001Okay, at 6 o'clock, we're going to go ahead and call our meeting to order. Before we stand, I'd like to introduce Pastor Greg Smith from Rosoria First Baptist Church, and he's going to lead us in our invocation. All right, I invite you to join me in prayer tonight. Let's pray. Father, we pause before you tonight to acknowledge that you are God and Father, we thank you for your grace and love that you poured out upon us. Thank you for this country, this community people, Lord, that you give us the privilege to serve here. I pray your blessings tonight and your wisdom and grace upon each one. We admit that we are all human and we fail and we don't always think right and so we need your wisdom and your understanding. I pray for each
002one of these uh board members, Lord, that you would be with them as they make these deliberations and and as they make their decisions. bless the the the teachers and all of those who served in this district. Bless their families and thank you for their service. And Father, for each one of the children that come each day to learn and understand, Lord, we pray, God, your blessing upon them and their families. And thank you, God, for what all of this stands for. Help us tonight as we take care of the business of this district. Again, bless each one and may your peace and grace reign here. And it's in the name of Jesus that we pray and ask this. >> Amen. >> Thank you, sir. >> Would you join me in the pledge? >> I
003pledge 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. >> I honor the Texas flag. I pledge allegiance to thee, Texas, one state under God, one and indivisible. >> Thank you. You may be seated. >> Okay, we're going to go right into recognition. >> So, tonight uh we have do have some 226 award members. Tonight's awards uh will be our uh pay for performance and distinction and uh certification awards. So, uh, what we're going to do is call them up by campus. And so, we're going to ask the we'll do the teacher awards first. And so, we'll ask the campus principles to introduce the the awardees. Uh, tell us what they teach and then indicate
004the amount uh that they will be receiving. They will be receiving the amounts on their November the 25th paycheck, which is a couple of days away. uh please be aware that it will be included. It is TRS eligible so it count but you also have to pay taxes on it. So so but uh anyway so Miss Tho who would you like to start with? >> Galloway is going to start first with >> Barl Elementary. And so after we're done by campus if you would stay here so we can get a picture group picture. >> Okay. All of my people are going to love me but I'm always the chosen one to go first. All right. So, first we have Britney Gillenfeld. She teaches fourth grade math for us at Barrow and she is receiving around
005$400. [applause] Thank you, ma'am. Next, we have Amanda Forester. She teaches third grade math for us and she is receiving $1,400. Next we have Victoria Miller. She teaches third grade reading for us at Bau and she is receiving $1,987. [applause] We have Ashley Sin. She teaches fourth grade reading for us and she is receiving $1,650. [applause] And then last but certainly not least, we have Missy Kelly. She teaches fourth grade reading for us and she is receiving $2,250. [applause and cheering] >> To add that every staff member at Barrow Elementary is receiving additional money for a distinction in postsecary readiness and we are very proud of that. SO >> Y [applause] >> CONGRATULATIONS. All right, Miss Bolton. Thank you everyone. It's my honor to present my uh teachers tonight. You know teachers work really really
006hard and very often do they see any kind of fruits of those labors in a monetary fashion. So it is very nice to be able to recognize these teachers and actually give them something. So thank you guys for that. We really appreciate recognizing them with this reward. First up in my h my school I have Miss Melissa Raone. Last year for the star score, she taught third grade reading, but she's currently doing fifth grade science and killing it. She is receiving $780. [applause] Next up, we have Miss Paige Ham. [applause] She is a third grade reading teacher at WC and she will be receiving $360. >> [applause] >> That was her first year teaching too, I might add. [laughter] Miss Jennifer Webb. [applause] Miss Webb is also a third grade reading teacher and she will
007be receiving $780. [applause] >> Then we have Miss Kelly Blinker. Kelly [applause] is a fourth grade reading teacher at West Columbia Elementary School and she's receiving $1,140. [applause] Then we have Miss Louisa, Miss Kellya. [applause] Miss Louis is a third grade math teacher at WCE and she will be receiving $1,085. >> [applause] >> Then Mrs. Williams. Miss Williams is also a third grade math teacher at WC and she will be receiving $770. [applause] Then Miss Trible. Miss Trible is a fourth grade math teacher at WC and she will be receiving $2,65. [applause] And Miss Bailey, [applause] Miss Bailey is fifth grade reading teacher and she will be receiving $840. [applause] And last but not least, Miss Evans last year, Mrs. Mlinton this year. Come on down. [applause] >> She's a fifth grade reading teacher and
008she will be receiving $1,290. [applause] >> We're gonna have to like stack this one. [laughter] [clears throat] >> Excuse me. [laughter] >> That's good. Ready? Got it. Good job. [crying] [applause] [laughter] All right. And last, we have the high school, >> Miss Bailey. >> All right. We have a lot to be thankful for at the high school. We'll start with our performance pay award. So, if I can have Miss Jones, Lauren Jones teaches uh US history, and she's [applause] going to be receiving $300. Miss Johnny Tibo. She teaches [applause] South English >> and she's going to be receiving $2,595. [applause] >> I won't get >> Okay. And then we have some additional awards at the high school each year. Our CTE program certifies students to where they have some uh career readiness skills as they
009are leaving the high school. And so we have some awards for the teachers that have certified students this past year. Uh Lisa Bowman, she teaches our patient care [applause] technicians, our certified phabbotomy technicians, and she certified nine in patient care technology and eight in phabbotomy technology. and she's going to be receiving $425. [applause] Jessica Lambert, [applause] Miss Lambert is over our um education program and she also works with our practicum students for veterinary assistant. She certified two students in veterinary assistant and she had five students that certified as their educational aid certification. She is going to be receiving $300. [applause] Mr. Holt is ill tonight and so he's not going to be able to be here, but he did certify 18 students in small business and entrepreneurship and he'll be receiving $450 as well. [applause]
010Tanya Davis, >> Miss Davis has been busy this past year. She certified 59 students in Microsoft Office Word, 30 in Microsoft Office Excel, 31 in Word Expert, two in Excel expert, one in Adobe Design and Illustrator, and one in Access Expert. She's going to be receiving a grand total of $3,100. [applause] And not to be outdone, Jake Carr. >> I think they have a friendly competition going on. Um Jake, he certified 64 students in Word, 58 students in Excel, and eight in Word Expert, and he's going to be receiving $3,250. [applause] >> [applause] >> Miss Uchi, Reese Uchi teaches our floral design class. And Miss Uchi has certified 83 students in floral general knowledge and she had six that also passed their hands-on level one certification. So she will be receiving 2,225. [applause] Christian Medil
011Mr. McDill [applause and cheering] teaches our a fab and amech classes and he certifies students in NCC core and he certified 59 students this past year and will be receiving 1475. [applause] [cheering] And then Miss Lisa Glazel. Miss Glazel is over our culinary arts program and she certified 16 students in food prep food protection management this past year and she'll be receiving $400. [applause] Very good. >> Congratulations. [applause] >> Okay, next we're going to go. >> So, teachers and families that showed up, if you're ready to take your money and go, now's the perfect time. If you'd like to stay around for the board meeting, you're more than welcome. >> Congratulations. >> Peace out. Good girl. You know, >> whenever you want to cut to the little >> Thank you. All right, Cody, you ready?
012>> Who's up? >> First up again. >> Yeah, and I broke the rules. Sorry. Um, I only have two slides, but more than four pictures. Um, our positive office referrals. Our kids have been ragging them in. They positive office referral after positive office referrals. I just want to highlight them. All of these are for kind acts. others or teachers. Um multiple of them are for helping teachers move materials or get things set up for class without having to be asked. Um and then two of the very special ones they have been working hard with our um zones of regulation social emotional curriculum and um working hard to stay positive and recognize what zone they're in and how in which they need to um apply a coping strategy to help regulate themselves. So they've done a
013fantastic job. I wanted to highlight them. And then this past Friday, we had our breakfast for the brave in l of a traditional Veterans Day program. Um, and we had over 70 people there attending. We ate breakfast with them all. Our student council and pals served them drinks and refreshments. There was multiple comments about their customer service. Um, I heard one of them say, "Would you like something to drink, ma'am?" Um, and that is, you know, just outstanding for kids this day and age. Um, but I wanted to highlight that as well. You can see they were excited to have their people there with them. Um, and we started breakfast with a prayer by Clark Kohhei, which brought some tears to eyes, but he did a fantastic job and made it very special. So, that's
014all you got. >> Thank you, Miss Bailey. >> That's you. >> Yes, we broke the rules as well. [laughter] >> Um, we have a couple of things to be super excited about. Our LD radio team for our FFA group advanced to area and they'll be um going this Friday to area. Our football team is doing well. They're going to the second round of playoffs. And if you are around on Friday, it is pretty local. About 30 minutes from here, they'll be playing at Iowa Colony. And so, come out and support our team. And then last but not least, our Veterans Day program. This has been the first time in several years that we've been able to actually host a Veterans Day program because we've not had a facility that would hold the entire student body.
015And so with our new gym, we were able to host the Veterans Day program again and our own Mr. Miller um spoke to the students. >> So >> Melvin Miller, sorry I should I should clarify that. Yes, Melvin Miller. >> Thank you. Junior high principal. >> All right. So, if you see in the top lefthand corner, our um students in principles of education had to make a nine-year above to be get their mentoring pass to be able to work as mentors with other students. And this group passed on the first try. So, we're really proud of them. They bring a lot of joy and help to our students when they go in and mentor peers. So, we were excited about that. On the right, robotics went to their first competition and they came in well.
016They learned a lot of things. Um you see them, they have to push the balls over here. Um and then that that is their robot that they're holding in the group over to the right. So super proud of them and excited to see how how much they grow and improve over the year. Um at the bottom it was one picture I had one in top like put in so I didn't try to break the rules. Um but um they we had a group that went for esports ribbon cutting at the Brazport College. Um, we're going to start an esports group on campus and the kids have been signing up and super excited about being part of that and getting to see the the at breastport college the um things that they're offering. I think our
017coaches are even more excited than the kids about getting it started and seeing that. So, we're excited to get that off the ground. And then we also had a Veterans Day program. Um, our our student groups did a great job. It's always great seeing the twirlers do the ribbon dance. It it it c it catches your heart. And we had Mr. Tomlinson come and speak for the second time. Not very often do you get to hear the words from a Purple Heart recipient and a dad of one of our students. And he does an amazing job talking to our junior high kids and connecting with them. Uh we appreciate him so much coming out and talking each year. So I wanted to give him a shout out. Our NGHS puts that on each year and
018they just do a wonderful job with that. um even in our band and doing the taps. That's always something we look forward to. And then we had um Halloween and I chose two pictures of students dressing up, but I would say over 75% of our students dressed up on Halloween for Red Ribbon Week and they picked really good outfits for the most part. Uh we were excited to see them. It's um really interesting to see them coming down the hallway in their costumes. It makes for a wild day. but some of them were even calling home to get their costumes brought up to be part of it. So, um we just wanted to give them a shout out for participation and the community for supporting that as well. >> Okay, West Columbia Elementary Principal. >>
019All right, I wanted to start with our first slide with just a theme of gratitude and thankfulness at this time of the Thanksgiving season. Our first picture to the left is a thank you to Barrow Elementary because on World Kindness Day, every student at their school prepared had to have been more than one uh letter to send to every single student at West Columbia Elementary School expressing some kind thought. Um that was really special and they had little treats with them as well. So the kids were super excited to receive the surprise gift from Barrow. So thank you so much for that. That was wonderful. And then the center is our robotics team. And um if you'll indulge me, our robotic sponsor, Mrs. Rody, has asked me to read this letter to you guys. Um
020it's to the education foundation and the board. On behalf of West Columbia Elementary, I want to extend my deepest gratitude for your generous donation on our robotics program. Your support has made a tremendous impact on our campus and in the lives of our students. I'm excited to share that because of your contribution, we now have four competitive robotics teams made up of 25 dedicated students as well as a robotics club with an additional 45 students from first to fifth grade. These young engineers are eagerly learning the foundations of robotics, coding, and problem solving. While our competition teams are working hard as they prepare for their first showcase and upcoming competition, none of this would be possible without the continued encouragement and investment from our educational foundation, the school board, administrators, and teachers. So, thank you
021guys for that very much. And then we also, of course, want to say thank you to our veterans. We had a veterans program um as well in November that I don't know if you can tell from the crowd, they were super um pumped about the kids singing and it was an honor to represent our veterans as well. And then on our next slide, we wanted [snorts] to highlight some of the things that we've been doing to motivate our students. We had our first goodie cart um run through where the kids are in third, fourth, and fifth grade who have shown growth on their assessments. They have their data trackers and they're setting goals and if they meet their criteria then they get a treat from the goodie card. We also had our ring the bell
022ceremonies where when students meet their foundational goals um they get to ring the bell and get their name for the picture on Facebook. And then I just wanted to celebrate also we had our great pumpkin competition. I thought you'all would appreciate the West Columbia water tower pumpkin and um [laughter] that we had a fantastic literacy night as well. Yeah. Thank you. Wild Peach Elementary. >> All right. So, this month in Steam, our students have been working on making slime. And so, of course, everything fun and messy in Mr. Raymond's class. So, all the students got their have their own station and they made slime and just had the best of time with it. And then, uh, we've welcomed families in for our first grade Veterans Day program. Um, so you'll see on the pictures on
023the sides, one of the fa one of my favorite things that they do is during part of the program, the veterans stand when their uh song is played for their branch of the military and our students um walk in the crowd and they give them a homemade tissue paper flower and a American flag pin and they hand it to all the veterans that stand whenever they're played. But then this is just a picture of the students singing. Um it's a very catchy song. I um I love America. And so that's the picture in the middle. But they they do for first grade and it being a big program, our students do a wonderful job putting that on. >> Yeah. >> That's it. >> Thank you. >> Are there any citizens to be heard? >> No.
024Okay. We'll move into business items with reports with the delinquent tax collection reports. >> Good evening. Mike Darl with Purdue Brandon. I'd like to introduce you to Hayden Bartley is a lawyer with my firm that works on Brazori County with me. And uh with your indulgence, I'll allow him to give a quick update of our taxes [laughter] and answer any questions you may have. >> Does he have 30 seconds? >> Yes, ma'am. [laughter] >> I fast. >> So the uh going back to the first page uh which actually we can go to the second page. [laughter] So the tax office collects around 96 to 97% of the taxes annually. So this base amount of 1.2 million. That's for all tax years that are owed to the district that are delinquent property taxes. So very small
025amount of your annual levy. Um we've broken this section down into categories to kind of tell us where to direct our efforts so we know how how to best collect the delinquent taxes. And so you can see the largest section is action pending. That's going to be where we're making our phone calls. We're sending letters. We're reaching out to taxpayers. We're doing everything we can to try to get the Dual Income Property taxes paid. When the letters and the phone calls don't work, then we move it into litigation where we'll file a lawsuit. We'll do title research, make sure we have the lean holders, everyone served, and then we'll set it for trial. Our next trial is actually in December 12th. And then if they still don't pay, we're trying to work with the taxpayer
026the whole time. Um, and then we'll eventually set it for sale. Our next tax sale is actually on December 2nd. Another category I'd like to call out is the deferral category. So this is a very set of circumstances set by the Texas property tax code that allows taxpayers to defer the payment of taxes. It's typically on over 65 on your resident homestead. And so it penalties and interest acrew at a lower rate. We do don't actively work those accounts, but we do monitor them. And if that deferral were to go away, we'll take the appropriate action. All right, next slide. Uh this is a dollar range chart. Um we work the roll from the top down um and try to get the most amount of money in the door the quickest. All right, next slide.
027And then you can see a tax year chart. So you can see the majority of the taxes are for the 2024 tax year, which is good because the newer the taxes are, the easier they are to collect. And then that number gets smaller as the years go by. All right. And then we've included some historical data charts, but if we can skip ahead to the 23 tax year since that was our most recent tax year. So you can see in the 23 cycle, we were turned over a delinquent tax base of 828,000. In the first year from July 1st to June 30th, we were able to collect 562,000 or 67 almost 68%. And then when this report was ran back in October, we had bumped that number up to around 73%. All right. And then
028for 24 so far, so this all we had fully turned over this in July 1st and when this report was in October, we'd already collected 40%. The tax office collected over 96% this year. We have a great relationship with Kristen Bologonic and her staffed out there. Um, so they're not leaving us a lot of meat on the bones, but of that 4% that was left over, we've already collected around 40% of that. So are there any questions on the delinquent or the tax portion? All right. Well, thank you all so much. And then I think Mike is quick. >> Hey, nice job, Darla. Nice job. >> Well, yeah. Just want to update you. So, uh, most school districts, uh, when Purdue Brandon visits, uh, generally one, they visit once a year, you know, as you
029know, Mike's been visit us twice a year for a long time. And so, what you're probably going to see is in May, he'll submit the report. will review it, but then in October, November time frame, gearly, uh, Purdue Brandon will show up if that's okay with everybody. >> Yeah, sounds good. >> Appreciate it. Happy holiday. >> Thank you. Happy holidays. >> Have a good evening. >> Okay, next maintenance report. >> Uh, uh, Mr. Williams is ill. He He needed to go home. Uh, about the only thing he had for you is to let you know that, uh, they are drilling at Wild Peach Elementary. So, I [clears throat] think the drill's been in the ground for two days, I believe. Just up there. >> Okay. >> Next, safety and security. >> What's all the crushed
030asphalt out there? >> So, um to help with some of the a barn parking and stuff. So, we had some spoils. >> Right. That's right. >> And so, rather than paying for them to haul it off somewhere and dispose of it, we we said, "Hey, just take it out there and use it." So, so kind of kind of like we did when we built the uh the practice and turf field facility at the junior high when we had that huge pile of mounted dirt in front and we used it kind of >> it's kind of helping save a little bit of money. >> Perfect. Anything else? >> Have you heard anything about the drainage about >> um I was last phone conversation I had last week uh was that permits were expected this week and
031so hopefully moving dirt dirt guys ready. He's just waiting on the permit. So, it was either hopefully the end of this week or next week to start moving dirt on the on the Aquar facility. >> Okay. Safety and security report. >> You have a a report in your folder, but I'll just go over the highlights real quick just where we are on on campus intruder alerts. Two campuses have have been visited this year and we have passed both those visits. Uh I expect them to try to get another one in before Christmas uh simply because historically that's what they've done. Um, CRG, our campus, our critical response maps. I've talked about that in the last couple board meetings. Uh, they're they're wrapping those up right now. They came out October. Specifically, we're talking about the
032high school campus. Um, even though all campuses have had the opportunity to make upgrades or changes to their their their maps. Um, we're expecting them anytime. Actually, I think Chief told me that he got them today and he was going to send them out today. So, uh, once we get them, then what we'll do is we'll we'll send them all out to to all of our first responders, meaning, you know, West Columbia PD, Missouri PD, fire departments, DPS, sheriff's department, conipal's office will all have, uh, copies of the critical response maps for every campus, and we're required to do that, by the way. Um, first responder campus key update. Uh, this came up the other day in a conversation, so I figured I would throw it on the board or throw it on the board
033report for those of you that that come to the safety and security meetings. This is something that we talk about in the summer security meeting. Um, first, but so I figured I'd just let you know per state requirements, all relevant first responders uh have have access to key for keys to every single one of our campuses. So, um, actually what it was is, uh, Trooper Swingo stopped by the other day and even though Trooper Duke has keys, he didn't. So, that was how this conversation came up. So, we do have NOX boxes on a couple campuses, but we just found it's easier to actually hand them to them. So, just thought I would get that information out there to you. Our emergency operation manual and active threat annex submitt. I talked about this back in
034September. Every year we're required to submit the EOM to the to the state and they always actually ask for an additional annex to go with it. This year they asked for the EOM and the active threat annex. We [clears throat] submitted it. EOM passed. Uh we did get uh a couple of uh things that we needed to correct on our active threat. The template the template changed which mean the document changed. It wasn't anything uh serious, just a couple corrections, fixed it, sent it back in, and we've already gotten that back. So, we are good to go. Uh both of our uh our basic emergency operation manual and our active threat annex has been approved by Texas School Safety Center. So, we're good to go there and we've met the state requirements for the calendar
035year. um cameras. [clears throat] For those of you that have also attended the state safety and security uh committee meetings, you've known that uh you know WCPD and Brazoria PD have always had access to uh our cameras. However, on the old system, we had a problem um u with firewalls. Uh when we changed over to Verata, we've got that installed and those problems have gone away. Don't ask me technologically how that happens because I don't know the answer to that, but it works now. So, it has been working all year. Matter of fact, uh the new chief of police for WCPD was in my office having coffee the other day and was talking about how great the picture was and how clear it was and and how they always have active active cameras up and
036running throughout the day. So, uh anyways, just thought I'd throw that out there to, you know, that was something we bought with some with with money graciously that y'all gave us. So, just thought that you might want to know that uh the fall safety and security committee meeting has been moved to December 10th simply. It was supposed to be actually tomorrow, but we've just had too with the flu out there and things going on, we just had too many people that could with holidays going couldn't make it. So, we've moved that to Wednesday, December 10th at 4:00 in the boardroom. Would love to [clears throat] have you if you would like to come up. Usually takes about 45 minutes to an hour and you get to meet a lot of great first responders throughout the
037county that service our schools. So that's all I have. Chief D'vorak, do you have anything you'd like to add >> other than what y'all have in your packet? We just had six cases >> one arrest. I'm still working on a couple of them. That's it. >> Okay. Does anybody have any questions? >> Are the cameras indoor? I mean the inside cameras and the outside cameras are all working on the new building. >> Oh, I didn't know. I was just questioning that because I didn't know it. Yay. >> So, I got a question on on the security report. Is if there's an arrest made, what's the process after the arrest? What happens after that? What happen? I mean, what happens on I mean, you're talking about student arrest. >> Yes. >> So, um in this particular
038case, I would assume it was u there was an issue and then there was a directive a few days later. Correct. >> Yes, sir. >> All right. And so student issue, dealt with it, turned over to parents, information submitted to the uh juvenile DA. They vet the information, enter a directive, give it to Chief. Chief then is direct. That directive is to pick that student up, bring him in booking or her, whoever it may be. >> They get to come back on campus or no, >> depending on the issue. >> Depending on issue, >> depending upon in this in this situation, there's there's discipline pending. And so u the students not attending regular school. >> Okay. Thank you. Next we'll move on to the instructional report. >> Okay. In the instructional report you have a
039a clipped packet of of three stapled uh packets in your u written folder. And so one of the things we're required to do is a program evaluation. And so tonight, um, Jennifer Kelly, uh, having some surgery done and so she's not able to be here tonight. Chris Miller is brushed up on it. Uh, again, this is really [laughter] just information to you, right? So, uh, anyway, program evaluation for our dyslexia program, for our bilingual program, and our state compensatory education program for for last school year for the 2425 year. So, with that, Mr. Miller, so I'm going to go ahead and start with the state comp ed. Uh so if you find this the one that says state compensatory education on the top what you see on the front is a uh uh just a
040one pager. All this information all the other information is also included if you want to go through the report but on these reports I'm going to stick to the one pager and if you have any questions we can go in detail. I'm going to [clears throat] start with state comped. It's the one I'm the most familiar with as something that we used quite a bit when I was president or president principal Columbia high school. So u the purpose of state comped is to simply uh uh increase academic performance of students at risk of dropping out and or economically dis uh disadvantaged students. You know, the goal of it is to reduce the achievement or reduce achievement gaps and and increase graduation rates. How is that done? Funding TA locks 2.7 basically 2.7 million uh for
041us to spend on state comped and we're required to spend 55% of that amount. So last year we spent 1.55 million which was 57% on state compad which was slightly above the targets. Um some some student demographics. So what we're looking at is at risk we're looking at about 55.4% of students in CBISD are labeled at risk. Um there's actually 13 qualifiers to identify students at risk. U so it's pretty robust. um 62% of them are labeled uh or uh 62% of our students are EcoD or economically disadvantaged and and overall we service about uh 2,228 students with e either receive accelerated or intensive comped instruction. Like I said, one of the things with state comped is that we try to to get graduation rates for those groups up. So if you look at our
042state our graduation rates, if you look at the state gra gap of at risk versus others, the state gap is at 7.1% and ours is 3.3%. That's very good. We're 4% above state average uh or below it depending on how better than >> than than the state average in getting our atrisisk kids graduated which are at risk kids are the ones that are prone not to graduate. Our state gap of ECOD versus non-ECOD. So the state average is 5 point the state gap's 5.8 and ours is 2.5 which is also and again that's in regards to graduation. Our district overall graduation rate is 96.4% which is above the state average at 90.7%. Uh the other thing that they look at is academic perform performance or star testing. Uh CBISD scores below state average in all
043subjects. Uh even though our graduation rate rates are high um our test scores are not are usually let me rephrase that our first time test scores are not. There you go. Okay. Um gaps um are smaller than state at meets and masters level but when we get to the approaches level the gaps level gaps remain. Uh positive note social studies improved in approaches in meets while other subjects slightly declined. If you look in the back of the report, you'll see some tables. Uh even though I say they've declined, uh we're not far off uh the state average uh in many of those. Some key strategies that we use to fund COMED is our credit recovery for our high school, which helps us with graduation. That's mainly our egeneuity program, uh which is also not just
044for credit recovery, but it's also used for accelerated uh instruction as well. uh full day prek uh DAP and behavior education support. Uh yes, students get get put in the DAP and oftent times that can hurt them. It's an automatic at risk qualifier because it affects graduation and so that's one thing that we use to make sure those kiddos are getting full supports. Uh dyslexia teachers and training which we'll talk about here in a minute. Uh, comped uh funds communities and schools support for academic, social, emotional, and physical needs at all campuses. It funds summer school and star EOC testing. And it and it excuse me and it and it funds compensatory education home instruction for pregnant and parenting students, which they're also students. Our findings are that graduation rates remain strong. Achievement gaps do
045persist though on the uh on the academic side. We have a continued need for first instruction improvement and targeted intervention. We also need better performance on firsttime test taking. It's not getting the kids to eventually be successful. It's that first time test taking piece that that it's hurting us. Um recommendations um maintain for to maintain and strengthen credit recovery and tutoring. We have a good program. It's been successful for us. full day pre uh prek and elementary interventions, student support such as CIS and then uh also dyslexia and and the pregnant related parent pregnant parenting related uh home instruction. And that's all I have for state comp ed. Does anybody have any questions >> on the gaps? I guess we make a plan. There's a plan made for the gaps. >> Well, always a plan
046B. Yeah. >> So what the gaps are the first time testing, right? So it's not that they might they they still graduate, takes three. And so that's the idea. It's not that they're not graduating. It's that they don't they don't pass the test the first time, right? So then that's where the first instruction is. First instruction to us means classroom instruction before interventions. [snorts] And the funding that TEA gives us, does it have to do they tell us how we have to use it or as long as you're putting it >> in those in those put it in? Yeah, it can only be spent on comped. >> Well, that's what I mean. But I mean like can you >> can you use it for anything that you want within the comped spectrum? >> As long
047as it's as long as it's meeting the goal of students uh increasing academic or graduating performance of students at risk of dropping out and economically disadvantaged students. And you can use it for teachers. >> Yeah, we use it. We do use money. We do use it to pay for teacher salaries like our DAP teacher salaries like all of our our our CIS counselors that are on campus. It's used for that money like sal pay pay for summer school and tutoring. [clears throat] >> All right, we're going to look at the dyslexia program next. Uh so program overview. So the purpose of the dyslexia program is to identify and support students with dyslexia through targeted intervention targeted interventions and accommodations. Our funding that we receive for that the TEA allotted us $155,000 for dyslexia instruction which
048of that money that covers that fund covers three of five dyslexia teacher positions uh in the district. The other two as I mentioned previously are funded through our uh state comped uh programs. Okay. [clears throat] The instructional model is pull out reading instruction is one uh reading skills classes classroom accommod accommodations and reading by design program uh which is a systematic multiensory approach uh to dealing with dyslexia. Some strategies of the program is early identification. I think we can all agree that's important. There's universal screening in K through one. Uh campus teams, administrations review data and referrals. There's teacher training. All K3 teachers attending uh reading academy. Uh K through2 K2 teachers receive reading horizons instruction. And then transition to special education. By 2526, dyslexi dyslexia instruction will only be provided under special education. The
049student population of the program, the total enrollment, the district's 3108. Um, identified with dyslexia, 281 students, which is roughly 9%. Of that, 188 students are in special education. 92 students are considered 504. 46 received direct instruction and 56 uh students receive accommodation. Okay. Uh performance data star passing star reading passing rate. So this is approaches and above for all students the star reading uh passing rate was 73%. You can see for dyslexia it's 43%. Growth measures oral reading fluency 45% above average or above 55% below. Reading comprehension 28.6% of average or above and 71.4% below. So you can see how how how they're they're performing in that in that in those ranges. Findings. Our findings are students with dyslexi dyslexia continue to lag behind peers on star despite gains in fluency. Um comprehension growth remains
050a major challenge impacting overall achievement which makes sense. Uh our recommendations for the program is to ensure fidelity of reading by design imple imple implementation four to five sessions per week 30 to 45 minutes small groups of [clears throat] six to eight students and provide staff develop development focused on language and vocabulary development to improve comprehension. Any questions there? Are they are they pulling them out for dyslexia and take going or are they coming in? How are they doing the out? Did she go? >> Yeah, it depends. It's all Yeah, it's it's a little Yes and no. >> Both. Okay. All right. >> So, same thing here. Kids are graduating again. The performance is on the test itself, right? Um, you know, we've had those conversations many a time in this room. We say it's
051a, you know, it's a 13 13 year journey in CBISD. >> Yeah. >> They're [snorts] they're going to get there, right? We just, we don't get credit because if they didn't pass it in third grade, they pass it in fourth grade, so be it. Or or growth as well. >> What are they finding on the dyslexia kids with number dyslexia too as far as on the testing too? It's just the reading part that we're working with because, you know, some kids invert numbers and reading, some don't. Wonder if they're pulling all that. Yeah. >> I don't I wonder >> part of the whole program to check it. I wonder >> testing. >> Good. >> Yeah. Yeah. >> All right. Lastly, we have the bilingual program program overview models offered. So, what we have is we
052have transitional biling bilingual early exit uh which is expanded to kindergarten. We're going to add grade one next year. We have the uh ESL program for English learners to access grade level content using linguist linguistically and cultural responsive instruction. And our goal is to prepare students for Englishonly instruction within two to five years. Our student demographics are emergent bilingual students. We have 273 uh emergent bilingual students enrolled as of snapshot 102524. Of those 24 students have exited the the uh emergent billegal program in 2025, meaning they they've achieved proficiency in in in English and has scored, I believe, advanced high on tailpass if I'm not mistaken. I could be wrong there. Uh parent denials. There are 40 students who are currently parents have declined ESL services. So, they're not receiving ESL services because the parents
053don't want them to. Uh performance data star passing rates all subjects decline over the past three years are high the highest is reading is 58%. Telp pass u composite 2025 there was growth evident in students with six plus years in US schools of those six plus years 25 of them scored advanced high on the tail pass which is the highest they can score. So, makes sense. The longer they're here, the better that they do, right? Um, early years show highest high percentage. [clears throat] So, the early years, so kids in the one two two year range in the program show the the highest percentages of beginning and intermediate levels. So, makes sense. They're just in the program, they're not performing as well. Um, program challenges required bilingual services for PK through five. We've required to
054do it due to having more than 20 Spanisheaking students per grade. No certified bilingual teachers hired despite recruitment. They're they're very very difficult to find. Reliance on ESL certified or Spanish speaking staff under the bilingual waiver. 12 teachers serve 111 students under the waiver. Currently, professional development activities that are involved uh that are funded under the bilingual waiver is Summit K through2 training for language skills. Um it's an online standardbased supplement curriculum that that teachers can use to basically supplement the English [clears throat] instruction. Uh region 4 training and coaching and contentbased language instruction. Um again that focuses on teachers the the teaching approach that integrates language learning uh with the subject matter and then ESL certification fee reimbursements meaning if teachers will go out and get ESL certified that we can reimburse them for
055those certificates. Um emergent bil findings emergent bilingual students underperform in reading and English one and two which is critical for language acquis acquisition. uh math and science gaps indicate the challenges there are with the academic vocabulary. For those of you that know, math test these days is basically a reading test. And so you can see where the connection is and a lot of it and then and then and then on top of that you have the difficulty with the with the uh course specific vocabulary. >> Great. >> Uh tailpass growth slows after initials years. Our long-term uh EB students need targeted support, meaning uh more one-on-one type uh help. Our recommendations are districtwide training in contentbased language instructions. Uh strengthen summit K- through2 imple implementation for listening, speaking, reading, and writing. Continue region region 4
056coaching uh and recruit Spanish speaking candidates for into the teacher apprenticeship program. uh so that and offer bilingual stipens to attract certified teachers. So that's where we are there. You will see if you look at some of the data there's some nice tables of so you currently have C uh at at Columbia High School you have 82 emergent bilingual students. West Brazes has 57, WC has 51, Wild [clears throat] Peach has 45 and Barrow has 38 students. And then if you look at some of the bar graphs on the back, you can see that actually the the the the rates math three through 10 is pretty much the lowest performing amongst the EB students. But then when you look at the tailpass composits by the year and you start looking at makes sense that the
057advanced high goes up the the the as long as everything is starting to shift up as you get past that three-year mark, you know that you're doing things pretty good. You want to see those those greens and blues get bigger. Anyways, any questions about bilingual program? >> I just have one. Why and I don't know if you can answer this. Why would parents not want their kids in it? >> Because it's parental rights. >> Okay. >> Essentially the that's Yeah. >> I mean, I just think it would help them. But >> I agree with you, Stanford. I agree with you 100%. [snorts] >> Okay. Anybody else have any questions? Okay. Thank you, Mr. Miller. Yes, ma'am. >> Next, we'll go to >> I have one more thing. Oops. >> Sorry. >> So, in your maroon
058maroon folder, I also have a draft c uh copy of a 2627 instructional calendar. I put some of information in your board this past weekend. Um, you know, um, we over the past couple years, we have made changes during the year to our instructional calendar based on certain issues. And so um again going back to PES and submitting PES and increased enrollment looking for that average daily attendance which is the tie in to fund state funding right so I I did give you that information that um our average daily attendance our ADA number for even though our enrollment is up our ADA number for the second six weeks reporting period is actually down a little bit. The biggest costs for that is the week of the Missouri County Fair. So, this calendar that I'm showing
059you, [snorts] uh, I want to give you a heads up on it. On on Thursday when we meet administratively, I'll ask the administrators take take it back, get feedback from the campus. But the calendar I'm showing you tonight basically has the kids off the entire week. The Monday and Tuesday would be uh staff development days for staff, but the whole week and then the last three days would be holiday for for everybody, but the kids would be off the whole week. Um, the second change I have for you is if you go into March of 2027, um, you can see that Easter's a little early. Uh, is that is it the last weekend of March, but if you want to call it Easter Monday is always a low a low day has been tracking it.
060Uh, and so as we get ready to approve a 26 27 calendar, those are the two changes I have for you. Everything else is remains the same on the CBIST calendar. [snorts] Uh this calendar actually has 174 days for students. That would be two more additional school days than we have in this current instructional calendar year. So um anyway, just wanted to throw that out there and give you a chance to look at that. Um because that's this would be the first time ever that if if we did go with this that we have quote a fall break during the >> during that week in that week of October. >> So how is that counted as far as if uh a student is at the fair still absent? Right. >> If the student is yes
061if the student is like participating and has been cleared to the school then he counts like he's on a field trip basically. Okay. student the students >> but so other students are missing at the same time that does not have projects >> and so when I say attendance low our attendance was anywhere from those that week was anywhere from 88 to 91% >> but when when you're pulling a 96 and a 95 does pull the number down real quick right so I'm not saying the attend is down huge it's just down some >> and so you know if we're looking at finances and we're looking at I mean again we want as many kids in school as possible right So u anyway uh you know my only concern with that is that you know we
062do do some special needs days and we do sue some of our kids help. There's a lot of things if we do this that would become extra, right? So meaning like right now the a teachers it's a work day right the act teachers get a professional development day to go out there this would be meaning they would be paid on their own time I mean right uh remember years ago we used to pay days right coaches got paid extra days a teachers got paid extra days band directors got paid paid extra days and we slowly we they get a stipen now right so they get a stipen and a stipen covers whatever days they have to to do now that's a nice thing because if I mean, if if you had 25 days you're getting
063paid, you we're going to make you work the 25 days, but if you can get it in 15, the stipen is the better way to go. So, I'm just bringing out that there are some things we'll have to work out, but a lot of the other districts do it and it seems to work. So, >> can why um can I ask [clears throat] why do we have two in that October? Why do we have two? >> Because the teachers the teachers have to have 187 work days by contract. >> I mean, 13 days that they have, but If I take those two days away, the only place to put them is either after school's out or in July. >> Can we can we take one away and just >> It's we just coming off of
064that >> that weekend doing those are training days. >> Training days. Those are training days. Getting ready for STAR testing, doing STAR trainings. I mean, we don't have enough days now to complete the number of trainings we have that we do. >> So, my suggestion would not be to make them disappear. At least I was thinking one, but okay. >> Yeah, >> let's try try to give him one. >> You can give them one. I mean, this is under y'all's control. >> I know, but >> but I mean >> but but yeah, days of training compared. I just want to know how many days they have to have. >> The answer is 187 and that's what's on here. >> Okay. [snorts] >> So, anyway, you don't [clears throat] this will come back in either December
065or January. So, just wanted to float that out. Give you a chance to look at that. Okay, that is it for >> Sorry about that. Okay, next we'll do the ACT SAT reports. >> Yes. And I'm going to move through pretty quickly. So, I'm going to I'm going to hit the highlights for you just to give you a little bit of background on the TSI and the ACT and the SAT. Go to the next one. Um, the TSI exam is just a placement exam. It's required for all college students that are entering um a college or a university. in Texas, they have to complete the TSI prior to admission or prior to completing 15 hours of dual credit classes. Um, the college entrance exams like SAT, ACT, those are required for four-year universities or students
066that are entering specific programs of study. So, it's not necessarily required for everyone right now. Um, also our algebra 1 students that took algebra 1 in the eighth grade have to take the SAT or ACT before they graduate in high school. And so that just kind of gives you a little bit of preface to the numbers that we're going to look at. Um, our SAT numbers, uh, for the 2425 school year, we tested 119 students on the SAT. And just to look comparatively to how they um matched up to the state and the national uh standards, you can go to the next slide. Um I know that this is a little hard to read, but our average score was uh 100 on the SAT for our students. Um the state's average was 950 and the
067global testers which is worldwide for us is 965. So, our students are performing above the state and global averages on the SAT. So, you can go to the next one. Um, PSAT is a practice SAT test that we give to our 9th, 10th, and 11th graders. Um, and you're going to see kind of the same trend on all of those. Our students tend to perform a little bit better than the state and the national average. I will give you a caveat on the PSAT. We have very few students outside of the honors English classes that choose to take it. We require it for the honors English classes. Okay. But um our ninth graders uh were performing at 913 as the average score where the state average was 873. So we go to the next one.
068The PSA 10, our 10th graders, um you're going to see about the same thing. They're averaging about 967 where the state average is 871. Okay. And then our 11th graders, this is also the national merit uh scholarship qualifying test. Um our students are quite a bit above the state average. Um our students average 133 where the state average is 940. Okay. um ACT. Just so you know why the numbers are so low on ACT, we had eight students in the 2425 school year that took the ACT. Texas is an SAT state, so most schools require the SAT. Students are allowed to take the ACT. Um and usually it's the students that are going off to college somewhere out of state. Um but we had eight students that took it. And if you look at the
069next slide, it tells you that our students are well above the the average. Um the ACT, our students average scores on the composite was 21.5 where the state average was 19.3 and the national average was 19.4. But there again, you're looking at a small group of students where there are other states that require their entire student body to take the ACT. And so that kind of it kind of is misleading on some of those numbers. Okay. Um just to give you a little bit about our campus testing, SAT tests are given in October and March. Uh now we're doing everything online and so we have a a testing window of the entire month of October and the entire month of March to get students tested. Um the SAT SAT tests are also administered on our
070campus. We're a testing site for College Board on Saturdays. Um that's most Saturdays once a month throughout the year. uh TSI test I administer monthly on our campus during the school day. Students are also allowed to go to the college campus at BC and take the TSI if they want to outside of the school day. Um we do require the TS or the TSI for our eighth grade honors English students. Um we do the TSI test just to get a baseline and see where they're at. Uh, and we do that in May of each year. And then the PSAT tests are required for our 9th through 11th grade honors English students, but it's open to any student that wants to take the test. And then our ASFAB is our military um test. It really is
071just a skills assessment. Uh, it really lets the students see where their their skills lie. Uh it's offered to students during November and February of each year. We actually are giving it tomorrow on our campus and we currently have 29 students that are enrolled to take it tomorrow. >> Okay. Just this is from history per purposes with uh you talk about taking the whole week off for the fair and stuff and it always has been in the past where SAT tests always fail during that week at the same time as the fair. That's why it's nice that we have the window [clears throat] for the whole month now. Yes, it does. >> She can schedule around it. I schedule around it. So, I can schedule at any time during the month. >> On that side
072of the world, that's the biggest complaint that we've always had was people coming, parents coming to us >> cuz I was tied to the livestock world and they have conflicts and everything. >> Right. When we were giving the paper test, College Board told us when we had to give it, but now that we're doing it online, uh we have a testing window and so I can set the date >> and then make up >> dates. Okay, >> that was just something that >> No, they both they were both out fighting each other. >> Yeah. >> So, this past school year, we tested 204 students um on the TSI test. On the ASFAB, we had 25 [clears throat] students that took it. And like I said, tomorrow we're giving the ASFAB for the first time this
073school year and we already have 29 students that are signed up to take it for tomorrow. Um, this just tells you how we get the information out to students. We had to change some things this year because students can't scan my QR code because they don't have phones on campus. [laughter] So, we uh started putting uh the links for students to sign up for testing into their um graduating class Google classrooms so that they have access to that. And we're trying to put more of the links out on social media and the website so that parents also have access to that. Okay. >> Any questions? >> Thank you. >> All right. Give one to Julie and Chris and then pass one out to everybody. >> Thank you. >> I figured you wanted this for this
074report. >> I brought it up and I was going to ask you if you had given it to him and this next we'll go into the financial report. >> [clears throat] >> you had the finan the actual financial report that I give you every month showing that we're about 28 and a half% um on our actual to budget and we're about 33% through the school year. So we're running good there. I also prepared that Jennifer just handed out the general fund. This is just a projection um a fund balance. It starts out with what our fund balance was on our audited financials at the end of June um on June 30th, 2025. And then it shows the different things that we have taken out of the budget that were unexpected um sort of unexpected. You
075can see it. It talks about July pull forward funds for ongoing projects. There were the first four or five things that you'll see there four things five that we had budgeted last year like for the school bus or we bought instructional materials and they didn't get in by June 30th and so we had them budgeted last year so we just pulled them forward for this year so they would be coming out of this year's budget and then um [snorts] we also had the fire at the house at the junior high the $25,000 deductible that wasn't budgeted. Then the performance pay and the CTE certification that so these show you things that we've we've spent money on this year that we that we did not plan for. So we >> we kind of show >> our
076projected fund balance should we stay on budget for the whole year. >> And so this is one of the discussion points from last meeting. This is that sheet. We always put the expenditures that are not in the that we didn't put in the regular budget show up on this document here at the top. So um what will happen is many years ago we used to say like the buses we would say the buses we would approve it out of fund balance but in the general practice of things if the budget's good then the purchase never comes out of fund balance unless it has to. And so the way we do it now is we put any purchase that's not considered quote something that was included in the normal preparation in the budget, we list it
077there. Doesn't mean at the end of the year it will come out of fund balance, but for just a perception of what is outside what was unexpected and that's >> you're basically just keeping track >> keeping track as a document. You're basically keeping track of things you spent that was not in the approved budget >> so that we all have a common understanding of what those what those things are. >> Yes. >> What about the um E3 payments that now that the project is complete do we are we going to start paying them? >> So Julie's included those in the budget if he'll remember. She >> included one payment >> one payment for this year >> for this year and there's a potential there'll be two payments. So, one of those might, if we have
078to make one toward the end of the year, >> will it be the same amount as are they split up equally? Is that >> split up equally? I think it was like 400,000 a year. So, it's about 140,000 each time. Okay. >> And that was just rounding figures. I because they haven't given me an amorization schedule or anything. We still haven't paid out everything to E3. So, I think once they do, my understanding is then they'll go through like a closing procedure, kind of like closing on a loan, and then they'll give me an amorization schedule, and we're supposed to make the first payment three months after that closes. >> Okay? >> And so, I accounted for one of them. >> I I accounted for one of them in the budget. And so if if
079they don't close till like January, you know, because of the holidays that then we will just have one payment >> and then next year we'll have to put off all four payments in there in the budget. >> Okay. >> But I did account for one payment because I figured >> they were projecting us finishing this in February and so I figured we'd have to make one in June >> and so I did account for that in the budget. >> Okay. any positive things out of the E3 project yet or is it too early? >> It's too early. Yeah. As far as the the savings from the electrical standpoint, it's not showing up yet because not everything's functioning. The like the HVAC's programming is not totally there yet for us to be able to realize that.
080Is that all for financials? Okay. Anybody else have any questions? Okay. Next, we'll go to the bond 2020. >> In your maroon folder, you do have an updated bond financial. So, just uh heads up, high school, all interior is done. There's still like with HVAC and some things like that, there's still some programming things they're working on. Uh, as far as the interior, everything's done at Columbia High School. Uh, as far as exterior towards the back of the school, there are some security fencing, final security fencing, and final dirt work and concrete that's being done. Uh, they should wrap up and actually be moving out during the Thanksgiving holidays. So, we're close to that being wrapped in that final. Uh, as far as the I'd said earlier, as far as the a barn, hopefully permits
081will or uh, Drumala and PBK may have them now. Hopefully the a barn will be moving dirt towards the end of this week or no, no later than next week out at Wild Peach Elementary. So, looking forward to that. >> I can call tomorrow and see where they're at. >> Okay. Um, so financial wise, I did want to uh give you this document again. This is the same document you've seen again [clears throat] uh at the very top the green numbers are or the the amount of money I believe that's going to be left over out of those uh the budget slack that 600,000 I do believe that um that'll [snorts] be that's the money that Dr. Paula has let me know that will be available out of the line item budgets that they didn't
082spend. The 2.933 would be out of all of the uh contingency monies that wasn't wasn't spent. Looking at the other A&E, architectural engineering, testing, technology, and FFN, which is the supplies, you can see I'm looking at I I think we'll have a total of 5.123 million there plus the 600,000 in budget slack. When you look at the variance, which is uh the difference between what the bond passed for and what the final budget construction number came in is an additional 2.27. Uh you look at the interest earned, the 3.5 million in interest, uh gets you to the 10.9 number. If you add the little bit of money that's still left in the junior high bond, that gets you to 11.2. projects that you additional projects you approved the the WCE and West Brad junior high
083roofing at 4 million brings you down to 7.2 available the wild peach water well at 495,000 brings you down to 6.7 available the act barn at 2.5 brings you down to 4.2 two available. The Grig surface track brings you down to 3.1 available. So, at the end of the day, what the way I look at this now is you you're going to have in the area probably a little bit more than $3.1 million and we'll be able to address the barrel roofs, the wild peach roofs, and the the the other additional roofs at the high school that need looking at. Um, and then we do have some things like the two memorials. We need to do a memorial for uh our student our remember our remembrance memorial students that have have uh unfortunately passed away
084while they've been enrolled in CBISTD. We're [clears throat] going to do a memorial for those as well as we want to recognize our 19 students from Columbia High School that have received appointments to one of the militarymies. Uh and then we also need to do that the marching band tower. So that $600,000 of budget slack will more than take care of that amount and then again the 3.1 or so to put forward those roots. And those are the other things that that you've talked about. So I think we're in really really good shape. >> Do you know how the brick sales going? >> Uh the bricks um the sale we have the sales done. There was approximately 90 bricks that were sold and Dramata will be laying those either this week or next week. >>
085Okay. >> So, uh what we're going to do is we're going to fill in with the papers. So, those papers that ProRad sold, it is a paper area. So, some of the other papers that we have, we're going to fill in with that. And then if if we make a decision that we want to expand that or give somebody else the right to do that, we will have we will have additional room. >> Okay. >> I know Justin ain't hearing that, but as uh any of the final reports came in on the [clears throat] roof and Wild Beach and Arrow roofs, they are in. >> Okay, >> they are in. It's just um us getting to a point where we're comfortable because what'll happen is that we'll put it together and go out for an
086RFP. But there's going to be a, you know, that number of 3.1 how much we're going to put towards it. >> Uh, we probably need to, if we're comfortable about moving that way, they're ready to move that way whenever we are, but we need to look at those amounts by campus and decide, right? Because one of the things Justin has put them in in in order. You may have some issues here, but this one doesn't have any issues. And so, you kind of it's a riskreward type thing. which one you know because you three more 3.1 probably won't do them all but you know that's why we've talked about fund balance as well. You you might could do them all if you throw a little bit more at it. And so we're going to have
087to we need to have those discussions. >> Okay. And so we'll we'll start putting that information and kind of you know if you want to get Garland back down here have him go through the same process that we did the first time to to where we when we got to Wild Peach I mean excuse me to the junior high and to the uh West Columbia Elementary. >> All righty. If there's no other questions we'll move into the action items. Um first we're going to consider updates to the 2526 compensation plan. Uh so in board book so the teachers we recognized the pay for performance uh pay for performance would remember was originally approved by the board back in uh 2019 and so it's been in our compensation plan since 2019. So this year when you
088approved the compensation plan it did have those amounts in there but I have attached so the teachers that were introduced to you tonight. So attached in that information uh is those teachers and those amounts as well as uh the certification amounts as well as the campuses that will be receiving distinction pay. Uh th the people remember you uh to get any of those you had to have taught the full year last year. You had to have come back this year. And so there were some people on the list that have obviously don't qualify if they weren't working, you know, if they weren't working on the campus last year that don't qualify for that. So, but we put those amounts on there. The last board meeting talking about personnel, we did talk about some needs as
089well. Number one was in the custodial world. Um, we have done campus custodial evaluations and that information I gave you. We do have uh we do have five custodians that had what we call a gold level evaluation. And what we would like to do is go back and increase their salary by $1 an hour. So custodians work work an eight hour a day 240 240 days a year. So that calculates a little bit more than uh the others. Um we did have three others that were very close and we would like to raise those three 50 cents an hour. Uh then in the child nutrition world again we uh as part of our financial audit that's still not ready to be actually acted on or approved yet because of the government closed down. We do
090know that our child nutrition. Uh we we're going to have a fund balance a hefty fund balance we added to it. We're working on a buy buy down plan again with uh provide uh equipment ovens things like that. we'll do uh the what we're able to do by down there, but we also need some others. And one of the things that we came up with was taking our campus hourly child nutrition staff and increasing they work. Some of them work an eight hour day, some of them work as little as a seven hour day, but they only work 175 days a year, not to 240 like a custodian. And so we'd like to raise their pay $2 an hour. >> So again, huh, >> child nutrition employees. So with that, we're kind of lumping that
091together and we would just like you to just approve those those updates. And so Wendy, do you have the total numbers on that? >> So for the custodial raises, it's around $22,215.75. Um child nutrition is about $78,814.72. >> That's everything. That's with TRS all of that in there. >> Okay. Taxes. >> Yeah. That's to that's drive out with everything added. Yeah. >> Yeah. I was like, man, that's okay. >> 100,000. >> Correct. >> Okay. Anybody have any questions? >> Okay. Then >> yeah, the child nutrition is the biggest part of that and that comes out of 240. We have to spend it. >> Yeah, we have to spend it. We have to spend it down. So, it's a good thing. down because we're not supposed to be carrying a fund balance and we have like
0921.1 million in it. >> Yeah. And the other the 22 you're going to make that up with people just quitting and not rehiring them right away and >> Yep. Yep. >> It's fine. >> Okay. I'll make a motion that we update the 2025 2026 compensation plan. >> Second by Ray. All in favor? opposed. That carries. [snorts] Next, we'll go to the approved Wild Peach Elementary book list. >> All right. Miss Coh, do you have any com any comments on the the the books for Wild Peach Elementary? >> No, sir. We went through the same process that West Columbia Elementary went through. So, we've a committee met, went through the books, and are presenting it today. >> Okay. So are these are these purchases? Are they donations to bookf fair? What are they? >> They will
093be uh purchases. >> Okay. >> All right. Anybody have any questions? >> Okay. Then I'll make a motion that we approve the Wild Peach Elementary booklet. Do I have a second? >> Second. >> James >> by James. [laughter] All in favor? >> Opposed? That carries. Next, we're going to move to the approve resolution regarding review of investment policy CDA local and list of investment trainers and brokers. >> Julie, you have anything to add? >> I don't. It is the same as last year. There's no updates on it. It's the same um people that we get our training from. Nothing's changed from prior year. >> Just something we have to approve. >> Yes. >> Okay. Well, I'll make a motion that we approve the resolution regarding review of investment policy, CDA, local, and list of investment
094trainers and brokers. Do I have a second? >> I'll second. >> Second by Jackie. All in favor? >> Opposed? That carries. Next, we're going to look at casting votes for the director of Brazoria County Appraisal District. And I think we see somebody on here that we know, Wayman Hutchkins. Last year, I think we cast all of our votes for Weman Hutchkins. >> Okay. >> Patrick, >> I didn't think Weman was on there last year. >> Oh, you're right. You're right. I'm sorry. >> Was not on there no more. >> He just got elected, I thought. >> Maybe he's not up. Maybe it's every two years. >> Yeah. Uh, Nina Harrison, Eric Hayes, Wayman Hutchkins, Chelsea Lei, Marinell Music, Gail Robinson, Susan Spore, [snorts] and Michelle Wetszel. >> I thought Susan was getting off. >> Doesn't
095look like it. >> Yeah, [laughter] >> I thought she would. I mean, I heard she said she was retired from my >> My personal conversations or my personal recommendations would either be William Hutchkins or Susan Spore. You can split them. I mean, that's >> Yeah. Yeah. Somebody want to make a motion and how we want to cast our votes. >> I move that we vote uh cast our vote for Wayman Hutchinson. >> Okay. I have a motion for all votes going to Wayman Hudson. Do I have a second? >> Second by Janna. All in favor? >> Opposed? That carries. All votes go to Weman. >> I didn't want to influence your vote, but Wayman Hutchings daughter works for us at W Peach Elementary. Good. Good job. [laughter] >> Okay. Next, we're going to go into
096the action item, consent agenda, approve the minutes of October 21st, 2025 regular meeting, approve budget amendments and donations, and approve board policy update 126. Does anyone want to have any of those hold? Okay. Then I'll make a motion that we approve the action item consent agenda as presented. Have a second. >> A second. >> Second by Greg. All in favor? >> Opposed. And that carries. >> We're just moving right along. >> Okay. We're going to close session pursuant to Texas government code that opens meeting the act section 551.074. Consider employment of professional personnel. Discuss the resignation retirement of prof. professional personnel discuss the performance of personnel and conduct the board self-evaluation. We're going to