001We welcome everyone to this December 8th, 2025 meeting of the CISD board of trustees. This is a record board meeting and all items that will be discussed have been duly posted. While this is a meeting in the public in public is not a meeting of the public. The board's role to set goals, approve personnel and budgets, make policy, and provide oversight. We're not here to manage or solve individual problems, management responsibility as superintendent. As a board, we be believe that we just educate every child, provide every child the greatest opportunity to learn, maintain a safe and secure environment mentally, physically, emotionally, and academically. These are our core values. We appreciate your interest in CI students of CISD. We have a quorum. Chris M is absent and so Facebook. >> Okay. We're blessed to have our
002students from Fannon Elementary School. So I'll call it the name. Oh, sorry. >> Navo. Uh first name is Maggie Punang, Ariana Jones, Rihanna Jones, August Englehart, Kurt Sepid, and Addie Olan. >> [applause] >> 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. >> Texas flag. I aliance to thee, Texas. One state under God, one and indivisible. >> Thank you. [applause] And then we're going to have Rajani Baptist. Let us pray. Almighty God, our maker and our sustainer. Thank you for this time. Thank you for this board. We pray, oh God, your protection on the schools. We pray your hand of wisdom on every member of this board. Guide them in making decisions that edify, that promote
003growth, that bless the learning of the children we have here. Keep them and guide them. Thank you for this time and we just pray your progress and your blessing. Amen. Mayor, do we have any audits for guests? >> Thank you. >> Recognitions. >> All right. Thank you all for being here. Tonight, we're going to honor our 2025 holiday card winners. So for the second year in a row, we have a K through sixth grade winner and a 7th through 12th grade winner. So winning the K through sixth grade winner is Ranada Molina from Collins Intermediate. And just bring them up. Ranada actually won last year as well. So she's a two-time winner. Uh winning for 7th through 12th grade is 9th grader Evelyn Aas from CHS. And they are all joining here. This is a
004tiger uh by their principles Tiffany Bours and Aaron Tidwell as well as their teachers Meredith Johnson and David Collins. So if everybody wants to come up and get a picture. >> All right. So let's do Miss How first and then we'll do the principles and teachers. Sound good? Principal teacher joining. >> All right, everybody ready? You ready? One more. >> Parents, y'all want to come up? You want me to come up? >> Two time winner. All right. Yeah. You want to come up in the middle? >> Yeah. There you go. >> All right. Do y'all want to get in with them? >> Absolutely. >> Hey, let's do y'all Christmas tree. All right. >> Let's do one. We're going to do one more Christmas tree. We'll be right back. >> [applause] >> is working on float
005[clears throat] camera. I'm so sorry. >> [laughter] >> I just took a selfie with her mom on accident. I'm walking by. I'm like and she's like she said goodbye. All right. Uh, next, let me say this. I would like to take this time to say thank you to everyone that worked on the bond. There are a lot of great people that are not in this room today, but many of you are somewhere right here in front of me. Did a great job. Y'all seeing all that I would like to mention two people specifically that is doing 30 plus presentations with. These two people work tirelessly sometimes having up to three presentations in one day. Please stand and give a round of applause to our homegrown executive director of communication Raymond Lennox and Superintendent Stephanie Allen.
006He thought it was he thought it was something else. >> All right. Next thing on the deal is a superintendent for us. >> Thank you. We appreciate that. I think Raymond was confused and thought it was a different celebration. >> Um, good evening to everyone. This is our final board meeting of 2025. This holiday break is less than two weeks away. Our FFA leadership development event team that spoke here last month and used the dare to be different as their theme finished sixth in the state over the weekend. So congratulations to Ava Lavine, Paisley Reagan, Joanna Martinez, and Laney Mark Walker. Congratulations to Navo Elementary for winning this year's course jingle bell job participation trophy. NAVO had the highest percentage of entrance in the annual citywide holiday event, likely seeing a surge in numbers in
007part due to counselor Abby Rogan uh Turbo Tigers running club. Congrats to Neo. They actually had nobody come last year and what' you say over 30 this year. So we're proud we're proud of Neber Elementary. >> So proud of them. This weekend is our Penguin Projects 2025 production, Aladdin Jr. You can see it at 7:00 p.m. at CHS on Friday and Saturday nights. You will not be disappointed. Our last day of school is Friday, December 19th, and we will have an early release that day. So, staff returns Monday, January 5th, and students return Tuesday, January 6th. So, happy holidays to everyone. But before we go anywhere, um for the third time in 4 years, our Corsana ISD board float earned first place the festival of lights parade. Um on Saturday night, our theme was the
008movie Christmas Vacation. It was our big parade. It was a big parade and a lot of people in attendance, they all seem to love our float float. So at this time, I want Abby Vanluki to come up. Abby is our queen of the elves that makes sure that our great flood happens and that she comes up with the most creative ideas, costumes. Uh she had some other elves that helped her. Uh Chief Stevens, um Megan Dockery, Steven How. I wasn't going to give him a shout out, but we did. Um but the biggest shout out goes to my girl, my one and only Abby Van. And she [applause] >> [laughter] >> Will you put that blue part? >> All right. Here we go. >> All right. >> [applause] >> Next thing is library material farmer.
009>> Good evening, President Farmer, Miss How, members of the board. Um, if you remember back in August, we changed our EFB local policy to align with SB13, which requires that before our libraries can purchase materials um to add to their circulation, they have to be posted on our website for 30 days and then they have to be board approved. Um, and so in your board book, you should have a list of the materials that we posted on our website on November 3rd. We did not have any um requests for reconsideration. So, at this time, I'm just taking um an action item for you guys to approve that list if you don't have any questions. >> I move that the board approve the recommended library materials that were posted for public review for at least 30
010days as required under SP 13. I second. We have a motion and a second to approve the recommended library materials that were posted for public review for at least 30 days as required by required under SP13. All those in favor say I. >> All those post say no. The mo the motion passes to approve the recommended library materials that were posted for code for use for at least 30 days as required by required under SP13. Thank you. Uh the next thing is special program by Dr. Bart. Miss H, President Farmer, distinguished members of of the board. Thank you for letting me speak today. We are just going to do kind of a really quick, fast and furious special programs update. We're only going to talk about a couple of them. But the reason that we
011do this is um so that you kind of can see where trends are going so that when you see different struggles that may come up or you say, "Well, why are they doing this or that?" you can think back to kind of some of these data points and then realize like, oh, it's because this or maybe it's because of this specialized program or the amount of kiddos that we now have. We are growing um in a lot of different special programs. So, we're just going to talk about emerging bilingual 504 really briefly and then some special education numbers as well. So, just these are just kind of some quick reference. We recognize in special programs a lot of times we kind of talk about talk in like alphabet soup that we throw out a lot
012of letters that not everybody you know wants gets to hear every day. So, these are just some kind of quick reference points for um ESL, but you will hear me call that emerging bilingual uh because ELLs or English language learners or ELEL's is the [clears throat] federal term, but you know, we're Texas, so we like to do our own thing, you know, and so we say EBS and that's an emerging bilingual. And the thought is is if you are speaking a different language and we teach you to be English proficient, you're bilingual. So, that's why we say it that way. um ESL pullouts. That's where our students are served by teachers um that are ESL certified, but it's only in ELA arts. So, only in English language arts reading area. Okay. So, if you kind
013of think about our district, that's about sixth grade up. Okay. Um ESL contentbased is ideal. That means our teachers are ESL certified to teach EB students um in all of their content areas, meaning the L, math, science, and social studies. That's that last kind of to the the bottom quadrant. I guess I actually uh to your right is just the goal of two different types of programs. A lot of times when we talk about emerging bilingual, our brains, of course, going to go to San Houston or to dual language. And that's just not that's not all of the puzzle, right? That's one piece of it, but it's not everybody. Dual languages goal is to make sure that two languages are learned in tandem together. But that's not ESL's goal. ESL's ESL's goal is to serve
014emerging bilingual that are learning English proficiency as fast as possible. Okay? So we want them to get where they are functioning every single day in English in their classrooms and rocking and rolling okay until they graduate and are able to be productive members of society hopefully right here at course of camp. So that's just kind of like I said some quick reference points. A couple things that have been implemented um this year or the list um is the list right there. But I really wanted to highlight um two classes. This is new for Corsana. Um and they are the newcomer classes. Um our emerging bilingual team is led by Miss Molly Corrington. She has done a great job. Um this uh newcomers class has been a a focused passion of hers. Um and we certainly
015all agree. um if you come to this country um and you speak a different language and you are a freshman in high school, that is shocking. It can be devastating. Um a few years ago, we had a student that greatly struggled with that. Um I don't have anybody to talk to. I don't have any friends. So now I'm now I'm dealing with a completely different set of struggles. I'm isolated. I'm struggling maybe with some depression, things like that. If we can get students together and give them skills at the same time, that's outstanding. So why wouldn't we? So today or this year is the first year that we have done that at the middle school and the high school. So that's certainly something to have a little bit of a shout out for. Um but
016of course we uh we really bolster kind of some supplemental resources for our teachers and for those students. They are listed there. So this is enrollment for emerging bilingual for ISD. Um that you will see it by grade and then you will see it by uh campus. But what I want you to kind of focus your attention to is that total number that 1,773 students. We are well over a quarter of our students are emergent bilingual. So when we think about where are we allotting resources, where are we bolstering teacher um competency and strategies and things like that, we're serving over a quarter of our kids when we're addressing needs of emergent minguals. Um it's c certainly a real reality of our students um every day in Corsana ISD. Um, if you look at um
017the high school, this is something I say often to try to just kind of connect the the reality to the numbers. Uh, 548 kids, y'all, that's our elementary. That's a full elementary school um on one campus being served. Okay, so it's just something to consider as we're looking at numbers, we're looking at trends, and we're thinking, okay, where where is a need? that would absolutely make sense that we say, "Okay, course count high school, we've got to make sure we're addressing the needs of our emerging bilinguals. It's a lot of our kids." Um the academic data you'll see there. So the the first um kind of uh cells are the pass rates for um emerging bilingual for the English EOC 1 and two. And then at the bottom you'll see their TEL pass proficiency. So,
018TelPass is kind of the rating system um that the state of Texas uses to see where we are at moving towards English proficiency. Okay? So, that's what we rate that. We check those numbers often to see how we're moving forward and how our classes are addressing their needs and getting them to English proficiency. Um the way it kind of ends or finishes is the or the goal is that they are reclassified or exited from that program. So if you look to the first of cell or group of cells that that will show you by grade the second one is by campus. And so when they uh or I put down at the bottom so you can see kind of a a small definition that we can kind of see the reference point but basically what
019it's saying is that these students have met their um grade level English proficiency and they can be reclassified as an English or as a non-English learner from English learner. So it means that hey I've got the skills I am good to go I can function in an English environment every day and I can gain content and my my um school kind of world educational avenues all through English which is great because that's the world they're living in right now. So um they are monitored for two years after that. So you'll see the blue uh group of numbers is our monitored students and how many of them are passing after the first nine weeks. So if if a student has been exited and they are being monitored and they are not doing well in their grades
020or they are not performing where we feel like they they really should be means we've got to figure out what's going on because either we exit exited them too early or something else is has now come up. Either way we've got to make sure we're we're helping that kid out. So okay, upcoming trainings. We do this for our teachers uh because we want all of our teachers ESL certified. Um, but that again of course goes to the recruitment efforts of Mr. Doring and how his team works tirelessly trying to get all the teachers certified in their uh respective capacities and make sure that they're serving our students where they should be and and if they're not, how okay, what's our path? What's our growth plan to make or I use growth plan in a different
021capacity than what we talk about growth plans in, but what's how am I going to grow in this? What avenue am I going to take to make sure I'm ready for that test? And so making sure uh they're ready and I will say that we have had quite a few teachers ESL certified and bilingual certified this year and our numbers have dropped greatly of u waivers and exemptions. So that's awesome. Any questions on emerging bilingual before we move to 504? >> I do have a question besides Spanish. What other languages are we seeing that we're having to offer services to? So, we haven't met the threshold yet for any other languages that we would have to establish programs for um other than Spanish. Um but we see quite a few different languages. Of course, American
022Sign Language we see a lot because we house a regional day school, so we do have interpreters and things like that. Um but the strategies again are the same. We're moving to English proficiency. Um we see um from our Pacific Islander kind of groups, we see Chuke a lot. Um, I think that's really coming. We occasionally will have a student come in um that family uses a different language. We actually have time kettles for some of our teachers right now so that they can talk with parents. So, they're the live translator earbuds. Um, and like I know one teacher who sees some of our babies out, she has a family that speaks Mandarin, Chinese, and then she has another family that speaks Spanish. So, she just switches between her stuff and she's able to talk
023with mom about baby. Um, so even if it's not that we've met the threshold and we need to have services, we're going to make sure that we've put forth all the effort we can so that we have that connection with that parent. Um, especially if you know I mean like I mean how many people speak Mandarin around here? You know what I mean? So, it's isolating and so we want to make sure that as the district we look welcoming, we look excited that your baby is here and and we're going to make sure that we can communicate whether it is we're getting translators in or we're using time kennels, whatever it is because I I know our our Pacific Islander population is growing. So, I didn't know if we were >> seeing that that particular
024>> No, absolutely. Yeah. Uh but yeah, we certainly see it. We just haven't met the necessarily that threshold to have to offer like a like a one-way program or two-way program in it, but um but it's certainly something of course we would do when we need to. Absolutely. >> Any other questions there? >> All right, rolling into 504. So 504, this is just a really quick one. This is the only slide for 504. Um so when a student has a physical or mental impairment and that impairment substantially limits one or more major life activities, they qualify for 504. Um that means that we're not train changing anything. We're not offering specifically designed or specially designed instruction. We are just accommodating. Okay? So, I'm not changing the content. I'm just offering different ways to do that.
025Um, and you will see if you look all the way over at 2021 and then our number of enrollment to 2025, we are going down. Okay. So, okay, >> it's good until you see SP. >> And then here's why, right? And so your question would be like well how are we going down dyslexia? Right. Right. So dyslexia used to be housed in 504 and now it is completely sped. And so that is a that is a a trend that when we saw it we said okay why is that? It's kind of a really quick answer. Um that that would be appropriate to what we're seeing from the state and our sped numbers. It doesn't make sense. Uh but it is something that we watch often. We don't ever want to see a big drop right
026because that probably means we're not serving well. Um but we also don't want to see a skyrocketing because then we're probably qualifying uh when we shouldn't be. So, okay, special education, the fun stuff. All right. So, um, of course, TEA does every two years they kind of do a state of the state is what we like to call it. So, kind of what's happening to around in the state around us. Um, so you will see that since 1415, we've had a 72% increase across the state in special education. Um, so you can see it all the way over there to that 23 24 number. Um, so that's just kind of a reference point for you. If we are, excuse me, if we are kind of matching the state, we should see a similar trend, right?
027Um, so we we within special education, we watch those things to make sure, hey, are we significantly higher in one area? Um, are we following along the percentages that make sense for what we're seeing like without throughout society? Um, or are we again over or under identifying because both of those are wrong, right? We need to serve kids exactly as they need to be served. So, um, within evaluations, so you can kind of see, um, and you always [clears throat] see that COVID bounce, um, but you can kind of see, uh, this is kind of a a good predictor of what's to come because we're evaluating all of these students. Um, of course, I'm sure you are all very aware that, uh, we we also evaluate private school, homeschool students. Um, and so that's kind
028of kicked up lately with recent legislature changes, uh, because those students generate more money. Um, and so we've seen a lot more private school kiddos coming to get tested, which is great. We're glad they're getting services. Um, if if that's what they choose to do, but it does kind of match the trends that we always want to watch. Um, and then so you can see this is CISC's number. Um, and then so this year we're we're pretty close to being on pace to where we typically are. Um, you'll see a small dip in evaluations. We've tried to really be we have a a very detailed process and it's something that we continually change and evolve to make sure that we're we're matching student need um serving our kids, evaluating when parents are concerned, things like
029that, but also submitting good referrals um and making sure that we're implementing MT MTSS and those RTI models are functioning so we're just not evaluating all the time. They're appropriate evaluations. So this again is state trends um that is specific to disability and then uh throughout ages. So you can see what's kind of went up, what's went down. Again um as Miss Roman stated when she said dyslexia, that would be what you see under specific learning disability and why that big jump has happened. Uh because dyslexia is under specific learning disability and we now have all of those students, like I said, within sped. So that makes sense that that would jump. We should see the same thing within our district and we have. We'll see in just a second. Um and then you'll see
030kind of the jumps in autism has has made a significant increase and then some of those are are really low incidents population. So um we're we're pretty appropriate to that as well as you will see um right here. So this is uh four years of data uh but you will see our numbers. Um so this is by evaluation or by disability type. So if you look at like AU that's autism. So the kind of darker blue color is 2022 as it has moved up to 2025. Um you will see the significant change in SLD. Um where we are greatly roaching 450. Um so total kiddos right now in special education in Corsa ISD is 1,559 students. So that is a large number of kiddos. it is appropriate to a district our size. Uh but as
031you can see from the graphs, it is only growing. Um and a lot of our kiddos um that we're seeing right now, of course, we saw a rise in NAU um ED we see a big jump. Um but what we do know is that sometimes a couple of these come with big behaviors and that typically is kind of what you will hear about. Um it's appropriate. It makes sense. Um, it's something that we address every day. Um, to make sure that we are curving those behaviors, putting in replacement behaviors so that by the time they, you know, we get them when they're little bitty and they're three. By the time they're ready for kinder, they're ready to go. And by the time they're in high school, hey, I've learned my skills. I've learned my strategies
032and I've got a good plan for my life. Um, but it starts when they're little. And so you'll hear those things about, oh, they did this or that. Yeah. Because they're three and they have autism and we're working on skills, right? So, so we just keep moving forward, keep adjusting those plans every day, all day. Okay. And then this is just kind of a little shout out to um this goes to special education and to your CNI team um because these numbers are very heavy in STAR data. Um this is RDA um which is a accountability measure for TEA. It directly connects to special ed um to you see kind of the three sections. So, special ed, other special populations, looks at discipline, different things like that. Um, emergent bilingual, ESL, EB. You see that
033right there? Um, if it's on a scale from one to four, okay, one, you're doing good. Awesome. Just keep moving along. Four is TEA is coming to see you. Okay, we've got to make some changes. It's also, this is kind of a tricky thing. It is on a bell curve. Okay. So, let's say I scored I'm going to use just kind of arbitrary round numbers 100. Um, and I'm right here within the state scores. Okay. So, this is my bell curve, but the state has cut off DL1 right here. But next year, they cut off DL1 right here, but my scores stay the same, right? So, just because you scored well this year does not mean you are going to do okay next year, right? It's kind of competitive, which we like, right? We don't
034mind a little competition. So but it's but it's important that we raise those up because that is also where corrective actions uh are generated from which we have had for a significant amount of years. So it is awesome to announce from the mountaintops that uh we will not have one this year because we are good to go all the way across the board. So a one one and two means that hey check out sped but we know that from tier one coming up like it has and will um it's going to come up too and so we're excited about that but they they have raised so much so that we will not have any corrective action at all. So that's really awesome. The state says we're going to um so that is just kind of
035a quick like I said as fast as we can go through three programs um and give you really good data at the same time. Any questions? They've done a really great job. This is the first year in I don't know how many since I've been here a long time uh that we have not had a corrective action. So, we're very pleased that this program is doing a great job. >> Thank you. Uh the next thing is the votes for the Freestone Central appraisal district order. >> Okay. So, uh this is kind of a weird one, but we do get eight votes for the Freestone Central Appraisal District. We do have uh four or five houses that actually are in Freestone County, but those students uh come to school with CISD. So, you get eight votes
036as a board to determine how you want to use them for these five people in the in Freestone County. Of course, we don't I don't know these people. However, uh one scenario could be that you give each of these five people one vote and then we we don't use the other three votes or however you guys want to see fit. But, um you can have that conversation. We just wanted to kind of explain how Freestone County works. So we have four just give each of them one vote. Any other thoughts? >> Two two one. All five. >> All five. >> Yeah. So, you only get five. So I make the motion that Stan Brown get two votes, Greg Dunl get two votes, Sid Brier get two votes, Jerry Don Sanders get one vote. We have
037a motion that CFD cast uh two votes for Sid Stack Brown, two votes for Craig McDonald, two votes for Sid Prior, one vote for Jerry Don Sanders, and one vote for Liby. All in favor say I. >> Oppos say no. Motion passes and approve the CSD cast for Stanton Brown two, Craig Dunlap 2, Sid Frier 2, Jon Sanders one, and Lovey White. The next the next one is the votes for the CSD in the election of the board of directors president board of directors. So, of course, I um had a total of 1,125 votes that we can cast. Um, of course, the uh nominees are Buster Atinson, Dr. Seth Brown, Don Dimbo, Brad Farmer, Jeff Smith, and Rosie Tig. I move that we cast 480 votes for Brad Farmer, and 645 votes for Dr. Seth
038Brown for the Nero Central Appraisal District Returns. >> We have a motion that CISD cast 480 votes for Brad Farmer and 645 votes for Seth Brown for the embarrassing president board of directors. All those in favor say I. I. All those post say no. Motion passes a move to approve the 48 votes from Brad Farmer 645 votes for Seth Brown with the central dear central president division board of directors. Uh the next thing is prevailing wage rates or the the Davis bacon act. >> So tonight we need to adopt the prevailing wage rates published by the United States uh department of labor in accordance with the Davis Bacon Act. um our RFP for a construction company a CM is posted. Uh so we need to pass [clears throat] this prior to getting a construction company.
039So basically a prevail prevailing wage rate is a combination of a basic hourly wage plus benefit rate but also how is how are contractors being paid in your environment currently. So, um, but for example, if a rate for a carpenter in town is $30 an hour with $20 in cash wages and $10 [clears throat] in fringe benefits, the contractor must pay at least that total. So, there are totals that they have to abide by when they when we uh do select the contractor. >> So, that's based on our market area. >> Yes. Like the DFW area. Yes. I move that we adopt the prevailing wage rates published by the United States Department of Labor in accordance with the Davis Fac and it subsequent amendments in connection with the school district construction projects and excluding payment
040of fringe benefits except federally funded projects until superseded by future board action. Second. >> We have a motion and a second to adopt the prevailing wage rate published by the United States Department of Agricult USC 3141 and it subsequent amendments in connection with the school district construction projects excluding payment of free benefits except for federal funded projects until succeeded by future board action. All those in favor say I. I. All say no. Motion passes and adopt the prevailing wage raised published by the United States Department of Labor in accordance with the Davis Bagan Act 40141 and subsequent amendments to finish school district construction projects excluding payment of fines and benefits except for the federal funded projects entails suspended by the future board action. The next thing is consent agenda. >> Motion we approve the consent
041agenda. >> We have a motion and second to approve the consent agenda. All in favor say I. I all say no. Motion passes. Sen is approved. We now adjourn to close session permitted by district government code section 554-1. Thank you everybody. That's a mouthful.