School Board Meeting | October 6, 2025

001Yes, at this time, Mr. Board President, we have Christy Patton, our Executive Director of Special Programs, will present an update on the 25-26 District Improvement Plan, and the focus will be on our end-of-course retester priority that we have outlined in our DIP. And she shared with you not only the eight priority areas, but also the strategies for all eight. I am here tonight to focus on number five, which is EOC retesters and the strategies that we said we would do last month when we came before you over that. As a reminder. I haven't presented on something like this in a couple of years. It's been about six years, so I'm kind of diving back into high school life, but I'm excited. But I have been charged with ensuring that a plan is in place for

002retesters and that it is implemented with fidelity. This is the exact slide that you saw last month when Dr. Richland presented. I just want to go over this a little bit more in detail. There are five strategies. I will talk about what we have done so far with those five strategies. As far as the goal, the goal is to decrease our retesters by 30% in all five areas. Those five areas are algebra, biology, ELA-1, ELA-2, and U.S. history. So you'll notice some numbers there at the top. That is the number of retesters that we want to get down to, so with the 30% reduction, by the end of the year. However, as you know, when you begin to work a plan, sometimes you begin to uncover things within that plan, and sometimes you have to

003pivot. We have uncovered that those numbers were not accurate, so you'll see those numbers change as we go through the presentation. These are the current numbers and where we stand as of today. So you'll see that our end of the year goal is going to shift. We will update that in the DIP. The numbers are a little bit more than what we started the year with. So in algebra, we currently sit at 59 total retesters. A 30% reduction would be at 41 students or less, still needing to pass that algebra to the end of the year. You'll notice in red at the bottom, out of all of the retesters, there are 38 total retesters that still need to pass English 1 and 2. So those 38 kiddos we're considering to be our high-priority kiddos, they

004need to pass 1 and 2. On the right, you will see the plan from last year for 24-25 interventions. I have up to this point focused on two, the bolded. Because again, as you begin to work the plan, you begin to uncover some things. Some things take longer than expected. And I'm going to get into that now. But I do want to clarify what is the difference between a blitz and a boot camp. We will be looking at doing some of these. You'll notice these happened in the spring last year. We will be looking to see if there is a need for these in the fall. Just haven't quite gotten there yet because the focus right now has been on making sure that kids are in the right courses, number one, and number two, a

005tutoring program for retesters, and I'll talk about that. A blitz, however, is when we pull students out of the classroom. It might be for a day. For example, last year we had a spring ELA blitz where we pulled our retesters out of the classroom, did things like stations, high priority, high tested areas. A boot camp, the difference between that and a boot camp, a boot camp would be like a shutdown within the classroom for maybe 10 days, 12 days. For example, our biology retester class is environmental science. Last spring, they shut down for 12 days prior to the spring test. So that's the difference between a blitz and a boot camp. Okay, procedural improvements. I did pass around. Hopefully you all got it. The first thing we started with this summer was a planning tool.

006Dr. Barnes and I collaborated together on this tool. It is a cyclical tool because this process never stops. There are three opportunities for retesters to take the EOC exam. One in December, one in the spring, and one in the summer. It's a cyclical process that really never ends with retesters. So we took some of the things that she was doing and things she kind of had thought, some of the things that I've done in the past when I was at the high school. We created one document so that it's very clear what we should be doing and when we should be doing it. If you go to the second page, we are working on the prior to October items, which I'll be talking about. Some other things that we have put in place in order

007to work a process, we need an updated and correct list of retesters. That's what the retester portfolio is. I'll show you a picture of what that looks like here in just a minute. Basically, it is every retester kid by content. And then we're digging even further in PLCs, looking at each kid one by one. Where are they? What class are they in? What interventions can we provide? And that is where we are utilizing that dedicated PLC time. Question four, the PLC process is what do we do when kids don't know it? We are utilizing that question. We now have dedicated PLC time to work on retesters and making sure that we have intervention plans in place. We are working with and collaborating with ACE to make these tutorials happen as well after school. And we

008have made a pretty big procedural change in what ACE looks like with retesters. Last year, they utilized IXL, which was an online program, quite a bit with these kiddos. We know that the research says that highly qualified teachers is a much better way to go. So we are now working with our teachers to provide those tutorials in ACE. As far as ELA 1 and 2, you'll notice we have the highest amount of numbers in ELA 1 and 2. Our team at the high school is fairly new. I believe we only have one or two returning teachers. So over the course of the last two weeks, we pulled out ELA 2 and worked with them for a day. Part of what we did was work on these retesters and the plan for that, and then we

009did the same thing last week for ELA 1 as well. As far as implementation, again, we have that portfolio. Everyone's collaborating on the same spreadsheet. All PLCs are collaborating, looking at the same thing. As far as ACE tutoring goes, again, a lot of time has been spent here making sure that we have a plan in place for individual student needs provided by our content experts, which is the teachers in the classroom, the teachers that touch these kids every day. As far as retester courses, we have two options. One I mentioned earlier, it's environmental science for biology. We have the majority, vast majority of our biology retesters sitting in that environmental science class, very helpful and beneficial. And then as far as algebra goes, we're using algebraic reasoning as our retester course. Again, the majority of

010our algebra retesters are sitting in that retester course. We do not have a retester course for ELA. We do not have a retester course for U.S. History. So another idea that we kind of talked about with the PLCs was interventions during the school day. What that would look like is we have quite a few of these kiddos sitting in credit recovery, which is a program we called Adjunuity. And that provides another opportunity, along with electives, for us to possibly pull them out during the school day. I can tell you that Ms. Kelly James is already planning on doing this for U.S. history. She's already worked a fifth and sixth period group that she's going to pull out three weeks prior to the benchmark, which is going to be the end of October. And then she

011will utilize that data to reorganize those groups prior to the START test, based on scores of those benchmarks. Here are some artifacts for you. The top blue and red is just a snip of what that retester portfolio will show you. This is kid by kid. It will show you the last score that they made on the exam. Notice this one has a red, and it's checked DLA 1 and 2. This is one of our high-priority kiddos. This is a retester for English 1 and 2, one of those 38 I mentioned. We're looking all the way down at writing, which we know is a need. You can see the plan for this kiddo is ACE, and then we dug down to see exactly what it is that we need to work on during those tutorial times.

012On the left-hand side is also a snip from Mr. Molinar and the high school's newsletter. So you can see they're keeping retesters at the forefront, which is great. The more we talk about it, the more change we're going to see more than likely. On the right-hand side, this is when we rolled out the retester portfolio and this plan in PLC. I told you we were using the PLC times, embedding dedicated time for this. This is a snip from that presentation where we rolled it out. And then at the bottom, this is another SNP from that retester portfolio, but this has to do specifically with the tutorial schedule and ACE. You'll notice there's quite a few things linked in there. There's an attendance tracker for ACE. This is still a work in progress. If you look

013over on the right-hand side, we are implementing walkthroughs from upper admin. I did one last week. There are still some things that we need to fix and address. We're going to continue to do that as well. So to recap, this is the same slide that you saw before. This is what we said we were going to do. The first three bullets have been done, however, not perfect. There is still more work to do as we uncover different things that need to be fixed. Have not gotten to the bottom two yet. We'll do that closer to the spring because it has to do with next year and summer. still working those first three bullets and you'll notice that those numbers have been updated in the actual goal. What questions do you have? Like I was asked

014to talk, I'm just kidding. First of all, thank you for sharing that and thank you for adapting, right? I think that's important. I think the only thing, I know we've talked a lot around like student setting, goal setting. I know we just had that conference. Is that part of this as well? Would you guys do like goal setting with the students as they're looking at the retesting? Why do I do this? It is not something that we've talked about. However, I do know that they have that student conferencing day coming up, and I think that would be fabulous to put that on there as well. I do want to add on that student-led conference day, the students will have their star scores, and part of the document that Dr. Barnes shared with us is the

015students will have to talk about the plan if they're a retester and what Ms. Patton had up there, what are the options so that they're prepared for that. Moving on to item 5B, strategic compensation plan for principals. Yes, Mr. Board President. At this time, Catherine Walker, Director of Talent Acquisition and Development, will provide an update on the principal strategic compensation plan system that we have been working on with Steady State. Good evening board president superintendent and school board members Thank you for allowing me the opportunity to update you tonight on our progress with designing Castleberry strategic compensation plan and specifically our launch impacting principals So you may remember during the 2024-2025 school year, Castleberry ISD was one of about a dozen school districts that was selected by the state to receive the strategic compensation grant

016to pilot a program that was aimed to align compensation with educator effectiveness. Through this compensation program, Educators who historically receive raises at a lower rate than other professions will have the opportunity to receive pay increases at rates comparable to other industries. Basically, the state is helping to fund our district to design and implement a system where administrators and teachers are compensated for improving student achievement and producing positive student outcomes. So this year we are capturing data for our principals. They will now be on a revised salary schedule based on this performance. We know that principals play a pivotal role in both shaping a school's environment and impacting teachers' effectiveness, which are all important factors leading to student success. These three categories, student performance, instructional leadership, and campus environment will now drive principals pay. You may

017remember this graphic. During our summer planning, we adjusted it to more accurately align with the district's goals and performance objectives. The visual shows the weight each component has for determining a principal's effectiveness level. The highest weighted category is in red. That's the student outcomes. 60% of the principal score will be calculated based on the campus accountability rating and student growth measures using assessment tools that we already have in place. Educational leadership will continue to be appraised through the Texas Principal Evaluation Support System, also known as TPAS, and that will account for 20% of the principal score. The final 20% of the score encompasses student safety, student attendance rate, teacher satisfaction, and family engagement. Again, we're going to use these three weighted categories to determine principal's pay. This slide shows a sample scorecard for an elementary

018school principal. Now the name and the scores on the card are all made up, so don't try and figure out who it is because we just created a sample one just for a mock scorecard for demonstration purposes. The scorecard shows the point values that align with the weighting that's on the previous slide. So here you can see the points that principals can earn in the student outcome section, the instructional leadership section, and the operations and environment section. Using this scorecard, an administrator can easily see what areas carry the most weight and where they need to target improvement. For the most part, the principals at different school levels have the same scorecard. The one place principals will see a slight variance is in the student outcomes section. Every principal's student outcomes section is weighted at 60%,

019but what makes up that student outcomes section matches how students are tested there. For example, in this elementary principal scorecard, you'll see that the student outcomes section is based on campus accountability as well as MAP math growth and the Amira reading growth scores. Since these tests are specific to the elementary campuses, the secondary campuses will be using something different. The high school principal, for example, has point values assigned for TSIA passing rates instead of the MAP growth and the AMIRA growth. And the elementary, of course, doesn't have TSIA because that's not a measurement used at that campus. Now, once principals have their scores, the points will align with the principal's effectiveness level. These are the salary bands and represent how much a principal earns depending on the type of campus that they work at. Because

020of the tight alignment with the A to F accountability ratings, campus principals who are in the unsatisfactory range will typically have a D or lower accountability score. Most likely the principal who has an accountability rating of a C will score in the progressing level. And a principal at a campus with an accountability rating of B most likely will score in the proficient one or proficient two category. And a principal with an accountability rating of an A will most likely score either in the high proficient two, exemplary, or master range. You can see the cut scores in a real tiny little spot down at the bottom also. Now. You may be wondering how we plan to implement such a bold change to our principal compensation. This is very different than the way that we have paid

021our principals in the past. And while change can lead to positive results, it often disrupts what people have become comfortable doing. So, to ease the transition, we provided information in late spring preparing principals for the coming changes. And after reflecting on stakeholder feedback, we made some adjustments to better align with our district goals. Now we are sharing the revised information as well as providing each principal with a what-if scorecard so they can see where they would score utilizing data from the 2024-2025 school year. Now, using both the principal's scorecard and other tracking measures developed by the district, principals can easily identify targeted growth areas for their campus improvement. Now, once the data from the 2025-2026 school year has been collected and added to the principal's scorecards, principals will have that opportunity to earn the salary

022on the band of their effectiveness level for 2026-2027. Now, we want to use this as an incentive, not as a punishment. So, we're implementing a hold harmless year. That means a principal scoring in a band below their current salary level will not have a decrease in pay, but will maintain their current rate for the year. Bottom line, for that first year, principals have the opportunity to earn a higher pay with no risk of dropping in pay. Now, for year two... The effectiveness level data will be collected in 2026 and 2027, and that will impact principal pay beginning in the fall of 2027. Now that we've developed the strategic compensation plan for principals, we're not done yet. We are continuing our partnerships with TEA and Study State Impact to develop similar pay schedules based on educator

023effectiveness for other roles in the district. We also want to take time to evaluate our system to determine the impact this change will have on our student outcomes and campus performance, as well as our budget and availability of state funding that's tied to strategic compensation. And finally, we will be exploring ways to align the Teacher Incentive Allotment, or TIA, and the strategic staffing and our strategic compensation plan so that we can maximize funding and flexibility with providing instruction for our students. Thank you so much. I hope you are as excited as I am about this new salary for our principals. Some from the principals and some from other stakeholders, yes. We had like a committee of people that we consulted kind of with that were members of the district. To me, that seems unfair. So

024that maybe is just something that I'm going to have to work through or you can help me understand. So what I'm hearing... Also is that then our TIA and the strategic compensation grant should complement one another. We should start seeing TIA and the principals all everything. Yes. It's designed to where we can use funding from TIA to help support some of the strategic staffing and some of the strategic compensation. They're designed to align and go together. so that we're not having to cough up lots of extra money, but we're able to move the funds around to support the things that we wanna do to improve our student outcomes. And I would like to add to that that our goal for district accountability is for all campuses to be a B, and if that was the

025case, all principals would have an increase. So the pay incentives are aligned directly to the goals, and we were very close to that. Yes, that's what the grant is about. And steady state doesn't just help the state of Texas. This is something that you will begin to see most of the principals, even in other states, have already moved to this type of model. And so that's why when you're looking at the pay plan. that we're very blessed in the fact that our campuses are in good standing throughout the district because it allows for more than the traditional pay increase for our principals who are getting the performance out of our students. It's higher than what the normal increase would be. I have a question. Yes, sir. So this is a pilot program with the TEA,

026is that correct? Yes, we were one of about a dozen districts that they piloted this with. There are some districts that are already using this strategic compensation method, such as Dallas ISD and I believe Fort Worth ISD are using this to help with retaining the teachers that are of high quality and retaining the administrators that are of high quality. Is this a first year for them also? No, those districts have been doing it for a while. And then this year, I think the state added, I think I was told like 20 more districts that they added this year that are also going to be participating in the strategic compensation. So this was a route that the state is kind of moving toward. And Commissioner McGrath. Marath, excuse me. McGrath, that's Chris. He actually presented it

027at, I think you remember, I think it was at the school board convention. When we were looking, he was providing the model for Dallas, which is similar. And that's where I think that the push has been because of their student outcomes have increased after going to this model. So I have another, just a... a theory out there heaven forbid one of our our wonderful elementary school principals doesn't meet it for some reason out of their control do we have any authority to override any of that and let's say they they have to take a lower salary is there is there a way we can you know for some reason they get a new batch of teachers in there in there you know no fault no No, you know, they're I forgot what it was called

028Thank you. They're they're here and then they get a new batch of teachers and those new teachers So for the first year again, we're doing that hold harmless So for this first year the data is all going to be taken from one year Starting the second and subsequent years. It's going to be on a rolling two year. So it'll be an Average that way we are ensuring that we're not having somebody jump super high or drop super low It'll kind of allow for the up and down a little bit, but it won't be as drastic so that way if it If a principal does have one year that's really difficult, something happens, you've got that average of the two years for them to, sorry, too much hand movement. Okay. And so what I'm really asking

029is, is there any way we can act around that if we, I mean, if there's reason to believe that a principal, like, is being held for something they didn't do or didn't have control over for some odd. That's not something we put in our rules, but it's something I definitely can take to the committee for discussion. I think that would probably be a board decision in that instance if there were something unforeseen that happened at that campus. But, you know, when you look at accountability... And we don't want, you know, I was sitting with some people discussing how to work on some accountability. They weren't happy with some of the superintendents the other day. And I feel very blessed we don't have that problem. And I think that this is more of a look at

030how do you. reward the principals who keep performing and they have been performing in the campus itself when it's in their practice, embedded in their practice. I think that, and we're keeping, we're retaining people. So not only do we have that, if we had a new principal, we also have some very qualified people on the campuses that I feel could take the baton and run with it too. We have very little turnover in administration this year. And I think that that's just going to show us that we're going to be even more successful next year. I think just to add to that, to what Dewey said, I think we also know you guys aren't going to let somebody just flounder, right? You're going to intervene. I mean, June and her team are going to be,

031everybody's going to be there to support. So I know that's definitely, they would get ahead of it for sure. I think my question is, we're saying principals, but what about assistant principals? Sometimes they are very much in control of that instructional leadership side of it. So just like Tia, we look at the model. We're going to work on this, work the bugs out, and then that is the next portion. I've also asked for a scorecard for superintendent. They've already given me one and we're looking at that because the scorecard for the superintendent is fed from the principal scores. And so we're looking at aligning from teacher all the way up to superintendent. So it is a slow process. Just like TIA, we're adding early literacy and numeracy this year to TIA. So there's only so

032much a small school district. We don't want to roll it out and something happens. It's a mess. We're trying to slowly roll it out. Now we have more teachers interested in what is this TIA? How can we have a test? How can we be included in it? But we don't want it to be something that we don't. Put in place and have some safeguards like Dewey was saying we have some safeguards What if the data doesn't come back the way we think well then we'll come back to the board and say there's some unintended Consequences and we'll look at that and make some adjustments right so we have teachers we have principals and we have coaches also There's some sort of not yet So we have to do this first so this is part of

033the grant and then you slowly began to look at all of the areas I think it's also just going to be a great tool. And I think Dewey's questions, all our questions are, we want our principals to know that we care about them and that we want to ask every question that we need to be asking to make sure that this is going to be something great. And what I want is when a principal has been in the district and is improving student performance, we want to keep them and we want to compensate them for their work. And so this is higher than the scale, than the principal's scale. And so when they are performing well, this gives them an opportunity to make even more than what they would be able to make on the

034old scale. Quick question. Because it's lagging data, would that be the following year they're getting compensated, the extra? No, it's not lagging data. We have just built in a safeguard for one year. So they would have to come back, of course, the next school year because that's when it would be. So it's one year but not two-year lagging data. Right, so one year. Okay, yeah. Just to reassure you, most of the principals, if we were to look at the 24-25 data, would be where they are at or higher. I think we have maybe one that is a little bit lower, but most of them would be falling where they're at or higher. So this is a great opportunity for them to earn more. Thank you. Thank you. Item 5C, 2024 Casper High School Bond Program

035Construction Update. Mr. Holloman. Good evening, board. Board President Tolliver, Superintendent Smith-Faulkner. We've got some good news moving forward. We're going to look at what we set out. I went ahead of you. You didn't know. Okay, there we go. A two-year time frame, 3.2.2. We are going to first be on schedule in budget and then about 1 o'clock in the afternoon on that day. We'll place the highest point of the project in place, and so that'll be a nice celebratory moment for everyone. Last and certainly not least, after nine months, Ms. Smith-Faulkner did receive a letter from the City of Fort Worth and we scrapped the complete replacement of the water line and now they're going to allow us to tap in. We are going to get reimbursed for expenses up to this point as far

036as design. So, RLK, our engineer, as far as... getting reimbursed and our architects will also get reimbursed for that. Good points of that is that it's going to be a lot less intrusive, so we are tapping in. That will be at our expense, but we won't have to block off as much traffic, and hopefully it will be a much shorter timeline for that. As far as a financial view of everything, we're, like I said, about 30% complete, but we have about 71%. We've paid out about 29% of our money. Both, ironically, this month, it matches up. The bond, the GMP perspective, as well as everything that Lenny and I are kind of handling on the side, we're moving right along, and it's right on pace to stay within budget. Hopefully, towards the end, we'll be

037able to pick and choose a few items that we can improve and maybe do in addition to what we've brought to you to this point. A little bit of glamour shots here. So here's the band hall interior. It really looks beautiful. I don't think the pictures do it justice, but I do think the pictures show kind of, if you'll see the ceilings, we've got some of these. Some of the sound dampeners as well as on the wall and the colors really add a lot. In the background there on the right is our Winger lockers. They're really beautiful. So hopefully we'll be able to do a walkthrough with everyone soon. So that's the interior and renovation. You'll help me out for these last few slides. Thank you. And that's the office area for the band hall

038as well. So that gives you a little closer look at the interiors. The finishes, countertops, and carpet, that will be throughout all of the addition as well. This is unit C. This is our connector. So this is obviously moving a little bit faster than the other areas because this will be opened this next summer. So as you can see, we are actually connected. We can walk from the main building, only construction people, don't get any idea, staff and students, from the renovation and the interior all the way to area B. And this is the walkway, the spine, as we call it from... unit C to unit B. Go ahead. Thank you. This is the stairwell inside of unit C. We've already poured those stairways. If you'll see in the background on the right, that is

039the elevator opening and shaft. So all we lack now is finishing up in this area. So it's really looking good and it's a lot easier to walk through and kind of see the contractors and what they're working on individually. Go ahead. This is area B. This is the storm shelter. So the difference in area B and area C, size-wise, they're about the same, but structurally, area B, obviously being a storm shelter, is about twice the amount of materials to build the structure. Area C is a lot more busy as far as the interiors, but next picture will show you some of the interior. That's the gymnasium. So you see we've got the decking, and gym finishes will be a little bit simpler than, obviously, classroom and offices. But moving right along there and staying right

040on pace. Okay, and finally area a this is a little more prominent from the the road there, White Settlement Road. So we have our moisture barrier in. We'll go to the next picture and final picture, I believe. So you can see on both levels, top and bottom, although this is not scheduled to open for a year, this is the area that we're going to allow not only our students, but also our staff. So we're going to choose a few of our auxiliary staff to walk through as well because it gives them a visual. of areas hopefully not anytime soon but in the future they'll be working on and uh but it's important for them to know where shutoffs and cutoffs and things like that in case or of an emergency uh but yes we've got

041framing electrical uh alarm systems and all going in there so really really exciting time and if you'll notice at the corner of white settlement road and churchill we finally got through with at t with the help of smith faulkner i sent an email that I'm not used to sending those types of emails. I'm the nice guy, but she helped me out a little bit and we got, I did send the email. It took them a week and they did respond accordingly, but, and I know, you know, they've got so many things going on, but we did get finally to cover that up. So from an aesthetics point of view, it's really nice. And so. We've got one, a couple of areas actually on site where they're connecting the large lines, but we'll have the storm

042drain completed and hopefully be able to get water off the site, stay dry. We'll actually start finishing up some of the site work around those areas as far as elevations, and then we'll move into the parking lot. We had a few hiccups there as far as the soil. That's actually about five foot of... sand, nothing but sand. So we're having to go through a couple of areas there. Other than that, we've got in our transition, we've got a little remediation over the weekend. Moving forward, they've already built the new construction wall, which separates the choir drama area as well as the media center. Thank you so much. Ms. Covey, for all your patience and help in getting everything out. And I mean that. It was a lot. They did a lot internally. I learned more

043about the Dewey Decimal System than I learned in school. But we're clear. We're free. We walked it this morning with BTC. And they're moving forward as we speak now. So, again, everything's moving right along good. We look forward to hopefully seeing you at the top-out ceremony. Anyone that would like to join us on the 21st, at this time I'll entertain any questions. Yes. Yeah. So thank you for making that happen. And you were talking about us being reimbursed for the water lines. Who's reimbursing us? So only the architect WRA and RLK, so that's our architects and engineers, who spent the last nine months putting together plans and drawings for the replacement of the water line, which was the directive of the city of Fort Worth. So they, I believe, in my opinion, saw an opportunity.

044We invited them to a couple of board meetings to put a little pressure on them. So I'm not always the nice guy. I just was trying to liven up the crowd a little bit. But we did put pressure on them along the way, but they were adamant about taking this opportunity. On the schools, not necessarily expense because they did promise a reimbursement from day one. But from a liability and schedule standpoint, it was putting a lot of pressure on BTC because that's not work they're used to. It was a different bidding process altogether. So all in all, right before in the 11th hour when we're ready to start, they scrapped everything, I believe because the reimbursement was really high and higher than what they thought. But we were making sure we protected the school first

045and covered all our bases. So it got expensive. And so they scrapped everything. And now we're going back to the original, which is just a tap in. At some point, they may or may not replace that line, but that will completely be on the city of Fort Worth. As far as us, we're just responsible for tapping into the line. We just wanted to make sure that any cost that. WRA as well as RLK had incurred over the last nine months, they got reimbursed. So, Ms. Smith-Faulkner got a letter from the City of Fort Worth this morning and they are getting fully reimbursed for that and moving forward we'll have an agreement with the City of Fort Worth and the school district. So, BTC will not be involved in that. And I'm not a construction worker

046or plumbing or anything like that. But is this water line going to be adequate and be able to... Take what we need. Yes, ma'am So they did not make any demands based on failures of the line or in my to my knowledge or anyone else's knowledge that they had had to Replace or repair any of the line previously? It's part of I think their protocol and when they're normally dealing with private businesses and a smaller area I think that's part of their protocol is to have them instead of tapping to the line replace it However, we were talking about over a thousand linear feet in the middle of a project that was $98 million. So it was a little bit different for the school district to do so. Yeah, to my knowledge, we're fine now.

047If there are things that happen to move forward, I think that's part of the agreement. They will be fully responsible and need to. But as far as pressure, size of the pipes and everything, we're at. I want to add that, Cameron. I do think the city has already replaced part of that line, and our assumption is that they probably found someone who can replace the line in front of us at a lower rate. We're excited. It's at 1.30, because I think I heard someone ask 1.30. Yes. Any other questions? One o'clock gets you preferred seating. Okay, thank you very much. I do want to add something, Cameron. One thing that you're going to see come in front of you is an RFP for furniture. Because remember, we have something coming up. Some of this is

048coming open at the beginning of the year. And so you will see something that's going to be a very quick turnaround. We've met with WRA. They're going to help us with the RFP. And we already have the furniture drawn out, and we'll be putting that together, and that will be a very big expense. But we have spent a lot of time up front planning that. So that will be something you have to act on very quickly. Yes. Normally prices hike up across the board for all companies in January. So getting ahead of the ballgame, we'll get priority as far as scheduling and also pricing. So we're trying to get that done by December. Yes, ma'am. Thank you. Thank you, sir. Yep. Item 5D, bilingual ESL program evaluation. Yes, Mr. Board President. At this time, Laura

049Guzman, our secondary emergent bilingual coordinator, is here tonight and will provide our program evaluation on the dual language ESL program. Good evening, President Oliver, Board of Education, and Superintendent Smith-Farner. We are thrilled today to be here. to share with you our Emerging Bilingual Program evaluation for the 2024-2025. Here is our small but mighty team. Together we support our students from pre-K to 12th grade. Our Emerging Bilingual students are served through two program models, our one-way dual language program and our ESL program. In the dual language model, students learn in both Spanish and English. with the goal of becoming bilingual, biliterate, and bicultural. And in the ESL model, students learn in English with ESL-certified teachers who use content-based strategies with language support as needed. Newcomers are an important subgroup within our emerging bilingual population. This year,

050we have seen a steady growth in the numbers of newcomer students across campuses. and our districts continue to restrain the support available. Now, we will take a closer look at the academic performance of our students. In Start Spanish, language art meets performance art students in dual language program perform above the state. emerging bilingual average in third and fourth grade. In fifth grade, results point to an area for growth, highlighting the need to refine Spanish literacy instruction, support, and ensure consistent across upper elementary grades. Please note that in fifth grade, only 14 students took the test, and most of them were newcomers or dually served students, which might have influenced the overall results. In STAAR English Language Arts mid-performance, our emerging bilingual students continue to show strong progress. Our dual language students who test in English

051are shown in dark red, while our ESL students are in light red. Students from dual language programs are performing above the state emerging bilingual average across all grade levels. This growth highlights the effectiveness of our dual language program. Our ESL students showed notable growth, particularly by 5th grade. On Start Math, CISD dual language students outperformed our district overall in every grade and exceeded the state EV average in grade 5th. Let's proceed to explore secondary performance. Our ESL students demonstrated steady progress in reading, with CISD emerging bilingual students performing close to state average across multiple grade levels. Notably, sixth grade ESL students outperformed the state, highlighting strong academic growth. We remain committed to accelerating progress and closing the gap in eighth grade and high school algebra one to ensure continued success for all learners. Our ESL

052students continue to show growth in math while seventh grade remain slightly below district and state average. Sixth and eighth grade ESL students perform close to the state average, reflecting solid progress. We remain committed to strengthening math proficiency across all levels. We target support in Algebra 1 to sustain continued growth. The following slides were presented to you during last month's meeting. We are revisiting these data points today to fulfill the requirements of the annual program evaluation. The main update for our TELPA reclassification is slide 15. Now we have the final reclassification count for students. Since last time, we shared only preliminary data. This ensured the most accurate and current data available. We were able to reclassify 106 students. Every emerging bilingual student received a letter this school year reporting the progress they made in the past

053school year. As shown here, the letter were organized by a student's group and sent home through parent squares. Our small but mighty EV department is constantly empowering and building teachers' capacity across multiple areas as needed. As you can see, this list highlights the wide range of professional development opportunities we provided last school year to directly support our teachers and students. This table shows the section and waiver filed 2024-2025 and projected for 2025-2026 across our campuses. While the total numbers of waivers remain the same, the data highlight specific campuses where bilingual sections and ESL waivers are still needed due to the certification shortage. We have included the following slide for your reference since it has not much changed from last school year presentation. Any questions? Oh, I think, thank you, first of all. Can you go

054back to slide nine, please? I think it's nine. So the way I'm reading this is that our students are underperforming from all students. The EBs are underperforming at the secondary level. I see at the elementary level, it seems like we're over. So what is the disconnect? Have we made a connection between, like, what is it? And then you said 14 students tested in Spanish, but it's only newcomers. So I'm assuming that most of them tested English. Mostly are newcomers or we are dually served or they might be on their special ed umbrella, most likely. And that's a principle. We work really hard to ensure that the students are getting prepared for. middle and high school or middle sixth grade things six ways is all in English yeah so clearly there's a pattern right um no

055yeah to help I can help with that. Overall, seventh grade math, remember, was low, very, very low district-wide, and we have changed our math offering for seventh grade with acceleration. And so overall, many of the seventh grade math, overall the state is very low performing. And so that's an area that we have changed what we're offering. And so I know that that is one of our focus areas. And so you'll be hearing more about seventh grade math. 106 students to reclassify. What did you mean by that? Okay. In order for a student to be able to reclassify, they have to pass the start test in reading and also score advanced high in topaz as a composite. Then when they meet that criteria, and also the teachers have to recommend it for reclassification. Then when they

056meet those three criteria, students are able to reclassify. Then we have a... MORE STUDENTS, THEY WERE QUALIFYING FOR THE RECLASSIFICATION, BUT WHEN WE CLEANED THE DATA, THERE WERE 106. BECAUSE SOME STUDENTS TOOK THE TEST IN SPANISH, SOME STUDENTS, THE TEACHER WAS FEELING THAT THEY WERE NOT READY TO JUST GO IN ENGLISH ONLY, AND THOSE WERE THE MAIN REASON WHY THE STUDENTS WERE NOT ABLE TO RECLASSIFY. Making sure that they're ready or not. Then when they reclassify, we call reclassification because they don't exit the program. They just become monitors. And we monitor the academic performance for two years. And then after that, we are able to say exit. I want to go back to slide seven real quick just to point something out to be sure. We notice this because there's a difference between dual language

057students that are EB and ESL students So if we look at this slide seven, if we look at the Texas performance of EB students at 41%, the CISD dual language students are at 45% performance. In fourth grade, the state is at 41, and our dual language students are at 54%. We see that our students that are, which is fewer students in the ESL. participation, most of our students are going to be in that dual language. And so our concern has always been that after fifth grade, our students do have to take the test in English. And so I think that's where we're seeing part of, we're still trying to maybe catch up for taking the test in sixth and seventh and eighth grade in that second language. And a lot of times by the high

058school, they do begin. performing better, but there seems to be the middle school where we're having to get them caught up. But I just wanted to point that out because I had that same question, Linda, when I was looking at the difference between middle school and the elementary. But our dual language students are significantly outperforming the state, and in some areas, outperforming all students. So. Yeah, just added what you said. Also, in sixth grade, we have combined ESL and dual language. And that's the data we also track. They are together. And here we can see all the students who took the test in English that are serving in dual language classroom and separate the ESL. Right. And I think that's the thing right that bridge, you know, where is it falling apart for our kids?

059Because I mean obviously that's important, right? We need them to be able to read to be able to vacillate all content areas. I think the other question is you mentioned they were Exited but they were still monitored does this include all EBS or does this include even monitored like is it exited kids? Yes, EBS no monitors. No monitor. Okay And to add to that, it looks like sixth grade there was a good transition, and it was in seventh grade where we fell one point behind the state. And then we see one point at English 1, and it was English 2 that had the five-point drop. And so we can see how the CISDEB students are compared to Texas. So we show that we're a little higher or equal, but when you look at all students

060and compare that, so that would probably be our focus to be sure that all students are performing. Even though we're outperforming the state or at equal, then we want all students to be successful. Right, to their English counterparts, right? Absolutely. Yeah, thank you. Thank you. Thank you, ma'am. Move on to item 6A, the Finance Monthly Update. Mr. Wooten? Yes, at this time, Mr. William Wooten, our Chief Financial Officer, provide a snapshot of the 2025-2026 revenue collections and our expenditures by fund and function as of September the 22nd. All right, thank you. Good evening, Mr. President, Board of Education, Superintendent. Thanks for allowing us to present the monthly financial report. So here's a quick overview of what we'll cover today. We're going to talk about the budget snapshot. What's important there is looking at the actual

061collections, actual expenses, and net change in fund balance. Is net change in fund balance going up or going down? And then next, financial performance. That's going to pretty much, we're going to compare the actual collections and the spending to see if the spending is on track. Then the next steps we're going to look at to keep the budget aligned and on target. Those are things that we've done historically each month to make sure that we're focusing. Here's the budget snapshot here. June 14, we adopted a $48.6 million budget. To date, we've collected $8.8 million, which is 18% of our adopted budget. We've spent $7.5 million, which is 15% of our adopted budget. And then that change in fund balance is $1.3 million. What's important about this slide is this, is that we're not overspending. We're

062spending less than we're earning, right? And so that's a positive trend as well. Next slide. So this slide is very important. I'm going to spend like 30 seconds on it. But here's the deal, is that we've actually collected $8.8 million, as we said before, which is 18% of our budget. Our breakdown of our funding sources are local, our avalanche taxes. That is really 20%, 23% of our budget. To date, we've collected $260,000. which that's understandable because ablum taxes are collected and basically a little bit November December and January is the bulk of it everybody hopefully pay their taxes by January 31st. We'll take penalty and interest as well so so here's the key point about this slide is that state funding is so important. It is essentially 77% of our adopted budget. We're anticipating collecting

06337.2 million. We've collected 8.5 million to date. How do we get more state funding? It's all about attendance. When I talk about local property taxes, we're thinking of tax rate and taxable sales values, but state funding is driven by ... More students come to school, more money we receive. And we did receive our settle-up payment this month, about $3.5 million, and our state payment, about $5-ish million. And so I just wanted to highlight how important that is to the district. When we compare last year to this year, I just want to focus on the total expenses are slightly lower than last year. We're down $135,000, so we're spending less at this time as it is compared to the previous year. Instruction spending increased by $204,000. It's showing more investment in classrooms. Basically, that's a sprinkle

064of a hospital, too. They've given us funding. Teachers have gotten raises, so you're going to see that number kind of take up a little bit. Instructional support, we're down. We spent about $85,000 less. General administration, we've spent about $41,000 less. And district operations, $212,000 less as compared to last September this time. Next slide. So next steps, what are we doing each month? We're actually... doing projections, looking at cash coming in, cash coming out, making sure that we're projecting and actually looking at it and having discussions as a team. We're actually keeping a good eye on cash flow and grant drawdowns. And we're going to begin the 26-27 budget development process, talking to campuses, talking to departments early. That way, when we get to January, February, we have had that conversation, not waiting until January or

065February to decide. November is a big month. The auditor comes and presents the annual audit. And once the audit is presented to you guys, you guys approve the audit, then at that point we submit it to TEA. In December, we prepare for the mid-year budget update. How do we do that, basically? I'm going to be looking at financial data, cash flows, fund balance, and grants. Then we're going to prepare and plan and adjust the 25-26 budget amendment. At that point, we would have had good projections. School would have been in play at least six months. All that data should be pretty good. Now, if there's some- some things that we haven't considered talking to the group here, we should realize that. But at the end of the day, we should have a good idea of

066where, you know, if there's a need that we need to fill that gap. And so we'll float that information through the superintendent. Subsequently, it will come to the board. And so, Mr. President, any questions from the board? That's all I have. Any questions? Yes, ma'am. Go ahead, Mary Lou. So question on the next to the last slide where you said we're spending less, and this is an assumption on my part that it would be less because of tightening the belts and there were some positions eliminated. Is that why? Yes, that is correct. Thank you. I wanted to be like Cam and be nice. That's why I didn't say that part. That's totally different. Yeah. That's it. Yeah, 60% of those state funds come from sales tax, which is 60% of the tax revenue in the

067state of Texas. Thank you, sir. Yes, sir. Thank you. Sections 551.071 and 551.076. Also 551.08 through 551.083. To discuss the items listed on the agenda, the time is 7.10 p.m. At 7.30 p.m., I call this meeting back to order after our recess. It's still 7.30 p.m. As we continue tonight's meeting, we welcome all those who have joined us. As we keep asking how we can best promote and encourage achievement for every student in our district, the mission of Casaberry 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. Yes, if we could have Ozzie L. Solis and Jeslyn Chavez come up and lead us in our pledges. Please stand for the pledges. I pledge allegiance to the

068flag 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. Now for the Texas flag. Honor the Texas flag. I pledge allegiance to the Texas, one state under God. We're on to Adam 8C. Hispanic Heritage Month and Mariachi Band. Yes, Mr. Board President. At this time, we have Ms. Laura Guzman, our bilingual ESL coordinator, and she has brought a few people with her tonight to help us highlight how Hispanic Heritage Month is being celebrated in Castleberry ISD. The feeling is different. Even in President Tolivar, Board of Education and Superintendent Smith-Foner. I want to thank you for giving us the opportunity to recognize outstanding academics performing across all campuses during the Hispanic Heritage Month. Hispanic Heritage Month is a meaningful celebration

069at Casa Berry ISD, where we proudly honor the rich histories diverse cultures, and lasting contribution of those whose ancestors come from Spain, Mexico, the Caribbean, and Central and South America. With nearly 85% of our students coming from Hispanic backgrounds, this celebration reflects our ongoing commitment to recognize and uplifting the cultural heritage of our students and community. Hispanic Heritage Month began in 1968 when President Lyndon B. Johnson, a former Texas educator, established it as a week-long celebration. Then President Ronald Reagan later expanded to a full month to open our tribute to the Hispanic Heritage Month, Los Leones de Mariachi group from Casa Berry High School led by CHS director Juan Sigala and Irma Mars director Jairo Salazar will perform for us tonight. What a beautiful privilege. Thank you Los Leones for such a beautiful performance. Tonight

070we are proud to recognize a student from each campus who had demonstrated exemplary participation in celebrating Hispanic Heritage Month, both at the elementary and secondary levels. In addition to engaging in campus-wide activities, decided to deepen their understanding of Hispanic culture, these students took part of rigorous research projects aligned with their TICs and social studies or Spanish classes. Each campus select one student for their involvement during the school day and another chosen by A's after the school program. When you hear your name on campus, please come up with your project and remain standing. Each student is receiving a certificate of recognition which has been attached to the project. From A.B. Cairo Elementary, I am pleased to present to you Amira Hernandez, which serves Selena Quintanilla, a beloved Tejano singer and cultural icon who broke barriers for

071Latino artists in the mainstream music industry. Also from A.B. Cairo Elementary, I am pleased to present Rogelio Mojica. A former worker and civil rights leader known for advocating for workers' rights and social justice. Now, from Casa Berry Elementary, I am pleased to present to you Carlos Gonzalez. Carlos researched Lionel Messi, an Argentine soccer legend known worldwide for his for his incredible skills, record-breaking goals, and leadership. Also from Casa Peri Elementary, Sofia Trevino. Research, Canela Alvarez, a world champion boxer from Mexico, who has inspired the Hispanic community through his hard work and dedication. Now, from... George James Academy of Leadership, I am pleased to present to you Genesis Salazar. Genesis was not able to be here due to issues, but we are recognizing her as well. Last but not least, from our elementary, Isabella Maria Neaves.

072Isabella researched Natalia Jimenez. a Spanish singer known for her powerful voice and for inspiring pride in Latino culture through her music. Let's give a round of applause to our elementary students for their outstanding work. Now let's recognize our secondary students. We will use the same procedure. When you hear your name, please come up and remain standing with your project until we recognize all students. Irma March students were not able to make it, and we had Randy Ortiz. Randy Ortiz researched the history connection of... Tacualache, a town in Zacatecas, Mexico, is known for its rich tradition and strong community spirit. That is a hard name even for me. Also, Irma Marsh, we are pleased to present Estrella Castorena. Estrella created a portrait of Celia Cruz in the style of Pablo Picasso. This piece beautifully blends Picasso

073cubist style with Celia Cruz's vibrant energy, celebrating her strength, passion, and love for music. Moving to Casa Perry High School, we have Mariana Luna. She created a self-portrait titled Mi Herencia en Lince, My Heritage in Canvas. Mariana shared, my painting is inspired by immigrant growth who are forced to stop being children and mature at the early age when they arrive in another country. Leaving their entire lives behind to face a new reality. The growth facing away and looking toward the sky represent the closing of one chapter and beginning of another. And finally, Chloe Chavez. research project is inspired by a vibrant Hispanic cuisine food truck as a way to celebrate Hispanic Heritage Month. Her project highlights the rich diversity, art, and heritage of Hispanic cultures, showing how food connects language, art, and tradition to celebrate

074their richness. Beautiful. Let's give a round of applause to our secondary students for their outstanding work. Now, Ms. Reckman, our fine art director, will recognize our mariachi senior. We don't have a new one. It's the same one. Good evening Superintendent Smith-Faulkner and all board members. It is my pleasure to join all of Castleberry ISD in celebrating our outstanding mariachi and mariachi seniors. Tonight we honor their years of dedication and excellence in fine arts and recognize their many contributions to the mariachi program. Please join us in congratulating the following senior mariachi students. Students whose names appear in red have participated in the Castleberry Mariachi Program throughout all four years at Castleberry High School. Please hold your applause until I have announced all of the students. Jacqueline Aguirre, Joshua Almaguer, Jessalyn Chavez, Valeria Carrero, Lindsey Hernandez, Evelyn

075Martinez, Uriel Perea, Daniel Perez, Robert Rodriguez, Steve Sanchez, Asael Solis, and Madey Vasquez. Each of these students will receive a certificate to recognize their dedication to the Castleberry Mariachi program and performance in Mariachi Los Leonis. Congratulations senior Mariachi students, thank you. As this is our fifth year to celebrate Hispanic Heritage Month, we wanted to give all of the campuses an opportunity to develop their own activities and they went above and beyond. Please enjoy these highlights from Hispanic Heritage Month throughout CISD. The performance is so beautiful. My heart is so happy. And now, colorín colorado, este cuento ha terminado. Comeremos perejil para estar en Irma Marsh. And congratulations to all of our seniors who are in our band, especially the ones who have been in the mariachis for all four years. Congratulations. It has been great

076watching you over the four years. We're going to take a few minutes and take some pictures, so nobody move. We're going on to item number nine, the consent agenda. At this time, we will consider the consent agenda as presented. Is there a motion? Mr. President, I move for the consent agenda to be approved as presented. Is there a second? Second. Is there any discussion? Please indicate your vote. Motion carries 6-0. Now on to item 10-A, action items. Consider approval of BDB local. Oh, I missed nine. No, that's all part of nine. That's all part of the consent agenda. Everything in nine is a consent agenda. Good. Item 10-A, consider approval of BDB local. Is there a motion? Second. Is there any discussion? So we need to maybe just add the word shall be dissolved or

077restructured maybe upon board action. Because I think if someone wants to quit a committee, then the board needs to know that. So that they can maybe fill that slot. So are we amending this motion to add something? Are we, well, no. Are we mending our policy or do we want to create a new action item next month to amend the policy? Mr. Board President, may I suggest, I thought there would be some questions because the legal policy and the local policy that matches. So I did ask Wes to provide a little history if we got into a discussion. Is that okay? Sure. Okay. In August 18th, it was an action item and it was not approved, I think, because there was a need to have some more discussion about that before approval. And then again

078on September 8th, we brought that up and I think there was a hesitancy to approve that night because there were quite a few board members absent that night. And then as of tonight, it is an action item again. And so far as of this afternoon, we didn't have any questions received about it. That's kind of where we are at this point with this item and just I wanted to be able to provide some timeline for how long it's been kind of floating around out there. And so one of the things when this first came about, I emailed our policy consultant at TASB to say, hey, can you just give me a little bit more about what's going on with this and why is there a change and why are we splitting basically one policy into

079two policies, right? And she says that the changes to BDB and the creation of BDF local were primarily done, sorry, that one's way too small for me to see, but I can't walk away from this, evidently. to clarify the difference, where all members of the committee are board members versus an advisory committee where you might have other different groups of people on the committee as well. So that was the primary change that took place. Was there anything about dissolving a committee if a member did not want to be part of that committee? No, it just says that a committee shall be dissolved upon board action. So once a committee is formed for a specific purpose, once they bring back that information report to the board and the board takes action, that committee would be dissolved

080is what it's talking about when it's talking about the dissolution or dissolvement of committees there. No, it does talk about what is the process we would do of appointing members to the committee. So I think that might be more where it comes in is where if someone leaves the committee, and that was one of the changes she said she had received from some of the other districts was. who puts these members on the committee and a lot of districts had added some language around the board president would appoint members to the committee so maybe adding that language would satisfy your concern of what happens if somebody leaves us we would have the board president appoint a number another member of the committee not just not just so someone else could be appointed a structure it's

081a structural change right so the the and one of the the The pieces of this is the board committees, now that they're a separate entity from the advisory committees, are made up of only board members. So to me, it would be, I mean, it would have to be dissolved, or it would have to be that at the board meeting, we would find out somebody left and the board president would appoint somebody new. Is that what you're asking, Tracy, or am I completely missing the point? I think because if the president's going to be the only one that's appointing someone for a committee, then why does the board need to have any action to dissolve it? Why couldn't the president just dissolve it? And maybe I misspoke. Let me try to start from ground zero and

082explain that piece again. So the purpose of the committee is to make a recommendation to the board about a very specific thing. What should the board do about whether we ever serve chicken nuggets again in the lunchroom or something like that, for example, right? So once they've brought that recommendation back to the board and the board votes, yes, we're keeping chicken nuggets or no, we're getting rid of chicken nuggets forever, then that committee would be dissolved if there was no other business for that committee to take care of. Yes, but if during that time... If someone wants to get off that committee, the board needs to be informed of that. That committee shouldn't be dissolved just because someone wants to quit. No. It would just be that somebody new was appointed to that person's place.

083I just think a committee would be protected if someone wants to quit. Can we add language currently, or do we need to? I mean, we could adopt it as is, and then I could bring it back to you next month with some different language around trying to, I could reach out to the policy consultant and ask her to pinpoint some language that we could use to address that specific area. So what is the, yes, so currently, what does it say about if a member is no longer wanting to be on the committee, what happens? I don't think it addresses it. It doesn't specifically seem to address that. Yeah. So I think the reason that we, I would recommend at least taking action and then amending it is because it also, this local policy is in

084alignment with legal policy now, but you can always add or amend your local policy. Yeah. Well, I think that's the best way to handle it. Yeah. Ongoing to me. So we need to have more discussions about our committees. Yeah, we'll get to advocacy later because you and I had a conversation I want to discuss with everybody. But as far as the committee language, the way this talks about that, once you finish. your task for that committee, then that committee dissolves. But an advocacy committee, is it ongoing or is it now dissolved? Will be my question. Well, I think we got, we established an advocacy committee without really, because we've never really done committees before. And so we all want to be advocates. Technically, we all are advocates, hopefully. And so... We established that committee on

085a whim a little bit and with good intentions. And so I don't know that we necessarily need a committee for that, especially something which we'll get into in a second. We've got a motion and a second, and we're in discussion on this item. So I want to stick with this. And I think one more point of clarification. As I'm reading this for the 29th time, I'm seeing it a little bit differently. When the board creates the committee, there's four things they do. They determine the number of members on the committee, the process to appoint members to the committee, the term of the committee membership. and the responsibilities of the committee. So if that committee had multiple or ongoing responsibilities, I think that would probably trump the part about dissolving it. Now that I'm reading that

086part kind of separately, I'm kind of seeing that language differently. So when we establish a committee, we could establish those parameters. Yes, sir. Yes, sir. Now, we all wanted to, it was a time where we all felt like we needed to. Yeah. So is there any further discussion? We're going to vote on this, and then we'll amend it. He's going to put it on some language? No, the motion's already there, and it's fine. It's not going to hurt anything by amending it. We have full intention. I have full intention of doing it. So any further discussion? Please indicate your vote. Motion carries 6-0. Item 10B. Thank you, sir. Consider approval of resolution regarding Senate Bill 12 and parental rights. Second. Is there any discussion? It's from TASB. I do have a question. I know the

087last time we talked about it, it was like, we can't even give them a Band-Aid. I know that's been adapted at some rate. Okay. So we did receive further, you know, every day as we are trying to implement this, there are more questions, and then they provide us more guidance. Okay. And so they did update some of our consent forms. Good. Thank you. Is there any further discussion? Please indicate your vote. Motion carries 6-0. Item 10C. Consider approval of early childhood literacy, mathematics, and college career and military readiness five-year goals and annual milestones. These are those HB3 goals, right? Yeah, yeah, please. Okay, so for our House Bill 3 goals, within the consent, I mean not the consent agenda, within the action item, I did put the board policy for the three goals that the

088board approves every five years. So what I did is I provided, Angela, if you'll just. do the one pager House Bill Three Goals, link one. What I did is I did a very simple form before it has all the progress monitoring on it. And so if you look at board policy, you... You have a third grade goal for literacy, a third grade goal for numeracy, and college and career and military readiness. And so what I did is I tried to make a very simple one pager that captures your goal and then the five year milestones that come with the goal because the first year you'll see that the district improvement plan. sets so if you'll go to a goal house bill goal three third grade literacy in that block itself it has the overall five-year

089goal then it breaks it down into how do we jump from 50 30 i can't see it 36 percent to 55% on third grade meets star reading. Well, in 2026, we're looking at 40% meets, 2027, 44%, and 28, 48, 52, and 55, which is our five-year goal. And so we have measurements over the five years just like we had previously on your five-year goals that you approved. Also notice that the first 2026 goal is a performance objective in the district improvement plan and this is also outlined in the strategic plan. So it is such a focus that we have it in three of our documents. And then you'll see the third grade numeracy for math. Your five-year goal is to increase meets in math in third grade from 27% to 55%. And then you see

090the milestones for the five years. And this year in the district improvement plan, you'll get progress monitoring on where we are towards this year's goal or performance objective. And then your college and career military readiness, we're at 98%. And so our goal is to become 99% over the next five years. However, we do know that some of the things in college and career military readiness are changing. Some of the rules are changing with us within two years. So we had to set some of our milestones differently over the five years. Overall, our district accountability goal, if you look at the very top of this one pager, it says district accountability goal. The district accountability rating will increase from 81 to 83 with each campus earning a B rating or higher by August of 2026. So

091that is our overarching, where do we want to be on accountability? We want to increase it to 83. And then if you look at the guardrail that we need to ensure and we have some. progress monitoring place for this also at the very bottom the attendance rate for all students will increase from 92.8 percent to 95 percent because that is going to be sure that if we can do that students will be in the classroom receiving instruction and we will also mr wooten will be happy because we will be bringing the funding in to ensure that we're within budget so that is a quick snapshot of what the goals are that is up for recommendation. If you go to the next document, which is House Bill 3, early literacy goals, what we have provided is

092a more in- a more in-depth scorecard that we're using in the district during our progress monitoring. For example, the overall goal that you're adopting is your third grade literacy goal. But we also know that progress monitoring begins in pre-K. with where we want to be on the circle test. It also begins in kindergarten for overall mastery in a mirror. And in first grade, we have an overall mastery in a mirror. And we also in second grade have an overall mastery in a mirror. A mirror is where we measure growth. We also looked at the reading rope and we broke down the reading rope into very specific areas that we're going to focus on. And we'll have beginning of year, middle of year, and end of year progress monitoring. And we've already completed our beginning of

093the year test. And then we are addressing that for student interventions. So we have... an overall five-year goal in each progress measure, and we also have a one-year goal for 2026. So it is very carefully lined out, and we know exactly what areas we're pulling from, AMIRA reports, and we've already done progress monitoring for the beginning of the year, and then in January, February, when we get our middle of the year, a MIRA report, then we'll do our progress monitoring and our action plans for the middle of the year, and then at the end of the year we'll look and see in June we'll report back to you whether or not we met our goal. But these are all of the progress measures along the way in early literacy. We've never put it on a

094scorecard, but this is basically the process we use. With a MIRA, what we love about it is it breaks up each grade level into the areas of the reading rope so that we can monitor our student progress. Also, you'll know that we gave you understanding the parent report out of AMIRA. It talks about an arm report. It also breaks down reading subscores for the parents. Every month, we're doing go beyond grades. And the parents will receive the AMIRA report of their child's reading level as they do their level set test. The parents will receive this and instead of just getting a report card that doesn't always mean a lot, we're working with our parents on individual areas and providing them ways that they can also support them at home. This will also be part of

095our student-led conferences. It gives our parents a lot more information instead of just a letter grade. Next, you'll see that there's progress monitoring for early literacy goals and that... Also, we'll come from overall mastery on star, circle, and stem scopes. We already have the baseline data. We have the five-year goal. We have the 25, 26, 27, 28, 29, 30 goal, the five years, so that we have our measurements until we reach the goal. And that has progress measures for each grade level. And then finally, your House Bill 3 goals that I gave you, it breaks down into what categories are we going to be monitoring. We're going to monitor SAT, ACT, and TSIA performance. And we have our goal for the five years. And we're going to also measure our dual credit performance. We're going

096to measure our industry-based certifications. And if you notice, that one actually goes backwards over the five years. And that's because they're going to change the rules on what qualifies for industry-based certifications again. And then on RAMP's performance objectives, you can see our goal. And the fact that we want to end in 2030 at 25%. So you have three goals with this sheet right here that explains that you're adopting a five-year goal for third grade literacy, third grade numeracy, and college and career and military readiness. How we're going to progress measure that includes subgroups within our scorecard. So the recommendation for the board is actually this sheet for the three goals that, according to Texas Education Code, our board policy, that the board must adopt every five years. This is what you need to adopt. That's

097also aligned to our DIP, and it is in our strategic plan. So that's my recommendation. Is there a second? Second. Is there any discussion? And again, excuse me, but I'm trying to understand. So when we look at kinder, let's look at pre-K, and I go back to the strategic plan for 24-25, we ended end of year at, I'm just going to use literacy as an example because that's an easier view. 92% in kinder we ended up in 91% first grade 42% second grade 30% third grade English 38% in Spanish 30% is where we ended the year And then I look at this and we have for pre-K, we're going to say we're going from 68 at end of year of 2025 to 82. I guess I'm trying to just make sense of where is that

09882, where's that 68 coming from? Where's 85? Because that's not the same as the numbers on the strategic plan. Because it's coming from the circle assessment, which is the state assessment. So we changed what our measure is now again? No, I think that that was our progress monitoring within our own assessments. And so what we have is all students. Now we're giving the test as a circle because that is on the commissioner's list of assessments. So we're using the circle for our measurement. So where is the circle data from if I were to look for it from 2425? It is in the assessment program with the student data. So it's not anywhere, it's not ever been presented to us. Like there's nowhere I could say, I can go to this document and pull these numbers.

099I would have to look back through Becky's presentations and ask Becky to get with you on that. We can certainly. do a presentation that shows the data and how as our committee came up with this, but there's even way more individual progress monitoring than just this. I believe that when you look, the biggest issue is when you go to kindergarten and you look at AMIRA because AMIRA is a different program than MAP. and we selected that based on a year of research between what AMIRA can provide and what MAP is going to provide. So we are looking at some different assessments, and the baseline data, I believe, that the question was about is we have the pilot that we took last year, and we're using that as the baseline data. So it's AMIRA data versus

100AMIRA data for this year? Yes. I guess my thing is, because those are big discrepancies. I guess that's where my gut's kind of sitting. I just want to make sure that we're, I mean, you know, I don't want to put all our stake into something and we're overconfident, underconfident. I just want to make sure that we, me, me, me, Linda voting, right? Not we collectively, just me, can say I, I. I can get on board with that. I think that's because it is new and because there's such a discrepancy, it's like, okay, was map harder? Was this easier? Was this like, how, what are you guys seeing? Cause you, you guys are living it. Y'all are living it every day. Not me, but I do think that it's different. Um, and so that's, I can't

101say that one, um, That one is inflated or not. It's just that the way that it measures and the individual tutoring and the Persona's learning that the teachers get it's just it's just different and so The reason that we selected a Mira is it's actually a station and a Mira merged together And so we've used a station before And so there are some similarities in there. The reason we chose Ameri over MAP is because MAP doesn't have any personalized individual tutoring small group. The coaching piece. The coaching piece. So if you look at the baseline, we're doing the best that we can on the data, but if we get at the end of the year and we look at the data and the performance on STAR, we can always come back and make adjustments. We've

102had to make adjustments on the data before. And when we get the new STAR test, I'm probably going to tell you we're going to have to redo these. Right. Because what the new test looks like could be more about growth. and not performance and look very different. Because it'll be a benchmark. It's going to have growth, and right now this is based on performance. So we are on the new accountability roadshow, and we're having someone from TEA that's going to come and present because we're already beginning to learn about what does... What does the new A through F look like? Because we only have it for two more years. So we're making this a good faith. But based on all of the changes that we make, I don't know that we could ever say that

103our goals are 100%. But based on the knowledge and what we have now, it's the best we feel. And we can always make adjustments. Because our end goal is to ensure that our students are successful, and if our goals are not aligned with where we need our kids to be, then certainly we'll come back. And we did adjust our CCMR goals in the middle because of the fact that it changed in the middle of the five years. And if I remember, I think we also changed math. when we went to STEM Scopes because we were using another program. So when you use a new program, we're doing the best on our baseline, and we can make adjustments. But it is definitely aligned with all components of the reading rope and the components of it, which

104we felt that was very beneficial. So even though you would be adopting it, it doesn't necessarily mean we might not have to come back for amendments based on the data we're seeing. It's not a perfect system. The five-year goals, those percentages. Yes. Now, what we do know, they could change each year depending on where we land, but what we do know, according to the new A through F accountability system, we made the long-term goal align with an A in domain two. 55? Uh-huh. Based on the fact of our economically disadvantaged performance. Relative performance. Yes, relative performance. Not not so that's that's a shift from like domain one. Yes, she's a 60% right? So domain one was 60% meets in domain two since we have 92% of our students are so economically disadvantaged then It depends

105on what grade level two because middle school is different than in high schools different but in Third grade it would be the 55% relative performance No, because of our economically disadvantaged numbers is how the 55% becomes an A. Yes, and I think over five years that's a great goal because we're certainly moving towards an A, and we can see that there's not a big jump that we have to make between years. We want them to be without that. So we are using relative performance. Right. Are these numbers meets or masters in this five-year plan? These are meets. They're all meets on third grade. Fifty-five percent of our students in five years will be meeting. Yes. Yes, and in fourth grade. In fourth grade, we had 51%. And fifth grade, yes. Yes, go ahead, Christy. Your

106circle data. Thank you. Well, we did we did June we did an overall presentation on the data in June also well and remember so something good to look at if you look at the Third grade literacy goal remember reading is 50% of third grade Revising and editing and the essay is 50%. So you keep hearing that students are not reading on grade level in third grade. Well, 50% of the test is reading, and the other 50% is basically grammar and writing. And so that's why we also have the writing aspect that is a focus. I think that that was the part that surprised us in third grade because we had done so well on writing the previous year. And it was a difficult prompt, I'll be honest with you. I think 55% and A is

107a great goal. We came together as a team. We started this in the summer. And when we worked with the administrators, we felt that 55%. And then that's why we like Amira is because it's going to give us the individual student reports, and the parents now will have that individual very easy-to-read student report. And then it will also give the teacher lessons to work in small group, and they're not pulling down from teacher-paid teacher or creating them themselves. They're internalizing those lessons. And I know this is probably like a weird ask, but is there any way we could look at it? Like just, is there a demo? What part? The demo of the mirror? I think if you go to the mirror website, you can look at it. Yeah, it gives some, I think there's

108some videos and things out there. Okay, cool. And we're also aligning this to teacher performance for TIA, for growth. I'm sorry, another question just along that line. I know special education is one of the buckets we're working with as well as our EBs, but does AMIRA have some sort of accommodations for our special education children? Well... It has accommodations for all kids. You know, when we think of special education, remember that accommodations such as for special ed IEPs and 504s and all students, even regular ed, gen ed students can receive accommodations. And so I think that you're going to find out that that's the whole purpose is for interventions. And the teacher in the classroom. Now when she's working with small group, we'll also put those interventions in place when she is able to pull

109out lessons based on student groups. Well, we just started it. So it is a new program. It's new. We piloted last year because we used it as our baseline. We piloted it and... Everybody piloted it, all grade levels? A small group. I'm not sure about pre-K. I don't think pre-K piloted it. But K-1-2. We had groups. It also has a Spanish component. We also have Lectura until 100% of the, that's what's merging into Amira. And so what we liked about it, it is also one platform for both of our languages so that it is equitable for all students because we didn't want something that wasn't providing the resources for our dual language students or bilingual students. That's been one thing I think that the teachers want is to be sure that they're receiving just as

110many quality resources. And I really like the parent piece. So every month now, not only report cards, you can see the parent report is going to help them understand exactly where students maybe need help with and what their student-led conferences will have the ability to say, what help can I get? It comes in nine different languages. Yes. Nine different languages that I saw today. So I think what's on the table is the overarching third grade literacy goals, the numeracy goal, and the college and career military readiness. And I'm showing you what we're using in addition for progress monitoring just so that you know what we're doing the beginning, middle, and end of year. It's probably going to change in two years, actually. But it's our best guess for what we have today. So thank you

111for walking in. Is there any further discussion other than we want our kids to exceed 55%? Now remember, we did have our approaches was very high. So meets is where we want our students, but many of our students were very close. And so we'll look at the numbers. Please indicate your vote. Motion carries 6-0. Item 10-D. Consider approval of bestest abatement at Castleberry High School from Abaddon Environmental not to exceed the amount of $36,520. Is there a motion? I move to approve the bestest abatement at Castleberry High School as presented. Is there a second? Is there any discussion? Please indicate your vote. Motion carries 6-0. Item 10E. Consider approval of Castleberry ISD library books to be purchased. Is there a motion? I move to approve the list of library books to be purchased as presented.

112Is there a second? Is there any discussion? I haven't read all of these books, so I'm assuming that they're all age-appropriate books and that we trust that's what we're being presented with. Well, you come on up, Ms. Colby. The librarians have not read every book either, but they have to go by reviews. And there are many of these. I think most of these books are Blue Bonnet books because they're donated. Okay, so if you go to the... a library website or the district website and you look under libraries and policies and procedures, we have listed there our collection development process, what we go through to get put once. So what happens, this is how it works, is the librarians put together a list of books. This list here that we have, this so far have

113been books that were all donated. So these are not books that we're actually going to purchase. These are books that we're looking to be approved to put in the library. They've been donated. All of them, except for two of them, were donated by Ms. Sinurcha at Joy James. She's on the Texas Blue Bonnet Committee, and they send her tons and tons of books. And so she donates those to Castleberry ISD. And then we go through and we look at all the reviews of them. She has actually read most of these books because she reads close to, well, for that committee, it's like. two to five hundred books that she goes through and reads. So if, but in order for a book to be on our list, it has to have, if it's fiction, it has

114to have two positive reviews. So we look through the professional journals and we find two reviews. If it doesn't have two reviews and it's a fictional book, then we look to see if it, what, in our policy. It goes through those processes of what has to be in addition to the reviews. Like we consult. So the librarians will submit it. I go through every book that was on this list, and I go through all the reviews. I look for tags of words and items that may not be age-appropriate for elementary. And then we discuss it. And then we look at other districts around us and see do they have these books in their districts. And so we are spot checking and looking through the books to make sure that they're age appropriate. Because outside Ms.

115Sinercha, most of us don't have time to read. And it's only a three-year commitment. So she's on the committee for three years, and we've been blessed. Castleberry's been blessed to receive thousands of dollars of books from her time on this committee. But we go through that process, and we have that process listed out on the website of... Here's what we do. This is what we look at. It all aligns with our local policy, EFB local. It aligns with Senate Bill 13, what causes you all have to go through this process. And it's a process that we've had it in place throughout the years, but we're tweaking it. We're tweaking it to make sure we meet our state. Senate Bill 13, we make sure we meet the local policy and bring to you that information. What

116we gave you is the condensed version. We gave you the title, the author, and what the minimum age is appropriate for. So you'll notice this one is all elementary. It does not mean that these books aren't only in elementary. That means we can put them in middle school and high school. And you'll see a lot of these books. If you go into the library catalog, you could look and... Once they're approved, you'll go in and see, you'll say, oh, I survived books. Well, we don't have it in this format, and it's new, and so part of the law is if it's not the same ISBN number, we have to put it on the list again. So you may see the title, you're like, I thought we had that book. Well, we may have it in

117this. this way by this publisher, but not in this publisher's format. And it may be the same text. And so then you may see those books a couple times because we saw it one way, now we want to purchase it from a different vendor who has a different ISBN number with the same content. So that kind of gives you the amount of time. So this week, we're preparing to send you the list for November. And it takes us a week of going through all the books and looking through them and making sure we have those reviews and that communication so that when we bring that list to you, we put our due diligence into it to bring you a good list. And even though these have been donated, we also have put to be purchased

118because we might want more than one copy of that book. Yes, and once we have it in the system, and you may get... We may put books on the list that we say, hey, this could be a great book, and we may not purchase it yet, but we may want to purchase it in the future. And so once it is approved, then CE can purchase it, and then AVK can purchase it in the middle school. So once it's in the catalog, then all campuses can purchase the book. Thank you, Ms. Coleman. Is there any further discussion? You could say donate it and purchase, but yeah. I think we're approving a list so that they can purchase or donate or, yeah, right? Yeah. You could add purchased or donated. Just amend the motion, just to be

119safe. Okay, I am amending the motion. I move to approve the list of library books to be purchased slash donated as presented. Second. Is there a second? We have a second. Second. Second. Is there any further discussion? Please indicate your vote. Motion carries 6-0. Information items, anything you want to touch on? Anything anybody wants to touch on on item 11A or B or C, D, E? There's something, 11H, school board operating procedures, I'm going to make everybody aware of. On page 12. Page 12. Am I on the right page? I did say page 12, didn't I? No. What's that? Yeah, it was. Page 11. My apologies. Oh, it was 12. Okay. I was looking at item 12. Here we go. It is on page 12. Item number 5. There are a couple of members that

120are under that number. Of 80%. And so we will need to take a look at that once April comes up. And we can do that based on a couple of different ways. We can look at that based on the election year. Or we can do that based on the year to date. I have a couple of estimates based on that. And right now, based on election year. There's one person who would not meet that. And then based on year to date, as of the March meeting, if they both made all those meetings, they would not meet that. So there's two people if we base it on that. We base it on election year, but that's something we're going to end up having to decide because one person is not going to meet that. It's not

121something we need to decide now. It's something we need to think about. And we'll, yeah, it's something everybody needs to be aware of. And I've got the numbers if anybody wants it. So that's certainly an option. That's certainly an option. And can be up for a vote. Yeah, as soon as Jen does. Yes, because things happen. Sure. So that's pretty broad. That's a broad statement. I understand the sentiment behind it. I think I would be open to discussing changing that or doing away with it. That's why everybody's being made aware of it. Thank you so much. And I've skid-drove that before. Yeah. So, that's all I have on 11H. Yes, ma'am. So, we can talk about this next meeting? Yeah. So, should we be prepared? Well, maybe. If we want to vote on anything, we

122need to... put something together, you know, at least as an item for next meeting. So submit something on page 12. So just because it's on our agenda doesn't necessarily take action. Exactly. Okay. It needs to be an action item on next meeting if we want to discuss it. Thank you so much for pointing that out. You bet. So, let's see. Anything else? That's 12. That was 12H? Or no, that was 11H. Yeah. Need to be 11K. Use 11K for that. So, on to 12 discussion board items. Let's see. Board key dates. Got October the 14th. Was it 14th? The showcase? Is that the 14th? And what was... 21st is the topping? Okay. What's that? Which one? Both? The topping ceremony you're talking about? Okay, yeah. National Night Out is tomorrow. Yeah. Yeah. Urban Marsh Fall

123Choir. Yeah. Let's see. Anybody's done with the National Night Out? I was going to ask that, too. Is that the Ace Chili Cook-off? Yes, that's our Ace Department family engagement. Is it just for CE, I guess? No, actually it's district-wide. Oh, is it? Yes, it's district-wide. I will be at the National Night Out in River Oaks. I may jump over to the River District. Maybe. It's in the church parking lot. That's where it's been. No, not the living water. It's the back. Oh, it is at the living water this year? Okay. Avocado trick-or-treat. Will they let me trick-or-treat this time? Anything else on 12A, 12B? Sure. Probably because of construction. What date is that? Yeah. Oh, there it is. It was on the 23rd. I just saw star night. I thought it was all night.

124I don't know that it's frozen. You don't think it's frozen? Okay. We can follow up and look. Frozen is in November. So where are we? We're back at 12. We ready for 12B. You got three options, right? It is going to look different. Dr. Richland, if you could come up to the podium and talk about that. Yes, it'll look a little different this year. So we will kick off Red Ribbon Week with the game on Friday night. Angela, I cannot read that. Can you scroll down just a tiny bit? Okay, on the 25th. We will kick off with the Red Ribbon football game on the 25th, and we will recognize the students with their posters and the Lions Club out on the field at 7 p.m. And then the next week, remember that Monday is

125our student-led conference day. So we will hold the Red Ribbon breakfast on Tuesday the 28th. However, it will look different this year. So what we will be doing, this will help. to make it very nice but still save a little bit of money. We will hold a come and go, very nice come and go breakfast and the students will be able to stand next to their artwork and explain their artwork as we invite the same, we will invite the same. community representatives, the same personnel from the campuses, of course all of our school board members to come and go. We will have donuts and coffee, possibly juice for students so that you can come and enjoy those refreshments and walk around and speak to each of the students and hear a little bit about their

126projects. We will also Go and to the classrooms and recognize the students in front of their peers. We're very excited about that So we will have a couple of our Lions Club Members that will come and we will travel to each building and surprise the students so they don't know about that But that's exciting. We've never done that before and we think that that will mean a lot because they will be recognized in front of their peers Yes, you're welcome Anything else on key date? Oh, no I'm just looking at menus. You're looking at menus? Yeah. So that's the only thing I really saw. There's three menu options. Can we go back to the guest list, please? Sure. So, Tracy, those are the ones we're leaving off? The ones with the mark throughs. Six, seven.

127How many are there, Angela? Eight? Well, there's some more, I think, on the bottom. Ten? Can you minimize your screen so that we can see more of the document on your screen? Thank you. I can't see it. And what was the reason we left them off? Remind me. Angela, what was the cost last year? Do we have that? Yeah, it's in the 2024 catering quote. Yes, thank you. So that was... Tabs on the bottom. So we spent $30,000 to $62,000 for everybody last year. And what's this year's? Right in there. Right? Is that what it says? Yeah, we have three options. Well, I mean, I think we should add our past board members back because usually they don't all show up. There's probably a handful that show up. If we did. You want to get

128your calculator? Let's say everybody shows up and it's about, that would be 16, and they show up. At $30 an average, it would be a little high, but yeah. That's about $480. Is that with everybody to have a plus one? So would you like, we probably, I know there's a lot of people that don't bring a plus one. I don't know if that would help with the budget. So we went with option one because it's what, enchilada dinner? That would probably be. The cheapest. The cheapest. And then we could add to that one. Just a thought. I just hate that we leave somebody out and then they kind of fill it and ask why we've done it for many years and then why are we doing it now. Also, low stress for the staff. Right.

129We don't want having to set up tables and move things. And then a lot of the ones that are doing the work aren't invited to the party. So, Angela, what is the budget, $3,500? Okay. Option three is a little bit of a stretch, but it's not that bad a stretch. Yes, ma'am. Sorry. I'm still looking at the answers. We wanted to go ahead and get our invitation out early, early, so we can get an estimate of RSUPs. In the past, we've only had about... 50, 45 to 50 people actually come. We may invite 100. We're, you know, Tracy and I talked about doing a different destination thing to see what, to see how our turnout is, you know. Sure. We. A lot of people don't have a plus one, so they will just come with

130one. But if we go ahead and send our invite out, we can get our RSVP back early because that will give us more of an idea. Are we only looking at 50? Are we only looking at 60? And then we could move forward from there, you know, because who all comes affects the size of the room. Is there a way that we can stress the RSVP? Oh, absolutely. I'll go campus to campus and hunt them down. Yeah. Just to let you know, when this was brought up, I don't know how, but I'm not going to say which board member on there. They said, we heard we're not going to be included in the Christmas dinner. And I was just like, yeah, I was like, I don't know. And it wasn't, I mean, that was just

131like a week after. And so I was just like, well, I'll look into it. So that's just one of those board members. So I imagine they already all know. So just give you a heads up. $500 and $500. This was all just to make sure we were focusing on employees. And if we can work it out, then I think that's great. What if we send out invitations and see what kind of response we get back and send it out to everybody? And see what kind of response we get back. And then we can go from there. That's my suggestion. Including, yeah. Is the space 80? Is that what it holds 80? The maximum is 80, minimum 70. So it's between 70 and 80. However, if we go over, they open up another area that could

132accommodate that. But, yeah, we do have to let them know. Most of JOT is outside. We can advance.