001Call this regular meeting of the Goose Creek CISD board of trustees to order. The time is now 6:09 p.m., Mrs. Guy, was the meeting properly posted? >> It was. >> And do we have a quorum? >> We do. >> All right. Thank you very much. I'd like to welcome everyone tonight uh for what will be a very historic meeting hopefully uh and a very exciting meeting for not only Goose Creek, but all of our community. Um so, thank you for coming. And at this time, I'd like to turn it over to Dr. Jackson for opening exercises. >> Thank you. So, good evening, President Campey, Dr. O'Brien, and board members. Tonight's opening exercises will be presented by the students from Horus Man Junior School. We will begin the opening ceremony with a prayer led by Mr.
002Samson, following by the Pledge of Allegiance and the Texas Pledge by Kristen Hall. Will everyone please rise and remain risen until the the pledges are complete? Thank you, Miss Jackson. Will everyone please bow their heads? If you got hats on, take them off, please. >> Hold on. Second. >> Come on. >> All right. Beating me. Oh, Father who are in heaven, I thank you for this blessing of everyone's here. God bless us that we make keen and precise decisions. Father, thank you for the strength you give us each and every day. Thank you for our district and the strength you give our district every day. Father, bless our parents to guide their young ones in a straight and positive way. bless our young ones to listen to their parents and follow in their path. Father,
003we thank you for tonight. Thank you for everyone who made it here safe. And Father, make everyone's trip home even safer. In Christ Jesus name we pray. Amen. >> Amen. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible with liberty and justice for all. >> Honor the flag. I pledge algiance to thee Texas. One state one and indivisible. >> You may be seated. Select students will be performing the song called Carol of the Bells. Those students are Katiana Alexis, Kimberly Garcia Monttobo, Maria Rivera, Alana Jenkins, Skyler Thomas, Montaseret Valdez, Yardi Rangel, Jaylen Ortiz, Liliana Sepeda, Ariana Cruz, Jersey Dibbler, Olivia Dela Cruz, Kaden Edinburgh, Selena Tarver, and Natalie Theodore. Bell Originally, If we have any parents, could you stand
004and be recognized? At this time, we are ready for our recognitions and acknowledgements. I would first like to ask Leah Miller, CTE director, to come up and do a CTE recognition of the Port of Houston donation to Maritime Program. >> Dr. Jackson, I believe we can hold up on that just a moment. We have a few more items to cover before we do recognitions and acknowledgements. Correct. I apologize, Dr. Jackson. This meeting will be a little bit different. We're going into close session two times. Uh followed by or prior to that, we'll have a public hearing. Um and before that, we'll move on to item number three on the agenda, citizens participation. Miss Garcia, you've indicated we have one person signed up to speak. Citizens participation is the time that the board will hear public
005concerns or public comments from those who have properly signed up to address the board. At regular board meetings, the board shall permit public comment regardless of whether the topic is an item on the agenda posted with notice of the meeting. General public comment is limited to no more than 30 minutes per meeting. At all other board meetings, public comment shall be limited to open session items on the agenda posted with notice of the meeting. Each speaker is reminded that he or she is limited in his or her presentation to a maximum of three minutes, which can be further limited or reduced by the presiding officer and that he or she should respect the confidentiality concerns and refrain from attacking the personal character of any individual student, staff member, or board member in addressing concerns or
006comments. Pursuant to state law and board policy be illegal, the board cannot consider or take action on concerns at this meeting unless they pertain to an item on the posted agenda for this meeting. Any deliberation or decision on an item that is not posted for consideration at this meeting shall be limited to a proposal to place the subject on the agenda of a future meeting. Our speaker today is Katrina Laneir. If you would please approach the podium to your right, you'll be given three minutes. Our secretary, Mrs. Guy, will keep time. When one minute remains, she will let you know by just saying one minute. At the end of three minutes, we'll ask you to stop and we'll move on. Thank you so much. You may begin when you're ready. Please begin by introducing yourself
007and the topic you're speaking on. >> Um, I'm Katrina Laneir representing I9 Sports Youth Organization. >> Is this better? >> Okay. So, I'm Katrina Laneir. I'm representing I9 Sports, which is a youth sports organization um that we operate here in Baytown. Um I'm here to speak on two things. Um first, I'll try to make this really quickly. The first thing I want to speak in reference to is a invoice balance that is being stated that I9 owes um that we currently have been cleared up and not showing that we owe anything. We're just asking that the board review evidence again and provide an update of what is being stated that IN9 is owing. Um my husband Otis Laneir, who's also the coowner of this organization, has also had an initial meeting in reference to these
008funds. And so we were told that this unpaid balance was due to like rental fees. However, we had none that was associated with the organization. So, we just would like the board to um take review of those and give an update on that as that hasn't been addressed. The second issue is um in reference to um flyers um since this issue has been going on, we haven't had an issue to market our flyers in the school district um to be able to continue to give the kids a place to play. And then since then it's been something that come came up that um we were told that an individual and you said I couldn't list any names um had called the student um service community flyers department and informed them to reject our flyers from
009being distributed to any Goose Creek school. So we've been unable to inform the schools of the organization and information about us to keep running. The way we got started here is that we were um uh like LCA was our organization of youth sports to where we is a nonprofit and we help get youth kids who are underprivileged, cannot afford to play a place to play. And so that's how this organization I'm sorry >> one minute. >> Okay. That's how this organization came to Baytown as they didn't have a place here that had all the youth sports that we have to offer. so that way we can financially support some of those families to be able to play in some of these sports. And so we're just asking for that to be reviewed so that our
010flyers can be placed here in the Goose Creek Schools. That way that we can um advise to the parents and kids that we are still here in the organization to provide them a place to play. Um just want to say that I know that our mayor Charles Johnson has been a part of this organization since we started and a big help to us as well and continue to um support us in helping the kids. So, those are the two issues that I wanted to bring forward to ask if you guys can take a look and review and get back to us. >> Thank you, Miss Laneir. >> Thank you. We'll move on to item number four, public hearing, which is a school first financial integrity rating system of Texas report for fiscal year 2023 2024
011from the Texas Aent Texas Education Agency. >> Welcome, Miss Price. Hello. >> So, before you get started, Miss Price, I'd like to make a note that this is a public hearing. The public is invited to come up and speak after the presentation um and address the board to do so. We ask that you approach the podium and speak into the microphone clearly so your comments can be noted and recorded. Uh Miss Price, you may proceed. Thank you. Good evening, President Campey, board of trustees, superintendent O'Brien, and guests. Um, tonight we will have the public hearing to overview the 2025 financial integrity rating school of schools ratings of Texas. Um, which is based off the 2324 financial data. The school first is the state's financial accountability system. The goal is to ensure that schools u provide
012the maximum allocation to instruction and it evaluates how well school districts manage public funds. The system is designed to be simple and consistent statewide. The ratings are based on actual financial data and it identifies early warning signs and promotes transparency. The scores range from sup superior achievement to substandard. The goal is to meet or exceed the state financial standards. For this year's rating, there were 21 indicators of which one that was not scored by the state. Uh the district, we continually perform high. Uh we received a maximum points on 18 of the 20 indicators that were being scored. There are three categories of indicators. The first being critical indicators which focus on audit compliance and reporting timelin timeliness. Um they ensure that the district meets all um required financial standards. Any failure in this category
013results in an automatic rating impact. So if you don't meet any of the any of the ratings in this category, you automatically fail. The next category is the solveny indicators. It measures the district's overall financial health. It evaluates the cash flow, the fund balance, debt, and efficiency. And uh together they reflect long-term financial stability. The last category, financial competency, focuses on accuracy, financial integrity, and compliance. They also address transparency and funding weaknesses. Here is a screenshot of the actual ratings uh indicators, the questions, the 21 questions and the scores for the current scoring year and the previous year. And as you can see, both years we have 96 as our score. So with that Goose Creek, we earned the superior achievement uh 23 consecutive years in a row since the inception of the first rating,
014>> which shows that we have long-term financial strength and responsible management. >> Any questions? >> Thank you. First, we'll entertain questions from the board and then open it up to the public for comments. On the first slide, it had like one indicator. Go back to that one. Keep going. Right there. Yes, ma'am. >> One indicator not scored. What was that? >> Um the one indicator that was not scored this year. I'm sorry. I didn't write. >> It's usually due to a change in the way they score or something like that. They give a year of grace before they hold you accountable to a new category that they might >> add or change to. I don't know for sure, but that's usually why. something would not be scored or it's a statewide decision for all districts
015not to score a particular domain. >> One of the other things is is that the we've done so well for 23 years in a row as she said u receive superior rating but um the future indicates that we'll uh there'll be more indicators um and so it'll be more and more challenging as we move forward based upon what we're hearing from the Texas Education Agency. >> Okay. the the one uh indicator it was the net position. >> It was >> our net position as a district. >> Gotcha. >> Thank you. >> You're welcome. >> I have a I have a question. What are the two that we did not receive the max points? >> The two that we did not receive the max points on was our um long-term liabilities where they look at the
016district's long-term our debt compared to our total assets. We were slightly above where we should have been. And the second one was our uh district administrative cost to student ratio. Got >> any other board members? >> As I said prior to this, this is a public hearing, so the public is invited to address the board and ask questions about this item. If you have anything, please address the podium at this time. Thank you. Um very interested in the financial reports because that was my um background. A couple of things I am worried about the indicator where we continue to be a little topheavy in the administration and what we're doing. Um in the past for the past 23 years we've had a growth uh in the school district and with the Rice University study we
017now know that we'll have a flat to downward growth in the district causing a significant change in the challenges we have financially as well as we've been blessed with a lot of industry growth which currently looks like it's going to peel off based upon the economic trends. So although this is very good um my challenge is and my question is what are we going to do to have better managerial accounting not financial but managerial accounting and internal controls so we can actually understand the programs and how much each program is costing and the net value of that program so we can determine which one is actually adding value and which one is not. So my question is I understand where TEA is going. It's looking at not only your financial position but your internal controls.
018The second point I would like to make is we still do not have internal audits other than just um we don't have an internal auditor um which for a large organization my understanding is we don't. Is that not correct? We proposed it several times and looking at where we are at and the discipline that we need. It's very hard for me to understand how someone can come in and rate us without somebody looking over and making sure that the person that's looking at the rating is actually doing it correctly. So if we could have a little understanding of why we don't have an internal audit mechanism, which is a standard for most businesses and a requirement by law for most businesses, why we have decided as a large organization with a multi-million dollar budget that
019we don't have internal audits that go report directly to the board outside of the normal channels of the management. >> Morning. We have joining us our CFO, Mr. Bridget Clark. >> Yes, sir. Thank you. Um, so while we don't have a formal internal audit department, we do conduct internal audits and a lot of it res uh revolves around cash and compliance. Um, you might want to elaborate on some of the audits that that we perform um just to share. >> A lot of our audits um will routinely go into campuses. uh we have an actual compliance accountant that goes out on campuses check to ensure that our internal controls for cash handling are being uh applied and adhered to. Um also within our purchasing process, we check to make sure that we're doing procurement processes
020correctly um and not circumventing those processes and getting the purchase orders in place prior to those purchases and securing cash and everything. >> Thank you. Um just one specification. The reason that internal audits were actually first introduced in the United States since I was a member of the Institute of Internal Auditors for over 35 years was an independent look outside of the compliance officers. It was someone that was directly reporting to the board and no one in the financial or the management. And that was so that they would have the independence to identify opportunities for um improvement as well as identify significant risks to the organization and I still feel that we are lacking in that area specifically. Um compliance officers are a wonderful part of an internal control scheme but an internal audit is
021very different than a compliance officer. very different. Um, and I think we need to challenge ourselves in doing that. The second piece again is the overhead we have. Um, we've talked about money a lot of times and very seldom have we talked about the ratio of our overhead to our classroom support. And one of the key things that you look at in management control is that ratio. What we found is that the more managers you have, the more work they produce on the people on the ground level. And that's just basic 101 management. So I think we need to challenge ourselves and looking at how many managers we have and how much they're producing work for our people in the classrooms is actually taking away time from our teachers to teach. So that's that's just
022a statement. You don't need to answer that question. That's a statement. But I I think that is a a legitimate cha challenge for Goose Creek because we have been one of the wealthiest and well-funded districts for many many years. And we will be challenged going forward, especially if we have to create a bond knowing that we now have a liability problem with our assets. And this may not answer your your proposal directly, but um the budget process we start about six months out before adoption of a budget. The board does uh with um our not only our CFO but also our human resources work together with this and identifying as you've mentioned um any positions or eligibility for topheavy um scrutinization. And um so over the last three years specifically we've used the attrition model
023and we've reduced our administrative staff significantly more than we've reduced teaching staff in regards to per ratio uh the number that were the number that are and so forth. So I just wanted to share that it is not although it's not an audit it's a process that is in place between HR and our CFO to address those any overages that we might find. One of the things that was discovered was we had TLC's were listed as administrators and they're not they're on a teacher contract but they work in the teacher to support the classroom but because they were not uh teaching or had a roster of students assigned to them rather they had teachers they supported but they floated into the class and floated out they were incorrectly identified as administration. So we come across
024things like that. we make those corrections as we go and we level up and get a little bit more sure um financial responsibility uh in our reports >> and I would just add that it it has remained stable for at least since I've been here almost 5 years that it's it's remained in the eight out of 10 um we did add support during COVID and so also you just have to uh remember that this data is from year end fiscal 2024 so we're a little lagging in in the um in the first uh report data that it's based on but um it has remained stable and uh we did add supports um during COVID and that you know we still remain stable but we will be continuing these talks during budget. >> So I think
025one of the things we need to address is the budgetary process. The budgetary process as I understand is you use what's called the character of expense approach which is looking at major categories of cost. Um as you do managerial accounting and managerial audit one of the things you look at is combining the character of expense approach which is your labor maintenance and everything else with your organizational chart. how the organization and the processes are being stewarded within each of the organization. I've been here three years and not once has that been addressed in these meetings where we can go and say special education is costing us X, fine arts is costing us X, and it's funding X number of students and their education. And this is where we've gone over the last four years with
026that funding. And this is the number of students that are being helped in that. I know that's a stretch for us because that's a little different way of approaching the budgetary process, but having done that for other organizations, that two-step approach of organizational as well as character of expense is a key control in a cash short environment and I think that's what we're going into. Um, I I will just say you've done a really good job with the financials. It's really good. It's it's it's excellent. I think we need to change a little bit to be much more accountabled driven by organization and process mainly because the spread of or of programs we have is very broad. We have a lot of different programs going on in this district compared with other districts and we
027should be proud of that. But at some point, we're going to have to be very careful of which one we continue to fund and which one we cut and be very honest with the numbers with the community of how we do that. >> So, >> thank you, Mr. Mson. Appreciate you, sir. >> Thank you. >> Any other public comments? Seeing no other speakers approaching the podium to speak, we will close this public hearing at this time. >> Thank you all. >> Thank you'all. The next item on the agenda is close session. The board will now recess into close session pursuant to one or more of the following sections of Texas Government Code, specifically 551.071 and 551.074. No action will be taken while the board is in close session. The time is now 6:37 p.m. The
028board will now reconvene into open session. The time is now 7:10 p.m. No action was taken while the board was in close session. Let the record show we do still have a quorum. Next item on the agenda is item number seven. Consider and take action to hire a superintendent superintendent of schools. Approve employment and relocation agreement. >> I move that the board approve the employment agreement and moving slashrelocation expenses agreement as discussed in close session. >> And I second. I have a motion by Mrs. Guy and a second by Mrs. Bro Tims to approve the employment agreement and relocation agreement as discussed in closed session. Is there any discussion hearing? None. All in favor of approving the employment agreement and relocation agreement, please signify by raising your hand at this time. Let the record show
029this is a unanimous vote. Congratulations, Dr. Rodriguez. Dr. Rodriguez, at this time, if you'd like to come up and say a few words. And I'd like to say on behalf of the board the Goose Creek Board of Trustees, welcome to Goose Creek in Baytown, Texas. >> Well, I appreciate that, Mr. President. Um, I just want to say I thank you to all the board uh all the board members. I have spent the last six days here and traveling the many different roads, uh, attending many different events and of course meeting many wonderful uh, community members, staff members. actually a few students as well. And I am excited. I'm ready to get started. Um I said this the very first time. I do want to thank Dr. O'Brien clearly has hired just an amazing staff. Uh
030there is so much passion, so much enthusiasm, and I have to publicly thank Dr. O'Brien once again for everything that he's done. Every single person that I have met has that passion and literally ties into the model. Uh and I'm just excited, ready to get ready to get moving. And there's a transitional period that I have over there on u at the other district, but I'm ready to come over here to uh this area. So, thank you once again, trustees. Thank you, Mr. President. Of course, Mr. Thompson is in the back. Uh Mr. Mr. Thompson did put in a lot of time, his firm did in ensuring that there was a fair process. So once again, thank you very much. >> If I could have a point of personal privilege, please. >> Absolutely. And I
031was going to allow each of the board members to have a moment to speak now. >> Okay. Well, thank you. I jumped the gun. Um, a as you all know, the board spent lots of hours in this search, but a lot of our teammates out here in the audience did probably more hours than we did, if the truth be known. But Mr. Campy spent probably twice the hours that any other board member did in negotiations and contract uh study and uh his phone's been glued to his ear literally for weeks now. and I want to thank him for all of his extra effort getting us to this point. >> Thank you, Mr. Clim. I truly appreciate that. Um, I want to back up a few months ago when this board made a promise to our
032community, that this was going to be transparent, integrity would be strong, and we would listen to our community. And I feel like we've done that. I've done that well. That's been my driving force behind this. Uh, I'm sure my family will be happy to see me go home and actually be a family man again for a little bit. Uh, but it was my truly my pleasure to do so. Um, before I turn it over to the rest of the board to make comments, I do want to thank uh, David Thompson and Dr. Moses on behalf of the district. Your leadership, your uh, the detail you provided, the guidance uh, made this process uh, smooth. uh and everything I was able to do was because of the leadership y'all provided in the process and it was
033uh it was a great experience. Uh like Vice President Clem said, it took many many many hours. Uh Mr. Thompson and I are on speed dial. Uh but it's worked out. I I feel we have the very best superintendent uh that I said we would bring to Goose Creek. Uh with that u like to turn it over to the board to make a few comments. I'll go. I'm not Everybody know me. I'm not deal with a lot of words. That's a joke, you know. But I want to welcome uh I call him Dr. Joe. But I think we did uh a great job in picking uh our new superintendent. Uh I hope the people in the audience will get to know him on a very professional basis plus a personal basis. And uh I've been
034on the board and I've been through some superintendent. So, uh, and right now I feel that we did a great job in the picking of this superintendent. Uh, I have no regrets. Um, I have no questions because I put all of my faith in God himself when we was picking these individuals that we picked. But we wind up with a a a person who is a man of God and a family man. And that's what's important for this district. Like I always preach, there's only one thing that I'm concerned with is children, kids, students, teachers, administrators, Goose Creek. And as we have our motto, we grow giants, we gonna grow some giants right now. And thank you again, Dr. Joe, uh, for falling this way. And I do love Fredericksburg, I'm telling you. But that's
035what I got from me. >> Okay. Um, again, everyone, thank you. Thank I do thank Jen and everyone on the board. It was a um a major undertaking and um one that many long nights that we all endured together. But Dr. Rodriguez, as you stood out to us, I I feel that we selected u a proven leader you guys that we have coming to our district and he has the ability to inspire and speaking to individuals from his area. uh when we made some phone calls, he inspired so many individuals there and and I think that's what we're going to look forward to having you here for that reason. Also, we just know that our district will continue to flourish under your leadership. So, thank you and we appreciate you coming to Goose Creek. >>
036Um I would like to repeat everybody's sentiments thus far. Um thank you, uh Dr. Rodriguez. Um I I also agree that we made a great choice. Um I think and also thank the board for all of our countless hours in this search. Um and thank you um Jim because I cost him all the time while he's at work to uh you know talk to him and and ask him for uh his opinions and advice and just the whole process through the whole process. So thank you I just I I'll just say welcome. I'm excited. I'm excited after we're all everybody in this room is able to go home and get a little bit of rest to come back refreshed in January and get to work. Um so that's really it. >> Yeah. Yeah. I I
037can echo the same things they're saying. Uh you know, I Dr. Rodriguez uh was the unanimous pick. Uh he is the right choice for Baytown. Uh I think that Heavenly Father sent him our way. Uh I don't know why he would want to leave that area to come to Baytown, but he's here. And uh so and we're thankful for that. And uh hopefully, you know, time will tell. Um time will tell. But I really do believe we made the right choice and I think in time we will tell and the kids and academics and everything else will also improve. I hope and I pray and again just like Mr. Samson said, we're here for the kids and this is why we made this choice. >> Thank you everyone, especially for the kind words towards me.
038Uh I want to be clear, this was not me doing this. This was a team. It was the team of seven that actually really came together. Uh I've enjoyed working with each and every one of you in this process. We all contributed a lot to it and it truly was a group process uh that I am proud of and I am proud to be a Goose Creek trustee. Uh as Mr. Ria said, I believe we've made the right choice and the right choice came to Goose Creek. Um thank you so much for that. At this time before Dr. Rodriguez leaves the room. Uh, I'm going to call a short recess so we can take care of some documents. Uh, probably won't last more than about five or 10 minutes. Uh, we will stand in recess.
039The time is 7:20 p.m. We'll reconvene back to order and back to our regular meeting. Um, before we proceed though, I want to recognize two more people that were extremely important to this process. Uh earlier um at a previous meeting, Vice President Clem spoke about us staying up way past our bedtime and we did. But there were two ladies that spent every evening with us and well past the time trustees went home, these two ladies stayed with us or stayed up here to make sure the work was done and that is No. Amy Garcia and Vicky Ashley. Thank you for your service uh in this endeavor. Without y'all, we could not have done what we did. So, thank you. And before we move on, Dr. Jackson, I'm come back to you real shortly. Uh Dr.
040O'Brien, it's official. >> Oh, wow. >> It is official. >> Um I want to give you the time to >> take a few minutes and talk to us. This is this is Dr. O'Brien's final board meeting. Uh and and quite a milestone. I've said a lot of words myself before and I don't want to do that today. I want to give the opportunity. >> Thank you. I I want to say thank you to the board of trustees. Uh I'm very proud of the work that you've done as a board coming together coales to remain focused on children and what we can do for them. Um I wanted to say welcome to Dr. Rodriguez. Uh you should consider uh you had a 70 vote and you haven't made any mistakes. You should consider resignment tonight. You've
041not made anyone mad. No. Welcome. We're so happy to have you. And I have been privileged to spend a little bit of time with Dr. Rodriguez, driving him around, show him around the district a little bit. And I can vouch. He's a good man and u I think well suited to step into this seat and lead our district. Uh there's a couple of rules I've learned over the course of my tenure. One is the rule about everyone knows about holes. If you find yourself in a hole, stop digging. The other one is Dr. Rodriguez is if you're the leader and you look over your shoulder and no one's there, you're not leading anyone. So remember that it's our our children is the reason we're here. Our staff are who works with our children most directly
042and our job is to support them in every way we possibly can. from this building. We have 100 people in this building and many of them don't have exposure to the students and I have to say it was a blessed week. This week we have the 12 days of Christmas in which the students come to our building and dance and sing and cheer and bring holiday spirit to our building and uh our our workers are so thankful for that. But um based upon what I've gotten to know from you, sir, uh your focus is already spot on. you were inheriting a wonderful staff, a wonderful executive team um that has been assembled. Uh and I think it all the dominoes are lined up for you to have success, sir. So, I I wish you well
043and in the hard times, keep your nose down and keep keep plugging ahead. Uh it's hard to explain uh what it's like having seven bosses to anyone who's not had seven bosses before. But it can be challenging at times, but only because each one of us up here are passionate. Passionate about serving children. Passionate about getting it right. Passionate about ensuring that every taxpayers's dollar is spent appropriately to provide the highest quality education possible for all children. And I'm I'm proud to say that I'm sitting here having heard a few references tonight uh to God the Almighty and uh the divine intervention that I think it takes to be a school board member uh to receive that guidance to to deliver as a superintendent of school in many of the positions across our district. I'm
044uh I'm thankful. I'm grateful for the support that I've received from this community to serve as superintendent of schools. grateful u for the staff and specifically the teachers who are doing the work day in and day out working with our children making a difference in their lives changing the trajectory of their lives which is what we do community members not present tonight those that are present I would just ask you to consider how you can support Goose Creek CISD whether it's a volunteerism uh or whatever it may be running for school board um becoming employed with the district how can you support our mission which is to educate our children of this community and educate society in general. Uh I I cannot clearly articulate how grateful and how appreciative I am for the opportunity to
045have served for the last 12 or 13 years. It's been my pleasure and thank you board of trustees once again for extending that um position to me and thank you to my team for um for being there to support me and to carry out my wildest dreams and my silly notions of innovation and making them a reality. Thank you'all. Appreciate the opportunity. Wow. >> Okay. You can't resign now. >> Thank Thank you, Dr. O'Brien. Uh, we will now move on for those that have lost their place on the agenda. We are on item number eight, recognitions and acknowledgements. And I'll turn it back over to Dr. Jackson. >> Are you sure I can go now? >> I'm sure. Okay. So can so as we continue our celebrations tonight, I would like to ask Leah Miller
046to come up and she is going to be um announcing our CT recognition for the Port of Houston donation to our maritime program. >> All right. Good evening, President Campy, Dr. O'Brien, and members of the board. The CTE department is proud to recognize Port Houston for their generous $7,500 donation uh to the maritime program. This contribution directly enhances our students learning experiences by providing resources that prepare them for success in the maritime industry. We are honored to have a representative from Port Houston joining us this evening. At this time, I would like to recognize Jackie Young Hall and thank her for her continued support and partnership with our district. We are grateful for Port Houston's commitment to our students and for investing in a program that connects education with real world career opportunities. Thank you,
047Port Houston, for your partnership. At this time, I would like to ask Matt Flood and uh Ray Levan to come up and do our recognition for our Christmas card design winner. Good evening, Dr. O'Brien. Board of Trustees, the Goose Creek CISD Fine Arts Department is proud to recognize the winner of the 2025 2026 Christmas card contest. Uh, this talented young artist has created an exceptional design that will represent our district on this year's official Christmas card. Our winner this year is Miss Serenity Malone. She is in fifth grade and she is at Carver Elementary. She she is joined uh by her teacher, Mr. Harry Barber. And I would like to congratulate her one more time for her creativity and hard work. And we also extend our appreciation to Mr. Barbara and her family for supporting
048and encouraging her artistic talents. And we are also joined by the very proud principal, Miss Erica Smith. There you go. Give her a big round of applause, too. At this time, I'll turn it back over to you, President Campy and Dr. O'Brien. >> Thank you, Dr. Jackson. We'll move on to item number nine, approval of minutes. Uh before I read them off, are there any that we need to bring up separately? I believe everyone was in attendance at everyone. >> I believe that on October 15th, is that the one that Mr. Renta was not here? >> I was looking at that myself. Let me look at it real quick. >> That's the only correction I think I found. >> Thank you. workers. >> I think >> that is correct. Uh before we take that correction,
049I'll go ahead and take the first one 9A separately. Approval of minutes October 15, 2025 special board meeting. May I have a motion? >> I have a motion by Vice President Clem, a second by Mrs. brought Tims to approve October 15, 2025 special board meeting minutes. At this time, I'll open it for discussion >> and corrections. >> With the correction of Mr. Renta not being here, >> are there any other corrections? Hearing none, all in favor of approving the minutes, please signify by raising your hand. Any opposed? And any abstensions? Let the record show 640 against, one abstension. Um, is the board okay with me taking B through H in hole? All right. So, I'll call for approval for the minutes for October 21st, 2025, special board meeting. October 22nd, 2025, special board meeting. October
05023rd, 2025, special board meeting. October 28th, 2025, special board meeting. October 29th, 2025, special board meeting. November 10th, 2025, regular board meeting. November 20th, 2025, special board meeting. Those are items 9B through H. >> Move to approve. >> Second. >> Have a motion by Mr. Clem and a second by Mr. Samson. Any discussion? All in favor, please signify by a show of hands. Let the record show 74, none against. The motion carries unanimously. At this time, we'll move on over to item number 10, discussion items. S uh superintendent reports. I'll turn it over to you, Dr. O'Brien. >> Yes, sir. Mr. President, we have three this evening, including campus data update, GCC DO, DOI, teacher phase out plan, and number three, financial report. We'll start off with the campus data update. I'll just ask that
051each presenter speak into the microphone when you introduce yourself and what campus you represent andor what department you represent >> and your new boss is watching and listening. So just saying Okay, good evening again. I know it's been a long time since you heard from me, but I'm back. Um, so we are going to um do something a little different tonight. And so I encourage you to ask questions and help us to give you exactly what you're wanting. And so ensure that we are clear um and there's no uh clear as mud going on here. So the first thing we're going to do is we're going to really talk about where we are, where we came from. We're only going to be looking at domain one, which means all schools, not schools, all students and
052all tests. So, we want to know what's going on with tier one. We're not going to bank on growth. We're not banking on relative growth. We are looking at actual scores where we are. So, the first thing we're going to do is I'm going to give it to Miss Felushi and she is going to go through the assessment types. You have all of the assessments. We have a link that we've given you that's we're we're going to be dumping live data in there every time we get a result so that you know exactly what's going on. But we want to make sure you're going to see some areas that look amazing. Understand that when we're talking about these blue bonnet assessments, we're going to reiterate this. I'm going to say it, Sarah's going to say
053it, that we are talking small unit assessments. So January when we come back and we have all the benchmark data for the in the MOIs, that's going to give us even a clearer picture. So don't just assume if you see a a campus that has extreme growth, I don't want you to get excited yet. This is we taught the subject, now we're testing the subject. So short term, it should be better. So um it's some highlights, but I don't want you leaving thinking, wow, they this is what it's going to be. I want us to take data as they come and look at it as a whole picture. Make sense? >> Okay. All right. Thank you for having me this evening. Sarah Feli, Elementary director of curriculum and instruction. And so we're just going to
054highlight a couple of the data points that we use and that you will see information about uh throughout the year in the data folders that we've come that we've gathered. So first, we always start off sort of looking at the spring of the previous school year's uh assessments for STAR. And so that's obviously given annually. It's also retested uh for those end of course exams. And then uh whenever we're looking at these different types of assessments, we're really looking to answer some questions for ourselves. So when it comes to the spring 2025 data, uh what this kind of helps to answer is the question, did the student demonstrate mastery on last year's content? And so it's a comprehensive STAR assessment going through the whole year. um it doesn't test every standard, but it does give
055us a good idea if the student mastered what are considered like the most essential skills for that content and grade. We also have screeners um and you'll see your screen screener data included in the domain one data that you look at. Um we've only given the BOI the beginning of the year assessment so far. And so what does that BOI answer for us? It answers the question, does the student have essential skills needed for this grade? All right. And so the thing about the BOI, especially this year, that's really helpful and somewhat fascinating is that we had a lot of students move campuses, right, with the resoning. And it's really important for all of us and our administrators to understand who they have now, not just who they had before in their classes. And the
056screeners help us with that. Uh we also have what are known as common assessments. It says two weeks up here, but sometimes it's two weeks, sometimes it's four weeks. It depends on how big the unit is, on how big the module is. Uh, but that question that we get to assess with common assessments assessments is did the student learn and retain skills taught in a module or in a unit? And that's what Miss Jackson was talking about. These are smaller bursts. We expect the kiddos to do better on those than they may even do on the real STAR test because I'm just testing what I just taught. whereas STAR is testing anything throughout the whole school year. Um, and so that gets to semester exams and benchmarks. We give those one to two times a
057year depending on the grade. And that answers the question, how well has a student mastered and retained major concepts taught across the semester or year. So whereas a unit assessment is just saying here, how did the student do on these few standards I just taught? This is looking at any number of skills taught throughout the school throughout the semester or the school year depending on which semester we're administering it. So, when you're looking at your data, you're going to see a variety of um I believe at the top in the header, it will tell you, did this have screener data in it? Did it have unit assessments? Did it have both? And so, we just wanted to make sure you had clarity over what those assessments were testing for. So, does anybody have any questions
058about types of assessments? Lucy, if you could just share for the audience sake uh your acronyms BO >> the BOI is the beginning of year is the middle of the year and the EOI is the end of the year. So we've only administered the BOI beginning of year screener at this point. We'll give the MOI the middle of year in January. And so that was what Miss Jackson was talking about, Dr. Jackson was talking about um is that that's where we're going to get a really um good idea of how much value our instruction added to students the first semester. And so we're really excited to see what the middle of data shows for our screeners. So any other questions? >> I have a question. Will we get a like can we get an email
059anytime y'all are uploading data into that? >> We can do that. I mean so we know to go look at it. Yeah, we can do anything. You probably I mean it might even be healthy if we're going to do that to just send the weekly email because the unit assessments would be weekly. I mean because it's not like we're just giving the ELA ones only, right? The English language art ones only. We may have ELA this week. We may have math next week. So you would just sort of weekly have an update that something new has been added. But we can we can do that if you'd like. >> Mr. Flood, did you hear the question? I'm not sure that >> can a email be sent to a board member when anything is added to
060the file >> something we can automate. >> Yes. >> Okay. Yeah. Okay. Well, and I don't know about everybody else, but I I don't know that I need unit test data, but like the common assessments and or I guess the unit test are common assessments. Yes, ma'am. But the benchmarks, middle of the year, end, you know, end of beginning year, middle year, end of year stuff like your >> really gonna tell you how they're doing, right? >> So, when we get the screener, the MOI, and we do finish benchmarks, we can send you those. Yes. >> Otherwise, you're going to get an email because you may have third grade one day and fourth grade one day and fifth grade and you all have it by grade levels. But I hear what you're saying. More of
061an assessment over time. >> Perfect. Gotcha. >> Okay. So what we have are the first three campuses that we want to look at and we have the administrators here. We're going to give them a chance to have a voice and then uh we have our area executive director and of course myself and Miss Fushi if you'all have any questions on curriculum. So where we ended on Asheville Smith, you can see where we started 2425. That's domain one. And then our um BOI in CUAS, that's where we were. They take in account like a cumulative of that. So that was looking good with their BOI and their first unit assessment. And then you'll notice in November we have another unit assessment and it looks better. the BOI is not included in that category because it's we'll
062wait till the next month and get the the MOI in that. So I will turn it over to you Lacy. Hi, good evening. My name is Lacy Gordon and I'm the principal at Asheville Smith Elementary. And so what I wanted to share with you this afternoon is a celebration. If you can see, of course, we have been on the up and up all year. So, we have plenty of things to celebrate, but I wanted to really bring tonight about our fourth grade math. Um, our teachers have been working really, really hard and for the most part um our fourth grade math is performing above the state or at the state level um this year. And so, we're really that's something really that we're excited to share with this evening. and the opportunity because we are
063a targeted campus for our special education population. Uh myself along with our our special education teachers decided, hey, we need to target our special education students. And so how we're doing that this year is we're really meeting the students where they are. We're allowing the students to track their own data so they're aware of where they where they are and teachers are using that data to to instruct what are we going to do next. And so we feel that that is um just a a really great opportunity for our growth this year. Any question for Miss Gordon? >> I have a question. Sorry. Um, so can you kind of tell us a little bit about what you all have done to help improve your math scores and hopefully some of your other scores as well?
064>> So to be completely honest, my fourth grade team is I have some phenomenal teachers in fourth grade. So because of due to reszoning we have expanded and so um with the new curriculum our teachers are really just gravitating doing the internalization and really targeting the students all kids in every class and so we're really just targeting tier our tier one instruction. >> Okay. So just being intentional very >> Okay. >> Dr. Conklin, would you use a microphone please for the benefit of the recording? One thing that she's not givingven herself credit for, we've been working together on is coaching cycles um with her teachers. And she's been very specific on the feedback that she's giving. She's going through a full coaching cycle with teachers um spec uh working at specific things such as like
065aggressive monitoring or strategic monitoring and she's really modeling that for her staff. So I think that's had a huge impact. Um, I know Karen is doing the same thing with her principles. And so, um, that if you're asking for specific strategies that when the principal's getting into that classroom and modeling and then bringing them in, coaching, giving them feedback, and then going back in the classroom to make sure that they're doing what they talked about, that's pretty impactful. >> That's huge. It is. It is. So, okay, I have just one more question. What is there anything you feel like you need to help your campus? And have you asked for it? I can honestly say anytime I need anything, phone call away. >> So there's I can't say that I need anything in particular. We've
066been working uh with region 4 as well. And so um I think we're in our second year of that and so we're really just >> embracing everything that we've learned from region 4. So there's not anything that I just >> need. I mean, >> okay, >> we're on the up and up. Good. Good. >> Okay. Okay, I'm going to turn it over to Leah Abbott and you can discuss your scores. Leah, >> so Leah Abbott, principal at Days of All Elementary. Um, one of our celebrations this year is that we have more students achieving meets and masters on grade level assessments. Um, as Sarah said, those are um short snippets of time, things that we've taught and then we see um if our students learned it. So we have more students achieving at higher levels
067which tells me um the know the the information and the knowledge is sticking with them and uh we're trending closer to the state average. So we're hoping to maintain that momentum. Um one of our opportunities our data indicates that we have some gaps in foundational skills. Our teachers are becoming more familiar with blue bonnet implementation and now that we are we feel like we can identify some of those gaps in our students learning. we can pre-plan for those and anticipating those gaps in preparation for instruction allows us to differentiate our support questioning and instruction for all students. >> One of the push backs we heard early on about Blue Bonnet was uh from veteran teachers who didn't want the structure that it provides but uh considering that we have a growing population of inexperienced teachers
068they seem to trend towards wanting the structure. What's been your experience there at Desavala? I agree there are different opinions about blue bonnet learning but what we've learned are all on the same playing field asking the same questions because we're pre pre-planning in PLC uh what we need to ask our students and what we expect all students to learn >> you can go >> I was going to say I have the same questions for you so just like what are what are one or two things that you are doing at your campus you know to help kind of help grow and then what do you need and have you asked for it. We spend a lot of time supporting our teachers. So between me, our AP, SSA, TLC's, we're doing coaching cycles similar to what
069Dr. Conlin talked about, but we differentiate our coaching support. So everyone has different focus areas and between all of our administrative team, we are the expert in that area. So I have a group of teachers I'm coaching on student goal setting. We have another administrator who's coaching teachers on student discourse. So we've all um tried to enhance our pedigogy skills, not just learning the new curriculum, but how to deliver it effectively. And so I think that's helped um how we become experts in just a little things so that uh we can help more people instead of us trying to be experts in all the things. My quick question um that I have is as Blue Bonnet has come online with us and and with many of our schools, have you all found that it you
070have received the necessary u material equipment that you needed to move forward with Blue Bonnet? Has it been any gaps in services or what we needed to for our district to continue to grow in that area if that's the direction that we go in? I feel like we have what we need at Desavala. Uh between the materials and also the implementation support, we have implementation advisors, project advisors, we do learning walks with region 4. We have 37 visits for math with coaching and I want to say 14 or 16 for reading. So we basically have support at least once a week for math and um every other week for reading. So, we have a lot of support, a lot of uh boots on the ground, hands-on uh coaching teachers, not just from people on campus,
071but also region 4. >> Good. Thank you. >> We had a really good implementation plan for Blue Bonnet. Our our principles spent a great deal of time this summer going through all of the pieces and then our teachers also went through that training on the on the teacher level. And so, we spent a great deal of time, Sarah's team did a a really really good job of organizing all that. The one thing I'll say that I think has helped days of all become successful is Miss Abbott's um ability to put systems in place. And so everything they do on their campus, there's a system and a process and teachers know what that is. And when teachers know what's going on and what's happening, it really helps them excel. So Leah's really good at that. >>
072And I have one more just was there anything you needed? No, but just like my partner said, uh, phone call away and I I have what I need. Thank you, >> Miss Smith. Good afternoon. Erica Smith, principal at Carver Elementary School. Carver Celebration is our implementation of strategic monitoring. So, we were trained by region 4. It's a part of the teal process, Texas um instructional leadership last year. So, we're in our second year of implementing that. uh the strategy is used by our teachers to uh monitor and adjust their instruction proactively versus, you know, on the end of it. So, we're able to respond to that data pretty quickly. Our uh through walkthroughs and and conversations with teachers during PLC meetings, we've identified an opportunity and that is student engagement. Teachers have placed an emphasis
073on the implementation of Blue Bonnet and in the curriculum, it's suggested u the the engagement strategy that suggested is a turn and talk. So, we've gotten kind of caught up in doing that and we're completely trained in Kagan and all of the additional strategies, but because we're implementing it, you know, trying so hard to implement it with fidelity, they've kind of lost sight of the different strategies. So, uh during our January January PLC day, we're going to intentionally plan for that wider range of variety of high impact strategies and, uh, you know, implement it, uh, coming back in January. I want to brag on her because she um is doing a great job and she's also ran a training and she we featured her and some other principles at the principal PLC and she trained
074them as well. >> Okay. >> What did you say the name of the program y'all? I think you said it's your second year >> implementation. Okay. >> But she was talking about I think strategic monitoring. >> Yeah. That's how we were trained through it through the teal process. >> Oh, >> the strategy is strategic mind. >> Gotcha. Gotcha. Gotcha. Gotcha. So, my questions are going to be the same for you like one or two things, but that sounds like that's one of the things you're doing. >> Yes, ma'am. >> Is there anything else you are doing to help improve your >> the coaching and feedback? >> The coaching. Perfect. >> And is there anything you need? >> Phone call. >> Yes. Perfect. That's what we like to hear. >> We do. I really do have
075a lot of support, so I'm appreciative of that. >> Good. One thing I'll say about Erica and her team, her leadership team, they work really, really well together to try to meet the needs of individual kids and they have a lot of conversations about kids and their progress. They also do goal setting as all of them do. We could say the same thing about all of our principles and even the ones that are going to come up later, but that's just a real strength for Eric and her team. >> Any question for this group? And we'll switch out >> real quickly. just ask one simple question I think would be of interest to the board and that is staffing. You know we have been through three years of uh reduction and wondering does it have
076an impact? How have you adapted and where do you stand now with needs to miss sky's question? So, we are um I would say that we have a more than um student teachers that are not fully certified on our campus. And so, um we're doing our best the best that we can to ensure that they're that they get the certification um both with the district and then of course myself as well um giving them resources. But I will say for Ashbell that is one thing a concern that I would have is not having certified teachers on campus >> and we're closing that gap through the programs that offered through HR. >> Right. >> Anyone else? >> Honestly, it would be the same. I'm 91% certified on my campus. So, um, but fill in the gaps.
077You know, you guys are working hard to to build that. So, we appreciate that. As in ratio, I think we're good. you know, we don't have any issues with over capacity in classrooms, not at Carver. >> Our student to staff ratio is um within the staffing guidelines. Um the only area where there is some growth obviously, and you've probably heard it, is some of our special education um self-contained classrooms where there's not a hard number and we need to serve, you know, all of our students the best we can. Um, but those are some areas, but we've gotten help with um through special ed and HR with hiring additional staff as needed for that. But you can't always anticipate what that's going to look like and it's ever changing. >> Thank you all very much.
078Time to rotate. >> Yes. Thank you. Next. Since they didn't follow my rubric, we're going to start over here with Carlos. Smith. I'm just speaking, honey. I'm just speaking on you. So uh once again I just want to say the first column is last year's star scores domain one. Uh the second column is your uh BOI and your CUAS and then the second then November is just your CUAS. So you want to speak to your your growth? >> Good evening. My name is Carlosio Smith. I am the principal at Pumprey Elementary. I want to talk about our celebration and our celebration is the Blue Bonnet curriculum. Uh, Blue Bunnet does a great job of giving us a lot of data that is right at our fingertips. And so with that data, I am proud to
079say that my teachers are owning that data. They're taking that data and they are making adjustments in time. And so a lot of times we have formative assessments before we get to the end of the module. And so teachers are taking that information and they're providing the interventions that students will need before they get to the end of that module. And so what it does, they do that through uh targeted small groups. And so really proud to say that our students are getting what they need and when they need it. Uh when it comes to opportunities for growth for us, uh we took a look at the data from our region for walks and we identified that we really need more intentional opportunities for our students to engage in writing and speaking with each other.
080And so in response to that, we have created a campus goal that by the end of next semester, we when we walk into classrooms, we'll have at least 80% of our students who are writing, who are talking to each other, and really engaging in productive struggle. And so when I talk about productive struggle, think about when you are learning how to ride a ride a bike as a child, right? You would fall, you would scrape your knee, but you would continue to try until you got it right. And so when we talk about productive struggle, that's what we're talking about with our students. We want to give them the the opportunity to wrestle with the instruction uh so that they will be able to defend their answers and talk about their learning. Um and so
081how we are going to achieve this in PLC's we're going to make sure that we have uh internalization and in our internalization we're going to be very strategic in making sure that we are creating those opportunities in our lessons where students can talk where students can write and again hopefully that will help our students better be able to uh defend their their their learning and uh explain what they're learning. Before we move on, could you present a um a need that you might have currently? >> A need that I may have. Uh again, I can't think of anything just as my colleagues at the moment. Uh there's so much support here from our AEDs to other principles. Uh as you know, this is my first year here. So, it's like a family and everyone's willing
082to help. So, I'm very thankful for that. Um I can't think of anything right now at the moment. Well, I want to make a comment as a first year principal, just hearing some really good things on on from from your teachers. So, that's a big uh pat on the back for you. So, thank you for coming in and and working hard to accomplish what we see here in front of us. So, uh very proud of that. So, thank you. >> Thank you, >> Blanca. >> There we go. Good evening. I'm Blanca Capillo. I am the proud principal of Highlands Elementary, home of the Hawks. Uh, celebration. I know we've been talking about Blue Bonnet a lot tonight and I'll be very honest with you, something you'll get for me, right, Dr. Conklin? Clear is kind
083and that's what I tell my staff and everyone. Um, at the beginning it was quite a lot for our teachers. Uh, the change, you know, we had a lot of uneasiness as far as the new curriculum. However, uh adapting and changing and providing that support with our teacher and staff, I've seen so many positive things with the new curriculum, even from our teachers as well. Um just going into classrooms as an instructional team, uh you see the alignment horiz horizontally and vertically. And also because our campus, we have a high mobility rate as well. When kids come in, they know what's next, what lesson they're on, what they're what they're learning. So, we've seen a lot of good with Blue Bonnet. Um, the vertical alignment al alignment allows us administrators to provide that specific feedback
084to teachers. Um, and they're hearing the same thing from all the administrators, which is great. um a an opportunity as we did our learning walks with region four part of our teal grant as well um is our small group uh is making sure that our teachers are utilizing the data in order to meet the needs of the kids when they pull the kids back for small group. Um so that's an area of opportunity on our campus. Um, as an instructional team, we looked, we did the learning walks, we looked at the trends we were seeing, uh, throughout the classes and we created a rubric where we would go in and see like where our need was. And that's our air our air. We're really going to look at the teacher table to make sure that
085that data is there as they're meeting with the kiddos. And to answer your question, just like our colleague said, anytime we need anything, we just pick up the phone. Um, and the support is there. So, we really appreciate the support. So, what I heard you say that the the greatest focus is you feel like you've overcome the challenges of implementation. >> Yes, sir. >> You feel like your teachers are having success with tier one instruction, but where you're still focused on is tier two and tier three instruction. >> Yes, sir. Yes. >> Okay. >> Good evening. My name is Betty Baka. I am the principal at Harlem Elementary, which is right across the street. Um the celebration that I have uh has to do with blue bonnet as well as we're doing our walkthroughs in
086the classrooms. Uh the blue bonnet questioning is is high rigor and we're seeing the teachers asking the questions and so that alone is helping us to to bring up our scores and um it has to do with the planning piece. Uh we've gotten so much support from our district. As Karen mentioned, we had training, a lot of training in the summer before we implemented Blue Bonnet and we've had training ongoing throughout the year. Um it it's different. You know, Blue Bonnet is a different way of teaching. And so the the celebration is definitely seeing the rigor and the high questioning uh from our teachers. The the opportunity is the internalization piece. Some teachers have to internalize more than one subject area and and that can be overwhelming. So, you really have to study, you know,
087you have to to study and prepare and know what questions you're going to ask and and uh plan. And so, some teachers have struggled a little bit. So, that's been a little bit of a challenge. And what we're doing to address that challenge is we coach our teachers. We have feedback conversations. We do uh on my on my campus, my AP and myself, we do collaborative walks. So, we go all as a team together and so our teachers are are used to just seeing us in classrooms all the time and we're able to give that feedback. We also had lasso walks last week and I'm very proud to say that um it went amazing with region 4. Our teachers are doing what we asked them to do and we're seeing, you know, obviously the results
088and the growth and so um There were some tears at the beginning of the year. We did have some grade levels crying and some teachers, you know, it it's changed. And so when you we have uh at Harlem, I'm blessed that I uh retain staff and so some of my staff has many many years of experience. And so anytime you bring in something, you know, with change, it's going to be difficult. Uh but we're pedaling right through and and I'm excited about this year. As far as support, I could call Karen Thomas any day of uh day or night and she's going to get me what I need. Um I did, you know, when we look at our scores, if I have a need, I mean, I just emailed the science department and they're, hey,
089when do you need us to come plan with your teachers? We will be there very supportive. So, I can't say that I have any needs at this time. >> I have I have one question, especially with our two very seasoned uh principles. Thank you guys. But one of the things that that I know that it's been piloted, right, with only the K and through second, right? Have we moved up to the other grade level since we having these gains now with blue bond? >> It is what I'm asking. >> It is K5. >> It's K through. >> This is the first year for K5. >> Okay. Oh, okay. I knew it was K through second, right? certain schools was K2 and then this year we fully implemented it K5 across the district and then you'll
090get the next group of secondary and it's a little bit different because TA didn't go all the way through with blue bonnet up um on the English side. So we are hoping RLA will be the next uh next group that goes forward but right now they are all implemented. >> But do you you think it's helped your students on the upper grade levels? >> Yes, it has. It it it like we like I said earlier, it is it is challenging because if you're a fifth grade teacher that's been teaching for 10 years and and now you have this new curriculum to follow, you want to sometimes revert to your old ways because you think you might know what's best. But, you know, this is proven. And so, if we're following it, we just have to
091>> uh I keep telling them trust the process. And some teachers have t-shirts that have made uh that that say trust the process. And so, uh, you know, we're it it's different, but it's I I think it's a like somebody mentioned earlier, I don't know if it was Leah, it's a it's a fair playground for all. When we go from one classroom to the next to the next, we're seeing what we should be seeing and it's fair for all students. And so, the students that um some teachers might say, "Hey, well, I have a low class." No, the rigor is going to be there whether you know you're you're the rigor is there in the questioning and and it all comes down to the planning process and to the internalization part of it. So you
092have to study. It's it's not easy, >> right? Push back because of the themes like renaissance and second grade and but the kids love it. They're embracing it and the teachers are embracing it as well. Um so >> so you think the Oh, I'm sorry. Do you have it's basically when you talked to Dr. Um >> Jackson when you spoke about it with um within the different levels it's just for but it's in reading as well is that the big part of it am I correct because that's a big area we need especially for those K through second is reading >> they started at the fundamental because that's where the foundations broke across the state of Texas and so we're we're really excited but you'll see that math goes up through algebra but uh RLA
093stops at fifth grade right now so we've had to do some we'll share some of that in a minute, what we're trying to do to patch that. But for uh the the elementarymentaries, which is where we really needed that focus the most, it is and what you've heard tonight, we're hearing across the district. And um the struggle is real, was serious at the beginning, but it's a lot like our our early learningmies. I'm excited about the growth that we'll see this year, but next year is what really excites me because it always takes, you know, a year to get your feet in, understand even where the teachers are now from where they were in August. And so when you're talking about next year, these teachers are going to come in with that background knowledge right
094off the bat. So I do think that, you know, as you are seeing that we're going to see gains this year, but I think next year you're really going to reap that benefit. >> And Dr. Jackson, that's one thing I told my teachers. This is the first year. I mean, we're literally in our fifth month, six month, you know, it change takes time, but if you're doing it with fidelity and monitoring, we're going to see the growth. And I think the teachers, you know, the first few weeks of school, it was rough, but things have gotten better and and they're going to trust the process. It just takes time. >> Not to not don't want these ladies and gentlemen think we don't think they're fabulous, too. We just trying to save some time, but commend
095them for their leadership with their campuses and PLC's and planning uh doing a really really great job of of leading their teams and helping them get through that internalization process. It's hard y'all. It's really hard. >> Page two, >> they're doing reading and math in a short amount of time and they're doing a great job. >> I just wanted to commend them. What I'm hearing is TEA and region 4 are coming and are visiting and supporting you at the campus level. I remember when Miss Flushi, Dr. Martinez, I believe Dr. Jackson presented this last spring and as a possibility and it wasn't just a change in curriculum. It was 180 degrees >> from unstructured autonomy teaching a certain number of TIEs to now it's very structured. But the whole presentation to the board as I
096recall was the assessment will be aligned with this structure. So you can either adopt this structure or not adopt this structure but the assessment will be aligned. So while you're seeing some fruits now I don't think we will really see the fruits until the star test till the end of course tests are done. So >> region 4 was here this morning. Dr. Brian and Dr. Rodriguez stepped in and our region 4 representative commended our team for their fidelity of implementation. Uh the that they're doing from region four. We're scoring very high that we're we're following the program. We're implementing it correctly. So, we were really pleased with that as well. >> Um, with all that said and done, my question is, are they buying into the program? Totally. I mean, you may have some that
097buy in and some that are not buying in. So they kind of knock each other off. So you know, the teaching on one end may be strong and the and they're doing their best, but then you got three or four over here that are not pushing it a little bit harder. So my question, the one question I got is are they buying into the whole program, the blue bonnet program and trying their hardest to make sure that the 69 go up quite >> I would I would say at Harlem for sure they're buying in because there's not an alternative. So when we do our walkthroughs if we see anything that is not blue bonnet oh there will be a conversation to be had. So, you know, they they really do feel supported and they really
098do know what the expectations are and we have so many people doing walkthroughs. I mean, the district is coming and there's no way that anybody's not doing what what they're supposed to be doing. So, >> that that's my only question. You know, the buy in, you know, making sure that, >> you know, teachers, everyone is buying in to what you're doing and making a strong effort. So, one of the the benefits that Karen and I have doing this is that we we both service nine or 10 campuses. And so, we get to see what it looks like on several campuses and we do these implementation walks with them. And I can say in all the walks that I've done, 100% of classes have been implementing Blue Bonnet, which is amazing when you're implementing a new
099curriculum right off the bat. And so, that's a testament to, you know, the training that our teachers received over the summer and then the way that our our principles are expecting that to be implementing and then they're monitoring it. So now obviously when you go into classrooms you may see varying levels of implementation the the kind of the skill um and so there's there's that differentiated support that Leah talked about earlier that they're providing those teachers but 100% of them are implementing their curriculum with fidelity >> coaching and feedback. >> Yeah that was my question just the buying making sure everyone's on the same page and everyone is buying into the whole program. Well, Miss Flushi told him that you didn't have a choice. She just said, "No choice." >> Amen. >> Well, and I
100have to say, you know, tea made a big shift this year and they added the leadership track. That didn't exist in past years for Amplify or Carnegie or Eureka. And when they moved to Blue Bonnet, they added this leadership track. And the principles had to go through more training than the teachers this past summer. And it it was the most brilliant decision that TEA could have made. I'm sorry. It was brilliant. Um I mean five stars for that decision because you now you have these administrators who are not only empowered but they understand so much and we would not be having the same conversation if they were not um just equally and actually more so trained than their teachers and and we're so grateful that um that TEA and our principles did that this year.
101>> I'd like to piggyback on Miss Capato's response to Mr. Samson. I had the uh privilege and pleasure of visiting one of our elementary schools, Highlandsel, uh about a month ago. Uh and based on previous visits to your campus, I asked to go to the classrooms that don't know that I'm coming. So on this visit, uh we just picked random doors and went through them. So I did see the blue bonnet process in action. Everyone did have buyin. Of course, there's different levels of teachers. We have master teachers to firstear teachers. Uh but what I witnessed on the campus, I was I was totally amazed. Uh and then I also got a good feeling for what these teachers do on a daily basis. U and that helps me when I sit in this seat right
102here. So if you have not as a trustee had a chance to go out and visit a campus and walk the halls with one of our principles. They're they're welcoming. They'd love to take you on a tour uh and get to see Blue Bonnet for yourself. Uh, I'm not going to advocate heavily on it, but I mean it seems to be working. What I saw, they were engaged. Every classroom we walked in on, the students were engaged in blue and curriculum. Uh, so Miss Capier, I appreciate the random tour that we went on. >> I took the varying levels of expertise as far as going in and kind of warned them, hey, this one may be a little different. But no, everybody appreciate you coming by. But but I was able to see even the
103first year teachers were teaching the same material that the master teacher across the hall was doing. Yes. >> Uh so in that regard, Mr. Samson, uh I saw buy in at Highlands Elementary firstand. >> Yeah, that's that's my question. Miss guy, >> I was just going to say that I feel like it doesn't matter what the curriculum is. I think the most important piece that I've heard tonight is that the principles are really kind of like hands-on coaching teachers and that I think that's making the biggest going to make the biggest difference. So, >> thanks to Miss Flushi for saying they don't have a choice. No. Uh, I want to thank the veteran principles for being so nice to the rookie principal tonight. Thank y'all. I think it's time as >> we're going to switch
104out veteran veteran season. I don't know. Just kidding. I do want to thank these um the elementary principles. What we don't think about is that they are all too uh in the same boat with the teachers and they had to trust the process and they they did that together with us. So I appreciate the elementary principles for what they've done and we'll switch out. >> Thank you. >> Next. >> We have more elementaryaries coming up. >> Oh. Look, G. >> Who's this good-looking group? >> Okay, so this is our secondary group that we're going to talk about and this is our last group we'll have up here. So, um, and they did get in the right order. I just want to get on those on their notes. So, uh, we'll turn it we'll turn it
105over to Miss Machon first for Baytown Jr. >> Good afternoon. I'm Judy Machon, the principal of Baytown Junior. Um, we started off with a 65D from last year and as you can see, we went from to a 75 and now we're at a 78 C. I believe that our celebration is going to be that we have a core eighth grade class that is all achieving above state average which is what our goal is for this year. So it's saying our kids are able is telling the people in the building it is something we can do and it is setting the grounds for the work that we're doing. Our opportunity right now is uh checking for understanding. We're really wanting our teachers to be proactive and not reactive in the classroom. So, we're really wanting them
106to know how to check for understanding at the rigor of the TEIK, which is a little bit different, I would say, is where we're extending our teachers. Many of them were checking for in understanding. They're asking questions in the classroom, but we're having to make sure we're at the rigor of the TE because so many of our kids do have gaps and we want to make sure we keep the rigor up for our kids to be successful. So we are implementing u strategic monitoring also which is what some of the elementary campuses are doing to make sure that we can know who is getting getting the understanding of what we're teaching and who is not. But the biggest thing is we have to pivot when we get that data when we know a kid is
107not doing it. What is the process for making sure that we go back to that child and that we are readressing their learning needs and we don't leave them behind. >> Any questions for Miss Macon? Uh just is there anything else that you're doing that's because y'all don't have the Blue Bonnet curriculum like the younger campuses do. So is there anything else you are doing to help um improve your scores or >> they are using Blue Bonnet 6 through eight for math? >> For math. Okay. What about for reading? >> To clarify our differences in secondary. So in elementary they do have blue bonnet for reading and math. At secondary, we only have Blue Bonnet for math and it's only from 6 to algebra 1. So, all of our math is covered by Blue Bonnet,
108but we are still using our own curriculum for reading, science, and social studies. I would say on our campus the biggest thing is making sure that we are having strong tier one instruction and that starts in the PLC process by making sure we're collaborating and we're making sure that everybody understands the level of fatigue but that we also intentionally plan what are those activities that we're doing what are our checks for understanding and then what are we going to do when those kids don't get it and I it comes from us following through as administrators making sure that what we plan in the PLC carries through in the classroom >> and how often do your teachers get to PLC. >> We we PLC every day. And because I am a campus, we do get I
109get to walk my building, me and my administrators, teachers get to walk that we're in their rooms every week. They see somebody monitoring what we plan in those classrooms. >> Perfect. And is there anything you need >> at this moment? No. I would say no. Uh we do have a lot of support. So when we call for help, we do get help. Um so right now, I think we're doing a great job and the support is there for us. >> Okay. Good. Good evening board. Uh my name is Roger Cardona. I'm the Cedar Bayou School principal. Very excited to be here with you tonight. Uh where we were last year, we were at a 69 um because of the commissioner's rule u because we did end up with enough points for a C, but we
110uh you know, of course, our accountability score was a 69. Uh at the start in October, we did uh start with a 62 in in the domain one prediction, if you will. And then in November, we are, you know, looking at the achievement score of being at 73. In terms of celebrations, I would definitely have to acknowledge the experience and expertise that my eighth grade team has. I'd like to shout out that, you know, they're on track to go above the state average or or definitely meet the state average in my math program, my science, and my social studies. So, very excited about the expertise that those teachers bring and the the leadership that they have in on the campus. Uh in terms of opportunities, I I definitely would say that uh we have a
111lot of students that are struggling with writing and so incorporating writing practice in in in English. It's one of those things that we're definitely uh planning for and focusing on uh for our ELA program as well. >> Is there anything you need? I would say, you know, every every chance that we make a phone call, the phone call is answered and we're definitely supported and and you know, somebody either rolls up their sleeve from the CNI department. I definitely got to acknowledge them. Um, it doesn't matter all the way from the director all the way down to to the instructional coaches. are all willing to roll up their sleeves and come in and and help support a struggling teacher or help uh you know come in and and you know give kudos to an expert
112teacher who's doing an even better job that they were yesterday. >> Good afternoon President Campy trustees superintendent O'Brien. I'm Daniel Blandon. I'm the principal of Forceman Jr. I'm excited to be here on behalf of the organization to highlight celebrations, but also some opportunities that we welcome to improve student and teacher performance. Celebrations. I am proud to present that our social studies scores are now at the state average based on the last CUA data. As you know, social studies has been an opportunity for us for the last two years. So in reflection, this highlights our curriculum and instruction, highlights our instructional practices, our curriculum alignment, but most importantly, the hard work of our teachers, our students, and our instructional teams. However, we do have some opportunities based on the data. Our opportunity lies in strengthening our
113writing in ELA. And so, it's a priority for myself and our campus leadership team on our campus to improve that in the second semester. We're going to do that by providing teacher writing workshops monthly certain skill sets that our teachers need to be able to address the gaps of our students in writing. We've also identified students who have those writing gaps and our teacher learning coach has taken the lead to provide those students with supplemental support. And so we're going to be monitoring that support throughout the school year, throughout the semester to see what type of support or resources that we need to add to ensure our kids are successful. One of the things that we're doing differently this year, the way we are monitoring and the way we're evaluating our PLC's on a weekly
114basis to ensure our teachers have the support and the resources that they need to plan for tier one instruction. And so on our campus, it's a campus of support. It's a community of support to ensure that we're all steering in the right direction. >> And do you need anything, >> Miss Guy? We do have a community of support with our CNI department, Dr. Martinez, Mr. Foxworth. So, as of right now, no ma'am, we're in good hands. >> Good deal. >> I got a little excited there. Make all the noise I can hear. Sorry. Well, good evening. I'm Alicia Brooks. I am the principal of the Peter Highland Empire Academy. Um and today I'm actually representing the virtual side or the virtual house as we call it. Uh we do have um some celebrations and some
115some opportunities. Our celebrations is that we are showing some steady growth in our enrollment. Um we are looking at an expected 107 students for next semester from 76 this semester and I truly believe that that has to do with the strong relationships and the response of instruction that we are putting forth in our students. um we have parents that are talking to other parents who have students of similar struggles and so I believe that's where the um the increasing of numbers is coming from. We're also um accepting more students from outside of the district so we're gaining some numbers that way. Uh we are focusing intentionally focusing on warrior moments is what we call it which is like a 15 minutes of fame. So that each student every student in the virtual academy has at
116least 15 minutes that they get individually with their teacher each week. And in that moment they speak about they come up with an instructional goal. They talk about their grades, their progress in their classes. if they have any struggles, if they have any needs and any social and emotional um issues that may arise, the student and the teacher are able to have that conversation. So, they are meeting the whole student in every every week with that with that warrior moment. Excuse me. Uh we are also making weekly connections as far as um making the students feel accountable, feel heard, and feel seen um with these meetings. As far as growth, I'm sorry, as far as um opportunities, uh we are looking at both our math and our writing scores. Uh we've implemented weekly writing labs
117with our students required where they meet with the teacher. We also have uh face-to-face writing labs as an opportunity for the students to come up. That's not only for academic, but that's also to help some of our students get reaclimated to being around other students. Um some of ours have extreme anxiety of being around others. So this is one of our ways to get them acclimated to be back around students as well. Um we are also because we have combined um in the same building with our Peter Highland student our teachers we're able to use the math teacher now to work with our high our virtual students to um help increase the scores and that in that opportunity as well. >> Perfect. And are there needs there? >> Right now I will say that we
118have a lot of support. Um we're working with the virtual hybrid program um accelerator program which is TEA region 4 and education elements. It's a com combination of all three of those entities that are working with us and all virtual programs in the state. So not only do I have that support but we also have the support here in in this building. So at this point we're good. Okay. Thank you. >> Do y'all have any questions for this group? >> I do. I'm I hate to be the one to do this, but you know, as I'm looking even in the elementary, you know, I see that we're heading in the right direction to improvement. But help me understand why I'm seeing so many D's and Fs, you know, and C's look good. Why am I
119seeing this like that? Is that normal? Well, keep in mind I took out domain two and three. So, this isn't their score that they made, but I wanted it to be a true reflection because this is tier one instruction. But when you add in domain two, most of the scores that you saw that may be C's and D, I mean, excuse me, B's and C's are because what I'm doing is I'm comparing, you know, Cedar Bayou against schools that look like Cedar Bayou. So, I'm looking at your free and reduced lunch numbers. So these are not the scores that their campus earned. This is only domain one. And if you increase this score, then you're right, Mr. Enteria. The whole score is going to go way up. >> Explain domain one, though. >> Domain one
120is literally how every student that takes a star test performed in average together. So it doesn't compare growth of the student. It doesn't compare how they compare against comparable schools that look like you. It doesn't look at um sub pops for special ed. You heard somebody say that they were targeted for special ed. It doesn't look at that. It looks like at all of your kids equal playing ground and how they perform. >> This is one domain of four that makes up the overall grade for the campus. >> And how come we don't have a November domain for virtual? >> Uh because they don't have they're not blue bonnet and they don't have a CUA. So, we will have more information for them when they take their January MOI and benchmark. That's the only reason
121I I should have said that. I'm sorry. >> No, no. I I I was just curious because I keep seeing this. I I didn't understand why. I mean, those look like some of the grades I would make, you know, but you know, but on a serious note, on a serious note, you know, when we when we were in search of our superintendent, let me be clear. The main thing that we were looking at was academics and the elementary the some of the elementary had caught our attention. >> Well, >> and this is why I'm asking this question right now because >> I agree and what I've said um actually I've said this to two of the board members recently. We had to do something different because if you keep doing what you've always done, you're
122going to get the same results and we were kind of stagnant. So I'm really excited about Blue Bonnet because I think it's giving us an opportunity to do things differently and see different results. >> Right. Okay. I just question because like I said that's >> that academics is our focus as a board. I'm not speaking for the board but you know I do know that our search was someone who could help us lead us lead all of us for our children in academics. And when I see these, I'm like, are we celebrating, you know, uh, something that I'm not too familiar with or what's really going on here, you know, but >> just a question. >> Yeah. >> Anybody else? >> I've been very quiet for a long time. >> It was kind of scaring
123me. >> Yeah. I I can see the concern on your face. But the first thing I want to say is I have waited eight and a half years for this presentation. I've waited for the time when we can spend more time on student data and academics than we do on the minutia of running a school district. And I finally got it. And I'm that's probably why I'm so quiet. I'm just absorbing it all. And I appreciate um everybody back there as well. I appreciate you putting your celebrations in front of us, but I also appreciate you sharing your dirty laundry because we all know it's there and it's time to talk about it and and tag teaming on Mr. Renteria. the the board you will see is going to have a turn not because of
124a new leader but because of some things that we've learned about ourselves that we want more about academics and we just put everything else on the consent agenda and this is what we need. Um, my I internalize things a lot because I've been in the district for so long and my biggest concern every year and the one I lose the most sleep over is the budget. But this this is right there with it. And um I hope we don't ever have to talk about closing a campus because of ratings, but only because of finances. But you know that you guys are nodding like you know what I'm talking about. So, I'll just leave it at that. But I appreciate everything I've heard tonight and I can't wait for the next one. >> I'm I'm al
125I just want also the blue bonnet. I I think the curriculum is really helping just by what I'm hearing. So, I'm I'm grateful for that to hear that feedback, you know, cuz at first we were kind of concerned, you know, we heard some people were with it and some people were not really wanting to jump on board with it, you know. So, That's a good thing. Yeah. >> Thank you. >> Great comments. Thank you. >> Okay. If um like I said, we're definitely this is the first time we've done something like this. So, if you have something after the board meeting you want to share or send me anything, then we will be glad to adopt or add to whatever we need to. >> Thank you, Dr. Jackson, and everyone who presented tonight. >> So,
126we'll move on to >> say one more thing. I just want to say I appreciate the AEDs also. So, it sounds like the principles feel very supported by you all and I think that's important, too. Thank you'all. >> I'd also like to say, Miss Guy, when when this board asks our employees if there's anything you need, we truly want to hear that. Uh because we make our decisions based on information that we have. And if we don't know about it, we can't make those informed decisions. So, thank you. And Miss Guy, those were great questions. So, we'll move on. I I'll put my superintendent hat on for a moment. Uh we'll move on to 10 item 10 two GCC ISD DOI teacher phase out plan. Dr. Bowlinger and the HR team and you can go
127ahead and proceed. Okay, you ready? Okay. Good evening uh school board members. We are excited to uh share the DOI teacher phase out plan and so we want to give some information on our district of innovation plan and some changes that have happened based off of legislation. Uh we feel like this presentation will be fairly quick and so uh we'll uh go through it but also answer any questions you may have. Uh just for background information uh Goose Creek is a district of innovation district or a DOI district. So we'll use that term DOI. Uh we have been for seven years. What that means is that we we're given flexibility uh on certain requirements, certain state requirements that that uh that we're allowed to to have more flexibility based off of our DOI application. So,
128for example, with our probationary contracts, uh that's in our DOI plan. And so, we have all of our teachers new to the district on a three-year probationary contract or a one-year for for three years. And so, that's a uh that's that's part of our DOI plan. Or another example is the first day of instruction. uh there's a state requirement for that and then the in our DOI plan we have some flexibility on starting earlier than that than that required first day of instruction and so we have about 10 items that we have flexibility on in our DOI plan. So uh so a big part of our DOI plan is that the district allows uh that the district is allowed to hire uncertified teachers um if they're in an alternative certification program. And so that gives
129us flexibility on certification. right now there's a teacher shortage as we've talked about for several years um in the state of Texas and finding certified teachers is very challenging uh if it's it's not just a goose creek problem just throughout the state we have a hard time finding certified uh teachers we're going to show you some statistics here in a minute on how many of our teachers are certified how many are not but in our doi plan we are allowed right now to hire uncertified teachers if they're on the path to getting certified we're also allowed to uh to allow certified teachers to teach outside their certified area. So, if I'm at a junior high, let's say my I have a a math 7 through 12th certification and the principal needs me to teach sixth
130grade, um even though that's not in my certification, our DOI plan allows me to teach sixth grade math. And so, that's an example of of um some flexibility with certification. Okay, that brings us to House Bill 2. With recent legislation, uh there's been some changes on uh this flexibility. And so that flexibility is basically going away in the state of Texas. And so as it stands with House Bill 2, part of the regulations are that for elementary, we're no longer allowed to hire uh uh uncertified teachers in elementary core content beginning next year. Okay. So that that's that's going away statewide. That's a statewide requirement as a part of House Bill 2. And then the following year, 2728, um the the same rules apply for secondary core content areas. Okay. So by 2728, um Goose
131Creek and every other district in the state of Texas are are no longer allowed to employ uncertified teachers uh for core content areas. And so that's a we understand the need. We want to we want 100% certified teachers in our district. Absolutely. Um we also know that is a challenge due to a supply and demand issue. And so, um, so that's where we're at with this legislation. Okay. Now, what's been implemented, uh, through the state board of education or ESPEC is that they're allowing districts to apply for an exception that will delay this certification requirement. So, instead of implementing next year, no longer can you have certified teachers in elementary and the year after, all core content areas must be certified 100%. um we're allowed to phase out this uh uncertified or certifi certification requirement.
132So we must create a phase out plan that we're going to share with you here in a minute uh that shows how we will make sure we will move towards 100% certification in core content areas by 2930. So that gives us a few more years to work towards that. Um and the plan also must show our recruitment pathways and how we're aggressively recruiting certified teachers. And we'll talk about that here a here in a minute as well. Here's the here are the statistics for our uh for our district. So currently and this this does fluctuate as we get teachers who become certified. It it uh moves the needle in a positive direction. But currently we have 108 uncertified teachers out of 1483 uh in core content areas. And so we looked at our certified teachers
133as it applies to this new rule in House Bill 2. And so what that means is that we have 59 teachers that would be affected at the elementary level and then we have 49 teachers that would be impacted at the secondary level. Okay? And then if you put that into percentages just just uh it's good to know. Um so that's 7% of our teaching staff. And so what that means is that that 93% of our teaching staff is either certified, 92% are certified, and then we have 1% that are that are DOI in a noncore content area and they are not impacted by this rule. So if you think of like a CTE teacher that is DOI that it allows them to teach even though they don't have that certification, but through industry, they're able
134to teach that course and that this this new uh legislation doesn't impact that. >> Dr. Ballinger, it might be relevant to share with the board how we came about a teacher shortage as a result of a global pandemic, but we don't want to drag all that up, but just to say we went from x number of resignations throughout the year to whatever it might >> Yeah. Sure. And I I think that we saw that uh nationwide really after COVID that uh that that a lot of the service industries had had a hard time uh recruiting or they lost they lost staff. That happened in the education field. that happened in the medical field with nurses that happened uh with police officers. And so we saw that that um that shift happen about four or five
135years ago. And so we're seeing an uptick now. Uh the state has put some things in place. We know that longevity pay was added this past year and we're hoping that will help recruit and retain more teachers. But but that's what started that. Um I have Broo Bingham here. She is our human resources coordinator and she she is really the the expert behind this plan. and so she's going to get into the weeds on what this uh certification plan will look like. >> Yes, thank you Dr. Bowlinger. So, as you mentioned earlier, we currently have 108 uncertified teachers in core content areas. Um so, the plan that we're proposing is to reduce that number by 25% each year. So, if you look at the table, um you have our baseline, which is the 2526 school
136year starting with 108 uncertified teachers and then as we move into 2627, we'll reduce that number by 25%. So, our plan is to have no more than 81 uncertified teachers, obviously split between the elementary and the secondary level. And you can see it decreases by 25% each year, reaching full compliance by 2930. So, all of our uncertified teachers are currently enrolled in an alternative certification program. So, in addition to them receiving support, training, test prep from their certification program, the district also provides quite a bit of support for them as well. Um, we offer them free access to online test prep. We offer in-person test prep sessions. We had one this semester and we'll be hosting two more in January. Um, I'm also working with the curriculum team to develop district or district developed um,
137test prep sessions for the core subjects EC36 exam. So, it's a five-part exam. It's all your core content areas and then your fine arts PE. Um, so we're launching our math test prep January 17th. So, I'm very excited about that. And then we'll have an additional um test prep for one of the exams a couple weeks weekends after that. Um in addition, we also provide all of our uncertified teachers checkpoints of where they should be throughout the year to meet our deadline um to come back next school year. Um I do fall and winter check-ins with them typically virtually just to see where they're at, um where they're at with their training, their testing, have they registered, when do they plan to take it, when they receive their results. Um, we also provide all of
138our uncertified teachers a mentor teacher. So that is a veteran teacher on their campus. Um, usually in their grade level, their content area. Um, in in addition, we have our district mentor support team which is made up of four retired district administrators here in Goose Creek. Susan Passmore, Laura Smith, Bruce Davis, um, and Barbara Wilson. And they are such a huge support to these first year teachers. They go out and observe them several times a semester, providing them feedback on instruction, but also assisting me in helping see where they're at in their certification process as well. So, for compliance monitoring, there is no state required compliance monitoring for these plants once we submit it to the commissioner at this point. However, we want to continue to be transparent with the board um school leadership. So
139we do plan to provide you updates as we move forward into the 27 school year throughout that school year and then years um after. So part of the plans requirements that we're going to submit is we have to list current recruitment efforts and future recruitment efforts. Um so one thing that we do wonderfully here in Goose Creek is student teacher placements. Actually today we onboarded 30 student teachers and teacher residents to start this semester at various campuses within um within the district and our goal is to retain them and hire them as fully certified teachers the following school year once they graduate. Um so we also attend university job fair recruitment or university job fairs 5 to 7 usually every semester. So we'll continue doing that. Um one of our biggest initiatives right now is
140really growing our local pipeline. Um that definitely starts at the high school level with our career academy for future educators. So those are high school students that want to pursue teaching as a profession. Um they take dual credit classes at Lee College and then they move and get their associates of arts and teaching and they move off to university and hopefully come back to Goose Creek for their student teaching placement. Um this picture actually shows um an event we had two weeks ago. It was a teacher certification open house. It was a very successful event. Um, but we invited all of our university partners, our partners that are certification programs out to meet individuals that are currently working here in Goose Creek and either do not yet have a degree but would like to pursue
141a degree in education, connecting them with the correct universities and colleges wherever they may be and also those individuals that have a degree and are pursuing teacher certification. So just making sure that we're connecting them to the right individuals so they can learn their next steps to become a certified teacher. >> Yeah. And I'm going to give Miss Bingham uh a lot of credit for that event. It's the first time we did an event event of that nature. And we had about 75 or 80 individuals come and just hearing the conversations. We we had secretaries in the district who have a four-year degree who said, you know, I always thought about teaching. I'm just not sure, you know, it's scary to to to move towards that. And so, so Brooke had had each individual pair
142up with a partner who explained their route. And so depending on what their needs were, we fit them with the right right uh partner to to pursue. One one lady spoke with Brooke and said, you know, I don't know who I need to talk to. And then then Brooke said, "Well, do you have your your four-year degree yet?" She said, "No." And and then we we took her to to the partner that would allow her to to fasttrack her four-year degree so that she could become a teacher. So, it was a it was a fun event and we hope to do that in the future as well. >> So, in conclusion and next steps, um we're presenting this plan to you guys this evening and we will hopefully have it approved at our next board
143meeting in January. And then we will submit this plan to the commissioner no later than March 2nd uh next year. And then we should have an answer whether we are approved or not for the phase out plan no later than the end of March. And then our goal is to hopefully be in full compliance and have all certified teachers by the 2930 school year in core content areas. >> So we do not have an action item tonight. It'll be on the next uh next board agenda uh if the board wants to move forward with this uh phase out plan. >> Okay. Thank you. We're we're happy to answer any questions. >> Yeah. So, not to be a Debbie Downer, but in 2030, we're hiring teachers for the 30 31 year, and there are no more
144certified fourth grade math teachers in the world. Are we just going to put a permanent sub in those classes that's uncertified? >> Yeah. So, so that would be our option at that point that if if they're uh if they don't have their statement of eligibility, if they're not far along enough where we can hire them, um then then we along with every other district, our our option is a long-term sub until we can find a certified teacher. if the powers that be thought of that. >> But I will say the phase out plan does allow us and gives us a few years to really create robust pipelines um not just in our area but across the state and then as we visit universities and recruit at those job fairs bringing those individuals into Goose Creek.
145So it does provide a few years to really strengthen those pipelines. >> Okay, good. Thank you. >> To piggy back off of Mr. Clim's question, have y'all heard anything? What does the state have as a plan if they're putting this mandate out? You know, we're one of uh several thousand school districts or 1100 school districts, state of Texas, whatever that number is that has the same problem if there's only so many certified teachers and they're creating this mandate. Um our looking at that, what does that look like from the state level and what are you hearing on that? Yeah, I'll I'll go first and you can you can piggy back behind me. But I'll tell you it's it's it's a challenge and it's it's a you know, on the one hand, we know that certified
146teachers get the best results. On the other hand, again, there's a supply demand issue. And so I think last last legislation, they did put in retention pay, that longevity pay, um which was that equated to about a 7% 8% bump for certain individuals. And so they're hoping that that that increase in pay would help. teacher incentive aotment is something else that's been implemented that will allow a teacher to earn up to six figures. And so I think that uh that the the state has has implemented several key measures to increase pay and I would say that that's one effort they're trying to attract more people to the field of education. >> You want to add to that? >> So when it comes to the world of certification um it can be very complex. Um the
147state does have alternative ways um to have a certified teacher teach out of their grade band or their content area with certification waiverss um or a TECAP, which is a temporary classroom assignment permit. So there are ways that we can continue to kind of be strategic and innovative when placing teachers in assignments they may not be truly certified for. Um we'll of course we want certified teachers. We'll just have to look at that case by case as different vacancies arise. if we don't have a certified teacher at that point in time. >> Those are those are actually old solutions that we've not had to use because of our DOI. >> They did not take those away, >> right? They did not take them away. So, they're still there. Emergency permits are still in effect. Emergency
148permits still >> technically is an uncertified teacher. Um but there still are different avenues that we can take once DOI is completely phased out in 2930. So currently in Goose Creek, an uncertified teacher has has how long to become certified and still be employed here? >> We give them one school year. So we usually give them a deadline to reach the next step in certification, which means they go on what's called an intern certificate, which actually means they're a certified teacher, one step away from being fully certified. So we give them that deadline at the end of March. And unfortunately, if they're not able to meet that deadline, we can move them to a long-term sub or they would just resign at the end of the school year. the the shift that's going to happen
149is we we've had some flexibility with that and now we're we're going to have to implement much more, you know, strict measures according to our phase out plan. So we we won't have that flexibility that we've had in the past. I've given them maybe an extra year if they're making some progress that'll go away. >> So So in theory, pretty much all of the uncertified teachers we just looked at should be certified next year >> in theory. >> Yes. which scenario >> which this board would be looking at approving just continually hiring uncertified teachers. And this is the part I struggle with >> is the panel before you just stated to us that >> uncertified teachers are having an effect on those campus achievement issues. >> So, and I know it's it's not, you know,
150>> a fault, but but it's something that we really have to look at. and and keeping that in mind, I kind of struggle with looking at five years out and continuing this process. >> Yeah, I'll just tell you two things. Um, first of all, I feel like we and really Mr. Bingham leads this this effort is is we do a lot to get our uncertified teachers certified. We do a lot of handholding. We do a lot of progress monitoring. We have a lot of checkpoints along the way. We do a lot um >> taking the tests for them. But but with that being said, it's a lot of work too to to to to work all day and then work on your certification and get all that done throughout throughout the year. It's a lot
151of work. It's a lot of effort. And so um so it's it's a it's a burdensome task, but I feel like we do have a lot of pieces in place. We have a very aggressive approach to get them certified. >> And I think another piece of that is that people aren't going to school to be teachers anymore. And I think that's a huge problem. I mean, I don't know what the numbers are like how what the percentage is that that were going and then versus now, but people just aren't going to college to be teachers. I know that's part of this the shortage problem. >> Yeah. The supply pipeline is definitely trickling. >> Yeah. And so we're just it's going to be hard to to have a plan where you only I mean unless we
152can pay way up where we're attracting those fully certified teachers. I will say the state has really put a lot of emphasis on teacher residencies. Um so there's a huge push for teacher residency programs which is having an increase in enrollment in those programs and individuals pursuing education um as their degree. Now, you know, an individual can be in a district and do a year-long residency and be paid before clinical teachers, you know, in most districts around the state were not paid. So, I think that is attracting a lot more individuals into the profession. So, I think over the next few years, we'll definitely see an increase in enrollment. I want to give you a lot of credit for the hard work that you're doing, but also I want to point out the board is
153always cognizant of ways to recruit highly certified teachers by the salary that they offer, the benefits package, uh the various things that they do to incentivize teachers, whether it be a sign on bonus or an attendance bonus. One of the things administratively we used to do I'm not not sure we still do is a letter of reasonable assurance because both for on this page in particular the future educators a lot of our students graduate with an associates or close there too 42 hours core complete or whatever and only have two years to finish up their degree and become certified teachers. Are we still doing letters of reasonable assurance just like we do for pair of professionals who were working on their degree? >> Yeah we do we offer a letter of intent. We do a
154ceremony at the end of each year for those students um for those seniors and so it's a it's a special moment and we you know go get your school and come back work for us and we'll guarantee you a position. So we do have that each year for that group. >> Now I have a question. Okay. So um this plan, this phase out plan is pending approval. Could you give me some details about um if it were not to be approved? >> Sure. If it were not approved uh by TEA, then we would we would be bound to the requirement under House Bill 2 where right here we're start starting next year, we would not be able to hire uncertified teachers in elementary core content, >> right? >> Starting next year. So So if we
155were not able to find certified teachers, we would have to find long-term subs >> for for those vacancies until we can find a certified teacher. And so we've said that um the uncertified teachers do have an impact on uh our campuses on their on grading. And so I wonder what then the the impact long-term subs would have instead of uncertified teachers because uncertified teachers still do get a lot of support whereas long-term subs don't necessarily get that kind of support. >> They don't receive that support and they also have a reduction in pay. and to find individuals that want to do a teacher's job for less money is very hard. So, it would have a huge impact on our students. >> Thank you. >> Well, one more question. Currently, our uncertified teachers, for lack of
156a better word, how are they distributed across our district? Is it fairly equitable or are there high concentrations on more one campus over another? >> You know, I don't have the exact data to answer that question. I can show you the breakdown here. We have slightly more elementary than secondary. I would say at some of our high need campuses, it's it's probably harder to get certified teachers um just because they're higher at risk. Um but I can provide that data for you so I can make sure I'm speaking accurately. >> We have all that information and we can provide it to you by campus. How many uncertified teachers are at each campus in the district? I >> I think I'd like to see that. Go ahead. >> Yep. Absolutely. We'll get it to you. >>
157Are any of these uncertified teachers or long-term subs on contract? >> No, they're at will. Yeah, they're at will until they get their statement of eligibility and then then we present them to you uh where they they get a probationary contract at that point. >> That's a good question. >> Any further questions? >> Great job. Thank you very much. >> Appreciate you. Next up, we have our business department coming up to provide a monthly financial report. As we uh saw last month, it was a full comprehensive report. This report will be much more brief as it will be rather than quarterly, it'll be monthly going forward. >> Thank you, Dr. O'Brien. Uh good evening once again board members. Um yes, we will be presenting these uh reports at the request of the board u on
158a monthly basis so the board is apprised of where we are u in terms of the budget throughout the school year. Um and with that I will turn it over to Miss Price. Good evening again. So here we have the interim financial reporting for the month ending October 31st, 2025. All major funds are operating within board approved financial guidelines. Ongoing monitoring and um long range planning continue to guide financial decisions. Here we have the um general fund and as you can see here the general fund remains compliant within the 25% um fund balance reserve policy. Revenues and expenditures are uh tracking and as anticipated for this point in the fiscal year. here uh the superintendent's contingency budget it is built into the general fund itself. Um but as you can see here in 2017 2018
159the general the contingency fund was about 1.2 2 million and this current year we've decreased it over the time we've decreased it down to 500,000 for our district a size U the I'm sorry for a district our size this is a very small contingency budget um it's practice across other districts to have a contingency budget for needs that are outside of the normal budget um budgetary needs that the campus and departments have >> like what? Give me an example please. >> Um the latest thing the latest one would be a safety and security audit. We had a need through the safety department and that was approved to come out of contingency. >> But don't we have already money earmarked for that safe and contingency and security? we do, but other things come up during the
160year. Um, and safety, you know, is of course a priority. And so, um, we have, uh, compliance, uh, issues with safety as well. And, um, you know, that's just one of those things that that the superintendent has, um, given the funds for for funding those purpose for those purposes. So, >> so like for instance, >> last year, how much did we use on security and safety for the kids out of this contingency fund? >> Uh, I don't have that data in front of me right now. We can get that for you though. >> Okay. >> So, what it's what it's for, Mr. Entry, is just to be a very brief explanation, is when there's a cost run over on something, when there's an unexpected expense, a boiler goes out, things of that nature. You're right.
161There is a budget for maintenance and uh however there are occasionally larger capital projects that come out of a uh unscheduled routine maintenance uh item. Sometimes there is a budgeted item in a capital funds uh budget that runs over andor once the project began was discovered that it had more to it. It was more complex. A good example is fencing for the entire district. That was a bond initiative, but there were certain things that didn't qualify for bond, such as a change to the original plan. That would be an example of a superintendent contingency budget stepping in. So, while it says superintendent contingency budget, it's really not my budget per se. It's the contingency budget to cover unexpected capital expenses that exceed the annual day-to-day operational budgeted items. everyone, you know, every employee has a
162budget, but it's just to cover them for their bare essential needs for that calendar school year. And whenever it exceeds something like that, this budget is designed to cover that expense and make sure that our our children don't suffer, make sure our teachers don't suffer. >> So, there's no legal boundary in using this money at all. We can use it for whatever we want to with within the school, you know, >> for any finances. >> Yes, sir. for any lawful purpose and any educational purpose that we would normally use our operational budget for, it falls within that. Um, >> generally is for capital projects. Generally speaking, >> that's that's usually what it ends up getting spent on campuses. Um, security, those types of things. >> And you say this is a small budget compared to
163other superintendents uh contingency budgets >> for a district our size. >> Yes. For a district. >> Really? How much is a normal budget then for anybody else? You have an idea just off the cuff. >> My last district was quite a bit smaller and he had a $500,000 contingency budget. So it was like a third of the size or a quarter of the size. So >> yeah. So it it probably be just to give an example though. Um, it' probably be unfair to name other districts, but uh, one district recently moved the superintendent's authority from 50,000, which is my current limit, to 200,000. So, they could spend $200,000 on any of those particular items that I just described. Nothing is spent out of this budget without coming to the board that exceeds $50,000 anyway. >>
164And he's never spent all of it that since I've been here. He always has some left over at the end of the year, too. Did you say your your budget was 50,000? Is that what you're saying? >> My spending cap. >> Oh, cap. Okay. >> So, out of this what we got there? 3 million. Is that what we're looking at right there? Or is there separate years? >> That's over over years. The first year was 1.2 million and this year it's um 500,000. >> That's a lot of money. >> It's a 300 plus million dollar budget. And again, we don't exhaust the the full contingency in a year, >> right? There's usually funds left just depending on what happens throughout the year, the needs um that come up and >> in our fund balance. Yes,
165sir. But So, this is built into the budget. So, that >> why would we put this in? >> It prevents us from having to come to the board for a budget amendment when those needs come up. I'm just curious because like somebody brought up, you know, we need to have the internal audits with all the like there's money here, money there, money there. You know, that that kind of concerns me a little bit after hearing that. Especially >> it's it's standard. It's a lot of money though. >> It is a lot. I I agree. Um and it has the same oversight as any other um you know, >> budget that we have by department or or anything else. It has it follows the same standards. any um anything over 50,000, you know, has to come
166to the board and that sort of thing. So, but it's adopted um it's baked in. It's just it's baked in just like, you know, instruction is baked in. It's baked in just like uh plant maintenance and operations and that sort of thing. But, but yeah, he has surrendered quite a bit over the over the years, too. It was over a million. Now, it's 500,000 every year. It aligns with the reduction we've done with administration reduction we've done with um all personnel costs across the district. We've trended downward with all of our expenses. >> And this don't include capital improvement projects like >> No, sir. That's a totally separate fund. >> Okay. >> Yeah. Just curious. >> This is just general fund right here. >> Right. And so here you have the debt service the debt
167service fund. Um we have a maintained an adequate fund balance um as after we make our debt payments. The approved bond refunding is still in progress and will be updated as soon as we complete that calculation. Um debt obligations remain well managed. So we're trending well and we'll have a sufficient fund balance in this fund the year. Our food service fund remains within the three-month operating reserve. Um, we're ensuring that there's no interruption in our nutrition service to the students. As you can see on the federal funding line, it's a little bit less than the other revenues due to the government shutdown and the lag in revenues coming in, but it should be coming. It it is coming in. >> It's just a timing difference. Yes, ma'am. Um, here is the capital improvement a screenshot
168of the capital improvement plan. And as you can see here, um, this plan is to support facilities and in infrastructure priorities. The revenues, they are from the 313 agreements which are starting to expire. So, you can see a revenue trend that is gradually uh, gradually going down. It's declining. Um it was requested to show the land inventory uh that the district has. This is all the vacant land that we currently own with the exception of any tax foreclosures. Um the land is held for future growth in the district and long range planning. >> And I wanted to go ahead and point out this was a request of the board at the last school board meeting. Uh, also, uh, Miss David and her team, the community engagement team, created this document for the board. You'll have
169one sitting right there at your seat that will incorporate all of these items in there for you. >> This concludes the financial overview. Are there any questions? >> So, I got a question. It's a hard question and I don't mean to bring this up right now, but um this contingency uh budget that we have, y'all said that or Randy said that the board has to approve it. Who approved to put that fence up around Highlands Elementary over there? Who approved that money to do that? >> I did. We didn't. >> So, yes, I'm sorry. the to correct um I'm sorry the budget for the bond was approved for fencing for the district. The recent adjustment to the Highlands um repositioning a fence at that campus I approved at the request of the board. >> Okay.
170Thank you. >> Any further questions? All right. Thank you'all. >> Thank you very much. >> We'll move on to item number 11, action items, consent. Consideration of consent agenda. Dr. O'Brien. >> Yes. The administration brings before the board this evening the consideration of consent agenda items as presented in action items 11A 1. Approve the donation from Port of Houston to support the maritime program. Two, establish non-b businessiness days in accordance with house bill 3033, the 88th legislative legislator session in 2023. Number three, library materials. Number four, joining commercial card consortium. Number five, ratification of work authorization under master agreement for program management services. Number six, second option to extend CSP number 24-4 for athletic supplies, equipment, sporting goods, and related items. Number seven, award for CSP number 26-1 aiological and aometric equipment supplies and related
171services. Number eight, second option to extend CSP 24-05 awards, trophies, plaques, and related items. Number nine, award for CSP number 26-2, special education equipment, supplies, and related items. Number 10, second option to extend CSP number 24-2 for spirit wear, promotional, and commemorative items. Number 11, first option to extend RFP number 24-09 for beverage vending services and authorize the superintendent or designate to execute the final negotiated contract. Number 12, property foreclosures. Number 13, superintendent expenditures. Number 14, budget amendments. Administration brings the consent agenda items to the board for approval. >> Thank you, Dr. O'Brien. Are there any items that any board member would like to pull for discussion or separate consideration? >> Yes, if it's a simple one. Okay, seeing as that we're not going to pull any, I'll enter entertain a motion at this time
172to approve consent agenda items 1 through 14 wholly. >> So move. >> I'll second. >> I have a motion by Mr. Clem and a second by Mrs. Guy to approve consent agenda items 1 through 14. At this time, I'll open it up for discussion. >> Go ahead. You go first. Um the property foreclosure these are items that we are foreclosing on besides what the county we have our attorney Mr. Benwis here he can speak to item um number 12 >> 12. Yeah. >> Yeah. So these are properties that we have already foreclosed on. Uh, as you know, there are various taxing entities on all of the properties within Goose Creek. We along with Lee College on most of our properties. We've got the city of Baytown and then depending on where it falls on across
173county lines would either be Harris County and the countywide jurisdictions or Chambers County. On these, we took these to tax sale. There were no biders at the first sale. And so what what is before the board this evening is authorizing us to put these out for resale >> to try to stimulate uh bidding on the first sale. We're we're limited in how low we can go in the prices on the resale. We have a little more flexibility and so but that requires the board to approve uh these going to the constiples for another sale a resell. >> Thank you. Mr. Clim. >> Yeah. On budget amendments, item number uh 12 uh 14. 14. >> Thank you, Mr. Benis. >> Miss Price, >> I I should have just asked you to stay. You can get some
174steps in. So, tonight's amendments are specifically what? Six, seven, eight, nine on the notes. >> Yes. >> Okay. Um, the increase in funding from local and state says it's because of House Bill Two, but didn't we already do that the night we approved the budget, then amended it, or is this even more? >> That's that's the one we approved on June 19th, >> but we're just now putting it where we can see it. it every budget every time we get the budget amendments uh it reflects all the prior approved ones. >> Uhhuh. >> So we're only looking at approving six through nine tonight. >> Okay. >> Yes, sir. So there it's it's shows >> but both of them say seven eight are part of what we're approving tonight. Right at the very top revenues local
175and state. >> So the increase would be the um I'm sorry the hospital bill 2 regional day school. That's a new uh funding. So they kicked in another little bit. >> Yes sir. That is for our death programs. >> Now u under expenditures 11 instruction why 2.44 million more. Where where is that going? >> We have our incumbrances from last year. The items that were um purchased from last year that did not were not received and paid. So that's a portion of it which is number seven. >> Uhhuh. Um, number I'm number six, I'm sorry. Number seven is the other big portion which is the expenditures that go are offset with that revenue that we're receiving from the state. >> Are these undelivered items? >> Yes, sir. >> Okay. How long do we have to
176wait for them before we can cancel the order and say it time's up? >> I mean, we're we're just negative money waiting on somebody to deliver something that we may or not need. Now, if it was ordered on last year's budget, >> well, they are POS that rolled forward. If you're speaking about the encumbrances and uh projects that have that are ongoing, they're not necessarily one one thing or or one uh I mean they're projects also and and >> like what >> maintenance like maintenance and I mean every every department has a purchase order incumbrance role um for anything that's uh open at the end of the year. So, if it's not completed at the end of the year, because if we were to close all those purchase orders >> and release all those funds,
177then we'd have to come back and open new ones and do budget amendments for it. You see what I'm saying? And so, it >> okay, >> it would be it wouldn't be um the continuity would be lost. So when departments and and teachers and department heads and campus principles get the thing in February or March that says spend this or lose it, we're going to close it. That doesn't count for administrative things. >> It's a lot of maintenance projects um and that sort of thing because those are a lot of those are in the summertime. A lot of those uh are when school is out. >> The summer time's over. I mean, I I just don't understand why there's such a huge >> carryover from last year and we're halfway through school. >> Majority of
178these have been received already. It's just the delay in timing of getting the budget amendments complete and done. So, they probably received were received between July and >> when you bring me this in March, I won't see that. >> Yes, sir. >> Or whatever the next quarter is. >> Correct. >> Okay. All right. Um so is that going to be the same story of >> 51 are summer projects which are most of the encumbrances have already been received or completed and it's just a delay in having the incumbrance added back to their budget. >> Yes. Okay. So >> like for an item that's covered under insurance >> number six under the reference number says there's 1.169 million >> carry forward from last year. >> So they rolled over July 1. >> Okay. >> And they
179were received and paid. >> And the two places I've asked questions about, we've got $3 million of increase. So it's not all carry forward >> in function 11. The expenditures are also for the deaf school. The house bill 2 regional day school increase. There's expenditures within the day deaf school that we're allotting as well that are offset by the revenue increase above. So the 2.4 million or 2.4 million in revenue above >> that's for the dev school which used to be in fund 435. >> All 1.6 up there in local is for the dev school. the 1.6 in local which is our re our member districts money >> uh that for the students that come from other districts for the dev program and then the 749 is what the state gives us okay for that
180day school and the function 11 and a few other functions have funding okay for expenditures >> so if that had had its own little note I would I'm sorry >> that's okay I'm just for f for the future yes >> okay now out in the public I I'm looking at all these numbers down Here out in the public, we hear the district adopted a $3.5 million deficit budget. Oh no, now it's $6.5 million deficit. Oh no, now it's it's a positive number. Oh, we found $3.5 million somewhere. Where are we really on our budgeting process? Are we still operating in the red or are we in the black or where where are we >> now that we've gotten some of the legislation and rules handed down and some some of these numbers are more refined.
181>> That's why um the House Bill two that the teacher raise u portion of that >> um gave us did give us an increase. So we got a little bit of a of a boon there. Um, and we are looking like somewhere around breaking even. Um, >> is that the 1.3? That's >> 1.3. Yeah, I mean 1.3. That's you know, >> I can go to Walmart tomorrow and say we're operating in the black. >> We're operating in the black. Okay. >> Yes, sir. Now, we're we're only in October as of this though. >> Don't don't don't burst my bubble. Okay. Thank you very much. >> Yes, that is correct. >> Other thing is important to point out, we adopt the budget before we have the rules from the commissioner. >> Yes. to explain to people
182>> right that's very difficult and we went very conservative that's why I want to you know underpromise and overd deliver instead of you know the opposite so um but yeah we're looking good and in fact for this fiscal year end even though we don't have our financials yet because of the uh compliance supplement being delayed well we do have it now as of Thanksgiving week but um it came in late this year but we're going to have the same same situation this year we're going to Right at break even, maybe a little bit of a surplus. So, looking good. >> All right. Thank you very much. Thank you. >> Thank you. >> Any further questions on the consent agenda items 1 through 14? >> No. Hearing none. All in favor? Show of hands. Motion passes
183unanimously. Move on to item B. Future board agenda items. Board training board meetings. Future board agenda items. Does any board member have anything they want to see or add? hearing. >> All right, Mr. Clam, I know you're serious about that. If you have anything specific that we can forward on to Dr. Jackson, uh, let Shirley pass it on. >> I I'm I was being very serious. Maybe we could hear from some some of our higher performing schools and see if we get the same support questions answered in the same manner. That would be super cool. I hope we did. Would it be possible to discuss an internal audit? Uh I think we could look at that. We we we could talk about it. >> All right. Item number two, board training. I am not aware
184of anything coming up. Is anyone else? And then item number three, >> know anything about governance yet? >> That's before spring break, >> March 4 through 7. And then I'd like the board to keep in mind as we um onboard a new superintendent. I'm sure there'll be some opportunities for team of eight trainings coming up uh once we start talking more about that. Just kind of be have that on your radar as we learn to work as a new team of eight with Dr. Rodriguez. >> Yeah, that's fine. Get a head start. >> Absolutely. >> Uh and then the next the last thing, board meetings. We have future board meetings on January 20th, February 9th, and February 23rd. All right. At this time, the board will now recess into close session pursuant to one or
185more of the following sections of Texas Government Code. Sections 551.071. 072.073. 074. 075. 076. 082. 083. 084 087 and 089. and no action will be taken while the board is in close session. The time is now 9:30 p.m. into open session. The time is now 11:23 p.m. and no action was taken while the board was in close session. We are on item 11E consideration of personnel. Dr. O'Brien. >> Mr. President administration brings before the board this evening consideration of personnel. Um um we would ask that you approve elections and accept resignations and retirements as presented. >> So move. >> I'll second. >> Have a motion by Mr. Clam and a second by Mrs. Mrs. Guy to approve elections as presented. Is there any discussion? Hearing none. All in favor, please signify by show of hands.
186Seeing seven, four, and zero against, the motion passes. >> Administration then brings before the board to approve administration um administrative elections uh for the assistant chief of police, Trey Morris. Move to approve. >> I have a motion by Mr. Clem and a second by Mrs. Barat Tims to approve the assistant police chief. Is there any discussion? Hearing none, please signify by a show of hands to approve. Seeing seven four and zero against that motion passes. >> Item F, consider and take possible action to terminate term contract of teacher Evan Carr Core for good cause related to contract abandonment. So move >> second. I have a motion by Mr. Ria and a second by Mr. Clem to approve item F to terminate the contract of teacher Evan core for good cause related to contract abandonment. Any
187discussion on this item hearing? None. All in favor, please signify by show of hands. Seeing seven, four, and zero against. That motion passes. The final item from administration is uh to consider and take possible action on parent grievance appeal. >> I move that the board deny the appeal and uphold the decision at level two. >> I'll second. >> Have a motion by Mr. Clam and a second by Mrs. Guy to deny the appeal as presented. Is there any discussion on this item? Seeing none, please signify approval by a show of hands. Seeing 74 and zero against, the motion passes. Having seeing no further business before this board and Dr. O'Brien's final board meeting. This is bittersweet. This is so bittersweet. >> Any final words? >> Best wishes. And I'm gonna miss Randy O'Brien. He was
188the best superintendent during graduation. He made me laugh. And his famous Dr. Seuss speech. And I'm going to give you a couple of of words from Dr. Seuss. Don't cry because it's over. Smile because it happened. You're off to a great place. Today is your day. Your your mountain is waiting, so get on your way, Dr. Seuss. >> Thank you, Mr. Ria. I appreciate you. >> And now having no further business before this board, Dr. O'Brien Gavalis out.