BISD News
CUBS CORNER








Brownfield Education Center: “The Other Campus”


Brownfield Education Center may possibly be the most misunderstood campus in town. As principal of BEC, I always get the question, “How do you handle all the issues that come with an alternative campus?” When in all truthfulness our students have the same needs as any other student in the United States. It is just that traditional school is not for every student. Most traditional students can fit schooling into their whole life but for some students that is a difficult fit because of other life issues such as: jobs, children, or being the bread winner for the family. For most of our students, getting to school every day is a victory.

For some time, rural areas were not faced with the same challenges as the urban districts, but the problems causing students to be at-risk of dropping out are now becoming increasingly common in rural communities. Problems that used to be considered urban problems such as homelessness, pregnancy, and family income earners are now making their presence into rural communities. Dropping out of school and taking on adult responsibilities is not a new issue, but the day of blaming the student, parent, or certain groups like in the 1960’s and 1970’s are long over now with new accountability standards placed on school districts to make sure that all kids get a quality education. Now schools districts have systems in place and the need for non-traditional methods of graduating is part of district’s accountability. For years the rural attitude has been to let them drop out if they do not want to be at school and to teach the students that want to be at school. Research shows that the problem faced in urban areas are now in rural communities and these attitudes are starting to change.

So that brings this back to Brownfield, where the Brownfield Education Center is ever evolving into helping students achieve their goal of earning a high school diploma. The Brownfield Education Center has been in existence for 6 years and has graduated 110 students in that time. Brownfield ISD is a district in a rural community that recognized that they were facing the same problems that their urban counter parts were facing and were proactive in implementing an alternative campus to help students earn a diploma in a non-traditional setting.

Our campus works with the student to fit school into their life, so they can achieve their educational goals. Though sometimes there is a misconception that alternative schools are a fast track through high school when in reality our students are held to the same graduation standards as the traditional high school. Our students have to achieve the state required credits and pass all standardized tests. We encourage parent involvement and provide programs to help the parents understand the importance of their child’s education. Some of our students are taking dual credit courses through South Plain College. Our campus invites college recruiters and vocational schools to talk with our classes about life after high school. So alternative education is not an easy way through school but an alternative way to achieve an educational goal for a student. So while we may be known as, “The Other Campus” we are a vital part of Brownfield Independent School District, working together to educate each and every student every day.


Chris Edwards
Brownfield Education Center
Quest for Excellence: Building Dreams, Building Champions, Building the Future!





“Darkness cannot drive out darkness: only light can do that. Hate cannot drive out hate: only love can do that” (Martin Luther King Jr.) This is a quote we started off the semester with here at Brownfield High School. We brought in a guest speaker to talk about Rachel’s Challenge, and this quote was in her journal. It is one that I immediately wrote down and began to think about. I asked myself how this quote impacts my job as the assistant principal at Brownfield High School, and a few things came to mind.

The first thought that came to my mind was social media. There are times when it feels like 250% of my job is dealing with the impact social media has on our campus. It seems that behind the fake log in and impersonal interaction of Facebook, Instagram, Kick, Snapchat, etc. As a society we have become less inhibited and feel more inclined to attack others with words while we hide behind apps. The scary thing is the more comfortable we become in anonymity the more likely we are to act that way in “real life.” I wonder if this would fall under Dr. King’s definition of darkness and hate. It reminds me of the old saying “sticks and stones may break my bones but words will never hurt me.” Whoever came up with that clearly had not been attacked on Facebook. Gone are the days of wedgies and swirlie, today its unimaginable insults and defamation of character behind a closed door with seemingly minimal accountability.

The second thought that came to mind was how to get the benefits of social media and deter the hate and darkness with love and light. Social Media is a great tool that brings us all kinds of valuable information. It is through Twitter and Facebook that I am able to track how one of our teams is doing while I am attending an event for another group. It is how we learn of weather delays, successes, and current events in our community. Social Media is here to stay so we need to learn how to use it responsibly and teach our young people this valuable skill.

I encourage you to research using social media safely and responsibly, monitor your child’s accounts, look for new apps, talk about them, and research them together. Most of all, remember that words are powerful; they can lift people up or just as easily tear them down. Be the light and the love that drives out darkness and hate.

Benjamin Taylor
Brownfield High School
Assistant Principal







Spring is on the horizon which always means a busy semester is ahead of us.


The Four County Shared Services Arrangement consists of nine school districts: Brownfield ISD, Tahoka ISD, O’Donnell ISD, New Home ISD, Loop ISD, Seagraves ISD, Plains ISD, Wellman Union, and Denver City ISD. The Special Education Department is in full swing academically and physically preparing for the spring Special Olympic events.

In February, fifteen students participated in a soccer tournament at Lubbock Christian University. The students had a great time showing off their hard work and talents. Mr. Gragowski, the Brownfield Middle School Life Skills teacher, said he is excited for the upcoming softball scrimmage that is in the works with Lubbock-Cooper and Frenship. He said he also plans to take his students to the golf course to teach them how to play golf.

The Young Athletes Program (YAP) is a sports program geared toward children age 3 to 7. Students who fit in this age range from schools in the area are invited to come and participate in this great event. The program is designed for students with and without disabilities. YAP is dedicated to encourage and promote acceptance between those children with and without disabilities. This year, this event will take place on May 1st in Brownfield. More information on this event will be sent out to area schools to encourage their participation again this year.

Brownfield ISD is part of the Family Involvement in Schools Project Grant with Region 17 Service Center. Through this grant, parents, elementary students, and educators will be able to learn about becoming a Junior Master Gardener. The goal is to raise a crop of lifelong gardeners by engaging all children, from both special education and regular education, in outside activities and exploring “in the dirt”. Brownfield is preparing to send several teachers and parents to a workshop to learn more about the program.

Region 17 Service Center is also working with Brownfield ISD to host a Resource Fair for parents with students with disabilities. The Resource Fair will be held in April in the Brownfield High School commons area. This event will bring in local and area service providers to provide information and support to our parents in regards to needs their children might have now and in the future. The date is tentatively set for Wednesday, April 8th, from 1-7 pm. Levelland is hosting the annual field day for middle school and high school life skills students in the area. The students and teachers are excited to participate in this event again this year on May 6th.

Our students have recently finished taking the new STAAR ALTERNATE 2 state assessment. The guidance and daily support of our Special Education teachers is phenomenal. They work diligently each day to prepare each of our students to be lifelong learners. There are amazing things happening in our classrooms.

We are proud of the many different activities and educational opportunities in which our students participate. We would like to invite the community out to watch and support our students in these events.

Amy Estrada
Special Education Director







Looking forward to Spring, 2015

The 100th day of school is celebrated in schools around the country. Our campus recently celebrated the 100th day of school on February the third. The classrooms enjoyed a break from the normal routine as they practiced math skills using games and activities based on the number 100. Activities included 100 poems, 100 ways to improve the Earth, 100 ingredients for pizza, and 100 people who changed history. One of the significant topics for the 100th day is

100 Acts of Kindness. Kindness is a virtue that widely valued in all societies.

Although it can be said that today’s student is entering a very different world than the one most of their parents and teachers grew up in, kindness is something that we can cultivate in our children as there is nothing that makes a person more beautiful than having a kind heart. Phrases like “random acts of kindness” and “pay it forward” have become popular terms in modern society. It seems that we just can’t get enough of those addictive, feel-good emotions—and with good reason. Scientific studies prove that kindness has many physical, emotional, and mental health benefits. Children need a healthy dose of the warm-and-fuzzies to thrive as healthy, happy, well-rounded individuals.

Recently, Mrs. Ketchersid, (Principal of Colonial Heights Elementary School), and I had the pleasure of meeting with the Terry County Retired Teachers Association during their regularly scheduled monthly meeting. We were elated to be able to visit with the organization about Conscious Discipline, which is a comprehensive social and emotional intelligence classroom management program that empowers both teachers and students. A member of the organization reflected from her elementary education and the processes that were used that brought back such happy memories. It’s been a long time since I was in elementary school, but I can remember it like it was yesterday. As a former student of Brownfield ISD, reflection of my elementary years from brings back many fond, happy memories. In fact some of the teachers of the Terry County Retires Teachers Association were actually some of my teachers as I completed my education. These reflections are those warm-and-fuzzies, happy, that bring smiles and joy of reflection of one’s childhood memories. Teachers that instilled qualities of character education and modeling the acts of kindness through teaching and learning.

Individuals regularly comment on the kindness and generosity of the Terry County Community. It is important for everyone to realize that it’s our responsibility to nurture young people’s hearts as well as their minds by showing and teaching them how to live a life of compassion, acceptance, and kindness. Kindness is contagious and it is a wonderful thing to instill in others. “A single act of kindness throws out roots in all directions, and the roots spring up and make new trees.” Amelia Earhart

Scientific studies have shown that kindness has a great number of dose of the warm and fuzzies in order to flourish as health, happy, well-rounded individuals. Patty O Grady, PhD, is an expert in the area of neuroscience, emotional learning, and positive psychology with special attention to the educational arena. She believes that “kindness changes the brain by the experience of kindness. Children and adolescents do not learn kindness by only thinking about it and talking about it. Kindness is best learned by feeling it so that they can reproduce it. Kindness is an emotion that students feel and empathy is a strength that they share.”

A great number of benefits have been reported to support the theory of teaching kindness in schools: Happy Children Science explains that the good feelings we experience when being kind are produced by endorphins that activate areas of the brain that are associated with pleasure, social connection and trust, and it’s proven that these feelings of joyfulness are contagious, encouraging more kind behavior also known as altruism, by the giver and the recipient.

Increased Peer Acceptance Research on the subject has determined that kindness increases our ability to form meaningful connections with others. Kind, happy children enjoy greater peer acceptance because they are well liked.

Greater Sense of Belonging and Improved Self Esteem Studies show that people experience positive feelings when they do a good deed. The rush of endorphins creates a lasting sense of pride, wellbeing, and an enriched sense of belonging. It’s reported that even the smallest acts of kindness heighten our sense of wellbeing, increase energy, and give a wonderful feeling of optimism and self-worth. Improved Health and Less Stress Being kind can trigger a release of the hormone oxytocin, which has a number of physical and mental health benefits. Oxytocin can significantly increase a person’s level of happiness and reduce stress levels. It also protects the heart by lowering blood pressure and reducing free radicals and inflammation which incidentally speed up the aging process. Increased Feelings of Gratitude When children are part of projects that help others, it provides them with a real sense of perspective. Helping someone else makes them appreciate the great things in their own lives.

Better Concentration and Improved Results Kindness is a key ingredient that helps children feel good about themselves as it increases serotonin levels. This important chemical affects learning, memory, mood, sleep, health, and digestion. Having a positive outlook enables greater attention spans and more creative thinking to produce better results at school.

One of our classrooms at Bright Beginnings Academic Center recently demonstrated such kindness to their classroom teacher; all of the students made the teacher a personalized birthday card and happy wishes for the day. The teacher came and visited with me while the students and their classroom teacher assistant prepared the room. When the teacher entered the classroom, all of the students yelled “Surprise”, held up their completed cards, and unanimously wished her “Happy Birthday!” The classroom teacher was overcome with emotion of pride and appreciation. It certainly was a picture moment that the students and the teacher will remember for years to come. Even the classroom parents knew that it was the teacher’s birthday, and asked her if she enjoyed her birthday surprise.

As we look forward to warm, sunshine days of spring, they are many opportunities to complete 100 Acts of Kindness. March the first is World Compliment Day and March the third is I want you to Be Happy Day! There are celebrations of Dr. Seuss’ Birthday on March the second, and on March the eleventh is Johnny Appleseed Day. There is even a day dedicated to Get Over it Day on March the ninth. Spring will officially begin on March the twentieth.

Our campus will have their Spring Pictures along with classroom pictures completed on March the fourth. On March the tenth, our campus will host our Storybook Night with students performing sections and songs from their selected Storybook and hosting classroom activities regarding phonics and vocabulary of the Storybook.

As we approach the month of March, 2015, and the upcoming spring, 2015 season, we challenge you to take the 100 Acts of Kindness Challenge. “Those who bring sunshine to the lives of others cannot keep it from themselves.” –James Mathew Barrie “Kind hearts are the gardens, Kind thoughts are the roots, Kind words are the blossoms, Kind deeds are the fruits.”

--19th Century rhyme used in elementary schools.

Kathleen Crooks, Principal; Brownfield ISD--Bright Beginnings Academic Center







Building Resiliency

By Dana Ketchersid
Colonial Heights Principal

One of my favorite movie quotes is from Batman Begins. When the young main character, Bruce Wayne, falls down a well and is terrified by the barrage of bats that surround him, his father comes to his rescue and asks the young boy, “And why do we fall, Bruce? So we can learn to pick ourselves up.” This quote reminds me of the importance of hope and the inner strength of the human spirit. Oftentimes, as educators and parents we overlook the importance of helping our children develop resiliency. Resiliency helps us harness inner strength in order to rebound from a setback or challenge.

Why is this skill important? Disappointment, failure, frustration, regret or disillusionment is a part of life. However, learning to cope with these feelings can help us develop into well-adjusted individuals who can learn to overcome. We all love stories of people who overcame amazing odds or fought back through adversity. Perhaps you are familiar with this list of names: Albert Einstein, Benjamin Franklin, Helen Keller or Ludwig van Beethoven. Each of these individuals had his/her own share of struggles- Albert Einstein did not speak for the first three years of his life and most of his teachers thought he was lazy and would not amount to much, yet he became one of the greatest scientists of the 20th century. Benjamin Franklin had to quit school at age 10 to help support his family. He continued his love of learning through an insatiable love of reading, created numerous inventions (Franklin stove, lightning rod, bifocals, to name a few) and is proudly heralded as one of America’s Founding Fathers. A high fever caused Helen Keller to lose both her sight and hearing before the age of two years. Yet this did not stop this determined woman from graduating from college and working tirelessly to improve the education of others who were blind, deaf or mute. Ludwig van Beethoven composed beautiful symphonies, writing each note, but began losing his hearing at the age of 26. This did not stop him from writing some of the most beautiful music of all time including the Ninth Symphony, which is generally regarded as one of the greatest works of music ever written.

What did these individuals all have in common?....a strong desire to persist despite overwhelming odds. Thus, how do we develop this skill in our own children? First, begin by building strong, positive relationships. Positive relationships provide our children with support and hope. Secondly, children should do something that gives them a sense of accomplishment. This may be accomplished in numerous ways- through a hobby, doing well in school, volunteering, being part of an organization, etc. The goal is to give kids a focus. Thirdly, talk with them about their hardships and provide strategies to manage them. Experience is the best teacher and adults can provide counsel from their own experiences. Children should learn early on that we don’t always control our circumstances, but we can control our reaction to them. Finally, help our children remain hopeful. We can't change the past, but we can always look toward the future. Accepting and even anticipating change makes it easier to adapt and view new challenges with less anxiety. Let’s help our children develop resiliency so they too, can “learn to pick themselves up.”








The “Heart” of Education


– “Emotion”, “Compassion”, “Spirit”, “Center”, “Courage”-

According to the Thesaurus these are all terms that can be substituted for the word “heart” depending on the intended meaning and purpose of the speaker. February is National “Heart” month. We celebrate Valentine’s Day in February and use a “heart” to symbolize our love for family and friends. Red is the color of the human “heart” and the color of love. Successful athletes talk about playing with “heart”. We hear government officials and leaders talk about the “heart” of a problem or the “heart” of experiences we have as a nation or local community.

So why “heart” as a topic of conversation? It is our belief at Oak Grove that in order to teach our students we must reach our students. In other words, have a relationship with each child – to have a “heart” for each child. To be successful, we have to focus on the “heart” of education and why we are here! As a staff it is our job to relay the message of “heart” to our students. As adults we should all focus on the idea that the “heart” of education is learning. Learning about ourselves, learning about others, learning about what it means to have “heart” in multiple settings and circumstances.

Rachel’s Challenge is one tool with which we are attempting to develop “heart” among our students – the “heart” related to compassion and empathy for others. We want students to be kind toward one another, to look for the good in their classmates, to recognize that other students may not be as well-off as they are and to show compassion toward them . . . in other words . . . have a “heart” for their peers.

As a collective staff, we want to be reminded that the “heart” or center of education is learning . . . not just teaching . . . but true learning! In order for us to achieve this goal we must focus on our own personal “heart” or enthusiasm for our academic content as well as “heart” or enthusiasm for our children. When we lose “heart” or emotion for teaching and learning . . . our students suffer. Education is a field FULL of emotion! Research says that in order to change another person’s belief system or understanding we must strike an emotional chord within them. Emotions connect us to one another as well as our surroundings. What we feel is deeply impacted by what we see, hear, and experience. At Oak Grove we want our teachers to have emotion, “heart”, for their students and one another so that lives are positively changed! One of our goals each year is to have a culture and climate in which students feel loved and want to attend school – to feel the emotional connection . . . and be the “heart” of our campus.

Lastly, we challenge our professional learning community (PLC) composed of students, parents, staff, and community to have “heart” . . . . To possess the courage to allow our students to be challenged academically and socially in ways that will help them become successful adults one day. We have a wonderful opportunity with the upcoming 21st Century Grant to provide extension activities and extended academic support to our students . . . to get to the “heart” of what education is about . . . learning for life and developing “compassionate”, “centered”, “spirit”-filled, “courageous” leaders for the future.

Take time this month to do a “heart” check-up. Ask yourself if you are helping our children develop “heart” . . . through your courage to learn new things, through your emotional connection with them, by centering on your child’s academic progress, and by showing compassion and kindness toward others.


Happy “Heart” month!

Michelle Cooper, Principal
Oak Grove









Standardized Testing

Anyone involved in public education, whether as a parent, teacher, or administrator, has read about the controversy over standardized testing. Many in favor of state testing would argue that it holds students and teachers accountable, measures student learning and overall school performance. Those against standardized testing plead that the tests fail to prepare students for the future and fail to measure skills that future employers have identified as essential for success: communication, collaboration, critical thinking, and creativity. Regardless of your position for or against standardized testing, the current situation, mandated and controlled by both federal and state laws and regulations, has created a state testing system that greatly affects students, teachers, and all those involved in the school system. Our current state assessments are known as STAAR (State of Texas Assessment of Academic Readiness.)

At Brownfield Middle School, it is our goal to teach beyond the state assessments by educating our students in other disciplines that we believe will make them successful in adulthood, such as communication, integrity, work ethic, attitude, honesty, and responsibility.

To meet this lofty goal requires a team effort as well as high expectations for all students. The moment our students walk through the school doors each morning, they’re expected to demonstrate appropriate communication, a positive attitude, and a strong work ethic. Our staff attempts to mold our students into responsible, honest, and dependable citizens. The effort and drive I see on a daily basis, from the students and staff, make me very proud to be the principal at Brownfield Middle School. We have outstanding students with great support from their families, the faculty, and the community.

We’re also proud of our wide array of elective classes, which prepare students for the future in the always-advancing 21st century. We offer the following electives at BMS: Art, Band, Choir, Athletics, Physical Education, Industrial Technology, Agriculture, Science/ Technology/ Engineering/ Math (S.T.E.M.), Media, Leadership, Yearbook, Body/Mind Initiative, Careers, and Keyboarding. Many of these classes are developed to specifically foster technology skills, creativity, and higher-level thinking.

As we strive to teach beyond the STAAR tests, we realize the significance our performance has on the students, the campus, and the district. In addition to bell-to-bell instruction, aligning our curriculum with the state standards, analyzing campus test data to identify student proficiencies and deficiencies, we have also established additional programs and support to ensure student success on the STAAR tests. Campus-Based Assessments, or benchmarks, were given at the beginning of February and we use the information from the results to plan accelerated instruction prior to STAAR testing in March and April. Students will be assigned to after-school accelerated instruction for help in specific areas where they demonstrated deficiencies on the benchmark. Additionally, we will offer other study sessions such as STAAR After Dark and STAAR Boot Camp in all testing areas as a final review.

S TAAR After Dark for all 7th grade Writing students is scheduled for the evening of March 26th and for all 8th grade Math students the evening of April 16th. The boot camps will be held during the school day for a certain grade level while other students are testing.

Please note the BMS STAAR Dates:

March 30 – 7th grade Writing Day 1

March 31 – 7th grade Writing Day 2, 8th grade Reading

April 20 – 8th grade Math

April 21 – 6th/7th grade Math, 8th grade Social Studies

April 22 – 6th/7th grade Reading, 8th grade Science

If you have a child that attends BMS, we ask that you help us on testing days by making sure your child receives adequate sleep the night before, arrives at school in time to eat breakfast, and leaves all electronics at home on testing days. We appreciate your support as w


Aaron Waldrip
Brownfield Middle School Principal












Proud to be a Cub!


The second semester at BHS is the busiest and most crucial time for our students. Students are involved in various extracurricular activities, many of which have competed beyond district competition in the past two years. Students are also being challenged in the classrooms as they prepare for the STAAR End of Course exams. The pressure and stress are high as students and teachers strive for excellence. Underclassmen are focused on gaining credits and passing their STAAR End of Course exams, while upperclassmen are focused on taking college entrance exams, applying to different colleges, and applying for scholarships and financial aid in order to attend college. It is important to realize that we are a team and that we all should strive to reach the goal of superior student academic achievement. It takes help from parents, educators, and the community of Brownfield to make this happen. In my six years of working and living in Brownfield, I have learned to appreciate what a great community this is to live in. Businesses and organizations donate time and money to our students, enabling us to have functions such as Prom, Project Prom, and awards assemblies that give scholarships and gifts to our seniors that will be helpful after they graduate and go to college. I encourage you to continue to support our school and be involved in the different activities we are planning for this spring. There are great things happening in Brownfield, Texas and in Brownfield ISD. It is great to see students returning to our schools and wanting to be a part of success we are having. It is great to be a Cub or a Lady Cub. We must continue to show that pride to other districts and communities in a positive and classy way. I wouldn’t want to be anywhere else but Brownfield, Texas. I have enjoyed being a part of your children’s educational lives and hope to continue to be involved in their lives academically. I am proud to say that I am a CUB.


GO CUBS!!!

Paul Coronado
Brownfield High School Principal








School Finance Litigation History

School finance lawsuits have been part of Texas history since the late 1960’s. The school finance system first came under attack in 1968 when Demetrio Rodriguez of San Antonio filed a class-action lawsuit against seven San Antonio area school districts and the state of Texas, contending that the “Texas method of school financing violated the equal protection clause of the Fourteenth Amendment to the U.S. Constitution” and that wealth-based discrimination created inequality in the local education system.

While a Texas District Court ruled in favor of the plaintiff, the U.S. Supreme Court reversed the decision in 1973, ruling that “reliance on property taxes to fund public schools does not violate the Equal Protection Clause” and that the state is not required to provide equal funding to each school district.

The system next came under attack in 1984 when the Edgewood School District in San Antonio filed a state court lawsuit to change the funding formula. House Bill 72 was enacted that year by the Texas Legislature to funnel more money to property-poor school districts and improve equity among districts across the state. Although House Bill 72 significantly revamped the state’s school funding system, the Texas Supreme Court struck down the plan as unconstitutional in 1987 and directed lawmakers to devise a new system. The Court also struck down two subsequent funding plans developed in 1990 and 1991.

Finally in 1993, lawmakers developed a third plan that was passed by the Court. The new plan, part of Senate Bill 7, prohibited school districts from having more than $280,000 of property wealth per student and required them to choose from one of five methods to reduce their wealth to that level. This plan resulted in what is commonly known as the Robin Hood law, in which property wealthy districts help fund districts in poorer areas of the state.

In 2005, the Texas Supreme Court once again ruled the school finance system unconstitutional. They claimed that the state’s school finance system was operating a state property tax in violation of the Texas Constitution. As a result, a business tax was put in place to generate revenue for school districts.

The business tax failed to produce the projected revenue, and in 2011, school districts across the state were forced to slash budgets and eliminate staff positions to endure a $5.4 billion reduction in funding for public education in Texas. Subsequently, hundreds of school districts (including Brownfield ISD) joined another lawsuit demanding the state develop a more equitable and adequate school funding system.

Under this current lawsuit, which has already spanned over three years and involves about two-thirds of the state’s school districts, the school finance system was once again ruled unconstitutional by state District Judge John Dietz in 2014. However, the judge delayed implementation of his ruling until July 1, 2015 to give the Legislature time to “cure the constitutional deficiencies”.

Brownfield ISD supports Judge Dietz’s ruling that the Texas school finance system is unconstitutional. The state’s current funding model “does not suitably, adequately or equitably provide the resources necessary to give all students a real opportunity” to meet state accountability standards. We have urged the Texas Legislature to fulfill its constitutional mandate to provide adequate resources so that all schoolchildren in the state receive an adequate education. The undisputed evidence at trial showed large performance gaps between Texas’ economically disadvantaged students and their non-economically disadvantaged peers.

Depending on the outcome of this ongoing 84th Legislative Session that runs from January 13 to June 1, Brownfield ISD could see modifications to its revenue per WADA (Weighted Average Daily Attendance) over the next several years.


Bobby Vaughan
Chief Financial Officer
Brownfield ISD














Great Things Happening at BISD!



Congratulations to Aaron Aguirre, THSCA 2nd Team Academic All-State!



CONGRATULATIONS to the Runnin' Cubs for beating Bushland and winning the Dimmitt Tournament! WAY TO GO CHAMPIONS!



Brownfield High School Senior Mallorie Ellis has been named to the Texas Girls Coaches Association 3A All-State Team! Congratulations Mallorie!



Brownfield FFA had 11 kids and 13 pigs compete at the Christmas Cash Classic Show in Levelland. There were over 300 pigs and exhibitors. Kaitlyn Garza, Maria Rojas and Brooke Lamb placed 3rd. Jericho Garcia and Kelvin Gamez placed 4th. Congratulations Cubs!





Middle school S.T.E.M. students competed in the West Texas B.E.S.T. (Boosting, Engineering,Science, Technology) competition. At this contest schools are given five weeks to design, build, and program a robot to solve several given task. At the contest, teams have three minutes for each round and middle schools and high schools compete together against each other. BMS finished 12th out of 23 schools through the region. This included three area high schools that we beat. Students were, Kirtis Hogue, Elaina Stoker, Allllyssa Martinez, Cassidy Cooper, Chris Correa, Brody Yates, and Arlie Millican. Thank you for your continued support of our students here at BMS. Shelby Smith




CONGRATULATIONS to the Brownfield High School SPIRIT OF THE PLAINS BAND for receiving all I's at the UIL Marching contest! So proud of Mr. Balderas and his staff and students. Thank you as well to the parents who provide assistance. Dr. Monroe























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