Carrollton-Farmers Branch ISD - School Board Work Study - 2/19/2026

001All right. I call this board of trustees work study meeting of the Carolton Farmers Branch ISD board of trustees to order at 5:31 p.m. on February 19th, 2026. For the record, board members present are Kim Brady, Eliana Garza Rojos, Marjgerie Barnes, Carolyn Benvitas, Pel Gilmore, Randy Shackman, and myself, Cassandra Hatfield. We constitute constitute a quorum and may conduct business on behalf of the district. Our next agenda item is audience for guest. Persons who wish to speak during audience for guest must have completed an online form for this purpose and submitted it electronically by 1:00 p.m. today. For this meeting based on policy beed local, each speaker's comments will be limited to the posted agenda items. Before we begin, um, I will remind our audience members of the board's procedures for handling audience for guests because

002we do have one person that signed up to speak. Each speaker will be allowed to speak during audience for guests one time. And if you are a stakeholder, you will be allowed a maximum of three minutes as designated by board policy beed local. If you are a non-stakeholder, you will be designated one minute because we want to hear from as many as you as possible while keeping the meeting running effectively. Groups of more than five people who want to present on a particular viewpoint on a topic should appoint one person to speak on behalf of their group. Please remember that the board cannot deliberate on any subject that's not included on the agenda for this meeting. Board members will listen to comments but will not respond or answer questions with the exception of the board

003president who can provide factual information. Recognizing that students are the heart of our work, we ask that speakers model respectful and constructive behavior that we expect from our students. Please keep your comments civil and courteous. Avoid profanity or personal attacks. Refrain from discussing students who are not your own child. Yelling, disruptive behavior, or discriminatory remarks will not be permitted. In the event of your In the event that your comment in judgment of myself, the presiding officer, constitutes a complaint or a charge against an employee or an officer, it may be necessary for me to interrupt and ask you to stop and direct you to proceed to the district's formal grievance procedures. If a speaker is seeking board resolution of specific complaint, that concern should be addressed through the district's grievance process, which can be found

004online and includes policies DGBA, FNG, and GF. Grievance forms can be obtained online through the district's website. In compliance with the Opens Meeting Act, please note that the board will not respond to the public directly and will address any agenda items as deemed necessary when they are listed on the agenda. As a reminder, this agenda is um or this comments from audience for guests are limited to the posted agenda items. The timer will be shown on the screen. Mr. Arnelis, you have three minutes. Sir Nicholas Reellis, 1117 East Vender Drive, Carolton, Texas 75006. Agendum item 3B, the budget. Uh what is oversight? Um because y'all don't deal with the day-to-day operations, I know y'all made that pretty clear. um the TASB uh representative, she gave a pretty good example. You don't go and fix a

005a toilet, right? That's not your job. You just oversee oversee that. Um I I know there was some confusion there. Um but back to what is oversight, there's actually two definitions of oversight. Um so I just want to be clear and make sure that we're all clear on which definition that we use. So oversight refers to two opposite concepts. the responsibility of supervision, management and watch over a process or organization or the unintentional careless mistake, error or omission. It implies either active governance or a lapse in attention. So, um, hope we're we're paying attention to the governance one. I know that we do have some trouble there. Um, I think there was some issues with the level three grievance. Who >> the agenda item is the budget? Please focus on the agenda. Budget oversight, right?

006>> Please focus on the agenda item. >> Budget oversight. Correct. >> Correct. >> Yes, sir. That's the agenda you item you signed up for. >> So, why are you interrupting me? Um, so in conducting oversight, since you don't deal with the day-to-day operations, how would you look into the budget or oversee the budget? Um, maybe some audits, right? External audits. Have we done that? I'm still waiting on my open records request for that. I know it's still within the 10 days, but um, that would be one is um, getting an audit. Um, whether that be through the Texas Audit general or just another third party. I know we like using vendors here. Um, and I know we do like to compare ourselves to other districts surrounding us. So, if you look over at Richardson, they

007actually have a budget oversight committee. Um, and I I checked us in our uh our committees. We have the bond oversight committee that's needed. We also have a district improvement committee, a school safety and security committee, a student health advisory committee or council. Um, and most importantly, the facility naming committee. So, I didn't see a budget committee. Does are any of those fall under that um definition? They they deal with the budget or kind of helping out. So, that could be something we look at. Uh, I did check the uh the GF board policy complaints. There's nothing there that helps me. So, if you could provide a broader explanation as to what you constitute as a complaint, that'd be very helpful. Thank you. >> Thank you for your comments. >> Okay, our next agenda item

008is item 3A, district goal progress monitoring for college, career, and military readiness. And before we start this item, I just wanted to situate this work that we've been doing, this incredible work that we've been doing um this school year. And so while everybody's getting up and ready and prepared, um we are conducting tonight our first official progress monitoring session. And so I like to really think of this like uh we had an old bicycle that was rusty and needed to be refurbished. And we recognize as a board that adult behaviors directly drive student outcomes. And so we made a decision this school year to focus systematically on getting crystal clear on our goals. And not only getting clear on our goals, but when we're clear on our goals, we can now monitor what we are

009measuring. And so for the past seven months, we have been on a journey to get crystal clear on our goals and prepare for tonight. And I think what's really exciting for us is we got to work out our muscles last last month when we had our fake superintendent uh give us some fake data and we were able to really practice that. But tonight um I think administration gets to exercise their muscles with us. And I just wanted to assure the public and really help the public know that for our the 26 27 school year, it is the board's goal that we will go through an entire monitoring cycle for all of our goals and our guardrails. But in order to do that work, we had to get it right for us and we had to

010know what we were working towards. And so that allowed us to work with Dr. Eldridge and her work with her superintendent leadership team to really build a foundation. So now that bicycle has been refurbished, the training wheels are on and we are not taking the training wheels off. We are going to administration's got one training wheel and we've got one training wheel and we are keeping those on for the remainder of this school year because we're a team and we want to show up effectively to this work on both sides. So you're going to see us practice tonight. You're going to see us maybe smirk a little bit and laugh and say, "Hey, that was a technical question. That was a tactical question." But that's because we're working our training wheels. And so we want

011you to know that we are going we anticipate for the community to learn next year how you can join us on these goals and how you can support the district in achieving these goals. But we have to get it right at the top first. And so with that I will turn it over to one of our governance coaches to help us with our first official session. And unless you have anything Dr. Aldridge to start with. No, I just want to thank commit so much. Um, Joey, thank you so much. And you and Tamara for all this work um to break it down to board goals and then to monitor those goals and to see where we are as far as what we're on track doing, what we are progressing, and then what we need to

012work on. And I think it's, you know, we always say what we um when we measure something, it it holds us all accountable. And I think this is great and I can't wait for the presentation. So, thank you. >> Amazing. Well, good evening members of the board, Dr. Eldridge, President Hatfield, uh, and CFBISD community. Um, really excited to be here today. Uh, made a joke earlier about this being my wedding suit. It that wasn't really the joke. This is really my wedding suit. Uh, but it is a big day anytime, um, a board begins to put student outcomes first and and monitor progress towards those goals. So, uh, big shout out to CFBISD. Uh, we always start off with a little connection piece here. And so, feel free, anybody listening in in the audience or

013anybody at home, uh, to engage as well, uh, with this. We're just going to keep it as far as, um, interaction goes with with just the board here, but want to encourage everyone else to think about this. Um, read some of these, uh, phrases here and I'll give you guys, let's do about 20 seconds to sit with these and then just tell me what stands out to you. What not? What uh what do you notice and and what connections are you making? So, informally, push your button, talk like we normally do in a work study. Don't get get hamstrung by the microphone button. So, whenever you're ready, push the button and let's pretend we're around a table like we normally are. I'll go first. >> Trusty Gilmore, I can see you. >> Okay. >> Somebody

014has to be first, right? Um, leave people better than you found them. >> Leave people better than you found them. What stands out to you with that phrase? >> Um, we always have a chance to do better and help people feel better. And we're in a lot of schools and a lot of different places to affect that. And you never know, you making someone else feel good, paying them a compliment, whatever, how that's going to affect their day, which in turn, if it's a teacher, affects kids. And so, it's all about the kids. And so, I just think I always want to lead people better than I found them. >> Love that. Thank you for sharing that, Trusty Gilmore. Who would like to go next? >> Trusty Garza Rous. >> When leaders choose curiosity over

015certainty, others step forward with insight. I think that's really for I'm I'm speaking on behalf of all of us clearly, but it's it's really helpful because it's true. All of us have stepped into this role with a curious mindset instead of being certain that we know exactly how the outcome is going to turn out. And I think it goes right back to the partnership which is mutual teaching and learning. And as a board, I think we've grown over the last couple of months to try to have a goal- centered mindset instead of just no, I know exactly what's happening right here. And how does that how does that connect to what is about to happen here in the next five minutes or so? I think as a board we were curious about how we could

016do it better and we were curious about how we could be more effective. And so that allowed us to reach out for assistance and say like, hey, how we see this framework, how can we do this better? And um so it allowed everybody else to step forward because we stepped forward. And what about as it relates to monitoring towards your student outcome goals? How is curiosity and this idea of partnership and mutual teaching and learning going to be taking place? Trusty Barnes, >> we're going to be seeing how these goals are like enacted in real time and also um maybe how successful how successfully we chose our goals to a certain extent. >> Anyone else? >> Trusty Brady. Well, back with the partnership of they're learning from us, we're learning from them, but using the

017student outcome goals, like they understand what we as a community are looking for, and it helps all of us focus on what's most important. Um, and that gives us all focus and one common goal, and that's what we're all looking forward to completing and making even better than we have now. So this whole process since we started this six months ago or so um has really been about focus. It's been about prioritizing clarifying what our priorities are uh in CFBISD. Uh representing the vision and values of the community through the adoption of your goals and your guardrails. Um there's been a lot of awesome work that has been done here by both the board and the administration here. Um and that's this is what the result is, right? We're this is going to be a

018partnership. you're going to have uh your your your board and your administration uh collaborate on both uh insights and questions uh and and certain insights that are better now because the questions were better uh and and and that really does draw the best work out of people here in this district and and as uh Trusty Gilmore had noted uh when when people in the district are performing well and at high level um that means our kids are performing well and so uh we're going to go ahead and move forward. Wanted to a quick reminder here about technical, tactical, and strategic. Mainly because I know we're going to probably say that a few times during this uh uh next next portion here. And I know maybe some community members aren't super aware of these. So I

019want to just make it clear. Um the technical questions are about understanding how something is measured. Um tactical is going to be to try to understand how something is done. And then the strategic questions which are our highest leverage questions here are highest impact questions are questions that produce actionable insights and a deeper understanding of performance. Um and so keeping that in mind all trustees and and community members here and anybody watching at home u that these are the three genres categories of questions that that you'll be hearing tonight. Uh none of these are bad questions. Uh there's no good or bad questions. there are just uh highly effective questions and and ones that seek to understand more context, right? And so that's the main difference here between uh technical tactical um being the context

020questions and then strategic being the more uh trying to deepen that understanding and and producing a deeper insight. So I wanted to remind everybody we're about to embark on this journey together. It is a brand new process. We are going to be uh uh it's going to be a forgiving one. Uh we're going to extend some grace here to everybody involved. Uh, as a quick reminder to the board, uh, Tamara and I, as much as we would love to be here and and give y'all some notes in the back and, you know, maybe get, you know, get some sweat off the brow a little bit there, uh, we're going to be completely aside. We will not be involved. Uh, we will just be here supporting um, and watching you guys do some incredible work. With

021that being said, the next action item, I suppose, >> yes, we're going to transition to administration, and Dr. Dr. Elders is going to start us off. >> Mr. Hunter gets to be the first one to discuss our goals and our goal progress measures. And I will tell you um we sent this presentation out and we realized that there were a few errors on them. But I think the most powerful thing about the process of looking to see if we're on track or if we've met our goal is the reflection piece of what we are doing well and what we need to focus on. I think this template has really shown that and I think we've had great conversations about the work. So with that, Mr. Hunter, you get to go first. The first new template

022of how we measure our student outcome. So okay, >> take it away. >> Well, thank you Dr. Eldridge, President Hatfield, and esteemed board. Um the first thing is is obviously Joey just kind of talked about it, but um giving you an update on our uh progress measures um for our House Bill 3 goals. So I do want to review this process. This is our new um process. So for y'all and for our stakeholders, I thought it would be beneficial to read through this piece on what the difference is between our board goals and our growth our goal progress measures. Um, board goals are the long-term student achievement targets set by the board of trustees. They define where we want students to be in key areas like early reading, early math, and college and career readiness,

023which those do represent our House Bill 3 goals. A goal progress measure. Um, these are our short term shortterm checkpoints we monitor throughout the year to see if we're on track to meet the big board goals. Uh these measures help us understand what's working, where support is needed, and whether students are making steady progress. So, first I'd like to start with uh the overall House Bill 3 goal, which is CCMR, college career military readiness. The percent of graduates that meet the criteria for CCMR will increase by 70 from 75% to 90% by August 2030. The black line that you see represented on this graph is our progress measures toward 2030. Um this is again the big broad picture. I just wanted to show you that the 2024 graduates uh increase CCMR met criteria by 26%.

024So if you look at the the the way I like to explain it is each graduating class is responsible for the next year's data. So, if you look at that graph, our 2024 graduates are responsible for that 87% met for the 2025 accountability report. And then, of course, our 2025 graduates from last year, uh they're not official yet. And so, they will be eventually, but because we track that data, we sub verify that data, and we submit that data, um we are very confident that when we do get uh the results from the state that we are going to show a 96% CCMR criteria met. um for our 2025 graduates. What about right now? Our current students that are going to graduate here in a few months, uh the the tracking of those students, 70%

025of those students have already met at least one CCMR measure. And and we have a lot of testing that occurs between now and really for our CT or IBC's, it goes all the way into this summer. And so we still have a lot of opportunities. We feel really good about where we are tracking right now and clearly feel good about the uh where the data was prior to this. You will see our green light for on track for our HB3 overall CCMR goal. Now for our progress measures, this will be our GPM 3.1. I I like we have two GPMs and I would like to point out one is a focus on college ready and one is a focus on career ready. GPM 3.1 is our college ready measurement, right? The percentage of anticipated graduates

026receive a college ready score in both reading and math on a combination of TSI2, SAT and ACT will increase from 33% to 45% by 2030. Uh another way to put that or the way the state uses is that that is TSI MET. So, uh, the first graph that you see to the left, um, you have our TSI2 data for our graduates and our SAT data. You will notice that ACT is not not there. Um, last year was the first year that we, um, did ACT school day. So, we really only have one big uh, data set for the current seniors right now. And we're going to get more historical data on ACT. But really, the most important graph is the one next to it. That's the one that relates to our House Bill 3 goal

027for CCMR. And that is TSI met by assessment both in English language arts and math. And as you can see, we have been um not necessarily decreasing but not showing significant growth either. That is why you will see the yellow um on progressing uh because we're not seeing significant growth uh with TSI met for this progress measure. on the career ready side which is our GPM 3.2 uh this is the percent of graduates obtaining an industrybased certification to be career ready uh which will increase from 21% uh to 50% by August of 2030. On the career ready side you will see again just like uh the last graph the graduates are responsible for the next over. So, our 2024 graduates um are responsible for the 2025 data uh which was tracking at which was 31%

028of our students earning at least one industry-based certification. Our 2025 graduates from last year um we are projecting uh again not official uh that 43.7% of those students uh will be shown in the data that's represented in our accountability report uh when when we get that over the summer. And then our current students, our soontobe 2026 graduates are already surpassing our um progress measure uh at 38.6%. So you will see a green light on this GPM because we are meeting uh the the set standards that we agreed upon. Okay. interpretation of this for our House bill goal CCMR again 75% to 90% um which was a green light for that overall goal. Uh let me talk through a little bit about the strategies um then we're going to relate that to the data that you

029just saw right and then talk through kind of what our next steps are with relation to this particular piece of the GPM. The first one is TSIA2. Um what we've tried in the past is adjusting those windows for TSI2 testing and providing test uh for the right time, right? Um and making sure that those TESS in those particular courses that they take uh we test them when they're ready to be tested. That's a a challenging thing, but we have tried that as a strategy, including um prep sessions leading up to those. uh what you just saw in the data clearly was that we we aren't seeing significant growth in TSI met or a decrease in that measure um what's our strategies or next steps uh aligned partnership between curriculum and instruction CCMR and the assessment

030teams to support that strategic planning this growth measure is a great example of everyone in leadership in learning having a piece in it um and we are I can say that we we are getting all the right people together to make a plan for this um and really how do we connect the TSI2 um TICSS to a specific grade level and course um I'll give you an example for EOC IBC's um AP testing it is a very clear this course has an endofear test related to this specific um scope and sequence it is a lot more challenging for SAT and TSI2 there is no specific specific course that aligns perfectly for that. Our goal is to start trying to align it the best that we can and we're going to start with aligning those assessment

031pieces. For SAT school day, um all 12th graders were provided free opportunities to take the SAT and of course our 10th and 11th graders were provided opportunities for the PSAT. Um increases in participation for just like TSIA 2, but again that SAT and TSI 2 growth are very similar. Um, and very much what I just talked about for our strategy for TSIA2 is similar to SAT. How do we connect the right course, the right time um, with the right assessments? That's a challenging thing, but we have all the right people trying to work um, to align those things. Um, Texas College bridge or an a different way to put that is our college prep course, which is also a part of our overall CCMR goal. uh we created a system for tier three support for

032college prep. So any of our seniors that have not otherwise met college readiness and or CCMR, we have this tier three support their senior year to ensure that they meet CCMR prior to graduation. Um let's see on uh one of and we saw the the data for CCMR clearly has been going up and and our college prep course is a huge part of that growth. Um, as far as our next steps, uh, we're we are sort of on hold, um, a little bit because the college prep courses have not been approved yet for from TEA for next school year. We are optimistic that they will be. Um, but kind of our next step is being proactive and being ready to respond to what those college prep courses are that are um, approved by the state.

033Uh, because it's going to be a very quick turnaround um, as the school year starts. Uh so we are preparing proactively for that. And then finally our industry-based certification. Uh we created a lot of um appropriate pathways for our programs to prepare students for a success to successfully pass their industrybased certification. Um and making sure that our teachers have the right curriculum and the right materials to support uh students growth toward that industry-based certification. We want to continue to uh support our teachers knowledge of the exam. Those exams do change often and it's alignment to the curriculum that we are providing them. For our overall House Bill 3 goal and our superintendent insights, I wanted to point out some bright spots and then our areas of growth to finish up for this House Bill goal.

034Our bright spots, the college preparation course. I I wanted the board to understand that while House Bill 3 was passed in 2019, for obvious reasons, it took some time for all school districts to get momentum on that because of CO 19. Um, implementing this college prep course um is a huge shout out to all of our English 4 teachers and math teachers that teach seniors in this district. They have been a huge part in um providing that opportunity for our children. Um, and you see it in our data. So, I just want to make sure that those teachers um it's a lot on top of what they already do for their curriculum and supporting our kids for that college prep. Uh huge huge kudos to our teachers, our principles, uh our district leadership on on

035that growth because that is a huge measure for us. So, area of growth though is clearly our expectation is the fewer students that need that tier three opportunity means that our student achievement is going up. So, while we are grateful for that tier three support, obviously our goal is to make sure our tier one and two-tier instruction is strong so that we have fewer students that need that extra support. Industry based certification bright spots. Um, meeting our we meet, you saw it in the data, we are meeting our GPMs. Leanne Stone is right here. I would like to give her and her team a big shout out. There is so much that changes in the CTE world and if you don't have strong leadership and proactive um thinking ahead uh which Leanne and her team

036have done a great job and of course our CTE teachers um there again until House Bill 3 there were no industry based certifications tied to accountability so our teachers adjusted very quickly had to become experts of those exams so our CTE teachers deserve a lot of credit uh for the growth that we're seeing on our growth measures. Uh, as far as areas of growth, it's that change. Um, what I just said can't stop. We have to continue to be proactive, continue to be on top of TEA changes and what that looks like for the systems that we have in place in CFB. Uh, and finally, advanced placement. While not a specific part of our GPMs, it is a bright spot that I wanted to point out as a CCMR measure. um from 2020 through 2025,

037we have seen um increases in both participation and pass rate on our AP exams. And that is clearly another area uh that I wanted to point out as a bright spot. And then certainly as areas of growth is the more students that we can get into those advanced pathways, uh whether that's dual credit or AP, uh the better chances our students have of meeting CCMR prior to needing a TSIA2 test or a college prep course. And that is the first time we've gone through that. Um, >> congratulations. Take a deep breath. You did fabulous. Thank you very much. It was very, very It's uh helpful to have the words with the slides because you already answered some of my questions. Yes. >> So, feel good about that. >> Yes. >> All right. So board members,

038give you a second to kind of gather your thoughts because I you say questions question mark, but I think it's questions are coming. >> Well, and I did also thought that I would put up this this friendly little map for us again, too. Yes. >> Great. Do you want to remind us about this? Walk us through this. >> Yeah. So, this is from region 10, and I just think it's a CCMR is a very big umbrella with lots and lots of things that fall underneath of it. It It's complicated. So anytime you have a visual that thing that makes things a little easier to understand. But what I like about this visual is clearly uh we value in CFB ISD graduating students uh with opportunities and those opportunities should be on the career and college

039side. We want them to have as many opportunities as possible. But in order to um reach those goals, they are a little different and they have different pathways within the the CCMR umbrella. But you can see sort of in the green the career side opportunities and in the blue the college side opportunities. >> And uh to connect this back to the goal, our goal is that the percentage of graduates that meet the criteria for CCMR will increase from 75% to 90. So when we say criteria is can you can you help us understand how criteria connects to this? um criteria is one of those things in terms of our House Bill 3 goal. The way it's written and the way we're working it is any of those things that we provide for our students prior

040to graduation counts for that. >> Okay? So for the benefit of our community, any of these things count and our goal is that students have any of these things so that we meet that criteria. However, this year what we have done is that's the board goal and then Dr. Eldridge and her team said if you we want to meet the goal of getting from 75% to 90 these are the goal progress measures that we are going to utilize and they made that decision because we set the goal they determine how it will be done not us and they determined that to in order to meet this goal of all students meeting the criteria then GPM 1 and GPM 2 that he just went over that college and that career was how they were going to

041get us there and then they're sharing with us their progress towards those two goal progress measures which ultimately we're saying great now we understand how we will be on target to meet our goal because that's what we're really looking for and if we're not then we're collaborating about budget decisions that we will have to make to get us closer to that goal. So that's for the benefit of the community to really understand this work that we're doing and how it's driving our budget decisions and how it's driving um us also kind of understanding all this stuff because there's a lot of acronyms in here. Um, and we're growing too because we're not the educators, they're the experts. And what we're doing is really coming alongside them to learn and they're teaching us all these acronyms

042so that we can be more effective at our job when they come and say, "Hey board, we need some money for X because we think this will help us meet our goals or we know it'll help us meet our goals." >> So, that's just a little bit more for the community. And with that, I'll pause. Um, board members, questions. >> Can I can I add to that, President? And one of the things that I didn't mention is I said CFB values our students opportunity to be both career and college ready. Well, the state also values that and when we graduate students like that we do get outcome bonus outcome bonus back but that is because it has to be both. It can't be one or the other. So our big goal is just one but

043our GPMS uh raise the rigor so to speak um to to match uh the expectation we have for our kids. Yeah. might reference the slide if you can if you're the board goal three the CCMR the progressing the one yellow >> uh in the Yes sir yeah the bottom one the for for both the TSI 2 and SAT >> there's no real movement um I guess my question is >> is there anything that we're lacking I mean needing tools resources is to uh get us to moving in the right direction because if we're not moving in the right direction eventually it's going to go backwards I would think. >> It's a great question. Uh we are trying to figure out kind of what I said in the in the strategy. These two assessments SAT and

044TSI2 um they are not connected to any specific course or grade level. That's the challenge. I am not saying that it can't be done. Um but in order to get it done, it takes all of leadership and learning to have a part in that and we are starting that process. Uh we are working with commit. We are brainstorming every possible way. uh our goal and and on that map there is TSI2 SAT then there's that college prep course right and although our college prep course and the implementation of it is supportive I think all of us would agree we want to strengthen SAT and TSI 2 it's going to take some time our our idea right now is to make sure we start with the assessments right um for instance an English one course there

045is a very clear goal at the end of that year and it is the English one EOCC for uh AP Spanish lit there is a very clear AP test at the end. It doesn't work that way with TSI and SA TSIA2 but we are going to try to come up with that type of system. I actually presented earlier this week on PD day to our English three and four teachers and we started unpacking the TSIA2 uh because we know our English teachers are going to need to be involved in this as well. Is there a way that we can red flag kids that take the PSAT as a freshman or sophomore that we can see, hey, handwriting's on the wall. These kids are going to need extra help and extra prep in order to take

046the SAT to get that score. >> Yes. And and that that I didn't include that. That is a strategy many of our campuses have used is to use our AP reports that we get from PSAT to identify certain students uh especially if they have the potential to be national merit scholars. So there's there's maybe not a systemwide uh but I know our campuses have pockets of that but absolutely that data needs to be used more strategically and that is something we've been discussing. >> Excellent. >> Yes. So what I hear you saying is the state is requiring TSI and yet not told us how we're to measure it >> to an extent. Yes. So are you talking about the college prep course or college prep course? So yes, TEA requires us as a school district

047to have a college prep preparatory course, >> but currently there is not one approved for next school year. Um, from what we understand, they continue to say it there is going to be an approval. Uh, because we if they tell us we have to have the prep course, then what are our options for that? But clearly not knowing exactly what that is, we want to be as prepared as possible to support our teachers when we do find out. >> Makes it quite a challenge. >> Little bit. Yes. Can you um help me understand how the graph on the left um connects to the graph on the right? >> Yes. So, let me point out one thing first. You'll notice if you look at TSI to ELELA and you look at SAT ELA, your I wonder

048might be it looks like our students are performing at higher measures on the SAT English than they are on the TSI2. What we have to understand, the reason I kind of jumped over to the next one is because the TSI2 data is the data of our students that needed to take it. So it's not all graduates because not all grad other graduates have met it somewhere else. They don't even take the TSI2 test. So that is the percentage of pass of the students that needed it. For SAT that is much more holistic because we give SAT school day to all seniors in October. Those combined is what comes to the next graph to the right which is your TSI MET measure. I'm a tiny bit confused about what >> um so it's I I know

049somewhere in here it said that the testing dates are primarily February through May >> for industry based certifications. >> Okay. Okay, that makes sense. Um so when we're looking at these 2027 numbers these are projected right like ma'am this is not >> or are these students that have already taken Yes ma'am they are this is real data >> these are not actually these are juniors right >> well because it's a lagging indicator it is our current seniors I know I know >> it's our current seniors so the upto-date data if you look at 2027 is actually our children that are that were in school today and hopefully graduate in a couple months. Okay. Yes. >> So, they already have this is the information you already have for them. >> Yes. We still have more rounds

050of TSI testing um that come later this spring and so there is more there is more data that will be updated but as of last week when we ran that report that is what it was. >> These are just the preliminary students that have already gotten received. >> Yes. And we track that through on data suites. And so again, not official um but that is our tracking system that we use to eventually verify and report to the state. >> Okay. Thank you so much. Yeah, okay. I have another one. Um, how or what's the relationship between the tier three and the college prep class? So I know you said there like you you talked about a little bit but I I don't think it's crystal clear. >> Sure. >> Like who Yeah. >> Let me

051let me explain. It is I I try to use the proper terminology because um the college prep course is a tier three. It should be a tier three intervention because our let's say a student has not met college and career ready through their junior year. That college prep course will be our last time to try to support them through that. And it is a course. So, it takes up a a class period to an extent. That's the hard part and why I bragged on our English teachers so much. It doesn't it kind of couples with English for and with our math courses. Um because we don't necessarily have room to to have two separate courses. So, they're having to kind of blend it and and support both. Now, the English 4 curriculum and the math

052curriculum drive everything that happens in tier 1, but we're also trying to find time to support the students in that same course in the work through TCB. It's an online platform, so there is time to work through that and there are times in class for students to work on that with intervention from the teacher. Um, but in a perfect world, that would be a different course outside of their English and math course. Uh currently when you have around 38 to 40% of your juniors then needing it their senior year um we can't pull that off which is why we recommended that this needs to be a growth progress measure. >> That was very clarifying. Other questions? Anybody else? Well, congratulations. You have completed your first progress monitoring report. Um board members, great job. Um, so

053I think that concludes this portion. >> Thank you so much. >> Thank you. Are there um any uh just for board members any just like taking a step back from the process? Are there any questions about the process moving forward? And it looks like our friend Tamara and Joey, they're actually going to come back, but do you guys have any initial questions about the process in general? >> No. >> Good. It's good. All right. And Tammer's coming back. Awesome. I knew I was going to be that person. All right. Well, first of all, congratulations to everybody on the first inaugural progress monitoring and CFB. I know a tremendous amount of work went into that. And just to remind everybody, the purpose of progress monitoring is a is to build context over time of how the

054system is functioning because we are looking for areas of alignment and and opportunities for alignment so that we can make sure that all available resources in CFB are being deployed to do something very important which is why does school systems exist? Trustees, for one reason and one reason only. >> Come on, Trusty Barnes. This is your favorite. >> Is this student outcomes >> to improve student outcomes? Absolutely. So, and our other favorite reminder here, student outcomes don't change until adult behaviors change. Which adults are we talking about? All right. >> All right. I know you're going to miss these slides. These are the last time you're going to see them with uh with us from this year. But that is ultimately the goal of having these conversations. And progress monitoring really should feel like a

055conversation about what's going really well in our system and where we have areas for improvement. And when we have those areas for improvement, how do we deploy the appropriate resources to support all of the adults who are working really really hard in CFB to deliver the most effective instruction for our kids every day. Um before we move on, what I do want to say and I just one last piece of congratulation, this is a really vulnerable process, right? Because you have to come up here and present data and some of it is really exciting and some of it is really hard because it relates to our kids, right? And we know everybody in this room wants the best for every single child every single day in CFB. And it's not um it's not fun. It

056doesn't feel good to see information that sometimes our student outcomes aren't where we want to be, right? But nothing can get fixed or adjusted without having conversations like this. So, I just um I just want to commend all of you because this is an incredibly courageous and necessary conversation and that is how we make continuous improvement over time. And so, what we have been doing together as a collective this entire year is setting ourselves up to have these conversations so that we can do the thing I just talked about, right, which is maximize our resources. And there are a couple of tools in our tool belt especially as the as performance managers which the board is to deploy resources to support our highest level priorities which are our student outcome goals and our guardrails. So

057the resource season that is coming up right is budget season and that is one of the strongest resources that we have to allocate to uh strategically allocate our resources to improve our student outcomes. So, what I'd like to do here is we're gonna have a little meta moment and revisit the January board meeting and I'm going to play a clip of your CFO introducing the budgeting process for this year. And trustees, what I'm going to ask you to do is as you listen to this again, I would like you to write down some things that stood out to you from this conversation. And that could be just things that are resonating with you from this process or things that maybe feel different from what you've heard before. >> And we are transitioning to item 3B.

058>> All right. I'm not going to do it this way. Maybe I am. And long-term stability. There we go. So, we'd like to talk about our new approach. Historically, school districts, like many organizations, have relied on traditional budgeting. This approach looks at last year's budget and adjusts incrementally one way or the other. While familiar, this method tends to protect programs based on history rather than impact, and it often results in acrosstheboard reductions instead of thoughtful strategic decisions. In an environment of structural revenue challenges, that approach is no longer sufficient. Priority-based budgeting re represents a deliberative a deliberate shift in mindset. The approach aligns resources directly with the district priorities established by the board, evaluating programs, not people, and explicitly connects spending to student outcomes. It allows us to answer a critical question. Are we investing

059in what matters most for students given the resources we have today, not the resources we wish we had? Importantly, priority-based budgeting is not a reaction to crisis. It is a proactive strategy built on the district's history of strong financial governance. The priority based budgeting process is structured, transparent, and data driven. First, the district priorities are clearly defined by the board and aligned to the desired student outcomes. Second, all programs are inventoried, including associated costs and performance data, understanding not just what we do, but what each program costs and what outcomes it delivers. Third, the programs are scored and ranked using consistent objective criteria. And finally, resources are allocated by funding higher priority programs first. And this prime work ensures that difficult decisions when necessary are made thoughtfully and consistently not reactively. Programs are evaluated using

060multiple weighted criteria. Some of these examples are listed here. Like mission alignment would assess how directly a program supports the I'm sorry y'all. Do you have any idea where that was? >> H >> What are you trying to do? >> I lost our place on here. >> Like on the video. >> Yeah. All right. >> That's about right. >> It's the the mouse keeps >> disappearing. It doesn't disappear up there. If you look at that screen >> is structured, transparent and data driven. First, the district priorities are clearly defined by the board and aligned to the desired student outcomes. Second, all programs are inventoried, including associated costs and performance data, understanding not just what we do, but what each program costs and what outcomes it delivers. Third, the programs are scored and ranked using consistent

061objective criteria. And finally, resources are allocated by funding higher priority programs first. And this framework ensures that difficult decisions when necessary are made thoughtfully and consistently, not reactively. Programs are evaluated using multiple weighted criteria. Some of these examples are listed here. Like mission alignment would assess how directly a program supports the district core mission. Student impact examines measurable outcomes for students. Cost efficiency considers results relative to the financial investment. Compliance and mandates ensure legal and access requirements are met. And alternative availability evaluates whether services could be reasonably provided by another uh method. Together these criterias promote balanced defensible and student focused decisions. The challenges facing Texas school districts are real, but they are not insurmountable. Priority based budgeting provides a disciplined, valuesdriven approach to financial decision-making. It's not about cutting for the sake of cutting.

062It's about investing with purpose. Okay. Again, apologies for the technical difficulties. Trustees, I'm curious based on that conversation, what stands out to you in regards to the budget in terms of priority based budgeting that this is thoughtful strategic planning, not reactive planning. >> And why does that stand out to you, Trusty Garza Roas? >> Because we're forward thinking on our budget and what's actually important to deliberate shift. Wait, no. I'm sorry. Because we the resources we have, not the ones we wish we had. >> Yeah, absolutely. Anything else stand out from that description of priority based budgeting? >> That we're not going to do like we always do. Um, it's not the old CFB, it's the new CFB. So, we're going to start looking forward and doing what we need to do for kids. >>

063Yeah. So, that sounds like an adult behavior change to me. that this aligns to the work that we've been doing. So, we have set the priorities and administration has determined what's going to help us achieve those priorities. And so, we're we're on a road to success. Um, and it's it's much more clear now because we can't just do what we've always done because we'll get the same results we've always gotten. >> Yep. Thank you, President Hatfield. So that's what we wanted to lift up today is that the board has now set the conditions to have priorities, right? Your goals and your guardrails. Recognizing that everything that happens in CFB is important because it touches all of our kids and to build a strong school system, we have to think about how to strengthen our systems

064intentionally. And the way that we start to do that is through our dollars. and we're going to put our dollars where we know and where we've seen in the past um to have proven success. And what we're really excited about is monitoring progress is a monthly conversation that is going to demonstrate to the board of trustees, to the community where CFB is seeing success, how we know those strategies are being effective, and if we need adjustments, right, whether that's a new strategy or a new resource, that we're making those decisions collaboratively and using data, right, to inform those changes. And so tonight, as you go into budgeting season, we just wanted to lift up, right, because I I know Joey and I um and perhaps a lot of people in this room have seen a

065lot of different approaches to budgeting, including just these really long unwieldy documents. And we and if I'm looking at that as a a schoolboard trustee or a community member, I'm thinking, how do I know if this is good or not? And I know the administration has been working really hard and really collaboratively to demonstrate, right, evidence that every single dollar in this district is being used incredibly effectively to improve student outcomes. And so, Trusty Garza Rojas, I think you hit on this beautifully. What are we doing out of habit rather than strategy? As did you, Trusty Brady. Um, and then right, how do we know that? And so as you go into your budgeting process over the next couple of months, we just wanted to point out and I know all of us have had

066this conversation, but for the community, right, this is what the trustees are going to be looking for. What is the evidence that is being provided in this budget that our goals and our guard rails are our for our first priority? What does that evidence look like? How can we see that prioritization and where um and h and what data can we look at right historically looking at other best practices looking at adjustments that we've made that this is a really good return on investment for our our students and that is going to show up in two main ways right so knowing that for school districts over 85% of our budget is going to be in human capital right knowing that um infect effective instruction and systems comes from from our adults in the buildings. How

067are we seeing the budget as a strategy document to show how we are strategically deploying our adults again to move those not only move those outcomes for our kids but build infrastructure and capacity over time. The second thing to consider is we are investing in again different um different resources and that could be curriculum that could be staffing structures that could be you know our time spent on PD how we are deploying different different people and different interventions to different campuses and all of that I know you are tracking that to say we did this thing how do we know it's successful which kids is it being successful for? How do we know? Should we be doing more of this? Is it working for a specific group of kids? Right? Being incredibly intentional and being

068able to demonstrate when we are spending those dollars. CFB knows that they are working as evidenced by this. And so I will just end with kind of an example of what that looks like. And I want to preface this by saying this is a document that was taken uh that was adapted from another district that started this process a couple of years ago. It has been a work in progress, right? Because that sounds maybe really easy to say, "Yeah, just show us the evidence that that thing is working." This is a huge system with a lot of interwoven staff programs and um and not everything has a a set system to be tracked, right? So this has been an incredible work in progress, but at the end of the day, the budget is an articulation

069of our values and our strategy and it should tell us a story and it should tell us a story, not line item by line item, but looking at we know that CFB has a third grade reading goal and so how are we thinking about our highest leverage strategies to get to our to meet our third grade reading goal and what does that look like in terms of that could be human capital. Is that early learning specialists? Is it an investment in highquality instructional materials? How are we supporting those highquality instructional materials and making sure they're um they're being deployed with or implemented, I'm sorry, with efficacy. How are we supporting all of our adults in the building, including our instructional leaders, to continuously improve so that we can continuously improve for our students. And then

070you can see some tracking over here. Again, I want to reiterate this is just an example. This is not um I don't want to say this is an exemplar. I don't want to say you're getting any of this. I'm just saying when you're thinking about what might that look like to see a priority-based budget. It is really an articulation of strategy that's showing here's what we invested. Here's what we expected to get. Here's who we thought it was going to work for. and that's why we're choosing to invest in that strategy. And so that is um we will obviously provide these documents to you in terms of you know being able to ask those questions during budgeting season. But we want to support you in continuing to align every single resource to support improving your

071student outcomes, including your your budget, because that is a that is a moral document, right, of how we are we're being good stewards of our resources and that we know how to best deploy them to um improve outcomes for all of our students. Any questions, thoughts, comments on kind of thinking about um and getting prepared for a more strategic budgeting process based on the priorities that have been clearly outlined or articulated by the board. >> Dr. Eldridge, don't panic. We're not asking for this tomorrow. >> I can tell you Kim Hulkcom has a dashboard with some of this already on it, right? I mean, yeah. Yeah. Um, I don't have any questions, but I I think it's fascinating to like take what we've done and then now take it to the next level and see

072how we can make it work within CFB so that we can have these strategic conversations because sometimes it's a lot of millions of dollars >> and 85% does go to the people. So this how we deploy the people is is now a more I think it's a more public facfacing opportunity because we're really clear on what we want to measure. >> Any other comments? >> It's good. >> It's great. All right. Thank you very much. >> Yes. Thank you all. Board of trustees, President Hatfield and Dr. Eldridge. >> Thank you guys for your support. Dr. Eldridge, you want to um introduce how we'll continue with this item? So, I think Miss Settle has a a few um budgeting um comments to make regarding priority base because we've been working on this all year and we

073haven't put it together in that chart yet, but we're we're on track. So, Miss Settle, >> yes. I first wanted to give um just a huge shout out to my peers and uh the SLT team. This is a big mindset shift. um we're accustomed to a certain pattern and cadence uh when we approach math, right? And this is asking um a little bit of a a mindset towards a long-term sustainability approach. Um and it does provide us an opportunity to present really unique reporting to you to the board that breaks down the silos of say that what the example may have looked very much like what um Miss Hulcom the future Dr. Hulkcom's uh budget will look like but it will also incorporate uh pieces of Dr. Smoskus' budget uh and it will encompass all

074funds. Uh we're constrained, right, by certain statutory requirements to present the budget in a way that is comparable to other districts. But what you're doing here is not comparable. It's the next level, right? It's asking more. And so I'm just really uh pleased to be working with um such great partners. Um it does require us uh to have a little bit of family talk and at uh Dr. E's last um team CFB we did start some of that that chat and so it does mean that in that mindset shift um I loved her example of vacation. Um my family was uh our household budget was influenced by agriculture. So, if it was a good year and we had lots of rain in South Texas, uh the Whismans got to spend a week at the Freo.

075Um but if the rain didn't happen, it might have been a day trip at a water park. Um so it would it forced us to have some pretty strategic family discussions and those things are already occurring in the district. This process takes time. Change takes time. You've mentioned it before. This is a year where we're learning and growing uh in a different way. And um so I'm I'm just uh really grateful to the team that I have sitting next to me and the team that works with me as we gather the financial data. We will be able to present a dollar amount to each one of your goals. Um will it be perfect? it will be as as accurate as we can get it this first year, but it's going to be something really great

076in year two and year three and how we leverage all of our um funding sources for the future. So, just thank you so much for setting the priorities the way you have and I am looking forward to uh giving you another update in March. So, Miss Settle, would you also give the board an update on um the principal meetings because our team went to every campus to discuss with the principles and so I haven't had a chance to get any feedback from that. And I think that that is to go sit down with all of our campus administrators and talk about their budgets and where their priorities are, I think, has been a huge accomplishment. And so, if you could just speak to that. >> Yes. Um, so there's a team of three of us,

077myself, um, Miss Carla Statsy, and Danielle Beloxman has been, um, another addition to this campus support. We have sat, uh, with, I think we're lacking like nine principles left out of the 34. Um, and everyone has had a, you know, personal experience with what priority based budgeting is. So while the graph or the chart that you saw before might look like Miss Hulkcom's budget, they'll be if a principal has something with early childhood in there, it would be in that in that graph as well. So everybody has a part to play in it. Um I'll just be, you know, very frank. Will will it every campus budget have a material contribution to um every C CV 2030 goal? No. But every contribution counts and everybody needs to feel like they're part of the same direction.

078Um and so I I'm just really excited about that. The principal's feedback has been very positive. Um and uh you know the reality is the reality there. They didn't give us more money this year um for you know all of our priorities, but we will put the dollars uh with the priorities. said, one of the things I wrote down when um uh you were uh regurgitating my words was um matching our investment with measurement and I thought that was uh you know as an accountant who really loves the matching principle that this is really important work. >> Thank you, Miss Settle. Board members, do you have any questions? Um we will start the budget process in April since our fiscal year runs through August 31st. So, we're going to be using our April, May, and

079June work studies. Um, but does anybody have any questions today? No. >> Okay. Thank you very much. >> Thank you. >> All right. Our next agenda item is item 3C, which is a report or discussion regarding the February TASBY federal um conference, which was attended by Miss Benabitas and Mr. Gilmore. Um, as uh information for the community, each board member has a specific aotment that we can spend on professional development and learning each year. Um, and Mr. Gilmore and Miss Benvitas selected the federal advocacy conference as something that they were interested in. Um, and along with that in our board operating procedures, we state that anytime a board member goes to a training, they are to come back and share with the board what they learned and what the focus was. And this is really

080important because if we're going to spend public dollars to go somewhere, then when we come back um we all didn't go to the federal uh conference and we all didn't need to go because we have a way of a vehicle and a way to share with each other what we learned. So I'll turn it over to Mr. Gilmore and Miss Benvitas. >> Thank you very much. It was absolutely a wonderful experience. Um, I would like to say that DC under three feet of uh three feet of snow that turned into ice was kind of crazy, but they were really good about cleaning the city up. Um, I will say that Congress uh, Congressman, excuse me, Brandon Gil, Senator Ted Cruz, and Congresswoman Beth Vanine, their staff was wonderful. They really gave us uh the red

081carpet treatment and they showed us around DC and they helped us as much as they could. Um we have so many different things to talk about. I'll share that um one of the conversations was about um the grants that have been cut in DC. 730 grants worth $2.2 billion um have been cut. it affects K through 12 and higher ed and they're really really um worried about it because it does impact us all the way to the uh local level. That was one of the things that was really challenging to discuss and listen to. And on another thing, uh they talked about higher ed not being not that it's not as important, but they're focusing on K through 12. Um I did share how our board goals of CCMR we're planning to go from 70

082to 90 and they were really excited about that. Um they asked how do we work together to staff labor and how important it is to stabilize our environment. So they're really looking at that in many different ways in DC and how important it is. Uh, one of the things they did change was the pyramid and they said that one in five live in adequate food supply which is really sad. That's their reporting. Um, they also said that one of five uh regarding mental health, one of five use uh the school programs, what we offer to help them with mental wellness. Um, one of the other changes they've made is vaccine recommendations. They've removed seven vaccines from the list. um rotovirus, hepatitis A, B, and the COVID as far as RSV is no longer required on

083the list for children. But it was uh very interesting, a lot of history, and I'm grateful that I got to experience it. >> I'm appreciative of being able to go and uh partake in this. It was uh again like drinking water out of a fire hose because they gave us so much information in the one day. It was um the government was actually shut down for that one day. So uh one of our speakers didn't get to come. Um and so I have a couple slides here that uh the next one. So um moment in time um he not this one, not this one. Not that one. Just the next one. Um, no. Next one. All right. So, the one big beautiful bill act. There's three big components for uh superintendents to be aware of.

084Uh cost shifting reference uh SNAP. Uh cost shifting reference Medicaid and creation of the national voucher program. Uh financial implications are going to be direct. certification numbers will go down given Medicaid and SNAP denials uh which will make it more costly for districts to keep feeding kids. Um what can you do? Direct C numbers for this year will likely be higher than next year. So go ahead and uh get those uherts up now instead of waiting even if you have another year on that. Um but the next slide um so they talked about um this tax credit that are called SGOs which are vouchers with all the talk we've heard of vouchers um is there next slide there um so the timeline for imple implementation most people have not heard about this I hadn't heard

085about it but uh by July the states are going to be required to have the outline of how this is going to work. But every school district in the state should probably take advantage of this. And we ask the educational foundation cannot use their 503 to do this. But it might be something that they might want to look at or we would want to look at to do this because this uh voucher is eligible for public schools. And um so by by July they said it has to um have regs in place and by January 1st um donors can begin to contribute to the SGO. How that works is if me as a taxpayer I owe $10,000 to the IRS, I can direct $3,400 because I'm married to go to that uh nonprofit that that

086nonprofit that can give scholarships to our students in the district for tutoring, for band, things like that. Um and so um and it has to be donated to the SGOs and I forget what the S stands for but it's a granting organization. Um and then the next slide uh which all this has a bit of contra contradiction. I'm having trouble seeing um but we have our governor has opted in to this um and they put some limits on what the governors can and can't do. Um, so they can't control uh protections against waste fraud and and abuse um and civil and disability rights protections. Uh but there's uh and they haven't come out with all of them yet basically, but that's good information to know with all the information on and uproar with uh the

087school vouchers. there is something out there for the public school system that we should um take part in and um they asked so one of our speakers um I'm done with the slides now one of our uh speakers education secretary uh could not uh attend so they put a makeshift uh panel together and one of the questions I just found it interesting what should we be looking for five years out uh and what should we be thinking about And one of the comments he made was we're we're in a generation of kids where most kids grow up with not many books in the house and most of them have never had a newspaper in the house. Everything is online and social media and so we need to look ahead towards mental health as well. I

088know that's a huge topic but because of social media mental health issues are going to be so much more great in five years. But again, thanks for allowing us to go. We got FaceTime with Brandon Gil and Ted Cruz and Beth and their staff and uh lots of information. I included all the uh slide decks for y'all to have to look through. >> Thank you for bringing back the slide decks. Board members, any questions um about this information? Okay. Thank you very much for bringing back the information for us. All right. Our next um agenda item is discuss district properties. Board members, do you need a quick break? Anybody need a quick break? Yes. Um we're going to take a quick 10-minute recess, so we'll uh it's 6:47 p.m. and we'll come back at 6:57.

089All right, the time It is now 6:56 p.m. and we are back in open session and we are moving to item 3D which is discussion of district properties. Um and this item was uh requested at the request of the board because we uh wanted to have a collective understanding of all the properties we have available in the district and how they are or are not utilized. And so we specifically asked Dr. Eldridge to um put together tonight so that we could have a solid uh team baseline understanding because some of us have been doing this for many many years and some of us are newer and so we wanted to have a starting place that we felt like as we have conversations moving forward um that we have a a firm footing on exactly what

090properties we have and with that I'll turn it over to Dr. Eldridge to introduce the item. >> Well, first I would like to thank Mr. Shackman because we had many phone calls because he has the history of um being on the board for so long. He has the history of all the properties that are in our district. Um and we actually last year drove around and looked at every little piece and we put together every piece of property that um that is vacant or that um is you know that encompasses our district that is not being utilized. And so I Corey gave uh Mr. Blackburn gave a presentation um at the board meeting last month and he talked about our educational specifications for what we look for after he did many many meetings with the

091community and um the the Carolton Elementary, what are our specifications for our campuses in looking in the future? And so with that, we put together that information to go along with our priority based budgeting and what our properties are and what we can utilize them to be or not to be. And so with that, I want to thank Mr. Moore and his team for the hours. And Jackie, thank you Jackie for doing all your great computer work because this is a comprehensive booklet of every piece of property and the value and all the information. So, I'm going to let Mr. Moore walk us through it and thank you again. So, you can start. >> Yes, ma'am. Thank you, Dr. Eldridge, President Hatfield Trustees. U first of all, your eyes are not deceiving you. This is

092not Karen Rodriguez seated to my right next to Kim Cassin. That's Corey Blackburn. Um, his name is on this presentation and so he may chime in from time to time as well. And I thought it'd be a whole lot easier if he was seated there so he could just address some things. But as Dr. Dr. Eldridge mentioned and as President Hatfield mentioned, this is really timely because it's um just two weeks ago you all adopted the educational specifications. Um and now uh we're going to talk through the land. Uh and it's just as critical for long-term planning. Uh specifically with regard to understanding what it is that we look for in land, the vacant structures or the vacant land that we have, um land that um how it's being utilized, whether there's a facility on

093it or not, is it parking? And so we have as Dr. Dr. Elders, you mentioned put together a list of of basically it's the properties that there's not an existing structure on. It may be utilized, it may not be utilized, but we're going to talk through some of those pieces, but to make the tiein that was just mentioned, um, EDSP specs were what you all adopted a few weeks back and you can see there, I won't run through all of that because you reviewed it, but they the guidelines, the educational specifications are the guidelines for the buildings. Um, it's it's it includes the mission and the goals. It includes the facility types. There's safety components. There's minimum square footage requirements. Uh, of course, it's required by state law. Um, and it requires board approval. We

094had EDS specs. Uh, and we updated them. It was about a year and a half process. Mr. Blackburn guided through that. It beame, it began in 2024. Uh, extensive interviews with staff, with teachers to ensure that what we were doing and the direction we were going worked. And then of course um you all adopted those new EDS specs just a couple weeks ago. So the EDS specs, they define the buildings, but they don't define the land. So how do we define the land? We use um the Association for Learning Environments to help with a uh with with defining how it is and what we're looking for in land. That's an education facility organization group. They've been around for more than a hundred years. Uh they were founded in 1921. They are utilized um internationally. They

095have a chapter in virtually every state in the in the in the uh in the country um Australia, Canada. And so they are a um a very strong presence in how you define the land types that you're looking for. They've got several key elements um site selection and analysis, functional design, u sustainability, integration of the facilities within the community, but the key portion that we're going to look at tonight is site planning. Um, and that that you see right there, that's that's the biggest portion of how we're we we're going to talk through with the Association for Learning Environments and how it's impacting our our sites is through their site planning. And you can see what that what they do right there in that final bullet. Um, they take a look at the conditions of

096the site and these two first right there, the ensuring the adequate size and avoiding wetlands. Those will play into some of what we talk through, but the site planning component is basically that's this is to land what the EDS specs are to the buildings. And so um that is adequate size is key. And so those are the guidelines that the association for learning environments uses to help determine adequate sizing for our properties as they're related to the campuses. You can see there the 10 acres uh plus 1 acre per 100 students for the elementary school and then 20 and 30 for high schools respectively. So, keeping in mind the the specifications that we're looking to build, um our our new facilities, um of course, the land that we have and where they're being built, uh

097is is what we have. But moving forward, what we're looking at for whether we're looking to purchase, uh whether we're looking to maintain, whatever it is we're doing with buildings using our specs, um with an 8 800 student, um elementary specification, that's 18 acres. 10 acres plus one acre for every hundred students. That's an 18 acre site would be the most desirable based on these guidelines. Uh for a middle school, it would be a 32 acre site. That's 1,200 students. So that's 20 acres plus one acre for every 100 students. And ideally um the high school sites 52 acres with with 2200 student built out at our largest uh targeted uh campus. And so again, those are numbers. Those are ballpark figures, not ballpark that that's set in what we look at, but those are

098just guidelines that we use on how we're determining the the land that we have and what we're using it for. So tonight, uh, and you also before I move on, you have a copy of that. You should underneath your binder maybe, uh, if you want to look at that while we're talking through these things to keep that in mind. Um, tonight's land discussion, we're going to talk through our vacant properties, and I'll explain what we mean by vacant when we get there. Um there's 11 of those and we're going to revisit our four closed campuses. Um the um we've sorted in your binders there three categories. Uh category A that meets the site planning guidelines. Category B does not meet the site planning guidelines. And then category C um is our closed campuses. And I

099want to for a second go to a slide with regard to the closed campuses. Um because if you remember last December when we finalized our facility planning advisory group framework um this I will zoom in but this down here this was an addition the night of the meeting within the condition and adequacy. consideration of that group was that we create a plan for the next use of a facility that's planned for closure or consolidation. And so, of course, we did that. We had plans for temporary use for construction um or with regard to Long and Central um and we are in the process of of we had plans for McCoy and Ferno and so we're going to look at those and see what plan we used where it stands and so um just to just

100to reiterate those were a driving force within our closed campuses to be sure and have a plan for the next use of a facility. Specifically coming out of that meeting, that uh consideration came into play uh because of stated concern at that facility planning meeting of uh references to Huey and Sheffield having sat vacant for some time and and not wanting any of our sites to turn into that type of a situation. It was also brought up at both city council meetings where I went and spoke and shared our consolidation pieces. Um, get back to the presentation here. And keeping in mind, I also want to go back to site uh, category A and B. We're only looking at uh, the adequate size for acreage. I'll kind of talk through that as well, whether it

101meets the site planning guidelines. We looked mainly at the the acreage and the size of the lots for tonight's presentation. And we'll get through all of that with a uh, with a digital flyover of the map locations. So, if you will go ahead and turn to >> No, I don't have one of those. I could fold one up real quick, but I might crash it into that screen. Um, let me get here. >> Mr. Moore, they also had an assignment to go and drive by the facilities in the um um the plot of land. So, if you did not complete your homework, we have this great map that will show you all the the properties that are listed in this booklet. >> We do. So, we're going to start again within the uh the first

102section is meets the site planning guidelines. And again, this is just on the acreage alone. And if you'll flip to the first one pager, that is the property at 21106 Luna Road. Zoom out a bit. Layer disappeared. I'll go in one more. So, right there you can see the pin, the outline of the layer. There you go. So, this is Bush right here. Luna is just to the right. This is a piece of property that we have. Um, it's zoned as um as commercial. You can see within those those uh the one pager there, it's got the parcel number. It is Dallas County. You've got your land values according to Dallas County. A couple of the notes on this property. Um it uh again it meets the site planning simply because it's 36.7 acres. However,

103it is in a special flood hazard area. Um and so with that specifically, this is a zone A flood hazard area and that means that there's a 1% or greater annual chance of flooding. Um there's FEMA applications and requirements and rules for this. Um anyone who would want to purchase this and secure like a a federal u a federal loan, if you will, there would need to be flood insurance. Um this is in a high risk of flooding. That's why it gets the zone A uh rating because it's near rivers and streams. But back to the criteria that we uh talked through and you've got your sheet there. Um the the wetlands are a consideration with regard to u the the guidelines of what the the site planning looks at. So this is the first

104parcel, but it is definitely in a wetland area. As I zoom out, that parcel goes away. Sorry about that, but you can kind of get a better bearing on where it is. There's there's uh 35. Luna is right here. George Bush is right here. So that's 21106. And if you'll flip to your next page, that's just kind of an outline of the uh the flood hazard layer that we pulled from FEMA for tonight. So you can kind of see where the flood runs through. That zone A is on the far east side closer to um the tollway. Moving to the next site, it is 7600 Valley View Lane. That is just to the east of the Watton Center. And this is an interesting mix of parcels right here. Um that is this piece up here.

105It is uh 17 acres. Actually, it's the piece on the bottom right here. My apologies. It's 17 acres. Uh you see the the appraisal values based on Dallas County. Um, again, that is in a wetland area because there it's a um zone AE flood hazard area. If you want to flip to your next sheet, you can see kind of on the far west side and the far or the far east side and the far north side, there is a flood zone on the north and the east of that as it contours around uh and and a levey runs up to that east side of it on the insert there. Um, but that is that's the property that adjoins that's 76 Valley 7600 Valley View A. And I named this next one B because that's the

106next parcel. It's just north of it. Um, and so those two um combined there is um that that second parcel is 21.5 acres. The one just to the souththeast of it is 17.9. So again, those are separate parcels, but it's the same section of land there just across from Valley View. There is some flood consideration along Lalita and 635 right here on the service road. Those were based on size and acreage alone. the only three of our 11 vacants that uh do meet the actual site planning specifications. They're they're size enough at all three of those to put something on based on the acreage. However, they have serious wetland consideration for what could be done there. Um if you flip to your next section, those these are the pieces that do not meet the site

107planning again based on acreage. The first parcel, this is again one of the the the two sections. It's just divided up is 1821 Pearl Street. It's just right next to us across the street uh south of Carolton Elementary, north of the uh ESDC. It is vacant. However, we use it every day for parking. There's not a structure on it, but the lot is there. Um it's 2.9 acres. And then the um you can see the cost to maintain also. I put that there in the notes. That's basically cleaning, trimming, mowing. Um along with those other three pieces, those were in the note section as well on the previous properties I showed you. Um but 1821 Pearl A and then 1821 Pearl B, that's the section right here just north of it. So those two combined,

108they're not officially a a section of the Carolton Elementary campus. However, you can see this map is dated January 3rd. So, this is a this is a really recent map. We do have the uh portable buildings here for the Carolton Elementary Construction. And while there's not necessarily a facility that we maintain on these properties, they're utilized a great deal, whether it's parking and this just turned into a a good section to have these portables in. So, while we don't necessarily we couldn't put anything here and there's not a structure there currently, th those properties are utilized pretty pretty regularly by the district. The next piece is 1950 Hutton Drive. And I thought of Miss Garza Rojos every time I pulled this up in preparation for this meeting the last week because we were talking about

109the size of of this piece of property. It's a whopping.35 acres. And she was like, "Can you even park a car on there?" And and could we provide some level of of rationale for people to understand how big it is? Well, it's.35 acres. And I just did a quick Google search before we started tonight and I think you could park anywhere from 20 to 40 cars on 3 acres, but there's trees, there's easements. You you might get 10 on here. I don't know. But then um that's that's the interesting piece of property because Hutton trails north and south and then it just curves over. It cut into what was our standards area and just left that little parcel right there. We um do not maintain that property. We don't mow it. We don't weed eat

110it. And I'm hoping that whoever is is not watching this tonight and begins asking us if we will start doing that. Uh, but it is.3 acres. It's just a a sliver right there across from Standard Stadium. The next we're going to go back to the lavalita area. It's another interesting little sliver. It all works together, but we just wanted you guys to see how these were divided up. So, this is essentially part of the previous two parcels. However, you can see right here that it's in uh it's just an interesting cut right along the western edge of these two parcels. It runs north up to the the the tollway right here and it cuts down. It's an easement just along both sides of the road and on the east side of the road once you

111get to this second parcel up here. 2.9 acres in total, but essentially it connects with all three of these pieces together. And the the cost to maintain that, of course, is the edging and the and the mowing and the and the uh the man-hour on that. Next property is 2115 Frankfurt. That's a property that you are all extremely familiar with as we have talked about that a great deal over the last uh year or so. That is the former Huey site. And again, this is a very recent map. So, you can see uh that uh there's no more Huey. They've done an excellent job of going in and grading and establishing this uh this area here. Um just as a reminder for for those who may be listening or watching, that property is declared surplus

112at the February board meeting and we are in the process of um engaging with uh to begin uh to sell that property. Next is a very similar piece of property that is at Kelly Boulevard which is the former Sheffield site. Um they had not yet begun finished busting up the foundation and removing that. That's all gone now. It looks a lot like Frankfurt. Um but again that has been declared surplus and we are in the process of um engaging to sell that piece of property. But there are still costs of maintaining that. Uh as you can see there this year that properties cost us $7500 to to maintain and the Huey was $4,300 to maintain. Next is 1012 Study Lane. This property is just northwest of Good Elementary School. It's another interesting sliver. Um I'll

113zoom out for a second so you can get a better bearing. This is Old Denton Road. Um here's Study and there's Denton Drive. Good is right here. There is one easement to get into this piece of property right there. There's a fence along this right side along this east side that keeps it from the cable company. I believe it's cable company, utilities company. Um there is no and a fence just to the north where these uh water treatment um facilities are. No fence along the west. Um so that adjoins to good. You want to add something to that one? >> Uh just one comment on on that property. I did talk to the principal the other day. I do think they use at least a portion of that for outdoor play for good. So, I

114do think they get some use out of that property. >> Mr. Moore, that part that's labeled 2120, we don't own that. >> That is correct. >> We do not own that. >> Do we? >> There is no fence there. Um I I've reached out to the company that does own that. um just to visit with them a bit. I've not gotten much feedback. I'm trying to get in touch with them um to to discuss some things, but we do not own that. That's correct. There is no fence line there currently. There is one right there to separate those our property from the water treatment areas. And you can kind of see here where that fence comes in. There's a gate. It's gated and then easement to get into that property right there that they utilize,

115like Mr. Blackburn said, for play areas and things. The next piece is off Web Chapel. It's the uh it's the former Mclofflin site. This is a property that we receive phone calls on regularly. Um, you can see if I could get it to highlight. There you go. Um, 9 acres. So, it's just under 10 acres. Uh, but again, there's a elementary school right across the street from it. Um, but it is on a very um it's it's a lucrative piece of property. We we receive multiple calls a month on that piece of property uh inquiring as to our plans on that. Um it ranges from home sale to there's all sorts of things we receive calls on. Uh but that's uh it's pretty pretty lucrative piece. You can see where it is right there at

116Web Chapel and F just over here from Turner. >> I have a question on that one actually. Mr. Shman. I was wondering on that property in particular cuz I believe you were on the board when >> Strickland Mclofflin Strickland was built and this piece of property was demolished. >> Do you recall conversations at that point about strategic planning and why they didn't sell then? >> Uh it was actually it was purchased and built before I ever got on the board. It was >> um it was determined uh to be uh a better build to put Mclofflin and Strickland together and uh just the size of the enrollments at the two campuses and to avoid uh the needs of students to walk across the street and and issues there with traffic. Uh we had a traffic

117accident a number of years ago there on FE and there were several things involved but uh the decision was made to go ahead and consolidate those two schools into what is currently now with the new built see that was uh an addition put onto the um Strickland campus. So >> yeah. Okay. So now in your binders, we'll transition to our closed campuses from our consolidation. First is uh 1600 South Perry Road. Let me zoom into that. This is the central campus and you can see there the property is much more than just the central campus and that's as we've said many times when we were presenting it really u central is right in the middle of the turner backward L footprint. Um but this is the the property here. This is Central and of course

118Central is currently being used for the amount of uh the construction. Uh it freed up 6 to 700 students from Turner every day. they travel down Perry, enter in here on the north side of the building. Uh, and so that has worked wonderfully this year, saved us at least $2 million in portables. Um, and so we will continue finish that out this year. And then next year, the central campus will serve as a site for the Farmers Branch Elementary School construction, much in the way that it is now for for Turner. dragging my finger. Okay, the next site, let me back up. I wanted to show you here. That's an active facility. So, the cost to date in that sheet that you're looking at, those are four months of costs from September of 25 to

119December of 25. And so, that's the actual cost to date. And then um the down below highlighted there the um the um the the estimate for the remainder of the year for the utilities and for the landscaping uh to what we need to do to to finish out the year. So while that one is being used because it's an active campus. The next site is 2525 Frankfurt, which is the former Long Middle School that is currently being uh utilized in this front portion here by our security department. Um it's also um being utilized as um um inventorying uh within some parts of the building and also next year it is going to be used as a u much like central is next year it's going to be used as a temporary site for um Salazar

120uh the DAP program while that uh facility is under construction throughout the 2627 school year. And you can see there again the cost to date through the four months and then what we anticipate the utilities and the um costing us for the remainder of the year. Next is 3210 for no lane. Me zoom out here. Of course that's the former Ferno Elementary. You can see that there. um cost to date there. It is not Ferno is not currently being utilized. Ferno and McCoy, neither of the two that will follow. Neither of those campuses are currently being utilized. Um and um you've got the remainder of the year estimate for the utilities on that. A reminder on these two schools, uh, FNO was within, um, the Creek View feeder and within this feeder specifically, there were

121five campuses that were within one mile of each other. So, there were five elementary campuses within one mile of each other. Ferno was one of those campuses. And so, um, there's no use for Ferno. Um, there's no future plans for Ferno. And um this is the most this was the most heavily the most densely populated area uh within all of our four high school feeders for elementary campuses. And the it looks like the acreage is 8.65 which is actually when I look at the list of all of our properties almost the smallest property we have that was an elementary campus. >> Yes ma'am. >> Okay. And then last on the list of the former campuses that were closed is McCoy, 2425 McCoy Road, of course, the former McCoy Elementary. And you can see there it

122is not being utilized. Um you've got the cost estimates for uh McCoy was another campus where at one point in that feeder there were four um four elementary schools that were within one mile of one another. So still it's a very densely populated area with regard to um elementary campuses. We have no plans for this area for this site. Um and a note on both McCoy and FNO um they have both uh been broken into already one time um since the school year began uh in December over the Christmas break and then once over the extended Martin Luther King Day holiday and so um both have been broken into. We've had to reinforce them to some extent. But you can see there on on these two properties and really all of them, there's uh close

123to $45,000 worth of of cameras inside that we're we're still maintaining utilities uh to keep them running, to maintain security, to maintain the alarm system, to maintain the fire system. Um and so there's still costs associated with all four of those schools. Again, two of them are being utilized, Long and Central. Uh Ferno and McCoy are not. So, we wanted to see the costs on on those as well. And again, I think I'd mentioned this was one of the this feeder had four elementary schools within a mile of each other, which again was a reason it was selected. >> But the acreage on this doesn't meet the minimum requirement for an elementary school in the future anyway. >> It's just under the Well, 10's the threshold and then you add 100 students per. So, no

124ma'am. On acorage alone, it does not >> on those guidelines. That is all we have with regard to the presentation. Happy to take any questions you might have from the presentation. And I know there's also a a close session afterwards. So, whatever you want to do, look through this presentation, look back through those slides, answer anything you all may have. Yes, ma'am. >> Are the market values current or are they from 2023? Those market values that you see are the most recent that we could pull from both Dallas Central Appraisal District and the Denton Central Appraisal District. We've not done our own appraisals on anything that's um that's of the vacant campuses. >> Thank you. >> Yes, ma'am. >> Additional questions, Miss Brady? >> Um so what are our next steps? >> That's for us

125to decide. Well, you can tell us what we're going to be recommendations are >> the recommendations for next steps for this. I think we're going to talk through that in close session with regard. Wonderful question, but I think that's what we're going to talk through real estate properties and discussions on all all of these properties in the close session. >> Okay. >> Yes, ma'am. So, because it is property, we do have the availability um as trustees of the district, we are entrusted to um make sure we're looking at the long-term plans and think beyond. So, we are not representatives of people. We are entrustees entrusted to um think in the long range planning of this district and determine um how we can best utilize the property and the funds that we have to serve the

126children that we are so entrusted with. And one of the things about being trustees is we we are impacting two people's favorite things, their children and their money. And so this is something we take very seriously and that's why we wanted to make sure I mean it's a board request to get on the same page about the properties we have available. Um because there's some quirky ones in here and um we need to really determine if we are utilizing the funds that we have available to us in the best possible way because every dollar that goes to a piece of property is also a dollar that doesn't go to a child. However, on that opposite vein is this district is going to be around for a lot of years and we cannot make decisions based

127on today only and we have to really think through this. And so that's why I really want to thank the infrastructure subcommittee. They've been working and asking administration questions that help prepare for tonight's presentation. Um because the board really wants to think deeply about this. This is a work study. There will be no decisions made tonight. We are not voting on anything tonight. We may not vote on anything next meeting. What we are doing right now is factf finding and ensuring that we understand exactly what we have and then we're going to seek additional information from administration so that we can make the best possible decisions. Um any board members have any additional comments on that? >> Mr. Shackman. Uh from a historical perspective, every piece of property in our notebooks that we've discussed uh

128has belonged to the district since prior to my time, which is now 12 years on the board. And so how we acquired some of this, I don't even know. And uh why we acquired it, I don't know that I know, but we've held a long time. >> Yep. Great point. Any other comments? All right. Thank you, Mr. Moore. Um, based on that, our next agenda item is item number four, close session as authorized under Texas Government Code, including but not limited to section 551.071, Consultation with Attorney 551.072, Real Property. 551.074, Personnel Matters. 551.076, Security Devices. 551.082 School Children District Employee Disciplinary Matter or Complaints. 551.0821 0821 personally identifiable student information 551.3084 investigation. Um we are moving into item 4 A pursuant to section 551.072 real property discussion of district real property and the time is

129now 7:32 p.m. You are welcome to stay as long as you would like. Um, our next agenda item when we return is just any remaining remarks from the agenda items and then we'll close for the night. Thank you. Okay, the time is 8:21 and we are back in open session. Um, reconvening and open meeting and our final agenda item is comments from board members regarding posted agenda items. And I'll just say we really I think the board wants to express their appreciation to administration for the amount of hours that were invested into getting us a district property guide book so that we could thoroughly look at things. Um and thank you to Miss Settle for being here um to talk about anything related financial to these properties. Really appreciate it. Um board members, do you

130have any additional comments about the posted agenda? All right, seeing none, the time is now 8:22 and we are adjourned.