San Angelo ISD School Board Meeting - March 26, 2026

001good evening and welcome my name is taylor kingman president of the board of trustees for the san angelo isd i would like to welcome all of you who are present at tonight's regular board meeting as well those who will be watching the recording online or on our public access channel today is march 26th all items on our agenda have been posted as required by state law and most items have been discussed in our earlier pre-agenda board workshop As a board, our work includes setting goals, hearing reports from our superintendent, approving budgets, contracts, and personnel items, and making policy decisions for the district. Please keep in mind that this is a meeting of the board held in public, not a meeting of the public. These proceedings are recorded and will become part of the district's permanent

002record. To help us maintain a clear recording, please refrain from speaking while others have the floor, and please silence your cell phones. Thank you for being here and for your support of SASD. We do have a quorum and we will begin with the first item on our agenda, which is our invocation and Reverend John Pope Jr. from Galilee Mission Baptist Church is going to help us with that tonight. Let's bow for a word of prayer. Heavenly Father, we just come to you in the name of your son, Jesus. And the first, we want to give you the glory, the honor, and all the praise. Heavenly Father, because as you establish all things, you have established this board. You have established them, dear Heavenly Father, for the betterment of our schools. Lord God, your word lets

003us know that without counsel, that our plans go awry. But in the multitude of counselors, they are established. So I pray that you would bring everything that the members bring to the board together tonight so that they will have wisdom. knowledge, understanding, so that they may do the things that are not only pleasing in your sight, but are there for the benefit of our children, there for the benefit of our families, our schools, and our communities. God, we want to give you the glory. Now we invite you in. These and many other things we pray in Jesus' name. Amen. Amen. Thank you. Next on our agenda is the Pledge of Allegiance to the United States and Texas. We have some elementary students from Santa Rita Elementary here tonight to help us with that. We have

004Rebel Counts, Cannon Counts, Aveline Lozano Gossett, Harvey Skinner, Charles Skinner, Carlos Slaughter, and Juliana Pflueger. And if you all stand up and help us do that, and everyone else will stand, the flag's right here. Next on our agenda, we have some recognitions, and we're going to start with Coach Chant. and central athlete or I think yes, Coach Champ. Who are we doing first? Oh, just kidding. We're doing cheerleaders first and we're going to do and Shannon's going to help us with that one. Okay, we'll give them a minute to come on in. If you guys want to just go to the middle. Don't they look nice in their jackets? I love the jackets. They look great. Okay. Good evening, Dr. Kingman, Dr. Bryan, members of the board. I know you're back there. Tonight, we're very

005excited to recognize a couple incredible honors that the Central High School Cheerleading Squad achieved at the 2026 NCAA High School National Competition back in January. Bringing home the Cats' seventh national title, the squad made St. Angeli SD proud as they captured the NCAA Medium Game Day National Championship with a score of 91, along with a specialty award for vocal excellence, a true testament to their energy, leadership, and presence on the mat. Founded in 1948, the National Cheerleaders Association is one of the most recognized organizations in cheerleading and hosts some of the nation's premier competitions for high school teams. These events highlight performance, tumbling, stunts, and game day skills while celebrating school spirit, leadership, and teamwork. The Central High School cheerleaders are coached by Ms. Michaela Morgan, who has done a tremendous job coaching and mentoring

006these incredible young women. And with that, tonight we're proud to recognize Audrey Barbie, Ava Bedard, Kylie Box, Hannah Box, Lauren Bradley, Mary Catherine Darby, Allison Garnett, Sorry if I said that wrong. Vivian Von Rosenberg and Hannah Vu. Please help me in congratulating these incredible young women. Next we're gonna do a recognition of Central Swimmer and Coach Chance is gonna help us with that. Thank you Dr. Kingman, Dr. Moran, Board of Trustees. I'd like to introduce Elsa Riedel from the San Angelo Central swim team. Elsa. The else is a senior this year at Central and qualified for the state once again. She set two new school records and reset two more school records throughout the year. She led the girls to their fifth straight district title along with her fourth straight third place finish at regional.

007She's a four-time district champion, first team all district in the medley relay, the 200 IM, the 200 free relay, and the 100 best stroke. She's a three-team, first-team all-region, the 200 IM, the 200 free relay, and the 100 breaststroke. She's a two-time state finalist, finishing fourth in both the 200 IM and 100 breaststroke. She's a two-time first-team all-state, 200 in the IM and 100 breaststroke. She's a two-time All-American, which is the top 100 in the nation in the 200 IM and the 100 breaststroke. She's the first girl to achieve All-America since 1986 in Citroën. Most important, she's an academic all-American and all-state swimmer. She's committed to swim for the University of New Mexico Lobos next fall. We want to congratulate Elsa on her success at Central these last four years and look forward to seeing

008her future success at University of New Mexico. She is coached by Coach McLaughlin, who is up in front of us. Let's give Elsa a round of applause. just for completeness we are not going to be doing the recognition of the Central High School students for the all-state musicians because they're competing tonight so when we move to Thursday they they got they have a competition tonight so we'll we'll do that next month but we are going to do a recognition of the district's communications team and Dr. Gomez is going to help us with that Dr. Keeman, Dr. Moran and members of the board this is always one of my favorite times of the year These individuals are normally the ones behind the scenes, but tonight it's very appropriate that we honor them. That includes Jack in

009the back, so Jack in the back. The St. Angelo ISD communications team, including creative director Jack Wilcox, director of community relations Soon Chaw, and executive director of communications Shannon Schwartz, were honored with multiple awards by the Texas School Public Relations Association, known as TSPRA, at the annual conference on February 18, 2026. This outstanding team received the following awards. Gold star for specialty novelty writing. Gold star video feature story. Gold star website template driven design. Gold star website template driven design. That was not a duplicate. Those were two separate. Gold star special event. Gold star best of category special event. Crystal Commendation Photography Portfolio Crystal Commendation Bond Election Crystal Commendation School Community Partnership and last but certainly not least the Platinum Award. Please join me in giving these incredible difference makers who are normally behind the

010scenes a well-deserved round of applause. Congratulations on a job well done. And now, Dr. Moran, you get to pose with a pitcher with them. We can shake y'all's hands later. All right. Next on our agenda is public comments. We do have individuals signed up to speak this evening. For those speaking tonight, please remember to follow the guidelines you received when you signed in and were displayed on the screen before the meeting began. Our first speaker is Avalon Lozano-Gossett. And she also helped us with our pledges. She's going to come up and speak first. Hi, my name is Aveline Lozano-Gassett, and my... And I'm a fifth grade student at Santa Rita Elementary. I love to read. The option to choose any book I want from the library is one of my favorite things about school. I

011spend a lot of time exploring new places and experiences through books. I think students and families should be able to choose to read any book that they want because it also teaches students how to make choices for themselves, which is a future-ready skill. Thank you for hearing me and your time. Thank you. Next we have Vali Gonzalez. And she's also speaking on libraries. I'm Valerie Gonzalez, and I'm a student at Lone Star Middle School for the library. The current state of the school library system is that the books here don't have a very versatile range. As a middle school library, we need to have more versatility in the subject matter. For example, our public library has a great variety of books. You can find something like a dictionary and then go to the teen section

012and find something, I don't know, like Demon Slayer. Yes. Librarians are also a very important part of the library system. If you're lost, they can help. If you want to find out what... what's about a book, they'll tell you. Also, they're probably book nerds themselves, and so if you're confused on what they're trying to talk about in a book, they can help you. Libraries are a special place where people can go to hang out, find new books, and many more. Libraries are quiet and safe places where we can find new things, imagine, and relax. In the end, libraries... need more versatile books for our age. Libraries can help people and communities grow stronger, open doors to new ideas, inspire imagination, and make the world smarter and a better place. Thank you. Thank you. Next, we

013have Sarah Alexander, and she's also speaking on libraries and books. Adults with partisan motives, especially those without children in the district and a vested interest in our schools, should not be allowed to regulate what our children are allowed to read. An article by the Contra Observer stated that San Angelo ISD asked those challenging books two questions. One, have you read the entire book? And two, how is this book unsuitable educationally? A district administrator is quoted saying that the individuals challenging books cited the bill but did not explicitly state that they had read the books or how they were unsuitable. Among the list of challenged books is Fahrenheit 451. The irony of Fahrenheit 451 being on the list is not lost on me, and shouldn't be lost on any of you either. Fahrenheit 451 is a

014cautionary tale, perfect for this moment now. It's about censorship and how repressing dissent and eliminating books leads to a loss of critical thinking and blind conformity. I won't dive further into this book because I think that those seeking to ban it should actually read it. I think that they can learn something from it. That said, let parents decide what children read. If they don't like a book, have them take it up with the school directly rather than banning it for everyone. People with no children in our district or those using book bans to push partisan political or religious ideology should not be deciding what our children read. Thank you. Thank you, Ms. Alexander. Next, we have Cynthia Rutledge, and the topic is book banning. This afternoon, I read... that about five or six people have

015proposed challenges to approximately 200 books. I don't even know if this is true or not, but it really triggered me because I feel so deeply about reading and freedom of expression. And also history has taught us that societies that ban books have never ended up on the right side of history. I'm going to... quote some of these books, not only Fahrenheit 451, but Brave New World, The Color Purple, Slaughterhouse-Five. These are well-respected classics of literature, which have earned their place in the echelon of critical thinking and reasoning. I was taught as a child that you cannot have a successful democracy without a large, well-educated middle class, and reading is the foundation of education. Reading helps develop cognitive skills. It teaches us critical thinking. It makes us question the status quo, which is the reason that

016repressive societies ban books. As John Milton said, He who destroys a good book destroys reason itself. I'm not going to go over those two questions as the previous speaker did. It slapped me in the face like a wet fish, too, that none of these people who have chosen to spit out these titles apparently have any interest in reading the book or describing exactly what portion is incorrect. It makes me question where they got this list of books. And also there are already safeguards, to my understanding, that the SAISD has put in place if parents want to restrict their children's reading. I am going to leave with a final quote. Banning books gives silence when we need to speak. It closes our ears when we need to listen. It makes us blind when we need to

017see. Thank you. Thank you, Ms. Rutledge. Next we have Kristen Cooper and it's tablet use in elementary schools. Good evening school board members. My name is Kristen Cooper My voice might crack I'm a little nervous to talk to y'all but I am a licensed clinical social worker and I've served our community in many different ways providing services to children our schools families and Military I'm also here tonight as a parent. My daughter is a kindergartner at SAISD So I come to you both as a professional and a parent deeply concerned about the growing use of tablets in our elementary schools. Let's see, I've gathered more information that I hope to share with you at a later time, but tonight I just want to highlight the urgency of this issue. It is no secret that smartphones

018and tablets are reshaping childhood. Many children now spend three to seven hours a day on a digital device. This replaces time once spent playing outside, building friendships, spending time with family, and reading books, which is a popular topic tonight. So research is clear excessive screen use is harmful Smartphones and tablets are addictive they distract from learning They are altering children's brains and development the National Institute of Health reports that children who spend More than seven hours a day on a screen show a thinning of the cortex the part of the brain That is responsible for thinking language development and decision making And children that spend two or more hours a day on screens score lower on language and thinking tests. Excessive screen time interferes with sleep, it contributes to behavioral changes, it impacts relationships, and

019it increases the risk of bullying, as well as raises the risk for mental health concerns. Gaming and social media apps are addicting, and they are designed to be that way. My hope is that we create a learning environment that fosters curiosity, critical thinking, and a lifelong love of learning. And I hope the board will seriously consider the overwhelming body of research showing negative effects of early and excessive screen use. We can change our course. We can create a better path forward, one that does not depend on tablets in elementary schools. Thank you for your time and your commitment to our children. Thank you, Ms. Cooper. Next we have Nicholas Hill and his topic is book bands. Good evening members of the board. My name is Nicholas Hill and I'm here tonight as an educator and

020someone who deeply cares about the intellectual and emotional growth of our kids and I'm asking the board to reinstate the books that were recently challenged. I just want to start with something simple and this has kind of just been stuck with me all day that book bands do not protect children. It actually limits them. When we remove access to literature, we don't make difficult topics disappear. We just ensure that students have fewer safe, guided, age-appropriate ways to understand them. Books give students a chance to explore complex issues in a structured, thoughtful way and supported by our educators in our classrooms. We also know from decades of educational research that students who read more, think more critically, perform better, better academically when they have access to a wide range of literature. And when we start pulling

021these books because it makes some adults uncomfortable, we're not raising the standard, we're actually shrinking the world our kids get to learn about. I also want to stress that I know that every book is not for every child and that's okay. And that's why we have systems in place such as parental review, teacher guidance, reading level recommendations. And what we don't need is someone else deciding what's okay for all families, which ideas are acceptable and which ones aren't. As a parent, I can make choices for my child and I don't need someone else making those choices for me. And let's be clear, students have already been exposed to the world's hardest topics, whether that's online, in media, or sometimes in their own lives. And books often present these same topics with context, compassion, and a

022chance to build understanding. Removing them doesn't create safety, it actually creates silence. And a silence is where that misinformation just grows. I also worry about the message that we send our kids when we ban books. We tell them things like, your questions are dangerous, your identities are inappropriate, or your history is too uncomfortable, or your challenges shouldn't be talked about. And that's not what schools are for. Schools are a place that all students should see themselves represented, where they can learn from others, and where curiosity is encouraged, not punished. And my final point is that book bands don't actually prepare students for the real world. Colleges, workplace, and civic life all demand the ability to navigate these diverse viewpoints. Shielding kids from ideas doesn't build stronger thinkers, it actually builds more fragile ones. And so

023I just ask the board, just continue to trust our educators. Please trust our librarians. Trust parents to guide their own children. And trust our students. Because they are far more capable, thoughtful, and resilient than we give them credit for. And let's restore these books and keep our schools a place of learning, not fear. Thanks. Thank you. Next, we have Mrs. Best, Karen Best, and her topic is books. Thank you for the opportunity to speak tonight. Across Texas, we're seeing increasing efforts to restrict access to works that most of us grew up with thinking of as foundational. Shakespeare. Jane Austen, Pride and Prejudice, Sense and Sensibility. Goodness gracious. Written in an age when a piano's legs had to be covered so it wasn't undainty. We weren't showing our legs, right? Walt Whitman, Herman Melville, Sir Arthur

024Conan Doyle. These aren't fringe books tucked away on a dusty shelf. These are the stories and voices that have shaped how generations learned to think, question, and understand the world. And here's the reality. When removal requests pile up, even if each one seems reasonable on its own, the cumulative effect is that fewer and fewer of these works remain available to students. Not because they lost value, but because access slowly disappeared. Now understand the instinct to protect students. That matters. but there's a difference between guiding students through difficult ideas and simply removing those ideas altogether. Take J.R.R. Tolkien, for example. His work wasn't written in a vacuum. It was shaped by his experiences in World War I, loss, fear, friendship, sacrifice. Those themes show up in The Lord of the Rings in ways that aren't always

025easy, but that's exactly why students still read him. Because through those stories, they grapple with courage, grief, and resilience in a way that sticks with them. If we start removing anything that touches on difficult realities, we're not protecting students. We're disconnecting them from the very lessons that help them grow. And there's another piece to this that we shouldn't ignore. When these books are restricted in general classrooms or libraries, they don't always disappear entirely. They often remain in advanced placement or higher track. courses, which means the students who are already on a college prep path still get access, while others, sometimes labeled as not college ready, do not. So what we end up with is two different experiences. One group of students read Shakespeare, Austen, and Tolkien, and another group is quietly shut out from those

026same opportunities. That's not fairness. That's a divide. And just for a moment of honesty and maybe a little humor, Jane Austen has survived centuries of social rules, awkward proposals, and family pressure. I think she can survive a high school classroom. But more seriously, these works have endured because they challenge us. They ask students to think, to interpret, to wrestle with ideas that aren't always comfortable, but are always important. If the concern is age or maturity, then let's guide students. Let's give them context. Let's involve parents. Those are reasonable solutions. The real question is... Thank you. Thank you, Mrs. Best. Once access is gone, we don't get it back. Thank you, Mrs. Best. Next we have Jamal Schumpert and it's on curriculum and instruction. Good morning board my name is Jamal Schumpert and I want to

027make some suggestions on instruction and curriculum. As an employee, a parent, and as a member of the public, some of these things I can't see as a member of the public, but going into schools, understanding the Title I funds as a member of the public and all the different funds we receive, I just think we should put a Promethean board in every school. You've had some parents complain about iPads. Well, if you put a Promethean board there, you could take away the iPads in class, and they'll all have to stare at a screen, which is not. directly in front of them, but a large enough screen that probably won't affect them as much. And I know we should have the funds for it. If we don't, I think we should find a way to. I've

028seen the teachers with them. They're better at their job. It improves the teacher effectiveness. It's many more things, but I don't have the time to explain them. Activities. Sometimes K through eight, they're gonna be full of energy. I think every day should be an activity. I have quite a few of them. One of them I'd like to share with you is called musical chairs, but I call it survivor. I play the music and they run around, you know, and then, you know, it's one chair removed every time. So the person that's out has to answer the question. If they answer it correctly. they can actually pick someone in the crowd to get up, and then that person has to answer the question correctly. And then they keep going until someone loses that question, then they'll

029be eliminated. That was a fun game when I implemented it. And then another one was scavenger hunt. That was also a great game. I hit them up under the desk with tape. Well, let me explain to you. I put the questions separate from the answers. And you have to match the question with the correct answer. But they will be hidden and scattered in different areas. So your question might be behind a poster, whereas your answer might be in one of the books that we read. So when you got them together at a certain time limit. you would win whoever got the most correct answers. Those things help our kids. And then when it comes to like the software, I think iExcel has pretty much replaced the curriculum and we've moved away from the traditional textbooks,

030which I think was a huge mistake. I brought a couple of them up here. The first one is more of an engagement book. It gives you all these different type. all these different types of foldables that I think will be wonderful. I found this about four years ago down here at the teacher's store. One of the foldables I brought with you, I was going to make you some, but I didn't bring the glue. But anyway, you just fold this here and you use these three. Concepts ideas or whatever you want and you can put them there and on the backside if their definitions you can put the actual definition there and On this this is a guided reading workbook. I haven't seen these in the class Thank you Thank You mr. Schumer. All right next

031on our agenda. We're gonna conduct our Finance and I committee workshop and mr. Dendles and help us with that Thank you, Dr. Kamen. Those reports for this month, the finance routine report starts on page 10. You might want to turn to page 14, which shows our committed fund balance of $4.9 million prox. Also in that same report, it's going to show our unassigned balance of $50.5 million. At this point, this figure is a little fluid. It's going to start to change over the next couple of months, A, because our funding is going to be slightly changed, and B, because there will be some expense adjustments throughout the end of the year. So that is going to be somewhat fluid at $50.5 million. If you'd like to turn to page 17, that's our February general fund

032revenues and expenditures report. February is the sixth month of our budget cycle, so we should be around 50% of our budget right now. Expenditures are sitting at 49.6%, with revenues coming in at 62.3%. Most of the local effort is collected in the last couple months, so that's why that revenue is a little high in the acquisition of that. And then through the remainder of the year, the state will come up with their portion of the revenue to make us whole in this budget cycle. There are no questions on that page 18 through 40 is our February check register and questions on that if you do make sure that you alert Dr. Brandon and he will certainly get you an answer to Any of those checks that are existing out there? Page 41 to 45 is

033our monthly investment report Again, the district's total invested funds at the end of February were $489,407,391.57. The total interest earned for the month was $1,450,503.73. The interest gained in the general fund only was $233,000. $300.81, and the interest pools varied from 3.67% to 3.83%. There are comparisons also on 41 through 45, if you'd like to review those also. If not, we can move to the quarterly investment report. Again, the district's total investments as of February 28th, second quarter, 25-26, were $489,407,391.57. The interest earned for the second quarter, of this year was $4,661,096.19. And this report includes a comparison to the prior quarter, November 30th, and prior year, February 28th, 25th, for the quarter's ending. Is there no questions about those investment reports? Turn to page 50 through 55, which is a general fund amendment. Again,

034there was a recent estimate, but that has recently been revised. There is expected a decrease in funding from the state and local sources right now at approximately $5.5 million. Most of that is due to our drop in student attendance for this year. I know that figure may be revised as we move forward to the end of the budget cycle, as will our expenses. There are no corrections or no comments on that. We can move to page 56, which is our tax report. Tax collection report for January 26 shows our 2024 collections were at 82.61%, while our 2025 collections were slightly behind that at 78.03% in the collection rate. Still strong. If no questions about that, we can move to page 57 through 59, which are February POs over $20,000. lots of activity in that account

035as well as some some funds coming through as POs are made up for some of those capital projects as we move forward through this year. If there are no other questions about that, I would conclude that report. Dr. Kingman? Yeah, I just want to remind the public that the reason our fund investment fund is so high is because we funded the is the bond money That will be going out of there, but that's designated dollars that can't be used of anywhere else but just for a Clarification when we're looking at it's a really big number obviously But we went ahead and funded early in order to save the taxpayers dollars in the long run. So Thank You. Mr. Dindal All right. Next we're gonna move in with some information items. We have some bond construction

036update and we're going to start with Brooks Wehner with KFW. Perfect. I didn't see Carl. I was looking for Carl. There he is. Unless Carl wanted to talk, but it looks like he's okay with Brooks introducing himself. Good evening, guys. Just a quick update on our two projects. First, we have Fannin Elementary, where we'll be, you can see here, adding two new buildings on either side of the existing school. A 10-classroom building there on the plan left, if you look at that three-dimensional image. And then a new cafeteria building on the right, tucked in behind that multi-purpose building. We just finished our design development package on the 13th looking to finish construction documents on the on May 29th later on in your meeting on the agenda you'll be Approving a construction manager at risk for

037this project So we're excited to get started to work with them. Here's a overall floor plan that we have for the classroom building on the plan at the bottom of the plan and then plan north There is the new cafeteria. And you'll see the 10 classroom building. This was originally like 50 pages and Carl made me cut it down. So this is the only two we're showing on this. We had a lot to show you guys. Anyway, there is actually, there will be an ad alternate to add two additional classrooms there if the budget allows. So potentially adding up to 12 classrooms at this campus. Then this is the new concession building and ticket booth Lakeview in between the baseball and softball fields there you can see on that little three-dimensional rendering the ticket booth

038there out front at the end of the expanded parking lot and then the concession building and then around the side there will be group restrooms and then around in the back will be dressing rooms for the for the for officials and referees that we just released construction documents on the 20th and by y'all's next meeting we'll be ready to present a contractor for that job for them to commence. Do y'all have any questions, anything else y'all would like to see? I have questions. First, the Fannin project, we're on track to be ready in August of 2027? Yes. Okay, I can hold you to that. There's a lot going on in the world right now. Fair enough. And then second is that on the concession project with the turf projects that we have planned, is there

039anything as far as timing that we need to be working to where we aren't working against each other doing those projects? We're actually coordinating a little bit because the transformer that we'll be installing for this project is actually then now going to be also used for the lights for the turf project that's going to be lighting the... practice field or the I guess the soccer field so when when AEP brings in that transformer it's going to be on the on the rear rear side of this concession building so that it there's a less distance to bring the high voltage wire to the not high voltage the the higher gauge wire conduit to the to the lighting for the practice fields. And that transformer will also be sized appropriately so that any future sort of development

040that happens out in that area should be able to meet that capacity. So as far as stepping on toes, there's a whole lot of space out there I think will be good to go. Yeah. You were perfect when you told me you all were coordinating. There you go. Any other questions for KFW? On Fannin, it's been forever since I've been over there, but the old, I don't know if they had it, but I know some of the old schools that we had worked on before had exterior entrance where you just, you know, you walked out the door and... In the classrooms? From the classrooms? Yeah, from the classrooms. Do we have any of those there? Yes. Yeah, you sure do. Are you all closing those off to where like a hallway can be built? Well,

041so they're only at that. You'll see at the hexagonal building there, the hexagonal portion of the building. We aren't working on that portion for this phase. So we won't be closing them off. They will, I believe, all be secured through fence in a future phase. potentially that would read revamp redevelop that portion of the building into admin suite we would take care of that and those would no longer need to be classrooms that's also part of adding the 10 to 12 classrooms here the plan is that those would no longer be classrooms that are then exiting directly out onto the outside that'll be administrative then yes sir correct thank you yes I was just like when you came a few months ago, y'all, we decided to move the building on this. I guess that's south.

042I'm not sure which direction, but on the lower part of this, instead of demolishing the old building. Is that right? Correct. And just not having the parking lot there. Is that right? That is correct. And then we'll have the third phase or a future phase. Future phase that would. Yes, sir. Then renovate, renovate. That's that which will be raining the hexagonal piece the original 1966 structure into administrative and library and really whatever else y'all guys want to put in there. I mean we could put a Nice dining room. There'll be lots of room in there. So put whatever you wanted. Gotcha. Thank you. All right. Thank you. Mr. Weiner. Thank you for being here. Yes, sir. Thank you All right. Next we have mr. Lopez from Parkville Dr. Kingman, Dr. Moran, members of the board,

043I am pleased to give you your 2025 bond update. We've been good and busy. You can see the project timeline. We are still on track to meet all these deadlines that we've been talking about from the very beginning. Last time we talked about a few changes that we've made to the overall schedule, just detail updates as far as starting the water line at... Central and then Fannin and McGill not going at the same rate. So those were the two adjustments that were made to this more detailed schedule. Currently, Crockett, if you drive by, you can see it is well underway. They've got the brick up. You can see the front entry element. They're moving along at very good speed. They'll be starting to enclose the building so that they can eventually start air conditioners in

044the next coming months. That's a big milestone so that they can start interior finishes. They're moving really well. There's a picture there. You can see the cafeteria on the right. And then obviously the critical piece is the kitchen, which is shown in the brick there on the left. It's moving forward. On the right is the kitchen. In this picture in the middle is the hallway. And then on the left is your classroom wing. Alright, McGill, it's currently under construction as well. So if you drive by there, you can see a few buildings. My pictures are a little old. The buildings are now gone. The cafeteria, kitchen, and then the admin as well. So they've received their full permit. They've got the... the green light to move forward on all their projects there. So they're moving

045forward on utilities, they're moving forward on, you can see the demolition that was in progress in these pictures that is now complete over there. So you can start to get a sense of how clear the site's gonna be once they are able to combine all the classrooms, or a majority of the classrooms under one roof. It's gonna be a nice campus. And then we're moving forward on Glenn Middle School and design development. We've recently had meetings to look at some of the exterior designs. And so some of these images are kind of hot off the press and we were not sure if we were going to be able to get some updated logos even on the building to make sure we were showing the right Glenn logo. And we actually have been able to update

046that. We're working on just refining and detailing the plans and elevations, but I'm pleased to be able to show you where we're at right now as far as the exterior design goes. So on the top here, you're actually looking at the main entry of the new Glenn Middle School. And so on the left would be Your gym and athletics area on the right would be your classroom wing. And then right down the middle is your main entry with your admin on one side and your library on the other. And then the bottom image is actually what would face the stadium. parking lot and so that that's the uh the classroom wings there and we're still working on some of the the landscaping and some of the the sidewalks and pickup and drop-offs are being worked

047through but uh this is the material selection and some of the forms right now is where they're at in design development. And so obviously some of these items will be tweaked as the process moves forward, but they're moving along pretty well. And I think that that campus is really coming along nicely. This is a zoomed in view, so it's kind of a palette of some stone, some brick, and some metal panel. It kind of incorporates different materials that you'll have around town and on other campuses as well. All right, Lakeview, it continues to move along. We received some of the cost information from Lee Lewis, and we had a few smaller design changes as a result. So previously they were showing kind of a large curved. I would say an accent wall that supported the

048canopy that comes out on the left of the Mariachi Hall that kind of directed you towards the auditorium and gym entry. Well, that wall was going to be over a million dollars, and I don't think anybody thought that that was a good use of the funds for this school. And so it was also... potentially going to block some of the sight lines and so we were able to revamp that and still provide the shade and the protection from the weather and really what we're trying to provide is something that leads you to the entry for the auditorium and the gym and i think that this canopy still kind of does that from the parking across the street without the significant uh cost increase so we think we're we're well within budget on lakeview and and

049that was kind of a piece of it so we're working through that uh on glenn now and so part of those material selections and part of the design refinement is going to lee lewis and we have a third party cost estimator that's also looking at it so we're able to kind of see their both of their numbers and then talk through kind of what makes sense and and how we can best meet the budget and still provide everything that was stated in the bond planning. This is just a refined image of the Mariachi Hall. The acoustic panels were a little brighter colored previously and they've kind of pulled that back a little bit and kept the colors in the ceiling and just to show kind of what we've been working through. Central High School, obviously

050this is one of the largest, more complex projects. So it's just a couple months behind the rest. we're still working through some of the design approaches and I thought it might be fun to actually show you some of what we've been working through. So this is kind of some of the sketches that some of our architects and interior designers go through when they're studying some of the massing and you can see kind of the Sarah Bernhardt on the left there and they're kind of taking notes of well should we use some of the forms that was previously there or maybe those forms didn't work well and that's why we've transitioned to this and then uh all of you also just studying kind of the weather and some of the the sun angles is what's shown

051in the middle there and trying to be respectful of where the facing north and where the wind's coming in and some of the existing buildings with tucker hall and Just kind of studying the existing context so that you can make sure that the building's responding to the weather, responding to the existing buildings. And so... taking some of those thoughts and sketches, those kind of get refined, and then we come together and start looking at different colors, different materials, different massing. And so these are just some of the options that we've been playing with, and we won't show all of these typically to the stakeholders, but we like to develop them internally and then whittle them down to... two or three options that we think that best meets the needs of the campus and we think

052that y'all can fit within the budget too. Obviously that's a big piece because we don't want to show anything that doesn't fit within the budget and doesn't meet the needs of the school. So that's where we're at on the central campus. Any questions on those projects? Any questions for Parkel? Just a quick question. What was the material on the Lakeview Mariachi Hall? Like the blue outside material? The blue outside material, at one point we were looking at a fiber cement material for that. And there's also an option for a metal panel. that could be used to make that color as well. And so part of... having the CMR on board is that they're going to price kind of those different options because we saw at Lubbock Cooper Middle School they had fiber cement panels that

053they had colors red and gray and they liked those and they stood the test of time pretty well but sometimes it does come down to cost so I don't think we would do Stucco or we will not be doing the same stucco that they have on the campus. That was a request of Tony. I don't think he's here. Thank you. Dr. Mills, I'll make a comment on that. Some of the discussions are around the durability and the life cycle of that material because what we don't want is something that's going to fade after 10 years and then you have this dingy, chalky blue. So there's a lot of discussions going on about making sure whatever we pick is going to stand the test of time. Yeah. Yeah. And the Lubbock Cooper Middle School example, I

054think they had pretty bright red panels and it's, I think, about eight or nine years old. And those look just as bright red as the day they were installed. I think they come with like a 20 year fade guarantee. So it's a pretty big deal. Any other questions? Thank you. All right. Thank you. All right, next we have Dr. Gomez with an update on academic programs. Dr. Kingman, Dr. Moran, and members of the board, this evening's academic report is a follow-up to last month's academic update where we reported on our middle-of-the-year assessment data. Specifically this evening we'll be addressing Superintendent goal one, board goal one, where we're working to ensure that all of our campuses meet or exceed federal performance targets and academic achievement and growth to avoid identification. working through school improvement. So the

055campuses that I'm going to be going into greater detail this evening are our current campuses that are undergoing the school improvement process. Also this evening we address goal three as we talk about our students meeting the expected growth measures for their applicable subject area. While this goal is written specifically for map testing, I'll also be sharing our early literacy data as that's foundational for our students reading on grade level. in being successful in all core areas. So the first campus, working through the process, I've joked in the past, but it's a tried and true habit. As a former first grade teacher, I like things in alphabetical order. So I'm simply going through campuses in alphabetical order. So we'll begin with Bel Air in terms of school improvement. So just as a reminder for all of

056you and for those in the audience or those listening or watching, When we discuss M class or DIBELS, this is the assessment given to our earliest learners in the area of literacy. So the way this chart reads is you have kinder in first grade. It's just a reminder that beginning in second grade this year, second grade also falls under the NWEA map. So what we're discussing for our grade levels as we look across this chart, you first have the way this assessment breaks it down. You have students at well below moving over to the right below. at, or above. Of course, ultimately we want our students scoring in the at benchmark level or the above benchmark level. Also, it's very important to note as we move from beginning of year assessment data to middle of

057the year assessment data, we want to see decreases in our students scoring at the well below or the below and more students scoring at the at or above. So I'm gonna move to the next slide where we break it down a little further by grade level. So first up for Bel Air's current kindergarten. You see at the beginning of the year, we had 60% of students at Bel Air scoring well below. Middle of the year, we have 66%. This is not the direction we want to be tracking. We acknowledge this. provided immediate professional learning including these teachers going to observe a master kindergarten teacher in the district and a complete revamping of the campuses MTSS work and targets during their time with kindergarten students on tier 2 and tier 3 Then the next slide you

058will see first grade. This is the trend we wish to see where beginning of year we had 74% well below. Again we fully acknowledge 74% at the beginning of the year well below is many students however as we look as we progress through the year that has decreased to 66% and if I can interrupt I think it's the previous slide that you're working on that just making sure that the board is looking at the same information this were you on I'm sorry I was looking at I'm sorry that's okay I was looking at this it's okay there's a lot of colors and they look very similar all right I'm sorry. That's okay. No, no, please. I apologize. No problem at all. And please feel free to stop me because I know these colors very well.

059Keep going. I'm sorry. Okay. All right. So now I'm going to move to second grade where, again, beginning, well, it begins second grade. It captures second through fifth grade because these grade levels, their assessment falls under MAP. And you will notice as identified on that chart, this is specific to math growth. You can see the comparison there from the fall to the winter, which is how MAP divides it out. And again, we use a lot of acronyms in education, so the GL is grade level gains. We are observing gains at all areas. And then you can see at the bottom we provide the chart just for another visual representation on if the observed growth is meeting the grade level norms for that projected growth. We do recognize that fifth grade we still have continued growth.

060Also as a reminder this is a campus where we have a new principal not a brand new principal but new principal to that campus that was strategically assigned and an assistant principal so they'd only been there a few months and additionally quite a few new teachers who transferred over with them so those teachers and those administrators are very much hard at work with data-driven instruction I want to go back and pause just a minute. I think it's also important as we go through this, we've been very transparent with the board about staffing obstacles. that when we cannot find a highly qualified staff member, the impact it has on the students sitting in those classrooms. Bel Air Fifth Grade Math was one campus where this year we did not have an appropriately qualified staff member, and

061we had to do some strategic staffing, and we were able to do that beginning with the second nine weeks. So it's just that continued commitment when we talk about those staffing hardships, they are real. And we do see that in the fifth grade math games. And Dr. Gomez, I know you said this, but just for a reminder for the board and for our public, the- Gold diamonds, for lack of, that's not a diamond, it's maybe not gold, but is what the grade level projected growths are. And the purple shade, or blue on your form, purple on this one, are what our students are actually doing. Absolutely, yes, sir. That's the observed growth. That's part of why we went and mapped it, so we could get those national averages on what they were doing. Yes, sir,

062that is correct. Yes, sir. The next chart is a second grade, sorry, through fifth grade reading. So I'm going to pause for just a second so you can look across and see those grade level gains. And again, we are observing gains at all levels. But for this campus specifically, a very heavy lift is that fifth grade class. That fifth grade class, as they have progressed through the years, they have Had some staffing challenges with their teachers. So that's another reason why it was very important that we found highly qualified teachers as those students needed Strategic support. Okay, I'm gonna move forward if everyone's okay again following that alphabetical order moving on to Bradford Starting first following that same pattern. This begins with your ilm class for your early literacy with kinder and first. Again, we

063want to see from beginning of year to middle of year, well below and below decreasing. You can see there we have great things happening at Bradford, which is very apparent even if just you look at the kindergarten. Yes, again, we had a very large percentage of the population entering kindergarten well below grade level, but you can see Elmo Y decreased to 47% from 66%. Then the next slide. Dr. Gomez, is that all students or is that? Just students not in the bilingual program? That's a great question, which segues to my next slide. Okay, that's all students who took the English assessment. So as you note on the next slide, because Bradford is our bilingual magnet, it gives the clarification that this is lectura. So this is the Spanish version. So this slide captures the students

064in those grade levels participating in the bilingual magnet program. Excuse me. So you see significant gains in kindergarten for those students who are entering well below beginning of year to middle of year. And then, again, not trying to go too quickly, but following the same format because it's a lot of data. It's just by grade level. So this is your kindergarten students who took the English assessment who are in regular classes. Again, capturing that grade improvement from well below B-O-Y to M-O-Y. And I'm not just trying to highlight that column, but it's again stressing we most certainly need to see those numbers decrease. We know the importance of students reading at or above grade level by third grade. Then your next slide is your bilingual students specifically in kindergarten. I'm not trying to speak for

065anyone. However, I have a great sense of pride when we see 30% of those students at masters or above. Then moving to their current first grade students, trending in the right direction and a decrease in the well below. Your next slide is the bilingual. I will say in the continuum of early literacy skills, first grade has the widest range of skills to cover. So district wide, when you look at B.O.Y. to O.M.O.Y., you don't see the large movements that you see at some other grade levels. There's like a magic light bulb that comes on for students in first grade about mid-year, and all of the early learning takes off. Then the next slide is going to be your students in grades two through five who take the math assessment and we begin first with math.

066I really want to commend campus leadership, Dr. Self as the campus supervisor, HR. This is a campus that we knew was working through a lot of hardships and again for staffing shortages we could not find a highly qualified fourth grade RLA teacher. An existing staff member who is highly skilled said, I will step in and cover the fourth grade RLA because it's that important for our students. And that's what our educators do in SAISD. They do whatever it takes to make things happen for students. Now. There is quite a bit of a jump from third grade to fourth grade. You have to understand while yes, this is the bilingual magnet campus for the district, we have transitional early exit with our bilingual program, meaning the majority of students can exit from the bilingual program at

067the end of second grade. However, a small group will still need that bilingual support. So in third grade, we have one section of bilingual. The reason why that's so important impactful is those students still need scaffold supports in all core areas beyond being exited from the bilingual program and as they go from third to fourth the academic expectations in that jump They're still students with a second language. So we're seeing the growth in fourth, yes, and in fifth. It's not as high as in some of the other grade levels, but we are still seeing those gains. It's just very important to understand the scaffolds. So we still need to work towards the grade level norms, especially in fourth grade, but they are progressing. In fifth grade, the next slide. is your reading for second through

068fifth. You can see those gains with some continued work for observed growth in fifth grade. So I'm gonna pause to make sure everyone's tracking okay. All right, then this next slide is going to be specific to second grade bilingual students who took the Spanish version of MAP. Now you'll notice in the chart there, there's not an observed growth like the diamond as Dr. Kingman mentioned that's because there's nothing to compare it to in this instance because we only have this one grade level with a Spanish assessment okay next campus Fannin Elementary same structure as the others the first slide is going to show you K and 1 in Elm class so I'm going to forward to the slide that breaks it down by grade level Tremendous amount of growth taking place on this campus especially

069in kindergarten when you see 72% well below at the beginning of the year with 51% at MOY. Still we have much work to do however closing that gap shows positive progress. Then in first grade again you're seeing trending progress from BOY to MOY. Your next slide is math. Map for grades second through fifth. To the right you can see the grade level gains between the fall and the winter and again your chart for their grade level norms projected growth and the observed growth. In full transparency, Fannin is another campus where the district has had heavy lifts in qualified staffing. We have not had consistent teachers in the upper grade levels at that campus. When you have teacher changes and you're struggling to find certified teachers. that does impact those students. So I'm not trying to

070be doom and gloom there. Please know that. I just want to be fully transparent because the work is happening, but we do have the barriers of certified staff. Quick question based on that comment. When we have the consolidation of these schools, will that help with that? Absolutely, it will help with that. 100%. Okay. Next slide that's on the screen is your reading, grades two through five. Is it a staffing issue with second grade? Our second graders on all our other campuses have been surpassing the national norms. There were some teacher changes, yes. Okay, next we have Goliad, very same format. I'm going to advance to the first slide by grade level. I do want to point out that from B.O.Y. to M.O.Y. we do see a decrease. However, this decrease is not at an acceptable

071rate for the district. So specialized training and support has been pushed into this campus. We know that it is super important to get these gaps closed at a faster rate. For their over overall academic stability. So even this past Monday, which was an instructional planning day for our campuses There is district support working with these teachers on how to utilize appropriate Activities for intervention for those students not meeting their growth targets then your next slide for first grade we actually saw a reversal here Where our number from Boi to mo I went up instead of down So the first grade teachers were a part of that specialized training with the kindergarten teachers on Monday I'm going to finish Goliad and then I'm going to pause really quickly and talk about some additional supports the district

072is pushing in at two of these campuses specifically after this mo I data Your next slide is map math grades two through five you will observe There are gains at all levels. The district does have concerns in third grade math and is pushing in specialized supports for staff and students in this grade level. Your next slide is reading grades two through five. Now this is another campus, Dr. Kamenbosch second grade, which is partly to do with the specialized intervention I'm about to discuss further. So before I progress to the next elementary campus our overall data shows needed supports additional needed supports for both Bel Air and Goliad our summer programming information has already gone out We are adding additional supports specific to our earliest learners at Bel Air and Goliad in preparation of those students

073entering the next grade level. So every school day through the end of May matters, but then we're offering additional support just for those two campuses with those youngest grade levels, again for another dose of intervention and support before the school year begins. Okay, next we have McGill, K and one together, but I'm going to take more time on the individual grade levels. So you will see great progress from B.O.Y to M.O.Y reading, going from 67% to 54%. Now first grade, we went in the opposite desired direction. This campus too has made adjustments with their MTSS groups. We also had some staff members that were out. Teachers, too, are human. They get sick. They have children, some of those things. So we are back in a stable setting there and moving forward with a well-structured plan.

074Then there are grades two through five math RIT scores, where you can see their projected growth and observed growth. Then their reading. That concludes the elementary campuses. I'm now going to move to the one secondary campus, which would be Lincoln. As a reminder, for our secondary campuses, for NWEA MAP, we'll be discussing just math and reading. for those areas so you can see in the first slide for math the gains there seventh grade math i feel like every time i have to tell miss duncan this we're not trying to just single out seventh grade math seventh grade math is an area of needed additional support in the district where we have been trending below the regional and state averages However, this is also an example, a real live example of where a staff member left

075students. And when you only have two teachers and one of the two leaves, you definitely are going to feel the impact of that. So while yes, there's some growth, it's definitely not enough growth. Then you can see eighth grade through Algebra 1. Remember, this first one is just going to show you the Algebra 1. specifically so that's why you don't have the other grades there but then oops sorry I was backwards now I was off that time dr. Moran these all start to look together this first one was all three grades for math and then the next one this is just your algebra one that's why you only see it in eighth grade and then your last slide is your reading Sixth grade RLA was an area of staffing constraints that we did have. We

076were able to find a certified teacher for that campus the second nine weeks in sixth grade. Yes, sir. Okay. And so this is going to naturally segue into the next academic update that Dr. Self and Mr. Kallenbach have. I just wanted to provide you the specific data from the school improvement campuses per discussion. Before we go on to that, I just want to say it's obvious how much work your team and our teachers at the campus levels are doing. Obviously, every teacher in our district wants their kids to be growing in math and reading. That's why they and everything else that makes them important in education. But math and reading, the fact sometimes these tests are cumbersome, but the fact that they get this data. quickly so they can make changes and serve our children

077is important. So thank you for all the work your team's doing and all the work that the teachers on these and principals and assistant principals on these campuses are doing with this data to make sure that we're getting the progress we need. So thank you. And if I can make a comment, you know, what you're seeing is an army of people who are working to support teachers from our instructional coaches, Dr. Self, Mr. Kallenbach, interventionists. There are so many people working around this, but there's a ton of pieces that come together with the curriculum, the resources, the training. I am so proud of the work that we're doing as a district. But I also want to say publicly, we're starting now to get to the point where we are identifying through science, really, the teachers

078who are weakest, and we're going to weed them out. They will not continue in a classroom where students are being harmed. We're going to get great teachers in front of all of our kids, and the magic is starting to happen. So I'm really, really thankful because we've got a lot of teachers across this district that are working so hard and doing so well, and students are growing. And as we visit classrooms, it's encouraging to see the work that's going on. Our principals are doing wonderful. They're stepping up and leading in a way that many, I don't know that they've done before, many of them, but. And we're hiring great people in. So it's just going to gain momentum and get stronger and stronger year by year as we go. You all can introduce yourselves. Okay,

079I was going to say I'm not Dr. Self. This is Dr. Self over here. So we're going to segue to the... how of all of this. So what Dr. Gomez did so well is show you the student outcomes, which is really why we're all doing this. But what can happen with student outcomes when we talk about that as an accountability is it can just be used and you can see bad scores or good scores or low scores or high scores and then just be told do better. And so our state accountability is a little bit that way, where it's an A through F. We wrap all of the things up that we do. It gets a letter, and then it's decided whether that's bad or good. And then it's like, go fix it. Well, we

080don't do that. We look at the data and we make our judgments about it, whether it's good enough or if we are getting what we need to get. There's a lot of variables in student outcome data. But what Dr. Self and I do is work with our principals to see that data and then figure out. Why is it the way that it is? Why is it that either that is good or that isn't good or and then what it is? What is it that we need to do to improve it? And so that's what we're going to take a look at. I do want to make a shameless shout out to the principals because it's true that none. We know that teachers are the ones that are making the contact with students and doing the

081work. But anything that you all or we want to happen on those campuses with the teachers and the kids relies on the campus principal. So I just want to, you know, a quick shout out to those campus principals, because anything we ask has to go through them to before it is done and things are moving on the campus. So so we're going to take a couple of a look at a couple of slides. We do what is called an ABC evidence review quarterly. Dr. Self with all of the elementary principals and I do with the secondary principals. It's a one-on-one thing every quarter after each quarter. And we collect a bunch of data to look at and to review. And it is targeted. And there's a couple of things about it that's very important to

082remember, and we'll look at a little bit of it, is that it is not just about the student outcomes now. The data we look at is the practices and the systems that we have built. to get better student outcomes. So what you're gonna see is some data. You've seen the student outcome data. You're gonna now see some data on the systems that we've built and the adult practices and the adult behavior that's in our schools that we are charged with accounting for. And you'll see as we go along. Hopefully that'll make sense in a couple of slides. The other thing is that we focus on factors that are within our control. So when you look at a student outcome, when you look at any one of those scores with the MAP scores or STAR scores,

083there are a whole lot of variables that go into that. Aside from the school, there are outside of school variables. with home, with all the different things that happen outside. Like we have the students for a short amount of time. So there are other variables in there. It's irresponsible for that to be the only number that we're accountable for because of all those other variables. But the data that we look at is specific to what we said we are going to do as adults. Are we doing that? That's as simple as it as it gets we said we were going to do this Are we doing that and how well are we doing that because that is what leads to a better student outcome? So we'll take a look at that and those are all

084factors that are within our control There are there are no other variables. We said we were gonna do it. Are we doing it? And so that's the quarterly meetings there are more things in education that are mission level than most organizations. So we don't just teach kids, we feed them. We transport them. We care for a lot of other things besides their academics. So for our work, we have to focus that. And we are focused specifically this year and in the previous year on a few things that we are looking at. In these meetings with principals, we review this data, and it's based on these key questions. I'll let you read them. I'm not going to read all of them to you, but I do want to pick out a couple just to make an

085observation. So when we ask, and I'll use the attendance one as a good example. So we are all concerned about attendance, especially Dr. Brandon. He likes to bring up the attendance thing because, you know, we're funded on attendance, not on enrollment. So we ask the question, to what degree do we promote consistent attendance? If we are looking at the student outcome, that would be what our attendance percentage is. But that has other variables in it. Kids get sick. There are a number of reasons. So what we focus on is what are we doing? to promote consistent attendance in our schools. One of those measures is we have incentive days where the campus will put on an event or something, and if you have good attendance, you get to go to it. That is a system

086measurement that we are measuring and we talk to them about. So are you doing your incentive days? Because that will lead to better... student outcomes. So that's just one example of what we are looking at when we look at this data. Are we doing what we said we were going to do? And those systems we build are designed to get the better student outcomes. All right, I'm going to turn this over to Dr. Self for the real information. Good evening. So I think it's important that we take just a second to ground ourselves in our district instructional priorities. This past year we really focused on solid implementation of our HQIM through the lens of Blue Bonnet reading and math, both at the elementary and the secondary levels. As Dr. Gomez mentioned, we engaged in strategic

087professional learning not only at the district level, but where we really branched out this year was taking a look based on our ABC evidence review data and what specific campus professional learning needed to be provided and really tracking that and having those conversations with principals. Especially at the elementary level, Tier 2 was a definitive area of growth for us across the board. So we all collectively decided that we wanted to make that an instructional focus for us through our tiered intervention systems. And of course, capacity building, not only for our principals, but our teachers as well. We really pride ourselves in being growth-minded. and growth oriented and I think that starts at the top not only with us but our amazing principals who before we leave our coaching sessions are asking us okay what's our

088action step that shows that they are very growth minded and they want to learn even our our top tier principles so it's super impressive This is actually an excerpt of the data that we spend a lot of time engaging in discussion with our principals around. And just to kind of give you a little background information, this data is pulled from our informal walkthroughs, not a teacher's formal evaluation. This is informal walkthroughs where we go in and we're taking 10 minutes to look at a quick excerpt of instruction and delivering feedback. feedback to a teacher. Our walkthroughs this year, informals, have centered around three specific t-test dimensions, content knowledge and expertise, monitor and adjust, and classroom management as well. This data set, like I mentioned earlier, drives the majority of our coaching conversations, not only in

089the ABC evidence review meetings, but we consistently go back to this data set. We do it collectively as a group because we set goals with each other. all principals do, and then we go back to the campus level and we dig in even further and we set individual campus goals as well. So what you're seeing tonight is the district level view. Okay, this is live data updated at the beginning of this week. So as of Monday, elementary is showing 1,358 total informal walkthroughs across 14 campuses. And another thing I want to make mention is it's more about just what the numbers are showing because we go into conversation about, okay, that's a great number. 1358 is nothing to shy away from, but we have to dig in further to look at the quality. What exactly

090are we getting from this evidence? The walkthrough with action steps. So that is when we go into a classroom as an instructional leader and we are assigning an action step. It's bite-sized. The teacher can turn around and implement it the very next day. And in most cases, that day, if they have the time. It's allowed. The percentage feedback loops close. This is perhaps the most critical data piece that we talk about nearly every coaching session. And what this encompasses is that we are having coaching conversations with teachers. It does us no good as instructional leaders to go into the classroom and not go back and revisit. We can assign an action step. But the follow through is what is really critical. Going back and making sure that we actually executed that action step or we

091have a conversation with a teacher on, okay, what did that look like? How did it feel? How did the students respond to that? That is a very critical piece of information and it's the fidelity of the whole process itself. So we spend a lot of time in conversation around closing our feedback loops. The learning intentions and success criteria is also equally important. Our learning intentions through HQIM are practically giving given to the teacher which is it's fine but it's still important that as teachers we understand our standards to the depth and complexity that we need to because That tells students, a learning intention tells students what I'm learning about today. But the success criteria is a smidge different because it takes it a step further. And that tells the student, okay, I will be successful

092in executing this learning intention when I can do X, Y, Z. So that's still a critical, it seems very simple in theory, but it's still a very critical part of our conversations. The percentage of classrooms with learning intention and success criteria. Elementary is coming in at 75%, which is nothing to shy away from, but we would like to see that percentage a little bit higher. If we're using HQIM across the board for reading and math, we need to dig in and figure out, okay, why are we at 75%? Is that coming from science? Are we looking at writing? Is that coming from our PE? like an elective. So we need to have those conversations and dig in and figure out why that's at 75%. The next set of information, the targeted or full independent demonstration

093of the verb, what that means is as an instructional leader I'm going in and I'm looking at the learning intention which is the teak and there is a verb in that teak and what we refer to it is we go in and we look at what the students are doing and the actions they're taking and does it meet the level and the depth of that verb. We call it verbing. So it's very important and it kind of connects to that coaching piece that closing the feedback loop because if I'm in a classroom for only 10 minutes the odds of me seeing students verbing to a depth and complexity that they need to be is probably going to be marginal so it's very important that we follow up in that coaching conversation to make sure that

094the the teachers land the plane to the depth that they need to the percentage of completed walkthroughs with aligned activities, I will tell you, not only is elementary rule followers, but they do have a little competitive streak in them too. So at the beginning of the year, we all got together and they collectively set a goal for this to be 80%. I will tell you, for this particular area, anything above 70% is stellar, because that means we're going in and we are verbing that percentage of the time. But I will tell you, they first said 100%. I'm like, oh. okay, it needs to be a realistic goal. So I was super proud that they were that ambitious, but they did collectively set a goal for 80%. One of the things that I've seen through the

095ABC evidence review process is, yes, we have individual conversations at the campus level, but what I've seen evolve over the course of this year is when we get together after a year administrator meetings and we have the time and we kind of dig into the data collectively because every principal sees their data it's not a secret so i can tell how many times my teammate has gone into the classroom in comparison to where i'm sitting at we are a team we rise together we fall together and that's kind of been their approach this year which is something i'm really proud of we are seeing some really great areas. We're growing in alignment in our instructional practices because of digging into this type of evidence and data. We're seeing increased clarity on campuses and how we're

096using data to inform our next steps. And actually, doing root cause analysis on, okay, why is the student outcome data showing this and what system would impact this and I need to dig a little further and figure out exactly where the root cause is. One really great thing I've particularly noticed is our campus leadership teams, they're more engaged in coaching cycles. When we first initially started this process, three years ago, just like with anything new, it's really important to articulate the why. And our leaders are great. They do everything we ask them to and then some. But what's been really cool to see over the past few years is they have really dug into this process and owned it. Like I mentioned earlier, before we're leaving, they're asking what they can do to do better

097and inform their practice. But the really awesome thing is they are giving actionable feedback to teachers and we're seeing teachers grow as a result of that. So that's been a huge win for us. As with GLOWS, we are also in that growth mindset oriented. We realize we have areas where we need to improve. what we noticed collectively as a group when we got together and looked at our walkthrough dashboard is that we needed a pacing indicator on our walkthrough form we need to be within plus or minus five days of our scope and sequence of our curriculum and we don't really have a way to indicate that or signal that on our current walkthrough form so that is definitely something that arose We also, when we first engaged in conversation around the dashboard initially, it

098was interesting to see them all talk because they're like, well, I fill out the form this way, whereas we weren't really consistent. they themselves realized, okay, we need to make sure that we are consistently executing our, when we go into a classroom, we're completing the form consistently, because that's gonna skew our data. So they actually saw a need to improve that themselves. So we come back and have conversations around that. And just the calibration among our principals and APs. We will have new administrators join the ranks and we realize it's really important that we stay calibrated and in tune. So making sure we come alongside our new administrators and make sure that they are calibrated in the practices and the tools is going to be very critical for us moving forward. And I think Mr.

099Kallenbach is going to talk to you a little bit about secondary. Yes. This is the secondary data. It's a lot smaller, I just realized, than which I guess y'all can see it, though, on your screens. Okay. I do want to jump back to this slide right here just to make this point. If you look at to what degree, the last question, this is a key question for us, to what degree do we support and retain effective adults capable of meeting the academic, personal, and social needs of all students? That is the key question that the work that Dr. Self just said is what falls under. This is how we do that, how we support and retain effective adults. We get in the classroom. We see if the curriculum is in the right spot, if the

100lesson is in the right spot, if it's on the right level. If it's not, we coach the teacher to get to that spot. That's what all of that, that's what is the practice and the system that is leading to that. to that question. So we're gonna go to school a little bit here. So you can get a pencil out and I'm gonna get my red pen and we're just gonna give one example real quick and Ms. Duncan, I picked a history question, a history thing so that you did not have an advantage on the rest of the board for this. But what Dr. Self said about verbing, this is one example of that. Just I think it's important that you see where we might be doing okay and where the opportunity for us to do

101much better is. So this, what I'm about to show you is. a standard from the eighth grade history star test so this uh this is a standard that is tested it's been tested nine times out of the last 11 years on the star test and it is the standard that the students must be able to do so that is the what that's saying Students don't just learn about things, they learn how to do things. So I'm going to put it up there, I'm going to let you read it, and then you get to decide if you can actually do what this standard is saying. These are 13-year-olds that will be doing this in a few weeks. So they're required to analyze the arguments. Of the Federalists and the Anti-Federalists, including those of Alexander Hamilton, Patrick

102Henry, James Madison, and George Mason, and explain how their debates exemplify civil discourse. Here's the distinction. Y'all look confident. Wow. Okay. I love it. So here's the distinction. It's not enough to just know about Federalists and Anti-Federalists. You have to look at the verbs. And there's two verbs in this. One is analyze and one is explain. If you just know about the Federalists and the Anti-Federalists, you will not get the questions on the test correct. What you have to be able to demonstrate as a 13-year-old is you have to be able to analyze their arguments and then you have to explain how their debates exemplify civil discourse. And so what we are checking for when we go in the classroom, is are the kids being taught just about federalists and anti-federalists, or are they actually

103being required to do the verb of that objective? And that's the work that we do with our principals. They're in there checking for that because what will happen over time, if they don't get to the level of that verb, the kids will not be successful on the test. And that's when Dr. Self mentioned depth and complexity. That's exactly what that means. They might know about federalists, but they can't explain how their debates exemplify civil discourse. Then they're not to the level that we need them to be at. So just wanted to give you that example. You can see the secondary data. I'm not going to go through it because it's all the same data. But just wanted to give you that example as a way to understand the work that... That's the how. What we

104believe is that that work of those principals and those assistant principals, those instructional coaches that are going in to check to make sure that the teachers are getting it to that level. And if it's not, it's not an indictment. It's why isn't it? Is it because we don't have an aligned thing? We don't have the right whatever. How can we get that for you so that we, every kid in our district. gets the opportunity to learn at that level right there. And we believe that what we're doing is the reason why you see that growth that Dr. Gomez showed in our schools over the past three years. So I think Dr. Self has one last thing, and then we'll take some questions. Okay, so I think you're probably asking yourself, what next? What are our

105next moves? And we have some strategic adjustments that we are going to continue to focus on, and that is around the lens of strategic coaching, not only of our principals, but also our teachers as well. As Dr. Gomez mentioned earlier, continue with the targeted professional learning. We do offer that at the district level, but one thing I will have to say that we've... really refined our practice around is we offer at the district level but then we also go to the campus level and really look at our data and hone in on what that specific need is. If we were to pull up our campus PL trackers and you were to see that you would see that there's differentiation among each of the campuses. Continuing to strengthen our Tier 2 interventions and practices and close

106those gaps. Refining HQIM implementation. So we're at a focus now where we're not just going in to look at usage, but rather we're looking at the quality of delivery and we're also looking at engagement. And finally, again, as Dr. Gomez mentioned previously, definitely engaging in those staffing support strategies. So we're happy to take any questions that you have at this time. Any questions? Thank you all for that presentation. I guess the only question I have is and maybe more of a Dr. Gomez, Dr. Moran question. So I won't put you all just you two on the spot. But obviously as a board and an administrative team. We feel that right-sizing elementaries creates a lot of redundancy and right-sizing air mills creates redundancy so that we don't have these pockets where students aren't being served by

107our district. And in an ideal world, that could be done yesterday. But in a real world, that's going to be done a year and a half from now. And so you talk about what we're doing as far as strategic adjustments moving forward. I guess my question is, what is our strategic adjustment for next year to make sure that we're doing everything we can while we're working towards an overall goal? been in the process of that and we've been having conversations reviewing the staffing reductions making sure through resignations and retirement because no one is losing their position but making sure that we're hitting those reductions and then looking district-wide at certifications Dr. LeMaster and myself have already met with several staff members with certifications in fact Monday when we came back from the break that's one

108of the first things we did give an example without breaking any confidentiality. We know that from a staffing standpoint, special education is our hardest area to fill. We had a teacher who has experience and certification in the most specialized special education setting. And we had a conversation with her, and she... gladly accepted serving in one of those specialized positions for next year. So that's one of many conversations that are taking part right now. Now, there's still a really heavy lift to do. Human resources, principals, campus leaders, departments, they're all working through staff changes right now and then preparing for the district's job fair April 11th. So there are many moving conversations taking place. We don't wait until the summer to do that. So that's where we are, if that helps answer that. I have a

109question. Is that okay? The walkthroughs, are they, I know it's not their T-test walkthrough, but do the teachers know the walkthrough, or does it just... You walk in one. They're not scheduled like a formal evaluation is. Now, what we have worked with our campus principals on is the process of tiering teachers and really developing a strategic approach to their support. They are at the elementary level. I'm speaking specifically to that. There are two campus leaders to cover all classrooms. And you really have to be strategic. Your tier three teachers are. going to need way more support than your tier one. So they have to be really strategic in how they craft their informal walkthrough schedule. Now a teacher can expect an administrator to be in their classroom probably every week. I mean it may be

110a different administrator but those aren't really scheduled like a formal is. I mean honestly It might have been a little unnatural at first, but now we were at two elementary campuses, and I think there was a group of five of us today, and the kids and the teachers just carry on when you walk in because they're just so used to people being in their classroom. And I agree with that. As a crafted teacher, it wouldn't matter. I want to talk about that teak. First of all, I want to tell Mr. Kallenbach, I did notice that you picked history. And for anyone that doesn't know, you are a history teacher. I wasn't answering the question. I was bringing the question. But I think that teak shows us we talk a lot about highly qualified teachers. And

111a highly qualified teacher. would be debating in their classroom and doing the work. A highly, someone that's not highly qualified, myself, I'm not sure how I would go about that. So that teak right there just proves how important it is to have our teachers that are qualified and know the content in there because just that T right there shows you it's not just answering a question anymore. The level of rigor, of conversation, of knowledge is so high. So I'm glad that we're putting amazing people that know the content and are guiding our kids in that direction. Yeah. And I would just add to what Dr. Self said about the walkthroughs. Our commitment and our system is that we follow back up with the teacher after the walkthrough. So that's our commitment with a feedback loop.

112The worst thing, and I remember this as a teacher, someone comes into the room, they're an administrator, they leave, and then you never hear anything again. That's the worst thing. And so that's our commitment is that follow-up. Hey, this is what. But this was what was great. Where can we go from here? What's the next action step? So that's a huge part of what we're doing. Absolutely. On the other side of that, I think it's so important that the teacher has the voice too, whether they may disagree with what you say, but you've had that relationship and you are able to talk about it. And that's what I think in the past, like you said, we've missed. You know, we got an evaluation. I may have not agreed with it, but that's the way. So

113I appreciate that y'all are taking the time to go back, have that conversation, and to grow that teacher or for that teacher to have her voice. You know, thank you for that. Yeah, this isn't a question. This is more of a comment. But I appreciate both the reports. They were very informative and very insightful. And I love data. I love to see that we're looking at this data. But I really love that y'all, it's very apparent that y'all are, like, attacking this data. Because it doesn't, this data, these MOI scores, they don't mean anything if you can't. have a targeted intervention. It's just you're just looking at data. If you're not trying to fix the pockets and it's apparent that y'all are probably sitting around waiting for the MOI data to drop just so y'all

114can like get out there because you can tell that y'all are really invested in this and as a parent and as a board member I really appreciate the work that y'all are putting into this. This is obviously incredibly important stuff so thank you. And if I can just add one more thing. First of all, thank you all for the very great report, for the great reports. But there was, I just wanted to add to something that Mr. Kallenbach said in the very beginning, and I just wanted to add a little more to it, because you said that schools don't just teach the kids, they also feed and transport. And I just wanted to remind everybody that schools do so much more than... and feed them and transport them. I know a child that just got

115a bed because of a recommendation that a counselor made. And if a child doesn't have their own bed to sleep in, then none of this stuff is going to matter to them. So I just wanted to thank all of our teachers and counselors and staff that really knows, takes their time to get to know their kids and get them the resources that they need. All right. Thank you all. Okay, and I know we have some people who are waiting, but we're going into executive session really quick, I promise. It will be 551.074 and 551.072. We'll be back very quickly, and then we'll get going with the action items. All right, we are back from executive session. We took no votes. There was no action taken. Y'all are going to bear with me, and we're going

116to jump through our agenda. We're going to go to our action items. And first we're going to go to actually action item D, which is consider approval of principal of Goliad Elementary School. Dr. Moran's going to lead us in that, and that's on page 86 of y'all's agenda. All right, well this evening it's really an honor and a privilege to introduce to the board, for those of you that don't know Lacey Duvall, she's a Lakeview High School assistant principal. She's in the audience. Ms. Duvall, if you'll please stand. And she is our candidate for the principal at Goliad Elementary. She's gone through the process of interviewing for that position. I've spent time with her. There's a great deal of respect for Ms. Duvall, and she's an instructional leader. And we are extremely excited about this

117opportunity for her and the district. She has elementary background. She's got a strong instructional background, but she's experienced, well-respected. And so the recommendation tonight is to approve Lacey Duvall as principal of Goliad Elementary School. Do I have a motion to approve Lacey Duvall as principal of Goliad Elementary School? I'll move to approve Lacey Duvall as principal of Goliad Elementary School. I'll second. Motion from Mr. Monsalvo. Mine was louder. And a second from Mr. Gallegos. Other board comments or questions? All in favor say aye. Aye. And raise your hand. Remember, we've got to do this thing. Yeah. All right. Motion passes 6-0. Mrs. Duvall, thank you for sitting here for the last two hours. And congratulations. We're excited about the work you're going to do at Goliad. Next, we're going to move to item J, which

118is consider Senate Bill 13 compliance and update on book challenges. That's on page 97. Dr. Keeman, Dr. Moran, and members of the board, San Angelo ISD has completed all required updates to EFB local in alignment with Senate Bill 13. Anyone submitting a reconsideration request must use the required reconsideration form. This form includes specific questions such as, have you examined the entire selection? Meaning, have you read the entire book? If not, which sections did you review specifically? And how is this resource educationally unsuitable? As reconsiderations are submitted, it is important to carefully review these questions and the responses provided. Weeding is an ongoing part of the library collection development process. Consider it desellection, a process of evaluating and sometimes withdrawing materials that are rarely used, contain inaccurate or dated information, are in poor physical condition, or

119are no longer relevant to curriculum or student or faculty needs. This process occurs regularly and is neither dependent on nor triggered by a book reconsideration. San Angelo ISD as stated has fully complied with Senate bill 13 further by recognizing parents as the primary decision makers regarding their child's access to library materials providing parents access to the district's library catalogs and establishing a process for parents to identify specific titles their child may not check out or access outside the school library and by offering parents the option to receive notifications each time their child checks out or uses a library material outside the school library including the title, author, genre, and return date. As a result, every SAISD parent has the authority to restrict access to individual titles for their own child. When a parent has not

120placed such a restriction, the student may access the material as part of the district's library collection. This evening, the administration recommends any book reconsiderations with a level three rating, 141 titles specifically. remain in library circulation as San Angelo ISD has fully complied with Senate Bill 13 by recognizing parents as the primary decision-makers regarding their child's access to library materials. Further, the administration recommends that any book in the curriculum remain in the library circulation, as SAISD already allows parents to request alternative reading assignments. This applies specifically to Brave New World, The Perks of Being a Wallflower, The Bluest Eye, and The Freedom Writer's Diary. Administration recommends two books submitted for reconsideration go through the full formal challenge, Serpent and Dove and Blood and Honey. After the completion of the full challenge, a recommendation will be brought

121forward and presented to the Board of Trustees in the April regular board meeting. In the pre-agenda meeting, I stated three books were recommended for the full formal review. However, after fully completing the information, this title has met criteria for informal review based on criteria explained above about deselection or weeding. Any questions for Dr. Gomez? I know we went through this pretty extensively at our pre-agenda meeting. All right. Do I have a motion? I'll make a motion. that we, Board of Trustees, affirm the committee's recommendations and retain the challenge titles in the district's library collections consistent with Senate Bill 13 and its requirements that parents serve as the primary decision makers regarding their child's access to library materials. Do I have a second? I'll second that. So I have a motion for myself and a second

122from Mr. Dindal. Dr. Damon, before we proceed, I'd like to thank the library staff for... their work through this process. It's been challenging and hopefully it will be rewarding for our students here as they, again, are not facing enforcement. We're facing the liberties that they can read what they want and then also strictly controlled by their parents. So thank you. Any further board comments before we take a vote? I just wanted to say a big thank you to all those that came and spoke today on the issue. I was talking to the two kids out there when Dr. Gomez started everything earlier. But like I told them, I said, you know, one of them I did ask. I did ask what the greatest invention ever was. made what was the greatest invention ever made by

123man they looked at me i said the book the book is the greatest invention and they agreed wholeheartedly they said yeah you're right you're right but um i was very glad to hear that that that you know what mr dental said are it's we're not taking anything away from them And I was really glad that people came out and spoke on that because I mean I went all over the world in the county library Reading book after book after book, you know been to China. I've been to Afghanistan been everywhere just by book My kids say you never go anywhere. I said I already went everywhere. I wanted to go in the library So anyway, I just want to say thank you to those who came and spoke they did a wonderful job Thank You.

124Miss Gomez for all your work and the librarians Thank you. Y'all did y'all Y'all have been doing a lot. So I really appreciate that as well. Thank you. I'd like to also thank the librarians and Dr. Gomez for the many, many hours of work that you put into all these challenges. But I just wanted to add on to what Mr. Gallego said and just say how proud I am of our community and especially our kids who stood up. And it takes a lot of nerves to stand up there and speak at the microphone. And even an educator was saying how nervous she was. or i think she was a licensed social worker but i think it's so i love that it was so important to some of our kids to stand up there and tell

125us how important books were to them and honestly that's why i serve on the school board so thank you all so much for all the work you've done all right so we have a motion for myself and a second from mr dindle um all in favor say aye aye all against the same motion passes six zero all right Mr. Henry, you didn't know you were up, but you're going to be up. First, we're going to do the CMR Bond 2025 Fannin Elementary, RFQ 26-001. Sorry, we're jumping around. Give you time to find your page. I got it. All right, page 93 for the board. The construction manager at risk delivery method was designated for the Fannin Elementary project. Specifications and plans were created by KFW and distributed to companies capable of this type of work.

126A pre-bid conference was conducted on-site and attended by eight different CMAR firms. bids were received from seven different companies the scoring criteria was applied and lee lewis received the highest score the administration recommends approval of lee lewis construction for the fannin cmar project do you all have any questions over this any board questions or comments and um this was scored in conjunction with the architects on the job as well yes yes sir with their input yes yes All right. Do I have a motion for approval of Lee Lewis? Dr. Tannen, move for approval of the Lee Lewis Construction Firm for the Fannin CMAR project. So I have a motion from Mr. Dindal and a second from Dr. Mills. I love this. Sometimes no one talks. Okay. Any other board comments or questions? All in favor

127say aye. Aye. Raise your hand. Keep it up. So, all right. Motion passes 6-0. All right. Next, we're going to go to RFQ. Thank you. Oh, you stay up there, actually. RFQ 26-007, the Athletic Fields Project for the 2025 bond. That's on page 91, guys. Prior to the passage of the 2025 bond, the Athletics Department did an extensive survey of athletic facilities and the need for their programs. Their assessment included the need for turf replacements, additional turf, lighting, fencing, and tennis courts. With the assistance of SKG Engineering, plans and specifications were developed. Bids were received from five different companies specializing in this type of work. A scoring committee was assembled and all submissions and timelines were reviewed. Not only did Hellas have the lowest price, but they also received the highest score and fit into

128our timeline. The administration recommends contracting Hellas for all athletic projects for the total cost of $11,003,150 that will have a 5% contingency added. Are there any questions over this one? What was the amount in the bond that was allocated for this? 11 million, correct? Okay. Next question. Hellas did our most recent field work as well, correct? When we redid. When we redid Central. Lakeview's football stadium. San Angeles stadium. Hellas has done extensive work for us in the district. They did both the track and the turf here at the stadium. They also did the track at Lincoln. And they've done several other projects as well. Just because they're here, we still like what they've done, Coach Chant. And I know when we did the football field at San Angelo Stadium, they were talking about the... The

129technology had changed and the lower layers got to be preserved for the next time we went and put a new turf on that. Is that still a fact? So we're saving money by using just, we're not having to replace lower levels of that, the sub-level of that turf. Are you talking about at San Angelo Stadium? At San Angelo Stadium. Because we're putting new turf there. We're not putting turf at San Angelo Stadium. Just at the baseball. Correct. Sorry. Thank you. Thank you. Okay, that was. So all these new fields, though, will have that same. product base so that the Long-term the top layer will have to be replaced at eight years ten years wherever that is But the base will be a 20 year 30 year base Hold on. I'm gonna make you come over

130here. Couldn't talk to the mic for a second. I'm sorry, but I I want to introduce more ball with Hellas construction Mr. President. Yes here. The San Angelo Stadium has the kushtrain pavement place pad So when you get ready to replace it, all you'll be paying for is the turf. Baseball field's done the same? Baseball field, no, they don't have pads. No. But we want to stand behind our base work, and hopefully next time you get ready to replace it, you won't have to do much base work under there. So we feel like one of the things about our company is we make our own products and the quality installation that we provide. So the baseball and softball fields don't have pads. What about the middle school fields? No, those fields won't have pads. Okay,

131just so I know. Yep, your playing field. Sorry, it's been a few years since we did this. I just wanted to remind myself what we were doing. All right. What's the lifespan on these typically? Eight-year warranty. Eight-year warranty. All right. any sorry sorry to make you come up there but if you're going to wait for this whole time you guys come up there and answer a few questions well what do you make you feel like it was worth your weight yeah i can uh all right any uh dr kingman i would say uh even though it i mean we're right there at uh the bond price uh but during the process we did discover you know some Rust and some tears and some of the fencing around the fields and some of the metal But

132you know where the mower over the years had hit it and so we added that and so some of the fencing will be replaced with a quality product and so even that and then some additional sidewalks and cement work were added in and Hellas really in a desire to have the project the work they've done previously in the community came in right at that even with the ads so we were very pleased with the pricing so I'll ask you one other question since you were part of the scoring Y'all are recommending Hellas, and their completion date was 359 days, and the other low bid was only 180 days. This ended up being unique. You know, you often see the scoring go in favor of the shorter days in many cases. But this one in particular,

133we can't do all of that work given all the different seasons of sports. And so they actually, the bid still came in under our targeted number of days from Hellas. But that work's going to have to be spread out. fall spring summers for all the fields to get done outside of the the games that are going on so so basically they match the price even though they have to mobilize multiple times okay yes sir thank you that explains that for me all right do any other questions regarding turf bond project all right do i have a motion don't get quiet I'll make a motion recommending contracting Hellas for all athletic projects for a total cost of $11,003,150 with the 5% contingency plan. I have a motion from Mr. Gallegos. Do I have a second? Second.

134I have a second from Mrs. Duncan. Just making sure our mic worked. Any other board comments or questions? All right. All in favor say aye. Aye. Raise your hand. Yeah motion passes 6-0. All right, sorry, that's state law that we have to raise your hand. So All right Is anyone else here waiting? No, I don't think okay. All right. We're gonna go back. We're gonna go back to consent items and So we have consent items a through F and that is donations minutes from February's 5th 9th 16th Our library book purchase, bid 25-015, which is maintenance, transportation, and miscellaneous supplies. Bid 25-23, which is trades and superintendent recommendations for administrative contracts for 26-27. Anyone have anything that needs to be pulled from them? Anyone have any comments? Or do I have a motion to approve

135consent items A through F? I'll make a motion to approve consent items A through F. a motion from dr mills do i have a second second i have a second for mrs duncan any further board comments or questions regarding consent items a through f all in favor say aye aye all against the same motion passes 6-0 all right um sorry guys i just want to make sure i get back in order all right so now we're going to do we're going to go in order um we're going to consider bills and accounts um We do have a motion to approve bills and accounts Our came a move to approve the bills the council financial statements for February 2026 In addition to that these reports were reviewed earlier in this meeting And right for that transparency

136also all these reports or can be found online on our website si SD org So obviously we just talked about this earlier today. Do we have any do I have a motion to approve the bills and accounts? That was you and do I have a second? I'll second. So motion from Mr. Dindal and a second from Dr. Mills. Excuse me. Any further board comments or questions? All in favor say aye. Aye. Motion passes 6-0. We also have the quarterly investment report. Dr. Higman, this report was also reviewed earlier in the day. And so with that, I'd make the motion to approve the quarterly investment report ending February 28, 2026. Motion from Mr. Dillon. Do I have a second? Second. Second from Mrs. Duncan. Any further board comments or questions? All in favor say aye. Aye.

137All against say the same. Motion passes 6-0. All right. Next, again, something discussed earlier in the meeting. Consider a budget amendment. Do I have butter? Did I say butter? Budget amendment. I didn't say patient or prostate. Okay. So. Dr. Kimmel on the original. document that we received a couple weeks ago it was mayonnaise not butter but also it had an amount of six million nine hundred ninety thousand five hundred forty six dollars that that has since been revised to five million five hundred five thousand one hundred sixty four dollars and with that I'd move to recommend the approval of the general fund budget amendment for March 20 26 2026 with no changes to function codes and a decrease in revenue revenues in the amount of five million five hundred five thousand one hundred sixty four

138dollars I have a motion from mr. Dindal do I have a second second second from mrs. Duncan any further board comments or questions obviously this is the budget amendment we talked about pre agenda extensively and then again it in our workshop okay all in favor say aye all against the same motion passes 6-0 all right next we're gonna do RFP 26-006 mr. Henry is district-wide roofing during a 2020 hail storm a large portion of our district was impacted with roof roof damage all emergency repairs were completed and this bid will complete the remaining work at nine campuses Specifications were created by our insurance adjuster for the covered areas. This includes multiple roofing materials, painting, and light HVAC work. Bids were received from six vendors capable of this type of work. The administration recommends approval of

139jet construction for the repair of roofs at nine campuses for the total cost of $1,558,676. Are there any questions? Just as a follow-up from our pre-agenda workshop, it was discussed in our pre-agenda workshop that there were several local companies that made bids and that this was not a local company. But in follow-up, the percentage difference between this company and the local vendors is such that even without any other extenuating circumstances, we can't accept that higher bid even if we wanted to because state law says it's too far between. past the range of acceptability so just so everyone's on the same page on that that even if we wanted to go with the local vendor on this education code prevents us from doing that based on the Delta just to explain that for those who watch

140the pre agenda because they need to go to sleep all right any further questions on district-wide roofing do I have a motion to approve i'll make the motion to approve jet construction for the repair of roofs at nine campuses with the cost of one million five hundred fifty eight thousand six hundred and seventy six dollars do i have a second a second so i have a motion for myself and a second from mrs mazel flint Any further board comments or questions? Well, when are they going to get started? Do you know when they'll start? When we talked to them, they were ready to start immediately. We'll start the contract negotiations tomorrow and get all that out of the way, and we hope that they would start by the end of April. And all these repairs

141are from two storms we had, one right after the other, one year after the other. Correct. Did we already get insurance payment on these, or has that come? We've received part of the insurance, and once this is approved, we'll receive the rest of it. All right. All in favor say aye. Aye. All against say the same. Motion passes 6-0. All right. Next is RFQ 2635, Bonham Playground. Mr. Henry. During the 25-26 school year, the Bonham students, parents, and staff had a very successful fundraising campaign. The PTO who sponsored the fundraiser partnered with the district to purchase the playground equipment needed. This playground will accommodate 70 to 80 kids, has multiple play areas including slides, climbers, and includes all materials for a functioning playground. Quotes were gathered using purchasing cooperative vendors who sell playgrounds. We received

142four quotes with Playgrounds Etc. providing the lowest price for their services. The administration recommends awarding the Bonham Playground project to Playgrounds Etc. for the total cost of $79,119.63, which will be split with the Bonham PTO. An additional $10,000 contingency will be added for any unforeseen circumstances. Do you all have any questions over that? I just want to reiterate the acknowledgement that the bottom PTO really stepped up and raised half of this money for a new playground. And the students and parents over there, that's great. So I just want to acknowledge the fact that they've done all that for us. Absolutely. And we've used playground, et cetera, before? Yes, we've used them extensively throughout the district. Perfect. Any further board comments or questions? Just a quick question because it always comes up. What will happen with

143the old bottom playground equipment? The old one in the bid proposal that we sent out, we have them tearing it down and hauling it off. It's pretty worn out. We got our money's worth out of it. All right. Any further board comments or questions? Dr. Keeman, I'd like to make a motion. Yeah, we need a motion. I warn the bottom playground project to playground, et cetera, for the total cost of $79,119.63, which will be split with the bottom PTO with a $10,000 contingency for unforeseen circumstances. A motion from Mr. Dindal. Do I have a second? I'll second. A second from Dr. Mills. This is what happens when you all have me going out order on everything. All right, any other board comments or questions? All in favor? I'm sorry. I just want to clarify about

144this playground. You said it's, what was the word you used? Unsafe? No. Worn out. So would you say it is worn out to the point that it's unsafe to move it for other children to play on? I wouldn't say it's unsafe. I don't know if it would make the move once you start taking it apart. Okay. Okay. Yeah. That's good. All in favor? Any other board comments or questions all in favor say aye against the same motion passes 6-0 All right. I think we're going to I and miss Doyle's them talk to us about our e grant application for the funding year 2627 Good evening, school board members and Dr. Moran and administration. So I come before you this evening to talk about our E-rate grant. It is that time of year again to do

145our application for next school year. So as a refresher, our E-rate grant is a federal grant program by the federal government that gives us discounts on our telecom expenses, meaning our internet, wide area network, and our cable modem lines. as well as network infrastructure upgrades. We qualify at an 80% funding level and that funding is determined based on our free and reduced lunch numbers. So those free and reduced lunch numbers and applications, we highly encourage families to complete them because they allow us to get additional funding related to technology projects. So we appreciate everyone who does complete those. Regarding the telecom, we're under a multi-year contract. We bid that out. under a previous application a couple years ago so that part is already taken care of except for I just have to do paperwork for

146next year's application so there's not a new bid for it. Regarding the network upgrades, we posted a form 470 and posted a bid with it in compliance with the grant rules. We posted for Cisco network equipment and upgrades across our campuses. We received five responses. Jason Henry, my network manager, and I reviewed each of those and we scored them together. So the responses we received were four of the vendors quoted Cisco like we posted and one responded with extreme network equipment. I might comment that our whole infrastructure pretty much is Cisco brand. And when we get evaluated both from our financial auditors as well as... Security, like infrastructure security, we get high scores because we utilize Cisco network equipment because that is a highly regarded and respected equipment. And it works very well for us.

147We did consider the extreme network equipment and the quote... considerably and dug through it considerably. Our concerns with it were we would have two platforms to support which would add extra work for my staff so we'd have both the extreme platform and the Cisco. We'd also have two management products to manage, two systems to keep up with upgrades and updates and one of the things we run into because we've tried mixed environment before is we get the blame game. So if some area is having connectivity issues and you have a mixed variety of equipment, each manufacturer is blaming the other one and they don't want to take responsibility. So it adds a whole lot of work to my team. So that factored into our scoring. In addition, it requires a subscription to manage the equipment

148and they included a three-year subscription, but then we would have to pay that subscription each year going forward to manage the equipment after that. So those were some of the factors. In addition, we looked at the install information from each vendor. We have experience with Elite and Insight both. We have no experience with CDWG, NetSync, or Intech. While we've bought equipment, they've not done any installs for us in the infrastructure side. Insight is the vendor who has done our network infrastructure upgrades the last several years. They've done a fabulous job for us. They know our configurations, they know our settings, and they have two engineers that live here in San Angelo. They have other engineers that are in the San Antonio and Austin area and Dallas-Fort Worth area, but they actually have two who live

149here in town and who do projects regularly with us. So that is a big win for us because it saves my team time. to not have to retrain people to come in of here's how we do our standards and our setups and so forth. And then we compared the pricing several were very close. We used the baseline pricing what was on our spreadsheet and then several had other suggestions. For instance, three of them recommended adding a particular license to one piece of equipment and then one of them offered exterior antennas for the access points. So we took all that into consideration and we scored them and that is what you have before you in the board packet and so our team recommends and asks that the St. Angelo ISD School Board approve the submission of

150our 26-27 E-rate application with Insight as the vendor for our network infrastructure upgrades. Any questions for Ms. Doyle on this? Did Insight do a lot of help you a lot in the transition over from the Your old offices to your new one did they help you with that or so they did a little bit But the bigger part of that was actually optimum because it was our wide area network connections and Now insight did help us in preparation of some of the configurations that what we would need to change in some settings and stuff and helped guide us on that but yes They and Cisco both helped us in doing the prep work Any other questions for Mrs. Doyle? All right. Do I have a motion? Okay. I make a motion. It is recommended that

151the board approve the selection of insight on the attached bid summary sheet for the 26-27 E-rate grant application as recommended by the administration and authorized by the superintendent to execute the final agreement with the selected vendor in a form approved by the council for the district without further approval. by the board insight was implemented the e-rate grant project for the saist for the past several years it is recommended that the board authorize the submission of the e-rate grant application for the 26-27 funding year i have a motion from mrs duncan do i have a second i'll second i have a second from mrs mazel flint ladies first um any further board comments or questions all in favor say aye All against the same motion passes 6-0. Thank you all and I'm sorry that was so

152long that our attorney actually wrote that verbiage so that it met the grant requirements. So thank you for that. I was trying to read it without a breath but I couldn't. I appreciate it. Thank you all. All right Dr. Gomez I think unless I skip something. No we're good. Dr. Gomez we're going to page 99 certification and provision of instructional materials for the 26-27 school year. Dr. Kingman, Dr. Moran, and members of the board, local educational agencies are required to certify annually to the State Board of Education and the Commissioner that students have access to instructional materials covering all Texas essential knowledge and skills TEKS, for all required subjects except physical education. Additionally, local education agencies are required to certify that they protect against access to obscene or harmful content in compliance with the requirements

153for certification under the Children's Internet Protection Act and any other law or regulation that protects students from obscene or harmful content. The Certification of Provision of Instructional Materials 2627 survey includes a section for local education agencies to certify they meet this requirement. At this time, the district has completed the survey and we are asking the board to approve the 2026-2027 survey ratification and authorize the superintendent's designee to submit the required certification to the Texas Education Agency. If the board moves to approve, there is a required form that must be signed. by two board members the board president and the board secretary and this attachment must be included when the superintendent's designee submits the certification so this is kind of the first step in a multi-step process anyone have any questions for dr gomez do i

154have a motion to approve i'll make a motion to approve the certification of provision of instructional materials survey for the 26-27 school year as presented second so a motion from mr gallegos second from mr dindle any further board comments or questions all in favor say aye aye against the same motion passes 6-0 our announcements are we have a finance and pre-agenda workshop april 13th and we have a regular board meeting april 20th and Someone double checked me. I didn't skip anything, right? Okay. With that, we are adjourned. Thank you.