001All right, it is 6:31. A quorum of the board is present. This meeting has been duly called and that notice of the meeting has been posted in accordance with Texas Open Meetings Act, Texas Government Code 551. Will you please stand with us as we have Pastor Carrie Smith from First Assembly of April. He's going to lead us in our invocation. Amen. Heavenly Father, we thank you tonight for this opportunity to come together. We recognize tonight, Lord, that uh there will be opinions given and thoughts given. And Lord, I thank you for whom those thoughts and opinions come from. I thank you, Father, for the parents of of students in this community. I thank you, Father, for this board that uh uh will make decisions in in days ahead. I thank you Lord for our teachers,
002our support staff, our administrative staff, but most of all Lord I thank you for our most most precious resource in this community and that's our children. And I ask you Lord to reign your presence upon this meeting that your grace Lord covers that your peace covers and that Lord understanding is is able to to be arrived at tonight in the hearts and minds of this group of people. Lord we honor you and praise you for it in Jesus precious name. Amen. Thank you, pastor. And now the pledge. >> To the flag of the United States of America and to the stands. One nation god indivisible with liberty and justice for all indivisible. Mr. Boon, do we have any public comment? >> Nothing. Okay, then we will move on to recognition. >> Um, at this time,
003Miss Beckham, would you like to bring your um staff members up to be recognized? Good evening. Tonight we would like to recognize our prek and our ECSC Paris. Um we have Miss Lauren uh Villanuva, Samantha How, and Elizabeth Cisneros. Um these ladies are often the first faces our students see every morning. Um, they always have a smile on their face. They welcome the kiddos immediately, making them feel loved, safe, and knowing that they have a place to go to, that they're always going to be cared for. Um, if you truly knew what these ladies did every day, you would ask why and how. Um, but they do it because they truly care about these kids as if they are their own. Um we are so thankful to have them and the the ladies that they
004work with have shared some notes that they want to say too. Um all three of these wonderful ladies are so caring and have built a great relationship with not only our students and staff but as our parents as well. They always pitch in wherever they can lend a helping hand and they do it with a smile on their faces. You can tell that they genuinely love these kids. I'm so grateful for Miss C for all her hard work and dedication and for hanging in there and covering me while I was out with medical issues. She is very reliable and committed and exceeds the expectations of a prek aid. She is definitely a godsend. And Miss C is sister and that's from Miss Baker. Um Samantha How is the aid that every teacher wishes were in
005their class. She is kind, patient, and encouraging with the students. She shows up every day with a smile, willing to do whatever is asked of her. Samantha notices what needs to be done and does so. She gives our classroom positive energy that the students thrive in. I am so grateful for her every day. And that's from Miss Patrice Giltor. Um, Miss Lauren Villain Noeva doesn't just come to work, she makes a difference every day. She works with our special needs little ones, providing love, respect, and consistent boundaries that the students need. She is dependable and willing to help however she can. She is a blessing to all she works with. She has been a such a joy to work with this year. She has been a wonderful addition to our classroom and the students adore
006her. She is hardworking, dependable, and patient. Her patience with our special education students is what impresses the mo me the most about her. She is always willing to help anywhere a need arises and she does so with a great attitude and kind spirit. I am va very proud to have her as my sidekick and partner. She is a wonderful asset to Maple ISD and I am very thankful for all she does. And that is from Miss Gillsdorf and Miss Renall. She works um in the mornings with our ECSC program and then she moves into um prek in the afternoons to work with her babies in the afternoon. So y'all are truly an asset to our campus and our students. We are very blessed to have you. Thank you for all you do. >> Ladies, hang
007on just a second. And thank you so much for all you do for our district. Actually, let me Okay, thank you ladies. Thank you Miss Beckham. Miss Bone, I think you have some special guests here as well. not as tall as her. >> Okay. Um, so I have Courtney Barton and Heather Garcia here with us. They are part of our PTO. Um, we every year do a chocolate fundraiser. It's chocolate bars. Um, some years they're a dollar, some years they're $2. This year it kind chocolate prices rose um significantly. So, our boxes of chocolate this year, they had 40 bars. >> 40 bars and they're $8 a box. >> Okay. So, later on you guys are going to hear a presentation from our ladies, our PTO, um about what they are planning on doing with
008some of the funds that were raised. Um, but we wanted as the middle school to appreciate our kids that went out and they they worked hard, they sold and they kept going. Some of these kids were hustlers. Um, so, um, not everybody was able to come tonight. Um, you know, spring for middle school and high school gets a little a little dicey with all the sports and activities. Um, but we've got our top sellers for each grade level. So, for fifth grade, Mason Rodriguez sold 10 boxes, and I don't think he was able to come. For sixth grade, we had a three-way tie. Lenley Smith sold seven boxes. Lenley, I know you're here. You want to come up and stand with us, baby? Claire Kunrod also sold seven boxes. and Victoria Martinez sold seven boxes.
009So, these are our sixth grade top sellers. For seventh grade, Clara Sanchez was our overall winner and she sold 24 boxes. >> Second year in a row top. >> Yeah, she's second year in a row top winner. um she was unable to come. And for eighth grade, Carly Sharp sold nine boxes. So, the grade overall that sold the most was sixth grade. They did a great job. Everybody was really excited about the prizes that were offered. Um >> I believe they had 163 boxes. >> 163 total. >> Close to them. >> Very cool. And what was the prize that they were most excited about? >> Well, they we have the BMX show that's coming to school. They really liked that. And then they also like we're going to a tour at the Ranger Stadium. So
010we have 82 students that sold five boxes or more that are going to go to the Ranger Stadium. >> And I think that's the most we've ever had. >> It is. >> Oh, you are more than welcome to come. >> Allowed to go. It just cost money. >> Okay. So later on you guys will hear a presentation from our PTO about what they want to do with the amount of funds that they raised um with the hard work from our own kids. it's going to come back to our campus to do some great things. So, I'm really excited for y'all to hear your their presentation. And thank you all of you for doing so much work. I appreciate you. I do. Yeah. All right, we're gonna go over there and take a picture. You ready?
011One, two, three. >> Thank you. All right. Next up on the agenda is the consent agenda. >> Make a motion to adopt the consent agenda. >> Second. >> Any any conversation? >> All right. All in favor? All four. All right. Next up is the superintendent report. >> Okay. Um for enrollment as of 324 we have 484 students at the elementary school, 361 students at the middle school and 356 students at the high school. That gives us a grand total of just over 1,200 with,21 students. Um and then does anyone have any questions regarding the finance report um for Mr. Kaboom? >> Okay. So, with the finance report, uh, if you open that summary sheet, um, you can see our ADA hasn't changed from last month. Still at that 11:22 ADA and, uh, we built our
012budget on 1111. And then that next graph, our revenue realized to this point at the end of February is 68%. And then our expenditures encumbered and expendit expended are at 60% of that uh budget for um the appropriations there. That next page down is going to be the comparison of this time of last year. And so you can see our revenue is up a little over 500,000 from this time last year. Our expenditures are also up about a little over 500,000 from this time last year. And then um that's primarily due to uh some facility capital improvement expenditures there. The next graph right below that is child nutrition and that is showing that he is or CN is at 11,000 almost. 12,000 up in their revenues from this time last year and they're running about
01328,000 less in their expenditures and that's primarily due to staffing. Um, so they were a little bit inflated with trying to spend down some of their fund balance and so uh a part-time position in CN once they left that position was not filled. And then if you go to the next page that is our construction report. So you can see the amount u in the total balance column there at the top and then the new expenditures from February. And then you can see at the bottom the future payments due just kind of the estimate of where we're um headed with um we got a payout for March from Gallagher and then listing out their balance to finish there and the different fees with um what would be remaining from those funds at the top. And
014so that hasn't changed much since last month either. We still have about that same amount expected. >> Any questions? >> Can I ask a quick question on the how are you feeling with us obviously passing the deficit budget of ADA tracking ahead of budget right now? Do you think there's a chance we're going to be able to, you know, compens compensate the deficit? Well, I don't know about compensating the full deficit because what I look at is the deficit was minuscule. Like I mean it was about I think 4 or 40 to 50,000 sure deficit. But what we have to also consider is that there's a lot of capital expenditures that are coming due this fiscal year that were >> added to our fund balance basically last year. >> So that's coming due this year.
015So, thank you. >> Thank you, Mr. Boom. >> Um, so then at this time we have a bond construction update um with members of Gallagher. So, gentlemen, if you you're welcome to come up to the mic. >> Good evening. >> Well, I think we have better news for you this week. So, uh, as y'all know, the culinary kitchen area, the labs, and all that, I believe most of it's being used right now by the district. The kind of short list of things we're still working on, some punch list items. I'll go down real down real quick just to give you what we're working on. U, there were some permanent cores in some of the storefront doors that got I don't know what happened. Anyway, they're expected to be here to be put in next week.
016the U tabing commissioning, the company that comes in, balances all the AC and verifies and certifies all the systems are working. They're working on it now. I think they're down to just a handful of items and lighting controls that they're tweaking and stuff like that. >> So, with that with the network being down last week, we're kind of running through area D, which is the the new CT. >> Yeah. >> So, with that network being down, we're kind of limited to what we're doing. So, they're they're working on it now and we're projected to be done by that Monday, Tuesday, and next week. the um um in the spirit shop and in the kitchen pass through door, there's some covers that need to be reordered. Those are in. They're going to install them Saturday. The
017u HDMI covers, those are some trim cover plates that we've had a major issue. We actually got them in three or four weeks ago and they got stolen along with I think some of the IDF some other his technology. They disappeared. They're back in now. So, they're fixing to get those installed. the uh they reordered them. Uh we handrail on that back dock where the uh kitchen area is got damaged, so we got a new one made and they're either going to install it Saturday or Monday morning. And uh the one thing those three burner ovens, Miss Bo, you got the email I sent you? >> Yes, sir. >> The manufacturer had a problem with some of the parts, but we got confirmation they're shipping tomorrow, so we should have them like Tuesday or Wednesday,
018and they're going to put them in and connect them right away. the uh there were some little trim cover panels where Mr. Bowling had us remove a wall. It was a kind of a rough area there in part of the old school. They've got the covers. They're supposed to be out tomorrow to get it prepped and then we'll get those installed. And boxes. So, the fire marshall asked to add boxes as the exterior doors and the fire riser room. We got approval on that I think sometime last week. Those are about a four-week lead item, but they're just literally mounted on the wall. So, as soon as they come in, we'll come put those in. The There were a couple of little signs by the doors that came up missing. They'll be here next week.
019And the couple of teachers cameras in the middle school labs somehow inadvertently got missed. We're going to have those next week to get them installed. And the biggest thing, and it's not a major thing, but the Monday after Easter, we're going to shut power down to the schools. Electricians realized he mised the ground wire between a transformer and a panel. So, we got to coordinate with Encore. And it was going to happen over spring break. There was some miscommunication. So, to get it done while you're out of school, it's only like a couple hours type deal. So, now with that being said, they walked today with the ADA inspector. He was there this afternoon. There's a few items we got to wait for that report, but we'll get those fixed soon as they get us
020a report. >> That'll go straight to you, >> okay? >> So, when you get that, please forward it on. >> Okay, I will. >> I think Buford will send it to us anyway, but >> Okay. Okay. >> Um, that sounds like a lot of the punch list from the last time we've talked. I know there are some smaller things that you didn't mention that maybe you're not mentioning because they are smaller, but the the grout and tile is still very dirty at the middle school. I know that the locks were installed, but they're not keys. No one has keys to those locks. Do y'all have those keys by any chance? >> Those are the permanent keys. They should have most of them, but I'll get with her tomorrow. >> Okay. >> I can give some
021more of those keys. >> Now, you said at the middle school the grout. >> Yes, sir. And the the tile is is is dirty still. Yes. >> Okay. We'll go back and look. They >> they cleaned a lot on that over the >> Okay. >> over spring break. I mean, we had several days of cleaning with several people with drills with >> cleaning it out of that rough tile. >> Okay. In in an inspection this week, we it was we we saw that it is still dirty there. Um and then I one of one of the bigger things that I do think is bigger that I did not hear you talk about is the scratches when you entered the high school. We've talked about that multiple times. >> That got replaced. >> Yeah, those those
022ACM panels were replaced last Wednesday. >> Okay. Yeah. Okay. Yeah, I didn't mention that because we did it. I'm sorry. >> Okay, that's okay. Um, >> you just left the open list, but I have a list of everything we completed last week. >> Okay, I'll send that to you. >> That'd be great. That'd be great. Thank you. >> Don't have anything. >> Is that Is that back patio in the cafeteria? Is that up and running yet? We're using that. >> Yeah, all the access control that was done prior to the last board meeting. >> Okay. >> And I haven't had a chance, but it was >> to to talk with Mr. Mitchell, our child nutrition director. But um I know that he had quite a few items in his kitchen um um that that needed
023to be addressed. Have y'all been able because I didn't >> main kitchen. >> Yes, sir. >> Like some gouges in the floor. That was all. >> Yes, sir. >> To our knowledge, we went over that with him and Miss Day prior to spring break at most. >> Unless there's something we don't Okay. >> That got overlooked. It was done. >> Miss Day, do you do you have an update on that >> before? Yes, sir. >> Oh, yeah. Yeah, that was Friday. >> So, for the kitchen in there, we had a few items, which we still have one open right now. It's that A1 C rolling door. >> That's the one I said they have parts. It'll be here Saturday fix. >> Yeah. So, that'll be replaced Saturday. Uh the tray return counter that was fixed
024last week. The thresholds for the walkin cooler freezers were installed. The intercom is up and working has been tested a couple different times now. Opening A110, the security latch that was installed >> and then the freezer window is leaking. So I had their service come out. They ran a couple tests. They said there's no issues. He said the only thing that he can see is that if they're leaving that open material in there when it's closes because there's a heater in that door that can cause condensation to leak out from that window. >> Okay. >> So, we cleaned it. >> Okay. Okay. That's that's great. Thank you. Um, do y'all anyone have any questions or um I think my last question then would be do you have an estimated finalized we're out of here date
025like everybody's good for especially culinary for us to be able to we've obviously moved our kids into the other classrooms which has been wonderful but culinary do you have a finalized or >> those be here next supposed to be shipping Friday from the factory and I you know we sent that email from the factory what they sent >> um so they're going to hook them up connect them right away >> and then uh Claycom did say once we get those in, he wanted to wait till those in. His consultant's going to come out and walk. So, gentlemen, if they come up with a few items, then we'll get them addressed type situation. But this is what we know about. So, to answer your question, >> potentially by the end of next week, most everything that
026I listed, the biggest thing are those NOX boxes. I mean, it just takes so long to get them shipped from the factory. >> Um, but but not culinary by the end of next week for students to be able to use. Is that correct? >> Yeah, I think so. Right now the the plan is that those ovens are supposed to be here Monday or Tuesday next week >> and then I'll get a rush to get them installed and the plumber will be here to hook up all the gas. >> Okay. >> And then we'll test those and then those are the last. >> Okay. Well, I know Chef Torres and the students will be very excited to be able to use that space. >> And I think I think he knew but I mean they had
027the one oven if they wanted to they could because we're going do it after hours if need be to put those other three in. So, we made sure I mean unfortunately some of the those closures around the hoods they remade them three times. >> We finally got him in and got him in before the end of the week. So, >> okay. >> And got the inspections all passed. >> Okay. And everything is updated um with the panel that's in there, Mr. Anderson. We've I know we y'all been talking about that. Is that panel where it needs to be now? And the interactive display probably is what I'm using the wrong term, but the display. >> So, yes, we took it out. Okay. Okay. >> Okay. >> Reordered a smaller one to >> There was a
028head height the issue with the bigger high. >> Yes. So, you found a resolution to that problem. Okay. That's perfect. Okay. Okay. Thank you, gentlemen. >> And only only thing I have is um the the staging area where y'all the fence and stuff. Is that all complete? I haven't It's been a couple days since I drove by, but I noticed that y'all had taken most stuff, but all of it wasn't gone. It wasn't quite returned. So all the all the flex space has been stockpiled over there by the >> Batting cages request >> and then we'll hydro. >> Okay. So it's just not quite done yet. Okay. >> It does need to be hydro seed and get the dumpster gone, but they cleaned all the rock up and it's the school's >> it's almost there.
029>> It's for y'all to use. So yeah, we're just going to hydro mulch that. So okay, >> sorry that went on the list. >> I talked to Kurt. I think they're going to use it for like his area for the bus area and then maybe some of the baseball fields too. >> Okay. Thank you, gentlemen. >> Thank you very much. >> Thanks, guys. >> Okay, at this time I believe Miss Wolf is going to come up and give us a special programs update. No. Look at these guys. We're gonna get there. I tried to make mine as fancy as Corey's, but it's not. >> We've got a competition and I'm not winning. So, thank you so much for letting me speak to you tonight. Um, and give you a heads up and about all the
030good things that are going on in the special programs department and what's going on in our world. So this is our impact statement for special programs and um before each meeting we kind of look at this and it's something that um we always talk about because I ask the staff you know what speaks to you today because every day something different speaks you know it's in about individualized support meaningful relationships progress monitoring advocacy collaboration and we've kind of put communication and collaboration go together there and then teaching with purpose. And as we're out walking around the campuses and and helping and and doing, we see all kinds of great things going on. And so I always, you know, say, well, what speaks to you today? What are you feeling? And so it's really good conversation,
031good dialogue that we're able to have from this. And it also keeps our focus on our impact that we make. So I just wanted to give you our special ed numbers. Um, so last year the first day of school was 28 at the primary and then 31 at snapshot and then 54 was the last day of school and then of course we don't have primary this year. So that's why when you look over at LSK um those numbers have increased. the last year 83 85 on snapshot 96 was the last day of school and then when we had our primary moving over to LSK we had 94 on the first day of school this year 103 on snapshot and 106 on the 10th and then MMS again 48 48 and 55 and then you see
03276 that's because we had the fifth graders that moved over so there's that increase there um 81 at snapshot and then on the 10th we had 79 and at high school the 58, 57, 58, 51, 49, and 46. So, they didn't really have any changes there. And the really good thing to kind of note is that the numbers go down at the high school. It's not because we don't want to serve kids at the high school, but our goal is to get them in, help them, try to close those gaps, and get them out. So, that's a good thing when we see those numbers decreasing. I would like to say, you know, we've got we ended 263 last year and we're at 231. You're like, oh my goodness. And it seems like, you know, people
033move away and come back in or back and forth, but the 231, we've kind of stayed close to that um like 233 for um snapshot, but um we're getting a lot of students that um that are requiring a lot of support. And so we've got um a great staff that is providing that support. So our 504 numbers last year we had five at the primary LSK had 29 and then at snapshot last year and then 11 this year um 30 and 45 48 and 43 and then 112 total and 99 um the 504 numbers there I really with us having 11 at snapshot I think that that is um the number being lower it's because we're doing so much intervention before we're moving to labing 504 and special ed, which is a really good thing.
034Um, our dyslexia numbers, we had seven at the primary. Um, 79 or 69 at LSK last year and 32 right now, uh, or snapshot this year. And I was talking to Claudet Ratliff about that. And I think the reason why that number is not as large is because those are direct services. None of those kids are monitored. They're direct services. So when you look at MMS, they're 76. That doesn't mean that they're 76 in that dyslexia program. They may be in there, but then we also have kids that are monitored. So they're coded dyslexic. They're in general ed classes and they're receiving accommodations, but they don't get direct services through MTA. And then the same thing 39 at the high school and 37. So intervention um this is a good thing here. Um, like I
035said, if you'll look when I was saying about LSK for the intervention, the dislike or the 504, those numbers are lower, but 29 at the primary last year, and I don't know if you remember or not, but I know that last year the number 29 kind of people were like, well, that was snapshot. And um, we kind of looked at that, but you have to remember a lot of those were babies who have never even been in school before. So, they've got to learn how to do school. And then the numbers decreased at the end of the year. So that looks like a large number from last year, but it's not as large as as and alarming as it as it could be. But at LSK snapshot, last year was 18, but it's 52 this
036year. and at snapshot and again they are doing a really really good job of pulling those kids in and trying trying to dig deep and provide those interventions early like now so that they don't get to 504 and special aid and we can fill those gaps. Um there are 16 at the middle school at um snapshot last year, eight this year um and two and two. Intervention at the high school is not normally um as seen as it is at the elementary. So then just wanted to let you know what we've been doing. Um we've kind of been a little busy. um July 17th and 18th. I told you about that um back at the end last year, but TEA um has a presentation and um it's I wanted to put it in there so
037you could see what we call it PLA they're called PLAS but um it's present level of academic achievement and functional performance. Um that's why we call it PLA. It's a lot easier to say that. Um so anyway, I had region 10 to come in and they did a training for us on the 17th and the 18th. 17th was face tof face, the 18th was virtual and that's with all of our special ed teachers. And um then August 4th uh sped core team meeting and when I say core team that's speech therapists, diagnosticians, counselors um that's also our inter um intervention dyslexia and counselors. So we had our meeting on August 4th where we talk about and plan for the year and then I met with all the special ed teachers on the 6th. January 5th
038we had um in the morning we had board maker training with all the life skills teachers in Paris and the board maker program is a program where they um it there's a curriculum there but also they can do visual visual schedules and um because some of our students are maybe non-verbal and they we you know have communication boards where they can point and so they um we did a training I had the lady from board makers she um did the training just we they've been trained but it was really for additional training. And so anyway, we did that in the morning and in the afternoon. Um all of our special ed teachers came over and uh Claudet Ratliff and the re the interventionists have got a really good resource library. And so we went through
039all of that with our special ed teachers to show them so that they can check out resources and things that they can help the students as well. Um then we circled back around on January 19th and did a make and take. So, um, from the, uh, board maker training on the 5th, their task or their homework was to go and make a visual schedule or something with the the training that they learned. And so, they came back on the 5th and did a really, really good job. It was it was cool. And, you know, they stole ideas from each other. So, that was that was neat. And then, um, on the 16th, we did XLOGS training for Stars Billing. Um, you know, we've been trained, been trained, But, you know, we're always looking to see
040is there something we're missing that we can get another dollar to make Josh happy and you. Um, but anyway, we went and did another um Xbox training and then I had region 10 to come back in um and they did a follow-up training with us on the goals training that we had from the summer. So, um special on staff meetings just wanted you to realize or just to know that the first semester I met um every month with our special ed teachers and we met as a group in here and just talked about you know legal things, what's going on, what do you need, what can I help you with and all those types of things and we did talk about instruction. But this second semester, I've been going to each of the campuses and
041meeting with the special ed teachers. And I think it was last month where they showed you the the tracker that the campuses have where they've got all of the students and it's got MAP data um beginning of beginning and middle of years map data, star scores, and all that. So, I replicated that and our special ed teachers uh copy and pasted and so they've got one for all of their um their um case load. So, all of the students on their case load, they've got that and it's got their star scores, beginning and middle of your um map and all of that. So, we've sat down since January, February, and this week just looking at students individually. What are you doing? And it's really exciting. We've got some some kids that are making a lot
042of growth and we're really really pushing the progress. Um some kids is I mean I'm sorry to say they may not ever pass a star test, but we really want to make sure that they understand it's about growth. As long as you're growing and you're making progress, that's what we really want them to be proud about. So um we're doing that and I'm doing that on each campus. And then I have my team with my sped team core team me we meet monthly. Um, for highlights, I'm I'll try not to cry. Um, it's been a hard year. It's been a really, really hard year. I know it's been that way, um, districtwide. It's been that way across other districts as well. But we've had a lot of personnel shortages, turnover, unfilled positions. Y'all know that.
043I've come begging. Um, and our personnel, we have pulled them from here to there to here to there. And um they have been phenomenal. I mean phenomenal. Um my core team, they've gone and been in classrooms. We've been in the front office. They I mean wherever they're needed. And then the paras it's it's amazing what all they do. Well, you just saw three of them. But um they they are great. So um they've gone above and beyond and I can't tell you how proud I am of them. So looking forward um and moving forward we are looking at I'd like us to do an um to implement a reading program at the LSK for resource. Um it builds on the foundational skills. It also does um address all of the components for um that are
044required in the dyslexia handbook. And so you're really, we've got some kids that maybe MTA is not the most appropriate program for them, but we could look at this reading by design, which is the program we're looking at. And region 10 does a training for that. And then they come back and they coach so we can have some continued support. And then another thing we're looking at is restructuring that dyslexia intervention uh position. U Claudet's position. She's still going to do exactly what she's doing, but we want to look to see if there's some ways that we can get her into the classrooms to help with interventions at tier 2 and do some coaching with teachers um just to give an additional layer of support. That's our hope. So, that's what's going on in our
045world. Any questions, thoughts, feedback? >> No, we we appreciate what you're doing. I know it's a in the sped world, it's there's there's just a shortage statewide, nationwide. So, thank you for everything you do. Um, especially your paras. Like, I see them every when I drop off my kids, they're opening car doors. Every every small kid is in that prek or that that that area is being welcomed. They're safe, secure, they're learning, growing. No, thank you. All you >> They are It's unbelievable. It is. If we could pay them what they were worth, it would be wonderful. >> Do you have a question on the contract employee uh services? How is that? Can you give us an update and see are you satisfied with that? >> Um it's been um difficult. >> Okay. >> Um
046we are looking we've had some changes in there and the the agency as they promised if it didn't work out with someone we could change. Okay. >> And we did um with no problem. And um we're going to be looking at another change, but um we have someone who's going to be coming in and she's going to be an employee. So we want that should start um the April 2nd is when that's going to start. So the contract and um it's a four-week supposed to be a 30-day to terminate the contract, but the representative and I have worked very closely together. So she's letting us just do two weeks. So we've done two weeks and so the April 2nd should be the last day. >> Thank you. >> So thank you for asking. >> Thank
047you, Miss W. wasn't as fancy as he is, >> but it was great. Thank you. Okay, so at this time we have check the check payments list. Um, Mr. Boon, would you like to talk to us about that or do y'all have any questions for Mr. Boon about that? >> Anybody have any questions? >> I didn't see any questions. >> No questions. Okay. Okay, then at this time we are going to um go into a public hearing. Um, and I'm going to present the taper report. So this is our Texas academic performance report and you have seen some of these numbers in regards to our star scores but we are required um by TEA to present this in a public um forum and it it is also going to give us an opportunity to look
048at our scores versus the state scores and kind of see where we line up with the state. So, um, we're going to kind of look through that one as we go. Thank you, sir. Okay. Um, as we look through the, um, the the accountability rating, we obviously have a CC score at overall as a district. And then when you look at our special ed determination status, um, we meet requirements for for our SPE um, status. And then we're going to jump right into scores. When we look at elementary, our reading, um, there's a breakdown by grade level. Um you can see that um third grade when we remember when we talk about approaches, meets and masters, the state gives us those three different levels. And I know this is rinse and repeat. You've heard this
049before, but I am going to say it again. Um you know, approaches means that the student is approaching grade level. They technically are passing um on the STAR test um when we look at the past fail. But when we look at are they growing um approaches means just that the student is approaching grade level. So they're approaching where they need to be on grade level, but they are not on grade level. Um and so when they're in the meets category that means they are meeting grade level expectations and then masters they are above and beyond what is expecting expected at um that the specific grade level. Um so you can look there when we look at third grade um we're not too far below the state and approaches for reading meats. We're we're just under
050and then um we're um quite a bit under for masters in third grade fourth grade. Um we are above um the state um in approaches uh right at the state for meets and then just below for masters and then fifth grade uh we're at at we same as the state 77% at approaches um 55 just below for meets at the state's 858 and then masters were below the state's 30 with our 24%. >> Mrs. V tall is and this is for 2324. >> This this is for 2425. >> 2425. Okay. >> There is going to be some data as we move throughout this report that is that lagging data. That's probably what you're referring to. And some of that is lagging, but we'll talk about that when we get to that. It gets very tricky.
051They report some of it from last year, which is the star scores, but then when we talk about graduation and CCMR, that is what they consider lagging data that we will talk about. Yes, sir. Thank you. Um then when we look at the math scores for the elementary um again right at approaches um for um third grade um we're at 32% which is below the the meets um standard for the state which is at 46 and then masters were actually just under the state um at 15 compared to their 19%. um for fourth grade 84%. So they are well above um the approaches level for the um the state's 69% and we have 84%. Um meats is 53% which is again above um the state and then masters at 22% was just below. So fourth
052grade really um math really has done a significant job in growing our kids and getting them where they need to be. um fifth grade um math uh they were just below approaches um at 71% with the state 74 meets was 44% um compared to the state's 47% and then 18 just below the states um 22% for the masters and I'm going quickly so if anyone has any questions feel free to stop me um and then when we look at the last subject that is tested at the elementary level um and at fifth grade only is science. Um that at approaches they had 66% passing um compared to the state state 6 um 5% for meats they had 39% and the state was 31% um and then masters was above um was 14% at the state's
05312%. I think it's jumped from 23 24, isn't it? For science, >> it jumped significantly. Yes, sir. >> Okay, that is um elementary. Any questions about elementary overall and in reading, math or science? Okay. Um then we will um move on to the middle school um breakdown by grade level. um for sixth grade overall um approaches is 77% um in reading and right at the state's um 77%. Um for meats it's 52% which is just below the states 56% and then masters is 18% compared to the state's 29. When we're looking at seventh grade reading, we have 71% which is just just a little bit um below the state 76%. Meets is 33% compared to the state's um 54 percentage and then 12% in masters compared to the state's 27%. Um and then eighth grade
054reading and well above uh the state um percentage at 82%. They knocked it out of the park with 94%. Um and then for meats uh 66 um again well above the state's 58% and then 37% was also above and in the mast's category compared to the state's 32%. So again, eighth grade was an um did a great job um on at the middle school campus in reading um oh sorry math um okay so for math sixth grade math the middle school was 75% approaches versus 74% meets was 41 um versus 40% and then masters was 9% versus the 16% for the state um for seventh grade math Um, middle school had 30% approaches versus the state's 55%. At the meets, the state was 33% and we were well below with 5% meets. Um, and then
055for masters, 0% of our students met at the mast's level versus the state 11 state's 11%. And then eighth grade um approaches um we were at 88% approaching versus the state 71. So they did well there. Um and then meats was 65% um versus 47% for the state. So again um very well above and then 16% um masters versus the state's 18%. >> What do you think that seventh grade scores is going to do to the overall accountability rating in that campus? Think it's have big impact or do you think the eighth grade makes up for it? I think that there's some things that that level out for level each other out for sure. You know, when you look at the reading that and and the the fact that the reading did so well, s
056such a high um percentage rates and all of those and the eighth grade math, it does level each other out when we're just talking about percentages of passing and failing. It definitely does. And it becomes a numbers game, too, quite frankly, when you look at the number of kids that you have versus um the number of testing tested subjects. Um but it they definitely when you have such a strong area um versus such a a very low area then it does help to level each other out. Yes. When you look at it overall as a campus. >> Yes ma'am. >> Yes. Good question. Um okay. And then science um at approaches for and at um fifth grade only takes at the elementary um and then science is only tested at the middle school at the
057eighth grade level. And so for approaches, they had a great 89% versus the state's 74%. Meets was 51% versus 48% and then masters was 12 versus the state's 19%. So again, um some some pretty good scores there compared to the state. And then social studies at middle school also al also tests social studies at eighth grade. Eighth grade, those kiddos get to just test and test and test. Um but um for the social studies scores approaches was 46% versus the state's 58%. Meets was 22% versus the states 32. And then 10% of our kids masters versus the state at 17%. That's going to be middle school. Do you'all have any other questions about middle school? Okay. And then we're going to move on to high school. So at the high school level, English is tested
058at English one and English two only. And so the breakdown by grade level for English one um is approaches. Um they had 62% of the kids pass versus the state 69% meets was 42% versus 49% and then masters we had 10% of our kids um that were in the mast's category versus the state's 15%. And then for English two um approaches um 58% of our kids approached grade level versus the state 72% meets was 42% versus 55% and then 2% of our students mastered and um 8% in the state did. >> So I know that Mr. James has implemented some new strategies with some of these grades, some of these core subjects at the high school. >> Yes, sir. Um, I'm assuming that's to help with these scores and to help the the kids to
059kind of understand these things on a regular basis than just on a testing. >> That that's accurate. And the the the and I wish he was here to to talk about it, but the um the assessments that he's there he's he's implementing that are those weekly assessments. Um, you know, the instructional process and part of the instructional process is is assessment, right? And so you have to have assessment of some form to be able to determine, you know, how students are performing and what the kids know. And so, you know, there is when you go six weeks to do a unit test or you go, you know, a semester to do a semester test or you go all year to do STAR testing or interim testing or whatever it is, you know, those are some
060great baseline and checkpoint measures that you want to look at. But truly to to determine where a kid is in the moment, um those small small pockets of time are really the ones that give you the best bang for your buck in regards to where the kids are and what they need. Um and when we look at, you know, go back going back to the approaches meets and masters, you know, our goal as a district is we is meets. you know, the state says approaches is passing, but we need our kids to be at meets that the MAP pro way, you know, that we're trying this new line of thinking that we we've been working to implement is approaches is not good enough. If I'm if I'm a teacher, let's say I go back to
061my fifth grade science roots, um, and I'm a fifth grade science teacher who, you know, my approaches scores look great. That's good. But I really need my meat scores because that means that at at this end of this the the year my kids are still approaching being a fifth grade on fifth grade level. And as a teacher that's not good enough for me. They need to be meats or master. They need to be where they are going. And so back to your question that helps them to do that. That helps an instructor to know, okay, if I know this week my kids didn't get this, I can adjust my instruction. Um, if I know that there was, you know, the majority of my kids are are low on this teak, then that's an instructional thing
062I can I can address. If you go six weeks without doing to to do that or, you know, longer, those gaps are going to widen and you don't know about them. And so, the quicker you can identify the gaps and then reinforce the instruction to to fill the gap, the better the kid is, the more stable their academics is going to be and their and their instruction and their act what their retaining is going to be. So, not to put words in his mouth or to but in conversations with with us in regards to what they're trying to to accomplish at the high school. That is what they're trying to accomplish. They're trying to get a very very strong pulse on where their kids are and what they need to do to adjust instructionally to
063get them where they need to be if they're not there. >> Yeah. And I know it was a culture shock for it. >> It it is it has >> a lot of the kids and and parents for that matter >> and and all let's be fair instructors too. um because that that hasn't been the the high school way, you know, the Maple High School way. Um and so it has been a transition and it has been a change. I I do strongly believe though that it it it is for the better and it is what our kids need. It is what our the bar that our teachers should be reaching and the bar that we are working to get our kids to as well. It it did raise the bar. It did raise the bar.
064And so when you raise the bar, your hope is that you're going to support the kids and the staff to meet those expectations. And I do believe that that's what they're working to accomplish at at the high school. Yes, sir. >> Cool. Thank you. >> And that's probably something we can implement at the middle school level too, right? >> That is is Yes, it Yes, that can be implemented anywhere. Yes. Yes. Okay. So, moving on from English, if there aren't any more questions to algebra, um they algebra one is is the uh next test that is tested is the only math test that is tested at the high school. And so, um at approaches, they have 63% um versus the states 78% meets is 20% versus the state's 45% and then masters at 9% versus
065the state's 27%. And then biology. >> Real quick, remind me that did we take out the eighth graders on this one or is this still the eighth grade and the the high school? >> This is eighth grade with the high school. >> Okay. >> Yes, they're reported with the high school. Yes, sir. Um and then when we look at biology uh the breakdown there um approaches was 90% versus the state's 92% 48% versus the state's 61% and then 7% versus the state's 21%. And then history is the last thing that students are tested on at the high school level. Um and that's approaches. Um we scored 93% of our kids scored in the approaches um versus the states 95% and then at meets it was 54% versus the 68%. Um and then masters 25% of
066our kids were in the masters category versus across the state there was 37%. Okay. So something that new that has been added to the taper reports that I have included in my presentation this year is um they give us information specifically in regards to our second language or ESL kids. And so it's just an overall arching numbers but breakdown by subject area for all of our kids across the district um that are ESL kids and they're testing um they are performing at 73% in reading um versus the state 76% at meets. um for 48% and just a little bit below the state's 54% and then 16% of our kids mastered versus the states um uh 23%. And then for math overall across the district, our ESL kids um performed at 70% for approaches and the
067state was 72% um 38% at meets um which is just below the 45% for um the state. And then at the M's um level, 13% of our kids were in that category versus um the statewide had 20%. And then if we look at science overall um our kids scored um our ESL kids scored 82% which is was above the state which was awesome at 78% 46 um at the meets and 47% was the states and then 11% was masters versus the state 17%. And then for social studies across the district um 58% in approaches and the state was 77% meets was 30% and the state was 50 and then 14% for us versus the state 27%. Um, and if you'll remember, um, when we we've talked about our accountability and our data this year, ESL,
068um, numbers were and the the points that we can get from our ESL numbers were were zero. Um, we got zero across across the board. And so we looked at that as a very high leverage area this year in regards to accountability. Um, the principal and I principles and I have been to um, accountability trainings. You'all have heard about those. But that was one of the things that has been targeted as as a high need area that has could have potentially quite a bit of impact um for our accountability and for our kids. So each of the campuses have worked with Miss Marcher who is our new ESL coordinator this year who's done a phenomenal job. Um but she has worked to help um I think you know you have the tailpass Tuesdays at the
069elementary and I know the middle school has trained their staff in high school as well. um and she sends out information to the teachers about instruction and how to incorporate a lot of our ESL strategies into their instruction. So, um this is an area that we are we are definitely targeting as one of our areas um that we feel like we we know we need to work on, but we feel like we've we're making some some great progress on um moving forward that will um be able to make a big impact um positively on our accountability. Okay. So this is that lagging data Mr. Cooper that you were talking about. This the the remaining data the state reports they call it lagging data which is report that's a year behind. So where the LA the
070information that we just talked about was um for last year 2425 this data is actually from 23 24 um and and 24 and so it's the last couple years. So um in 20 the class of 23 gradu their graduation rate um it was very high 94% versus the state's 90% and then the class of 2024 um graduated 95% of that class versus the state's 91%. And then for attendance rates, um, both years we were above the state at 95%. We we had 95% in both 23 and 24 and the state was at 93 and 94. So just above the state average for attendance in both of those graduating years. And then we transition to the CCMR, the college career and military ready at the high school. And again, this is from this is information from
0712324. So, um, if you'll kind of think about the work that we've talked about that was put in place last year as far as our our testing and all of our, um, TSI and the CCMR and the pathways and then, you know, we've we've jumped and and added more on this year, we will start to see the the the benefits of that hopefully in our accountability next year. So when we look at our TSI English scores, um we were at 39% and well below the state 70%. Um for associates degree, we had 14% of our kids, which was very high. Um compared to the state's 3%, we do a really good job, I think, with our our um Panther Academy and our associates. I know this year, I believe they said there's 10 kids on
072track to graduate with their associates this year, which is phenomenal. Um and then college ready uh 46% of the um at the high school versus the state's 70 which again is significantly below. When we look at those IBC's or industry based certifications um for 23 24 we had zero of those reported um versus the states 21. And then TSI math completions um where we had 63% of our kids pass that and only 30 um one of the states. So we're doing well there. Um and then dual credit courses um 32% of our kids um pass that or we have 32% of our kids in that and then versus the state with 25%. So um again these some of these numbers look okay but we definitely significant work has been done last year and this year
073that we will start to see um in these reports beginning next year. We feel confident about that. >> So is that what you're talking about with the IBC 0% reported? >> Yes sir. So, we did have some that actually did get IBC's. >> I honestly cannot confirm that, but I do believe but I know that there were things that were being worked on. Um, but we do not have the data to validate that um from that year, but we will moving forward. So, yes. >> Got it. Thank you. >> You're welcome. >> Okay, that is it unless you guys have any more questions. I will say it's a public hearing. So if anybody has questions or wants to ask about it, you're more than welcome to. >> Thank you very much. >> All right, moving
074into discussion action items. Uh the first item up is to consider approving an order of cancellation for the May 2nd board of trustees special election and certification of unopposed candidate Jerry Ramirez. So nobody else turned in a packet uh to run against Jerry. So this is um a discussion item to cancel that election and to uh certify as unopposed. Jerry >> make a motion to approve the order of cancellation for the May 2nd 2026 board of trustee special election. >> A second. >> Any discussion? All in favor? All right. All >> four. >> Is it one motion? >> Yeah. Yeah. One abstain. All four one abstain. Sorry. Okay. So, we do have a consider Oh, sorry. Thank you. A consideration for a waiver for one elementary bad weather makeup day. Um you from the snow
075days that we had. Um Miss Day is here and you you're welcome to come talk about it if you would like. Good evening. Um, we are requesting for the board to consider us filing a waiver so that we do we have built-in minutes um that give us extra days when we do have bad weather days or if we had to shut down because of electricity or water or some type of of other situation. Um, the high school goes to school 10 more minutes a day than the elementary. So therefore, they have more minutes to to bank for those kind of um situations. So the three days we were out in January, the middle school and high school have days that cover those days that we're out. Um but LSK was short some minutes. So, we
076can apply to the state to wave that um with board approval and we um based on the staff development that the um LSK has provided for their staff, we qualify for a waiver. Um so, we are coming to the board tonight to ask for you to grant a waiver and we will file that if the board so chooses to do that. >> I move to approve the attendance waiver for one day for the January bad weather day mist. Second. >> Any discussion? >> You know, talking to all the kids, I think they really just want to go an extra day of school this summer. So, >> the bad weather day, the bad de weather day would be April the 3rd or April the 6. So, >> I think Miss Beckham wholeheartedly disagrees with that. >>
077Any further discussion? >> All right. All in favor? All right, that's >> Thank you, Miss D. >> Thank you, ma'am. >> Okay, so the consider the interlocal agreement for region 11 benefits co-op. Um, that's just to ba basically um give us the opportunity to re um re connect re what's the word Josh Um, and we don't have any information yet in regards to the rates or anything, but Miss Shar does have upcoming meeting scheduled in April to be able to find out some more specifics about that through region 11. >> Make a motion to adopt the interlocal agreement for reg 11 as presented. >> Second. >> Any discussion? All in favor? All four. >> All right. Next up, we have the middle school PTO project to refurbish part of the outdoor landscape. Um, so Julie
078Sanchez, our vice president, she's the one that's been heading up this whole project with Heather. Um, am I still not talking into it? Is that better? Oh, yeah. I was gonna hand them out to you. Okay. Um, so anyways, I'm gonna let Heather speak to y'all about this because I was dealing with the fundraiser and wasn't, you know, in all of this. Um, but they're gonna all I'm a little shorter than you are. All right. Thank you for giving me the opportunity to speak on behalf of the middle school PTO about the opportunity that directly impacts our middle school students daily experience, safety, and sense of pride in their campus. As a PTO, our focus is always on supporting our students, our teachers, and the uh in the environment they learn and grow in every
079day. Tonight, we're here to talk about a space that has tremendous potential, but currently falls short of what our students deserve, the school courtyard. Our courtyard is one of the most central and visible spaces on campus. Yet right now, it is function it isn't functioning the way our students and staff need it to. The area has become worn, uneven, and underutilized. What should be a safe, welcoming, and engaging environment has instead become a space that limits student use rather than supporting it. Uneven surfaces and limited seating make it difficult for teachers to use the area for instruction and for students to use it safely and comfortably during the school day. We see a real opportunity to change that. Over the past several months, the PTO has been working closely with campus staff to outline improvements
080that would transform the courtyard into a functional, welcoming and student centered space. Before you are the details of the proposed set of improvements. We believe that these updates would support safer and cleaner transition during passing periods, outdoor learning and small groupoup instruction, positive social interaction during passing periods, and a stronger sense of pride and connection to the school environment. And I want to emphasize this, our families are invested in this project. Through our recent fundraising efforts, our community has raised $13,000 in funds to apply directly towards these courtyard improvements. This level of participation shows how strongly our families believe in creating a better environment for our students. We have already begun exploring cost-effective options and potential partnership to help make this project a reality. However, to move forward responsibly and to ensure the improvements meet
081district standards, we are asking the board to consider covering a portion of the project's cost. Your support would allow us to move forward more quickly and ensure the final design is durable, safe, and aligns with district expectations. This is more than a beautifification effort. This courtyard has the potential to become a true centerpiece of the campus, a place where students feel safe, connected, and proud of where they go to school. It's an investment in students well-being, teacher flexibility, and overall climate of the campus. With your partnership, combined with the $13,000 our families have already contributed, we can turn the courtyard into a space that truly reflects the pride we all have in our school and send a clear message to our students that their environment matters, their safety matters, and their school experience matters. Thank
082you for your time, your leadership, and your com continued commitment to our students. Any questions? So, a few of us got to >> a few of us got to view the the project and kind of walk through it. Do you have somebody here from Vista Pro, too? Is that >> Yes. >> You want to come up here? Kind of give an overall how this is going to impact. >> So, this is Andy with Total Pro. >> Total Pro. >> Yes. >> Good afternoon. How are you all? >> Good, sir. Good. So, I'm sorry. What was a question? I apologize. Do you have any questions or >> if you could kind of take us through the turf process of what that looks like for the campus like the installation, lifetime expectancy, all that stuff? So, everybody
083kind of gets a big picture. Some of us have an idea already because we got to see that, >> but some of the others don't. >> So, it has a uh it's got a 10-year warranty. >> Okay. >> Life expectancy. Um >> drainage. >> Yes. >> So the drainage out there. >> Correct. Yes. >> So there's some pictures there. You know, obviously what it looks like before and then what it look like after. Like you said, the drainage and the I'm sorry. I don't know what part of the building this is. It's the >> um It's right here on the front page that is over by the gym and the temporary buildings that are back there. It's a big muddy mess. Basically, if you walk around all of it, I've heard I hate to say
084this, but I've heard from several people it looks like prison. And it really does because the fencing and the concrete, just no grass, anything like that. It just really does not look welcoming. So, if we put the turf in there, it's going to help a lot, I think, with the way it looks. We won't have to I'm sorry my brain got >> well the come to mow those guys >> landscape cannot think of that word in my life they won't have to mow we won't have mud in stuff like that and we are going to get we also the PTO is also on top of that going to pay for um having raised beds for the classes because I know coach Kinder and some of them want to have their classes projects like that with
085flowers and things and stuff like that. So, we're going to pay for that. We talked about with the department, right? >> Yes. Spoke with the director that this student would be able to contribute to the materials, but they'll make them for us. So, that will be on top of this. What is it? 26,000 is just for the painting of the sidewalk and for the we'll pay for all the extra but we have 13,000 budgeted that we go towards this. So we're asking a little help. >> So are you saying so the the total bid I believe was 205 >> 25 for >> 415. >> Oh I thought I saw 27. I'm sorry. Yeah, just looking at >> 3965 and 21450. >> My computer said something different. Sorry. >> Oh, yes. >> I apologize. >> He's
086just talking about the turtle total pro stuff. >> Gotcha. >> I think I think they're still looking for somebody to do the a honoral board the decal for the front. >> We have already paid for all that. >> Okay. And y'all are paying for that. So the 13,000 is towards their 25 >> there's a balance of 12415 I guess >> other items were listed on there are things that we have either already covered or they're anticipated that some of the profit that we made from the fundraiser is being allocated to that we purchased the conference chairs for the storage. Then we are also going to do the eighth grade metal bench. We also want metal benches up to the front. That for the kids after school to have more places to sit and then we
087wanted to do a group all that kind of stuff on >> but y'all are y'all are paying for that portion. So, of the 25 >> 415 we would be covering about 12,000 415 and y'all are covering 13,000. >> That is correct. Yes. >> Okay. So, that's what y'all are requesting. Okay. Um I had a question. When me and Jerry went and saw it, I think we had spoken with you and Julie and Kirk and we talked about the drainage. That was I think our biggest concern was um the water could still stand there, right? And then it could make the turf last not as long and it could make the the I think it's the crushed granite underneath not last as long come out from under. Um so did we ever did we ever include
088that in the bid like finding that? >> Yes, that's all in there. We're going to back fill it 2 in drain rock and pack it for the drainage. August >> we did find the drainage like the week man. That's awesome. >> Um so my other question is on page five if we're looking next to the fence is the it's the fifth page in there. I'm sorry. That wasn't They're thick, so it's kind of >> the the fence. Yes. Um I think we had kind of talked about this, but I want to al also bring clarity to the people that haven't been over there. Um are we doing I believe a concrete footer like at the fence or just past the fence so that way the the turf really has something to hold to. >> Uh
089so my only other concern there is drainage. If you'll notice those uh those u gutters drop right there. So do we think that that concrete and I think concrete needs to be there right but do you think that water is going to stand there because that water coming from the roof is going to going to make it stand or do you think it will all flow down towards that other drainage you know obviously where the kids walk but if it drains away that'll be good. If I recall, there's drains at the this other end of this that there's sidewalk where it meets and there's on both ends there's drains. Correct. I believe that's right. >> So, I can't remember. I just remember looking from the from the parking lot um where where you're looking at
090that roof and the the ground. It's just not a perfect drainage situation over there, okay? Like, this is nothing to do with y'all. Uh I'm just trying to think of how if we do it, we do it right. Right. even if it cost a couple hundred dollars more, like we need the water not to stand there, right? That's the whole purpose of this. We don't want to create create another issue or a bigger issue. We want to solve the issue and keep it looking nice. >> So, I'm just curious if we think that that's going to cause that that concrete's going to border it up a little bit more where it even can't go even further. Right. So, is it um do we need to like put those gutters underground and into that drainage as
091well? Um because those gutters will literally just come out on that turf and I'm just wondering if over time it's going to ruin that turf or erode the the crushed granite that's underneath there. Does that make sense? >> So are you talking about doing like a French crane? >> Yeah some I'm just I'm just curious if you think that needs to happen just so it lasts longer. >> Can I get back with you on that? >> Absolutely. Absolutely. I need I want to look at it and have Brock look at it. We don't look at it to, you know, so we're all not just talking, you know. >> Yeah. Yeah. I don't want to say >> I'm just curious if you recreate some of that to to get that runoff in the right direction. >>
092And I I know that's the problem. I don't know if you can because the fence is there and it's permanent, right? And then the concrete walkway. The fence is just a little bit higher. The bottom of the fence is a little bit higher than the And that's the problem, right? Not y'all's problem. It's the problem is the the the ground is a little bit higher than the concrete and so it kind of flows back. So, if we put a dead stop there with concrete, I'm just curious how we're going to get rid of that water or if we should do something now so that way it doesn't do that, right? So, we don't mess up what we spend money on. I just want to make sure that in our, you know, if we choose to
093do the investment, like I want to make sure that it looks its best for us. So Kurt and I when we looked at that that footer will at that fence line, it seems to push everything on the other side down to where they put the new drainage, the ponding, >> and then it should flow down to this area. Now, one thing we did figure out is when they put these electrical boxes, they built the dirt up around them. So when they one thing we're going to have to do on the other side of this fence is remove a lot of that dirt to get that to water to push out because right now as it sits it ponds right here. That make sense? >> Yeah, absolutely. >> I just I just remember looking at that
094area and I knew the bottom of the fence and the ground was a little bit higher than the concrete and like those gutter spouts coming down right there. I'm just curious like I don't I don't think y'all would be creating a problem. I just want our solution to last as long and be as uh functional for our kids as possible because I think y'all have a really good idea. I just want to make sure that it lasts and it it does its absolute best for us. >> So, I got a quick question though. Um the turf that's coming with it, is that is that something that your company provides or are you just are we buying that from somebody else to put that in? >> No, we're going to >> we're installing. Yes, we're >>
095So, y'all y'all y'all get the turf? I I I don't I don't know. >> Sorry. I thought yes, we're getting the turf for gifts. >> Okay. >> Reason I was asking is because I know um like I still get turf. There's a cheaper option where you can get refurbished turf from professional teams. I know like at our church we just put some in and it's been there for 12 years and it's still just good as new. It was like quarter the price. But that's just I was just thinking I love >> Yeah. This is a different turf. It's not not the long padded one like in fields. It's more of a short. >> Yeah, that's what we have to Okay, >> we we have it from the Giants stadium. I hate it because I don't
096like the Giants, so I don't like to go on it at all. But >> but yeah, I was just trying to just think about uh trying trying to save the Yeah, >> I wasn't as sold on painting the sidewalk because given like where do you stop? The gray looks I know we talked about this and kind of I know our opinion was not to do red. I think that was a comment to do red. part of it I don't know where you really stop consistently to give it because it wraps I don't think that painting is going to go all the way around the whole side of the building as well. So I don't know if that all the way to the fence all the sidewalk >> all the way down all the way down
097both sides down the walkway and then in front of the two portable buildings and all the way down where the fence opens to go to the football field maybe. >> Yeah, I do like the gray also because like if I mean at some point like there's a ton of kids that walk so at some point it's not going to look as good as it does the first day, right? So if it chips, gray won't show as much. Like whereas red, you'll notice every flaw. Um, so I do I do like the like the gray a lot. >> It's a very rough area the way it is now. >> Yeah, the concrete is all different colors. >> I know there are safety concerns with that water even coming off the ramp there from the portables. Um,
098Mr. Bone mentioned several times people falling and having issues there, too. So >> that's our life skills class there as well. I think right here >> question on that paint. Is there any texture to it or is it going to be slur? >> It's kind of like if I remember you were saying it's kind of like the when you do the garage floors the I can't remember what it's called but when you paint the garage floors >> or whatever >> epoxy. Yeah. Well, I know I know a question I asked that day we were together. And I know Julie wouldn't give me an answer because she need to speak to the treasurer of, you know, what's that dollar amount you're saying you need that you if you don't get it, you can't do the project
099at all because I know you raised some money, but I I do know she said you'll have some money, too. Um, of what that looks like. >> We've all agreed on and voted on spending half the other kind of stuff. And then we want to have some for next year. Um, but we also do have a company that will donate some also to us. >> So, we're going to need a specific amount. And so, >> so is it the 12415 is what you're looking for? So 124 is what is the funds that aren't covered as what combination of your contribution and any potential sponsorship >> I mean just my opinion it's a it's a good investment for that campus that needs some infrastructure um >> money we have also for the other tables and the
100race Right. Right. >> Utilizing our resources using the classes. And we have had a few teachers who have stated that if that area was suitable, they would host their classes outside as well. Um, some of those being the wildlife instructor as well as life skills utilizing that area. So, >> so I I have a couple questions. Um, so I actually like the product project. I think it's a great project. I think it it'll be a huge benefit to the middle school. Um, mine aren't there anymore. Mine mine have moved moving on. Um, but I think it is a good project. I I know that if we end up using taxpayer dollars, we have to go through our own procurement process. So having a preferred vendor may or may not work out if that makes sense,
101right? Because we have to go because it's taxpayer dollars. So we have to go through our processes for those things. So, uh, just heads up on that, right? Um, I also know that there are other projects that have come specifically to me, so I'm not talking about anybody, specifically to me that I'm a huge fan of. And I told them to go find donors because we're in a deficit budget and we've got big stuff coming this summer with like elevator repairs at the high school and things like that that are going to really really tug at our budget. Um, and so I'm just being honest and transparent. I love the project. I think it's wonderful. My curiosity is is there a stepped approach that we could do with this, right? Where we did some of
102it right now with what you guys have and then we did some crazy like I'm even willing to jump in and help with some fundraising, right? And calling companies and trying to get donations for you guys to help any way that I can. I'm just trying to help figure this out. Does that make sense? Like being fiscally responsible is super important. Um, like for example, I know we wanted new windscreens at the stadium, right? And I love them. They're gorgeous. And I told them to go find donors. I was like, I I can't help you, right? I I I just can't. So, I I'm not saying no at all. I'm just being as transparent as I can be from from my perspective, right, as as I as I look at the budget, I kind of
103see how things are going and I scratch my head and go, "Oh, geez. we're going to pass another deficit budget next year if we keep going down this path. So, that's just my only concern. I really truly love the project. I hope you guys hear me. Like, I'm not saying no in any way. I'm just saying I want to make sure that we do this as as right as possible. And and and I was curious if there was a phased approach that we could do, right? Like if there was a hightraic area we could do right away and then maybe do it another step in the summer or in the fall. I I don't know. trying to be creative. >> Josh, on the elevators, they're already budgeted. We made that back in last year. Right.
104>> Right. So, but that's been do we have that time note time war note? >> Yeah. >> Okay. So, those funds already marked and then I have a question. So, would this do we have to go out for bid or is it under the amount? >> I think with a project this size we would have to at least like That's what we would do. Um, I'm going to make a motion. So, I make a motion to approve the project um as presented. And the second part of that is to approve $12,415 from fund balance pending three bids. >> Three bids. Three bids >> as per our policy. I will second that >> discussion. >> Is there a time crunch on this? Are we like is that why we're trying to get this done today right
105now? >> I think we're trying to finish it before the school year. I >> I know they said they had a donor too that comes to the table with I know you just committed the whole thing, but We're in discussions. >> Yeah. Well, I mean in discussions. Yeah. What the proposal is. And >> Josh, if we did have a donor that said came back with this, say 2,000, we would just take that away from the add that back to the fund balance. Yeah. >> I I do like the Go ahead, Adam. >> Now, you go. >> I say I I do love it. I mean, I have a I have a kid over in the middle school. I think it would be great. Uh, but I'm kind of like kind of on the same boat
106where what Jared just said because we've had a lot of people come ask and I and I'm the same way. I I actually helped one of those actually get that money raised. Um, so it's just like how do you draw the line of allowing some and not others, you know? So that's kind of where I'm at right now to be honest with you. But I love it. I think kids will love it, you know, especially, you know, I have I have a kid that would benefit from it, too. So, so that's kind of where I'm at. Honestly, >> I would clarify too that I I think it's a great project. I know I'm asking questions there, but I do think it's especially when you walk through that area, it'll make you want to say yes
107if you walk through that area. >> Yeah, I would agree. I love the project. I love all the work y'all put into it. I know Miss Sanchez put a lot of work into it. uh kids raised a lot of money for it, but at the same time the deficit is is hard to look past when people come up with a bunch. You know, everybody has their one thing they really value and I value this one, but for me to put my value more on this one than someone else's is is hard to do. So, but any other further discussion? All right. All those in favor. All right. Those opposed. All right. It did not pass this time. >> I am so sorry. >> It's okay. >> I I would have supported the board's decision 100%.
108I promise you. I just have to vote my conscience. >> So, I want I want to help. So, when this meeting is over, my email address, jar.wright mapeard.org, I want you to email me and let me know where I can help and I will go help find donors to get this done. >> Same. >> Okay. >> Thank you guys. >> All right, it is 8:05 and we are going into close session. All right, it is 9:31. We are out of close session. All right, there are a couple of actions to be taken. Therefore, I move that the board of trustees approve the contract renewal recommendations for professional staff as presented. >> Second. Any discussion? All in favor? All approved. I move that the board of trustees terminate the employment of Susan Wells at the end
109of the contract term based on the board of trustees judgment that the best interest of the district will be served by this action and that the superintendent provide written notice of this action to the employee at least 10 days before the last day of instruction for the current school year. >> Second. Any discussion? All in favor? All four. There's no disscent. We will adjourn.