[0:07] Good evening and welcome to the regular board meeting of the Board of Trustees of Allen and dependent school district.

[0:14] It is to be noted that a quorum is present, and that the meeting has been duly called, and that notice of the meeting has been duly posted for time and manner as required by law.

[0:27] At this time, we'll ask Trustee Amanduk to state the moral imperative.

[0:34] The

[0:39] L&IC Board of Trustees is compassionately committed to every learner's current and future success.

[0:46] Thank you, Amanda.

[0:48] We'll have the pledge of allegiance at this time, and it will be led this evening by the Board of Trustees.

[0:56] So if you'll please stand,

[1:38] at this time, we'll have gifts, donations, and requests.

[1:41] This evening, this will be read by Trustee Sarah Mitchell.

[1:49] Donations listed may include monetary donations, grants, and gifts.

[1:54] Allen High School received $1,600 from the Allen High School booster club, choir booster

[1:59] club, to be used to offset the costs of the choir directors, attending the Texas Coral

[2:04] Directors Association, Convention in San Antonio July 17 to 19, 2026.

[2:11] Athletics received $1,500 from the Lady Eagles basketball booster to be used towards travel

[2:17] expenses for the girls basketball. Bowen Elementary received $500 from the Bowen Elementary

[2:23] PTA to be used towards fifth grade Sky Ranch. Boone Elementary School received $5,220

[2:30] from the Boone Elementary PTA as an end of year gift to the school.

[2:36] Lowry Freshman Center received $1,000 from the PTSA to be used during towards school summer

[2:43] school. The foundation for Allen schools received grants totaling $134,565. And student

[2:51] nutrition received $710 and 63 cents from Mahela Plaza to be used to pay for elementary

[2:57] school lunch accounts.

[3:02] Thank you, Sarah. It should be noted that the donation from Mahela Plaza was in honor of

[3:10] Dr. Bullitt's retirement, so representative Flesson made that presentation to Dr. Bullitt

[3:17] and then paid that account for elementary schools.

[3:21] So board, this is an action item.

[3:24] I'd like to entertain a motion.

[3:26] Madam President, I move to accept the donations as presented by staff.

[3:30] We have a motion by Veronica.

[3:32] Do we have a second?

[3:33] I'll second by John. Any questions? All those in favour? Any opposed? Seeing none?

[3:45] Motion carries. Thank you and thank you to those that made those

[3:49] donations and gifts. The next portion of our meeting involves

[3:55] Board Meeting Public Participation. At this time Mr. Hicks do we have

[4:01] cards for this safety.

[4:08] President Montgomery, we received one card for public participation this

[4:11] evening. It does not relate to an agenda item, so falls within public comment.

[4:21] Thank you.

[4:28] Desiree, Finklestein Phillips, if you want to come up, you'll have three minutes, and the

[4:33] timer will begin on the board.

[4:40] It and members of the board. My name is Desiree, Finklestein Phillips. I'm here tonight

[4:44] to put it on the official record.

[4:47] If five-year history of systemic educational neglect,

[4:50] my daughter, Savannah Phillips, entered this district

[4:53] in kindergarten.

[4:54] This upcoming school year, she enters the fifth grade.

[4:57] She is a two-E twice exceptional student.

[5:00] She possesses a superior IQ that places her in the top two

[5:04] to three percentile of her peers nationwide.

[5:07] She also has autism of a level two, severe ADHD dyslexia

[5:11] and a speech impairment.

[5:12] Because she is highly intelligent and verbal, this district has allowed her to completely

[5:18] fall through the cracks, weaponizing her intellect to deny her the special structural

[5:23] support that she is legally allowed.

[5:25] For years, instead of accommodating her sensory, communication, and neurological needs,

[5:30] the administration has insisted on mislabeling her with an emotional disturbance.

[5:35] This is a classic defensive tactic used to reframe an autistic child's neurological distress

[5:41] and behaviors as an infraction.

[5:43] Six months ago, after the district, continuously failed to implement a proper IEP, my husband and I were forced to place her for the protection of herself, her safety and the safety of others by submitting a formal tinday notice and unilaterally placing her in a private ABA school, the same private ABA school that you already have other students in place at.

[6:06] A structured, one-on-one data-driven support environment, her brilliant mind is finally thriving,

[6:12] yet the district's response over the last six months has continued to be,

[6:17] for her to stay in the public school with her IEP untouched, demanded by a

[6:23] evaluation to strip her of her eligibility entirely, and it temptaries all her past medical and

[6:29] complete grades with a bureaucratic stall rather than compensatory services.

[6:34] most horrifically, when faced with the intensive therapeutic one-on-one support she receives

[6:40] at ABA school, District's official alternative proposal was to place my highly intelligent

[6:46] visually, somewhat impaired autistic daughter in a solitude setting, a dillard.

[6:53] Let us call it what it is. It's isolation and seclusion. Proposing to lock a two-eat

[7:00] elementary at no cost, student alone in a room completely violates the federal mandate

[7:06] of the least restrictive environment. It is a psychological hazard and a profound ethical

[7:11] failure. A seclusion room is not a educational setting. It's a failure of imagination, competence,

[7:17] and compliance by this administration. This failure has been going on since kindergarten.

[7:22] I'm here to tell this board that we're done waiting. I have rejected the district's dangerous

[7:27] proposal of a solitude placement. I reject the biased evaluations, and I am continuing

[7:33] to demand that this just district formally recognize her autism, correct her legal

[7:38] eligibility label to reflect her actual diagnosis.

[7:50] Ms. Fingelstein, your time is expired.

[7:57] Thank you, Ms. Fingelstein. Phillips, and that will be directed, our acting superintendent Kim

[8:03] off and we'll get that to the right departments to get back with you.

[8:07] Thank you.

[8:19] Next on our agenda is the public hearing on the 2026-2027 budget and proposed tax rate.

[8:28] Dr. Carl Pianne, Assistant Superintendent Business for Business and Technology will be presenting

[8:33] this evening.

[8:42] All right.

[8:42] Good evening.

[8:44] So tonight, we are coming to you, almost the conclusion of a non-9 month or so long process

[8:49] On adopting our budget, we will, the tax rate will be done in August, we'll talk a little bit about that moment.

[8:54] We have discussed almost a month, a lot of these changes, but tonight I'm going to compile them all.

[9:00] And try to be fairly brief at the same time, covering a lot of time, a lot of history on our budget.

[9:08] So we'll have the hearing tonight and then later in the meeting we will actually have the opportunity to adopt it and I'll speak briefly then, but we'll cover the highlights at this time.

[9:19] So, briefly walk through the budget process, our public meeting requirements, some details

[9:26] and assumptions about the budget and then review the budgets that were shared last month

[9:31] and numbers.

[9:33] So, our process, this is a calendar that was shared earlier in the year, so we start at

[9:37] the cabinet level really in September early fall and walk through a lot of early numbers

[9:43] for the next year of projections on students and then work with HR and our budget and finance

[9:49] staff to then start working with staffing, as that is the bulk of our budget.

[9:54] Working with demographers, played in the spring, trying to finalize some of what the numbers

[9:58] would look like, and then we got into compensation discussions, and then now we're a little

[10:03] bit above that green line in the month of June, and we'll have our actual adoption.

[10:08] You also see the in the consent, the final amendment for the current year's budget.

[10:14] And so then the remaining items is late next month, we'll get certified values, which will

[10:18] drive some of our tax rate information, and then we'll adopt that in the August meeting.

[10:23] So that is probably, and then we'll start all over again.

[10:25] We great.

[10:25] You'll love it.

[10:27] All right.

[10:28] So public meeting noticed.

[10:29] So we did run the post on the left in the Alon American on June 5th, meeting our requirements

[10:35] there.

[10:36] And we published the tax rate that we currently have.

[10:38] So this is a immunotax rate of 73 cents and change for 73, 58, and then an INS rate

[10:44] pays on our bonds of 39 cents for a total of $1.12.58.

[10:48] Currently, this is what we have this year, after certified values and then in cooperation

[10:53] with T.E.A., if they do tax compression, that could drop lower, but it will not go higher.

[10:59] As long as it does not go higher, we do not have to repost this one posting will count for that.

[11:03] So that's what we post here, and then if we happen to have any drop on the M&O side, then it would

[11:08] just be reduced.

[11:10] We'll discuss that in August.

[11:11] So,

[11:14] some 26, 27 details in assumption.

[11:17] So, this is our trend as of snapshots with the end of October every year we submit an enrollment number.

[11:22] It does change throughout the year, but this is what's been submitted and then you can see in the year we're in.

[11:28] It was lower actually lower than the lower demographers projection.

[11:33] And so that's been our trend right there on enrollment.

[11:36] And then the projections here, so the low moderate and high scenario.

[11:40] We actually are going with 19 575 on the low side that is similar to what our roll-up numbers would be in terms of seniors graduating, and then a similar kindergarten size class that we have this year.

[11:52] In a garden is always the most difficult to project because we don't have the priors information.

[12:00] So rolling that, so we know we are funded by students that 15575 is our enrollment projections.

[12:05] some student programs and enrollment adjustments. These are just some of the bigger rocks

[12:10] that we're looking at this year. So an increase in some career and technology education

[12:14] courses primarily at the middle school and Lowry Center. These are really courses we've

[12:19] been offering with some just kind of minor tweaks. They're just looking at the

[12:25] teaks. They actually meet the CTE standard. So I don't know that the necessary

[12:28] I wouldn't call them new courses, but just a way to make sure that we're able to

[12:32] rate a little additional funding that was with the CTE team and then the campus administration

[12:36] there. We have some coming special education funding changes from the state. They are changing

[12:42] their process. We are starting to get some details of that and I know Dr. Taylor's working on

[12:50] that as well with Ms. Arlington on our team and looking at what those are going to be. So the

[12:57] state is set aside additional funding but you don't exactly know how you're going to be impacted

[13:01] at the district level yet, so early in the year what we're going to do is send in our current

[13:09] special education numbers the way we already do it and then through the state requirement

[13:14] we're also going to be submitting under the new format and Dr. Taylor and special education has

[13:19] been the one working on that and working with our team. She's also, I think, received some grant

[13:25] funding to help take care of some staffing needs because that's a huge work on our staff.

[13:30] So now I'll be doing these two types of tracking.

[13:35] So it's moving to what is they're calling a tears of hope

[13:39] now I'm going to forget the word

[13:43] we want to start about that.

[13:45] And then the last thing on there that I have is the impact

[13:47] from vouchers that's really unknown.

[13:49] So the state has had a tremendous number of applications.

[13:53] A lot of those are students that are already

[13:54] in attending private school or home school,

[13:56] but we don't really know at the district level

[13:59] any district, what their specific impact is going to be.

[14:03] We do hope that because of the requirements of the program, we are hoping that we are

[14:09] minimally impacted, but either way is a funded program at the state level that is resources

[14:15] that could be used to the public education model that are currently not.

[14:20] So that will be a thing that I think will be a popular topic across the state in this

[14:23] year.

[14:24] And then finally we've mentioned the facilities and operations seen in the Benning

[14:28] Field and Brian Nielier working to use some of the work they're doing in our

[14:33] renovated campuses to that will qualify for some additional funding that we will

[14:37] be able to actually put into our general general fund revenue.

[14:41] So those are, I think it will vary from year to year depending on the number,

[14:45] but this next year we believe it will be an excess of a million dollars.

[14:48] So that'll be significant assistance to the program.

[14:52] On the expense side, the largest we know is,

[14:55] personnel, so we really worked through looking at the...

[15:00] The campus level elementary class size and grade levels. As the enrollment has dropped, trying to absorb positions where we could.

[15:10] We've restructured some various programs, and just really thought the process has been a priority. I know of the board and district leadership that if there's an employee in Allen ISD, we want to make sure they have an opportunity to stay in Allen ISD, even if the role may adjust.

[15:25] and so we've been able to take care of employees and that, in that manner, just be responsible

[15:29] students for the funds that we have.

[15:33] Special education, as we're just discussing that program continues to grow in numbers.

[15:37] So even though our population is a whole decline, the number of students in that program,

[15:41] I'm continue to grow, that's also a statewide trend that we're seeing, believe there's

[15:46] some time there while we're starting to see some additional funds and hope that will continue

[15:49] because to support those students that we are not receiving the funds that it does cost to support

[15:54] them. And then working on the federal funds with that team, a slogan, and I'm

[16:00] as well, I'm making sure that we stretch those dollars in the best way for really long

[16:04] term success. So what we'll see sometimes is we might see more money in one fund one year

[16:09] and less the next. And so we have to move people between those various funds and the general

[16:13] fund. If the money rolls over from year to year, we might find a way to stretch that. So

[16:18] we have more cushion a year or two down the road and bring on the general fund we have.

[16:22] So it's really looking at all the resources we have for the best long-term stability of the district.

[16:28] And so that team has been great with that.

[16:30] I'm keen to introduce health a lot with that one as well.

[16:33] And then inflationary costs are still some of our larger, larger pieces.

[16:39] You know, we're continuing to receive price quotes for things next year, but things like fuel, custodian contracts, property insurance.

[16:48] And hopefully this your property insurance, we will leave a safe flat, and then we did

[16:52] as a district choose to use the board to increase compensation for all the staff even in these difficult times.

[16:59] And I know our staff is extremely grateful for that.

[17:01] And that does also come with a cost on our budget side.

[17:05] So those are some of the high levels of the expenses this year.

[17:10] And then just to get into the numbers, the high level totals are really the same as what you saw last month.

[17:16] There might have been a few things move between the function level, but total dollar as we discussed prior,

[17:22] but total numbers are staying the same there. So the left column in the peach color is the adopted

[17:27] budget from the year we're currently in. Blue is what we're proposing tonight for adoption.

[17:32] It'll be an action item later. The third column is the difference between years and then percentage

[17:37] between and the percent of the total. And so you can kind of see that. And then on the right is the

[17:46] by a function and kind of walk through a lot of that again as we always discuss,

[17:52] quite some of them starting on the revenue side.

[17:53] So the main adjustment in revenue is about a $5 million job in revenue from students,

[17:59] and then also just really an accounting entry of the TRS on behalf of staff.

[18:03] So as we reduce staff, the state entry for retirement that we really record,

[18:08] it doesn't really hit our books.

[18:10] That just offset that reduces, but then we also have things like the increase from that federal revenue

[18:15] from the rebate program and some pieces like that.

[18:19] And the other thing else is just kind of moving minor items.

[18:23] Functional 11.

[18:25] Obviously, we talk about this.

[18:27] This is our largest function by far.

[18:29] Instruction is really classroom, we think classrooms.

[18:32] So main adjustments in there.

[18:34] There was an increase due to the raise,

[18:36] but reduction in total number of positions.

[18:39] And then, as we've absorbed some vacancies

[18:41] and made structure changes to programs.

[18:43] and then a less per people allocation at the campus because of the less students.

[18:49] I'm actually in 13.

[18:50] That is really changed to where I will to move some staff to federal programming.

[18:59] That did not allow as much carryover.

[19:01] And then 23 absorbed some positions there.

[19:04] And the school administration side 31.

[19:08] That increase was some people coming back from federal funds.

[19:12] They have been paid elsewhere.

[19:13] So it's not an additional staff.

[19:14] It's just people coming back over to the general fund.

[19:23] Then the second half of this transportation really, the prior one of this, the main bulk

[19:26] of this is cost of fuel increases and payroll increases that happen after last year's budget

[19:32] adoption, function 51, facilities and maintenance, that 3% CPI increase on the custodial contract.

[19:40] That's about half of it and the other half relates to our utility rates and usage.

[19:46] 52 are safety and security kind of two-fold so the town gives officers 8% increase and we cover

[19:53] half of that cost so we pick that up and then the other part is a security grant that covered

[19:59] half of our own security is complete and so it's expired and so they are coming back to the

[20:05] general fund and then 91 is a small increase in recapture again best projection because it

[20:12] late start a number of kids and tax values and all of those are still be determined.

[20:23] Student nutrition fund, student nutrition fund is a balancing even projection so based

[20:28] on 173 days and then again using some conservative increases on the reimbursement rates

[20:35] from the national school lunch program and then commodities as well.

[20:41] believe they increase on the CPI with food and other and then really work and flavor, person

[20:47] in the food service department, that whole team and work with the cyber, it's been a

[20:51] lot of time to really refine our food service labor and hours and number of people because

[20:56] it's, that's a really tough budget to balance and if it comes in short we have to use

[21:01] general fund money so they put a lot of effort into doing that this year for improvements

[21:05] and I know we'll continue to do that going forward in the next year.

[21:10] And then our debt service fund, a little bit later, we're actually going to talk about

[21:13] a refunding this evening, but this is proposed budget again, as we're, this is our best

[21:20] projections.

[21:21] We're awaiting on some still values, and then our state hold harmless.

[21:24] So, you can see the state value used to not be very much, but as they've increased the home

[21:29] state exemption, the state for bonds that have already been sold, make up the loss of that

[21:35] tax based that we use, but there is a lot as this everyone is figuring out what does that mean?

[21:42] What does that legislation mean and how to interpret that?

[21:45] And every time they've done the Home State exemption, the interpretation has been different

[21:49] because the legislation has been written a little different each time.

[21:52] And so what we do as that Home State exemption continues to rise, that will become a lot larger

[21:57] piece of our budget going forward.

[22:01] And so there's still some pieces outside.

[22:03] So, as we move forward and have things like refund days and get certified values and find out

[22:08] the state values will work through the amendment process, next fiscal year,

[22:18] and then I'll

[22:20] wrap up briefly here and then open it up if there's any questions and then for the hearing.

[22:26] But just definitely this is a year-long project and work of cabinet groups starting out early on

[22:33] very great teams to work with and collaborative and it does not become, I do want to be

[22:38] clear like it is not a any group or anybody else, everybody works really together.

[22:41] These are not fund discussions, you know they're not fund discussions and we've talked about

[22:45] it a lot at length, but everybody works really well together to re-syllot our budget coordinator.

[22:49] I'm a resident of the work meeting with principals and directors and everybody connecting

[22:53] with them to understand their non-parallel budgets and get those entered into our system.

[22:58] The air engine is really carries our team and works a lot with HR and payroll and really working

[23:04] on the personnel side for everything.

[23:07] So it's definitely a group effort going forward.

[23:11] So again, later on we'll have an adoption where all I'll do our promise, I'll just come up

[23:15] and read the totals and then you'll adopt it.

[23:17] If you'd like to move forward or any questions, but this is the end-depth hearing part.

[23:22] Is there any questions I can answer at this time?

[23:29] received staying with me in a long recap of a lot of a lot that you've already heard. So thank you.

[23:35] Thank you Kyle. If you'll stay there for just a minute because this is um I do need to open

[23:40] this as a public hearing. So with this time we'll open the floor for public comment

[23:49] and then we'll wait to see if anyone wants to come out if it makes public comment.

[23:58] Seeing nobody moving I am going to assume there is no public comment so I will close the floor for

[24:04] public comment. Okay, Kyle, thank you so much.

[24:15] More to come for that. Okay, next on our agenda,

[24:21] we have 25, 20, 26 interim assessment results presented tonight by Jennifer Wilhelm, Assistant

[24:30] Superintendent of Learner Services.

[24:41] Look at evening board of trustees in this McLaughlin.

[24:44] The frame that that date provided this evening, it is important that we are cognizant of the balanced assessment system utilized within Allen ISD.

[24:52] In addition to classroom-based methods from monitoring student progress, Allen ISD utilizes a variety of interim assessments to assess academic progress.

[25:02] The interim assessments utilized within the balanced assessment system include the assessments that are shown here on the chart.

[25:09] And we've discussed those at the beginning of year, middle of year, and now into the year.

[25:12] These enormous assessments empower teachers to personalize student learning and inform campus

[25:18] industry leaders about the academic achievement and growth of our students in an effort

[25:23] to collectively focus on continuous improvement.

[25:26] The 2025-2026 academic school year marks the 6th year of implementation of this balanced assessment system.

[25:34] The Nights presentation will include highlights of our 2025-26 end of year in our assessment

[25:40] results.

[25:42] These in our assessments were administered in late spring and measure academic achievement

[25:46] at the end of the school year.

[25:48] This allows teachers to assess students' learning strengths and opportunities for continued

[25:52] growth to support different state instruction, prompting academic success for every student.

[25:58] This also establishes a benchmark from which we measure growth from this year to next year.

[26:03] This presentation is a component within our collective efforts in partnership with the board in monitoring academic performance and growth for our students within an academic school year.

[26:13] The end of year assessment results presented this evening may be paired with comparisons to performance in previous school years.

[26:20] In the data observations highlighted this evening comparisons may be laid with acronyms B.O.Y. for beginning of year E.O. or M.O.Y. for middle of year and E.O.Y. for end of year.

[26:30] We will now transition to the portion of the presentation highlighting overarching trends

[26:34] in student performance as seen in the various interim assessment measures.

[26:38] Some graphical representations of the data have been selected and shown on each slide

[26:43] simply to illustrate some of the observed trends.

[26:46] First, we're going to look at interim assessments and the districts early childhood program.

[26:51] This 2025-2026 school year marks the third year for full implementation of full-day

[26:56] pre-kinder garden instruction in our program.

[26:59] The Early Childhood Program consists of full-day classes serving pre-kindergarten students

[27:04] in both monolingual and bilingual settings, and includes full-day and half-day classes

[27:08] for students in the Early Childhood Special Education Program.

[27:12] All districts are required to report to TEA student progress on the end of year outcomes

[27:17] identified in the Texas Pre-Kindergarten Guidelines.

[27:21] All and I see utilizes the circle progress monitoring assessment, which is on the commissioner's

[27:25] list of approved pre-cindergarten monitoring tools.

[27:31] The Circle Progress monitoring system enables teachers to assess the child's progress

[27:35] in the literacy skills of rhyming, rapid letter naming, and rapid vocabulary.

[27:39] The math assessment evaluates counting skills, shape naming, and discrimination,

[27:44] operations, and number of identification.

[27:47] The math assessment includes a sub-test called counting sets.

[27:51] Among all early childhood students, including those in monolingual and bilingual settings,

[27:55] as well as students receiving special education services in WDR data in the area of rapid

[28:00] letter naming indicates that 82% of students exhibit proficiency in the area based on

[28:06] end of year benchmarks, which is a 29% increase as compared to students demonstrating proficiency

[28:12] at the beginning of this school year.

[28:15] End of year results on the mat learning assessment indicate that 87% students demonstrate proficiency

[28:20] reflecting an 8% increase as compared to the beginning of year results.

[28:25] The set-test of rhyming measures a foundational literacy skill aligned to phonemic awareness

[28:30] proficiency.

[28:32] The counting set-subtests measures foundational math skills that directly support the development

[28:36] of numeracy by fostering an understanding of quantity, number relationships, and early arithmetic

[28:42] concepts.

[28:44] Each of the distinct student groups demonstrated significant growth on the rhyming and

[28:49] accounting sets assessments compared to the beginning of your performance.

[28:54] In fall of 2025, beginning of your performance for students in monoling will pre-kindergarten

[28:58] classes trended lower at each learning measure as compared to performance of the previous

[29:03] years cohort of pre-kindergarten in fall of 2024.

[29:07] A similar trend is reflected in overall percentage of students demonstrating proficiency

[29:12] on any of your benchmarks.

[29:14] However, this year's cohort of students showed more progress across most learning measures

[29:19] throughout the school year as compared to last year's cohort.

[29:25] Now we'll transition to the performance highlight

[29:27] for the interim assessment which measures early literacy skills

[29:30] in kindergarten through grade two.

[29:32] This is an important measure since early childhood literacy

[29:35] is the foundation for developing strong,

[29:37] readers and writers.

[29:40] Students who score at or above benchmark are likely

[29:42] to be performing at grade level standards at the end of the year.

[29:46] All grade levels show growth and the percentage

[29:48] students performing at great level standards when comparing performance at the

[29:52] beginning of year to the end of year. The number of students in LNIC

[29:55] performing at these higher levels of early literacy and reading skills is 15.

[30:00] Meeting percent higher than the national performance of students. Performance during the end of year assessment shows that 78% of kindergarten students are scoring at or above benchmark in reading overall. This is 16% higher than student performance at the beginning of the school year. Additionally, the kindergarten grade level evidence a significant 8% decrease in the number of students at risk for learning or reading disabilities from beginning of year to end of your benchmarks.

[30:29] Overall, composite scores for grade 1 reflect 78 percent of students are performing at or

[30:35] a bunch of bench mark. While 77 percent of students in grade 2 scored at these performance

[30:40] levels, reflecting stable performance as compared to spring 2025.

[30:45] When comparing end of year performance from spring 2025 to spring 2025 to spring 2006, the

[30:50] number of students at risk for reading difficulties is relatively stable and kindergarten

[30:54] in through second grade. One component of literacy is phonological awareness proficiency, which

[31:00] is a strong predictor of a child's early reading ability. A percent of kindergarten students

[31:05] demonstrating a strong foundation in this skill increased by 3% from fall 2025 to spring

[31:12] 2026. Performance of grade 1 students, evidence a significant improvement in phonemic awareness

[31:18] proficiency, with an increase of 14% scoring at or above benchmark for a beginning to end

[31:24] year. By year end, 80% of students performed at grade level standard, representing a 2% increase

[31:30] compared to last year's results. For both kindergarten and grade 1, student performance in

[31:35] this area outpace performance as compared to the previous school year.

[31:39] Autological awareness proficiency is an area that we will continue to monitor for positive

[31:44] impact, resulting from explicit, phonemic awareness instruction and the application of the

[31:55] on the NWEA map growth interim assessment.

[31:59] The map growth interim assessment utilizes a RIT skill that is divided into equal intervals.

[32:05] Assessment results monitor student growth along developmental skills between testing events

[32:10] and when combined with NWEA national norms shows projected proficiency.

[32:15] Norms indicate if students may growth consistent with that of other students at the same

[32:20] grade and subject areas with the initial same RIT score.

[32:23] In WA continually refines methodologies to generate norms so they remain statistically rigorous as well as accurate and relevant.

[32:34] For the 2025-2026 school year, the in WA map growth assessment reflects a redesigned assessment and updated norms.

[32:43] The 2025 update to national norms is essential to account for post-pandemic shifts in student performance.

[32:50] As a result, only performance results attain within this 2526 school year will be reported in the presentation updates to the board as seen throughout this school year.

[33:00] Empire comparison for achievement and growth and star projections will not be reported for consistency in data analytics.

[33:10] This slide highlights overarching district level observations related to academic achievement.

[33:14] LNIC is a high-achievement district and continues to perform about the national norms for

[33:20] end of year in all continents in all great levels.

[33:24] Analysis of the achievement percentiles of the end of your data,

[33:28] evidence is that the percentile rank for median student achievement in each

[33:31] continent is at or exceeds a rank of 74.

[33:35] Indicating that median student performance in LNIC outpaces 74% or more as students

[33:41] in the national norm group.

[33:42] The content area of science reflects the highest achievement percentile with a rank score of 85.

[33:52] Another way to analyze student achievement is looking at student performance by quintiles,

[33:56] which shows how well students have learned skills in the content area compared to similar students nationwide.

[34:02] A quintile analysis creates a distribution of performance levels,

[34:06] where 20% of students fall into specific performance quintile.

[34:10] This separates academic performance into groups of performance levels, known as low, low average,

[34:17] average, high average, and high.

[34:20] Through a quintile analysis of India results, the majority of Alonized students performed in

[34:25] the top 40th percentile as measured by national norms of all students.

[34:30] The breakdown by continuity of our students in the high and high average quintiles ranges from

[34:35] 67% in the area of reading, 71% in the area of language, 74% in the area of math, and 77% in the area of science.

[34:45] When compared to the beginning of your performance, the percentage of students scoring within these higher performance results that end of year decreased slightly across all content areas.

[34:55] This slide highlights overarching district level observations related to student growth.

[35:01] It's important to note something about growth norms in the NWA map assessment.

[35:04] The growth norms are set to be very rigorous so that only 50% of students meet their growth

[35:10] goals.

[35:11] Therefore, I'm looking at the percentage of students' results about 50% reflect national

[35:16] norms.

[35:17] This is not a data set where we would expect to see near 100% of students meeting their

[35:21] growth goals.

[35:23] If so, in WA, we would reset their growth norms in a significant number of students in

[35:28] that overall population of students began meeting those at closer to 100%.

[35:33] From this enormous assessment, we are able to measure projected growth and observe growth

[35:38] from the beginning of year in fall 2025 to the end of year in spring, 2026.

[35:44] When analyzing beginning of year to end of year growth comparisons,

[35:48] science showed the highest percentage of students meeting projected growth goals at 71%.

[35:54] Other content areas range from 56% to 69%

[35:58] Demonstrating performance above national norms in all

[36:02] continents.

[36:04] But then the student groups have economically disadvantaged,

[36:06] emergent bilingual, or students receiving special education

[36:09] services that percentage of students meeting the beginning of

[36:12] year to end of year, growth projections range from 49% to 66%.

[36:19] Exceeding the national growth norm of 50% in most

[36:21] continents.

[36:23] Other student groups, the emergent bilingual students

[36:25] evidence the highest percentage of students meeting their

[36:28] growth goals ranging from 59% to 66% across the content areas.

[36:35] This slide highlights overarching district level observations related to

[36:39] projected performance on upcoming.

[36:41] Well, they're not upcoming now.

[36:42] We've been in the start though.

[36:43] But when the kids took it, it was upcoming.

[36:46] 1226 Spring Star Exails.

[36:48] The blue bar here represents last year's spring results on the

[36:54] The red bar represents the beginning of your mat projections for performance on this year's

[37:00] star exam.

[37:01] The gray bar represents little of your mat projections and the light blue bar represents

[37:05] the end of your mat projections for performance on the spring star exam.

[37:11] Performance evidence on the 2026 end of year mat star projections at each of the three

[37:22] varied, both lower and higher performance, as seen on 2025 star with exams. This variance is

[37:29] in results and projected performance is most likely indicative of the redesigned map

[37:34] growth assessment. Internal correlation analysis of these map proficiency projections

[37:39] with the actual 2026 star results from this past spring will be conducted. Most notably,

[37:47] elementary math performance in grades 3 through 5 will feel like did the most consistent

[37:51] increases when comparing the map star projections.

[37:55] Now, as you recall, early childhood literacy and math

[37:57] proficiency is a monitored area through how

[38:00] skill three goals and progress measures.

[38:02] The yearly target for grade three star reading language

[38:05] arts at the meets grade level performance level for

[38:08] spring, 2026 is set at 69% and the yearly target

[38:13] for grade three star math at meets grade level performance

[38:15] level with set at 65%.

[38:18] The interviewer projected proficiencies on-star at this performance level for Gray 3 reading is 66 and for Gray 3 math is 66 as well.

[38:29] And as a reminder, the annual updates on those board goals and progress measures for early childhood literacy and math proficiency will be presented to the board at the upcoming workshop in August.

[38:41] And so typically at this point in time, we would transition to our online and our assessments

[38:46] that measure achievement and knowledge in the skills for eighth grade social studies

[38:50] and the end of course assessed courses.

[38:53] Just typically take these assessments in late February and early March.

[38:58] And student results are utilized in a manner consistent with middle of year assessments.

[39:03] So therefore we will not be sharing those results tonight because they were included in the middle of year presentation back in March.

[39:11] But this concludes our look at end-of-year interim assessment results.

[39:16] Alinae's D is committed to providing high-quality instruction and relevant learning for all students.

[39:22] Through collected avenues, each continuity implements focus curriculum, instruction, and professional learning

[39:28] support to foster achievement and growth for all of our students. Allying a thorough analysis of

[39:34] assessment and 2026 star-performance trends, strengths, and areas of growth, targeted content and

[39:42] programs specific plans will be developed in the process of being developed currently and implemented

[39:48] to support students in gaining the knowledge and skills necessary for academic success for the

[39:54] upcoming school year. I work together as a collective team. We will continue to focus on areas

[40:00] for continued growth while celebrating the many successes happening in our classrooms and on

[40:06] our campuses each and every day. We are looking forward to a strong start to the

[40:11] 2,026-2,027 school year and so as we conclude it's good for us to revisit our monitoring

[40:19] calendar for student academic performance. In August that's where we will have that presentation

[40:24] on our progress measures for early-totted literacy and math proficiency, so this concludes tonight's

[40:32] presentation and thank you for allowing me to the opportunity to share our interim assessment

[40:38] results with you this evening.

[40:43] Thank you, Jen. That's a lot of information to Dodgers board. Do you

[40:48] have any questions for Jen or comments? I have a comment if I could.

[40:55] I think we can't say

[40:57] Thank you enough for all of the hard work that not all of your department all of our departments are having to

[41:06] To do each and every day

[41:08] whether it be

[41:11] Things obligations from Austin or whatever, but you know as far as with the testing and all the changes back and forth and you guys

[41:19] So you know to keep up with all of this is I can only imagine so I just want to say thank you again

[41:26] You guys are doing a great job keeping a float of all the changes in everything that's coming

[41:31] at you.

[41:32] Thank you.

[41:33] Thank you.

[41:33] We are very fortunate to have an amazing staff of educators here on our campuses that are

[41:39] willing to do whatever it takes for all of our kids.

[41:45] Any other questions or comments?

[41:51] Jen, I just have a comment about this about the circle results and we put a lot of emphasis

[41:57] on our state testing and we're all very anxious about when those results are going to roll in

[42:04] and anxious in a good way because I know there's going to be lots of things to celebrate

[42:10] but a 29% increases pretty incredible. What would you account besides phenomenal teaching and all the

[42:27] for that big increase at this point.

[42:31] As you know, the beginning of your benchmarks,

[42:34] what they measure proficiency at increases throughout the year.

[42:37] So it increasingly gets incrementally harder for a child to meet that standard.

[42:42] So to show that growth is tremendous,

[42:44] we are very fortunate when we think about the population of students

[42:48] that are eligible to attend Pre-Kindergarten

[42:50] services that we are able to get the kids in as early as possible

[42:56] and teach them literacy and math skills while immersing them in science and social studies concepts,

[43:02] which puts them on a path and strong tradition for success as soon as they hit our doors

[43:08] and kindergarten beyond. And so, when you think about, this is our third year of implementation

[43:13] for full-day pre-Kindergarten, that's tremendous. Students had the opportunity to learn all day,

[43:20] immersed in play-based learning, very experiential learning, which will be enhanced when our

[43:25] campus opens next year so you're super excited about that but we have a dedicated team of teachers

[43:31] over there that really have embraced utilization of strong high-quality instructional materials

[43:37] and a really designing learning to match the students needs and so you know they're full of energy

[43:44] over there it's so we're just very thankful for the staff that we have and the learning that's happening so

[43:51] definitely some kudos as we think, you know, when kids, you know, I

[43:54] mentioned that that cohort of students performed lower on

[43:58] the beginning of year than the previous year of cohort. And so for

[44:01] them to have the opportunity to impact them positively for

[44:05] academic success as tremendous. So they showed huge growth this year.

[44:11] Well, we all, we all know and we're hearing through different areas

[44:16] that closing the gap and growth is what we're looking at. And obviously the play base learning

[44:24] and the experiential learning is certainly coming through for these kiddos and you're right.

[44:31] We would meet a glitful not to mention that the transformation of that campus we think is going

[44:38] to have at even more positive impact. It is a campus full of energy. If you're ever running

[44:45] low on energy go visit that campus because they they start from the get go those little

[44:51] legs are churning and they are ready to go so it is a fun place to visit but it's fun

[44:57] based on learning so thank you to

[45:00] If you take for guiding and leading that campus, and that's not to collect the other things, but it's just very exciting to see those young learners making that much progress.

[45:12] Thank you for bringing all of this to us. We're looking forward to celebrating lots of things when we get the star results in addition to these pieces as well. Thank you so much.

[45:26] Thank you.

[45:36] Okay, board next on your agenda, you have a rather lengthy consent, a chunk of

[45:46] documents that I hope you have been able to review. Are there any questions or comments about

[45:52] anything in consent?

[46:01] Okay, I know that Ms. McLaughlin specifically you talk to one of

[46:06] ones about the offset now, the regional school for the death program, and that was kind

[46:14] of convoluted, but I believe all that was taken in there.

[46:21] So at this time board, this is an action item I'd like to entertain a motion.

[46:26] Madam President, I'd like to move to approve the consent agenda as presented by staff.

[46:30] We have a motion by John, do we have a second?

[46:32] I'll second. Second, by Amanda. Any other questions or comments?

[46:40] All those in favor? Any opposed?

[46:46] Seeing none, motion carries.

[46:54] Next on our agenda we have

[46:57] looking at action items and this will be the adoption of our 2026-2027 budget presented by

[47:06] Dr. Kyle Pien Assistant Superintendent Business and Technology, and you were kind of giving us shades of this early or calm.

[47:14] So you do whatever you need to do to make sure we're all on the same page here.

[47:20] I'm going to be brief. This is really just a summation and totals for the full process that actually adopting the budget.

[47:27] So I won't go through everything I've already covered.

[47:30] We've gone through that at length already and so just a highlight of our budget amounts so that the three funds that we work with a lot of funds

[47:41] Throughout the district but there's three that are assigned for the board adoption and so these are the general funds student Trish and Fund and dead service fund that are here before you and so

[47:51] the Bree that we are looking at tonight have the 226,195,440 dollars appropriated to the general fund.

[48:05] The student and nutrition fund, 8,586,799,759 dollars and then the debt service fund at 94,618,000.

[48:21] and $777. I don't know if I'm having all these numbers run around, I don't know if I'm saving

[48:27] around anymore. But these are all presented at the function level, which is where the board

[48:31] adopts that and then really if we ever need to exceed or move between those visitor required

[48:36] budget amendment and I would bring it back to you. That is the three presented budgets proposed

[48:42] for adoption tonight.

[48:47] Board, any questions or comments for Dr. Pin?

[48:54] Seeing none board this is an

[49:03] for the General Fund, and the total amount of $126 million, $195,440,

[49:12] the student nutrition fund and the total amount of $8,586,759,

[49:17] dollars, and the service fund in the total amount of $94,618,707 dollars, and by the

[49:25] function code as presented by the administration.

[49:29] We have a motion by Becca.

[49:30] Do we have a second?

[49:32] How second?

[49:34] And a second by John.

[49:36] Any additional questions or comments?

[49:41] Seeing none, all those in favor?

[49:45] Any opposed?

[49:46] Seeing no opposition, motion carries.

[49:52] Thank you once again, Dr. Pinn.

[49:55] Tightening belts is never fun.

[49:59] Those are never fun conversations.

[50:02] But I just want to add that the board has also tightened their belts

[50:08] and lowered their spending.

[50:12] And certainly wasn't hugely impactful for this, but it is our obligation to follow what the rest of the district is doing as well.

[50:24] So we appreciate your fortitude and your pushing forward with us, and we fully support the budget that has been brought forward to.

[50:34] Thank you very much. It is a collective effort.

[50:36] Thank you.

[50:45] I'll turn over to my page so you don't have to do that.

[50:47] and I'm just going to keep rolling here.

[50:50] You bet, so this is consider an order

[50:53] of authorizing the issuance of unlimited tax refunding bonds.

[50:58] And I'm not going to read the rest of that,

[51:01] but Dr. Pan, you're up again.

[51:03] OK, so hilltop securities are district financial advisor,

[51:07] periodically reviews the bond market

[51:09] as to be the appropriateness of refunding

[51:11] or refinancing the district's outstanding general obligation debt.

[51:15] The market conditions exist now to make it worth bringing this forward.

[51:20] We've done this as a district you've seen this probably about once a year, maybe a little sooner,

[51:25] maybe a little later sometimes, but I know we had one about a year ago, and so that's what this

[51:29] is tonight. Very similar to refinancing your home for a lower interest rate to save on overall spending

[51:35] over the course of that payment. The presentation I was prepared by our financial advisor Jeff

[51:43] Robert, he is currently out this evening, so I'll be presenting on his behalf.

[51:46] Jeff Goldis, who is our bone counsel, is present with us this evening.

[51:51] He's also just, those two, the team of them, I can't share enough just how great they are.

[51:57] Jeff is always available, both, I guess, both of that matter.

[52:00] Jeff Robert is very available and always has a lot of good insights and just some expertise

[52:04] and really works with some of the people at T.E.A. and the interpretation of the way some

[52:10] this additional state aid. I was discussing a very helpful in that front and just a resource

[52:16] for a lot of people across the state. And then Mr. Goldless Bond Council is always very

[52:20] responsive as well. Any time, just a question, it comes up to make sure we're handling the

[52:25] bond funds in the most appropriate way and meeting all the laws and rules around them. He's

[52:29] always very responsive and helpful with that front. So we have a really good team supporting

[52:34] us on that front.

[52:36] With that, I will jump into a very short presentation, because we, like I said, we've gone

[52:42] to the process before, so I'm going through three topics tonight.

[52:46] One is what could this refunding look like, so the market changes every day and so we're

[52:52] going to go through some parameters that give us some time to meet this.

[52:55] We have to be within those parameters to meet it, so it's just really a proposed what the refunding

[53:00] look like on current market situations, second the parameter order and the things that surround

[53:06] that and then the proposed parameters that we would ask you at authorizes. Basically if

[53:14] the market conditions don't meet that within the time allowed then we're not able to sell.

[53:18] You're just giving us permission to meet it if certain factors. I'm sure so this is a projected

[53:27] model of what it could look like.

[53:28] So the main number that we want to talk about is to me.

[53:32] It's most important is that bottom right number of about 2.3 million.

[53:35] That would be basically the savings potential savings of this refunding.

[53:40] So it's taking some bonds from 2016 and 2017.

[53:43] You can see at the bottom there are those series.

[53:46] And it's taking basically those later payments and moving that principal payment up.

[53:51] You'll see the tables on the left there.

[53:55] It has the 16 and 17 series combined,

[53:58] and you can see principal interest.

[54:00] And it's really moving some of that principle up.

[54:01] And so the table on the right

[54:03] has that earlier principal payment

[54:05] and then the smaller interest payments over the course of that.

[54:11] And so those combined would get us at about 2.3 million savings.

[54:16] Assuming we made all the parameters

[54:17] that we would like in this model.

[54:20] So a lot of things happen.

[54:21] And if you follow the market changes significantly day to day, and so that's what we'll ask

[54:26] for the parameters on the time to meet these, but we feel optimistic to meet these,

[54:31] but this is the, you'll also see that present value savings there at the top right,

[54:37] is about present value savings, about nine percent.

[54:40] I'm in a true interest card, about four percent, but really the dollar amount is what I want to

[54:43] focus on because some of the terminology we can get lost in what all that means and how they

[54:50] the other thing that's sorry, I want to maximize this to that additional state aid formula

[54:56] has changed in the way they take care of that with homestead exemption.

[55:01] And so another thing this allows us to do is to maximize the state's portion that we have.

[55:08] It's a very convoluted formula, but by this increasing that principle a little bit,

[55:13] we'll also up with the state will give us.

[55:16] And so that's really what we're another thing that we're accomplishing beyond the savings

[55:21] Of what we're paying on debt. We're also increasing what we get from the state a little bit

[55:27] And so the parameter order will these are a lot of the criteria that are included in that document

[55:33] we've had

[55:34] a lot of

[55:37] calls with our bond council and our underwriters and their council and

[55:41] But out things to market and things

[55:44] But these are the parameters that are required to be concluded.

[55:49] And so moving forward to this slide, these are the parameters with their specifics that we are

[55:53] guaranteeing to meet or we will not do the refunding.

[55:58] So we will have the projection, the minimum savings is this at a 3% we believe will exceed that.

[56:04] But that is a minimum criteria to meet.

[56:07] The delegation is within a year.

[56:09] So if this criteria is not met in a year, then I would have to basically come back and ask again for this to occur.

[56:16] And then the maximum principle we would look at is 15 million, it's eligible for this.

[56:22] While we, or I would have the delegation for a year, if you approve, we would hope to do this in the very near future,

[56:29] unless something significantly changes in our financial advisor feels it would be wise to delay.

[56:34] But this is something that we plan on doing to have in our August 26 payment that would maximize the state aid, so this is something we intend to do the very near future.

[56:48] And then I believe that completes the presentation.

[56:53] Mr. Goldis also has stack of papers that you would, I think President Secretary would then sign.

[56:59] This afternoon I would keep those if you take action, I would get those to you this evening to sign.

[57:03] and make

[57:06] any questions on just the principle of how this is,

[57:12] or can I know you've seen it regularly in the past?

[57:16] For any questions, comments for Kyle?

[57:21] Real quick.

[57:23] Yet again, thank you to you and your department for all of the changes

[57:30] that you guys have to keep up with all of the changes

[57:34] that they're making, that they haven't decided on what they want to do and all the things.

[57:39] You guys have to keep up with all of this.

[57:43] It just amazed me every single time because it's

[57:46] always something. It's something to change and we don't know who they haven't kind of figured it out

[57:50] yet. So again, thank you, guys, for all the hard work and trying to stay afloat. I think I just appreciate

[57:58] you. Yeah, great team. And especially in this realm here, work with a lot of great people on the

[58:05] of the district and very knowledgeable, but definitely appreciate that.

[58:11] Kind of, I was just going to add, you know, an elementary analogy here is that,

[58:19] you and your department have become masters at juggling with three balls.

[58:25] And then, ever once a while, another ball is thrown in, and you're still mastering that.

[58:32] So, on top of John's comment, thank you so much.

[58:35] Thank you for bringing this to us as a way to do some refunding and to help our district.

[58:46] But not everybody is in a position to be able to do that.

[58:49] So we appreciate your expertise, your thought, and hilltop that's well in supporting us to make the most of our money that we have.

[59:02] Thank you.

[59:04] Thank you.

[59:05] Board any other questions?

[59:07] Comments.

[59:10] Thank Board.

[59:10] This is an action item.

[59:12] I'd like to entertain a motion.

[59:15] Madam President, I move to approve the order authorizing the refunding bonds.

[59:20] We have a motion by Amanda.

[59:22] Do we have a second?

[59:23] I'll second.

[59:24] And a second by John.

[59:26] Any questions or comments?

[59:30] All those in favor?

[59:33] Any opposed?

[59:34] See you in none, Mushing Curves.

[59:53] Okay, next up on our agenda, we have Board Policy FAC local presented this evening.

[1:00:05] All right, good evening, President Montgomery, Ms. McLaughlin and members of the board. Tonight, the proposed revisions to board policy

[1:00:15] FFFAC local, aligned the district's local policy with authority already provided under state law. These updates are designed to improve student health and safety while creating more efficient procedures for campuses and extracurricular activities.

[1:00:30] First, the policy would allow the district to purchase and maintain certain over-the-counter

[1:00:34] medications, such as acetaminophen, ibuprofen, and mineral, for use during overnight

[1:00:40] school trips.

[1:00:42] This change eliminates the needs for parents to send individual medication bottles when

[1:00:46] they wish their child to have access to these common over-the-counter medications.

[1:00:51] Second, the policy formally authorizes trained personnel to administer and use unassigned

[1:00:57] epinephrine and emergency situations when an individual is experiencing antiflexus.

[1:01:03] The district would ensure that each campus has a sufficient number of train staff members

[1:01:08] available during operating hours to respond to these emergencies and life-threatening allergic

[1:01:13] reactions.

[1:01:15] Finally, the policy authorizes train school personnel to administer unassigned medication for

[1:01:21] respiratory distress when an individual is reasonably believed to be experiencing a respiratory

[1:01:26] emergency. Similar to the epinephrine provisions, the district would maintain adequate campus coverage

[1:01:32] by ensuring train personnel are available during regular school hours.

[1:01:36] Together, these updates strengthen the district's ability to respond quickly to medical

[1:01:41] emergencies and enhance the health and safety of students, staff, and visitors.

[1:01:47] And this was brought to us by Health Services and our Shack Committee,

[1:01:52] and administration would like to recommend that the Board of Trustees

[1:01:55] approve the revisions to board policy FFAC local as presented.

[1:02:00] Are there any questions at this time?

[1:02:03] I have one question.

[1:02:04] Would this extend to train personnel such as school nurses that are with the, for example,

[1:02:11] with the band at football games?

[1:02:12] Would they be able to carry FNF from pins and inhalers that are unsigned?

[1:02:19] So, for the, you don't mind for overnight school trips?

[1:02:23] No, for, um, if they're at a competition or if they're off campus.

[1:02:28] But they have a school nurse with that.

[1:02:29] If it's at one of our campuses, and it's a school, and it's a school event, yes, they would.

[1:02:36] Either them or administrators are trained on epinephrine every year as well.

[1:02:39] So it's something that they get in their regular compliance training.

[1:02:44] They would be trained, but they wouldn't have one with them.

[1:02:47] There would be one at the school for them to administer ESP and

[1:02:55] each campus will have one.

[1:02:59] So, Clint, this is specifically for overnight trips.

[1:03:04] That's just related to the, to the over-the-counter medications, such as Iber-Prophorin,

[1:03:10] acetaminophenid bed and drill.

[1:03:12] Like right now, parents can give that with a form.

[1:03:16] This would allow them to just put the form for them to be able to have access to these

[1:03:19] on medications without, for example, like on a band trip, where you have 500

[1:03:24] and something kids go into the Rose Bowl, you may have 80 different

[1:03:28] Tylenol's that they have to keep up with, given by the parents, 80 different

[1:03:31] ibroprofen and 80 different menidural. This would allow for us just to have

[1:03:36] larger bottles without having to keep track of all the individual ones.

[1:03:40] Costco size bottles, first things like that. But it doesn't, it doesn't change

[1:03:47] anything in the day-to-day operations of my kid has a headache goes to the clinic and that

[1:03:54] that stays the same.

[1:03:55] Not at all just for overnight trips.

[1:03:58] Thank you.

[1:03:59] Any other questions or clarification?

[1:04:05] Okay.

[1:04:06] Board, this is an action item I'd like to entertain a motion.

[1:04:12] Madam President, I move to approve the Shack Recommendation to AISD policy at that they

[1:04:17] to include stock, epinephrine, stock, respiratory distress, medication, and stock, non-prescription

[1:04:24] medication for overnight trips. Okay? We have the motion by Amanda. Do we have a second?

[1:04:29] I'll second by Becca. Any further questions or discussions? Madam President, I just like to say

[1:04:38] I had the honor of being able to serve on the chat committee this past year and I worked with

[1:04:42] The folks from the district that also serve, as well as a number of members from our community that volunteer their time, and it was very much consensus in that group that these were common sense changes that needed to be made.

[1:04:58] Not only for our nurses and for folks that are on these overnight trips, but also just to bring us up to.

[1:05:06] par with the rest of our neighbors who have a bit of a depends already on their care.

[1:05:12] And this is not in any way increase.

[1:05:15] I have this gold burden on the district as well.

[1:05:17] That was also something that we talked about.

[1:05:18] But just one thing, everyone who continues to volunteer their time to that can, it is important

[1:05:23] and those are important discussions for us to be having.

[1:05:27] Absolutely.

[1:05:27] Thank you.

[1:05:28] Thank you.

[1:05:29] No.

[1:05:29] That committee.

[1:05:31] Okay.

[1:05:31] So, we're at the point for a vote, all those in favor,

[1:05:38] any opposed?

[1:05:41] Seeing none, motion carries.

[1:05:45] Thank you, Clint, and thank you, Vicki.

[1:05:55] Next on our agenda is the optional flexible school day program presented this evening by Jessica Warlick, director of student services.

[1:06:07] Becky, you're still seated, you're on the list here, Kamana.

[1:06:10] Becky, we can turn director of guidance and future readiness.

[1:06:14] How I did that to her?

[1:06:27] All right.

[1:06:28] Good evening, President Montgomery.

[1:06:30] Mrs. McLaughlin and Board of Trustees.

[1:06:33] This evening, I wanted to present the option for the application

[1:06:38] to TEA for the optional flexible school day program.

[1:06:42] This program would not be a solo program.

[1:06:45] It would exist as a part of our already currently running full-time

[1:06:49] academy program, that's offered at the Facility Dillard, and it'd be an incentive to our students

[1:06:55] that meet the specific criteria in order to qualify. So I just wanted to run y'all through

[1:07:00] what the current program looks like and how we would use this alongside the current full-time

[1:07:05] equal academy program. All right, so the current structure for full-time equal academy is 12th and 11th

[1:07:13] grade students who are credit deficient or are in danger of not graduating with their co-hard.

[1:07:17] So everything that we're doing in full-time legal academy is trying to ensure that all of our students graduate in a timely manner is possible, but all of them are credit deficient in some way.

[1:07:28] It emphasizes credit recovery through accelerated coursework.

[1:07:31] They currently attend from 845 to 345 pm.

[1:07:35] Egenuity is the online platform that we use for progress monitoring.

[1:07:40] What would happen if we are able to do the optional flexible school day program, which I know I'm going to say wrong in a second.

[1:07:47] Becky can spit out the initials I can't get the acronym down, so it would create more options

[1:07:52] for our students. So currently, the students that end up at full-time look at me as you can imagine,

[1:07:58] are students that basically have major life issues along with the fact that they're trying to graduate

[1:08:03] from high school. So they may have things such as being providers for their families. They need to also have

[1:08:14] child care. This would also allow an incentive for our students that end up there as

[1:08:21] 12th graders to move more quickly through our program. So we would incentivize them by

[1:08:26] giving them an option. Hey, if you can meet this criteria, you could qualify for this program.

[1:08:32] And it also gives us the ability with full-time eagle academy, we're running a full day.

[1:08:37] If we can offer two separate sessions for four hours, we could actually potentially double the number of

[1:08:44] students that sit there right now, so it would be helpful for that program as well.

[1:08:50] The optional flexible school day program allows districts to provide flexible hours and days

[1:08:56] of attendance for students who meet at least one of the requirements of TEA and the Texas

[1:09:00] Education Code 29.022A. The goal is to improve graduation rates for students who are in danger

[1:09:06] of dropping out of schools, have dropped out or are behind in core subject courses. The goal

[1:09:11] The program is to improve graduation rates for students who are in danger of dropping out or

[1:09:15] significantly behind credits for graduation.

[1:09:18] And we do have those students, you know, anywhere from 100 to 120 a year that tend to

[1:09:23] graduate from this program.

[1:09:26] This application, if you were to approve it, needs to be approved annually.

[1:09:30] It has to be approved as a regular agenda item.

[1:09:34] The Office of School Leadership and Support will submit the application annually.

[1:09:37] And once application is submitted, it could take TEA up to 30 days for approval for you to be able to operate this program.

[1:09:46] All right, so the next little part there is what the state says the requirement is.

[1:09:52] So basically, you would be able to receive funding for students attendance at the completion of 45 minutes of instruction on any given day for the contact time recorded.

[1:10:02] So since they're doing virtual programming, basically the hours and minutes that they are working on a computer will be a lot of it as their 45 minutes.

[1:10:12] That does not mean students are attending for 45 minutes.

[1:10:15] That means that we will put them into the structure we already have, which means they start at that eight hours, all of them.

[1:10:23] And they might qualify for the option to reduce to four hours.

[1:10:26] But we are not asking for you to only allow students to come for 45 minutes a day.

[1:10:30] don't hear that part.

[1:10:33] We're saying can they qualify for a half-day solution?

[1:10:38] So the ADA coding is code seven.

[1:10:39] We have talked to Kyle and his group to start talking

[1:10:43] through what that might look like for coding.

[1:10:45] And for attendance, Amy Beto is involved in that as well

[1:10:48] because how we track attendance and what that looks like

[1:10:51] will be very important for this program.

[1:10:54] And we do have to submit that information to TEA

[1:10:56] and you only as well.

[1:10:58] All right, for the full-time legal academy,

[1:11:00] which is a program we already have.

[1:11:02] Your students are the way we identify those students

[1:11:04] is your non-completters of their 12th grade year

[1:11:08] from the previous year's core cohort

[1:11:09] or an automatic placement.

[1:11:12] Your current cohort students who are two

[1:11:15] or more cohort's behind.

[1:11:16] So your 12th graders that are actually sitting

[1:11:18] as sophomores credit wise.

[1:11:21] They are an automatic placement

[1:11:22] into full-time eagul Academy.

[1:11:24] What we know is if you were two years behind sitting

[1:11:27] at Allen High School, the odds and you completing graduation requirements are slim to none.

[1:11:33] So we try to do what we can to maximize our time with those students and get them into a

[1:11:37] program to try to successfully graduate them with their cohort.

[1:11:41] The current cohort was significant credit deficiencies and your current cohort with counselor

[1:11:47] staff identified barriers for on-time graduation, so your students need to work full-time

[1:11:52] jobs that may have pregnancy related services.

[1:11:55] as some of our McKinney-Vento students fall into that.

[1:11:58] We also extend it to the 11th grade cohort

[1:12:01] with significant credit deficiencies,

[1:12:04] because we can already identify those students

[1:12:06] as ones that will meet those requirements in the next year.

[1:12:09] So basically what will happen is,

[1:12:12] those students are sent to full-time Eagle Academy

[1:12:14] based off of an application that's completed

[1:12:16] by their counselor.

[1:12:17] Once the application is completed,

[1:12:19] the counselor sends that to the lead counselor

[1:12:22] at the high school, they review the entirety

[1:12:24] of that application and determine if they're qualified for full-time legal academy.

[1:12:28] They look through special education services in 504 to deem whether or not we can meet all

[1:12:33] of those IEP or accommodations as well and then they can be approved for that program.

[1:12:39] The way that will integrate the optional flexible school day program is we will work

[1:12:44] it alongside full-time legal academy.

[1:12:47] So every student will start as a full-time legal academy student.

[1:12:51] Juniors will not be eligible for this program.

[1:12:53] We feel like that's way too young to start offering the option

[1:12:56] of a flexible school day.

[1:12:58] So this will be a senior-only program.

[1:13:02] When you meet the criteria of having fewer credits

[1:13:05] than the ones listed below at the beginning of a nine-week period,

[1:13:09] they could become eligible.

[1:13:11] Just because their eligible doesn't mean

[1:13:13] that they will meet all of the criteria.

[1:13:15] They also have to meet the criteria

[1:13:17] that are on the considerations below.

[1:13:19] So, do they have satisfactory course progress?

[1:13:22] Are they meeting the attendance criteria already currently?

[1:13:26] And are they meeting the behavioral expectations of the campus?

[1:13:29] So, if they're doing all of those things in conjunction, then the staff at full-time

[1:13:33] legal academy will put together a list and there will be a team that looks at those specific

[1:13:39] students and will offer that ability for them to move into that four-day program.

[1:13:44] And then they can choose which session they would like to attend based on whatever their needs are.

[1:13:52] So if it's met at the, we will start everyone and we won't look at any of those applicants until the nine week mark.

[1:13:58] So everyone has to complete nine weeks so that we have accurate data to be able to see whether or not they would qualify.

[1:14:03] Here are the spots that are available. Someone asked me, why is it only 32 spots?

[1:14:08] you can only have so many of these students with one teacher.

[1:14:12] We only have one teacher at full-time Eagle Academy.

[1:14:15] So that's why it's also important to add some flexibility

[1:14:18] to allow her to serve more students.

[1:14:21] So 32 spots that be 2am to PM sessions.

[1:14:25] And then we are still allowing for full-time spots as well

[1:14:28] because we will still have those students.

[1:14:31] This is what the proposed schedule is.

[1:14:33] It's the current schedule, which is full-time,

[1:14:35] which is 845 to 345.

[1:14:37] or they could attend the morning session, which would be 845 to 1245 and then we'll

[1:14:43] overlap the PM session from 1145 to 345. Transportation is already available if you're

[1:14:49] full-time student. We're working with transportation to figure out an option for after

[1:14:54] noon session students currently. That hasn't been fully fleshed out but we are working on that right now.

[1:15:01] Just some data points for you. If you want to look at the last three years and what those look like for graduation rates, if you look at the graduates, you have 84% of them graduated.

[1:15:13] The continuous means, those are the ones that didn't complete within the school year, so they'll roll as automatic students that begin the following school year. So they're not gone and done, that just means they have to continue. And then the seven percent are students that have withdrawn.

[1:15:27] So you can look across the three years to see that you have a pretty good graduation rate, quite a few students that are graduating through this program.

[1:15:38] And then your demographics, if you look at those, the majority of these students will be qualified at risk at some threshold.

[1:15:46] Your male, female, demographic, you tend to have their tend to be more male students at this time.

[1:15:51] McKinney Vento is the MV if you're wondering, you're homeless in the status right there, and then PRS is

[1:15:58] pregnancy related services.

[1:16:01] So, we have seen that increase over the last few years.

[1:16:05] We're special services, we do have some of those students that are 504 students or

[1:16:10] special education students or left students as well.

[1:16:14] So that's across your three years, how many we are serving throughout this program.

[1:16:19] And again, this is full-time Eagle Academy.

[1:16:23] For the ethnicity breakdowns, those are your breakdowns for ethnicity as well.

[1:16:29] It's pretty diverse throughout that program.

[1:16:33] That just gives you the list throughout the three years

[1:16:35] if that's in the interest to you.

[1:16:39] And then for the integration of full-time Eagle Academy

[1:16:42] and the optional flexible school day program,

[1:16:45] basically it allows students to choose from different schedules

[1:16:47] than what they currently have, rather than sitting for eight hours on an online program,

[1:16:54] which I know may not sound like a lot, but to sit in front of a computer and work online

[1:16:57] for eight hours is a pretty extensive amount of time to sit. And so allowing these students

[1:17:02] to have some different scheduling, learning formats and attendance options, but they can still

[1:17:07] meet the educational requirements that we've put before them. It will give us a few key

[1:17:12] benefits that personalized learning improved attendance and engagement better at academic outcomes

[1:17:17] Hopefully, we still see the tremendous, you know, graduation rates throughout that program.

[1:17:23] And it just overall, I think, increases what we can offer through the opportunities to students that don't meet our traditional setting.

[1:17:31] And that is all I have for you guys tonight.

[1:17:34] Your approval basically allows us to submit the application to TEA.

[1:17:39] So we cannot submit the application for the program without your approval and without you signing off on the application.

[1:17:46] that is that is what we have for each night. What can what questions can I answer for you?

[1:17:51] Thank you Jessica board any questions comments?

[1:17:57] Just a couple of comments and kind of age myself and Bikki here of the probably almost 20 years ago

[1:18:03] we partnered on some education for some of those students going through Eagle Academy

[1:18:06] and that's when I learned about and it was in my job hat and obviously not my board hat

[1:18:10] But I learned about equal economy and what we offer to the kids and what that means and what that can do for them and their future and I think this is such an amazing program so I'm super excited that we're able to expand and hopefully figure out what the funding looks like and continue to get a few more students in there as we can and as the need arises and I also feel like this is something especially when we did the bond and the renovation of Dillard that

[1:18:40] People don't know what all is going on in there.

[1:18:44] It's got bad misconception, and this is something that I feel like is important for the community to be aware of and important that we offer.

[1:18:54] So thank you.

[1:18:54] And glad we can work on expanding it.

[1:18:56] Yes, and I would hate to not mention L&E runs that program as the teacher of record there, and she does a phenomenal job getting these students completed and graduated.

[1:19:06] and a lot of kids that might not make it otherwise and so this was her

[1:19:11] ask was can we give them some flexibility and allow her some some ways to

[1:19:15] incentivize these students because she certainly sees the need and how it could

[1:19:18] help them.

[1:19:24] I am. I think this is a great program. I'm very familiar with a similar

[1:19:29] program and I've seen that the difference that can make in students life and their

[1:19:33] ability to still earn their diploma, still graduate and inner society with a

[1:19:39] I got. So I'm really glad to see us seeking the waivers so that we can offer the partial

[1:19:45] day options, especially for those students that are supporting their family or working

[1:19:49] or have childcare issues because they've had a child. It's really a gain-changer versus

[1:19:55] an all-day program. So congratulations and thank you for bringing that forward. My one additional

[1:20:01] question is, considering these are going to be senior students. The diploma is important and I want

[1:20:06] see them graduate, the CCMR is also hugely important.

[1:20:11] Are we planning to or do we currently offer Texas College

[1:20:14] Bridge or any sort of TSI prep for those students so that we can not

[1:20:19] only graduate them but also send them out with the CCMR point?

[1:20:23] That is something, and I know Becky's in the crowd right there.

[1:20:26] She actually can probably better address that, but I'll let her take that one.

[1:20:29] I know we've been discussing it.

[1:20:32] Great question.

[1:20:33] We do offer TSI for the students, in fact, our college and career advisors working with the

[1:20:40] counselor.

[1:20:42] Our students at full-time Eagle Academy keep their house counselor and so that way those records

[1:20:48] and transcripts and information continues when they complete courses it goes back and forth

[1:20:52] so we're verifying coursework and in that they're also looking at what are we doing post-secondary

[1:20:58] as well.

[1:20:59] and so we do offer TSI, we look at student interest, we have Colin, come over, we do various

[1:21:07] things for those students to ensure that if their path is, whatever if their path is post

[1:21:12] secondary that we're ensuring they get those visits as well. And then that could look like TSI,

[1:21:19] I know we've worked with military recruiters as well, going over and visiting with some of those

[1:21:24] individuals interested so, and as Jessica mentioned, she is also very instrumental in getting

[1:21:31] to know those students and looking at what are they looking forward to when they graduate

[1:21:37] and how can we meet them there.

[1:21:39] So, great question and back, we talked about CCMR as hopeful new data to show you as we continue

[1:21:47] to present to you about full-time Eagle.

[1:21:49] Wonderful.

[1:21:49] Thank you.

[1:21:50] Yes.

[1:21:50] I

[1:21:56] think this is just one more example that our Board has discussed of ways we can support all of our students, ways we can enhance different

[1:22:09] and support our different students needs. Thank you for developing this. Thank you for bringing it to us.

[1:22:17] I will ask that the one teacher of record will still remain one teacher of record even though we're expanding is that correct?

[1:22:27] Yes, yes, she is the one teacher. She does have some paraprofessionals that assist her in that program, but she will is the only one that assist those students and reviews every application through there.

[1:22:38] She is a miracle worker.

[1:22:40] Yes, yes, the way she connects and works with us.

[1:22:45] So any other questions, comments, or this is an action item I'd like to entertain a

[1:22:53] motion?

[1:22:54] I move to approve the application to E.A. for the optional flexible school day program.

[1:23:04] It's a male tool to say that.

[1:23:06] We have a motion by Veronica, do we have the second?

[1:23:09] That's second. And a second by Sarah,

[1:23:15] all those in favor.

[1:23:20] Any opposed? Seeing none,

[1:23:22] motion carries.

[1:23:25] Thank you very much.

[1:23:26] Thank you.

[1:23:34] Hey, board next on our agenda, we have TASPY assembly, delicate, and alternate selection.

[1:23:42] So, this past year,

[1:23:47] Bill Parker was our delicate and Veronica just was our alternate, and so historically our board has rolled the alternate up to the delicate so that would put Veronica if she agrees to continue to move into that delicate role for the assembly.

[1:24:09] and we would need an alternate, trustee, Becca, Becca, sorry, Becca near, as expressed interest in serving as the alternate.

[1:24:21] So, board, at this time do we have any discussions or questions about any of this?

[1:24:29] But be the role with the take place at techsaid.com in the fall of this year.

[1:24:42] John, question. You're ready to make a motion. Okay, board if this is an action

[1:24:49] item I'd like to entertain a motion. All right, Madam President, I moved at the

[1:24:54] Board of Trustees named Veronica Yosel as the official voting delegate and

[1:24:58] Becca Keneer as the alternate for the 2026 TASP delegate assembly. Okay, a

[1:25:05] motion by John and do we have a second? A second by Amanda. All those in

[1:25:12] All right. Any opposed? Seeing none. Motion carries. Congratulations to Veronica and to Becca.

[1:25:24] For those of you that have not been to Adele get a simply the whole process is changing so our.

[1:25:32] The alternate you just have to sit back in a little cordoned off area.

[1:25:37] almost like a pit and kind of watch forward what was going on. Now the

[1:25:42] delegate and the alternate consists side by side. They'll have one

[1:25:47] paddle that they can vote with, but it's really in much better

[1:25:51] conversations so you can know what's what's going on. So thank you for

[1:25:56] your support on that and both Veronica and Becca you will get a lot of

[1:26:01] packet information and a cool little ribbon to wear on your badge when we go

[1:26:06] down to TechSaid.com.

[1:26:18] Sure, I'm not skipping something.

[1:26:32] OK, board next on our agenda is the nomination

[1:26:35] of board trustee to serve on the CASB board

[1:26:43] of directors.

[1:26:45] Dr. Bill Parker has expressed interest in this,

[1:26:48] the position currently held by Kevin Carbo

[1:26:52] and Mascit of Mascit ISD is being vacated.

[1:26:57] He is not going to seek re-elections, so that means that our region has an open position.

[1:27:06] If our board decides tonight to nominate Dr. Parker for this, then other boards in the

[1:27:12] area will also have the opportunity to vote.

[1:27:16] So us nominating someone from our board does not automatically mean that they are on that as

[1:27:24] board of directors. So the nomination timeline, we have to make, sorry, is through

[1:27:33] June 23rd, so we're getting close to that, and TASB directors will be elected

[1:27:38] during the TASB delegate assembly on October 9th. So Veronica and Beckham would be

[1:27:46] part of that delegate assembly. So at this time, do we have board discussion regarding

[1:27:54] Dr. Parker expressing his interest or Dr. Parker, would you like to say anything?

[1:28:03] Good evening.

[1:28:03] Thank you.

[1:28:04] Thank you, Dr. Montgomery.

[1:28:08] I would just like to tell the board that I think this is a unique opportunity for Alan

[1:28:13] to seek representation on the TASV board.

[1:28:16] I think that we have an open seat that's available.

[1:28:19] And I think that we have the opportunity to gather support for our nominee.

[1:28:25] We have a strong presence in Region 10.

[1:28:29] At the time that we've spent the last two years through the LTASB process,

[1:28:35] getting to know campuses around the state as well as getting to know other

[1:28:41] poolboards and trustees from around the state and in Region 10.

[1:28:46] I think that we have, we've established a reputation,

[1:28:50] or I've established a reputation with those leaders around the state.

[1:28:53] And I think that we have a very good opportunity to potentially fill that seat with an

[1:28:59] Allen ISD trustee.

[1:29:02] If I get the nomination from the team tonight, I will not squander and I will not beg

[1:29:10] it for granted very much.

[1:29:11] I'll take it very seriously and do everything I can do to represent not only Allen, but

[1:29:16] Regent 10, well, at the state level on the boarded rate.

[1:29:25] Any questions or comments?

[1:29:28] So kind of two questions.

[1:29:29] One for each of you.

[1:29:30] And so whichever.

[1:29:31] First.

[1:29:32] Well, maybe both for Bill.

[1:29:34] But tell me what benefited is to Allen ISD specifically.

[1:29:38] And what it brings to our district and to our board.

[1:29:41] For you to be on that.

[1:29:43] Like you mentioned, you did just recently do,

[1:29:45] El Tazby.

[1:29:47] And what, you know, what that, how that would be.

[1:29:50] More benefit for us first of all.

[1:29:52] And then what costs this would be to the district.

[1:29:54] I

[1:29:58] think, I think largely V.

[1:30:00] Regional level. The role of the TASB Boarded Directors is to provide leadership and guidance and governance.

[1:30:07] Two TASB as a body. And so it provides us a vote. We currently don't have a vote.

[1:30:14] So it gives us the opportunity to provide that oversight and that sort of ability to make sure that TASB is being governed in a way that we approve of

[1:30:28] that benefits all districts not just to Allen, but more than anything, you know, it just

[1:30:32] it really gives us a seat at the table and the ability to influence policy and to make sure

[1:30:42] that the right decisions are being made, those being done with us may be rather than to us

[1:30:47] to put it in a certain way. As far as costs, there would be some travel costs back and forth

[1:30:53] to meetings. I know some of that cost, it has to be does pay for some of the travel

[1:30:57] hotel rooms, but there would be no no additional cost of be on some travel and in

[1:31:04] those cases most of the times I do take a district vehicle. I don't fly. I'll take

[1:31:08] one of the district vehicles and try to keep our costs as low as possible.

[1:31:15] Let me add on to the cost factor during the official meetings of the Board of Directors

[1:31:24] has to be reimburses the district for all of them.

[1:31:29] I don't remember how many meetings there are four or five or maybe six.

[1:31:36] The only travel and hotel if possible would be for the initial interview.

[1:31:43] And after that, if he's actually on the board of directors then that's all reimburs.

[1:31:51] Do we know how many of a file or a file or a file or however that would get nominated by does every can every board nominate their very own we've never had someone in Allen have any interests in doing this or not.

[1:32:05] Right. Every every board in region 10 can nominate someone for Mr. Carbo's position. It's an open position. We usually see I want to say.

[1:32:19] Maybe in August where we vote, they send in the letters, and in the past we've had people

[1:32:26] from area districts, I believe, was our friend in Garland that serves right now, we voted

[1:32:34] on him last year, so I was thinking the same thing Sarah, I don't think we've ever had an

[1:32:41] Allen trustee that has served on the Board of Directors.

[1:32:46] I have a question. How long has the term just carried?

[1:32:52] It's a three-year term.

[1:32:53] Three years.

[1:33:03] There are questions.

[1:33:12] Can't board this as an action item. I'd like to entertain a motion.

[1:33:32] So, if no motion is made, I'm taking that as there is no support by the sport to nominate Dr. Bill Parker to serve on the Regent in position D.C. on the test people.

[1:33:51] So, no vote, no motion on that.

[1:34:08] Hey, board next on the agenda is our board officers, committee members and liaisons.

[1:34:17] And I will take a full blame or whatever this needs to come back on May 26th at the regular

[1:34:25] meeting, nominations and committee appointments were made, board president, Dr. Montgomery,

[1:34:32] Open the floor for nominations for the Office of Board President,

[1:34:36] Beckett Keneer nominated Polling Montgomery for the Office of Board President,

[1:34:41] No additional nominations were made.

[1:34:44] All of Montgomery will remain the board president for the 2627 school year.

[1:34:49] Dr. Montgomery opened the floor for nominations for the Office of Vice President,

[1:34:54] Amanda Campbell nominated Dr. Bill Parker for the Office of Vice President.

[1:34:59] No additional nominations were made, Dr. Bill Parker will remain the board vice-president for the 2627 school year.

[1:35:08] Dr. Montgomery opened the floor for nominations for the Office of Secretary, Veronica Yosest Dominated, John Holly for the Office of Secretary.

[1:35:18] No additional nominations were made, John Holly will remain the board secretary for the 2627 school year.

[1:35:25] The error that was made is that I did not call for a vote for any of those, with nominations

[1:35:32] and then we closed out the meeting.

[1:35:35] Though tonight we're going to do that, I'm also going to read through the committee appointments

[1:35:40] because that was part of the agenda item.

[1:35:43] So, the advocacy committee, three members, Dr. Bill Parker, chair of Veronica Yost and

[1:35:49] Second year or the other two members, AISD leadership academy, second year of the two year

[1:35:56] placement, John Holly and Veronica Yust. Board academy will be board officers and all board

[1:36:02] members will participate. Communications Council will be Polly Montgomery and Amanda Campbell

[1:36:09] is the alternate. The IPC will be Bill Parker, Foundation for Ellen Schools, a two year placement

[1:36:17] John Holling, TTA President Council meetings,

[1:36:21] Paulie Montgomery, and Becca Keneer is the alternate safety and security committee,

[1:36:27] Paulie Montgomery, and Amanda Campbell,

[1:36:30] Jack Keneer, Sarah Mitchell,

[1:36:33] as be delegate for TASA TASB Convention, Veronica Yost,

[1:36:38] and tonight we also voted on Becca Keneer as the alternate.

[1:36:44] We will not have mentors this year as there are no new school board members.

[1:36:51] So board, this is an action item approving the agenda back from the 26th of the nomination

[1:36:57] of board officers.

[1:37:00] I'd like to entertain a motion.

[1:37:04] Madam President, I move the board approve the slate of officers nominated at the board meeting

[1:37:08] on May 26th, 2021.

[1:37:10] Dr. Paulie Montgomery's president, Dr. Bill Parker is vice president and John Holly is secretary.

[1:37:17] We have a motion by Becca. Do we have a second?

[1:37:21] How's second?

[1:37:22] Second by Veronica.

[1:37:25] Any questions or comments?

[1:37:29] All those in favor?

[1:37:33] Any opposed?

[1:37:36] Seeing none.

[1:37:37] Motion carries.

[1:37:46] Next on our agenda we have monthly financial reports.

[1:37:49] reports that we have gone through multiple times tonight. Thank you, Dr. Pan. There's

[1:37:58] any questions on those, but those are there for your review.

[1:38:04] At their board business, advocacy committee update, Sarah did a great job last time of

[1:38:13] summarizing the June 1st House Public Education Committee and several lots of summarizing

[1:38:19] Thank you, Sarah. For that bill, any committee updates for the new committee.

[1:38:28] The only thing I'm going to, excuse me, the only thing I'm going to mention is that last week

[1:38:32] in San Antonio, we had our second like committee meeting.

[1:38:37] Like is the legislative advisory council.

[1:38:41] Where we worked on showing up our legislative agenda for the upcoming year,

[1:38:45] It will be further refined and voted on it, delegate assembly in the fall.

[1:38:51] Really there are eight areas that lack is concentrating on for this year.

[1:38:55] One being school safety and security, primarily financial, special education again, looking

[1:39:02] mostly at reimbursement and evaluation allotments, focusing on educator recruitment and

[1:39:09] retention.

[1:39:10] One of the things there is an emphasis on reciprocity from state to state, so if we have

[1:39:15] someone move into the area who's certified it in another state, we can more easily hire.

[1:39:21] Of course, restoration of local control, accountability reform, regulatory streamlining, equity

[1:39:32] across school types, specifically talking about apples to apples comparisons financially

[1:39:37] and state mandated requirements between public schools, private schools who receive vouchers,

[1:39:42] and home schoolers who receive vouchers and then investing in core programs, I'm making sure

[1:39:48] that we sustain funding for pre-K, student support professionals, workforce development, and enrollment

[1:39:54] based funding reform. So those are really the eight areas that lack is focusing on for the legislative

[1:40:00] agenda. And as I said, Veronica, you and Becky will have an opportunity at Delegate Assembly to then vote

[1:40:08] on the final versions of those.

[1:40:12] Thank you, Bill.

[1:40:13] I will also add that the State Board of Education

[1:40:17] is meeting over the next week or so.

[1:40:23] Look at Chapter 61, which is school board training.

[1:40:29] There is some additional training on parental rights

[1:40:33] that will be expected for school boards to comply to.

[1:40:37] they just don't have the curriculum yet.

[1:40:40] But the deadline is pretty tight.

[1:40:43] I will let you know that I submitted testimony

[1:40:47] to State Board of Education today regarding our governance

[1:40:52] role as trustees versus all of the hours

[1:40:56] that are not governance related.

[1:41:00] So I have no opposition to the training

[1:41:03] that we're receiving, but it needs to align

[1:41:06] with what our job is. So we'll see if there's any traction with that. It was also sent to

[1:41:14] our elected officials and so maybe we can get some change going on that. Maybe not. It felt

[1:41:22] good just to write it out and say here are some things that are on our mind, trustees and training.

[1:41:29] we this board always exceeds our training requirements. We like the training. We support what the state

[1:41:37] asks us to do, but just make it a line with our job, not something else.

[1:41:46] So with that,

[1:41:49] as the Cassie, Superintendent's update. All right. Well, it is hard to believe we are three weeks into

[1:41:56] And as I look around the room, I see a group that has not really started their summer yet.

[1:42:02] Carries been representing Allen all across the state and doing great things for our district so we appreciate that.

[1:42:08] We just finished our professional learning for our principals. We had a great day of training.

[1:42:13] When I say we, I really mean Larry and Melissa and Whitney that planned all of that and plan some exciting things for our principals to get them back to collaborate and get ready for next year.

[1:42:24] We've been busy planning leadership retreat.

[1:42:26] We'll welcome back our administrators on the 29th or the 15th, I believe, July 15th.

[1:42:32] They'll come back and we'll have three days of professional learning for our department heads

[1:42:38] and for all of our principles and campus administrators.

[1:42:42] You know, I look at these people here that definitely are a huge support to our district.

[1:42:48] Kyle, obviously with the budget, David's got convocation going, John is in the middle of all the hiring

[1:42:53] that happens. Brent, obviously, with so much construction going on, he said, despite the rain,

[1:42:58] they are ahead of schedule on some of their projects. So that's good to know. Some,

[1:43:03] he says, some projects were ahead of schedule on. And a gym team, obviously, getting ready for

[1:43:09] new teachers. I've seen counselors up here. I've seen nurses coming through the door. I saw the

[1:43:14] choir director today coming through to help write some curriculum. So teachers may be off, but

[1:43:20] they are still busy planning and trying to get ready for next year.

[1:43:24] Several of our campuses have summer camps.

[1:43:27] We've got summer school going on, kids club going on.

[1:43:30] So still a lot happening, even though it's summer.

[1:43:33] I know we are looking forward.

[1:43:34] We have just this week and next week

[1:43:36] before we have our mandatory shutdown week of June 29th through July 3rd.

[1:43:42] And then we will all take a much-needed break for the week.

[1:43:46] It's always nice when everybody's off because everybody's off.

[1:43:48] and nobody's bothering anybody.

[1:43:51] We truly get a full week of rest.

[1:43:53] So we're looking forward to that

[1:43:54] and just hope our families all have a great 4th of July

[1:43:58] and we'll come back ready to do some more work.

[1:44:04] Awesome.

[1:44:04] Thank you for your first seated position up here with us.

[1:44:09] Look at, he's already taken over my son.

[1:44:10] I know, he's already coming up even moves.

[1:44:13] You've been bumped.

[1:44:14] I know.

[1:44:15] Great.

[1:44:16] Great.

[1:44:20] calendar updates it's amazingly short and it's usually a full page and I have three things

[1:44:26] and Tim's already told us one the A.I.S.D. closure mandatory closure June 29th through July 3rd.

[1:44:36] Board we have a board retreat at 5 o'clock on July 20th and regular board meeting here in this

[1:44:43] building 630 on July 27.

[1:44:52] end and the high school we're at this end and we're across the street.

[1:45:01] Short, short stack there. This evening, we will go into closed session per Texas government code, 551.071 and 551.074, consultation and deliberation regarding clarifying amendment to voluntary retirement agreement, if we're intended, a meritist.

[1:45:35] Board convenes from closed session at 847, Board, do we have a motion?

[1:45:41] Madam President, I move to approve the amendment to the voluntary retirement agreement as presented.

[1:45:47] We have a motion from Amanda.

[1:45:50] Do we have a second?

[1:45:52] Second?

[1:45:53] From Becca?

[1:45:54] All those in favour?

[1:45:56] Aye.

[1:45:57] Any opposed?

[1:45:59] Seeing none motion carries.

[1:46:01] In addition, board, I need a motion for adjournment.

[1:46:08] I'm thinking closing the session for adjournment.

[1:46:12] Matters are not coming.

[1:46:14] Madam President, I move to adjourn.

[1:46:16] We have a motion from John for adjournment.

[1:46:18] Do we have a second?

[1:46:19] I'll second.

[1:46:20] A second from Amanda, all those in favor.

[1:46:27] Aye.

[1:46:28] Motion carries meeting the turn that 848.

Jun 15, 2026 Regular Meetings

Agenda

Transcript