001And one guy turned around, walked up >> cuz I heard a few years ago. People got mad so they went back. Call the meeting to order. The time is 6:30. We will begin with roll call. Keelin Lewis. Jennifer Roach, present. >> Heather Barrett, >> present. >> Karen Thomas, >> present. >> Lisa Kiss, >> present. >> Philip Chapman, >> present. >> J.R. Humphre, >> present. We have six of seven board members present, we have a quorum. Please rise for our prayer led by Superintendent Patterson. And posting our colors and pledges led by Master Sergeant Elizabeth Spencer and Sergeant First Class Alexander Finnean. >> Please bow your heads. Father God, we come before you tonight. First of all, thanking you for all of your many blessings uh over us individually um and also as a district. We
002thank you for your hedge of protection around us during spring break. We thank you for bringing all of our babies back to us safe and sound. We pray on tonight you be with us in this meeting. Help us to make decisions that are in the best interest of u this district and of your uh precious children. All these things we ask in your son Jesus name. Amen. >> Forward. Mark go. See colors. Present arms. Order. Arms. One step to the right. Move. Left face. Time for the US pledge. 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. >> Now for the Texas pledge. Honor the Texas flag. I pledge algiance to the Texas
003one state and indivisible. Forward march. >> Okay. Thank you. May be seated. We have any um remarks from the board you'd like to share? Um, I'd like to give a big shout out to our varsity girls and boys basketball teams. Um, I know the girls made it to the first round and the boys made it to the third round, but uh, both of them had a really great season. I was able to make some of their games. Um, shout out to Coach Eaggan and his staff. Um they really I I really enjoyed going to these last few games and seeing how poised and you know just the integrity that they showed and how they represented Crosby ISD with so good like just good respect for the Crosby ISD and high school and they carried themselves
004so well. Um so just congratulations and thank you and your coaching staff uh girls and boys for always you know uh representing Crosby ISD and Crosby High School in the up just you know the highest that you can go. I really appreciate that. I just bring up the a department and all the kids um that show animals and things like that and even the art programs that we had kids um participate at the rodeo. It's not just Houston rodeo going on. There was Fort Worth Austin recently. So, it's been a real busy season. I've had a few community members reach out and really give some props to our a teachers for how much they were there making sure the kids had what they needed and everything. So, it's a big busy time of year for
005them with all these rodeos back to back to back. So, just wanted to say thanks to that department and congratulations to all the kids for all their hard work. Um, had an opportunity to go read at the kindergarten center for read across America week and that was an exciting time. It's always good to see young kids excited to read and I also want to give a shout out to Crosby High School's bass team. They won first place at the Toledo Bin tournament. So, that's exciting endeavor. So kudos to the to the fisher fishermen on on the fast team. Anyone else? Okay, we will move into recognitions. So Miss Katrina L, you can come on up. Good evening, madame. Good evening, members of the school board. Forgot Miss Lewis is not here. Sorry. Superintendent Dr. Patterson
006and fellow Cougar community. Tonight I have the distin distinct pleasure of presenting our cougar excellence award winners for outstanding pair professionals, teachers and students. It is an honor to celebrate this dedication, hard work and excellence that each individual that will be called today brings to our district every day. We will start with our students. But before we call our names, I want to take a moment to mention our amazing partners, Crosby Chick-fil-A, HB, and Marcos Pizza for their continued support of our awards that will be given tonight. Tonight, each person will receive a certificate and a token for our students. We'll receive our students will also receive parents, don't leave without your yard sign. We will give it to you on your way out. Um and um we're going to start with our pair professionals.
007So, our pair professionals are often our quiet heroes of our campuses. You provide the extra set of hands, the calm voice of reassurance, and a steady support that helps our strong school community thrive. Tonight we are proud to recognize and celebrate you because we want you to know that we see you, we value you, and we sincerely thank you for all the important work that you do day in and day out. And with that, we are going to start with Miss Adelia Santos. from CHS. From CMS, we have Miss CMA Picass from Barrett Elementary. We have Miss Kim Lewis from Crosby Elementary. I have Miss Si Lozano. Representing Drew Elementary, I have Miss Pandora Lewis. Newport Elementary, we have Miss Denine Fang Guy. And from Crosby Kindergarten, we have Miss Valerie Cormier. >> We're Get
008your back. >> Thank you so much. And for our teachers from CHS, we have Miss Yaha Multil from Crosby Middle School. We have Miss Chelsea Sanchez for representing Barrett Elementary. I have Dr. Audrey Fontineau. Representing Crosby Elementary, I have Miss Megan Duke. Representing Drew Elementary, I have Miss Jasmine Kamal. Representing Newport Elementary, I have Miss Kim Smith. And representing Crosby Kindergarten, I have Miss Kayn Vasquez. I had written something about the teachers, so I apologize. I do want to say teachers are more than just content instructors. You are our motivators. You're our encouraers. You're our mentors and our role models to our students each and every day. We thank you so much for being a steady presence in their lives day in and day out. You are the ones that notice when they need a
009little extra support, who recognize their full potential, and who help them build on the confidence to reach that potential. We thank you, and we thank you for setting a tone of excellence every day across our district. Thank you. And I have the distinct pleasure of also mentioning all of our students. I'm overjoyed to call up our next group of students. Um I want to recognize their families of the students because we thank you for the important role that you play in your students life each and every day. It is evident by the way they show up at school. Um your students have are are truly appreciated and we truly appreciate your um continued support. Thank you for consistently displaying respect students kindness and integrity and these qualities are what set you apart and allowed you
010to be chosen for this award. Today we're going to start with Crosby High School Mr. Evan Eaggan. Crosby Middle School. Jake Vincent, Barrett Elementary. Mia Cerna. And I'm just excited to say we have all seven kids tonight. I'm so excited. All right. Mia >> Crosby Elementary. I have Julian OOA from Drew Elementary. I have Isabella Simba. Newport Elementary. I have Jackson Pancratz. And from Crosby Kindergarten, I have Jaylen Tusi. I wait >> right here. All right, everybody look here for me. >> Smile. >> There we go. >> Our last cougar excellence was a video that we have that we put together to represent and celebrate our Crosby JOTC. Good afternoon, Kraby ISD board of trustees and superintendent Dr. Patterson. Tonight, Crosby ISD is proud to recognize our Cougar Excellence in Action Award recipients. The Crosby
011JOTC JOTC is a federal program of the United States Armed Forces with more than 1700 Army programs worldwide. Texas leads the nation with roughly 200 programs. Crosby's program is led by Army veterans. Lieutenant Colonel Troy Reeves is department head and senior army instructor bringing 28 years of active duty service. Sergeant First Class Alan Rollins serves as a Army instructor with 24 active years of duty. This cadetrun cadetled program serves more than 200 cadets. This is up from 154 last year. They're also organized with the battalion commander and staff who manage daily operations. Crosby's JOTC includes eight teams, a certified community emergency response team, marksmanship, academic, orientering, and raider teams, plus color guard, saber, PDP squads, and flag teams. All that deploy weekly to support community events. Our cadets compete and serve, earning local medallions, state
012trophies, and recognition for academic and orientering success. The marksmanship team has won trophies at both local and state levels. The program supports heavy community engagement. There were 157 school events in the 2425 school year and already 125 events this school year. Many of these are held during school hours so every cadet can earn service credit. Classroom instruction emphasizes life skills and leadership, physical training, community service, competition, college and career planning, drill, financial planning, nutrition, and many more. Cadets may begin in seventh grade and continue through 12. Successful completion offers tangible benefits if they choose military service or ROC scholarships, but Crosby's mission is to develop better citizens first and foremost. The unit maintains high standards for 100% on the annual Army Federal Cadet logistics and markmanship inspections for both school years 2425 and 2526. This
013is cadet family where leadership is practiced daily. Cadet leaders plan events, train teams, and ensure the program serves both school and community with pride and professionalism. Lieutenant Colonel Reeves tells us that Crosby is a dream location for ROC. This is because it is consistently supported by a caring district and community that lift up our cadetses and their work every day. Tonight we honor JOTC for leadership, service, and excellence in action. Thank you to Lieutenant Colonel Reeves, Sergeant First Class Rollins, and every cadet for making a difference in our community. All right, guys. Let's a little bit. >> There we go. That's hotter. All right, everybody here. >> Thank you all for joining us to celebrate um these wonderful accomplishments of our staff and students. We love for you all to stay and um join us
014for the regular business of our district. But if you would like to leave before that begins, now would be the opportunity to do so. That's all good. She doesn't just It's so dope. What is this? At this time, in accordance with BED Local, the board will provide an audience with individuals who have signed up to address the board. Tonight, we have two requests to comment in person. Audrey Anderson clerk will serve as our timekeeper. And for those requesting to speak, a timer will be visible on the screen. Public comment is in person only. Anyone wishing to speak in person at the board meeting must register five minutes prior to the start of the board meeting with the board clerk and sign and or signin sheet. Citizen participation is limited to the hearing of the citizens
015portion of the agenda. The board is not allowed to respond to comments pertaining to items not included on the agenda unless the response is limited to specific factual information or reciting existing policy in response to the inquiry. Each citizen is limited to three minutes to speak. Um we'll begin with um Rodney Sims. >> Thank y'all so much. >> Thank you. I wanted to come out here today and uh congratulate uh the district and everybody involved on the uh the way that the student ICE protest were handled. Um but instead I had to come and share disappointment in the way that it was handled. Two weeks before it took place I knew about it and I'm sure everybody else did too. It was all over social media and I really thought it could have been stopped,
016prevented. Um, I have grandkids here in the district that go to school here that were talking quite a bit about it. But, uh, they didn't participate, but not only one walk out, but there was two. And I know there was some disciplinary action that did take place, but it was for some other stuff from what I understand. I felt like it could have been stopped. It could have been prevented. I know when I was in school, uh, if I would have even thought about, so we would have even thought about something like that, it would have been consequences and repercussions. But it seems like to the public, it seemed like nothing was done about it. And so, I'm not here to criticize. Please don't think that, but more so to encourage that going forward, I
017think that we could do a better job uh getting ahead of some of these type of things, especially if we know about them ahead of time. And I also wanted to say that uh to encourage you that in a position that each one of you are in, you have an opportunity to speak into these kids' lives that values that they'll carry on for the rest of their days. And so I just pray for wisdom for each one of you and I thank you for what you do. Thank you. >> Thank you, sir. >> Next we have Lauren Bruning. >> How y'all doing today? I got a few questions and concerns and comments. And first of all, happy early St. Patrick's Day. Um I know that's going to that's tomorrow. And second, how is the construction
018going on the new sixth grade campus before my granddaughter gets there next year? Um, this may have already been addressed, but I wanted to to make the comment similar to what Rodney said. Um, there are several people concerned about the recent protests related to the immigration force and involvement of Crosby ISD students during school hours. Um, students have the right to protest and express their opinions by all means. I do mine as well. Um, but we have rules and those rules should apply equally to everyone. My first question to the board administration, um, were the students who left campus to participate in this protest counted absent from class? If they were absent, were their absences recorded as unexcused absences? And if those absence exceeded the allowed number, did any of those students receive in school
019suspension or the standard disciplinary action that other students may have received for excessive unexcused absences? Parents and taxpayers deserve to know that the rules are being applied consistently and not selectively depending on the political topic involved. I also heard this and then I heard somebody else uh it looked like a student say it when I was in the Walgreens parking lot very loud. They yelled f ICE. Um I understand those feelings and I have outbursts but I keep mine in private. very few people here at my house. Regardless of where someone stands politically, that type of language from our students in the public setting reflects on the school district and the community. My question is why would school leadership tolerate tolerate or indirectly encourage an environment where students believe that kind of behavior is appropriate
020during a school related protest. We should have places where students learn respectful civic engagement, not profanity and hostility. And the questions that I have were district policies followed were attendance rules enforced and what step will be taken to ensure that student activism remains respectful, lawful and within school policy moving forward. Thank you. >> Thank you sir. >> Thanks. >> And that concludes the um hearing in the citizens portion. We're going to move on to reports and we'll start with Mr. Heniff for the budget workshop. Dr. We reply >> if you have >> specific factual information or reciting existing policy in this and I think I do it. >> Yes, >> to my knowledge and I could stand to be corrected on this. Uh all the disciplinary action that you spoke of was taken. Uh we
021all inquired about all of this and we were told and I believe it to be true that we followed every single guideline from the state including keeping our kids safe and ensuring I don't know any guideline that we did not follow. So I would recommend followup if you're not happy with that. But I feel very good about what what we did. Um, it's unfortunate, but I I think that we did what we were supposed to do. So, just want to make that statement. >> Is it specific factual information or rec? >> So, is this wasn't here to ask these questions. >> Well, you said factual. >> I was always something that wasn't factual. Could you speak on that? >> So, it wasn't just to stand correct that it wasn't a school related protest. >> It
022was not school. >> Okay. So, I just want to make that known. >> It was not a school related protest. >> Thank you all for sharing your specific factual information. And now move on to reports with Mr. Minn, our chief financial officer. >> Good evening, board of trustees, superintendent Dr. Patterson, um administrators, and members of the community. Um this will be our first look at the um planning process for the budget for the 2627 fiscal year. Some of the things we will cover, uh we'll go over the budget calendar, some district trends, and budget development. So, we'll start with the budget calendar. So we have the first budget workshop today. Um by the end of the month we will cover training with the campuses and departments uh for non-payroll. Uh we will open up Skyward
023our financial system for budget entry for the campuses and departments. At the next board meeting we will conduct another budget workshop. Um April 22nd will be the entry deadline for the campuses and departments to submit their their budgets. April 30th, we will receive certified estimated property values from Hara Central Appraisal District. At the board meeting on May 18th, we will conduct another budget workshop. We will hopefully have the initial preliminary budget, Casby pay maintenance update, and property values update at this meeting and also likely um compensation schedules to pro provide for approval. At the June 15th board meeting, we will conduct a public hearing and we will adopt the budget. On August 30th, hopefully we will receive the certified appraisal rules from Harris Central Appraisal District. And it should be around that time. It's last
024couple years, it's been a little later than August 30th. Once we receive that, then we can adopt the order approving the property tax role and adopt the tax rate for the 26 27th school year. That'll likely either be the September meeting or the October meeting depending when we get the appraisal role from Harris Central Appraisal District. So next we will cover some of the district trends. So first up we have enrollment and this is as of snapshot date and the green bars represent actual data and the yellow bar is projected data for 2627. So we started out in 1718 at 6,154 students and then this year for 2526 we are at 7,26. So that's an increase of 1,52 students over that time. And the last green bar is the current year that we're in right
025now 2526. uh as I mentioned we have 7206 at snapshot date and that is an increase of 160 students over the prior year which is a 2.27% increase. The yellow bar on the far right is a projected enrollment for 2627. The enrollment estimate is 7,450 students which will be a 3.3% increase over the current year. And you can see the trend for the last several years since since the co years, we've been increasing between two and a quarter to three and a quarter percent every year. And then the next slide will also incorporate enrollment on the last day in addition to snapshot date. So the main comparison here is just to show you that enrollment is always changing. So from snapshot date, it might go up to the end of the year, it might go
026down. it seems to alternate every year. Um the current year we are at today 7252. So I think we're going to have one of the years where we increase from um snapshot day. So with that we are projecting about 7,275 students at the end of the year and then we're projecting 7,450 for enrollment as snapshot date 2627 with 7500 at the end of the year for 2627. Next we will cover average daily attendance or ADA. So as the time in this slide was made, we were at 6523 for the 2526 year and that is an increase over 6330 in the prior year in 202425. And as you as you know, average daily attendance um the major difference between enrollment and attendance is that we must fund staff, educational space, furniture, um devices for students based
027on our enrollment, but we're actually funded mainly on average daily attendance. So the next slide we will cover percentage in attendance and with the big shift there during the co year since then we've been hovering right around the 93%. So we will continue to use 93% for our estimate and we will cover the historical tax rate. So in 17 and 18 we had a total tax rate of $167 for the 2526 year that has decreased all the way down to 122.41. So this is mainly due to um excuse me uh compression from the house bill 3 in the 2019 2020 86 legislative session. So that total decrease is 44.59 cents from the 1718 year down to the 2526 year. Two of those cents have decreased in the INS fund which is for debt service paying
028off our bonds and the remainder is in the M which is in the green bars and that is for our general fund and we will cover fund balance next. So unassigned fund balance is one of the five components of fund balance. Obviously in 1718 we recovered from a negative 2.5 million all the way up to almost $30 million in 2425. And that almost $30 million provides for 140 days of expenditures which is greater than the 90 days recommended by TEA and also greater than the 75 days that were scored upon school first. And next we'll cover budget development. So this will kind of be a cumulative slide as we go through each budget workshop. So for now we are projecting the enrollment as of snapshot in October 26 to be 7,450. The last day of
029school enrollment we're projecting 7,500. Average daily attendance of 6,700 with a 93% attendance rate. We're not anticipating anticipating any increase in homestead exemption. We're in the second year of a bienium. The homestead exemption was increased last year by voters in November 25. So there is not going to be one this year. And we are projecting property value growth. And with that, do we have any questions? >> We go back to the fund balance. Yes, >> we are um at 140 days, but as we increase our enrollment, bring on new facilities, hire more staff, that money goes, it doesn't go as far, right? >> Well, that the 140 days takes into account the budget that we have set. So, that budget is taking into account the enrollment in staff and students. So the 140 days is
030kind of going with the the expenditures that are increasing. >> So next year if we had that same $29 million though it would probably go less days because our budget is going to be more because we're going to add staff because of the increased >> That's correct. >> Do you anticipate that we're going to add money to the unassigned fund balance this year? >> I anticipate that we should add a little bit this year. >> Okay. >> And are we planning to spend any money from the unassigned fund balance? >> Not this year. No. I I did want to point out on the average daily attendance um because this this was brought up um we're really not in the business of doing anything that encourages students not to be in attendance because it impacts the
031amount of money we can spend on kids. So I don't I don't know that there's really any teachers or administrators in our district that would encourage kids not to come to school for any reason other than a legitimate they need to go to the doctor, they're sick because them not coming to school impacts how we can provide resources for kids and teachers. So, um I think that we do a good job of encouraging attendance and I think that we would have a lot more money to spend on kids and teachers and resources if we could get back up to that 95% reca goals. >> Thank you. Any other questions? Thank you, Mr. >> Thank you very much. >> And don't go far >> because you're up next with the final report. Okay, I'll just dive
032right into the financial update report. Okay, for this report we will cover um general fund and within general fund we will review total fund balance, assigned fund balance, unassigned fund balance and then we will jump over to the capital projects fund which is our bond money and we'll give some updates on that. So for general fund Assigned fund balance at 12.85 million, unassigned fund balance 29.96 million, and non-spendable, which is our prepaid items and inventory at 111,000 for a total of 42.9 million. The assigned fund balance, the 12.85 85 million is made up of $8 million for the administr administration renovation, 4 million for the red barn renovation, and $850,000 for safety and security upgrades. The unassigned fund balance is 29.96 million as of June 30th, 2025. And I should mention that it is not
033the recommended 120 days of expenditures. 120 days is to keep in line with district um historical the last four years. So the tea recommended is actually 90 days, but I use the 120 just to stay in line with district balances the last few years. So removing 120 days of expenditures, we would have $4.3 million in unassigned fund balance over that 120 days. capital projects fund. So this is our bond money from the 2017 bond referendum. So at the time of this slide we had 70 point almost $8 million and then we had $1.8 $8 million left for the high school edition, the Crosby sixth grade campus. And then we had potential land purchase, arbitrage liability, and program manager fees, which left us with an available balance of about 14.67 million. And since the last presentation
034on August 18th, 2025, the balance presented on that meeting was $18 million. Some of the changes since then, we've added a potential land purchase for three million. We've added arbitrage liability for three million. We've added back some interest that we've earned since then and also added back some savings for the Crosby High School edition and a change in the sixth grade estimate. So, that's just a reconciliation to get from the presentation on August 18th to the current available balance of 14.67 million. And are there any questions? >> So my question in the September meeting I I heard and maybe I'm misheard that the Red Barn and the admin building were coming from bond funds. Did that change or how how are we here? I think we presented a signed fund balance for that one. Okay.
035>> I don't recall it using bond funds. >> So then we have $14 million in bond funds to still spend on capital projects. >> Correct. And we are currently in the bid process for the sixth grade campus. And if all goes well, hopefully we'll save a little more there, too. But we're in too early in that process. Save all you can. >> Yes. >> Any other questions? >> Thank you very much. >> Thank you so much. >> Thanks. Thank you. >> Next up, we have Mr. Mitchell with the um facilities update. Good evening, board of trustees and Dr. Patterson. I'm here tonight to talk about two things. The first one has to do with Senate Bill 546, which has to do with bus seat belts. So, this was a legislative session uh decision that came
036out in the last legislative session which requires all all school buses to be equipped with threepoint seat belts. And so they required us to this year collect data and report that by the end of this school year and present to the board to make a decision whether we can afford to replace our entire fleet or do we present the data to the state about how much it's going to cost to retrofit our buses. And so tonight I'm going to go over the data for our district. So, our current fleet has 39 route and trip buses. Three of them have have the threepoint seat belts, and those were our last three buses that we purchased. As far as our special ed bus fleet, all 10 of those buses have already have the threepoint seat belts installed,
037so we wouldn't have to do anything with our special ed buses. Okay, so let's look at costing two. to retrofit our buses to become compliant. So, if the district was to take on this challenge, we have 25 buses that it would cost us $464,311. And then we have 11 older buses that's going to take a little more work because we would have to change out the entire floor of the buses in order to do the seat belts. And so, that price is a lot more expensive at 770,000. And so a grand total for the district to retrofit those buses would be about 1.2 million. So there are some pros and cons for us doing it in-house. The pros is we could have some potential cost savings. Uh the scheduling flexibility could be that there and
038we could have direct oversight over the project. But then the biggest con for us is if we do it ourselves, the district takes full liability if something happens and those seat belts malfunction in an accident. It does increase the workload of our mechanics to have to do that on top of of the regular maintenance of our buses. Of course, we would have to buy some new equipment and tools in order to put these new seat belts in. And then it will have to be some training for our mechanics to also know how to put those things in. And then the buses will have to be certified still by an outside vendor. And so that outside vendor certification is not included in that price yet. And so we would have to add that cost as well.
039So if we were to send this out to the vendor to do it, the 25 buses that are our newer buses would be at 839,000 and the 11 would still be at the 770,000. And then with the labor included, it would be 1,001 1,69,311. And that's the cost for sending it out to another company to do. And there are some pros and cons to that. Of course, the pros is that it takes the liability off the district as far as the seat belts and seats and those companies already have specialized expertise and then it could potentially have a faster turnaround on getting those buses back to our fleet. The cons to sending them out is it would take some of our buses out of rotation. Uh it could be some scheduling challenges with us with
040how many we could send off at a time and then a higher upfront cost to have the outside company to complete it. And then our second option is to just replace our entire trip in in route bus fleet. So of course the there are 36 buses and right now new buses are ranging between 150,000 to 170,000 each. And so if we decided to replace the whole fleet, it would be a grand total of 5.4 million to 6.1 million in order to just replace the whole fleet with all new buses. Questions? >> Have we had any discussion with our insurance carrier on how this process is moving forward? Are there going to be increases to the cost of the policy? They have not said anything. This is still in preliminary stages. The only thing they've told
041us to do is to collect the data because the state is going to come out with grants and more information. And so transportation has been going to some meetings with other directors and they haven't gotten any more information than I've gotten from Sentinel or the state. So this is just pretty much the baseline of what we have right now to go off of. So we don't have any information about insurance yet. When's the uh when's the timeline for determination on this? >> Yeah. >> So, well, we have to have the data in by the end of this school year, but the buses have to be ready by September 1st, 2029. >> Thank you. Um I I have seen that there there potentially will be grants to cover the cost for this. But we thought about
042what the um annual cost to our just M fund. I'm thinking about our young kids on buses. I've spent a little bit of time with young children and I really worry about preK and kindergarten students on the bus in the event of an accident. many of them cannot unbuckle themselves and so making sure that we have not just a driver now but support staff on the bus to support that. So, I think looking at that cost, thinking ahead, it's going to cost it's going to add more onto the M side because we're gonna I I hope that we are going to put additional staff on the bus to help with that. >> And that's one of the things uh that the transportation area, they don't necessarily agree with this in the transportation world because they
043said that same fact. If kids are strapped into a seat belt and something happens to the driver, who's going to get those kids out of the seat belts to get out of the bus? So, they're not really for it. This has come up before in the past and after they saw how much it costs. The state kind of backed off of it. So, we'll see what happens when the data comes in from across the state, but as of right now, they're saying that we have to do it. And so, we're going to have to make some changes changes to kind of adapt to that change. >> I'd just like like us to keep our eye on those unfunded parts of this mandate because I think that we're going to see that there are lots of
044ripple effects. >> Yeah. >> Not just the upfront costs. But thank you, Mr. >> Any other questions? Oh, sorry. >> Sorry, I do. Thank you. Are there sensors on these uh seat belts at all to let anyone know that they're local or not? >> No. >> So, it's just say, hey, put them in the bus and then whatever happens happens. >> That's what I I was going to ask. Did the mandate even say they had to be used? Because I mean, sounds like one more. The current law says that the bus driver has to say put on your seat belt is all they're required to do is say put on your seat belt. The bus driver can't go and put the seat belt on for them. They can't wait until everybody puts on a seat
045belt. It says they are required to say put on your seat belt. And I don't know when the last time they safety, you know, highway department or whoever did a study on this, but right when I got on the board, I looked into this and I remember all the data out there, all the smart money said they were more counterproductive than they were helpful. Like every study I found said it didn't make sense to even have them. >> Um, which is crazy. I mean, the thing that jumps out to me is at least on those 11. I mean, that's 70. We're looking at $70,000 per bus when a new bus cost $150,000. It's like, it's nonsense. >> It's like you don't spend half the cost of a bus to put some seat belts that probably
046won't be used, that probably won't make kids any safer. It's But I get it. It's It's one more state mandate that somebody that doesn't know what they're talking about decided to mandate. But it is what it is. >> Uh you said we already have three that have seat belts. >> Yes. >> Do we use those? >> The bus driver says put your seat belts on >> and some students wear them, some students don't. >> Yeah. But the driver does say it on those buses. And one of the things even before this was mandated because we got those buses with seat belts, every bus that we buy from here on out would have to have seat belts on. So it kind of falls in line with the mandate. >> Is there even an option to buy
047buses anymore without seat belts? >> No. >> Any other questions or comments? >> Thank you, Mr. Mitchell. >> Oh, he's still here. He's got more for us. >> All right. The next uh facility update has to do with the Crosby Middle School restroom renovations. And so a committee brought to us all of the things that were noticed in the restrooms at the middle school. And so we've been working through that list to address those issues. And so tonight I want to give an update on what's been done. And so I pretty much went through everything on the list and added it to this slideshow. And so in the 100 hallway in the boys's restroom, we did install the misinstalled lock. In girls restroom, we remounted the small trash can in the stalls. In the 200
048hallway, the faucet was resecured and replaced gasket. And they remounted the two small trash cans in the girls' restroom. We still have two mirrors to be done. And we're still working on the sinks. And you're going to see that in every slide. The sinks and the mirrors are the two things that we're doing. Uh the boys is to replace the two missing soap dispensers and they remounted the trash can and the stalls and the girls in the 400. It was a deep clean to the towels in that one because that was one of our more smelly ones. And so we really did a deep clean in that. And we repaired the damaged toilet toilet paper dispenser and we changed the nonworking bubs. And then the mirrors and the troughs are still outstanding. On the 400
049hallway in the girls restroom, we fixed the two missing toilet stall locks and we changed the bubs. And we still have the sinks and the mirrors. In the 500 hallway in the boys, we replaced the batteries in the motion faucet so it now works. And we installed the missing toilet stall and we fixed the broken urinal. In the girls restroom, it was just the missing bubs. Bubs that needed changing. In the 700 hallway, they replaced the missing soap dispenser, the toilet lock. They installed a cover on the cleanout access and a metal cover on the Jbox in the ceiling. And the same thing in the girls, they installed the metal cover on the Jbox. In the falcony restroom, they cocked the sinks to the wall, pulling and reset both toilets with the new wax rings,
050and to the floor. And they repainted the restroom. In the cafeteria one again, the misinstalled lock and they replaced the batteries in the motion detected sink. In the competition gym and the boys, they fixed the bubs. They removed two vertical wall tower and trash dispensers and replaced the broken light fixtures and repainted the entire bathroom. And the girls, they changed out the working bug, the non- workinging bug, and they repaired the loose faucet, and they painted the walls. In the North Competition gym, again, the bubs were changed, the towel and trash dispensers were removed, the broken light fixtures, and they repainted. Same thing in girls, and we had two locks that were also broken in the girls restroom in the A area. Uh there was a missing outlet cover that was replaced. There was a
051missing cover on the cleanout access and they secured the urinal to the wall. In the girls restroom, it was a small trash can cans installed in the stalls and they changed out the working bubs, the non-working bubs. In the DAP restroom, they changed out the light bulbs. They secured the lost the loose faucet and they replaced the one missing ceiling grid. In the athletic locker room, there was two two t uh wall towel and trash dispensers they removed that were old. They installed one missing wall mounted paper towel holder and they repaired one broken urinal. And the girls, they changed the working the non- workinging bubs and they installed a paper towel holder. And so overall, the remaining work is the trough style sinks in the mirrors. and we left that off to last because
052we attacked everything that we could do inhouse. This is something that we're going to have to contract out in order to do and so we're working on quotes for that now to get that started next questions. >> Do you know if the uh restroom in the teacher's lounge was on that original spreadsheet? >> I can't remember right off. >> I know we had talked about that. is in really really bad shape. >> I'm so appreciative of everything that has been done. Truly, I am. So, I don't want to, you know, say something negative here, but maybe if someone could take a look at that. In fact, it's probably 10 times worse than it was originally. Makes me wonder if standing water was left on the floor and maybe that caused the increase in the mold.
053But, um, just maybe good look at that. I've been there frequently. Um, so anyway, >> okay. >> Again, thank you so much for everything that's been done. >> Um, so there was only one deep clean in the 400 hallway for the boys restroom. >> That was the one that had the most issue. I think the rest of them I asked the principles this year the smell is totally different now because we have have those monitors there now and we fixed the air air handlers and so the smell hasn't been an issue this year but we can always go back and and deep clean some more. >> You mean 2026 this year >> the school? >> No, no, no. >> I don't know. But I don't know. We toured it was in 2025. So all the
054boys restrooms need deep cleaning, okay? >> Not just that one. So >> I would hope that y'all go back and deep clean from the ceiling to the very the corner every just >> Okay. >> I will say the one that I frequently for anybody that doesn't know I attend church there, okay? I don't just go and inspect. I just want to clarify that. But the the aroma or the the smell that was in the the boys there that's close to like the the office and where the cafeteria is. Um we never really notice issues with that anymore. And I know we had talked about how that drain kind of came down in a U-shape and we were going to start regularly flushing that. I don't know if that has happened or >> I'll put that
055on my list. I can check out. >> Yeah, I don't know what made the improvement, but I can say in that one I I don't go to all of them. I promise. But I do I'm in the lounge every Sunday. Um and yeah, that one I I meant to share on the spreadsheet, but I was having issues that day. So >> Karen, you and I may not go in the same one. >> That may have been a good one, but um >> you can only use so much fabulos. We try. >> Any other questions? I just wanted to also say thank you. I mean, we took some I mean, a lot of people put a lot of effort into making that list and then I'm glad to see us being followed through with. Um, I
056want to be careful we don't talk about stuff off the agenda, so I won't talk about grounds crew directly with the contractors, but it applies to this. Has that made it a Has contracting out the ground crews for the for the lawn maintenance stuff freed these guys up? Has that helped as far as work hours go for these guys to be able to have the time to do this? It's a slow process because a lot of them couldn't do >> Sure. >> couldn't do anything. So, we're trying to teach them. They were doing a lot more damage at the beginning. >> Sure. I get >> So, we're having to go back and teach them and refix a lot of stuff that they were helping. But there's areas where they've been able to really help us,
057>> but a lot of them just don't have the skill set. And so we're trying to teach them and they still having a hard time learning it. And it's more frustrating to them to have to go back and fix the stuff they broke. But we do have a few of them that's really picking on and really taking off some of those things off their plate. >> Oh, sure. No, and I appreciate that. And like I said, I I expected that to happen. You're can't take guys that you had weed eating and expect them to know how to do plumbing repairs right off the bat. But, uh, I'm glad to hear it's >> they are trying to come along >> with the as far as the, um, trough style, uh, sinks, which of course I know
058they wouldn't be doing that either, >> but the goal here is to not we're not bidding this out to a project management company. >> No, we're getting someone to introduce to us. >> Yes. I would like to introduce to you our new director of construction, Mr. Carlos. >> Awesome. That's who I want. He's jumped in Fred first and he's already taken on some of our projects. >> Great. So, we're going to be going more trying to go direct to plumbers with this >> and we already have a >> just so you know some of the background here. It was why we wanted your position here. >> Getting quotes from a project management firm to do plumbing repairs was asinine in my mind. And it's just I get it. It's the way so many districts work,
059but we're throwing so much money away to so many middlemen when you need to be calling a plumber and looking forward to see how much money you can save us, man. I will be watching. >> All right. >> Any final thoughts for Mr. Mitchell? >> Okay. Thank you, sir. >> Thank you. >> Um, next we have reports on progress on um number two administration. of the facilities we have an update >> I have the distinct privilege of providing an update on crossing middle school also >> but mine is for the middle school foundation so board of trustees Dr. Patterson, thank you for having me. We are going to get into the foundation. So, I'm tonight I'm pro provide a little background of where where we're coming where we're coming from, the timeline and some of
060the uh action steps that we taken to this point today. So, as many of you know, uh I think it was end of 2023, uh district identified three specific areas that they were having problems with their foundation foundation failures. some issues. Those three areas are shown above on on the slide. Admin offices, the gym lobby, and the classroom wing one, two, and three. U once those uh areas were identified, they contacted me and asked me if I could help him with the next step. So I did. We contacted a geotech engineer and for the board uh situation where it is the a geotech engineer comes in came in and what they do is they look at the soils to make sure that what we built the foundation on was sturdy and correct. So we'll move
061into the timeline. So in January 2024 we walked with the school district uh the director of maintenance and the geotech engineer and we walked the entire campus. We walked the sidewalks, the parking lot, and the interior of the building. The worst areas were on that previous slide right here. Those three areas, we asked the geotech engineer, "What would you your recommendations be?" And so they recommended to do a a a sight boring bore holes into the concrete to identify if there what issues were below the surface. They also recommended we conduct a a floor survey as a baseline for any uh remedial actions we take after that we can see if we have any heave any I call it bounce back from the slab if we from any of the remedial actions that we've taken.
062So we did that we uh conducted the geotech in investigation in those three areas and a floor survey in March 2024 and the we received the report in June of 2024 for the geotech report. So the geotech report found there's four to six inch uh voids underneath the gray beams. And so the gray beams are the structural concrete beams most mostly on the exterior of the building. What that does those beams do is they hold up the slab and the superructure anything above that slab. So having four to six inch voids underneath it is concerning. We also they also found that there was low very low moisture content in the soil underneath all the slabs in those areas. There are some potential causes that uh the geotech engineer identified and those were let me go
063back so I think you could see if you can see I'll just go through the tree trees uh shrubs vegetation near the building was causing uh soil shrinkage and set soil shrinkage and then settlement of those slabs and then if you can remember August, September, October we were in extreme extreme drought. I mean extreme. So combining those factors, this is this is the proposed cause of this uh of the the I would call it foundation issues. So I will go back to it's kind of hard to see, but if you can see just north of area three, those are oak trees, live oak trees sucking water from the foundation right there. Number one, all those trees right there sucking water. And number two, there's a tree right there. So those trees that those those uh
064that vegetation was just pulling moisture from the uh the soil and not shown on here, but your parking lot is worse than the school, but the school is the most important part because kids go there. But the parking lot also has six to eight inches of of subsidance throughout because of those trees on the outer edge. So all that being said, the geoteric report came out with these recommendations here. And so we remove existing trees within the proximity of the building, conduct two forest surveys, which we did. We conducted the first one in summer 2024. And then one year after the removal of the trees, which we did in summer 2025. And what that the reason we did two is we did the baseline in 2024. We removed the trees. We were hopeful that some
065of that um the reduction in moisture would come back and kind of heave some of these areas back up. But after we did the second survey, it it didn't. Most some of the areas even got worse. So we we followed step one was forest survey. Step two was a remove the the shrubs, the vegetation, then do another forest survey. When neither one of none of that worked, we went to the two remedial options in number three. Option one was floor leveling. Uh recommendation was use a polyurethane injectable flow into those areas, which we we we did in September 20 September 2025. And after the first four to six hours of injecting, we stopped it. There was no there was no upheaval. There's no bounce back. There was we actually we didn't want to cause more
066damage to any of the piping in there. So we stopped it. We didn't continue. We were supposed to do this for three weekends. We did it for six hours and said stop because we saw no uh improvement. So all that being said is that we we went through each process remove the trees. Step two, conduct floor surveys, reme options, and the final option which is the last option is structural slab replacement. And so that's where we are today. We have engaged with uh structural engineer and architect to provide services for that because you can't just get that off the street. You have to you have to have somebody design with an engineering background at engineering stand. So today we've been we've exhausted all the options provided to us by the engineer and we are standing
067at the next step is structural slab replacement. >> Yeah, I don't have good news. >> Do we have a time frame? >> We >> it's not surprising. Well, we we have the shirt, we have the proposal, and I want to present this this uh this month and I think maybe next month or whenever Dr. Patterson or the board sees fit. >> Yeah. When we have the quotes and everything, bring it back. >> Yeah. So, we can have a budgetable >> with options and but it just takes a little we had to take took a little time to go through find all the plans, all the old plans for the >> old building and find trying to figure out what kind of structural slab was it. there's is tilt wall. Um what other factors what we
068might have to do because if there's there's a whole process but yes we are we are trying to move as fast as possible. We were trying to find the most costefficient way to get this done and make sure we checked all the boxes before and all the re recommendations before we came to you with this with a whole slab replacement. So, we know that it's just those areas, the ones you have here. >> I can't say that's the only areas. No, >> but that's what you're speaking >> that Yes, ma'am. That's that's the three areas that we that we were that were identified by the district that were the most egregious, >> right? >> Um to to say that there's not other spots, I I couldn't speak. >> So, the floor survey was only done
069in those three spots, correct? Not having a full floor survey done. >> No, we just did those areas. So if we identified the trees, have the other campuses been evaluated with trees within 25 ft of the foundation? >> No, but I would recommend taking them out. >> Absolutely. >> And any new campus designs, make sure >> absolutely >> landscapers don't put any trees next. >> No trees within 45. Specifically live oaks. >> Yeah, I know. They >> they're rough. >> They're pretty, but they're rough. >> Any more questions? >> I am further out. >> Thank you. >> Yes. Y'all have a great day. >> Thank you. Um, next on our agenda for tonight's meeting is the consent agenda. >> No, I'm sorry. >> Sorry. >> Um, next is a report from Miss Gosy and Miss
070Castillo on milestone number two administration. >> Good evening members of the board and Dr. Patterson. Thank you for the opportunity to present this evening. Tonight will we pro we will provide a report on the district's progress on milestone two. We have a few considerations before we get started with our data. We wanted to tell you about the different data views. We have two data views that we're looking at. We're looking at first from milestone one of this year versus milestone two of this year. So, same kids, one was taken in the fall, one was taken in the spring. Then we will also look at milestone two last year that was taken in the spring last year versus milestone 2 this year that was just taken. And then we also have a cohort comparison so we
071can see how the kids are doing from year to year. And then just to let you all know what assessments we're using, the 2425 milestone 2 was the 2024 star release test. Our 2526 milestone 1 was the 24 star release test. And then the test we just took, milestone 2, is the 25 star release test. So a few things to keep in mind. So again, we're going to start off with milestone one compared to milestone two. So we see here we've circled in yellow the meats and we have third grade ELA on milestone 2 was at 44%. Milestone one they were at 38%. So we saw growth there. Fourth grade ELA 52% at milestone 2 and compared to the 38% at milestone one. Fifth grade ELA 56% compared to 50%. Then moving on to math
072third grade 31% compared to the 26% and fourth grade math 40% compared to 23%. Then we have fifth grade math 28% at milestone 2 compared to 34% at milestone 1. And then fifth grade science 11% compared to 16% at milestone one. And again these are the same students. milestone one they took in November and milestone two they took in February. >> Can I ask one question just just for for the elementary data is this I see ELA is it English language arts and Spanish language arts or is it so it's language arts and math of all students? Correct. >> Okay. No matter the language. Thank you. >> For our secondary with sixth grade ELA we saw an increase to 53% meets at milestone 2. Seventh grade ELA saw an increase to 47% meets. Eighth grade
073ELA saw an increase to 49% meets. Sixth grade math saw a decrease to 42%. Seventh grade math saw a decrease to 20. Eighth grade math saw a decrease to 38 and eighth grade algebra saw a decrease to 70. One thing I like to say because this looks concerning but it isn't concerning to me because whenever we take a math test at the beginning of the year we have a few standards that we're teaching and it takes time. Then when we take it in the spring we really have a lot more standards that we're covering and so having that piece all together. So whenever you see the milestone two to two comparison that's the one that really um tells a good story. So this one though is looking at our kiddos, but I don't want you
074to be scared about our math scores. >> So are you saying the second one is comprehensive and the first one is up to what you taught? >> Yes, ma'am. >> So milestone one wasn't a star release test. >> It's a star release test. Whenever we um report out to you, we based on what the students have been taught at that time. So all the teaks. So it's a shorter amount of teaks that have been taught. We haven't taught the whole thing. We look at it as a whole, but it's the teach that have been taught. >> That's the same for elementary and secondary. >> Yes, ma'am. >> Eighth grade social studies saw a decrease and eighth grade science had a small decrease. For English one, we saw a decrease. In English two, we did see
075an increase. In algebra 1, we saw a decrease. and biology, we saw a significant increase. We're at 65% meets. And US history, we saw an increase. >> So now we're looking at milestone two to general question. >> Can I ask you a question just to jump off that real quick just to make sure I understand this? >> So the the one given in November was was information um taught up until that point, right? The one given I think February. >> Is that information given up until February or is it still information beyond February? >> We give them the full assessment. So for milestone, we give them a full star assessment, but we look at what has been taught because that is the real piece. We only have a little bit of time. There's the majority
076of the test hasn't been taught when we take our test in November. But whenever we take the spring test, we still give them a full test and we look at what's taught. A lot more questions and standards have been taught at that time. So, a little bit's been taught in November, but a lot's been taught. Almost the majority of the test has been taught whenever we get to the February. >> But they're still tested on roughly three months of information they have not been taught yet. Correct. March, April, >> yes. >> But is that reported here? >> Yes, we do the um taught what they've been taught. So, so she's saying, um, correct me if I'm wrong. Milestone 2 >> is data that they have. The numbers we see is only the data based on
077what they have been taught. So, you're pulling out data that hasn't been taught. >> Yes, ma'am. >> Thank you. >> But they do take the full star test practice test both times. >> Correct. It's a full star. >> Is that how you've always reported the data? >> Yes. I don't I don't think I ever realized that. >> Now we have the full data and if you would like for us to send that we can. We have the full data and we extract what has been taught. >> I would not be interested because I don't think it's fair to to testify right on information that you haven't >> correct these kids. >> Yeah. And so when we look at the data we do look at full data the full star what's been taught what's not been
078taught. So we present all we look at all of that and then we extract just what's been taught for >> to present to you. Correct. But it's all important to us. >> Yes. >> So when we're seeing the decrease in the second milestone >> automatically I was thinking you know it was completely comprehensive. So when you say that you would expect that decrease, is that just the amount of teach that the kids are having to focus on? Is that what you're saying? >> Yes, ma'am. Whatever we do from milestone one to milestone two, they have to hold on to a lot more content. >> Okay. >> Um at milestone two. So now we're looking at milestone two that they took last year to milestone two that was taken this year. So different set of kids
079milestone 2 to milestone 2. Okay. So third grade we saw an increase 44%. Um fourth grade 52%. Um fifth grade ELA we saw a decrease to 56%. Then we move on to third grade math saw a decrease 31%. Fourth grade math we saw an increase 40%. Fifth grade math we saw a decrease 28%. And fifth grade science we saw a decrease of 11%. For sixth grade ELA we saw a decrease to 53%. Seventh grade ELA we saw an increase to 47%. Eighth grade ELA saw an increase to 49%. Sixth grade math saw an increase to 42%. Seventh grade math saw an increase to 20%. Eighth grade math saw an increase to 38. Eighth grade algebra saw a decrease to 70. Eighth grade social studies saw an increase to 20. And eighth grade science saw an
080increase to 47%. For English one, we saw a slight increase and English two saw a slight decrease. Algebra 1 did see an increase at 9th grade. Biology one saw a significant increase and US history stayed the same. So, our campus overview for elementary, these are the areas that we have identified for each campus. Um, Barrett Elementary, fourth grade math, fourth and fifth grade math, and fifth grade science. And Crosby, Drew, and Newport, we've identified fifth grade math, and fifth grade science. And so our plan um our academic action plan is math classrooms will incorporate a daily review designated to strengthen numeracy foundations. CNI team will push into classrooms to support instruction including facilitating small group intervention providing targeted retach or covering classes as needed to allow teachers time to work with students. Continue professional development
081on the new math resource of stem scopes. Retach mini lessons targeting the lowest performing TECS. Science instruction will prioritize vocabulary development and hands-on practice with a focus on tested readiness standards and spiraling the TEICSS and align spring pacing for stronger spring star results. For secondary at Crosby Middle School, our two focus areas right now are eighth grade math and algebra 1 and at the high school English one and English two. So looking at that, we're looking at giving them data driven quizzes to track progress and work on our TEICSS that we are still have an area of concern with. Then using our mini lessons to retach our priority. Then using the Lmen Star Blitz that's going to be incorporated at middle and at high school using math to strengthen those math skills and think circa
082will be helped to strengthen our reading and writing skills. So now we're going to look at our cohort comparison. So this is how our students did the pro the previous year compared to how they did this year. So our third graders were at 39 I'm sorry as third graders they were at 39% and now as fourth graders they're at 52%. This is for RLA. Our fifth graders were at 45% they are now at 56%. Our sixth graders were at 64. They're at 53. And our seventh graders saw a dip to 47. Our eighth graders have seen um an increase to 49%. Our English one has seen a dip and our English two has seen an increase. >> I got a question about that one real quick. Does that fit to six? I mean that's the
083biggest 8 to 9 bigger but are we used to seeing that cohort shift when they move into the middle school like that? I'm just wondering how much of an impact that >> it is >> between fifth to six. >> It's pretty typical whenever you have a transition year but also um fifth grade and eighth grade they used to be SSI years and those cut scores have not really changed. That's still the cut scores that the state uses for approaches, meets and masters are you have to score less than whenever you get to sixth grade and then eighth grade you score less but then you have to get a higher percentage whenever you get to English one. So it's a transition year plus it's a percentage piece that is a little interesting. So now we look
084at the math data and our fourth graders saw an a slight increase and our fifth graders saw a decrease um from 45% as fourth graders to 28% as fifth graders. Our fifth to sixth graders did see a decrease. Our sixth grade I am very happy with the sixth grade. I know it looks red, but let me tell you why. Those sixth graders were all of our sixth graders. And then that seventh grade score is our just regular onle students because the other kids are in the eighth grade data. So whenever you see that we had honors included last year at 29% in sixth grade and this year we took honors out because our honors kids are taking the eighth grade test. So those are all of our regular onle babies at 20%. So, while it's
085a decrease, it's still a significant amount of work that our seventh grade teachers have done this year. Then, our seventh grade last year was at 4% and our eighth grade jumps up to 8% and our eighth grade went from 37 to 39% in algebra. Does the pacing of our curriculum ensure that we will have addressed all of the starts before the start? >> Absolutely. >> And so for RLA at elementary, all the TESS have been taught. So what you saw for RLA and for secondary, all the TESS for RLA have been taught. Math, they still have not, but they absolutely will before start. they'll finish and they will have some weeks to do a review. >> Thank you. That concludes reports and we're going to move into um the consent agenda. >> Move to approve
086and let you make your >> I'm sorry. >> Does anyone want to remove anything? Thank you all for spending your first day of spring evening here with us. Couldn't do it without y'all. >> I move to approve consent agenda. >> Second. We have a motion by um JR and a second by Karen. Any questions or commentary? All those in favor signify by saying I. >> I. >> Opposed. Motion carries six to zero. Now we're moving into regular business. Our first item on the agenda is to discuss and consider adoption of the prevailing wage rate schedule. >> Move to approve. No, I move to adopt the prevailing wage rate schedule for the Texas GF Coast area areas hourly rates only as presented for all district construction projects. >> Second. >> Have a motion by JR and
087a second by Lisa. All those in favor signify by saying I. >> I. Motion. Any opposed? Motion carries six to zero. Next item on the agenda is to discuss and consider purchase approval of 350 iPads, Apple Care Plus, and cases from Apple Incorporated. >> I move to approve purchase of 350 iPads with Apple Care Plus from Apple, Inc. via the HCDE/CP co-op contract number 23/36 SG-01 for an estimated amount of $142,782.50 50 cents. >> Second. >> Um any discussion? >> Are we still at one what is what are we where where are we using iPads and what is the ratio iPads to students? prek12 are we collecting data on the I guess the usefulness of being one to one now or is that just something we do because that's what we've been doing >> as
088opposed to not putting the technology >> yes like like um reducing the number of classes in classrooms. We haven't considered that. >> We've not considered reducing the number of devices. We have considered what devices to use and we're having those conversations. Okay. >> But not reducing >> I would I just wonder what the instructional benefits are of of being onetoone specifically in the younger grades and if reducing the number of devices in the classrooms would increase the amount of hands-on instruction and learning for students. >> I know that secondary uses. What is there an online program? elementary >> and that the students are able to work on that at home if they want to. >> I I need to make a comment. My my vote here when it comes to that is um I need
089to make sure it does not reflect a desire to hinder our students. I just have a different opinion on how to do so to support them. >> I I think I've been um just doing a lot of reflecting and research on the amount of time students spend on screens and I think the technology is good and obviously if students have to take a test in third grade that we don't control we know it's online we have to prepare them. I just wonder if the amount of time we spend on devices in our classrooms and then sending it home for them to spend on if that is improving or hindering our student achievement. So those are just questions I have. Okay, >> we have a motion by um JR and a second by Karen. All those
090in favor signify by saying I >> opposed by nay. >> Nay. >> Any extensions? Motion carries 5 to one. Okay. Um item C, consider the award of RFQ2526-00001 for the annual financial audit services to Patio Brown and LLP and approve an engagement letter in the amount of $58,680 to perform the audit for fiscal year ending June 30th, 2026. >> Move to approve. >> Second. >> We have a motion by Philip and a second by J.R. All those in favor signifi signify by saying I. >> I. >> Opposed by nay. Any abstensions? Motion carries six to zero. The board will now move into close session. The time is 801. Um, close session according to Texas Government Code 551.071 551.072 551.073 551.074 551.076 551.082 551.0821 and again the time is 8:01. We will reconvene from the close
091session. The time is 812. Um item A, consider approval of professional contract recommendations and related actions. Is there any discussion or questions? I'm just I'm going to go ahead and say I'm I'm gonna I always abstain from this just simply because my wife's a teacher. Legal said I don't technically have to, but uh you know >> no ammo. >> I make a motion that the professional contract recommendations as discussed in close session should be approved. >> Second. >> We have a motion by me and a second by Lisa. All those in favor signify by saying I. >> I. >> Opposed by nay. Abstensions. >> Uh me. I abain >> whatever you're supposed to say. So um motion carries 501. So our professional contracts are new and >> I move to adjourn. >> I appreciate your
092motion. >> Second. >> Have a motion by JR and a second by Karen. Um, all those in favor signify by saying I >> opposed by name. >> Motion carries 5 to zero and the meeting is over at 8:13.