Maypearl ISD Regular School Board Meeting August 28, 2025

001It is 6:30. A quorum of the board is present. The meeting has been duly called and that notice of the meeting has been posted in accordance with the Texas Open Meetings Act, Texas Government Code 551. Will you please stand for me with the invocation? >> Okay, Mr. Tri, will you do it for us? >> Father God, we thank you so much for the opportunity to come together and to meet and talk. I pray that as tonight we get together that we are in one accord that we are uh thinking of those that we're serving in this school and in this community. God let this conversations be of you and let all of our decisions to be wise and to be directed by your will. We pray. Amen. Amen. >> Do the pledges with us. I

002>> pledge allegiance to the flag of the United States of America and to the which stands one nation indivisible and justice for all to one state and indivisible. >> All right, we do have public comment tonight. Uh Mr. back off the just a reminder we have three minutes. Won't take that long. >> All good. >> Good. >> All right. Um, so Mr. Bowl, I know a couple of you guys, Mr. Bowling, board administration. I appreciate you guys letting me take just a minute. My name is Matt Aier. I live at 300 Magnolia Drive in Wahachchi, Texas. Um, I'm here for simply just to introduce myself and about three months ago I announced that I was going to run for state representative House District 10 against the incumbent. Um, and I've got three more school boards

003around the county to get to. I've tried to make a goal to attend every city and schoolboard meeting in the county over the course of the summer. Um, to let you guys know who I am. Uh, my wife has been a principal now and a employee in Watach for 16 years. We've got three boys, seventh grade, sixth grade, and fourth grade that have all gone through that system. Uh I was a school board member there in Wats Hatchee about eight years ago. Um when she decided to be a principal I got off. So I know what it's like to sit behind that desk and so I appreciate what you guys do u the hard work. I know you don't do it for the pay. You don't do it for the likes and fun comments on

004Facebook but you do it for the right reason. I heard a comment yesterday that in Texas our most precious resource isn't oil and gas but it's our young people. And I believe that to my core and I think that the work that you guys do, uh, certainly the administration and the school board that do here, um, I view the role of state representative as not top down telling you guys how to do your job, but you guys telling that position what you need, uh, to celebrate the things that are going well to help you with the pain points that aren't going so well. And so, uh, the election will be in February and March. I would love to sit down with each of you guys, anybody else in the room between now and then, so

005that you can ask questions, get to know who I am. But overall, just want you to know that when elected, you'll have an advocate for public education in that office. I think it's the most important institution that we have in the state of Texas. Uh, and you'll have somebody that will fight for you in that office. So, again, I appreciate it. If you got any questions, I'll try to stay till after the meeting, but I'd love to sit down and introduce myself one-on-one to each of you. Appreciate it. >> Thank you. [Music] Next we have the consent agenda. [Music] >> Yeah. Motion to >> a second. >> Any discussion? All in favor? post all four superintendent report. All right. So, we'll go over it. Uh enrollment report. Um as of right now, we are uh

006over 1,200 students in the district. Our latest report um was not updated today. So, I don't have that as far as the actual numbers, but I believe we're around the 12:25 12:30 number uh for our as a whole. I'll go ahead and go into our finance report. So we had our finance summary sheet that bounces up. This is a continuation of last year's budget. This is the last month of the uh 2425 school year budget. Again, we ended the year with 11 1175.88. Uh our budget was built on 1130 and TA paid us at 1217. We have revenue uh encumbered and expended uh right now to date is 96% of that budget and revenue realized was 93%. So we're running around 13 a little over 13 million almost 13 and a half and our bud

007income expended is at 14 uh391,36 here. Go ahead and go over to our comparisons. We have our local uh we are up in our local 49,52. Our state uh we are up 9,380 and then federal we're down $67,54. Our loan proceeds you can see there the 31,836. And then total revenue um difference from the year prior is $383,215. Going down at the bottom for expenditures, our total expenditures is up and remember part of that is because of the loan amount of 1 million 15,86. So that loan uh some of those purchases will be talked about tonight. Child nutrition. So, child nutrition's revenues was up 55,000 149 and our local expenditures uh is down 112,840 uh from the year prior. You can see there by the numbers uh he did go uh slightly under it looks

008like for his budget for the year. And so that that that's good. We were at 687,000 last year. uh total expenses this year 574,383. I'll go ahead and go into our summary for the uh bond. Uh you can see the dollar amount as far as the balance. Uh we had post that went out today information. We're around 77% complete with the bond and then I'll be talking about some more of the the next phases with that. you can see how much has has paid towards the bond and other things that are going as far as the uh 77% uh to date. Is there any questions? All right. I have for the next uh person up is Texas strategic leadership information and region 10 Robin Mayor is going to come talk to us about that. You

009have the PowerPoint in the system but I believe she's going to have it up there. Robin Thank you, Mayor Board of Trustees, Superintendent Bowling, for having me here today. I'm Robin Bayer. I'm here from Region 10, and I just wanted to give you a really quick update on Texas strategic leadership. So, this is a partnership that may region 10 um have where we really build the ultimate purpose is to build a strategic plan over the next three to five years. I gave you a sample of one of the districts that we've done just so you can see kind of a finalized product. And of course, even though this book is really beautiful and nice, the most important things are the work that go into it. And what we first do is form a steering committee.

010We have um leaders, teachers, parents, staff members, um we have community members, and we really Oh, I Oh, >> so sorry. >> Oh, you're good. And I can talk while you're doing that. I have a room. Um but we really first the first thing that we do is collect data. Um so we look at some of the successes across mapall not just with accountability and star though we do look at that um but also talent recruiting um we look across all of the levers of the effective district framework which I also gave you right here. So this is really what our work is rooted in. So we take data on all of these levers and then we come back to that steering committee, the one that has the parents and community members and we kind

011of look at all of the data together and narrow down a plan with goals, um, initiatives, priorities, and then um, after that we take those initiatives and we build out an implementation plan and region 10 kind of helps you all build that implementation plan. And it really is a plan that's meant to last three to five years. So it's not something that's going to overwhelm a community or anything and it is really a partnership between many people. Um I remember we have launched our steering committee and I remember hearing from the people on the committee that they were really happy that it was such a different different groups of people in the room. So it wasn't just people from central office. It wasn't just teachers or just administrators. There were community members, parents there as

012well. And so this is really it at a glance. So we see the current system with the data. We set those goals and priorities and then we align the systems. And then year two is more about implementing that strategic plan. Um when we collect data, we're really trying to answer these four questions with our data. So are all students engaging in a rigorous on-grade level content every day? Are students experiencing a welcoming learning environment? So that culture is really good. Um are teachers effectively supported? So are they coached and supported to deliver that strong instruction? And then finally, our talent systems designed to recruit um and retain staff. And so this is what we have been up to in July and August. We launched the steering committee. Um I introduced the steer code to the

013effective district framework. Um I have been meeting with some of your people to collect that data with the landscape analysis. And then through August through October, we do that entire landscape analysis and then I'll come back in October and give you a report on some of that data as well. And I just wanted to end with this. Well, I asked the steered code to tell me all of the things that they love about me for ISD and overwhelmingly it was about the family feel, the culture, um the pride that you have in your community and I want to really make sure that throughout this plan that we keep that at the heart of everything that we do. Um I know that is really important to your community to have that small town feel. As you

014get larger, you still want to have that amazing culture, um that passion that talks about the teachers and how amazing they are and all the staff and how everyone truly cares about each other. So, we want to keep that at the forefront of everything we do. Thought I would end with that. But at this time, if you have any questions, I'm happy to answer anything you have. >> Have two board members that attended our last meeting on the steering committee. So, um we look forward to all the work that's coming forward. So, we've already learned a lot. So, thank you. >> Great. >> Thank you. >> Go to our next I have >> so our preliminary financial integrity uh report that's the first report uh as of right now uh we are um you know

015once Texas Education Agency finalizes that report we'll be bringing that full report to the board but as of right now we know that the preliminary score shows a a superior achievement again for this year and so uh kudos to jobs good job business department uh but they work work really hard to make sure that we maintain that rating going on to our next item was the teacher incentive aotment there again district has worked this past year year and a half on behalf of our teachers so that out our outstanding teachers may be eligible for the teacher incentive aotment um and so we have received word that uh this will be finalized later this fall and we have several teachers that will be eligible and should receive incentive funds for the next 5 years according to

016how that plan works. U in order for them to be eligible they must show growth uh via their map data and then also their t test evaluation scores and some other items there. So we we bring more we'll bring more information to you guys but uh we're just excited that uh that process has begun. So that'll help also with like I said retention of some of our best teachers. All right, moving into our next report. We have work for the high school in year map data and our preliminary start date. [Music] We have a handout that was provided to you by Mr. James. [Music] Good evening everyone. Uh here is the um long awaited map data from the end of year uh that was submitted. Um it's also got star data attached to it. So

017the data we're looking at at the time of year when we started looking at this was our endear star data. Um also our map data and final grades for our students. So we start with algebra 1 and this is kind of where we were at the beginning of the year. So this kind of gives us our baseline. uh 38th percentile in in algebra 1. Uh we did run into some some hiccups throughout the testing process. Uh but we did endeavor to try and make that a little bit better. Unfortunately, by the end of the year, uh we had some additional issues that with that particular teacher that caused us to not even have really usable data for algebra 1. We did make some changes in that classroom uh to ensure that we don't have that

018type of issue in the future. I'll be happy to explain more about that if you have questions. Algebra 2, um, this was a class where we had a long-term sub all school year, uh, and students were relegated to online learning. Um, 41st percentile for for both grades as far as algebra 2. And then you can kind of see the breakdown for 10th and 11th grade. And then you can see that there's very nominal growth at the end of the year for that. Here is the geometry data. 44th percentile at the beginning of the year. We did unfortunately run into some some snags with geometry and that was a little bit different thing. We had a coach/teer that was out. on the fidelity of the test, which is kind of a common theme that you'll hear,

019but you'll kind of hear how we made some adjustments on that here in the future. Um, the fidelity of the test just wasn't what it needed to be. Then we have our our reading data, which is broken down by 9th, 10th, and 11th grades. Each one of those grades take their own separate test. [Music] and the biology data. So you'll notice a trend with all the data that is pretty much going downward at that end of the year. And so I'll kind of explain a little bit of why that is. Um one reason is because as we started taking the test at the beginning of the year, there became this overwhelming feeling that we don't need to take this test. And so once that started to permeate throughout the school, there were some unfortunate results

020that occurred from that. Um like I said, we have since made some adjustments and I'll get to those right after we look at star data. Um for algebra 1, um we had 68% of our first time admin administration students pass that test where the map pro uh map proficiency was projected to be 50 50%. Um, English one we had 79% of firsttime test takers um passed that test. Biology we had 92%. English 2 where we went without a teacher for about 3 to 4 months we had about 67%. And US history we had 100% passing. What you will notice is that our retester percentages are way down. And so we've made some adjustments to the way that we uh remediate our students for this school year to ensure that any any student that needs to

021retake a test has an opportunity to at least be prepared to be successful the next time around. So what we're doing now is we we've done some strategizing of our House Bill 1416 courses. Uh we're making sure that it's individualized for all of our students to make sure that they are getting their needs met. Some of them need multiple courses. some may need to pass algebra one and also English one. So, we need to make sure that they're getting both of those supplemented rather than maybe just one of them or just not as much of one as the other. Uh we also reached out personally to all the families of students who are kind of affected by these results just to let them know this the um the importance of and the severity of not

022being successful um on these assessments long term with graduation requirements. And so we've also put those students, the highest leverage students into some courses to remediate uh their learning. And so we have like if you have an English class, you may also have an additional reading class that's going to supplement some of the writing that's that's needed and help you with some of your comprehension skills. And same thing for math. We have an algebraic reasoning class and then we have the the house bill offerings as well. Uh we are also with the exception of one span teacher fully staffed this year. So, we started off last year with no biology teacher and we did end up getting one in late October. Uh, we ended up with no English 2 teacher and didn't get one until

023well into the second semester. Uh, we've been without an algebra 2 teacher all year and our our algebra one students were online for the entire first semester. Right now, we are fully staffed and I do not anticipate um barring any unforeseen circumstances that that will change at all. >> Questions for me? So we looked at you're talking about a trend that I guess the testing fatigue I don't know what do you want to call it or participation what do you want to call it um we'll call it apathy >> apathy yes sir >> so this year going forward we look at middle ofear testing I know we're talking about personalized phone calls for like rapid guessers or just you know trying to get through that but is there a plan when it's not that middle

024of year to intervene So, you're asking about >> Yeah, we get to middle of year, we see a decline in the same areas. We're fully staffed. It's not rapid guessing, >> right? >> What does that look like for you? >> So, the plan will be to adjust. Uh, but we have usable data now. Um, we're just about finished with our map testing this week. It's gone very seamlessly. Um, we already have some of our preliminary data back and it looks much better and looks more representative of what our students should be producing. Uh so now we know how to to ensure that we're helping them. Uh and so um my big thing that I always say is that our data should never be a surprise to us. So by the middle of the year, we

025should understand the trends that our students are going through. And so we should expect uh whatever it is that's to come. So if there is a decline, then we know the reasons for them prior to actually getting the data. Uh and if it if it trends in the way that we expect it to, then that's what we expected it to be anyway. I know we're talking about rapid guessing a lot. >> Yes, sir. >> I think around these standardized testing. So, what ways are you incentivizing the kids to take it a little bit more seriously this year? And I know you you mentioned you had a plan. You're fixing it. The new data looks good. So, what are you doing? >> Yes, sir. So, so we did a pseudo shutdown for for most of the

026testing uh just to give the students an understanding that you're really not going anywhere. We need this data and it's important for us. So, we were able to communicate that early to our teachers this year. They were able to communicate that to their students. Um, and so when when we get into the classroom setting, the students are working uh more rigorously on on what they're supposed to be because they know there's there's no other option. This is what you're going to do. We've also attached a grade to it. Um, it's not, you know, the most punitive grade, but it is a grade nonetheless. And so, that kind of helps the students to understand, hey, I need I need this grade. I don't want to take a zero. Uh, so we've done that. And then we're

027also organizing some incentives for students who produce the right results. And that doesn't mean that you are, you know, 100% or 90% or whatever. It just means that you're growing and that you're working towards a goal. And so we're looking at some different incentives, obstacle parties, and things like that that'll that'll help the students to to feel like I can do this and my achievement matters and is important to the school. following of any things the district is doing currently to either what it's an information campaign or public publicizing the importance to the student parent about the quality of of that assessment. So what we're working on right now and have been working on as far as like data disagregating and trying to make sure that we have all the answers of what what that

028looks like and then as far as getting other information out there will be more things that will be coming forward like when the map report they get their beginning of a year map report that information will be coming out and then that's a a good opportunity at that time to also stress the importance of these tests. why that's why it's important for us so that we know because it also will be able to stress what uh the requirements are for 1416 and then also uh any additional tutorials and those kind of things that are necessary and if I may add to that Mr. Bowling and I have already spoken about uh my intentions to just speak to the community and let them help them to understand what that data looks like. Uh what the importance

029of it is when we start talking about accountability ratings, what all factors into an account accountability rating and why the plan that we have for the campus is important to implement uh and should not be superseded by you know one individual or a collective group of individuals. >> Mr. Thank you sir. >> Thank you. [Music] >> You have another hand out. [Music] Okay. Okay, I believe you all have a handout in your in your folders if you haven't already gotten that. So, tonight I'm going to talk to you about our accountability and star data. The star data you have seen um from Mr. James's presentation tonight as well as the other two campuses previous map presentations. So, that data is just it's just a repeat of data that you've already seen. Um uh but this

030in this past week we did have our overall accountability for the district as well as um each campus um that was uh present or pushed out. And so that that's new going to be new information for you guys. So when we're looking at the district as a whole and our accountabil overall accountability summary um so accountability when we look at star and um CCMR and all of our overall accountability is broken down into three domains. So student achievement, school progress, and closing the gaps. So as it and then they take all of the data within those three domains and give us an overall rating for campuses, which then gives us our overall district rating. So right now as a district overall, our scaled score is a 70. Um, which gives us obviously a rating of

031a C. Um, for student achievement, um, we have a C rating. For school progress, we have a D rating. Academic growth is also a D. And then relative performance is an F and then closing the gaps is an E. Um this is a breakdown and you may you have not seen this actual chart before. So it's basically all of the campus um data put together. Um and so this is our overall star performance. So when we look at total number of tests for language arts, there were 767 language arts tests given. Um and then you can follow along um to see where we or down the column to see where we reached um approaches grade level or above meets grade level above or master's grade level. We'll move on to the specific campus overall summaries.

032So for LSK Elementary um they are a C-rated campus which is um their scale score um overall is a 76 for that domain student achievement um they've domain one of student achievement that's a 75 so they are at a C for that um college career and military read readiness and graduation rate are only factored in at the high school so that um that domain is is strictly star performance that domain one is strictly star performance for the elementary um and so then we move on to domain into which is school progress where they have um a 78 overall. Um and then as that breaks down into those um it's they call it 2. A 2.2B um there's a 78. Um so a C for academic growth and relative performance is an F and then closing

033the gaps is a C. Um when you look at them overall their rating they actually are this year identified for school improvement um for targeted support and improvement. there different levels of of targeted or school improvement. Um targeted supported improvement is the lowest of the levels which means it's the least punitive but it they still are identified uh for that. Um so then that so that gives you kind of their overall where they are and again these are their star scores that you have seen but um I want and they looked exactly like this in the map presentations but I wanted to repeat that information for you guys um as it's pertinent to the overall accountability ratings. So for middle school they are also a CC campus with a skilled score of 77. Um their

034student achievement again um college career and military readiness and graduation is a high school um is is counted in the high school domain not for middle school. So domain one is strictly a star performance for them. Um and then we look at school progress um is that a C. Um academic growth is also a C. relative performance is an F and then closing the gaps is a C which um puts with all of those combined also puts them um as a campus that is identified for school improvement at additional targeted support and again they're star scores that you have seen They have retakes on those levels. >> It's just one time. >> Back when we had testing that uh the system was designed in such a way that students would have to pass the test

035in order to go to the next grade level students. I believe that's like third and fifth. That's when you would have some of those retest situations back then. But they they changed that. >> It's been four or five years. >> Yeah. >> And so those retention don't happen anymore. >> I noticed on the state's website like it'll have like you look at different districts total test taken versus population always higher. So I don't know if it was just leave or out. Um and then we have um the high school accountability overall summary. Um they have an overall rating of a D with a 63. Um star performance is a 64. Um again they do have those CCMR and graduation rates that are factored into their accountability rating. Um school progress um is an F. Um

036and then as well as academic growth relative performance and closing the gaps. Um this campus is not identified um for school additional targeted support or school improvement. Um but we did find out today that because they are rated a D. Any campus is rated a D are required um to do a lot of the same work that the that the schools that are identified for school improvement are going to do. So they and we will bring you those plans in the future as we're, you know, really just finding out information and requirements. Um, but all three campuses will be doing the work together to put plans in place and to do some root cause analysis. Um, so even though they're not identified, they will still be doing the same work that the elementary and middle

037school are doing. possible scores that Mr. James just went over with you. >> Do we know why it wasn't identified? Just question it low. >> So, so if you go back here, so if you see the relative performance um right there so what they and they're closing the gaps, they start looking at those subops, what they call the super groups. And so that's the economically disadvantaged, the ethnicity of your ethnic background. All of those subops are seven subops that they look at. Um the elementary and the middle school are actually recognized because in three or more categories for the last year couple year three years they have had some subops that were on the radar. Um and so and they identif we actually did some training today where they identified what those subops are and

038where we need to really target. Um the high school has not had that yet. So this would be their first year of hey these kids are on the radar and so if in two and two more consecutive years that continues they would be not that that's the only thing that could identify them but it's a great question because their rating overall rating is lower so why would they not also be targeted that targeted improvement is a federal identification which comes out of that domain three >> um and so that's why so it gets very tricky but that's why um so but we we had a very transparent conversation um we've had a couple very transparent conversations, but um we know that we've got work to do on all three campuses, identification or not, um that

039we're all pretty much in the same boat. We're all going to be working together to to correct this. >> One of the things that we've also learned today had to do with economically disadvantaged number. Our district has been we've said that this was going to happen at some point. Their economically disadvantage number was going to go down. Well, as it goes down, look at the bot graphs and how they do the scoring. The lower your economic disadvantage goes down, the higher you need to score to get a better rate in passing as far as that federal accountability piece goes. So to where if you had like we used to be at somewhere in the 40s to 50 range, it was more of a flat line. we're now in that upper curve of having to get

040to a higher number to just get to a passing number. So that that affects us as well as far as that particular regulator. And then the other ones where those other subops that we can look at and what speaking to is the all of that that economy disadvantage percentage is is specifically in that relative performance right there. So do you see where it says 29.0 zero that for um that's the high school's um economically disadvantaged percentage that is reported at our snapshot date. And so when we look at that relative performance subop or subcategory um in school progress that specifically and each one of our campuses have an F in that. Um and so that is something we're going to be working really hard to look at. But our our economically disadvantaged has decreased significantly

041in each of those um across the district. Um and so it does put us in it just changes the the target I guess. Um and so it is something for us to continue to look at. Um when we talk about that as well. So you're saying if we have more fluent student population >> the research behind that >> we look at those accountability rates for that high school the last three years because the same well we didn't get an accountability rate in the last two three 24 25 all the same within three months of each other but as far as the data is is concerned as far as the achievement side of it. We had two years there that we come down that that first year that we ever gave Star the expectation was TEA

042made sure that they told us it's your first year. You can't really compare it to the year prior when star was not on completely online and all of that. So when we came down to a C, we kind of stayed in that C range that you trended down. And I will say another just kind of side note that I think is important for everyone to know is that um the principles and I went to a training last week at region 10 over accountability and then there was a region 10 trainer that same one actually that came and met with us as a leadership team today and um for the first time pretty much in 10 15 years the accountability um uh came out like the whole what's the word I'm looking for not the accountability

043manual, I'm sorry, thank you. Manual came out like it's already out for this year. Generally, like in the past years, it hasn't come out till like June or July after we've gotten scores or so. This is the first year um in 10 plus years that we have it from day one and we can start working and we have a few more questions answered than all these question marks and moving targets that we had in the past. >> And that was part of the lawsuit's argument as well is that you're basically giving students a test And then you're getting playbook afterwards, you know, about what how this is all count. And so now the state went back in with some legislation and they required that that happens every year prior to test. >> So we have

044cut points. we have, you know, we have more data to say this is where we need to be where in the past we we knew where we were, we knew knew we were working, but we weren't exactly what sure what that moving target or that moving question mark was going to be until sometimes after we tested. So that that will be one thing that we can use to our advantage in our planning and our in our um decision making in regards to making some change. What's a good um kind of goal that we could see maybe next year at this time on growth if you know everything's going great, kids are doing what they're supposed to do, you know, all those things happening. How fast can we start seeing that move up from a D

045to a C. >> So the trainings that we've actually done actually breaks it down very very simplistically like down to I mean it really really hones in and magnifies into specific kids. Um and like we talked today about if we just had a 10% and these will be things that we come to you with finalized things but so this is very preliminary discussion based on some of our trainings um and I certainly am not making decisions for the campuses you know the leaders um that is their role um but in meeting as a team and training as a team um we were able to it looks like we can actually hone in to okay we want to 10% of the student achievement domain hits us in several different areas and so we if every teacher

046um agrees to to move 10% of their kids, grow them forward, then no one moves backwards, then you can in theory go from an F to a B, an F to a C. And that it's very it's very doable if we if we meticulously um plan and do the work and stay the course. it we and that's what these these trainings are is it's helping us to really plan hone in and get I I this is not a a three four five year sentence for us I guess it it is very doable to turn things around in a very short period of time as long as we are all aligned with our goals and we our our staff is aligned with our goals and we're very transparent with them and the work that needs to

047be done it is very doable >> and to add to that the teacher the Texas strategic leaders when I went to training this last summer. Basically, those schools found themselves in this prior to, you know, whatever. And so, they had done some of the same kind of work that we're talking about and the folks that presented to different districts. Um, they were B and A districts at this at this point because they were using these different strategies that are in place to be able to go in and identify our kids. And then it gives us more tools in the tool box for us to be able to break it down. But the teachers even look at okay here's these kids need to be in this tutorial for this amount of time test and see how

048we do and then maybe create something else for the other pieces breaking down by those kind of things. U I also included I jump this sheet just so that you have a copy of it. Um in the past we didn't necessarily have always a breakdown but this is a really neat uh thing that we got today and just wanted to share. Um so when you look at where it talks about the 26 2026 accountability system uh there's the elementary and middle school you can see for domain ones domain 2 A and 3B it says the best of is 70% of the score uh that and then the other 30% is made up of these other things and so I'll just read those off. One of them has to has to do with the SQSS star,

049the academic growth, the academic achievement, and then the EL proficiency. And so in those areas, we had we're given some tools as far as how to break down and look at these D because in the federal side, domain three, which is closing the gaps, pretty much your federal >> correct. But your federal and that is also where the identification for school improvement comes in. >> So you're using some of the same numbers from that first part, but they're calculated a little differently over in that piece to get that 30%. And so you have that star component score, you have the academic growth uh piece, and then that relative star component also included there. For the high school part of it, you're looking at high schools or K12 with CCMR, which is could be would be.

050So those bottom two are not us, but the you have domain one is broken out by your star component score. Your CCMR is another 40%. And then your graduation rate is 20%. Uh when we look at the gradu graduation rate, they look at that over a I believe it was three to five years. five years and they give you the best of that average. We had a 97 something the percent but that uh number that we got from that points that we got from that wasn't necessarily as high as you would kind of think a 97% would bring. So it was kind of interesting to see how they put that into a scale score. Uh so CCMR uh we'll talk about that. I'll talk about that a little bit more but that's very important that

051all of that data is submitted and put in correctly and and uh that way that because not only affects you in that domain but it affects you pretty heavily over in the domain free side of the score as well. And then you can see down at the bottom domain uh 2B uh you got relative star component which is good percent and then you have relative CCMR which is another so your CCMRs kind of hit in several places there. So you want to make sure that you're doing all of those things and getting those things in as far as those numbers go. So did you have some more information past any questions? >> Yeah. So you have any more questions for her and I'll >> I do have a question. So we've D is the data,

052right? It's kind of been kind of flat the last few years. Lots of changes, lots of things going on, but I know we've got to make a good jump here, right? Nobody's happy with where we're at. Call Spade Spade, right? Do we have kids that are behind? They're going to have to catch up to even get to a place where they can grow to the place that we're happy with. >> I mean, full transparency, our data shows that they do. I mean, if if um if they were on grade level or that me that meets or above meets M's level, then our scores wouldn't work the way that they did do. So, but the reality is is that, >> and we talked a little bit about this today, my favorite part of the count I

053don't love the account accountability and start don't get me wrong but one component that I do love is growth you know growth was has not always been a factor in accountability it was pass you passed you didn't you met met that you know past approaches which you know we've talked about that approaches is passing on the start but it is the maker way is not that that is approach that that is passing meets and masters um but growth every kid can grow and so while I do we do you know have an uphill um to climb Um every kid can grow and with the expectations um set very high every kid can and will grow and and but that starts with expectations from us and then to the teachers and to the kids. So they

054will adapt to us. And so, you know, it can be overwhelming if you look at this and say, you know, our kids are behind or our scores are this, but when you really hone in specific to our campus, specific to the students and and on your um campus, every kid can grow. And it and it's not necessarily where they start, but it's where they end, right? And so you start to look at, okay, are we growing? And you know, the whole theme of today was no kid no kid goes backwards. And so that has to be a different shift in mindset too for for all of us and that we're going to grow the kids, we're going to grow. And so I think we could get bogged down in where this is where we are

055or this is where some of our kids are. I don't think all of our kids are there. Obviously a lot of some of our kids are on grade level and above. But I do think if we just focus on the I as a teacher, I as a kid can grow. I you know we can help to every kid to grow. That's our that needs to be our focus. And if we every kid believes that they can, we believe that they can and the teachers believe that they can, we can do this, then then the growth will continue to happen and it will and if we're truly just filling in holes and not then they have the ability to to excel past what we're hoping, right? And so I think that's where we need to really

056focus is we can and will grow our kids to where they to their full potential. It is going to take work, but they're worth the work, right? So, >> yes. >> And making sure that we're using the right instructional strategies to have our our things in place as far as making sure we're using all of our instructional needs that we talked about today and and then adding those other pieces. But go going along with what we were talking about as far as the accountability system. Just wanted you guys to have that. Um, but the district's academic steps, I've got a document for you there. Um this is something that we've been working on as far as a list of all the different things that we've got in place. Uh some of this list will actually

057get enhanced over time because as we go forward with this uh Texas strategic leadership and then also some of the trainings that we uh have set up for our administrative team to work with our PLC's and our teachers. I think that'll help support that as well. But you can see there there's a through accountability 101 training. We've done that instructional materials uh district curriculum scope and sequence training. Uh that's was done during our inservice weeks. Uh map data training. Uh we've had accountability data dig which was done today which is very beneficial. And then starting next week we start our Wednesday walks. We'll have uh admin and campus administration. Uh we'll be walking uh classrooms and looking at some of the strategies and things that we talking about. And um as far as and it

058also talks about the steering committee working with um for the strategic leadership piece as far as uh board representatives, parents, teachers and uh administration uh accountability, leadership, training and planning. That's a four meeting uh piece but that is an additional um data piece where we'll be going in four different meetings and they will uh basically go over in more indepth pieces to help support us u as far as what we need to be doing as when we come back working with teachers. Um, Axiom is a program that we have and have we've had it a little while, but having additional training as far as how to utilize that data system more as a dashboard for the future far as dashboard as looking at all the data that we have for that and then um not

059just totally focusing on STAR but also looking at our rural pathways excellence partnership. We are uh currently working with a couple other uh school districts locally in the region 10 um and looking at some opportunities that could be very beneficial for our kids as far as adding additional programs uh that have to do with your CTE side of things and career readiness. Uh per Perkins the CTE and pathways piece. We have a meeting set up this month or next month actually. It feels like it's already September, but um we are meeting to go back over all of our pathways and making sure that our high school pathways ha have completers. And then as far as weekly cabinet meetings going over uh items so that we can u continually monitor what's going on in our classrooms,

060but also what things do we need to be helping our teachers with as far as supports and u information they need during their PLC's. We have monthly leadership meetings obviously with our principles and all directors and then again we've got the strategic leadership learning labs. That's where we're going to actually go out and uh to some trainings that is two days development and that has to do with uh talent recruitment. It has to do with high quality instructional materials and then it also has to do with the college career and military readiness that we've been talking so much about CC. Some new supports that we have in place. We have a secondary instructional coach. We're already seeing some great benefits to that as far as the supports of what's going on in the classroom. And

061I I think that we'll just see more and more of that with the instructional coach piece. Um hiring a secondary curriculum instruction director will start this fall. That will help us in supporting u the secondary piece. Um and there's a lot of work in the curriculum instruction world. that will help our current curriculum director be able to f focus on uh the first half of the district so to speak and then our dedicated librarian overseeing uh the campuses. We have someone who's uh working with our uh individual librarian aids but then also bringing in some different programs. Uh she's currently got the uh because of new state law has books that are posted as far as a list goes and they have to be posted for 30 days and then she'll be bringing you some

062information at the next board meeting. We have dedicated ESL teacher and we feel like that's going to help us u and we have seen some things already uh from the our ESL teacher as far as being able to uh address some of the issues that have to do with our domain 3 ELA or English language learner, excuse me. Um and then we have our Texas uh school of leadership. I've talked about that a lot of strategic planning process uh and that'll be an ongoing piece for the next three years. uh we have increased uh support staff as far as the budget side of it. We do have some special ed positions that are becoming difficult to fill especially in our early childhood side but we do have those positions available and then the further review

063of instructional materials and things like that and then I that's all from the district as an overarching but then you can look at we have it kind of broken down by the campuses and the things that they will be doing working through some of these pieces u and we're as far as all the things that I've already mentioned um And some of it's a little bit more tailored to the fact that middle school and elementary do things as far as the tutorial side. Uh very similar with the Mapro High School. Uh they have more of a set set class that they can put some of those students in to help recruit recruit them as far as that goes. And then lastly, the state accountability as far as CCMR. We we found out or or I

064found out back um prior to our July meeting that um there's a new report that I get and I've gotten it that day that basically tells us exactly where our CCMR percentages were that day for our 2025 numbers which would count in our 2026 accountability was not where we needed them to was not what we know it should have been. And so we immediately pulled together a team. they did an awesome job of getting all of that uh submitted to the state. So it is now in there and so we expect that that number will be around that 90 91% uh 90 90 points but for this next year this year we also know that we've identified because we know that that was not submitted correctly the way that is is rather complicated and I'm

065not going to be able to explain that but that is through our pings process and some other uh systems u we do know we've identified some areas where we feel like there's some more uh CCMR points to for for this current year and TEA because they have just switched over to a new PES system for this last school year. uh they have put together a process so that schools can go back in resubmit that information uh we learned today and then uh we make an appeal and so that rating for the high school that we have currently could change if all of those things come to pass as far as the CCMR number increasing uh could could very much impact that because we feel like there's some pieces there that may may miss and we're

066meeting tomorrow to discuss that further but it was very timely today that in our meeting the trainer knew of this opportunity for us because otherwise we thought we were just appealing. There's actually a couple steps that you need to follow. Um so she's emailed us what those steps are and so we get started on that tomorrow. Any questions on that manual on the appeal process when they come over? You got to look through that manual to see what appeal. >> I'm sorry. Did you do you know what you're going to appeal specifically? It's going to be for the CCMR uh as far as some of our uh things were not submitted as far as our college bridge uh students and what they achieved and then some other areas where we had some students I believe

067I'd have to go pull their different ones pulling the different numbers that we have as far as like IC's and those things that did not get uh transferred over to the system. So we're looking at all of that getting all those numbers together. We're going back and checking. We'll have to cross probably reference their uh it's on their transcript. They got it kind of there. It just didn't transfer to the state. And so we're working on how we can get all that information together. Basically put it into I think they sent a working document that they had provided we if we can show that it was there then we get the intent to appeal and submit the data and go. What is the average? >> The appeal is is that we would increase our rating

068in that at the high school level because it's 40% just on the top margin and remember all that others it impacts all of those other areas and so as that CCMR number comes up. We very well could increase our rate. >> What do you think that could come up to? I don't want to predict that it would, but I would think it best probably. >> It's not a large It's not a large number. >> Like you said that this year we got like we'll be out of 911. What would we have been the previous time? I guess >> the estimate that I was provided a while back was is that we were somewhere in that 70% range 75 but what was submitted was somewhere around the 48%. We're going to work towards what all going

069into the next item. We have the uh bond update. So sheet have a sheet before you that was provided from uh Gallagher. It's got the pictures of the building. Uh you can see there our construction contingency for the high school. U as of right now the owner contingency there's 156,199 um and then there's $4,400 in the construction contingency. Uh the middle school contingencies there's 261,939 um and 66,962 and contingencies. Uh that brings that total budget that has been expended to date to 26,936,810 which is 77%. So our plan is is that uh they were they're working towards getting the cafeteria piece completed. U they were you know a couple week about a week or so back they thought they may be even able to hand that off to us as early as tomorrow. Uh realistically,

070they're looking at sometime in the middle of next week having everything completed. The kitchen's there. They've been doing deep cleaning. Uh they're just finishing up. Uh basically the dishwasher had a few things that needed to be re redone that. And then as far as the sound and the stage I went in a couple days ago, they were putting the steps in with the stage piece. So we're getting real close as far as the completion. And then we also have furniture that was backorded for quite a while uh that it comes in. and it's just the tables that goes along with all everything else that's already there. And so to give ourselves a little bit of time to make sure we get everything set up correctly, we're looking at start date of uh September 8th, which

071is that Monday, second week in September, is what we're shooting for as far as having students start using that as their new cafeteria. Once that's open and they start utilizing the new cafeteria, the old cafeteria will be closed off. Uh students will no longer be able to enter the caf the old cafeteria from that side. And so then they'll be actually entering from what used to be the old front door of the high school. Uh and they'll utilize that for the about two to three months and then once about mid November, I'm I'm going to probably guess early December, but they say mid November, we should have possession of that piece. When that's done, then we would switch back to because if you remember when you go into the old cafeteria, there's kind of a

072a lane and then you had a cafeteria over the side. That will now be just a a hallway. There will be a brick wall or a wall of some sort on that side. And that'll be a main hallway to come and go from the front of the cafeteria or that old cafeteria. And then we'll have the CTing uh classrooms which will open up six classrooms. Uh we'll have a state of the art culinary classroom. We'll have our floral design classroom and then four other additional classrooms for CT. That's why we're looking at this arpet piece. Uh that gives us the opportunity to possibly h house some CT pieces there. Uh and and be able to grow our programs that we'd like to have for our students. The high school overall will roughly have around four

073to five extra classrooms I believe it is. uh maybe more uh as but that capacity of that building will uh serve the district for many many years to come. U I think it'll be a long time before we need to add uh additional classrooms for that space. Once uh that's done, you know, of course that that's opened up. The next part of it is of the bond and and I won't say next like we'll wait until then we need to start working on this now is start working on towards those other pieces of the 2023 bond which was the HVAC piece and then also the flooring and there was some wall paneling type things that we were looking at doing or tile for the elementary campus and then there is concrete. We spent 3 a

074little over $35 million on what we current what you currently see and what you'll and then what gets completed with the high school. So if you'll remember in August of 2023, we were able to sell the bonds. We're able to put those into interestbearing accounts and so we have a sizable amount of money. I don't want to announce that out loud because the vendors do listen, but we have a sizable amount that we'll be able to accomplish most of the work talking about there. So, we'll talk about that more, but uh very excited about the fact that money was able to grow and that's not money that district's having to pay back as far as taxpayers. So, it's very exciting for that. All right. Um going ahead, uh one other thing just to mention, I

075just wanted to thank our technology team. Not that it's recognition for this, but they have done an amazing job. We started our school year off uh this year I feel like in a very good place. I know there's there's things that have but when you think about the move that we made. We moved almost every single classroom just about every office and we have added an amazing amount of technology. I'm going just kind of look at this. We have upgraded our servers, classroom panels that were upgraded and added. Um, additional cameras, access controls, and three new intercom systems. And I think you guys get you've done an amazing job. Although I know there's still things to be done. A lot of things still to be done. You guys have done an amazing job and appreciate

076all all your Thank you, Sanderson. All right. Survey report. So this is the end of the year. uh staff um parent and community and um student survey report from um May of 2025. So um I just wanted to go over this uh slide here. Um our guiding concept um for this year is um impact. So um it's improving April's performance, achievement, culture, and teaching. Um and our tagline is our impact echoes beyond the classroom. So this is our shared mindset and language to align and elevate leadership. um staff, students, com and the community. Um and so each grow that I'm going to go through um in the presentation directly um goes back to that impact. Um so for the staff results, we had 92 responses. That's about 48% of our staff. And this is uh

077directly aligned with strategic goal 2.2A to increase satisfaction engagement of all employees. So I'm not going to go through each question individually. You guys do have this uploaded in board book. Um so y'all can go back through and read all of these questions. Um but I so I have all of the information there for you. Um but um I've identified um three glows and three grows in each um survey. So for the staff survey um over 90% of our staff said they feel safe in their classrooms, hallways, and school grounds. Um 72% agreed that the adults in the school work well together. 63% take pride in the school appearance and nearly 70% of are proud of their work here. Um that Q6 Q2 and Q7 um reflects back to the questions that these came from.

078So um 67% said that they feel like they have a healthy work life balance and nearly 59% said they felt supported in managing mental health. So for our grows um only 52% agreed administrators communicated effectively. um 50% felt administrators follow through on commitments. Um this question uh was related to school administration. So um this coming year I'm going to do a differentiation between campus administration and uh district administration just so we have a little clearer picture of that. Um student behavior and respect less than 35% agreed that students are well behaved or respectful to the teachers and peers and nearly 40% of staff said that they spend too much time disciplining students. Um and only uh 38% agree that parents respect their teachers and um 37% of parents feel um they feel like only 37

079of them percent only feel like parents are actively involved in their child's education. So um for these grows um you know with with the school administrator communication and followthrough our action steps are going to be monthly staff communication updates uh feedback to action tracker. So something similar to you said we did um and I've already got that built and um we're going through that right now. Um and then leadership visibility. So weekly walkthroughs and informal check-ins. And then for the student behavior and respect, we're going to do consistent discipline framework. Um just making sure that we um are all following and aligning with our district behavior matrix. Um professional development. We're going to have a proactive classroom management um scheduled as needed. Student leadership and recognition. So implement a a cop being kind and monthly

080awards for students. Just making sure that we're um praising good behavior and not just um uh addressing bad behavior. And then behavior data monitor monitor monitoring monthly review by campus leadership. And then for grow number three um related to the parent parental involvement and respect um we're going to do structured parent grade uh engagement. So two to three parent nights per campus um each school year parent communication training uh partnership recognition um highlighting those parents that contribute and partner with the district. um clear communication channels just making sure that we're standardizing teacher and parent communication. So um moving into the parent and family results we had 172 responses 98% of them were parent or guardian and then 2% were in the other category. This is directly related to strategic goal 3.18 increasing parent satisfaction and

081engagement. So um you can see there where you know it's grandparents, employees, community members that um responded aside from the parent and guardians. Um again you guys can go back through these questions um later on. Um and here is what we've identified for close. So we have a welcoming office staff. 60% 62% of families re rated the office staff is very good or excellent showing strong customer service and positive first impressions. Teacher accessessibility and responsiveness. Nearly 80% of parents agreed that they felt comfortable contacting the teachers and ratings uh for responsive and willingness to support learning trended positive. extracurricular opportunity. 66% of families were very or somewhat satisfied with extracurricular programs with less than 8% being dissatisfied. Um the special programs like sped, GT, and 504, they all earned very high ratings at 64 to

08270% excellent um among the those that use them. I didn't put that in here because there were several that you know um it doesn't relate to them. Um for the grows, uh we have district responsiveness to feedback. So there were over half of the families that felt the district does not listen or act on parent communication input. Um outside of parents of the cafeteria and gym areas continue to be rated low. Um and then safety and student voice um about one-third rate safety as poor fair and only about half believe students feel comfortable reporting concerns. So for the district responsiveness and feedback, our action steps are going to be again that you said we did it loop. Um just posting um survey summaries and actions taken. You know, reach reaching out to the community, to

083the staff members, to the students, you know, where do you think we can improve and making sure that we're getting those action plans back to them. So uh parent community involvement opportunities to engage in the community. Um, and then 48 hour response goal, just making sure that staff are are acknowledging the emails and calls promptly during um, business hours. Obviously, that 48 hour response doesn't apply on the weekend. Um, facilities and appearance. Um, we can some quick ones we can do is some landscaping, signage, painting, um, cleanliness, and um, you know, making sure that we're planning to refresh our facilities. I know we've got some paint and flooring um, scheduled for LSK. Um, and then uh, student and parent involvement. So, um, again, back to the quick wins, trying to just maybe get the community

084involved in doing like a pride and campus volunteer, um, day, um, where, you know, we we just a lot of times our athletics and other people will go out into the community and maybe we can just stay here on campus and and show some pride in our campuses. Um, safe safety and student voice. So, we have a help me uh, digital tip line. It's to promote um the district's anonymous reporting system um and safety for safety concerns, bullying your students in need of support. Um so we're just going to make sure that we're ensuring visibility throughout the campus. Um it is on the website, students know about it, that we have QR codes. Um we'll just make sure we're reminding them. Um we're going to do student involvement with safety committee. So we'll hold semester

085student administrator meetings to include uh student voice and safety planning and climate improvement. um for will provide regular newsletters, short videos, and campus updates explaining drills, safety procedures, and districtwide initiatives. Um increased presence during arrival, dismissal, and events throughout um proactive staff and administrator supervision. And then um making sure that uh our students are building uh rapport with the um police interactions. Moving on to student results, we had 222 responses. 74% came from the middle school and 25% from the high school related to strategic goal 3.38 increasing student satisfaction and engagement. So glows we had 77.6u% of students agree or strongly agree that they have a strong relationship with at least one teacher. 68.9% agreed or strongly agreed that they can go to their counselor for help. and 63 felt percent felt safe in classrooms

086and outside on the school grounds. So um for grows only 40.5 agreed or strongly agreed that classwork prepares them for life after high school. Uh students um show good behavior scored lowest at only 24% agree or strongly agree. Again this is the peers relating um uh surveying their other peers. uh student to student respect 25.5% agree or strongly agree. Um and then uh student to adult respect was 27.65% strong agree or strongly agree. So um that it's just poor. Uh and then school environment and condition score 27.6% agree or strongly agree. Um pride in school appearance was only 38.2% and then the best teachers was just 29.6%. So I have a question on >> where they feel they don't feel safe whether it's on campus or outside. Was there a way to break that down

087like whether they were at a game or on the school bus or is it just one question? >> So 63% said that they do feel safe in classrooms and outside on the grounds. So the other yeah the other 27% um this survey did not tell us whether um it was um going to be let me see can go back to question seven. Um, yeah, there's I mean it was school grounds and the hallways and bathrooms. So, I mean you can see the ones that disagreed. I mean it was more hallways and bathrooms um that they felt less comfortable than um outside the school grounds or or the classrooms. So, [Music] um, for the, uh, life and career preparation. So, we're going to do pathway alignment and curriculum oversight. We're going to coordinate with the dean

088of academics to align courses and pathways with CCMR goals, ensuring that students gain real world uh, skills and experiences relevant to postgraduation success. We'll do career focused events. So, we're going to have at least two career days or panels per school year connecting students with professionals, alumni, and community members. And then student feedback loop um for the student respect and behavior. Um again, going back to the positive behavior programs, expanding um the positive behavior across all campuses to encourage and reinforce respectful, responsible behavior. Um making sure we're uh communicating clear behavior expectations regularly. um doing conflict resolution training, whether it's um peer-to-peer mediation or peer-to-staff mediation. Um having staff lead sessions to teach students strategies for resolving conflicts constructively. Um recognition systems um with uh recognizing highly respectful behavior, kindness, positive contributions, and then staff

089modeling and adequate management, ensuring that all staff demonstrate proper classroom and interpersonal etiquette. um reinforcing expectations through their own behavior and management practices. And then for the third one um for uh low environment pride and best teachers per perception um we're going to schedule the cleanup days um and tours of the new facilities to maintain um them and familiarize students with and staff and families with the upgraded spaces. um making sure that we're um the new classrooms and specialized spaces are engaging and organized and equipped for 21st century learning. Um teacher recognition, the best teachers highlighted monthly, student involvement, student led culture initiatives, and then again the feedback surveys. So um one thing I did forget to mention in the parentheses in italics, um that is all stuff that relates back to our impact initiative.

090So teaching with purpose, personalizing instruction, modeling excellence, it's all part of our impact um concept. So um these surveys that I just went over with you guys are districtwide. So that's all the campuses combined. I did break it down um by campuses. Um and I get provided that to the principles and asked them to just evaluate their c specific campus with some glows and grows. So this is what Miss Beckham provided for LSK and elementary um with again that's broken out from that the districtwide. So staff and adults who work in the building typically work well with one another. Um staff feel safe on the school grounds including in hallways and bathrooms. And then the school is a good place to work and learn. And then she identified some grows. Um uh staff spend too

091much time disciplining students. Um the school allows for adequate planning and preparation time. Um, again, she only took information based on LSK because um the SK the new schedules that they're building are going to be specific to that campus now. And so um the scheduling for the primary campus didn't really um affect the survey. So and then the SK school schedule allows for adequate time to um for teachers to collaborate and again she's um focused on the LSK schedule and making sure that they're they have some action plans for that. Um and then staff and students who work in the building typically work well with one another. So um she said that that was a glow for both campuses, but it's an area of growth for them as they are merging the two campuses. So

092she has her grows and um her action plan broken down here. So as far as spending too much time disciplining students, they're promoting positive behavior um campuswide um enforcement of their impact for students. So, they've they've got a flyer that they're working on that's um specific to uh student focus impact and um they're going to be uh distributing that soon. And then every teacher grade level will send at least one positive office referral a week to the office and each referral will be documented on a tracking sheet and students will get their name um shouted out on the announcements, a phone call home and possible treasure trust. So um for the scheduling um teams are going to have a weekly PLC time. Every Thursday PLC's are documented on their team PLC form and housed in

093a grade level folder. Admin has access to the folder to track weekly meetings. And on PD PD days, admin will build team and department collaboration. On some PD days, the district builds in classroom prep work time for teachers to plan and collaborate with their teams. And then this is all tracked on PD agendas for the campus. And then her last crow um with the staff and adults who work in the building typically working um well together. So at LSK they have a funshine committee and um staff contribute um funds to the funshine committee and they do different things with those funds um whether it be a meal or snack or uh treats um and then so fun lunches breakfast and potlucks um admin monthly sponsored treats um and PTO monthly lunches and other offerings and

094staff meeting collaboration and team bonding games. Then for the middle school, um they uh these were provided by Miss Bone. So by 2026, the middle school will improve teacher retention by 10% through mentoring, coaching, and staff recognition initiatives as measured by HR retention data and staff climate surveys. By May of 2026, the middle school will improve the overall appearance of the campus, achieving a 20% increase in positive ratings on quarterly student and staff climate surveys supported by monthly facility walkthroughs, implementation of a beautifification plan and student led campus pride projects. And then by June of 2026, each teacher will receive at least one coaching and one PLC support session per month as documented in the logs and agendas. And then for the high school, this was provided by Mr. James. Um so his glows were

095campus security, uh welcoming office staff and special education. Um and his grows are intentional volunteer opportunities for stakeholders, tutoring partnerships and information sessions. Uh teacher willingness to support and general education, more streamlined use of TEACS to ensure students are uh receiving relevant and impactful education standards and then feedback tracking system to ensure all parent concerns are addressed. So, I know that was a lot of information and we didn't go over each question individually, but if you guys have questions for me or if you guys want to review the all of the survey data and and send me questions, then I can make sure I get those answers back to you as well. >> Thank you, Mr. Chairman. Any questions on the checklist? A few questions. Make it bigger. on our city of April. Those are

096are those are water meters. >> I'm sorry, I didn't hear the part of that. The city of May Pearl, that's SD. It's got each thing broke down like Ballfield, Primary, High School. >> Yes. >> I just noticed we have like one of our middle school meters was almost $2,000 in the water. We have >> I don't know if we have a leak or some there for a while. There was a a leak when it says middle school on that. We >> believe that's over in that corner area and I know that they've made some changes as far as that piece. We'll continue to monitor that. But you also know that at the beginning at the not beginning at the end of the high school where we had that valve leak piece. Um, I'm not exactly

097sure if that meter is connected somehow, but because our meters and locations are not exact, I'll just say that, but uh, we did have a leak going there for quite a while after we changed out the valve. And then we also, you know, you used to see the water coming out the driveway and that kind of thing. We got it took two or three different uh takes of that, but they were able to get that valve completely blocked and keep that water from going. So, >> do you know when that was >> that was done over the summer, but it should have been completed sometime in July, I believe. >> That's for the month of June. So, I was just >> And then that seemed like that just drugg on forever. But they they worked

098on it, changed it, still had issues, and so they were coming back over and over until they finally got that. >> And on our dampers, the dampers for roof caps that is that just they're just now building us for that Dallas mechanical. >> Yeah. So there's still some work um that they haven't filled us for, but we're holding that up just a little bit because we're asking them to come back and double check some work on that piece. >> Is one more question. Northwest Evaluation Association. Is that who we pay our fees to our map software? [Music] It says map science over >> that's just what category it was, but >> I don't know if that's like our software that we use or pay for or what. >> I wouldn't be able to answer that.

099Um, Northwest Evaluation Association. [Music] >> Thank you. >> Any other questions? [Music] All right. Consider budget amendments for 2024 2025 this year budget. [Music] kind of like a booklet style long ways. So, what we're looking at here is what we bring you at the end of every fiscal year budget amendments to um start wrapping up 2425 and uh cover all the functions in the accounting software to prepare for the audit. And so you can see some of the budget amendments is just moving existing, you know, underages in certain functions to another function that might be over. And so the first budget amendment is moving some funds from function 41, which is the general administration, to uh function 51, which is maintenance and operations. And so you can see what those >> I'm sorry >> I'm

100on the first page here, the first budget amendment. And so we're moving some money from employee benefits that didn't get used up and we're moving that into uh moving expenses and professional services for maintenance and operations and that function there. >> So is this for like unfilled positions? Except for like salary savings is it for what? >> Right. Yeah. So some of it is salary savings in function 41 and so the reason we you know might have been under in there is because we estimate an amount of benefits that all staff is going to elect but you might not have in function 41 those employees elect to receive benefits. And so you're going to have a savings there. benefits like the money we put towards health care, >> health insurance and um additional benefits. Um

101the life insurance, the the health insurance and the dental and all the stuff that the district provides that money for. And so if they don't elect those benefits, then that percentage that we've estimated, you know, it gets retained. And so we can move that around to cover some other areas that might be over. And so we have some of the same type in the next budget amendment. We have um function 11 had quite a bit of um savings. And so when we're looking at moving some of that out to different functions, uh we got function 12, which is the library and um district information function. And then function 13, which is our professional development function. Function 21 is the curriculum and instruction. Then function 31 being the counseling services. Function 33 is the nursing. Function

10236 is the athletics and extracurricular function. Function 52 is the security and then function third or 53 is technology and data administration. And then that function 93 that was a new thing. um this year that um we didn't originally budget for, but then it was built to us from a SSA. Um so it's like kind of a contracted service that we have with another neighboring district for the regional day school for the deaf program. And so that you know had to be booked in function 93. And so without having any budgeted funds there, we have to move some money to cover that. And then if you flip to the next page, so all those those first two budget amendments are moving money from function to function. This uh third budget amendment is going to be

103um using the fund balance. Um and so you know throughout the year we you know come to the board and we will um recommend certain things to come from fund balance. And so that's what a lot of this comes from. But it's also going to be some of those unexpected expenditures that happen throughout the year as well. You can see that where we're covering is a lot of AC uh AC or HVAC repair and maintenance uh charges. Um our electric service um with different utility, you know, projects of adding the portable and having to get electric ran to the new portable building. Um you also have some different function 53 um technology software licenses and contracted services. Um and so we're covering a lot the bulk of it is going to be covering for the

104new portable building that was brought in. And so you see primary school improvements and portable building at LSK and those capital improvements. The LSK sound system uh is also on here. And then we have the football stadium speaker. And that if you remember is from the prior year. It was at the very end of the year before and whenever the audit ended, we hadn't paid for that yet because we didn't have all the work done. And so it ended up being in this current year's budget and so we're asking for that fund balance to cover that. Remember, and that dollar amount is from the >> Well, yeah. And so a lot of this is going to shake out to be covered from the the maintenance tax note that we just adopted and got the funds

105for on the 21st. And so um whenever we get to I'll give you a kind of a breakdown of function by function like how much we're padding for the audit. Um but just let me know. Do you want me to keep going through these budget amendments or just kind of look at them on your own? No, we we talked about that as part of the projects that we Yeah. I was just curious about are we taking the money from like 11 is that from unused salaries that vacancies to move or what? Yeah, we had unfilled positions that were budgeted for and so when those notes get filled, we just have a savings in that function and so we can use that. >> Did we do away with any positions because they're unfilled in those numbers?

106>> Yeah, they're budgeted. They were just not filled within the year or some, you know, vacancies might have came up throughout the year. >> Sometimes it been an extra place just in case, you know, got a great sometimes that So to kind of illustrate it, if you flip over to the page that kind of goes across both pages there, this is my spreadsheet that I have that goes function by function and all the different expenditures and classifications for those functions. And so you can kind of see u towards the bottom my estimated actual and then the budgeted amount. And so um this is with all the proposed amendments and budget amendments added. So we have to cover each function for the audit. And so this is what this is doing. It's preparing for that audit

107to take place. And you can see at the bottom how much I'm each function because during September audit, they'll send us a list of those expenditures that they want to look at and detail out and hit us back for on this year's budget. And so uh you can see function 11 we have that padded you know 40,000 just to make sure that anything that they select you know will cover us to not be over and cause a binding on the audit. The other big function is 51 which is the maintenance and operations. And so we've filled us a nice buffer in there just to get through the audit. But what you can look at too is the two tables that are kind of below where it says total expenditures and total revenue and then the

108effect on fund balance. So there's a couple different ways to kind of estimate how our fund balance is going to shake out after the audit. And so that's one of the ways that I'm looking at it. And then next to it, um, you can kind of look at the total fund balance minus the fund balance expenditures that are listed up here in the function table. And then you add back in the loan proceeds that we've gotten from the maintenance tax note and then loan proceeds from a lease. And then you can see what that would look like as the effect on the fund balance. And so roughly 16 to 18,000 down in our fund balance um after this year, but again that's all estimated and we won't know what the auditors hit us back for

109until we get through that process. And so it very well could change from that. It could even be an ad if they don't select some bigger ticketed items. And then the next page, the next two pages are just a list of the major projects that we've been working through really from the kind of beginning of this calendar year, January on. And um you can see most of it is marked paid. There's a few of them that where it says quote received that those items added up are what is potentially you know, going to affect this next school year's budget. And so where you see the elevators, retrofits, those are big ticket items that are going to hit next year's budget once we get those um moving. And then we have a couple other, you know,

110smaller ticket items that those are going to basically affect next year's fund balance. So just kind of looking ahead with those on the elevator I meant to mention earlier. So we discussed that with the vendor, they came out, they took more information down and trying to get all that piece. We we pay a 30% I believe it is up front uh to get the parts and things ordered and all the equipment and then they come in and do the retrofits for the two elevators that we have. That will shut those lot those uh pieces down for a 3we period. So we'll be working with the school administration as far as how we're going to go about that process if that's going to be like over Christmas break whatever vacation period but it could potentially so

111they may have to some situation where that's used often alternative ways that we're trying to move that as possible but they'll essentially be like insides of them I believe does have some parts to But essentially like brand new elevators build a lot. So do y'all have any questions on the fund balance? I mean the budget amendments that are listed here are all standard things. >> Correct. Mr. >> President, >> Yes. I recommend that you approve the uh budget amendments for the 2425 school year as presented. So move. Second. >> Any discussion? All in favor? No oppos? Last item that we have here in discussion action is uh we consider map special education remote work model. Um that's been attached into the book, but this was a model that uh we used uh last year. Uh

112they wanted to see how that all uh would shake out. uh it worked out well for them and so uh you can see the rationale and the pieces there. Um but I recommend that we adopt for one more year the remote work model for our special education department second discussion. All in favor go to close session. It is 8:08. It is 8:30. We are coming out of close session temporarily. All right. Uh, we've got two motions that need to be made. We'll read them. I recommend hiring Garland Wolf to serve as director of school safety and security and MISD police chief pending TCO L1 approval. >> Second discussion. >> It works for me. Any discussion? No. All in favor? Any opposed? Good deal. All right. I'll do the second one, too. I recommend the hiring

113of Kirk Benton as director of operations. >> Make a motion to approve the contract. >> Second. >> All right. Any discussion other than his choice of friends? >> Okay. All right. All in favor? Any opposed? All right. Deal. Sure. [Music] It is 8:33. We're going back in closed. All [Music] right, it is 10:33. We are out of close session. I got a paper somewhere tells me what I'm supposed to say. [Music] All right. I would entertain a motion to adopt the good cause exception resolution as presented in close session. Second motion and a second. Any discussion? All in favor? [Music] I would also entertain a motion to adopt the basic emergency plan as presented in close session. >> Motion motion and a second. Any discussion? All in favor? Opposed? Superintendent. I don't think we got

114anything else position. >> All right. Uh, Adam, you want to >> make a motion to adjourn? >> There we go. >> All right. All in favor of