001Now call this Brian Independent School District meeting to order. Let the record show that a quorum of board members is present, that this meeting has been duly called, and that notice of this meeting has been posted in accordance with the Texas Open Meetings Act, Texas Government Code Chapter 551. time is now by that clock 558 by my watch it's 6 o'clock so anyway we'll I think we're legal u I wish to extend a warm welcome to everyone present I ask that you please turn off the sound on on all electronic devices and stand for the pledges uh we have they're down here oh there are hiding We're good. Okay. So, we have uh for the American flag, Camp Carver Elementary and to the stands. One nation, indivisible, with liberty and justice for all. All right.
002Would you like to introduce yourself? Of course. Um, we have our fourth grade student ambassadors from Kemp Carver here with us to lead the pledges. So, I'm going to let them introduce themselves. Hi, my name is Angel. I'm in fourth grade. I'm And I'm from Kim Carver. Hi, my name is Miguel and I'm in fourth grade from Kim Carver. Hi, my name is Alex and I'm a fourth grade student at Kemp Carver. Hi, my name is Alison and I'm a fourth grade student at Kemp Carver. Hi, my name is Chloe Ford and I'm a Kim Carver fourth grader. Hi, my name is Aria and I'm a fourth grade Kim Carver student. Hi, my name is Somaya and I'm a fourth grade ambassador. All right. Hi, my name is Alicia and I'm a fourth grade ambassador.
003[Music] Y now we're going to do the pledge to the Texas flag and that will be handled by Jones Elementary. to the Texas one. Thank you so very much. And we also brought our student ambassadors here and I will let them introduce themselves to you all. Thank you. Good evening. My name is Jayla Robinson. I'm a fourth grader at Anson Jones Elementary. It's okay. Hi, my name is Nathan River and I'm a third grader at Anson Jones. All right. Thank you very much. Hi, my name is Danni Ortiz and I'm a third grader at Anson Jones. Hi, my name is Jella Losano. I'm a third grader in Anson Jones. Hi, my name is Samuel. I and I'm in third grade and I'm from Jones. Awesome. Hello, my name is Kevin Ol is in first grade
004in fourth grade at and Jones. Hi, my name is Isabelle Tulski and I'm in fourth grade and I'm in an I'd also like to recognize that our principal uh Allison Boggan from Kemp Carver and Dr. Alma Veles from John. So, thank you for being here. Okay, we now have some spotlights and I believe let's see if Yeah, Mr. Pavis is here in the building to help help us with that with from Truis Bank. Uh he's got some gift cards for the honores. And we're back to uh Kemp Carver. And Miss Bogan, if you'll introduce your uh teacher, please. Good evening. My name is Allison Boggin and I am the proud principal at Kemp Carver Elementary. And it is my pleasure to introduce to you our teacher of the month, Miss Rhonda McDaniel, third grade teacher
005at KMP Carver. Uh Rhonda is an amazing teacher. Although she's only been at Kemp Carver for one and a half years, um she has been a huge blessing to each and every one us of us on our campus. She has a positive, welcoming presence and is eager to help wherever needed. She makes learning fun and helps math come alive for all of our students. She consistently differentiates her instruction to best meet the needs of all of her kids, which is a huge task all in its own. This isn't the easiest group of third graders that we've had at Camp Carver, but with her structure and high expectations. Um, the students have been accountable for their behavior and help have helped them turn into responsible tiny humans who are proud of who they are and how
006far they have come. She motivates her students to believe in themselves and their math abilities. Best of all, she loves what she does, where she does it, and who she does it with. She is the true definition of a determined teacher doing what it takes to ensure her students are successful. Kimp Carver is a better place because of Rhonda McDaniel and we are so blessed to have her on our team. [Applause] All right, we're gonna keep things moving because we have a lot lot on the agenda tonight. So, Dr. Vez, would you introduce your honory? Absolutely. Thank you. My name is Alma Vez and I'm the proud principal of Anson Jones Elementary. And so, with me today, if you could come up to the front, Miss Go. Um, in recognition of her unwavering dedication, we
007proudly recognize Ailia Dora Kovo as our Anson Jones Elementary Teacher of the Month. She embodies the true essence of dedication, compassion, and wisdom. With patience as her guide and kindness in every word, she nurtures the potential within each student, lighting the path to their independence and personal growth. Her classroom is not just a place of learning, but a sanctuary where life's essential lessons are taught with grace and empathy. She inspires us all, reminding us that life's greatest skills are found not only in textbooks, but in the heart. She loves her students and provides them with a safe place to be for the eight hours that they are with us. You see, Miss Gobo is one of our new arrival center teachers. Um, but you will also find her working with our STEM club after school
008or also tutoring her students after school. Um, she serves as our grade level leader for third grade as well as on our foundations and our CPIC teams. Um, and this year she's also been supervising clinical teachers on our campus. Um, she's been an amazing role model for all of our up and rising educators. Um, and she spreads her joy of teaching to all of those that she comes in contact with. Um, so with that being said, I just want to say how much we appreciate you and all of your hard work and dedication that you've shared with not only your students but with all of us at Anson Jones. So, thank you, Miss Gole. We appreciate you. [Applause] All right, congratulations. And uh next on up is another recognition and Pat Corbett uh will do
009the presentation. I believe there he is. Mr. Corbett is our inter executive director of maintenance and operations. Good evening. Bonnie Pac Corbett, interim executive director of operations. Uh, it's with great pleasure that I announce Antonio Gonzalez as the auxiliary employee of the month of April. This recognition is welld deserved and reflects his exceptional performance and continued dedication as our lead painter. Throughout his 28 years with Brian ISD, his hard work, attention to detail, and unwavering commitment to quality have not gone unnoticed. His leadership within the painting team along with his ability to consistently deliver top tier results has truly set a high standard for the entire department. His ability to maintain a positive and efficient workflow has significant impact within the maintenance department. We recognize that his role as lead painter requires both technical skill
010and the ability to manage multiple responsibilities. Antonio does this with remarkable professionalism and a positive attitude that inspires others around him. His efforts continue to elevate our work and help the company maintain its reputation for excellence. On behalf of our entire team, I want to thank Antonio for his contributions and incredibly grateful to have you as part of Brian ISD. Your your efforts are truly valued and [Applause] appreciated. All right. And we're not done yet. We have the next uh recognition is of John Lindamman of Mac Bolt LLC and I believe the introduction will be by uh assistant director of career and tech technical education Laura Keane. Good evening. Thank you for having us here tonight. I have here with me Mr. John Lindamman and his wife back there, Amanda from Mac Bolt, as well
011as my CTE program specialist, Mr. Mr. Parker Nutson and Miss Casey Marchant. Um, tonight I'd like to take a moment to recognize Mr. Lindamman with Matt Bolt for his outstanding support of career and technical education in Brian. Mr. Lindamman has been an incredible partner to our CTE programs, generously providing parts and materials that have helped our students bring their projects to life. He exemplifies the kind community partnership that makes Brian ISD a leader in preparing students for high demand and high wage careers. I'm going to let Parker share a little more about a specific high-profile project that was greatly impacted by the support of MacBolt. Yes. So, for our Monster Jam uh build off that we're having a Brian High, um John here with MacBolt has been amazing, very instrumental in donations. um broad spectrum
012of donations from um just individual just single bolts that we needed, very specified sizes um as well as steel and um his resources. And so I had an opportunity to actually go up to the to the shop one day and um pick up some things for the monster truck jam. And um super supportive. Um he's like, "Come back here. Let's see what we can find." And so um go through and got everything we needed and then pulled out a saw and was ready to cut down material for us and help us out there, too. Um, so it it's really an honor and a privilege to to have you here tonight. Um, something that you say pretty much anytime that we interact or you interact with the students is he has that mentality of children first
013always, whatever we can do for the kids. And so those are the industry partners that we'd love to have and we appreciate. So thank you so much, sir. [Music] [Applause] Thanks to Mr. Linamman and Matt Bolt. Our students have had access to the resources they need to succeed not only in the classroom but beyond graduation. We are grateful for his dedication to our CTE mission and proud to recognize him this evening with a small token of appreciation. A plaque that was actually made by our industrial engineering students at CEK um which are some of the students that he has supported this year. So, thank you so much. Great. [Applause] Everybody else just got a piece of paper. You're special. All right, we're going to keep going a while longer here. Uh, director of fine arts
014Jacob Justice has a recognition of Victory Foundation. Uh, he'll give the details to us. Good evening. Uh, I'm excited to be here today because there was a event in our community that is brand new. It was called Spark 2025 and it was showcasing young artists that we have in Brian ISD and College Station ISD. Uh, this was juniors and seniors. We had about 12 students participate and 20 pieces of art there that was critiqued and judged by the Texas A&M Viz uh program. Uh, one of our students walked away with a $2,500 scholarship. Um, and that is Mr. Kaden Adams. [Applause] Um, if you look at the screen, we have his artwork on display uh that was submitted. Uh, to tell you a little bit more about the Victory Foundation, which is the uh program
015that put this on and is going to continue to bring this to Brian College Station, we have the founder, Zack Ethridge. Thank you all. I'll try to be brief, which I'm not usually good at, but um uh the Victory Foundation was formed or born out of our company's uh mission statement. Our company uh Cole Interiors, we are a interior design firm, a commercial furniture dealership. And Cole, the definition of coal literally means victory of the people. So everything that we do uh in our work and in our service in the community is how can we serve more, how can we do more, how can we be a victory of the people. Um and so the victory foundation was set uh set in motion to provide us a platform to do more and serve more. Um
016we had we advocate for architects and designers as those are people our counterparts that we work with and we had tried to come up with an event that would uh be an elevated event an after hours event that celebrated them uh much like what happens in the major metropolitan areas. Um and then some we uh as we continued to plan and plot that out we thought we we should have art, we should have music, we should have fashion. where would we get that art and that music in that fashion? And so we landed on, well, how can we serve? How can we how can we give back? And we thought about, well, why don't we have an art show for juniors and seniors in high school and connect them with the broad spectrum of industry
017that needs needs minds that uh see the world the way they see it and connects the dots the way that they connect it and celebrate them in a meaningful way and put them in front of people who could spark uh a change in their in their their trajectory in life. And so that's what we were able to do. And so in in a very short amount of time, about a four-month period, uh we were able to gain uh over a dozen different sponsors that helped put on the event and then subsequently funded those scholarships. And so we're excited that we now have a full calendar year to plan for that and uh look forward to doing that in the future. Great. Thank you. [Applause] And I believe Mr. Rush is coming up, executive director of
018athletics. Uh, and we're going to recognize uh Brian High School High School Cross Country State Meet participant. Good evening. It is an honor to take this moment to recognize some truly outstanding athletes and coaches. Uh, through their dedication, hard work, and commitment, these students from Ruer High School and Brian High School have represented our school with pride. uh number one at the 2024 state cross country meet and also the 2025 uh wrestling uh tournament as well. So at this time I'm going to introduce uh Brian's high cross country coach, Coach Haven. He's going to say a few words about his student athlete. I'm Coach Havens, the uh the cross country coach here at Brian High School. Um I've got a a wonderful young man here that the first time I saw him was about the
019size of his little brother here. Um, I saw him in a seventh grade meeting. I thought it's kind of cool. We got this kid out here that they allowed to be the mascot for the team because I didn't think he was on the seventh grade team and then he went out and lapped the field. I said, "This is going to be something special, but I got to wait two years till I see him." And he did not disappoint me. I really want to thank your parents for for raising such a dedicated, hardworking young man who's get straight A's in classes. And he's qualified for region as a freshman, qualified for region as a sophomore, qualified for state as a sophomore. He now owns practically every long-distance record on our top 10 board. So, congratulations, Diego.
020I can't wait for your siblings to come join us. [Applause] And I believe you've got another item here on uh Brian High School, Ruer High School State Wrestling Meet. That is correct. Uh so, next up is Coach uh Dunley. Uh he's the head wrestling coach at Roter High School. Good evening. This amazing young lady right here is Gabby Gdoi. Um cool story about Gabby. She was a single-year wrestler. Uh I caught her in the hallway uh at the beginning of this year um after some summer workouts and I said, "Gabby, will you please come give wrestling a chance?" Um, and my selling point was, I know we only have one year, but if you trust me, Gabby, uh, we'll go to state. And, uh, for once, I get to live up to that. And, uh,
021we we went. Um, she was an absolute, uh, joy to have in my program, somebody who is a sc a scholar athlete, um, all age. She'll be attending Blind um, and working towards some early childhood development. and um she's just someone who has highlighted uh the great things about uh Ruer wrestling and Ruer High School. And um to all my athletes and students, I always say um for me, do two things. Be somebody that if I'm ever a boss one day and you come back and walk in my office, uh I won't even question to be able to hire you. And somebody who has two young sons, uh be somebody that I would love to have uh look like somebody that I would want to have my two sons be with one day. and Gabby
022Gdoi exemplifies two of those thing. I also think she exemplifies everything that's great with Brian ISD. So, congratulations to uh Gabby [Applause] Gdoy. So, next up is Victor Thomas. He's the head uh wrestling coach at Brian High School. Good evening. Um, so we qualified this year, five kids for the state tournament. Uh, Nate Shurley, uh, who's a senior. Uh, Zoe Sonier over there, sophomore. Caitlyn Dockery, freshman. Kayn uh, Fletcher, he's a junior. And then, uh, Kaden Welch, who's also a junior. Um, out of the five that went, we had four make their way onto the state podium. Very successful year. Um, you know, wrestling is a a very tough sport, you know, and these kids, they bust their butt. They spend a lot of time training um in the practice room, outside the practice room.
023Uh, they're very dedicated over summer. Um, and they're just some truly exceptional athletes. Uh little fun fact, we have a freshman who is working on making school history on potentially becoming the first four-time uh state medalist in Brian High's history. And so, you know, I'm very very appreciative of things they do uh in our program and uh the family that supports them. Uh we ask a lot out of them, you know, and it takes a lot to to be one of the best. And so, um you know, our program is is just super excited to have them with four of them returning next year. uh we're looking at very high goals and standards and uh hoping to really make uh a push to be one of the best programs in the state. So, thank you.
024[Applause] And coach, isn't Miss Dockery third or fourth generation wrestler for Brian ISD? Sec. Well, mom and dad wrestled, but granddad Granddad was a wrestler when I was in school. [Laughter] You're going too far back, Rey. Yes. So, Glenn, her granddad, and then her mom and dad. Yeah. So, third generation wrestling. Uh, in case we're curious about the placings, uh, Caitlyn, she got six due to injury. definitely think she would have gotten higher. Zoe got sixth. Uh Kaden got fourth and then Nate got fifth. All right, congratulations. Great job, guys. [Applause] All right, I'd like to ask uh Dr. Desiree Capertton and AVID teacher Amy Carrion to come up for some more recognitions. Okay, go Panthers. I'm here with Brian Collegiate, Desiree Capertton, the principal. Very excited to recognize three of our four Dell scholarship
025award winners. Only 500 students in the country are awarded this award. Um, and a big huge piece of that is because of AVID. And so I have the AVID teacher here, Amy Kerion, to give you more information. Thank you. So yes, I'm the AVID for teacher at Brian Collegiate. and I am super proud of all of my students. But I'm very excited to be here tonight to um recognize a great achievement of these three and and another that I'll also tell you about here in just a minute. But um just to give you a little bit of background, yes, only 500 students nationwide are awarded this. You do have to be enrolled in AVID for two consecutive years to be eligible for this. So, um, we had one scholar last year, which we're very proud
026of, and then this year to have four, we were, um, overjoyed. So, we are excited that these kids are working so hard, all of our AVID kids are working so hard. Um, and to see it pay off in a way like this is very rewarding as their teacher. So, um, also when they apply for this, just in case you're not familiar with the Dell um, scholarship, they base their recipients. They're looking for um kids who demonstrate perseverance, determination, and a driven career mindset. Um those are kind of the things and they go through the application process. There's actually two rounds. So the first round they're they apply and fill out paperwork and then if they make it to round two as a semi- finalist, they have to do some more paperwork and get some recommendations
027and um go through a more extensive process and then they are selected. So I'm going to introduce our recipients. Um, oh, oh, sorry. Yes, I I forgot that that was part of my part as well. So, the prize, um, is a 20,000. It's a $20,000 scholarship, and it's a flexible scholarship, so it can be used for tuition and or uh room and board and so forth, which is not all scholarships are like that. So, that's very helpful. Um, they also get a laptop, which I think they get pretty quickly here. So, that is also exciting to help them get started. um and a book allowance to help pay for books. And on top of that, they get a mentor to walk them, be with them side by side through the rest of their two or
028four, depending on how many years of college they have left um after Brian Collegiate. So, that's a person that will stay by them. And from our experience last year, this is a person who will be very um available whenever they're needed um to answer questions, just to check on them, kind of just to assist them through the process. And um that's especially helpful with our first generation um AVID students. That's all they get. Yeah, there's probably more actually. I probably could go on. That's amazing. Congrats. That's amazing. But yes, it is a a huge accomplishment. So, um, our student that couldn't be here, RSLi Salazar, is, um, our first student. She's going to Texas A&M University. She'll be majoring in civil engineering and she wants to be a project engineer. So, clap for our hopefully
029she's watching. Um, Josh Tagoya is our next student. He will attend Sam Houston State University and major in finance and wants to be an investment banker. All right. and Jack. Oh, let's go with Odell. Odiel Cortez, Texas A&M, and he wants to major or will be majoring in construction science, also to be a project engineer. And Jacqueline Arerodondo, also going to Texas A&M in majoring in nursing and wants to be a pediatric nurse. [Applause] Thank you. Amazing. Very impressive. And believe it or not, we're still not quite done. We have uh Sarah Braden with the Brian Education Foundation uh to tell us a little bit about a new uh initiative that the foundation is launching. Okay. Good evening. I'm Sarah Braden. I'm the executive director of the Brian ISD Education Foundation and we are excited
030to announce that we are launching a new permanent initiative to provide scholarship opportunities for different for district staff to obtain their teacher certification. This initiative is geared towards helping both our paraprofessionals as well as the district of innovation teachers we have within Brian ISD. full-time classroom pair of professionals were eligible to apply for a scholarship opportunity which awards $20,000 in tuition and fees to help them complete their undergraduate degrees in education. This opportunity is being awarded to two paraprofessionals for a total of $40,000 and that will happen per year going forward. We believe that our district's pair of professionals are very valuable members of the Bryant ISD family and this opportunity will enable our hardworking staff to take the next step in their educational journey while also developing u future classroom teachers for Brian ISD.
031The Education Foundation board of directors also recently voted to all lot $220,000 in funds for an additional scholarship program which will help degreed paraprofessionals and current District of Innovation teachers to earn their certification credentials. Through this initiative, four top applicants will have their entire certification program fully funded, while the remainder of the applicants will each receive a stipen to offset the majority of their certification cost. One of Brian ISD's priorities is to recruit and retain top talent, and this is a way the foundation can support that goal. This major investment in our teacher certification effort is the largest single gift the foundation has been able to give to the district since our inception in 1999. The Brian ISD Education Foundation is grateful for the opportunity to give a total of $260,000 back to Brian ISD
032staff, which will impact their personal career goals while also strengthening the classroom environments for the 16,000 students who call Brian ISD home. Our ability to support our staff through this initiative is made possible entirely by the outstanding community support we've had at our 2024 hometown reunion event. We look forward to recognizing all of these recipients at next month's board meeting. Thank you. [Applause] Most people, not maybe not most, a lot of people are aware of the hometown reunion and and the the rest of the work of the foundation. Uh having that much money to donate didn't come by chance or by luck. There was a lot of hard work and I don't know if anybody else uh with the foundation is here. If you are, raise your hand. I should all over there. Okay. Oh,
033we do have more members of the foundation. Okay. Uh, so that's great. And we just want to recognize all of you for not just this money that's being invested in our in our uh uh staff, but also just all the hard work y'all did to get there. So, so thank you again and for that and keep up the good work and uh y'all are making a big difference in in the lives of of not only our staff but our students as well. So, thank you again. Thank you'all. [Applause] I will also say and I'm a part of that committee and there was a an audit done with that much money floating around and um uh being given uh a very deep extent audit was just done by Sidel Schroeder and it was a totally clean
034audit with no findings for our BI ISD education foundation. So congratulations for that too. All right, next up we have some uh board committees that help reduce the load on other board members who are not on that committee so that we can cover more territory. And we have some fairly brief reports. Uh the first one being teaching and learning uh board committee report and that will be uh presented by Felicia Benford. Yes, Mr. St. Good evening. The teaching and learning committee met April the 4th. Um board members present was myself, Dr. Harland, and Miss Waller. Staff members present was Dr. Barbara Ibara and Miss Ginger Carib. We want to thank the parents, the teachers, students, and all the community members for our survey that was just completed and ended. And we look forward to getting
035the results of that survey returned um to see what work we have to do going forward. We also want to talk about the Texas Strategic Leadership Partnership. So that's a partnership with Education Service Center 6 that's going to provide support through the Texas strategic leadership program. This program is free and it utilizes the effective district framework to ensure that student outcomes are driven by rigorous student supportive experience delivered and supported by aligned district level systems. And so we look forward to that coming on board. Should be selected as early as late April or May. And that is our teaching and learning committee. Well, thank you very much. Uh executive board committee trustee Joel Bryan. Executive committee met on April 16th at 10:15 in the morning. Uh Mrs. Ginger Carabine, Mr. Kevin Baw, Mr. Davis Stazzy,
036M uh Felicia Benford, and myself were present. Um topics of discussion were the first was pertaining to the legal requirements and financial terms of the Jedi tax incentive program and uh we had a brief introduction to the POSA demographics report which is an information item on the agenda this evening and also received a broad overview of the safe and supportive schools update which is also an information item on uh the agenda this evening. All right. Thank you, Mr. Brian. Uh, next we have the committee that's kind of a multi-purpose committee, CTE, fine arts and athletics. And I think we got a tag team presentation here. Uh, CTE by Miss Waller, fine arts by Mr. Bryan, and athletics by Mr. Stennis. So, who wants to go first? I'll go. Okay. Um, the CTE fine arts and
037athletics committee meeting met April 9th. Uh and it was a Zoom meeting 2 o'clock in the afternoon. Uh board members present Joel Bryan, David Stennis, myself, our staff members present, uh Miss Caribine, Dr. Brian Merrill, Derek Rush, Laura King, Jacob Justice. I'm presenting the CTE information because there's a lot per section and we're very proud. our Skills USA and uh our Skills USA place first. We have national qualifiers from our CEK center and rudder uh robotics automation computer programming. Our uh TSA named Josh Trevino from Davala as a Texas advisor of the year. We had 11 students from Davala that qualified for nationals. Uh Stephen F. Austin has students that have qualified as well. At the Barzis County Youth Livestock Show, we were very well represented. Uh the premium sale and freezer sale brought almost
0381.8 8 million for Brazes County students and they're expected to actually bring in two million after all the add-ons uh are added on. Our Mary Katherine Harris campus, Dr. Casper and the uh career technology administration met with eighth graders about the new program because we're uh starting career and technology at the Mary Katherine Harris campus. They had a parent meeting as well. Applications are already coming in. 202526 course enrollment. CTE has been working with campuses and counselors to accommodate course requests and limited seating in specialty labs welding, automotive, construction, culinary, cosmetology, and barbering. If students do not get scheduled for their original request, we're really trying our best to find alternative CTE courses for them. Something that's coming up. It's brand new and this is exciting. There's an adult education program on the horizon. We're
039on the path with region six and Brazes Valley workforce to have our first adult education construction class this summer. We're trying to capture recent MC Harris graduates for this first class and there's just some formalities coming together but it is the full circle those my age which there may not be anybody in here my age but it's the adult workforce the adult education when I was growing up it was very very popular we're getting it started back and as I said we're really tried to recapture some of our recent graduates from Mary Katherine Harris to be the first ones invited to participate. Told you it was long, but it was good. Well, thank you for that good report. And Mr. Brian, you want to go ahead and go next? Sure. Um, director of fine arts
040Jacob Justice joined uh the call and gave us an update and some topics for discussion uh for fine arts. Um there's a growing need uh due to increased participation in the rudder band, the Brian High School Cheyans, the Rudder Rangerettes, the SFA Choir, the Davala Choir, the SFA orchestra and mariachi. Uh this is a great thing to see our kids embracing our fine arts and extracurricular activities and uh but with that comes uh staff needs and uh storage needs and instrumentation and all of those things. So we're just uh putting some of those things on the horizon so that uh we can meet those needs and give our students what they need. Um we some highlights um choir students from Raburn SFA and Dava headed to the all state are headed to the all state
041choir this summer. Um I was glad to see Zach Ethridge here to to speak on the victory foundation and the spark art exhibition. Uh that was a great news and exciting and a topic that we discussed. And also the Brian High School theater advanced to the area one act play competition for the first time in Brian High School history which was another exciting achievement. um this uh spring and through the end of the year. Some uh events to keep on your radar are the Cheyenne and Rangerette spring shows our Jane Long and Raburn Choir will be headed to Blend College for their contest and Brian High School Theater will host a final performance of their one act play on May 8th at the Rudder Pack and May will also host all of our endofear performances
042and artfest. Thank you, sir. Uh, last but not least, Mr. Stennis, athletics. Uh, so Derek Rush, uh, joined the meeting and you could tell that it was hard for him to contain his excitement from, uh, his new turf that we're about to get over on Mel Green Stadium. Uh, but along with some of those other celebrations, uh, Brian High School and and Ruer High School uh, has several track uh, athletes competing uh, Thursday and Friday. And I think I saw where the rudder I think the rudder made state uh 4x 4x100 4x400. So uh we have some representation at the state track meet. Um the rudder high school gymnastics will also have some athletes competing uh at state in Odessa. And then we had the boys and girls club intermediate soccer tournament as well. Um
043some other events that are coming up uh the spring football game uh will be April 21st. Uh Brian High spring game will be uh May 15th and Ruer High School spring game will be May 16th. Um along with some signing dates uh for some Brian High athletes uh took place April 16th and then some signing dates for Ruer Rudder uh high school athletes will take place uh May 14th. Uh there will also be uh Mr. Rush also commented there'll be a college and NCAA recruiting seminar April 30th uh at the pack uh from 6:30 to 7:30 by Todd Kelly who's will be the guest speaker. Um some of the other projects that were reported on along with the the new turf at Mel Green will be laser grading of the Brian High softball field. uh
044looking at laser grading uh the Roter High School baseball field and then just looking at some facility improvements uh in Davala replacing some speakers at Mel Green Stadium. Um and then also looking at resurfacing the the track at SFA. So that's it. Thank you, Mr. Stennis. Uh yeah, that kind of ties into the next topic a little bit. The reason I say that is it's uh in our information items we have something that is really part of our strategic planning and you know what are we doing what do we need to do uh what is it going to cost and how great is our need so uh Dr. Brian Merrill is, I think, going to start this off. Uh, but we need to know where we're headed in terms of the likelihood of additional uh,
045students or or is it stable or is it going to go down? Are we going to lose some students as many districts have under in the last several years? So, we're going to get some information on that. uh and so we have can better guide the the district as well as of course the strategic planning committee on on where we go from here. Absolutely. Thank you for the introduction and I'm going to bring up Chris P and Susan Kates. Uh we're very excited for them to share the information and um obviously this is home for you too. So uh you're back in this building. Did you go to school in this building? I I did. Mrs. Waller taught me help in this building. Yay. A few years ago. Yeah. Just a couple years ago. But
046we're very excited for the work that you've done. Thank you for the partnership for the years and we're excited to see it. So, thank you. Thank you. And I want to be sure you guys can hear me. Is that good? Okay. Uh good evening, Mr. President, board members, Superintendent Carbine. Like, like um Dr. Merrill said, it's always fun to go to these board meetings. I mean, if I had a nickel for every board meeting I'd been to in the last 25 years, but it hits a little different when it's the kids in your hometown, you know? That's so that's that's a a good thing to have here. And to my parents actually uh graduated from high school in this very building. So long time, been here for a long time. Um, my name is Chris
047P and we will be going over this this uh binder that you all have in front of you. Uh, trying to hopefully just hit the highlights a little bit. Uh, I do have Susan Kates here with me that she is going to be uh, talking a little bit about housing and about economy uh, in the area. But first, we're going to kick off with a little bit of an overview about just exactly what is in front of you. Uh, the demographic study that we do takes several months, normally three or four months to complete. And the process is quite lengthy. There are about a dozen of us in the office and we all pretty much touch the project during the time that we're working on it. We always have to jump in with collecting background
048data. A PASA has worked for for Brian ISD in one way or another for almost 40 years. And so we've got a lot of data, but we always have to keep that data very up to date. We have to get with the appraisal district. We have to get transportations, floodways, all of these sorts of things that are going on. We built a very robust GIS map and we've provided both a digital copy and uh large printed copies for the district. We study the economic and the housing information and that's what Susan will be talking about here in just a minute. We study the past and current student population. Uh like I say, we've worked for Brian ISD for years and years and every year, even when we're not doing a study, we do geocode the
049student population every single year because that helps with school assignments. And so we can the the letters that go out to the students uh that tell them which school they're going to go to, that's because we've geocoded those kids and and we can look back at that data. We generate projections and then we analyze the long range planning implications because that's really why we're here. What does this mean for your strategic planning? So, we'll start with just a little bit of demographic trend information. The very first thing that we always look at is the region. Uh what is going on in the area around Brian ISD? What are the various pushes and pulls to and from Brian ISD? And so the map here and the the table are actually looking at the percent change. Uh
050we can also look at the absolute change up or down for all of these districts. And so you can see Brian ISD there is kind of in the middle and we're looking at a less than 1% change over the last 5 years based on the TEA enrollment. There are 10 districts in the region that have lost student population as many districts are doing like Mr. Stazzy said and um one of those was Brian ISD with a loss of about 123 fewer students than than were enrolled 5 years ago. You can see the areas to the north and to the west are the ones that in are in blue that we're seeing losses in. Uh we've got, you know, Hearn and Mumford are actually seeing some loss. And then the red are the ones that maroon,
051sorry. Uh well, I can say that here in Bryant College Station. Um those are the areas uh around Brian ISD that are seeing larger percent gain in student population. Now, since 2014, this is sort of the way the enrollment has looked as a bar graph. It's relatively flat. If we want to look at that, they're a little up, a little down. Of course, everybody in 2020 was impacted by COVID. Uh, in 2021, there was a lot of bounceback in a lot of places. I went back to the data that the oldest data that we could find that uh was in our system was in 2002. And when I went all the way back there, the highest enrollment that I could find for Brian SD was in 2016. And since then, the district is down about
052193 students uh since 2016. So that has been um the the recent peak for the district there. One thing that is very difficult for us to always get at is how many kindergarteners are going to walk through the door. A lot of the students that you most of the students you have next year are students that you have now and so we can follow the students and we can see how they're likely to trend upward. But kindergarteners that are a different story. But what we can get at is the birth uh data by zip code of the birth mother. and the zip codes don't line up exactly right with the the district itself. We have to do some data manipulation on the borders and everything using population and points and things. But then we can
053take that birth data and move it forward five years and compare it to your kindergarten enrollment. And so that's what you can see here. And they've tracked quite closely together uh with births at the top and then the kindergarten enrollment there below. But what you can see is after a bit of a a high point then a bit of a decline in the last handful of years. Now, the last time we did a study was about 2021, and at that point, there had been a little bit of a leveling off. So, we were wondering if it was possible that the birth rate decline there had leveled off, but it has continued to to drop just a bit. We do see a bit of an uptick about three years out, but then probably coming back down.
054And so, you'll see if you look real carefully at the kindergarten projections in the future, we've accounted for that sort of uptick. We also, like I mentioned, um have to look at your past and your current students. We geocode those students. And so we have to organize everything though in our studies. Uh we have to develop an organizational scheme for you all. And the way that we have done that is we've divided the district into what we call planning units. And at some point back in the 80s they were based on census block groups and they've been divided and used over time and actually the transportation uh people have sat in our offices before and helped us craft these so that they were workable for transportation. But if you have any questions about anything that
055I'm talking about tonight or any other pieces of information, everything in the binder itself is organized by planning unit. So we've got all of the maps have the planning units on there. And so when we reference planning units, they're just little aerial sectors of the district that we can put back together into your current attendance zones, but we can also break them apart and and do long-range planning with them. So I mentioned the the geocoding of the student population. It's a little hard to see on this screen, maybe a little easier on the others, but what this shows is a couple of years of student data laid one on top of the other. And so when you have yellow dots, that's an address that has a student now that didn't have a student five years
056ago. It's not always due to growth. A lot of times it's due to just redistribution of the student population, but this is basically what your students look like on a map. And so this is always our base level data for Brian ISD. And when we take that base level data and look over time, what this this um is always just sort of a good visual that picture is worth a thousand words sort of thing. So for each year here for 2015, for 2016, etc. Each year's cohorts from kindergarten through 12th grade exclusive of 9th grade because a lot of times 9th grade is the largest class in in the uh district. So each one of those years, those cohorts are colorcoded with maroon being the largest and the blue colors being the smallest. And so
057what you can see is that over time, you all have had a bulge of students that have moved through that really are beginning to exit the high school population. And so that's if we if we had no other homes built and nobody else moved around, we could see that you had a bit of an uptick a couple of three years ago at the high school level because those larger cohorts were moving forward. And as those larger cohorts move their way out, then you're going to have a a little bit of just a natural drop. So when we were looking at this, this is something that we always have to look at to start with um to to account for those bulges and the things that are occurring. Actually, the thing that stuck out to me
058the most was just added on that outside column there. And so that is a change uh over 10 years at the grade level. And so you can see negative numbers, big num negative numbers in kindergarten, first grade, and second grade. And so that is the difference between that first year of data and that current data. And so we're seeing those birth rates as we see them drop off, then we're seeing those kindergarten enrollments get lower. And we're seeing negative numbers in the earliest of those grades. And so if those smaller kindergarten classes work their way through the system, then that means a decline. Now you're having housing built on top of that, but the housing has to come on in a such a way that it will uh obfuscate the losses that you may have
059from smaller cohorts working their way through the system. This next slide I'm going to spend quite a bit of time talking about. That's the students per home, the ratios of students per home. Because if I ask anybody here probably what you would say when I said how many kids are in every house, you'd probably say two. And that may be kind of the thing for every family, but that's every family isn't in the same point in life at any given point in time. I've got two kids, but they're in college. So, what this number shows is the number of Brian ISD students, all those little dots that we had, compared to the number of homes on the ground. And so, this is an average of a.37. And so, the number is always much lower than
060absolutely anybody expects. uh on 911 I was headed to Brownsville ISD and that I think that that ratio is the highest that I had seen but I think it was about a 0.91 maybe it was a 089 something like that and so uh it's not two two students per house and it's never two students per house 37 is the average but what the minute we figure this average we throw it away because when we project for a new home we also project the ratio that we would expect to be in that new home and it can vary wildly from one to zero Uh right now there are 19 subdivisions with 20 or more homes. We normally sort of have a cut off point at 20 homes. If there's a subdivision with six homes in it
061and it's got nine kids, you know, we kind of don't count that yet. We have to get to a critical mass before we we think that that data is good. But you got 19 subdivisions with 20 homes or more and no students in them. Now, several of those are town homes, condos, uh six different sectors in traditions, but there are single family sorts of homes on the ground with no students on them in them. Uh you have 24 subdivisions that are smaller than 0.1 students per home. Okay? So, all of that when you get to that 37, you've got all of that on one end and then on the other end, there are seven uh subdivisions in Brian ISD that are 1.0 students and greater. uh Bridewater Meadows, it's kind of in the vicinity of
062Jones, Faith, which is the habitat, Candy Hill, Oaks at OSR, High Country, those are in sort of the northeast out a little bit further away from town. And so those are ones that are at 1.0 students or greater, but they're relatively small. Okay? It's not that we've got a thousand student or a thousand home development that's coming in at 1.0 students per home. When we look at the developing ones, and Susan's going to speak more to this uh here just in in a minute, uh Falls Creek Ranch, uh Benchley Oaks and Lakewood Estates, those are also out rural areas. Those are higher ratios, but so many of the ones that you know of that are are adding a lot of rooftops in town are much lower. Uh Stone Haven 46, Austin's Colony, a couple of
063sections 29 and 0.19. Uh Pleasant Hill 0.24. And so all of those numbers are what it's going into that 37 as an average. Uh just to give you a bit of an idea, um Hayes CISD is a client of ours. They have a point46 that is between, you know, in sort of the San Marcus, just north of San Marcus between there and Austin. Uh Willis ISD close to the lake has a.35 close to Lake Conroe. It's because we think that there are plenty of people that have homes over there that they just they don't have kids. They're 65 years old and they spend their days on the lake, right? uh Goose Creek, CISD, Baytown is a 0.57 and then we've got some more of the suburban outside of a major metro area. Those ratios like
064for Katie and for Frisco were running at about.7 students per home. I mentioned those. I've worked for them for a long long time. So, uh multif family ratios are are sort of similar. The8 is what you've got as an average. There are larger there are greater than 130 complexes that we uh gathered data on. 48 of those have no students. 21 have fewer than 0.1 students per home. And as you might expect, those that are uh close to College Station, you're going to have the students that are are trickling over into those. And so those are lower. Uh the ones that I found that were highest are sort of south and west of downtown and some that are closer to Brian High. And all of this data, if you're interested in that sort of thing,
065is in the appendex for chapter 2 in that table that you've got in that report that you've got. Over time since we have done a lot of work for the district that ratio has declined just a little bit. Uh you can see sort of where it was uh back to 1999. Now originally we were gathering data by driving this the subdivisions that were developing that we were the most interested in. Somewhere in that 2012 or 2015 data uh 2015 era we were able to begin to um get a more universal data set. we could get um ba basically using GIS, using aerial that aerial imagery and that sort of thing to really get basically every single subdivision that we were interested in the in in Brian ISD and you can see that even since then
066there has been that trending downward. Uh this isn't unusual. We've seen a lot of drop in a lot of our clients. We're we're seeing that that there are other places that uh people are choosing to send their kids to alternative educational opportunities. Those are the other places where people are choosing to send their kids to to school. Uh charter schools and private schools and then virtual schools. That has really really come on in our data in the last couple three years. Um we originally you know 15 or 20 years ago we looked at at the charter schools and thought well this is going to be a little bit of a hassle but it's little numbers and these days it's big numbers and we spend an awful lot of time trying to get at this data.
067Uh we do know that the charter school, the IL Texas Aguiland High School is going to build be building its own facility and so it will have a capacity of about 600 students ultimately uh up to about 900 students. It's going to be out of the police station there in College Station. So that will be a little bit of capacity. We do know that uh Skyreak Church is opening sort of a hybrid um homechool and hybrid system there. they're unsure where exactly they think they're going to pull kids from. We've tried to contact all of the private schools. Um, we've gathered the data as best we can. They don't always know what school district their students are coming from. Um, but oftentimes they have given us some data and it's sort of the best uh
068data that we think is out there and available. This next slide shows basically all of those pieces of the puzzle. Where are all of the students leaving the district, coming into the district, and all of these different components? Every of all of this this fluidity of of places that um parents are choosing to send their students. We are estimating that there are about 18,400 resident students in Brian ISD. Now, that is exclusive of homeschool. TEA doesn't um track homeschool. We can't get at homeschool. And so, as those numbers pick up, it's it's a little bit of a void. I wish that TA was able to track that. We are estimating about 1,200 students attend attending charters, 867 to privates, uh 546 students out to other ISDs. Uh the largest of those is College Station ISD.
069Mumford is also in there. Norman G, we think about 36 students go there. And then um North Soulch and Iola and Franklin are picking up a handful of students there. About 109 attending virtualmies. And we really are are beginning to see quite an uptick in that percent uh increase there for virtualmies. And so then that leaves us with about 85.1% of the Brian ISD students attending Brian ISD. And just to give you an idea of of how that compares to everybody else. It's always a question I get asked. That comparison depends in some ways on what those other opportunities are available for uh in a particular district. For example, uh, New Kenny ISD is a client of ours and they don't have a lot of those sorts of facilities inside the compounds of of New
070Kenny ISD. So, they they we feel like they're capturing about 96% of their student population. Uh, Katie at 92%, Frisco at 91%, Hayes that I mentioned again is at 86, very similar to you all. And then we have Dallas and Houston ISD that are running at about 70% of their student population enrolled in the in the public schools. And with that, I'm going to turn it over to Susan about economy and housing, and I'll be back to talk a little bit about projections. Good evening. Um, I'm pleased to be here to share a little bit of information about the housing growth that is um coming in your district. As you're driving by and you're seeing all those rooftops, uh, want to give you a little bit of information about that. But before we jump jump
071into that, want to touch on the economy um in which we are uh seeing this development. The economy um impacts certainly how quickly um houses are being built, how quickly the development community um is is able to to get those houses on the ground and the home buying um public, how quickly um they are able to absorb. and and uh end of last year, we saw the Fed drop the the rate uh three times and and they're telling us they're going to continue to drop that over the next couple of years through 25 and 26, but we have not seen um uh the mortgage rates drop like we expected them to. They're still hovering between six and 7% and and our memory is pretty long remembering back when rates were sub 3%. So, we have
072a lot of people sitting in homes um where they are empty nesters. Maybe they would be looking to transition into something and they're sitting tight on that sub 3% rate. I know I'm one of those people that's doing that. Um and then uh you also have the the circumstance of materials prices. Materials prices haven't recovered um back to precoid rates and now we're going to stack tariffs on top of that. So even the development community is kind of taking this wait and see attitude and that is going to impact how quickly homes are built in the community as well as um as uh they are absorbed. But let's take a look specifically at what is happening in Brian. As you can see on the map, there's quite a bit of activity in the portion of
073the district that we've kind of zoomed in on. This is the area highway 6, highway 21, Harvey Mitchell Parkway. The maroon shapes indicate the subdivisions that are currently in development. That means um there is activity either houses are going up, infrastructure is is going in, but there is construction activity happening in these subdivisions. And then the tan shapes are ones that are in some uh some way in the planning stages with the city or or what have you. So you can see the significant activity that's happening near Highway 6 and Booneville Road. That's the area that includes Austin's Colony, Miramont, Oakmont, Summit Crossing, um, and Stella Ranch. All of those are actively developing subdivisions. And then you come down to the south a little bit. You've got Pleasant Hill and Pagosa Springs um near Highway
07421 and Harvey Mitchell with Traditions and Gourd Creek just a bit further south. the top five largest developing subdivisions, which um at current um will be a buildout of about 258 homes. But but developers um I'm sorry, that's Pleasant Hill is currently the largest developing subdivision, which um will have 258 homes, but the developers also recently acquired additional land. Um we're estimating based on uh number of units per acre that that will be another 300 homes in that development. Um Austin's Colony continues to develop and is adding infrastructure for additional phases of development. Um current phases are are projecting 975 homes at buildout, but there is also adjacent land there that the developers own that could add another 450 units. Stella Ranch is a new development just getting underway. That's one that has not yet
075gone vertical, but the infrastructure is going in. Oakmont is about 50% toward buildout and will have 750 residences at completion. Summit Crossing is projected to have 400 lots at buildout, but we are still awaiting final plats for the later phases of that development. So Chris talked to you a little bit about ratios and I wanted to illustrate maybe why the ratios are lower and why when when you look at the number of homes that we have coming in we're not seeing a huge influx of students into the district and that's because of the student ratios. Um she showed you uh Chris showed you the overall student ratio numbers for the district. This slide kind of drills down to the subdivision level, which is actually where we do most of our work. We um get into
076the the specific characteristics of a subdivision so that we can more accurately project the number of students that will be coming out of that particular subdivision. This slide is the top um 15 by total lots at buildout. Now, some of these are currently developing, so they will be adding additional units. Some of them are already existing and built out subdivisions. Um, but it in general, you can see that the ratios are quite low. Um, only three subdivisions have greater than 0.5 students per residents. Um and that is number 13, 14 and 15. Meaning those are the smallest three of the 15 largest. Right? So um Camllo is already built out. It built out in 2024. Lindell built out years ago. Northwood built out in 2012. And then currently developing Pleasant Hill, Austin's Colony, Oakmont, Traditions,
077Edgewater, My Miramont, Summit Crossing, Greenbryer, and Rudder Point. This slide shows us a heat map of where the development is going to flow through the 10-year projection period. The darkest maroon areas are the planning units where we are projecting the highest activity of development. And you can see through the period that southern portion of the district really radiating out from the Brian city center will remain the most active sector in the district through this period. Um Chris will discuss this further in her next section. But it is important to note here that as we calculated ratios for these subdivisions based on the geocoding of the students in existing neighborhoods and and then we interviewed um people in the community. We uh builders and developers, two of your board members. Um we we talked to people
078at the city and at the county. Um it was confirmed that there is an attraction in Brian ISD for empty nesters and retirees. There is this lure of coming back to the homeland for Aggies that are buying homes that are only occupied on the weekends. And there are people retiring here because of the um great amenities that this community has to offer. So that is really flattening our numbers in terms of the student ratios. Multifamily housing is our next section and multif family housing is not projected to um present a significant share of our residential growth in this projection period. I I really think that this is um as I've talked to developers, they uh want to hedge their investment risk, right? So if they can get closer to the university where they can count
079on that Aggie student population, um those types of facilities are also going to be attractive to young professionals and that's where these new highly amenitized um multif family projects attract is that uh young professional and they're happy to live alongside the student population. So, um, uh, we find that those multif family developers are looking to locate closer to to the university. Um, there are three projects that I want to mention. Oaks on Riverside has 315 units. Woodson is a mixeduse project with 66 units. And then the mods is on Villa Maria across from Blenn and it has 52 units. You can see on the map it's again in this central area uh of the of the district kind of around the city center. Um but because of the demographic attracted into multifamily homes really only
0804.3% of the students from newly occupied housing are projected to be from multifamily developments in this projection period. I will mention here that one phenomenon that is somewhat unique to Brian is the re redevelopment that we're seeing around your downtown. City of Bryan has done a phenomenal job revitalizing that downtown historic core of the city. And what is happening is private investment is coming in, buying lots, um, buying multiple lots, doing conversions, putting in multif family town homes and that type of thing. Um, those are still going to have very low ratios, very low student ratios. But the bright spot and the and the thing that I am eager to watch as we continue to work with the district is I think that that will support regeneration in those subdivisions. It will keep those subdivisions
081vibrant and young professionals will maybe live in those loft style apartments, but they're ready to to grow a family. they're going to buy one of those older homes and and renovate it and stay living close to that really um really cool downtown revitalized neighborhood. So in summary, we are projecting 13,14 new residential occupancies over the coming 10 years with over 86% of those in traditional single family, 11,319 units and then 1785 13.6% in multifamily. The last thing I want to mention and just one footnote is that some of those single family um residential projections that we have in there in those that lie in that northernmost um rural still uh environment um unincorporated Brazes County, those could be subject to manufactured housing communities. And the reason that I draw attention to this is this is
082a growing sector of uh housing for that is affordable for workforce. And as you attract these large industries that we're hearing are coming to the community, that will be a way to provide workforce housing. But they can happen fast. They can happen in large numbers and they can have really high student ratios. So, I'm encouraging uh you to have a great uh line of communication with your county commissioners and if you hear of those projects coming, um you will be aware of that and we will continue to to watch out for those developments as well. May I just say real quickly, I'm sorry, I'll make it quick. I just want to thank you for bringing these numbers to my attention. I spoke to you and I was absolutely shocked. You know, we we see all
083this new development and just think, well, we we have this many new houses. we're going to have thousands of of students coming in. And I do a lot with the city. So I try to explain you I talked to you and then I went and spoke to everybody over there that new housing doesn't equal that doesn't necessarily mean a lot more students and I think that's something we all need to take into consideration and actually I was absolutely shocked by it and I really appreciate all the hard work on that. Thank you. Thank you Mr. Gonzalez. Okay, then we'll wrap up just a little bit about student projections because that's really why we're here. And so this slide is a little bit of a reminder a reminder about exactly what all goes into those student
084projections. It's not just homes times ratio of students. Uh if we start at the top there at 12:00, birth rates, we touched on those and we saw those heading downward, right? Indo incoming kindergarten class size. the birth rate and the kindergarten class size normally track pretty close together but not always. So, we have to watch that sort of thing. And I've mentioned those really low uh kindergarten classes that have have been here in the last couple of three years and that student loss over time regeneration with all those geocoded student sets that we've got. We can go back and look at at your kids this year in existing homes, the the subdivisions that are not building any new units. We can look at the count this year and the count last year and the count
085the year before. And we're seeing this last year about 130 or so uh students lost in existing homes probably mainly because of the kindergarten class being small and the 12th grade exiting out. Right? So that has to come into play. Your cohort size we always have to take into account. There can be a random second grade class that's large and that has to work its way through the system. the alternative educational opportunities I mentioned if if and when a new charter school comes into the area or a very large uh private school or something like that that can have an immediate impact on the district of course the aging of the current students I showed you that bulge of students that will be the largest cohorts there are in the process of exiting the high
086schools and then the new housing construction of course that's the most visible that's what everybody sees like Mr. Sol said, but that that numbers that the new homes are adding have to be off they will be offset by the the losses in some other areas. So for the district to have growth, the losses have to cease so that the the new students from new housing come on. So this next slide shows uh three scenarios of growth. We have our primary scenario of growth, a reduced and and accelerated. And so the primary scenario shows a continued bit of decline before we do see a bit of an uptick due in large part to the the new homes there. We can see uh 16,790 students that we would be projecting at the end of 10 years. The
087midpoint there would be 16,300 roughly. So a bit of an uptick. We have developed a high and a low. Um that means that that low would be if we have an extremely robust voucher system that really impacts everybody that those kindergarten class sizes really dive off. Uh on the flip side, the if if some of these new developments begin to really drive um and and house students that are or house a lot of new itty tiny students as they come on into the district, then we could see a little bit of an uptick there on that that front that top end. But we do that low and that moderate and that high so that we can sort of try to bracket in where we think the district is going to be headed over time. This
088next slide talks just a little bit about resident students versus enrolled students, especially at the elementary school level. You all have, you know, some schools that are netting plus 200 students or minus 178 students. And so we start as our base level of comparison where the students live. And so when you see most of our maps, that will be geocoded resident students. How many students do we think live in that zone? But then when we look at the table because of the larger number of transfers that you guys have, a lot of times the tables will have the transfers included in that. And so if you see two numbers that are side by side and you can't figure out why there's two numbers difference for Johnson Elementary, one includes transfers and one does not include
089transfers. So both both numbers are very helpful when you're doing planning because programs can and do move around over time. This slide shows just a little bit of an understanding of the the heavy um the weight of where the projected EE through 12th grade students would be by planning unit in 2034. So we do a 10-year projection period. We know that the first several years are likely to be more accurate than the last several years. And actually from the last study that we did with the district, we're tracking quite close closely together. The district is a little bit under the scenario of growth that we had there for the primary scenario. But this is just to illustrate that for each one of those planning units that I mentioned earlier, we have projected the uh projected
090number of students by grade group for each one of the 10 years of the projection period by planning unit. And so we can put them together and we can break them apart and sum those over time. And so the next map I'm not going to really dwell on. You guys will probably need to go study it because the numbers are itty tiny. But what this shows is the projections for your current elementary attendance zones resident students. And so that's the important thing to remember that there on the next slide we'll talk a little bit about those that um once those transfers are included. But you can see what I when I look at a map like this I look at that delta from year 1, year five and year 10. Are we gaining or we
091losing in each one of those cases and so you can see in the the u attendant zones that are colored in blue where we're going to see a bit of loss and the attendant zones that are in red there are maroon are the ones that are going to show a bit of gain over time. But when you want to look at how that u breaks down with your current transfers and the programs that you have, this is account of all of those. There's a a much more detailed table in uh appendix 4 in the report, but this just is a one slide sort of a thing. And we highlight the uh any year for which the projected enrollment is expected to exceed capacity. And so in this situation, the only thing that we're expecting to
092actually see exceed capacity would be Houston Elementary. further out in the projection period if everything works out the way uh we're saying and only to 113% of capacity. We work for a lot of school districts all over the state. They're growing very rapidly. They use portable buildings and what but and they know that they can always put more teachers out there but at some point the kids have to come in and eat and they don't want them having to eat lunch at 10:30 in the morning. And so they use 120% as a cutoff. And so all of this is showing that uh Houston even 10 years out would be expected to be below that sort of cutoff. Districtwide though there is quite a bit of space for the elementaryaries and so we're not seeing a
093major need for a new facility based on this data in the next 10 years. The numbers are relatively similar similar at intermediate. Your transfers are a little bit less at intermediate and then quite a bit less at the middle school level. Um do keep in mind that these numbers for the intermediate, the middle, and then ultimately the high are going to be reflected of those those uh smaller kindergarten and first rate classes uh working their way through this system. And so you won't see a ton of gain here. And it's because those kids will be aging forward while you're having those new rooftops come in. Similar sort of thing for SFA. Now, if you remember the heat map that we saw, SFA's zone sort of get some of that new growth really kind of from
094both directions. And so we are seeing a bit of growth there. a little bit of decline at Davala. And then when we color code our table and compare it to capacity, we're not really seeing a need for additional intermediate and middle school um capacity here. Then quickly at the high school level for Brian and for Rudder, uh you can see again, you know, for Brian increase from about 200 students to 2680. This is geocoded students though, and we'll talk about that in just a second. Rudder 2186 to 2337. However, you have uh both of those high schools losing students to MC Harris to Brian Collegiate. And so that is not the number of students that we would expect to walk into the door. Both Brian Collegiate and MC Harris don't have zones. And so when
095we're looking at where those kids live, they all either live in the Brian or the Rudder zone. But then quite a few of them are transferring out. Brian has a net out of 140 and Rudder nets out about 587. So the only place where we see a little bit of pressure was maybe at Brian at the end of the projection period and I think it's only that uh Brian would be at like 103% of capacity or something. It's very very small numbers probably easily handleable in the building itself. And with that we would open it up to questions. You did such a great job. You just Chris I got a question. That's always my goal. you know, sometimes people just they're looking to retire by the time we get done talking. Chris, I got a
096question. So, on I think it was pay or slide 13. Um, you know, and kind of in light of the Texas legislature vote, uh, Thursday, um, and kind of heading where vouchers is going, one of the numbers you mentioned on here is 172 more students could leave for charter over the next five years. How do you all arrive at that number? that is talking to the charters talking and comparing to their capacity and looking at what they are how much space they have left. Uh that also does include some growth in virtual and it's based on a rate of growth that we've seen for virtual uh schools because that's sort of just off the table too. You know the virtual schools are charter schools and they're Hallsville and there about a half a dozen of
097them in in the state. So does that 172 include private schools? It does not include private schools. No. Thank you. Well, if you have no other questions, thank you. That was an awful lot to absorb and I I might ask a question on it. It probably would sound kind of stupid because I'm thinking no, I don't I didn't get some of that. But I will ask one question because it it sounds like there was a lot of okay, the kindergarten's going down. Looks like it's still going down or going to continue to go down. But our enrollment, overall enrollment was actually projected to probably go up a little. So maybe you could simplistically explain the biggest factors in why that's still likely to happen according to your Well, we have to assume that the kindergarten
098is going to stop. We're not going to have no kids in any of the existing homes in Brian ISD. And so we're watching it, but we are assuming that it will level out and then that you're going to build enough new homes on top even with those low ratios to overtake that number toward the end more toward the end of the projection period. It is going to be a wait and see sort of a thing. Where is the bottom going to be for that? And so that's why we're trying to draw on uh information from all of the rest of the districts that we've worked for around the state. So in in in two words, it's new homes. Okay. And I had a question about homeschooling. You said it's really nebulous, like you can't put
099a number on it. It's really a guess. We we don't have account of that. The way homeschoolers show up to us is a lower ratio of students per home. Because that means that if the child is homeschooled, they're not showing up in your data set. So they count as zero students in an occupied home. would you mind uh sharing just a bit about the three scenarios so that if if you're off base from moderate which we use for planning purposes how you've accounted for a more um higher base or a lower base. Okay. Well, um basically what it boils down to is those kindergarten students and the ratios and whether or not we might see some large parcels of land come on that we were, you know, maybe advance a little bit into the development.
100And so it's it's a makeup basically of those three situations here. We didn't uh I don't believe include additional charter schools coming in in some situations in some you know more urban areas where charter schools drop in periodically here and there on the lower side. We will account for additional charter school growth coming in. Um but most of this had to do with ratios and homes and kindergarten up and down in various ways. Anybody else? Thank you very much. Come back in about nine months and we'll have a lot more questions. Okay. Back in about nine minutes. I want to thank the board for having the vision and um just the appreciation for making this possible. As far as strategic planning, this is obviously very relevant information as we begin our our planning and our
101work. And so again, we thank you for the partnership and we thank you for providing this opportunity and this data. So, thank you. Thank you. Thank you, Chris. All right, Miss Carmine, do you have a superintendent's report? Yes, sir. And I anticipated this to be a late night, so it's very brief, just a couple of uh celebrations. Um, thank you for allowing all the spotlights for tonight. That was uh spoke volumes. Uh, but I'd like to start with just a shout out to Brian Collegiate High School. They recently held their junior service pro project showcase. Uh hopefully a couple of you were able to stop by, but uh you're looking at a few examples of the students presenting their projects from throughout the year. They basically serve our community and give back in a multitude
102of ways accumulating thousands of hours. This is actually a requirement at Brian Collegiate High School as part of the early college uh high school program. Uh the most refreshing thing about it as you walked around and you heard about them volunteering in many different capacities is that they are all inspired to continue to serve upon graduation. I think we've planted that in intrins intrinsic uh seed of motivation for them. Moving on, uh this is a bittersweet time of the year as we uh prepare to say goodbye to our graduating seniors. It's also an exciting time of the year as you saw tonight because it's scholarship season and it's college acceptance season and it's workforce development celebrations for career career opportunities. So, you're looking at uh the most recent one of our Ivy League bound students
103from Brian High School. We're very proud about that. In the middle, we've already mentioned tonight about the adult workforce training opportunity. We're very excited about the work we do for our high school students to get them ready for high wage, high demand jobs. Uh but this is an exa very exciting adventure to target the adults in our community. And then finally, we're celebrating Brian High School having five students in that photo right there advancing to the state history fair. They've now qualified to go to nationals. So just uh making us proud in every way. And then wrapping it up tonight, congratulations to the Ruer High School boys 4x100 uh relay team. Um they placed second at regionals and punched their ticket to represent Brian ISTD at the state track meet coming right up. Also this
104week we celebrated uh Brian High School signing 16 athletes to go play at the next level. And then also celebrating uh under the umbrella of athletics. We're super proud of our special Olympics athletes for repres sending us so well at a track meet right next door in College Station ISD. So great things continue to happen and we're very proud of our students. But of course, none of this would be made possible without our amazing students and our coaches and our sponsors for going the extra mile to provide these opportunities. So, thank you. Thank you. And now we have several people. Uh looks like we've got Associate Superintendent of Teaching and Learning, Dr. Barbie Lara, executive director of school leadership, Linda Mononttoya, director of counseling services, Donna Willlet, and executive director of special program Jennifer Warren
105are going to give us information about safe and supportive schools update. Thank you, Mr. Stasnney. We do have a team. Uh what we'd like to do is focus on one of our board goals this evening and in specifically board goal two. Board goal two, as you well know, as you've adopted it and wrote it, is to foster and sustain a a culture and climate that encourages a shared responsibility for a positive learning environment that encourages engagement in academic, extracurricular, and service activities. To do that this evening, we have several people um who would like to be who would like to share with you this evening an update on our three-year partnership with Safe and Civil Schools. uh we want to give you some background information and how that connects to counseling services and then blend
106into our parents as partners series and then also ending with inclusive practices with Jennifer Warren. So I'd like to go ahead and bring up Linda Mononttoya please to talk about safe and civil schools. Thank you Dr. Para. All right, thinking back to 1920, that was when we kids went uh home uh in March and didn't come back because of COVID. And then kids were out in 2021. Some came back and some uh stayed home and did the um virtual learning. So when the kids came back in 21-22, um the district identified a need and we felt like we needed uh more uh positive behavior intervention and support for students. Students hadn't been in, you know, with routines and all for the period of time they were out. And so we identified that need. In the
107spring of 22, we started planning ahead. And in 2223 we started a uh three-year initiative with safe and civil schools. So the six components of safe and civil schools uh and their positive behavior support system include uh discipline policies and procedures, school climate culture, uh school safety, student and staff interactions, student motivation and academic engagement. So during year 1 which is was in 2223 all of our teachers every teacher in our district uh they were trained in either champs at the elementary level or discipline in the secondary classroom at the secondary level and these are structured classroom management systems. Also during that year, every campus formed their uh campus foundations team and that was a team of 8 to 10 uh people uh and an administrator had to be on that on that team. So
108during year one uh campuses also uh created their guidelines for success. These are their guidelines. It's it's like their big picture rules. So things that the kids live by. Um be respectful, have integrity. Each campus did this with with their uh their students and their staff. Also during this year, um our foundations teams went through modules A and B. uh we had the same trainer for the entire three years and module A was foundations of behavior support a continuous improvement process and module B was managing behavior in common areas uh with schoolwide policies. Uh in year two um all new teachers were trained in CHAMPS or in discipline in the secondary classroom. And then new or teachers who had gone through CHAMPS the year prior, they went through early stage intervention training and also teacher
109encyclopedia. Also in year two, all of our campus administrators as well as our instructional coach uh coaches went through um coaching champs. So teachers were implementing champs or disciplinary discipline in the secondary classroom and having this training it provided us uh many opportunities to get into classrooms and to provide feedback for teachers, continuous feedback and we were in classrooms daily. So in providing feedback uh to teachers uh also in year two we uh had our attendance uh initiative if you remember back the sort of success nine days or less um an exemplary is best and that's three days or less and that was a lot because of also because of COVID um attendance wasn't before COVID our attendance was over 96% districtwide and districts across the state um the attendance was not as good. Our
110attendance each year has gone back up. So, we're continuing with that initiative. And um they also campuses also put into place incentives for good attendance. Also in year two, we went through modules C and D, which are conscious construction of an inviting school climate and responding to misbehavior uh an instructional approach. In year three, the brand new teachers went through CHAMPS and then other um staff went through uh early stage intervention and uh teacher encyclopedia. So our goal is for every teacher and every administrator to have all three of those trainings which they utilize uh daily. And then we move into year three that's this year that's our current year we have finished the last two modules through safe and civil schools. Uh module E was improving safety, managing conflict and reducing bullying and module
111F was sustaining and uh continuum of behavior support. So with all this being said, throughout these three years, our universal training and support totaled 24 campuses uh going through 100 plus hours uh over the of training over the three years. Um campus teams, our foundations teams meet monthly and all decisions made are made in conjunction in collaboration with the faculty. So what they learn at foundations goes back to their faculties and every decision that is made that's going to happen at the campus h happens uh in full collaboration with the entire faculty. Uh campuses are continuously looking at data. So they're looking at behavior data, referral data, attendance data. So every decision is also based on data. So our district impact that we've had. So our office referrals have decreased 42% uh since 2223. Our
112uh out of placement referrals have decreased um by 32% since May of 2023. and our referrals from classrooms are down 49% from April of 24 to to currently in in April of 25. So those are some of the campus impacts and we've invited uh four of our campuses to come up and just um talk about a data point and something that they have done at their campuses that they feel like has been an impact as we've gone through this process. So, we're going to have a representative from Brian High School, one from Davala, one from Sadbury, and one from Jones. We'd also um each of the uh principles brought a poster to share. And Mr. Gonzalez, I think you were here the day that our last day of foundations training when uh campuses spotlighted uh
113their campus and we walked around and and saw the things that they have done over these three years. So, these four principles that came have brought their poster. So, we'd like you at some point this evening to to uh look and just to see what they've done, but they're going to share something also from their from their poster. Ryan High School You can come up here. We can't see that far. Do you need your board? You don't need your board with you. No, I got my notes right here. We're good. I guess I go first. Um, so I'm D. Gibson. I'm one of the assistant principles at Brian High School. Um, and so this year, and I'm made my nose to stay focused. Um but we really wanted to focus on consistent and positive relationships
114with our kids. Um we really believe building relationships with the kids helps impact not only the instruction but the discipline just the campus in general. So we um this year we created some protocols for safety as well as getting kids to class. And one of those is every morning we have three um entry points for students and we have staff from admin to SRO's to teachers to paras to our moni I mean everybody and we are greeting the students as they are entering the building tell them good morning just kind of getting a temperature check um but we're also checking IDs and dress code um we felt that was something we really wanted to um hold the kids accountable for and so because it it sets the standard you know, for how the learning is
115going to go on that day. And so, um, by doing that, we've seen and teachers are look because a lot of our teachers are here tonight, but, you know, they greet the students at the door, um, every class period as well. And so, by doing just little things of those kind, greeting the kids, building those relationships, we've seen a decrease of referrals overall um, by 36%. And of those with skipping which you know a campus our size it's very easy to do but we have seen a decrease of about 56% on skipping compared to last year. So um that was our big um aha for us and things that we've implemented. So with those decrease of kids skipping we're seeing hopefully better um tier one instruction in the classroom. So that was that was us
116for Brian I. If you'd said 10 or 20% I'd have been pretty impressed but yet these numbers are really amazing. Yes. Yes sir. And just so somebody's not making some incorrect assumptions here. Uh this isn't about just uh Okay. Well, we're going to cut everybody slack and we're not going to hold them accountable. You you use that word accountability. And so it's not about uh relaxing the rules or anything. Is that correct? Correct. I mean I mean we we kind of figured too it's like we're holding them accountable for like I said even IDs and dress codes and they're going to have consequences for that. What are they going to do to us with the bigger things and so we have seen decreases on a lot of those and so I think we've worked well
117as a team across the whole campus. Right. So I know with high school at that age group um they have their own minds. Yes ma'am. And so the staff that are on the campus, how do you get them to have buyin? Everyone to have buyin. Um because there's always somebody that's well that's not going to work. I don't want to do that. Absolutely. But it takes everybody to do and we're not perfect. Um you know, but I think I feel even as an admin team, we've worked on building relationships with our staff as well. Um and giving them the why. This is why we're doing it. Um number one being that safety. We want to keep our kids and our staff safe. Um, but also we want to increase that instruction in the classroom um
118to, you know, teach these kids. And that's why we really big on just building those relationships as well. Thank you. Thank you, Miss Gibson. And we'll have Mrs. Ra from Davilla. Hi, good evening. So, at Davala, we were looking at our hallway behavior. um overall yes like our referrals which kind of is the consequence of hallway misbehavior. So we kind of focus on hallway. So one of the things back there on the post you'll see on the lefth hand side is it's hallway cues. So it's like the walk and talk or if it's a you know we're still we're still checking for like IDs like Dan was saying but it's instead of like always yelling the same things it's you know hey hats off and if you just kind of tap your head then that
119means kick their hood off. Um their IDs would kind of say okay who are you like do I know you type thing and that means they don't have their ID on. And so through doing the hallway cues. It has reduced our referrals. What's up there about the 21% that's our overall referrals. We kind of looked at from August until February was like into February whenever our last foundation meeting was. But then we also looked at our special um eighth grade group right now. Um when they were we had them in seventh grade, they had some extreme number of referrals. So then now that we've um started the hallway cues, wanted to see was it reduced? And so yes, even that same group of kids, we kind of just watched them from last year as seventh
120graders till now as eighth graders again just like August to the end of February. And we have seen a huge reduction in our referrals now that we've implemented it. Thank you, Miss Hera and Mr. Scott from Sadbury Intermediate. Good evening. So, your attendance went up 95.48%. Is that what Yes, sir. Impressive. So, I want to thank um my assistant principal, Miss Yinia Silva, and Mr. John Paula, our foundations liaison. And I'll tell you guys, foundations is the it's the building block of everything that we want to get accomplished at Sadbury because coming in there, we wanted to build climate and culture and that that was our focus. And the foundations team helped us uh to that. We want to make sure that we focus on building relationships. That was the main thing. And not only
121with teachers, but also students. And so at Sadbury, you'll see that we have um extracurricular activities. We have inter miral sports, we have choir, we have band, we have um every club that you can imagine. We actually even have a sign language club. And the goal is to build that that genuine relationship between teachers and students outside the classroom. Whereas they may go at it like Tom and Jerry in the classroom, when you get them outside of the classroom with something they're both passionate in, whether it be sign language, whether it be choir, whether it be band, they build that genuine relationship. And that's where you're able to make that impact because now when they go into the classroom, they will go that extra mile for that teacher. And I'd learned a long time ago
122that I'm not the star. I can go up and down the hallway high-fiving every kid in that building and it won't make a difference. But when those kids see those teachers in that light and they form that genuine connection, that's where you get your impact. And we know that it's successful because you can look and you can see that 95% our goal is 96%. So we're right there at 95.48. Kids will come to school because they believe in their teachers and they believe in what we're doing. Thank you. Thank you. Thank you, Mr. Scott. and Jones Elementary. Miss Darnell. Good evening. I'm Miss Darnell, uh, one of the assistant principles at Anson Jones Elementary and also part of our foundations team. So, when we begin, um, to look at our promising practices, we focused on
123attendance. Uh, we set a goal of intentional communication and recognizing our students who were meeting our attendance um, goals. And so some of the strategies we used um were as simple as sending a postcard home that had specific um attendance information on it um for our parents about those students. Um we recognized our students by having um our weekly six weeks awards ceremonies which our parents attend through Zoom um which is really beneficial for our parents that work because they're able just to click on and you know see their students receive their awards. We also had attendance parties which our students love. Um and then we have our principles 200 club which um we celebrate our students with Dr. Valz becoming um a chef for the day where she cooks gourmet breakfast meals for our
124students and they absolutely love it. Um so just through all of this as a result we've seen our chronic um absentee rate decrease from a 12.4 to 10.8%. So, we are absolutely thrilled about that. Again, on our poster at the back, you can see a lot of our other promising practices. Thank you. Thank you. Thank you, Miss Darnell. [Applause] Um, now we're going to move into the school counseling part of it. Um, school counselors play a huge role in safe and supportive schools. Um, the comprehensive guidance program. Oh, I guess I need to move that. How about that? The comprehensive guidance program is comprised of four components. Guidance curriculum, responsive services, individual planning, and system support. We're going to focus on that guidance curriculum or those lessons that the counselors do. The goal of these
125are building skills for social and emotional and academic success for our students. Um we're going to talk a little bit about some of the topics um that kind of encompass um that safe and supportive schools concept. Um at elementary and intermediate we use a program called change makers. We start the year with kindness because everything starts with kindness. Um and then we move right into the brain. We start with our baby tinies in kindergarten teaching them these three parts of the brain and how they affect your emotions and your reactions to different things. We talk about tolerance, we talk about breathing techniques, compassion for others, understanding others is the terminology we use for empathy at that level. Um, and then impulse control. At middle school and high school, we use a program called school connect.
126It's new for us to this year. So there's some learning curves that going in with it, but the content is so much better than what we've used the last several years. So thank you for letting me to get that. Again, some of those topics include working towards empathy, um advocating for others, being a change agent, um building those positive and healthy relationships because that's really important at that grade level, those grade levels. And then districtwide K through 12, uh, with major support from tech services, our students are doing, uh, those digital c citizenship lessons. Now, I want to focus really just on our campaigns and what we're trying to do to lessen bullying and to help students understand u kind of what those what it really means and what do I do from there. um
127our guidance lessons. We do a whole week um in the month of October which parallels tolerance and we put tolerance there specifically because uh the month of October is the national anti-bullying week. Um as you can see we take the information from both the federal and the state websites that they have for school districts in regards to stop bullying and we use that to develop our lessons. Those screenshots are a couple uh slides from our elementary slide deck and from our middle school slide deck. Along with the lessons that are going on in the classroom during that week, we've also created newsletters that are for our staff and for our parents. We actually created two we actually created three different newsletters. Um, and they're have pretty much the same content in them, but we adjust
128the language to them. This one that's here is one that we developed for our elementary parents and our elementary staff because the language and the terminology we use parallels the language and the terminology we use in those elementary lessons. Same thing, we have a high school version and then we have a middle year's version that we developed. So they if a student comes home and talks about it then the parent has the same language that the students are getting um in the lessons at school. As a part of that each year we do a lesson on the Be Safe app. We do that at um intermediate through high school. I've had a couple of elementary counselors who had a number of students who had their own social media and so they've had to pull in
129and do some small group kind of stuff, but we do it at intermediate through high school. We talk them through the why you would do that because it's not just about bullying. There's a whole bunch of different reasons that a student may use the B Safe app. That screenshot is kind of hard to see, but it's the class link page that all the students have. And that big B that's blown up is what that icon looks at to help students to be able to find it. Um, and finally, as part of this language, we talk to students about being upstanders. The old words that were used when we talked about bullying was being the bully, being the target, um, or being the bystander. We don't want our students to be the bystander. If things are
130happening, we want them to be an upstander, which that is the language we use with them, and teach them all the different things that they could do to help the situation, whether it's directly or it's indirectly, going getting an adult or getting on the BFA app. Um, during that time frame, we talk about differences in people. We talk about being empathetic to students differences as part of that um language to be an upstander. And then I'm going to talk a little bit about um our uh partnering with parents. Our elementaryaries and middle schools and high schools, everybody does a great job of family engagement activities in their buildings. They do STEM nights, they do literacy nights, they do carnivals. Um but we have been working very very hard from the district level to have activities
131that are districtwide uh for families to get in in uh involved with. One of those that's been here for lever forever and they just left is Jones is our home uh for read by third. That program has been going on a number of years and it's community agencies, our teachers, our staff working with families and kids on Saturday mornings throughout the year and helping um with parent input of what topics do we need help with. Those are the kind of outside agencies they're bringing in to talk with those. Um we've started a program t um called next step. Miss Montoya actually takes the lead on that. Uh where we're working with intermediate parents. We've done uh we did one last year and we did one this year and we used the Sidebury campus and it
132was standing room only and again we had a variety of topics for parents to get um to go in and see. Uh Miss Carabine has a parent advisory team that she meets with. And uh the pictures here are from um the Bron ISD family and community hub. We're trying to make things look consistent from campus to campus. So, if I have kids at three different campuses, I know where to go to check for their activities and I know where to go and check um for um districtwide activities. So, that consistency there we hope is helping our parents um get the information that they need. May I ask a quick question? Yes, sir. You know, we've had a lot of uh news about bullying and we we've had that brought to our attention. Is there anything
133else we can do? You know, I I spoke to several of the parents at the the silent protest and I kept hearing that the children that the students were anxious. There's a lot of anxiety about coming to school. Is there anything more that we can do? You know, I know none of us would want a single child to be bullied or to feel anxious about we want everybody to feel welcome. Like you said, it's in our board goals. Is there anything else we can do to focus to make sure that that is that this message is getting across because what we have seen it's not getting across to every student. I understand course we can never get everything across to every student but is there anything that we've looked at or what would you suggest?
134I I told parents I would ask if there's something we could do to get that more you know again it's nothing any of us would want for anybody you know our own children and you I put myself and think about my own kids when they were in school. So is there anything else you would suggest? There are a couple other things um especially at the elementary level and I also actually had an intermediate counselor send me a slide deck that he uses uh when they are when there's the oh this is not going great or there's some issues here they do small groups they do lunch bunches they pull them in sometimes it's even a campus administrator will pull kids in and have conversations and try to help them build those appropriate skills and it's
135spring and kids get outside and they're rambunctious and they're hot and it happens. Um, and so we had our counselor meeting last week and we talked about again, let's bring up some of those things that we did in the fall. Let's revamp them and let's have some additional conversations. I I never really heard that till Dr. Harlland and Miss Carbine discussed it a couple of years ago about how crazy kids get in the spring. I'm like, what are you talking about? And two and a half years later, I absolutely understand what they're talking about. So, but whatever we could do, like I said, I know a lot of our parents just want to be heard and again, I know we do everything we can and and I know now's the time to say this, but
136you know, they don't know everything that we're doing to address the situation and I just encourage us to try to keep our parents informed that we we will hold kids responsible, but we need to know about it. If we don't know about it, there's nothing we can do to rectify the situation. Correct. Thank you. And I'll take that a little bit further. uh especially with older kids, despite our best efforts, and I think we're making great efforts at at reducing and trying to eliminate bullying, uh some of it's going to happen. And and uh there's a perception among some people that if they don't get a lot of information about consequences imposed, then then they're I guess suspicious that nothing happened. I don't I don't know what's going on there other than uh this disbelief
137that if I don't know everything that happened then maybe nothing happened. So would you couch some of this and any one of you can address this and maybe it was going to come later but we have we have a a confidentiality laws fura which is an acronym uh I think it's important for people to know that not only are we addressing the issue but we can't make a public issue of it at least not legally without the permission of the parent or the adult child. Is that all correct? I think Miss Montoya will try. So, you know, that's that's absolutely correct. And I know uh Dr. Stazzy, when I've talked to a lot of parents, we we can't because of Furpa, we can't share consequences that children get. But what we a lot of times
138will do is say to the parent, I can't share with you what this child's consequences just like I wouldn't share if your child was in trouble what their consequences uh were. However, when we have a situation like this, these are the steps that we usually take so that they understand that when this happens, these are the things that we usually do to fix the problem. Thank you. Uh because I I want people to know that it's not uh we have not adopted an attitude that well, boys will be boys or whatever, you know, we're not going to they're not going to get consequences. We're going to try to keep all our kids safe and when the conduct gets to an extreme level, it's not like we're going to sit back and just let the status
139quo continue. Absolutely. And and like I said, I get complaints. Well, I I call her and I realize sometimes you guys have said everything you can say three or four times to them. And so, yeah, I'm not trying to throw you guys and say, "Well, you're not responding." I just again, like Mr. Stazzy said, I do want people to be aware that we can't give them details, but that we will not I don't think any of us will put up with with bullying. I mean, the stuff we've seen is not acceptable anywhere. And I just want everybody, the public, to know that that we will do whatever we can. And that's why I'm asking if if we need to focus a little bit more on that or, you know, or what what we could do
140to to reiterate that. Yeah. We have zero tolerance for bullying. Yes, ma'am. Thank you. I I've got a question. Um, prior to serving on this board, I had some misconceptions about the B Safe app. I assumed that it would throw an email into somebody's inbox and sit there until they wanted to check it. And I I didn't really understand and I I got a better understanding of how the B Safe app works. And I I think that our awareness of BAFE app is increasing, but maybe our parents and students don't really understand quite the the impact that what uh message into the BFE app triggers and and who receives it. Is there Can you elaborate on that just a little bit? Well, I know at the campus level there are administrators that get it. I
141get them. Dr. Merrill gets them. Uh Rich Himl gets them. It's limited to one counselor at each building. A lot of coun campuses only have one, but it's one at each building just because again, we're talking about confidentiality and if it doesn't particularly involve them. So, there's a one counselor. Yeah. So it would not come to you or it automat it goes to one counselor and then to all of you as well. It goes to the counselor at the campus that only right at that. Yes. It doesn't go to across everything is specific to that particular building except some district of notifications that'll go to the campus and to district level. And so there really is a tree of individuals that when they hit submit and they select the campus that it it's associated with,
142it goes out to everybody almost simultaneously. And so it's what you said, we're all going to get a notification uh pretty quickly and then we follow up with it. I mean honestly within typically minutes if not sooner and we'll the campus is in a lot of cases already aware of it or is dealing with it but we always double check with the information that we get and so it's monitored. I mean, it's monitored all the time to be Well, yes, because we not only get an email, but we get a text message. So, so it does not just the I'm sorry, I don't understand. So, it goes to the counselor on campus. Yes. And an administrator. Administrator. Counselor, principal, Miss Montoya. It does go. Okay. I'm sorry. It's uh And would you elaborate please? Uh
143if it's a life safety significant threat, it's actually monitored 247 by the police department. That's right. And we and we have we've gotten those like at at midnight or early in the morning and and um I know I've they go to the campus principal, but I know I've gotten them and I've contacted Dr. Merryill late at night. I've called the police late at night. So So I get hers and she gets mine. We get each others. So there's overlap from who gets them. So when I say there's uh overlap, there's a lot of individuals that get them. And so if it's a life safety situation, we'll either reach out to one another or we'll talk to Rich or in some cases we immediately reach out to Brian PD uh and we initiate whatever is appropriate
144in that situation for uh what we've read. So it it truly triggers an email and a text message to I don't want to say a dozen people, but it's pretty close to that because Joel's exactly right. you when we just think it goes to one person, maybe it gets read and that's that's a perception I think as well is that well and just a point of clarification it's not limited to just students that can do this. No, it's anyone in the community. So I think to Joel's point too and to piggyback off that I think it's imperative to kind of communicate that it's not an app that's just limited to our student body. It's also available. That's a great point and we get them all the time from parents and from community members and hey
145so and so blah blah blah and we'll we'll investigate it for sure. Does a parent receive confirmation? If a parent were to send it in, do they receive any confirmation? We got it and we're handling it or is it, you know, I know we get confidentiality in there as well. It depends on the situation. So, the principal will respond to them if they need additional information or um yeah, it is anonymous. So, we're not going to get like IP addresses or phone numbers or those types of things. So, in some cases, we can respond. They'll respond inside the the uh email or inside the the communication the I don't know how to say it. Yeah, the app. The app. Thank you. Thank you. I don't Thank you. Struggling for lack of communication there. They can
146communicate it. In a lot of cases, there's not a two-way communication. They're informing us and then we immediately respond. Okay. So again, so so we don't have any way of saying thank you, we got it. But do they receive any kind of verification that it has been received? Is there any way to do that? Yes, they do. Okay, that's that's again like Joel said, you think you send it and it's goes into and we monitor them as well and we can tell when it's been taken care of. Okay. Okay. Thank you. Good evening. uh going through this idea of safe and supportive schools, one of the words that comes to mind oftentimes with the same theme is inclusion. And then you start thinking about our special populations and the importance of making sure that they
147feel safe and supported and included in our school environment. And here at Brian ISD, inclusion is not just a goal. It is what we do. It's what we do every day. We build environments where every student can feel success in every school environment that they find themselves in. And uh what I want to share with you tonight are just a few examples of that. Uh some are on the screen, some I'll just talk to you about. And please know what I'm sharing with you is only a small snippet of the amazing things that are happening all across the district. For example, what we have at Doville Middle School are our two boys PE coaches. uh coach uh Stin and I'm sorry, Coach Russell and Coach uh Dicki, they are our boys coaches and they go
148out of their way to make sure that every student who is in our life skills classrooms get a high five or a fist bump or some type of acknowledgement that they are walking into that gym and getting ready to participate with their peers that are non uh non-disabled. and it's an amazing way for our coaches on their own to pull them in and have them participate alongside their peers. Additionally, we have co-e at our prek classrooms across the district with our early childhood special education classes. And uh if you're unfamiliar with the model of code teach, what that looks like is instead of having a special education classroom for our students in prek that have disabilities and then a separate classroom for our general education prek students without disabilities. What we do is we blend
149those classrooms together and we put a general education teacher in the classroom and also a special ed teacher in the classroom. There are paras to help support those high needs that are in the classroom, but it supports the inclusion of those students to learn those social skills. But it's amazing what happens in those settings. It's not just the social skills of our students with disabilities, but you know, as adults, we come across diverse populations all the time. So, it's also teaching our non-disabled peers how to work alongside those that might be a little bit diverse from their own situation. Uh what we also find is that students that participate in this co-e model oftentimes leave preK going into a general education kindergarten classroom rather than funneling possibly into a life skills classroom for the remainder
150of their school setting. On the heels of that, to protect all students from funneling into a more restrictive environment, we have what we call an LRE process. and that stands for least restrictive environment process. Every student that is being considered for additional supports that will pull them out of the mainstream classroom goes through a process of data collection to ensure that we have tried everything possible to make the appropriate decision to pull them out of the gened classroom to receive their supports in a special ed setting. that protection is there so that our students have the opportunity to be educated alongside their non-disabled peers as much as possible as appropriate and it's a great uh recognition of the fact that we want our students learning alongside each other and being included with their peers. What
151you're also going to find is in our 18 plus program, um, sorry there's not a picture for this one, but uh, across the district, you are going to find our adult students with disabilities age 18 to 22 learning how to live life in the community at different places around uh, around town. You'll find them at Goodwill. You will find them working at the&m conference center and hotel. you will find students working all around the community. So this idea of inclusion is not just about here at Bronn ISD including our students with each other but it's also our community mindset saying hey we are business owners and we have a place for every type of worker in our community and they find a place for our students to to gain u uh good employment for supporting
152themselves into adulthood. And to further that concept, we even have several of our students that have completed that program and they actually work here in this district in many of our departments. So we even buy into this idea of inclusion that we can we can support each and every one of our students even after graduation. Going on to the next slide, I want to show you the highlight of my life every year and it is Special Olympics. We just had our state uh field and track meet uh and the Brian Lions participated and it's a powerful example of inclusion because not only are our students getting the opportunity to be included in competition, it's way more than that. What you'll find are non-disabled peers that are either running alongside them at the finish line ready
153to hug them and stop them at the finish line or you'll find them even consoling them if they didn't win the gold medal because that does happen sometimes. But it fosters friendship and these relationships that last forever. I remember in high school I was a hugger at the finish line at track meets and I still stay in touch with many of those students. So much so that the adult Special Olympics were here two years ago and I recognized somebody from across the field and I went up and talked to the uh coach that was with them and it was a student that I hugged at the finish line still participating in adult Special Olympics. So it's a lifetime friendship where I was able to reconnect with them and it was a beautiful day. inclusion is
154not just a single program that we have on uh in our district. It's not a uh practice that we um just stick in here and there in different programs. It's really something that we ingrain in every single facet of our students educational experience. Uh, one of my absolute favorite things that you can see in a district is what happened when our ambassador started a night that shines prom. And I'm not going to steal Brian's thunder, but I am going to tell you this thing, this one thing. When you have non-disabled peers putting effort into something for someone else to ensure that they become included and have an experience that's special for them, that means something special is happening in a district. So, Brian, I'm sorry if I stole a little bit of your thunder, but
155I'm going to pass it off to you now. I I appreciate the opportunity and uh there's people in the audience that were there that night and so they could honestly come up and talk about uh what an incredible night it was. And uh it's the fourth annual. You'll see the dancing going on. Mr. Gonzalez, you were uh there as well. And you saw uh the fun that was had by everyone. Inclusion means it's it's really fun for everybody. It's not about any one group having necessarily just the sole amount of fun. I think Dr. Mel had more fun than everybody else. Yeah, it was good. There were two moments in particular that I pray I remember for the rest of my life to be honest with you. One is when they played you don't know
156you're uh beautiful and uh they played the One Direction song and truth truthfully everyone was on the dance floor and we were just jumping and singing the song and it was a beautiful moment when you looked around. I mean truly there were tears in eyes and kids were just yelling and they're screaming at each other like you don't know you're beautiful and they were just singing the song. I'm not going to sing it. Uh I just attempted to do that. Um clearly not One Direction and I was not in choir. So, uh, I I didn't I'm not a I'm a product of public education, not choir education. Um, but it was truly a gorgeous moment. And then we did the red carpet and, uh, the students walked out and walked back in and, uh, there
157was a few moments when there was a little, um, I don't know, they just a little nervous about it and, um, we just they grabbed him by the hand and then we walked in and some people did it two or three times. So, it was just a wonderful moment and I love the fact that this was our first ambassador event. We go all the way back and we were sitting in a a room in Katy or a gym in Katy and uh the kids ran up and they were like, "We want to do this. We have just a few short months. Can we pull it off?" And we said, "Absolutely." So, we went to Brian High and we went to Rudder and we said, "We we're going to launch the plane and we'll figure out
158how to get it done." And uh very quickly the kids figured out how to get it done. and it's become just a staple of what we do and I'm so very very very proud. The African-American Museum has come on board and they've helped partner with us and so it's just a beautiful thing that we're thankful for uh that we get to be a part of and uh we can't wait for it next year. So again, uh inclusion goes both ways and we're honored actually to get to be a part of it. Dr. Merrill, I was gonna this is just a quick example. Um, back when Marty Crystal was a coach, and I'm not saying they don't do it now, but this just came out of his program, he uh encouraged kids to come out, and
159there were several of our, uh, special needs students that came out for football and he always made a, you know, the opportunity, this was uh, mid 2000s, to let him play. And so my middle son kind of got really good friends with one of them. and they stayed good friends. And this young man started calling my son probably six years ago. Hey, I need a partner for Special Olympic Golf. And so my son became his partner for Special Olympic Golf. And they have been golf partners all through the years. I mean, and they're pretty good. They come home with medals and they're so proud. And it all started because of the inclusion in the and I'm sure we're doing it now too. I just know that example and they're in their late 30s and they're
160lifelong friends because of uh the graciousness of the coaches letting those students be on their football team. So that is our team approach to just giving you an update on board goal two. Um it's a window into it. It certainly isn't all-encompassing. Uh, but know that the team and the campuses are all committed to a safe and supportive school environment for staff and for students as well as our families. So, if there are any other questions, we'd be glad to answer them. Thank you very much. Thank you. Any questions? I guess we already asked a few, didn't that's all very encouraging and u something that we can be proud of. And let us know if y'all need anything for bullying like resources. Appreciate that. We always have lots of money so we that's important enough
161though. Seriously, if there's anything you need from us, please let us know. And Dr. Bar, I see you hadn't gone anywhere because you go that coming up is assessment accountability update. Uh give us what's new and maybe a little refresher as well. Yes, sir. Uh you'll be glad to know this is a brief presentation. uh but it is something that's pretty timely and pretty critical. Um so this Thursday um we have given this presentation before in the boardroom uh but this Thursday we do expect uh some new information coming out from the Texas Education Agency regarding the 2023 accountability ratings. So to remind you everything in blue is star 1.0. That is the old version of the state assessment. Um many things changed in the assessment but the name did not change and so the
162green rows are star 2.0. 0 we have not actually had a rating under the new assessment um because it's been tied up in court injunctions. Um that's recently been lifted on the 2023 ratings but not the 2024 ones just yet. Um so we anticipate some data coming forward. Um and let's just remember a little bit about that star 2.0 we had changes to both the assessment as well as to the methodology of calculating that A throughF. So when we talk about the assessment, we had new content with writing on every assessment. We had new technology enhanced questions. We had new types of scoring rubrics for the essays that kids write. We had automated AI grading of those written assessments. So all of those changes are why we call it STAR 2.0. It's a very different
163assessment for our students and for our faculties. When we talk about the accountability system, um it changed radically during the same time frame. Again, this is 22 to 23. Uh where there are different cut points, different methodologies. Um the this the shift mitt was so grant great that our board of trustees banded together and wrote and uh crafted a board resolution saying we appreciate that we need assessment, but we would like a year to understand the new assessment and to understand the new accountability system. So hold harmless the schools and the districts for the year 2023 as we all learn the new assessment and this new methodology and system. So thank you again to the board of trustees for that resolution. Um the district uh proceeded with the assessment like everybody else in the state
164of Texas and then the following fall in the fall of the 2324 school year the state came out with the accountability manual for the prior year. thus the court injunction. But nonetheless, we do have those results coming out this Thursday. Um, and as you recall, the Texas Education Agency and the Commissioner of Education came forward to school boards and to districts to understand that under this new methodology, schools that were an A in 2022 under STAR 1.0 0 and the original A throughF system could improve and still receive a lower letter grade rating. And so that is absolutely what's transpiring. So we look at our district. Our district in 2022 was an 86B under star 1.0 and that original system. Then very next year under STAR 2.0 and the new accountability system, we improved graduation
165rates. We improved college and career readiness and almost all of the EOCC's and STAR assessments, student performance went up, but we will have a lower letter grade rating as promised by the commissioner of education. So that will be coming out on Thursday. But just again resting assured that our community knows student performance was on the rise and is on the rise. But the accountability system is a different system. They did not change the names like they've done historically where they change the name of the test or they change what the rating labels are. They kept them all the same. And so it can be very misleading to families, community, and to the public about the performance of public education. So just once again, that will be coming out this Thursday. And as promised uh by
166the Commissioner of Education and the Texas Education Agency, uh all schools should expect to see lower ratings despite progress. Can I answer any questions? Just have a comment. Yes, ma'am. If that doesn't infuriate people, it ought to. I mean, it is absolutely infuriating that this is where we are. It's disheartening to our campuses and to our students as well as our staff members. Thank you. And we appreciate uh that you're pointing that out again. Uh, and it doesn't hurt to do it again because we know that uh that that's just the way it is is that a lot of people are going to still interpret it based on what they've learned since grade school that what A B C D E you know I mean sorry I know we did so so it's it's just
167frustrating because we can't we can't overcome all that. There's nothing we can do to overcome all of it but but we can try to spread the word as much as we can. So thank you. Thank you, sir. All right. We have uh two public comments on non-aggenda item. Uh it's I'm calling it non-aggenda even though we had some awards for uh uh wrestling. Uh but it was not an agenda item to discuss or take action on. So it it's still considered a non-aggenda item. But but we uh citizens may make comments about topics relevant to district business and topics should be limited to three minutes. Uh comments concerning a specific student or personnel will be heard in close session. I have two again at David Dockery still here. Okay, come on up. Mr. Stazzley, is
168there any reason we do the public comments so late? I've had several parents ask me if we could move it up so that they're not I mean we have so much interesting stuff to to talk about, but is would there be is there any are we required to do it in this order? Uh no, we can talk about that, but yeah, we can see about maybe trying to do that. A lot of it would depend though on the number of comments and and we might have to move it I guess if it was a large number but we we'll see. Okay. Thank you sir. Go ahead. Yeah. My name is DJ Dockery. Um as y'all saw I had my daughter up here earlier Caitlyn. She was the freshman on the wrestling team that uh placed
169at state this year. I am her coach or was her coach before. I ran I run a legacy wrestling club here in town. I'm also on the state board for USA Wrestling. um for the state as well as a south region director as well as an assistant coach for Texas A&M wrestling. So ingrained in wrestling. Uh grew up here in Brian, born and raised. Uh went to Brian High School, graduated from there, went off to wrestling college and we're, you know, in in our community. You know, we're thankful for the support that we do get at the local high schools, everything else. Um they all have teams. We got um I was actually helped one of North Zulch. They they added a team this year in high school. I helped that coach do that as
170well off uh you know off the record kind of he was had his kids in our club and that sort of thing. So one of the good things we are doing um as a community that we help support as parents is Brian High School is running a middle school program over at SFA. They've been doing it for three years now. So my daughter was a part of that for the last two years. My son is in seventh grade now. He's doing that. So it is I think it's imperative that we kind of help that along um and put wrestling into middle school levels as a sport, not just a club. So, um, just wanted to kind of talk about how that would help obviously the high school programs and everything else. You know, our middle
171school football teams and all that, you know, these kids learn the fundamentals and everything early on and it helps them u progress faster um at the high school and so we can get them on that state podium and everything else. So, logistics wise, I wanted to talk about that. Um, you know, I know that we have um a deficit across Texas uh financially and stuff like that. However, starting a UIL wrestling program, middle school program is not as con, you know, cost conducive as we may think it is. The biggest one is a wrestling mat. Um I do know that through you know securing those things through vend you know people donating that we we can we have a temporarily um way to have a restaurant. You know you got about 30 seconds left. So,
172the other part of it is is, you know, the other part of that budget is getting a coach stipen, getting equipment for singlets and trainings and shorts and stuff like that, which is like $1,500 the coaches stipen. Then we'd have to get some kind of budget together for tra uh travel, but we have multiple tournaments that we have here in town. So, um the other is a you can charter the team through USA for about 400 bucks. that covers your secondary insurance and everything else. We can run some tournaments on that on the weekends. Um the only thing the kids would be responsible for is their memberships and wrestling shoes and we can find ways to get that done. Um so you know about 5,000 bucks all in or so just to guess that would
173get you a men's, girls, boys team also. It's it's two teams. It's not just one. So um just wanted to thank y'all for the time, your consideration, and continuing to put kids first. Thank y'all. Thank you. Thank you, Cody Welch. Uh, similar if not the same topic. Um, wrestling program for SFA. Howdy. Howdy. Howdy. Not to beat a dead horse here, but we did a cancel macaroni Monday to be up here. So, wanted to come and address you all. So, my name is Cody Welch. My son was up here earlier. Uh, Cody, as others know him as Kaden. Uh, wrestling has been the best thing has happened to my son Cody. I want to express just how proud of him and all the Brian High wrestlers we are of them. Brian High Wrestling has done
174a great job of encouraging and committing to the excellence of our athletes. In return, I'm asking the board to approve a middle school wrestling program. This is the third year of having a wrestling club at SFA Middle School and has allowed students to engage in the sport and has helped produce numerous varsity wrestlers, regional qualifiers, and state placers. The SFA wrestling club has averaged over 20 participants each year. Having a true middle school program would be beneficial in teaching fundamentals of the sport while also allowing kids to express themselves, promote positive engagement, and teach self-discipline. I can attest to all the positives that come as the result of children wrestling. It builds confidence, leadership, work ethic, and community, which are crucial qualities to developing young members of society. Wrestling is a sport that much is
175requested, but much more is given when the work is put in. It's a sport that is tough at first, but everyone falls in love soon after starting. Having the ability to start wrestling prior to high school drastically improves each wrestler's chance of making the state podium once they start high school. Allows them to build that base and familiarize themselves with the sport before high school starts. This has been one of Brian High's best years sending multiple wrestlers to state and most of them placing as well. Caitlyn Dockery and Cody Welch. My son both started wrestling prior to high school and has paid off as Cody's looking to be a two-time state placer and Caitlyn is looking to be a four-time state placer. Caitlyn is a direct reflection of the SFA club as she herself was
176the product of that club prior to this year. With the help of the board, we can continue the growth of the sport, success of the students, and most importantly teaching the valuable life lessons that come with wrestling. In the wrestling community, the saying goes, once you have wrestled, everything else in life is easy. SFA Wrestling will be also hosting its first ever middle school wrestling event this Friday at 4:30 PM. Nordz and Huntsville will both be traveling here to compete. So, please feel free to stop by and see the impact that wrestling is making in our students and our community. Thank you all. Thank you. Thank you. We do not have any public comments on agenda item. So, we'll move to the consent agenda. I move approval of all items listed on the consent agenda.
177Second. All right. Motion made by Mr. Gonzalez, seconded by Miss Benford. Any discussion? Anybody want to remove anything? I I remind you that anybody can remove something if they choose to for separate discussion. If not, then all in favor say I. I. I. All oppose. unanimous and the consent agenda is approved. Sorry about that. Um the board will now convene in close session to discuss the following items as allowed by Texas Government Code Chapter 551.0745510821. No action will be taken in close meeting. Any action the board wishes to take as a result of discussion in the closed meeting will occur after the board reconvenes in the open meeting. The time is now 8:25. Board reconvened in open session at 9:55. No action was taken in close session. Uh we will consider the approval recommendation for
178the principal of Travis B. Bryant High School. Mr. Stazzen, I move approval of the superintendent's recommendation for Dr. Gregory Boheis. There we go. As principal of Travis B. Bryan High School as presented. Second motion been made by Mr. Gonzalez, seconded by Miss Benford. Any discussion? All in favor say I. I. I. All oppose. Unanimous. And there being no further business, we are adjourned.