001Independent School District to order at 5:05 p.m. Let the record show that a quorum of board members is present, that this meeting has been duly called, and that notice of the meeting has been posted in accordance with the Texas OD O Open Meetings Act, Texas Government Code 551. The board will convene in close session pursuant to Texas Government Code Chapter 551, including sections 551.071, consultation with the board's attorney, and 551.072, 072 real estate matters and 551.074 personnel matters. >> Good evening everyone. >> We are now going to reconvene our general our our regular meeting at 6:31 p.m. We will start with the invocation and pledge of allegiance. >> Would you guys please rise? I'd like to invite you to join me in a word of prayer if you'd like. Please bow. Heavenly Father, we just
002come to you, Lord, in great thanksgiving. Lord, we thank you so much for the many blessings that you have showered upon Northwest ISD, our families, our community. Lord, this evening, we pray for godly wisdom. We ask you to fill the people in this room, especially the Northwest ISTD administrators and leaders in this room. Fill us with the will to do your will, Lord, that your will be done on this earth. We ask Lord for the blessing of protection uh your continued hedge of protection for our students, for our staff, and again for the families and our communities that we serve. These things we pray in the Lord's holy name. Amen. >> So, I've got a couple of folks here ready to go. Man, you guys are excited and ready to do the pledge for us.
003And I want to introduce two Beck Elementary students. Rebecca Leenna, who's a fifth grade student. Um, thank you parents Robert and Katie Lennena for being here with us. Rebecca's favorite subject is writing and she likes to act and dance. If you learn how to sing, you can be a triple threat. You want to do that? No, that's awesome. That's great. Uh she's been uh cast in many of the school's theaters and plays. I think you guys also do the announcements for the school. It's so awesome. Uh her proud principal has said that uh Becca has starred in several of our school plays. She's an amazing example of great character all around. So, pretty awesome. thanks for being here to help us with the pledges. Her partner there is Eastston Fowler, another fifth grade student. Uh
004thank you Jeff and Carrie Fowler for supporting your your son. His favorite subject is math and he likes to play baseball and is a pitcher and a second base player. So we're waiting for you to get up to the high school and help us for a state championship. That'd be great. Um his principal's comment was Eastston is a leader on the Beck broadcast team and he's a joyful bright presence on our morning announcements. So uh thank you Miss Bunch for being here and supporting these kiddos. Will you guys lead us in the pledges? >> Okay. Thank you. >> I pledge aliance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Honor the Texas flag. I
005pledge allegiance to thee, Texas, one state under God, one and indivisible. >> Awesome job. Thank you guys. You may be seated. If y'all stay there for just a second, East uh Miss Murphy, our board president, has a small gift of our appreciation. Thank you all. Can we give them a warm round of applause? Good job. Again, thank you parents for being here and supporting your kiddos. We appreciate that. >> Thank you very much. Awesome job. appreciate you. Thank you very much for being here. You guys are awesome. Go be great leaders. Okay. Okay. We'll move on to the next agenda item. It's public testimony comment on agenda and non-aggenda items and there is none this evening. So we will move on to the consent agenda. >> Madam President, >> Mr. Schlutoter, >> are there any
006items that any of the board members would like to pull off of the consent agenda? >> Seeing none, I move to approve the consent agenda as submitted. >> Second. I have a motion by Mr. Schlutoter and a second by Dr. Roush to approve the consent agenda as submitted. All in favor 70. Thank you. Okay. Well, we we will move on to item seven which is consider any item removed from consent agenda and there are none. So, we will move to eight discussion action item. First item on the agenda is consideration of a teacher's late resignation without good cause and proposed complaint to the state board of educator certification for abandonment of contract. >> Um yes ma'am. This evening we have two um that um we did not accept their resignation. That was Jared Burns and
007Kristen Gonzalez. Madame President, Mrs. Hatfield, I make the motion that the board finds that good cause did not exist under section 21.210C of the Texas Education Code for Kristen Gonzalez and Jared Burns to resign their contract for the 2025 2026 school year. that the board did not consent to their resignations and that the board authorizes the superintendent to file a complaint with the state board of educator certification to seek sanctions for their abandonment. >> Second. >> I have a motion by Mrs. Hatfield and a second by Mrs. Cop that the board finds that good cause did not exist under section 21.210. 2110C of the Texas Education Code for Kristen Gonzalez and Jared Burns to resign their contract for the 2025 2026 school year, that the board did not consent to their resignations, and that the
008board authorizes the superintendent to file a complaint with the state board of educator certification to seek sanctions for their abandonment. All in favor? A 70. Thank you. Okay, the next item on the agenda is the 2025 2026 district improvement plan. This is an action item tonight. Um before we um get to consideration of action. Um we do not have a lot of dramatic changes um or haven't received a lot of feedback from the first presentation of the district improvement plan. Um but we would like to add a strategy uh something that we want to chase and that is uh implementation of a framework for artificial intelligence or AI what that might look like in the district and perhaps some standardized training uh for our faculty and staff. So just something that uh after the textedcon
009and uh meeting several board members I think attended a session. We've looked at those resources. We've had some internal conversations. So, if you could approve the DIP uh knowing that there's going to be an addendum uh on an AI goal or really a strategy is what I should say, um I would be grateful. So, I don't know if we need to word that specifically or if um Miss Hobs, we could say approve the district improvement plan as presented with an addendum for artificial intelligence. Would that be generalized enough? Okay. Dr. FA, do you mind if I just also mention we um shared the district improvement plan with DEIC um the night after we shared it with all of you? I believe that was the time frame. Um and we had unanimous approval by our DEIC
010members, which is teachers, administrators, community members, um and parents and business leaders as well. Madame President, Dr. Rous. Um, yes. I would motion to approve the 2025 2026 district improvement plan as recommended by the administration with an addendum for AI in the future. There's a second. I have a motion by Dr. Roush and a second by Mr. During to approve the 2025 2026 district improvement plan as recommended by the administration with an addendum for artificial intelligence AI in the future. All in favor? 70. Thank you. Okay, we'll move on to item C, which is the 2025 2026 campus improvement plans. All my friends in the audience are here for this item. >> So, we did mention um that all of our new principles to NISD will be doing a brief song. Y'all did tell >>
011they've been brief, sir. Yes, sir. They know. >> Yes. >> Y'all know, y'all have all done it, right? Of course. >> Well, Miss Murphy, Dr. Fast, members of the board, we're so excited tonight to recognize our fabulous principles and present to you their campus improvement plans for the 2526 school year. So, we'll start by introducing our principles. And when we call your name, principles, please stand or remain standing as we go through everyone. And so, I'll start with our high school principles. So, at Byron Nelson High School, we have Miss Kie Deerdorf. At Eaton High School, we have Miss Stacy Miles. She is at Northwest High School. We have Dr. Daryl Porter. At Steel Early College High School, we have Mr. Todd Rogers. At the Special Program Center, we have Miss Diana Foster. And then
012for our middle schools at Adams Middle School, we have Mr. Jeremy Harris. At the New Barksdale Middle School, we have Miss Trish Lucanhouse. At Chisen Trail Middle School, we have Miss Jennifer Higgins. At Pike Middle School, we have Mr. Jeff Dixon. For Medlin Middle School, we have Miss Paige Cantrell. At Tibid Middle School, we have Mr. Jeremy Martin. At Wilson Middle School, we have Mr. Tim Buruby. And at Warington Middle School, we have Miss Natalie Childris. >> Can we Yes, please. All right. Now, for elementary, I'll start with at Beck Elementary, Miss Amanda Bunch. At Birkshshire Elementary, Miss Chanel Jones. At Carter Elementary, Mr. John BS, who couldn't be here this evening. at Cox Elementary, Miss Chrissa Oakley. Curtis Elementary, Miss Jennifer Putman. At Daniel Elementary, Dr. Jessica McDonald, Granger Elementary, Miss Michelle McAdams. Hasllett
013Elementary, Miss Donna Busby. Hatfield Elementary, Mr. Jim Maylor at Hughes Elementary. Mr. Nathan Rob at Justin Elementary. Dr. Steven Garrettson at Lake View Elementary. Miss Erica Oster at Lance Thompson Elementary. Miss Amy Lawson. Love Elementary. Mr. Aaron McAdams. At Nance Elementary, we have Miss Lindseay Smith. at Parent Elementary, Miss Carrie Pierce. At Peterson Elementary, Miss Danielle Grimes at Prairie View Elementary, Miss Amanda Bomar at Rowan Oak Elementary, Miss Aaron Appling at Schlutoter Elementary, Miss D. Raundo at Cindera Ranch Elementary, Dr. Sarah Thornell, Seven Hills Elementary, Miss Kim Blackburn, and last but certainly not least at Thompson Elementary, Miss Edwina West Dukes. All right, let's give them a big round of applause. Y'all can be seated for just a minute. All right, so officially just welcome and President Murphy, Dr. F and members of the board,
014we're excited to be here to present the campus improvement plans. And I know that you have an inkling of an idea of how much time that our campus principles, their leadership teams and staff took on this just by the number of pages that are in your board book. So with that, we'll go ahead with this. Our campus improvement plans along with everything else that we do really is through the lens of our core beliefs, our vision, our mission and our strategic goals. And in our campus improvement plans actually those priority objectives become our performance objectives and that just gives more clarity and focus across our district. This shows the flowchart that you're very familiar with how those four things I just mentioned really uh feed the superintendent's performance objective which provides the lens for the
015district improvement plan and then ultimately the campus improvement plans as well. So campus improvement plans are based on a comprehensive needs assessment which I'll speak to in just a moment. They're aligned to the district goals and objectives and they're a continual plan for improvement. We talk about them as a living document because they truly are. The basic requirements really at the heart of it. It supports the objectives of the district improvement plan and they are the purpose of the whole thing is to improve student performance. So it starts with the comprehensive needs assessment which our principles spent the end of the 24-2 school year into the summer and the beginning of the school year this year really looking at the needs of their campus. Them along with their leadership teams, their staff and through this
016they look at different different groups. They look at different sections such as demographics, student learning, school processes and programs as well as perception data. And in each of those areas, then they determine the strengths of their campus along with problem statements, those areas that they want to focus on as well as the root causes. Something we've carried on throughout that needs assessment. You will notice across all of your campus improvement plans, this particular um data table is the same. We did that because all of our principles may add some extra information for you, but each of them will have the same data when it comes to these diff demographic areas and student learning sections so that you can look at them across all of our campuses. And once they look into all of those areas,
017they do come up with that problem statement and that root cause and those feed into their performance objectives. So you can see the areas that they are um working towards throughout the campus improvement plan. And that is the basis of their comprehensive needs assessment. And for the rest, I'm going to turn it over to Chris for the goals. So all of the improvement plans have these components. Of course, their goals and strategies, performance objectives, evaluation um metrics, their strategies for improvement, as well as the staff responsible for monitoring these strategies throughout the year. And so within these campus goals, uh the the campuses have developed a campus playbook or an action plan that really drives their process to monitor the implementation of these strategies throughout the year using our district instructional framework, PLC's, learning teams,
018as well as state of the schools to kind of navigate um that direction throughout the year. Here's an example. I know it's really small font on the screen, but here's a snippet of a campus playbook with an action plan that really outlines each of the performance objectives, the strategy they're going to use to implement that, as well as who's responsible for it. As Kim said, all these are aligned directly from our district improvement plan. And then here is something that we brought online a couple years ago, which is that campus improvement plan summary document that really takes all of the priorities the campus is looking into and gives you kind of a snapshot within each of the nine priorities, one of the strategies they're implementing for this school year as well as the student demographics
019for the last two years as reference point as well. And then of course within plan for learning that it was houses the complete improvement plan. So for each of the objectives, we'll have each of the strategies um outline the expected outcome of that strategy as well as who will be responsible for implementation and monitoring as well as those checks throughout the year to make sure that it is being implemented. And with that, any questions? This is a discussion item this evening. Questions? I have a question. And I I do like the uh the summary uh pages. Those great to summarize each campus. Uh but I did have a I just noticed going through each one of the the campuses that all but three have increased in a higher at risk. So um and two stayed
020the same uh at their at risk category. What criteria criteria is used to calculate that percentage your at risk students? >> Yeah, absolutely. Kim, do you want to help answer that? >> Yeah, >> I I can jump in. >> Yeah. Um, >> there are there are certain um criteria that the state uses that qualifies a student as at risk. And so, uh, the campuses go through a pretty extensive process throughout, um, the beginning of the year to identify. Micah is coming up to help. >> We're call we're throwing a lifeline. >> I'll sit back here and wait. Let them struggle a bit. No, just like Dr. Griffin said, there's 13 different categories that they have to and they actually added one this year. And please don't ask me what it is because I do not
021know it off the top of my head, but so now there's 14 that identify a student as at risk. And Micah, could you just give a couple of examples? You know, failing star would be one example. If you >> homeless, >> yeah, homeless. If you're come from family of divorce >> and that and you notify the school and so it's really Yeah, you guys, >> they got them. Yay. >> They all know. >> Yeah. But the idea is that um if identified, then they're coded. Um and with that coding um that we get what's called program 24 money but additional state aid to support those students. We can use those specifically for those at risk students. We can group them uh for uh enrichment activities after school support. There's a lot of different ways we
022can use. >> Yeah. So in the spring, usually in the spring, the campuses provide me a plan and then we give them money based on their percentage of atrisisk students for them to be able to serve them. Do you think it's um because of our our increase in enrollment or is it just that we have more students uh even without the growth? I don't not sure how to ask the question is that happening just with >> I think it's both and I think we're better at identifying too. I think we've um we're doing a much better job of identifying. We do it at beginning, middle, and end of the year. to catch all those kids. >> Yeah. Again, repeating a grade is another example. And and so I was talking to someone recently and they
023said, "Well, my child repeated a grade. Would they be coded at risk?" Well, it depends. You know, if that was 10 years ago, we may or may not have caught it. >> Um we may not have had our eyes as focused on, you know, the funding mechanism or the additional services for the student. So, we have gotten considerably better >> um just training and and identification or awareness maybe is is a better way to say that. principles, what would you what would you add? >> I think there are some kids too that once you're at risk, you're always gonna be at risk. Great. And so I do agree with the I do agree with the identification because a kid that was retained in kindergarten, you're always going to be coded at risk. In addition, a
024student that um there are certain star scores that if you score at 110% at the next level, then you can come off. But after a certain test, you can never come off because you're never going to test again in that star score. So, I think that um you guys have helped us because we can now we now have uh what do you call those like days where we can come over to the district and get help with identifying our atrisisk students and trying to get them on and get them off and so I I do think it's partly the growth and we are better at identifying. So, I agree with that. >> And also parents can retain children and so that is a parent chooses to their child for whatever reason, they will be at
025risk for their whole schooling. And that law changed last year. So that's another reason why our numbers are going up. >> And I don't think there's probably a district that's atrisisk population isn't going up or or staying the same just because of the additional criteria and I mean things that are out of families controls as well, homelessness and death in the family and that sort of thing. Thank you. That was very helpful. Ask the right group. >> When I got this the board book, it's 1422 pages. So after I made my obligatory uh poke fun at Judy Cop because of that because she's the one that talked me into doing this that so but then I realized the good thing about this is I'm going to get to see y'all today and I love seeing
026y'all all together. So, it made it made it worth reading 1422 pages. Well, the executive summary, so we can cut that short. But no, I um we started this a few years ago, and I really enjoy having y'all here because it gives us a chance to thank y'all for doing what you do. Um y'all make it easy for us because, you know, we we Northwest ISD is kind of known as a large district but with a small town feel. And it's because every campus is its own community and really appreciate that. And it uh it just let let your the community, your parents, the community, the business leaders buy into that. And and I know I propherate this year in and year out. Did I use that word? I didn't. It's a word I learned
027today. I had to use it again. So it's inside joke amongst us up here. But anyway, >> SAT vocabulary. >> Yes. But no, all kidding aside, y'all are absolutely amazing. Um, love being a school board member because we get to serve you and y'all make it easy for us. So, thank you very much. >> Mr. Schlutoter, you have a question? >> Uh, yeah, Steve stole my thunder because these guys are awesome and I just wanted to echo that again. Thank you for everything you do each and every day. I have a question at the end of this, but no matter how good our district improvement plans are, it's all about our kids getting engaged. You guys do a fantastic job of doing that. I was talking to Dr. Porter before the meeting and he said
028not having their cell phones has let them have more attention to what they're doing. And so, does anybody have any other ideas about how do we get our kids to engage? because I know a lot of them back when my kids were in school, they're just like thinking about everything but learning. And so you guys have managed to to capture that one way or another. So whatever your ideas are, they're working and we'd like to hear some more. >> Well, okay, I can speak up. I can tell you something that we've been doing at Wilson, classroom transformations. So, you know, teachers will uh dress up a classroom where it looks like maybe uh Liberty Hall and they're writing the Constitution. Um so, things like that where the kids come in and it's just something new,
029it's something different. So, I think that's a good way to get kids engaged as well. >> Anybody else? >> Several of us meet with kids and round table discussions and we get ideas from kids. So, they'll tell us things that they want to do and then we take it to our leadership board. I know several of us do that. I personally will email the parents and let them know what their kid says and the parents get all excited, but then the kids, they're like, "Hey, that was my idea that you announced at the assembly." And so, I know a lot of us do that and that's really helpful, too. >> I think having them connect to something other than the class like the fine arts, the athletics, the clubs is key. And so, keeping those
030things, making sure we have support them on that is crucial. >> I would echo that is that several of us are top that 3000 mark for the high schools and the biggest thing that we always try to get the kids to do is just to get involved. Um you have a high school that large, it can get very overwhelming, but when you have those clubs and those opportunities to bring kids in, we just had our club rush last week. We had over 50 clubs represented just by students that wanted them to join their club. And just having those extra opportunities to kids in really does help them get engaged. It makes them feel like they have a small town community feel within their big large high school. So, looking for those ways and then just
031so many of the college and career opportunities our kids have. Um, as a parent of one that's just in college this year, the amount of things that he has been able to do and he feels so confident, it just makes it easier for me to talk to parents and students to say this pays off. And so, that's just been really really helpful. The amount of opportunities is just it it can't be replicated anywhere else in my opinion besides Northwest. >> Um, go ahead. I just have a quick comment. I noticed in a lot of the I didn't get through all of them yet, but I'm working on it. But most of them that I did, I noticed how much you have your teachers involved in planning, and I really like to see that, and I
032appreciate that. Okay, my final I think anybody else have questions? No. My final question has to do with logistics and how we do how we go through this process. Right. So, we have several new principles in our in our district this year. How do you basically bring them into the fold and show them our way of filling out these district or the campus improvement plans? Because I'm sure, you know, they have their own process at their past schools or past districts. So, I'm just curious about um how we go about bringing this together because this is a lot of work, you guys. It's a lot of work and we recognize that. So, I'm just curious about it because and everybody writes different and there's some people in there that are clearly overachievers. Um um but
033you know, I'm I say that very very playfully, but um it's a lot of work and I'm just curious about the process. Well, I would say there's there's a lot of different ways that they do, but it starts when we have leadership academy. So, that's when they really dive in that they have already started working on their comprehensive needs assessment, but they're already looking at the goals and we kind of have we do some learning and then we stop and they have a team with them. So, they have a part of their leadership team. So, they're really looking at the different areas. Okay, what are our needs? Where do you think we may go with this? So they start working on this during leadership academy and they have time that they can connect with each
034other there plus we're g they're given some guidance kind of along the way of this we kind of do it a piece at a time then they go back to their campuses with their leadership teams um each of our new principles also has a mentor that will reach out to them and talk to them about it but after they've worked on it for a while then at the first principal PLC of the year they come back and they run they ran ran through a protocol this year where they were actually sharing some of their goals which informed their campus improvement plan. And so they were able to get in triads and they each shared it, got feedback from each other to help tweak their campus improvement plans and really also had a form that showed
035um alignment pieces that they could use as a guide. Look here to see if it's aligned with the structure of our campus improvement plans. So, >> can I jump in and add a little more to that? >> Uh, Kim and Chris and Caseyrice do a really good job. We have what's called new admin academy. And so, all of our new ad administrators throughout the year meet um and one of them was specifically walking them through the campus improvement plan. And they also have developed um a rubric that helps guide them. We have a pretty detailed checklist on all the things that need to um be completed. And then they read through every single campus improvement plan summary page. They give them feedback on maybe there's they've looked at it for hours and hours. So they
036may have missed a typo or something like that. They'll fix some of those, but then they'll give them feedback as well. So it's it's not just a do it really quick kind of process as I know you can see when you read through them. Yeah, absolutely. So, my final question is as we continue to grow, do you see make making changes to this process or needing to morph it in ways because we're going to have many many more campuses in the future. So, I'm just curious if if we're actually looking at what the future of of all of this will look like. My personal opinion, did you want to say >> um I was just going to say I think that we've started doing that. Um, I think that some of the pieces we added
037this year with the rubric and the checklist, um, and we'll continue to kind of evaluate where we are, what do we need, because I mean, I agree with you, we will have to continue to change along the way as we grow bigger and bigger. I would also add um at the beginning of the year, our last DT, we get feedback from everyone in DT about what worked in the beginning of the year, what are some things that we may need to change and there was some feedback from principles on related to the campus improvement plan. So, we'll take that feedback and um make it even better next year as well. >> Perfect. Thank you. Any other questions? >> Thank you very much everyone. We appreciate you for being here. >> All right. Thank you. Yeah.
038And I would say I know you guys have other stuff going on, so this is a great time. Yeah. Thank you so much. Thank you. >> Thank you. I appreciate it. Okay, we will move on to item D on the agenda. It's the 2026 2027 high school academic planning guide. Yes, President Murf, Dr. FA board, welcome again. Um, so I guess they want to stay to hear updates on the planning guide. They've bailed on us. So, wanted to jump in. We have reviewed um our planning guide for the 2627 school year. Um, not a lot of changes for next year, but want to take you through some of those recommended changes for the high school planning guide. So we, as always, we just completed a review with various departments and input from principles looking at
039everything from just state and local changes to the course requirements, prerexs, course descriptions um and so forth. As always, we'll continue to add or keep um coursework at various levels of academic intensity and rigor from on level to honors to on-ramps to dual credit. Um the timeline itself is similar to previous years. So tonight it is a discussion item to present to you some recommended changes. Um I will then pres present this to the principles tomorrow and then come back to you on October 7th as a change to the board meeting with an action item for your approval for the planning guide for 2627. So the actual changes most are in CTE. So the first four um are actually changes coming to us from TEA that are changing the name and PES coding of those
040courses. So for example in the first row where it's the innovative course uh PLTW introduction to engineering design um that will now change to PLTW engineering design and process uh but again no change to the curriculum or the actual program itself. Um that's the same case for the first four courses. uh for the next course which is digital design and media production. This is actually a new course that we are proposing. Um it's going to be in the digital communications program and what this will do, it's a senior level course that will allow those students in that program um a better opportunity to become course completers by getting those four credits within the program. And this comes up for example if students in that senior year don't have room to take the two credit practicum.
041they can take this one credit course instead and still be a course completer for that program of study as well. Um the small unmanned aircraft systems uh Miss Henderson told you all about this a few weeks ago. This is a course that we've designed and presented to TEA for approval. So we're going to go ahead and put it into our program guide with the hope and anticipation they'll approve that for us to be able to to uh implement next year. And then the final two are a continuation of courses that we are phasing out. So for example, printing and imaging um tech 2 lab. Uh we actually if you recall have merged this program with commercial photography starting last year. And so last year we took out the print image one for 2526 and we're
042allowing those students who are already in that program to slowly phase out. And so this year we're going to remove um that printing imaging tech two and then move forward with three next year. And the final one, the accounting financial uh services program in the guide. If you recall, we no longer offer accounting at the high school. We've embedded accounting uh topics into the business classes in business management. And so we are proposing to take out that part of the programming guide because it's no longer offered. And then the only other update is to add on-ramps government um as a um half credit course they could take as seniors. It would be an additional in-person dual enrollment they could take along with financial literacy or um uh economics. Any questions? >> Any questions? >> My
043only question is you're meeting with the principles tomorrow about this, right? Is that >> Yes, we're going to present it to them the recommended changes. Yes, ma'am. >> Do you anticipate any push back or any questions about any of the changes? I don't believe so because the majority of the changes are within CTE and then the only additional course that we're we're offering or offer is the on-ramps. Um and I believe they'll be excited for it. >> Okay, awesome. >> Any questions? >> Perfect. Thank you. Appreciate your time. >> Okay, we'll move on to item E. Consider and possibly nominate candidates for the Wise County Appraisal District Board of Directors. >> Madam President, >> go ahead. >> Mr. Sprouls, >> you want me to go and get him? >> Yeah, go ahead. >> Lost my
044place. I move to nominate the following individuals for the Wise County Appraisal District Board of Directors. Karen Schluger. >> Second. >> I will definitely be abstaining from this one. >> I have a motion by Mr. Sprouls and a second by Dr. Rous to nominate the following individuals for the Weise County Appraisal District Board of Directors. Karen Schlutoter. Any questions? All in favor? Six. All opposed. All abstaining. 601. Abstension. Okay. We'll move on to item F, which is consider and possibly nominate candidates for the Denton Central Appraisal District Board of Directors. >> Madam President, >> Mr. Bros. >> I move to nominate the following individuals for the Denton Central Appraisal District Board of Directors. First, Mike Kennifer and second and Pomeall. >> Second. >> I have a motion by Mr. Sprouls and a second by Mi
045by Mrs. Hatfield to nominate the following individuals for the Denton Central Appraisal District Board of Directors. Mike Heniper and Ann Pomacol. Any questions? All in favor? 70. Thank you. Okay, we will move on to item G, which is to consider and possibly nominate candidates for the Tarant appraisal district board of directors. >> Madame President, >> Mr. Sprouls, >> I move to nominate the following individuals for the Tarant appraisal district board of directors. First, Eric Kryle. Second, Wendy Burgess. >> Second. >> I have a motion by Mr. Sprouls and a second by Dr. Roush to nominate the following individuals for the Tarant appraisal district board of directors. First, Eric Kryle. Second, Wendy Burgess. Any questions? All in favor? It's a 70. Thank you. Okay, we have we have completed the discussion action portion of the meeting.
046We'll move on to item nine which is reports. The first report tonight will be professional development district effectiveness report. Dr. Espa, good evening. I'm excited to share all the work we have done this last year and into the summer with professional learning. As you know, we always start when we're building our professional learning plan for the year for the summer. We always start with our strategic goals and look at that carefully to make sure that we are meeting the needs there. But we are going to always look at feedback from teachers, principles, classroom visits, of course, achievement data and state requirements. But what's important is what sets us apart. We of course do all the normal professional learning type things in NISD. But what really makes us different is that personalized learning that we provide
047for teachers. We say that's important for students, but we also feel that's important for our teachers. And that's through that sideby-side coaching, through asynchronous choice opportunities like book studies or independent studies, unit previews. So for teachers when a unit's coming up, if they're not sure what that looks like, they can reach out to coaches or we have unit previews that are always scheduled prior to units coming up and teachers can get on and get that support if needed, but if not, they don't have to get on. So it's job embedded when it's needed and when it's not differentiated based on needs and then um our curriculum documents are that recommend highquality strategies and lessons and also model highquality instruction all the time. And then if you look at what we offered, this um really does
048demonstrate that our staff believes in learning at all um all the time, lifelong learners. So we offered 642 different options for learning last year and our teachers earned 49,000 hours of professional learning or our staff in total. Um and there on the right is our professional learning expectations that our teachers and our staff developed last year. So we are doing a lot of learning in NISTD. And I love that we just um looked at our district improvement plan and our campus improvement plan because our professional learning is done in conjunction with those things. We want to support our campuses and our district along those same lines. And so you'll see that here. So we partner with our campuses and with the district to support that learning. Here are some examples of the things we did
049in conjunction with the strategic goal one connecting literacy. And you can see those things highlighted there. But one that we wanted to um um highlight specifically here was that constructed responses using CER. So across all content areas, we want to make sure that our teachers are using that common language so it doesn't confuse our students and whether they're writing in science or in social studies or in ELA, we're using the same language. So it makes it a little bit easier for students to understand how to do it no matter where they are. And then we added these three or just these are just three examples of areas that we added some literacy resources this year in K through2. We added the youthly resource. We added some revision resources in 3 through 5 and then a
050strategic resource that we added for students that failed STAR in middle school 6 through 8. So in all three examples, we not only added the resources and made adjustments to the curriculum for them, but of course we modeled the resources, made sure teachers had curriculum, um, understood how to use the curriculum. We had PLC's, we did the teacher support. Um, but I wanted to provide you with some data that showed how that um, impacted our student achievement. So you can see in the boxes there where we um showed improvement based on those resources that we used in um youly you can see um the biggest one I wanted to point out is that 7 to 16% um gain of outperforming the state in the nation there in revision. We um the areas that we saw
051the most growth is in third and fourth grade. We didn't have as much growth to gain in fifth grade, but we did still see a jump there. And then in lit lab 6th through 8th, remember I said that these were students that did not previously pass. And we had a 45% increase in star passing rates for those students based on the work that we did there. But I think the thing that is more important there is the student confidence that we saw for students that were in that class. Um just feeling more confident in their reading and writing abilities. And so I think that's what's really exciting to see there in academic progress. Another um district goal that we have is just seeing how students are formatively assessing their learning, how teachers are formatively assessing
052their learning and then adjusting their instruction along the way. So we want to make sure we're supporting teachers in that endeavor both with professional learning but with also those curriculum resources. So you can see there some examples of what that looks like. The bottom right is what is called a backwards design document. What you see in red is what teachers fill out as they're planning for what that looks like in their instruction. And then um the colorful document in the middle is a is question stems that teachers can use for planning formative assessment along the way. So we provide them with these question stems in the docu in their curriculum documents so that they are prepared for in the- moment type questions or prepared when they are planning their lessons. Learning targets. Um that's something
053that you saw in our district improvement plan last year and we're continuing to work on this year because we truly believe that when students know what their target is for learning, they're going to be more successful. So, our curriculum documents have examples of what that looks like. And then that's an example of what one looks like. In our curriculum documents, we have a template that we um have for teachers to follow. But then those are examples that we have taken throughout um the district when we are visiting campuses and looking for evidence of where they may need more support or where we see huge celebrations. and we are seeing the evidence of it working through um those walks whether it's walks with principles, walks with curriculum coordinators or coaches or just when we're randomly on
054campuses we're seeing the great success of that through um those walks there and then academic progress. So another area that we had was we really noticed in C reporting category 1 and two that we saw there was a need that we needed to have a focus in computational thinking and algebraic reasoning. So throughout last year we really had an intentional focus around that area in math. And so our professional learning centered around that and then we made sure that along the same lines our journal writing and our journal prompts also focused in that. So that piggybacked on our content literacy work as well. We made sure that we had frequent feedback for teachers with that. We had formative assessments that also mirrored those looks. There you see examples of journals that we saw when we
055were doing AP walks, learning walks. Um so we could monitor that work as well. And then in the chart you can see there um the growth that we saw in those reporting categories on star. So all but one area we saw some significant growth there. And then in our map data we also saw some growth in those areas as well based on that work that we did with professional learning and then um monitoring it throughout the year. Also, we um adopted a new science resource last year and the state rolled out new science standards. So, I wanted to show you what that looked like. Um you can see some journal examples there. We had um a first grader in the picture at the right. They had to design a machine. Um and so you can
056see their work where they designed their machine and then they actually created their machine at the top. I was very proud of that machine because that is a horn like you might hear at a TCU game when they score a touchdown. His words, not mine. And so, um, I thought that was really very clever. What a smart kiddo. And then you see them at the bottom that is the students are working with circuits. But what's really great about that is you can see the implementation usage of a of the resource there. Um the one in pink is teacher usage of the resource. You never saw a dip in the usage throughout the months of that. The dip you do see is Thanksgiving and Christmas. So that is great. And then student instructional category of the
057digital resources there. The top one is games but right below that is um books and online reading usage. So, a great um example of our teachers and our students using that resource with fidelity. Um and SAS actually came in and made a national video of our usage and implementation of the resource. Um and so just again making sure that we supported the teachers with professional learning ongoing throughout the year and support by being in their classrooms and um helping with that coaching support and feedback throughout the year. And then of course consistently um support with HR in um strategic goal to recruit value and retain our teachers ongoing support all year. our new teachers um the feedback they continuously give us is welcome home and new teacher academy and district PLC's are a huge support
058for them and um knowing that they have that teacher support specialist to um fall back on and get support from is important for them. And then as you um are probably aware, we gained feedback from every professional learning um session that we gave all year long. And so this is that data that you can see here. Um I really couldn't be more proud of that. 99% on everything except for one area was 98%. Now the majority of our professional learning is choice. So that's great. they are choosing the right things and we're offering the right things. So that is great. We want to continue to um keep it on that upward trend of that range. Um but we're, you know, hopefully continuing to give them the things that they need and that they want and
059meeting their goals in that way. And then oh that chart didn't come out. So, engage that uh chart just had our numbers there for engage, but engage um 11th year that we have done that. It was a lot of fun this year. We had some fun in games at lunch and um lots of great things. But I wanted to show you our most attended sessions there. We had um engaging with parents and dealing with conflict communication um was our most attended sessions. differentiation differentiation sessions and meeting student needs. Um AI technology sessions with AI using tools and resources light speeded which is a new um technology tool we have behavior support and student engagement. You asked about that earlier and so that's definitely an area that our teachers are interested in as well. And then
060the last thing I wanted to lift up um is our coaches, our instructional coaches. They um are amazing. Our principles continue to praise them as well. We track every coaching interaction that we um do and our coaches had 18,853 coaching interactions last year, which averages about 524 per campus. Um and that did show a direct correlation to um the campuses that had the biggest increases in their state ratings. So, we like to think that we had something a little something to do with that, a little bit of support. Um, definitely most of it goes back to the teachers and principles work, but um we love to support and help as much as we can. And that pie chart there also shows um where we spend the majority of our time when we're on campuses which
061is in that instructional support with the biggest PLC collaboration and then relationship building which can look a variety of ways which a lot of times is instructional support and things like that and then um instructional design and that is it. >> I have any questions I can answer? >> I have a question in the academic progress area, and I'm not one to say we need to teach for the test, but do you feel like our curriculum covers everything that it needs to for our kids to be successful on STAR? Or is there some gaps or areas we might need to look at other programs or other curriculum? I do we do a really good um analysis of making sure that everything that we have in our curriculum covers everything that is on the test. I
062know that time's always an issue. Any other questions? Thank you. We appreciate your Thanks. Okay. Item B is the emergent bilingual program district effectiveness report. That's me, too. All right. And I love celebrating this work. This is exciting. So, um, just a quick overview of the expectations and the requirements that the state rolls out for our EB program. So, anytime you have 20 or more emerging bilingual students in an elementary grade across the district, you must offer a bilingual program. So, for us, we um offer our bilingual program at Clara Love, Rowan Oak, and Prairie View. And we offer a one-way dual language program, which means we only offer it for students that speak um Spanish um and we don't offer it for students that are speaking English to Spanish. So just for um one-way
063Spanish to English and we do offer transportation for those students. And then ESL for is required for all emergent bilingual students that are not in a bilingual program. and we provide that at all of our campuses. And then program procedures, we provide um an LPAC which is language proficiency assessment committee and they determine the students identification, placement, review and classification or reclassification and that is provided um on all campuses and we support all the teachers and families through that work. So, let's look at our numbers. I know this is always something that you guys are interested in. So, if you see here, as of a couple weeks ago, our our numbers, our total numbers of EB students was a little under 4,000 students. And when I I thought, well, let me look at the growth
064over the last decade. I'm going do this a little different than I usually do. And so, in Texas, the growth of emergent bilingual population over the last decade was 34%. And for us it was 321%. So, um, we continue to see that growth and we knew we were growing that much. I wasn't didn't think we were going to have that big of a number and I ran it several times. Um, so again, I think that's just shows we know that we're growing and continue to see that. And if you look at we know starting early, early intervention is extremely important and crucial and and we continue to do that. that is one of the qualifiers for prek. And so you can see our numbers there. We have 455 students in the ESL program for preK
065and 75 in the dual language program for preK. We do foresee that number could change a little bit. Um the the dual language number could grow a little bit. We're um seeing that number has dipped a little bit this year, but uh definitely could change. So if we again another number you guys always like to see is how many languages do we have. Few years ago I think about three years ago that Telugu number kind of popped for us and that was a new one. Last year our Hindi numbers um were a surprise to us and then this year our Arabic numbers were a surprise for us. Melissa Desimony runs this for me and we just decided this year we're going to stop counting at 80. It was 80 plus. we there was so many
066that were other languages that were not on the form because there are many languages that just are not counted. Um so we know there's 80 plus. So we were comfortable with that number. So um just as we can see that there are more and more languages that are hitting that are going to start counting um as a number that we would have to count by grade level. And so you can see here when we look at it by grade level at the elementary levels where I have to start looking at them where we would need to consider a dual language program you can see what those fall here. So Spanish, Nepali, French, Telugu and Arabic. Now, Arabic at 2 grade is at 23 and at first grade 19, maybe more than that now, cuz like
067I said, this was a a couple weeks ago when we pulled these numbers. And then at secondary, I do um pull them just forformational purposes, just to kind of see where they are because they always do seem to be higher at the lower grades and then start moving up. So, let's look at the fun things. So, student enrichment to support our EB population. Um, we do a summer language academy in for preK in kinder. This is four weeks in the summer. You can kind of see the numbers there. This is really to support that um social and academic language development. really to immerse them in um language and get them excited just about being able to talk and have fun and um enjoy just different experiences. So you can see some of the things that
068we did with them there that they had a magician, scientist, fire department, things like that that they get to um be involved in and it is just authentic experiences that they love. And then for our newcomers, this is a a lot smaller of a group of students. There's only 25 students that are here, but this is for students that have just come to the United States, so very new. So there's not a lot that qualify for this program, but still extremely important. And again, getting them involved in social and academic language development as well. So you can see what we did with them there. Something that we tried new this year is we did a songwriting workshop with them. We brought in a professional songwriter and she invited the students to write a song about
069their experience coming to the United States. So the students um all on their own with her guidance but all on their own wrote a song about just how they felt coming to the United States. So, I did link the song lyrics there and then after they did that, she actually um sang the song and sent that back to them and that's linked there so they could see what their work was like by putting that there. So, you can um you can view that and um see review the song lyrics and see the performance that she sent back to them so they could see um what that looked like for them to do that. So, I thought that was really special for them and they were really excited that that was something that they were able
070to produce um as part of their their work together. And then family support. So, we share family resources of course through parent square and a lot of classroom communication. We know it's really important to build strong partnerships for our bilingual students. We provide adult ESL classes that we offer twice a week. Um we do one at Hatfield and one at Rowan Oak. We have 125 parents signed up. Many districts around u the metroplex have actually stopped offering this program due to budget cuts and we have um been able to continue to do this and our parents love it. They continue to come. That's a that's a great number of having people en enrolled and they actually are trying to bring like their cousins and bring other people because they love it so much and we're
071having to turn them away because they have to be in they have to have students enrolled in our district. But it is a great thing to keep them involved and um make them feel comfortable coming into our schools. And then all of our um campuses are able to do this, not just bilingual campuses, but and many of them do host multicultural nights and those have been really popular. And then um we just invite families to participate and celebrate that cultural diversity and foster community connections and inclusivity. Of course, professional learning for all of our teachers, not just dual language teachers, but any teachers that support emergent bilingual is important, especially as our population continues to grow. So, here are some examples of things that we did there. And then our staffing and program support. So,
072we do dual language learning teams, making sure that our dual language teachers are getting to watch each other teach on other campuses because oftentimes they're the only dual language teacher on a campus. um at that grade level. So, we want to make sure that they get to see what it looks like on other campuses. We added a third grade dual language section at Clara Love this year. So, it will continue to grow that program there. And then we added actually four sections total for growth across the campus. And then we also support all of our teachers with that ESL certification exam because that is um a test that we want all of our teachers to take. So, we support them with testing materials, test taking skills, and strategies to help them be successful. Here are
073some examples of some curriculum support things that we do. Making sure that our emergent bilingual coaches are supporting at PLC's with some instructional support strategies. Um, we provide a newsletter for um those teachers and ESL specialists, modeling lessons, and other things like that. And then for this year, a bilingual exception and ESL waiver. So we are projected to file an exception, a bilingual exception for French, Nepali, Telugu and Arabic. Um the funny thing is you can't get a certification in French, Nepali, Telugu or Arabic. But we still have to file an exception for them. So, um we will file those exceptions for those um because we can't certify a teacher for them anyway. So, we don't provide that bilingual um instruction in those languages. And as of right now, we are projected to file an
074ESL waiver for four teachers at elementary and five teachers at secondary. We're working to hopefully not have to file that waiver by um a couple teachers are still testing and so if they test before snapshot we will not have to file the waiver and then um making some other um adjustments. So hopefully we will not have to file that waiver for them but um if we do we make sure that they get the support and the students get the support that they need. And then if we want to look at our our Telposs numbers, you can see here our students are performing well on Telpos. Every student takes TLAS no matter how long they've been in the country. So this these are our TOAOS numbers for all students whether they've been here for a day
075or been here um their whole life but are still considered an emergent bilingual student. So our Telos numbers um are here. You can see that. And then these are really just used for instructional decisions helping for us to determine reclassification purposes. And then we use that to um if we're going to reclassify, if they score advanced high approaches or above on star and have a satisfactory teacher evaluation form, they can reclassify. And then you can see here um this year we reclassified 453 emergent bilingual. And so that just tells us that um the work that we're doing, our students are moving through the program, the instructional supports that we are putting in place are working and our students are growing. So just a few challenges. The rapid growth in the emergent bilingual population does continue
076to be a challenge. Um the budgetary cuts that you all are aware of do they have led to substantial case loads and that makes it hard but it is something we're still working through and making it work. Uh we've current focus is primarily on targeting support for beginners and intermediate students um and newcomers. We're balancing paperwork and compliance requirements along with direct support. Um and that presents a an ongoing challenge. TEA does require a lot of compliance paperwork, but we still make sure that it is done and we work through that. Transportation for our EBS and the dual language program. Um, Bobby and his team do a great job, but we have a big district, so providing that is still difficult. And then it's still hard to find bilingual and ESL certified teachers at times.
077our celebrations. Although it's a challenge, it is a huge celebration. That rapid growth in our emergent bilingual population and through targeted support um across beginner, intermediate, and advanced student groups last year, we observed substantial increase in the number of students successfully reclassifying through the program. The increase in pre-K students receiving early intervention is a huge um plus and our family involvement is extremely high and parents are eager to be involved and we see that every day in our in our classrooms. All right questions >> any questions? So, so with the the growth and with the the cuts that were done, like I know that's got to be a lot of added stress. So, do do you feel like if that's not corrected, are we going to lose good people in in that arena? Like, is
078it creating that much stress? I think the thing that we've done a really good job on is um the teachers. We're not putting the stress on the actual classroom teachers. So I think we've tried to make sure that that's not where the pressure point is. So hopefully that's not where we see any of that concern. So we're trying to really take that off of them. So hopefully we don't lose teachers is would be my hope. One thing I might add to that is um you know we're we're not alone in the budget deficits and we show the Prop A presentation. There's a list of districts across the state that have doubledigit budget deficits and whether that's this year or you know last couple of years they they've had that pattern of deficits. um they've had
079to make hard decisions in their budgets and and change their service models and so forth. So if teachers think the grass might be greener somewhere else, they may be right, but where it's greener is going to be less and less location. So I think what Dr. Dr. Espinosa said about supports for teachers and trying to find ways to help with efficiencies and and other resources um to try to help with that additional workload is something we're very cognizant about. >> The case loads are not on the teachers plates. The case loads really are falling more so um just looking at our ELPAC numbers and things like that, but we don't put that on the the teachers. We're just really looking that at at that really more at at the level at our level up here.
080I'm always amazed at the number of languages spoken in our district. Uh I I see in part of this the support that that you offer, but explain how if a if a teacher has one student in their class that uh that does not go to like the group, how do they teach that student that has that language barrier? The best way to learn a language is to hear the language you want them to learn. So immersing them in English is going to be the best. So if they don't speak English, they let's they speak Arabic for instance, we want to immerse them in English. And so there's a lot of times even putting them with an English partner and letting them hear that social language and letting kids play and having that, you know, experience
081of those things. That's why even when I showed the, you know, the things that we do in the summer with them, it's really a lot of social type experiences because that's where they will learn a lot of that um language through that very um nonthreatening type of experience. And so they will learn a lot of it that way. So you see a lot of partner work um and even in dual language you see um a lot of partner type work through um their learning. So you could you want to see that you can use you know we have methods of translation and things like that. um AI has done a lot with that in in the world and you can pull a phone out and use that to translate but we don't want to fall
082back on that because if you fall back on that then the students will fall back on that as well and it won't be immersing them in in language and so that is you know and kids are so resilient they learn language so quickly so you know the sooner the better and they they learn quickly One other question. I'm not real familiar with the tail pass. So is that um is that's just data that is then reported from the testing or >> Yeah, it's just it's a test that they take. It is on the computer now. It didn't used to be. When I was a teacher, we it was a really long test and you had Judy's shaking her head. She remembers those days. But it tests their their reading, writing, listening, and speaking skills. And
083it, you know, and they can be on a they can be either be beginner, intermediate, advanced, or advanced high. And, you know, listening is usually they're usually better at listening and speaking than they are reading and writing. Those ones take a little bit longer to come along. Um but yeah, so it just it looks at those things and then puts them on a trajectory and then you just kind of move from there. But it really is a good tells teachers a really good idea of where they are so I know as a teacher where I need to instruct them and what areas they have weaknesses in or where I need to go from there. It also helps with then reclassifying them when they're ready to not be considered an emergent bilingual student anymore. Any other
084questions? >> Thank you for your time. We appreciate you. >> Oh, Jeff, you have another one. Sorry. I >> Yeah, just just on the back to the growth part. So, we have a handful of campuses uh right now that that we're doing all this and do do we foresee that we're going to have to add another campus or two down the road? for dual language. >> Mhm. >> Um probably um I mean we look really closely at where our numbers are. So right now we basically have one in each you know east, west and central. Um we possibly could have to do another one like in the south end at some point. there's a pretty big cluster of students there. But right now, I probably not for a few years. I think we're we're really
085doing pretty good right now um with where our population of Spanishspeaking students are. um where are a lot of our EB population of students that speak other languages are in other areas but there's not a certification for any of those other languages. So for our Spanish speaking students we really have most of those areas covered pretty good right now. >> How big are those classes? >> Size class size. Yeah, they range. Um, most of them are to I mean to 20. >> And how many of those do we bus? >> How many of the students? >> Yeah, bus to those campuses that are living somewhere else that Well, I guess some of them are busted even if they live in that area. >> Yeah, >> we bus everybody almost. We >> Yeah. I was just
086curious how many came from other >> I mean the the way the where we have them I mean they're all like you said bust you know cuz Prairie View most of them are bust anyway um love kind of the same and then Rowan Oak they don't have as many that are bust but so I mean I can get you those numbers. Yeah. >> Okay. I think that's it. Thank you very much for your time. >> Okay. Next, we will have the August financial report. Good evening, board. Looking at this financial report for August, I always hate presenting this one because I don't feel like there's much information there. We just don't have much yet. Um, if you remember correctly, we really haven't even started paying our teachers salaries in the new year on this report.
087But if you look at it, you can see that our revenue trending pretty normal, 1.1% last year, 1.06%. So, not much there. Same thing with expenses. Last time at this point, we were at 6.9% of our expenses. We're at 6.51. The big question I think that I want to show on this page is if you look in the second column of numbers prior year actual at the very bottom second to the bottom you'll see net change in fund balance -6.752 million currently that's about where we stood as of about two weeks ago ending last year's budget. So if you remember we adopted a $16 million budget we came in about 6.7. However, since then, which I was hoping would happen, TEA's um updated their summary of finance and they still owed us some money, which
088I was expecting. So, I think we're going to be closer to three or four million deficit at the end of this year. So, I think that's a really good testament to what we changed in the middle of the year last year, going from a $16 million deficit, ending somewhere around three or four million. Again, the auditor just got here this week, so unless he finds something we haven't, I do expect that we're pretty accurate, and that's probably in the 99.5% accuracy. Um, any questions on the general fund? Like I said, there's not a lot of information there, but um more about where we ending the year. >> No, but that's to be celebrated. >> Yes, ma'am. I agree completely. We were super excited when we saw it. So, thank you. And that was everybody, team
089effort. We made a lot of cuts in the middle of the year. Looking at the next one is food service. Again, same type story. Our revenue was about 8.7. Right now we show about 5.39 and expenditures.19 and24. So not much change there or much to say there. Of course last year we did overspend on the food service but we did that on purpose. We had a fund balance that we had to get down. So I think you all remember that. And then lastly, debt service. Um, if you remember correctly, we make our debt service payments in August and in February. So, here's one of the examples where we have to make a debt service payment. You can see on the far right, we made a debt service payment about $49 million. Yet, we've only collected
090$743 million in taxes so far. But again, that goes from last year's taxes. It's just in the different fiscal year. So again, uh, revenues up from 31 to42 and expenses point 24% to 27%, but that's just because our payment's a little bit higher. >> Mr. PTUS, I think you said we collected $743 million in taxes. >> 743,000. Yes, sir. >> I would love it if we would. >> Yes, sir. I'm I'm sorry if I misspoke. Yes. 743,000 of the 178 million we expected to collect for this year. So, just very early. People don't like to pay their taxes until December or January, and I don't even think they like to pay them then, but that's when we collect them. So, um, but we definitely have some payments going out. >> Are there any questions on
091the financial statements for August? >> I think we're good. Thank you very much. >> Okay, we'll go to the last report of the evening, which is facilities, planning, and the construction report. Good evening board. Dr. Fast just want to go through this real quick. Um here's our construction update and these are all the projects that we are currently working on um in the construction department. Um and this is just gives you um a better um idea of where we are and when things are going to be opening. We'll be busy this next summer as well as the following summer. Uh the annex building next door. Uh things are moving around fast over there because that side of the building is torn off. That is being demoed. It's already gone. Um we have the awning at
092the front of the building is gone and the interior is pretty much gutted out. Um just it's incredible just to see that building with nothing in it. Um seeing it as a building or school building for so long. Um we have Prayer View uh replacement. We still have a little bit of work on that project on the west side. We still have to do the large uh student playground. You can see the the red dirt over there. Um the top soil. We have the drive-in that helps alleviate the traffic not going through the subdivision. And then just some uh grading and and grass uh lay um at that site. ND stadium renovation. These are the restrooms that um we needed to add due to the um bleachers being added. the the occupancy on the bleachers.
093And so this is the the ladies restrooms that we are building a new um structure for. And the old structure will be the men's restroom. Barkstdale. Dr. F and I had the pleasure of walking it last week. It's a beautiful building. Um Northstar is further along than I anticipated when we walked. Um just in awe of how fast they're they're going out there and um how beautiful it is. This is the library, the top of the learning steps. And then at the bottom of the learning steps with the wood um ceiling, we've got the high school. In the front of this picture, you have the pack. You can see the grading and you can see the outline of the stage up there in the front. And then with the CMU block is your fine arts
094areas. The steel in the middle of the pictures is the steel around the cafeteria of the of the school. And then in the foyer is um academics as well as athletics. Just a closeup with the steel around the cafeteria and some um foundation around it. And then this just lets you know that we have our parking lot and drives going in. Dr. Hicks, we have parking lot and drive going in. As you can see, is um grade beams are are forming on that site and you can see the the building is actually coming together if you look closely on the outline. Dr. Romer, we have you can see the ro the outline of the academic wings on the right with the yellow and which is grade beams. And then we have kind of the cafeteria
095and library forms or uh foundation. Thanks. Um in the middle of the building and then to the left will be our um gym gymnasium. Byron Nelson, we um have no bleachers at that uh campus now. Um it looks like that the fire lane is not there anymore. I'm not sure if it's dirt over it or if the fire lane still exists, but looks like they're doing peers to get going on um the structure around um that uh field and track as well as the track. They're adding one more lane so we can have track meets on that campus. Here's the pack on the outside. And you can see on the left that we took we stripped it from the the brick working on the structure that is needed to support the um balcony that we
096are um bringing into the inside of the building to allow more seats into the pack. And then on the right you can just see all the work that is going in to to make that happen. Eaton we don't have a football field or a track. We're moving that. The only thing left are the lights um from the stadium. But they're they're working pretty fast out there and and hard to to get that going. Um hopefully you'll see some some difference next month, some shape in that. And then this is the pack. I heard from Nick Kuis this morning that everything is going well and smooth. I told him I hope he didn't jinx us because it's still beginning of this project and so hopefully it continues to to run smoothly out there at Eaton High
097School. Any questions? I have a question. >> Yes, ma'am. >> Yes. So, uh, since they were tearing up the, um, theater at Byron, where will their plays be this year? >> We have worked with the fine arts department and I believe we're using Northwest. >> Where's Kevin? >> For Byron's >> for I think for all high schools. Is that correct? >> Northwest is going to be used for access. >> Okay. >> And then most >> Okay. Thank you. Yes, ma'am. >> My question is a simple >> is it? >> Your mic's not on. So he's smart to cut me off. >> So can you hear me now? >> Okay. >> Yes. >> So at that location, you know, that goes back to the recycle there at that road at the top. >> And so is
098there going to be a lot there? There's anybody worked with text city of Fort Worth this >> I haven't heard anything but I can definitely look into that. >> Yeah to 156 >> 156 and Lindsay I think is the road is Lindsay >> right? >> It is 156. >> Yes ma'am. >> So anyway just check on that to see if uh they've looked at any traffic signal warrants or anything for that location. >> Okay. because I know there's a lot of traffic uh on 156 in that area. >> Yes, sir. >> I would be interested in seeing that too because I've seen the items that are slated to be built around >> Yes. this and it is going to be very very busy area. So, I would be very interested in knowing that as well.
099>> Okay. Anybody else? >> Thanks. Appreciate you. Okay, we'll move on to 10, the board president's report. Couple things. We are hosting right here in this room on Wednesday night the North Texas Association of School Boards. Um, so if you are going to be at that, please let us know. Um, Prairie View Elementary dedication is this Thursday. McCreary multi-purpose ribbon cutting is next week on the 30th. And the Justin Elementary dedication is next week on October 2nd. very busy time. Exciting. >> Will we move on to the president or superintendent report now? >> Yes, ma'am. Just a couple of other items. As you said, a busy time. Um, college and career fair is tomorrow night over at Northwest High School. Thank you guys for hosting 68. Our band showcase a week from tonight. Um and
100that starts officially at 7 PM. Um but we'll all hopefully as many people as can u come out to see that and then a great tradition for us. And then Prop A presentations um that's any everyone everywhere is what we are doing to provide information on Proposition A. I'll be at out in North Lake at Johnny Daniel Elementary 6 PM this Thursday and Anthony and Jonathan have several community events um this week and we're just again our our entire executive team are out and about presenting those to campuses and to our community to share information as much as possible. It's all we have this evening. >> Move