001I call this meeting of the Casper Independent School District Board of Education to order. Let the record show that a quorum of board members is present. That this meeting has been duly called and that notice of this meeting has been posted in accordance with the Texas Open Meetings Act, Texas Government Code Chapter 551. And just a reminder, we are here for what is best to promote promote and encourage achievement for every student in our district. Right now we'll have an invocation. Item number three. Uh we appreciate you being here this evening and we always welcome communications from citizens in our district. Individuals who wish to participate during the portion of the meeting designated for public comment shall sign up with a presiding officer or designate no later than 1 pm the the day of the
002board meeting and shall indicate the agenda item or topic on which they wish to address the board. Mrs. Branch, do we have anyone who wishes to speak to the board tonight? Thank you, ma'am. Move on to item four. Questions regarding the consent agenda? Miss Smith Faulner, were there any questions called in regarding the consent agenda? No, sir. And we move on to item five, 5A, update on 2025 2026 DIP performance objective. Yes, Mr. Board President. At this time, we have Whitney Harper, our lead elementary coordinator, will present an update on the 2526 district improvement plan focused on the third grade math literacy priority. Good evening, President Toifer, Superintendent Smith Faulner, and board members. Tonight, I will provide you with an update of our third grade math data, which is one of our focuses for this
003year. By June 2026, we will increase the percentage of third grade students meeting star math standards from 27% to 34% as part of our House Bill 3 early numerous sequence. So, this slide is going to talk is going to show you um a lot of the math strategies that we're using this year, the district improvement plan. And we're continuously monitoring student progress through our K2 show and tells, common formative assessments, and benchmark data to guide instruction. Teachers are using daily math manipulatives, structured math talk, and facts on fire to strengthen foundational skills across K5. Students also engage in consistent problem solving through a district-wide K through2 problem solving model and they also do daily spiral review using Lonear Learning, which is a digital program allowing for extended practice through Canvas. To support deeper mastery, we've
004added instructional days in key areas such as second grade and third grade units. And our math instructional coach is supporting classrooms through small groupoup instruction, co-eing, and targeted coaching. So, this slide highlights some of the key components that we just talked about. You can see examples of our K12 problem solving model. Up in the top right corner, we also have a picture of our instructional coach supporting small groupoup instruction with hands-on manipulatives and daily facts on fire fluency practice in action. I'd like to direct your um I'd like you I'd like to direct you to the bottom right hand corner. Um this final image shows Mr. Gideon celebrating student success after being outperformed. I'm not celebrating. I'm still mad that girl outperformed on a facts on fire timed assessment. One of the several examples of
005students in CISD demonstrating strong growth and confidence. This slide shows third grade math performance from last year, which is shown in the box on the left alongside our benchmark one and benchmark 2 data from the current year. The third grade began this year strong with two of our three campuses and the district overall demonstrating solid gains on benchmark one as shown by the dark blue arrow. However, the trend highlighted in the box prompted us to adjust our benchmark process. Last year, if you'll look here in that box where it says school year 2425, last year we observed a steady decline from benchmark to benchmark and into star, which we attribute to increasing rigor and needed stamina required to assess more content toward the end of the year. So to address this, benchmark 2 this year,
006which is that very last set of data, was administered as a full release star assessment in December, providing students with earlier and more authentic testing experience. As a result, benchmark 2, which was just taken last week, should be compared to last year's benchmark 3, as shown by the red arrow. When viewed through this lens, student performance is nearly identical to last year's results, achieving approximately achieved approximately three months earlier, indicating that students are on track to meet or exceed our district goal. So, I wanted to talk a little bit about the progress monitoring process. This is the process that our district and campuses um go through every time we take a benchmark exam. So following each benchmark, the district and campus teams review the data and teachers analyze their classroom results in PLC's to identify
007low performing TESS. Instruction is then adjusted through either whole group reteing targeted small groupoup instruction RTI as well as our A's high impact tutoring after school receive timely focused support. Now this next slide looks a little bit busy but what I'm going to do is I'm going to kind of walk you through and if you have any questions I'll be happy to answer them. What you're seeing right now is an elementary third grade example. This is from benchmark one that we took back in October. This is the process that illustrates how each campus analyzes their math benchmark data at the teacher level. Teachers examine individual student responses to specific problems to identify targeted instructional needs and plan the appropriate interventions. So for this particular math problem that's shown up in the top left hand corner,
008answer A is the actual correct response. Across the three teachers, teacher one, two, and three, the average percent of students who selected the correct answer was only 25%. Student answer choices provide us this insight into spec. So I want to direct you to question uh excuse me to answer B. If a student answered B, they added all three of the colors in the problem, but they did not subtract from the total, meaning they only did one of the two steps in the problem because this was a multi-step problem. If a student answered C or D, we found that they did the first half of the problem, but their error was actually in subtraction. So when we analyze this, this is showing us that the group of students that selected B actually need a different type
009of targeted small group instruction because they didn't complete the problem. Students answering C or D, that allows us to focus on intervention of specific subtraction skills. So sometimes this data will also trigger the need for additional teachers that might need coaching support depending on if there's some very big outliers. I also wanted to bring up that our benchmarks, while they remain a key measure of grade level performance, we also use multiple data sources to support all of our students, which include the list on the right, map growth, math, common formative assessments, and our daily facts on fire fluency data. Each data point provides additional insight into our students strengths and needs. The example shown here is of a MAP growth report for a third grade student. This report identifies both overall performance and specific skills
010that the student is ready to learn. Our MAP results are uploaded into EXL math and that allows the students to work on targeted lessons that align to their individual needs. So at the beginning, middle and end of the year, they take a MAP assessment. When we get the data, that data is uploaded into the LL program, which is used during the day and after school during ACE. And what that MAP growth information does is it puts them on a on a pathway that they need. So, it's individualized. There are also ways that the teacher can provide and assign specific math um I'm sorry, I lost my words. um specific ISL math strategies that they're learning in class. So there's actually two pathways that the students can take and practice in EXL. So considering all of
011the information presented, I am confident we're making the right instructional adjustments and will continue to see growth on remaining assessments this year. To ensure we accurately capture student learning in third grade math, we use all of those multiple measures to ensure that our interventions are effective. We have clear progress monitoring after every benchmark. We are active in instructional coaching. We monitor the campus action plans and we track the participation in our ACE high impact tutoring after school. This structure allows us to consistently monitor, adjust, and strengthen supports to drive that student achievement. Does anyone have any questions? Okay, great. Thank you. Real quick. Okay, thank you, Whitney. First of all, um so on the data the 24 benchmark and then versus the 25 benchmark and you said that this year it was a star release
012test. Yes. Um Miss Branch would you go back to the slides please? Yes. Okay. So if you look at So benchmark one for this year that we took in October mimics our first benchmark last fall. So, as you can see, we were above where we were last year. Now, because we saw this decline over the year, then thank you. Because we saw the decline last year, we changed up how we did benchmark 2. So, what we did was we gave them a full release star even though we hadn't taught all the content yet. So what I'm showing here is our benchmark we took last week. It was the same benchmark that the kids took in the spring. Got but it was given three months earlier. So what this is showing even though this looks a
013little bit low here when we performed in the spring they had more content in instruction before they did here in December. So we really feel like even though you're seeing these goals, although if you notice CE here has even met the end of the year goal already on this benchmark, we're very close um for that 34% here in the district with AV Ko and Joy James just falling slightly behind. So we're we're um it was really difficult for the kids because it was over 30 questions um and they saw all of that content that they haven't they haven't been experience exposed to yet. So, um, we actually were very pleased with how they performed given the rigor of the test was much more difficult because back here in December of last year, we only gave
014them content that they had been taught and it was half the length of what they took classes. There was only 18 questions here where there was in the 30s over there. And is that given paper pencil or is it online? No, that's online just and it mimics the star. Mhm. And then what percentage like do you not that you have to have a number but like I know over there they've gotten a whole lot of instruction but over here like what percentage of the teaches that they so I would say you know about 40 to 50% um of the instruction has been completed by the time they they took this test. There were a few things that we were still teaching in December for this week and then right into the beginning of January. Um
015but most of the data is um things that I mean a lot of it they we've already taught. So exciting to see. So I want to add to that because one of our other uh objectives is looking at our sped students for approaches and we didn't really talk about it but just wanted to point out that on the scorecard you can see that our goal was 38% of our uh sped students meeting approaches because that's how we are um identified of in case we need improvement and we had 67% actually meet approaches and then on benchmark two 43%. So that is in both areas they were above our goals and I think that's another priority that um we're working on. So that one is outlined on the scorecard. That's how that would read. Any other
016questions? Thank you. Now on to item 5B. Mr. Hutchkins. Yes, Mr. Board President. At this time, Scotch Hutch Hutchkins, our lead secondary coordinator, will present an update on the 2526 district improvement plan and this time focused on the seventh grade math priority. Board President Toiver, Superintendent Smith Faulner, and board members, thank you for this opportunity to do a overview of our progress on our district improvement plan focus of seventh grade math. Seventh grade math is one of our eight strategic uh priorities that we're working on this year. And so we'll dive right into it. Um the performance objective that we're going to be discussing tonight is the percentage of seventh and eighth grade students that score meats on the STAR math will be maintained at 35%. Um, and there was a question about that maintained.
017And so hopefully as I work through this conversation, um, I can clarify that, but if there's any followup you have, we'll get right to it. Um, so to provide a little bit of background for this situation, on this next slide, you're going to see what approximately 99% of schools in Texas do as far as the pathways for mathematics. Um, so going from fifth grade into sixth grade, there's kind of two tracks. Um, and typically it's sixth grade honors, seventh grade honors, and algebra 1 by 8th grade. or we have a large percentage of students that go sixth grade math, seventh grade math, eighth grade math, and then they wait to high school to take algebra 1. In 2024, there was Senate Bill 2124 that was signed that said we had to send 40% of our
018students into that honors track, which got them ready by ready for algebra 1 by 8th grade. What that did to us was that took approximately this year it would have been 115 students that would have jumped onto that upper honors track. Um leaving about 200 students in that bottom track which really then hyperfocuses our special education population our EB population are then clustered into that on level track. Um, and then an additional level, if you'll see that blue highlight where it says eighth grade star, um, local school districts have the decision on whether the focus of seventh grade math is on the seventh grade star or the eighth grade star. Um, across Texas, there's still a a a majority that go with seventh grade star in seventh grade. However, um when we really delve into
019the alignment, we decided and determined it's best for kids because of that connection to eighth grade or to algebra 1 that we've always focused for the last five years on those students taking eighth grade STAR. So those top students, the 40% of students are on track then not to take that seventh grade STAR test. So when we dive into the data, that really impacts what those numbers look like. And so on this next slide, you're going to kind of see the story across Texas these last three years um provide quite a a negative decline um in Texas. And so in blue, you'll see the meats for Texas from 35% in two years, they've dropped down to 31% across the entire state meeting expectation on that seventh grade star test. If you look at all Castlebury
020ISD seventh graders the last three years, we've really had a positive narrative. If you look at how our seventh graders as a whole cluster are performing, they've really shown a steady increase. However, 40% of our kids are taking that eighth grade star test. So, when you look in red and you see that onle seventh grade star, those numbers are not something to be excited about. And that's why I've gotten to speak to you a number of times about seventh grade math. Um because when you pull the very top echelon kids, um there's some academic struggles that we've had to face across the board. Um, and so we we've tried to do a lot of things to support that. Um, a number of the actions that we've taken to try to address that, um, now that
021I've been with the district, I started in 2018. Um, we've done two complete overhauls of the curriculum. We've used three different adopted curriculum products. We've had seven supplemental products to also support it. And we've had 11 different teachers in seventh grade math. Um, so and we've tried to throw all the things at it. We've tried to put a lot of pressure and it has been a very deep district focus. Um, but you can see the trend while we've had the slightest bit of gains is not anywhere where we want it to be. Um, and so as part of the ALT retreat this summer, Miss Smither asked us to get in a room and she said, "Seventh grade math a priority. Y'all figure it out." Um, and so down with the principal, Miss Beerus and her
022team and the curriculum site came together in a room and said, "Look, we got to try something different." Clearly um this hyperfocus, changing the resources, changing the the strategy really hasn't worked. We need something more drastic. Um and so through some great conversations from the campus and the curriculum, we said, let's try something a little different that has not been done in Tarant County. Um so let's try something new. Um and so on the next slide, you're going to kind of see what that really looks like. Um, and so what we have done this year is instead of putting those kids on that track in fifth grade, we're saying, "Hey, what if we try to give all kids the opportunity to be on that algebra rolling track? Try to get every kid the opportunity to
023stay on that track just a little bit longer if that's the right fit for them. Um, and so that's exactly what we've done. And all students in sixth and seventh grade are on track right now to stay with algebra 1 in eighth grade which then ultimately prepares them to be AP calculus or one of the on-ramps college level courses by high school. And if that's appropriate for those children, they're going to stay on that track and they're going to be successful and they're going to keep moving forward with a lot more mathematical opportunities. However, there's going to be some may not be the right path for them. But instead of making that decision in fifth grade, we're going to delay that that decision a little later till seventh grade. And in seventh grade, if those
024kids are not successful in that eighth grade material that we tried to to to accelerate them to, we're going to take a step back and really provide some intense intervention their eighth grade year. And they're going to kind of redive into that eighth grade material, which is extremely connected to that algebra star test, um, which is the graduation requirement. So, they're going to get an extra year really diving into that eighth grade content that's directly going to prepare them for the algebra and graduation. And so, um, a little different look, something that we're we're trying. Um, and so there was a little bit of fear around making some major decisions. And so, that was part of that decision to let's temper that goal slightly and say, hey, before we just shoot for the moon, let's
025see, can we at least maintain because we're about to add about 220 on level students to that eighth grade score last year. can we at least maintain that with a lot more on level students? And so, um, that was kind of the the the mindset behind it. I mean, so this next slide just kind of highlights some of those those things, um, as far as additional years, trying to get more access to all kids. Um, and, um, the staffing challenges with putting teachers in an environment that has often led to less student performance has created that um, difficult retention. So, the big question is, is this going to work? You know, we're trying something new. What does this look like? tell me the numbers. So, if we jump to this next slide, here's what it
026actually looks like. And so, what I've pulled for you is I'm looking at just those students that typically would have been on that seventh grade math. We look at um seventh grade math last year, unit one, we cover the same content in eighth grade, which also allowed us this to make a lot more sense. Last year, unit one for eighth seventh grade on level was 27%. This year, teaching eighth grade content to our on level seventh grade students, they're at 59% meets. outstanding work. Um, and unit two was solving solving equations for seventh grade and eighth grade. Last year, 37% meets. This year, 54% meets. So, once again, across the board, significant growth and well above that targeted line. So, what happens when you get to the benchmark? Last year on that seventh grade benchmark
027one, they're sitting at 29% meets. Um, benchmark one for this year is 47% meets. They're benchmarking this Thursday. I would have that data for you. Um, but our last unit test before that benchmark, it's a eighth grade had a little bit standalone unit compared to anything in seventh grade to compare to, but once again at 72%. Another pretty incredible thing here is this is a brand new first year, seventh grade teacher for us because as I said, we've had a lot of teachers in that room. Um, and we hired a a first year teacher and so this is someone that's teaching approximately 150 of our seventh grade on level students and seeing this type of gain. And so I can only assume if we can keep her and keep her trained up to see um
028continued growth here. Um and so just a few things that we've had to do to make sure that this is going to work for us um is making sure that any of the seventh grade material in sixth grade. So we're embedding more of that seventh grade material in um there's some locations for for example in eighth grade math you have to teach cylinders. In seventh grade math you have to teach circles. Well so we're going to have to frontload and do a little bit of lessons on circles so we can get to the eighth grade contest. So, there's a few areas where we've had to make um just some adjustments to pull in some of that eighth grade content. Um and then always trying to make it hands-on. So, we're always looking for opportunities to
029pull manipulatives. Um and they having our seventh graders take that eighth grade test. There is an online calculator. Um and so we're having to teach students how to engage with that calculator. Um what are some of the strategies that apply? And so that's just also been incorporated into those lesson experiences. Um, one of the my I think the neatest part of this whole process is now in our PLC because we have that seventh and eighth grade team all working on the same standards. Um, we now have this PLC that gets to meet every single day as a team of six and talk about how are we going to do that lesson? What are we going to um support that brand new baby teacher sitting in the middle between two designated TIA teachers? So, every single
030day she's surrounded by veterans that have been with us a very long time. So, it's just everything about this process has been very positive. Um, and I expected to see the continued growth. So, um, we had a challenge. Um, we said, "Let's try something a little new." Um, I guarantee when some of our neighbors and friends start finding out about this, it's it's going to kind of spread, but um, I think it it's we're we made a we made a decision as a team. Um, we've supported it fully, and I expect to see continued results and growth. So, um, that kind of explains why we're expecting to meet that 35% goal, but realistically, there's no reason that that's going to not be overshot by a lot. So, that is seventh grade math and some of
031the things going on. And I'm happy to feel any questions y'all got. I don't really have a question, but as a parent of a seventh grade student at Irma Marsh, that seventh grade teacher is remarkable. her communication um the way she's communicating with me and other parents like it's a weekly I mean there is a weekly thing from her telling us exactly what the kids need to turn in what needs to be turned in and it goes out to everyone in Parent Square all the parents so it is very she is very on point and she is she is she is amazing any questions thank you sir thank Item 5 C, update on DIP performance eighth grade social studies. Yes, Mr. Board President. Kelly James, our social studies coordinator, will present an update on the
0322526 district improvement plan for grade social studies. Good evening, President Toiver. Superintendent Smith board. I'm excited to share today what actions we're taking to increase our eighth grade social studies scores. Eighth grade social studies continues to be one of our district priorities. Although scores from benchmark one this year are lower than benchmark one last year, it is important to note that last year's benchmark was built from STAR questions prior to the redesign shown by the dash line which significantly increased rigor. When comparing this year's benchmark one to last year's benchmark two, both of which were developed using post redesign, we see positive gains. Overall performance remains above our end of the year goal, and we will continue to monitor results and make instructional adjustments after receiving our benchmark 2 scores when they take them tomorrow.
033We have regular discussions in PLC vertical for vertical alignment um on areas where sixth and seventh grade can support eighth grade. Pictured on the left is the guiding document highlighting the Louisiana purchase and an example of where the content is shared and to the right is the eighth grade star release question testing over the Louisiana purchase. All unit tests are now created using STAR redesign release questions to see the differences in rigor from last year to now. We can look at these testing items. On the left is from the curriculum from Lman that we used last year with the question where students just have to match the law to the definition. On the right is a release star question where students have to know what the laws are. They have to know what they have
034in common and then they have to be able to apply that to how it contributed to the start of the revolutionary war. So you can see the rigor is much more difficult on the start. This slide shows third grade noting the introduction to supply and demand which stu students historically struggle with. Um and so you could see on the right is a eighth grade question that covers supply and demand using the cotton gin. And there is also a block of the schedule that shows we have um 20 minutes set aside protected just for social studies. These are the curriculum adjustments and I wanted to highlight a few of them. Um today we are updating the curriculum resources. We are um adjusting the pacing in seventh grade for those units that are longer uh or making
035those units longer that um overlap with what is in eighth grade. And then they do a daily star spiral review so they get practice on those questions um every single day. And then our planning support to highlight a few of those things. We will continue to be um in PLC's supporting um collaborating on um short constructed response calibrations and then we have planning days of one coming up in January and then another in February. And then here's some examples of the new curriculum. It's far more engaging than what we've had in the past. They have scenarios simulations that the kids can do. Um there's also an increase in analyzing primary and secondary sources um that they need a lot of practice for that for the test. And there are also exemplars pictured of the scratch
036paper and mental mapping that students can use to recall key information. And then our next steps moving forward is we have a half-day internalization and planning support. You benchmark data curriculum reinfinement. We will continue to make changes to the pacing calendars as those are needed and then continue our vertical alignment for future success. And if you have any questions, I will answer those for you. Thank you, ma'am. Any questions? Thank you very much. Okay. Thank you. Now on to item 5D, presentation on early college high school imple implementation. Miss Martinez. Yes. Uh Mr. Board President, at this time Stephanie Martinez, our director of CTE, and Steven Rwi, our CCMR counselor, will provide an update on the early college high school implementation. Good evening, board members. Miss Walkmer. Um, I am here tonight to just give
037you a overview of our first year of our early college high school. And just as a reminder, Casper Collegiic Academy is adopted by the early college high school or is adopted by the Early College High School model of Texas. You go to the next slide. So, just a reminder that ECHS or early college high school is what I'll refer to it as. It's a open enrollment and we do a school within a school model that allows school children that are least likely to attend college the opportunity to receive both a high school diploma and an associates degree or 60 hours towards a degree. Next slide. Tonight I'll share a quick overview of what makes a early college high school so special and why this model matters to Casper Independent School District. First off, our early
038college high schools are designed specifically to open doors for historically underdeserved students and particularly those that are at risk or economically disadvantaged. One of the biggest advantages is that students earn dual credit at absolutely no cost. Families don't have to pay tuition fees or uh for textbooks and this alone removes a huge barrier that our kids have. Uh ECHS programs also provide rigorous academic coursework, but we never ask students to face the challenges alone. We offer a lot of wraparound services within um our classes for them. Another hallmark of the model is personalized attention. Students are known, they're encouraged, and they're guided every step of the way. And all of this work leads to one major outcome, and that's increased college readiness. Uh finally, the ECHS programs thrive because of strong partnerships with Texas Institutions
039of Higher Education or HES as you'll hear that several times. Um and the NRI is Tarant County College. In short, early college high school model is about unlocking opportunities, removing barriers, raising the expectations, and surrounding students with the support that they need to succeed. We're very proud to bring this model to Cbury and excited about what it means for all of our students and their families. So, as you can see, Castlebury Collegiate Academy is now in its provisional year one of our early college high school designation. Last year, we were in our planning year, as you can see, with year zero, and now we are in that second uh tier, years one through five. And what that means is we've officially launched our first cohort and uh we are actively building out the full program.
040Over the next few years, we'll continue strengthening our partnership with our college partner in expanding student supports and refining our systems while TEA provides us a data strictly for learning growth and not actually accountability that won't be until year seven and up. Before this, we completed our year zero planning phase supported by our ECHS planning grant. And the grant allowed us to be very intentional building out structures, training the staff, and designing a strong foundation so our students could start this program um with every advantage. So, in simple terms, year one was our planning year and our building stage. And this is our provisional year one. And it's where we get to bring the full vision to life for the kids. So there's a lot going on in this slide, but it's basically our crosswalk
041that we have with Tarant County College. So it shows how all of our classes in a complete pathway aligned for early college students. This is what we call ourou and it's with Tarant County College. It's a formal agreement that outlines how we work with the college and how the college works with us. It covers how we deliver the courses, adverti advising, calendars, and data sharing. Um, as well, a key part of the agree agreement is that our required course sequence, and that's what that is right here. It states um that it and what's really neat is the state mandates how early college high schools have to follow a pathway. They didn't when we very first started this they didn't make schools follow a pathway but then they came back this summer and said oh by
042the way we need you to make sure your kids are following a very tightly aligned pathway. Well luckily we have already designed that way putting in the cyber security pathway and making them have focused electives. So rather than them taking electives here and there and everywhere that's what we've done with the cyber security pathway and level one certificate. So we um unintentionally planned for the state to make that little move, but that was a good and so right now we have our 20 2005 2006 freshman. Yes, one more. And as you can see, the coursework is pretty rigorous. Um however, our freshman cohort has already demonstrated they're ready for the challenge. And we already have more than half of our students that have met the TSI requirement. So for both in math and English and
043so they're almost done with their first college course and started had taking advantages of the services available to them as dual credit students. They are on track to receive their associates of arts in 2029. That doesn't that sounds like a far away but it will go fast. Um and so if you look the next year the pattern will look the same for new freshmen. I did want you to see what was in the works for next year with a again more rigorous coursework, but it's because we're trying to get them ready for that very uh rigorous junior and senior year of high school where they'll be full-time college students and taking anywhere from 10 to 12 hours each semester. So it's also it's very important next year we start focusing on PSA practice and refinement
044so that um the PSAT SAT success will become a critical component and ensuring that these students not just meet those marks on the SAT but they will also be qualifying for more scholarships um and higher entry rate into other institutions. And so I'm going to hand this over to Mr. Rey. He's our CTE dual credit counselor. All right. Good evening, President Toiver, Miss Smithner, and board. I'm going to start off by telling you some feedback from two of our ninth grade students and tth grade students who are currently in the program. First is from Adri. Adri says, "This has been a lot harder than I expected, but I am really proud of myself for being able to stay on top of everything. I am really learning to balance my schoolwork and my extracurricular activities. And
045from Jaden, I like knowing I am going to save myself and my family money after I graduate. I want to be an engineer in the future and this program is really helping me get there. And from a couple of our current 10th graders, first from Maxilliano, I joined Collegiate Academy this year. It has really helped me learn to stay organized. I feel like my language has also developed a lot more. It's been a very good challenge and I have to study more. And from Zire, I am learning how to stay organized and really prioritize all my responsibilities. I am also in a band and a cheerleader. So, I like that the flexibility dual credit classes give me to learn. And so, how do we ensure that students will stay on track? Well, a counselor, me,
046holds one- on-one meetings at least once per semester. We review attendance, we review grades, we look at their career plan as far and as and courses that are upcoming the following school year. And so if we click on that link that says TCC associate degree readiness, this is something that I put together um this semester to help these students have a big broad picture of everything that's required of them in grades 9 through 12. Since we were already doing studentled conferences, I thought, why don't I fine-tune that for these ECHS students? And so I meet with these students one on-one and we update this checklist. on this checklist is everything that they need that we are kind of graded by, if you will, that are called outcomebased measures that we have to report back to
047the state. And once we meet, we just kind of check off everything that they accomplish during that semester. And so each ninth grader and tth grader has been met with if they passed the math or the English TSI, if they've already gotten their IBC, if they're on track in attendance in core subjects, we just check those things off. And for our current 10th graders who have already taken that under that ninth grade column, speech, which is professional communications and art appreciation, most of those have those two checked off already. And there's taking those 10th grade courses currently. As you can see, in 11th and 12th grade, those TCC courses really ramp up. And so, we're kind of starting off baby steps, but eventually it'll get hot and heavy down the road for those upper level
048classes for 11th and 12th grade. And so after completion, what I do is I give the student a hard copy of that checklist and then I send it both to the student and to the parent through parent square. That way they have the information at hand as well. And it provides a clear overview of their accomplishments as well as just all their upcoming courses and degree requirements. Let's talk about stats just for a minute. So, our current freshman class has 32 students in it, 22 girls and 10 boys, while our sophomore class has 26. Again, a little bit more girlheavy. 16 girls, 10 boys. And that is awesome. 100% of our ninth and tth graders have already met the algebra 1 EOC. They will be taking the English 2 EOC this year if they're in
04910th grade. So, we'll have that data for you next year at that time. while 54% of students have already met the TSIA2 math requirement and 52% have met the ELA requirement. So, great job there. In total, students have earned 180 hours of college credit if we were to put all those together, which would total approximately $45,000 if we were to say each credit was valued at $250 per credit hour. And thus far they've accomplished 560 hours of community service. And obviously those numbers will only grow in all those areas. Let's talk about summerbridge just for a minute. Okay, so this past summer we hosted a summer bridge program for these students. We plan to continue this initiative this summer. Um students will build community through peer mentoring. So, we pair we will pair our upand
050cominging ninth grade students that are part of the program with our current students just for that mentorship relationship to kind of go this is what to do, this is what not to do. There'll be bonding activities and they will learn organizational skills, email etiquette, as well as how to balance high school classes with college level classes while at the same time staying on track in athletics, fine arts, other clubs that we have at the school. In addition, they will review the collegiate academy contract and handbook. They will learn dual credit basics from the CCMR team. And they will also create personal and academic vision boards and design their ideal college campus. That was really cool for a lot of our kids last year. Furthermore, they will learn how to an analyze college syllabi and use
051AI generated feedback on their college application essays that they put in for the academy. Let's talk about recruitment next. Recruitment has been open for quite a while. It closes this Friday, December the 19th. Um, our current eighth grade students interested in the program have had access to six different parentformational sessions. Two of them were held at the middle school campus. The others were held at the high school campus. There's an application process that involves essays, parent interviews, student interviews, and all this will take place in January. So these applicants are expected to be able to handle rigorous coursework and college level curriculum even as ninth graders. So families should note that these students who are involved in early college high school, a lot of these students are in athletics, they're doing the fine arts, they're
052in clubs after school. And as you saw a little while ago, we keep them in there as much as possible. Right now for our 10th graders, we have not had to say no to anyone. our 11th and 12th graders as those classes become more and more a lot of these classes are pigeonhold into one certain class period. So we don't want to remove athletics from their schedule ban mariachi none of those things. So if at all possible if it does not fit in their schedule in high school they can still participate in athletics. They can go to sports uh to the games. They can go to the practices. Mariachi can practice with mariachi. It just couldn't be during the school class period. They have to be on their own time after school in order to
053accommodate accommodate the early college high school program. They must also attend that oneweek sumer boot camp as previously aforementioned. Okay. So, preparing for 2627. Looking ahead, we're continuing to build momentum in thoughtful and student centered ways. One thing we plan on doing is offering a PE course this summer at the TCC campus, Trinity River campus downtown. That way that will kind of free up some hopefully free up some schedule space for them their junior or senior year. Uh we will bus them there to and fro. So there's some some dollars right there for busing alone. Um we will also welcome a new cohort of approximately 30 students, the class of 2030, believe it or not. And as that cohort moves through the program, we will closely monitor their progress to ensure their success. And as
054we expand, we will continue increasing the number of dual credit courses available. I want you to know that these dual credit courses are not just for early college high school students. We have our general population of students that are interested taking these courses as well. In addition to our students that reach high school, Mr. Lemus sends me names. they got these 10 12 kids who want to take this class. I make sure that TCC has room for them. So, we have quite a few students at our alternative campus as well as our general population taking these same courses our early college high school students take as long as it fits in their schedule. Looking to 2027 and beyond, we are also exploring something new, something big and mighty like early college high school. It's going
055to be a PEK program. There's a grant opportunity to help plan for an articulated associates of science and health science beginning the 2728 school year. This would further align our programs in high demand health care pathways. I will say as being a CTE counselor, a huge number of our eighth graders and students coming up are very interested in a health care pathway. So having this as a viable option could really do wonders for our students, for our families, and for our district. So as we wrap up, we want the board to know that this work is deeply rooted in what we believe and what our students deserve. We are building systems that open doors, remove barriers, and honor the potential for every student who walks through Castleberry High School. Our new build right there off
056White Settlement attests to this as we are building spaces for our early college, high school, and PEK programs. All of this allows us to stay competitive with neighboring districts, but more importantly, it allows us to be intentional, compassionate, and forwardinking as we serve our community. We are proud of the direction that we're moving and truly believe that Castlebury High School is a place where students can imagine and achieve a bright, meaningful future. Thank you. Miss Martinez said she would take all the questions. Any questions? I'm excited. Thank you. Item 5E, instructional materials adoption process. Yes. Uh, Mr. board president at this time. Uh Denise Chedville, our district testing coordinator, uh Whitney Harper, our lead elementary coordinator, and Scott Hudgens, our lead secondary coordinator, will present information related to the instructional materials adoption process for the
0572627 school year. Good evening, President Toiver and members of the board and superintendent, Miss Smithner. Thank you for the opportunity to share an overview of the 2026 2027 instructional materials adoption process. Tonight, we will walk through the steps we will follow to ensure our instructional materials are aligned to standards, support highquality teaching and learning, meet students needs across all campuses, and reflect responsible stewardship of district resources. With that, I'll begin with the instructional materials adoption process overview for 2026 27. This slide outlines the instructional materials that are continuing as part of the 2026 2027 adoption cycle. These programs were selected for review based on state adoption cycles, curriculum alignment needs, and feedback from instructional leadership. This slide highlights content areas that could possibly change in the 2627 instructional materials adoption cycle. These subject areas are
058currently supported by recently adopted or embedded resources and will be under consideration for recommended changes. Miss Harper and Mr. Hutchkins will provide additional details regarding the instructional materials review and selection process as we move forward. A helpful analogy for the new IMRA process is an HQIM bookshelf. Any instructional material that's approved by the state board is then placed on the bookshelf for districts. Unless there is a change to the TEICSS or to the state approval rubrics, these materials will remain on the shelf moving forward. Each year, publishers have the opportunity to submit their products for approval to be considered to be added to that HQIM shelf. Currently, the materials that are being evaluated are um K5 reading, kindergarten through algebra 2 math, supplemental reading and math programs, and kindergarten through third phonics. Last year, I
059shared this slide to provide an overview of how funding supports our instructional materials. As a reminder, our IMTA funds are divided into three buckets. General, HQIM, and Blue Bonnet instructional material printing cost. The general bucket is where we have a lot more local control. That could be um any materials that aren't on that HQIM list. That could be um even instructional technology. So, we have a lot of control over that general bucket. That second bucket, that H SVOE, is anything from that approved list. if it makes the the state board of education's cut, we're allowed to spend that middle bucket specifically on either printed materials or um licenses um access to any of those materials. And then finally, if a district is to adopt Blue Bonnet Learning, there is a final bucket which is truly
060just to print student workbooks. And so, um we have approximately $70,000 every year that's refilled into that bucket that we have not capitalized on. Um so any of the conversations um are surrounded in possibly taking that advantage. Um and so as we consider instructional materials adoptions, it's important that we keep both our academic best interests in place but also the long-term financial interests of the district um and as we're making any of these decisions. Um, finally, um, the state of Texas has committed $250 million through the lasso four, um, grants. And every one of these grants is really all about, um, embedding blue bonnet learning into schools. And so that's support with even resources, materials, training um, but the state has committed a huge amount of money available to districts through that lasso for grant
061um, to support blue bonnet learning. So this slide is going to compare our ELAR and um ESR English and Spanish K through five reading. Our current HMH adoption does not expire until the next school year. However, HMH into reading version two is an updated EMRA approved K through5 ELR curriculum in English and Spanish. This was just approved the Friday before Thanksgiving. This new version would require the district to purchase all new materials, digital access, and ongoing annual licenses, resulting in a significant recurrent cost to our district. Blue Bonnet EAR is a TEA provided EMRA approved curriculum in English and Spanish with minimal district costs as printing materials are largely covered through House Bill6005 with additional training support through a possible grant through TEA which is what Mr. Hutchkins was talking about just a minute ago.
062of the 250 million only HM and Blue Bonn at ELAR were the the only two programs that scored 100% in all areas of the rubric of the state's rubric. So when we look at our math we um have basically two options stem scopes or blue bonnet math K5. Now, STEM scopes, math, and blue bonnet are the only EMRA approved K5 math programs available both in English and Spanish. The other program um was approved in English, but not Spanish. And we need to be sure that we provide an equal um equal opportunities for our teachers because we have a lot of newcomers that come in and they need access to that Spanish material. our current STEM scopes which expires this May um we have to make a decision. So the approved STEM scopes math it's actually
063an updated curriculum different from the one that we are currently using. So if we were to purchase that, it would require the district to purchase again new materials, more digital access, and ongoing annual license, which like HMH would result in a significant amount of cost for the district. In contrast, Blue Bonnet Math is that TEA provided curriculum with minimal ongoing district cost as the printing and teacher materials are covered largely from the six House Bill 16005. And if we qualify for lasso4, which we have applied for, would provide training, PLC support, and also coaching through whoever our third party provider was. So we wanted to look at next steps, which are going to move very, very quickly. This slide outlines the timeline for reviewing and implementing that high quality instructional material. Committees will be formed
064in January 2026 to evaluate the HQIM, followed by a recommendation and adoption presented to the CISD school board in February 2026. Professional learning and alignment of district guiding documents will begin in the spring and to support a smooth transition into 2026 2027 school year. Any newly adopted materials will be piloted after STAR testing in April of 2026, which would give us approximately six weeks for our ELAR and ESAR curriculum and four weeks for our math. Either way, whichever adoption or whichever curriculum we decide to go with, we need to understand that HMH and STEM scopes, which we're currently using, have a new curriculum that was approved. So we cannot we cannot use the stuff we currently are using and be in compliance with an HQIM. So we have two additional adoptions that um that we
065need to look at in social studies K2. Currently, our content is integrated within our HMH ELR curriculum. And depending on any changes that we make to ELR, we may need to consider adopting studies weekly in K through2, which would ensure our vertical alignment with our newly adopted studies weekly in 35, which we are using currently this year. In secondary math, our current adoption is McGra Hill. However, Blue Bonnet has expanded to algebra 2 and geometry, presenting a potential option at little to no cost to CISD. Those were the two were secondary that were just approved right before Thanksgiving. So, I'd like to say thank you for your time this evening. And I would like to note that the adoption timelines presented reflecting necessary and efficient turnaround to ensure we have sufficient time to train teachers,
066align our curriculum, and fully prepare for implementation in the upcoming school year. We're happy to answer any questions at this time. I have a question. When you say significant amount, is it that you don't have an exact dollar figure? Do you have a like a range that it would it would cost? So the the act so if we're talking about HMH and STEM scopes which we currently have if we were to adopt those programs and they're both new then we would have to purchase the curriculum program and then all the pieces that go with it. With Blue Bonnet, the actual curriculum is free, but then there are some supplemental things that you can purchase such as the printed workbooks and things like that that go along with the program. So, you don't have that big
067upfront curriculum cost of using HMH or STEM scopes or another company's curriculum because the state is providing that as an open education resource free. Yeah. And so, is that what you're asking? Thank you for that. No, I'm really looking for a number like what would that cost if we ended up spending that amount? Does anybody because I I don't purchase table. We spent approximately 700,000 on HMH that we're currently adopting. However, just to address some of the changes they made this last year, we spent approximately 100,000 on top of 700,000 to maintain versus free. Um and so realistically you're looking at 200,000 a year to and plus an upfront cost because there's some material. I mean so that's a rough estimate but certainly as part of the adoption cycle we get with vendors we're going
068to get quotes and numbers but yeah thank you. Any other questions? So your question or what we think is best for our students. I'm sorry. Can you ask that again, please? Sorry, I'm allergic to somebody's perfume. Um, so when we talking about adopting, are we basing it on what we on money or what's best for our students? Well, I would say that we're definitely looking at all options. Um, the problem is with the new SBOE approved materials, we're very limited on what we can choose. So, as for math, we only have two options that are available in English and Spanish. Um, for ELA, we really only have two options that met 100% of the requirements for the TEICSS, for the actual rubric. And so with that being said, we're going to be pulling in all
069of our stakeholders um from teachers to principles, parents to look at both of the options for both. Um now we have been using STEM scopes. Um this is our fourth year and we've been using HMH for quite a while. Um, and we have some big priorities as we know in third grade math and reading that I feel like, you know, possibly some of those curriculums maybe are not addressing them because we have continued to have some of that spiraling. Um, so, but we're going to really be taking a deep do deep dive, having um, HMH come out present, um, having the blue bonnet, they they will come out and present to us also. And we'll be looking at obviously, you know, all the options for that. And I don't mean to suggest that we don't
070need to be responsible, fiscally responsible with our dollars as far as spending money or not spending money, but it's still a factor. And so we do have to know what those numbers are. So, thank you for your question. We also do have to remember that um the sustainability moving forward. We have to we not only have to think about the money that would be spent for the 26 27 year but also moving forward because there will be additional curriculums that we will have to purchase and um because we have renewals every year on a lot of a lot of items too that we have to consider. want to add to that also. Many of the grants that we apply for are also aligned with um Blue Bonnet in some instances or Amplify which uh was
071uh then went to Blue Bonnet. So that's always going to be a consideration in the rubric. And it's certainly not just cost. We have a committee of people who will bring forth and uh look through the items and and then make the final decision and then once the decision is made and you saw the timeline we're going to go ahead and jump on a pilot of it at the end of the year. I think that was my biggest question. It's like I know we've invested in grants and people partnerships and really using the materials that we have. So how does that impact one? And then I think the second part of my question is um I know other people are using Blue Bonnet other districts and I'm just wondering if we've tapped into any of
072them to see like what kind of feedback they're getting from their teachers. We're actually going to training uh this year through region 11. Uh so and we're actually looking at some of the writing resources and bringing those resources in to supplement our existing curriculum. We do like the writing uh resources uh because our grants are aligned with amplify which um we have used amplify for our summer programming or additional day school year. uh in part of the rubric when we wrote the ACE grant uh we received bonus points because we were using uh some of the items that we are specifically listing such as amplify and uh the online resources zern uh so those are specifically listed in those grants as bonus points and so that's one reason why we did partner with many of
073them and um we have made some adjustments in those along the way according to what we see in many of the grant guidelines. And I think just the other part of that is I know we've restructured like the literacy block. What does that look like? Does this align with what would they either one align with what we're trying to do? Like not throw the baby out with the bath. That is a a great question. And yes, they all have a researchbased uh components that align with our structured literacy block. Any other questions? Then I want to take if I insinuated that it was about money. I apologize. I just wanted to know the full scope because this is a changing horses in the middle of a ride to mess up a metaphor, but um and
074so it's important. It's important for our kids. So just trying to understand. I think the I think just to add to that, I think the other part I know with thinking about like what our initiatives are, what what is what are the resources for each of those as we think through for our emerging bilingual students, for our sped kids, like what does that look like and sound like, right? Are we meeting the needs of not just the middle of the road, but all of our students? And Mr. Toiver, I didn't mean to suggest that that's what you were thinking at all, but I think we still have to know what those numbers are. I think the community has to knows what we're up against when we're having bud talk about budgeting. So, I think I
075I think I convoluted that. I apologize. You got on to item 5F. Uh Mr. Hollowman, he was he's ready to get out of here. He He's He was quick on the draw earlier. Yes, he was. And Mr. Hollowman uh does uh come with us tonight to give us an update on the uh bond uh construction update for our 2024 bond. Yes ma'am. Thank you board president Toiver Superintendent Smith. Time to update you this month uh last month of the year and we have completed uh one year as I explained uh last month. So I'll share with you some Okay, we are still on budget and uh on time. Uh I'll show you some of that detail moving forward. Also in compliance and meeting all of our uh quality standards that we set forth from the
076beginning. Um here is uh our project timeline. I'll flip this to January next month and we'll we'll do more of a look ahead. But some of the notary things here are um the water line. We do have a resolution moving forward. So in lie of replacing the entire line and all of that time it was going to take up and the disruption. We are going to be able to tap into the line. Uh working on some details. We have a meeting Smith Faulner and I uh with the powers that be at Fort Worth this week. So wish us luck on that. Um media center and choir hall. Uh we do have a pathway moving forward. It's going to be awesome. Uh I can't wait to um show some of those renderings uh in the spring.
077Uh and then the student parking lot we have begun. Uh so that'll be monumental. I'll explain why moving forward. Uh and as far as the details to the timeline, uh some notes here. Uh we did have the movein ceremony. Uh it's a little little bit laid out in this uh wonderful flyer that our our staff put together. Thank you, Angela. It also has a great glamour shot of you all. So, if you want to stop by the reception desk and and but I will say get it while it's hot because we're already moving faster than the the uh publishers. And we've got um some pictures to prove that. Um we did complete our for first pour of the fire lane uh in that area. And we have posted the RFP for the furniture. Now, we
078don't have the furniture yet, but we are preparing for summertime because we're moving into a lot of these areas. So, that'll be due on Thursday morning. Uh, and we hope to have some information for you on the the financial implications and the the budget moving forward. That's a pretty big piece of our soft cost that that Lenny has been uh keeping pace with. Um, and then last, a week ago tomorrow, uh, we did place 56 units, basically the entirety of the HVAC units on top of all three areas, A, B, and C. I've seen that done with a helicopter. I've never seen it done with a crane. Uh but it was from about 6:45 in the morning until 4:00 in the afternoon. So, wonderful job on that. And then first pour of the student parking
079lot took place last week. We've got two more pores scheduled this week and next week. So, that'll be huge for us in relocating some of those areas to um eliminate eliminate some of the disruption on White Settlement Road. From a financial perspective, uh we're about 50% of the way through our construction project and as you can see here, we have about uh 56% of our funds remaining. Um you know, that's roughly about three or four million. So we're we're staying ahead of pace uh from the the funds that we owe each u each pay period. And then soft costwise, we do have 78 million uh I mean 78% of that left. But as I mentioned before, once this uh furniture package comes through, that's about 30 32% of that depending on where the prices fall.
080And we'll have more information on that moving forward. And then some of our beautiful pictures here. This is the first pour that took place last week of our student parking lot. What that does mean, as I mentioned last uh month, is eventually we'll be able to relocate uh the construction trailer over to that area and uh then come in from the back instead of a lot of that traffic that's coming in right now uh on White Selmet Road. And here is a look at the connector. I know some of you remember walking through. So, some of the changes here is that we have uh windows in. We've got sheetrock, tape, and float. And those are not opaque windows. Those are just uh covered so we can protect it from uh some of the joint compound
081and things. And then you see the railing uh that has gone in. This is a uh snapshot of science classroom in area B which again will be opened up uh this summer along with area C and that connector. So just in this area here real quick, I've got my spotlight. Um we've got windows in, we've got mechanical uh system duct work in. You guys remember the blue piping for the uh hazardous waste in those science classrooms? We've also got pathways for electrical, pathways for um our IT and low voltage items uh going in. So, we're moving pretty quick there. This is our picture. Next month, I'll come to you with a before and after, but we will be putting up our first brick veneer of the building uh in the next couple of weeks. So,
082it'll be exciting to show you how we're moving forward right there. And this is just a snapshot. So this is u directly above them is where we placed the top beam during the ceremony. So you can see we've completed all the uh foundation there and this is them moving in uh insulation. So from a construction standpoint that means we are looking forward to being dried in. So with that I'll leave you with this. We uh will complete the parking lot and relocate that construction trailer uh this month or probably relocate the trailer next month. Um, we will have all the interiors of the building dried in by early February hopefully and we will continue to stay diligent with our budget and so far we've done a great job of that and that does take the
083whole team uh staying on uh we talked right before the meeting and um William does make sure that I haven't spent more money than he's seen come through. So uh we'll see that uh stretch those dollars and maybe see some more opportunities. When we have that, we'll come to you uh with those updates. Uh with that, I'll take any questions that you may have at this time. I do need to add uh one thing. We um have been working for a couple of months on the furniture package and we partnered with you. You will be seeing that package come to you for approval in January. Thank you, sir. Thank you very much. Now on to item six, close session. At this time, the board will retire to close session under Texas Government Code sections 551.071
084through 551.076 and 551.08 through 551.083 to discuss the items listed on the agenda. The time is 7:13 p.m. It is 7 39 p.m. Sorry. As we continue tonight's meeting, we welcome all all who have joined us as we keep asking how we can best promote and encourage achievement for every student in our district. The mission of Cabbury Independent School District is inspiring and empowering all students to be innovative thinkers in the global community. At this time, we will begin with the pledge of allegiance. Yes, Mr. Board President, we have Adriel Ramirez and Chelsea Camarillo. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. And now for the Texas pledge. Honor the Texas flag.
085I pledge allegiance to thee, Texas, one state under God, one and indivisible. Now item 7 C, Alternative Learning Center campus recognition. Yes, Mr. Board President, we have Mr. Salimus, principal of the Alternative Learning Center, and he will introduce the students. He will be recognizing students and staff in route to destination success. Well, good evening members, board president, Mr. Toiver, and superintendent Rene Smith Faulner. Uh, today students will walk you through how Cassbury ISD alternative learning center is destined for success. To start our presentation this evening, Reach High School seniors uh will start. Miss Chelsea Camaro will start with our presentation. Good evening members of the board and superintendent Renee Smith Bner. My name is Chosa Mario and on behalf of the Alternative Learning Center and Reach High School, thank you for allowing us to share
086the great work happening on our campus. Tonight, our theme is destination success. Every day, our students are stepping into new opportunities, setting new goals, and preparing for the future. Reach High School is a place students take responsibility for their learning, work at their own pace, and receive the support they need to graduate. Ready for college, career, or service. Our students come with different backgrounds and experiences, but we all share the same goal, success. Now that you know more about reach, I'd like to turn over to Joshua Hernandez who will guide us through our first gate. Um, good evening. My name is Joshua Hernandez and as we arrive to get a want to recognize an important part of our campus, our substitute team. Will Miss Hill and Miss Bard please come up to be recognized? Miss
087Brenda Ballard and Miss Cindy Hill help keep our classrooms running smoothly when teachers are away. Their support and consistency help students stay focused and continue learning every day. Thank you for everything you do to support Reach High School and the Alternative Learning Center. Next, we will move to a gate that focuses on students well-being. Next, we will move to a gate that focuses on the students well-being. As we arrive to gate B, we recognize someone who supports our students emotional well-being. Will Miss Hunt please come up to be recognized? Miss Brenda Hunt provides weekly support to our students along with Charlotte, our therapy dog. Charlotte helps bring calm, comfort, and positivity to our campus. Thank you, Miss Hunt, for helping our students feel safe, supported, and ready to learn. Now, I pass it back to
088Chesley as we head to our next gate. Thank you. As we arrive to gate C, we highlight one of the most important goals at reach reach, graduation readiness. Will Mr. Revy please come up to be recognized? Mr. Rivy helps students stay on track for graduation by reviewing transcripts, checking credits, and making sure course are unaligned to graduation requirements. Mix of his work happens behind the scene by the results are clear. Students earning credits moving closer to walking across the stage. Thank you, Mr. Ruby, for helping guide our students to graduation and success. Next, Andrew. Good evening. My name is Adri. As we arrived to Gay D, we are proud of to recognize the students who have shown strong academic performance and leadership. The following students are top performing students at Reach High School. Will you
089please come up to be recognized? Abigail Buendia, Paola Galvan Hernandez, Aubrey Rios and Emilio Maldonado. These students show dedication, responsibility, and commitment to their goals. They represent the hard work and determination found across our campus. We are proud of you and your accomplishments. Can we give them one more round of applause? Next, heaven will sh will share our data shows progress toward our growth. Good evening. My name is Heaven Chavaria. As we arrive at Gate E, we want to share our most recent benchmark data and how it connects to our campus improvement plan. RLA2 benchmark data is as follows. 67% of students met approaches standard and 33% of students met meet standards. Our goal is for 35% of students to meet the standard and we are working towards that through targeted support and reteing. In
090our US history benchmark, 79% of students met approaches and 58% mets. Our goal is 62% meet meeting the star EOC standard and our data shows we are making strong progress. Studentled conferences helps us understand our goals and what steps we need to take to improve. These conferences give students ownership of their learning. This data shows the hard work of our students and teachers as we continue toward success. Now, let's move to our final GATE celebrations. At Gate F, we celebrate the moments that build pride and community at Reach. This year, students at REACH will complete 27 college credit hours through Tarant County College. Our students have earned 504,000 in school scholarships. These accomplishments show our students commitment to their future and the support of our staff and community partners. Along with our academics, our campus
091celebrations, therapy, dog visits, social emotional lesson activities, and hands-on learning reminds us that success is about growth and opportunity. Now, I'll turn it back to Chelsea for our closing. In closing, thank you for supporting the alternative learning center and reach high school. Every student's journey is different, but with the support of our district, staff, and community, every student can reach their destination. Thank you for believing in us and investing in our success. If there are any parents and staff in the audience for Reach High School, please stand to be recognized. Thank you guys. Thank you so much. Wonderful. Um, now item 7D, Miss Pierce. Yes. Uh, Mr. board president at this uh Miss De Pierce, our director of athletics, will introduce student athletes. Nope. Oh. Oh, yes, we do. One more. Fall athletes and staff.
092Yeah. Hello. Good evening. My name is Naomi Dear Rosa. I am a senior cheerleader and I'm happy to be here tonight representing Caspberry Athletics. I would like to thank the CISD board of education, President Toiver, and Miss Miss Faulner for the opportunity to recognize the accomplishments and life lessons of Castlebury High School false fall sports program. We have athletes speaking tonight about our fall performances and postseason competitions. I will start us off with cheerleading. We competed on November 9th at UCA North Texas Regionals where we placed ninth in the co-ed large varsity division. Then we competed at NCA North Texas Regionals on December 13th where we got judged and instant feedback on our material and performance in order to help us prepare for our biggest competition which is UIL state. This competition will be held
093at the Fort Worth Convention Center on January 16th, 2026. Hello, my name is Jacqueline Agiraa Torres. I am a senior here to represent our Castleberry volleyball program. We are in a very tough district and had the 4A division 1 and division 2 state champions come out of it. Despite the tough competition, we still had several players receive all district honors. They were first team all district Alexa Rivera, second team all district, Camila Recendes, academic all-state team for the Texas Girls Coaches Association, myself, Jack Torres. We also had district district honorable mentions Somara Garcia and myself Jaka Nagiraa Torres. In addition to these awards, we are proud to announce that all 12 varsity players made the academic district team. Thank you. Good evening. My name is Sarah Caldera and I am here to proudly represent our
094Cassabar cross country program. Our cross country teams are led by head coach Barbasley and assistant coach Freddy Garcia. CHS hosted the CISD cross country meet at Camp Carter YMCA for the third year and had over 57 teams entered with over,00 participants. At the district meet the JB boys finished third as a team and the J and the varsity girls miss qualifying regionals by one point. Joining us tonight are Van Go who placed third overall in the district 74A meet and myself Sara Calera and I placed fifth. This qualified both of us for the regional cross country meet in LEC. This was the 21st consecutive year that the Casbury athletes qualified to compete in the regional meet. The following were honored as Texas High School Coaches Association academic all recipients. Julio Roa, second team. Mariana Rodriguez,
095honorable mention. And Uriel Pereira, honorable mention. Thank you. My name is Dominic Kuiz and I'm a senior and here to represent our Casper football program which is led by coach Juan Silva. The CHS varsity football team had a great season including breaking some records. Some of the highlights were we had a winning record for the second time the last 32 years. Scored the second highest number of points in a season in school history with 396. The football participation numbers continued to increase which brought the need to add a fourth pro with brought the fourth team to the program. We earned back-to-back playoff appearances for the fourth time in school history. Four of the 10 playoff appearances in school history have occurred in the last seven years. Some athletes that set records or excellent performances were
096Isaiah Ford with 1747 rushing yards in a season, 3692 rushing yards in his career, second in school history, and he scored 45 touchdowns in his career. Ethan Chapel was a 1247 yard passer. Lucas Agion with nine sacks in his career, new school record. Brian Seneros, 1,024 receiving yards, new school record. The audition honores were offensive lineman of the year Julian Chavez. Special team player of the year. Caleb Casin, the first team all district, Brian Sinoseros. Isaiah Ford, Carlos Duran, Israely, Joel Ruiz, Julian Valdez, Sebastian Werta, Jeremiah Sanchez, Nathan Marino, Tommy Mclofflin, Lucas Aion, and me, Dominic Ruiz. The second team audition, Juan Co, Anthony Duron, Marcus Martinez, Pascal, Santiago, Gorka, The honorable mentions, Ethan Chapel, Lewis Rodriguez, Jaden Lux, Juan Chavez, Nick Duran. We would also like to recognize our football team success in the
097classroom. This season we had 20 varsity football players make the academic all district team. In addition, the following made the Texas High School Coaches Association academic all state team. Football manager Naelli Oa second team Marcus Martinez second team Xavier Puga second team Carlos Duran second team Isaiah Ford honorable mention Nathan Mareno honorable mention Congratulations to all of these athletes on a great year on and off the field in the classroom. We would also like to celebrate our athlete success in the community. Our sports are in the middle of their community service projects. We have a toy drive we are finishing up and the volleyball program dressed up in costumes and volunteered at the AV KO trunk or treat. The Crutch Country program spent a day volunteering at Taran County Area Food Bank. And during the
098football season, we had an airplane throwing contest on military appreciation night and raised over $1,100 for the Wounded Warrior Project. We received donations from area businesses for the prizes and made it a communitywide event. In addition, this fall our cheer and football student athletes our elementary school school students as they arrived for school every Friday. They also rotated reading to different grade levels at all three elementary schools. Our athletes love getting to interact with the little ones each week. Our social media presence is rapidly and widely increasing its reach. Since August 1st of this year, our social media media has generated over 4.2 million views. Each post on Instagram is averaging over 4,300 interactions. This is establishing the Castleberry brand and highlighting the success of our athletes to more than just the Cbury community. I
099would like to ask our CISD coaches and parents to please stand and be recognized. We thank you for your support throughout our throughout our seasons. On behalf of the department of athletics, we would like to say thank you to the board of education and Miss Smith Faulner for your dedication, commitment, and support for our athletic programs. Thank you for allowing us the opportunity to share with you tonight about the accomplishments of these student athletes. Thank you. CONGRATULATIONS. OH, GREAT. Really great. Um, we want to take some time right now. A couple of us, I think, uh, Linda and Kathy are going to take some pictures with you guys. I'll let uh, Miss Branch organize you guys however she sees fit and so we can get some pictures. Remember this moment. So, we're just going to
100take a few minutes. Thank you. item 8A, finance monthly update. Yes, Mr. Board President. At this time, we have William Wooten, our chief uh financial officer, who will provide a snapshot of the 2526 revenue collections and expenditures by fund and function as of November 21st, 2025. All right. Good evening, Mr. President. Uh board of education superintendent. Uh tonight, uh we're going to talk about the budget update. I want to thank you for allowing us to discuss the financial health of the district. It's very important. As of uh this update is as of November 22nd. So as that gets kicked up uh first we'll begin with a budget snapshot. This is where we show where we stand as actual collections uh actual expenses and net change in fund balance. Next we'll talk about the financial performance
101of the district. Uh and we're going to compare the the collections and spending if collections and spending are on track. And then secondly and in a moment finally finally we'll discuss the next steps to uh keep the budget line with budget current budget expectations. Uh next slide. So this is the budget snapshot. Basically we adopted a $ 48.6 million budget. Uh today we spent $6.1 million which is 33% of our adopted budget. expenses. We spent 15.1 million, which is about 27% of our adopted budget. Our net change in fund balance this month is $971,000. So, uh there's a positive trend. We we've earned more than what we spent. And so, I think that's a good sign. Next slide. This is a breakdown of the uh actual collections. As we said before, we've collected about 32%
102of what we plan in our budgeted adopted budget. Uh it's important to know that local property taxes, we've collected about 17%. This is the month, December and January, where we collect about 3.5 million this month and uh abalone taxes and in January we collect the rest. And there's a small portion of taxes that that that's going to that we're going to get in in February. Uh state funding. I like to talk about state funding because it's uh it's important. So the district expects to receive about 37.2 million of state funding. Uh state funding is about 77% of our total budget. Um state funding is primarily uh driven by average daily attendance. I said before right now with our state funding we received about $3.1 million. As we said before we're uh payment class number one.
103So there's only two months out of a year we do not receive state funding and that's April and August for the primarily uh state funding is based on ADA that 3 million $3.1 million is based on projections. So more kids come to school, more money we get. And so it's important when we talk about ADA, it drives state fly. Year two-year comparison, this is what we're looking at. Current year actual spend is 15.1 million. And we compare it to uh prior year spend, which is four 14.9. And this month last year, we've this month this year, we spent about $260,000 more. And that's primarily driven by payroll. So this is where we are uh December. I'm preparing the midyear budget update for next month. We're looking at the financial position of district cash flows, talking
104about fund balances, and uh we're doing draw downs for grants. Uh in January, we're going to give the midyear budget update and uh and a budget amendment if if necessary. Uh and then February is important because uh this year's audit we will submit it to TVA related fee uh February 15. And then we started all over again. Budget meeting number one. We're going to talk about school finance basically the basic uh components of school finance and the timeline and the tax rate process. Um Mr. President, any questions from the board? That's all I have for tonight. right now campaigning on doing away with what mostly finances school districts. Have you heard anything an acceptable no is an acceptable answer? Truly, I have not. as as to what unfortunately no I haven't I haven't heard anything
105what that plan might be okay but I can find out I can assume 10 knows so um Wes and myself were just at a conference that they were uh talking about that and basically if they were to eliminate uh property taxes uh it would be about a 20% tax uh sales tax because we'd have to still be able to you know, raise the revenues for uh to pay for school districts. And so they gave us an estimate about 20 21% sales tax to make up for that, which is eight and a quarter now. So they would have to raise it almost 12%. Yeah. Yeah, you're right. I did read that. I don't think the government is going to do it. Uh uh it'd be it. Yeah, I wouldn't. Yeah, I read it and then I
106just turned the page because I don't think the government's going to do it. Uh yes. Thank you, sir. No problem, sir. Item 8B, policy update 126. Mr. Jackson. Yes. Uh Wes Jackson, our director of school policy and student support will present board policy update uh 126. It was an information item at the November meeting and will be an action item uh on the 12th. Many of this these are our local policies to align with new legal policy. Thank you, Miss Smith Faulner. Uh board president Oliver, board members, good evening. Um as Smith Miss Smith Faulner just said, um we are taking a look in depth at the new local policies that that came out from TASBY just here recently. There were also over 140 changes to legal policy, but we do not adopt legal policy.
107So, it's much more important that we have a full understanding of those local policies, which we will be looking at adopting at our next board meeting. Um, certainly if you have any questions about the legal, I will try to answer them to the best of my ability, but for the most part for tonight, I studied local in preparation for this meeting. Um, we do believe that this is going to be a bit of an ongoing process because we're still seeing guidance come out from TEA the law will take effect and then TEA guidance might hit three weeks or a month later and then we've already done some things to to come into compliance with that law and we're having to kind of change and manipulate those things around the guidelines that TEA provides. Oftentimes once
108they get more feedback on how things are going they they then adapt um update that guidance. Also a great resource that we have coming. not here yet. They've released some model regulations for the new policy, but TASBY will release model regulations that we can use to write district procedures with. Right? Those are things that don't have to be board adopted, but you know, where policy says something like and the superintendent will put a a process and a procedure in place for this. Those TASBY regulations give us a lot of help in in doing that and outlining those. um they're pretty user friendly and pretty easy to work with in my experience so far. But for now, while we're still getting all these things adopted, we follow what's called harmony of the law. Meaning the new
109laws supersede our current policy. If there's a new law, we have to follow that law, not current policy while we're in the process of getting these new policies updated to come into compliance. I think you can go too, Angela. Um, I will also say that preface this with some of these policies are kind of repetitive. You're going to hear slight changes in language where I guess several people brought forth the same bills and things like that, but they and they and I think some of the things just happen to fit under multiple policies too. But but you will notice a bit of repetitiveness as as I move through this and you'll see some common themes. Um, so there's a whole section of of change on board meetings. Uh board meetings now must be held outside
110of work hours. Um that's they defined that but they also said best practice is we don't have any more morning board meetings. So we're already in compliance with that for the most part. Um we now have to give notice three business days before the meeting, not 72 hours, but when you factor in the weekend, we're now posting the Tuesday before the Monday meeting. So six full days in advance. um which has made you know Miss Smith Faulner and Angela's life a little more challenging as far as getting those things put together that far ahead of time for you guys to see. Um so also voting must be recorded. That's something we've been doing for a while here. Uh public comment must be at the beginning of the meeting. Also a practice that that has been
111common for us here. There there's a lot of stuff in here about diversity, equity, and inclusion. Right. And this particular CJ local is is basically stating that oh sorry Angela I should have been having you flip a few slides here. Um outside contractors cannot provide diversity, equity, and inclusion um either duties for their staff or engage in any of those duties. Um so u there's there's stuff later on that you'll see that educators cannot. This one is specifically addressing outside contractors. Um, according to House Bill 150, we now make notification of cyber security breaches to affected individuals. We made notification previously of security breaches, which would have included cyber security breaches, but it's a very slight wording change to make sure that we're getting up to date with the current terminology. Um, also CDQ local,
112you'll notice uh more and more policy coming out about artificial intelligence and the use of artificial intelligence. This one basically says that we have to provide a certain level of training for our teachers in artificial intelligence. That's one of those things that will later be later be determined through regulations what exactly that training looks like. Um, and that students should only be using AI with teacher permission. they should still be producing original work and that we should have provisions to address misuse in our student code of conduct which we continue to build. We have some, but we continue to build on that each year as the AI technology gets more and more powerful and we learn more about the ways our students are creatively using it. Um, CSA local um addresses private spaces, locker rooms
113is where this is a big thing for us. It's addressing male coaches being in female students locker rooms. Basically, we have to designate specific times when they're able to enter those locker rooms. Um, and you know, that's 15 minutes before the game, 15 minutes after the game, halftime, those those other kind of intermissions that might fall. This would also expand beyond locker rooms to like theater dressing rooms and things like that. But places where coaches need to go in and speak to their players. Um, they've put procedures in place that we must announce that we're coming in. We must put a sign on the door that says it's a non-private space during this time just so we are protecting everyone's privacy and everyone's on the same page with when those coaches should and shouldn't be
114entering those locker rooms um on a regular basis. Facilities construction um they've basically upped the competitive purchasing amount um minimum requirement for us to go out for bid and things like that to $100,000. Now, they've also updated language and policy to state that as that competitive purchasing limit changes, our policy will match that. It would it it no longer says a specific dollar amount in policy. It just says the current established threshold basically is what they changed the wording to in policy so that we don't have to keep updating that. Makes life more efficient, things like that. um DBD local. You're going to hear more from Miss Walker about this here shortly about what we've done with our employees, but basically the the the legislation has to do with administrators who work outside jobs that
115are also education related and making sure that they have um appropriate forms on file with the board in some certain situations as well as conflict of interest forms in other other situations. But Miss Walker has been working with our attorney to make sure that we're protecting our employees um under this bill because it does come with some hefty potential fines if they are out of compliance with it. DEEC local the biggest change there is basically when someone goes out on FMLA they can decide to use their paid leave concurrently or not. So, say you you go out on leave, um you get to decide whether you want to use your local sick and state days along with that FMLA leave or if you want to save those, I guess, for for later on. So, um
116gives families a little more flexibility in some of those planning pieces. DFBB that added some new reasons for non-renewal. Um, it added assigning DEI responsibility as well as DEI instruction or any other instruction or guidance that is prohibited by law is now a reason for um non-renewal. Also, under employee codes of standards of conduct, DHI, they added more wording about DEI instruction as well as assisting with social transition lesson plans. EP local. This is one that is a bit of a work in progress. This legislation actually takes place or goes into effect at semester. This is something our TLI team has been working hard on. It is also something that we're still awaiting some guidance from TEA and TASBY on. We want to make sure when we get this up and we put all the
117work into this to get it up that we're doing it in accordance with that guidance so that we're not come back coming back and redoing this for I think we have over 600 different subjects and courses if you count everything elementary through high school. Now a large portion of this work is already done in Canvas and we have begun to transition it over to the website but this is an area where upon receiving that further guidance we will have a little bit of additional work to do. um instructional materials. Parents can request review based on alignment or rigor. That's another area where we have to develop some administrative regulations in order to design what that process will look like for parents. Um EIA local, we're way ahead of this one. We already have on your
118board approved calendar for October and February those two builtin student conference days, right? for the student led conferences. Also, under EIA local, there is some additional language around AI, academic dishonesty, and plagiarism. Again, things that we've been working to put in our code of conduct and those kind of things over the past couple of years. FA local states that we have to have a parent portal available for parents to give feedback to the board and to um administrators as appropriate. We do have that set up. Uh we are kind of in testing phase on that that that portal is our website tells you how to get there but parents actually have to log into Skyward family access in order to get to that portal. That way we're ensuring that those comments coming through that portal
119are in fact coming from parents because the law specifically says parents are the ones that need to be able to comment through that. and being able to know that those genuinely came from parents um I think allows us to a lot more effectively address those concerns and that that feedback that we're getting from those parents through that portal. Um FEF local um adds some language that um kids may be released from school for religious instruction for one relations around that that that instruction has to meet but but up to 1 to five hours a week medical treatment. We are now able to give non-prescription medicine without a doctor's note. We just have to have a parent note for that. So, it may take a little while to get our campus procedures up to speed with
120that, but that is what the the the law and the legal change is there. Um, it also says that nasal spray is now a way that you can give epinephrine. So, it added some language there around being able to distribute that through a nasal spray versus just the injectors. FBF local addresses crisis interventions specifically as soon as it's safe and practical after any kind of threat. Any any staff member or teacher that was what would have been kind of threat we we should have been concerned about we need to be notifying them as soon as possible. student safety. Um, here they just expanded misconduct, the term employee or educator misconduct to cover all employees, not just teachers, not just certified educators. Anybody can be guilty of educator misconduct. FFG local changed the reporting requirement for
121child abuse and neglect from 48 hours to 24 hours. And there have been changes to the grievance policies as well. um they've basically made some changes in the timeline and now we're also required to have our level one grievance forms posted online for both staff and um parent grievances which we are in compliance with currently. Um GKA local says that we cannot do anything with chapter 37 which is the part of the education code that has to do with student discipline. We can no longer make changes to that under our district of innovation plan. So, for instance, one of the things that we had in there previously, u which is kind of it's it's we don't need it anymore actually because remember when they came out and said that every kid with a vape, no
122matter what kind it was, had to go to DAP. We came back and put a provision in our district of innovation plan to say that on a first offense, we would use ISS or something different along with an educational component with those kids. Now, they've made the first offense for a nicotine vape is 10 days of ISS. So even though we can't have the policy anymore, they did come back and kind of take some of the sting out of of what they had done in the previous legislative session. That I believe is all of the slides that I have. Okay. So I don't have to bother you with all those those questions. So let me just now we um so we usually don't show the regulations to the board. The board does does not approve
123that. So if there are some questions then send them go ahead and send them to me and we'll yeah it was mainly like what he mentioned about what if we um delegate the superintendent what her role is then how do we know that that's that you're in compliance and that type of thing. I don't know if that's part well and it it basic and I'll give you an example, Miss Gman. Um the one I was talking about with AI, the language in that said in the local policy says the board delegates the superintendent to ensure that staff receives X training in artificial intelligence. The superintendent shall report I think it says something similar to don't quote me, superintendent shall report back to the board on the progress towards that training and things like that. So
124some of them have that component tucked into there. Okay. Good. because we have to have that checks and balances where it belongs. Okay. Um that was that answer that one on CD local we changed um we strike the design component. Is there a reason that we did that? And I can send these in a little bit. Why don't I on the more those tedious ones I'm going to send but you mentioned uh policy DBD and and you're going to be talking about that. Is that right? Okay. Because I just was kind of needing an example to understand what DBD meant. Um, and then on policy DGBA, the third paragraph from the bottom, I just wanted to draw our attention to the fact that this involves complaints about board members from employees. So, this is something
125I think needs to be on our radar as far as how we govern. Um, and then on page five of DGBA, we talk about a hearing officer. Um, no, not that one. Okay. It talks about, no, I'm sorry, page eight, a board committee and it mentions the board delegating a committee as far as hearing being hearing officers. So, I was just wondering if our committee policy is in um is reinforces this DGBA policy because we talk about board committees being able to be hearing officers. So, we got to make sure that both of those policies are in compliance because I wouldn't think that a board a board committee that the that the president appoints would be the same as a board committee that would be um operating as a hearing board. I think we need
126a little bit more. I'll have to do a little more research on that. Committees and hearings because that's something that's I thought was new. And then on the DH local on the social transitioning, is it the dis is the district prohibited by law to inform parents of a stu if a student asks for information about transitioning? Can you tell me which paragraph you're looking at or which page? Sorry, I didn't write that down. It's just I think it's just a onepage policy. I get to the right. So, I think you're looking at social transitioning. Sorry, I can't get to that. An employee shall be prohibited from assisting a district student with social transitioning as the term is defined by the law. This prohibition includes providing any information to the district student about social transitioning or
127guidelines intended to assist a district student with social transitioning. So I I would think only in the sense that if if you were assisting through communication with the parents could it could it cause a situation where as a as an employee you could be putting yourself in a in a vulnerable position. So I think it's I think it's just very careful very important to as we're waiting to see how that's defined and how that's handled moving forward that our employees are very in any of those types of conversations. Thank you. Let's see. EFA local. Get there real quick. You see the EFG. No, I wrote the wrong one down because that doesn't make sense. So, I'll skip that one. Um, an EHB AF. It talks about um how informing parents of special education students of
128their rights. So, I was just wondering how are we going to be informing the parents of special education of their rights? Is does that need to be in policy? Okay. So, does that need to be part of policy? No, it's it's federal law that we have to provide that as they once that process is started. Okay, good. Um, and that was it. That was Thank you. That was tedious, but mainly about the board committee being hearings. I think that we need a little bit more explanation what that means. Yes, ma'am. I'll certainly follow up on that. Yes, we have Miss Katherine Walker, director of talent acquisition and development will provide more uh information regarding the new legal restrictions on outside employment for district administrators. Good evening. So, mine's really brief, doesn't even warrant slides. It's
129just a memorandum essentially. And then I've also linked in there for you if you want to read the legal jargon. That piece is also linked into it. It's from House Bill 3372, which basically states that administrators are not able to accept um financial benefit for any personal services outside of the job that they might offer. So that means that any entity that's like a partnership that we do business with as a district or if it's a business that does business with other school districts and provides educational services such as curriculum development and stuff like that. Um or you can't go and work for another district or go work for the region service center and also earn additional money if you're holding a certain rank within the district because it is for administrators. And we had
130a couple of um employees that did submit forms, but after consultation with our attorney, it was determined that either they didn't hold a high enough rank on the organizational chart to be eligible for those requirements or that their second job did not pose a conflict such as those um aforementioned uh reasons. And so instead they have filed a second job notice of a second job or conflict of interest form that's now on file in their personnel files um because it fell out of there. So there's nothing to submit for you guys to approve. But if we do get one of those, you will see that in a future uh agenda item for approval. Do you have any questions? Okay. Thank you. Yes, ma'am. I do have a quick question. How does that apply to like
131um like outside tutoring? Can they do that outside of the instructional day andor like selling stuff on like teacher pay teacher? Not that anybody does, but I'm just asking. Yes, they can. Um depending on the rank that they hold. Like I said, like this doesn't really apply to teachers. Okay. We had like some librarians doing some things and they they are able to do that. We just have them file that that second notice of a second job conflict of interest form. Oh, that's when Yeah. Yes. Mr. President, I move for the consent agenda to be approved as presented. Is there a second? I second the motion. Is there any further discussion? Please indicate your vote. Sure. Motion carries 70. Now on to action items. Item 10A, consider approval of the Casper LI library books purchased.
132Is there a motion? I move to approve the list of library books to be purchased as presented. Second. Is there any discussion? I did send in a question asking if there was any objections from parents or answer. Please indicate your vote. Motion carry 70. Item 10B, consider approval of all matters incident and/or related to ordering a general election. Is there a motion? I move to approve ordering a general election as presented. Is there a second? Second. Is there any further discussion? Please indicate your vote. Motion carries 70. Now on to item 11 A. Pee extended your report. Okay. 11B planning guides. Anything at 11 we need to jump on? We do not have any questions on information items. Anything anybody want to jump on before I jump to 12 question on uh 11J student travel
133for information items? I was just curious if there should have been an attachment or what's the information with that 11J student that's in there just in case we have student travel. It was put in there in case somebody qualified for something. It's a placeholder. Angela, we did not have any student travel uh for this agenda, right? Anything else on 11 before I jump into 12? 12 discussion items and you'll notice in 12 starting in C that Tracy's going to present some stuff for us. Um my suggestion is there there's a lot and there could be a lot of discussion. They're set up to where if we want to act on it, we can act on it tonight. We don't necessarily have to. My suggestion is that we we limit our time uh on discussion to
134what 10 15 minutes something 10 minutes any other she is just we limit ourselves just because it's close to 9:00 so if there's consensus on that we can consider doing that sound good okay so I'm back up to 12A for key dates. We're start we're starting at a key dates. So, Angel, are you saying that on the key dates the board pictures are on January 12th? Okay. And what time? Okay. Individuals at 5 and 5:30 probably group so we can eat between 5:30 and 6. Remind me again why we're having two board meetings in January. Uh my evaluation is one of them. Oh. the key dates. We'll see musical performances this week. Yeah, it does. But I got you on the 17th. When's the evaluation? the 20th. There's a possibility. Anything else on board key
135dates? You want to look at the budget dashboard? Anybody not taking a look at that one? Perhaps something they want to discuss on item 12B. No. Okay. So, on to item 12 C. Consider and possible board action to update school board operating procedure. You'll notice there's a link in your packet on what we're continuing to talk about. Number five, mine's highlighted. Yes. Additional travel guidelines. We're down to number five. Pass the bullet points. Oh, is that I'm on the wrong That's not what this is. Okay, that's okay. Um, so we talked about just doing away with this. The number five, let me read it out loud. For board members expenses to be paid by the district for any convention, conference or similar event, the member must attend at least 80% of regular and special board
136meetings. Um my suggestion is that we do away with number five. To me, it's not board friendly. Um that's really that's all I have as far as that goes. So when you say do away with it, are you saying that the expectation would be that you're no longer expected to attend at least 80% of the meetings? Absolutely not. This is only has to do with travel. So I don't think the your attendance is what's affecting if you get paid or not to for a conference. So has nothing to do with expectations that people come to meetings. It's just there's not now this parameter put on um missing meetings because that's you miss two meetings. That's it. How many meetings actually equal to the 20%. Isn't it like five? Is it less? Angela, how many meetings
137we have a year? It's I know it's over 12. So 15 14. There's two in June and two in January for sure. So, I would say math. I'm not doing percentages. Or Scott. 14 meetings. We've had 19 from last December to this December special meetings. There were a couple there was a couple I know in the summer that I uh missed with everything going on with my family. Um but that's where two times in the summer we had a special meeting like a morning meeting or a special meeting come up but there were two days of two on that day we had one extra in July but in June we always have two meetings that so that was the two I was talking about June two in January we had a special board meeting in
138July so that would be 15 no it's 19 okay so where were the other spe special board meetings I know we had training maybe I mean I can tell the dates, but I went back and found. You want all the dates? September 8th has two, June 16th has two not special public hearing and the financial ratings is one. Okay. Well, it's not listed together. So, okay. So, you might miss one and be at the other. Well, there's a good clarity like for exact reason. Okay. September 8th. Um like I may miss the hearing, but I'll be there for the meeting. So June 16th, there was a special July 24th. It wasn't a July had two meetings, but July 24th had a 7:15 special meeting. Yeah. So there's 19 from this December to last December because
139we're going to count the one that's on the same knot as two because we open and close. Okay. 18. Okay. 18. So, three based on last year's that would be June 1st through the end of May. So that's a lot of meetings for somebody. I think it needs to stay in there. I mean, we expect it from our kids to come to school and for academic reasons. I know. I mean, that would that should be for us as well. If we're going to be on the board and people hold us accountable, the public, I think we need to keep that on there. And that's just like a discipline for ourselves. I know things come up, but I mean that's life because that that's what happens with the kids, too. I see what you're saying. And
140so it's like there are consequences. We have an expectation. Taxpayers have an expectation. Those who voted for any of us for all of us. They aren't voting for us for part- time. They expect us to be here all the time. But we know it's not humanly possible. So that's why there's that leeway and that's my opinion. I will say I know I spoke to this the last meeting um asking those who were here and we decided not to have too much further conversation about it because not everyone was here. Um but my question was if there was just a general idea of those who were here of anyone opposed to it. Um and there was no statement of anyone opposed to it at the time. And the reason I asked that is because I then
141stated it's good to know if there's opposition and it's understandable for the taxpayer side of it, but it's good to know if there's opposition early on. Um because then from there consequence is never how I would see uh this should be. I understand like uh public perhaps seeing like well we shouldn't be having to pay for that, but you also want your board members educated and you want them to be getting their education. Um, and so if we've already budgeted for it, it's already there. Um, I was seeing more of the flip side of if it won't be paid for by the district, I shared at the last meeting, then I would need, but that I need to start asking for support elsewhere to be able to share the clip of today of how conversation
142is on we have the authority to make the change and to remove it. It's an arbitrary number that was thrown in there um borrowed from another school district and I will share personally I supported it when we did um put it in there. I didn't that was actually if you recall back then it was David and I working on um all of this everything that went into the travel guidelines. Um and I remember this is one that he pulled copied over from another district. Um and it makes sense. It does make sense. Um, I personally have had a very unusual year where I've had four deaths in the family. Um, one young man that Kathy knows, um, my father, my grandmother, and there's just been a lot since. And it it impacts some of those
143dates that were just so close together. Um, and so I speak on that side now where I see like this is where we do get the power to get rid of an arbitrary number type of rule, further support our board's education and what our students deserve. Um, but at the same time too, it's not because we're saying, "Oh, we want to waste. We think there should be a consequence." That shouldn't be the lens that we look at this. Um, I think it really should be more our we want our board educated. I I would really hope that us collectively, you want your board educated. the funds were already um budgeted for and hence why I brought that up last time because I would I will gladly ask for support to attend um from everyone else
144outside of district and supporters that I can in order to attend. Um but we have the power to remove it. are policies on it. And I will share with that um David and I did um a lot of work on that looking into this. I couldn't tell you what all other districts do and especially at this time where since then budgets have been slashed left and right. Again, we've budgeted for it. um we we don't have a largely traveling board where we all go and that's okay because then we the few of us that do go to the few things y'all come back with information and are able to share that. Um but when we looked at it wasn't a common thing but it seemed like okay that's fair that sounds valid. Let's put it
145in there. Um and we didn't get to see it affect us until this year. And you know just to also touch what you said I had five family members die this year. had my mom going through cancer, but I knew that I had to be here because of our students and stuff. So, I understand what you're saying, but then I also understand that, you know, we have to be here collectively for the students as well. So, I think we have to think also the why, right? Like I do think we have to be educated. We have to understand, we have to get better and we do that through conferences, through learning, right? Um I think just like everything else, context is everything, right? Like nobody's just not showing up, right? Like there's nobody on this
146board was elected to slack off, right? And I don't and I think the wording sometimes could seem punitive. And I don't think I think I don't think that's the message we're trying to send to each other or to our community, right? I think that's the bigger thing. Um, so maybe it's massaging the language so it's not so rigid. Not that we're saying it's it's all or nothing, but I feel like right now the language is rigid and it feels kind of punitive. And again, we we're professional adults who are clearly invested in this work. And I don't think there's anybody sitting here who I wouldn't say that. You know, nobody's here just for, you know, for for fun, right? We do this because we care. And I think the community knows that and understands that.
147Um I would hope. Um and so I just again, not to say there can't be some sort of language in there around that, right? But I think it's the rigidness that I I'm get I get stuck on. Um, and I don't know what that language or that massaging is, but um, I think it does come across as punitive. Uh, I think if there's a way to encourage attendance. Um, I will say this, we don't really do anything for the district unless we're in this seat, unless we're at these meetings. So, um I mean we can go out there and get our picture made and encourage people and uh which is great, but uh the meat of what we do is here. And so if there's a way we can not seem punitive, but still encourage
148everybody 100% in attendance somehow, I think that would be a good I don't know that that's a discussion we can have right now. Um because I we all agreed to a 10-minute time limit, but uh I think that's a good further discussion. Yeah, I agree. And like I said, I don't think it's all or nothing. I just think that as it stands, it it's it's rigid, right? And we don't we want we don't want that to come across that way. Um, and we do want to encourage and lift each other and and clearly we're we have everybody here has gone through something horrible this year and we don't choose those things and and to Kathy's point, we still do our best to be here. But sometimes situations are situations, guys. And that's just and you
149can't punish someone because they're going through it. Like that's not that doesn't that doesn't make a good community for us um as a as a school board. So that's just my my take on that. And I know we're beyond time. I think we do need to change the language if and that's why I said just come back to it so we can all just think about it and how we can change that to where it's more um I don't know I almost wonder if just hearing both of you right now what came to mind is like something that's encouraging same words that you both were using Dewey and Linda is perhaps it's it is encouraged for board members to attend 80% of the meetings rather than instead of the word must like that's where you
150we have this that positive spin on it, right? It's still we're still setting that bar of expectation, but it's not like if you don't do this like you're done. Yeah. And perhaps that's something that instead of u moving this to next meeting and have another discussion, maybe we can vote on that now of that it is encouraged so that we can get something out of the way and get the movement going with this because this has been on meetings multiple times. And then I think next time we come back and let's let's test it, right? Let's go test our theory. And if we do have an issue, then I think we can revisit at that point, right? Like I think right now we we have this this hunch, but we clearly, you know, you you
151can't really hold somebody accountable for something that you didn't set the rule for long ago, right? So like now we have the rule, now we have this idea. Let's go test it. It's almost like I'm going to go tell all the kids now there's this rule that they have to abide by and but now we're halfway through the school year. It's like can't change the rules in the middle of the game. Like that's not fair, right? So again, that's my thought. Okay. So Dewey had said that we could take action on this and so taking this in, why can't we just change the wording right now? And this may have been what you were saying, but I was looking at this. And why can't we insert board members are encouraged? Okay. The only exception I
152would take to that is I think that we should be encouraged to be here 100%. Well, that's true. At least at least 80%. And to Linda's comment, do we have anybody that's in jeopardy of having to comply with this operating procedure that we are under right now? Right now I No, I do. So right now We have to abide by this unless we do away with it tonight. So we can always do away with this and then come back and have a sentence that says or we can do it tonight. You know that of course we're self police and we encourage each other to be here 100% of the time. I just don't think we need to attach it to conventions or meetings or conferences. It's just been hanging for so long. We're coming up
153on the 10 minute mark. So, is there a motion? And what does that motion look like? Not a travel guidelines, but remove not amend. I say we remove it and then come back and the motion is to remove. Is there a second? Second. It's been a motion and a second. So, now we got a vote. So, and question. This will be on record, right? To support any conversation that needs to happen if support is needed. And this is this is a motion to remove it and yeah to remove it tonight. Yeah, you can always amend it. Is there any further discussion? Not not to amend it but to remove it. Not to amend it right now. We can amend it after we remove it. Right now the motion is just to remove it because I
154think the amendment is going to be no something that we need to think about how we want and you can make the motion to amend it if it doesn't pass. Well, so if there's no further discussion, please indicate your vote. Will you just press? Okay, there we go. So, we have four abstains. Have we ever had four? Motion does not carry. I would suggest does not carry it by four. Well, maybe it does. There's no but maybe it does. Yeah, abstain. Yeah, it's approved vote. Item 12D. Mr. President, I do make the motion that we come back and amend some kind of language that encourages 100% attendance. Okay. Noted. Yeah, that's good. We can we can deal with that. Okay. Does that necessarily need to be a motion? No, I withdraw my motion. Yeah. Item
15512 D, uh, consider possible board action to add reporting requirements for communication with Cbury ISTD's attorney and law firms. Miss Gman, this is a response to some out some other school districts. Not that this is something that we're dealing with. So, I'm using my phone to get to my notes. So, this is and I'm just asking are we interested in this? So, that can won't even take 10 minutes. Well, my only real question is what does that look like? because there's I mean what what is your and I don't know what that looks like. That's why I wanted to kind of bring it to the board and ask what y'all thought about. But I was proposing a policy requiring notification when the administration engages legal counsel in matters involving parents, schoolboard members or taxpayers ensuring
156transparency and accountability. Okay. So yeah, and it's you 100% support public education. I 100% support the system, but I don't want the system to have an unfair advantage either if so I'm just wondering if we need some kind of um well I will say this you have as a board member and board members have rights and you can request a copy of the bill and the bill is usually very detailed unfortunately. Yeah, the attorney building. Okay. It's usually fairly detailed. Now, most of that information is confidential attorney privilege and which should same but we all have to deal with confidential information all the time and and the same rules still apply for us. So, you have that ability right now. I just wasn't sure. Would that fulfill what you're talking about? Well, no, because that's
157too specific. this would just be kind of keeping record of any time that that happens. And it was really going it was really a conversation talking about special education parents and um is where I was reading about this. And so it would really just be about um keeping record of any time that the administration for instance called the attorneys about a concern they had about a school board member. I think it just would help with transparency. and help with maybe even communication. I know it's kind of it's just well that bill is is atomized with discussions about who who they talk to. I don't know that it goes into we just need to know the currency. The currency by currency do you mean how much it costs? current how often it's happening the wrong word.
158Again, there's a there's a daily list frequency. Yeah. So, there's a daily. So, what categories are you wanting uh reported on? And because we talked to the attorney on multiple uh items and so are you looking for every time if the if any any administrator contacts the attorney about a schoolboard member? How about a board or a copy of the like an like an administrator because the only person that call that there's two of us that contact the board unless I give authority according to our guidelines and so I call um our attorney sometimes Wes will be with me or uh we call Tasby. So, which attorney? I'm glad you brought that up because now that I think about it, you've brought up Wes, this may be addressed in one of the new policies already
159about people having complaints about board members. Yeah. In speaking with Dennis, he highly recommends we do not do this and uh because it becomes public record. Okay. because I did ask a little legally what you know is there something out there and um he just said he he highly advises against um against that policy. Well having this procedure where on because we are now creating information and anytime we create information report it becomes public information. So, we call the attorneys constantly. It's not just Dennis or Andrea, but we call TASBY for HR, uh, construction, you know, we we have multiple attorneys that we call based on, uh, different groups that we're members of. So, is it just who's going to Dennis, Andrea, like his firm? said, "Do we only want specific things?" Right. Because we
160don't really call very often on the items that you're talking about. A lot of it where this is coming from from some other school districts. They're talking they say that if you're going to use taxpayer dollars against taxpayers, then the board should know. So if you're calling the attorney, you're using taxpayers dollars. So that's where this is stemming from. So we should make public every time that a administrator calls the attorney and tell everybody what we're talking about. No, there would be have to be some parameters of course and and that's what I guess I'm asking. What exactly do you want us to share about talking to the attorney? I don't know that I have an answer for that. This is just what I'm just learning that some school boards are putting this policy into
161place and kind of to protect I think but I you know you made you I want to make I think I may have an answer uh you made the statement using taxpayer dollars against taxpayers and I would say that we use taxpayer dollars to protect the district which is what we're given the dollars for is to protect the district and the schools and ultimately the children. So, I don't know that I like the framing of that wording. Maybe maybe that's what I'm talking my recommendation would be to in to um advise the attorney in a close session so that you can have a conversation with him so that he can explain it so it doesn't look like it's you know it's coming from me because it's kind of putting me in the middle all because
162I do call and it would make me think twice about calling the attorney now in Wes like I'm not going to call on certain things if it's going to become public information. And I'm not saying schoolboard members. I'm just saying I'm thinking of all the things that we call them for. Oh, no. I think it could be a huge Yes. I agree. Miss Branch, do you have a copy of the invoice? Can you access that and and provide that to her to to you have a copy? That would you? Yeah, again it's CL like that. Angela would not be prevy to that information. And this thought process isn't about knowing the details. It's just knowing about is this prevalent? Are you being or is the attorney being called all the time on parents on schoolboard
163members. It's really I think we do discuss we uh if we have some concerns on that and if we put it on a piece of paper that we have created now it's public information so we have to be very careful. I think there's another way to handle this instead of policy and make sure a lot of that's just communication as far as school as far as the team goes. You don't necessarily have to put it into polic it. Who produces this report? Um, it sounds like it would have to be me because I know usually most of the conver I'm usually with the conversations of different people. Also, the board president contacts it's not me. Usually in this in what in an instance of a schoolboard member um there's you know different people who contact
164the attorney. So then you get then it's like well who and who's creating a report because not everybody has I don't know what Mr. Toiver talks about when he talks to the attorney. I think that that just goes back to how as the board and is the board being informed when attorneys are being um called on things that we need to know. I um I think that I might not say, "Oh, we called the attorney today." I might give you the result of what we learned from talking to the attorney. Yeah. And I don't know that that's really where this is trying to get at. I don't really know it's if this type of policy is saying we want to know what you talk to them about. We just it's more about we need to
165know how frequently this is happening or if it is happening or a heads up. Again, I don't know enough about I would recommend talking to Dennis and asking him to give us a recommendation based on um how to communicate because it sounds really like you're you're concerned with are we using the attorney to talk to him about the school board members and I think that would be a I think that he probably can't explain what his what he thinks legally. I think that's a great idea and it's not just that was just the example I used a lot of it was for parents or and there was at a legal conference the other day not the other day but recently what's it called the um some school attorneys were talking about it basically citizens against
166virtually everything. And so this was this was part of it. This was part of the rise of okay well but they still matter and they were being dismissed. And I think it was some policy was trying to be created into response to that as well. We just came back from a legislative conference and there was there wasn't a mention on anything like this. This was for this was just for attorneys. I mean just just attorneys. My recommendation would be to during close session to consult with the attorney. And that's fine with me. And my re and my reason I'm bringing bringing this up tonight was just to be proactive on what's out there and we need to what other schools are doing and do we need to um um create a policy for the same
167thing and and our attorney may know more more about what I'm reading what what he has expressed to me in a conversation so I had a conversation with him about it and he um he he advised against it which But I think giving him an an opportunity to explain to you guys would would be good to hear from his perspective. If the rest of the board is okay with that, this is not nothing I'm dying on my sword for. I just don't want it to inadvertently cause anyone to not call the attorney when we need to be able to call an attorney because then it sounds like everything that we what we talk about could possibly be public information and so then that's going to make a second guess if we're going to call the
168attorney. That's my concern. And then the other thing which which attorneys uh because I think that would have to be if this was something you considered that would all have to be crafted. I think it's a lot of time uh that someone would have to produce this and then I I think what are we really getting a result that we need because you can ask questions about any any things or actions that are happening and we can certainly share that information with you. If you have any direct questions for me, you can always ask. Uh, but it does state some of the details that will answer questions for you. I don't know that we need to create a document. Again, back to the that document that the bill is detailed and I don't want to
169see that. I really don't. Well, that's going to give you your answers. You're asking. Yeah. I I'm afraid that though, Dewey, there u Mr. Toiver, there are some things on there that would have to be redacted. Okay. Uh, so again, I think we need to talk to our attorney. Yeah. Well, I think her concern was about me, right? Oh, no. I'm not concerned about Okay. conducting business at all. Okay. Any other discussion before we move up? Because I'm not hearing any action items. No, but do we need a consensus? Do we Is the rest of the board even interested in the hearing from the attorney? I think there I think I guess I don't know enough about the why behind it. So I guess I would want to know more. Um but I do think
170in the spirit of tea takeover all the articles you're reading and it's all about governance and stuff. So I do feel I feel your urgency and I feel your your curiosity. I just don't know enough about it to to say yay or nay. So I guess that's where I am right now. But and I'm right I would be willing to explore more again to make an informed decision. But I don't know that I could say yes or no right this second. And I'm right there with you for legalities what that would even mean for us. Yeah. especially if it's out there. So, moving on. 12E. Oh, is this my Latin? Yes, ma'am. This is just my fine Italian. I tried to get that Mandarin for years. Anyway, um so this will take five seconds. I
171promise. But I um just have been um hearing some other schools doing some things and about Latin and saying how it can and the research shows that it can re enrich our curriculum by building language history and cultural knowledge while also supporting STEM skills through local through logical reasoning and problem solving. So I was wondering if it was at all feasible to even have a conversation about seeing if we could incorporate Latin curriculum somehow to benefit our students education success. It would set us apart from other um neighboring districts and to talk about it. You have to put it on the agenda. Any questions? Just a comment with your last comment there. Looking at our neighbors, I think we are setting ourselves apart. But I understand what you're looking at. But right now, we are
172shining above them for sure. We do that about them. I just think it would just be cool. Again, nothing I'm falling on my sword for, but if we have to have a conversation, then something that u you know, studying the romance languages and I think it would help would fit right in with our our so I don't need anything. I will say this, I ran into and this is ancillary to this. I ran into somebody who goes, "Hey, you're from River Oaks area. Are you on are you on the customer? Yeah. Yeah. So, uh they were like, well, my realtor has us looking. It's actually a relative has them looking said we're an upand cominging uh neighborhood. We're the place that it's a it's a a young woman. It's actually my cousin's daughter, you know,
173and they're looking they're looking at houses in River Oaks now because of this. So, Oh, oh, yeah. Yeah. So her realtor who I don't know is talking about us you know yeah have housing so anyway any further discussion on letting I'll just make a comment you better table it or I'll bring it back I'll just make a comment that I see benefit in it um but I don't I personally wouldn't want to spend our time with this right now given everything else happening at the board table with the student I agree And then so not hearing any action. A motion 12F consider and possible board action to form an American 250 celebration committee. Tell us more about that. Okay. Um um America is turning 250 years old and so I ran across this when part
174of the uh Smithsonian that I'm part you know following the Smithsonian and you can go to the link to this website and there is a student element to it and I was just wondering if the board was interested at all in pursuing this Any questions? Do you mean I'm sorry ourselves the board doing part of this or like the district? The students? The district? Yeah, the students just making sure that we're celebrating the 250th anniversary for the birthday of the nation. It says, "Our American stories project collect and preserve our nation's unique stories and It would have to be something of course that the administration would have to agree to. Um but the request is to suggest CIT be a part of this initiative in some way to honor and celebrate our heritage and country.
175Therefore, please place on the agenda. That was me to talk about this. So, and basically tonight was just to see if there's any interest. So, as a followup, we we took U Miss Gman's um item. We wrote a resolution for you. I think we captured what you were asking for, Miss Gman. Did you read the resolution? I forgot to on it tonight. I mean, it might be something we revisit in January, but we wrote a resolution because I think the I think I read that you were wanting to form a committee. And so we said, well, um, we know that we covered this in fifth grade, 8th grade, and US history. And so I asked Kelly to stay because we there we could incorporate an activity into those three different grade levels, those subjects because
176it fits naturally. Anyway, I like this the idea of the proclamation. I don't necessarily think we have to have a committee. That would be something that would be entire up to y'all. We could write it without the committee. Yeah, we could go back and write a resolution for January without the committee, but specified um just some activities that we can have. I just think it's a monumental time and occasion as part of community engagement. On top of that, this is a great opportunity for experiential learning for the students. um and getting that enrichment experience. Absolutely. So, I I can uh get with Miss James and we can look at the resolution and maybe what we could place in the resolution for y'all to adopt. I have no idea what that would look like. We don't
177even have to do the American stories. Yes. And like I said, we have three grade levels that I think it would naturally fit into anyway that we're probably already covering things in there. So, okay. Revisit in January. Revisiting January. Okay. Good. Pushing this off. We're good for that. Okay. Then, uh 12G and 12h. Do we have anything there? I don't think so. We still supposed to be talking about committee members resigning, putting language in that. Did I miss that one? But I don't see that. 12. I did miss that. Oh, yeah. I don't have a link. So, that's why that's probably why we That's just And that's this paper here. Um, we talked about having the to understand how to um resign from a committee. This is this is a discussion since we did the
178first time we did committees. Found out I did them all wrong. Um they're they're only supposed to be for a year. Uh is is they're the way they're supposed to be designed to be for a year. uh and we had people resign from committees and we need to formalize and maybe maybe we can come back with an amended policy. We have a policy board operating procedure I should say um to dictate that about committees and so I will pursue and with anybody's who's willing to help me that language I think it's policy it's policy B but this is only so I just want to clarify this is only the board president's committees right yes that he appoints and so we I think that we We finished all the other language about it. We just needed
179to add how do you resign from committee and that's what we're doing wanting to do tonight. And also Mr. Jackson I think didn't we get a new policy on that has something to do with committees. I think we were discussing it for hearings which I will need to find in the board operation operating policies. Yeah. So yeah, because there's no action on it tonight, but this is that's what you got this paper. That's just for the board. So we're the president appointed. Yeah. Any further discussion on item 12H? Then I move to item 13A established next meeting Monday, January 12th at 5:30. Item 14. I move we adjourn. Hearing no objection, we stand adjourned at 9:34 p.m. Thank you guys.