001former board members is present that the meeting has been duly called and the notice the meeting has been posted in accordance with the Texas Open Meetings Act Govern code 551. The board will now into executive session pursuant to Texas Govern code section 551.074 through 551.08 Uh, Mr. Space, would you introduce your student for the pledge? Introducing Taran Schutz. It would be a shorter list to tell you what she's not involved in. She's literally involved in everything. Tonight though, she's here representing the criminal justice program. your chief. Correct. All right. >> Good evening, board. Please join me in saying the pledge of allegiance. >> 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
002you. >> Thank you. Uh tonight's brief introductory remarks will be given by Mr. Flanigan. >> I'm going to take my time to say a prayer. God, we thank you for today. We thank you for bringing us all here safely tonight. We ask that you watch over this room, watch over our district, watch over our teachers, our students. Help us to be the best uh individuals we can be. Thank you for the blessings you give us each and every day. We ask that you uh walk with us as we go into this world. May we exemplify your kingdom way that you It's in your name we pray. Amen. >> I guess you're up again for recognition. So >> definitely do that. >> All right. Dr. President, Dr. Whittle, and the board of trustees tonight. We have
003the pleasure of introducing a group of students who were awarded the Lonear degree at the state FFA convention this summer. The Lonear FFA degree recognizes FFA members who have received the chapter degree, been active FAA members for at least two years, completed at least four semesters of agricultural science at or above the nth grade level, maintained a supervised agricultural experience program, demonstrated their leadership skills, and have shown a commitment to FFA through involvement at the chapter level or above. Furthermore, each student has completed a minimum of 25 community service hours, productively invested $1,000 into a supervised agricultural experience project, or worked 300 hours in an agricultural related job outside of scheduled class time. We are thrilled to recognize them here tonight. So, starting off, we have Audrey Shores. Audrey has four years in FFA. After
004high school, she plans to attend Charlton State University or another accredited college to major in marketing with the minor in agricultural communications. [Applause] Right. Next, we have Bryce Lowry, also four years in FFA. After high school, Bryce plans to attend Charlton State University to earn a bachelor's in animal science. Good job. Next, we have Ryan Thomas, also four years in FFA, member of the tennis team, BSA, and an Eagle Scout. After high school, he'll be attending UTI in August and he has already been accepted into their program. >> We're going to take a picture. Come up and take a picture as well. Congratulations [Applause] to all of you. That was quite the list. things you had to do to accomplish that. So that's impressive. So congratulations. Uh we did not have anyone sign up to
005speak at open forum this evening. Uh so we'll move to information items. And first off we have Dr. Taylor with >> All right. Good evening Dr. Robbie, Dr. Whittle, and trustees. Tonight, I'm proud to turn it over to Kyle Holder, principal of White House Junior High, who has tonight's teacher spotlight. >> All right, good evening. Um, I am excited and I have the privilege of recognizing our eighth grade English team tonight. And I will let them introduce themselves for y'all. >> Hi, I'm Lindsay Solomon. I am um in my 13th year of teaching. I am a White House graduate in 2008. Um, and I teach eth grade English. >> Hi, I'm Autumn Talsh and this is my fifth year at White House. >> Hi, I'm Maria Kureshi and this is my 12th year of teaching
006and third year in White House. These three amazing teachers embraced flexible grouping in their classroom this year. This approach allowed them to focus on each student's strengths and areas for growth. What stood out most was the intentional time they spent building strong relationships with their students and consistently prioritizing student data to drive these decisions for their classroom. Their commitment played a key role in overall growth of our campus and we're grateful for their dedication. Um, and at this time I'm just going to ask just a few questions about how how they work together as a team and then what their classroom looks like on a day-to-day ba basis. So the first one is how do you make learning relevant in your classroom? So, one of the things that we talked about when making learning relevant
007in our classes is really building relationships. Um, this actually that's my classes right there. Um, creating welcoming classroom environment, getting student buy in and creating these lessons um where students want to show up. Even though there may be some days where it looks kind of boring, there are other days where we can have fun. And actually the picture shown right here is um a crime scene investigation that I did last year that we do for an anticipation activity for um reading. But we want to provide these opportunities for students um so that they can take responsibility for their own learning. And if they can do that then they can grow as learners. Um and through that we provide we like to provide choices um and so we can differentiate with students even through those choices.
008And so we um really dove into that this year with trying to revamp what we do. >> Awesome. So the next question is kind of for all of them as a team. Uh they know their strengths and weaknesses of the students and how do you uh determine those strengths and weaknesses? So, one of the things that we've really focused on in PLC is that we have dedicated time to study our students data um for their strengths and weaknesses. Some of this is through I Ready, which allows us um also to like differentiate and to meet our students where they're at. >> Um when we talk in PLC's, we look at the data and we figure it out. um kind of feed on each other and figure it out how we can make it better in
009our own classrooms and we know our kids that way better. I know I kind of already touched on student choice, but that's something that we can definitely do to recognize um students strengths, allowing them to choose something that showcases where they um kind of shine. And so something that may be more artistic for a student versus something that's more written. Um we have also started to focus on um more essential skills and looking at more skill-based rather than the bigger picture. And by focusing on the skill base, we um can drive our small groups for in-class intervention. And we really did that this year like Miss Talsh said with um using I Ready. We used that to drive our interventions. Just a couple more. Um, so how do you meet the need uh meet students
010where they are at and then grow them as readers and writers? >> So we do this by utilizing mentor text to guide um our reading comprehension and then we use that same text as a foundation to enhance our writing process. And then in addition to that we also provide um uh we provide leveled instruction by using scaffolded text and that's where our ready texts have come in. >> Awesome. And then my last question that I have for them is I think we all know that uh students don't love to write as much as they did um especially with computers and all of and all of those things sometimes it can seem a struggle to to get them to write. So um it is an important skill. What role does writing play in your classroom and
011how do you ensure that they are uh improving on that? >> Writing play um very crucial role in our classroom. Um this is how they show how they are learning to um sorry how they learn to uh process analyze and communicate with each other and with us. Um we don't just write essays in our classroom. We um do reflections, we do uh response to literature and we also do short exercises where they learn to communicate and put their critical thinking into their writing process. Our um our goal is to create writers who can effectively clearly communicate and use this skill beyond their classroom, beyond the school. >> Awesome. Again, just to reiterate, uh these three uh they complement each other so well. Uh the way that their PLC operates is is uh quite fascinating to
012watch because they're able to um put egos and everything like that aside and really do what's best for students and uh they're open to any ideas and it's been awesome to see and because of that uh we earn a distinction in English this year um and that's because of their hard work. So now if y'all have any questions for them uh go for it. I just say that you know when you're thinking about the school you remember particular teachers that made a real impact on on you educationally and one that I always remember is Diane Pakorski who was my seventh grade English teacher and she taught me right and that's a skill that served me well my whole life and so it's hard to underestimate how much difference you make. So thank you Right. [Laughter]
013>> And y'all are all anybody who's want you want to leave, you may find not find this quite as cintillating as we do. So if you want to leave, now is a good time. So it's you're welcome to stay, but >> we're not offended. >> Yes, I am. >> Thank y'all for coming. Yes. >> All right. I think Dr. Taylor, you're on again. So our accountability update. >> Yes, sir. All right. Well, good evening again, trustees. Uh tonight we're going to talk about the 24 and 25 count accountability update. Um and you may be wondering why we have two years smooshed into one. So we're going to talk a little bit about that this evening. But before we launch into that, we have two board goals that are related to tonight's presentation. The first is
014to provide relevant learning experiences to ensure our students will be college and career ready. Of course, we know the accountability system measures that. We're looking at test scores. We're looking at outcomes. We're looking at college readiness. Um, but this also ties into their involvement in extracurricular, co-curricular, and other campus activities because we know that their involvement in those things enhances their academic experience. And so, we want to recognize that all of those things that our students do um help to build their profile as a person, as a learner, and it contributes to their success as students. Um, so first we're going to start off with where we were la at this time last year. So August 12th of 2024 was a schedule regular scheduled board meeting and that evening we were planning to and we
015did give trustees an accountability update based on our prediction for the 2024 accountability system because at that time we were anticipating those ratings would be released that following Friday on August the 15th. That same evening of the board meeting around six o'clock, we learned that there was yet another lawsuit and yet another injunction. Um, our 2023 accountability ratings were still tied up. We didn't know what those were. And now we were going to be in the same boat with our 2024 accountability ratings. Um, we anticipated that it was going to be an 86 and it actually did end up being an 86, but I want to review a little bit of the historical context here. So in 2018, you'll see on what's displayed on the screen that White House ISD would have uh earned a
016rating of 89, but that actually was not the accountability system back in 2018. Back in 2018, we were still receiving a met standard or did not meet standard accountability rating. And at that time, that 89 was to inform districts that if the new A throughF methodology were to have been applied, this is what your score would have been. we would have received an 89. So in the first year of A throughF in 2019, our district earned a 91 followed by two years of not rated and then in 22 a 93. But I want to dive into that 93 a little bit and talk about um kind of why we are where we are today and why those lawsuits and injunctions came to be in the first place. So um this 93 um was under the
017same methodology that we had used back in 2019 and in 2018 to give us those scores. But starting in 2023, a new methodology or new set of rules was going to be applied to the data to calculate districts accountability rates. So if we looked at that 93 and applied the 2023 methodology, it would have actually been an 87. So when we look at the changes over time with that context in mind, our trend looks a little bit different. So you'll see that in 2022, if that 93 had actually been an 87, then we had a repeat of an 87 in 23 and then an 86 and then that growth to a 90 in 2025. And I do want to go on record to say that in 2023 we predicted an 86 and it ended up
018being an 87. So apologies for that, but we were really close. you know, that was two years in the making, you know, until we found out what that rating was. Um, but that growth that we've experienced as a district, that is 100% attributable to the hard work of our students, our teachers, our support staff, our campus administrators, everybody on campus who pours into our kids day in and day out. These results and this growth would not be possible without that. And so this slide displays our campus ratings and distinctions across all of our campuses. And we're going to recognize our principles tonight um as just a symbol of the hard work that their staff does day in and day out on their campuses. So before um before we recognize our principles, just a few highlights
019in the data for the 2425 year. We saw growth in our EOCC exams in the areas of algebra 1, English one, English 2, and biology. And we maintained our high level of a performance in US history as well. Uh that trend in those teachers we just saw eighth grade teachers, we did see a a good significant bump in achievement in fifth and eighth grade reading. And so across the district, we are seeing growth in our English language arts and reading program. A lot of that's attributable to differentiated instruction, higher level thinking, and incorporating more writing into our curriculum. Uh reading in grades five and eight as we mentioned as well. And then math in grade four. Those are just some of the highlights of areas that stood out in 2425. And as we plan for
020256, we're going to continue our mantra of kid bykid skill by skill. meaning that it's not good enough to just achieve a standard, but we want to make sure that all students at a minimum are maintaining their performance, if not growing in their performance. So, meaning if a student scored at M's level in eth grade, it's our goal that they're going to score at that M's level on their EOCC's as freshmen. Um, along with that continued focus on growth, we have an opportunity as it relates to accelerated instruction. You may remember that is the additional intervention that students qualify if they don't perform satisfactorily on the on the STAR test. Um for those kids, we really want to emphasize not only meeting standard but growing. We do have students in our district who you know
021maybe two years ago they did not meet standard and then they were able to leapfrog to meet some even M's level performance. So by going kid by kid, skill by skill, that's how we're able to achieve that because we're focusing on the individual student. So before we recognize our principles and our campuses this evening, um this would be the time for any question or discussion about the 24 or 25 accountability system. >> When did you actually have the guidelines and know what you were trying to benchmark? So for that's that's um that's a that's a sensitive subject. Uh Dr. Robbie. Yes. So um it was it would have been after the fact after the fact when those scores uh were released in 2020 or were scheduled to be released for 2023. The students had already
022taken the exam. Um and so there was it made it challenging um for districts to know what those benchmarks were going to be. Uh we we look great uh compared to our peers in in region seven. Um again, just 100% it's the dedication that goes on campuses day in and day out. Um there were a lot of districts across the region and across the state that saw growth in the accountability system. Um you may attribute part of that to knowing a little bit more about uh some of the standards that we'll be held accountable to. Okay. Well, at this time, I'm going to invite uh Mrs. Saul to come over to the table and we're going to call up our principles. So, what we're going to do this evening is we're going to recognize each
023campus uh again represented by their principal. We'll call out their distinctions that they earned and then principles, we'll ask for you to step to the side because after we've recognized every campus, then we're going to take a group photo. All right. So, first up, White House High School. Distinctions were earned in academic achievement in reading and language arts, academic achievement in math, academic achievement in science, and academic achievement in social studies. All right. White House Junior High academic achievement in reading and language arts, academic achievement in science, top 25% comparative academic growth, post-secary readiness, and top 25% comparative closing the gaps. and Holloway sixth grade. Uh they earned a distinction in post-secary readiness. >> Dr. Taylor, just want you maybe explain just a just briefly what a distinction represents. >> So I forgot to do
024that at the beginning, so I was going to do it before the elementaryaries. It's okay. It's all right. We're on the same page. All right. So distinctions. You don't know if um and some of our our um families watching may not know what a distinction is. So a distinction acknowledges outstanding academic achievement based on the results of multiple indicators. So essentially we look at peer groups. So like to your question Dr. Conflitty we look at schools um and districts that are most like us in terms of their size, their student makeup, their demographics and they compare our results to those results. So these distinctions are when we rise to the top when we are in the top quartortile of performance across our peer districts. So with that in mind, Brown Elementary, academic achievement in reading
025and language arts, academic achievement in mathematics, academic achievement in science, top 25% comparative growth, post-secary readiness, and top 25% comparative closing the gaps that earning all of the distinctions that Brown was eligible to receive. All right, next. Kane Elementary academic achievement in reading language arts, academic achievement in mathematics, academic achievement in science, top 25% comparative academic growth, post-secondary readiness, and top 25% closing the gaps. Also earning all available distinctions. Higgins Elementary academic achievement in mathematics, academic achievement in science, and post-secary readiness. All right. And closing us out this evening, Stanton Smith Elementary. Academic achievement in reading, academic achievement in math, academic achievement in science, top 25 comparative academic growth, post-secary readiness, and top 25% comparative closing the gaps. also earning all available distinctions. All right. So, principles, thank you guys for being here tonight to
026represent your campuses so well. Um, and the certificates there, you can choose to display those and share those with your staff so that they know that really you're here just to recognize them. I can see everybody. Y'all ready? >> Good. [Applause] >> Well, thank you for that update. I know that require represents a whole lot of work to get those distinctions. So really proud of that. So thank you for all you do. And then Miss Matthews is already up for our enrollment update. >> All right. All right. Dr. Robbie, Dr. Whittle, uh board of trustees tonight. Uh I have the pleasure of doing an enrollment update for you. Uh it aligns with our goal our board goal uh by practicing fiscal efficiency and transparency and partnering with the community to address current and future needs.
027I want to take you back to the demographer report back in the fall of 2024. White House ISD was listed as a flat enrollment. Um at that time we weren't necessarily growing very much. And so in November, um these are the highlights of what has happened this year. November of 2025, uh you were gracious to open up uh the borders to allow for out of district transfers. And then in August of 2025, uh we implemented a free prek to employees kids. And then we also included a tuition paid prek um which allowed out of district transfer or in district transfer or in district kids that did not necessarily qualify for prek to pay a fee to be able to come. Uh so what did this do? It increased our enrollments and really just started um
028filling up our empty seats in the current classrooms that we have. So here you can see a trend of uh fall enrollment based on our puns data and on 92 you can see we are increasing to 4,861 and as of today we had four we have 18 additional ones uh that have come to us uh starting today coming up to 4,879. So that increases every single week uh which is a great thing uh but watching that enrollment making that uh we're increasing um is something is pretty exciting every week. >> We're not going to go over 5,000 though, correct? Uh >> M. Matthews, just wanted to say what everyone else might be thinking if you're familiar with. >> Yes. Historically, historically we've never been over 5,000 and and we don't see that and we have
029since the start of school year started to see that slow down a little bit. So although 18 sounds like a lot since 92 um it has slowed down. So, out of district transfers, as of today, we have 165 transfers in that are um attached to employees that have decided to work here and bring their kids here. And the 158 represents out of district transfers that would not have been able to come here if we didn't open our borders. So, that takes us to 323 total out of district transfers. And as you can see uh layering them together they are just by chance uh even over all of the campuses which has worked out very nicely. So you can see the out of district employee kiddos in maroon and then the other out of district transfers
030in gray. So that has worked out pretty nicely. So where are they coming from? And this is based on where their homes are. uh Tyler uh being our number one, Chapel Hill, Bullard, Jacksonville, ARP uh troop coming up in 12. Um and so those are where they're coming from. We are uh trying to identify which campuses they are coming from. And so so far we have calculated that Cumberland Academy, we've pulled kids from there, uh Tyler ISD, Chapel Hill ISD, Bullard, uh a couple from out of state, um and a few homeschoolers. and then founders um classical academy is is the other one that has a few. So we're still gathering that information. We'll be able to give you more information once all the out of district transfers are uh tallied and make sure we
031have all of their transcripts and things like that. So that's what we have so far. Do you have any questions or comments? >> Did you say out of state? >> We do have a few that have came from out of state. Yes. And so they are living in a different uh city and choosing to come to White House. So they are considered out of state. >> That's where their last school district was. >> Oh, okay. >> Yeah. >> But they were commuting. >> We do have we got two little uh two kids from Wasam over there. Uh we do. Uh so thank you for that, sir. They could they could almost be out of state, but coming from So, >> what what are we doing to ensure that we're not overloading certain um special groups
032or or special programs or class sizes or class grade size? >> Yes. So, we look at um the enrollment every single morning and uh we have a spreadsheet that helps us uh take all of those things into consideration. We look sizes. We look at uh when they do their out of district uh transfer process. Uh Mr. McFaten uh does help us a whole lot with that. He goes through and looks at all the transcripts and all the things that come in. Uh we're working with our campus principles and the uh curriculum department, special ed department to make sure that we're able to accommodate those needs. >> So services needed per student as well. >> Yes. >> And the biggest challenge is the magic number of where do you cut off uh and leave for someone
033that may move into the district. And until we kind of establish some some uh routine and we get historical data year after year, like we'll be able to tell that, hey, Stan Smith typically gets about five moveins throughout the course of the year. And so we leave five spaces available. Um that's that's we're kind of gathering that data right now. Try not to overload classrooms, teachers, and programs. Um and but at the same time, trying to say yes when we can and fill those those classrooms up. >> Absolutely. and the principles have been uh intrical in that process of making sure that we work with them to try to get those u students spread out where we need to. I was just wondering are you all planning on perhaps doing a survey of the new
034kids at some point maybe six months from now um to to ask them what what are we doing right what when they came they had ABC expectation but perhaps at six months they would have some really good insight for us to say well this was good this wasn't so good and then we can pivot and suggestions >> yes we currently do uh something similar to that we have a stay survey that goes out to employees So that's something that we could definitely do uh maybe looking at. >> They have different experiences in other schools. Absolutely. >> And they may have some really good options and ideas of how do we do it even better. >> Absolutely. Because we've got them here now we have to keep them. >> Correct. >> Yep. >> Were those enrollment
035numbers on a particular snapshot date or was it this date every year? >> This one? >> Yes. >> But this is 9225. >> Are all of these 92 or were those specific snapshot dates for each of those? all specific to the peen snapshot date which is the last Friday in October. So we haven't gotten there yet but we'll uh switch that to that but uh this is as of 92. >> Any other questions? Right. >> Very much. >> Thank you. >> All right. And then uh Mr. Newton is going to give us an athletics update. All right, thank you for having me. Um, I'm going to give you a quick u update on our athletic uh update from the previous year, but forgive me. I want to start with uh the old coach and me
036just kind of talk about the standard and the culture that we want to be about here. Um, a lot of that has not changed. Obviously, the standards is always going to be to push the kids for excellence on and off the court. Uh, and that kind of culture starts with our I think it starts with the staff and who you hire and who you put around the kids each day and how hard they work. Um, what I have identified for for this being year four, the first three years is kind of a catch third culture that I always talk about that we always talk about with our coaches and our kids. simply, you know, if we're going to pursue greatness, a third of your days are going to be tough. A third are going to
037be, you know, 50/50, and a third are going to be celebrating success. I still think that's where our emphasis is. I still think it's we're we're talking about toughness, and we're talking about uh, you know, every day isn't going to be roses and sunshine. It's going to be tough. It's going to be hard work to try to get to the top and excel. So, that's what we want to be about. And as far as our DNA of who our kids are and who our community is, I think we need to find our niche, you know, in we're going to outwork people. We're going to be disciplined. We're we're going to be highly skilled because you know what? We got great kids. They're high character. They show up. You can coach them up. You can push
038them. You can you can do things that a lot of other people can't do. And that leads me into what's new. Uh we changed the athletic period this year. I'm sure that you've probably heard a little bit about that. Uh we are attempting to in just simple terms get in front of our kids more, get our coaches in front of our kids more. Most people have if they don't have alternating block schedule, which we don't, they have the athletic periods bookend on on the end of the day so that you can kind of steal a few minutes here. And as we did the math, you know, a lot a lot of people that were set up for success were not having the athletic period in the middle of the day like we were. Uh so
039we made that decision to go ahead and move uh that and I think it's going to be a great one. We we are still working through some bumps in the road. It's still not exactly where we want it matching up with the junior high, but moving forward we're going in the right direction in that. Second thing, in May we were we we were able to secure an Adidas deal uh with the new Mahomes logo. There's only 15 schools in the country that were awarded this and we were one one of two in Texas, South Lake Carroll being the other one. Uh obviously we had the inside track there, but we're very very thrilled to be a part of that deal for five years. Uh and looking forward to that. Um that is the jersey that
040that supposedly Patrick himself designed that we were unveil uh at homecoming. Uh that was at his Hall of Fame induction in Waco. Um so we're we're thrilled to do that. Um, looking at the numbers and participation numbers, uh, just jumping right into it. Um, we we compete in a ton of sports. Our kids show up, they get there. Uh, we've got 31 teams. Um, 14 sports, 31 teams spread throughout the high school, over 700 athletes. Now, a lot of that's multi-sport athletes that are participating and getting involved and and being a part of the athletics at the high school level. Over a hundred of that uh for the all three years that I've been here, we've had over a hundred academic all-state uh kiddos involved in that, which goes back to the core of trying
041to excel on and off the court. Um those numbers are large. Um the participation numbers really the only difference we're just packed um tight. We have wrestling that nobody else has that puts our number a little bit higher than almost everybody else. Um the one area that I think we're lacking uh or that we might need some improvement is is a third soccer coach on both sides of the ball because we might I think we could maybe produce a third team in that. But I want to say that through all of that with coaches at the high school and the junior high, we have 35 coaches at the high school. We have nine at the junior high. We have five athletic trainers and then two admin staff. So we have 51 total. And I want
042to just say that the coaches, they're rock stars. You know, they're doing a little bit more with less the last couple of years. We've had to jump jumble around numbers. And for a 5A school, we've got quite a few coaches doing three sports. Every coach doing at least two. That's just not necessarily the norm at the f at the level that we're at for everybody, but our coaches don't complain. They show up, they bust their tail, they work hard for those kids. Um, same thing at the junior high with the numbers. Participation is extremely high. Um, there are your numbers right there. It's over uh 400 athletes there that are participating, nine sports, 23 teams. The one new addition that I skipped over, we will be adding junior high baseball and softball this year. So
043that will, I would assume, jump those numbers by at least 50 in both of those. We've had unbelievable response to that. Did a lot of research on other folks that were doing it. Um, and felt like it was a good decision, a good uh decision to offer it to our kiddos. Uh, one of the emphasis that we've had that I'm that I've brought, we we used to contract out our summer strength and conditioning. Uh, we do it all in-house now. All of our coaches are involved. Uh, we do 21 sessions of those sessions. Uh, it's over 300 student athletes. All of those, if not in addition to that, are are tied with skill development during that time in the summer. And our participation rate is extremely high. and our and our coaches uh again are
044the heroes there. They're working their tails off uh working hard for the kids. Summer camps uh communitywise uh this year was the largest that we've had. You can see those numbers up there. That's over 900 total campers that we had this summer. Almost every everything we got except maybe golf uh is involved with that. And again, the numbers are popping. The opportunity is there. Uh, our kids want to be a part. Um, and they're working extremely hard. Community service wise, all of our high school programs are tied to community service. Um, doing anything from being involved in Christmas parade, food drive, uh, trash pickup, whatever it may be. Uh, and I know, uh, we've had some suggestions about, uh, doing some additional ones coming this year hopefully. And I'm I'm open to any of that
045because it's it's not a hard sale. Our kids want to do it. They enjoy getting out there, doing it, participating, and being in the community. Uh, again, back to the culture, the staff, and and making good hires. I'm just going to go through some of these. Our our new hires at the high school. Both of our offensive and defensive coordinators moved on to head coaching positions last year, so we filled both of those spots. We added Jake Smith, who's actually a Lindale native, but uh, brought him in from Ber, Texas. because he was offensive coordinator there. Uh Michael Wade, another local product, uh went to ARP, was played at Sam Houston State, was the defensive coordinator at West Rusk. He's doing a great job. Clint Copelan, whose uh father was the previous AD here at
046one point in time, uh is is coming in from the Houston area as a head track coach and assistant football. uh Eric Wear, which those of you are familiar with our wrestling situation, Eric, he has been a head wrestling coach for almost a decade, and we were able to pluck him from Gorman to come over. So hopefully we can settle down the wrestling situation because we have a ton of interest in that. Uh and he's been doing a bangup job. Uh Ashton Melton, another White House native. We brought him in from Colleen. He's going to be assistant basketball and assistant football. Uh Joe Lepsis has 29 years of experience, I believe, at the 5A6A level. He's going to be our new strength coach and performance coach. Uh Tony Bionz, he's already doing a great job
047with our volleyball program. Has a ton of experience uh in Arizona and is uh new to Texas, but he's doing a heck of a job. He's also got experience with wrestling, so he's going to be able to help there. Uh Will Snider is going to be our head golf coach coming in from Martins's Mill. Uh assistant basketball on a state championship team last year. Uh he's trying to move up and he's eager and young and he's doing a great job. Uh at the junior high level, we hired Ernest Hunter away from Tyler. Um he's a Long View native. He played in the NFL for I think uh two and a half seasons. Uh and he's really adjusting and doing a great job for us at the junior high. Scotty Albrittain was uh previously our golf
048and assistant basketball and he's now taking over the coordinator spot at the junior high and he's doing a great job. And those are the other totals um from our coaches and athletic trainers. College signings, we've been up over 20 uh all three years that I've been here. I think it's kind of the the carrot that drives some of this. Real proud of some of the kids that have gone on, all of the kids that have gone on uh chasing their dreams and continuing to play. Um, so that's kind of the the uh icing on top for those guys. But, uh, proud of that. I think our our athletes as far as getting behind the one town, one family, one white house. I think our athletes are all in. I think they work extremely hard. Really
049proud of our coaches. Um, and, uh, just continuing to work every day. And that's it. Um, any questions? Did you get your M home stuff? May. Maybe. Okay. Did it fit? It's kind of weird. >> Any questions? >> I'm glad you're doing it. >> All right. >> Thank you. >> That represents a huge percentage of our students. That's fantastic. Okay. And last but certainly not least, career in techn technical education, Mr. Hol. >> Well, good evening. And I kind of tell you some of the same kind of numbers that uh Coach Newton told you. So, we have 17 programs of study with three new ones that we started this year. The new ones uh we voted on last year in our advisory meeting. We made sure that they are regionally in demand, that they are
050high growth and high wage. They are all listed on our labor market data for our region. That's kind of the the standard that we have to go on when we uh want to submit for a new program of study. So, we have exercise, science, human services, and marketing and sales. That's new to us. Again, a school our size should have about seven to eight programs of study, and we're offering 17. And we have 17 programs of study with very healthy enrollment number. Uh here's some of our pharmacy tech students. This is their first day in the pharmacy. They uh they were not actually rotating that day. They were just there on a tour for their first day. some of our culinary students. I call these uh Whoopi pies, but I don't know what the technical
051name for them is, but when I see those on my uh when I when I see those on my mom's counter, that's what that's what we call them in our house. Some of our welding students, they have started working on their welding certification for the year already. Uh and our cyber squad students in our computer science program. And I will tell you that I think our technology department is really excited about these students because all of those Chromebooks in the high school. The first stop is the cyber squad students to try to fix it before it moves on to technology. So they they take care of a lot of the problems already. Uh here's one of our new programs. This is exercise science. Coach Branch, our baseball coach, is teaching that. and uh they were
052talking about pulse rate and circulation and calories burning. And so he took them to the parking lot to get their heart rate and pulse rate up. And here they are checking their checking their pulses. We are offering 30 industrybased certifications in all of our CTE programs. Uh those that are listed on the screen, that's just some of our most popular ones. I believe you have a handout that shows our our totals that we received in our industry based certifications and those certifications are tied straight to our CCMR uh every year. That's a part of our A throughF accountability. Uh we offered 600 certifications across the high school with 495 uh tests that were passed. So we were running right at about 85% pass rate on our certifications. So, talking about certifications, we've got some success
053stories. So, we have Miss Abigail Heel. She was in our EKG class last year. Well, you can see there, this is a picture of her on the job. She's working the night shift at the hospital as a EKG technician and she's going to school at TJC during the day for nursing. We also have Lily Yarborough who was in our PCT program last year and she is working as a PCT and going to TJC for nursing school also. So with some enrollment numbers I have this by grade level. How many students are in a CTE class by grade level? Uh you see that we are uh 99% 96%. We do have a drop off in 12th grade and it's we have a hard time competing with early release or late arrival on keeping students there. So
054that that kind of explains a little bit of the drop off there. But 96% of our students in high school are in at least one CTE class this year. I put this slide in there because the completer status the completer status is tied to our CCMR. Uh it is very important that we keep students not only when they start a pathway but they need to stay in that pathway. Uh our counselors are doing a very good job of keeping students in that pathway. You see that our 12th graders we're expecting 235 completers uh in their pathway. And a completer that is four credits in three or more classes. And by the time they get to be seniors they're in double block classes that are worth two credits. So you get four credits in three or
055more classes. So we're doing a good job there. The completer status is tied to CCMR because we want them to have an IBC and be a completer. So you can see our CCMR in 2023 was a 61%. In 2024 we got that up to 86%. In 2025 we were at 92 and a half%. uh do not panic at 63% because that was as of August 27th. So that is starting school at 63%. Uh and that has gone up a half a percent since we started school. That uh that's how many students are already CCMR complete. We've been working. We've been meeting uh we meet once a month on CCMR, but just to get the ball rolling, we've met last week and we met today and we're projecting somewhere around 92 to 95% for this school
056year. We have seven CTSO groups that student organizations for co-curricular stuff. Uh kind of talk to you about what what they have been doing. Our barbecue team went to national contest in Kansas City this summer and placed pretty high. We have Tony Starns. Tony Starns is a state officer with the HOSA organization. Not only is he a state officer with the HOSA organization, he is the BPA president. This is an outstanding young man. If you've never met Tony Starns, we had three students get their Lonear degrees with FFA. And one thing that I'd like to add just by being a former ACT teacher is that only 2% of students qualify for their Lonear degree. So that's a a high achievement. And I got mine in 2000. Not only do we have Lone Stars, but White
057House FFA received a gold rating this summer at the state FFA convention. and our computer science club, they attended the full steam ahead day and took some robots out for those elementary students uh this well two weekends ago. So I believe that's so I mean we're going to do a lot more with our CTSOs. That's just so far from what happened from May to today. Any questions? What do you attribute the biggest driver over the last two years moving from a 60 61 or 63% up to to 92 plus >> the buy in from the teachers and you teach the system to the teachers and get them to buy in and understand what's important about it then you you can see the the growth still a big part of our accountability score with state ratings,
058right? >> Awesome. >> Kyle, you want to maybe pull the curtain back a little bit on uh at least one program we're looking at tomorrow at 3:30, sir? Uh but what other things you have in the works for the the upcoming next school year? We would like to add cosmetology for for next year and that's a big that's a um we think there's a lot of interest in that on our campus or the high school campus and not only cosmetology but something I learned was that barbering is now bigger than cosmetology and there's a lot more push for barbering and so we want to run those simultaneously. Well yeah if you've seen the price of going to get your Makes sense. >> Yeah. And you can do three or four of those in an hour
059versus a a hair dye or hair color. >> How do you It's really cheap. >> Very expensive. >> But that's exciting because like you say, you know, if they come out with a certification, they have a job. >> Well, yeah. So they could be uh they could be on my next success stories to talk about. >> Absolutely >> fantastic. Thanks for all the work on it. That's it's impressive and again a huge percentage of our students. It's fantastic. Okay, that takes us to uh our action items and we only have one action item and that is the consent agenda. Uh you all had the opportunity to look at that. Any questions or comments about items on the consent agenda financial report consent items made Conway second by Dr. Flitty uh to accept the financial reports
060and approve the remaining consent items questions comments all in favor motion carries and then Dr. you're going to give us a brief update. >> Sure. Yeah. Thank you very much. Um just uh wanted to reiterate kind of what you saw today was uh we've had a great start to the school year. Uh I'm thankful for our leadership on our campuses. Um and as you can see, enrollment has increased, traffic has increased. I think people are a little bit more frustrated at pickup and drop off. It's taking a little bit longer to get out of the car lines and whatnot. But um I think from from our standpoint when we see more kids access to education and in our classrooms which we think are second to none uh we're super proud of that and and so
061that's that's exciting to see uh the growth and and start thinking about um all the things we can do with that. And and then, you know, kind of to Kyle's point and uh I think maybe Al you asked this is just really proud of kind of the the futuristic thinking that that's going on right now with our with our curriculum team. Uh being able to put CTE classes in our junior high for for Kyle being open to that. Uh when you have eight periods in a class day uh in a day, it's really easy to encourage kids to take more CTE classes and to help them find their their passion, their interest, and what they want to be when they grow up. And we've got that opportunity. I think we're really seizing that and uh
062providing kids real life experiences that that are going to benefit them as they graduate and walk off the stage and into into the real world. So just really proud of the leadership in our district and and thanks for your support. I think we've had a great start to school and look forward to that continuing >> very much. Concludes our agenda for the evening to have a motion to adjurnn. Motion made by Mr. Fl to adjurnn. All in favor?