001All I gotta do is hit start recording and then it'll start. Yeah, yeah. I don't want to do that. Right. Hang on, did you start again? No. Thank God. And I need you to be like, hey, it's on. Yeah. It's just streaming. It's not recording. It has no audio yet. Oh. I'll be right back. Did you know you're going to coach football this year? I don't know. Your wife doesn't know that she's a 50% player? I mean, I'll try my best, but you're not going to have to realize I'm not going to, you know, study the 60 being generous if I make 60% of the things because of my schedule. That's all right. You just said you're trying. That's all right. Oh, I thought you meant, like, if I have a place for him, you're
002just going to let him run. Like, I'm thinking, yeah. No, I mean, not even that. Not even that. Attendance-wise, I'm going to struggle to be there. I've already built up a schedule. Two weekends, I'm guaranteed to be at work in some capacity. It's not going to be this. Hey, you want one of these cookies? Carlton's coming in hot. He texted and said he's coming in hot. I got that muted. We really barely even text at all. What do you want? Yeah. Boys! Thank you for all the staff and administration and these parents and students. are in this district and part of these schools. And we thank you and praise you. In Jesus' name, amen. But I will start with our student recognitions. We have 22 students on our list, but I think I see two
003of them here that we'll recognize for our honesty award for this month. So first one, Ryder Arden. And Georgia Baker. And Hank is here too. He's not on your list? These are our honesty awards. Congratulations. So I'll start with my teacher of the month, Ms. Price. Ms. Price, she wears a ton of different hats over here. Pace low, out the window of kids. And she handles all that she does. Like, she never complains. She gets it all done, all the paperwork and all that stuff gets done. And she does a really good job, you know, instructing our students in the groups that she has our students in. So thank you, Ms. Clark. Right now, our staff member, I don't see Miss Kevin in here, but she is one. She's just very flexible and helps us
004out whenever we need to plug in a space. She does it. She has a smile on her face. So we appreciate her for that. We didn't get to recognize our wonderful board. So we want to say thank you to all of our board members. And from my campus, we have two people that lead our campus. token of our appreciation for it. So Kate, if you can come up and help me deliver this one to Mr. Moorhead. That's nice. That's awesome. You can't see your baby. Thank you. And Mr. Matters is our next one. Can I be delivered in a minute? Perfect timing, Dana. You're doing kids, then adults, and then school board. That's the order we're going in. You got the whole enchilada. You ready or you want us to come back to you? That
005lady's always ready. It doesn't matter what it is. You just do your whole enchilada. Okay. So have Samarie and Christopher come. Christopher's family. Christopher. You and Christopher come up here. And Tesla. All right. So these were our students of the month for the elementary. So we have a little thing for you guys, your teachers, right about here. We've got Peter and the month. All right, we're going to start off with Emory Hill House. Emory Hill House and Isaac Diaz, both Isaac is not here tonight, but they were both named student of the month from Miss Duhon. And here's what she said. She talked about Emory and Isaac together. She said, Emory and Isaac show us every day what it means to work hard and do your best. Both students come to school ready to learn,
006follow class rules, and treat others with kindness and respect. Even when tasks are challenging, they don't give up. They keep trying, ask for help when needed, and take pride in their work. What really stands out about these students is their positive attitude. They celebrate their successes, learn from their mistakes, and encourage those around them just by being themselves. Their effort and determination remind us that growth matters just as much. So, congratulations, Emory. And then we have Christopher Stanley. Okay, Christopher, your teacher said, Christopher is such a joy to have in my homeroom. He displays a pleasant, positive attitude all the time. Christopher is the prime example of a classroom role model. He's very cooperative and just a really good student and person all rolled into one. Congratulations, Christopher. Tesla was also selected Tesla Williams for
007our student of the month. I mean, Tesla Wilson, I'm sorry. I made that mistake earlier. Tesla is a great classroom role model. Her great attitude and willingness is always a great tool to have. Good. Is a great role, is a great tool to have as a model student. Tesla is a very hard worker in all her academic subjects. She strives to always do the right thing, which sets the stage for others to see what a great student looks like. Congratulations, Tesla. And Isaac made it. Isaac was our other student of the month that we read about with Emery. Isaac, congratulations. Your teacher has all kinds of nice things to say about you. I'm going to give that to your mom, okay? All right. Oh, okay. And so now we'll do board or teacher board. Okay.
008All right. Next, we're going to do our teacher of the month. I was like, yeah, Isaac. And we'll turn it to where everybody else can see it. There you go. Jess. That's okay. Put it down. Put it down here. There you go. Right there. Did you get it? Okay. All right. Okay. Next, we're going to talk about our student of the, I mean, our teacher of the month. So, Ms. Emily Troxler. Congratulations, guys. So, Ms. Troxler is a fourth grade math teacher for us. We're so lucky to have her. And here's what some of your co-workers said about you. So we're proud to recognize Ms. Traxler for being named Teacher of the Month. She consistently goes above and beyond in her role as a team lead. She's always ensuring that her team has resources, support,
009and encouragement needed to be successful. Ms. Traxler has a true passion for teaching math and works tirelessly to help her students succeed. She dedicates much of her win time, that's her intervention time during the day, to provide extra support for her students. She's making sure that her students fully understand their math concepts and complete their classwork to the best of their ability. Her commitment to leadership and love for her students is making a lasting impact on our campus each and every day. We're so fortunate to have her on our team. Congratulations. Yeah, you're good. Okay. And our two board members. that we want to recognize is Ms. Samantha Umphrey. Thank you. Thank y'all. Thank y'all. We're going to do this a little backwards because they've got to get to the software now. So we're going
010to do our board appreciation part first. So they've got a little performance for you guys. So if y'all would become part of our conversation there. Y'all can see along with everybody else. L-O-V-E. No. All right, so our Nazarene Honor Society, we do a Valentine's event where we have some of our members that sign up for it perform songs. Kids can send them to friends. They can send them to teachers, anybody to themselves. And so we're going to perform those songs. They are going to perform those songs to you. So we're going to start with L-O-V-E by Nat King. I think that Thank you. Presenters, our club, our students actually. So we did a little back. Okay, so I think I can get Coach Raymond. I think they have some students that they might want to
011recognize. First. Good attitude, good effort. We're tall and big. Complimented well. We were out of the 7th grade 18. We ended the season 12-2. But we went undefeated in district. But what I do want to say is we have 55.5 points a game. Six times 12 games. We have 14 games. We scored six points. We only amount to 24.5 points per game. And so we held our opponents under 20 points five times. These guys, they are amazing to coach. They seem playful, but on the court practice, they are very coachable. They listen like they're even better student athletes in the classroom. So, like, I couldn't be more proud of them. Thank you. Very fun to watch this year. 100%, yeah. All right. And so, and then we have one staff I want to recognize. Y'all
012may be familiar with her. She actually runs the school. Miss Becky Torres is the Stevenson secretary, as many of you know. But we all know her as the boss. And she literally, the school would not go on, I don't think, if she was there. She is the one we all rely on. And so some things that some people have said about you, I'm going to read a few things. That it is so rewarding to come to work and be greeted every day by your welcome and your smile. It never fails. You're there every day, even when you don't feel like it. You might not be at the car and you're still there. You have a way of making others feel like they are the most important person. You give them your undivided attention. You are
013the campus child magnet. So many occasionally bribe our teachers and personnel with their favorite treats if they had a good week at school. And so you have your very own PBIS system. She leads with a servant's heart. And she's always sharing God's love. And she keeps God's first in her work and everything that she does. And if you have not had the privilege of hearing her announcement. You are missing out. Sometimes she'll serenade us. Sometimes she will bring life to the announcement. It is not like anyone else I can compare to her. So we never know what we're going to get when it comes to that. And I just want to thank you for being in her heart and soul of amen. And I'm sorry, I left your card at my house. I might see
014her somewhere else. Okay, and I think so. Thank you all. Yes. So I can attest to Ms. Torres' announcements. Not only have I heard on the person on that campus, but also somehow our lines get off. And so when our announcements go off and it's a moment of silence, it's being right under its feature, you can still hear Ms. Torres. The best non-quiet moment of silence ever. So I appreciate that, Ms. Torres. So we have one to start off with some students that we want to recognize. Our teachers were able to submit nominations for students who have gone above and beyond in their classes or just being outside of school. And we kind of made up for some lost time, so we have a few of them. Ramon, are you here today, tonight? Jared, I
015saw you, yes? Lexi. Lexi, Ms. Denise nominated you, and here's what she said about you. She said that Lexi is always positive and prepared for class. She does exemplary work and helps out others. She has a pleasant disposition and is reliable and overall a remarkable young woman. Lexi was instrumental with developing the Veterans Day paper program and advertising and in helping ensure the smooth running of an in-person program. I can always count on Lexi for outstanding work in class and club projects and for opinions regarding all of the above. I have seen Lexi in action many times. And she also is a teacher assistant in the Cubs-Smith Life Skills class. And she doesn't know this, but had a look at some video one time for that class. And she is incredible all the time, even
016without anybody looking. Lexi, thank you for all that you do and for being here. Thank you. So, for his achievement that he's done as a student musician, he was a part of the all-region and all-state process. So, what he has to do is, there's three levels to it, the region level, the area level, and then obviously the state level. So, they go through an audition process, and they have to learn their own music and go and do that. He placed third in our region, and then over the Christmas holiday, he didn't let up. He competed with other bass clarinet students on this entire side of Texas. So all the way from us, all the way up to that capital M, Mignola, that we all know about, all on this eastern side of Texas. And they
017took one bass clarinet out of the entire area to represent area in the state. And so Preston still achieved that as well. And then once he got to the state contest, he placed third overall. So in 3A overall. You're looking at the third best space clarinet student in the state. So give him a round of applause. But, you know, while he's here and taking it all in, he also memorized his solo and got a first division on that. And if you memorize your solo and get a first division, you advance to the Texas State Solonon. which will be held later in May. And he's also a part of the clarinet quartet that also received a first division. So of all the things that one student can achieve, he's achieved them all in one year. Not
018only that, he's a great model in class, and he's always looking to help his life, how he is, and help others. So we are very, very much going to miss him when he graduates next year. Just an outstanding student, well-represented here at Anahuac. getting that sort of better role model. So thank you again, Frances. Now he's got to go back to rehearsal. Sorry. Okay, I'm going to get Lexi to stay up here and help me with our staff members. Ms. Perez. Perez was nominated by two of our staff members, Ms. Rutland and Ms. Childress. Ms. Rutland says she's a great teacher. Absolutely. I agree with that. And Ms. Children said she's one of the best teachers on campus. She really cares about each student and pushes them to do their best every single day. Chef
019Watson couldn't make it, but she also is being recognized. I wanted to go ahead and say what our staff member said about Chef Watson. This was actually by Ms. Marshall. Ms. Marshall said that she watched her work really hard with a student in ISS and was so impressed by the way that student responded to her. She treated the student with kindness, explained everything really well, and she could tell how much effort she put into teaching her class. Coach Neese nominated Coach Simpson. Coach Simpson, this is what Coach Neese said about you. Mr. Simpson is an awesome part of our faculty because of his calm, patient, yet stern way he deals with kids. He is an outstanding role model for students as well as his peers. He always has a positive attitude and is a joy
020to be around. The kids respect him truly. Kids are completely loyal to AISD and always works to get the best out of kids so they can be successful in all areas of life. I know you do this on the field and in sports, but I've also seen it in your classroom and the AIT, getting those kids back on the right track. Thank you, Coach, for all you do. First, Coach Me also nominated me. This is what Coach Me said. Marsha always has a positive, pleasant way about her. She takes pride in her job and never complains. She's a great communicator and she always has a smile on her face. She takes great pride in her job and always gives it 100%. She is very respected by the kids and her peers. I can attest to
021all those things and more. Anytime I need something, I call Ms. Burns and she has it done immediately. She knew we needed that already. Thank you so much. Thank you all so much. And for, it's not really board appreciation, but it is CTE month. And Ms. Janice, our CTE department chair, wanted to show you all what our CTE students are doing. So I have Lexi up here, and we're going to hand out some products that they've made. First thing, for your laptops or wherever you want to put this, this is our CTE logo that the Entrepreneurship 2 students actually created. and then we had it put onto stickers. This is all about branding. And so this is our Anilac ISV CTE logo. You'll start seeing this in all sorts of places. T-shirts, banners, all the
022places. The next thing that we have for you is a vital signs, vitals information from our health science program. Students actually worked in partners and teams to make each individual fly. And then Ms. Parkinson, our health science teacher at the high school, helped them all put it together. And we have some information for you that hopefully you'll be able to take with you from here. We will get you one. And then lastly, we have t-shirts made by our entrepreneurship students. This is from the Panther Post Store. So if you've heard of our Panther Post Store, it is our group of kiddos in that class. They take orders and they make different products such as t-shirts, but also rabbit tails. I was going to keep this in my pocket when I sang. Thank you. Thank you,
023Lexi. Okay, and then I have some other special copers that are going to help. I wanted to recognize her quick for honesty. Adley Major. Consider our report 2024-2025 fiscal year presented by Reno CPA. Yes, sir, we can. My name is Roger Crowley. I'm with the Reno. That'll probably be the first I'll talk about is what J.R. Edwards is now the Marino CPA firm. J.R. Edwards and James Edwards. James is kind of, we merged up with another local firm that we've got a longstanding relationship with. And James has kind of taken a back seat, gotten out of the day-to-day hassle of running the firm and just been kind of focused on the stuff he wants to focus on, which... In his world at school districts, he's been doing school districts as well. It's my understanding that
024everybody's got a copy of the annual financial report. Yes, sir, we do. And if you'll check there, in our opinion, financial statements referred to above prevent fairly in all material respects the respective financial position of the governmental activities of each major fund and the aggregate remaining fund information of the ANOAC ISD as of May 31, 2025. So basically what that means in language terms is that. UNMODIFIED OPINION, THE CLEAN OPINION, THE ONE THAT YOU WANT TO GET AND BASICALLY STATE THAT WE AGREE WITH THE NUMBERS THAT LAY WITHIN THE FINANCIAL STATEMENTS FOR THE DISTRICT. IF YOU WILL TURN TO PAGE FOUR, THIS IS THE MANAGEMENT DISCUSSION AND ANALYSIS. THIS IS A BRIEF SUMMARY OF EVERYTHING YOU'RE GOING TO FIND IN THE REST OF THESE FINANCIAL STATEMENTS. I ALWAYS KIND OF POINT PEOPLE TO THIS SECTION.
025IF YOU EVER GOT... You know, people in the district or if you've got people that kind of want to know what's going on with the district as far as the financials go, I'll look on this section because it's a little easier than the rest of the financial statements and it gives you all the information that you need to know. The financial highlights, right, they have that first bullet, $23,524,000, that's up to $31,255,000. During the year, we're 2.7 more than these. So that means y'all have a positive change in that position of 2.7 million. The general fund recorded on 3 was unrestricted from use by the district. If you continue through the management discussion and analysis, we'll see, kind of starting on page 6, we'll see a lot of tables. It'll give you a year. So
026you'll see that continues throughout this section, page 7. Page 8, we'll get a little bit of just more tables. that talk about the cost of the assistance of the district year over year. Page 10 will give you a year over year with all your capital assets, all your land, your construction, so there's some economic factors in New York's budget. Page 10, that's just a brief statement from the district. Here's what we have to do. And that section specifically can be expanded upon a section we take directly from the district and stick it in the... management discussion and analysis. Starting on page 11, you'll see here it says exhibit A1. This is your statement of net position. So this is on the county basis, which is 9. How people in this area keep it is how
027we have to report. As you can see there, the deferred outflow has got something to do with your attention and OPEB, also liabilities. All of that information comes from an actuary that's provided by the state. Your total hot money is $74 million. You can see there that you've got a restricted net position of $13.4 million with a net position of $33.5 million. If you look on page 12, this is going to be your full accrual method called your statement of activity at Exhibit B1. At the very top, you'll see these are your expenses and your revenues are down here on the bottom right. And there's also some revenues there at the top in those two middle columns, the charges for services and the operating grants and contributions. All of this information is also summarized in
028the management discussion and analysis. You can see where the district had $24.2 million total expenses. The total general revenue was $23.2 million. It gave the district a positive change in that position of $2.7 million, starting with $30 million after $2.7 million. That's what you get, $33.5 million total ending that position. On page 13 is your debit seat line. And this is the governmental fund. This is how the district is going to be more used to seeing their housekeeping. This is done on a governmental fund basis. So this is going to be the governmental fund. Fifthly, what we'd like to point out is in that first column is your general fund. Your total fund balance for the general fund is $18.4 million. $17.3 of that is unassigned, unrestricted for the district to use for higher-related things.
029After that, you'll run into the reconciliation between C1 and A1. On page 15, you've got to give it a C3, and this is your governmental fund and revenues, expenditures, changes, and fund balance. This will kind of tell you on y'all's accounting days throughout the year. You'll also notice that on your capital assets that we capitalize, so that's an expense. your debt payment will show up as an expense because that's the way that y'all keep it. That's governmental funding. So that's, if you'll turn to page 16, that's the reconciliation of C3 and B1. So it'll tell you what all is in B1 that's not in C3 and vice versa. After that, there's some supplemental exhibits that have to do with something. Followed by that is the notes for the financial statements. And this is a very
030in-depth. I commend y'all on your budget practices. You know, that's not something you see with every district, but it's going to be looked at. So beyond that, you get a bunch of supplemental schedules. You're going to know the incentives and liabilities throughout the year that are required as you move towards the back. And then you'll get to a federal compliance section, which is basically a single audit section that is mandatory to help spend over $750,000 in federal grants. Next year, I'm moving to a million dollars. It looks like you'll probably be having a single life until that number comes under a million. And for a lot of districts, that's just never a compliance audit. It looks at every year to make sure that the way that the funds are being distributed is already the same
031as they had. So that's kind of your quick overview of, you know, this is a pretty good grip on the numbers that are coming across. Anytime I have questions, she was able to kind of... getting the answers that I needed. And so I like seeing all of that. And it looks like that, you know, with what y'all have in place currently, you know, it's a positive change in that position. So all in all, it looks good. You know, it's a clean opinion. And that concludes kind of what I also mentioned to the board. There's a ton of information that you're looking for a little bit more. I'd be more than happy to do that. I also appreciate y'all accommodating. Any questions from the board? Okay. All right. Thank you, Roger. Thank you for waiting on
032us to get our students in. I appreciate that. All right. Well, thank you. Thank you, sir. All right. Thank you. Okay. We need a motion there for item A. I'll second. First and second. Any further discussion? All in favor say aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye. Aye.
033Aye. Aye Yeah, whatever I'm about to do, it's useful. Thank you for that. If you look at that, I'm not going to read off this course, but I did put what we were in terms of your and what we were last year. So we can kind of see that the ones that were green is where we went up. Even if they're green, we're still not where we want to be on that yet. Red, we can see that's where we went down a little bit in some of our areas of focus. So some of our highlights that we can see on here from our table report. So our third grade reading, it went up in all three areas, approaches, meets, and masters. And you can look, our meets last year in third grade was at 44%,
034which is, that surpasses our fourth poll that we had for third graders on that. Third grade math, even though the approaches went down a little bit, the meets and masters went up at 43% meets for third grade math. And then fourth grade reading, the approaches dropped a little bit, but the meets and masters went up at the same time there. And then fourth grade math went up all across the board, approaches, meets, and masters went up on fourth grade. So those are some of the highlights, the things. Our high focus area is fifth grade reading and fifth grade math. And I should have put on there fifth grade science. So we poured a lot of time and resources into them. And I just kind of put some of the things that we're doing now to
035focus on that. This year, we kind of feel like we've really taken a step up in the game with our John Leake program that we have. It's really given us, I guess you all can talk about it too, it's really given us a... data and not that we have an abundance of data everywhere we have data right but this has taken the data and broken it down to where we can really look at it and use it to push us forward so last year we did data we did tests but we really didn't have that comparison to know We just went in blindly. We didn't really know where we are. Now we know where we are, and we have specific skills, specific questions. Like, we know exactly what our target areas are, and each time
036we look at that, and we fill in the data. When we're doing, he gave us a plan, right? He gave us a plan of where to start. And so now we have, not only do we know where we are, and we're tracking that, so do our students. So we have our student trackers to where they know what their goal is in each formative assessment. They're tracking, you know, that goal to see are they moving in the right direction. If they didn't move in the right direction or move there, what was it, what skills were they missing on that test? And that tells us exactly, as we have our intervention time, where we need to pull those kids back and where we can true grant gains with them instead of just trying to cover everything, go
037back and cover everything. You know, it's a targeted approach. So, yeah, I really like, and I'm sorry, but on that John Wink, like one of the spreadsheets, it tells you like on this test, if it was an A through F rating. So, you know, we get graded, right? So I can take a benchmark that they just did, plug it into that spreadsheet. And I was like, okay, on this one, they're a B rating on this skill, or they're a D on this skill. You know, so it can tell you on the test overall what they would be rated as versus. the TEKS specific skills too. So, and on the TEKS specific spreadsheet, it compares it to how they've done historically, how they've done on prior tests this year and how they did on last year's
038test. So that's like real impactful for the teachers right away without having to pull all of those tests, it's on the same spreadsheet. So I think that, and it color codes it. So when you put that number in, it turns red or yellow or green to kind of let you know where you're at instantly. And so I really appreciate Mr. Andrews, you know, y'all bringing that. to us because that's I think that's impactful social. Yeah, that's perfect. And it also like he also focuses on you know what not up to the performance standards that are failing. We're focusing on growing every kid. So even if they're already at that approaches and they're passing, we're trying to bump up what's called jumping bands. You know, we're trying to jump bands. That's our that's our goal because
039that's our growth. So we want to push those. Different bands. Yes, that's exactly what we do. I'm going to talk about this when she's done. But yeah, these are the different bands. You have lower approaches and high approaches. Yeah, and even that's what, I mean, in the state, you know. Their thing is kind of great. But you do get, even if you're down here and this next year they jump up, even if they don't pass, we still get some points for them on accountability. So it's really good for those kids to see, you know, we're not trying to make all the things. It's given us a focus. It's made our PLCs, when we had those meetings and our data meetings, really focused. And Dr. Absher got to come and sit in one with us the
040other day. It really... lets us come in and target. So they're like, when we're in those field seasons, we're looking at their data, they're picking what skill is it that I need to go back and learn? What kids do I need to focus on that are close to jumping the band? And the real eye-opening thing on the A through F rating, as I show the teachers, I said, look, 100% of your kids got approaches, but let's predict if 100% of your kids got approaches on this test, but zero meets and masters, you would be rated a D. At a pair that 100% got approaches, you're still rated a D if you have no meets or masters. And so they're like, oh, wow. So we cannot just focus on approaches because if you're not focused on
041the meets and masters, you're not going to get higher than a D. So the magic number is 80, 60, 40. You got to have 80% approaches, 60% meets, and 40% masters to get an A. That's the magic number, 80, 60, 40. So that's what that spreadsheet shows them. So if you don't have 80, 60, 40, you're not going to be an A. So if you're not doing it on your benchmarks, you're not going to do it on star because you've got to be consistent with that. So that's why I love that A through F rating spreadsheet because it's like, man, okay. So if you're only focused on the kids passing, you're never going to be an A. So I'm sorry, I'm on my sales pitch. Yeah, I know, I'm a down person, so. Yeah, so
042I like that. So the 80-60-40 is the magic number. And that's one of the things, I didn't realize that until we were at that Texas Assessment Conference. And I'm like, oh yeah, that's it. That's the best combination, 80-60-40. So 80% approaches, 60% meets, and 40% masters. So that's the target. So some of the teachers have even gone in and said, okay, I'll get Mr. Page. He was our teacher of the month, but he couldn't be here tonight. So he's implemented some extra programs to try to get some of his higher kids to get over to master's. So he's like, what can I do? And so we've kind of brainstormed and said, OK, what could we do in addition to what? These are the kids that you can try to offer incentives for that will work
043outside of your regular classroom. They'll work and they'll work in the homeroom period. They'll come into tutorials. They'll stay after if they're not already obligated. And so what? So he's put in some incentives. And I said, I don't care how many cases of soda. Mr. Absher's got our back on the money part. So I was like, I don't care how many cases of soda you have to promise them. So he comes to me last week. He's like, I need another case. I'm like, okay, let's go down to the concession stand. So we're going down to Absher. So he's really trying to focus on incentivizing these kids for the meets and masters. I mean, if we have to give them a couple of shastas, you know, I'm good for that. I have an idea of how
044the star is going to go. You know, so you do all these assessments all throughout the year, and then you do the star. You'll have kind of a view. Are they what you expect? Maybe I should ask it that way. Okay, so. Or are they like, whoa, this is not what I expected, or. So. Another question for you. Yes. Okay. If they come to school on their game, then you have to expect. Yeah. I will say I've had best experience. when the district created the assessments and not the teachers in past experiences, and they were aligned to the standards and they were given throughout the year, like on set days. And I felt like those had the best projection on star, just based on my past curriculum experience when I was designing the test. And
045as from a district perspective, those... were pretty mirrored towards the star and had a good alignment. We are still in the baby phases of that right now. Okay. So we, right now, the teachers kind of co-design the assessments with me. So I cannot tell you that the assessments are aligned to the TEKS, but I can't say with 100% that they are going to perform as well on those assessments as they would. on the star because of simple facts that you have some teachers that'll teach to that benchmark because they know what's going to be on that test. And so the kids already have a good idea versus when they don't see it and they just know what the teaks are, they might not be able to teach to those specific teaks. And so then you
046have a good predictor of how they'll do on star. Does that make sense? And so, but I will say when I was in my prior district for the math, team that was uh it was spot on it was it was pretty pretty fairly close to how they predicted on star but they didn't get to see the test until like a cup um i want to say like it was on friday or thursday and they had the test on monday So we do ours, you know, we have formative assessments that we use in our data tracking every six weeks. But in December, that turns into one of our release star tests that we did. And the formative assessments that we do, our teachers don't create it and they don't see it ahead of time. We push
047it out. Ms. Burns does create those and then we push them out of the day. Then we had a release star in December. And then our last data point that we have from February was the last year's release star test. So, I mean, I guess they could have looked at it, but I don't think they did. I think one of our issues that we had and we're trying to really, I mean, things are so different than what they used to be that everything's on computer now. So think about trying to take a math test on computer. It's so easy for those kids that it looks hard. I'm just going to click. Right. So that's kind of been where we're at. Okay. How do we motivate them to, you know, not just click. Because, you know,
048like I told them, Ms. Barrier has a college degree and I'm a principal. I can't sit here and work this problem out in my head and just click and answer. I have to have something, you know. So it's just, you know, I did lots of talking to classes before they took their math test this last time. And I did it for two grade levels. I didn't do it for our third grade because they're new and the third grade math teachers thought that they didn't really have a problem. There was a big difference in the fourth grade math and the fifth grade math. with our third grade math and they were working to show those problems because they didn't want to have to come in with this barrier or redo that test on paper because I
049had to see work for every problem. They, it was lots of improvement there. So trying to figure out a way, because it's the same thing with the reading. They have these long passages. You have to scroll through them, sometimes even more than one passage. You have a question, then you have to get to the question, and then you have to skip back pages to go back to the passages. So it's just, it's different than what it used to be in that thing, and then keeping them motivated and focused on that test that whole time. So that's part of what we're trying to work out also. Yeah. And I do think that there's a fine balance. I mean, because the testing causes a lot of anxiety for teachers and students. So that's why, you know, it's
050been a partner process this year with the teachers helping with the benchmarks where they get comfortable and all that. You know, I didn't want them to shut down. So they've been on board. So and I think it's been pretty good. You know, it's pretty well aligned. Okay, so, okay, so, well, I'll just kind of have some notes here, and then I'm going to talk about this. So, while our current accountability, according to the taper, is a D, you know, while this reflects performance, it's past performance. But it served as a catalyst to help us focus on structured improvement. And so when we're reviewing our store performance data, identified both strengths and clear areas for growth. And so one of our bright spots was eighth grade mathematics. The meets level performance increased from 39 to 50
051percent. So that was pretty strong. And that's what we want, you know, that get it up there. And then the masters increased from 12 to 18 percent. So it's going in the right direction. It's not as strong as we'd like, but it did considerably increase. And our algebra one students, that's such a that's a small population, but they did perform really well. They had 96 percent approaches, 81 percent meets and 35 percent masters. So, but there is a solid math pathway because when you look at on the table report, if you look at all grades mathematics growth, the growth increased from 50 to 56%. So cumulative all math grades growth was 50 to 56%. So they're growing. We have a, I feel like we have a really strong math team. So eighth grade math growth
052rose to 69%. And I'm sorry, I don't have a printout for you guys on that. So these gains align with our structured PLCs. So this year we've implemented benchmarks and PLCs. We have monthly PLCs. And so across all grade levels. You know, we right now, our PLCs are just our core subjects, our core tested subjects. It's our professional learning community. And so what we'll do is we'll meet once a month and we basically we go over the prior benchmark, the data, what we can learn from that benchmark data, like what's our weakest peaks, what were our best peaks? What do they do well in? What what do we need to focus on? And. We look at what they're currently teaching that we're going to have on the next benchmark. And then we're going to spiral
053in the weakest teak on the next benchmark that they had on this past one to see if there's. And then we talk about like what strategies they're going to do to improve that weakest teak. Are they going to do a whole regroup reteach? Are they going to do, you know, like targeted warm ups? Are they just going to spiral it in throughout while they're teaching this current unit? And so we kind of strategize on. what their plan is, because it depends on how low the weakest teak is or the type of teak it is. And so depending on what that is, sometimes if it's a reading skill, they just blend it in. If it's a math skill, then it's going to probably be a warm-up or a whole group reteach or something like that or
054a target lesson. And so we talk about that. So we kind of... I have a set of like five questions that we answer in that PLC and then to plan the next benchmark. And then we put that benchmark. Benchmark's already on the calendar. We just kind of plan what that's going to look like. And then, so we've been doing that this year and we go for the John Wheat data. So I plug everything in. They plug in their student grades on the John Wheat thing. As soon as they pop in a 56 for, you know, Jamie Doe, then it's going to color code her a color. And right next to her name has a color of what her goal is. So if her goal is to be meat, that's blue. And if it populates red,
055then you're like, oh, okay, she's not a blue. We want her to be blue or green because blue is meets and green is masters. So the teacher just psychologically, as they're typing those numbers in, they kind of have an idea of already what their students, how their students are performing. And then on my end, I put in the TEATS data, and then we kind of go over it in that PLC, and I put in the A through F rating data for them, and we go over that during the PLC. Okay. And so those were the highlights of what we've done well. So we'll talk about. So and let's see, make sure I've talked about some of this already. So I want to make sure I don't forget anything. So let's see. Yeah, I talked about
056the approaches. We can't just focus on approaches. So the data did show that it is requiring some focused attention. So one of our great eight social studies showed a notable decline. with approaches dropping from 63% down to 39%. So this is now a campus priority. So we have definitely had targeted instructional planning in place there. I know she's done a lot of training with our Region 5 representatives. She's went to a lot of the social studies things. They meet almost once a six weeks, and she's been to all of those. And so we kind of like really kind of looked at what even like sixth and seventh grade could do to support eighth grade. social studies. So, you know, we've brought them in so that we've definitely done some targeted there. Additionally, student performance for
057our English language learners have also declined from 18 to 11 percent. So we've had more targeted intervention supports there. And so we've had a couple of things. So first on here, obviously, is the monthly PLCs. Second thing we're doing is student goal setting. And students will have, they are part, so every classroom that is tested has one of these charts, except for algebra. So I stole his. So in their classroom, they put these up December or January. And what they did, so it has, everybody has a goal, dot. And so on here, their dot is a number, not their name on there because it is on the wall. And so I have on the spreadsheet, it might say 353 is, you know, John Wink. And he's an orange skull and his orange dot. Well, he's
058an orange dot all year long. So here you have some students. So number 412 is a blue dot. Okay. And that blue dot stays a blue dot all year. But you can see on this test here, they performed in the red. Okay. And but if I look for that up here, they performed in the yellow on that second benchmark. And then if I find them again, they were looks like. I don't think they took the first test. Oh, no, they did. They're in the meets. They're where they should be on the first test. So they started out where they should be, and then they had a slight decline on theirs. And so the kids have this on a single 8.5 by 11 sheet of paper with just their dots. And they plug their dot in
059and they can quickly see, well, if I'm a blue dot, did I score in the blue or did I score below where I should be or did I score above? How am I doing in comparison? OK, so what's my goal for the next test? Am I doing where I should be doing or what do I need to do about that? And so they can quickly see and kind of like self-reflect on their test. So I ask all of our teachers to kind of do this before the mock. go over and have the kids make sure their graph was filled out and have them kind of like do a reflection and set a goal for themselves to have. They need their own accountability. And so they have their own sheets. And we've started doing that at
060the hospital as well. So now we've got the tested teachers over there also have their poster now. And now they're starting that with their kids. So, this is one of many things that we've done. But, do you have any questions about this? And then, so, this one's really good because this is five minutes, but you can see most of them are performing up in the top half where they should be performing because they're on the advanced track. And, you know, this test, I think, was a release star. So, this includes things that have been taught. So that's why this one is, so it's not anything to be like overly alarmed about. I think he gave them a release test in December. And so it includes a lot of things that they haven't yet covered. So,
061you know, fair, you know, that's fair. So anyway, I mean, I feel like they all have numbers on things. That number corresponds to a student. But the student, I mean, if the individual students know their number. But they don't, you can have kids on this poster and they don't, you know. Okay. And then let's see, where was I? And I appreciate, I know this is an arduous task for y'all and I really do appreciate you guys. Y'all are always very supportive of us. So thank y'all. This is why Linda never lets me talk because I talk too much. Okay. So one of the things I'm excited about is we're polyteeing IXL. for accelerated instruction, but also piloting to see how if we can get some of our kids to do meets and masters with IXL.
062And so that is one of the things that we're targeting, using that for Tier 2 and Tier 3 instruction. And I went through two walkthroughs last week, and the kids were loving it. They were doing like something called a group jam in the classroom, and it was the best differentiation in this one class because these kids over here were trying to finish a... their assessment to kind of gauge their skills on ixl and so the teacher over here she had a small group with her and she had them doing a group gym and they were working on what they were working on in class but they were doing it on this fruit jam thing and they were so excited because they got a jolly rancher they got their program right and then when they didn't
063they're like oh well you did this wrong they're telling each other like how that they're looking at each other on what they did wrong so they can get the jolly rancher too so i was like oh this is great that's like good differentiation And then, so, oh, we've done, and thanks to Dr. Asher, he had given some suggestions. We've done attendance incentives every month. We've had six weeks AR challenges. We had the 6-7 challenge, I mean, reward today. And then, yeah, so each six weeks there's an AR incentive. And it was up about 6-7 that they had to do. I think they had to do. what seven books in six weeks or something like that yeah and um and then mastery based recognition on ixl so it says so in closing while the taper identifies
064areas needing growth we now have structured systems in place focused on increasing meets and masters performance strengthening subgroup outcomes and building sustainable instructional practices and we're confident that these um position AMS and AISD for measurable improvement for the next county. So thank you all for your attention. But our teachers are loving the data that they're able to see it like this. Before that, we were having data meetings. You're looking at their benchmarks that they were giving. You're looking at their beginning of the year, but also the NWBA test. And I love that data that we're getting from there. We just recently looked at all their middle of the year data, and their kids are growing for the most part. There were a couple that they... They were like, can I just give this test again
065to this kid because they did not perform what they need to perform. Absolutely. So they're knowing their kids as well. And I think that's a big piece of data. You can look at numbers all day long, but if it doesn't match, you know these kids are able to do one way or another. I think one kid grew 50 points and the teacher said, I haven't seen that in my class. I'm going to do it again. And then it was a normal amount of growth. So they know their kids, and that is a huge thing. Looking at the TAPER report and looking at their middle-of-the-year data and their benchmark data from the John Link spreadsheet that she has recently started helping us with as well, our kids are above where they were last year based on
066this TAPER report, and our master's members, looking at them, they're not where they need to be, but they are absolutely getting close. And so I told my teachers at the beginning of the year, we're looking at growth. Yes, I want our numbers to look great, but if we focus on every individual student growing, jumping those bands, we're going to get that growth. We're going to get those numbers that we want. Just like I think every other campus, English is one of our downfalls. It comes from a lot of different reasons, and we can talk about that. We can find excuses, but at the end of the day, what are we doing to help our kids? Right now I have a master's teacher from TIA. She's actually teaching our English 2 class. And every single day
067I walk in there and she is on it. They are writing something. They are reading something. They are having amazing conversations. They're doing grammar. It is always something. Same thing with my English 1 teacher. She came to us from another campus or from another district. And it's the same thing. I walk in there and there is never a downtime. Those kids are working bell to bell, but it's good, meaningful work. And then our other teachers are doing that in their classes. They're just not in our districts. And then, so a big portion of our accountability grading that's seen in Taper is also from CCMR. And that is solely from the high school. So while we are worried about those five-star tests, absolutely, we're also really concerned about the college career and military readiness. And in
068my opinion, as a high school principal and former high school teacher, that's more important than a star test because this is us getting our kids ready for life after high school. That is our ultimate goal as a school. So I looked at, on the table, if our kids are taking middle school algebra 1, they're called accelerated testers because they're testing at grade level before they're supposed to test. Because typically those are ninth graders taking that test. And in the taper it shows that we only have 78% of those accelerated testers of those kids in middle school taking out for one actually taking the ACP and the SATs. We need to have 100% of those kids taking that test because those kids were they're set apart there are top kids they need to have all the
069options open to them whether they use those options or not. It is a push by the state that said those accelerated testers need to all take that test, one or the other. And so that's something that we're working on, just having them, hey, why don't you take it? Let's just see where you are. We offer SAT and ACT school days so they don't have to travel to a testing site to actually take that. I know I had to go to Lamar University or University of Houston or something like that growing up. We offer it here at AntWAC. We also offer it on the weekends here at the high school. That's something that we're working on as well. I do want to highlight that last year we had 100% of our kids graduate. We also really
070wanted that. That's the reason why we use it as a school district is to have those kids graduate. So 100% of our kids graduated. 93.5 of our kids last, so this lags, so this isn't last year's data for CCMR. It was for our high school graduates, but for our CCMR, the ones that are ready, it takes us another full year to get that information because we do have to see which ones go to college, which ones go into the military. So it takes another year. So two years ago, we had 93.5% of our high school graduates ready for college, a career, or military. While it's not 100% which I know is our goal that is really really close It's going to be extremely hard to get a hundred percent of our kids ready for college
071career military Just because now the state is looking at life skills kids and so just keep that in mind We are going to get them ready for life after high school. Absolutely. The state might not see it the same way so but because of this because of a big chunk of our accountability coming from CCMR. We also, I put Ms. Janice, like I said earlier, she's our CTE person. You have a CTE question, she is the person to go to. If she doesn't know that answer, she's calling anybody and everybody until she figures it out. But what we discovered is every student can get one CCMR point. They can get it by joining the military and getting us that DD4 form that says they enlisted. That's one point for that kid. They can go into
072a college class, get some dual credit hours. They can score high enough on SAT, ACT. They can take this year, take college prep English, college prep math. They can score high enough on a PSI. So there's a lot of different options for college ready. And then career ready in the past, up until this year, they had to take some CTE classes. That was it. So they're actually changing that. This year is the first year for CTE. They have to complete an entire pathway, which is three to four classes, and get an IVC, an industry-based certification. She has been working tirelessly on doing that. Last year or two years ago, excuse me, two years ago, only 66.4% of our kiddos got that certification. For example, if you're an ag mech, you can get a welding certificate.
073It can help you get a job easier, maybe make some more money whenever you get that job. But only a little over half of our kids actually have an IBC. We need that to be a lot more because that's what the state is going to see as a community. And us too. We want them to get that job. We want them to make more money. So we are working on that for sure. She met with every single one of our students to see what their plan was. She did that at the beginning of the year. So we've made some plans, some adjustments in our schedule for next year, making sure that we have what we need. We're working on it. Questions? Any questions from the board? Thank you for all you're doing. Thank you, Max,
074for the long call. Yeah. Yeah, and please don't apologize for taking too much time. This is why we're here, me as academics. And I think you nailed on the head just with saying that we want these people to leave high schools ready to go into the world, ready to do what they want to do. That's really their dreams. What are their dreams? What are their goals? Why are they here? All that to help other people and what their mission in life is. Y'all are leading up to that. It's very important. Thank y'all for all y'all do. Thank you. All right. Let's see. That's our public hearing, the monthly report. Do you want to read that today? Well. It's just really awesome to see them work together as a team. And I know they mentioned Mrs.
075Burns, but Sherry Burns is huge. She's extremely instrumental in putting the data together here at the primary as well as at the elementary. And then Stacy, she's been helping out at the high school. And I can say every time that I Zoom with Mr. Wink. He is complimentary. He brags on them. He says, I can really tell that they are taking it seriously and they're being intentional about seeing positive student outcomes while we're here. So, you know, just thank you all so much for taking that and running with it because, you know, we're only going to be better because of it. The only other thing I was going to just mention briefly. We all know we're going through the TSL. We're meeting again next week with the committee to continue to fine-tune some of our
076strategic plan and the action plan. Now, one thing that will be brought to the board eventually in that process is to revise our mission and vision. So just kind of be ready for that. That's going to be one thing that we'll do with the committee and y'all. So we'll kind of work together to fine-tune that. And then, yep, that's all that. Go ahead, Danny. Yes, sir. I did want to say that I agree with everything that Daniel just said, and I agree with what Stacey said and the others said about Daniel and his leadership in this area. You know, we all know, you know, I'm sitting at a table with a bunch of folks who have a lot of skin in the game. As you look around the table, everybody has kids. In this district
077and they love this district even if they didn't have children you would love it still and take great pride in it and I know that everybody here wants this district You have tremendous pride in your community in your district and you have tremendous confidence in the Children who go here. Do you know their potential? You know that firsthand? And you know the potential of our teachers, our administrators. But I just try to get in y'all's minds sometimes. I mean, I kind of gloss over to some extent. You know, it's become so complex. And really and truly it's weird because the commissioner and others, they've done it for a reason. They're trying to create a system which rewards growth. So we can appreciate that. But in the process, it becomes extremely complex. And we all understand
078doing the same thing over and over, you're going to get the same result. And we know that y'all expect. us, specifically the people at the campus level, to figure out a way. It's so challenging. We appreciate so much the love and support, as some of them mentioned, that y'all give to this group of educators. And I was just going to mention one thing that, you know, Nana mentioned that I got to come to the third grade meeting. You know, one thing that I didn't realize, Daniel, he's always like many steps ahead of me. He probably already knew this, but, you know, they have to read this thing. What does it say, Dan? It says you basically have to read this thing to the children that I think it's designed apparently to reduce their anxiety. And
079we understand the intent because we all understand. I know Samantha and Mikey and them do firsthand because we used to exert a ton of pressure on our kids. Now, for students like them. They probably didn't even know I existed on the campus. But for the others who came from households that didn't really make that an emphasis, they probably felt tremendous pressure because we tried to put it on them in a loving way without creating unhealthy amount of anxiety. But, you know, there are a lot of famous people that will say that a certain amount of anxiety is really good in your life. You know, a certain amount, a healthy amount. So when they when they and you've always had to read certain disclaimers, but it just sounds like it's almost. You know, telling the child,
080you know, don't worry, it's okay if you don't do well on this. And we just, ah, it's just like, ah, is that really the right message? But anyway, there's tremendous challenges here, and we appreciate y'all. And we want so badly these administrators. And this came to mind, and this may be a bad thing, Mr. President, but I don't think so. I think that, you know, Tammy and Daniel and I. And by the way, we can't possibly give Daniel enough credit for the John Wink stuff. And y'all understand that that is because the teachers and everybody are so busy. They need a sophisticated system to help them prioritize things. And that's what this is. It enables them to do that better. But now I've lost my train of thought. But anyway, everybody's working so hard and
081we all want the scores to go up. You know, they have a lot, and we appreciate the support you're giving them. So I did want to, Mr. President, I was going to present some information on the Transportation Department under the Superintendent's report, but I'll simply hand a packet off to you guys in closed session. Some of it is actually closed session stuff. A lot of it's not. But then we can maybe discuss it in the next board meeting. But it's nothing negative or nothing heavy. Again, I just I think the sky's the limit for this district academically. But, you know, we've got to get to a point to where some kind of balance where our parents, honestly, our parents and our students. I feel some of the anxiety that we feel, and I don't know
082the best way to do that, but I think that's part of it. And what caused me to say that is when you were wisely asking about getting the scores in and are they a good indication of how you're going to do on the real test? Well, and they did a great job of answering that. And the truth of the matter is, have you ever seen one of these middle school kids like at a track meet? And they're like, they started walking. And then a coach says, come on, come on. And then they take off. It looks like they're going to set the world record. Well, that's what it's like, because a lot of it is motivation. And that's why, you know, I'm saying that about the motivation and that healthy level of anxiety. So God
083bless them. God bless y'all. Y'all are doing an outstanding job as a board. And now I remember my train of thought. I rambled long enough to remember it, Dr. Redman. And it is this. Tammy and Daniel, we don't mean to buffer or to filter the needs of the district to where it gets watered down or it's in terms that y'all can't see clearly and understand. We try to do the opposite. In fact, every year we go around and we say, what do you need personnel-wise? What do you need all this? And then we try to get that back to y'all, right? We try to do that leading up to the budget. But I would challenge our four campuses that are represented here. Why don't y'all be thinking, and Mr. President, you know, later on you
084can tell me that wasn't a good idea. Cody, we're not going to do that, but maybe you won't embarrass me in front of everybody. But I want y'all to be thinking about without the filter of Tammy, Daniel, and me, if you just needed one or two things that obviously are in likelihood going to cost money, let's be honest, I wish they didn't. But if you could think of one or two things that could help you get your scores up. let's talk about that. Maybe Daniel can facilitate that conversation in the leadership meeting, which he does anyway, which he does anyway. But I just want, it would be nice for y'all to get just an unfiltered, this is what I need. So at least y'all could know for sure. Because I know it's got to be
085frustrating for board members when we struggle to get the scores up. Well, and I appreciate, again, just as a board, I think, as a board member. You know, when you see that final end of the year score, you know, you don't understand everything that went into that. And so I appreciate all this whole year, you know, with Link and with the TSL, you know, we've been focusing on that so that when we do, I appreciate you all explaining it to us, you know. And for me, you know, I get up to my hospital board and talk about a lot of doctor stuff. But, you know, that is not. They're not doctors, so to speak. You know, and so that doesn't, we're not educators, at least I'm not. You know, I'm not an educator. I'm not
086a teacher. But I appreciate that y'all are explaining all this stuff throughout the year so that when we do get to that final grade, so to speak, we'll understand how we got there. And I think that can also help us understand how to help y'all improve the next year. And so I appreciate the time that y'all have been doing for that. I can see you. Standardize. standardize something like this and then have where are we compared to our goals. That way we can have some kind of tracking on that. Where are we and where are we? What's it look like? Are we moving in the right direction? And you have an excellent idea. Come to us with what you need to get it done. We just had our budget report where we're saving money. So
087we need to put some into it to spur the progress. I'm on board. Yes, sir. The colors are wonderful. The green and red, that helps me because I look at the numbers and it just does like this. And it helps you to know because to your point, Mike, you look at that on that front page there just with the AES reading. You say, well. You know, it's about half. Yeah, so it kind of gives you an idea. Because y'all mentioned growth is the most important. Rebecca said that. And she is spot on. Because if you don't tell yourself that and do that, then you'll just get a long gloss over and become overwhelmed. It's eating an elephant one bite at a time. So, yeah, the green shows growth. So that's a great suggestion. And we'll
088do that. Daniel, we can make sure we wrote that. incorporate that in maybe even into the board goal report that you've been doing, huh? Got it. Sorry. I thought you were right. He's waiting. Do y'all have anything more to add with your principal monthly reports? I'm assuming not. I know y'all covered it very well, so thank you. And then we have monthly financial reports. Yeah, Tammy said they're in there. Yeah. Okay. Thank you. We'll now go on to our action items. We did A. We're going to move B and go on to C. So with C is the consent agenda. We're going to move B down later in the meeting. So we have the consent agenda. If anyone would like to move to approve the action. Okay, so we have a motion to approve the
089consent agenda. We have a second. We have a second. All in favor say aye. Aye. Again, say nay. Okay, consent agenda is passed. And then no discussion item. And so we will go into closed session. The time is 741. Discussion and evaluation of personnel. Section 5.51.074. Consultation for attorney for all matters that's authorized by law. Section 5.51.071. Thank y'all. Thank you. And I'm going to start recording. Mr. President, just quickly, I just want to make sure that anyone who might be in this room understands that we do worship God and we love God. We're so glad that we've been able to incorporate God into our school system here locally for decades and decades. And that is exactly the intent of this board to continue that tradition. and be thankful and respectful to God, but in
090our own way locally here. So that's what that resolution is all about. Any further questions? Okay. All in favor say aye. Aye. Again say nay. So carried. Item B, now we need to go down to item 13, consider administrative professional contracts. I move to approve the administrative professional contracts as recommended. I second.