Maypearl ISD Regular School Board Meeting July 24, 2025

001It is 6:30. A quorum of the board is present. This meeting has been duly called and the notice of the meeting was posted in accordance with the Texas Open Meetings Act, Texas Government Code 551. Will you please rise with me, Mr. Trinkle weed. Pray for us today. >> Absolutely. >> Father God, we thank you so much for the opportunity to uh come together and to serve this community and this school district to the best of our ability. What I pray as we continue to work together that we keep in mind that we're doing these for the kids, for our employees of the district, and that we would come together and uh to be humble and to keep that in mind. And I pray that you just uh guide our conversations and our thought process, keep

002our minds open uh to what's best for us to move forward. May we pray. Amen. [Music] Ice to the flag of the United States of America and to the republic for it stands. One nation under God, indivisibley andice for all. Honor the Texas flagged Texas. [Music] >> All right. [Music] Here we go. >> All right. Any public comment? agenda. [Music] >> I make a motion to approve. >> Second all in favor. All right, we'll go ahead and go into the uh finance report. And so as we ended last uh 6 weeks of the year was at 1086.5688 which was the uh and the total for the year was 1175. Our budget was built on 1130 and we were funded at 1217.7. Uh you can see that our budget appropriations um and and our revenue um

003revenue realized 86% uh 12,529,000 869. >> Good ma'am. >> And then our budget appropriation was uh uncovered expended was the 13,900,623 which was 93%. So a little bit over there because we had some capital improvements those kind of things. Go ahead and go to the bond uh 2023 construction update. You can see there a little try to work this but we up to date right now our cost summary uh we have a construction contingency balance of 25,000 a little over an owner contingency balance of 156,000 a little over that and then middle school contingencies uh 271,000 for the construction and then owner contingency balance of 66,962 too. Um, so our total budget was 35,166,660 [Music] and as as of this report we are at 24,855,516 [Music] which is 71% of uh that closure. So we're

004making a lot of progress. You can see the pictures there at the bottom. Um, I went in today and I snapped a few pictures, put them online. I think I sent a picture to you guys, but they're stenciling the panthers across the top. They've got the flooring in the foyer and then we're working on flooring for the uh interior in the cafeteria and uh making a lot of headway. So by the 4th of August, the high school staff will be able to take possession of the high school. >> This 71% that includes that's just the cost or is that >> actual work included? That's just one spit. >> That's wind spit. Okay. And uh got a lot going on. Uh they're doing a lot of cleanup if you'll notice around the buildings. Uh they treating

005the uh concrete and then I believe this weekend they're the plans are unless that's changed since the last time I talked that they strip in the parking lots and those kind of things. So, uh making a lot of headway. I noticed that there was a little bit of concrete over at the middle school. So, we're doing some prep to get that concrete done. And then we're uh getting doors, cutting the walls, we're widening some doors at the van hall and then um uh cutting the doors that go into the middle school. So, making some headway there. All right, we'll go ahead and go into our next report. We got the ESL report, and I'll just go through that with you guys. So you got your your slides there and I'm scrolling through your ESL population's

006growth. As of last year, the prior school year, we had 107. We went down to 104. And so you can see the numbers there by grade, the break the breakdown, we graduated six students. This last year that were in the ESL program. Over the next two years, we'll have uh 13 and we have 13 in 11th grade, 12 in 10th grade as we know right now. uh of course other students can can enroll but uh we'll start uh graduating off a couple larger classes there. Uh the programs and procedures programs content design and coverage ESL content is based uh is content based for grades preK through four and it talks about classroom teachers are all ESL certified. Students receive instruction in our subject areas by the ESL certified teacher. ESL pull out for grades 5

007through 12 is ELAR and English teachers as ESL C or ESL certified um students receive instruction in reading English language arts and by an ESL certified teacher and then you can see over on the other side the identification and classification procedures and go through for that over in the LPAC materials. Next slide. Initial ELPAC meetings for students new to the district within four weeks of students enrollment. Uh state assessment for ELPAC meetings before STAR test to determine testing accommodations. End of year Elpac meetings to determine placement for the classroom accommodations. And then we have our learning and testing materials. You can see the learning materials. a variety of hands-on activities to develop vocabulary, reading, fluency, phonics, site words, and then star skills. And then our testing materials are is the L or loss links and

008the pre-loss links for identification, Riverside assessments for reclassification for certain grade levels, and then we do the Tilpos and Tilpos all assessment for our ESL students as required by TEA. on all the next piece staff and professional development. Our ESL program this last year was led by Miss Leslie Pantohal. Lordis Zamora is one of the ESL pair professionals at the high school. And then Catalina Guerrero and she served at LSK in middle school. Sorry, all classroom teachers. Um it goes into the breakdown as far as that goes. Again, there was a waiver and it's approved by TEA for the staff still working on passing certification tests. So, when we hire new staff at the beginning of the year, we always require in their contracts if they're an ELA teacher that they need to get the

009DSL certification. Uh, but any that are not done by October by the capture date, this waiver allows us to be able to give them a little more time to get that certification in place. And then ESL program professional development. Uh we have brief presentation at the beginning of the school year to discuss the procedures of ESL and then one-on-one to small group presentations uh to provide strategies. This is with the parents and the kids. Is there any questions about our ESL program? Our next one up is going to be our special ed report. Is it in this? >> It is not my knowledge. We have it. They all see it. So, do you have a copy of it? I have one here if I need to print off. >> Okay. Cuz she had just told

010me she put it in. >> Oh, is it? >> It's in board with guess. But >> maybe not. >> I'm sorry. She said she put it in the thing, so I didn't. >> Yeah, it's important. >> So, for those of you that I don't know, my name is Melissa Wolf and I'm the director of special programs and thank you for letting me talk about my awesome team because I'm very very proud of my my folks and our our um teachers and our kids. So, um I c I came to you in December and kind of gave you an update. So this is just going to be a followup to that. Um the first day of school for the primary we had 28 students in special ed um at the primary and LSK had 83, middle

011school had 48 and MHS had 58. So then when we looked at in December when I came we had increased and then we ended the school year with um 54 at the primary LSK had 96. Middle school had 55, MHS had 58. And so we went from the beginning of the year, for those of you who aren't able to see this, I'm sorry, but at the beginning of the year in special a we had 217 and we ended the year with 263. So we are growing. Um, as far as intervention and dyslexia programs, at the primary, at the beginning, well, excuse me, in December, we had 45 students in intervention at the primary and we ended the school year with 33. Um, so that means we had fewer. There could be several reasons for that.

012If you'll look then at in December, we had two in dyslexia, but we had five then as we ended the year. So um those students from intervention could have either gone into to be tested which could cause the numbers at the top to increase or they could have been tested and then gone into those dyslexia programs to get MTA. So for whatever reason and then uh we didn't have any students on monitor at the primary at LSK if you notice from intervention from December to uh May we had the same number of students. Um then if you look we had in dyslexia in December we had that means 60 we that means we had 60 in the MTA program but we ended the year with 43 in the MTA program. So that could be for

013a number of reasons. Um if you'll look over at the monitor we had zero in December but then we had 14 at the end of the year. So what I would think would be that indicate would be that a lot of those kids who were an MTA exited or left out of there and went into the monitor status and that's why you went from zero to 14. Um at the middle school we had um seven at intervention in uh December and then ended with 11. Um this is a big number. We had 37 in MTA at the middle school in December and then if you look we had seven at the end. That's not really surprising because again if you'll look over a lot of those kids probably decided not to be in the MDA

014program and so then they were placed on monitor a lot of times the kids in the middle school you know they don't want to have to be pulled out because they've got electives and they've got all these other things. So they don't want that MTA program to be because it's in addition to so it could take the place of another elective or something. So they don't like that. So we put them on monitor. They're still getting like we're monitoring their grades. We're monitoring progress. So they haven't left our umbrella, but they're just not getting MTA services. And then at the high school, those numbers pretty much stay the straight, you know, across the board. Again, when you look at the monitor 41 and 41, that's the reason they are they may be getting accommodations, but

015they're not getting MTA, a pull out dyslexia program, but they're not being dropped. I mean, we're monitoring them, looking at their grades, making sure their accommodations are followed, and all of that. So, so then program highlights. Um, at the beginning of the year, we kind of did this. And so um we reviewed, developed and implemented processes for a student intervention team and the pre-referral and referral process for special ed. Uh we started having um monthly meetings to look at legal updates, campus updates and information, streamlining communication and team building um for our I call them my core team or um um my immediate team and that's special the special counselors, diagnosticians and um speech therapists. Um and then just being able to meet um to answer questions or whatever. and there are 12 of us

016and we're pretty tight group and so we meet monthly and um it's a it's a good it's a good thing. We started meeting monthly with the special ed teachers and so last year we I started doing this and I'm going to continue to do it this year did it on the Thursday before the schoolboard meeting so it was easy to remember. Um, and again, legal updates. We want our teachers to always be a breast of all the information, especially this year, we've got legal, uh, legislative updates. So, there's going to be a lot there. Um, just campus updates, back and forth, communication, streamlining, again, building that team, and then just being able to answer and, um, just kind of talk freely among each other. So, this year we had the TEA cyclical monitoring visit. So

017every state every district in the state of Texas gets this uh opportunity every six years and this was our year. Um and um it it was not a bad experience at all. It was a lot I will say. So I just kind of wanted to break down and let you know what all it kind of entailed. Um our sped team uh we conducted in-house audits of our folders um for compliance and we did that um through December. I met my team. They're phenomenal. Um went through the folders and we had a rubric from TEA of everything that we needed to be looking for, making sure it's in there, making sure that it was complete and doing all of that. We did that in December. And then in January I had region 10 to come out

018and they have um as consultants and then they went through and just pulled randomly some folders and then we were able to just kind of have some dialogue and have conversation with them. So in early February, we got the call where I had a a tea zoom with tea and then they um sent us a list and so we had 22 folders that we had to submit and so um they're random, you know, selected um randomly by TEA. So it's 22 students that they pulled or they said these are the students we need to see. And then we had a list of all of the items that we had to download and send in to TEA for every single student. So, u we did that with special ed and then we had to do the

019same thing with dyslexia. So, I had my meeting on July 15th where I um met with our monitor or our person that we've been working with and thank thank the Lord we uh did great in dyslexia. There was no um update. We met compliance in every area there. And um the only area that we will need to do some updates on is we're really just revising the way we write our speech goals. But other than that there were no revisions in any other area. So that is a huge we were really really proud of that. So then I gave you professional development opportunities that we had throughout the year differentiation. We did da uh deescalation strategies with our transportation department and um that's where like with the bus drivers and the monitors we had a

020training where just showing them and talking to them about how to deescalate issues that they might have on the bus. Not putting hands on students. That's what but just talking them through and triggers and things not to do, things to do that could deescalate a situation. We did that and then uh we did the dyslexia simulation with parents at our dyslexia meeting and that was a hit. We got a lot of really positive comments from that. So we did that also with um all of our MISD staff in January. Got some really really good feedback there and we also did it with our leadership team in January. So now moving forward um last Thursday and Friday we did um it's PLA. We like to speak in acronyms in special ed. Present level of academic achievement

021and functional performance. Um that's why we say PLA. Um so we had training. It's a region it's a TEA presentation but I had region 10 to come out and do it. And so that was Thursday and Friday. Our special ed staff was unbelievable. In fact region 10 commented on how professional they were, how much they participated and were engaged. I mean they were phenomenal. I was like the proud moment. It was great. So, we had that Thursday and Friday. Uh we are going to continue doing the dyslexia sim st s st s st s st s st s st s st s st s st s st s st s st s st s st s st s st s st s st s st s st simulation with all of our new teachers. So,

022now our leadership teams had it, all of our teachers have had it. So, now every year our new teachers will have it. And what it does is it just kind of um it puts you in the situation of the frustration of what those students feel like. And then we're like, okay, you know this, you know this, come on. We've we've talked about it and they're like freaking out and they get frustrated and that's when they have maybe behaviors or they need to leave to go to the nurse or whatever, but it puts you in that position and that's why I think it's so powerful is because you realize how these kids feel. So now everybody's got it. So, we're just going to continue that with our new teachers. And then, um, I'm going to continue

023the monthly meetings with my staff and with teachers. And, um, we're going to have region 10 come in and do a coaching with us on the pling goals and the things that we learned on th Thursday and Friday to really ramp that up, keep it up, and take it to the next level. And then we are additionally going to do some training opportunities this year for pair of professionals. We haven't, I don't think, really done that as much as we'd like in the past and so that's going to really be a target as well. So, >> I'm sorry y'all just listen to me. >> I do have a question on um what what program MIT what do you call that where they're >> MTA >> multi-entury teaching approach. >> Okay. So, you said like when

024they're approaching middle school and high school they're kind of getting out of that. you feel like you mentioned maybe cuz they're missing other opportunities, right? If they stay in it, do you think that's something that they still need to be on at that age level or that? >> We're really trying to identify students earlier. >> Okay. >> So like kinder, first grade, second grade. The hope is that we can get them in that MTA program, K through five, >> K through four, whatever, and get them out so that they're not having to do that at the middle school. and then but they're not like I said we're not just dropping them but then we do have what we're going to do this year is we've got time during advisory that we're going to be using

025so they don't have to give up electives and hopefully >> that was my next question yeah is there another opportunity we have where we don't have to force one or the other >> yeah and hopefully that will help them but at the middle school if they've been in that program for since second or third grade they're like I'm done with it and they just don't want to do And so, you know, it's kind of >> good. One hand and half the other. >> Thank you. >> Anything else? >> Thank you. >> All right. >> We'll go to uh reports for K through 8, end of year map data and preliminary star data. [Music] Thank you. >> I don't need to disconnect this one. I will need this evening span of white just indicate when I

026need to [Music] So, um, um, so we'll present the end of the year MAP data for LSK. Um, and then at the end we'll we'll look at beginning of the year versus end of the year and then we'll compare it to our preliminary STAR data at the end. Um, so what we look at towards the end of the year, again, the beginning of the year, we review math, reading, and science. um beginning to end. And then over the summer once we got those start results, we looked at our third and fourth grade math and third and fourth grade reading start. So um this is our beginning of the year achievement for math um in the fall to just to tell you about the colors and the percentiles. So you'll see the red that is the

027first to 20th percentile. That means that 15% of students were scoring um below um 80 to 99% of students in that grade are in elementary grade levels um as a nation. Um in the orange that is um the 21st to 40th percentile. That's low average. They're above 21 to 40 and below 40% of their peers. Um the yellow that is 41st to 60th. Those are our average kiddos. Um they're doing as well as 41 to 60% of students. The green represents our high average. That's 61 to 80th percentile. um and they're um as well as or better than um 61 to 80%. And then 17, those are our high average kiddos as well and they're higher than 80% of peers. Um so for the beginning of the year math as a campus, we were in

028the 50 56th percentile average. Um and then at the end of the year for math as a campus, we were in the 60th percentile. So, we could go up in that. Um, it's broken down by grade level. Um, and you can see per grade level, um, where each where we were at the beginning of the year. And then at the bottom, it shows you how many students fell within those ranges. And then at the end of the year, um we um did go up in second through fourth grade. Um we did drop in fifth grade and then it shows you within the numbers at the bottom. This is our star projected proficiency at um the beginning of the year. So math always gives us a projected proficiency of where they think they will land based

029on how they tested. Um so um at the beginning of the year in math they said they were projecting that 82% of our kiddos as a campus that averages in second although they wouldn't take star but that averages in all grade levels that 82% of our kiddos would be at approaches or above on star and then at the end of the year Matt projected 79% of our kiddos would be at or above I mean approaches or above start um for reading. Beginning of the year as a campus, we fell into the 62nd percentile, which is that higher average for reading. And then at the end of the year, we got did drop some in reading and fell within the 56th percentile, which was average. Um and then again by grade level. Um this is the

030beginning of the year grade level report and then you can see how many numbers um for reading grade level and then end of the year we went up in second and then fell a bit in third um and then fourth and fifth as well. fell a little bit in those areas. Um at the beginning of the year for reading the projected proficiency for STAR, MAP was projecting us um to be at 91% approaches on star and then at the end of the year it projected um us to be at 84% approaches or on star. So again, we did go down in reading. Um, science beginning of the year, we were in the 72nd percentile on math. And then we did go up at the beginning of the year in or at the end of the

031year, I'm sorry, in science to the 79th percentile. And then per grade level, you'll see that we were all in that um higher average range for each grade level. And then at the end of the year, um, we went up in second. We did go down a couple in third, still in that high average. Um, but we also went up in fourth and fifth science. At the beginning of the year, Star was projecting all of our kiddos on STAR to be at 85% or above, approaches or above, um, passing. And then at the end of the year it projected us to be at 71% above approaches or above. And then this is our preliminary STAR data. It's broken down by grade level and content. And then it tells you the percentage of the kiddos who

032did not meet who were at approaches meets and masters and the total number of kiddos who took the test. And then if you'll see our third grade reading, um, Matt projected us at 79. We were just a bit below, um, passing there. Third grade math, Matt projected us at 75, we were a bit below there. Um, fourth grade reading, um, Matt projected us at 87, we were at 86. For fourth grade math, um, we were above math, uh, the projected proficiency at 84. fifth grade reading um we were below at 77, fifth grade math 72 and then fifth grade science was 66%. And what we're looking at um we after we took our MAP test, we did have our end of the year MAP data meetings to meet with each grade level um to talk

033about their data. We had risk assessment meetings and that's you heard Mrs. Wolf talk a little bit about the intervention. That's where we looked at our kiddos um to see if we needed to start discussing earlier in the school year this year some kiddos who may have been flagged as needing intervention that maybe didn't have intervention. Um we reviewed our map and star data to look at who we needed to invite for summer school. Um we invited uh 23 for third grade, 22 for fourth grade, and 30 for fifth grade. And of those that we invited, 18 did come. Um which we were glad we got that number. We got the data, the preliminary results on Friday. It was like the Thursday night, May, yeah, Friday, May 29th. made the phone calls and sent stuff

034home to parents and we had 18 show up that following Monday. Um we would have liked to have had more um to work with them, but restructuring when time um which is what I need. Each grade level has um a period during the day and intervention period um where they can work with the kiddos on what they need and um we're restructuring that. We have some new district guidelines and then we've also created a binder for them to have those district guidelines in there. Um some lesson plans for wind time to show what group of students they're working on, what concepts they're working on. And then there's a data tracker in there too so that they can monitor weekly how they're doing and are they meeting what they're they're working on. Do we need to

035continue to work if it's not working? What what we're doing with small groups and intervention time? how can we do it different? Um, and then I had the opportunity to go to TESA this summer and um I went to an accountability training and in that accountabil and I also went to a um a writing for STR which is our short constructed responses on the STAR test. And in both of those trainings I learned write a little a lot. So in every content, every grade level, every day, writing, math, science, social studies, writing, and um that will help you in all areas, which is what our accountability session said. Like that's going to be your biggest bang for your buck. Um because and not necessarily focusing on am I spelling it correctly? Am I capitalizing? I

036mean, we want to do that, but answering the question itself. um because sometimes we get lost in the fluff or we're not writing a lot, but making sure we're writing and answering the question. So hopefully um focusing on that as we move into next year will help boost some of our scores. Have any questions? Just to recap some of the newer members that we have on the board because a lot of those questions are a lot of those bar graphs are yellow, green, blue, red is kind of what we're looking for where we want most of our kids. Correct. >> In we would prefer them to be in the green and the blue. >> Um for the state of Texas for STAR, if they're in the yellow, that is approaching. Um however, approaching doesn't necessarily

037mean they're on grade level. Um they still may be a bit behind if we're looking at the projected proficiency levels. So the colors that are um defined here are percentiles. They're not related to does not meet approaches meets and masters. These are just percentiles compared to the nation. It's it's it's kind of um deceiving >> what's >> between the two. So these are national norms and and separated by uh percentiles. Now on the star projected proficiency we'll go to the this one. This is where >> that's the one that relates to star >> in the more so in the green. This is less did not meet within this is our approaches meets and masters categories. So we want most of our kiddos to be in that meets to masters category. >> For sure. For sure.

038That's what there's a lot of colors. There's a lot of this is this and this is that. We got a lot of new board members, right? So, I just kind of want to go over that real quick so everybody knew what we were looking at. >> Yes. Sorry, I should have clarified that. >> It's all good. Why we have questions? >> You guys have any other questions? >> Do we have any and this may be more question for you, Mr. Do we have I know like fifth grade struggled a little bit with something here and third grade struggles. Do we have any of the year-over-year for those particular groups of students? Right? So, say fifth grade last year, fourth in fourth grade and they struggled through the year, right? Or was it more of a

039curriculum in fifth grade this year? They just struggled with it. Does that make sense? >> It does. I actually have something where I've charted it since 2021 to go back and look at groups of students to see where were our third grade our fifth graders now where were they at in third grade and have they >> what's what's the miss here? Were they improving? Are we going backwards? And what do we need to look at? >> Specific teams that maybe they miss. >> Yeah. And I don't have that broken down as far as that right now, but I do have like their overall data for reading math and >> we're bringing in some people training because they know they do that. And I know you don't have that with you today, but I know you've

040seen it. So, what are you seeing? >> Um, I have seen overall in some of our content, math seems to be improving. We need to work on more so in reading right now. I mean, not that we don't need to work on in math, but reading is an area that we really need to focus on and strengthen. um science this year I know it showed 66 percentile for passing but that is up plus 10% I think like we were in 53% last year so we are making progress in science >> any other questions feel like I'm asking all the questions today I'm sorry >> thank you thank It's beautiful. Sorry. [Music] Okay. So, I think I got my printer today printing this as I left. You're going to be my man. Okay. So just like

041Brandy said, we take a lot of information in um to to start looking and planning for the next year. Of course, MAP, our unit assessments, our preliminary star data. Um so our beginning of the year we were at 59 percentile achievement and that's compared to the nation. Like she said before, these are broke up by percentiles. it's not compared and doesn't relate to meets masters and so forth, but we always want our kids at the top. Um, and I will just say that the new leg, no, not new legislation, last legislature, um, there was a push for um, pushing kids into honors math. And so when they get to sixth grade, we look at those kids to decide who's going to be in honors. And just as a info, we have to put the top

04240 percentile in honors. So from here down are those identified honors kids. And uh the way that the legislature is written is we put them in and the parents have to opt them out. So starting two years ago, that's what we started doing. So these kids are honors. Okay. Um, end of the year we went to 43rd percentile. Um, math didn't didn't do as well as science did. And you'll see at the end of the presentation um our science teachers did a really good job of creating some accountability and and some um uh teeth to them actually going through and and and doing their best on their test. Math was not as as um they had a lot of incentives in science to to do as well as they could. But anyways, so we went

043to the 43rd percentile. And again, these are broken down in the the the 20s. This is by grade level. And you can see we did the math and wrote down the number of students. And um these are clean percents. So these are about number students. So there may be a little bit of leeway in the numbers. um end of the year we've got 55th for sixth grade, 44th, so they're in the middle and eighth grade showed to be lower. And this is our projection. Um I did not include in my presentation and I could send to you later a comparison of our BOI star projection and our EOI star projection. So, if y'all would like to see that, I would be more than happy to send it to you. This is our end of the

044year projection for SAR. Um, our M's number was projected lower than than we wanted, but it's broken down by grade level. Um, our algebra 1 was projected to not have any kids in the lower, which is great because that's an honors class. That's expected. Um, but we did have one student that was projected lower and then these are where our honors kids should be. And end of the year that kid got moved out. So, he moved into an area he or she moved into a more uh respectable area for an honors class. >> So, just to clarify, Miss B. >> Yes. Your eighth grade math is not the honor students, right? That's the regular math. >> It is the regular eighth grade students and the seventh grade pre-alggebra honors kids. So that does shift the

045data some. Okay. Um star projections. Um, for 8th grade, we had uh 26 students at the end of the year. The beginning of the year, some of those changes were because we had two kids that moved out. So, we went from 28 kids to 26 kids. And with that low number, it does change the percentage quite a bit. Uh, our beginning of the year with reading, we were at the 47th percentile. Looked about average for all grade levels. And again, the percentages and students are broken down. Good. And we kind of stayed is the same with 46 percentile and the students are broken down. And here we have it by grade level. Uh beginning of the year we were at 53rd, 42nd and 40 44th. And we ended with 49, 42nd, and 46. a little

046bit of a move on um those scores. And our projection is right here for end of the year. This is just the end of the year data. I don't have the comparison from beginning of the year projection to this one. Um but it's broken down by grade level. And then our science beginning of the year. This is where I'm talking about that we had more teeth to the accountability from the student. Um, our science teachers did a really good job of providing incentives for taking their time and doing their best and it paid off. Um, they were in the 66th percentile in the beginning of the year and they were at the 69th at the end of the year. And our projections Oh, no. Here's broken down by grade level. 6th grade 73rd percentile, 7th

047grade 58th, 8th grade 63rd. We've got a lot of blue going on in science. And they ended the school year with 70th, 69th, and 69th. And again, the breakdown with the about number of students is there in the table. And here's our projection for eighth grade science because that's the only grade level that takes a star um of the number of students that did not meet. And here is the table that shows the comparison of these are the actual star categories and the percent passing and this is our what map projected. So, sixth grade reading was very close. Sixth grade math was a few percentages off. Seventh grade reading was a few percentages off. Seventh grade math was quite a bit off because math projected seventh graders and they read them all as seventh graders.

048There's a large percentage of these kids that are taking the eighth grade star. So, we've got to find a way to to separate those to be able to get some true data. And Miss Day and I talked about how we can maybe roster kids differently. We're going to explore that. Um, 8th grade reading, we did way better than Matt thought we would do. Eighth grade math, again, that's the one that gets a little off because some of these kids should be right here. Um, algebra 1 was on point. Science, we did much better than Matt thought we would. And there is not a math test for the social studies. So, a lot of what we, Miss Hord and I have spent a lot of time looking at our data and digging in and trying to

049be very purposeful with our House Bill 1416. That gets done at the middle school during our advisory period, which is equivalent to her win period. We're doing the same thing that the district has put together and requiring kind of lesson plans for advisory and being more targeted and and documenting what takes they are working on and are they getting it. Um so that's that's being put in place for next year. Um we've been working really hard on our master schedule. It's been a little bit of a puzzle, but the the majority of our core subjects are going to have common planning periods this year, and we haven't had that in a long time. So, that's going to benefit the the math teachers to be able to get together and actually plan and and and talk

050about those gaps and deficits and how their their grade level compares to the next grade level. um our study skills classes. Miss Ward has been very very um intentional about what kids she's putting in those classes so that they can get all of the services that they need. And we we had several retention meetings to to retain kids in the grade level that they need to be because they were not ready to move on to the next grade level. We've also made a few changes in staffing and um shifting people to their strengths and I think it's going to be beneficial for all of our kids. Any questions? >> The incentivization of science. Is that something you can replicate? >> I am definitely going to have my science teachers talk to all of the rest

051of the teachers to put the same thing in. So, we do Panther Palooa at the end of the year and we do tie map data um like rapid guessing and um growth to their ability to go. Um that was one of the things that the science teachers did, but I think they did a little bit more and I'm going to have them share with the reading and math teachers so that we can get some real true like intentional data for us to to to be able to read. So your your thoughts are they just not taking the test serious? >> Uh there there are a few um and and we usually have the ability to pick those kids out because they come up the way that MAP works is whoever is operating and and facilitating

052the test. At the middle school, it's one of the administrators. Um you can also do it where the teachers are doing it, but we control it from the top on at the middle school. And um a kid, if they're just hitting buttons, then they get paused for rapid guessing and I get a notification and they can't resume their test until I input their like pin code for them to go on. And so that's where we put in that for Panther Palooa, you can't go if you have above 12% rapid guessing. And so they start pausing and taking breaths between questions and it does help quite a bit. Now, I will say that there is a it's a double-edged sword because some of our kids that are highly advanced do go through the questions quickly because

053they know them and they end up getting a rapid guessing. So, we try to tell them also take a pause between each question because it could end up hurting even the advanced kids. So, there's two sides to that coin. >> Any other questions? >> Good. >> Thanks. >> If you guys would like for me to send you the star projections for BO versus EOI, just let me know and I'd be happy to send it. >> I would love to see it person. >> Okay, >> not a problem. All right, next thing is check payments list. Any questions? All right, we're going to go ahead and go to public hearing and we have budget workshops to review the 2025 2026 proposed budget tax. >> I got to make those notes. [Music] All right. So, for our

054budget workshop, a lot of um this has been gone over in previous meetings. So, I'll just kind of let you read through some of that. Um I'll just kind of skip ahead to some of the graphs. So, we have our district enrollment. We ended last year at 1177 enrolled and we also ended with our average daily attendance from last year at 1111. And so that's why you'll see later on that we are building our budget around an anticipated ADA of 1111 fund balance. Uh you can see that in the 2023 2024 year we began with a little over 4.6 million and we ended that year with 4.9 million. And then this is that same slide that we went over last month with what we know and what we're estimating as far as creating the next

055year's school budget. And then with this slide, this is something we have to read every year basically verbatim just to um it satisfies one of the indicators on our first report. And so in 2020 2021, districts were allowed to add any pennies over a dollar before compression started and May Pearl ISD had four pennies to do so with. And then HP3 also allowed districts that had not utilized the additional pennies that were available through a TR to increase the rate by one penny with unanimous board approval, which the board at that time in August of 2020 did unanimously approve that additional penny. So, whenever you see us talk about the tier 2 enrichment rate, that's that five extra pennies that we always add on top of our compressed M tax rate. And so for 2526,

056um the maximum MCR is going to be uh that 6322. That's down from the previous year, which the maximum MCR was 6855. And then the floor for last year was 6169, which that's where we were just due to our property values and how um much they grow from year to year. And then this year's floor for the MCR is.5689. And so this is going to be something a little different than what we previously presented to y'all last time. Uh so Omar put out a new template which we all use Omar's templates whenever we're formulating our school budgets. and he put a little note in there that, you know, he has not fully fleshed out the MCR portion of his template and TEA has their own template that they help us calculate what our anticipated maximum

057compressed rate will be. And so in his notes, he said, if you're getting a different value on TEA's template, go ahead and put that into my template until we get confirmed rates. And so with doing that uh we were getting in tea's template for our MCR that 6164. And so that's what we are going to be using as our anticipated M compressed rate. And so with that 6164, we're still going to add the five additional pennies that have been unanimously voted on by previous boards. And so also, if we're going to add Vader for this year's tax rate, that would add the three additional pennies. And this is what we're presenting to you tonight, a proposed M tax rate of 6964. And the reason we go ahead and add those three extra pennies for this

058proposed rate is because you can always decrease it before you adopt it. we can't increase it. So if we propose tonight the proposed M tax rate of 6964, if y'all decide at the next meeting that you don't want to call for a Vader, we just decrease it down to our um maximum compress rate plus the five pennies that we've already had. And now here's some new information on the INS side. Um I after talking with our financial advisor Jeff Robert from Hilltop Securities um he always gives us our estimate for what we need to collect for our debt service uh every year. And so he was letting us know that there is new legislation that was introduced with House Bill 2 and I kind of quoted it there on the bottom left corner. Uh section

0591.15. It amends um a piece of the education code and basically what it's doing is penalizing districts for raising any INS tax um funds over their required bond payment for that fiscal year. And so he laid out like a little example for us to share with y'all. So if say your bond payment is $1,50,000 and say your INS levy that you did with your tax rate that year was $1 million and then you got $100,000 in state aid. Since really you only needed $950,000 in your tax collections to make your bond payment, they would reduce your state aid by that that 50,000 that you got additionally. And so it really doesn't behoove us to keep the rate at that 3097 like we have historically. Um, and so what we're proposing is the tax rate of

0602734, which is the calculation that Jeff Robert has given us, saying that he believes that would be our tax rate to get just what we need to cover our bond debt for 2526. So if you put both of those tax rates together, our total proposed tax rate is.9698. And you can see I put a little thing in the bottom left there. It's still, you know, fraction of a cent decrease from last year's tax rate. And then this is just a graph of the history of our tax rate. >> This is real fast. >> Yeah. This 96 98 that's with the 3 cents from the Vader. >> That is with the 3 cents for the Vader. >> Okay. Still less. It's still less than last year's with >> Sorry. Say that again. >> So it's still

061less than last year's, >> right? Still less than last year's with the three extra pennies. Yeah. >> Awesome. >> And that's partially due to having to reduce our INS side of it. The next slide is just a breakdown of the estimated figures for our year end this year. And so, uh, running just, you know, some estimates of kind of where we're going to end up on revenue. Uh, I'm looking to end up with a total revenue of 15.6 million. And that's going to be taking into account the uh million dollar maintenance tax note that we're hopefully going to approve tonight as well and get the funds for by August 21st. And then on the expenditure side that line's budget, that's where I'm anticipating our expenditures to land. And so you can see with, you know,

062the help from that million dollar tax note, we should really only be anticipating hitting our fund balance for around 434 $44,000, which is, you know, we approved the deficit of budget of 511,000 at the beginning of this last year. So >> I'm sorry to keep interrupting. I got another question. So, we're only getting this I don't remember what you call it, the >> the maintenance tax. >> Yes. This year, right? >> Right. >> So, what is that looking like next year? You think we're back in the deficit? Well, I mean, a lot of the what's covering that maintenance tax note this year is unanticipated, you know, expenditures with a lot of repairs to buildings and um bringing in affordable for, you know, that >> I guess my question is just making sure we're not dependent

063on that money next year because it's only coming this year. No, I think what you're going to see is when he builds a budget, he builds a budget based on what your expenditures are for that year. And that what he's talking about there is anything as far as like salaries, all that with that loan amount is uh there would be some money that would be basically covering some of our expenses this year because of the total gross amount. But then next year, you know, there was a couple items. getting reimbured for all things did but there's a couple items that were set aside some of that money so that 500 LA would still be in the fund balance essentially and so you would basically qualify whatever dollar and so that fund balance would be hit

064like the elevators and I'm trying to any money that we spend for this building >> makes more sense And just a reminder that that is all estimated because we still have the rest of this month and next month to, you know, run through. And then when we go to our proposed budget, I have two proposed budgets and you have them in a bigger sheet in the back of your packet if you want to flip around the slides there. One side is the proposed budget. if we did not have a Vader this year. And then the other side is the proposed budget if we do have a Vader and I'm basing that on the Vader option one that we presented last meeting. And so you can see on the the first column on the left side

065that's our audited 2023 2024 budget. And then the second column budgeted um for 2024 2025. Then the next column is my projected year end for 2425. And then the final column is our proposed budget for you tonight. And you can see where it's all broken down on the expenditure side by the different functions. And so just a as a reminder with the Bader side of it, we had the options given to you the last time. Um and so the budget that I have proposed on the Bader portion is based on option one. And so that would be the 105,000 towards well whatever we can towards an anticipated budget deficit and then 645,000 to the staff increases and different new positions added. So we won't go over all those options unless y'all have questions on those.

066Is there any questions? >> And then also in your packets, uh, we did add the budget requests from every department from the directors in the campuses. So you can see kind of where they landed with what they were requesting for their supplies and that sort of thing. So if we chose a different option, the options that we were given, how much more is that going to change that rejected for the Ver? >> Number-wise, it wouldn't really change. It would just change kind of I guess the way that we need to apply it >> like details. Right. >> Right. So like the option two I think is the one where it's more evenly split. 250,000 for exempt staff, 250 for non-exempt, and then 250 for those new positions and any other budget coverage that we need.

067Were you referring to a larger >> option three with the stipens? >> Yeah. >> And so in that scenario, I mean in that scenario, I believe what you would do is stick with that proposed budget that's without the Vader um calculation in the expenditures and revenues. Um but then you give that as a stipent for the first year. So essentially is the one just so what we'll I guess kind of need as we go into the next part of the discussion and action is a motion for a proposed budget and then a motion for a proposed tax Great. >> Is there any other questions before we close? >> Yeah. Once you're all proposed, so you're approving something that we're proposing, we're bringing back to you once again to make final, >> right? You're just proposing

068that so that we can get it out there. Publicize it, put it in the newspaper, that kind of thing. there's some legal requirements that they put out for a while back. >> So either way the proposed tax rate is >> right. Yeah. Because you can always decrease it. You just can't increase it. >> Yeah. Let's get [Music] you guys at that point you're going over you are going over what the current tax rate is. So, as we talked before, that might make it harder fast. And then the other side of that is you're not gaining as much for those. So I guess the question is which option are we going with to decide which budget we're going to go with option one you know giving money throughout the year >> you guys make that decision

069>> correct Correct. >> Correct. But I mean, we do need one of those. >> We need to know one of them to make decide what >> which we can propose. If y'all want to just propose the budget without the Vader, y'all can do that. Um, it's just the tax rate piece that has to be the with the Vader pennies added in. So, >> I guess what I was saying, you can do just the tax rate piece. >> Yeah. >> Right. We still need one of those budgets proposed to be approved because we have to post that on our website as this is our proposed budget that we're going to adopt. We're going to look at adopting in August. >> So here's my question. If we propose the one with the Vader, not now, but decide

070later we want to do option three, what does that do to you? Do you think? Um it would change it would really just change some of the numbers in the functions themselves because instead of processing some of the increases that um option one has kind of built into them, we'd be just giving them to all staff in a stipen and so it would kind of just fluctuate those numbers in those functions function codes for both. >> Yeah. You make a motion. >> Well, we got out of here. >> We're done with this. We can time it out. And >> anybody have any other discussion or questions? >> It is a public hearing. If there's any questions, >> yes. Do you mind >> comments? >> Would actually love some feedback from anybody in public tables across

071from us here. >> I know, right? >> Online. Any questions? >> If we're taking 7:41 coming out of public hearing 7:41. Okay. All right. We'll go ahead and go into discussion action. And first item of business is consider approve the 2526 proposed budget and tax rate. >> I make a motion to uh approve the proposed tax rate of 9698. >> Second. >> Do we need to add budget to that or you want to >> second separate? >> Two separate separate. >> All right. Any discussion on the proposed tax rate? All four. Any against? I'll propose the budget with the Vader. [Music] We got it. >> All right. Any further discussion on the proposed budget including the baiter? All four. Any against? All four. All right. So, now we have the big 12 update 125 uh

072policy update. Um there were several policies that were added and mist go over that piece. Just so that you know, TASM is working on what I understand it's supposed to be even larger update 126. Um, we had overund and something bills passed um that dealt with uh public education this last legislative session that will changing a lot of policies. >> Good evening board. Um, what you have in your packet are seven proposed local policy changes for update 125. And like Mr. Bolan said, "I'm sure we will be bringing to you either in August or definitely by the end of September additional policy changes with some additional legislative changes. But in your policy, there are seven proposed changes. Six of those policies are already in existence and they've just there's just some wording changes that they're

073recommending. Um we've reviewed those. the different um departments have looked at those and campus administrators have looked at those that impacted at that level. The three policies that are start with the letter B are board policies. So I want to make sure that you did have the opportunity to look at those. um BDF is talking about advisory committees and it really defines what an advisory committee is and then BDB is talking about board committees and it really defines what a board committee is and the differences between those. So our proposal um what we're bringing to the board tonight is for you to approve the policies that are presented to you and update 125 as presented. Any questions? Okay. >> Any questions? >> I think we can >> you'll need to vote to approve those policies.

074Yes, >> we can vote to approve those things. I think there is one thing that I know that I've discussed with a couple of the guys as far as board officers go. would like to put something in local policy about being on the board for a year before becoming an officer. We don't do that tonight, but in the future that's something >> we can I can get with y'all and we can um do whatever wording you're proposing and I can send it to TASBY for the attorneys to review it and then we'll bring it back to you for board approval. I can get with you in the next week or so to do that. Sure. Absolutely. I recommend that we adopt local update 25 as presented. >> I second. >> Any further discussion? >> All

075four. >> Any opposed? and Mr. Wright on the other. Do you want um for for me just to get with you and you'll have that information? Okay. Thank you. >> Thank you. >> Okay. >> Our next proposals um are individual and these three policies were not in update 125. Update 125 was sent to us before the legislative um session ended. These three policies we're bringing to you tonight are policies based on legislative changes in um the 89th legislation. Um and there we need to approve we need to set in policy for the district these before school starts. So that's why these are u presented to you. The first one is the um telecommunication electronic device policy. there were two options to present to the board and based on some feedback from in the board meeting

076last month when y'all were just discussing the possibilities of that. Um and and uh so this is the one we're presenting to you just based on some of your feedback. The one option was to say students could not have any device on their person at all. Nothing at all. Um, this one says they cannot have it out or in use if they need it. Um, I can be in their backpack. That's where our storage device, that's what will be in our regulations. It can be on their personal backpack, but out of sight, turned off and not in use. Um, what what we heard you say at the board meeting last time was what will they do like when they get out of school for athletics or if there's something on the bus. And so that

077still gives them that device to use before school and after school if they have a device and they choose to do that. Again, it can be that they don't bring their device at all. That's fine. There will be no device usage from the time they walk into the building until the last bill. Um, as far as personal as far as our district issued devices, that's something different. But as far as personal devices, so the policy we're bringing to you tonight is that policy. There were two options. This option allows them to have them out of sight and not in use um in a in a personal storage which we're going to consider a backpack. Um that's the policy we're bringing to you. Questions on policy FNC local. >> I was reading this earlier today. Does

078it define personal communication devices? >> The policy doesn't lay everything out like that. our regs. Um regs are not something that we bring to the board. It's it's a guideline. Our pro our processes um our processes will and we've actually been working on those um and we'll get those all cleaned up in the next week. We've also been working on a um a question and answer document like what if my child's cell phone goes off in their backpack? What will happen? What if this or or different questions? And so if y'all have questions, let us know so we can add those to the question and answer document. But we'll define all of that in our processes or regs that are pushed out to the parents. >> So I'm asking because I know like last year

079there was students that brought their own like MacBook. >> No computer. Good question. Yeah, we'll be define. They cannot bring any personal Great question. No personal electronic devices. And that's going to be one of the question and answers. Can I They bring their own computer or their And they cannot. Good question at all. >> Right. That's exactly. Any other questions? >> Always broke. That's what we do. We're worse than schools. Um, so I I guess I got Is this bone still in here? Mr. James supposed to be in here? >> Yes. >> That's okay. This This bone can represent. It's fine. Um, so there's some disciplinary actions in here, some different things. I know that it's challenging, maybe even at the elementary school level. We we look at it as as middle school and high

080school, but it's getting younger and younger, right, as we go. Um, okay. >> As administrators on your campus, how is it going to affect you to put these disciplinary actions in place? Because here's the deal, we've had this policy or something similar for years. And it seems to go gung-ho the first 6 weeks or so, and then, you know, as the year goes on, it kind of falls to to less of a priority. If I'm speaking from anecdotal this um how does that work for you guys? How do you because this is now state. This is no longer just hey we don't want you guys to do this. This is now state. And so conflict with you and parents, conflict with you and kids. This is going to be a big challenge for you guys

081specifically. The wording on all this, how does that work for you guys? Um, from from my viewpoint, I think that because it's not a local role, it's going to get more teeth to it because it's I'm I'm doing what the state is telling me to do. We put some procedures in place. If we have good processes and start from the beginning with those processes, it's going to be work. It's It's going to take a little bit of practice, but I I think that it's going to ultimately be pretty beneficial. Middle school last year was pretty successful. We did have some We went hard and fast about no cell phones. Um, there were a little hiccups here and there, but we had a much better school year because we didn't have any issues with Tik Tok,

082with Snapchat, with draw like the discipline reduced because they weren't using their devices as read readily as they had before. So, I I think you got to look at the cost of benefit level. I mean, we do have kiddos that have phones, but I don't think it's going to change much for the ele ones that have them in park in the classroom and it stays in the classroom until the end of the day. >> I have a question just cuz uh you'll have a lot more experience, but why would it be in somebody's 504? >> For instance, if maybe they're diabetic, >> well, I saw the medical and I understand that a lot of that stuff's electronic, so I wasn't sure. Um, it could be >> it's usually healthy a health issue and and disability,

083not learning disability. For instance, my son has he's 25 and he's on his third pacemaker. His new pacemaker attaches to his cell phone. And so as a parent, I wouldn't want my child to have access to his cell phone freely, but I would want him to have his phone in his backpack in order to audibly give alerts if something was wrong. He doesn't need to use it, but he needs to have it to be able to access it to get that data if he needs to go to the nurse. Same thing with diabetics, right? Or hearing aids, a variety of different things. >> It's only medical. was not like um any other like learning disability. >> Well, I'm not going to say so I I can't think of an example to give you, but um

084I mean it would have >> help with that. So that's >> Well, it has to be something doctor >> my kids special. No, he doesn't. >> Let's say this. It can't just be something that I think that my child needs this. It has to be something that's medical um from a doctor um like almost a prescription type of a a situation. >> So my concern is is any animal could be a service animal if they just pay Amazon now. So like I'm just I'm just wondering if I'm just trying to think of issues down the road. Are they going to be able to get to some doctor to say that he needs his phone because he's dyslexic and that makes no sense at all to me in my in my head. Well, and and also

085anytime we have a meeting, we also share what are some other avenues that we have available in the district. Like if if let's say that someone needs a pull down period or something because of anxiety, well, we have some other options to share that we can make available to them that would not be using a cell phone device or a electronic device. But there has been times I can talk out of experience that my child has used it because of the easy 504 learning experience. That's something we've talked about. It's it's actually his IEP. So are we going to take away that from that capability for those students that have that in their IEP? >> Well, definitely not if there's something that's medical. I mean, they have a >> but it's not but it's not

086from a doctor. >> Well, so it that's what we'll have to look at. The question would be what can could we add that to their their district issued device for them to have it on their district issued device whatever that need is like if it's a translator if it's whatever that need is could we not have that on their district issued Chromebook. Um so we'll just have to look at those things. I mean there's so many whatifs and we'll have to look at that. But it cannot just be that a parent comes in and says my child needs to have that cell phone available. I mean, it would have to be an academic reason and and like I said, we're going to look at what other resources we have that could provide that. Can we

087do it through an issue district device versus their personal device >> and if you can't do it through a district device, >> we'll have to look at the situation. >> Okay. >> But for now, if it's in their plan, it's staying in their plan. >> Again, that's not necessarily because this law has changed. We have to go back and see how is it in the plan and does it fit the law. >> We're talking about At this point, >> this is dealing with policy only at this point in time. It's just the policy. Your choice. The board has the option of saying they cannot have a personal device at all or this policy is the one we're bringing to you just based on some of the the comments and thoughts that you had in the

088last board meeting that they can bring a personal device to school as long as it's out of sight, not in use. Um, and then they would have it available to them before school and after school. We define all of that in our in our document, but not in policy. >> I guess your question, Chad, is you approve this now >> and then change the we're not to the consequences, right? Correct. Those can change whatever you want. So, >> this will this says >> those are the consequences in the code of conduct, but those code of conduct consequences have not been said. >> Yep. How the How do the administrators feel about this as opposed to the other? >> Say that again. >> How do the admin What? You're under a fan or something? >> Yeah,

089I am. I can't hear. >> How do the administrators feel about this as opposed to nothing at all? Like just nothing coming in. >> I mean, we've talked about it. Um >> I think that nothing at all is hard to govern because we don't want to spend our time searching kids daily. >> Yeah, I see that. I mean that nothing at all. We would just have to trust that they don't have it till it goes off or we see it. I What we heard y'all say last time was what are they going to do before school starts and they're they've forgotten something and they haven't walked in the building or as soon as school's out and they're headed to a basketball game and they need to communicate. So I mean if if the board chooses

090to say not at all, >> we will go with that. >> This one I just I don't have as much experience as literally anyone else in this. I think not at all. Part of would cause issues for families for like a safety and security piece after hours picking up >> because if they don't have their kid up their kid where their kid is riding the bus home or whatever, they didn't have a way to access mom and dad, you know, otherwise you know, I think concern. >> We need to put something in the wording about burner pumps. >> Well, it's the same thing. I mean if and actually that's a good we talked about that we might put that in our FAQ but I mean whichever phone they pull whichever phone we will go through

091if something is ringing we will do a search and pull out whatever's in their backpack or or in their device whatever um or we see it in their pocket I mean if it's visible we will take that up and you're correct kids do have they have multiple phones um and so you know we will we will take up whatever is um like I said, if it's ringing and it's going off in the backpack, we'll search that backpack and take out whatever's in there. So, if there's two or three phones in there, they all come out. >> That's an issue. >> Yeah, I know. Another issue was being able to contact their child during the day that we considered maybe whitelisting one email address for the family. >> we don't have that capability. um with how

092that we have our tenant set up. Um we either have a blanket block or no block. And so because it's on a policy standpoint, it's not on filtering email addresses. So I I would be scared to have no block. >> Yeah. Um so I would I would prefer to keep it the way that we have it. But >> and Mr. Rock, we've discussed that and that's in the the question and answer document. You know, what if I need to get a message to my child? We didn't put this in there, but it's like old school. Most of y'all probably don't remember this, but back in the olden days before there were cell phones, people just had to call the office and leave a message. So, um, that that's what we've got that in there that,

093you know, if I need to get a message to my child, I'll call the front office. if my child needs to get a message to me, they can come to the front office and either, you know, we'll let them make a phone call or if we need to call the parent for them or whatever, we can get a message out. Um, and then if something's urgent, like if there's a family emergency, it might be that if it's a message for the end of the day and we get it at 11:00, it might be 45 minutes before we take it to the child. But if it's an emergency, we will, just like we would any other time, we would go down and get the child and and let them know that we will have some limitations

094on, you know, they can't call at 3:25 and expect us to get them a message before they leave for the end of the day. So, we have some limitations on like the la the last time we can get a message to them will be at x amount of time, things like that. and those we put those in the guidelines, but we are very open to any questions or suggestions because just some of the things you've asked tonight, we need to probably go back and make sure we've got that clear clear in our guidelines. >> Yeah, for sure. I just also want to protect our front office staff. >> Definitely >> have parents that are bad that they can't text their parents calling every five minutes wanting to send a message to their kid that's like,

095"Hi." >> Yeah. >> You know what I mean? >> Yeah. No, I I do >> just thinking out loud >> talked about >> in our in our environment culture today >> and and I will tell you this. I mean in a little bit just like Mr. Smith said we're going to be proposing to you some of the consequences and that's what we're going to be proposing now. We might come back in a month or two and say hey we need to adjust these because you know again we haven't this we you're correct we've had this in practice for two years um but not to this depth. So um and we have allowed for personal communication devices like in certain classes if they needed to take pictures or what this law there's none at all. It

096does not matter. They cannot use it for anything. We will have to have districts issued devices that can accommodate those those things. So um there I'm not going to tell you that in a month or two we might not be coming back to say we need to amend or adjust something. I make a motion to approve the cell phone policy. FNC local. Sorry, I can barely see that. >> Sorry, >> I've got another question. Uh, an authorized district employee shall confiscate. Who's authorized? Everybody or >> any district employee, a teacher, an administrator. We're not going to say that it has to be a principal. They don't need to be running to classrooms every time. Um, and and then we're going to have a process. In fact, we're working on that, too. When we take them

097up, we're going to bag them. Not in like those locking bags, probably a Ziploc bag. Um, but we'll bag them. We'll have a a document in there to say what time it was taken up and who took it up, and then those will be locked in the office. Um, so we'll have a process for that. Second. I make a motion to adopt the cell phone policy at FNC as proposed. I'll second. Any further discussion, questions? I do have a quick question. You talk about authorized to confiscate. Is is anybody authorized to search? >> No. administrators are the only one that would search >> only admin. >> So I mean it would be like hey this has gone off. Well I'm gonna say that right now it's only administrators. We're not asking teachers to search backpacks

098and things like that. But if it's something where we feel like we need to search that backpack we will definitely do that. >> What about police? >> Um police have a different we can actually search more than the police officers can. We have we um with this they probably can because we'd have probable cause but we can search a backpack before a police officer can search it. >> Okay. All in favor? >> All against um our next policy is EFB local and this is dealing with library materials and we have a new librarian um Whitney. Oh, and so we're proposing this policy to you tonight. Again, this is one of those from the 89th legislation. Um, and this is dealing, you can see in there where they've um gone through there was some like we

099already had EFB local, but there's been some changes to it and it's really just talking through what our process will be. if there's a challenge to something. Um, it will be donated materials and which would include classroom materials like you know someone donates classroom books. There's going to need to be a process for that now and things like that. And so we are so glad she is on board and she has been um meeting and going and looking through things. So we will have those processes in place but this is the policy and again there will be additional um regs and processes that accompany this. So um but we are asking for the board to look at this policy and make um we are recommending to adopt this policy. Do you have questions on the

100library materials? >> All things added we're state legislature right all of this? >> Yes it is. That's why we're bringing it to you. Yes sir. isn't like, you know, MISD women of the day changing. >> No, it's all based on that. And we've we've got the documentation to show that and these things are supposed to be in place before school starts. So that's why we're bringing it to you tonight because we're we're just up against the time. Make a motion to adopt the library policy EF local as proposed. Any further discussion? All in favor? The last policy we're bringing tonight is FD and it's on admissions and it's dealing with students that are not enrolled in our district. They're either enrolled in private school or they're homeschooled students. This deals with UIL and um Coach

101Derta is here. This is again this is something we need to have in place before school starts. So that's why we're bringing it to you. We already had a policy that had something similar to this, but there was additional wording with the new legislation. So, they have come through and they are recommending this language in our policy. So, that's why we're bringing this forward to you. Um, again, Nick can speak to this probably better than I can, but one of the reasons we have um our kids that are in school, we have no pastel play. we are um you know disciplined. We we can have some um understanding and work with those students and have resources available. If we have students that are coming in that we do not um that are not in our

102system um and you know and they're playing on our sports, we don't have no pass play for those students. We don't have anything dealing with discipline for those students. So, we are asking for uh this this language to be put into policy. >> It's my understanding that county schools by our so far are all adopting the same. >> We already have one that pretty much stated this. They're just I I I can't tell you the exact wording, but there is a reason that they've asked for us to bring this back to the board and and revise the wording. >> I recommend that we adopt the not students. >> I've got a question. >> Okay, >> we'll get there. >> Let's go. That's a motion start. >> So make a motion to adopt the second. >>

103All right. Now further discussion. >> I know this is policy, but do we have any data on how many people tried to enroll their kids not knowing that this was policy for that? I would say probably four or five years ago that was something you saw across several districts and that's why that policy went into place. Um to my knowledge I can as principles or coach um to my knowledge we haven't had anyone in the last year or two but I I I can't confirm that for sure but I'm not aware of >> we're asked often wow we're asked kind of generic questions them actually coming up and trying to enroll like that >> you had she said she's had one since been at the middle school that's that's asked that. >> I'm just wondering

104if it's a big thing, you know, that that >> there are some areas that that that would be um there are some areas that have bigger homeschool coalitions and then private schools um that don't have athletic or or UIL. It might not just be athletics, it can be anything under the UIL umbrella. Um, and so that's when those kids are looking for a lot of those students will go to like gymnastics and things like that, swim, you know, they'll join a swim team and things. So, if they could join with the school, they would probably ought to do that. >> A lot of times it's going to be more of your like your hockey kids like that. want to hop in the district that actually has those things whereas offer like that when I try

105to budge right now. Cool. All right. All in favor? Any votes? Will you consider approving the 2025 2026 uh student code of conduct? And I have to say they did an excellent job because how how soon did we get this? We got this last Wednesday and the principles jumped on it very quickly and um >> it's a very quick turn around here to try to get all this out >> reviewed it and and made the updates and changes to it. Um I will share with you um on page eight um let me get to page eight. Um, one of the one of the additions, there's two additions on page eight. The they've added a short barrel firearm and a silencer or suppressor have been added. So, those are two additions. And on page nine, we

106added we've done this every year that we brought we bring it to you every year. The board must approve the student code of conduct. Um, and so we bring that to you every year. We we have added each year um on the pocket knife, there's a a definition in the glossery of what a pocket knife is, but we've said any other small knife, we've added that in. So, any knife at all would fall under this category. Um and then the next is is what y'all been waiting for. >> Reasons for that is I know kids like to it also reduces on damage to the campuses. It just it just makes it real clean for administrators. You just don't have any knives on on your person in the building. And >> does that include plastic knives

107in their lunch? >> No. No. Good question. No. No. No. Good question. >> Okay. The the next is um in the handbook is the dealing with the personal communication devices. And we we've had that in there because that's been part of our procedure for the last two years. But the state is now requiring that we put the consequence. Normally in the student code of conduct, you don't get down to the details of everything. Um but they are asking that that in the student code of conduct that we put those outline those details. So we have included those in there for you. We've actually gone through multiple different things. We've looked at several other districts around um you know we we took out the DAP placement. It might be that we're going to have to come

108back and say we want to add that in. Some districts are sending them to DAP and things like that. We're hoping that after the first time they won't do it again, especially after the second time that it won't happen again. Um but this is what we're proposing to you. Again, the board has the decision on this if there's something you want us to change, but we do need to get the student on >> um it's on page nine. >> Nine. Okay. >> Nine and 10. Nine and 10. Um, we do need the student code of conduct approved so that um, with whatever changes or that you want or deletions that you want in there. Um, because we're registering kids and we need to get we have our current student code of code code of conduct

109out there with the information that we will be giving them the new one because we knew it was going to be coming late in a legislative year. First time uh that uh anything is out or in use, it will be taken up and it can be returned to the parent or guardian that afternoon. The second time it will be taken up and it will be returned to them one school day later. Um, and we have defined that a school day would be the next day in the a the next school day after 3:00 because we don't want parents coming up at 8:00 the next morning and saying, "I need I need the divine." >> Is that defined? That's >> it's defined in this. It's defined in here. Yes. >> What I was about to ask

110and um and then it it goes from there. How do my administrators feel about keeping a cell phone for three days? >> Doesn't bother me. It goes in a drawer >> or it go >> It comes locked. Yeah, >> it will be in a secure the vault. >> Yeah, it's not in my actual >> problem. You take a kid's cell phone day, give it to them, their parents at the end of the day. You take a kid cell phone for three days, something happens during that three days, that kid ain't got cell phone. And I'm talking after something happened to that kid because it helps. >> Well, this is the board's decision. So, if you if you choose to change language that we're proposing that we we're open for that and we just we need

111to make those suggested changes. Um, we would request that we would do those tonight. >> Guys, um, >> there are many occasions that when we do take up a student's phone at the middle school, the parents tell us to keep it for a week. >> Sure. We have lots of parents that that that choose to do that because their their student didn't make the right decision. >> Sure. And I think I don't want to speak what I'm hearing. And I also got the same feedback from Steve was at that point that's the parents choice, not the district's choice. >> We do confiscate sunglasses, hats, knives, anything. and we can keep them for whatever period of time we choose to keep them for. But I understand that a communication device it it falls into that category.

112But but I understand that it is used for communication. >> It is typically more valuable than a hat or some Most of these kids are carrying around. >> Some of them have two and three of them. >> Yes. Exactly. maybe confiscating the burner and the second burger. But that's again >> on that same note, you'd have to stick with number one there. They have to go at the end of every day. But >> it would if we do that, it would be available to them at the end of the day. Um, yes, it would >> otherwise they're going home and parent can't get a hold of them because who knows where they're at. >> The parent has to pick up the phone. We will not return the device to the student at that point. That

113is the parent's choice. districts. >> But if okay, let's say you take a kid's cell phone, are his parents going to be notified? >> They will have to be notified that day. Yes, sir. >> Okay. >> Yes, sir. Yes, sir. You're a good question. No, I mean as soon as it's taken and and also they're they're like that day when they come to pick it up or if they choose to wait a day or two to come pick it up, the conversation will be um the administrators will have a conversation with the parents to let them know, okay, this is number one that this is, you know, and with the student too, the importance of this. This is a new state law. This is why this is in place. And and possibly there are some

114districts that are even saying after one time they're not allowed to bring them back. I don't know how we know if they bring them back or they don't, but to have that conversation that if this is something that you just keep pulling out and need to maybe you don't maybe you do need to leave it at home, but that's the parents decision to do that. Um, but yes, to have a communication to have a conversation with the parent and the student. >> I know some districts are applying a monetary. >> You can't do that anymore. They took that out. >> They did. Mhm. >> We we've had monetary but and the state took that out. >> I said >> it surprised us all when we did the meeting. >> They took that out. That that

115used to help. >> If if they had the monetary, we would have definitely left that in there. But um the state took that out. >> So what if you do the first offense, they can get the phone back that afternoon with a a parent has to come get it, right? And that way no kids ever without their phone in the evening for 3 days and no parents wonder where they are. But you increase the actual consequences like I don't know the tension or you know something like that on >> well it would be it would probably >> for each offense versus the time. So I don't I don't know. So, I have done some research on this myself >> uh because it's such a hot topic and I have lots of families and and um

116that's in school districts around the area. So, I've talked to five different schools uh whether it's administrators or principles to see what their policy is. Of course, a couple of them are still trying because they're they're meeting tonight as well to adopt their stuff. But I have different options that aren't going to be taking up a phone for multiple days that I think we should probably look at. I mean, I know Kennedel did had the monetary thing. I guess that's no longer a thing. Um, which was fun. That's the teachers love that cuz that all that money went to the PTO. That's how they got their Christmas and the other parties. So, >> but I guess that's out of the that's off the uh off the block. But um just trying to think of some

117ways because I think Mr. Bully even said a while ago like a child not having their phone when it's the school's choice just not a safe call. I think that's going to open us up for some some legal stuff later down the road poss you know the possibilities of that. So I think we should definitely visit revisit the uh second offense on now for sure. >> Okay. Well, I would like to have that conversation tonight so we can get that. I mean, our next meeting is on the 14th and school's already started. Um, maybe that's only one day. So, I guess they'd only have one day of an offense. So, if you want us to bring it back to you on the 14th, but I mean, we've got to have it by law. We have

118to have it um and and it's got to be in the student code of conduct, and that has to be approved by the board. >> So, um Yes. and and >> so I can I can go through and walk with you right now because I have all I have all my notes right here. So it's like first offense, same thing. This is coming from a 6A school. So first offense is uh student has to walk to the office. The parent has to pick it up at the end of the day. The second offense is um the same thing. They they pick it up at the end of the day as the parent. The third offense and that comes into um they're required to check their phone in at the office when they walk in school

119and they can pick it up at the end of the day for 2 weeks. So basically it's on lock down for 2 weeks but they have to turn it in at the office and pick it up at the office at the beginning and end of every day. The fourth offense it goes to four weeks and then the fifth offense is for the rest of the semester they have to basically put their phone and phone check. So I mean that could definitely be something we can look at >> and we can do that. Our principles and I don't want to y'all can correct me. They felt like after a point in time there needs to be also a disciplinary consequence. >> Um you know because if it's something that you're continuing to do then there needs

120to be some some other >> consequence along with that. So, I guess I'm saying that I would request that we would definitely leave ISS in there even if if we're taking it up. Now, the other issue is if we take that phone up, you know, bigger districts, six state districts have four or five people in the front office. We have one person in the front office, >> right? >> Um so, that's the other thing. It's taking those phones up and and specify whether or not we were going to search those kids if they said, "Oh, I didn't." >> Right. Well, they would have to be searched. I mean it have to be searched or it would have to be someone I mean so again >> you know it would yeah I mean that's exactly right.

121>> So we have the disciplinary where we have the ISS different levels but if you go to number two it says if a personal communication device is out then you know a parent or guardian has to come pick it up and then we can start doing discipline. But if you kept that phrasing and then just kept the disciplinary piece that's at each level, that meets what they're saying. >> That's kind of what I was >> I'm essentially saying >> they have to come pick it up every every day. >> I'm fine if we make the disciplinary >> and you're putting the pressure on the parent, the grandparent >> or guardian >> to come get that every single time. >> I don't think they're going to come that also. Maybe they would. to be able to

122follow it be more consistent across the board. >> Could we could we leave it open like like a vague discipline thing? So after the second offense, it's like I mean I'm just saying like just a disciplinary action, you know, according to their administrator because at that point that's a problem child and they need to go to ISS maybe when it's somebody that you know what I'm saying. We just say I'm just I'm just thinking out loud. >> If you break the law, it's the same ain't fine for everybody. You know what I mean? That's my opinion. >> And I guess my other question is first offense, second offense, third offense, fourth offense. Is that for the year? Is that by semester? >> No, it's for the year. >> It's for the year. So >> it

123it it it it's stacking up. You don't get to start over. >> So you do it once once in August and then you don't do it again until May your last couple, you know, whatever. That it's still it's it's a crude, >> right? That's correct. it doesn't refresh it semester six weeks or anything like that. >> And we can do the first two offenses that the parent picks up and that is doesn't start until the third offense which is what we've got in there. Um so we can leave it like that and we did have DAP in there and we took it out. A lot of districts are putting DAP placement. Again they I would say this if they are being defiant about something you there's DAP placements for something outside of the cell phone.

124for like not turning it over and things like that. And I would I would say this, I don't do y'all want to do y'all want to add in there that on the third one that they would have to turn it check it into the office. I'd be okay with that. I mean, it makes a little bit more work on the front office to be able to account for those things and and remember every morning I need to get Johnny's phone and he's got to put it in here. I think >> when they go to ISS, when they go to ISS, we take them up anyway. >> I think >> I mean when they go to ISS, we take up their devices anyway. So on the third offense, when they go to ISS, it's going to

125be taken up. Correct. >> So that kind of takes care of it. >> Is there was on the plane I haven't slept much. Is there anything in here in the code of conduct that says if you're in ISS or you've gone to ISS that there's like you can't participate in >> graduation. Well, there's there's things for exemptions. >> It could be something with sports or >> test exemptions and things like that. Yes, there are other consequences that will be in our guidelines that are pushed out to the parents to I don't know that everything but yes there are consequences once they get so much iss [Music] football player goes to ISS with their phone on Friday and he can't play that day >> and it's the there's other things >> I would imagine coaches are

126going to make sure they don't >> I would imagine coaches are going to make sure they don't >> that was One of my questions is like, so with athletics being first period, do those athletes, if they add, fence, whatever, have to turn their phone in, does that start first period if they've already been at practice for an hour or does that start when they enter the school building? that when when they come first when the first period starts, if they're outside of athletics, that's one thing. But when first when we say first period starts and they walk in the building, there should be no phone >> or no no personal device. >> If they're playing football, they can't really have >> their class is probably not an issue. >> They get to that point where

127they have to turn their phone in the beginning of the day, pick it up, >> y'all. The coaches would just take it up and then have to like a teacher. I mean any teacher, any employee would just have to take it up and bring it down when the kids come in. Yeah. >> Do we really want to do that? >> Taking them up. >> I'm just asking you. >> Well, we are taking I mean that is part if we >> No, I know we're taking them up if you get them in that. >> We're talking about as a discipline. >> Third offense. >> The third offense. They're in ISS and we take the phone up when they go to ISS. DAP and ISS, they don't have their that their devices are taken. >> Are you

128recommending the holding it till at the end of the day? I guess they are going to be holding it anyways, but when they get in trouble and they say, "Hey, for a week you got to bring it to the office for the first period." Are we recommending that or not? >> Right now, what we have in there is on the first offense, it goes to the office. Parents have to pick it up at the end of the day. On the second offense, we were keeping it for a for a one-day period. So, we're saying we're going to change that. So, we would be taking it up and keeping it till the end of the day. >> Until the parents come or until the parent, >> right? Till the end of the It's till the end

129of the day or until the parent picks it up. That's correct. >> At the end of the day. >> That's right. >> If it sits there, if it sits there for two weeks, that's >> Now, my question to principles is then the ISS would kick in on the third time just like what we have in there. And so what it would amount to is we're going to be keep as many days as they're in ISS, their phone is taken up from the beginning to the end. >> It's given back to them at the end of the day, but it's it's taken up um while they're in ISS. >> So we're requiring parents to pick it up every time. >> No. No. Because not on the days they're in ISS. The kids are get it issued

130back to them. It's the the only time a parent has to pick it up is when we've actually they've had it out and used it and they weren't supposed to. then that for that concert that day the parent has to pick it up. >> I got a question for coach. Um how often are you aware of these by like so obviously you're worried about players on Friday being in school this morning. So would you you think you'd be informed on the second offense that hey they've got two the next time they're going to ISS and you could have you know a little more intervention on the sports side you know talking to them or >> Yeah. Usually the front office like if a kid went to ISS they send out an email to all those

131teachers and all you know whoever's on their schedule saying you know Johnny so and so is in ISS please you know pick up or please send this work to the ISS teacher. So I think if you did that as well and then then you put you know four phone >> but could you not be notified at the second offense? >> Yeah I think he's more like a great alert right second offense. So you other football coaches that have these or any sports coach has these relationships with these kids can say hey >> just going into the center >> and I would say that's going to be the kids to come and let us tell us why they're in there. So like we we can know, you know, why they're in there. >> Well, I'm talking

132about having those conversations like, "Hey, you do this one more time, you probably won't be playing the next football game because, you know, >> trying to get ahead of it before it's >> Well, it's like when I was in high school, you were acting stupid in class, that teacher would notify the coach, man. You were getting smoked after school." You know >> that counts. >> It's conversations. >> Have conversations. >> Yeah. >> Is there going to be a nice [Music] >> Yeah, that's so y'all know, hey, next time they're going to be out for three days or next time they're going to be out for one day. you could just, you know, hey, you do it again, you're probably gonna miss this game or, you know, whatever. >> So, we definitely have those conversations with

133that will be part of the we have to let parents know, >> right? >> I think what I'm hearing these two say is like he wants athletics to be notified on the first and second offense so that they're aware that they need to be having a conversation. >> I'm not saying they have to be. I'm asking if would that be beneficial? >> I'm going to say that's also I mean at high school you charge kids I mean there that to be in athletics to be in FFA to be in these extracurricular band I mean those kids need to also be in communication with their coaches and to let our sponsors to let them know but we'll we'll try to work out some way for them to >> that doesn't even have to be a formal

134thing coaches >> so so point of order here are we going to make a recommendation of keeping the language the way it is minus the however many days of phone jail that we're talking about here and just stick with the discipline area of the ISS right and then parents pick up device at the end of the day >> so that just means first and second are basically the same question >> correct >> everybody that administrators how how do we feel about this >> I'm okay with whatever is decided we just want to have a process make And again, yes, >> someone said something about you take their phone. If you can't find a way to know that your phone is not with them or anything else, just keep on going whatever they want to do.

135>> It's true. It's true. But >> pay the fine for that phone. >> Yeah. I don't know. I don't know. And unfortunately, we can't control that. Otherwise, we become school TSA. And I don't I don't know that we want to get into that business. >> I mean, the school I was talking about earlier, they do have a policy for burner phones. So, if a kid gets caught with a phone, let's say third period on a Monday, and they get caught with the second phone. >> Well, it's the second. >> Well, theirs is they go straight to ISS. >> Well, we can add that in there if y'all want to do that. I mean, if if to me it would be the second offense. >> I was thinking leave it in that you could burn through

136three offenses in one day depending on how many phones you have. I guess >> I mean every time if in that one day if if you've got a phone out and then the next period you've got some other kind of personal Yeah. That's number two and then that's number Yeah. You can you could have three offenses in a day. >> So and that's that brings up another thing too. We got to make sure that the board talks about smart watches as well. >> That that's that's included. They cannot wear a smartwatch. That's part of it. >> No smart watches. No. >> So, am I hearing this right? So, I can cl clarify this. Is not making just yet. We're saying we're keeping number one. We're keeping number two. >> Number two will look just like

137number one. Number one, first and second offense are the same. >> Okay. >> It's what I'm understanding y'all to say. >> And then three >> and then and then third offense and everything else stays. But it but it's just it's just that that day they'll get it back. We take it up and that day they get it back. >> It'll be the same as one and two just but let's say they get it back based upon the guardian coming to pick it up. >> The guardian to come pick it up. >> I have one more point. >> So we find them with the phone, right? That's first offense. But as we're searching, say you saw them with their phone, they threw it in their backpack and you're going to get that as you're searching it.

138You find earbuds, a watch. That's all one offense, right? >> That's all one offense. And that was right. The only reason we would be searching the backpack is if the phone went off. >> All right. >> I mean, they're going to have some of them will have their phone in their ear, all of that in their backpack. But but as long as it's not going off or they're not pulling it out, communicating with somebody. >> Two or three offenses can be fairly common like a phone go off, you know, forget to put it on silent. So I I think the first two or even three doesn't have to be an insane discipline. However, they can rack up three of them real quick in one day. So >> So also what point this question? I know

139we're talking about you just mentioned earbuds. I know several people have they're using their Chromebooks. So they're using school, but they also have their earbuds are connected to it. So that means >> if if the teachers have assigned something for them to do in class on their Chromebook and they're supposed to use headphones because they're listening to an audio book or something, then they can have headphones in because it's but but it's because they're using their district issue Chromebook. >> Okay. So the earbuds will be okay if they're using the district >> if the teacher has right if that's an assignment that we're gonna be reading a novel and everybody can put in their um we talked about that too. So, and again, like I said, I'm sure there's going to be things that come

140up that we haven't thought about that issues that we might have to come back to you with. But >> one thing to clarify, and I know this is probably an obvious one, but if let's say drug, you know, we have a suspicion of some kind of drug when they open up the backpack and there's devices in there, that's not going to get them in trouble at that point because we were looking because of the other reason and it's put away. because we've allowed them to bring the the policy you just approved allows them to have a personal device. It just has to be out of sight and not in use. >> Correct. >> I recommend that we adopt the uh 202526 student code of conduct with the revisions u explained by Mrs. D. >> I'll

141make a motion second. Any further discussion? I do have a question um about this kids who walk home, their parents are at work or whatnot. How do we make accommodations for that? >> I mean, parents are going to have to know. I mean, we will be contacting that parent. It's kind of like, >> right? I mean, we'll be contacting that parent to let them know, but um I mean, and we're going to be pushing out graphics and all kind of information. So, I mean, yes, sir. >> And then are we working with Jenny to get this document that we've already got something? >> Mr. Sherman had something. >> We may have to tweak it. >> Yeah. I just had a question. So like um you know the the offenses rack up throughout the year like

142he was talking about. So does this policy is this going to be from day one like if they have an offense on day the first day of school or are we going to say like those first three days of school it's we're we're this is the new how it's going to be and it's going to go into effect on the Monday. I I would say that we're going to say it's going to go into effect on I mean >> you're all going to remind everybody on that first day, but then it'll be date the next day. >> So, day two it'll go into effect. Yeah. I think just that way they can't rack up three offenses in the first day whenever this is all new to them, you know. >> So, any other further discussion?

143>> All in favor? The revised? >> Revised. Thank you. Okay, we'll go ahead and go to the next item. Uh consider all matters incident and related to the issuance and sales of April Independent School District maintenance tax note series 2025, including the adoption of a resolution authorizing the issuance of such. >> All right. So, um, y'all previously voted and adopted a resolution that was items to reimburse ourselves for future issuance of a maintenance tax note. And so, this is what this maintenance tax note is that we're bringing tonight. Um Jeff Robert with our financial um advisor has solicited bids from different banking institutions to um basically give us an interest rate on a 1 million $25,000 maintenance tax code tax series 2025. And so you can see from that first attachment, the first page, we

144had three proposals turned in. Uh Frost Bank was the leading proposal with a low interest rate of 4.24%. And so that would be the recommendation to and you can see if you go to that second slide of what I got Frost and then go down the bottom you can see the payments schedule there and the payment amounts are roughly about 127 128. It starts getting less and less as you go down that scale, >> which is actually good because we actually budgeted for 150,000. >> Yeah, that's kind of it was one thing that seeing some of these percentages this morning helped me finalize and balance that budget that we presented earlier. >> I recommend that Approve the issuance and sale of Metro School maintenance note tax note series including the adoption of a resolution authorizing

145the issuance of such a motion. >> Um I don't think it would hurt if he did. I think it would probably be a good idea. >> Yeah. >> I'll make a motion to >> you can just say >> to the maintenance tax note with Frost Bank as >> second. Any further discussion? All right. All in favor. The next uh two items there you'll see our quotes and that's for the elevator elevator uh quotes and we put those out. We had two or three different companies and we tried to get quotes for them. And down here, okay, there it is. So, you can see the total amount there. That's basically talking about the build the building process. Um, Josh was 139,000 at >> 139,500. It's on the very Okay, I'm sorry. It's 139,500. There's actually two

146of these. So, because there are two elevators, so I recommend that we approve the two the two estimates u to have them. And basically what we're doing is we're taking our existing elevators and they are going in and essentially rebuilding all the mechanism and all the things to make them like new again. The only difference is the itself won't necessarily necessarily change anything. It'll just work a whole lot better. [Music] >> Yes. And ours we're kind of locked in too because I learned this is that there's just we have a very specific type of elevator and so therefore it kind of locks you into a certain price point because top later. So, we did get multiple quotes. This is just the one that you guys have an allowance of $10,000. >> I can't. >> Yeah.

147Make a motion to approve as further discussion. All in favor of fixing the elevators. >> All opposed to fixing the elevators that way. [Music] Stainless steel. It is 8:46. Six. [Music] All right, it is 10:05. We are coming out the close session. All right, no actions to be taken. We do have call a special board meeting for August 14th, 2025. Everybody good with that date? >> Okay. And that's when we'll go over the stuff for the last piece. Again, if you have anybody that you would like to serve on the committee or help serve in some way prior to being called [Music] any dension calls >> 10:06 Six. >> Probably that good.