San Angelo ISD School Board Meeting - February 16, 2026

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 regular board meeting, as well as those who will be watching the recording online or on our public access channel. Today is February 16th. All items on our on tonight's agenda have been posted as required by state law. and most items have been discussed in our earlier pre-agenda board workshop. As a board, we work to set goals, hear reports from our superintendent, approve budgets, contracts, and personnel items, and to make 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 this evening. Mr. Ben Bill Dinda will not be present but and we'll begin with our first item on the agenda which is our invocation and Marcy Manaka for the executive director at House of Faith is going to help us with that tonight. >> It's an honor to be here with all of you today. Please pray with me. Lord, we are grateful for SISD and for every child, every youth, and every family that make up our district. Thank you for our board of trustees, our administrators, our principals, our secretaries, our teachers, our aids,

003our custodians, our maintenance and transportation teams, and the many behind-the-scenes operators that it takes to make each day happen for our school campuses. Thank you for the committed hearts that work hard in each department to make our campuses run efficiently and safely and ultimately help our school district be a place where we see students grow. Bless this board, Lord, as they meet with deep understanding for all they have to consider for our district. Bless them with wisdom in all areas that will lead to a strong future of education in St. Angelo producing students who thrive in all areas of life. Bless this team with deep unity as they lead and plan for our for beautiful success in our district in the mighty name of Jesus. Amen. >> Thank you. Um now we're going to do

004our pledges to both the United States and Texas. And we have some Reagan Elementary students here tonight. We have Cavon Day, Evelyn Sanchez, Kalin Day, and Jesus Pon. If you all would stand up and help us with that, we appreciate it. >> To the flag of the United States of America and to the stands, one nation, indivisible, liberty and justice for all. flaggible. >> Great job, guys. Thank you very much. [applause] >> All right. Um, next on the agenda is recognitions, but I'm going to take a quick moment of privilege. Um, over the weekend, we had a student pass away. Uh, while personally our prayers are with her family and all of the people leaning in with love to support and care for all of those impacted, as a board, we ask each of you

005here tonight to join us in a moment of silence and remembrance. Thank you. Um, next we're going to move forward with our recognitions. Um, and Dr. Gomez is going to help us with recognition of career and technical education month. Dr. Kingman, Dr. Moran, and members of the board, for our first recognition this evening, it is my great honor and privilege to recognize our district's career and technical education staff, program, teachers, and students. In honor of Career and Technical Education Month, we proudly recognize Mrs. Roxan Fentress, director of CTE. Mrs. Fentress, if you would please come forward. [applause] Now, Mrs. Fentress is having to stand up here solo because we um we saved the principles and teachers from having to come up here. But that does mean you're front and center. So, come on over, Mrs.

006Pentress. Thank you for taking that. Additionally, we want to thank our high school principles and all of our CTE teachers and staff members for their outstanding leadership and dedication to our district CTE programs. Their unwavering commitment to providing students with highquality hands-on learning experiences has been instrumental in preparing our students for future careers. to the board and to our um community who are watching and listening. We hope you've enjoyed our social media post this month in honor of CTE where you really see firsthand what opportunities are created for our students and our multiple pathways. Our CT CTE programs have achieved remarkable milestones including innovative programming, industry-based certifications, community partnerships, and exceptional student outcomes. So again, Mrs. Fentress, we thank you for your leadership, our high school principles, and our CTE teachers. Congratulations on a job

007well done. [applause] Mrs. Spentress, would you make the circle? I've been asked. The board really wants to shake hands. Dr. Gomez, are you doing the next one as well? >> Yes. >> Okay. So, the next is recognition of National School Counseling Week. >> Yes. I will give all of our audience members that are part of this. You don't get to stay in your chairs. So, Mrs. Ventress took that one for CTE, but our counseling members who are here being recognized, if you'd go ahead and begin making your way. All of our staff here for counseling. For this next recognition, we are honored to recognize St. Angelo ISD and our school counselors. School counselors play a vital role in the lives of our students as they work to realize their hopes and dreams. Our school counselors

008are dedicated to creating comprehensive counseling programs that are proactive, responsive, and empower all students by guiding them through times of need and celebrating all the ways our students are smart. First up, we'll have Mrs. Rebecca Klene. If you will please come forward, see Miss Ventress. It was not only you. Miss Klein will also thank me later for that. We'd like to recognize Mrs. Rebecca Klein, our director of counseling and mental health for her leadership. [applause] So we will first in our recognition start with Three Rivers because we also have some students and families here. So we want to honor their time for joining us. So, if we have some students in the audience, if you could begin making your way up here as I begin the next portion of the recognition. Our outstanding SEISD counselors

009who were honored as counselor of the year by the Three Rivers Counseling Association are Mrs. Fontnot from Santaorita Elementary. If you would please come forward. [applause] and Mrs. Perkandile from Lonear Middle School for winner of the middle school counselor of the year. [applause] We are so very excited to recognize four outstanding students who have been honored for their resilience, determination, and academic success. We know that schedules are very busy and while all of them could not join us this evening, we st still want to take the time to recognize these students. Three students received student tribute awards recognizing their perseverance and commitment to growth while one student earned a prestigious Three Rivers Counseling Association scholarship. Please help us congratulate our student tribute award honores. Hadley Hasty of Lincoln Middle School, [applause] Comy Lacy of Central

010High School. I think I got that first name incorrect. I tried really hard. I got it. >> You got it. >> Oh, tried really hard on that. Okay. And last, but certainly not least, Aaron Adams of Lake View High School. [applause] Next, please join us in congratulating our TRCA scholarship recipient, Randall Brer from Lake View High School. [applause] We are incredibly proud of each of you, the hard work, resilience, and dedication you demonstrate every day. Let's have one final round of applause for these recipients. >> [applause] >> Y'all will pose for a picture. >> Okay. Next. So if our count >> stay for one more picture. >> Yes. One more. Get mom. That's the most important. Always. Every mom is entitled to say that and father. Okay. So, if um Miss Fatnot, Miss Kirk, if

011y'all will go back and join your counseling team, students, if y'all come right here to the circle because the board's going to want to shake your hands. Okay. Okay. Next, we are so proud to recognize our campuses who received the distinct honor of being awarded the counselor's reinforcing excellence for students in Texas. As if we didn't have enough acronyms, that stands for Crest. It's an award for excellence in counseling. To receive a Crest Award, schools must demonstrate a commitment to improving the lives and achievement of students and academic, career, and personal, social domains through a comprehensive school counseling program that is innovative and based on campus needs. Please join us in congratulating and thanking our outstanding Crest Award winners. Now, I've been asked to not call y'all all up individually, so you can thank me

012later. But when I call your campus name, the team members that were able to be here this evening, if you can come up, we'll get photo opportunities first of every campus. But if you won't go back to your seats, if you'll just stand to the side because at the end, we'll take one big group photo. Okay. So, first please join us in congratulating and thanking our outstanding Crest Award winners for are from the team at Central High School. [applause] Thank you. If you all just stay to the side. Next, please congratulate the team from Lonear Middle School. [applause] When we take the group photo, if there's administrators to these campuses, we would love for you to be in the group photo, too. Our counselors work super hard, but they can't do their job without the

013support of their principles. Next up, the team from Lincoln Middle School. [applause] It's okay. Here we go. >> You want to trade >> here? When you have so many banners, you inadvertently get the wrong one. It's okay. >> They do. So, >> thank you our team from Glennmore Elementary. [applause] our team from Lake View High School. [applause] And last, but certainly not least, our team from Sanorita Elementary. [applause] If we could come together for one big group photo. It's like school picture day. We know y'all have a lot of experience with school picture day. We'll let you organize one another. If you guys will go around the board, either high five something. I get in trouble if I don't say this. They want to tell you good job. So, please let the board thank you.

014And those in the audience, if you would please join me in another round of applause for our school counselors. [applause] Yep. Multitasking. All right. Next, Miss Shannon Schwarz is going to help us with Love the Bus Month. >> Okay. If we have our transportation folks here, if y'all will go ahead and come up to the middle. Okay. Good evening, Dr. Kingman, Dr. Moran, and members of the board. Tonight, we're proud to recognize several members of our transportation department in honor of Love the Bus Month. Each February, Love the Bus Month celebrates the trusted yellow school bus and the dedicated professionals who ensure students arrive safely at school and return home each day. This national recognition highlights the critical role transportation plays in supporting students access to education and maintaining safe, reliable school operations. Here in

015St. Angel, we're deeply grateful for our bus drivers, monitors, and transportation team members who serve our students and families with care, professionalism, and a strong sense of responsibility. Their work often begins before sunrise and continues well beyond the school day, ensuring that students are transported safely and supported every mile of the journey. School buses remain the safest form of transportation in the United States. And that level of safety is made possible because of the dedicated individuals who operate and oversee our transportation systems every day. Today we have with us Lee Livingston, Linda Jones, Walter Anderson, and Diana Alvarado. And we proudly recognize our transportation department and thank them for the essential role they play in keeping our students safe and connected to learning. Their commitment truly makes a difference for our students, families, and community.

016Please join us in recognizing our transportation department. [applause] Thank you all so much. All right. [clears throat] 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 that were displayed on the screen before the meeting began. Our first speaker is Gretchen Smith and the topic is Senate Bill 11. Good evening, members of the board. Dr. Moran, Dr. Gomez. Um, you hear from me a lot because I apparently have a lot of things to say. Um, I'm coming here partially as um, a teacher at Glenn Middle School because when I read the content of this bill, I have questions. The first one is when is this going to happen? There are 462

017minutes in the middle school day. um in 26 of those minutes are a passing period and 30 minutes of those are in lunch and all of the rest of those minutes are instructional time. There are no minutes that we are in our classroom that are not instructional time and part of the wording of the bill is that it's not supposed to take away instructional time. And so are we going to take away their ability to have lunch? Are we going to do as Christophel does and have it before school or after school? Does that mean the bus drivers have to wake up earlier? Or does it mean we leave those kids out? What are we going to do when someone comes up with materials that are religious to them that we don't quite agree with?

018How do we respond that? And as an orchestra director, I'm qualified to wave my arms, count to four. Am I qualified to say this is a religious material? This is not. Um, I would also like to point out that on our campus we have a studentled Jesus club. It is something that has been approved. It is something that is studentled and actually one year I was the sponsor for it. Um, because it is studentledd, it is within the first amendment rights of our student. We have house of faith. We have fellowship of Christian athletes and we have one minute of silence every day already built into our day in which children are free to pray. I also speak to you as a religious leader in our community. I am an elder at St. Paul Presbyterian

019Church where I re served as the director of Christian for seven years. I'm currently on the pulpit supply rotation as we don't have a pastor. In fact, I preached yesterday. And one of the basic tenants of my belief is that I am supposed to love my neighbor. And I cannot love my neighbor if I don't respect them. And I cannot show them love and respect if I do not allow them a space in which they're not going to have religious beliefs overtly or indirectly pushed upon them. They need a space in which they can be free to learn. Now there are 10,080 minutes in a week. A student spends 2,310 of them in school at least during the middle school years. In the 77% of their life that is not spent in the schoolhouse, their

020parents have the freedom to engage them in whatever religious direction they want to give them. But when they are in my space to learn the TICSS and the things that you have put before us, that is not the space for anybody to tell them what to believe or how to believe. And they still have the freedom to be who they are and believe what they believe. >> Thank you, Mrs. Smith. >> Thank you. All right. Next we have China Young again on Senate Bill 11. >> Hello. Uh my name is China Young and I am a Central High School graduate um and an occasional substitute for the district. Um, I am here to urge the board to not adopt the policy requiring that every campus in the district provide a period of prayer and reading

021of the Bible or other religious texts. For one, the district already basically has this policy. Um, it they are required to not discriminate against any student who wants to exercise their religious freedom. And I remember when I was a student here, we were able to uh organize our various Christian- centered activities like see you at the poll. We usually did it before morning or in the morning before school started. And from what I can tell, that policy is basically still in place. You can organize those kinds of events before, during or after um as in alignment with also any sporting groups or any other school organizations. So the policy essentially already exists um to ensure that these spaces are there and are protected. Aside from religious freedoms, uh this requirement presented in the bill uh

022seems to involve a process of having to distribute and collect consent forms that opt students and faculty in um into this practice. And the law is very specific about who can be present during these prayer times, restricting it to only those who have opted in. So this kind of implies that there would likely have to be some kind of policy or practice to monitor these spaces to ensure that no student or teacher that did not turn in an opt-in consent form is present. Um to ensure that the campus is not violating the law. And this honestly just seems like it would place an unreasonable burden on educators and administrators that are kind of already overburdened and uh it would increase the chance of even accidentally violating a state law and I just don't feel like

023that seems it would be worth the risk. So again uh considering the district's policy uh already exists to provide this space when requested or needed. I believe requiring a daily period of prayer, religious reading, or any other religious centered practice on every single campus in the district just seems unnecessarily burdensome. So, please consider uh keeping the district policy as it is and voting no to adopt this other policy. Thank you. >> Thank you, Mrs. Young. Next, we have Miss Angela Bible. Just for clarification, this is also on Senate Bill 11. >> Sorry, I'm short. Um, I'm Angela Bible. I teach physics and plant soil science at Lakefield um high school and I'm speaking on Senate Bill 11. uh just to kind of build basically the same more or less case as the others that have

024spoken on this bill. It is overly burdensome on the district and it would actually reduce and incur a burden on some of the district's current policies that we already have in place at this current time. As [snorts] Miss Smith already and enlined you on, we have a time of silence, the Senate bill states that this could not happen at um if we enacted Senate Bill 11 because nothing could be mentioned on over the announcements or over any loudspeakers. every every single student would have to be opted into that in order for us to be able to have a moment of silence because that would in incorporate prayer in school. It could also not happen during our announcements because that is during the instructional day. So we would have to have announcements before school uh which

025would be overburdenome as well. Additionally, I feel that if we allowed this opting in process, it allows some manner of enttrapment, so to speak. We have certain students, especially in the high school, who are at this point in time beginning to become their own selves. They are opting out of religious beliefs that their parents are a part of and this is incre this is particularly troublesome in homes in which we have abusive situations. So if we have some sort of manipulative emotional abusive situation this would actually allow the school to become an instrument of abuse for these children. So this emotional manipulation would now we would be that instrument of abuse and I feel that that would be in incredibly troublesome. On top of all of that as a teacher of science I am incredibly

026meticulous in my study as I am in all of my religious beliefs. I have here three different um religious texts that are all more or less the same thing, but if I were to open these up, and I do not have time to do so, but if I were to open them up, I read the same text, I would get vastly different wording for that exact same text. um anybody who were to opt into this and be said leader of this sort of thing might be a very different interpretation for the exact same thing. And I feel that that is on the burden of the parent. I wouldn't want to be that for someone else. I I don't have the credentials. I don't want to find somebody credential to be even a physics substitute much

027less. >> Thank you, Mrs. battle. Appreciate it. All right. Next, we have Jamal Schinbert and he's going to talk about Jumbotron advertising space, uh, fifth day virtual option and application process for committees. Jamal Shumpert. Um, first I would like to talk about the Jumbo TR. I was looking at the budget and I saw it just fell a little short. I was hoping that we wouldn't give out discounted spaces to people or discounted time to people that we could use that space uh to probably cover the best parts of our district to probably bring in some of these people who may be in other districts that we play. Uh I think that might be a better option than giving them discounted space or time on the jumbotron. Um but another thing I wanted to talk about

028was uh a fifth day virtual school option. Uh that doesn't mean the fifth day is off. Uh, the reason I would suggest is not based off of what you would think is based off of your facilities and maintenance operations. It's about a little bit over 17 million. If you can take off 10% off of each building, that's 1.7 million a year. If you can get 15 or 20%, you kind of get what I'm saying? That's 3.4 million a year. And that'll give you the short term that you need until you know the money from the the battery underground battery storage facilities come in or even if we get the I'm pretty sure we're probably going to get the data center all that will come in and you'll have enough time you know bridge the gap.

029Uh if you did do a fifth day virtual option you would have to start now with instruction and turn that fifth day into a testing day. And I probably say once a month have an eligibility test where these kids who are staying at home uh and on their computers during the test. If they're passing during that month, then they can stay at home. If not, you can roll them back into the schools. Uh that way you're not using every building in every classroom on Fridays. You you lowered some of those expenses. Uh another and it's it's deeper than that. It's a lot of preparing. You have to do curriculum instruction. you have to do change it around cuz if you made Friday a testing day and then once a month that extra test but I

030do not suggest this for your students who need the support your special education students they should regularly be in school they they love it and you should also have the option for kids who just love to be around their friends I wouldn't be surprised if my son chose to go to school on the fifth day even though I'm suggesting this today um another thing is um I heard Miss Cardinas talking about uh faculty members, the members on the committees. I would uh probably suggest y'all make a policy to review all applications if there are applications sub submitted for the committees. I would uh like to, you know, there be an application process. If there isn't, that way you can have full clarity and make sure that money isn't really or corruption isn't going in there.

031I don't know what's going on there. I don't know if you have application process or not, but I think it'd be a good idea just to keep that corruption or abuse out of your problems. Thank you. >> Thank you. All right. Next, we're going to conduct our finance and audit committee workshop and Dr. Mills is going to help us with that this evening. >> Thank you, Dr. Kingman. So, I'm going to guide us through this thrilling information. Um we will start on page 12. Uh currently we have an unassigned budget of approximately $50 million. U we have an restricted budget of about $5 million. Uh four million of that is already uh committed to capital purchases currently. Uh moving on to uh the combined statement of revenues and expenditures. Uh currently we have collected about

03246% of the revenue um roughly $63 million and we have spent roughly $57 million which is roughly 42% of our um of the money which is right in line with uh our current budget cycle. We're on the fifth month, so 42% is right on track for expenditures. Um, scrolling down to page 16 is the check register and gross payroll. We're uh spending roughly nine looks like $9 million uh excuse me, [clears throat] a month on payroll. Uh the rest of the $14 million was the additional $5 million uh equaling total of $14 million was spent on the check register which is listed in detail below. Uh I've went through the check register. There were um kind of the normal large purchase energy water. Um the only question I had was towards the bottom was the

033was the jet electric company. Do you Dr. Brandon, do you know there's 382,000 for the Jet Electric Company? I hadn't seen Jet Electric Company before. >> Uh there should be stadium lights uh around the outside for the additional parking. >> Okay, that was that project. >> That's what that Okay, thank you. Um those are the only those only check that was new or unusual to me. Any other any other board members that had any checks they want to question? If not, we can move on down to the investment report on page 37 for the month of January 2026. We had about $1.6 million uh interest earned. 1.3 million of that was uh specifically with the bond project with the money allocated the you know roughly $400 million allocated for bond projects. The rest the other

034300,000 was from our other accounts. Um the interest rates comparing going on to the next page the interest rates have gone down unfortunately for uh for this year compared to last year. So, they were roughly five or 4.5 last year. Uh, now they're in the high 3s, 3.7s to 3.9. Um, but we're making a lot more per month because we have we have all the bond money that we are collecting interest on. Um, moving on to the tax collection report on page 42, we've this is for December, not January. Uh we've collected about 44% of the two uh 2025 taxes which is reasonable. We'll probably get most of the rest I guess in January when most people pay their taxes in December and January as Dr. or Mr. Dindle has mentioned. Last year we had

035collected a little bit more but we're pretty much in line with what we do uh annually. Moving on to page 43 is the PO report. It's a pretty short PO report actually. Fuel uh some cameras uh for security systems. There was an internet filter uh was the largest PO report. Um but there were no other uh spending that was unusual on my review. Any board members have any questions or other comments about the PO reports? Well, that concludes the uh finance audit committee. Um, all this information will be listed online and the the financial transparency page. Thank you. >> Thank you, Dr. Mills. [clears throat] Next, we're going to move forward with some information items. Um, Mr. Danheim's going to give us a bond construction update. >> Dr. Kingman, Dr. Moran and members of the

036board. KFW was unable to be here this evening, so we don't really have a presentation for you. Uh thought I might go over some a timeline on the Fannon project just to kind of let you know where we're at. Uh it's been out [sighs] advertising for a CM. The RFPs will be due in March 12th. And then after we've reviewed, scored all that, we should have a recommendation for the board on the 26th of March for a CM. And then really any questions on any of the other projects or Fannon or any of them, if you do, I'd be glad to try to answer them for you. >> And you you're comfortable with the March 26 timeline as far as getting that C on board? Yes, sir. Okay, other questions. >> All right, thank you,

037Mr. Dam. >> Thank you all. >> All right, Dr. Gomez, you're back up. And this is a academic update and it's our middle of year benchmarks. Okay. You also have copies at your seats. I know you have the TVs, but uh I apologize. I did not send this in Friday facts as I intended. Um we had a full week of professional learning and then a full instructional planning day today. So again, my apologies for this evening's middle of the year uh academic update. We connect everything to our goals. So we're going to be discussing the superintendent board goal three specifically uh for our students meeting expected growth. Okay. So as you move to the first slide there, it's a recap for um those listening or watching as I know we've discussed this multiple times with

038the board and in district, but uh MCL class dibbles is for our earliest readers. So we're talking kindergarten and first grade. [snorts] And because all of these charts in the data read a little differently, as I point out this first slide, as we're looking at that middle of the year data, those numbers are bolded there for you. So you see as we go across, we really want to progress left to right with ultimately having less students in the well below and the below areas and having more students at the benchmark level or above the benchmark level. So, as reported to you in the fall when we first tested our kindergarten students in SEISD, we had 506 56% excuse me, of those students well below grade level. And we had great conversation about how as a

039district we had students coming in less than the national average. And that's a great lift for our primary teachers and for the district as a whole because the impact of of students coming in well below can last years beyond that grade level. And we know the importance of getting students to read on grade level by third grade. So I just want to recap and set all of that up for you. So you can see as we've retested in January, our kindergarten students have gone to 44%. So you do see that gap closing. Again, we want that number in well below to decrease. Then when we move over to the below benchmark, you see that middle of Y went to 20%. So ultimately we want that number going down. But just because we went from 17%

040at BOI to 20% at MI doesn't mean concern. However, you can't just make an initial glance and say okay. So you have to dig deeper. If that percentage changed because we were moving students from the well below to the below, that's a positive. We're moving them up. However, as we dig down to individual students, if we had individual students testing at BOI at the at level and we've dropped, that's a problem. So please know whenever we have these checkpoints, we just don't look at numbers thumbs up, thumbs down. you dig down to the individual students. Okay. So then as you move over to the AT level, this is where we want to see those percentages going up. So BOI our kindergarten students 15% were at level 19%. And then lastly at the above you see

04112% BOI, 17% MOI. Please know I'm not going to read every line to you. I just wanted to set up the first column of data. first grade. As you look down, you can see those percentages which really in well below stayed pretty much constant. [clears throat] Then you move over to the below and we went from 19 to 15. Again, we have to ask deeper questions. What happened? Did we just stay stagnant? Are we staying the same [snorts] at at 21% boi 20% MOI? And then the above 19 to 22%. So, I'm going to pause there and see if there are any questions before we take a deeper look by grade level form class because class is only K and one. >> Just to confirm, these are averages for the entire district, right? Not individual

042campuses. >> Correct. This is our um district report for all campuses. And then next month we'll take a deeper dive in our campuses engaging in school improvement like we did previously with BOI data >> individually. >> Yes. >> Okay. >> Uhhuh. >> Individually by campus. >> And Dr. Gome is you did say that say like well below the bo 56 and then 44 but then the 20 and the yellow on below benchmark is because we're moving those that came from well below they've moved up to >> you have to look you can't make that initial assumption because at first glance you think oh that's great but you still have to make sure that it's not because we had any what we refer to in education as droppers who were um above ove or well above

043that went backwards. Our commitment is growing every student forward. Okay. >> And and this data comes from >> M class is through amplify. >> Okay. So it's not from a maps test >> not for KN1. >> Okay. And then my question beginning of the year to now. Mhm. >> So the now does that so at the beginning of the year of course it's um what they come to school knowing. Correct. >> Right. So the middle of the year we're moving them from what they learned for a half a year. Right. >> Yes ma'am. Making sure. >> So the middle of the year testing was done in January. >> So the test is different with expecting more because they've been taught for a half a year. True. >> Okay. >> Yep. And also it's important uh

044to remind everyone these are ba based on national and we we commit oursel yes to the requirements of Texas but we look nationally. Okay. All right. Are we good to move on to the next slide everybody? Okay. All right. So again, I'm not going to go that slow every slide, but I do want to make sure um that we have an understanding of the information you have. So this next uh slide for you is specific to our current kindergarten. So you see um the glance just a different way of looking at that data where those current kindergarteners came in boing now at MOI. And then we like to hold oursel to the national average as well. So we are closing those gaps. The question we have to have in our district is are we closing

045those gaps fast enough because we already come in with a larger deficit. Okay. Move on to your next slide for first grade. I'm going to pause a second so you can just see the data presented just for that specific grade level in those four zones of growth. So really what I will um reiterate when we talk about first grade things see seem first glance pretty stable. That's why it's so important to take a deep dive into individual students to look to see what intentionality we have beyond tier one instruction and their regular ELA blocks of 120 [clears throat] minutes to what are we doing additionally during tier 2 when we're remediating and accelerating individual students. Okay. So, I'm going to change off of IM class now and go to the next assessment. So, next we're

046going to talk map. As a reminder from our previous discussions, this is the first school year for the district to use MAP starting in second grade. Now, we've had lengthy conversations about this specifically in our teacher incentive aotment. So, that's why you see second all the way up. However, this first slide is specific to math. So, I know in education we love to have all of these acronyms. So, let me provide um some reminders because as you look across here, you see the grade level. You see the fall of this school year RIT score as compared to the winter. And then you see where it says GL that stands for grade level gains. A RIT score tells us the level of academic difficulty a student is ready for. Okay, so that's that's really important. As

047a teacher, you can think about okay, what are the students ready to learn? I I use the comparison of you can think about height. Okay, so height is measured in inches and that gives us a very precise number. As educators, we don't have a lot of precise information when you're talking about planning instruction. After this report, I get to talk to you about the taper report from data that's what we call rearview data. We have that data. It's old. Those students are in different grade levels. We cannot change anything instructionally for those individual students. Whereas, when we have a RIT score, we have precise data to tell us where students are ready to learn on the skills themselves. It's because it's based on an equal interval scale and these scales are consistent across grade level.

048So we can track growth over time and again we're talking about national norms. Okay. So as you look across you can see for math in the various grade levels the grade level gains. Also, I just think it's important to remind the board and those listening, we have had much work done on curriculum alignment in the district for our K2 teachers. This was the first year for them to have the aligned district resource. They first started with reading. This is year one of the aligned math resource where three through five and algebra 1 began with that resource last year. It's also the first year for 6 through 8. You see algebra 1 broken down um by grade level. That's because students are not required to take algebra 1 as eighth graders. So depending on this their

049mathematical course sequence, they either can take it as eighth graders or as ninth graders. Any question about the growth over time broken down by math? Is the ninth grade algebra is that the high school kids grouped together that are taking honors algebra and regular? >> No. Um well, it's any student coded for as a ninth grader taking algebra 1. >> Okay. So, even an honor student if they're a ninth grader >> is okay. Mhm. This next chart simply shows you what we've talked about on expected growth. So once we give the MAP assessment at the beginning of the year, it gives a projection on how much growth the individual student should have over the course of the year. So it's just a different way of seeing this. We've talked about these bar graphs before in

050comparison to how are the grade levels themselves meeting those projected growth norms. Now, also in the fall, I shared with you that NWA, the company that uses MAP, they renormed. It had not been done since CO. So, these are new norms that NWA set forth. Now, please know there are pockets where we are super happy of the expected growth, but we don't just look at this first glance and say, "Okay, look, we have all this forward progress. We're done." You take a much deeper dive. Um I it it feels as though I have to come up here consistently and talk about seventh grade. Pam, I promise it's not just anything about seventh grade, but as a district, we look at seventh grade very closely, and that's because of our historical data. Historically, in seventh grade,

051we've been below when we're talking state assessment, we've been a low below the state average. So, those are things that we look for. Um, so proud of everyone's hard work, but we also fully acknowledge we have further work to do. you will see um after 8th grade there on that expected growth you don't see anything for those high school grade levels and that's because of the course sequence beyond 8th grade math. So if you go to your next slide then we're going to talk algebra 1. So notice on these bar charts, you don't have the the symbol to compare and that's because there is no other test. It's only the algebra test. You don't have another test to compare it to over time like from second grade to third grade and so forth. Then um

052we pointed out the algebra retesters. While we want every student to be successful their first end of course assessment, some students have to continue to challenge the test. We don't stop beyond that first test administration and not worry about how the students progressing. We're committed to seeing every time. But we did want to show you the reason why on algebra 1 you have grades beyond 9th grade is because we still have students that are working to successfully complete that algebra 1 in the course. Okay, I'll just give youall just a second there. I will tell you prior to last year we did not have as comprehensive data for those retesters and so that was a goal that we were able to break that down. Okay, I'm just trying to make eye contact and make sure

053I'm not going too fast or too slow. So I'm I'm going to show you another slide to look at this data and another way that we review from the district. You quite frequently hear us talking about our commitment to growth and it is our commitment that every student meets or exceeds their projected growth because that's based on the individual child. You can set aside feelings about state assessment and being held to what the state assessment sets. We know that for some children, school comes very easily. For other students, it is more difficult. But we can't argue the fact that we owe every child wherever they come in the experience of growing forward. And so that's why we talk in terms of meeting or exceeding their individual projected growth. So I'll give you just a second

054to go down and see our fall to winter comparison on the growth. Any questions about this slide? >> I don't have a question specifically about this slide, but I'm I'm just a quick question. The the students that are identified outside of this, are they the ones that you're sort of targeting interventions towards? Like if if you notice a student is not meeting or exceeding their growth, that's when you start doing interventional stuff. >> Yes. And so we typically we refer to the word interventions. And we think of interventions um because it's been stated this way for many many years as interventions means remediation. But you can have high achievers that are low performers. And so we have to make sure they continue to be engaged in rigorous curriculum so they don't fall behind. So can't

055think of it always as they just need extra help. They also need to be challenged at their academic instructional level. So that's a case of they you need acceleration so that even those high achievers maybe they're low performers. We need them to be high achievers high performers. Okay. All right. We good to move questions? I just have a comment, I guess, or maybe a question. Um, I'm always fascinated by the eighth grade algebra and how, you know, it's 91% and I know we've talked before about that that's because the eighth grade algebra students are really kind of the the higher achievers that are taking algebra a year earlier. And I I guess I was wondering are there is there a breakdown of um in the other u I know there's like preap in middle school

056or or honors classes in middle school. Yeah. So is there a breakdown of where the honors students are compared to the regular students and the percentages of growth that they see? >> There's not in these charts, but that's data that we look at. Um so for our 8th grade algebra 1 students, they are in advanced mathematics uh and so being in that course pathway, they math tends to be easier for them. Okay. However, you can have some strong math students whose parents choose not to put them in algebra 1 as eighth graders and that too is totally okay. Um now if we know they are high achievers in math then our commitment in eighth grade math is that those students are meeting and exceeding their growth on math but also your master level students when

057we talk STAR because again we want to challenge them academically. Okay. Now we'll move on to reading. So it's the same setup. First, the data is presented to you from the fall RIT to the winter RIT. And you can see across by grade level, those grade level gains. The one thing I want to remind the board, those watching, those listening is that this is reading only data. There is no writing data reported here. So when we make when we talk MAP as one measure for students meeting or exceeding growth we have state accountability that's completely different and you have reading and writing whenever we talk any star scores for RLA. Okay any questions about this first slide for reading >> I have a question. I'm sorry. So I know we talk about the new norms

058>> and that um so obviously I mean the there's a new baseline after co >> are our and you may be getting to this so I apologize but I would assume that gains are still gains even if >> even if the norms are different our gains should still >> be a true number I mean whether it's from 120 to 130 or >> yes >> um are our gains where we like you have a slide where we're looking at our gains and how that compares to years previous even without the norms with the norms changing. >> I I for this presentation I just have for this but that is information we look at. So what I would you're exactly right the norms are still norms they reormed to have a truer picture of how students across

059the nation and the grade levels are performing. So, um, it's still a growth. So, basically, a fourth grade student is receiving more items on a fourth grade grade level. So, that you know across the board. Okay. All right. Then we move to the next slide for expected growth. Same comparison. You can see the observed growth and the in um relation to the projected growth. Then your retesters, those are pulled out for you just like algebra 1 fair the retesters. Um, let's say I'm in 11th grade and I still need to pass the English one test. Do are those the do they go to um not it's not credit recovery because they don't need their credit but where are they going to get this continuation of help? So there's all different ways that looks. That is

060a true challenge for a high school teacher and for high school administrators because they haven't completed they haven't successfully completed that test, but they're also being taught >> new grade level material. >> So that's very individualized. You know, we talk in terms of what people are accustomed to hearing even in summer programming. In summer programming, we separate out the two. So we have in June summer programming assistance specific to retest preparation in the month of June but then in the month of July we have assistance specific to credit recovery. [snorts] So um there are multiple pathways there. Now in terms it looks different um again across the board but in terms of programmatic support uh and support beyond the classroom because we know we're limited to instructional minutes and hours in a day uh that

061is one thing you've heard us talk about that is one way where students get support not only in school but they can access that out of school. Okay. All right. All right, I'm going to move forward. Then the next slide, you simply see the same um by grade level. Just showing you though from fall to winter on the students meeting or exceeding their projected growth. I just really want to highlight again this is all reading. [clears throat] Then I'll go ahead and move forward to connecting how we use this data for instruction because yes, we hold oursel to the national norms, but we know that in Texas we're held to the star assessment. So this is where you see the star um proficiencies come into play. The number one thing we've done to shift in

062the district is just looking at approaches. Approaches in terms of star well okay it counts but that's the that is not our expectation. We want students at meets and masters. The difference here is where you do as a teacher have students of all different academic levels in your classroom. If a student came in well below to get that student to meets or masters is a much heavier lift than the student that came in on grade level and then you start talking achievement versus growth. But we do when we give our MAP assessment get the projections okay based on this data how many did not meet and would not get growth credit on star. How many approached? So, they're making progress, but they're not completely there. We're not getting full points for their growth. And then

063how many meet or masters? And again, in this, the colors are a little different than those first slides where they were black and bolded, but you're looking at those bolded rows. So that takes you through fifth reading. [clears throat] I'm going to just keep moving forward until you guys if you guys stop me. And then you can see math as well. And I'm sorry, Farah. I have another question. >> No, it's fine. I don't want awkward silence, but I've been out a few years. So, >> I know that now in Tell me if I'm wrong, sixth and seventh grade, if you're in accelerated math, you take during sixth grade, you're going to take the seventh grade star. Is that right? >> Sixth grade, you're going to complete all of sixth grade and you're going to

064start on seventh grade. >> Right. I'm talking about the start. So you don't have all of the seventh grade material in accelerated math in sixth grade. >> So they'll still take the star test. >> And then seventh grade, you finish all of the seventh grade and you start on eth. So this is where it it depends on a district and what course ID you coded that as to whether or not those students take seventh grade or eighth grade. >> Okay. Right. And then in eighth grade then um of course >> typically they're moving on. Yes. >> So you don't have all of your high achievers over that middle school grades span counting in each grade span in terms of star. >> Right. So so a seventh grade honor student would take a seventh grade star

065test. >> Eighth grade for us. >> The eighth grade. Okay. So they're going to take Okay. Does is that true also in EL? >> No. >> Okay. No. >> So to wrap your brain around it really sixth and seventh our sixth and seventh and eighth grade are I think a better word instead of honors is accelerated. >> Correct. >> They're just pushing through and they're finishing eighth grade at the end of seventh. >> Whereas our EL it's the same curriculum but raised. >> Correct. Okay. And then lastly, we close up with the EOCC's. And those are broken down for you by 8th grade again and 9th grade for algebra 1. Okay. So, to follow up to what I stated in the beginning for the next update, then we'll take the deeper dive in our campuses

066working specifically in school improvement. I know it's a lot of data. Uh if there's particular questions that you want in advance of the next report, [snorts] if you will let Dr. Moran know, I'll be sure to work those in. Okay, >> Dr. I don't thank you. Obviously, this is a ton of data and it's also a ton of work by our teachers at the level looking as you said looking at every particular kid to know make sure that we don't have kids slipping or and that even though our global data may look really I mean this looks really reassuring compared to previous years. Um but on the same hand, I know it takes a lot of work to look at each individual kid and I just want to commend our teachers and our principles on

067all the campuses for doing that because um it takes a lot from you to get all this together as well, but it really takes a lot from them to make the magic happen on those campuses. So >> absolutely, they're the boots on the ground. So the thanks goes to as you said those those teachers, those principles, those principal supervisors, the CNI team members. It's truly a team effort uh on wrapping around and providing the supports needed for our students. [clears throat] >> Just a quick question going back to our goal, goal number three, do you just you obviously we don't know the answer to this, but do you feel like we're on a a pace to meet that goal this year? I feel um that we are trending to meet that goal and uh full

068transparency to give you though that for English one and English two because uh yes in terms of MAP which is reading only we we can track that but how that correlates then to STAR where that writing component also comes into play that's more difficult for me to tell you if we will meet that because of that writing component. Um, however, we don't just say, "Oh, we're just we're just hoping. We're just taking hope." Because hope is not a strategy. Uh, we are being very intentional with our time and our supports. So, in the month of March, districtwide, uh, we are focusing on supports for the ECR that is a part of the STAR assessment and supporting our teachers and what we're calling four short professional learning series. Because when you think about all the things

069our teachers have had to learn new from assist change to curriculum resources that's a heavy lift and the human capacity for change is real. So we are trying to chunk those things. Yes we know all the things that need to be done but you can't do all of the things at one time. So in the month of March, we will have four one-hour professional learning sessions to support teachers who want to learn more about getting that perfect 10 is what we call it in in star testing world. Two two raiders giving you the five points. So we'll be addressing that. >> Thank you, Dr. Gomez. You get to stay up there and you're going to give us our Texas Academic Performance Report public hearing. Okay. So this feels um very behind the time to take

070a deep dive with all of you on current data where we can make instructional changes to talk to you about data that is um old and um not forward facing. However, annually the state in the month of December releases a district's official Texas academic performance report and districts have 90 days to hold a public hearing to discuss those reports. So, in compliance with the statute and the law, SEISD has the latest taper report on our SDISD website. You can look underneath the accountability tab and um you can see that information. So, as Miss Singleton's pulling up here, just our uh our general website, for anyone who wanted to get this information in that search field, you would simply there's several ways you could get it, but you could just type in taper. [snorts] She didn't

071know if she was going to have a test. So, when you go there, then what should pull up is accountability. And when you click on that link, you see all of this information. I know that you all have had this information for quite some time because it's this big thick report for the district and then each individual campus. So you can scroll down on the web page on the right hand side you see the links you see the glossery um provided there for the public hearing. I'm not going to go through every area to the same degree that I just went over middle of the year data, but I do want to highlight um the specific areas in compliance with our public hearing. So, for the 24-25 school year, as you all are aware, St.

072Angel had an accountability rating of a C. uh we were accredited and our special education determination status was meets requirement through taper there are eight sections by TA for every district in campus using PSEs and student assessment data that's why the business side of the house has to talk with the curriculum side of the house because everything that's put in that computer for PS impacts student accountability and data I just like to give my colleague Dr. Brandon, you know, a little nudge on that cuz sometimes you think we're talking teaching and learning. We're an entire team together and we can't do the job without each and every uh team member and we're thankful that we have the team. Each bullet's going to take it's not progressing. I don't know why if it froze. Okay. So

073for the eight sections there that are included uh in the taper report which you all have the full report is student information. So the taper breaks down your student information including enrollment by grade level by ethnicity um students with disabilities and other student information such as graduation information, retention rates and class size information. There's also an area under staff information. So for staff information, it provides total staff, staff by classification, teachers by ethnicity and gender, teachers by the highest degree held and their years of experience, [snorts] experience of campus leadership, staff salary, and teacher turnover rate information. I just think it's important to have that reminder because sometimes things are said generally like, well, this district has X. Well, it's always important to compare the district to the region and to the state and that's

074what the taper report provides stakeholders. And then program information, you have student enrollment by program and teachers by program. It's stuck again. Okay, maybe I just wanted to click too fast. Um so I'm going to just talk about some key highlights from our data since again this is old data. So key highlights um for the district for 2425. When you're talking STAR the STAR approaches level performance remains stable across most grades. Stable is not good enough for our commitment to excellence in SISD. We've worked with all campus leaders that meets is our minimum level of expectation in SISD. We are shooting for meets and nowhere lower. We know that you are granted points if you're at approaches, but our expectation starts at meets. Meets and masters in terms of the 2425 school year still shows

075mixed results. So again, that's why we raise the bar to the higher level so that you're pulling all students along. We talk a lot in this district about transfers, enrollments, how when we have a student in our system that stays through our system, how they perform versus students that are very mobile, change campuses quite frequently or come in midyear or midchooling in their career. So for example, when we have students in SISD, they start, we'll just say kindergarten, not even pre-K, start kindergarten and they remain with the district through graduation as compared to a student who moves in in sixth grade or who moves in their nth grade year. Those students that are continuously enrolled show high levels of success. The reason we had to really have such an effort on the alignment in our

076curriculum resources is we have much mobility among our campuses. And so we know internally students change campuses. When they change campuses, we cannot lose instructional time because this campus is using a different resource and then we inadvertently create gaps for our students. Our data does show us in the taper report that those continuously enrolled students outperform the non-ontinuously enrolled students by 10 to 20 points. And then as we've been saying, as you know, as our leaders know, the subpopuls of special education and English learners are what we refer to as big rocks. Our data shows we need these students to be performing higher than they are. So we have to ask questions about what services and what supports are these students receiving. Then in specific grade level highlights, I know I've shared this with you

077before, but I want to say it publicly. Grade three, uh, for example, in 2425 had 75% approaching on the reading star assessment. 46% meats and 12% masters. Grade three math had 67% approaching, 40% meetats, and 12% masters. Now, our expectation is the approaches is getting there, but we've got to bump up meets. I know I sound like a broken record, but we have to say it over and over and over to change that culture of expectation. Grade five science, we can pull it out specifically. 55% approaches, 22% meets. Now, how do we move? How do we shift that over? Get more a meats, more a masters. Um, middle school math in the meats range, we have anywhere from 29% to 37%. English one EOC, 59% approaches, 38% meets, and 9% masters. So, the overall takeaway

078on those highlights, again, approaches are higher levels. We just need to shift that to more and meets and masters. Um, if you want to talk individual grade levels, you can look specifically at grade four reading and math gains. And then special education, you've heard us talk a lot in special education and working with the Texas Education Agency that compliance met. We did not have any special report that needed to be submitted for special education. So, that is a great win. Um, because we do serve a large number in this community. Areas for improvement. I feel like a broken record here, but I'll reiterate. We need to increase the meets and masters performance. We need to strengthen our middle school math instruction. They just now have an aligned resource. So, we're super excited for the first

079time to have an aligned resource in mathematics K through algebra 1. that doesn't fix overnight because when you have multiple resource being used then you can have gaps along the way. We are excited to see those students trickle through with that aligned resource. Again, I don't want to be a broken record, but I want to reiterate, we know and we're committed that we need to improve the outcomes for special education and English learners. And we really have to have a way to address those mobility related performance gaps, especially those gaps we can work on internally. When a student moves in from out of district, out of state, we can't control that. But we have internal systems and processes that could be controlled where we're being more consistent and not creating those performance gaps. Uh in

080terms of our D district action steps, what we did before this official taper report coming out and we're committing to following through is the implementation of those high-quality instructional materials. Not just having the materials. Having anything doesn't mean you have a real solution. You have to have the materials and then check for fidelity. Are we really using the materials and are we using the materials as they were designed to be used? Um, tier 2 districtwide is our major area focus. Really looking down to each individual student and making sure if they do have gaps, what are we doing beyond the regular instruction to assist in those areas? We have a strong commitment for strengthening our professional learning communities and really want to commend I really want to commend our principal supervisors, our campus principles, our

081campus assistant principles and our instructional coaches that you you don't tell a telling a teacher doesn't change practice. You have to coach to grow. But most importantly, not everyone is receptive to coaching. So we lift up the growth mindset for every one of us. all of us have room to improve. So that culture of coaching and the work that the staff has done [snorts] is a major action step that we can't let up on. And then lastly, providing that targeted professional learning for special education and emergent bilingual instructional strategies. Right now we are deeply engaged in our work around ESL certification. Um, while everything's not about a certification, one thing a certification does ensure is that teachers know the strategies and the requirements for serving those students most effectively in those subpopulations. So, I tried

082to give the quickest recap I could for old data. Um, but I'm happy to take any questions. Now, if you ask me a specific question about one of the pages in here, I'm going to use my cheat sheet to go back because there's thousands of data points in this report. >> Any questions for Dr. Gomez? >> All right. Thank you, Dr. Gomez. >> All right, we are going to move forward with our agenda. Next, our agenda are consent items A through D. Um A is consider donations. Um and [clears throat] for the minutes B is consider bid 25-015 maintenance and transportation and miscellaneous supplies which were discussed last mean. Next was bid 25-018 curriculum and instruction materials which we discussed in the pre-agenda and the consider purchase of school buses which we talked about at

083our pre-agenda meeting. Does anyone have any questions, comments, anything need to be pulled? Do I have a motion to approve consent items A through D? >> Make a motion to approve consent items A through D. >> Have a motion for Mr. Gos. Do I have a second? >> A second. >> Mrs. Duncan got it first. She just didn't turn on her mic, but she's going to in the future. Um, so motion for Mr. Gagus and a second for Mrs. Duncan. Any further board questions or comments? Just as a reminder, if everyone will keep their hand up till I look at you afterwards. All in favor say I. I. Motion passes 6. All right. Next, we have our action items. First on that is our bills, accounts, and financial statements. Um, Dr. Mills did an admirable

084job with that this evening. Does anyone have any questions or comments regarding our bills, accounts, and financial statements? Do I have a motion to approve our bills, accounts, and financial statements? >> I'll make a motion to approve bills and accounts and financial statements for January 2026. >> Do I have a second? >> Second. >> Have a motion from Dr. Mills and a second from Mr. Gos. Any further board comments or questions? All in favor say I and raise your hand. >> I again say the same. Motion passes 6. All right. Next we have bid 26-003. This is McGill phase 2 abatement. Mr. Henry's going to talk to us about it. We got in our Friday facts as well. Thank you all for having me here tonight. Tonight I bring forth bid 26-003 McGill phase 2

085abatement. The McGill Elementary edition phase 2 was one of the proposed projects in the 2025 bond. With the passage of the dis of this, the district began working on plans and specifications for the addition. Prior to the demo and construction beginning, buildings B, D, and E will need abatement to be completed. With the assistance of King's Consulting, specifications and drawings were produced to abate these buildings. Bids were received from four companies capable of producing this type of work. These bids were reviewed and scored and the scoring criteria applied. American Abatement LLC not only had the lowest price but also received the highest score. The administration recommends American Abatement LLC for the McGill Abatement phase 2. Total cost $17,193. This includes a $20,000 contingency. Do you have any questions? Any questions? Sorry. Any questions for Mr.

086Henry? >> How many bid on it? Did you say >> four? >> Was it four? Okay. >> Have you worked with them before? >> We have not worked with them before. Uh we did discuss it with our consultant and they are reputable company in San Antonio that do the job all the time. >> Thank you. >> Any other questions for Mr. Henry, do I have a motion? [clears throat] I'll make a motion that we approve uh American Abatement LLC for the McGill abatement phase 2 for a total cost of $17,93 uh including a $20,000 contingency. Do I have a second? >> I'll second. >> So, a motion for myself and a second from Dr. Mills. Any further board questions or comments? All in favor say I. And raise your hand. Thank you. 6. Just so

087everyone knows the hand raising thing is a state legislation, not me. Okay. So next, Dr. Brandon, consider easement agreement. >> Dr. Kingman, Dr. Brim, Dr. Moran, board of trustees. As part of the McGill phase 2 construction, a sewer line uh needs to be replaced, rerouted on district property. Uh upon the request for permit, the city discovered uh that there was not a prior easement uh on the property 202 Milspa and so requested that the district grant to itself. Uh this easement across the property and the main purpose uh being the easement will ensure future access to the property provided the district ever sold or convey the property to another entity. So you have uh both the exhibits um AB and C um our legal council um Walsh Gyos uh was in contact with the city

088of St. Angelo in preparing the documents. So we feel like uh um that they are proper and in place and administration would recommend approving the resolution this evening um for granting the easement for both 2011 and 202 mill spa. Any board questions or comments on it? We talked about this at pre-aggenda. All right. Do I have a motion? I'll move to approve the sewer line easement between district owned parcels as property number one-201 Millsaw street property number two-2022 Milspaw Street both in St. Angelo, Texas [clears throat] 7691 as described by administration and further authorize a superintendent or deputy superintendent to execute all necessary documents for the easement. >> All right, I have a motion from Masel Flint. Do I have a second? >> Second. >> And a second from Mr. Gyos. Any further board comments

089or questions? All in favor say I. I. Thank you. 6. All right. Next. Dr. Brandon. Resolution addressing employee pay during emergency closure. >> On January 26th and 27th, icy road conditions made it unsafe for staff, students, and buses to navigate local roads. Uh, additionally, campus parking lots, sidewalks, and school entrances remain frozen at that time. If a board chooses to pay employees during a school closure, it must adopt a resolution or similar action at an open meeting to comply with the open meeting act. The resolution must address uh public purpose um which employees continue to receive wages and the duration of pay. Uh you see attached the resolution um where employees would be able to be paid during the school closure for the two days and any employees that were called out uh to navigate

090uh broken pipes um starting buses uh everything that it takes to be prepared for students to be back uh the next day that we can um those would be paid at time and a half. So approval of the resolution by the board of trustees would allow that to happen for those two days. So just as a reminder, this is something we have to do each and every time we close the district for weather or some other event and that this doesn't mean that um this is not a blanket thing for any future closures. It's just for this specific event. Um all right, any other questions [snorts] or comments? Do I have a motion? >> I'll make a motion to approve the administration's recommendation of the resolution as presented for addressing employee pay during emergency closures.

091>> And do I have a second? >> A second from Mrs. Duncan. Uh a mo so a motion for Mr. Gyos and a second from Mrs. Duncan. Um, any further [clears throat] board comments or questions? All in favor say I. I. Raise your hand. 6. Motion passes. Thank you. I'll just start saying raise your hand. I don't even Whatever. Next. Consider resolution approving sale of city property. And Dr. Brandon, you're up again. >> So this evening, we have four properties submitted by the city of St. Angelo to each taxing entity. St. Angela SD being one of those. If no bids are received at auction, then the city of St. Angelo accepts bids uh accepts um offers uh on the property uh for sale. And so the city has put together uh you can see in

092the exhibit um each one of the properties uh you see the judge value and then the amount of offer for each one. And then they have broken that down um by priority of allocations. The good thing for the school district is the taxes are at the top of the priority list. Uh so each one of those properties uh has an offer um higher than normal uh that you would find. I mean we do this a couple of times a year it feels like. So it's um something that that we do um quite often over time. And the nice thing is it helps put these properties back on the tax roll. So that benefits the city, the county, the school district, um all in favor of putting properties back so that they could be in use

093and serving a a public purpose. So with the um with that this evening, you have let me get back there. The resolution authorizing the tax resale. Uh it lists the identification of each property and approval by the board of trustees uh for each taxing entity. Then puts that back uh for the city to accept those offers and pay the taxes. >> This is the one this is from the city of St. Angelo because we al we also receive these from the county as well, >> right? From the county appraisal district or is this through the county appraisal district as well? So, my understanding is they would all go through kind of like the sheriff's auction and the city with it with it being in uh in the city limits, then the city of St. Angelo

094would um offer those. >> Okay. >> Yeah. Other questions? >> All right. Do I have a motion? >> I'll make a motion to approve the administration's recommendation. Um the resolution authorizing the tax resale of 506 North Browning, 638 West Avenue X, 705 East17th and 1410 Parker, St. Angelo, Texas by the city of St. Angelo as presented. >> So I have a motion for Mr. Gyos to have a second. >> I'll second >> and a second from Dr. Mills. Any further board comments or questions? All in favor, please raise your hand, say I. Thank you. Motion passes 6. All right, Dr. Lam Master, we have a consider approval to request sanctions on an educator's certificate for abandonment of contract. >> Good evening, Dr. Kingman, Dr. Miranda, and trustees. Tonight, I am bringing forward an item for

095board consideration regarding an educator resignation and potential contract uh abandonment and whether the district should submit a written complaint to the state board for educator cert certification or ESPC for possible sanctions. Board policy provides that educators may resign without penalty at the end of the school year if they submit a written resignation by the required deadline. However, resignation at any other time requires board or designate consent. In this case, the district did not consent to the resignation. After review, administration is recommending the board make a finding that good cause did not exist and authorize the submission of a written complaint to ESPC. It's important to note that ESPC makes the final determination and may consider mitigating factors as part of the review. So, a lot of the obviously the facts of this situation were sent

096to us in our board book um for our review. Any questions or comments for Dr. L Master about the outline she created um and their recommendation? All right. Um, do I have a motion and regarding this recommendation? >> All right, guys. Wake up. I'll make a motion. >> I'll make a motion to approve in accordance with board policy and applicable law based on the facts presented. administration recommends that the board determine the good cause did not exist for the untimely resignation and abandonment of contract by can we say the name? >> We have to say the name, don't we? >> Eric Andrade and authorize the superintendent to submit a written request to the Texas or the TEA Texas Education Agency State Board for Educator Certification seeking sanctions in accordance with the applicable law. >> All

097right. I have a motion for Mr. Gyos. Do I have a second? I'll take the second since I was going to make the motion. Um, any further board comments or questions? All in favor say I. I. So that's four five. All again say the same. So it's 51. Um, next we have consider Senate Bill 11, prayer and religious uh, prayer and reading religious text. And Dr. Moran's going to start that off for us, I guess. >> All right. We've had a good conversation about this last week. I think the boards received enough information to be educated on it. [clears throat] I believe January the 9th, you received in Friday facts a pretty good overview and then last week we spent time talking about it and you've heard from the community. uh both ways in support

098and in opposition of this. I think the simplicity is uh if the board were to adopt then what that would mean for us logistically is we would need to send consent forms to all of our parents. Um if the parent consents, we would need to track those forms. We would need to establish a place and a time before the school day. most likely could be after the day, but most likely before the day. Uh, so it's not part of the instructional day. And we would need to assign an adult the monitoring assignment to at least know who has the consent forms approved by the parent so that they're allowed in that area to pray and rel uh read the Bible or other religious texts. Uh, students that don't have the consent form would not be

099allowed in that area. That's if the board were to approve that. If the board does not approve this resolution, then essentially what it means is we continue doing what we've always done. And um I'm not trying to steer you one way or the other, but we already have the right uh students have the right. We have clubs and organizations. So, um that's really those are both sides of the coin. Um, you know, there's been a lot of schools that have not adopted this for that very reason. Um, so, you know, right or wrong, that's just the way it was was written. Uh, it creates a burden on the school. Uh, if you do adopt it, if you don't adopt it, it doesn't hurt us. >> All right. Does anyone have any comments or questions regarding

100this? I know we talked about it last week and um as we discussed last week, you there there are a lot of [snorts] like first amendment rights that are given to people to for to protect those times and there are a lot of things we're doing on our campuses already. Um and then there is the concern regarding unforeseen consequences, unpredictable unpredicted consequences of uh something new and doing that. Um but with that um open up to anyone else's comments or questions or a motion if there's a motion. >> I have a comment. Um I've I've been watching this happen across the state with boards voting on on on [clears throat] Senate Bill 11 and um a lot of uh a lot of communities are uh happy or unhappy based on the vote. There's a strong

101feeling on both sides. Um, and I just want to say that regardless of how our board votes that um, [clears throat] prayer is, if you vote against this resolution, prayer, it does not mean that that the person is against prayer. It just means that they're that there's a strong belief that prayer should happen in a home and in the house of worship and wherever the congregation decides to pray or the person decides to pray. And I just think I just don't want anybody in our community um if if people do vote against I don't want anybody in our community to think that anybody on this board is against prayer or the right to pray. [clears throat] >> Any other comments or questions? My only comment as a teacher that was in the classroom for 30

102years is that I have complete faith in our educators, administrators, everyone out there that whatever a child or a teacher wants during the day, if they want to pray or if they want to read, I have complete faith that our people out there are never going to tell a child no. So I will vote what I think is best for all kids and what's best for our administration that's leading our children out there. Um I could go on about this Senate bill for a long time, but no one wants to hear that. But if you do, I'm willing to meet with anyone. But there's a lot to be said about this and um I'm just going to walk in faith and trust our um educators. >> Do any other comments? Do I have a motion?

103>> Make a motion. I move that the board of trustees reject the statutory resolution stating that the St. St. Angelo Independent School District. So, we're rejecting the policy requiring every campus of St. Angelo ISD to provide a period of prayer and reading of the Bible or other religious text as provided by section 25.0823 of the education code. >> Second. >> So, I have a motion from Mrs. Miso Flint to reject and a second um from Mr. Gyos. Any further board comments or questions? Okay. So, just to make sure this is clear, all in favor of a rejection, say I. I. >> Motion passes 6. All right. Next is consider approval of superintendent contract. And that's on me. So, each year at this time, we uh have the opportunity to either extend or amend uh Dr.

104Moran's contract. Uh this year what is being presented is to extend the term of his contract by one year with no other changes in maintaining a three-year contract. Um so I'll make a motion that we approve that. I have a second. >> I'll second. >> Any further board comments or questions? All in favor say I. Raise your hand. I >> All say the same. Motion passes 6-0. All right, we do need to go into executive session tonight. Um, it will be under personnel matters 551.074 and after that we'll be back. All right, we are back from executive session. We took no votes. There was no action taken. getting to my announcements. Our finance and pre-aggenda workshop is going to be March 9th um next month and our regular board meeting will be March 26th. And

105with that, we are adjourned.