001Can you hear me? Yes, we can. All right. Thank you. I was just checking know who our person is to be responsible for reviewing these, but have any questions on these minutes or comments, corrections? What am I doing wrong? mutual. I think that's to your profile. I use go to your edge and see what's in any comments on the minutes any questions? If not, do I have a motion? I motion to approve the minutes. We have a motion by Miss Pearson to approve the minutes as presented. Second, Rose. Second, Miss Thompson. Uh, vote. Miss Thompson. Yes. Miss Pearson. Yes. Mr. B. Yes. And Mr. Nimick. Yes. Yes. The motion carries. Next item on the agenda is the public hearing for the first inter rating system. Tammy, are you ready? Will you get them on board?
002Good morning. Morning. Starting on page 14, I've provided the background information on this hearing and the charter first rating. The charter first integrity rating system of Texas is a rating system based on RMA's data from various sources um which I will be summarizing throughout this presentation. We are required to post notice of this hearing in the newspaper which we have done and we have attached that information on page 17 for your review. Our score for the current rating year is a 96 out of 100 and the report for this score is located on page 20. This score as defined by TEA is a superior score. There are 21 total indicators, two of which are not being scored this year due to the extended variables from the school shutdowns a few years ago. Several of the
003indicators related to the audit and the submissions are just yes no responses and some of the indicators are based on actual data from the 2022 2023 fiscal year. If we look at the report on page 25, you can see the charter first score for our 2122 fiscal year which was 100. If we could now scroll to page 27, we'll review the financial management report. This report is designed to review all applicable transactions between the school district and its board of directors as well as the superintendent. The amounts listed on this summary are all the f financial transactions between RMA and the applicable members for the period of 2023. The transactions are split between reimbursements, outside compensation, gifts, and business transactions. As you can see, uh, the applicable transactions or reimbursements for documented expenditures that were
004incur in incurred for school business. And then scrolling forward to page 30, you'll find the current superintendent contract, which is dated from April 1st, 23 through July 31st, 2026. And then on page 38, we're going to go ahead and discuss um each of the indicators as part of charter first. Here we go. So this is a comparison of some of the charter first indicators between the two years. In the right column is our data for the current year rating and in the left was the prior year. Indicators 1 through six are just yes no questions with all passing scores. Um indicator 7 as we can see at the top of the page here measures cash on hand. Was the number of days cash on hand and current investments for the charter school sufficient to cover
005operating expenses? and we exclude uh depreciation from this calculation. Indicator 8 measures current assets and liabilities. Indicator 9 confirms that revenues exceed expenditures. Indicator 10, as you can see, is not being um evaluated. Um, but it does measure budget to actual expenses and uh that indicator was not measured the year before either. Indicator 11 measures long-term solveny by looking at assets and liabilities. Indicator 12 measures debt service ratio for the district and indicator 13 measures our debt to asset percentages. And then continuing um to indicator 14 is our administrative cost ratio um which we discuss quite frequently. It measures our administrative expenses um which are function 21 and 41. Um and this year that changed to compare it to overall district expenditures instead of the expenditures for just the instructional um expenses. Indicator 15 measures
006uh studentto staff ratios. Indicator 16 is also not being evaluated, but it does measure actual um ADA to estimated ADA for the district for the year. And indicator 17 measures our PES data that we submit as of snapshot to our actual financial data at the end of the year. Um, indicators 18 18 through 21 are also just yes no questions. Um, and we had all passing scores on uh on those indicators as well. So that's a comparison of the two years um with a little bit of information and also the exact numbers um for each of those indicators that were were used to measure RMA. Does anybody have any questions on the charter first reporting or uh this presentation? Can you for those of us that are new, Tammy, can you kind of go over
007what Charter First is supposed to be and more more into detail like what is it that we're supposed to be highlighting? Um why the importance of charter first? This kind of gives a little overview, right? So um TEA has uh they have a charter first indicator and then they have just a regular first indicator for ISDS. Uh the indicators are somewhat similar between um ISDs and charters. Um it measures it's just a tool that TEA uses to measure um how schools are performing in various aspects. So everything from your financial data um to your PES data um your ratios between students and teachers um if those are declining, if they're staying the same. Um these 21 indicators are what the legislature has decided. Um this is legislature driven. Um and so uh they have put
008the legislature has put tea uh in charge of um monitoring these indicators and uh these are the most important factors that the legislature has decided that we want to measure schools by. Um, so it looks at everything from budget to actual financial data um and and the amount of staff that we have to the amount of students we have and it just has um it measures whether um those indicators are declining and or whether they're staying the same and how that that deems the strength of the district. Yes. This instrument also is charter world. It's your report card financially. If you were to fail your first three years in a row, then you would be closed down by TA. In ISD world, uh districts can be unsatisfactory for years or can fail. But in the
009ISD world, you you get three strikes either academically or financially. And this is the financial report card. Uh so it's important for that reason too. It doesn't seem important to us because we have been do get have been getting great scores for a long time, but other charters are really waiting to see what this is. Is this strike three or strike two or where are we as far as being out of business? So, any other comments, questions? thoughts by containment. Thank you information items. Dr. Anderson, good morning everyone. Um, I wanted to give you the enrollment um information as well as some other things that's going on in the in the world of RMA and other educational places. As of September 17th, our enrollment number was at 1579. Um, when we look at the breakdown
010as far as the SOS in progress, meaning that we're waiting on parents to complete an application, we had 206. They had started application. They have not completed those. Um, we have instructed campuses to reach out. Um, even sends to homes to say, "Hey, uh, we saw that you had started an application. if you can't get those people on the phone, let's go to their homes and try and rally them up so that they can uh get in school and and get those diplomas completed. Um so there's 206 of those as you can see suspended pending registar accepting the application is 26 students. Um meaning that the the registar is probably waiting on something but um also the student may may um not be responding uh completely also. So it's not totally the registar and the
011same thing let's you know send a flyer let's go to their home whatever it takes to get them enrollment and um the counselors as far as setting up um schedules to get them in uh nine students as of course this was last week and then pre-enroll waiting for the students to show up and you can see it's a huge number some of the students have went in they've done everything and all they have to do is show up and some of them and 85 of them have not and so again Um, I've asked all campuses to make a concerted effort to get out and try and find those students and get them uh on on campus. And so potentially we could have 195 students if all of these kids would get in the building um
012and um we get past whatever hurdles uh that are are prohibited them. So we're continuing to work. We're we're continuing to strive. Um of course to be transparent with the board that number has went down. It was a while back like 1985. Um and so um for whatever reason with through withdrawals and whatnot um we have seen drop to 1905. Any questions? Just one thing when you ask the campus to report to you daily or whatever the action taken on those 85 students as to show you what they do. Yes. Thank you. Well, I think even then like we talked about in the 206 it's it's that aspect of are we turn them away say you need this, you need this or is there any way is how do you get them into joy first
013time and and and and I'll be sharing that with principles um and and Dr. Given as well that you know we we need to make every effort to get them in the seat uh immediately. Right. Okay. So, I'll be reviewing that process and I will Jennifer, if you make note at the next board meeting, I will give an update on cuz Carl, what uh what do what is it that we require before we get a kid in the building? What what documents? So theoretically all we need is their name, address, telephone number and we can give them a schedule and put them in a seat uh and then give them I think it's 10 days to provide the rest of the information. So but what happens if they don't provide it after 10 days then
014we we can't continue with with them in class. The rest of the information is really um the bill certifying where or submit for residency is the biggest the biggest obstacle to it. Uh I'm not sure we need that first day. Yeah. You don't need that first day, but that's one of the things we need transcript all those. Yeah. And so while we're at it, I mean my my whole thing is when the student comes in first time and first contact, all effort should be done to enroll them and not push them away saying you have to complete the application. We should be having sit down complete the application right there and then having the ability to for them to finish it on a computer laptop. Not allowing that child to really or try to retain
015the child there and complete that application and enrollment so that they're there on the first day on that day or on the or the next day should be the goal. But there should be no aspect of us actually turning away child saying go ahead and complete this at home or go ahead and come back with these documentations if they have some sort of group ID you know minimum and heard me I've asked principles to have a laptop at the front we provided the registars with so no one should have to go to um to do it right there on the spot because that's a 206 is an indication of that it's just not they're pending is that They we touched base with that student already and now we're waiting for them to finish an application.
016That should be done right there and done. Is that 206 telephonically? Is someone at the door or is it just online that we can see them? They've started an application. They've that 206 they've initiated an application but they have not Yes. But they have not completed it. They're not they're not in your face. They're online. They started it online. So many are just online contact. No, not necessarily. Some of them, I mean, they have to they're they they go in, they enroll, and all the application is online. So, as I was reading and correct me, somebody correct me if I'm wrong. What I understand for the enrollment process, it's really a process of you have to have your your school information from your previous school, um, and some kind of, you know, residential information, whether
017it's a bill with your name, some kind of record, uh, that is just a legal record of a matter of fact. And there could be more on might be wrong for it. Um, but our process from what I understand is they fill out the application. The application is an online application. So the students potentially come into the school or in front of you and say yes, okay. They go and fill it out and go home and fill it out. So they they're really obvious if they're interested. Yeah, let's go ahead and do the application here right now at this moment. But one of the things we're doing, we just started doing to address that 206 number is we we're redoing our application, our our online application so that we have a landing page that the
018very first thing it requests is your name, telephone number, and email address so that we if they don't go anywhere past past that, we at least got some contact information that says so we can reach back out to and follow up with them. So, we're trying to tighten up that process as much as possible. But it's not even about the followup part. What I'm saying is that in the aspect, and I'm going to speak corporate here, in the aspect of the sales, you have one chance to kind of sell that first thing to your product, to your sports, whatever it might be. Right. Right. And if you don't get them and retain them within that time, the chance of them coming back is going to be very, very slim. Well, but we're talking about two
019things. Yeah. So, everybody I hear what you're saying. You're talking about kids that come to the campus and we don't get them. Yeah. But most of those people, most applications, Yes, it's true. Most applications are started online. Most of our applications are started online. It's not a 100 kids coming to the schools and we're sending them away. Yeah. So, most of it is, Miss Thompson, online students. If we I think our schools work very hard to get kids in if they come face to face. Yeah. And I think the thing is you'll be amazed at how many people and Carrie can vouch for this because we have a counter of how many people visit our website. A lot of people will start an application and then not not finish it. That's just I mean that's
020just the beast of that. I'd say out of that 206 probably 195 of those are probably just people that went to the website started clicked on application and then have not completed. So that's why we try and call and follow up. So it's not that the majority of them have been people that's come in and we said go home and complete an application. Yeah. That 206 I think is is all oh my no face to face to look with that. That's what I'm saying. they come face to face we can get them but if they're online those are the people we're losing yes because traction on our website thousands of people come across our website and I don't know if car's own but but we get a lot of people that hit our website and
021some of them do click on and they the parent may start filling out application and the kid may say I don't want to go there I mean no yeah no I get that and I know there's number but I'm just saying if there's a percentage of any students that have come into contact and we can go ahead and arrange the find them on that day. It was going to kill and I agree and we'll look at that because Carl, I was sharing with the board yesterday. I had you and Dr. Given and Sylvia, y'all went through the process. We looked at where the bottlenecks were to try and make sure that we weren't keeping kids out of class four or five days as it was reported last year. So, we're we're we're trying to streamline.
022Some things are inevitable. You're going to always have an anomaly. I mean, I'm sure that every campus can tell you of a kid or a kid can tell you how their experience went where they were without a schedule for three days. I mean, that's going to be, you know, quite a process sometimes. But we tried really hard to alleviate that. Get them in class, get them a laptop, get them through egenuity and or and all of their uh what's that? Clever get their clever access. Um, and we try to get them in school. I don't know that. And like I say, I'm saying it publicly. No campus should be sending kids home to complete an application. They should say, "Hey, but let us get you here. Get a laptop and get you in a class
023or get you registered and so that you can come back." There are some rollbacks with automation and everything. You know, if they're face to face with us, we can capture that student. But if it's just stuff online, so that's where automation and technology can hurt you. It's good, but it can also be cumbersome. So we can figure it out. And I like the police saying we when once they come in, if they do come into the building, we get them signed up right then and there and then we could even go ahead and move them over to the the counselor's office and let them get that that schedule and you start on Monday. Um, Carl, is there a one to one correlation between the information it takes to start two three or three items and
024get them entered in your attendance system so you can actually count it that day or is there more required to to get them in the attendance system? Uh, so there there's a little bit there it requires a state ID number which I think has to be generated. It takes what? 24 hours. It takes like 24 hours there the first day. So, so sometime you maybe might have to wait a day to enter attendance because they're there. They're there at the morning or afternoon session of the appropriate time to take role but they're not in the attendance system because of that. Again, it's somebody's got to send and key in and and we can go in and back date can they can back up if you're miss a day because every day is 60 bucks or
025whatever. So, yes. And if they're only there 10 minutes, but the 10 minutes happens to be during the count time, then hallelujah. And if it's not, Jane will try to give them just give them sleep. But we're trying to tighten up all those processes to Yeah. to streamline it as much as possible. It's um that's our our goal. It was like every department has a piece of this and you know from technology to um academics to you know to finance. So every everybody's doing their part to streamline the process. Like I say it's not intentional and and as I said to you all before camp we have nine campuses. If someone's doing that we may not know about it. It's not our process intention. I think it's about creating a process or a goal where
026we say okay our our goal is to make sure that as we come in contact or touch the students interest it's a process of you know we should really are we giving this children child basically everything he needs at that current moment to serve him register him and get him that our go should be on first contact basically and it's not that it's might be intentional or I mean we have busy lives in general, but it's a process that we should be building as a unison because I promise if it's just one, it's not just one. It's it's it's multiple, I'm sure. No, I disagree with that. I think it's an anomaly and I think that it happens. Like Miss Thompson says, it's a product. Things will happen. I I I could probably pull a
027student from every campus that could tell you, yes, this has happened to me, but I can also pull a student and say, yeah, they got me in, I went, I registered, and I went the and and I was there that day. So for every student you can tell me that had to go and wait five six days and was sent home. I can bring five or six that say yeah it was a smooth transition to get into right but we're not talking about the five or six that are already in school. We're talking about that one you know but I promise you if it's done on one it's it's done on the other. So, but I'm talking about building a process in which we are actually how building a goal in which it is done
028and activated within 24 hours versus having children that are is still in the system because 206 on an initial start is a kind of a high number. The 26 means that okay, these are kids have already started the application already enrolled or already done but I mean what's the most 26 there was those are the application. Yeah. Yeah. It's already completed. Yeah. So, so it's kind of like a um like when you go to a new car dealership, how they do not want you to leave until you get in there. And so that's that's exactly what I'm saying. And so even with the 85 pre-in road, 85 pre-in road tells me is how was that student? What do we do to engage with that student to say yes, I want to go here? 85 pre-inroll
029means they've already enrolled. They decided they did all their application, they're going to show up. Why not? I mean that we give them a tour then we show them that we do the that we make it as easy to for that child to know and understand how to come in and so all of that can be done within 30 minutes to an hour I don't know even less um just to make sure that that child is sold on the idea basically that RMA is their choice but it's not just about a oneoff kind of situation it's about the whole entire number system basically they were looking at. So child comes in 206 even online. They've heard about it online. Great. So let's say about 90% of those students are students that never even touch but
030an RMA. How do we get them to the door? Just calling them even a message. How I mean how do we get them how do we engage them? Do we send them a flyer? Do we what's what's what steps are we taking? I uh I agree with all you're saying, not disagreeing at all. Uh I I think that this uh online registration is good, but it also muddy muddies the water a little bit for some people because that really the numbers we talked about in planning is we have what 4,000 enrolled or something like that 4,000 plus and had ADA or 14,500. So, we had three times as many students enrolled as as we could handle if they all stayed at the same time. So, what this this is important, but we're trying to do
031is get the kids who do come and they do get enrolled to do whatever we can to get them come back the next day and the next week and the next month. So, get that 4,000 enrolled. We do a better job getting the average ADA up from 15,400 to 2,000 without having to enroll more students. Just do what we can to keep the ones to get enrolled. Is that we do go after the ones like I said it's not that we don't just sit around and say oh they hadn't shown up as I said before we sends we make calls we have postcards and it's I've made it very clear to principles let's get the out to their house if we if we can if the can go visit them knock on the door say
032hey why hadn't you come to school so it's a the process is I mean somebody has to have to get in contact with those kids I mean you know uh that haven't shown up the kids that haven't shown up somebody has to in contact with them. So yo, we can't that's what I'm saying. What happens before? So the step is so and then I'm I'm thinking completely different. The step is so we're talking about how are we engaging that kid so that they're convinced to want to come versus 85 having to chase the kids to come into the school and reducing that 85 number to maybe a lower number of those kids who actually just did the application because they thought about it and then they just really don't want to come in, right? Right?
033Because there are those kids that we have we can do as much as we can. We can knock on the doors. We can go there and they're not going to come. But there are probably the other ones that are still very unsure and they're like, "No, my friends are over here." Or, "No, you know what? It's it might be a little bit too far or it doesn't really work." I mean, do they have all the information? Have we built a vision for these children of their lives at RMA? And is that being done on the very first contact? I know we only have one employee and that's you. But with your permission, I'd like to be able to go into RMA, Colleen, and just look at the process and see if I can see something
034that we make can improve on what we're doing. But with your permission, I'll I welcome that feedback. And I I think um what I'm going to go back I'm taking from this conversation is I'm going to make sure that there's not too much time between application completion to um that point where the student gets because if it's if it's 10 days maybe they went and found another option. Um so maybe maybe there is something there that can be Yeah. Yeah. It's just that first initial it's it's going to be everything that first initial contact with that student that with that computer and that mother and that's that's says that people are looking at us. Yeah6 they we are alive it's higher than the counts they come across our website is very tremendous um like I
035say and some will click and to to you know start an application others and like say all you know we follow up um as much as we can but I hear what you're saying in that when they come those that come to to enroll or fill out an application join them campus and get oh even the first phone call how is that first phone call handled how it is and it's it's it's a lot because we only have one employee that is responsible for it for each school. But making sure that it's just a process that is very easy for them to do in under 15 minutes kind of be able to tell the RMA story to that student and create that vision to that student. So that way if they're on the phone or
036if they already did it on on the website and if it's we find out that it's just the website then what do we have to do on the website to engage a little bit more or to sell them a little bit more um on the idea? That's why it was so important on tracking. Show me what you did. Don't tell me that you did. Just give me a walk and show me what you did to these students. Does that make anything else about the rolling numbers? Oh, you got some. Okay. So as you can see the ABA is at 81 and a half and student retention as of last week was at 90% of the students being retained and so uh you can see the enrollment which is at 1579 which was last year. This
037time we were at 1502. Um so um 77 kids more this this time this year than what we were last year. So anyhow um as far as the district financial stability again you know we built our our numbers on the enrollment of 1680 students with an average attendance of 79% which be 1327 uh students and so uh we you know as we talked yesterday uh monitoring um the the the situation and I will be reporting to the board as as those things unfold and as enrollment numbers change up or down we'll you know get a better picture and Tammy and I we have constant discussions on ways that we can um save money, move things to grants. Jim is very good with helping us move things over to grant funding and so on so forth
038to take out of the 420 to take some of the pressure off the 420 general budget. And then um as you can see uh the district update as far as uh vacancies um right now uh on average we have 16 vacant positions through uh throughout the district at any given time. Currently, there are 10 uh vacant positions. Um and some of this has changed. Um uh we have a principal in Fort Worth uh that will be starting Monday, uh Dr. Phillips, um who who will be um joining us at the next board meeting to to say hello. Um and as you can see uh the rest of those there we have some core elective teachers four we have associate teachers four um and so but uh we have four campuses that are 100% and two
039at 90% and then four at 80%. And again as you can see there this year uh we're kind of 5050 certified versus nertified. Uh last year I believe we were in the 60s um about 63 64 last year. This year we're at um at 50 and 50 um which is is still pretty good in that mo a lot of charters don't have uh 50%. Most ch a lot of charters have people that are degreed but not certified. So I still think that that's a good number. Of course, we try and keep it higher uh by continuing to look at the best qualified uh teachers and and principles that have certification in their respective fields. And then uh additional updates, uh TEA still has not issued official ratings. Um there was a hearing earlier in the
040week uh well earlier last week from TEA and several uh school districts who sued the agency. Um the Travis County judge uh issued a temporary inje injunction um on September 18th and the order continues to block TEA from assigning A throughF um ratings uh for this uh school year uh which were supposed to have been released um in 20 uh back in August of this uh school year. Um I'll I'll ask Dr. given us to share. Um, you know, TEA um had a there's a template that's out and you could put in your information and so Dr. Given and Jim did that and you could send it to the agency and though they're not given a rating, they would verify the numbers and the data that was put into that sheet and then they would
041everything that was correct, they would highlight in green. And so basically saying if we were issuing ratings this year, this is what your ratings would be. And when we sent them on what we calculated through lead forward and through the tea template, um they came back and they did uh put in green our our ratings um which said yes, this is what we would we verify that this is are your actual your ratings for each campus. So Dr. Gibbons, I'll turn it over to you. Good morning. Good morning everyone. Um yes uh Jim submitted our documentation and they uh verified his calculations and I'm really uh happy to say that uh our district right now's rating is an 80. So once we go to the A B U A through F system we will be
042uh a B district. I'm also very excited to inform you that um this year no campuses received a score lower than 70 which means we have no F no D campuses this year at all. Uh we have four campuses that are in the C's. Um I'm trying to do it by memory. They are uh we have um Fort Worth which is a 74 and then Midland, Odessa and Colleen are all 77s and then we have five district uh five campuses that are in the 80s. I don't know all the numbers. I do know this. I know that Corpus is almost an A cuz Corpus was an 88. Um, I know that uh Love is an an 82. I want to say Amarillo is an 84 and Houston is an 86. And we're missing somebody. Pasadena,
043I believe, is an 82. Did I miss a campus? I think you hit them all. All right. So, um it's just I want to, you know, say to the board, you all have been extremely supportive, uh in my tenure here with RMA, uh and your support with us going through and revamping the grading policies and just pretty much anything we've asked for. You have been very generous with us. And then again, thanking all of the campuses, all the principles, uh just following through with the plan because that's what we're trying to do. We're trying to build systems here that will support growth uh academically at this district and I you know thank everyone on on this call. Thank you for your hard work. And so thank thank you Dr. Given and your team u uh
044that have worked so tirelessly u Dr. Bonds and Dr. Childs and Mr. shower and then all of the principles um on on on the campuses um for being supportive of of the initiatives. You know, sometimes they may not agree, but they would do and um that's always the way systems work. So, I would like for the board to recognize on some kind of letter or paper the school that made the most progress. And that would be honestly, I believe Pasadena. Pasadena went from a 57 to an 82. Okay. Wow. That's great. Thank you. Thank you, Dr. Thank you. And then um any questions for Dr. Gibbons? Not a question. Uh the education foundation um um Miss Armen Dares and I have been in contact. uh she has sent me a list of uh events that
045she's looking to go to. One of them is in San Antonio, a leadership uh conference. And so she's working uh very um uh quickly and swiftly with uh Terry and Fred Brown and and trying to get the board members identified for the educational foundation and um and so she's already making uh waves and trying she sent over some grants, campus grant opportunities that Carrie has shared with principles and so um I think that it's it's on its way and so hopefully in November we can have her uh join us. uh for a board from uh to give a board update of what's in place. Last but not least, student enrollment initiatives. Again, I I encourage the board if you if you have any ideas of things that we can do um to incentivize students, but
046one of the things that we have um we're we're certainly trying to uh reach out to the community. U Dr. given and and Carrie and I met last week to talk about require requesting a calendar from every campus uh each month of activities that the the principal and the SCCL's will be going out to um to try and get in front of students you know community events uh big big ticket things in the cities um and so working together on that um so at least four week uh four months excuse me um to to to be out and um and and get there um and Then um we also looked at you know participating in trunk or treats. we have our principles going out to the churches to uh to speak um and and and
047bring um awareness for of RMA and um and so um again we're continuing to work with the colleges and uh universities in the local areas and the military as well because sometimes the military have students that they're trying to get enrolled and listed in the military and so that they they lack a few credits in u a system like ours. question for Dr. Anderson before we move on. No, I'll just tell I mean this is for all our principles that we as board members are here to support you and so at any time our numbers our emails our contact information is available to you and if you need that meeting or some particular person that you need to get a hold of and you cannot um let us help you questions the the nurse with
048the purse uh financial reports. Tammy, hello. Okay, I've summarized some of the August um financial information on that introductory page. Um as of the uh August financials, we have accured 15 out of our 180 days of instruction for this school year. Um and on page 48, uh this ch this chart shows our enrollment data by month um over the past 3 years. And as of this particular report, um for this school year, the highest day in August was 1,322 students. On the following page, this is our ADA for the month of August. We are at 84% attendance which is higher than what we budgeted and is also consistent with the way that we started the school year uh for the past 3 years. On page 50, the chart represents our foundation school payment revenue which
049is our ADA revenue that we have received versus the amount that we have budgeted for. Um we budgeted for 15.43 43 million. And currently with the enrollment that we have, we are recording revenue of 13.43 million. And on the following page 51, uh this is our days cash on hand. Uh as a reminder, this is calculated by breaking down our annual expenses into a daily amount and then dividing that by the number of uh by the cash balance at the end of this particular month. And as you can see from the chart, we have 86 days uh cash on hand for the month of August. So if operations ceased today um and we received no additional funding, we would be able to continue to pay current expenses for 86 days. Um at the beginning of
050the year, we always incur a lot of expenses. Um for instance um our insurance renews at the beginning of the year. Our our property and casualty insurance. We have to pay our region 20 commitments. Um we are paying some uh construction in progress um you know towards um our financing of those projects and all of those have contributed to uh the total dispersements for the month of August which is 1.4 billion. And on page 52, we can see through the month of August that we have 3.45 million in expenses um and 1.4 million um in revenues. And on the following page uh 53, we are looking at our administrative cost ratio. Um we touched on this earlier but we are taking administrative costs which for us are function uh 21 and 41. Um and we
051are comparing that to overall district costs uh with the results um that we have for the month of August. We would score six out of 10 points. And on page 54 this is our estimated charter first rating. Um just kind of uh looking at this on a monthly basis for you know the charter first uh presentation that we had just just a little bit ago. Uh this is where we are currently as of right now. Not where we're projecting to be at the end of the year but just currently based on our August uh preliminary information. And um as you could see uh down the bottom we um would have a meets standard score as of now. And on the following page, our income statement shows that most of our spending is either at or
052under budget for this time of the year. We normally do see a deficit for the first several months of the year. Um if we look back at August um of 2023, our deficit was 991,000. Um just slightly less than what we're seeing now. Um and um I think all of us are aware uh that the cost of goods and services have gone up. um exponentially over the past couple years. And so that would account for um the additional 275,000 um that we are in a deficit compared to this time last year. And on page 56 is our balance sheet which reflects our assets and liabilities for the district. And our net assets is reflected at the bottom of the page. Um currently at 13.4 million. This number 13.4 million represents 267 days of current operating
053expenditures. Um so dipping into our net assets would would give us 267 days um of operating expenses. And on page 57, this is the summary of finance um for how we are paid uh through uh as of July the 19th. There was not a summary of finance published in August, but um this is the the one dated July 19th showing where our revenues are currently with the state. Are there any questions? Tammy, I've got maybe not a question. A little bit back up to the previous report. The first report that first report was for the 22 23 school year. Is that That's correct. So, um you have we're always a little behind um obviously with with our data. It run it runs almost two years behind for at least a year. And the reason I'm
054asking that is that report looked real great. But that doesn't cover this last year 23 24 when we had a deficit of x number of dollars. And so that first report officially will be a year and a half in the future. And the board approved a a negative budget for last year and we approved a negative budget going into this year. So I'm trying to align the good news that we had a first report that looked great in the fact that in the meeting we're talking about we're thinking what can we do to stop this and move in the right direction and have a balanced budget rather than negative budget. So just mainly the questions more a comment up to the board is that things don't align and so we're we're moving toward a situation
055where our first is not going to be as good if we don't change the direction of the ship with the the course or the speed or something to get our either our expenses down or our uh enrollment and students up one or the other. Anybody that not a question, just a comment. Thank you. That's good record. Thank you. Any other questions here? We move to Carl fac. So with our Amarillo um relocation, this project uh we've completed all of our construction documents. Um the uh demolition has been done on on this project and we're currently working with Frost Bank on financing um to to complete this this renovation project. I did get a a note from Ryan Bennett with Frostbank this morning that said uh we're still on track to to get this approved. He's
056trying to get it approved by October the 10th. That's kind of an internal deadline that that Frost Bank has. So, uh once that's done, um this project will uh will go straight into construction. We have a a contractor lined up um Tri-State Construction. Uh they're very patiently uh well they're holding on for waiting for this to uh to take off. So um we're we're very fortunate that they're they're holding holding the line with us there. Um so go ahead to the next one. Oh, one more. So, one of the things that we were talking about yesterday, we were doing our tour was the fact that a couple of our locations were going to have uh storm shelters. And taking a look at at this uh construction uh page, the gray area over to the left
057is the um the storm shelter for the Amarillo project. Uh this project is right at 10,000 square feet. It's kind of our new uh reduced size um for for our our schools. Uh and both Amarillo and Fort Worth will we'll have to have a a storm shelter out. So I thought you guys might want to to take a look see what that looked like. Um next page and just the construction construction documents. You can see the the heavy um rooms over to the left are the uh the reinforced storm shelter. Once again, it'll go to Fort Worth and Fort Worth. Um once again, it's being affected by our um negotiations with Frost Bank. Um once once again, once Frost Bank gets us cleared up on, you know, by October the 10th, we will be moving
058forward. with this one. Uh we're all set to complete the construction documents and uh roll into construction in Fort Worth as well. Uh there were some questions yesterday as we were walking around and I went back and did some research last night. Uh so originally uh we paid for both both buildings or both sites uh $2,250,000. uh we put in 20% which was $450,000 of our money. So we actually financed the 1.8 million. That's was the the numbers we were talking about yesterday. Um and out of the 35,000 square foot, what we're looking at um in our planning is 10,000 square foot would be uh directed towards classroom space. Um that would include a storm shelter. Uh 6,000 square foot would be the central office space. Um 10,000 square foot would be the training center
059and the um auditorium area runs about 9,000 square foot. So that's that's how you the space would be allocated um once once that's completed. And then as we mentioned, we also have the portable building which we could use to continue our community outreach and services. So, um I think we'll be able to to continue working with the with the community in that regard. Uh we do have a couple of additional people that are asking for space. So, once we get everything settled, um I I think we can fill that that building on a regular basis. if we talk about timelines for this completion of this facility and how we could move forward. So, originally Houston and Amarillo were supposed to be completed by December of this year. Houston is on track to complete by um
060December of this year, but because of the delays with Frostbank, the uh Amarillo project will be pushed back. Um, we're looking at possibly being able to to make that move during spring break. Um, but depending on how long Frostbank takes, um, it it could be more or less. Now, in the past, we've talked uh and the board has expressed a desire not to move in the middle of the school year. Um, so we we may or may not look at the the spring break date. Um, we may move it back to the summer for Amarillo. And then we would also be looking to uh complete the school part of Fort Worth to start uh the next school year uh in August uh at the new building and then the the central office would be finishing
061up uh right about the same time or just a little bit behind. And once again, that all depends on how things track with the financing. Thank you. Uh, next page. This is the the sites we were at yesterday. Um we're looking at this is the the one area that we were talking about um where where the school itself would be located, the number of classrooms and you can see uh it kind of follows our our standard plan where we have uh four four classrooms, three distance classrooms, two media labs uh and then the blue would be the administrative areas. Uh these are just some options. We have several to to choose from. So once once we crank up, we'll start narrowing it down um and select an area. Uh once again, you'll have to have
062a a um storm shelter that would build be built into into these plans as well. Uh next there's the um the administrative or the central office building. Uh these are just some concepts that we've been working on um how space would be laid out and and moved around. We have several of these to choose from as well. And so we're starting to to tie that down to um to begin construction and finish off the construction documents there. Next, uh love it roof repair. Um, we're still working with uh Epic, our insurers, to uh finish off a a roof repair in in Lev. Uh, we were told that they approved a complete roof repair in in Lev as opposed to just a a repair. Um, so a complete replacement is what we're looking at. And we've
063identified Castro Reefing um who does a lot of work with uh education facilities um especially out in West Texas uh that would be helping us with with that project. Um we're working with the tips cooperative is where where we got uh Casper roofing. So they are actually out of region 8 and so they do a lot of school work and have a very good reputation with schools. So we're working our way through that. Um next page. Uh as you can see this is this is actually our roof unlike and uh every time it rains it looks like a a pond. So, we're we're anxious to get this repaired or replaced as quickly as possible. Next page. Um, our ESR HBAC work. We're in the process of wrapping that up. Uh, it today's the last day.
064So, um, as you'll see, uh, when we get to the schedule part, we're we're wrapping up the the indoor air quality portion of that project. and we've already worked through our control system. Um, we're working on some uh documents now that would show the the board how much money we're actually saving by actually managing being able to manage our AC um temperatures and uh things from from a centralized control. Uh we're looking at 20% plus uh savings on on that which is pretty significant. Uh, next stage. And as you can see, uh, the this is the, um, the projects that have been completed. Uh, we're wrapping up the last two, which were just some exterior air exchangers that had to be installed. Um, we'll be completing that by today. And, uh, we'll be submitting our
065our last pay apps uh, before the 15th of October to to finalize that project. And that's it for the evening question. [Music] On the storm shelters. Yes. Uh just curiosity. The police like in Houston had storm shelters. We're leasing that building new Houston location. Uh we're not required to have a storm shelter, believe it or not. Storm storm storm whatever storm the right for for like hurricanes or Yeah. Uh we we're not required to have any sort of um special uh space for that. Well, am I getting my terminology wrong? The spaces you're been referencing in these tenure locations, what they're specifically because um they're considered FEMA zone 4 uh wind um hazards or you know where you would experience a tornado and so that's why we have to have them in in North Texas.
066Um but along the coast uh our Corpus Christi campus has some reinforced hurricane windows on the front. They're like they're like six inches thick. Um they're pretty significant. Uh but the Houston campus campus itself other than the shatterproof uh windows that we'll be adding to the building won't have anything as significant as what we're looking at. All these are sort of unfunded. I don't think there's any extra money to pay for like the security same thing. But uh what about backing up to say the Odessa location or clean? Do we have to go back and do anything there or they grandfathered in? They're grandfathered. Well, they're not required. They're not considered uh tornado hazards. Uh you know, there's it's always something funny. Uh so we have coast, we have a school in Pasadena, school in
067Corpus, and they're not required to have uh flood insurance, but our Odessa campus, which is in the middle of the desert, does. So, um, it's just where where FEMA thinks the water going to land. Next, six action items are mention. All right. And, uh, again, we have our contracts. Uh, these are for approval by the board. Um we have our uh these are the drug dogs that come um to the campuses uh several times a year. Uh usually twice a year or in the in the fall and in the what is it called? The fall and the spring they come and and and we do the uh drug detections. And then also uh region 20, our eduporia um uh site as you can see their lesson plans and things of that nature to drive our
068instruction. and then learn key um which is part of our student certification uh trainings that we have to um that we provide our our students um and then our counselor uh cooperative uh with region 20 uh in the amount of 2,000 ours resource system which you know the TICSS are the the uh Texas essential knowledge skills um that are basically what drives our instruction our academics and and what students are required to note and then the uh ts bank test generator as well um with region 20 and then lastly ascender um you know there is a the state has moved to the uh tsds they moving the states and it's requiring uh certain um what's the word I'm looking for Carl uh certain um changes and updates to to the way we handle ps and
069what what's required in order to do the data transfers And so, um, in order for that to, um, take place, we need to, um, share with region 20 a little bit more money. So, but we are compliant. Yes, we are compliant. Yeah, there's a big push by the state. The commissioner talked about it uh, last week. Um, and some school districts aren't ready at all. So, fortunately, we are because we're with the same. Any questions about the approved contracts that we're asking the board to approve? We don't have any questions. Do we have a a motion? Rose Thompson. I move the board approve the contract as listed exhibit number one and ratify the contracts listed under exhibit. Donald, I'll second that motion. I have a motion to second. Uh roll call. Uh Mr. Minnie, I
070vote yes. Miss Pearson, yes. Mr. Thompson, yes. B, yes. Board President, yes. Motion second. Next item is [Music] um series uh model two instruction. I think that some of us have been working on committees to uh review these next few items. I don't know who's on the instruction. Who's on the Dr. Gibbons? Hello. Can you hear me? Yes. All right. We're getting ready to go over the adoption of a RMA board policy series module two instruction. These are updates that have been vetted and supplied by uh the law offices of Shman Lopez Hoffer and Alstein. Persons who are on the committee were uh Mr. Clemens, Miss Thompson, Dr. Anderson, myself, and Dr. Lambert. I was just going to go over just some highlights of the policy or do you want me to go through all
071of the changes? I believe just the highlights. Let's Okay. Unless the board member has a specific question in which case they all Okay. Okay. I just have right now just the highlights. Um, we added in the instructional piece for fentanyl abuse and drug poisoning education awareness for students. Okay. Uh, the other one was the makeup policy. Uh, and here it is. Now, teachers may assign a late penalty to any project turned in after the due date. The late projects will be accepted within the grading period without penalty with an excused absence. All late work will be graded and added to the grade book. Five points per week will be deducted from each assignment. An action plan to complete all missing assignments will be created by the teacher. Arma will ensure that the student and parent
072are notified in writing concerning penalties for late work. This is on page 148. On page 169, it was concerning addressing religious holidays. and ensuring that during testing that all that we allow any student to observe their religious holiday and currently this is not an issue with RMA on page 186 it's about parental option for student retention and this basically states that if parent insists that a student retake a course that that second grade will be the final grade even if it's lower than the first grade. Next is uh page 190. It's concerning library materials. state of Texas has become very strict about what materials can be in the library and basically what we decided was we will take an audit of all current campus I mean classroom libraries we don't have campus libraries but we
073do have classroom libraries and we are still responsible for the content of classroom libraries so we will do an audit of all classroom libraries and we are currently looking for a data database using the uh ISBN numbers to vet all of those books that the teachers submit for their uh uh classroom libraries. And then I want to say this is page 212. And this will also be addressed in module six. It's the moving of dyslexia uh and related disorders. And those are the primary highlights for module two. Any questions? I don't have any questions in the comments. Um I do Um in regards to the grade option basically um is there a specific reason why we are accepting one grade over another? Yes. It's because we we don't want what it says is the student
074actually passed the course the first time, right? But for some reason the parent wants the child to retake the course. Okay. So they will take the second grade no matter what it is. So if the second grade is lower, then that's the grade they will take. That way you'll prevent parents from just forcing kids to just take classes cuz they don't like the final grade that the student received. Cuz these are these are situations where the student did pass the course. This is I'll be honest, I've never run into this with us with a parent made a student retake a course in which they already passed. But you never know, you'll get Monday you might get a parent who who was trying to make their kid the valictorian and retaken all these classes. I recall
075that's one thing that we did have a little discussion on Mr. Thompson. So if one has a better idea, I don't know that we're really necessarily thrilled with this solution. We just struggle to find a solution and then just be keeping up with it to get the better of the two grades. No, listeners, as Dr. again said a problem we've never had. Maybe we're creating a problem where we never had. It just kind of sounds to me and I I get why we're trying to not encourage them to take a class very fast question, right? Um but it just sounds to me like we work against everything that I mean you look at colleges you take it you get the higher grade. You look at SAT scores, ACT scores, you take the higher grade but
076here we are doing the opposite. Like that's just the only thing that kind of just sounds. So I I get where you guys are coming from too, but I'm not opposing it. I'm just coming from an outside perspective. I believe we've talked quite a bit about it. Sure you will. We have a uh motion. Is there a way to maybe just not allow it maybe or excuse me board members? Yes. And Dr. Given as well. Um can we go to page 187 because I believe it is already in policy uh repeating a grade or course for which credit has been earned. Item E, I believe. Let me know if I understood that correctly that that is how it should be according to the education code stated there. Can you go to the exact way? Okay.
077Yeah. So, are we saying that we're adopting a different policy in that case in that regard because otherwise I think that's perfectly okay. just tells them best best to break. Dr. Given, retreat your question. I didn't quite hear it. It was a little muffled on my end. Right over here. Um, so my question is it's adding that one line is unless Richard Billboard adopts a policy to a different effect. So, are we adopting that policy basically and explaining that is this the policy we're adopting? because I just feel like the the wording on there just saying that it is the grade that you're receiving. It says the student who receives a passing grade or who earns a credit for a high school course shall retain shall retain or rich minions original assignment or of a
078grade or award of credit when a student is retained under this policy. So I guess the way it would be is if they took it again they and it was a higher grade they would get the higher grade but otherwise they would get the the same grade the original grade right basically. But then we're talk also saying for those that children that fell and are retaking it they get to have the higher grade. Yes. But see this is the issue they didn't this is this is students who didn't fail the course. This is not a failing course. Students who fail get to retake the course for credit recovery. This is you don't like the grades you got, but you got the you passed the course. What what I I want to say it was Miss
079Thompson. we were trying to prevent was someone who's trying to um artificially get their child because usually this is a parent not a student uh trying to trying to get their kid like let's say you're valid Victorian trying to get that kid to be valid Victorian cuz they made a you know a 92 but they want them to make a hundred so they keep making them retake a course over cuz these These are past courses. Like I said, we've never run into this. We've never had a a student retake a course that they've passed and gotten credit for. The only time I've ever actually run into this in my career has honestly been at the other end in kindergarten when I was a kindergarten teacher. You did get parents who did not want their kids
080to leave kinder. That parents It's okay. I just want to make sure that there's just that what's easiest for a win-win for everybody basically and if it doesn't have to be touched and if it doesn't have to be then we believe it right. But if but I mean you guys have the educators in that regard for that committee and they know a lot they are brilliant people. So I'll just um I'll say what we're basically new policy is saying is we would just whatever the second grade is would be the final grade was when you average in the grade kind of I mean it's just okay but let's just assume there's just so many like little so many questions there because now we're comparing let's say you did build the grade you're taking the class
081again you passed it you get the higher grade, but he passed the grade. You're taking the class again and you failed it. You're saying, "No, no, we I'm assuming no. Take away the f failure out. This is not about failing grades. This is more I don't I don't the grade the first grade. I don't like it." So, we're not this the word failure isn't here. You take a course, you take government, you make a 82 as your final grade. You don't want to make a 82. you apply to Harvard. You want to make I get that. I get that you're saying one grade is 88, the other grade it came down to 87.5 and you had to accept the 87.5. I would be as a parent completely upset about that, you know, but I get
082where you're coming from as well. They were trying to this way for them to take the course if they have already passed to retake it again. Um, it just leaves a lot of questions. Dr. giving. How do you average in that grade on the transcript is part of the question. Well, this would replace the grade. It would be you would take one. You would take the second grade. Whatever the second grade is. That would be the transcripted grade that you would use for that would be the grade that would be the grade that would go to the to the university. That would be the grade that would be on your transcript. Yes. Okay. Any other questions? Okay. Great fraction on this uh policy and social policy. We have a motion. I move that the updated
083RMA Texas Board process series one two for instructions be adopted. Do we have a second? Donald Demick. I'll second. We have a motion to second. Uh Mr. Yes. Mr. B. Yes. M. Yes. M. No. I believe the I don't think it makes much any difference in the past. I believe the chair will vote on this. So, thanks. I think it's something we might come back and look at again in the future. Just my perspective if we it would seem kind of like in the football world that uh we had the game one, the clock was running out and we decided to run another play and the other team picked up the fun, run back 100 yards. the kid has passed the course. He's going to graduate. He and his parents, somebody decided he's going to
084take it over again. The second time, he fails it. He doesn't graduate. He's all the way back. So I uh I guess when we talked about this the first time I uh I believe that I didn't do a very good job of listening or watching but until Becky pointed out this following section that if we didn't do anything that we had covered it may be adequately but we had it covered. So wait a minute. So a kid fails the class. You all this is the class. Hold on. Wait wait wait wait. A kid fails or passes the class. Yes. Wants to take the course again and instead of scoring a 89, he scores a 87 and we give him the 87. Yes. Yes. Cuz he failed. He passed it the first time. He would simply
085get the grade of the second time cuz he he didn't have to take the class over. He already got But we need to but we need to check that because I've never heard of that. Usually if if it's on the transcript as a as an 88, you don't replace the higher grade with a lower grade. Let's look into that. Um that's my disagreement with Can we bring this policy back next month or next board meeting? We've already you've already back. Let's look into that. I'll have to make a call and check on that one. I I've always I've had that in my years in in Crowley and uh a kid may have taken a course at another school that they actually had already taken but the school didn't know they took it and we always
086went with the higher grade. That's administrative bar. Yeah. But we do that in college too. We do that with task force and we're doing the opposite. Let let me I'll make some calls and check on that. Very good. We passed what today we rediscover make amendments to agree. There you go. Next uh series of policies we address will be student policies. Dr. Gibbons. Okay. Yes. Okay. Well, now we're looking at U module three students. Okay. Uh those members of the committee for module three were uh Mr. Nimik, Mr. Okay, I'm gonna say you're wrong. Uh Dr. Anderson and myself. Okay. And again, I'm looking at the highlights for module three. Okay. on page 249. It is the uh we we kind of know it as the Crown Act. It's about discrimination against hair texture or
087protective hairstyles commonly or historically associated with race for the purpose of this policy. The term is protective hairstyles which includes braids, locks, and twist. Um, next is the prohibited prohibited bullying. It's just uh on page 267. It just re refortifies the bullying pro uh process. It also requires counseling although it how would you put this? The counselor can't be a part of the the bullying committee because the counselor is there to basically be a mediator between those who are who are uh having issues with each other. Next is the compulsory attendance page 291. Again, it's about uh religious holidays, observing religious holidays. Also, it talks about the career and professional investigation visits that students in their junior and senior years are able to take off and be uh able to um have approved uh absences
088for those events. It also talks about um being a election clerk, working with the elections. Okay. Next uh is the administration of medication. It's on page 315. And I'm going to let if uh Mari Lou is here, she's here to answer those kind of questions dealing with Narcan, the uh Epipens and the respirator for uh students who have asthma. Dr. Given, I don't see Marty on Zoom. I don't know if Carl, but I know that Mari was saying that the district is in the process of putting all of these uh stipulations in place, making sure we have the right now, I do believe we have the EpiPens and the Narcan, and we're in the process of getting the uh you know, when you have asthma, the pumps, the respiratory distress section. Uhhuh. So yes ma'am
089that's correct everything's in place and um the um the inhalers that section is coming up as well um that is also has been established with the same doctor that helps us Dr. Reig with the other two items on this uh policy and also we're in compliance with the seizure plan and manage seizure management and treatment plan as well. Okay. Again, we're in compliance with the uh screening procedures, the photo screening and electric eye chart. Uh, one important part of the child abuse which is on 350 is talking about what is not abuse and if a parent really is trying hard to get help for their child that is not considered neglect. And then again we are in compliance with the uh human trafficking uh postings signs and I believe that are the highlights I have
090for module six I mean I'm sorry module three module three questions, comments on the student module three, section three questions, no minutes. We have a motion that we act on this. I move that we adopt uh policy series module three as presented by Dr. G. We have a second Jul second motion to second we module three. Uh Miss Pearson yes. Miss Thompson. Yes. Mr. Bon. Yes. Mr. N. Yes. Um Bob, yes. Motion carries. Uh D updated RMA board policy series model module six special education. Dr. Lambert. Yes, I am here. Hello. Okay. So, we had on um our committee for module six was Miss Pearson, Miss Bon, Mr. Bayon, Dr. Anderson, myself, and Dr. Gibbons. And I'm going to call your attention. I'm looking at another screen here where I have my notes. Um we're
091going to start at page 15, and I'll talk you through those um 15 through um 17. Um the first is in regards to dyslexia. And um just the language that surrounds we are now um um given three options on how um who is becoming the expert in dyslexia um in our sped department and um that is the language you see here and who needs to be a part of that IEP committee. On page 16, this talks about ensuring that we um our parents that are uh learning English as a second language um um we are taking consideration um uh their first language and sending them documentation um or two things addressing their request to have an AR in their native language and ensuring that our IP documents are going to them in their native language.
092And then we're going to go to page 24. Um the state of Texas has a driving with disability program um where they have cha uh trained peace officers on um the importance of um if you're to look for is when you pull over a stu uh a child student um that may have a disability that impairs um their ability to communicate. So, think of those students with autism. And sometimes those are students with, um, an emotional disability. And so, um, here at RMA, what we've decided to do is, um, provide the, um, the parents or the art committee, um, with that flyer. Um, there is a pamphlet, actually, not a flyer that the state of Texas is asking that we share. And we're doing that with every student regardless of their disability. Then we're going
093to go to page 27. 27 talks um about a couple of things. Um it changed our timeline um in regards to how fast we act when a student transfers in. And it is um asking that we um have a policy in place when a student enrolls um before the first day of school, a student with a disability. And um and so that language is changed here. Um just for the board to know, we do have a solid transfer process in place where we're addressing um those students with disabilities as they enroll. This is specifically talking about if they are enrolling over the summer. Um our next page is page 40 through 43. It digs a little bit deeper into dyslexia. um dyslexia uh instruction was pro uh previously um provided or could be provided under
094section 504 and that is no more. So it is all under um um special education and so that includes the section that you see about referrals. No longer do parents have a choice when they suspect their child has dyslexia that we evaluate them for um to receive services under 504 or sped. it is only special education, their need for specially designed instruction. You can scoot up a little bit. There's also a update to dyslexia handbook and that is actually posted on our website under our special populations header. And um and this continues to talk about um the students um with dyslexia and related um related disorders and how we treat that um identification and testing and referral process. Okay. And then we're going to go to page 65 through 72. I don't see a change.
095And um it just shores up the language on um the graduation plans uh in regards to um the 22 plan. And so um that is something that we have been aligning oursel with because we knew this language was coming and um so we shouldn't see any big change in the um in our uh practice here. And then the um last one is still the Texas driver disability program information. It's pages 110 through 111. And I think it just probably restates. Okay. May I have my page? Oh, no. Okay. Okay. And it's just the program information here what I spoke about that peace officers are trained in. Then um um it includes a health condition which is what they consider um autism and an emotional um um disability. Um there's a couple of other changes that
096I want to talk about. I'm sorry, Jennifer, I don't um I don't have the um the page numbers um right in front of me. Um but it's I can talk through it. So um previously um one of the um disabilities is was called emotional disturbance and it came with a uh negative connotation, right? And so um what we are proposing and what the state has pushed down is that we now call um that um we we rename that and as an emotional disability not a disturbance. Any questions about any of these pieces? Questions, comments? have a motion on this uh module 6 special education. Uh Donald Demick, I move that the updated 2024 2025 module 6 uh be adopted. Have a second. I second that motion G. We have a motion second on the March
0976 special education. Uh, Miss Pearson, yes. Miss Thompson, yes. Bon, yes. Yes. Women just motion passes. Uh, E, adoption of updated RMA parents handbook and code of conduct for the 2425 school year. Dr. Gibbons, are you still with us? Yes, I am. Okay. And those who were on the committee for the uh student handbook adoption on September 13th were the following was Mr. Nimik, Mr. Bon, Dr. Anderson, and myself. Okay, first one is uh a lot of this is from um the prior module module three when it had to do with respiratory distress all of these things have now been put into place into the handbook. So the respiratory distress distress the uh use of the epipens uh the use of the uh noran for the opioids the seizure management plan all of those updates
098that were in that module are now in the handbook. Uh the biggest things that we haven't discussed so far today is uh the use of artificial intelligence um to make sure that students are not being dishonest when it in regards to the use of artificial intelligence for AI that they can use it as an aid but they cannot use it to substitute their actual work. Next is uh the standardized testing accelerated education plan. These are for students who have failed the EOC that we have to have a plan for them uh and that there needs to be a meeting between the teacher and the parent in regards to the student and the plan for uh to help prepare them to pass their STAR test. And then the last part again goes back to the artificial
099intelligence in the uh code of conduct. It's again with a academic integrity using AI to substitute as if it's your own work. And then the other one is using AI to make deep fakes of other students and staff that you cannot do that. And those are the highlights for the student handbook. Questions, comments? Have a motion we approve the student handbook. Yeah. Uh I move that the updated 20 uh 2024 2025 student parent handbook and student code of conduct be adopted. Have a motion. Do we have a second? Second council. We have a motion and a second on the adopting student handbook and code of conduct. Miss Pearson. Yes. No. Yes. Officer. Yes. Yes. Yes. Motion carries. Thank you. Have we had any request for start? uh for public comments. Any sir? All right, it's
100uh 11:39. Uh we'll go into close session uh uh by uh under the provisions of Texas Education Government Code section 5551.071 551.084. we discuss uh super evaluation guide for the coming school year session. It's 12:45. We return from executive session uh as a result for executive session. We do have a motion or a action to take. Sure. Uh Donald Nimick, I move to approve the amendments to the 2425 superintendent evaluation goals as discussed with the option of readressing the human resources components at our next board meeting. I have a second rose council second. The vote yes. Mson, yes. Yes. and Donald. Yes. Yes. Motion carries. We have any other business? If not, meeting is journal. Oh, I'm going to share these with you all too. Um, this is for that bonus structure.