001David Mallister boardroom in the Bay City administration building. This meeting was posted according to law and we do have a presence. I'm going to go ahead and call the meeting to order and we will start with the indication. God our father give thanks to you whom all our blessings flow. We thank you for many blessings that you give us day by day. Lord, we ask blessings upon the school district, upon our superintendent, upon our school board, upon all of our parents, students, and employees. God, I ask tonight, your father, that they conduct their business, oh Lord, that you will guide them, lead them, and direct them. That Lord, everything we do that will be done to your honor and your glory. Now, Lord, we thank you for this day, we ask it in the most
002powerful name we know. In Jesus name, amen. Amen. >> This evening, we have 10 home students that will be leading us in our pledge. Good evening. To the flag of the United States of America and to the republic for its one nation [Music] to the Texas Thank you. >> Right, moving right along to good news. Does anybody have anything good that they've seen in the school district since our last meeting? good things, positive things. Uh, starting with the football game on Friday, our coaches and the staff, all of them cheer. I sit all the way down to where the band is before it was total chaos. This year, it was so nice. It was so well organized and so I mean planned to make I give you all great how to did a wonderful job.
003And then the second one is to all the problems that were down in office. Thank you. Thank you. And it was so nice to see how y'all came together. I think it was just 23rd. >> It's still open there. We had we had set a date yet. I've been working with Mr. Eaton on setting a future date to go back and clean up the rest of it and really keep it in check. >> Okay. It's one last request. Okay. One last request. If we get enough volunteers and your staff, can we kind of clean up the grass because they didn't make it hard when you >> We're working on that this week. Picking up all the that we're working on that this week to get that scooped up and hauled out of there. >> Thank
004you. I appreciate you. I appreciate you. I didn't even [Music] >> thought but thank you Min. I thank you guys a lot. It means a lot that you took that on as a responsibility which is not dedicated solely to you guys. It was a great job and I really appreciate it. And that comes from members uh community members that came up to me and thank me for you know told me to give you guys thanks. It's hard. In the last one, this come to class and say, "Hey, like they thought that was so funny." right now. >> So, I appreciate you and I cannot say thank you enough to Bay City High School. I don't know what else to say, but thank you. Thank you for everything you do. It's lots of hard work. Everything
005is put into that. And to the athletic, she's not here tonight. Um, >> oh my god, that little change. I mean, it was like, okay, and it's working. It's magic. And then I got a call from a parent about Lady Roberts talking about how well man, you know, but for parent to convey that to me a lot. And uh so I thank all of you. The last one I told you the diversity. See, I look at things differently. My glasses is not because I'm being cute. It's because I mean everything. I looked at everything, the kids that challenged, how they all just blended in as if it didn't make a difference in who I am or what you think of me. I'm still a part. So, one of the boys gave me a heart. So,
006in your heart, I've been practicing. So, I'm giving y'all a heart. Thank you for everything. And I know that it's not an easy job. Your jobs are not easy, but you should make it. >> Anything else to say? >> I'll just say our traveling fans, we're we're traveling this year because we're not home then we're away. If we're not away, then we're home. My son's in band at football. So, I have to say it's been fun going to the other stadiums and sitting with the traveling parents and about 99% of them are respectful. So, we've got a good sidelines and we've got a lot of support out there. So, that's been fun as well. >> Yeah, they said it's you can feel it. It's good. I've been on several of the campuses just with my
007own kids and so the things that are happening are great and I truly appreciate the hard work. So, I know moving into this time of year is still just fast pace. said, "Thank you for what you're doing." >> Thank you for what you're doing, chief. All right. Um, moving on. Anything else? >> And bridges for this. >> Yes. Bridges. It provides the best fields. Okay. Next is celebration of excellence. Hello, ma'am. How are you? Great. This is an exciting celebration of excellence for us. >> Yes. So, tonight we are proud to celebrate 10 of our students who earned College Award National Recognition. To be eligible, these students have taken the PSAT in their junior year and maintained a GPA of 3.5 or higher and then were identified in an under represented group across our nation
008for higher education. So these awards highlight not only their academic achievement and determination but also the potential as future leaders and scholars. This recognition can also provide them really valuable scholarship opportunities and college opportunities as they continue their educational journey. So we're going to honor their hard work. We'll recognize them and then together we take a picture. Miss Lopez did provide a specific sign that we So we have two that were not able to be present. So, first off, KA Cook was National School Recognition Award and National First Generation Recognition Awards, who was the National School Recognition Award as well. Tonight, first up, hold. I'm not sure these are in order so I'm going to find them. Um is Grant Friezen National School Recognition Award and National Rural and Small Town Reco. Second, we have
009Jasmine Glenn National School Recognition Award and National Rural and Smalltown Recognition Award as well. National First Generation Recognition Award, National School Recognition Award, and National Rural and Small Town Recognition Award. Then we have Katherine Lopez, National First Generation Recognition Award. Miss Alanos was also national first generation recognition award and national school recognition award and then padron national first generation recognition award national first recognition award national school recognition award and national rural and small town [Applause] It looks like I missed Ashley Martinez. National First Generation Recognition Award and National School Recognition Award. Sorry. In addition, this is not one of the certificates, but one of the recipients tonight also received a really awesome award and Miss Lopez gave me a script for that since she was unable to be here tonight. So, we want to make
010sure that we recognize Nicole as well. She um was selected as the big future ambassador, our first ever for Bay City High School. And what this award entails is that she will play a role in helping peers navigate their journey through college and the career process and share resources, scholarships, and opportunities to help them reach their goals. Throughout this, she will gain herself invaluable leadership, communication, and marketing skills while planning her own future education. So, we're very excited [Applause] Congratulations. >> Oh, yes. Congratulations to each of those students. That's a big achievement. All right, moving on. Audience with patrons. I do not believe we have any this evening. So, we're going to go straight into our Bay City governance starting with CCMR possibly. >> So, Mr. Hie is going to do his dance and put
011our but share with you guys in advance. So, a little report related to what's going on right now with CCMR. We started this year with a group of seniors that have 32% of them have already met college, career, military readiness requirements in some way, shape, or form. A reminder that they can do that either by passing their GSI, getting scores for their SAT, ACT, or earning dual credit. What's really exciting is that we also have some underassmen that are on their way to success. And you'll notice in the red that some of those are noted as kids who've already earned certifications, which is the other way of getting your CCMR credits, but they are in their level two course now. So, as long as they finish their level two course, that will also then be
012validated. And so, we're a little bit higher um than we anticipated really to start the year because normally our underassman groups start kind of around 10 or 15%. really good uh that we also have some other things that are going on already to help with the underassmen as well as the upper classmen. So, we've been offering some TSI sessions. In fact, this week and next week, we will be strategically testing all students in precal and algebra 2 students will come after that that we want to make sure we target math in the first semester so that we're we're looking at them being in the right placement as well for their coursework, but then also getting those points. And then our seniors have a little bit more incentive this year. We're trying to twist their arm
013a little bit to get ed ready them sooner than later. And so this year if they finish their ed ready criteria or pass the TSI, whatever form, then they will be eligible to have additional off periods in the second semester. So it's a little added incentive to try to get us there a little bit sooner because we are starting a little bit lagging behind for where last year seniors were. And what we accredited that to is that really with last year seniors, we were able to have um a little bit more push of the TSI in the school year and in the second uh semester. We tend to get more anyway, but we had a little bit more um with the early college applicants. And then of course we also we now have a lot
014more students that are pursuing the uh industry based certifications but we're having to hold off on counting those until they've completed their level two requirements but we're on track for doing that. So you'll notice just kind of our action steps right now. We want to do fall TSI sessions. We are offering an October SAT. That's one of the highlights that we're sharing as a talking point. Mr. towns and asked us to kind of be thinking about some of those things. We're our own TSI testing site for those who might not be familiar with that. Means they don't have to go to a junior college to take that test. They can take it right with us as many times as they choose. And we use our CCMR outcomes based bonus money to return the profits on
015that so that we're paying for their testing sessions. But then in addition to that, we have full dual credit already started. So in the second semester, anybody who was first time dual credit student earning it for the first time, then that will be initial data that we'll be able to capture and share with you the next time that we any questions related to the CMR. I like that we're able to go back to the scouting report for y'all instead of just the linear format, but we did keep the linear format off to the side just so we can see just traditionally how students are growing and we've been tracking it that way. A reminder that Mr. uh how they will talk a little bit about some of the state data, but that our CCMR data
016is lagging. So when it counts for accountability, it's the previous year's graduating group. So, we um definitely had a few things that we're really excited about this past school year, but that will be lagging data until next school year that it won't come up for the April template. >> Thank y'all so much. No, Mr. Robertson, you had mentioned thanks for us helping out Roberts. >> Yeah, I appreciate that. But you don't have to thank me for that. It's fine, right? And that's what we do. So I look out here to people I work with on a daily basis question. This is what you do. So just want to say that out. I know these folks do this with them all the time. It's simple. I just want you to know that as it goes. But
017enough of that. Today we'll talk a little bit about HS state accountability. And um you know we're rated on a lot of different things from state and federal level. And there's a lot of different reasons why we are that way. And some people would say uh you probably heard today on a through state accountability. Look at the end of the day we have to be ready at some point. We have to know where we at, where we stand. have to be accountable whatever that looks like because unfortunately there are some districts and some campuses that don't hold up to the same they should for other people's children. So it's good that we have something like this but you know sometimes they change the rules a little different there and so kind of give you a
018little bit of history of it. Uh we started back in A throughF to uh look at accountability in 2017 what exactly does that mean and it's exactly that it's a report card for schools and for districts. So it gives people in the state who may be relocating to a different district or a different campus what exactly they're moving into and it takes a variety of factors into play and of course that's changed since 2017. You can see uh the first system comes out for our first A3F rating in 2018 and uh we're rocking and rolling, excuse me. Then the last one in 2019 of course 2020 uh co comes in so there's no star at that point and then we move to an online version later on and with the online version they give the
019reprieve as far as scoring is concerned and then we get another year uh is to figure out what's going on because we start to see a what if tool coming in there because we're seeing kids come out of co and we want to see how that's going to look and anticipate what our rating system could be. So you see it in 2024 we see our first one with the methodology that's utilized for the mathematical part to determine what our eighth grade is and generally you would say that when you go into the classroom report you can see hey I'm going to get uh this many assignments and if I pass this many and average that's what my grade is it looks a little different than that uh on RF rating as a matter of fact
020it takes three things into consideration right one is you see the graphics being fair to all schools inside This is straight from Texas. And that second part is transparent because let's be honest, if we're not transparent with our community, it looks like we're hiding something. And if we're really going to help our students get better, it takes everybody. So, everybody needs to know where we're at. Now, the good news is is that when you're doing really well, you want to show that. Bad news is when you're not keeping where we're at. As a matter of fact, at this city ISD, we have making progress in the right direction. We got the right people on the right bus going the right direction and we want to utilize all three of these components when we look at
021the state accountability and rating systems to make it to our full advantage so that our district and our campuses, our principles know exactly which way better keep this thing. So how we rate it overall? Like I said, you take all the grades in consideration on a report card. Say 10 assignments take that number by 10. That's your average. It's a little bit different because if we did it that way, it would be a little unfair. If you did it in the district level, you wouldn't be able to identify specific campuses that are one doing very well or some that are maybe need opportunity for growth. We wouldn't be able to very surgically focus our resources to specific areas where we need to classroom and what we're looking at and how we can help address those
022issues and support in the right way. So it's it's a weighted measurement when you look at it in this aspect. Now there's three different domains here. One, two, and three. That first domain we're going to go over in the second we'll go over a little bit. I just want to give you look at domain one and two. That's 70% of our progress scores. So it's achievement, right? So we're going to take either how they're doing or what their progress is, whichever the higher the two is, and that's the score we're going to take, right? So achievement first, you got academic growth and relative performance. That third part there is closing the gaps and how do we determine all of these aspects from the district level. Well, it's the same concept. We just use right so
023you take each portion of the school based on how they've done and you waited at a certain percentage and then that's how you do it. That's the methodology that I didn't want to go with that graphics. So how do we look at domain one as student achievement? Well, it's a little more difficult when you're at the elementary level because they're not taking an actual test. So, we do things on our back end that help assess where our students are. Beginning of year, we do an MOI, right? So, we do an assessment along the way. We use third party measures to help us with those assessments when we use it that levels in class at our proprietary. So those are the two big parts that we use to get that information out. Plus we'll see you
024know obser. So you can look at this part right here, right? For these little ones. Now when we start taking the star, right, you get a little higher up in the first grade level, right? Start taking that test, right? Our campus right there is going to be 100% of that, right? So stars 100% of work and domain one. So this is all of our students in domain one. This is a specific group. This is everybody. At the middle school, you're going to be see 100% star. But in the high school, it's different. It's a 40420 split, right? So here the star, right? You see CCMR, which period, right? That helps us in a lot of ways. And then 20% of graduation, right? When you look at domain two, this one can kind of drive you
025crazy. But ultimately what it is is just where are we at progress with students year after year? That's all business, right? Don't confuse it for anything else. What did our kids do this year and what are they doing next year? And that's that's what we're tracking as we go. Now there's two parts in this and you may score really well in one and not so well in the other. The good news is is you only take the higher of the two and once you get the higher the two that is your scale score which you that this is another part of part of domain two. These are just examples of graphs you can utilize that right you got on one side on the other. The idea here is you can start using that weightive tool
026if you like and plug in the numbers and see where you'd be if you did X Y and Z. Domain three is closing the gaps and generally kind of hard to filter out. We're looking at a variety of groups about 18 different subs that we look at when we look at overall percentages of how we're done and we look at genders and we look at different ethnicities and all these different age groups and all that plays a role and you're looking for a pattern right here. So here like I said domains one and two this is we're tracking progress right domain three for all students and domain three we're just tracking it for and specific high focus sorry four individual high focus groups that we're going to focus on in particular it's economically disadvantaged which
027as we know the is students we have special education students which is pretty good percentage as well right and then we have our emerging bilingual right and then that next group right there foster homeless or migrants or focus groups when you're trying to close those gaps because sometimes these groups historically speaking where they're at a little further behind the more importantly because it's such a small percentage you get more bang when they're successful not just from the simple fact that the students are being successful but from a mathematical and a reading perspective as well. So what do we do with concl. So is it even beneficial for us and does it help us? And the answer to that is yes. You definitely want to keep track of that data because if you don't you don't
028know where you're going. So I tried to put it up here all fancy like it didn't work out so well. So I just did it the old fashioned way. Right. So this is kind of an idea of some modular data. You'll see that set side by side. These are our campuses based on achievement levels. On the left hand side, you'll see us as a district. Again, we're just going to go through campus by campus, right? Kind of see the direction in which we're going here. The red means there's some room for growth. Green means we're either right on target or we're moving in the right direction. All right. So, on the right hand side, you can see our comparison based on state, region, or uh state, right? You see us right there. Now it's broke
029down into three different categories. A direct star rating is member 22. This is where we're at. Elementary level, right? Only a portion of this counts the high school most and graduation rate. When you get your approaches and masters, those are three different levels in which you are achieving based on rigor and the success of the student in the classroom on assessment that they took. So in other words, if they take the test in the start level and they get 100% right, right right masters, then based on the percentage, it's going to keep going down there. Now, that can change from year to year because it's based on the achievement from every child in the state. So that that's kind of a floating target changes every year. Keep that in mind. Okay, you can see there's
030areas where we are red and there are areas where it's green. And I want to keep that in mind because when you look at the eighth grading, there is a good there there is reason to compare that eighth grading, but it's it's more important to compare us to see where our growth is relative to our performance, right? It's a direct proportionality on how we're moving forward as a campus or as a district. So, that being said, we're going to come back to that. Oh, sorry. Now that we've seen some of these areas that we got some growth in there I showed you some of the red you'll see some y'all seen this I think about a week and a half so you kind of understand where we're going here. These are some steps we're going
031to take at the district level to address the star. There are some other areas we're going to work on, but the few things in particular I've got for you creating all these. There's a few things we've got involved with to help curve some of the money. Mr. Towns did a great job securing a lot of grants for us. Station grants was available for every district. It's hundreds of thousands of dollar and it's used to help us implement different curriculer level. Those are focusing on literacy and numeracy, right? especially from a smaller area to build area and I'm going show you another graphic in a minute make a lot more sense. How are we going to make sure that's happening? We're going to implement researchbased strategies inside the classroom such a file with these five folks
032right over here are going to monitor myself. So we're going to go in there calibrate together. We're going to work together and we're going to make sure that we're implementing with fidelity that we have in place money for. So starting in those two areas of focusing that growth is important. We could go through and attack 12 to 15 different things and we'll get another focus on those. We're going to accomplish what we need to a little bit at a time because we're not looking just for one year. We're 10 years out, right? What are we going to look like? So these are some of our eighth red brains, right? This is B city right here. You can see see all the greens as far as where we're at. We have one red and if you
033remember correctly, that's part of domain two. So that red doesn't come against us, right? The high gave us this two right here. If you look at 2024 and 2025, the 70 we get because it's higher than 68 even though we had eight, right? So keep that in mind as we move forward. Now you have 10 homes here and you see you have three reds and you have two greens. Here's what I want to point out to you. Right? You see performance closing the gaps overall score. Two things you should know about this one. Timmy Holmes actually went up one letter grade. They went from an F to D which is actually pretty significant because it was a huge jump and they barely missed the C. But the one thing I do want to show to
034you, if I can figure out how to get out there, is this right here. Now, when you look at this, if you look at what I just showed you, you would probably initially take a look and say, "Hey, probably one of our campuses is giving a lot more attention either through vacancies or because of some of the performance. We're not so sure about, but look at all those grants. If you look at city homes and you see how much they've progressed from year from last year to this year. Now granted they may not have kept up with whatever the state is but we are making progress and in some areas a lot of progress. That's 10point progress for agency. That's a differential of a huge number and that's a true testament to the work that
035the teachers are doing that the students are doing and that the doing to help their students get a little bit better. So I don't want you to be fooled by one graphic to another. Let's see exactly what the numbers are. That's why the long data is so important that we actually can break it down by each area. We have to be targeted otherwise how we got our our junior hot there. Uh, we got a high school, right? We Miss Moer talk about some of these items here. Remember, right? We're still higher state average. We're just not quite as high. This one's pretty cool, right? This our CCMR results. And when you look at the 99 to 94, I don't I mean, in talking to Miss Boer, I mean, the the differential here is one, there's
036a lag time of the year. So by the time we have this conversation in next year that number higher simply because we're either going to find some people that were coded incorrectly or we coded right or we'll find that they passed their history certification since they had to be high test. A lot of this could change the state we're 94 states close. So overall when you come to Bay City think about all seen this before right obviously you know football's a big big deal here right I like I like but that number on the right is our percentage of our kids when they come to us the grass on the right so when they're small enough to come they come to us they're only 80% compared to the state now that 42% is our neighbors
037in the east and west games but you know district you look at that you're probably thinking well that's us at the end so they come to us at 18% we give them to almost give them 27% % of their years. And so if you stay with BD, you start at the beginning, you go all the way to the end. And the numbers that we just saw show and prove exactly what we did. It makes a difference. What we're doing does work and it does matter. And we're going in a direction where it's going to look a lot better in short amount of time. So if you want to take a look at some of the action plans on the hyper sport, put the overall ratings inside there. And those action plans are done by each
038campus. They're one pages. They're a little more in depth in detail on my end of it, right? So we talk about some other things a little more, but you get the gist of any questions on >> Yes, ma'am. >> Yes, it is. It is high school though. >> Yes ma'am. Now remember in the academic growth that's part of domain team. So relative performance and growth. Performance is generally more bang for your butt. If you perform well across the board everything else take care of itself. You may have an outlier in growth but remember because it's a D. They're going with the higher stress. have some not just that which is why >> yes ma'am >> that's correct that is an F in there however longitudal data and that one in particular there was about a
039six point differential in the right direction so they're moving up the right direction now they came a little short where they're at but remember overall the last time they rated they had an it jumped eight points higher to almost a seat which is almost unheard of uh in a short amount of time. So the work that that campus is doing is phenomenal and I've been on that campus many times. have been in those classrooms. They're using HQMIC curriculum at fifth grade, at third grade, and at fourth grade. They're embracing it. And they may not started off that way as if they're overwhelmed, but once we got in there and working with them, even today, Miss was in all day meetings with coaches from region three to help our teachers get better instituting this new. It's
040almost like learn by phone. So, uh, I'm excited to see the difference that brings and I'm excited to see that moving. It's not where we want to be, of course not. We don't want to be and we certainly don't want to have. I will tell you, we have two years as an we got other problems. If we start rolling it to three, two more years of the D, we'll have other issues, right? We're not there yet. We're still in global control. We can still take it and we're we're taking steps to make sure that you're coming out. So, one more year is good. that target. I feel like that our goal is to look at another letter all around right all around. So we always want to try everybody wants to get 100 but right
041now a little more realistic with our growth here. public and overall I'd like to scare it as an overall sport once we get there we're comfortable with that climbing that ladle which are >> so >> well progress right so academic growth if you're looking at that >> I'm looking at >> yes >> m correct me because the teachers and the principles are real good about asking for what they need to move it That's why it makes me proud to be in this because they are very verbal in what their needs are and as a district we try to provide those needs. Now I tell you I look at it as indic. >> So I know that each grade level as a do you call them team leaders a lead person and then you have coaches
042and then you have the administrative staff. What are we missing in this whole thing? And uh and I do know that what it says on the agenda, so I can't ask. So, no, not for you. >> Okay. Not from you. Um I want to hear from Timmy Holmes. And that wasn't meant to be ugly. >> No, that's okay. >> Okay. Okay. I want to hear from Tiny Holmes and I want to hear from Jimmy. And what I want to hear once again, don't tell me what you think you know, tell me what you doing. Don't talk at me, talk to you. So if it's something that we are missing as a district and not providing you with all that you need then we need to know because both of these grade level especially team is
043so crucial. It is so crucial. So we'll go with you first. What is it that you need that we need to push forward to get you to where you need to be? You had grit. Okay, I get it. But if I put Miss Cumins in there and ask Miss Cumins, give me numbers, how many kids were actually present on that day and how many was actually present during the year? And Miss Cummings can plug those holes in and tell me. And so what is it that we need? What is it more that we need to provide for you to ensure that these kids are successful? I mean, tell me, you're doing after school or Saturday school, you do uh tutorials, you have all of these people in place yet and still I I get to
044grow. So, I have a child and I had a grandson. So, I know when they went from crawling to walking, that was a big deal. I knew when they went from this to that, it was a big shift. I know it's steps. So, we're in this step thing. So, what I need you to know what is the next step that we need to provide to you so that those kids and I don't like D. I'm going just tell you I don't I really don't like C's because seeds is just see me come in, see me step at the door, see me sit down at my seat. That's what a seed means to me. And that may be just the teacher part of me, the educational part of me, but that's what I see. So I
045see that we jump from there. Don't say we went from crawling to walk. Okay. Now that I'm walking, I need to make sure that you're balancing that and you can walk on your own. If we are not providing what you need, then we need to know. I need you to to come outside that box. come out and tell us not what you think we want to hear but what it really is in reality. >> Can you answer that for me? >> Are you referring to >> I'm talking to student growth. I'm talking about school the hyperlinks on each of them is their plan. >> So is that what you're referring to? >> I I've saw those plans. Okay. >> And I've seen those plans now for years. I've seen as but please don't interrupt them.
046So you catch me in the middle of my thoughts on this. So I'm asking you what else do we need? We have campus volunteers. You have all of these things put together. And for all of these kids that are not successful to push us to where we need to be, it is something that we miss. What are we missing? >> Well, first off, I'm sorry that you feel that going from an F to G is not enough. Um, >> I understand the game. I'm just >> Can I stop because you're not Okay. I think appropriate thing here is for trusty Robinson to address the superintendent who's our only employee and trust and towns and Chris Townsin can get us the perfect answers that you need. But I don't know that this engagement is going to
047be productive. >> No, we're not going to do that. >> So what I do want to say is to help frame it up just a little bit is remember that last year was the very first year that was a full year of existence and that year the year before that >> they were dealing with We're starting the year with 10 teachers short administrator turnover in the middle of the year. And so for them to move from an F to a D is is moving in the right direction, right? And so I think what you're asking is because what they need is support and consistency so that they continue the practices that they started last year, right, and got to fully implement it for a full year, which is having a positive effect is to be
048able to continue that into the next year. Um, but I think what you're asking is is there something else in addition that we are not providing them to help them continue along that way? Is that what you're asking? >> Okay. So, basically, is there something you're lacking as you're going on and implementing and you have your plans in place that you need from us that that maybe you've been afraid to ask for? >> No, I'm not afraid. Um, yeah, >> Mr. Thompson and and both Mr. Thompson and Mr. probably um know uh that I'm not afraid of asking um neither are our teachers, our instructional coach um nor our assistant principles. Uh we create very detailed and explicit plans that we follow through and implement at 100% the entire year, 185 days, 100% of the
049time. Um however, our students do come uh to us with um significant learning gaps, more than threeyear learning gaps. um and I only have control of what uh we can implement and teach at Tiny Homes. However, we are working in vertical um alignment. Uh we are in our second year of vertical alignment that is going great. Um just how Mr. Mr. Hi said earlier. I'm excited also of um waiting you know because everything is is it's longitude longitude data you know we have to collect this data. So um it it doesn't turn over in 24 hours, you know, um it takes a whole academic year to see the growth and to teach the students. So based on what we get, we we then um work with our teachers and our students and our parents and
050make sure that we follow the curriculum to the team. Um we have PLC's every week. Um we take our tests and then we just take it from there. But uh am I afraid of asking for anything? No. Um, am I lacking anything that the district is not willing to provide to us? No. But everything takes time. >> And I appreciate that. And I was not going to engage in October. I was asking the same question, but I guess from different people saying the same thing that I said, you get it. So I am on track with what you're doing. But that's exactly what Chris just mimic what I said. But I guess it was a difference in my presentation. I don't know what the difference was. I thought it was the same thing. I just
051need to know if it is something else that we need to provide to you. That's all I was asking. What is it? Do we not have enough staff? Do we not have trying to put me on a time frame? >> I want we do we need to So you okay with everything that you have? That's all I want to know. Every single one of our classrooms is within. >> Okay. And Miss Commons, u I I read it, but you know what I miss comments. Can you tell me not now or provide me in the email? You know how you do the breakdowns of the numbers? >> Can you provide that for me? >> Absolutely. Okay, that's all I need to do. >> I think real quick just to if you'll go back to the slide
052that's the football field real quick just to show where our students start. So, our literacy rate, which is something that we've been talking about for a long time, which is why we're doing prek partnerships, why we're doing a lot of work at Cherry to get those students up because that's where it starts is our kids come in at a much lower rate than any district around us. And the state, I don't remember what the state level was, but I remember it being significantly higher than where we are. literacy rate. >> It's close to four. >> So, I think that's where the key is. So, if there's something not happening, it's that our kids are coming to us already lagging and we're trying to play catch-up from day one. And that is the problem. So, then
053you see it at you see it at Cherry, you see it at Lenny Roberts, you see it at home, you see it at the junior high. So, it is a systemic problem. It's not that we're not doing anything in and from where I'm seeing it. It's that we have students that are coming in at a much lower rate for early literacy than any district surrounding and even the state. So, we're having to play major catchup in the process and it's just taking longer. But as you see from our CCMR and the data at the high school, they're getting there. It's just taking a lot longer to get to that point. It wouldn't make any sense if teen homes wasn't the lower rated and junior high was the middle and the high school and then the
054CCMR number was through the roof because to your point we're just elevating everybody right all the way through >> right >> one thing to add to that Mr. Hi, if you flip back to the graphic where there is the growth for the high school. Um, >> this one, >> no, the one that had all three campuses. >> At high school, academic growth is only measured by two courses. >> Whereas CCMR is the entire population of seniors, even though it's lagging data. The only two courses that are measured for academic growth at the high school are English 2 and algebra 1. and algebra one, the highest testers took it in eighth grade. >> And so when we are measuring growth from eighth grade math to algebra one, there's no honor students that are included in that
055calculation. And the state moves the target. So they change what the expectation is for them to make each of the performance levels. And they did that to English two as well. So even though English one and English two are the closest vertically aligned subject area I would say if within any of the star they changed what the performance level was at the top. So even if students made more points it didn't count because it wasn't enough if it didn't move with the mark. So something to share along those lines is we don't get to set what those progress targets are. However, what's really exciting for all three campuses is that we now have teachers that are involved in the teacher incentive aotment and those courses that can make growth now is more than just what
056you see on this page. So, we're actually at the high school adding US history and biology this year in addition to the English one, English two, and algebra. So, we're doing a pre-EST at the beginning of the year and then we'll do a real assessment that is the STAR test at the end of the year and be able to measure growth within those additional subjects. You'll never see that on this graphic, but we will see it hopefully in the data that we share with you through TIA later in the um BCG process. And then in addition to that, hopefully we'll see it in teachers pocketbooks because they will be making the incentive for the growth of their students. So, there's a little bit more incentive that's behind it as well. And the other campuses are
057working on that too. But unfairly, you look at a graphic that's not measuring the entire campus for that one dimension. It is just measuring two courses. >> Absolutely not. No. Thank you. >> I have an overall picture of ask questions. We talked about three things. >> We have questions by all means, right? We're all about it. Look at the end of the day. We want students to succeed and nobody that we have in any one of our campuses is going to waking up in the morning saying, "I want to fail." >> If they are, they're probably not working, you know, as When I said before, as you said, Mr. Robinson, you can feel a difference in the culture and change going our direction. That's it. Don't have time to wait, right? So, we're moving in
058the right direction. These people right here are making that happen. >> So, our district agreement plan, we have a variety of different goals. Question you may ask is first off, why we need to do that or why is it good? Look, if you don't have a plan, you're not gonna not gonna move forward at all. Really appreciate this proper prior planning prevent poor performance. So, it does prevent painful poor performance. We have to have a plan. We have to have understand where we're going, but more important, we have to have a goal. What do you want to achieve? Right? You want to lose some weight, want to feel a little better, you want to read more books, whatever that looks like. Our ideas, this is where it starts. A conference and needs assessments. take a
059look and see all our data and see what we're lacking and what we need to do. Whether it's subs demographics, you ask that question of what do we need? That's when we start asking that question. What is it we're looking for? And then how can we achieve that? Because my role is is to remove all the barriers for them so they can do their job. They call me and make it happen. That's how it works. That's what the role is for us here so that they work. District goals and performance objectives. We have to outline notes. All this stuff comes to student outcome and teacher growth. Now generally you'd always think about student outcomes but understand if the students are getting better. It always stands the reason that we are growing our teachers for sure
060for a lot of different reasons. That's why logic tool is so important. We have six goals in this district for our improvement plan. I've got an overview here. We're going to break it down a couple at a time. You can see each one outlines which direction we're going to go. I'll just sum it up for you. Quite simply put, our goals focus on student success while creating a positive environment and making sure we're getting the best people to work here. That's it. We don't put them in letters here. We monitor this. We monitor progress throughout the year. There's a couple times I'll go back and check this. I'll talk it over to Mr. Towns and we'll enter where we're at. We'll check some data and we'll go forward with that. Each one of these goals
061has a performance objective which tells us this is how we're going to do it. And under that objective, we institute strategies along with actions to achieve that. Um, object goal three, establish positive school classroom culture by continuously teaching and modeling respect among all students, personnel, and community. That's been a goal for Bay City for quite some time. It's a good goal to have. It's good to have just not for the staff, but for the students as well. And how can we achieve that? Well, we measure by seeing if we're using we're hitting those lit those tests on those performance objectives with the strategies and actions that we have in place and for us to integrate the most up-to-date technology. You know, Mr. Brock and his team does a great job with that. Making sure that
062we are not just having the hardware, but we also on the curricular side are looking always software to make it easier for our students to learn more and for our teachers to have a better experience while they're doing their job. Bay City will integrate instructional practices to develop learning environments that are applicable to the real world experiences. Yes, that is true. We want to make sure that our students understand what it is to be a citizen in society so that they can relate to their work. We talk about engaging a student. How do you engage a student? Well, you make it relative to what it is at their house. You have them have an understanding of what culture looks like. Our article number two was about building positive relationships. You have to do that. You
063don't do that. I can't do this. So all these things are intertwined to each other. And our last goal here is to keep and get good people. How are we doing this? Well, I'm personally taking off to a university. I've been back to the university a long time. Next week with a couple of teachers, we're going to find some talent and we're working on special programs so we can find some other people that are very specialized in their kids. All right. You ask what can we get? We might answer that a little later. These positions are very specific. We need them. So we have uh four recruitment trips at universities here plan myself other teachers and other people. I'm just kind of HR right now. So I'm kind of going into these things as well.
064And so what they drive and it's not me doing it's the teachers that's coming. They're going to talk about what their quality of life is at work. They're the ones you're going to make those people come. They're the ones that keep. So when you look at it overall, our goals never change. You should always keep your goal the same, but your plan always will change. I hope it does. If it's not changing, then you're not going to achieve your goal. Things happen out of your control, which is going to require your plan to change. But I believe that we see all these things inside here. It's the high school cherry junior high Roberts or homes. But when we all work together, we're going to achieve what we need to change. I feel like >> Thank
065you. Appreciate it. All right, there is item B under basic governance is talking about superintendent constraints. We will talk about this a little bit more when we talk about goals, but I just want to skipping it, but we will loop that in with superintendent goals when we get to that point. Um, so we're going to keep on moving to reports, discussion, and review of BADISD multi-hazard emergency operations plan and active threats. >> Yes. So you guys have board book, the uh the emergency go plan, the active threat annex. There's a lot of information there. This is not an action item for the board, just more of an educational piece. the PD and Officer Lewis in particular has really been working on updating this. It's due to be turned in October 2nd, but she's way ahead
066of the game. And so anyway, these are filled with all of the best practices uh for emergency management before, during, and after an emergency and how it's going to be handled and outlined implicitly in these plans. U so um we will be submitting these after this meeting. Um, but it's more of anformational piece for you guys to be able to put your eyes on it. Not only to see that we have everything in place, but also what a tremendous amount of work goes into developing these. It's massive. It's super important. Um, and we wouldn't want to trust anybody else in the company. So, we appreciate you. Is there any question that you have about it or anything? >> I just have a general comment. I think y'all have done phenomenal over the last couple years.
067We get a lot of negative feedback through social media about how come you didn't call me right away. But I'm I'm glad that every single staff member and every single leader in the district has always placed the priority and safety on the student first and then the communication piece comes right after it. So thank you for everything that you've done over the last few years and will continue to do when it comes to our leaders do a great job. does a great job answering this. Appreciate it. >> Any other questions? All right, moving on to the next report. Discussion of Solar Connect and possible presentation at the October meeting. >> So, uh, we are actually going to next tell you why. Originally, we were looking at Solar Connect doing the proposal for us to see
068if they would be able to generate some revenue for the district with no cost to the district. But, uh, Mr. executives been working with them and uh it turns out that if we are not going to have uh we would either have to pass a bond or do a second loan. Um the investor side where we had talked about there being investor to pay for the equipment up front. They would take so much of what the return is on that energy that we would really not see much at all. So we would have to go with the route of of securing a loan or or doing doing a bond. We are not in the position to do that. So this is a this I don't feel comfortable even bringing a proposal to you at this
069time. So we're going to take that off. That was hot off the press today that he informed me about that. So we're going to move on with that. >> All right. Thank you. All right. Items of business presentation and approval of campus improvement plan and district improvement plan goals for 2526. >> Yes. I was about to say so we went over that. Does anyone have any questions? And it is an item of business. So, we do need a motion to approve both of the the campus improvement and the district improvement if no one has any questions. All right. Is there a motion to be made? >> Motion for approval of the campus improvement plan and district improvement plan goals for 2025 2026. >> All right, there's a motion on the table. Is there a second
070to the motion? >> All right, we have a first and second. Any further conversation, questions? Hearing none. All in favor? >> Opposed? Motion passes 4 to zero. >> So before you go into the next CFO is here to talk to you about that. Before I introduce her, I want to recognize Mr. Gomez. He is our CFO and I just want to tell you thank you for bridging the gap and doing an excellent job. It's very trying times. Uh we appreciate you very much foring us very very much. Um, and they have been working great together in this transition. Um, and so it's going to be a good thing both ways. I know that is going to be moving on and uh doing things that a young man does. So we're looking forward to that for
071him and we just want to tell you thank you very much. And then I want to take this opportunity to introduce our new chief financial officer, Miss Jouer. >> She'll after we announce that next thing, she'll take it there. >> Right. Thank you, Vince, for everything that you've done and that you have worked tirelessly for this shirt. Truly, truly appreciate it. >> Yeah. >> All right. So, we'll move on to item B. Discuss and consider approval of self-certification of increased micro purchase thresholds. >> First of all, I'd like to take the opportunity to thank you for allowing me to be here in front of you, the chief financial officer and allowing us to that that crossover time with Vince. I think that's truly been valuable and and the opportunity that I've had to meet some
072of you already. I really appreciate that. Uh the agenda item that you have before you is a standard generic item that we need to go ahead to submit to the state. It does align with your local board policy already. So this is just a really quick uh approval for microp. [Music] So it aligns with your policy. >> Great. Does anyone have any questions? Is there a motion we make? >> Motion approve self certification increase purchase. >> Right. Is there a second to the motion? >> All right. We have a first and a second. Any further conversations? All in favor? >> Opposed? Motion passes 40. On to item C. Discuss and consider approval of the proposal for Vader Consulting Service. So in your board book you have a package from a packet from head advantage. They
073are a consulting firm that help specializes in schools passing bond mostly vers. Um and so we've done a lot of research and I've talked to a lot of I've been very fortunate with the new superintendent academy to be able to be face to face with a lot of experienced superintendents and then the new ones that they're teaching. Um and over the last year we've talked to many different people have advantage that's highly recommended. They have a high success rate uh help districts get there fast. Um and the people that I have talked to they have echoed that and their name keeps showing up over and over. We had an initial meeting with them honestly was spring of last year wasn't it? I think so. Um and they uh they kind of presented to us what
074what they could do for us. It was pretty impressive. Um so what we would do is we would contract with them. Um and the services that we uh that we receive or in this packet um they are not cheap. Um but they are good. Um and so inside my heart I thought about it a couple of times. Can we run this without it? Um, but I also know that if we ran it and we didn't win it, I would always say we should have done it. Um, and I will also tell you that we may have some opportunities to offset this cost um, on two different fronts. I've been talking to the foundation working to see what they can do to help us out. but also I've been talking to a community member who has
075a lot of resources um and wants to step up in a big way and help fund raise to help fund this initiative when we run the fader. Um so I feel like this will probably be wiped out at some point that is not a guarantee. Um but even if it is not take that off the table let's say that nobody's going to help us with that cost. I think that um spending this money to help guarantee that we get the money we need in district open is worth the investment. And so that's that's my recommendation in order to do that. You know, we did not pick everything that is in available for them. Uh their services there different options you can pick from. U we picked options one, options four and options five. We were
076not going to pick option seven which is a Um it's a it's a community of opinion survey. Um in our minds when we're talking about in cabinet we didn't see the value in that. Um but um by happen stance when I was talking to one of the superintendents that sit next to me at the last academy um he uh he ran a last year it failed. Um he is in the middle of running a now and he did he was not going to do that part. he hired uh this company this year to do it. And so he said, "Man, I'm not I don't want to do that community opinion survey." And I said, "Well, it's going to be you're going to miss a lot because that covers so much of what we're going to
077be able to do for you." And he said that um what it has done for him is is that they take that information and they overlay it on whatever group it is that you're working with. So whatever if you're going to the chamber, if you're going to a church, if you're going to whatever, they take that opinion and information and they overlay it and they show what is important to those individuals that you're going to talk to. And he said that every single time that he goes to speak and present to the different group that it has helped him pinpoint his message to them on things that they are most interested about hearing and not a whole lot of other things that they're not. and he said that the feedback that he's got this year
078when he does that is tremendous as opposed to when he did it on his own last year and he feels like he's gonna be highly effective and uh really really felt like man I would I said well so you're telling me you wouldn't do it without he said I would not do it without so we are we want to do four five and seven that would come to a total of $257,500 >> $257 $7,500. And so what I'm asking the board is to consider this and to approve us uh contracting with them. >> So we did not >> Yes. So >> but here's one of the things there is going to come a point where I I can't talk about this anymore and I don't know where that is. and they're and they're the people
079that will help guide me and us and say, "Hey, hey, superintendent, now's the time you got to stop you gota stop saying this." You know, there's a lot of just intricacies. And so, if we start now preparing for that, I can start consulting with them because it may be even the next month or so. I don't know that that I there's only so much I can say. So, yes, it's for the bet in 2026. Okay. And I recognize some of the people that you mentioned that's I think where we are right now financially that's a lot of gifts and bills. So can we make sure is it any way to say oh I know the educational foundation there's a whole lot so a commitment I mean it's >> because really even if they said yeah
080we want to do it the funds that they raise is still >> it's not we don't know for sure right and so what I would say is when you're making this decision to make it as if we're not going to get any assistance And that's why I say my opinion to the board. My recommendation is is that it would be better for us to have this. If we don't pass the baiter, we all know what's going to happen, what it looks like. And if we don't pass it and we haven't utilized everything at our disposal, I think we're going to look back and say we should have done that, but then we'll never know for sure. >> And they'll work with the board as well or the clubs. Correct. They they will they'll also there
081they will they will help and organize that steering committee steering committee if people come forward and want to be a part of that they will organize all they play a heavy everything you can imagine so yes they will work >> so that's what I'm So one is the main package and then 457 are addons. >> Yes. >> So that's the district homepage postings the web sorry overhaul audit corrections and then five is the community favor steering committee and seven is that survey. >> Yes. I'll just put it to a vote and then we can make a motion. If you want to keep talking about it, we can >> I'll make a motion to approve proposal for favor consulting services and presenting board options 145 and seven. >> All right, there's a motion on the table.
082Is there a second to the motion? >> All right, there's a second to the motion. Any further questions, conversations? All right. Hearing none. All in favor? Opposed? Motion passes for >> Thank you. I appreciate the support on this. >> Yes, sir. Thank you. All right. Moving on. Discuss and consider approval of designation of investment officer resolution. >> I've got a couple of them. So, I'm just going to say standing for the next couple of >> uh so designation of investment officer resolution has been stepping out. he was your your current investment officer. So we have to just name a new investment officer. So all that is is just designating myself in there and will be so standard on that one. >> All right. Any questions? >> Is there a motion to be made? Well, the
083one of it >> investment. >> Yes. >> So, there's been a motion made for the designation investment officer. Is there a second to the motion? >> I'll second it. All right. All in favor? >> I opposed. Motion passes four to zero. Item E, discuss and consider approval of the launch of the RFQ for realtor. So, um, we had discussed this about, uh, going out to, uh, for qualifications on a realtor so that we could attempt to put forward with Pierce Elementary. Um, and so the business department has worked hard on putting a request for qualifications packet together. She's going to talk to you a little bit about that tonight. We're asking for your permission to go ahead and move forward and launch that. So the RFQ that we've stated in here is going to be
084for the sale of property at 24oot Avenue. Um we are going to be asking for realtors to come forward to present that for sale. Um it does have a little bit of specificity with it with that historical commission designation. So we want to make sure that we may potentially have somebody who has some some background with that. Uh we will be posting this RFQ if you approve it. We'll call it for it in the papers. So that'll have to be posted for two weeks. We'll also post it on our website. We'll send it off to whatever local realators that we'll have. We'll give the local realtors a chance to go ahead and bid for that. The submission deadline will be November 3rd and that will be kind of a committee to get together. So we'll
085get those deal proposals. We'll open those and then we'll go ahead and score those and bring a recommendation to you as far as which um this contract um is extendable. So we want to use it for another real estate property potentially later on we can. Uh however if the real that we choose we would like to part ways with them we could potentially do that as well to either stay with them or to go out for another question. >> Yes. So you said something about the landmark that's here and maybe some issues with them. Uh we just want somebody who is familiar with that historical designation. They potentially know how to work with the state with that. I know that Mr. Town is also looking to on the pier there it's it's a subject so
086there's no restrictions with anything as far as the building. If we wanted to tear the building down, whoever buys it, if they want to demolish, there's there's nothing associated with that. But she's just saying that we want to make sure that does have historical designation that it would be good that if whatever realtor we have has some experience with that should there be anything >> because right now we don't foresee anything but it would be good if they do have next meeting but second time I land so the of these buildings to later be considered to be possibly or somewhere else. >> No. And I, you know, I wasn't around when I think. >> Yeah, those are all subject markers, so they're not on. But I think Lenny Roberts was very unique because it was
087not in congress with all the others that were in the district and it was had a lot more power to it because it was on the building itself as well and so but no I my understanding is is that you would not have to remove any of that and there wouldn't even be a discussion about it for Lenny Roberts if that was not part of the building piece so with Pierce my understanding is that that wouldn't have to be proposed that would have to be disturbed But then again, it's important for us if we do have a realtor that has some experience with that to be able to have that discussion with any potential buyers. >> Uh it's not in board. Are we approving the actual document that we can see? I just want to
088be clear. >> All right. Is there a motion to be made to approve? >> All right. There's a motion on the table. Is there a second to the motion? >> I'll second. >> All right. We have a first and a second. Any further questions or comments? Hearing none. All in favor? Opposed? Motion passes four to zero. Dis item F, discuss and consider approval of resolution and nomination of candidate to serve as BCISD representative on Madagorta County Central Appraisal District Board of Directors for two 2year term beginning January 1st, 2026 and ending December 31st, 2027. Mr. >> Yes. So, um, I sent you guys an email kind of outlining information about this. Um, and so I was able to speak to Mr. early to see if he would be willing to continue to serve and he
089is. It's not a commitment for you, but I wanted to make sure that you had an idea of somebody you wanted to nominate him to care for that he would accept. If you need more information about it, let me know, >> right? Unless you guys have might have, you know, spoken to somebody. You know, what I've noticed is that it appears on smaller school districts, they end up having to put somebody there. So, but yeah, I I don't know anybody else wanting to and I only did that kind of as for you guys to say, hey, you know, if you don't have anybody else in mind, he's done a great job and he's willing to continue. >> And uh is it a deadline? Yes, that's why it >> I think it's the 14. [Music] I've
090heard But no, I mean I'm sure he would. And he did mention that, you know, we're any of us are welcome to go to the meetings that they have. >> Um, and you know, so if we want him to come, I can ask him if you guys want to meet him or whatever you want to do. >> Okay. [Music] >> Okay. Well, I'll I'll reach out to him and get you get you and have conversation together. >> Okay. >> All right. Any other questions or comments? >> Is there a motion to be made? I'll make a motion to approve resolution in nomination of Frank Hurley to serve as base of the ISD representative on the VR County Central Appraisal District Board of Directors for a 2-year term beginning January 1st, 2026 and ending December 31st,
0912027. >> Great. 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? Hearing none. All in favor? I opposed. Motion passes four to zero. when you get into the consent agenda. I wanted to allow her an opportunity to just uh she's giving you guys a different view of the report. >> Okay. >> Just so you know. >> Sure. >> Yes. So, we're going to move on into the consent agenda. Before we jump into the financial report, is there anything that anybody would like to have removed from this? All right. Is there a motion to be made? motion to approve the consent agenda as >> All right. Is there a second to the motion? >> Correct. Yes, ma'am.
092>> Okay. So, in the consent agenda, you have a financial report there. I have that. I apologize. Um, I just want to talk it through very quickly uh because it's it does look a lot different than than what you are used to and so that way you know exactly what we'll be providing you. >> She's still very helpful. She's an absolutely amazing promise. Not a problem. I appreciate you going over. >> And while she was up there, I wanted to let her know that she rocks. She had the baby all huddled up and she's taking notes and taking pictures and her husband over here on the sideline. I thought, "Oh my god, she is up sitting down on the floor with the bait with the bait holding trying to get that was awesome. Thank you
093so much. Put you on the spot." >> Okay. So, if you if you look over there, I'll just work off of this screen through there. So, the very first page is going to be your uh general operating. So, this is your 161 through 109 revenues. Um, this is going to be broken down into what we're expecting for taxes current year, all of the other things. The bottom line all there is going to be in blue. You'll notice right now that we're seeing at about 1.13% uh of our revenue collected July and August for school districts and truly you don't get a lot of your revenue in July and August. You start seeing your revenue start coming in in September with those first FSP payments. So, we are expecting our first FSD payment to be around
094$5.3 million and we should be getting that sometimes around the 25th. Um, and that's going to be for the 2526 school year and we may potentially even see a settle up from last year. So, when you're looking at that first page, that is going to be your revenue statement. So, you'll see exactly all the different revenues for the district. The second page that you're going to see is going to be your expenditures. So, this is exactly where we are with all of our different u through all of our different funds. Um where are we with instructional, where are we with the library, where are we with curriculum, how much we designated for that with the annual budget and the current year to date with that. Uh you'll see the nice little handy dandy graph there
095as well that'll show you kind of where we budgeted and where our expenditures are. So, that should give you a very good kind of general overview of that. Um, in terms of August, uh, it's like an 8% every month. So, we want to we want to kind of be at 16% in that year state budget. Um, at the bottom it's 15.78. So, we're sitting right underneath that 16% which is good. Um, I'm expecting that number to probably trend down a little bit as as we kind of go into the year and everybody is doing such a fantastic job. Principles, thank you so much. and everybody else, thank you so much for for helping us to kind of crunch that budget deficit and and kind of correct that. So, I think we're going to see that
096turning down. The next page is going to be fund 599. So, this is your INS. You'll see any tax payment, any expenditures, any revenue. I've got kind of some information about our payments that are in there. Um, on the next page is going to be our cafeteria. Uh, and these are the generic funds that you have to see as a board. The cafeteria has a very healthy fund balance right now. So, they operate separately from 199. So, you actually will probably see some expenditures from them to draw uh that down. Uh they're going to have to expend potentially about $300,000 this year and equipment to draw that down. Otherwise, they'll have to potentially return that back to the state. So, you'll start hearing some of that coming up in the next few months. And the
097final page in your financial report are going to be bank balances. I want you to see how much you're actually are sitting with general operating and in your INS account. Um and uh we have a general operating, we have a money market account, and then we have a pool. Um next month you will see me bring to you potentially us joining a different pool that has a higher interest rate. I want to start uh making more off of that money. I want to start moving that money into those higher interest rate categories so we can go ahead and we can start getting more bang for our buck. Um, so we'll be having those conversations very shortly, but this is how your financial reports should start looking from here on out. Um, if there's anything else
098you'd like to start seeing, let me know and I'll see if I can go ahead and provide that to you in a way that's that's easy for you to read. So, thank you. >> Great. Thank you so much. You're welcome. All right. Are there any questions or comments? Hearing none. All in favor of append. I opposed. Motion passes four to zero. All right, we're going to move into close session for two items of business. Personnel matters if necessary may be taken into close session pursuit of Texas government code 551.074 to deliberate the appointment employment evaluation resignation 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, Texas government code 551.076, security personnel devices or audits. The board will convene into
099close session to discuss the deployment of four specific occasions for employment um implementation sorry of security personel devices and security product. We'll move into close session. A motion number one disc sorry discussing consider approval of hiring contractual personnel. Is there a motion to be made? >> Motion that we approve hiring of contractual personnel presented session. >> All right. Is there a second to the motion? >> All in favor? >> I oppose. Motion passes four to zero. All right. Last item of business is adjournment. Is there a motion to be made? >> All right. Is there a second to the motion? >> I'll second the motion. >> All right. All any further com comments, questions? All in favor? I opposed. Motion passes. 4 zero. We will address 8:29 p.m.