001bow. Heavenly Father God, just thank you for this day, Lord. Just thank you for the blessings in our lives. Father, just thank you for this district, the people that serve, Lord, the staff, the faculty. Lord, it's an honor to uh to be able to influence children. Father, I just pray that we would do so. Uh conduct here tonight and a man who will bring you honor and glory. It's in your son's name I pray. Amen. >> Amen. >> I aliance 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. >> Honor the flag. I aliance to thee Texas. One state one and indivisible. All right. Welcome to everybody carry out this evening. Everybody watching at home. Uh
002Mr. Clinton, anybody sign up for open form? >> Yes, sir. >> Okay. I'll move us to three recognitions. >> We are so excited to have um lots of visitors and recognitions today. So, Mr. Stoer is going to assist and we'll start with swim >> assist. >> Swim team. >> So, uh we had several of our uh swim team advanced to the regional uh swim meet uh this year. Several of them are here. Is coach here? >> I didn't see and there are several that couldn't make it tonight as well as you guys are always aware busy kids. But let make sure I didn't miss anybody. Aiden Knight. Aiden, did I see you come in? back there. >> Come on up. >> Pick it. Jasmine Cole, >> Isabelle Cole. So, and did I miss anybody that's
003here from the swim team? >> Also want to mention uh the ones that weren't here, Braden Kilgore, Taylor Riley, Landon Seagris, and Dominic Gary. Um they qualified in oh sorry several events ranging from the 200 yard freestyle the 50 yard freestyle the 100 yard freestyle the 500 yard freestyle backstroke uh two relays uh for the girls and two relays for the boys. Am I missing something? Kayla, you were looking at me like I was saying it all wrong. >> No, they were watching that recovery for you getting that paper off. a knee injury right now. So, uh, very proud of them though. Um, you know, they traveled to Lufkin to practice. They do a lot of practicing on their own time as well. And just a lot of hard work that goes into it instead
004of just walking down athletics and they have to put a lot of extra time in before school, after school, Saturdays, especially with the other things that they're involved in besides swim all around. Good kids and involved in a lot of stuff. So very proud of them and their team this year. Let's give them a round of applause. >> They do not like being up here for some reason. We'll take a couple Right. Also, tonight we have our varsity basketball team. Um, if you haven't heard, uh, they were undefeated district champions, by district champions, area champions, and regional uh, semi- finalist. So, let's give them a round of applause for that. I'll get that too. Don't worry. I'm already in the Jackson Jones, Jared Harris, Wyatt Stover, Jason Anderson, Grayson Johnson, Connor Johnson, Zack Cox, Bradley
005Hamilton, Ze Marsh, WEST also with us tonight. Uh, coaches coach Blunt, >> dancing queen, coach Layman, AND COACH JONES. SPEECH. UH, >> great season. What a season it was. I mean, these guys not only, you know, went undefeated district, one district, but it's the first time it's been done 50 years across any sport, I believe. So, a lot of people said it couldn't be done. So, you know, I mean, that pretty much speaks for itself. Super proud of these guys. Not only that, but the work they put in. These guys, if you knew the hours they put in um to this game and the commitment that they gave to one another because I know y'all see some of it, y'all see all of these guys, they they worked a lot of time. Kobe Bryant worked
006out three times a day and these guys in a lot of ways did the same thing. They would get up in the morning and shoot, work during athletics, and then they were lifting after school. So, it's fun to see hard work pay off and it paid off for these guys. One, two, three. That's a nice Thursday night. What time? 6:30. and I'm gonna go ahead and get started. U for those of us that are still left, um I wanted to share with you a teeny tiny bit about this next recognition. Uh Dr. Thornton and I had this idea that we wanted to raise up our own. We wanted to grow our own. Um, I know that sounds kind of funny in education, but when you take somebody where they are and help make them better,
007pour into them. It's what we do all the time. Uh, so we decided that we were going to have a inaugural leadership academy and bless them those that signed up and showed up to our meetings. And we, uh, we read and we laughed and we consoled and we gave each other advice and we grew. Uh but this particular group um the first group that would meet in the mornings were our current assistant principles and I'm super proud of them for I'm going to use a word that um that Mr. Stove and Mr. Clifton loved so much. These uh this group was very vulnerable. They were honest with each other and they helped one another grow. So we wanted to uh thank them for their time. We wanted to uh share with you that these people
008are ready for the next steps. Um and I need Miss Watson to come forward please. >> Miss Boris, Michelle Forley, come on up. and Miss Stevens, come on up. We appreciate that. And uh we had a second group that took a leap of faith on us. Um and it wasn't just our our assistant principles know we're a little bit off a little bit crazy. Uh but it was our teacher group and uh we invited people that wanted to take the next step in their leadership journey. And so I'm going to let Dr. Thornton speak to that about them. >> So exactly. So um like Dr. Fishetti said earlier, our desire is to grow from within. So, not only did we want to take our APS and grow them into our next principles, but we want
009to take our teachers and grow them into our next APS and other leaders. So, we had several that wanted to take part this year, and we were so excited because they all don't necessarily want to be principles. They might have ideas to be other types of district leaders, athletic directors, instructional coaches, APS, um, district testing coordinators, whatever it may have been. Some, some know the path they want to follow, others are still searching to find what they wanted to do. So some of the things we did with our uh aspiring leaders this year, we talked about what it meant to be a servant leader, any leadership challenges, opportunities, and we had they had even the opportunity to hear from district other district leaders that were in positions not long in their own position not long
010ago. So we enjoyed that. We appreciate them. And these are our future leaders of Huntington ISD. We need Miss Boon to come on up. Miss Boon, Jennifer Boon. Thank you. Miss Aaron, come on up. Mr. Sanchez is a little bit busy at baseball. We'll get back to it. Mr. SETH FORD and Miss Hav um I believe her son is showing at the fair right now. So Lacy Hav also joined us. Um but we just wanted to thank you guys for spending your hours with us and we wish you all the very best. So, I'm going to ask we've never really got a group picture. So, Dr. Thornton, I need you on the other side of that. >> Can my actually can my board come stand behind us for this? We're going to get the board
011right behind us. >> Even better. >> What' you say? >> The board's coming in this photo. >> Okay. As long as I'm Hey, I'm okay with Photoshop. You did good. That's all right. I'm sorry. I had trouble. >> SHE HAD IT'S OKAY. WE NEED IT'S OKAY. NO, NO, NO, NO. THIS IS ACTUALLY OUR SWIM COACH. >> SO, come on. Come on. Come on. >> We want We recognized your kiddos. They did an awesome job, but it without you, this wouldn't have happened. So, we This is Miss Robins, and she led our >> Congratulations. >> Thank you. Thank you so much. Did everyone show up? >> EVERYBODY get the car and it's just like, oh, I got I live from here, so 15 minutes till you I'm bringing the car and it's not going and I'm
012like, >> well, appreciate you. Have a good evening. I'll move us to for public meeting a buses equipped with three points seat belts. >> Yes sir. I appreciate >> good news. >> No sir, but the state of Texas is involved. So um always bad. >> Yeah, isn't it though? Um you will see that this is just part of the statutory requirement um that we present this information to you guys um per what the legislation laid out for us. Um you can go to the next slide, Jeff. Here's just somewhat of an overview and and really some of the key uh mandates out of this uh Senate bill. The bill requires that all buses uh by September 1st, 2029 be outfitted with threepoint lap and shoulder belt um seat belts and that every passenger, including the
013operator, uh must wear the the the seat belts. There are some there are some exceptions down there that you'll see. uh we can determine the budget does not permit us to do that which you guys took action on last week for us to be I mean last month I apologize for us to be able to uh basically make this happen quickly we'd have to buy all new buses potentially which is over $3 million and obviously not in the budget for us to do that um right away. Um, but what this exception does allow us to do is put this off until the last day, you know, the last day we could do it essentially, which is September 1st, 2029. Um, there's also an exception if the if it's going to avoid the warranty of the
014bus. We're not really in that situation at this point. We have one bus that you'll see when we get um to the kind of the data slide of this um that we they will not retrofit because of its age, but it is a subbus that we use. Um and it's a it's a smaller capacity bus. Um and and really what we're having to do once we present this information, I'm going to report this information in Sentinel. uh we're making the assumption that we're reporting all this information so that the state of Texas is going to see that they have uh passed a law that is really really expensive and they're going to make grant funds available uh potentially. Mike and I have talked about this. Excuse me. Chief Jenkins and I have talked about this.
015This is the way that hopefully that they will do it. Uh but you know as well as I do sometimes this these things are only funded at 30 40 if we're lucky 50%. Um, we'll just have to see how it plays out in hopes uh that they they try to help us out there. >> So, they voted on a bill, passed it with no funding. >> That is correct. >> Yeah. It's another unfunded mandate like we see um pretty regular fun here. How much money? Yeah, it's a read. So, so if you if you think about every district statewide, um especially your rural districts, a lot of your urban districts probably have started replacing buses, you know, a few cycles ago with seat belts, but because we in a rural district, and honestly, there's there
016is some difference of opinion about whether or not it really makes the buses more safe to have every student buckled because you worry about things like egress, uh drivers incapacitated, uh you you know a small child can't unbubble themselves and so that's been the debate ongoing about those. Um at this point it doesn't really matter um because it's it's in law. We're going to we're eventually going to have to get there. Um obviously I wish that this would have happened prior to us ordering the last five buses because we would have just ordered them with seat belts. But we really didn't we didn't know that this was going to be a mandate that they were going to to make us follow through with. Um Jeff, you can go to the next slide. Um, and actually
017you skip to the next one, too. Um, here's some information about our current fleet. Uh, we currently have 11 route buses that are 71 passenger capacity. We have three specially adapted buses uh with two for routes and one for support. Um, and they range in capacity between 47 and 50 54 passenger. We also maintain an additional seven yellow buses uh that we use for support routes and trips. what we call, you'll hear us call them sub buses. Um, so they're buses that are still in good working order, but we sub those in when we have to send on a long trip with one of the newer buses. And so that bus will go in as the route bus for that day. So those are our support buses. Um, on average um, we also have some
018decommissioned buses that we're fixing to list um, and auction off. Those are the ones that were replaced when we got our last order of buses. So, we do have those, but those are I'm hoping by the end of May they'll be gone. Um, on average, we transport about 400 students daily. Um, and then we also have a lot of event trips that happen every day. So, buses are always on the go, of course. >> Um, and and currently our plan is every five years we purchase somewhere between five and six new buses. Um, and that all that does is replace the older inventory just like we just did. Um, and really what the plan is, school buses really are stay in good shape. There's a lot of districts operate 15 year old buses, but currently
019what what that has us doing is really our our most commonly used buses at the oldest are about 10 years old. Um, and then we have some support buses that'll be a little bit older than that, but we try to maintain that, you know, that once they get 10 years old, we're going to start, they're going to be next up to replace. Um the issue becomes because we're a small district because we don't it just costs a lot of money to buy buses with us just buying those when we get to this information about the retrofit. We're going to have to retrofit every bus we have that we would transport kids on including our support buses because we can't put them on the route if they don't have seat belts. So obviously there's there's going
020to be some other discussions about do we want to potentially put the kind of money that's going to cost to retrofit in an 11 year old bus or a 12 year old bus. Um we may not have an option because it just may be too expensive um to speed up that replacement cycle because if things don't change in our M funding we have to buy those buses out of M. We use a maintenance tax note to do that and so we have to service that debt um by doing that. Um and so there just may not be enough room in M to do that. So, we're there's going to be further discussions about this. Hopefully, when we see what grant funding looks like, maybe that'll ease the burden. Um, I'm I'm being cautiously optimistic there.
021Um, just in hopes that they see the price tag on this because every district we've talked to, they're getting very close estimates. Now, these, you know, as well as I do, when everybody starts getting backed up doing these retrofits, you know what's going to happen to the price. So, best we can do right now is say, you know, they're telling us what the estimate is and in in a year or a year and a half when everybody's really, you know, scrambling to get this done, we'll we'll just have to see how it works and then what availability for parts. You have to go to the next one. This is the cost to replace or retrofit. So, what I've done is take each one of the buses that we own, that 2010 International up there, that
022really we're only keeping that because it it is in good condition, but we would only use that to transport kids around the district. So, if we're taking track across from the middle school to the high school, we'll grab that bus and take it, but we don't put those on trips um you know, and and really not on the route. Um, but you'll see that to replace that bus with seat belts would be $160,000 and to retrofit that bus would be $35,000. And you can see each one of those by the year model. We have six 2014s. Same cost to replace, same cost to retrofit. We have uh six 2019 Internationals. Again, same same cost there. uh the and of course our our 2025 internationals, we would still have to put the the $35,000 a bus
023roughly to have those retrofitted. Some other information to consider about this information about what we're talking about is these buses have to be certified from the manufacturer that they meet all the specs required by the transportation department for school buses. So, we can't necessarily go out to some 5 by9 um retrofitter to have them come in and do the work because if international won't reertify that bus with the work being done, we potentially put oursel in a position for either a for liability or the the most important thing is that they're no good. And if they're no good, we we don't want our kids depending on them if that's what we end up having to do. >> You probably won't be stat. >> No, probably not. So, you know, there's there's just a lot of
024considerations and a lot of unknown questions at this point. Um, we have a 2011 International that is a specially adapted bus. It is our support bus or our subbus. It does not have the capability of being retrofitted. So, they've told us, hey, we will not be able to retrofit that one. So, at that time, we're going to have to decide if we're going to escalate the purchase there, slide one into support, and then purchase a new one or just have two route buses. But, that puts us at a it it's difficult because if a bus goes down uh which they're mechanical so you know anything could happen then we wouldn't have an option there. Um our 2021 uh bus has um those 2021 and 2025 54 passenger buses are all outfitted with the three-point seat
025belts. So yeah, we have two that we wouldn't have to retrofit at that point. uh but the 2011 uh would be a concern. So you'll see that the total replacement cost roughly and these are estimates from uh our the the manufacturer we used last time which is international it'd be $3.03 million to replace every bus with seat belts. Obviously that is not something that it to me is not fiscally responsible because we have sound buses. So the retrofit becomes something that I believe is the most prudent thing to do. How we're going to end up having to pay for that? We'll have to determine that, but that that cost is roughly going to be 630,000. Just as a side note, to buy five buses, we just spent 675,000. So, we're going to have to spend
026almost as much to retrofit our buses as it were as it was to purchase those five. Um, unfortunately, that's just the that's where we're at. I mean, I'm just asking question. >> So, it gets 2029 and we're not any better financial shape. We're losing kids. What's going to happen if we don't have the money to outfit these buses? >> Well, that's a great question that I unfortunately I can't answer for you. I'll say this. >> I think we've seen with other things in education, Miss Davis has probably seen many of these things over the years. When you don't fund something and schools are going like us who are are rural and and not property rich, not fast growing, there's just not a lot of options there. The potential is that they're going to give us
027some more grace and say, "Okay, you have another year or you have, you know, whatever the time frame is." That's all speculation on on my behalf, Mr. Wood. I don't know because we're relying on them to tell us what that is. Um, I don't want us to be in that position, but I also don't want to have to do another T maintenance tax note that we have to fund through M to retrofit buses. And I also don't think it's good money fiscally to sink $35,000 into a 12y old bus either. Now, we may not have an option because if we got to use that bus, we have to use it and we'll have to do that. Um, but that's that's where they've left us at this point. >> Either way, it's too much money. >>
028It's a lot of money. >> But I guess at that point, if it comes down to we have to do it, maybe we could escalate the replacement of the oldest buses. >> Yes, sir. >> Because you probably get that kind of money on return at auction on that bus, but you're not selling that bus. >> No, sir. >> It is. It is. >> Yeah. Now we all of our buses that we are decommissioned at this point are running. So they're they transmissions all work, engines all work. Matter of fact, um the bus barn just had them all running uh about three weeks ago just keeping the batteries up on them and that kind of stuff. So they do bring more money when they're when they're not just complete completely trashed. And so our buses are
029not in bad shape. Uh but they're still not going to bring a lot of money. >> They don't typically go to other school districts, right? >> No, sir. Typically, they're going to be some we >> making a camper out of or something >> or you get a lot of these um reconditioners. Yeah. That will buy them by the lot. Um so we may have one individual that will buy the majority of them, >> right? >> Um and a lot of times they take them um south and they take them into Mexico >> because they use them there. They recondition there and use them there. So uh we will sell those soon, but it's not going to produce it. It probably won't even produce enough to retrofit >> one bus, >> unfortunately. >> Okay. >> So,
030that's that's my spill. I've had to answer any other questions. >> They're going to do about making the kids wear them or not wear them or what happens that driver can't do that. >> No. So, I've listened to >> they can't do that. >> I told Dr. Vincetti I've listened to more other board meetings than I really care to, you know, our own board meetings enough. I don't necessarily want to listen to other people's, but just to get a sense of what everybody else is saying about this, and I've listened to really big schools and then some small schools also. Everybody's having the same conversation. How are we going to pay for it? >> We're either going to have to escalate the purchase of the new buses to try to and it's a, you know,
031it's two things that we bring together. >> Going to be able to get them on time. >> That's right. >> When everybody jumps ahead, it's going to be just like we were >> like doors, a lot of hinges, all that. It's going to be the same thing again. you know, that's that's the position that people like I am in. They they say, "This is what we got to do." And we have to figure out how to, you know, operationally and logistically make it happen the best that we can. Um, you know, we don't want to wait till the last minute because we don't want to be in a position where we're going to get, you know, um, in in ourselves in a in a bad situation. Um, but I also believe that they're going to
032have to recognize this is a huge bill that they're putting out there for people to have to to fund and pay for. Um, and it's just it's unfortunate. >> But do we want to jump out there too quick like we did on the safety stuff? Then they came back and said, "Oh, by the way, we're going to pay for this, but if you've already done it, never mind. We're not going to give you any money." >> Also agree with that. Like it's this is not an easy question to answer. >> Yeah. >> Do you buy early or do you wait or And Mr. Watson, to answer your question about who's going to make them wear them, really the the the burden is that the driver has to remind those kids like every time multiple times
033during the route, buckle and if he happen he or she happens to see one unbuckled that it's you know best practice would be to say hey buckle your seat belt. The problem is though, just like you stated, you're driving. There's no way. >> So, you know, that's also >> to be quiet. >> That's right. So, anyway, >> we we have met our requirement. I will report all of this information um in Sentinel so that they have our information in hopes that some people are reporting retrofitting costs as high as 45,000. We are not that's not what we were I mean, we were emailing back and forth with our rep at Longhorn. He said if we were going to do it for you, it's going to be somewhere around 35,000. 33 to 35 was his estimate.
034I put 35 in here just to on the high end of the estimate. >> 45 factoring in the fact everybody doing it at once they're going to open. >> That's it's possible I guess. So, >> thank y'all. Thank you. Appreciate >> any questions about school buses. >> All right. I'll move five district spotlight. >> Okay. Um this is an update on our teacher and a lotment. The board has a copy of the PowerPoint. It looks kind of dark and it's up here. This was a template that I used and so some of this the majority of this is uh information provided by the state, but I did edit to incorporate some of our uh Huntington ISD specifics in this PowerPoint. So, we're going to scroll through, but I'm going to kind of call attention. Um
035what is TIA? This is a little video that was put out. We're not going to watch it right now, but I did send that to our staff so that they could be aware of what our core group has been investigating. If we could scroll, the next one is basically um that it's a pathway for effective teachers to earn higher income. Essentially, that's what teacher incentive aotment is. In the purple box, it is written in statute um on this uh on this slide. There's no cap as well. That's been a question that's asked. Is there a maximum number? There's no cap. However, there is a recommended percentage that they're going for and we'll get to that later, but it's written in statute. Next slide. How TIA works. Basically, um right now there's three levels of designation,
036but starting next year there's going to be a fourth. They're going to add acknowledged. Um it's an it's supplemental um income from 3,000 to 32,000. It's a supplemental payment on top of the salary. Um it prioritizes hard to staff positions. It's teacher focused, meaning it's in statute that 90% of the funding will go towards teacher pay. We'll get to a little caveat on that. And once they earn this, a teacher earns a designation. That's what it's called. Um, it stays with them for five years as long as they continue to be a teacher. They don't have to be the a teacher in the exact class or grade that they earned it. But they need to stay in the role of the teacher. That's the purpose of this is to keep great teachers in the classroom.
037They stay in our district. If they leave our district, what happen? >> If they leave our district, it actually follows them. It does follow them. We We have a little we have a little message in here that you're going to read to try to keep our teachers here. Um, but yes, it we do a winner roster and it will follow that. Next slide. This just gives you an a general amount of what the state is putting towards. I added that acknowledged because that is being added this upcoming year. So the template only had three, but this is where it will fall. Um, we get a a multiplier for being a rural school district. So when you look up different school districts and their funding amounts, there's multiplier for low soio that percentage and there's a
038multiplier for being a rural school district. So there's that. >> They don't have all the students. The next one, the next slide basically is um we are working and we have a phase in model to have all assignments all teaching assignments eligible. If we talk about teacher performance and student growth measures those are the uh two uh components required by law. The other piece of the law is that I said that earlier 90% of the funds go to teacher compensation. and 10% can be uh withheld for district expenses to implement the program which we will have that next slide. It does uh it's a three-year approval process. We are in year one with a system application doing being it's due April the 15th. Uh year two if it's approved and we'll learn about that this
039summer in the teal you'll see year two that is 2627. It's called a data capture year. Um and then we will submit the following year. So it it's a lengthy process unfortunately but we're on the path. Next one. Um every teacher does have the potential to be designated at um and we have a phase end model. Um they just again have to be designated as a teacher right now. It is not for instructional coaches, librarians, pair of professionals, administrators. It is a teacher. Okay. On the next one, observable. Uh we're using test for our teacher evaluation and this means something to our administrators, but it's on domains two and three, which are the observable aspects of a classroom, not the did they participate in community events. It's um observable pieces. So that is uh what
040we will turn in and it'll be scored for that. The next one is important to note and it's similar to our star assessment. This is not on achievement. How high kids perform. Oh, this teacher we're looking for 100% passing rate in this classroom. That's not what it is. It's a growth model. We will assess kids at the beginning of the year and we will compare them against themselves to the end of the year and how much did they grow. It's not did they pass. We can have kids struggling. That's why all teachers can participate because students in special education grow in a year. Um we just have to set that growth target and it's they're they're showing growth amongst themselves not against an achievement score if that makes sense. Um the next slide there were
041four opportunities to these are four options to measure that growth but we are doing the pre-est test model. Um, that's what we're doing. How do we do at the beginning of the year? How do we do at the end? The other ones, portfolios, there it's quite lengthy and it's it's a lot more gray than it is black and white. And we can find assessments or write assessments for the pre-EST post- test model in every single one of our areas. So, we're sticking with that um that a method of evaluation. The next one I said that the state has suggested ideas of how many they want uh designated there. These are their suggestions. Approximately the top 50% of teachers can be acknowledged. That's what they're looking for. They have standards. Approximately the top 33 will be
042recognized. The top 20% will be exemplary and the top 5% will be masters. Okay. Um the next one, the required is a teacher observation and a student growth measure. That's the required in statute. We are allowed to add an optional piece and Huntington ISD is adding an optional piece and that is teacher attendance. The uh the district and the board provides up to eight days of um in addition to the calendar where there are teachers already have off. Um so we said that's fine. We can use those eight days. Anything above those eight days, we won't be eligible for designation. Why? Why did we do that? We did that because substitutes won't show aren't they're not the best um method of instruction. Our students aren't going to grow under our substitute teaching and those lesson
043plans. They're growing when the teacher is in the classroom. So, I'm I'm just going to share. Some will say, "But wait a second, you know, um I had a medical emergency and and you know, that's going to be hard. That might not be the year. We are going to try to submit teachers every single year. So, it's not a oneanddone. It's every maybe that wasn't your year, but maybe the next year will be your year. Or someone has a baby and that's just not going to be their year because they're going to be out 8 to 10 weeks, but maybe the next year they will. Does that make sense? So, we we want teachers in the classroom to the best of their ability. So we understand that that's going to be a question, but that's
044something that was uh Huntington ID felt and our core group felt that was important to be here. Uh this slide just basically shows that 90% of all funds must go to teacher comp, which we've done that. Um the next slide is some of those multipliers. There's a base aotment um a big formula. There's a base aotment multiplied by a campus low socioeconomic level. So what can happen is the higher percentage of low socio uh percentages. That's a higher multiplier and it's typically an elementary school versus a high school to elementary. If you search Huntington Elementary um their amounts are larger than Huntington High School, it's because of that low socio number. And then we have a rural status for all of our um campuses and that'll be another multiplier. I just wanted to show you
045on the next slide that I this was a cut and paste from the map that there's a tea funding map. Anybody can look that up. Teacher incentive aotment. You can hit funding map. You can type in any school, any district. Uh when I pulled this about a week ago, these were our funding amounts. Remember that acknowledge level comes next year. Anywhere from $6,000 to $23,000 is what? So they calculate this every year regardless of whether we are in the program or not because Mr. Watson asked a great question. What happens if they move? We have a teacher in our school district that moved from another school district and brought their designation with them. So that particular teacher at a master level that particular teacher an extra $23,000. Okay. They that teacher brought it to us.
046The money follows that teacher. So >> that's the key. >> Money follows the teacher. Yep. So why are we doing this? Next one. Why is it right for us? Keep it complements and our systems and goals. This particular lovely slide has all the benefits about strengthening outcomes, improving teacher retention, recruitment. We talked about recruiting out to a rural area. It's important that we have that. Um, over half of the school districts in the state of Texas already offer this. If you're going to be in a teacher, you're probably shopping and you're going to a school district that you could earn extra funding. Um, so maintaining a competitive market, encouraging professionalism. So there's lots of reasons to do it. The next slide shares basically um our philosophy that uh we can reward our most impactful educators
047for direct comp contribution to student growth. We're not just hiring teachers, we're recruiting and retaining champions for our students, bringing the best talent to our classrooms. So this is our why. Um >> can we pause for just a second? >> Yes sir. >> We got here recruiting teacher recruitment as a reason of this >> correct. a teacher coming here, say we are now enrolled in this TIA program, a teacher that comes from elsewhere that's not currently a part of TIA where they came from here, >> can they either or is it a two or three year process for that teacher to be able to benefit from this? >> Um, have a baseline, right? And show growth. So once we get this approved, any teacher any year, so they once this is approved, it's a three-year
048process to get this going. Once it's going, a teacher that comes to us, they'll be a part of our test. They'll be a part of our student um they'll be required everyone once we're in, we're all in. We don't wave observations anymore. They they have the ability to earn a designation. >> They want beginning in 200. I understand that. I understand that. But at the end of the year, >> they don't have to wait. They teach all year at the end of the year when they like they've been hired, they'll teach all year. If they grow those kids, whatever certain the baseline is that day one, the growth is that they >> Yeah. At the end of the year, >> correct? Basically, >> so to speak, last day school. >> Yep. >> Okay. >> And
049if they meet that the required standards, Yep. we submit and every year that's the goal is to add to add to add. Yep. That's a great question. Um, this particular one just shows it's over three years. It takes three years uh to get going. And we also have three phasins. Um, the next one, this is a little bit challenging to read. I cut and pasted a table. I apologize. But basically phase one, um, I want to call attention to the very top row of phase one called national board certification. There is a certification. I had never heard of until this program. Um, but it is across our nation and it's a it's about a year-long program. It's similar to a master's, but uh they don't go to courses. They just submit artifacts. Um, if you
050have a national board certification, you automatically get a designation at the lowest level. But you automatically do this. for for our young teachers that are going to have a long way in this program, it would really behoove them to get a national board certification for every single year for the rest of their teaching career in Texas, they would get a TIA designation. And I think we looked it up, the cost was about $1,400. So for $1,400 for the rest of their teaching career, they would be on that. So I just wanted to call attention to that first line called National Board Certification. Um the rest for this first um phase is uh grades and or um courses that we have assessments for already. PreK um all of our STAR related courses. I failed and I
051need to update this. It's English one, algebra 1 and English 2. I left that off and I apologize. Um and then any special education student or teachers that are supporting those courses and I why are we starting with those? We're starting with those because in year one um rather than trying to determine the assessments and figure all that out, they're already taking STAR andor they're already taking our required circle or I ready assessments. They're there. They're done. We submit the data. So, it's it's it's a slow roll into this um trying to jump in with both feet all the way um in. We felt like we needed some time to work through it. Phase two um CTE uh And you can see the different columns. I apologize. I didn't explain that. This the column after
052the subject area is how we're going to assess them. And then the the very last column is who sets the the measurement from to determine their growth. So whether the district sets it or if it's a star related course, the star there's a star transition table that will set that. But you can see in phase two in the white box it is um CTE our life skills and the rest of our assessments or courses with a star assessments but they're taken in isolation a biology doesn't have a science every single year. Grade five and eight science grade eight social studies. So we'll work towards that because we're going to have to have a beginning of the year assessment. They won't have one from the year prior and then an end of year. So that takes
053a little bit more time. The final phase will be physical education, athletics, fine arts and all other course areas. Um forensic science um all of the other courses. So we are taking it um in in steps. That's what these spaces are. The next one just clarification teacher observation. I'm just going to highlight the third bullet. What will be averaged for this will be a 45 minute formal observation and two informal walkthroughs. Okay. We're looking into a program to house all this data that will evaluate it for us and Dr. Thornton and I have worked together that we can use some federal funding for the platform that will help hold all of the data and compute it which is super helpful. Um now I next slide Dr. Dr. Watson Mr. There we go asked a great
054question. Okay. About uh about moving a teacher will earn a designation and we hope that they stay in Huntington. That's the point. Retaining our teachers. The law says, and by the way, we put the bill and then the state pays us back. But the law is that we have to pay by August 31st from the year prior. We pay by August 31st for the year prior. We have decided as a committee if they don't come back. So if they don't come back in August, they're not getting their money. We're going to it has to go to teachers. So it will go to the teachers in that data capture year that were either on that grade level or in that course area. It has to go to teachers. So they're going to get a their peers
055are going to get a benefit. But we're not mailing checks for teachers to leave us. That's the the uh retention piece. The next year they'll take that designation. We won't get those funds. The ne their following district will anticipate. So they'll miss out on a year, but they won't miss out on five years. Um but it's a little strategy that we have that we want to keep our teachers in Huntington. So, so if a teacher does leave and they go to another school district, but they earn this money this whole year, we can withhold that and they don't get their money until they go to the other district. >> We can withhold that one year >> if they're not here. >> Do that legally. >> It didn't feel legal, but it is. >> It doesn't
056feel legal. >> that they earn. It goes to It has to go to teachers. It doesn't say the designated teacher. It has to go to teachers on that campus. That's the law. >> So if somebody and we want our teachers here I'm not saying I'm doing the business side of this >> husband moves transferred they have to go to Houston. They can't help it. They don't get their money. >> We want to keep them here. >> I know but she can't help that her husband going to Houston to work. I'm just saying. Is that how that >> that's how it'll look? Okay. >> And then their peers will get that now the next year because they'll they'll be reported in in Houston. The money will go to them. I just be getting everybody to leave
057so I can get >> So yes, it sounds it sounds mean, doesn't it? >> No, I just want to know because when it comes out >> you you want to know that that's why we're going over this. That's what our committee decided. We want to keep our teachers here. >> Yes. Um so it does I wasn't sure that that was actually legal until it is. So yeah, it is. Um next question. >> Um not if it is in our approval plan that we submit and that they understand prior to participating. So, no. >> Um, the >> Yes, please. >> Give you an example. >> We've had same thing with teachers leaving in the middle of the year because their husband got transferred to >> Austin. We let them out of their contract and the next
058thing you know, they're working in central. >> Well, we just got stuck person. So, yes. Are there is there going to be someone potentially who's going to >> Well, we would let them out of the contract anyway. Those contracts don't even hold water. But they do because we report them to TEA and they say we don't get what he's saying is somebody or spouse getting transferred and then with >> and then they didn't really transfer. So >> I get it. >> Took your bag and went over there. that example I had is probably >> so we we're we're trying to develop a system where we would recruit retain we hope uh that they could stay but you're right there might be times the other piece to be honest with you is going to kind of
059come to that explanation as well. Um next sorry next slide the 10% is okay this one um the designation eligibility standards we talked about that they have to have growth um targets you can see that those are growth targets set by the state teacher observation scores and the one optional component again we talked about if they miss more than eight days then they're out for that particular year. Are they out forever? No, that's just that particular year of data. So, and that's to encourage our teachers in the classroom as well. So, that is a piece that is Huntington specific that >> hey, those days out like just those are just flat out not in the classroom or they're we have coaches that teach that >> are going to be gone, >> right? Not not school
060business, right? Not school business, not school training, not um FFA days, not athletic days. Yep. None of those. None of those. This is just >> above and beyond that. Um so that was a piece that our committee wanted to add. The timeline um it takes a bit of time. I think that that's basically all we were talking about here. But in April 2026 we will put in that application by August we will learn if we get accepted and if we don't I hope they give us an opportunity to fix that and resubmit. But next year if we get submitted would be our data capture year. So that's where I'm gonna that's where we are right now because you can get you can get quite longwinded in looking ahead because it takes it's it's quite a
061bit of time. >> What what year did the state implement this program? >> Say it again. >> One or two was the first time they started like the program started >> and I think it was the 87th. >> So that would have been six years ago. 87th legislature I think is >> 2020 >> when they basically said you have to u directed TEA to develop the program and so it's just taken time for it to it could have been 19 you know >> right before CO it was two years before CO it's two years before >> 86th or 87th >> y >> legis 19 >> y so um you can see it this we're following the process uh next slide faced an approach that's saying the thing in a different format. Um, I want to
062review the important notes. There's a couple of things that our committee decided. Next, uh, slide. The important notes. There's some caveats that we wanted to put into place. Um, and our committee agreed upon these and we had these discussions on these. But the first uh, bullet is solely computer-based instruction will not be eligible. Point is, we need teachers in front of kids. Um, unfortunately we don't have a Spanish teacher right now and they're taught through E2020. But are the teachers that are in that room teaching Spanish or are they monitoring a computer program? Well, right now they're monitoring a computer program. So in in an effort to be fair and to develop our teachers that's not actually developing teachers. So we are not going to include courses taught solely by computer. Okay. Uh so that's
063one caveat. The other one we talked about is the data that we're going to collect um is going to be the teacher's main role. For example, it's really not elementary or intermediate school, but middle and high school. Um we have people that teach say five periods a day, one particular subject area, and then they're a coach and they're in athletics a couple of periods a day, let's say. We're going to ask them to submit their data, identify the roster from their intended courses, the one they were hired to teach, not the athletic period. However, if they were hired to be an athletic teacher or PE teacher or fine art teacher, that is what the data that we'll collect. But um again, and I we put the teacher's main role, whatever it was they were sought
064to be hired to do, that's the D that we're going to collect for um the other the third bullet only teachers that have a consistent group of kids and inconsistent might be a semester it might be a year but for RTI it might be six weeks where we can gather data not for DAP where they're in they're out and again it's a computer instruction that's not a role that we are looking to designate for TIA Um, and the last bullet was basically as long as they stay a teacher in peace because we want to retain great teachers um, in the classroom. In the past, in order to receive any kind of a financial bump, they had to they went to administration, but we want them to stay in the classroom. That's the whole purpose of
065this program. um as long as they're an 087 in Kings, which means teacher, that means they can continue to earn a designation and or keep a designation even if they go to a different um subject area. The next slide is basically the dates. We've been we've had meetings all year, developed a plan, and this is um I think I'm on the maybe fifth line of here ex talking to teachers, answering questions, making sure that they understand the program because once we do the application, there'll be a teacher buyin survey and that just the teachers um they'll ask the teachers, do you understand what TIA is? Did you know your district was applying for it? That kind of a thing. Um, and then we'll have a handbook to go over. But I wanted to share the
066board. We um have met all year and I'm super proud of our group. We have about 30 people in our group that we've gotten anywhere from admin to teachers to we have instructional coaches that are not eligible. But that's such a great viewpoint that they have been very objective to give information and they spent a lot of time analying this. So um this is where we are now. On April the 15th we submit and I'll just keep you updated along the way. >> So that's >> couple question. Yes. >> Uh and thanks for doing all that. >> Absolutely. >> I mean this is I don't want anybody think I'm negative if I'm >> No, absolutely. >> Who's going to monitor all of this like from an administrative position? Is that you and Dr. Dor? >>
067Great question. So uh we will have the Yeah, we'll have the names at will be the names over at um at the top. But to be honest with you, our principles and our administrators, there'll be a platform where that's where they'll do their their walkthroughs and their observations. So it's instead of they have right now put it in a a platform called DMAC. We hope that they're going to put it in a platform called Teams. I've invited the principles today to a demonstration of that. This particular company um h handles all of T um all the state of Texas data for this. they have worked with from the very beginning. Um, I have high confidence in that. So, we'll input the data there and that's also where we'll upload our student data, but but you're
068right to manage it to make sure the application is on on time to make sure the data is uploaded. It'll be >> I notic the PE's 807. >> So, is that somebody admin over here that's going to help do that? >> Yes. Yep. Uh Casey Jones is uh who ensures that all of our teachers are coded correctly and they do that naturally all the time. >> It's that data is already there and we that we do that already. >> Yeah. Every year they >> that part that part's the easiest part. >> I don't I don't know. That's why I'm asking. >> No, sir. >> And then how how uh so down the road and I promise I'll be quiet. >> No, no. Good question. >> So we're going into 28. >> All right, Phil. I'm
069finish my question. I might ask another one then. going in going into 28 and then they get their money and things happen. Administrators leave. Y'all decide you get a fancy school in Houston and make a lot more money and you leave. The district has to do all this. So, how long are we committed to this program once we say we're going to do it? Until we decide we don't >> until we decide you can stop submitting data. I'll be honest with you in my previous district they tried to convince us to do it but during co I had the company that I worked with tried to get us come on like you could submit I was like we didn't observe during co we I couldn't you know it how we can't measure that no no
070go ahead and submit you can submit your back we did not submit that year we just stop >> so you can go back the next year and >> right as long as so now I will tell you that that's al another great um question because the application is only good for five years >> okay that's want to keep doing every five years we have to reapply to the state. >> So for this first five years if we get approved we're good for five years we submit every year if we want >> if we don't feel like for whatever reason we have this big horrible thing. every five years. >> Every right every five years. I will be honest with you. >> Uh the very beginning the very beginning of this we I was I was
071in a district as a cohort a the first of eight school districts in the state to do this. They were extremely open and extremely lenient. The horror stories they've gotten very strict. Um they have lots of measures um that I predict they're going to send it back to me with tweets. Uh, I just don't know what they are yet, but I will tell you they're taking um their role very seriously. They're taking over a lot of school districts. Um, a lot of schools, you you hear TEA coming in all the time. I believe that when TEA comes in and takes over, I think that it's going to play a role on their approval process. Every school district that I know personally that has someone taking them over did not get their TIA data approved this
072year >> because And again, we're going to work with it. This particular company that I'm I'm wanting to work with, luckily, is very very close with uh TEA and knows the analysis that they do. And amazingly, they shared today they'll take our data and present it three different ways and ask us how do you want us to present this to TEA? So, the great thing is um we need help to do it. We can't do this alone. It absolutely requires a specialist. Um, and our title two funds will allow us to do that. Texas Tech University is the one that does all of the statistical analysis. Once we submit data, that's who's analyzing it for the state. >> And the heaviest of lifting happens right now. >> Correct. >> Because this data collection that we're
073doing is all happening through PES. They're already doing walkthroughs. Student data is available. Like there's work in that, but the heavy lifting is right now and figuring out how to implement the program and all all that stuff. This leads to my very last question on the funding. >> Sure. Yes, sir. >> You understand it all? You got your arms around it. >> Lots of webinars. >> I mean, okay. So, >> we do all this in problems teachers and we don't know how to get our money out. >> No, we we're going to get our money because once they're designated and they're in things that way, >> it's an aotment base. So, it it's coming that way. We are going to be a year out though. So, when they get designated, at least a year out.
074So when they get designated, we're going to have to fund this locally >> and then the a lotment will come. So it's a year behind, >> right? So like in payroll, you may be a month or two weeks behind. This is a year. So we would end up once they're designated, we would pay those teachers those designated funds. We would not see the funds until the following fiscal year. Um could it present some cash flow um issues potentially? I wouldn't think so because you know it's it's paid out toward the end of the year um typically and so I feel like we'll be okay. Mr. Watson is probably one of the easiest things that as far as payroll is concerned that we'll have to do because it tells us what they have to be paid
075and and they'll decide when we're going to pay them and then it's it's done. Well, we heard about it several years ago and most everybody on this board was told it was too much work. We don't want to do it. So, now we're we're doing it. So, I just want to make sure it works and it does what we tell our teachers it's going to do. >> And that's a great concept that I will tell you that when you start because it's learning, it's a huge system to learn. You start and it's a little bumpy and then you get settled in and then you and get better at it once you're in the program. um year one you're not going to see bunches of teachers because if you go back remember that chart that had
076the percentages only 5% they're looking to to designate um at the master level 5%. So if you take our three you know 300 teachers 5%. Um and you go down acknowledged they would it would be appropriate 50%. So there was a chart that had those percentages. Um the first year it takes time. There will be designations but there won't be endurance. Like I've seen this it grows. Okay, now I understand and we're getting better at it and the teachers understand and it'll get better and okay now I'm understanding and part of the program is developing teachers. So it works that way too. So we're develop we're recruiting, we're retaining, we're developing them um all the things but the year one you won't see those big massive payouts for probably for tens and tens and tens
077of teachers that you might in years to come. So, but yes, uh it does take some time. Uh it's not ever going to be uh in this process perfectly smooth because we're just kind of bumping along the way. TEA will let me know how uh if we're prepared and we'll do and we'll tweak as needed. >> And Mr. Watson, can I also add to that because I'm appreciating also want to say it is a lot of work and hard work. It's going to be a lot of hard work to get the data completed on our administrators to do the walkthroughs correctly on math to do the funding. But our teachers deserve it. Our teachers work hard. >> They grow our students every day. It's our job to do the hard work to benefit our teachers.
078>> Well, we appreciate that and we I think we all agree that >> we just were uneducated on all of it. You all done a lot of work. So, thank you for all that extra. Sorry for my question. >> No, no, I appreciate the questions. I I really appreciate the question and actually that's what all those meetings are for so that our teachers can ask those questions. Yes, please >> Mr. Mr. >> I'm sorry. So 90% sure of the funds go to the teachers. We float them essentially alone for so we get 10% at the end right. >> Okay. So yes, but that 10% is going to go to because there's expense in payroll, right? That is not necessarily. So they have deductions and there's parts that we have to fund. That 10% essentially is
079to help us offset the cost because um there it's not just as simple as holding taxes out and getting the the net amount because it's TRS eligible. There's match that goes along with there's expense that goes along with that. that that 10% really is just to make sure we don't go in the negative implementing the program. Um and you know that's kind of statewide what you see everybody does. So we feel pretty confident that 10% um is enough to sustain it without it being um to the point where it impacts us um you know I guess in a net loss way because we just want to make sure that we're covering that cost. So if there's anything left over to fund, it would maybe go to fund the team the team's program. >> Um >>
080well what I'm getting it's a lot of more work on the administrators and they're not eligible for it. Is there any of that 10% that's what my question to go towards >> that is an excellent question but probably not. So there is an enhanced program that they uh just started developing, but you have to have the basic plan before you can have the enhanced plan. And the enhanced plan, I believe, does include principles. I have not done my research on that quite yet. I got to get our basic plan up and rolling and then we can apply for the enhanced. Um unfortunately, I don't think it ever will include our CFOs or superintendents or anything like that, but we hope at some point it can >> and it doesn't need to. the the people doing
081the heavy lifting are the teachers and the principles because they're the ones going to have to make the the tough decisions every day. They're the ones having to do the all of the walkthroughs and the observations. They're the one who I hope that we get to the point where they get it as well. >> In the medical field, this polar opposite. You get the bonuses and the retention stuff up top and the workers get nothing. So, this is the way it should be. >> I like this. >> Secondly, so we we get certification with reertified for five years. We have to start over from ground. It takes another three of those five years to >> No, no. I've actually been through a reertification process. I just resubmitted our application with a few tweaks that I
082had learned along the way again in a previous district and they resubmitted. I mean, they re-qualified. It never stopped. >> Okay. >> So, the it just >> it's a lot easier once you get >> so much easier. So, last question. At any point, state of Texas could do away with this program, right? Like we put in all this work and they could just say, you know what, >> it's in law. It's law. This this one is one of those. Now, you're you're correct in the sense that they can always quit funding a law. There's ways around that, but the way that the legislation is in place really requires them to fund it. Um, and so it's not something that you see that they would just quickly do away with. Um, I think if they ever
083got to the point where they were going to work around TIA to go to a different model, they were going to they're going to give you some notice down, you know, you're going to have a phase out um plan. >> They'll start denying your renewal. >> Well, they what they'll say is they'll give you some, you know, once the the law that kind of does sunsets that program, then they're going to start um they'll give you some time to phase notorious for establishing law and not funding it with the school, but >> sometimes they do. >> Yes, you're right. >> I just didn't want to get everybody's hopes up and then we go through all this work and nothing is funed. I don't >> Right. I can understand why why school districts hesitated. The again
084the reason I had the experience I did is because I was we were already in the incentive program. It was easy to roll it. Um but many school districts half the state of Texas still hasn't they're where we are because I had I have a feeling they said I don't know that we trust this program. >> True. And they're expanding it. They're not >> but they're but that's the thing is they're expanding it. they're continuing to fund it and we're now in if it was 2019 or 2020 we're six years in. So it's it's important to participate for the benefit of our kids teachers. >> So great questions. >> Thank you for your time. >> Question was in that 10% admin ra >> any further questions for Dr. Fishett before I move on. >> All
085right I'll move us to six financial reports. Yes, sir. There our um budget remains uh consistent. Our monthly expenditures that you will see in the report um are are pretty consistent right now. Obviously, as we get toward the end of the year, um we'll have some months where they're a little bit higher as we're closing uh POS out and that kind of stuff. Um really cash in the bank again remains pretty consistent this time of the year uh with tax collections. Um and really our we are seeing a little decrease in our interest rates um for our investment accounts, but that's just following the economy and what rates are doing. Um so, you know, we will be we'll have to begin to rely a little less on some of that revenue that we're getting because
086interest rates are just not going to to stay where they're at right now. We're we're down in the freeze right now where two years ago, you know, we were in upper sixes, almost seven. And so it you know things things have changed. >> Any questions for Mr. Consent agenda budget amendments or anything? >> No sir. No budget >> and no library hears a motion. >> Make a motion to approve agenda. >> Have a motion. >> Have a second by Mr. Rogers. In favor motion carried. I'll move us to eight action discussion items a transition plan for blue bonnet learning instruction material >> and this is an action item and Dr. Thurman's going to share about our transition plan and our uh BMA and certification but we have to approve both of these. So the first
087document is the transition plan for blue blue bonnet learning instructional materials. This was similar almost identical to the plan you adopted last year uh for blue bonnet learning this year. The difference is we are adding in rolling in secondary mathematics. So we've already gone up to grade eight. We wanted is implementing algebra 1, geometry, and algebra 2 starting next year. So we're going to roll that up just to continue having that nice alignment from K through 11 now in math. So it'll just continue on. The state requires districts when they implement blue learning to uh have the board approve a transition plan. It's a measure of success for us as a school. The TEA wants to know, are you thinking through what that skills look like? How are you going to implement? How are you
088going to train your teachers? How are you going to put that in plan that plan in place on your campuses? So, that is exactly what the transition plan is. Like I said, you adopted this last year as approved it, I'm sorry, last year as well. And this year, I didn't make much tweaks to it. Just added the algebra one geometry and algebra two pieces to it. >> It does. >> Can I ask you this? They presented last week or last month, I'm sorry. They were saying there was extraver material that they could have used or whatever. Are we looking at any of that? >> It would make their jobs easier >> extra material. I'm trying to think about what they talked about. >> Oh, I think about the first year when we first kicked a
089motion to approve the transition plan for learning instructional materials. >> Have a motion by Mr. >> S by Mr. >> All in favor. >> Motion carried. I'll move us to be consideration action on instructional material certification. >> This this document is also included in your board book. This is the annual certification provision of the instructional materials. So this has to be approved before we um make any purchases for the new school year about our adopted materials. Uh we're required to adopt materials each year that cover 100% of the TES for every subject. And this document shows what we're adopting. Sometimes it's for example blue learning. That's what we're adopting. Sometimes we have to adopt some full subject plus a couple supplementals in order to hit 100%. So this document just needs approval to show what
090we're adopting all those things. And the only new adoption this All right, I'll entertain a motion. >> Instructional materials a lot. Okay, I'll do it. Make a motion to approve the instruction. Have a motion by Mr. S. Second by M. Davis. All in favor? Motion carried. I'll now move to seek consideration action. >> Wait, wait one second, please. >> I voted no on both of those and I never got looked at. It was just passed on. So, that was another Okay. >> We need to go back and have some discussion. >> No, I'm just making sure that I was getting that correct. >> I thought you raised your hand. >> no, I didn't. But it's fine. See consideration action of any pending to the accept certification of unosed candidates and issue an order of cancellation
091for the special trustee election. >> Okay. So uh we have special trustee election was position >> six and that was Mr. Watson and uh there was no candidates that were running against Mr. Watson. So we would like to cancel the special trustee election that was that particular one. We still have the other um elections as presented and approved before, but we would like a motion to cancel that. >> Entertain a motion. >> Make a motion to cancel the special trusty election. >> I have motion. >> I have a second option. All in favor? >> Any opposed? Motion carried consideration action. $500 donation from Lombard for FFA. >> This donation um James Guest with Limebar who does our delinquent tax um that linear is our delinquent tax attorney that represents us. He just reached out and
092said, "Hey, we would like to do something for your ad department." Um and so, um Miss Power said that their need was to help with the cost of the FFA banquet. So, this is going into the student fund to to help with the FFA banquet. >> Thank you, M. Any further discussion requests for Mr. Motion? We'll make a motion to approve the $500 donation from Lar FA. I have a motion by Mr. W. Second by Mr. S. All in favor motion carried. Move to nine. Superintendent report. >> Okay. Monthly expenditures. They were up in your book. That was that attachment. The next uh B is attendance and enrollment. Our attendance percentage uh for since the last board meeting is 93.58% and our enrollment currently is or I'm sorry for the last month is 1492. Today
093it was actually 1493. Um so I had a great question today. Uh we had a couple of schools in the high 80s and a couple of schools in the low 90s. Uh do you think there was some illness? There was a little bit of illness. It's also fair week. So between the two, I think our principles could probably answer that a little bit better, but I know that attendance um was a little bit lower today. Not lower based on our year prior, but >> we have several confirmed cases of fluy. >> So that's that's >> working through that and we'll pay attention to that. We'll monitor that attendance as well. C wanted to invite uh our board and we're going to have a special meeting to canvas the votes from the May 2nd um election
094on May the 12th at 6 PM and that will also then become our budget workshop. So that's a reminder. Okay. Um D on May 18th is our board meeting. We're going to hold that at 5:00 instead of six o'clock because on the same day and this is um probably Just reminder on the same day is the athletic banquet at the high school that begins at 6 o' and then we'll do our personal report. >> Okay. Any further questions for Dr. Shend executive session. back into open sleeve 12 consideration action resulting from an executive session personnel make a motion to approve >> I have a motion by Mr. S. I have a second by Mr. S. All in favor? Motion carried. All no moves to agenda item 13 adjourn. I entertain a motion to adjurnn. >>
095I'll make a motion to make a motion by Mr. Sec. >> All in favor? Motion carried. We are