001Still on the line. As a matter of fact >> I think we got to do that early. >> Meeting of the Tyler ISD Board of Trustees is called to order. The presence of a quorum has been established. The meeting has been duly called and the notice of the meeting has been posted in the time and manner required. We do not have anybody for a public participation. So, we have a report from the Tyler ISD School District Foundation annual report. Come on down. >> Okay, perfect. Thank you, friend. All right. Well, good evening, everyone. President, Superintendent, Trustees, thanks for having me. For annual report to um the Trustees about the Tyler ISD Foundation and our partnership. So, as many of you may know, the mission of the Tyler ISD Foundation um as the philanthropic partner of
002Tyler ISD is to provide resources to inspire learning, enrich teaching, and enhance opportunities for our students through exemplary programs. Those are programs that are brought to us by educators um and administrators in Tyler ISD. And from there, the work of the foundation is pretty simple. We go out, seek funds, and then we grant those funds back to the district. Um we seek funds through a numerous different ways that you see here on the screen, and then we give them back through um several different avenues um from district programs, scholarships, care closets, um teacher appreciation, Night of Shining Stars, professional development grants, emergency grants, and grants for ideas. Thus far the school year as our fiscal year closes August 31st, um to date total revenue has been a little over $427,000 for this past school year.
003Um what that kind of looks like is an increase in our individual donor giving um of 75% from last year. Uh that has been an intentional effort made um by our board. Um increased employee giving by 5% this past year, so we're very excited to see that. Um we had a very sizable increase in our scholarship donations this year that we were able to turn around and give those back out. Um and we also were able to establish the Diane E. Karnes Memorial Scholarship uh this year. We hosted our third annual teacher new teacher luncheon, our annual gala, and our golf tournament. Gifts to Tyler ISD to date this fiscal year um is right um above $229,000 so far for this school year, um which is a 4.39% increase in support from last year and
004that has not um we haven't wrapped up our year, so we do expect that number to be closer to $250,000 um August 31st. Um and then the breakdown here of what that looks like. Our largest increase, as you can see, is our scholarships. This year was a uh record-breaking scholarship of giving out um $95,000 in scholarships to graduating Tyler ISD. Um district programs and events, that number saw a great increase um due to our care closets um that we have across seven campuses here in Tyler ISD. And then our grants for great ideas giving out a pretty large sum in that. That included two separate programs. A little bit more detail and highlights of where those dollars went for grants for great ideas. It was 22 grants for great 12 campuses for a little more
005than $52,000. We awarded a little more than $25,000 in our first ever pilot program of our Spark Tank grants that happened this spring. That went across 11 campuses. Awarded two professional development grants to date with many applications in the queue right now. We were able to welcome several teachers at the new teacher luncheon and gifted more than $5,000 to teachers to help them set up their classrooms this past year. 54 students received that $95,000 this year for scholarships. Celebrated graduating seniors and distinguished educators through our Night of Shining Stars. And again, this past year we established a new care closet at Early College High School. Our care closets this year provided more than 3,300 families weekend backpack meals and assisted more than 1,800 students with clothing and hygiene needs this school year. So, the fiscal
006look we provide this each year kind of gives a five-year kind of quick glance at our financial position and where our expenses are and what we're doing. And so, as you can see the foundation has been very very diligent in increasing our revenue and our assets, but also being mindful of being good donor good stewards of donor dollars when it comes to our expenses and payroll and in continue increase the uh, give back and the impact that we have here in Tyler ISD. And to date, since our creation in 1990, which we are very excited to um, be preparing to celebrate 35 years of our partnership with Tyler ISD and the impact we've been able to make, we have gifted to date a little more than 4.4 million dollars in support to Tyler ISD over
007the years. So, looking forward to year 35, looking forward to be able to come back and give you an even higher number of um, funds that we've given from this past year and continue to see growth and impact across our Thanks so much. >> Any comments or questions? >> Just want to say thank you all for what you do for our students and families and our staff in Tyler ISD. This Just looking over this is really amazing and I'm sure a lot of people are appreciative of the work that y'all do. So, thank you. >> Thank you so much, Dr. Archer. >> Ms. Farr, I just want to say I appreciate all the hard work that you do and the board the foundation board does. Um, the the numbers speak for themselves. You've done a
008great job over the, you know, several years that you've been there. Um, I just I I also want uh, to ask just a quick question about some of the information that you uh, have for the foundation board, which um, I know that there's metrics on fundraising whenever we would meet. And so, um, I know one of them is employee giving, one of them is Dr. Crawford's leadership team and their giving and one of them is the foundation board giving. >> Yes. >> And one of them is ours, too, as as trustees. And so, um, I don't know if you have that off the top of your head, but um, it seems like we haven't maybe haven't hit 100% or maybe we did for a short time and so >> We did for a short time.
009I would say that right now we're at about 80% for our school board trustees. >> Okay. Well, I know there's a couple new trustees, so I wanted to >> let them know that you're measured on that and we see it every month, so. >> I am measured on that. >> I contributed this morning. >> You did. I got you and several others. >> I don't think you have to worry about that because the two new trustees have [laughter] contributed. >> Oh, we appreciate that and it does help when it comes to those numbers. >> We're not calling any names, but thank you so much >> not call any names. >> We appreciate all that you do and that's confidence you have in >> Yeah, just real quick, uh a guy that's kind of seen 12-plus
010years of this now, at one time we were circling the drain, um had to reduce some some uh some of the budget so that we could just survive with the foundation and that would have been such a tragic thing if in Dr. Davidson's legacy um it back in 1990, the the guy who's roomed the the room the room is named after. So, in saying that, you know, the foundation did a great job. Debbie Matucci, Tab Bell, along with others, uh really rescued the foundation. Betsy Jones came on as executive director, she did a good job, and then of course you've just taken the reins and continue to to to steady what we've needed out of the Talorasi Foundation. So, so great job and and always want to make sure and document the history of where
011we were and where we've been because it was going to be um a sad day uh because of where we were headed. So, great job, y'all keep it up. >> Thank you so much. >> Thank you. We appreciate you. >> Thank you. >> Okay, Ms. Russell, come on down. Budget proposal for 2026-27 fiscal school year. >> As part of statutory requirements, uh Ms. Atkins, we do have Ms. Ms. Casey Russell, our CFO, that's going to provide you the first shot at a at a budget proposal for the '26-'27 school year. Uh there's some actually some pretty good news here when there's a lot of school systems that are still struggling with uh deficit budgets and having to uh close schools and and do all those nasty things as related to funding. So, Ms. Russell, provide
012us what you've got. >> President Atkins Board Dr. Crawford. Um I'm going to be going over the budget proposal for next year. These are very preliminary numbers because as you know, our revenue is based on property values and collections, and we don't get those certified values until the end of July. And so, once we get those, it changes our revenue a little bit, which will change our budget a little bit. So, this is this is preliminary, but it's a it's a pretty good look at what we're we're looking for next year. So, we have three different revenue sources, state formula revenue, local property tax revenue, and miscellaneous. The miscellaneous is going to be your athletic revenue, tuition, the um indirect costs you get off the top of federal grants. And this breakdown is extremely similar
013to last year, a change of about 0.3 0.4% here and there, so nothing material to report here. For state formula revenue, if you look at the bottom, we have a net increase of approximately $4.8 million. And so, this was a little bit difficult to describe cuz there was a lot of inflows and outflows, so uh that's why this slide is so long. Um so, there's going to be a slight increase in tier one funding. So, your tier one funding is going to be based on when kids qualify for specific type of funding based on, you know, the services they need or teachers qualifying for specific funding like TIA. So, we have an increase in special education funding due to a larger number of kids identified as well as a little bit of a change to
014their formula funding. We have an increase to TIA. We have seen an increase in TIA every year since we've started and we do anticipate to uh continue that increase. The thing about a TIA increase in revenue is that's going to directly go towards an expense. So, it looks great on that number, but it it has a a home already. Um and then it's going to be offset by a slight decrease in ADA. So, the past couple years Tyler ISD has seen an unexpected increase in ADA and we have sort of lagged behind in our budget because >> [snorts] >> the minute you increase your ADA anticipating to keep that increase that you have no idea where it came from and it drops and you've already attributed salaries to that, it's not it's not conservative budgeting.
015So, we have lagged behind. So, we have a little room to work with when we're thinking about vouchers. We don't have a lot of information on how many kids are going to be affected and so we have budgeted just a slight decrease to ADA in order to make sure that we're not overestimating there. We have a decrease in the golden penny yield. That's essentially just going to be your weighted average ADA that we already said we decreased a little bit and property values which are increasing a little bit. So, it offsets to about a $150,000 decrease. We have an increase to the hold harmless for the homestead exemptions which you probably don't know what that means. Well, the reason we have a $1.3 million increase there is due to our partnership with Purdue Brandon. They
016actually found some revenue in the way that it all gets reported to the state. They found one number that could be changed and it it resulted in a very large increase to our revenue. So, we are very thankful for our partnership there. We have an increase due to our 1882 partnership that you guys have been presented on many times. That's about 2. $2 million. The next thing is going to be the regional day school program for the deaf. So, this is not a new program. It's something we've done every year for many years now, and our program actually is not changing, growing, anything. Um the historic increase to revenue that the state did to all districts last year included a shift of revenue from a grant we were already receiving into state funding. So, this
017isn't actually new revenue, but it did count in that historic increase. And so, we are now having to present on it as a very large increase to the budget. It's about a million dollars in state formula, and you're going to see more throughout the slide. We also have an increase for special education initial evaluations. This is another change to their formula to their funding. Um that's going to be a $540,000 increase. And then an increase to transportation based on the number of miles we did and the cost of fuel. So, all that together is about $4.8 million. Then we have local property taxes. Now, again, this is pre- very preliminary. Uh we estimated an increase of values uh of 7 and 1/2%. And when you increase values in order to maintain that same level of
018revenue, um you decrease your M&O rate. So, we have an estimated tax rate of 622 down from 65. And overall, this gives us an increase of $2.9 million. >> Ms. Russell, just a second. Go back to that. [clears throat] Just so we're clear, we don't see the 7.5% in increased values, correct? >> We don't see Oh, we don't see it in our revenue. >> There's a cap. >> Mhm. >> So, they [clears throat] changed that law a few years ago that the most you can see is a 2.5% increase. So, I want to make sure that those that are watching in out over there out out in on the internet understand that. And that's why there's a compression there, too. >> Yeah. And I actually So, there's actually a new legislature out there that says
019I have to look at what the average homeowner will pay if this is our adopted tax rate, even though these are preliminary. So, I did that calculation, and it was like an $80 difference. So, this truly is a rate to maintain. We are not seeing a benefit from an increase in those values. The The increase of the 2.9 million So, the way the revenue works from the state is it's always going to be made up of state and local property taxes. And so, when we were increasing revenue overall, it just happened to be an increase on both sides, but um it's not it's not due to those values. The other revenue, this is that 3% um Regional Day School for the Deaf. We already talked about getting a million dollars from that used to be
020a grant. We also got a million dollars from tuition. So, these are the surrounding school districts that send their kids to Tyler ISD for either a full day or partial day for services. And uh we bill them out actual costs. We make a um a tuition kind of per kid of what it's going to cost for to send a kid here. We send that out, and so that is actually another million dollars. So, it's about a $2 million program that now looks like $2 million of revenue to us. Pre-K tuition, slight decrease because um teachers now get free tuition. Interesting income, this was a small decrease just based on normal fluctuations, nothing alarming. TRS on behalf, this is a percent of salaries. And so, when we expect salaries to increase, that percent that the state's
021going to cover of those benefits will also increase. So, another flow-through like TIAA. Federal income, when we have creative uh grant writers that are, you know, getting us lots of federal grants, that percent of indirect costs can increase, and so that's where that's coming from. And then miscellaneous income, that's going to be like athletic tickets. Um if we increase prices or increase sales, overall that's an increase of 1.1 million. So, all three of those together combines to an increase of revenue of 8.7 dollars. Now, how are we going to spend it? Uh and a lot of that, like I said, is flow through. So, it that number 8.7 looks really good, but a lot of it already has a home. So, the first thing is teacher raises according to the existing 5-year bands. Uh some
022of those bands jump as much as 5,000, I think down to 1,000. So, um it just depends on where they are with their years of experience. Administrator and clerical trades, clerical and manual trades, um we're proposing raises of 3% of midpoint. Next, we have a net decrease in staff FTEs. This was some strategic um changes to look at where we are maybe heavy, where where where we need some more staffing. One one of the areas of increase was the special education. If we're increasing our number of kids, then our case loads are getting bigger. So, we need to look at our special education teachers. We have an increase to the teacher incentive allotment. We saw the revenue increase. This is the expense increase. An increase in stipends. So, there's three areas where we're increasing stipends.
023So, the first is special education teachers. Previously, we had core content at 4,000 and special education at 3,000, and we had a lot of feedback about getting those to be the same. And a lot of that we heard that a lot of those special education teachers were teaching core content, and so that those should be equal. So, that is one area. Our critical shortage staff, these are made up of licensed specialists in school psychology, special education diagnosticians, and speech pathologists. We're going to increase their stipends, if approved, from 3,000 to 5,000 in order to recruit and retain those physicians cuz truly the name says it. It is a critical shortage not only at our district but in the surrounding area. And these services aren't something that can just be covered by a sub. They are
024state and federal mandates and if we can't cover it, we have to contract out and those hourly rates are not as good as they would be if we could hire in. And then finally we have prorated core content area stipends. We also had a lot of feedback here. Um previously they had to teach the full caseload and they got the full 4,000. Now if they teach half, so let's say three sections of the core content area, they will receive $2,000. They'll receive half of that $4,000 stipend and prorate it based on how many core content subjects they teach. >> Excuse me. Are we talking about STEM area classes? >> It's going to be science, math, and RLA. So some STEM classes, yes, count as that science core. Then we have an increase in TRS and
025TRS on behalf. This is just a straight percentage of salaries. Every time you increase salaries, you got to consider those benefits. Um again, an increase in the regional day school for the deaf. This is the ex- the payroll expense side of that funding shift. And finally, an increase for the ACE ESC staff restructure. This is mainly going to be for Bolter's ACE model. What you guys have seen, it it varies from our traditional model and so there is an increase in the expense for those payroll positions. And the funding will follow next year. So this year it is only on the expense side and in the future we are are expecting to see that on the revenue side as well. >> That's either through an 1882 possibility. >> Mhm. >> Depending on how this year
026goes or a resource grant allotment that TEA has available. It says you have to be in year two of the ACE model to be able to qualify for that. >> Yes, they both get funded the same as they would if they were a charter. And so, uh either way we go, we would get the same amount of revenue. So, for payroll benefits, that is a net increase of 5.9 million, which is a large portion of that increase in revenue we saw. Okay. Then we have instruction and instructional support. So, campus allotments, they are increasing slightly based on estimates from principals. A lot of times, it seems weird that we're decreasing ADA but increasing campus allotments here, but it's because principals will estimate their enrollment, and a lot of times they will estimate conservatively because we
027do give them the money in October at snapshot what their actual funding should be for their actual enrollment. Then we have an increase in the ACE and ESC supply expense. One of the uh the biggest cost here that we didn't initially think about when we went and saw the model was the printing. And so, we are creating booklets and and packets for these kids, and so that creates a a budget line item. And then the increase in the 1882 partnership expense that goes along with that revenue. Uh net increase of 1. 0 million dollars here. And finally, we have departmental and operating budgets. Um technology and software contracts, those are always increasing, and we're kind of held to those. Uh some of those are mandatory. Um again, Regional Day School for the Deaf flowing through.
028Uh utilities and property and casualty insurance, not a surprise. Those are increases that we're having to fund. And then finally, when we increase our values in our collections, our percent that goes to that preventive maintenance fund will increase as well. So, that's an increase of 1.8 million dollars. And together, those combined to 8.74 million, which matches that increase in revenue. So, we hope to propose a balanced budget again this year. So, um if you will, flip to your packets, page seven. Just going to briefly show you the materials that we have um in in the agenda. And this is just more information for if you guys want to look a little bit deeper. This is where all the information for the slideshow came through. came from. So, page seven is going to be the What
029we just went over was increases, but page seven is going to be, you know, the overall budget. If you look at the bottom, got an overall budget of almost 202 million dollars. Page eight, that's going to be overtime, extra time. We didn't make any changes there. Page nine and 10, that is actually where the campus allotments are. You can see where principals on page 10 had to fill out what they thought their enrollment would be. They calculated their uh allotment, and they had multiple people from their campuses sign it to agree, and that's what they get for their uh campus expenditures. Pages 11 and 12 are going to be the department budgets. Not a whole lot of change here. The increases you're going to see are mainly due to those software and uh contracts. Page
03013 is a breakdown of the different types of revenue that we went over, uh just a little bit more detailed. Page 14 is going to be where we calculated the tax rate um and the including the values in the increase. Um you'll see on the INS rate, it says current year rate .195, and then the the bolded rate .195 again. Uh Dusty Trailer will be presenting later tonight on uh debt and talking about how that rate is we are expecting it to maintain. Page 15, this is actually like a lot of the information from the slideshow just in Excel format. And so, that is where a lot of that information comes from. You can see at the top net increase in revenues, there's that 8.7 million the increase in expenses 8.7 and netting to zero.
031And then finally, page 16, this is where we've got our debt requirements that came up with the I&S rate. So, with that, I will answer any questions you have. >> Any questions? Comments? Mr. Leshay. >> Thank you. On [clears throat] your presentation on the increase into the 1882 partnerships, that 2 million, that's clearly just a projection based on the amount of students, right? Cuz that's not money that we've gotten yet. We're going to receive that after the first year. Is that how it works? >> Yes, sir. >> They reimburse, I guess. >> It's um So, the way that it works is you put your what you anticipate your ADA to be for those three campuses, and then it calculates what charter schools would get, then it calculates what we get, and then it gives us
032the excess that charter schools get over public schools or ISDs. I guess they're both public. >> Okay. And on your um property tax deal, the 7.5% increase, let me make sure I got this on my simple fifth grade math education that I have. Um You're estimating or they're estimating a 7.5% increase in property values across the board in our taxing area. What the supe's telling us is even if it increased that or double that, the state law caps us at 2 and 1/2. And with those numbers, your projection is that there'll be a decrease in the M&O side of our budget from 0.65 to 0.62? >> Yes. >> That's calculating the the That's calculating the 2 and 1/2 bump that we get on the values. >> Yes, there's a very specific way that the state
033makes us calculate that tax rate. We have this no new revenue tax calculation worksheet and it is, you know, 25 lines and you have to input this value, this value, and then at the very bottom, you come up with a tax rate. And so that it It's not as simple as, you know, this decrease or increases by 2 and 1/2, this decreases by 2 and 1/2. It It has a lot of pieces to it. >> Okay, but but just from a layman's perspective, we're allowed to go up to the 2 and 1/2 cap of the increased value of those amounts, even though we've gone down on our actual rate. Is that >> Yes, because when you go up in value, you need less of a rate to maintain the same level of revenue. >> Okay.
034I just got a couple more here that I wanted to run by [clears throat] you. On the preventive preventive maintenance fund, is it Are we at a half What are we What is our rate that we have there? I know years ago, in my first go round, >> 3 cents of our total tax rate, and that thing's got to be over 15 years old when we started committing that money. I remember mentioning last year about the same budget, um, that we may want to look at upping that. Even our newest school, elementary wise, that that we the brand new one at the time was Jack, I think it came up for an AC last year, 20-year-old roof. So even some of our newer campuses that have come online are starting to hit that 15- and
03520-year mark. So, do you think at some point we'll earnestly look look at that and maybe increasing that, cuz 3 cents of every dollar is not as much as it used to be and construction costs post COVID have really escalated. Do you think now would be a proper time to have that discussion or should we do that at a different time and what were your thoughts on that be? >> It is a plan that this board's going to need to consider. Um you said all the things that I would have said and I think it's actually been longer than 15 years ago. I was kind of educated on that at a present presentation to a local constituency. Um who takes a lot of credit for that uh 3 cents. So in so I think it's
036been more like since the late '90s whenever we started venturing on this on this bond stuff. Yes, we we will need to if we if that's the the model, that's the plan that we're going to go to, this board and administration's going to have to consider that here in the near future. It can't happen this year. Um but it will need to happen soon. And I'm not saying that we need to increase out of the current budget that we have because when when we're 85% or more committed to personnel in our budget um 15 or so percent fixed costs with utilities etc. and then 5% of discretionary you're going to have to direct us to cut back a on a lot of personnel spending to be able to find those two or three pennies. So
037I'm kind of speaking code here that they're along with that same constituency group we may have some opportunities down the road to discuss some of that if we can commit those two or three pennies or more because I think we have some more available out there. Correct? >> Three. >> For for for the possibility there. Um >> Thank you. My concerns are just if we don't start getting [clears throat] ahead of this thing with the aging infrastructure, even though we've got a lot of new stuff online in the recent bonds, with the aging stuff coming on, I don't want to get in a position where we were before in the early 2000s where we were totally having to rebuild the entire district through bonds and maintenance. We even did maintenance bond obligations that didn't have
038to go out to the public. So, I I want to get ahead of this so where we're not forced to rebuilding this whole thing at once. I think most people would agree it's cheaper to maintain the buildings and keep good roofs and H-backs and flooring in them than to totally rebuild them. So, at some point I'd really like to get some projections on Hey, for next year, this may be something we can do if the board will allow it to because if we only we just look at this once a year. Our calendar allows us once a year at most items to look at. It's not like we look at it again in the fall. So, I would like to at some point get some projections from administration on if we up that to a
039reasonable level, what would that do without hopefully impacting the tax rate. >> We can we can do that. We can also look at some other options as well because I think the current schedule that we're on there's might be some efficiencies in there that not saying we increase Let's just say an H-back system of 20 years to 10. But, let's take a real look and maybe have a study done on actually how much we've actually gotten out of the some of those units. I mean, I I think I think that's one thing you got to look at is is 20 year the magic number. That's what you agreed upon a few you know, years ago. With technology evolving and things that are going on now and and building usage and thermostatic control, Mr. Loper has
040done a really good job on that. Is 20 year the magic numbers well? I I We'll give you some information on that. We'll get a little study going on that to see what those options could look like. >> Yeah, cuz we've even got some of the stuff that when we did those 16 elementaries, some of that's starting to come up into the 20-year period. >> Yeah, and and I'll remind the board, some of y'all um are recently new to the board that we we spent a lot of our ESSER funding instead of in people. We were allowed to do some things, and that's what a lot of school districts are struggling with now because they went and for lack of a better term, bought a lot of FTEs, full-time equivalent positions, and they've kept those
041things throughout all of these budgets, and instead of eliminating them like we did with ours, reducing back down in the response to COVID, they've kept them. We we've kind of done a pretty We did a great job with that. I'll just go ahead and pat ourselves on the back for that. But instead of doing that, we did a lot of roofs, we did a lot of windows, and we did a lot of HVACs with some of those other buildings that were going to come up as well. Most of them were older buildings, so you start thinking about some of your administrative complexes. Um Hogg got new stuff, so whoever wants to buy Hogg out there, uh brand new stuff at at Hogg on top of the roof on the roof and and HVAC, I believe.
042Uh definitely windows. No, we didn't do windows at Hogg, I don't believe. Um so in saying that, we we've we got ahead of the game with ESSER, so we were able to buy some time with that. But here we are today. >> Thank you. >> Anyone else? >> Hi, Mr. Russell. Um for the proposed use funds for payroll and benefits, you mentioned critical shortage staff, and you you listed a couple of positions. Could you list those again for me I didn't catch them all. >> Um and these were given to me by special education. They're the ones who and HR, the ones that determined these critical shortage positions. Um licensed specialists in school psychology, special education diagnostician, and speech pathologists. >> Thank you so much. >> Mhm. >> One last note on compensation there, and
043everybody wants to know what general increases there could be. We are planning a general increase for everyone in some way, shape or form, correct? >> Yes. >> That's awesome. Let's remember also that the way the state is starting to do compensation as they've reduced um some of their funding back towards school districts. We're not going to take this time to have a political grandstand here, but we just rewarded $4.4 million in teacher incentive allotment as well. So, if anyone's watching out there, um as we discuss these types of things, TIA is the game that is being played now. Encourage everyone to jump into TIA. We're doing a good job, I think, of onboarding more TIA. 5 years ago, we were at $100,000 that we awarded. And here we are four short years later at $4.4
044million, and that goes back into your outcomes and your core your core classes. This last year, we did our data collection year, which means that it'll be sent off to Texas Tech to TEA for just about all core content at the high school level and CTE courses as well. Is that correct, Mr. Jones? >> That's correct. >> Okay. Thank you for your contribution over there. And so, in saying that, that number will go up as well. There's going to be a lot of benefits inside of inside of um uh of compensation that is funded by the state that we need to remember that is impacting really good compensation for teaching staff. And we'll continue to try to onboard more and more positions as we possibly can in regard to TIA. >> Okay. >> Madam President,
045one more thing. >> Oh, one more. I'm sorry. >> It's okay. Um I I will say this, too. Um I got that list from you from administration on the top paid TIA teachers that you had. I don't know if it was a top 33 or 50. I forget how many there were yet. One list of the top 50 paid employees and one list of the top TIA teachers and I will I'll give you a lot of credit. By my calculation, 64% of the top money makers on there had Spanish surnames and they were all in tier uh title one schools. So, they're going to the schools that need the help and a lot of the people that are working are from a Spanish surname perspective at least bilingual. So, I think you guys are making
046an emphasis on and you're putting uh the money in the areas that uh are important and I I really appreciate that. >> Thank you. Um always take say thanks. Um but I will say it's also causing some issues on finding good administrators. Uh they're they're locking into their to their uh classrooms and that's a good problem to have. Um but another thing that I wanted to kind of caveat with and and dovetail onto as well is those critical shortage areas. As we talk about TIA and that well I mean everything's becoming critically short. Um and so we're working in on on some of those things. We've talked about DOI. Surprisingly, this last year we've had an increase in our DOI teachers that actually received TIA. We're trying to get them certified and we think that
047we're we're going to get them certified as well um in inner program and and on the right track per the board adopted plan that we have. So, there's just some other information there in regard to that. You're right, student outcomes are improving and they're in predominantly our title one schools with whether they be Hispanic or African-American as well. So, we're excited to see those TIA teachers uh getting rewarded for the work that they're doing. >> Right. Thank you. >> [laughter] >> Thank you. Okay. Continuous improvement student outcomes, gifted and talented training and update. >> It's training time. Take notes. >> I'm going to sit here with Ms. Patton today. The three people that could give this presentation are either sick or doing other things, professionally speaking. Dr. Ward, who could have pinched it from another
048depart- another department, is in training as the chief administrative officer with curriculum in Hurst today. We have Dr. Choppa, who is actually I guess that's who you report to. >> That's correct. >> Is that SGS, our system of great schools work that we've been doing? She's already down in Austin preparing for that tomorrow. Mr. Leshay and I will actually be traveling to Austin after the board meeting tonight along with some other staff to attend SGS our staff as well. Um and then Dr. Groppel is ill, like really really he did not look good today. >> Okay. >> So, anyways, we're going to go ahead and go on with the gifted and talented Are both of these microphones on? So, I'm going to do the the the presentation and then I'll point to Ms. Patton whenever
049it's time to provide some information there. Okay, here we go. Um according to statute, this state plan for education for gifted and talented students, um we've got to present this to the board of trustees where you do an annual measurement. We'll call it a training, whatever you want to however you want to call it. There's the code that that it actually is involved in. Here's your gifted and talented students. It's a child who shows the potential for performing at a remarkably high level. Y'all know what gifted and talented is. Exhibiting high performance capability intellectual and creative artistic area. Excels in specific academic field. It's those really gifted students that are just so sharp that maybe the regular public school setting or regular setting may not be meeting their needs. For lack of a better term.
050>> That's perfect. >> Okay, good. I'll let you go and take this little chart right here. >> Okay, perfect. So, this is um our identification trends remain stable across student groups the past 3 years and we are seeing a a continued growth in secondary participation. Elementary students, we provide services through pull-out program and then our secondary their services include honors, pre-AP, AP, and dual credit. >> Lots of opportunity obviously with a lot of the innovation that we're that we're on boarding here in Tyler ISD along with maybe even some of the 1882 partnerships that we have with University of Texas at Tyler. We really think that this could bloom um for these children as we go forward as well. Go ahead. >> Okay. These are six core areas of the state plan. >> Appreciate y'all.
051Y'all can actually look at those. >> [laughter] >> There you go. Okay. Good. >> All right. All right, so our areas of focus, we um are working on expanding equitable access and early identification through staff development, planned learning experiences in high-need campuses and strengthen support for emergent bilingual GT students. So, a strong identification process with universal screening and multiple We um provide all second grade students with universal screening and then in our secondary we've been we've begun using the PSAT for identification and screening purposes. >> Also a lot of flexibility on campuses as well that some of these things may not pick up. That's a discussion that we've had actually at the board dais before um with some of our again Title 1 campuses, for lack of a better term, uh of making sure that
052we're not letting kiddos slip through the cracks that may not can take that screener appropriately. Uh trying to increase some of our numbers as well, so that that talent pipeline can really get built in the GT, so that um you know, all of our feeder patterns have an ample amount of GT students represented. >> Uh again, our service design, we have multiple pathways and and several service designs to be able to capture students that might be gifted in one area and maybe um it would be a deficit if they were pulled out for the entire pullout program. So, lots of different ways to be able to provide services for these students. >> Sorry, I got ahead of you on that. You can tell we didn't practice this together. >> [laughter] >> Go ahead. >> Okay.
053Um our curriculum and instruction, it is TEKS-aligned GT curriculum with STEM, and we also utilize Texas Performance Standards Projects that we end up the students showcase at the end of the the school year. Ongoing professional development for all staff. All of our We are mandated that teachers that provide core content, because that is where our program uh provides services. We are academic program. So, all teachers who um teach a core subject must have their 30 hours and then continued 6-hour update each year. Um something that is new this year is a legislative update for all board members, administrators, and counselors, so you are receiving yours today. >> You're receiving your update today. Um Vector training, is this part of Vector training? >> It is. That is the new Yes, the new update. We've provided it.
054>> Man, every year with Vector training, I love it. [snorts] I'm about to take my 13th year of it. >> Okay. Um and then our strong family engagement through events and showcases as we said the expos, we have onboarding events, STEM events for families. And then um the first week in April is GT Awareness Week and so we always do um great activities to try to bring more awareness to our GT students and for potential GT students. >> Here's 26 27. Um some of the enhancing some of that uh of those identifications that that we're talking about. Target identification for advanced academic pathways, the universal screener protocols to identify students as well and then I'll obviously the applying the stringent criteria to maintain the program integrity. That's always a balance whenever you start talking about
055some of the flexibility that we try to get inside of there is you don't want to water it down so much that you're just letting it it's it's it's a come one come all type of thing as well. Um but then again we're always cognizant and aware that we may have some gaps and some folks some of the kiddos may fall through the cracks. >> Okay, so this is going to be the legislative and state plan updates. >> We'll let you guys kind of kind of peruse through that a little bit. >> Recent legislative and state plan revision uh focus on increased transparency, accountability, and access for gifted students. >> Yeah, a couple of sessions ago, a few sessions ago, maybe not a couple, they started tweaking this and in this last session they actually
056came out and codified a lot of the things. Um one item of note is Senate Bill 25 that prohibits the restriction of student participation in recess or other physical activity offered as part of the pre-PE curriculum. In other words, you can't substitute your GT time for PE and vice versa. So, you've got to find other ways to make sure that those kiddos needs are met as well. And we love recess and we love PE in Tyler ISD and we are um principals know that if it ever gets to my desk about recess or PE that we're always going to lean on the side of the of the kid and the parent making sure that they get their opportunities at recess and PE. And besides, who wouldn't want elementary school-age children to go to recess and
057burn some of that energy. >> We love PE. We love recess. >> All right. >> Here's some other items of interest that's that's been codified as well. >> So, new requirements reinforce parent communication, professional learning expectations, program accountability, school responsibility. And as Dr. Crawford had mentioned, one of these things we are now taking care of through vector training, but everything else we've already It's in effect, it's already part of our program. >> And this is some alignment um that came out of the last legislative session. If you look at number four, um there's some prohibitive scoring value based on some of those other indicators that used to be available. >> Mhm. >> That's correct. >> We can find ways to appropriately reach the reach the needs of of children that might be in those identifiers.
058>> Thank you for your continued support of our program. >> Any questions, comments? >> Madam President. Um I may have missed it in here and I couldn't find it in my packet, but do you have any chart on the total amount of kids we have in gifted and talented and is that broken up demographically as well? >> Yes, it is. Mhm. >> But you've got 1774 total. >> Correct. >> by demos there? Do you have the economically disadvantaged as well? I don't see it on this charge, but >> We do not have that on this chart. >> Okay. >> We can pull that information for you and send that after today. Can somebody behind me make a note to make sure that that happens? >> And this presentation cuz I don't know if it was
059included in the other trustee's package, but it was not included in my printed package. >> This presentation was adjusted tonight. >> Okay. >> Yes, sir. My apologies. I should have started that off. >> That's right. That's why I couldn't find it then. >> I think we I know that in your printed is mostly the training that is required. And so in that packet, you'll have the state plan, you have the legislative updates. >> Keep talking. >> Okay. There we go. Okay. This one? >> Yes. >> Was that in your package? Okay. >> It should be on slide or page four. >> It's on this. Not that package. This. You're on a >> No, that's not in my package. >> Oh, sorry. >> You're you're on this. >> Right. >> But you don't have this. >>
060Right, there's there's I don't have that in my package. Yeah, that's what I'm saying. I don't I don't have that in my package. Okay. Thank you. >> Our apologies. We'll get you a copy probably tonight. Okay. >> I'm making >> Give you mine right there. I have it. >> Okay. Anybody else? Comments? >> I do. What does the pull-out programming look like at the elementary level? Like what do y'all do? >> Yes, so depending on the age and the the grade, it can be anywhere from an hour and a half to three hours once a week. And the program consists of um our STEM, the project, brain building, and critical thinking. So we work on critical thinking skills, developing um that the STEM challenges, they have STEM challenges each week, and then they have a
061project that's a year-long project that then we end with our expo, and it's all ticked aligned. >> And is it like um specific to each camp campus, or is it generalized across the board for the entire district, or does each campus kind of get to do what they want with those >> So we we it is we to be able because we do have such a high mobility rate, we provide every grade level has the same opportunities. So it each campus. So you'll see the same thing going on at Jack as Jones. In fact, our teachers um are scheduled to have high needs and low need campuses. So our like our Jack teacher, she also does Jones and Pete. Our um Owens [clears throat] teacher is at Clarkson. So they're able to see the needs
062of all students across the district and not just, you know, one set campus. >> Which is a change from years back to where we used to house them all at Gary, and we used to spend time bussing kids over there. Neat program, um but we we weren't able to to probably have the fidelity that we needed across the district. Um nor were we able to uh make sure that the kids weren't in GT were were taken care of as far as their curricular needs as as well, learning needs as well. So that's why we made that adjustment, but we do have GT teachers assigned to the campuses. Correct? >> That's correct. >> Okay, thank you. >> Thank you. Thank you, Dr. Crawford. >> what she's done. >> Okay, school health advisory council annual report. >>
063I'm not staying up here for that one. >> [laughter] >> Listen, let's say >> You can take that. Thank you. Mr. President. >> Hello board and Dr. Crawford. Thank you so much for having me this evening. So I did not get to speak to you this fall to introduce the um SHAC members because we didn't have any. Um we had an exemption last year because of the DOI um plan that we have in the district, but Senate Bill 12 took away that exemption. So this year we do have a SHAC committee. Um so I will now tell you about that. Um our mission, if you are not familiar with SHAC or School Health Advisory Council, is to um to develop awareness and a commitment to safe and healthy lifestyle through Tyler ISD community. It is
064supposed to be, and we hope for it to be, a parent-led um council. And that continues to be our hope. It is primarily a lot of community members that continue to join us and um school staff as well. But we do have a lot of parents that are also community members that come to join us. Each year we meet four times. That is um mandated by the state. Um and so this year we um met our first time in August, and during that meeting we sent out the email this summer letting everybody know what we wanted to do. And at that time we elected new officers. So our chair that was elected, and she was already a little bit um familiar with it, is Rachel Hester. She works at DSHS. So she has a very
065well-invested um uh hope um for health. And um and then Devin Churchill. Their kids go to Woods and Legacy. And then I am the district liaison for um SHAC. We met four times, like I said, in August and then November, February, April. Um, so we tried and we had a lot of goals. So, we talked about all the different things. We elected our new leadership and then met with a lot of different community partners. We had everybody from DSHS, Net Health, lots of different, um, private partnerships with counseling and then all of our, um, also our district leadership with our PE department, director of, um, counseling, food services, and then safety and security as well. Also come in our communications department. So, this year our big things that we did, um, other than electing new
066partners, um, was so we got, um, Tonya White from Esteem came in our first meeting and gave all of the people that were there an update of what there's going on in their program. Esteem is our, um, puberty and reproductive health program that we use in the district in our secondary programs and she talked about their new books that they are writing. And parents actually sign up to volunteer and they are assisting in surveys and helping get back for that program, for their new book for fifth grade that they're writing and sixth grade. Um, and then we also, um, DSHS, we had several accidents in the area. I know y'all are a lot of y'all are familiar with ATVs, um, that we had accidents here in our own community, but also out in Troup there
067was, um, a young boy that lost his life and then also, um, just in the surrounding area. And so, we really wanted to bring a safety program back to our community because there's not one anymore. And so, we started reaching out to local partners and businesses to see if there was one or one that we could bring to our area and uh, we really couldn't get anybody to buy in. So, Rachel Hester, our chair, works at DSHS and we, through talking with them, were able to get them to put one back together. And so, by the end of this summer or the beginning of the school year, DSHS will be rolling out that program. And it's almost finished and we will be able to bring it back to our community and host it. We already
068offered to host it here on our campuses anytime that we can to have a bike safety, ATV, and like scooters and all of that as well. Um Haley Skinner, who is over our PE program, also wants to bring it into our PE courses as well. So, that would be really good for our students. Um and we're talking with some a program that can possibly offer free bike helmets for those that participate in the bike program. Um we are also partnering with the UT um residency of internal medicine and some of their interns there. And they are working on a program where they are going to be um preparing a presentation for sixth grade students and if they're going to come intermittently and present to the our sixth graders over topics nothing to do with Senate
069Bill 9 or Senate Bill 12 where parents will have to sign a consent. So, it'll be things that will um talk about healthy nutrition, ways to fuel your body for what you want to accomplish in life. So, kids are looking to Instagram, social media, or their friends and to see like how do they need to be doing their diet plans and all of those things. So, we want to prepare provide them with information of how do you actually need to be eating, healthy sleep habits, and things like that um because they're so impressionable at that age. And so, they're actually working on an activity book that they can do and um make it um applicable to their age where they'll think it's actually cool and not something that's boring, and come in and talk to
070them intermittently at the sixth-grade level, and they'll come in at all of our middle schools starting in the fall. So, we're working to vet that program and meet with them to try to write that curriculum this summer. Um, other than that, um, that's really what they got accomplished. I think that's a lot trying to start a new council and get people involved. Our PCA council is really trying to get parents to start coming in the fall as well. Um, Kelly Youngblood, that I've worked with in the with the foundation, has really trying to talk to parents as well to try to get them to come. So, we'll be starting to send out all of our dates for the fall as well. And we also reviewed our triennial wellness plan as well with the food services
071department, so they'll they we approved that in our last meeting. >> Questions? Comments? >> Hello, Fran. >> Hi. >> Um, quick question about the program with the UT, um, internal medicine. I think you said internal medicine? Yes, ma'am. Yes. Um, they're coming to work with the sixth graders. Why was that grade level chosen maybe over like fifth grade? I know middle school is a very, very, um, important stage, a developmental stage to introduce that to, but why not fifth grade, maybe? >> Um, so, fifth [clears throat] grade, they already have so many different lessons and things they get through their guidance, and then they get their puberty and reproductive health lessons in through Quaver. And so, fifth grade, our sixth grade, they they all have PE, and so it's just an easier group to all
072grab in one. And then, the things that they're going through at that time, um, when we talked about it, it's just they're kind of grown, but not quite, and they think they are, and so we're just kind of grabbing them right before they try to do some things that they shouldn't. >> Yeah. Thank you. And then, um as far as the SHAC trying to get parents on board, what can I do as a board member to encourage other parents to participate? Like, what is some language maybe I could share with them to say, "Hey, you should get involved with this at Tyler ISD?" >> I will think about that for you and get back to you cuz we have some things that we have put out there and we can work with communications and come
073up with something because we would really encourage any parents that really want to involve be involved, but not a hundred, but those that really have interest and really want to make a difference in their their schools as well. >> Cool. Thank you so much. >> So So with SHAC, >> Yes, sir. >> I'm watching the evolvement over this over time. >> Mhm. >> And I think this is kind of where you were want what you were wanting to say also was we really want a group that can be a working group to work on the right things. >> Yes. >> We've had some chaotic uh misdirected things that have been discussed and worked upon in in SHAC. So, we are going to get that information you, Dr. Bercher, um in regard to that and especially
074now that we're not running it ourselves. It was a DOI, district of innovation, exemption from the legislature. And now we can say that it's the return of the SHAC. >> It is. >> I had to say that cuz that's what we've been saying around. So, anyways, let's make sure that that uh let's let's make it a working group with the right number and and and and work on the right things. >> 15 to 20 people. Um and people that want to come and actually do and not just come and tell us their ideas and leave. That That's the best thing is when they come and they have an idea and then they have an idea of how they want to implement it. That's the best. Because and it's supposed to be parent driven and parent
075done. I'm just supposed to be the liaison between them and you. >> Yeah, the ATV thing's sad, but of course not everybody in our school district has access to ATVs or you got we don't. I mean my house is a >> they a lot of them have access to a little electric scooters or even a bike. So, that's why we're heading it that way, too. >> A kid that was just drafted in the uh by the NFL that played football at Legacy >> Mhm. >> driving one day along 12:49 and there's there he is on a motorcycle. I said, "That's Jamarian Moore." I was shocked. So, ATV motocross, bicycle safety, anything can be that that is a very useful thing that I think that the Shack has kind of latched onto. So, that's kind of
076cool. So, anything we can do for safety in our community would be great. >> Uh to piggyback on that, I'm very excited to hear that. Truly am. Um that was one of my best friend's kids who lost his leg in um February or January. Um I live in the Andy Woods neighborhood. I think I've probably almost hit about 15 children on the scooters. Now, a lot of these parents it's been they do let them wear helmets, but I am so excited about this. Is it just elementary are y'all going because 6th, 7th, and 8th are so reckless on there. My daughter included. >> I live in Holly Tree and I almost get hit all the time by their scooters. So, um no, we'll offer it. It's going to be one of those things where once
077the program is out there and how we we my goal at the beginning was to say, "Can we do it and just say, 'Okay, we're going to have this program and it's going to be an ATC ATV safety course and it's first come first serve sign up and it'll be in the the parking and this Saturday and then we'll rotate it to this park and lot this Saturday. And then we'll take the bike safety program to the PE courses on the elementary schools. So, that way we could hit the middle schools and high school kids as well with their parents because parents really need it, too, because they need to know how to educate their children. So, really I want to do it community-wide. Um and then also with the every level. Because I think
078they all need it. >> Right. >> Madam President. >> Uh Thank you. Um just a quick question. I didn't see this in any of the literature. The the committee does it deal at all or touch at all on mental health stuff? I know that's probably getting down into the weeds on some stuff, but does it touch on any of that and address I know that that's been a big component of your overall health in general. Uh matter of fact, I think the the medic the new medical school advisory board put that as kind of its top tier above diabetes and everything else. Do you guys touch on that at all? >> They can. It just depends on whatever the committee decides what they want their focus to be that at that time. We have a
079lot of mental health professionals that come that we've had uh licensed counselors come. And as parents, so. >> Yeah. >> Mhm. >> That's a big one. Um social media would be another one. Uh appropriate social media. I mean that just kind of spitballing some ideas out there about what the SHAC could work on. And that could dovetail in a lot of the mental health stuff, too, probably. >> Mhm. >> At least that's my opinion. >> [laughter] >> Okay, thank you. >> Thank you. >> Okay, is now time to go into executive session? >> pledge >> I know. >> This meeting of the Tyler ISD Board of Trustees was previously called to order. The presence of a quorum has been established. The meeting has been duly called and the notice of the meeting has been posted
080in the time and manner required. We have nothing coming out of executive session. At this time we will stand for the prayer and the pledge by Mr. Lasseigne. >> [snorts] >> If you can, please bow your head with me and pray. Dear heavenly Father, thank you so much for allowing us to come here today to do the work of the school district. Please bless these trustees and this administration that we make decisions that are befitting to you and that lead us in the correct direction to address all of our children. Thank you for all the parents, teachers, staff, and administration that pour their hearts into these kiddos. We ask that you guide us all today and we thank you for all the blessings you have already given us. Keep us safe as we continue to
081do your work. In Jesus' name we pray. Amen. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Honor the Texas flag. I pledge allegiance to thee, Texas, one state under God, one and indivisible. >> Thank you, Mr. Lascelles. >> Thank you. >> And now it's time for special recognition. >> Good evening, board members and Dr. Crawford. For tonight's special recognition portion of the meeting, we have several students and student groups to recognize who can who recently completed their state competitions. Our first recognition tonight honors Charlie Kepler, a sixth-grade student at Three Lakes Middle School for being named a semifinalist in the 2026 I Am Texas Writing and Art Contest by the
082Bryan Museum. At this time, we would like to invite the board to come forward. And Charlie, you can go ahead and shake their hands and we'll get a photo with the board for you. >> [applause] >> And y'all can see her beautiful artwork up on the screen that she was honored for. And parents, as we go through the special recognitions tonight, if y'all want to come up and take photos or videos, y'all are more than welcome to do so when it's time for your child to be honored. Thank you, [applause] Charlie. >> Up next, we have Max Morales from Tyler Legacy High School. He's a student for placing fourth for the individual and third team in the UIL State competition for current issues and events. And I do not believe that he was able to
083make it tonight. Moving on to our next one, but we can still give him a round of applause. Okay, now as I call each group, I'm going to call all of the students in the group group, so please hold your applause until the end. Students, you will all come forward for one big group photo with the board, and they will pass out the um certificates. So, just tell them your name so they can give you the right certificate. So, we would like to recognize the following students for placing in the Texas State Solo and Ensemble contests. Band, choir, and orchestra students earned five solo gold medals, four ensemble gold medals, and 14 silver medals. For choir, we would like to recognize all of the choir students who placed in their respective categories. So, please come
084to the front of the board room for your group photo. For Division 1 Superior Gold Medal Soloists and Ensemble from Tyler Legacy, Vera Banto was selected as an outstanding performer, and this award is given to the top two to three percent of student soloists at the state level. We also have Levi Springer, Gordon Roberts, and then quartet Yes, Sir, That's My Baby featuring Gordon Roberts, Cabron Pierce, Logan Harris, and Idel Felix. Y'all come on forward. >> [applause] >> And if we could get the students to come to the center, the board members will move around you to take the photo. >> You ready? One, two, three. >> And one more. >> [laughter] >> Okay, let's give them another round of applause. >> [applause] >> And now for the Division II Excellent Silver Medal Soloist groups
085from Tyler Legacy and Tyler High School, McKenzie Bowles, Elias Richards, Penny Struefert, Naveah Myers, Reed Hearon, Iona Adams, Zamaya Allen, Denise De Angel, Jaquela Irwin, Christian Granberry, My Kim Wynn, and Alexis Whitaker. If you all can all come to the front. Congratulations. >> [applause] >> Okay, let's give y'all another round of applause. Come back to the front and we'll take y'all's photo all together. >> [applause] >> Hold up those certificates. >> Okay, you're going to have to squeeze in a little bit more. There we go. Okay. Dr. Crawford, I can't see you. >> I can see the camera you can see. >> Okay. All right. Toby saying you can't see yourself in this picture. All right, ready? One, two, three. Here you go. >> Congratulations. >> [applause] >> Up next, we are honoring band and
086this is for band division one superior gold medal soloists and ensemble group. And we have the following students from Tyler Legacy and Tyler High. Brass quartet, Addie Beason, Tyler Jacques, Jayden Neely, and Micah Upton. Samuel Williams snare solo and selected as an outstanding performer. And then for our percussion ensemble, Rodney Curry, Samuel Williams, Stacy Morales, Joaquin Sanchez, Connor Jeffrey, Antonio Alvarez, Amir Tapia, Omar Tapia, Diego Sepulveda, and Adrian Zavala. Y'all come on down. I know there's a hog RIB RIGHT HERE. >> [applause] >> SO, IF YOU'RE TALL, GO IN THE back with Mr. Barkfeld. If you don't go in, you don't have a spot. Y'all want to come over here to Dr. Barkfeld? You want Now, that looks pretty good. Y'all did a good job. All right. Ready? Why are you looking here? Very good.
087Few more photos. So, you got it? Okay, congratulations. >> [applause] >> We are moving on to orchestra at this point. Next, we would like to welcome the orchestra division one superior gold medal soloists and ensemble group from Tyler Legacy. Janice Jane McInnis, viola solo, and then string quartet Leah Conner, Vera Banta, Jane McInnis, and Pierce Patterson. If y'all are here, please come on down. >> [applause] >> Okay, you're ready? Very good. >> Okay, let's give them one more round of applause. Congratulations. >> [applause] >> And now we have the Division 2 excellent silver medal soloists, Alexander Kaisner for a violin solo and Samuel Sandoval for a cello solo. Come on down. >> [applause] >> Speech, speech. >> Did you tell them who your grandma is? Do they know who your grandma is? All right, ready?
088>> Wait, wait, wait. >> Ready? 1 2 3. Talk. Thank you. >> [applause] >> And finally, we would like to recognize the students for placing in the Texas Future Business Leaders of America State Leadership Conference, all from Tyler High School. Ivan Lugo, sixth place introduction to retail and merchandising. Malik Taiska, ninth place in introduction to public speaking. And Michaela Waters, tenth place in introduction to business presentation. And if y'all are here, please come forward. >> [applause] >> Just tell them your name. Mhm. >> Okay, now y'all come back to the middle and we'll take your photo. Let's give them one more round of applause. >> [applause] >> And that concludes our recognitions for this evening. >> [laughter] >> Okay, now they came without without a fuss. Am I okay? We don't have anyone for public
089participation. We're ready for continuous improvement student outcomes. Athletics update. >> Per your board monitoring calendar, we have director of athletics Mr. Sam Gillespie that will be coming to the front table to provide his athletics update. Mr. Gillespie will focus on the highlights on each slide and not read every bullet. Um, we're getting better at that. But he has a good report to give to you. Don't you Gillespie? >> All right. Well, President Atkins, board members, Dr. Crawford, first off, just let me tell you how much I appreciate the trust you put in me to lead this athletic program. Man, it's been an honor. It's been a lot of fun. Finished up my first full year in this role and people always ask me how I love how I like it. Man, I love it. Get
090to see our kids compete, win. Had a great, great spring. Lot to lot to recognize this spring, so it's been a lot of fun, but can't tell you how much I appreciate you trusting me. I'm going to go ahead and jump in. First slide here, I put up here both districts that we compete in at Tyler High and Tyler Legacy for our spring sports. You can see at Tyler High, we're in there with Hallsville, Jacksonville, Lufkin, Marshall, Mount Pleasant, Nacogdoches, Texas High and Whitehouse. And then the 10 6A district with Legacy with the two Forney schools, Longview, both Rockwalls and Royse City. Basketball had another really good year this year. Just to give you an update the way I've done this, our place in district, what level they have there, their overall record, and then
091in parentheses, that's the district record that they had. We had three of our four teams make the playoffs again this year. Last year we had all four in. Just a few of the highlights, the boys from Tyler High, this is the last five years they've made it in the playoffs. Every year they're knocking on the door. I think they're about a step away from really getting ready to make a run. The girls, it's the first time they've missed it in five years. Bobby had graduated some girls, had some move, but from start to finish, man, they got way, way better. If you had a chance to see them at the start of the year and the end of the year, they look like two totally different teams. On the girls side, at Legacy, girls were
092back-to-back district champs, won it again. They actually won district at every level, freshman, JV, and varsity. And if you I did not get to see the game they played Cedar Hill, the trip triple overtime, as I think that's right. >> Double, sir. >> Double, oh, sorry, double overtime. I was uh down at the state swim meet, so I was I was keeping up with it online, but um man, what what a game. Uh you know, Cedar Hill goes on, play plays all the way to the semifinals, I believe, and uh had them right there. So, uh girls had another great year. The boys had another really good year, got beat in the second round by a really good Mesquite Horn team, um but Kyle, I was talking to him, and he thinks, you know, their
093their best best play is yet to come. So, basketball had a really, really good year this year. Moving on to boys and girls soccer at both places, uh you can see there the number of players. Numbers have been good, we do have to get the numbers up at Tyler High on our girls program. I will say that. We've got to do that through our middle school, starting down there and work. Um the thing that as I was looking back and researching this, um it just kind of hit me. Coach Woodard had his 500th career win this year, all at Tyler Legacy. He's been the only coach the girls program's ever had. And when I talked to him, he said, "Coach, we've made the playoffs 30 of the 32 years we've been playing." And they've won
09419 district championships, made it in the playoffs again this year. The boys, same way. Coach Germany retired this year, long time, I think he was there 28 years as an assistant and a head coach, all at Legacy. Um he told me that 24 of the last 28 years the boys have been in the playoffs. They've won 21 district championships. We do have a new boys head coach at Legacy, coach Jonathan Hughes. If you hadn't got a chance to meet him, young, energetic, great guy. We got him from UT Tyler. Everybody I've talked to said, man, coach, you got a steal with him. And he's come in, jumped in in the summer, um had a great summer with the boys, and uh look forward to seeing what he can do. Uh moving on there, next slide.
095We've got Oh, is that right? Yeah. Spring tennis, oop, there we go. Uh tennis, man, both both sides, Tyler High and Legacy, what a great year. We had uh Tyler High, Chloe Wade, if you've not got a chance to see her play this year, another bronze medal at the state meet. Uh they don't give those out, as a lot of people say, it takes a lot of work to get down there. Uh and she I told Dr. Crawford that day when she lost in that match, I said, man, she just she had a bad game. I really think she could have played for the state championship uh match, but uh had a had a great year. Um had two players advance to regionals uh from Tyler High Tyler Legacy, coach Sizemore, again does a super
096job there. They had eight qualify for regionals. Uh had a state qualifier in Nora, uh and an alternate uh state qualifier as well. Um they do regional coach of the year, and this is second year in a row in Region 6, coach Sizemore has been voted as a regional coach of the year for 6A uh in our region. So, does a great job there uh over there at Tyler Legacy. Uh track and field, um this is a this is an area I told y'all last year when I gave this report I wanted to work on uh at both places. We wanted to get participation numbers up. We wanted to see uh what we could do at each place, and and they responded. They really did. We had a track clinic at start of the year,
097got a lot out of it. Uh the Tyler High One One of the areas at Tyler High we do have to do a better job of. We got to get more girls participation at Tyler High. Um I think we're missing the boat there a little bit. Um, but we've got plans in place to do that. The boys had great numbers. Um, you can see on there they were third in district. Um, ended up eight athletes advanced to the area meet, six to the regional meet, and one to the state meet. Um, man, if you hadn't got a chance to see Amy Vasquez run, she made it to the state meet. Uh, she would have qualified in two events. She got sick at the regional meet and they only ran her in one. And she made
098it in 800 and she ended up pointing at the state meet and that's really hard to do uh, at the 5A level, but uh, she's only a junior, gets to come back next year. Uh, then at Legacy, you can see there our numbers, 80 girls, 84 boys, probably some of the better numbers we've had. We put a emphasis on that. I told uh, Coach Mosley there, I said, "Man, we've got to get more and more of our guys out and running." Um, and I think looking at it, he ended up boys finished in first place in six of the seven meets before district. Uh, and JV JV teams were full, varsity teams were full. They scored more points. Uh, they ended up last year they were dead last in district. This year they jumped up
099two spots and were fifth and they actually had a better showing at the uh, area meet than they beat two of the schools that beat them in district, they beat at the area meet. So, uh, you could tell he had 13 uh, 13 athletes advance to the area meet and eight to the regional meet. I know we set a record in the 4x2 in the boys, a school record. The girls set a couple records in some relays. So, uh, got a bright future in track. And and when I get to the middle school, you'll see they did really well as as well in track. So, that was good to see. Uh, you know, they responded and uh, it's good to see our athletes doing well. Uh, moving on to golf, baseball, softball. Uh, you can
100see there golf at Tyler and for those of you don't know, uh, we just hired a new head boys golf our head boys golf coach at Tyler Legacy uh, retired this year, Coach McElvan, and uh, we were able to kind of combine that role with a golf coordinator for our district and we were able to hire Whitney Smith. She had started a program when I got to doing the research. We had some y'all unbelievable applicants. We really did. We had some PGA guys apply and walk through and but looking at everything man, Whitney had started a college program at the University of Houston at uh it wasn't University Victoria, University of Houston Victoria. I think it's now Texas A&M Victoria. But everything man, she has brought to the table. She's already jumped in both feet,
101got both programs going and I said man, we've got to find a way to get kids involved at a young age, get with First Tee, stuff like that. She's really done that. On the girls side at Legacy, we had Olive Brookshire who qualified for the state meet, went down there, had a great great state meet. I got to go down there and see her second round when she played down there. It was a lot of fun that week. I got to go to San Antonio and see golf at the front of the front end, tennis at the back. So, it was a really good good trip. Softball wise, Tyler High start numbers are starting to creep up there. Softball's one of those sports you got to get them involved young. I think we've got a
102really good coach, coach Jessup over there, poured into those young girls, got a lot got some of them out that haven't been playing and softball's one of those sports you got to get them at a young age. Same with baseball. But softball at Legacy this year coach Weeks I think doubled her win output from the year before. I think they only had six wins her first year here. They got up to 13 this year. Our district is is pretty tough in softball at Legacy. I think our Forney ended up playing for a state championship this year in girls softball. So, that that was good to see coach Weeks. She's also got a girl she mentioned to me right before I came. She text me and one of them, Renna Hicks got selected to play in
103the TGCA softball all-star game. It's going to be held in July. So, that was good to see. Um, think she's still got to get more numbers out uh to be really really competitive and get a yep Uh baseball wise, Tyler High, you can see both places numbers are really really good. Um, Coach Gibson does a great job at Tyler High. Uh we've got to find a way to get more competitive there. Uh man, he's in so many games four and five innings and then it seems like one inning the will Um and I told him I said, "Man, you got to keep plugging." And he does it. Uh he he's opening the field the the middle schools trying to get those kids up there, which is great to see. And then at Legacy, if you
104didn't get a chance to see Tyler Legacy play this year, they were the cardiac kids. I'm telling you they, in my opinion, uh had a unbelievable year. Uh overachieved, they really did, man. They played above their head uh and they kind of came together at the right time. Um I got a I got an opportunity to go speak to them right before they played uh in the third round and uh I don't know if you know, but when you've got 12 I think they had 12 seniors. I might I think that's right, Lindsey. 13 13 seniors. When you have 13 seniors, keeping all all those seniors happy is tough to do. Uh it really is. And those kids um the ones on the bench, the ones in the dugout that weren't playing were just as
105excited as the ones that were on the Um so I commend VJ for doing that cuz I know I've been a baseball coach, it's hard to do. You got nine spots uh and you got to put those best kids out there, but you also got to find a way where those other kids can contribute and he found a way. So had a unbelievable year. It's the first time since uh 2010 they made it to the fourth round. Um so unbelievable year. They're young. Uh they did lose some pretty key players, but I think they've got a chance to be really good next year as well. Um This is just kind of a snap of some of the district championships UIL state playoffs we had at Tyler High. Boys, like I said, basketball were bi-district finalists.
106Chloe Wade was a state qualifier bronze medal at the state meet. And then in track and field, of course, Amy Vasquez. And she actually, I had wrote it down before I came, she ran a 2:15 in the 800 at the state meet. And I think 2:11 won it. So, between first and sixth place, there wasn't a whole lot of difference. And she's just a junior, going to be back next year. And then James Collier, 160 feet in the discus, he he peaked at the state meet, which was awesome. I'm not going to lie to you, I was kind of nervous because his mom told us, said, "Coach, he's going to walk the stage at graduation." And I said, "Well, ma'am, he's got a chance throwing the state meet, you know?" And so, the coaches figured
107it out, they got him back in time to walk the stage, and it was great. But, I was really worried because I was like, "Man, this kid's this kid's got a chance throwing the state meet." So, but had his best best day ever. So, it was great to see. Then the next one at Legacy, you can see there our district championship swimming. The boys have won have won five district championships in a row in swim. The girls finished up district runner-up in swim this year. Madeline Petty, if you hadn't got a chance to see her swim, she's back-to-back state champion. She won it as a freshman, won it as a sophomore in the 500 freestyle. And I believe I know when I was down there watching her swim, she finished and the rest of them
108were at the other end of the pool. And she's only a sophomore. So, she's got a chance to be a four-time state champion, which would be unbelievable. And then girls basketball, of course, like we talked about district and bi-district champs, they were area finalists. Boys basketball, district bi-district champs and area finalists. Boys and girls soccer were both in the playoffs. Tennis, boys and girls district champs. We also had Nora that was went down to the state meet and competed. Girls golf, they were district champs at both levels, varsity and JV. I think for I think this is either four or five years in a row for coach Taylor. He's He's had the girls and they've been district champs. Does a great job with them. And then Olive Brookshire, of course, was a state qualifier. And
109then in baseball, by district area regional semifinal champs and ended up being regional finalists. Had an unbelievable year. Looking forward to seeing what they can do next year. Moving on to middle school, you can see here our middle school district, we've got our four of our schools. We've got the three Longview schools. This past year we had Jacksonville and Lufkin and Whitehouse. We are losing one of those. Um Jacksonville is dropping down to 4A, so we'll be losing them. Everybody else has stayed the same. I always tell our middle school coaches, when you go to a district tournament, you want to come away with all the hardware. And at the basketball district tournament, we came away with three of the four pieces of hardware for the boys and the girls, which was awesome. Um I
110really believe our youth programs really helped that out. We've got a lot of uh We've got a lot of interest in basketball. I'm telling you, if you if you look around, you see our kids playing everywhere, not just here in East Texas, but up in the metroplex, Houston, all over. And it's really helped. Three Lakes girls were district champs for seventh and eighth grade. Hubbard girls were the district runner-up in eighth grade. And the Foster boys and Moore boys uh Foster boys were seventh grade district champs. Moore boys were eighth grade district champs. And Three Lakes finished seventh grade district runner-up. So, like I said, had a great great uh year in basketball. And then moving on to track and field, you can see there um numbers were good in track and field as well.
111Uh track and field, we're kind of I don't want to say we're put behind an eight ball, but Longview kind of does things a little different in track. They just take all three of their middle schools and they take the best of all three and put them on one team. And uh I told them I said you I told all of our coaches as you can't use it as an excuse. You know, you're running against kids, you know, find a way. This year we did, you know, I think it's is first year I've been here that one of our teams won a district championship. Um Hubbard girls were eighth grade district champ. Three Lakes were district runner-up. Three Lakes was district runner-up in seventh grade as well. >> Coach, pause. Is that appropriate under UIL
112middle school recommendations to combine into one team? >> No, sir. >> Okay. Okay. >> And then uh boys track and field, you can see there are seventh grade boys from Boulter they were district champs. Uh first I it's first time I know in my seven years we've been here that I that I can remember teams uh walking away with the district champ cuz it's usually Longview that's taken it. They were district champs. Hubbard was third in eighth grade. Moore was third. I just try to tell them, man, find a way to get on the podium, be one, two, or three. Uh we were able to do that. Uh and then in soccer, had another great year in girls and boys soccer. You can see up there the A teams. Uh Hubbard was co-district champs. Seems
113like every year they win it. Uh this year I think it was Lindale and them uh ended up tied uh for the district championship uh on the A bunch. Three Lakes was third. B teams, Hubbard won the district championship. And then on the boys' side, uh Moore was district champs in A and B. And Nick Smith does a great job over there. I think they they did it last year. Last year I think their A team didn't give up a goal all year. So, uh got got a bright future with those kids coming up going to Tyler High. Um but like I said, great numbers. Um that's my last slide, I believe, on those. Just to give you kind of a update of what's coming. Um I'm excited cuz it's first time I get to
114go down to College Station watch both of our high schools compete in seven-on-seven at state tournament. Uh both of them qualified, Tyler High and Tyler Legacy. Tyler High qualified last year. Um Tyler Legacy, I believe it's the first time since 2015 they qualified for the state seven-on-seven tournament. So, we're excited about that. Getting to see them play. It's June 26th and 27th at Veteran's Park down at College Station. So, if you get a chance to go down there, it's hot. It's right in the middle of the day, but man, it's going to be exciting getting to see them play. And then the TAB TABC showcase, our girls play this weekend in College Station Bryan area. Both Tyler High and Legacy. If you're not familiar with that, they finally allowed our coaches and our schools to
115pay for our kids to go down there and play in a showcase. Bunch of college coaches will be there watching as well. On the girls side, there's over 300 girls teams that are playing down there this weekend in that tournament. And then on the boys side, boys go the next weekend to Duncanville Mansfield. On the boys side, there's over 450 boys teams that are involved in that tournament. So, looking forward to that. Last thing I'll bring up is just one of the things I'm proud of. I always look at Lone Star Cup standings. And if you're not familiar with Lone Star Cup, takes into all the athletics, but it also takes into some of the academics, robotics, debate, congress, different things like that. So, you can score points throughout the year. At the 6A level
116out of 251 schools, Tyler Legacy was tied for 81st, I think the last time I looked. Which is in the top like 40%, which is which is really good. I think it's some of the best I've had since I've been here. So, it was exciting to see that. But, had a great had a great spring. A lot to be proud of. Lot to be proud of our coaches, our kids. And I just appreciate you letting me present that. Any questions? >> Any questions? Comments? Oh, Mr. Lassiter. >> Thank you, Madam President. Uh looks like your biggest sport, spring sports at least, is your soccer program. Am I correct? 346 kids at the two high schools? >> The soccer? >> Right. >> Yep. Yes, sir. >> Just just by volume, just by numbers, would you think
117that that's your biggest spring program? It's got 346 in the two high schools. The second next program is track and field at 268. So, they're about 30% bigger. What do you think football is number-wise compared to the soccer program? >> Oh, it's well, like at Legacy this past year, we had 275 boys alone play football at Tyler Legacy. We had 100 I think 145 or 155 at Tyler High. Um I mean, so, you know, the way you have to look at that, I always tell people football and soccer, there's 11 people to get to play on the field at one time. So, there's a lot of opportunity, you know, it's not as big a cut sport as some of them are, you know, football we don't cut, soccer very seldom do they cut. Uh you
118know, they try to find ways. I know at Legacy they had a varsity, two JVs, and a freshman team. So, uh Tyler High we try to do the same thing if we can. >> Thank you. >> That is a little abnormal, though. To be honest with you. Not many schools have soccer as a non-cut sport. And that has been an issue in in some ways, to be honest with you. I'll say that we love the participation. The numbers, I believe, are a little bit inflated because we've had coaches that and that that's okay to have that philosophy. But on the flip side of that, when you start talking about playing time and other things and and those kids don't all get to go to games as either. Is that is that also something? >> Yeah,
119you can look at that like I believe it's a number at at Tyler Legacy. I'll just use it. I think there's 123 that he kept this year. Um out of that 123, there's probably about 40 on a practice squad that he keeps for for purposes, you know, cuz they're great kids, he wants to keep them in the program, how much they play, uh but he's he's pretty up front and honest with those kids when they do that. You know, they tell them because >> But that but that 123 number, is that freshman and above or just >> Freshman >> 123, that includes all grade levels. >> Yes, sir. Yes, sir. >> And we know if you're involved in athletic program, you're going to miss four less days of school. Which is incredible because you miss
120more days going to games. >> Right. >> So, there there's a there's a pro and a con to that at the same time. >> Anyone else? Thank you so very much. >> Thank you. >> CLI, I'm class and I-ready update. >> Part of your part of your board monitoring calendar, Dr. James Cureton and Dr. Bobby Markel will be taking the presentation table. For efficiency purposes, they already should have been walking down. >> [laughter] >> That was him. >> They're going to provide you some um late spring data in regard to those three things you just listed along with your star EOC summary. You might as well just stay at the table. >> Okay. >> All right. Well, thank you, Dr. Crawford. Good evening, Board of Trustees. Uh we're excited to get through and present um
121our CLI, I'm class and I-ready data and then we'll follow that up with star afterwards. So, just as a reminder, our CLI is our assessment for our pre-K head start teachers uh assess numeracy, literacy, and some other uh metrics in our pre-K head start students. I just want to show you kind of where students start in the year versus end of the year. Um as a reminder, when you look at some of these numbers, we adjusted the cut scores a few years ago to try to make it align better with kindergarten readiness. Um and so, you'll see some of the improvement here. We always talk about social emotional, what happens at the beginning of the year versus end of the year cuz it is a rubric-based test, um and trying to find ways to to
122correct that dip. If we break it down by program, you can see the trends here. Generally speaking, improvement in most areas. Um the rapid letter naming continues to be a big focus for students as they move into kindergarten and really focus on those foundational skills. >> [clears throat] >> And then we broke it down by groups. Same thing here. And then we'll shift, if there's no questions, to Mclass, which is our kindergarten through second grade reading screener. >> Could I ask you what does rapid vocabulary look like? >> So rapid vocabulary on here looks a little bit different. Essentially, the students can get will get pictures and they have to name what they're seeing. So they may get um a picture of a set of plates and they've got to say plates. Uh it's one
123of the things we've noticed with it is sometimes they may say plates or they may say dishes or they may say an alternative word that they know, but that is not necessarily acceptable on that test, if that makes sense. >> Yes, it makes sense. Um Dr. Covington, um question about the social emotional learning. I actually watched the last um school board meeting when y'all were talking about this, but I haven't heard anything more about the rubric. Um seeing the numbers drop the way that they do is concerning, but also like I noticed like Clarkston um in some areas it they like made improvements. I wonder what is the difference between certain campuses and why what is it about this rubric? What's going on where there's such a huge dip in that on that portion of
124the >> Yeah, it's it's a good question. I don't think there's an easy fix for it. I mean, it's trying to get the same message out to everybody and kind of at the beginning of the year. To me, from what I've seen, it's more of the beginning of the year when we get students and our expectations are kind of surpassed, right? And so, um then when we've had students and we get to know students and we see the patterns and we try to follow the rubric, it tends to um I would say line up more objectively towards the end of the year. I think it's it's really on the campus, we try to get out there and work with the teachers um or at least someone in my office does to try to help with
125that. We try to do trainings at the beginning and middle of the year before the assessments. And um just try to remind teachers use the rubric, be objective, don't let your emotions look at it and you know, cause you to think, "Well, this is really good, so I'm going to overscore here." Um but we're we're working on it transparently. We did reach out to CLI a few years um about making some changes on things and they were not open to that. So, um we're trying to figure it out. I don't know if there's a single answer for it, but great question. >> I'm wondering on stamina. >> Yeah. [snorts] >> On not just with the students, but with the adults involved along with the students. >> Yeah. >> So. >> Can I get a copy
126of that rubric? Like I want to see what it looks like. >> Absolutely. Absolutely. I'll send you one. >> Okay. >> Yeah, we can probably That's a good point, too. I mean, this is a hand It's a test that's given by the teacher one-on-one every single student. And it's a 3-week It's happens over 3 weeks. So, stamina's absolutely something that could be part of it, too. >> Madam Madam President. >> Yes, sir. >> Quick question on the um on the slide where you have this one in front of us, um the early writing one, under the Hispanic population was the only one to go backwards on that from beginning of your exams to end of your exams. What do you attribute that to or is it too low of a measurement to tell? >> Yeah,
127I don't I don't know if there's a single cause per se. Um it's a lot of times kind of similar to what um Dr. Birch was talking about is really looking specifically and seeing is it certain campuses? In other words, do we have a campus that just really struggled this year and maybe pulled the pulled the district average down enough to to make it look that way. Um, I would say this year there's not a single campus that that I noticed that did that specifically um, but uh, across the board it's just looking at that group, English and Spanish, cuz this is assessed in both languages, um, and trying to make sure that that student that group is improving it. >> Cuz on the if you look at the numbers on social emotional learning, we
128all went backwards, so you're kind of like that's par. And then the only other one where there's a negative was on the white population, but everybody else either stayed static or it was a a minimal gain. That's really the only one and I know three's not a lot there, but I guess in the detailed documents there's a breakdown on a per campus basis. >> Yep. Okay, thank you. >> You're welcome. >> One little other piece of information that just came in from the wire, um, social emotional cut point changes from nine at the beginning of the year to 41 at the end of the year at the end of the year, is that correct? >> That's correct. >> So maybe that's another piece of information we can provide if there's something that about those cut
129points. >> Yep, absolutely. >> I don't know what the how the what the rigor is, but nine to >> It's pretty significant. >> Pretty substantial just looking at the numbers, so. >> Yeah, we can provide cut scores and we can provide rubrics for y'all. >> Okay. >> Anyone else? Okay, thank you. >> Okay, now we'll shift to mCLASS or Amplify, which is our kindergarten through second grade uh, reading screener. Again, given by the teacher, this one's a little bit quicker than the pre-K Head Start um, assessment. Uh, but it is again given by the teacher for the most part. You can see the improvement from beginning of the year to end of the year at all three grade levels. >> [snorts] >> If we look at it by different groups, again, you can see the
130improvement across all groups. And this is for kinder through second grade combined. And then we broke it down by skill and by grade level since different grade levels are assessed on um some of the same skills, but also some different skills, unique skills. We did want to point that out here. Um across the board we saw improvement everywhere. I did highlight phonemic awareness because it uh slightly declined from middle of the year to end of the year. Um I've already gotten with uh our local testing coordinator, so to speak, and we're going to we're that skill is a little bit tricky to assess um just with the how that assessment is built. So, that will be a focal point for us going into beginning of the year to make sure that we're assessing and scoring
131that assessment the right way um to get an accurate measure of where we are. If we are declining, we need to figure it out, but we also need to make sure it's not due to um potential misassessment of of students. If there's no questions there, I'll go ahead and shift to I-Ready. >> You do have campus-by-campus results in their packets. >> Yes, sir. >> What's going on at Austin? >> Um I think it's it's trying to figure out kind of in terms of teacher, students, collectively the program. Um I don't know if I can speak in too much to that per se, but I would say it's somewhere we've been focusing along with pre-K and start um trying to get students there set up for third, fourth, and fifth grade uh successfully. So, it's it's
132a focal point. I would say it's one we look at we look at every year. >> We can have uh that executive director of school improvement reach out to you and y'all can talk specifically about a campus. If y'all all have any other campus questions, we can do that as well. >> Yes, sir. >> Okay. Okay. We'll go ahead and shift to I-Ready. So, I-Ready is our our diagnostic and our intervention one of our intervention tools. It is given on a computer, so it is a little bit quicker than M-Class and our CLI assessments. Um so, I'm going to start with reading. Show you all the reading data first. You can see the percent of students that made a year's worth of growth according to I-Ready. Um which is again different than STAR, but I
133do want to show you the trends. You can see kinder through eighth grade reading. And then you can see it by different groups. And this is all cohort data. If we look at it for um in terms of year-over-year, but also kind of compare ourselves to the state, uh generally, we were about where we were last year. We saw a little bit of a dip in third grade, um which we'll talk about with STAR as well. Uh but when we compared ourselves or when I-Ready compared us to the other districts that use I-Ready as well as some districts that look like us across the state, we were on track. We were outpacing them, um but obviously, we would have liked to see ourselves a little bit further ahead of where we were last year at
134this time, which is that first column. So, positive number there indicates we're ahead of last year versus the negative is slightly behind. And especially in early literacy though, the numbers there would be bigger. Um in terms of our goals, we're going to start with the literacy goal and just focus on progress measures one, two, and three, which is our kinder, our first grade, and our second grade um data. And so, here you can see our kindergarteners, um if we track kind of their performance in that they in terms of where they need to be at the end of kinder to be ready for third grade, um STAR, Our goal is to have 70.5% of those students there were at 71.8. So, we hit our goal this year. You can see the the breakdown by the
135different student groups with most groups hitting those targets. And again, that's kinder. If we look at first grade um we slightly closed the gap, but we're still below our target. So, we need to make some progress there, close that gap a little bit more um and ideally get above the goal for uh for next year. Some of those groups outpaced um uh last year, but as a whole in first grade, we'd like to see some some more improvement there. And then in second grade, uh we were ahead last year. We stayed ahead. We did come back towards the goal a little bit towards the target. So, we would like to continue that trend up, pull away from that. Um but we're still ahead. We'll look and see what we need to do this year so
136that we don't slide backwards and we make sure we're move students um ahead of where they where they need to be. If we shift to math, um here is the same data for math in terms of growth. So, this is the percent of students that are making a year's worth of progress according to I-Ready. And again, you can see it by grade versus student group. If we compare ourselves to last year or to other districts, uh again, in most cases, we came out ahead. The one that I'll point out is third grade math. You can see that we were a little bit behind where we were last year. Um about 3% behind. And again, we'll talk about that when star data comes through momentarily. >> You're doing great. Keep it up. >> Okay, so let's
137talk kinder, first, and second for math. So, this is kindergarten data. Our goal was to have at least almost 67% of our students on track to be ready for third grade star. Uh it was about 73%. So, we came down a little bit from last year, but we're still ahead of where we need to be uh moving forward. And again, we would like to see that number go up next year. For first grade, similar trend. We saw a bump. And we'd like to keep that movement going. And then for second grade, we were below the targets last year. We're a little bit below our goal, uh made some corrections, some changes, and then obviously we made some pretty significant progress this year with those students going into third grade math next year. Okay, with that
138we'll take any questions y'all may have. >> Any questions? Mr. Leshay? >> Thank you, Madam President. What What would you say is the definition of an emergent bilingual? By what TISD is splitting these kids up by? >> Are you referencing in terms of the groups here? >> Yes, sir. >> So, we're That is strictly based on the codes the coding of the student based on the when the parent registers the student with the home >> language. >> Correct. Yeah. And so, that's how we're pulling that coding. We're not deciding anything objectively ourselves. >> So, when a parent enrolls a kid, and they fill out the form that says is there any other language spoken at home other than English, and I click Spanish, my kid is an emergent bilingual. >> Yes, sir. >> That That
139even surprises me even more. If we look at some of these numbers, most of these the African-American scores and their actual goal is well below those of emergent bilinguals. I was I was under the influence that an emergent bilingual was a kid that was limited in their capacity to speak the language, but you're telling me that they're my kids, that they speak English most of the time, but we happen to speak Spanish at home. >> Yes, sir. It's not based on how fluent they are per se. We have students that are emergent bilinguals that range from beginner, you know, so they may know almost no English or no English all the way up to advanced where they're pretty fluent in terms of English and they may just not have reclassified yet to be a monitored
140student. So, there's not a single limited range, I would say, in terms of how to define emergent bilingual students. Now, they can exit that status when they take TELPAS, they pass their star test and get advanced down on TELPAS. That allows them to transition from an emergent bilingual to a monitored student. So, a student we continue to monitor, but they're no longer considered an emergent bilingual student. >> Yeah, my my concern here is not so much for the emergent bilingual having kids that would be coded that way. My concern is the African American population cuz those kiddos have a just one language that they're really dealing in and the but the the discrepancy between the two scores is I mean, it's in the double digits sometimes. And that's I was under the thinking that these
141were kids that were limited English. >> Mhm. >> When you compare the sub-populations, that's just Thank you. >> So, I'm not going to spend too much time on this cuz it'll we can spend 30 minutes on it. When the when we went through this the first time with Lone Star Governance, which we went through last year as well, and then we adopted these goals to 2030. This this block of goals, right? >> Correct. >> What you've done is you've taken longitudinal data and you've put it out there in a smart fashion, whatever that acronym stands for, on achievable goals. It's not that that's our expectations. It is what we have plugged in there to see what the growth we need to to accomplish what we need to accomplish to be a strive towards being an
142A-rated district or an A-rated campus. Again, you could say you want to It's like no child left behind. You could say you want 100% of your kids to be on level by the year 2020. Thank you, George W. Bush. But in reality, you've got to make progress. You've got to move the ball down the field. And so that's that's kind of what you're dealing with here. It's not apples to apples or oranges to oranges in a lot of ways. You do You've got to be aggressive in your goal making. But to expect the same out of everyone's going to be a little bit different in regards to what we have as far as historical value goes and what it takes to score inside of the STAR EOC system. That's about about as simple as I
143can make it. Is that kind of how we came up with these goals? >> Yes, sir. Yes, sir. That's entirely accurate and I would say too, we also set it so that our students that had the lowest performance when we set the goals had more aggressive increases to try to close the gap by 2030. >> Yep. Yeah, my concern is not so much with where what the goal that we've set um for individual pockets of students. >> The data is always brought to us this way. >> Yeah. >> I'm my my efforts are not to point one group out of the other. Anytime we get any data as a board, we get it broken up in demos. That's just a for for decades they've broken it up this way. I always like to look at
144the free and reduced lunch cuz it doesn't matter if you're black or white, pink, or purple. If you're poor, that's usually a bigger indicator of what's going on, whether you're black, white, or whatever. My my concern is just the difference between the African-American scores and the emerging bilingual. Um that's a big spread. Are we setting the goal way too low there and not pushing it as much? Cuz if we could bring that up, I I guess more minds the wise. Why is that thing so low? >> Can I speak on that real quick? Just uh maybe why it is that way. Um just from experience working in the in the schools and working with students. Um being bilingual is an advantage compared to being, you know, African-American and only speaking one language. So, that might
145be why there's such a huge difference there, too. >> W- What what What do you mean an advantage? Tell me that. >> Um if I speak more than one language, then I understand concepts differently. I'm able to take in information from different sources and ways. So, that's an advantage compared to only knowing one language. >> Yeah, I get that. I That's why I wanted the definition of what's an emerging bilingual, because again, like, for example, myself, when I first started going to school, I knew no English. So, I struggled really bad in those younger grades, maybe my first year in school, to try to get up to the level to where I could communicate, read, write in English. Uh after that, then I was better and better. So, I would have thought that for the
146for the kiddos who have very limited English capacity, it would be harder for them as opposed to somebody who grew up speaking English their whole life. I I agree with you that if you have the mastery of both languages, you're probably learning concepts and those things. But I just I don't know. Sometimes I just feel like that's being set low. I mean, it's even lower than our free and reduced lunch. It's It's um um It's just I guess it is what it is. Thank you. >> Anybody else? >> Any? >> As we roll into STAR um that as as as STAR scores are rolling in. So, what you just saw with especially for our newer trustees you just saw on the I ready data, that's our three-year assessment. So, you you know dozens of years
147ago we didn't have really anything that were that was going to kind of be predictive for us for the end goal of STAR or predictive three-year instruction. To to guide instruction. Um we do have some concerns about STAR data rolling in and the data you just saw with I ready. I'm just going to go and say that. And there's going to be people watching this that probably wonder what I'm saying. I'm not being critical. That's always a wondering about what you have as far as your diagnostic goes. You You were here when we used MAP. >> Mhm. >> We've used I ready as well. I'm not threatening a change. So, my staff back there is going, "Oh my gosh." But we've got that wondering. Cuz we're going to have some good data and some that's
148concerning. Um to preview this. And then the other thing is is how we roll into this when we go to the state's new three-year assessment STAR. To where you're going to be taking three STAR tests per year. You can no longer use have benchmarks as well. Those are forbidden by the Texas legislature even though they may can be good data for you. So, there's going to be some assessment uh investigation coming up. Just want to preview that before we get into the STAR stuff as for in terms of what we've been using for M-Class and I ready and the other and Amplify. >> All right. Well, we will jump into star data and we'll start with reading. So, we've showed you here this is kind of your apples to oranges. So, we're not looking at
149the same cohort. We're looking at third grade Excuse me, third [clears throat] grade reading this year compared to third grade reading last year. Um you can see that third grade reading scores did dip. Um and we'll look at that in a little bit more in a second with the goal. Um it did dip, which the i-Ready data confirmed that as well. Um in other areas, we were pretty close to where we needed to be. Um or pretty close to last year or we saw improvements. Uh English one was one I wanted to point out because the the meets numbers there went up pretty pretty dramatically, your approaches and your meets numbers. So, Um we saw some good improvement. Obviously, the third grade reading being down was a was was um disappointing for us. If we
150shift your mindset a little bit um back to apples to apples, meaning we're looking at cohort data, so growth, uh you can see that third grade um from last year transitioning to fourth grade, we did see improvement there. I would point out that fifth grade meets and masters number, especially the mastery, um we saw a lot of improvement there. Sixth grade is a a group that we have been trying to figure out both in reading and math. Um and I think you'll see see that here. And then uh English one is another one that we would like to improve. I think English one we try to tackle every year. Uh for for years, the state did not measure growth from eighth grade to English one. Um but we're there now. We're trying to figure out
151what we can do to to make that improvement. Uh I would point out that growth in eighth grade is is very good. And then the growth in English two is pretty good other than that mastery dip that we see there. If we look at our goal for third grade reading, um going to point out a couple of things. So, one is our goal was to be um at about 72% of our students. We did see that dip that I pointed out to about 68% of our students being uh proficient or passing the test this year. You'll see that we don't have state numbers yet, so we don't know if the state as a whole dipped. We don't know if they went up, if they went sideways. Once we have that, that will help us with
152a little bit more context to understand it. Doesn't mean we're okay with it. It's just providing some context to understand if if that was part of the reason we see that that dip. Obviously with that drop, most of our student groups did did see a decline. We pulled the standards now and we're working to see where is it that we really struggled this year compared to prior years. If we look at our meets and masters numbers, you can see those came down with it, which to me says it's probably something with the whole grade level, the cohort. We were hoping to get up close to 50% this year, but we did see a dip down to about 43%. So we'll have to do some work to figure out why there was such a large drop
153this year and recover that going into to next year's um picture. Again, no state data yet. I'm thinking it'll be released this later this week, probably Friday, but we'll have to wait and wait and see. If we shift to math, you can see that it's kind of the same trend. That third grade group struggled a little bit this year compared to last year. Other than that, we tended to see improvement with a few exceptions. Sixth grade obviously is one of them where we saw a little bit of a dip. Again, this is your apples-to-oranges perspective, so we're comparing year over year. We're not comparing the same group of kids. If we look at cohort, you'll see the general trend there. Obviously we saw a lot of improvement in fourth grade, algebra one, and even eighth
154grade. Sometimes those eighth grade numbers will look pretty scary, but as a whole that group moved with the exception of the master students from seventh grade math in the prior year. You can see here we do got to figure out something with our fifth, sixth, and seventh grade math in terms of growth. Why did we dip so much this year and really kind of get that going in the right direction because obviously that's not a that's not the route we want to go with with students. If we look at our goals, um again, just like with the reading, we saw a dip this year below our goal. We don't have state data, so we don't know yet where the state went. We don't know if we fell more than the state or less than the
155state. Um again, we'll we'll re-evaluate once we get that, but we're pulling the standards and looking to see what is it that caused us to to potentially drop so much. Uh our meets and masters students, we did not see quite as big of a drop. Um so, we did see some consistent improvement there. Obviously, we still came down from last year. We would have liked to have seen that trend bounce up. Uh excuse me, but uh we'll again look at that group as a whole and try to figure out what it is that make problems and how do we need to fix that moving into to next year into fourth grade. Uh and I'll end it with science and social studies. So, science and social studies uh we do not have fifth and eighth grade
156science scores right Uh the state gave a new science test this year. They're calling it an elementary science and a middle school science test. And so, they've got to reset the standards, reset cut points, um everything tied to building a test from TEA's side. Uh we hope to get those by late July or earlier. We're supposed to get them by late July. Um we would love to see the improvement we saw in biology. You can see the the gains there were pretty significant. Uh but we'll wait and see how those come in in uh in July. Social studies, we saw a bump in eighth grade uh social studies. US history's down a little bit, so we're still up looking pretty good, but we'd like to see that area not decline um compared to to last
157year. And we'll answer any questions with that. >> Any questions? >> Before you ask, the media did report something here recently in regard to our scores up against the state and the region and some things. It did show that This is not indicated on our report, but it did show that we're outperforming the state. Maybe it was high school scores scores? >> Yeah, our Algebra 1 looks really good. Algebra 1 we continue to really I mean pull away from the state in some areas, I would say. Uh for sure Algebra, Biology we made some gains, English 1 we made some gains this year, I believe it was. Uh when I looked at it, English 2 and US History were the ones where we kind of fell away a little bit from the state, so we'd
158like to see those areas pick back up. >> Okay. >> Any comments? Questions? >> You'll get a more comprehensive view of this when we finally get all of our data later this summer. >> Okay. Thank you. >> Thank you, Dr. Markle. >> Thank you. >> Okay, [clears throat] we're ready for our business, legal, finance consent agenda. We're going to pull F and H. >> and D. Oh yeah, gifts and donations D. D, F, and H. Could I get a motion on A, B, C, E, G, I, J, K, L, M? >> So moved. >> All in favor? >> I. >> Anybody opposed? Okay, motion carries. Let's discuss D, consider gifts and donations. >> Page 38 in your packet. Uh philanthropic community that we live in, we're so blessed that these folks have uh gone out
159there and earned uh contributed their own dollars or other other dollars that they have fundraised. There's a list on page 38. We want to uh thank uh uh Precision Civil LLC for an enclosed trailer for the Tyler Legacy Color Guard. Um after last year's donation from the Cavenders for the big band trailer, that's going to be nice for Legacy to go out and do that. And of course, all philanthropically raised. Caldwell Arts uh that was for 6250. 5873, um that's in $5,873. Caldwell Arts Academy PTA for risers and speakers. Um those risers being Dr. Markel Auditorium. >> Yes, sir. >> And auditorium speakers, auditorium? >> Yes, sir. >> Auditorium. Caldwell Arts Alliance also for the middle school fall [snorts] musical fine arts and choral risers. Um 6900, uh just a little bit over above that.
160How what's the fall musical going to be this year, Dr. Markel? >> For which grade? >> Uh you Tell tell me both. >> Middle school. Elementary is Newsies. >> Newsies and Diary of a Wimpy Kid and a special guest that's going to be playing Teddy Roosevelt. Bullish. So bullish. So, thank you for the that for those folks that that have contributed. I get a motion. >> I move we approve these donations. >> All in favor? Uh anybody opposed? Motion carries. F. Delegate and alternate to TASA and TASB. >> That'll be at the George Brown Convention Center in Houston again this year. The date escapes me. Ms. Orr? October 8th to the 11th. It looks like you've got Tyler Legacy at home in football and Tyler High is away at Sprague Stadium, Rojo. Tyler Legacy is
161at home versus NoFo, North Forney. >> Aaron, you're not interested this year? >> From Crockett and Sprague Stadium. >> So, I was planning on having one last trip to TJC, so I can do that. >> Okay. I'll be the alternate. >> Okay. Motion. >> I move that Aaron Martinez be our >> [clears throat] >> delegate. >> Second. >> And Ms. Atkins be our alternate. >> Second. All in favor? >> Aye. >> Any opposed? Motion carries, and now H. When is the poll advisory agreement with RBC Capital Markets LLC? >> We have Dusty Trailer, and he's going to actually come up here. Um, Dusty's a uh an experienced uh financial advisor. >> Whichever one you want to be at, man. >> Go right here. >> You're the person to ask. Um, we've had success with um
162RBC for quite some time now, and we're going to let him introduce yourself. His His agreement, his contractual agreement is actually on on for action as well, but we also thought we'd let him provide you a little snapshot of where we stand. >> Certainly. Thank you, Dr. Crawford. Madam President, members of the board, Dusty Trailer with RBC Capital Markets. We have had the honor and privilege of representing Tyler ISD as financial advisor for uh many, many years. Uh the present Do you want me to go through the presentation at this point? >> With brevity, yes, sir. >> Yeah. The present The The presentation before you this evening uh contains a lot of great information uh regarding the district's bond position. You know, I know you guys spend an awful lot of time talking about the
163M&O portion of your budget. That's the portion that pays the salaries, turns the lights on, and things like that, but Tyler ISD has also done a very, very exceptional job of keeping up with the INS portion of its budget. That's the portion that pays for your bonded indebtedness. So, this presentation talks about that and a couple of refinancing opportunities that that are coming up for the district this coming year. Um if we turn to the if we turn to the This is me turning it, isn't it? I'm really good with these, by the way, y'all. Um if we turn here to the next slide, this just provides a profile of the district's outstanding bonds. Uh the district has currently five different series of bonds outstanding uh with a total principal amount of bonds totaling 372.73
164million dollars. And below you see our um principal our our debt service payments for the district each year. Right now, we're we're chugging along at about 30 million dollars per year and begin to see drop-offs beginning um down in 2033. Um then we turn over here to to slide number three, and this is a slide I'm exceptionally proud of and I'm proud of the district for this. What this slide shows is a history that the district has demonstrated over the course of the past 14 years of either refinancing outstanding bonds or just simply paying off old bonds. So, you talk about refinancing bonds, you see the word refunding, but then paying off, you either see the word redemption or defeasance. That's where the district has used cash on hands, tax collections to actually go in
165and pay off bonds early. So, since 2012, the district has either refinanced or paid off early 274.2 million dollars of outstanding bonds to achieve debt service savings or reduce interest cost to the taxpayers totaling 61.03 million dollars. Uh so, this is something that you guys as a board need to be commended to commended for. Uh district administrators need to be commended for taking it seriously to continuously manage that INS part of the budget and help and help the community along in that fashion. So, kudos to you guys. The couple The couple of refinancing opportunities that I talked about that I mentioned, the first one is is here on page number four. We currently have an opportunity to refinance two outstanding series of bonds, the series 2015s and the series 2016s. That totals about 42.45 million
166dollars. And right now that estimated savings is about 1.794 million or about 3.36% of the principal amount refunded. And one of the things that we're looking to do with this particular refunding, the state has changed some of the rules and the laws on how we might accomplish redemptions and defeasances. We're actually going to The plan would be to structure a part of this refunding to pay off early pay off early an additional principal amount of about a million and a half dollars next year faster than was originally planned. So, this again kind of helps to accomplish paying off some bonds earlier than originally planned. And then later in this next fiscal year, the 2017 bonds become callable. Right now that totals about 97.075 million dollars. Those become callable in February 2017. Right now we are
167looking at potential debt service savings of 9.5 million dollars with that refinancing or about 593,000 dollars per year in debt service savings. So, again, both of these are good tools for the district to look at managing the INS portion of its budget and helping to manage that debt portfolio. >> Any questions, comments? >> And I throw I throw around the term refinancing quite a bit, but you all think of a think of it just like our home mortgage. If we've got an outstanding home mortgage with a higher interest rate and the market in the prevailing bond market or mortgage market has a lower interest rate, we could go to the bank and refinance our home home loan. That's what this is. This is an opportunity to take higher interest rate bonds, refinance them into lower
168interest rates. >> Couple questions, Madam President. >> Okay, Mr. Lee. >> Thank you. This is obviously in the bond market um that we're looking at. Is this because of the current interest rate environment that we're in that you're thinking would be a good opportunity to refinance some of this debt? >> It's it's both, actually. There's two two different things at play here. Um number one, we have reached the first call date of these bonds. Whenever you sell municipal bonds, you're kind of bound to not be able to refinance them um in the first nine or 10 years of their issuance. So, they've come up on that first call date where we could actually get to them to refinance them. And then there are portions of these bonds where it does make sense to refinance them
169based on bond market conditions and their original interest rates. There were some of these bonds that had, you know, original coupons or interest rates in the 5% realm. And for instance, on this um >> [snorts] >> you know, on the on the 2017 bonds, we believe we could refinance those right now at about a 3.78%. So, some of those bonds being able to reduce the interest rate on them by more than 1%. >> On the savings that you calculated for us both on the two proposals, does that include any type of service fee or management fee or any type of fee that would be charged as part of the refinance deal? >> Great question. Thank you for asking that. Every one of these analysis, we we build in estimated cost to issuance, right? Because anytime
170the district is going to go out and do a refinancing, do a bond issue, there's costs involved. You've got to pay your financial advisor, pay your bond counsel, pay the rating agencies, the underwriters, Texas Attorney General, PSF. There's all those fees and there all those fees that have to be dealt with when accomplishing a refinancing. Those are all built into to these numbers we're presenting. So, it's not like the numbers we're presenting and then fees after that. No, it's already built in. >> Thank you. >> Anyone else? I'll get a motion on H. >> I move we approve H. >> Second. >> All in favor? >> I. >> Anybody opposed? Motion carries. Thank you so very much. >> Miss Miss Atkins. >> Um since we've done that, we need to go back and ratify something
171we've already done uh in regards to items I and or J, I and J. There's a sequential order order that this needs to go in. >> Okay. >> And one is going to be the engagement uh for bond counsel of Cantu Harden Montoya. So, if somebody wants to read that motion. >> I'll get it. You want to do it I and H? >> And then we've got item J, which will be that uh an order authorizing issuance of Talor-ISD Unlimited Tax Refunding Bonds, which is what Mr. Treller just discussed with us. >> Okay. We'll do these in two separate if you're good with that, Madam President. Item I, I move uh that the Board of Trustees approve a contingent fee engagement agreement for bond counsel and disclosure counsel legal services with Cantu Harden Montoya LLP.
172>> Second. >> All in favor? >> I. >> Anybody opposed? Motion carries. J. >> Item J. I [snorts] move that the Board of Trustees adopt an order authorizing the issuance of Tyler Independent School District unlimited tax refunding bonds series 2026 pursuant to a delegated sale. >> Second. All in favor? >> I. >> Anybody opposed? Motion carries. Okay. >> Thank you. Sorry about that mechanical. >> I thank you all very much. I'm just it goes without saying I'm a product of Tyler ISD and it's one of the proudest things I get to do is to work with to work with Tyler ISD in my professional life. So, thank you guys very much. >> Wish you still lived in Tyler, Dusty. I wish you lived in San Antonio. >> [laughter] >> Y'all be good. Thank you. >>
173Okay. Curriculum instruction consent agenda. Could I get a we're going to pull F and H. >> I believe you wanted H pulled. >> No. >> Or you didn't? Okay. Just F then I wanted to pull. >> Correct. Could I get a motion on the others? >> And we're going to pull 19. 29? No, let's see. Yeah, that was 19. The motion I I move we approve all items in the consent um curriculum instruction consent agenda with the exception of item F and Roman numeral 19. >> Second. Is 19 in the consent? >> 19 is not in there. >> It's only A through I. >> Yeah. >> Okay. >> And he wants he he wants to do the whole thing. >> You're ready to do it all. That's it. That's under discussion. And superintendent >> I
174don't know if we've been that high >> [laughter] >> Okay. So >> approve the consent agenda with pulling F. >> Second. All in favor? >> Aye. >> Anybody opposed? Motion carried. Let's discuss F. >> Madam President, thank you for allowing me to pull the item. It it it's really more of a ceremonial deal. I've talked to superintendent about this starting last year. I think we even had some discussion around this dais. We've got a one-year deal with TJC that we do with our early college high school. And my I had a number of concerns that it's just a one-year deal being as we have a $38 million building built to house for our early college high school. And I wanted to look at the possibility of extending that to 3 years. But it's my understanding
175after talking to administration that TEA requires us to look at it every year anyways. Just review, not approve it. We could move to approving a 3-year deal if TJC wanted to do a 3-year deal. And I just did 3 years cuz I thought it should concur maybe with the trustees term. You know, give us a little bit longer length or like a superintendent's contract. You know, we renew that once a year. We kick it out once a year. I I'd still like to consider doing that. I would still like to look at doing a longer term deal with TJC. Just the term. All the other items on the memorandum of understanding are fine. I just want to give us a little more room there with the understanding that we still have to ratify this every
176year cuz that's one of the stipulations that TEA requires us. So, that's the only thing I had on there. Um hopefully administration will look at doing a 3-year deal when this come backs comes back to us um next year. But I welcome anybody else's thoughts or ideas on it as well and and administration. Thank you. >> I spoke with Mr. Lasseigne earlier today. Part of TEA's uh I'm sure the reason they want us to come back and look at the agreements and ratify is because of any any type of any budget risk that could be on our side or on in this case TJC side as well in regard to fees, lab fees um textbooks and kind of how they they go up and down as well. Um along with any state funding that may
177be in jeopardy at risk as well. So we did look into it early after last year's June meeting and then kind of shelved it. My apologies for not getting back to Mr. Lesseps in regard to that. And then we came back here with this one-year adoption. We'll go back and gauge the interest on TJC as well. Cuz we'd have to have a partner in regard to doing a three-year term and their commitment to do that. But at the same time the TEA guidelines for early college high school, if I'm correct Mr. Jones is that it would require us to come back and review this annually no matter what. Okay. Anything else I I failed to mention in regard to the reasons why? Yeah. Yeah, or even licensing. Yeah. Yeah, we were more or less practicing
178fidelity I guess the TEA. But at the same time we can come back to you with a proposal if they're interested in regard to that. I will say that we've had some fun and so is TJC in trying to negotiate some things outside of what you would think would be normal. One being TSI is the the the interest exam or for junior college and what what we're to pay and what they're to pay. Yeah. So, that that's just that's just one of the that was one of the ones that was a really big uh variation in what we'd agreed to. Somewhere upwards of $30,000 difference. Okay. We can do it. >> Yeah, and and that my my concern is not so much I think the one year kind of um review is great because we
179we could talk about all those things about books and TSI or the Accuplacer or whatever they're using. So, I think that's a good thing. I'm just um I would feel more comfortable with a longer term. Hey, or >> if we get a 3-year and it's time to come back and review, it's just a con just contingent item we don't have to pull it. >> Exactly, and this meeting it just got shorter. >> [laughter] >> Mr. Herberts agrees with that. >> I I guess I'm if you want to call the vote, I I make a motion that we approve our agreement with Tyler Junior College. It would be item F on the consent agenda. >> Second. All in favor? >> I. >> Anybody opposed? Motion carries. Discussion student code of conduct. This is our first reading.
180>> First reading, there are no changes. If there were, you'd see them in blue inside of your student code of conduct. The way we typically do policies you get a first and a second reading. And this first reading is just a presentation publicly for that. If you have any questions about the student code of conduct or even the policies that are in B, you're more than welcome to contact myself or direct report that is responsible for those items as presented. >> Okay. Staff report, quarterly investment report, and financial executive summary. >> Quarterly Investment Report, anything to report, Ms. Russell, in either regard to the Financial Executive Summary or the Investment Report? >> Things look good. >> Oh, that's >> I just want to say we did talk about interest income budget going down just slightly.
181If you look on this one, it's sitting at a low 3%. We were at a higher 3% this time last year, so it's not a drastic decrease. >> Okay. Thank you. So, for the 27 school term, Safety and Security Committee will be Lindsay and myself. Tyler Independent School District Foundation Board will be Mr. Martinez. The Internal Audit Committee will be Dr. Bircher and Mr. Larche. >> Thank you for those appointments, Ms. President. >> Okay. Future business, July 8th, the wonderful graduation of Wayne D. Boshears Center for Exceptional Programs. And then, our next regular board meeting will be July 20th, 2026. Can I get a motion to adjourn? >> So moved. >> Second. >> All in favor? >> I. >> Anybody opposed? Okay. Y'all are adjourned.