CBISD Board Meeting January 20, 2026

001Alvarez family and Christopher and his struggle and his battle with cancer. And so we're going to take just a minute for you to think of them, reflect on them, and pray for them if that's your belief. And then I'll lead us in prayer and we'll get started. Lord, we thank you for this night. We thank you for those who have gathered, Lord, to celebrate our students accomplishments, the families that are represented here. We thank you for them and their students. And Lord, even those who are not here tonight um that are in our district, we pray, Lord, that you would bless each family in a special way. that you would help our students to continue to be successful. We thank you for bringing us together to do the work of this district. Uh we pray

002Lord that we would uh be able to focus on the issues that we would um be able to make wise choices, always remembering what's best for our kids and for their families. We thank you for the staff that dedicate themselves daily to helping our kids and uh going above and beyond anything that's expected. We appreciate them, Lord, and we thank you for their gifts and talents that they share with us. Lord, we pray for the Alvarez family that you would be with them and with Christopher in his battle that Lord, you would give him strength and courage to fight the good fight. And Lord, that your healing would be on his life if it's your will. We thank you now. We pray that as we go that we would be agreeable even when we don't

003agree. We love you and we thank you in Jesus name. Amen. >> Amen. I pledge algiance 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 flag. I aliance to thee. One state one and indivisible. >> Thank you. You may be seated. >> [clears throat] >> First thing on our agenda is the approval of our minutes from our last meeting. We had a a public meeting and then we had our board meeting. I would entertain a motion to accept the minutes. >> It's got approval of minutes next. It's also gotten action. >> Do I have >> Okay, we'll just postpone that till the consent agenda >> and then if there are any questions the

004board can ask questions on that. >> Okay, so we'll go right into recognitions. Miss Wendy, do you have some recognitions for us? >> It's for appreciation month. So those are going to be our recognitions tonight. Um do you just want to go campus by campus? >> Yeah, I [clears throat] think Barrow has some visitors. Probably want to start with Barrow, right? So, I think Miss Galloway is out sick tonight. So, Miss Cantu. >> Yes. >> All right. I just have a token of appreciation for you guys. All right. So, you're going to start read. Okay. Thank you so very much. On the back, each of them wrote a letter thanking you guys for everything that you do and they printed it on the back. Yes. Okay. >> Thank you very much. Thank you very much.

005She's got >> this for everybody >> for me to pass out. Good. Good. Thank you, >> sir. I appreciate it. That is so nice picture of this group. >> Thank you so much. Thank you. [clears throat] >> We got the big guy right here. [laughter] >> Very good. [clears throat] >> Stand right here in front, guys. Yeah, maybe we'll stand and be in [clears throat] the picture with them. >> There you go. Between Mr. You come over here, buddy. You have voice. You know [clears throat] [laughter] >> one, two, three. >> Very good. >> Got it. [applause] Barrel parents, thank you so much. We appreciate you. >> You're scooting. I'm going to read one of the notes that was left in front of me. Schoolboard members, thank you. If you weren't here, I wouldn't be

006here right now. Without you, this school would be a disaster. Thank you for everything. Love, Emory. [clears throat] >> All right. Hard to follow, but Columbia, do you want to go next? [laughter] >> I agree. Very hard to follow. Beautiful job, you guys. Well, I hope our guest tonight will not only warm your feet, but your heart and your stomach from [snorts] WCE. Tonight in the white bag, we have our tradition of keeping up with the socks. This year our theme was a vintage travel, all the places we will go. So you got some travel socks to keep with the theme as well as a fresh loaf of sourdough bread that we hope will warm your heart and your stomach. Thank you all for all that you do. >> Thank y'all so much. >> Sourdough

007bread. >> You can cut it on your new cutting board. >> That's awesome. Thank you. All right, Miss Cohi, Wild Peach. >> So, from Wild Peach is going to be the taller bag. Um, yes, they are wine bags, but unfortunately since we are at school, it's not wine. Um, but or the other good stuff, but uh trying to think of something that was different for you guys. We ended up finding a nice wind chime for you. It's something that you can hang. We make sure not to get the loud loud ones. Um, so it will you'll just a soft reminder of everything y'all do and all for the work y'all put in. >> Thank you. >> All right, Mr. Sio. >> All right, so ours is in the red bag. Um, this is kind of

008a unique gift. So, it is a piece of wood um with a picture. Uh, we want to say thank you to Cody. We brought out the drone and we took out all approaching 700 students to the track um to get a picture of all of our students and staff um at our facilities. Um at the top you'll see the seventh and eighth grade. They are all outside of the seventh and eighth grade building. And then at the bottom is all of your sixth graders out in front of the sixth grade building. Um so we chose a piece of wood that is um a little rough around the edges. It's a little bit imperfect. Um, each one is a little bit different, but so are our students and so is our staff and so are we.

009And so we wanted to give you a representation of our school. Um, [clears throat] we also had Marcus who works in Nus. He is the one who did the engraving for us. So, a little bit of touch from everybody who is so appreciative for all of the work that you guys put in. And um I just want you to see you there's not faces but all of those individuals look to you and um we hope that we are rooted in their beliefs that they are proud to be from West Resis Junior High that they know that they're loved and I feel like you guys um provide that for us that space and that um ability and um so I have one in my office as well to remind me every day um of the people

010that I'm serving and I just wanted to share those with y'all because we appreciate all that y'all do for Yes. So, thank you. And then you have a sweet treat in the box. And each one is a different flavor. I don't want to lie to you. They're all going to be um an amazing exciting uh adventure because I can't remember what the flavors are, but [laughter] >> they should be delicious. >> Mr. Kenny, last but not least, >> and hopefully you have a full belly >> to show the appreciation. We just wanted to show off the beastro a little bit. But all of that is because of the hard work that you guys have put down laying the foundation. Um everything that that has been given to you, you have earned. Um it actually has

011not been given, you've earned it. So we just want to say thank you very much for all the time, all the effort, and all the love that you put into our district. >> Very much pass that way and pass these that way. I can take a few can a lot of love and a lot of effort that went into all the posters and we really appreciate [clears throat] you thinking of us. We're always [snorts] thinking of you. >> All right, we have campus communications. >> Cody, we're up. >> So, we have a video from Barrow first that's going to play and then we'll go into the rest of everything else for Thank you for caring about our school. We appreciate you. >> Thank you for making our schools feel safe. >> We appreciate you. >>

012Thank you for making our school a better place. Thank you. >> We love our school board members. >> We appreciate you. [cough] >> Thank you. [clears throat] uh as both of the barbecue kickoff teams have qualified for state. So we've got the notorious PI in Smok and Revelations and you can see on the on the right hand side under the picture what they qualified for, what place they got in regions to move on to the state competition. So Miss Clasel is doing great things both in the kitchen and out on the grill with these kids. So uh Barl provided the show, we provided the dinner and hopefully we can move on. And then I want to keep it short and sweet. Next slide. It's just things that are going on. We did host the Charlie

013Brown Classic. Um, so that tournament had 12 teams and it ran so smooth that the coaches asked to do it again next year and wanted to put the girls on top of it as well. We don't know if we're going to combine yet, but having those two gyms, the new facilities was fanta was fantastic and everything ran without a hitch. And um, it's nice to be able to do those things with the facilities that we have now. Um, every visiting team that came in was just in awe of the gym just tonight. Basically asked, "What do we have to do to get one of these gyms?" >> I told him, "Pass a bond." But [laughter] >> and then we've got all of our our winter spring sports starting. Um, Coach Bard has the road to

014Round Rock as he's trying to get his kids thinking championship mindset as baseball starts, softball starting. We've got soccer, uh, both boys and girls. And then coming up, we do have a recruiting seminar in the auditorium. I just wanted to share that as we're looking to get as many of these kids into college athletics as we can as well and have them continue their successes and hopefully receive scholarships and have help with with their trip their journey through college. And then just a big thank you for all that you do. Um it does not go unnoticed. I know sometimes you probably feel like it does. It does not. Um so thank you again from the bottom of all of our hearts. We appreciate you very very much. [clears throat and cough] >> All right. Okay,

015so here was the picture I was talking about um with all of our students on the right. And again, we just want to tell you thank you so much for all that you do and investing into our students and our staff. We couldn't do it without you and we appreciate you. We very much so. It's basketball season. We're wrapping up with our final game this week against Sweeney. Um we have our lady bouts in on the far right. Um, just to give you some information on the eighth grade lady belts, they're wrapping up an impressive season um with an undefeated six and0 record. Um, and they have scored an impressive 247 points this season. Um, but not just in the points, this team has grown together um, in teamwork and in resiliency and just building

016each other up. So, I want to give a shout out to the eighth grade A team. They have really stepped up as leaders on campus all the way across. So, great job to them. Um, and again, they play Sweeney on Thursday. Thursday, both of them play. Um, boys also play here against Sweeney. Um, thanks to the high school for letting us use their gems. Um, they are going to be playing against Sweenie and they started out this eighth grade white team. They they wanted to share with you guys because I asked them what they would like to share that they were 0 and3 at the beginning of the season and then they turned it around and put the work in and they have won four of their last five games and they feel that um

017they have really improved as a team and as leaders as well. So wanted to give them a shout out. All right, we had the band compete. Um there were 38 students that made it to all region band from West Braz's junior high. 38 of them. So they continue to show up and represent. Also our bout bots went last weekend to Palashes and they keep growing each and every tournament they go to. They're making more and more progress. They're further ahead than they were last year and they're just learning so much. So we appreciate the opportunity to get to send them to competition. And then we have our student council. Um student council's been busy. They traveled to Waco and attended the TA TASC middle level conference. Um they also provided food for 25 families at

018Thanksgiving and um 25 different students uh for Christmas gifts routs. So they're really learning how to grow and give and a lot of these students that you see pictured are also the ones who step up and help at the West Market as well. So growing and serving and they're really living through that. So, just some student groups um really representing that we wanted to give a spotlight to. All right, for West Columbia Elementary, I just wanted to share with y'all last week we had our Adventure Dash fun run and as you can see, a good time was had by all. The next slide, I wanted to share that we're keeping up our excellence awards as usual. But what I wanted to share about this particular week is, you know, it's really fun for Miss Howard

019and I every Friday when we go and we announce for the grade level who's going to be the excellence award winner. And as we're walking away from the grade level that just cheered them on to their success, they always want to tell us, "Oh, this is my second time to get it or or this is my fourth time." But the most exciting is when they maybe they're in third or fourth or fifth, but they've never gotten it before and they say, "This is my first time to get the excellence award." And one of the students pictured here has actually been a behavior student, has had difficult times, but he got the excellence award. And so, um, I'm just really proud of the progress and it's one of the joys that we have at WC because

020we have kindergarten all the way through fifth grade. We get to see six years worth of progress in our students and see how far that they can come um under what we can offer at WC. So, I'm really proud of that. And also I'm so proud to share that our RoboCaters at WCE. This is our first year really getting up and running with a lot of help from Barrow and their toutelage attended their first robotics competition this weekend. Uh they did not advance but this was their first time so they learned a lot and are looking forward to competing again soon. So one of the things that I love we have at Wild Peach is when our students go outside. I don't know how this started, but our students, they go out and they search

021for four-leaf clovers. [snorts] And so when they find their four-leaf clover, Coach Nell already has these little cards cut where she tapes it to the card. She writes their name and the date. And and one day, I think we've had from this particular grade level, this is first grade, 10 students find four leaf cloakers out there. And they would rather hunt for them than play. It's it's amazing to watch because they all sit in a circle and digging through the grass. [clears throat] >> Um I wanted to highlight some of the lesson the academic things that are happening in the at wild beach. So one of the things that I'm we're trying to do as a leadership team is push all of our grade levels to do more. And so this is one of our

022prek classes. They did we did the gingerbread man around the world. And so they read um gingerbread men books during the week and they compared them. And so to make it interactive for our pre-K students, the teacher used the hula hoops to make vin diagrams. And what she did was she passed out character cards to the students and they had to place them in the hula hoop vin diagram of where [clears throat] they would land. And so it was really neat to see um this particular teacher, Miss Hunter, step out of her comfort zone and do something that um she was a little hesitant to let all her kids get up and try something new, but she did it and it worked. And then last um one of the things that we have taken on

023at Wild Peep is our pod zone is our habitat. Um the habitat has really taken off. But what you see here is we we grow all kinds of vegetable fruits and vegetables. And last uh two weeks ago when we came back from Christmas break, our students went out and picked carrots from the pod zone. They are edible. So that is one of the carrots that the students picked. And then the far picture in the right top right corner shows all the carrots they picked. They absolutely love it. They may go home dirty, but at the end of the day, majority [clears throat] of our car riders were able to take a carrot home to share with their family. Some of them ate them before they got in the car. But it's it's really neat. Uh

024we had um [snorts] let we grew head of lettuce and since we had the animals, since we are a zoo, uh our lettuce we were able to feed to the bearded dragon and to the turtle that we have and save money that way. But it's been quite an adventure and the kids absolutely love it. So, thank y'all for um the pod zone. It's it's quite amazing for it to be hands-on for our students because that's what our students at Wild Peach thrive on. >> Very good. Thank you. It's always fun to see what y'all are doing and we appreciate the report. Do we have any citizens to be heard? No. Okay. All right. No citizens. So, we'll move to reports in under our business items. And the first one is maintenance. >> How do you

025get to be first every time? >> Is that not cool? >> You were last for many years, I think. >> Thank y'all for doing that. It was agonizing. >> Oh. Uh well to in light of board appreciation from the maintenance department, we want to give you guys a tremendous round of applause and appreciation for all the decision that you guys make and hard work that you give to make our jobs easier to help try to keep the complaints from the citizens and concerns and stuff about the aesthetics of our schools, the conditions coming back and y'all haven't answering for us. So y'all giving us that freedom and and and making all those decisions that allow us to to make our own decisions in order to keep moving forward with that is is a huge honor

026and a lot of appreciation from the maintenance department. So with that, thank y'all very much. Uh moving in mainly to the reports, there's not a whole lot going on. Uh I think last we discussed the water well at Wild Peach has been drilled. Uh we went a little beyond on depth of what we originally anticipated. I think we were originally looking 475ish. We're all the way down to four, excuse me, 520 and some change. Just had to go a little bit different, a little bit deeper. Just the contour of the the water table. Uh that's drilled. We're waiting on the fabrication of the tank. Once that's finished, then work will start progressing. The concrete slabs, the tanks, the little uh outouse buildings, etc. will start going [clears throat] in. uh roofing at West Columbia Elementary.

027The sundial roofing panels is the final portion of that. That's ongoing. We anticipate that being finished up in the next few days to a week. Uh provided what kind of weather we get in the next few days. That may hinder us a little bit. Uh other than that, we're just moving forward with just all the other projects that really go unnoticed. You know, aesthetically, painting, you know, repairing things just to try to keep things up and operational. Anybody [clears throat] have a comment or question? All right. Thank you. We appreciate it. >> Thank you. [clears throat] >> Safety and security report this month and for the next few months I'll be coming to you with a safety audit report. Um this month it is Columbia High School. It was uh there's nothing in this is

028this is it. It was it was attach should be attached in board book. So um due to the the contents of this safety report, I'm not going to go over all 120 pages. However, I am going to go over the findings and the highlights. Uh so um everything is in there just so you know. Um the actual report will be on top followed by uh the the template that we're required to use from Texas School Safety Center. And then um behind that is the uh staff surveys, the student surveys and the parent surveys um that we did for the campus. And then after that are some questionnaires that were sent out to specific staff members just to get their idea of where we were in regards to school safety. So [clears throat] I promise you

029I'm not going to go through all 120 pages. I'm just going to highlight some of the uh some of the the key points because we're required by law. Just so you know, the safety audit is something we have to do every 3 years. This is the 23 26 cycle and we have to give a report on our find on the finding on our findings to the board and so that's why we're here. So, so this safety and security audit we held uh for Columbia High School in December of 2025. You can see on the front of that if you're looking at it the members that were a part of the team. The first thing we we looked at required to look at was the intruder assessment. So for the past few years, uh Columbia High

030School since TEA has started doing intruder assessments. They have never failed. So uh the last intruder assessment of this facility was conducted on September 2nd, 2025 at 10:00 a.m. by Adam Tanner from Region 4 and the results were as follows. There's no findings. Uh part of the uh of the of the audit is an entrance conference with administrators which we held in December and and [clears throat] I'm not going to go over the answers but if if you want to take the time to read them some of the questions that were asked were what are the most uh pressing safety needs at this facility? What safety activities does the facility do best? [clears throat] What safety topics are important to students? What safety activities do you they feel like they need to most improve? What

031are some of the barriers to keep the campus from being safe? And then what type what type of problems they're likely to encounter? What types of situations might cause staff and students fear to be fearful? And uh other positive com comments regarding safety. So if you're following along now, I'm on the third page and I'm going to skip down to the bottom of the third page. It says documents reviewed. So these were the documents that we reviewed in conduct conducting the safety audit. First thing was aerial photography of the campus or facility which we have done every year by CRG. I bring those to you or I let you know in safety meetings that we get those done every year. Afteraction review documents anytime we have any any uh uh drills or or emergency procedures

032that we do. Bomb threat procedures. We do have staff that has protocol that they keep by their desk. We went over that. building maps, of course, campus discipline referral data, [clears throat] campus or facility improvement plans, uh campus site plans, our campus behavior threat assessment data, campusy emergency response plans. We get to the climate survey. So, right here in the report, I did include some information from the climate surveys. I did attach the whole climate surveys in the very back. [clears throat] So, if you want a quick synopsis, so for the climate surveys, for the student survey, we had 186 responses, which out of high school, even though there's 900 kids, I think that's the most we've ever had. So, uh there's just some things on there. I'm not going to go through all of

033them. And then there's some comments that they actually did make. Uh I tried to include some of the serious ones, but I did include some of the other ones just to get a fair representation of everything. For the parent responses for Columbia High School, we only had 61 responses. um something that we see as we go up at the high school, the parent involvement goes down. We only had 61 responses there. Um and then for the faculty survey responses, we had 41. And so there's some data there that you can look at if you'd like to. Um it's just basically a culture survey. How do you feel? Strongly agree, mildly agree, disagree, and then the opportunity for them to give some suggestions. Some other things that we used when we did or looked at when

034we were doing the the audit was the the district's multi-hazard emergency operation plan which you've heard me talk about which it has we send it to the state every year and it's approved by Texas School Safety Center. uh our our drill documentation, emergency contact numbers for our respondent agencies, evacuation plans, our faculty and staff cultury, our faculty and staff handbook, our re reunification plans, our safety training documents, um our school safety and security committee documents, staff and student ID policy, staff communication protocol, our code of conduct, our handbook, our visitor policy, and our weekly sweep. data. So all that was all the materials that we used when we went over this. Um and in in looking at the facilities and the area surrounding the facility, you'll see that there were some risk factors. Mainly the

035biggest one is the highway right outside. So that's our number one risk factor, Columbia High School. That and additionally, the highway is also under construction. So those are the two biggest ones. There's some other things listed there for for example the fourth dot doesn't help the first and second dot because that would be the businesses that are located across the highway that's under construction that our kids like to go to. Uh so uh but there's some other things listed in there um of our on-site observations. So what we do is we go around we we have this this Excel template that's included in your document and we go around looking at things and it's yes, no, not applicable. And so from those on-site observations, I'm not going to go through all of them, but for

036example, number one, we looked at the grounds and the building exterior. And in that little synop in that little paragraph there, it's just a synopsis of the things that we had found. Um, there were some other, you can see there's other things that we looked at like ground and building exterior, access control and visitor procedures, keys and identification, building interior, monitoring and surveillance, school-based law enforcement security, uh, securing the facility after operations, student code of conduct, disciplinary procedures, parental and stu parent student involvement, uh, reporting systems that we have, our general climate staff staff training, student training, health practices, food services, and referral resources for our students. Then we had to do it again for for for some other things just for instructional facility. Uh I'm going to skip over that because essentially it's the

037same thing except that also includes well let me say that it includes some other things. Some of it's the same, but like the buses and parking is is our busing area safe building access after hours, our locked and controlled areas like our our our our maintenance rooms, our nurses office, those types of things, cafeteria, our gyms, locker rooms and wait rooms, our laboratories, our our science classes and labs up to up to code um the auditorium and the and the shops. We also had to do it for our outdoor sports or other venue. So that would that [clears throat] is actually for uh we did that for the softball field and for the baseball field and that we were looking at a lot of the same things like emergency preparedness, student behavior and monitoring and

038and facility observations. And then we also had to do it for Briggsfield as well. Um and it's the same things. We go through the check list. We check um things that are there and check things that aren't there. Um and then and then we did survey surveys and interviews. And so a lot of that is office staff, people that are dealing with people coming in on a regular basis. Do they know what our visitor procedures are? Do they know what to do whenever in the event a sex offender comes on campus and wants to go eat lunch with their student? Do they know what those procedures are? Do they know what their role is in regards to emergency preparedness at Columbia High School? Do the counselors know uh resources to provide if a student comes

039in uh that needs something? Those types of things. And so basically what you see here uh are relevant comments and surveys from our our our people that that we interview. Um, some of the commendations from the from the interviews were number one, all office staff are aware and follow visitor procedures. They know them well. Counselors know what they're doing. They're able to connect stakeholders to resources and outside agencies to meet their needs. And our campus nurse, our campus nurse coordinates with staff and other campuses to meet health needs of students. They they know what's going on and do a good job. As far as the recommendations there, some of our office staff weren't sure what their role was in regards to school emergencies. So, that's important to know when we're developing [clears throat] schedule for

040next year. And then you see some of the uh office staff and you see office staff will receive training on school emergencies at the start of the year. Uh actually, yeah, and the staff the staff will be trained in deescalation techniques because that was something that came up amongst staff as well. Um, then you have a list of for every little thing that we went over like intruder assessment, entry, there's a list of commendations there and a list of recommendations. But I'm going to go all the way to where it says in summary based on the recommendations listed above, the audit team presents this priorized list of recommendations for this facility. So from this from this audit, this is what we're we're bringing to you as recommendations. Number one was numbering all exterior doors. Well,

041the reason why it hadn't been done is because they were still building it. When it was fully released, it now has exterior. If you drive around, you'll see there's exterior door numbers on all the exterior doors. So, that's actually been completed already. The next thing was to our campus maps for for our emergency respondent responders was something we'll need to do next year is ex adding exterior door numbers to the campus map. Next, we need to add locations of our stop thebleleed stations to the campus map. Something that the other campuses have on their maps for whatever reason we don't have it at the high school. A [clears throat] big problem that we've discovered and we've kind of known about it, but it's getting out of hand is is disposal of old chemicals in the

042science department. So when I you know all the all the chemicals that we use for labs and stuff, there's some there that they need to be disposed of and it's it needs to be done pretty quick, too. Uh we need to add additional stop bleed stop the bleed stations to the new building because they're we have what we need, but they're a little spread out. So we need to add some more to make sure that they're accessible for everybody. Um, one additional thing is with with the new stairwells, we need to add additional striker chairs to the new wing because of the stairwells. For those you don't know, striker chairs are what we use to get handy people in wheelchairs downstairs in the event of emergency. We only have one. We probably need another one.

043So, uh, one thing that came up through interviews is that nobody knows who the CPR and first aid responders are on campus other than the administrators. And that's might be important for the the teachers seem to feel like that's important to that they know who need they need to go to if they need help. Uh include all office staff in the beginning of the year safety trainings. Ensure that all office staff know staff knows what their expectation is in the event of an emergency and create student staff parent safety committees to discuss issues in the safety in a in safety survey. One of the things that a parent brought up and they've already brought it up in the west brazes uh is is that I wish someone they would form a safety uh committee at

044the campus level and be invited so that they could say these things face to face and have a discussion. So that's a that's not a bad idea. It's not a bad to have student representation on those so that they can the administrators can can get information that they need. So having said that, that's all I have. That's a lot of information and a lot of documents. Uh I know everybody read every page of that when they were preparing for the meeting. Uh but I did make sure to include the surveys because I know people were wanting to see the results of c the surveys. Those are included in there. Everything that we use documentwise is in that packet. So if you want to look through it, feel be free feel free to. If you have

045any questions, you can reach out to me later. You can ask me questions now. You can, if you see something that you don't understand, you can reach out to me. I will be bringing another one to you next month, the junior high audit. Uh, it won't be as long because it's it's not as much to look at, but uh it'll still be pretty lengthy. So, with that, I get back my time. >> How many AEDs sit in the new building? Do we add any when we put the >> We had We had plenty. We have plenty. Yeah, we have plenty. We, matter of fact, last year y'all actually, either last year or the year before, I can't remember, as part of a safety initiative, y'all bought us brand new, uh, AEDs. So, we have all

046new AEDs throughout the district. >> And that's part of our that was part of training in >> correct >> the CPR. >> But not not only certain staff are identified for that, coaches, people, special ed, teachers, >> not everybody has to take the training. This is an annual assessment or haven't you got to do this annually? >> This is a threeear assessment. >> Three years. Yes. >> Did they give you an overall rating or is that come? >> It's there is no there is no rating. Now we will be getting when when TEA because we've been selected for a uh a vulnerability audit uh we'll pro we'll get recommendations from the state. I brought that up in the in the last board meeting during the safety report. uh they're going to come in. It's not

047a gotcha. It's here's what we expect. Let's see what you do. And if you don't, here's what you need to do to get it right. Because there's a there's a lot there's a lot of stuff out there. Anybody else? >> Question. All right. Thank you, Mr. Miller. >> Instructional update. Uh the first thing we have for you uh attached in there, Cody, if you'll click on the the first attachment, the board report. Um this is a document that you see uh this time every year. Uh this is our planning document. Um again, just a reminder, the column to the left, it shows what testing area. Uh that would be in the gray and the white shaded. The next column is goal R1. That is the goal for release testing round number one that we set

048before the testing release number one that was taken in December. That's your scores based on the release. So you can look at how they did versus what their goal was. Uh goal two for release testing number two that will be done in February and March is there for you as well. Uh and then it moves into the green columns. You can see that's start star testing from going back at that grade level or or that testing area from 2022, 2023, 2024, 2025 this past year. And then actually what the goal is for testing the this summer and and of course you you see when you come back uh in the when we get to the April time frame uh we'll bring this document back to you that'll have the release test two scores and then

049again uh at the end of the year when we provide score data you'll be able to look at our goals and see if we met our goals. Anybody have any questions? >> So, the gold star 2026, that's >> that's a final. That's your final guess. >> That just happened here in January. >> No, no, no. Go gold 2026 is what we want for the spring >> for the end of year. >> Correct. >> [clears throat] >> questions. >> All right. >> Okay. Cody, if you'll click on sent the next link is Senate Bill 11. So, I provided some of this information to you in board letter. So, Senate Bill 11, um the the most recent legislature requires you to take a board vote on whether or not to at a time during the school day,

050instructional day, for staff and students to pray and read the Bible or any other religious text of their choice. So, the board just the state just requires you to take a vote, yes or no. So the second page of that attachment is the resolution. So uh we'll be placing this resolution on the February board agenda for you to either vote for or vote against. If if you or not take a vote, right? You it has to be on the agenda. So, however that works out, if you choose to to vote it in, then we would work with TASBY to create that local policy because you would have to decide what time it's going to be, how long it's going to be, what the processes are. So, you know, what happened? Uh, again, you got all

051these questions, right? I mean, you're a senior that doesn't if it's first period at a day, but you're a senior that doesn't come to school first period, do you still get a time? You know what I mean? There's all these questions that have to be answered. So have no idea what that entails other until you either vote yes or no. Okay. So that'll be on the February board agenda. >> So this is not anything they do out loud. This is just a time for students to do whatever privately. >> Correct. >> Okay. >> Yes. Right. It's not a it's not a lesson. We don't create lessons. Right. It's it's an individual only type thing where you would give them time to do whatever they want to do. Right. It's in it's in instructional time. >>

052It would be during the school day. Yes. You would have to give them during school day. >> Um I kind of see this as one of those times is is it going to be the last 10 minutes of lunch? You know what I mean? I don't I don't know. Are you taking time out of English class to do this? Don't know what those steps are going to be. Those would be choices. We just need to know whether we want to do it or not. That's right. All right. Well, we have questions. We don't know the answers yet. >> We don't. And that's again, we don't know the answers because the board just says you have to take a vote by March the 1st, >> right? And so again, >> so [snorts] to I guess maybe

053TASBY knows if anybody else has done this and if they've got some of other policies that other districts have done. >> Correct. That is correct. We don't have an Again, you don't see an implement implementation date. You just see you have to take a vote by. >> And so there'll be a just like anytime we create a local policy, there'll be a there'll be a worksheet where we meet, we go through, we decide how we want to do it. And yes, like Linda said, TASBY will have other districts they're working with. And so mostly each district will be using that same play sheet to make choices. All right. Well, that's coming up next month. Okay. >> Property and liability coverage. Is that you, Miss Julie? >> Yes. >> Y'all should have a paper. >> We

054can do We can go ahead and come back. >> Yeah. Yeah. We'll we'll come back to that. >> Okay. >> Go ahead. If you look in your f uh folder page, >> you do have a stapled handout looks like this. Two pages landscape. [clears throat] The first page is our property windstorm insurance renewal. So you'll see in the first column it shows our expiring policy for 2526 and the building contents and value. And then you'll see in the second co the next three are the options they've given us. Now the first column the renewal option number one that's pretty much what we have now except our name storm um deductible is at 5% instead of 7.5. He said that there was no premium [snorts] reduction if we took the 7.5 if you know we wanted

055that but the 5% would it was the same cost for either one. >> Um so that your deductible actually went down and you'll see our premium went down as well. >> And our content value went up. >> Yes. Our content value went up. >> It doesn't really matter though because it's 20 million per >> Exactly. I I don't get that. >> Um >> 500 million on there doesn't matter. >> Yeah, doesn't matter. Well, they said it does. I don't know how they figured in it, but he he said that does matter. The reason I say that is when we put phase two in, we had an increase. We had to pay a lot more money. So, when you look at this 820,000, we really paid more than that last year because they did hit us,

056I thought, pretty significantly on I'll have to look it up today. number, but >> and we didn't have we didn't have a choice because we taking occupancy of the building mid, you know, mid mid mid midway through. >> Yeah. And so then they also gave us options if we wanted to increase it to 25 million or 30 million. And you can see the difference in premiums down there on your total premiums. [snorts] >> Yeah, we're bringing this to you tonight. Again, it's not an action item tonight. It's a discussion item. uh it will be on next month's board agenda because I want to say March one is when it takes effect, right? So, we we need to have it approved uh in the February agenda or schedule a special meeting. >> And so, if y'all

057have any other options y'all want me to ask them on coverages, we we still have time to go back and and um ask them to give us different premiums or different >> What's your opinion? I I mean, >> I don't know if it's worth an extra $45,000 to get five extra million dollars worth of coverage. [snorts] I mean, I don't I mean, what's your opinion on that? >> Um, I I don't know. I don't know the choice. I mean, to me, when we built the new building, I thought over here, I would have said I would have increased it, right? But that that's my only concern is if you have more than one building, you have 20 million coverage and that's it. Um is is the difference in premium worth it? >> I I don't

058know. I mean, you're you're looking another $40,000 >> Exactly. >> So, you know, that's two salaries for it. Just you can go back and you know, we remember hurricanes that have come in. I take you back to Rockport when they had that damage is that um there was no way the insurance they had was going to pay. It wound up being a a a unified effort which required bond election. Uh it was a multiple thing to be able to get them because they just couldn't do it >> unless you were valued it for penny for penny. You >> yeah you just can't do it if it's severe. Right. uh the question I mean even so this won't even cover the roofs on the buildings. So that's your Are there anything y'all would like for me

059to go back and say what would this cost him lowering it to the them lowering it to 5% for your um deductible? That was the first thing I asked is what [snorts] was the savings and >> when they say 500k minimum that that we have to pay 500k minimum >> no matter what. So [snorts] >> yeah, >> the 5% would come in as if you had a total loss or on something and so you would be getting the whole 20 million. You would have to pay a 5% deductible on that. >> We talk about that because I mean we have a >> 5% on the damages. 5% of what? >> 5% of your damages. >> Yeah. So if your damage is a million dollars, you'd pay 5% of that. It's one of those things you

060buy and hope you don't have to use it. >> And then on the second page is our auto liability and renewal. You'll also see at the premiums that we paid last year to this year. Um it did go up um about $12,000. That was tied to our liability um our claims that we've had over the last year. Uh that was the increase. Most of it happened in our auto liability. So that was a claims. I think we had several fest accidents last year. So that ties to that. [snorts] And this will come up next month too. >> Yes, it comes up next month as well. Anybody [clears throat] got any questions, concerns, comments? We all love insurance. Okay, let's back up to accountability report. Getting ahead of myself. >> If you would click on the

061attachment 2025 RDA mask, >> Miss Jennifer. So, um, RDA, results driven accountability really is about monitoring performance for our special populations. So, there's, uh, three main groups that are evaluated through this system. That's your emergent bilingual, um, English language learners. Uh, other special populations includes your military connected, foster kids, and homeless kids. And then your special education. [clears throat] most of what they're um looking at is going to be about star scores. So, if you'll scroll to the next page um so you'll see uh different groups broken out. So, number one is about um students that are in a bilingual education program. We don't have a certified bilingual education program because we operate under a waiver because our teachers are not certified. So you'll see that actually in number three. So if you'll scroll up

062just a little bit um if we can see two and three. So two is our ESL students. That really is going to be just your um junior high sixth, seventh, and eighth graders. And then the ALP is the alternative um learning program that we have for those students um in kinder through fifth grade. That should be in a bilingual program. But again, since we do not have certified teachers, we have a waiver to provide an alternative program. Um, [clears throat] you'll see the first column they uh when they do RDA, they they break it up into performance level groups. So, the first one and it goes 0ero to four. And zero is good. Zero means you hit the goal that they have for you. And four means you're really, really off from the goal that

063the state has set. So [clears throat] the first column that says PL0 performance level zero is the goal that they want us to get to. They want 70% of our students that are in um an ESL program to pass the STAR math test. So that's what that first line is telling you. Um and passing for RDA is talking about um approaches. [cough and clears throat] So some of our accountability we do on meets but this is about approaches. So um [clears throat] you'll see looking at our ESL um scores which is mostly again our junior high. The far right column tells us our performance level. So we had 29.8% of our emergent bilingual students pass the math test. They wanted us to be at 70%. So we got in performance level three out of four.

064Okay. So we are not doing well. They're concerned about the performance of our English language learners on the STAR test. That's pretty consistent um throughout. Um you'll get to your number four is your EBS that are not served in a bilingual program or an ESL program. That's your kids that are um parent denials. Um, and they also look at at the years after reclassification. We don't have enough students in either one of those categories. Um, that's why you see the asterisks for um for them to to um show those. When [clears throat] we get all the way to the end, um they'll talk about um what our overall determination level is based on what how many performance levels we have. So again, our EB, we're at three out of four. A fair fairly concerned about

065that progress. When you get down to the bottom, um we have a determination level of two. Again, those can also go from one to four. [cough and clears throat] Determination level two tells us what um level of um support TEA is going to [clears throat] provide to us um for this. When you get up into three and four, that's when TEA meets with you every month and you have to turn in a plan and they meet with you every month to talk about how well you're following your plan to try to get better. Um, our EBS ended up at a level two. Level two means you still have to have a plan because you need to do better. Um, and you just we just keep it at the local level. If they ask for it,

066we would have it to present to them, but um, it's left up to local monitoring. Um, one of the things that Samantha and I brought in this year to help address this concern for our emergent bilingual students is um, seven steps to a language rich classroom. So, that's a training that we've brought to all five campuses to help um, all of your classroom teachers with strategies that can help um, students be more successful in the classroom and [clears throat] access the um, curriculum. Uh so we have ongoing training in that area and we're um continuing to collect data uh regarding that. So the other thing um our other special populations the second group is very small. There's not a lot of students. Um we don't get a lot of hits on that because we don't

067have a lot of military connected families or um you know foster and homeless students. So I'm going to skip down to the special education which is an ongoing thing. [clears throat] So again, um, and Cody, I'm on about page eight. >> Yes, sir. So again, the first the first, um, couple of I, um, indicators are all about passing STAR, but I'm just going to [clears throat] preview that with we do a really good job of exiting our kids that are able to be successful without support. So the students that are left in special ed are those students that really need they have a lot of needs. So it does not surprise me that we are um not at the states where the state thinks we should be. But we do but you know looking at

068at um supporting our kids on STAR is something that we're we're um you know we focus on frequently. [clears throat] The other so past the star sections going into page um 11 10 and 11 uh there's a couple of other indicators that they look at um for our sped programs. We have great graduation rates for our special ed kids. um hardly any dropouts. We do a great job once we to get them um to their post-secary goals. [clears throat] The next page is talking about basically about inclusion. Do we um give students opportunities to participate in other things outside of just a specialed classroom? And we do a good job of those. You can see um we have ones and zeros [clears throat] in those areas. And the last thing that they really look at

069is discipline. >> [clears throat] >> We we have some um that's been an ongoing issue for us um for a number of years to focus on the discipline of special ed um students especially African-Americans with their total disciplinary re um removal. So we look at significant disproportionality. It's a long complicated um equation to to figure out those statistics, but basically it means that our African-American special ed students are being removed from the classroom for either ISS, DAP, whatever, um at a much higher rate than other ethnicities. So, we've been doing a lot of work around that and and um putting a lot of attention on how do we support students without penalizing them. One [clears throat] of the things that's that's very difficult is when you have students that are um commit certain offenses, um

070we want them to be removed from the classroom. When you have kids that are fighting, they cannot stay in the classroom. So, you know, that's that's an ongoing issue that, you know, that we just can't do anything about. Um I will say though that this data is two years behind. So what we got graded on this year was actually discipline data from 2023. Um my uh estimation is that our discipline data from last year uh we will not have significant disproportionality. Um our two administrative groups did a great job um focusing on that and looking at strategies and ways that they could support students um so that our numbers have come down in that area. So, I anticipate that next year we will be in a good place with our discipline data. Knock on wood.

071Hoping. Um, so again, um, in all of our areas, we're at a determination level, too, which means that we are going to continue to work on continuous improvement. We're going to continue to plan and to bring things to staff to help them um know how to better support our students, but at this time we're not needing to turn in anything to tea or um or have tea visits. >> Any questions about it yet? >> Okay. >> So, the next part of this is what's called the taper report. uh which is the Texas academic performance report and we are required uh each year to place this on the agenda so that it can be reviewed. So uh it is a report item. You've seen this before. Uh Cody, if you click on the and we're doing

072the district one. That is it. So uh you've seen this format before. We've talked about uh Cody if you would go to page three. So I'm gonna start on page three and kind of walk you through here. Each year that we do this kind of give you the I point out some goods and bads and you know sometimes uh we find things that that make us look bad but then it turn around and the same data makes us look look good. So [snorts] Cody page three [laughter] decided there. So page three if you can see the first thing is that if you can sit on your computers >> the computer's being crazy. I don't like this touch pad. Go in a little bit more. There you go. That's fine. Good enough. So go up to

073the very top. There you go. Grade three. So you can see the top grade three to the left. the B the first nine below approaches there's your score at 2025. So just looking at it you can see that the state scored and third grade reading at the approaches level scored a 77%. You can see we scored at a 79%. Right? What do we have? Our board goals and superintendent goals were set up for the last few years to make the best third grade student we can. Right? So you would have to say our goal has always been we want to be at or above state average. So there you go. Looks good. Something remarkable, if you look right across that, you can see the uh you see a 75%, a 78%, and 79%. That's your

074testing percentage for your three major uh uh ethnic groups, African-Americans, Hispanics, and whites. Most of the time, you see huge discrepancies between those. You would have to say that you should feel pretty good about that. Um, if you'll skip down to third grade math, just down there, 2025, you can see that the state scored it approaches at a 71% level. You can see we're at a 75% level. [snorts] Good. Above state average, you look across, you see the 75%, the 72%, and 77%. Again, you should feel good that all your kids are being taught the same, right? They're all being held accountable to the same. Uh that that's a good thing, right? Something I'll point out to you, I've showed you that at the approaches level for third grade reading and math, if you go

075down to fourth grade reading, you can see that the states at an 81, we're at an 81. Nice. If you go to down again, fourth grade math, you'll see the state was at a 69 and we were at a 74. So when you look at is making a better third grade student showing right and so as you can if you'll go to the next page Cody page four let's I'll take you all the way to fifth grade math if you go to fifth grade math which is right there at the top you can see the state was at a 74 we're at a 65 and so we have again they were third graders years ago we got but we can't lose lose sight of that. All right. So, it kind of shows you it kind

076of shows you where I'm at. Anyway, just kind of show you. There's no way we can This is a, you know, a 50page report. There's no way we can do everything. There's so much data here. I just wanted to give you that so that you can kind of show you uh what you can do. Again, you can see uh it shows you 2024 and 2025. So, if you wanted to take the fourth grade and 2025, you could go back to third grade and 2024. We cross check a year, right, to see how things were going and how we're doing, seeing if our scores went up, did we improve, did the state improve as well, or did the state go down and we approved and and and we were opposite of the trend. So anyway, pages

077four, uh, five and six take you through that. Uh go to page six please want to give special attention at the bottom of page six uh you got English uh end of course English one uh you can see English course end of one this past year 2025 the state was at a 69 we were at a 63 uh if you go to the the meats level at 2025 state was at 49 we're at 38 the mast's level state was at 15 we were at seven u if [snorts] you drop down to English 2 202 2025 you can see states at 72 we're at 77 uh you can see at the meats level the state is at 55 and we're at 59 and if you go to the master's level there you see the state was

078at eight we're at nine so um anyway just kind kind of giving you some some information that you can use uh to keep pointing some things out to you. Cody, if you'll go to page 12. So page [clears throat] 12, this is a list and this first part is it's called school progress. It's annual growth by grade or subject. And what this is is the percentage of students that grew a year or more. Meaning if you went from third grade to fourth grade just to score the same, you have to grow a year. Does that make sense? So you have to grow a year from third grade to fourth grade. But if you grew at least a year andor possibly more, that's what this group that's what this student grows. So if you go to

079kind of highlights, it gives you the state uh and the district as well. So if you go to fourth grade math, you can see that this state 65% of the kids at the state level grew a year or more and CBISD 66% grew a year or more. And that shows you so I pointed out uh end of course English 2. If you go down to English core English 2, you can see that the state uh 65% of the kids grew a year or more in English 2 and CBISD and at Columbia High School 78% of the kids grew and so data sometimes does show you do do certain teachers make a difference? And this gives you the data to find that information. Right? You can't necessarily make a decision in the heat of the moment

080right around testing time. But now that you've separated ourselves and we're down the road, we can definitely have the data now to go back and look and see and are we paying attention to those things. Okay. Uh the bottom part of that takes you school progress, excellent learning by greater subject. This one's important because what this does, this identifies students who the year before did not meet, meaning they failed, right? And then this year they either got ex they either got approaches or better meets or masters. So they passed, right? So did not pass to pass. And so if it takes you through that, you can see at the fourth grade level again page. Huh? What page? >> We're on page 12. Bottom of page 12. the the little grade area across the bottom of

081that >> that very bottom. So you see fourth grade ELA reading 2025 40% uh at the state level and 40% of the kids who failed of the kids who failed 40% pass at least pass the next year right this year CBISD we exceeded that at 44%. And so if you if you walk down um >> is that 40% of third graders that failed. >> Third grade pass third grade third grade failed move to fourth grade >> and then they passed >> right. So of that group that failed 44% passed right [snorts] made growth right? So it kind of shows you are we following state trends right? These are things that that we right up above the campus. We look at that. Data tells you a story of of what's going on, right? We're we're a

082year away or from this data is actually showing you two years away at third grade level, right? Because that kid was in third grade when he fell. This is so when he passed in fourth grade, the kid's in fifth grade now. So, but he's in fifth grade. We're looking all the way back to his third grade year, right? So, we're two years removed and we're looking at data, right? And now you have to fill in the blanks of what does that what is that telling you? And so one of the things you can do C code is if you'll move to page 13 that that chart continues and go down to end of course English 2 and you can see that at the state level in English course 29% of the kids who failed English

083one moving up passed but in CBISD 52%. >> Yeah. English one's look at English one. So yeah. >> Yeah. That tells you a story. All right. That tells you a story of what's happened at English too. Right. That is the data. All right. Uh if you'll move to page 24 [snorts] find this interested. We uh the state has many different c criteria that they call college ready. And so we're looking at annual graduates. And if you'll notice along the side doesn't say uh 2425, it's 23 24 because we're two years behind uh the matrix when it comes to the way this happens. Uh if you'll remember us talking about college new career readiness and them changing the standards why the accountability lawsuit is because the data was already submitted and they were changing the rules

084and you had no way to go back and do anything about it. So anyway, look at college readiness. And so 2023 2024, the state showing that 70% of the by the criteria the state used it, 70% of the students in the state were college ready, but yet they're showing in CBISD that 34.7 were ready. Don't believe that. It's the criteria below. Right? >> [snorts] >> So >> you're looking at right, you're looking at TSI graduates. And then the next one you have down under TSI is the ABIV. That's uh we don't do that. We don't run that program. We're all in in dual credit. And so you can see that when that's a when that's a judgment criteria, we don't we don't stack up good in that criteria because we go all in with dual

085credit, right? We're not at an advanced placement school. Um, if you'll drop down dual credit, dual course credits in any subject, annual graduates, you'll see that 25.1 of the students in the state get that. But yet the graduating class 27.7 at Columbia High School. [clears throat] So our kids aren't college ready, but we take more dual credit >> than the state average. So that's why I'm saying that's why I'm showing you you have to know what the data and how how what it's looking like because you wouldn't think looking at the top number that that bottom number would be that right. Um >> you would think dual credit would help them be college ready. >> You're right. But it's how you do it. >> There's rules to it. >> Just because you take a dual

086credit class doesn't mean you're college ready. >> There's rules to it. >> Yeah. That's what I'm saying. You don't see the rules. the rules are hidden and when you read it you go that don't make sense and that's what we say right I'm just showing you that the data that you're talking about shows that only 34% but yet our kids take more dual credit than than kids in the state uh interesting uh so keeping on go to the bottom of page 24 [cough and clears throat] I want to show you this one right there at the very bottom career military readiness graduates the state 38.1, CBISD 65.3. So if you go all the way back to the top, you wouldn't think all of a sudden that the points are turning a different way, right? >>

087and that's the one that really counts. >> That one's the really that because [clears throat] that's calculated straight into your accountability. The other one's not so much. That one is >> right. So keep going down right there. So now we're on page, what is this? page uh 25. So right there at the top uh approved industrybased certifications annual graduates the state 34.9 CBISD 58.4 four. >> Right. So, >> they've changed it. >> Yeah. Right. >> That'll be going. >> The rules have changed, right? Again, the rules have changed. >> Good at it. >> Yeah. Yeah. >> They make it harder. >> Yeah. So, the other one at the bottom. So, you know things that look at and so some things tell you about your community, right? So, look at the very bottom. US armed forces

088enlistment annual graduates. the state 0.7 to be honest 3%. I'm just saying there are some things that tell you about the values of your community, right? So anyway, just I wanted to show you those things. Uh couple other things. Uh go to page 28. [snorts and laughter] >> [clears throat] >> So, let's go all the way back to talking about that 34% college ready graduates, right? So, if you look towards the bottom, you see graduates enrolled in Texas Institutions of Higher Education and it shows you the 2022 graduating class. Okay, so the what this happens is TEA has a way to go back and follow our kids wherever they go. Okay. So, this is not something we've done. This is something that they followed the class of 22 out. And you can see that the

089state averaged of en that that that enrolled in, right? Not completed but enrolled in. You can see that the state was 47.6. We were 59.4. Right? Don't know whether they completed or not, but we have evidence that they did. Right? We started them off. We don't know what happened after that, but we have said forever that in this district on an average 50% of our graduating class goes to some type of college. Of that 50% 50% goes to Brassesville College. And the data is pretty close to that. And again, that shows you that that 50% of a yearly class of graduates going to college. It fluctuates, right? Maybe one year 60, one year 40, but it it it stays there. >> What makes up an economically disadvantaged? Why are they I mean that's a pretty

090good percentage right there. >> Um what is what do they consider economically disadvantaged? >> Again, it would be free and reduced lunch. >> Okay. So, uh, if you go to page 29, Cody, so 29, that of last year's graduating class or of all the students in CBISD, that's your lay of the land, right? Tells you how many kids, your total pupil projections, how many you had in each grade level. uh [snorts] uh shows you at the towards the bottom it shows your your ethnic distribution breakdown [clears throat] right um so you can see under ethnic distribution you can see that somebody asked you what's the breakdown of CBISD you can see we're 56% white were 33% Hispanic and 6% African-American that's your data >> [snorts] >> other student cohorts at the bottom. If somebody had

091you, Miss Reed just asked how many what is the percentage of academic or of economically disadvantaged students in CBISD? Almost 64% total. That's of last Yeah. of of of last year, right? [snorts] Anyway, um [cough] [snorts] if you turn to page uh 30 to be the next page, um you're looking at um the middle students by instructional program. Right there in the middle, you can see the first one I'll highlight to you. It says career and technology education nine grades 9 through 12 only. 84.7 of our kids at grade 9 through 12 are involved in career and technology education. Drop down special education what Jennifer was just talking about. You can see that 18.5 [clears throat] 18.5% of our kids in CBISD are special education at this time. [clears throat] Uh page 31. Uh that's

092retention by grades. Go down to the bottom coding right there. class sizes. Somebody wants to ask you what does the overall data that was submitted by themes tell you about CBISD. It would tell you that in kindergarten the average size class was 19.8, grade 1 21.2, grade 2 20.1, grade D 18.3, grade four 21.1, grade five 20.8, 8, grade 6, 18, and then at the secondary level of what what those are. Not that's not every teacher, but that's the district statistics based on the teachers that you turn in that we turn in and what they teach and how they teach versus the kids through PES as well. All right. Now again, if somebody if if if a if if a principal chooses to not put an English teacher in a certain class and give them

093this and give them that, they're in pens as an English teacher, right? So there there could be some things that individual principles make a decision to do that could could cause the data to be distorted, but this is what the PES gives you. [snorts] Uh page 32 gives you our staff information last year. Tells you how many staff we had, number of teachers, professional support, uh school leadership with beach campus administration, central administration, auxiliary staff and so forth. Very bottom it tells you teachers by experience. >> [snorts] >> Uh, one of the things I'd like to highlight here is if you look at teachers by experience, you look at beginning teachers, they're 1 through 5, 6 through 10, 11 through 20, 21 through 30, and over 30. If you'll notice, the bulk is 6 to

09420. That's solid. Several years ago, if you may remember looking at this and it was all of them were 21 to 30 and zero to five. So that's a that that's a that's a shift. That's a that's a good thing, right? So when you look at this, that that's a good thing. That's your strengths. [snorts] Um, page 33, uh, kind of shows you experience with your administrative staff, teaching salaries, >> [clears throat] >> uh, averages, uh, uh, and so forth. So, lot of information. Just wanted to take you through the district point some highs and lows and then also attached we do have the taper reports for each individual campus uh that you could take and do that as well. So what we just gave you was the composite for the day. >> Y a

095lot of >> it is. >> It's good though. I mean it's every question you have is >> somewhere in this report. Does anybody have a question? All right. Um, in the right order, it's the quarterly investment report. >> Okay. So, starting back in July, our our interest rates we were were earning were anywhere from 5.3 to, you know, 4.3, and they've dropped now to about 3.8. Um the highest one Texas class which we have the majority of our money in is is 3.9. So um we we are on schedule to meet our what we budgeted for um interest income. Um I think we're about 6,000 off right now. So we'll we'll go over budget [clears throat] on our revenue. But you can see it's going down about where we have our money about $10,000 and

096our biggest one from the beginning of the year the interest that we're not not we're not getting the 2% that that's what it equates to. >> [cough] >> So right now for the year we have a total of 565,000 in investment income with about 261 being in the bond. >> Any questions? >> Most likely the interest rates are probably going to still go down. So we're going to lose over time we'll lose more revenue. Correct. >> I mean, that's prediction looking like, >> right? That's why I was showing the difference in some of these. We're anywhere from 5 to 10,000 a month decreasing, but we're still, like I said, we'll still be over budget this year. What we budgeted, it'll just be when we do the budget, we'll have to show a decrease of what

097we usually get. Anybody have any questions? Is everybody still awake? [laughter] >> All right. Financial report [cough] that's also in in your your packet. Um it shows on the actual deposit right now that that in revenue we're about 36% um that we've actually collected in our revenue. Um we're running about about the same as we were last year. We're running a little little higher [clears throat] in what we're getting on our local sources and a little lower on our state. So, uh it pretty much evens out. Um including our TRS on behalf isn't including here. We're at about 48% of our budget and we're we've gone past we're right over 50% in the year. So, we're we're about 2% under budget. for [clears throat] our expenses. >> All right, one more time. 2% over budget

098>> under >> on our general fund expenses. Any questions? >> Anybody have a question? >> I have too many numbers in my head. >> Right. All right, we'll go to the bond update. >> So, things are coming to a close at high school. We're actually finished. We're into the warranty work at Columbia High School. So, we're done. Few issues to take care of. Uh push gates, some keys, that kind of stuff. So, we're doing pretty good there. Uh we have moved on to uh the A barn. [clears throat] So, a barn is progressing. Um, so if you'll remember in that budget that we approved, the $2.5 million, it did have some contingency allowance money, uh, the f the first thing that's happened is when we there were drilling of 40 peers underneath that slab. And

099so when they drilled the first two piers and they took the drill out, the holes collapsed because of the water intrusion. And so we were able to spend about another $40,000 to add what's called slurry. It's kind of just a thick mud concrete to it that was able to allow them to get those poured. And so we're fine. We're still under budget. Contingency money was there for specifically that reason. Uh the engineers were stunned because and Greg and I were having this conversation earlier. uh when they drilled the test holes that deep in June, everything was fine and it's just the water tables and I was telling him if y'all remember those of you on the board many years ago when we did the turf in the track and we had to resurface uh redo

100the track and mill the asphalt, we run into the same water intrusion where we wound up dealing two-foot test holes all the way around lane one and all the ones at the southern end filled with water and all the ones on the north end were dry. And so we wound in putting in a French drain all the way around lane one to solve that problem. It was that same thing. Nobody could tell us why the water level was like that. And it's the same thing with peaks. So anyway, it's getting built fine. We had the money was budgeted appropriately and we're moving on. So we're doing good out there. [snorts] >> Looks good. All right. [snorts] Texas Incentive Aotment Report. >> All right. So, we went into TI what was called TIA, if you'll remember,

101Texas teacher incentive aotment. Um, we talked about this and and one of the things is that this was a way to pay our teachers that are doing a really good job and allow them to earn more money, right? that it's a basically it's a reward by the state. So anyway, so Wendy, Sam, and Jennifer are going to uh kind of just want you to know where we're at in this process. Okay. >> So at this point, um we collected data. Last year was our data capture year. So we collected data on uh teacher observations, they're teaching in the classroom, and student outcomes, student growth measures. Uh put that all in this huge spreadsheet. We turned it in to tea. They have a uh data analysis process that they go through um that apparently is so

102in-depth it takes them like eight months to do it. So we've turned in our part. They will tell us sometime in April if they approve the teachers that we put forth. Um as we think they did a great job based on the data that we have. Um we do have a you know we do have teachers that we're hoping to get some money. Um we're just waiting again on that final approval from PEA [snorts] on our data. Um if when they give us that final approval in April that we're expecting, um the teachers that are identified will get a two payouts. Um the half of the money in May and half of the money in August. We are required by law to give them all of the money that they're due by August 31st. So

103we will have that. Um, in the meantime, we are uh busy collecting data again this year because we hope to have some more people to be able to um submit for the following year. And uh in addition, we are working on um an expansion application to bring that make that uh opportunity available to some additional teachers in our district. >> Right now it's it's math and ELA, math and English reading >> and and classroom, you know, classroom teachers only, >> right? kinder or tested at well kindergarten through grade 10 English too. So but anyway state we don't control the analysis they look at the data statewide the money available they decide at what level you earn money how much you earn and so we'll be hopefully notified of that in April and hopefully we have

104some that will be receiving that. Did you have to go through this process every year? >> Yes. >> And you'll nominate the same. >> So um so the teacher if they if our for the teachers that get approved this year, they will have their designation for five years on their teaching certificate. There are um this year there were three levels that they could get. Next year there will be four um that the state has identified recognized I can't even remember acknowledged >> acknowledged uh masters and exemplary or vice versa four four different designations four levels each come with different amounts of money um so every year a teacher can um be put forth to go up a level like if their growth increases the following level then we can put them forward for a new

105design a new higher designation Those teachers then at the top they keep that for five years and then um that fourth year we can um submit them for another five years. >> But we pay >> we submit data every year. I'm sorry. >> Get the one payout. >> Uh no they would get it every year. >> Oh okay. >> Every year for the five years. >> Yes ma'am. >> Is there a limit on how many you could recommend? >> No ma'am. So, >> no, but that is that is part of the um things that they look at in the data analysis. So, if you submitted all of your teachers, they would like >> what's going on over there? >> Yeah. >> We think they're all great. >> We do. >> Yes, ma'am. >> Were you

106gonna say something? >> No, I was just I was just going to say we picked the designated levels, >> right? And so if you're in that level, >> you're part of my group. [snorts] And so meaning we're gathering data on you. >> There's some kind of >> you can't say. So the the English for the English for math, excuse me, the grade four math teacher can't say, I don't want to do this. >> Correct. >> We're doing it. You're doing it. We're submitting. You're you're you're Because we use math we use map testing. >> Yes. >> Uh that that we've talked about. That's our growth model that we do. It's not related to star and so u anyway that teacher can't say no I'm not going to do math testing with my kids. It's you

107are doing that testing with our kids. So >> at some point can all I mean at some point if you nominate different people I mean in four years you'll not have three opportunities to nominate or four to add people to this? >> Yes, you can. Um, it is a um I mean it's a fairly high standard >> to um well, there's a range of standards. So, while we identify our locally designated system, meaning we set our cut score, we want you to have 80% of the available points before we'll um recommend you. The state has established um performance standards. We don't have to use those, but we use those as a guideline. So, um, and when they set theirs, they looked at across the state, what is the top 5%, what is the top 10%,

108what's the top 25%, and what's the top 50%. And that's basically where they set their levels based on, you know, the data that we have across the state. Now, um, they have said they don't expect that we submit fif just look at our top 50% of our teachers. that's that's not the deal. But what they want to do is recognize the top 50% of teacher performing teachers across the state. >> So um you can't have the top 50% if you don't have a bottom 50%. >> Yeah. >> And then once they the states received our information, they then decide who's at what level. >> No, we we set the levels. We said, you know, we want everybody that gets 80 out of our 100 points, we're saying is this level. Everybody that got 75 points

109is this level. And everybody that got 65 points is at this level. What the state does is looks at our um they have like a 20 points that they look at a data validation. Does our system make sense? Is it close to the state performance standards? if it's really far away. Like if we said if we only expect you [clears throat] to get 20 points, then they're not going to validate our system. >> But um so we don't have to match it, but we have to be, you know, in the ballpark. But but our system is a yes or no. Yes, your system looks good and so all the teachers we've identified will get money or no, you're there's something wrong with your system. Y'all don't know what you're doing. you know, um they do

110give us an opportunity to go back um if if we don't make the initial cut to say, "This part looked kind of wonky. Are you sure this is what you meant to say?" And we do have a little bit of leeway to go back and say, "Oh, yeah, that was just a typo." You know, let me fix that. Um and then we could potentially get a yes from that point. because they really do want to give teachers the money, but they also want to make sure that that it is um rewarding those that are performing high. >> Maybe this will be right and good. >> I I think it will. I think it has a lot of potential and I'm I'm really excited that we have um I feel like a good number of teachers

111for our first um submission that that we hope can get some money. >> Anybody else have any questions? [snorts] Yeah. No. Yes. So, we're getting >> I'm sorry. I'm trying to wrap my head around that whole the whole thing you just said. >> We're partially getting graded on not necessarily the teachers, but on our system of grading teachers. >> Yes. >> It has to be. >> So, why are we not just why aren't they telling us >> what system to use to grade the teachers on? >> Yeah. Yeah. >> Then you're not grading [snorts] I don't So let me help you with part let me help you with part of it. So [cough and clears throat] campus administrators you know we have our evaluation system for contracts. >> Okay and this is one of the

112things we talked about when we did it. This TI system is are you evaluating what's happening in the classroom and are you accurately evaluating the statistics and the improvement that's shown by the kids. Right. Two tracks. Oh, Miss Reed, I love you. You do a great job in the classroom, but yet Miss Reed has not very good third grade math scores. >> And so this is >> I wouldn't, >> right? [laughter] But this is that does everything show is the whole system really accurately predicting the outcomes of the students >> at our level or the state? I I would say also that um the state specifically designed it to give some elements of local control because they will say, you know, everybody is a little bit different and what what makes for a good teacher

113in your district may not be what Angleton is looking for for a good teacher. So they to me this was like a compromise between um giving you some local control to identify what's appropriate and what's what shows good growth in your district but yet still holding you to a minimum standard. >> Right. >> Does that make sense? >> Yes ma'am. >> Okay. Thank you. But >> if if our if our evaluations of our teachers don't equal >> or the evaluations ride here but the student data is there, we get thrown out. >> Outliers, >> right? Right. And so as you can see looking at data that's not star, this was one of our thing. Number one, we want to pay our teachers are doing a really good job more. But this system you can't just

114say the teacher's good. >> The data has got to prove and right and so that's what we want. Are we doing accurate evaluations and do we actually >> right in our district? >> You might have said this and I might have missed it but who who performs the evaluations? >> The campus administrators >> you Miller >> campus principles campus principles only. >> Okay. >> Campus principles evaluate theirs. That's just part of the whole thing. It's one piece of the puzzle. >> But if it's not right, >> and it's the same evaluation that they've been doing on their teachers for the last 10 years. >> It's the the test. >> This goes back into that. This goes back into that. Do do we want to try to get better? >> Right. We're going we're doing everything

115we can to pay our good teachers more and to do better as a school district, >> right? And that's the idea. >> And we do calibration walks and have talks about, matter of fact, we have one scheduled tomorrow to go and we talk about what we're seeing and if we're really far off, why are we far off from what I saw versus what maybe Jeff saw or whatever and we have good discussions about it and I think it's helped Anybody [clears throat] else have a question? [snorts] >> All right. District of innovation and board teacher certification plan report. >> The last report. I said tonight was a lot of reports, right? If you'll look in your folder, we have a staple uh packet. The first of it uh at the very top it says uh

116delay of teacher certification requirements. So again, we talked about this last month. Uh we have to by this will be on the February agenda for you to approve a plan, right? And so this is the actual what has to happen. We have to identify the number of uncertified individuals. We have to ind indicate the total number of new uncertified teachers that have hired on average of which I've we've shared that information with you. Uh we have to identify at least one educator prep program where we have our own RAP program internship that we're doing. So we're good there. Uh we have to obtain approval from the district board of trustees to delay teacher certification requirements until the beginning [clears throat] of the 2930 school year. And then we have to include the confirmation of the

117date um in our application to the commissioner of education of when the board approved that plan. Right. And so um what we're looking at doing right now is Wendy's gone in and Cody, if you'll click on uh that plan uh and and click through it until you find a highlighted area. We're taking our DOI plan and for right now adding that to it. as you can see. Um, long story short, we're going to continue with the DI DOI process. Um, [clears throat] then, uh, what we're going to do is in those areas that are affected, uh, by by this bill is that we're going to look to fill those jobs. And so, even if we have a DOI that the plan allows to to go to 2930, in the meantime, we're still going to try.

118So, if we have a DOI in fourth grade math, like right now, we're going to post that job and try to find a certified teacher, right? We're still going to try to fill those jobs. We're going to not not post them, but we're going to fill them with a certified person if we can. Uh, again, do people in a DOI have a non-chapter 21 contract, right? So, they don't have those appallet rights. As long as we meet the deadlines, we can that. The problem is is that if it's after cont, we have when it comes to contract season, we have decisions to make and once we give somebody a contract, they're locked in. And so that's that we're going to try to do it. It's it's like right now we're kind of just we don't

119post unless we have an opening, somebody resigns. In this situation, we would still try to fill a find certified applicants for the positions that are required uh under this bill. Um so anyway, that's kind of the plan. Um so there's not, you know, we have to post the plan, but there's not really anything to post. It's everything in the application that we sent to the commissioner, right? >> [clears throat] >> And so kind of what we thought is we would just take the district of innovation add this to it. Right? So u again uh on the second page I've I've of that document I I gave you one of the headlines out of the Texas Tribune today. Uh just this was out of the Colleen paper. In Texas the number of uncertified teachers had surged

120to 52% of new hires. So this past year in the state of Texas, 52% of the new hires in education. So, and that's what I'm getting at is that, you know, we talked about way we still have to have an adult in the classroom and what's best for that. And the way you go about it is that just simply saying you got to meet this rule is not going to solve the certification problem. it looks great, but the rubber meets the road when you really have to put somebody in the classroom with the kids and then what your process is. So, I I know it it sounds like we're skirting and maybe not playing right. We're trying to from the bottom up, we're trying to make sure that we have the most qualified individual we

121can in there. And we're trying to hold oursel to a higher standard than just finding a sub. So, Again, [snorts] it's not an action item tonight. Uh, long story short, the question is, you know, are you willing to allow CBISD to have that grace between between till the 29:30 school year and us work to fill those jobs if we possibly can. [clears throat] Again, knowing that even before this, we had started our own WAP program and Wendy's running that. I want to say how many people we have? >> 29. So, we have 29 people in our RAP pipeline. We're trying everything we can to to get them. So, with that, that's really all I have for you. Um, you know, the question is whether you 29 trying to push to get certified. Is that what

122you're trying to encourage? >> They still have to go through stages. So, they have to meet each on-ramp. So, in on ramp four, the only ones that could even potentially qualify next year for teaching certifications, we have nine, >> we still have some that have not taken their certification that are in our >> other teachers as well. >> Yeah, >> we might need that time. We'll have to think about that. So that'll be on next month's agenda. >> Be on next month's agenda. >> Okay. >> You may have a question about that. >> May have some questions about the DOI. Do you understand all that, Greg? The district of innovation program >> that has to do with the uh kind of like non-certified teachers. Greg. So, as an example, some uh the the young man

123who teaches teaches financial literacy classes, the money matters class at the high school, doesn't have a business certification from the state of Texas, but he has a a bachelor's and master's degree and it was a worked in the public sector in investments and is teaching that class for us, right? would be much like we used to have a used to have a chemistry teacher uh teaching chemistry at Columbia High School who was a chemist at DAO for 30 years and had like 50 patents to her name but didn't have certification from the state of Texas. Right. >> And then the DOI allows us to hire those people. >> Right. And so one of the plans is when they come and Wendy presents them to you when we come into executive session we present them from

124hiring that is or contracts renewed or however it's always listed that person's a DOI hire >> and that was part of our plan that the board before you took any personnel actions you would know if this person didn't have that state certification and you could ask any questions about what qualifies them for this position. >> [snorts] >> All right, we're moving on to the action items. So, elections coming up. The first item is to call the trustes election and matters pertaining there too. Do we have keeps going asleep? will be May 2nd. >> Give us some information, Julie. Just >> May 2nd is the election. We have positions five, six, and seven up for reelection. That's Mr. Brousar, Miss Heer, and Miss Cotch. >> All right. So, we've got the resolution in our board uh

125agenda there. We would need a motion. to call the election. >> All right, Ray's going to make a motion. Do I have a second? >> Second by Greg. All in favor? [snorts] >> Was there any discussion [clears throat] about that? >> Yes. >> Yeah. >> Sorry, James. I apologize. >> I'm sorry. No. Um, I have something to say. Uh uh first of all uh it's been an honor uh serving uh as your trustee for the past six years. Um however at this time I I won't seek re reelection for my third term. Uh have plans of moving to the city. um my mom um is diagnosed with dementia and so therefore I'm going uh back to the city to uh become a primary caretaker. Um also I would like to say um thank you all.

126Uh it's been a great ride. I'm extremely u proud of all of you. Uh we've come a long way in roughly 2200 days. uh uh 2200 days ago uh our district looked totally totally different. Um I'm pleased with everything that that has taken place since then. Um not just talking about the the bond, but the things that uh [clears throat] as a board uh as an administration, what we've accomplished in those 2200 days. Um, I walk away. Uh, I'm not leaving today, but I'm going to fulfill my term. But, uh, I I'm extremely proud and it's something that I'll cherish for, uh, for a lifetime on on, u being part of this family. when I first got here, um had some hard knots and and one of the things that I will take away from

127this is is um Steve used to always say about taking care of his own and and when I first got here kind of really didn't understand it and I was like, "Oh, we outside outside." But uh the more more I stayed here, I I I learned the importance of what it means to take care of family. And whenever I see a student that comes back to this school, we reimplement them into this system uh from transitioning to a student to an adult to a teacher. Um those things start to really resonate with me and I and uh I I've seen a lot of that. Uh I'm extremely proud to have worked with all of my colleagues here. We've learned a I've learned a lot. Um, and it's something that I'll take away from this and

128I I feel great about it and I want to thank you all and I want to thank you all and I want to thank the community for giving me this opportunity. >> Thank you. >> That's some good input. We appreciate all you especially the safety and all the expertise you've had in that. I know you've been a big help and all that and we'll [clears throat] appreciate you >> the time and I'm still here. My kids are still I'm a rough neck. My kids are still rough necks. I've graduated a rough neck from here. Got two more to graduate from here. So, I'm stuck. Um you'll still you'll you'll still see me every Christmas. Uh uh the charitable donations, you'll still see those. And u I'll be uh active in some way with the athletics

129uh support and things like that. So, you know, I'm not >> I'll always give you your five minutes on the other side of that. [laughter] anytime. >> Thank you, James. >> Yes, ma'am. >> All right. >> There's just Sorry, Jennifer. One correction. >> Says that it's the offices of Ray and Jonathan on the resolution. >> What? >> On the resolution. >> Oh, that's me. >> Oh, sorry. >> Sorry. Sorry. >> This one wasn't me. Thank goodness. [laughter] >> So, as amended. >> Yeah, as amended. What part of that Vicky? >> It's uh the very >> the first where >> whereas the term of office of braces and position three and Jonathan Champagne. >> Okay. >> Yeah. See that June? >> Okay. All right. So that's approved as amended Jennifer. Thank you. All right. And we'll

130move to the book list. We've all done this a few times now, so entertain a motion if we need to. Go ahead. >> I was just going to say same processes as the other campuses. Follow that process all the way through. So [clears throat] >> make a motion to approve the Columbia High. >> Motion by Jackie, a second by James. >> Any discussion? All right. All in favor say I. I. >> Anybody opposed? Carries. >> Consider the secondary academic program. We're probably going to need some information on that. >> Uh this time I don't think we have any changes. Do we Mr. Miller? >> Actually, this I was going to say in all my time this is the only year. >> So on the Columbia High School course listings, there is actually two changes. One

131of them is simply just a renaming that the state has renamed. Um so on your you should have two highlighted but one is under social studies and miss heaper you are a s vision you saw this vision a long time ago. It's something we've been doing for a while but house bill 27 was passed this session which [clears throat] which stated that starting with the class the freshman class of 2026. So the incoming freshman next year will be required to take a class called personal financial literacy which will replace economics as the second half of their senior social studies core. So it's four years down the road or three and a half year about four years down the road but we're going to go ahead and get it on the books now since the law

132passed. Otherwise we'll probably forget about it between now and then. >> Get it on we're getting >> changing the curriculum on the course too or not? No, the curriculum hasn't been written yet. >> Ah, good. >> Yeah, it's a brand new CLA course. TA is still working on resources. Years ago, we we uh we used to offer uh speech and health, which we still do as a local local requirement. Miss Heer thought it was important that we uh put a uh financial literacy course in there. So, we did use the CTE money matters course to fill that need and that's pretty been pretty successful for us. I know the things that are taught in Yeah. still be an option. >> It'll still be an option um because it covers a program of study which financial

133literacy is a social studies school. So they basically teach the same things but technically that's not a bad thing, right? When it comes to money and learn how to to adult, right? Then the only other change on the high school level is the old BIM class, BIM one, BIM 2 that we've offered for years. It's been a local graduation requirement because we think computers are important. Uh the states changed that to foundation of business communications and technology technologies [snorts] sorry one and two that's the only curriculum changes at the high school. Um one curriculum change at the junior high that they're asking you to approve is last year you know Cody's down at the uh junior high teaching um the principal's class. What's the exact name of it? Cody off top you remember? >> Well

134no principles of technology technology. >> Yeah business. Yeah. And so that's with the seventh graders. So the idea is we want to continue that on with the eighth graders. So they've requested that you add fundamentals of computer science uh which is a level one course in that program of study and that informationational technology program of stu study which will allow them when they get to the high school to jump into computer science one and uh with Cody which will be a CT class weighted funding but also count as a foreign language. Those are the only additions >> on the fundamental of computer science. It says grades 9 to 12. Is that right? >> For which one? >> For the fundamental of computer science at the junior high. >> We can drop it down. >> I

135was just wondering I mean [snorts] >> it's not specifically tied to 9 through 12. We can >> which we've done already done that with foundations of education. Uh uh foundation or principles of audiovisisual foundation. >> The question was are they getting high school credit for it? >> Yes. Is that what you're asking? >> That's why. >> Yes, they are getting high school credit for it. >> Okay. >> And that's in place of a foreign language. >> Did you say not junior high? >> I mean at high school though. >> So that program of study, >> it's a program of study meaning it's four classes for three or more credits. It's informationational technology. So they're taking the uh principal course in seventh grade. They're going to take another class in that program of study >> in

136eighth grade. >> Then they're going to get to the high school and then they'll it'll feed into Cody's computer science one, computer science 2. Those classes count as foreign language. >> That's what that's what >> not at the junior high but at the high school. >> High school and then if they get through that they'll be completers. So >> maybe not. They'll need a level three class. [snorts] >> We put them in Anybody have any questions? Okay, we'll need a motion to consider the secondary academic program. >> Make a motion to accept it. >> Motion by Janna. Second. >> Ray. >> All in favor say I. >> Any opposed? >> Okay. Then we come to the action items, our consent agenda. Would anybody like to have anything pulled? There's the minutes from the public hearing

137and the regular meeting and then the budget amendments and donations, the board resolution supporting JJ A juvenile justice justice grant for CIS and then approve the re resolution for Texas public school week. Anybody want anything pulled out of there to discuss? All right, then we'll need a Motion to accept consent agenda makes the motion. Greg seconds it. All approve. I mean all in favor say I. >> I. >> All opposed. None. >> All right. That leads us to close session. So we'll go into close session pursuit