001Good afternoon. In compliance with the Open Meetings Act, Texas Government Code, chapter 551, I call this meeting of the Mayor Independent School District to order on September 15, 2025 at Thank you. Let the record show that a quorum is present. This meeting has been dually called and notices of this meeting have been posted in accordance with the open meetings act. The board now will adjourn into executive session act p.m. pursuant to the following sections of the Texas Opens Meeting Act 551.071 551.072 551.074 551.076 076 and 551 You don't have to move over here today. >> Do you need help moving your stuff? >> All right. Good evening everyone and happy Monday. Um, okay. So, the board will now reconvene and open session act 6:05 p.m. >> Let the record show there's a quorum. We're going
002to start with the pledge of allegiance. Okay. Tonight we are honored to be led in the pledge of allegiance by Javier Young, an eighth grade leader at Mayor New Tech Middle School. Javier is known for his dedication, leadership, and commitment to excellence. Please join me in welcoming him as he leads us in the 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, one and liberty and justice for all. Now for the Texas pledge. Honor the Texas flag. I pledge allegiance to the Texas. One state under God, one and indivisible. >> Thank you so much. Thank you, Javad, once again. All right, we're going to move on to the vision and mission statement. Can Mr. Patrick Patterson vision or mission?
003>> Sure, I'll do the vision. Mayor ISD is the best district in Texas where we provide an equitable education for our scholars and graduate them ready to become leaders in our community. >> Thank you, M. Uh, Trusty Patterson, do I have a volunteer for the vision? >> Dr. Thomas, go ahead. I can't see our mission is oh that's okay is to collectively as a community mayor ISD provides equitable resources safe learning environment and high quality educational services for all scholars to successfully achieve and each and reach full their full potential. >> Thank you, Dr. Thomas. >> All right, we're going to move on to uh 6.1 recognition uh staff of the month, Mar. Yeah. So, team of eight, welcome back for another school year or next month or this uh first month that we're recognizing
004our staff. Our staff recognitions of course honor our amazing teachers and staff members at all of our campuses who do amazing things for our students each day, nominated by their principles each month. So, for those who are here today, once we call your name, if you could walk up to the left over here, and then you'll shake the hands of our board members. But stay right there until the very end, which will get a group photo. And then once we take the group photo, you'll head right out those doors for your individual photos as well. Let's get started. Go. So from Blake Mayor Elementary, we have Martha Laurente, fifth grade math and science and Kelly Shores, special education inclusion instructional aid from Blue Bonnet Trail Elementary. Amber Pñena, kindergarten bilingual teacher, and Maria Bonita, senior
005administrative associate [Applause] from the child development center. Sylvia Artuno, she works with the infants [Applause] from Decker Elementary School. Eric Hook, preK through fifth grade, instructional coach, and Moises Rodriguez, an educational associate. from Logos Elementary School. Kristen Thompson, fifth grade math and science teacher and Felicia Henry, sped inclusion pair professional from Oak Meadows Elementary K through fifth grade function academics teacher Keith Balto Baltos and interventionist Sabrina Ruiz. From Presidential Meadows, we have Shantavia Wimby, pre-K teacher, and Brandon Thomas, preK educational aid. From Shadow Glenn Elementary School, we have Erica Rhodess, kindergarten grade level choir teacher, and Yolanda Henry, our counselor. [Applause] From Mayor Rise Academy, Kiselin Barbosza, kindergarten, and Ulisa Cruz, campus educational associate. [Applause] from Decker Middle School. Ray Anastada uh sixth through 8th grade functional academics and Wanda Johnson FAC educational associate from
006Mayor New Techch Middle School. Chase Levi, sixth through seventh grade CTE. And Dianelli Harm, receptionist [Applause] from Mayor Excel Academy. Linda Hughes, 9th through 12th grade counselor. and Christ Cassandra Cassandra Stigers Kavanaaugh, campus nurse [Applause] for Mayor High School. Nathaniel Clark, 9th through 12th grade inclusion coach and Randon Richardy safety officer from Mayor New Techch High School. Ralph Reyes 9th through 12th grade biotechnology and Alfred Silva librarian. [Applause] We'll go ahead and get you guys towards the middle. We'll get you guys set up. Come a little closer, y'all. It's okay. >> All right. Ready? One, two, three. Ready? One, two, three. Awesome. [Applause] Now we will move on to public forum. Um, Trustee Rodriguez Barnett, do we have anyone signed up to speak? >> Yes, we have two. Rachel Pettit and Katrina Bass. For each
007person present in the boardroom who wishes to address the board, you will have three minutes to speak. There are timers on each of the screens and one in front of you. I, as the acting board secretary, will let you know when you have one minute remaining. Because of the topic posting requirements of the open meetings act, board members are not permitted to answer any questions posed to the board by the patron and no action can be taken on any issue presented during this time. Due to this being a regular board meeting, you will be allowed to speak on any topic whether it is on the agenda or not that is is relevant to the district business or affairs. If you wish to ask questions of the board, you may submit them in writing addressed to
008the superintendent's office and the board may consider them at a subsequent meeting. If you're an employee or employees representative, be advised that the grievance policy deadlines are not waved. If you have any documents to pass out to the board, please identify those documents and provide them to the board secretary. Finally, please be aware that rules of decorum will be enforced during the public comment period as noted by policy BED regulations. Each participant is legally responsible for the content and consequences of his or her statements. Rachel Pit. >> Hello board. Uh you are be being given an infographic from the American Association of School Librarians just to uh peruse and see how we compare with the national standards. And I am reading a letter compiled by librarian, high school librarian who we haven't had a high
009school librarian in almost eight years. Uh Cindy Barci Cole and we are asking you to re-evaluate the role of school librarians as educators on the pay scale. Uh dear Dr. Smani and the mayor school board members, you do have this in your email. So, if you want to reference it later, I am writing to express my profound concern and disappointment regarding the recent salary adjustments that classify school librarians alongside support staff. A categorization that fundamentally misunderstands and devalues our professional contributions. The proposed 1% raise, while perhaps standard for support roles, is a significant and disheartening indicator that the essential educational work librarians do every day, is not being recognized. School librarians are not support staff. We are certified teachers. Our role extends far beyond simply managing and being a clerk of books. We are highly
010trained educators. We all hold a master's degree or more and have a minimum of two years in the classroom teaching experience before we can even become school librarians. We are responsible for designing delivering instruction that impacts every student in the school from prek to high school and that is more than the four plus hours a day that the state has mandated. Our daily responses abilities include collaborating with classroom teachers, literacy information specialists. >> One minute remaining. >> Thank you. Curriculum leaders to be equated with pair of professionals and secretaries is an honor. It is an insult also to our extensive training, our experience and daily teaching that school librarians perform. Just to let you know, I have tenured librarians behind me. Um, due to the new pay scale, we are all making at almost $2,000
011less than teachers of our same year. And that is quite insulting. And we have a master's degree and we work five days more and they have a bachelor's degree. So, I want that to be reconsidered. We as a group want that to be reconsidered and we'd love a meeting uh to talk about that and what the reasoning is. Thank you. >> Thank you. [Applause] Katrina base. >> Good evening, Dr. Smani and members of the board. Uh, I stand you stand before you tonight on behalf of elementary school counselors to advocate for our profession, our work, and for equitable pay. I respectfully ask that the counselor compensation plan be reviewed and that raises beyond the 1% staff increase be considered. Counselors are just like librarians, highly consigned um, highly trained professionals. We hold M's degrees. Many
012of us maintain teaching certifications and we serve every single student on our campuses, not just a few. We provide tier one instruction, small group tier, small group tier 2 supports, and individualized tier three interventions. As elementary counselors, we're required to spend 35 to 45% of our time teaching. When you include small groups, that number rises to 65 to 85% of our time teaching, well above the instructional hours required for the House Bill 2 teacher raise. We also provide critical crisis support. When a student is in crisis, we step in so teachers can continue teaching. Without counselors, those students would remain in classrooms unable to learn and disrupting others opportunities to learn. Yet, our counselor to student ratios far exceed recommended levels. While the Texas model recommends 250 to1, many manor campuses range from 400 to
013700 students per counselor. Add that to our 192day camp uh contract compared to teachers 187. And the picture is clear. Despite advanced degrees, extended contracts, and multiple certifications, counselors are still being paid less than teachers. In addition, counselors in Mayor ISD are compensated at different rates depending on the level that we serve. Surrounding districts pay counselors on the same scale across all levels. Mayor's practice of separating elementary and middle in a lower pay grade than a house uh than a high school counselor. >> One minute remaining. >> Hey, thank you. Uh pay is like paying teachers differently based on which grade they teach. Our qualifications and professional standards are the same across elementary, middle, and high school. And this disparity is both demoralizing and inequable. We strongly believe for the sake of recruitment and retention,
014mayor must stay competitive. Without fair pay, we risk losing dedicated counselors to neighboring districts who value their contributions. High tuner high turnover has been a constant, especially at the elementary level. And that instability is unfair to us, to our schools, but more importantly to our scholars. We're not asking for special treatment. We're asking for fairness. Counselors are teachers, responders, and protectors of student learning. Including counselors in equitable compensation affirms the value of our work and strengthens Mayor ISD's ability to retain and attract the professionals our students deserve. Thank you. >> Thank you. [Applause] >> We'll move on to close session action items. Eight, seven, eight. 8.1 um 8.1. Do I have a motion for uh 8.1? >> Madame President, I move that the board make a finding that there is not good cause to support
015Anna Popo's resignation from her position at Mayor ISD. >> I have a motion by uh Trusty Patterson. Do I have a second? >> I have a second by Trusty Rodriguez Barnett. There's no discussion. All those in favor? Motion passes. 6. Do I have a motion for um 8.2? >> Madame President, I move that the board make a finding that there is not good cause to support Amanda Day's resignation from her position in Mayor ISD. >> Thank you, Trusty Patterson. I have a motion by trusty Patterson. Do I have a second? Have a second by Dr. uh by trustee uh Thomas. All those in favor? Motion passes. 6. And now uh for the last close session uh action item 8.3. Do I have a motion? Madame President, I move that the board make a finding that
016there's not good cause to support Markel's Robinson's resignation from his position. >> Thank you. >> I have a motion um by Trustee uh Patterson. Do I have a second? I have a second by uh Trusty Rodriguez Barnett. All those in favor? Motion passes. 6. Thank you very much. We'll move on to superintendent update. >> Thank you, team of eight. And we'll start off with our student update. I mean, our student safety update. Um, as always, we want to keep you ab breast of as we continue to move forward and completing the recommendations um for improving safety. We are now completed at 36 uh 53 and um a few of those upgrades. Um, there are some lighting upgrades and fixes to the Maynor High School complex, including an assessment of the lighting to upgrade that. There
017is some signage that you'll start seeing that's popping up around um the not just Mayor High School actually, that's popping up all over the district as part of the recommendations that we got um including recommendations from the Texas Education Agency. And if you haven't seen, there is new fencing going up at Mayor High School. Uh we prior prioritize the fencing between the buildings in order to create a secure vestable for students to pass from one building to the other. Uh but there's a couple other fencing projects that are going to go up. Um it won't be as fancy a fence, but um you'll start seeing those go up. Uh we do have dates for the completion of all the rest of the recommendations except for those that would require the 20 a 2025 bond package.
018Um certainly if the bond doesn't pass, we will start looking at other ways to address those. Um, but right now the the funding is tied up in a possible bond. Okay, you go forward. I do have one point of pride that I want to put up there. Tonight, trustees, you'll get a chance to vote to accept the agreement with the Travis County. Uh, on August 26, Travis County Commissioners Co approved $3.4 million to Mayor ISD to uh provide for afterchool programs and summer programs free for our families for the next two years. And this is going to be an expansion of what the Boys and Girls Club is already doing. The funding will cover all the schools except for New Tech High School and Mayor Middle School. And we are working with Boys and Girls
019Club to get funding to finalize those two schools as well so that we can have it at every single school. Um, surprised their future. I didn't remember to tell you that time, but I figured you wouldn't mind it. So, um, but we will work on that with them and also with to get it to New Tech High School. I'm really excited about this because we have a lot of secondary students in particular who are looking for things to do. They're not necessarily in sports. They're not necessarily um in fine arts, but they want something to do. Um and by the way, one of those recommendations that I mentioned, I'll never forget the family that came up to me and said, "Dr. M, if you want to do something to help safety in Mayor, give something
020for my kid to do after school. He doesn't want to be on the soccer team. He doesn't want to do fine arts, but he needs something to do while I'm at work." And so I'm really excited that we were able to do this and thank you for all the trustees who also helped work with the county um the commissioner's court uh to make this happen. So um good day. Um and then for everybody out there in TV land um you'll be looking um they are hiring up to expand and so we're hoping this will begin off no later than January um where you'll start seeing those programs pop up in new places. I think that's all I've got for the report for today. Okay. So, did you do points up already? >> Yes. >> Okay.
021Thank you. Information items. Uh 10.1 Third Future Schools VOI report. Third future staff. Jeremiah is here. >> You can go ahead and introduce him. >> Wonderful. >> Thank you. Good afternoon trustees and superintendent Smani. Um my name is Jeremiah Willis. I'm the principal at Mayor Middle School. I have here with me assistant principal Kratic and assistant principal prevail as well. Um we're here to present out um all the good things so far that's happening at Mayor Middle School and to answer any questions you may have. >> Thank you. All right, sorry. So, here um on the very first slide is just presenting information with regards to our enrollment. Um our enrollment is slightly over 437 um from the time that we submitted this um presentation. I would say that we're probably closer to about 460
022now. Um we are fully staffed at campus and we have successfully administered our beginning of the year MAP test. um that is what we will um administer two more times throughout the course of the year to measure student academic growth. Um we are also actively participating in athletics. We are currently um participating in football, volleyball, cheer as well as cross country, all the normal sports that are happening throughout the district. So far we have had 10 professional development days. Um and this does include um our time that we spent in the summer when we reported back on July 22nd. Um right now our priority is um our third future ready characteristics. Um that is what we are coaching on on a daily basis being very intentional on to ensure that we're providing students with a
023great first um first instruction. We um we have at this point in the year conducted 60 spot observations. Those are formal spot observation. That does not include the informal coaching that we are providing on a daily basis. Um these are just the formal spots that we've conducted uh thus far. Myself as well as our admin team are required to conduct two spots per day which typically adds into around 10 per week. So that's 30 formal spots that we submit. Again, that's not including the informal coaching that we give on a daily basis. Um, we we have a question. Yes. From trustee to the US. >> When we were able to walk, um, y'all, I think we're two weeks in. I think it was our first day back. Can you tell those of us that were
024in attendance, is that a formal or is that a spot observation that we were able to watch with? >> Yep. So, that was informal. Okay. Yep. That was just informal. Um, our spot observations, they come with a rubric that we use and we scoring. We're scoring purpose for instruction. We're we're uh scoring engagement. We weren't scoring anything at that time that we were doing our rounds. >> So, you have two formals per day is what you were saying. >> Yes, absolutely. Yes. >> Thank you so much for that clarification. >> Yep. >> Thank you. >> Um, as I mentioned before, we will administer this test three times a year. Um, right now we've administered our MAP test. That gives us our baseline. Let that lets us know where kids are currently at. Um, as you
025guys know, the MAP test, we're able to get those results back in real time. And so, we will administer this test again in December and from there we'll make the necessary adjustments that's needed um if there are some that's needed um with regards to how students are progressing thus far. Um, so this will measure their beginning of the year to December, so five months or so, and then we'll administer this test again in May. um which will give us a a whole year's view as far as the progress that students have made in that current school year. So right now this is just where our students are in red and compared to the national average and we have it broken down by grade level as well as content. If this link just pro Well, he's
026working on opening that up. >> There's a question why he's trying to >> Yes. Um, do you have a breakdown of what our beginning of the year scores are looking like by our TA TEA accountability groups? still looking at our demographic breakdowns of Hispanic, African-American, special education, ecodes. >> I I do not have that breakdown currently, but I'm sure that we could have someone present that and get that information to you. Um, currently, no. Um, but there's ways to run that report on map to get that breakdown. Yes, ma'am. >> Okay. Um, and when you show the average score for any given test, is there an expectancy like an expected ongrade level rate? >> Um, >> for each of those assessments >> there, I don't think there's an expected Well, if there is, I can
027get I can get that information to you. I don't know that number off the top of my head, but I do know that once um we get their middle of the year scores, what it does, it shows the average rate of growth that they should be at. And so then we're kind of able to determine where our kids are as far as the growth that they're making and not making. But as far as where they should be, um it does have a breakdown of some of our our reports that I that I don't have here, but it shows a breakdown of where students typically are, but I don't think there's a breakdown as far as where they should be. It's just a national average that we're comparing it to. >> Okay. And for the data
028that is being requested, um c how soon can are we can we expect that we can have that information? >> Um by yeah by the end of this month I can just I know we have a person that runs those reports for us. So um she's well versed in getting that information to you and I can I can get share that report with you guys. >> Thank you. >> Okay. >> Yes. And I believe that was our last slide. the link. If you click on the link, oh, and it's it's presented on the screen now. Um, it just gives you a more detailed breakdown of what the kids were assessed on as it pertains to that test. >> I I believe Trusty Patterson has some questions. >> Well, um, that BOI, um, did it scare
029you or was it expected? Was it better than you thought it was going to be? Was it worse? would something. >> No, it didn't scare me. Um I I expected I expected um our students to be below the national average. Um so it's it's not anything new. It didn't scare me at all. Uh I I have full faith that they they'll show a lot of growth, though. I I'm I'm not worried about that at all. Right. >> Thank you. >> And may I ask, is there a reason, if I'm reading this right, is there a reason somebody took the Colorado math assessment? So, so we um our teachers are not all that well verssed in map testing and so we had to assign the test and we do have campuses in Colorado and so when
030we assign the test all of our schools pop up so the Colorado schools, the Louisiana schools as well and they they started on the wrong test so we had to correct it. >> Okay. But they were able to get >> No problem. I get it. It happens. Um, I was wondering, you mentioned that they that you have all of these athletic programs going on, which I think is fantastic. Um, is there a way that we can get schedules so we can come out and support our kids or do >> Yes, because we get schedules for all our campuses. So, that would be amazing. >> Absolutely. Um, and and and that was organized through the district. So, the schedules that we received was was through the same people that that organized all the schedules. But yes,
031I can make sure that you guys So, our name should already be on the schedules that you all received as far as the district schedule. >> To their defense, it's published. I've already been to games on your campus. >> Yes, ma'am. >> I guess I know we're missing a missing piece, but I think we know where it's at. Thank you. >> Do we have any further questions? >> Um, one last thing I was curious about. What is your average daily attendance looking like right now? >> Oh, >> I do not know that number off the top of my head, but because I'm in classrooms all the time, um, attendance is our average daily attendance at Mayor Middle School has has has been significantly higher than most of our campuses that we come in and take
032over. Um, I'm assuming it's because a lot of our students are bus riders. Um, but I would I would I would probably say it would be above 90, but I can get that information as well. >> Actually, Dr. Lowry, I actually know that information. It is uh sitting at 95% from the start of the school year. So >> So I was right. >> Thank you. >> That's just me showing. I know your data. >> And as far as your before and after school um program that you have, >> have you seen a lot of families taking advantage of that? I feel like that would be really beneficial to the to the community. >> No, I haven't. Um I build an open every day at 6:30. Um, I'd say we have maybe 10 students there before
033the buses start rolling in. Just slightly after 7, but slightly after 7 when the buses come or when we get the majority of our students. Um, after school programs because again, a lot of our students are bus riders. A lot we we haven't rolled out too many after school programs. Okay. >> Um, because students are struggling with transportation as far as getting picked up at 5 as opposed to our normal dismissal time. So, it's it hasn't been quite where we would like it to be, but we're, you know, we're still trying to work on providing them with different things to get involved in. I heard I heard part of the announcement, you know, kids need other other activities to participate in. It's not always athletics. So, um we're working with our teachers and staff to
034still try to see what student interests are and so that we can roll those things out. >> Awesome. Thank you. >> Thank you. Thank you very much. >> All right. Thank you. All right, we're going to move on to information item 10.2, special education pres presentation. Dr. Christopher Harvey. >> Good evening, board of trustee team of eight. I'm sorry. Um, I'm excited to be here uh tonight because we've been doing a lot of work for a lot of years to um look at our special education program and um move things in in a direction that I think that makes uh you all happy um makes our families happy and u works towards increasing student achievement. By all means, we're not saying that we're done. Um but we are excited about being able to have this
035presentation to talk about uh where we're at and u where we're going. So thank you for having us um tonight. Just going to kind of walk us through a few things. Um this is uh a presentation we kind of plan to do regardless of the the changes in legislation. So it's kind of right on time for us to to meet the state requirement but also um do some business that we were going to do anyway. And so we're going to talk about staff uh quickly uh services we provide, budget, our continuous services, the breakdown of those things. We'll get into a little bit overview of child fine highlights um of the program. We'll do we'll talk about the cyclical review and the the tag audit that the board asked us to do a while back
036and the results of those things and our progress on those recommendations. We'll dive into some more numbers um as we transition to academics and then talk about what's going to happen next. All right. Um so, um here's our current or chart and as you know, we've had some leadership changes and so we're very excited about Dr. uh or maybe he will be a doctor one day. Um Mr. Bean and Doc Dr. weight. Now moving into the leisure role for uh special education and you can see the rest of the positions that we have there are three coordinators Dr. House newly appointed Dr. House or award Dr. House Angela and then Dr. Allen. Here you can see um a full layout of all the different staff um by position in regards to from is our director
037down to our um adaptive PE position to our contractor services, shared services and individual uh independent um education evaluation services. Those are all contracted services. our budget for special education. Um definitely want to thank um our team as we work together to um balance the budget. We were able to also ensure that we had the resources we need uh so that we can continue to provide services and meet student needs on campuses. So here's our continuum of services. One of the thing that people always ask what programs we're in our district and um we're providing inclusion and resources at all the campuses and you can see by every specific campus the additional program sites that we're providing last year. This is a breakdown of our eligibility um in regards to uh the number of students
038we serve. Um total of about almost,00 students and you can see the breakdown in regards to uh the services that we're providing. Here's another summary slide in regards to last year. Our uh early childhood intervention numbers and child fine. You can see the uh total number of referrals uh that led to evaluations, those that were qualified and then those that were not qualified. Later on, we'll bring out I'll share another slide that shows you kind of multi-year evaluation of those and the breakdown with parents um pieces. Some program highlights. Um again, we talked about the the work we've been doing to improve systems and to grow and and have a a greater impact and for our students in our community. And so we established a strong community uh committee, excuse me, of LSP and psychologists
039uh for reviewing and processing referrals weekly. Um this is an ongoing process to where we're working to ensure that those timelines are moving forward and we're getting evaluations back uh as quickly as possible. You can see that we had um in the past 237 initial referrals did 225 evaluations and um ours completed within the time frame that was allotted by that were required to follow. Additional we've had a lot of opportunities um thanks to the collaboration with our our work with academics and chief of schools. >> Can I have a question? >> Yes sir. of the 237 225 were evaluated within the timeline. Um were the other 12 completed outside of the Were they all completed? >> Uh they didn't they did not qualify. Okay. Okay. Thank you. Oh, no problem. So, one of one
040of the things we've been doing as we've been working together is increasing um our ability to collaborate and and give more access and professional development to our >> I have a question. We're saying that every single one was completed in t like on time. >> Yes, ma'am. >> Okay. >> Good. Okay. >> Yes. So you see the professional development that we're doing um increased access um we're continuing to meet on a regular basis as uh previously mentioned in and last month in regards to how we can um strategically plan and collaborate and have more um targeted interventions um between our two divisions. And so um we've been getting a lot more timely de uh professional development out um during the school year and we'll continue to work on uh the same thing this year. And
041then something we implemented which is a response into uh some of the data received back was weekly photo reviews. We did a lot of that last year and what that does is it allows us to see kind of the trends and the patterns that we need to work on and that informs our professional development. It also informs us where the campuses where we need to be more targeted and provide more support. And so that had that helped a lot last year and we're continuing that this year. Uh we've been increasing our family engagement. We have monthly um awareness meetings. Uh we brought back the CPAC and had those meetings scheduled. We have um uh we had a autism color run over at Presidential Medals Elementary. And then you can see for um in regards to
042the improvement for dyslexia services, we're we're 99.97. It's not 100, but we're going to get 100. But you can see that we've had a significant growth um from 2023 uh 24 uh school year to now. And so, um, that's a that's kudos to the entire team, the administrators, the teachers, and, um, central office staff that have been working to ensure that we have time on task and getting the professional development out and monitoring um, the folders and pivoting as we needed to ensure that our uh, student services were being um, provided. So we say when we say regularly scheduled um CPAC means >> how what is the cadence? >> I don't have the cadence um in front of me >> once a month every two months. >> monthly. Yes sir. >> Thanks. >> Go ahead.
043So, um, one of the things we also we'll dive into a little bit, um, later, but, uh, we've had correction action, corrective action plans, and we're, uh, we've gotten those all, um, successfully submitted, uh, to TEA, and all have been removed. Um, only pinned to one. Um, but we believe that we've had, we've met all the requirements for for TEA in that submission. The last in the highlights is just the gains and showing where we are seeing some grow and support. And what I wanted to do is just kind of show a picture of uh the last few years where we were at the dip and then the increase um in these particular areas. So we are finding successful 3 through eight social studies. Um we have a constant incline um increase in algebra 1,
044biology, US history. So, there's some great things that are happening there um at the high school um in our classes. And then we've had some time and attention on ensuring that we are not dropping students out um whether it be for absences or um whatever the reason may be. So, those numbers are going down. We're going to continue to work on um increasing academics and dropping those dropout rates. So these two um the TEA cyclical review and the and the tabs I'm going just go through those highlights and show you the strengths and the program our recommendations and then how we're doing on those areas. And so the cyclical review happens every six years and it reviews both special education programs and dyslexia programs. It gives us our strengths and then our areas to grow
045on and then our recommendations for staffing budgets and and so forth. when we had this present uh report, these are the things that they highlighted. Um they liked how we were specific about the continuum services, the the thought and philosophy behind those uh the CPAC council. Um and then our process for sharing IEPs. Uh at that point in time, we had not had a uh universal district-wide approach out. And so you can kind of see they mentioned making sure that that what we were doing when we communicated out that it was across the entire district. There is approved from um from TA was standardizing the IEP implementation distribution uh getting out the special education um operation procedures and um clearly defined out MTSS process. And so um I'll keep going. I I'll come back to
046those highlights. For the dyslexia services, the strengths was the training and the curriculum, reading by design. Um we partner with region 13 for those things. Um they had good meetings with good feedback from parents and from uh and they their evaluations with the staff were very positive. Uh moving dyslexia into sped, which is something we started on last year. uh get the teachers into the district programs um access. There was some teachers that um just had lingering delays in getting access and so make sure that those things were happening um during the onboarding process training the dyslexia teacher on PLA and reading our design implementation recommendations. Um I do want to remind that these took place during the 23 24 school year and the reports came out during the 2425 year and so uh some
047of the information that they gave us during the 23 24 school year and then at the time of report we were already implementing and so this will be and you'll see these things in the highlights in the uh taps review. These were the strengths that they pointed out to us in regards to our program strengths. Our identification rates were lower than the state. That means we weren't over identifying and and students for special education. Um you can see the report regarding our inclusion rates. Um percentage of students in inclusion and instructional arrangement. That was a a highlight highlight for us. The other thing was the classroom observations indicated positive interaction with staff among students which um meant there was a positive perception about our our students from our staff when they were working with them
048in um generated classrooms. Here's what they encouraged. Um uh reinforced commitment to quality services continues uh progress share responsibility for all students. So just ensuring that everyone is kind of seeing all the students in front of them. The the generate teacher is seeing all students um for the classroom um belong to them. also focusing on um compliance with the SP and RDA reports and working on uh significant uh disproportionality in regards to uh discipline and continue to demonstrate the district commitment to alignment and continuous improvement uh through those through training and uh merging the support that's happening from general ed and special education teachers. focus areas was additional training. Um staff analysis, identify staffing recommendations um for based on the current student populations that we had at the time and then really continue to close
049communication gaps um uh written processes and awareness and access and then training of all levels of staff from the Tapsy Review. Can you >> Yes, sir. Can you tell me can you give uh you give us examples or example the major theme of closing communication gaps? What was that actually? >> So I think well when we had the conversation with them there was two things that came to mind. process. Uh there were there were sometimes process delays and that was because of just communication and so clear lines of communication, people knowing who to contact when they had um uh when when there was a referral request and just ensuring that certainty across all campuses was the communication gap. But communicating, which is why they leaned in on the processes and the handbooks and the guidelines
050and ensuring that there was awareness and access to those things. When everyone knows who to call the timelines and the deadlines, they move effect uh efficiently. When people had question, then they hesitated or they would ask around and it would kind of spin the wheels a little bit and then they would go and that would kind of cut into our our timelines to respond. And so that that was the communication close those communication gaps by ensuring that there was awareness and uh clarity on who to go to, when to go to, and that everyone's following those timelines. So here based off of the TA recommendations and tab C recommendations, you can see the items that we've um as a team have been working very hard to to complete. And so we've been able to move
051our students into FED. Uh we have reading by design, implementation, and recommendations um completed. We train our dyslexia staff uh teachers on developing PLA. We did it last year and we we've done it this year. Um more collaborative support with general ed teachers. I said that's in progress because we didn't get everyone, but we're continuing working to ensure that we have all all teachers trained and and showing mastery of the skills and techniques. um everyone has access to the software solutions that they need and then uh standardized system for AP uh implementation. So this is listed in progress and it's in progress because we actually have a universal system now and it was communicated out elementary and secondaries and there was training on that. Um it's in progress because there was a couple of things
052that we talked about this week and last week that we could tweak to actually make it more efficient. And so I'm not saying that it's a stamp of approval. It's just some things that uh Mr. Bean and I were talking about how to increase effectiveness. And so we um they shared some uh the coordinators and him shared some things that we could probably twist turn around and actually have some things out to staff even a lot a lot quicker. So that's why that's in progress on that one. But we actually do have a system that was communicated out to principles and to teachers. Um communication and process those things are there. So our manuals are not only in a shared drive that's available for our principles um but we have also made all the links
053in the principal's handbook and so anytime they need to go and find information get questions answered everything is linked right there and that's their quick guide kind of hub to find what they need for for that and we have ongoing for regular photo reviews so I mentioned that earlier we're not going to stop that that's been help very uh helpful for us and and finding spaces where we need to put more time attention too. And so we're going to continue that the um establish a regular schedule communication to all staff. And so we've been talking about how to have a more um continuous forward- facing communication uh to the community about what's going on and those sorts of things. And so we're working on some website updates and different things so that we can get
054that information out and regularly. Um happy to say that our division actually sat down a few a few Fridays over the last spring semester and we actually have a family engagement plan that we're going to be pushing out uh for awareness and education uh to to also help with communication. So, extremely happy about the work that um all of the teams from whole child counseling, special education, parent leaison, everyone worked together on on problem solving uh this issue and and we we have a nice solution coming forward. uh targeted professional development practices and processes that piece is complete and um the MTSS is uh standardizing the process that we've actually worked to to get the manuals done. I know Dr. Larry knows about that process and we've continued to do that work and we actually
055have products in front of uh the campuses and what we've been doing now and it's going through and doing walkthroughs and and observations to assess the um uh the quality of implementation so that we can continue to train and make updates in regards to the universal NPSS processes for elementary and secondary. And then you can see there we've all of the corrective action plans are complete procedures are linked to the principal handbook. Any question on those? Okay. Ber numbers. Um this is the evaluation data that I was mentioning from in regards to multiple years. You can see where we were at in 22 23 23 24 then 24 25. um I think the specific total requests from parents and then from staff. Then you can see the ones that qualify um students that did not
056qualify and then the ones where parents refused um in that area. >> I I have a question um maybe more of a comment too here. So the TASBY report said that the identification is down from the state. We know that the 2016 um findings from the state and why we have the ical review. So my question to the team is knowing that parents are identifying as many as we are in making those initial requests, what are we doing to empower our teachers, because that was one of the 2016 findings. What are we doing to empower them to come forward and say, "I think my kiddo needs to be tested." what are we doing to meet our obligations for child find in publicizing that hey if you suspect a disability you can talk to your school
057counselor you can talk to your teacher you can ask for that referral what are we doing to say bring your kiddo let's have a conversation >> I think the one of the key pieces because connected to that was the MTSS process and I think having actually having a universal MTSS process will help with those pieces because now we're going to be doing the uh teach, retach, identifying, collecting data and responding and then it should be something where that teachers are are identifying and then communicating through the tiers. And so we had that conversation uh about the numbers uh last week at the uh at our our sped meeting and Bean and I talked about it afterwards and it's something that we we're going to have to double down on in regards to awareness with with
058our with teacher general ed principles in regards to that how we're going to specifically talk about how we're going to have teachers identify versus uh parents >> and to not put you on the spot >> because of course my ears perked. that but we are not saying to our families you have to go through the MTSS process correct >> to be identified. Okay. >> Wanted to make sure we were saying very loud and clear. >> Yes ma'am. >> Okay. So just going through that and having that communicated and parents engaged with conversations with their classroom teachers. Do you believe that that process and the empowerment of those teachers? I know in the past, not necessarily in our district, that that's been a concern that teachers aren't coming forward across the district or across the state
059is what I'm hearing from our colleagues when we go to conferences. So to hear that we're empowering staff in that manner really um I think bodess well for our team to know that our staff is getting the support that they need. And there and you're right, there was some years back there was a kind of a a cloud over having too many students by by school districts being um referred and so um so you guys slip I think it was PBMAS during that time period um I slapped on a wrist with them for over representation and so I think people have pulled back because of that and so what we want to do is focus on ensuring that students are getting the services they need to be successful >> and I think we've already talked
060a little bit about the communication channels and things like that. Thank you. I appreciate it. >> No problem. Here's our uh taper report from 2324 and you can see um uh comparison between our district approaches and our special education approaches. You can see the approaches that we had uh the year behind uh the year before 23 24 22 23 I'm sorry. So you can see the and uh all subjects in all English, all math, all science and all social studies that um we've declined um from sped year to approaches to sped year approaches and total amount of um and the percentage of students. Then you can also see the gap between that we have right now for between our non students not receiving special ed services to the students that are in addition you can
061see in our um RDA results 24 RDA results um as we look at some of our key areas um determination levels are um uh we want zeros and ones um maybe a two here or there, but um we want to move the twos down. And we actually have um in these areas of academics um third third grade math um performance level of four um three in reading, four in science, four in social studies, and then as you can see when we get up to algebra, biology, and history, we have P um twos and ones. And then we kind of drop back down in uh English one and two which is a three. And so that's a a passing rate that's dictating those um lower numbers. And the passing rate um and the the number is
062um also the number of years at at those rates. And so our goal um our target and our focus is reducing those those PL those fours and threes to twos and ones. Um and the way to do that is by specifically focusing on um academic instruction. And that's what we have here when we look at the data and we're summarizing what taper and what um RDA says. These are our primary focus of uh areas for focus is hero instruction RTR support and um continue with the mudier support systems to remove removal rates and over representation programs like CHS. Again, here's some of our strategies. Last month, it was announced uh in regards to the instructional counseling leaders of learning. And what that is is it's a team of people coming together to look at data
063and then specific campuses and derive um intervention plans and professional development plans uh simultaneously so that we can go out and have an impact on the campuses. So we're looking at every campus. We're looking at the data and we're um problem solving those issues. The other things that we're doing is continuing along with the professional development as the data and the needs uh come about. continuing to work with down with academic office. Um, one of the things we talked about is this practical uh clinic where we're looking at before school, after school um, uh, clinics where we're going to provide teacher support and bringing the experts, not only the experts um, from central, but looking finding experts across the district that are doing well at different campuses and bringing them in to support the effort
064um, at a particular campus after school. >> Do you have a yes sir schedule of timeline of how often your staff goes into actual classrooms. As of now, we do not. Tomorrow is our meeting where we'll be looking at the data to to describe that for my team. U for our special team, we we keep Tuesdays open so that they can always be on campuses on Tuesdays and as a at a minimum. um Tuesdays bounce into different campuses and then they solve problems as needed based off of phone calls from principles or as a director from central but all Tuesdays are available for them to be on campus >> and what is the mechanism to know what happened during those visits on Tuesday >> and those visits >> how would how would you know what
065was going >> they report back to me >> I mean what's that mechanism look like >> for well for my director well the communication goes from the case managers to the coordinators um and to meet or to to Mr. Bane and then Mr. and I meet twice a month and then also at the director's meeting and we have a focus. We have hot topics and those specific things about data and responses from the visit. We talk about that at least twice a month if not sooner. Last actually last two weeks he and I being together pretty much almost every day um dealing with uh campus and planning for these interventions. Then I also go to campuses myself. >> Can I ask Dr. Sony a question related? Can we plug their department into the campus principles
066and that walk staff so that they have a rubric that's plugged into that system for additional data? >> Yes, that's part of the plan. Um, in fact, I'm even got access to it. There is a we we're moving to a standardized um reporting system. It's the software is bullseye, but it'll have a standardized rubric where everyone can compile. The nice thing about it, um, somebody like me who just, you know, I get up in the morning and I just stop by a campus, you know, I can actually plug it into any campus I want to now and it's usable feedback both for the principal because they've seen it and trained on it and then also for anybody else who wants like, you know, the aggregate of 20 different walkthroughs and what's been seen. So, um,
067we actually, he's right, our um the instructional meeting is actually the meeting I put on the calendar for all my instructional people so that I can see that, um, we are moving forward and so they're all meeting with me tomorrow to show me where we're at on that. Um, so the special ed people are part of that as well. >> Thanks. >> We um, and I apologize, we actually already have access to that was what you were asking. We already actually have access to to Bullseye. Um, and um, Dr. Ben set up training for us. his team set up training for us. And so we we're already in in that system for walkthroughs and we had our first uh opportunity to do walkthroughs at the last principal meeting. Yes, ma'am. I'm sorry. Thanks. And then
068last um continue to focus on streng practice in mainstream classroom. That's where the bulk of our students are. So ensuring that people know how to check for understanding uh retach and move the need forward. >> I just want to take a moment to thank the special ed department, Dr. Harvey and Mr. Bean is here because uh we may be just about the first um district to actually do their presentation. Like you said, we were already planning on it. So then we just borrowed some stuff from the region service center and put it together. We're not real sure what the rules are, but that's kind of par for the course with the state. And so we just went ahead and did it anyways. And so appreciate you kind of flying blind. And I think we got
069a couple of questions. Madam President, >> um I have a question by uh for from Dr. Thomas. Go ahead. >> Where do you like the different How do How many of those have >> we do track the percentage and I don't you have this year's data >> I have 2425s um because I was reporting from from the previous year but we do track the percentage and and we that does um it down to actual individual numbers >> that yeah we do use our frontline data to disagregate all the disabilities and the number of students in those disabilities. And we can go back um in time and look at where we are presently for all of the different eligibilities and how um what programs that they're in and how they're um I would say how they're
070progressing. >> I'm really interested in what that looks like in terms of number and connect with what you have. >> Absolutely. We can do that for you. >> Thank you. Do we have any other questions? >> I have a handful, but I can take um Big Rock's responses as well, but I will um ask them here so that my colleagues can hear them. Um I do have a question. So, we have seven AR facilitators for roughly,00 students. Can you tell me how that's going and are our families experiencing backups and getting IEP meetings scheduled? >> Um, well, because of we only have two vacancies, we're not at full capacity for the number of our facilitators. You have an R facilitator per campus, but our camp our R facilitators will have one to two campuses and
071in some cases where the numbers are smaller, they may be at three. but their focus is on the scheduling of the art and the management of that paperwork. So we don't have any currently we we work very hard to not have ARD meetings that are out of compliance or meetings that need to happen. So in the case where we may have a vacancy then we have uh district staff that are stepping in or our facilitators uh and we looked at it collectively to make certain that we're meeting timelines as we look to fill these positions. >> Thank you. >> Let's see. So I did have a question actually to Dr. Thomas's point on um IDEIDA eligibilities. I was wondering if you guys could help us as trustees and provide some additional information on the specific
072learning disabilities. There are 45% of our kiddos um are eligible for SDLs. So my question is can we pair that up with our um our state testing and really see across the board where kiddos are? Right. My job as a board member is to ensure that our kiddos are ready post-secary for employment, for continued education, and to be able to independently live. And that means to be able to do reading and and basic math, right? So, if we could look at where those numbers are across the different grade levels and how they are um progressing, that would be great because I want to make sure that every kiddo that leaves our school um are able to read and write. Absolutely. Get that information for you >> and do math. I didn't say math on that
073last one. Um and then uh one last one that I have is um can we get trend data? I know you guys have done it previously for us as board members in the big rocks. Can we get dispute resolution trend data, fate um complaints, OCR complaints, settlements and due processes? Maybe I think the data you showed us in today's report was for three years. So, if we could see that, that would be great. That's >> Thank you. Do we have any other questions before we move on? >> All right. >> How about can I do one comment? I have sat alongside several of our trustees and presented um what we're doing in the district and this is phenomenal to have this level of detail information. Um there are trustees across the state that are asking
074me specifically and our team for what does special education look like in this specific report and I've committed that we if we could get it out the door we would be able to do that at winter governance. So, we're going to be um fitting that proposal in. So, thank you. >> Thank you all >> and thank you for all the work that your team is doing in this capacity. >> We got a good team. Thank you all for trusting us. >> Wonderful. Thank you. >> Go ahead, >> Madam President. This uh next item on the agenda, the bond 2019 presentation is not so much a presentation. We just want to keep updating everyone on how the bond 2019 closed. Certainly, Mr. Mendes will will push uh push us along. If you have any questions, you're
075welcome to stop him at any point. Um otherwise, I know you have all reviewed it ahead of time. So, um I'll Mr. Menddees, our chief of operations. Um scroll us through. We got some pictures. >> Thank you. >> Good evening, team. >> Thank you. >> As Dr. Sony mentioned I'm here to just give you an o overview or or recap of our bond 2019 projects and how the tail end or what we're doing with the tail end of of that project itself. Uh one of the things that we were doing at is um just the highlights is that we had by year tracking of our projects and the projects are mixed. They're really the builds and also they're categorized as deferred maintenance projects like plumbing, electrical and so forth. um as we started out in
0762021 those are the those are the statuses as as the projects were and they went in from planning to completion and so all of them I can report that all the projects that we started are have been completed now I'll put an asterct on that as well um from here also the next uh the next side slide shows uh pro bond projects that we've uh we've we've started or initiated again with some of the savings that we had or some of the bond interest that we occurred recur from from that. So, it's uh we've completed a couple of them, but we are still in process of completing some extras and that's about it. >> Oh, there's some here's some pictures. All right. >> As you know, we're putting up a new fence here at Mayor
077New Tech and uh all of it's up. We just had some issues with some hardware, but it was actually shipped to the wrong place. And so that actually took about two weeks to get some parts back in. Uh and um but they're putting that in there as well. And then we did a couple of change orders because there were some gates there that we we needed some additional gates on there. So that's about it. And then uh of course there's some other projects here. Uh um the roof at Blake Mayor. >> I think I reported that back in um what was it in February that we met and uh y'all gave me the okay to go ahead and forward? So it looks really nice from upstairs from upstairs, right? >> So quick. It just felt
078like yesterday we approved and it's done. >> Well, here's the real thing. Blake Mayor, has it rained yet? >> Yes, it has. We went out there in our here and that's one of the first questions I asked Arondo. Did you go out there and make sure? and he said he did and so he uh we did that. Yes. And then of course some other side projects that we have going on. Turf is really nice at Mayor High School as well, ninth grade complex. >> And just real quick, I know I saw in one of the other slides um seat belts for all the buses. I know that's a priority and >> those are cycles that we're going through right now. We've done uh we've done some uh upgrades to some of our buses, but now
079there's a new uh Senate bill that came out. I think it's 546 in bill 546 that came out by 2029 they're requiring all buses to have threepoint seat belts on there and so that's uh that we're going to have to retrofit all of our buses and you'll be hearing that later on a little bit more about that. >> Thank you very much. All right, we'll move on if there's no further questions. Did you have a question Dr. Thomas? Uh yes and uh we the early college high school building res uh received an award architectural award for design and so um little point of pride there. >> They were showcasting it in uh >> yes at the Texas conference on the um display floor they actually had a big display for the early college high school
080building. >> Claymore architects did. >> Yes. Yes. >> Yes. It was from Clay Coch. >> Yes. >> Wonderful. >> There you go. >> Yeah. >> We're proud of you right there. >> Awesome. Thank you so much. >> All right. We'll move on to the next information item. Dr. Cmani. >> Yes. And we have a pinch hitter tonight. Um Dr. Williams Hill could not be with us. And so, Miss Sun Ali, our executive director from human resources, in her first ever presentation, she's pinch hitting and so we will turn it over to her. >> Thanks, Dr. Sani. Hello, everyone. Uh, can y'all hear me? Okay. I've been told I have a really soft voice, so I need to speak up. So, hopefully this helps. All righty. I I wanted to share a overview of where we
081are as it relates to this HPM 1.01. So as an overview, our um overall annual target each year is to see a decrease in the overall rate of teacher turnover each year. So starting in school year 22 to 23 our turnover was about 40.9%. In that following school year in 2324 we were able to um shifted about almost half to 25.3. That is a huge win just overall. You also see on the screen here that we actually have two rates for that year. So the 2324 school year was the first year that HR started to calculate by hand our overall teacher turnover. That sounds like a lot. We do have spreadsheets. There's a way to automate it. Um but we are off by about 0.04 percentage point. So our goal is to take the taper
082report and see um how come we are off um in that amount. For context, we had about over 600 entries that were sent in. That 00404% accounts for like two or three of them. So what we will do is the taper report was uh released to us uh in earlier in August. So we will ensure any of the uh findings inform how we do the um hand calculation for 2425. For the 24 to 25 school year um our CPM turnover rate target is 25%. as of uh July 2025, we are projecting that because we made it a priority to ensure we operated with a budget that was balanced, our turnover rate is going to be about 32.3%. So, we're going to be a little bit over what we were hoping for. However, we did want
083to share that if we had been able to operate at the same budget, we would have had a turnover rate of 22 point of 52%. So, right around the target we had been hoping for. Um, and finally, for the 2025 2026 school year, we know that right now that there are two factors that will impact turnover. The first one is going to be our visiting international teachers who are in their fifth year are supposed to return home and that is about 25 or so EITs that we will um end up not having for the next school year. And then the other piece is HB2. So HB2 that was recently passed states that school districts of innovation are no longer able to hire uncertified teachers through their local certification program. That impacts about 50 or so
084uh current staff we have who will need to obtain um standard certification at the at the end of the school year. Um and so we are aware of those two things as having a impact on the turnover rate um for for this current school year. >> Any questions on this? I know we offered two rates for the last two school years. >> All righty. Regarding the HB2 um changes that we're going to have to implement, uh do we have any kind of plan or process for supporting those educators and getting certifications? >> Absolutely. So, we actually have a orientation scheduled with all of them in two weeks, I believe, and we're going to talk them through um a essentially a a a year-long timeline for all of the requirements that they have to hit. And
085that is alongside the CIA department as well. So, we're on top of it. We want to make sure they stay with us for next school year. >> That's awesome. >> Great question. Thank you for asking. And and I might add that remember many of these are the persons who were making progress on their certification that we kept and so this is a group that's already proven for the most part. Um and also in a side note um there was a request for some data that they're compiling that's going to help inform this um that Mr. Rodri Bernett had originally and I've been waiting until we got everything settled about um uncertified people in positions. And so you should be seeing that in the future. Um, well, after this board meeting, the HR will turn their
086attention to gathering that for you so you can see what we're talking about. >> Wonderful. Thank you. I just have one more slide. >> Y Oh, that's great news. And we're like, okay. And this slide here is a um overview of the strategies that just o um underin our work overall. It's it's a slide that you all have seen, but I just wanted to share it again and see if we had any questions on this slide. >> Do we I do we have a question? >> I had one question. What? Um, >> I was wondering In regards to the teacher retention rate, is that specific to certified teacher positions? What what positions are or are not included? >> Yes, I can answer that. Those there's actually a particular role ID. Um I want to say
087it's 87 actually. That's strange that I know that um but no, it is the the TEA defined definition of a classroom teacher. So, it's not the an um extra positions or anyone who's on the pay scale. Very specific. >> Thank you. >> All right. Thank you very much. >> Wonderful job for a first time. >> Way to go. Thank you. >> Beautifully done. >> Madam President, the Shaq annual report is here for um any questions you might have. It is something that we put on here. Um I'll leave it to you trustees if you have any questions. Does anybody have any questions? Nope. We're good to go. Um, we can move on to monthly financial report and also if we have any other question. Is there any additional or information you'd like to share? >>
088I I do. If you move up one more slide. Um, I just wanted to make sure for a couple of reasons I want to put this slide up here. Uh we are asking trustees, as you know, because we've we've been letting you know through our reports that we are asking for about $1.1 million in new staffing positions. That's 17 teachers, eight pair professionals, special ed, and general education staff. U but I for two reasons I wanted to stop here. One, I wanted to let you know why we're still being able to balance the budget. And second, um where this money came from and why it's coming now. And so those three things you see there about those offsets, these are and I do want to give compliments especially to Mr. Santiago who who keeps finding
089money in between the cracks of the the couch sofa. Um but these are these are savings that we are realizing like literally um September 1 some of them. And so these are not savings we could have done until after the budget rolled over. Um reduction of um property insurance costs. uh Third Future, we had to um reserve a certain amount of money to be able to make the payments to Third Future. However, as you heard him, he's up to 460 students, but I believe we budgeted for 550 students. And so, that's a reduction in payments we have to them. And then finally, because we did a good job in those um cutting and the expenditure savings, uh we originally had to budget for the full amount of the loan interest um because we just didn't
090know what our cash flow is going to be like, but our cash flow is turning out well. So, we know we're going to be able to pay off the loan early and we don't have to re keep that interest payments in reserve. Um, all that being said, we can cover the 1.1 million. I do also want to let you know that we are currently projecting uh $700,000 less in revenue due to decreased enrollment um lower than expected. Um, some of you have heard me mention um I've been told there's 200,000 missing students across the state of Texas right now. Um, we are impacted as well, but we are still Mr. from Santiago and I are still predicting a balanced budget because of these reductions and some other revenue that we're expecting in the future that
091um as that as as it's actually realized we will bring forward um in the future. But definitely wanted to just u make sure everyone knew that we are still balanced and just want to compliment everybody. The reason we're able to stay balanced is because we balance the budget. And so when you have these fluctuations it really it sounds like a lot of money. is a lot of money, but you're actually talking about less than 1% of your total expenditures and revenue we're talking about, which is hard to believe, but that's true. And we can maneuver um with that to keep ourselves balanced, and that's what we're doing. >> Um did this create um vacancies that vacancy issue? >> Uh it doesn't create issue. There are um vacancies I did give the principles permission to get
092a running start and so they've already been posting and and interviewing pending this board meeting. Obviously, we won't do anything unless we have permission. Um, but once we have that permission, they'll move forward. So, I know a lot of principles have people in waiting that they can turn around very quickly. Uh there will be some situations I'm sure where they could not find what they believe is a quality candidate in which case we have some other scenarios that we can walk through principles which include um we have a way to pay teachers a higher stipend um with that money to reward them for working with extra students um and also um combining that sometimes with an aid which sometimes aids are a little bit easier um to get at this time of year than um
093teachers. Great. Thank you, Dr. Sherei. >> And thank you, Moyes, for continuing to find us money. >> I want to sit on the couches. He >> I know. I want to I want to have one of your couches. >> You see that look on his face? That's because he doesn't want to tell me when he finds it. >> Great job. Thank you. Um, okay. Now, we'll move on to consent agenda items. 11.1 to 11.12. >> Madame President, can we pull item 11.12 from consent to action items, please? >> Sure. So, you would like to make a motion to It's not a motion. Pull it. Okay. Yes. Um, if I have a second, I need a second for that >> to pull it. Yeah. Okay. We have a second. And all those in favor? Oh, we
094>> Madam President, we'll have to rephrase the the motion for consent now. >> Okay. So, we're going to pull that and then now I will make a mot okay accept a motion for the new consent agenda. >> I move that the board approve the consent agenda items 11.1 through 11.11 as presented. I have a motion from trustee uh Howard to approve 11.1 to 11.11 as presented. Do I have a second? Have a second by trusty Patterson. All those in favor? Motion passes 6. Now we'll move on to action item uh 12.1. Okay. Sorry. Now we're going to do um 11.12 the action. Go ahead. >> Just moving it before 12. >> Because we have 12.1 and that's going to go to >> Okay. So now we're going to do um a motion an action item
095for 11.12. Do I have a motion? >> I make a motion to move U item 11 12 to action item 12.2. >> I have a motion by Trusty Patterson to put 11 12 to action item 12.2. I have a second by Dr. uh Mary Thomas. All those in favor? >> 6. Okay. >> Just just as a matter of point of order, um what we just did is we just moved it to the action. So we'll have to vote again. We didn't approve it. So So we'll go to 12.1 then. >> Technical stuff. So yes, we're good. Okay. So now we're going to move on to action item 12.1. consideration and approval of a resolution authorizing the deisence of certain portions of the district's currently outstanding obligations and other matters related there too. Go ahead, Moyes.
096>> So this proposal um is to uh defeat a total of 375 million in the upcoming year. it is part of the proposal also the uh bond um that's up for election. So the estimated savings for this defense is about five u million total and also that depends on what the prevailing interest rate is at that time. Right now we're >> thank you so much. So, ju just to be clear, um this is saying that we are paying um ahead of time 37,480,000 um in our debt and it's going to save our district almost 54 $4.9 million. >> That is correct. We're retiring all that about uh 30 37.5 million. >> Thank you so much for saving >> other savings right there. Hold on. Let me first make uh take the action. All right. Um
097do I have a uh motion for 12.1? >> Madame President, I move that the board approve the resolution authorizing the defeasence of certain portions of the district's currently outstanding obligations and other matters related thereto as presented. >> I have a motion by Trustee Lowry. >> I have a I second that. >> I have a second by Trustee Howard. All those in favor? It passes. 6. Thank you. Now we're saving another $4.9 million. Yay. Thank you. Now we're going to take the new 12.2 um action item that was moved from 11.12 on over. uh discussion and possible action to approve a resolution certifying compliance with Texas Education Code 11.005 and 28.0022H regarding prohibitions on diversity, equity, and inclusion DEI duties and to authorize a superintendent to submit the required annual certification to the Texas Education Agency
098on or before September 30th, 2025. Do I have a mo do I have a motion for 12.2 to approve this? >> Madam President. >> Okay. So I have I saw two different people. So I saw Dr. Mary Thomas. >> That's fine. I just I had it right off. That's fine. >> Okay. >> Um >> Okay. >> As presented. Okay, that's good, right? All right. Do I have a second? >> I have a second by Trustee Rodriguez Barnett. Do we have any discussion? I'll take a um the vote. All those in favor say I. We have four in favor. All those opposed. I have two opposed. The motion passes. 4 02. 420. Yes. 420. Thank you so much. Um, and I think the next thing is confirmation of the next regular board meeting on October 27th,
0992025. And I'll take a motion to adjurnn. Ah, I got you motion by by Dr. Thomas, Trusty Patterson. All those a second. Okay, Trusty Rodriguez. >> Okay. >> At 7:35 p.m. All those in favor. Thank you so much very much. 7:36. We were just one minute away from last minute. From last