001Thank you. Or you can click it on the space bar. talking to this. You can hear me on Yeah, you're going As long as we have audio, Okay. Hello. Thank you. The time is now 5:03 p.m. I call this meeting of the Granberry Independent School District to order. Let the record show that a quorum of board members is present, that this meeting has been duly called, and that notice of this meeting has been posted in accordance with the Texas Open Meetings Act, Texas Government Code Chapter 551. We will now convene in close session under Texas Open Meetings Act, Texas Government Code section 551.001, section 551.074 074 to deliberate the appointment, employment, evaluation, reassignment, duties, discipline, or dismissal of a public officer or employee for staff recommendations, teacher contracts, and to discuss regarding a student incident,
002Texas government code 551.0821 074. And also under section 551.072, 072 purchase, exchange, lease or value of real property to discuss property regarding the acton um property and under section 551.071 private consult with board's attorney if necessary. The time is now 5:04 Hey, keep your phone on so we can communicate. [Music] Thank you everyone. Good. How are you? Good. I don't want [Music] Hello everyone. Can you hear me? Hello. Thank you all for joining us this evening. The time is now 6 pm. We will reconvene into open session by beginning with an invocation led by Mr. Bill. Let's pray. Holy Father, as we gather today, we ask that we remember and honor the memory of Dr. Crockett, let us hold his family in our hearts and offer condolences and support during this unimaginable time. As we
003engaged in our discussions today, help us to make decisions that uplift our students and faculty. May we find the strength united by our commitment to our children's education and safety. We ask for your guidance and wisdom in our decisions and compassion in our actions this evening. In Christ's name we pray. Amen. Amen. Now we will have the pledges led by our junior club officers. Good evening board. Uh my name is Husin Shrivey. I'm the adviser for the junior optimist officer uh club at the high school. And we have here all these members. I'm going to let them introduce themselves first. Hi, my name is Lily McCoy. I'm the president and I'm a senior. I'm Jocelyn Barry. I'm the treasurer and I'm a senior. My name is Chrissy Torres. I'm the vice president and a senior.
004Uh, my name is Quinn King and I'm the community outreach officer and I'm a senior as well. My name is Gina Kim and I'm the community social officer and I'm a junior. 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. I pledge algiance to the Texas one state one and indivisible. [Music] Thank y'all for helping with that and thank you everyone for bearing with us tonight. We've had some electrical power outages at our admin building. We had to move everything over to Bronner. So, thank you all for joining us over here and bearing with us as we work through doing everything Zoom and setting up here in Broner. Uh now we will go into our achievement spotlight and we
005have our GMS youth and government stu students and we have Paula Adams and Julie Rosie. You can take it out if you want. Good evening and thank you so much for inviting us. Really appreciate it. Uh this is our youth in government at GMS and uh our we have 11 members that participated in our um regional level and made it to our state level. Um we actually collaborate with this is a YMCA program. So we are working with them and we're uh we kind of travel with them follow their rules when we get to state and uh regionals. Um, I'm going to let each one of the kids share because what we do at youth government, we teach the kids democracy and so we learn uh we not only get to write their own bills,
006but they take these bills and they get to read other bills and they debate other students bills. So when their scores uh how they're scored on is of course their delivery of their bill, but then also they are scored on how well they can um deate debate or um do um amendments to other students bills. Um so last year we was our first year. We had three members and then we quadrupled in size this year. Um, but I'm going to give the opportunity for each one of them to just say their name and then uh what their bill was about. They decided Hello, my name is Carter Jacobe and my bill was to remove standardized testing and replace them with performance exams. Hi, my name is Ellen Key and mine was to give economically disadvantaged
007students more opportunities through funding. Hi, my name is Lily Grace Ross and my bill was to remove the Robin Hood Act on schools and replace it and put it on power companies to help the schools get better funding. Oh, hello. My name is Alina Tucker and my bill was about um adding two extra days for students to make up assignments for when they take a day off for religious holidays, cultural holidays. Hi, my name is Truit Butler and my bill was was to put all was to put sidewalks in all neighborhoods, old and new, for the safety for the safety of people. Hi, my name is Emma Campbell and my bill was to help the less fortunate people with their medical expenses. Hello, my name is Alexandria Sawyer. My bill was to require um insurance
008companies to cover cosmetic surgeries if you are in an accident or an act of God. Hi, my name is Diana and my bill was about letting homeowners with four or more acres of land to care for wildlife living there and if they do then they will get a tax reduction. Hi, my name is Rene Shuit. My bill was about uh banning the use of Snapchat for ages uh 16 and under. So once they competed uh at the regional level they were placed for their state and all of the first year of course they have to start at the house level. Uh rain scored high enough to be um the senate so he presented right on the senate bill on the senate floor. Um they presented on the house floors. Um, when we scored at the
009end, two of our students, Truit and Alina, got honorary delegates. Their scores were high enough for honorary delegates for a first year. That's incredible. Um, and Rain got outstanding statesmen, which is so difficult to get because we have like I don't know how many kids were there, 500 students there. So and then as a whole collectively our GMS won an award also for being um our conduct and having everything. So for first for the first year one kids that was great. Um also um once they present their bill if it passes on house or passes on senate then it goes to the next whichever which whichever one I know you guys know how the bills run and uh reigns bill passed in the senate which is always the most difficult house right and went on
010to the uh house and passed again so it went all the way up to the governor which all of it is student le so you know you even have a miniature governor up there do that. So, um it was a great year and again um thank you. I had the help of Stephanie Sherwood. She was my parent helper. I couldn't have done it without her. And then of course Rain and the returning delegates always are the leaders and they help with the other new. So next year if whoever returns gets to become the um become the leader and I'm just facilitating. So thank you [Applause] I think go ahead and start getting ready. I just want to tell you guys I'm the proudest principal ever. I'm so proud of these students. They represented GMS so
011well, but I'm beyond proud of Miss Adams and all the hard work and investment that she did for our kids to get them to where they are. So, thank you parents. Thank you Miss Adams and everyone who supported and brought this to life for our kids. Thank you so much for sharing that with us. I really enjoyed hearing your innovative ideas. Do we have any parents with us tonight that we you could please stand up so we can welcome you as well? [Applause] really good. Okay, next we have a shopping Kirk senior of the month and we have a Shen Kirk representative here with us tonight to present that award. I'm Brian Thompson with Shenkirk Automotive and uh the senior of the month, Shenkirk senior of the month is Barbara Espinosa. So give it up
012for Barbara. So, uh, Barbara is a National Honor Society member, a junior optimist member, and plans on attending Texas A&M this next summer. [Applause] Congratulations. Do we have any family with us tonight that can stand the big [Applause] welcome next we have our swim team state tournament athletes presented by coachton the piano. All right. Okay. So, oh, hold on. Sorry, it's different. Um, thank you guys for having us out, um, and recognizing these young ladies, all their hard work and time and dedication. Um, I know a lot of people understand what it means to be an athlete, a varsity athlete at that. Um, but it's something to be a different level on that state level. Um, and the time and dedication it takes for swimming. They wake up at some of them probably 4:30, 4:45
013in the morning to drive across town from even plantation to uh, swim at the YMCA. We start practice at 5:45. They finish at 7:30 and then they go to school the whole rest of the day. Um, you know, some of them have that zero period where they get the last period off. But still, that's a really long day for anybody, even an adult who goes to work, getting up and going to work out at six o'clock in the morning, working until they're, you know, at 4:00 at night, then going home and doing everything they have to do to make their their life work. It's it's not something for the faint of hearts. These ladies have worked very hard and they got everything they deserved. And it was a lot of fun and we really enjoyed
014it and had a great season. So, uh, I'm going to introduce the athletes as we go down. Um, right here next to me I have Autumn Stewart. She's a freshman. Next to her is Madison Arzo. She's a senior. Then I have Miley Rizzo, a senior. Avery Young, senior. Gina Kim, junior. Um, Carmen Sitsler, sophomore. Is that Who's next? Remy Chastain, junior. and then Bailey McDermott, a junior. And then on the other end is my assistant coach, Coach Destiny Miller. I couldn't do any of this without her. So, um, this year we qualified two relays to go to state. Uh, the 200 medley relay, they got second at regionals and qualified to go to the state meet. And then the 200 freestyle relay also got second, which qualified them to go to the state meet. And
015then Miley is actually a three-year individual qualifier. um she's qualified in the 50 freestyle this year and the 100 freestyle which was her third time in a row to make it to state in the 100 freestyle. So, lots of awesome things and we had lots of young swimmers coming back and hopefully we're going to run it back again next year. So, [Applause] [Music] that way. Congratulations to all the athletes. And if you have any parents or family in the audience, would you please stand and be recognized as well? [Applause] Okay, Next, we will go into the superintendence report. Okay. Um, you know, I I want to acknowledge first of all the awful tragedy last week. So, it is um it is a tragedy and we are we've debriefed and and working on making sure that
016we're doing everything right in transportation. There's still not going investigation. So don't have the closure for that, but want to make sure that we know we're definitely making sure that we're debriefing and talking to staff and and keeping students safe is the part of our conversation today. Now to my report, I have some things to celebrate. A couple of things OTC did again. They brought home their eighth championship in Camp Perry, Ohio. So the last time they won the ninth consecutive um competition, it was for only the Marine Corps. So this one was all all the branches that were competing in this. So they brought it home for the eighth time in a row. Yeah, congratulations. It really is. We also had three students compete at the state level in powerlifting. And of those three,
017Australia Diaz won second place in the state for female powerlifting. So let's celebrate a little bit of powerlifting. All right, a couple of updates. Um I'm going to try and provide updates from the last board meeting on things that had happened since then. So um we had a motion in last board meeting to um talk about the financial audit uh auditor. And so I want to let the community know that in uh September. Our goal is to bring an an RF qualifications RFQ but for qualifications uh we're going to release it in September and then bring recommendations to the board in October or November at the latest. So that was an update from the motion that was passed last month. And then some announcements. We have a job fair, our second annual April 5th. We're
018excited about that and I think a lot of people are excited to join us. Um, and so I mentioned it's a second annual and it's from 9 to1. If you know anyone that is looking to work in Grandpberry ISD, we want to join us. Tomorrow we have coffee with the CFO. It is 9:00 at the administration building. And so if you have some questions about finances, it's a great casual conversation. You join our CFO tomorrow and and have a listen and talk. And there really is coffee and pastries of some kinds. Who's doing that? Somebody. Okay. Donuts. All right. Donuts and coffee. Um, and then I want to make an announcement about a new program we're going to start. It's called the Granberry ISD Ambassador Program. And so the tagline is, would you like to
019learn more about how to support the school district? Ever consider running for school board? Come learn more about Granberry ISD in four sessions. So we are planning to have some, it's like an academy. And so if you're interested in learning more about Brainberry ISD, there'll be four sessions. They will cover everything from one session, but we'll learn kind of about the role of the board, the role of district leadership. The next one will be finances and then the next one will be curriculum and then last one will be policy and leadership and some different things in there and campaigning. So, um, we're working on dates because I planned one for Memorial Day and I don't think anybody's going to want to come on Memorial Day. So, I've got to go back and we're going to
020release that tomorrow. Haven't told Ryan that yet. We got to fix the date on that. So, that will be um going out tomorrow and then we'll advertise that. You can always me if you want to attend that. And that is consequence report. Thank you, Dr. Moroski. Okay, next we have public comments. We had one person sign up. That was David Rogers. And when you get to the podium, if you could tell me what agenda items you're speaking on, I'd appreciate it. Since we had to move locations, I don't have all my information with me, Madam President. What am I supposed to And that mic should be on board. Thank you, Madam President. Thank you, honorable board of trustees. I don't know if everybody can hear me. The public comment section I want to address tonight
021is on the TASBY membership for GISD and on the GISD revenue and the budget. So, last three years, GISD's paid 32,000 per year to TASPY. Uh the top 16 staffers at TASPY make $3.8 million. They've largely been a failure for most of the ISDs in Texas. The number of incidents of criminal activity with teacher and students has dramatically increased. Most of the IDs are a massive debt. And yet they claim to provide policy and legal advice to the school districts. It looks to me like they're largely failing. Up at South Lake Carol, they joined Texas Excellence in Schools and they provide an economical alternative for educational opportunities for the students. Why can't we do that at GISD? Why do we have to keep paying 32,000 a year for an organization that's almost exclusively taxpayer funded
022through dues of the ISDS? Why can't we have an alternative here that provides better alternatives for our students? That I also want to talk about the budget. Is that also on the agenda item? Yes, we have budget amendments every Okay. Jason Trimwell reported that from 2018 to 2024, the GISD revenues have increased over 56%. yet the enrollments only went up 13%. So it's not commensurate with the amount of revenue increase. Uh we desperately need to have some better uh financial management here going on. When I first moved here the budget was 86 million. Last year it was 93 million. So it keeps going up and up and up and there's no corresponding enrollment that increases with it. And so that's the only reason we're not in massive debt like the other school districts. So, we
023desperately need need to have better financial management and oversight from the trustees on this board. Uh, you can address those comments if you want. Those are my comments. Could you clarify for me which agenda item the task comment you had was um let me see here. I I'd have to go back and look at it now, but I believe task membership was on the agenda for tonight. It's not membership. It's a facilities service audit that was that's the 32,000 was for it's a different agenda item and that it's not a taskby membership cost. It's for a service outside of membership that we are looking at on this agenda. Okay. So membership and taskby is not up for discussion tonight. No, this is a this is an extra service that's on the agenda that we're looking
024at for facilities audit. Okay. Um, when when will I be afforded an opportunity to address the concerns I just mentioned about the budget and about TASPY membership and us paying 32,000 a year to TAS? That would be at a community meeting, any other town halls and then whenever our annual membership or CASBY comes up, it'll be posted on the agenda. Okay. Thank you, Madam President. I think yeah, our community meeting, our next one is June 9th, 2025. So, in a couple months, that would be the next meeting that you would be able to Oh, okay. Uh, thank you, Madam President, for affording me an opportunity to address my comments. Um, if you could whenever the first opportunity comes up to address those items, um, tomorrow morning at this meeting with the CFO at 9:00 a.m.,
025are we going to be at Ford to ask questions about the budget? Yep. That's what it's about. Yep. Okay. Excellent. Thank you, Madam President. Thank you. Thank you. Okay. Moving on to consider action on items discussed in close session. Staff recommendations. Do I have a motion? Staff recommendations and teacher contracts. All right. Nancy, Madame Chairman, I move that we approve the staff recommendations presented as close session. Okay. I have a motion by Miss Alana to approve the staff recommendations and a second by Mr. Moore. Do I have any further discussion? Okay, hearing none. All in favor, raise your hand. Let the record show. Okay, let the record show that 70. All in favor? Next one is the teacher contracts. Do I have a motion for teacher contracts? Madam President, I move that we approve the
026teacher contracts which were discussed in close session. I have a motion by Miss Townsen to approve the teacher contracts. Do I have a second? Second. I have a second by Mr. Bolton. Any further discussion hearing? None. All in favor, please raise your hand. Okay. Let the record show that is 70. All in favor to approve the teacher contracts. Okay, moving on to consent agenda items. Do I have anybody who would like to pull any items for discussion? Yes, I'd like to pull 10 A, please, and 10 F. I'd like to pull Kimmy. Okay. So, we're pulling 10 A, the previous board minutes, 10E, consider the approval of the purchase of two vehicles, and 10F, consider the approval of the facility services assessment for a three-year term. So, I'm going to ask for a motion to
027approve the remaining consent agenda items. So, that would be 10B, 10 C, and 10 D. Do I have a motion to approve consent agenda items 10, B, C, and D? So move. I have a motion from Mr. Billy Wimberly. Do I have a second? And I have a second from Mr. Bolton. So that is consent agenda items 10, B, C, and D. Any further discussion? All in favor, raise your hand. Okay. Let the record show that a 70. All in favor? Okay. Let's go on to consent agenda item 10A, the previous meeting minutes. Yes. So, mostly just wanted to make note of the fact that the demographics report item is number eight on the minute on the minutes, excuse me. And uh I don't think that it reflects the conversation. There was fairly extensive conversation
028there and I think we probably just missed it in 80 minutes to record that uh conversation and the decisions and uh and statements that were made there. I don't know if we maybe I should Do you need a motion to amend the minutes to include your That's what I was going to say. Yes. Thank you. So So I'll make that motion that that we should amend the minutes please, Mr. secretary to include those comments. Number eight. Okay. Um, we'll go back and go over the u the recordings and update that as necessary. I'll second it. Okay. So, I have a motion from Mr. Bolton to amend the meeting minutes from our previous meeting to include the discussion notes from the demographics report on item 8. And I have a second by Mr. Wimblely and Wimberly.
029Any further discussion? Okay. Hearing none. All in favor raise your hand. Okay. Let the record show that's 70. All in favor to amend the meeting minutes. Now I'm going to ask with that amendment to approve item 10A to approve. Do I have a motion to approve item 10 A with that amendment? Have a motion from Mr. Wimberly. A second. Second from Mr. Moore. Any further discussion? Hearing none. All in favor, please raise your hand. They let the record show that it's a 70 vote to approve the meeting minutes with the amendment. Um motion item 10E, consider the approval of the purchase of two vehicles. That's page 21 in your workbook. Madam President down there, just as we go over this, um, if anybody looked at the, uh, board book, it's kind of vague as to
030exactly what uh, reasons we're purchasing these vehicles are. If we could just get an update on that. Appreciate it. Yes, sir. Purchase of the vehicles. One vehicle is going to be for the maintenance department. Uh this year we've had two not at fault accidents in our maintenance vehicles. Um they're piecing at least one together, but we do need to purchase another one so that we can replenish that uh that uh fleet. Um the other one is our white fleet. Uh it's going to be a the little Ford Explorer, which kind of goes back into uh uh the way we've been purchasing here lately because they're a little bit more affordable than the Suburbans are. Um, the white fleet does transport students and currently we are transporting eight students and five vehicles every day for school.
031So that's just a replacement for that. We currently have nine Suburbans that have average of about 155,000 miles on them. We got three vehicles that have about 40,000 miles on them. And we have a Malibu that has 150,000 miles on it. And the Malibu, the Malibu does transport at least one student a day. How many will that Bronco transport? The Bronco or the Explorer? or explorer. The explorer that's in the explorer will transport uh well including the driver. What? Five. Is that going to be enough to um get eight kids or Well, they're not all in the same area. So, that's the reason we're sending five vehicles out for eight kids. So, they're spread out all over the place. So, yes, it would be it would accommodate. Any further questions for Mr. Whitefield? Thank you,
032Mr. Whitefield. Yes, ma'am. Okay. Do I have a motion to approve consent ag consent agenda item 10E, the approval of the purchase of two vehicles? Move. Have a motion by Mr. Wley. Do I have a second? I'll second. I have a second by Mr. Bolton. Any further discussion? Hearing none. All in favor of approving consent agenda item 10E, the purchase of two vehicles. All in favor, raise your hand. Let the record show that 70. All in favor. The motion passes. Okay. Moving on to the next item 10F. Consider the approval of the facility services assessment for a three-year term. Mr. Whitefield, that is page 26 in your board book. Mr. Whitefield and Mrs. Bernett. Anybody have any questions for them? Hi. Thank you. Um, so I I just have a few questions for you. I
033think that we've discussed a little bit of this already, but um I just wanted for the rest of the audience benefit to uh understand some of the items that are on that and included in it. So uh my first question is when was the last assessment that we have done? We have never um as far back as we can go had any assessment of this kind that was full-fledged to look at each um all the aspects that it is included. We've had um different ones for um that might do just roofing, things like that, but never a extensive facilities assessment. Okay. All right. Thank you for that. This is uh at a cost. It shows 32,000, but then it also makes you do the math that it's 32,000 uh three times over the course of
034the next three years. Um and describes that as about 96,000 in total. Um, and I think that's because the vendor is school finance sensitive and they'll spread it out for us over the course of three years that we received updates from them. But it's not a a matter of I don't want to speak for you, but I understand from our conversation that it's not a matter of uh $32,000 this year for the initial assessment and then $32,000 again for updates as they come. It's really just that it cost us $96,000 and they're spreading it over to us. That is correct. the bulk of the work will be done this year. However, they are very kind to let us pay that over the three years without any additional fees or charges um after the first year
035is completed. They'll continue to help and see what pieces that we have moved on um as priority areas and kind of help us refocus and replan each year. So, it's not just here is your report and then you have it in a binder and it's just sitting there. It comes with the ongoing support of re-evaluating those items. Okay. Thank you for that. And then that 96,000 is noted um and I quote right from the right from the document that it's highly competitive and aligns with our budget. So I'll I'll let you speak to that as well. Highly competitive if we receive other quotes or assessments or estimations. Most of facilities assessment are done by a like a like um this one is 6 cents per square foot. We looked at other ones and they're anywhere
036from 13 to 17 square feet. So when you're looking at over the amount of um facilities that we have, this one was for 96,000. We have two additional ones. One is for $24,797, which would be more than double um this cost. And another one would be $187,200. So this is a significant um decrease in the comparisons. But they care in our favor, I understand, right? Yes. Yeah. Thank you for that. So, um, then my next question is why why would we hire out to do that and and farm that out to a third party as opposed to taking some of ours from on staff who are already on payroll on staff maintenance and maybe in partnership with the principles and security or wherever. There's a long list of of the different items that it covers
037and I think some of them would cover those different areas where you might get teachers involved or principles involved or security even nurses involved. So um just can you speak to that further? Yes, there will be um some uh input from those staff members that you have included, but the grunt of the work that'll take the most amount of time will be from the outside contractors. Um for instance, we have one plumber. So if we had to pull that plumber off to go check all the locations or hire an additional plumber to help us with this assessment, they would easily be more than the 32,000 per year that we are seeing. Um same thing with our Hback. We have two full-time HVAC with our big HVAC install this summer as well. If we pull those
038people away, it's going to keep all of our current projects up and running. It's going to pull that back so that they can do this project. also using TASBY. They have some of the experts that are looking at these not just for like our um facilities that looking at code and compliance issues as well to make sure we're up to standard on the safety and security up to code on fire code and have all the like newest and codes and that's what they do every day. So they have the specialty to really see what we are doing and is it correct. All right. Thanks for that. They still have their day jobs to do. Yes. Yeah, I get that. Okay. So then my next question And maybe this is for Dr. Morowski. Is the intent
039of this assessment to lay the groundwork for an upcoming bond? Yeah, great question. Absolutely not. So, u we're operating under the assumption that we are not going to get a bond. That's that's what we're we're assuming. Now, whether that happens or not, um that's up to the community and up to the board if you decide to go back. We're trying to take care of our facilities. And so this really came about um with the need that um some of the planning in the past has maybe um was preparing for bond. Um and so we're saying we need to prepare for our facilities and we need to make sure students have a safe and secure learning environment. And so we need help to do that. We need to see exactly where our priority items are. So,
040this company's going to give us a list, but we're going to pull committee back together, a long range facility planning committee that will include um some community members and some some board members and say, "This is what we show as priorities. How are we going to cover this? Um you know, and which ones do we consider priorities?" So, it's really a tool that we can use to be proactive versus reactive. So right now we have done a wonderful job of being reactive and we have done a great job of managing conservatively but we're in a place now where a lot of our facilities and and items are deteriorating all at once and so we have to balance being reactive with being proactive. So this will be a proactive approach. We are not going to be
041able to do everything that they tell us to do. Um but they're going to give us some great ideas with that facility assessment. They're going to tell us the average cost of those upgrades. So, we'll have some great conversations about this is how much this will cost. This is the priority. This year, we are going to try and make not try, we are going to make a at least a 10-year kind of plan going forward for replace and recycle um based on what we think is most important. Hopefully, each year we get to do some of those priority items. So, this is not in relation to any upcoming bond on my list. This is how can we keep our students learning safely and securely in the buildings we have and how can we take care
042of what we have with the money that we have. All right, perfect. Thank you for that. I I'll just say philosophically for a second that one of my criticisms when I was in the in the gallery as opposed to being up here on the dis uh it seemed to me that that uh the intent I don't want to say intent um that certainly the practice seemed to be that that we would let things get to the place of deterioration in order to justify or compel the uh community to pass it on. And so it makes me happy again that we hired you that you have this sort of forethought that we can take those things and put them on regular maintenance and we're replacing buses as that occurs and uh we're maintaining those items as
043they come. So I thanks again. Yeah, thank you. Um, I don't think it's helping us anymore. Oh, so um, so I just wanted to point out a couple of things that just in the in the interest of of looking at the the contract and the statement of work itself, um, it's dated February 19th. And then, uh, in the two 33rd paragraph, it describes that the that the proposal is valid for 30 days from that date. So, I'll leave it to you guys to negotiate navigate that with with the vending. Um, but I'll let you work that out. I don't want to see changes to that. Of course, some of you see the 96,000 that's in front of us. So, I don't expect that's going to change. I'll let you do that. Um, and then my
044other comment was with regard to section 11B, which is on your page, sorry, 36. 36. Um, I just I want to run that by our attorneys. I I've got enough history in that myself that I don't like the way that reads. It especially when you compare it with on the previous page uh 6B um that 11B and 6B just it doesn't look like what's good for the goose is good for the gander. And so I want to make sure that we're on equal footing there with regard to that. So either start that language alto together or give our attorneys a shot. And I think that's it for this. Yeah. Thank you. Thank you. Do I have any other questions for Mr. Whitefield or Mrs. Smith? Okay. Hearing no more questions. Do I have a motion
045to approve the facility services assessment for a three-year term? Madam President move that the board approve TAB master agreement for period of three years an annual cost of $32,000 with the exception of Mr. Bolton 11B amendments presented. Do I have a second? I have a second from Mr. Bolton. Any further discussion? All in favor, raise your hand. Let the record show at 70. All in favor? The motion passes. Moving on to item 11, discuss and possible approval of an OEER, open education resource transition plan. This is Stacy Brown. Good evening everybody. Thank you so much for having me. I know that it was top priority on your list. Okay. Um today I've got some information for you regarding our open education resource. Uh we call it blue bonnet. And one of the key things that
046is required by law with the adoption of the OEER is that we prepare a transition plan. And this transition plan has some specific components. It's a template from TEA and most of you know it's 25 pages long and we brought it down to a uh one page very intensive front back and then into six slides. So we're going to go ahead and get started with that specifically. We've got four key goals that have to do specifically with implementation, stakeholder investment, teacher practice, and student outcomes. those things. In order to be uh set up for success, we have to have some specific district-wide aligned expectations. And both of the bullets that are there regarding schedules and calendars, collaborative planning time, as well as kind of some clarity surrounding fidelity of implementation, all of those things were
047discussed and um through collaboration with our principles that will serve the K through algebra 1 uh classrooms. And so we set those expectations and then uh all together with our district team as well as our principles. So moving on just to let you know we do these things through structured systems. Our goal with structured systems is to make sure we provide support. We do some progress monitoring on the success. We communicate and we evaluate how we're doing what we need to do differently and then change as we move forward. So, the first one's kind of a big thing is materials, access, distribution, and storage plans. Um, the specific materials that are added, uh, the ones that were ordering, we have to have the OAR transition plan in order to be able to order them. So,
048we're bringing that to you guys tonight. Um, specifically with distribution and storage plans, we have plans specific to our distribution once the materials arrive. For us, how we store them, it's a lot of material. Um, we actually have talked with uh Coach Eper who is going to be building us uh some possible shelves uh in order to be able to store the things that we need uh stored from day-to-day basis. Um the big part of our plan, excuse me, the big part of our plan is professional learning. This is really what's going to take place as far as the way to provide support to progress, monitor, communicate, and evaluate. So, oh, excuse me. So, before the end of the 2425 school year, you'll notice that all district campus coaches and principles are trained in Blue
049Bonnet 101. That's offered from the service center. And we are actually going tomorrow with our elementary's Friday with our secondary IS's. All district campus coaches, principles, and elementary teachers are trained on what we call the RBs. the RBIS, research-based instructional strategies, and we will do that specifically uh before the end of the school year. So, we have a couple of professional development days already booked there uh before the start of the 2526 school year. We will train all teachers on the specific product. We have a product academy. We are bringing in training so that they can do it in the district. If those do days don't work, they can go to the service center. So, we've provided multiple opportunities for our teachers to be able to go to the training and um get some updates
050on the product itself. How y'all doing? You okay? Moving on. Um another part of that is during the school year, we also have quarterly campus visits. We visit every single campus four times per year with specific strategic walkthroughs with our service center. And so the region coaches, the district coaches, the campus coaches, all of us get together and we do specific walkthroughs uh for support visits. They are not walkthroughs as far as evaluations. They are walkthroughs as far as what do you need? How can we help you? Okay, how's the protocol going? What's it look like? What uh what are some struggles that you're having? Watching kids, talking to them. And so it really is an intensive campus support plan. the semester leadership support visits, we also have two per campus there. And then implementation
051support training for our coaches, we have six during the school year. The good news is is that our instructional coaches on the campus level actually have set days that they train with us already. And so what we've done is made the days that they're already with us those specific training days so that the service center is not taking them off campus more often than what we had planned to do with our regular schedule. Um and then the end of the 2526 school year we'll do a full program implementation and assessment and next steps. Where do we go from here? So that will be complete with student data and there's a whole lot of information that you guys have available to you that really highlights not only who's responsible, when they're responsible, what's going to happen,
052and uh that is just basically an overarching explanation of the transition plan. What questions do you have? Yes, you have in here that it's going to be all teachers, but this is only covering math. All math teachers. Okay. Yes. K through algebra 1. Yes. Okay. That's what this specific product covers. Yes. First, I want to say thank you for all the time and effort that you department put into putting this together. I know this was no small task. something found it so very interesting that it was something required of you but nothing that they were actually officially going to check on. We get to keep it. Yes. But thank you. I appreciate the hard work. I know talking to other districts and people in this industry with this that have experience with this curriculum. um
053making sure that it is being the fudiciary um aspect of this the implementation process and the supports are critical to ensuring our teachers are successful with this curriculum so that our students in turn benefit from it. So I appreciate y'all putting in the time and effort to put this together. Thank you. You're absolutely welcome. All right. So to be clear, turn it off. You turned it off. Nobody wants to hear this. So to be clear, we we already as a board voted to adopt the the blue blue bonnet. Yes, sir. Yes, sir. For cal for college uh college kindergarten through algebra 1. Yes. Right. Um so this this is not that this is the plan for implementation of the of the curriculum that we've already decided on. Yes sir. It is yes it's required for
054uh Texas administrative and education code that this has to be approved by our board in order to uh provide consistent transparency and making sure everybody is aware. So yes. All right. Thank you for that. Um so then I'm going to carry on. Um I it's clear your expression is always like this but but it's clear that you're a fan of of the of the blue curriculum. Um so then why would we adopt only this portion of that K through algebra 1 instead of the reading program or beyond algebra? Sure. That's a that's a great question. And so we want to make sure uh before we started uh before we came to you guys with the proposal, we did a tremendous amount of research from the standpoint of going page by page through both of the
055curriculums. We did some site visits where uh some of the other districts were using the reading as well as the math. And then we looked to our data and we looked not only to our data uh but we looked to the people who have gone through this and actually who did both the reading and the math adoption and there was no message that was clearer than them saying do not under any circumstance push your teachers to do both at this level with this amount of implementation support. um do not do both reading and math and our data in mathematics uh was not where we wanted it to be. It's flat and we need it to go up and that was our goal specifically with with choosing the math first. Okay, that's a great answer. Thank
056you. Um okay, so then remind me again how much uh in terms of cost, how much is this person? And and I know that you guys know this, but um specifically the cost for student materials of this particular program is zero. There is no cost associated with it. And anything that we have to do in order to print the student and teacher material is actually given back to us in cost from the state. So zero. Thank you. Any other questions for Mrs. Brown? Okay. lean over. So the curriculum is all made by TEA. Yes. Are we out there? Yes. What is it then? I mean they do don't have an implementation program. You had to come up with an implementation. I I don't understand. Sure. So they gave us the template that they were like
057listen we know that when you adopt something that you guys do some specific things. Oh do you have what you need and and those kind of things but there were a was a lot of research that went around change management that the state said specifically we need to consider the following things. We need to have some planning actions. We need to make sure that you have a plan for managing the purchase of this the distribution of this. Not only that, but we it's a lot of material. Campuses don't have the storage. We've got to store it at the district office. How do we get it? Do we requisition it monthly? Do we requisition it every week? Um there was a lot of planning, a lot of thought that quite honestly was really, really good in
058driving us into who's going to do this, when are we going to do this, how much is it going to cost, when's it going to take place? And it was very very specific information that they provided the outline for and we simply put in our goals what we were planning to do when um with conjunction with uh the service center or the campus coaches etc. Does that make sense? So you've had to get together with the service center which is a tea facility. Yes. Yes. I mean yes the service center is a a state funed. It is TEA that we're dealing with there to make sure that we get the dates we wanted and the people we wanted when we needed them. Yes. And that was all set up as well. Yes. Thank you. You're
059welcome. And I just want to make sure EA cannot write the curriculum. Um so it is it is actually uh specifically they call it the state curriculum. Correct. It is based off of Eureka and Carnegie. Eureka was K5, Carnegie was six through algebra 1. They implemented those during COVID and then over the course of four years they evaluated it. Teachers uh strengthened it, added components and they built the new curriculum blue. You're welcome. Any further questions for Mrs. Brown? Okay. Thank you, Mrs. Brown. Um, do I have a do I have a motion to approve the OEER transition plan? Move that the board approve the Mary's education resource transition plan as present. Hey, that's a motion by Mr. Wley and a second by Mrs. Alana. Any further discussion? Hearing none. All in favor raise your
060hand. And the record show that is a 70 vote. All in favor? The motion passes. Moving on to 11B. Discussion and possible approval for the purchase and installation of fire alarm panels for Oakwoods Elementary through board. That's page 73 in your board book. Thank you, Madam President. Board, in front of you, you do have the proposal to replace the fire panel at the Oakwoods Elementary School. It is in the amount of $115,71966. It is recommended by administration that the board approve the purchase of this from Fire Troll Protective Systems through a byboard contract. Thank you, Mr. Whitefield. Don't have any questions for Mr. Whitefield. All right. Again, this is presented as the best value for the district and so that goes with the fact that I guess we've taken alternative or competitive bids. Yes. And
061we have another uh quote that was 189,585 from idea. They are the current um contract that we have that come out and service um our systems right now. So when we had the failure previously this year, that's who we initially called when we saw that price was that much. We fig we knew that we need to come and get some additional quotes. And so you can see that this one did come in about 60 $70,000 cheaper than the first quote. Great. Thanks for that. Thank you. Um and then uh my next question, you described failure. It's it's the current system is insufficient. It was for that. It was deemed insufficient from Kevin Jones when lightning struck the current panel that we have. Um it was outdated. It's hard to find parts for that. They did
062find a panel system and that is in place. So it is working um in case there are any situations however to stay up to code and in being in compliant with Kevin Jones he's asking that we are not asking um it is a requirement that we move from what is called a zonebased system to the precise activation location um for this one. So it's an upgrade. It'll be more detailed um so that if it does go in an alarm gives you a specific area within a the school of where where to respond. Kevin Jones, fire marshall for the city. Sorry, that's good. Um, all right. Makes sense. So, um, in looking at the proposals from fire, um, there are there are some items that are specifically that are specifically included and then also a long
063list of specific exclusions. Um, so I just want to be certain that that we're aware of those exclusions um especially and that um is that will those excluded items uh just for example there's one that says sheetrock repair, painting, patchwork, plates, ceiling tiles if those things uh are necessary to remove or change. I don't know if we put in a a twoft panel where there used to be a three-foot panel. We're going to have to make some patch work there to drywall. We'll do that with on on people who are already on payroll. It'll be done with our staff and is anticipated to be very minimal because much of the work will be done overhead, not on the walls and such. Okay. In the dead space above the house. Yes. I see. Okay. Good. Thank
064you. And then one of the other items that I wanted to point out was that it describes um that the the work would be performed during normal business hours with students present. Understand that. Um, we're going to plan this over the summer and making sure there are no other activities at that location planned for the summer as well. So that the extensive work of that will require a lot of in and out of the ceilings and throughout the entire building and that would not be a conducive to doing it during the school year. Okay, thank you. Um and then my other uh concern then is the last two bullets which I think are really intended to be one bullet on their uh proposal um that describes market volatility for pricing. I don't I don't think
065that's ours to absorb and have a blank check for them to just decide oh the materials cost us more at that point. And so I think that just when somebody when I when I'm together a proposal like this a contractor that there would be a not to exceed amount or that the quote is good for 30 days like we saw on the on the one from TASBY for the facilities assessment that there's got to be something in there where the contractor assumes some of that risk once the PO is issued as part of our terms and conditions of the PO that the price will not change. However, we did build in an 8% uh for change orders but we don't expect to use that. All right. Thank you. Thanks. Do I have any further questions
066for Mr. Mr. Michael or Mrs. B? Okay. Hearing none, do I have a motion to approve the purchase and installation of fire alarm panels for Oakwoods Elementary through my board as presented? It is time moved that the board approved the purchase of the fire panels from the fire control protection systems through the by board contract for total of $115,719 is 1066. I have a motion by Miss Lana. Do I have a second? Have a second by Miss Wimberly. Any further discussion? Just I just want to make sure that when we when we when we sign this with the approval of the board as we've just done that uh that that purchase order uh it's understood by the vendor that the purchase order overrides the especially those last two bullets when we do it. So thank
067you I don't think that requires an amendment. I just want to stay watchful. Okay. Any further discussion? Okay. Hearing none. Do I have a motion? I'm sorry. All in favor, raise your hand. Okay, let the record show that's 70. All in favor, the motion passes. Moving on. Two reports. Now we have an AC academic update by Mrs. Tanning. Thank you. I see. All right. Well, thank you for having me to do an academic update. Um, I was asked to come and give a little snippet, a little 30,000 foot view of part of our business and academics. And so, what we are going to look at today is a snapshot of our administrative progress monitoring from both the district and the campus level and just give you an overview of what that looks like and the
068reasoning behind that. Um, and I know that a lot of you don't like the acronyms. ESF is actually effective schools framework. And what that is is um, TEA's blueprint, if you will, for school districts and campuses. It gives them the overarching and guiding principles that they need to be looking at when they go through school improvement. Um, so that they so that everybody is working towards providing an excellent education for all Texas school kids. And so for us there are five different overarching areas. Those five pillars they call them. The first one which one of our sub um subcategories is in it is strong school leadership and planning. So the focus plan development of regular monitoring of implementation and outcomes. So, some of that that um Miss Stacy Brown talked about today when we're looking
069at our curriculum and instruction and seeing if our implementation is good. That is part of our role um as for strong school leadership and planning. Um other things are included. The second overarching value is strategic staffing. The third one is positive school culture. The fourth one is high quality instructional materials and assessments, which is again what um Miss Brown was just speaking of. And then the fifth one has two of our sub um subtopics is effective datadriven instruction. So 5.3 for um effective schools framework is data driven instruction and 5.4 is our MTSS for students with learning gaps which is what we're looking for when we're progress monitoring our academics. So, I gave you a snippet of one of our assessments midyear from MAP for three through five. Um, math. So, these also exist. Um,
070we do MCL class for some of the younger grades. We do MAP for also science and English, but I just gave you a snippet so you can kind of see part of the um view that we look at from the district level. So when we're looking the this is our middleofyear math map, grades three through five. The top line showing us our growth. That green 61st I wish I had a pointer um is we're in the 61st percentile. So we have above average growth in grade three in math um as far as the school norms for the United States for everybody who takes math. Right? So that's kind of how you read that. So we want to be 50th percentile is like you're growing how everybody else is growing. So anything that goes under that
071gives us a pause to say what's going on and how can we fix that because we're not even at the average growth that's expected. So that's one of the things that we look at. I showed you some pros and cons that I was looking at like some of the things that we might pull out of that. But the purpose of this um of this look at our at our level is to gain understanding of achievement and growth and across GISD like as a whole and insights to support program and resource decisions such as do we need to look at something different for math right so that's kind of what we're looking for when we look at some of this data we're also asking some of these questions so curriculum and instruction and myself um as
072the DCSI which is the district coordinator of school improvement. We ask ourselves some questions when we look at some of these things. Is the primary curriculum meeting student needs? How does this trajectory correlate with STAR results year-over-year? So, what are we looking at? What was it last year? Same time, same assessment. How did that correlate with STAR in past years? Are some of our lower low performing students low in similar skills? Are we not meeting that need with our curriculum there? Do we need to supplement our tier one instruction for those skills across the board? And is there a campus that is significantly lower than district numbers that needs additional support from our from our area? So, those are the considerations that the district level is looking at when they look at district level numbers
073like this. So, I had I know I had some questions and we're going to continue to see these colors. The the colors that give us pause are the ones that are um red and orange. Those are those kids that are not growing or not achieving which is the second line where we want them to be. And so um about the yellow is um about grade level. The green if you're talking about achievement the green and the blue is where we want to get to mastery, right? And so we're wanting to get as much in the green and blue bands as we possibly can. That's where we're going. Um that's where we're pushing our our goals. And so anything that's not there um we're looking at it and saying what can we do differently? Can we
074go back to that one second? Yes, please. So just some so some uh just I did some quick arithmetic. Is is the 61 and the little bubble on the left uh green left top left green bubble. I don't have pointer either. Sure. I see what you're saying. Is that the sum of the yellow, green, and blue? It it it looks pretty close. Yeah, it looks pretty close, but no, it's not. So, this is a nationally normed test. So, anything it's a bell, this is the bell curve. So, we are on the right of the middle of the bell curve. So, our third grade students are at the 61st percentile of growth. So, when we compare and we compared our achievement winter from last year, same same exact um measure last year to our measure this
075year. Our third graders are growing more than the nation's third graders because the 50 50th percentile would be that average. So we want green in those. So if you bump down to grade four 48 they're about at the average right with a plus or minus two or three right? So what we're concerned about is the growth of grade five, right? That's a concerning point for us. And so we're looking at what is grade five not doing what what can we do better to support our grade five students to grow mathematically as strong as everyone else. Like we need them to be growing in math more than they are currently with what we have in place. So we're looking at hopefully OEER math is going to answer that call. That's one of our our issues that
076we're trying to fix with that decision. Yeah. Thanks for that. So, so the comparison really is that we've got a lot of green and blue on your top line for third grade math growth. Sure. And and too much red to make us comfortable on fifth grade. Correct. Yeah. Yes. And this is comparing this is comparing our students in in math and in math skills, right? Not STAR math skills. Correct. Not comparing our students year over year. Correct. third grade last year to third grade this year and not comparing third grade last year to fourth grade. Right. That's a that's a different little snippet with a different little graph that we would have to show you. But yes, you're right. So, this is just comparing achievement. The bottom one is comparing our our fourth graders or
077our third graders with everyone on the skills that they are showing. The top line, the growth line, the 61 and the 61 and the 35 is showing us on growth how those students are growing year-over-year. Right. All right. Thank you. Uhhuh. That was one thing I was going to ask if you could give a little brief explanation of what MAP testing is for those listening online or an educational. Right. So, um, a MAP is just a a normed test that gives us, um, ideas of how our students are doing in grade level skills. And so, um, it it shows, you know, and our grade level skills are similar across across the board. Everybody expects a fourth grader to be able to do something pretty similar, right? But, um, so this is a normed test that
078lots of people take. We try to correlate it to STAR. It does. Sometimes it hits really well, but when STAR changes, then MAP is behind. And so sometimes those correlations aren't great, but they still inform us on what skills our students are um showing that they're struggling in, what formative skills that then build on each other and and will need to be solidified before they'll be able to tackle the next mathematical things. So, but did that answer your question? Yes. Thank you. drives us to make curriculum decisions. It's one more um informative data point for us. You know, STAR is one. This is one. Our benchmarks are our our common assessments. We take all of those data points and and try to because a kid can have a bad day, but on the year if
079they continually show that they're struggling, we must respond differently. you know, if they had a case of the don't want us today, that might give us a little more red today, but on average, um, our fifth graders are going to have the same case of the don't want us as everybody else's. So, it's a pretty decent measure. And we're looking at those multiple data points. As we push this further in this um, presentation, every time you go lower, they're looking closer and closer to individualizing instruction and needs. Yeah. Okay, so I gave you two school level views. This first one is from one elementary school, grades three through five math. So this is just giving you all five third grade teachers, for example, for one of our elementary schools. So the purpose of this view
080for the campus principal is to be looking at their um instructional leadership. Do they have well I have some questions but gain information for um strength and um things that they need to do better maybe in their PLC's to support their teachers maybe with their um their professional development. Those are some uh things that they would be looking at. Their driving questions on this is how does this compare to district level data? Is there an area my campus needs more support on and I need to call on the curriculum department to come in and save the day? Is there a grade level team that needs more support than others? Do I need to put my instructional coaches in there? Are there any data points alarming with a lot of red? Right. are some of the
081low performing students low in similar skills so that I can do a pull out or a small group and um and get that uh shor up. Do we need supplement or re uh retach ideas for these skills or are we going to spiral them into stations or small groupoup instruction within the classrooms? And what are the highest leverage opportunities as an instructional leaders to move the achievement most and meet our goals by the end of year. So those are the campus level principal instructional team decisions that are going to be made by looking at this view on this one. This is three different grade three classrooms. So now they can get, you know, um the class that Mr. Bolton teaches compared to the class that um Mr. Wimberly teaches compared to the class that Miss
082Gore teaches and they can compare those. So now you're looking really to identify opportunity of strengths where you need to shore up weaknesses on that team. Our instructional coaches really look at these views to identify um interventions, grade level plans to fill in gaps. Who's strong at teaching what areas? Because you can actually go further down into this and drill down into skills. And so if um Tim Bolton is really good at teaching one thing, we're going to give him maybe the students in our intervention groups that need that skill and put everybody else in a different group. And so those are some of the decision- makingaking um things that need to happen for those campus principles by looking at this uh view. I just want to point out how long my blue bar is.
083Oh yes, you are claiming the third grade first teacher where your blue bar is really long. Yes, I would claim that one too. 74th percentile on growth is amazing and even the achievement has went um has been good. So that's uh that's nice. You're not wrong to take to claim that one. Some of the other driving questions that they're going to look at this view and as they drill down is is the data different due to the class population. Like do you have all of the GT kids in your class, Mr. Bolton? Because if so, then that blue might need to be even bigger, right? Um uh looking at the different class populations, you need to see that that drives some of that data. Is there a teacher that's needing more support? And if so,
084what kind of support? Do they need coaching? Do they need to go visit Mr. Bolton's class and see what he's doing in there? Or do they need us to get a tutor for some of their kids um to support those uh low spots? And does that coaching need to circle more towards strategies that push rigor and engagement because we've been in their class and we can see or um certain parts of the content. And so that's really the work of the instructional coaches that are on our campuses. And it's a lot of work as you can see there's a lot of data in there to unpack. Um so going deeper there's class views for each of these teachers and they can drill down to each individual kid. They can see their skills that they are
085weak at. And so our teachers through PLC's go through that with the instructional leadership team. um the instructional coaches that are given direction from our curriculum and instruction department and working with their campus principles and APS that that support that instructional push. So this is one little piece of um of what campus principles and district leaders have to do for progress monitoring just data. It's a small part of the big the big job of um instruction. So hopefully this was a I wanted it to be very brief. It wasn't it doesn't feel very brief but a brief overview of some of our progress monitoring from our lens from me the DCSI um to the curriculum team to our campus instructional leaders and all the way down to our teachers to impact positively impact student achievement.
086Thank you for all that information. When we're talking about student data, I don't think it's possible to make it bigger. I tried. This is the snippet, the smallest snippet I could get. There is one term and just for transparency sake and for people who might be listening online and those of us who may not have experience in education, could you explain briefly what a PLC is? Uh, professional learning community. So that's where our our teachers in this case would get together and you know after a test like this they would be having their classroom level data and they would be sitting with their campus principal likely or or APS that are in charge of um their evaluations and their instructional coaching staff and oftentimes someone from um the curriculum instruction department and they would be
087digging into this data. So what you look at is what do we see? What does it inform us to do? What are our next steps? You know, those we're looking at um it's it's basically the teamwork uh to approach to making sure that we are turning over everything and more hands make less work and they are really um really looking at the data. Sometimes it's um really discussing instruction, right? But after after an assessment like this, it's really looking at what is the data telling us and what are our next moves to get from where we are right now to where we want to be by end of year because any kid that's red is where I mean a teacher does not want any kid to be read. Not my kid, not your kid. And
088so they're they're looking to see what does that kid need and what do all of my kids need and what is my plan moving forward to make sure that they get what they're needing. So thank you. Thank you for that explanation and thank you. It was very informative. Um this just keeps us student centered in our focus. This is this is why we are all up here. This is why we do what our do why we do what we do is to ultimately do what's best for kids and improve student outcomes and this helps keep our focus where it needs to be on the kids. So thank you. Yeah. Any questions for Mrs. Clark? Just looking at the fifth grade results. Are those uh tempered by the COVID outbreak and are you doing anything for
089those kids as they continue because math especially is building block one or the other on the next? You weren't wrong. Yes. So um one of the things that's happening is our math changing our math um curriculum, right? That's one of the decisions. The other decisions that are made are small group instru. I mean there are so many things it would be really hard to explain all of the different um ideas that our teachers bring and our admin brings to the table. Um but from a district level the district level response is support for the instruction right now. Right? There's a lot of interventions going on um trying to fill the gaps that we're seeing in that grade level especially. There's a lot of tutoring going on. A lot of our title monies are being spent
090um bringing in tutors that are helping um and sometimes they're helping by doing a small group on something and then our teachers are doing a small group for something else and uh and dividing and conquering. Um there's pardon Saturday oh we are paying for Saturday school with some of our title money as well. And so just really there are very specific but it goes all the way down to the kid like individualized instruction is what has to happen at this point for us to move forward and um and the big picture numbers to make our fourth grade next year not look like our fifth grade this year is in our instructional materials. There's there's something there that we need to shore up and so that OEER is going to be important and our new curriculum
091is going to be what you said is going to build on each other. So right now we can't confirm that each year that the way teachers are teaching one of the goals is to make sure that we're aligning those building blocks year after year after year. So that is one of the reasons and and we do hope to see an increase in that breakdown in COVID. We don't know for sure but those kids were impacted in their early foundational years. Um and so we can't actually correlate it but this has been considered and that that's a trend that is seen across districts in Texas. So, it's it's not specific to Granberry. Yeah. But I know I know y'all are working hard and doing everything you can to fill in that gap. I will say that
092the growth is slow, but the achievement is still in the 50th percentiles. And so, we're still doing what we're doing most fifth graders across the nation are doing as far as achieving. We've got to figure out how to get on to grow and then we'll be really beating them. So, there you go. How how did you say it about how did you say it about maybe they just don't feel like it that day have a case of the don't want us? Yeah. Yeah. Don't want us. So So all things being equal like you described that that across the nation we're going to see that they have the don't want us in the same way that we would see where we are on that bell curve in relation to everybody who also was impacted by CO.
093Sure. Yes. Right. It would be right. It's similar. Yes. So the growth is concerning for us. The achievement is I mean it's not where we want it to be. We want it to be higher. I want 99th percentile. I want to beat everybody. I like winning. But it would be your class. Yes. Yes. So there you go. Any other questions? Well, thank you so much. That was very informative. Okay. Moving on to financial statements for period ending of February 28th, 2025. Mr. Whitefield, and it's page 85 in your board book. Thank you, Madam President. Board in front of you, you do have the financial statements that for February 28th, 2025. These do include um transactions that occurred between September 1st, 2024 and February 28th, 2025. Revenue collected to date equal 84.26% of the budgeted amount
094compared to last year's 79.85% and expenditures for the are at 49.33% of the budget compared to 4778 last year. Uh the more notable things in that are going to be in your local um revenue and the local income. We're at 91.68%. We talked about that in during the last financials. That's due to the redistribution of the fund balance that HCAD had. So that's why we're up there. Uh we're not amending that at this point until we see where we're going to land in that position. Expenditures are pretty uh on track as as they were last year. So that's not too uh too much to talk about in that. Uh your next report is your cash flow and investment report. And you can see uh as of February of 2025, we collected $287,184.84 in in uh
095interest, bringing our total for the current fiscal year to 1,73,2953 as compared to last year at 1,50,27240. So we're still doing really well in in interest collections. And that is your financial reports. Thank you, Mr. W. Any questions for Mr. W? Okay, hearing that, that concludes our business. The time is now 7:23 p.m. and we are