001We welcome everyone to this June 15, 2026 meeting of the Ashley board of trustees. This is a regular board meeting and all item to discuss a duty duty public. While this is meeting in public is not a meeting of the public over set goals, improve personal budgets, make policy and provide oversight. We're not here to man or solve individ opportunity to learn. Maintain a safe and secure environment mentally, physically, emotionally and academic is our core values. Appreciate your interest. To the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. Texas flag to the Texas one state one and indivisible. Pray with me. Lord, thank you for this day. Thank you for the leaders in this room. Lord, thank you
002for the bra. Thank the students of this district. Please give us all the strength to make all decisions that we make with the best interest of our community and our students in mind. Lord, please give us the strength to remember you and everything that we say, everything we do, and everything we thank. Lord, please forgive us what we send in your son Jesus Christ we pray. Amen. >> Amen. Next thing is the concept. >> Good afternoon, president of the board, board of trustees, Mrs. House, Superintendent. Uh several months ago, we started talking about design for our early childhood center and one word kept coming up and that was exhibit concepts and help us look at the creating the learning thing for each classroom. So we thought nothing better than to go see it in action.
003So we went to Tana, looked at Tush County Independent School District, went to Mansfield ISD and saw it in action and watch the kids learn from that environment. And when we left, everybody was 100% in favor. You know, that's what we need at Course County. And so, uh, Exhibit Concept is here today. Miss Kimberly Williams is here. She's the sales director and she's been with, uh, and she was also a previous school teacher for 10 years. So, this time, I'd like her to come up and show you guys what we're talking about. Oh, perfect. Okay. >> Good afternoon. Good evening. Um, board of trustees. Thank you. Um, I'm with my um, senior project manager uh, director as well, colleague Bill Martin. too. We met with um with Stephanie today and um Tiffany and um we
004had a great meeting today to get that design um kickoff started. just to give you a little bit of background on who we are and what we do and um our examples of some of our themed environments. See, um we truly believe that there's three um teachers of students um that will provide lifelong learning throughout students lives. Those are going to be the adults that they're exposed to, whether it's family members, um teachers, um grandparents, family, friends. Um, that's going to be their peers as well, you know. So, you gota got to be uh aware of where your children are and hanging out and where who they're hanging out with. But really third is their physical environment. What does their surroundings look like? Especially at an early age. Those early literacy skills and math skills
005are really um crucial at three year old three-year-old and four-year-old um you know time frame. So, that's something that we we really try to hit home by and we live by that. >> Thanks, Um we do uh go through a 5D methodology that we did cover today. Um kind of a little bit of a a different organization, but this is what we how we approach every project. And today and the actually the last several months we've worked with the district and with um the architect and friends consulting to talk through uh the discovery process. You know, how are you going to use these spaces? How what is teaching and learning going to look like in these themed environments? Why do you want to do this? what will their days look like? So, we've talked a
006lot about that already. Um, now we're going to be moving into that conceptual design phase. Um, what do what are the themes that you're going to choose? Um, where are those those themed rooms going to live in within the school itself and within the pods? How are you going to organize that? So, we really talking about that student journey and what is it going to look like for teaching and learning within those particular classrooms. Um and then we were going to move into our um fabrication stage where we're actually going to develop once that conceptual design has been approved. Um we're going to develop those um designs into an into a real product. Um and we actually uh are based out of Dayton, Ohio. Um we have over a 200,000 uh square foot facility and
007warehouse where we design and fabricate in the facility itself. Um, we have 18 professional carpenters on staff that really take pride in what they do. They're very, very talented people. Once they fabricate everything, we actually will store it and stage it in our, um, in another warehouse until it's ready to be installed on your timeline. Um, so that's where we go to the deliver phase. And then of course throughout that process, um, we also provide professional development learning for your teachers because it's going to be different environment for them to teach in. you know, it's it's you don't really teach this in your education courses. Uh and so we're really going to talk about like what is it what is going to, you know, change? Um what are your daily practices going to look like?
008And so we've really learned over the course of time. We've been doing these education projects for almost 23 years now. Um we've learned, you know, our best practices and how it works best. Um and so we're going to share that knowledge with your teaching staff. So that's that will come along um before installation and after. And then even a year after the installation, we're going to come back and support you even further. You know, what is that all going to look like? So, we're, you know, that's kind of our debrief um uh section of this. Okay. Next one kind of already mentioned, we've been in um providing education um themed environments for about 23 years. We've been in business for almost 50 years. We're second generation womenowned business. Like I mentioned, out of Dayton, Ohio,
009you're more than welcome to come visit us anytime. But uh believe it or not, a lot of our uh our projects have been in Texas. Um we started out as a trade show exhibit company. Um but we've uh morphed into um doing museum exhibits um for many years in the permanent environment side of our business. So that has um really been easy for us to transfer that knowledge of really quality museum exhibits into um um immersive learning environments where play-based learning is is key. Okay. Um, so let with that being this is the fun stuff. You probably want to see examples of what u your themed environments could look like. And so our first one, we talked a lot about this one today. What does the Corsacana themed room look like? You know, um you
010know, I know your your students are obviously um going to be from here and live here, but they may not go across town to a certain park or they may not go see or understand, you know, um the history behind some of your your landmarks here in town. Um so we actually flew in yesterday morning. uh the team of us including our 3D designers and we drove around for I don't know five hours uh drove around Corsana uh and we took pictures you know pictures everywhere and uh you know we asked a lot of questions today of the staff like hey you know what does this mean or what tell us more about this wolf chili you know what what you know so we learned a lot and we're what we're going to do is
011um you know incorporate that into our designs um of course with your help um but that was really fun Let's see. The next one um is uh either space or astronomy. Um so we talked a lot about what this potential room could look like. And yes, we actually do fabricate that that rocket ship in our in our back at any given moment. We can walk in the back of our warehouse and see a some wild things back there. Um so you can kind of see um an example of that one. Our next one uh fairy tales. Um, so you kind of see, um, this is going to be a lot, you know, where, um, your imagination runs wild, where your students are going to be able to use dramatic play, um, and, you know, put
012on small little skits or shows, uh, you know, to each other, to their peers and really take that that level, uh, you know, to the or to the next level rather. Um, cycles of nature. Um, we really like this one. We actually have, uh, that a similar tree, uh, you know, right now. I took a picture of it uh the other day in the back of the warehouse. So, this is going to be um one that we're going to really enjoy doing. So, be fun. Uh farm to table, you know, what does it look like? We know FAA is really big here. Uh we want to make sure that that's highlighted along with your agricultural uh you know, history and and importance of the community. Next one, um human body healthy amazing needs. So, you
013know, what does it look like to go to the dentist? What does it look like to go to the doctor? um you know so we can teach those skills to not be afraid to do that and that those are important things on on a day-to-day basis. Seasons and weather, you know, this is a fun one. Um you'll notice uh one of the big topics of discussion today was the AR sandbox where you can kind of dig your hands in and and make different um you know different hills or you know you have a beach scene and kind of you know dig for a pond or or a lake or something within that sandbox. It's really really really fun. And of course, you cannot forget the dinosaurs. Um, I will say, and you've probably experienced this
014when when you vis visited Mansfield at the Jandrew Go Early Childhood Center. Um, those students, they know the difference between all the dinosaurs. You know, that language, those skills come at a very early age, believe it or not. And I mean, they they know more than I do for sure. Pet Central. So, this is another one where you learn about, you know, how to take care of the pets that might be in your homes. Uh, construction. This is a fun one especially. Yeah. Right. It's always the project manager's favorites, architect's favorites, uh the GC's favorites, but this will be this will be a fun one. And then polar. I always feel like I'm going to get cold when I walk into these rooms. But the polar is a really fun one as well. The igloo.
015Um that's kind of, you know, fun to kind of go in there for a reading nook, but also you can take the blocks apart and build a, you know, um some more igloo. You can even have a sensory bin where you can um have ice cubes in there and see how the ice melts. Um and the letters, I know we talked about this today. We even have ice trays that will be um uh letters or numbers. So, uh ocean, that's a fun one. Um I love that one. And we have to decide if you want fish fish tank or not. So, animals and habitats. I think we talked through this one today that this might become zoo. Um, so that's that will be a fun destination for your for your kiddos. Uh, transportation. This is
016also a really fun one. Um, where the flooring really takes a big part of this of this environment for sure. Community of course really highlighting um not only um of course the Canada community, but um community in general like you know what you know what does a city hall do or you know what does a post office look like and what do you do there? You know all of that kind of things. And then our world. So we and we we haven't quite narrowed that one down, but we we'll we'll get there with what this our world will look like for sure with lots of options. And then the great outdoors, that's a really fun one. Can kind of learn about camping skills. You know, maybe what does it look like to go on a
017canoe or a kayak? Um what does it look like to, you know, what kind of gear do you need to go camping? Uh tiny worlds. This is really fun. This is actually a newer one for us. um where the students actually become the same size as like a bug and they kind of look like you know they're living in that same environment among a ladybug or you know ants or something like that. And then along just this is our last slide here. Um this not only do we create and fabricate the themed environments but we also um provide thematic activities and materials to go along with your curriculum. So so we won't uh dictate your curriculum. you obviously will decide that but um we do provide um you know the activities that could go along
018with it. So we'll have core activities and then enrichment activities. So some of those things might include um the dramatic play materials you know like in construction you're going to have like a construction you know orange vests to wear or something like that. Um but we'll definitely make sure that we work really close with your school district to um decide what materials are going to be best within those theme rooms. We don't want you to duplicate anything. So, it's going to be in conjunction with what you already have. And we make all of those in-house as well. Um, but I think that's it. Um, again, it's the 18 classrooms, the four special ed classrooms, and we're really excited to get started. >> Thank you. >> Too bad they didn't have that before we went to
019school. We just want to go to school to go go to uh go on the playground and play, but now they have it in the classrooms every day. So that's all for us. So this time we just like to ask the board to give authority to miss out to sign the contract to move forward partnering with exhibit concepts from the ACC. I make a motion to approve the quadrant exhibit concept the design fabrication and installation of interactive educational exhibits for the early childhood center and authorize the superintendent to execute all necessary contract documents. >> Second. We have a motion and a second to approve the contract exhibit concepts for the design fabrication installation of interactive education with existence of the early childhood center and authorize the superintendent to execute all necessary contract documents. All those
020in favor say I. >> I know the motion passed. Thank you. The next line is here achieve a board. >> Good evening. President Barbara Miss how members of the board this evening I'm going to go over our 2025 2026 student achievement results. Um so before I dive into not sorry that is not supposed to be lowercase. Um forcing book or trimming up weird. I don't know what I have to do. Um before I dive into the numbers, I do just want to say that um overall you will see some mixed performance in some of these scores. We're going to talk about it. I'm going to kind of talk about the pattern of what's being expected after implementing curriculum like we did for the first year and then talk about our um goals and our priority
021focuses moving forward. So on this screen you have our third third grade math and reading scores. And so I've highlighted in yellow the areas where we have increased from the previous year. So you can obviously see there's significant growth in the base column and buoy um math as well as the standard rating column growth there. We'll talk more about that here in just a little bit. Um also some growth in as well but obviously for third grade we know that there's work ahead. Um but I do want to say that most of these decreases were not drastic. um generally falling within 5 to 10 points. Fourth grade um proud of the growth in our math scores. Almost every campus showed growth in subcapacity in math. Reading also has mixed results. Um some campuses are showing
022more growth than others. But I do want to say that in our fourth grade reading, almost all of those percentages that are there in white were within just a couple of points of where they were in 2025. So just for an example, if you want to know specifics, I have those numbers right here. But Fannon, for example, um in 2025, your approaches was 62. So they only went down 2% and then there was no change at all in these masters from um 29% and 9%. So while it wasn't a huge growth, it also wasn't a huge drop. And that was pretty much the trend of fourth grade reading. And I'm going to talk in a few slides about why that actually is expected. um unfortunately. And then Collins remained relatively stable. Um I did put
023the increases in the decreases on there just because they are almost identical to the year before which is it's got pros and cons. It didn't drop drastically. We didn't grow. um moving forward in and answer next year. Everybody at Collins besides fifth grade math or fifth grade reading who just got a new curriculum is getting new curriculum for next year. Um we're really putting in some differentiation supports for how CNI is supporting these two. We have one instructional coach that was supporting that whole campus. We're going to have three um sharing our time over there. One specialized in these subjects. We think that's going to help. And then also um Miss has rearranged her admin duties next year so that one of our APs could be um focused solely on instruction. So we're hoping with
024those changes we'll start to see some movement in Collins. Any questions about that before I move on? Okay. Okay. So um 2526 was a a year of significant instructional change for us. um especially on our elementary campuses where we implemented loop on it across six campuses. Um so now that we have seen the numbers I I do want to talk about what is to be expected in year one and kind of what the research says. So first of all we want it is a very rigorous curriculum that has required our teachers to change how they approach teaching in terms of planning and lesson delivery. Okay. And so it's also raising the bar for all of our students, ensuring that we're challenging them to um rise to those grade level expectations instead of just meeting them
025where they're at. So we're scaffolding up essentially to ensure that everybody is reaching where they need to be. And so while those overall achievement results were mixed, there is evidence in the data that strong implementation was associated with stronger student outcomes. But first of all, what does the research say about what should happen in the first year of a new curriculum when you're implementing it, especially one like blue bonnet, which is an OER. Okay, so um the research does say that you may see student you may see student achievement results flatline or even dip slightly. Okay, so that kind of was the case in on especially like what we saw in fourth grade where they just they didn't really change if they dipped a little bit. Um, and this has been the case for many
026school districts that have implemented an OAR over the last five or six years, pretty much since co. It's not fun, but it is the reality. And the reason for that um is because teachers are adjusting to the new curriculum. The pacing, the expectations, the way we're asking them to teach is different. And so it takes a little bit of time for them to get used to what they're having to do. It's completely different than what they did prior. um lesson internalization instead of lesson planning. So now we have this lesson, we know the rigor is there. I have to figure out how to execute it. Um students are also adjusting to the new way of learning. Our leaders are learning um the product and how to coach it. So it's just a new process for
027everybody. And then professional learning, it will take time to convert to practice. So the research on HQIM, which is all of those high quality instructional materials, um suggests that simply just adopting a program alone is not enough. It takes coaching from all stakeholders um for strong implementation. And that means I also get coached, the principles get coached, the teachers get coached, the instructional coaches get coached, everybody kind of gets coached um on how this implementation goes. And so after year one, you kind of move into year two where you're a little more um strong in your craft. Um you know how to make those differentiation moves. You know how to look at um student work examples. You know how um teachers know how to better make those adjustments without diminishing the rigor of the lesson,
028right? So we know where the rigor has to be. So now how are we going to make sure we're differentiating to get all kids there? Um our leaders are more prepared to coach and implement because they have the stronger understanding. So everybody just has a a better framework moving into year two. It's not new. And so now we're able to really dive in and do some of that deeper work. Uh professional learning is now focused on analyzing student work data, rehearsing lessons, um and planning for that differentiation. Whereas in year one, you're really just trying to figure out how to make it through the lesson. And then your by year three you should have your highest level of implementation fidelity and see your strongest student outcomes. Okay. So um one thing that I do want
029to highlight and I put in here strong implementers but really I think the word I should have used was advanced implementers because after I thought about it I thought strong isn't really the right word. But if I take everybody third through fifth grade who taught lube on it this year and I say some of them were very advanced. They'd already kind of moved through those year one goals and were kind of working on year two strategies about Christmas time. We were like already moving into student work analysis and things like that. Things that as a district we weren't moving into until year two. Um we'll call them advanced implementers. And so when you break down the data that granular, you'll notice that the students that were in the classrooms with the strong I didn't want
030to say strong the advanced implementers of blue on it were twice as likely to achieve meets and masters on star than the ones who were in the other category. I'm not going to give them an eight because nobody was weak. That's I didn't like the word strong. Um, so when I broke it down, the advanced the students that were in that advanced implement group on average had about a 41% meets masters versus 23.9 kind of in those classrooms we were still working through year one goals. So that is promising. Meets as well was double 13.3% versus 6.6. Um, and that is all data that's taken from numerous walkthroughs that we've done all year with the region center, with the district, with TEA. Um, and so that is promising to know that stronger implementation was equated
031to stronger instruction. And then I do want to highlight Sam Houston because they did show incredible growth in reading. Um, almost 30 points, 30 percentage points in third grade meets masters is absolutely phenomenal. Um, they showed great great growth in reading um, and fourth grade reading as well. and they um were from November. I I mean I would say they from the beginning they dug their heels in and as a campus they really just showed themselves to really buy in to improving instruction on their campus and really um taking in blue on it and and teaching it for what it was and it showed. Um I do want to say those are English numbers. We don't have a whole lot of kids that teach Spanish, not teach, take Spanish, but out of Spanish, I just
032want to say they improve. They improved 31% in approaches. 37% in meets masters and 29% in masters out of the kids that took Spanish. So, we we piloted the Spanish group on it this year and we did it in English and Spanish and it really paid off. I mean, they had zero kids that got masters on kid on star last year and now they're at 29%. So, it's phenomenal. So all of that to say we are seeing strong imple we are seeing strong student outcomes where we have evidence of that strong implementation. And then um we were honored we were there were 40 districts that were nominated by te or by their region centers to tea um to receive what is called the blue bonnet beacons. It's a grant but it's it's kind of an
033honor. Um there was only 14 selected. So we were one of 14 selected for a two-year program, a two-year grant. Um TEA selected us for our vision and change management strategies, which is awesome. Um it was a rigorous application process that we had to complete back in February and then they came in March and did a campus visit, took them to NAVO, took them to Buoie, TEA was here, they were lovely. Um and then we found out end of May that we were selected. So, um, we're super proud of that. Just to say that we put in a lot of hard work. It hasn't quite shown up in our numbers quite yet, but we know we're doing the right things to get there. And hopefully, if we just continue to do as we've always said,
034um, our motto this year has been to trust the process, hopefully we'll start to see those shifts move up um, in year two. And so, what what does that mean? That means basically other districts, you know, open up our district six times this next school year, three in the fall, three in the spring. Um, and they will get to come and learn um about what we did for implementation, what our systems look like, how did we manage all of that change management and um that whole process, which is kind of cool because when we were going through the process as well, we went and visited other districts and learned from them. So, it's kind of cool to be able to, you know, give back. And then, um, just Lastly, I have a couple more slides,
035but what we saw in classrooms that doesn't hasn't equated right to the members is students reading more complex text daily, students using text evidence and their discussion and writing, lots of great vocabulary, teachers using consistent instructional routines. You can go into a second grade classroom on one campus and a second grade classroom on the other campus and the rigor is going to be exactly the same because they're all using the same questioning, the same activities. Um, it's really cool to see. Um, our PLC's are focused more intentionally on those lessons and those and that rigor. Students are building background knowledge across multiple topics which we know is essential for reading comprehension. Um, and not only students, but also teachers are engaging in deeper thinking, discussion, and problem solving. So, here's just an example. I wanted
036to throw some pictures in there because sometimes it's always just good to see the things in action. Um, that was a little baby in kindergarten beautifully reading that entire page. wonderfully. Um, the writing on the top right corner is a first grader that wrote about Thomas Jefferson. Like, okay, that's a lot of writing from a first grader about Thomas Jefferson. And then the writing on the bottom is just a really nice um narrative piece from before. And I believe that one was a Carol. Um, we had engaged learners. I don't know. There's a video. I'm g click it. Okay, I'm gonna click it again in just a second, but I'm another picture first. So, um, these fourth graders were reading a story in class and, um, they were getting to like the big reveal at
037the end and they were silently reading and as they were like all getting to the same point and like figuring out the like big reveal at the end, they were like, and so the teacher just kind of scanned the room to get their reactions and I always get shared these like awesome moments. So, I just thought, well, it's kind of cool to see kids so authentically engaged in what they were reading. And then this next video is just, oh, it's not going to play. Maybe it will. That's why we don't. Okay. Well, it was so cute because it was some first graders and they had done their planet unit, their astronomy unit where they were learning about the Earth's rotation around the sun and they were at recess and they were playing planets and one
038of the kids was the teacher walked up. It was Crystal Hixon and she said, "What are y'all doing?" They said, "We're playing Earth or whatever." And she goes, "I'm the sun." And the other one was just rotating. So, it was just cool to see that they were taking their learning outside of the classroom and applying it just for fun and playing because you don't always want to see that. Maybe it will play. It's not going to play. I knew it wasn't going to play. It was really cute. Um, so moving forward, this is my last slide. Um, we know we have a lot of work to do. Um, we're really proud of where we've come from this year, but we know we're not ready to stop. We have a lot of work to do to
039move into year two. Year two is where the fun starts is what I've always said. Uh we're going to continue to deepen that curriculum impro implementation across all of our classrooms. Right? We want all of our classrooms to be advanced implementers um to continue to strengthen PLC's to include lesson rehearsals and looking at student work analysis. So really digging into what are the students learning. We are going to strengthen our instructional leadership system. So, we also have a three-year grant from Lyft, and that focus of that work is really building that instructional leadership capacity and our campus principles um to be able to lead the work that goes on in order to implement a curriculum like this. And then, of course, we're going to begin year one implementation of math. So, mentally preparing myself for
040a year one implement implementation dip in math. Fingers crossed that we don't have that happen. Maybe we've learned all of the things. Um, but that's that's going to be another big heavy thing coming this year. Um, we're strengthening our RTI program for reading. Um, and then also, um, really strengthening some of that early reading instruction in pre-K that we know our students need, um, to be successful going into kinder. If you remember, we kind of talked about um, earlier in the spring, bondological awareness was kind of a hot spot. We knew we could do better in preK. And so, I've been working very closely with preK teachers. um they're excited about the things to come. I'm very excited about the things to come and it's only going to make when we open up our new
041ECC even better because we're already going to be prepared. So, um that is that in a nutshell. What questions do you have for me? >> All right. Thank you. Appreciate that. Good evening, Miss How Mr. Farmer. Um, I'm going to give you guys the data report for secondary. And I do want to let you guys know there there are a lot of different celebrations that we have within it. Um, we also have some have reflected and already decided like some areas that we're going to focus on. And so through even social debate and things like that, I want to make sure that we pause and uh celebrate some of the things that and the places that we really have room. But then also to let you know that we are already as soon as we
042saw them started thinking about what are all the different ways that we can make sure that we do better next year. So the overall performance passing at the middle school um there was encouraging growth especially at the EL level. So, we're talking about overall passing. So, the percent passing um of students has increased specifically in eth and then also seventh EL. Um and while we remained pretty much the same at seventh math and eighth math, um we did also increase our passing rate to 100% of the of the algebra one. Um and that is like an advanced honors math for the middle school. But yes, we do recognize too that and in an additional slide that I will be showing you that we do see that the middle school math is an area that will
043be focusing. >> Okay. Yeah, that's right. Um so before I get to that though I want to share with you guys I know that in the when I shared the interim scores with you back I think in January February um that one of the areas that I told you that we were really hyperfocused on was the writing. We re we really did take a step back and we um kind of took an assessment of where our writing process was. what we were really seeing with our results and um took a hard look at it and basically looked at it to where we said hey we've got to redo it because we need to do better. Um and in doing so we increased the by the way the number of percent of students attempting writing this
044year has gone up to 65% and the eth to 72%. So that's a big deal because we had a lot of students too who were seeing writing um as a roadblock and would not go past that and knowing that writing is right at 30% of our student scores is a big deal. So saying that too we went from seventh EL of score five and above um to 43%. So we increased that by 13% and then also eight we went up 4%. But that also was the case and I was not able to when we get to the high school. Um I was not able to pull out the high school writing scores yet um because what they were doing was what they were averaging the retesters in with the first time testers. And I wanted
045to show you based upon what we have done this year um what would our what were our results with the first time testers and how that they did. But I will let you know overall we already increased the percentage rate even with the retesters in that. So um but just looking at the overall star performance at the middle school um EL did show growth across approaches approaches needs and masters. So if you look at a healer uh we did go up like I said a 6% increase uh from the previous year in beads we went up 5% and then the masters one seventh we did go up 6% in the mast's category um and then seventh and eighth math if it wasn't at the same then what we did was we had a small dip
046as well the seventh and e seventh math and then in eighth maths and masters did dip slot Um but overall one result that did stand out though was that seven EL in the M's category and that is what we expect and what we want and where we will focus as well for next year because we do recognize too that our honors level students um need the honors level instruction and that will be a focus for us. So the areas of celebration that we do have is a did achieve the meets and masters. Uh so we had a 45%. So basically it's saying did we get that 45% and we did and then ADL showed that largest overall passing gains and then eth did increase from means masters from 19% to 28%. However, we did not
047overall increase um I apologize that was on high schools the 19 to 28. So I apologize about that number because we did not we did dip 2%. Um but I did not did decrease it every year except for the seventh and eighth grade math. Our areas of focus for next year will be our seventh math meets and masters. But I will tell you it will be overall where we will and history did remain essentially the same as the previous year. Looking at the overall high school performance. So before I get into the high school performance, there is something that I do want to go ahead and share with you. I'm not sure if you have seen on social media or even the news outlets that they did share that you could click and you could
048quickly be taken to scores that were released for the high schools across the state, right? Um and other districts and other campuses as well. What's different about the high school is that we have retesters. Other campuses do not have retest. And so what they did, the state did was they took the retesters and they averaged it in with our first time testers, our scores, our star scores and our ratings come from the first time testers. So, while it is nice to see the retesters, average student, the first time testers, that number that you were looking at whenever you were to click that link and see that number, in fact, I even looked at it, too, and it said English one, uh, we had 547 kids, first- time testers, English one. Well, we don't have 547
049students in English one. We have 427. And so, we had 427 students who tested. the other students were were retesters and that number does not uh count against us the second time. Does that make sense? So if anybody because I had somebody say, "Oh, I noticed that the high school scores were lower than what we were discussing. We get our star scores ratings based upon first time testers." And so that's the numbers that you're going to be seeing tonight are the first time testers because this is accurate of are first time testers and would be uh the score that would be shared for the star score that we see received as well. So on English one we did go from 51% passing last year to 70% passing this year for first-time testers. So that was
050a 19% gain in overall number of testers that we had passed. English 2 went up 8%, algebra 1 went up 14%. US history we did go down dip 2% but that was from a 96 to a 94 and then biology we stayed the same so overall big gains at the high school especially when we compare first time testers to first time testers in if you want to then we can kind of zoom in a little bit more and look at the high school itself uh on the algebra we did make 11% gain at the means level And then um if you look at biology, we had the meats and masters level 7% and an 8% gain in the meats and masters. Uh English one we did increase uh the meats level to 9%. And then
051mast's is down 3% and then the English two we did increase to from the overall passing was 8% but then we also increased in the meats level as well which is 8%. And then US history did did 2%. But the overall picture it shows that the number of students passing the star test at the high school has increased dramatically which means that student growth has increased at the high school. Um where we also recognize is that we aren't making the gains that we need in the uh masters and again that will be an intense focus for us for the honors level and the AP level classes as well. So the areas of celebration that we have is that English one definitely we our pass rate increased 19 percentage points and our meets increased nine points.
052Our English two, our meets and masters increased overall 20 points including a 12 point gain in masters. Algebra one, our meats doubled from 11 to 22 and our biology maintain 90% and then our meats and masters did increase it. Um so our areas of focus again is to increase our master's level performance. Our algebra one we want to move uh students from approaches to meets and masters and then US history as well. Um and we also another goal as well even at the high school is to make sure too that we have more students that are passing the eligible and tested. Um so just real quickly though to kind of recap though a few things that our data does provide clear direction for us. It does show us that some specific needs that we have
053is to improve the overall student achievement. But it does give us our focus areas and it also tells us to that we need to work on developing and supporting our campus principles in ways so that they can go in and support the teachers as well um and meet the needs of those teachers that are also trying to support those struggling learners. Um and then we also want to as well increase the needs of M's level performance. Um, and that especially is the case for accelerating our mathematics achievement. Do you guys have any questions? >> Thank you, Kelly. Y'all did a great job. Next thing is revision the district plan. Scott, >> good evening, Miss How, Mr. Farmer, board members. Tonight we're going to talk about our uh district innovation plan. We're going to do some
054revisions. We were going to try to get some revisions passed tonight. Just a reminder on our district of innovation plan. It is it does run out in 2027. That's why I just had 2026 2027 changes. So these changes will be made this year and then next year we'll have to come back and redo our plan. Our plan lasts for five years. Uh you have a you have a couple documents in your board book. Uh, one of them has red. It shows you the exact changes where we took out, what we added. Uh, I'm not going to go through every single word, but I am going to go through each thing that we changed just kind of briefly. So, parent notification requirement that is deleted. Uh, because of new Texas law, we can no longer uh
055exempt oursel from uh telling parents when we have uncertified teachers in classrooms. So, because of the new law, we have to take that out. So, we're removing that. Grievous policies and procedures. So the current laws requires districts to adopt Grievous procedures under chapter 26A. Um the proposed flexibility that I'm asking for tonight is to maintain our local policies from BGBA, FNG and GF and retain flexibility to adjust timelines, procedural requirements. Um in talking with our attorneys, this is this was suggested to us to help us with timelines and things like that. A lot of districts are doing this. So that's the reason for that access to instructional materials. The current law requires instructional materials to be accessible online. Our proposed flexibility is to continue parent access and review processes without mandatory website posting requirements. Uh
056districts are doing this because it's a lot. It's a lot to put every single thing on the website. Uh but we do want our parents to have access for a few processes. So we're not hiding anything but be able to do it in different ways. uh teacher parent conferences. Uh the current law requires two inerson conferences annually. Uh the proposed flexibility, we want to continue one required conference and schedule additional meetings as needed. That's what we've done in the past. Um but we're asking for that flexibility. GPA calculation method. So current law state developed standardized GPA methodology. So right now there's talk that the state is going to hand down how they want all GPA calculated for all districts. Basically this is a flexibility that districts are doing to uh continue our GPA methodology until
057further guidance is is uh reviewed. So basically they can't drop this on us and if it's not best for our sophomores, juniors and seniors, we want to start with our freshman we want to continue out with the others. Uh this just kind of protects us to use the current GPA calcul that we have. Again, this hasn't happened for sure yet, but it's a possibility that we're hearing that it might come soon. So, this is just a protection just in case. Uh acquisition of library materials, current law, additional review, approval, documentation of public posting requirements. Uh we're asking that we continue local board approved processes led by certified librarians. That's what we've been doing. Uh we're asking that we continue to do the same. And then local school library advisory council. The current law requires council
058creation upon parent petition. Basically, parents can petition us to create a library council. So, we choose our votes. We're going to ask that we continue existing review challenge and parent input process without a mandated council which we we haven't had that before and we haven't really had a push from our parents to do that either. So, the these are the changes that we are requesting and this is a action. Any questions? I move, Mr. President, I move to approve the revisions to the district plan for 2022 2027. >> Second. >> We have a motion and a second to approve the district education plan for 2022 2027 presenting. All in favor say I. >> I. I. >> All say no. Motion passes. >> Thank you, Scott. The next thing is uh the 2026 2027 teacher appraisal
059appraisal calendar. I would like to get that upgraded tonight also. I make a motion to approve the 2026 2027 TTS appraisal calendar. Second, >> we have a motion and second to approve the 2026 2017 TTS appraisal calendar. All in favor say I. >> Post say no. The motion passes presented. >> Thank you, Scott. Thank you. >> The next thing is 2026 27 budget meeting. >> Good evening, Mr. Farmer. How board members. Uh tonight we're going to review preliminary budget numbers for the 2627 fiscal year. Uh the district received preliminary property values in April. uh the re revenue numbers are projected using these numbers until certified values are released on July 25th. I will be going through a presentation but you also have a handout uh that consolidates the presentation into a one sheeter. All right,
060here we start with revenue uh projections. Uh we're not in a legislative year. Um so we won't have sort of the craziness that we did last year of trying to figure out what was going to come down and how it's going to be applied. So same formula. Um not much change. So as you can see um revenue projected at the moment is slightly under our current fiscal year. Uh the reason for that is a little bit of a lower projected ADA. So what we did was the past couple years was whatever the previous year ADA was for student attendance, we rolled that into the next year. Um, and so this past year we ended about 50 students less than our budget. So that's the starting number for this next year. So a little bit less.
061It's 5,294 is the ADA that we're using for the budget next year. Um, >> what does that >> 5,294 last year or this current fiscal year? 5,343. Uh, those numbers can all be found on the summary finances, but that's kind of just what we take. Also matches a little bit of what the demographers said. Um, so we're not expecting at the moment a big increase in the student or so coming away. Um, also a little bit lower interest earned uh budgeted for next year. We did have a rate cut this past year. So just lowered that a little bit. Although we did exceed that budget for this year. um that could change over the next month or two just depending on how uh uh what they're predicting what the market is saying. So, and a
062little bit lower athletic revenue uh that came in a little under this past year. So, just trying to uh stabilize those expectations. Some unknowns to be thinking of. U this next year we'll see some new special ed funding that came out of the legislative session. We don't know what that exactly how that's going to pan out. We know the formula or we know how we're going to be coding kids because that it's all new, but we haven't seen uh TVA put out a summary of finance for our district that puts all of that on paper what it's going to generate. So, uh January 2027 begins another legislative session. So we can hope that they might do some retroactive retroactive uh funding for this year coming up. So uh this next slide is just to show
063you this is this is kind of the stuff we don't really control. This is uh TEA's contributions and our local tax revenue. So just year-over-year things that we don't really have control over. This is what it's looking like um a $4,000 difference between the two years. So revenue is is far as that goes and a little bit lower again because we use a little bit lower number for 88 expenses. Um so on year one sheeter I did update the expenses. Uh I was asked a few weeks ago about realizing some of the savings uh that we were seeing in payroll uh so we were coming in under each month and I was asked is that something we can realize this next year. So went in this past week uh this was already submitted. Um, and
064so that new expense number with those savings and payroll is now 66,754, uh, 364. And you have that on your your one sheet. So it dropped almost exactly $1 million in expenses. Uh, that shows a deficit of 1.45 million at the moment conservatively. Okay. Um the savings and payroll um were due to uh attrition mostly in Mr. Ber's department maintenance and operations. We also saw some savings and our substitute budget. Our campuses did pretty well this year with with substitutes and failing classes and less absences. So, we did realize about $45,000 in savings for next year. For this current fiscal year, it we saved $90,000. We haven't seen August, but we usually have good staff attendance in August. So, uh good job on our on our campuses for that. Uh some side notes uh or
065before I go on any questions on expenses or right now uh health insurance. So uh it is raising it is increasing by $46 uh for each employee that that chooses to use our plan. Uh so yearly that is $552 per employee uh of new expenses. >> 3.99 still comparatively high and very competitive with surrounding districts. There's about 700 employees that that affects. Some other things we're looking at that we will find out at the end of July is our property uh insurance, our casualty insurance. Um so we were told to conservatively expect a 7 and a half% decrease. Okay. So that works out to $104,000 decrease in expenses. That is not in our budget for our expenses. What you're seeing is I just rolled over that 1.13 number. Uh I'm sorry, 1.3 number. So we're
066just budgeting like we're going to get the same thing again. So hopefully some more savings come down. Uh you can see the rest uh 10 20 25%. I included those because when talking to other brokers um they're already seeing those numbers uh being given out to districts. They were seeing some of those numbers being given out to districts this past year uh those decreases. So conservatively we're at seven and a half. There is hope and reasonable hope uh for the other percentages to to help us out. Uh we're also shopping for that as well just so you know. >> So what impacts the percentage of fatigue? I mean what's causing the decrease and what what determines the percentage >> right it's seven or three to 10 what impacts that? >> So the decrease is because
067we have seen in the state a lot less huge uh weather events. Uh so the lack of hurricanes um so like all of the coastal districts get their proposals in the month of May and so that's where they're seeing the initial those guys are getting uh those decreases and so what they say is actually they get March and April as long as North Texas north and central Texas have a good month of April and May which is basically no hail uh then we're good And they even said even if we see a little bit of hail, u we're still expecting it to decrease. So we're just having a lot less uh weather events that are costly. So that's what's leading to this now. >> Yes. Yes. Yes. >> And you've talked to multiple different brokers.
068>> Yes. Yes. Yes. Um, now the difference on could we get 10% or 20% on the magical math that that that they do behind the scenes. I'm not sure. Uh, you know, they the way they explain it to us is they go out to all the underwriters and all the people. I mean, they're talking people like over in Europe that that buy into all of this. I mean, it's just um a calculation that that that they do. The one thing that I'm learning that we can push on is trying to get a comparative per square foot rate that other districts our size with similar buildings have. So that that I think is our negotiating uh tactic uh is okay. What is it per square foot? Hey, by the way, I know these 10 school districts
069are getting this. So, uh, >> now when we get our new roofs >> that I mean because I know we've talked about this that could possibly impact >> correct >> and help with the decrease. >> Correct. I'm correct. Uh, that was a conversation we had with Parsons uh beforehand was listen we need roofs that uh have better hail rating. It is something that insurance companies look for especially if you're going to a new one. they they want to see those groups and so that is something that we've implemented and one one broker said please update us as soon as those are done let us know all these are just some of the standard options to be thinking about uh for raises, um, step increase, basically any staff member that is on a scale, uh, teachers,
070parents, custodians, and more than that. Uh, just the step them going from one year to the next is about $480,000 a year. Now that step increase is already in that expense budget that that you're seeing those numbers u 1% raise only of $420,000 $600 raise. There's a reason I uh we like the $600 number and that if you go back to the insurance, the health insurance um the expense that that staff member is going to incur now that $550 number um percentage increases don't always help everyone uh with their salary. So, just be mindful as as we're talking, as we're thinking about that. Um, like a 1% raise for someone who makes $30,000, $40,000, or $50,000 will not cover the increase in health insurance. A 2% raise uh will help uh everyone except people make
071below 28,000. So uh and then you can see the other numbers step increase and a 1% across the board step increase less 600. >> Yeah. >> Yes sir. some other things we're looking at and and and you know, we haven't finished this this fiscal year, but just know like u I took a look at utilities. Um as of today, we're $500,000 under in the budget for for expenses last year in June, July, August, we spent $383,000. Okay. So, uh, if it's not the hottest summer ever, uh, we may be able to come under in utilities and keep that budget the same for next year. That would be great. Uh, I took a look at all non-payable. Um, as of today, we're $1.2 million under. Um, last year, we spent 1.1 in June, July, and August.
072Uh so still maybe some savings and our nonpayroll accounts payroll stuff we have. Go ahead. So have you when you said utilities just the high school bas I did at some I'll get those numbers for you because we did we did maybe halfway through the year kind of after we got through September all through the summer. It is something and I have that somewhere. Yes, they guaranteed that. >> Yes. Yes. >> There's some cost savings there to start paying. >> I was curious about >> Yeah. >> Um definitely. Well, Dr. Brown, uh couple of other things. The Seiko loan for all the LED lights in the buildings that was paid off this year. So, that's one less expense for next year. And also the maintenance that we took out in 2017. Uh that was paid
073off this year. Um so that's another nice expense that won't be in the budget for next year. I think that's all the notes I have. Little side notes I have. Are there any questions? >> No, thank you. >> All right. Thank you. Let me know if you guys need anything else. >> Appreciate you. Of course. >> The next thing is your delegate assembly. >> Uh tonight we need to designate a delegate and an alternate for the TASBY delegate assembly for the next two years. >> I move that we designate Kathy Branch as our Tazby delegate and Kamar Chambers as our alternate. >> That's not correct. I move that we designate >> Melissa Castillia is our TASBY delegate and Kathy Branch is our alternate TASBY delegate. >> I'll second that. >> Great job. >> I slept.
074>> Good rebound. We have a we have a motion and second to designate Melissa Castillo as our delegate head officers say I post say no. The motion passes presented. Next we will close session by test code section 510. Thanks everyone. Great job.