San Angelo ISD School Board Meeting - July 21, 2025

001Good evening and welcome. My name is Taylor Kingman and as president of the SISD board of trustees, I would like to welcome all of you who are present at tonight's regular board meeting. I'll 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-aggenda board workshop. As members of the SASD Board of Trustees, we are here to set goals,

002listen to reports from our superintendent, approve budgets, contracts, and personnel appointments, and to make policy for the district. Please keep in mind that our meeting is a meeting 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. Please provide your name and contact information and the specific topic you wish to address on a public comment form located at the back of the room. Please listen carefully and comply with the following rules so 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 on the form you filled out. 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. If you have a pending grievance, please remember you should not speak about that during public comment as it affects the grievance process. Also, please understand if you speak to us on an item not on our action agenda

004that 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, these proceedings are recorded and will become part of SASD's permanent legal record. In order that the recording will adequately reflect the proceedings, I ask that you please refrain from talking while others are speaking. I also ask, as I remind my f fellow board members, to please turn off or silence your cell phones. Again, thank you for being here and for your support of SASD. Um, we do have a quorum this evening. U, Mrs. Cardinas is in route, so she'll be here just momentarily. Um, but with that, I'll call the meeting to order, and we're going to start with our invocation, and uh, Re Pastor Jim Noble at

005from the Midex Conference of the Global Methodist Church is going to help us with that tonight. >> Thank you. Let's pray. Lord, I thank you for these servants. All of those who are here volunteer on a volunteer basis. Uh concerned citizens, interested citizens, and of course the board members who I know most or all of them work uh serious jobs on the outside. And boy, do they work. And yet they give time to our community's children, including my child. Um and I'm so thankful for that because it is a sacrifice of time and they could be doing many other things. Um, and I thank you. Just uh pray for whatever concerns they're carrying for their families that aren't uh here with them. We continue to pray and lift up the people on the north side

006of St. Angelo particularly and across our state who have survived a catastrophic flood and those efforts are still in the initial phases and we pray for all of those impacted as this board and this community builds the next phase of facilities for our community and the public school system. Give these folks your eyes, Lord, your ears, your heart, your head, your pens, and your gavvels to build the very best possible thing for St. Angelo students. And I ask all of this, we ask this in the name of our Lord and Savior Jesus Christ. And we say, amen. Thank you. All right. It's summertime, so we don't have students to uh help us with the pledges. So, if everyone would stand and uh face the flags, I'll lead us in the pledge of allegiance to the

007United States and Texas. With liberty and justice for all. All right, we have several recognitions this evening. Um, our first is going to be recognition of the Sangelo ISD department and their staff for the response during the recent flood emergency and Shannon Schwarz is going to help us with that recognition. >> Good evening. If I could go ahead and get all of our maintenance workers and transportation workers who are here tonight to go ahead and stand over here, that would be great. So, we're going to start with our transportation team first. Um, we just want to take a moment tonight to recognize and thank some of the unsung heroes of St. Angelo ISD. our transportation and maintenance teams for their swift, selfless, and tireless response to the historic flooding that impacted our community on the

0084th of July. When the call came in the early morning that families needed help evacuating their homes, our transportation department stepped in without hesitation. They quickly mobilized and ran two buses to support emergency evacuation efforts with one bus standing by for over six hours, ready to respond at a moment's notice. Their calm demeanor under pressure and willingness to serve our community in a time of need reflected the very best of who we are. So at this time we want to thank Mr. Lee Livingston. If you want to go ahead and come up to the middle. Otis McKenna, Scott Manaka, and Diana Alvarado. And we want to thank these individuals for the role that they played in the emergency efforts and for always putting people first. Um, so let's give these guys a round of applause,

009please. >> Okay, thank y'all. [Applause] At the same time, our maintenance team jumped into action, working behind the scenes, but playing an absolutely critical role. They moved quickly, going room by room in every one of our schools to assess damage, and ensure that our facilities remain safe for students and staff. They've worked tirelessly over the last several days and weeks to remove water, clean up damage, and make sure that our schools are ready to welcome our students and staff into safe and clean learning environments. So, please join me in recognizing the fellow team members for their extraordinary efforts. Mr. Tony Kennedy, [Applause] Estella Aosta, Mr. David Quayar, [Applause] Mr. Pete Cardinas, [Applause] Miss Roie Raina, [Applause] Mr. Fidel Luna, [Applause] Mr. Scott Goodwin, Mr. Trey Harris, Mr. Mr. Daniel James, Mr. Alfred Mendoza, Mr. Mario

010Martinez, Mr. Carlos Santa Anna, Mr. David Tan Tanguma, sorry, Mr. Marty Pedrick, and AJ Turner, who couldn't be here tonight. Jasmine >> and Jasmine Cardinz. Yes. [Applause] Thank you. >> All right, Mr. Short's going to help us with our next recognition, and that's of Central High School speech and debate team. >> Yes, I'm going to get really comfy up here tonight. So, next we're proud to recognize an incredibly talented and hardworking group of students from the Central High School speech and debate team. A team that has had an outstanding 20242 season at both the state and national level under the direction of coach Kobe Evers. We'll give them a moment to get up here. These incredible students have competed in highly competitive tournaments across Texas and the nation, representing St. Angel with excellence, finesse, and

011skill. Please help us recognize the following students who qualified and competed at the state and national tournaments. Several of these students earned top finishes, competing against more than 400 entries in each event. Gracie Boswell, Eric Castler, Tate, Aiden Cole, Cooper Collier, Connley Carter, Canon Deanda, Reagan Gelling, Elizabeth Havens, who placed fourth in the nation in spoken word. Honor Hernandez, Sam Kirkindall, Andre Landeros, Trey Luso, who placed six in spoken word and poetry at nationals, Sydney Mcrumman, Gage McGuffin, Mac. Mitchell, Vivian Fluger, Sophie Scott with who Elizabeth placed third in the state in duet acting. Mallerie Taylor, Micah Taylor, Bana Trevino, Elias Tumire, Akos Bukot who placed third in extterraneous extemporaneous commentary, and Amriita Vukoti. These results speak to their incredible dedication and their powerful voice as young communicators and leaders. We also want to celebrate

012the coaches and educators behind them for their guidance, their mentorship, and belief in these students. Congratulations to the Central High School speech and debate team. We're very proud of you and thank you for representing St. Angel so well. So, we'll make two rows so that we can get a good group picture. >> Yeah. Yes. >> And parents, if y'all want to take pictures, y'all can as well. >> Y'all stand there for your parents. There it is. >> He was driving the train. Okay, hold on. [Applause] Happy. >> There we go. Congrats, guys. It's so awesome. Congratulations. Congrats. Oh, I love that purple. It's so pretty. Congratulations. Congrats. Congratulations. >> Your face is going to start hurting from all the smiling. >> All right, Mrs. Schwarz, you're going to help us with our next recognition as

013well, and that's for student success at UIL state championships. >> Yes, this is my last one for tonight. So, we just get to keep the good things coming. It's one of the best nights ever. So, we're also very proud to recognize two exceptional students from Central High School who represented St. Angelo ISD at the highest level of academic competition in the state of Texas, the UIL 6A academic state meet. Please join me in congratulating Mr. Sam Kirkindall, who earned first place in informative speaking, making him a state champion in the highly competitive category. Sam is coached by Mr. Kobe Evers. [Applause] We also get to recognize Akos Vukot who earned second place in spelling, showcasing incredible focus, pension, and academic strength. Akos is coached by Mr. Kevin Mcbaden. [Applause] Hang on, my dear. [Music] Next,

014Mrs. Child's going to help us with recognition of to the media honor role. >> Yes, sir. Dr. Kingman, Dr. Moran and members of the board. The annual Texas Association of School Boards TASBY media honoral is an opportunity to recognize our media partners for their dedicated service to our students, their families, our stakeholders, and the school district. At St. Angelo ISD, we deeply value the strong and collaborative relationship that we share with our local media. Keeping our community informed is essential to building trust and transparency. And our media partners play a key role in helping us achieve that. Through accurate and consistent coverage, they help communicate timely district related information while also amplifying the many positive stories that deserve to be told. Whether it's highlighting the accomplishments of a student group, celebrating academic or athletic success,

015or shining a light on the daily dedication of our teachers and staff, their coverage helps foster a well-informed and proud community. Recognizing the achievements of our students is powerful. It not only uplifts the student and their family, but it also reinforces a culture of excellence across the district. We're grateful to our media partners for their continued commitment to sharing these stories with integrity and care. This evening, we are honored to recognize several members of the local media who have shown outstanding support for Snagelist D over the past year. These individuals exemplify the vital role journalism plays in shaping public perception and supporting public education, a responsibility they carry with professionalism and purpose. At this time, we invite all of our honores in attendance to come forward as I call your name, accept your certificate, and

016join Dr. Moran for a group photo. Shay Harris, Concho Sports Network, RSLi Gutierrez, Conexion St. Angelo Foster Communications, Fred Keyi, Rick Mantooth, Rick Andrews, Alma Ve, and AJ Long. Ethan Purcell, Fox West, Texas. Sean Humphrey, Fox West, Texas. Kayla Magcguire, KLST and KAN. Carolyn Miller with St. Angelo Family Magazine. Lucas Banda with St. Angelo Life. And Paul Harris with St. Angelo Life. Please join us in congratulating our 2025 TASBY media honoral recipients recipients and in thanking them for their service to our schools, our students, and the St. Angelo community. Congratulations [Applause] Thank you so much. All right. Next, we're going to move to item five, which is public comments. And first is Miss Ginger Moore regarding State Board of Education and math. Good evening. I'd first like to thank the board for passing Blue Bonnet

017curriculum. That was my paper, pencil, and cursive. Now I'm on math. We were supposed to have a a Zoom meeting on math with the TEA this week and they canled. But I wanted everyone to know that you can still go online and you can go to the Texas State Board of Education, Texas Gov, and you can testify in writing on Tuesday and Wednesday of this week about the um the process math that we have in our schools. Because the problem with this is that it's from the TEICSS. The teaks have the math. So you cannot change the teaks. And if you have the the bottom the foundation is wrong, the rest will be wrong. So you need to go on there. I'm going to write a paper tonight and send it in. But uh you

018need to write something about the process math. We need to go back to traditional math. The traditional math is the math that we learned and we can do in our heads. The process math is common core math. And I told that to Governor Abbott years ago and I was supposed to meet with his team at the Department of Education and they canled on me last minute in Austin. But the the math is not what our children need. Our children don't like it. Parents can't understand it. And I have a second grade video from the TEA from about eight years ago that showed how to do this process math and I can't do it. and I sent it to the state board of education and I never got a response as to whether or not they

019could do it. It is not right for our children to try to learn this math when they are not equipped at two at second grade to learn it. I can't do it. I have a masters and I can't do this math. So, I'm fighting for the math this time and I'm hoping that you will go online to the state board of education and let's see. Uh, you can go to testimony at state board of education s sp s sp s sp s sp s sp s sp s sp s sp s sp s sp s sp s sp s sp s sp s sp s sp s sp s sp s sp s sp sbe.ex.gov and and they will they'll take your testimony um also um on Tuesday and closes on Wednesday afternoon. So, um,

020I am very upset. This has been there since 2013. I have not been able to get it done. I talked to Marty Rowley, who was our state board of education rep years ago, and I got the reply back that the uh, University of Texas said it was okay. Yeah, that was their reply. So, I'm saying that our kids do not like it. I was in a restaurant and I was talking with somebody about our takes for math and the parent cried that was the waitress. She said, "I can't understand this. I cannot do this math." So, I think we can have some leeway maybe um on on the math with the TESS the way they are. But currently that if the TEIKS are not changed, the math will not be changed. So, we need to

021start at the basics for our children. and thank you for your service and and we we really do. Oh, thank you. >> Thank you, Mrs. Moore. >> Next, we have Judson Matwalk regarding Senate Bill 401. >> Jessica, will you help him get the microphone and maybe just let him stand beside? Let him stand beside before we can see him. Let's have you stand right over here, buddy. >> Thank you, Jessica. >> Good. >> Hi, my name is Judson Matlock. I am 7 years old. Please pass this rule so my brother can play soccer and one day I can too. Thank you. >> Thank you, Mr. Matwalk. Next we have Melissa Matlock regarding Senate Bill 401. Hi, my name is Melissa Matlock and I've been in St. Angelo for over 41 years now. In my mind,

022I'm not 41, so I'm much younger, but here we are 41 years later. I've had the opportunity to homeschool our four children, my husband and I, and we've always been heavily involved in our community, be it at church or volunteer work or sports. In regards to SB 401, you as schoolboard members have a choice to help dreams come true for our kids and other kids in our community. My hope is that you will have the answer that will help bridge the gap between qualified homeschool kids to have the opportunity to try out for extracurricular activities within SISD. and I hope that your decision comes before it's too late for our oldest son, which would be this year. Um, he has a big uh desire to play and just try out for the soccer team. I

023want to remind you that there is value in our kids being able to participate in sports and extracurricular activities. Being a part of team helps create leaders in our community. It helps them for their future. I also want to remind you that I am a taxpayer just like every other public kid parent in regards to opting into the SP 401. It creates fairness within our community. It gives our opportunity kids to try out for UIL regardless of where their education is coming from. I do believe uh there needs to be standards set in place by SASD policies, qualifying marks for homeschool kids to meet in order to justify and to try out just as public kids are also held to those standards of filling out registration forms, passing grades, being tested for drugs, all those

024things. Um we fully support accountability. My husband and I are willing to share previous policies to be a part and work closely alongside whoever is able to be um making like the policies and all those things that just run smoothly. So many previous states over 35ish I think 35 have also passed um similar SB41 laws. Um, back in 1996 is where Tim Tibo law started in Florida. And um, now I checked on it. All 67 school districts in Florida also allow homeschool kids to participate today. So I urge you not to let the unknown of whatifs get in the way of um, building a bridge for our community, for kids, for the future of St. Angelo. And I believe that it's um, this will not only benefit each student that tries out, but it'll benefit

025SASD as well. Um, it's about our kids having a chance to grow, belong, and lead here in St. Angelo. Thank you for your time. Thank you, Mrs. Matlock. Next, we have Piper Matlock. Hi, my name is Piper Metlock. I'm 12 years old and the sports I've done in my life are softball, soccer, ballet, and gymnastics. I also love to play the piano, ukulele, and I enjoy singing. It would mean a lot to me to participate in sports with my friends in public school. Thank you for your Thank you for the opportunity. >> Thank you, Mrs. Matwalk. Next, we have Miss Sparrow Matwalk. Hi, my name is Sparrow Matlock and I am 10 years old. So far in life, I have tried softball, soccer, gymnastics, and basketball. I also like to sing and play the piano.

026I really enjoy painting and art. If I were able to do things with my friends at school, it would be fun and make my art happy. Please pass a rule for homeschool kids to play sports public school kids. Thank you for your time. Thank you, Miss Matwalk. Um, next we have Jericho Matlock. Hello. For those of you who don't know me, uh, my name is Jericho Matlock. I'm 15 years old and I'm going into the ninth grade. Um, I fell in soccer I fell in love with soccer when I was 5 years old and I've played it ever since. In fact, this past weekend I had the opportunity uh to go play in the All-American in Round Rock, Texas. And uh getting nominated to play there meant so much to me uh just like getting

027to play sports for SISD would. Being able to participate in the UIL events would mean a lot not just to me but all the homeschool students in St. Angelo. Homeschoolers should be allowed to participate in UIL events because they still live because they are still Texas students and should have equal access to extracurricular activities. UIL programs are paid by public tax dollars that includes homeschool and public public school parents. Um these dollars contribute to the school funding including extracurricular activities. Being able to participate should not be limited to where a student learns. and I'm learning at home and my friends are learning at school. But when we participate in extracurricular activities together, it creates unity in our community. So letting us join would show that SCIC cares about all students. Thank you for your time.

028>> Thank you, Mr. Matlock. Next, we have Chris Matlockwalk. Well, if I had any more matlocks, I'd have brought them. But to the board administration, thank you again for this opportunity to share our concerns with each of you. I've met with a few of you individually before this, and again, thank you for your time serving our community. Last week, I mentioned many of the ins and outs of SB 401. Tonight, I want to stress the opportunities that allowing this rule could provide. First, the school district will get $1,500 per activity that each student participates in. For an activity like band, which has the capacity to support inclusion of many additional students if just 30 students from the 9th through 12th grade were to sign up and be chosen, that could mean an additional $45,000 of

029funding that SISD would receive. The band would be larger and also louder, which makes it even more impressive than it already is. Plus, the incremental cost of adding 30 students to the band is minimal as the policy for homeschool participation could require a fee that the for the uniform if necessary. In saying this, the point is that the monetary disadvantages are negated by the details in the law and by the policy SISD would adopt and get to make their self. Second, this would give many more students in the school district the opportunity to the same programs as their peers, regardless of where they receive their curriculum from. The UIL is an extracurricular activity organization. These activities are in addition to the academic education that the district provides because we all pay the same school property

030taxes. This formally aligns money paid with money spent and allows our families to incorporate these district activities into our curriculum. This also serves as a bridge to the district and I do fully believe that this will likely lead to enrollment by some high school students in the future. Third, the school district is here to provide and serve all students that live in the district. Just because these students do not currently attend your schools for their academic needs, that does not mean that they are not your students, too. SISD is a front runner in pushing forward with new technology and opportunities when they are presented. And I challenge the district to be a leader in this space, too. Your local Texas congressman voted yes to SB 401, and it was overwhelmingly voted in favor of during

031the 89th legislative session. 104 yeses to 35 nos in the House and 25 yeses to six nos in the Senate. And listening to the committee hearings and the floor sessions, it was obvious that the majority of the Texas legislature views all students in their state as students who deserve access to the UIL activity system. I understand the concern that enrolled students might lose opportunities to those who are homeschooled, but it's disheartening to think that this fear is leading to missed chances for students like my son. By choosing to adopt SB 401, you're giving opportunities that could truly benefit them and potentially their enrolled peers. Please do not let the fear of the unknown, the fear of the whatif, or the fact that nobody within the district has had to deal with this situation before be

032the reasons that SSD chooses not to participate. I will leave you with an inspirational quote from Dell Carnegie. Take a chance. All life is a chance. The man who goes farthest is generally the one who is willing to do and dare. Thank you for your time. [Applause] Thank you, Mr. Matlock. Next, we have Mr. Virgil Pacetti regarding demolition and leadership. Hello, my name is Virgil Pacetti, concerned father. Uh, I see on the agenda tonight that you have the demolition of Saninto and Austin on there. Um, I'd like to say that we could have saved Sanento and we've still never come out and said it wasn't the earthquake, even though we know it wasn't. But what amazes me is that for years we knew there was a problem and didn't do anything. But we can demolish

033it in this amount of time. The reason it concerns me is that campus has a long history of ants, rats, termites, cats, bats, everything you can see. I've put it out there before. you're going to tear it down while you're running kindergarten or prek right next to it. And also right in the middle of a flood zone and across the street from a super fun site. And have any of y'all been to the dump? Cuz if you weren't impacted by the flood, you wouldn't know. But the last time I went, you couldn't even hardly get in. And now you're going to be taking up that precious area that we need to recover from the flood because you want to demolish it now. So please, when you consider this, consider what is that dust going to

034do to those kids that are right there? You're renting that. You're taking day elementary kids and putting them there. You know that's got lead base paint in it. You know there's a super fun site across the street. So when you disturb that that soil, there's a chance. And you know there's all those insects there that y'all been fighting for years. And now hopefully you won't do that during school. And hopefully you won't do it in the middle of a flood recovery. So I just hope that you're not excited to tear something down because at least you can show you did something on time, but rather look at the community and say, "Is that what's best to do today?" So please consider that. Those kids deserve better than that. They don't need to breed that stuff,

035guys. They don't need to get attacked by all the ants and the rats and the termites that you're going to disturb. And those people that live around there that are still in shock because their house is flooded, they don't need the street shut down, and they don't need the dump congested because you want to tear it down today. Leadership, 80 professionals short, 30 pair of professionals short, 38 maintenance and mechanics short, and that's on top of 30 or 40 positions that we took away. I haven't seen anything on your website about this. You're about to flood our school with a bunch of uncertified permanent subs and you haven't told any of the parents about it. We have one of the highest paid superintendents in the state of Texas and I haven't seen him bring a

036suit. I haven't seen him bring a coach. I haven't seen him bring anybody. I've seen him run a bunch off. Hadn't seen him bring any in. You need to look at this. you're in an HR crisis right now and nobody out here knows about it. Please let us know what's going on and if you're going to be able to fill those seats. Thank you, Mr. Petti. Next, we're going to move to item six, and we're going to start with Dr. Brandon regarding a update on the sale of the 2025 bonds. Dr. Keeman, Dr. Moren, members of the board, just a quick update, a non- action item, just an update on the bond 2025, the sale of the bond. Um, give you an idea of uh one of the things we were invited to see the

037actual bond sale on the day on the day of the sale. And this is just an example of the screen. As you can see, different investors uh from different areas uh as the bond is spread out over year 1 through year 30 and where those sales happen first. Uh this was at about 40%. Uh the the bonds selling out in the latter years first 27 28 all the way through 30. Uh this is a look at an idea of what industries um were purchasing uh institutional money managers, bond fund, insurance, uh bank portfolios across the board. You're able to identify and keep track of uh those sales as they happen. Uh this was right toward the end where you see at 99% uh and then also by um our underwriters uh Piper Sandler uh Samco

038uh B FHN and Frost Bank. Uh you can see where those uh where they came in on that bottom right hand corner. And so for the parameters uh set by the board uh before the sale, make sure that the uh max principle principal issued uh was not over 397 million. True interest cost not over 5.75% and then not passed a final maturity date of uh February of 55 in that 30-year note. And then you can see that the actual came in at a sale of 385 just over 385 million at 4.8 just over 4.8% and then the same date uh on the sale of the bonds. Now to kind of clear up uh certainly it's like well if we had 397 why' we sell 385? So I'll give you my best uh Jeff Robert uh

039take on that. I've spent some time with him. he couldn't be here tonight but the as you can see the difference in on this screen uh the yield versus the coupon and the example that he gave being uh insurance companies uh like to come in and uh buy bonds I mean it's guaranteed from the par uh permanent school fund uh so low risk to investors and those bonds like in 2027 that yield at 2.6 65% they sell the coupon at 5%. And so they pay a premium uh to be able to buy uh that bond at that 5%. So we're able to sell uh only uh the 397 million paying back at 384 million. So that extra on top of that uh we do not have to pay interest on to put out for sale.

040So we collect those premiums they do upfront for the sale of the bonds. But for example, if uh in industry, let's say an insurance company 10 years from now had a hurricane and they had sustained heavy losses and they needed to back their funds out of the bond. It's much easier for them to go to market at 5% and find a buyer than it is at 2.6. six. So those investors where you see will pay a premium upfront uh outside of the purchase price. And so we were able to sell 397 million in bonds uh only paying back at 384. But the full amount, the 397 uh that was sold uh will be what's wired to the district uh for the construction as part of the 2025 bond. Can I ask a question real quick?

041Does that get us to the maximum hold harmless? >> Yes. So the the um state hold harmless uh we maximize that by doing the full 397. Uh the ratings still held. uh Fitch kept our rating uh at double A+ uh through that and so it was still certainly with the permanent school fund uh backing school district bonds uh investors uh are still looking in that direction and it's a good a good buy for them. Um, but just like you mentioned, uh, by being able to sell all 397 million before and making a payment before September 1, we're able to capitalize on, uh, saving the taxpayers approximately 80 million in interest in the paying back of those bonds. And then here's the projected um, payout. uh we'll finish paying off the 2008 bond in 2034 and

042then all the proceeds then going um payments going to our 2025 bond. Um you can see that he um our financial adviser had set a a very conservative growth rate uh at half a percent. You can see that it was 3.22% and 25 6.7% and 26. So, as we get into those years, as we continue to add business uh to St. Angelo and we see a larger than half a percent growth rate, then the board would be able to drive down that INS rate for the taxpayers. Uh that's what the board has done historically and that's what we hope for uh certainly in the future. Any questions? >> Thank you for your work on that, Dr. Brand. Any questions for Dr. Brandon? >> And thank you for the speed that we did this getting this

043done. I know it was no small issue, but with the state legislature having that hold harmless, that $80 million is a big deal to this community. So, um, thank you for getting that done and, um, pass that on to Mr. Roberts as well. >> Yeah, you bet. >> And also, thank you Merl and Dr. Moran for keeping us in the loop by those were being sold. I was on a tractor and I went, "Oh, look." So, yeah, thank you for letting us know. >> All right. Next, um, we have an another information item. It's on bond oversight committee and Dr. Moran is going to help us with that. >> Sure. As the board knows, we've been talking about um just our goal to be transparent, build trust, and manage our bond funds responsibly. Um, so

044we've set up a citizens bond oversight committee. We will be sending invitations to these individuals. We'll start with our facility advisory committee. There'll be some others that will be involved as well that have been uh instrumental in supporting this effort, but uh essentially it's all about being transparent, accountable, and uh we'll meet at least four times a year. There will probably be some special meetings where there will be u walking tours available for those individuals. But the goal is to dispel any misunderstandings and misconceptions during the bond process and make sure that uh we are being fully transparent, make sure that uh we are able to present information to our citizens and gain feedback from them. So uh those will be going out. We've got four dates already selected. The list of of invitees is

045being developed and finalized. >> Any questions for Dr. Moran regarding the bond oversight committee? >> When will those meetings begin? >> The first one is scheduled in October. We I I hesitate to announce the dates yet because we're still finalizing, but October would be the first date. Any other questions? All right. Next next information item is an update from Dr. Gomez. It's our academic update for today. Yeah. Dr. Cayman, Dr. Moran and members of the board. This evening we're going to give an academic update around the endofear star achievement results and the endofear star end of course achievement results. Now, we know you all as a board team have recently attended training and so I'm stressing the word achievement because you know when we're talking accountability in the state, achievement is one component. When we

046talk about our board goals, we talk about growth. So, the data that we're sharing at this time is simply the achievement data. It's really important that we distinguish the two since both achievement and growth feed into the state's accountability system and we're committed to seeing that every student grows when they're in our district. But for tonight's purposes, this data is around achievement. So, um, also before I get in this really deep, you all, um, are very well informed of the lawsuit that the state underwent with multiple districts and so ratings were held. We gave you an update in April when that was overturned. And just a couple of weeks ago in July, um the court of appeals overturned um the 23 24 rating. Sorry, it gets a little confusing. We start talking all of these.

047TA has not released when those ratings will be out. We will continue to update, but TA continues to report that the 2425 school year ratings will be released August 15th. So, just kind of some dates. It's important that we understand that because we've had this data and we knew points where we needed to uh focus, align, really look at instructional resources. So with new information that's a little delayed, it doesn't change the action that we've taken place. And actually, as some of the information comes out, it'll be a moot point because we have new data that shows the growth that our campuses are making. Okay. But to begin, we will talk specifically grades 3 through 8 with reading language arts or reading. What's important to keep in mind there? It's referred to as reading, but

048that encompasses writing. So please know it is not just simply a reading assessment. You can see on the right hand side of the slide the 2024 um achievement scores and then on the left side the most recent 2025 achievement scores. The way the state distinguishes data is the first column. So I'll specify in the 25 column for third grade that 74 is the percent of students reaching approaches. Approaches is meeting the standard on the state assessment. The next column is meets and the very last column is masters. So just so you know the label of each column. So you can compare from spring of 25 to spring of 24 and see in third grade 25 was 74 as compared to 71 and 24 approaching fourth grade 80 as compared to 78. I highlight those specifically

049and we'll pause just a minute because we've had um such lengthy conversations around instructional materials and we had a very specific roll out of instructional materials and we began that in 2324 and we first started with K through two because our data showed that students were coming in well below grade level. It's not as simple as it may sound to just simply align and change all resources from teachers in one big swoop. So we had a very structured roll out that first began in 2324 with K2. It continued in 2425 all the way from K5 and now as you all adopted this spring we're aligned um all the way through elementary K5 and RLA we're now aligned and that's only because the secondary option is not out. So I just want to also give that

050disclaimer. And then in math we're now aligned all the way from kindergarten through algebra 1. Um so just keep that in mind as we talk about different cohorts of students. Then in fifth grade you can see uh spring of 25 67% as compared to 70% in 24. Sixth grade remained the same. 7th grade remained the same. 8th grade 71 and spring of 25 69 spring of 2024 and then the English one and English 2. Um as we know these assessments increase in difficulty and rigor in our requirement for graduation. So we have in spring of 25 56 as compared to 24 in uh excuse as excuse me as compared to 59 in spring of 24 and then in English 2 63 as compared to 66. So I'm going to pause just a second. Are there

051any questions specific to the RLA at this time? >> I just want to make sure I there's been a lot made about COVID, etc., but I just want to make sure I have it right. The fifth graders in this cohort would have been kindergarteners during COVID and the English one would have been third graders. Correct? >> Yes, sir. >> Okay. I'm going to move to math. So, it's set up the exact same way with uh 25 and 24 on the left and the right approaches, meets and masters. As a reminder, um, math instructional resources, it was beginning with this school year, the 2425 were new resources were aligned districtwide in grades 3 through 5. K through two, due to the great amount of learning that they had in the area of RLA, those new resources

052will not take effect until the 25 26 school year. And while um both core content areas are super important, the need for strong literacy skills impacts every content area. So you can compare across and see third grade remained the same. Fourth grade 63 and 59. Fifth grade 62 and 65. Now, we've had a lot of conversations about middle school and I know that Miss Duncan knows this well with a grade bands and new uh expectations, student expectations from the state, they jump quite a bit at that level. So, you can see sixth grade this spring 64 as compared to 57. 7th grade 45 as compared to 48. 8th grade 59 as compared to 57. And then algebra 1. So, I want to pause just a minute because we've given multiple updates about algebra 1 this

053year over the course of the year. Um, again, we've had data and we knew we needed changes. So, when you talk about a particular area of teachers for our district, algebra 1 is also um in 8th grade. The students that take algebra 1 and 8th grade are advanced. Our concern from a district level is when we look at students that take algebra 1 as ninth graders. Algebra 1 is a huge point for students and all of their mathematical courses. It's foundational. So they need a strong understanding. This year alone we had nine new teachers in algebra 1 out of the 12. So we knew we had to have a very structured resource to support that number of new teachers. Some of those teachers did follow a traditional university-based path, others were alternative certified. So while

054we do see um a difference in spring of 24 and spring of 25 with a number of teachers and again this is achievement only we did see over the national norm referenced map assessment great growth from our students. So, I just wanted to clarify what we were reporting in regards to algebra 1 over the course of the year because that was a different assessment and we all know that the teacher is the closest impact to student outcomes of any individual. And so, it's our responsibility to thoroughly support our teachers. And I'll pause just a minute to see if you have any specific questions about math. Um Vera I don't have questions but I just want to make a few comments to clarify in case people are listening and that when you look at data it's

055a big picture and even when we're comparing data but with that said we need to understand that it's a different group of kids and even though it's a state written test the test is different so the test in 24 may not be like the test in 25 still. >> It's not. You're exactly right. >> It still covers the teaks and back way back in the Meline Hunter days when she dissected the test and she would take every year. I mean, there are years when there's a couple of questions on there that us as teachers were like, we don't even know. So, we can compare data, but we always need to keep that in mind that it's different kids. It's a different It's the same state test, but the questions are totally different. And some years,

056there's just some tricky dang questions on there. And also for anyone listening, when we look at that third category of mastery, mastery is hard to get for people out there listening in a a test of 53 questions to get mastery. Sometimes you can only miss four. That's almost perfection. And um so that number I feel like mastery will always be a little bit low just because to score a perfect score and there are children that score mastery one year and maybe not the next in the difference of one question. So, um, I just wanted to point that out that mastery is tough and for people that don't know, and I I'm not a reading person, but I do know in math sometimes it's you can miss three, you can miss four depending on what the

057state cuto off is. So, um, that's something to think of that. And just when we look at data, we have to be very open-minded that sometimes I mean I taught seventh grade and there were years now I didn't read the test that's against the law but after it's released I would read the seventh grade test and go you know what those were okay then the next year go wow they hit us hard. So it's it's so many different elements in this that we when we look at it we have to be very open-minded. Thank you Farah. Okay. >> I have a question. Sorry. >> Yes, ma'am. >> Is there a a goal percentage that you all are shooting for or us as a district each year for each category? >> Yes. And so specific to

058we're going to discuss the superintendent board goals later this evening. And when I began, I talked specifically about this is achievement. So achievement is one component. So a student that comes in maybe uh real high academically, we want that student to grow at least a full year just like we want a student who is striving and has a lot of gaps that we need to accelerate and remediate. So we set our goals specific to growth which is the other domain of the assessment data but that has not been released for 25. So this evening we can o only discuss the achievement data. Great question. When we move on to our other areas, we have science for fifth grade, 8th grade, and biology. And as a reminder, uh these grades were added to the district's teacher

059incentive aotment plan, which takes effect starting this school year. Also, it's a reminder, science was part of your final last adoptions in spring of 24. So, all science teachers in the district got new instructional resources that they began implementation of this school year and all their professional learning was around those resources. So, in spring of 24, you can see fifth grade. Also, there's new science teaches in there. So when Miss Duncan talks about things changing, it impacts new TEACS, new assessment, all the things and new instructional resources. Spring of 24, 50 as compared to 53 and spring of 25. 8th grade 55 as compared to 62% approaches in spring of 25. Biology end of course 86 as compared to 87. and biology um is one of those required end of course assessments in the area

060of social studies. The state has not released um instructional resources and um we're well beyond the seven years when we used to think of traditional seven-year adoptions. We've well exceeded that. So, it's also just a reminder here that 8th grade and US history were also added to the district's teacher incentive aotment and we did purchase new instructional resources for 6 through 8 social studies, 8th grade and US history because they have been in need of instructional resources. We also purchased um instructional resources for elementary. We think have to think about the human capacity for change. But our elementary teachers have not had new instructional resources for social studies in a number of years. They too are getting two instructional uh resources which we trained on in learning puzza last week uh for elementary. So you

061can see 24 for 8th grade as compared to 25. Again, we knew we needed to provide them support. If anyone hasn't looked at the eighth grade release test, the latest one available, and you just want something to do, I encourage anyone just to pull it up on TA and try to take it. Um, of all the content areas, that grade level and content area covers the most expansive amount of TEACS. It is a lot of information. Talk to any eighth grade social studies teacher and you never know, Miss Duncan, on that one, what's going to be tested from year to year. And then US history 94 in spring of 24 as compared to 92 in spring of 25. That's another required EOC. I'll pause. Any questions about science or social studies. >> Again, Farah, I

062want to I want to comment on I'm glad that you talked about eighth grade and US history. And tell me if I'm right, if I remember this correctly. Eighth grade US history covers the beginning, founding fathers until a certain day. >> Correct. >> And then US is from that day on. And if anyone has ever tried to teach the founding father I mean it's so abstract to these children. You're teaching an eighth grader about before America was America and about these presidents they've never and as we keep growing as a nation and that expands, you know, we're adding on to the US. The eighth grade stays the same. So eighth grade is just a challenge because we're we're teaching um a story, history is a story to children that they don't even know these people.

063So, um I I just wanted to say I I see that and I agree with that and and I think that might be some of the both are amazing but the difference some somebody may say well wow 45 and 92 where you're teaching eighth grade you're teaching high school eighth graders you're teaching people they don't know US history you're teaching the presidents that they have lived through and the things that are happening in the world. So, it is very challenging and um history is you know some people say you can't have a future without the past. That's what a history teacher their quote is and it's so true. But try telling an eighth grader that many many years ago was important today. It is challenging. I >> I know that you're aware. It's just a

064reminder for all of those listening. If you um do not have an eighth grader or haven't had an eighth grader in a long time, I know that Mr. Colinbach, Dr. Self, and I have this conversation all the time. Eighth grade is also the one grade level that test in every content area. So imagine an eighth grader taking reading, taking math, taking science, and taking social studies. And that's what our eighth graders are expected to do. And Mr. Colinbach can tell you a lot of stories about history classes. Um, I'd also like to commend our uh social studies teachers, our instructional coach, Stephanie Duncan, that works specifically to support social studies. They have been working uh June and July um beyond learning PLOA last week on the new resources and internalization. So, while I said specifically

065this was primarily for uh end of course and star, I think it's very important that we circle back to our earliest learners. In our reports, I'm always sharing with you um students entering the district. So, we've had multiple conversations about students that enter SISD and kindergarten being well below grade level. So, I wanted to wrap up um with data specifically around those earliest learners because we know the earlier we close gaps and needed skills, the um more quickly we can get them on grade level and beyond. So, in the beginning of the year, I reported to you that in kindergarten, our district had 53% of students entering well below. Okay. Now the way Elmclass dibbles breaks up the assessment is well below below at or above but specifically well below was 53%. So we're ending

066the year with 31% of kindergarteners at well below. So you can see the decrease in that percentage. Um and then again keep comparing to uh the state and the national average. Uh in first grade well below entering the district it's 40% as compared to 26% end of year. In second grade beginning of year well below 34% as compared to 27%. So we want you to know we don't just look at the state assessment data. We look at multiple data points to form interventions to create schedules and to provide acceleration for students in need. >> Dr. Gomez, either in a Friday fax or just when we're talking to constituents, do you mind getting us the K through two beginning of year and end of year in our Friday facts just so we have the both data

067points looking at each other? >> Absolutely. >> Thank you. And then in closing in data because I couldn't agree more with a statement that was made earlier about the importance of mathematical fluency. We agree that mathematical fluency for that automaticity is essential for our learners. While as educators we are bound to teach the Texas essential knowledge and skills as written for each grade level. We don't simply do the core curriculum and don't worry about the automaticity of mathematical facts. We also address what we all knew as flashcards and math facts. Maybe when you went to school or when children that have already gone through the system went to school. So, this chart has a lot of numbers. I'm going to flip over to the graph version and give you an example. So, what >> just

068real quick just for people watching. No, you're good on that one. BOI is beginning of year. Yes. And EOI is end of year. Just I know everyone knows that, but just >> Yes. I apologize. I know better to explain those acronyms. So, thank you for that reminder. So what reflex math is, it's an adaptive system for elementary students to build that automatic recall of basic math facts. I mean, you might have fond memories of playing around the world as an elementary student. Maybe they were fond if you remained in the game. Maybe you didn't care for it so much if you got out early, but you can equate that to the same type of thing. It's adaptive. Um, addition, subtraction is where you begin. It's really intended for second grade through fifth grade. We this

069year did start with first grade at semester just so you have some context. Um so what you want is in the beginning of the year where you see that high percentage in red in um they're at the 0 to 49% of fluency. We want to see them shifting to the green. Okay? because that means it's more automatic. They're able to move through their facts quicker. And so this just kind of breaks it down for you um for all grade levels from BOI to EOI. Just think the the colors make a great statement. You can see that every student wasn't assessed. There were some that were still assessing. I think that's a good visual and also shows our commitment um because that automaticity really impacts the more complex skills as students advance on up in the

070grades. Um but moving back to this graph, it shows all. So by all it means every student assessed from first grade through fifth grade. And then you can see again remember we want to see that um 0 to 49% fluent number decreasing. You want and you want it to decrease because you want them to move up in the fluency level. The higher they are in the fluency level, the more automatic the recall of those math skills are. So I also just wanted to show you that while no reflex is not our core curriculum, it's meant to be a short amount of time, 10 to 15 minutes is optimal. So this is not our math instruction. Please know that. But it is important that we are supporting students in that numerical fluency. So, circling back to

071how I started this evening, um, we know that there's been some ups and downs with the Texas Education Agency and release of ratings, but we've had the achievement data and the growth data despite the hold from TA on the A throughF ratings. At this time, we're still awaiting our full growth data for 25. So regardless, it's just kind of that reminder like we don't wait for what the state tells us on your X letter. We look at the data to know our needs so we can schedule and provide appropriate supports. But in transparency, it's important that we state while we're behind a little bit from the state having the delays. In June of this this past June, the district did receive a letter from the Texas Education Agency based on the 2223 ratings about three

072of our schools being in need of intervention. We already knew that already been working on a plan which in a second I'm going to turn it over to Dr. Self and Mr. Colinbach to share more those schools specifically or McGill, Golad, and Hollowan. But we feel quite confident whenever the Texas Education Agency does release the 24 ratings that will be a moot point. So we what we want the board to know and what we want the community to know is we look at each individual student and their needs whether they need to be pushed for acceleration to go beyond grade level or they're well below and we need to move them up. So I think it's really important that we talk about the action steps because Miss Duncan earlier you referred to you can look

073at data to tell any story for us. Looking at data to form immediate bite-size action steps that we can put in place for our students and our families is what's most important. So I'm going to turn it over to Dr. Self, our executive director of elementary school leadership. Good evening, Dr. Keeman, Dr. Moran, and members of the board. Um, I couldn't have said it more eloquently that uh data drives and informs our next steps. And we're going to be talking through two specific pathways with you this evening. And that is through the lens of intentional professional learning that we offer our instructional leaders and our teachers um as well as our coaching systems. So, I think it's important to talk through um our journey, the past three years. Um give you a pretty high level

074overview and talk about where we're going. Um it's been a three-year journey for sure. Um when you're you're thinking through the lens of professional learning just like in your very own professions, you know, you are professionals in your own industries. Um you have continuing education. You are uh learning about new uh research and practices. It's no different for our educators as well and what research tells us um where we need to go to get the student outcomes that that we desire. So again, it's been a three-year process. We started uh the road map with uh reccalibrating our professional learning communities um and we spent uh quite a a good bit of time doing that at both elementary and secondary levels. We then transitioned into revamping our district's informal walkthrough form. Um that is not the

075formal test um observation form. That is the informal and where Dr. Gomez referenced that byite-size um feedback. That is where um it comes into play. Really and truly, your informal walkthroughs are are where you're going to evoke change because just like in a classroom with the teacher and students, the teachers intercede at the point of error so that students don't continue um practices or develop habits that are counterintuitive to their goals. And it's just like us as instructional leaders on campuses, we're doing the same thing for our teachers. So, we're providing that bite-size action step through our informal walkthroughs. We spent a great deal of time um training our instructional leaders on that and we're continuing the work in that area as well. We're adding a a dimension um a test dimension on that walkthrough

076that we're going to launch um with the the fall semester. Um, we are also uh requiring if you are a teacher and you teach the core content area of reading or math, it is a requirement that you engage in researchbased instructional strategies, professional learning with our great partners at region 15. That pro professional learning comes alongside our highquality instructional materials and really and truly amplifies all of the research and science behind reading and math. So that has been a non-negotiable for our teachers as well as our instructional leaders. Even our cabinet members have attended that professional learning. So um and that's actually a really great segue into um our culture of growth and that's through building our coaching models and systems over the past three years. We have spent a great deal of time um

077in that area um because we want to build capacity in our leaders and when we do that we in turn build capacity in our teachers and their efficacy. We're putting tools in their toolbox so that they're successful and they feel successful because that is um a significant um outcome on student success. Um, we have also worked through the lens of our community-based accountability through our assist essential questions. We now have um a method and ways to measure um data points of systems on our campuses. So, every quarter, Mr. Colinbach and I have conversations with principles based on data. So, just like Miss Duncan mentioned, it's it's really important to look at data. it drives your next steps. But I think it's it's very important to note that it doesn't always need to be terminal data.

078That's your autopsy data. You need to be looking at real time data. How many times are we in the classroom? How many times are we having coaching conversations with teachers? How many action steps are we assigning a teacher? because when we go to look at endofear um map growth data and we see an outlier, we can actually have a conversation with that teacher with that campus leader and get to the root cause of maybe why that happened. So we we now have some really um great systems in place on campuses to measure those outcomes. Um so those are two particular pathways I could visit with you about it all night. Um, I will refrain from doing that, but I'm happy to um entertain any questions if you have those for me. >> These percentages, is

079there a breakdown uh at each campus yet available? >> Yes, ma'am. >> For um our quarterly evidence review meetings, yes, it's by quarter. And so those are the um coaching conversations that we have with our principles um and and just kind of it it gauges like where we're going. Are we going in the right direction? Are we growing at the pace that we want to? Um, are our numbers, our percentages matching our student outcomes? And if not, we've got to figure out why. >> So, we actually have a way to to look at that now. >> Are we able to view those breakdowns, those percentages per campus? >> Yes. >> Okay. >> Absolutely. We'll get them to you. >> Okay. So, Mr. Colinach is taking one for the team because he's going to be up

080here for quite a while talking about the code of conduct. But just before we close, do you have any question pertaining to elementary or secondary that any of the three of us can help answer? >> Here I am again. I just I I want to say thank you for the work that you're doing because um teaching and schools have changed so drastically in the past 30 years. I'm old. Um and now it's more of a team that going into a class, a teacher's classroom, a teacher used to get nervous and thought they were being watched, but now it's help. And and I know our teachers are feeling that way. They're feeling supported. Um, and you know, they're helping each other. The administration is going in, y'all are going in. And that takes a lot of

081time because when you're in a classroom helping a teacher, all the other things that need to be done, it's it's a huge juggling act right now. So, I I want to thank the administrator, the coaches, teachers helping teachers. It's a big family and we all have to work together, support each other. We're never looking to get anybody. We want, like you said, to grow, to learn from one another, and to do what's best for kids. So, thank you, >> Dr. G. I just want to thank you and your team. Uh, it's been mentioned, but really a lot of this work started three years ago um with high quality, high quality instructional materials and a continuation of that over the last two to three years and even the last six months. And the fact that although

082the grade was released in from three two years a three years ago in um the end of April the fact that we have made the imp changes I um am optimistic when we see our growth based on what our MAP data is etc that our 24 and 25 data will look better um and when we get to district goals down here at the very end of the meeting it'll be clear to our community that we expect better and that um but we think we are moving in the right direction. I just want to thank you and your team for all the work y'all have done because you've taken a lot of arrows um in getting some of that done and I just want to thank you again for for all your hard work in that.

083>> Well, thank you. It's a um unfortunate that it's not a shortage just in St. Angelo ISD or the state of Texas. It's a national shortage. So vacancy numbers are not unique to our district. We don't believe in just filling a slot to fill a slot and we are committed to building and growing teachers and instructional leaders. So a great shout out to Dr. Self, Mr. Colinbach, our CNI team, our principles, but most importantly our teachers. >> Thank you. All right, we're going to move forward with consent items, which are cons is item seven on our agenda is consent items A through D. We have donations. We have our minutes from our June 2nd, June 9th, and June 16th meetings. We have bid 25-7, which is athletic equipment and the board meeting and dates meeting

084dates and activities um that were all discussed at our pre-aggenda meeting. Does anyone have any questions or comments regarding our consent agenda? Do I have a motion to prove to approve our consent agenda? Move for approval of the consent agenda. >> I'll second. I have a motion from Mr. Dindle and a second from Mr. Gyos. Any further board comments or questions. All in favor say I. >> All against say the same. Motion passes 70. Um next are action items. I'm going to take some privilege and we're going to move action item L uh to first and we're going to consider Senate Bill 401 non-enrolled student participation in UIL activities since we have a family sitting here for to hear about that and so no reason to make them sit through everything else. I think Dr.

085Moran you going to do that for you? >> Yeah, I've got it. So, uh, the board's heard from, uh, you've heard information over the course of the last month on this through Friday facts. You've also heard conversation last week at the meeting. Um, there's there's a number of of arguments to be made for and against this. Uh, historically, you've heard that we have not as a district allowed non-enrolled students to participate in Ohio activities. Um, the majority of schools around the state do not allow it. Um some of the some of the arguments made against it is that um for those students that are not enrolled that participate uh they could bump students that are currently enrolled in the school from a team. I know it can be argued either way, but that's the that's

086the overarching argument against the participation. Also, uh there's a concern among some school districts that it could incentivize withdrawal to homeschool, albeit I don't know that that would be an issue for us, and I'm certainly not making that a case tonight. U after lengthy discussion among our staff, the administration uh recommends the board adopt a policy declining to grant non-enrolled students the opportunity to participate in league activities, which is the current practice in the district. be glad to answer any questions. >> Questions or comments for Dr. Moran? >> Dr. Moran, like if he has it right here speaking to my microphone. um for like um homeschool students, is there any way if if we were to allow them to participate, is there any way that we could come up or we would be allowed to

087set up a rubric or anything to where we could keep an eye on their testing and make sure that they are being kept up to date. >> Well, that's one of the requirements. There's certain requirements that must uh be met. uh no pass no play is still effective for those students in those districts and um I've reviewed a number of districts guidelines. I mean there's it's not uh something that we would have to necessarily create. It already exists. We just have to tailor it uh for our district if this if the board chose to do that. >> Okay. I'd like to know um as a district what the reasoning is that that you um would advise us to to not move forward with it. >> Well, it's pretty simple. >> That's us as a district.

088>> Yeah, it's it's just pretty simple. the the the belief that if you've got 15 kids on a basketball team at the high school and you allow uh non-enrolled students to participate, would those students currently in our district currently on those teams lose a spot? That's one argument to be made against allowing it. And then the other is the incentive uh or the incentivization of would this cause people that are currently enrolled to withdraw to homeschool so that their kids could still participate. And again, I don't believe that to be um something that we would have to contend with. I don't think people would do that honestly, but maybe a few would. Who knows? Uh but um so again, I mean it's it's one of those things that historically the district has had the position

089years ago. We could have opted in and allowed it and the district chose not to do that. And so uh we're at a we're at a place where we just u the the majority of the folks that are providing input on this would recommend that we not do that. Can I continue? >> So, the majority of folks that you're mentioning, who who are those? >> These are coaches, sponsors, administrators, um you know, typically the the people that would weigh in on any participation uh in those extracurricular activities. >> So, ultimately, it's just the fact of a possibility that a homeschooled student could take the spot of an enrolled student trying out I think that's one of the main arguments that that they are making uh when I ask them the question philosophically uh right or

090wrong. It's just the opinion of of the people that manage those programs and campuses. They feel like it'd be a mistake to do that. Okay. >> I wanted to ask if um and I understand no pass no play is still in effect, but is there a way to um compare curriculum between the homeschool curriculum and the public school curriculum to make sure that they're um comparable? >> I mean, I'm sure you could. I don't think it's worth the time to be honest with you. >> I'm I'm sorry. I meant I meant would we do that? Like do do districts that are per that are >> they don't comp they don't necessarily audit the homeschool curriculum as long as it's an acceptable uh curriculum that is approved by um uh the district and the parent has

091the right to offer whatever curriculum they so choose and the parent assigns the grade uh to the student. And I think in defense of homeschooled parents, I think homeschool parents, many of them do it well and do it right. Um, we have, if if I were generalizing, I would say the majority of the secondary kids who withdraw to homeschool are not doing it right. Typically, you'll see uh homeschool family start their children young, and they do it well and do it right, and there's a lot of respect for that. Uh so uh in response to your question, I don't think we would we wouldn't audit necessarily. We would have to uh to know what they're what they're teaching, what the grades are uh to make sure they met all the qualifications and prerequisites that UIL

092expects. >> Quick question. I I think you kind of talked about a little bit, but there would be you could be able put you could put stipulations in there that you cannot withdraw from the school and then immediately participate in the UIL. >> Yeah. And that's actually in the provision um that you can't just bounce around and and drop out and come back and drop out and come back. You can do that. >> Further questions or comments? Um my my comment is we have to remember that this is for all extracurricular debate, band, orchestra, speech, everything. And some of those classes are throughout the day. So a a student that's not enrolled doesn't have will be coming on campus and leaving campus. So, we've talked a lot about the sports, but it's when you open

093this up, it's everything. Everything that's extracurricular because we can't say yes to one thing and no to something else. Am I correct on that? >> Right. I mean, I think if we as a district decided to do this, it would need to be an all or nothing thing. You wouldn't want to open it for athletics and not for fine arts. That's not an acceptable route. And I would suggest that the districts who have done this, even the larger districts, it's not uh it's not a title wave of people. It's a it's relatively small number of people that engage in it. But um uh I know that Abalene to our north allows it. Um and there there may be a few others uh that I'm not aware near, but most districts in the area do not.

094In East Texas, there were a few that did. Um, and they had very small numbers of kids that that chose to participate. >> Um, I don't I think this is a difficult thing because I I feel for the homeschool parents obviously that are um wanting to give their children all those experiences. Um, I also worry about the fact that at least the eight years I've been on the school board that all we've been hearing about is graduation rates and and um success in school, there's a significant um improvement in that in children who are in extracurriculars. And so when we as a board are responsible for the students in our district as far as um their growth and their achievement and we are held to a standard regarding that losing a feather or a carrot

095um for growth and for um students to be enrolled and engaged in our secondary schools. That concerns me. Um, I get that that's not going to be a lot of kids, but losing one or two kids that were in our in our system and then not figuring out a way to get those students engaged because we're engaging students that aren't in our system, which we're not responsible for for um their growth and achievement. That concerns me. Um that doesn't mean that I don't think that we should continue to evaluate it and see how this goes. And there may be systems that um work in the future, but that's my concern with it at the moment is that one or two those one or two kids that we're responsible for making sure that they achieve. Although

096it's only one or two kids, it's only one or two kids coming in too, but it's those are the ones that are our responsibility that their parents have entrusted us to make sure that they uh reach that achievement. So that's my issue with it. Dr. Hayman, I want to commend the the Matlog family for speaking in force to us today. Uh there's a positive role model at home and you can see that. Um, and so, um, in saying that, I know that some of these kids that are coming to school right now don't have that support, uh, that are that are in our system right now that don't have that support, but really the only thing that keeps them coming to school are some of these spots on some of these teams that, uh, have

097limited numbers. So, moving forward, that that concerns me. And I I know that uh, Mr. Matlock and I have talked previous, too, and appreciate that. uh and I would encourage him that uh that uh maybe continuing his efforts at home while while enrolling his kids in public school may be uh a great option moving forward also. So >> yeah, I I hear what you're I hear the arguments you're making as far as potential displacements of our children. And I do think we have a obviously a important role for the children that are enrolled in our district, but I do think as a as a greater service for the public, we also have a role for the entire community of Los Angeles, including the children that are homeschooled. We are the public school system here. And

098you know, we should be helping those kids as well. As much as I I think and I think we all think that we do a great job with academics as well. We would encourage all kids to be enrolled in the district. I also think that, you know, we have a responsibility as a school district to be there for all students whether enrolled or not. And if all that they're willing to give us is uh UIL's uh participation, those are that's also ways that we can help kids. And I think saying these are our kids and those are not our kids. And I and I understand what you're saying because we're getting looked at and we're trying to better our scores and we're trying to get kids enrolled in our districts where they want to be

099and that's important too. But saying someone because they're enrolled in our district is is our kid and because someone lives in our district but is not enrolled are not our children. I don't know that I just I feel like we have a greater responsibility for all children. If all we can get is a little bit in the UIL. I don't I don't see why you would purposely exclude them because of potential fears of displacement. I know we we brought up the question at the pre-agenda about um this is a temporary it's not a temporary thing but theoretically if things were to go poorly or something unintended consequences this is a we could always opt in opt out next year and obviously we don't want to be flipping flopping for the community but you know if

100potentially there are things that we don't foresee or if some of the things that even that we foresee are worse than we thought. I I feel like there's opportunities that you could always um you could always opt out in the future. So, that's just my kind of my thoughts on it. >> And I'd like to remind the board that the law currently says if the board takes no action, then that means that non-enrolled students are allowed to participate. So, by taking any action, if you took action tonight, it would be to opt out and not allow those students to participate. So, I just want to make sure we're all clear on the opt out opt-in language. >> Correct. >> But by taking no no action, you would essentially be following the current law, which allows

101non-enrolled students to participate. All right. That being said, do I have a motion regarding an opt out of the current SB 401? Do I have a So there'll be no motion. If there's no motion, then there'll be no second. So >> I'll make the motion to opt out. >> So Mr. Gyogus makes the motion to opt out. >> Can I make one more comment? >> Yes. >> I think this would be an awesome opportunity for SISD to try something new. We have not tried it. Why wouldn't we be open to the idea of trying it? We don't know how great it could be. You know, like Dr. Mill said, this is an op we we are in we are our duty here is to serve all kids and I don't think there's going to be

102a long line at the door. This could be something great. Uh, also have we tried to reach out to surrounding districts that, you know, are utilizing this and and how has it worked to their benefit or against? I just I think this is a a great opportunity. And if y'all are anything like me, if the reason being, you know, somebody could take my spot, man, I'm competitive and I'm going to go next year. I'm going to work all summer long and I'm going to come back and I'm not going to let that person take my spot. This is a this is a good opportunity for the kids to learn something new. >> Yeah. So, real quick, um a sec. Is there a second regarding opting out of Senate Bill 401? >> I'll second. >> Okay.

103So, there's a motion from Mr. Gagos and a second from Miss Miso Flynn. Ladies first. Um and we're going to just go down the line because it's probably not going to be and I think actually legally we have to do that in the for this one. Um, and it'll be a yay or nay. So, any other board comments or questions before we make the vote? >> If I can just say, um, I I think it's very frustrating to board members across the state that the legislators put this put us in this situation. Um, I think it's uh it's unfair to boards who fight to advocate for their school districts to essentially have to fight against our our our kid. I mean, I I'm like Carla. I think all kids are our kids. But at the

104end of the day, as a board member and as a parent of three SISD graduates and one still in school, I feel like it's it's my job as a board member to advocate for the district. And to me, advocating for the district is is giving the most opportunity to our kids. >> I I have a question. When we vote yes or no, whatever, is it for the year? Can you come back in December and change or is it the year like 25 to 26? >> Well, that's a good question. >> Um, you're voting for the year. >> The year >> according to uh according to the law. Um, >> but anything can be put on the agenda by board members at any time. If there was >> if if there needed to be discussion and

105the board wanted to discuss, that could that could be on the agenda. But you're voting for the school year. >> Okay. >> Yeah. >> And we we could and I'm only saying that because you know you you're the the people that are involved are the coaches and the the coaches across the thing. And and I think um you know you're you're saying that you've talked to them and and they're not for it if I'm heard you right. So, um, you know, I want to support them, but I also, um, I will say we'll spend the next months talking and and just finding out the pros and the cons because I don't know that right now. I don't know. I'm not a coach. So, and I don't want to put more on their plate than they

106already have because they have a lot on their plate right now. So, I'm just I'm going to I'm just throwing that out there. That's how what I'm going to do. >> Well, what I would ask you to do and just remember your board operating procedures when it comes to board members uh and their interaction with staff and let's make sure that we do it right so we don't create bigger issues in the community. Yeah. >> Yes. I I'm sorry. I I will. I just I I guess I'm just wasn't I mean I haven't had a whole lot of time to ponder this. I'm I've only been here for a year or so. So I wasn't when this happened. >> And I might just add to Miss Mazelle Flint's comment. You know, the board opened it

107up for districts that wanted to opt in and some districts did, some didn't. And this is this is I think an um a disappointing way to force school boards around the state to uh not to have the option to opt in but to force them to opt out. >> And it's creating a problem uh because if boards wanted to do it, they could do it before tonight. But now here we are at this crossroads where you all as me individual members feel pressured to vote against something rather than to vote for something. >> So just to clarify because I want to make sure we get this right. So the motion that was made by >> I can read >> well I just want I think the motion by Mr. Goss and second by Missel Flint

108is to opt out of allowing homeschool students um to participate in UIL activities. >> So a yay would be to opt out, not to opt in. Just so we're all on the same page when we go through this. I don't want anyone's vote to be so we because by default we all we are opted in. Okay. So, a yay would be to opt out and a no would be to opt in or to Yeah, that's correct. Just want to make sure I have it correct before we record the votes. Any other board comments or questions? >> I guess quick question. Do we have to opt out every single year? >> That's a good question. >> I'll find the answer to that. I don't think so. I don't think so, but I'll check on that. >>

109All right. >> One more thing. So, I just want to be clear. Is there something that I'm missing here? Uh, do you all know something that I don't that the ones who are wanting to opt out? And if so, I need that information cuz I'm I'm really not understanding why you're wanting to opt out other than taking a spot from possibly taking a SP. Not even It's not even a 100% guarantee. Other than that, what's I'm not I'm not understanding what the the deal is. I speak to schoolboard members across the state um on a fairly regular basis. Um I've been involved in a lot of different advocacy groups and um and the feeling across the state is that um that you know our kids are our just our enrolled kids should have the first

110opportunity to participate. um they're the ones that are around each other every day. They're the ones that participate in the entire day of the district um the entire academic day. And it's um and I know that Dr. Kingman said that you know or Dr. Moran said that um you know that there are there are homeschool parents and I obviously the matlocks are are some of them that do homechool school well. Um but the overarch the overarching opinion is that it's it's not the same rigor when there are kids who at home school can finish their academics in three or four hours and then can go and be coached or go out and practice their sport or their instrument or their ballet or you know whatever the UIL sport is. Um and and then there are

111the kids who are enrolled and they are required to be in school for 76,000 minutes a year and um then after those 76,000 minutes then they have to find time to do their lessons and do extra rehearsals and do all that practice. It's it's not a fair playing field. Um that's that's the opinion of a lot of schoolboard members across the state and that's my opinion as well. >> I think that's a that's a great point. But do you think our enrolled students could gain from some of that? Do you think those homesooled kids that bring in some of that experience, some of those, you know, extra time or whatever that they have to devote to the craft, could they not bring that to the UIL activity and not just strengthen what we have? >>

112It's open to anybody, but but you you made >> Yeah. I mean, my my personal feeling to that is that um you know, my kids participate in activities across our community and interact with homeschool students in other areas too and grow from from their experiences and grow from from being friends with, you know, kids that are not just in private in public school. But um I think um I personally feel like kids uh yes they can grow but I don't think that we have to bring homeschool students into UIL sports and public schools to make that happen. >> Miss Malfint and Miss Gardinas in addition to um potentially taking a spot miss you referenced the attendance requirement for minutes. Another point that coaches, sponsors, and administrators have brought up is our public school students are

113required to go compete whatever time they get back in the evening. No matter the hour, they're required to be in class the next morning. Where homeschool students have a much more flexible schedule and they might start start their studies the next day 10, 11, whatever time is on their schedule, but it's a very different schedule than the students enrolled in public education. And so from the academic standpoint, more than just the minutes, the requirements of going competing, keeping up the academics, being in class the very next morning is another point that sponsors and coaches have discussed in great length. So I also just wanted to provide that because it's not just the minutes requirement. It's the keeping up with all the things that they're juggling, >> but but they still have to keep up with

114their academics, right? No matter what time. I think it's important for the board also to know that the UIL requires um that a homeschooler that is participating, let's say it was allowed, they cannot uh receive private coaching outside of the 60-minute athletic period during the local school day. So there's these these homeschool students that are participating in other districts are still bound by some regulations and rules and um you know that's just something that you need to be aware of. There are rules and there's a framework u that those students who are allowed to participate have to abide by as well. >> So do we do we have pros and cons from surrounding districts that have adopted this? I don't know of any district around. >> I spoke to two different members from two different

115districts. >> Do you have their comments where we can all >> Well, their comments were that basically more or less what everyone that doesn't want to do this is, you know, they're taking away. >> No, I'm talking about comments from districts that have opted in >> that are allowing students. >> Oh, the ones that opted out. Okay. Okay. The ones that >> Oh, I'm sorry. Yeah, I got it backwards. the the districts that are allowing homeschool students to participate. >> Okay. I didn't talk to I didn't The ones I talked to, they're they're they're opting out of it. They're not going to do it. >> I'd also like to know the ones who are allowing that if they've continued to allow, you know, year after year because it has been good >> to them. I

116just man, it'd be it'd be nice to try something different as a district and see how it goes. It's okay for one for one season to try it out. That that's my opinion. That's what I think. I I've been a part of sports all my life and and it creates leadership and to for someone a whole entire family to come and speak on it. They're going to take it serious and I just I hate to take that away from from someone from a child from a kid. >> All right. Any other board comments or questions? All right. So just again in favor and I is to opt out and no is to allow us to opt in. Sorry, Mr. Gyos. >> Yay. >> Miss Duncan. >> Yay. >> I'm a yay. >> Yay. >> Nope.

117>> So it'll be 52 to opt out. All right. >> We I'm sorry. We can't take anything from the public, but I'll be happy to talk to you afterwards or any other >> shake your hand. >> Oh, absolutely. >> We're considering this and letting them go through the process. That's all we want to do. >> Is that okay? >> Yes. You're raising great kids. >> Thank you, sweetie. Thank you, buddy. Good job tonight. All right. Now, we're going to move back to action item A on our agenda, which is comp consider bid 25-009, uh, Crockett Cafe and Classrooms. And Mr. Henry Thank you for having me here tonight. Tonight I bring forward bid 25-009 Crockett Elementary Cafe in classroom edition. As our district enrollment continues to decline and plans are made to consolidate additional campuses,

118Crockett was identified as a candidate for future growth. It was determined to house the students. An addition of classrooms and a new cafeteria would be needed. The acceptance of the base bid and alternate one and two will add approximately 21,000 square feet and include eight classrooms, new restrooms, a new cafeteria with a stage and kitchen, 77 parking places, and other s other site work. With the assistance of Park Hill Architects, an RFP was prepared for companies qualified to do this type of construction. Bids were received from two companies qualified to perform the work needed. References were checked and subcontractors lists were reviewed. The scoring criteria was applied and Lee Lewis Construction not only received the highest score but also had the lowest price of 10 million $328,500 for the base bid and alternate one and

119two. The administration recommends the award of construction of the Crockett Elementary edition to Lee Lewis for the total cost of 10,328,500. Do you all have any questions? >> Any questions or comments? And just a reminder, Lee Lewis is who did our McGill >> Yes, sir. >> expansion, correct? >> Yes. Um, any questions or comments for Mr. Henry? >> I'm looking for one right here. >> Wait, I am looking for one right here. I know that I asked Jason about it. >> Yes, I updated the uh Oh, did you There was a discrepancy on the linear foot. >> All right. Thank you. There it is. >> Yes. >> Yeah. Yeah. Okay. >> All right. Do I have a motion to approve the construction of Crockett Elementary to Lee Lewis for a total cost of 10,328,500? >>

120Dr. Cayman, I move to uh award the construction of Crockett Elementary Edition to Lee Lewis Construction for the total cost of 10,328,500. >> Second. So, I have a motion for Mr. Dendle and a second for Mr. Gagos. Any further board comments or questions? All in favor say I. >> All say the same. Motion passes 70. Next we're going to move on to bid 25-006. And Mr. Henry, you're going to help us with that. And that's the Austin and Stand Center demo. After the district received its assessment of campuses, it was decided that the merger of Austin and McGill to McGill would benefit not only the students and staff, but the district as a whole. While setting up classrooms in July of 2024, considerable damage was discovered to a critical loadbearing wall in building A of

121San Just Elementary. For the safety for safety concerns, all staff and all kindergarten through fifth grade students were moved from Saninto Elementary to Reagan Elementary for the entirety of the 2425 school year. Due to the sustained damage at Sanento and the merger away from Austin, the district has been left with two empty buildings that are unusable. With the assistance of Kings Consulting, specifications and drawings were produced to abate and demo building A at Austin Elementary and to demo building B A at Saneno as well. Bids were open and three contractors submitted quality bids for this work. Bids were reviewed and scored and Reese Albert Trucking of St. Angelo and Building Abatement Demolition Company, Inc. received the highest scores. The administration recommends approval for Reese Albert Trucking to demo the two buildings and building abatement demolition

122company for the abatement at Austin Elementary. Total cost for all demo and all abatement is $453,800 which includes a $60,000 contingency. Do you have any questions >> on the asbesus removal? I noticed that they they go by linear feet of how much you're taking out. So 45, 275, and per linear foot on it. So that's how they they don't they don't put a total like >> the uh the lines that you're looking at, lines two through four. >> Uh I know those are those are for unidentified. If we come across something that wasn't included in the bid specs, if we uncover a window that has caul in it that's hot that we didn't know about. This way we have a price beforehand before it's discovered that we can hold them to and it doesn't become

123an astronomical price. >> Okay. All right. Thank you, Jason. >> Um Mr. Mr. Henry, last week when I asked you um what the reasoning behind going moving forward with the demo was this quickly with, you know, with keeping the safety concerns of students in mind. Um your response was just that the price tag could move up a little. Is there a change in that or is that still the reasoning behind wanting to demo the school during the school year with kids? >> I'll answer that question. We we don't want our building sitting idle. It becomes a it can become dangerous because then it it's like the Travis Elementary that sits idle and becomes an eyesore. That building's not safe and it needs to come down. And the quicker we can do it, the better. And

124so that was the reasoning and it would have been sooner had we been able to do it, but uh just took took a little while to get there. So, um, I'm not concerned about the school day going on at the same time. We've done it at McGill successfully. This company that's doing it, that's what they do for a living. We feel very good about it and we'll make sure that that campus is safe and those kids are safe and you know, you hear a lot of rhetoric about u, well, you've heard tonight a lot of rhetoric about that and none of that's true. So, it'll be done right. It'll be done in a safe manner and uh there won't be any danger to any kids or staff >> and you can 100% guarantee that there

125will be absolutely no danger for those kids. >> Well, I mean is that that's not a trick question. I hope. But you >> No, no, I'm being um >> Well, I mean I can't I can't guarantee everything. >> I would definitely not want my my student nearby during a demo. >> And another question is do the >> bar and insured. They'll make sure and and they have a track record of successful and safe demos. >> Just a couple other questions I'm going to put out there because I know probably a lot of board members have more. Do the parents that are enrolling their students in Head Start know about this demo right now ahead of time before they start enrolling? >> I'll defer to Dr. Dr. Gomez on that because I know Head Start's been

126communicating with parents about u the traffic flow and all that >> because I have gotten an influx of of messages asking and concerned about they're they're not all on the same page. They're thinking that the students are going to be in the building that's going to be demoed. They're thinking, you know, the Saneno is unsafe. Why are my kids going there? So, the um communication has been lacking, I think. I I don't know. Um, >> well, once this gets approved tonight, if it's approved, then we'll start communicating when the demo will happen, but we didn't want to communicate that prior to board approval. Oh, >> okay. And, um, two, so you'll let the surrounding neighborhoods know also about what's going on. >> We're not going to go door todoor necessarily. >> No, maybe just the

127the block nearby because that's that's going to be a lot of a lot of construction, a lot of dust, a lot of debris, and who knows what what else is in the air and a 100 plus year old building. And Dr. Bran, I'll just add um the district has not been able to communicate with the Head Start students at this time because they're not enrolled in our system until um the end of this month, the 1st of August. So, the district has not sent any direct communication to Head Start parents, but I will be at the end of this month and the 1st of August. So, I can't speak to any communication that's gone out because that hasn't come from us. However, myself and Dr. Brandon stay in touch with Head Start multiple times a

128week. >> Yeah. And I just reiterate, we we certainly wouldn't communicate something that hadn't been approved yet. So, you know, here we are. >> And I just wanted to make a comment on an idle building. I mean, we had one other than Travis. We sold that. Okay. And the owner just let it be idle. And we've been kicking ourselves ever since we did that. At least I have. But um we had a building, the old Lincoln site. You remember that, Mr. Dendle? That sat idle for years after we built the new Lincoln back in 96 it was built I think. >> Yeah. 98. But it sat there for years now. The only ones that would use it was St. Angelo Police Department and they would just use it for SWAT training which was probably a

129week, two weeks. But after that they had a lot of time with transient stain in there. >> Arson. arson, people catching it on fire. It was a nuisance and f and granted a lot of people didn't want it torn down. I mean, I didn't want, you know, I mean, it's an old, it was built kind of like the old uh like San was an old building, but you know, after what I've seen with Travis that's gone on there, you know, broken windows and we're not responsible. And I get calls all the time, why don't y'all tear that Travis down? It's not ours anymore, you know, and and so that's that's the thing. Um, and I understand your concern about safety because that that concerns me too. Asbestous hot stuff because those buildings, they're lined with

130a lot of stuff and probably a lot of stuff that wasn't in there. So, yeah. I mean, if we could like send a flyer out or something to the just the neighboring area that we will start construction on this on this day and tearing this down and all that. And um, yeah, that's that's that's all I wanted to say on on an idol building because it does it does it becomes a big nuisance. It really does. >> I I was just say like as far as safety, I mean obviously I don't think anyone can guarantee 100%. But companies who do this tear down buildings and towns with a much tighter footprint >> than what we're dealing with at our campus. You know, we when I was in Houston in the med center, we they tear

131down hospitals right next to the hospital while while they're still to build a new hospital in the hospital in the uh medical center. So the companies who do this, this is what they do for a living and this is what why we're choosing a company. I mean we in combination with Reese Albert that does this for this what their job is is to demolish buildings safely. Um and so I think for me that's where you know I put my faith in the fact that it will be done safely because this is what they do as a day in dayout building. >> Yeah. I'm not doubting their their profession and that they're good or bad at it, but there's always a risk. And with young littles nearby, I'd prefer to look at options. Maybe why can't

132we do it during a holiday break when nobody is nearby? Uh I'm not talking about years like Travis sitting there idle. I'm talking just a little bit of time when nobody is nearby just for safety concerns. Well, I think as we approve it, then the company will look to see how how to most safely do it and we can work with them to make sure that we're um that they're doing something that is safe for our students. >> Okay. So, this doesn't mean that it's going to start at the beginning of the of the school year or during the school year. >> It will mean it will happen during the school year. Yes. But as far as what day and time it happens, that won't be set that'll be set by the company doing the

133work. So, there's an opportunity to schedule it during a holiday or some type of break. >> Well, if the board approves it, we've already got a rough schedule roughed out >> and I think demo begins. Do you have a an idea? It's two weeks, isn't it? Something like that. >> Yeah, we have to give the state two weeks notice. Yeah. >> And then we'll start demo after that. >> Yeah. So, we can actually start before school starts. >> Yeah. >> Yes. That's the idea. I did I did reach out to Rhys Albert and spoke to him personally and mentioned your concerns and he said that most likely what he would do is knock the building down after hours or on a weekend and then pretty much the rest of it is just piling it all

134up and putting it in trucks and hauling it off. But I did mention to him your concerns and he he understood that. So, >> and again, the the local company doesn't want to have any risk to our students either. No, >> you know, and so like that's a good thing as well because everyone is in the same boat wanting to make sure that we do everything as safely as possible. >> Well, let me ask one question, another one. When when will we start? When will because I know we're going to be using it as a head start campus, correct? So, when will they start >> if if if August 14th? So they will start on August 14th. >> Okay. >> All right. Do I have a motion regarding bid 25-006? Dr. I'd recommend the approval

135of recy trucking to demo the two buildings and building abatement demolition company for the abatement. Austin Elementary, uh, >> building A, >> uh, building A and Sanjack building >> A. total cost for demolition is $450,800, which includes a $60,000 contingency. And I I know I haven't comment on this yet, but I think again, the longer abandoned building stands uh stands vacant, the more risk that the district serves itself up to as we move forward for kids coming through there, doing whatever. I mean, if it's uh again, regardless of the failure, the building is 115 years old and it is structurally unsound. So, uh I think the sooner it it happens, the better. So, with that, my motion is made. >> I'll second. >> So, have a motion from Mr. Dindle and a second from Dr.

136Mills. All in favor say I. >> I. All against say the same. >> I'm going to say nay just on the Sandra Center starting demo. Now, I don't know if that's a nay or or how I should vote. So the it's a the motion was to approve it as outlined. So it's either yay or nay. Nay. >> So motion passes 61. And I'm going to do one more thing because it doesn't save a lot of time, but I realized I also left someone else sitting in the background. We're going to consider approval of KFW architects for bomb project 2025 bomb projects, which is item E. Dr. Brandon, you're getting ready to be up there for a little while. So, we're just going to move it around how you do it. >> Sorry if I screwed

137up your PowerPoint. >> The board, it's on page 69. With the passage of Proposition A, the district started conversations regarding a bond construction timeline, projects list, and possible construction delivery methods. KFW Architects has been a vital part of many St. Angelo ISD projects. Um Mr. Frankie, Mr. Wner are here with us tonight and we appreciate them. We've had conversations um once we had the construction methods uh discussing not only delivery methods but each project uh as we begin to talk about scope but as part of that uh there has to be a contract approved and so you have before you the request for qualifications that KFW architects has provided. uh you see their work uh their engineers, their scope of experience uh with multiple projects uh similar uh to those that we've discussed. Once uh

138we make the once the board makes the approval this evening, uh it authorizes the superintendent to negotiate the contract. We're approving their qualifications and putting forward to negotiate that contract. So KFW will be able to represent uh as architect of the bond projects that have been presented to the board of trustees. Do I have any questions or comments regarding the approval of KFW architects for bond projects of 2025 bond? Do I have a motion to approve? make a motion to uh select KFW architects based on their demonstrated competence and qualifications pursuant to Texas government code 2254.004 to provide architectural engineering design and contract administration services for the district's 2025 bond projects and further authorize a superintendent or his design to finalize and execute a contract with the selected architect for a fair and reasonable price.

139So, I have a motion from Mr. Gyos. Do I have a second? >> I'll second. >> And a second from Miss Meisel Flint. Any further board comments or questions? >> Dr. Hman, I know that uh KFW has had a long-standing history with schools and has done a lot of great work for uh the schools over the over a long period of time and I think they're already scheduled for significant number of projects on the bond as we move forward. So, thank you very much for reaffirming our our uh our confidence in you uh with uh data and uh names. Thank you. >> Any other comments? >> All in favor uh say I. >> I. >> All against say the same. Motion passes 70. I'm sorry I'm jumping around, guys. I should have changed this around.

140Um, all right. Now, we're going back to item C, which is the consider the council of government lease agreement. And that's on page 53. since I changed pages on you. >> Our next step as part of our partnership with the Council of Governments uh in enrolling students for the Head Start program as partners is approval of the um lease agreement. Just to hit a couple of major points, I know you've been provided the agreement. Um, as part of Rio Vista, there was a an amount of lease uh for day and Rio Vista. We are waving the lease for Sanento since the students will be enrolled as St. Angel students. Those are four-year-olds. Um, and so we will, it will be a partnership. I think they're just as excited uh to be there as we are.

141They were in one of the oldest facilities uh that we had in Rio Vista. And so once they took the tour and walked through the classrooms, it created excitement for them uh to be there. Uh we have a brand new playground that was installed a year ago that they'll be able to access and be a part of. One of the main things uh that you'll see in the agreement is we asked for a separation of um day early childhood center and Sanjasinto early childhood center in uh what we were going to take part of and then what they would oversee and what you find is that we're accepting most of the responsibilities in Sanento due to that being uh St. Angel campus. We want to maintain and oversee uh what goes on on that campus.

142We will be responsible for the utilities, water, gas, electric, sewer, all of those things are in our name and will continue to be. So there are different services that you see. Uh HVAC, thermostats, programming, uh we will continue to oversee that for them. Uh which they appreciate. Uh that's some staff uh that they won't require. We'll keep up the grounds and maintenance. uh if they have a door lock issue, we want to know that right uh as part as one of our uh campuses. So I didn't know if there was anything that you saw in particular. Uh they have their own insurance for contents. We keep insurance on the property, casualty for the property. Uh the one thing that they are going to do is pest control. We talked about that. We weren't really sure

143the dynamics of what uh Head Start program requirements and so they'll do the pest control on both buildings uh because of that. They already have a contract with someone moving forward uh but they'll keep us informed of any needs that they have uh outside of that. And the to your point, the biggest change with this agreement is the fact that we will continue to be responsible for maintenance so that as we try to come up with a plan as we look at our revitalization plans in the future and everything, we keep track of those air conditioning units, those um structural needs, those facility needs so we don't get up against a wall later in when we have not been in charge of maintaining those. It's our responsibility. So if there's a problem with it, it's

144on us. >> That's a great example. I mean, as expensive as HVAC is, and we've replaced many of those units, uh, then our staff will be responsible for going in and replacement of filters and just oversight, maintenance of those units. And so, uh, we'll continue to do that. I I think if you would ask them, they appreciate the fact that we're going to be that partner, uh, handling many of those things for them at that facility. And at the end of the day, those 154 year olds are enrolled as SISD students. >> Also, that rental amount coming from day will help us with uh expenses that as we move forward in that campus if they do arise. >> Say that again. >> There's there's a certain amount of rental income coming from uh day. >>

145Yes. So, we continue our lease agreement uh with day at the same uh cost. And then for the four-year-olds, uh we would be able to claim ADA on those students. And over time, as we're able to put certified teachers in the classrooms, uh with the three-year-olds, we would be able to claim um average daily attendance, uh we'd be able to be reimbursed uh those amounts from the state as well. >> All right. Do I have a motion? Oh, sorry. >> I was wondering is is that ADA the full amount or half? >> Well, it's still up in the air. They Right. It's been governor Governor Abbott said full day. Uh when you call the state straight from TEA finance division, they said you better plan on half. >> Great. Okay. So, I'm taking that they'll

146met their word and we're planning on half and then we'll see how things go. >> I can speak for myself and the families in that community that I know that we're all very thankful and excited that Sanderson is still part of SASD. At the same time, I'd like to know considering that we are taking care of the utilities still, what is the difference in allowing prechool age students in this campus compared to elementary? Why was elementary uprooted, but now we're allowing prek students to be a part of Sano? It's still in SISD. What is the difference there? I would I would comment that the main difference is that there are only going to be 100 the max capacity is 150 students. >> Okay. So that's the max that can fit in those surrounding buildings is

147150. >> And so uh part of the grant that uh COG receives is Head Start. They're paying all the administrative um salaries that go along with that counselors nursing. They're paying all the staff. They're paying the prof pair professionals. They're paying the teachers. So all of that is being assumed by them. We're simply allowing them use of those buildings. It's approximately 18 classrooms. So that that that would be the max capacity. That would be hard for us to come in and say uh that we were going to run. That's what we've been dealing with in the closure of small campuses. We could not staff it appropriately for the amount of funding that would come from that. It's just unique in this partnership that they can receive the grant funds and pay for staff and leases

148and bills. Uh but at the same time as enrolled as SISD students, we can receive the ADA on that. >> Other questions? >> Yeah. Um on security I noticed that they they'll do all the security camera leases the lease will be responsible for all security on that Saneno campus and day but like Sano for example um they're going to be using the Pope Street entrance correct the little side street the >> it would be the west side using the facing east entrance right there. um when it comes to security like vestibules and all that because I know we did that work over there at the building a and all that's going away. Are we going to be able to provide any of that or would that be up to the cog to do that? >>

149Well, we're not adding a vestibule. We're not constructing anything. The parents Yeah. When we talked earlier, the parents would come through the gate and I think the office is right around to the right. >> Yeah. >> But it's it's there but there won't be any construction. And we're not constructing an office area or anything like that. >> All right. >> They're also continuing to use that was the entrance we had for our tiny Texans at Sanento. >> The Pope Street entrance. >> Yes. And there was it's basically a Ring doorbell which they had access on iPads. That's what our staff had. They're continuing a system very similar so that they can buzz parents in and out. >> Okay. Thank you. I did have one more um on on your list on the contract. I did

150notice that day the le cog will pay gas electric water. Okay. But at Sanjac the district will pay gas electric water. Why is that separate like that? >> We're just helping assume some of the cost uh for COG >> due to the fact that we can collect the ADA. We won't be collecting that on the day students, the three-year-olds at day. We will be doing that. So, just as a partner, uh we're assuming some of those costs to keep the cost down uh for the Head Start program. >> Okay. Right. >> Any other board comments or questions? This is sort of outside the lease grant, but we'll be working with professional development with these teachers. Is that right? >> Yes, sir. Um, in fact, we had 20 of their staff members join us last week

151on July 15th at our learning puzza. >> And all this is to hopefully have students come into our district that are more prepared for >> Absolutely. The alignment between the two entities is crucial for a smooth transition. >> Excellent. Thank you. >> Any further board comments or questions? Do I have a motion to approve the bid of the uh council government lease agreement? >> I'll make a motion for the approval of the council government lease agreement as presented. >> And do I have a second? >> I'll second. So I have a motion from Dr. Mills and a second from Mr. Dindle. Any further board comments or questions? All in favor say I. Okay. All again say the same. Motion passes 70. All right. Next item is item D. And Dr. Brand is going to stay

152up there to consider construction manager at risk scoring criteria. With the passage of proposition A, the district started conversations regarding bond construction timeline, a projects list, and delivery construction methods. As part of that, CR construction manager at risk was discussed uh by Park Hill uh for most of our major uh projects and as part of the CMA process, we need a scoring rubric. So when that company when that contractor is selected, we have a detailed accounting for what it is that we're looking for in that company. So you have in front of you a proposed CM scoring criteria with a point basis. So if you kind of look down the list for example the very first one um pricing zero to five points in the compensation preconstruction phase services and then during construction phase services

153their pricing their resume of their project manager who is the job superintendent what is their experience have they built schools public uh PK-12 schools before all of those things are answered uh within the rubric. And then the very last um you know, do they have any litigation against them? They would have to present that. Have they had any struggles uh with other construction projects? And then the last one, any other relevant factors. How well do we think they could perform the work? Um uh goes into the scoring criteria as well. Each one of those has a numeric value to it. And then you have the evaluation committee makeup, superintendent or deputy superintendent. uh director of construction, director of maintenance and facilities and then a representative of Park Hill Architects. So what we would uh ask

154is just simple approval of the scoring rubric uh so that when it comes time to interview uh construction manager at risk companies, this is the documentation that we will be using as part of that evaluation. Dr. And just so I as far as experience with other K12 school districts, that's also where experience with our own district would fit into criteria. Um I was in saying where we're like we would look be looking at how they've inter like we obviously have construction firms that we've been happier with and less happy with. >> And so I guess would that fall into the >> scoring criteria? I just want to make sure it's within the scoring criteria. I guess that would be we would be including ourselves in the K12 school districts. >> Correct. So that would be

155part and then even that last category other relevant factors as you kind of look through there's a lot of different areas that that can cover and so past performance um things that we uh know uh that a contractor has complied with, not complied with uh guidelines they followed or not followed, timelines. uh that would be certainly be a a category that uh that would be a consideration of >> and I might add the experience as a construction manager at risk 0 to 25 points when we have experience with them that's where that could be easily applied. >> Okay, I I like rubrics. I just want to make sure the rubric accomplishes what we are trying to accomplish. Um and so um which is to make sure we get the best people >> in place to

156do this project, these projects. So on the list of litigation of claims made in the last five years or whatever, if we are not informed of that or not made aware of it and say we hire them, do we still reserve the right to >> not use them? >> I would say that'd be a question for Walsh Gaos, right? That would be something that we immediately would bring to their attention. And then >> I'm not saying that we're going to have one, but just >> that'd be a legal question. >> That would be a legal question. Can you ask them that, Dr. Murray? Well, I mean it would would I ask them? >> Yeah. Yeah. Can you ask them for me and then just >> No, the answer is yes. They they would on our

157behalf. >> Oh. Oh. Oh. So, >> let me just pick up the phone and call the lawyer. Okay. If someone defrauded the their eligibility, that would certainly be a legal problem for them. >> Okay. >> Yeah. I want to know now >> any further comments or questions regarding the construction manager at risk scoring criteria. >> Do I have a motion to approve the construction manager at risk scoring rubric as presented? >> I'll make a motion to approve the CM scoring rubric as presented. >> And do I have a second? >> A second. >> So I have a motion for Mr. Gyos and a second from Mrs. Duncan. Any further board comments or questions? All in favor say I. >> I. All again say the same. Motion passes 70. All right. Um next we're going to

158go to item F, which is consider the 2526 employee compensation. And Dr. Brandon is going to help us with that. And I believe there's a handout at each of our desks regarding that as well. And that's page 105 since we have been jumping around a little bit. Okay, since we went through um these slides in the presentation during pre-aggenda, uh we're going to move kind of quickly through um the different funding sources, our tax rate, um our declining uh student enrollment. Uh we've talked about student attendance, but one of the things that we want to stress is certainly House Bill Two, new legislation. What you find uh on this slide is the funding from House Bill 2 in the areas of school safety, special education basic cost aotment, uh the teacher retention aotment, those are

159the mandatory teacher raises uh to be uh for each district. and then support staff retention aotment that picks up any additional staffing in those areas andor the benefits that also uh come with those raises. We started the budget from a student membership of 12,800 where we finished the year at a 93.5 attendance rate and then we took the demographers uh decline projection 1.3% and built the budget on 11,812 students. from that budget uh with our property values. We have our local revenue and then our state and federal revenue. And then we see the summary uh from um 2425 to 2526. we see a decrease in our local tax revenue mainly because uh we are moving to a homestead exemption from 100,000 to 140,000 and then a 200,000 homestead exemption uh for 65 and older. So,

160if you were 65 and older and then you had, for example, $190,000 home, uh you would not pay uh any tax locally uh toward school district for that home um if you had your homestead exemption. And then all of the others, uh we have to take that 40,000 out of that evaluation. So you see a drop in 4 million, but what you do see on the state level is they pick that up uh for the district and added to that is the $4 million in teacher raises and benefits. And then very consistent uh we've stayed the same uh on federal. So new money uh to the district, $5 million. We've been working through staffing pro projections as we've had declining enrollment. Uh we try to stay out in front of our staffing projections and have

161a similar decline in staffing to of that 1.3 to 1.5%. Um you have uh what those uh reductions have been to this point and that's not uh the HR department is doing a great job of that's simply through attrition. That's not through anyone simply losing a position, right? Um so in our pay system review, we went page by page. Uh you have this evening uh a couple of um you have a one one pager uh for job family 100. Let me grab my coffee. [Applause] couple of changes on. So if you see the um looking at the paygrades 101 through 104 on the front page, uh we have a change at the very bottom. teacher retention specialist. Uh that will be funded through title. And then on the back of that page, uh we have

162deleted a position uh director of campus academic support. And we realized that we only had two directors left in paygrade 105 after we did the TASBY salary and took their recommendations. We had two two directors left in 105. And so we've moved them to 106 with the other directors. So I just wanted to note those changes. The others that we discussed kind of page by page from the salary study uh are are still there. So we come to as we talk about the compensation plan uh two things right employee health insurance is a consideration as it's time to for our employees to pick a plan for themselves and or their family uh and also salary increases. The TRS active care uh policy will increase by $41. We currently as a district pay 479 toward every

163employee uh to create a free or no cost option uh for the employee only. We have certainly uh options uh we can either remain at 479. We could for example let's say we increase to 500 and then split that uh with the employee this year. we could go to 520 and cover that full amount you see in the boxes per month and per year. If we were to cover all $41 per month for the 1,800 plus employees, it'd be $713,000. If we do half of that, um it would be approximately a little over $350,000. And then if we kept it at 479, that full 700,000 uh could be used u toward um employee raises andor benefits. So, we took that information uh along with the uh projected revenue and you'll see in the considerations the

164House bill 2, the TASBY salary study recommendations and the possibility of a two 2% general pay increase. Each one of those has a subtotal and then benefits are approximately 12%. TRS, workers comp, uh the different benefits uh that we cover as part of the raise. And then you see the total amount across the bottom, the 4.4 million uh for teachers. Um you find a non-instructional teacher increase uh projected here of 1500. And then our one and two-year teachers were not covered in the legislative uh action. only three and four at 2500 and five and o over at 5,000. So those considerations for the non-instructional staff 1,500 and then also our one and two-year teachers of 1500 and then we have our TASBY salary increases uh from the study that we looked at and then uh

165the 2%. So you see the total uh projected from this school year 2425 with TR and benefits. So we captured this school year the maximum amount of employee pay and benefits at 109 million. And then uh we added to that the compensation house bill 2 TASBY and a 2% GPI. We backed out uh 5%. We have approximately 15% of the employees that do not take the insurance. We backed out 5% of that at 540,000 and then the reductions that we have uh a projected estimate at the moment conservative at 1 million and then you find that we have 113 million in salaries projected for payroll for 2526. That slides over to our proposed budget. Um we have our contracted services uh that we increased supplies and materials and miscellaneous operating expenses. And then the 138

166million 5721 is what you found on the projected revenue. So for a balanced budget after considering the payroll considerations and then we talked about the options um you had those I don't know if you still have your copy I apologize if you don't do you so questions about those options. So, we kind of went from top to bottom with stay at 479 on insurance. So, looking at the stuff, and I apologize as I wasn't here last week, so I don't I'm going to sound a little bit >> okay, >> but I want to make sure I looking at the options that were presented last week, I thought there was an option for a balanced budget with 479 and a 3% raise. >> There is. So, we'll be a we'll balance the budget on any of

167the five options. Okay. >> And if I can um advocate for that, if I were recommending something tonight, uh we had talked about increasing health insurance or giving that to all of our employees in the form of a pay increase and letting them decide. Uh I would advocate for a 3% increase uh with the TASBY uh >> adjustments that have been made and the implementation of the House Bill Two teacher salary increase. Um, there are some employee stipen amounts included, but all of that with the 3% we can balance a budget and I think our employees will feel I think it's a good move um especially because we don't know what's going to happen next year and we can do it now and do it uh with stewardship and balance. So, >> so, and I

168apologize, but uh so a 3% raise, I just want to make sure which if we did, we're still roughly at a 1% raise is a million dollars plus or minus overall for the district 1.2 now. >> So, a as we've reduced staff, right, two years ago is 1 million and then it dropped to nine. Now, it's approximately 800 820,000 for a 1%. But what happens in this model with the state funding all the teacher raises it's only half that for a percent raise for the remaining employees of the district. So, >> and is there anyone not in the teacher pay family, and you may not have this information, so I apologize. Um, that the extra 1% would be less than the $41 more a month that they'd be getting on their paycheck. So, like if

169we keep them at $479, there are there are some employees that work for our district for health insurance. There are other employees that don't get any benefit from us in increasing the health insurance because they're getting their health insurance from their husband or wife's employer. But if they are working for us to get health insurance and we don't cover that $41 more, the additional 1% to go from 2% to 3%, they should get more than $41 more a month in their paycheck. Would we would that 1% cover that for all employees? >> So, if you took a let's just say $30,000 >> um and then 1% would be 300 um then that's 30 what? 25 $28 a month. >> So, it's not quite >> right. it would take the 2% would more than cover but

170then the if you did 3% then that's where the the raise would be above that plus the with covering the insurance amount >> but in but in trading for that we're giving every employee that extra 1% and I think Dr. Moran made a great point uh last week that we do have 15% of the employees that don't take the insurance and so when we have made the increases I hadn't really thought of it that way but they don't see the benefit. I mean, the other 85% do because we continue to pay more for the health insurance, but those 15%, they honestly benefit more uh from a from a raise, a percent raise u because they're not taking the insurance. >> And if and if we use the 30,000 number for math, it's roughly $13 a

171month. That's a different is that we calculated? Yeah, 13 roughly. Um, that's a difference that it's not being covered. >> Correct. >> Okay. >> So, we did we we were interested to make sure we wanted to see what other districts around us were doing. And so, uh, Wesley Smith in, uh, payroll benefits. Um, we do pay more than all. There's one school district that pays higher and they have a privately funded company. uh that being county uh but St. Angel is considerably higher than all of our other districts >> for health insurance contribution. >> Yeah. And I I mean to you know for the employee only that significant contribution still covers a significant portion of it that would allow someone who is working for our district for health insurance. They would still have that incentive

172to do that. So, any other comments or questions for Dr. Brandon? >> I will make a motion. I don't think it's in the there's not a recommendation in but I would >> option >> I would re I would make an um motion to propo to go with option one a which would be to implement house bill two re teacher retention pay increases if presented implement house bill two non-instructional pay increases presented implement the tazby pay recommendations and then implement a 3% % pay increase for all other employees not receiving an increase by House Bill 2 or TASBY and then maintain the monthly employee health insurance at a contribution of 479 per month and delivering a balanced budget. >> Most importantly, do I have a second for that? >> Dr. I think the simple math for

173all that was when I was working on this week is that that technically is about a million dollars worth of sustainable expense that we add with just a straight 3% increase to uh our employees. Is that about right about a one >> Oh, on the 3%. >> Yeah. Uhhuh. >> Yes. That would be just over 1 million. The 700,000, >> right? Yes. Uh so 3% 1 million5 somewhere in there, right? Yeah. >> And we are covering also the 367,000 >> of the Tasby expenses of the Tasby. Yeah. TASBY. >> Right. So in that bottom line with benefits uh almost 800 uh plus a percent would be 1.2 million and then the 400. So we would be covering approximately 1.6 million. >> Okay. With that I'll second. >> So we're not going to be doing the

174I think because you mentioned going doing half of the insurance like going to 500. Well, my my motion was for 479. I I I'm happy for more board comments or questions. >> No, I I was just clarifying because Yeah, >> I thought when you me when you mentioned earlier, I thought you said we we had >> we were had the budget to do 3% and half of the >> Oh, sorry. >> to do the 500. >> Yes. So if we so of the what we've captured uh in what you can see in the chart here 5% of the 15% that don't take the insurance a little bit of a buffer right just in case we had an odd year that more employees took the insurance. So, if we back out another 5% and we budget

175at 90% of the employees taking the insurance, then we would cover the $21 >> because I guess the OCD part of me just seems like if we're going to stop covering insurance, 500 seems like a better number than than $479. But, >> and transparently, I'll tell you that the reason I didn't go there was not that it's right or wrong, but uh I didn't want to put Dr. Brandon in a bind. and I know he's trying to bring a balanced budget. There's going to be some unforeseen costs. There's going to be some things that we didn't anticipate or plan for. So, um I didn't want him to feel the pressure to do that. That was the reason I actually stayed at 479. But that gives him a little more breathing room when he's budgeting. But

176>> how much breathing room do you need? >> Well, well, yeah, we'll we'll get there, right? We'll hit the number. Um so, >> whatever y'all decides. So, we have a motion and a second for 3% and $479 >> and employees pay the additional $41 >> and the employees would be responsible for the additional $41. >> Yeah. >> Um because we they still have to cover. >> Yes. >> Um do I any board comments or questions? I guess there there was a second from Mr. Dendle. I guess we could entertain a different motion, but we should deal with this one first. Um, so, um, if there's no other board comments or questions, we'll take a vote on this one. If someone feels strongly about a different one, we can take a motion and a second regarding

177that. So, don't feel and we can come back to this one if that one doesn't get a second. I apologize for moving quickly. So, um, we have a motion for myself and a second for Mr. Dindle. All in favor say or with no other board comments. All in favor say I. I. >> All against say the same. >> So motion passes 70. >> Dr. Brandon just Dr. Brandon has a backward comment. The state has guaranteed their hold harmless for two years. Is that correct? >> They have. >> Have they guaranteed beyond that point? Not really. We'll see what the new banium brings >> right from there. >> I know with the reduction of taxes and the increase of homestead exemption that that that decreases our local revenue and I know the state has guaranteed for

178two years of hold harmless. Uh so as we move forward, we'll see what the legislature brings as far as school funding in the future. >> That's true. I mean that's a great point. I mean the 40,000 the additional $40,000 in homestead exemption is going to help all of our employees as well. uh you know that >> um uh are within the school district as well as if um if we had an employee that went to 200,000. So that also will be a a benefit. >> And although we don't know what two years from now will look like, we've now been able to give our employees a 4% raise last December, an additional 3% raise. And obviously we'd love to cover health insurance and everything else, but if in the big scheme of things, we've been

179able to um in in addition to the uh House Bill 2 required fundings, we've been able to hopefully make it to where we're trying to catch up on all of our job families and um improve their uh ability to survive and increase cost. All right. Um, next, Michael Colbach gets the joys of the code of conduct, which for this year has a few wrinkles. >> A few. Yeah, for sure. Uh, Dr. Moran, Dr. Kingman, um, members of the board. So, each year you have to adopt a student code of conduct, as Dr. Kingman said. I don't I don't know about his description of it, but uh um there is a lot there there's a lot this year. Um every two years coming out of the legislative session, if they make any changes to chapter 37,

180which is the the law that governs all of the discipline, then um we would bring those to you. Uh you've had a copy of the code of conduct with the changes in it. Um we're not going to go through all of those. Um, I do have I don't know if you had the slides or I sent them to you just a second ago, but um I just had a there's just a couple of themes that that uh the code of conduct addresses. Um, one of them being uh protection of students and staff uh primarily uh staff and um so the the law has updated really given us as a school district and principles administrators more leeway in terms of what we can do to protect our teachers in particular. Um and then the other one

181is protecting instructional time. So, those are the two themes and uh tonight we're while you're going to be voting on the whole code of conduct, we're just going to there's a few major changes that are going to affect our families and um our teachers. So, just want to kind of touch on those just a little bit. um on the protecting students and staff side. Um they the the legislature basically they got very involved in this and very um right very detailed like they made some laws that pretty much establish how things will work and what we will be doing. And so within the student code of conduct, you have uh certain behaviors that have discretionary consequences and then you have mandatory. And the the law kind of outlines what those are. And so we build

182that into the student code of conduct. Well, this year, if you can just imagine on many of the um things that were in the code of conduct in a certain spot, maybe as a discretionary has moved up to a mandatory. So there were quite a few things that have moved up in terms of the um intensity of the disciplinary consequences that would be given and there there around a couple of areas. One being physical aggression and violence against staff. And so that has moved up considerably to mandatory um where um if if you if you for example if you assault a teacher then that's a now a mandatory expulsion whereas before it was discretionary. So >> mandatory expulsion or mandatory DAP >> there the um for an assault against a for an assault against a

183teacher. I don't know if you've got it right there in front of you. can make sure but um ex have to look at it in particular but it uh it was a mandatory it might have moved from a discretionary to a mandatory um there's so many things that moved up with those. So um the main goal is to emphasize that we're not going to allow our teachers to be assaulted. Now there are um mitigating circumstances. It's very important to note that special education students with disabilities that remains in place. So we will still have to do the um we'll go through all of those um processes when we're working with the student with a disability. Um but um a major emphasis on protecting our teachers. The next one is parental involvement. Um, it's an interesting

184one. Um, basically it's kind of a start of the legislature holding parents accountable to some degree or giving us as a school district some options. Um, and so did it just get really like really warm when we started about talking about the code of conduct or something. Okay. >> It's been warm for an hour. >> It's not distracting. It's not distracting or anything. Yeah, it is warm. Um, okay. So, just really quickly on the parental involvement, basically what it's done is the it's allowed us as a district to assign a set of consequences and then we can go to the parent if there is something that we feel like the parent could do to help the student. So let's let's say in a case where maybe it's addiction or something like that that we could

185reduce the number of or the um intensity of the discipline if the parent agrees. So there's they've introduced this concept of a parental agreement to uh get the student help I um from a parent standpoint. So it's it's it's working with giving us some options and working with parents to do some things outside and then get a reduced disciplinary consequence in the school. None of that has been defined yet. It's like this new concept that they've put in the law. And so we're going to be getting some guidance from um from our from the lawyers and from uh TASBY on what that's going to look like. And also TEA is supposed to provide us some models for those parental agreements. So, that's a really pos it's a positive thing. It's just new. So, we're going

186to have to work through that and what it might look like, but it's it's got some real potential. And then, um, as I said before, just expanding some of the options for really serious offenses. Um, on the protecting the instructional side, this is, I'm sure, what everybody was waiting to hear about is the cell phone situation. Um, so here's the deal. Like, it's part of the law. the the law states and is very specific that you cannot use a cell phone or a whole list of things. I think you saw it in there. Smart the smart watches all anything that can you can communicate with um will are not allowed to be used during the school day. So just a more specific look at that. We we'll be defining the school day as belltoell. So

187um I want to be very clear that we are not adopting a policy where students cannot possess them. We are we they will be allowed to possess the phone while they're at school. One I mean before school and after school in terms of communicating with their parents on transportation and that but also in the case of an emergency we we advocate for our students to be able to communicate if there was an emergency. And so being able to call or text, they're not going to get in trouble for that if there was an emergency situation. So we're not some some districts are adopting it where you can't even be in possession. You have to leave it at home. We are not adopting a policy like that. Our policy will be it cannot and it goes

188by the law. The law says you cannot use these devices on campus during the school day. So it'll be bell to bell. If you're on campus, you can't be using the device. Uh, so I guess there's some questions about the cell phone situation or no. >> Well, the law that they wrote said during instructional time. That's what I was wondering about. Is instructional time just during class time or is it the whole day? Are we making it the whole day? So we get a model student code of conduct from TASBY that aligns to the law and all of the guidance from TASBY for the code of conduct establishes a school day. So on campus during the school day instructional time for us is a typically is a bell to bell. So from the first bell

189to the last bell of the day. >> Yeah. So I'm going to make a comment and then you know obviously we talk about the protecting students and staff and that's very important but the students involved in that portion of the new suit of code of conduct is a very small percentage whereas the students involved in the cell phone >> is everybody um which is why it's going to get more um play. I think I want to reiterate what you said is that as a district we value keeping kids safe and the fact of the matter is we want kids to have cell phones on campus if there is a true emergency. We want kids to be able to access that. We want people to be able to get information from those. Those are a tool

190that unfortunately in the reality of um public education and school safety that's a tool we do not want to limit. Um so I think that's important to reiterate to parents that we don't want to re we don't want to limit that but the reality is this is the law and so now our teachers are going to be held to keep it be consistent. Our campus leadership is going to be held to keep it consistent. And parents are going to have to understand that they're following the state law. And there are going to be parents who um I've already heard from some. They're going to be upset with the fact that they cannot contact their student throughout the day the way they have traditionally done. And but the reality is that is a new phenomena in

191the fact that that can happen. So, we want to use the benefits of the of the cell phones where we can to make sure that we keeping kids safe, but we also want to make sure that parents understand that they're going to have to be our um work with us on this because we're following a state law. And so, our teachers and administrators are going to have to follow that state law and it's being put on us to enforce that. So we the same way you tell your kid to buckle up their seat belt because it's the law you're going to have we as parents all of us who are parents and as a community we're going to have to uh follow that same law and it's not the teacher's fault it's not the administrator's

192fault it's the reality is we're following a law and that is what as a district we have to do >> so it's well said you could I could make an appeal here as well that we we believe in this as district administrators. We met with principles today and the you could you could make an argument that um and you use the seat belt illustration, but the dangers of it, but also the distractions of it. There's a lot of research coming out about the the distraction and how much learning is lost because of those distractions. It's it's significant. And so we believe in it. We also acknowledge all that you just said as well and how difficult it will be to um enforce but we're willing and ready to enforce it and work with parents. We

193welcome that in this process because it's going to get real. >> What um will sorry will each campus let's say a child does have their phone out >> is each campus going to come up? I mean how's the con what is the consequence? Is it going to be a district consequence? >> Yes. Okay. >> Yes. And we're, you know, this just happened. So, we're we'll be working and publishing that right >> in plenty of time before the school starts. Like what will happen if you it's it's basically confiscation, which is really part of the law as well. Like they put it right in there about what schools are able to do and what we're not able to do. Um but, uh it'll be a graduated system of like a first offense, second offense, third offense

194type of a thing. Um, but it'll be it'll be well known and well communicated out before the school year ever starts about what this is going to look like and specifically what devices cuz there's a hundred different devices as well. And so we'll we'll put all of that out. Um, but it will be consistent. Yes. As a district, it's almost impossible to enforce if it's not. >> And I just want to reiterate, Mr. I think that communication is very important because we talked about most people don't ever look to our don't ever look at our student code of conduct. Most of our students don't get um affected by the student code of conduct on a day-to-day basis. But every student almost in our district is going to be affected by this change to our student

195code of conduct. And so even parents who aren't used to looking at the student code of conduct, they say, "Oh, my kid never gets in trouble." All those things. We got to make sure that every parent is aware of this and every student's aware of it because it's really does I would I have no idea but I bet at our secondary level 90% of kids have a cell phone. though >> it yeah it's higher >> it's higher than it's almost >> Mr. Kog not quite as sensational but uh caveing back to the protecting students and staff I think a significant amount of districts collaborated with legislature this year to help strengthen that uh that uh position as far as uh protecting teachers and staff moving forward. So I think it was a lot of districts

196got together uh and uh I think even our our district and Dr. ran testified maybe about uh the need for maybe some a little stiffer penalties on uh protecting our our our staff for sure. So, you know, thanks to the thanks to the legislature for actually listening to the folks that have uh feet boots on the ground there. Yes, >> the the only other uh point to make um in terms of um the threats, threat assessments and all that, all of that stayed in place, but did um there the legislature also provided us an opportunity to um give a significant consequence in terms of someone who has made a threat or some of these uh intense um behaviors where they've made a threat against um either the school or or um uh an individual where

197we can keep them for a time period away from those people and still serve them. So, the legislature brought in um and we really actually we asked for it, Dr. Moran asked for it specifically um to be able to do um some type of um virtual stay in other words stay connected and stay enrolled and still serve them but also protect our students and staff when they've made a threat against someone or something like that. So, we'll be working through that. That's another benefit of the the law that's going to help us provide options. It's a balance because we are charged with serving every student, even the one who did something wrong. And we are legally obligated to enroll them as well. And that, in other words, the needs of one sometimes don't match with

198the needs of all of the rest of them. And so the legislature, I think, did a good job of giving us more options in doing that and allowing us to meet the needs of one whilst keeping the rest protected. >> Any further board comments or questions regarding the 2526 student code of conduct? >> I have a just a couple quick questions. Um, and these are just concerns that I've heard. Um, just questions that have been asked. Um the first one is um teachers who have have um use of phones in their classrooms for the classroom. Will that be allowed? >> That's a good question and we're we're going to address that in our policy. So there's a couple of examples that we know about already like our um some our dual credit classes and AP

199classes require a dual signin that requires your cell phone. So, but we're going to be very specific about what is allowed because this is going to be really difficult to enforce. But there are some situations where they're going to have to use the cell phone, but that's going to be um permission given in like on a like a list. These are the things that it's allowed for. So, in that class, it would be allowed to pull it out and use it for that purpose and then it goes away. Now, you're back under the policy. So, u there are a few others that we know about. We're going to develop a way for a teacher or a sponsor of a program to let us know, but we are not there's not going to be a lot

200of room for discretion because this it's a law again and we're asking our administrators and teachers teachers are going to have to enforce this in the classroom. Um, and so if if there's any discretion in it at all, it just falls apart right away. But yes, the answer is there will be some some situations where it will be allowed, but it'll be very specific and known that that is one use that it can be used for. >> Thank you. And then the other one, and this one's it's it was a question, but there might be a gray area, but um a couple of parents have asked about smart watches that students wear for health reasons. Would that be a kind of modification that they could have? The law also um addresses students with a disability

201or a medical condition because I mean um we have students with a number of devices that monitor that but the law already takes that into account. So which helps us then we can just point to the law whenever it becomes an issue if it does. >> Thank you very much. >> Just to let you know it doesn't it does it does show the that the um they can implement individualized education program IEP for 504 rehab act of 1970. so they can use the 504. So >> that that was actually debated for a long time and it was not we were not sure how that was going to come out but then ultimately they landed on what we've been doing for students with disabilities. So >> and if that um if that were the case a

202student has her phone because their Dexcom for diabetes is on their phone every teacher is going to know that from the IEP. >> Correct. >> Just a clarification. you are still ironing out the details as far as the punishments and the like the protocols that we're going to follow, but we're basically falling in line with the law is essentially what you're saying, right? >> We are hardcore following the law. >> Right. Right. >> Um but we don't have >> but the law didn't go in this case did not go as specific as what the consequences like number of days and things. They did do that. However, on the vaping side, you may have noticed in there that it it took vaping off as a mandatory DAP, but then it mandated that if you do ISS,

203it has to be at least 10 days. Very interesting. Very specific in terms of what the law, but we will we will follow the law exactly how it is and but it doesn't go as specific as like the number of days like if we decide how long we're going to keep a phone or something like that, we're going to develop that. But it'll be well known and well communicated before we ever start. We don't need any >> kind of confusion about that. >> I just know if we're getting the weeds like because I know they used to like you have to pay money to get your phone back. That whole thing is that >> uh so they actually did away with that. >> Okay. >> So they they um you can't do that. You can't

204charge. But then they beefed up very specifically that you can confiscate phones. So, one argument has been for a long time with cell phones that that's personal property. You can't take that. And so, the law addressed that and made it so that yes, schools can confiscate that as it because it was against the law to be using that at school, but they did away with being able to charge for it. So, the charging won't be part of that process. It'll be it'll be a level of confiscation and not being able to get it back. So just in case someone says something this is big way to make money for the schools that is not the case. >> Yeah. It won't even be an issue. It's it's interesting. We for a long time we've been giving

205parents a choice like you can leave it with us for 3 days or whatever or you can pay the $15. And there's a number of parents that are like no you keep that phone. Keep that phone. I'm not paying the $15. You can they don't need that. So, >> and there um are a number of parents that give you $60 for the next four times. >> That has happened. >> Well, let me pay for this one and then the next two times. But, uh this it won't be an option now. It'll be well, it'll be with us for this period of time. >> Dr. Mills, um just I know we discussed this in the pre-agenda meeting. Um just to kind of give some context and timeline with all of this. Um the first webinar that

206was available for districts was last week u with these changes in the model code of conduct. So we attended that webinar. I I want to commend Mr. Colinach and Miss Bisera because after we attended that webinar, they took all that information we received, updated the code of conduct to have for you all and Friday facts and then we had to get in front of our staff who not all are back on contract. Um so we met with them today in advance of this board meeting. We also discussed communication because we know this is important for our parents. Um, communication will be going out on a regular basis, including communication in Dr. Moran's superintendent updates. So, um, we're not trying to delay on having all this information and having all the consequences out, but it's important

207that we don't just make all of those consequence decisions from the district level and we include our administrators that are on the campus in that decision-m. So, I I just want to give you all an update and just kind of an idea of how much work we've been putting in to get information out to you all and our stakeholders as quickly as possible. >> Yes. And I and we I know we all appreciate that. I know we're kind of working on the fly here and it's coming at us real fast and y'all are doing a great job and I commend you and I'm glad I don't have kids with phones yet. So yeah, I might have mentioned I might I might have mentioned the law to my middle school student and she's super excited about

208it. And I say that with sarcasm because she is not excited about that. But they're going to they they will realize how much better it is for them to not have to worry about that at school. Some of our older kids might tell you that already that it is better for them interactions and the things that they're going to gain that they're missing right now because they're so distracted by everything on the phone. So, >> um, Mr. Colin, how about like, um, the teachers, you know, when you're on duty and can a teacher have their cell phone out? >> I don't think we've gotten that far. Um, in terms of personal personal cell phones, we already have it in our um, in our uh, employee handbook about use of personal devices and protecting instructional time

209and things like that, but we haven't really gotten that far. The law doesn't address it. the law is specific to um student use. Um so >> I just asked because I was asked that question. >> Yeah, >> a student asked me that question. >> Uh >> yeah, I mean will you >> All right. If we So do I have a motion to approve the code of conduct for the 2526 school year? >> So moved. Do I have a second? >> I'll second. >> I have a motion from Mr. Dr. Dindle and a second from Dr. Mills. Do I have any further board comments or questions regarding the student code of conduct for the 2526 school year? All in favor say I. >> I. All against say the same. Motion passes 70. Dr. Self. We're going

210to consider House Bill 3372 and restrictions on outside employment by administrators. >> Good evening again, Dr. Keeman, Dr. ran and members of the board. Um, this isn't quite as riveting as the code of conduct, but I will do my best to do it justice. Um, House Bill 3372 refers to a bill that aims to prevent conflicts of interest by restricting the types of paid work uh that school district administrators can undertake with outside entities. Um, as you all know, our fearless leader at McGill Elementary, Mr. Dr. Colton Curtis. He is seeking board approval to continue his work with Cap Capturing Kids Hearts uh through the Fliin Group. Um you were provided a signed CKH trainer agreement I believe last week for review so that um you could transparently see what that agreement between Mr. Curtis

211and the Fliin Group outlined. Um just to provide some clarity um I'm going to refer to the statute itself. An administrator means a person who has significant administrative duties relating to the operation of a school district including the operation of a campus. It also clarifies that an administrator may not receive any financial benefit for the performance of personal services for any business entity that conducts or solicits business with the school district that employs the administrator. So where we need to provide clarity for you all is that we do contract with the flipping group through through our CK endeavors. But um statute also does provide some leeway and clarification um that states an administrator other than a member of the board of manager, superintendent or assistant superintendent may receive a financial benefit if a written contract

212describing the services to be performed by the administrator is provided which you all have been provided a written contract. Also, the board of trustees for the administrators employing district votes to approve the contract after determining that the contract will not harm the district and it doesn't um uh present a conflict of interest and the services to be carried out are actually going to be performed on the administrator's personal time, which um the contract actually outlines that as well. So, Mr. Curtis is just seeking your approval to continue his work. uh with the flippin group and through CKH endeavors. Do you have any questions? >> So any time away just to clarify would be approved by his supervisor and would not be in per this contract it says it cannot be done um in lie of

213their primary employee responsibilities. >> Yes sir. it cannot conflict with his um job duties. Um just to add another layer of clarification, he when he does a contract with the fliin group, it is not um work within the state of Texas. It is other um outside entities outside of Texas. >> And per this contract, he has to continue to get approval when he does this. >> Yes, sir. Okay. >> Any questions or comments? All right. Do I have a motion to approve the Mr. Curtis approved to work with the continue to work with the flipping group? >> I'll move to approve that Mr. Curtis continue to work continue his work with the flipping group. >> A motion from Mrs. Meisel Flint. Do I have a second? >> I'll second. >> A second from Mr. Dindle.

214Any board comments or questions? All in favor say I. I. All against say the same. Motion passes 70. All right. Dr. Gomez, we are going to do our approve the resolution for extracurricular status of the 4 organization and adjunct faculty agreement. We have to do this annually. Um and this is just so our students who are involved in 4 can get credit for that. >> Yes sir, you are correct. You should also have, if you do not, Mr. Ramaris, and I will ensure you have a copy that needs to be signed should the board approve this. Um, as provided in Texas Administrative Code, public school students may be considered in attendance when participating in off-campus activities with an SISD adjunct staff member. So the Texas&M aggra life extension service of Tom Green County has requested

215this extracurricular status of the 4 organization and approval of adjunct staff members for the 2025 2026 school year. This allows our students participating to be considered to be in attendance. The Texas A&M Agro Life Extension staff requesting SISD adjunct staff status are Allison Watkins, Courtney Redmond, and Haley Meyer. The administration's recommendation is to approve the resolution of the extracurricular status of the 4 organization and the adjunct faculty agreement. >> Any board comments or questions regarding this one? Dr. K, we've done this for many years uh to provide additional opportunities for our students to produ to uh participate in 4 as an extracurricular activity. With that, I'd move to uh approve the resolution for extracurricular status of the 4 organization and the adjunct faculty agreement. >> So, have a motion from Mr. Dindle and second from

216Mr. Gagos. Um, any further board comments or questions? All in favor say I. >> All against say the same. Motion passes 70. Uh, Dr. Gomez, we're going to do our optional flexible school day program waiver. our pays. This again is an annual um approval. >> Yes, sir. A student is eligible to participate in an optional flexible school day program. We have a lot of acronyms in the educational world, specifically OFSDP, authorized under the Texas Education Code. if the student is enrolled in grades 9 through 12 and the student is at risk of dropping out of school as defined by the Texas Education Code. Um, with this uh application and approval, students attending such program may be counted in attendance for purposes of funding. >> I know that we do this annually, so I'm not trying

217to go through it quickly, but I'm also trying to honor your time. Any questions or comments regarding the pays waiver for the 2526 academic school year? >> Should you choose to sign it? I'm sorry, Dr. Maran and Dr. Kingman. It was totally my error on the PDF. Um, Miss Gardinas, I have it right next to you on the left. I've reprinted pages seven and eight to include your name, title, and phone number as I overlooked the title and phone number. So, those are the correct pages so you don't have to go back and resign. And again, that's my apologies and completely my error. No one else's. >> You're good. All right. So, do I have a a motion to approve the flexible school day program waiver for pays? >> I'll make a motion to approve

218the pays. What's it? OF SPD SDP waiver for the 2025 2026 academic year. >> And do I have a second? >> I have a motion from Mr. Gyos and a second from Mrs. Duncan. All in any other board comments or questions? All in favor say I. I. >> All again say the same. Motion passes 70. Dr. Gomez TASBY polic board policy update 125 >> from a jump drive. >> Yes sir. So we did speak about this in uh the pre-aggenda meeting as I referenced at that time. Um this update was quite small. I know we did provide you with a jump drive but if you had the printed copies it was only this thick for this update. Um, and really a pretty simple update in comparison to update 126, which will not be available until

219October. Um, as you all are aware, um, TASBY legal policy is for board reference. Um, we don't change those. It's local policy that boards have to actually adopt. So, in again, in this update, there were not many changes. you've had an opportunity to look those over. I didn't plan to go in great detail because those were not substantial um changes. However, if you have any questions, I'm happy to take those as we are studying a lot of legislative uh updates and changes. I'm going to fully confess I have my full manual right here if you have a very particular question because I don't have every number from this update and the latest legislative update memorized yet. Um but the administration does recommend the board add, revise or delete local policies as recommended in the TASBY

220polic policy service according to uh what was presented to all of you. >> Any board questions or comments regarding the TASBY board policy update 125? Do I have a motion to approve the TASBY board policy update 125? I'll make a motion to approve Tazby board policy update 125. Do I have a second? >> Second. >> Motion for myself and a second from Mr. Dindle. Any comments or questions regarding board policy update 125. Oh, hear no comments. All in favor say I. >> I. All say the same. Motion passes 70. All right. Not that we've been at this for a little while, but we're going to keep at it and we're going to go into close session under uh 551.071 551.074 and we'll be back. We are back from executive close session. We took no actions,

221took no votes. We're going to move to item 10, which is to consider the superintendent evaluation. Um, and after discussion, I will make the motion that we approve the superintendent evaluation as presented or as discussed. Um, do I have a second? >> Second. >> So, a motion for myself and a second from Mrs. Duncan. Any board comments or questions regarding the superintendent evaluation? All in favor say I. >> I. All say the same. Motion passes 70. Next is the uh superintendent contract. And do I have a motion to approve? And so Dr. Man has a three-year contract, right? Yes. And so the mot um I make a motion to approve continuous contract as is but with an additional year to um continue to have a three-year rolling contract. >> Second. >> Um so I got

222a motion for myself and a second from Mrs. Miso Flint. Again, ladies first. Um and >> she's okay. Um so then all in favor uh say I >> I >> again say the same. Motion passes 70. Next are our board superintendent goals which I have right here. So, um, each year the board reviews a superintendent goals that will, um, be up for adoption so that we can then evaluate Dr. Moran in January and in June like we've just done. And the proposed uh, board superintendent goals for the 25 26 year is goal number one under our first three goals are under academics. Goal number one is by August of 2028, Sanel ISD will ensure a 100% of district campuses meet or exceed performance federal performance standards in academic achievement and growth to avoid identification as

223a comprehensive support and improvement or comprehensive progress campus. Goal number two is St. Evangelist D will engage in the Head Start program with the goal of actually enrolling students, providing professional learning and offering highquality education for Head Start students and a safe learning environment for the Head Start program. Go. Um, goal number three is we will increase this the percentage of students meeting the expected growth measure for NWA e NWA math testing grades 2 through eight reading, English one, English and English two by 8% and grades three through eight math and algebra 1 by 10%. Goal number four, which is under recruitment and retention, would be to expand the teacher incentive aotment program to include preK2 reading, third through fifth math and reading, fifth grade science, 8th grade science, biology, eighth grade science and biology,

224eighth grade social studies and United States history. And goal number five is under innovative learning spaces um which would be to construct um school facilities outlined in the sandd bond 2025 proposal approved by voters at the May 3rd election to address aging facilities construct new facilities and address safety and security at all campuses and address deferred maintenance across the district which means to follow through on what we said we would do. Um, and then, um, be able to hold, as we've talked before, as a board, like one of our biggest levers is how we hold the superintendent accountable for what we expect the district um, to do. So, um, any comments or questions regarding the board goals as presented? I know these have been in Friday facts and stuff. I just want to make sure

225we're all on the same page because we haven't actually had an opportunity to talk about it in person. Everyone good? >> Motion necessary to approve. >> Um, I think we need to. Yes. >> So, do I have a motion? >> Can we move to approve the board superintendent goals as presented? >> And do I have a second? >> I'll second. >> So, a motion for Mr. Dindle and a second from Dr. Mills. Any further board comments or questions? All in favor say I. I. All going to say the same. Motion passes 70. All right. Just want to make sure before I hit that gavl. Announcements. We'll have our finance and pre-aggenda workshop on August 11th uh 2025 at 5:45 and our regular board meeting on August 18th 2025 at 5:45. Any other board comments or

226questions, issues? With that, we are adjourned.