel comfortable moving forward. And if we do, we can adopt as early

068as September. If not, um September or October, but we want deadline no later than November. And so, it just really kind of depends on kind of what the feedback is. So, I'm just going to go over the maps in a little bit more detail and then I'm going to pass it over to Mr. Austin that has never seen a backbone and and uh allow him to continue. Uh this is a little bit closer look at plan one. And so there's just a little bit of adjustments in this plan that I kind of want to go through. So the first one is really trying to balance out that Creek View Elementary School that is below 500 students right now. It extends the boundaries across Highway 6 and includes that Midtown Reserve area. That area currently is

069in Southwood Valley Elementary School. And then if it goes uh goes additional goes uh south of Rock Prairie Road and picks up a little area that is I'm excuse me east of Rock Prairie Road picks up a little area that belongs to Pebble Creek Elementary School. And so those are the adjustments to make Green Prairie grow up at freeep spa space at Southwood Valley as well as Pebble Creek. Both of those are above capacity or at capacity. Okay. Uh the next one is Forest Ridge. Uh Forest Ridge is below capacity where it needs to be at this time. Again, Pebble Creek is a little high. So that kind of pulls over, picks up that south uh southern point development, which is across Highway 6 and then the area south of that, pulls that into Forest

070Ridge Elementary School to kind of get those numbers up and relieve some space at Pebble Creek Elementary. And as you can see when we adjust these, you can only move so much in that area. And I know those are comments that um Mr. Dunen's going to talk about, but if you'll just kind of look at the area and see how we can most efficiently move those numbers. Uh the other one is Greens Prairie Elementary. That area currently goes to Spring Creek. I'm excuse me, Castlegate 2 currently goes to Spring Creek. That would move that neighborhood into Greens Prairie Elementary. And then there's a small little area that kind of flanks the area there of Welin Road um in Georgia. in that area. It's going to go to Southn No, Southn No Elementary. I'm sorry, I'm

071tongue tongue tied. Um, which is right there in that area. That area currently goes to Forest Ridge Elementary, which is all the way at the bottom of our district. Spring Creek Elementary would pick up a small area that is currently in Forest Ridge Elementary. Uh, the neighborhood kind of stays in that area. It looks almost like an eagle right there. Uh if you look at that on a map, that's really trees. So there's really not developments in that area that kind of looks blank. And so it kind of makes a little bit of sense to pick up that if you had to and move that area into Spring Creek Elementary. There's not a lot of students there. It's really just kind of done to done to clean some lines. And then this would pick up

072Forest Ridge Elementary would pick up Greens Prairie Reserve. Okay. So those are some of the major ones on the on plan one. Plan four, there's some adjustments on plan four and it is um there is a little small n neighborhood that is in the College Hills Elementary boundaries in a sense and it goes currently to uh Spring Creek. Let me make sure I've got that right. Uh it currently goes to Spring Creek Elementary School. We would pick that up, move that into College Hills Elementary. Uh the other one of course is to go um east of Highway six, but this time just boundary at Rock Prairie. So it would just stop at Rock Prairie, not go further than Rock Prairie like the other map did. Uh the other one is picking up this little uh

073property right here. They call that Southern Trace Drive area. That would take that from Spring Creek Elementary and move it into Creek View Elementary to give that space. Spring Creek is another campus that is at or above capacity. Uh then it would take a smaller area of Forage Ridge and move it in I mean of Pebble Creek which is the southern point edition and move it into Forest Ridge Elementary. Okay. So when we look at plan five, uh it's a little bit cleaner. And what really kind of plan five does is attempts to take some of our um areas that are north of our district that we take kids all the way from the north all the way to the south and kind of smooth those areas out and really kind of makes neighborhood elementary

074schools. And so that's what we're attempting here. The only difference is if you look at the very top of this map and we'll go into detail. There is a small green Kelly green area in the Hunter green area up top where that apartment complex six sits that is currently zoned to Forest Ridge Elementary School. The thought there would be Forest Ridge Elementary School would have a lot of neighborhoods that are currently growing. So they're not developed right now. You know, five years from now they might be closer to capacity. What that'll allow us to do if we get five, six years down the road, we don't have to do a a complete redo, we could take that one piece of property, move it into College Hills and free up space at uh Forest Ridge Elementary.

075If you look at College Hills numbers, and if you look at the neighbor, the school district right beside it, the campus right beside it, both of those are a little bit aging out. So, if you look at those numbers, you can see where our um older grades are are our bigger grades, our newer grades are our smaller grades. So, it looks like it's kind of flattening out or declining a little bit. This would give us an opportunity to make that little switch later on down the road and free up space at Forest Ridge and give that space to College Hills or even to South Null just depending on how those two campuses grew five, six years from now without having to, like I said, county can be fun, but but boundaries are not. And so,

076that would just be a small adjustment to the map. So, same thing. So you can see where we took that small area where you can see the red line shows our current boundaries. The red line on that page that kind of sits like a boot I guess is really um it's currently in Pebble Creek. And so what this would do is take half of that development or half of that area give it to College Hills Elementary and then the lower half would go to Southnull Elementary. And then of course that green sliver right there is the land I talked to you about that goes to Forest Ridge. Uh this is the uh the southern trace development. It would then go to Riverbend Elementary again freeing up space at Spring Creek. uh Forest Ridge instead of

077taking that into Spring Creek uh Forest Ridge Elementary, we would take that area and so that whole little sliver of land if you that's like Greeningo uh the Salt Grass that whole area in the neighborhood behind it that would take that to Forest Ridge Elementary School. uh it takes these two spots. And so when you look at um when you look at Rock Prairie Elementary's numbers too, those are trending to kind of go flatline and they're under 500 students as well is what we anticipate to do. So we're trying to give that a little bit more room to future development and kind of give that uh campus a little bit more students as well. So we're kind of taking those two areas that were two different campuses and making it all one campus. And so

078for transportation and for uh for parents and everything, it kind of gives it a little bit of a smoother line, but it's the large area north of Harvey Mitchell and Parkway. Currently, that area is is at three different elementary schools. In addition, there are two different spots. So, if you look at the area southeast side of Gra and between Eagle Avenue and Victoria Avenue, that's your little sliver on the bottom. That would be going into Creek View Elementary. And then up at the top area, which is northeast of Graham, and then Arnold Road, we would take that into Creek View Elementary as well. And then Creek View would completely go across Highway Six, pick up all of the Mission Reserve area, past that area, past Rock Prairie, and then take your other uh area on

079the east side of Rock Prairie to free up space at Pebble Creek. Uh in addition, it takes a larger portion of Forest for Forest Ridge Elementary School. So it it takes extends a pass across Highway 6. It picks up South Peach Creek cut off road and then the east of Peach Creek Road. This is kind of the numbers that is produced from um the free and reduced counts with the adjustments. There's not a lot of movement, but there is a little. But we wanted to have you to have the information in case you had questions about the free and reduced numbers. Uh when you look at the the two proposed um zones for intermediate and middle school, again, we just need to we need to move a few students out of Wellburn and get them

080into college school, middle school. And the same thing for the intermediate schools. uh when you look at the boundaries for the middle school and intermediate schools, it gets a little bit tricky because we have a dual language campus in the mix. Therefore, when you start trying to flatten your uh free and reduce numbers for your middle school, it seems to affect the opposite direction on your intermediate school. So, it makes it a little bit harder. Uh the first one would just be pulling Castle Gate 2 edition. Castlegate 2 edition hasundred kids in a fifth six part and it has a hundred kids in a seventh eighth section. So there's a lot of kids there and so that's why that would pick up and balance that out a little bit. When you're looking at plan four,

081it does the same thing. It pulls the the castle gate two castle gate one, excuse me, uh and tries to balance that out. Um but then in addition, it tries to pick up some additional shifts with Mission Ranch and things. And the reason for that is trying to ba balance out that free and reduced numbers again. So that's the reason why we we're shifting some of those kids because if you pick up one neighborhood, I mean you're it's it all has to do with free and reduced numbers. Here is some future growth as well with the plan four. It picks up Nantucket and it picks up the apartments right off the Arrington Road. Uh plan four zone. This is where the adjustments happen at Welurn Road to move those in to your um Welburn Middle

082School. All right, I'm going to turn it over to Mr. Dunson. Good deal. So, following the last board meeting when these proposed plans were introduced, um we went ahead and put these up on the website. We were already starting to get emails following that board meeting. So we wanted a a formalized process to collect that data and that feedback and so put it up on the website and since then we've we've garnered a little over a thousand comments across the board. You can see the breakdown there per plan. Um these were open-ended questions or open-ended comments. There weren't any specific questions that we were asking. We weren't asking a scaled score. It was just give us your feedback. And so when we're going through this feedback, um, understand that this is our interpretation of what

083people are saying based on what they provided. So some folks will get as specific as telling us the street they live on or the neighborhood or the subdivision that they live on. And some people will just say, "I don't like this plan." Or they'll say, "This is a good plan." So just keep that in mind. And because we had so many comments and we received several emails and phone calls, we may not hit all of everybody's opinions and feedback at this point, but in general, elementary plan 5 was a little bit more favored than elementary plans one and two, primarily due to the um adjustments made on the north side of town for some of those islands that were kind of picking up kids from the north side of town and they're going to schools

084on the south side of town. It also makes some adjustments in areas that are not as um impactful for some families. Um for the intermediate and middle school plans, um pretty mixed reviews across the board. Um intermediate plan 4 was slightly favored based on that economically disadvantaged percentage. People just observing those percentages and how they were laid out. But in general, not a clear consensus either way on any of the plans. We're really just kind of looking at these and um and trying to understand kind of where the big themes are, where the trends are, and where some places that we can pay attention to based on the logistics of the feedback. So, most common topics that were brought up, um the first one was that our maps weren't great. So, we understand that um

085we we have posted high resolution maps that are scalable. So you can go on our website under each plan you can look at the original PDF that was posted and then underneath that is a downloadable PDF. You can download that and look and find where your street is. Um as well as we added explanatory notes um so that those details are provided there. Um the most common topic that was brought up was related to uh equity across the schools and balance of the economically disadvantaged percentages as well as splitting neighborhoods. there are some adjustments that um cut through certain streets or um separate some of those um bigger subdivisions. And so we'll kind of look at some of that. Traffic, transportation, proximity to school, all all big topics. Feeder patterns also brought up and then

086questions about grandfathering. So, what we're going to do is kind of in context of some of the comments that we got, highle view, we're going to look back at some of the maps that Miss Wilson showed you and kind of compare and contrast those and talk through what kind of feedback was happening from certain areas of the district. So, here's a a breakdown. We're not going to read over all of this. This is really just kind of taking those big topics and breaking them down by area. Um, and we'll kind of go through and look at this visually. So this is the again kind of the most common topic that was brought up was balancing the school district's demographics and this is that current boundary of that north side of town where you see some

087of those islands for Pebble Creek, Spring Creek, Forest Ridge and Creek View. Um in plan one as Miss Wilson kind of showed that some adjustments are made um so you can kind of see the the comparison there of what gets adjusted there. going to plan four. Um we make some more adjustments um to that. Pebble Creek stays where it's at for one and four. And then for five gets split um between College Hills and South Null. That Forest Ridge area. It was previously Spring Creek. And then Rock Prairie takes that that northern portion. Okay. So here's the this southern point area and the the Peach Creek cut off. The majority of the comments from this side of town um were related to observations about the enrollment numbers at Forest Ridge. Um it was also about,

088you know, their community and their neighborhood. Um but primarily as people were reviewing the plans with the enrollment numbers, they were looking at Forest Ridge potentially being at or over capacity based on these adjustments. Here's the Spring Creek Castlegate 2 area. Um, majority of the comments in plan one were related to Castlegate 2. And that is that that little square down there where Spring Creek um, where I'm sorry, Greens Prairie would take some of that Spring Creek zone. So, that's majority of what was talked about in plan one from parents on elementary plan one. On four and five, it's that um, southern trace triangle, kind of that Spring Creek triangle there at the the top left of that. um was where majority of comments and primarily parents are talking about proximity to Spring Creek as

089opposed to Greens Prairie or Riverbend um or Creek View. Um lots of walkers and bikers in this neighborhood and um parents made that known by saying, you know, we we live this close to Spring Creek as opposed to these other schools. So those were the main comments there. Um on the east side of six, the fluctuations between Southwood Valley and Creek View and Pebble Creek primarily the majority of those comments came from that top right corner. That's William Creek Lakes Estates. It's a newer development in the Pebble Creek zone and their main comments related to their commute and their proximity to Creek View. Um looking at going across um Rock Prairie Road, getting into that area of town. Those were the majority of the comments related to that. We had some comments related to to

090um Southwood Valley's adjustments um and some questions about how that's going to potentially impact folks who live in that Southwood Valley zone and our dual language kids who ride the bus. And so those are some clarifications that we'll make as we move along in this process for the intermediate middle school plans. Um lots of feedback about Castlegate and um because this makes some adjustments to their current boundaries. um difference there between three and four is taking a a smaller or I'm sorry a larger portion of that southside um along Highway 6, Nantucket, Southampton. Um we did have some comments from the Nantucket area. Um just asking questions, you know, how many kids will be impacted in this area. Nucket is an older neighborhood. Um more retirees in that neighborhood and so um just wanting us

091to look at enrollment numbers there. And then in the Mission Ranch, Willow Run, Southern Trace area over here on um the other side of Welburn. Um really comments relating to splitting this neighborhood or or the map not being clear. And so with this new high resolution map, hopefully folks can kind of see what that adjustment looks like. And this is this middle middle of town kind of area right behind&m consolidated um high school. Majority comments here based on the adjustment for plan 4 were related to proximity to the school and um the traffic going up Welburn and the logistics of getting their kids to and from school and what that looks like for those families. Um so next steps, we're going to continue to review feedback. Um as we shared with you um earlier this

092week in your supporting documents, um you do have access to every single comment that's been made up to this point. And so, like we said, we did a high view here, but um there's always time to continue to review. The feedback will remain open through the end of the month. So, community members who haven't had a chance to do so or waiting on high resolution maps to be able to kind of parse out where they land in these adjustments, continue to do so. We encourage people to reach out and ask questions or provide feedback online. And then we'll make adjustments here within the next month. um just looking at traffic patterns, student enrollment, those kinds of things, working with our transportation department and then bring updates back in August. Questions, comments. Okay, let me say

093a couple things before you guys uh just kind of wrap everything up. Uh just a reminder on board policy. Our board policy when it comes to economically disadvantaged numbers deals with intermediate, middle, and high school. The Odyssey is very clear that we are to bring you and make you aware if the percentages get outside of 10 to 15% from the different campuses. You are not required to take action on that. We are required to bring you the information. How you what you want to do with that information is totally up to you. You do not have to take action. Uh based on the intermediate and middle school map, most of that movement was 100% for the eco disadvantage piece. uh the two campuses that we're concerned about in Say that say that again that last

094most of the movement for intermediate middle school was to balance our economically disadvantaged numbers. That's why you feel like we're move I thought it was primarily a capacity driver first of all it's part of it I haven't finished yet. Okay. Yeah. Uh when we go into there's two campuses that we're concerned about intermediate and middle school. Welburn as well as Pan Trail. We're at a flat growth as a school district. So they both campuses right now I think uh Pan Trail maybe has one classroom that's currently available. Uh Welurn has a couple of smaller fishbowl type classrooms that are available. So we're we're pretty close to uh capacity. However, it's trickier because we're not expecting any growth. The elementary numbers pretty more clear-cut. We've got about three campuses that are at capacity or over right

095now. And so there has to be movement there. Uh the intermediate middle school, that's a little bit of a different target. You know, what we've got to have after you guys discuss, we've got to have some direction on a couple of things. Does the economically disadvantaged number of percentage matter for intermediate middle school? And it's got to be pretty clear-cut. Yes, it does. Or no, we're not worried about that. But we want to do what's best for traffic flow and and for parents or their kids. So, we need some direction on that. Uh these are options. All of these options can be changed. You know, me personally, uh I don't know how you guys feel. I don't plan on we're not going to split neighborhoods. Uh it just we're going to have to keep the

096neighborhood consistent. It's just hard for me to justify sending a bus in two buses into a neighborhood and take some kids this way and some kids that way. That just doesn't make a lot of sense. So those are workarounds. We ask the demographers to give us scenarios. They've given us scenar scenarios. We're getting feedback from our community. Then we come back and we take that feedback and we try to adjust these numbers. But the ecodes piece uh is something that's big because that drives a lot of of what we're going to do. Uh and then in the end the decision I think the elementaryaries got to be made depending on what plan, but intermediate middle school is a discussion point. You know, I talked to Jeff uh about this. We're going to have a discussion

097about taking out of district transfers. So, it's a little bit of a gamble not to do anything with the intermediate middle school if our numbers hold flat, but then we could push more kids into Syroveve and College Station Middle School through out of district transfers because we create that feeder pattern if we go that route. And so, we can increase enrollment at those campuses without a district transfers, without moving our current population of families around. So that's just some I just wanted you to have those things in mind as you're kind of considering and thinking about it. But the biggest thing we've got to know is how how serious do we need to be about keeping the economically disadvantaged numbers closer? Does it matter yes or no? And anything else you guys want us to

098consider? And then there'll be a more in-depth conversation probably in the regular meeting. It may be workshop depending on what we have in August. Uh so we can take a really detailed look at it. So, just so other people know, resoning is not something we ever want to do. It's not fun for boards. Um, I appreciate the feedback that we have gotten people coming to speak. We all live in these neighborhoods. I live in Castlegate, too. Sigi lives in Castlegate, too. Mr. Ben lives in Nantucket. So, um, yeah. Yeah. Yeah. Yeah. So, if you want to talk Nantucket and go to Mr. Ben directly. Um, but, uh, so, so we appreciate that. Um the the one uh couple cap I appreciate that people have been um polite in their emails when we redid the high

099schools which was when Miss Hester eight nine years ago 10 years ago before Austin was born but um sorry but easy target tonight um there were board members that got death threats um and it was just shocking to see how the community reacted. So, I appreciate um how people are communicating with us. Um but know this stuff isn't fun. But the caveat with that that I saw quite a few with Castlegate and Miss Green mentioned today is while we look at traffic patterns, we don't control traffic. If you would like to email city council, our friends over there, by all means, please do and go talk to them about our roads and traffic patterns. Um we have nothing to do with that. Um because I run in Castlegate, too, also. So, just a caveat to

100let people know about traffic. Thank you. So I think my biggest question just after what you said, Dr. Hark Rider, um is that there's there's one piece to trying to even out our economically disadvantaged numbers. Um, and then there's there there's still a reality even if we're saying that technically Wellbborne and Pont Trail are not over their capacity number that they have a lot more students than Cypress Grove and CSMS do. um whether or not if if both schools had the same number of economically disadvantaged students, we would still be in a situation where Wellbourne has a lot more kids than you know CSMS does. Do we see any problem as a board or as a district with that? Considering that in middle school, I feel like it's really important for kids to have opportunities

101for things and it's like we have one pattern that's kind of overflowing with kids and another that maybe like doesn't always have enough kids for some of their teams and stuff. I I'm asking that as an honest question because I feel like even if we're not looking at ED numbers, there's still a reality that the school's attendances are really off balance. There is because you've got uh you know, let's say a larger school, you know, there's only so many girls they're going to keep on a volleyball program. You know, if you keep three teams uh and so you may be cutting x amount of girls at potentially well and at College Station Middle School, for instance, just throwing, they may have a enough girls to try out potentially to have three teams and and no

102one gets cut. So yeah, there is a competitive piece of that uh especially with UIO activities that you know some we we take all the kids we can but certain sports that's not the case. You know, you're keeping X amount for baseball, X amount for soccer. Same thing with with basketball, football generally carry larger numbers. But yes, there is a piece where you know you're going to have kids that aren't allowed to participate potentially at a certain school but have that opportunity at another school. And I would go even one step further beyond that. Say one of the things that we have heard consistently and and rightfully so over the last several months, couple years is the amount of of uh work and stress and so forth that that our teachers and other staff have.

103And so when you have one school with 250 more kids than another, that's additional stress, work, and so forth on the administrators, custodial staff, teachers, everyone else. And so balancing those the the schools as far as the actual just number of students in them has, you know, hopefully an advantage there, too. I agree. And that's why I apologize for the interruption, but I really wanted to clarify. I thought um because when we started this conversation, my thought was it was primarily on um balancing out the capacity and then obviously um the discussion of the socioeconomic balance is you know a piece of piece of our policy and also a piece of a piece of the discussion. So um I think you look at the rapid growth out south, right? So we tremendous growth and those

104and and and then the number of schools we've opened in the number of years. So a little bit is we're spoiled by the neighborhoods basically all have their own elementary school. Uh my kids I live in Castle K2. Spring Creek wasn't there. We went to Greensbury um and it was phenomenal. But um I so there's tremendous amount of growth that that set that off. And now we're working with demographers and we talk to real estate and see where we're a little bit more boxed in. But what I appreciate um is that what I don't think I saw is that anybody has to drive past one school to get to their school, right? So I appre So I know we're talking about looking at neighborhoods, but I don't think anyone, you know, you may have to

105go a little bit further and I get walkers and and bike riders and all that good stuff, but I don't think anyone actually has to drive by one school to get to another one. So um I appreciate that. But the rapid growth of the how many schools we have opened um and then the budget that comes with all of those um I think has also kind of put us in some of this situation where everyone's a little bit spoiled with how close their school is. Dr. Pay, when you say that, are you talking about the just the middle and intermediate schools? I think more the elementaryaries, which I think is probably, you know, you get the emails about friend groups, right? Like you don't want to split up friend groups and and I understand that.

106So there's probably more wiggle room with elementary schools than there are in intermediate and middle just because that hasn't been as as well established. Well, I I tell you I one thing that has bothered me since before I was on the board is and I understand and let me say this a lot of the things that you all know that we deal with as a school board there there's two right answers or there there's there's multiple factors so not everything is just black and white and I understand the benefit of the socioeconomic balancing and so forth, but it has always bothered the heck out of me that we've got kids and and and and I'm going to stereotype here, but lower socioeconomic kids who probably have less transportation options, uh maybe have uh parents that

107are working multiple jobs, whatever it might be, in the State Street areas, um Southgate apartments, and those kids get bus to Pebble Creek and Forest Ridge and so forth. And again, I I I see the benefit of that, but that is as as we have spent the last year or two really focusing on making sure that those kids are getting the best education they they can get. I don't I I would ask and you know unless the the rest of the board is is opposed that we figure out a way on these especially on the the elementary school maps to get rid of those little islands where those kids are having to to to bus and their parents can't necessarily come to activities during the day or whatever it might be. Um, so that that's

108you know if there's if there's again we can the lines are going to get moved and adjusted as as y'all think of additional things and we get additional comments. But if we could we could get rid of those islands and those kids aren't having to pass five or six elementary schools to get their to their elementary school. I I I think that would be a good thing. Plan five will eliminate that outside of that one area that we could still potentially move down to. Yeah. If we could if we could if we could zone them to a school closer that would be it'd be even better. So and I talked a little bit about the um to me the the discussion and the and the importance really of of the considering the socioeconomic levels. I

109do agree for the elementary that um for a couple of reasons that it's I probably am I am fine with getting rid of those pockets. One reason is they've gotten a lot smaller, right? I think I mean you all can confirm that data, but there not as many of our students um in those in those pockets anymore. Um because and you can see that in the numbers. That's the other thing obviously I think a lot of people ask for what is what is the impact of um the different plans on the on the SCES numbers and they don't necessarily make it that much worse. The problem is it is there already is a a fair a significant imbalance in our elementary schools. Right. And I think that so that's maybe a another discussion to have

110of I mean you know do you treat every elementary school the same when one of them has 75% low SCEES students and one of them has you know 12 and 13 and I know they're title one and I know there's the the funding for that but even the difference between a title one school that has 75 and a title one school that has 45% low SCES I mean is there a difference and Should we be using the same staffing formulas for those? So, so I I guess to me it is I I wouldn't have as be as worried about the the differences if we were making sure that you know we were meeting the needs of every campus, right? And just to just to make sure that that we were um so that but that's

111really for elementary in my mind. I think it's a little bit different discussion um as in the older grades because I really do think that like I said last time what we see between our two high schools is and the balance we have between our schools and and how that goes into our whole community. It was not by accident, right? It was because of some very hard redistricting. Um, and I think I think it's very much a positive on our schools and a positive on our community. So for me, I think it's worth con considering highly for intermediate and middle school. But I agree with you. It's the question we need to decide as a board what we what's important to us as our criteria. Highly what with intermediate middle school. Say again. Say hello.

112You said highly with our intermediate middle school. Yeah. again just cuz I feel high as what highly what highly considered important to consider um a SCS balance. Okay. Yeah. Sorry. Make sure it's clear. No, I appreciate it. That's fine. Um so I've been thinking about this a lot. Wrote down some stuff. Um talked Dr. Hark Rider. Um I'm I'm a fan of neighborhood schools. Always have been. Um, my oldest went to a neighborhood school and then we uprooted her, moved her to a brand new school and she had to make all new friends um, here in CSISD. Uh, and she's going to be a Tiger this fall. So, I'm pretty pumped. So, that's just kind of how she went and that's just where she's at. My younger two, same kind of thing. Um, kind of

113started them and you can kind of call it a neighborhood school, but we live across the railroad track so we don't really have a neighborhood school. Um, so I like that. And so those those maps kind of show me some some pluses there. Um like Dr. Harrier said and him and I talked about this a lot, the out of district transfer applications um with the voucher systems and things like that. We have to be competitive and and there's no other way to do that now except to consider that maybe for 26 27 which could help with the maybe kicking the can down the road on the intermediate middle school side because now we get to say hey if you want to come into College Station ISD and oh by the way you're going to be

114a fifth or sixth or seventh or eighth grader here's the school you can go to and so that'll help with the capacity piece of it maybe not the low SCES piece because we don't know where those kids might be coming from but it'll help with the capacity piece Because it brings me to the next point with PT and and Wilbur Middle. I can't fathom those campuses having 200 more kids than the same type of school, intermediate and middle school that they have. Like Mr. Ben said, those not to say our staffs aren't working equally and all that, but it just puts another level of having 200 more kids on your campus. And if that's the case, and that's the that's what we're going to do, then we're going to have to provide some support to

115those campuses so that they can manage that. whatever that looks like. And that's that's on management and what y'all got to do. Um the low SCES, yeah, we've got to figure that out if we're if we're going to focus on that. Um or if we're going to say our community is what it is, it's developed into what it is in the last 10 years, 15 years, whatever you want to call it. And if certain campuses in years past have had title one funds because we have focused on that and if we make changes to make them more neighborhood and so some of those kids are not going south of town and they live midtown or or northtown and they're now going to more their neighborhood school campus might lose their title one funds. And that's

116just the nature of how this works. And I hate to say it like that but if you don't have the kids you don't get the funding. And so now that funding can go to these campuses where we do have an influx of kids and now we are taking care of those campuses that have that influx of certain kids and things like that and then the other schools can take care of themselves accordingly. It's it's a it's a tough one to figure out and it's a tough one to figure out which one we want to focus on and how to navigate that and I get that and that's why this is a whole discussion it's going to go on for months. Um, but the capacity piece where we are leveling out, I have a problem with

117that because it's not right that we have campuses with that much disparity um with the high schools. Yeah, they reszoned and it worked out and all that. There's a bigger piece of that. That's a that has to do with a whole lot of just making the numbers as far as enrollment. There's some UIL pieces of that. There's extracurricular pieces of that, but we're talking about educating our kids in the younger grades, kinder and all that. It's not about extracurriculars. It's not about UIL. It's not about that. It's about right there sitting in the seat and being comfortable. And what does that look like? What do we have to do to make our kids comfortable and want to come to school? And so, we have to take that into consideration because it's a different ballgame when

118we have those lower kids. Um, so, aha, I guess we could do NIL, you know, do an NIL deal, you know, campus wants the students. Let's figure it out. I mean, yeah. Haha. So, just CFO Grimace, right? So anyway, so so to clarify, I I'm hear you, you're saying that for like intermediate middle school, you think balancing out capacity capacity probably would make sense from some of the discussions we have. I think I think what we have in the next year coming up where if we do have to do consider the out of district stuff coming in that helps with capacity pieces. Um, as far as looking at that piece on a middle school and intermediate, I don't know how important that is right now. Even capacity. No, I I addressed the capacity piece with

119the out of district for now. We're not at capacity on them, but when we've got 750, 800 kids and and I probably was off while we got 800 and then we've got 500 600 kid difference. Man, I just Yeah, I get it. I get why it's happened. I don't get why we we have to continue down that road. So, because we're staffing on the same as far as I know, roughly a little bit different. We've got new staffing models. So depending on the enrollment piece, you may have an extra assistant principal at a campus with less middle school has a second counselor per se. Okay. Uh same thing potentially with office staff. Okay. I feel like I feel like we're in a place where we can take a little bit of a balanced approach. You

120know, again, we're not in a situation where each middle school has 500 kids and we just want to move them around to fix economic disparity. Like that's not the situation that we're in. are in a situation where we have a school that has a lot more kids than another school and those numbers are offbalanced. And so as we look at this, there's a little bit of both in it. I don't think it's like an eitheror situation. Um, you know, I I feel like it's really hard to have the imbalance of numbers because I think middle school is a really important and and intermediate school too because we have it happening there as well. just a really important time to be able to try things. And I've seen situations because my kids have just been through

121all these years where there's just not as much opportunity maybe one place at another because our numbers are so off and and so to me that piece is important to at least consider. Um but I but the other thing that I think is important to consider is um how people are getting to and from school. I mean, I know we don't get to control the roads um and all of the the the traffic lights and all that kind of stuff, but within the confines of what we have, I think we as a district do need to consider how kids are getting to and from school and what makes the most geographic sense. So, you know, I'm just saying I think those are some important questions that have been raised that that we should consider as

122well. Um and you know also just to say to the community part of this is about being fiscally responsible. Um because we have these three buildings for intermediate and these three buildings for middle school. How are we using those spaces the best with the money that we have? And so to me, um, that that plays into this as well because I feel like although we have some, um, campuses that maybe haven't hit that highest number, um, if you walk around in those buildings and you talk to some people that go there, you will see that it is much different than if you go to a school that has, you know, 250 less kids. So, I just think those are all important things for us to consider as um, as a district and board. Can I

123just add one thing in relation to some of the emails that we've gotten and and I agree with Dr. and they have been uh overly respectful and positive and so forth. But um I number one none of our you know we have spent um the last several years upgrading a lot of our elementary schools, middle schools, intermediate schools. So, we don't we don't have the shiny and new and the the old and decrepit uh anymore that, you know, a lot of people base their decisions on. And that being said, um I would send my kid to any school in College Station ISD. Uh this is not a a situation where we've got this horrible school over here and this great they're they're they're all they're all good. Um, and like I had somebody describe it

124to me the other day. They said, you know, College Station schools are like like cookies. You got your chocolate chip cookie, your sugar cookie, your peanut butter cookie. They're all great. They're just they're just a little bit different. And and and that is absolutely the case. So, you know, I I it it just don't be afraid of, hey, my child may end up going to a different school than than what we had planned because all all of our schools are are are are great. That's a great point and I didn't just on my opinion, I didn't really say that. I mean, I do think your com both the comments about the capacity piece of it are important as well. I mean, I think like I just saw your head shaking over there that the that

125Wellburn and I mean, they're bigger school there. There are um there's just a lot of kids in those schools right now, right? You'll feel the difference. Yeah, exactly. I've heard that from from people a lot as well. And I think there's we didn't the other um side of it is I know that like uh College Station Middle School struggles to get PTO people, right? I mean, there's just the support in those ways as well. So there's a lot of different ways besides the ones you've mentioned that you feel those with those differences are felt on th on those campuses. Um not to mention, you know, more traffic going to some of those other those those schools. So um lots of pieces that are important to consider. I think one question I would have that we

126haven't talked about yet is that um how the the any of these plans would affect um the splits to the high school because I know that was kind of a big I don't know if y'all even looked at that at all. We're not going to split the high school. No, no, but but like um high school boundaries bound to each high school feeders because it was it was the feeder pattern. There was kind of a when that original plan happened when there's, you know, three middle schools feeding to two high schools, there was a lot of discussion, should it be 150% splits, would that school in the middle get not as much attention from the two high schools? So, um, does that I haven't looked into that. So, that was a thing. So, I'm sorry.

127Does that make sense? Yes, I get what you're saying. Yeah, most of these adjustments are minimal adjustments that would not affect the current high school boundaries. We can take a look and see if that's it. uh but that high school boundaries right now are two circles and most of these adjustments are subtle adjustments that that that shouldn't impact that just which percent like say for um wellburn when when it's after the changes would with a plan would be made what percentage of those students would end up going to CSHS and what percentage of those would go to um consult right yeah exactly and maybe yeah Maybe it's not big enough changes to make as much of a difference, but I think it's worth a worth looking at. I think we've got percentages of the kids

128that at each of those schools that go to the high school, but other than that, that's about it. Yeah. Because there's not true feeder pattern. Like if our coaches go to Welburn, there's going to be kids like to scout football practice, you don't know which one of your kids are coming to you or not because there's a x percent 40% whatever that number is is going to this high school and you're only getting the other half. Yep. Anything else? All right. Appreciate y'all doing the research on it. We'll look forward to the next one. The rings item adjourn. See you at the board meeting. So what? Yeah. Hey, me too. I'm kind of Well, sorry. You're saying good things, important things. saying good things. You understand what I spoke? You were you were in the

129discussion about how those blitz were. I don't know if you were anybody was around when we had those discussions. Right. The whole idea was that one middle school would be kind of the stepchild the stepchild middle school, right? Total. Yeah. It's not personal. But it makes sense. I can get a Hey, don't make it. Hey, this your party. All right, welcome everybody to our regularly scheduled board meeting July 15th, a little after seven. Call to order. Declaration of a quorum. Six members present, one absent. Welcome everybody. Welcome to the meeting of the 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.

130We adhere to all pertinent laws, policies, and procedures in posting agendas and conducting our meetings. A detailed agenda information was made available to us at least 72 hours in advance. We've all come to this meeting informed and prepared. We've just completed a workshop meeting where we heard reports and discuss much of the information needed to make decisions in either this meeting or an upcoming meetings. Is a meeting of the seven tr this is a 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 requires us to listen rather than take action so as to abide by the open meetings act. We're pleased that you have taken time this evening to join us. We're very proud of the school

131district and we thank you for your interest in and support of our students. Uh that'll bring us to pledge of allegiance. I think we have some students from the extended school year. Okay. Come up here. Okay. Hi, I'm Trese Medlock and I had the um honor of um being the ESY elementary coordinator this summer and so I have three um wonderful students that were with us in the elementary and so u I'm going to let them introduce themselves. We got um to serve about 40 roughly 40 students in ESY um for elementary this year. You want to introduce yourself? Hello, my name is Terrence Alexander and I go to Creek View Elementary. My name is Trenton Jefferson. I go to Creek View Elementary. My name is Prince Hawkins Peppa Creek Elementary. Good job. And I'm

132Margaret Michael. I was the coordinator for secondary. And I have Jeremiah. Oh, here I have Jeremiah Bell with us today. Will you please stand for the pledge of allegiance? I pledge algiance to the flag of United States of America and to the republic for which it stands, one nation under God, indivisible, liberty and justice for all. D for the Texas flag. Texas under God andible. Please join us for a moment of silence. Thank you. You may be seated. [Applause] Thanks, guys. There you go. We want to recognize the artwork at the back of our boardroom from uh some of those kiddos from our extended school year. So, a lot of American flags, ice cream cones, what everything is about summer up here. So, we appreciate them uh sharing those with us. Uh bring us item

133C3, recognize new staff. Miss Goulsby. Good evening. Dr. Hark Rider, board of trustees. I would like to introduce our new team members that are joining teaching and learning department. These are positions that were posted based on retirements. These are not new positions. The first one I would like to welcome is our director of federal and state programs, Jennifer Wood. Jennifer is an educator with over 20 years of experience in instruction, student assessment, and campus and district administration. She holds a bachelor's degree in a econ from Texas A&M University and a master's degree in educational psychology from the University of Mary Harden Baylor. Please welcome Jennifer Wood. Howdy. It's so nice to be back in a in a town where everyone knows what that means. Um I'm so excited to be here. I started July 1st.

134I had the opportunity to shadow Patty um before she retired and that was a huge help to this position. Um I've met a lot of great people already in College Station ISD. So, thank you for being so welcoming. I'm looking forward to serving the principles and the students um and to fulfill the mission of CSISD. I'd like to recognize um my daughter's here. Her name So, when I'm not at work, I'm chasing her around the volleyball court or the track or the basketball court. And then my mom, Lana Wood, she's in the pink. um shout out to her for always supporting me through this educ my career um and for um her journey this year. So, thank you. I love you guys. [Applause] Our next new team member is our coordinator of advanced academics, Jeremy

135Day. Jeremy Day brings more than 26 years of educational experience in the classroom, campus, and district leadership positions. His previous roles include advanced academics coordinator, district reading, language arts, and social studies specialist, an AP and IB teacher and coordinator. Most recently, he led the advanced academics program in McGomery ISD. We welcome Jeremy Day. I went to Trinity University, so please don't hold that against me. All the Aggies in the room. Um, my wife is here, Tiffany Day. She's my better half of uh I asked her 26 years I think we're at. So uh we met when when I'm when we were 15 and I was not near as uh nice as I am now. So for her to be with me is fantastic and support me. Um but anyway serious on a serious note it's

136been fantastic. This is day two for me and I have met the best people like you guys are doing something special up here in College Station. So, um really excited um excited to lead the advanced academics uh program and to do some great things with our our students, teachers, and our parents. And uh my door is always open if anybody needs anything. And just thank you for the opportunity. So, our next new team member is our coordinator of school improvement, Dr. Chelsea Best. Dr. Best joins us from Brennham ISD with a decade of experience in education. She has served as an elementary science teacher, digital learning specialist, and a curriculum coordinator in various districts. Dr. Best earned her bachelor degree of psychology from Angelo State University, a master's degree in educational technology from Arizona State

137University, and her doctorate in school leadership from the University of Massachusetts Lowel. Dr. Bess, welcome. Thank you. So, I'm super excited to be joining CISD. This is where my family lives. I coach youth soccer, too. So, I'm really excited to support our students and our community. Thanks. [Applause] All right. Welcome everybody. Thank you all for being here. Um, brings us item D1. I don't know that we have any board reports yet. Anything? Anything at all? I have one um just to add. 19 years ago today, I completely outkicked my coverage and married the love of my life who's a teacher in the school district. And where else would I rather be on the night of our anniversary and then it's school board meeting. So, happy anniversary, Omarissa. I love you. Good for you. Yeah, we'll

138try to move through this for you. Um, okay. Anything else? Uh, Dr. Hark Rider, superintendent update. Yes, sir. Just some dates. Uh, obviously summer has went by super quick. It's been a great summer, but uh, they go by way too fast nowadays. Uh, July 28th through the 30th, all new teachers to CSISD will report. On July 31st, we have our, uh, summer graduation. So, we'll get that information out to you. It'll be at 6:00 July 31st here in the boardroom. I believe that is a Thursday. August 1st, all staff returns to CSISD. That will be a teacher work day for them to kind of get their rooms ready and get prepared uh, for training. the next week and then our district convocation will be at Central Church on August the 7th. All right. Uh item

139E, we don't have any for the board meeting. Item F, consent agenda items are G, I4 through six, J1 through J19. That is all. Motion to approve. Second. Motion by Dr. Payne, second by Miss Eggy. Any further comments, discussion? All those in favor say I. I. All those opposed. Motion carries 6. Uh brings us item I one consider approval of an order of election authorizing a general election to be held November 4th, 2025 for the purpose of electing CSISD board of trustees position 3, four, and five by the qualified voters of College Station ISD. establishing voting early voting locations and vote centers for this election and making provisions for conducting the election. Motion to approve as presented. Second motion by Dr. Payne, second by Mr. Ben. Further discussion? All those in favor say I. All

140those opposed. Motion carries 6. I two consider approval of an interlocal government agreement between College Station Independence School District and Brazes County related to the November 4, 2025 general election. Move to accept as presented. Second. Motion by Mr. Ben, second by Dr. Payne. All those in favor? Any further discussion? All those in favor say I. All those opposed. Motion carries 6. I three. consideration, discussion, and possible action related to the formation the district advisory committees. Mr. Dunson. Yes, sir. Uh, really quick, um, one of the consent agenda items, um, you just approved was update 125. Those are some local policies that we discussed last month. One of those local policies is board policy BDF local which uh requires the district to come to the board for the formation of advisory committees that are made up

141primarily of district staff, parents, other community members and or students. Um board members can also be a part of these um committees in less than a quorum. So, we're bringing forward to you tonight. Uh, David, can you I just have a couple slides up here just so we can uh follow through. We've got four committees that we're bringing to you. The first one is the GT parent and advisory committee. This one started back in the spring. This was um formed prior to this policy, but we're just bringing it to your attention. It will continue into the fall into the spring. These um folks have already been members of this committee. They've already met um several times um in the spring and they'll continue through the spring and then um reform back in the fall of

142next year. Um the emergent bilingual family advisory committee um this will be for emergent bilingual families, dual language families. Um there is a process for those families to be appointed um and criteria for each grade level and school to be a part of this committee and those folks will be appointed or um asked to be a part of that committee through surveys um related to their programming. We'll also be asking to form a special education parent advisory committee specifically for those parents who have students in special education or have 504s. And um it will be one parent per uh campus to serve a one-year term that is renewable each year. And this will be a lottery system. And so parents will be able to sign up, put their name in the hat, and then will

143be selected at random for that. It's the same way we did the GT advisory committee last spring. And then a new more broad advisory committee for the district, community advisory committee. Um this is really just to provide input, feedback on district initiatives, provide an additional community engagement opportunity for families, staff, and community members, promote transparency and communication between stakeholders and district leadership, and uh support continuous improvements and celebrate the things happening in the district. At this time, we are looking to have at least two parents per school. Again, this will be through a lottery system that we'll put an application out for. People can put their names in the hat. We would like staff members from each campus um to be elected or appointed similar to how we do it for DEIC. And um at

144least five community members. This can be business owners. This could be uh faith-based leaders. This be also be parents who weren't a part of the lottery system for their school. And any questions about committees? Sorry, I went through that pretty quickly, but go ahead. You did. Um, well, I'm happy to see some of these forming. I mean, Robbie said we want to hear from our parents and involve them, but also the rest of our community, too, and and a couple of those have staff on on them. Sure. Um, which is great. So the the last one you just said that you might have the some community members appointed like say um this special education committee for example there were 10 parents from one campus who wanted to be involved. Or is there any leeway for

145appointing like having some spe appointments of somebody we think would be a really good fit or like a knowledgeable community member or you know somebody who is more more an expert or something in that area but they didn't get picked in the lottery. Definitely a definitely a possibility. Um we we did experience that with our GT advisory committee where we had some parents who also may be subject matter experts um in that field and that's going to be up to the district facilitator to appoint some of those community members to bring that that perspective. Yes ma'am. Then one just specific thing with the emerging merchant bilingual um like again we're just kind of seeing this right the um dual language campuses would it be for the dual language parents involved in this or is it

146really more the emergent bilingual side of that? What is the purpose kind of of the um Sure. So the the second and third point there um it's either an emergent bilingual it's a parent of an emergent bilingual student or a non-emergent bilingual parent that participates in the dual language program. Yes ma'am. And that's that's based on the ratios and the capacity of those campuses as defined by the the recommendation here. Great. I think all all good ideas. Motion to approve as presented. Okay. Motion by Dr. Payne, second by Miss McAdams. Any further discussion or question? All those in favor say I. All those opposed. Motion carries 6. Thank you. Mr. Dunson drops us all the way down to K1. Consider approval of the purchase over $50,000 for roofing and window repairs for for central office

147building utilizing tips contract 2410001. Mr. Bugner. All right. Thank you for having me tonight. Um, yep. First up is the uh approval of the purchase for to do some roof repairs here at the central office building, mainly in this breezeway area where we are having some uh very leaking areas. not so much in this side of it but the other side. Um this will also constitute uh reglazing the windows around the building. We have windows where literally you can uh almost stick your finger between the window and the frame into an office. So um we are just getting all that done. We are going to change out how these um awnings are over the walkway here with more of a canopy system that is in the towards the uh front of this to make this

148um a lot more inviting and a lot more weathertight. We're going to eliminate these crossovers that go over with mechanical equipment and put the mechanical equipment on the roof that is easily accessible for any type of maintenance and repairs. Um ARMCO helped us with this. our district consultant for uh roofing and building envelopes and created the um the plans for this project and we reached out to multiple entities through various purchasing cooperatives um a roofing companies that are highly rated and everything and we got responses back from them weighed their responses and from that CR systems was our best value contractor for this project um they've stated it would take around 60 days of course weather pending it has not been the uh best or even a good summer for work um on the outside

149of buildings, but um that is where we are this summer. And this amount is in the amount of $569,700 and does include a contingency amount of $48,000 just in case anything arises that um we were not aware of. Speaking of the weather, I believe it was Mr. Simac a couple months ago who said, you know, with all our bond projects, as long as it doesn't rain, is that does that ring a bell, Mr. Okay, just checking. Yeah. Right. So, I'm not turning around, by the way. Motion to approve as presented. Second. Motion by Dr. Payne, second by Miss Wilson. Um, only thing I want to make sure is brought out. This is funded through 23 bond. Sorry, I forgot to mention that. It is funded through the 2023 bond under the deferred maintenance. Can I

150actually and I don't know if we get too much discussion of but but part of that bond was it was a little bit open on this building and central right on whether we would spend some money to more not just repair but maybe I maybe I need a reminder of what was some of the discussion or even get a new facility. Right. So, where where are we on money earmarked for um a new central office and then as well as uh money to spend here depending on how you wanted to. I believe it was $31.5 million. And so, at our discretion of how that money is going to be spent, I plan on uh having discussions with you later this fall, reconvene the uh long-term planning committee next spring, have a discussion. There is currently

151no uh the way the bond was worded, we were supposed we were trying to find a a building uh in College Station. Uh we've had zero luck. We've tried to buy two different properties. Uh no go on either one and we didn't like the third one we looked at. So we're at a position right now we have the funds. Uh we have the property. We legally can build a new administration building. Uh but we want to visit with the long-term planning committee uh to that group. They're the ones that earmark the money for a new admin to let them know kind of the dilemma we're in and what our plans are. Uh and then we are working behind the scenes now on the planning and programming for that facility and that we would bring you

152guys for action uh next spring. Y appreciate it. But in either situation, the plan would be to continue to have and use this facility. So spending investing it, it would make sense. Correct. it would be utilized uh more than likely if if we can get programming to get most all of our uh folks out of here into a new building. This more than likely would turn into our new alternative school uh and move that out of uh college view and have that facility here and those kids over here and and staff here and then whatever else we wanted to come up with. So yeah, the building would definitely be utilized. Any other questions? All those in favor say I. All those opposed. Motion carries 6. Ranges to K2. Consider approval of the purchase over 50,000

153for sanitary sewer line repairs at consolidated. Mr. Buckner. Yes. So, we have had um constant issues with uh sanitary line um backing up in the main office area at Consolidated High School. We brought in Ed Phillips Plumbing to start this project. And as they got into it after they cut through the slab and tunnneled down into where the sanitary sewer line was, there is a they found another issue with it and that is that that building that line is gravity fed back towards the building instead of away from the building. So this has doubled the amount of work that they needed to do in regards to that. So now we have um we will have to tunnel from outside the building underneath back into the building and get that line to where it connects outside

154and then we have a more of a gravity flow away from the building like it should be. Originally this project was at um $40,7012 and now with this add added work that was um determined once they got underneath the building it's an increase of 38,37388 which will now take that project and including an extra 10,000 for contingency just in case something else pops up which if nothing does then of course that money does come back to the district that 10,000 but now that project is $88,544 and we're going to use the um uh 23 deferred maintenance 23 bond with deferred maintenance uh funds for that as well. Motion to approve as presented. Second. Motion by Dr. Payne, second by Miss McAdams. Further questions, discussion? I just need to recuse myself as a Phillips as a

155client. Okay. All those in favor say I. I. All those opposed and one abstain. Motion carries 5. Uh that'll bring us to item L, executive session. See y'all when we get back. Summer's almost over. Next time we see y'all be in another board meeting if you're not here when we get out. So, appreciate y'all. Hope y'all had a fantastic summer. It's been brought up in a few job meetings. Thank you for what? All right, we're back in open session. I move to accept the recommendation of the superintendent of schools and the school district's attorney and to direct the superintendent and the school district's attorney to proceed as discussed in closed session in the matter styled TEA docket number 701-28-18935. A motion by Missy, second by Mr. Benny for discussion or question. All those in favor

156say I. I. All those opposed. Motion carries 6. That'll bring us to a jer.