CSISD Board Meeting 6/17/25

001So now Sorry to disturb y'all's conversation. Um, we're going to go on and get started on our workshop. Tuesday, June 17th, 2025, 5:'clock. Welcome everybody. Call to order. Declaration of McCorm. Six back to six members present. Um, but we'll be back when we reconvene later on. Uh, welcome everybody. Thank you'all for being here. Uh, item C1, public hearing. We're going to open up our public hearing notice. And we have not had anybody sign up to speak on the public hearing. So we will now close that which closes item C2. Right. Oh yeah. She's gonna present for Sorry, Heather. Miss Wilson, come on. Appreciate it. Mr. Horic, thank you for giving me the opportunity. Dr. Hark rider and uh board of trustees. Thanks for giving me the opportunity to do a public hearing. Uh, of course,

002we've gone over this several times and we've had several workshops pertaining to the budget. So, this is going to be a little bit more condensed, but if you have questions, I'd be more than happy to answer them. So, the things we're going to go over today are just the legally adopted budgets. That's your child nutrition, your debt service, and your general fund. And by law, we're required to adopt these by July 1st, no later than or we cannot expend anything. Therefore, we can't pay anybody. So, that's kind of important that we kind of get this done in June. Uh we'll start with the child nutrition budget. And this is just kind of a highlight. We didn't increase any of the student meals at this time. Uh we did lose some funding on our child nutrition

003program because we were getting about a half a million a year uh for supply chain things from COVID and we're no longer receiving those funds. So, you're going to see a little bit of decrease in revenue. Uh, Miss Scott Goodlet worked really hard to try to decrease her expenditures to meet that revenue. So, you'll kind of see that. We're kind of look at it really closely this year. We're hoping not to have to increase our meal cost, but we haven't done that in many, many, many years. Uh, the staff raises that are in this plan are based on plan F. That does not mean that we have to adopt plan F. What that means is I've done the worst case scenario that we're looking at. Okay? So, that's the highest that we're proposing. Uh, and

004so this is what we're looking at here. So child nutrition funds were proposing 9,799684 in revenue and the same amount in expenditures for a balanced budget. So you can really see where there is an increase in uh there's a decrease in local revenue, an increase in federal funds. Uh that's typical. And then u of course we've had to decrease our child nutrition program. The other one there is our water utilities and things. And that is a decrease in the budget as well just based on historical information. We have any questions about the child nutrition? Just a very quick one because you put change in fund balance on there. Do we keep a fund balance for the child nutrition part of the budget? Yes, we do. It's similar a similar percentage. Yes. Yes. Is it is

005it included on the big number that we look at? It is not included on the big big number at all. There used to be a six-month requirement that you couldn't hold over that much in fund balance and they've decreased that. So, we don't have that. um requirement any longer to spend that down as much. So, we're we're we do really well there. The positive is is through COVID and feeding all kids with federal funds, you get a higher re reimbursement rate on SP feeding a a economically disadvantaged child than you do a regular pay child. You get more funding. And so, because of that, we're able to have a a great fund balance. Does that make sense? All right. So, we'll move on to the debt service fund. So, with the debt service fund right

006now, we're proposing the 23.7 cents. That's what we did the previous school year, and we're hoping to hold it at that rate. That rate is what went to the newspaper at this time. If we have to increase that rate higher, we'll have to go back and put it in the paper again. Okay. Before we adopt a tax rate. Uh, the crazy thing about the debt service right now is the hold harmless. That was from Senate Bill 4, I believe, where we're going from 100,000 to 140,000. There's some other legislation that passed that if you that you can't defease debt or you can't increase a tax rate high enough to defease debt. Does that make sense? So, what they're trying to do is if you increase your tax rate to defease debt, they decrease your home

007harmless amount. So, you can play with the debt, but you're really kind of stuck there. I know that's really confusing. I I looked at it several different ways and every time I would decrease increase my tax it would decrease my hold harmless. So we'll kind of monitor that once we get our uh certified numbers we can really look at that a lot harder and then we'll probably have an amendment to the budget. Okay. There are some other things and I'm going to go ahead and just show you what this looks like because the first time I looked at it u I was a little taken back. So, our proposed budget is a $2 million deficit in the debt service fund. That totally has to do with timing because we changed our fiscal year. And so,

008what we're doing right now is we're collecting taxes for a February of 26 and an August of 26 payment. We're expending our expenditures on an August of 25th 2025 payment and February 2026. So what's going on here is our payment in August of 25 is higher than our payment in August of 26. Now if I increase again if I increase my tax rate to kind of drop that down I'll lose my hold harmless. And so you almost have to increase your tax rate more than $3.5 million which is in hold harmless right now to get that to do anything. And so we'll continue to monitor that. It's a complete timing issue. So what questions do you all have? I mean I know that is extremely confusing. So I mean the the 2.1 million that is

009showing a deficit there. So it is only temporary but it would come out of our our fund balance. The part that is set aside. It comes out of fund balance. That's a great point because what's going to happen this year is we we uh um levy taxes to pay for February and August of 25. So that money a large fund balance is going to increase in your debt service fund. Okay? And then that's to pay your August of 25 payments. Then we're levying this tax to pay our August of 26 taxes. So our fiscal years no longer line up. In addition to that, TEA looks at our debt payments when they're figuring our hold harmless based on February of 26 and August of 26 and our expenditures are on a different time frame. We're changing

010our fiscal year. Yeah. Well, well, we're the No, it's happening. Yes, it happened because we changed our fiscal year, but this is something that we're going to face with. If you level your debt out, and once you level your debt out and you're not seeing huge fluctuations, you're not going to see this. But but since there was there's over a $3 million difference between the 2025 and the 2026 payment, we're getting hit here. Okay, does that make sense? I probably should have just said it like that. Sorry. Thank you for understanding everyone tonight. Complicated things. Well, no, it's it's fine. It's just when I looked at it the first time, I was like, uh, yes, absolutely. Now, it's not going to look well or have to do another explanation of why we're putting money in

011fund balance. That's for sure. Um, okay. So, then here's the general fund. So, there's a few things that are happened here since we put the paper notice. So, when we did our public notice, I gave this guy this to you guys. It was based on current law. Okay. However, since then they've come out with a new compressed rates which are higher than what they were last fiscal year. Okay. So, we put it in the paper at 68.22 versus 6969 which is what it is figuring right now based on my preliminary numbers, not my certified numbers. Okay? When I certified numbers come out, they're going to be based on 140,000 homestead exemption versus a 100,000 homestead exemption. So to get my number, my preliminary numbers were a lot higher than 5%, but we built everything based

012on 5% just to try to take into account the the change between 100,000 and 140. And I feel pretty comfortable about that. Now, if they come in higher, we're going to be able to compress that tax rate a little bit more because we're not compressing to the floor. And most people in the state have been compressing their tax rate to the floor. But however, the entire state only grew 5.7% in property values was what's being estimated. So our compressions are a lot different this year than they have been in the past. Therefore, it's almost going to take an 11% increase to get you compressed to the floor. So we're probably not going to get there this year. So uh we're going to be in in between there. So right now we're going to just sit

013right now until we have our preliminary I mean our certified numbers. And then of course I have to submit those into TEA and TEA tells me where I set my tax rate. But what will happen is if you remember the cups and I tell you okay if I have state funding then I'm going have less local funding. What'll happen is we'll have to do a budget amendment once we have those because our bucket should be the same. We just might have to decrease tax increase state revenue and move some things around like that. Okay. Okay. So um there's that first hit. Uh we are budgeting a decline in enrollment. We were estimating a one point I think 4% going into this school year. Of course, we lost students this school year. Plus, we anticipate to

014lose a few more students going into the next school year. So, there is a decline in the budget. So, if you were looking at House Bill two runs and comparing it to what I have, you might think they have a little bit more revenue, but they're anticipating us to have more students than we do because they don't have our actual revenue, our actual PES records, right, just yet to show where we ended this school year. Okay? So, then they'll start making some of those adjustments. Uh the staff races are based again on plan F. That means that's the highest raise that we have in our our runs. So, if if it's less, that's fine. we can do a budget amendment and then the revenues and expenditures are budgeted on current interpretation of the House Bill

0152. And so we're still looking through everything and we're we we feel comfortable with what we're presenting, but they're still tea is still giving us guidance on what the legislation passed. Okay. We had some as as close as last week, we had some guidance come out on the salaries. So, we're still working through everything. Any questions? Two quick things. The 6822 has our eight eight golden pennies in it, right? So, it's would be whatever the Yeah. 022 and then it's 6169. And then the 140 I mean, you're saying you're working the calculations in that. Doesn't that have to go officially to the voters? Is that true? The 140 I don't believe has to It's not going to. Okay. I I can somebody The 65,000 has to go to the voters. Okay. Yeah. And the 65,000

016is those that are 65 and older. That has to go to the voters. Okay. So, this is this is coming. Thank you'all for Can you can you remind me again when do you get your certified? Uh July 25th. Okay. All right. So, this is really kind of going through. I just wanted to touch real quick based on kind of where our savings were this year to kind of put it back in place. Um we re reestablished staffing models. We just made a few adjustments there. We're really trying to just to get those classrooms to 22 to1 for our elementary, 25 to one for our intermediate, middle school, and high school. That was really our goal there. And so that's where you're seeing a majority of those savings. Of course, we had some increases just for

017the minutes to cover our minutes and sped. Uh the increase in campus budgets, we increased their budgets by 75,640. Most of that savings came from the central uh office where we were taking things from central and moving it back to the campuses. Uh we review zerobased budgets. Um we we have some contingencies in here for curriculum. We have some additions for esser loss and then we have some contingencies for of course our attendance incentive and then for a financial software. So those contingencies plus our increase um in custodial supplies due to the loss in ESSER comes to about 866,000. Um then we had some savings across the board when we look at different departments just where we could save money per student funding in different departments as well as uh just looked at everything. Um

018we decreased training in some places. We moved things around. We looked at savings that we could receive based on temps and um overtime pay and things like that. So that was about another $799,000 savings. And then of course we reduced that 40,000 400,000 for departmental budgets. Um, the other thing I want to discuss before we go into the budget is compensation and what we're looking at. Of course, what is built in this budget is House Bill 2 retention on every plan. What we've done is set aside the money for teachers with 2500 as we understand those to be today for three to four years. And though those that are 5,000 for classroom teachers, we've got five plus years that get $5,000. Um, that was based on Texas Education Code 5.001 001 when the legislation met

019when TEA came out with their guidance they said an 087 teacher is what qualifies for this which is typically what we know is a classroom teacher and that's a PES code that we'll be submitting into TEA and that's how we'll receive our funding. Uh the other allotment we receive for staffing is 45 for regular program allotment that can be used on these type positions. The only thing that cannot be used on is administrative. So we can't use any of that additional funding on administration. That funding is about 515,000 for our district. So we have six proposed plans, but to make it easy, I've kind of broke it out into two plans because the teachers are the same on three, you know, and then four through six in a sense. So A through C and then

020uh D, E, and F. So A through C or House Bill two raises for classroom teaches teachers based on their experience. So it goes back to house bill two. If they have uh three or four years, they get the 25. If they have five above, they get 5,000. Our district then said that if you are one and two, you get 25 at least. So, we kind of made that right for them. It increases a zeroyear teacher from 57 51750 to 52250. And then 2500 for all other employees. And so those are the employees that they're they're not qualifying as 087 records or classroom teachers. So, that's going to be our librarians, our uh nurses, our dyslexia, ESL, enrichment, um uh or instructional coaches, things like that. This plan would give them the $2,500. Uh then

021the other plans, pay families, which is your administrative pay scale, your auxiliary pay scale, and your clerical pay scale are all based on the following. It would be a 3% midpoint, the 5.8 million, 4% is the 6.4, and 5% is the 6.8. A. Okay. So that's if you would go with plan A through C and this is the cost on that plan. Now there was a little bit of movement on teachers, librarians, and nurses because the first time we looked at it, we did it based on a percentage, but then when we came back and started looking at it further, we just made it all House Bill 2 eligible. Okay. So it moved a little bit on the on the cost. here is when you look at D through ELF, you're looking at 2500 for

022your base pay and that's 1 to four years and 5,000 for any teacher five years or older, I mean or over in experience. Uh the beginning teacher pay would move from 51750 to 52250. Of course, we would cover the TIA in this me the budget as well as any market changes. And again, that 3% would be at 6.1, 4%, 6.696, 696 and your 5% would be $7 million to do a 5% raise. Uh again, that budget, these are the cost. So if you did the 5% raise for the pay families and then 2500 for uh teachers one through four and teachers five and over older over in experience, sorry. Um it would be the $2.1 million deficit to the budget. That is what is built into the current budget. So I wanted to break it

023out a little bit. So just what our increases and decreases are. So this is just looking at per object code classification. And you can kind of see where we had increases and decreases across the board. And then further I wanted to break it down by your local, state, and federal. Of course once we have our certified numbers, you can see you'll see some movement between the state and local revenue there. Uh the rest is kind of set um based on current understanding of House Bill 2. I do want to say that because we could find some other things out that could adjust revenue up or down. Uh if you look at your student related expenditures, we're up $3.8 million and then all other expenditures including your maintenance and operation expenditures were up 993,000 per this

024budget. Total expenditures increased 4.8 million. Of course, seven over seven million of that would be the 5% raise if that was what was adopted. Uh the other sources, of course, that is our flood at Pebble Creek. We just have a few items that have not come in yet. And so that's a little bit of change from the last time because I need to set some money aside so to cover those expenditures in the next school year. That's the little $4,000 there that they just haven't received everything. And so, uh there's your difference. Uh we want to talk about fund balance. And so if when you look at this money and you look at the expenditure of the previous budget, we're really close. 39 million is what we would need. We anticipate adding about 6 million

025to that unassigned fund balance that currently is at 38.5. Uh if we were to add 6 million to the fund balance this school year with the 10 10 month versus 12-month budget, that would give us about two years to be able to reduce the budget to get it under control. Does anybody have any questions so far? Can you remind me of the increase in salaries? I like that you um put the a few slides up where you the expenditure budget showing for between last year and proposed for next year that 5.4 million. How much of that is do you know the number of how much was directly funded from House Bill Two? How much is the state actually how much of that is actually coming from the state and how much else are we going

026to have to try to you know put in to to meet that do you happen to know that I can't yes so we get 515 for one of the funding and right now it's sitting about $3.5 million for the other so you're looking at a little over $4 million some of the runs go as high as $4.4 million for additional funding is going to depend on those final decisions on what qualifies as a classroom teacher and what doesn't. So, that's going to be some of it as well. And then there's another thing out there where they have caught on. I was hoping that they wouldn't, but uh they have caught on to the fact that a lot of some of our teachers, 29 I believe, are funding from federal programs. And so, I think they're

027going to catch us there where they might not give us the funding for those teachers. That's going to be 100% absorbed by our federal grants. And I hate if that's the case because that just means that that's less money that we can spend out of local funding. And that that could hurt us a little. but they have not made a decision on what they're going to do with our federally funded teachers. So depending on the raise, a little over three million we would be funding. So basically a potential deficit if you went with plan F, the 2.1 million deficit would be basically all money given to staff and raises. There is some I do want to point out there are some one-time expenditures in the budget. And so, uh, when you look at that eight,

028there's about a half a million sitting there are just onetime expenditures. And I always kind of like to bring that up because that's something you hope will decrease in the in the upcoming years. Um, are we pretty confident as far as the House Bill two funding that we're going to get based upon the teachers years of experience? Yeah. Okay. So, there there will be some adjustments there, but then it'll be adjustments in the teacher salaries as well. So, uh, where we are at this time because we're adopting a July one budget, we have movements in and movements out. And so what will happen is it'll be based on snapshot. So what we turn in on snapshot of years of experience of those teachers as well as um the count of them is how we'll get

029our funding is what they said. So where we are in October. So we'll have a few retired teachers that will be moving out and younger teachers will be moving in. So there'll be some fluctuations in revenue there as well as expenditures if you want to know the truth. Because when when you adopted July one, we haven't hired everybody. We haven't put them out. they don't know their years of experiences and so usually you receive a little bit of savings on that because you've got some of your older teachers with more experience and then you're hiring some younger ones and that's going to fluctuate where you are on that scale. Josh, we're not making any really any assumptions. We're going basically off the guidance like on the coding of the teachers. So, we followed everything. Some

030districts were going out instead of putting that additional money for teachers into the pay scale, they were wanting to put it in the stipens because tech technically it's an aotment that could go away. So, it's not in technical law and then we received guidance. I think I sent you guys Friday. We had planned on putting it in the scale. The guidance came and said yes, it had to be in the scale. So, we've we've kind of followed and hadn't made any we've kind of I guess probably more than likely done worst case scenario of how it would impact us financially versus best case and there are a lot of Senate bill runs out and so I've looked at every single one of them and but then we've also I've counted every one of our teachers

031on each step. So, I haven't looked at their guidance in a sense of just to make sure my number is higher than their number. you know, when you're when you're backing into the numbers so that we don't get caught anywhere. So hopefully that'll be the case there. A lot of the guidance that are that's still to come is stuff that we really don't have in the House bill runs yet because they're holding back on how this might affect because they don't know how it'll affect. There's just a couple of them in there where we we've got to know how many kids qualify for um intervention because they've failed the STAR test. you know that that number is a fluctuation number that we don't have any historical information in a sense financially wise. Uh the other

032number that's in there is interventions because we'll get the $,000 per sped intervention and we're going off of what we anticipate our interventions to be. But you know th those numbers we'll be pulling in the future and then getting a better idea. But those are still small a lotments going into the to the big picture. The biggest the biggest allotments of course is your $55 in your um basic allotment, your 106 based on enrollment. Uh and then your $55 based on ADA for your additional funding. But like I said, those are such small per student aotments and those are they're they're pretty set. Isn't there some sped money that we won't get till the next year, too? That could really help us out. Yes, we will get additional sped money in the next year. However,

033if you remember when I when we started talking about this and they were taking that guaranteed yield out, we're going to lose some of that money. Um, it looks like this bed funding is going to be higher than what we're going to lose, but you're not going to see that huge increase. Like, if they anticipate us to get a million, we're still going to lose a large portion when they held our go guaranteed yield and they upfronted our money this year with the full $55 in the basic aotment. And some of the a lotments you'll see kind of go up, but if you remember that $55 increase in basic allotment, it'll increase how much money you get in sped a little bit, how much you get in dyslexia because it all goes off that formula.

034I feel like we've been looking at this for a long time. you've been looking at this a lot, but um just from the perspective of those who might be listening and trying to understand, you know, what we're come down to today that we've been looking at for a little while here, we've got a situation where classroom teachers specific definition of classroom teacher is going from the state to get these 2500 or 5,000 if they've reached a certain amount of experience and we as a district are trying to see how do we bring everybody else into that. um and not just those that are on the classroom teacher pay scale, but then our other staff as well. And I think it's just important to note that um these three cate like there's the three columns that

035you have when you're talking about plans A through C and uh D through F. You've got classroom teachers, the others who are on the teacher pay scale and then all other staff. But um c give us some examples of who are in that all other staff if you don't mind. Okay. So, are we talking about all other staff for teachers or are we talking about all that third column where it's three, four, or 5%. I just think it's good for clarity for us to understand. We might make assumptions about what that um that column is, but could you give us some examples? So, when you're looking at the different groups here, clerical and professional is all clerical and professional. Okay. Auxiliary, when you're looking auxiliary, so if you're looking at aids and things like that,

036you're going to be clerical professional. If you're looking a secretary, an aid, a LVN, a um a receptionist, a registar, an attendance clerk, that's really going to be your category there. Your auxiliary staff are your bus drivers, your custodians, your maintenance guys, your food service cafeteria workers and and and employees uh like that. your administrative professional staff is your APS, your principles, your counselors, your art facilitators, um your nurses, your diags, your LVNs, your admin here in central um your uh gosh, I don't know if I'm missing anybody, but there's a director of maintenance, directors, correct? Your um director of custodial, your you know, it's it's a huge pay family and it's all on one pay, right? I just think it's good for us to point out we've got a lot of people um that

037are in those categories that don't fall on that teacher, you know, pay scale that we're also talking about trying to give raises to. And so I just wanted that to kind of come out into like here's what we're talking about on these three different um coordinators are on that, assistant directors are on that. I want to remind y'all too, we've got several different categories on the teacher pay scale that aren't part of House Bill 2. So, when we gave you the scenarios of the 2500 and the 5,000, all of those folks that are on that teacher pay scale are getting that number, not just those that qualify. That's where the roughly $3 million we make up to to create equity. That would be the D and F. Yes, ma'am. Right. Yes. That was something Well,

038it's something we've talked about as a team. We talked about it uh Friday during the special meeting. Uh, you know, in my opinion, there's not one group of employees that's more important than the other. It takes all of us in their role in our district. And so, I've never, as a superintendent, proposed different raises for different staff members. Equity is huge. And like I told you then, I think we've got an opportunity to really uh jump out there and close some of our scales uh some of the gaps that we currently have and continue to make us an attractive option. Jeeoff, are we talking are obviously we're not voting here during this, but are we going to talk about where we're going to land now or during the board meeting? You can discuss now. I

039mean, if you want to disc I' be more comfortable if you're discussing where you are to wait until we got the action item in front of us. You got questions about the plans, I think now is the best kind of time to talk about it. But correct. But when we got the action in front of us, I think at that point probably be more appropriate. Okay, back to next steps here. Um, we'll adopt the in August of 2025 or September. We can adopt it in September. It would be probably the latest time, but then we'll also bring a budget adjustment back in those months as well in August and September and just kind of sum everything up once we get some final numbers. Are there any questions? All right. Thank you guys for your time.

040Thank you. Do we want to close the public hearing? Close the public hearing. Sounds good. No one signed up to comment, so we're good there. Item D, no hearing of citizens for the workshop. Brings to item E1, SP 401. Yeah, we've got a couple items for workshop. Uh, these won't take very long. Uh, there is a change in Senate Bill 401. Senate Bill 401 dealt with uh homeschool students being able to participate in UIL activities in public schools. So, prior to this year in 2425 school year, a school district had to take action as a board to opt in to allowing homeschool students to participate in our UIL activities. There was a change in the 89th legislative session. And so as a as a district, a board of trustees has to take uh action by

041September 1 of 2025 that you opt out of homeschool students participating in UI activities. If a board takes no action by September 1 of 2025, homeschool students are eligible to participate in all of our UIL activities. So I'm putting this before you today. We had some speakers about a year ago um about homeschool students being allowed to participate. Uh at that point in time, we really didn't have a lot of discussion on it. I don't think most folks on the board had an appetite for that. So, just bringing it to your attention. Uh we will bring this forward at the July meeting for action on Senate Bill 401. Got any questions? We can talk through them right now. I guess it's important to note we don't get funded on those kids. We let them participate

042in our sports, but we're not getting money. Correct. I think people understand that. They don't understand why we're right. Not necessarily funding for students. Uh, you know, I've always had the if I think we've got a great school district. If if our band, choir, football, theater is good enough, then our classroom should be good enough. That's just where I personally sit on it. There's not a lot. I've tried to do a quick search. I I've seen a number at one point in time roughly 50 districts out of the,200 in the state had allowed the participation. So, it has not been it was an interesting change because you had to to make a decision to allow it to happen and you had less than, you know, not even a tenth of the districts that had taken

043that action. So, now you've got to opt. It was just a It's an interesting change in the law that to me was unnecessary, but it is what it is. Mine is not near as complicated as Heather's. So, Thank goodness. Okay, we have um six policies we will be voting on, not this board meeting, but in July, local policies. First one being a lot of them are board related, the BDA, BDAA, and that just aligns the district with practices and to clarify um board officers that when they serve and um when they how long they serve and that kind of thing. It's very very clear in the policy question. Um then be any questions about that? Chie, could I ask just a general question before I mean I know obviously the legal stuff we have to

044do because the legal policy updates because they're the law so we have to accept those. So on these local ones I know usually you're getting some kind of recommendation out of uh TASBY to make a change. Were all these driven by something coming out of TASBY or are they some of them just things that locally we've looked at and want to change or are they just um what's driving some of the changes I guess besides just maybe some cleaning? It varies. Sometimes we as a district decide we want to look at our local policy and change some things and sometimes it's driven by um policy. There are several things in here we were already doing that are now being voted on as local policy. Um, so it just varies. It depends on what it is.

045But there are times when we decide we want to look at legal and see if we can do something locally a little differently. And then I have to run that through TASBY and they run it through legal and then they draw it up for me in proper policy and then I bring it to workshop and then all districts don't bring it to workshop first. We always bring it to workshop first and let you ponder it and then vote on it the next meeting. That's this update was not driven by us. If we have an update that's driven by us, we'll bring it to you under separate cover. Yeah. Okay. That's kind of what I'm asking. So for these specific correct, they were kind of just the I know that every once in a while we

046just get recommendations. Yeah. Yes, ma'am. Okay. That's what Okay. The next one is BDB and it's again local and it just determines the number and the terms and the responsibility and it's pretty clear there. Any questions on that one? And then the next one is BDF and that's um separating um board committees from citizen committees and really putting uh much more clarity on when you do them when you have them. They even changed the title of the policy and separated them. So and talked about how you can in committees that are have citizens on it versus most committees are board committees. So it just separates that. It's pretty clear. Any questions on that? Okay, the next one is EI local. This is something we already did as a district. We This was a local policy

047we declared a long time ago and it has to do with partial credit and if you make a 70 and a 60 and a course that you get partial credit for the 70, you know, so we we've been doing that for a long time. Um then the next one is FDE and again we've done this um it's the bully it's adding bullying to the um safe and civil schools and making sure we're um kids if they have been bullied or they've been a victim of any kind of abuse or sexual abuse that in that person is in the school you can get a transfer. It's very clear and it's that's been clear for a while and we have we have had no schools declare um unsafe and have not had to deal with this. So

048that's been there for a while. So then the next one is um attendance um FEC and that's this is an interesting one for us because we've had attendance committees for years mostly at the secondary intermediate middle and secondary level where they're working with absences and whether they get credit if they come enough days. We've always had those committees. The principal has input in it, but they usually have a committee and then we have to do seat time if they haven't come to school enough. They are releasing us of seat time. Now, we can look at whether they've met the TEICSS and there's some beauty in that and then there's not. So, we have um administrators have a mixed view about that, but it's kind of nice, but it also was something that we could hold

049over people that helped them get some of the things done at the last minute. So, you know, there you go. I was surprised to see that. Um, then FC FAC is um about whether we have um respiratory distress, which is if we allow kids to have their um their whether we have unassigned inhalers and that kind of thing. We do not. So, that won't pertain to us. We do have unassigned epipins and that's already been policy, but this is just looking at kind of the same thing with that with with um inhalers. So, we are not we are not recommending that to do that. That's not something we're going to do. If we want it, we have to do something different. So, any questions? Is the FEC local change, is that a legal requirement or

050um it's a local requirement, but there's also a legal requirement with it that we've had in place partially. Okay. I guess my question is because you mentioned, you know, kind of the good and the bad of it. Um, is it something we could not adopt and keep the seat requirements? Yes. Oh, I don't know. I don't know. I'd have to look into that. I don't know. Generally, when the recommendations come out with like major updates like this, we need to follow their guidance because the legal guidance is it needs to be updated. Some of these changes sometimes are a result of potential u lawsuits, case studies, uh and then generally it's lacking in a year and then everybody's playing catch-up. So generally this is trends that they've seen across the state that maybe u you

051know pinched a district, put them in a bad spot and so they recommend the the updates. I guess technically you could say no but then you're kind of exposing yourself to something that's happened somewhere potentially. Dang, dang lawyers. You got to have the tennis committee. So, so those are good. That's a little question. So, if they aren't required to be in the seats and we have to prove TE's mastery, is that grades for high school kids or I mean we the committee can look at all kinds of unique it's very spelled out in the long side of it. you every situation is unique and the committee is now required to look at every unique situation. The committees already did that, right? So, it's kind of funny. I think part of the issue that this came

052up is because some school districts really weren't doing the committees is um with fidelity and we've done that for a long time. So, that's my opinion. Yeah, it's always been a problem. Any questions? Anything else? All good. Thank you. Um, that brings us to a journ. It's not the same. Anyway, I just Not I don't know. to begin. Hello. That's right. Welcome to our regularly scheduled meeting Tuesday, June 17th, 2025, 7 o'clock. Call to order. Declaration of a quorum. Six members present. Welcome everybody. Thank you all for being here. Welcome to the meeting of the College Station Independent School District Board of Trustees. We are elected at large to represent the interests in our of our community and our state and educating our students. Our mission for our students in this district is success each

053life, each day, each hour. We adhere to all pertinent laws, policies, and procedures and posting agendas in conducting our meetings. The 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 discussed much of the information needed to make decisions in either this meeting or in upcoming meetings. 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 and requires us to listen rather than take action so as to abide by the open meetings act. We're pleased that you have taken the time this evening to join us. We are very proud of this

054school district and we thank you for your interest in and support of our students. That will bring us to item C, recognitions. And we have the bilingual summer school here tonight. take this microphone. Hello, my name is Maria SCS and I am the summer language academy coordinator. This year we have the great privilege of working with over 150 students. Um these students are our prek head start and kindergarten um students this past um school year. Um, all of our students currently are representing over 12 different countries that are part of this uh program. And here's just a select few. I'll let them introduce themselves. [Music] Please stand alone indivisible. Where the injector flag Texas flag Texas, one state under God, one indiv. Please join me to that moment is Tylen. Thank you Sen. [Applause] Thank

055you. And we want to recognize the artwork at the back of our boardroom. room from uh the bilingual summer school and enrichment summer school kids. Quite a bit of artwork from the summer school. So, uh keeping it going through the summer. That'll bring us item D boards. I'm not sure do we have any DEIC met um remotely which was very nice. Um and they basically talked about um all the federal programs that um we participate in and they kind of told us how they were going to spend the money. And those programs are the title one um the low socioeconomic title two professional development, three is bilingual and four is um safe schools and school education technology and they allowed for um comments just and that was it. Um so the intergovernmental committee meeting was

056yesterday. Dr. Arrider and I attended and um there was couple items on the agenda, but the big thing was a presentation from Chris Scotty with uh Texas A&M Innovation, the uh director of strategic partnerships. And uh one of the cool things that potentially could come from that is um they seemed open to the idea of of potentially u doing some work with the local school districts as far as giving our students opportunities to u to work in the uh entrepreneur and innovation area uh through their program. So uh that might be something we get to uh pursue in the future. But yeah, it was an interesting meeting. Not a lot of it applied to us, but it was good. All good. Dr. Superintendent B. Yes, sir. Kind of short and sweet. Uh Thursday will be

057a district holiday on June the 19th. So, we'll be closed that day. A quick HR update. We currently uh as of today have uh 27 professional positions that are open, 31 paraprofessional positions that are open. To kind of give you some context, at the end of May, we had 78 professional positions. So, we went from 78 to 27. And a year ago, at the end of May in 2024, we had 128 uh professional positions. So, uh significantly less openings this year, which is exciting. Most campuses are are staffed up and ready to go for next year already. Uh tomorrow will be funded from our bond sale from a few weeks ago, $189,820,000. And then our last bond sale that will wrap up uh the 23 bond will be in June of 26, which will be

058roughly about $90 million. and then that'll close the books on all of our bond sales and obviously we've got about 14 or 15 projects going this summer. So, a lot going on here for the next uh two years and then we'll get everything wrapped up. All right. Uh brings item D2, consideration, discussion, possible action related to school board meeting schedule for 2526 school year. Mr. Dunson. Yes, sir. Mr. Cororak, members of the board, we've come to our final meeting of the 2425 school year. And so now it's time to go ahead and schedule those dates for the 2526 school year. As we've historically done, these will be held on the third Tuesday of each month. And we've looked at again this year that we didn't have to make any adjustments based on our holiday schedule.

059So you can look at those uh meeting dates on the memo that was provided in the agenda. Go ahead and mark your calendars. We'll get those published on the CSISD website following this meeting. So, it's recommended that the CSISD board of trustees approve the third Tuesday of each month for as the regularly scheduled workshop and meeting date for the 2526 school year. I move to accept as presented. Second. Motion by Mr. Ben, second by Miss Eggy. Further discussion or comment? All those in favor say I. All those opposed. Motion carries 6. Thank you, Mr. Dudson. Um, we'll move to item E, hearing of citizens. Uh, during this time, we will hear from citizens who registered to speak prior to the meeting in accordance with board operating procedures. Open meetings act prevents us from responding to

060speakers regarding items not on the agenda. Comments related to items on the agenda may be discussed during deliberations on that specific agenda item. Public comments are limited to three minutes per person. Those needing an interpreter may have up to six minutes. Each person has one opportunity at the microphone regardless of minutes used. Unused minutes may not be acred by another speaker. The executive assistant will time the comments. Alert the president when time has expired. The board asked that those addressing the board refrain from any derogatory comments. I believe we only have one, Miss Leslie Curts. She here. Okay. Then we will move on to item F, consent agenda. Those items are G, J3 through J23. That is it. Motion that we approve the consent agenda. Second. Motion by Miss Eigie, second by Miss Simmon. Further

061comment or questions? All those in favor say I. All those opposed. Motion carries 6. That'll bring us to item H1 2425 end of year map data. Mr. Man, we go. Good evening everybody. Dr. Hark Rider, Mr. Torak, trustees. It's my pleasure to come to you tonight and share with you some end of the year map growth data. Um, this came in right before the May board meeting, so we didn't want to rush through it. We want to be able to process through it so we can share with you the information that we have tonight. I'm going to share it with you in just a little bit different format. Um, last time was the candlesticks and the we want to cover the wick with the candle and all that stuff to talk about growth in the

062winter. What I want to share with you tonight is by deciles, okay? And so we're going to look at achievement and we're going to look at growth by deciles. And so first I'll kind of break down what that is. Then we'll get into the data. Um so what you see in front of you is the decile components. And so whatever you look up on the screen you'll see 0 10 20 all the way through 90. And so NWA describes this as and I love I love the description. If the school district represented the entire United States of K12 students, each desile would contain about 10% of the population. And the black line that's there, I kind of brought it up because it's a little hard to see from further back. That black line that you'll

063see on the graphs represent the 10%. And so a decile band that contains substantially more or less than 10% in each decile is a departure from the norm. So if you think of a normative curve, this is just in a decile format. Okay? And so different statistitians and they'll tell you this with NWA will have a different interpretation of what statistically significant different looks like. NWA recommends anything beyond 2% from the 10% is worth making a note. That's pretty much all they say. It's up to us to look at it, but if you look at where we are, you can see kind of the spread that we have across our district. This graph that you're looking at is all of our MAP test with all of our students. Okay? And so this is our achievement

064with where we are within that 10% mark with all of our kids spread across all the deciles. All right? So that's the first graph. And this is just used really for you to kind of see big picture. We're going to break it through each test and look at it by ethnicities. But before you go on from here, so I mean this is our data then, right? All students at this point. Yep. For achievement. And um because this is a new way to look at it, right, for us. So I make sure I understand all these crap. And obviously this is how we would like it to look. Is that right? Okay. Right. Yeah, because we want the 70 80 90s to be higher than that bar and the other side to to be lower. Yes.

065And I have these highlighted with the orange because they're they're beyond the 2%. Which is a good thing. And the others are below and and that's good for us because the 0 10 20 30 that's the lower ends of the achievements. So we have fewer kids there than what you would see nationally. And so those are things to highlight in the conversation. And just so you know, like I didn't make these graphs. These all came from NWA. The campus admin have access to these. So do their instructional coaches, their MTSS coordinator or coaches. And for them, whenever they click on a bar, it actually shows you the kids because the data is worthless if we can't get to the kid level. And that's where we take the action. And so obviously for FURPA reasons I

066didn't do any of the demonstrations for that but just know that our campus staff can get to the kid level with every one of these graphs which is a big deal. So So just to be clear though like I just want to make sure because again this is a new way for us to look at it that's saying on the 90 line that 17.4% of our students are in like the top 10% as opposed to just 10% of our students. Yes. If you Okay. Yep. That's correct. And as a part of our work in CSISD with goal two of elevating academic outcomes for our historically underperforming student groups, we are monitoring by ethnicity. And tonight I broke everything down through that lens because I know that's a big focus for us as a district in

067our improvement. So looking at ethnicity, um this is just you can see the titles. The top is our Native American um American Indian students and then our bottom is our Asian students. So, I'm just going to let you just take a moment and look at those and I'll scroll through the groups because this is just ethnicity by achievement or achievement by ethnicity. our African-American students, our Hispanic students, our multi-thnic students, and then our white students. And so you can see how the graph changes from the 10% line as we go through each one of them. And that's what we look at is as we look at each different groups of students, what are the changes that we're seeing to draw our attention. Again, this is all tests. We're going to get into the specific tests

068by ethnicity, but these achievement slides are all tests that we just looked at. Okay, we get good there so far. Okay, so on the growth side, this is always a big conversation for us. We know we focus on achievement, but we want to know are our kids growing? And so the same thing goes for our growth deciles. And so what you see here is the breakdown, but instead of the 10%, if you think back to the winter whenever we talked about the 50% or higher, we want to see kids at the 50% or higher mark in what's called the median, right? Growth percentile right here. Okay, so that's what this is right here is marking that 50%. And so our median student growth percentile by initial achievement. So, what this means is where the kids

069scored in the fall determines which desile they're placed in and then the the program tracks how much do they grow to the winter and then to the spring. Okay, this is I jumped ahead of myself, but this is the 50th percentile that we want to see. And as we go through the slides, you'll see the bars change colors as you would expect. And so this just shows you the red are students that are in the low end of growth. Okay? So they're in the bottom, the less than 21st percentile. Then low average, average is in the middle, which is about a year's worth of growth. And then high average, and then high growth. And so you'll see these colors as we click through each one. And then the last thing I wanted Yep. And then

070the last thing I wanted to point out is the top set is the most recent set of data. The bottom set is going to be our winter set of data because I wanted to look and see how much do we grow from winter to spring because we just looked at fall to winter. But and but the left side is always there or the buckets are always going to be based on the fall achieve. They're both comparing they're both comparing to the fall to where they started in the fall. Correct. and then comparing that winter and then comparing yes spring to fall. Thanks. That's correct. Okay. So this represents all students all test growth. So just as the beginning we had achievement pass fail, right? That achievement mindset. This is growth. All students all tests. So

071the bottom was where we were at the winter and the top is where we ended at the end of the year. Okay? Okay. And so there's a couple of notes that you can see is where the 50th percentile bar is and where the student lines are. We have more of them beyond it, which is great. And you can see that we had students shift in from the middle into the the higher end of average. Not at high, but they're that in that higher that green slot. Okay. And whenever we talked with our NWA rep, she told us it is not normal for districts to have all of their deciles beyond the 50th percentile mark. That is not something they typically see. That is not an average thing for them to see. Typically, they see more

072of that distribution of kids beyond on the left side of the bar to the right side. Typically they see kids that are on the top end usually more over here and these kids down here growing. It's not a normal thing for them to see all of them across that. Yeah. So another way to say we basically had fairly consistent growth across all of our kids starting at all the different levels. That's correct. Again in aggregate here. Yep. That's correct. So it's not a typical thing for them to see that. So that she made it a point to tell us that which is great. So in looking at our elevation of our academic achievement students of our historically underperforming groups, we're going to dive into this is first we're going to look at them by the

073populations we did a moment ago. So our American Indian Native American group and you can see but what you're going to see is again the bottom is the winter, the top is the spring. So you can see the changes within the bars and the kids. Whenever you see the changes go up in colors, those are our lowest achieving kids in their growth all the way down to our highest achieving kids in their growth. Okay? So our Asian students, and if I go too fast, let me know. our Hispanic students and we had more of them cross the 50th percentile even though we stayed within the same average pace of growth. Our African-American students again more of them across the 50th percentile but still stayed within an average pace of growth for most of them. our

074multithnic students and our white students. And again, this is all tests just by ethnicities. Next, we're going to break down math test and look at the different ethnicities by math. Okay, so math specific to math, K8 math. These are the winter scores on the bottom, the spring on the top. all of our students. And then this is how the heat map looks for our ethnicities levels of students for K8 math. And so the same colors mean the same. It's just showing the percentiles instead of it being at the end of each bar. It's just a little bit easier instead of having a bar graph for each set of kids. But it's a lot to look at and process. The colors are the good indicator. And just like on the bar graphs, we can click on

075each box and we can get to the exact kids. And so the campus admin and their teams can look at that specific information and see where their kids are. Algebra one. So you can see the growth from winter to spring and then you can see it by ethnicity. our algebra 2 and by our ethnicity, our geometry. Okay. Questions on math before we shift into reading. Just how long have we been doing math for those um upper Yeah. grade levels, algebra, algebra 2, and geometry? Uh for for all of our EOCC's, this is the first year for all of them, I believe. Algebra. Jennifer, do we do this previous this first year? This is all new, right? Okay. There's a lot of growth on all those three of those matter. Absolutely. Yep. Lots of growth. Yes.

076And and that does all that. This is all of our kids that are in algebra 1 geometry, no matter the grade they're in. Yep. So, we've got kids that start that very young. So, our K8 reading growth. So, again, same orientation. Winter's on the bottom, spring's on the top. And you can see we've got all of them across the 50th mark there. And still the the year's worth of growth pace for each one of the groups on average. Our Spanish reading. So we've got some work we've got to do with our Spanish reading work. And then you can see um by our ethnic breakdowns. And so it's very helpful information for us to be able to get to the student level to break it down as we start to talk about where we are. These

077are Spanish reading students. Sorry. Um Mr. Who are which kids are these? How many are there? I mean when you say Spanish reading they Yes. They take the our students um taking the sp they take the Spanish test and the English test that um qualify for both that take both in our dual language programs. Yeah. Yeah. Okay. Our science tests. So the winter on the top or sorry winter on the bottom, spring on the top. We just continued on from our great growth we saw in the winter. You can see by our ethnic bands, our biology, and lots of blue on the bottom end. And what's significant about that is these are our our kids in the lowest achievement band showing tremendous amounts of growth, which is a good thing that we want to see.

078Yes, sir. No, because that's where you started in the fall, but Yep. It's measuring the amount of growth that that you're in. Yes. That way we can track. Yes, sir. I know it's a lot to process, but it's a good way to look at it from measuring the growth aspect until then we see it again. And then this graph is um by ethnicity by all of our campuses. And so then we can look at campus by campus and we can see where we are with our different groups because we know that this is a big focus of the work that we have in our improvement plans. And I believe we're getting close to the end. Um, this is by subject and this is by campus. And so breaking it down and just seeing how are

079we growing by subject by school for us to get a good picture of that. So to sum all of these colorful slides up, right, we're seeing our students grow over the course of the entire year, which is a great thing. Um, and on average, we're seeing more growth from winter to the end of the year than we are from fall to the winter, which would make sense because we're compounding our curriculum. We're working through it. We're digging deeper and they're understanding the concepts better. And that's what we would want to see. I would be more concerned if it was higher in the fall than in the at the end of the year in the winter time. Um, and we are tracking our historically underperforming student groups as a part of our strategic design plan. And

080we're going to keep digging in like we have this data at our fingertips to help us. This is something that as a board that we have set at a goal many years ago and and we keep pushing in on this so that we can work the problem ahead of us. So that's where we are with that. questions, comments. I mean, you know, how y'all use this data, that's why you are the education professionals, but just from a perspective of of that being one of our goals, and there's obviously room for improvement and particular a couple areas, but but overall, I I I come out from the presentation feeling feeling uh pretty pretty happy. Yeah, it's we're moving the right direction. We are headed in the right direction. Absolutely. Yeah, I'd agree. And I'm obviously I'm

081very glad that we are looking at it that you're sharing it with us and you know and everyone um because you need the data to be able to see where you can uh improve. That's one of the reason we just approved um the money for MAP which is a nonprofit organization, right? But they help us get this type of information in aggregate but also per down to the to the student. Um yeah, my big takeaway is that yes, we still have at least at least one particular um achievement a student group that's that's lower on the achievement, but in general there was growth in a lots and lots of areas and lot and and obviously lots of colors on there, but in general, you know, a lot of good growth and I think um that's

082what we got to keep working to working towards. Absolutely. Thanks. Yep. Okay. All right. You bet. That'll bring us to I one presentation on attendance boundaries, elementary, intermediate, and middle. Good evening. our demographer couldn't be with us tonight, so you guys get me instead. First of all, one thing we do want to point out is these attendance boundary adjustments do not affect high school. And so that's one thing we want to be really really clear about from the get-go. So we're really looking at K8 adjustments. These adjustments are really just to closely uh align the the enrollments at each campus for the next six years. And that's what we're trying to hone in on. There's one thing that we have to keep in mind when we look at adjustments and that is our middle school

083and intermediate school and our board policy FC local which says that we have to keep our our uh economically disadvantaged students within 10 to 15%age points. Um, you're going to see in a little bit the intermediate in the middle school. And when you pull in that dual language campus, it changes that uh that student makeup of that campus. And you can adjust one middle school and then it makes your intermediate fallout or vice versa. But we're getting as close as we possibly can. And we have two options to show you guys tonight. So, we'll kind of start out with just the elementary boundary and look at the current view. So, you can kind of see the red boundaries around each school. And that is the boundaries for that zone for that elementary school. When we

084kind of looked at this, we we knew we had really kind of three things we had to look at and that's Pebble Creek, Spring Creek, and Southwood Valley. Those were over capacity or near capacity. And in addition, we've got some campuses that are quite low. For example, Creek View has 640 capacity at that campus. However, they only have currently a little over 400 students. And so we were trying to balance the students, but then also look at future growth and to be able to make sure we have capacity for that growth that's in that that school zone. So the first one we're looking at here is the elementary attendance boundary. And this is our first plan that we're going to present. The major changes here are Creek View. You can kind of start looking at

085Creek View. It's the purplish pink color, I guess. I don't know what really color of that. It's kind of in the center of the school uh boundaries and it crosses over six. And so that's really the major change where uh you would extend across Highway 6 to include Midtown Reserve area past Prairie River, which is currently the zone within Southwood Valley, I mean Southwood Elementary. In addition, plan one would take in the area of Prairie Road and north of William D. Fitch Parkway for Pebble Creek. And so you can kind of see those adjustments that would be moved into Creek View Elementary. Forestrid Elementary would include a new southern point development as well as the areas such as the development. Uh so that basically takes it out of Pebble Creek. You can see that in

086the north part of the map where where it crosses over Highway 6, picks up that little area from Pebble Creek and it moves it into Forest Ridge. Then if you go up to the top, you're going to look at South Null. It's the dark purple color at the very top of your map. And what we do is have several streets uh that are east of Welburn that would current that are currently zoned actually all the way to Forest Ridge Elementary. We would take those students and put them into um Southnull Elementary. Uh Spring Creek Elementary would include Spring Creek Town Homes, but then we back out um Castlegate 2 and then reszone those to Green Prairie. So those are some of your major adjustments on elementary boundary one. The one thing that we have to

087kind of watch is within our six-year period that doesn't kind of get forestrich where we need it to be because it kind of gets them over the capacity and then it doesn't really increase our numbers a lot for Creek View, but it's an option. Then we can look at plan four. So plan four, you can look at Crest uh Creek View again and we extend over six. We don't just pick up as much area as we did before. um Creek Elementary would extend across six and then it would just stop at that um Prairie Road. So Prairie Road would still stay past Prairie Road still stay in Southwood Valley. Um in addition between Welurn Road and William D. Fitch, the southern trace drive area which is currently zoned to Spring Creek Elementary would go to

088Creek View. Forest Forest Ridge Elementary would include the new Southern Point edition again, but not as much as the previous uh slide. And then College Hills Elementary would include the area between Krenk Tap Road and Southwest Parkway, which is currently zoned to Creek View. So, there's a few adjustments there. Uh if you look at the fifth boundary, yes, I know I'm not I mean we had five and we've narrowed it down to three, but if you look at the fifth one, some of these are some major adjustments to the boundary shifts, but it kind of gives us a really good plan for five solid years. Uh Riverbin Elementary would include the areas between Wellelburn Road and William D. Fitch Parkway, uh which is the Southern Trace Drive area that's currently zoned to Spring Creek Elementary.

089So you can kind of see that little jet out there in the corner at the uh Spring Creek area. That would go to Riverbend. And then in the in addition, if you look at the top of the map, all of that was zoned differently before to South Null. That would go over to Riverbend as well. So there's some big adjustments there. Look at Rock Prairie Elementary. They typically stop right um at Harvey Parkway, but it's going to go ahead and extend all up. And so it'll pick up those two groups of kids that were zoned to other other elementaryaries. So when you look at this map, there's a lot of adjustments, but when you looked at our original map, we had pieces pulled out of the attendant zones and moved all the way to a

090better another elementary school. So we eliminated a lot of that here because we feel like it would be best for transportation and transporting the kids. Uh Creek View Elementary would include area across Highway 6 as previously referenced, but a larger portion of Southwood Valley. So it picks up a huge portion of Southwood Valley in this this um one. In addition, when you look down at Forest Ridge, they cross over and pick up a large port portion of Pebble Creek. U those are the elementary boundary adjustments that we're proposing. Are there any questions about the one so far? Okay, I'll move on to intermediate. This is where it gets a little tricky. This is our current boundary as it sits today. Uh our first look was right in middle school as well. I think I want

091you to look at something real quick though because you can look at Cypress Grove, Oakwood, and Pontra. And what we did up there is we put the percentage of economically disadvantaged kids. That's what you're seeing at the top of the map. And then you can also look at the boundaries where we're we're over at Pont Trail and we're a little high at Oakwood. So those are the ones we really kind of wanted to balance out. But those are the same same attendance zones that flow into this one, but our numbers are different. So if you look again at the economically disadvantaged percentage, they don't follow what you saw on the previous even though they're the same feeder. Does that make sense? They adjust a little. Uh and then the same thing with the students. It's

092like your students don't completely go up because you've got that dual language campus that's mixed in there. Uh here is the plan three that we put together. There's just small adjustments to it. It basically takes Castlegate and puts it in Cypress Grove. You can kind of see that at the bottom. And then what it does to the fluctuation of the numbers. Uh it still has Oakwood a little high. So we we built another plan um to try to balance out the numbers. This is the middle school and you can kind of see the numbers association associated with it. And then here is intermediate. And this was our fourth plan that we looked at. It balances out the numbers a little bit better. Gets Pont Trail a little high, but it picks up uh Pont Trail,

093uh Cypress Grove, excuse me, would pick up Mission Ranch. They would pick up uh Greens Prairie Reserve and Castle Gate. So, there's some big adjustments there. But if you look at the percentage at the top of economically disadvantaged kids, it kind of balances out that a little bit more. And then of course this is the middle school plan on that version. Are there any questions? Okay. So our our next steps and I'll let Dr. Hark Rider weigh in here for sure. Uh our next steps would be to survey the community and then we're hoping to develop I mean to um adopt the the changes in November. Sorry, when by November official changes would be November. What we do is put this out for community input online in a Google docu. So you can comment however

094you would like to. We take those comments, come back. Uh you're going to get all kinds of feedback back, but sometimes you get some really good uh thought processes or things potentially we hadn't thought about. we'd come back and bring you uh kind of the core group of suggestions. If we make any changes to boundaries based on those uh suggestions, have a look at that more than likely uh August at the latest September. put that back out again for additional input. And we'd like it finalized by November because we've got an entire rest of the uh fall semester into the spring to get prepped and planned for staffing and and adjustments to enrollment at campuses. Uh just a few things to remember based on current lines, especially at the elementary level. uh there's some nuances

095of things up northeast part of town for travel standpoint doesn't make a lot of sense. So plan four is more changes but it's more succinct and makes uh a bigger difference especially with bus transportation and mobility back and forth. uh the board policy on the 10 to 15%. I understand the policy u in my opinion doesn't have to be in policy could be in our regulations but you have to realize here over the next 10 years just like 10 years prior to as the dynamics of our city change to try to keep those percentages in line. You're going to have attendance boundaries that aren't going to make any sense as far as transportation and mobility. Because if you're trying to get neighborhoods that are aging neighborhoods that are now more lower income than what they

096were 20 years ago, there's not going to be it's not going to look like it does now. And so trying to keep those uh percentages intact, totally understand that. But I'm just telling you logistically 10 and 15 years from now, your lines aren't going to make a lot of sense because the the city's going to change. And so that's just something to keep in mind. We'll continue to do whatever you guys want us to do. But if we get questions of why why is this here, why is it there? Well, you're trying to stay inside the percentage pieces. And that's kind of where we're we're closer on the middle school than the intermediate. Uh so we just need some feedback from you guys. We'll get it back from the community and figure out kind of

097where we want to go. But the board policy, in my opinion, moving forward is going to be problematic in the next 10 years. Guess I have a couple comments and a um a question. Um but I guess on what you just talked about on the FC local, I was not on the board when that was determined. It was in my window when I was off, but um it was I supported it. I think the way it came about was that at the time our community really said that that was an important part of of um how we set the attendance boundaries and not only because we want every school here to have every chance of being successful, but also um I think the impact of what people have seen in other other cities sometimes where

098you do start to have an area where one school is, you know, the very wealthy school and one and then another school is not and how that that can start to become a self-fulfilling problem in in affecting the whole community. So I think it is um something that um I think we still need to have on our consideration list because I I do I think it's personally important and I think our community at least enough has said it's important and I think the other thing I mean we have the example of our two high schools and you you say it many times too Dr. writer is that, you know, those could not be any closer on capacity or um their socioeconomic levels right now, right? And I think we see that it was very painful,

099but we see both high schools being so successful in so many different ways. So, I I mean, I think it's it's a still something we really um need to to take as part of the conversation. And that's my opinion on that. Um, other two important I think things we need to think about. Well, one, I'm glad we're opening up for the feedback. Of course, I'd even offer as far as saying that we may need to have like a couple of sessions where we sit down with P pieces of paper in front of people for people to really ask those specific questions. Where is that line? What street is that? And because it's it's hard to see these and and gather, you know, gather feedback on kind of on some of something like that. um especially

100obviously the schools that are going to be more affected. And then the other question I think we have to figure out what we're going to do is is grandfathering. And I don't know if y'all have talked about it at all or what you would propose for grandfathering, but I think um nobody generally nobody's excited about changing a campus, right? Whether you know they they want they don't want to be to change schools. So figuring figuring out what our our rules are going to be for family members, you know, or a a second grader at an elementary school. I mean, I think that's going to be an important part of this discussion as well. Yeah, grandfathering would be a decision the board would have to make. It's much easier to grandfather intermediate and middle school students

101versus elementary. Uh the issue also with grandfathering, if we get to we want to go, hey, we want to grandfather and whatever the protocols would have to be, that would not include transportation. So once those boundaries are changed, we can't run different routes maybe on picking up this kid here, this kid here wants to stay at Spring Creek. All of the rest of them are good with leaving. That's an impossible task. So the grandfathering would be possible with parents providing transportation. I think that's how we've done. Yeah. as as the transportation piece would have to change immediately. So, it would become problematic especially probably more uh potentially at the elementary level as well because now you've got five grade levels or four grade levels that you're impacting versus a couple. So, there's just some things

102that we'd have to consider. I think that's something else that we could gather input from the community and parents as well. Uh, I like the online solicitation as far as feedback because trying to have one meeting on one night and expect people to be able to make it there, it's probably not feasible. Uh, we're available to answer the questions. And I think part of putting these out is kind of a summary that kind of Heather read through of the roads affected, the neighborhoods affected, and us dig down into the details to make sure that that's readily available. And then our staff would be available as well to answer questions. And I would s I was not suggesting we give up the online means of feedback and I I think we all should be welcoming any

103feedback we on get on this is is November I know there's a lot of practicalities involved is that is that really the earliest that this decision could be made is I guess getting back to kind of this grandfather the earlier the better Um, we want to make sure we're not rushing the process. Yeah, I think it's the biggest deal. And then the other part is to make sure logistically we have enough time for transportation to rework routes for 26 27 us rework staffing because we've got to have projections of all right now we're going to have 80 kids leave this campus to go here. Teachers have to move with those kids. So, we've got to have enough time. I I think to me November would be the latest. Okay. that yeah that's kind of what

104I was get at if it's that was my that would be my drop deadad date if we could potentially get it done in October that would be great too I think a lot of it would depend on feedback and what we're getting you know once you get down to it we can manipulate lines a million different ways uh I think kind of what we talked about before we try to stay intermediate middle school within the uh 10 to 15% if we can uh get that as close as we possibly can to make that happen and then at that point in time there's only slight adjustments that we're going to be able to make. The other big one too in the elementary is like I said, plan four is more or is it plan four or

105five? Elementary. Yes, five was the bigger cleanup. Five is a bigger cleanup. I mean, there's more adjustments there, but it's cleaner from a transportation line standpoint. It makes a little bit more sense uh and takes us out to a pretty good picture over the next six years. And the the other thing with plan five, sorry I didn't mean to interrupt, but there was still one more pocket up top. So there's this little piece right here that you can see that's in College Hills that actually goes all the way down to Forest Ridge. But then when you look at um Greens uh Pebble Creek and Forage Ridge, that might could be switched back later on as they grow. So it would be least amount of adjustments later. They might last. So boundaries might last more than

106six years. Sorry for interrupting. I would say, you know, obviously this is something that absolutely has to be done to to use the resources of the district most efficiently uh and to honestly make it more fair for our principles and and teachers and other administrators at these campuses that are that are blowing up. Um but um yeah and I understand the the socioeconomic balancing and so forth but you know as as we go through this process I would just ask the board to think about the individual kid who is on a bus for an hour a day both way you know two hours a day so forth a parent who has got to drive to from the college hills area down to Forest Ridge. Um it's there's no easy answers like a lot of things,

107but uh um that that hard and fast socioeconomic rule might be something we want to look at just it's at least at the elementary level, you know, there's a lot of that kind of well it's not in the policy for the elementary levels, right? We're not even looking at it for elementary levels, which I think because I think that was kind of the idea is that the elementary schools can and should be more of a neighborhood school. So maybe the plan five and kind of cleaning up some of that maybe makes sense. But um but at the at the intermediate on up is where it was it's in the in the policy. Yeah. But I'm I'm pretty certain some of these changes at the elementary on the northeast part had everything to do with ecodis.

108Yeah. Yeah, I think that's the issue that we're running into because FC local, I think it was 2012 since then. We put in five new schools. Um, so a lot's changed in College Station ISD since that policy was put into play. Um, I agree with you, Josh, on on transportation piece of it. I 100%. I mean, the the online feedback I think is is going to be key. Um, everybody's going to reply back how it bases but their family and their kids. And that's how it should be because it's going to give us an idea. Again, us sitting up here, we got to look at all 14,000. We got to look at all 19 campuses. Well, in this case, all 16 campuses. But, um, just just the hardship on that, it is what it is.

109But, um, not going to lie, looking at this for the second time today, my head hurts. And that's fine. Um, but it's supposed to because there's a whole lot of lines and there's a whole lot of colors and I've zoomed in to 240%. And I I know College Station pretty well. Um, and I've got an idea of how these are, but I'm probably going to get what I used in high school, those transparent overlays, and try to do that. Um, I'll probably get with my parents on how to do that, but um because I I need to see that in that regard so that I can see where we're at now, throw an overlay over it, kind of go from there. It'll just help me personally uh try to figure this out. But I will

110be curious to see the feedback we get because I think that's going to be uh imperative and and kind of help us grow and understand because um we don't we we don't want to make it difficult. That's not the goal. The goal is to make it um make sense. And for some it will and some it won't. But in the end, like with our high schools, here we are and it's it's made sense. Like there's equal number of kids. Everything kind of lines up all that. So it's going to be a struggle. Um I like November the end all beall date, but I'm with you Mr. Vin and then you too, Dr. Harker. If we can get it done sooner, it just helps everybody going forward. So if they need to, I hate to say

111it, figure out where to move cuz they don't like where it is or something like that. But hopefully we won't have to put people in that position. We can also get with Zonda on uh because I know they've done this if we're putting out these for feedback, what depictions can they come up with on a map to be able to show that clearly of the differences. And so we can work with them to make sure that we get that as user friendly as possible. Or or for Mr. Horak, we could dig up an old overhead projector. We I will put together an overlay party and uh we'll meet up here one night. We'll tell you I did a quick read just through our board of policy just so you guys are aware uh if you're

112kind of outside of the percentages then the administration shall make recommendations to the board about the actions to be taken if any to address. So it's we need to have a conversation about it is basically kind of how I'm interpreting that. It's not hard fast. If we say, "Hey, we don't have suggestions based on transportation and the lines aren't going to make a lot of sense, yada yada." So, there is a little uh little wiggle room there at least to have the conversation and then make a decision on what to do. Well, and to that point, one of the things that I think is really important is that our intermediate and middle school boundaries are the same boundaries. You know, if you go to Pont Trail, you go to Wellbborne, if you go to Cypress

113Grove, you go to CS. Generally, that's how our lines are drawn now. Um, and so they kind of have a four-year school in a way instead of a two-year school. Um, and so I think it's just hard for the reasons you said earlier for those numbers to work out perfectly. Um, but they get a lot better when you look at the middle school um, boundaries that you're proposing. So, while I think it's important for us to look at, I do think there's got to be some wiggle room to do what makes sense for our kids, too. Anything else? Thank you, Miss Wilson. Appreciate it. My pleasure. That'll bring us to J1, consideration, discussion, and possible action related to the 2526 employee compensation plan. Miss Wilson. Okay. So, I have six plans laid out to make

114this as easy as possible. Just a second. Not very easy when I'm going to start D to F, but let's start with common plans D to F. Um, no, I'm not gonna do that to you. I gotta start with A to C. I'm sorry. I'm OCD. Okay. So, uh, so if you look at common plans to a A through C, what you're going to see is that House Bill two raises for classroom teachers or the $2,500 if $2,500 if they have uh three or four years of experience and then of course 5,000 for five years of experience or over. And then 2500 base pay increase for all other employees. So that would be 25 base pay for all those that do not qualify as a classroom teacher. And then it would be an additional 2500

115for years one and two. Okay. And then beginning teacher pay would move from 51,750 to 52,250 and continuation of the teacher incentive aotment and then marketbased adjustments on a few positions. Uh if you look at the bottom it kind of just summarizes what that means because if you take the top and then you apply to the other pay families. So there's three additional pay families. That is your administrative pay family, your clerical profession, paraprofessional pay family as well as your auxiliary pay family. So if you applied a 3% raise, it would be 5,886, 5558, 5.88, 6,415,766 for 4% raise and 6 million, excuse me, 598 for 5% raise. It just got really good. Um, okay. Okay. So, I'm going to go back to uh this right here. So, this is kind of just a look

116at the summary that we just went over. When you do apply those, you can look at the deficit budget at the bottom. So, House Bill 2 deficit with raise. You can kind of look at those different deficits that A, B, or C would attribute to. Okay. Do I have any questions so far? Okay. So, this is DNF. So, sorry that these slides are out of whack. Okay. So, D and F. What we've done here is the House Bill two raises for everybody on the teacher pay scale would be the same. So if you are one to four years of experience, you're going to get a $2,500 pay increase. If you have five years or more and you're on the teacher pay scale, you're going to get $5,000 uh a year for the year. Okay. Beginning

117teacher pay again is the same 51750 to 52250. Same thing for TIA and the same adjustments. These are your plan amounts for DE andF. So then what we would do is do a 3% of midpoint would be 6,167234. 4% of midpoint would be 6,696412. And if we did a 5% of midpoint, it would be 7,12344. Um, the amount contributed to the district that we have to spend is a little over $4 million that we would have to spend on a raise per house bill 2. Do I have any questions? Go through uh the next slide after this. That's D through F. There you go. All right. Go ahead, Jeff. So from our Friday meeting, we had HB2 teachers qualifying for the HB2 amount, 2500 or 5,000. Correct? What we had then then we had all

118other teachers, nurses, and all that. And we were lumping everybody that wasn't under HB2 into a 5% raise. But now we've changed to now say all those other teachers, nurses, librarians, everybody that is on the teacher scale is now going to also get HB2 amount instead of the 5%. Is that the change kind of? Well, the change was uh if you didn't qualify for House Bill 2, you got the greater of 5,000 or the percentage, right? And then we went back and looked at it and we made the adjustments to to follow it exactly. And then those that are on one and two, we went ahead and gave them the 2500. Gotcha. Okay. We wanted to keep the scale. There's some districts that are taking all the non-teers off of the the teacher scale or

119scale like that and going to a mid midm max, right? Uh I personally think it's cleaner because that's how those folks have been paid many times for 20 plus years. What we would do is create a teacher scale as TEA has formed teachers and then everybody else that was on that teacher scale will be on a different scale. Right? Our recommendation is that they be the exact same 5,000 depending on experience. We'll just run two different scales. Scales are the same, but if we ever had to pull those out for whatever's going on with TEA or new legislation, we technically have two scales. Yeah, they would be paid the same. And our recommendation, we've talked about this, Heather and I have, cabinet, uh we talked about it last Friday, uh our recommendation is that you

120approve uh plan F, which is what we just talked about in a 5% of midpoint for all other employees. We have an opportunity to be aggressive. uh we have an opportunity uh we've asked every department, every principal to tighten things up, to work more efficiently uh with less staff. And in my opinion, if we're going to ask them to do that, then we need to uh we need to step up and pay them. we have an opportunity to close some scales that we've received feedback, especially our hourly folks uh that are well below the average in a lot of in a market that they've got other places that they can work. And if we move that mid.5%, we're getting them a lot of reasons to stay here with us. Understand it's a deficit, but I

121have no heartburn proposing a $2.1 million deficit when all that money is going to our staff. I don't think it could go to a better place. I personally I I think we've talked about this a lot. This is one of the things as a school board that we actually do get to make a decision on. I know there's a lot there's a lot that we people think we do that we really don't. And so um I personally would like to make a motion to um adopt plan F with the 5% raise. I'll second. All right. We have a motion by Miss Simmon and a second by Miss Eggy. Any further question or comment? So, I agree with Dr. Harkider's statement that this is the the best place if we're going to spend the money to

122spend it. I guess what I would like to know is you talked about it a little bit at the um workshop, but in relation to the fund balance where that kind of leaves us. Okay. So, in relationship to the fund balance, you're looking at unassigned fund balance. Right now, we're sitting at 38 million unassigned fund balance. If you look at the current uh and our board policy says three months. If you look at the current expenditure budget that we're proposing tonight, we would need about 39 million. We do estimate when we close this fiscal year out because we're doing a 10-month fiscal year that we will put about six million into fund balance. And so what that basically does, it gives us about a couple years to to be able to to reverse the deficit

123so that we would have to work hard to continue to look to be efficient and then come up with ways to do that. So you'd add six, you'd take two away from this next year. So going into the year before the next uh legislative session, you'd be sitting four in the positive. We see what happens that session. You know, our team has been here two years now. uh we've gotten much tighter on how we're spending money. Uh we, you know, shaved out close to $3 million this cycle. Uh there's not three million for next cycle. However, there are some onetime expenditures that Heather said, uh that were big expenditures for this year that we won't have next year. Uh our team's getting more efficient. And so I do think there's some more trimming potentially that

124we could do. You know the other part is uh you know the unknown of 26 27 when vouchers become u a fair game of how that's going to affect us you know and that's something we'll have to cross that bridge when we get there but I know the one thing we can't happen is have employees shopping you know our kids achieve at high levels because of the folks that we put around them each and every day and they want to be here uh many have stayed here when they could have made money other places, but they want to be here and give them a reason to stay. And I guess just to maybe play devil's advocate, um, two, three things. Number one is, uh, I know the administration has tightened the belt, like you said,

125quite a bit, but at some point there's no more belt tightening to be done. And, um, so that that's number one. Number two is, you know, we we just went through a period where we had what 20 something% inflation over the last five years and part of our budget problems have come from that and that could happen again. And then lastly, you know, looking at it as, hey, we've got two years to do this. I guess I just because of my lack of faith in the legislature, um, you know, when we get to that end of that two-year period and now we're at the point of the fund balance is at or below where it needs to be. Um, that's just there's part of me that's like, are we playing with fire a little too

126much? Well, I I think the the trump card that we have that we currently don't do as a school district once we resone this next year, uh enrollment's flat. We're losing a few kids. The only way we make more money is we have more kids. So, as a district, once we got numbers stabilized of where everyone is, we could explore the option of taking out of district transfers. And out of district transfers is how you're going to make more money. Plain and simple. for us to make money, we've got to have more kids. And so if the growth's not here, and it's not right now, because median housing market here is $350,000. So we're not getting new families. But uh I would dare say we are an extremely attractive options. And I think in my

127opinion, when vouchers come to play, we open up an out of district transfer window. And that's how you close the gap. And you could actually run a surplus in my opinion because you could decide we're going to take whatever 250 elementary kids, however you wanted to break it down, and you've got new numbers, they're fresh, we know the capacities, and open up a window, close a window, and then you you got plenty of time to staff it. We do have capacity. That would be the only way to generate additional money without help. And I 100% agree with you. I don't think we can rely on the uh the 90th session. I think we'd have to explore other options. And I would say also without a district transfers there would be criteria to meet. It would

128not be an open enrollment. It would be criteria of grades, discipline, uh star scores, attendance, all of those things. We would set a criteria as a school district. You meet those criterias, you apply, and we decide if you're accepted or not. It's no different than what private schools are doing with the vouchers. Well, and I I think there's probably not one of us sitting here that doesn't have some heartburn about, you know, running the deficit budget. I certainly do. Um I think we're in a position to be able to take a calculated risk in a way because we're going to be putting money back in our fund balance from doing the uh 10-month budget. Um and you know, it I just think it's the situation that we're in too. um where maybe politically it looks

129like uh we're giving teachers a hu or the state's giving teachers a huge raise this year. That's what you might hear, but um they're leaving a lot of people out. So, we have, you know, we talked about it in workshop and that's why I asked Miss Wilson to say, "Hey, who are some of these, you know, employees that are in these other buckets um that we have to act on to be able to give them raises as well?" And so, um, I just it it's it's not something that's easy to do to sit here and vote on a deficit budget, but I think it's something that is important. Yeah, this is exactly what the struggle is, right? It's this struggle between I think all of us would like and need we recognize and would like

130to um compensate the people who do work every day and to do it as fairly as we can under the you know the guard rails that the state has uh given us. I mean because just to give some raises to everyone else, you know, all of our scenarios are deficit budgets. That's some um so it is a it's a tough situation and we have had deficit budgets in the past, but I think just like your your first thing your comments are all in line. The first we have tightened a lot of money almost $3 million right this this year. you you can't we I'm worried that we can't continue to find to find that. Um and I think our I think you said the number because we're going to increase our budget this year some

131of it because the state is you know giving us the teacher raises. So we're actually going to have to need to increase our fund balance from where it is today you know from the 38 or almost 38 to 39. So we're only going to end up with about five million. That's a two. It's not very many. It's not much time at all. It's not it's not three years, right? Um so that's I think I mean that's the dilemma, right? If that's between funding the people who do the work and um the unknowns of what's going to happen in those two years. We know well we know two years what's going to happen pretty much. It's what's going to happen after that. Um, you can eliminate a deficit budget without a district transfers. Period. You could

132run you could run a surplus. Yeah. You feel confident that's where we we'd get it? I feel confident if we opened up out of districtry transfers with criteria, we would turn people away. Yes. And obviously there's more expenses that come with that as well, but but you're right. It's the only way we can only way we can generate more. The only way we have any control uh of our current situation financially is more kids. And the only way you can do that is have out of district transfers. Otherwise, you're waiting on a demographers's report in year eight or nine all of a sudden we're going to start getting more kids. I don't think any's going to change over the next seven years with our current market. Uh Brian College Station is expensive place to live.

133It's going to continue to be that way. It's got its pros and cons. When you need student growth for us, it's not super beneficial, but we've also got a great product as a school district that people want to be a part of. And to me, it's a we're not going to have a choice. And to me, it's a win-win. We reward our staff. We opened up out of district transfers, have that conversation, get feedback from staff, start putting that together, and then if we wanted to run it 2728 or we run it for the year of 2627 and run it in line with school vouchers. And I agree, it's a risk and it makes me nervous as a business owner, but I think it's also the shot in the arm that our teachers and staff

134need right now. Um, and when you look at the plans between E and F, there's about a $400,000 difference. And that's really pennies on the dollar when you're looking at the grand scheme of things. And um, and I also have confidence in Heather and and all she's been in these numbers. I can't I don't even know how you probably sleep at night with all the numbers you're calculating. And I don't she doesn't sleep very much. I don't think she would have presented us an option that she would have thought would have put our district in peril. My personal opinion. be the largest kind of across the board raise that we've done in according to Austin's research um it would be the largest in the last 15 years of just the district's money without a TR

135or something else that the percentage might have been a tiny bit higher. Yes, sir. because in essence those the teachers um with the $5,000 everybody on that teacher pay scale with that $5,000 potentially you're that's closer to a 7 to 8% u raise versus uh five depending on where they fall on that scale point one more sorry one more com to Heather's point yeah I know it's the difference between like running out of money in 2.8 years or running out of money in 2.3 years. So in I mean between those plans and I am I I'm I'm certainly not saying no raise. It's just where's the right amount and it does it just makes me quite nervous um about going into this level of a deficit budget for at this point. But I think it's

136just what we have to do, right? I'm not going to say this for a sound bite. um at all. But obviously, yes, fiscally responsible. Yeah. Probably probably should make everybody nervous. Sat on this board for five and a half years. We've adopted a n a deficit every year. 2.1 doesn't make me nervous. That's just me, y'all. Heather Wilson probably hates me for saying that. I I apologize. But, uh I mean, I'm looking at one here right now, 2.6 million. Not looking at another one, 2.9 million. And these are finals. These weren't proposed. But let me let me ask you this question though, Mr. How many and I hate to even bring it into the uh the air, so to speak. But the COVID federal dollars saved our butt. We still adopted negative budgets. Yeah. But

137then the the co money is what kept us Yeah. We don't even want to I just I don't I doesn't happen again. No, I get it. We don't know. We don't We didn't know CO was going to hit. So, um but that's where I go. We don't know what two years looks like either. And if I'm still sitting here in two years, then then I'll deal with it as a board member. But um I refuse to not support the 5% and I dang sure refuse to not give it to everybody in our district because it's not right. Uh our legislature and our reps as freshmen did what they could and they listened and they talked and they responded and they did what they could and that's all we can ask. Um, it changed from what

138we thought was what it was going to be and it went better than what we had when we woke up the morning before when it was real bad. Um, but to shortsight everybody that wasn't included under the teacher deal, it's not right. It doesn't doesn't bode well with me. There's nothing I can do about at this point. But all I can do is say for CSISD, I can make sure that at least those folks and and this y'all, I say it all the time. I'm a product of educators. I grew up in it. I still live in it. It's never enough. It's never enough. We paid teachers as much as we play pro athletes. It'd be a whole different ballgame. We all know that. But it's never enough. But this is something like you said

139we have not done. We have never done 5%. It's always been one, two nickels and dimes here. So, um I appreciate the motion on the floor. I'm going to support it all day long. Um and and we'll let the cards fall. I I get it, y'all. It it's a tough pill to swallow, but it just it doesn't make sense. like we were talking about pennies on the dollar between plan E and plan F if we're looking at those two. Um, and I know it I know it's easy to say that right now, but in the grand scheme of thing, that's kind of how I look at it. Well, and I would feel a whole lot differently if we weren't in a position we were about to put money into our fund balance. I mean, and

140and I didn't sit on the board in some of the years that you guys are talking about um with those budgets and um you know, fortunately things happened that helped the district out in those situations. I don't know that we can um worry about that for this decision. I mean, right now we're sitting here. This is where we are. This is a decision we're faced with. Um, and again, I I don't think that I would feel the same way if we weren't about to put money into our fund um, balance from this 10-month cycle that we've run. And so, I feel like that has helped us to be in a place to be able to do this. And I don't know what's going to happen in two years anymore than the rest of you guys.

141And I think there are going to be some hard decisions to make. But, um, we aren't in a situation right now where we're closing down schools. You know, we aren't in a situation right now where we're laying off teachers. Um, we're in a situation, I believe, where we can try to do what we can to give raises that should have been happening in all these years that we're talking about and has kind of not been able to keep up with um inflation and everything else. And it it's probably still not enough, but it's what we can do. So, let me ask this question in regard to the the change in our fiscal year. And uh I think I've said this several times, but despite the uh best efforts of my math teachers, I fell off

142the math train way too early. The increase in the fund balance as a result, that's probably not even correct, but as a result of the change in the fiscal year, what's the end result of that on the back end next year? would we end up having smaller? And and I think that's why we presented all along a 12 that's why I wanted you to see a 12-month budget because the 12-month budget was a $5 million deficit. So a 10-month budget, no, it's not. It's a one-time infusion into fund balance. If you're looking at a cash basis, then it then it's it's no more money. But if you're looking at a fund balance, yes, it is. for accounting purposes it is. Does that make sense? Yeah, it does. It does. Depending on how the year were.

143I mean, right now we're looking at potentially $2.1 million deficit. You depending on how things shake out next year, deficit may not be 2.1. It could be less than 2.1. It could technically be a little more, you know, depending on, you know, conditions and weather and stuff like that. So, it's it's a pretty solid number, but the number could also go down. All right, we got a motion on the floor, I believe, just to to recap for plan F, there's no further discussion or question. All those in favor say I. I. All those opposed. Motion carries 6. Thank you, Miss Wilson. I think you're staying up there. J2, consideration and possible adoption of the 2526 general fund, food services and debt service fund budgets as presented in public hearing. Miss Wilson. Sure. So, uh, we

144we went through a public workshop earlier tonight. Just to recap, we have to legally adopt a child nutrition debt service and general fund budget. So, just looking at the uh child nutrition budget, yes, we had to decrease the revenue and expenditures on that budget due to the fact that we did lose some federal funding due to COVID. Uh Miss Goodlet did a great job of kind of going through and seeing where she could cut expenditures. We did not increase the cost for a meal and uh because of that, we're going to watch this very very closely and hopefully the next year we'll have to evaluate that to see how we land. But right now we're holding strong with the same meal cost that we had in the previous year which I'm very very proud of

145her for for doing that. Great job. Uh but it is 9.799684 for proposed and 9 mill799684 for the expenditure side debt service. As we talk tonight this doesn't look really look absolutely accurate but it is. And it is due to the fact that our payment for August of 2025 is actually $3 million higher than our payment for August of 2026. And because we're collecting revenue on one set of numbers and expense it on another set of numbers and even another set of numbers on your summary of finance, it rolls out to be a $2 million deficit. That is because we had to take the money that we saved for collecting this previous year. We're not going to make that August payment that we collect on that. that money goes into our fund balance and then

146we pull it out for that August payment. So, it's a little confusing, but that's that's our world now. Um, but because of that, we have a revenue that we would like to adopt tonight of 45,439419 and expenditures of 47,9 56562 with a deficit budget in our debt service account by 2,126243. Again, that's money that we brought into fund balance and we have set aside for that payment. It just happens to hit a different fiscal year. Uh general fund proposed budget. Uh we're proposing a revenue of 156 uh356,3535 expenditures of 15858 thou 158,170,268 uses of $4,000. That's just to pay for that additional insurance for a total deficit of 2,17733. This is based on how we understand House Bill 2 at this time and there could be some adjustments that we have in September and August

147of this year. Okay. Are there any questions? If there are no questions or concerns, it's the administrative recommendation to adopt the budget as proposed for 2526. I move that we adopt the proposed budget for the 2526 as presented. I'll second motion by Miss McAdams, second by Miss Eigy, I mean Miss Simmon. Any further questions or comment? You go back one side real quickly. Just another thank you to the administration and I said this at the bud at the budget workshop too. Not just to the administration but for finding the cuts and the campuses for saving the $3 million. So, you know that this isn't any worse of a deficit budget that it is uh than it is. Um, and I said that then too because that I know it's going to it's going to be

148hard on some people, right? In some places, although some of it was really needed savings and then some was, you know, some people are are going to have to um some things are going to be cut in some positions. So, um I am glad that we are able to give it back to to the teachers the majority of this money and all of that all those little bits have helped. Um so glad to glad. All those in favor say I. I. All those opposed. Motion carry 6. Brings us all the way to K1. Thank you, Miss Wilson. uh consider approval of the purchase over 50,000 for commissioning the Rock Prairie Edition project. Mr. Bug. All right. Mine hopefully will be easy. Uh so y'all know we're doing an addition renovation project at Rock Prairie Elementary.

149It is um all new building controls. Uh we're getting new chillers. We're getting some new HVAC in there. And part of that is uh commissioning and testing and balance. Um commissioning kind of ensures that the building is intended and meets the uh design guidelines um and our owner requirements for the building to operate efficiently and testing and balance um ensures that the uh HVAC system HVAC system is operating efficiently and um as it is designed as well in the best methods possible. So this is to have that building commissioned um during the project and at the end of the project to ensure that it is uh one of our more efficient ones in the district and and carry that through to the other buildings eventually as well. But this is going to be through GreenStar

150Engineering. They are a local engineering firm located here in uh Brian College Station. they do a lot of school district work uh especially in the Houston area and um he is uh very intelligent in this realm and the cost for this that he has given us is 88,625 for this work and it is funded through the 2023 bond as part of the Rock Prairie project. I may I move to approve as presented. Second motion by Miss Simmons, second by Miss Eye. Any further comment or question? All those in favor say I. All those opposed. Motion carries 6. Thank you, Mr. Bugner. That will bring us to the end journ. Thank you'all for being here.