001already done. So, please remember that the board's role is to set goals, listen to reports of the superintendent and staff, approve budgets, set tax rates, approve contracts, approve personnel recommendations, and make policy for the district. We are not here to make management decisions. Management is the responsibility of the superintendent and his staff. We like to start our meetings off with reading the mission statement. And tonight, trustee Jonathan Green is going to do that for us. Jonathan, >> is it >> I'd love to tell you I had it memorized, but >> well, I can't make it appear. So, >> okay. Uh, our mission, Midway ISD, will maximize individual potential within a learner centered and supportive environment to prepare students to excel in a global society. And my my thought on our mission statement is to remember
002that it doesn't just apply to students. That uh it also applies to our teachers and staff. And I think it's important to remember that tonight as we honor our our district and campus teachers of the year, which I'm very honored to be able to get to do. Uh I think it's important for us as a district to maximize the individual potential of our teachers and staff so that they can give uh the best education possible to our students. Give them the tools, the resources, and the things they need to be the most successful. So we we need to remember that it doesn't just apply to students, although the students are the the end goal of what we're trying to do. We're obviously here to educate kids, but it's also important to take care of our
003teachers as well. And I and I hope that the teachers and staff of Midway you feel that us as a board and that uh Dr. Allen and his staff do the best we can with the resources that are made available to us by the legislature to take care of our teachers and staff because it's super important. So >> I think it's very well said, Jonathan. All of those things are very important. So >> thank you for your thoughts on our mission statement. We also like to have at all our meetings a moment of silence. So you all please um be silent for about a minute or so. We will do that. Thank you. Next we also start our meetings with the pledge of allegiance. And tonight we have representatives of Spiegel Elementary School and their
004principal Mandy Bronstead to lead us in that. >> Good evening and excuse me, thank you for joining for letting us join you this evening. I would like to share with you some of our fifth graders that are on some various leadership groups that we have at Spiegelville. So, first we have Sheridan Bolton, Matthew Oshi, Brenley Brown, Bryson Garcia, Penelopey Garcia, and Cooper Brockmire. If you would please stand and join us for the pledge. I pledge alce to the flag >> of the United States of America and to theublic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Well done. Thank you. >> Yes. Everybody take a picture that would like to get a picture. Next up is our recognition, which is the reason most of you are here
005tonight. We always love having a full board room, but we know really why you're here. And Jonathan Green is going to hand out the certificates as we do the recognitions. And Dr. Allen, will you start with our September recognition days? >> Yes, ma'am. Thank you, Miss Vic. September recognition days, uh, all month is hydrophilis awareness month. Um, September 11th is a day that we commemorate the tragic terror attacks in New York on September 11th of 2001. Texas First Responders Day is also September 11th. National Hispanic Heritage Month goes from September 15th to October 15th. Celebrate Freedom Week is September 15th to September 19th, uh, which Constitution Day September 17th, so those overlap. And then American Indian Heritage Day is September the 26th. >> Dr. Alan, can I interject one? >> I just because I'm an
006IT professional. I believe today is IT professionals day is today. >> I believe that's accurate. I saw something on our social media. >> So definitely want to be sure we recognize our outstanding IT professionals here in the district. >> Yes. Let's applaud for our own. >> It was a happy day. It was >> Thank you, Mr. Whit. >> Awesome. Okay. Next, we have Dr. Alison Smith of MHS um principal recognizing the MHS MCJ ROC Naval Honor School. Thank you, board. Um tonight, we're proud to recognize several outstanding achievements across Midway ISD. First, let's celebrate our Midway High School Marine Corps Junior ROC program, which has been named Naval Honor School for 2025. If our cadet officer, Senior Carrington Moore, Unit Commander Lieutenant, I'm sorry, Senior Aaron Willis, Senior Katie Sonnenberg, and then our unit commander,
007Lieutenant Colonel Jake Urban, and also Master Sergeant Juan Lopez. Y'all go ahead and come on up, too. Um, Lieutenant Colonel oversees the JRO JOTC program. Um, and he'll join us up here at the front. We'd like to do a pinning ceremony to hang the streamer on the unit flag. And so, Dr. Allen, if you'll come down to the front um and join us for the pinning. The Naval Honors School recognition is given to only the top 20% of units nationwide. It reflects the cadets and instructors excellence in leadership, academics, drill, and community service. MCJOTC units are evaluated on several factors when earning this honor, including inspection results, academic achievements, community service, competition participation, cadet and program professionalism. Midways cadetses excelled in each of these areas, bringing great pride to the high school and to our
008district. This is the second consecutive year our program has been named a Naval Honors School. Congratulations to our MCJROTC program for once again bringing this national honor to Midway. >> Congratulations. Good job. >> Yeah. Well done. >> Okay, Alison, you're still there from the National Merit Semi-finalist. >> Yes, ma'am. Next, we are thrilled to recognize the three National Merit semi-finalists from Midway High School. As a National Merit Semi-finalist, these students are among the top 1% of high school seniors in the nation. When I call your name, please come to the front and join us so we can congratulate you. And first is senior Zoe Patansis, [Applause] senior Lily Lou, and also senior Kennedy Williams. This year's three honores are up from the two that we had last year. These students have achieved this honor through
009outstanding academic performance and exceptional PSAT scores and they now move forward in the competition for national merit scholarships. Let's give one more round of applause to all of tonight's honores, the cadetses and our honores for national merit. Okay. Yes. Thank you, Allison. Next, we have the 2025 campus and district teachers of the year, and Dr. Ashley Kudson's going to tell us who these people are. >> Great. Good evening. Thank you all for being here this evening. Uh we want to recognize our 2026 campus and district teachers of the year. These teachers were elected last year but to represent this school year. Um these educators are just remarkable. They were chosen by their peers which makes this extremely special uh because of their commitment to students, their innovation in the classroom and the way they go
010above and beyond each day. So when I call your name, please join us at the front. Um I don't know that they're all here tonight, but we'll go ahead and recognize everyone from our elementary schools. Castleman Creek Elementary, Jasmine Eubank. I believe she is out tonight and she actually moved to our middle school but she represents Castleman Creek from last year. So that's Jasmine Eubank. Next we have Chapel Park Elementary School Ashley Crumpton. Ashley here this evening. Uh Hu Elementary Representative Annie Jones, Park Hill Elementary, Kayla Kubitza, Southbosski Elementary, Paula Farmer. And I believe she's out. I know Spiegelville Elementary representative Robert Galinsky is here. Dr. Linsky will come up from Spring Valley Elementary, Stacy Morgan. [Applause] And from Woodway Elementary, Pamela Blair. [Applause] From our middle schools, uh, River Valley Middle School has two.
011We have Alicia Danforth and Adia Richardson. And from Midway Middle School, Angela Pelican. And we also had from Midway Middle School, uh, Sarah Tackleman, who is no longer with us, unfortunately, but, um, going on to do great things. from Midway High School. We have two representatives. Megan Brown is our first and Roger Sllayton, who is not here this evening. Um, among this incredible group, we also have two of these educators who went on and were named district teachers of the year. Our elementary teacher of the year from Woodway is Pamela Blair. If you'll step forward. And our secondary teacher of the year uh for Midway ISD is Megan Brown from Midway High School. >> Congratulations to each of you. We are truly so grateful for your dedication and all that you do to serve our
012students. Yes. [Applause] Thank you, Ashley. I think we can all say all of our teachers in Midway are outstanding. So for this group of people to be recognized as the teacher of their campus is truly extraordinary and they must really go really go above and beyond. So thank you all very much. So the next agenda item is parent comments and we do not have anyone tonight that wants to speak. So we will move on. So this is where we pause. Most people are leaving anyway. They know the drill. But this is the end of the recognition. You are welcome to leave at this time, but we would love for you to stay and listen to the business end of the board meeting if you want to. >> Obviously, you don't. So, >> we probably didn't
013hear me. speaker. I think my microphone is working. >> You're telling Pete what >> No, it's not that YouTube. >> Okay, let me move down >> bilingual ESL program update and that is going to be given to us by Kim Johnston. Is that correct? >> These are information. >> Oh, they're information. That's right. Okay. If there's any questions, we'd be glad to answer those. >> Thank you. >> I forgot we don't do all those. >> Yes, sir. >> Fall that will make it through that funnel. Is that the plan or what from a timing standpoint? >> Probably. >> I don't have a problem with anything on the list. I just don't Okay. >> Right. Thank you. >> This list will is will be on the next agenda for well we'll consider >> Hang on. Let
014me get to the right page. 105. Okay. >> All right. I have to get to the next page. Thank you for correcting me on that. So yes, we did not any any no one really want to discuss the annual bilingual ESL program update, Midway ISD education foundation IRS form 990 list of library books for procurement or 2024 25 star results. So now we're on presentation discussment items. If I followed my script, I would have done better. So first is the monthly finance report. Wesley's not here tonight. He's out supporting his son. >> Yes, ma'am. >> His um polo, water polo, correct? Yes, ma'am. >> So, Dr. Allen's going to give us the report. >> Exciting. I'm going to talk school finance. There we go. So, really there we're so early in the year that there's
015not a whole lot to update by way of finance. But I do want to draw your attention to page 109 and 110 if your packet please. And what I'd like to just point out very quickly is that in comparison to the first 10 days of the prior school year, our current enrollment is down 77 students, a little bit less than 1%. Elementary campuses overall have decreased about 78 students. Middle school enrollment is down about 25 and high school is down 24. As you know, enrollment is used for budgeting purpose and um it is very similar to last year's enrollment. While a decrease in the district's overall projected enrollment is a negative indicator for state revenues, state aid is largely based on average daily attendance and student populations or what we call up here all the
016time WADA. Since the majority of this information is still unknown at this juncture of the school year, it's difficult to project where our Wada will end up. I do expect for us to have an update on this in October. We'll we'll have a better feel for our WADA and then I'll give us a better sense for what we might expect by way of any budget impact. I'll remind you the last couple years we've been flat to down just a little bit, but our WADA's been up and so it for purposes of the budget we've been neutral. I'll also just share a bit of information with you. So if you're looking on page 109, you'll see on day 10 that our enrollment was 8,712 students, which is like I said earlier down 77. Today, our enrollment
017was 8,739. So, that number continues to creep up just a little bit, which narrows that gap. And then if you go to page 110, you'll see a a graphic representation of what I just told you verbally. And that is kind of how these numbers have trended. And so, um, you can see how the numbers have kind of tailed off a little bit um at the high school and elementary, middle schools, although down 25 this year is still up like overall compared to some of our previous numbers. So, you know that we track these enrollment numbers because their connection with um our uh state aid, but just wanted to point that out to you. >> Thank you. Does anybody have any questions for Dr. Allen on the financial report? >> Thank you. Next is the 2024
018and 25 A throughF accountability ratings and Dr. Odima will give that to us please. All right. It is my great pleasure tonight to brag on the great work of the teachers and students and leadership of Midway ISD. So, we wanted to go through some of our uh performance um outcomes for the 24 and 25 school years because we've had some of that data released. Now, you may remember that the 2024 accountability ratings were held up in the courts for some time and then they released those August 15th um along with the 2025 results. So, we're going to look at some of those things side by side. you had some um grade level stats in your um There we go. Sorry. No idea what that is. >> Oh, it's on my computer. Close the computer lid.
019>> Thank you. Okay, carrying on. It's fun of those nights. >> So, we'll look at 24 and 25 alongside also um the 2023 scores to give you some um context. We're going to glance very quickly by grade, by subject, and those performance bands of approaches meets masters and then look at a comparison with state, region, and district some of um the information that you had in information items to set the context for what our actual accountability ratings, the A through F ratings um that we received for our campuses and our district. So to begin with reading, if you look to the far right of the screen, um to achieve an A, you would have a 30 on the far right bar, the M's bar, that's that aqua color, a 60 in the red bar, which
020is your meats achievement, and then a 90 in the tall bar, or close to a 90 um in the approaches. So 30, 60, 90 is what we'd look for to be an A. So clearly our third grade um reading scores were very good this year. They're up from the previous year. Um so, uh very proud of those. Um third grade readers. Excellent work there. Um fourth grade also held steady >> map. Pause you for a moment. We had this in our board packet, but we can't find it on the page. >> Where is >> It's in the information items. >> Information items. >> It's in the information items. It's page 81. >> Okay. Thank you. >> She's on page 82 right now. >> Okay. >> Thank you. >> So, fourth grade reading also looks really
021good. The master's performance is up from last year. We had great um fifth grade reading outcomes for approaches. Masters is up. Fifth grade had a great year in reading. So, excellent work there by our students and teachers. If you look at the state and region averages, we are significantly above um those numbers. So, very proud of fifth grade outcomes there. Sixth grade, again, um we're uh surpassing the things that we've done in 23 and 24. Looking at those together, masters is at 45%. So that's excellent outcomes for sixth grade reading. Seventh grade reading um is slightly down from previous year. Um and our approach is a little bit down. So that's something that we're looking into closely. Eighth grade is a little bit down from the previous year. Still 42% masters overall. So that's a
022great um number to have when you when 30 is kind of the marker. Um English one, outstanding work there. 39% masters, 78% um meets is excellent. And then this is the English two scores. So we want to work on masters in English two, but we look great in the meets and approaches area. This is our star alt performance. These are the um multiple subjects they take in star alt or multiple grade levels. These are individualized tests for our students in special education um that are in self-contained classrooms primarily. Moving on to math. Um we had um great performance in math. Our masters is up in math. Our approaches is down a bit and we want to continue to work on math in third grade. But we had some great um masters increases from 24 to
02325 in fourth grade down a bit. So we'll continue to work in that area. Fifth grade math saw some gains. So fifth grade overall was great this year. We're excited about the students progress last year and what they'll do this year as well. Um down a bit um in 2024, but we're seeing gains now coming back um to where we were in 2023 in the sixth grade math. Um seventh grade math also down a bit. So we've got some work to do in seventh grade math and then in eighth grade math as well. So you'll see that we've targeted those middle grades math in some of our um upcoming slides and areas that we want to work through. Algebra 1 looks great. Our overall passing rate and our master's performance looks excellent. This is a
024combination of eighth graders who take algebra 1 or middle school students who take algebra 1 and freshmen who also take that course. This is our star alt math. And then we move on to science. We have fewer grade levels that take science. Fifth grade science looks the best it's looked in years. So, we're excited about the progress we've made in fifth grade science. In eighth grade science, we're down just a bit. So, we'll continue to use that. We've bought some new curriculum for science a year ago. So, we're just getting to the implementation of that. So, we look to see gains from that as we continue to implement the new SAS curriculum. And then biology looked great again this year. So, they're doing a great job in biology at the high school. This is our
025star alt science. And then finally, social studies. Eighth grade social studies is another target area for us that you'll see later on. So there's some areas for us to concentrate on there. US history had great outcomes. 52% masters is excellent. 99% overall passing rate. So um there's not a lot more we could ask of them. So great performance from our students and for our teachers. So huge celebrations here I think um in many many areas for our campuses and for our teachers and for our students. and this is star alt social studies. So to put that in context, all of those results are taken into account for the campuses and then that creates ratings for campuses and then proportionally we get ratings as a district. So we're going to look at some of those campus
026ratings tonight as a whole as all of the campuses combined and how that looks for us as a district. When they take an overall campus rating, there's three domains it's broken into. The first one is student achievement. Miss Vic, do you need to catch up on slides now because it's in a different spot. >> Thank you. Appreciate that. Becky, I know where this one is. Thank you. >> Okay, perfect. I know I changed the book on. So, yeah. Okay. >> So, the first one is domain one. So, where you see that blue ribbon? So, that's student achievement. That is strictly performance on STAR or EOCC assessments. So, we want students to do well on STAR and that achievement matters for domain one. But in this accountability system, you may remember that we also get uh
027credit for students that make progress. So if you don't have a high achieving student, but there's still a student that makes progress, this system will also give us credit and that student credit for making growth. And so you get that from the green area in the middle. So that's your school progress measure. That's domain two. And there are two ways you can achieve um a score in domain two. One is from growth and that's a student's performance the previous year compared to their performance this year on the star test. Or you can look at their achievement score in relative performance and that's the achievement of your school compared to other schools that look like you that have your same socioeconomic um percentage and then they rate those schools um throughout the the state in your
028uh campus group to see how you achieve compared to those other schools. So the best of one of those three scores is 70% of your overall grade that gives you your A throughF rating rating. The last 30% of that score comes from closing the gaps. That's domain three that are on the end. And that is um targets for specific student populations that are federal outcomes that we're supposed to be achieving toward um over the next 10 15 years. Very specific targets. So, um, when we look at all of the campuses in the state to the left side of the screen, of the 9,084 campuses in the state of Texas, 31% of those campuses increased their rating ABCDEF or ABCDF um from 24 to 25 and then 86% of those either increased or stayed the same.
029In Midway, our campuses overall 18% of our campuses increased their rating. 91% of our campuses stay the same or increase their score from 24 to 25. So, we're super excited about that. We had five campuses with A's in 2024. In 2025, we have seven campuses with A's, which I think is a huge celebration for our our leadership and our teachers and our students. We went from six B's to only three B's. And then we had one campus go from a B to a C, but we're it was a barely. It was a 79. So, we're going to work through that and make sure we're looking for improvement that way. But 91% of campuses is a huge um growth measure for us. We've already seen that. This is what the state looked like overall. So, if
030you look at those colors and those grades, you can see that um the state grew from 24 to 25 in the number the percentage of A's, but we're up there in the A's. So, we're part of that 14% in that final score. Notice that like this is in the entire state of Texas. We're in the 14% that received an A. This is what it looks like in our region. So in in 2025, we're in that 16% that received an A in region 12. So this is us over time. And the reason that we're going through some of these slides um tonight is that we went from an A to an A, from a 90 to a 90 and 24 to 25. But I think there's some significant gains that I want to identify tonight that
031um are really celebrations for our campuses and for our leadership and teachers and for our students. C >> could you What does the what if mean on that slide? >> The what if was the year that they changed the star test. >> Okay. So we're looking at both scores. Okay, I got you. Thank you. >> Still be 96ish or better. >> Yeah, they changed the test. So the old test if graded in the new way would have been a 90 but at the time it was graded in the old way so it was 96. So really if we still had the old test all those 90s would be 96s still A's. Okay. So um this uh is our overall score and how that's rated. So, um, overall district rating, our scale score was a a
03290 in 2024. Our scale score is a 90, an A in 2025. 24% of districts increased. 88 stayed the same. We stayed the same. So, let's look at the student achievement. I think this is huge for our campuses. Student achievement is how they performed on the STAR or EOCC test. Within the state of Texas, 19% of campuses increased, 91 increased or stayed the same. For us, it's almost identical what our our district looked like. Star performance was a 90 in 2024. It was a 90 in 2025. Our CCMR rating went from a 96 to a 97. So, we improved in that area. Our graduation rate was already a 99.7, and it stayed a 99.7. So, our overall score was a 90 to a 90. The thing that's cool about this though and the thing that
033did change is that our campuses themselves, if you look at the right side of the screen, 27% of our campuses increased their rating for their individual individual campus. So we moved from six A's in domain one, the achievement score to seven A's, which is fantastic. We went from three B's to four B's and from two C's to no C's in achievement, which means 100% of our campuses either improved their score or stayed the same as they did the prior year. So that's huge accolades for the campuses and the work they did to help students achieve and do well on these assessments. So a 90 to a 90 doesn't do that justice. So they they did great work and there was lots of improvement um this year for achievement. Moving right along, we look at school
034progress. So this is about growth and about how you compare to your peers. So this is how that um plays out. So on the left side, growth for a student means they go from one category of performance to another category of performance on their state assessment. So they move categories. They don't have to be in the top category all the time. They can be lower and just move to the next one up. Still counts as growth. And then the chart on the right shows in relative performance like wherever you are on the economically disadvantaged bar line across the bottom um is where you would compare with your peers. So on the left side of the screen these are the state all the campuses 23% of campuses increased 86% increased or stayed the same for us.
035We saw some some increases. So we were excited about that growth. We went from an 83 on that growth score to an 84. So we saw improvement in growth. We're very excited about that relative performance because we saw improvement in achievement and because we saw improvement in growth, we also saw improvement in relative performance. Um, and that's one of our targets every time is to see improvement in growth. Um, for our campuses on the right side, 18% of our campuses increased. 82% of them either increased or stayed the same. So, we're excited about that. um we move from two C's to just one C, from seven B's to nine B's, from two A's to one A um in relative performance. Relative performance on the right side is a little bit tricky because you don't know
036how your peers are going to perform. Um but growth that's on the left um really does matter because that's what you have control of. You know whether or not you're helping your kids get better and you can track that. You can progress monitor. So we went um on the left hand side in 2024 we increased in our A's, we increased in our B's and we reduced our number of C's. So excellent work there. 91% of our campuses got better or stayed the same. So excellent work. 36% increased their rating and that's a big jump to move from one letter to the next. So excellent, excellent work for growth for our campuses. That final one, closing the gaps, is very specific. There's lots of things here that identify the different student groups and how they measure
037that. And there's very specific numbers that they measure that with. What you know is that if your students are growing and if all students are achieving, then you're going to do well in these categories. And so for us in domain three, we always look to make sure all of our student populations are growing and achieving. And so we did increase from 24 to 25 in domain 3 from an 89 to a 90. So that was excellent. So for us, we went from five A's to five A's, from four B's to five B's, which means we um only had one C in uh domain three last year. So 36% of campuses increased. So that's excellent work um and not an easy thing to do when you're talking about all populations of students growing um and achieving
038well. So excellent, excellent work for our campuses there. That's the particular breakdown of domain 3. So overall we had a 90 in student achievement. You saw that in school progress we had an 88. Closing the gaps was a 90. Um so overall we were a 90. It seems flat from 24 to 25. But when you look at the gains that we had and the number of campuses that saw growth, it really doesn't do it justice to see a 90 to 90. So thank you for allowing us the time to explore that and give us an opportunity to brag on those campuses because they really did a lot of work to make sure kids were successful and it paid off. So very proud of them. The thing I want to show you now um is what
039it looks like um for us compared to others. So when we look in the area, we talk about um the state in the region, but this is what it looks like specifically. If you go to txschools.gov, gov. You can look up any um school district or campus um in the state of Texas and you can look at it side by side um with your own campus. And so we've pulled some local schools to see how we measure up. And what we're looking at is the overall not only like the letter grade like how do we measure as letter grade? Sure. But what we're looking specifically at is the number of students on that right hand side where you see the arches in each of these areas. 85% is the number of students that approach it.
040So that's that's pass, right? We want students at least at the meets level. So that's that 65 on the far left side where that's midway with the A. Um but we're also looking at that bottom arch which is masters. We want our masters to go higher and higher. So overall for us in achievement, our masters is at 35%. So, I want you to keep an eye on that bottom arch on these schools and look at our achievement or excuse me, our masters in the achievement area versus other school districts. I've also put the SCES or the socioeconomic status on the bottom of the screen because it's not always apples to apples. So, looking at this in the um the screens here, you see Midway and then you see Belton and then you see Temple. These
041are other larger school districts that are around us. you see in this screen, Colleen and then Waco and then Round Rock. So, we're still looking at the M's level. So, if you're looking I mean the top is passing and then the bottom is masters. So, our our M's level was 35. So, we're still looking to achieve um higher than than the the 35 that we've got. In this next screen, you see smaller schools that are in our area that have probably closer to our SCES. Um, and you see that their um, their masters levels are not quite what ours are. Um, they're slightly smaller school districts. And then these are other school districts that are still in the region. You've got McGregor, then Connley, then Lobega. And so we've decided that we we're going to
042reach further for performance groups because we're looking for other um school districts that are comparison groups for us that may be closer to our size, closer to our demographics, closer to the performance uh levels that we want to achieve. And so reaching a little bit further out, these school districts have the numbers potentially that we want to have. So you see on the left ENSD >> and in the middle is Georgetown and then Leander on the side. So some are closer to our socioeconomic demographic. Um some are not but some have the M's level that we want to achieve. And so these are the targets for the M's level. This is Highland Park. This is Dripping Springs and Almo Heights. And again, we're looking at the M's level. This is Lake Travis. This is Love
043Cooper and Carol ISD. And then this is Sunnyvale, Rock Wall, and Alo. So you see some that are closer to our socioeconomic status achieve close to where we are, but and we're slightly above, but we don't want to rest there. where we want to continue. So, sort of a summary. Um, and then that's going to lead us into the next presentation, which is how we set our goals and what our our next targets are. Um, looking at the things that we want to improve on and not just helping students achieve, but also helping students achieve at those highest levels and moving our M's performance forward. We went and and basically built a comparison group. So, on the Texas.gov gov site. You can also filter out um groups of schools so that you can set your
044own comparison group. So this is um a comparison group for us that is um every school district in the state of Texas that has enrollment. So our demographic between 5,000 and 10,000 students and then we sorted that group by approaches. when we sorted by approaches with the highest number of students that approached um we were number 13 in that group which is great in a group of 85 13 is great >> um but remember we're not just concerned with approaches we also want to be thinking about masters when we sort by masters we're number 11 which is like more of our target but we want to climb sort of that ladder within our our group um just for grins when we look at that group. Um, I did sort um with one more filter and
045I looked at what would it look like if um we compared to districts that had a socioeconomic status that was greater than 10%. And when I do that sort, we're number five. And then I looked at what it might look like if we were in a group with the same schools that had a socioeconomic status greater than 20%. And in that group, we're three. And number one and two, one of those schools is a charter that gets to choose their students. So, we're on the edge. >> Um, and we have the potential to have a very high performing group. Um, and our students and our teachers are very capable of being able to do this. So, we're going to find ways to support um our students and our teachers so that they can be the
046top performing um schools and district um in all of our our um comparison groups. So, that's our target. Do you have questions for me about any of that before we move into our campus improvement plans and goal setting? Do any trustees have any questions or comments? So, uh, this this probably really isn't a question for you, but my what goes through my head as I look at this is how do we use this to recruit students. This is I mean this should be Yelp from the rooftops as you know Midway being a high performing >> district. Uh, yeah. and and and your data shows that I mean even locally >> you know our size with our size to still be able to achieve these results is remarkable. So >> right >> and I wanted to
047say that too it's tremendous hard work of our staff to >> be almost at the same numbers as school districts that have a much lower economically disadvantaged section of their district and then to find out when you said if you put put in the 30% or more we're you know right at the top. So we um there are two ways you could promote that is that we do extremely well >> in both both ways you look at it which but yeah they've worked very very hard >> and with the lowest tax rate in the county >> the lowest tax rate >> yeah that'd be another filter to put in there >> price per student >> spending per yeah >> but I just like you said want to commend everybody on that our district kept our
048a rate rating ranking That's awesome. Um, in domain one that the campuses all went up about 27%. Domain two, all three elements, the ratings went up. Domain three, the district >> went up and all the campuses went up. So, that's just tremendous hard work by our staff and teachers and the students obviously care as well and they're trying and I just think we should applaud that. We know absolutely >> how stressful this is and how hard it is and how much time it takes to >> to try to meet the state's requirement and goals as well as teaching critical thinking and all the other aspects the way we want to have our well-rounded students. >> Absolutely. So >> yeah, Jonathan said about maximizing potential for everybody and staff that way. >> Yeah, I was going
049to say I think it's I think it's encouraging that we are not content to settle for approaches or meets that we want to get as many students into that masters group as we can. I mean I'm I know we talk about this a lot and that's I'm I'm firmly in that camp. I guess my comment is >> boy boy it's great to see these numbers and then the state's gone and changed all the rules completely for two years from now. So >> nobody has any idea what that's going to look like, >> right? >> And how beneficial it's going to be to test our kids three times as much as we are now. >> And we'll have less money to do all this as well, >> right? Um but but given that um my question
050there is are we you know it's great to look at these state measures. I actually care a lot more about some of the boi stuff that we're doing with tango lion and I forget the other one for >> right for that. And so you know are we are we tracking those along with this as well to make sure that the you know the the plays we're calling are resulting in points scored kind of thing. Right. We are um we'll have um we're wrapping up the beginning of year screener windows. So we'll have that very shortly. But I do want to share with you when we when we share the beginning of year, we'll also look at end of year because we had massive growth. The reason you saw the results you saw there um it
051was very telling. We had the end of year screeners before we had this data from the state and it was incredible the growth that we saw. This is about the fourth year that we've um had MAP as our screener. And there were um grade levels in elementary that had not seen a lot of growth on that particular assessment that figured it out. And the growth that we've seen um individually for students absolutely showed up on this STAR test and is reflected in every grade level's improvement. But the other thing that you're going to see it reflected in is the number of teachers that qualified for TIA. >> Which I submit next month. >> Very good. >> Any more questions or comments? >> So, that was a lengthy presentation. So, it was suggested I'd ask the
052board if they need a little recess. If anyone's tired or wants to take a little break before she does another long presentation, >> press on. >> Okay. Press on. You need to get some water, Becky. You need to wet your whist. >> Yeah. >> Is this when we get to Becky? >> That's always She might need some water. >> You're welcome to do that. Okay. Um because you've read through district and campus improvement plans before and you know um the planning decision-making process and that is um uh provided to us required by us with federal requirements. we will um skip through most of that process because it's in Texas Education Code. That's why we do this the way that we do it and it needs board approval. So that's why we're doing this tonight. We
053have the Mass Committee that's our decision-making committee and we're federally compliant. One of those things that we do to be federally compliant are our House Bill three um uh targets that we write in our improvement plan. So, we have House Bill 3 targets for early childhood literacy, early childhood math, and then um college and career military readiness, and we write those into our campus improvement plans and our district improvement plan. That's why we talk about these tonight. So, you'll see those as we mention our goals, but also it um part of this presentation is that we present our um progress toward those goals to the board in a public meeting. So um the first of those goals that identifies our literacy goal, you'll see number one on this slide and our literacy goal and it's
054uh targets third graders in particular was to move from 62% um on the star reading assessment to 70%. And last year uh 2025 we um achieved 68% for third grade for star reading. Now the reason there's an 87 is that 87 is approaches. So that's the score that you saw and noticed on the previous slides for third grade reading, but the federal um requirement only recognizes meats. So 68 is the meats target. That's the closest we've ever been if you look back at the last six years. So 68 is very close to our target of 70. So we're right there and we feel like we're going to be there very soon. Much improvement from last year. So we're up four percentage points from last year on meat. So that's incredible. I think it's also really
055cool that like we went from 86 to 87 in approaches that students that just like passed the test, but we moved from 64 to 68. So like the kids that really that get it like that pass the test very well that are very um accomplished in the content like that really moved. So that's exciting for our students and for our teachers. So we have the same kind of thing for a math goal. So early math um also happens uh and measures third grade achievement on the star math assessment. Our goal is to move from 59 which was our previous score to 75 because that is the math target for this year. Um so our score was much lower. Um but we're trying to move to 75. So we we did move from a 61 to
056a 62 in meets. Um there there's still some growth uh for us there. So, we'll be concentrating on math and third grade and keep moving those numbers forward. The next one is CCMR. Um, the goal was to move from 72 to 95. You know that our CCMR score has been at 95 or above um for several years. So, we've gone even beyond that and started targeting specifically um performance on TSI and other assessments that would be beneficial to our students in addition to just measuring whether or not they could check a box for CCMR. It's like other things that actually get them ready um to move into their next um CCMR step outside of Midway High School. So um for u 2023 we can get that measure because that came in the 2024 taper. So
057that's 95.5%. So we're um great on that target. We don't have um the 2024 numbers because remember CCMR follows a year behind. So, we won't get that until the 2025 taper is published and that doesn't come until um December of the year. So, the other three pieces that are on here um I did uh track to see where we looked um for our goals and or objectives. Um we named increase academic achievement for students for our objective for growth in domain two. um we wanted an A rating in domain 2 and then for closing the gaps we wanted to achieve an A. Um so just to see how we were tracking on that we did increase achievement even though we went from a 90 to a 90. Student achievement did increase in domain one. You
058saw that in the previous slides we did improve in student growth significantly. We went from an 83 to an 88 in 24 to 25 um state uh domain 2. And then in closing the gaps we saw an increase. So, I feel like we did a great job with those objectives four, five, and six, as well as our House Bill 3 goals. So, when we move on to the 2526 goals, you've seen this in our in our campus plans and also our um district improvement plans. Um the first goal relates to academics. So, we have a lot of objectives under the academics. The second goal relates to leadership and highly qualified staff who model that future ready leadership skills. And then our third goal relates to culture. So that's our safe, secure environment. It's an innovative
059learning environment that meets the needs of our our learners. And then the fourth goal relates to advocacy and how we represent our school and our needs to governing authorities and the community. So our 2526 goals look very um similar to our 24 25 goals um as far as the objectives that um that we're working towards. So based on the information that you saw from accountability and also from um the star performance, our number one objective under our academic goal is that all students 100% of students will show growth in English language arts and math by the end of the academic year and our campuses have also echoed that goal in their campus improvement plan. So we want every student to show growth and that's our target. Um the next three um goals two, three and
060four relate to those House Bill three goals. So that's the same targets that we just went over. Um continuing to try to reach those um specific numbers that we're trying to reach. Um objective five relates to an increase in masters. So I've shown you the target. We want 60% masters. That's what we're going for. That's what we're trying to achieve. We're working on higher order thinking. We're working on a revised Bloom's taxonomy, higher order thinking and vocabulary with all um leadership and our learning coaches and we're rolling that out to campuses. So we're working toward that. And then um the final goal is that um a rating in domain three. That means we've we've worked so that all all students regardless of the student group they belong to are achieving um and are growing in
061the academic content. So that is >> Dr. 60% masters up from 35 >> is the goal. >> That's a goal. >> All right. >> That's what we're tracking toward. >> Just just keep swimming. >> Yep. All right. Goal two, leadership. Our objectives are um to develop the leadership and life skills for our students by applying the seven habits. You all um have heard about leader in me and our application of that in um our elementary through high school campuses. Um goal two is the influential role model. So we're going to continue to do that through our recruitment and retention and support of our staff. Um and then goal three is um to help our staff like Mr. Breen talked about in the beginning to support our staff with targeted professional learning opportunities um to help
062them with those effective classroom practices. Moving on to goal three, our learning environment. We want to have that safe, supportive environment that helps us use innovative learning practices that really engages students. Um so several things here. One is um to continue with those character trait programs. So some of the same things that we saw in the the leadership component. So leader in me, character strong. Um the second objective is our classroom behavior management plan. So we still have that going on as one of those facets of that safe, supportive environment. Um objective three has to do with our safety measures. You know that the safety measures continue to be ramped up and our requirements. We're staying up with that um through our um admin services department and our police department. Um, four is written in
063law that we um must have youth mental health first aid training in our district. So, that's required that that be in there. Five has to do with our cyber security posture and that we're taking care of the things that are going to keep our student data safe and our district data safe. Um, and then the sixth is that we'll continue to have an innovative learning environment where we focus on communication, collaboration, creativity, and critical thinking and digital citizenship skills for our students. Goal four has to do with advocacy. So this is a lot of our superintendent's job and probably your jobs as well is to help impact education supportive policy and funding priorities and mutually beneficial initiatives as we partner with our local municipalities and organizations which we have done a great deal I think
064to work through what we've seen in the recent legislative session. So, that is the gist of our district and campus improvement plans and the reasons that we've set those as our goals for this school year. What questions do you have for me? >> Anybody any questions or comments? >> My only question would be other than goal one, the rest of the goals, it's it's hard to it's hard to kind of put a measurable number on some of those things. So, are we Is it kind of a qualitative or what what do we think like what are we going to do with that? >> So within those objectives we we have strategies and many of the strategies have a measurement aspect of it. >> Okay, that's good. That's fair. >> So it's like implement this by
065this time or collect this data by this time. >> Okay. >> So that's good. Good question. >> Just an editorial comment to me. It's hard to get faster when you're running uphill and the hill keeps getting steeper. So I know this reflects an extraordinary degree of commitment and dedication and tirelessness and staying positive and ambitious and reaching environment keeps making that hard. So I'm just want to express my admiration and appreciation. This is a lot >> for proud. >> Absolutely. Teachers and our campus leaders have been amazing. >> How has it been going with the leader and me uh program? I know we did it last year. Are the students still engaged with that this year? Where are they? >> Yes, we um have ramped that up significantly this year. Um all of our um
066>> sixth through eighth graders have binders now that has the LeaderMe curriculum in there and our um elementary students have notebooks. And so in addition to tracking Leader andMe lessons in there, they're also this is our year to track their academic data as well. So they're setting not only like personal goals, they're setting academic goals. So I think there's even more buyin this time because it really is attached to like the growth that you've seen is because they had individual buyin for individual student growth and so now leader and me's like merged with the academic goals that we've always had. Um so it's really neat to see how that's coming together. So it's um almost doubled in the amount of leader and me touch points that we have um because it's it's been um intertwined
067with the academic goals this year. And I know with that program, we're also hoping to help kids behavior and the way they interact and and treat each other and and staff, which brings me to the classroom behavioral management piece of it. >> Are we are we working with the students on some of that? I mean, are we how are we trying to help make the students be empowered for them to behave better besides the leader and me program? Are there other ways we're because kids learn differently, right? Are there other approaches we're trying to help them learn that >> we're still using character strong which is the character curriculum that's based on the TE's character traits. >> Um and so um counselors and even teachers at the elementary level have morning meetings um where they
068talk about those character traits >> um and about how we get along with one another and about things that have popped up in the classroom that we may need to talk about. Um and then we we are also using um safe and civil schools um stoic structure for classroom management. So this is something that we started three years ago. >> Okay. >> Where we explicitly taught teachers who then explicitly taught students classroom management skills and procedures and processes. So, we've really seen that take hold. And a lot of the tier one behavior management, just basic foundation classroom management things, >> those are it's not issues that we hear about on a daily basis like we did three years ago. So, a lot of that I think um is going very well for campuses like knock
069on wood something. But um there are still behavior things that are happening from time to time, but we find that the things that we're addressing are extreme and it's not something that core like tier one behavior management or classroom management would be able to fix. Um but like the classroom structures are significantly better than they were before we implemented like a acrosstheboard classroom management structure. And so we find that when you have structure and when you give students expectations and what you're supposed to do and when you're supposed to do it, they do a great job. And so um giving teachers the tools to put those things in place I think has gone really well. >> Okay. I just have one more. When we at TASBY this weekend, I or last week I did a
070session on the Charles Charles but foundation their teacher poll >> and I can't remember if it was number three but salary administrative support but the third or fourth one was mental health support of the teachers and I know of course we do the students but I also know we do we do mentally we do have support for our teachers but would you remind us of all the things that we do to help our teachers stay healthy mentally and emotionally as they do all their paperwork and and handle the kids and the load. >> We um to try to relieve some of the stress of the work, we have done we invested in magic school to try to take some of the load of the the daily email things off. We've supported with learning coaches to
071help and go in as much as we can. We have a mentoring system in place for our year one and year two teachers so that they have someone to go to when they need help and they need assistance. And then um we do have um a she's a licensed psychologist, >> licensed counselor um on staff that our staff can reach out to or our counselors or administrators on campus can refer um individuals to. um she's not a long-term solution, but it is someone that they can make an appointment with that's provided by the district who is a great resource that can connect them with other services should they need them. >> So, um that's something that we didn't have before a year ago really and we found that that's been utilized um a lot so
072much that we expanded the hours on it um because it was a resource that we didn't realize we needed that we needed. I think it's good to remind everyone of that. So, >> yes, ma'am. The board gets some credit for working with administration to identify some position ads and special ed. That's true. But in secondary to make sure we could get those PLC's back in place. So, when you talk about workload, >> that was another step that the board supported us in trying to accomplish last spring going into this fall. >> But I knew we were we're doing things and it's just I think it's good for everyone to be reminded that we're also care about our staff and how they're handling everything. That's good. >> Along the same lines, I know you mentioned um
073mentoring for first and second year teachers to sort of help them. Do we >> do we have a similar kind of approach for, >> you know, maybe it's a a 10 or 15 year teacher, but they're new to Midway, right? And so there's, >> you know, sometimes it actually may be harder for a teacher that's got 15 years of doing it a different way to come in and say, you know, why are we doing it this way now? Are we >> do we feel like teachers are making that transition? Yeah. And we have a >> they have a person that they're connected to >> similarly. >> Yeah. >> Okay. Great. >> Yeah. Absolutely. >> Thanks. >> Yeah. You need a person >> what you said about the classroom management stuff. I know that there is
074not an elementary school campus that I think this is not baked into the culture structured in the building is teaching our children early to name and navigate their own emotions if they can keep emotally. that addresses classroom management. Just when we were there at just this summer, I saw this incredible when I feel it was blue, yellow or red. How do I get green? So, blue was sad, green was yellow was wiggly and red was angry. And then there was some really practical suggestions like I want this in my house. Ask for a hug. Stretch. Take a break. Talk to somebody. Have a snack. Our children are learning so early. Manage their own feelings so that they're having a bad day. They're surrounded by a system that supports them moving from a difficult state to
075good precious. I have a lot of grownups who need to do this. So, I just I love that that's going on all of our elementary. It may look a little bit different, but everybody's got something in place, >> right, >> to help our children deal with tough emotions so they can regroup like we all need to sometimes. >> Yeah, absolutely. >> Anyone else? >> All right. Thank you, Becky. That those were two very big and important presentations. So, appreciate all the time and work and effort you put into all that. some >> I don't think it's possible. Okay, next up we have efficiency of Did I say that the right efficacy efficacy thank you of vape detectors. So it's Paul ael and Jesse Garne coming up. >> Good evening. I'm going to have a little
076help along the way from Jesse Garn and from Mith that very good. >> So we are going to talk about the effectiveness of the vape detectors. We'll identify the problem, the intervention, we had the results and some conclusions. Uh the problem very simply, we had a lot of students vaping. Uh and that was a problem on for two different reasons. Obviously, the the physical and mental health issues that students experienced through vaping and then obviously behavior we did not want to have happen going on going on in our schools. And so what Oops. Could you do that to stump? You win. Sabotage. >> So, um, here is a a a simple glance at the problem. The data on the top of that table is from two years ago, the 2324 school year. Uh, we did
077not have vape detectors in any school. And so what you're seeing there, those are the numbers of behavior incidents that the secondary schools experienced uh in the 23 24 school year. So there really was no deterrent for students to vape other than the the chance they may get seen. Somebody may rat them out and administrators had a hard time finding out if students were vaping. A lot of word of mouth, a lot of searching. And so even with that 131 total behavior incidents in a 23 24 school year of various types of aes high school 102 and the two middle schools together 29. So fast forward to the fall of 2425. Uh you can see that the incidents were only 44 for that semester. And you may say well gosh that's less than half of
078what it would been for the whole school year. And really all we were doing was talking at that time. There were no vape detectors installed. We were just talking about this may be coming. This may be coming. Uh and you but still administrators had very little tools uh to to find out student if students were vaping on campus. So what do we do? Well, school board, you you fel felt it was important to invest in installing vape detectors and getting them. So we put them in all restrooms and all locker rooms at the three secondary campuses. Jesse Garn's team installed those Midway High Schools installed over the Thanksgiving break 2024 and the two middle schools installed over the winter break 2024. Emily Parks and her department uh had a great parent and student communication plan.
079We blasted this out. This was not a secret to parents, students that that these were coming. We wanted to make it very well known that we are installing these and there are consequences with these. And our administrators receive training on our program, Halo, that's used to manage uh the vapes. Uh when it goes off, we get alert on our phone. We can see it on a computer. It's tied to the camera system. And so they were given some training on how what to do if the vape detector went off. So what you'll see then is this is a graph of just Midway High School after vape detectors were installed. So the past spring. So, you can see in January 2025, 124 vape alerts at Midway High School. Now, it was really more than that. We
080had to filter out uh weekends and aggressive acts. The vape alerts go off for an aggressive act. So, you know, when athletics is going on, when they're in the locker rooms because if it gets loud, it goes off as aggressive act. So, we filtered out all those and looked just simply at vape. And you can see a very downward trend. I highlighted April of 2025 because it looks like it goes way up. Um, and Miss Smith can speak to this a little bit. There were 65 vape alerts from one dressing room, the dance dressing room, and they were happening at a very specific time of the day with a very, very small group. Um, and this is really what happened. A certain hair product the girls were using with a hot, you explain it. iron
081curling ironic spray. I know they're not sitting truly like their hair. >> Well, when I read this, I thought that was the hiding place everybody went to April debate. [Laughter] >> Yeah. >> No, it was actually hairspray and hot curling irons. But you can see obviously the trend goes down and when you take those out um all those were false positives and so you can definitely see it went from 124 vape alerts across the campus at the high school in January down to 18 in May. Um >> that's great. >> So makes me wonder I mean only thing that learns quicker than AI is a teenager. I mean have they are they figuring out ways around I mean what's are you confident that we're seeing a decrease in behavior? >> We're confident. I can and
082I'll show you >> building inside the building. Inside the building. >> Yeah. Paul, before you move on, just real quick, will you speak just a little bit to >> like anytime you institute something new like this that has student consequences attached. I think it's worth kind of commending the high school for how they dug into what happened in that dressing room. like they didn't I think it speaks to the level of investigation and due diligence and and like they're not just running around looking for kids vaping, but like they saw these they saw this data and went, "Wait a minute." >> There's something going on here. Will you speak to that just a little bit? >> Yes. And the same can be said for certain cleaning products that we use. Uh we were seeing patterns
083of of this restroom all of a sudden there would be a lot of alerts, then this restroom, this restroom. And as they went back and looked at cameras, they saw a custodian with their cart. They were cleaning that restroom. Then they would go to the next room and clean that restroom. And there was a cleaning product >> that was alerting the vape sensors. I know Jesse, you want to talk about how that we've kind of had ask the company to change >> out the algorithm a little bit. >> So they really caution you to increase the sensitivity of those sensors. They really work a different way because you lower the sensing actual they share some of the similar compounds in the air. >> But to that they didn't just jump to the conclusion that oh
084there's kids and they're vaping. They looked at it, investigated, and saw there's a pattern to this. Oh, it's the custodian they're cleaning. And so we have to we have to sift through a lot of these positives to see if they're true positives or false positives to that. >> Well, the custodians are baking. We haven't decided. >> What did he say? [Laughter] >> We have caught that. >> It was on the weekend maybe. >> So this is vape alerts for this school year. So we've got 63 for August. And if you remember back to the previous slide, there were 57 last March. So we're kind of comparing to about we were last March. That 16 you see on there, that was from a week ago when when we submitted the presentation. That's actually up to 35
085right now. Uh but I know within those 35, there are some false positives because we pulled that data today and have not just had the opportunity to go back and see how many of those were the custodians in there cleaning. So I know there's some false positives. You don't see the 35, but that's what it is right now for Midway High School for for so far in September. >> So, do you have a a theory as to why it was so high at the beginning of school? Did the kids forget? Do we have Was it all the freshmen? >> Yes. Yes, kids forget there's new kids to campus. >> Oh, moveins. Okay. >> Moveins. Okay. Yes, ma'am. >> All those things. >> This is Midway Middle School's vape alerts after the vape sensors were installed
086at Midway Middle School. You can see January 2 up to sixth, 19 down to 12 down to zero. Um, the best way I can explain this, and you'll see the same thing in River Valley, and I'm not trying to be funny about middle school kids, but it's middle school kids. And you can tell them all day long what's happening. And um, I can't find a pattern as to why they went up and back down because you're going to see in River Valleys, it's almost just the opposite where Midway Middles were high, river valleys were low. Uh, but I will point out that they had zero vape alerts at Midway Middle School last May. Uh, same thing at River Valley last May. Zero vape alerts uh for the whole campus. And you can see it's low,
087it's high, it's low, it's high. Uh, but still the high when I say high, we're talking 12 for the entire campus for a month. I'm just going to shift back to behavior incidents. So, Mr. told us to your question, do we know if it's really decreasing behavior? So, think back to the very first slide about behavior incidents. Um, two years ago, 102 behavior incidents at Midway High School. Uh, that went down to 38 last fall. So, if you look at from January 2025 to May of 2025, um, that was a total of 30 incidents. So, last spring we had 30 incidents. So, if you take uh fall 24 and spring 25 together, that's 68. So in a year's time we went from 102 down to 68. Um and so far this year you can see
088August 25 and September 25. We had seven alerts in August or seven incidents in August. Uh that was with 63 alerts and that's down to two so far this September. >> What's the difference between an incident and an alert with that? >> Uh an alert is when the vape sensor alerts and says there's a vape going on. An incident is when we actually have a student and we put a behavior incident in our system that we have verified that student has a vape on them or they've given somebody. Uh it's it's not uncommon that a single student if they are in the bathroom vaping, it may set five or six alerts off. So every incident does not always be mean a one to one to a behavior incident if that makes sense. So I said
089if I'm in there vaping and I do it three or four times, it's going to hit three or four times. So um every every alert does not always equal one incident but you can see um from 102 two years ago to 68 last year and so far this year we've had nine at the high school and I put both the middle schools on one graph so you can see that again two years ago at the middle schools we had 29 uh total vape in behavior incidents between the middle schools last fall that went down to six and you can see the low low numbers that we had last spring at our middle schools, seven combined. And so far this year at the middle schools, uh, from the time I made this to today, we did
090have one at Midway Middle. So we have one vape incident at Midway Middle School so far this school year. So a big big decrease at at our middle schools. And so the the numbers on the vape alerts and and behavior incidents tell part of the story. But I asked Mrs. Smith to come tonight and just give you some observations that her staff and and the students at Midway High School have told her just what they feel like and what they they think the campus is like now that we've installed vape detectors. So, Miss Smith, I'll let you. >> So, what I can say is that when we turn the vape detectors on the very first day, we were in shock that we had 85 hits um on the vape detector. And one thing that you
091guys need to know is that when the vape detector goes off, we immediately go to cameras and start looking at cameras because it identifies which hallway, which restroom, everyone's coded. Um, we have 85 sensors on our campus and each one's coded, even down to the locker room, whether it's in the locker room or whether it's in the wet restroom area. Um, and so we're able to kind of pinpoint who's going in those areas and checking all of that. So we're just not running around at random, you know, grabbing kiddos and bringing them in and searching them. So I do want to say that. Um, but the detectors we found are very um they're very sensitive. Um, we have found some of these anomalies like I would even say and I told Mr. Aill like every
092day at 3:30 this one restroom gets cleaned and it's a smaller unisex restroom and even with the door open the cleaning solution sets it off every day at 3:30. So I can tell you for the last 15 days we've had 15 hits on that one restroom, you know. So like it's not a true legit vape event is what I would call it. That's what it calls it on your phone when it hits. Um, but from my perception and my perspective, I would say that when we turned them on November, we started talking to our kids many, many weeks before that. Um, we turned ours on in November and they didn't, I don't know if they didn't believe us, but like the numbers ticked down all the way to Christmas time and then when we came
093back, we had a reset on behavior in January when we sat everybody down in that first week in January and said, "Look, here's the deal. If you get caught with this, this is the consequence. if you get caught with this, DAP is the consequence. Um, and just reset some behaviors, tier one behaviors across the campus with CHAMPS and different things. Um, and then we also said, "Hey, look, we talked to you about it. It's here. We're using them. We're rolling this out and punishment will be coming. You know, consequences will be coming." And so, um, our students, I think, responded pretty well, um, to that. Um, if they didn't, they had consequences that we talked about. And last year, it was a mandatory DAP, remember, for just a nicotine vape. and it's still a mandatory
094DAP for a THC vape as of now and now it's um 10 days of ISS is what we do for a nicotine vape. Um what students say there was a lot last year and y'all have realized I had two students at the high school last year, a senior and a sophomore. This year I have a freshman and a junior. Um and so I can get the perspective from my own personal children and I can also get the perspective from many other students. And I know that there was a time where people were like, "Oh, we fear going into the bathroom or we're afraid to go in the bathroom because we might walk in on a group that's in there vaping." And then we get called into the office when somebody says, "Oh, so and so
095was vaping." Um, and so I would say in talking with several different classes of students, I went by and visited with several different groups and all levels. I went into on level, I went into AP classes, I went into a, you know, dual credit class, talked to several different students and just said, "Give me some feedback. Tell me what you think." And I said, "Are you is there a change in the restrooms? Like when you go in the restroom, are you afraid that you're walking into a person vaping?" And they're saying, "No, not really." Some never even realized it to begin with. I'll be very honest. Um that any of that was going on. And they were like, "I didn't notice it before." But there were some that were like, "You know what? I do
096think it's better because when I walk in and go to the restroom, especially during a passing period, they're not seeing that happening." Um from their perspective. Um, I think one of the biggest turns I would say I think locker rooms is very important. Not that our athletes aren't doing it. Hopefully they're not doing it, but um, you know, some of the ones that have large numbers of students, you would think, oh, you're going to see this happen in the locker room because it's a place where you're getting dressed and people aren't always paying attention to what you're doing. It's large groups of kids. Um, and I can say I'm super proud of our kids that participate in our extracurriculars because that's where we've had the fewest hits out of the whole building. Um, and so
097I think that's a really good bonus, a good plus for us. Um, you know, when we had MT Rice come to town and everybody uses locker rooms, it's a little different story. I mean, like in all honesty, um, and I'm like texting the coach, what team is in that locker room? What team is in that locker room? You know, and I mean, and sometimes, you know, our fans are in the bathrooms down there, too, and they're going off there as well. So, things like that happen. Um, but it's interesting, you know, what's going on in the building at all times. And, um, so that's kind of our perspective. Our students, um, I don't know that they think it's a good or bad or have they have they found a way to hide it. You know,
098they're just as quick as anybody on finding the next solution. Um, so I won't say that there aren't some that are trying to hide it, but I would say that um, I think there's less doing it, so they're not having to hide it. So, >> can I ask a question for you? You mentioned empty rice. >> Yeah, >> you mentioned empty rice specifically and and so I'm I'm I'm curious about is effectively the arena is the only athletic facility then that has vape detection at it, right? And I guess the middle school gyms do. >> It's not actually in the arena. It's >> But I mean the restrooms and locker rooms around it. We don't we don't have that at Panther Stadium or any of our other restrooms at athletic facilities. >> No, I don't
099believe so. Do we Mr. Bar? >> Yeah. It's just in the at the high school. It's every locker room and every wet room area. >> Do we have them in the MAC? >> I don't think we put them out there. >> Do what uh is there how does it break down male to female as far as offenders deserve? >> I would have to go back and check, but I would probably say it's a little bit of both. I think it's pretty equal. Um this year I would say we probably had a few more guys with incidents that we had to code. This year I would say the guys are a little more active this year but um we get pockets of young ladies that are just as >> um involved. >> Anybody comments for >>
100Thank you Alison. So just to wrap up, uh we have seen that the vape detectors have been extremely effective in decreasing the behavior incidents across our secondary campuses. At Midway High School, we've seen a 33% reduction from two years ago to last year. At the middle school, we've seen a 55% reduction in the behavior incidents after installing the vape detectors. Also, the number of vape central alerts has decreased since their installation secondary campuses. Again, think back to the graph of Midway High School. January they had 124 down to 18 in May. That's an 85% reduction across the course of that semester in vape alerts. Campus administrators, they are equipped to respond to the vape sensor alerts. Mrs. Smith mentioned that when the the vape sensor goes off, um a a snippet of the camera, let's
101say a vape sensor goes off in a restroom, the camera outside that restroom is programmed to take a snippet a few seconds before and after that vape alert goes off. So administrators are not having to dig through cameras and see what happened. If they get an alert, it's a click of a button and they get a good snippet right then of what student was in the restroom with in the restroom at the time of that vape, which helps them tremendously in tracking down these on on campus. And then um according to Miss Smith and and the numbers in the behavior incident, students are aware of the of the sensors and they're aware of the consequences that are associated with it because it's a it is now a deterrent uh to students vaping on campus. Excellent.
102>> Any questions? >> Any comments? More questions, Paul? >> Thank you, Paul, very much. Appreciate it. >> It was very interesting information to learn since we just implemented those last year. >> Next is our consideration items. I will read out the consent agenda and then um see if anybody wants to pull anything before we vote on it. Consent agenda. consists of consist of the minutes of the August 12th, 2025 special called meeting. Minutes of the August 12th, 2025 regularly scheduled board meeting. Minutes of the August 18th, 2025 special called Called meeting. Early graduation request, Midway ISD school health advisory council roster, district and campus improvement plans for 2025 2026. Approved contract with Mcclennon County Elections Office. Approved joint agreement for a November election. MHS Meister singers out of state trip, MHS band out of state
103trip and theou for China ISD regarding empower pilot program. Would any board member like to pull a line item out of the consent agenda before we move forward? >> I just had one question on number nine. >> Okay, number nine. Okay. All right. Therefore, I need to ask that we have a motion to approve the consent agenda minus number nine MMS singers out of state trip. >> Second. >> So, moved by Colin and seconded by Seconded. Seconded by Rick. Is that a word? All okay. All any um conversation. >> Any discussion? >> Okay. All those in favor of accepting the consent agenda as presented say I. I I any opposed? The action passes or the motion passes. Now we will discuss the MHS master singers out of state trip. Jonathan, >> I just had I
104had somebody reach out. Um I had just had a question and I guess they did too. Is is that limited to one time per student? So, for example, if a sophomore makes Meister Singers, the trip is their sophomore year, and I believe it's every other year. >> Uh, sophomore makes it, are they eligible to go on an out of state trip as a sophomore? And again, as a senior, is it just one time around? >> One time policy says one time. >> Okay. >> So, I addressed that with a couple basically to Right. >> Now, now Darl, if they're in choir and banned both, they can do both trips though, right? Just one per program, >> right? Okay. Also one more. >> Okay. >> Y >> that was that was it. Only question. >> You're
105happy with that? Very good. All right. I need a motion to approve consent agenda item number nine. MHS Meister Singer's out ofstate trip. >> So moved. >> Second. >> Moved by Pam Watt. Seconded by Jonathan Green. Any discussion? Okay. All those in favor of accepting the motion as presented say I. >> I. Any opposed? The motion passed. Thank you. Okay. Consideration of resolution of candidate nominations for the Mlennon Central Appraisal District Board of Directors for 2025. Okay. So I think it's a little different this year if we all read that properly when you're reading your packet. There are going to be two open director spots on the appraisal district board where in the pack usually there's just one. So if I'm talked with Dr. Allen and we and it was also in our packet we
106can either elect one person for both positions or we can elect two different people for each position. So we can now discuss that. >> Does everybody understand? >> Just to clarify, Mr. Green's term doesn't expire yet. So >> correct. >> It does not. My term expires December 31st, 2027. And because of the and to kind of add additional color, because of the new uh legislation that has come out, instead of there being a two-year term for everybody, and it's all five people up every two years, uh there it's staggered now. So, there's two and three in addition to the now three publicly elected uh members of the board. There are five taxing unit entity appointed members and three that are elected by public. Um, and so these two are up now. Uh, three more will
107be with me at the end of 2027. So, I'm not sure what that means for us being the fourth largest taxing >> unit uh in the county. So, we'll see what happens. >> And let me let me tell you, oh, real quick, the two that are up for election this year, one is Ben Perry, and we don't have a feeling he's not going to want to run again. And the second is Jim Patton. So he could be reelected, put up for reelection if possible. >> And just for point of clarity, it's it's a two-step process. We nominate nominate >> now and then we'll elect before December 15. So all we're all we're doing tonight is names for nominations and then we can nominate one person or two. >> Okay. If I understand correct, uh each
108taxing entity has the number of votes equivalent to its uh tax base. Right. Right. >> So, in this process, how does it not get dominated by the one, two, or three biggest uh taxing entities in the county? >> That is the million-dollar question, but I'm not sure. >> We'll find out next year. >> We'll find out. >> Okay. The unintended consequences of thoughtless legislation. >> Maybe it's a control issue. >> Um Okay. Well, I didn't know I didn't know if you guys had talked about it. Uh at the appraisal district and >> we we haven't I mean we've touched on it. We recognize that this is something that will come about at the end of December 2027 when Mlennon County and Waco ISD have their two representatives quote unquote up for reelection. Now, in three
109years when uh the city, the ATL large, which is uh Miss Watkins and uh me for Midway, I don't know how that's going to all shake out. I don't know if the uh the county and Waco will, you know, swing that big hammer. And >> it'll be interesting to see what the, you know, future county commissioners and county judge might do with that. >> Yep. >> Just saying. >> Right. And then if I'm reading correctly what it says, >> your hands tied. >> Yeah. what it says in front of us. We'll we'll nominate one or two and then at our next board meeting or sorry, a board meeting in November, we will then receive a ballot with all of the nominees names on it and then we will vote >> according to >> Does anyone
110have someone to nominate? >> What? I don't No, I didn't know about Jim Patton. I mean, Jim Jim replaced uh Keith Gillery not too terribly long ago and he's been engaged. I mean, I think, you know, I I don't have a problem with I mean, everybody on the board is great. So, I would have reelected Ben if he wanted to do it again, but >> you I mean, you don't think he wants to, right? >> I don't think so. He's retiring from county commission at the end of the year. >> He's just getting out of everything, isn't he? >> Any other ideas? anybody interested here, I guess. >> Yeah. And anybody reach out to me that wants to do it. So, we know somebody's on there and they're willing to do it. Do we need
111to linger on this or do we just want to nominate I don't How do we do one of us nominate Jim Patton or I nominate Jim Patton or Okay, >> can do that. >> I can do that. All right. I um we as a board will nominate Jim Patton to be on the um ballot in November. >> Second. >> Okay, that's a good motion. Second. I call in. Yeah, I sorry. Any discussion? All right. All those in favor of accepting Jim Patton as our nominee say I. >> I. Opposed. All right. The motion pass. >> We will nominate Jim. read Mildred Watkins on this sheet, not Mildred Green. >> Yes, >> there was a a correction that was sent out. >> Oh, I'm sorry. >> From it was from the county and um that's that's
112what the hard copy is that you >> Oh, I didn't. >> Yeah, they they sent us a second correct. >> I'm sorry. We were reading Yeah, it's on that. >> Okay, we are now at the consideration of personnel one. Deliberate the appointment, employment, evaluation, reassignment, duties, discipline, or dismissal of a public officer employee. Think we have anything under that? >> No action. >> And number two, no action. And number two, hear a complaint or charge against an officer employee. Do we have any action on that, Dr. Allen? >> No, ma'am. >> Okay. So, we're not >> We do need to go into close. That's not related to that. Okay. No, ma'am. >> Okay. But we do need to go into close session. And we need go into close session under Texas government code 551.074- discussion
113of personnel and 551.081- personally identifiable information about public school student. Before going into close session, Dr. Ellen would like to address the superintendent's communication. >> Yes, ma'am. Per our custom. I normally do that before we go huddle up. I'm going to go very quickly and make a couple points. It is per perfectly reasonable for the taxpayers to ask what's the value that I receive from the educational services provided by Midway ISD. And I feel best answering that question when our academic performance outpaces our demographics. And I I hope part of what you saw earlier in Becky's presentations on our data is that when you look at those folks who are doing a little better than us in some of these measurements, they're nowhere near 37% low SCEs. And so I I think that everyone should
114feel comfortable saying that we are providing a high value to the taxpayers. And so that's that's the thing I feel pretty good about us being able to say, especially when you consider how low our tax rate is compared to some of our neighbors. What um you might find amusing if you were a fly on the wall is the hours that Becky and I spend talking about all the areas in which we see that there's so much more ground that we can cover. And and that's why we know that that 60% masters is a lofty goal. And um it the highest in the state 60%. Um I don't I don't see why we shouldn't be able to achieve that frankly. Uh because if you accept anything less than that, what you're saying is poor kids can't
115learn. And I'll um I refuse to accept that. I refuse to accept that. Partly as a kid who grew up poor. But I just see what our teachers do with kids every day. I see what they do with them. And so I I I hope that that is also um meaningful to you guys that yeah, it's a lofty goal, but it's there for a reason. Anything less than that is to give moral ground I refuse to give in this chair. Um and then the last thing I was going to mention is a level of appreciation for our principles who are here tonight. And so we have all of our secondary principles and Manny's tucked over there in the back and Sherry was here for a little while. She had to step out. If anybody else
116is hiding back there, I don't see you. Um, thank you for coming this evening and for attending the board meeting. >> Yes. Thank you. >> That's all I have. >> Okay. Any comments for Dr. Allen? All right. All of you wonderful people out there are welcome to stay when we come back, but you're also welcome to leave since we've had our superintendent communications. So, we will recess this meeting at 8:39 p.m. and go into close session.