001Good evening and welcome. My name is Taylor Kingman, president of the board of trustees for St. Angelo ISD. I would like to welcome all of you who are present at tonight's pre-agenda board meeting, as well as those who will be watching the recording online or on our public access channel. Today is April 13th. All items on tonight's agenda have been posted as required by state law and most items will be discussed tonight and voted upon at our regular board meeting. As a board, our work includes setting goals, hearing reports from our superintendent, approving budgets, contracts, and personnel items, and making policy decisions for the district. Please keep in mind that this is a meeting of the board held in public, not a meeting of the public. These proceedings are recorded and will become part of
002the district's permanent record. to help us maintain a clear recording. Please refrain from speaking while others have the floor and please silence your cell phones. Thank you again for being here and for your support of SASD. We do have a quorum. Our entire board team is present and we'll begin with the first item on our agenda which is our pledges. Everyone please stand alsible. All right. Next on our agenda is public comments. We do have individuals signed up to speak this evening. For those speaking tonight, please remember to follow the guidelines you received when you signed in and were displayed on the screen before the meeting began. Our first speaker is Jamal Shumpert and his topic is learning intentions, success criteria and learning pyramids. Good afternoon board Jamal Shumpert. Excuse me. I actually brought y'all
003the learning pin that I said I was trying to design in the audience last time. Uh they they go with what y'all discussed on the academic update. Um these pyramids also have the words on them for your learning intentions. And without these words when they was explaining it to you, you wouldn't know how she would raise those levels of learning to critical thinking. Um, so I brought you some and I tailored them specifically to your most comments about the things you I guess are concerned the most about. So not everybody's three pyramids look the same, but everybody has Bloom's taxonomy on it. Um, and the the reason I brought that and wanted to speak about the learning intentions and success criterias cuz I I saw at the secondary level it might have been around 54%
004uh where they're getting the learning intentions or success criteria. That's that's completely unacceptable. Um, as a teacher who's been in this system before, I I know that all you do is copy your learning intention from your lesson plan and put it on your board. That's that's it. And then the success criteria does the same. So both of them show up on the board. You get credit for at least having them. And how do you figure out if they met the success criteria? U they usually put the number in there 70 80%. Uh that's that's pretty simple to understand if they made the success criteria on the assignment. But sometimes you don't necessarily give out an assignment. Uh so what would be the success criteria that Bloom's taxonomy level will help you understand it. Um another
005thing that I found pretty interesting while I was putting your pyramids together. It seems that a lot of y'all are all focused on pretty much the same thing. And Dr. Kingman's pyramid reflects everybody's whereas fair and equitable education, school closures, effective teachers um and community engagement over multiple years with with art. Uh, I would suggest you guys maybe um I guess y'all do talk. Y'all y'all do hash it out and and maybe not so much I guess don't let each other's differences get in the way of y'all's decisions because I believe all y'all are focused on the right thing. But when it when it comes down to each and everybody's decisions getting in the way, sometimes y'all might miss some of the things that the staff is saying or doing because you might have thought
006of a comment that one of the board members might have said. Uh maybe not, but it just seems like if everybody's focused on the same thing, what y'all are, uh things probably shouldn't be a disconnect between you and your staff and the community. And I want to thank y'all for serving. Thank you. >> Thank you. All right, we're going to move forward with our agenda. First, we have some reports and first is the summary of findings uh of TEA intruder detection audit conducted by the ESC staff and Miss Ber is going to help us with that. Dr. Moran, Dr. Kingman and members of the board, thank you for your time this evening. In the month of March and from April 1st until now, we have had no additional intruder detection audits in our district. Thank
007you. >> Thank you. Next, we're going to have a construction update and RJ is going to come straight up. >> I just want to make sure before Dr. Kingman, Dr. Moran and members of the board. I'm glad to be back out here uh giving you an update on your construction and I've actually got a couple other items to discuss with you tonight uh based on the bond as well. Um same project timeline with the same deadlines. Nothing has changed uh on those overall uh deadlines per project. Um the schedule that we reviewed last time, same uh those deadlines are the same and we continue to monitor the design and construction to make sure we're meeting those. Crockett, if you've driven by, uh it's well underway still. We've got a few pictures that we took actually
008last month at the uh stud signing, getting some of the the students involved and getting to talk about the the process and what's actually behind the walls that you don't get to see on an everyday basis. So, just taking the opportunity to make it a a learning opportunity. Um and then uh some of the development on the site showing the the kitchen wall going or the cafeteria walls going up and additional framing and brick there on the the classrooms on the left of that main entry. Then uh McGill continues to progress as well. Got a couple pictures showing that uh all the the demolition that's happened over there. So that site's really clearing up to where you can start seeing where the new additions will happen and how the new facility will really come together
009to put a majority of the students all under one roof. Glenn Middle School uh still working through some of the design details and so just uh more meetings and development of the construction documents to be able to uh bid it out in the next few months. And then similarly, uh, Lake View is moving forward with construction documents, getting ready for it, uh, to to bid within the next month. Central High School, uh, working through some of the, um, the the waterline project, which will happen during the summer, and then, uh, eventually the the demolition of the Sarah Burnernhard and the, uh, new addition starting in the fall. And that is the the update. I've got a couple additional items uh to discuss based on the bond which is also u related. It is the uh
010the financial dashboard that we're looking at putting together. So, the same way we've been tracking the the schedule and meeting the deadlines that we originally set for the schedule, we have a uh a financial dashboard to where we can show the bond budget and show the progress of the amount spent compared to the bond budget. So, we've been working on this would be actually a public dashboard that would be on your bond website. So you can see it has the the different packages that we've been showing. It has the different amounts and you can actually go in there and click the buttons on the right and it'll uh drill down to those packages and it it tells you what the construction budget is and the the soft cost budget. So you can kind of get
011an idea of you know there are kind of two separate pools of u bond budget allocations. Um the the soft cost being like uh the furniture, fixture, equipment and some of the permitting fees and uh design fees and and and all that. And then the construction budget that gets approved here um at at each board meeting whenever those bids come in. Um but this just shows that you know if you want to drill down a little further, you can. And so it kind of gives you an overall of each package and then eventually we'll have detailed information u about the the budget as far as construction soft cost and then eventually we are updating it to have amount spent. So we've still got to get all of that in there. Uh but by the next
012board meeting we should have each one of those categories updated and we should have this live on the website. So this is just kind of a a preview of what's to come. So, I know there are a few projects that y'all are not doing. Will those be on this dashboard as well? >> Yes, that that was requested to be part of that. So, Merl and his team are getting us updates on all of that. So, we will be tracking it uh all packages similar to how we helped with the full bond package. >> Perfect. Thank you. >> Yep. And then the last thing is is uh the state of Texas does require for major um construction projects that the board adopts uh districtwide education specifications. So, a lot of the conversations we've been having around
013these uh larger projects at uh Central and Glenn, we've been discussing uh these standards and we always uh design new facilities to meet the bare minimum at least TEA standards, but there's also some items that are specific to your district and TEA asked that the board adopts those. So, I was going to walk through some of those things we've been talking about and some of those uh kind of parameters we've been establishing throughout those meetings. Uh, >> and real quick, just make sure everyone So, this is in Friday facts, but also this re is um item five on our action item thing for next week, just so everyone's kind on the same page about what we're doing. >> Correct. Yeah, it would be an action item for next week. Um so this outlines what the
014the TAA TEA requires um in that uh I think it's chapter 61 that you have your mission vision values outlined um you have some kind of overall details about the the projects um and a lot of it's regarding kind of square footage and capacity of your schools. Uh next would be any type of emergency operations plans. um how you address inclusive accessible design uh some of your minimum square footages and then any innovative or operational practices. Um so to start out I mean these are your mission vision um and strategic goals uh and and pedigogy that y'all previously adopted and I believe is on the website already. So, a lot of this is to give especially if you have multiple architects working on projects. You know, we we always normally start with this, but this
015is just to make sure everybody has kind of a clear guidelines when looking at your projects. Um, we're looking at the elementary school being prek through five with a maximum student enrollment between 650 and 725. Um, middle school would be grades 6 through 8 with a maximum student enrollment of 1,000. And then high school, grades 9 through 12 would be uh Lake View would have a maximum student enrollment of 1,200. And then uh central would have a maximum student enrollment of 3,100. So this is just kind of giving some of those uh parameters that we would be designing to and uh obviously depending on the elementary school that kind of uh in the zoning dictates some of the sizes because some of them already have larger cafeterias or kitchens that would be able to accommodate
016uh more students. Some of the uh space overview. So the TEA does outline that like the average uh elementary school must be at least 800 square foot. So you would be adopting that. Um same thing with middle and high school, but they allow for those to be a little bit smaller at 700 square ft. Um and once again, these are these are minimum. So this is saying that throughout the district, you just do not want to have a classroom that is below these. And there's quite a few instances where we have conversations and something special happens within that class and it needs to be uh a little bit larger uh such as like a art classroom. You know, it doesn't fall necessarily under science but you know it needs to be a little bit bigger
017to accommodate all of the uh the larger tables and the the cabinets. Um so you can see there we also do outline the the science room for elementary, middle school and high school and these are also outlined in the documents that we have for like schematic design and design development in much more detail by room by room. So, uh, every project that we do, we have a document that's probably 100 to 150 pages that kind of goes through the process that we've gone through. But this is kind of a broad brush stroke to make sure that uh the in big picture terms, all the projects are kind of designing around the same uh square footages at minimum. You can see the uh square foot per student uh listed there for science which is directly from
018the TA standards. And then the same thing for the libraries uh which list the three square foot per student um for the elementary, middle, and high school. And there are there are a few other parameters for libraries, but those are kind of more um outlined in each one of those schematic design and design development documents. All right. Next would be your uh multihazard emergency operations plan. And so this really just outlines what y'all have already adopted really for how you manage your uh drills and incidents to make sure that we are designing around the the same safety guidelines and standards with the security vestibule and the processes for lockdowns. And then uh inclusive design, making sure that we're meeting all of the uh ADA and uh TDLR standards uh that the state requires. Making sure
019that anytime we have the opportunity to make a space more uh accessible to all uh that that we we take that approach. Um and then uh there's it gets a little complicated when it comes to adopting a quantitative or qualitative me u method of um square footage. But um overall the quantitative method is is pretty straightforward. It's just how many square foot per student. the qualitative method that you can adopt. Um, it relies on mixed spaces and not saying that all your students would be in one classroom uh at once and sharing spaces between say the the library and the common space and the hub space because there are some schools that don't want to just have students counted per classroom and they want the flexibility to be able to uh count their library space
020as classroom space. Y'all have not went down that road. So that that would be the qualitative method versus the qualitative. So uh the quantitative says, you know, students per classroom. That's how we're going to measure capacity. And that's what we're showing here. Um and then flexibility level three. Um, real quick, flexibility. Flexibility level one is every classroom must be set up exactly the same. All all desk in the same spot, all teaching walls in the exact same spot, and the teachers are not allowed to change that. Flexibility two says that you can move the desk around a little bit. Maybe the teacher station needs to stay exactly where it is, but maybe you have a little bit of flexibility in moving your desk around. Flexibility three says that you can move your desk around. Sometimes
021the teacher location is not in the exact spot. You can decide to go out and do a lesson outside uh if you'd like or in the library. You kind of have the flexibility to um change your teaching arrangement based on the curriculum. And then flexibility four says there's not really a teaching location. Anywhere and everywhere is an opportunity for learning. So no teacher owns their own space and every space is open for everybody. So we didn't quite uh go to flexibility level four, but we thought flexibility level three kind of makes sense with what we've been talking about um during the conversations with the the teachers and the schools. All right. Um and then lastly they they say we'll just include anything kind of overarching principles that you'd like to add. And uh during our
022conversations we've been talking a lot about daylighting and just trying to u ensure as many spaces have access to natural daylight as possible. Um making sure that the secure the facilities are secure as possible. when we're thinking about um just the overall layout which is including passive security and active security. So just you know sight lines making sure you don't have round hallways that make it hard to see students and stuff like that. Um next would be u making the spaces flexible to where you're not restricting what kind of teaching and learning can happen in the spaces. Um and then technology rich uh spaces that can accommodate some of the career and technology and some of those um um future ready spaces that we talk about regularly in these meetings. All right. So that is
023the current district-wide educational specifications that would kind of be a bumpers really for your current projects questions. >> So this may be more of a moral question than all but so you this is a state requirement but basically these are things that we've I mean it's like our multi-hazard plan. We have to put it all in one place, >> right? >> Per state requirements because we have passed the bond. But really, this is just putting looking through is really just putting in through our Friday facts looking through mostly just putting through together things that have always been district policy just we haven't had them all in one location as we've gone through. Is that a fair assessment? >> Yes. >> Okay. >> Yeah. It has to be board approved. So that's kind of the >>
024Yeah. No, I got we got jump through. I just want to make sure that I mean most of these things are things that we've had in policy >> in separate places just not as a single policy. >> Yeah, >> I think it's saying this is what you plan to give to all your architects so they're all working from that so they don't have to go look through that to find that. >> And I think a lot of that change uh November November of 2021 is where the requirement began uh pulling all that into the same spot. So, it's probably um thinking back first time for the district uh since 2021 uh with major construction to pull those together. >> Any questions? >> Yes, I have a question on that capacity. Uh can you hit us
025with that slide with the shows the capacity numbers? So those numbers are district recommendations or Park Hill recommendations on maximum student enrollment. >> Those are the numbers that we've worked with the district on to establish the current elementary school capacities. >> Okay. So, if we're nearing these numbers, can you just uh from your expertise, can you give me some I don't know if there's very many pros, but the pros and cons to nearing maximum student enrollment in elementary, middle school, or high school? >> The the pros would be uh it's more efficient because you wouldn't be un having a lot of underutilized space throughout your facility. So, if you have uh facilities that are only have 500 students, even though they're built for 600, that would mean multiple classrooms would be potentially airond conditioned and
026cleaned and not used. And so, you wouldn't necessarily be getting funding for those students using that, but you would be having to pay to maintain those spaces. What about some cons reaching that maximum student enrollment or even exceeding it? >> Cons of exceeding the maximum student enrollment. Uh obviously the spaces would not be large enough for the student the ideal studenttoteer ratios. So, I mean, we're we're building these schools to be able to accommodate um even with contingencies to not hit those those uh maximum levels. Uh but yeah, it would be studenttoteer ratios would go up. But at these numbers, that would not cause more than say 22:1 uh students. Even at a school for built for 725 students, it would still have the proper studenttoteer ratios. >> Thank you. Well, you know what? One
027more question. On another slide, it talked about security through design. >> I'm not sure if this falls into that category, but I was um in the area Fannon at Fannon. I was in the area and I noticed that the new I don't even know what you would call it off to the side the Is that the teacher or the drop off? It's a circle lane. >> It's a parking lot. >> Is that a parking lot? Yeah. >> It just looks like like a like a drive-thru to me. >> Yeah, >> it's a parking lot. Okay. >> Parking and a drive. Yeah. >> Okay. So, I guess what y'all made there was um for flooding, right? So, the water can go through the tunnels there. So, would you say that that's pretty safe? what y'all built
028there. >> Uh I guess I would have to ask which part the drainage portion >> drainage area. Yeah. >> Yeah. >> It it is it's been reviewed by the city and state for safety. It is built to >> Yeah. I just saw these massive drains with with you know covers on it where the kids are in the area and it's not like blocked off. Yeah. >> So, that worried me a little bit. >> Yeah. Well, we can definitely look at it, especially if there's a certain area that's >> You know what area I'm talking about? >> I know. I know. The drainage around Fannon. >> No, it's off to the side. >> Yeah, >> it's Yeah, it's brand new. >> It's the drop off and pick up. Yeah. Through there. >> Yeah. So, yeah, we
029can we can definitely look at it if you have concerns. >> Okay. I do have concerns. >> Okay. Um, I would I would say because it's a drop off and a pickup, the kids aren't out there. >> Okay. >> They're going. >> Well, that's another question, too. Are the kids are nowhere in that area? >> If it's drop off and pickup, then you're just dropping the kid off and they're walking in or if it's a pickup, the teacher's there while the kid gets in the car. So, it's not a kids aren't out there playing >> playing, running around. >> Right. If I could just ask one more question about the elementary students or the elementary size. >> Um, we've I've always remembered seeing 600 to 650 as a max. Yeah. >> And I remember remember
030the discussion being that if it got bigger than that, you would need bigger cafeterias and all that stuff. And so this is the first time I'm seeing 725. >> So has there been a change? Uh right now that's actually the size that the Crockett kitchen and cafeteria has been built to and so that it can accommodate that many students if needed. And so that's kind of why we have both numbers there because you do have one campus that can accommodate that many students. >> Okay. Is that the only one that'll be built to be that big >> currently? >> Okay. Okay. Thank you. >> Okay. So these numbers are campus specific. It's not overall. Well, they would be overall as far as the 650 to 725. That's why we have multiple uh numbers there because
031we did originally the 650 was the kind of original goal and that's why we've included that in there. But you do have some campus so that are at 725. So we can't just say you don't have any campuses that aren't above that. Um, and then that's also why we separated out Lake View and Central instead of having uh just one range for high schools. But right now, this would be that your established range would be 650 to 725 depending on the school. >> And and Dr. M the Dr. Moran want the this is a policy we set right now but if we elected to in future construction or whatever change our decision to have schools at Lake View be 1500 that would be just something that we would vote on as a board and change
032what our desires are. This isn't something hard and fast like this is hard and fast for the projects we have currently under construction but is not a necess this is so I guess the way to look at this is at least the way I understand to look at this is this is something the state requires us to do for the current construction we are doing >> not for so this is the scope for the current construction we are doing. >> Yeah >> that's right and if we were to change that we would definitely come back to you. >> Okay. >> Yeah. is to to ensure that none of the projects that you have going on right now that they don't come in and say Fannon's going to be built for 800 students. I mean, you
033kind of have those those parameters, but we typically bring all this information back to you before finalizing any of it as well. I I have um when you were talking about the classroom, the square footage >> and then you talked about um the built-in bookcase, you know, stuff for teachers. So um years ago, the push in the classroom was and they and they did it at McGill. They built the teacher's desk or space end against the wall with the unit. That why that way the teacher didn't have a desk in the middle of the classroom. They so they we really focused on utilizing every inch in the classroom to make it toward teaching and students and not the teacher having I mean I remember we analyzed like the teacher had a third of the classroom
034because here was her desk and here was all her stuff. Mhm. >> So when, and you may not have gotten to this yet, but when you build the classrooms, let's say at Glenn or wherever, are y'all looking at making it more where the teachers stuff or desk, their laptop is in with the all that so that the square unit square will be for kids or have you even got that far? >> Currently, we're looking at mostly uh furniture solutions for the the teachers. So that uh there can be flexibility in the future because you know as soon as you build something in that kind of restricts what can happen >> in the future. So that those conversations conversations would happen I think during the furniture selection process to ensure that they don't >> I just
035um Farah knows who I'm talking I just think the McGill the new part of McGill is is a great >> because the teacher you know they can get a podium remove it I would encourage to look at the way those classrooms were built how many years ago >> um Miss Duncan so Dr. Brandon and I have actually gone as well to McGill and not interrupted instruction, but did get feedback from teachers on the storage and how that was designed and we've used that um to share with the committee and the current plan. So, most certainly uh working to utilize the space for flexibility and for more student solutions than because if you're not careful then we can take >> and I know you are. I just wanted to because when you see the square footage,
036you know, the public will go, >> you're going to cram all those kids in that, but I know that y'all are that we that we really look at that square footage is for instruction and letting kids, it's important for kids to be able. So, >> the number three to me was the only Okay, >> number one. Oh, >> I mean, not moving. I mean, I don't want to be a teacher in there. So, I appreciate the fact that you looked at y'all, whoever looked at all three and and took that number three as the one because to me that's extremely important. So, thank you for looking at that. I know you are. I just want the public to know that >> there's so much involved in building a school and a classroom. >> So, thank
037you. >> Yeah, for sure. We've also learned, Miss Duncan, from little things when we think we have the layout of little things of where the TV's mounted and windows and outside distractions and from where the exit door is. And I don't know that everyone realizes how much in and out occurs in a classroom from students having to leave for various things. But we've taken all of that in consideration for the the new builds and gotten input from staff. I'm >> just thinking now because my brain did I say Miguel or Glenn Moore? I was referring to Glenn Moore. >> You said Miguel, but I was following you. Yes. >> It's Glennmore that we redid that um unit and we built all the teacher stuff against the window. It was just for that fourth and fifth
038grade wing was a game changer for student space. So, okay. Thank you for knowing what I was talking about. >> Any other questions for Mr. Lopez? >> Thank you. >> All right. Thank you all. >> All right. We're going to go through our agenda for next week. We have our invocation, our pledges. We have multiple recognitions, some because people couldn't be here this last month. So, and then public comment. Uh we'll have a construction update from KFW next week. Um Dr. Gomez, update on academic programs. >> Yes, we will definitely have an update on summer programming. We'll also provide an update. As you all are aware, this week um the district has changed the schedule for prek and kinder roundup. In addition to our campuses doing special events each day this week, we're having a
039district-wide event on Wednesday from 7:00 a.m. to 700 p.m. at the Austin PL Center cafeteria to assist families with registration, answer questions. Um, and that's been done in May for a number of years, but we're trying to do it earlier to get uh to help families and really encourage them to join the district. >> Perfect. Um, we'll have an the annual required hours for continuing ed. Um, just make sure you have done all your requirements that uh Jessica's emailed you all for for next week. Um, and then consent items. We will have minutes. Library books um have been already posted on the website on the 12th. This is middle school and high school books. And so just everyone, if you have any questions, get with Dr. Gomez before next week. We can always pull it
040from consent, but everyone's good with staying on consent for now. Fantastic. We have the an adder for our uh bid 25-015 which is a maintenance transportation. Um and it Mr. Henry, you have anything on that for us? I have just one adder on this maintenance and transportation bid. It's for Jim Bass Ford so that we can maintain our Ford vehicles. more easily. >> And then conric curriculum and instruction. Just curious, why was Jim Bass Ford not on the original bid? >> We have a contract where we buy vehicles from them and I do have a line on there where we can uh use that to do work there. This one is a five-year bid so it lasts longer >> kind of covering their bases. Perfect. >> And ours. >> Okay. And then the curriculum instruction
041adder. >> Uh this this one is for book binding and laminating. This is a vendor that's used primarily by our librarians uh that they were wanting added to here and we got all their stuff and just looking for approval. >> Okay. Any questions about those? >> All right. So action items. We will um consider superintendent recommendations for 2627 teacher and other professional contracts. We'll get a list of that next week. Um the report to the TEA, Mr. Livingston about required information for Senate Bill 546. Okay, good evening everybody. We came to you back in uh February uh with a plan to accelerate the uh uh turning the fleet over to become uh compliant with uh with the Senate Bill uh by September 1st 29. Um since uh declining enrollment numbers and and uh our our
042finances are what they are, we have decided to uh move those that that purchase back to next year's budget. Um, so therefore that puts us in line to have to report to TEA the possibility that we're not going to make that uh um retrofit deadline with all our buses. Although we're going to try to do everything we can to make sure that we do that, but uh we feel that uh it's in our best interest to go ahead and report it as such. we may if the legislature comes through with uh some grant funding, we may at that time also qualify for some of that as well. So, it's not uh necessarily a bad thing. Um, and as you know, our numbers are 42 that we have currently that uh do not uh have threepoint
043restraints, meaning a shoulder lap belt restraint. Um, and that's just two less than half the fleet of yellow buses. And uh the the those numbers sound staggering, but um we're actually not really in that bad of shape. Uh there's four of those are ready currently ready to be disposed. Um with the excuse me, the eight new buses that were purchased in October are due for delivery any day now. So that moves eight more over to that uh spot. And then the six that we uh uh voted to purchase in February should be here sometime in October, November time frame. So uh that that cuts the number close to in half. And uh so that still leaves us with about uh 22 odd buses that we'll have to try to uh um phase in over the
044next uh three budget seasons. So uh we're going to try to up the number again for next year. Um try to get a try to stay ahead of it. Um but that's all going to depend on the budget from year to year as well. So, if you have any questions about that, I will try to answer them. >> Mr. Livingston, yes. Did you say that the new buses do come with the threepoint harnesses? >> They do. They have since 2018. >> So, they Okay. Okay. That's what I wanted to make sure. >> So, and just make sure I'm correct in my memory. So, the idea was if we basically we were buying two years in this year, >> correct? in order to >> getting ahead. >> A year ahead. >> Correct. >> So we're really
045by 2029 we'd only be a year behind. >> Correct. >> In getting to all in our normal cycle of getting everything replaced. >> Correct. >> And we are going to go ahead and take the six buses we approved in February. That'll be part of next year's budgeted correct six to eight buses or however many >> Six buses for next year. >> Correct. Um, and then if depending on funding, we can try instead of trying to do it one one big purchase, we're basically saying it's better to knock off one or two extra buses a year based on funding or if a grant comes for there's discussion in the state legislature grants for this for schools that have our socioeconomic status is my understanding. Is that true? there there's some grants available possibly. >> Possibly. >>
046Yeah, we don't. >> And until those numbers are all reported to TEA, they they can't even give us that at this point either. But so being on the front end of that and having spent that money down instead of if the state's going to provide grants, being in a position where we can use that grant money would actually be financially responsible for our >> Correct. >> Okay. >> Correct. And also with our current numbers, I was looking at it last week one day uh to start uh well once the six that uh that we purchased in February come through, all of our home to school routes except for two special needs routes will have buses on them with threepoint restraints on them. The only things that won't will be our spares. So the buses used
047every day will be have will all be at 3 point >> once the six come that we purchased in February. >> Okay. >> Any questions regarding that? All right. Thank you, Mr. Livingston. We'll keep that on agenda for next week. >> Thank you. >> Um Mr. Henry. Next is Carver Campus Abatement and Demolition. And that was a there's an ad sheet at y'all's desk for that. Just so with the movement of DAP out of Carver and our declining enrollment, it has left the campus vacant and no longer needed. With the assistance of Kings Consulting, specifications and drawings were produced to abate and demo the entire camp Carver campus. Bids were received from seven companies capable of performing this type of work. These were reviewed and scored and One Priority Environmental Services LLC and Reese Albert
048Trucking received the highest scores. The administration recommends approval for One Priority Environmental Services for the abatement and Reese Albert Trucking for the demo at Carver. Total cost for demo and abatement is $333,570, which includes a $40,000 contingency that will be split in half for each one of those. Do you all have any questions over this? >> Can you tell me a little bit about about this building here? When was the last time it was occupied? >> Um, I'll answer that question. And so we use the building uh not this school year but the prior school year for the alternative school and the dropout recovery campus. >> Okay. So it's been unoccupied for a year. >> Just since August well since last summer. We moved out last summer. So we're closing. >> What type of um
049condition is it in? >> Uh well the building is extremely old. It's uh there's several portables on the property uh which are actually going to uh I believe the city is planning to use those portables uh but the building's not in great condition. We've walked it um there's a lot of asbestous in that building not just in the flooring but uh in other parts of the building and u we don't really have a good use for that building. The property's of value uh there at that location. So, um, we don't we don't have any plans to use it. It's poor condition and we believe this is the right direction for us. >> I My concern, Dr. Moren, is we keep demoing these buildings that we were just in. Students were in, teachers were in recently,
050and we're facing a def a deficit next year. We're shutting down campuses, but we're willing to demo buildings that we were literally just in. If they were unsafe, how were they how were they not safe? or how were they safe a year or a year and a half ago? >> Well, I uh the building's not unsafe. It's just old and not in a good condition to have a campus or students on or in. And so, we've used that opportunity to to populate the Oaks campus. Um and if you'll remember, we repaired some sewer lines there and moved students over there in the special ed staff. So, we're using oaks uh for both a and pays, but um so it wasn't that the campus was unsafe. We wouldn't put students in an unsafe building. >> Yeah.
051Well, old to me, old is not a reason to spend nearly $400,000 or to demo a part of of my city's history, especially if it's just old. I would I have not visited that campus. And just like Sam Houston, I would love the opportunity to to walk it. >> Okay. Well, you can contact my office and we'll schedule a time. >> Dr. Ramnis Garnes with with uh with the Carver campus. There's significant infrastructure programs problems with that campus underground that uh would take significant repair or actually demo on that building itself to get to that. So the maintenance costs for that building have climbed just with the minimum amount of students over the past few years. And then so with that, if we would intend to go back into that that building, it would take
052a remodel is probably twice as expensive as a new construction. So with that, uh, if we intend to use that building, there would be some significant costs involved if we'd go back in there and try to occupy at full at full capacity. that it's probably something you you know uh Mr. Dindle, but I don't and I would like to see for myself. I don't even there's there's nothing here showing me that what you just said is in fact true. I would like to visit the campus. I'd like to see it. I'd like any information on it before we spend $400,000, especially next year facing a what is it? A $2 million deficit. I think that's very reasonable. And if any of the other board members would like to join me, I'd love to have you
053there with me. Also, >> any other questions? I don't have a question, but um Carla, I was I was on the campus last year um and walked it before we closed it and um moving the kids from there to Oaks I thought was a great move because the facility at Oaks is it's just a better place. It feels more like a school. It's um which if you're at Carver or whatever you're doing, you still need to feel like you're in an educational place. When I went to Carver, and I could be wrong, but you walk right in and I felt even like the floor went down a little bit. The floors aren't exactly even. It's um it was it's outdated. So the mo so I just say the move I'm just going to state the
054move that we made to Oaks because I never want a kid to think they're you know if they're in Carver they are there for a reason behavior they're not bad kids because kids aren't bad they their behaviors are bad so they're there but I never wanted them to feel like they were in a place that wasn't good so and and you kind of got that feeling in the building. It's long, the windows are tiny. So, moving them to Oaks and having that facility, the halls are clean, they're bright or um Carver, I I was hoping and maybe so that when a kid went to Carver, they still felt that they were in school learning and doing, you know, why they come why they go to school for. So, um, you know, if you want to
055go, I I just went there. So, I I mean, I remember like it was yesterday. I used to go there and went some of the kids went and helped them fill the place. But, um, I think the financial side, like Mr. Dindle said, you know, you can see for yourself. I think that's a good thing, but to fix it is so much money. And if we can, it is a lot of money to demo, but if you can demo and then sell it and get that back and more, it's like a big long picture that I'm learning about also. So that's kind of how I'd look at it. You know, even when you remodel your home, if you resell, you get that. So I'm hoping that I guess our goal is to demo to sell
056it to the city. Is that what our to sell that property? We don't really have a plan to sell it, but we would bring to the board >> uh opportunities in the future, but we don't really have a plan at this point. I will mention >> um Oaks has a cafeteria that provides for the kids. Um >> they have the gymnasiums across the street. Um >> Harvard didn't. They had a cafeteria, but it was >> Yeah, there wasn't it wasn't a campus that could really self-sustain. Little basement area for a gym. I went down there one day and >> uh it's pretty small. They had a a weight uh bench and a few other things, but very small. Our kids deserve better and Oaks is a better place for them. >> And and that's what
057I was saying. I saw um probably two weeks ago some kids walking from Oaks across the street to the Glenn to the gym, laughing, being in a group, and it made my heart happy because I want kids to be happy even when they're in trouble and learning from their mistakes. So, >> let me just clarify real quick. Um, my my points here are not to keep the kids there. It was probably a great move for Oaks. I went to school there, too. I love it. But, um, I'm just trying to be resourceful and save. Maybe this building would be suitable for someone else, but Dr. Moran just said his plans are not to resell it. So, >> well, no, that's not that's not necessary. >> The property is what I meant. >> Well, to sell
058it. >> Well, I don't that's not my decision to make. >> Okay. And what I'm saying is in the future if there's an opportunity, I would bring that to the board. The board could decide then if they wanted to sell the property. >> See, I'm Yeah. Yeah. I'm not saying to keep the kids in there. I'm saying if we had an opportunity to maybe somebody else could use it for whatever they wanted to. You all know that. That's how I am. I would rather, you know, use a building we have and let somebody fix it up how they want to instead of us spending this amount of money to demo it and then try to sell an empty piece of land. Just trying to be resourceful and not keep our kids in in an old
059building. >> Other questions on that one? Obviously, we'll keep that as regular. Uh, bid 26-002, Lake View Concession. Hopefully, we'll have those by >> This one opens up on Wednesday, so as soon as we get it scored, we'll get you a Friday fact. Okay, perfect. Um, and if it can't be if we can't get it by Friday fact, then we need to just push it till the next month. We don't want to get it that day and then have to vote on it that day is what I'm trying to say, >> right? >> Okay. Um, approval of educational specifications. That was what, um, R.J. just talked to us about. And then Dr. Bran is going to talk to us about our 5-year district facility plan. Dr. Keeman, Dr. Moran, board of trustees, we'll share with
060you the U 5-year facility plan like we talked about in November 1, 2021 is where a lot of this language comes from after that date for major renovation, minor renovation projects for a school district. Um most of that coming in the board policy CS legal uh education code 44 test and Texas Texas Texas sorry Texas administrative code 61. Uh but if you look through um there are seven different components and that have to be included in the plan. And so we're gonna gonna just quickly go through because I know you had this uh before the meeting and and have already had the opportunity to look through. Uh the second page gives you exactly what's included uh in a long range facility plan. Uh and then we go into the different elements. The first one being
061uh instructional programming. And so you kind of go through see a couple of pages. what is SISD about in special education, emergent bilingual, career and technology, all of our different sets of programming. Uh then um the next element is the age and condition of buildings. I went backwards. Here we go. Element two, uh age and condition of existing facilities. You can look through what the facility condition index is, the building condition index. Uh those certainly are rated uh by campus. Um you see each one of the campuses included uh moving into the future composite age of buildings. And then element number three, history of completed capital improvement projects. You see that there. So we have to include uh past bond proposals. Uh what what those amounts were, what the purpose would have been for and
062then the status. Uh so we have those presented and then site evaluations uh site plans uh for each of the campuses. and then an element um well and then how those might change in the major renovation or bond construction. So we see each one of those campuses and what we've seen all through the bond planning what was presented to the public to the community uh for each of those projects. And then element number five is the educational specifications. Those are included in the long range plan. And just like Dr. um Kingman said, since we were going to include it, we need to approve those uh on the 20th uh before approving the long range facility plan so that they might uh be included. So each of those are noted. And then component six is student
063projections, demographics. Uh so we took those that data uh from the demographer included that for element number six. And then element number seven is about safety and security and it goes through the different requirements from the state and then how we are meeting those requirements uh through uh our bond projects. So this is just to make sure I'm correcting. This is a state oversight of because we again passed a bond and so this is updating putting everything in one place again. So that part of the oversight of the fact that we passed a big bond and now that we're getting ready to start doing construction of this, this is required by the state that we update this. Correct. >> Yes, sir. So after we have board approval, it'll go on the website and so parent
064community member would be able to go and see not only what were the bond planning uh but what were the facility conditions beforehand, what is a demographic study look like, what measures are we taking for safety and security, what instructional programming. It's kind of just bringing it all into that one long range plan u where it could be viewed from there. So yeah, it's kind of those things we've seen all these as parts during this whole process and putting it all in one easy easier to chew thing for the public to see that we put on our website. >> Yes, sir. >> Yeah. Questions for Dr. Brandon. >> I have a question. I think it's element number one. Uh just reading th those uh special programs. Was that element number one >> where it talks
065about >> instructional programs? Yes. I just noticed on the emergent bilingual program it's only up to third grade. >> Yeah, >> I didn't know that. Why? Why is that? >> State. >> Well, and I'll if you don't mind, we'll make some comments on that. Dr. Gomez, I'll let you expand on it, but it's there's several options. That's the option our district has operated by. But is there anything additional that you'd like to share? >> It's the program model. Sorry, my voice allergies are really bad. It's transitional early exit. We still serve students beyond that um but the program model that we've selected so beyond third grade they are still served in an alternative language. So but and we can talk more specifically about that. The magnet though for bilingual is prek through three. >> Are
066we ever looking to expand? >> We are constantly looking at ways to have bilingual certified teachers to expand our offerings. It comes down to certification requirements. It's the hardest component. That's there's a lot of professional judgment, but that is one of the hardest certification tests to pass. And in order to um provide the model, if you were to do bilingual, you must have the certified teacher. That's why we currently do what's called the alternative language >> beyond. Oh, we we're constantly, in fact, I was just in a meeting last week that we were talking about a cohort to support teachers. Um, as we've worked on getting more ESL certified teachers and we've had great success. Um, we've partnered with Texas A&M on a new study course and we've shared that. We have one prek teacher
067currently piloting that for us at the present time. And um also Farah the test that they take to be qualified is it's so hard. So we have or I know of some teachers that have gone through the program but they still can't pass the test. It's one of the hardest tests. Wouldn't you say? >> Yes, ma'am. Even for native speakers, it's the written component on that test. So you you can be a native Spanish speaker, but it's the writing. It's Yeah. So it's tough. And I know that I I would love to have it go from fourth and fifth because our city is seeing a lot of children moving here that are entering in fourth grade and fifth grade. So I I do agree that that's something that we want. Finding those people that's our
068struggle. So um if you can find some >> All right. Thank you, Dr. Brandon. Okay. Um before we go through our announcements and adjourn, so also part of our regular Yeah, just I'm going to get to that too. I'm sorry. Before we get to our as part of our agenda next week is our finance and audit workshop. And my question to the board while we're sitting here is I've you know we do the finance and audit and then later in the action items we go and approve the finance and audit. And my question is do we want to which is always a little >> disjointed to me and I'm just wondering if we want do Mr. Dindle um to do if we want to move the approval of those things right when he's presenting those
069things would that would anyone have issues with like just as far as like so he presents it and we approve it after it's been presented as opposed to um talking about it and then 20 minutes later going back and or vice versa we may just move it to the end like talking about it twice in the same meeting just seems weird to me. So anyway, just my thought on that, but we'll we can't make a decision on that. Just something to ponder. If y'all have issues with that, let me know. Um, okay. We need to go into executive session. We're going to do that under 551.071, which is consultation with attorneys, as well as uh 551.074, which is personnel matters. All right, we are back from executive session. We took no votes. We took no
070action. And um with that, we are journ for this evening. Thank you.