Maypearl ISD Regular School Board Meeting September 25, 2025

001It is 6:30 and a uh quorum of the board is present. Uh the notice of the meeting has been posted in Texas Open Meetings Act, Texas government code 551. You please stand with me. You bow your heads as we pray. Heavenly Father, we love you. We thank you. We praise you for this day. We thank you for this district. We thank you for it students and staff and our parents and our community. Lord Jesus, you are good and great and mighty. And we just pray right now that you would uh lead this meeting, that you would guide this meeting, that you would help us uh give the board um your wisdom tonight. God, I pray that you would just be with everyone, keep everyone safe at the football games tonight, Lord Jesus, and just be

002with us. We love you and thank you. It's in Jesus name. Amen. with us 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 alliance flaggis [Music] and one [Music] Another recognition. [Music] All right. Thank you all for having me today. Um, just wanted to share with y'all some impact that the kids have made at other programs. Um, impact is a big thing that our district is focusing on. So, this is an email we uh Mr. Bowling had received um and myself from an individual from a a way opponent. Um, it says, "May Pearl ISD administration, I wish to share an event with you that touched my heart. On Friday, September 12th, 2025, prior to the May Pearl

003versus Cameron game, I was wheeling my 85-year-old uh mother from the parking lot to the field. I unexpectedly got it caught in a pothole. At this time, your varsity team was walking to the field to begin their big game or to the locker room to begin their big game." May Pearl football player number five, Tristan Brooks, came to my rescue to help me lift her out of the chair and get the pothole to where it could be wheeled again. He impressed me with caring heart and respect to an elder even during a time when he should be focusing on the upcoming game. It touched my heart as well as my mothers. Our world doesn't see this sort of kindness or uh gentleness manners from uh anyone, especially from our youth. As silly as it may

004sound, my mother and I both celebrated on the opposing side when number five scored a touchdown on the very first play. God bless those who show mercy to others. I am asking that you share this letter of praise with your staff, coaches, teachers, parents, and maybe even on the uh school website. I'm very proud of this young man and would love to sing his praise to his parents, friends, community, and the entire district. You guys are raising them right with deepest appreciation. Yo, fan. So, just wanted to share Coach, thank you for your leadership with that, too. >> Thank you. >> Okay. I don't want to mess it up. >> Oh, I'm not putting anything out there. I just didn't want to squish these. >> Okay. So, um, middle school has the honor of recognizing

005a staff member tonight. Um, as y'all know, we lost Debbie as our secretary. Um, she is doing much better after having a stroke over the summer, but it was it was a huge loss to our campus. She had been with the district for over 30 years. Um, she will be coming to have lunch with me soon, but I was really, really worried about being able to fill her shoes. She did so much for the kids, for the campus, for the teachers. Um, but we were very lucky to have come across Miss Brooks and as weird weirded as it is, her son was just recognized um for his kindness. She has filled a void on our campus and some of the things that the teachers have said when they nominated her pretty unanimously. Um she's done

006an amazing job since school has started. She's so bubbly and very welcoming to all. She's very helpful and dependable. Heather stepped into her role and hasn't stopped been a team leader and helping everyone any way she can. Heather has come in uh and replaced a valuable per valuable person in our campus. I feel like she has exceeded the role in this position and totally filled a void in our hearts without Miss Debbie. Heather is super positive and uplifting and she's always there for everyone and looking out for this the staff and the students. I feel like she's on top of her job duties and is proving um to do a fantastic job as an administrative assistant at MMS. She always seems to go above and beyond. Always willing to help and always so chill, cheerful,

007and fresh. Uh breath of air as you walk into the building. Makes my day when I see her. And y'all, she's got the best customer service voice. When she answers the phone, she sounds like um the the the the per the recorded voice, and it is so funny. So, Heather, I would like for you to come up here. You're too sweet. You make me cry. >> Well, I already did it. So, I beat you. >> Oh my goodness. Thank you so much. >> I mean, picture. >> Oh, no. I hate pictures. >> Make you cry. >> Okay. Wait. Stay too. Yeah. You have to stay. Thank you. Thank you. [Music] >> All right. Uh, next up we have the consent agenda. First and second. Anybody got any discussion or questions about it? All right. All

008those in favor. Next up is the superintendent report. Okay. got superintendent for looks like it's turned around, but so I'll just go and read off my shoe here. All right. So, for the grade levels that we have right now, our uh campuses, excuse me, we have at the um elementary LSK elementary, we have 487 students at that campus. At the middle school campus, we have 377 students. and our high school 358 students enrolled and then that brings us to a grand total of,222 students totaling that about what we were expecting. >> I think that's about right. Yeah. >> So going into our finance report um go ahead and pull that summary sheet up. So I erroneously said you would see this you would see this sheet anymore. I made the mistake. We do have August.

009So next month we'll have a new sheet. So all right. So last uh year's budget was built on the 1130. Our um ADA was 11 1175 and then we ended on the 6th 6 weeks there,868. You will see there at the bottom where it talks about our budget revenue realized was 109. That's also considering fact we had the loan amount that was in there 15,885,873. And then there is the covered and expended amount which was 97% of the budget which was 15,651,287. Over to the next uh sheet we do the comparables from year over year. Uh we were up 1,557,000 [Music] and then I then you go on down you've got the expenditures uh was up 1 million 400 sorry that was uh revenue was up 1,557 uh 781. And then our total expenditures was

0101,433,825 was up. And then our child nutrition, uh they ended the year up in as far as revenue up $30,925. Uh they were down as far as expenses, $184,753. remember we were spending down some balances and things but uh looks like they may have just eated it out as far as breaking even or very close to even as far as that balance goes. Going over to the next slide, you can see there um we have the balance as far as the revenue left as far as the uh bond is concerned. The 2023 bond and the expenditures uh to date uh 28,568,899. Um down at the bottom talks about arbitrage. So we learned this week that we have achieved our limit in interest earnings. So we have earned the 2,27 2 point if I can say

011this right 2,278,000 um and so that is our our amount that we're going to receive. So anything above that amount as far as interest goes back to the uh US Treasury as far as how that works for the bonds and so we're at our cap. Just want to make sure that you guys were aware. All right, questions questions. We'll go ahead and go to the campus uh improvement plans. [Music] So, our campus improvement this year focuses on four priorities. Um, these priorities also align to the district's priorities as well. But LSK will ensure student growth, wellness, and post-secary readiness by increasing our math meets data from beginning of the year um from 22% to end of the year to 32% and increase reading math uh map meets data from beginning of the year to end

012of the year from 29 to 39%. In order to do that, we're going to check that our teachers are using and implementing district approved resources. And we can check that through walkthroughs when we go into the classrooms. We can um make sure they're using those resources. Um targeting interventions designed to close academic gaps through student intervention teams. We've got wind time. Um and we also have afterchool tutorials and then empowering students to take ownership of their learning. our grade levels are starting to implement some goal setting um with our our students based on MAP data, based on unit assessments, based on STAR and then taking ownership of their behavior and we have a new through our um alignment through the district impact we have a new impact positive office referral um where we announce them

013on the announcements every morning. Um, priority two will enhance faculty and staff recruitment, retention, and capacity building. Um, we'll increase teacher and staff recruitment and enhance staff training and capacity building through weekly grade level and PLC department PLC's. Every Thursday, our teams meet um together either as a team or they're meeting with us. We just met today with all grade levels. Um, and when they meet independently, they do have a a PLC form that the grade levels use. Um, we have designated professional development. We just had a classroom management professional development. Um, we've been partnering with Mrs. Bo, Mrs. Day, and um, Mrs. Wolf about looking at some other professional development opportunities for our teachers um that we're noticing as we're going into the classrooms. Um and then also through some goal setting with teachers

014um for their professional goals. Um partnering with PTO for monthly lunches. Um they also do birthday um for our staff. Um they do like a gift card for the staff members. Um funshine committee. Um they do monthly lunches or and or an underground spirit day. And then our office staff has started to implement monthly treats. We have one coming up next Monday where we're doing an openhouse treat for them. And then we do have our new teacher mentor program. Um priority three sustain high levels of stakeholder satisfaction and engagement. Um we will provide open two-way communication with all stakeholders. We send a weekly um parent square. Um it's LSK in the know every Sunday that comes from the campus. And then grade levels also send communication. They've got Wednesday folders that they send home and

015um they also send home weekly emails or through parent square as well. Um and um a sender parents have the opportunity to check a sender for their grades and um Facebook. We're working to increase Facebook um our activity on Facebook and then we also put events on our district calendar. Um we do have our campus and district committees. We have our sitebased decisionmaking committee, our district um DCCM me um committee which is the district committee shack and PTO. And then we have parent nights. We've got meet the teacher which we've already had. We have open house. We had we'll have star night um in the spring. We have career cafe in the spring and we'll have our title one meeting. We've got two opportunities on Monday um for that. We've got one scheduled for the

016daytime and one that the evening time and then we will increase effect increase effectiveness and transparency of finance and operations at um every year the end of the year um grade levels and departments come together. They look at what they their needs are. They create a budget. Um I go over those budgets um once they've submitted them and then at the beginning of and those budgets are based on what their needs were the previous year. >> Questions. So you look this is kind of a little bit different format from the last two years CIP that we've done where we have kind of like the mid early year valuation. How are we looking at just looking back at the past there's seems to be we meet with them throughout the year. Is that correct? >> We

017do not see collectively they meet at their own campuses the evaluations of how they're going for each campus. There's like a November checkpoint, a February, and then a May check. >> And that format, Mr. Cooper, is there a program called plan for learning that we use, and we will continue to use that program as far as our huge document, but this is this is the one pager that we use to just pres present to you guys the highlights um of that document. >> Are you going to go into the uh like the site? >> The district? The district? No, the site um decision committees. >> This is Yeah, this is all based on the meetings that we had with our teachers. Um we have teachers on that committee or classroom teachers. We have pair professionals

018on that committee. We have district um personnel on that committee and we also have parents, community members um and like community business members on that committee. >> What does that look like for us? What are the what's the agenda topics? So we go over these are we go over each priority and then we look at the performance objectives that are within those priorities and base them on our needs. So at the end of last year we looked at where we were. So we'll evaluate this throughout the year. And so when we come in and we're looking at that first one, we focus that one on student success and growth and wellness. And we look at our MAP data. We look at some other programs that um our counselor has in place uh like the hope

019squad and I didn't mention that but we look at different things that we do on campus to see if they're working if they are working how can we make them even better if they're not working what do we need to do to change how do we change that >> how do we document that is it just like a conversation or is it you can type that out and say okay well you know this this particular program is not it's not getting down to where we need to be how does that how does the continuity work from 6 weeks to 6 weeks from last school year to this school year? How does that work? >> It's as far as I'm sorry, this is really loud. >> Do what? >> Like the notes from your uh documentation

020like do you document it and make notes to so that there's some kind of continuity plan from year to year or >> Yes. at the beginning of the year like so I print last year's plan and when we all meet together everybody has last year's plan and where we were at the end of the year and we just mark it up and make notes and we talk we round table and talk about what's working and what's not working. Um at the end of the year we look at our plan throughout the year. What was successful? What was not successful? We do a needs assessment so that we can make some changes for the following for like last year when we met we did a needs assessment to see what we needed to do for this

021school year. >> That makes sense. I just I got some copies of the last couple years and it shows like you know prog progress but there's no like summary of what happened in those specific areas. So I was curious about that. So those formative assessments, I think, is what you're referring to. Yes, ma'am. >> And so that happens three times a year. That is just something that the administrators on the campus just talk about and and kind of assess. >> It's not a big formal meeting. There's not an agenda. There's not people that come together. The big meetings are like she said, the ones that have just happened and then the one that happens at the end of the year when they do the needs assessment for the for the following year. And that needs

022assessment is is incorporated embedded into the the plan for the for the next year. >> So that's that's wholly on your planning if I understand that correctly. It doesn't never go back to you or to you. >> We do have a district rep on our committee so that we do have input from not only just our campus but from the district level. Okay. >> I was just trying to see how the work goes. questions. >> Okay, same thing. We've got our four um four areas. Um, and from our SPVM meeting, we had a couple areas that were a little bit more glowing and easier to target. Um, so MMS will achieve 80% approaches or above and 50% meets or above and all tested subjects. And originally I was going to target specific subjects, but I

023didn't want the focus to just be on them. I wanted everybody to be at the same mark because after a data dig that we did with region 10, we set some goals that are attainable that can go across the board for all tested subjects. The middle school and um I don't know if y'all realize, but the middle school is going to we've got four grade levels. We're going to have 11 star tests, one EOC, and star ALT. So, the majority of the data is going to be coming from us. Um so, we want that bar set for all of them. Um and and by that we're going to continue creating and growing student groups, offer increased participation of academic UIL. It has grown every year. Those kids that are higher achieving, they need more things

024to challenge themselves. Um we're going to use data such as PLC's, walkthrough data meetings to stren, we want to strengthen that tier one instruction. um ensure growth in con core content areas for special populations um by monitoring and evaluating progress and observations, walkthroughs and feedback with targeted look fors. We're going to let them know that these are the things when I come in that I'm looking for so that it's not a guessing game. Um and then on the next area, MMS will increase satisfaction and engagement of all employees. And I chose campus pride because that was one of the areas in our um our survey at the end of the year from 79% to 85% as measured in the campus survey as agree or above. So that would be agree or strongly agree. So we've

025partnered with our PTO. Um they are fabulous and they do so much for us on our campus. Um they do a monthly lunch. They they stock our teachers lounge because you know Dr. Pepper took our um drink machine away. Um but they put snacks and drinks in there and they have been working on painting and and decorating and organizing and making our teachers lounge a place that is comfortable for our teachers. Um we want to invite and allow teacher and staff input when possible for campus decision making. So at our staff meetings I I ask them what's going I need to know what's going on with you and and how do you think we can fix the situation? Um, we have a great teacher mentor program that that regularly meets with our new teachers, not

026just our brand new teachers, but also our new teachers to the district so that they can help them with all all of our programs. Um, we do a lot of staff activities and competitions. If you walk into the office at the middle school, you'll see a display of our trash moms. That was a a fun day. Um, and then we also do our monthly woo woo wagon. um my September woo woo wagon or no I'm sorry it was my October uh my August one um was Clorox Clorox wipes and hand sanitizer because everybody was getting sick and sent home. So every teacher got um some of those items to help fight the the germs. Um, now the next one, MMS will provide open two-way communication with all stakeholders by increasing parent communication from 62% to

02775% as measured in the campus survey as good or above. So there was good um and very good and I think there were three on that one. Um, so by that we're involving parents in the decision- making process, trying to invite as many as possible to the SPDM. I will be sending several names to Miss Bos this week for the district level and then also our PTO. Um again continuing to involve our staff in the decision-m process. And my goal, we haven't been um logging volunteer hours. So we're going to start logging those hours so we have a baseline of how often our parents are coming in to help the middle school. Um and then we will be sending weekly newsletters through parent square. And then with finance of course you know we want to

028explain and make sure our teachers understand how the budget relates to our organiz organizational goals and challenges. And so we make sure that all budget requests align with the uh district goals and initiatives and make sure they're not buying things or trying to buy things that don't align with what we want for our curriculum. [Music] Any questions? >> Tell us about the woo wagon. So monthly I take a a cart and I fill it with something whether like I said August everybody came back to school and and it was all the germs. So we had lots of Clorox wipes, lots of uh Lysol spray and lots of hand sanitizer and Kleenex and we filled it went to every teacher and we deliver it. We open the door and say woo woo. Um uh but most

029months we try and make it theme like we've done uh an apple nacho bar and we walk around and deliver it to them after they've had lunch or an ice cream sundae or floats or something to just surprise them. And we involve the kids in that process, too. We've got library aids that decorate the wagon and they help set everything up and they go with us to deliver to each teacher. It's pretty fun. >> That's awesome. That's awesome. Thank you, Miss Quick question, Miss B. So, you and Miss Becca have been here for a few years, right? Yeah. >> Right. >> And and we've done these every year, right? Are you seeing progress from these? >> Um, in which area? >> I don't care. >> Um, as far as culture goes with with the the

030initiatives where we involve teachers, absolutely. I mean, we middle school has a really good retention rate and um we have a lot of teachers that come and tell us how happy they are to be there um and that they want to continue coming back and that they come back because of the people that they work with. So, most definitely culture has increased at the middle school, especially from when I started um because I think it was in a pretty bad state when when I started my first year. Uh this is my sixth year. Um, we have good areas and you'll see from the middle school's map data, we've got some really, really good numbers coming across. Yes, we had some areas that were not positive last year, but we're also targeting those those areas for

031for personal and professional goals for those people. Um, figuring out where the hitch was and what we can do to improve it. Um, of course, you know, we're always on budget at the middle school. I don't think we've ever gone negative. Um so I I think that we've seen a lot of positive growth um from where I stand anyways. >> Just again I I love the processes and things like that. I want to make sure the process is >> Yeah, the data dig that we did the other day, a couple of weeks ago, was was really, really good as far as accountability goes to help us drill down and and and make those goals and figure out where we needed to go. Um, so I think a lot of the the trainings and the programs

032that we have encountered each time, like the the last accountability one, um, they gave us a visual that we showed to our teachers that created some aha moments that they were like, "Okay, it's not as hard as it sounds." Um, so continuing to go to these trainings makes a huge huge jump in in where we can help our teachers. >> So we look at like I think where we have a lot of questions from a board perspective when you look at a plan, right? It's a detailed process or a detailed step by step how you going to get somewhere. And these these while these are good overviews, they're not detailed. So we want to know what are y'all doing that is working for you. it's not what resources you need to move forward, what can

033we do to help you? So, that's some of the feedback questions we ask just to where you're at. >> Yeah. Well, I I did after collaborating with upper admin, I made sure to tie my like a couple of them to our end of year campus survey. So, their specific percentages, the first one was tied to our data dig so that we had some actual numbers and something to refer back to. >> I have a question for you. >> Yes. So, getting into the first six weeks of school, >> praise God, we we made it, >> right? >> Did we? >> I think you did. >> But, uh, I know both both LSK and middle school had a pretty big shift this year with moving campus, moving kids around, right? >> How have you seen with

034the kids being adjusted to it, the teachers stuff? Because I know there's a lot of big testing, especially for middle school. >> Is that going to help them uh with those testings? How they acclimating? >> Um, Okay. So, that's kind of a loaded question that that hits multiple areas. So, it it's going to be hard for LSK because there is a growth measure and accountability and she's only going to be able to measure growth from fourth graders because they took their first R test in third grade. So, that big area of growth comes from one group of kids. um it's going to load me because I have so many grade levels and so many tests. Um so the proportions change, right? Um she is going to have less star tests to administer, but like there's

035there's gives and takes. There's positives and there's negatives. Um but the the fifth grade teachers, they're loving it. Um the fifth grade kids seem to be having a great time. They're loving having 30 minutes of PE every day and going to their electives and doing their rotations and we've mitigated as much as we can with keeping the fifth graders apart from the eighth graders. Now, it's not 100% of course, but they're on a different bell bell schedule. Um, I would suggest not to come to the middle school at lunch to see where a fifth grader is because we get confused on two bell schedules. Um, but otherwise I think everybody is really settled in and I've had a lot of positive comments from parents that they were apprehensive because there was no re uh recess,

036but now they're like, "Okay, this is not so bad." and and my kid is really really liking the rotations and um going to music and actually touching instruments and being in a a an art room with a certified art teacher and >> I >> So there's an element of freedom to middle school a little bit more freedom compared to an elementary to some degree because you're going to different things some different things just feels different. >> It does. It does. and where the the teachers are um guiding them to every location, they still have this like joy on their face and um excitement moving from from one place to the next. And it's a little bit loosened than the the elementary atmosphere. Um, but like when the the little fifth graders were on their floats,

037they got so excited to see every staff member along the way and chunk their candy at us. And I I think they're enjoying and acclimating well, but that's my biased opinion. Awesome. >> I got one quick question and Steve kind of I think asked the same question earlier, but so besides middle of the year, you know, map data and stuff, what are we doing looking at throughout the year to make sure we don't get to next year to elevate this work? You know what I mean? Uh to just tracking we do three times a year, but we're also each of our teachers are giving unit assessments. Um, and I have all of my teachers doing their assessments in Edgeoria so that every question is tagged by the TE so that when we go into say

038an AR meeting, the the case manager can use that current data to write their goals and and target where a student's weakness is. Um, so those unit assessments help us keep current and where we need to to spiral in. Oh, 50% of the kids didn't didn't get that teak from that that uh test. So, I need to take that that teak and and present it to them in an exit ticket or a bell ringer for the next couple of weeks. >> So, we're tracking stuff. I just didn't want to >> say, "Hey, we're doing all this." And then we get to the end like, "Oh, >> we have so many data sources, it's ridiculous." >> Thank you. >> Anybody else? >> Thank you, Miss We going to the high school and then I'll answer any

039questions that we have. >> James can be here today. >> All right. technology was going to present the high school, >> which is fine. >> Greetings, members of the board. Um, thank you for taking this time to hear my presentation about our campus improvement plan for the 2526 school year at Mro High School. At the conclusion of this presentation, Mrs. Tops will be available if you guys have any questions. Uh if there are questions beyond that, I'm happy to take uh calls or emails uh as you guys request. Um the campus improvement plan is as follows for 25 to 26. So most of our goals are aligned um obviously to the priorities that we've set. Uh but also this year we wanted to focus on ensuring that we are meeting um standards and growth measures

040that will allow us um to get a better or achieve a better rating as a school. And so objective number one is that MHS will achieve a minimum of 80% approaches and 60% meets on ELC's across all tested subjects. Uh we are trying to closely align all of our tests with the standard that is being set and ensure that our students are aware of that standard as well. Uh we're doing this through uh our PLC process. We're going to work through the data that we get for each of the different assessments that starts with MAP testing and will ultimately culminate in our ability to benchmark test students. Uh we are also working very hard on our observation and feedback process to make sure we're giving teachers an opportunity um to receive feedback that helps them

041to grow as teachers. Uh and we're also using multiple assessment data points such as map benchmark and interim assessments. And we are increasing our parent teacher communication so that parents are informed of uh how students will how they can help students at home. Uh this process will be done through open house and through some parent seminars uh that are in the works currently. Objective number two is to increase our retention rate uh by 10%. We are sitting the last couple years we've been sitting right around 60% for our retention rate. Um, and I understand that some of that is, you know, natural and and it's attrition based and and some of those things, but we want to make sure that um we give our teachers an opportunity to feel um the type of compassion that

042we want them to come back should no other extenduating circumstances arise. Uh that means that our new teacher program, mentor program has to be robust. Uh we have a great group of mentors this year that are already um well on their way to helping our new teachers feel comfortable and feel supported. We are also um ensuring that we offer a greater um coaching and feedback model for our teachers as they teach um whether we want to admit or not teachers really do want feedback uh and they do want to be successful. We've also reignited our positive vibes committee which was formerly like our sunshine committee. Uh that just kind of gives a few extra little things to to our teachers uh when they're feeling down or when they may need one of those uh pickme

043ups. It's already been a a significant help for us. Um and we're looking at ways to grow our employees and make sure that they have incentives uh to want to grow. And so that is currently in the works as well. Um, as far as sustaining high levels of stakeholder satisfaction, we want to provide open two-way communication, we want to be able to communicate in so many different ways because not everybody communicates the same way. Uh, so we are trying to be very proactive in the way we communicate. Uh, we're currently working on our monthly newsletter for the month of October. Uh, we are also utilizing parent square as as it is necessary. uh and we're trying to give parents and stakeholders some type of community representation uh so that they feel like they're a part

044of the process and can help us to plan certain things. Um we do endeavor to have the one academic night that I spoke about a while ago. Um we've also already had some paired nights through Mrs. Clayton, our counselor. Those were very wellreceived and in fact many of our district parents have talked about how how well they were received within the community. Um, and then we also just want to be a presence at community events and extracurricular activities, not just the ones when we're assigned duty, but we just want to make sure that we are immersing ourselves in that community. Mrs. Cox is doing a fantastic job of of doing that right now. And she's also uh kind of emerging as a person that u that can help out a lot down in the egg

045barn because, you know, she has some invested uh interest in in the community and she has has kids that that need to do things down there as well. So, she's been a great help for that. Uh and then finally, we want to just make sure that we utilize the budget uh to enhance our teacher resources. there's really um no need to um not utilize um funding that we have to be able to help our teachers to achieve their ultimate goal uh of helping our students to be successful. We've already looked into resources that we can order uh as a district, but we want to drill down to the campus level to make sure that our our teachers feel supported in being able to support our students. So, these are the four objectives, performance objectives that

046I have for this year's campus improvement plan. Uh again, if you have additional questions and concerns beyond tonight, I'm happy to answer those as you guys request. Thank you so much for your time. >> What questions do you have for me? >> Did he do that? Did he do that one take or was there multiple takes? >> I'm not sure. I can't answer that one. >> I would guess I would guess multiple takes, but that's just >> Can you tell us about positive vibes? Yeah, I can. Um, it's teacher le. Um, we give input and we're helping with it, but we they do weekly shoutouts. So, they send out an email at the beginning of the week and it's just a Google form. Staff goes in there and they just give shoutouts and then they

047send the email out on Friday. And it's really been fun to see who's appreciating who. Um on National Peanut Day, they came around with peanuts and sodas and gave us um a free appetizer to Texas Roadhouse. They had got a it was Texas Roadhouse peanuts. And so just trying to find ways similar to the what was it? The boot wagon. Okay. So things like that. I can tell you as a teacher when I saw my admin come with that drink cart, it was exciting. And so um also letting the students see that we support our teachers as we come around. Having the students, we have interns and stuff be part of that when we're coming around is exciting. So it's the positive vibe. It's our sunshine committee. Also, if we have staff who has something

048going on, death in the family, rough time, maybe we need to organize a meal train, we can do that, too. >> Do you have a question about campus? Uh we're a little over six weeks into no cell phones. What does that look like in your organization? Have you seen a change in student engagement or >> It's a wonderful question. Please come by at lunch and you will see a huge gau different engagement I guess from students but peertopeer they're talking they're communicating and in classes they are engaged. We've heard from students that they're like okay this is good. Um so they're getting on board. They're buying into it. They're telling I had a parent I had a call who you know their kiddos found got taken up and they were like hey we're all for

049this and honestly so is our kid. They have told us that they're more engaged in class and so I think overall it's going well. Um and so I think it's a positive thing. >> Can I just interject one just kind of piggy back and brag on them? I think I've done in the last couple weeks I think 17 walkthroughs with them at the high school and I have yet to see a cell phone now. Not once. Um, and in the words of my own son, >> yep, they're okay. >> Right. And in the words of my own son, who is not a fan and did not appreciate the law by any stretch of the imagination. And quite frankly, we had a little bit of a disagreement about how long the law would last. Um, but

050he actually admitted, which is, if you know him, it's rare. Um, that um it's actually not so bad that we actually, you know, I'm meeting new people that I have met before. That's cool. Um, and we actually talk a lot more in class with each other and with the teachers. So that just as a side note, as a parent and an employee, I think they're doing a great job. >> And and just, you know, we have to be consistent. So the staff is being consistent and that's just what it's going to take. And so at this point, when we get a phone, kiddos know the drill. You know, we're going to call home and and stuff like that. So it really is going well and I think it's great for our teachers. I think it's

051great for our students. Um, and so I'm very happy we're through that first six weeks of kind of the growing pains of that and so now we're just rolling. >> Any other questions? >> Yeah. Can you tell me about the new teacher mentorship? About how many people are in there and how often do they meet? How how that works? >> Yes, I can. Um, I would have to look at exactly how many teachers we have in there. I'm going to say 10, give or take. Um, and we have three or four mentor teachers. Um, and so they meet with them. Usually it needs there's so many hours they have to log a semester. So they break it up. Um don't get me lying on how many is it 15. >> Well I I was a

052mentor teacher so I I believe in the mentor program and she can chime in and I promise to have her back and she has been on learning all the things and you're doing a great job this um so the mentor program um is is a district program that um that the we added a mentor at the high school this year. So they have a total of three mentors who are phenomenal. Um they have met the mentors in our district who I've met this summer to kind of revamp the program and recreate the manual and recreate the expectations and the timeline throughout the year. Previous years we had partnered with region 10. Um and my first year in this position it was phenomenal. The second year it was not phenomenal. I'll say um and then so

053I really reassessed what we could maybe potentially do in in district and save a little bit of money not a lot but a little bit of money um and so that's why we met this year um this summer and and worked a couple days to really um get input from all of the mentors and create what the expectations are. Um the mentors are her there are I believe she's 11 okay mentees so she was real close um on her campus this year um and they they are assigned each each of the three mentors kind of are assigned specific mentees based on the conference period some of them that are coaches that easier to you know see them or maybe live content areas um and then they have a timeline of things that checklist that they're

054supposed to kind of do to check in with them each grading period and I actually just schedule meetings with all of the mentors first um to check in for the end of the grade. I'll be late. That's not theirs, but um to meet with them just to see how things were going and do check-ins, which we have not done before, but I wanted a little more accountability for the the mentors and mentees alike. And so, and also to see what I could do to help support them, what the administrators can help do to help support them. So, we'll I'll be meeting with them in the next to get them to all of them. Won't take two weeks, but just for feedback on how things are going and what what are some needs that they have.

055That's kind of and we'll do that each grade. >> And data shows us when we look into it that teacher turnover rate within the first three years is very high. It's a hard job. And so we want our teachers to feel supported. So they're obviously supported by us, but when their mentors are not their evaluator and different things, they build good relationships with them and like grades and just the different things. If they're not sure about how to put in a discipline referral or how they might need help with a parent phone call or how to draft an email, they just have that mentor to just step in and help them. It's just an extra level of support um that we can provide to our new teachers. Also, just April, how how did things go

056here? Maybe I worked in a different district or I'm not sure about how to put a PO in or something like that. And so just all the extra levels of support that we can give them. >> Awesome. >> Yep. >> All right. Thank you. >> Thank you. >> Math. All right. So, what do we look at this time of year? We look at end of year MAP data last year, beginning of the year MAP data this year, um, beginning of the year MClass data, our kindergarten through 2 grade take MC class, and then our spring 2025 star data for our fourth graders, and this is our beginning of the year math map data. This is the achievement overview. as a grade or as a campus for math, we were in the 61st percentile. And these,

057remember, these don't align to STAR. These are national norms. We'll look at STAR in just a minute. Um, but about 9% of our kiddos in math at the beginning of the year were um in that first to 20th percentile. So, it's about 40 kiddos. Um in the 21st to 40th 15% which is about 66 41st to 60th 26% which is about 116 um in the 61st to 80th percentile 30% um which was about 134 and then 80th or above was 20% so that's 89 students um and kindergarten through fourth grade do take math math um achievement by grade level it's broken down where you can see our our kindergarten grade level um was in the 65th percentile and then I have it broken down for how many kiddos were in each of those percentiles. Um

058first grade 63rd, second grade 57th, uh third grade 62nd and grade fourth grade was 56%. [Music] Now remind me again is it so let's say a first grader takes beginning of year is it for where they should be at the beginning of year or at the end of >> so this tells us we're right now coming in where they should be coming in as a first grader >> I'm ask okay um and then it gives us a projection which we'll look at right now it'll give us a star projection where they should be four star or where they're at right now. Um, so this is our star projection. It only does second, third, and fourth. There's not a projection for, um, first, kinder, and first, but, um, right now, um, it's broken down. It tells

059you how many kiddos within each of those grade levels um where they're at. And then you can see as a campus right now in the approaches grade level we're in the 42.3 percentage rate uh 21.8 for me and 5.2 for masters. And this is where we correlated it to our campus improvement plan. And then our reading data um when the 59th percentile achievement overview and then it's broken down and it tells you how many kiddos as a campus um in the first to 20th it's about 53 and the about is because the percentages are like three or something like that. um 61 kiddos in that 21st to 40th. 41st to 60th is 75. 60st to 80th is about 100 kiddos and 80th and above is about 68. And then broken down by grade level. So

060for reading, kindergarten does not take math reading. They take MC class. Um so first grade is 62nd percentile. Um, second grade is 48, third grade is 63rd, and fourth grade is 56. And then you can see how many kids were in each of those percentiles per grade level. Um, and then the projected proficiency for approaches. It breaks it down by grade level again for second, third, and fourth. Um, and then you can see the exact number, but for approaches, we're at 39.8. 8 meets 29.7 and master's 15.7 and I'm not counting the did not meets because we need to look at those but when you look at accountability like Miss Bone was talking about we don't look at that number because the goal is to move them up. So um we're focusing on our meat

061because that's where we want them to be. I mean, we're focusing on them, but we're wanting to focus on moving them up to meets um for like I was telling you, our kindergarten through 2 grade um takes in-class for reading. Um this is they do they take an assessment they do different breakdowns of tests. So, this is different than a math test. a math test. They're on a computer and they're answering questions about 40 questions. Um, some may be reading passages, some may be filling the blank, um, maybe looking at homophones or, um, other various components of reading. For in class, it breaks it down to letter names, letter sounds, phmic awareness, decoding, word reading fluency, reading accuracy, reading fluency, error rate, and reading comprehension. And then not all grade levels, kinder and first is

062tested on the same thing. So I put I told you here what grade levels test what. So um kinder through first they do letter names. Kinder through second does letter sounds. Kinder first is phmic awareness. Decoding um is kinder second. So you can see the breakdown here. But they test all of these on t they're shorter timed tests. So for kindergarten it takes about a minute per test for each of these tests per kiddos. for first and second. It does take approximately oh it takes them about 15 to 20 minutes to get through a a full assessment with their kiddos. Um but it gives an overall grade for each component and then it sets then it calculates all that and gives an overall like composite grade score. Um, and this is telling us according to

063the overall composite score where they've taken all of this and put it together. This is telling us right now where our kiddos are um at the beginning of the year. They take this three times a year just like we do math. Um, and it's not within that same it's a separate window. Um, but it tells us that 37 of our kiddos right now that took it were well below in kindergarten. 34 in first and 35 and 2. Um below 16, 19 and 14 at 14, 38 and 24 and then above um that gold is 20, 19, and 15. Um science, our second, third, and fourth graders take science. And this is showing us where we're at right now as a campus. were in the 70 70th percentile. Um about 25 kiddos are in that 1st

064to 20th. About 30 are in 21st to 40th. Um 42 in that 41st to 60th. 67 and 61st to 80th and 85 and 80th or above. Um and then it here's the breakdown for 2, 3, and fourth and where they're at. Um, second grade is in that 58th percentile, 78th for third grade, and 70th for fourth grade. And then that's the breakdown of kids in each category. And there is no star projected proficiency because we don't have a tested grade level on our campus anymore. Um, so what we're doing now, um, we've already had our MAP data meetings. Like I had mentioned earlier, our our grade levels are already starting to conference with kiddos and do some goal setting. Um we actually just had a TCMPC calendaring PLC today and that's where teachers are looking

065at their yet their year at a glance in TCMPC and that's our curriculum. Um and that tells us what units to teach, when to teach them, how many days. Um it tells us our readiness standards, our supporting standards, what are directly taught in the classroom and what is something that is spiraled in. Um so we looked at that today and um our goal was to look at this first semester, but we really got through just a couple weeks with them because it's a big it's a big undertaking. So that's a work um something we're going to continue to look at and do with um teachers. We do have our targeted intervention through our student intervention teams. Um that's our our tier one, our tier 2 and tier three kiddos. We do have what I need

066time tutoring. We have our uh fourth grade house bill 1416 kiddos and then our walkthroughs. And in fourth grade, any kiddo who didn't pass math or reading or both, they're required to receive 30 hours of accelerated instruction. [Music] Good job. Thank you. >> Thank you. Okay, middle school, what are we looking at? Um, everything. Uh, we look at our MA map scores, last year star, their grades, their unit assessments, RTI data, and special services data from either special education, ESL, and so forth. >> What's RTI do? Well, so RTI's response to intervention when a kid is not s successful in tier one, then we have a meeting and move them up to tier. So when we talk about tier one instruction, that's whole class. Tier two is that next next level and we're going to

067give them a little bit of something and then we have another meeting if they're not successful then we give them more small groupoup one-on-one and they get pulled out of a study skills class. Um, so here we have our math beginning of the year. We're at the 57th percentile and like um Brandy said, this is on national norms. It's broke broken into um five percentiles. Uh we're looking really good because of only 13%. We've got about 45 students that are in that bottom uh percentile uh in our blower area. The top is is starting to grow with a more level with the meets and masters. This is broken down by grade level. Grade five is at the 62nd percentile. Um grade 6 47th, grade 7 60th, and grade 8 49th. Um are we're starting off

068strong this year with um very small numbers in in that bottom end. These are our projections for our four grade levels for um if they continue where they are without any interventions and at the end of the year. This is what they're they're projecting we would have is about 27% not passed and 7.2 uh masters, 31% meat and 34.3% approach. So this is that area where the visual that I showed my teachers. We want to take 10% of this group and move it here because these only don't count at all in accountability. The approaches counts once. So we want to move 10% of those over because the meats counts twice and then we want 10% of the meats to move over to masters because they count three times in our accountability and growth. So that's

069where we have had that aha moment to figure out where to target our kids and how to move them. Okay. So we've got our reading beginning of the year. Again, our bottom percentile is fairly low. Only 38 students of almost 400 are in that bottom percentile. There's the breakdown by grade level. Grade 5 63rd percentile. Grade 6 58. grade 7 52nd and grade 8 56. And again, if our kids stay where they are and they stagnate and grow, um this is their projection at the end of the year for about 15% of the kids to not pass in reading, 30.5 approach, 33.4 meet, and 21% master. Um so our our mates and our masters are looking really really good for the beginning of the year so far. Science we have a very high percentage at

070that top percentile group 80% 80th and above. Overall they're in the six 69th percentile nationwide compared to the nation. Um and here's our breakdown by grade level. uh 72nd percentile in six fifth grade, 74th in sixth grade, 62nd in seventh grade, and 66th in 8th grade. So you can see that top end is is a lot heavier in science. And if they continue where they are, this is what ex is expected out of their star tests for grade five and eight. And what are we do? And I will pause before I say what are we doing? We've got two things that I think affected all all of our campuses. When we did our our map testing, we had some like internet and platform issues and some of y'all may have had your kids come home

071and go, "Oh, I had to start over." Um because on one of the days we had to just give up because it wouldn't work. And so we went back to regular schedule and then the kids did it again the next day. Um, and then we also were given a rubric by Miss Bos that gave us like an accountability measure for our kids. And it was a rubric on this is what you did while you were taking your test. You know, were were you working diligently? And it counted as a grade in that that course um or that subject. So that rubric I think had a very good positive effect because they were actually getting a grade for what they were doing, not just sitting there, you know, hitting buttons. So I think that my data

072kind of shows that that positive of having that accountability measure tied to it, not just an in a random incentive. Um, so just surface level, what are we doing? And of course, we've got our House Bill 1416 tutorials during advisory. We've got our kids broken up. They're getting 30 minutes a day, four days a week. Um with that grade uh grade level and content teacher. Um we've got some targeted tutoring groups going after school. Um we're working on some co teacher coaching with our new um instructional coach and we are increasing our walkthroughs among all of the other things that we do as well. Any questions? >> I do have a question. >> Okay. >> And I'm kind of noticing from LSK to here too, but science, we're we're high in science on both campuses,

073right? But lower in math and reading. But you would think in science you have to have a lot of reading, right? >> Oh, absolutely. The reading reading um deficiencies affect across all subject matters. But I just wondered now why if we weren't doing good in reading, we probably wouldn't be doing as good in >> science, but we're doing better in science. And >> yes, and that's a turnaround from what about four years ago, three years ago. Um science was not very good at all, at least at the eighth grade level. Um my current teacher is eighth grade teacher is rocking it. Um, and you got to think about reading is tested at every single grade level. Science is only fifth and eighth. >> So, it does kind of change the proportionality a little bit. Unfortunately

074for us is that these scores typically because now an eighth grade does really well as far as depicting but um some of these numbers for whatever reason it's not always great. It's not always apples to apples in the sense of like >> yeah because this is nationwide and arts and science changed >> what was it last year >> in between the school years. Um, so I mean for the two grade levels it's projecting 22.9% not to pass. But if you look at >> the national norms, these two grade levels need to be taken out. And that's a big number. >> So it's only these two, but fifth grade is performing pretty pretty well. I've got my eighth grade science teacher partnering with my fifth grade math teacher to help with some alignment and and some

075instructional strategies. >> And and we have always had a good focus on teaching science all the way through the grade levels because we have science teachers but um but you know we don't there are districts that that short change the science side of things I think for other areas. So I think that's why do pretty well in that area as well. Make sure that we're doing that at all levels. >> And this science teacher is one that I move flipped subjects year two years ago or a year ago. I think this is her second or third year. Um she was a math teacher, but before that she was a science teacher. So, there's a lot of um purposeful moves and and purposeful um coaching and strategies involved to to help put people where they fit

076better. >> Actually, question on top of that. So, we approved a new science curriculum last year, >> I believe. >> STEM school, right? >> Your campus has >> Oh, h is that helping? I mean it seems to be based on raw numbers but I'm just asking do you guys feel that it's helping? >> Well, so here let me let me go back to that. So when we knew that the science teaches were changing um my science department came together to try and analyze and unpack that and they were part of the picking. I think definitely the curriculum has helped, but I also like really research to find um like when I taught math and the math teaches change, I did a training where they had us unpack and know where the teaks moved and slid

077and went in different directions and it was it was pretty eye opening. So, region 10 had a training, but it was one day for grades 6 through 12, but I found um what's the one in Waco? Was that 12? Region 12 had a two-day training for the science tees, but it was only six through eight. So, I sent them to that. So, it was more targeted to their grade level and it was it was longer and more in depth. And I think that that was one of the the the greatest benefits for them because they spent so much time unpacking and understanding where the movement happened. I do believe that the materials are helping and >> I can say they're being used which is is a big feat quite frankly but the fact that they

078had they were the ones that said that's what I want you know I think that's a big component to actually using it um and so I have seen that is one of the subject areas that we we consistently see the content that we've purchased recently being used and the fact that the the alignment with when it was purchased and that's not us the state actually did this but when when it was purchased because of the new adoption and when the new ti were pushed down the fact that it all happened at the same time was a lot for science teachers at that time but it also helped because it was on the radar and they had to look at it all at once and so it helped with the implementation of the actual materials because

079they were looking at their teeth to see um you know what what it was that they needed to be using in these materials. I I also think it's worth noting to you guys that science is a little bit unique in that um the star tested subjects like for fifth grade science that is a cumulative K through five test. And so while reading is a test where you have to be able to read and build on those things every year, the TESS are specific to that year. There there are te teachs uh that are or questions that are asked on the fifth grade test that are maybe only be um actually implemented in kindergarten or implemented in third grade or implemented and and the fifth grade teacher and the eighth grade they have to do really

080they have to do their TE's but then they also have to make sure and spiral those TESS before because if if and that's why when Mr. Bowling said we we really have a push across campuses for for science. Not that other districts or that we haven't done science, but sometimes it was like, well, this isn't a tested subject or this wasn't, you know, they don't do that till fifth grade, but the ownership of the teachers to say when when that fifth grader sits in that class and takes that star test, those questions, questions seven, nine, 24, and 38 B, right? And so them knowing the test questions or the ti that are that were asked on previous years for them to be able to go oh those are my responsibility and so I know there

081was some vertical teaming last year but I think the alignment of the resources helps with that too. So I I do think it's going well. I mean time will tell you know whether three to five years is the true good picture but I do think it's off. >> I think science is doing really well. My question, the reason for the question is what are we doing in science? Can we do something in the other the other courses? But the way you explain it's not apples to apples test. So that's the answer my question. Thank you. >> And I think with science labs >> Uhhuh. >> that's just her. Well, and the the materials with HMH, they came with kits um or we purchased extra kits for a lot of labs and there's a lot of

082consumables within those kits to do those labs. I mean, there's molding play, there's sand, a bookroom is full of kits for each unit. So, they're they're getting a lot more hands-on stuff. >> You guys you guys approved and allowed us to purchase all the things, right? And so it wasn't just the digital, it wasn't it was the books, it was the manipulative, it's the kit. So the teachers weren't having to go by the steps and stuff. So I think that has been very Okay. So, I'm here to talk about the high school's um map data. So, what does MHS look at this time of the year? Obviously, we're looking at map data. Um really also working with our teachers about how to read data. What does this mean? How do we look through it? There

083is a process to that. We want to look at our previous uh EOCC scores where we sat. We we want to improve. Y'all heard our goals for next year. And so we need to look at where we were and we need to try to get a plan together. Um we use data to drive any plans that we are making. We also want to look at our six weeks grades. Um it's important for me that our grades reflect students mastery. And I've been telling our teachers that. I'm sure we throw in some hundreds and completions for things that we're doing, but it should truly match where they are. Um, as a parent, I want that. You probably would want that as a parent so you have an accurate representation of where they are. It helps us

084also know where we need to fill gaps. Um, we're going to do test data through PLC's. I love PLC's. Um, and so really trying to develop a process that is good for Pearl High School, what that looks like, how we did it last year, how we can grow it, and how we can build it. And then our walkthroughs. Um, Paul was just saying, we've had lots of people come do walkthroughs with us. We're trying to do collaborative walkthroughs. Me and Mr. James are trying to get in classrooms together. Of course, we go separate, but that way we can collaborate on the things that we're seeing and bring it back to the table about how we can improve. All right. So, first thing is algebra 1. So, for our ninth grade students, we were in the

08530th percentile. Um, we had a few students in the 11th grade and they were sitting at the 25th percentile. When we look at it kind of broke down um by grade level with our test, we're at 51% approaches here. We have 15 um.2% of did not approach. Uh 4.5 for mast's and then 28.8 for me. Um I like what Okay, one of us said it earlier, but the goal is to make this number go down. Okay, so looking at ways that we can do that and support our students and our teachers. >> So when we look at that grade level in ninth grade, we got 88 kids. How many kids tested? >> So we had 60. So that's a good question. I was going to address it. So I'm happy you went ahead and brought

086it up. So math, they can take algebra 1 their eighth grade year if they're on the kind of advanced or accelerated track. So we really worked, we collaborated and we were extremely intentional of what math test we wanted the kids to take, the science and the reading, it's there. But with math, we wanted it to mirror the EOCC they're going to take. So again, we can have as much of an accurate representation. So when you see some of those numbers a little bit smaller um I worked with Miss Bo had a little committee when I was planning for MAP and we all came to that decision of let's try to match them as closely to their EOCC's. I think we did a really good job of matching that. I think we'll get better systems in

087place just to continue to um make sure it's as accurate as it can be for our kiddos. But when you do see some of those numbers that are a little bit smaller, that's the reason why. Does that answer that good for you? Okay. So, algebra 2, we had we were in the 32nd percentile. So, um we had 61 kids who took that test. And then with our geometry, you can see our ninth grade kiddos were in the 67th percentile. Our 10th grade kiddos were in the 44th. And then our 11th grade was we have a 18th percentile here. Now that was nine students. So when you you know that can really have a weight on that category when the number is a little bit smaller. [Music] All right. >> And there's just for the there's

08892 students in that sophomore. >> So here we have our English um test. Our ninth grade we're at our uh 56th percentile. 10th grade is sitting at the 64th percentile. And 11th grade is sitting at the 54th percentile. [Music] For me, this was a really good achievement from Maple High School. Also, because just the systems we put in place, which I'll talk about here in a second, and the way that we gave the test and the way we planned for it and the number of kids that were tested. Um, I did a little bit of digging and where we were the year before. And so, I think this is a great representation of the kiddos that were tested and we can really see that. So here when we're looking at our projection um we have

08953% kids in meets we have 19.2 in approaches we have 11% in did not meet and then we have uh 14% in masters. So when we look at these numbers in did not meets obviously we are going to work to try to close that gap but in the 10th grade it's counting two students. So 10th grade's doing great. Okay, so we got work to do. We want to make sure we're helping all of our kiddos, but that is um a positive biology. So, we are sitting in the 60th percentile there. And here you can see our projection. Um approaches we're at 31%, meets we're at 57%, masters we are at 10%, and did not meets we're at 1.2%. 2%. So again, that's that's great. Kind of goes along with the science trend. I think we're

090we're doing really well there. So what are we doing? Um we are planning obviously for House Bill 1416 based on the data and making sure that we have a good plan for that. We're doing backwards design to ensure that all TESS are covered, meaning we're identifying specific learning goals based off the TESS and planning there. We're doing collaborative walks. I kind of discussed that we've got district personnel coming in, but we're also trying to work together as an administration team um of what we're seeing, talking about what we're seeing, going in together when we can. PLC's for our core content. Again, try to make sure our PLC's are as effective as possible. Specialized course for remediation. We do have a reading class. So, there's certain criteria that if kids um need additional support with reading

091skills, we have that class available for them. Um, other things that just really aren't on there, but talk about, we want to make sure we're maximizing our instructional minutes. That's a goal for us, that we are being as effective as we can. Um, I think our testing process went really good this year. Um, a couple of y'all walked through that day. We were doing map testing. Y'all saw me running around my clipboard and making sure everything's getting going. Um, but I think it went really well. So, I'm proud of us. We talked though. We'll always try to kind of see where we can grow, but I think we did really well. Um, we taught our kiddos about the test just they know it but just reiterated the importance of it, what it gives us, what

092it gives them, and they really took it really seriously and I'm very proud of them. Um, we had lots of kiddos kind of taking this. I was really proud of how they took it serious and put a lot into it. So, that's great. And that also goes to our teachers. Our teachers, you know, talking to them and informing them and letting them know what this test is for. Um, and then I think also what we're doing is we're getting to know our kids and what they need. Each kid's different. Um, we have a wonderful opportunity with being a small district to try to know our kids as well as possible and just try to help them with where they need. Each kid's different. So, um, that's something that's very important to me and our team

093that we just get to know them, our teachers get to know them, and we try to be asum intentional with what we're doing as possible. questions. >> So, you're new. >> Yes. >> How do you feel? How's your first month and a half going so far? >> It's great. I um this has been a huge goal of mine to step into this role. And so, so far I feel fueled. I feel very supported by like everybody in this room. Um I asked lots of questions and uh but it's going really well. There is something very unique and I've been special about this district and I just feel blessed to be a part of it and get to work with the teachers and the students and the staff and you have a really great opportunity to

094make a big impact um when at this size. I loved my other district. It was just really big and so we did make impacts and we did help kiddos but I think there's really something great about here and so I feel good. >> Awesome. >> Thank you for asking. >> We're glad to have you. >> Thank you. Any other questions? >> Yes. >> Also, thank you. >> Oh, thank you. >> Going to go into the bond update. Uh, real quickly, you got a copy folder, but you can see there the con construction contingencies. I won't read all that for you, but you can see that uh we are getting deep into the uh second phase of construction. So, you can see the pictures there. I was told today they said the cafeteria looks nothing. You

095wouldn't recognize it at this point. They're about to start next week is my understanding bringing in new steel so that they can start extending supports for the air conditioning systems that would be supported in the culinary area. And then as you can see there all the things that are happening changing out some of the electrical and whatnot. Uh getting all those things ready. they'll start pouring concrete after that and then once the concrete pieces taken care of then we'll start seeing some framing and walls going in and those kind of things. So this this side of the project once the concrete and the electrical and those kind of get stuff in all that move rather quickly. So but they've they've been moving pretty quickly as far as all those pieces. Uh we've actually I talked

096to um Chris Wilson who works for Gallagher today and uh we are supposed to visit tomorrow about uh putting together a timeline as far as a punch list for the other projects and working with so we'll be getting together on that as far as over the next two weeks going around punching out the other two buildings. So there's still some things to get done. Um, the high school obviously's got sever several things as far as finish pieces and things like that. Um, and I'm sure the middle school has some things as well. Um, but, um, I know the high school there's some very visible things that I've noticed just walking around. So, um, they're they're looking at, just so that you know, they put a massive uh, I'm not trying to call it that projector.

097And so, what was called originally is not they do not feel like going to be enough support. And so they're looking at doing something different as far as cutting into that wall and doing something to where they can really support that projector to make sure that there's not going to be any kind of issue obviously. And so that that may uh require them to come in like over fall break and get that done when there's not anybody around. Uh so they get that done. And then I know that uh there was an ask today about doing something else. I'm sorry it just escapes me, but uh they wanted to do some something else that was going to require that nobody else is around and so we decided to do that on the 15th because that

098was requiring shutting down some power. So anyway, they're they're moving along and um we'll get that punch list going and hopefully get some of those other things as far as the phase one and then the or what I'm calling phase one the high school portions add-ons and then the phase two side of it will be that cafeteria uh renovation supposed to be taking possession of that sometime in November going from there. Any question? So, so I'll go into the next thing. Um, we need to call a special meeting uh after the bayer uh for uh November the 13th when we were looking at dates. That is the best possible date to canvas an election. >> Good. All right. Any questions on check payments? >> Um the water I mentioned last month we spent $1,000 this

099from July to August. So sure we fix the leak and then concession stand that portion $300 of the water there. So we don't know of any leaks whatsoever. >> Yeah. I mean when we had mentioned it back when we first discovered the high bill to Jim he was reaching out to the city that was back when he was still here and they had not discovered any kind of leak as to why that water and when I talked >> just compared to all of our other meters no one is anywhere close to that. So when I talked to Gallagher, we looked at some things. They actually looked along that, you know, like trying to look for areas where maybe shrimp water find that shows any signs and those kind of things. The only other way to

100do that, I guess, would be is if we were to just scope lines or turn off. >> So you know, I think the break that might be something that we could possibly But as of right now, there's not been any water leak as far as running out. You don't see that water that drop, >> right? [Music] >> That's a lot of water. >> Well, I think I mean, just Yeah, just I mean our waterfront. [Music] >> All right. So, we got some discussion action items. Consider approving the 2025 approved tax ratification election efficiency audit. [Music] Hey, before we get too far down the road, if the principles and admin want to go home, you're more than welcome to not have to sit through the rest of this. We love you all. We appreciate your time.

101>> Wow. I know. [Music] Thank you, sir. >> Good evening, trustees. Uh, Superintendent Bowling. I'm here tonight to present the results of the efficiency audit that we completed. Uh, the efficiency audit is required by Texas Education Code. Uh the purpose of this efficiency audit is to provide voters with information on the district's utilization of resources, efficiencies, uh and fiscal management before, uh adopting or voting on a uh action to increase the maintenance and operations property tax rate. The guidelines for this efficiency audit are set by the state's legislative budget board. Uh the guidelines include what data has to be compiled on the district and the peer districts. Uh what information has to be included in the report and the format. Uh it also identifies the tools to use to identify the peer districts that are

102included in the report. And we've used those tools uh in order to identify uh those peer districts. Uh the two tools that are identified are the Texas education ay's snapshot peer search and there's a database maintained by Texas&M uh called the Texas smart schools. So using criteria that's similar to the district we identified these six uh districts to include as your peer group for the purposes of the analysis that's included within the efficiency audit report. Characteristics that are taken into consideration include the district size, the district's tax rate, uh the community type, uh the property wealth of the district, as well as the criteria utilized by the Texas Smart Schools. Uh beginning with the next slide, we start going through the highlights of the report. Again, the information that's required to be included in this

103report. And we start with the latest A throughF accountability rating for May Pearl. The latest rating is 2025, which was a C. That represented a score of a 70. When we looked at the six peer districts, their average was a B or an average of an 82. Looking at the district's financial accountability, um the school what's referred to as the school first rating, um the school first rating for the latest available information based on the 2324 fiscal year, uh was a superior achievement or a that's the highest rating that can be achieved. uh in the school first uh rating scale for the latest fiscal year that audited information was available. Uh May Pearl reported 1,224 students. Uh the peer district average was 1,171 students. And then you look at those student population groups that generate

104a variety of different funding. economically disadvantaged. Your peer districts had a greater number of economically disadvantaged students at 559 compared to May Pearl at 488. Uh that for English learners that was 104 compared to 68. Special education was very similar, 189 students compared to 200. Uh May Pearl did report a greater number of bilingual ESL uh students at 102 compared to 66. And then career and tech technical education was also an area where mapearl reported a greater number of students 493 compared to 385. That same information on a percentage basis is presented on this slide. Uh economically disadvantaged is is the greatest u disparity here compared to the peer districts in the state. Uh English learners, bilingual education, ESL very similar. Special education pretty comparable to the peers and to the state average. And then

105career and technical education is an area where the district did have greater number of students compared to both the peers and the state. Looking at total revenue per student for fiscal year 2024 may reported $13,29 per student and that breaks down into the following categories of local which is obviously driven by your maintenance and operations tax rate. State funding is the the greatest category there, $7,868 per student, followed by federal funding and miscellaneous local revenue, which is primarily your your interest income. Uh you can see there that that is less than your peer district average. Those six peers reported an average of $15,79 per student compared to May Pearl's 13,209. Biggest difference there is just the local M uh revenue there. The DIS the peer districts reported $5,641 per student. May Pearl was at 3,867

106for fiscal year 2024. May Pearl's tax rate was a little under just 8 cents less than your pure districts on average, which is pretty significant because just 1 cent of property tax uh the tax rate generates a lot of revenue in May pearls was around 7.8 cents less than the peer district average. uh looking at how the expenditures uh are looked for fiscal year 2025 and April overall uh expended 12,342 per student less than the peer district average of $13,200 per student and less than uh the state average of $12,948 per student. So you have less revenue. So it, you know, pans out that you're also spending less per student. Um on the next slide we kind of show how the different functional categories uh using these same dollars but on a percentage basis. Um

107you know instruction and instruction related services that's functions 11 12 and 13 uh in your budget. Uh just under 53% of your total expenditures are expended uh in that category. Instructional and school leadership that's 21 and 23 functions 21 and 23. 7.4% of your expenditures are in that category. uh 17% student services. So think of transportation, uh child nutrition, uh guidance and counseling services was 17% for May Pearl. 4.9 was general administration kind of the the overhead of the of the district and then plant maintenance and operations was 11.6% for May Pearl. And you can see how each of those categories compares to both the peers and the state. uh you do have a few percentage points less on the instruction instruction related services. Uh when you look at the detail in the report uh

108you do have you make up for that in in the student support services. Um there's about 2% difference there. 4.9 on the general administration very comparable to your peers where you're at 4.8. Um and that's uh function 41 kind of the overhead of the district. The biggest portion of your budget is is salaries and benefits for fiscal year 2024. That represented 77.8% of your expenditures. Very exactly what the state average was and a little greater than the peer district average which was 75.6. Average teacher salary uh a little more than the peer district average uh by just under $200. percentage of teaching staff was 48.3% that was less than the peer district average where a percentage of their total teaching staff um was 54% students per teaching staff 13.4 at May Pearl a little less

109at the peer district average and then overall students per total staff 6.5 from April 6.8 8 for the peer district average. The LBB guidelines require that information be included on your unassigned fund balance. Unassigned fund balance is what you end your fiscal year with resources available to continue into the following fiscal year. Fund balance is not your savings account. That's your your working capital. That's how you operate uh in the months the first few months of the next fiscal year until you start generating uh the collections from your property tax. So, it's important to have a adequate fund balance uh in order to operate the district those first few months of the following fiscal year. Uh a huge disparity here between May Pearl and and the peer districts. For the most recent fiscal year, your

110peer districts reported over $8,000 per student in fund balance. May Pearl was at $2,378 per student. And that held true for the previous four fiscal years as well. Now, school districts can assign fund balance and commit fund balance. What that means is that you earmark amounts in fund balance either by management that's assigned or by the board that's committed. So, on the next slide, I I do include all those components of fund balance to kind of give a truer picture of all the fund balance that is under the district's control for the most fiscal year recent fiscal year with audited information. Now, the peer district fund balance per student jumps up to $9,850 per student, while still May Pearl is just over $4,000 per student. And you can kind of see what that looked like

111for the four previous fiscal years. So, overall, May Pearl receives less revenue per student, especially in the M category. You expend less per student and you have far less fund balance per student compared to the peers. I'd like to thank uh Superintendent Bowling, uh M Mr. Boone. We've been working on this report over the last couple of months asking for a lot of information, a lot of follow-up questions. Uh their support and their cooperation is greatly appreciated uh because I wouldn't be here tonight discussing this report uh without their assistance. So, I do I do want to thank the district and and and the administration. very exciting question. >> Question if I can ask um is there data on the peer districts of who of those have gone out for evader do we know that

112for these peer districts? >> So of of the six the LBB guidelines don't want include that in the report but I did look that up. So four of the six have gone called for a Vader election. Did they win those or how many do you know how many pennies like they got or anything like that? I >> I don't have that information. I notic in the report like it does reference the bait would generate $625,000 and our budget was built on I think 750 is we were thinking it was going to get >> that was original projections from kind of that John Walsh guy that he was coming up with but >> so we're already making adjustments for that because obviously your report does say hey even with this you're going to have to make

113some more cuts to make that budget balance for current fiscal year. Well, I mean the budget that we have adopted is balanced based on the adopted tax rate with the Vader included. >> Okay. So, we feel like that's going to be enough then. I'm just trying to get that disparity. The 750 is what I've got in my head from that. Yeah. >> Versus 645. >> A little bit of that comes from the uh we're not so from our no new or our voter approved ML rate. It actually came in to 6169 and then you add on the five pennies that were previously approved and what we originally had proposed was 6164. So there's 0.5 you know p or percentage of a penny that we're knocking down. So instead of three cents to the m we're

114adding 295. So there's a little tiny percentage from that that you know is playing into this as well. >> Thank you. Thank you. All right. Make a motion to approve the 2025 voter approved tax ratification election efficiency audit discussion. All those in favor. Next up, consider approving recommended library books and materials list for purchase. I see all >> you read every single book, right? >> I did. Every single one. Did y'all >> This is the short list. >> No, >> that y'all just got >> I saw the long >> the long came later. >> Yeah. Um Okay. Well, first I I made copies. It's like the cheat sheet of SB13 for y'all. And then what we are doing Why? Way easier than the actual [Music] one. Okay. [Music] I I mean I don't really have

115a presentation or anything. I just if y'all have questions um I mean I can talk to y'all if you have questions. I don't know >> the process. You mind just kind of mentioning the process? So for >> I know that the new the new law requires that this gets posted for however many days >> and then you have a committee and all >> right. Okay. So so the process of like the what y'all are voting on I guess the titles um SB13 says that um for any new purchase uh book titles and I think it says materials on the on the agenda. It's not materials. It's just book titles. um we have to come up with a list for y'all to be approved. So it has to be posted 30 days. You have 30 days

116to look it over and then approve it. Um so you can't just um a kid can't just come in and be like I want this book. And then I'm like okay cool and get it. Um now it's a slower process which of course is a double-edged sword. It's safe, but it's um makes it more of a challenge to get um materials quicker or not materials, but titles quicker. So, um essentially I look at the list that y'all have now is like Texas award winners. So, it's like the 2 by 2, those are for like K through uh second graders. The Texas Blue Bonnet Award list, that's for like third through fifth grade students. And there is the Maverick Awards. There's the Tisha Awards. That's so um and I think there was another one. It doesn't

117say on there what they are, but so that's like middle school winners, high school winners, there's a graphic novels, uh winners. And so I I went through the list and I didn't pick every single one of them. So um part of that is um those awards are not picked by necessarily like educators. It's the library world. So, because of SB13, we have to look at um what would be considered like maybe offensive or rocking the boat a little bit in our district. And so, I went through and read reviews um for those books and put them on the list for things that I felt would be um a good fit in our libraries for our students, for uh our population and community. Um so, that's the list that y'all have. um to be approved. It

118just gets posted on the website. I've been talking to Corey like way too much. I'm sure he hates me about um getting that on the website. It's posted at the admin building. It's posted at each campus has their list. Um and um let's see. I guess did that answer did that give you the details you wanted? >> Yeah. So, if we approve this it it's posted for 30 days. people bring their >> it's already that one has already there's another one that um got posted >> I think on Tuesday cuz that's 30 days before your next meeting >> so this would be if you approve this one I can go ahead and purchase these now um and get them in the library for the kids >> how does this process of emailing check books to

119parents how's that work >> so it's been super fun for Corey um so We have our library system. It's called Destiny. Um that's where, you know, when the kids when the students come up to check out books, that's where everything is our that's our catalog. Everything's in there. So when they check out the book, there's a barcode, it gets scanned, then we know, you know, Sloan Sewald has this book. Um so part of the law is that parents essentially this law, a lot of it is power to the parents, right? Which is great. Um, so this law says that parents need to know what their students are checking out. Um, so essentially now we have it set up thanks to Corey and a lot of time spent on this I think. Um, where as soon

120as it gets checked out later that day, a report is is run and it sends out um an email to parents. So also it there was a learning curve with this because I think emails were getting sent out like 17 times a day a couple weeks ago that has been resolved. >> Yeah. So one of the things that we tried to do is to meet the letter of the law by the time that it was required >> which was like but we also got a longer list than was necessary at the time too and then it happened too many too often. Um, but we knew that we were working through a more refined process that is now in place as of this week, which again just sends a daily email that only includes things that

121were checked out that day. Um, so that's all automated um, so that parents will be able to do that. In addition, uh, parents will have a place to be able to go on at any time uh, and look at the list of books that the kids have checked out. Um and they can even go in and um what would what's the word? >> block um a kid from checking out certain books >> only their kid. >> So that was in place as of yesterday. >> Yeah. Uh yeah, I think like t uh Tuesday. >> So we have information on the website, but that will also be sent out >> uh by parent square in the next couple days. >> Yeah. So okay. So, um, this is also it's been really helpful that I have kids

122in the district because I've been able to see it like we've played a lot with it with my own kids, um, as like the guinea pig. So, essentially, you know, say, um, my Lincoln has library on Wednesday at LSK. So, on Wednesday at 4:00, I know I'm going to get an email saying, you know, he's checked out, um, who would win book or whatever it is. and it tells it'll show like the picture like a like a a photo of the book and the title and the author. So, um then if they want to go into Destiny, um if the parent wants to go into Destiny, they can go and look up the information about what that book is or they can get online and look up the book. Um and then this other part

123that Corey is talking about is a different link where you have access only to your student. So, you um and it's all in one place. I have three kids here. I can see all three of my kids, what they've checked out um recently, like what they currently have checked out. I can look at all their history of what they've checked out. And then there's also a button where you can block. So, I can say um this is really going to be helpful actually at the middle school level because of having young adult um books with our fifth graders which has been I've been like camped out at the middle school for that reason um because of all the implications of that. Um, so say that Adam doesn't want Lonely checking out um, I don't know,

124Scythe. And so he can go on there and he can type in that title, it'll come up, he can click block. And so when Lily comes in and she comes up with Scythe and I scan it or um, Miss Robert scans it, it won't let her. It'll it'll pop up an alert and say um, the student is not allowed to check this book out. So, it's really also beneficial because say, you know, Jeremy doesn't want his kids reading Harry Potter. Um, other people still get to read Harry Potter, just not his kids. >> We've gotten the emails and, uh, my wife, you know, reviews the books. There's been some that were, "Hey, take that back. We're not going to read that one." So, I'm sure they'll get blocked and we won't have that problem anymore.

125And we I think it's it's working pretty good. >> Yeah. Is there a way that we can uh educate the parents about how to do that? >> We So, this is very fresh and actually Yes. >> So, we've created some directions for parents that we'll be sending out through parent square. >> It's already posted on our website, but that happened as of today. >> Um, so we're prepared to be able to roll that out to parents, but that's coming in the next couple days. >> And there will be also like we're working with that today to talk about library websites. So, there will be it'll be clear on the website, you know, if it'll be clear to be able to figure out how to go into Destiny and look up titles in Destiny. Um, and

126how to get to I don't know what it's called. The I keep calling it's like the square thing. >> Basically, the parent portal. I don't know. >> I don't I don't know a name for it, but essentially there it will be very clear and easy to get to. >> That's good. And and just so you know, the the website for the library services is already up there as of this afternoon. All that information is available. So in your spare time, I'm sure you'd want to peruse through the library section, which is short right now and we'll be expanding, but at least that information is available. >> Definitely want to read Duck Goes Meow. >> I want to read Duck Goes Meow. >> Maybe this is something we could get to something else. you know, >>

127oh like on social media or something >> parents are giving you some more power. >> So what happens if we find this is say a book just slid into circulation that we see not fit. What's the process of pulling the book? >> Yeah. So there is a whole library policy um and there is a process like a challenge. So that's calling it's called like a challenge. Um so um or and yeah so basically it's you it'll it's written out online um on the policy um for the school district and it would be um a parent would fill out a form give it to me. I would make a committee. We would talk about the committee. we would talk about the process of picking um like the collection um and why that book I mean obviously

128I haven't this is my first year here so I have not been a part of picking any of the books that are in this district um but we would match it against those standards and then decide like does it meet the standards does it not and then um let that parent know and then we would create a list that they could that can continually be looked at so that um other parents can see if a book has been challenged because the law is to that or I guess not the law the um the rule is that a book can't be challenged for another if it it stays on the shelf it can't be challenged for another two years from the date that it was challenged before so there is a process for it >> we

129approve library books and material list for purchase. >> So move second discussion. >> All those in favor >> good job to see you all. >> Thank you. >> You're welcome to go home, too. >> Oh, thanks. [Music] We have board of directors for County District for nominating member. Actually reached out to a few different individuals just to try to see if anybody was interested. They considered it and I got late. I guess it was Monday they were not. So I do not have anybody to nominate but we posted this as last week. So I don't have anybody to nominate anybody talked to a few board stepping off. All right. And then the next item we place the uh uh board operating procedures for you guys to review. You guys, we have adopted this. I don't

130even remember years on there, but a couple years ago, a couple years back, you guys kind of review the procedures. If there's any adjustments and those kind of things, if you wanted to bring those back for the next meeting, put that on there on the agenda. If you want to wait next month, that's fine. But you'll just go from there. Wanted you guys to be able to see uh that and then There's nothing to do. I just want you. >> And then the last is consider agreement for proare therapy. And so our special programs director here she can share with us. Uh this is an agreement with Proare Therapy for a tent. The contract is for and I'm sorry I cannot say that last name. Stephanie Asig. Did I say it? >> Rogers. >> Consultant

131name and discipline. >> Rogers is on her resume. >> Oh, I got you. Fair enough. >> I'll let you explain more. >> Well, we had a life skills teacher to resign on August 28th and um effective immediately. We um let's kind of back up. We had zero applicants for that position all summer long. And so we had um a special ed teacher who we had hired for ECS, the early childhood special ed. And so I communicated and talked to her through the summer and said, "We don't have any applicants for life school life skills. Really kind of need you over here. We have somebody else that could do the live the ECSC." and she said she was willing to do it and um so continued to conver have conversations through the summer with her and

132um so she was the one that was in that life skills classroom. So she got in there and we supported her. We had people from special ed to go in um Julie Nelson the special ed counselor, behavior counselor, Brandy Beckham, we were in there very frequently. daily and um that day she just said it wasn't what she wanted to do. Um so she was she resigned effective immediately. So again we have zero applicants and um so we've basically just been having subs in there and paras and rotating and rotating. We have um a live skills position at the middle school who we have no teacher there either nor any applicants but the students that we have in the program at the middle school are mainstreamed into the middle school and they are being very very

133successful. Those gened teachers are phenomenal with those kids. I cannot say enough about how they have just opened their arms to those kids and we're providing support. We've got special ed case managers, but we have those kids, the life skills kids that are in gener classes and been successful. So, the proposal is that um and it's very expensive. I truly understand that and trust me, I'm as frugal as they come and I would not ask for this if it was not the last resort. We interviewed um teachers and this is the teacher she is in the DFW area and um she's got 10 years teaching experience. She will be teaching at LSK in the life skills classroom. She will be like the teacher of record from special ed for those middle school kids as well.

134And so with that, we can have one teacher for those two life skills classrooms, if you will. So it's not like we've we're still going to leave the um life skill positions avail. And I asked them if we were to get somebody say in December from SAGU or Nelson that, you know, if they graduated in December and we could find a teacher if we would be able to get out of the contract. And she said we she they needed like two weeks notice to try to get the teacher placed somewhere else, but they would let us get out of that contract. Um, so again, we're going to leave those positions open, but we have zero applicants in those. >> And in fairness, I came to her and said, "What's our next best option?" This is

135our next best option. >> This this to have a certified teacher. We don't have any. And um I've never had to do this for a special ed teacher. this I'm kind of in unchartered territory, but I understand that I'm not the only one in special ed. As a director, I talked to people at the director's meeting and at region 10 on Thursday, and it's it's tough. It's it's we're in tough times in a life skills classroom. They um you've got students with more severe needs and it requires a lot from those staff members. have a question about the contract. Um, I know it's expensive, but is there are we do we have like a system in place? I was looking to just look at overtime rate to mitigate to make sure that someone's not spending

136two hours a day overtime or is that something you plan on there going? We're going to have to >> she's being paid for eight hours a day. >> Okay. >> And that is it. And we do not pay if she is not here. So, if we had to get a sub, it would be no different from us getting a sub for another teacher because we don't pay if she's not here. >> We also asked the question, just just so you know, um, we interview this person. >> They don't roll out their best person and you hire them and then they change the person. Was a concern of mine. They said, "No, this is the person you're hiring. You're getting this person." We interviewed her and I had um four people interviewing with me and Miss

137Beckham was one of those as well. So I mean we gave you know we specific um questions regarding life skills and um we did like her. She was the one we chose. >> And this is this covers everything at that rate. There's no fringe or anything else. >> This is our feed and it's just cut dry. until we are able to hire someone or until the end of the year. Now remember, we have the two salaries built into the budget and if we are able to hire someone >> or even two people by the half, we're still theoretically in our budget. >> You said other districts are doing haven't result of this. I've talked, you know, I've spoken to others around and um and this is a very reputable company. >> Um I did I

138was able to negotiate it $4 less an hour than they originally said. >> Um I said, "Okay, we're a small district and we have limited resources." And so I mean, you know, obviously they're in business and they want our business, but um they have been I will say working with Katie as the manager that I've been working with. When I text or call or email, it's probably within five minutes that I hear from her. And so I like that. Um of course they're trying to get our business obviously, but I mean I've got her cell phone, her personal cell phone. She's been very very um open with communication and I' I've been pleased with that. >> You may not know the answer to this, but this is a this is a major issue for the

139whole state of Texas, right? Is there going to be a chance that the state has extra resources or they'll do something to help out? Do you know of any talks like that? >> I do not know about that. I mean, I know that they're giving, you know, House Bill Two talked, you know, they're giving more funding for evaluations and things, but this area right here is a huge area. And, you know, I mean, we give a stipend here for teachers who are life skills teachers. Um, it's just it's just a really, um, it requires a lot. And so until the state does step in and give more funding for that, I I can't answer that. >> So this is a very difficult position and I understand this is a reputable company is a contract person.

140I know you guys should do background checks and everything else that goes with this. If there happens to be an incident because it from time to time. We don't like it, but it does. So, we got to be prepared if something happens with this contracted employee that does something that is not reputable, right? >> Mhm. >> Who's liable for that? >> Well, I asked about that and basically um we terminate. If we are not happy, we contact them and we find somebody else. >> If it's something that is situation that we have We would follow the same protocol as far as CVS that just >> but actually even even we would do what we would with any other employee for sure. you go through that process. But even beyond that, if we if it's just

141not a good fit, then we can say I can say it's not a good fit. We would like to look for somebody else. And she said, "Absolutely." So that made me feel much better. >> Like I said, I just want to make sure >> No, I mean, you're exactly fantastic. >> No, I mean, I'm just saying when you get somebody in here, every district is different. Every campus is different, you know? So, you get in here and like, okay, she's not working out with us or these students. It's just not happening. So, I said, you know, what if it's not a good fit? And she said, if it's not a good fit, then we'll find somebody else. So, if you have any other questions, please ask because I'm like I said, uncharted territory for me.

142We do contract with Superior for OT and PT, but that's not on a daily basis, you know, eight hours a day with our students. So, um I I take it very seriously. I know it is a lot of money. Um it makes me hurt to stand here and ask you this. It makes me hurt actually more that we don't have any applicants. That really makes me hurt because we got great kids and they deserve somebody to be in there that wants to be in there. So, um, this lady does. And so, we're going to hope that, um, this is going to be the fit until we can get somebody in there. >> Is this a full year? >> I said until the end of the school year, unless we were able to hire somebody before.

143>> Make a motion to adopt the agreement of Procreate therapy for teacher for the contract. stated further discussion. All in favor? >> Thank you very much. Our kids appreciate that too. >> It is 8:40. We are going in closed. 11:37 we are out of post. >> We have to make another motion first. >> Sorry. >> Yeah. Uh all right. I make a motion to adopt or approve the active threat annex. >> Second. >> Any discussion? Nope. Great. All four. All right. Cool. All approved. Now somebody's >> turn [Music] any discussion. >> Great. [Music] Don't take your photos. Make sure [Music]