001Good evening and welcome. My name is Taylor Kingman. As president of the board of trustees of the St. Angelo Independent School District, I would like to welcome all of you who are present at tonight's regular board meeting. I also welcome those of you who are watching the recording of this meeting online or on our public access channel. We appreciate your interest in the activities of our students and the business of SASD. All items that will be discussed at our meeting this evening have been posted as required by state law. Also, as you may be aware, our board meets a minimum of two times per month, and most, if not all items on our agenda this evening have been previously discussed at our earlier pre-agenda board workshop. As members of the SASD board of trustees, we
002are here to set goals, listen to reports from our superintendent, approve budgets, contracts, and personnel appointments, and to make policy for the district. Please keep in mind that our mean is a mean of the board of trustees held in public and not a meeting of the public. However, we have a public comment item on every one of our meeting agendas that allows anyone present who wishes to speak to our board team on an item not on our action agenda or an action item on the agenda an opportunity to do so. If you plan on doing that, you should be have signed up at this uh form at the back of the room. Please listen and comply with the following rules so that we can move through this part of the meeting efficiently. Each speaker will
003be given a total of three minutes. The district will provide an official timekeeper. Please respect the privacy of others and refrain from identifying students, employees, or other community members by name. Disruption of the meeting will not be tolerated at any time. And comments on any subject, whether positive or negative, must be courteous and respectful. Comments are limited to the specific topic you indicated and any speaker with a specific complaint about a district employee decision or operational issue should present that complaint through the appropriate mechanism which is the district's formal grievance process. Also, please understand if you speak to us on an item not on our action agenda that the board cannot reply to you except to thank you for your comments since the matter has not been posted for discussion. In compliance with state law,
004these proceedings are recorded and will become a part of SSD's permanent legal record. In order that the recording will be adequately reflect the proceedings, I ask that you please refrain from talking while others are speaking. I also ask, as I remind my fellow board members to please turn off or silence your cell phones. Again, thank you for being here and for your support of SISD. Next, so we do have a quorum this evening. Um, Miss Duncan is unable to be here, but we have six of our board members. Um, and next we have our invocation and Sam Torres, pastor Angelo first is going to help us with that tonight. Mr. Torres, good evening all. I am delighted to be here with you all. You know, I've been in ministry over 40 years and this is
005the first time that I've been asked to pray at a school board meeting. So, I feel very honored and I'm I'm excited. You know, if if if you allow me to, I know he wanted me to pray, but there's a little story I want to share about school. Take one minute. If I take that minute, then my prayer will be shorter. Okay? It was about a little girl, a first grader, very bright. Her name was Susie. Once one Monday morning when she came in, she was smiling. I mean, just overwhelmed with a smile. Her teacher noticed that. She said, "You seem very happy. What happened this weekend?" She said, "Well, they told me the story of Jonah. The story of Jonah is that he was eaten by a big fish and he lived. And the
006teacher said, "That's very nice story, but it's not true. A man cannot live in the belly of a whale for three days." And she said, "Well, when I get to heaven, I'm going to ask Jonah if he was eaten by the big fish." And she said, "Well, what if he didn't go to heaven? What if he went to hell?" And then Susie said, "Well, then you ask him when you get there. I don't know if I can pray after that but but I am honored. Shall we bow our heads as we pray? Heavenly Father, I thank you Lord for this beautiful day you've given us. I thank you for this privilege and opportunity to come before the panel. Everyone that is visiting today, I pray your blessings upon each one of them. Lord, I pray
007that you direct us as your word says in Proverbs 3:6. It says, "Delight your ways in the Lord. Lean not into your own understandings, but trust in the Lord and he will direct our path. I pray that you would be present in this meeting, Lord, and whatever is said and done will be recorded in heaven. God, I thank you. Give us the strength, give us the boldness, Lord, to get things done for your glory, Lord, and for the children and for everyone, Lord, who's a part of the school district, Lord. And I thank you for each one. I pray you you just bless every individual, every heart that is present, Lord, that they may sense a piece that only you can give. I thank you Lord. Direct us and guide us and we give you
008all praise. We give you all glory in Jesus we ask. Amen. Amen. Thank you so much. >> Thank you sir. >> Next we have three fifth graders from Golad. We have Jasine Oreon, Emma Martinez, and Ael Ramirez. And they're going to help us with our pledges of allegiance to both the United States and Texas. If everyone would stand up with us, please. To the flag of the United States of America and to the stands one indivisible with liberty and justice for all the flag to the Texas one and indivisible. Y'all even remembered to stay for pictures. That's good. All right. Next, we're going to move to our recognitions. And Sununcha is going to help us with that. And first on our recognitions list is for fire prevention poster contest winners. >> Yes, sir. Good evening,
009Dr. Kingman, Dr. Moran, and members of the board. As you entered the administration building this evening, you may you may have noticed some beautiful artwork on display. Tonight, we're proud to recognize our SISD fire prevention poster contest winners. This year's fire prevention week theme was charge into fire safety lithium ion batteries in your home, which focused on educating everyone about how to use these batteries safely. Through their creativity, our students help spread the important message of bullying, charging, bullying, buying, charging, and recycling lithium ion batteries safely. But bullying is bad. We would first like to recognize the dedicated individuals from the St. Angelo Fires Mar Fire Marshall's office who make this wonderful contest and safety campaign possible every year. When I call your name, if you would please join Dr. Moran here in the front.
010Fire marshal Billy Clemens. Fire investigator and inspector Joseph Price. Administrative assistant Kendra Owen, fire plans examiner Brena Matthews, and fire inspector investigator Melissa Shazpinsky. and Deputy Fire Marshal Eric Martinsson and fire investigator Lester Kent couldn't be here with us tonight. Okay, so now students, we will begin by recognizing our third gate third grade winners followed by our fourth and fifth grade. When your name is called, if you'll please come forward and remain at the front with your grade level facing the audience. And principles, we invite you to join your students for the photo as they are recognized. And we kindly ask the audience to hold your applause until all the students are here in the front. From third grade, our poster winners are fourth place Eric Prestoine from Holland Hollowman Elementary. Third place, Yagvy Ojespy
011from Sanorita Elementary. >> Second place, Cameron Roy from Bonum Elementary. And first place, Amarice Munoz from Glenmore Elementary. And that's our third grade from from fourth grade. All of our poster winners from fourth grade are all from Bonum Elementary. Fourth place, we have Joie Morrison. Third place, Camry Johnson. Second place, Isabella Hernandez. And first place, Sophia Dega. From fifth grade, all of our poster winners are from Sanorita Elementary. Fourth place, we have Harvey Skinner. Third place, Noah Raymond. >> Second place, Juliana Fluger. And first place, Caitlyn Gonzalez. Congratulations, students. If you'll just stay right there just for a picture real quick. And I think it's worth mentioning, I think we have a dad in the audience who won this like 30 years ago. >> And his daughter is now the winner. >> Is that right?
012Look at me. One, two, three. One more time. One, two, three. Can y'all stay there? I think there's more pictures. All right. Congratulations. >> Thank you. All right, we're going to continue with our recognitions and next we're going to recognize SSD principles for for National Principles Month. >> Yes, sir. Now, if you're one of our principles, can you just come this way to the front and line up on the side of the room? Um, in campus order from elementary through high school and then DAP and paste in alphabetical order by campus, please. Our next recognition is in honor of National Principles Month, a time to celebrate and recognize the incredible leadership, dedication, and impact of our St. Angela ISD principles. Our principles serve as the heartbeat of each campus. They are instructional leaders, problem solvers,
013mentors, and champions for both students and staff. Every day, all day, they balance the needs of their campuses with grace, compassion, and determination, ensuring that every student has access to the opportunities to learn, grow, and thrive. This month, and truly every month, we want to extend our deepest gratitude towards to our principles for their steadfast leadership and commitment to student success. Their work sets the tone for positive school culture, academic excellence, and supportive environment where both students and teachers can shine. Thank you principles for all you do. The long hours of countless decisions and the unwavering belief in the potential of every child. When I call your name, if you'll just please join Dr. Moran here in the front. Belair Elementary School, Michelle Beers, Bonham Elementary School. Ginger Luther, Buoie Elementary School, Ashley Gold, Bradford
014Elementary School. Dr. Marissa Guerrero, Crockett Elementary School. Mindy Goodn Night Bannon Elementary School. Bera Sulvida Fort Koncho Elementary School. Lorie Barton, Glennmore Elementary School. Terry Gold, Golad Elementary School. Dana Felts, Hollowman Elementary School. Stacy Fiser, Lamar Elementary School. Ashley Bishop, McGill Elementary School. Colton Curtis, Reagan Elementary School. Katie Rudolph, Sanorita Elementary School. K. Scott Glenn Middle School, Clayton Huppard, who was also named the Chamber of Commerce's 20 under 40 this year, Lincoln Middle School. Joe Gandar, Lonear Middle School. Latana Sutton, Central High School. Jill Ross, Lake View High School. Zachary Ramirez and DAP pays Becca Flores. >> Thank you so much, principles. Tall people in the back. >> They lost last night. First loss of the season. >> Abene. Abene man. Man, >> but scored like three touchdown. >> Thank you all. Congratulations. It's middle
015school football. Yeah. >> Principles, we're going to make you all shake hands. We won't make you talk, but you have to shake hands. >> Go to the Lord. >> Good job all. Congratulations. Man, I can't see it anymore without my glasses. >> Uhoh. >> All right, we are going to move >> to our next recognition and Dr. Brandon is going to help with us with that and that's from the Association of School Business Officials Award for Excellence in Financial Reporting. >> Dr. Keeman, Dr. Moran Board of Trustees, the Association of School Business Officials International, is thrilled to announce that St. Angelo ISD has been awarded the prestigious Certificate of Excellence in Financial Reporting. This honor recognizes school districts that uphold the highest standards of financial reporting and transparency. The school district earned the certificate of
016excellence for its exemplary annual comprehensive financial report for the fiscal year ending August 31, 2024. Participation in this program highlights a school district's dedication to financial accountability. Submitted financials are rigor rigorous rigorously reviewed by a panel of experienced financial professionals who provide constructive feedback to further enhance the quality of future reports. Districts that meet the program stringent requirements are awarded the certificate of excellence. This evening we have with us to accept the reward uh Hope Flores, director of accounting and Christina Chavez, cash manager and investments officer. Also a big part of our team. Haime Haime Guero is our comproller and Bryley Nihus accountant. uh that could not be here this evening. But we're very proud of the team and everything that they achieve. >> Congratulations All right. Uh we have no public comment this evening.
017So we're going to move forward with conducting our finance and audit committee workshop. Um just a reminder um due to the no new state postings, this has been moved to our regular agenda from our pre-agenda workshop. So I'm going to turn that over to Mr. Dindle. >> Thank you, Dr. Dr. K, we appreciate that. Our October finance reports begin on page eight. Uh, and then our bills and accounts begin on page nine. Page 12 show is our combined statement of revenues and expenditures. Right now, that shows a restricted fund balance of approximately 4.892 million, which capital projects in that uh are 4.080 million of that uh restricted fund. So, we got some projects out there coming out of our uh uh fund balance uh that are restricted because uh we've got some projects uh earmarked
018for that. Also, on that same statement, it shows an unrestricted fund balance of 52.247 million moving forward. Any questions about that uh uh restricted and unrestricted fund balance? If not, we can move to page 15. Page 15 shows our general fund revenues and expenses for September. As you know, September is the first month of our fiscal year, and so technically we should be about at 8% a month as far as revenues and expenditures. Revenues are running slightly ahead at 12.3% and the expenses are slightly ahead at 9.0%. Uh we had some uh contracts and stuff that we pay yearly and so that's why it's slightly skewed, but it's only 1% so it's still right in line from where we should be. If there are no questions about that revenues, expend and expenses for September, we
019can move to pages 16 through 26, which is our September check register. That's all of the checks that the uh the district has written uh in the in the month. Um I know they we've had it for a day or two. Uh hopefully you've all reviewed it. If you've got any questions, make sure about any of those checks, you can uh refer those to Dr. Brandon. He can run those down for you if you've got any questions. I reviewed them and I didn't see anything that was significant uh that uh we needed to that I had a question about but I'm only one set eyes and I know everybody else looks at that. So if not we can move to uh pages 27 through 31 which is our monthly investment reports. The first report on
020page 27 I believe is the investment report comparing August 25 uh and the September 25. August 25 uh interest earnings showed to be 1.397 millions proxs and our September earnings are 1.669 million uh procs. Reason those are so high is because we are carrying a balance in uh in our uh we sold our bonds uh in order to uh uh actually save 80 million uh we we financed 397. We only have to pay back 3 320 millions uh because the state's going to hold us harmless. So that's a big uh that's a big win for the taxpayers and for the district as we move forward. And so at that point since we've sold those bonds we're earning some significant earnings in our interest account as we move forward. There's a there's another uh monthly uh
021report on page 28 which is a comparison between September 24 and September 25. September 24 earnings were 28159,000 whereas again September 25 is 1.669 million. Pages 32 through 35 are our quarterly investment report. The district's total investments as of August 31st, 2025, the end of the fourth quarter for the fiscal year were 466.611 million procs. Uh total interest earned for the fourth quarter was 1 uh 905 uh million procs. And that report includes the comparison for May 31, 2020, excuse me, the the August 31st 24, the quarter May 31, 2025, and the prior year August 31, 2024. That's the quarterly investment report. Page 36 is through 39 are the yearly investment reports. Again, the uh district's total investments as of August 31st, 2025 at the end of the year were 466 million point 466.610 uh
022million procs and the total interest earned for the fiscal year uh was 4.551 million procs. And that report includes a comparison to the prior fiscal year of 2023 2024. Those are all of our investment reports. I'm not sure if anybody has any questions about that. If not, uh we can move forward to the tax collection report which are on pages 40 and 41. Our 2023 collection rate right now stands at 100.22%. And our 2024 collection rate is at 99.34%. about to get all those taxes in for those two years. Again, page 42 through 48 are POS over $20,000 for the month. There are a bunch of numerous POS there. Some are yearly contract renewals. Others are for some uh POS that we have uh allocated for some capital projects that we've recently approved also in
023addition to uh fuel and other things. Lots of POS there. over $20,000. I'm not sure if anybody has any questions about any of those POS. If not, that would conclude my uh uh uh report as far as the finance reports for September. And uh these reports, all these reports can be found online, SISD, the district tab uh where there's a specific tab that says financial transparency. So if any of those uh in the audience and that's in an effort at our transparency, it also helps us with our first grade uh our first uh financial grade that we're going to talk about here later in that report too. So kudos to our uh our finance and uh our department for doing a great job. >> Thank you, Mr. Dindle. Uh next is information items and we're
024actually going to go to item B first. want to give a little time for folks for a to get here. Um then we're going to use update on student student demographics and Dr. Brandon's going to help us with that. >> Good evening again board. Uh the St. Angelo ISD has partnered with qualified firms uh for demographic analysis, forecasting and planning support services. Um what we bring you this evening is pieces of those information as far as demographic data and transfers. Uh the primary objectives to develop revi reliable data to support long range facility planning potential attendance boundary modifications and strategic decision- making. Uh the first chart uh is uh shows what we have seen from our original >> sorry our original demography report uh with >> uh showing the um declining enrollment trend uh over
02510 years. And right now at uh 12,576 where you see the blue line is where we've been tracking uh and where you would find the district um already uh as we end 2025. So we're slightly ahead in declining enrollment which is not a good thing. Um you see that that number should lie somewhere between the 12790 and the 12576. uh for that line at the end of the year 25. So slightly below uh where we would project to be um in the moderate uh line. We've talked about um declining birth rate being a big part of that across not only the state of Texas uh but across the nation. Uh that's evidenced in the elementary uh the prek numbers as you see the fall from 800 to 365 and then in elementary 7,000 students to
0265700. Uh middle school and high school are tracking about the same. But what we'll see now is once the declining birth rate kicked in, that same chart in elementary will begin to resemble that in middle school and high school. And those numbers will continue to fall. Where is it falling? This chart gives a an idea of in the dark blue uh attendance zones uh you see over like McGill um Austin uh the loss of over 400 students uh in that time period. And then in the larger regions, um 177 113 over in the I guess you'd call that the southwest uh corner. And then we have a couple that actually have increased enrollment. Um Lamar and I guess that would be Fort Koncho. Uh so across the district, we've seen the declining enrollment, but then
027you see pockets of very high declining enrollment. So, what we wanted to take that back to capacity, right? If we're beginning to see declining enrollment across the district, where are we hardest hit and how does that affect the campuses where those children attend school? You'll be able to uh take this and certainly review it, but I want to bring our attention to, for example, Crockett Elementary. Um, and this is before the construction. So you see by 2034 if we had not uh put construction in place for Crockett it would be at 68% capacity. So the what we do there with the eight new classrooms will increase even greater uh capacity at that campus. Uh compared to like Bonum who's 102%. Uh so as that campus continues to receive students uh their capacity stays right at
028100%. Couple other highlights uh Golad uh could fall to 67% Hollowman 56%. And you'll see as we go through the charts, the north our our north schools are certainly more impacted um by the declining enrollment. Um here at Reagan would be at 31% capacity, meaning that 391 open seats would be at Reagan uh in that same time period. 56% um was what the capacity was projected to be at Sanento. Um if we look at middle school, we see Glenn at 86% capacity and then over the time frame um built out by the demography report, Lonear uh would be 54% with six over 600 open seats on the campus and Lake View uh Lincoln Middle School uh 51% uh with 680 open seats. So we know uh that's certainly not efficient. So the conversations being how
029do we make the change there? Uh Lincoln being one of one of our newest campuses in the district um at 51% capacity. And then when we look at high school central um now at 94% capacity stays in the low 80%. uh Lake View drops to 55% capacity with almost 800 open seats uh for the campus. Any questions about the declining enrollment part and capacity? >> I think it's important for the board to remember that there's a difference between operational capacity and functional capacity. And you know, when you talk about operational capacity, you're talking about uh how many kids can fit in a building or functional, excuse me, when you talk about functional capacity. So, practically speaking, you have x number of rooms, it should hold x number of kids. And operationally, there's a little more
030play in there. It's subjective depending on the programs you have in the building, the needs of the students, and the spaces that you need for certain programs. So functional is how many kids you could put in a building. Operational is how many what's what's the practical use on a daily basis. And then the other part of that is the percentage of the building that is you saw some that were u like bonum we saw is 100%. Typically when you're planning for facilities at 85% if you're growing at 85% you need to be planning for expansion. 90% really you're full operationally. you you don't really want to be 100% full because that doesn't leave any elbow room for any um special needs or uh u special uses of the building that you would need on a
031daily basis. So if you see a building that's a 100% you're you're over you're over you need to be about 90. So just something to keep in mind as we talk about this. >> Okay, there's not any other questions. Uh Mr. Colin Bach is going to talk about transfers. >> Thank you, Dr. Brandon. So, the other variable in the whole thing with schools and how many students go there is the transfers in district and out of district transfers. So, you have I'm going to just show a couple of uh slides, but you have um a a hard copy packet that has every school in it. Um, but we'll take a look at a couple of the pages so that everybody knows what we're looking at. This is the main report that shows the historical transfer
032data over the last 3 years. And the the blue column indicates the St. Angelo ISD students that are enrolled to us that that actually live in that zone. That's so we're basically taking all transfers out of the equation and and that's uh what that blue column each year is. So what you can tell from that if you look at the trends is the the students that actually live in those zones over those years. That does not mean that's where the students go to school. That's uh that's in the I believe that's the first column. I'm not I can't see that very well, but uh Oh, here we go. So, the first column indicates on snapshot day that's how many students were actually enrolled at that school. And so, then you would take the how many
033transfer in by the number that that transfer out and then that's what gives you the the the number that actually live in in that zone. So at the bottom of that page is the outofd district transfers. So it it it shows um from all of our surrounding areas where we have students coming in from um really smaller schools that are choosing St. Angelo. Um and that number has gradually increased over the last uh few years. a big chunk of that um >> those are transfers in from those areas. >> Correct. Yeah. And there's a there's an official report that goes out from the state um that shows the ones that transfer out, but it has some interesting things on it cuz official addresses are maybe in St. Angelo, but um but this tells us who's
034coming in uh from these other places. Um a big number of those are um from the Buffalo Heights area that is not SAISD and those those are a big number of the ones that are in that Grape Creek that come in from Grape Creek ISD. So um what we did was we put the the physical capacity of the schools in those last columns so that you can make a comparison of and that's really what Dr. Brandon's report showed a little bit better that way, but it does show the physical capacity. So, when we talk about this year, we're not too snapshot yet. Uh, but what we do have is we do have everyone's address. And so, the the rest of the pages in the packet are a visual representation of each school and that is
035as of right now. So, um, each one of the blue dots on those maps indicate a student that goes to that school. So, when you're looking at these, it's important to note that these are all the students that go to that school. And then you can tell where they live on this map. So, it's not it's not showing you which students are in which, you know, multiple areas. that one page for the the two examples that I I gave are um more sort of average for us in terms of the number of students that transfer over to that zone. So that first example, Golad, it's it's colored in in red. the zone itself is. So you can see that the majority of the students that that uh go to golad live in the golad zone,
036but there are quite a few others that go to golad from all over town. And then uh Glennmore is the same way. So the vast majority of the students that go there live in Glennmore, but there are a lot of students that live in other zones. And uh it's just you know we we know we've had a um an open transfer policy for quite a few years uh where uh students have families have the opportunity to apply for a transfer. Basically if we have space then then we go ahead and approve them. The thing with with that is it's really unpredictable on how many will apply for transfers to certain schools. Um how uh how much space we'll have. And I do want to be very clear about this one point about that is when
037we talk space and capacity for students with transfers. We're not talking at all about the building's capacity because we're in in elementary in particular, what we're talking about is staff, the ratio of staff. You have to have a you can't go more than a 22:1 ratio. So, a lot you'll you'll see those numbers where we have space at schools, but we will we're staffed at a certain rate at that school and we can't go over the 22:1. So, I get a lot of calls of of u families that are wanting a transfer and I have to tell them, well, we don't have space. That doesn't mean that there's no physical space for more kids in that building, but it does mean we're at 22 to1 in that grade level. And so there are times when
038we are able to approve a transfer for one student because there's space in that grade level where we're not able to for another student because it's a different grade level and we're full. So and that can be within the same family and that that happens sometimes. That's under the current policy. Over the years, you know, kids come from a lot of different places. So, I just wanted to give you a couple of examples so that you can see as you look through the packet of all the other schools. It's a visual of where our kids are actually going to school cuz that really it it's a lot of information to take in when we're when when you all are considering uh what what we're going to do with schools as we all are kind of
039working through this. So, that's important information. after snapshot we'll be able to capture that in numbers like we like we have for the um for that other document. Um a couple of other examples are uh I just put a couple uh two of the middle schools in there. The middle schools really look a lot alike in terms of the number of kids that transfer uh into the other areas. Um the numbers are similar. Uh, one thing that's a little bit different about middle school is the number of transfers really rely on where the students went to elementary school. So, for the last 3 years, we really haven't we really don't accept a whole lot of new transfer applications in middle school, but what we do is we accept anyone who is on a transfer to
040their elementary school. So that's a a matter of our procedure. If you've been going to Lamar, for example, since you were in kindergarten, but you don't live in Lamar's zone, maybe you live in Lonear's zone when it comes time for middle school, we still let you go to Glenn under the current policy because Lamar is a Glenn feeder. So, our our students, they they get to go under the current policy, they get to go to the feeder uh that they're elementary, no matter what zone they live in, we automatically give them the transfer. Um, now we don't take a lot of new ones in middle school. So, what you're seeing is a product really of the elementary transfers. That's what you're seeing when you see the middle school maps. those students that are living in
041those other zones, they went to elementary schools on on a transfer for the most part. So, just wanted to be kind of clear on that. um the middle schools, you know, when you saw the the numbers of the two the three middle schools, this is going to be a huge part of the conversation moving forward because um we're sitting with a lot of physical capacity open at Lonear and Lincoln and um that's empty spaces that are still, you know, air conditioned, lights on and all of that. But um the way the way that you get the numbers in middle school is by who's coming from elementary. So just in terms of you know you can redraw middle school lines but you really it's about the feeder patterns themselves. So one thing to always think about
042as we're talking about the elementary schools going back to these is that will affect the middle schools down the road. So, the way to impact the middle school numbers are not to go in necessarily and just change the middle school uh lines because then they won't match the feeder patterns. What you have to do is decide which schools are in the feeder patterns. So, I know that's a lot uh but information, but it's really important because where we decide that elementary zone feeds to is going to affect every year for the next 3 years, the the size of the middle school that's in that feeder. So, if we want to, for example, if we want to increase the numbers at Lonear Middle School, then there has to be a feeder pattern conversation. And then in
043the next three years as students come out of fifth grade and go into sixth grade then in three years the effect of that will go into place and you'll see the numbers numbers change over that three years. Any questions for Mr. Colbach? Um obviously as we're looking at the fact that we passed a bond on right sizing elementary schools and we are looking at um declining enrollment, there going to be some real decisions that have to be made over the next uh several months and years to uh figure out how we can best put teachers, certified teachers in front of students, as many students as possible and how we can um best you be stewards for both our students and our taxpayers and how to make this uh work best for our students and give
044them as many opportunities as possible at each of our campuses. So, >> may I make a comment? >> Yeah. Uh we will we're planning to approach the whole elementary zoning just like we did the facility advisory committee with a number of citizens a facilitator really working through the process to provide the board options so that you all feel good about uh it being thoroughly vetted because we all recognize uh having been through this process before this is real. This is going to impact families and you know some families have been in a in a certain elementary zone for years and years and that's going to change. That's a hard thing. And um but as a community we can get it right. If we work together and we give input and we listen then we can
045get this right. Not everybody will be happy because it's not going to be a unanimous decision, I'm sure, but consensus is important and getting to the point where we can do the most good for the most people uh will be the goal. And uh so just expect this will come your way in the next nine months or so to really start working through that process and providing you as a board the options for you to consider and um uh to get this right for our community. But to to Mr. Combach's point, when you think about redrawing attendance boundaries, you have to think about trying to fill up the elementary school with kids that live in that zone. And if you do that, then you're populating your elementary schools with those resident kids, and that will
046definitely impact the discussion about the number of transfers in elementary can take on. So, this is going to be a real conversation. We want to make sure that we give the board plenty of runway to think this through and discuss it and vet it. We also want to lay the groundwork, which we're trying to do uh the last few months and then and this month and the coming months to be sure that you as a you as a board are placed in a good position to make the best decision for the district. Oh, look at that. Um, Michael, I can't remember. I almost called you your brother's name. That's all right. I'm sorry. I get the same thing all the time. Um so so when a parent calls you and y'all tell them capacity R
047meaning say like for example Glenn Moore if you have you want to transfer into Glenmore my student my son or my daughter whatever is a fifth grade student and we have enough capacities that means we have enough teachers or to take care of my say my daughter if I'm going but then if I have a third grade son that wants to go there and we're not at capacity say that means we don't have enough teachers to get them in there. >> It the teachers that are at the school are at the number. >> Yeah. >> And if we were to let them come, it would put them over the number. >> Put them over the number. >> But that Yeah. Then that happens sometimes. And then families, usually families decide to send both of them
048to their home campus. Sometimes they do decide to let one go on a transfer and then the other, you know, stays at the home campus. But >> yeah. And and from the looks of this this map, we got like Lincoln and Glenn, the picture you have up there, they they come from everywhere and it's like on every one of them. Every school you sit there and look and you know you'll have 381 like a hundred something are transfers now like Dr. Moran was just saying, you know, later on in time we making decisions like this, but if we keep the transfer policy the same, wouldn't we be going back to the same thing? >> I mean, if because I mean, you have to change to where you know, because you know, yeah, you're going to
049have you're going to have all the kids from this one neighborhood go to their neighborhood school, but if we keep the same transfer policy, they'll all keep coming back in. Well, we've run into a little bit of that at Lamar's a good example. There's how rooftops going up there and families moving into that zone. So, it is becoming fuller and fuller of people who live there. But, we still have families who have been on transfers. And I think we had this scenario this year where we uh we were actually hitting the ceiling in some grade levels and u the the fly in the ointment was we had families that had multiple siblings on transfer to Lamar and you know we just didn't feel good about ripping those kids out. they'd been there three years and
050sending them back to their home campus, but yet we're getting full with kids that actually live in that zone. And that's, you know, it it becomes a a staffing challenge when you don't uh populate your kids with or your schools with the kids that live in the zone because you really can't predict accurately who all will be and won't be uh in that at that campus. So, and I will say um you know without getting too deep in the weeds at this point because this is really another presentation academically uh when you when you have kids moving around the district it becomes a little more challenging. You know, if you had one student, I've said this before, if you had one group of students, kindergarten through 12th, and you really just worked with them, it's
051it's a little easier, but when you have kids coming and going, it becomes more difficult to serve the families and the kids uh because they're they may be at a different campus from one year to the next. >> The and the other thing I'll just add to that is over the last three, four years how we've had to tighten because of our staffing. So maybe three, four or five years ago, we had a buffer. In other words, we had more staff at our campuses so that there was more room in each class. Over the last several years, we've had to pair it down to where we just really have an enough staff to to do 22 to one. So what happens is, and this has happened each of the last two years, we will have
052transfers and it'll be 22 to1. I think this is to what Dr. Moran was just saying is if we have an influx of people that move in, we have to do something. Those people have the right to go to that school and then we have to go to transfers that have been there and say we're over the number now. So that's where it gets really tricky. If you have extra staff, you have plenty of room to move transfers and around. But we I mean we don't. We're we're very tight with our staffing numbers. And increasingly over the last several years, we've gotten there's just enough te teachers for the kids. And so where those teachers are that that matters. And so there's not a lot of extra room in places for transfers to go either.
053>> And that's that's common across the state. I mean, you have a lot of schools that don't have enough teachers, districts that don't have teachers. We're losing them left and right. So >> So >> Okay. Thank you. >> This is part of a a you know plan but to make sure that over the next like Dr. Mar said over the next nine months we get information so we can make decisions long term. Um so thank you all for the start of this. Appreciate it. Um all right we're going to move back to a bond construction update and Mr. Danheim is going to help us or Mr. Lopez one of or both. All right. Thanks for having me. Great to be here. Um, good to see you all all again, Dr. Morand and the board of
054trustees. We've been very busy on your projects and so, uh, it's an exciting time. Um, the Crockett is under construction. You can go by there and see construction fence and dirt and they're they're working their way their way through it. Um, sorry. Let me >> We were working through an easement and we have uh everybody agrees on the easement. There was some discussions about uh the the land and it was actually already there. It's just getting an easement uh certified officially and it's it's complete thankfully. So, Crockett is free to free to build and we've got uh Michael here actually with Lee Lewis uh that's been working hard to get that done. So, um we really appreciate them. >> Yes. Sorry. for the uh other bond projects. Sorry, we're trying to get the PowerPoint presentation
055up. Um we've been uh working with the teachers, uh students, um some of the uh principles and administration u on the actual designs of the projects. So, we've had a lot of uh fun sessions, a lot of engaging sessions where we talked about the the future potential for for your facilities. I won't spend too much time on the overall timeline because these are all still the same. We just want to make sure that we're keeping the end in mind uh every presentation. Same thing uh with the project's timeline there. There's going to be some conversations with the Seymar. The whole point of bringing them on is to discuss uh the projects and the timelines. And so once the Semar is selected, then this is something we'll be studying with them to make sure that the
056uh the timeline allows for the the best possible um um field results. And so it this hasn't changed now, but it's potentially going to change a little once we bring on the Seymar. We've already kind of talked about uh Crockett. You see some pictures of the the dirt being moved around there if you haven't been by to see it. The the building pad is pretty well established. Just showing that we brought the dirt up to the same finished floor of the the existing building and they're ready to start uh getting going on some foundation and underground utilities. for U McGill. We're about 75% complete on the construction documents. We're we're moving a little ahead of schedule actually on that one. Uh should complete construction documents in November and be putting it out to bid uh
057towards the end of December or towards the end of the year. Glenn Middle School were actively working through designs. And so you can see uh there was a large group of people that got together and kind of played with literal pieces of parking lots and gymnasiums and uh each piece of that school and and came up with various options of of what that could look like and how it could function. And we try to make sure we have quite a few people uh in the room and moving the blocks to where everybody kind of talks about, you know, what works best for the athletics and what works best for um academics and administration and kind of every uh voice is heard and everybody's able to to discuss, you know, what what makes sense for the
058future of of Glenn Middle School here. So, obviously, we will be looking at bringing on a uh a contractor um tonight hopefully and then they'll be able to start talking about construction phasing and kind of what makes sense for um that phase of the project. And so, we'll be able to start getting some of their input on some of the options as well. Lake View, we've been uh doing the same thing. So we actually have uh four different teams for each one of these projects. So we're able to um have these same type of meetings backtoback um and work through quite a few options in a short amount of time. Um and this is uh Glenn just showing additional pictures there. And then uh Central High School, same thing. U you know some of the
059the big things talked about you know location of the auditorium, location of the gymnasium, how parents access the building, how students access the building, um what makes sense now and then also what makes sense in 20 years if Central High School does become a uh single campus all under one roof. So, we're having those convers conversations about what's planned now, but also making sure that we're we're thinking long term in phase uh three or four of Central High School. So, it's uh kind of fun and exciting to be able to have those conversations too to make sure that we're not preventing or making it harder for the the future phases. You can see this is uh some of the kind of second steps. you know, we started playing with some of the blocks and then
060we uh we we had the some of the staff leave for a little bit and we sketched some of those blocks with uh hallways and connectors and comments about what works and what doesn't work and um kind of came back and had discussions about the the flow of the campus and and what what really u is a potential option and what might not be a potential option because of the uh realities of when you start really laying it out in a floor plan. And so um we've actually got to a point on on multiple projects where um we we think we have some pretty good options uh to be able to discuss and even on Glenn, we were able to talk to some of the students and teachers about some of the the floor plan
061options and kind of get some of their their thoughts on it as well, which was which was really fun to hear. Um, another thing that we we did, and maybe I'll skip ahead to this and then come back to that, was uh present to the bond oversight committee. I can't believe it's already been long enough time since the bond was passed to have kind of the the first update to the bond oversight committee, but we got to introduce uh you know, Mr. Danheim and his uh position of watching over the uh um the bond construction and um the status of the projects and how that aligns with what the committee had recommended and uh be able to show that we're we're currently on schedule and um on budget and within the the scope we previously
062discussed. So that was u exciting to be able to to do that. One thing we also talked about was a a potential for a um a a forward-f facing dashboard that just kind of outlines some of the all of the bond projects. And this is actually an example from Midland ISD. Uh but it shows a visual representation and a line item representation of every bond project. And they actually have this um on their website so that the say the committee or the community members can come um review that and and see where all of those bond dollars are going and which projects and they also kind of have a a tracking mechanism that shows what's what's been spent to date and what the budget was. So you have those kind of checks and balances that
063would be a potential uh on the website as well. Just another piece of that that oversight from the the committee. Um and then lastly tonight we will have the the action item for the the CRS. I believe y'all uh y'all y you all have heard some uh conversations about the the ranking and the recommendation and I would just say that there was uh a lot of interest in this project. You know, this is a pretty specialized thing that to be able to do to work on a hundred million project for a school district on existing campuses and to have a large portfolio of being able to do that. Not everybody can. Not all contractors are set up for this. So, what we're used to seeing, two, three, four really max a lot of times, uh,
064construction managers. And y'all actually had seven that that submitted proposals. Um, and out of that, uh, seven, Lake View had, uh, seven proposals and the other two projects had four. So, four of the contractors went after those two larger projects, but uh quite a few more went after Lake View. So, it was it was quite competitive. And y'all had contractors all the way from Ontario, Canada. So, uh there was actually uh that Ellis uh Ellis Dawn and Lot Brothers teamed up together. So, it was a Austin uh firm that teamed up with a Ontario uh contractor so that they could have uh the right portfolio and experience uh to work on the project. So, that just shows you how people were trying to be creative to be able to try to get these projects. >>
065Which one of the two had the most experience, the Ellis Dawn or the Lot Brothers? >> The the Ellis Dawn had the biggest portfolio. Yeah. the the lot brothers would have been kind of the the little bit more local from Round Rock. Um, and they have they've done well kind of in that area. They just don't have the large staff and portfolio and the kind of nationwide reach that some of them need to be able to get uh the the contractors to work on these these larger projects. And so by teaming up, they kind of had the the best of both worlds on their side. sometimes that makes it a little harder to be as competitive price-wise. Um, but their portfolio was was very nice. Um, and then we also did give them the opportunity
066that if you know they wanted to uh provide a cost savings for getting all projects uh then they could do that. and and uh there was a couple that submitted cost savings for getting all projects and the cost savings was pretty significant. Uh as you as you would assume or think there's just potential for being able to manage uh all three projects at the same time a little bit more efficiently than you would be able to uh do each one individually, especially when they're at kind of similar points. and uh a lot of there's just a lot of paperwork also involved and kind of use the same people to do some of that management and paperwork and scheduling. Uh that's really a big part of the construction management uh cost and so it was it
067was a really great really great turnout really competitive. So it was good to see that. Any questions on construction or proposals? >> I know I'm being a pain. On the CMs, the names that you have, all of them are they're all experienced in public or building schools, working with staff and and you know, keeping this down, the noise down, blah blah blah, all that other stuff. >> Yes. And that was that was prior to the the criteria that they had to submit that y'all previously approved was having experience with >> K12 uh school districts and then also having experience with similar projects. Um you know cuz just because you've built an elementary school doesn't necessarily mean uh you have experience with an auto shop, you know. So there they had to display that they could
068also do auto shop and welding. And um that's why you'll see some that only went after Lake View because they could show that they could work on some of those CTE facilities, but they really they didn't have the auditorium and gymnasium experience that you would need at Central. >> Okay. All right. Thank you. >> Any other questions for Mr. Lopez? And this I don't know this question for Mr. Danheim. Are you are Crockett is expected to be finished when? >> By August of 2026. >> And we are on schedule. >> Yes, sir. >> All right. Any other questions? >> All right. Thank you, Mr. Lopez. >> All right. Next, Dr. Brandon, you're back up for update on long-term property discussion. similar to the our conversation on uh demographics uh and transfers. Uh just knowing where
069property is located in the district and future use of the property uh what other possibilities exist for the property uh is something that we wanted to share as well. Um I still you know two years in will find out that we own something and that we may or may not have a current lease agreement. So uh Mr. Henry was a huge help in putting together um a property list. Uh I'm not going to say it's exhaustive because uh every once in a while we find something else uh that has Saneld. But that's kind of the goal is we wanted to bring to you not the campuses that you're already aware of but what other properties exist that St. Angelo ISD owns that property. Uh we'll start with 6121 Vista del Soul is the 77 acres
070uh that is south west in the district overlooking uh a portion of the lake. Beautiful piece of property. Um, a lot of long-term planning went into that when it was purchased. How many ever years ago? Way back. Uh, and so that uh certainly is a property. Um, what was interesting and I'm got to uh have a conversation with the CAD is you see that blue line. We've been concerned that we didn't have an easement, but when I see this uh and the way that the CAD has placed this uh to me, it looks like we do have an easement to the edge of that property. So, uh that's something that we'll uh work on as well and follow up with the board. in that same area uh next to Lamar Elementary. I'm sure you've seen
071on the um east side of the campus, the empty lot uh that is district property. 20 uh 20 is it 20 acres? 20.36 acres total uh for those two. Uh this you see the gold star is uh where the former Rio Vista Elementary uh now that the COG has moved the four-year-old head start out of Rio Vista into the Saninto exterior buildings outuildings. Um that property is vacated uh that's 5.39 acres uh right next to the Boys and Girls Club uh next door. That is uh out by the South Walmart, South Bryant. Here's a former Day Elementary. Cog is using this facility uh for the three-year-olds in the Head Start program currently under lease to uh the Council of Governments. Uh you see that it is uh just uh east of Chadburn, north of 29th
072Street. kind of gives you an idea of where it's located uh on the north side of the loop. You're very familiar with the Lake View campus, but a couple of things to point out is the Lake View, the district does own the property on the east side of the campus where the baseball little league baseball softball fields are uh being maintained by the city but owned by the district. And then you see all the stars down in the bottom of the screen where the old Lincoln old Lincoln gym, old Lincoln band hall, um old Lincoln science building. You can put old on anything over there, I guess. And then right across the street is a a building uh that furthest to the south is a building that maintenance keeps all of their plywood, table saw,
073that type of stuff. They use it as wood storage uh for different projects. Here's Reagan uh Elementary. Uh two lots. This is the first lot uh.16 acres uh just to the east uh of the campus. And the next slide shows the lot right next to it. So whether those were purchased for maybe parking lots in the future or maybe they were just houses that weren't built there that as they became available the district purchased those those are uh district property next to Reagan Elementary. Uh the Carl Ray Recreational Center. Um this would be um northwest of Carver just about two blocks. If you were to go down sa know down south and to the right um well south ba b b b b b b b b b b b b b b b b
074b b b b b b b b b b b b b b b b b b b b b b b basically south of there. Um then you would be the Carver campus. Uh but um this is district property um being used by uh by the city um for the recreational center. >> That safety city is not open anymore. >> It is not. uh the S I believe SAPD was not using it anymore and DPS had shown some interest uh in possibly you reopening that um you know it looks like a little town out there stop signs and >> I remember I remember that because I mean I think Amy you were on the board when I think someone approached us about moving Safety City from there over that 20 acres is by Lamar
075and wanted to build it over there I know. >> But yeah. >> All right. >> Yeah. So, right now, not being used, but DPS has shown some interest if the district wanted to um let them use that to teach safety uh on that location. Here's the sheep barn uh on the north side, uh Lake View. Um in that area, this would be uh back to the south west of the coliseum. uh just just east of the Chadburn as it goes out north Chadburn uh not far from the coliseum which makes sense getting show animals uh back and forth uh to that facility. Do we use a few? >> Yes. I I don't not not a lot of animals, but yeah, we do have animals uh on site. So, actually I am mine wellkept and I
076think uh have we put the security cameras out there? Our last conversation was adding I think we were talking about Wi-Fi and but trying to add security cameras uh to the property. uh North Side Boys and Girls Club um owned by the district as well. Um that is well it doesn't show the the acreage on that one. 1802 Lily Street. Uh Golad Elementary has two lots um next to Golad um that are empty. Uh certainly get a lot of runoff water right through that area. It's probably why no homes have ever been built there. Someone approaching the district to try to get that uh that property. Uh here's the other one at Golad. So you see just to the right of those two properties is a third third lot owned by the district uh next
077to Golad uh 101 Pium. Uh it's kind of if it was reduced the map there the satellite map you'd see Bobcat Stadium uh old Bobcat uh St. Angelo Stadium there. Um next to the roller ring >> it is right next to the roller roller rink. Yes, sir. And then Lake View Stadium. So, the district uh does own uh the property where Lake View Stadium sits as well as uh several parking spaces. uh Hollowman Elementary. Um 2 and a half acres uh on the north side of Hollowman. Uh and then a lane that comes back out um to the to the road in front of Hollowman. West Texas Rehab. So, not the closest not the closest lot to administration building, but the one closer to Glenn um owned by the district, but leased to West Texas
078Rehab. Okay. So any of those that you might have questions about that you would like us to get any historical information or if there's a piece of property that you're thought you know I heard maybe we own this uh we'd like to go find that information for you bring that back. Uh but altogether we'd like to have a repository of district owned property and any description or leases that come along with that so that if you have a question when's our lease run out on the boys and girls club we'd like to be able to answer that. So any questions for Dr. Moon? I know y'all have been working on this and I know this has been something the board's been talking about for a while just trying to make sure we had a firm
079grasp on everything. You know, one of the things with um a board that turns over um over time and with uh you know, ad administrative teams that turn over time, sometimes you end up with agreements and deals that someone knew all about, but that person may not even live in St. Angelo anymore. And so we just trying to get it all lined out so that there's a good record for >> any future board or any future administration team that we can make sure that we keep everything. um in line. So yeah, thank you for that. All right, we're going to move forward. We have consent items. These are items that we discussed at our pre-aggenda workshops. We have consent items A through J tonight. Um so that's our minutes from our September 8th pre-agenda workshop
080or minutes from our September 18th regular board meeting. The approval of the authorized authorized list of investment training providers. C. Approval of authorized list of investment brokers and dealers. D. Consider approval of the CDA local investment policy for SASD. E. The consider approval of quarterly investment report ending August 31st. F. Consider the approval of the annual portfolio report ending August 31st. G. I guess some of these were discussed earlier this evening as well. Uh G, uh bid 25-15, maintenance, transportation, miscellaneous supplies. H bid 23-0 or 25 data cabling and audiovisisual installation. I new vehicles um and used vehicles and J purchase of yellow school buses. Are there any of those that need to be pulled from the consent agenda? Do I have a motion to approve consent items A through J? Move approval of consent
081items A through J as presented. >> So a motion from Mr. Dindle. Do I have a second? >> I'll second. And a second from Dr. Mills. Any further board comments or questions? All in favor say I. >> All against say the same. Motion passes 6. All right. Now we have um our action items. So I'm going to start with our bond construction delivery method for Fannon and is Dr. Brandon's going to do that for us at least initially. I'll just start off um just saying as we approved the board approved the list of construction delivery methods by project for everything in the bond. Um the now that KFW has walked the projects, they have an interest in changing the competitive sealed proposal on Fannon to a CM. And so Kai Frankie and Brooks Wer are
082here with us this evening uh to answer questions to the board and give them let them give the board an idea of why they feel like that change would be in the best interest of the district. Thank you all for being here. >> Uh good evening Dr. Moran and uh Dr. Kingman and board members. I'm Ka Frankie with KFW Architects and this is Brooks Sweer. Uh yes. So Fannon in and of itself uh that project uh you know the projects that are typically um you know CSP are typically projects that are kind of straightforward uh kind of have an easy beginning and end and those you can get a good competitive price for and the contractors know how to price those. Fannon in and of itself is kind of a multifphased project and there's quite
083a bit going on with some building on one side of the campus and building on the other side of the campus and coordinating all that that I think the district would be better served uh and have better value in considering a CMR delivery method for that project in lie of the CSP And um I think because of what it takes to put that kind of project together with a lot of coordination between the contractor, architect, and owner and also just the scheduling of it. They're able to do some pricing, preliminary pricing because they have that expertise. I think that would help tremendously in helping with that project in the delivery method. Brooks add to that >> only to add that you know as we're also looking at potentially uh renovating portions of of the existing
084facility that are being that's current that that's currently being occupied that adds another level of complexity and so I think having having a construction manager on board at an early stage that it that can familiarize themselves with the project and then uh help uh begin to understand how that's going to be phased, how that's going to be able to look for swings spaces uh and the like. Uh we we do think that it will provide the best value for the district. >> So since we previously approved it as a construction steel, we have to go back and reapprove it as a construction manager at risk if we're okay with that. And my understanding from what you all are saying is that this allows us to you feel like we'll get a better bids from someone
085who can look at it globally than if someone had to do a sealed bid what they would have to build into their bid initially would likely lead to a um higher bid for the district. >> Yeah, that's correct. because of probably the multifasing and the swinging of students and swing space and just scheduling that complex a project. Uh they're going to be able to do that more efficiently and and the district will be able to realize the value with that that delivery method. >> Any questions? I was just curious, is there any potential downside to switching to the the CM? >> There is occasionally, I mean, there will be uh and with the CM there will be uh uh pre-construction cost for the CM to help with preliminary pricing uh to help with that preliminary
086work that you wouldn't normally see with a CSP. Um, again though, so we may be looking at at a potentially higher price tag. We don't quite know. Uh, again though, if we're if we're looking at value, I think hands down, I think we're talking the best value for the district is going to be with the CM C approach. I'll also add uh potentially uh helps with the timeline because when you have a uh construction manager on board as soon as our drawings are stamped and ready to go, then they can submit for permitting. Uh versus if we have to wait on a on awarding a contract to a competitive propo for competitive proposal, then you have to wait for that contractor to be awarded the contract for them to submit bidding. So So it adds
087that much more time into the project where we're able to compress it. >> Otherwise, screen or >> correct >> that's correct they they really truly become a part of the team and it's a true team effort that way and I think that provides the best quality and value at the end of the day and that's what we're all after is the best project the best product for the school district >> I know you guys mentioned that uh there's some s there's some old facilities there that we might be able to touch at the same time. And with a CM CM proposal, we might be able to incorporate some inclusion of maybe some of that remodeling as we move forward into some of that older those older facilities where if we have a CSP, we're pretty
088much locked into the facilities that we're uh were bid in the in the first place. >> Correct. And I think having a CM on board early with to help us with some of that budgeting can help us figure out what the value is and where where how far that dollar is going to go and how far into the renovation of the existing facility. We can we can take that with with the dollars that are available. >> Sure. >> All right. Any other questions? >> Do I have a motion? Dr. Keman, I'd recommend revising the construction delivery method from the 2025 bond construction project referred to as package 4B, Fannon from competitive seal proposals to construction manager at risk. I have a motion from Mr. Dindle. Do I have a second? >> Second. >> Have a
089second from Mr. Gyos. Any further board comments or questions? All in favor say I. I. >> All say the same. Motion passes 60. Thanks guys for being here tonight. >> Thank you. >> All right. Next we have RFQ25-021. is the uh construction manager at risk bond 2025 for Glenn Central and Lake View and Mr. Henry is going to present that to us. >> Thank you for having me here tonight. During the June 9th, 2025 board meeting, the construction the construction delivery method was approved for each bond project. The construction manager risk delivery method was designated for the Glenn Middle School, Central High School, and Lake View High School projects. The scoring committee was assembled and reviewed all proposals. The administration is recommends approval of Lee Lewis construction for all CM projects at Glenn Middle School,
090Central High School, and Lake View High School. At this time, I'm going to bring R.J. up here, and he's going to go through some of the scoring uh to decipher some of it for you. Thank you, Jason. Mr. Henry. All right. Uh, board of trustees. Dr. Moran, I'm back. Um, I actually outlined a lot of kind of the the high u topics uh of what led to the decision. Um, in the ranking process, we did go through and and score um all of the contractors with the the committee and Lee Lewis was number one uh on every project and that was when you considered the reduced u uh price that they submitted if they got all projects. Um and then if you go back and look um before reducing the price, there was potentially uh
091one project on Lake View where another contractor um scored second. But if you took that, then you didn't get the savings on Glenn and Central. And so you would actually lose quite a bit. And the savings were were quite substantial by going with one contractor for all three projects. And I I I believe it was just over $800,000 in savings um by going with Lee Lewis versus the second ranked firm. And that's if you went with the second ranked firm on one project, which was Lake View. And then just across the board going with the second ranked firm, um I believe it was about $1.8 million in savings between Lee Lewis and the second ranked on each project. So it was was substantial. And obviously there are other factors that went into it such as,
092you know, uh their ability to perform the the work. um the previous experience with similar work um their portfolio the people that would be working on the project and their experience working on similar projects. So all that went into the scoring criterias. Um and I believe price is is about 70% of the scoring criteria and then the rest is those other factors and all of the semars had this criteria that they submitted on and and knew the the ranking procedures and that's how the committee ended up with Lee Lewis working on on each of the projects. questions for Mr. Lopez or Mr. Henry or Dr. Moran regarding this? All right. Um, do I have a motion to approve Lee Lewis Construction for all CMR projects Glen Glenn Central and Lake View? I'll make a motion
093to approve Lee Lewis construction for all CM projects at Glenn Middle School central high school and Lake View High School. >> Do I have a second? >> I'll second. >> I'm going to give it to Miss >> Ladies first. >> Get one. >> Uh, any further board comments or questions? All right. All in favor say I. >> I. All say the same. Motion passes 6. Um, next we have the bills, accounts, and fin. >> Thank you, Mr. Lopez for being here. >> Appreciate it. >> Next we have the bills, accounts, and financial statements for September 30th, 2025. Um, that's what we discussed earlier. Do I have a motion to approve? Dr. Cayman, as I mentioned earlier, that all those reports we discussed earlier can be found online at our website, SSD, uh, under tab labeled
094financial transparency. Uh, and with that, I'd move to approve the bills, accounts, and financial statements statements for September 2025. >> Second. >> I have a motion from Mr. Dindle and a second from Mr. Gagos. Any further board comments or questions? All in favor say I. >> All say the same. Motion passes 6. Next, we have Dr. self coming for our 2526 targeted improvement plans and turnaround plans. >> Awesome. Thank you, ma'am. >> Good evening, Dr. Maran, Dr. Kingman, and members of the board. Thank you so much for the opportunity to present uh the fall 2025 school improve school improvement overview for you for St. Angelo ISD. and we're going to launch right into reviewing the campuses that are currently engaged in targeted improvement and turnaround. This slide provides an overview of the campuses currently engaged
095in school improvement um across St. Angelo ISD. And we have two categories that we're looking at, which is uh targeted improvement, and I'll probably refer to those as our TIP campuses. And then we also have our turnaround plan campuses, which are our TAP campuses. Our tip campuses include Buoie, Crockett, Reagan, Lonear Middle School, and Lake View High School. These campuses are identified based on performance of specific student groups um over multiple years. And in Lake View's case, they engaged in a school improvement grant and uh writing a TIP plan was a part of the grant process. So they're not exactly identified for school improvement, but because we accepted a grant, we have to submit a tip plan for them. Our TAP campuses are Belair, Bradford, Fannon, Lincoln, Golad, and McGill. And these campuses require more
096intensive evidence-based interventions, and they must submit plans directly uh to the commissioner of education to be reviewed. Uh the submission process is a smidge different this year um as it always is. We're pivoting. Um TEA has has though generously provide a Google sheet uh to serve as a template um before we upload the uh lots of amount of information into a Qualrix survey. I don't know if any of you have experience with Qualrixs, but sometimes it is not user friendly, but at least we have a repository to work from. So, it's a copy and paste mechanism. Um, one thing I would like to note about the submission process is all of our tip plans can be submitted at the same time. TEA has allowed us for that to happen. However, the turnaround uh plans have
097to be submitted individually and again those are uh reviewed by the commissioner of education. So, next we're just going to take a a closer look at the criteria and accountability requirements that trigger a turnaround plan. These plans are mandated by the Texas Education Agency when a campus receives consecutive unacceptable ratings or fails to meet federal exit criteria. So under TEA's accountability system, campuses that receive consecutive D or F ratings for three years in a row must submit a turnaround plan. And additionally, campuses that do not meet the federal exit criteria, which is comprehensive support and improvement are also required to submit a turnaround plan. One thing I really want you to understand is that turnaround plans are not just uh compliance driven. They outline intensive evidence-based strategies to address persistent low performance. These strategies are
098designed to create sustainable, that's a very key word, sustainable, because we not only want to exit, but we want to stay out of school improvement and we want to improve outcomes for all student populations. So unlike TIPS again um who are actually reviewed by our school improvement specialist at TEA, the TAPS are reviewed by the commissioner. The TAP process ensures that campuses with the most urgent needs receive focused attention, resources, and accountability. And it also reinforces our district's commitment to equity and excellence, especially for historically underserved student populations. We're now going to take a look at the current performance data goals for our targeted improvement campuses. It's important to note that TIP campuses are identified based on the performance of specific subgroups over time. They can also be identified over uh their overall performance of
099the past two years um which outlines the rationale for their continued inclusion in the school improvement process. So looking at it, Buoie and Crockett we observed both improved from an F rating um in to a C rating um in 2425. However, in order to exit school improvement, they must maintain a C or better rating this academic year. Reagan Elementary unfortunately dropped from a C to an F, which triggered a continued uh tip requirements. Lonear Middle School has maintained a C overall rating, but remains an improvement due to underperformance in specific subgroups, particularly in the areas of special education and our economically disadvantaged students in the core content area of math. Lake View High School once again is not identified for school improvement, but we are required to submit a tip uh as a part of
100the requirements for the grant funding. So a campus is identified for targeted support and improvement which all of these campuses are with the exception of Lake View if one or more students groups consistently underperform on state accountability indicators for three consecutive years. So there are targets for subgroups that they have to meet and if those subgroups don't meet those targets for three consecutive years then you're identified for targeted school improvement. Our focus for these campuses is on student growth, which is domain 2A, which provides a more equitable measure of of school and student effectiveness. It ensures that we're recognizing and supporting schools to help students make meaningful academic progress regardless of where they come to us from and what their their starting point is. So next we're going to take a look at the core
101components that make up both the TIP and TAP plans and how they guide our improvement efforts. So as you can see we have um several components of the tip and tap. We have stakeholder engagement, student outcome goals, our school improvement strategy, which we partner with our friends at region 15 um to deliver our school improvement strategy, curriculum and instruction, capacity building milestones, which is a significant part of our tip and tap plans, as well as performance management. So, speaking of stakeholders, we're going to take a look at the feedback that we actually gathered from our families in regards to the tip and the tap. Stakeholder engagement is is very critical and it's a foundational component of our TAP and TIP components. And so, this slide summarizes the feedback that we collected um from families during
102our openhouse events this this semester. Um we actually provided our campus principles provided information about the uh school improvement process and where they were um academically to our families and then um the families were able to provide feedback via a Google survey. So we saw some emerging things that I really want to bring forward to you tonight. We saw a strong appreciation of our teachers and staff, which speaks to the dedication and relationships that are built at each of our campuses. Families did did express a desire for improved communication and more timely responses from schools. There was clear support for academic interventions and 504 accommodations, showing that families value targeted support for student learning. And some parents even suggested more time between classes and extracurriculars to help students manage transitions better. A reoccurring theme that
103we also saw was the need for stronger support for students with learning differences. And this is known as differentiation. It's probably one of the hardest skills a teacher can master. So it was really neat that the parents brought that out and made that connection. The feedback has been directly integrated into our improvement plans, particularly in the areas of communication, instructional support, and inclusive practices because it reinforces the importance of listening our to our community and using their insights to shape our strategies. We're going to take a look at some direct quotes from our parents um and see the value of their voice in this process. One parent from Belair Elementary noted that they appreciated the school's transparency and the effort to improve instruction. It makes me feel like my child's success matters. Another parent at
104Lonear Middle School, "The new curriculum and coaching support gives me hope that my child will finally get the help that they need in math." and finally a parent at Reagan Elementary. It's encouraging to see the district asking for our input and actually using it to shape the plan. So, as we move to stakeholder input to to strategic planning, I think it's very important how we show you how these plans align to not only the superintendent uh goals but also our district strategic priorities as well. When we look in the area of goal one, which is academic achievement and growth, our tip and tap plans directly address underperformance and are designed to help campuses meet federal performance targets by 2028. This includes targeted interventions. We're looking at tier 2 and tier three there. Instructional improvements through
105our HQIM and progress monitoring. When you look at goal three which is student growth on NWA map, we have emphasized again domain 2A which is student growth as a central focus. Um because our instructional strategies and interventions are designated to accelerate student progress especially for those who are who are coming to us below grade level. Um and finally goal four teacher incentive aotment expansion. The strategies embedded in our plan support teacher incentive aotment metrics by focusing on student growth and most importantly teacher effectiveness. This includes coaching, professional learning and performance management systems that help teachers meet teacher incentive aotment criteria. So this slide will will mark a transition um from stakeholder feedback and we're going to look at um alignment with district strategic goals. Now um the alignment ensures that our school improvement efforts are
106not only targeted but also reflective in our long-term vision. This isn't a short-term goal. We're in it for the long haul. Um, we want to get out and stay out because we want what's best for our teachers and growing capacity in them and we want what's best for our students. Our plans include academic interventions, focus on PLC's and instructional coaching which are all designed to increase student engagement and achievement. And by focusing on highquality instruction and responsive support, we're creating learning environments where students are more actively involved and invested. And a key word there is engagement. When we're looking at the strategic priority of culture and communication, the feedback is is huge here because it's been integrated into our strategies. It reinforces a culture of collaboration and shared ownership. We're not working in isolation with
107the community and stakeholders, but we're working with each other. These strategic priorities are not just aspirational. They're operational. They guide how we allocate resources, support campuses, and measure success. And when we align our improvement plans with these district goals and strategic priorities, we're ensuring coherence across all levels of our system. So, we're going to take a look at our turnaround campus goals because I think goal setting is uh another critical component of our plans. So we're um looking at Belair, Bradford, Fannon, and Lincoln. Specifically, our goal is to move them from an overall rating to a C this year and a B rating by 2026 and 2027. And this trajectory reflects our commitment to sustained improvement and accountability. When we look at McGill and Golad, we are targeting a C- rating um for this year
108as well and a B- rating the next school year to ensure that they exit school improvement status. And again, our our main goal and focus is around student growth, which is again aligned to teacher incentive aotment. But I think when you think about student growth, what you really need to understand is that it's a more equitable measure of school effectiveness, especially for campuses serving students who may not yet be performing at grade level. And if if you don't hear anything that I say tonight, please hear this. Student growth ensures that our accountability system reflects both progress and potential, not just proficiency. I'm going to say that one more time because it's really important. Student growth ensures that our accountability system reflects both progress and potential, not just proficiency. So when we look at our targeted
109improvement uh campuses, we look at Buouie and Crockett and again they both increased from an F to a C rating this past year, which is a significant improvement, but our goal for them is to transition them from an overall rating to a B this year and then an A by the end of 2026 and 2027. And these principles are fired up and ready to go. I'm um they wanted me to put an A uh for this year, but we we have to be uh strategic and realistic on those goals. So, uh Reagan Elementary um even though they experienced a drop from a C to an F, um they are focused on stabilizing their performance this year and getting back up to a C and looking forward to a B that following year. Lonear Middle School.
110Um they maintained a a a C rating, but we're targeting a B um this year and an A the following year. Um and Lake View as well. Um they've set goals for continued growth, but they're aiming for a B and then in the future for an A as well. And again, all of their goals are aligned and driven by student growth. and it focuses it shows that we're focused on ensuring equitable measures of student success. So now we're going to take a deeper dive into uh the curriculum and capacity building strategies of the tip plan themselves. So when we look at curriculum and instruction uh we have adopted as a district highquality instructional materials. So in K through five in the elementary level we have blue bonnet reading and math which has been um an
111excellent move. In our secondary campuses we have blue bonnet math in the area of algebra 1. So um HQIM the adoption of HQIM uh was a solid transition. We also wanted to note that our master schedules have been uh built intentionally to ensure sufficient instructional time. Um at the elementary level we have dedicated MTSS blocks for not only reading but math as well. Our professional learning communities are working nicely with the internalization process is they complement each other. Um internalization answers PLC question number one which is what do we want our students to learn? Um and that internalization process um works really smoothly with that. We have implemented also database taring protocols to differentiate support on many levels. We look at um differentiating support for principles, teachers and now even PLC's and all of our
112district and campus leaders. It's important to note that um we have engaged in researchbased instructional strategies, professional learning um from the district level all the way down to the teacher level in the areas of reading and math. That's been a huge push for us from a professional learning um aspect. We're investing in leadership development through month monthly professional learning um for our principles, assistant principles as well as our instructional coaches. We use tools like the get better faster scope and sequence waterfall document to coach teachers and meet them um at the level that they're at to provide that targeted support. We um use informal action uh step or informal walkthrough trackers, action step trackers on numerous levels. Um and I one um system that we have really honed in on this past year and we've
113we're launching this week is our ABC evidence review protocol. Those are hosted quarterly and those have been a gamecher for us and I will show you how in just a moment because it uses um a system of metrics to gauge how effective our systems are um in our campuses. So it allows us to look um campus specific for um areas that they're doing really well at and maybe opportunities for growth that we have. So now we'll look at how we monitor um and track progress. And as I noted earlier, the milestones and performance management aspect of the tip and the tap plans is very huge. Um it carries a lot of weight um in the approval process uh for the commissioner. Um so when we look at milestones um that's going to include all of
114our capacity building efforts from the district to the campus level. So those will be included in our milestone plans. And what um the expectancy is is basically to have a year overview and um break it down monthly and look at metrics and processes that we as district leaders and campus leaders will um work to achieve and hit um those milestones each month. That's how specific um we have to get with with that information. Milestones are good. they it's it's really a positive thing because they act as a system of checkpoints for us for our our tip and tap campuses but also it's just best practice and I I feel like we are ahead of the curve because we have implemented our ABC protocol process and that is exactly what it is. It's a milestone um
115progression checker. So I I feel like we are we are doing well with that. Um we're not just tracking outcomes as well. Um a lot of times we get focused on student outcomes. Um we are learning to also look at teacher outcomes. But in order to get the outcomes that you want, you have to take a look at the systems that drive the outcomes. And that's exactly what our ABC evidence review process does. So, I'm going to I I did uh include uh there are three excerpts and three key questions that are really directly tied to instruction that I wanted you to see um because this will be included in the milestone segment of these tip and tap plans. So the first critical question that you're that you're looking at right now is to what
116degree are students learning the most critical content and skills in each course and/or content area. This question alone drives our instructional alignment and helps us to ensure that what's being taught matches stu what students need to know. We um affectionately refer to that as verbing. So there is a term that we we use and it's verbing. So through this process rather than chasing outcomes we monitor the systems that produce those outcomes like our internalization processes what's going on in the quality of the PLC's on our campus and instructional delivery and we're able to put metrics to those. So um the data points that we uh discuss with campus leaders in in those quarterly meetings are connected to the strategic components of those tip and tap plans. For example, um alignment between PLC's and internalization of
117the highquality instructional materials is a key indicator of instructional coherence. This isn't a one-time check either. So this consistently happens every quarter and we it first starts at the campus level and then we together as district leaders um look at the information collectively to look for areas that we're really excelling at and areas that we need to push and support or that may drive our professional learning. So um I think that's important to note. Our strategies are not only implemented but refined based on real time evidence. So what you're looking at is the now is this second key question. To what degree are we able to tailor instruction to student and student needs? This question helps us evaluate how well our instructional practices are differentiated and aligned to student data. Tailoring instruction, which again is
118differentiation and one of the hardest skills as a teacher to hone, is especially important in campuses with diverse learning needs because you have students at one end of the spectrum to the other and everything in between. And as a teacher, you have to make sure each one of those needs are met. And that's extremely difficult. But through this process, we're able to have really deep conversations with our campus leaders who turn around and have those same conversations with teachers um especially around the area of students with disabilities, our English language language learner students and those performing below grade level. We've built in support systems like coaching um tiering protocols and MTSS blocks um to help teachers implement differentiated instruction effectively. And lastly, the key question that you're looking at is to what degree do we
119support and retain effective adults capable of meeting the academic, personal, and social needs of all students? I think one of the key words in in this key question for me is uh retain because we know that people aren't knocking down the door to become teachers anymore and it's really important that we pour into uh the people that we have and invest in them and build capacity in them to make them want to stay because that feeds into collective teacher efficacy which is the biggest impact on student achievement there is that is proven by research. Um, this question helps us evaluate the strength of our leadership development, coaching systems, and teacher support structures, and it directly ties to the capacity building section of our TIP and our TAP plans. It also is a good reflection of
120how well we're implementing our coaching tools, professional learning structures, and tiered support for our instructional staff. So as we conclude our presentation, I want to highlight the key takeaways from our tip and tap work across St. Angelo ISD. We have 11 campuses that are engaged in a tip and uh tap plan process, but each plan is customized to the campus's needs, but shares common strategic components. All plans in include stakeholder engagement, clearly defined student outcome goals, aligned instructional strategies, and performance monitoring, which is key. And also, um, just going back to our ABC evidence review meetings, we have these systems in place. We look at the data driven by the systems. Um so I think it's important that we not only as a a district leadership team look at look at that data but perhaps
121um uh at the end of every quarter we we share that with you as well. Um again because it's very important information and it's it's driven by data. It's metrics. So um those those would kind of be the areas that um would help you uh make decisions as well. Um, so tonight we're actually uh requesting board approval for these uh turnaround plans and targeted improvement plans. And this approval is a critical step in continuing our improvement efforts and meeting state and federal requirements. So do you have I'm sure you have questions. So >> uh thank you Dr. Self. I want to start with just thank you for the work that you and Dr. Gomez and the whole team has done to um get these plans in place. It's obvious that and anyone who knows what
122the district's been doing the last several years >> that although um as we talked about earlier meetings this summer and early like although a bunch of ratings came out at once there's been a lot of work with the teacher incentive aotment with the instructional materials with um professional coaches the the professional coaches how we've worked to try and actually be in place for these systems to work And uh I love the fact that we're talking about systems because that addresses every kid. And we're not we're not looking to just go, hey, Johnny's not doing good enough. And if we just get Johnny's score up, then the whole campus looks better. Like we we're looking at trying to make systems so that whoever Johnny is and whoever then, you know, the next Johnny is is ready
123to have the same support in place. Um so >> all students benefit. Yes, sir. Um, but I also want to point out that um, as a board, you know, there's a reason our superintendent goal has zero as our expectation for this. And we know that y'all are working on this. We know Dr. Moran is working on this. But, you know, we by 28 we approved for in July. July >> our board goal and superintendent goals that we want no campuses. I love the fact that we're setting goals to where we go from 11 to zero and we go from Fs to C's to B's and A's because there every kid in St. Angelo should be able to to perform and be able to do that. And we need to set the expectations that that is
124capable and we need to change the mindset that we're not capable of doing that. We are capable of doing that. Our district's capable of doing that. Our kids are capable of doing that. Um, and so, um, anyway, I just want to thank y'all for what y'all are doing to help us get there and, uh, go from there. >> Other questions or comments? >> Dr. Go ahead. >> I was going to ask you, Ray, when would all this be implemented? When would after I know we got to approve it tonight, but >> yesterday? >> When will we start? >> I know. Yesterday. >> Yes, sir. The the work actually started. >> It's already started. >> Yes, sir. It has. It's been underway. Could we I mean I guess uh cuz I I mean I would really
125like for us to keep up with this and see where we're at. So I mean maybe in a month not a month but maybe >> I think they said quarter we're going to see >> we're going to get a quarterly report >> kind of like with the map data timing would that be >> yes I believe a quarter two would align with map data because we actually had to adjust our windows so that we could have conversations with our principles around the middle ofear map administration. So, yes, sir. >> Okay, good. And then you answered a lot of questions for me that I was going to ask you and we could do later, but no, you answered a lot of them right there with with all with teachers and Yes, sir. >> implementation on it.
126So, thank you. >> Yes, sir. Teachers are very important. They're the closest to the students. >> Other questions, comments? >> I just like to echo what Dr. Kimman said about we appreciate all the work you've done on this, but some just some basic questions. Um, so you said you communicated all this with the parents at the open houses at all the campuses? >> No, sir. Just the ones engaged in school improvement. >> Okay. >> Yes, sir. >> Of of the all 11 of those campuses? >> Yes, sir. >> Okay. And the feedback there was mostly positive. >> Uh, yes sir. Um, there were opportunities for us like the notable communication, the timely communication from campuses. >> Yes sir. U and this is maybe a very naive question, but how so how do you how do
127you teach these teachers when they're always teaching students? >> Listen, we are very creative and we have great pivot foots, but um honestly it comes down to our professional learning structure. So we have targeted time to pour into our leaders. And so in our conversations and coaching with campus principles, we ask them, okay, where's the deficit? So if we look at the metrics and because every campus is different. So then we talk about PL that they could do on their campus with their teachers. So they usually have a faculty meeting once a month at least. And that's usually when you see those campus leaders um host professional learning that's targeted to that campus's needs. And then we have district days that we also um uh bring in consultants and and pour into our teachers as
128well as our leaders. It's a it's a whole district-wide process. >> Like to just comment uh and echo the importance of the teacher, but also to remind the board that the uh much of the data that is collected by the state is dependent on a handful of teachers in our district and a handful of grade levels. We want all of our teachers to do well, but as you can see, the focus is on the START tested areas and the EOCC tested areas and the performance of those kids in those classes at those grade levels on testing day. And so, um, you know, I I've never been one to play the game, and I don't think we're playing the game. what you're hearing are systems that are providing a quality education for every kid in every
129class regardless of subject area. But just remember uh that tea really is looking at a very narrow uh bit of data when it comes to performance. And so you might see uh uh not to pick on Reagan, but you saw the tremendous dip there that if you have one or two teachers that and we did at Reagan, we had a couple of teachers that there was not an a permanent long-term instructor in that class. Um uh when you have that kind of a scenario, that's what happens because you one or two teachers can absolutely uh help or hurt the the accountability rating of a of a campus, especially when it's a very small campus. >> Excellent. Thank you. I think we can all agree that the academics of these school districts is I mean the
130most important thing. That's what we're trying to do here. So preparing these kids for whatever the next step is and so we appreciate all the teachers and all the work they do. Know they're a lot of great great people and working hard out there. So we appreciate all y'all do. Thank you. >> Yes sir. >> Other board comments or questions? >> One more Dr. Self Dr. Gman appreciate the the in-depth look at this thing. I know that we talk about the similarities of all these processes, but they're the the the best thing that you can see forward moving in the processes that we're putting forward is that they drive they may be similar in nature, but they drive specifically to the areas that we need improvement by data collection. >> Yes sir. >> And not
131by well we feel good about this or we feel good about that. It's it's based on the data and we see uh if it's a uh from that we can discern where actually we're falling short be it administrative level, campus level, classroom level, you know, it gives us even though the process is similar, it gives us enough specificity to see exactly where we need improvement as we move forward in each of these processes. So, I know it's it's hard uh but but it's data driven and that's what is going to help us in our >> in our uh relationship with the TA moving forward uh and uh and just uh and uh our community too. So, because you know we are not dealing with a feeling we're dealing with a lot of hard facts and
132how we can move the needle on that. So, I appreciate your work and uh and uh look forward to uh hearing the successes. Again, uh the other the other nice thing is I hear that uh uh we're going to start seeing some quarterly reports which is going to be encouraging where we can actually fret with you for lack of a better term if we see some issues and that and that we can see uh how we as a board can help uh put necessary tools in your hands via finance or personnel or whatever it takes. So, I know this board is is dead set on having uh academic improvement uh moving forward uh and we want to make sure that we see uh every kid get the greatest education they can in SISD. >> We
133appreciate that. Thank you. >> And and real quick, Dr. Miranda, I I like what you said right there just a while ago about how the TEA looks at a very narrow which I think I think it's just the star in the and the um EOC, >> but we look at it as we're trying to improve the whole picture. You know, like like you said, we want these kids prepared and I'll be honest with you, to me, the Star and the EOC, I know they are important. I know they are, but and I'm sure every board member here thinks the same thing. STAR and EOCC, yes, they are important. However, the overall product is what we're looking at. You know, how these kids when they graduate, when they leave here, you know, like I think someone
134said a while back, someone said somewhere, I remember hearing it, they said, you know, colleges don't ask what your start, you know, college application doesn't ask what your star test was, you know. So, I want our kids to be ready, you know, yes, do great in the Star. I want them to do great in EOCC because that's what they look at, which bothers me, but rather than looking at the whole picture, the whole product of how that child is is progressing. And that's what we're looking at as well too including and so I'm glad you said that because it does it's very important star and EOCC but the most important thing is like you said that we produce kids that are going to be great for the community add stuff to our community and possibly
135come back to our community. So >> I also wanted to thank you for all of your work. I can we can all tell that there was a lot of time and um a lot of heart put into that. Um and I had kind of a mental check checklist that I was checking off as each person said something. But one of the things that I just really wanted to say that I'm really proud of is the um the additional um professional learning that you're pouring into the teachers and the leadership. Um I mean it sounds cliche but you know if unless your unless your cup is full, you can't pour into the students. And I just think giving them more um more knowledge and more um you know a bigger base to to learn from each
136other, they can give more to their students. And so that I wrote down the question um to what degree do we support and retain effective adults capable of meeting um to academic, personal and social needs of all students? And I feel like everything is important, of course, but I feel like that's kind of the key to helping the teachers do the best job. >> Absolutely. And that's actually the key question that's linked to teacher outcomes. So that's a good catch. >> Okay. >> I just want to say wonderful presentation. That was a lot of information. That was great. Thank you. No, but I do have a question. How often will you be seeking uh stakeholders input? >> So >> or feedback? So, we actually already have a process of doing that through our community-based accountability.
137Um, so we meet uh four times a year and we seek their feedback. Um, we we typically share um since this is the first year um we've done the ABC protocol, we shared one time last year and got feedback, but I I do see that as an opportunity for us um to engage and get feedback um more often. Yeah. Other questions or comments? Thank you. >> Yes. >> Um, so we actually have to do something with that though. Yes. >> Do we do I have >> do I have a motion um to approve the development and submission of the target improvement plans and turnaround plans is required under Texas a ex Texas education code chapters 39 and 39A. and sorry and authorize district administration to ensure full compliance with all state and federal school improvement
138requirements. So I since I said it, I'll I'll make the motion. It was so long. I'll take the motion. Do I have a second? >> I'll second. >> Motion for me, a second from Mr. Dindle. Um I know I just kept going. Um all right. Uh any other board comments or questions? All in favor say I. All say the same. Motion passes 6. All right. Um, Dr. Gomez, this is the We talked about this at our pre-aggenda, but this is a 4 um adjunct faculty agreement with the McCulla County. >> Yes, Dr. Kingman, Dr. Moran, and members of the board. As we previously discussed in the pre-aggenda meeting, the Texas A&M Agro Life Extension Service of West Central District 7, Mcola County requested extracurricular status of the 4 organization and approval of adjunct student members
139for the 2526 school year. We talked about it had to be where the livestock lived. Um and this would allow any sd to participate in 4 education to be considered in attendance. The adjuncts um staff are listed for your review and we also provided the additional paperwork. What's out of the ordinary is we've already approved the agreement but then we received this request due to um just the uniqueness of the situation. >> Yeah. So people who have done 4, it all is about where the livestock is. So um yes >> although the family may live here in St. Angelo the livestock doesn't live >> that's correct >> in St. Angelo they have to have the the 4 adjunct from that county. Um all right do I have a motion to approve? >> I'll make a
140motion to approve the resolution for extracurricular status of the 4 organizations and adjunct faculty agreement. >> Motion from Dr. Mills. Do I have a second? >> I'll second. >> A second from Mrs. Misel Flint. Any further board comments or questions? All in favor say I. >> I. Motion passes 5-0. Um, next we're going to do Dr. Gomez again. Uh, restrictions on outside employment by administrators, House Bill 3372. >> I think I took this for for my colleague Dr. Brandon because he had already been up here. We like to count the number of times. So, his name might have been on the paperwork, but we're we've both been discussing this. So, um, we've also previously brought this forward a couple of times. This falls under House Bill 3372, and it aims to prevent conflicts of interest
141by restricting the types of paid work that school administrators can undertake with outside entities. Under House Bill 3372, administrators, excluding superintendent and assistant superintendent can receive financial benefits from specific educational businesses if they submit a written contract to the board of trustees. This approval process ensures the contract doesn't harm the district. As Dr. Dr. Amy La Master has rejoined our team as executive director of human resources. She requests board approval to continue her work with Angelo State University in an adjunct capacity. Um the board, you've previously received the signed employment agreement uh in advance of this evening. >> Any questions for Dr. Gomez on this? So, we've done this before for other um and you know, one of the great things about being in St. Angelo is we do have a relationship with Angelo State
142and um our other stakeholders in town and as a district we need to keep leaning into that. So um I think that's great that Dr. Lam Master is going to help us do that. Um any further board questions or comments? Do I have a motion to approve? >> I'll move to approve Dr. Amy Lam Masters to continue her work in an adjunct capacity with Angela State University. >> Motion from Miss Meisel Flint. Do I have a second? >> I'll second. Second from Mr. Dindle. Um any further board comments or questions? All in favor say I. >> I. >> All say again say the same. Motion passes 6. Um consider innovative courses. Dr. Gomez. >> Yes sir. So Dr. Kingman, Dr. Moran and members of the board, this request for approval of the innovative courses is
143for the 2627 school year. It's important that we point that out. Um, we begin planning well in advance for cohorts of students. Currently, we have counselors advising. We have special program staff holding AR committee meetings. And we have to get this information out in advance or it creates additional work for staff. And so that's why it's so important that while it doesn't impact this current school year, it does impact students in our system as they are preparing for high school. Um, as you are aware, the Texas Education Agency does provide districts the opportunity to offer innovative courses that are not part of the standard state approved curriculum. We are pr proud in St. Angelo that we have several offerings and our proposal for consideration for the 2627 school year is to adapt is to add
144additional options under the health science career and technical education CTE cluster specifically kinesiology 1 and science of nursing. I provided the full course description for your review but this just provides additional opportunities for our students. It's also very important, Dr. Keeman, you just referenced community partners. We have strong partnership throughout our community and we have a growing demand from local employers for preparing students for health science careers and the addition of these courses directly impacts the need of our community. And so again, I know it's a little unusual that we're talking about courses for the 2627 school year, but we're having conversations now. >> Thank you, Dr. Gomez. Any questions for Dr. Gomez regarding this? >> Uh any I have a quick question. >> Yep. Sorry. I had a quick question. Um will these be
145um AP classes or dual credit or just regular high school classes? >> These are regular high school CTE classes. >> Awesome. Thank you. All right. Um, and will they be available at both campuses? Both high school campuses. >> They will be provided to all high school students. Location varies depending on where we are with facility space while we're undergoing bond renovations, but both high school students will have the opportunity to participate in these courses. >> Thank you. Any other questions or comments? All right. Um, do I have a motion? I'll make a motion to recommend the board of trustees approve the addition of the TEA approved innovative courses for kinesiology 1 and science of nursing for implementation beginning in the year of 2627 school year. Do I have a second? >> A second. >> So
146a motion for myself and a second from Mrs. Meiselle Flint. Any further board questions or comments? All in favor say I. I >> all going to say the same. Motion passes 6. All right. Dr. Moran of the sanctions of an educator. >> Okay. The board has received information on Melissa Watson and uh the facts have been presented to you. Mrs. Watson abandoned her employment contract and created a hardship for the campus and district. The administration recommends that the board take action in determining that good cause did not exist for Melissa Watson to abandon her employment contract. And we ask that you authorize myself to submit a written request to TEA to sanction the educator certificate for abandonment of contract. >> Any questions for Dr. Ran and this? I know we talked about it u and
147it's been presented to us, but does anyone have any questions? How long does the sanction last or is it >> It's at least a year. >> A year sanction. Okay. >> All right. Um do I have a motion? >> Dr. Cameron, Miss Melissa Watson abandoned her employment contract and created hardship for the campus and district. The administration recommends that the board take action in determining that good cause did not exist for Mrs. Watson to abandon her employment contract and authorize the superintendent to submit a written request to the Texas Education Agency to sanction the educator certificates for abandonment of contract. >> I have a motion from Mr. Dindle. Do I have a second? >> Second. >> And a second from Mr. Gagos. Any further board comments or questions? >> I have a question. Did she
148meet with you personally? >> She did not. Why is that? >> Well, uh I would rather not discuss the personnel issue publicly. If we need to convene into close session, I can brief the board on that. But I will say generally and typically if a if an employee and not specifically Miss Watson, if an employee abandons um her his or her contract and leaves without uh the proper separation, I I would not see them typically. So any other comments or questions? Um, do because I get you weren't at our we talked about a pre- agenda, so we weren't at you weren't at pre- agenda. Do you um would you like to go us to go? We need to go into executive session anyway. Would you like us to go in there so you can kind
149of be briefed on personnel right now? >> Okay. Yeah, we're going back there. >> Yeah, we'll do that. We We're going to pause for executive session. We have a motion pending and we'll come back and vote on that after executive session. >> We're going to go under >> 551074. Yeah, let's just do that one. >> All right, we are back from executive session. We took no action. We made no votes. Um before we had a motion from Mr. Dindle and a second from Mr. Gyos regarding uh the sanctions on Melissa Wat Watson. Do I have any further board comments or questions? Um all in favor say I. I again say the same. Motion passes 6. Next is bid 25-016 the demolition of Sam Houston. Mr. Henry, >> with the movement of freshmen away from the
150Oaks campus, it opened space to allow ancillary programs to be moved into the existing buildings. This allowed the special programs department to move out of Sam Houston and into this campus. This move this move left the old Sam Houston campus vacant and no longer needed. With the assistance of Kings Consultant Consulting, specifications and drawings were produced to abate and demo the entire Sam Houston campus. Bids were opened and five contractors submitted quality bids for this work. Bids were reviewed and scored and Reese Albert Trucking of St. Angelo and AML Environmental received the highest scores. The administration recommends approval of Reese Albert Trucking to demo the building and AML Environmental for the abatement of Sam Houston Elementary. Total cost for all demo and abatement is $316,460 which includes a $40,000 contingency. Are there any questions? >>
151Questions for Mr. Henry? >> Yes. So, we put this off for a month, right? just to see if there was any interest. Was there any interest? And I don't know how the the district relayed that we were, you know, opening it up for the public cuz I know I did it personally and I myself got feedback. Um so I'm just wondering if there was >> Yeah, we had a couple of citizens call us um and just express interest if it were for sale. Uh the district as a as a corporate body did not put the property up for sale or advertise it for sale uh because there are guidelines for us to follow if we choose to do that. If the board chooses to make a property available for sale, I think everybody got the
152policy. Uh we have to first uh offer it to a charter school in our district um for first right of refusal. They can make an offer. the board can choose to accept that offer or not. Then um if we choose not to accept it, then we have to advertise it twice in the paper. U we have to wait 14 days and then we have to do the competitive sealed bid process and then decide if we want to accept a bid. So really u the there's a process to sell property as a board. we we hadn't taken that taken that position. We hadn't pursued that option. Uh at the last meeting in September, it was on the agenda to be considered for demo. We paused to see if anyone would express interest. We had a couple
153that did if in fact it became available for sale. So that's kind of where we're at. Other questions? Okay. So, >> well, let me ask Jason one thing on when they do do the demolition on it. They will take the whole building down the fencing, all that asphalt stuff that's there was an old parking lot apparently and playground equipment. Everything gets stripped from there. And then what they'll do is they put fresh top soil on there and that way it's a raw piece of propert. >> There will be some asphalt and uh left, but the m all of the building will come down. All of the footers will come out. All of that will be leveled off. The basketball goals will come down. Uh we chose to leave the the perimeter fencing up just to
154keep people from coming through there. Uh all of the playground equipment will come out. It will end up being just a blank slate for anybody who would like >> parking lot >> probably. And the basketball court. Yep. >> They can for a price they will pull out. >> Mr. Make sure your mic's on. They're not here. >> Mic wasn't on. Sorry about that, Jack. My apologies. But yeah, that's what I was wondering. How much, you know, to the extent of what are they going to do? So, so just they'll they'll take the building down, leave the fencing up and basketball goals and just leave the cement and the asphalt. >> Yes. >> And that's it. Okay. Thank you. >> And so, Mr. Cart, it's for I think the this doesn't prevent us from being able
155to sell this property if we want to sell it. It um it just depends on if we want to sell it. If we were to ever sell it, would we want to sell it as the existing piece of property, we'd want to clear that property and then decide to sell it or do something else with it? Um if we decide if the board tonight voted not to um demolish it, then we I think that was when the board would then have to take action to either list it for sale as its current status or if we took action tonight, then we would have to take action again to list it for to officially list it for sale at in its >> current >> in a new condition if it had if it was demolished. And
156I might add, uh, we've had conversation with the city about properties. Um, we have some property, well, you saw some property tonight that is vacant that we own. And there's a process called infilling that the city would come in if we went into an agreement with the city that that this is what we wanted to do with the city. they would come in and provide water and sewer and provide the infrastructure so that it could be sold as a develop a de uh for to a developer for homes and things like that. So, uh as we as a board make decisions in the in the coming months and years on properties, that's something else to think about is that the city has the ability to do that if if we want to work with them
157to do so. So, other board questions or comments before we and of course I think we discussed the history of a vacant building. I'm talking about the one over the old Travis building. Can you hear me, Jack? Want to make sure. But the um I think you know I was sitting there looking at stuff and and um you know I know I think that if we were to leave that there my biggest fear would have been that someone would buy it and leave it like they did Travis. And to me I just thought that's not fair to a neighborhood because it's not fair to them over here. I mean, it's just been sitting there and I drove by it the other day and weeds everywhere, broken windows everywhere, and you're just going, why don't we
158just, you know, do that? Um, another thing is, you know, if later on later on if we do sell that whole piece of raw property, you know, with the asphalt and the cement on there, um, you know, I think it would generate uh tax revenue if I mean, you can put if you I mean, I don't know if you driven by that property that that's about at least you can put five to 10 houses on that on that piece of property if a developer bought it. or you could put a a store, you know, someone, you know, cuz it's right off of a main thoroughfare. So, there's a lot of potential if someone were to buy it that way. And I think, you know, it would benefit the county, the district, and the city when
159I talk about tax revenue, you know, to have either five different buildings there or one big building there more than it would if you were just not generating any money with an old building sitting there that someone buys and doesn't do anything with it. So, those are just my comments. That's that's what I think. I think we have a better chance of doing something with it without the buyers having to go through all that. >> I agree with you that there's tons of potential for it. That's number one. >> Two, you're you're >> basing your comments off of something in the past that happened one time with Travis Elementary. So, what if that doesn't happen here? Second of all, per one second. Yeah. Go ahead. Per our last conversation, please correct me. Correct me if
160I'm wrong. We said if there was any public interest in it that we would move forward with our side of things and go ahead and put it out there for sale for the you know for the public to to offer to bid. That's what we talked about. >> I don't believe there was ever a motion to do that. Mr. So I mean I mean like there's no >> you would have to make a motion to do that if you wanted if so if this motion failed >> then there could be a motion to do that but that would the way it has to work is we'd have someone would have to make a motion to do that. >> Okay. But our conversation did include that correct that if there was public interest >> we would
161explore public interest. Yeah. >> Okay. Okay. And there was public interest. >> There was no legitimate offer given is my understanding. >> My understanding is a public >> made for have a vote and that's we'll decide. >> Okay. No, no. I'm just expressing what what happened so everybody's on the same page. The people who um reached out to me and I through email and I directed them to the proper men. They came back and said um they wanted to make offers, but they were told we're not taking offers right now. We're just wanting to see if there's any public interest. And that's where that stopped. >> So if the board decides to table this again and make public I mean it so we decided to hold it for a month and see public interest. I
162don't think that there was ever a decision made by the board. There wasn't because there's no vote to um take it all. It was to table for a month. So, we're following the protocol of tableabling for a month. It's now on the agenda. There will be a vote and then depending on the result of that vote, then the next that I mean then the next step would have to happen. But all we did was vote to table the item for a month till the next meeting. So then it's about getting building consensus. So, like if if as a board we build consensus to um table it or do another vote to possibly sell property. That's absolutely an option like that. But it's also an option to vote on it this evening and go from there.
163>> Dr. Dr. Keeman, um I would say I spoke to two individuals. One asked if it had a gymnasium and I said no. And they said, "Well, then I'm not interested." And I spoke to another individual that said, "Well, I could give you $25 for it and you wouldn't have to spend the money to tear it down." But said, "I'm not making an offer. I'm just saying if I gave you $25, you wouldn't have to tear it down." And that was the only two people that I talked to. >> Yeah. My my my thoughts are similar to Mr. Gigos. I I think we we do owe it to the community to do what's right with a property. I I think the value to most people, maybe not every single person, but to most people, the
164property is more valuable and more desirable as an empty lot and as raw land, which could become a a value valuable business or houses or whatever. But I think it's it's financially going to be better for the district and potentially better for the city as a whole as raw land. That's that's my opinion. But >> have you gone to see it in person? >> I mean I've driven past. I've never been inside it. >> Okay. I have gone in person inside and it's very wellkept. It's a they're good buildings. So I can say that technically that that's not an accurate statement that it's worth more, you know, being demoed. >> opinion, right? But I saw it in person. It's in really good shape. >> I just don't think that the there are a lot of
165people out there looking for old schools. >> We haven't put it out there. How do we know? >> so we're going to put ask for a motion in a second >> and we'll see what happens. >> So, do I have a motion? >> What I just want to make one last comment. I think we owe it to the taxpayers of St. Angelo to save them the $316,000 to demo this building before we at least put it out to the public, have the opportunity to put place it for sale before we spend the 316,000 plus to demo it. I think we owe that to to the taxpayers. >> All right. Um, as I said, we'll take a motion and a then if there is a second, we'll take a second and we'll go from there. Do
166I have a motion to approve the demolition of Sam Houston? I'll >> make a motion of approval for Reese Albert Trucking and Demo the building AML Environmental for the abatement of Sam Houston Elementary. Total cost for all demo and all abatement is 316,460 which includes 40,000 contingency. >> And do I have a second? >> I'll second. I have a motion from Mr. Gyos and a second from Dr. Mills. Do I have any further board comments or questions? I I just wanted to say um Miss Cardinus, I understand um not wanting to um not wanting to make a decision now based on something in the past. I totally I understand your point, but um I also um that uh what is it that that saying that fool me once, shame on you, fool me twice, shame
167on me. And I just I I'm afraid that that if we if we did the same thing and expected a different result, we might we might look foolish in the community. And that to me, that's why um I think I'm planning to vote yes to demolish it. >> I get it. Trust me, I get it. >> But have you seen the building inside? >> Do you agree that it's in decent shape? >> Actually, more than decent. >> Um I would say that um the um what you see looks fine. Um, I'm only going by what we're being told that the roof has issues and that structurally there are issues, but I mean, yes, cosmetically it looks great. It has been kept up inside, >> but I haven't. >> And to me, $316,000 is a lot
168of money to demo it. We're demoing Santo. We're demoing Austin. We're going to demo Sam Houston. And from what I've been told, there's a lot of schools up next. That's a lot of money to demo. What's the rush? >> Could we not recoup that by selling the land? Not for that amount of money. >> Do you know that? >> No, I don't. But anything that we sell it for, you know, within reason, it has to be reasonable. You're saving $316,000 plus. >> You might not. If we sell it for that, we don't know. >> So, you're willing to demo it without even putting it out on the market >> for Yes. I >> I >> Okay. Any other board comments or questions? >> All in favor say I. >> I. >> All say the same.
169>> Motion passes 51. All right. Next we have approval of new library book titles for the 2526 school year. The um so this is under my name. So, and under the new state bill 13, we have posted all titles of library books uh I think on September 19th for um for an October purchase. There'll be more if you go to our website, there'll be more on our website now for a November purchase. Um and then those have been given to the board and they have had at least a month of time for community members to um review uh the process. There are I I I know middle school or elementary school alone was 28 pages. So I I don't remember exactly how many pages everything was, but I I just want to say I appreciate
170our the work our librarians have done to meet the criteria of all these things and for our community members just to know that it is online. Obviously I haven't read every title on this list. Um, but we have a process in place if if something we've actually had a process in place before state bill or Senate Bill 13. Um, that if a title um if a family is opposed to a title that we have an alternative if it's an assigned reading and we have uh a way to challenge books within our district as well. um so that make sure that we are uh working to provide books to our students that meet the expectations of our community. Uh so this has been a lot of work. So thank you and um I know that um
171that you know now we have to vote on this publicly in order to get u the approval so that our kids can get the books into the library so we can read it. So, um, with that, I'm going to make a motion to approve the proposed list of new library book titles for inclusion of the SASD library for the 2526 school year. Any um, do I have a second? >> Second. >> I have a second from Mr. Gyos. Any um, further board comments or questions? Dr. came and I know our library staff has spent significant hours vetting uh the literature and all of these titles as we move forward. So, thanks to those uh those dedicated individuals uh making the the move to get all of that stuff done in time for us to vote
172on this issue actually. >> And I'd like to just recognize that Miss Hog is in the audience. She has been faithful this evening through it all. But, uh, Miss Hog, I want to publicly say to you, thank you for the work that you and your staff have done. Um, it's it's been cumbersome to say the least, uh, what the state has have placed on us, but your leadership has made the difference. Thank you very much. >> All right. So, we have a motion for myself and a second from Mr. Gagos. Any further board comments or questions? All in favor say I. >> All against say the same. Motion passes 60. announcements. We have >> Dr. Kingman, really quick. I'm sorry. Can um I want to second all the um accolades for Miss Hog and her
173patience and leadership during this time. The number of hours it's added on our staff um has really added to already very full plates. Um but to update you, you will also get this in Friday facts. As of Friday, October 17th, the book lists, the three lists by elementary, middle, and high school were posted on our district library services web page for community review so that you have the information for the November 17th board meeting. Also, it's important to note that um the district received no responses to the library materials for the month of September. We would have shared those with you in advance. And lastly, it's important to note um that no request for the circulation email from parents has been received. Thank you, Dr. Gomez. So again, thank you. We'll we'll if we if
174we make you come again, we'll try and put library books at the beginning. It's my promise. Okay, I promise. Okay. Um announcements, finance and pre-agenda workshop, November 10th. Regular board meeting November 17th. Um there's a bond oversight committee. schedule it everyone's page. Um just remember we can't have a quorum at that. And then with that we are adjourned.