0016 at 6 p.m. and we are at the HJ Mallister administration building and this meeting was posted according to Texas government code. Uh we do have a corn present tonight with six of the seven trustees and Jill may be joining us later. She had some family stuff going on chasing cows around. So we'll go ahead and start with our indication. Uh Chief, you want to lead us in prayer tonight? Gracious God, our father, we come tonight to give thanks to you whom all blessings flow. We thank you, Father, for the many blessings that you give upon us as a school district. We pray tonight for our school board. Father, I pray that you continue to fill them with wisdom, knowledge, and understanding, Father, that they make the right decision. God, we pray for all of
002the parents. We pray for our students. We pray for our teachers. We pray for every employee. God we ask now that you bless us as we continue to carry on in your name. We give you praise, honor and glory in the most powerful name we know in Jesus name. Amen. >> Remain standing. I got everybody cherry lead us in our pledge of allegiance. Mommy. Salute. I aliance to the flag of the United States of America and to the stands. One nation under God, indivisible with liberty and justice for all. Pledge flag to the one state. >> Thank you. Okay. Uh we will move into good news board members to share any good news. I'll start um softball youth softball for Bay City Rose softball had their opening ceremonies on Saturday. So special thanks to Nikki
003Brooks the music teacher at Teen Holmes Elementary. This year, instead of bringing a show choir out, which is awesome, we're bringing adults out. We we actually had our softball players that were on the field dressed come out and and all of them that Nikki had worked with and get together and sing the national anthem and it was absolutely a beautiful rendition of it. And so it was all elementary students that play softball. So shout out to Miss Brooks. I attended the academic and CTE showcase at the high school on Friday and it was really really good. They did a great job. The students were really the already high school students were pulling in incoming nth graders next year and trying to get them to see everything and see what there is that they can program
004and classes and then even the business we came out. It was a great experience. >> Thanks Anyone else? Okay, so we'll move on to item five, celebration of excellence. Chris celebration. >> Hi. >> Hello. >> We're so glad to be here. I am Miss Howard, the principal at Cherry Elementary, and tonight providing with the pledges, and our celebration's excellent. Thank you parents for coming. This is such a great turnout. We have our students who have made the largest increase from the beginning of the year assessment to the middle of the year assessment. And I do want to tell you what this looks like. So we actually have one student our highest growth in um kinder in class reading grew by 419 answers. So think about that. This is a test they took at the beginning
005of the year. They take it at the middle of the year. They take it again at the end of the year. There were over 419 questions on this test that they had to answer as a kindergartener. So, super great growth. In our prek section, we had our largest growth was by six 76 questions that they got right this time. That is a lot of stamina for a kiddo to sit through all that. So, we are super proud of them. I want to present to you. I'm going to start with our prek and Miss A. Davis, if you will come in. We're going to start with Maverick Cortez. >> Miss Garner, I have to have some help with some of the names. So, I'm going to call Miss Gardner as well. Here we have a student
006not here, Wayan Gabronovic. I had to say his name because that is such a cool last name and I practiced it really hard. Soonic, Jami Clay, Emily Sanchez, As a police, Sophia Coroner RON and Gavara Denosa. Okay, I present to you our prek highest row. The last two calls were the ones who had 76 point growth. So that was very awesome. Thank you guys for working so hard. Okay. Certificate. Okay. Let's do this. >> All right. Follow me. We're going to take three steps. Ready? One, >> two, three. face your >> ready. Good job. Thank you. Emily. >> Okay, our next group is our kindergarten group. And this is our top row in the literacy room. Bye. See you tomorrow. >> Start with Perfect. ROMAN >> MARTE HIGH. Sorry to get you to give out
007and I forgot. Sorry about that. I'll catch you on the next group though. This is our kindergarten the inclass literacy growth and I do want to say that the one who had 419 points of growth is in this group. So congratulations Abby Natie. Way to go. Step again. One more time. There you go. I love it. >> All right. And we have leopard strip tonight. >> This will be our kindergarten grow in math bi. And so super excited. We have a new math test this year. These kids are rocking it. They actually have to take it on their own on the computer, which is frightening to put a 5-year-old in front of a computer and say, "Take it away." But they rode to the occasion and they're doing fantastic. First we have Laura, Lauren Garcia,
008I don't believe she's with us. But we have a Pope and so I have to say the name Pope Angelina Rosello Aaron Austin and Rowan Hernandez. >> All right, excellent job. These are our highest road in math on the universal from BI to so proud of you guys. You will take three steps forward. One, two, three. Excellent job. Okay, look here. One, two, three. >> Good job, >> parents. Thank you for coming out. This is a great opportunity. >> Congratulations. How about Christmas? Those were really good. >> Cuz I had a bloom. We had a couple minutes. >> How are you doing? >> Thank you. >> It's always our favorite part of meeting when we get to celebrate everything. >> They're always so excited. Most of them are excited. There was one that looked a
009little >> Thank you. Okay. Uh, item six, audience with patrons. We have no audience with patrons tonight signed up. And then item seven, Bay City governance. So we tonight we'll hear junior high and high school semester 1 TIA broke point status update. So I'm going to give you an update first. It's only supposed to be that was actually my mistake. So it's supposed to be the high school junior high data in April after their benchmark along with Tenny Holmes as well. Um, Miss Mo is here for the high school. Miss Moeria, take it away. >> Awesome. So, I just did a print out for you guys. I know sometimes it's hard to see on the screen anyway, especially small numbers. So, the first thing is something that was already in the workbook for you when
010um we gathered data. We kind of just did an overall glimpse at the percentage of students meeting the growth expectation. So, I'm going to take an opportunity to kind of explain that to you. There's a couple little notes at the bottom. How do we determine growth? So previous years we've talked about growth from approaches to meets or meets to masters kind of thing or from failing to approaches but because of TIA we are looking at um growth measures that are really based on BOI to EOI. So this year at basic high school all of our uh EOCC courses to be consistent did a VOI a beginning of year assessment where we gave a fulllength exam that would look just like the one that they are taking at the end of the year. And then now
011that we have done a semester exam we retested about half probably about 55% of that content. So with that in mind we saw quite a bit of growth. I know it's going to look kind of astonishing, but a couple things to remember. Biology and US history have no connection to the previous year's subject. So, they take that test cold turkey. No instruction at all. So, when we set the growth measures, we look at how students do on the DOI and then what is an expected outcome on the MOI in this case or eventually at the EOI. really at Bay City High School. We've done a lot of freezing for you guys that kind of was in compliance with LSG, but I wanted to give you a glimpse into what data looking like really looks like
012on our campus because how we track data and why we track data is so much more intentional at the campus level than it is to fit a format to bring to you guys. So when we have these conversations, we are looking at a teachers and I'm not going to share that individual data with you because that wouldn't be appropriate, but we're looking with teachers. So a teacher sits down and says okay looks like my average score was and then at MOI my average score is what percentage of my students have made growth. So you have the overall numbers for that. When we look at biology and US history we would expect for them to make a lot of growth. So right now we have about 62% of biology and 58% of US history which is
013around what would be reasonable if you took a test that you knew nothing about and about midway through the year then you've uh learned about half of that material. So they're meeting that expectation but you'll see the growth points the average growth points is upwards of 30 to 40 points on the exam. the algebra students kind of oddly enough although you might think that math is just like we've been doing math since we were in kindergarten and adding two plus two right however the math concepts that are algebraic um even though there's some foundational skills that have to kind of go along with that even though in the state of Texas they have always tracked from 8th grade star to 9th grade algebra um we have kind of given a little push back on that
014in the past because the curriculum is not necessarily aligned and uh they actually have also about 30 points. So about 28 points of growth, but 70% of them have made growth. So we've done a really great job in those areas. With English, same thing is true. Um that they took a BOI. However, there are a lot of things that are vertically aligned. So when we think about from junior high up to high school, we want to see a significant growth, but you might not see as much growth. Um we are still at about 59% growth. So that's really great and about 20 points. But from English one to English two, the only thing different is the genre for the writing piece. So there's not a lot of room for the next level of growth. So
015we have about 35% making growth. Just to share with you again, not details related to the teachers, but it looks like the majority of our teachers, probably upwards of about 70% of them that are in TIA would qualify for the teacher incentive aotment based on their individual students growth numbers. So, um, we will do this again at the end of the year for real TIA data submission, but I'm really confident that, um, where we are now would really meet our expectations, kind of align with what we did last year and even a little bit better than what we did last year. If you turn the page again, I said I wanted to give you a glimpse into kind of how Bay City High School looks at growth. Um, I highlighted in blue for you the
016approaches number because we play the graduation game at Bay City High School. And I know that when we have reported in the past, we've been reporting on needs because that was part of the Lonear governance expectation. But I wanted you guys to look at approaches with me because when we look at approaches, that's who met requirements for graduation. And those students get the check mark in the box for all of those assessments. They do have to do all five in order to meet graduation requirements. I also tracked for you in color the only thing that is apples to apples. And that's an analogy that a lot of teachers use when we're comparing the exact same students. So you will see in blue on this page, English one to English two. That's the only growth that
017really is our own kids two years in a row. And then you'll see it again in orange. Different kids, but again, two years consecutive. And then you'll see it in green. And then our current students for you are in yellow. So last year as freshmen, our ninth grade class, 67% of them that were first time testers passed that exam. Where we were at the BOI when we took the BOI for uh sophomore year, 62% of them. So really what that means is um I I would say a good level of investment about what that meant to be started their school year, but also a good level of retention. And then now with the MOI, we're at 78% of that group of kids meeting expectations for graduation. Um you'll see asterises. Um wanted to explain those
018to you because that really denotes um which of the years that we are um meeting or exceeding what the state's standard was. So each of those years, the only difference was in 2425. We were a little bit below the state. the state was at 91% and we were at 90 for biology, but that is the year that they moved the mark um for the biology test and increased it up to the um 30% passing. So there is a little column down there for you bottom uh right hand uh table that's on that page is what it takes to pass. So just so you know for English one they have to have 44% mastery of the test. For English two they have to have 42%. For algebra 1 they have to have 34%. For biology, they
019have to have 30. And for US history, they have to have 29% mastery of the test. And when I say mastery, I don't mean master level. I just mean enough for them to meet the passing standard and to get that check mark for graduation. I know I talked a little bit fast. Anybody have questions so far on the first two pages of data? Again, the first one was just kind of an overall look at the percentage of students who are making making growth. And then the second page is just kind of a little overview of by the years how we have been doing with students meeting graduation requirements for the first time ever of taking that test. They are afforded multiple opportunities in their um high school career to retake the test and um we
020give them all those opportunities in the fall December assessment as well as in the spring with everybody else that's a first-time tester and then again in the summer. So technically there are um upwards of you know six to eight opportunities as a tester depending on what year you take the test um what grade level and which course it is. If you look on the next page this is the overall BOI to MOI um at the approaches level. So it looks like for English one we started the year with the BOI knowing nothing but knowing something that was vertically aligned. 42% of students actually made the approaches level on the BOI. We're now up to 65% of students making that level. English 2 was at 62 when they started the year and they're now up to
02178. Algebra was at 4% and they're now up to 70. biology. Actually, surprisingly, this was our big surprise, but um I guess when we think about some foundational skills and some things that we um and definitely the relevance that's kind of provided um to students for just uh everyday world experiences, but they actually started at 70%. But again, if you go back and look, they're passing expectation is they only have to have 30% of the content to get that 70%. Okay? So they only had to make a 30 to say that they would have met that level. Then US history started the year with 67% and they right now are highest one at 99% meeting graduation requirements for US history. Any questions about those? Okay, the last page because English is what we have talked
022about previously in LSG. wanted to give a glimpse into something that I had shared with you guys last year. As we were tracking ELA scores and really pushing because English one is the hardest assessment in the state to try to think about how we could continue to improve in that area, we were using um a writing strategy across the campus and now that we've done um the literacy framework for the district, that is something that is a district expectation. And so just to kind of track the growth for you, last year I had given you the information that was pretty much um at the very h top half of that graph, we did not have a short constructed response in the BOI last year, but we did have an a full essay at which the
023average score was 2.7 out of 10. So a reminder that's out of a 10point score. where they started the year and then um at midway through the year we had done a writing assessment with the semester exam which they were allowed to revise and edit and they were scoring at about 5.4 average. So that was really good because we consider five mastery in that um domain of the test. They started the year over again uh this year after scoring 4.7 at the end of last year. kind of how it washed out. But they started the year over again after summer and maybe with little motivation at the start of the school year to actually write a full essay at only a 2.76, but now they are back up after their semester exam to a 5.8.
024So these are the students again that are apples to apples. So that's last year's freshman to this year's sophomores. Um the other thing to share with the short constructive response, those do change by genre. So, we didn't have one at the beginning and then when we had one on the semester exam um at 1.33 that was a poetry one. So, I know that's not on here, but I think I shared that with y'all at the board meeting. And then it's kind of up in the air what it's going to end up being on the real star test. And I don't remember the actual genre that was tested, but we were at 1.6 as our average for short constructor responses by the end of last year. We kind of started all over again this year at
02577 when they took the VOI. So again, that's about, you know, sometimes it's about investment and how much they take seriously at the start of the school year. And we're back up to 1.13 on the previous uh two ago pages. I did share with you just some campus growth notes. Um, and I put them at the bottom of that that because they're not just applied to a specific subject area, but some things to kind of share is that for the overall look at our data, we are meeting growth both for accountability, which is a measure from English one to English 2, that is in the A through accountability as well as for TIA. So it looks like that um about 70% of our teachers right now that are involved with TIA are there where they
026need to be for the student growth piece. The strategic staffing that we have done in the past has limited I will say um we're we're still working through some challenges of adjusting to larger class sizes especially in the English language arts content area because it does limit the opportunities to give feedback and to um really use a a good formal process kind of consistently. Um the other thing to share with relation to that is we have moved and I think that's mentioned on master scheduling. We have moved strategically some of our staff. So when you look back historically at the data, you see a lot of success that was in English 2 and we were benefiting from our stronger staff members um being in places um that were comfortable and um you know we don't
027like to move everybody's cheese all at one time but we have made some changes and there are different staff members that are doing uh English one because it is the hardest test across the state. In addition to that though, I will share that, you know, we do know that the state law has put us kind of in our place regarding teacher certifications and we have quite a few teachers that are teaching out of their field or working on certification. And so when we're thinking about our master schedule for next year, u we definitely have been as strategic as we could. You know, you don't always anticipate when somebody is going to resign or retire. And you guys are probably very familiar with some of our teachers who were a long time and had really great
028success and then retired. And so we are still working through some of the kinks of deciding where um our strength needs to be in each and every department. In addition to that, our master schedule has allowed us still at least a little bit of opportunity, but not by the full department. So, for the most part, um, the main teachers that teach in EOCC have planning time together, but their inclusion teachers do not have planning time with them. And if there was a stronger teacher with more experience, many times they are kind of on their own to plan and and do their work just because of the limitations of that master schedule. Um, I do think that as we are moving into I know that there are still some considerations for how we attack the budget
029deficit and all those things. Um, I I come to you saying that our teachers are working as hard as they possibly can, but they are working with large class sizes and multiple preps. And we probably could be doing more if we had uh more. But we know that with what we've asked them to do, they have still made this growth. And so I'm very very proud of the growth that we see still in spite of the financial challenges, the master schedule challenges, all of those other things that we've kind of thrown at them. It shows a lot um that there's a lot of wherewithal and and consistency from our staff. So, I'm happy to answer any questions that you might have. >> Um when I think about inclusion teachers and how successful we were back
030in the day, you know, they met with the teachers during that time that all the English teachers work. So, was that inclusion So anywhere in the master scheduling for next year? >> No ma'am. So where we are right now with our master scheduling our inclusion teachers carry a pretty large case load and they are meeting their minutes requirements and also in our meetings as well as you know required training. Their expertise is not the content. Um we're taking advantage of the fact that their expertise is in differentiation and meeting accommodations. and our core teachers again not even all of them have the same planning time together and that is just the nature of condensing our schedule um when I was in the English department there were 11 teachers there are six in the English department
031um and it's kind of a similar comparison where we have like the science department used to have nine or 10 and we now have seven and three four of them are coaches so we have reduced the number of available sections within the schedule in spite of that We have worked with our inclusion teachers instead to have time that is committed specifically for them to really be analyzing the data and learning specifically what their kids need. And then that opportunity comes in planning sessions that are on our PD days. So as we scheduled and built the academic calendar, that was one of the things that my team um my campus advocated for was to have those professional development days um throughout the year instead of all stacked at the very beginning. So that it allows every
032opportunity through the grading periods for them to kind of reflect and then reset for the next um grading period. >> Just the tag along with that >> uh the inclusion teacher, the certified teacher >> and the par professional they have an opportunity along with the schedule to work together just to keep up with what's going on in the class. So, we have really strong PLC's on our campus, but that does not happen within the school day. It happens as they're scheduled either before or after school or on professional development days. >> Yes, ma'am. >> Thank you for the comment just in regards to the teachers and what they're able to do and their bandwidth that I I'm the one who asked Mr. about the writing because as I was reflecting and looking at all of
033the budget stuff and knowing my kids have gone through the high school just what has progressed over the years it was a true question of if we continue to cut staff what does that look like for our educational purposes even though that's our biggest chunk of budget so to see they're still progressing in the manner >> but they're doing it in such huge constraints and so if we can alleviate that in some form or fashion with also still being mindful of the budget. I do appreciate you bringing that and that's where my question came from. Mr. Johnson, I had a very long discussion even about it today just in that regards of we keep pulling back, pulling back, pulling back, but at what point does that crack and it start to truly affect our education
034that we're providing for our students because they can't do the one-on-one in the English and the math in those in those areas. Well, to be honest, um, our strongest teachers are our instructional leaders and every one of our core teams, the instructional leader, still carries a section of the EOC. Um, and there's a lot of value in that and that they can coach up new people that join the team, but we take advantage of their strength. Um, and again, just the experience that they've had on our campus knowing our kids. Um, really the challenges that we're overcoming are not truly just academic, but there are a lot of social emotional challenges. y'all are aware of the attendance challenges that we face. Um I had shared with Mr. Townson at one point that like I'm not
035sure we can rush this data just because some kids haven't come back from their holiday break and taken the MOI and it's hard for me to have a conversation with the teachers when we don't have that. Um we know they'll be back but there's also a gap in learning from when they're gone. And so they're overcoming a lot of challenges and I am very proud of the work that our campus has done like you said in spite of all those things. Um, I do appreciate the work that you guys have done to try to keep some things at the forefront. I know that staffing, like you said, is the biggest um, hit on our budget, but I will say they're the biggest resource. At Bay City High School, we can do anything with the staff.
036We could have very limited other instructional resources and make a huge difference by the people that are there on our campus versus the books that are on the shelf. Well, this just may be ignorance on my part, >> but um your instructional leaders on your campus. How many instructional leaders do we have? >> I actually have 10 instructional leaders. One of them is for our what we call the rescue team, which is kind of an extra, but we do it by department. So, we have our CTE leader. We have math, science, social studies, English, foreign language, special education, fine arts. Um, and our support team, which includes like the athletics, and PE. So, each of those team leaders um does extra training with me over the summer. They do a lot of extra data conversations
037and then the way things roll out on our campus, anything that we model goes to them and then they model it for their team. And like the team meetings that I share with you, um we have days that teachers have dedicated tutorials, but there are also days that are dedicated to the PLC meetings and the data reviews. And then there's also an opportunity then for those team leaders to model for them. >> But those instructional leaders are still teaching. >> Yes. They're not just solely instructional. They're teaching. And I will be honest with you, Bates City High School runs um the way that we do because of the investment of those team leaders um the longevity that we've had out of them and as you guys know through the staffing cutting when I became the
038principal we lost the academic dean on our campus but I worked really hard to train each of those instructional leaders to take on that role but within their normal instructional um responsibilities just with a little extra added supervision. Um, one of their tasks that they do weekly is they are also in classrooms with their teachers and work on a schedule to provide the support as needed. So, it's very uh it's a very strong model, but I only can give credit to the teachers that are doing it because Linda Smith will even tell you she'll try anything if I show her how to do it and then she'll show her team how to do it, but she's not sure it always applies to PE, but stepping out of her comfort zone and doing it. And then
039the same thing is when we go and we get training and we we sit down and we have data review their data also looks a little bit different because sometimes I blast it up there and say the number of students who did not meet right because that's a shocker for us and basically high school our mission is all students. When we say all students we mean all students. It doesn't matter what demographic they are. It doesn't matter what program of study they're in. It doesn't matter if they're in honors or an online class. All students means all students and that their goals are met through the tracking of growth. So we spend a lot of time taking ownership of that and the team leaders help along with that. >> Great. Thank you. >> Thank you.
040Um our first item of business is district annual report. the public hearing. >> Good evening, sir. >> Good evening. How's everybody doing? >> Good. How are you? >> Oh, living the dream. Better not deserve all things. So, uh, this evening, we're going to go over the district annual report. This isn't required by law. And really, if it was, it's a good idea to do that. Anyway, more importantly, we're not going to dive into the data. When we do, it's going to show you where to find it and how we can look at it at their leisure. And that's that's the best way to do it. Every year uh whenever we come the state gives us an annual report and that report is called a table report and education is known for their academics. So you
041can see this particular report that I'm going to show you guys in eight different sections and each section is broken down by credibility of course we'll see the taper I'm going to break that down a little further in each section and show you where to find those areas. Then you've got your teams and financial uh that's also published in three state of course in our three our third one is our accreditation piece like I mentioned performance standards student performance and we want to know what kind of demographics we have but more importantly one of the sections is actually the glossery so you can go back and see what all this terminology means and what it looks like has anybody show hand seen the type of report of course that it's ginorms and if you're looking
042for subops and different groups and different data you can just get lost in that whirlwind of data and you you won't know which direction you're going. You start going down different rabbit holes and you're not you get lost when you come back to it. We utilize this to look at different areas for us. A lot of that information you get from the BCG just out on the campus is also from this report as well. So in section one it's a compiled list that TA gives us again that taper. It's published in a PDF and it comes out every year. Every district gets it. Every campus gets it in the states. Everybody's part of their rating system. So when we talk about a through F rating, this is where a lot of that information comes from.
043So when we look at section one, again, we broke it down by everything you see here. And in conclusion, in the second part of section one here, this tape report, the second part of the cover page, you'll see it right off the bat. And I'm going to click on some hyperlinks. So you see it. So when you get that when you get the tape report, the first thing you see is a cover page. It has our name. It has uh the district's name, the campus name that's there, and of course a campus ID number or a district number. Just make sure that you're identifying your actual place. So, uh, the previous campus I worked at was Marshall High School, but it was in San Antonio, Texas. If you're not careful when you look at Marshall
044High School, you can get at Marshall, Texas as well. So, you want to make sure you're you're really linking to the campus as well. And inside that cover page, you'll see it broken down as far as the ASAP that was given. So, if the district did not offer that, which we do, then you wouldn't see that part in the taper as well. We look at all three different performance rates within this paper report as well. So you'll see it broken up by grade levels in the third, fourth and fifth grade. Pretty much anytime we have an EOC test or intercourse testing, you'll see the various approaches, meets and masters. So the three different levels that students can achieve whenever you're looking at course. So when you look at third grade, you see what uh demographic
045it is, what grade level it is inside. I'm going to show it to you. You can see how many students are percentage-wise achieved the approaches, the meets and the masters. As we look at each one of these, we determine the data that's best for us. So in that second part, 3 through 8 is all reported in the 9th through 12 or 9 through 11 COC test. So that's where we're looking in the high school level, the junior high, and at that elementary level. It also covers CCMR performance uh and our annual growth. So we're looking at a variety of different aspects of the student. The best way to put this report is is it looks at it as a whole from the district. Everything from our required 1416 building etc. instruction we have to do
046for students to how successful they are broken down by again each demographic. A sample of our paper report is on in this presentation. Uh for example this is alpha one through biology and course exams. You can see how we compared to the region. You can see compared how we are to the state. You can see how we are comparing amongst different entities within our state at each different grade level. Our bilingual education is also a big part of the data tracking for us along with our special populations. Part of this report when you get past about eight or nine pages, you'll start to see some of the bilingual education broken down and English as a second language. Right? So our ESL students, our EB students that are bilingual are also broke down into this group
047as well in that report. That's important for us to understand simply because when we look at the data, that's one of our four subs that we're really focusing on to help with that growth aspect, especially in our district, in our area. So we want to make sure we're on on track for the direction we're going with the state, but again with ourselves and again this is from this year's statement report. So this is actual data from oh so it would be important to know how many of the students actually participated within the star data right the EOC if we just took a few kids and we took five or six of them it's not a great sample of what uh we could offer as a district so a true look at the data and we
048look at it from you know quantitative perspective here and you can certainly look at how our students are performing overall so knowing exactly which student student took the test. So, for example, two or more races, Pacific Islander, Asian, uh, American Indian, African-American, Hispanic, white, all of our demographics and all special problems on there as well. So, we get a true representation of everybody who's participating within this exam. One other thing we follow quite quite a bit at all levels. Uh, one graduation is going to be at our high school level, but every grade level we're following the attendance. And a large part of the driving force when we look at the tape report, you can start to see trends over a few periods of years. You can track it through enrollment, you can track it
049through attendance and graduation rates. If you start to see things, dropout rates or graduation rates that look uh unusually high, for example, you want to start looking into that. You know, one way to find out is this a coding issue or is this really an issue that we're facing. What we have found over in my experience a lot of times there's some coding issues that you need to address. So in the games world, if you use a code 98, this is a student who drops out and we can't find them anywhere. That's not always the case. A lot of the times the students do check into another district, we want to make sure we go there appropriately. So when we see high dropout rates or high non-graduation rates due to that, that's the first place
050to look. So that's what this report helps us do go back and find, hey, are we coding these individuals correctly? Is this a training issue? Or are we really having this student drop out? And if so, why? How can we find out the the problems that we're facing? Attendance is the same way and it's good for all grade levels. So when you look at it over the years 23 24 and 22 23 then you can get an understanding of where our attendance is moving forward. So as a district in 2324 92.6% overall attendance rate but how many of those were chronic attendance issues and that's something that gets their attention too right. So we're at 24% how's that aligning to the state? Well it's 19.2. Well we look okay where's the work that we're doing?
051So we make adjustments moving forward. CCMR is a big part obviously for any district, not just for funding purposes, but for all of the options available to students. We have a fantastic CCMR program at the high school level, but again, it starts from this small all the way up. So everybody's doing their part to get the students ready. More importantly, we want to make sure that the students are completing their strands as needed. The takeover report also allows us to look at that as a whole. again breaking it down by subops and you can see I've outlined in red. We need you to see that dip report. Again, this is still the same report. We just keep scrolling down the pages to be able to find that part of that CCMR2 is postsecary indicators. I
052went to the next just so you kind of understand when we get to that part in the section here when I look at it in this section when we'll talk briefly about it. Just understand that's very difficult to track. It's hard to find out where the student starts at that postsecary spot. They finish in that that college or they go somewhere else and how many times they transfer from here to there. Myself, for example, I started junior college, took some classes at San Antonio College, there's classes at Vista College and UTSA, there's grad school classes. It's all over the place. So, it's very hard to track because of not just where the student is, but the time lag that it takes to get that information. and and we'll talk a little bit more about that
053here. One of the last parts in this uh section one that covers the taper report is our student information uh staff information and of course teachers by program which is actually important. So a good ratio to how many teachers we have to students is is something we use in this report. It's also gives us an understanding we're comparing to as the state is concerned and within the region. So now we have an understanding of how many teachers we have. If we're seeing a drop off in other districts, well, there might be a a bigger issue applied to this. So, finding all these here gives us a robust information dive for anybody wants to see it within the state or within the district. So, in section two here, uh we see our financial reports. There are
054some uh links in here. You see that one with those links in the campus and the district. >> So you'll have those direct links, those hyperlinks and this takes you to the financial reports uh from K. It gives you the revenues, finances and pretty much the checkbook with the district and it can breaks down by campus. The nice thing about that is when you go to them on the campus, you can actually pay the campus. You have to wait for each one. It's very easy to use and very friendly for us for you to understand. District preparation is section three. So this is a big uh aspect for any school because or any district if you're not accredited any diploma that you offer up is is not going to be worth anything. So having accreditation
055is extremely important and when you achieve that is through certain standards within the state. Making sure you have students that are graduating on time, making sure you're having highly qualified teachers. A lot of these different factors play a role into making sure uh that you're accredited and a course based CIC is accredited. In section four, our campus performance objectives are there. So this is our you would know it as a district improvement plan or DIP and CI for the campuses are also available when you go to our district site. So the links that you have take us right to there updated so everybody can see within the state. Uh our taper reports are also on our website as well. report on violent crime or criminal incidents. So, this is a a big one when you
056talk about safe schools and how everybody can uh is your school is your district safe or is it not? And part of what we have to do is we have to report legally any very violent crimes. So, I give an example manslaughter, sexual assault, things that would even occur off site still have to be reported if they're violent crimes site ISD at zero last year or so. Uh these are not you wouldn't see a lot of these. If you did, you would probably already know by now. One of the ones that really kind of sent people astray was vapes a couple years back when they made their so kind of skewed the data a lot of times. So now you can start to see it kind of come back to the postsecary piece is section
057six within the annual report. Again, once you find in that link, you can see uh the Texas education data board that they use that link on the very bottom, the th CD this uh gives you an understanding of postsecary work. I took a picture of what ours is and put it on on this slideshow. So that's exactly what you would see kind of understanding how many total grads whether it's a fouryear or twoyear or independent colleges some not tracking it's only n1 226 last year so about half are being tracked in section seven uh this is our progress for the district and course toward meeting board adoption. This is our what Miss Moer just presented on. This is our BCG that you see all the time where we're tracking it ourselves, making sure that we're
058following the sequence of events to make sure that adequate progress is being made. It's not just required for law, but it's also good practice. And section 8 is the cluster. So, you want to go back into the uh table report, understand what some of the terminologies are, some of the acronyms, some of the more broader definitions, and go in there. And it's it's pretty u concrete, right? So you'll be able to see exactly what they're talking about. So if you read those issues, you can go back to the classroom. And if there's ever any questions, of course, that's me right there. So people who want to reach out to or have questions about our report was published on the website, they'll be able to contact me. >> Great. Does anyone have any questions? >> Okay.
059I think it was section How long do y'all track them? >> Oh, secretary. >> Uh, we don't The state does attract it and it's usually about a two-year deal where they're track 226 graduates would have been from last year. So, it's the most uptoate information we have. >> I was very impressed. My son, grandson finished in 2019 and he's now enrolled at WCJC and they were able to go from there back to Glenn and make sure told them they make sure that they report. >> That's great. >> The biggest thing we face is we're at the mercy of those universities to make sure they report. They're not holding up that end of it. Yeah. And I first thing I thought was so sure they pick it up. But I don't think that was the case.
060Whatever. I was very pleased and very impressed that they would do that. But it also helped that he got the same counselor advice from the same counselor that he had. Very impressive. Something I forgot to share with y'all on that second page that I gave you, there was a little bit of information about graduates. Um, we do still have in the state of Texas an individual graduation committee option for students who do not meet STAR testing requirements. Um, in the taper report, you'll see a negative like I think it might just say a negative one. It's because there are so few students that graduate that way at Bay City High School that it's too few kind of to protect the confidentiality. They don't share that it's only a handful of students that graduate that way.
061The rest of them are graduating truly by passing all their EOCC's, meeting the CCMR requirements, all of those other things. So, I wanted to kind of share where we are right now. Um, it looks like we have about 19, but some of those are are the exact same students. it's 12 students um that some need more than one subject and they have not yet taken the spring assessment to try their last time before going to IGC. So just to share that information with you and it does show that negative number on the taper report and that's why >> the more time >> yes >> any other questions thank you sir appreciate it. All right. Item B, SB546, report and consideration of resolution. >> Good evening. How are you? >> Good. How are you? >> Great.
062>> So, back in the summer, the legislature passed Senate Bill 546 that introduces the three point seat belt requirement for all school school buses. Uh, and we have to be in compliance by September 1st, 2029. A part of that compliance, we have to give a report on how many buses we operate in the district. How many do not have seat belts, how many have two point, how many have three point and then we have to report all this back to CA. And at the end of it, there's a grant opportunity that they have uh so graciously blessed us with. Uh so just a quick overview here, our like I said, our full compliance date is September 1st, 2029. when our number of buses that are expected, we have 16 buses with no seat belts, three
063buses with two point, and we have 11 buses with three point seat belts. So, our next steps uh in the TEA's eyes are either total replacement if it's financially feasible or retrofit all these buses without three point seat belts and get them to threepoint seat belts. Uh so, in my report, I have this uh little slide here to meet our steps of full compliance. So, we would need to replace if the number is out there, but it's 19 total buses at approximately $160,000 cuz we paid think it was 156,000 this past summer for two buses. So, approximately $3 million to replace our entire fleet. As we stand currently, we all know that that is not financially feasible in our current budget situation. So we would have to be looking at our retrofit of our fleet
064of those 19 buses of approximately $30,000 a piece. Now this ranges based off of the age of the bus, how many seats there is, how many passengers it holds, but the the average is about $30,000 per bus. So we're looking roughly $586,000 almost $587,000 to retrofit our entire fleet. Uh we have a caveat to this. We have about eight or nine 2006s that really wouldn't be that smart to retrofit those buses as those are going to be starting to phase out hopefully with the turf grain opportunities and if things start getting where we want to we can start replacing those older buses and and get those two three points with the new state requirements. So, we would really be looking at I have another slide here, but it's about $280,000 over the next three years
065uh to phase those buses in over the next three years. And like I said, we would have a grant opportunity once this reporting closes uh at May in May of this year. And then here's a little brief analysis of the calendar. Obviously, we have to complete our report by May 29th and then potential phase in in three phases in the next three budget cycles to meet that September 1st, 2029 uh date. And then here is our list of school buses here. And over here in the far right column, you can see, you know, what our prices are. We highlighted the ones in green uh that we would recommend to retrofit first as those would most likely be in our fleet for the longest period of time. >> Any questions? >> The grant you keep saying
066possible. When would we know? >> It would be after we complete this reporting period. TA will come out and based off of a study that the entire state is doing see how much money is needed across the state for all the districts that are in need and then it would shake out from there. >> So end of the year, summer, beginning of next year, >> but if we get a grant then then that covers all of or some of >> they haven't indicated cover all or they just cover. >> So this is a scenario where they threw legislation out there. >> Yeah. not knowing how to fund it. What? >> So, uh, once I think once they figure out how much it's going to cost, then they're going to see how much money they have.
067>> That was part of the the compliance state out in the future. They wanted to see what what was out there in the state to get those these reports going, get this reported back, and they can figure out. >> So, this doesn't affect this year's budget. The cycle we're coming into, we're not going to put anything in there just yet. Uh we just did get approved for two buses in the T grand of 2025, but those are most likely in 2027. Uh depending on how they've shaped out, Mr. Jan and I will figure out what we need to retrofit, when we can retrofit, and see how the budgets. >> So I don't want to glance over that. So he and M Jernigan work very hard on Turk ramp. And so we were awarded uh two
068new gas buses. So just wanted to make sure that we didn't skip over that. That's a big deal. >> Yeah, >> we basically get one bus for or it's a third of the discount and we get about $64,000 off of the bus. So, we'll only get about $100,000. >> So, one of the 06 >> Yep. The >> two of the 06. >> Yeah. The two that are listed on the far right up there for 202 will be buses that got approved. >> Okay. and then the rest of them up there that's looking at >> what you guys have before you is a resolution. Um and so really what we're asking is is that along with that is that school boards can make the statement that yes we we will commit to phasing this in but
069if you do not have the funds to do so that you will do so as those funds come available and be responsible heading in that direction. So that is what this resolution is basically saying. Uh that we don't have the funds to do this right now, but as they become available, we will phase in as much as we can. Um and then then we'll wait and see what the state comes up with after they complete their study. >> All right. Are there any other questions? Is there a motion to be made? >> Yeah. Uh, is that the SB5461? >> I make a motion to >> just adopt the resolution. >> Adopt the resolution. >> Is there a second to the motion? >> All right, we have a first and a second. Any further conversation? All
070in favor? >> Opposed? Motion passes seven to zero. Thank you, sir. All right, item C, our audit report by KMNL. >> I'm just gonna introduce Mr. Whit here and let him kind of take over. He is our auditor. >> Good evening, sir. How are you? >> I'm doing well. Yourself? >> Doing well, thank you. >> All right. Well, it's good to see y'all again. So, Wade Whitlo, audit partner with KL. Uh, so each of y'all should have a blue bound report in front of you. And there's a few items that I want to go through on this report. uh some of the things that point out um you know I've heard multiple people get up already and talk about the upcoming budget cycle and the financial situation. So y'all are more than aware of that.
071So I'm not going to uh browbe on that. Y'all y'all are aware and y'all are taking steps to address that piece. So uh the first thing is past this first blue tab you'll see financial section. And if you turn that over you'll see our top with independent auditors report. So this is our opinion on the financial statements and we're issuing an unmodified opinion. So that's a clean opinion. Let the readers of the financial statements know that what they're reading subsequent to this letter is materially and factually correct. >> I was too. >> I don't know. >> It's just very touchy. >> I'll just hold it. Uh we we do have two other letters in the back uh that we're issuing as well and they kind of coincide with a couple other areas within this report.
072So one of those areas is past the second tab. Uh you'll you'll see the uh required supplementary information and then it's exhibit G1. Thank you. uh exhibit G1 and this shows the the final budget compared to the actual expenditures uh for fiscal year ending 2025. And some of the things to point out within this schedule is there are uh five different functions at the functional level that have an unfavorable variance within the expenditure uh side. Now in total the the budget was appropriated for total expenditures but TEA requires you to have a favorable variance at a functional level. So that will coincide with one of the items I'm going to point out here in a second. So past uh the fourth blue tab you'll see the federal award section. And this is the this is
073the area I always want to uh pay more attention to. So we have two letters within here that we're issuing. The first is our report on internal control over financial report. So what this letter is is a part of our audit process. We go through and we uh we evaluate the controls that are in place and through that we do testing of transactions, walkthrough procedures uh and a lot of inquiry with with management not only in the business side but in various other departments and anything we identify uh from a deficiency standpoint is reported within this letter. Um now one thing one thing I do want to mention we don't issue an opinion on the effectiveness of the controls that are in place only if we identify deficiencies. So within this letter we had two
074that we identified and go over those in just a second. I want to go over the third letter uh which is right after that one. It's our report on uh compliance for each of the major federal programs we identified. So this year we had two programs that we tested. The first was the special education cluster and excuse me and the second one was the title one and similar to the report on internal controls over fin. reporting. We have a report on internal control over compliance within this letter. Uh and we had three items that uh that we disclosed as it relates to internal control over compliance. So those findings start on page 110 in the schedule of findings and questions. So the first two are related to that first letter. I just that I'll go
075over the report on control over financial. So the first item is a material weakness over financial reporting and what that is is just a lack of control of the general ledger. Now one of the things that the district did this past year was implement a new accounting system with the implementation of any software system. Even if you beta tested for a year, when you go live, you're only about 80% of the way there. Um, with any implementation like that, uh, having the awareness to be able to adjust on the fly when things aren't being coded correctly or when things aren't, uh, you know, there's there's bugs in the system that need to be worked out, whatever the case may be. There has to be a heightened level awareness to catch those items over this past
076fiscal year. U that that awareness wasn't quite at that level and uh it caused a number of audit adjustments that needed to be made on our end to get the books into a place to where we could issue that among. So uh as it stood last year in 2025, material weakness is a lapse of controls to where the financial data that's being provided cannot be relied on. So uh it's a it's a significant issue that um Miss Jernigan and I have had many conversations um about this and uh she she understands from my standpoint and from hers as well uh the level of severity as it relates to to getting this ranked in. Okay. The second finding uh on page 111 now it's what I was going over related with the budget versus action. Now
077with this one, this one kind of coincides with the finding I just had with the lack of control over the general weather. The board as decision makers, y'all are making decisions based on the data that's provided to you. So within if that data is not accurate, you end up in this position where there's there's material non-compliance and it relates to the reporting or the final budget versus the actual figures at the end of the year. So these two items coincide with one another. You fix you fix the uh the general ledger side on the books budget adjustments budget amendments that are brought to the board for approval. They will mirror that and you you should not have those issues uh come forth. So the the third, fourth and fifth item u is surrounded uh by
078the programs that we tested with special education cluster and the title one part a funds and really these findings there was no non-compliance with the compliance requirements that we're we're required to test in accordance with uniform guidance. Uh the white issues a component supplement every year and then we utilize that compon supplement to formulate our audit procedures around the programs. So one of the things similar that similar to the uh report on internal control where we don't issue an opinion on the effectiveness of the controls that are in place when it comes to compliance. We don't issue a legal determination since we're auditors. We're attorneys. We can't give a legal determination, but we utilize a materiality threshold uh surrounding those programs and then test the requirements that are applicable to that compliance supplemental for each
079of the programs identified as major. Uh so within these items, it's really uh the thing that it came down to was just uh monitoring uh where where the district is related to maintenance of effort over both programs and then a calculation of excess cost as it relates to the special education program that I should say. Uh so the district from the evidence that we were able to gather is that y'all were in compliance with these requirements which allowed us to achieve the unmodified opinion but the controls surrounding that is what gave us pause and it's really just a monitoring aspect u throughout the fiscal year surrounding those programs. Uh M. Jurgen and I have talked about these. Uh we do have corrective actions that start on page 116. And you know just the the biggest
080elephant in the room as it relates to these findings that we're issuing is giving employees the proper training, understanding this new system. Uh uh everyone that has a hand in these various aspects whether it's across departments within a singular department is really focusing on these and implementing the implementing policies and procedures uh to mitigate these issues that have arisen over the past couple years. Uh some of these items aren't have been new to the district. We did have a finding uh last year related to calculation of the payroll pool. Uh so a lot of these items have been buried or a lot of the issues have been buried in a sense because of they haven't risen to the level of being included as findings related in this. We do issue a management letter or client
081advisory letter that's also provided in the flap here. I'll let y'all read those um at your leisure. But what happens is when we find some of these uh when we find something that is just a control deficiency that needs to be looked at and have a corrective action put into place, but it doesn't rise to the level of severity being included as a finding within the report. We include those within that advisory. Well, if those go unchecked over time, a snowball effect begins to occur and that's where they end up here. U through conversations with Miss Sternigan, I am confident that she understands the challenges that are in place. U I think her first week here was when we were out here for our year in field work. So, not only was she trying to
082uh get introduced and learn all the people within the district and uh learn how the district has operated uh having some crossover from the previous uh business and then she had auditors to deal with as well. So, uh she was drinking from a fire there for a little bit. So, uh, but she knows the task that's ahead of her, or not ahead of her, she's in the middle of it. Uh, so I am confident that she's going to start steering that the right way. Um, while also, you know, making the necessary changes to get there. Uh, yes. Is the finding for the special education spending degree and the finding for the the internal controls or the general ed is it generally the same thing just a different program? >> I mean if the internal controls
083aren't there >> you would think it would be >> it's not quite the same. >> Yeah. So there's a difference between that lack of control of the general liter that's a financial reporting aspect. So that's a finding related to the actual dollar amounts that excess special education closer. There just there was no monitoring from a calculation standpoint that enough was being spent as it relates to grant funding that was coming in. >> Yeah, you have to spend and we we last year the school district should have been monitoring that and and making sure that we were spending the correct amount. And so those are the findings three, four, and five. And we've already been those this year as far as those calculations and monitoring that we have already started that that is something that we
084will do continuously throughout the year. >> Thank you. And one of the things you know one of the questions you want to have in your head is well how's this just now bubbling up how why didn't you catch this last year? Well, with these programs, the way that we uh the uniform guidance gives us guidance on how on how we select these major programs. Typically, we don't audit these programs every year. If we audited one year, it goes on a three-year rotation. Typically, if there's no issues identified, uh so one of these we may have tested three years ago, and now we're picking it up now, we see it now. And does it have to do with the especially that we've had this overturn of uh supervisors or directors or whatever that is coming in
085and they have perhaps overlooked or didn't understand that because I think now that I'm hearing it is just going to be another change in that. So I I like what you're doing. I like the way that it's been presented and I think you're doing a wonderful job. But somehow on us when it comes to uh guess Mr. Johnson and picking a director for this and we have to make sure that director is someone that understands finance. If not, Mr. be somebody you need to perhaps take your willing to to do that special. I I expected that because I am a special person, but so I've seen that you have something in place and I I know that it's going to be done. I just wanted to throw that out because we have had a new
086finance person one now we have special ed director with somebody else is coming so I think within all of those changes we are looking at places in the budget you're going to see some gaps or perhaps some I I see it so for us one of the things this is going to be to maybe on you to uh and administer to make sure that those people that's coming in understand the procedure. >> Yes, ma'am. 100%. And you know these findings of course they're just now being reporting but it's something that we were aware of at the beginning. And so Miss Gen and M have been meeting regularly this whole time looking at that um and monitoring that together and making sure that this doesn't happen again. Um so absolutely 100% you're right. Um and I
087will tell you that it is happening already because if we were to start now it would be too late, right? Um, so it's been happening all semester, but there's and the only way to do that is constant communication between those two um, and looking at it and monitoring it, adjusting. It's a it's a it's a beast. It really is. Um, but but you're absolutely right. Yes, ma'am. >> And Mr. I just want to give you just a little piece of mind. I'm not planning on going anywhere for a while. So hopefully hopefully that gives you a little bit of >> Thank you. Thank you. You're welcome. But as you said, Miss Steman and I have been meeting quite regularly um with federal programs. I've also been meeting with M. Rollings and a few other people
088um been talking with Carly to make sure everything is in place. It's a lot of there's a lot of collaboration that has to happen across the district and and we are doing that currently to ensure that this is not an issue. >> You're welcome. So, you know, I kind of laid out some of the challenges that are in front of you all on top of a lot of the other financial challenges and budgeting issues that uh I say issues issues of just the state of independent school district finance in the state of Texas. U you know, not only are y'all y'all are immune to it just like all the other districts that are about to face some of the challenges. So, you know, with these findings from my standpoint. I just I want to challenge
089everyone in the room to, you know, throw it back in my face and say we're good now. I would love nothing more than to be uh come in and show me here's everything that we're doing. So, uh that that's what I want to challenge everyone in the room is that these problems are fixable with a little bit of you know, not that they hadn't been there. Now that they're on on paper here, just challenge you all to to rectify those, get them corrected. And and I think once you once you get these corrected, I think what you'll see is that it's not going to magically add dollars to the balance sheet or cash accounts or grow that fund balance. But what you'll see is that the information that you have is clear. So that when
090decision making needs to be done, it can be made with without the picture being >> Thank you so much for the presentation and for all the information. I know we're headed in the right direction. We have some great knowledge and skills that Mr. brings to the table and I know Mr. Townsen and Mr. how they're all working together to ensure that we're moving in the right direction and not just kind of stagnant and swirling. Um, so thank you for your work. I appreciate it. Does anyone have any questions? >> The areas that these findings were found in, are we >> taking action steps to go within the areas so that we're not dropping the ball? >> Yes, sir. And in fact on all the all of the items when I first came in William and
091I had a very long sit down to where we were able to talk about all of the kind of things that are out there that we need to pay attention to and we started enacting some of those changes immediately but we are monitoring a lot of the things through there. We've already cleared all the general ledger books the the finding number one essentially for 2425. We're working to make sure everything is clear for 2526. So it's a process. It takes a lot of time to make sure everything is good, but uh since I I first got in, we we started working on all of that to make sure everything is clear and concise and fixed. >> I definitely do not want to be in situations where we have to give money back or penalized and
092have to pay a fine because we didn't spend the right amount of money. >> Yeah, I I definitely understand that. And um my goal is to not have any any findings next year whatsoever uh off of this to make sure that we're compliant with everything and we're making sure that we're tracking everything and monitoring everything correctly. Uh but that's that's our goal. And with the previous district that I was in there there I've never had a finding before. So this is this is this is interesting. >> But I I'm going to do the same for you. >> Sounds good. >> I appreciate it. >> No problem. >> All right. If there are no other questions, um I appreciate your presentation. We do need to approve the financial audit. Um, so if there is a motion
093to be made to approve the financial audit, I will present. >> Okay, there's a motion on the table to approve the audit as presented in board book. Is there a second to the motion? >> All right, we have a first and a second. Any other questions? All in favor? >> Opposed? Motion passes seven to zero. All right. Item E, discuss and consider approval of the audit audit engagement letter with KML or grant permission to seek proposals for audit services. >> So currently this is our chance to hire an auditor for the the coming year. Uh KML is currently our auditor. Uh they have the uh letter in there and I would suggest if you wouldn't mind if we continue the following year. I would appate that. >> All right. Is there are there any questions?
094Is there a motion to be made? >> Motion to approve the agent. >> All right, there's a motion on the table. Is there a second to the motion? >> Second. >> All right, we have a first and a second. Any further questions? All in favor? >> Opposed? Motion passes 70 to zero. Thank you very much. Thank you. I appreciate it. >> Thank you. >> Yes, sir. Have a great evening. Be careful home. Thank you. All right. Moving on to the consent agenda. Are there any items that anyone would like to have removed from the consent agenda? Hearing none. Is there a motion to be made? >> All right. There's a motion on the table to approve the consent agenda as presented in board book. Is there a second to the motion? >> Second. >> All
095right. We have a first and a second. Any questions? All in favor? >> Opposed? Motion passes seven to zero. All right. At this time, we will move into executive session. Under personnel matters, if necessary, may be taken into close session pursuant to Texas government code 551.074 to deliberate the appointment, employment, evaluation, reassignment, duties, discipline, resignation, or dismissal of a public officer, employee, including contract recommendations for campus and district level administrators and teachers. And item two, deliberation regarding superintendent's evaluation, and contract te u Texas government code 551.074. will be in close session at 7:26. made it easy to follow. >> All right, we will reconvene into open session at 750. Um, item one, discuss and consider approval of hiring of contractual contractual personnel. Is there a motion to be made? >> Make a motion to hire
096contractual personnel. >> All right, there's a motion on the table. Is there a second for the motion? >> Second. >> All in. Any questions? All in favor? >> Opposed? Motion passes 70 to zero. Item two, consider and take possible action regarding superintendent contract. Is there a motion to be made? Make >> a motion to approve superintendent's valuation and contract as discussed in close session. >> All right. Is there a second to the motion? >> All right. We have a first and a second. Any questions? All in favor? >> I opposed. Motion passes seven to zero. All right, last item of business is adjournment. Is there a motion to be made? >> All right, we have a motion on the table to adjurnn. Is there a second? >> Any further comments? All in favor? >> Opposed?
097Motion passes at 7:51. >> Yes, sir. >> They do. >> It's a big game.