School Board Meeting | February 9, 2026

001I call this meeting of the Gatsby Independent School District Board of Education 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. As a reminder, we are here for what is best to promote and encourage achievement for every student in our district. Right now, we will go to item number three. Communication from citizens, we appreciate you guys being here this evening. We always welcome communication from citizens in our district. Individuals who wish to participate during the portion of the meeting designated for public comment shall sign up with a presiding officer or designee no later than 1 p.m. the day of the board

002meeting and shall indicate the agenda item or topic on which they wish to address the board. Ms. Branch, do we have anybody who wishes to speak this evening? No, we do not. Thank you, ma'am. Item number four, Ms. Smith-Faulkner, are there any questions called in regarding the consent agenda? Not at this time, Mr. Board President. Thank you. Then we will move on to item number five, District Improvement Plan Progress and Monitoring Update. Yes, Mr. Board President, at this time we have some district leadership staff. They will provide a progress monitoring update on the district improvement plan, and Dr. June Richland will lead us off. Good evening, Board of Education. Ms. Smith-Faulkner. Board President, thank you for the opportunity to present our District Improvement Plan update this evening. You'll notice that as we go through this

003update, we will cover several areas of data, but we will not cover every component of the District Improvement Plan, just some components. However, we have provided a full update to you in your information items. You can go in and you can read the progress that has been made on every single strategy in the District Improvement Plan. So at this time, I'm going to pass it over to Mr. Hutchings, who will give us an overview of our data from Goal 1. Good evening. Before I actually jump into some Benchmark 2 data and some projections that we made, I want to clarify a little bit of information about some changes that we made to our benchmarks. Last year, in 24-25, for Benchmark 2, we only assessed students over what had been taught, which seemingly made a lot

004of sense. And then when we transitioned to Benchmark 3, we gave complete release tests. What we saw across the board was from benchmark two to benchmark three last year, we saw a lot of decline. And so that caused some very intentional action plans. We made a lot of gains from benchmark three. But as we came together at ALT retreat this summer, we really talked about how do we increase that rigor? How do we take away that level of surprise that we were seeing with that negative trend in benchmarks? And so this year for benchmark two, we actually administered. full release test to all students, trying to increase that rigor to give us a better idea of now so we can begin those action plans earlier. And then in English, because the cumulative nature of RLA,

005we scored all test questions. And then for math, science, and social studies, students still had to navigate all of the questions, but then the data collected was only over content that had been explicitly taught. So as we're making some comparisons here in just a bit, understand that this is a very different. assessment as far as rigor, but we're looking at the same time of the year and overall same content. So we're going to dive into Avicado to start. And I'm going to spend just a little bit of time on this just to make sure to clarify. So on the left, you've got the, in light blue, is last year's benchmark to all tests, all subjects, and we're looking at meets. And so for AVK to last year, when we looked at every single assessment in

006the building, they had 40% meets. And so in the next bar in Navy, that was our star performance. So we actually saw a pretty tight alignment between our benchmark two in light blue. to our star performance there in Navy, essentially the same performance. So when we administered that more rigorous test, Blue line at 39% meets we're trending very very similar to where we were Last year on a less rigorous test and so a very conservative projection for star this year is to be sitting at about 40% meets And then I on the second set of bar graphs We're looking at relative performance where we take approaches meets and masters run it through the scaling tool And so you'll see last year we were sitting at 80% And so when we ran it through this the

007actual star test in Navy Very similar performance once again. And so while AVK was trending just slightly behind at 77% this year, still I think that's a very conservative and very more rigorous approach. So overall, I think they're sitting in a very good position poised to see at or above their performances last year. Moving on to CE. So this next slide, same information. On the left, we're looking at meets last year and star to meets this year. And so while we did see that same consistency from meets last year to star in dark blue, we did see a little bit more decrease over at CE. So they went down to about 36% meets. However, as Mr. Gideon shared with y'all last week, they had a couple of targeted areas, fourth grade RLA and fifth grade

008math, where they had some little bit outlier in the data. And so they... He spoke to you about some additional plans. And so as we look at relative performance on the right, that same decrease is alluded to that exact situation. So while it was a more rigorous test, they did identify those outliers and put intensive action plans in place. And so as we move into this next benchmark, benchmark three coming up soon, we expect to see those gaps closing. As we move over to Joy James, Joy James has a slightly different situation. Joy James is our only campus that serves our STAR alternative assessment. And so because of that, we see not quite the same consistency because those students with more significant learning challenges take a different STAR assessment. But those students are extremely successful

009on the assessment, and those students are counted on accountability. So for Joy James, they actually see a very positive trend by serving this population and them having that high level of success. So they went from 34 on the benchmark to 42 last year. And while they are down just slightly, we expect to see that similar increase. And as Dr. Phelps shared with you last time, they had some challenges in third grade RLA, which... Previously was a very very successful area and then they made some staffing changes in math and science in fifth grade Which occurred just before this benchmark, so we're expecting to see that trend shift in the positive on this next round of benchmarks Over at Irma Marsh, so once again, we do love to see the consistency that our benchmark data is

010giving us some good information, but as we talked about, that overall trend wasn't quite where we wanted it to be. So we did increase the rigor, but Irma Marsh was able to actually just barely miss their meats target from last year. They went from 38 last year in light blue to 37. But when you actually put all of the scores, approaches, meets, masters in, they're actually outperforming where they were last year when considering that they're on a more rigorous assessment. I think that's a huge compliment to the campus to say they are poised to far exceed where they were last year. And so some really, really great things happening over there in the event that we even gave a more rigorous assessment and still to see the growth. So the final campus I'm going to

011talk about is the high school. And the high school looks a little different, and a little bit more information is expected here. With the high school, there's kind of two big things going on. First of all is that concern over the rigor of that second benchmark is certainly there, and one of the driving forces of why we wanted to increase that rigor. But also... The time that we do benchmark two is the same time that retesters are actually worrying about taking the retest and meeting that graduation requirement. So the retesters are not involved in benchmarks. And so those benchmark scores are only looking at first-time testers. So we're having success with the first-time testers, but as Ms. Smith-Faulkner has repeatedly said, we've had a very, very large focus on retesters because that's the impact. That's

012how significant that student population is from the light blue at 50. to 37 in meets on STAR, that's the impact of that population. So as Ms. Patton and Dr. Barnes shared with you, we're seeing a huge level of success with those retesters. And so while we did see a little bit more decline last year, because of setting records with the number of retesters that are having success, I fully expect not to see. that decline as we get close to star. And so it's all about keeping the focus on those retesters because they have a huge, huge impact on that campus. And 40% of the district accountability is there. And so as we continue to work that plan and support those kiddos, we're expecting to project way better off on the high school scores. So just

013to kind of wrap it up, we've made some coaching adjustments. We've definitely had a need in RLA this year. We've got a number of new teachers, either new to the profession or new to the district. And so we've actually added an instructional coach for secondary English. We've adjusted our... Mr. McPherson for some of the math support because we had some targeted areas and then Ms. Johnson's not only helping early literacy but also supporting grades three through five and some of those targeted areas. So really trying to align the TLI support and some of those high need areas and then it's just about working the plan. We've had seen some success in social studies and math but we got to not take our foot off the gas and so it's really about keeping those at the

014forefront and I know Ms. Patton's about to share some information about how they're supporting SPED but it's Everything that's working right, we've got to keep working to do the things, but it's just about keeping up with the plan and taking care of business. At this time, I'm going to turn it over to Ms. Harper, and she's going to speak to early numeracy. Good evening. I'll start us off with goal two. We are going to first talk about early numeracy, and as you can see on this slide, it is focusing on pre-K through second grade. The red line is our beginning of the year exam. Our navy blue line is our middle of the year exam, while our light blue line is our end of the year goal for all three of these grade levels. In

015pre-K, they take a different test than kinder through second. Pre-K takes the circle assessment, and Ms. Putney will talk about the reading side here in just a moment. But as you can see in pre-K, we are trending very well. We started off at 63. We've increased to 79, and we're right on track to hit that 92% goal at the end of the year. And I want to go ahead and draw your attention. Notice how the bars for kinder first and second, the red ones, are a little bit lower. We changed up the assessment this year. Typically, we have been assessing the kids at the beginning of the year on the previous year's standards. So in kinder, they were actually being tested on pre-K standards. So what you've seen in the past is a really high

016beginning, and then we would drop in the middle, and then we would come back up. But we changed it up this year, and they were actually assessed on their grade level TEKS at the beginning of the year. So that is showing a very low level. However, as you can see, in the middle of the year, they have skyrocketed, and they're all very, very close to meeting those end-of-the-year goals. So we're very excited about the progress that they've made. And now I would like to introduce Ms. Becky Putney, and she will talk to you about early literacy. Good evening. So this graph is set up the same way as the early numeracy one was. You can see by grade level, our beginning of the year scores are in red, and our middle of the year data

017is in dark blue, and our end of the year goal is in light blue. In pre-kindergarten, as Ms. Harper said, we take a different assessment than in kinder through second. So in pre-K, we use circle. And in circle, what we're measuring in literacy are how many students are considered on track in every component of early literacy. So that's kind of hard to do. So at the beginning of the year, you can see, you know, we start off low, and you can see that we are well on our way toward that end-of-year goal. In kinder first and second grade, it's important to remember that we are in a baseline year because we're using a new assessment to track our reading growth, and that's a MIRA. So with it being a baseline year, we are gathering data,

018we're looking at our goals, seeing how we're going to need to adjust as we're learning this platform as well. So this slide is representing in kinder first and second grade the percent of students who are performing at the 50th percentile rank or higher. Although we were initially advised to report proficiency at the 50th percentile rank, we have intentionally raised the bar, our benchmark, to the 60th percentile rank. And this adjustment helps us maintain rigorous expectations, and it more closely aligns with how our students will perform on STAR in third grade and above. By doing this early, setting this higher bar early, it's going to reduce the likelihood of any surprises that we might have as they go through the grades, bringing unexpected drops in performance. So this slide that we're on now represents our data

019using the 60th percentile rank as our benchmark. Now, pre-K data remains unchanged because it's not a mirror. It's not using percentile rank. So it's the same data. But then you can see in kinder first and second how using the 60th percentile adjusts that slightly. Regardless, though, it shows our trend is we're moving upward and closer to our end-of-year goal. Now the following two slides will show our Spanish data, first using the 50th percentile rank, and then the next slide will show the same data but using the 60th percentile rank. Pre-K circles, so those two slides will remain the same as we're looking at the percent of students on track in all literacy components. But in kinder through second grade, you'll see our percents beginning middle of year at the 60th percentile rank. Notice in kinder

020and first grade, though, that outlier beginning of the year data. You can see it's much higher than our other beginning of the year data. And we've been talking with our AMIRA representatives, and talking with them, they've acknowledged that there is some platform issue here that they're working with us to adjust, because in running this and then looking at our metrics, it doesn't really make sense with what we're seeing. Regardless of that, this is our overall proficiency, we still continue to use the MIRA for also the daily work with our students and tracking skills specific data so we can inform and adjust our instruction. And each month that data goes home to parents. We have a monthly parent report that is sent home. And now for Ms. Martinez will come up for college career and military

021readiness. Good evening. I'm presenting our CCMR data. And as you can see, we're sitting at right about 74%. And so our goal is 99%. And we hopefully are going to be in the 90 percentile before we leave for spring break. Leaving just a few more kids to get across the finish line before graduation. We feel very confident that that will make the 99%. And this is the different ways that all of our students get CCMR. Remember, students can overlap and get... CCMR for multiple different measures, but it still only counts for one point altogether. And so as you can see, although our TSI college prep has gone down, they are also meeting more of the mark in TSIA and SAT. So you can see that's a little higher right now in the middle of the

022year as well. So we still have more students taking TSIA. anticipate that one being up as well. But our AP, we have AP test in May, so that will probably also increase. We have kids finishing dual credit classes this semester, that will increase as well. And then our industry-based certifications look a little low, but we just started our IBC testing season, so that will also continue to get higher, as well as the on-ramps. Okay, thank you. And I'm going to turn it over to Ms. Offit-Baker. Good evening. Moving on to goal three. once I get there. Okay, so goal three is focused on enhancing trust and confidence in the district through effective communication and engagement. At mid-year, we're seeing an increase in two-way family communication on Parent Square as compared to the same time this

023year with last year. This chart shows year over year. increases in the area of parent interactions. The first set, all the way on your left, parent interactions, reflects the number of parents who have engaged in some form or another within the platform. instead of just passively receiving the information. These interactions come in various forms, including you can see comments, commenting on a post, appreciating a post, and most importantly, when they initiate a direct message to a staff member. Reflected here is the number of direct messages initiated by parents so far this school year. This number should not be confused with the total number of direct messages exchanged to date within the platform. which at this mid-year point is just shy of 225,000 direct messages across the district. Seeing year-over-year increases in the number of parents

024who comment, appreciate, post, and initiate direct messages reflects a growing trust and confidence in how the district is communicating. And with that, that concludes our mid-year update for the DIP, and we will now entertain any questions that you may have. Thank you very much. Any questions? One, actually, Abby, on family engagement. You mentioned that parent interactions, the very first one. includes comments, appreciations, and direct messages. All three of those areas don't add up to the parent interaction number. What's the gap there? So it's actually the number of parents who have done something on the platform, not... I'm sure there's more into it than those numbers that I pulled. I would have to go back and look. But basically what they're saying is that roughly 64% of our families have done some sort of interaction. Not

025just receiving it, but they've either gone on, they've made a comment, they've initiated a direct message, something like that. I mean, there's strength in the numbers on comments, appreciation, and direct message. I was just like, they don't add up. So I wonder what the gap is. That's a valid point. I'll need to just go look at the dashboard. But there's strength regardless. So I was just curious. And my other, thank you. My other question was for Stephanie. Question on, you mentioned CCMR, how students receive credit. And they could do it in multiple areas. But I was just curious, on the graph, are any of those duplicated responses? Or you pick one for the student? They're all duplicated. OK. Okay. Thank you. No, thank you. Yes. Stephanie, I have a question also that reminded me of

026something. So to receive the military credit, is it once they have actually signed? I have to bring it back in to us. And that is where we oftentimes... We don't necessarily get all of that, but those are very accurate numbers as well. So it's a little bit more cumbersome than it's been in the past to get that information. But I'm glad they're asking for the data to prove it. Okay. Thank you. You're welcome. Thank you. Now we'll move on to Item 5B, District Improvement Plan Performance Objectives Special Education Update. Ms. Patton. Yes, at this time, Mr. Board President, Ms. Christy Patton, our Executive Director of Special Programs, will present an update on the 25-26 District Improvement Plan focused on the special education priority. Good evening, board, Mr. Tolliver and Ms. Smith-Faulkner. Tonight I am here

027to talk about priority number six, which is special education. But before I do that, I want to piggyback off what Mr. Hutchins was saying earlier. Last time I was up here, I talked about number five retesters. That was in October. Last month you heard Mr. Molinar talk about the accomplishments and the success within retesters. So I just want to take a minute and congratulate the high school on all of their work with retesters and the implementation of the plan. I know we're going to see similar results in the spring. Okay, this presentation is actually going to be broken up into two parts. The first half I'm going to talk about instruction and those instructional related strategies. The second half I'm going to talk about compliance, which as you know is a huge part of special

028education. So our goal for special education this year was to increase our approaches grade level numbers in all subjects by 3%. So we had several different strategies for doing that. The first strategy was to ensure that throughout our progress monitoring process that special education was discussed and was a focus and talked about. You actually saw something beyond progress monitoring last month when all the principals came to you with their CIP update. And if you recall, they had on every slide, every grade level, this special ed goal and where we were in terms of benchmark two on this goal. Additionally, Some other strategies that we have been using have to do with coaching and some high-yield instructional strategies such as co-teach. I want to direct your attention to the picture on the left. That is a

029picture of a coaching plan for a special ed teacher that pertains to case management. In terms of being a special ed teacher, it is more than just teaching content and instruction. They have a huge role as case managers. Can you go back one? As case managers, they are essentially developing students' IEPs. They are writing PLAAFs. They are writing goals. They are doing all of these things that will actually come into play next fall when we are under a cyclical review audit, which I'll talk about in a minute. So Ms. Qadari, my coordinator who's here tonight, developed this coaching plan. To compare that to a content coaching plan, that would be the picture on the right. Okay, so those would be the instructional strategies. So part of our strategy was to ensure that our special ed

030teachers are not only getting case management help and support, but also content coaching as needed as well. On the right-hand side, there is a snip from our walkthrough data. This is all the first semester in totality. We added a co-teaching component to our walkthrough form because we are pushing high-yield co-teaching strategies, which would be the top four. And I can tell you from the first semester, we saw 88 times we saw high-yield co-teaching strategies used and 24 times. more of the low teaching, low yield strategies that we don't really want to see. So we're definitely trending up and seeing some progress and some gains as far as the co-teach strategy goes. Okay, so I want to go back and connect some of the information that you've already been given, actually, over the last two years

031before we move on into compliance. As you know, every year I usually get up here and talk about our RDA results. So I'm going to just take a moment to do that really quickly. Linked on here are the 2025 RDA results. Now these include EB, special ed, and OSP, which is foster military homeless. All of those different categories you can see linked within that. It is the determination level from special ed, which is made up of 15 indicators, that determines our DL2, which is driving that needs assistant. Tag that Ms. Chedfield talked about when she went over the taper report last month. If you look at those indicators, they average those 15 indicators to get our determination level. Remember, this is like playing golf. Scores go from a zero to a four, and just like

032golf, we want to be at the lowest score. So we want to be zeros, ones, and twos. We don't want to be threes and fours on the high end. The reason we are a determination level two is coming solely from our star SPED approaches scores. We had five threes, one in three through eight math, one in three through eight RLA, science, algebra, and then one for total disciplinary removals. And we had one four in three through eight social studies. That is the data that is driving that determination level. Last year, you heard about a federal accountability report where the driving data from that report is also special ed star scores, but from meets. Well, it would make sense if we're struggling in approaches for SPED. We are obviously also struggling in meets. So Dr. Richland

033has taken on a plan. There was a grant involved in this, and that basically centers around instructional leadership development. She talked to you about that last month, and I believe those targeted improvement plans are on your consent agenda tonight. So all of those academic plans, how are we doing? You've already seen this data. This data was presented to you in all of the campus CIPs last month. I took that very same data right off of their presentations, and I just gave you a different look. It kind of looks like a bingo card, I guess. But green is good, right? Green is good. So the first number is the goal with the 3% up. And then the second number, it was our benchmark score. And you can see wherever it's green is where we have already

034met our goal, which is pretty good based off benchmark two. Where it is not green is where we still have some more work to do. Okay, moving into special ed compliance. We are working very, very hard to prepare for our upcoming cyclical review audit. Every district has a special ed cyclical review audit every six years. We are up next fall. So we haven't had one of these for five years. We have really been working on this audit really since the beginning of last year. We have been doing a lot of audits of paperwork. We have been looking at our procedures, our LRE placement, again, that case management piece where they are writing those PLAAFs and goals. We've been working on this for a while. I went ahead and linked in that audit review schedule just

035so you can see. when are the other districts around us being audited. The second one is really fun reading. That's the cyclical review audit guide. It's about 14 pages of every single piece of an IEP that will be looked at when TEA comes in. We will have to submit 16 random folders from every campus. and what they will be looking for is what we have been working on and that is patterns of noncompliance. So if you flip the slide, one of the ways that we have been working on that is through audits. The first semester we were auditing after ARD meetings. and addressing any issues that we had seen in the paperwork. We went back to our assessment team when we were seeing patterns and cleared up some things, misconceptions, things like that. This semester,

036we have kind of changed the way that we are doing that. We are now focused more on that case manager side, on the IEP development side. prior to the ARD. So it's a little bit more of a proactive measure. There is an example of an email template that we will be sending out over the next couple of months to our case managers when we do find things that need corrective action as a way to grow and again prepare for this audit. On the right is our internal audit checklist, which is a smaller version of the TEA audit cyclical review checklist. So to summarize, green, we have already accomplished those goals or we're making great headway. Yellow. We still need to have some work to do. You definitely saw some areas that weren't green. I challenge

037the campus principals to really look at those areas and consider whether we need to bring in some more content coaching in those areas. And then the second one you just heard from Ms. Putney talking about the new structured literacy. And we definitely want special ed to be included in that. She and I actually have some walks scheduled starting on. Wednesday to look at that structured literacy routine within special ed settings specifically. And then the last one, making great headway, doing our audits as we said we would do. One of the pieces that we're still working on, we have not accomplished yet, is really a big shift in mindset, and that is the intent of special ed, which is to provide teaching strategies and accommodations to overcome student disabilities so that they move back into the

038general ed setting. that makes people a little bit nervous. But we are working on that, and we do have safety nets in place. As long as we have those safety nets in place, that is something we really need to be looking at and a mindset that we need to overcome. And I can tell you as of today, we're at 21 students exited from special education, which is 2.9%. So we are working on it and definitely seeing some shifts definitely at the secondary level. Okay, our other department goals some great Glows for us is we really wanted to get Special Olympics up and running. It's been there, but we really wanted to kind of kick it in high gear, and we've done that this year. We attended a district bowling meet. We came home with more

039than seven medals. Very exciting. The kids loved it. This spring we're working on track and field. We actually had our first practice on the 5th of this month, and we had 17 athletes. So very, very excited about that. Over on the right, this is the second year that we were selected to be a part of the Be an Angel Christmas program. They actually gave us 40 seats at $40 each for us to buy gifts for our high-need students for Christmas. So it was a really great team-building opportunity, awesome for the kids, and we're thrilled to be a part of that for a second year in a row. In the middle, we're working on recruiting for special education. We have sent out several different pieces of communication requesting that our current staff, anybody interested in obtaining

040a special ed certification, reach out to us. We've had 21 staff members interested. We have trained 12 of them ourselves. We have had nine pass out of 12, which is a pretty good pass rate, I think. And then on the bottom right, a lot of people don't know this, but we were actually selected to participate in a field study with TEA over a performance diagnostic that will be rolled out next year, brand new, statewide. And I wanted to put this on there. We just got back from a conference, and I sat in the session and watched TEA roll this out, and front and center was the one thing that I really harped on that I really wanted them to think about. And it was changed. So it was really neat just to see Castleberry ISD

041have a voice like that. Questions? Thank you. No? Okay, before I sit down, I want to acknowledge a couple of my lead team members. Jennifer Kadari, my coordinator. Ms. Kara Hankins, my lead diagnostician. They don't get a lot of recognition, and so I definitely wanted to point them out. They've been working really, really hard. You know, the cyclical review audit is a big, big thing, and it seems like every week we're under new guidance from TEA with changes in compliance, and so I definitely wanted to thank them for all the work that they've done. Thank you. Thank you. Now, item 5C, instructional materials adoption recommendations for 2026. Ms. Harper. Yes. Mr. Board President, we have Whitney Harper, our lead elementary coordinator, Scott Hutchins, our lead secondary coordinator, and they're going to share some recommendations from

042the instructional materials adoption committees for the 26-27 school year, and later on, it is up for adoption. Good evening President Tolliver members of the board and superintendent Smith Faulkner Thank you for the opportunity to present to you our instructional materials adoption recommendations for the 26-27 school year On this first slide, I want to remind you that we did show this to you in December. The areas in black are the ones that really are our top priority this evening due to the timelines in ordering materials, training staff. But know that there is one in red. At this time, we will not be recommending anything for our K-2 social studies program. We are still... It's still under review while we explore particular options, connections, and alignment for that. So we will be focusing on the ones in

043black this evening. The next slide shows you our timeline. We had presented this to you also in December, and we have completed the January 2026 area with the green check. The section in red is what will be happening later this evening. And we wanted to also point out the reason why we had such a fast turnaround is because early this spring, we want to make sure that we have Everything ordered, our teachers starting to get their professional learning, and the coordinators need to work on the pacing calendars. But we also, after STAR this year, these new adoptions we're gonna talk about, we want to pilot them in the month of May so that our teachers are really ready and ready to go for that big rollout in the next school year in August. So our

044first slide shows our pluses and deltas for both Bluebonnet Math K5 and STEM Scopes Math K5. While both of these programs are 100% TEEX aligned, they both support conceptual development and have accessibility resources and scaffolding for diverse learners. Once we went through all of the committee, the rubrics, as well as the open-ended comments of the teachers, we feel at this time in order to raise that rigor here in Castleberry ISD moving forward, it is the recommendation that you approve Bluebonnet Math K-5 and this will be an action item later here in the evening. For reading K-5, we have a little bit different situation. We did preview both Bluebonnet K-5 and HMH into reading the 2.0 version. Both of them, we looked at K-5. However, on this slide, you will see a split recommendation. Bluebonnet reading

045for 3.5 showed to be more rigorous and... gave us higher quality text for the grade levels and it was definitely, it outscored some of the rubric areas for HMH in the writing. We know how important writing is in our three through five grade levels because of that extended construction response. And so at this time we will be recommending blue bonnet reading for three through five grades only. And I wanted to talk just a little bit about the HMH program that we currently have. It showed on our rubric and on our open-ended comments that the early literacy foundations that we've been working really, really hard with our TXRL grant. This year, the HMH showed stronger areas for those foundations as well as the structured reading block and even some of that biliteracy support that our kids

046at those younger grades really need when they're starting their learning in those both languages. So we are recommending for HMH to go ahead and stay with that current program. It is a little bit updated, the one that was approved by the State Board of Education. So it has changed just a little bit, but that would be for our K-2 English and Spanish learners. And at this time, I would like to turn it over to Mr. Hutchings, who will talk to you about secondary math. Last spring, we came to you for approval of switching to Bluebonnet math for sixth grade through Algebra I, which y'all as a board did select and support that decision. And so as the state has increased their offerings through that Bluebonnet curriculum program, they added Algebra II and Geometry. And so

047we formed a committee to look at, hey, now that the state is increasing their offerings, is this something that might meet the needs of our students? And so we had a representative from Region 11 come out and speak to the committee. And they showed a very good product, a well-aligned product, seemed rigorous. But then we also had McGraw-Hill come out. And while the current program that we're using through McGraw-Hill has met some of our needs, McGraw-Hill has really stepped it up, and they brought out an impressive product. Some of the things that really stood out was they had tutorial videos in English and Spanish for all students. And so just to have that. higher level of digital access. They have a lot of support for teachers on how do you actually deliver a lesson. So

048there's a video, a five minute video of someone saying, here's how you deliver, here's the most important things. And then another big piece is that TSI that Ms. Martinez just shared about, included with that purchase of McGraw-Hill is actually a TSI SAT support program. And so considering all this, it was overwhelmingly support of the new McGraw-Hill. And so we're gonna be recommending that we... the updated version of McGraw-Hill for Algebra II, Geometry, and Pre-Cal. And at this time, we have a number of members of our committees in the audience. So if you were a member of one of our selection committees, if you will please stand to be recognized. That was one of the biggest things we wanted to have that teacher voice that parent voice the campus in it So we had a very

049big group for all the selections and it truly was teachers voice Driving what's going on? And so I think these decisions were made considering all areas and so just to kind of recap on the next slide and so in that action item a little bit later this evening we're asking to for y'all's approval on HMH for kindergarten through second Bluebonnet reading third through fifth, Bluebonnet math K through five, and then McGraw-Hill for secondary math, algebra two, geometry, and pre-calc. So if you have any questions, we will be glad to address. Any questions? Thank you all very much. Thank you. Now on to item 5D, budget work session one, school finance. Mr. Wood. All right. Good evening, Mr. President, Board of Education, and superintendent. Tonight I want to talk about the state funding formula. I know

050we spent April, May, and June talking about the local property values, but the state funding formula really tells us how Texas funds schools. And so, and then this is going to help us understand where our funding comes from and how to support each student. So today's discussion points basically is we want to talk about how does the state funding formula work. We're going to spend time talking about the funding and the spend per student and the school district property values that came out on January 30th. I want to take a pause and say thank you for all that the board has done with the... advocating for the property value study. Because of what you've done, because of what you've done, we were projected to fail the property value study. Our score was a .82, the

051ratio. If we had failed that property value study, we would have been at risk of losing about $2.43 million. I want to thank you guys because you engaged directly with the Comptroller's Office. on numerous occasions. You spoke before the Tarrant County Appraisal Board. And as a result, we were, we actually passed the actual confidence interval. And so we're going to talk more about that. But because of what you did, it helped us receive our full entitlement funding from the state. So there's a slide that I want to talk about. Next slide. So let's talk about how does the state funding formula work. The most important thing I want you to understand is that the entitlement funding is built first. Before any tax discussion, the most important concept is entitlement. Entitlement is the total amount the

052state says the district is allowed to receive to educate its students. Let me tell you what entitlement funding is not. It's not what you collect. It's not what you spend. It's what you're entitled to receive under law. Now, all the 1,200 school districts, before they can calculate their budget, everyone has to calculate what their total entitlement will be. That's by law. So the state has promised to educate every student. The state has also promised to make sure that education is adequate, equitable. and accessible to all students. So in this state funding formula process, keep in mind, before we can talk about local, share, or allocations of state aid, the most important concept is entitlement. So step two, we are gonna talk about the local share and what that means to us, and step three, the

053allocation of state aid. So let's talk about step one. How do we calculate the entitlement? Well, we know public schools and total entitlement is the sum of the over 20 different allocations. Those determined by many factors. They're determined by student attendance, student characteristics, and district characteristics. So I want us to just think of the entitlement as the size of a bucket, that bucket up there. Before a single dollar is collected, the state decides how big does the bucket need to be to educate all students enrolled at Castleberry. That decision is made without looking at property values. It's made without looking at the actual wealth of a district. It's based on student needs. So as we fill this bucket up, we've got to figure out what determines the bucket size. Obviously, more students or higher need

054students will increase the size of the bucket. For us, it's based on these tier one allotments. It's the cost to educate these students in the basic programs, SPED programs, comp ed, and career and tech education, and among other tier one allocations. So I wanted to say each factor adds volume to the bucket. Obviously, I want to repeat, more students increases the size of our bucket because it costs more to educate students. Next slide. All right, so think of the total entitlement as the size of the bucket. Our total entitlement is roughly $48 million, which is the price tag to educate every student in this district. I want to pause and say, total entitlement, it is required by law that every district determines what that cost of education looks like. And so for us, go back

055for a second. So once we determine the total entitlement, next we've got to figure out what the local fund assignment is. All right. And that's really the state saying that these are the local property taxes that the actual homeowners will have to give to the state. Next. So let's talk about the local share. Castleberry's ISD must first apply locally generated property taxes towards their entitlement. Some districts are so property wealthy that they have local funds in excess of their entitlement. The state takes this excess and uses it to help pay for other districts' entitlement. This is commonly referred to as recapture. So recapture is when property-wealthy districts collect more than what the state says they can keep. They collect more than what their total entitlement is, and that money goes back to the state, which

056is distributed to districts like ours. Local Fund Assignment fills the bucket first. I want you guys to think, once the bucket size is set, the state asks, how do we fill it? That's where funding sources come in. Remember, the state's going to fill the bucket first with local property taxes. And those property taxes is what the state says that they need to actually, that's really their local share for the school district. And then the next... Slide, please. And then the state uses this comparison, state versus local property values, to determine exactly how much of the local property taxes that the school district has to give to make the bucket whole. So as this slide says, and the local appraisal taxes on July 25th, the CAD projected our certified values of $1.4 billion. And the state

057on January 30th said that our preliminary value is $1.46 billion, which is a variance of 4%, which indicates that we passed the actual property value study. Okay, let's talk about the state aid. Any remaining entitlements paid with state funds. These revenues come from a number of different sources, the largest of which is the state sales taxes. So, next slide. So what I'm trying to say here is that when it comes to the total entitlement, which is the price tag for educating all students, the state says that the total entitlement for our district is $48 million. Now, 20% of that, which is $8 million, the state says that the district must collect. That's our local fund assignment. And the state said once you meet the $8 million, at that point, the state will fill the bucket

058with the remaining amount. This is a summary of what we just talked about. So the total entitlement is what it costs to educate every student in this district. The local share is the property taxes to fill the bucket first. The state says, district, you will give us $8 million. At that point, the state's share will fill the remaining bucket with $40 million. So let's talk about funding per student. This slide says for every dollar of funding that pays for a student's day at school, zero comes from meal charges in the cafeteria, two cents comes from donations, other fees and changes in investment income. It says that 77 cents out of every dollar is paid by the state through the form of funding. And then 21 cents comes from local property taxes. Can I give you

059an idea of what every dollar does? Next slide, please. This is the spending per student. So if we were to look at each dollar, we would divide a dollar up. It would say for every dollar of funding received, four cents pays for instructional leadership, five cents pays for school leadership, three cents pays for guidance and counseling, one cent pays for health services, and three cents pays for co-curricular, and two cents pays for school transportation. Obviously, the meals are free. And five cents pays for administration. and 10 cents pays for other operations. And the lion's share of that dollar, 61 cents pays for teachers, librarians, and co-curriculum, sorry, a curriculum. Next slide. So let's talk about the school district property value study. What it is, it requires state review of district property values, where the state

060verifies that the local appraisal values are accurate. Once they determine it's accurate or not, they determine how much state funding we receive. Why it matters to our budget? Because it directly impacts our state aid. So inaccurate values can reduce funding. Had the state deemed that the appraisal district values were invalid, then we would have to pay back anywhere from $2.43 million. The bottom line here is that accurate property values equals accurate funding for students. Next slide. So here's the slide that tells that local values are within 4% of the state, inside the plus minus 5% required by the range. The range is obviously 100%. So if you're 5% above 100% or 5% below, you are... you passed the actual study. And so we passed variances of 3%. So this lab pretty much talks about this

061is where we would have been if we had not passed the actual property value study. We initially had an estimated ratio of 0.82. we were below the threshold of 85%. So anything from 85.5% to 94.99, you are in grace. We were not even in grace. So we would have had a potential funding impact of $2.4 million or $3 million. Okay, this is a property taxable value comparison. Here's the bottom line. The left side are the statewide results, and the right side are the local results. Basically here is that January 2026, the Texas Comptroller released the preliminary property value findings. All I want to tell you here is that we met the standard. We met the state's confidence standard and passed. Next steps Today, we just finished the school finance overview state funding formula how Texas

062fund schools Next month we're going to talk about the school finance budget session number two We'll take a deeper dive into the state funding formula what we talked about the tier one tier two allotments We're going to do 25 26 year-end projections we're gonna give a funding outlook and assumptions and then In April, we're going to do budget session number three. We're going to build a budget, and we're going to identify how you turn revenue into a spending plan. And then we're also going to talk about balancing the budget and fund balance. And that's a decision-making phase. Penny, any questions from the board? That's all I have. Any questions? Thank you, sir. Gotcha. Yeah, I'm next. The Finance Monthly Update, 5E. Yep. Board, thank you. This is the monthly update, budget update as of January

06331st. Next slide. We're going to talk about the budget snapshot, budget financial performance, and next steps action plan. Okay, so here's the budget snapshot. Basically, we've collected 50% of our funds. We're still booking more funds as of this month. We spent about 47%. I think it's halfway through the year. I think we're where we need to be. Next change, net change in fund balance is $1.1 million. Next slide. That's the budget financial performance. Again, the revenues are 50% collected. Local property taxes, we're still booking those, so we still got a few. It's $8.5 million to date. State, about $15.5 million. And federal sources, about $120,000. Next step's a really short presentation. February, we're going to submit the audit this month. Complete that. We completed budget number one. Budget meeting number one, school financial review. In

064March, we're going to conduct year-end projections. And then April is a big month when we talk about local property values. And so that's it. Before I put any questions, that's all we have right now. Thank you, sir. All right, thanks. Item 5F, Cassbury High School Bond Program Construction Update. Yes, Mr. Board President, at this time we have Cameron Holloman, Bond Program Manager, who will present a construction update on the 2024 Casper High School Bond Program. Thank you, Superintendent Smith-Faulkner, President Tolliver, school board members. I'm coming to give you the update for February 2026. It's working. Angela's done a great job, extra special Angela. Within a two-year time frame, we still remain with three major goals and that is to stay on track, stay within budget, and do so in full compliance with safety standards. To

065date, we are doing all of those three things. In fact, a little bit ahead of schedule, so we'll talk about that. Here's some of our... Highlights on our project timeline infrastructure. We're doing real well. We've had a couple of successes this month I'll show some photos, but we've got the transformer on on site meter is in route from encore And then the power lines are set to be the new pole in order to create the drive. The front drive will be set Thursday. And renovations running right along, that's mostly the media center and the choir rooms. And new construction, you'll see some photos. We're doing a really good job. Here's some of our timeline. If you'll go down to those last three, we did begin site grading because we did, I reported last month, we're

066moving the trailer over. So we got that moved over along with all of that traffic. So we've been able to start grading that area where the front entrance will be. You'll start seeing that take shape over the spring and summer. Meter was set with Encore and we're relocating the utility pole on Thursday and that'll follow with removing some of the, I mean. relocating some of the lines as well. Here's some of our progress financial progress report for February. As I said we're on track so you see there we've got about 51 percent of our remaining budget but we're probably about 55 to 58 percent complete with construction. So we're still staying a good amount ahead of schedule with our construction and staying ahead of our payments. And we don't want to get too far ahead

067of payments, but it is always good to have more progress than you have paid out. And then with soft costs, Linnie continues to do a great job. We still have about 68% of that funds, and that's with the furniture coming out as well. So we're healthy there, but again, a lot of the soft costs are things that we're doing towards the end of the project. So that will remain healthy for a little bit longer than the actual construction costs. And then here's some glamour shots for everyone. So on the west side, on the left side, you'll see we've completed. all the way from Melbourne down to White Settlement Road, the drive, as well as the parking lot and our trailers right there in the middle there. So that's alleviated a lot of this traffic down

068here. And here's where that grading has taken place. And this is going to be the front entrance of the building eventually. And I've got some close-up photos of inside the building, but I just wanted you guys to see the amount of work on roofing, HVAC. vapor barrier exterior. We've actually got brick veneer going up right here in area B. So looking really good as far as all of that goes. Inside, here's the connector. This is area C. It's a small area. It goes a little slower relative to the rest of the building because there's not a whole lot to it. It is noticeable that we now have windows. We have painted the railings. We've got stairwells in, so it's looking good. There's also sheetrock there, but I've got a few more photos that shows that

069a little better. So this is Area B. This is our beautiful wainscoting, and that ceramic is awesome. The picture is nice, but it doesn't do it justice. So we do have sheetrock, and they're actually starting to paint on the interior of Area B. This is our infamous room where you all walk to the corner and got to see the skyline. So last month I updated you that we had framed it in, but now we have windows, sheetrock, and we're starting to paint. So it is really getting exciting. In the next couple of months, you'll actually start seeing some of the finishes go in. I had a goal of being dried in by February, and that was last summer. I was nervous about even mentioning that last summer, but we're hitting that target, so this is

070good. This is our guard shack. This is at the entrance of the parking lot. So this is where you'll see the big arm and we'll have somebody there manning the entrance and exits for all students coming in and out of that parking lot. So I added security feature there, which is awesome. This will become, this is the first shot I've given you of this. This is the learning stairs. They go up to the main entrance of the building. So that area will be tiered down to where I'm standing taking the picture. Also notice on the right-hand side of the picture all of the extensive amount of scaffolding that they have to build in order to put the brick veneer up. But they're about, I would say, 20% of the way completed on Area B with

071brick veneer. Here is our transformer and transformer pad. So as soon as the, you see the box actually already set on the side there, but once the meter's set, we'll now have power on site. I mentioned this, it probably doesn't seem, I mean, obviously, it is a big deal to have power to the building, but for our contractors to be able to utilize this power is really going to help us out a whole lot. They're having to do some extenuating circumstances in order to get power. to all of the different trades that are inside and out of the building. We're staying safe. We're not breaking any hazards, but it is getting a little bit important for us to have that. We completed the parking lot as I mentioned that we want to have all interiors

072dried in and that's area B and C where we'll occupy those buildings this summer. A is a little further behind but not too much and we wanted to stay diligent with our budget and so we are ahead of schedule on budget and so what I want to take a minute to do is just mention that we've continued to work behind the scenes. And as much as six months ago, knowing that we have a healthy budget and we were, of course, monitoring it closely throughout this whole process, we wanted to look at infrastructure throughout the district and see where there's areas. We all know it's not just Castleberry, but it's statewide. The funding, as we reported, is... It's getting more stringent and stringent every year. So we're limited to the amount we can do and the

073money that we can spread across all departments. Maintenance being one of those, of course. And so while we've been limited, there's aging infrastructure. There's opportunities to upgrade, but it takes some capital to do that. And not all districts have the availability of capital every year. So we want to utilize this time while we have some bond funds. tasked Centrix to do is they brought in a lot of fellows with a lot of different backgrounds to just look holistically at what opportunities and that's all that we've asked them to do is look at every opportunity that we may have to both catch up but also save money on our operating budgets moving forward for a lengthy period of time and so that's what they've done to this point now I will say moving forward we want

074to get together as administrators look at all the recommendations and then tighten that budget and tighten that scope up to what best fits the district. So I wanted to clarify that clear as kind, right, Mr. Superintendent? And so I wanted to set the stage, so to speak, for these guys. And then I guess we need to officially move on to the next item if you all don't have any questions about the bond. Any questions? Questions? No, sir. Thank you. That does take us on to item 5G, implementing Texas Education Code 44.901, to update district infrastructure for the purpose of decreasing long-term operational costs. Yes, Mr. Board President. At this time, we have Zach Christensen, General Manager of Centrix, who will present the findings of a needs assessment on our LED lighting, our HVAC equipment and

075controls, and outlining potential funding opportunities to reduce our long-term operating costs. Board President, Board Members, Ms. Smith-Faulkner, and Cabinet, thank you so much for having us again. When last we met, we talked a little bit about some concepts that we felt could really come of use for you guys. And dovetailing on what Cameron just said, there's this state that we're operating in now in public education. which is tighter and tighter budgets and less and less local control. And so what do we do when we're in that situation? What are some remedies that we have? And this is what we wanted to talk about today. And so I'm going to spend a minute just rehashing some of the concepts and how they lead into what we're going to talk about today. We showed this picture here

076that I think kind of says it all, and especially on the tail of Mr. Wooten's really excellent presentation about public K-12 finance. And so... What can we do when we've passed the bond, when we've really managed it well, and when you guys have done such a good job from your level and from the administration level, using all the available resources that you have to provide an excellent education for our kids? And I introduced Texas Education Code 44.901. Now, inside of this education code... the remedy is found. And that's what I want to expound on a little bit today and how it works. And so I'm going to show you this slide here. And I beg of you to pardon the rudimentary nature of it. I drew it myself. And so that's as good as it

077gets, right? But I think this does illustrate it a little bit. So obviously, you have the district on the left. The arrow is meant to... represent all of the resources that you spend running the business of the school, okay, all the money that you spend, and particularly in these three areas on the right, so utility costs, and this is inside the built environment, right, specifically. So utility costs, O&M represents all of the operational and the maintenance costs that it takes to upkeep our buildings and our built, our learning environment, and then capital costs. Now, these are the... the big ticket items, you could say, the roofs and the HVACs and all the things that run and then wear out, and we have to replace those things. And so from the three buckets that we have

078there, go ahead, Angela, what we are here to do is to find some savings and return those savings back to you. There's two things about this little arrow that I want to point out. Number one, it's... money that you're already spending. It's not new money. We're diverting money that you currently are spending back into these projects that we're looking at. Another, oh, I want to circle that. Another thing here is that, go ahead and go back one, is that that little arrow is guaranteed. Okay, that's contractually and by law guaranteed to perform to the extent that we're showing there. That's the nature of what we're proposing of these type of projects. They don't use new money, uses current money and they're guaranteed. Okay, now go. Another way of looking at it is like this. Which

079one highlights, Cameron? Top one, okay. So I'm gonna try this out and see if it works. Yes, okay. This is where we are today. This is the sum total, again, that arrow from the last one, the current operational cost. What we are going to do and to propose is to find savings right here. We're going to find avoided costs, reduction savings, and lower your operational cost curve, so make it more efficient, and use the money found here. those funds to literally pay for the project. That's all this is. Again, guaranteed money that you're already spending. And then as that project gets paid down over time with those savings, then you're in a new and more efficient operational situation. Another way of looking at this, if you'll pay attention only to the pyramid on the left

080for a second, this is meant to illustrate the operational savings associated with some of the facets of our buildings. And so on the bottom, you see that lighting comes with a lot of savings. When you replace an inefficient lighting system with a more efficient one, saves a lot of money, pays for itself real fast. We can intuit that. That makes a lot of sense. As you go up the pyramid, a little bit less, a little bit lower savings as you go up there. HVAC takes longer to pay itself off all the way up to capital improvements like roofs and things like that. Now shift over to the pyramid on the right. It's inverted, so what we're seeing here is the relative costs of these things. Lighting is cheaper than HVAC and so on and so

081forth. And so now the magic happens in 44901. When you put these two things together, what we are doing is leveraging the very high operational savings from the items on the left to pay for the high-cost things on the right. Because will roofs fail? Of course they will. Will HVACs fail? Every single year, usually in August, right? And it's the worst time ever. So how do we prepare for those things? How do we not just be in reactive mode all the time? This is the way, okay? This is the way that we do it. Texas Education Code, just for a little bit more of a deep dive, here's what it provides to you. I call this the safety net. The risk is shifted from you to a vendor like us. And that's the business we're

082in. We choose to do that. It's the right way to do things. Go ahead. Firstly, it's a mandated financial guarantee. In other words, it's contractually guaranteed. Remember that little arrow again that put the money back into the district? If we say that 25% of those savings are gonna happen every single year, they have to happen every single year. And this is later in the presentation, but. you're probably asking, okay, so what if they don't? What happens? Well, we write you a literal check for the difference, and then we go fix the problem, okay? So mandated by 44-901. If I wanted to do it any other way and, you know, take advantage of you guys, I couldn't because you're protected by this. Okay, next one. Third-party engineering review is required. That means at some point, I'm

083going to put a huge, thick spreadsheet full of... you know, energy calculations and savings and a financial pro forma. I'm going to put that in front of you guys. And you're not just going to have to take my word for it. Before you ever go to contract, before you ever engage in a project like this, a third-party engineer will review it for you, one that you hire, one that doesn't work for me, works for you. And he will validate all of those things. It has to happen this way. It has to pay back. It has to operate this way. Okay, just another level of... safety for you. Those guarantees are for the complete term of the agreement. However many years that agreement is, that guarantee is in force for the whole thing. It's a system

084guarantee, not a single device. That means I can't just guarantee the lights will perform. I gotta guarantee the HVAC and everything else will perform. And that makes sense. That's the way it should be. The project is fully funded by these savings and avoided costs. This is, I've said this, I think, twice already. Sorry, I'll say it one more time. This is not new money. This is money you're already spending that we're diverting back to you through savings. And then the last one, every single year, hopefully you don't get tired of me, but I'm going to come back in front of you and I'm going to say, okay, we've just been through a year of performance here. Our engineers, according to M&V protocols, engineering protocols, have gone back and they've verified that you have saved X

085amount of money. that you have saved X amount of, it's actually kilowatts that we measure, but it comes out as money. So every single year I come back in front of you with a report that does validate and shows that you've saved those. This is how the money works. So that's supposed to be my logo there that didn't translate. Sorry about that. This is how the money flows. I... under the exclamation point there, build you a project that guarantees these savings. And I deliver it, and I guarantee it, and the whole thing. You... borrow the money from a third-party lender for the amount of the whole project and make payments to them, not to me, and with those funds, you pay me for the project, okay? And then every single year, you're paying back that

086lender with the savings that you realize, okay? The debt service, principal, interest, the whole thing, all right? Okay. Common financing options in this world, mostly on the left, they're mostly tax-exempt lease purchase. It's an M&O side. It's not INS, right? It's not on the bond side of securities. It's an M&O mechanism, and it has the favorable attributes of both a lease and a purchase. It's just the same way in the same general mechanism. You buy computers and furniture and things like that in the district. Usually that comes through a third-party lender like a bank. There's many, many entities that lend in that world. You guys have great credit rating here. This side, I will point out, does not affect your bond rating whatsoever because it is an M&O mechanism. Some people like to contribute some

087bond funds. You guys wouldn't be doing that because your bond is focused on the high school. And if you don't have a good credit rating like you guys have, like you do have, if you're a school that's not so fortunate, you can even go to the vendor, people like us, and borrow the money from us and just pay us back directly. But for you guys, it's mostly there on the lease purchase side, on the M&O side, and that's typically how those go. Okay, so we have narrowed then, I think you saw this last month, we've really narrowed the focus according to the direction given by the district and what we've seen over the past seven, eight months to HVAC upgrades and retrofits, lighting controls, and these are, by the way, the same things that you'll

088have at your high school, right? The same controls and the same branded items and things like that. And then roofing, building envelopes, solar, and water, okay? I want to spend a minute on what we found on the solar. I won't spend too much time here. Don't look at all these. I mean, you can look at them if you'd like. It's a little bit of an eye chart. But what I want to point out is the very bottom line. And so at these schools here, which we think are probably the best candidates for putting solar on the roof, the bottom number represents the total grid offset. And so at the high school, the proposed solar would offset 38% of the electricity that the high school is using. every single year, for an average across the four

089of about 30%. And that's, you know, those are slightly preliminary numbers, but you get the idea, okay? We talked about some incentives that are out there, some free money. If you guys want to take advantage of that, then we will help you get that money and obtain it, use it inside the project. Go ahead. ITC tax credit. Now, this has been sunset with the big, beautiful bill, which means you need to have that solar in service on your roofs by the end of June. So it has to match up with your fiscal year. And so we'll talk about that point in just a minute and what that means. Go ahead. And then the full project pro forma. And I know this is a lot of numbers and it's a little bit hard to see unless

090you have it right in front of you. But all across all of the different measures that we have found, this is how they pay back. This is the utility savings and the avoided M&O costs and the capital costs associated with it. And I want to just, not reiterate, but just stress that this is the full menu, okay? We're not here to say this is the project that you need to do or this is the way you should do it. This is like a menu that we're putting in front of you so that the leadership of Castleberry Independent School District can review it all, prioritize it, and then make recommendations on what the best project is for you guys. At which point... We'll recalculate the pro forma, show you how it pays for itself again, and

091put a final project in front of you. Okay? The next steps then, if you'll bear with me for another couple slides, I'll be done quickly. The next steps then have to do with that very scope selection and the recommendation from the leadership, the funding piece. And we're doing these things in concert, by the way. It's not one after another. It's kind of stacked on top of each other. The funding piece, engaging a third-party lender, having all the details worked out with leadership here. The legal piece, that's getting the third-party engineer, again, to validate everything for you before you move forward. And then after. leadership has selected the project and made recommendations, then we'll bring the whole thing back to you guys for approval. Next slide. This is the implementation schedule. Again, there's a lot here.

092Suffice it to say, we are confident that we can build this whole project out for you before the end of the year. Okay, there are a couple inflection points in here. This is where I get to talk about the solar thing. If you do want to take advantage of the ITC credit and the encore rebates that are associated with the solar, we're going to need to move quickly. We'll have to... We'll have to get that in service before the end of June, which we can still do, but we need to move at the right pace. We'll leave that up to the leadership here. Angela, I think we have one or two more. This is about us. I've told you a lot about us. We've done this all over the place. We've got a lot of

093experience here. Last slide, I think, shows some of our most recent customers, including a neighbor of yours up in Northwest. Then you'll go back one. Two of these, the Stingrays down in Matagorda, really good fishing down there, by the way, and Beaumont ISD in the top right-hand corner, needed the same type of project. They needed kind of the self-funding aspect of it where we leveraged the savings and pulled this together for them. So I just want to point out across the state, this is a great... remedy and a great place to turn for it. Okay, I think that is the end of my presentation. Thank you so much for your time. So good to see you again. I hope to see you again next month and I'm here to entertain any questions you have. Sure,

094I have some questions. Yes, sir. So typically you're saying a loan or come up with the money, right? Yes, sir. What do those loans typically look like or how are they structured? A five-year note on a car? Yeah, great. Example type of thing? Great question. We generally see them structured kind of along the same useful life as the assets, okay? So 15 years, 44-901 lets you go all the way up to 20 by statute if you want to, if you want to amortize it longer. We usually see them at about 15. And I think you had more to that question. Well, then my question becomes... The savings we're reaping will be to paying off the loan. Yes, sir. Right. And so when did we start seeing the full reaping of that? Payment of the savings

095so you said 15 to 20 years. Yes, sir. So every year it cash flows positively and again, that's to say that the The debt service has to be completely covered by those savings most people most districts that I've seen This is just kind of what I've seen in the industry They arrange it where the first payment is made in arrears or after the first year of savings have been collected There's no penalty for that or anything. It's a good way of doing it and so you never make that first debt service payment until the actual savings are recognized. Yes, sir. Any other questions? Thank you, sir. Thank you for your questions. Appreciate it. The time is 7.24 p.m. I call this meeting back to order after our recess. It is 7.35 p.m. Thank you. As

096we continue tonight's meeting, we welcome all who have joined us as we keep asking how we can best provide and encourage, promote and encourage achievement for every student in our district. The mission of Castleberry Independent School District is inspiring and empowering all students to be innovative thinkers in the global community. At this time, we will begin with a pledge of allegiance. The pledges. Yes, at this time, the Lion News crew at A.B. Cato Elementary will lead the pledges. Please stand for the Pledge of Allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation, under God, indivisible, with liberty and justice for all. Y ahora en español. Yo proclamo la verdad a la bandera de los Estados Unidos de América y a la

097república que representa una nación para Dios entera. Gracias para todos. And now for the Texas Pledge. Honor the Texas flag. I pledge allegiance to thee, Texas, one state, under God, one and indivisible. Y ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español.

098Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora en español. Ahora Yes, Mr. Board President, at this time, AV Cato Elementary students will recognize students and staff who are en route to destination success. Good evening, Board of Education and Mrs. Smith-Faulkner. My name is Azriel Ortiz, and I'm a fifth grade student. The campus spotlight is on AV Cato. We are here to show you how we can soar to our destination no matter the challenges, because we've got this. Good evening, my name is Rogelio Mojica, and I'm a fifth grade student. The Lion News crew is made up of six fifth grade students. To become a member, students must complete an

099application and audition for the role. This spring, we will help score auditions and select new crew members for the 2026 to 2027 school year. Each day, we deliver the morning announcements through Google Meet. One of our goals this semester is to create the morning announcements. Slides ourselves. After the announcements are finished, our work continues. We collect library books from younger students, check them in, and sort the books to be re-showed. Being part of the Lion News crew helps us soar to new heights and build skills for success as we prepare to move on to MMR's middle school. My name is Amira Hernandez, and I am a fifth grade student. I am here to introduce Mrs. Lopez. Mrs. Lopez, will you please come forward? Mrs. Lopez is a special education teacher at AV Cato, but she

100does much more than support classroom teachers and students. Mrs. Lopez always has smart ideas that help make life easier for teachers and staff on our campus. Many times you can find Mrs. Lopez modeling a lesson in a classroom, co-teaching with a teacher, and even coaching teachers on the best practices with her positive attitude and big heart. Mrs. Lopez is always helping our school soar to the next destination. Thank you, Mrs. Lopez, for all that you do. My name is Luciana Tello, and I'm a fourth grade student. Today we're celebrating someone super awesome at A.B. Kittle, Mrs. Sanders. Mrs. Sanders, will you please come forward? Ms. Sanders helps everyone every day and she always has the best ideas. She even teaches our pre-k and kinder friends in A's. Mrs. Sanders is the person who jumps into

101hope with school events, family nights, and anything our campus needs. She cheers for every student and wants all of us to succeed. And the best part, she always has a big happy smile and former students run to her for the biggest hugs. Thank you Ms. Sanders for being amazing and being you. My name is Yasuli. I'm a fifth grade student. I would like to introduce the A.B. Cato Care Team. Ms. York, Ms. Goodell, and Tiki, care team members, will you please come forward? Often these two work behind the scenes to make sure our students and staff are safe and cared for. They help our students with feelings, friendships, and schoolwork, and they make sure kids feel safe and supported. They also help teachers and staff by sharing ideas and working together so that A.B. Cato

102can be a happy place for everyone. Thank you, Ms. York and Ms. Goodell, for taking care of everyone at AV Cato. My name is Scarlett Averitt, and I am in first grade. I love when Tiki is waiting at the front door to greatest when we arrive at school. She's excited to see everyone, and I always stop to pet her. Tiki also visits classrooms and is ready to comfort anyone who needs a little extra love or support. Tiki is such an important part of the AV Cato care team. A hire? My name is Ruben Caldwell-Vales and I am in kindergarten. Did you see the amazing science fair projects in the hallway? ABK did so well at the district science fair this year. I can't wait until I'm old enough to have a science fair project. My

103name is Jordan Velasquez and I am in first grade. Did you know Pedro Villafranca went to AV Cato? His science fair project went to state. He's going to MIT in fall. When I get to Castleberry High School, I'm choosing a college too. Our science fair winners are here tonight and would like to introduce themselves. My name is Nova Gonzalez. I am in fourth grade. The title of my science project is... My science fair teacher is Ms. Garza. The title of my project is, Which Insulator Would Best Insulate 150 Mil Bests? I won second place in the district science fair. My name is Carlos Valenzuela. I am in fifth grade. My science teacher is Ms. Aragon. The title of my science fair project is, Which Chocolate Brand Melts the Fastest in the Sun? I won second

104place at the district science fair. My name is Luciana Tello. I'm in fourth grade. My science teacher is Ms. Clinton. The name of my science fair is What Happens When Steel Enters a Magnetic Field. I won first place at the district science fair. My name is Anna O'Vara. I'm in fifth grade. My science fair teacher is Ms. Aragon. The title of my science fair project is Does the Height of a Ramp Affect a Toy Car? I'm in first place at the district science fair. My name is Gabriela Rodriguez. I am in fourth grade. My science teacher is Ms. Garza. The title of my science fair project is Does Distance Affect Magnetism? I am the grand champion for the district science fair. My name is Alisa Moreno. I am a 4th grade student. We want to

105tell you about something awesome. The ACE After School Program. This is the place where learning gets fun. After school, we get to explore cool activities, try new things, and work on projects to help us grow. My favorite club in ACE is photography because it helps me grow my creativity. In ACE, we make friends, learn skills, and even get help with our homework. There are games, challenges, hands-on activities, and so many chances to show what we can do. ACE is all about helping us shine, learn, and have a great time after the school day ends. My favorite club in ACE is cheerleading because it helps boost up my confidence. My name is Nora Bahmed, and I'm a fifth grade student. You may recognize my sister Layla, who is also a student at AV Cato. Layla will

106graduate this year and then go to nursing school. AV Cato is a place that prepares us for success as we move on to the next destination. I'm a Marsh Middle School and then Castleberry High School. My sister Layla and I are going to end the presentation with a performance from the movie Wicked. The title of the song is When Is This Feeling by Ariana Grande and Cynthia Erivo. Layla and the other gentleman that they mentioned, those were my first group of fifth graders when I came. So this is my first group to graduate, so it's special. Sorry. As a little token of our thank you, we have a little gift for the school board members. And I would also like to take this opportunity, if you are a parent here supporting a student, if you

107would stand so we can recognize you. Thank you for your partnership. And if you are an AVKTO staff member here supporting our students and our colleagues, if you would please stand. Thanks again. We really appreciate the opportunity to show you the great things that we have going on at AVKTO. Thank you. So now we're going to take some pictures of you guys, you kids, just so we all can remember this moment. And so we're going to take a few minutes, and Ms. Branch will tell us where to stand. Okay, the students, y'all want to come up to the front? Item number eight, the consent agenda. At this time, we will consider the consent agenda as presented. Is there? Mr. President, I move that the consent agenda. be presented at this time. You move to approve

108the consent agenda? Yes. Yes, yes, there we go. I was lost. Is there a second? Second. Is there any further discussion? Please indicate your vote. Motion carries 5-0. Now on to item 9A, 8-1, I'm sorry, I apologize. Consider approval of a resolution. That's all part of the... Yeah. No, that's all part of it. Item 9A, discussion and action on Senate Bill 11 resolution. Mr. Jackson. Good evening, Mr. Tolliver, board members, Ms. Smith-Faulkner. So Senate Bill 11, which came out in this last legislative session. Basically gives students the board the option to, or actually it makes the board before March 1st adopt a resolution either allowing a dedicated prayer and religious reading time during the school day or the board has to make a decision saying we're not going to adopt a resolution saying that we're

109going to. do something different. We have recommendations from our attorney that we do not at this time adopt a resolution allowing for that prayer time built into the school day. He is giving us an alternate resolution that we can use. Basically, the crux of that, and we'll get into it just a little bit more, but with that being that the kids already have freedom of religion. That's guaranteed under their First Amendment rights, and they have that opportunity to express themselves. And the resolution, when we get into it, goes into that a little further. But I want to give you guys a little bit of the workings of Senate Bill 11 and some of those kind of pieces so you can have a good understanding of kind of what we're here to make a decision about

110today. So with this period of prayer and reading, it would have to take place daily. They get to lay out the rules on that when you adopt that and say that. It's all or nothing with Senate Bill 11. We have to have parents sign consent. We have to make sure that no students are present who have not consented to be a part of that. We have to make sure no teachers are present that have not consented to be a part of that. And we're supposed to do that all without interfering with instructional time. So next slide, please, Angela. So again, like I said, it's all or nothing. You have to take all of Senate Bill 11 or you say we're going to do something different, right? Boards must take a riskered vote by March 1st.

111So that's why we're here in February. But after the board makes this initial vote by March 1st, you're able to go back and revisit that at any time. It's not a permanent decision that you have to make right now. So, and again, basically as I said, our students already have the right to pray under the state and federal law under our current board policy. It outlines all of the things that they're able to do and the ways they're able to express themselves religiously. I do think timing of implementing something like this right now, trying to get all the consents and figure out when we're gonna do it and how we're gonna do it this late in the school year would be quite a challenge. And also, we haven't taken an opportunity to get input from

112stakeholders in our in our district at this point so again under our current policy and if we adopt the resolution recommended by the attorney we will not need to make any changes to our current policy but our students are able to to be themselves and voluntarily and silently pray and meditate in school. They have a protected right to pray and read religious texts. The attorney feels like it's duplicative and unnecessary to protect CISD students' constitutional rights to pray and read the Bible or other religious texts because they are already fundamentally protected. And you'll see in your board packet, we have linked for you the resolution that has been recommended by the attorney. So what do they do right now for prayer? How do they use it? They have the moment of silence where they have

113that time to do that, but also any other time when a student wants to do that, if it's not interfering with something else instructionally, they're able to take that time and silently do that if that's their preference. So then doing something like this, have we thought about if we did allow it to happen, then is there anything that y'all are looking at and how we would implement that into the... I guess the day. Well, it cannot interfere with instruction. So we either have to build a longer day or it's got to be something that would be in the morning and probably optional because I think we'd get into difficulty after school with ACE being also instructional for that first hour and those kind of things. So, you know, it is like a lot of this

114new legislation, one of those things where we're going to continue to hear more how the courts handle it and how. other districts are handling it, and TEA's eventually gonna give us some more guidance on it, and we're gonna know more about it, and maybe a little bit further along be in a better position to make a decision that would involve more change or something like that. Any other questions? So just a clarification. This is a resolution to not adopt this, correct? Yes, sir. Okay. Yes, sir. Basically, it's just supporting the fact that we believe that our kids already have those fundamental rights and that we want our kids to have those rights, but also we don't feel like we need to adopt a daily time of prayer and religious text into our school day. Is

115there a motion? I move to approve Senate Bill 11 resolution as presented. Is there a second? Is there any discussion? Please indicate your vote. I think my screen's frozen. Motion carries 4-1. Item 9B. Thank you, sir. Item 9B, consider approval of adoption of instructional materials for K-5 math, K-5 RLA, along with Algebra 2 and Geometry and Pre-Cal. Is there a motion? I move to approve the instructional materials adoption recommendations as presented. Is there a second? 9B. Yeah. Is there any discussion? Please indicate your vote. Motion carries 5-0. Item 9C, consider approval of the 2026-2027 district calendar recommendation. Is there a motion? I move to approve the 2026-2027 district calendar recommendation. Is there a second? Is there any further discussion? Please indicate your vote. Motion carries 5-0. Item 9D, consider approval of proposed 2026-2027 contract recommendations

116for cabinet members. Is there a motion? I move to approve the superintendent's recommendation to renew cabinet members' contracts subject to assignment. Is there a second? Second. Is there any discussion? Please indicate your vote. Motion carries 5-0. Item 9E. We're going back into closed session at this time. The board will retire to closed session under Texas Government Code Sections 551.071 through 551.076 and 551.08 through 551.083 to discuss the items listed on the agenda. The time is 8.10 p.m. 10A, is there a motion to approve the superintendent's contract as presented? Superintendent's contract as presented. Is there any discussion? Please indicate your vote. Motion carries 5-0. Now on to information items. While we're signing on the information items, I did want to ensure that if you wanted more information on the district improvement plan quarterly updates, that there

117is a full link of the improvement plan with where we are at this quarter. And so if you wanted to go into detail for every single performance objective and every strategy, that's where you would see that. Is there anything anybody wants to touch on? I'm asking the board. No, but I did want to recognize Heather Mayfield for being here the whole entire meeting because she did have the PEIMS report on the information. So thank you. Jump to the board key dates. 12A. 12A. Good for each graduation last Friday. The Irma Marsh Choir performance on the 17th. Did I jump over something? I have a question. Go ahead. On the key dates on next Wednesday, the 18th, do the mariachis perform on the 18th or it's not until the 19th? Do we know? So Wednesday is

118the travel on the 18th, so there's no performance. The performance is the 19th. And then they travel back on the 20th. Okay. Is anyone going to attend? So Mary Lou. So Angela, we just need to get with Mary Lou. I have information on the 27th and 28th on the Lone Star Governance Training. So we received an email. So I wanted to explain the email because we have training set up on both Friday and Saturday. And Ms. Carter reached out to Angela and myself and explained that the Lone Star governance is not really a team of eight training, that it is a statewide training, even though we are hosting it here. So what that means is other people can actually sign up because it is on the TA's website as something that other people can sign

119up. And there was actually someone who signed up on Friday from a district that has a new trustee. And so we have to allow them to come to the statewide training. In addition, it's a two-day training, so they would be here on Friday or Saturday. And so I spoke with her today and said, but I thought this was our training. And that was, you know, the understanding that it was for us to begin to work on the work. And she said, oh, no, that's really not what the training's about. It is the Lone Star governance. a training on how to do those things. You wouldn't necessarily be creating the goals and things that I know that y'all, a couple of people spoke about. So it has to be open to anyone coming in learning how

120to do that. So with that, they said you could just schedule a Saturday training that Ms. Carter could do where you would work on the work, but it couldn't be with the Lone Star training on Friday. Like we could reschedule it. And I think, I don't know, to me it was very confusing in our email because I thought we signed up for you to come here and do this training, but they said actually anyone can come to the workshop. So why do we have to do it on a Saturday? Well, it's a two-day training, so the Friday and Saturday would be... The two days? No, I'm saying if we rescheduled. It would, because if it's, you could do it on a Friday with just her, but it wouldn't be Lone Star governance training. It would

121just be training, or she said she could do maybe a couple hours, four-hour training, but it wouldn't be considered Lone Star governance training. It would just be training with the board. Or we could do Lone Star Governance if we did it all on a Saturday on our own. No, that's what I asked. That's what's tricky about it is she goes, you have to have two days of Lone Star Governance training. So the Saturday wouldn't be Lone Star Governance. It would just be her coming in and working with the board. It was very confusing. I personally think that we should just reschedule to something with our board because that's the reason we were having this training. Do we? I agree. But even if we reschedule, we run into the same issue. Because we want to do

122Lone Star governance, and we want to do it as a board, just us, no outside. And that doesn't sound like that's an option. Yeah, it's open regardless. So we're going to run into the same issue. So rescheduling doesn't solve anything if we're wanting to do Lone Star governance as a team of eight only. We can't. So basically it sounds like we have to do the Lone Star governance if we want to do it and then we schedule another time just to do us? Yeah, that's exactly right, Janice. So you could do two days of Lone Star governance, but you wouldn't be necessarily setting goals, doing things like that. That would have to come at a separate time when you actually work on your specific board items. So then there would be more training. Which if

123we were wanting to do Lone Star Governance, that route sounds like what we would do. Do Lone Star Governance because it's a framework around governance, not necessarily us doing a workshop. So we would do a separate workshop for our goals and anything else that we want to work on. She actually went through the agenda on the first day and it did not have anything to do with goals. It was more about the role of each of us on the board. Yes. So there are separate things. We were thinking we could work on goals in Lone Star Governance, but that's not the intention of Lone Star Governance. So if we want to do that, great. We need to set that separately also as a workshop. I also wonder if, and I barely responded to the email,

124like I think an hour before meeting, but I was wondering if she could clarify what she meant by we get a different type of credit or training if we do just Saturday, if we can just ask her to clarify that. Okay, so I did ask her that. So Saturday, you could just have a training on Saturday, but it would not count as Lone Star Governance. Not on the two days of Lone Star Governance, you would not get Team of Eight training. You would have to come back and get team of eight training, Angela. But it would not be in conjunction with Friday. Correct. She could come back. It could be a Saturday. It could be a Monday night. It could be a Thursday night. She could do a team of eight training. Yeah. That extra

125time would be a team of eight training because then it would be in a closed session. And right now, this training is open session. You post it like a board meeting, and then it's open session. Parents can come, community members can come during the training and watch. I tell you, my feelings on it are I hate to lose this time frame. And I think Lone Star Governance, the training we have set up, is a great starting point for us all. And if we do a team of eight, you know, this would be a good starting place. So I know it's not exactly what we had in mind, but I think it's a good starting point. But you're saying not to get Team of Eight credit, just to do Lone Star Governance? Well, we would get

126credit for the Lone Star Governance. If we left it alone. Team of Eight comes later. I think what Dewey is saying, we get 16 hours of professional learning, but then in order to get Team of Eight, it would have to be scheduled afterwards. when it's just in a closed session when we post it. She'd have to come back and then the work would start after we did the training. Yes, ma'am. We'll get Team of Eight credit for all that time that y'all spent together. She clarified today that Lone Star Governance, once another person comes, it is no longer Team of Eight training. I asked all of those specific questions. So after that, because when another person's here, you're not working on your team. You're working on what does Lone Star Governance look like. So what

127would happen is you follow up after the two-day training with a team of eight training that she then begins to help you walk through the process of doing all these things. Yeah, that makes sense. If we want Lone Star Governance. To Dewey's point, like we've already captured this time. We want Lone Star governance. Sure, we would like Team Evade also, but we can't control if someone else can come to this. So we could run into this every single time we try to reschedule this. For some of us, I already put in the vacation time. I can, but I don't want to be. Like I'm already being prepared to not be there. And honestly, team of eight would be great to receive for it, but we're already talking about doing a separate workshop to work on

128goals anyway. We're getting team of eight there. So stick with it. Or is there anyone strongly thinking don't stick with it? Even though we'll run into the same issue every time. We could. Wait, what do you mean? For Lone Star Governance? You get your hours is what you're saying. Oh, no. We're not worried about getting hours, though. We're saying our goal is to get Lone Star Governance. So this is... So that we can have training. Yeah. And this allows us to meet our goal. It's so hard to get everybody to go to nationals or to go to the state. You know, we all have different lives and different schedules and different requirements. And so I think everybody has dedicated and committed to this weekend that we've got here on the 28th. And I think we

129take advantage of that. Well, if other people join us, they join us. And if they don't, then it turns into a team of eight and we get our credit. No, Lone Star Governance is not team of eight ever. Which is fine. Because still, our goal is to do Lone Star Governance. So we're going to check our goal. Regardless of anyone else is here or not. Our goal is going to be checked. And then we can do a separate workshop to do team of eight and work on goals and do all the board work that we want to do that Lone Star Governance was not built to do anyway. That was more on this framework of the governance piece, which is why it's open to everybody. The goals that they're going to tell you to make

130are your House Bill 3 goals that you've already adopted. So can we have consensus that we're going to stick with this and work on team of eight later? Mm-hmm. I mean, I... I know that's not a full consensus, but so. I would say that you don't wait too long before you look for the date for the team of eight. Yes. Election. So we reach out now just about dates for a team of eight, so we start getting that on calendars? Yeah. And your team of eight doesn't have to be an eight-hour day. It can be in the afternoon, like a workshop. Eight to four, is that right, Angela? Eight to four, breakfast starts? Nine to? At five. Okay. Eight to five both days? Thank you. I think we just do, we individually get credit for

131Lone Star Governance. You get your continuing education and all that. We individually get credit. That's why we had this meeting. I mean, so we can all be here. That's mandatory. That's why we all got that date. You're correct. It's not mandatory. Well, I mean, yeah. Not mandatory, but why wouldn't we want all board members here? Like, are you planning to come, though? Well, I guess, which points to the issue of scheduling and stuff. That's why we've had this for so long already planned. So we won't all be listening to the same thing. I don't think there's any change. Moving on. Is there anything else we need to discuss other than establish the next meeting? 13A, Monday, March 9th, for a regular board meeting? No. But that's not correct. It'll be February 28th, correct? Okay. February

13228th is the first day of the training. Sorry, thank you. So that Friday, Angela, has to be posted as a board meeting. and I believe that she can give you the language. Item 14, I move we adjourn. Hearing no objection, we stand adjourned at 9.14 p.m.