001I now call this Brian Independent School District meeting to order. Let the record show that a quorum of board members is present, that this meeting has been dually called, and that the notice of this meeting has been posted in accordance with the Texas Open Meeting Act, Texas Government Code, Chapter 551. The time is 6:01 p.m. I wish to extend a warm welcome to everyone present this evening. Uh please join me in a round of applause for our students from Henderson Elementary for their performance before the meeting. [applause] They had some incredibly strong and beautiful voices. Very impressive. Um, I ask that you please turn off uh the sound on all electronic devices and we'll introduce our students and um help them or they'll uh lead us in our pledges. >> We want to do introductions.
002>> Good evening everybody. So, we're going to start with introductions. Guys, if you can tell us your name and you're great. >> My name is Asia. I'm in and I'm in third grade. >> My name is Hazel and I'm at fourth grade. My name is Olette and I am in fourth grade. My name is Yaldi and I'm in third grade. My name is Ramy and I'm in third grade. >> My name is Maddie and I'm in third grade. >> My name is Mia and I'm in third grade. >> My name is Jana and I'm in third grade. >> My name is Juliana. I'm in third grade. >> My name is Sebastian and I'm in fourth grade. My name is Ro and I'm in third grade. >> My name is Gamid and I'm in third grade.
003>> My name is Kristen and I'm in fourth grade. >> My name is Sophia and I'm in third grade. >> My name is Zona and I'm in fourth grade. >> My name is London and I'm in fourth grade. My name is Amada and I'm in third grade. >> My name is Carla and I'm in fourth grade. for the pledges. So, if you guys can stand over here with me and parents, if you can stand up and we're going to look at the pledge over there. >> Aliance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. for the Texas. >> Honor the Texas flag. I pledge algiance to the Texas. One state under God. One and indivisible.
004>> Great job. [applause] Sure. >> It's a little less weird. [laughter] >> Little heads up here. Awesome. [applause] Grammy awards. Yes. And I usually don't Okay, we'll uh begin uh our agenda this evening with spotlights. Uh our first spotlight on the agenda is for Brian College Station Chamber of Commerce community partnership award uh pertaining to junior leadership brazes. We are going to reschedu the spotlight for the community partnership award for the chamber of commerce and the junior leadership brazes students. Due to a scheduling conflict the students are attending a required training tonight. So, we will bring them back later this spring and recognize them along with the Chamber of Commerce. Second on our spotlight is uh Brian Collegiate High School recognition. I won't I'll let um Dr. Christina Richardson, director of advanced academics, share the
005good news. >> Hello, my friend. I'm joined tonight with uh Dr. Capertton. Um so this is in recognition of their AVID award or finals of AVID award. So AVID advancement via individual determination is a nationally recognized college and career readiness system that supports students in developing the skills, habits and academic behaviors needed for long-term success. AVID is implemented schoolwide through instructional strategies and also through elective classes that provide targeted support for students with strong potential. The AVID framework helps schools build a culture of high expectations and equip students with the tools to succeed in advanced academics and beyond. And Brian Collegiate has this in space. They put the system to work every day. So in recognition of that they received an extraordinary national recognition through the national avid office that they have been nominated for
006a national site team award an honor reserved for only four schools out of more than 7200 in the nation. A site team is ded is a dedicated group of educators who are leaders who guide the campuswide AVID implementation by strengthening instructional practice, expanding expanding college and career readiness systems, and monitoring student access and success. The nomination reflects Brian Collegiate's exceptional commitment to rigorous instruction, student opportunity, and strong cultural culture of academic support. We proudly congratulate their entire team and are excited with their representation of Brian ISD on a national stage. Uh Dr. Certton is going to introduce her team. Yay. Okay, guys. Come on up here, [applause] ladies. So, we have Amy Kerrion, our AVID 4 teacher. A Stephanie Fuentes, our AVID 3 teacher. Wave to the board this way. Hi. We have Trisha Ray,
007our AVID one teacher. We have Kaylee Thomas, algebra 2 teacher. We have Emily Ratliff, biology teacher. We have Heidi Ragusa, our counselor. And Tori Brown, our world geography teacher. Is that everyone? Who am I missing? >> And Rebecca Reid with her from Where's Amber? Oh, Emerson didn't come up. Rebecca Reed, our English teacher. And this is our team. [applause] YAY. >> [applause] >> DR. CAPERTTON, do you want to mention just really quickly to remind us, we know, but for the world to hear that you guys are an avid showcase site and people from all over the state are about to travel to Brian to listen and learn from you. >> Yes. So, as you will soon hear from my presentation, we do implement AVID schoolwide and we are having an AVID showcase um on February
00825th where people from all over the state are coming to see what we do as a site team and how we implement that into our classrooms and campuswide. So, we're very proud and excited about the work that we've done and more importantly the results we're getting in our students. >> Congratulations. >> Thank you. Congratulations. [applause] Next, we'll move to public comment on agenda items. Citizens may make comments about topics relevant to district business. Topics should be limited to three minutes. Comments concerning specific student or personnel matters will be heard in close session. I don't believe we have any comments this evening. So, we'll move to board member reports. Uh, presenting our finance board committee report, Mr. David Stazzy. >> Thank you. Uh the finance committee met on January 23rd. Uh we had uh three members
009of the board present. Uh uh Mr. Pavas was out. So uh Mr. Harden Wolf, Dr. Harden Wolf subbed in. So we had Mr. Sennis and uh M Dr. Harden Wolf and myself. [clears throat] and staff was uh Miss Carabine, Miss Friddle, and Mr. Roberts. Uh we talked about with uh Miss Friddle about the uh current year budget forecast. She's giving us a lot of specific information and a lot of that of course is also being shared with the entire board. Uh, a lot of it we went into a lot more detail and and uh certainly getting a good idea of the difficulty of [snorts] trying to be uh as precise as possible uh because of all the variables that occur in the public school funding system. So uh but that was very helpful that we
010would have a good at least a good idea where we are and and what to expect uh subject to of course all these variables that that remain uh to be seen. We also got an update on the sale of of real estate. Uh we have uh the old grounds building on uh Highway 21 for sale and that we got some information on how that's progressing. And then Mr. Roberts uh updated us on the early notice of resignation incentive, which sounds odd to if you don't know what it's about, but it's it's actually very helpful to know if somebody intends to uh retire uh then or for some other reason, we'd like to know that so that we can plan and not be trying to replace somebody uh at the last minute. Uh that can be
011again very helpful. Uh and so uh we got some good information on that. So that's uh that's pretty much my report. >> Thank you. Uh Mrs. Waller, the intergovernmental committee report. So the uh meeting it was held January 20th and members of our ISD that were there was Hugo Yabara, uh Derek Rush, myself and Felicia Benford. And the main part and the main uh just of this intergovernmental uh committee meeting was actually the need for baseball and softball facilities in the area. Um both ISD presented the existing and upcoming uh facilities that we would have to offer. um and a group called the 12 baseball actually they're a company a corporation that uh owns and fills baseball teams in this area and other cities. made a presentation that if we had more facilities in the
012community, they could fill probably any baseball and softball fields that we have available almost every weekend of the year. So, Destination Brian was there and the city of College Station were there and it was all about uh pushing the need for more softball and baseball facilities for our youth in the area. >> Thank you. Uh Mrs. Waller, will you also present the executive board committee report? >> Yes. So the executive committee met uh January 14th. The members that were there or the people that were there, Ginger, Miss Caravine, uh Mr. Brian, Miss Benford, myself, uh Miss Norma Friddle, Dr. Brian Merrill, and Tommy Roberts. Miss uh Norma Friddle uh gave us information the forecast discussion about the status of our current year budget. follow-up discussion related to the CFO's monthly board presentations related to budget
013development. Discussion about current use of the former central distri distribution center facility. Dr. Mel uh updated us on procurement architect selection process and the next steps as far as architect selection and overview of the process for future construction delivery methods. Sounds boring but it's really important promise. Thank you. >> Thank you. Uh moving to our first information item, campus improvement plan updates for Brian Collegiate High School, Mc Harris High School, Sadbury Intermediate, and Rudder High School, executive director of school leadership. Linda Mononttoya will be introducing our presenters. >> All right. Good evening. So, we are I think on either week four or five of our campus principles coming and presenting their uh critical focus areas from their campus improvement plans. So, this evening you will hear from four more of our principles. Um and so
014I'm going to start off with just a little bit of a review as to when you know how our campus improvement process processes go. So, we always start with our B board goals. And so, all of our campus goals are aligned to what our B board goals are. And so when we start the development of the campus improvement plan, of course, we start with our uh review of our vision and mission for the district and like I said, our board goals and our district improvement plan. And a few of the requirements uh per the state and federal government include um a comprehensive needs assessment. We have to have measurable objectives for student performance. We have to have strategies. It has to include the budget. Uh and it also has to have a defined uh timeline.
015A few of the things that we do together with uh the campuses uh to support our campuses as a district and campus teams. Uh we do campus support meetings every Monday. So we a group of district staff go to campuses. uh we walk classrooms, we talk about data, we talk about progress, talk about needs. So we do that um come back and talk about our classroom walks that we've done for that day. Uh we have our foundation. So these are our safe and civil schools, our trend data walks. We're also collecting data during those times to look at each individual classroom and how they're progressing. And we also do our uh campus support team. So our CNI department uh are in classrooms all the time. And then we meet with campus principles each six weeks.
016Um and usually there's a little PD um section that goes along with that that campus principles then can turn around to their teachers. And then this year we've added the Texas instructional leadership. These um this is happening at our intermediate schools and our middle schools. So this is a lot of observation feedback and feedback. So we're in classrooms observing but it takes principles through the coaching cycle. So in classrooms observing and then looking at areas where teachers can grow, providing feedback to those teachers and then following up after they meet with those teachers. Then there's a follow-up meeting to discuss how can we get better and then they go back and and watch it happening. So this evening you're going to hear from four of our fabulous principles. We'll have uh Dr. Desiree Capertton from
017Brian Collegiate High School who will start us off and then we'll have Dr. Karen Casper from Mc Harris High School. Uh Mr. Alfred Scott from Sadbury Intermediate and Mrs. Rachel Leighton from Ruer High School. So we'll have Dr. Capertton come up first. All right, thank you. Hello again. All right, so we're going to talk about rigor, data literacy, and campus culture and how we do that at Brian Collegiate. And just FYI, that is the picture on the bottom is our full AVID site team who you just saw. And then at the top, five of us got to go, we were very fortunate to go to San Diego to be recognized at the national level for being an AVID site team. So very exciting. So starting with rigor, we have full implementation of AVID. So we
018have it in two ways. We have the elective course. So a freshman AVID, sophomore AVID, junior AVID, senior AVID. And every student in our campus is enrolled in AVID. And then we also have it campuswide where those strategies that we're teaching the kids, we're doing it through all of our classrooms. And the big push on that is wicker, which I know you've heard that from other campuses and other presentations, but writing, inquiry, collaboration, organization, and reading. And last year and this year, our big focus is the C in wicker for collaboration. And two of the strategies that we're doing are philosophical chairs and Socratic seminars. And this is just to help students access the content and talk about it at a high level um and just really engage with what's happening. And then we have
019focused notetaking, planners and disciplinary literacy which is happening across our campus as well. And if you are able to come to our showcase, these are things that you will see in action in our classrooms. Um, next thing is data literacy. So improving achievement with just understanding where we are with our data, what that looks like, how teachers can address gaps where needed. Um, so we're intentionally monitoring the data. We have student goals. We have mastery checks. We have data check-ins and we do that as a campus. We do that as a department and we even do that one-on-one with me and the teacher. Um, and then also for our CCMR bonus outcomes, we're really pushing this year more than ever to try to increase our math passing rate for TSIA. We do a great job
020with English. Um, but with support from the district with some embedded things that we're going to do in algebra 2 and geometry, we at the campus level are also for the first time in a long time are going to do a boot camp to get kids prepared to take the TSIA math. Um, and we'll do that all through the data. Um, and then ultimately, you know, we want kids by their junior or senior year when they finish algebra 2 to be ready to take that next college math level course over at Blind. So, it's a win-win for all of us. And then, of course, campus culture. So just building that relational capacity that we have with our kids, with our staff, and with our families. So we do have something called school families where we
021have seven houses and 21 families and they meet all the time and they're learning SEAL and we do competitions and if you've ever been to one of our pep rallies, they're huge and fun and it's all family centered um levels of support for our students to be successful. So we have um [clears throat] support classes, we do tutorials, these boot camps I'm talking about, any way that we can reach the kids to ensure that they can access that high level of rigor in the classrooms. We do clubs so we can get students outside of the classroom involved in what is happening on our campus. So for example, we have gardening, we have inter murals, um we have class councils, um just trying to get the kids connected more than just on an academic level. And
022then we use student leaders to better organize our family engagement events. And so one of the latest things that I just did is I have something called a principal pin that I give to kids to recognize them for, you know, some doing something really outstanding. So for example, at the beginning of the year, we had a junior student organize an orange out day for one of our students who overcame leukemia. And she got the whole campus to dress up. And so it was just really exciting. And the teacher had no idea. she just showed up and was like, "What's happening?" So, it was really a special moment. So, then I took those kids who earned the principal pin for whatever reason and we met to talk about our student interview night that we had a
023few weeks ago and there was a component that they shared with me very honestly that they did not like and that was like what we're doing with our parents. So, I said, "Okay, well, how are we going to make it better?" And they said, "Let's have running testimonials. Let's have a student panel. Why don't you guys, the adults, get out of the way because you're boring and let us take control of it. And it was awesome. I had um parents who came in the fall to listen to Miss Bchuk and I speak and then they came to this while they were waiting for their students to interview and they're like, "Oh, this was much better. Thank you for doing this. We really appreciate it." And so it was fun to say, "Well, it wasn't us.
024It was the kids." So, it's just a really another fun way to get the kids involved and do better. Any questions? Oh, that's how I like it. [laughter] >> Keep up the good work. >> All right. >> There we go. Okay. So, at MC Harris, we've gotten really good at graduating kids. We graduated more than 200 kids last year, but as you know, when you go to our graduations and you look in the back of the book, they all say, "I want to go do this," or, "I want to go do this." And there are things that Brian ISD offers. So, thank you for supporting our efforts to provide CT opportunities for our students. It became much larger than originally anticipated, like we were going to phase this in. But one fateful day last June,
025we met with uh Laura King and we went through every kid who was going to start the year with us and she was like, "This kid can do this pathway and this one can do this one." So things changed. Our kids go to Brian and Ruer and CEK every day. Transportation has worked with us and they bus our kids where they need to go and bus them back. Brian and Ruer are working with us because some of our kids have to end the day there, but our day ends before their day. So, they're in one of their edge labs. It has been really awesome to see our kids doing things yesterday, not yesterday, Friday. Some of our kids went and did the concrete pour with everybody else. So, it was fun today to ask them
026about that. And so it's something that our kids before didn't have the opportunity to do. Uh on campus we have the entre entrepreneurship small business certification. After working through a few kinks that's now going well. Kids are passing the certification test. So our CCMR numbers will look really good once those start to count next year. Um and then I'm going to go to the bottom one next. So increase the number of students who are college career military ready. That's kind of always been an afterthought at MC Harris. again, we were so focused on graduating them that we didn't concentrate on all the other things. And so this year, we've worked on increasing our number of students who are in the college bridge language arts and math classes, increasing our CTE certifications. We are really preparing
027our kids to take the TSIA. It's not just an afterthought. When we gave it last week, we had usually we don't have anybody pass because we just didn't prepare our kids for it last year. me. Last week we had several kids pass math. We're giving it again tomorrow, but we kind of give it pretty often because our kids turn over. Um, and then we went to every classroom as an admin team gave the same presentation so that every student and every teacher heard exactly what we expect for college career military ready. We've also talked about it with our staff. So, a lot of it was educating the adults so they can work to help us educate our students. And then finally, you know, MC Harris hasn't ever really offered a lot of other things for
028our kids to get involved with. We've had esports for a couple of years. This year they actually are competing and this year the garden club started. That's where y'all stepping stone came from was from the garden club. There's a book club. So, it's kind of student interest. Chess club is now starting and so is a crochet club. So it's like whatever the teacher kind of is willing to do, kids are kids that I can't believe want to do these things are doing these things. And so we really feel like that's engaging them. Uh we are providing activities that our kids are getting to do. The the attendance incentives are really fun things. So this bottom picture, they did a Halloween carnival and um the kids got to participate in that. We're trying our second dance
029ever in a couple of weeks. And then we still do our graduation walks and receptions. Uh they are always the Friday before graduation. If you ever want to come, we walk the halls about 12:50. We have a little reception in the library. Lots of parents come, lots of family. Um so it's a big celebration day. They take pictures, they eat treats, and then we graduate the next week. questions for me. >> You mentioned that I think you said that the uh kids are always provided transportation to go back and forth by the district. I don't think everybody out in the world does that and and uh that is a significant uh commitment on our part that we pretty much have had for many years where we didn't really want to just say okay if you've
030got some parent or somebody else who can you know move you around and you know transport you here and there then you can participate otherwise well that's too bad and uh we we tried to not have that philosophy. It does cost and but it I think it's uh at least we've always felt like it as a board that it was worth the the expense. So I'm glad that we're still doing that and I think it does uh I'm sure it does increase the ability of kids to participate. >> Yes, it does. In the past, when a kid moved to us, if they were in a program, they did provide their own. But this year, we have so many more kids. And the only way really to make it happen was through transportation. And kids that
031really need to come to MC Harris, if they're in a CTE class, their little application says to me, I want to come, but I don't want to give up welding or cosmetology. And I'm like, you don't have to. And so that's really helping out the kids who really need us for credit recovery, but they really want to keep the CTE piece. >> Thank you. I'd like to just point out that I love the stepping stone. >> I saw that. >> Yeah. Beautiful. Thank you so much. >> You're welcome. >> What kind of growth have you seen in the certifications with the um CEK addition to MC Harris? >> Well, everything is an improvement, >> right? because we didn't really earn maybe we earned one or two on our own a year. We were gifted by
032whatever Brian Rudder and Collegiate sent us. So, um you don't know the numbers that have passed. I mean, I know it's upwards of 10 that we've had passed already, the entrepreneurship small business test. >> Yes, I think it's 13. >> Okay. And so like if a kid comes to us from collegiate and they already have their college hours, then we're plugging them into TSIA so we can get that uh bonus outcome funds too hopefully. So [clears throat] >> that finished autochific was our kids sometimes graduate early and we didn't want to mess up their certifications. The CTE teachers have been awesome. So we kind of contact them as our students are getting near graduation. So they tell us we need them to get this done so we can get their certification test done. And the
033CTE staff has really been amazing in helping us get our kids certified. And the fact that Ruer and Rhyme High are letting our kids stay on campus is helping some of our kids because we do get some of the kids because they've had attendance problems and like Cosmo they have to have like 800 hours. So they're getting that additional hour in the Cosmo lab that they wouldn't get if they were coming back to us or going to an edge. So we appreciate the fact that their teachers are being that you know helpful for our kids. >> Yes. So this really isn't I mean like yes we are kind of facilitating but Ruer Brian CEK they're all transportation really helping us make this happen. We appreciate the fact that they meet with us monthly. Parker and
034Casey and Laura meet with us monthly and kind of talk us through everything because this was a whole learning curve for everybody to the CTE program. I was just I was just saying that we appreciate that once a month we get to meet with Casey and Laura and Parker about CTE and they kind of tell us everything. It's been very helpful. We kind of started that later in the year because we really didn't know what we didn't know and now we have learned so much. I've been at MC Harris since 2015 and this is the first time really we're doing CTE. So, it's been a learning curve, but it's amazing because our kids are very excited to go and they talk about it and they're like, "I'm going to automotive. Bye, Miss Godfrey. I'll see
035you. I'm going to Cosmo." Like, "Okay, see you tomorrow." So, they're they're very excited. And I was saying also that Ruer's teachers are very helpful in Brun High because like for instance, Cosmo kids have to have like 800 lab hours. We have some kids that have attendance problems that are in the Cosmo program, but they're having that additional period at the end of the day now to make up those hours. And so, it's been very helpful for our kids. So, we appreciate that with the Rudder and Bron High and CT staff. >> Y'all seem like you're fired up again. Is it almost like a revival? >> It is a revival like like our building actually feels different. It feels Coach Francis is with us now. I don't know if y'all all know that, but Coach
036Francis is at Mc Harris and he's like, there is a different feeling in the building from the beginning of the year to now. And like kids are talking about I really want to finish this study guide for for my TSIA because I really want to go to college. So like they are having like goaloriented conversations with us >> and and that's the other thing that we have really seen is our kids are they're filling out the scholarship applications and they're coming back and they're filling out those college applications and you know we get to help so many kids and I just appreciate that from all of y'all supporting MC Harris and our kids because we're graduating kids and putting people out there with certifications that are going to be able to make money the right
037away and they wouldn't be able to maybe do that if they didn't have welding or Cosmo in in high school. So, we appreciate that. >> So, good. >> Yep. Awesome. >> Thank you. >> So, thank y'all for doing that for MC Harris. Dr. Merrell, I think you led that. >> Thank you. >> Yay. [applause] >> We were just joking over there. I was like, there's no way I can match that. Like, [laughter] by the way, I always go behind the people with the most energy. Like, I have none. But I will tell you guys this. Um, so the Brian I Steve vision is children first always. And I know that from the day that we opened the doors of Sadbury, we've honored that vision and taking on the vision there was engage every student every
038every single day. How do you put children first? Well, you engage them every single day because if you know your students, you can grow your students. And one of the things that we've done since we've opened the doors at Sadbury is we we kicked off inter murals at the intermediate level. We've we've I mean we built a choir from the ground up and it's amazing. I fine arts. We have clubs that I mean just to cut to the chase, there's something at Sadbury for everyone. Um and I've always said the one thing that we could stand to improve upon is getting the scores where they need to be. And to that end, that's where we have our big ticket items uh for not only tonight but this year. And that's where our focus has been.
039Yes, we still do all the things that we do that make us sad very such as the inter murals and the choir, but these things as far as what we do on a daily basis is to uh make sure to improve instruction and grow our students. So that being said, our admin meetings are focused on data on campus data and improving student performance. And to that end, we make sure our walkthroughs are aligned with what we're seeing in the classroom as far as um the student growth as far as the data that we're seeing in our admin meetings. So that being said, we want to make sure that what we're seeing in the classrooms adds up to student growth. And to that end, if we're see if we're not seeing it, then what we're doing
040is we have the intervention period focused on those low sees where we come up short. And so we feel like we can get students where they need to be because we have a smaller group in our Mustang University uh classes or what we call our student intervention periods. And then the number one thing I think as a campus, excuse me, that we've done is we've we've changed the focus from teacher centered instruction to student centered instruction. If you guys look at our test rubric, you'll see smack dab in the middle is proficient, whereas where a lot of teachers are. And then nothing's wrong with that, but you can see right there that we're talking more about what the teacher is doing and less about what the student is doing. We've had to the left training,
041which is basically moving our teachers to the left of that. Meaning we should see more student centered activities and less teacher um teacher-driven activities because at the end of the day, who's going to be the ones to take the test, right? It's going to be the students. So that being said, um when we have walkthrough and Miss Montoya mentioned earlier the teal the Texas instruction leadership walks when we do those what we do is we make sure that we give the teachers quick fixes that can help their classroom become more student centered and less teacher centered and to that end we want to make sure that our kids are growing and then finally our PLC's are focused on um monitoring the student growth with teachers. What they do is they bring in their classes. They're
042u they bring in like one particular class and they'll have their students divvied up into high, medium, and low where the kids who were last year it may be masters and so those are your high students. Our goal is to keep those students there and we want to move the kids that were at meets to masters. And we have our other students who are who may not be at meets or masters. They may be at approaches. Well, we want to move those students to meets or masters. uh masters being the goal, but you know, if we can't, you shoot for the moon. If you can't, if you can't hit it, you land amongst the stars. We want to get on the meets and that's the whole focus of what Sadberry is doing this year because
043again, we're going to do the things that make us us. But we want to make sure that we get our kids where they need to be at the end of the day. Questions? I'm sorry I'm not as energetic as [laughter] >> you were. >> Okay. Well, thank you. Thank you. [applause] >> Oh, thank you. >> Okay, so these are three things that we have been consistently focusing on in professional development this year. Uh these are really three areas that we knew we needed to grow in that we needed to concentrate on. And so uh we review them with department heads and kind of ask for uh their input and then we develop them and do them at all of our professional developments. So the first one is kind of like everyone's talking about but at
044Rudder data dri driven instruction to improve learning outcomes. At Rudder we talk about uh keeping kids engaged bell-to-bell. And so that doesn't always necessarily look like doing work or being in an activity but uh when students finish an activity what are they doing? are they reading a book? What are they doing? And so we want to see our kids engaged uh bell-to-bell at Rudder. So we do look at student data. I know Sarah Chup comes in, Dr. Chup, and we use a lot of her, we call them the CHUP charts to look at where the kids and we set the goals. And after every DBA benchmark, our final exams this year, we looked at did the kids grow uh and did kids uh we have unfortunately kids in meets and masters, you know, did they
045go down to approaches? And so we want to know who those kids are. Uh talk to those teachers so we can start intervening immediately. And so we do have those data discussions especially in our PLC's for our teachers who uh do the end of course uh classes. So we do frequent mastery checks in class and kind of those two bullet points really go together. Uh so once you take the mastery check in the class real time then we want the teachers to already have planned out what are they going to do with it. So if the teacher does not or if the student does not show mastery, you know, how are they going to immediately retach it? Are we going to pull to a small group? If the student does understand it, you know, what
046are we going to do to reinforce that skill? Uh maybe how can they justify uh more reasons? How can they show us another way to do it? And then how are we going to extend instruction? And so for our students uh who whatever skill or whatever content we were working on when we do the mastery check, you know, if they were able to show mastery at that point, then we need to start extending learning. And so these are all things that we want planned out ahead of time in their lesson so that we can see based on that live mastery check data, what are we doing in our classes? And that's when we talk about being engaged bell-to-bell is what that kind of encompasses. And then kind of like Dr. Capertton and uh Dr. Casper
047talked about um the CCMR and the outcome bonus. The outcome bonus has been an area where rudder we identified where we want to improve. And so we do a great job I believe CCMR and getting our students with the industrybased certifications and now like we have to as being program completers but we really uh felt and are looking at our outcome bonus. And so with that that is a big um focus on our TSIA 2. And so this year looking at our students a lot of our students even with their SAT scores are uh do not have to take the ELA portion. And so a lot of it is the math. And so you're probably hearing a lot of the trends. And so a big part of that is done without a calculator. And so
048that is the parts that we are really going back and having to uh go over with our students again like square roots even and different things and dividends and things that they have to do without a calculator. And so which within the course they get the calculator. And so a lot of these skills were going back. We had um one of my assistant principles was my instructional coach for math. She was holding tutorial sessions after school going into that last assessment before we left for the winter break. And so we have now taken some of our kids, our advanced students, AP students who still need to take the TSIA2 who have holes in their schedules and instead of being office aids, they are now in TSIA2. Uh basically some classes to help them. uh we're
049using platforms through Egeneuity um so that they can take quizzes and focus on these math skills uh so that they can get through this TSIA 2. And so if we can get the bonuses um then we feel like that's a major goal for Rudder that we're really trying to hit. And so and any of our kids who've already passed the TSA2, we are making sure that they have the industrybased certification or whatever it is that they need to be a bonus completer for us. And so that's something we've worked on with our department heads and also talked about in professional development kind of what can every part of our school what what can they play in that process. And then the last one is classroom structure. You have to have structure in the classroom. And
050so once again it's the safe and civil champs. It is uh teachers have to have that posted at all times. We use lesson implementation plans. And so we expect um for the students to always know what the teacher expects of them behavior-wise. And so and also to have procedures in your classroom, just the simple things of if we're going from being in our desk to a lab, how are we moving? We have one minute, are we picking up, you know, a test tube going, what are we doing? And so we always want to see that structure in the room because it's only fair to the kids that they know the expectations of them in the room. And so we feel like if we have these expectations are clear for all of our students, they know
051what we expect and then it opens up everything else as far as the engagement and them uh wanting to be uh in the class. And so we're doing that. We have lots of other things we do for culture and parent and community, but these are our three big focuses this year because we believe this is what obviously will have the biggest impact on our accountability. So questions. Thank you. >> Thank you. Thank you. [applause] >> All right. Any last questions for our principles? >> All right. Thank you. Thank you all so much. >> Good job. >> Thank you. >> Yay. >> Next information item is a bilingual programming update. Dr. Georgina Adams Molina will present uh director of bilingual education. >> Good evening. Tonight I'm joined by Daniela Garza Ramirez, our principal from Henderson Elementary
052and Juanita Oniveras, uh our principal at Neil Elementary. They're here with me tonight to continue the conversation of the possible transition from our current bilingual program towards a one-way dual language model. First, let's look at what we currently offer. We have three programs. We have ESL, two-way dual language, and an early exit transitional model. Our ESL program is where our emerging bilingual students are students that are learning English are taught in Englishonly instruction alongside their English-speaking peers using academic content supports. Our two-way dual language model is a biiteracy model where students are taught in both English and in Spanish. And ideally, the class makeup is 50% native English speakers, 50% native Spanish speakers. And then finally, our early exit transitional model uses native language supports in pre-K through 2 grade, aiming for a rapid transition
053to mainstream English classrooms with within a few years. As we review our programs each year, we identify areas in which we can better serve our students. This proposal is to transition from the existing early exit program to the highly effective one-way dual language program. This strategic shift shows a district's commitment to fostering biliteracy, ensuring high academic achievement, and celebrating the cultural and linguistic assets of our student population. Why the change? Moving from exit to biiteracy. The current early exit model focuses primarily on rapidly transitioning students out of specialized language services and into Englishonly instruction. The new one-way dual language model represents an investment in long-term success, recognizing that m that maintaining and developing the students home language is a powerful foundation for learning English and succeeding academically. This change would align with the Texas Education
054Agency. TEA strongly prefers and promotes dual language models as research shows they lead to bilingualism, biiteracy and better academic outcomes for emergent bilingual students compared to other models. So where do we have these programs? Our current programming provides support through ESL at every grade level on all campuses. We have our two two-way dual language program on three campuses, three elementary campuses and one intermediate campus. We have our early exit program in preK through sixth grade at 10 elementary campuses and two intermediate campuses. The proposed bilingual programming. The district is considering transitioning from an early exit model to a one-way dual language program. This would allow students to receive instruction in their home language and in English. In both a one-way and a two-way dual language program, Spanish-sp speakaking students receive instruction in both English and
055Spanish. The key difference between the two-way dual language program is both English and Spanish speakers are taught together while the one-way dual language program serves only the Spanish speaking students. By having both types of dual language programs on a campus, this is how this will allow for more balanced class sizes on those three campuses. There are multiple benefits on many levels for implementing a one-way dual language program. Through dual language programming, students will have the opportunity to build both English and Spanish over a sustained period of time. The model supports by literacy. Research and state data show that long exposure to uh bilingual instruction yields stronger academic and literacy outcomes than early exit models. Beyond academics, these programs enhance cognitive development, foster positive cultural identity, and expand future career opportunities for students. In addition, transitioning
056to the one-way dual language model allows us to fully leverage the expertise of our certified bilingual teachers who are very well equipped to provide highquality instruction in this model. In addition, streamlining these pathways provides much neededed clarity and consistency for our families as their children's progress through the district. Finally, dual language is the most widely implemented bilingual program model across Texas and is strongly again supported by TEA through funding, guidance, and professional development. Steven Cvy, an expert in school leadership, said it best when he said, "Strategic planning is not about what we are moving away from, but rather what we are moving towards." It starts with trust. Trust starts with transparency. Engaging stakeholders throughout the process brings the transparency that that will develop that trust. We have had many meetings with our stakeholders and engage
057and had have engaged them throughout this process to develop that trust. Meeting with principles, teachers, families, and community members has been a valuable an invaluable asset to shaping the and guiding this conversation. Through the conversations with campus leaders, teachers, and family and community members, it is evident that a dual language model has support. Initial meetings with principles have been positive, noting that change supports having more students be able to attend their bilingual zone campus and streamlines the enrollment process. In addition, principles are very well aware the benefits of a dual language program. Most stating and acknowledging that it is a more effective model for English language acquisition. In addition, they recognize that students will have the opportunity to continue develop their home native language over time. And by literacy, one principal said, "By literacy for
058all students. Thank you. It will only make our students better prepared for the future. Our process together comprehensive stakeholder feedback also included feedback from teachers. Teachers also recognized the many benefits of dual language from long-term academic growth again to biiteracy. One teacher said, "The benefit of the one-way dual language program is that our students will stop losing their native language and will be truly bilingual." Finally, we invited parents and community to participate in this conversation and found an overwhelming positive response to the proposal. Over a 100 parents either attended one of three face-to-face meetings or participated in an online survey to provide feedback. From the survey, 90% strongly supported the transition from early exit to one-way duel. 100% believe that learning to read, write, and speak in two languages should be a goal of a
059bilingual program. Many parents echoed the benefits already mentioned by teachers and principles, stating fluency in both languages and learning English faster. One mother said, "As a mother, I think it is better that children learn in both languages. It is a better future for my son." So, what are our next steps? We have identified needs and are proactively planning for training, oversight, and student transition support for a smooth implementation if the proposal goes forward. At this time, uh you will hear from our principles and their thoughts on transitioning to one-way duel. First up is Juanita from Neil Elementary. Okay. All right. Well, good evening. So, really at the heart of this conversation is our students and that's why I strongly support moving from an early exit model to a one-way dual language. So, we serve students
060who come to us with incredible strengths, one of them being their home language. And one-way dual language allows us to build on that strength without asking them to give it up too soon. We know that students who develop two languages are don't just become bilingual, they become better thinkers. They show greater problem solving skills, improved focus, um improved cognitive flexibility. But beyond the research, we see it in the classroom every day. These students are more confident, more engaged, and more successful. A one-way dual language is also a stronger path to English. So, it's not about delaying the English, it's about developing it well with the long-term goal of biiteracy. So, students gain English, but still continue to grow academically. But really the most powerful um I guess the most the most important part of this
061is that this model communicates to our parents and students that who you are matters. Your language is an asset. Your culture is valued. And when our students feel that they become I mean they just rise and our families become more committed and connected. So this shift isn't about a program change. It's about raising expectations, honoring our students identities, and really doing what's best for our kids. So, thank you. >> Good evening again. Let's close. Um, so I'm the president Henderson and I am lucky enough to have two programs. I had the two-way dual language and then the bilingual. And I cannot tell you enough the difference that it makes when we're going through all these tests and as you saw all the kiddos that were here that are in the dual program. Uh this weekend
062we uh work hard and we had the EIL and we got the two trophies English and Spanish. And again all my students work super hard and they're able to translate uh back and forth. I was super surprised and proud of some of my boy especially because you can tell they speak English more but then he did the spelling in Spanish and he got second place. So it's that translation that we want in our students and I see the difference for our students in the early um early exit program that they don't have that confidence that we want to give them. As soon as they get older they start getting more English which is great. I love that. but they start losing the home language and then when you're asking them questions they have to think
063harder to answer you. So again, I've seen the difference on the programs I taught when I was a fourth grade teacher. It was in the oneway uh program and my students had to be moving one can one week English, one week Spanish and they were able to do it uh and that academic that achievement the the scores were higher whenever uh we have that and again like one hour ago what Honita said uh that uh by literacy and for the parents too. The parents come to Henderson, they love Henderson because we have dual. You saw how many parents were here tonight. Same thing for the weekend. I had a full house for UIL and they fight to be at Henderson because we have the two-way. So now we can offer more to more parents that
064are [clears throat] going to be knocking our doors to be fighting for the spots. I cannot tell you how many parents always get mad because the kiddo did not get into the two-way duo. But now I can tell them, hey, I have one more place for your kiddo in the one-way duo program and they trust whatever we we tell them, especially if it's that 50/50, which I know that we haven't gotten to the models. But again, parents love that. And I have parents from all over, everybody starting emailing me, hey, when do you have openings? When when can we go see your school? Because they really want their students to be bilingual. And then I see it as they get older. All of my students go to Brian Collegiates to all of them. And then
065they come back and they give back. So again, our students definitely do way higher in academics because of that. And I love it again because they come back and see us. I have some teachers that were through the uh the world language program and then again collegiate. So it's that building that capacity with their families because they they want to serve and they want to to do it and and they they they really have the respect and the love for that. bilingual on that bilberism and again we just want to increase the scores and make great thinkers of all the students and for them to be able to translate quickly. So thank you. That's my two cents on that. Thanks. >> Do you have any questions at this time? >> So I have one question.
066I mean, this is the second or third time we've heard it in the boardroom. And in layman's terms, what's the difference between early exit and one-way dual language? >> Good question. With the early exit program, students have access to English and Spanish instruction from preK through 2 grade. And then second grade, second semester, it's only English instruction. with one-way duel. It would give them access to both languages, the English and Spanish instruction from pre-K through sixth grade. >> Okay. >> If you'll go to the mic, the media lessons in and >> I guess the big thing is right now our students have no language. So they are Spanish speaking only. They come in and we I mean and again they do need to learn English. So it's not about delaying the English but it's they're
067not developing their native language and research shows that if they develop their native language then that transition becomes much easier and then they are biliterate. So right now we're moved through it's like Spanish one year and then it's English and they have no language. >> Okay. >> And so >> so early exit is exiting too soon. [laughter] >> Yes. >> Yeah. >> Yes. >> Okay. I have a friend that works at&m and in the bilingual program and she's like, "This is such a good move for Brian ISD. It's supported by literature. It's what the recommendation is." I'm like, "Huh, I didn't know enough about this to know." Um, but thank you for that explanation. Appreciate it. >> Dr. Molina, one other question. 90%'s great for the family community survey. How many How long was that
068open for and how many surveys were sent back? We had over a hundred uh people that responded to the survey and it was open for about seven days. >> Okay. >> So immediately when we sent it out, we sent it out to all campus principles who put it on uh in the Tuesday folder and then on their social media and within probably within 24 hours we had at least 50 to 60 people responding and it was overwhelming. It was overall very positive. Uh when I reported that 90% it was strongly support or neutral and we had I believe it was 4% that were um um that did not support moving towards a one-way dual language program but overwhelmingly I 96% were either strongly support or were at the neutral level. >> All right. Thank you
069very much. Would you reiterate how the teachers feel about this because I've been out and about now for several years listening to them at uh the checking in with superintendent and my understanding is they desperately want to move in this direction and one teacher in particular explained it the way you were describing that u they come to us with maybe Spanish is their first language >> but they're in you know they're four years old, five years old, six years old so they haven't developed uh an adequate level of proficiency in Spanish for reading, writing, etc. And then if we push them into English too soon, she said, then they're not adequately proficient in Spanish or English, and then they're struggling in subsequent years of school. She said, if we would let them develop both languages,
070especially with their first language, is Spanish. Imagine the possibility. She said, they could learn the concepts and process and be critical thinkers in [clears throat] their first language, which would speed things up, if you will, uh, for the English acquisition. Did I just say that the right way? >> Oh, absolutely. When you're looking at learning in your primary language and your native language, it accelerates and facilitates learning English because you're building that foundation upon which you build the house. So, if the foundation is not there, the structure is not going to last. So absolutely the the teachers um it has very deep roots here in in Brian with uh you know meeting with Miss Carabine talking to the teachers our bilingual collaborative meetings teachers have been since I've been here for seven years now have
071really wanted us to think about transitioning to a one-way dual language program again for biiteracy and then also the goal of any of our bilingual programs is English language proficiency. This is just by literacy would be the additive goal. But our that's the the main goal for our ESL, for our two-way duel, for our early exit, even early exit. The the goal is English language proficiency, but this is an additive goal of biiteracy. And then would you elaborate please? Um you know, we want to determine mastery of content with all the assessments, especially the state assessment star in particular. what will we do if we transition to ensure their success with that knowing this is a different approach so they're ready to take it in English when that day uh comes >> yes um when
072we have the framework in place basically students are going to receive 50% of their instruction in English 51st% in Spanish but we're looking at a language of assessment calendar that goes on top of that and we're looking for mastery of the content in those various languages um but ultimately Again the the goal is English language proficiency. So most of our students that will be participating in the program will take the star in English. [clears throat] Uh but again the additive bonus is the biiteracy that will be a result >> with a two-way dual language program. We already have that model and my scores are way higher. So my students are getting getting 5050 and they switch either between the day or by week and the students follow that same model and they're ready for assessments
073because the parents again throughout the years they have been getting used to they know that in kinder they switch every other day in first grade every two days in second grade by week and again the parents know the students know what to expect and the students are expected to meet uh that level of academic language whether it's English or Spanish. question. And it sounds like this is this is kind of a no-brainer, but I guess I'm just kind of curious of if there's been any other school districts out there, any other data out there that supports that, you know, hey, when you've made this change, it's a, you know, it's a, you know, objective and in in marketed change in in proficiency or uh academic, you know, uh, proficiency or anything like that. Over the
074past probably three or four years, TEA has incentivized school districts to really consider implementing dual language programs through funding, through weighted funding and so forth. So a lot of school districts when TEA said this is the best model for educating our emergent bilingual students really started exploring transitioning to that and one that comes to mind is Aldine. Aldine ISD, I believe it was last year or the year before that, they started transitioning from what we have the early exit model to the two-way dual language model and they phased it in over time. But when you're talking about Fort Ben, Houston ISD, Austin ISD, they all embrace a dual language program model. Let's just kind of follow up on that comment question is uh it's kind of a mystery to me that it took so long
075to decide that that's better. I mean I I I see the advantages even aside from speed, but of course it the idea with the early exit was early exit. it was supposed to be faster and I'm just sort of puzzled and I guess a little disappointed not in in you or or the the presentation here but that um there doesn't seem to be a downside from the way y'all described it and so it that the dual language so uh it's just a as I said a little frustrating that that uh it took TEA and some other school districts to do it for us to realize oh that's better. Uh so and and I only say that because I want to be sure when when somebody asks me the question that that it's not an anecdotal
076that it's faster, it's factually faster. >> Yes, sir. Um when you're looking at research has supported dual language models for 20 30 years. Uh but when we're looking at Texas Education Agency and the um the idea of the paradigm shift from early exit English only to by literacy that has definitely gained some traction in the the past three to four to five years for tea. >> [clears throat] >> I could this it's like a revelation in my mind exactly what it all makes sense because when we exited so early they didn't really have a vocabulary or grammar yet. So we took them out of their language before they had their own home language vocabulary and grammar. And then we're asking them in another language to understand vocabulary and grammar just to name a few. And
077now they're able to grasp their own language, the basics. And then once they get that, then oh well, I understand now makes sense in Spanish. Now I see the re the relationship in English. And another thing, raising sons, nothing against men and their learning styles, but I [clears throat] can I can see that going from left brain to right brain to left brain to right brain in by doing this and staying with it all those years in those developmental years and helping in things like algebra and geometry and I used to use Spanish as an example of that too, but now they will be doing that anyway and things like science and biology and things where you have to use numbers and fractions. And so it's just going to help those dual language students once
078they get to that point to be able to go from left to right brain. And so I would love to have a study done. I mean, not that we could do it, but it would be really this would be a barber thing, you know, she it was so numbers. I'm sure she dreams in numbers and stats and so um to to where we took our kids now and then we took our students once we developed this and see the difference in the scores of our students that went through this dual language say in a decade. Uh and as far as the math relationship in math and algebra or math and science and things that they go left brain, right brain with >> the reason I say boys is it's they develop maybe especially seventh and
079eighth grade a little bit. That's why it's kind of good for them maybe to be a year older by the time they get to seventh and eighth grade math so they can go left, right, left, right a little easier, a little have a red shirt year in there. But anyway, if we implement this program with fidelity, we anticipate to see those gains in academics and student achievement. Absolutely. >> Well, thank you very much. Thank you. Um, our next information item >> is Chief Financial Officer Norma Brittle will be continuing our budget development series. >> Good evening, Mr. President, board members, and Superintendent Caribine. Tonight, we're continuing our budget development series with a high-level overview on school bonds. We will walk through some of the common questions that may come up from a taxpayer, a board
080member, or a school employees perspective. Because our district recently passed a bond, there may still be some questions about what that means, how the money is used, and how it's monitored and reported to the public. Tonight's goal is to help everyone better understand the basics and feel confident in how school bonds are handled. I've personally selected a few key questions that I think are the most relevant to this topic and I'll be happy to take any additional questions at the end of our presentation. So, here we are in February moving right along and this month we are focusing on school bonds. So, what is a school bond? A school bond is a voterapproved loan that a school district uses to pay for buildings and major improvements. It is paid back over time through property taxes.
081Just like a homeowner pays a mortgage over many years, a bond functions in a similar way. What is the difference between a bond authorization and a bond sale? A bond authorization is about permission. It gives the school district permission to ask voters to approve a bond and it sets the maximum amount the the school district is allowed to borrow. At this point, no money is received and no debt exists. A bond sale happens later. That's when the district actually borrows the money by selling the bond and receives the cash. Bond sales can happen in phases and this is when repayment begins and the debt is created. So in simple terms, a bond authorization is getting permission and a bond sale is taking action by actually borrowing the money. So why are school bonds so attractive
082to investors? School bonds are attractive to investors because they are very safe and provide steady, predictable income. In many cases, the interest investors earn is taxexempt, which makes them even more appealing. Unlike stocks and other riskier investment options, bonds don't swing up and down as much, so they tend to hold their value when markets are volatile. That combination of low risk, reliable returns, and tax advantages make school bonds a popular investment choice. So, what can bonds be used for? The single most common misconception is the belief that school districts can use bond money to pay for teacher salaries. This is the number one source of confusion during bond elections. Voters often ask, "Why are we building a fieldhouse or buying buses when we should be giving teachers a raise?" In reality, school bond funds are
083legally restricted and can only be used for long-term capital projects such as building new schools, major renovations, safety and security upgrades, and technology infrastructure. School bonds cannot be used for daily operating costs like staff salaries, routine maintenance, classroom supplies, and food service operations. Why can't the district use its regular budget or its savings instead? It's simply not realistic for districts to use their operating budgets to pay for major capital projects. Think of this like buying a house. You don't pay cash for a home. Well, most of us don't. You get a mortgage and you pay it over time. Bonds are our mortgage. Our regular daily budget is for people and power. 85% goes to pay staff salaries and keeping the lights on. The state has not provided a meaningful increase in school funding since 2019.
084Inflation has eaten up every spare dollar. We literally cannot save up millions of dollars for construction without firing staff or cutting programs. It's mathematically impossible to pay cash for modern schools. So from a generational fairness [snorts] perspective, bonds make it possible for today and tomorrow's students to share the cost of the schools that they all benefit from. [snorts] How fast do bond proceeds need to be spent? Our goal is to spend 85% of bonds within the first three years after the bonds are sold. The IRS requires us to avoid penalties called arbitrage rebates. But honestly, it's just good business. Taxpayer money isn't meant to sit in a bank account. This is one of the reasons why we sell bonds in phases. We don't borrow the money until we are ready to put a shovel in
085the ground. This strategy saves millions in interests and keeps your annual payments lower. In construction, time is money. So staying on schedule is actually the best cost-saving strategy that we have. So I mentioned arbitrage rebate a moment ago. What does that even mean? In plain English, arbitrage is making profit on borrowed money. The IRS forbids this. They give us tax exempt status to build schools, not to play the stock market. For example, if we borrow at 3%. But invest idle cash at 5%, the IRS generally requires us to pay that extra 2% back to the federal government. There are some exceptions and rewards for efficiency and these are called safe harbor rules. If we spend the money quickly enough, the IRS lets us keep that interest profit. For example, if we buy buses or technology
086within the first six months after selling a bond, we get to keep those interest earnings. For larger construction, if we hit specific benchmarks like 45% within the first year and finishing by year two, we are also exempt. Essentially, the faster we work, the more money stays in our district. But ultimately, it's about balance, [snorts] moving efficiently without rushing and protecting the quality, safety, and our taxpayer dollars. How much will this bond cost me as a homeowner? Because the INS tax rate is staying flat at 27. The cost depends entirely on your home's taxable value. In an earlier session, we talked about how school taxes are calculated per $100 of property value. The bond did not increase the tax rate. The INS tax rate remains the same at 27 cents. What the district cannot control is
087how much your property is valued at. So to estimate your cost, you take your property value minus exemptions and divide that by 100 and multiply that by 27 cents. This gives you your annual bond cost. And the final question I saved for last because it gets to the heart of trust and accountability. How does the district ensure bond funds are spent properly? Protecting this money starts long before we spend a dime. We build meticulous budgets first so every dollar has a specific job. We will invest in our own staff by giving them highlevel construction audit training to ensure that people managing the daily details have the expertise to spot issues, challenge costs, and protect the district's budget. There will be checks and balances at every level to ensure that every dollar goes exactly where our
088voters intended. [snorts] We also live by the motto that transparency beats perfection. We know we aren't perfect. Nobody is. But we promise to be open. We will keep an open door with our community, sharing project photos, real timelines, and honest updates because you want to trust. Because we want you to trust in what you see and not just in what we say. So here we are. We have talked about the checking account or revenue, the mortgage, school bonds, and the math behind your tax bill. Our next stop is something called a VAT, and that stands for voterapproved tax rate election. It's exactly what it sounds like, and it changes how districts can access additional funding. So, stick around because that is our next interesting topic. Thank you. Be happy to take any questions. was great.
089I learned something new. I didn't know what arbitrage thing was. So, thank you. >> Thank you. You feel enlightened. >> Very good. >> Oh, lovely. >> Thank you. Moving [clears throat] to our consent agenda. The board can remove any item from the consent agenda if applicable. If there are none, I will entertain a motion. >> I move approval of all the items listed on the consent agenda. >> Second. >> A motion was made by Dr. Harlon Wolf and seconded by Mrs. Waller. Um, all those in favor say I. I. >> Any opposed say no. Motion passes. Our first action item [snorts] to authorize the superintendent to negotiate and enter into a contract for architectural services related to the 2025 bond referendum. Deputy Superintendent Dr. Brian Merrill and Director of Construction Services, Mr. Bobby Griffin will
090present. >> Absolutely. We're going to go through just a few quick slides uh just to sort of set the stage for the conversation here in a few seconds. Um y'all have seen this slide. This talks a little bit about uh now the bonds have passed preparation and planning which is where we are now. Obviously uh Miss Friddle did a wonderful job of talking about the bonds and what would happen there. The first sale would be in 2026 uh in August coming up 290 million and then again in 29 and then again in 2031. So it's a three time sale is the way it would work. And um we've been preparing and planning uh for uh tonight to be honest. So what you look on this slide you'll see the architects and engineers. We had a
091comprehensive selection process. What that means is we did an RFQ request for qualifications. We received over 20 different architects and 20 different engineers that submitted their qualifications. We took uh went through and evaluated those. And then out of those 20 21 depending on the architects and engineers we selected 11 different uh architects to to interview and we selected five six uh different engineers and out of that um obviously later here in a few minutes you'll be able to see the recommendations. Again it was a eightp person team that not only did the RFQ process and going through that but then the invitation of bringing those architects in for an interview. And that same team went through that process of interviewing and it took us um we talked with the campus principles ahead of time just
092to make sure as we were going through the process that we were looking for the proper things and um it was a wonderful process. We were in the boardroom had so many qualified candidates. We told each one of the architects and engineers congratulations when they made it to the interview stage because they about half of them had been eliminated just right off the bat. It was a a very close um uh process to be honest. We're excited uh the ones that we're bringing to you tonight. Uh truthfully, there were so many wonderful uh architects and engineers, but we did obviously have to make a decision as difficult as that is. And so, where we're sitting right now is February 26, uh 2026. And what we're doing tonight is allowing you all to give Miss Caraban
093permission to negotiate uh the project packaging and then the fees. And so the architects would be contacted, they would be arranged a date to come in and they would sit down with Miss Carbine, myself, Miss Brittle, Mr. Griffin, um, and we would negotiate the fees for the projects is the way that it works. And so, um, that would be happening, um, this [clears throat] week. We would then begin the design phase that would last from February to September depending on the project. That's where we would engage all of our stakeholders, campus, community, everyone to really get a handle and an idea on what we're looking for from the program design, what's going to be included, what does it look like, what do we envision. Um, and so that process takes a little bit of time
094to be honest, which we've got until August to till we sell the bonds, but we want to hit the ground running in September and December, depending on the project and how long that design phase takes. We would then begin construction, and that would continue through 2026 or 2027. Mr. Mr. Griffin, would you like to add anything to this? >> Well, it's it's the process of of getting as much design [snorts] through first schematic programming and then actual design so that we can hit the ground running. So, at this stage, we're just looking for the permission to let this Caroline negotiate with our recommendations >> and and I guess you're at least one of the purposes of going with multiple more architects is so that it'll speed things up possibly. >> Yes, sir. we did as
095that conversation began and as we looked at the projects that we had for the bond that was the way that we decided to move forward and so to because the bulk of the sale will come in this August we knew that many of the projects would start hopefully in August and we would hit the ground running so um that was our local decision to do it that way. Well, it gives us the opportunity to run several largecale projects simultaneously >> and that's going to just help us expedite. We still will have the same boots on the ground getting everything vetted through our stakeholders, but it gives us an opportunity to spread the operations so we can get more work done concurrently. >> Question. So, in the conversations with these architects, I mean, [clears throat] um,
096and I recognize a few of the names on on on here for them being local local firms. Um, I guess my question is, and that some of these projects that we have are are big, >> um, do we set a timeline for these guys and say, "Hey, listen, we are trying to hit the ground running here, >> right? If you can't commit to that or if that gives you pause for any reason, exclude yourself or I guess >> we have some wiggle room per se. So we we still are looking at [clears throat] the actual separation of the projects themselves, but part of this is we do have to do this in a twostep process. So, now that we're getting to the uh the negotiations, we can look at fee schedule, but we also can
097talk to them about what their current schedule's like. How many people what are they going to be able to commit to the price? >> Sure. And I asked only because whenever you're out in the community and you're at the grocery store, I got I get people tapping me on the shoulder going win. So, um >> yeah, and we we've attempted to that's part of what you're seeing that's difficult to to represent because we haven't announced the project groupings yet. And when even when we announced the architects, we haven't really announced what projects they are getting. So that would be then the negotiation assuming all goes well then we would begin the timeline. I give an example here of kind of a larger project. In a lot of cases, if it's Brian Collegiate, we'll know we
098want to open it on the following date, right? So we would sit down and talk about that. Um Mel Green Fieldhouse, when could we get in, when could we tear it down, how long would it take to to build? Um you take some of the bathroom renovations and other renovations at the uh middle school and um or the intermediates and elementaryaries, those are probably going to be a summer project. So we as soon as uh uh instructions done, you've got a couple months to finish those projects out like we see with phase three is happening. So um we began that process. So depending on the project, we'll backwards design. Similarly to what we do in instruction, we know when the test is and we know when we got to get through it. So we'll do
099the same thing. we kind of know how long the projects will take and so that begins the countdown if you will but you build in wiggle room as he talked about. So um and here's an example. Uh for example, the the timeline for design is 8 to 10 months. We've indicated that on the previous slide. Construction is 8 to 36 months and and Norma said that we've got a in a lot of cases substantial completion could be anywhere from 9 months to two years, three years or something like that. Uh Brian Collegiate High School obviously the design March and 26 to January 27 construction and then you just sort of go through again these are all ranges and just timeline scenarios not exact. we would work with the architects on exactly what that looks like.
100Um, and the bond packaging and priority projects, we again have not grouped them, but um, we just put this up there for some general consideration to look at it. Uh, and we spent quite a bit of time talking not only with the interview committee, but then those that would be on the ground experiencing the project. So, for example, Miss Leighton, Mr. Boheis, we spent time talking about what that would look like and um, what they wanted it to look like. And so you could see that um there's some natural groupings and at the same time we started sort of with an idea of one and as the committee interviewed we did uh make a change that we all feel really comfortable with. [clears throat] Any questions? >> The same process was done for engineers [clears
101throat] as well. >> I I assume during the negotiations if there was a problem we're not obligated to go with that particular architect. And could one of the other 11 that was interviewed be brought back in? >> Well, we're recommending seven. And the way it would work is we could go to one of the additional seven that are in that pool. So what we're doing is uh adding these names to the pool and then Miss Cariban would be able to negotiate fees. And if for example one of them came in too high and we couldn't find uh common or we couldn't bring it down and we didn't feel comfortable, we could move on to another architectural firm. And in this case uh firms that are selected could could more than handle uh the projects that
102we have listed. you want to share the next steps after tonight when the board would expect to see you back in the boardroom and what that entails. >> Uh I think fortunately or unfortunately depending on your preference, you're going to see us very regularly in the boardroom uh giving updates. So I don't know if that's a good thing or a bad thing. Uh but we're going to run everything through you the same way in in different ways, but we're going to talk to the stakeholders. Um we were at Brian Collegiate on Friday talking to them about the projects um and just getting some uh general ideas. they've already got a spreadsheet, multiple spreadsheets of what they think uh needs to be added. Uh Tommy would probably find that to be uh the case for sure.
103And we're meeting with uh head football coaches tomorrow um Derek and Josh to talk again about the projects because there's some orchestration and movement that we want them to start thinking about uh so that we're prepared for it. So the answer is you'll probably see me at at almost every board meeting. Sorry, [clears throat] >> it's a good thing. >> It's exciting. >> It's tough. Uh, I move approval of the superintendent to negotiate and enter into contract for architectural services related to the 2025 bond [clears throat] referendum with SZs, Architect Studios, Pack Design Group, GLS, VLK, PBK Sports, and Arcadus as presented as these firms represent the top seven firms based on the evaluation scoring. >> Second, a motion was made by Mr. Stennis and seconded by Mr. Stazzy. Is there any further discussion? >>
104All those in favor say I. >> I. >> Any opposed [snorts] say no. Motion passes. Uh our same presenters will stay for our next item which is to authorize the superintendent to negotiate and enter into a contract for engineering services related to the 2025 bond referendum. It's really the same thing, same presentation. We did the engineer interviews. U Mr. Griffin can talk a little bit about the engineering pro the process um and the way that those projects are broken up. >> So reality we do not need to use architects for every project. What we do need depending on the safety and security and the uh cost of the project is a professional engineer stamp. So what we've done is we also in uh interviewed engineering companies that can specialize in what's called design builds and
105this is our chiller. So it's basically MEP stuff. So, it's mechanical, electrical, and plumbing, but they get to actually design the replacement of a chiller, which we have a lot of that priority maintenance, the electrical upgrades, things that we can do to reduce our cost, still get the design we need, but we're in most cases replacing like for like, making sure we get the appropriate efficiency and the things that will help us with our M, but at the same time also not pay for services that we don't need. So that's why we specifically set this aside and then have uh recommended uh some two firms to take us into our priority maintenance and those type activities. >> So you're comfortable that instead of seven, two is sufficient because of the type of work. >> Well,
106instead of designing an entire building or an entire space or remodeling that space, in most cases, we're specifically talking, hey, we know this chiller has passed it lifespan. we need to replace this chiller. But to do that with the cost and to meet the criteria of regulation is we still have to have a professional engineer stamp. They provide that stamp. They oversee it and we basically only have the one firm instead of a overseer of an architectural firm. It is fairly common practice. One of the things that I've been concerned about in the past, I don't know how good a job we did or how if we didn't, but uh is is looking at it from [clears throat] energy efficiency standpoint uh with all our buildings and and uh I feel like sometimes that was
107not a focal point and it doesn't have to always be the most important thing, but it can certain it certainly in my book is very important because we don't know where energy costs are going in the future, but they're probably not going down a whole lot. So, so, uh, I guess that's part of it. Are these firms capable of dealing with that? >> Yes, sir. It's part of our interview discussions and criteria. Reality, this is the one opportunity that we have that we can put money back into M. We can't use INS funds to help M, but if I put a more efficient piece of equipment in and it saves us money off our energy bill, that directly affects our M. So there is grounds for us to make sure and BTU does offer rebates
108when we meet certain efficiency criteria. So we'll be heavily looking at all of that when we do change outs. >> Well, and some of it also is which I guess is back to the architects as far as design of the buildings uh to make sure that we're not just having a lot of heat sinks. >> That is what we'll be doing. I know the architectural side. Yes, sir. But specifically in this case, we're talking about the engineering And [clears throat] again, the two engineer engineering firms that you have there are large enough to do the projects honestly by themselves. So the fact that we've got two, we feel really good about being able to move through these projects. >> I move approval of the superintendent to negotiate and enter into a contract for engineering services
109related to the 2025 bond referendum with E3 and Clary Zimmerman as presented as these firms represent the top two firms based on the evaluation scoring. Second. A motion was made by Dr. Harlon Wolf and seconded by Mr. Stazzy. Is there any further discussion? All those in favor say I. >> I. >> Those opposed say no. >> Motion passes. Next, we will consider approval of the purchase of over $50,000 for the replacement of kitchen and cafeteria equipment. Um, assistant director of school nutrition services, Sandra Baxter will present. >> Good evening, Mr. President, members of the board. Miss Carbine, thank you for the opportunity to be here today. We have five schools that are in need of replacement equipment and this is equipment that is no longer functional within our kitchens. So our kitchens are operating down
110right now. Um we are in need of steamers at Crockett, Henderson, Bowen, and SFA. And we are needing some pass through warmers and coolers at um Mitchell Elementary. Each of these has um been reviewed and the RFP the entity has been selected um and the equipment we has has been approved by the Texas Department of Agriculture for capital expenditure request. So any questions? >> Uh I got a question. I think I'm looking at the bid. Uh where where's the price? Um the price is not on this analysis. The analysis um was looking at price as a portion of that. Um we were looking at the other criteria that you see there as well. >> Okay. It [clears throat] says purchase price on here. Um and then it kind of slides over to the right with
111>> Yeah, that's a that's based on points. It's not based on the dollar value. >> Okay. >> Yeah. Um the individual prices I >> Well, I mean I guess just where I'm going with that is it's just kind of in I mean it looks like a bunch of bids and I'm just curious to know you know are we getting the cheapest the most expensive Cadillac the you know which one and again not that it necessarily matters but just out of curiosity with those bids. Mhm. >> Um, so the calculation for that is based on the looking at the lowest price and where this falls based on the lowest price. So if you're just following that one line across the top, >> you could see where it where it landed for that. >> Okay. So it's
112kind of a is this kind of a weighted >> Yes. >> calc. Okay. Got it. Thank you. >> Yes, sir. I move approval for the replacement of the kitchen and cafeteria equipment listed to commercial kitchens in the amount of $141,350 as presented. >> Second. >> A motion was made by Dr. Harlland Wolf and seconded by Mr. Pavas. Is there any further discussion? All those in favor say I. I. >> I. >> Any opposed say no. >> Motion passes. >> You all probably already knew this, but just in case, would you explain a little bit the way this is going to be paid for? And >> Sure. Yeah. >> Sure. Yes. So, um >> we appreciate you saying yes, but >> yes. Thank you. So, each of these equipment um needs that we have will be
113paid for out of the fundings of my department budget. So, this does not come out from school district funds. Um, some of it might be from our fund balance, but it's entirely from the child nutrition budget, >> right? Not our fund balance. It's a separate and apart, >> right? [snorts] And and nutrition fund balance, >> right? And I'm going to oversimplify this, but it's basically a fund that if you it's a use it or lose it. So, they want you to reinvest in your equipment. And we don't take that lightly. We don't just spend the money because we have to. We have a replacement cycle based on the age and condition of our equipment. So, it's a methodical process on the back end to know what needs to be replaced. And we also are keenly
114aware that if you don't use it, then we could lose it. And I just saw several superintendents posting in a in a group that I'm that I belong to and they're actually struggling with their uh school uh nutrition fund and some of them are really struggling is what I'm understanding and they're having to cut and outsource and do some things uh pretty drastic to get back on their feet. So I applaud you because we have a s a surplus mo most often. So this is a very good problem to have that we have money left over after what I'm hearing in other school districts right now. So congratulations. You're running a really tight ship. >> Thank you. >> Next we will consider approval of the purchase of over $50,000 for fine arts band trailers. Deputy
115Superintendent Dr. Brian Merrill and Director of Fine Arts Jacob Justice. >> Jacob is over at the Performing Arts Center, I believe. If you haven't seen Cinderella, you need to head over there. Uh if you're watching, stop this and go over there because it is unbelievable. Very entertaining. The kids were incredibly talented, no doubt. But what you're seeing is part of the 2025 bond. This was voted in. We're so excited. Uh they've begun the process a few months ago of designing um the trailers and uh we've got Brian High's brand new trailer up there and ruers as well. Um we're excited. We need to be able to to get this kind of underway. So the design we can pay for it and buy the trailer. Um and then obviously inside they'll construct everything. It's not just
116blank inside. If you've not seen one inside, it's really pretty amazing. All the various uh compartments and shelving and everything that goes into it is quite remarkable. again. Uh Brian's had one. It is decades old and falling apart. To be completely honest with you, our CT department has fixed it multiple times, but it's uh its useful life is now gone. That design was um worked on by not only our communications department, but really by the campus itself and our fine arts director. Communication department did weigh in, which I appreciate so very much. And again, you see the design there. I think it's striking. When it drives in, you'll be able to identify where it is. Uh Brian Texas is a proud of Brian. And they again this is the design of of our fine arts
117department and the the um directors on each campus. This is the rudder design and it's not going to do it justice but behind the rudder regiment in the logo there is point to hawk. That is um key to what um is the reason that we named it um after Mr. Ruer. So when you know anything about that the campus has really owned that. In fact, the um front conference room is the point to hawk conference room. And they've named all of the various places, not something like gym number one or gym number two. They fully owned it and have embraced the idea of of what that is. And so that bluff, that 100 foot bluff is behind it. And so the grit and determination that it took for him to climb that uh for all
118the soldiers to climb that not only um obviously is the namesake, but also is represented there on the trailer. And similar designs, but different. We let them have a little creativity in that and um I had the opportunity of talking to both directors and they were so very proud of the design and just what it stood for. Again, this is Ruer's first trailer. They didn't have they've never had one before. So, this is a a growth uh not only in the program, but just [clears throat] in and what they're capable of. So, we appreciate it. And again, um we we're going to see this from the rooftops being being able to show what what uh we asked for. You said yes and uh promises made, promises kept. So, this will hit the ground running for
119sure. I'm I'm definitely in favor of the trailers, but I also see a little good news, bad news here. The the good news is one one bid was substantially lower than the other. And the bad news is is uh there only two bids. And I just wonder, wow, if you could have gotten five, six, so that's it. Two companies. >> Unfortunately, it's a specialized uh type of process. >> I was going to guess there's probably not a lot. >> There's not a lot of people enter their business. There's probably a lot that have the have just a trailer but not the interior >> stuff, I'm guessing. >> So, uh, well, I it's just it's it's always a little scary when you don't have that any more than that much competition for the bid. And so,
120it's uh, but but what else can I say? I mean, if y'all tried, I guess, everything you could to get bids and great because I don't know that that's something you have to have in Texas. It has could be made anywhere and shipped here just like a motor vehicle. So, uh I guess uh I guess I'll you know I'm certainly in favor of the trailers. I just when I saw the differential that was kind of shocking in and of itself that was like 40,000 or so a piece >> uh difference on the two. So >> career opportunity right there getting the [laughter] license. >> Yeah. I bet if I bet if Jacob was here, he could I mean, yeah, you're standing in for he could probably answer that question. [laughter] >> Yeah, we we talked
121about it to be honest. There just not a lot of companies out there that honestly do the work and um they've also have relationships and know who's available in the marketplace and these were the two that submitted it. Okay. >> And again, you know, my computer went weird, so I not looking at that, but I'm sure there's other things involved about with >> warranties and, you know, Yes, ma'am. knowing the company and um fixing it just like we needed it. But I'm assuming if we needed to, we could call Jacob, talk to him about it. >> I've been to Point Do. Have you? >> Yeah. It's really spiritual. Brian, you >> the gyms are the armory and the foxhole. The entire campus is built around >> writers. You mentioned this is being paid with 2025
122bond money. >> No. >> Well, it's part of what we had uh in the >> uh we asked for. We're using 2020 money. Uh but it was part of the 2025 bond. >> Gotcha. Yes. >> We have bond savings from 2020. So that's where the money is actually coming from, but it was part of the 2025 bond. I apologize for not. >> So, we can do it now. >> Yes, ma'am. We can. We didn't We didn't want to wait on sale in August because then it wouldn't be here in time for football season. >> So, do we have vehicles that can pull these things? >> We rent them. Yes, ma'am. Yeah, we we do. We We rent them. We don't We don't have them on like sitting in the yard somewhere, but we can make
123it happen. Yes, ma'am. >> So, I've looked in both of these, you know, the old ones and Okay. So, >> I move to approve approval on this. >> He's seen it firstand. >> Yes. So, uh, I move approval of the purchase of two fine art trailers in the amount of 282,000 from Stadium Creations. >> Second. >> A motion was made by Mr. Pavas and seconded by Dr. Harlon Wolf. Any further discussion? All those in favor say I. >> I. >> Any oppose say no. >> Motion passes. Thank you. >> Yay. big one. >> I think that's it. Um, the board will now convene in close session to discuss the following items as allowed by the Texas Government Code Chapter 551.074 and 551.0821. No voting will take place in the closed meeting. Any action the board
124wishes to take as a result of discussion in a close session will occur after the board reconvenes [clears throat] in the open meeting. The time is now 7:48 Damn. The board reconvened in open session at 8:34 p.m. No action was taken in close session. There being no further business, the meeting adjourned at 8:35 p.m.