Regular Board Meeting October 21st, 2025

001Time is 601. We are going to go ahead and start with the with the board meeting. We'll start with roll call. Oscar Morunes, >> Wilco. >> We have a quorum. A pledge of allegiance to the flag followed by a moment of silence. Thank you. Our first item, public hearing. A public hearing of the Ciso Springs CIS CISD's 2024 2025 school first rating. the financial integrity rating system of Texas and financial management report based on school year 2023 2024 data. Thank you. Good evening. Um today we'll be reviewing the 2425 school first rating which is based on the 2023 2024 school year data. Okay. Cariso Springs CISD earns an A rating for superior achievement under the TEA school first for the 24-25 school year. The total score was a 94 out of 100 points. So, superior

002achievement is the highest uh possible ranking that we can get and it reflects the district's commitment to sound uh financial management, transparency, and fiscal responsibility. So the overview of the school first we will um we will describe the different ratings and also we will disclose the um the ratings for each indicator for the public and for input. There's a tool that we that we complete that discloses all of this financial information. So reporting requirements, we must uh distribute an annual financial management report which is uh out on the table for the community and then of course hold the public meeting. So on the indicators um like I mentioned earlier A is between 90 and 100 and Ciso spring score is a 94. Uh B is 80 80 to 89. C is 7079 and F is

003a substandard achievement. Okay. So, the school district uh receives an F. Just to point out to the community and to the board that the first four indicators are critical regardless of your score, if you do not pass four indicators, uh you you know we would receive an F. So, I just wanted to point that out. Okay. So from the critical indicators uh the first one was the annual financial audit report submitted to TA on time and it was uh was there an unmodified opinion in the financial report? It was unmodified which means that we had no uh no findings. Uh was the school district in compliance in the payment of all debt agreements? So those are our bond payments and yes they were. And then the fourth one is the did the school district make

004timely payments to TRS, TWWC and the IRS and other government agencies and yes. Okay. Then on the solveny indicators um indicator number five was the total net position of government activities in the statement of net position net of accretion of interest for capital appreciation bonds uh greater than zero. It was was the average change in fund balance over the past 3 years less than 25% decrease. So this one um you know this one is the one that we kind of always monitor our fund balance. You know where are we? So this would be something that we would want to watch in the in the three-year average. You know are we declining rapidly? We passed that score. On indicator number seven, was there number of days cash on hand uh and current investments to operate? We

005got a 10 out of 10. And as you know in our financials when we review them, we're always looking at, you know, how much do we have on hand? Uh was the nature of the current assets to liability ratio sufficient to cover short-term debt? We got a 10 out of 10. This would be good for your for the Thank you. Okay. Next indicator number nine. Did the school district's general fund revenue equal or exceed expenses uh excluding facilities acquisition? And was if not was the school was the school district's number of days of cash on hand greater than that equal to 60 days. And if you recall, we have about 10 months. So we got a 10 out of 10. Uh indicator 10 is not being evaluated. So we automatically get 10 points. Number 11,

006was the ratio of long-term liabilities to total assets for the school sufficient to support long-term solveny? We have a 10 out of 10. Uh, what is the correlation between future debt requirements and the district's assessed property value? We have a 10 out of 10. On number 13 was the school district's administrative cost ratio equal to or less than that of the of the threshold ratio. This one we did score a four and last well the previous year two years ago it was a six. This is not the 2425 school year but the year before. Okay, just so you're aware. So this is uh the only indicator we do not have a 10 10 on indicator number 14. Did the school district not have a a 15% decline in students to staff ratio? So the total

007enrollment to total staff. We scored a 10 out of 10. Was the school district's ADA within the allotted range of the district's bannual pupil projections submitted to TEA? So every year in January we do uh projections and where were we then were we within that projection? Um so we got a five out of five. Indicator 16 did the comparison of the PES data to like information the school district's annual financial res uh report result in a total variance of less than 3% of all expenses by function. We passed that indicator. That means that we're we were within the error threshold. So that's good. Uh number 17, did the external independent auditor report that the financial report was free of any instances of material weaknesses? We passed that as well. Indicator 18, did the external independent

008auditor indicate that the audit financial report was free of any instances of material non-compliance for grants, contracts, and um laws related to local, state, and federal funds? We received a 10 out of 10 as well. Uh, indicator number 19, did the school district post the required financial information on the website in accordance to government code, local government code, and TEC and so forth? We scored a five out of five. Did the school district's administration and school board members discuss any changes or impact to local, state, and federal funding at a board meeting within 120 days before the district adopted its budget? Yes. Uh, we passed this indicator. And then the last one, indicator 21. Did the school district receive an adjusted repayment schedule for more than one fiscal year for an overallocation of foundation school

009program funds because of financial hardship. We were not in that situation. So, the ceiling uh we passed it. The ceiling was passed. So, our total rating was at 94 for the 2324 school year. and compared to the previous year for 2223 uh from a 96 superior achievement. So if there are any questions from the community or anyone I'd be happy to answer. >> I had a question on indicator 13 that you said we had like what is that how is that rated? >> How is it calculated? >> You said it was a we had a four when we previously had a six. >> Yes. So what is is certain function codes the expenses of certain functions. So we're talking about uh in fact I have a I have a little handout. So the so I

010calculated what it what it would be uh for the new year for example. So instructional leadership which is a function 21 and general administration which is us superintendent board HR business office those two uh and instructional leadership are of course our directors. So administration over instructional and other operating costs. So that would be uh over everything else instruction uh library um health services nurses well that is health services extracurricular and so forth. When you divide that by the total then is that ratio within the ratio for our district size? And so for our district size of 1,000 to 5,000 students, we should be at.151 and we are at 1037. So I mean it it just this again I want to say that it was not last year it was the year before. So hopefully um

011we won't we we will be able to improve this indicator and we might you know because we have more uh going into instruction this year with the uh additional 8,000 per teacher you know in those areas and we want to focus the money there. That's why when we budget we target to budget 80% or more into instruction as much as possible. Does that answer your question? >> Kind kind of. >> Okay. >> Yeah. Do you want to know more like what changed or >> Well, I mean it just means that you're that there was more spent on what does that mean? >> Administration versus student expenses. >> Not in total because in total the function function 11 is like 11 million 121 13 million it's really really high. But when you divide the administration over

012the total cost of all other expenses there's a ratio. when you calculate it, that ratio should be within a certain amount. And so for the 24 school year, it that ratio was more compared to the previous year in 2223. So we're already looking at our current numbers to see where we're at. We want to make sure that our budget, you know, that we're we want to, in other words, we need to put more out there versus, you know, >> administration. And I think that with what you're you're doing with the teachers and and the staff and the stipens and all that that's going on, I think that's going to really go a long way in my opinion. >> Thank you. Yes. Any any questions or comments the community? No questions. Thank you. >> Thank you.

013>> Okay, next item, public comment. Okay, we have no public comment. Okay, we'll go to item six, Lonear Governance. Uh discussion and possible action of the guard progress measures. Pearson. >> Thank you. Thank you board president and board members. You have the superintendent guard rails that were approved by the board earlier this year and we have created some interim guard rails. So um the first one uh on the superintendent shall not implement or allow any policy, practice or condition that compromises the physical, emotional or psychological safety of students or staff. We have put in a safety training for a goal of um implementing a training for staff and students on the legalities of the health effects of teen vaping throughout the district and an anti vape program. This is something that's been in discussion, but

014uh we do not have that training, nor have we had it in the past. So, our goal is to have one training by the end of May 2026. We also have uh I did set three interim guards for each one for the board to consider. The second one is on using attendance to increase student sense of belonging and engagement. When our students feel a sense of belonging, then they they want to be at school. So raising our rate from 89% at the end of May 2024 to 92% by May of 2026. We do feel this is attainable um because we did raise it by one a little over 1% in May of 2025. The next one is for the uh end ofear survey on student safety and staff recognition. As the board knows, those have

015been two very important topics. And that is to raise our sense of safety for our students from 65% on the survey to 70%. And our staff uh on uh job recognition, which is a sense of wellness for our staff, raising the the survey from the end of year 62% as it was in May of 2025 to 70% by May of 2026. We feel like we are doing some increased uh engage uh recognitions, genuine recognitions and so we feel that we can meet that. And then the next one on guardrail 2 we have that uh the superintendent should not implement or allow any condition in which students receiving special education services are denied equitable access to the resources, supports or inclusion learning environments necessary to meet their individualized need. We have interim guard roll 2.1 on

016inclusive events and students participating. Uh the percentage of campus participating in a district-wide special Olympics or equivalent inclusive event will increase from 0% in May of 2024 to 100% by spring of 2026. While we have participated outside of district, we have not had a districtwide event in Gizo Springs CISD. And this would also include community outreach with kids first in Interim Guardwell 2.2 program evaluation. Implement a comprehensive special education program review to evaluate our current services, instructional practices, and compliance. We're aiming to increase the completion from 0% in May 2024 to 100% by May of 2026. We have not had a special education program evaluation comprehensive in um a few years. The review the review will determine the next steps for program improvement and alignment for the district goals. The next goal for special education

017would be specialized training interim guardwell 2.3 increase the percentage of special education teachers completing specialized professional development including inclusive practices behavior intervention strategies autism supports and blue bonnet curriculum implementation from 0% in May of 2024 to 50% in May of 2026. uh that will be calculated by the number of our special education teachers that are that are included in this training and complete the training. The district will conduct four targeted training sessions to enhance instructional quality and ensure effective implementation across specialized programs by May of 2026. Uh our director of special education has already started that and uh we are well on the way. And then the next guard rail, uh, number three, the superintendent sha fell to ensure that families receive timely, accurate, and accessible communication on matters that impact their child's education, well-being,

018or school experience. Interim guardrail 3.1 newsletter engagement. We do have analytics u for this. The percentage of families engaging with the paw print newsletter will increase from 30% in June of 2024 to 50% in May of 2026 with publication frequency maintained at one issue every two weeks. Guardwell 3.2 family engagement increase the number of district family events from three in May of 2024 to four by May of 2026 to strengthen partnership between schools and families. And those are district events. Those are not the campus events. Interim guardwell 3.3 family communication v via parent square. The percentage of families with active parent square accounts. Again, we have the analytics for this who regular review or respond to district communication will increase from 35% in May of 2024 to 55% by May of 2026. And then guarder

019four, the superintendent shall not allow campuses to lack a district aligned behavior framework with defined goals, replacement behaviors, and mastery criteria, ensuring consistent, equitable support for student success. Interim guard 4.1 behavior framework implementation. The percentage of campuses fully implementing the emergent tree behavior framework work will increase from 0% in May of 24 to 70% in May of 2026. While the of office discipline referrals were decreased from 22 per 100 students in May of 2024 to 15 per 100 students by May 2026. Interim Guardwell 4.2 restorative practice and mastery criteria. The percentage of campuses integrating defined replacement behaviors and mastery criteria into the emergent tree behavior framework will increase from 10% on August 2025, which is when we started our training, to 80% by May of 2026. Interim Guard 4.3 ongoing training and coaching support. Establish

020a campus-based emergency team that participates in two days of foundational training and engages in monthly coaching sessions to strengthen behavior intervention systems and staff capacity, progressing from zero training and coaching sessions in May of 2024 to full implementation by May 2026. And the last one, the superintendent shall not show favoritism toward nor confer any preferential treatment upon any relative or employee in matters related to hiring, promotion, or assignment to higher positions within the school system. Interim guard 5.1 equitable hiring documentation. The percentage of professional staff hiring recommendations will be presented to the board with complete documentation. applicant pool interview committee rationale and c certification verification will increase from 90% in May of 2024 to 100% by May of 2026 and then interim guardwell 5.2 to hiring compliance and certification verification. The percentage of professional staff

021hiring fully compliant with district policy and certification verification requirements will increase from 70% on May of 2024 to 100% by May of 2026. And those are uh certified teachers. and the interim guard 5.3 training on hiring practices. Implement a training for campus and district administrators on ethical hiring practices and conflict of interest policies increasing from zero trainings in May of 2024 to one training by May of 2026 to ensure fair and transparent personal decisions across the district. Does the board have any questions or comments or suggestions for any of these guardrails or interim guardrail for the superintendent guardrails? As you know, the guard rails board were the what we decided was important to our community and to our staff. And so these uh interim guard rails are a way to hold me accountable for ensuring

022that we are meeting the goals for these um If there's any edits or revisions that you see would be necessary, I'm happy to take notes on anything. And if the board so would like, they can move to action this evening and accept these interim guard rails or if we would want to make edits and bring them back, then we can do that as well. Also board later down in the presentation there is a calendar that each month starting um in the next month we would I would bring back u um data to support yes data to support the interim guard rails. Do y'all are y'all ready to approve? Do you'all have any questions? Clarification. >> For clarification, we're addressing item A. Correct. >> Just A. Yes. >> Okay. So, um ju for the sake of

023of wording only. Uh discussion and possible action of these. Do we need to have the word superintendent guardrail progress measures? When I when I read that, I did not think superintendent. But should that word be u added or not? Just I'm bringing it for attention to to you and my colleagues to to be to be specific to superintendent guard progress measure >> as an edit. >> Yeah, we can we can add that since we're these are specifically >> Thank you. Yes. >> Okay. Thank you. So there if there are no other questions, President Franco, I'll make the motion to approve item a discussion and possible action of superintendent var progress measures again with the edit of of adding the word superintendent to it. I'll second Okay. Motion made by Michael Rea, seconded by Noi Sarate

024to uh approve to approve the um superintendent guardrail progress measures. Well, we'll edit to say superintendent guardrail progress measures. >> Thank you. >> All in favor? >> I opposed. None. Motion carries. >> Okay. Item B, discussion and possible action of the annual student group targets for goal progress measures and overall goals. Good evening, Mrs. Pearson and CZO Spring School Board. I will be presenting on the next three items. Um, so for clarification, the item that we're currently on, discussion and possible action of the annual student group targets for goal progress measures and overall goals will be presented within the progress monitoring report, which is what I will begin with. Thank you. So this is our first progress monitoring report. If this is a presentation um if you are favorable to the cadence and at which

025the data is presented it's something that we we can move forward with. Um and at the end of this presentation I will show you um the calendar as well. Um that way we can look forward all the way to July of which presentations will be handled. There we go. Okay. So looking at this slide um this is in reference to the yearly target for our goal two. So as you may recall our goal two is regarding the percentage of third grade students who score meets grade level on the star reading assessment increasing from 29% in June 2024 to 52% by June 2029. Um, as you can see in the table, the data has been broken down by subpop and the expectation has been also issued out by subpop. So, we'll have all students being our

026first target group, Hispanic, economically disadvantaged, emergent, bilingual, and special education. So, within this, um, we also have an update on our anticipation for achieving the goal. So based on our beginning of year data with our MAP projection, we are on track to meet this goal as all students came in at 61% meets uh based on their MAP beginning of year data. Hispanic students making up the same percentage um economically disadvantaged at 51% and our special education students at 24%. If you do see an asterisk on any of these subops, it's because there are less than 10 students in the grade level. As we go into our goal progress measures, it's essential that we review p the percentile definition, which is where our GPMS fall. So, a percentile tells us how a student's score compares to

027other students nationally who took the same assessment. It is a national um ranking. And if a student is in the 60th percentile, it what it indicates is that they scored better than 60% of students in the same grade across the country, which is uh hundreds of thousands of data points. Why does the 60th percentile matter? It does indicate above average performance. Um the national average being the 50th percentile. Seeing a majority of students at or above the 60th percentile suggests that the district is performing better than national norms, which is why we've structured our goals around this. And it can be used to track progress over time, evaluate instructional effectiveness, and guide our resource allocation. So when we look at our goal progress measures, we saw our goal initially um as the second slide in

028this presentation and it was broken up by our subpops of students o over the course of five years. So what you'll see on this slide is each of our goal progress measures. Our main goal is at third grade, but our GPM 2.1, 2.2, and 2.3 are for kindergarten, first grade, and second grade. So this table that we're looking at here has the annual target um for five years for each of the same subpops of data. So as a as a reminder our goal two is looking at the star reading at meetats u and looking at that increase. So you'll see here um the growth from 33% to 54% in meets on third grade star and now we can get into our GPMS. So our GPM 2.1 is for our kindergarten students. So these goals were

029set um prior to the administration of our beginning of year assessment. Um and you'll see here that fortunately we are on track um to meet this goal as indicated by the star which is our our actual um our students came in at 44% um achieving above that 60th percentile at kindergarten for ROA. So you can see here um that based on the targets on the table to the right of the graph, all of our student groups um did meet those markers as well, which is really great because we're looking at our subpop of students and all students in the general education pool. Um this is the first time that the students take this assessment in kindergarten. Um so it's really great to have um this data and the area of focus for this group is

030foundational reading and writing. Our next GPM um looks at our first grade students. So our first grade students are also on track. Um their goal for beginning of year is 34% to 37% by end of year. So at this beginning of year data point, they did come in at right at that 34%. So while there's still room for movement, they are on track uh room for growth. They are on track to meet this. When we look at our subpops uh of data, our students have exceeded those being our Hispanic ecodist and sped. Um they are on target based on the goals previously set. Next we look at our second grade group of students. So for ROA, they are on track as well um with they came in at beginning of year at 36% of our

031students at that 60th percentile. Um so they are on track um to surpass the goal of 34 as they came in higher at beginning of year. Um when we look at our subpops of students you'll see that our numbers dwindle here. It is a very small class um overall one of the smallest at elementary. Um but they are on track for RLA as well. And now we'll move forward to goal three. Any questions on goal two before I continue? >> Yes sir. >> Thank you. So again, if I blanked out, I apologize. With the with the star that you're indicating on these graphs, these numbers are from when >> the star is beginning of year >> and and that was done when >> most recent administration. So our window uh around September, midepptember. >> Okay.

032So these these are from our current kiddos that were tested in September. >> Yes, sir. >> All right. Thank you. If I missed that, I apologize. >> No problem. That's pretty good. Those are good numbers then to for Yeah. Okay. >> They are good numbers. They're they're coming in hot to start the year. >> All right. >> Yes, sir. Mr. Mon, >> along the same lines, uh, for example, the kindergarten that scored 40 something%. >> Yes. 44. >> Do you have any just off the top of your projection because I'm curious where will those kids be in two years when they test in third grade in the first graders? So, it's very promising. >> Yes, it is. And >> I'm glad you're bringing that up because you you see that all of our goals are

033fiveyear based and eventually the end goal is third grade. Um so the beauty of having these cohort-based goals is that we're able to really follow the class. Um you'll see that there are exceptions to this. So really the entry point is kinder. Um so now that we're seeing where they are, the expectation will be much different even though they've surpassed the goal, right? Because ultimately our goal is growth. So while they have met this goal, um there will be other goals now. They they have a higher caliber um is what I'm what I'm trying to say. Now that we have that 44, our intent is that we're seeing growth throughout the year. Exactly. Yes, sir. Okay. I will continue to goal three. So goal three is going to look very similar um to goal two

034except that this goal is focused on star math. So star math uh for third grade students the goal is that they will increase from 24% meats to 45% meats. So as a requirement um we have broken down and and as a best practice um we have broken down the goal to reflect our subopuls of students for third grade math as well. uh you'll see that when we look at our data for RLA and math, math has been uh lower than RLA across the district and across the state. So while um when we're looking at our projection for math, we are on track, our goal um for 2026 all students at 30%. Based on this beginning of year data, so the small table to the right for math um it's these students came in scoring at

03542% meets. So higher than that 30% projection um that we originally made based on our data from the previous year. Um our Hispanic students are also meeting the mark at 41%, economically disadvantaged at 42, and special education at 10%. So right on target um for what was anticipated there. So very similar to our reading goals, we did break up each of these goal progress measures um into annual targets based on subops of students. So, our first set of goals, GPM 3.1 reflecting the expectations for our kindergarten students, uh, GPM 3.2 first grade students, and GPM 3.3, our second grade students, all following the same verbiage of above the 60th percentile. So beginning with that kinder class very similar um in their performance for RLA and math um they did come in at beginning of year

036at 45% so they did exceed um that goal so they are on track to meet the goal by the end of the year and our subops of students um met the goal as well. Looking at our first grade group of students um for math they did come in at 41%. So they are on track um to surpass the goal that was originally set here. Um I do want to iterate that while regardless of the goal being surpassed or met um the expectation is still high because the number is always the hope is always to increase the number of students performing at that 60th percentile. as high as we can get that number. Um, we know that instruction will be more effective and student outcomes will be most impactful for that star exam. We do have

037our second grade students for GPM 3.3 that came in lower in math than they did in RLA. Um, so this group of students currently is not on track to meet the goal set um at the beginning of the year. So they this group did come in at 26% of students scoring in that 60th percentile or above with the goal at the end of the year being 39%. So we will review um these progress measures regarding MAP um post administration which is in January middle of February is the 3-week window um to see if there is an increase from that 26 because that is the goal. So when we when we met um as a group to have this discussion um really the the point of the data is discussing what inputs are working well and

038which inputs need more attention. And so the these inputs were crafted um not not alone or in isolation but with the input of our teachers, our administrators uh and our curriculum team um and with observations. And I do want to extend a solid thank you to those of you who have been able to do walkthroughs with us and get into classrooms because the numbers are one thing um but the story is much different. So thank you so much for your efforts. Um because um I I'm sure that now the numbers have a different meaning now that they're tied to to those faces and those uh that are sitting in our classrooms. Um so what's been working well and I'm sure you can attest to as well is the alignment and team planning um during PLC

039and cluster meetings. Um the collaboration has been phenomenal. Our teachers are working really hard along with our administrators and curriculum specialists to ensure that the conversations and the planning is happening um during the time that is necessary. Uh for our elementary campus, we have been doing all kinds of walks. We have learning walks, implementation walks, uh researchbased instructional strategy walks. Regarding our implementation walks um for the blue bonnet curriculum that has been in implemented K through six, 100% of our classrooms at elementary are implementing the the curriculum to fidelity which is very strong and a very strong data point to have um so early in the game within the first six weeks. Uh learning targets are clear and consistently executed. So that's one of our four uh curriculum initiatives. And if you were able to

040walk in a classroom, you're likely can It's a testament um our teachers and our students are able to articulate these um across the board. Increased collaboration across grade levels. Um so that's really been fun to see. Um, as a most recent example, I know our elementary campus um recorded one of our teachers who volunteered um and showcased how this teacher was able to execute a component of the lesson and through PLC cluster they watched the video and discussed um you know how they can refine their craft to replicate. Um and that's the first time I've heard of it happening and everybody was excited about it. So, it's something that uh we really want to continue to build off of because we can't all go into the into the classroom to see, but we can share

041that way. Um, fortunately, we've also implemented EXL as a digital resource and we've had a lot of positive feedback um from our teachers regarding how it's being implemented in the classroom. Um, what's great about this is that it is skill specific and it even uses based on all of the data that we have with our MAP test and that our students um have based on their RIT score, it it tiers students um based on where they are because of the assessment. So, it works twofold. The assessment is informing where they start on the pathway um when they're in the classroom and the teacher can assign the specific skill that they're going over in their lesson. So, it's really really neat. Um, and lastly, teacher and student engagement um have increased. Um, students are having a

042great time learning math um in our math classrooms. And I I spoke with a teacher today and she said, "I'm tired." Uh, and she said, "But I'm not saying it in a bad way." She goes, "I'm tired because I am up and engaged more than I have um in previous years." And it's it's a good thing because while I thought that what I was doing before was was great and I was happy with it, I've really noticed a difference in how much more I'm having to really be uh around the students to execute the instruction. Um so that was really really great to hear. Any comments before I move on to the inputs needing more attention? >> Questions? >> Yes sir. U with the um assessments I guess if that's that's the right word. What

043what what do the what do they consist of? Is it a is it a end of year from pre prior the questions? I guess that's what I'm trying to get. What are the questions? How many questions? What does it look like? What's the rigor of the of what of how they're tested? >> So that's a great question because it is a unique assessment um compared to STAR compared to unit assessments. >> You guys make them. So it it are you asking about the data presented or about assessments happening >> the the assessment that where you're getting these percentages the 41% the 28%. >> Yes. Yes. So those percentages come from our MAP assessment. NWA is the company map is measures of academic progress and they're taken beginning middle and end of year. So the assessment

044um the the time varies on the recommendation. it for our elementary grade bands is about 45 minutes is the average time that it takes. Um about 21 questions and when the students have a score previous um it starts at the writ that they last had. So the writ score goes from 100 to 300 and it is K12. So that's they do start at the rigor based on that band. So an example would be if the RIP band is 100 to 110 that's one rigger the next RIP band 111 to 125 increased rigor and so on and so forth. Um so the students based on previous questioning do begin at varying levels and as they are answering questions whether they answer them correct or not the goal is that at the end of the assessment they

045it adapted to where they got 50% of the questions right and 50% incorrect because what's determined by research is that that is their level of knowledge and their where they can learn based on that written band. It It's It's showing what students are able >> So that takes me so it should be giving us a true picture of of what these kids know and don't know. For a choice of better words, >> it really should and and not just the RIT Bennon itself and not just the questioning because it is a different type of assessment. But what's amazing about the data is that there are hundreds of thousands of these data points and there are projected proficiencies that align with the STAR test. So, when we're looking at the STAR test, that child that scored

046a 110 on their on their um they got 110 on their mathematics test is compared to all students in the state of Texas that also got 110. And then it tells us how they're going to do on their STAR test in April because they've already been looking at this data. They looked at it for four years prior and took those hundreds of thousands of data points to anticipate that projection. And when we're talking about percentile, that's an even larger set of data because it's national. Um, so and they did they just redid the linking study. So the data that we have now is the most recent from the previous four years. And they do this every four years. Thank you for your question. Any other questions before I I go into the in other? >>

047When will be the next U progress monitor? I guess if you will, when will they be tested again? So students will be tested again at the end of January. >> January. Okay. >> The window closes February 13th. >> Okay. >> So we'll have another report in January. >> Yes. And we'll actually have one next board meeting um to cover the other grade bands that also have >> Oh, great. That was my other question. Thank you. Yeah. >> Yes. And we'll get to that calendar. That'll be my next slide. >> Okay. >> Good info. >> Yes sir. Thank you. Regarding our inputs needing more attention. So dedicated time for internalization. Um it internalization and internalizing the lesson plans is um does take a lot of time and fortunately um Miss Garcia at elementary actually made um

048this edit already. So teachers previously had 45 minutes um for their PLC cluster um and based on a couple master schedule moves she was able to increase the time to 90 minutes um and for the last two weeks they've beening with the 90-minute PLC um and we've heard a lot of positive feedback um based off of that. Another input needing more attention, balanced focus across all content areas. Um, so I presented reading and math data and math has been the new curriculum um that we are implementing and it's requiring a lot of time for our teachers that have four content areas, all of our self-contained teachers. Um, so it's a constant um iteration of balancing out the four content areas. um during a weekly planning and uh data disagregation. What we're looking and observing with

049our trend data because we are going into classrooms um periodically is to increase our turn and talk and opportunities to strengthen student discourse. Um and lastly um is a request for teacher iPads. So our teachers are our math teachers especially often have to model um on their clear touch panel or on a doc cam. And what that does is that keeps them attached to wherever they are, right? They're either physically up on the on the panel or on um on the doc cam. Um so what an iPad would do is enable the teacher to have a small device in their hand um and make the actual you know solving the equation while they are uh closer to the students in closer proximity. Um so it is just um we know that uh strong teaching happens

050in the power zone. So, as close as our teachers can get to our students, that would enable them for more movement in the classroom. >> Okay. Any questions before we jump into the next thing? >> One more. When I saw the word internalization, so after you guys did these walkthroughs, um, and I know I've asked this question before, say you as a group or whether you know board member is not or not there and you saw some concerns in the classroom, how quickly do you share that with the principal? Well, the principal's there, but how quickly is that discussed and internalized with that teacher the day of the day after the, you know, the next PLC? >> I know I've asked that question before. How quickly do we let that teacher know, hey, we're seeing

051this or hey, we see this concern, you know, how can we help you improve or, you know, those kinds of discussions with teachers that may need may be in need of of, you know, some extra guidance. >> Yes, that's a great question, Mr. U. So, um, it really depends on the type of walk. Um if it is a product observation that's specific to um going in and ensuring that you know strong tier one instruction is happening the expectations 24 to 48 hours. Uh when we do larger walks to get our trend data like we did researchbased instructional strategy walks. Um the debrief after we go into all the classrooms um we debrief the same day and it's typically done through cluster so it just depends. Um but it's within the week so it's within a

052couple days. Uh, and our teachers are always anxious for feedback. So, they're typically asking us uh in the hallway, you know, how did it go? What can I what can I work on? What went well? Um, so the the conversation is alive and vibrant consistently. >> Yes, sir. >> Any other questions for me? >> I have a question. Yes, ma'am. >> Is there any comments like from the teachers on like like on how the the students I know like this is all everything is on grade level. So are the students do they feel that everybody's mastering that they can go on or do do they ever feel like no I have to some students need a little bit more help in this how do I get that support or >> That's a wonderful question and

053as we anticipated as as we rolled out this program last year that was the number one concern um is was this is a tier one it's very rigorous um and at first yeah I was in a in the first six weeks maybe two weeks in um and it it was in a third grade PE you'll see. And and they said at the beginning before they had had taught, right? Um this is really really tough. I don't know how they're going to get through it. Um and then they went through the lesson, they're like, "Wow, it wasn't as bad as I thought." And that's been while it's not 100% it isn't as bad as I thought because each lesson varies in complexity, right? Um we've heard a lot of that a lot of a lot of

054surprised over what the students are are really able to do um based on the instruction that is being given. And while that being said, one of our goals is to get really good at getting the lesson executed in 60 minutes at elementary for example because what that allows then is more small groupoup time for those students and differentiated instruction, right? So that way those students get that one-on-one time with the teacher um to really get to mastery because we know that you know first look instruction would is phenomenal for 80% of our kiddos um but 20% will still need additional support. Thank you for that question Franco. >> Last comment President Franco Ju just with this information here and what I read and our CIPs this is the perfect talking points in our meeting with

055Dr. Dr. Ramos, which I know Dr. Almost is listening. These would be great talking points for those parents that we need to visit with those groups of parents and from that phone conversation we had a week ago. This is perfect talking point. What I saw in the CIPs is perfect talking point. So, we will gently borrow this information and share it with our stakeholders. This is good stuff. Perfect for our conversations. >> Wanted to add that so we don't forget. Yeah, just to add what um what Dr. Rubaka was mentioning um I did a because I I'm the last few weeks I've been doing walkthroughs uh almost on all the campuses and so uh when we went to I went to a second grade classroom and I was I was sharing with uh with Miss

056Pearson um the it was a math class and you know um our board president was asking about the rigor and so these students were doing a um a uh a whole group assignment um and and they were just flashing the responses to the teacher and the teacher was checking But they were so engaged and motivated. They were asking and challenging the teacher to give them more difficult problems and stuff. So, and so to see the excitement and it was not just a group of students but it was the whole class you know that was uh you know that was something to see because usually students are not excited about math but that was that was a unique situation that I saw of elementary. >> Thank you Mr. T. If there are no more questions, um

057I know one of the items was to approve a couple of the slides. I'm happy to review those. Um so the first being the annual targets for that goal three uh which can be found on this slide here and the next being the goal progress measure annual targets. So this is the first time that we are reviewing those. And so we have those two for our goal 3.1 which is our math scores. And then our goal two follows the same pattern. Um so we have our goal two uh with our annual targets along with our progress measures. >> That's item B. President Franco. >> Correct. If no questions from my colleagues up here, I make the motion to approve discussion and possible action of item B of the annual student group targets for goal progress

058measure and overall goals as presented. >> Okay. I have a motion by Michael Regas to approve the annual student group targets for goal progress measures and overall goals. >> Seconded by Aldoria. All in favor? >> I opposed. Motion carries. Thank you. I didn't hear. Sorry. I'm sorry. I didn't hear that. Okay. The Second was made by Oscar I'm sorry I didn't hear that. All in favor? >> I motion carries. Correct. >> Okay. Item C, presentation, discussion of the progress monitoring report. >> Go ahead. >> Thank you. and our progress monitoring report was the um slides previously presented. So we just kind of interwo the two. >> So then we'll go to D discussion of the board monitoring calendar. >> Thank you President Franco. So um we did discuss you know our progress monitoring and and

059the question has been um what is the schedule for future um presentations. So as you can see here this is our proposed u monitoring calendar. If this format is something um that you would like to approve we will bring it for approval at our next board meeting. Um so we today we presented the overall target for goals two and three and in November we anticipate projecting um the goal four for GPMs 4.1 and 4.3 which is our data for our other um grade levels and you can kind of um peruse this document to see our plan um for presenting data at future meetings. Do you all want to discuss? Is there any trainings that you all want to add or talk about? Anybody? So, you'll see our our student outcome goals, which is the uh

060second column next to the month, is in the order in which the data will be presented. Attached were those guardrails that uh Mrs. Pearson presented earlier in this meeting. So the guardrail uh guardrail progress measures she'll also be presenting data to support each of them. Um and then the other evaluations and trainings are those that have been pre-planned and populated board. I added the um conferences that we have been uh attending as a team. I added those um based on just our past experience. But if there's any other training or conferences that you want to think about and we want to add before we bring bring it back in November. I did also add the board self-evaluation. So the board did one in uh August and uh our next one would be the board would

061do one in November. And so you can see the dates there and then another one in February and then May. And then um I added the superintendent guard rolls since the board um did approve those. I added each month what we would bring back as uh data to support. So this has been updated. I will share a copy with you electronically so you can review it and then if the board um pleases we can bring it back for approval in November. >> Okay. >> Thank you. >> Okay. Item E, discussion and possible action on creation of governance subcommittees. This is on the with Dr. Ramos with Dr. Ramos on the the ones that I think we got it was in our email. There's there's going to be three subcommittees that that we want to that

062we want to have. The first one being the schoolboard school. I think we had discussed on that about the the training to to create for any anybody any new board members that wanting to to um to possibly uh run for school board so that they would have uh know what they were know what they're getting into with board governance. Anybody want to volunteer for that? No. Okay. Noi. got one and we can get three correct we can get three per committee. That's the first one. The second one is the school board policy review. That's to work on revising the board policy to align with board governance. And then the third one is the board two-way communication. That's to work on creating two-way communication with the family and community members on board goals and guard rails.

063And we can take three per Second one is on the schoolboard policy review. >> The schedule for these are going to be made with Dr. Ramos and he's going to be flexible virtually. I'm gonna put myself down for number three. The board two-way communication. We have um the policy review. We need two more. So we need one more for the policy review. We have three for each. All right. Thank you. I'm sure we can. >> Yes, sub and assist and all. >> And we do need action on these on just just one action. One action on all. Second >> motion made by Jeff Ortiz, seconded by Nois Zarate to uh approve the creation of the governance subcommittees. All in favor? >> I opposed. None. Motion carries. Thank you. Okay, we'll go to item seven, student

064staff recognition. Uh, star student CSI. >> All right, there we go. All right. Uh, I'm not used to using the microphone. Sorry. Um, so I'm here in uh uh to represent CSI and uh also speak on behalf of Miss Ka. I'm the assistant principal. I'm Mr. Guerrero. Pleasure to meet you guys. Uh, so first we're going to start off by uh uh calling out one of our um star students and I'm sorry, but I'm a bit nervous. I'm not used to speaking in front of an audience, right? Even though I'm a teacher and I speak in front of a whole bunch of kids, but yeah, it's different when you speak in front of adults. But um um I'm here. I'm going to recognize one of our students. Um before I say his name, I would

065like to say that um the reason why Miss Campa and myself selected him was because he went above and beyond or he has gone above and beyond and trying to be helpful uh not only to his peers but also to the substitute. like whenever the teacher is out, this student actually steps in in order to help out the substitute with whatever routines uh that are set in place uh by the teacher. Um and which which takes a lot of courage and you know to take that step, you know, especially when you're a fourth grader, you're nine years old and you're like, "Hey, wait a minute. I can control this. I got this." All right. Uh so the student is uh Marco Salana. If you could come up, Marco, [Applause] >> you get this. >> Wow.

066You want me to hold it on for you? That way you can hold on. [Applause] Uh, the next person in line, um, Um, she has been there for us. You name it, she jumps up. I got this. I'll do it. Um, she's, um, I'm nervous, guys. I told you I get nervous. All right. She's, uh, one of our front office persons, uh, office staff. Um, Alyssa Mles. [Applause] She's always there helping us out in everything. Like if I don't know anything, it's like Mr. G, I got this. Don't worry about this. If Miss Ka doesn't know something, don't worry, Miss Ka. I'll do this for you. But she's there. She's always been very helpful for us to us. That way you can carry all the binders that we're going to give you. >> Oh yes.

067And of course um now but not least right um our campus is full of stars and I mean it. Um, she goes way out there to give her lessons. Whenever you're a reading teacher, it takes a lot to get students involved. I mean, and y'all know, sit down and read an article. Believe me, you're going to be falling asleep by the time you're past within three paragraphs of it does not interest you, right? So imagine a 90 year old kid trying to focus on a paragraph or actually a story, a passage that's about two pages long, three pages long, sometimes even more. She actually brings stories to life. She dresses up. She does a lot. Miss Royce [Applause] guys. Um, like I said, we have a lot of talent in our campus. Um, and whenever

068the board, um, whenever they've been around, they've actually gone in some of the classrooms. Miss Pearson has been there, stepped in some of the classrooms, and magic is happening in every single one of our classrooms. And thank you And before the CSI teachers leave, let me just say when I went over there for the campus walk walkthroughs. I really enjoyed everything and everything I saw at CSI. Y'all are great. >> Just to keep up the great work y'all are doing. Okay, next one above. Okay, we did that one. Sorry. Um Item eight, the TASBY facility assessment program presentation by Karen O'G >> Grady has facility services and um Dr. Pearson had contacted me um a couple of weeks ago to uh discuss our facilities assessment program. TASBY has been offering facility assessments for school districts

069for about 20 years now. Um and we uh we feel the services we provide are very thorough uh very strong and um and very affordable for districts of all sizes. Um, so I'm going to share my screen really quickly and show you the difference between what you may have seen in the past um, and the program that we offer. Um, can you confirm that you see the screen that says facility dashboard? >> Yes. >> Okay. Thank you. Um, so ours is an online platform. In the past, you may have seen um had your architect or your engineer per perform your facility assessment for you. Um and you would get a big binder of documents that would show you your list of priorities and have photographs and and costs that are associated with each issue that

070was uh noted. Um we wanted ours to be something that was used more than just for going uh for bond. Uh we wanted ours to be a useful tool for the maintenance team, for the administrators and for the board. Um so we put together what we call our TASBY facility dashboard. It's an online portal. It's very easy to use. You can get as many loons or passwords as you need. So uh generally there is one for the board, one for administration and one for facilities. and you just go to our website and you log on. And here on this front page, you're going to get a very highlevel view of the district as a whole. Um, and it includes things like your total square footage, uh, the replacement cost for all of your buildings combined.

071And when we're talking about replacement cost, we're talking about building back that same building today out of the same materials and on the same footprint. And then we give you a conditions budget for every item that we noted while we were out of your district. And we also com include some enrollment and capacity information there. Up here in the top uh left hand corner, you get a list of each one of the campuses that you have. Um if you have a campus that has multiple buildings that were built in different eras, we found that it was a little difficult to compare apples to apples when you had a building that was built in 1930. and one that was built in 2020 2020. So we list those out here to the side on a separate pulld

072down. So we're just going to take a look real quick here at Blue Bonnet Elementary. So when you click on one of your campuses, you'll get that high-level view of that one particular district with things like uh the year it was built, its total square footage, the replacement cost for that like type building, um the conditions budget for every item that we noted while we were out there, as well as a facilities condition index or FCI. Um, and this is an important number to have because this tells you how the maintenance and and upkeep of that building and keeping it up to today's standards is compared to the replacement of that building. So, the next tab up is your facilities findings and this is the page that we call our dashboard. It's the page that

073most people find the most useful. Um, and we feel that anybody with any level of experience in facilities is able to take a look at this and tell very quickly and easily where the issues lie. So, when we come out to your district, we're going to review about 150 to 200 different sets of criteria depending on the type of building. And then we bring it back to our our offices and we break that down into se seven categories that are exterior and seven interior. And then we just color code them. Green means it's good, yellow means it's fair. It needs your attention in the next 3 to 10 years. Or red means it's poor and it needs your attention right now. So look scrolling down here a bit, you can see in this particular campus

074the exterior structure was great. There were some issues here that you probably should start planning for. And then there were some issues that needed some attention right away, uh, such as plumbing and electrical, um, safety and security and HVAC. Um, you'll see here an explanation as to why we rated things the way that we did. Um, and then the safety and security, we leave that information on another page. Down here at the bottom, we give you a full list of all of your priority projects. These are the things that we felt were the most pressing issues when we were out at your district. And then this the other column is your secondary issues, the things that you could take care of with fund balance, operating budgets, or if uh a grant became available. Going down

075a little bit further, we put that facilities condition index on a color-coded dial, too. And this is so you can start planning. The average school in Texas is does rate about a 50 right here. So, this one's very average for most of our our school campuses. Um, but as it inches over here into the the 70s and even the 80s, it's telling you that the cost of keeping that building is costing you almost as much as it is to uh to rebuild. And so, it's a it's an an indicator as to what you might want to be planning. Is it time to do a complete renovation? Is it time to repurpose this building for to use for something else? Or is it time to decommission it all together? This other dial is based off of

076your enrollment and capacity information. We use the TEA standards for each individual learning space to develop your functional capacity and we put that on a color-coded dial as well. If you're in the green, you're great. Nothing to worry about. You shouldn't have any problems for the next few years on um maintaining enough space for all of your students. If you're in the yellow and your district is a fast growing district or experiencing some growth, this is the time to start thinking about how you want to address that growth. Um, is it time to reconfigure that building to make more space? Is it time to build a wing? Um, or is it time to start looking at building an additional campus? If you're in the red, it might be time to bring in portals. And then

077we look at each one of those individual learning spaces and how TEA tells us each of those spaces should be utilized and we color code those as well. So you can look on here really quickly and see where your areas of concern might be. Scrolling down a little bit further, we give you photographs of all of our findings so that you can see what it was that we saw when we were out there at your district. The next tab over is your facilities details. And this is where we really drill down to the nittygritty. Can you see this or do I need to increase size? >> Can you increase just a little bit? >> Yes. How's that? A little better. >> Yes. >> Okay. So, um, like I said, we look at 150 to 200

078different sets of criteria when we're come, we are out at your district, and this is where we put it. Um, so we start at the bottom and we work our way up and out. Um, so we look at the foundations and the exterior building of of uh the exterior envelope of the building. Uh, we measure every uh surface. We count every window and every door um so that we can give you very specific information. We also color code everything out here to the side so you can see how it correlates to that previous page. So um you've got the foundation, you've got the exterior walls, you've got the interior construction and the interior finishes. Um, and like I said, we want to give you very specific information so that we do take those measurements and

079we can tell you that 23% of this campus is covered in vinyl tile. Um, 12% of it is good, 88% of it needs to be replaced. And then we give you an estimated cost and this is the reason why. Um, we get all of our pricing structures from RMS construction data and that's issued for your particular zip code. So, you're looking at contractor cost for um contractors that are coming out of the area that you are located in. Going on down, we're going to look at all of your your plumbing, your u sanitary waste, fire protection, lighting, communications, data lines, intercom, security, your food service, your kitchen equipment, uh restroom, science labs, art, uh your fixed furnishings like your bookcases and storage, your movable furnishings like your de desk desks and chairs. And then we

080move outside of the building and we look at parking lots, sidewalks, exterior lighting, uh the fencing, the drainage around the buildings and your playgrounds. Uh we look at all of your domestic utilities um and your site utilities. And then we also do a roof assessment as well. If there are any issues that um are not covered under our standard criteria, we'll include them down here and allocate a cost to them. So, this is where we put all of your safety and security issues if there are any. Um, and then down here at the bottom, you do get a final conditions budget. You get that replacement cost and that FCI again. Uh, and then we take those costs and we escalate them over three years because we we want you to be able to plan for

081those big projects. Next. Um, each one of these pages can be printed out and exported into Excel spreadsheets as well. Um, while we're out, we also do an HVAC inventory uh for you. Most school districts in the state just simply have not had the manpower or the time to complete this. So, while we're out there and collecting data, we thought we might as well do this for you, too. So, we include everything like where it's located, which building it's on, who the manufacturer number uh is, the model number, serial number, the type of unit, its tonnage, and the year of manufacturer, as well as its individual replacement cost. And then we color code these two so you can tell really quickly which one which units you need to proactively start replacing. And we do the

082same thing with the roof assessments. Um, we are not roofing engineers, so we can't design your new roof for you, but we are um experienced with with roofing and facil uh facilities. And uh we'll give you a replacement cost and an overall conditions grade. If your roof has two different types of roofing on it, as many do, um we'll give you two reports. Um this one is for the single ply roof on this building. And you can tell where we've gone through and we we are looking for soft spots, ponding, uh bubbling, uh cracking in the sealants, and damaged fascia as well as uh roof intrusions. We also go above grid and take a look at the roof decking to make sure there's no evidence of previous leaks. And then we provide you with photographs

083of your roof, too, because it's hard to be able to tell somebody you have a bad roof when they can't see it. So, we wanted to make sure that the evidence was there. So, that's our our program, our platform. Um, do you have any questions on this part? Okay, I'm going to stop sharing for a minute. Um, and just tell you our program is done on a three-year basis. Um, we did that because we want you you to be able to see the progress that you're making year after year after year and we want it to be a living breathing document. So, um, every time you you make a change, um, we're going to check in with you on a quarterly basis and just say, "Hey, has anything changed out there? Did you replace an

084air conditioning unit? Did you have a storm event that caused roof damage?" And we're going to make those changes for you. And then we're going to come back out every year and do a reassessment and just see that check on the things that we looked at previously to make sure that there's not been any significant change in its condition. Um, at the after we've completed each one of the assessments, we do come out to the district and give a full report to the board and make sure that everybody understands how to use the program themselves and that you have all of the loon data that you need to be able to utilize it fully. Um the the cost of the program is uh a total of 72,000 but we split the the whole program out

085over the three years. So you would pay $24,000 per year for three years and that comes out to about 11 cents per square foot. Any questions? President Franco, >> thank you, Miss Ograde, for your for your presentation. This is Michael Ludie. One of the questions I I do have since we are currently in the beginning phases of of some upgrades and remodeling. Um, with all that that's going to be done, you will collaborate with the companies we're working with to get the dollar figures they've shared with us and the work that's going to be be done. Should we approve with you all? >> No, we don't. We use we use the information straight out of the RS means con construction manuals. RS means is um is a pricing manual for contractors, architects, and engineers. It's

086the platform that most of them use uh to develop their pricing platforms. and we upload these manuals and therefore they're issued for every zip code in the United States. We upload those into our program and so when we enter your zip code, it automatically pulls pricing over um for each one of those items. >> Okay. So if I >> So it's a good budgeting number, but it's not a hard number. >> Okay. Okay. So again, if I understand correctly, so you're you're giving us numbers that are already in place, but we we're currently working with companies who have provided numbers to us. Those numbers will not be part of of this u system or >> No, sir. Okay. >> Thank you. Now Karen, uh, the company we're working with is E3 and I believe they

087are facilit Yeah, they >> Yes, E E3 um actually does the HVAC portion of our assessment for us. So their numbers actually when it comes to the HVAC, yes, their numbers would be used in this. >> Okay, that that's what that was my question. Thank you. >> Yeah. um under the other the list of the 150 different criterias that's all pulled from that that giant um contractor manual and and this might be a question that we can address later as a board as part of that 72000 I know we used some previous or prior bond money to pay for some of these improvements could we utilize prior bond bond money to pay for this type of program. Could we get a an answer to that? >> Um, I I'm not certain on that. >> Well,

088we'll certainly look into that on our end. >> Mhm. >> And my last question, I know you had mentioned it it can be viewed by board members, administration, and facility folks. Is this something that we put on our our school website for the public to see? >> Yes, actually. Um, what you can Let me go back to this. Um, what we've got is this this page. Whoa, now it's way too big. Uh, let me shrink that back down there again. This page, the facilities dashboard. we will provide you with a URL that you can use to um use on your district's website to show this page uh on your on if you're going to go for a bond or you want to provide that level of transparency to the community. And that's one of the

089reasons why here under safety and security um we just put all that information on the other other page. So, it is this page with these photographs and and this data that would be used on your district's page. >> And my last question, I'm sorry. Thank you for taking the time. Um, again, should we should we approve this? Um, of course, with our new schools to be built in the near future, all of those schools would be added to this dashboard. We'll just add them in when when they come online or they you receive the certificate of occupancy. We can come out do a real quick assessment on those and we'll just add them in. And I mean it'll be a little bit of a um fee increase for that year based on the number of

090square footage if it's a new brand new school. Okay. >> Thank you. >> Anything else? All right. Well, thank you for uh letting me come in tonight. I appreciate it and I hope to be working with you soon. >> Thank you, Karen. >> Thank you. >> Byebye. Okay, before we um go on to the um bilingual, we're going to go ahead and jump to the action items just due to the just to you know since our visitors are traveling. So, we're going to go to um action item A, which is to consider approval of the resolution number 2025-9 authorizing the issuance, sale, and delivery of the Ciso Springs Consolidated Independent School District maintenance tax notes series 2025 and approving other matters incident and related there too. Mr. Tiherina [Music] I also don't know how to

091work with microphones. But anyway, uh my name is Juan Aguilera and I am the uh the district's bond attorney. And as a matter of fact, we we are the ones that prepared that resolution that you will be considering tonight. Uh before I I I get started, I want to go ahead and yield, if I may, uh Madame President, uh to Mr. Dearina, who is your financial advisor and u he has some good news and some information that he wants to present from the uh from bids that that were received yesterday for uh for the for this project and after he's done then I will come back and we'll talk about the resolution itself. Thank you Juan Miss Franco members of the board and staff. Miss Pearson again for the record Robert Dehyina with theina Financial

092Consulting. We are the school district's financial advisor and I did pass out a handout for everyone. Okay, perfect. Uh, a handout for everyone, a hard copy. If you turn to page two, we have the maintenance tax notes series 2025 projects consisting of roofing, HVAC, uh, LED lighting for a total about 4 million. And then we have the project fund again deposit 4 million9 with an estimated cost of issuance about 90,000. Combining both we have a financing of $5 million on page two. Now as Juan stated a few minutes ago on page three we have the summary of bids. We did receive four bids yesterday from four banks. Uh the bids went out a few weeks ago to about 25 banks or more instate and out of state. And yesterday at about 10:00 uh from 9

093to 10, we received four bids. The interest rates range from 4.53% to 4.38%. And on page three, we listed the banks. Now the lowest interest rate of 4.38 was from AMA. There is an asterk there on page three. The first 10 years with that financing is fixed at 4.38%. Years 11 through 15, the interest rate was going to reset. So in 10 years going into year 11, there was an index and as high as the rate could get, it could reach up to 9%. So from years 11 to 15, assuming the worst case scenario, not knowing where interest rates are going to be, much less next week, 11 years, 10 years from now, the 4.38 again was only fixed the first 10 years and reset years 11 through 15. So our recommendation in talking with

094Miss Pearson, Miss Diaz was going with Capital One Bank. The interest rate is locked in and fixed from year 1 through 15 at 4.39%. And again, callable on August the 15, 2033. And again, we received from four different banks, the bid that we're recommending is 4.39% fixed in from year 1 through year 15. Now, on page four, we have a breakdown of the estimated principal and interest. And again on the middle of the page we have maintenance tax note series 2025 principal interest and a total payment roughly principal and interest about 500,000 from 2027 to 2040. So this current fiscal year 2026 there will not be a payment made towards this financing. That was part of the discussions in the agreement. The budget has already been set. Tax rates have already been set. So what

095we did is request through the banks that the first payment on the debt occur in fiscal year 27 which is February. So the first interest payment will be in February of 2027 followed by principal and interest of August 2027 and again the maturity is and that is on page four. Now on page five we have the timetable events. We all started the process with the plan of finance that Juan and I presented to the board. The board took action on September the 16th and we're here this evening on October the 21st to consider the financing as final September the 16th. You just allowed us to work with your staff, Miss Pearson and Miss the to come back this evening with locked in fixed interest rates and bids for the board to decide the financing as

096final. And if this item is approved, the district will receive the bonds roughly 4.9 million on Thursday, November the 13th. And on page six, we have the working group, the issuer at Isisa Springs, CISD, financial advisor, bond council, is Kaman Panic. The placement agent is FHN. the purchaser, the bank loaning the funds to the school district as capital one public funding and the paying agent who will be sending the invoices to the district and sending the funds to the investor the bank is BFF. Any questions from the board, Miss Pearson or staff? I'll turn it over to Mr. Aguilera. Thank you. So we have uh taken all the information that Mr. Teherina has presented to you in the resolution that you all are considering. So we have a par amount of 5 million uh the

097uh maturity of uh 15 years. We also have the u collable uh on uh 20 uh 2033. And that's on any date after 2033 August is August 15. August 15, 2033. The bonds the the notes can be paid off and ret redeem at any time with a 30-day notice. All of that information has been incorporated into the resolution. And if it's the uh in if it's the uh the board's uh uh prerogative to to go ahead and consider this and if if it's your pleasure then uh a motion to adopt the uh resolution as presented will then we'll then uh uh seal the the the transaction and you'll be approving the the financing. Any questions on the legal side? question President um I'm just cur curious about um the the interest on the first year

098which is 385,3 34. Is this based on the 3 4 39? >> Yes. Yes. >> Yeah. for for the for the for the year because uh the principal is paid uh just one time August but the interest uh is paid uh like twice uh February and Yeah, because I'm trying to get the 4 uh 39% with the the 5 million principle and I think it doesn't add up. Yes. >> Yeah. Uh, Miss Diaz, is is the uh is the computation correct? The 385,000 I mean I I didn't calculate it and we just received it today. So I I would trust that the numbers that they're presenting. >> Yeah. >> And sir, if I can on any traditional loan, say we do a mortgage loan, any of us go out and do a mortgage loan, they're

099going to make your monthly payments level the same every month for 15 years or 30 years. So, when an individual first buys a home or refinance it, the first several years, if it's a 15-year loan, the first eight years or so, the majority of those payments are going to be interest first. And then, so the higher of that payment, even though it's 500,000 a year, you're paying majority interest the first few years. And as you go down towards the latter part of a 15-year mortgage, whether it's year 10 through 15, the same monthly payment you're making is now going and applying more to principal. And it's the same concept on a 30-year loan. The majority of the beginning of that loan, you're paying more interest than you are principal. >> Yeah. as I run the

100numbers like 4.39% of 5 millions just 200 21 29,500. >> Yes sir. And that's running it on an average. When we run it, we make it more detailed and we structure the the principal payments, the level payment and I can confirm that those are accurate and we did get a sign off from Capital One that they agreed with our numbers at their 4.39%. But again to stress that on the beginning of any loan whether it's a mortgage loan, a car loan or a school district loan, the first several years the bulk of that payment is being applied towards interest and then the latter part is principal and then it starts going reverse. As you can tell in year 2036 and where the all of a sudden now we start paying more principle and less of

101that is interest. So it starts going the opposite effect. More interest the first few years, less principal and then it starts changing and reversing but your annual payment stays the same at 500,000. >> Yes. Sir, also if you'll notice in year one for 2026, there is no payment. So because of the length of time for the first payment, which goes all the way through maybe February of 2027, the number of days that we uh borrowed the money, it it's longer. So that's why that first one is 385. >> I think that that's the reason. >> Yeah. You go 14 months. It's what we call >> almost two years interest or one and a half year. >> Yes sir. You go. It's 14 months of what we call a long first interest payment. And that was

102part of the discussion with staff that we had brought up last time because the budget had already been set. Tax rate were already approved that we go along first interest payment. So no payment would occur in 26 until 27. >> Thank you. Any other questions? [Music] I second. >> Motion made by Wilbur Gruz, seconded by Jeff Ortiz to approve the resolution of number 2025-9 authorizing the issuance, sale, and delivery of the KZA Springs Consolidated Independence School District Maintenance Tax Notes Series 2025 and approving the other matters and incident related there too. All in favor? >> I >> opposed. None. Motion carries. >> Thank you. >> Yes. >> Thank you. >> And we will we will take a short recess right now for a few minutes. The time is uh 7:47. We'll recess for a few

103minutes. time is 7:58. We will continue on to the next action item. Are we going to see or >> Okay, we're going to go to B to consider approval of the 2025 2026 district and capus improvement plans. looked at their needs assessment. We all had the same um so what we had to do when y'all created your uh goals for CCMR and all the other goals that you created. I had to call in region 20 because it was different a little bit different from what we had done previously. So, Alexexas came in and we sat down and we reviewed everything that you you had approved and then we created our own and then we shared them with the the campuses. The campuses then what they were going to do differently was because they're like, I

104have this and I have that, they used some of their own goals that were part of yours as performance objectives. So that was a little bit different, but we all worked it out where they were able to use what you approved in our DIP and CIP. So if you have any if there's any questions about, you know, where is this, where is that, it's because we we looked at it a little bit differently. We took out the finance section and we just centered on instructional goals. So that's what you're we kept the third goal on uh seal but the first one and the second one changed a little bit just to follow your uh what you approved as a board for our outcomes and goals. Any questions on any of the I know our principles

105are out um but they followed the same process we did. So, just an FYI, we did not get um chosen to get validated this year from TEA. So, we're already going on like to jinx myself on like 10 years that we haven't done it since 201617. So, this year we're really going to work even harder to get everything in order. It's like, oh, everyone's going to we're going to be able because we have when you have new principles, especially like thank god we're going into the second year with some of them. when they come in in June, the previous principal doesn't us sometimes does not finish the needs assess assessment process. So principles are scrambling and then I'm on them between like July and September. Get it done, get it done. And so this year

106it's it we're feel a little bit fresher and we're breathing a little bit more because they understand and and this year we're setting up a timeline, right, Mrs. Pearson? We're setting up a timeline that we're going to start the process in February. and I already have it ready and I'm going to present it in November. So, they already know the expectations. They've been given certain weeks that certain items are due and so we're going to go go and plan with finance to get it done together as we process the budget and our needs assessment. >> Any questions? Questions? >> Comment? >> Not so much question but comment as I shared earlier. U President Franco, Mrs. Pearson, I would like to when my to my colleagues you get a chance review the executive summary pages that

107are in here. This would also be good talking points when we meet with parents. It's a lot of good information on on the uh what each campus is projecting and their goals and what what what they their plans are. And I would like I request now we can bring this back not January April May May June and let's see where if they hit these targets you know how they feel after after a year >> and by then they if we go April by then they should have already finished their needs assessment process because I think we have the plan according to my timeline it's like by March they should be completed so they should kind of know where they should know where they will be at. >> So for the record, I would like to

108say we bring this back in April, May, June for review with our principles. We want to hear from the principles and how they felt if they if they were on if they met these targets, these goals. It it's it's good information and again it would be great to as our uh as some background that we share with our parents from the board and this Miss Pearson shared this with us the how to set it up this way. Of course, the principles came out with their own uh Yeah. but it was um it was so much easier to do at least on my part and I don't know about Mr. Talamantes. Um then the principles it was easier because it was focused on certain things and we weren't nervous and having to talk or write think

109about all that's in the CIP. It was certain things that we focused on. So I think Miss Thank you, Miss Pearson, for um sharing this with us. So Miss Udie does an outstanding job. I want to give her credit where credit is due. She does a great job um keeping us not only in compliance but just really moving forward with with all the progress we're making at the campuses. Her and Mr. Talamontes are making a very strong team and I want to publicly recognize both of them. Mr. Talamontes and Mrs. Rudie, thank you so much for your leadership. >> Thank you. There's no more questions. Do we have a motion? I make a motion to approve the 2025 2026 district and campus improvement plans. Motion made by Aldoria, >> seconded by Jeff Ortiz to approve

110the 2025 2026 district and campus improvement plans. All in favor? >> Opposed? None. Motion carries. Thank you. >> Okay. Go to C. Consider approval of guaranteed maximum price GMP1 demolition package for 2023 bond projects CSI and CSSE campuses presented by TWWS Advisory Group and Butler Cohen CMR CM sorry [Music] >> good evening >> mic works. Thank you, Superintendent Pearson, President Franco, and the rest of the board. We're here to talk about a big milestone before we get started on that. Um, just a couple of things that are coming up uh that I'd like to cover uh as we get ready to start uh demolition and and those types of things. There is a contractor uh subcontractor opportunity uh coming up on November 7th, I believe, is the uh is the bid date uh invitation to

111bid on ITB uh for GMP 1A site package. So, that's coming up. We've got the trunk or treat uh coming up on October 29th. The reason that's important, similar to what we did last year, uh Miss Pearson is is being given some boards that got QR codes on them. Uh basically, there's a full render video of what the design looks like now. Um so, that's kind of a longer YouTube video. And then there's shorter breakdowns like one for the cafeterium, one for the gymnasium, the resource center, the classrooms and playgrounds. It just gives uh the f the the the public a little bit more information uh and visual aids of what the two campuses are going to look like. And so I just wanted to get that out there to let you guys know that

112that's those are kind of the next things that are happening uh in this space. Um, so first and foremost, uh, we've been, uh, pushing the team really hard. >> Hello. I know that, uh, I know that last time we talked, uh, there was a lot of design happening. Right now, we're about 70% uh, of the way through construction documents. um for the board's awareness. You once you get to 100% construction documents, then at permitting and and uh then you're getting into construction administration, which is where you're starting to see lots of things happen uh physically really fast. So, that is good. I'm h uh been really happy with and and how they've been pushing their get documents over the over the line. So, it's great. Um and Butler Cohen bringing them in early in the

113process has allowed us to get to this point where we can uh have a GMP1 done this early so that we can start to get some uh mobilization and work on uh demolition. So I'm going to just have a couple of slides here. Like I said, we're going to talk about uh uh you know, a little bit about GMP1. uh that's going to be handled by Butler Cohen and then uh I will give our recommendation as TWWs and then we will go from there. So, first and foremost, as it comes to GMP1, you can go to the next slide. As it comes to GMP1, uh thank you for all the collaboration that's happened. This was across the entire board, um superintendent, principles, admins, staff. Um this has really helped us, you know, get to where

114we are. The project has advanced efficiently and strategically. I talk a lot about healthy friction. I think the friction is is continue to be healthy. I think we're asking the right questions. I think the staff is as ask asking the right questions and and uh and the team is is responding appropriately. So that's good. Uh you know why begin with demobilization? Well, part of that is we we want to show some progress that's actually happening on site. That's number one. Demo always comes first, right? and site prep is is vitally important to this particular project just because of all the concern about uh you know what's under the ground and and these types of things and how are we going to get drainage and how big of a plan that we have to execute. So,

115so kind of starting with a a guaranteed maximum price for this this demolition package was was kind of key in our minds to keep uh things rolling forward um efficiently and safely as we finish up the rest of the documents. Uh it helps us stay on schedule and uh so that's that's why we're really pushing for this. The next few slides um are going to be going to be covered the the development process of of how Butler Cohen came up with this GMP1 um and kind of you know we've seen it. It's in you should have some handouts about it, but I'll let Josh speak to that a little bit. Uh and we'll go from there. >> Sure. First, thank you guy for uh letting us be here tonight. Uh I I look back, it's

116been just over a year that uh I've I've been around you guys. So appreciate you guys bringing us into your community. Uh the the GMP1 demo package. Um you know, at the beginning of this project, uh in the inception time, we went through a lot of uh clarifications of what site we should pick. uh you know the pros, the cons, and we chose this site here at the baseball fields. Uh the the big thing here is getting ahead and and why we chose to break out the GMPS and and do this is the the the most uncertain time of a budget in the construction process is de demolition. We want to try to address that as soon as possible. you know, sort of rip the band-aid and get to the meat and potatoes that you

117guys have been looking at, which are the actual construction, the touch, taste, and feel. Um, I think, you know, between erro, TWWs, and really the civil group, uh, MTR, they've done a great job of identifying items, uh, you know, identifying the parameters of the construction. So, what does that mean? What what is in this package? So, uh, a big part of it is the JOTC building, the the temporary buildings and the bus barn and the baseball fields themselves. Uh, a lot of that cost goes into making making the building safe for us to deconstruct and hauling off all that uh, waste to be recycled. Uh if you look in the packages there there is a plan that we've put in to keep not only you guys, the community and the students safe. Isolating these areas

118uh staging, you know, staggering some of this work. I know right outside this window there's some parking lot there. There's a bit of demolition here that will delay until the summertime or the Christmas break. Uh that that's a lot that goes into there. Um we we broke down our cost model to reflect what's happening in these GMPS. If you go into the package, uh you'll have uh Justin who is here tonight. He's going to be the senior project manager out here with you guys in the dayto-day. Uh our project superintendent uh who's not here tonight. He will be here every day uh to interact with the folks. I know tonight he was speaking to uh some of the folks about access and and cabling and and electrical and all those components will start here now

119so that if there is impact it's during the holiday season and really prepping for that is our main objective is minimize impact to the other campuses and to your admin building. Were there any questions uh so far about what what would be entailed in the demolition package? >> The president have a question. >> Sure. This uh new estimate. >> Yes. >> I guess is uh um more >> more than the the last uh estimate. >> Yeah. >> We made. So we know the the reason why it increased by probably,000 plus. >> The last package you guys had was just over 800,000 uh 811,000. This one's about 9 985. So what went into that? What has come about here in the past uh week are uh requirements by A the electrical contractor here in town uh

120for clearing land and and making way for them to bring in the power lines. Now what we did because that is not defined yet is we carried a number in there which is an allowance which is a dollar figure that that increase isn't our cost. It isn't, you know, more personnel, anything like that. It is a bucket of money that we're holding within the contract, we would hold within the contract that when the power company tells us, hey, we need this, we need that, we would be able to deploy that. But if that is un which, you know, I we we did have a coordination meeting with them today that that may retract any dollar we don't use from that increase would go back to the district. Do do you already have the the the

121bids? Are they >> Yes, sir. Yes, sir. So, we do have we we did receive three bids for demolition from different contractors who came out and saw the properties. >> What what is the >> Sure. >> So, we can we can we can bring it up here if you want to go to that slide and I'll go to my detail. I think a lot of that gets covered. >> Yes, >> we we can go to the next. >> So here on this first page, this is more of a overall uh the the direct demolition cost came in at 689,000. Uh that number came from a company Robiff one. They they were the most competitive, the ones that asked the most questions. Uh they've done a lot of ISD work not only for us but for

122other contractors around the state. So they are they are from San Antonio, you know, generally in the re and they do get around. Uh the $10,000 is for SWIP, which is storm water protection. that is uh to prevent any runoff and meet the EPA uh requirements here in the state. Uh the next section, general conditions, that is our direct cost, Butler Cohen's cost. Uh management supervision for two months of of construction is about $88,000. Uh that is, let me go back one page before we're moving around. Uh that is for you know the the staff directly on the project. The two that would be out here is Justin and our superintendent and support staff. Uh the other cost is is really general construction cost to keep the project running from documentation to photos to uh

123construction fencing and and getting all the intricacies of the project. Now those those are heavy now because that is the infrastructure we'll put in for the larger project. Uh and that that cost will run uh through the 18 months of the next phase of the project. Uh down here at the bottom uh we have two areas. contractor's contingency. That is uh just a a bucket of money in the contract for any oopsies uh oh that that may come up in the project. Now those funds to to make clear to you guys would have to be approved by the district and TWWs to be deployed. If any of those are not used, 80% of that goes back to uh the district. Uh SDI insurance, this is uh just our our policy that we hold on all

124of our projects in the event uh the contractor Robv, you know, something, you know, could catastrophic happens, they, you know, run away, they go out of business. we're able to deploy this uh policy to replace them and get your your work done. Uh down at the bottom is our insurance builder risk uh overhead and profit. We can go to the next page if if you want to go up just a bit. And then here on the last page is just uh our bond that we're required to carry on the project. So on the following page are uh more of our breakdown. So uh the direct cost from Rob to for all the demolition 542,000 uh as we said that carries some of the a requirements to make safe the transformers that are here behind the

125JOTC building. uh the 97,000 that that is carried as an allowance that is for all the easement that uh they've indicated we need to prepare for them that that is not you know set in stone which is why we carry it this way and as I said that that that dollar figure would have to be approved by the district to be deployed. Uh the other one was one we made clarifications with Miss Pearson last week which was the relo relocation demolition of the portables. Uh so the portables behind the building one of them will move over to the other side and the other three uh will go away and as I said the the flip cost underneath if we and that is it for this page. Any questions so far? >> Yes, I have a

126question. Sure. >> So, uh can you explain like what exactly in the demolition is it's that like the entire area of >> Yes. >> So, so if uh you guys go back to the there's a page in the back of the package um that have the a red line around the entire baseball field. >> Yes. the photo, the aerial photo, everything inside the red would be demoed. So, the bus barn, the baseball fields, the the even the roadway in the green, uh we did indicate and and that's not on the presentation here on the screen, but uh the areas in green, which are and I think you have a version of it on here maybe. Uh I don't think it's on there, but um those areas in green like the roadway that'll be demolished uh

127you know in the summertime right before we open the the school, but uh the meat and potatoes of this cost is to to get all the power down and the lights down. I know uh there's been some discussions with the coach to salvage some of that and and we will be able to help with that. Also >> also the what's the timeline you're looking at for all complete demolition? >> So two months >> and in in your in your u quotes here for the demolition part is any of this utilizing any any uh local subcontractors? Yeah, >> that's not determined yet or >> so. So the the prime contractor is from the region like I said, San Antonio, but all of the trucking and the dumpsters and all that good stuff will be local. That

128hasn't been selected, but >> uh you know, all that will be sourced here locally. >> Thank you. >> Sure. Yeah. And we've we've received plenty of folk phone calls and emails from local folks uh that that have trucking and equipment and all that good stuff which were passed along to everyone we're working with, which it it just it speaks to you guys' community. I mean, it's been great to hear from everyone what they can do for for the not only us but the district. So, that's been >> So, how much is the lowest bid for the delegation part? >> So, this was the most competitive bid the the lowest bid uh rogueless one the I don't have the exact numbers and we can share them. The other ones were within range but but not as

129competitive. So, here on the screen, if you guys can see, and the one I I included in the package encompassed the entire area, but but everything here, the roadways, the bus barn, all this good stuff. Uh, and these two fields would all come out as part of this package. Uh and then a lot of that the heavier cost that we have in there and the general conditions go to protecting the students in the community from you know being exposed to the construction. Any questions so far? >> Sure. >> Yes sir. Yes sir. is over the demination part. >> Yeah. >> So, as far as uh like three demination allowance, >> they'll subcontract somebody. >> No. So, that'll be them. We we just won't release that unless we actually need it. We We don't want to

130deploy those dollars if they're not needed. >> And then the demonation for the porter for the housing to move them and demolish them, whatever. They >> They're also going to do it. >> Yeah, they will be doing that themselves. and the howling, waste management, the tracking, are they doing it too? >> Yes, they they will be doing they will be contracting local folks to haul that off from here. But but it would be encompassed in their contract, >> but the bids uh all those uh work are included in their bids. So, so typically, so what is included in their bid is the labor, the equipment, and the supervision to take it to make everything safe, take everything down, forward it out, and you dispose of it properly. So how they put that together typically uh

131is contact local folks, local waste management facilities to get pricing and that's what determines where your cost is or what what what cost proposals. Now the the the best thing about Robiff is they are local in the region and they do know this work very very well is they do have a lot of contacts down here. So that that helped their their number be competitive. >> Uh no because uh this is the maximum price right? >> Yes. What I'm thinking is if the lowest bid is like lower than what is what what is the estimate here the cost might go down but will not go up right. >> Yes. So, so yes, the guaranteed max price. >> Yeah. >> Unless we encounter something that we we didn't account for that the engineering team didn't account

132for, that should be the price. Now, that is why we carry the $97,000 allowance because we don't feel we'll have to use all of that, which we think that that that number will come down and go back to the district. Three questions. President Bronco, thank you guys for for this info. First question. So if we approve this evening, you're saying two months. When's the earliest we get started? >> So right now we are targeting starting November 10th. >> November. Okay. For demolition to begin. >> Yes. Yes. >> That's question one. Question two, you did mention if there's anything that could be recycled, does the district get some of that funding back? I mean, whatever there is. You mentioned something about recycling. >> Yeah. So, yes and no. If if there's scope, if if there are

133items we don't need to demolish that folks will haul off. >> Yeah. Like I'm thinking like a light pole that, you know, we got some baseball light poles there and I know coach is interested, but that's that we could sell or recycle >> then then all that is is something you guys make that decision. Okay. >> Yes. >> And part three may for Rose for Mario and you guys you've been playing a big part of this. Say we get demolition started. Where does the bus barn fall into this moving out getting set up in the other building? How how are we going to be ready to go there? >> Uh Mr. Reese has a plan. They've been working and as I shared with you all the uh the office staff has temporarily moved in or

134is currently moving into the old okay superintendent office and then we are in the process of moving everything else to our new Mnt and the buses as well and they will work around once we start renovations there they'll work around that but all of that still has to come to the board as well as far as >> yeah that that's where my thoughts were going is is are we going to be ready in that new the renovated building >> not not any not anytime soon That's why we had to create a a plan to go ahead and get them moved out that we're we're calling the temporary plan, right, Mr. Reese until because it's going to be it's going to be a year out before we get the Mnt completely renovated. >> Okay. Okay. >>

135And and that's something we've been working with, Mr. Yeah, that's kind of why Yeah. We kind of want to pose that to all of us here for sure. >> But it's uh it's a doable it's workable with our maintenance folks in our bus barn. Okay. >> All right. Question four, >> just three. Four will probably come after think about a little. >> Okay. >> Good stuff. Good info. >> Okay. Um the the other stuff, you know, we we spoke a lot during our initial presentation about transparency and it the other sheets that are in the package and maybe we can go back a little bit or just transparency of what our cost are. Um and and you guys should be able to see that in the presentation um here in this document which are you

136know what what does it take to actually run a construction project. Um so whether it come to all the miscellaneous costs that come about cell phone software all that good stuff that you know you guys get benefit of with you know all of our reporting and transparency. Um, it should be a couple pages down. Um, you know, to our actual, you know, labor cost and all that good stuff because we will have folks coming in to start surveying and things like that to ensure we're not impeding into uh the neighbors properties and and documenting all that good stuff. Um, that that I guess my last page, if you want to go down a few pages. There we go. Right. No, three up. Yeah. So, this is just a list of the drawings we had available

137to us. Um, there you go. Uh, so the the civil team, they they created demolition package that would encompass this scope. Um, and and it's just in there u and and most of you guys have seen it. uh that encompass what all we're taking down, but the aerial drawing really encompasses what what that is. And yeah, any questions? I told you I had question four. Here we go. >> There you go. >> And I saw it because I I read it and you answered it. So, I know the it's it's my HR hat coming on. So the background folks, the drug testing, >> who's responsible for those, >> you know, because and I remember back in my HR days, it it was a concern when folks came in and did this and that and >>

138they were not near kids, you know, far from kids and all that good stuff. >> Is that very well managed? >> Yeah. So, so we have a team at a corporate office, our hygienist, our our director that handle that and distribute that. So, however we need to disseminate the information to the district, we can do that. Uh, but but >> so we work in ISDS all over the state. >> Of course. Of course. >> Um, also in you know, Port of Houston, things like that, very very high level places. So we have a just stringent stringent um policy there for for not only us but the contractor rogue left what you know interaction with you know the staff or the community that that okay >> that's why we want to isolate it as much if

139we can. >> All right thanks >> okay >> I have a question. >> Yes sir. >> Can you talk about disposal again? Is there any additional fees or what are you going to do with everything? What if if you can salvage stuff? >> No sir. So that that number the 542,000 is all encompassing of of the disposing of everything. The only thing it does not include and uh it it is a clarification in our document which is uh any asbestous material, lead things like that which uh that was tested here recently. We should have the results here in the next. Uh there was nothing of big concern. I think there's one small piece of of metal or something that they saw some product on that they'll test. Uh but overall we we didn't see anything

140uh that popped out of us the testing lab saw. So that that number would encompass all of that cost. >> And you're planning to dispose here locally? >> Yes, sir. Yes, sir. I got a question or two, I guess. Um, can you go over the general conditions on uh item 90, I guess, >> the field uh field engineer, >> general superintendent, project administrator, stuff like that? >> Yeah. So, if we can go up uh maybe three or four pages Uh, keep going. Right there. Maybe 11. Oh, we'll go to 10. We can go to 10. There we go. That one. Okay. So, so the the eight weeks covers the the two months. Now, the folks hitting the project for 40 hours is the actual superintendent that will be here full-time. Uh we'll start from the

141top. So field engineer that is our surveyor that typically comes out to mark out anything. So in the drawings that we'll receive, he'll come and mark and verify, hey, these are the things that need to be demolished. These are the property lines. So we use him to come out and verify all that good stuff. So he typically makes trip a week to every project we have. Uh so you guys will see him around. our general superintendent. So they this this is an individual Cole Caress who's on our team. He comes out to the projects to verify how the project is doing. You know, are there any concerns for the project? And you guys should have an interaction and he's the individual that is um you know, helping the superintendent uh you know, learn our processes

142and all that good stuff. So that that is not a lot of work from him which is why he's on seven hours. Our project administrator that is our back office doing all the paperwork, invoices, contracts, any any of that, you know, passing along the background checks, all that good stuff. Um project manager. So working with uh Justin is would be a project manager who would you know part-time for this portion of the project. Once we get to the actual project, he'll be full-time but setting everything up to assist with contracts and dealing with uh providers and local vendors to to get everything set up. uh our quality control and safety department. Those are rotating folks that come in and check in on the project whether we have to shut power down or we have to

143uh address any any anything we we're uncertain about you know like okay or how are we disconnecting you know the power the AC or or what have you. Um, and then the po bottom two I've which is Justin and the superintendent that that'll be on site. >> So the project manager will be TWWS and then senior project manager will be Robin. >> No for no for both of those are Butler Cohen employees. >> Okay. I guess my question was why we needed two project managers in one job scope you know because >> you know it's I don't know just or superintendent two superintendent right you know because on my line of work you know a lot of company try to do that you know they send me a supervisor and then they'll send me a

144field supervisor well I don't need two supervisors I just need one supervisor >> yeah so you should only have and that's what we have in here which is you should only have one full-time supervisor are on site. It gets tricky with the quantity which is it's the full weeks but it it isn't a full none of those are full-time positions except the superintendent. >> All this breakdown all these breakdowns that we're looking at adds up to the 968, right? >> Yes, sir. >> We're just break y'all breaking it down by steps >> and it's and that's the total be at 968. >> Not 985. Well, 985 or whatever. >> Yes, sir. >> Question. The fencing, what kind of fencing do you use or do you do you utilize something something that's there already? >> So,

145on the back side, we did uh consider using the existing fencing. >> Uh here along the front, we'll use construction chain link fence with screen on it uh just to keep dust down and all that good stuff. Uh part of that 97,000 is if if that easement has to come out and all the existing fencing comes out then we would deploy some funds there to you know make up that fencing. >> Is any other fencing we already have useful >> for security? >> Now it it is for the beginning stages but the the expand the the limits of construction will come up to your roadway. So we we'd have to take it out anyways. One more question. Um when's payment due? payment for before start of demolination or start and then at the end of

146demolination the full amount or or >> Yeah. So so we do >> this on here, right? >> Yeah. So we do monthly payment applications that are approved by TWWs andro. So we we only bill for what we did that month and then you know you guys' typical payment schedule correct would go through. >> Okay. That's my question. I was like, is this upfront upfront or are we going to break it down? >> Yeah. So, so that'll be for the for the entirety of the contract, right? I mean, the entirety of the contract every month on the 25th, we go over what's been done that month, what we're doing that month. You guys would only pay for what is being done, you know, when when construction starts, if we have material delivered, things like that. That

147that's what we'd bill for. Thank you. >> Yeah. No, no deposits needed. >> And walk away. Uh, no further question. I'll make a motion to approve. Second >> motion made by Jeff Ortiz, seconded by Michael Orgas to approve the guaranteed maximum price GMP1 demolition package for 2023 bond projects CSI and CSE campuses presented by TWWs advisor group and Butler Cohen CM. All in favor? >> I opposed. None. Motion carries. >> Thank you. Okay, we're going to go back now to item eight. We were on letter B, which is the annual emergent bilingual program evaluation presentation for the 2024 2025 school year. Mr. All right. Uh good evening everyone. Um so um annually um uh the Texas uh education code and the Texas administrative code uh is uh there's something in place that we have to

148present uh the annual evaluation or EB program to our uh community and board members. So that's why I'm here tonight. uh there's going to be several aspects that are that I will be covering tonight and that includes uh assessment which will include delpas and uh and uh star and then uh because assesses the language proficiency of our students and of course star is the student achievement also uh our any our our current program implementation and our staffing patterns and then also um our bingo funds that are being used uh to support our program and professional uh learning that we're doing to support our teachers so they can support our staff. Okay. So we have transitioned into uh from uh because uh our secondary is ESL program and our elementary was uh a uh bilingual uh

149early uh exit model but we've transitioned our elementary into an ESL uh um program also and that is um to the Texas education code allows us that flexibility based on resp uh based on our our student current student enrollment and our staffing patterns because we do struggle with bilingual uh having enough um teachers at the elementary campuses. And so that along with um with the low student enrollment numbers that we have currently allows allows us to to switch into an ACL program while still being compliant with the Texas education code. But having said that if because we are um we are working our identification process um we are um we are uh bringing in the registars to uh educate them uh and have awareness at different levels along with our parents. Uh I've been meeting

150with the campus principles to set up um a meeting and showcase uh our program and let them know what this program is about. And we are going to have a parent engagement um um uh event coming up. So we'll have some literature there. Also, we're going to reach out uh in conjunction with the federal programs with our Head Start and our daycarees because there are feeder schools to educate them also to identify potential EB uh candidates or students there. Okay. So in terms of program procedures um identification, placement review and reclassification, there are three criteria that uh that TA uh wants the local educations a local agencies to meet. One is the home language survey which is basically used to identify to to identify if the student is a potential uh bilingual student and then

151we'll go ahead and and proceed with testing. So our our um TA developed a home language survey which is the one we use during our online registration. Uh the other is the ELPAC uh the language proficiency assessment committee. Um it has to be created because they review the student identification placement and they also review student performance and reclassification once the student has met uh criteria. So we um our LPAC uh is composed of um uh the the bilingual teacher or ESL teacher um the admin campus administrator and the the a parent of a bilingual uh student in the district. And so our um our ELPAC has at least a minimum of three a year. uh at the beginning of the year to review uh uh uh student um assessments that because we got in the

152summer and also identification in the middle of the year. We review um for and uh students for if they need any language accommodations uh either in the classroom or how those are going and also to to see if they need anything to support for their state assessment that will be coming up in the spring. And then finally EOI we we meet with all the students to see how uh if any students how the students are progressing in the in the program and also if any are um have met uh the criteria for reclassification. Okay. So this is the district profile. What you have here on the on the right side of the screen is the state from 23 to 25 and then our district from 23 to 25. And so really the one I want

153to highlight is our English learners which also refer to it and bilingual. Um you'll notice the average uh state is about 24 25% and we're at uh about 5 and a half%. So we uh there um it's it's it's basically uh steady from one year to the next. So these are I've with um with region 20 which are the technical advisor um cast Emory Castro and um um so these are some of the some of the things we're going to do to increase awareness at in at the um initial identification to try to see if we can identify more students um and uh and be able to assess them to see if we can get this number up. They also also the other thing that we're doing is because our our student our principles uh

154uh do have clusters and MTSS meetings. So if a student is not performing well and they feel that it may be a language um deficiency, then they can report it to the ELPAC chair and so we may go and follow testing because nothing in the law says we can go back and and see if we can identify those students that we may have missed because the data is telling us that we may that we that we may be under um um identifying students. All right. And so our program right now consists of 79 students we have on the elementary campuses um we have a total of 24 with three denials and then secondary 42 with 10 denial. But uh you can see the asterisk because we the elementary campuses were um were early exit bilingual

155and now switching to an ESL uh program. Now before I uh uh review the data real quick, are there any questions before I move on? Okay. So what we have here is the uh state performance on star and so it's broken down by English language uh uh or English uh reading language arts u mathematics social studies and science. So uh what we have here is in in in yellow is our the district performance then red is is region 20 and then blue is the state. So we can see as we move from 23 to 20 uh five that we are um that our reading language arts performance of our EB students um is a part compared to uh the state and region 20 um uh EB students. Uh as you can see it kind it's

156it's kind of stay steady at uh in in and hovers around the 40 uh 40%. If we move to mathematics um we um we see a similar pattern. There's been there was a slight dip from 23 to 24 a year and then it's kind of stayed steady. I mean there was a 1 percentage increase but it's still below um the state and region um 20 um performance levels. Now what I should say about this is that these are a students students that have been reclassified and exited. those students, although this data is not shown here, and we've had about 48% of our students currently that are reclassified, um those students h are consistently uh at meets or better. So there so once they reclassify there they we really rarely have to because they still review

157them in the ELPAC just to monitor and they go up to four or five years but rarely have we had to uh reclassify a student and bring them back into the program consistently once they met that criteria they've been able consistently to to perform at a high level. Okay. So, here we have science and so we're currently uh just last past year we're at 32% and then state and region at 47 and 46%. And then in uh social studies uh we did show a dip uh from 41 to 35 and um the state and region averages were 50%. Now with this um at 35% I should say we had some challenges at the high school because uh um the the one of the teachers had uh they had to get a a sub because they

158were out. So it it did impact uh our our our uh our students uh overall not just the EB students because the EB students in secondary our service through our reading language arts uh program. Okay. So now uh we're going to see the Telpas uh performance. And so what you're seeing here is the composite score because uh Telpas assesses the English language proficiency standards. That's listening, speaking, reading, and writing. And so, um, what you have here is beginner in red. In orange, you have intermediate. Blue you have advanced, and green, you have advanced science. And so, we want the kids at blue and green. So, you can see from as from right to to left from 23 to 25, um, uh, this is K through 2. Uh, we did have a decrease in beginners, which

159is what we want to see. uh we did have a little bit bigger population of intermediate uh performers but you can see our advanced and advanced high did increase and that's what we want to see at the elementary campuses really uh by third grade that's when we start looking to see if we can start reclassifying students. Now here we have uh 3 to 12 and it's the same pattern and you can see here that uh we had a slight increase in students at the beginner and um and we had a a decrease from 2024 to 2025 and and students being at their intermediate per performance. But you'll see the advanced performers we did increase it by almost uh maybe like uh like eight percentage points. And uh the advanced uh high performers uh did decrease

160about uh 6%. But like I said, this is we want to see this become larger and this become or shrink. So okay, before we go on to the to the final part of the presentation, any questions on the on the state assessment or the um uh star or talpas? Okay. All right. So district profile. So uh what you have here is on the right side you have the exceptions or waiverss from 2025 I mean 2024 excuse me to currently uh we do have an intermediate a possible um exception waiver that we may have to put uh uh put forward to TA but I am meeting with our HR director to make that determination if we'll need to pursue that or not due to the fact that we're in an ESL program. Okay. Currently, uh these

161are the are teachers. We have five uh uh uh teachers that are that are um bilingual certified that that also qualify them to teach ESL. So we uh so we have we don't have any waiverss there. At intermediate, we have three. At junior high, we have three and then we have two at the high school. Okay. Bilingual uh classes uh have not really changed. um uh from from 24 to 25, but now we're all at ESL. Currently, we have five ESL classes. In elementary, um um we have eight classes that that students rotate through at intermediate, junior high, we have three, and high school, we have two, right? And so, uh we do get a uh district budget for emerging bingo that comes from the state. Um so uh 5 55% or what we consider

162what we call must spends meaning that we need to at least 55 55% more of those funds uh directed to the EB instructional program. And so this is how we have it uh broken down. We have stipens, supplies and materials, professional development and travel. And so I I'll share with you in a minute the professional learning that that we are uh providing or um or providing an opportunity for for uh our uh bilingual and ESL teachers to attend. And this week um our there we have a cohort of teachers heading to uh I believe it's Dallas and but they're going to be bringing this information back because we are going to have um a teacher symposium to share with our not just our bilingual and ESL teachers but also with our uh general ed teachers

163because they also um uh sees uh these EB students. So, one of the things is uh you know we do we did last year we as as if you notice we had three um exceptional w exception waiverss for teachers. We we did get one to get certified as ESL and they're now at um at uh junior high. So, but we still uh looking to see how we can get more stu more teachers uh certified in the in uh either ESL or bilingual certification because as as I mentioned earlier with the Texas Education Code, it does give us that flexibility. But, uh the law does state if we have one grade level with 20 or more identified EB students, we must have a um a bilingual program, not an ESL. So that's the reason why we

164want to make sure at the elementary campuses that all our teachers there up to sixth grade are bilingual certified and not ESL because uh if a student if a teacher is bilingual, they can they can uh participate and teach uh instruction in the bilingual program or the ESL program, but it's not vice versa. If a if a teacher is ESL certified, they're qualified for the uh to instruct in in the ESL model, not the bilingual model. So, that's an important distinction. All right. So, one of the things is uh um on on our curriculum documents uh the English language proficiency standards are embedded and I've been speaking with uh with our teachers and and I'm going to have another meeting with the ELPAC chairs to remind them because these uh what we call the ELPS

165are going to change. So, starting next year, uh because the Elps right now, um remember, as I mentioned, there's four domains. Um, right now they're generally enough that they that the ELPS cover all four core subjects, but starting next year they created ELPS specifically for math, specifically for reading, language arts, specifically for social studies, and specifically for science. So, what we don't know is how that's going to impact the language assessment talpas because that means that has to be uh updated. So, that we're still waiting for that information. So, so our our I've been I just spoke to another bilingual teacher this week when I was at the intermediate uh and we were discussing about the changes in the elves and also at the elementary. So, this is training that I'm going to bring in

166if I can uh during the second semester or at least they're going to participate in the summer in preparation for uh next year. And also this uh we have suggested accommodations that um that uh we do through the ELPAC, but also those um teachers that are using our HQIM Blue Bonnet um uh curriculum has embedded uh EB supports. And so that's one thing that I did emphasize during our last ILTS uh with our with our principles and some of our ELPAC chairs that were part of that that um and our teachers that we need to make sure that when they're going through that internalization, especially those students that need that second language support that they're providing that accommodations uh in the classroom based on the HQIM. Okay. Another thing is um you know they've we

167they moved away from sheltered instruction to contentbased language instruction. So we'll continue with this training. This is something that we had last year not just just with our bilingual and English uh or ESL uh teachers but with all teachers because uh what we see across the board is that is that um that all students uh can be supported through through language development uh and content based language instruction is not specific just for the B for the EB program. And then we also use Summit K12 connect to literacy. And so um this is a supplemental um uh online platform that uh prepares uh and assesses students in the ELPS to to prepare them for um for Telbas. And so we had good success uh when I was at the elementary and intermediate uh uh when I

168when I worked with Miss uh Gonzalez, we created a uh a plan uh for teachers and students and so because we had some challenges uh just this last year with Delpas with RB students. So we did meet and uh and you know we have our new curriculum specialist Miss Ortiz at the elementary. So we aligned um we aligned that uh that support and that um that program development so so we can strengthen uh the the program at the elementary and intermediate so we can see because we did see uh good progress with those students so we're going back to that because it did kind of wayne once I left that uh left that campus right so one of the things about this uh student enrichment is that the H because we also as you I

169know some of uh some of you are are very aware when they went through our walkthroughs you know besides product implementation uh with um with blue bonnet we also our teachers have uh have gone through Arby's training in reading language arts and math so Dr. Rubakawa had mentioned earlier when she was uh pro uh uh sharing the goals with you about the need for turn and talk. So Arby's has a lot of uh vocabulary instruction that would strengthen uh uh language development for students. Uh the use of visuals, concept mappings, um sentence stems. So uh so this is what we're emphasizing to the teachers um not just our bilingual and ESL teachers although that's important but also for everybody because um um you know our our EB students are general ed students first and they're

170in the tier one instruction but um um we want to make sure that that uh we can pivot and um and get more discourse and more writing with all the students because of the the the nature of the task because it's not only 70% is is multiple choice. The rest is either constructed responses because you have constructed responses in social studies in um in science and of course reading language arts but you also have multi- select questions and short answer. Also uh we are collaborating with uh federal programs with title three to offer uh enrichment uh in the summer and provide supplementary opportunities for our teachers and then professional learning as I mentioned before see uh contentbased language instruction also test prep um for uh any teachers that would like to challenge the bilingual certific

171endorsement or the ESO endorsement. We also through HR provide them uh free access to uh material that was developed by TA to prepare them uh for this test. And of course, as you're aware, we do provide siphons also for for teachers that are teaching in an ESL classroom. upcoming um upcoming um uh trainings at region 20 is tech tools um tabby which is Texas association papingo education this is the the the professional learning I was mentioning earlier that are that a cohort of our teachers are going this week and coming back to to share and then we have leveraging talpas and then ro language educators institute so that is all I have unless there's any other questions Thank you for your time, >> Mr. T. >> Yes. >> I got one question. >> The waiver

172they have to apply every year. Is that correct? >> That is correct. It's annual. >> And how long do you have to get it? >> Okay. We uh the deadline is no. Yeah. Then the deadline is November 1st and then there's a short window of because they because now it's the application changed a little bit and so that's what I mean with Miss Gonzalez because uh before uh you could you could have a a larger window to prepare and get uh teachers uh certified that were under the waiver. Now they're giving it between three and four months. So, so they have like like uh four different optional uh orders throughout the year like like I just use an example like November to February to get certified or February to July. And so that's that's that's

173what I'm meeting with Miss uh Gonzalez about. >> But years to get it. Are they do they have a window of two or three years to complete it or >> No. No. Usually it's uh the uh the the plan is just a year plan. So they have to complete it within the year and like I said last year we had three but one was able one was uh was able to get uh endorsed uh during the summer. >> So >> thank you sir. >> Yeah. >> And this may be an HR question. If if they do not succeed in receiving that or earning that what next? >> Reassignment. >> Yeah. throw that question out there. But I mean, if we have a teacher, we can't keep continue to keep them in that classroom. Correct me

174if I'm wrong. >> No, no, that's that's a good question. And um um you know, require some thought that is requires some thought. Yeah. >> Yeah. We >> Yeah. Yeah. it requires some thought and that's why that's one of the reasons like I said the flexibility of the Texas education code because as a bilingual and in a bilingual program you know if if I'll just use the exampam because usually the examples we use are elementary you know you have um you have the um the cohort maybe it's two teachers that are team teaching both would have to be certified but under the ESL program they allow that flexibility so only um the pull out program which is also referred to as an inclusion um uh borrowing from uh from SPED uh terminology and inclusion um

175uh setting is that the the ALR teacher who who is ESL certified could uh would be considered uh HQ and serve those uh bilingual students and and we would not need to do a waiver. >> And then and please remind me again, do we do we need to inform parents? Does a letter need to go home similar to what was needed with Yeah. Title One informing? >> Yes. Yes. >> Teachers who are non-certified. >> A letter does to go home. >> And then we also I forgot to mention I'm glad you brought that up uh Mr. U. Um is um you know um this transition we did uh when a pack because a packs have to meet with all the students. So we were sharing that information to parents through the ELPACS. But like I

176said, we are going to we did plan an information session and uh and we have one coming up in November where we'll also uh um uh raise awareness again and like I said we're going to reach out this is the first time that I'm aware of that we'll reach out to to like Head Start or daycarees which are going to be our feeder schools toident try to identify and make them aware of potential EB uh services. So, >> I need to ask this question. Remind me remind me of the makeup of a of a of a classroom. If we have low numbers of bilingual students, >> I'll just throw a number. Okay. Say there's five in the third grade. Is that bilingual teacher working with five students all day? Are they are we we're in

177We have other students in there. Yeah. Please. >> Yeah. No. No. Yes, sir. Uh we have other uh we have just g general ed students in there, but before we put them in there, we do um we do reach out to that parent to see if they allow the the student their child to be on there. So we do get it in writing. >> Okay. >> Yes. >> So the so the student teacher ratios are >> Yeah. So our Yeah. So >> where they need to be. >> Yes. Our student teacher ratio um at the elementary campuses range from 13 to 15 to1 to about 24 to1 and then secondary is about uh 22 to 1 to like 17 16 to1 >> and to earn the stipen HR question they must have this proper certification

178they will not receive the stipen even though students are assigned They're on their way. Okay. Thank you. >> Thank you, Mr. T. >> No, thank you. Thank you for your questions. I appreciate it. >> Okay, next is a superintendent briefing. >> Thank you. I'll make this fast. So, our Mean Purple Band has kicked off their competition season. They hosted their fifth annual uh preview of champions. Always a great thing to bring other bands into our community. And we had our kickoff with our student ambassadors. We have our next meeting tomorrow. We'll have Dixon uh Del Farms that's going to come and we're going to do some planting. Proud of our students, our student voice. Our six weeks attendance data was up 1.42% in the district. Very proud. Lots of increases with attendance. They're doing lots

179of recognitions at the campuses. We had our attendance run. Uh priceless smiles on our students. And then our meme purple band had started again their competition. They've been to Hondo. They've been to Judson. Um we also had our volleyball who had our dig pink games in awareness of cancer awareness month. We're very proud of our students and the support they give our community. We had national night out. We partner with our community. We're very proud to do that. Our police department led information sessions on uh SRP, the standard response protocols. It was very exciting to see our families asking questions. Our nurses presented new information from legislation where families are required to give nurses permission to do individual type of uh assistance or medical care with their students. We uh had board members that joined

180us at walks at CSE and CSI. We're excited for future learning walks with our schoolboard members at all of our campuses. We had our uh E uh E3 facility innovation uh improvements, excuse me, capital projects have kicked off. We received materials today. We have our uh construction manager, Mr. uh Vinnie Todd, who meets with us pretty much daily, keeping Mr. Reese and I very busy. We're excited for that work. Jonathan Oheimer who is an international keynote speaker. We want only the best for our teachers. Came and presented on October 3rd. We are dedicated and committed to only bringing excellent staff education to our teachers. Uh we have other um plans for our November 10th and our also our February uh training for teachers. Our cross country went it went to regionals. They made regionals. There's

181a beautiful picture of them. And they actually had uh today their performance and we did have one student Ariana moved to uh state we are very proud of her and she will be representing Kito Springs very very well that's Ariana and then our mean purple band did also advance to um area they had superior ratings great ones very proud of our students they worked very hard Mr. and I were out last night till 9:00 on the uh beautiful Frank Carter Stadium with them. They're sounding great. Our construction uh update was shared. Uh thank you, Chris. And I just want to say and echo Chris's sentiment that we are working together as a team and board. You can see here some of the things we've done with meeting with our police department on fencing. We're being

182very very uh detailed and very safe and making sure that we have everything in place. We met with AD Gonzalez. I mean you name it, our personnel is there and we're collaborating and the demolition package was presented to you all. Thank you board. And then like Chris said the next 30 days very busy lots of stuff on our website. Uh lots of updates uh an opportunity for the community provide feedback. There will be a QR code. We will be out at Dimmit Regional Hospital. I uh invite the board to come out with us. Uh we will be presenting some um updates on the schools and we will start mobilization as Josh said uh very soon here in early November. Thank you. >> Thank you. Next we have the financial briefing. >> Thank you. I will

183follow my leader's example and be brief as well. Um we are one month into the fiscal year. The September 2025 financial summary is uh in your packet. So if we go through the general fund, the general fund uh we're about 0.21% uh in collections. And the reason is because our our big tax collections, they come in in in October. So just so you're aware. Uh and our expenses are about 3.44% 44% of where we should be in the year compared to 8% of our time in food service. Food service we have already collected 11.45% of our revenues that are expected and our expenses are at 6.56 which is below uh where we should be uh with time passed we're at 8.33%. And interest and syncing as you know we will collect until our first payment

184which will be in February. So we do have our our collections which are all part of our tax collection report in that second half. Uh fund balance I'll say it it's these are un audited numbers more to come still um we are we are under audit right now uh for fiscal year 2024 August 31 2024 in the general fund we have 24.045 045 million for fiscal year um 8312025 which is the year that just ended. Um we collected 62,169343 and then we did receive an email from TEA that we are going to be refunded back a million46812 in our chapter uh 49 payment. So that's really great for us. Um, in that regard, remember we always do a settle up. So, we always pay what we're build and then we settle up with actual. So,

185that's coming back. Uh, so in total, we have um in expenses of 66.8 million revenues over expenses. Our our student nutrition transfer for the end of the year currently is at 243,42. So when we net all of that together for the year ending for 2425 is a deficit of 3.8 million uh ending the per the projected fiscal year at 20 million225. Now that's not the end. We still have um other funding like some of our tax collections that we collect in September truly may belong to the prior year. So you know that we we'll continue to adjust as we move our audit forward. uh in food service for the for the new year for 2526 we've collected um 215,340 our expenses are 136,549 to start the year so revenue over expenses we're ahead 78981 and

186then I I kind of skipped over the the general fund for the current year um our collections are 119,715 like I said that's low because our tax collections don't come in until October. Our expenses are 1.9 million. So that's why we have that shortfall right now for month one of 1.8 million. And on the interest and syncing like I mentioned earlier, um we have the hold on a second here. I think I don't I don't have that correct on that first page. But if we go through two pages over, apologize for that. On the summary page for fun 511, our current collections are 17,196 and we don't expenses at this time. On the following two pages, you have the detail or more of an in summary form our revenue so far. like I mentioned earlier.

187So in general fund it's 119,715 and then our expenses are listed there by fund instruction library curriculum and so forth on down to the 1.9 million and then um the food service already went over that is our recap and then we also have uh on the last page two pages we have our um 2526 construction funds our local revenue is 343 3071 343,000 our expenses were 24,104 and then on the following page I just went ahead and did a recap for the board for the past few years. So you can see from 2024 to 2025 and the current year right now 2026 uh for the construction fund and that's all I have and if you have any questions let me know. President I I just have one question. I noticed that we have a revised

188budget uh on the appropriation not on the revenue but on the appropriation it is uh like 200,000 and it's for maintenance and operation. >> Which which one for the general fund? Yes, the 200,000 >> appropriation. Yes. 200,000. Uh >> yes sir. That was at the last board meeting. We uh we requested the uh special maintenance project funds that the board approved. So that's why you have that there. >> Yeah. which which we haven't used yet, but we do have an item today that if you consider, you know, later on the agenda, which would be um um it it's one of the items under consent for the uh technology item that we would >> that will be for the budget amendment. It will come from the >> from the 200,000. So, it's no additional money. >>

189It's like um just uh >> transfer. Yes, sir. Thank you. Mhm. Any other questions? Thank you. Thank you. Okay. Now, we're going to go to the approval of the consent agenda items. Yeah, >> Miss Anna on that and I I think we talked about it last time. So, the $5,000 that the athletic department received from T-Mobile >> in the language here, the funds will provide additional resources to athletic department and help offset cost associated. So >> our >> coach Gonzalez will do with with that money what he need. Okay. >> Yeah. If the board approves it, we recommending to put it back into the program. >> Okay. One qu I got one question. What's the amount for item E from Williams? >> Oh, that was uh I apologize for that. That was $2,500. >> Thank

190you. >> Yes. And then my question there, who exactly is Williams? I asked that federal program director. I didn't get a grant for the straight answer. >> I'll ask her again later. But >> what I know is Williams. >> I know that they they applied for it and then, you know, they went back and forth and they ended up uh getting an award for it. And so the recommendation is to put that towards the family engagement. >> Is is Williams a company? A person? That's what I would >> It's a company. >> A company. Yeah. >> Okay. >> Mhm. >> What What type of company? >> I'm not sure to be honest with you. I apologize. I >> No, that's okay. >> I thought it was >> I'll find out later. >> Yes. >> Okay.

191Okay. >> Okay. Thank you. Kind of threw me off. >> Say that again. >> Williams Natural Gas. >> They're their main street company. >> All right. All right. They all right if they're in that business get more money from them. We we appreciate any money we >> I got question item F I guess Jerry. >> Yes >> for the firewall. >> Yes sir. >> Give us a round on that of >> Oh sorry. >> Uh good evening uh madame port president Anita Franco and good evening Miss Rose. So um I have an item there for the district firewall. So our firewall is like five years already and then with that said it's like um the support with that we don't have no longer support and the patch is already stopped. So with that being said

192I got an I got quite a bit of emails coming from different agencies. One of them is the uh homeland security, one of them is the multi-state and one of them is the region training. The reason is that is our public IP address is flagged to that firewall and then we have and with this agency they track down our public IP address and then they notice that our firewall is still running. It's called ASA adaptive security appliance which is the old method of the um the firewall. Right now we are the next generation firewall which they are recommending. So with that being said, I got an email that we need to replace the firewall because of the um you know the cyber security attacks and we just got heard from the neighboring district that they

193have to close them for a couple of days. So they recommended that we have to replace the firewall in order for us to like mitigate at least the attacks for all of that. >> Thank you sir. Appreciate it >> Mr. Jerry. And how long will this protect us >> with this one? So it's going to protect us as long as they we have the support. So with that said, firewall usually like protect us for as long as we have security patches. For this one, we will we will be good to five to I would say five to eight years. As long we have the support. Five to eight. Yes. And and Miss Miss Diaz, I I see that that money is coming from our special maintenance projects. That correct? >> Correct. Yes. We we pretty

194much consider it emergency in nature. So >> perfect. >> Yes. >> That that money is Yeah. going to a good cause. >> Yes. Excellent. And then the last budget amendment on consent agenda under transfer was uh just cross function from one area to another. It's not additional funds. >> If there's no further questions, I'll make a motion to approve. >> Motion made by Jeff Ortiz, seconded by Noi Zarat to approve the consent agenda items. All in favor? >> I >> opposed. >> None. Motion carries. >> Thank you. >> H how soon do we get that firewall up? >> Sorry. >> So, >> what's the timeline? >> We have a timeline for this one for I want to say we put the requisition the next day. So, within two weeks. >> Okay. Thank you. >> Thank

195you. Okay, now we go to item eight, executive session, discussion authorized by the Texas Open Meeting Act, Texas Government Code section 551.001, personnel matters, discussion of resignations, retirements, leaves of absence, reassignments, new employment, new personnel position, duties, responsibilities of employees, and we have the superintendent evaluation instrument. Uh, is 9:26 and we are in executive session. session possible action open session for executive session items. Nothing. Ajourn. >> Wilbur Cruz makes a motion to adjurnn. Seconded by Oscar Morones. All in favor? >> I. >> We are adjourned.