001Trustees, call the meeting to order. Let the record show that a quorum of board members is present, that the meeting has been duly called, and the notice of the meeting has been posted in accordance with the Texas Open Meetings, Government Code Chapter 551. The board will now adjourn into executive session pursuant to Texas government code section. 51.074 through 551.0 hold you up too long, but we're just waiting for a couple people to get in. A couple people need some additional assistance. So, give us just a couple minutes. We should start at 6:55, which is like two minutes. Yep. What did you say? >> Okay. All right. The board will now reconvene from executive session. Mr. Space, so would you introduce your student for the pledge. Welcome everyone. Tonight we have Alyssa Gayton who is a
002senior first lady who will be conducting the pledge tonight. I pledge allegiance 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. >> Thank you very much. >> All right. Uh, tonight's brief introductory remarks will be given by Mrs. Conway. >> Bow your head. Heavenly Father, I thank you for this day. I thank you for our district and our community. I thank you for this room full of people and the celebrations and accomplishments that have happened this year. God, just look forward to this next month and all the the closing of um a chapter and um just for the goodness to come for the students who are graduating. look forward to this summer and pray that you
003would be with all of our students and their families. Ask that you would forgive us where we fail you and it's in your precious name we pray. Amen. >> Mr. Space, you're on again if you could present our recognition for sir. Thank you. >> All right. that I am pleased tonight to stand before you to introduce an outstanding group of students who have recently achieved extraordinary accomplishments. Before we begin, I want to provide a brief note on our recognitions. In White House ISD, we recognize students who compete or honored at the state or national level. As many of you know, this is a busy time of year for competitions, which often leads to a full May board meeting and a whole room full of kids over there, which is a great thing, exciting thing. We
004are grateful for the parents who support these students and are proud of the many students representing White House ISD at such a high level. This evening, we're going to recognize our Special Olympic Olympians, our first ladies academic champions, our FCCLA students, criminal justice club members, FFA students, and our spring sports and cheer academic all-state honores. We will call each group forward and the board will recognize each student. After each group, we will pause for a photo. Parents, we know it's a it's a full room. Please feel free to step behind the podium for photos and there's no need to rush. We'll make sure everyone has an opportunity. Once your student's group has been recognized, you're welcome to remain in the meeting or step out. We also have a backdrop uh as you walked in the
005foyer if you would like to take additional photos. So, our first group tonight, I'm excited to recognize our special Olympic Olympians. We have Mason Kerry. Next we have Ava Miller, >> Mia Cely, >> Natasha Vvery, Michaela Ward, Devin Harrison, Casey Tio, Grayson Morton, Tristan Whitmill, Ethan Alvarado and Cole Edmonson. Go cool go. Great job. >> All right. Next, we're going to recognize our first ladies as they were named academic champions. These students accomplished this by maintaining a 3.89 89 GPA across the program, resulting in the highest GPA at the competition. First off, we have Lindy Weatherford, Quincy Smith, Libby Neland, >> Sophie Perry, Addison Burkhart, Kelsey Bell, Jules Lever, Missy Eldridge, Alyssa Gayton, Kylie Shelton, Mila Sprradlin, Leila Landram, Molina Mayo, Snow White, Lucy Castle, Kora Chance, Cameron Crouch, Addison Dickerson, Scarlett Scranton, Chloe Stalworth,
006McKenzie Washington, Rihanna Whitaker, and Savannah Helm. All right, up next we have members of our criminal justice club. And there are a lot of these. To facilitate our photos, we're going to pause about every 12 students so members can take a photo. Okay, we have Rena Watson. Payton Winfield, Blair McCord, Christopher Smith, Emily Russell, Taran Schutz, Simpson, Hannah Curtis, Parker Rust, Balen Pruz, >> Elizabeth Neland, >> Grayson Gallion, Noah Rust, Caitlyn Cook, Halo White, Brooke Jackson. >> All right, parents, we're going to pause and take a photo of this group. There you go. Can I get a couple? Thank you. All right, up next, Elen Mannon, Brooklyn Bird, Isaac Russell, Braden Reer, Grace Newberg, Caleb Allen, Diane McFaden, Chance Tar, Isabella Hurley, Price Brian, >> VA Hawker, >> Levi Tindle, >> Summer Turney, Kylie Cling,
007Olivia Melton, Nicole Katiana, Gracie Owens, Marishia Chalk, Zoe Craig, >> Kevin Hellwick. I don't know if I can see everybody. Thank you. >> Next, we're recognizing our FCCLA students who have complete uh competed in various specialties including food innovation, hospitality, and job interview. Right. First up, >> we have Colobby Carter. Trenton Fritter, Micaia Barugo, Holly Escan, Kase Burch, and Presley Spates. Ready? >> Thank you guys. Next up, we have our FFA students who competed in poultry, veterary science, and floraulture. First off, we have Braden Porsche, Travis Mayfield, Gabriel Matchet, Bryce Lowry, M. McDonald, >> Brooklyn Bates, Emily Shers, >> Cassidy Rodriguez, >> and Carly Dornet. There you go. Perfect. Thank you. All right. Next, we have our academic allstate students. To be nominated for academic all state, a student must meet the following requirements. An
008athlete, student trainer, or manager in good standing with the team, of good moral character, a senior, and have an overall grade point average of a 92 or above. We're going to begin with our all state cheer students. Okay, we have Isabella Rios. We have Emily Taylor. Summer Turney, Addison Bill, and Caroline Weissman. Yeah, >> one more here. Y'all ready? Thank you. >> Okay, next we're going to recognize our spring sports academic allstate honores. We have Ashton Park, SOCCER, Ava Wise, soccer. Camden Spearman, soccer. Austin Colby, track. Slay Mayo, track. Riley Road track. Madison Krauss, track. >> Rachel Carter, golf. >> Brooklyn Bates, golf. >> Adeline Elliot, GOLF. >> Micaia Barugo, softball. Jared Bumont baseball and Hunter Cook baseball. >> These students are a testament to our teachers, advisors, staff, and sponsors. Coach H, do the
009splits in the front. Got a couple more here, guys. Thank you. Yes, thank you for coming out. You want to get it? All you got to do is whenever you're ready for Absolutely. I am uh very excited to introduce y'all to our new uh assistant principal, Miss Libby Lemon. Uh Miss Le Man is coming to us from Brownsboro ISD uh where she spent the past three years and prior to that, she was an instructional coach in uh Chapel Hill. So we are greatly excited to have her join our team and bring all of her wealth of knowledge. And so further ado, Miss Lam Okay. Uh, can I get y'all to shift? Y'all ready? Perfect. Thank you. We did not have anyone sign up for open forum this evening. That takes us to information items. And
010tonight we have Dr. is going to highlight our health service. >> Hi, good evening Dr. Robbie and Dr. Whittle and members of the board. I'd like to introduce Christy Harris. She is our student services health services coordinator. She supports all of our campuses, all of our nurses, and that support directly impacts our students. So, we're really grateful for her leadership. Like to invite her up. >> Hello. So, it's been a while since I've seen y'all. Um, thanks for having me back and I brought some friends with me. I brought some friends with me tonight. Um, so I just wanted to tell you a little bit about what we've been doing um lately. Um, so as you know, we do have a full-time nurse at every campus. Uh, which is great, especially because the state of
011Texas says that we don't have to. Um, so all of our nurses are licensed. Um, again, state of Texas say that you don't have to have a license in order to work in a health clinic. So, White House ISTD goes above and beyond. Um, so a little bit about our nurses. We have seven RNs and one LVN. Um, our LBN, uh, Cindy Smith has been in the district longer than the rest of us. >> Forever. >> Yes. Yes. She has taught us everything that we know. Um so as far as our training that we have so each nurse um has uh and maintains her individual license with the state board. Um we um do yearly training as well um as the additional um training that our nurses have to have to keep up their license.
012So I do training for them. We send them to region seven for training. Uh we do multiple things throughout the year. So, I feel like we've got a pretty good handle on what's going on in our district. Um, I'm going to let Cindy tell you about our school day, but first I want to give you a little bit of numbers. I did that the last time that I was up here. So, as of Friday, from the first day of school, um, our nurses in the district have seen 17,420 visits that we've made. These are not um necessarily our chronic kids. These are walk-in visits. Um, multiple complaints. Um not only that on addition to that we have given 15,763 doses of medicine. Now most of those are scheduled. So um we have one school that
013has 26 daily medications and we give these every day with a smile. So um we've also done over 6,000 screenings. Um these are statemandated screenings. So, the vision, the hearing, and the spinal. And we've identified um over 500 kids that need some intervention. And a lot of those have been resolved, but we're continuing to work with the families to make sure that those kids gets their, uh needs addressed. So, um right now, I'm going to call up my good friends, um to join in this little question and answer session. Uh come on, ladies. So, Cindy Smith um and I'll let her how long she's been here because I really can't remember. Um as the nurse at Stanton Smith and then Haley Birkhart is our nurse at White House High School. So the first year so
014I have been with the district for 23 years. Uh spent five years at Holloway and the rest at Stan Smith when they opened. Um and I have been at White House High School for five years. So, both of these ladies have been a nurse for a lot longer than they've been here. How long for you? >> 30 a lot. >> 30 a lot. >> And 20. And I've been a nurse for uh 36 years as well. So, we don't hire novice nurses here at White House ISD. We hire experience. Um, so I'm just going to ask him a few questions so that y'all can have some information. So Cindy is going to tell uh tell you about her role as a school nurse and kind of what her typical day in an elementary school looks
015like. Okay. So starting off with our role, I think our main thing is to manage our students that have our critical health, you know, issues. Um daily needs of our students. We hand out their medications. We make sure that is all online. Communication is a big thing with us. um we contact parents all day long whether it's for minor things or for you know something major but I think that builds a great relationship with our with our families is being I think that's the main thing is our communication is u makes them feel you know like their children are being taken care of make them comfortable sending their kids to school every day um we do go into our day like because that kind of rolls into it so tical Every single day when I
016arrive at the school, there's usually kids waiting on me in my office and I get there early, but the bus kids come in early. They come in off the bus sick. Um they're coming in for their medication. That's usually what we start off with. Um after that, we start seeing our daily visits and that can range from everything you can imagine. So, we see a lot of sick kids and then we have to use our nursing judgment all day long just to make sure, you know, we're seeing what we need to see. We examine examine them to make sure, you know, are is this kid really sick? Are they having issues? Are they having anxiety, you know, so we use that a lot just to, you know, go through our day and see which kids
017really need to have, you know, special care beyond us. Um, we do not take lunch very often, but that's okay. Um, we do that. So, uh, we have several, uh, of our campuses that do have medically fragile, um, students. I, you know, um, I'm at a school that has life skills in ECSE. Um, so I do do go down there to check with them on their special needs kids. Um, I do not have any diabetics at my school, but a lot of our nurses have many diabetics. We deal with ADHD every day. We deal with seizures and just I list goes on and on, but we're very uh fortunate that we have the nurses in our district that we do that is, you know, that they're capable of taking care of these students that need
018that. So, I know and that goes right up to the bell coming in at 255 with >> Yes. >> 320. Um I've got a headache. Okay. >> So, um we build a lot of relationships with kids and so I wanted to ask Cindy to tell you about like one moment or experiences that has impacted her in in her role. So I wouldn't say that there was actually a moment one moment um I think that me starting off when I did in the school system and that was probably every school nurse when you come into a school system you never worked in before. You do not realize the students that you will have that you know need you like they do. And it could be the smallest thing and to me that's the most special thing
019to me is like if I can do something and I'm not even realizing I'm doing it. Um but to communicate with a student and to communicate with a parent and later have that student or that parent come back to me and say you know they just I made a difference in their life. you know that so that really that has been my most um you know memorable moment my special time that makes me feel you know grateful to be here and it's for those students that don't see you know be seen and sometimes they just need someone to talk to you know so I'm kind of a counselor too they just feel safe and it's a good to have a safe place for them to come so that's my makes me feel good thank you
020um so I'm gonna ask Kaylee this next question um about how school nurses support the overall success of students at campus because my biggest pet peeve is when somebody says, "Oh, y'all just sit and hand out band-aids." >> Absolutely not. So, I'm going to have her kind of explain to you what we do. Hey. So, yeah, our um overall goal is to help create um a safe and healthy environment for all of our students um because we know that it's essential to be in class um to be successful. So, we're able to treat kind of the minor illnesses and injuries in our clinics and let them go back to class quicker. uh as well as formulate those plans for our chronically ill students um and help them manage that to prevent absences. Um yeah, so
021just overall uh trying to help them be successful at school, whatever that looks like. We work with their families a lot to formulate health plans, kind of tailor everything to what they need. Um and we get to see them thrive. So school nurses are considered educators as well. Um and that's a lot of what we try to do is to try to educate these children um maybe not in math but certainly in science and teach them about their body and how yes they can survive this day u because you do need to go to math. Um, so my next question is just to ask um the girls what they enjoy most about serving the students and the families here. Um, I I would say I enjoy just seeing the progress of the kids over the
022years. I get the privilege of spending four years with them and from freshman year to senior year there's a big change. Um lots of growth, lots of maturity. Um they get to kind of come into their own and I see them making smart decisions, learning more about their health, how to manage their chronic medical conditions. Um, and we just kind of I I love to see them just step into their own and as graduation approaches, um, you know, I know they're going to go out and be productive and take care of themselves and yeah, it's just, uh, fun to kind of watch them get to grow up. So, as you can tell, we really, uh, enjoy our jobs. Even if we don't get to eat lunch, um we do uh get a lot out of
023the kids and we hope that we're giving uh them the same opportunities as to get something from us. So that's uh all that we're going to say um unless you have some questions. >> 17,000 plus visits is a lot of visits. Do you have any idea how many students that represents? Well, that's out of our 4,900 students, but a lot of the students are um multiple visit kids. So, out of each different campus, there's probably 40 to 45 kids that we see on a daily basis. Um, and then the other kids kind of run on autopilot. And we do work a lot with uh those families um to see, you know, why is it that they're coming in every day? Is there something going on in the classroom? Is there something going on at home?
024Sometimes we never figure it out. Sometimes they just need to see us. Nurse Cindy is so popular. These babies love her. They want to come in all the time. Um but and we have to try to gently get them back to class. >> She subs over at my school and she's like, "They hug me." >> They do. >> They just want a hug. So Haley says she sees about half of the student population at the high school. Um and as they grow older, the visits decrease um about when they get to the upper classmen, then they stop coming as much because they have their cell phones. They'll just call their mom. >> Fair enough. anxiety. >> Do you want to answer that? I I definitely did um come I came in in 2021 and there
025was a big surge in anxiety um even anxiety induced seizures what we would call and a lot of new things that I had never experienced in working in in trauma and in a hospital for um years before that. So, and it seems we, you know, speaking to other school nurses and all that there, we were learning about all these new things that were coming about. Um, I do think it has kind of tapered off some since I first started. We still are seeing the effects of it, but it was a lot more at least at my campus um for those first probably three years. Um, and then it's kind of I haven't seen as much of it this year, but I do think um You can I mean in your experience anxiety and stress is
026very much more prevalent. I work very closely with our counselors. Um we kind of have to quickly determine with almost you know probably half of the kids that I see is this um possibly mental health related or you know something that I need to intervene with. So we we work well together to make sure they're taken care of >> all around. Did you notice any visits at the time? I would imagine things got better visits. >> Yeah. Well, you know, at the sometimes at the high school, they'll they'll come to see me and I I'm pretty tough. We don't um we don't we don't hang we don't hang out. We I say if you are healthy enough and you feel well enough to be at school, you're going to be in class. So if they
027don't always like the answer that I give, then they'll go make a phone call and try to bypass me. But um yeah, I don't know. What do you think? >> Well, they still have their ways. I don't know if it's necessarily decreased, but >> thank you all so much for all you doing keeping everybody in class. >> We're trying. >> Thank you. >> All right. And then Dr. Taylor is going to give us the 2026 2027 program update. >> All right. Good evening, Dr. Robbie, Dr. Whittle, and trustees. Uh tonight we're going to review some of the programs that we've been talking about over the past couple of months, but just to give a snapshot of some of the new uh innovative programs that we're bringing into the district in the 2627 school year. So
028tonight's presentation aligns with our board goal of providing relevant learning experiences to ensure that our students are college and career ready and also our ongoing quest to ensure that our students are able to be involved in extracurricular co-curricular and other academic activities uh because we know that that supports their success and helps motivate them to be at school as well. So tonight we're going to look at this in three primary categories. The first being academic programs. So new things that are coming into the district that'll impact our students in kind of their core foundation areas in the classroom. Uh the second being experiential. So those opportunities that we provide to students for hands-on experiences and also uh action within the real world. And then finally transportation. Um, as a result of some of these programs,
029it's also causing us to make some shifts in how we transport our students to school. And so, I think you'll find there's some great and exciting updates for our families as it relates to that. Uh, so first, in terms of academics, um, for years now, we've been talking about the importance of alignment in our literacy programs from preK through 12th grade. And so this past year, as a result of a grant that we received in the district, we were actually able to do the work of creating a pre-K12 literacy plan, literacy framework. Um, and as a result of that, we um are going to be doing some training with our staff in August around research-based instructional strategies across all subject areas and also vocabulary development. Um, what I'm most excited about as a result of
030that literacy alignment is the introduction of an aligned resource for all of our teachers K through 12 that is inclusive of foundational skills and phonics for our early learners. Um, and also aligns that work up into literature for our high school students as well. Uh, so we're actually starting, I believe next week with our high school teachers to do some training. Uh we'll also have some training for our elementary teachers before they leave for the summer as well. And then over the summer we'll build on that. So how do teachers use this resource in conjunction with their standards to effectively plan instruction for our students? Uh the next thing is the roll out of new alignment of standards in our advanced middle school mathematics programs. So, you may remember a couple of years ago there
031was a Senate bill that required us to offer advanced mathematics to students who scored at a certain percentile on their fifth grade math star. Um so what has happened over the last couple of years as that program has begun to play out into districts is the state has provided a resequencing of the standards uh to spread out that content a little bit more evenly over grades six through eight. So it will still culminate in our students taking algebra 1 that are on this path as eighth graders. Um but whereas right now we do all of six and almost all of seventh and sixth grade. um and then eighth grade and seventh grade and then algebra 1 and eighth grade. It's going to spread that coursework out a little bit more um which will help our
032students to be successful. Um so that's going to start with our rising fifth graders who are going into that sixth grade advanced math track next year. Um and that will align also with the roll out of the new version of the STAR test, the student success tool. Um, so it's a good time for us to kind of get on um get on par with those new alignment of standards. Uh, the next thing is zero hour. We've talked about that at a couple of our last board meetings. Um, and I'm happy to tell you that we've had 77 seniors and 22 staff members express interest in taking a zero hour course. Uh so this is definitely going to help to diversify and uh kind of individualize some of our students high school experiences based on their
033needs. We're still in the process of working out exactly what courses will be offered and who will teach them and we hope that over the years we kind of see a pattern start to develop there and so we can anticipate what to expect with zero hour. Um and then also as an impact of time and how time will be distributed, we are adding a testing and tutoring center at both our high school and our junior high. So at our high school that will take place in the morning. At our junior high that will take place after school. Um but what that is is that's an opportunity for kids in a you know kind of a low stress environment to come in and make up tests or also get extra help. That will alleviate some of
034the pressures with our teachers in flex time as well. Um, so it's just another way that we can offer support to our students and have high quality faculty there to help them when they need additional support. In terms of our experiential, you'll see here, this picture is our sixth graders. Uh, recently we got to go to a star pep rally at Holloway to um and the sixth graders. Um, if you've had a kid in band, you know that sixth grade band is an interesting time, right? because they are learning their instrument for the first time and as a result of that they are in these instrument specific classes. Um and so I'm going to actually start at the bottom here bullet point our band periods at Holloway we're going to be able to offer more
035of those throughout the day whereas right now it's only happening in the afternoon and so that makes the morning very congested with the core classes. So, by spreading that out throughout the day, we'll be better able to distribute students in those core classes so they're getting that more personalized attention in sixth grade. Um, also at sixth grade, we're adding pre-athletics. So, we're not adding staff to do that. We're utilizing existing coaches in the district. Um, but they will have time to be in a pre-athletic period at Holloway that will be non-sports specific. Uh the goal of that program is not only to start to build strength and conditioning in our students that are interested in athletics um but also expose them to some of those sports um that they may not have had a recreck
036league opportunity to participate in. So just to help give them a leg up going into junior high. Um as a result of shifting of times we'll also have more access to pharmacy practicums uh just as a result of hours of operation. So that will eventually in the long term allow us to possibly accept more students into those practicum experiences and also diversify the types of workplaces that they're able to experience. Um and then one of the things that we're very excited about that I know you've heard about as well is our partnership with the Salon Professional Academy here in White House. Uh Tespa, that's a new acronym that I've learned. Um, but this is really different than how a lot of schools do a cosmetology track. You know, a lot of schools will hire a
037licensed teacher, cosmetologist to come in. Um, and there's not really um an embedded opportunity for students to get the internship hours that are required for them to get that cosmetology license. So, by this unique partnership that we have and and actually some other districts are are learning about what we're doing and trying to bring this to their district as well, we have the goal of our students having their first 100 hours by their junior year so that their junior and senior year they can actually be in the salon working with clients with the goal of completing that thousand hours that's needed for a cosmetology license shortly after graduation, if not beforehand. And then finally with transportation, um, next year we're going to be offering a customized routing system. So that is why now we are
038already asking our families, are you going to be planning to utilize transportation for the 2627 school year? What that will allow us to do is really make sure that we streamline and optimize all of our routes to not only use our drivers and our transportation resources more efficiently, but also ensure that we are minimizing students time on buses as well. Um, so that's the opt-in model for transportation. Uh, we will have possibly different morning and evening routes for our students. So, in some of our further out um areas in the district, we might be picking up all students that are going to be coming into White House for school. Um but for some more of our in town routes, that will look a little bit different. And then, of course, with our high school dismissing
039um at a later time, then that will also mean there's less transportation resources that are needed in the afternoon. Um we are also integrating our transportation networking through Skyward. And so, For the 2627 school year, our families will be able to log in to Skyward Family Access and see their students bus number and the estimated a time of pickup in the morning and drop off in the afternoon. And probably the thing that's going to excite some parents the most is the introduction of Myide K12, which is an app that parents will have the opportunity to download that provides real-time tracking of the bus's location. Um, and so that will help alleviate some concerns around drop off time and availability of supervision and and just um an awareness, you know, of where kids are at all
040times. All right. So, those are the three primary areas that we wanted to share with you this evening, but now I'm open to any questions that you might have. >> Okay. >> I know you haven't done it all by yourself, but you've been busy. >> Yes, sir. We we uh we it's great when we get to uh look at new ways to bring programs and experiences to our students. So, it's definitely a team effort. >> Thank you for all the work on >> Absolutely. Thank you all. >> This is always one of our favorite times of the year to hear from the White House ISD Education Foundation. So, Kelly Flanigan and Sydney Jay are going to give us an update. There we go. Okay. So, um we are excited to announce that this year we
041had record funding. We have given away over $140,000. Really exciting. So, we have three we have several different grant cycles. So, our first one is our fall grant cycle. And we'll tell you a little bit more about Surprise Patrol in a second, but we had 36 fall grants that we gave away four Wildcat den. And for anybody who doesn't know what Wildcat Den is, that was created several years ago when we had a surplus of money and we were trying to figure out what to do with it and how to be creative. So it's kind of like our own Shark Tank where we have community members come in, they present their ideas, and the Wildcat den they can ask for unlimited funds. And so in the fall for fall grants, we limit it to a
042$5,000 ask, but for the Wildcat Den, they can ask a lot. We did grant four Wildcat den grants this year. And then we found something else, another need that we had this year that it was continued support through our on the spot grants. Those were some needs that the teachers would come out throughout the year instead of having to wait for a full year. There are some needs that they need immediate on the spot funding for. And so that is a new thing that we um started last year. And so they can ask for up to $1,000 for our on the spot grant. It has to meet the mission of it. Is it a necessary need right now or can they wait till the fall? And then this year, we'll go through a graph in
043a second. Sydney will show you, but every single campus within the district was impacted. >> So, um, this just kind of shows, yeah, which campuses were impacted. As you can see, every campus had grants both they applied for and that were funded. Um, as you know, number of grants applied for, kind of different amounts of money there. Um, and some of those that I think Brown was one of our wildcat den. Um you can see there's a lot of funding there but they had some big projects at Brown which is why one campus is much more represented. Um the other thing is you can see they're across multiple subject areas. We try not to just focus you know it's not all STEM grants. So sometimes people think of that being creative but um college and
044career readiness core academics you know creativity and expression all of these things are supported um by different grants. >> And then um Brown as Sydney said has a Wildcat Dant the also asked for one and it is waiting. So the high school actually would jump up when that funding gets when it gets approved that we're still waiting on that. It's about 19,000 extra for funding for a project at the high school. So our beyond the numbers, we talked a little bit about surprise patrol in the fall. That's a really fun day where um we go in, there's band, there's drum line, there's first ladies and it's really loud and exciting and we present the big checks to the teachers who've asked for money. Then um beyond the numbers, just our community support through our donors,
045the employees, event sponsors. This year we had um our event, our celebration of innovation at Brookers for the first time and so that was really exciting. We are going to continue to do that next year. Our event raised the most money that we have ever raised this year. And so we are continuing to just raise support. We're wanting to get every campus involved and just continue to reach out for our community for the support. And then as we mentioned our Wildcat D, which is our own Shark Tank where we have people come out and help that. >> So we just want to say, you know, thank you um to all of our donors. We have so many donors of which the teachers and administrators at White House are a huge part of that. But just,
046you know, thank you so much everybody for allowing us to do these things and, you know, helping us support the district. >> And thank you guys because I know a lot of y'all have served on the foundation or a lot of past presidents up there. >> Do y'all have any questions for us? >> Do you have anyone specific? Don't look at me like that. >> I told him not to ask any really hard questions. I warned him. >> No. Do you have any one specific grant this year that was unique or jumped out or stands out amongst the different campuses as something really fun? >> I think one of my favorite grants was one of the wildat grants. Um I forget exactly what they called it, but they were basically asking for funds to help
047modify the playgrounds so that they were accessible to special needs individuals. So I want to say they said it was something like 43 children who were sitting out of recess. Um and by allowing us to modify playground equipment, those 43 kids get Whether that's a merrygoround you can strap a wheelchair on or just adding like reflective lighting to make visually impaired students more able to utilize the playground. >> Yeah. And I had a lot there was a lot of great ones. A SWAT team got um they had SWAT uniforms for the high school and they asked for a car a police car during the Wildcat Den. >> Um trying to think >> driving this car. >> They are they're not going to drive it but it's going to be parked there. Or are they driving
048it on campus? They might if they license. >> No, they're not. No, they're not driving. >> That was a softball for Dr. Whittle. >> Sorry to interrupt, but I had to interrupt. >> How faster are they going to? >> No, they are not. >> I know Mr. Spe agrees with me. >> It is part of training for them for their SWAT program stuff. So, um the junior high, one of my favorite on the spot grants though >> was the junior high saw a need and it was something that we talked about. Is it timely? is something they need right away. Students started collecting food. They noticed a lot of food was being thrown in the trash and even milk and refrigerated fruit. So, the counselor there was getting a cart every day and taking it
049to the teachers lounge and then collecting things that had not been opened or thrown away and taking it to the teachers lounge every day and then bringing it back every day. And so now there is a refrigerator and there's bins beside it in the junior high. And so students can take food and they they take food on the buses after school for snacks and then during lunchtime. And so and students now instead of throwing it away, they they know to contribute their food to to that cause. So it's really neat >> something is implemented at a few other campuses in different ways. It just kind of hit critical math with the junior high and allowed us to step in with that on the funding, help them get to where they needed to be, help that
050program succeed at just one multiple camp. >> Any other questions? >> Thank you all so much. Do you have a a tally? I mean, I think almost every year kind of given a tally about how much the foundation has donated since its inception. >> Over a million at this point since it started. I don't know exactly >> over a million last year and if we added another million >> that's staggering. It really is. Thank you all for all the work on it. That is wonderful. >> Amen. >> All right. And then our annual special education report with Dr. Jennings. >> Good evening Dr. Robbie, Dr. Whittle and trustees. So, this is a new annual report that you will get every year from now on. Um, this was part of legislation and Texas Education Code 29.012.
051Um, and so they were supposed to give us directions by March of what was supposed to be in the report. We didn't quite get those. So, this is my best guess of what's supposed to be in the report. Um, along with some um guidance from region seven. Um, so this goes along with providing relevant learning experiences to ensure our students will be college and career ready. So right now just kind of go over some demographics. Every day is a little bit different. So this is at the time the um slide was presented or created this is where we were. Total enrollment was around 4,891. Um special education was 1,063 students and our 504 enrollment was around 6 Um, as far as students in the district and the different services they receive through special education, these
052are the different um, disability categories that we serve. Um, about 439. I know that looks like a huge number for speech. Um, that's probably about right for across the state of Texas. Across the state of Texas, about 45% of your special education students that you serve receive speech services. So, some of it stand alone, but a lot of it um is in conjunction with some other disability um that the student has and needs services for. Um again, autism um is um we've identified more students with autism in the last few years. So, we're serving about 168 students with autism. Um specific learning disability um one of our highest categories and that is about 530. You can see all the other categories there. I did put dyslexia kind of at the bottom. It falls into some
053of these other categories, specifically specific learning disability. That number is a little higher because not every one of our students receives special education services. Some of them receive it through 504 if they don't need direct dyslexia instruction. While you're there, could you decode those? >> Oh, sorry. Yes, I can. Specific learning disability, deaf and heart of hearing, visually impaired, um, intellectual disability, emotional disability, um, orthopedic impairment, other health impairment. A lot of times where you see other health impairment, that's where our students that have ADHD. Um, that's usually where their disability is. Um, and developmentally delayed. So those are students that are younger and sometimes we know that they have a disability but we're not quite sure which category that they are in yet and so they receive a developmentally developmental delay >> the specific
054>> specific learning disability. So that's usually math, reading, writing. So it's very specific to a subject. Some of our students have only one um math or reading or writing. Some of them have disabilities in all of those categories. Okay. So, just kind of a staffing overview as well. So, um in the special ed department specifically, we have one coordinator, um currently we have 10 diagnosticians, two school psychologists, we do have a a board certified behavior analyst, um a licensed professional counselor, we have eight speech teachers across the district. Um we have two people in occupational therapy. one is a um occupational therapist and one is a kota as an assistant. Um we have two people that work in VI. We have a teacher and then we have um an assistant that's actually our braille list
055for us. Um we have eight dyslexia teachers and two administrative assistants in the department across the district. Right now we have 45 special education teachers and 67 um paraprofessionals. That is for inclusion but also in our selfcontained classrooms. So part of what has to be included is some data. Um so we used the PE snapshot data from October to kind of show you the trend of where we've gone since 2021. We had 645 students. Um in October we were at of this year we were at 982 students. Um but like I said uh last week when I took looked at data we were at,63 students. So you can see our population is steadily rising. Um and we've gone from 13% of our students being in special education to about 20% of our students being in
056special education. Um so that's that's a large population of students. This is not um this is a trend that we're seeing across other districts as well. So it's not unique just to us. >> Specific having that as far as the diagnostics are playing it qualifying. for that app to appear ago. >> Not necessarily. So 23 24 we we shifted dyslexia um by 2425 dyslexia had to be moved over if the student was receiving services had to be identified under special education. So that shifted a little bit but as you can see we've still continued to grow. Um and that shift kind of happened around the state. Um but that was just kind of one small just we've continued to identify more students with autism um in our district and uh emotional disabilities has come up
057or and OI. So those students that are in OI because of ADHD have to have a medical diagnosis in order to receive that um that disability. Okay. So a couple of other things um talking about the annual dropout rate. So um remember this is coming from taper so some of the the data lags a little bit. Um so you can see that in um 2223 um the state dropout rate was 2.0 the district was at 1.5% and special education was at 2.2. Um you can see that in 2324 we've improved that. Um the state is at 1.9, the district was at 0.9 and special education is at 1.8. Um part of that is some coding that we cleaned up a little bit and um were able to give some of our students um credit um
058for um being able to graduate. So some of that was with some of our life skill students. Um then passing rate, all grades, all subjects. Um so across the state in 2324 it was 75% the district was at 87% and special education was at 61%. Um again in 2425 it was 75% across the district was 88 and special education was 67. So we have made some gains there as well. One of the things that we do know that we have to include in the report each year is uh CCMR data. And so you can see that um what the numbers are for the state, the region, the district and in special education. And so um we are doing well in that category as well. Again, this came with some if you see that we went
059from 70% to 74.2. Again, that was some of the coding cleanup of being able to show that our students were graduating either being able especially some of our life skills kids being able to graduate with being able to volunteer or have some work ready skills that they were able to perform. So resultsdriven accountability um that's another system that we look at that looks at the number of students specifically in special education that are disproportionate um if you have too many students that are in special education identified in certain categories. They say that your numbers are disproportionate to the rest of the district. So in 2025 our designation level was a one which means we meet the requirements. So we didn't have We had a few areas that we need to watch, but overall the report
060showed that we were in alignment across the district. Those areas that we needed to watch were total disciplinary removals across campuses and across the district no matter what the category type was. Um out of school suspensions for less than 10 days. So we needed to make sure that we watched that for our special education students. And then representation of students that are identified as intellectually disabled. um those numbers just kind of come as they come. That's not really something that we can say, "Oh, wait. We've reached a percent. We can't identify any more students." We identify the students that need um help and we put plans in place to help those students. But these are areas that we just need to pay attention to. So, future funding, that's the big thing, right? So, the state's
061kind of changed the way they're going to do the system now, the way that they're going to provide funding to us. We're still learning the rules even though it starts this next school year in 2627. So over the summer um we will have to um enter a bunch of information into a form that they've provided us and have that to them by the beginning of October so that they can kind of put our kids in those categories and give us an estimate of what they think that we will get. So the current system is it's based on the instructional arrangement. The instructional arrangement means the amount of time that a student spends in a special education only class or getting special education services or they spend in a general education class receiving um support through
062inclusion. Okay. So we look at the percent of a student's day and that's how we decide what their instructional arrangement is. um that goes into the PE system and then that's how we get our funding based on how many students um are in a special education setting. The new system is going to have tiers based on the intensity of instruction. So, we still have to look at those minutes. We have to look at the types of services that they get. And then in this spreadsheet that we fill out, we'll give five different categories of all the types of instruction that they receive. and it'll have five service groups and two different categories. And so that will tell us kind of here's a base number that everybody gets and then based on that and how much
063instruction the student gets, here's additional funding that you may receive. The impact of that for the next school year is that we have to use both systems for next year. So we do the instructional arrangement system and we do the TIER system that they're still building. Um, and At the end of the year, we'll kind of have a settle up kind of like we do with attendance. Um, so they are going to give us a one-year 26 27 hold harmless. So if the amount that we would receive is less than what they would have given us in the old system, they're still going to give us that higher amount, but by the 2728 school year, we'll need to have everything in place. So what that means is PE systems are being adjusted and updated now
064so that the entry goes into TSDS so that the state gets the upload and then our special ed management systems are getting updated so that they have all that information. So our future focus is to continue to grow to meet the needs of our students. We're a growing population and we're growing in lots of different areas and so we're trying to make adjustments in our programs to make sure that we meet all of those needs. Um that we have been focusing on a little bit over the last couple of years is having a true transition program for our 18 plus students. This is the first year since I've been in the district like we have a really great relationship with TWWC um and not just to work with our students that are in life skills
065um but also to work with our students that receive resource or inclusion support on the high school helping get them ready for careers um and different things like that. But we're working really closely with our TWWC um representative and so we're continuing to build that program for all of our students. Um structured learning environments. So when we think about students that need additional supports because of behavior and autism and things like that. So we want to continue to strengthen um those programs as well. That's that's what we're focusing on right now and those are kind of the the report from this school year. So what questions do you have? I know the funding part for the special needs that you said you haven't it's not been figured out yet. >> Those students are still going
066to get the services that they need regardless. >> Absolutely. >> Yeah. Those services are in place. They're in their IEPs. They get those services regardless of what the state does with funding. >> You move from basically 13% of the student student population and you showed a staffing on that. How did that change the staffing from when you were serving 13%? >> So, we've added um a life skills section. We've added an ECSE, which is our early childhood. Um we've added some pair of professionals over the years to help with inclusion support. Um and we've added um a staff member at Brown for resource and inclusion. So, we're kind of looking at like where all of that is right now. But eventually it impacts that. Over the years we've also had to we had a lot
067of dyslexia. We let a couple of dyslexia teachers go. We've had to add a couple back. Speech is the same thing. It's grown over the years. We've went gone from about 300 320 students to almost 450 now. So we've had to add a couple of speech teachers over the years as well. Of course that also expects evaluation staff. So when you identify those students, you have to have people that evaluate them to identify them. So So we we've had to grow a little bit. >> Thank you very much. I appreciate it. >> And that takes us to our action items. And the first one on the agenda is the consent agenda. You'll have the consent. Any questions or comments about it? Motion to approve the consent agenda. All in favor? Carries. and then Dr. Taylor's
068gonna join us again for recommendation from the >> All right. Good evening. Yes, tonight we're bringing before you the Slack or the School Library Council's spring procurement recommendations. Um, this very much aligns with our board goal of fostering and developing a strong sense of community and ethical values in our students. Uh, All of the titles that we're recommending for procurement have been brought before our Slack committee. Uh they have been on um our website for public review for more than 30 days. Um and so there's the opportunity for our community to know the what materials are in our school libraries. Um also communicating that information in a timely manner for our students, families, and communities. We do have um an open system where people can go online to our different library sites and see what
069books are available. Uh just as a reminder, since this is a new process that's in place, uh the Slack is made up of seven voting members uh that you all nominated and approved this fall as well as six non- voting members that are staff in the district that helped to oversee the process. Uh the Slack is responsible for not only approving the library materials that we bring into the district. Um but if there was a challenge situation, the Slack also provides a recommendation and we have procedures for what that would look like. Um and then as well as the 30-day minimum of posting those recommended materials. Uh so the recommendation this evening um after having had the Slack um review and approve these materials, our recommendation is that you approve the school libraries council's recommendation
070of library materials questions. >> Thank you. >> Do we have a motion to approve the school library advisory council's recommendation? made by Mr. to approve the school library advisor council recommendation library in favor then we'll move to action on close session tonight we ask you to consider and take action uh to terminate the probationary contract of Brook Warren at the end of the 2526 school year in the best interest of the district pursuing to Texas Education Code 21.103. You've heard the recommendation of that. Consider it. Any questions or concerns about that? We have a motion to contract. Second by all in favor will take us to Dr. >> Well, I I think uh just as we get close to graduation, I just want to remind everybody uh that's watching online or in the audience that
071we do have graduation coming up Friday, May 22nd at 8:30. Uh the stadium gates will open at uh 700 pm. There are no limits to the number of guests that they can bring in. So uh we hope for uh sunshine and a cool breeze and no rain. And then uh just as a reminder that each graduate will receive five copies of the program with their diploma. And uh at the conclusion of the ceremony, uh graduates and their families allow to stay on the on the turf in the stadium for 25 30 minutes, which I think probably extends into 45 minutes to an hour. But uh but we're excited to to champion those kids across the stage and celebrate with them and their families and it's the best time of year. It's why we do all
072we while we go to work in the school system is to see those those folks walk across the stage and off to bigger and better. And so uh it kind of it's kind of a renewal, if you will. last bit of the year. So looking forward to that. >> Absolutely. >> Okay. Well, that includes concludes our agenda for the evening. Do I have a motion to adjourn? Motion made by Dr. Second by Mr. Flanigan to all in favor. We are joured.