Beaumont ISD School Meeting | Thursday, March 19, 2026

001Yes, sir. Trusty Sige, >> Trustee Dunn, >> Trustee Avery >> here, >> Trusty Evans >> here, >> Trustee Hickman, >> and Trustee Wallace Spooner. We are now back in session. The time is 4:52 and the board of trustees of the Bulman Independent School District is an open meeting at the request of the grieving to create a level three complaint brought by the parents of Kurama Hernandez or Hernandez and Guardina Hernandez. In accordance with BISD board poly policy FNG local, the board will hear the complaint in open meeting at request of the grievance. A quorum of the board is present. We have Miss Denise Spooner, Miss Tilly Hickman, Miss Yolanda Avery, Mr. Joe Evans. Also present is Dr. Shannon Allen, superintendent of BISD, the grievance, Mr. Mr. Hernandez. Additionally, Dr. Ron Jackson who will be representing

002and presenting on behalf of the administration, Nicholas Phillips the principal of Westbrook High School, Austin Greenway, Westbrook High School's head soccer coach. Also in attendance is council for school district Kobe Willbanks. Mr. Willbanks will not act as a decision maker, but rather will help facilitate this hearing and advise the board on any legal issues that might arise. Board members, you have received a copy of the level three report prepared by for today's hearing. The record contains a parents initial grieving filing in a level one decision, including all other documents relied upon by the administration in reaching the level one decision, the level two appeal, the level two decision, and the level three appeal form and the notice letter scheduling this hearing. You have also received supplemental information. Generally, Mr. and Mrs. Hernandez complaint of misrepresentation

003and discrepancies related to the coach's decision not to place their daughter Koma Hernandez on the Westbrook soccer team. Mr. Phillips, principal of Westbrook High School, served as a level one hearing officer and issued a written level one decision on January 5th, 2026, denying the grievance at the request of relief. Mr. and Mrs. Hernandez appealed the level one decision on January 12th, 2026. Dr. Ron Jackson, director of athletics, heard the grievance at the level two and issued his decision on January 21st, 2026, denying the appeal of the level one decision. Mr. and Mrs. Hernandez subsequently filed a level three appeal on February 3rd, 2026. I will now explain the procedures to be followed this evening. The grievance will be allowed 15 minutes to make a presentation. When concluded, the administration will be allowed the same amount

004of time to respond. The grievance may reserve a portion of the allotted 15 minutes for rebuttal. During the level three hearing, the board will listen to the arguments of the parties as well as any rebuttal and may ask questions for clarification. Consistent with policy, this hearing is being recorded. As such, the following rules will be observed and strictly enforced. All participants are to speak loudly and clearly so that we can maintain proper recording. To ensure that the recording actually reflects each voice, please identify yourself when you begin speaking. Additionally, only one person may speak at a time. All participants shall avoid interrupting or speaking over at the same time as another individual speaking. Are there any questions regarding the hearing procedures? Mr. and Mrs. Hernandez, do you wish to reserve any of your 15 minutes

005for rebuttal? The time will be displayed on the screen and will notify you when your presentation time is up. Mr. and Mandis, you may begin your presentation. >> President Sige, how much Mr. Hernandez, how much time would you like to reserve for rebuttal? >> Hello. How you doing? I'm Mr. Hernandez. >> Sure. All right. Well, um, can you hear me now? All right. I came to this uh third um this grieving the get to the third grieving and I just wanted to ask you guys if you have the same thing that I have in here uh because in this paper is not everything that we had but I had all the meetings that I have it doesn't have everything so I just want to make sure that you had whatever it was extra because we're

006missing some papers now and while time. We're missing some papers on here. Uh he the I got a conversation with the lawyer. He g me a call and I asked him right now if he knows how many meetings uh we've been you know how many meetings have been with uh the coach, the principal and all that stuff. Do you know how many meetings I've been? >> So so we're not going to answer questions here. This is your presentation. But I will tell the board member that that the record that you have is the same record that we provided you. So those documents, you've received the documents, the same documents that the board has received. >> All right. Yeah, we're missing some paperwork. Uh and my first thing when I when they told me to see

007what was the resolution, my first thing when I came uh when we start this process, it was to be equal uh for my daughter to be accepted on the team. I went and have the first meeting and they deny it because the coach told me on the and that's what I I want to see if you have the paperwork or that recording. Uh they told me the first thing that it was on the respond it was because commitment and after I have the meeting they say that the first thing it was committing it was the the point of the the first point the second one it was uh the school the the grades and the third was uh absences. no absences or something else but not too uh to point once I get the the

008respond and tell them that I wasn't agreeing go to the second one now they telling me they pushing absent uh they pushing uh grace instead of helping my daughter or seeing why it wasn't because it wasn't even the grace they they just pushing or looking for something where my my daughter won't qualify uh if it was by the rule that they say the great That's the main issue. I I was thinking it will be this the the get go on the on the grip and say, you know, your daughter wasn't apply because of the grip for the for their the their grades and that's it. He knew the coach knew that the grades were she was failing one class before the tryyouts and as they sent me the paperwork that the kids were not even

009supposed to be on triyouts because the grades were wrong and he still decide to tell my daughter to Yes, go ahead and try outs. I was thinking he was going to give him an opportunity because he wasn't still playing. He they were barely barely making the making the team together and see the the grades were going to go up as previous records because I had an accident on uh last year at another school. My daughter is not being the greatest student, but she's been passing and the motivation for her to be on on the school is playing soccer between band and playing soccer. After the first incident that I have at school at Marshall Middle School and you guys you guys remember me last year I don't know if you remember me or not it

010was a big issue she her self-esteem is being a little low and the only thing for her to motivate to be on the school it was the soccer and I told that to the coach and the principles and they care less about it so now you can is reflecting on the grades that now no matter what she does she's been getting sick all this year because she didn't play no soccer she get all the kids like, "Hey, why you not playing? What what happened? You're not going to get to to soccer." She gets depressed and it gets I see it on my child every day that she's not feeling good. And I was thinking the school was trying to support or um help the kids to improve on school. And I told him, I was

011like the if if she would have been on soccer like last year, she would have be you know not great by passing or any or you know doing a little bit a little better than what she is right now. So that's what I'm here for because I don't think it's you you as a a school or the B I I don't see any motivation for my daughter. They just finding something wrong for her not to be and on before I leave on the last one of the on the the last thing the coach Greenway feedback on the third g on the second ging on the response he say that my daughter wasn't uh that she wasn't behaving on class that she wasn't really committed or stuff like that. And right here whenever they ask my

012daughter, you can read that in here. I don't know if you saw that. She's saying good things about my daughter because she was great. And just because now I'm complaining, now he's saying that is that she's not doing good in school, that she wasn't listening. But yes, she was uh right here doing the hardest work and she was always the best and uh she got second place on running. Always compliment and telling her that she was going to qualify for for Marshall for senior uh coach. But now because I'm complaining now, he's just saying that he's not they didn't even make the team. That's it. >> Mr. Sige, I want to let the record show that the document he was just showing you was the final page of the supplemental documents. We don't have a

013base number, but it's the final page of supplemental documents. >> Good evening, board president. Uh Dr. Allen, school board. Uh Ron Jackson, director of athletics for BAN ISD. Uh I'm here as a level two complaint uh representative uh I received a level one complaint and this is my findings and report. Uh the number the first thing I looked at the complaint was about fair opportunity. Second thing I looked at the complaint was about favoritism and consistency. The first one of the things I looked at first was the Westbrook Lady Bruins soccer tryyoutformational packet. Okay. and trials were December 2nd and 3rd. In the packet, it says I um under appendix I says athletes must be passing all classes at all time at the time of trials. They must be passing all their classes. Okay. Now,

014Miss Hernandez, I'm calling Miss Hernandez, the student Mr. Hernandez. Mr. Hernandez at that time was not passing all of her classes. In November, she was in the athletic period. She asked to be removed out of the athletic period and told the coach she didn't want to be in athletic period and she no longer wanted to play soccer. When she removed herself out of athletic period, she went into a core classes, one of our core classes to concentrate on academics or improve our academics. Okay. When it was time to sign up for trials for soccer, she didn't sign up for triyouts. And when she didn't sign up for triyouts for soccer, the coach didn't have her on the list for tryyouts. Okay. Everyone that signed up to try out for soccer, Coach Greenway checked the the

015players or the students grades. Since she didn't sign up, he didn't have her on the list for triyouts. All kids that signed up for triyouts for soccer December 2nd and 3rd and Mr. Greenway come up in minute and mirror. He had a list of those students and if they were failing at that time, he did not did not allow those student athletes to try out and he provided me a list of those student students and student athletes on campus. He didn't allow them to try out. But because Mr. Hernandez didn't sign up, he didn't have her as a list to check her grades. He was informed through another student on going into the second day of trials that Mr. Hernandez was interested in trying out for the soccer team because of her past relationship uh

016participation in the program. He decided to he contacted her and decided to allow her to come try on on day two because he wanted to give her another chance or another chance just like most coaches want to. She tried out for the team. After triyouts, that's when the coach and the assistant coaches checked again all the student athletes to make sure they were eligible to participate. Miss Hernandez was not eligible to participate. She was failing on that that progress report at that time. So she would be ineligible to play at that time. So when I received the information in January, I went back and checked all progress reports. I received a level two complaint on Tuesday, January 13th. I held a level two complaint meeting January 21st with the mother and father. and I render

017my decision on February 3rd. Tuesday, February 3rd, student was still ineligible to participate. Okay. A large portion in the decision at the level two was eligibility. Okay. I didn't feel that the evidence presented opportunity for me to allow or to place her on the team if she was not going to be eligible to play or give her another opportunity. Uh I also met with uh Mr. Greenway and I told Mr. Greenway to provide me something in writing and this what he provided. He said I checked grades for all athletes that filled out the questionnaire and came to try out meeting before Thanksgiving breaks. Since she had already quit, she did not fill out the form and did not attend the meeting. Therefore, her name wasn't on my list of check grades. I was made aware

018of her intention of trying to try on day two of trials. She didn't come on day one due to attempting to retain her driver's license. I told her she come come try out on day two. I decided to give her a second chance. How however I did not check her grades until after trials. So if that's the m if there was a mistake made that was the mistake made by Mr. Greenway, giving her a uh another chance even during the process between January 21st and February 3rd just to make sure I was doing my being very very diligent and also you know having the best interest of the student at heart. I checked every progress report from January the 21st until basically February the 2nd to before I you know run the final decision. So

019on progress report one Mr. Hernandez uh was ineligible. She was failing one course. Progress report two uh she was failing two courses. Progress report three, she was failing three courses. And that's what UIL uses to allow or to guide or have give the ability availability or ability for students to participate in extracurricular activities. even progress 4 which was around February 2nd she was still failing one course which means she could not participate uh in a extracurricular activity after school as far as a game so I felt it compelled to allow her to be able to participate at the level two uh complaint even progress report five which was around March 5th she still was failing two courses uh on her progress report so even in February in which you probably had like 10 soccer games

020left. She still wouldn't be able to participate February and she wouldn't be able to participate in March and soccer season ended the beginning of March. Um so that's the information I re I received use it as you know the tool was her academic performance also uh looked at and researched and gained some findings and I know Mr. Greenway was trying to keep her in the program, keep her in athletic period, keep her participating. Uh uh at the end of her ninth grade year in a Google doc that he provides evaluation to the students, uh he wrote uh Coach Greenway feedback to Miss Hernandez. You know how I feel about you. The only thing holding you back right now is all of the stuff away from soccer. I can't afford to have a varsity player fail.

021I can't afford to have a voice of player getting in trouble for cell phone issues. I shouldn't be able to walk into Miss Chavver's room and see your phone just blatantly out and about. Once you fix uh those things, you become a player that has potential to be picked for the varsity. You are working hard, but you need to be hungrier more, lifting heavier, running harder, going 100% in drills. This is literally all that is holding you back. You have such great potential. is just waiting to be unlocked. I'm glad you made the decision to play again this year. That's going into our 10th grade year. Uh I'm glad you made the decision to play this year. You're going to be a great player for this program. Always remember that I'm here for you for

022whatever you need. Coach Greenway is addressing the factors preventing car care carn uh from excelling in the program. So largely in part at the level two com uh process or level two complaint decision was her academic performance. And it was pretty steady that she was not eligible the entire year to participate uh in a game or in a soccer game at West High School. >> Any questions? Okay. You got time to rebut Mr. Hernandez. Mr. Hernandez, I show you have nine minutes and 53 seconds left. >> I'm glad he made those comments. >> The microphone down. >> I'm glad he made those comments. I was in I don't want to waste my my minutes on it. Uh yes, he say uh he didn't know he didn't have the records for the failing, but he can

023tell he can I can ask him right now in front of y'all. He asked my daughter if he was failing. And what did he tell you? Okay. So, and now and on the sec on the second thing that that he's saying now, like I said, they were finding dirt or finding the stuff to to get my daughter wrong. He's telling he he came out and say, "Oh, you know what? Because you have yourself on ground at one time and she and yes, she didn't have the phone. She had she I told her that it was kind of my fault because okay it was kind of my fault because of the incident that happened last year. She don't feel safe on the school because like I don't know if you like I said remember you're aware

024she got she got hit by a boy a son of a teacher they hit her on her face so she's not feeling safe on a class that's supposed to be nice kids. It was a what was the the class >> a leadership class and the son of a teacher came out and hear her. So from that day she haven't feel safe when I came and have the agree the the previous uh deal the previous complaint the kid didn't look like he have any punishment or anything he's free and normal on the school. So that's why she have her phone you know for anything that happened for us. Now he's telling that he he can afford to have that on his class. All the kids, most of the kids have their phone on on them. So

025now he just telling my daughter she can have my her my daughter. But yes, on his class most of the kids have their phone on her hands and he sees them. >> Okay. Okay. And like right now we are more focused on the grades because they saying it's failing. It's failing. And I'm telling you, she's she if you look at her grades from before the incident, she was not a great but she was passing. After the incident, everything is going down down down river. Now that she didn't get to to school, now she wasn't failing just one. She's failing more than one. That's what I'm I'm trying to to explain to you that is causing them and if he really want to follow the rules by the grace he should not even let her uh

026try out because he knew the day before she asked her and he told she told her she told him that yes she was failing and he was going to try out >> and that and my wife is telling me and then that's why she's there he's invent he's um adding more stuff that she's not behaving, that she's like I said that she's not doing good, that she don't listen to the class. I I asked them already. I tell them if you if you get the records for other teachers, I've never had any complaint from any of the teachers that my daughter doesn't behave on class. Thank you. Thanks, >> Dr. Jackson. Greenway. My name is Austin Gman, head girls soccer coach at Westbrook. Um, what she is talking about as far as uh I brought

027up about Coach Chavis's class that had happened earlier in this school year and so I kind of met with him at the beginning and I gave her feedback. Uh, but part of that was I gave some positives and some negatives that that she would work on. So, you know, when I walked into that class and I saw her on her phone, obviously I only saw her because she was one of my players. I wasn't really focusing on, you know, the rest of the students in the class. Um whenever I did reach out to her um the day before the day after the first try out, I did ask her if she uh was passing her classes and I didn't receive anything after that, but I did tell her to come to the next day of

028tryyouts regardless. Bring your stuff and come and participate the second day. >> So you make a habit of going check on your players? >> Yeah, I do because because coach Shav's class is right across the from mine. Um, and so yes, if I if I am within, you know, reach of being able to go check, I do try to check in on my players. And most of the coaches at West do the same thing. When we have free time, you know, we want to go and make sure they're doing the right things in class and perspecting or presenting the program in the right way. >> So, when did the incident with the phone happen? 25. >> That was really at the early part of the school year. Like, >> and we had already issued pouches.

029>> Yes, sir. This is after school has started probably in September. So if I had to off top my head >> questions board member, >> thank you Mr. President. I guess one of my questions is is we talked about Well, first let me say this. Are we consistently enforcing the the no grades, no play, no try out? >> Yes, sir. and she she her grades did not meet standard to trial. >> Correct. Whenever she um whenever she asked to be taken out of the athletic period up to that point, she hasn't she hadn't shown a passing in all of her classes, but her part of her reason was she wanted to get out of the athletic period to focus on her grades and bring them back up. Um so, and that was three or four

030weeks before triyouts started. Um, so you know, I kind of gave her that opportunity to bring it back up, but yes, I should have checked it before I gave her permission to try out. >> So, so what you're saying is we we weren't consistent in applying that rule and we gave her a second chance to try out and her grades weren't up to par, but she still was able to try out. >> Yes. And we looked at that uh when we met as a staff. We met after trials when we went to go set the teams and that's when we realized that she still was not passing, >> but she was able to try out. >> We let her try out. Yes, sir. So, can you see the problem with that? >> Yes, sir. 100%.

031I understand that. >> Not to come down on you at all. Oh, I understand. It's just that we we're inconsistent, it breeds these type of situations, unfortunately. >> So, that's what I'm asking. And >> why didn't So, purely based on her grades is the reason why she didn't initially try out. Was there another reason that she didn't try out? >> That is the only reason she gave me is that she felt that she needed to focus on her schoolwork and I respected that. she asked to be taken out of the athletic period and I made that happen the same day that we had that meeting with her. Um because obviously academics comes first. You know, athletics is always secondary. So, I'm always going to respect a student that says I want to focus on grades

032first. >> Anyone else? >> Uh Coach Greenway, uh I'm listening to both parties. Where in this timeline did you uh and I just for my information uh let the father who's speaking most of the time or the mother know that this this situation was as such giving her another chance you know I'm just trying to see the whole picture you know basically at some point you know you saw the uh potential in her you know saying that she had potential that builds the students hope up, you know, that I will be able to do this, that, or the other. So, I'm just trying to delve into that, too, because I see all of the other. But today, we have a dad and a mother here that are dealing with a situation. So, I'm wondering if

033this is a communication situation also. So, at any point, were they advised about what she was doing? Great. wise, giving her another chance, etc. If I'm making sense. >> Yes, ma'am. I understand your question. Uh, there wasn't ever any communication from me to them. It was always between me and Karima because I saw her on a daily basis. Um, and when she came and asked me to be taken out of athletic period, she came out on her own free will. She didn't say anything about her parents. And, um, I never had any direct communication with them as far as I tried to keep it to soccer related stuff. So, you know, when she's failing other classes, I don't like to interfere with um information that don't have full information on like why she might have

034been failing. Um and when we get into season, that's when I start having conversations with teachers like, "Hey, why is my why is my athlete failing?" But at that point, we hadn't set the teams yet. So, there was no official placement for the team. So, uh, but no, there hadn't been any communication for me to them as far as giving her a second chance or talking about her academic issues outside of soccer. >> And I know we are very busy and it's very difficult to meet 100% of all of the children's needs. And I heard Mr. Hernandez say that she's had difficulty prior to with uh academics this that and the other. And so I'm just going to say because sometimes that is all a child has. They may not ever get above 70%. And

035we need to figure that out. Why? What do we need to do? And I know it's difficult. I've been there, you know. And so I'm looking at Miss Brooks over there, Mr. Hernandez. When you see that repetitively over and over, there are people in this district that can help you with that to make sure that there's a plan that your child will not have the difficulty that they cannot play a sport if that's where their strength is at. And so I just had to elaborate on that because I'm seeing a lot of things in this scenario. Thank you, coach. >> Um, one of my understanding for the her Hernandezes and correct me if I'm incorrect is that you are most concerned. >> I'm gonna talk to both of them. Hang on just a second. I'll

036get there. that you're concerned that your daughter be given a fair shake and not be treated differently or unfairly. And what I'm seeing, and now this is for Coach Greenway, it seems to me that allowing her to get out of the athletic period, which meant she'd have to go into another core class, which meant another set of grades she'd have to keep up. you did what she asked, but not necessarily what was best for her. The rules say if they don't participate in the first day and make a certain time on the mile, they don't go into the second day. She chose to get her driver's license on the first day and did not participate, but you still let her participate the second day, even though you should have checked her grades and didn't. And

037then after the decision was made based on her grades and her absences that she would not make the team, you sent her a rather extensive letter telling her that she had great potential, that she could do pretty much anything she wanted if she'd get the grade problems out of the way. So, it seems to me like you went over and above what you could do to take care of this child to make give her every chance there was. And so, while yes, you should have checked her grades before you let her try out. There's no question about that. You went above and beyond what you could do to support her, and I commend you for that. And I'm sorry she didn't make the cut, but I certainly understand it. Any other questions? >> I do

038have one for the coach. She she was a returning player. >> Yes, ma'am. >> On JB or varsity last year? >> JB. Yes, ma'am. >> Um, how was grades last year? >> She was good for uh until the very last uh report card came out and she came ineligible. Um, so that was the last two or three weeks of the season. Um and then um she got to play in the very last game of district because that was right before spring break and that was when the eligibility restrictions were lifted because we were going to be on holiday break. So she missed a few games at the end but up until that point she had done well in class. >> Thank you Coach Greenway. Mand is there anything else that you want us to know?

039Okay. And yeah, he said on the on the previous year it was he she was failing at the end one class and it was uh I mean she was failing. No, no excuse about it. She was failing and they told her she wasn't supposed to play but they still brought her to the uh they told you need, they told her, "Grandma, you come on to the to the game and stuff. You're not you're going to be there." And because they need her or they wanted to put her at after You know what? Let's go ahead and play. They knew she was failing. They know she wasn't supposed to play. And like again, he knew that they were failing and they still put her to try out. So I don't know why is that if they

040already know that she's failing and she's not supposed to. So they're not following the rules into now just because she quit the class is when everything is going that he don't I don't he wanted to have her on the class and she didn't want to be on the class and because she or her grades and after that they finding everything and now they like he say he's finding every single rule and now following tried to follow every single rule to for for me to for the for the for the excuse to tell me that she wasn't qualified to play >> few games it was only one game and She got to play. They put her to play even though she was fel. >> Young lady, do you have something you want to say? >> Okay.

041Anybody else? Listen, go ahead, Joe. Hold on, Mr. Hernandez. >> Mr. Hernandez, how are how are our grades right now? Currently, >> failing. Right now, she's failing. She has, like I said, the only potential the only thing that get her to get her grades her her motivation for school is uh is the um is the soccer now she has no few that they don't have no teachers right now in English >> on English that she's failing she got substitute for how longitude >> okay and I don't want to cut y'all but I don't want to weigh too far into those waters that's a different topic for a different time we'll discuss but I just was checking okay >> okay thank you >> so yeah she's she's still failing and like the class that she needs

042is substitute and like today I told her like how you how you doing what do they do work no they're not they don't put us to do anything so how can she pick up the grades if there's no teacher >> any other question no I have a not necessarily a question I had five children go through BD and they participated in various sport I sent my children to get an education not to play a sport the hook was that you get your grades in order to play yes student athlete, not the athlete student. You go to school to get an education, young lady, not to play soccer. And before the incident from last year, she was doing she was focused on the school, not anything else. After that, she's afraid to go to school after

043after the incident. when she was doing good and that's why she was on uh on on classes uh on on leadership class she was focused on on on the school so after the incident everything is going down so I'm not saying that she she she wasn't the great a student she was passing since uh Marshall Middle School since Marshall Elementary she was passing she was doing good after that incident I seen changes on my daughter whenever I told them on the last incident I told them that she was on ban and the incident happened. They told me, "You know what? Get her get your daughter out of the band because we cannot take the other kid out of band." Oh, get your other daughter out of soccer because we cannot take the kid out of

044soccer. So, that's why she's feeling afraid now. And that's why her grades are going down. And I see the only thing potential for her to go to school to get her to school is the thing that she love is soccer. Other than that, she was good in school. >> Okay. M. Go ahead. I'm sorry. >> Mr. Hernandez, have have we uh attempted to speak to a wellness coordinator or a counselor on campus about um the the deterioration of academic performance since the incident a year or so ago. Have we talked to anybody on a professional level to see if we can address your daughter's >> That's what I'm here because I've been telling I've been having meetings with a principal, with a coach, with a other coach. I've been my always been telling them it's

045something that she needs to be and Like I said, the when first started it was one class. Now it's three classes. >> If we can >> I don't know where to go and every time I try to go somewhere I don't get any answers. The only thing that I get is that is her fault. >> If we can if we can make some type of arrangements for so that she can speak to a wellness coordinator and get some type of professional counseling from the district while on campus. Is that something you guys are open to? Because my my concern is I I don't want her academic career to continue to falter due to a bad experience. And I understand that it can be traumatizing uh especially for a young lady and if she's afraid and

046that's playing into her academic success. I think that's the bigger issue that I think we need to try to address. So would you guys be open to it if we can kind of make that arrangement? >> Yes sir. >> Okay. >> Even I've been I've been telling her if there's any um after school or anything for for her to be able to stay and I think she have asked the teachers if there's anything extra work and she's been asking for it but like I said there's no teachers. So I And what would I ask for more stuff if they're going to get substitutes? I mean, what am I going to ask to the the English teacher if she's a substitute? You probably don't even have something to make you help her out. >> All right.

047Thank you. >> Also, Mr. Hernandez. Um, and Miss Hernandez, make sure that she's at school. >> Okay. >> Make sure she's there. She's been sick. And whenever they told me the absence, I don't know how they they uh they see the absences. I was surprised when they told me that she had like 50 something absences. >> Are you on the home access? >> She's Are you on home access? >> She has I'm I'm all the time at the school. I'm on the time uh at the house. They I can see where if my daughter doesn't if my daughter doesn't skip as far as I know she don't skip school. She's always uh at school. We go pick her up and everything. I haven't had no complaints. whenever she's missing the school is because she's at

048home. We we we call the teachers, she ask for work uh and she's going through female staff, sometimes she's not that she's sick sick, like she just doesn't feel or you know things that she can be school or sometimes I've been getting her off early and they call us as absent even though I go over there and sign her out and stuff like that. On some classes they put her answer even though if she was home if she was at school. >> Rule it's days, parts of days or periods. >> Yes. >> It all counts as an answer. >> Okay. >> Thank you so much. >> May I ask Mr. Phillips a question please? >> I'm up here. Mr. Phillips, please. Good evening. Yes, ma'am. >> Mr. Phillips. Um, don't teachers who are uh not

049permanent teachers have curricula that they post on Google Classroom so that all of their students have access to it. >> Yes. So, uh, Miss Hernandez has only had one teacher that's been out All of her other teachers are have been there regularly. Her English teacher has been out for the last three weeks. Um and >> but not before three weeks. >> Correct. >> Okay. >> Um and so Miss Perez, our department head, has been working with that substitute to make sure that the curricula is being provided and then has been keeping up with grades and making sure that that >> instruction is still going on. >> So progress reports before semester. >> Correct. >> Can't be blamed on an absentee teacher. >> Correct. >> Thank you. >> You're welcome. >> Okay. I open the floor

050for deliberations. What's on your mind? Yes. You need to come up. >> He say there is only one substitute teacher this year. She's been having plenty substitute teachers all all through the year. >> And right now in English there's no grade. Yes, >> there's a difference. >> I'm sorry. Are we ready for a motion? >> I'd like to move that the Bumont ISD board of trustees uphold the level two decision regarding Mr. and Mrs. Hernandez grievance and deny their appeal. Have a motion. >> Can I get a second? >> Motion was made by Miss >> Unless you want to. You let it die for lack of a second. >> Motion has been made by Miss Hickman and second by Miss Spooner. All those in favor, raise your right hand. Motion carries 401. >> We're now

051going back into close session. >> President Sige, I'm going to ask you to read those sections for why we're going back into close section session. >> Oh, I'm I'm sorry. We will now move to close session to discuss the agenda item posted on the closed session agenda as authorized by the open meeting act under section 551.071 072.074 074 and 0821 under the Texas government I want to try to get him out. That way there's Ladies and gentlemen, if you would please stand for the pledge. Tonight's pledges will be led by Jones Clark second grader Anna Williams. Her principal, Dr. Landry, said she loves to sing at school and church and that she has a beautiful voice. I I pledge allegiance to the flag of United States of America and to the republic for which it

052stands. One nation under God, indivisible, with liberty and justice for all. Honor the Texas flag. I pledge allegiance to the Texas. One state under God, indivisible. >> Thank you. You may be seated. Good evening, President Sige, board trustees, Dr. Allen, and audience members. Tonight, we are proud to recognize a group of students who have achieved a milestone moment for Bumont ISD. The Bowmont United High School Distributive Education Clubs of America or DECA chapter has made district history by accomplishing something no team from our district has ever done before. For the first time ever, an individual team from Bulmont ISD has advanced to the DECA International Career Development Conference, the highest level of competition for this prestigious career and technical student organization. DECA prepares emerging leaders and entrepreneurs in marketing, finance, hospitality, and management. And reaching

053the international stage is a testament to exceptional preparation, professionalism, and determination. These students have set a new standard for competitive excellence in career and technical education and have proven that Bowmont ISD students can compete with the very best from around the world. Please join us in congratulating Bumont United students Jose Garcia, a senior, Geraldine Hernandez, a senior, Janiah Banks, a junior, and McKenzie Carr, a freshman, along with their advisor. along with their advisor, Mrs. Porsche Carr, for this historic achievement. Speaking on behalf of the group tonight are Jose Garcia and Mrs. Carr. >> Good evening everyone. My name is Jose Garcia and I have the honor of representing Bulma United High School in our DECAP chapter. On behalf of our team, I would like to thank Bowman ISD, our administrators, our advisor and our community

054for recognizing our advancement to international career development conference. This is a historic achievement not only for our school but for our district as it is the first time Bulma United High School and Bowman ISD has advanced to the international level. This opportunity represents most more than just a competition. It reflects the hard work, late nights and a dedication we have put in as well as the growth we have gained through DECA. It has helped us build confidence, leadership skills and real world experience that we all will be carrying with us beyond high school. We are proud to represent our school and our community and our community and our district on such a big stage and we are truly grateful for the support from our advisor, our families and everyone who has believed in us. Thank

055you for investing in students like us. We are ready to represent Bulma United and Bulman ISD with excellence. Thank you. >> Thank you, Jose. And thank you sincerely want to thank you guys for representing and uh acknowledging our DECA program. We have been working tirelessly. These students, they prepare. They they bug me all the time. They're calling me, "Miss car, can you help?" And I'm always there to help. So, I'm so excited. So, thank you sincerely for recognizing them tonight. Bumont ISD is proud to recognize a group of young scholars whose exceptional talent in mathematics has placed them among the very best in the nation. 19 of our second and third grade students have been nominated as national math stars, an honor reserved for students who score in the top 2% nationwide, achieving the 98th

056percentile or higher on nationally recognized mathematics assessments. This prestigious nomination highlights students who demonstrate extraordinary mathematical ability, curiosity, and problem solving skills at an early age. These young learners represent six of our elementary campuses. Blanchett, Caldwood, Charlton, Pard, Guest, Martin, and Regina Howell. and their achievement reflects not only their own dedication but also the support of their teachers, families, and school communities. Being identified as a National Math Star nominee is a remarkable accomplishment and a sign of great promise for the future. Bowont ISD is incredibly proud of these students and excited to celebrate the bright minds who are already shining in mathematics. At this time, we invite our National Math Stars nominees to come forward as they are recognized for this outstanding achievement. Representing Blanchett Elementary, Channing had not Caldwood Elementary, Zedric Kervin, Charlton Pard,

057Ruben Laredo from Guest Elementary, Daxton MC McMahon, Ivan Smith and Jackson Walker from Martin Elementary. Sebastian Alonso V Vel Brilan Bro Kelsey Eins Carlos Jimenez Shaniah Marquez Nicholas Martinez Santos Maha Maha Bailey Papon Ishmael Pew and Leah Rios Lopez and from Regina Ina how Coleman Fairchild, Matteo Melendez, and Rudra Singh. Okay, guys. Everybody look right up here. >> Can everybody see me? >> All right, everybody ready? Here we go. Ready? One, two, three. >> All right, got Good job. And now we see who brought out the crowd tonight. Next, we are proud to recognize several Bumont ISD educators whose innovative ideas and commitment to hands-on learning have earned them special support for their classrooms through the steam teacher grants made possible by the generous fundraising efforts of Indovvenia Port Naturous Operations and the Bumont Children's

058Museum. Bowmont ISD teachers have been awarded a combined total of $36,340 to support engaging projects in science, technology, engineering, arts, and mathematics. These grants will help bring creative realworld learning opportunities to our students and further strengthen Bowman ISD's commitment to innovation in the classroom. We are incredibly proud of these educators for pursuing opportunities that expand learning beyond the textbook and inspire curiosity, exploration, and problem solving. Joining us to recognize and congratulate our Bowont ISD steam teacher grant recipients is Kim Hoit with Indorama Ventures and Amanda Yaro for of the children's Bowmont Children's Museum. We have We're happy to present the nine teacher grants tonight. The first one is for Marshall Middle School to Danielle Crouch. The title of her grant was fostering future innovators hands-on material science through ceramic ceramics equipment upgrades. Guess she was

059here. U the next one is for Dr. Teresa Martin at ODM Academy and her grant is for Sparro Robot Fund for RLA. We have another one for ODM Academy. Lamp Prior and her grant is for empowering advanced science learners modern lab tools for hands-on AP biology and integrated physics and chemistry exploration. All right, the next one is for Bmont Bowmont United High School, Tiffany Perez. is for a hydrophonic garden STEM project. Another one for Bowmont United High School is for Carlo Mulabus. That one is for uh Bowmont ISD contributes to the nationwide antibiotic resistance monitoring program. One for Dr. Martin Luther King Jr. Collegiate Academy is for Jerica KB. That one is for idea to innovation equipping students for engineering discovery. We have one for Fletcher Elementary for Wendy Rishard and hers has a great

060title. It's for STEMtastic kids in 2026. We have one for the career and technology education center for Amanda Pearson for maritime engineering in navigation STEM lab and another one for the career in technology education center for Kesha Kirkwood build a body anatomy in action and the total like is up there is for 363 $340.85. So, congratulations Everybody ready? Finally, tonight we are proud to recognize two exceptional groups of student athletes whose talent, determin rimination and unity have brought tremendous pride to Bowmont ISD and our entire community. This season, both the Bowmont United High School boys varsity basketball team and the Westbrook High School boys varsity basketball team achieved something truly remarkable, advancing to the UIL 5A state championship games in their respective divisions and earning the distin distinguished title of state runnerup. Their journeys to

061the state's biggest stage were defined by resilience, discipline, and an unwavering commitment to excellence. Even more historic is the fact that for the first time ever, two Bowmont ISD teams reached the state championships in the same year. a milestone achievement that speaks volumes about the strength of our athletic programs, the leadership of our coaches, and the dedication of our student athletes. We also extend our deepest appreciation to the coaches of both programs whose leadership, mentorship, and commitment have been instrumental in guiding these young men to success both on and off the court. Tonight, we celebrate not only their impressive achievements, but also the history they have made together, setting a new standard of excellence for Bowmont ISD athletics. Two Bowmont High Schools are trying to capture gold in San Antonio. Bowont United looking for their

062first title in four years, while the West Bruins, they're trying to go back to back. Elijah. Ladies and gentlemen, the state championship is right here in San Antonio. Get up, get loud, make some noiseion. >> Congratulations 409 all schools. Y'all made it here. Look at how many did not make it. >> So proud of my United and we're so proud of Westbrook. 63 junior number one. Great job to BEu. Great job to Westbrook. One of the most important things that I'm thrilled to say is how these student athletes, you check their GPA. Most, if not everybody had over a 3.0 GPA headed into the state tournament. So, we're super proud with BMT proud. Great job. Uh, Coach Mike Thomas, great job. Coach Green, go be you. Go Westbrook. >> We'll be back next year for

063sure. 409 versus everybody, baby. >> I want you guys to keep striving, continue to being great, and next year we just going to run it back. >> The boys came and did what they needed to do, and they made the 409 very proud. At this time, it is our honor to recognize the players and coaches of the Bumont United High School boys varsity basketball team and the Westbrook High School boys varsity basketball team for their outstanding seasons and state runner-up finishes. Speaking on behalf of the Timberwolves tonight is coach David Green and player Payton Jones. First, I would like to take a moment just to give God praise for all that he's already done for this community and his teams, these teams, the coaching staffs, uh the players, everyone that's here today. It's it's an

064awesome day and God is good because we don't want a card today. Praise be to God and I just I'm just so thankful our basketball team uh what they accomplished this year. Of course, we want to win the state title, but anytime that two teams can go to state at the same time, that's remarkable. That means the sky's the limit what we can do in Bmont. We just got to continue coming together as one and be for real. Be on one accord. It's time. That's what God is saying. It's time. Today is the time. Also, I just want to say about my basketball team, man. They they just made up their mind along with the coaching staff, uh, trainers, my wife, everyone that was a part of this team and our managers, everybody came on

065one card with a vision to go out there and win a championship. We might have fell short, but man, we worked so hard. So much time was put into this. I'm so proud of the players. I love you guys so much. There's no doubt in my mind. Next year, even better. But the most important thing you got to do is win a card and be together. Uh first I want to thank God like coaching said one thing we said on the season was we was going to win a state championship from the very first uh closing out one thing we said was state championship that's our mindset coming to one common goal and I just want to say to my brothers thank y'all for giving me a great year thank y'all for going hard against

066us like brothers fighting brothers that's all I got to say Hey, hold on one minute, Jackie. Does the other coach Green Does the other coach Green have anything she want to say? Does the assistant coach Green? >> Cuz >> All right, let's hear it for Coach Alicia Green. >> Hey, hey, Coach Green don't go nowhere without his his boot on the bench. Well, all I got to say for just all of Bob is that it's just awesome to see when the community comes together because I think it was just awesome to have both teams there because it's nothing better than having both Hey, both sides come together and being there together. And hey, even though we couldn't both bring it home, just being there meant a whole lot. And you know what? Hey, Westbrook, Bulmont

067United. Hey, we left a lot of people that wanted to be at there in San Antonio. We left them behind. But you know what? I don't care what nobody else say. Hey, Bulmont, Westbrook, Bulmont United. We were in the house. And I don't care what the naysayers say. Hey, a lot of other people wanted to be in the house, but we did it. And we want to always be proud of that. And you always lift your head up and always remember no matter WHAT NOBODY ELSE SAY, THEY just mad because they weren't there. You were there and you got something to be proud of. And we just want to be thankful and continue to keep on doing what you're doing. And always get first of all GIVE GOD THE GLORY and the praise because without

068him you can do nothing and never will be able to do anything. So always continue to give him the praise and the glory for all things. We are getting some sermons tonight. >> Hey, I knew I knew I knew she was going to light it up. >> And now speaking on behalf of the Bruins are coach Michael Thomas and player Elijah Garrett. >> Set you up. >> It's gonna be tough to follow that. Yeah, dog. But um first I want to give honors to God and I just want to say how excited I am to represent Bowman Westbrook, my coaching staff, my players. They did outstanding job. They work incredibly hard every single day. And um I'mma highlight some things in a few seconds, but I just want to take a moment just to recognize

069these young men because I know I've been on them tough and I love them. Like Coach Green, he love his kids. And we so extremely proud of you, you guys, and the coaching staff, man. Great job. Okay, now I want to just highlight some team accomplishments this year. We had a record of 34 and four. We won district 14 and0. Um, regional champions, also state finalists. And also, I want to highlight some things. We was talking about academics. We had six guys who was all state academics. They just received a certificate this morning. Those guys, you got Jaylen Clover, Sabian Foster, Elijah Garrett, Ashton Hicks, Isaac Nichols, and Devin Pyor. Now, some more highlights. Um, we got two guys who made the all state team. We got Elijah Garrett, Christian Haskin. My fault. We have

070three guys who made the all region team. Elijah Gary, Christian Hask, and um Austin Stewart. And the reason I'm recognized, guys, I think it's important that we highlight these things because these men put a lot of time in. Now, the last thing I want to recognize is the all district selection. MVP of our district is Elijah Garrett. Defensive MVP along with um EJ from BEu is Austin Stewart. Newcomer of the year is Braden Molton. First team is Christian Hask. The second team is Donovan Joseph, Amarian Bruno, Jatyron Smith. Then my honorable mention selection is Isaac Nichols, Jaylen Clover, Jaden Muton, Devin Pyor, and Colton Callahan. And we just want to say thank you for recognizing us and giving us this opportunity to um be president in in um with our city because as again it's

071a great accomplishment. Two years in a row we won state last year and this year we fell a little short and it is heartbreaking but these guys poured their heart and soul into it and thank you. First, I want to give an honor to God. Like coach said, um I'm beyond Oh, my bad. I'm beyond grateful for uh my bad. I'm beyond grateful for um God putting us in this position. Us and my United, you know, um because it didn't have to be us, you know. Um the Lord put me through a lot, us and his team. And um I'm just proud of both teams. That's all I got. And we invite all of you to join us as we celebrate these athletes and coaches at Dogit Family Stadium one week from tonight, Thursday, March

07226th, from 5 to 6:00 p.m. Wear your school colors, bring your energy, and help us honor these young men. Hey, stay. Okay, everybody right here. Everybody ready? >> Ready. One, two, three. >> I got you. You're good. All right. Ready. How about scoreboard? There we go. Spread out a little bit. We're good forward a little bit. Just come this way a little bit. Okay, everybody ready? All right. Ready again. We hope to see all of you next week 5 to 6 at Dogit Stadium. And you can keep up with what's happening in the district by following our social media pages, subscribing to our YouTube channel, and visiting bmtisd.com. Thank you very much. >> Thank you, Miss Simeon. We are now going to go into the public hearing with Dr. Allen. >> Good evening, Mr. President.

073The Texas Education Code requires that each district school board of trustees hold a public hearing to discuss the district's annual report. This hearing for public discussion of the Texas academic performance report must be held within 90 calendar days of receiving the PDF Texas assessment performance report. The district's annual report consists of the taper or the Texas academic performance report which outlines student academic performance on the star assessment for the 24-25 school year. This is not new data. This data has been shared with the board previously when the data was released but it is required as a portion of the actual annual report. In addition to the Texas academic performance report, the district's annual report includes the PES financial standard report, the 2324 district accreditation status, the campus performance objectives, special education determination status, report on

074violent or criminal incidences on campuses, a report on student performance in post-secary institutions, and progress toward board adopted HB3 goals. Presenting tonight on behalf of the district is Dr. Anita Brutin, Mrs. Anita Chetum, Mr. Randall Maxwell, Cheryl Hernandez, Miss Relle Brooks, and Dr. Diana Valdez. >> Thank you, Dr. Allen. Good evening. Tonight, again, as Dr. Alan stated the team and I will present the Bulmont ISD annual report. Again, I would like to note before beginning the presentation that this data reflects prior year performance. We have used this data throughout this school year to adjust instruction and target support for our students. And because of that work, we fully expect this to translate into improved student outcomes as we begin the STAR assessments in just 16 days. The annual report has several sections. We will begin

075by looking at student information. This slide shows you student ethnic distribution for our district and it also shows us compared to the state. I do want to highlight that the majority of our students in the district are African-American and Hispanic at 88.3%. When we look at our student membership demographic percentages, this slide shows you the percentage of economically dis disadvantaged English language learners, students with discipline um disciplinary placements and at risk students. Compared to the state, we have 82.9% of our students that are economically disadvantaged. Also, we like to say educationally dependent. And the state has 60.5% The report also gives us staff information by years of experience is noted in the report. When you look at our district compared to the state, I would like to highlight that nearly half of our teaching staff

076has five years or less of experience at 48.2% compared to the state at 35.6%. teachers by ethnicity. 52% of our teachers are African-American, 7% Hispanic, 34% white, 2% American Indian, 5.3% Asian, 1% Pacific Islander, and two or more races, 6%. You can also see how we correlate uh or compare to the state teachers by program. When we at the program placement. Of course, the majority of our students are in our regular education program as the state, but it does show you here how many of our students or percentage of students that are in uh bilingual ESL, career and tech, comped, and special ed performance. Again, this is prior year's data. The star performance is reported at approaches meets and master's grade level. Our goal is to have our students at meets grade level. Our board

077outcome goals are set at meets because we know that when students are at meets grade level, they are on grade level. The star performance is reported by all subjects, all grades for third through 8th grade and end of course assessments. The next four slides will show you our star performance at approaches grade level. This slide shows you three through eight reading English one and English two at approaches. Overall, you can see our students at all for each grade level. and then by subgroup. When we look at our students, 60% of all grades, when I sum up all students that took reading scored at approaches grade level, here we have 3 through 8, math and English one at approaches grade level. Again, you can see by grade level and by subpop. 53% of all of our

078students scored at approaches grade level. And that's across all all grade levels in the district. Science performance is presented on this slide. At approaches grade level, we had 63% of our students score at approaches grade level. When I look at all of the students that took the science assessment and here we have social studies performance at ETH and US history at approaches. 63% of all of our students when I look at all of the students that took the eighth grade social studies test and US history scored at approaches grade level. The next four slides board you were given an insert for your packet. This shows our performance at uh meets grade level and above. So meets and masters. When I look at third through eighth grade reading, English one and English two, 35% of all

079of our students scored at meets grade level. When we look at reading, okay, but this is indicated by grade level and also by subgroup. When we look at the star math assessments for through 8 and also algebra 1. We had 25% of our students score at the m grade level across all assessments taken at each grade level. Then also for science, this is fifth grade uh fifth grade science, eighth grade science and biology. 27% of our students scored at meets grade level. And then for star social studies, you can see this is eighth grade social studies and US history. 36% of our students scored at meets grade level. And these percentages were from meets grade level or above. So meats and masters. At this time, Miss Cheetum will come and go over our tape report

080for school progress and academic growth. Good evening board. This segment of the report focuses on the measures found in domain two of the accountability system recognizes school progress or academic growth. So those three buckets that you see represented on slide. Annual growth is measured as a part of um part A. Academic growth at domain 2 is broken into two components. Academic growth or relative performance. Annual growth is calculated by an increase in performance level year overyear. So students who performed it did not meet moving to approaches or approaches to meets meets to masters moving a full performance level year over year. The accelerated instruction bucket that you see in center are for those that are completing HB1416 acceleration and remediation hours where extra credit is earned for that and those are compiled together to come

081up with the academic growth score for the campus. The 2025 uh school progress measures for the campuses for both grades and subjects. Those measures come from student performance levels for reading and math. What you see on slide is performance by grade level for all students and subgroups from grades four through eight. Third grade remember is not represented because there is no prior year's test to earn the increased performance level. So what you see is for EL scores and average percent at meets or above range from 50 to 63% across grade bands and for math from three 33 to 67% of students showing an increase in performance level from prior year. The next segment of the report focuses on our annual dropout graduation and attendance rates. Graduation rate is of course represented for high school campuses

082in both domain one and three. So the data that you see on slide comprise both attendance and graduation data. Attendance data remember Dr. Brutin reminded you this is old data. Attendance data and graduation rates lag a year behind the performance year. So you're looking at attendance performance for the 2223 school year. So a little while back, but the district average was 89.1% attendance for the 22 23 school year as compared to 93 for the region and for the state. Our four-year longitudinal graduation rate for the class of 2024, we graduated 81% of our students with 2% receiving a Texas higher school uh high school graduation equivalency um and continuers in high school at 1.8%. Keep in mind that our four-year longitudinal graduation rate represents the students who began in the 2021 school year as a

083ninth grade student and completed on time graduation by 2024. Our graduation profile represents the types of diplomas that our students are receiving and that is broken out for you by high school campus. early college of 100% of the graduates uh 1% of those students were on a foundation high school program with no endorsement with 97% of the graduates on a foundation program with distinguished level of achievement. Bumont United 69% of students on a high school program with distinguish u distinguished level of achievement and Westbrook 84.2% of those graduates. Brown remember are all students who are for credit recovery. That is our Aea high school. So we have 89% of students at Paul Brown earning a foundational high school program without endorsement. For the next indicator, college career and military readiness. So of course the state

084we talk quite a bit about this college and career military readiness is how our students earn their points and show that they are ready for one or more of these postsecary opportunities. And so for Bulman ISD, the 2023 2024 data for college, career, military readiness is broken out for you by college ready indicators as well as career. I'll remind the board that college readiness is measured through TSI performance, TSIA assessments that we give, ACT, SAT, dual credit, college prep, those type of things. and all of our students considered 63.2% of our graduates uh met the college ready measure. And for career readiness, we're looking at those who complete an industrybased certification or a level one or two certificate and 42% of our students earned a career or military ready indicator. And of course, military is

085determined by a DD4 enlistment um in the military following high school. Average SAT and ACT scores for our annual graduates are represented on screen as well with an average score of for SAT out of a possible 1600 and for ACT 17.6 out of a possible 36 points. The district's financial information is reported through PS every fall and the data that's reported in this report is from 2425. In the data you have revenue that is broken down from local property taxes, state revenue, federal revenue and then also the general fund as well as the total of all funds. We receive a lot of federal grants. We have a debt service that moni uh that pays for our debt. All those funds are included and you can see that the district overall received $11,244 per student in

086the general fund and including all the other funds $13,687. Along with this information is a breakdown of how we spend our money in operating expenditures with a breakdown between payroll costs, professional services, supplies, other operating as well. capital outlay in our debt service. Those also are reflected with a per pupil or per student amount. Um it then breaks it those expenditures down by function. If we're spending it instruction in the classroom or if it's health services in the nurs's office, transportation, all of this data is reported in this report. And then we also break it down by the program intent. If it's basic instruction, if it has to do with state comped, bilingual, uh, dyslexia, we're required to use codes and report this information to TEA so that they can come out with these reports

087so that the public can see how we are spending our funds. And then the dispersements are just operating expenditures, other uses, and those are broken down per student as well. And then the district's 2526 district accredititation status is accredited. We are also required to give a report on our campus performance objectives. Each year, principles work with their CIC committees to uh write a campus improvement plan. We also work with team members at the district level to write a district improvement plan. These plans are aligned to the district goals and based on a thorough analysis of our student performance data and they have clear objectives that are approved by the board, targeted strategies and then measurable outcomes to improve student performance. Our campus improvement plans are living documents. We do look at them and our district

088plan to make sure that we do a formative review and they are available on our research plan and evaluation website where you can look at our district improvement plan and also the campus improvement plan for each campus within the district. Now we'll have Miss Brooks to do our special education determination status. Good evening. So for special education, what's what we're looking at is our determination level from our um RDA report, which is our results driven accountability. And for special education, they are looking the state is looking at 18 different indicators. Um and there are four levels with one being meets requirements and four being need substantial intervention. The higher obviously means you need more support. So what does that do? it prompts a different level of support from the state. So for 2026 our status

089is determination level four which is needs substantial intervention. Primarily our our problem is our significant disproportionality. We uh suspend or in in school suspension for our students who receive special education services who are African-American are suspended more often. For example, if you're looking at um apples to apples. You have 10 students, even though we have more African-American students. If you have 10 and you pull 10 from this and you pull 10 from the other groups, you suspend four from this group, you suspend two from this. That's disproportionate. That's what's happening here. Now, I will say that we received um our targeted support in the spring of 2024. it was on site and when we finished the and got our report it did show that there was zero non-compliance from from our district and it was

090stated that while we haven't met our goal it's obvious that we're doing the work are we doing our action steps right now are monthly discipline data reviews by subgroup there is um a heightened administrative oversight of ISS placement uh professional development on deescalation strategies, culturally responsive practices, behavior intervention plans, fidelity and compliance, and strengthening our MTSS and behavior support systems. Mr. Maxwell will speak to you now. >> Uh, the Texas Education Section 39306 requires each district to publish as part of the annual report a report on violent and criminal incidents that occur at each campus. The report must include number, rate, type of uh violent or criminal incidents that occur on each campus, a description of school violence, prevention and violent interventions, policies and procedures and findings from evaluations if any conducted under the safe

091and drug-free schools and communities act. Dr. Valdez will actually go over the report. >> So, what you see in front of you at the very top are all the different types of infractions that could occur. Highlighted in yellow are the types of infractions that have occurred in the 24 uh 25 school year. we are well below a reportable amount and um so this is a very good report for us on uh violent criminal incidences in Texas board. This next section relates to our graduates and what happens after high school. So Texas high school graduates again from 2023 enrolled in higher ed during during fiscal year 2024. Tech code requires that we publish this as a part of our annual report as well. And the most current report um on the Texas higher education coordinating board

092website is again the 2223 high school graduates. So student performance on this report is measured by the GPA that they earn once they are enrolled in either a public 4-year or 2year institution of higher education in that following year. So for each student the grade points and the college semester credit are calculated in average to determine GPA. So for each high school um in Bulman ISD including our special so early college high school GPA for students in their first year in public higher ed you'll see fouryear public university total graduates attending or reporting to us attending in um higher ed immediately following high school 34 eight with a GPA of less than 2.0 the rest of those students earning a 2.0 you know, up to a 3.5 or above, which 10 of those students greater

093than a 3.5. So about 33% of their students uh maintaining a 3.5 GPA or higher. In a two-year public college, 10 total graduates reported immediately following um leaving early college with seven of those students less than 2.0 up to two of those students earning greater than a 3.5. at Paul Brown. Um we know that is our alternative education campus and a much smaller population as well. Only one student reporting for four-year public institution and six at a two-year public institution. Bumont United and Westbrook are comprehensive high schools are listed next. I can't talk tonight. Listed next. So, we have 98 total graduates attending a four-year public university from Bulmont United immediately following and 58 attending a two-year college. And you of course see their average GPA range again with the bulk of those students hovering

094around 2.0 or less uh for the 2023 graduating class. At Westbrook High School, 157 of their total graduates reported to a 4-year university and 94 to a two-year institution with an even distribution across uh GPA. The next section of the report is going to come to you uh for Dr. Dr. Ben for our HB3 goals. The final section of the annual report provides an update on the district's progress toward achieving its board adopted HB3 goals. These goals are represented in the first three board outcome goals that center around early childhood literacy and mathematics proficiency and also college career and military readiness. I do want to say that we come often to present our board outcome goals progress monitoring report. So again, this data that you see will not be new data. When we look at

095goal one, the percentage of third grade students that score meets grade level or above on star reading will increase from 32% to 64%. Here you see the baseline data that we use to make our targets for this year. Again, we look at the performance not only of our third grade students, but also for the grade level levels below because we know that what is done in our preK, K, first and second grade classrooms will result in us being able to achieve these goals. So, our latest data target that we has have is MOI and you can see where we stand for MOI for reading. When we look at goal two, the percent of third grade students that score meets grade level or above on star math will increase from 26% to 52%. Again, you see

096our baseline targets for prek, first, second, and third grade. Our target for this year is highlighted in the yellow. And this is where we stand for MOI. When we look at our CCMR board outcome goal, the percentage of graduates that meet the criteria for CCMR will increase from 65% to 90% by August 2030. Again, you can see what our baseline what we use as our baseline to set our goal. Our target and here for CCMR, we look at TSI criteria for math and and and reading, I'm sorry, dual credit, industry based certifications, and advanced placement. You can see our target for this year and you can see where we are and this is based on uh the class of 24 data because we do know for CCMR there is a lag. So certain areas here

097where we are above even right now and the district report annual report and including the tape report will be posted on the district's website within two weeks of this presentation which will be April 2nd and paper copies are also available from the district office and on campuses and you can also uh see it online at the TEA website. Are there any questions? >> Board, do you have any questions? Tap. >> Thank you. And I do want to recognize uh Miss Dette Mendez in our office of assessment and accountability. She is our director and she pulls all the data together for our report yearly. So, Miss Menendez We have work to do. Thank you. Uh we're now back into the introduction of the regular meeting. Uh okay, Miss Smith, any public comments? >> We do not

098have any public comments on the taper report. >> Okay, Dr. Allen, student outcomes. >> Mrs. Mr. Ge, I will allow the district's annual report to serve as my superintendence report tonight. The team did a great job sharing that data. I would, however, just like to remind our community that in about 16 instructional days, our students will be starting to take the STAR assessments. Our team is continuing to work extremely hard to prepare our students and we are very optimistic that our our students are going to do a a phenomenal job. So please parents make certain that you are ensuring that your kids are present and that you are working with students. We still have afterchool tutorials. We have Saturday programs. We have a number of opportunities for students to continue to prepare. Last month I

099shared the website for the star resource website that is up live and available with which are resources available for parents to work and support their students at home. Thank you. >> It's now time for public comment. Miss Smith, do we have anyone signed up to address the board? >> Yes, sir, we do. >> The board will now hear public comments from those who have signed up to speak. This portion of the meeting is set aside to parents, students, employees, and community members to speak to the board about any matter of interest to them pertaining to the school program. Each person who signed up by 4:30 p.m. yesterday may speak no more than 2.5 minutes. Those who signed up after that time and prior to public comments today will be allowed to speak to 1.5 minutes.

100During public comments, the board will listen, but it is forbidden by the Texas Open Meeting Act from discussing any topic raised or making any decision unless that matter is already on the agenda for this meeting. The board reminds speakers that public comment is not the time to bring up board complaints about a particular program, employee, or student. Should a speaker's remark includes complaints directed at a particular student, employee, or program, I will respectfully ask that that individual stop speaking and utilize the board's adopted grievance procedure. As a reminder, your time will be monitored. When your time is up, you will hear a buzz buzzer that will indicate that your time has ended. Miss Smith, please call the first speaker, >> Jennifer Moore. >> How you doing, Miss Moore? >> Okay. How are you? >> Good,

101thank you. >> Tonight is one year since I've been here. for one year. I've come every single month and I've asked you to consider putting cameras in self-contained classrooms across the district. I've I didn't even write a speech for tonight. I'm literally broken. I'm just I'm I don't know what to do. I don't know how to make it important to you enough to take me seriously or enough to take our children seriously to know that this is important. The Kids are not being I'm not saying every single kid in our district is being hurt. That's not the case. Okay? I don't believe that. I've made you aware of three separate incidents that my where my daughter, I believe, was intentionally harmed. My daughter told me she was intentionally harmed. There was three other incidents that

102I've had reviewed from camera in her classroom. Two of which the camera wasn't even on, wasn't working, or there's a a server board issue is what I was said. So, even with a camera in the classroom, two times that she was hurt over a fiveday period, it wasn't working. You guys have asked Miss Brooke to come up here and to say the district stance of cameras in the classroom. And basically what I got from that was that it's for the dignity of our children with special needs did not put the cameras in the classroom, which is a complete contrast to what the law was actually written for. It's parent, principal, admin, or the board. Thank you for clarifying the board as in whole. I don't know where to go from here. I don't know what

103to do from here. I don't know how to make it any more important to you or to anybody that's watching or to the principles in this room. Your job is to care for our children and they are being hurt. The cameras are for accountability and transparency. I get no transparency from this district. I'm telling you, it's not there. I don't know what else to do. I want to be able to believe that I can send my child to her class. The camera is there. It's she's being protected. And yet, that doesn't work either. This goes much deeper than cameras in the classroom. And after a year of making that known. It has to go higher than than than here. This isn't working and I really need to know what to do to make it better.

104>> Tiffany Perkins, >> hold on. Thank you, Miss Moore Kobe. It's not on agenda. Can I say something concerning this matter >> agenda? So, I would advise against it. Go ahead, Miss Smith. >> Tiffany Perkins. >> How are you, Miss Perkins? >> How are you? >> Good, thank you. >> Good evening, elected members of the board. My name is Tiffany Perkins. I'm an educator, a parent, a former BISD employee, and candidate for State Board of Education here in District 7. I've seen through my employment here how hard the teachers and administrators in this district work every day for their students and I care deeply about the success and stability of Bulmont ISD. But I want to speak to a concern I'm hearing from families um I've been talking with which is concerns about transparency regarding

105state level decisions that directly impact the future uh of this district's leadership. Uh the process to appoint uh board of managers continues to be extended and delayed multiple times despite the fact that um from the last reporting there have been 79 applicants 39 male 40 female. People are questioning whether this process is being delayed um to prioritize political alignment rather than authentic community representation on that appointed board of managers. Continuing to delay the process without a clear deadline creates a situation of limbo that lends itself to uncertainty which does the teachers and the community members, the families of this district a disservice. Um, this district has already been through a great deal of instability through this entire process. And what students and teachers need is clarity, consistency, and a path forward that is grounded in

106the people it serves. So, I want to make that concern for the record that we need a clear um answer on when this board of managers is going to be chosen rather than continuing to delay the deadline as if they're looking for the right applicants rather than the applicants who have already applied against 79 of them. Thank you for your time and board. Thank you for your service to this community. Thank you, Miss Perkins. Is there anyone else? Miss Mitt. >> Yes, sir. For one and a half minutes. Carara Michaels. >> How are you, Miss Michaels? >> I'm doing well, thank you. >> Okay. >> So, hello. My name is Cara Michael and I'm the mother of Teddy Michael. He's a kindergarten student at Dishman Elementary. He's a special education student who has currently served

107in the ECSE classroom. Beyond his specialized education needs, my child also has medical needs that are addressed at school. Teddy has successfully been able to attend school this year due to sending a private duty nurse with him. Our nursing coverage was provided from Texas Children's Health Plan. We have recently had our nursing hours denied by Medicaid. This occurred because TCH health plan states that is the legal responsibility of the school to provide medical services to students while at school. They also have the ability to recoup reimbursement for these services by charing. While nursing services or with nursing services stopping soon, Teddy's educational future looks very different. I'm being told that the teacher will be providing his medical care in the classroom, but when she is out, such as for mandatory training, there may not be

108coverage and I will have to provide the services myself at school or keep him home. Determinations placement for next year are also in jeopardy. While it's believed that cognitively his best placement is the general education setting next year, I'm being told that while a special education teacher can be expected to perform GT feedings or change diapers, a general education teacher cannot. They recommend possibly an AFL placement due to his medical needs, not his educational needs. I'm petitioning the board for assistance with documentation needed from BIC that would allow us to appeal the nursing hours denial. I've attempted to gather this documentation from the special department unsuccessfully or if not I'm wanting to know what BD can do to fully support my child's educational and medical needs while at school. >> Thank you. >> And our

109final for one and a half minutes, Britney Trevinho. >> How are you, Britney? >> Good. Good evening. I'm here to explain the need of cameras in every SLC classroom and especially particularly for special time. and especially for children who cannot communicate or can't speak that are nonverbal like my child. So I stand here today to be their voice. Louisiana got it right. Why can't we? Act 479 of 2025 mandates that all public self-contained special education classrooms must have functioning visual and audio cameras installed with full implication required by February 1st 2026. The law removes the previous requirement for parent requests making surveillance mandatory in these settings to protect students and ensure protocol compliance. purpose intent is to provide oversight for student safety and ensure proper procedures are followed in special education settings. Louisiana got it

110right. Why can't we? >> Thank you. >> That concludes public comment. >> We will now move on toformational items. Good evening board. You have before you this evening a listing of newly hired and separated employees for the month of February. Any questions? >> Thank you. Hello, Miss Hernandez. >> Good evening. The uh February tax collections were very substantial. Um the tax office collected just over 29,800,000 for maintenance and operations and just under uh 9,100,000 for debt service. So we are 94.45% collected. Um for the general fund, we had revenues uh for 179,123,294. Expenditures totaled $115,97,560 with outstanding purchase orders in the amount of 3,855,417. For activity funds, the campus has collected $236,028 and we had some monetary donations. Sirtoma donated $2,000 to the regional day school for the death. Ryan donated Bowmont to Bowmont United

111High School $25 and the America's Charities donated $250 to Ameilia Elementary and Skate Time donated Skate Reynolds uh with an estimated value of $480 to Wood Elementary. Are there any questions? >> Go ahead, Miss Avery. You had a question. Anyone else got a question? Thank you, Miss Hernandez. See Good evening, Dr. Allen for president and distinguished board. Um, after the tragedy of Jubali, the governor along with the commissioner with the Texas School Safety Center, uh, they put in place the intrudity detection audit. These audits, of course, were designed to help keep our students and our staff safe. Uh, the state wanted to ensure that we were doing 100% compliance all districts in the state of Texas. To date, our district has had 23 of our campuses audited. We have three more campuses left. Those audits

112of intruder access uh door locks as well as exterior door uh evaluations. Do we have any questions in reference to the intruder detection office? >> Chief Mappro, I do not have a question. This is just to give or send kudos to you for representing the district. Well, I saw you on channel channel 6 and uh a little bit of what we're doing filtered into that interview and so I want to thank you personally and I know the board does for the job that you do to represent us. >> Thank you. >> I agree. I second that. >> Thank you, sir. >> Thank you. >> We are now ready for the consent agenda. Does anyone wish to pull any item from the consent agenda for discussion? Is there a motion? >> So move. >> Second. >>

113Moved by Mr. Evans and second by Miss Avery. Discussion. All those in favor? Motion carries. 5. We're now ready for our action items. >> Mr. Mr. President, I recommend that the board approve budget amendments from the general fund 9 and accept amendments from special revenue 22, 23, and 24. >> Second. >> Motion was made by Mr. Evans, second by Miss. >> The floor is yours. >> Thank you, Mr. Sige. U GF9 for the overall budget. It does not u change anything but we've made a few corrections to a couple of of the codings. So you'll see that we are transferring funds between the functions and then a number of the campuses are moving funds for different needs on their campuses. The special revenue is for title one part a is SR22. IDAB formula is changing

114functions uh for SR23 and then um SR is title four and they're uh changing functions as well. >> Any discussion, questions? All those in favor raise your right hand. Motion carries. 5. >> Mr. President, I recommend that the board approve purchases over $50,000 from the general fund in the amount of $839,268.82. So move >> motion was made by Mr. Evans, second by Miss Hickman. >> Thank you, Mr. Sige. Um, one of the per the first purchase is McGriff. We have our uh the district is self-insured for our workers comp and this is a renewal of our excess workers comp insurance. If we have a a claim of on an employee that is in excess of $400,000, we have insurance to cover the the excessive costs on that claim. And that total is $158,449. We also

115are have CDW, which is our annual renewal for for our multifactor authentication system, and that protects our network. employees and students have to go through a process to get onto the network. That total is $133,590. Then class link, the annual renewal for the student sign on provider is 58,994.80. We also are bringing digital scoreboards. This is going to replace the the approval that the board did the previous month. there was an error on the calculation when they presented their proposal um Nevco and so when we asked them for if they would honor the price they did not. So we go to the next vendor which is digital scoreboards and they honored the price that the board approved previously of $104,944 to replace the video display and the timing system in the niatorum. Then we have

116Lockstep Technology Group purchasing the new microphones and projectors for both pack centers at BEu and Westbrook and that total is $35,1912. We had set aside one-time funds for this purchase because we needed to upgrade the sounds and the projectors in the pack centers. And then Whitley Pin is our auditors for external auditors and their fee for this year will be $78,100. Are there any questions? >> Go ahead, Mr. Evans. >> Thank you, Mr. President. Mr. Hernandez, in regards to the the digital equipment, scoreboard, sound systems, we explored every option known to man and there was no other way around that. We were as frugal as we could be in terms of our purchases, right? >> Yes. We we looked at the the system is not uh working properly, so we have to replace it and

117we went out for bid and got um a number of vendors to to um actually we didn't do a we did quotes on it. And so that was the lowest that we received. And and once again there was no bridging the gap for another year. There was no patchwork that could be done. It had to be done >> not for the system. They would have to time uh the meats manually with >> but I think I think Mr. Evans are you speaking about the whole thing? >> I just mean and here's the deal. It's a lot of money and I want I want the community to understand that this is not >> this is something we had to do >> and that's what I'm getting. we had to do it and there was no other

118way around it. I want to make sure that we articulate that to the public so they know that we're not just plowing through taxpayer dollars because our time is near. There's no way. >> The stadium was built in August of 2010 and so this is 16 years later and you know how advanced and how quickly technology moves. We've never replaced anything out there as far as technology >> scoreboard on the football field and niatorum timing system. that your timing system was no longer working at all. U so we have to replace the timing system and when you replace the timing system you also had to replace the video board because when you get the new timing system video board is outdated and wouldn't log in with the new timing system. So you're correct weed every

119time in 16 years we replace anything as far as technology out there at state. >> And just a reminder Mr. Evans you know in the fall Dr. Jackson, correct me if I'm wrong, but during football season, we were literally unplugging the m the the video board during the games >> so that it would to reset it so that it would last throughout the game. Somebody was actually standing there unplugging the big board and plugging it back up. That's how bad it is. So, it's not one of those things. We have been patching it along for probably what, five years. >> Dr. Alena and I along with Mr. have had this conversation the last two years but it was as also I'll you know as I stated before it's about timing I know in the previous

120years the last two or three years you know uh increase employee salaries especially teachers custodial staff bus drivers that was at the top of our list I didn't feel right at that time bringing this to the board right now we're at a point they say either you fix it or we can no longer service you and so that's what we was at and with an attitude timing system it was no longer working at Thank you. >> And again, I agree with Mr. Evans. People need to know that we're at that point to where it's critical we have to replace. Ain't no way around it. Any other questions, discussion? All those in favor? No opposed. Motion carries five to zero. Okay, we still have some work to do, but we don't want to hold you in

121place. >> So, we will do our Wait a M. >> Oh, he knows. Just uh before we do this, I'm really not sure if I can command the attention of Miss Jackie Simeon, director of communications, charge it to something else. Did we acknowledge the awards for the communications department? I I don't think we did. In my thinking, you all won several awards. And once again, the most dynamic team in this district. Miss Simeon, I learned this from Charmaine uh Cormier at the career center. She said some she said sometimes you have to toot your own horn. And so she does this toot toot. So I want you to toot your horn tonight about the awards. Let's give our communications department a hand. Okay. Tot uh the communications department did attend the Texas Schools Public Relations

122Association conference in Galveastston in February and we did win three silver awards and one gold award. So, thank you so much for acknowledging that. Good catch, uh, Denise. We need to recognize, you know, as often as we can when someone does something worthy of a recognition, and I think that's a worthy call. So, we're going to uh tell you goodbye. We're going to let you all go. We're going to start with Miss Hickman. >> Thank you all very much for everything you do every day. We appreciate you. Thank you for coming out to be our audience. We appreciate that, too. Hope you had a great spring break and all in all year. We've got the big stuff coming, >> Miss Spooner. >> Well, well, just a minute. I'm going to uh give the mic, pass

123it on, as one would say to Miss Smith. Tisha Smith, will you go to the podium, please? >> Miss Buna, what are you doing? >> You got Trish all red face over there. She trying to figure out. >> She is doing a phenomenal job also for the board. Let's give her a round of applause. Yeah, we we don't miss a beat because of her and I can say this publicly. I love this lady and uh she's just a phone call away all the time. >> You do know you're forfeiting your time. >> Okay. Thank you. >> Make sure you know that. >> Well, if I can say Tish, I love calling her Tish. Miss Smith, will you share our birthdays for the month of March? Because, you know, everyone should know we have two queens

124in the house for the two months of March. So, do that for us because you did a great job trying to sneak it in. >> Yes. Um, on March the 6th, leading into spring break, Dr. Allen celebrated her birthday. Hopefully, she enjoys spring break. She just informed me she's 26. >> Yes. And then the day after that is um Mrs. Hickman's celebrated her birthday and I don't know if she has gone on a trip or she's planning a trip very soon. Planning a trip. >> And how old are you queen? 38. >> I was thinking >> 45. >> And at the conclusion of the meeting we will have cake. So >> I love it. Thank you. >> You want to tell them, Tish, we have some dessert. Oh, right in here. Okay. >> So, thank

125you. >> No comment. >> Can't top that, can you? >> Miss Avery. >> Shout out to Sally Curtis. Is their principal here? Thank you for the invite and it was a great career fair yesterday. Thank you. Thank you. Thank you, >> Dr. Allen. You know, I want to continue to encourage the team. You know, I know this is a time of uncertainty and I'll just say that what everybody else knows is exactly what I know. So, I don't have information that we're not sharing with our Bulmont community about this process. If I knew something more, we would certainly share that information. So, the timeline for the transition is something that I I can't tell you a date because I don't know a date. We have not been given any information. What the community is knowing

126and hearing and finding out, I'm finding out, we're finding that information out the same way. And I know that's unsettling. I can I can understand why that would be unsettling to our Bulmont ISD family and I will just continue to encourage you to invest in the work and remember why we're doing the work right now and we we've always we have always dedicated ourselves to kids and we'll continue to do that again and we'll continue to work until until our last until my last day is when I'm going to talk about Shannon again And I want to tell you how much I appreciate, you know, my team for continuing to genuinely, and people don't know this, but you know, we're genuinely working every day. Nobody is laying down on the job. Nobody is saying, you

127know what, we're going to half do our work. No, we're working every single day and we're going to continue to do that. I want to also state for the record Dr. Anita Brutin is our associate superintendent for elementary. Stand up. Dr. Brutin. So everybody can know again who Dr. Brutin is. That is her name. Her name is Anita Brutin. Thank you. That concludes my presentation. >> I'm good. Well, I'm glad you cleared that up. When she was standing up there and you said brute, I'm like, who? Well, congratulations. You jumped the broom. Look, you know, I'm always encouraging you all and I want you to continue to encourage your teachers because the job isn't done. We still have work to do. And I need y'all to prove us right by continue to push forward that

128this year the changes that we made, the goals that we reestablish, make them come to fruition. Continue to press forward. Don't concern yourself with things you cannot change. What you can change is continue to work hard. That's what you can do. You charged up. Just had a little breaky break. Now it's time to push to the end because we all in all year, every last one of them. We're going to be here to the end supporting you. And if there's something we can do, we're going to do it for you because we're all in all the time. All in all year. We here. And we're here for one reason and that's to support you to get you the things that you need. What you say 16 days to test time. Don't be talking about the

129star. Don't have that conversation. Quit talking about it. Don't put the kids in a panic. Educate them. Teach them. The star going to be his own issue. You just teach them and they'll be fine. I'm sorry we didn't get a chance to really interact with you all tonight. We had some other business that we still got to go back and finish. But uh I hope you all have a great night, a great Friday, and a great weekend. We're going to now go back into the close session to address an issue that we must do. So you all have a great have some refreshment. Is that cake big enough to be sharing with all these babies? >> Jesus said 5,000. Is Jesus here in the building? I mean, if you want a piece of cake, we

130got cake. Come on, get you a piece. >> Mr. Sige to the board though. Board members, we're now going back into close session to discuss the items posted on the close session agenda as authorized by the Open Meeting Act under sections 551.071 and 0821 of the Texas Government Code. >> Yes, ma'am. This your copy or mine? >> Okay. >> What? >> I never on the circuit. We are now going to reconvene from the close session and address the agenda item from the close session. >> Uh yes sir, Mr. President, I move that the Bowman ISD board of trustees reverse in part the level two decision regarding Mr. Calvin and Miss Weston's grievance and grant the following remedies. One, assign a bus aid for the route through the end of the school year. Two, conduct an

131analysis of bus age and provide a report to the board. Three, direct admin direct the administration to generally require younger students to sit towards the front of the bus. and four, direct administration to ensure the district's retention schedules require retention of all video review in an investigation and remedy not specifically granted and any remedy not specifically granted is denied. >> Second. >> Motion was made by Mr. Evans and second by Miss Hickman. All is discussion. All those in favor raise your right hand. Motion carries. 5. I now adjourn this meeting. You all have a great weekend.