001going. >> Good evening. The GMSSE school board work session on October 21st, 2025 is now called to order at 5:36 p.m. Agenda item number one is the approval of the 2025 local education agency compliance report. >> So this one is short and sweet. Uh this is one we have to do every year. says that we comply with all the state regulations and requirements. So that's that will be on the agenda for us for the board to vote and does require a a board vote. So willing to answer any questions y'all have on this compliance report and we upload it into our e-plan document for the state. >> Well, I do have a question. Do all schools in the state of Tennessee have similar or this particular compliance report or is this specific to >> Yeah,
002it's a standard compliance report. >> Private schools. >> Oh, no. Okay. >> No, private schools do not. This is only for public schools that have to follow all of these requirements. >> Thank you. Any questions regarding the compliance report? There's note just because we've had it come up time or two that of course the appendix saying the non-compliance corrective action plan is just an example and not something that >> we that's correct >> are reporting. >> Um but we could we could we could choose to not comply uh with something and and tell the commissioner and the department why. Uh so for example, there are times when districts cannot uh and I know Memphis Shelby County Schools deals with this sometimes when they can't find certificated teachers to fill all of their positions in their
003schools. So they have to submit this form to the department saying, "Hey, we can't fill it with teachers." Uh so they have to submit that. But we've not encountered that problem. >> Any further questions or comments? >> Thank you. Thank you, Miss Ael. Okay, on to agenda item number two, which is the approval of the 2526 TISA accountability report. So, if you remember in our discussion with uh Representative Sepiki on one of the times that Mr. Curry led us on our uh journey of Capitol Hill, um they talked about the fact that when we used to be funded through the BEP program, it was a funding formula. It was not a spending formula. um because uh some of our legislators do not agree with how some districts are spending their money or because they are
004not happy with the success in some districts. They wanted an ability to call down school boards and call down districts to testify before them if they did not think that they were meeting their expectations. As part of that, um, they created this TISA accountability report, which is kind of transitioning away from just a a straight funding formula to now we're having to justify, um, how we spend our dollars. So, um, we have worked to align these with our district goals. So, Miss Abel is here to talk about our district goals, and you y'all have seen some of these before, uh, and how we have accomplished those goals and what we're working towards. So, Miss Ael, will you tell us about the accountability report? >> Absolutely. I was hoping these goals would look familiar to you
005as we have spoken of them in the past few years as we continue to work on improving them. I would like to start first of all by giving a major shout out to Rob Legal, our uh Tissa funding supervisor. He is the put in all the leg work and the backbone to fill out this complete report which is a good 25 pages in e- plan. Um and we provide a summary for you here. Uh it's posted on the online for anybody at home to see it and then also it's here for you all to see a paper copy. Um, just to break down the four little sections here in our summary of the report, we have our district goal statements and then our performance that we've actually achieved on each goal and then our plan
006to continue achieving our new goals as well as stakeholder feedback. So, as a part of um, you know, Mr. Manuel commented on how we have to complete this report each year. It does come from Tennessee code annotated 493112. Requires each school district to submit an annual accountability report to the Tennessee Department of Education. The report must include goals for student achievement with one of those goals specifically including how we're going to pursue the goal of 70% or more of the district's third grade students to score proficient or met expectations or exceeded expectations on the TCAP. ELA third grade TCAP. So I so I will c this is a cautionary tale. This concerns me um because when we talk about having a an elected school board who controls our district and y'all are making sure that
007I remember Miss Landers always used to say the school board doesn't run the district but they make sure it's run well. um that's your role and function. And when we have a report like this where they have specifics about metrics that they want us to hit, it it gets into a management piece from our legislators. So this becomes um a new territory for us in in schools. But sorry Miss Ael, but >> I will say that's a concern for superintendents and districts across the state um that they have moved into this transition. But yes, one of those requirements is that it has a specific literacy goal >> and specifically for third grade 70% proficient or more. So they were very specific in what that goal had to be. Um many districts across the state are
008not close to achieving that goal yet. So they just have to have a plan in place on how they are working toward it. We have exceeded it every year since this came into place 23 24. Um, so we set our goal higher than what the expectation is because our students achieve at a higher rate. And along with that, this plan is reviewed annually by the TISA progress review board to determine whether the school district is taking the proper steps to achieve their stated goal. And so for the all the districts who are not achieving that goal, they have to support like why how they're not achieving that. But we've already exceeded that one. And we set our expectation and you can see on the goal statements at 75% at least of our students will be
009proficient. And we have been in the 75 to 80% range since we began the third grade retention law. And that aligns with our our district goal of all students reading on grade level. I say all students um and we we take it down to 80% at least reading on grade level which aligns pretty well to the TCAP proficiency. Also, another goal is around our seventh grade math. As we know, we celebrated that with our state outcomes and we saw that we exceeded our expectation there. And our goal for the TISA report is 65% of all students being be will score proficient in math by the seventh grade as measured on the 2526 TCAP math assessment. And also our third goal is focusing on college and career readiness. We have as our goal 75% of GMSD
010graduates will meet the criteria for college and career readiness by the 2526 school year. And college and career readiness is an actual indicator has set criteria for students to score that metric. Um so it's not just a vague term that we use. It does actually have criteria that we measure as we've spoken about before um in previous meetings with ready graduate college and career readiness. Um, also on our on our report here, we have the performance that we actually achieved throughout last year. So, you can see that we exceeded those goals and how we're going to keep working toward reaching those goals. So, not just reaching them, but exceeding what are we doing to even get better. So, our plan to achieve our goals, you can see in the next section focusing on foundational literacy.
011We have our tutors. We have intervention, RTI, small groupoup math instruction, and expanding our EPSO opportunities, ACT preparation for college and career readiness. So, we have all spelled out here. I won't read the whole thing to you, but um one of the major expectations of course is to gather feedback and we have done that ongo an ongoing basis. Hopefully, you've seen it in some of the communication that's been out. Um we're committed to providing opportunities for the public to provide feedback on TISA funding. Yesterday, a new um neighborhood uh what do we the world of our own newsletter went out >> empower um they're all running together. Empower GMSD newsletter went out that had um another opportunity to provide feedback. So, we'd love to hear more um because we submit this plan November 1st and
012one of the also expectations is that the board will review the report and then approve approve the report by November 1st. So, we're still taking feedback and we've advertised it via Facebook, the website, through leadership meetings. We uh have met with our administrators to get feedback and individuals can share concerns or or questions via the Let's Talk platform or by email to the district office as well as the survey that's in the newsletter. Um, moving on to like some of the I have that summarized at the bottom. So, um, I'm I'm happy to answer any comments, questions that you have about our report. >> Just a little clarity on the college and career readiness. So, as I'm reading this, 71.8% of our juniors and seniors scored greater than or equal to a 21. And then
013we had a 96.9 graduation rate. And then the 71.6% 6% ready graduate graduate rate. And now all of that goes into the college and career readiness rate. Is that right? >> Actually, it doesn't. And I do want to explain part of that. I'm glad you brought that up. First of all, the data does lag a year behind. We don't have the official approved rate for the class of 2025. So, this is based on the class of 2024 data. And currently, there are three different metrics kind of to measure like the ready graduate. Are students ready? We have the ready graduate indicator, college and career readiness indicator, and the TISA outcomes indicator. And they're all connected to EPSOS in some way, but in different ways. Um, and at one point we did look at all those
014when they first came out. I think it was last year, how we have the federal accountability model, we have the state accountability model. Well, the state is now transitioning from ready graduate to so that we don't have so many different metrics going on so that we'll just be focusing on college and career readiness. And with that, when students need to score a 21 or higher on the ACT or they can have an ASVAB score of 31 or higher, the ASVAB is a totally different metric than the ACT for military readiness. And then we also have um EPSO students just have to have one EPSO instead of the two. Uh so the college college and career readiness indicator we already have measures in place to meet that one uh at a higher rate and we have
015tracked the class of 20 2025 of course um and they they are exceeding that but we can't verify that until the state confirms that's what our rate is. >> Got it. Thank you. >> How does the ACT work? keys. Um, does that is it the 21 for the ACT? Does it count that as an equivalent or is there a legislative opportunity? >> It does not. Um, >> there there is a big push from a lot of districts who have students who know that they may not be going to a 4-year university. They may be going into a trade and they want to use that work keys uh as an option and have that score count into this. So, that that is a legislative option that a lot of districts want u the department of education
016and our legislators to consider. How does the score like like is there an equivalent because I'm not familiar with the scoring on the work keys like would there be something like if you did something would it equate to like a 24 or is there >> they haven't done a cross reference because they're totally different assessments. So the work keys is more of a career readiness assessment as opposed to curriculum standardsbased assessment. >> Yeah, I know. I know like skills are tested and all that. I just wasn't sure if you know that they were able to correlate you know if you get X over here would you know be equivalent to a Y over >> I don't think they do I >> they would they will just have to set their metric and talking to employers
017and and probably also community colleges and groups that these students will go to. I guess it can't just be simply taking that assessment, >> right? They're going to have to come up with a >> legislative standpoint. It would have to be like there'd have to be some sort of bar to clear to show, you know, that they just didn't. >> They do have a national readiness certification that you can earn through the work keys. So, it is an actual certification that you can present to an employer >> which is highly respected. So, there is that benefit from the work keys >> because I guess you have to take the work keys to get into the TCAT, right? >> Some of them. Yeah. I I don't know if it's a requirement for all of them. >>
018Okay. Gotcha. Okay. That that that's fine. I'm just thinking ahead that there might be an opportunity because we don't have the percentage of students that would fall in that bucket as some of the more rural districts, but we do have some and I am mindful of our students there. So, I don't want us to or I don't want those students to be penalized if they know they're not going to college and they know they're not going to the military. There needs to be a way for us to effectively capture their performance that's not detrimental, you know, you know, when we're looking at a presentation to Yes. legislator >> and you know by law they still every student has to take the ACT to graduate. What would be nice is if they had the option of
019the ACT or another assessment as the work keys. Um and we do by law offer ACT work keys to all seniors to take. Um and this year the state transitioned to a different assessment called win. Um so it's a similar assessment. They're all based on on focused on career readiness. uh do you mind elaborating on the ready graduate and what that is like how that rate is and what that is. >> So the ready graduate rate is calculated but based on the percent of students scoring a 21 or higher on the ACT >> or or completing uh I should have my indicators in front of me. Four eps certifications. >> Yeah. Or two episodes and two trade certifications. So, um, we have a lot of students who hit that metric for the ACT, but you
020also have students who once again may want to go into a trade or another certification. So, if they've gotten their OSHA 10 or if they've gotten their CMA certifications, those count towards that career readiness, too. So, >> so we've added more industry credentials for students um to earn those toward Readyg grad. And like I said, recently we found out that they're doing away with ready and so we're putting all of our eggs into the college and career readiness indicator which focuses more on EPSOS and certifications and ASVAB. >> I appreciate the focus on an assortment that applies to more students. any additional questions um as far as an opportunity from based on what the superintendent was saying that there's some concern about the accountability report and maybe kind of the seeping in of >> I
021don't know if you remember specifically being in the meeting with Mr. was picky when I said, "Hey, um, if you're saying that we're going to have make all these students repeat, uh, I said, "What what's the definition of insanity? Doing the same thing again and expecting a different outcome." And he said, "Ah, yes, but that's where I have the school districts. I don't know if you remember that. I have them because we have the TISA accountability report and the board chair and the superintendent are going to have to come down to me and they're going to have to testify before us about why these students are not successful." I don't know if you all remember for me that was a very uh defining moment in our legislative journey >> and he was talking about Davidson
022County and he doesn't even represent Davidson County. Um okay. So we are very very intentional to set our goals at a high level but still um to to make sure that we're going to meet that goal and and maintain it >> very well. Any um other questions about the accountability report? >> I have a question. Uh when it comes to feedback, are you happy with the amount of feedback uh that you're receiving? Do we want more? What >> we would love more feedback um that we haven't had a whole lot this this year. >> People really are not passionate about the teability feedback report, >> but a lot of our goals are focused on the things we have been talking about when we gathered feedback through the strategic plan engaging with the community. We have
023a lot of feedback for that, which aligns perfectly with all of this. So, >> but I am also thankful to Mr. G because he has presented this several times to PTO leaders uh to get feedback from them and have discussions with them with our education foundation. He has met with their leadership to talk to them about what they're doing. So, he's making sure he's making the rounds sharing all this information. >> I think it's pretty similar to the participation that we'd find for textbook reviews for instance, right? Like I think if people are I think it's just in human nature. I think if people are content, they're just like they're good. Like, you know, it's only when there's, you know, dissatisfaction or something. It's when you hear and and I I I would love I'd
024love to hear from parents and families, but, you know, it's just one of those things that I guess >> I'm a big fan of the textbook review. >> Textbook review >> that has chairman read. >> Yeah. Anytime we can get up to double digits on the texture book reviews, I feel like we've really done that. >> That's true. as a formality, we do have to get feedback for this, but I do feel like we've gathered so much feedback over the past year that relates to this and helps us form these goals. >> Thank you. >> Next on the agenda is item number three, the GMSD master facilities plan presentation. It's the most wonderful time of the year. >> So, Mr. Kathy, Mr. Pausski, if you'all want to come on up to the microphone. I do
025want to make the board aware that uh I have moved Mr. Pausski onto my cabinet. Um because he is becoming so involved with operations. So he will be a familiar face uh at our meetings here. So if you have questions about operations, he of course Mr. Kathy's always still here to answer those for you, but Miss Picausski will be helping with a lot of those also. So >> Okay. already was. So, you're great. >> We were we were transitioning. >> Great. Welcome. >> That's that's a good transition. >> That's perfect. Smooth. >> Okay. I have the master facilities plan pulled up on the screens. Um I know you guys also have a copy, I believe. So, I'll hit you with some page numbers as we go through. We're just going to kind of hit the
026highlights. Um there's a ton of information in here and I think it's all very beneficial, but for our purposes tonight, we're going to kind of kind of condense it a little bit. Um the first thing I want to do is thank all of the participants in this plan. We had a lot of input. Obviously, all of our assistant superintendent and department heads. Um we had parents and community members involved. Chairman Griffith came to um our meeting that we had to kind of discuss this and and lay it out for our community and um for some of our city partners, but it would be impossible to do for for just one person, I think. Um obviously, Mrs. Crowder had a huge part in making it a presentable plan that wasn't just a word document. um like
027Mr. Kathy and I probably would have done. So, we do have a I think a much easier read this year with the formatting and um condensation of some of the material. We um hope that it presents a good picture of kind of where we're headed um and gives some of the reasoning behind why we're headed in that direction. First thing I wanted to start with is on page five. Well, no, actually on Yes, page five. Um, kind of goes through the funding sources that have made all of our capital improvements possible. We to date are right over $110 million invested in capital improvements. um includes new in new construction and also some of our maintenance needs that come up from time to time. Um we have a breakdown of the funding sources. So, city of
028Germantown has graciously contributed $45 million to our plan. The general fund of GMSD right over $36 million. County Commission just under $18 million. Federal government just under 9 million. and then 2 million in private donors from one of the projects that we completed. Um we are looking at this for not only capital planning but also maintenance needs. We have to include these these maintenance items that come up that make our schools um able to house students comfortably and safely. So there are things that we have to do along the way that are not necessarily always improving the facilities but just keeping them open so to speak. We have come up with about $22 million in maintenance needs that we have across the district um broken out into four categories. Mechanical um structural improvements general maintenance
029and then the ADA projects. So we are going to move to page seven. um to look at the enrollment trends across the district, we have it broken out a couple of different ways. The resident enrollment is in table one on page seven and it shows kind of the district's inception and then the last two years. So you can see kind of the trend that we've had. This past year was kind of a blip and an and an unexpected blip where we are down about 170 students across the district and I think there's a number of factors but unfortunately it's hard to pin down um exactly where that comes from. I think the most important thing to look at are these um kind of cohort groups and how the student numbers change from year to year.
030So for example, if you look at 2425, the kindergarten class was 388 students. So we actually added, let's see, 12 17 students from kindergarten to first grade. So if you look at those diagonals, it kind of gives you the cohort um retention rate that we have across the district. So that's one of the things that we always want to look at is did we see students going to private schools or did we see students moving out of the area or is there something that we need to be concerned about? So that's why when Mr. Powski is talking about that that diagonal movement that's the helpful movement looking from the year to year to see what has been a challenge. Um, and I I think the biggest one that we talked about during that meeting was
031the fact that when we looked at our graduating class of what was it 410 last year that are outgoing and we have a new crop of students coming in, there's a national trend that we have a low number in public schools of uh kindergarteners coming in and we saw that reflected in GMSD. So we had 400 student 10 students graduating and we only replaced with 321 kindergarteners coming into GMSD. So that is the majority of what we of our decline that we we see there. Um when we do our predictions we try to do a three-year prediction for each of our schools, a three-year average uh looking at our kindergartener kindergarten numbers and that's where we um saw some of our struggles. So Mr. because you can continue >> and and you'll see if you
032look at kindergarten just year-over-year we went from 388 down to 321. So, you know, out of the 100 170 students that were short, you know, about 65 66 of them came just in that one group. Um, if you think about it, these kids would have had to have been born or at least conceived during COVID. Um, so that may be a factor. Um, I don't know that we'll we'll really know that, but it it kind of makes it hard for next year and looking at what are how do we how do we calculate a good number. Um, and the demographers report is in here and it's been pretty accurate and it's really not even off that far this year. We just were over last year what he had predicted. The second table there is just
033non-resident enrollment. So as you can see from 2425 to 2526 we remained about the same for a total. We were three actually three students fewer this year. the non-resident um enrollment or if you look for 2425 these are the GMSD employee non-residents and then 2526 GMSD employee um non-residents and you'll see a pretty big jump there and I think that shows the value of our schools that our our employees want to bring their students to school with them >> and some of this was self-imposed Um I think our we've talked about this last year that school board and um the administration heard a lot of concerns from middle school parents about opportunities and programs uh on different teams. Um and it was a lot of concern about non-residents that we were allowing to come into
034our middle schools. And so we lowered that number purposefully of the non-residents that we had coming in. So if you if you look at that chart in table two for example you can see the 24 25 sixth grade non-resident students was 54 cut back cut down to 32 students. Seventh grade we stayed about the same. Um and if you look at the seventh going to 9th we we gained two. So we did make a a reduction in our number of non-residents that we had um at the middle school level based on those challenges. But that's always a concern for us is how do we balance the two because you know our schools are built for certain numbers of students. So it's always a challenge. Yeah. >> I just have a quick clarifying question. So on
035the 2526 non-resident that total of 576 of that 576 208 are employees. >> No we have those broken up. That's not included. So we have >> Yeah. That that does not include the employees children. That's Yes. >> Okay. That's a that that's good clarification because I'd always thought it was the 576 minus the 208. Okay. >> Got it. Okay. Thanks. >> Uh I got a question about that. >> 576 and 28. Yes. Correct. >> So you mentioned the sixth grade and seventh grade. Uh but on the eighth grade it looks like there was a increase in non-residents uh from 29 to >> Yes. So there were two >> two. >> Yes. I think so. >> Okay. Gotcha. Gotcha. So, they moved. Yeah. >> Gotcha. Okay. >> We are trying to but we there's there's a
036balance for us because if we this is something we've talked about before like if if we didn't have non-residents in our district u we would have to cut those things back. So, it's that challenge of how how do we balance and and have program all the programs we want, all the AP courses, dual enrollments while at the same and also to the the finances that come with the students while at the same time, you know, we're for Germantown residents. So, we're always trying to strike that balance. >> And I think that's a a good point for our citizens to understand is, you know, the effects would be mostly in the academic areas. That would be the biggest the biggest effect that um a drop in enrollment would have. >> Mr. Ellis, you have your hand
037on the trigger. >> It's all right. Come on. I'm sorry. I'm over here doing math. I'm sorry. >> I was waiting. >> Oh, and now's the time. So since inception the um resident enrollment you can kind of see the trends that we've had which are all in a positive direction. Um obviously this is since in Shep inception in 1415 if you look at table three and you'll see year-over-year the biggest dip was in that K through five range. Anybody have any other enrollment questions or points to make. >> Okay. You just referenced table number three and this is just a com combination of >> Okay. >> Yeah. It's it it's the same information that was in those other charts just combined in a different >> way so that you can see them by grade band.
038see what impact we're having. We The other one really breaks out each first grade, kindergarten, second grade, you know, it breaks those out. This one chunks them into the the grade bands that the state uses when they're looking at students. >> But I think this chart shows that people want their kids in our schools. You know, if not, we would have remained stagnant from the 145 school year, I would think. >> I got just one other point. I was I want because I am a parent of an eighth grader and I received a letter uh from Principal Ross this week at my house I guess or last week anyway um within the last few days I received a letter inviting you know talking about Houston promoting uh you know offering to meet uh so I
039think from a marketing perspective I think we're doing all that we can so I just want to commend her for to you know sending that out to the eighth grade families and making sure that you know the door was been multiple opportunities to come visit the high school and to meet with her personally. So, I think just I think it was just, you know, timely, you know, that we're talking about this. So, anyway, >> yeah, this this is one of those things that we we talk about all the time that uh we want to make sure that we're recruiting Germantown families and and keeping our families and the people want to go to our schools. Um because as you know when you tour our programs and see everything that we have have to offer and
040the rigor that we have and the places that our students are able to go um I think we can compete with any uh school or district. Uh and I want everybody to know the good news. So we want to make sure we have those programs with our middle school students and elementary school stu elementary school students. We want them to know that they're Mustangs uh from the time that they're enrolling in our schools. So, I received that letter, too, and I thought it was good with the sticker sticker in there and everything. Brian, we just decided to have kids all in the same time. Huh. >> Yeah. Um, the question is, did that letter go out to um families outside of GMSD that live in Germantown, too? Like that do we were we able to
041hone in on data that said, "Hey, this family likely has a eighth grade student." >> We don't. That was to our GMSD family. So, we don't do in that direct mailer, but that's one of the ways that we do the Facebook groups, that we do all the other messages to try to reach th reach those people that we don't have the address for, that we don't have that information for, uh, and the openhouse nights that we have. So, that's a challenge, too, is is getting that information to to know who's who's in our city. >> But those opportunities are made available. Yes. >> But just promoted through other channels. >> Yes. And one of the things too that we do is um when I do my speak engagements and tours uh we meet with the
042realtor groups. Uh so we we go and speak to all the realtors and the different I like the cryike offices and tell them about GMSD schools. So as they have people who are moving into our school system or into our city that they're telling them about our schools and that we're we're doing that recruitment piece even for people who aren't living here yet. So uh we're making sure we're trying to reach all those groups but it's going to have to be a multiaceted approach. We're going to have to reach out to um every potential avenue, whether it's social media, whether it's the in-person visits to the schools. We're going to have to have a lot of different ways to to recruit our families. >> I think that's something that like you say, how do you
043reach everyone? but because we know we have a lot of folks that are here now that we would love to welcome. Mhm. >> Um the next table just gives a different representation by school of about how many residents, employees, and non-residents that we have. >> The sorry um one of the things that I think uh and I'm going to highlight this during my superintendent report that I think is is not a clear understanding of how districts work and how school districts work. And I think that we've heard this from elected officials. Uh we've heard this from administrative people. Well, why don't we just reszone and why why do we do those things? And I think it's a misunderstanding of how children come to school systems. Um we we have talked about and this board historically
044has talked about what is an optimal number. Now there was a star study done by the department of education and they talked about what is the maximum effect and they they created a teacher student ratio and that's what we when we look at like the 1:20 ratio we look at the 1 to25 ratio and at the different grade bands or the 1 to35 ratio they've come up with that number of of impact. Um and this board talked about having two students below that. But what I I think people don't understand and and I'm going to go through the whole zoning process that we did and it was very involved when we looked at each neighborhood and how many students were being produced from each neighborhood. When we see a decline in students, they don't decline
045and they don't increase in even buckets. So if I had for example two classes of 20 students and we have a decline in those two classrooms of students and all of a sudden now I have 15 students in one classroom and I have 17 students in classroom. I can't get rid of a teacher and I can't combine that classroom and all of a sudden I have more space to reszone students to that school. Um it it doesn't work that way unless I was reszoning three students from this neighborhood or in first grade and two students from this neighborhood in second grade. Um but I'm going to go into great detail about what that looks like when you see increases or when you see declines of students. Um but simple reasonzoning does doesn't work that way
046and it isn't a knee-jerk reaction process when we look at this. So if you start having those discussions, that's always a good example. But I'm going to give you some images too um that you can share with people to say, "Hey, here's how it works." Um and and it's not always an easy solution when we see increases or declines. Um if I have 29 students and the max that I can have is 25, that means I have to have two classrooms of of students. That's just the way it works when we look at those buckets and those requirements set by the state. So, we're we're going to go into a little more depth than that when I do my superintendent's report um at the business meeting. >> I would point out that I mean in
047theory based on that suggestion and model then you'd just basically you'd be doing it every year. >> It would just be this micromanagement of just moving people around. And that's absolutely defies all the logic that is, you know, being in our community schools. And it's just not that simple like you say. >> Mr. Hendricks, >> just wondering uh you know the star study was done well started about 40 years ago, right? Has there been any um more recent >> the state has not in changed that number, but we're still we're still held to that ratio of of impact. Um but I I do believe that lower class sizes does help a teacher know their students better, know their needs better. We know that especially when we're looking at interventions, smaller teacher student ratios when we
048look at interventions are are helpful. Um but yeah, I don't think that simply changing those those numbers helps us. But yeah, it would be helpful to have a a study of impact teacher student ratio impact. And that goes too to all of the in if someone wants to think about it, you know, like many of us, I'm going to say me too, you know, oh the old days that's there is so much more that goes on with the intervention with I mean the differentiation. I mean this is like part of an experience where it's not just you're sitting in class and somebody's at a board writing a bunch of stuff up there. Like those days are over. This is like groups and and peers and everybody's pitching in and people are going to the highest
049to the lowest and working it in between in in the classroom. I mean there's so much going on simultaneously. I cannot even imagine the spinning plates especially at that elementary level most of the time and and so I think understanding too those benefits and that was something that our community really prioritized on the front end of this district. Um, you know, they we came from Legacy SCS where a lot of times there were bursting at the seams, throw a few more kids, grab a desk, put somebody in the corner, you know, and and this was something that said, "Hey, this is something in a local boutique school district that we can control and we can prioritize." And I think that we've done a fantastic job with that um over the years, having opened a new
050elementary school in the process. So, I look forward to seeing your report. The next section of this plan just outlines a lot of the programs that we have. I think most of you know about the great things that go on in our schools. Some of these are required programs and you know we break out the numbers and um how many students are involved in those. Some of them are you know our fine arts or athletics. They're they're nice to haves. Um but again, this outlines a lot of um the programs we have and you know how we're utilizing our schools to make those programs happen. I think the next place to stop um we have each school page and it breaks out you know some of the um recent projects that we've completed, how much
051we've spent at each school since our inception and um you know the maintenance needs for each school. There's one. We also have in here um a piece on the the master facilities plan for Houston High School. Um I'm looking at page 46 right now. It kind of breaks down gives you some information about each school. um where we see the maintenance needs broken out into the four categories that guide our plan. And we have to include that design and and contingency in there just to make sure that we have those architects fees covered. But you can see we ended up right at 21 a little over $21 million in maintenance needs that are currently in our buildings. The next page I wanted to hit real quick was page 48. Kind of outlines our priorities and
052how we, you know, come about developing this plan for the next 5 years of things that we see coming. And obviously, you know, it's a plan. it it's going to have to change if there's some unforeseen things that come along that we have to address. But we start with major capital improvements and critical maintenance, minor capital improvements and non-critical and then deferable and desirable. So things that are nice to have but that aren't a necessarily an immediate need to keep the schools safe and comfortable for the students. >> Mr. Posski, Mr. Kathy, if I could hop back to the beginning to page five, >> um where the city of Germantown's 45 million is listed. Again, grateful for that support. Can we break out how much of that was for um Forest Hill Elementary? >> 27.
053>> Thank you. >> So 27 million was for Forest Hill. I think we they were in for 7 million for >> Riverdale, 5 million for Houston Middle School. >> Million for Riverdale. >> 2 and a half million for Boiler Chiller. We also have >> Dogwood roof. >> Do a million for Dogwood's roof. We have gym floors $100,000. city came in for a million dollars to help accomplish the fieldhouse at the high school as well over five years. And that's it. >> Thank you. I appreciate that. Uh let's see. I have another quick question >> that is also on page 49. >> Oh, great. Where we just >> Thank you. Well, this Okay. Um, first of all, I'd like to thank uh Forest Owens, proud parent, and um, former alderman, longtime community member, and Miss Karen
054Biotti for participating in the master facilities planning committee. I'd like to commend uh the staff again who have worked to prepare this compilation. As everyone knows, it's one of my favorite documents um that the district puts out annually. I'll get to that part in a second. But um I think for me after seven years I finally got my my chance. I finally got to uh serve on the master facilities committee and there wasn't much committeeing. Um and so I am going to as always but I'm going to make a special point this year to really promote this it you know I mean to the website where it's housed and and published. um just to continue to push this plan out. I know the district's done it great and will be after next week. I'm I'm
055hoping we'll continue to to really get this information out in the world. I think we're going to reference it a lot in the upcoming months. >> Um and I think that it it really is great information. I think it really tells a story. And um and when I say there wasn't a lot of committeeing going on, it was this wonderful presentation by Mr. Pausski through the information we've seen here today, but it it was kind of this, you know, I want people to understand that that we want to feedback. The school staff spent a significant amount of time through the operations department identifying the needs. There are basic fundamental things. We always liken them to just your standard upkeep. And the term deferred maintenance was a point of um I I guess of clarification, contention
056that became clarification. I want more clarification as I'm talking to people in the community about what what we consider deferred, what say Shelby County government considers deferred, what um is actually the term that we all heard legacy SCS when we got buildings that were aged um truly was long time the can down the road kind of deferred and kind of what that difference is high level if you could just you've done a great job um putting the priorities here and I really appreciate that. But I think it's important to to know that we've done a great job in the past 10 11 years really shoring up a lot of things. But there are these constant expenses that the greater community don't appreciate is what the, you know, nuts and bolts of budgeting in a school
057district. You know, we talk about roofs, we talk about HVAC, we, you know, um, all the things. And I know Miss, you know, there were times, um, when Mr. Gates was in second grade at Dogwood Elementary and there was a lot of dripping going on, you know, but we talk about that roof, you know, that we got. We talk a lot about the safety things that we've added because it's 21st century. Um, and I think that it's important to note the nice to haves. I appreciate you pointing and breaking it out like that. Um, but when we say deferred, I also don't want anyone to think that we're letting things go. No, we have a heck of a schedule that we have worked Yeah. And we also have identified these things on our list continually
058and worked to um invest and allocate the funds. >> And I see the point that they were making in that in you know our years as a district we have pretty much caught up to deferred maintenance. At this point we're doing somewhat reactive but a lot of preventative also. Um, and I think, you know, like the the Farmington roof is an example of that. Every time it rains, we have multiple multiple work orders and leaks. Does it make it to where the kids can't go to school there? No, not necessarily. But is it becoming an issue that could get to that point? Yeah, easily. Um, so I would consider that not necessarily deferred maintenance, but if we didn't do it right now, next year, would I consider it deferred maintenance? probably in that you know
059it's something that should have been done that we failed to do a great way to see >> I don't think we have any deferred maintenance at this point right now but we have huge maintenance needs that quickly become deferred maintenance if we put them off >> it's expensive I think that's the biggest takeaway I want people to understand is that in order to up keep up properly our facilities not only like you say the safety and you know um security but also just the level so that the upkeep doesn't compound that we've been a we've been good stewards. We've been excellent you know budgeters of of how can we achieve these goals and we've been successful at doing that but the deal is it never is going to stop. >> It is a constant expense
060that we have to plan and prepare for. >> Yeah I was going to give the quote from Deuteronomy. I think it's the poor will always be with you. um maintenance will always be with the school district. Um that is that is a challenge that that that we have. Um for me, I I didn't have a a concern whether it was deferred or maintenance or just maintenance or are we now caught up with where we've made our buildings have a higher standard than where they were. Yes. And we've made significant investments taking away um from our students dollars because I I think we talked about this too. We don't get a pot of money for uh maintenance. We don't get a pot of money for capital improvements as school districts. We get an aotment for each
061student that we have in our district. And when we make that money and we make those investments, that's money that we're taking out of the classroom for teachers or programs or issues. It's something we should do, but that's a balance that we have to strike also. So, we will always have that maintenance whether it's it's deferred or whether we call it deferred or not deferred. Um, are we going to have a seven-year painting cycle for our school districts? Yes. Are we going to be replacing roofs? um regularly. Yes, that is just going to be something that as a district we have to have. >> So, if you look at the last page, it kind of highlights exactly what Chair Griffith was talking about. Um the way we approached this was thinking in the past, we've
062reliably been able to count on the county commission for somewhere between 2 and $3 million. We feel like the district can contribute somewhere between a million and two million from general fund each year. So, we tried to keep without huge capital projects, keep it in that 3 to4 million range just so that we're hopefully on point and able to to get these things completed. So, like if you look at 2026 on page 50, if you take out that $6 million projected $6 million addition at Farmington, we're in that, you know, $3.8 million range, which we feel like is sustainable as a district with county commission help. Um, and with, you know, a fairly reliable input from the county commission. Um, but like you said, you know, just keeping things up and running. The intercom at
063Houston High School was a a major issue and you know, that was something that was becoming a safety issue. Yes, it still functioned and and for the most part you could hear it everywhere, but I'm sure there were places, Billy, where you where you couldn't or where it wasn't clear. Um, so that was something, you know, that we felt like we had to do. One phase of it is $150,000 just for the intercom system. um looking at you know >> I just want to clarify that that was the original intercom system. It was >> okay. >> And we've maintained it and changed speakers and wires and phones and amps and >> we do on the regular as I said. >> No, it it's not at all. >> 1989. >> Right. And >> and so making
064sure that that's a reliable source of communication for you know the administrators there. Um >> you can see most of the things on this plan are not those nice to haves. There are things that we know we have to have and have to do in order to maintain that safety um and comfortability in our schools. There are some things in here that are nice to have and that's where, you know, those are some of those bigger projects that we put in there. The Houston Highest Southern Field edition at $2.5 million. Um, I think we can come in under that, but we wanted to be, you know, make sure that we we weren't under evaluating the the cost of these projects. But you can see that and, you know, I I don't consider the Riverdale Orchestra
065edition to be a nice to have. I think that's something they have to have in order for that program to be successful. the way they're doing it now is it they make it work and and it's great for the kids, but they're not on par with the other, you know, with Houston Middle as far as that goes and and they they do with less in that area and it's something that is affecting other parts of the school and other programs in the school. So, you know, that looks like a big number and and seems like a nice to have, but I wouldn't consider that a nice to have. So if you take, you know, those two projects out, we're back in that three to4 million range for each year. And you'll see that continue throughout
066the, if you look at 28, we didn't have any major capital groundup projects on the schedule, and we're right there in that three to $3.6 million range. And I feel like that's a lot of stuff to get covered for um you know, for a year's worth of maintenance. Just a question or two for me on this page. Um when like let's assume we actually did all these projects, you know, as they're listed. These are more the year they're in. Is that when we incur the cost, not necessarily when construction would be complete? Yeah, that's that's the fiscal year outflow of the dollars >> because like the Farmington edition, we're incurring some costs right now, but we have it for Gotcha. >> next year. Okay, that makes sense. >> Yeah. And then um I know that
067the comproller has is preventing the county from going to bond this year. And from reading the articles, honestly, I'm not entirely sure. My understanding from what at least the commission has said is that's not going to affect you know what they were planning to do this year which should then not affect our percentage of that. However, if that continued into the next year that could create some big problems for us going forward, right? >> That's correct. It would push all these things down the road. So, um, and all the municipal superintendents have been talking to their commissioners, uh, about this, and it is our understanding at this time that they did go to bond for that money, and that we should receive over $3 million as our share of that funding. Um, and so that'll
068be going towards that project. when we move into fiscal year 27, like as you said, if if they do not go to um bond or they're not able to borrow that money for Memphis Shelby County Schools, um then we would not receive funding for them for that unless they chose to spend it out of their general fund or um some other some other way to fund it, but it would prevent them from giving us that money. >> So, I have a question about that and then I'll turn back to the plan here. So on on that since you brought it up from the county the the percentage the 4 point whatever percent that we get that's based on property tax distribution right or or tax is not based on bonding them going and building a
069new school >> it's based on our number of students so um Memphis we get the percentage based on what they award Memphis Shelby County schools so when Memphis Shelby County Schools goes to them and says we need a new school in Frasier we need a new school in Cordo OVA if they give them $59 million if they allocate $80 million for them then we get our ADA percentage share of that. So that's where that 4.2 >> I was thinking there was annual funding involved there. So okay because the amount's been the same every year. I didn't know they were going to bond every year. >> So they they've been spending about the same amount of money or allocating that same amount of money. >> I was thinking it was like out of the tax pot
070either sales property or whatever that that we're getting on an annual basis. But but now they don't go to they don't issue bonds every year. >> Okay. Gotcha. Okay. >> Absolutely. And that's how come they're saying next year they don't anticipate issuing bonds next year because they just did it this year. Okay. And >> it would it really wouldn't matter frankly you know what the situation was that you know is prompting this you know issue that's been in the news. Generally county commissions don't issue bonds on top of the other because they have to be paid back. >> Okay. I just didn't know. So, I mean, like I guess we'll just have to see. It sounds like the the 2 million or roughly that we get probably okay on that. Is just maybe anything above
071that, you know, might be in question. >> Well, I I wouldn't say that necessarily. It's really what they what they give Memphis Shelby County Schools for those capital projects. So, if if they chose, for example, not to give Memphis Shelby County Schools any funding for capital projects, we would not re receive this. Now, they could give us they they could choose to give us individual money that um I know that smaller pots of money have been given to some municipalities over the years, smaller pots, but um >> has that ever happened here? >> No. >> I guess we'll cross that bridge. Hopefully, uh hopefully everything's sort out. All right. So, back to the >> Can we just want to make sure everybody understands? So when bonds are issued, they're issued for specific purposes and they
072can't be issu they can't you can't share those proceeds for any purpose other than what was in the issue. >> Okay? >> And so uh for example, you know, they could have a bond issue for just jails, you know, and in which we wouldn't receive that. So I think that's an important distinction. >> All right. So, back to the the plan. First off, this is great. I love it every year because I think it it's our roadmap. But I think for the community at large and maybe some that are interested, this isn't in stone. So, we as a board over the years, we've moved items up and we've moved them down. I can think of a couple items off the top of my head that we moved up. We moved the gym floors at the
073elementary schools. We moved those up. We moved the stadium lighting. We moved that up by a couple years if I recall because we as a board realize that was a pressing need at the time. As I look out at 2028, we have the Houston High boiler and water heater. If that goes out tomorrow, guess what? It gets moved up. And so now it's not in 28. And it's possible we'd have to move something down to to make the numbers work. So, I know these are our projections, but you know, situations occur, decisions are made, the board has to look going into a year, um, if if if next year if we're not getting the funding from the county commission, then things might have to be deferred. So, I think there's sometimes I I sense there's
074a misunderstanding amongst some that this is it, this is what we've agreed to, and this is what we have to do no matter what. This is our guiding, you know, our road map. But, you know, we have the option uh and and do just like anyone else. The city does this, any entity, you know, they make adjustments on the fly. And so, I just want to be clear on that. I think y'all done an outstanding job of mapping it out. And as knock on wood, I hope I hope the boiler and everything holds out till then. But if not, then you know, we have to adjust in the plan at that point. We we make that adjustment. And >> I think the other thing to note too is we haven't included the Houston High master
075plan. We know that has been a separate work product that we are working with our other body at the board of mayor and alderman to to work to this funding and and it would be my recommendation that once we know um the potential uh for allocation for that project then we revisit this plan to say okay what can we accomplish with the money that that we are projecting for for that project and and some of these things may slide into that project some things may slide down but know that once we know that we will design into that budget dollar to make sure that we're meeting the needs of Houston High School. >> And that I'll say that uncertainty did guide a little bit of the plan. So like if you look at 2028 where
076we have the Houston High gym bleacher replacement. Does that need to really happen? Yeah, it definitely needs to happen. But with uncertainty about can we build a new varsity gym or is that off the table? I would hate to replace, you know, put brand new, totally redo the gym and then get approval for dollars to to build a gym, you know. So, some of that was taken into account with the master plan and just the uncertainty and kind of we're still trying to work things in that we know are a part of that, but um also not wanting not wanting to waste money, I guess, for lack of a better term. I appreciate y'all pointing that pointing that out. I think it is important to note that this is fluid. These are placeholders. The dollars
077you see in the right hand column do not currently exist. I think that's um it's kind of like the BEP. It's like, hey, um, it's about identifying and having a process. And again, I I commend everyone that participates in it. I think it's a it's been a sound process. I think that um the way we prioritize it has has been very student um driven with a lot of uh adult input as well. Okay, I said I was going to get to this later. I just want to go ahead and throw out my plug for what I call the demographics of each school. These are the fun facts, ladies and gentlemen. If you really want to know who's going where and what's happening at each place, this is why I love this plan. And the attendance
078zones, I appreciate are listed as well. Those so those will come in handy after you see the superintendent report next week. And I think if you look at like Houston High for example, I mean, we accomplished a lot last summer with just county commission and and GMSD general funds. Um, we made some some big improvements and and I think benefited mostly Riverdale and and the majority at Houston High School, but I think it was a huge impact, but it shows kind of what we're able to do, you know, with what we have. I think Well, and I appreciate that the board, our board, previous boards and the district have um intentionally tried to keep it equitable when we look at what we're doing at one place and and be mindful of how we kind of
079spread projects around um for based on needs, based on programming uh capacity and needs. We've in my tenure, we've seen a lot of things happen at all the schools that have really impacted a large group of students. And to me, that's really that's that tells its own story in my mind because people across the community, no matter which part you live, where you are zoned, you can speak to some, you know, basically I feel like everybody's been under some kind of construction in some form or fashion pretty much since forever. And that's a testament to that continual investment and everyone getting um what they need when we are able to do it. I'd say too just so it's uh so the public knows I know um while they're not included as a member of the
080facilities master planning committee I know that when I've been on the committee previously of course the assistant city administrator if not the city administrator himself has sat in on discussions with these and and the city is involved uh you know in these decisions or at least in these discussions about what we're looking at doing and that's always been a discussion we've had with them during this process >> and and we think it's important for the city to have representation not necessarily to make decisions uh about the plan itself but to be aware of the needs that we have as a school district. That's why we want them to be be present and be there for those discussions. I would like to um also thank u city administrator Heisman, Jason Heisman, also a parent and um
081I believe assistant city administrator Mr. Andy Sanders also a GMSD parent for when I say participating as vice chairman just mentioned um one or at least both of them have been on the committee. As I stated earlier, this particular presentation was different is my understanding. It was a little unique in that the ways in which we go about um funding were really more the primary topic rather than the actual projects, you know, on the list. Um the the five-year plan and we really delved into the master facilities plan for or the HHS, excuse me, uh a bit as well. And and I know we've done that and we're in the process of doing that. We'll talk about that in a second. But, you know, with the gettogethers with the city, our board, and their board
082to continue to understand our community's fiscal abilities to borrow moving forward on our behalf. Um, that would be, as I said in the beginning, I would like to see maybe in the future if we could have more people from the community, you know, welcome them to the district office and and have more of a a smaller, you know, group, not smaller than what we had. I apologize. That's actually a very small group, a larger kind of cross-section of people from the community to participate in this process. um to really understand. I think that just having a few key people from each school even come would really help get it back get that messaging back into the schools and into the community. Um what this really is about >> and and we also take this plan
083too is and when we have the PTO leadership and when and I share this with the community. So we do not necessarily serve as an on that committee but we will take it and show the the charts and the information and talk to them about the project list. So uh we do we will try to do that moving forward. >> Again this is on the website and I encourage every single person listening out there now or later to please go and click and check it out. >> So I want to piggyback on on uh something that you just said, Cher Griffith. Um getting the input from the community uh specifically about the desirabs uh I think is very important. Um you mentioned the 2027 Houston High Southern Field Edition and um that it was you
084know great to do if we could um but maybe not a mustave. I think that I think that we need to get some we need to be open to hearing from the community on on those types of things. uh because I I know we all received uh tons of emails over the summer about things that we might not necessarily think are so important, but things like making sure the kids have cross country practice at, you know, in Germantown, um you know, at Houston High School or whatever instead of having to drive all the way over to Germantown High School. Um, where I think that that could eventually pose a problem is we want Germantown residents to go to Germantown schools, but if we don't have the facilities that are able to accommodate uh what the
085residents want, specifically in athletics, because I'm hearing a lot of people uh, you know, giving me feedback, hey, the reason why I'm going here is because of athletics, right? I'm not hearing a lot of you can't really in my opinion tell me that you're not going to Germantown GMSD schools because of academics. Right. That's right. But I'm hearing a lot more about athletics. And as crazy as it might sound, uh it is the reality in the world that we live in, specifically when we're trying to make sure that we have GMSD families, well, Germantown families choose GMSD. Uh so I think it's very important for us to to separate theory from reality on that. In theory, yeah, that a southern field edition is if we do it, great. If we don't, cool, right? But in
086reality, I think that it's a different um outcome that could happen if we don't start looking or prioritizing those types of things from what community is telling us. >> Agreed. >> I think Alabama's Alabama's a perfect example of that. They've I think through athletics become one of the premier research institutions in the country and able to offer those the the most intelligent students they can find full rides because they have this this influx from the athletics. So I think they're they're complimentary and I think you have to have both say that >> are there any Billy Gates board member Gates any facilities of your schools past present and future? Um, >> I mean, I would just like to say as I've been going to GMSD school since I was in first grade, which I believe
087was the first year that I was >> GMSD was a thing. >> And I do not remember anything dripping. I was really young. But I can definitely say that um being at these meetings has made me a lot more confident in what goes on here and how much work has put into like these types of things um and how much better things have become in the 10 years or 11 years that GMSD has been around. And so, you know, I think that we continue to do what we've been doing and having these plans and having these meetings about this is really important. I think it's very clear um to the community what we intend to do and that's also important and I think we've done a great job and I we can continue to do
088this and put all this out here um and people clearly understand that we are working really hard um to improve our buildings based on the circumstances we were given however many 11 years ago. what he said. >> Just kind of anecdotally, Billy, what do you hear from the student body at Houston High that, you know, these are the biggest priorities that students would like to see changed or or done? >> Um, I think, you know, students talk about bathrooms a lot. I've also had a lot of conversations about what that actually entails. And um new bathrooms will be great obviously, but we also have cleaning staff that do a great job and make sure that that's actually clean. I think it's just more of a they look old type of thing. Um other things like
089painting and the floors, I think just in general, the school just kind of seems old. But that's a complaint when you talk about things that actually affect our um student life. Replacing that stuff is good and definitely needs to happen at some point. But like Mr. Hendrick said, we're talking about impacting students. I think, you know, stuff like the Southern Field Edition will, I guess, impact students in a bigger way than, you know, replacing bathrooms and things, which I'm not saying we can't we should do that, but it's a good point to make when you're talking about taking community input. um listening to student input too um about what we we what are things that when we start getting we have any extra money to spend like we had we should be this is exactly
090what the students want and exactly what families want which I think y'all done a great job of. I'm not saying anything doing anything wrong but that should you know it's a really good thing to focus on. No >> that's good. Thanks. Thank you so much, Mr. Kathy. >> I just wanted to thank this board, previous boards, and uh for supporting the plan and and having the foresight to invest in capital and bring our facilities uh up to the standards that we deserve in Germantown. And Miss Griffith has done a good job of reminding people of this. I like to remind people of this because we often get this question, why did we why we invested so heavily in our elementary and middle schools early in the district? And not to take us too far back
091down a rabbit hole, but we didn't get all of our schools when we became a district. That's a reality. And so we took basically eight schools and put them into five schools. And that required capital improvements to our existing elementary and middle schools in order to fit Germantown residents and our students into those spaces. Um that is really why we've done marginal improvements to the high school. While we kind of saved the high school for last, we've always fit in there. When the district started, it was about half Carville, half Germantown residents at Houston High School. That's not the case anymore. So, I like to remind people of that, that this plan has been well thought out for the past 12 years. It's there's been a method, a plan, and a purpose to it. And
092I'm thankful to this board and previous boards for having the foresight to plan and invest in our facilities. Are there any other questions or further comments specific to the plan that was presented this evening? >> Uh, board member strain, I guess I didn't really answer your questions with the specifics about like what students are talking about. >> Well, you did. I mean, but yeah, if you got more to share, go for I mean, I would just say that anything that has been brought from parents, you know, I think we do a pretty good job of understanding what exactly I don't think there's anything that y'all don't know about that is really actually important that needs to get done. So, I mean, you know, athletic space, I think y'all everyone knows that space for fine arts,
093things of that nature, I think are pretty obvious and so we're not really missing anything. As a student sitting here looking at this, I'm I'm congratulating. I'm confident because as a student, I'm there and I this is a you know, you're hitting everything. I'm not sitting here like, "Wow, something's missing. There's not nothing missing." >> What about the cafeteria? >> Well, and there are things like the cafeteria or fine art spaces, those sorts of things, which as Mr. Perkoscu said, you know, those may find their way into this plan once we have a better idea of, you know, funding for those specific items. Um, and so th while those are needs, they really they really are. Um, they're not necessarily right here because they're high dollar items and we need to know, you know, where
094we'll where that will come from and and see factor that into the list as we have here, too. So, >> no, I was certainly factoring in the other master plan in terms of, you know, things, >> right? Right. We've always kind of had that as almost a separate piece of this and uh and but no, you did answer because I I was wondering, you know, are we missing the boat with, you know, anything that we have prioritized here from the student perspective, but that's good to hear that uh we're not. That's a great point to that was made also during the committee presentation was kind of how we've had these separate plans and I I think that a lot of folks who are wellversed in both of them still kind of naturally try to combine
095some of these lists and and we've talked about exactly how that I mean we've just said it three different ways I feel like how something could be from that get put here you know and and that's okay. I mean, what we did this summer at Houston High School was, you know, on that list. And I mean, on that plan, the the high school plan. And so, making sure that families who see this, they're not like, "Where's all the things y'all been talking about?" No, no, no, that's a different book. Okay, that's okay. Um, but I think it it really does, like we said, it it's going to tell the tale soon enough and we have a a better idea of the funding opportunities um, moving forward and how those will come in buckets over a
096period of time that we're really going to have to take a look at all the things. But until we understand better what those figures look like, um we'll we'll keep having one book over here and we'll keep doing the best we can and we'll keep rocking along with the five-year plan that has been I think everyone agrees at the table a great working document. And I think something to note is that if you look at by about 28 really any Houston High School renovations would be complete if we were able to complete this in the timeline that we have here. Um looking at after this summer all the ceiling tile light and grid being done, all the reabling, the intercom will be done. It really will be down to flooring will be the biggest the
097last thing to be renovated and that will be complete. So now we are at the point where we're only to brick and mortar groundup you know or huge like demoing half of it to rebuild it. Um huge projects that wouldn't be realistic and wouldn't make sense to put in this plan knowing that our funding sources are extremely limited. Anything further? Mr. McCausski, Mr. Kathy, I want to thank y'all for the presentation and uh digging into our questions and and even though sometimes we know the answer, clarify them for those that that don't. Um it's really important to understand again the financial um parts that go into this and it's such an important part of what we do and participate in as a result of what y'all do and participate in. So thank you. That gets
098us to the final agenda item which is further business. I will state that on um Wednesday, November 12th, our board will meet again in the joint work session with the city. Uh that's our mayor and alderman along with our um GMSC leadership and city leadership at 400 pm again at the firehouse here on number four on Forest Hill Irene Road. hope to see some of that published in the next few weeks. I want to thank the city for working with us to reschedu that. It was uh a a bit interesting on that part. I take full accountability for that, but we are so glad that we're going to be able to get together with them and not only them with some of the folks from PFM who are their um fiscal partners. Really looking forward
099to the feedback that they are going to present during that time. and I would encourage anyone in the community that's able to make it at four o'clock on that day to come and join us. Is there any other further business uh to be brought forward this evening? >> Yes. Um on the business meeting uh as we discussed um Miss Speakman has been working diligently with the land usage agreement and so we should have a completed document that essentially removes the the two southern fields. We have been progressing with all of our plans um like we said to move forward with the projects there but we need to modify that document. So uh hopefully at the business meeting when we send out the documents to you that will be included as an agenda item for you
100if you have questions for with Miss Spieman uh she'll be able to answer those for you individually. >> So are you saying that the spring timeline that we're talking about it is coming closer to fruition? >> We we are we are working diligently. We are not stopping our work. So we are gonna we couldn't move any faster to get everything in in line with what we're doing. Yes. But I don't want to get hopes up so far. >> It's just from a logistics standpoint. If I guess if for some reason it's not ready when it's published, uh the agenda is published, we would just make an a >> it will be it will be ready. We will include that agenda item on the business meeting. We just don't have the final document for y'all. Um
101I I believe the city is going to look at taking this up at their November meeting after we We approve it. >> Okay. Yeah. I just wasn't sure timing with the publishing of the agenda and all that, but >> we should be just fine. >> All right. Thanks. >> I don't typically jump into an announce to announcements, but there's some really exciting things in addition to the annual Falcon Fest over at our forest, excuse me, Farmington Elementary. There's some really exciting ribbon cutting taking place um this Sunday. And that is a wonderful community um event that I hope to see you all there. Did you confirm if you will be in the dunk tank for >> do it and this is a little cooler than it was for Haunted Houston. So, um, it is 6:59
102p.m. and the GMSD board work session on October 21st is now adjourned.