School Board Meeting | September 8, 2025

001I call this meeting of the Castlebury 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 Texas Open Meetings Act, Texas Government Code Chapter 551. We always ask, what is best to promote and encourage achievement for every student in our district? And I believe we have Miss Carol to present our invocation. Dear heavenly father, I ask that you be with us this evening as a board and as a unit to just make decisions that are best for our students. Be with everyone represented here as we go home later and that we would all do what is best for our ISTD. your name we pray. Amen. We

002always have time for communication from citizens. We appreciate you being here this evening and we always welcome communication from citizens of our district. This is an annual public meeting to discuss the state financial accountability accountability rating. Individuals who wish to speak on the state financial accountability rating must sign up on the sheet provided by Mrs. Branch shall confine the remarks to state financial accountability rating and their comments shall not exceed three minutes. No officer or employee of the district shall be required to respond to the questions from speakers at this meeting. Mrs. Branch, do we have anyone that has signed up? Okay. Yes. Uh, Mr. Board, Miss Board President, vice president today. Sorry. Uh, I'll get that right. We have our discussion item at this time. time if we have William Wooten, chief financial officer,

003will present Casper ISD state uh financial accountability rating issued by the Texas Education Agency. The uh just a reminder that the 2425 rating is based on the review and analysis of the district's 2324 annual finance audit report. So, it's lagging data. Thank you. Good evening, madame vice president, board of education, and superintendent. Tonight's p uh who he's talking about the public tonight's public hearing is to discuss state accountability results. Next slide. So, what is school first? School first is a state financial accountability rating system which holds school districts accountable for the quality of their financial management practices and more importantly that they improve on those practices. In other words, the school first is about transparency. It's about accountability and it's about continuous improvement in school finance. Go back one. So, what is the purpose of

004school first? School first is designed to encourage Texas public schools to better manage their financial resources to provide the maximum allocation possible for direct instructional purposes. In in other words, I like to say school districts I mean school first isn't just about compliance. It's about ensuring the that financial decisions directly benefit students. So what's the goal of school first? Uh the goal is to provide additional transparency to taxpayers, board members, and other stakeholders which support meaningful financial oversight and improvement for school districts. And this is important. This criteria is based it's a 2425 rating, but it's based on the 23 24 financial data. So it's looking two years in the rear. The auditor came here last November to discuss the financial data of the 2324 audit. So it's based on that year. Uh and I

005would say that for the 2425 uh we will look a lot stronger uh than our current score. Um the criteria also is 21 total indicators, four critical, 17 measurable. Uh the four critical indicators are pass or fail. Uh the six indicators are pass or fail as well. Uh and there's 11 indicators that are measured on a 10point scale. Let's talk about that. Next slide. So the school first system is built upon 21 indicators. Uh these indicators are divided into three categories. We see uh that they're critical solveny and financial competency. Uh tonight's story, tonight's issue that we're going to talk about is solveny. Uh we're pretty strong in in the other two. So what's important about critical indicators? These are non-negotiable. If you fail one of those critical indicators, that will impact your financial rating.

006Uh solveny, this measures the district's ability to meet its obligations. And we're able to meet long-term obligations. The issue tonight with solveny is short-term obligations. And I would note that this data is specific to a point in time June uh June 30th. So when we close out that that last day of the fiscal year, the cash that we have in the bank, that's the snapshot that it's looking at. So uh and then financial competence indicators, uh this measures how well the district manages it resources, uh which they focus on efficiency, long-term planning, and responsible financial practices, which all together uh these indicators will tell the story tonight. So this slide shows the sarm of Calberry ISD school first performance. Out of a possible 100 points, we scored 74, which results in a C. Uh let's

007kind of break that those categories down. We talked about the critical indicators, the passive fail. Uh if you fail one, you there's a really good chance you're going to fail the whole school first. It's going to impact your your score majorly. Um we passed of course all the crit indicators. This means the district met the most essential compliance requirements like like following the audit on time. We got a clean audit and uh for the 23 24 year uh we're able to pay our debt obligations uh and then unrestricted position. So the story tonight again is solveny and solveny is more than just cash. Solveny is cash is part of it. That's one picture, but it's also current assets. You know, it's also uh uh being able to be liquid at any point in time. Uh

008so here are the challenges. Uh as you see, we earned a low low points on cash on hand, two points out of possible 10. Liquidity, we we got four out of possible 10. And then uh the revenues are greater than experiences. We're saying did we collect more money in than we spent? we got zero previous year we got 10 uh as I said before we're really strong on the competent side competency indicators uh but we're going to work on the actual solveny next slide please so the critical indicators I really want to kind of show you that uh this is a chart that compares the 22 to 23 financial data to the 23 24 uh financial data as you see our scores didn't change they're they're they're the same uh and so I kind of

009want to just highlight that. Let let you know that uh uh we don't need to talk about it. If you want to talk about it, we can. We did everything we did everything correctly. Nothing changed. Next slide. So, here's where we want to spend our time right here. Solveny uh indicators, which measures whether the district has enough uh cash or resources to meet its short-term obligations and maintain financial stability. Uh for tonight, this is the heart of tonight's story. Our drop came from three solveny indicators. Indicator number seven, indicator number eight and indicator number nine. Indicator number seven, we we earned uh two out of the possible 10. Uh number eight was current assets to current liabilities. Uh are we liquid enough? We earned four out of the possible 10. And we're going to take

010a deeper dive. And then number nine is basically did we spend more than we earn? And the possible amount of points is tam got zero. So this slide is um a second. So this section of the solveny indicator is focused on more of a long-term financial health and efficiency. If I can point out anything here is the uh indicator number 13 which is administrative administrative cost ratio. Possible points we get is a 10. eight. Uh we stayed the same uh year-over-year. Uh what they look at there is that they compare what you spend in administration uh functions as opposed to instructional. Uh and so I think an eight is pretty good possible. It's always ideal to get a 10. Um so we're we're we're moving in that direction. Next slide. So this these indicators evaluate

011how well the district manages financial reporting, compliance and transparency. Nothing changed here. Absolutely nothing. From uh audit year 22 23 to audit year 23 24 uh we have the same scores look like. So the the last two indicators focus focuses on governance and state funding compliance. uh our performance for the 23 24 cas earned a 74 points compared to 94 points uh uh in the previous year. Um this 20 point drop is almost entirely tied to solveny indicators cash on hand liquidity and deficit spending. So let's take a deeper dive. Um we've said before that we're really strong on two of the indicators which is critical indicators. Pass or fail, you fail. No bueno. You You will fail first. Financial competence indicators we did really well on. So let's talk about the solveny indicators which

012are indicator seven, indicator eight, indicator number nine. Next slide. So this is the solveny indicator number seven. Basically what it does, it measures number of days cash on hand. It says, "Was the number of days cash on hand and current investments in the general fund for the school district sufficient to cover operating expenditures?" Uh, we see that the the benchmark um TA benchmark 90 days as the maximum amount of points 10 10 days uh I mean 10 points we had 38 days cash on hand which is why we received two. And so the reason why is we know based on our 22 23 audit from the auditor as his report is that general fund cash fail from 10.9 million to 6.1 million which is a a 4.8 million drop in one year. General fund spent

0134.8 more than it earned. Uh this drained reserves and lowered available cash. uh general fund absorbed about $666,000 in ESER salaries. What that means is that we had a er grant we over spent auditors showed up and moved the money back to the general fund subsequently draining our cash balance and then the general fund cash covered federal grant deficits. Cash tied up until reimbursements arrived. So, what that means that as of June 30th, that magic date, if you haven't drawn down on the money that you that you uh fronted for the the federal grants, um that cash won't be reported until after June 30th. So, that's that's kind of what u what happened. So, we actually went uh down uh we got a two. So, we got 38 days of cash on hand. Next slide.

014So solveny indicator number eight basically in simple terms is saying do we have enough in the bank to cover what we owe in short term. Right? So this is we know that we're pretty good on long-term uh pay long-term liabilities. Uh this is a short-term uh liability conversation. Um basically the benchmark is you want a three. you get a if your um ratio is a three that means you get maximum points. Uh we got a four and so this indicated measures whether the school district had sufficient short-term assets at the end of the fiscal year to pay off its short-term liabilities. We said before cash went down liabilities went up and the ratio is is 86. So what does that really mean in in just like layman's terms right? So, I like to think of

015it as if um I like to think of it I like to think of it like a like a home, right? Like you're paying a bill. If your monthly bill is $100, you would want $300 set aside to actually pay that bill. You want that cushion. So, if we if we were to look at it as if our monthly bill was $100, we would have $186 to pay it. And so, in previous years, we had a higher weight of six. So now we have a a four. And so that reduces the flexibility. Obviously, if the monthly bill is $100 and I have $300 coming in every month, I feel like I have more flexibility. Uh but as it is, we have less flexibility because we have 1.86 as a ratio. Uh again, I I would

016tell you that I I believe that we're going to be in much better shape uh when we have the discussion next year. Next slide. So this is the the the actual solveny indicator number nine. Did the district that did the school district's general fund revenue equal exceed expenditures. So basically did we spend more than we earned? We did. Uh and this isn't a one-year issue. The 22 23 we spent about 3.6 6 million more than what we budgeted. So based on our original budget, we spent 3.6 uh dollars more based on our audited numbers. And in 2024, the auditor told us that we spent about 4.8 more than what we budgeted. That repeated overspending pattern created a back-to-back general fund deficit spending, which is why indicator 9 failed to achieve maximum points in both years

017and why our cash balance has dropped so sharply. So board um tonight's story is not about compliance. We're compliant because the critical indicators say so. It's not about governance financial competency indicators. We're we're doing really good. Our issue of solveny as of 22 23 a June 30th. Uh that's the discussion. We're having a discussion that happened two years ago today. uh these three indicators, cash on hand, liquidity, and whether or not we collected more than we spend, that's the issue. These are all telling us the same thing. We've been spending more than we bring in, and it's draining our cushion. Uh fixing solveny is the key to raising our score and protecting council's financial health. I believe that uh based on what the superintendent has done last October uh setting the standard as to what

018we uh should look like uh one of the things that I was charged with the first day I got here is tell me what tell me how we look in cash I'm not sure if she remembers but it was a cash discussion and that's the reason why you know we had 10 15 action items to do uh for last year so I want to say uh we met with our auditor just last and he liked the things that we have in place and uh when we compare ourselves to other school districts, we're doing the right things to move in the right direction. Uh this slide disclosures is a pretty standard uh requirement um for the board or the community to to access. So next slide. This is probably the most exciting slide here. What are

019the quick wins? Right. So we believe for fiscal year 2026 our immediate actions are establish a fund balance target. We know we had 38 days of cash on hand uh to operate for the district. Uh we believe that we set a minimum reserve at year one 45 days and year two of 55 and year three of 65 days operating schedules. Now this is these are only estimates. is not written in stone but we believe that the 45 days that that's achievable. Uh want to build transparency continue to come to the board uh and discuss uh a financial outlook whether it's general fund debt service capital project fund and um federal funds and then tighten expenditure controls want to freeze discourage non-essential cost. One of the things we did for the 2526 budget, we did a

02010% reduction uh in our payroll budgets. Uh and so I think that was that was heading in the right direction. So if we were to look at a multi-year strategy, these are things that we think they're long-term fixes. Uh cash and liquidity management, make sure that we review payroll, vendor payment cycles to better manage revenue inflows. Uh Mr. Lasher and myself will be looking at contracts uh probably within the next 45 days to make sure that you know there's any thing that we have duplications of and things that we need to align better. We're actually having those discussions. Uh structural balance that's pretty much maintaining three to five year financial forecast models tied to enrollment for property values and that's really the summary of finance. We are looking at that every we'll be looking at

021that every six weeks. uh with the superintendent. Uh and this is what I'm probably most proud of that we have done each week. Uh we have had team collaborations with all these folks sitting in this room. Uh they're smiling because they know it's been pretty painful. Uh so we've worked together as budget managers and campus department teams to identify offsetting revenues and sustainable growth opportunities that reduce long-term pressures on the general fund. So we're really we're really having those discussions uh to make sure at the end of the year uh there's no surprises and if there if there are uh we should have reported those up the actual chain of command with superintendent in the board. So madame vice president uh pending any questions uh I turn the public hand back over to Mr. Thank

022you Mr. Wooten. And let me ask again, um, Miss Branch, do we have anyone who wishes to speak to the board tonight regarding the report? No, we do not. Okay. Questions, Linda. Any questions, Kathy? Okay. Thank you, Mr. Wooten. Without further discussion or questions, I move we adjourn. Hearing no objection, we stand adjourned. I call this meeting of the Castleberry Independent School District Board of Education to order. Let the record show that a quorum of board members is present. Okay. 6:22. Okay. We had to wait for a full minute. Sorry. I call this meeting of the Castleberry Independent School District Board of Education to order. Let the record show that a quorum of board members is present and that this meeting has been duly called and that notice of this meeting has been posted in

023accordance with the Texas Open Meetings Act, Texas Government Code Chapter 551. And again, we always keep it in front of us that we want to know, we want to do what is best to promote and encourage achievement for every student in our district. Mrs. Branch, do we have anyone who has signed up to speak the meeting? No, we do not. Okay. Thank you. Okay. Mrs. Smith Faulner, were any questions called in regarding the consent agenda? No, Madame Vice President. Now, we're going to move on to our first presentation. Yes. At this time, uh we have our uh high school bond program construction update. We have Cameron Hollowman, our bond program manager, and representatives from BTC with us tonight who will present a construction update on the 24 Casper High School bond program. for that. Madame

024Vice President, Superintendent M. Smith Faulner, and board members like to give you a quick update on our September uh update of the bond. Go ahead. Okay, we're going to do three things. We're going to complete this on time. We're going to stay within budget and we're going to do it in compliance of all the safety guidelines um in order to provide a great learning environment for our students. Go ahead, Angela. Okay. Uh quick timeline this and this will shift now to December. We'll look forward next month uh because some of these things have been accomplished and completed. Big thing here is the storm water drainage. Uh we're hoping in September we get to make that connection. It's all pending on AT&T. That's our biggest challenge right now outside of what we have control of. Um,

025and the other things are moving along. I would like to note that our bids are in. We're going to have BTC mention a few things on the uh cafe uh and media center. So, those are the big things there. Thank you. And, uh, construction more detailed uh, look at everything going in. Again, we're on time. We've got a little bit of drilling of the peers and that will complete all of the underground peers um for the entire project. So, uh decking is just about all completed. Um and if we can get that storm water connected, we'll have just about all the infrastructure done. So, we go. Thank you. And then from a financial standpoint, we're still at about I think we're we're getting close to about 30% complete because Israel is moving a lot faster

026than our uh invoices are. So, uh we've only paid out about 25% to BTC. We do have a pay app on our desk now. Uh but we're probably at about 30% complete on the construction project. And with Lenny working alongside us on the soft cost, uh we've still got about 72% of that fund uh remaining to We have reached the 16month mark. Congratulations to Castleberry since you guys uh since the um voters uh voted to pass the bond. So, we're doing good there. And we've got about another 16 months to go. So, we're just about on the way downhill and we're looking forward to uh keeping it smooth. Thank you. And without further ado, I'd like to invite uh Mr. Scott and Mr. Britt up here with BTC to give you an update on all

027the wonderful things that they've been able to do. Good evening, ladies. My name is Brit and I'm just going to go over a couple of the progress photos that you see here. So, basically the photo on the left is so renovation. You can see the storage all the storage and everything. We have protection down to keep the floor protected and this is the technology office. This is going to be the new technology office. That's what that was. Okay. So, this is going. So, this building right here, that's the existing. So, this is our little connector building that we're call this is unit C. This is the connector. It's going to be the twotory connector building. And again, this was about two months ago. And now you can see that we got we've got the board.

028We've got steel for the roof. And you can see this is going to be where the sky bridge building over to the storm shelter in the new area. But you can see the progress that we're making there storm shelter. So as you can see this is about two or three months ago. We've got our steel joist in. We've got some of the structural steel in the roof on top of the shelter. And you can see this is our little structural steel sky bridge that's going to connect the two buildings. This right here is actually part of the locker room that are going to be subra. So basically you're going to have everything that's going to be around this area and then this area right here we had to back field. So, we finally got all

029that back. We're going to be bringing in our grilling rig. That's complete where we're going to connect the two buildings. This is the classroom that's over here. Waling. We're actually putting on the metal stud for the With that, do you have any questions about the progress of Oh, it is very exciting. Like Cameron said, we ran into some issues and I think Scott infrastructure the city of Fort Worth has been a challenge that We're getting ready to make the final connection for the storm water which will help us tremendously drainage situation that we have out there. So with that, I'm going to turn it over to Mr. Good evening. Thank you. Just wanted to hit on a couple of major points that we've been uh working through over the last several months, many months some

030of them. So PR4, that's just our nomenclature for you know some design changes. This is the media center. Uh this was also uh the blackbox uh the theatrical area. So we did bid it out publicly uh even though that we've already been awarded you know a certain portion of the work and we already have subcontractors on board. So we did bid it out publicly um and we've got summation of cost that we believe are inside of the budget established by the district. Um, we are scheduled to get started as soon as we get the go-ahhead and have it open and ready for school in August of 26. So, that's just the the first piece. Uh, the second piece is remember we broke the job up into two packages. We did a lot of preparation work

031that we just called early package one. Uh, so we had $129,000 of savings from that package. So, then we deduct it out of that contract and then we proposed to add it to the current building contract. so that the funds can still be used for construction. Last item, the water line. So, you guys are probably tired of hearing about the water line. So, we were required by the city if you're going to tap into the water line, it's essentially a moratorum from many months ago uh that you have to replace the line. It's an old corroded ductal iron line. And so, we've gone through all the rigomearo of design and bidding and all those things. And in our August uh meeting, they kind of threw out at us an option two, which is the district

032UTC uh do not replace the water line that they will replace it on their dime in their time. So, uh it's been kind of funny because so many months have gone by of all of this back and forth. So, but uh I guess I'll just say on behalf of BTC, we do recommend uh option two, which is the district is not responsible to replace this line. There's all sorts of risks that come along with it. Um they will allow us to tap the line and bring water to the new building just like we always would, just like any project would, no different through the normal process. Um, but it's just something that we can get out of our hair and just get back to building a schoolhouse. Any questions on those items? Happy to answer

033it. That is the same water line that we've been talking about being reimbured for. So, but we would uh such as Scott said, we would do the work at risk. And so there was a 192,000 shortfall in the reimbursement. So now with them doing the work, we would not we would be able to apply the 192 to the library. And so that's why we had some of the changes to the media center. Yes, they're going to they're going to replace it. I'm sorry. No, it's not for that reason. It's a long range replacement plan that the city of Fort Worth has. So I have a question. So this water line, it wouldn't interfere with the structure. It's not going to be under the storm shelter or anything. Okay. Very good. Thank you. Thank you so

034much. Okay, we will be moving to 4B, District Improvement Plan 2025 2026. Yes, at this time uh Dr. June Richland, our executive director of educational leadership, will present the 2526 district improvement plan with a focus on our priority areas. Good evening, madame vice president uh school board and Miss Smith Faulner. Thank you for the opportunity to present this evening on the uh district improvement plan strategies. So, I'll get started with uh reviewing our priorities. Notice I will only address the priorities tonight. However, you did receive a full copy of all of the strategies for the DIP. So, we'll get started with goal one strategies. Our first focus area is eighth grade social studies. To meet our goals in this area, we will implement vertical alignment in grades sixth through 8th grade. We know that this

035uh this strategy will help to ensure that our students uh in sixth grade all the way through 8th grade will become more familiar with our eighth grade content. In addition, we will be incorporating star released items into our eighth grade common formative assessments to ensure that we are aligned. This is something we've been doing and we will uh ensure that we are tightly aligned. In addition, we are going to be setting aside and ensuring that there is protected time at the elementary level for social studies instruction and for PLC's for social studies instruction again with a goal of reinforcing 8th grade social studies content. Our K through 8th grade teachers are implementing new social studies curriculum. So, we are supporting them with that implementation through PLC's and professional learning. In addition, they've got updated uh

036guiding documents and pacing calendars to ensure that they know what to implement when. I want to point out these bottom two strategies have stars next to them because you will see these two strategies throughout my presentation. I will explain them on this slide, but then I will skip past them on the other slides. So we will continue to support our teachers with internalizing lessons with breaking down the teaks and ensuring that their instruction is aligned to the assessments that they're administering. We will also throughout the school year as we always do progress monitor every time we've got data from uh the variety of assessments that we are implementing. We will analyze that data and then use that data to drive our instruction to develop our action plans and to provide intervention to our students at

037the seventh grade level. So, this is exciting. You'll remember when I spoke with you last month that all of our seventh grade students are taking eighth grade math and we are already seeing some positives as a result of that change. Uh so, what we're doing is we are transitioning our teachers through our guiding documents. Mr. Hutchkins is making uh changes to those documents to support this transition. It will lead to all of our students having the opportunity to take algebra 1 prior to high school. We also are providing our teachers with explicit training on the Desmos calculator. Our eighth grade students, you know, have the have the right and the ability to be able to use that calculator on their STAR assessment. We're also supporting hands-on learning through the use of the concrete representational abstract

038model. This will help to ensure that we balance conceptual understanding with procedural skills and with fluency. In addition, we are supporting problem solving with the district-wide problem solving model UPS check. Our next focus area is English one and English 2. To meet our goals here, we're facilitating full day PLC's for English one and English two teachers where we will really dig into the content to support them. We will assist them with breaking down the teaks and internalizing lessons as well as developing formative assessments for this first nine weeks. We will also conduct data walks in their classrooms to ensure uh fidelity of curriculum implementation and implementation of the strategies that we're working on with them. And then we'll provide targeted feedback to the teachers once per nine weeks. Uh we will follow the coaching cycle

039with these teachers to develop uh their capacity as well. And through the guiding documents, we will ensure that revising and editing supports are in place to support the students with responding to the text that they are reading. Um, in addition to to those areas, we are also focused on uh extended constructive responses. This one focus has the potential well it will no matter what this will impact achievement in third grade reading all the way through English 2. So this is a priority area for us. We uh know that it's such a focus area that we are intentionally spending um a great deal of time putting structures in place to support it. We are building teacher capacity through prompt analysis and we're breaking down the prompts with the students to ensure that they know how to

040break down the prompt and then our teachers are modeling strategies to use with students. In addition, we are embedding pacing of prompt analysis and planning throughout the guiding documents. That way, we ensure that it happens consistently throughout the school of the school year. Administering cold reads is a strategy that we're adding this year so that we have a better feel and and uh a better uh measure of how our students are performing when they are given something they have never read before and then they're asked to uh create an extended constructive response after reading. So this will tell us how they're functioning independently. In addition, we are providing coaching support to our teachers which may look like sidebyside coaching as well as modeling and collaborative planning. And we are refining our use of writable and

041AI supports. This year we're training our uh cows to ensure that they have a strong handle of it so that they are then able to support teachers with purposeful classroom integration. Continuing with extra Oh, go one slide. Sorry, Angela. So, in addition to what I just shared with you, what I just shared was third grade through 12th grade supports. These are our third grade through English 2 supports. Here are some additional supports that we're implementing at the elementary level and at the secondary level. So, at the elementary level, our reading language arts coordinator is developing a teacher bank of model lessons to support each component of the essay. So that then our teachers are able to scaffold the learning so that all of our students are getting exactly what they need. Wherever uh it's breaking

042down for them. We are going to really focus on supporting those particular skills for them. We are also incorporating structured student talk and oral rehearsal so that students are really thinking through what they're going to write before they write. And then we are facilitating calibration sessions where the teachers will collaboratively analyze the trends that they see in their student writing and we will embed PL to scaffold writing instruction for our students. At the secondary level we are conducting triple blind ECR scoring sessions to ensure consistency and reliability. So this means that our teachers will um will be two teachers will score writing but we will also utilize AI so that we are uh measuring our ability to to uh work consistently and measure our consistency between what we are scoring our students and how AI

043is scoring our students. We will provide training on the planning phases of the writing process while providing um choice methods for students. So, they will be required to plan, but they will have a choice in how they're going to plan and the tools they're going to use. Um, here are retesters. Oh, could you go back one slide really quickly? Angel, can you open that link there? Also provided for you at the bottom, and you'll hear a little bit more about this later. Some from Miss Smith Faulner, so I'm only going to touch on it. You'll see that I've included data for the total number of zeros, the percent of zeros, and what that looks like with our 10% decrease. You can go back. Miss Faulner will cover more when she when she's up. In addition,

044on the next slide, I'll focus on our retesters. This is another area that is a high priority for us. Our goal is to reduce these retesters by 30% in every area. So to do that, we're implementing one central spreadsheet that our stakeholders, our PLC teams, and our A staff will use to review student data, to plan for intervention for our students, and to monitor the implementation for 100% of our retesters. In addition, we are reviewing our PLC agendas to ensure that we are always setting aside time in PLC's for our teachers to answer the question, what do we do when students have not learned it? And then time will be spent in those PLC's developing intervention through the use of ACE and student attendance logs. We're also going to ensure that this intervention model gets

045started and is in full swing by October 1st, 2025. We are going to adjust our summer learning calendar this summer so that retesters who are also in need of credit recovery receive the intervention and support they need first for their star assessment that they have yet to pass before we move into credit recovery. Uh similarly we are developing a committee uh who will review the prerequisites for CTE practicums, credit recovery and other electives to ensure that we are streamlining our academic planning guide to ensure that our retesters are first receiving what they need to pass their star assessments before we're looking at other courses for them. In special education, we are increasing in every subject area and grade and grade level by 3% and we're going to uh do that in a variety of ways.

046So through effective student support, least restrictive environment and content alignment, our goal is to increase the number of special education students who we are able to successfully exit out of special education by 5% in the 2526 school year. Also, 100% of our special education teachers will complete standardsbased IEP training by their second year with the district. We will continue to use our data walks to reduce the two lowest yield co-eing strategies and increase the four highest yield co-eing strategies. In addition, we will support our special education co-teers and resource teachers in the same way that we support our general education teachers in what is provided through our teaching, learning and innovation department. And if you'll click on that link, um, Angela, here you can see, um, in each grade level and each content area, you

047can see where our special education students performed at the end of last year and what the 3% goal increase looks like in each area. And again, you'll see this uh later. So, if we move on to the next area, goal two, we have a few strategies as well. First is early literacy. Now, you'll notice as I go through early literacy, remember that the overarching goal is third grade. So, many of the strategies that I will cover here will also be in place for our third grade students, which you'll see on the next slide. So, we are implementing our redesigned literacy block with an emphasis on word recognition, comprehension, and personalized practice. We are going to monitor the implementation of that model throughout the school year using data walks. Our principles will have specific look fors

048that they will look for when they're in the classroom. And then during principal PLC's, we will uh look at the trend data and plan for next steps. We will provide explicit instruction in kindergarten through 2 grade guiding documents on formulating constructive responses when reading. In addition, we have already revised our standardsbased report cards to align them to a mirror. We've also reduced the length and made them parent friendly. Our campus academic leaders will be uh collaborating with teachers during PLC's to support them with developing small group instruction uh aligned to Amira and our district early writing committee will be meeting to evaluate our curriculum and develop strategies to help improve writing skills. The campuses are also setting literacy goals and the students will um monitor their progress on those goals and those goals are aligned

049to a mirachanics lessons are being incorporated into our kindergarten through 2 grade guiding documents to improve our student performance that will occur daily. And our prek through 2 grade teachers are as always are using beginning of year, middle of year and end of year um benchmark data to monitor and adjust instruction. And we will continue just right readers in second grade this year to support decoding and fluency. And then if we look at third grade reading again everything that's starred I've just reviewed for you that will continue in third grade. But in addition to those we have provided updated explicit writing lessons in our third grade guiding documents to support our students with short and extended constructive responses. And we've added TEACS clarifiers uh for the readiness standards including scaffolds, small groupoup strategies, and retach

050opportunities to meet the needs of our individual kiddos. And then if we move on to math, we're excited about implementing daily math fluency routines through facts on fire. Uh we are able to do that in kindergarten through fifth grade through a grant that we've received. Our math coordinator also has vertically aligned instruction to strengthen our numerousy skills. kindergarten through fifth grade. And as you heard earlier, we are implementing the CRA model to increase hands-on learning. We are also, like you heard earlier, implementing our district-wide problem solving model to ensure that our students are successful with multi-step real world problems. We uh Miss Harper also adjusted the curriculum guide uh for third grade to ensure that more time is being spent on multiplication and division. This will assist our students with really internalizing these skills. And

051on the next slide, we're going to move on to goal three, communication. So, we're really excited about this studentled conference day. This is our first day. It's been incorporated into our calendar. We have never had a studentled conference day like this before. So, our students will have the opportunity on this day to meet with their parents and explain to the their parents the progress that they are making academically, behaviorally, and and uh in attendance. They will review the goals that they have put in place, the progress that they've made and their action steps at the middle school and high school level. They will also review their graduation plans. Remember that starts very very early for us. Uh and then also exciting on the studentled conference day. We will also be incorporating a college day into

052that. So, our upper level students at the high school level will not only talk about everything that I just mentioned, but they will have the opportunity to tell their parents about where they are with CCMR completion, TSIA completion, and all of the work that they are doing to ensure that they are prepared for postsecary learning. And then goal four, operations. As you just heard from Mr. Holyan, we will ensure that our state-of-the-art high school facility it is completed on time and is beautiful. Uh in addition to that, we have some newlymandated safety standards that we will uh focus on this year and ensure 100% compliance. Thank you very much for your time this evening. Thank you. Are there any questions? turn my microphone on. Um, you answered the question about the scoring. I think that

053that you guys are hand scoring and AI. That's great. Some calibration there. I do have a question about the ACE staff and being trained for providing intervention or support. Yes, ma'am. How does that happen? Um, are they trained across content areas? So I will tell you that remember that most of our A staff are our current teachers. So like at the high school level when I was referencing the A staff, we have school district biology teachers, school district English teachers, school district math teachers that are providing that instruction. Um it's and so yes, they are trained and in uh most cases they are in the same PLC's where we are looking at the data and planning instruction. Gotcha. So if I have, let's say there's a student who needs additional support, there used to be

054I'm the math teacher, I'm the reading teacher, I might provide after school tutoring outside of ACE. Does that still exist or is it just ACE? So are you asking whether or not do they have to work in ACE or can they tutor Separately on their own. So we do, Miss Meatner, feel free to add to this if you want to. I'm going to answer as best I can, but you you can add to that. So, go ahead. Yeah. For example, Miss Beer in her newsletter, she just sent out information that all of her staff are responsible for uh tutoring, I think, one day a week in addition to uh ACE. And so, in the first part of ACE has to be tutoring. Okay? That's according to uh the guidelines. So, some of our teachers double

055kind of get to double dip because they tutor a couple times a week through ACE and they're able to get paid while they're also tutoring uh a lot of the students that we have targeted that maybe were not successful and need that high impact tutoring uh more frequently. Right. Okay. So, it's a combination. It's a combination. Okay. Perfect. Thank you for that. Um, and then I think just going back to the special education um, conversation, the standardbased IEP training like you talked around. Um, but then how do our how do our sped numbers compare to the state average or are we comparable? Are we higher, lower as far as our numbers from identified students? I did not pull that data. So, I don't want to I don't want to guess without looking at that data.

056I would want to make sure that I answer. Yes. Denise is like, I got this. Yeah, that's fine. I think just curiosity. Yeah. Thanks, Kathy. Any questions? No. Thank you very much, Dr. Richland. Thank you. Now we will move on to 4D superintendent scorecard. Uh we're going to go back to 4C. Uh before we go to 4 D. So in 4C is our goals and our early literacy mathematics and college and career military readiness. Uh we have Whitney Harper, our elementary lead coordinator who who will be presenting our Becky Putney uh our early literacy coordinator, Stephanie Martinez, director of CTE, and Dr. Uh Darla Barnes, our CHS academic dean, will present the recommended House Bill 3 goals uh for early literacy, math, and college and career and military readiness. If Becky will go ahead and

057come up, I will I want to draw uh everyone's attention to um EA legal that is uh posted on the agenda. Just as a reminder, these are the three board goals. And so the board uh adopts early literacy uh goal uh which we've made a recommendation uh mathematics or numeracy and our college career military readiness plan. So that's three goals that the board adopts. We've wrapped it into the DIP and into the strategic plan so that it gets the attention uh that it deserves. So they you set specific annual goals uh for the following five school years uh to reach uh our performance in these three areas. So in addition when we do our lonear governance training those are the three board goals that you'll be looking at according to legal policy that the board

058sets. So the board, just as a reminder, adopted the 2020 2022 House Bill three goals that we've been progress monitoring over the last uh five years. So we've shared the progress on them. uh they're linked also in uh this uh agenda, but I do want to note that some assessments utilized during the five years did change throughout the five-year cycle because as a as curriculum changes and new assessments uh are updated uh new baseline numbers are established and then progress moning based on that. Uh the district has now coming to you today refreshed the three goals for you with new five-year goals that we started working on this summer and aligned uh new annual performance objectives for each goal. So, how are we going to measure if we're getting to this overarching third grade reading,

059third grade numeracy, and CCM MR under each performance objective? And new this year, and Becky and everyone will be explaining the district district placed a space on the scorecard for additional milestones to be shared after uh the district administrator progress monitoring, which is held every nine weeks. So we usually uh give you um the goal at the beginning of the year. We we do presentations on where we are at the beginning, middle, and end of year. In addition, you're going to see that we've broken it down to more categories in which after each benchmark or middle, beginning or end of year, uh what categories are we really going to be focusing on uh during our progress monitoring? And uh we're going to go ahead and place them. This is in addition to what we usually

060do, place them on the scorecard so that our schoolboard members can look at what components of each goal we're looking at and our performance objectives. And you're seeing what we're reviewing every nine weeks. And so we provided the three scorecards with the recommendated recommended uh goals. And so each group will kind of go through what's on their scorecard. the annual goal. So, the the five-year goal for third grade is that the percent of third grade students that score meets on star reading will increase from 36% to 55% by June 2030. And then below that for the annual goal, you'll see that we want to increase from 36% to 40% by the end of this school year. And then underneath that, you will see the increments that will get us to that five-year goal. So you'll

061see the goal, the annual goals that we've set for each year uh to make sure that we get to 55% by June of 2030. Then to monitor our annual progress, we're going to track student growth through our reading benchmarks. And so you'll see space for our reading benchmarks. The reading benchmarks are starreleased tests. But as you know, when we say reading assessment, it's really only about 50% that's reading and the other 50% is writing. So, you'll see that we're going to be monitoring our progress in the the four areas that we can see student um uh proficiency on a on a benchmark. So, that's reading, just being able to answer questions uh from a reading passage, it's revising, it's editing, and then writing is their essay that they write in response to a reading passage.

062We want to break it down that way because you saw some of our goals um had to do with reducing zeros and their essays and things like that on our district improvement plan. So that's going to help us provide really targeted instruction. Um after third grade, you'll see in prek that uh we the same thing in light blue you see the five-year goal for prek and under that an annual goal. So prek I wanted to remind you of of two things in prek. One is the the tool that we use to measure literacy proficiency in prek is from a um our commissioner approved assessment which is circle. And the way that uh we don't track approaches meets and masters. It's on track. You're either on track or you're not. So, we're going to be looking

063to see um every literacy component on circle needs to be on track for a student to be overall on track. So, our five-year goal is going to be um will increase from 68% of our students being on track in all literacy components to 82% by 2030. And then our annual goal in the gray field is to increase to 70% by the end of this school year. And you'll see that we um we're looking for all literacy components, but you'll see four in the space here that we're monitoring. Those are four areas we're going to be paying particularly close attention to because they align to kinder readiness the next year. Kinder readiness is made up of these areas and that's what the state uses for our TPR reports. The TPR reports are reports that anyone can

064access and a lot of entities use those reports to discuss and monitor how districts are performing. So, we want to make sure that we're on track in those specific areas as well. Then after preK, you'll notice in kindergarten through 2 grade that we're going to be measuring literacy proficiency with a mirror and we'll track an overall mastery score and then we'll track both sides of that reading rope that we've talked about before. So the word recognition mastery and a comprehension mastery. Now Amira doesn't assess writing. So we'll continue to use our beginning, middle, and end of the year writing benchmarks. And then in second grade, you'll notice one additional component uh that we'll be tracking. Um since second grade is the year before third grade, uh we want to make sure that they have some

065practice on STAR formatted assessments. So we do reading benchmarks uh for second grade and we'll be looking at their um uh in addition to a mirror, we'll be doing reading benchmarks where we look at their reading and we also look at their editing and revising. And then just like uh in kinder and first grade, they also have the writing benchmarks beginning, middle, and end of year. So that's the the early literacy uh scorecard for you. Thank you. Questions? Thank you. First of all, I have a quick question. Sure. Um so I see the early literacy goals and I know we have English and Spanish. Are those collectively English and Spanish together or those separate on the scorecard? It is collectively together, but we do track that data separately as well. Okay. Thank you. You're welcome.

066Anything else? Good evening, Superintendent Smith Faulner, Vice President Martinez, and members of the school board. Today, I'd like to highlight our district's progress towards the HB3 early numerousy goals. These goals are not just numbers on a page. They represent our commitment to ensuring every student builds a strong foundation in mathematics from the earliest grades. Please note, we are using the goals our students met from spring of 2025 as a baseline for our new five-year goals. So, let's begin with third grade. Just like in reading, the light blue area is our long-term five-year goal, while the gray sections shows the yearly goal for 2026. In 2025, 27% of our third grade students met or mastered grade level on Star Math. The district's goal is to raise that number to 55% by the year 2030 with an

067interim milestone for this year of 34%. This means in just one year we need to move nearly one in 10 more students into the meats category. Now this is ambitious but achievable with the right supports in place to monitor all grade levels. We will be measuring progress on our benchmarks throughout the year. as you can see on the bottom uh line for the third grade area. Now, let's look at pre kindergarten. Currently, 91% of our prek students are on track in math on the circle progress monitoring assessment. By 2026, the district will strive for 92% and by 2030, 95%. Early numeracy is critical. These skills are the building blocks for later problem solving and conceptual understanding. Our kindergarteners show 93% of students are meeting the expectation on the end of the year STEM scopes math

068assessment. So this is a different assessment than they're taking in pre kindergarten. Our trajectory takes us from that baseline up to 94% by 2026 and 95% by 2030. Now, although our numbers are already high in this grade level, it's extremely important that we're able to maintain these early numerousy numbers year after year. Our first grade is in a very strong starting space, starting place, excuse me, with 86% meeting expectations on that end of the year STEM scopes math assessment. The challenge here is different. It's about sustaining high performance and growth toward that 92% by 2030. That requires not just maintaining a strong strong instruction but also ensuring consistency across all classrooms and campuses. Finally, in second grade, we see that 88% are meeting expectations on the end of the year STEM scopes math assessment. The

069district's 2026 target is 89% and by 2030 we're striving for 93%. This is a pivotal grade where fluency, number sense, and problem solving converge, which set the students up for success on the rigorous demands of STAR in the third grade. Now, as Dr. Richland mentioned earlier, to assist us with our fluency goals in kinder through fifth, Castlebury ISD was awarded a three-year grant called Fax on Fire through Oklahoma State University and TEA. Every student on every elementary campus practices daily fluency at the same time each day. The entire campus is vested in this fluency practice and the students are very excited to beat their score from the day before. For elementary campuses to reach these short and long-term goals, we will focus on high quality instruction, consistent progress monitoring, numerical fluency, and strong intervention supports

070every day. Thank you. questions. Thank you. Good evening, board members. Maulner, we are here to present our newly updated House Bill 3 CCMR goals for the next five years. We wanted to ensure that our new recommended House Bill 3 goals are in alignment with our A throughF accountability measures. We've had some really great successes with our overall CCMR goal and plan to keep it that way for the subsequent years. While uh the TEA may create more hoops and for us to jump through, we will continue to pivot and ensure our students are ready for college career or the military. We will maintain our goal of 98% or 2526 and look to raise it by a percentage point until uh 2030. While this may seem like a small increase, it represents a critical push to close

071the cap for a few students who are not yet meeting the standard. As you will see, the same intentionality has been recommended throughout our newly recommended goals. The second recommended goal focuses on strengthening college readiness through standardized assessments. Only 12.5% of our graduates currently meet or exceed the college ready benchmark on SAT, ACT, and TSI2. We aim to raise that to 20% by 2026 and to 35 or 30% by uh 2030. We are testing as early as 8th grade to be intentional about preparing our students for college readiness. In addition, we're monitoring that student progress as you can see throughout the year. Our third recommended goal is emphasizing academic acceleration through dual credit opportunities. At present, 21% of our graduates earn college credit before leaving high school. We are recommending a goal to increase that

072to 25% by 2026 and ultimately 30% by 2030. Currently, we offer around uh 10 dual credit classes, which will continue to increase. At CHS, we are committed to expanding career readiness through our industry-based certifications. Currently, 37% of our students graduate with a certification and complete it pathway. However, uh some of the industrybased certifications uh we are currently utilizing will be sunset it, which means they will no longer count for CCMR. If you remember, we had the MOSS certification. They sunset it a few years ago. So, it's like they kind of figure out what we're using and then they they pivot on us. So, um notice our percentage is going to drop to 2026 due to the anticipation of this adjustment. So, if you were wondering why that went down, that is we're making accounts for

073that. This will mean a lower recommended goal in 2026, but our short-term recommended goal is to reach 2025 or 25% by 2026. A longerterm focus of refining and increasing participation ensures a strong workforce alignment by 2030 to meet the recommended goal of 30. And we've made adjustments to this in our current pathways and are still on track for the new spaces in our CTE building coming up here shortly. And la our lastly, our final recommended goal is to increase the percentage of graduates who complete an on-ramps course or dual enrollment, you may hear it, and qualify for college credit. Currently 19% of our 2025 students achieve this and our target is to grow um to 21% by 2026 ultimately 25% by 2030. We have increased our on-ramps courses to eight uh course offerings and over

07420 different class selections this year. Thank you for hearing our recommendations. Thank y'all first of all. Thank you for that. um on the TSI uh TSIA, SAT, ACT. Do all of our students take that or what the what's the percentage of students that actually take those assessments? We that make up the 12%. Junior year, we test every student for SAT and we do try to test every student for TSIAT starting in eighth grade. We have different benchmarks in eth, 9th, and 10th grade where they're giving opportunities to pass TSIT. So this 12% is collectively all of those assistants. Yes. Both. Both. Okay. Correct. To get CCMR credit, they have to master both. So, we have a lot of kids that do really well in English or do really well in math and now they have

075to do well in both. Gotcha. Okay. Thanks for that clarification. You're welcome. Any other questions? Thank you. Okay. Next we'll have Mrs. Smith Smith Faulner doing the superintendent scorecard. You do have a paper copy of the scorecard. you had the House Bill three uh recommended goals and then you have a copy of the scorecard. You're probably thinking there are a lot of goals, a lot of performance objectives that have been presented tonight and a lot of strategies and um you're probably thinking how are you going to monitor that? Well, all of the goals and performance objectives are created after careful review. um of the end of the year data and it actually begins uh in June as soon as we get the star data we get some of the end ofear uh literacy and numerousy

076and our CCMR uh data starts coming in we collect that we have presented it to the school board and then we take that that data and we begin looking at it in June and then at the July ALT retreat the district admin they come together and they review that and we determine as such as what Dr. Richland uh provided today are the the hot spots. What are going to be those priority areas and and what are we going to put our time into? And so we really looked at our data and decided what are those areas that we're going to uh focus on this year and you heard uh some of the strategies uh from Dr. Richland that the team came up with. Um after that we also establish what is our professional learning going

077to look like at the beginning of the year and we've already hosted a lot of the uh professional learning in these areas. People sometimes uh come to the superintendent and they say these are too many goals and it's overwhelming but let's break it down a little bit. Um there's various departments, there's subject uh matter experts, and there's campus specific assigned goals to achieve and everyone as a team has to work together and do their part for A throughF accountability. Uh we can have three board goals, but if we just look at literacy, early literacy, and we only look at numeracy, and we only look at CCMR, there's going to be big gaps in our A throughF accountability. So there are a lot of goals and it takes a real strong team and I'm glad we've

078had such retention to all come together and do their part in their areas so that um our A throughF desired outcomes uh can happen. So it takes the district's close monitoring of all these presented goals and all the team members pulling their fair share. Um it means that our beginning of year and middle of year benchmarks we're going to look at them. All those categories have to be looked at individually and monitored to drive those student outcomes because we have to make adjustments and change our course of action when not. So these goals that we've talked about uh drive the district's nineweeks progress monitoring in which when all the administrators come together they have you know 40 minutes 354 minutes of presenting their data and their action plans and what what are next steps. um

079we come together and I started I have lots of presentations with a lot of data and how can the superintendent monitor all of those items and also I've had some of our cows already look at uh the scorecard so that they'd have a quick look at uh their presentation kind of like a quick a cliffnotes version of it because we we do look and collect data each nine weeks. So, what I've done is I provided a copy of what we're I'm calling the superintendent scorecard. Uh, and it is an additional tool that I'll be using uh this year and sharing with our campuses uh to monitor student performance and it is directly aligned with the DIP priorities which host your House Bill three goals and also h has your strategic plan goals. So, they're all

080tied together. So, um, Kelly, I see you've pulled up the first page of the superintendent scorecard, and this basically takes goal two of the DIP, which is the House Bill 3 performance objectives. I want to walk through at each nine weeks kind of what happens as we collect data. So for example one rla uh our performance objective number one the percentage of third grade students that score meets on star reading will increase from 36 to 40%. Next to benchmark one let's say that kids scored 38% meets. We'll type in you got to pull up go ahead and pull up the other one. Yeah. Go and pull go and pull up the one that's not read only. It's okay. Yeah. Oh, okay. So, you changed it. It's not the one anymore. Okay. So, what we would

081do is where it says benchmark one, we would put let's say 38 uh% of the students. And you can point to where benchmark one is. There you go, Kelly. So, on benchmark one, you would put uh 38%. And then where it says no data, uh there is a dropdown. Then I would place a red concern, a at risk, an ontrack or exceeds or superior. And you can see those color codes at the bottom. So for example, if there were 38, I would click and make that yellow and it would be on track next to benchmark number one. Okay? And so um you would see that for benchmark number one, I'd have a quick and easy way to see if we were on track. But also notice that you heard a lot of other u performance

082objectives. You'll see that the sped um approaches and this actually is related to um RDA which we didn't speak a lot about. We're monitoring how many of our students in sped actually pass. Last year we had 47% of our sped students pass third grade reading. So our goal is to add three uh points. And so if you look at the goal, it says 50%. So once we do benchmark one, we're going to monitor how many of our sped students were at approaches. So we will know just in that specific grade level, not as a district as a whole, because I need to find out what grade levels are struggling with meeting that sped goal. And then even uh better, we also have how many zeros were on uh that first benchmark because we're looking at

083decreasing zeros by 10%. And last year we know that our third grade scores went down. And when we analyzed it, we had 40 um over 49% of our students uh receiving zeros on uh their benchmark on their not their benchmark on their star test. So we had our issue is that we had more zeros than we had the previous year. And so our goal is going to be that we want to get our zeros down to 39%. Okay. So now in one spot we have several of our performance objectives and I can very easily look and the cows can look at that and see if they're on track each of the nine uh six weeks after we go through our progress monitoring. So all of that is wrapped in to third grade and we can

084see there you go Kelly you brought it up. So um you can see that we've entered the 38 and then I would change it to yellow. So very easily I can say hey we're on track we're moving in the right direction and um we'll each benchmark until star we'll be able to monitor that a trend if you look and go down to star reading fourth grade our uh zero uh goal is 22% and so you see that significant lower and what trend we're seeing is the lower zero you have in writing, the higher your overall score is in your reading, in your ELA score. And if you look at middle school, we're going to pull it up. And when you have really low zeros, you have very high performance and students. And because that writing

085is 20% of the overall score, there's a direct correlation. So when Dr. Richland showed you all of the strategies on our constructive responses. That is why we know that there is a big correlation between the writing scores and the overall score. And we need to be sure we're calibrating with not only teachers but what does AI say after our teachers score it. So that's the three blind uh scoring. Okay. Um if you look at math you'll see that there's three benchmarks and a star. We also have our sped and so our goal is uh 38 uh% of our sped students will be um approaches on the math benchmarks. And you'll see that we have already taken every grade level and provided uh the goals for each subject including science in fifth grade. If you go

086to page two, we have a middle school scorecard. And on the middle school card, I think this really tells the trend that I was sharing because Kelly, if you pull up fourth grade, notice that I'm sorry, sixth grade, you'll notice our goal is to get our zeros down to 4%. We had a very high score in our ELA star scores compared to the state. We did quite well. And when you notice, there's a direct correlation to our writing scores. So we know that when we have higher writing scores and we get the 20 points that we're doing uh better on our overall meets also in our reading. So I think that that is just very eyeopening on what trends and why we have to focus on writing and revising and editing because it's 50% of

087the test and so we have to get those early literacy scores so we can move on to revising, editing and writing. So you'll see that and I think the middle school did really well on um their extended responses. In math you'll see that we have the sped approaches goal also. And then in science we also have our sped goal along with our benchmarks and social studies. We do know that um we did not have a lot of our sped uh approaches in social studies and you can see that that's why the goal is very low only uh adding 3% means we only had 11% of our um special ed uh pass our social studies and so we're working on providing uh more support there. As a matter of fact, we had a social studies teacher

088get his sped certification. So we are addressing that in some of the uh strategies. If we look at the high school scorecard, you'll see English one, English two, science, social studies, and math all of our end of course. You'll see that we have our uh performance objectives in uh English two. Notice we had much higher percent of students uh not passing the writing uh portion of the test and so we will be um working on uh that. But in science and social studies we had a high percent of our sped students passing. Our house bill uh two uh CCMR goals are also at the very bottom. They don't go into as much detail as the House Bill three scorecard. I do not need to reinvent that, but I'll just be watching that. And then on

089the last page is the overall district scorecard where I look at the district as a whole. So not only are we going to look at um our extended constructive response zeros, the district goal is to decrease it down to 20% zeros from 30% overall. So I'm going to look at it by grade level. And I'm also going to look at it as a district. How are we performing? uh is it just one grade or is it a district uh systemic issue? So I have that um the overall retesters are added at the bottom. Uh in here uh we've done the district has done significant work because we know if we don't work our retest numbers down, we're never going to uh perform uh on our high school A throughF. So if you look at these

090numbers in June in English one we had 94 we have 94 retesters after the June uh assessment. So we want to decrease that by 30%. So, if you look over to the right, the goal is to have after our December testing is to have 66 retesters that we will be working with and they'll take their next assessment uh in June in April uh during the STAR test. So, um we know how many, we know who they are, and we know what they need. Uh it's been a lot of work. We know what path they're on, what class they need to be in. uh and uh if they need credit or if uh they're actually in a a full day extra class getting them the support. So uh that's there. And then uh the percentage of

091special ed students approaching grade level. Our goal is to be district-wide at 37% when we look at all tests collectively. So that is um three points higher than last year on uh approaches. And again, if you ask why approaches and not meets because that's based on RDA. So, we take every bit of data and decide what areas do we need to keep a close eye on and where did we set our goals. And now, this is after all the presentations, we have an area that we'll complete the scorecard each nine weeks in addition to the presentations to have a quick uh view. That is all I have. Madam, Vice President. Thank you, Miss Smith Faulner. Any questions? Thank you. Thank you. At this time, the board will retire to close session under Texas Government Code

092sections 551 0.071 and 551.074 to discuss the items listed on the agenda. And the time is now 7:27. I call this meeting back to order after our recess. The time is 7:44. As we continue tonight's meeting, we welcome 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 Castlebury Independent School District is inspiring and empire empowering all students to be innovative thinkers in the global community. At this time, we will begin with the pledges. Yes, we have two students from Irma Marsh Middle School. Please stand for the pledges. 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.

093And now for the Texas flag. Honor the Texas flag. I pledge allegiance to thee, Texas, one state under God, one and indivisible. Thank you. I believe we have some campus recognitions. Yes, at this time we have Irma Marsh Middle School and the STEM Academy recognition. So, Irma Marsh Middle School students will recognize students and staff who are in route to destination success. Good evening, board vice president, Superintendent Smith Faulner, and other members of the board. My name is Josiah Garcia, and we've hoped you packed your boarding pass because tonight you're flying with us. Our trip is heading straight to Destination Success. We can't wait to show you some of the awesome things happening at IMS and the wins we've already had this year. At MMS, our vision has been the same. To be a school

094where everyone can love, learn, grow, and belong. We do that by keeping our school welcoming and supportive so students can succeed both in class and in life. It's not easy, but we've got this. [Applause] Good evening. My name is Aiker Morales. Our first stop is all about discipline. Go ahead and stamp your passport because we've given our behavior systems a big makeover this year. We've changed how we handle protocols, responses, and the structures across the whole campus. We want to shine the spotlight on someone who helps make this work every single day. Our ISS monitor, Alexis Fernandez. Miss Fernandez, will you come up to the front? [Applause] Miss Fernandez takes her job as an ISS monitor very seriously. She made a daily schedule for students that includes yoga, meditation, and a time and to reflect

095on their choices, plus a focus on academics so no one falls behind. She also brought in behavioral workbooks, and even a think sheet to help students learn and from their mistakes and get back on track. Thank you, Miss Fernandez, for helping students turn challenges into success. [Applause] Hello, my name is Camila Gallardo. Our next stop is all of our facility staff. This team works together and so hard every day to keep our school looking great. We want to give a special recognition to our head custodian, Mr. Cecilia Hernandez. Mr. Hernandez, will you please come to the front? This summer, our campus was used for both middle school and high school summer school, which meant Mr. Hernandez had way less time and his team to get everything ready for the new year. But he led with

096amazing work, ethic, and dedication every single day to make sure it happened. Thank you, Mr. Mr. Cecilio. We've got this because of you. Our next stop takes us our next stop takes us to the classroom of Mr. Steven Rivera. He is our he's new to the IMMS this year but brings seven years of experience and is already teach is and is teaching principles is hospitality. Right away he has shown us the kind of teacher he is. one who welcomes every student to his classroom and makes learning mean meaningful. Mr. Rivera, could you come to the front? [Applause] Hello everyone, my name is Camila Nahera. One thing we love most about Mr. Rivera is how he includes our community- based instruction students. In his class, all students are called on, celebrated, and encouraged. This builds this

097helps bus skills for independence in the future and it also shows us what great teaching looks like. Thank you Mr. Rivera. [Applause] The next step on our passport is for our bold moves. This year every seventh grader is on the honors track in math. That that means they'll all be taking the eighth grade star test which includes using a calculator. We are already following the lead of Dallas ISD who has already shown some success with this model and it's already paying off. Last year when you combined in seventh and eighth grade unit one math data the scores were 61% approaches, 45% meets and 21% masters. This year the combined scores are 86% approaches, 74% meets, and 45% masters. That's a huge jump. Proof that bold moves make a big difference. [Applause] At IMMS, fine arts

098are a huge part of who we are. Tonight, every fine art is represented by our student presenters. Visual arts, band, choir, mariachi, and theater, which shows the strength and variety of our programs and how important the arts are to our campus. Our visual arts program recently submitted artwork for the TAEA contest and will be displayed at the TASB convention. Our band has 428 students, the best, the biggest in Irma Marsh history. They're getting ready for their first pep rally performance and for all region. Our choir students are preparing for region 30 auditions. Mariachi Loskos is practicing for their very first districtwide performance during Hispanic Heritage Month. In our theater, students are preparing for their first show of their year as well as a junior thespian festival. Together, these fine arts programs prove that no matter

099the stage, canvas, or classroom, our destination is success. [Applause] Hello, my name is Yeti Pacas. The next stamp on our passport is why IMMS. At IMMS, families in our community have choices and we are proud to say they chose to travel with us. I myself am actually a transfer student, too. I IMS students get to learn, grow, and belong. And on this stop, you'll hear from parents themselves about why they picked our school. [Applause] Because I love this district. I feel like academically and stay after school with the kids, the tutoring, the programs like the field trips and the school. Uh they really take care of the kiddos and help help them like he's on a special needs. So they have a really good uh program here for them. I would like to share the

100reasons why I decided to transfer my daughter to Irma Marsh. I believe Irma Marsha offers an environment where Victoria can grow, not just academically, but also through athletics. Irma Marshia's overall B campus rating also played a role in my decision. Victoria's a bright student, and I felt it was only right to place her in a school where she could truly flourish. Hello, my name is Alan Vega and I'm a new STEM student. For our last stop, we're stamping our passport at the IMMS STEM Academy. STEM stands for science, technology, engineering, and math. And it's a special program right here at our school. Every year, incoming sixth graders can apply in the spring. And this year, we had so many applicants. We had two cohorts this fall. This year, we're excited to have two great two

101sixth grade cohorts in the STEM Academy. Both groups even kicked off their journey at the STEM summer camp where they got to explore hands-on projects, meet new classmates, and start building their skills for the future. [Applause] Another stamp in our STEM passport is all about field trips. STEM students get to go on extra trips that connect to their learning, like the Flight Museum, the Autobomb Center, the Steam Carnival, and more. These experiences take what we learn in class and make them real. [Applause] Another stamp in our STEM passport is all about field trip. Oh, sorry. Every STEM student takes part in the science fair. It's a big chance to show off their projects and ideas and many of our students go to compete at the regional level. It's proof that their hard work really pays

102off. Thank you so much for allowing us to showcase our school to you tonight. We would like to take a moment to thank our families for coming to support us. Please stand if you're a parent of an IMMS student or the presenters this evening. [Applause] We would also like to thank IMMS staff for coming to support us. Please stand if you're an IMMS staff member. [Applause] Thank you again. Thank you. We love the presentations. Great work is going on there at the middle school. We're going to take a few moments to take some pictures, please. Mrs. branch will help everybody organize. But if y'all can come up at the front here. Thank you. We will now continue and return to some items that we moved prior to us breaking for close session. So now we

103will go to 4E district and community reading incentive. Yes. At this time our lead librarian Diana Kobe will present uh the district and community uh reading initiative that our librarians have been working on. Well, thank you, Madame Vice President, school board members, and Superintendent Smith Walner. I am very excited to talk to you about our district's reading program. All right. We have worked really hard to align our reading program with the district's literacy resolution. And some of the ways that we are able to do that is using our reading program that we've designed is that it's going to increase reading volume and practice. We will also help with motivation and goal setting. It will provide teachers and administrators with some data for instructional decision. Hopefully, it's going to create this great schoolwide or communitywide literacy

104culture and through our incentives have a shift in our motivational um experiences with um some of these these wonderful incentives these librarians have put together. All right. So, as you can see, we believe that when we read together, we succeed together. And so, we are looking forward as a district to help support our students with their reading and increasing this desire to read, not just academically, but also for pleasure and for the joy of reading. We are going to be using Beanstack. Now the great thing about Beanstack is our students are familiar with it even now as at the high school level. We have been using Beanstack long enough in the district that some of them are even familiar at the high school level. And one of the great things about tracking the minutes. It's

105not necessarily the tracking part that's great about it's the fact that they can see growth. And we're asking students this year to read 2,000 minutes. And we've broken it down even further. That's 300 minutes a month or 15 minutes a day. We know that 15 minutes a day changes a student's reading. It allows them to develop their vocabulary. It allows them to build academicly and improve throughout in their lives. So that's that's the minimum goal, 15 minutes a day. And hopefully as we move forward, we'll be able to see that progress. We've already have had students already logging in and participating and we haven't even kicked it completely off. Um we're going to the kickoff starts as you can see on the next slide starts with our superintendent challenge. It is posted today. So if

106you have students and community members in um in Beanstack they can show you the different um badges that they can receive. uh the initial badge. The great thing about Beanstack is when you sign in for any program or any of the uh reading challenges, it signs you up for all of them. So any minutes that they have will just roll over as they do the superintendence challenge. So we are ready today. We kicked off the we it's it is posted. you look forward to some parent square messages that Beanstack is the superintendence challenge has kicked off. We we have some intermediate badges along the way but we're looking forward to in January that we could have some reading pep rallies where we celebrate the reader progress even the small progress to the highest level. We

107want students to realize if you read you're a reader and we want them to grow in that. And then at the end of the school year, we are looking forward to taking those students that have the 2,00 minutes and create and taking some campus photos with the superintendent say, "Hey, this group of students met their goal and they've reached this 2,000 minutes, this accomplishment." So, we look forward to following that superintendent's challenge and sharing those achievements throughout the the school year. So each campus has set a goal for based on basically the student enrollment in elementary and middle school and high school. We're just working to get the students engaged. I will tell you a little secret. Without those cell phones, the circulation at the high school has been through the roof. They're like, "What

108do we do?" And so they have been checking out books. And so we're trying to figure out ways how to keep those book books coming while we transition into our our new space for the temporarily. So each campus has set their goals and we're developing you can see this visual tracker that AV KO has that as the students read each campus is looking forward to creating this type of a tracker some way or other that the kids can see visually where are we as a campus in reaching their goals. Our goal is 1 million minutes and we believe that it is achievable and we believe that we can surpass it. As we embrace this as a district and as a campus um and a community, we will reach the million minutes and I think we'll

109we'll be able to reset that goal and achieve higher than that. So, we are grateful to our librarians and our library staff because without them, this does not work because they're the ones that monitor and provide the incentives. We've tried to simplify the incentives this year a little bit by just breaking it down to monthly challenges and then the schoolwide um goals and then the end of the year goals. There are little things along the way, but each month as a student meets their goal, there is an incentive that provided by their librarian in their library. And we have this is our new addition this year. This is our traveling trophy. It will go to the campus at the um ALT meetings and they will get to house it in there with Benny the bean.

110Each camp each campus has their own bean that they're going to pass around to classrooms, but this is the one that gets to stay with the trophy and they will get to have the trophy. It'll be based on based on the minutes per student because we understand that some campuses are larger than others and if we just went purely by minutes, it could lean one way or the other and leave out some of our our smaller campus or maybe the high school. You never know. So, we're this will be traveling around and so watch for those photos and things that um coming your way on um Parent Square. Now, we do have a timeline so you can kind of track where we're at throughout the school year. And this just shows you up through December.

111And we're going to just keep it basically we will be doing a monthly challenge and and then at the ALT we'll report the districts just to keep it in front of everybody. I feel like if we are familiar with it, if our students are familiar with it, our community is used to seeing those numbers, they'll be looking forward to that growth and that progress throughout the year. and we look forward to helping support not just reading in the libraries but our students academic progress. We believe the librarians and the library staff um we've got this. We're going to do it. And so please reach out if you would like to see what Beanstack looks if you don't have a student on the the student end. Please reach out. We'd be happy to show you show

112you the superintendent badges and the the whole challenge. So just reach out and we will show you those details and thank you. Do we have any questions? Okay. So I noticed Angela, can you go back to the minutes or how many? Yes. I'm just curious. C is always very competitive. How did they get 300,000? Well, they actually have the most students. So they get 300. They And we figure that I mean, we were looking at the numbers today. It is they've already in the first couple weeks already are at like 9% of their goal. They're just the kids are familiar with it and they're excited to be back in and reading again. And I'm I'm definitely looking forward middle school and high school now that well high school especially those the cell phones aren't there.

113It's been it's been fun to watch them. I wanted to add something. So, I don't know if you noticed, but last weekend when I read all the parent the newsletters, I logged my time in. So, so I was going to tell the school board, they read a lot of board agendas and reports. So, what I'm thinking, we should challenge them to log their minutes after they read all of those reports and we can uh put them in part of the challenge. Yes. And we can Yes. and we can definitely show you how to use Beanstack. We would love to come and share it with you. That would be great. First of all, thank you for this because you're speaking to my heart first of all. Um, anybody who knows me knows this is like right

114up my alley. So, I appreciate that. And I do believe that just the 15 minutes a day is an equalizer for our students. So, thank you for doing that and for investing the time and for um us committing to that because this really means a lot. So, thank you. Thank you. And I want to challenge my granddaughters. So, yes, I would sign up. Yes, sounds good. Thank you. Okay. So, we're moving to 4F, resolution regarding Senate Bill 12 and parent rights. Mr. Jackson. Yes, ma'am. Um, good evening, Miss Smith Faulner, Vice President Martinez, and board members. Um, so this resolution that is in front of you is something that is produced by TASBY. Uh, basically it's them recognizing that Senate Bill 12 has this extensive amount of changes regarding parent rights and and they're saying

115we're not going to have the policy ready for you until potentially mid-occtober that board policy update 126. So, here's something you can adopt as a school district if you want to to say, "Hey, we're buying in right now earlier on to these law or with their laws as of September 1st." So, we're buying in right now and and showing that that we're supporting this new Senate bill. Any questions? Yes, ma'am. Uh yes, you can amend it. So if you want to uh take a vote, it is an action because of course all the laws are have become effective. September 1st, we're waiting like Wes said to get further guidance on each one of them and we're slowly rolling them out. Uh if you wanted to do the resolution, if you want to take action on

116it tonight, you can and it can be amended uh later uh with whatever amendments. There was one that uh Wes, can you check that one item for me? You think? Yes, ma'am. Okay. Before we uh come back on an action item. Okay. I I just think because most of almost half of us aren't here, I would rather us not take action tonight if that's okay with everybody else. Okay, we'll move to item number seven, discussion items. 7A is a capital improvement projects quarterly update. Good evening, uh, Madame Vice President, board members, superintendent, uh, Miss Renee Smith Faulner. Um, I've got a, uh, just a discussion item that I'm bringing to you. Um going back to our July 14th uh board meeting, I presented the original um capital improvement uh projects for the 20 2526 school

117year that were basically based on two scopes of of work. One was uh the roof concerns and then HVAC throughout the district. based on the recent information that we received um over the last uh couple weeks and you heard a little bit tonight with our uh um accountability rating uh with financial transparency along with the bond construction update that we feel like um there's a very good chance the district can recoup some additional monies from that bond. Um, and with that being said, the cost savings that we're looking at with uh with these could also be put towards HVAC concerns away from Cbury High School to other parts of the district because we know there's some needs there where the bond money needs to solely isolate on Cbury High School as well. So um we

118have met with EMA which is our electrical mechanical structural engineer that's tied under the umbrella of they have looked at um a lot of our HVAC units um to get just another set of eyes um on those um when when we look at a replacement process there's a lot of factors that go into replacing those units. Um, for one is is the unit oversized or undersized? So, for example, on the original capital improvement projects, it had us replacing the auditorium units. We know here recently that those units are oversized. So, we're going to dig into that a little bit further. And we feel like we can save at least 250, maybe $300,000 because of that. So, that's part of it that goes into it. A lot of times too, you have to look at the

119structural load of those units. For example, at Joy James a couple years ago, we had to replace some units there and those units were heavier than the original ones. So, we had to do some structural engineer to the joistices to make sure that those um those were able to be held and safely secured. The other thing we look at is the electrical um and what it's going to do to the current um electrical system. And what I mean by this is any of our renovated areas. Obviously, our new construction, it's a program for um current and future needs, if we were ever to expand onto that, we've we've built that into the electrical plan with the transformers and things of that nature. A big component that goes into it is the refrigerant type. Okay? So,

120I'm going to explain it to you. I'm not. You don't have to take any tests, but at the end, you're not licensed to go work on HVAC units either. Okay? So, there is a refrigerant called R22. Okay? They no longer make those units, okay? Whether it's commercial or residential. A large majority of our units are R22s. However, we do have a enormous supply of refrigerant on hand. So, if we were low on refrigerant, we can still um we can still get those units to work. There's also a a a refrigerant called 410A, and that is slowly being phased out as we speak. Now, you can still get the units, but at some point down the road, you're going to have to um account for the units or the refrigerant that goes in it. We also

121have one called 404A that's in our freezers. And then the new one's going to be the 454B. So there's a lot of moving parts here as far as when you look at replacing units and things of that nature. Also, we look at lead times, the cost of the units. And what we're seeing is there's about a 28% increase just on the units along with the tariffs themselves. So, with all this being said, we're also looking at possible grant opportunities that are out there, some energy cost savings um that we that we can do through this replacement process in terms of the district's inventory. Okay, so we have physically looked at every unit in the district. Okay, we have roughly right now we have about 456 units, rooftop units. We have four chillers um at AB

122KO and at CE and then what we have is what is called a VRF system which is at the the high I'm sorry at the middle school which is that's basically chilled water through copper pipes. That's what was added to the original um uh administrative suite. So, one of the things that we look at too is we have put together a 10-year replacement plan both for our roofs and our HVAC. Um, that is what we currently have now and along with what we're going to be adding at the new expansion at Caspberry High School. So, what what we're saying with the the financial transparency right now after 10 years, it'll look like if things keep going the way they are, we're going to be about $4 million short, okay, of replacing all of our units

123over the cost of time. In ter in terms of our roofs, we're looking at we still have a 10 10 year replacement plan on that as well. um we look at again with cost and the the variables that we're going to be looking at about a 10 million deficit after about 10 years. Okay. So again, this goes back to the financial transparency, but at the same time, what are we doing in the meantime? So we have set up a robust preventative maintenance plan. Okay. Um of of all the units I talked about, we're we're basically doing quarterly PM checks. And what we do there is obviously change the filters, clean the coils, check the belts, make sure that all the units are running along with the air handlers. So with this, we have really stressed

124this um and we have documented as well. So right now as of next week, we will have all of our PMS done for the first quarter. Okay. Then what we'll do then is start going into our second quarter, our third quarter, and then covering all four seasons. um as it's running um 12 months out of the year. So, we feel like our HVAC probably runs about 8 to nine months out of the year um depending on weather and things of that nature. So, um performing these regular maintenance checks um can prolong the life of the equipment. Uh we do have some units that are working perfectly fine that are 15, 20 years old. One of the things we also look at is if there's a roof situation, we want to tie in the the HVAC

125at the same time. So, I'm just coming to you tonight to um ask that we revise the capital improvement projects, which will be an action item later. We're not adding any money to the actual capital improvements plan. What we're doing is shifting what we initially thought that could be recouped in some bond money and taking the money that we have aotted and being able to use it for other campuses um in our district as well. So with that I thank you for your time and your cooperation. Is there any questions? Any questions? And the amount is the 200,000? Yes. Okay. Yes. And that would be over the course of how long? I'm sorry. Just this year. Yes. So I have a question. So you mentioned the replacement plan and so I know we've always had

126the replacement plan for our buses and it seems to work okay with the buses. How is it that it didn't work for the HVAC? So, so HVAC over the over probably the last seven, eight years, sometimes it was in the replacement plan, sometimes it was pulled out and brought into the capital improvements plan. So with that being said is we were really looking shortterm as far as what was what needed immediate repair versus let's let's take this out even further because we know it's coming at some time and let's let's be prepared for it. So those were really based on those needs at the time based on our overall budget. Okay, and how that fell within the overall budget. So that again um we we're we're we're keeping that separate from the replacement plan and

127putting it in capital improvements. So remember capital improvements were really focusing on roofs and HVAC at this point. So these HVACs that are are these getting replaced the ones you have listed here? Yes. Yes. Okay. And that's with the new um I guess the freon I guess is that what it's called or well it's the freon and then so the other thing yes they are R22. So a lot of times what's happening now is if a compressor goes and the other thing that we look at too is how much cost we put into that unit. Um whether that's manh hours, parts, labor, what have you. But in these specific ones they're irreplaceable. meaning that we've had other people come out and look at it beyond our our our people itself. So, yes. And where are

128those where are the ones that are being replaced? So, one is here at the admin building that feeds into the STEM offices and then the other one is at the athletic complex that feeds into the uh varsity locker room. So, right now we have uh portable units in there um that is that is um But it's it's just a bandaid at this point. We're going to fix it. So I have another question. Yes. But maybe this would be for you, Miss Smith Faulner. Um accounting wise, I just wanted to see is this something that's going to be like a budget amendment? How does this fall in there? Um it will not be a budget amendment. And basically to summarize what Lenny is saying is because the auditorium is in the footprint of the bond, we're

129able uh to replace those with bond money because it's in the footprint. So what Lenny's going to do is because we were going to use replacement plan money to replace auditorium, we are able to go ahead and replace it because it's in the footprint of the bond. And then that money will uh be the money that he's saving from the high school now is going to be put into other areas that are failing. So, one thing I failed to add um is with this this theory or thought process too is we will be able to save substantial amount of money because we're going to have we're going to be working with EMA who like I said is under the umbrella of we will be able to use some of the equipment like cranes and things

130of that nature when we start putting units on the new building late January February. So now you're not having to pay for um a mobilization fee for that crane and things of that nature. So there is some things there that we feel like um we need to take advantage of that because now's the time there there's not going to be another time like this that we that we can take advantage of that. But we're going to put some thought into it too to make sure that it's um sized for the right amount of square footage as well. Thank you. Any other questions? At this time, we will consider the consent agenda as presented. Do I have a motion? A second. Second. Okay. We will vote. Motion carries. 4 Z. We have further action items. 9A

1319 9a in view of our missing board members for tonight. I would suggest that we postpone. Okay. So that would be 9A. Oops. 9 and 9. Both of them 9 A and 9B. And now on the the 9B, that is the one that we can actually amend later on. And this one it's important to remember that it has the part that in the par parent rights uh child can't be given any kind of non-life saving assistance. So you know that's one thing to consider. And so that's like if your child is bleeding, they cannot have a band-aid issued because we don't have this approved yet. We we did send out the consent form uh for parents to uh sign. We did have a sample that we sent out. So at this point, we're waiting for

132the parents to give us consent. So, I think what Mary Lou is saying is we've already put this into motion and your resolution just says that yes, we're going to uh we're committed to putting this in motion now since it's law and we understand that we're getting further guidance as we're doing this. And how else are we informing families or parents for this? So, Wes, if you'll come on up. Oh, there we go. Um, we're trying to give this to to parents in bite-sized pieces and prioritize the things that we need. So, we really wanted to make sure that we got, as Mary Lou was referring to, that that permission out for the medical care and for them to see the school counselors and those kind of things. So, we pushed that out first. TEA

133is beginning to release some parent rights documents and things that we can use to inform parents of the other pieces that are involved in Senate Bill 12. So, do you have um I guess a timeline of these 25 things of as far as rolling it out to families or we're waiting for more guidance and as the commissioner has been uh helping us and uh giving us more guidance, we are slowly rolling it out as we're getting more details. It's Yes, ma'am. We want to make sure that we're giving them the correct and most accurate information that we can. I think that we're okay um if we want to uh read through it some more and consider it. Uh I think that uh we are because it's law, we are uh rolling out following it. We're

134rolling it out. Um So we will postpone. Okay. We will consider 9C, consider approval of the amended capital improvement projects. Do I have a motion? I move to approve the amended capital improvement projects as presented. I have a second. Second. I thought you were taking it back. Okay. Shall we vote? Motion passes 4 Z. Okay, next we have 4 D. Consider approval of the school board operating nine nine D. Consider approval of the schoolboard operating procedures. And I think Mrs. Branch is going to give us a just an update on that. All right. on our last um time that we looked at this which I believe was in June I believe it was um we made some adjustments to and it's it's in red down down down down here on election and it was so

135we can look and get current information so we can look and get current information on that and so this whole document has been reviewed and those links have been added um and those are also in red like you right here with BBB. So, as you go through the document, you'll see all the different items that were linked in red. So, that was the next task was to complete that. Um, we presented this at the last board meeting. Um, I don't believe there were any questions and so we just moved on to this meeting to get it approved. Thank you, Miss Branch. And it does say discussion item on August 18th. And so now I am looking for a motion on approval. I move to approve the school board operating procedures as presented. Thank you. Second.

136Thank you. I have a motion and a second. Let's vote. Okay. Motion passes. Four to zero. We'll move on to information items. Madame Vice President, on the information items, I did want to I did not have any questions, but I did want to draw your attention to 10E, campus performance objectives. uh because we did um share the performance objectives from the DIP. The campuses went back and they have specific performance objectives based for their campus needs. And so I did want you to see that because each campus now will also have their strategies in their campus improvement plans. In the next board meeting, you of course you'll be approving uh the district improvement plan. So, just wanted you to know that they've already they have their uh performance objectives and their goals and they're listed

137there for you to review. You'll you'll win with your minutes. You'll get to the million minutes. Okay, you should have a September calendar for key dates. sporting events. Yes, maybe one of our board shirts. Mr. Lasher, will the school board uh be on uh the field on military night? Yes. Yes. And we'll be getting directions out to you um this week. Yeah. This week. Okay. Friday. Okay. And then we will have the parade uh for homecoming and then homecoming Tuesday. Tuesday of homecoming week. We will be decorating. Miss Smith Faulner, can I ask a question on that? Do you guys Do you guys want what you typically have? I know you have a different uh where the where we set up um the schoolhouse. Is that what you want? No. Okay. You want just the

138chair? I mean, I just need to know. Okay. I think Mrs. Branch will coordinate with you. Okay. Okay. But we will need to know. I would say no later than the 19th. How many board members will be on the float so we have the appropriate number of seats. So what I want to know is what I want to know is where we're decorating. I would imagine that's the bus barn. Yes, that'd be correct. Okay. On Tuesday. Tuesday. So somebody will be there to Okay. Yep. Oh, and I will be there. I'll be at the Okay. So, I was thinking on the 20th, isn't there a fundraiser or something that the high school is doing? Mariach. Okay. Linda will not be there. Okay. Oh, okay. So, it's the 17th. I thought it was the 20th. Okay.

139Okay. Anybody have questions about anything listed? Okay. We'll be wearing our travel wear, I believe. Oh, for this one. Okay. It would be one of our Castleberry shirts. Whatever we have all matching, I would imagine. Gingham. Okay. With gingham the long sleeve, the gingham with the logo. Yeah, we could wear the t-shirt one. T-shirt. Okay. Okay. Okay. So, then we board will wear the t-shirts for military night. Okay. Okay. So that should be everything for September. Anybody have other questions on that? Okay. Another item that we have on the discussion items is 11B, the board sponsored Christmas dinner. I know various members are heading up different things, so we're not all here, but we do need to meet about that. Um, I don't know if y'all looked at the guest list, but I noticed that

140was a shorter list than what I recall. Are we open to add people to that guest list? I didn't know why it was so much shorter this time. Um I think Tracy Gman is heading that up and she had all um she had some ideas about some things to change um and the focus as well as where the uh dinner is going to take place outside of Castleberry and she was going to kind of present all of that um to you. So I'm thinking maybe just wait until next month. I think it'd be okay to finalize that. The only thing I knew was um we were removing past board members um because of the budget. We were um had to cut our budget back, of course, like all the budgets. And so um we were

141at $3,000. So removing she thought that maybe we should remove people um which is really just past board members. There was no other groups that we could remove from that and that she thought felt that it would be helpful um with cost savings. So what what we have here is the guest list from last year. as long as the this click here, that tab shows what we spent for the catering. Um, and then we were just going to go for what we're looking at for this year. She reached out to Joe Tarcas. And so she has some pricing there, but as far that's all I really know about the Christmas dinner. She was going to present everything. Okay. Well, then uh we'll wait to hear back from Tracy. We do have time. Thank you. So

14211 C and D. Uh yes, madame vice president. So um on 11 C I had some questions. 11D. So for 11C, the school board uh budget dashboard. Um you know that uh this year I have two uh cabinet changes. I've uh two executive directors that have been uh promoted. Jacob Bowser uh he has been instrumental on working on the budget dashboard which has helped us to ensure that we are staying in budget and last year we actually were uh finished under budget and so that dashboard link if you'll try it um it was going to I believe the 2425 school year now when you click it you should be able to see the 2526 school year he's already rolled it over uh for the new year. it is directly linked uh with Skyward and so

143Jacob has been uh instrumental in that and he's also been working with the construction phase doing the RFP uh for uh some of the technology uh so that we can save money and using and also heading up some of the -ate uh reimbursements and so uh he has worked on that. If you still cannot get into and view uh the information on the budget dashboard link, let us know and he can work on it with you. Oh, you're looking for the schoolboard budget. Okay. So, uh not only that, he's working on what we're calling the school board budget dashboard 2.0. And so if you have any specific uh items that uh you would like to look at, I mean, you pretty much have a a great view of that and maybe not the school budget,

144the schoolboard budget. So uh Jacob, I think that when we're looking at developing the dashboard 2.0, that would be great to add for them. Yes. So, right after the meeting, if you're having trouble, then Jacob can help you uh with it. Yeah. And that's the one I think that I was saying that we have a an updated link for you. So, uh Jacob uh has been uh instrumental in working on that. Uh so if there's any questions then he can help you get into that link since we have a new year that we're looking at the budget and again I think that's helped us uh stay on track uh and track exactly where we are on the budget. Uh item 11D is a strategic plan progressing have lots of questions on uh when we're going

145to update that. We wanted to start with the DIP first because that generates our objectives as we look at our data and that feeds into the strategic plan. In addition on cabinet uh also had a promotion of Miss Christy Patton as an executive director because of the importance of sped and she also brings a background knowledge of our high school. And when I was talking about retesters and uh the fact that we're going to have to be able to track our retesters, uh she has put together a great plan and a list of students uh that she is working with implementing with um the high school and with Darla Barnes and she is mentoring them and helping them because uh when she oversaw that at the high school uh part of the plant. Part of

146our success was the fact that she really had a good grasp on retesters. And so you'll see that that's folded right into our strategic planning process and our DIP. So she'll be working uh with that u also. So and and just monitoring the plan. So as far as strategic plan that will be the question was it will be updated now based on the fact that we've set our new goals and many of those goals are also in the strategic plan. Um I think is there any more questions on strategic plan? Okay. Okay. That brings us to 11E the board committee discussions and updates. Um, we do have Lonear governance training which has been scheduled for February 27th and 28th. So item 12A to establish our next meeting October 6th for a regular board meeting. Um

147I know there was an email around um national school board um conference. Is anybody else going? I think I would just like to know. San Antonio. So it would be Yeah. I I think we need to look at the budget because of the five It's April. April. Yeah. So I think we need to take a look at the budget because of the $5,000 on Lonear Governments. And I think that's why I was looking for the budget number on that dashboard. So that was my thinking. If you could send it the information like an update tomorrow, Angela, that would be great. So that we can know exactly where we are on our professional learning budget. Any other questions? I do have a question. So that that team of eight governance that we're doing on in February,

148what is the difference when we do it now versus like San Antonio or the team of eight? Um well this is a uh the Lonear governance is a two-day eight hour a day training on a Friday and a Saturday and so I'm not sure that that would be something that would be offered at the national conference. I don't think it's complicent for just for our district. Any other questions? And I move that we adjourn. Hearing no objection, we stand adjourned at 8:54. Thank you.