001noon. Uh the meeting of the uh school board, we have a quorum is officially on. Um we didn't we have one person sign up for public comment today. We're going to go straight to that. The public comment portion of the meeting is an opportunity for citizens to address the board or make comments to the poor to the board in accordance with the Texas Open Meetings Act. The board will only listen without comment. Specific factual information or resuscitation of existing policy may be furnished in response to inquiries, but the board may not deliberate, discuss, or make any decisions on any subject not on the agenda. No presentation shall exceed three minutes. Delegations of more than five persons shall appoint one spokesperson. Persons must identify themselves and the groups they represent at the beginning of each presentation.
002Persons who wish to participate in the portion of the meeting shall have signed up with the proceed proceeding officer or designate before the meeting began. Presentations and language should be appropriate for all audiences. The aotted time will be displayed on the screen. Please stop speaking when the time runs out. Thank you for taking time to address the board this evening and for respecting the district policies and procedures. Mr. Damon Martin. Sir, the monitor is behind you. So, >> I don't have it. >> Well, we we'll just we'll let you know. I'll give you a count so that way uh we're not rude and interrupting you. Sound good? Thank you, sir. >> So, some of y'all that may not know me, I'm the father of a child that was involved in a teacher incident that broke
003my daughter's arm. Now, I'm very disappointed in the way that y'all have handled things and try to sweep this under the rug. I'm here to demand the immediate termination of Principal Wilkin, any of those that were involved in trying to sweep this under the rug, the way y'all have handled my child that was coming to the school to be protected. And instead of following the rules, the first phone call she makes is to protect her own self instead of my child is very disappointing. Your school district is a joke. The board is a joke. What are y'all plan on doing with this? Cuz I'm not here. I'm not stopping. I'm pretty sure some of y'all seen the the Facebook media post going around. I'm sure you have. It's got over 700 shares. So, what are
004you going to do? Silence. That's what I thought. Yellow. >> We can't respond to this thing on the agenda, >> right? Just we just can't respond. Okay, just I just want to reread this. Public comment portion of the meeting is an opportunity for citizens to address the board or make comments to the board in accordance with the Texas Open Meetings Act. The board will only listen without comment. Specific factual information or resuscitation of existing policy may be furnished in response to the inquiry, but the board may not deliberate, discuss or make any decision on any subject not on the agenda. No presentation shall exceed three minutes. Delegations of more than five people shall appoint a spokesperson. Persons must identify themselves in the groups that represent at the beginning of each presentation. Persons who wish to
005participate in this portion of the meeting shall have signed up with the presiding officer or designate before the meeting began. And I I would add just for clarification that any personnel matters are to be handled in executive session. Uh district has absolutely followed that protocol. >> Thank you, CL. Okay. I don't believe our agenda item three is in the building right now. So we're going to move to number four, which is middle of the year learning acceleration support opportunities grant update. Chief Academic Officer Sarah Bohart and NIET Representative Jill Crossley and Liz Miller uh will present an overview. >> Hi, good afternoon. So, we're setting up our presentation for you. Um behind on the screen, we are really excited to present to you. As you know, last year we were awarded the Learning Accelerated Support
006Opportunity Grant. Through that grant, it really had to do with us in our high-quality instructional materials related to our math program as well as building instructional leadership supports. Our um chosen provider for that was NIET and so we have today to share with you. She's passing out sticky notes. We thought we were going after the financial piece of it. So, we were trying to think of a way to engage each of you in the work. But we're gonna go first to get you warmed up and then you can hear about that. So, I'm gonna introduce to you Jill Crossley um who has been working alongside us this summer as well as two other support specialists in implementing this project. >> Okay. Thank you, Sarah. >> Thank you for having me here today. When NIT partners
007with the district, we take into consideration the district's mission and vision, which you see maybe magic right there. Okay, great. It's been our privilege to work alongside your leading and learning team to increase teacher effectiveness and impact student learning in Brandham ISD. Knowing that teacher quality is the single best inschool factor for student success, the National Institute for Excellence in Teaching set a mission on building educator excellence to give all students the opportunity for success. So over the past 26 years, we've worked with more than 11,000 schools across the country to support great teaching and to raise student achievement. We've trained over 35,000 school leaders, 350,000 teachers, and impacted student achievement for over 3.5 million students. We're proud to be serving our mission here in Brennham to align professional learning, coaching, and evaluation systems that
008are grounded in a common language and expectations of best practices. So, I'm going to pause for just a second. What connections can you make between your mission and vision and ours? Take a second, turn to the person next to you and talk about that question. What connection can you make between your mission and vision and ours? I'm going to call on you. So, you got a minute to talk to your shoulder partner. >> They're reading your >> It's long. You can focus on the first part if you want. >> Excellence. >> Student excellence. Great. Sharing is caring. That's good. I like to see that collaboration. What else? Lady, gentlemen, >> it's about the students, right? >> Absolutely. That's why we open our doors, right? >> Absolutely. The district's vision captures the why, right? Community pride
009and excellence for all students. Our vision focuses on the how, supporting the people and the leadership that make that excellence possible year after year. So, we're harnessing school and community pride to establish high expectations for excellence in the classroom. So, your role, of course, is governance, right? Setting vision, representing community voice, enacting policy, monitoring progress. Our role is to support the district in bringing clear, usable information so you can govern with confidence. You see Mr. OG up there on the floor doing some math with kids. This is a current landscape of public education, right? I'm just putting it out there. These are what your school leadership consistently think about. So we're here to support decision making and evaluate capacity building in BISD and the lasso grant brings our partnership together. So when your community says
010exceptional education for all students, what does success look like in practice? Everybody has a post-it note. I want you just to take a second and to jot down your answer to this question. What does success look like in practice? If we want exceptional education for all students, what does that what does that mean to you? >> Sure. We call this a quick write. It's a strategy that we use in classrooms to help students get their thinkings out on paper before they before they speak. Right? It also helps promote literacy, helps them write in complete sentences if they if they need that practice. All right, I'll take uh anybody who's brave enough to shout it out. Oh, great. Okay. So, success looks like students being confident in what they've learned. Great. >> Absolutely. We want to
011graduate students that are ready to be a part of this world in um an appropriate way. Right. >> Great. Excellent. And that is something that we are dedicated to focusing on and that's one reason why we have an HQIM high quality instructional materials that we use throughout the district. >> Anything else? >> You were okay. >> That's exactly what I was going to >> Awesome. >> Great minds think alike. A focus on literacy, right? And and cooperation because we are in this together. It's a community effort, right? I say students students that are known and understood where they are currently and where they want to be helping them. >> Excellent. Yeah. Perfect sir. >> Opportunities for all students. >> Yes. Absolutely. All students are important to us. >> I'd love to hear your thoughts, but
012you don't have to go on the record and say them. All right, you got it. >> Engagement. >> Absolutely. >> So through the lasso grant, our partnership defines success through implementation of highquality instructional materials, increased teacher effectiveness and student achievement. Exceptional education requires both values and evidence and clear information helps your leaders serve all students well. Data doesn't replace community voice. It helps us to honor it and we make better decisions with better data. So all of our professional development is grounded in meeting identified needs through data. So who is this mythical we I keep referring to? This is us, your NIE team. The three of us have, I hate to say it, a hundred years of combined experience spanning all facets of education. Teacher, classified staff. I know I look young, don't I? Instructional
013coach, dean, AP, principal, district director, school board members. We We are all of those things. Our goal is to help support you in building sustainable systems that elevate instructional leadership, strengthen teacher practice, and improve student outcomes. Because when the district has strong systems, progress continues despite changes. So knowing that culture and not merely compliance drives sustainable implementation, we're working to align systems that shape beliefs, behaviors, and results. And we do this through learning, practice, and reflection. Since June, we have delivered 63 days of support here. That's 504 hours. Mostly boots on the ground right here in Brenham. So, how do we define or support success? We focus on building capacity, not dependency. This supports a long-term stewardship that I know the board cares about deeply because students benefit when the adults that support them are
014clear, have aligned practices, and feel supported themselves. So, our work focuses on strengthening the conditions so that exceptional education is experienced consistently across all schools for all students. So, what does that look like? We conduct quarterly classroom learning walks at each campus. We help teachers sort their exit tickets after lessons so they can make the best instructional decisions for the next period. We calibrate on feedback and expectations. We review data. We are available in person over the phone by text via Zoom calls whenever needed. Is that right? That is right. Okay. So you guys are familiar with this graphic, this wheel, right? These are all the systems and we help support these systems. So we've delivered training for principles, APS, school instructional leadership teams, the mentor teachers, instructional coaches, the district specialists. But we don't
015just deliver training. We work side by side with leaders to make sure that training is transferred into practice. So we are at schools each week coaching and reflecting to build capacity in a sustainable way. really embedding ourselves into the district. For example, last week I was here for two days. Next week I'm here for another two days. And these are several of the things that we do, but last week I was at the junior high um working with an AP and one of the district specialist to coach a couple teachers. I was in two different math classrooms. I went to another school to work with a coach as she coached a teacher and then debriefed with her principal. Then I went to another school, watched some PLC's, walked classrooms with the district specialists and a
016coach, then met um with both Clay and Sarah to do some debriefing about um all the work in progress that we're doing. And that was just in one day last week. And that's a pretty typical day. So the board and the district and NIT, it's a true partnership and our role is to support your leadership with a shared commitment to collaboration and clear information to guide decisions. So I will field or with Sarah's help field any questions you might have about the work we're doing. How how long do you normally stay proactively engaged with with one single district before you not I don't want to say leave but move on to the next thing and and um have you ever had to you know come back to a district that you were at before to
017reinforce some things or help solve problems or any of that. >> That is an excellent question. So, a lot of our support um we we have an initial outlay and a lot of that will depend potentially on grant funding or other funding, title funding. It depends on how the district what the district has a lotment to. We try to sustain that development period. So sometimes we'll be in a situation that's very intense and we're in a district for many um for an intense period of time over a number of years and then we will start it's like a gradual release. So instead of you know having a 100 days of service we might have after about the you know second or third year we start to scale that back because our job is not to
018be here and to replace the leadership that's here. Our job is to help build that capacity. Are there times when school districts sometimes >> like the systems they're not they're not tight and they need a retooling? Absolutely. And it's great when they recognize that and say, "Hey, can we have a little bit more support? We need to get back where we we want to be." >> Sure. Thank you. >> Yeah. You're welcome. >> So, whenever you're whenever you're working with teachers, I love this because everybody needs a coach. Everybody needs someone to come alongside. Absolutely. It's huge. So, how far does that go across? Especially when we think about our special education students and those teachers that are that are working with them. So when we talk about teachers, are we talking about a broader
019term of educators or are we talking about teachers kind of who are forward- facing with the students in front of the classroom or those who also support uh our our kids that are needing an extra extra boost or otherwise? How how does NIT how do you all work with them as well? >> We work with all teachers. >> Okay. So it's across the board. >> Absolutely. And your special education teachers are an important part. >> Yes. So when we do professional development, we want those teachers side by side working with with the general education teachers, right? You have a co-e model. So we need to plan together and to be together. >> Yeah. So are there other are there tools that that come alongside to help boost them as well because obviously there's uh their
020challenge. >> Absolutely. And it's different. So and I know differentiation that's something those scaffolds that we talk about a lot in terms of our planning. So we do that through that lesson internalization process. And that's one area where we really want that special education teacher to have a voice and to be really vocal about helping everybody understand to meet the needs of all students, right? And one of the ways that we do that is through our student work analysis protocol. So taking a look every day at that exit ticket at the end of that 60-minute lesson or 55 minute lesson. What can a student do now that they ne couldn't maybe do before? what are the misconceptions that are still there and how can we address those and it does take everybody's brain, you know,
021on that to help make it better. Great. Thank you for the question. I want to just say that we're we're honored to partner with Brennham. We're super excited. It's just been a pleasure to be with everybody in the community and working to see the growth that's happening. >> Yeah. You're welcome. Yeah, >> I I was just going to ask you how do you measure this? How do you how do you measure this over time? Because I know it's going to be hard and and it's going to take some time for some especially. So, what is your tool of measure also? >> That's a that's a great question. So, we use some of the things from TEA itself that we're required to use for the grant in terms of the implementation of the high QIM. We
022do learning walks. We kind of calibrate on what we're seeing in the classrooms. There's surveys that take place, but we we really look at student data as well too. And ultimately, that's kind of the what TEA is going to say is the determining factor is how are students moving on our assessments. Okay. >> So, we really dig into that data as well too. But in small measures, I take a look at the coach's coaching logs, what the principles are doing in ILT. How are we having consistency with those systems? Because those small pieces matter. >> Okay, thank you. >> Yeah, >> we've seen great progress just since NIT we partnered starting in June and did eight days of leadership training and so and Christy Sternado has been instrumental in that work with us. Um Amanda
023is on site at a campus right now which is why she's not here. But just the shared language, common language of expectation, um student growth measure, teacher effectiveness, developing all of that about what is it that we look for and understand and how do we empower and equip the educators in our system has been it's been tremendous. So lots of effort, lots of energy, lots of work and cannot champion our principles enough for the work that they have done and our instructional coaches um to really embrace this work. Our PLC facilitators, our mentor teachers like it has been systemic all the way across um and just want to give huge compliments to them in their efforts to embrace this work and lead forward for the students of freedom that we serve. question. Just follow on
024that. We just we just rolled out and very excited as far as our literacy our approach to literacy. H how how does this sync up with that because obviously that's a wonderful part of where we're at. >> Right. So the literacy framework that we wrote >> sets just what we just said those expectations for what is a strong literacy foundation prek all the way through 12th grade. So that um principles, district leaders, campus, every stakeholder, community had a responsibility to that. And so through that, remember we talked about that was the what on paper. Now it's how. And so supporting those effective instructional educator decisions through how do we create this literacy framework to come alive in Burnhamd classrooms has that support. So when you look at the wheel um we can go back to
025that wheel and you see how like that data driven instructional support is us looking at student work. She talked about exit tickets watching what students are doing in a literacy classroom. Um high quality job embedded professional development is our PLC structure and our instructional leadership team structure that we build to help make sure that PD goes forward. um the educator mentoring support our mentor teachers that are being trained that then go in and support our novice teachers um in helping that whole coaching that everyone needs a coach like how are we making sure that every educator is feeling supported in the system so it's going to we're in year like 1.5 right year and a half so we still have momentum to gain but I I really just want to compliment the Burnham educators and
026how much they've embraced the work um and the literacy framework and all of the systems that we're building to really improve student outcomes to give every child an opportunity that they deserve to be college, career, military ready. Yeah, >> I have one question, but Sarah just said we're in year 1.5 and that and that really um when we made a shift to kind of change what Thank you. change was was happening in the academic department, we knew that it was going to take it wasn't going to happen tomorrow. And so in your professional experience, when a district is doing a complete transformation like we're um going through right now, how long does it take for some of the practices and systems that you're supporting to really kind of take hold? >> That's an excellent question.
027I can speak to that from experience with my own district or my own district that I worked with for many years and retired from uh brought Nat as a as a partner and we changed things around. Um we were a C district and went to an A and it took about two and a half years. So I'd say we need and it was a little bit smaller. It was K8. It wasn't a high school and that's you know a different beast right there. So um but it was it it's going to take you know several years. I would say you need to give yourselves at least three years to say how do we learn this? How do we implement this? How do we we have to believe in it and then keep practicing and get
028better. And you know, I use that analogy all the time about the coach, right? Even the best, I mean, Simone Biles, right? She's the goat. She still has a coach. Like everybody deserves a coach, right? We all get better when we work together. >> Sure. Thank you. >> Thank you. I've got a one pager. Thank you all. >> Well, thank you'all for that. We look forward to the results, seeing more and more growth over the next couple years. So exciting exciting for BISD. Okay. Next, we're going to discuss and possibly approve of the 2024 2025 district financial audit conducted by Patio Brown and Hill LLP. Uh and they will be presenting for us. Um I'm I'm Paula Laauo with Patilla Brown. Do you want to go first? Yes. Here we go. >> Sorry. I just
029got to give a quick introduction. Uh this is our lead auditor, uh Paula Laauo. uh she's been the one that I've probably been in contact the most uh over the last several months as we've worked on the 2425 audit. So I'll turn over to her. >> Sounds good. Appreciate it. Um I'm Paula Lou with Patilla Brown and Hill and I'm here um this afternoon to present to you the annual financial report for fiscal year 2025. Um just wanted to be able to provide you with the results of the audit and touch on a few of the highlights um within the document as well. Um but first off, you know, I'd like to thank um everyone um here at Brennham ISD and um and everyone in the business office as well with all of their, you
030know, hard work and dedication that um has gone on throughout the year to be able to, you know, present to you the annual financial report um for this particular year as well. um really enjoy working with everyone and um really do think that they are very diligent in the work that they do and um take pride in it as well um for this particular district. So um but first off I'll talk about um the larger of the two documents the annual financial report um there you will find our independent auditor's report on page one of the document um we have uh rendered an unmodified opinion which is also a clean opinion to most individuals as well. So basically what we're saying is um that we've gone through the audit process of um you know looking
031at the numbers um talking about controls and processes and are able to say that these financial statements are materially correct. So by for the user um they would be able to make reasonable determinations based off of those. And then at the very end of the report you'll find the compliance section or the single audit section. It's another area uh that we have to dive into whenever an entity does spend over $750,000 of federal awards. We call it a single audit. But what we're doing there is performing a risk assessment of all of your federal programs. And there's a certain ones that we based on that risk assessment that we have to look into in a little bit more detail. And that risk assessment that we do perform, we are provided with um specific guidelines by
032um the federal government on how to perform that risk assessment and then which compliance requirements to look at as well. But the two programs that we looked at, you'll find on page 85, uh the schedule of findings and question costs at the very top. The two programs that we looked at this year was title one and also the special education cluster as well. you'll find a list of all of the federal awards on page 82 and 83. Um those compliance requirements that we did look at uh we did not um come across anything of any material non-compliance for the federal programs. We were able to render an unmodified opinion as well. So congratulations on getting an unmodified opinion for the financial statements and the federal programs as well. So um but you will find um
033on the next page we do have a finding that we did bring to everyone's attention in the pre previous year there has been huge strides to to resolve this particular item. Um part of it why it is still there this year because some of it as we got into the audit the previous time then some of the the year had already been going on. Um but they but I do anticipate this going away for fiscal year 2026. So just to kind of bring that to your attention um the finding also too it's not the highest of of alertness basically us as we would present to someone um that would be a material weakness how we would identify that but we have identified this as a significant deficiency but felt like it was something um that
034did warrant the board's attention but at the same time wasn't that this higher level of alertness of a material weakness. though and this does not impact the first rating whatsoever as well. But um as far as the financial statements are concerned really wanted to look at the general fund in particular on page 12 and 14 there you will find the balance sheet on page 12 for the general fund as well as the debt service fund and then your other non- major governmental funds. But I really wanted to focus more on the general fund because that's really where a bulk of your operations are and really the other column for other the non- major governmental funds that really includes your food service program as well as um of grants that you have that really are just
035revenues and expenses that do offset each other there. Um, but the general fund at the end of the fiscal year, you can see a total fund balance there of almost $6 million, which was an increase of about $2.2 million. Um, one of the things we wanted to talk about with that increase, a lot of that also, probably half of that increase relates to the insurance proceeds from all the roof damage that the district did receive and then minus the um expenditures related to roof repairs as well. Now, there are still are some more roof repairs to happen in the next fiscal year. So, some of that um increase in fund balance will need to be spent on that as well. But overall, but if you back all that information out, it does look like there's
036an increase in fund balance of a million dollars. Is that right? I mean, approximately. >> But with operations and things like that. >> So, a million without the insurance. >> That is correct. >> Outstanding. Yeah. Can you back up that number one more time was including the insurance the total >> it was 2 point what >> uh 2.2 approximately it's 283. So on page 14 you can see the net change in fund balance for the general fund is the 2 million183. >> Oh I see it now. Okay. >> Yeah. >> And that's the uh insurance payment to us. Correct. >> And that is above um you can see that 6.5. That's the insurance payment to the district. Okay, >> that's does that answer your question? >> Partially. >> Okay. And so then the expenses for
037uh what was actually spent for roof repair and things like that that is in the line item uh function 51 facilities maintenance and operations. >> Basically >> the 10 the 10718. >> Yes. >> Okay. So >> about 5.3 million of that was the repairs that we actually spent already. Right. Okay. >> And then we had the 6.5 that we brought in. So the difference is the additional increase the fund balance just due to the insurance. >> So the 2.183 is the net change >> total change >> with the insurance. That's correct. >> Correct. So I'm I'm maybe I'm missing where you're talking about the million another million is going to go. >> But out of out of the 2.1 million or two almost 2.3 about a about 1.2 two of that is the insurance and
038about one million of it is just operational expenses that we were able to save basically. So when we get ready to do the next phase of the finishing the work that we already received the money for about 1.2 million of it is going to come out of that 2.2. >> So basically the 1.2 is going to go away because that's for the insurance but the one million will stay. So on top of the balanced budget we passed, we were able to put a million back into our fund balance. >> That but 1.2 is going away where >> we still have to fix it. >> Yeah. To the additional cost of the repairs of the roof. >> So that additional 1.2 million, you really can't just use use it for anything else or consider that for
039using it for next year's operations. You'll be spending that on roof repairs is what he's saying. Is that because we still have roof repairs to do >> that have not been done as of this year end. So basically, I think what it is is it's actually 1 million. 1.2 is going to flow out flow back out once we start working on the roofs. The 1 million will stay there because that's what we were able to get off of our budget. >> We did repair the roofs. I think that may be where the confusion is. We did repair the roofs, but we did get a $1 million payment from TASBY to replace the roofs, which we have not done yet. >> Yeah. >> So there's the 1 million of that 1.2 >> because that's where I'm
040going. We've repaired them. We haven't replaced them >> and it's our decision if we replace them. So that million can stay in fund balance until we decide to replace them. First of all, second, the bond we passed has money allocated for roof repair. So this isn't earmarked and required to be spent on that. So it's just like when you get into a car accident and the insurance company pays you and you decide not to get the repairs done, you still keep the money. You don't have to. There's no rule that says I have to spend it to replace my bumper. So that can stay in fund balance. Correct. >> You're correct. as far as I know. haven't verified. >> That's correct. >> And yeah. Yeah. So that Yeah, that insurance money is not necessarily earmarked
041so to speak. So >> that makes sense. But I know that there was a little bit spent after year end already even on roof repairs. Is that correct? >> No, I think that the the other roughly 200,000 was for the HBAC repairs. Okay. Which we have not completely done. Okay. That's in progress. >> Okay. So there's that piece that still was spent after we ran. Okay. Yeah. So it's not a fund. >> That is correct. That's correct. So if you when you if you do look at fund balance, I mean that's how much fund balance you have. So um unassigned fund balance is $5.9 million or Yes, that's correct. I mean that's how much your unassigned fund balance is that you can do what you would like with it or >> and that's what will
042be recorded as well. >> Yes. That's including the two or >> let's include the whole thing. Yeah. >> So, >> yes. So, a lot of I mean >> much rather have this conversation that we're having now than where we were just a couple years ago with banging our heads against the roof. So, this is great. This is fantastic. >> So, you can look at the budget to actual too. It's after the notes exhibit G1 uh page 47. You can see a lot of that is reflected here as well. Um but definitely though I remember the first year that we worked with the district and um there were some large um in decreases to fund balance and there was a little bit last year as well. So this year you know a lot of um decisions
043had to be made to get to this point and a lot of tough decisions I am sure. So yes. So um but the district is in a much better position um than where it was the last couple of years. That's for sure about. But again that's uh well that's a summary of the financial uh you know statements and those are things that I really you know wanted to talk about is looking at the ending fund balance talking about the insurance proceeds as well and um looking at the budget. But if anyone has questions, I'm more than happy u to answer those as well. >> Thank you for the hard work. Also, thank you for giving us page number page numbers because just for those out there, this report is 112 pages long. So without page
044numbers, we would not be able to follow along. So thank you for taking the time to get your mark in for us. >> Sometimes I forget. >> No, this is great. I mean, we've we've as a district have worked very hard. Clay's team, cabinet, every Darl, I mean, I just can't say enough things about how hard we worked and where we were and how things are moving forward. It's such a such a relief to stand up here and and and hear this. So again, just thank you to everybody and anybody that had a hand in finances and all the attrition and everything that led up to this. I just cannot cannot thank everybody enough for putting us in this situation right now. We have a long way to go still, but we're we're definitely moving
045in the right direction. So >> yeah, on on top of that, a big thank you to the community with the passing of the Vader. We absolutely plan on uh continuing this this trend in this direction. >> Yeah. Good. >> Yeah. Thank you. >> Okay, >> I'll grab my little note here. Beautifully written by Debbie. Move to approve the 2024 2025 district financial audit conducted by Patio Brown and Hill as presented. >> Second. A motion has been made by Archer Archer, second by Kyle Hafner to approve the 2024 2025 district financial audit conducted by Patil Brown and Hill LLP as presented. All in favor? >> All opposed? Motion carries. Thank you so much for everything. >> Thank you. >> With uh no further business to come before the board, it is 12:39. This meeting is adjourned.