001Mhm. >> Okay. We're ready to get started. I call this meeting of the Red Oak Independent School District to order at 7:00 p.m. Let the record show that a quorum of board members is present. That this meeting has been duly called and that notice of the meeting has been posted in accordance with the Texas Open Meetings Act, Texas Government Code, Chapter 551. >> [snorts] >> All board members are present with the exception of Mr. Brian Seabourn. And we will start with Ms. Nock. If you would introduce our pastor. Yes. Jordan Willis, will you come forward, please? Jordan Willis has been serving in ministry for 13 years. He's currently the pulpit minister for a Villa Church at Cross in Ovilla, Texas. He's married to his wife, Becky, and they have two children, my favorite, Bree and
002Micah. Jordan loves racquetball, but doesn't get to play it enough. He believes the greatest gift we can give someone is the freedom to disagree. It's all yours, Mr. Willis. Thank you for your invitation here today. Uh let's pray. Our most gracious and heavenly Father, we come before you at this time with humble hearts, thanking you for all of the wonderful blessings that you have bestowed upon us. You have blessed us with so many things, both both spiritual and physical. And Lord, we know true authority comes from you. We have you to thank for the wonderful freedoms that we enjoy. We ask that you help us to use your guidance and your wisdom. And help us to be people who seek your will every day of our lives. We ask that in your wisdom, help us
003to work together as we continue to strive to put families at the forefront of our work. That our children continue to have a safe space to learn. And that our teachers and staff are given the environment to thrive. Help us to stay humble. We ask that you be with our leaders. Help them to seek to maintain an education structure that continues to glorify you. May everything we do bring glory to your name and not glory to our own. All of these things we pray in your son's precious name. Amen. Amen. Thank you. Thank you. Thank you. Mr. Leche, if you would go down and introduce our pledge leader. Good evening. Our March pledge leader is Juel Windom. Juel? To come? She uh she's 11 years old. Her parents are Clint and Adrian Windom. And uh
004she has a twin brother. What's his name? Watson. All right, Watson. And you have another brother. Connor. All right, Connor. You're uh in the sixth grade, I understand, and you are go to Dr. Joy Shawl Middle School. Your favorite subject is reading, and her favorite class is social studies. Her social studies teacher, Mrs. Duckworth, explains information in a way that makes it easy for you to comprehend. You like You like her. Uh Juel enjoys sketching, fashion, cheering, and acting. Her favorite book is Wonderstruck. Her favorite pet is her lab mix dog Lavender. All right, there we go. Lavender. When Juel grows up, she wants to be a fashion designer and has earned uh the name What's the name they said? Chanel? >> [laughter] >> She's a Chanel model. Wow. Around the school as a result.
005Uh the person she most admires is Coco Chanel because of her contributions to women's fashion and and the classicness she represents. Something she likes about herself is her creativity with how she puts together her outfits. She looks nice tonight. She credits her mom for influencing her style. Uh Juel is uh the Joy Shawl Middle School March pledge leader because she represents what it means to be a model gray hawk. She works ex- exceptionally well with her peers and often guides other students through processes, which is an impressive level of leadership for someone in sixth grade. Academically, she excels in all honors classes and is proudly maintaining a 4.0 GPA. Good for you. The bright smile she brings to the uh campus reflects the positive energy she adds to uh the Joy Shawl Middle School, which
006is up uplifting to both students and staff. She's a shining example of excellence and has made a meaningful and lasting contribution to the first-year legacy of the Dr. Joy Shawl Middle School. So, are you ready to lead us? All right. Please stand. I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Honor the Texas flag. I pledge allegiance to thee, Texas, one state under God, one and indivisible. Good job. You can sit down. Thank you. Thank you so much. Appreciate it. >> [laughter] >> Thank you. Okay, next we will move into our recognitions portion. Before we get started with that, as you can see, we are crowded. If you would please wait until the
007recognitions are finished before you try to leave because if half of the audience is getting up and wiggling around, the next parents can't hear their children's name be called. So, if everybody will just keep their seat until the recognitions are finished, then I'll take a little break and let everybody go. So, first we have our Spanish Spelling Bee winners, and we have Magda Davis, the assistant director of state and federal programs. Good evening, everyone. I'm thrilled to share an exciting update about our district Spanish Spelling Bee, an event that showcased the incredible talent of our students and the dedication of our staff. Tonight, we're celebrating both our champions and our runners-up. Our annual Spelling Bee brought together our dual language students from third through fifth grade dual language to complete oral spelling oral Spanish spelling.
008Um students had to spell increasingly difficult words from everyday to complex terms with accents. Yeah, you can say woo with that cuz I have problems with that, too. Demonstrating not just memorization, uh but genuine language mastery. This event reflects our district's commitment to multilingual education and giving students opportunities to shine in their first language. It was inspiring to watch these young students, these young scholars, support one another while challenging themselves to the highest level. None of this would have been possible without our tireless work of our bilingual interventionists and our bilingual coach. If Ms. Villanueva and Ms. um Hernandez can join me here to be recognized, um please come up. Ms. uh Rodriguez couldn't be here tonight. These ladies, uh they coordinated the entire event and helped support our students at the district and regional
009bee. These educators didn't just do their jobs. They went above and beyond because they believe in our students and in the power of language learning. So, I am proud to announce our district champions. When I call your name, please come up for your certificate. In the third place in third grade, first place was Adelaida Gutino. If you're here, can you come up? And she is from Wooden Elementary. And our runner-up, which I didn't see him tonight, Nicholas Perez, are you here? He is from Shotman Elementary. And we'll give him his certificate tomorrow. In the fourth and fifth grade band, Bru- uh Josiah Bruce from Shotman Elementary. And I didn't see him here tonight, but we will give him his certificate. And the runner-up for the fourth and fifth grade band was Allison Martinez from Wooden
010Elementary. These students represent months of preparation and countless practice sessions and a genuine passion for the Spanish language. The Spelling Bee isn't just about competition. It's about building confidence in our multilingual learners. It's about celebrating language as um a bridge between cultures, recognizing excellence in our schools, and creating memories that these students will carry. Our students learned that hard work pays off, that taking risks is worth it, and that their community supports them. To our parents, to our champions, you made us proud. To our bilingual staff, thank you for everything you do every single day. And that this is what excellent looks excellence looks like at Red Oak ISD. Thank you. Parents who can come up closer to take pictures, too, after Good job, girls. Mr. Kelly, if you'll go down to help with the
011Top Hawks, and Ms. Sanford's going to introduce them. Yes. For the 2025-2026 school year, Red Oak ISD continues the celebration of students and staff with the Top Hawks and Hawk Staff Spotlight programs sponsored by area businesses and organizations. Each grading period, campuses will select the Top Hawks, one boy and one girl from their entire school based on the four talents of the Hawk. Each elementary school winner will receive a $25 gift card, and each middle school and high school winner will receive a $50 gift card from our sponsor. Our sponsor for this grading period is Baylor Scott & White, and we are joined tonight by Will Turner. Is Mr. Shields here as well? No, okay. We're joined here tonight by Will Turner to present the certificates and gift cards. We appreciate them so much. And
012I'm going to begin calling your names, and students, if you will stay up here until we finish all elementary. So, just stay up here for a picture then, and parents, we will invite you down, give you plenty of time to get a picture as well. From Eastridge Elementary, we have fourth grader Eli Humber. Come on down if you are here. Eastridge Elementary, first grader Jimena Lopez. From Red Oak Elementary, second grader Payson Games. And from Red Oak Elementary, fifth grader Jaycee Franklin. From Shields Elementary, fifth grader Jordan Cup. From Shields Elementary, third grader Xaily De La Rosa. From Shotman Elementary, fourth grader Zariah Bass. And from Shotman Elementary, fourth grader Darius Bagley. From Wooden Elementary, kindergartner Luna Belle Torres. Oh. Should be Luna what? Luna Gaton? Second grade, oh, that's wrong. Third grade, sorry about
013that. Third grade, Luna Gaton. I'm going to say that again since I messed it up. Third grader from Wooden Elementary, Luna Gaton. And from Wooden Elementary, fourth grader Alberto Vasquez. And this is representing our elementary Top Hawks for this grading period. Congratulations to you all. Wait a minute. No, we have great students. Okay, we will move into our secondary winners. So, at this time we're going to announce our Red Oak Middle School. We have eighth-grader Taysen Hermosillo. And Red Oak Middle School eighth-grader Isabella Brown. Dr. Joey Shaw Middle School seventh-grader Layla Johnson. Dr. Joey Shaw Middle School seventh-grader Adedayo Adebukola. Red Oak High School junior Trinity Anderson. And Red Oak High School senior Marcelo Erazari. Are y'all just messing with me? Cuz you're waking my back. Just keep Just keep there. Okay. I find something.
014Congratulations to those secondary Top Hawks. We're going to move into our Hawk Staff Spotlight at this time. From our bus drivers and office staff to principals, custodians, teachers, and more, our Hawk Nation consists of the best of the best every day. Hawks go above and beyond in a variety of way. Again, we're going to be presenting from Baylor Scott and White, Will Turner. We appreciate that sponsorship. Tonight's winner will receive a certificate and a $100 gift card from our sponsor. Congratulations to our Hawk Staff Spotlight for the fourth grading period, Casey Blake, paraprofessional paraprofessional at our de- disciplinary alternative education program at DAEP. Come on up, Casey. Mr. Anderson will be presenting the certificate and we have Mr. Turner presenting the gift card. On the nomination that shared, it says Mr. Blake has gone above
015and beyond for our students and staff. He is working DAEP while working on finishing his degree and helping drive our sports teams all over Texas. He has a lot of things going on, so congratulations, Mr. Blake. Thank you so much, Mr. Turner. We appreciate that sponsorship. And next we will have Karen Anderson, executive director of the Red Oak ISD Education Foundation. Good evening. Thank you for allowing us to present a check tonight to the district. This check signifies the contributions that have been made recently by the Red Oak ISD Education Foundation to Red Oak ISD. On behalf of the Red Oak ISD Education Foundation Board of Directors, I am happy to present a check in the amount of $76,975.16 to Red Oak ISD. Each year the foundation allocates funds to the district for programs, grants,
016and initiatives. This represents support for higher learning initiatives, district-wide programs, staff recognition, as well as over 11,000 that was recently awarded for 26 and 2026 mini grant program. Thank you for allowing us to present this tonight. We look forward to the fall when we can proudly present additional funds for grants for great ideas program, as well as additional district support. Y'all want to come down? Can we get a picture? Hey, Ms. Sanford, you're up again. Okay, at this time I want to give a big shout-out and congratulations to our Red Oak ISD Communications team for winning five gold stars, six silver stars, and five bronze star awards from the We call it TSPA, Texas School Public Relations Association in their annual Star Awards program. In addition, the 2025 bond campaign was awarded both the Crystal
017Award of Merit for bond elections and a platinum award of merit for overall top annual communication campaigns. Red Oak ISD entries were judged best in Texas for all school districts with an enrollment of up to 15,000 students. A record of just under 1,800 entries were submitted this year by districts across the state. The gold star awards were We Believe the 2024-25 annual theme for marketing campaign, 2024 Hawk Headliner digital media, 2024 Hawks versus Cedar Hill football recap as a general video, Happy Holidays from Red Oak ISD, the holiday greeting card, Hawk Student Media Intern logo, which is the logo trademark symbol, and the silver star awards were two sports photos, Shaw Bean signing artwork, Hawk Family Focus video, 2025 graduation video, and Convocation We Believe video. The bronze star awards were three sports photos, We
018Believe poster series, and Now magazine ad. So, at this time, Ms. Trimble, if you would go ahead and come up with your team member that you hit have here today. Congratulations to the communication team led by Ms. Beth Trimble, including former employees James Murphy, Danielle Pedigo, and Kim San Juan for their contributions, and current team member Alicia Tartan. Who's taking your picture? We got a picture taker right there. >> [laughter] >> Let's see that talent. Congratulations. Now, we would love for everyone to stay for the rest of the meeting, but for those of you who need to leave now, we'll take a 5-minute break and you're more than welcome to go. And thank you for staying till the end of the presentation. Thank you. Or you can stay in here because of the food. Or
019you can stay in here because of the food. Stay in the song cuz the food is good. >> Okay, we're going to move into the superintendent's report and I'll turn it over to Ms. Sanford. Okay, we're going to start with our Mentor's Care update, Mr. Brian Blackwell. If you would like to come on up, he's going to give us an update on Mentor's Care. Well, good evening, Ms. Sanford. Good evening, Board. It's great to be here this evening with you. It is an honor to come here annually to present you our Mentor's Care stats at Red Oak High School. It's been another great year for us at Red Oak. The support we get from the community and from the administration is the reason why the program works so well. But, this year we have 15
020seniors in our program. All those will graduate this spring. We've served mentored a total of about 62 kids and these stats are from August through January and we'll get you guys and we'll get Mr. Howell detailed report from August through May in in in July. So, 15 seniors, 62 kids mentored so far August through January with 54 volunteer mentors. Some people ask why the number of mentors is lower than the number of kids served. That's because you guys have a lot of mentors who take on more than one kiddo. So, and that's that's awesome. We appreciate that. Those mentors from August through January spend a total of 636 hours mentoring kids at Red Oak High School. In order to [clears throat] be in the program, we track several types of indicators. First of all, we
021look at TEA indicators. We have our own indicators and then we look at adverse childhood experiences, also called ACEs. These are traumatic events that affect kids for a long time. As far as TEA indicators, of the 62 kids at Red Oak High School, 45 of those in the program were came into the program not passing grades. They had semester grades below 70. 18 of those did not pass STAR. Nine of those kids had been in DAP and six of those had been in a facility for either drugs and alcohol or mental health. And then four of those kids ended up being expelled. When you have a student that that you expel and they go to JJAP, they automatically get a mentor, even if they didn't have one before they went to JJAP. And then once
022they leave JJ to come back, that mentor follows them back. So, we picked up numerous kids that way as well. We also know that there's more than the state at risk indicators that affects kids. There's more than that last list I showed you. There are as a whole bunch of there are a whole bunch of things that affect kids today. Of the kids in Mentor's Care, 40 of those were not involved in extracurricular activity. 35 had poor self-esteem. 35 had behavioral issues and 26 reported a lack of family support. Two of those had been on probation and then five of those had a high mobility rate. One of the things that our coordinator, Crystal Dosher, and she's here, she's going to come up shortly. One of the things she deals with is kids coming to
023her office because they're having what we call an outcry. They have an urgent need and they need her assistance. And so, she dealt with from August through January, she helped 66 kids with their outcries and she also provided support to kids who aren't even in the program 20 times. Most of those outcries are for emotional needs. Kids just having a really really rough time with school or something going on at home. And also, Ms. Dosher was able to refer kids to outside supports like food, clothing, counseling, medical care 75 times. And you can see those on the right side. She referred 12 kids to counseling or therapy. She helped 15 kids get clothing who needed clothing. She was able to help 16 kids with basic needs. That could be everything from school supplies. It could
024be help with a utility bill that the family needed help with. We were also able to help either eight individuals or eight students who went homeless. I'm going to go back to 24-25 now to show you how the kids at Red Oak High School improved on some of their issues that they were dealing with. Of the kids who report struggling with these these different conditions, 89 for example, 89% of the kids who say they struggled socially, 89% showed improvement in that area. Of the kids who report not being motivated, 79% of those reported having greater motivation. So, those arrows up show improvement. Anger issues, 69% of the kids who had anger issues reported that they improved. And anxiety is a really really big one. We see lots of anxiety and depression at all of our
025schools. There was a big improvement there as well. Also, 24-25 last school year results, every senior in the program graduated last year as well, just like that will happen this year. Of the students who struggle with attendance, 82% of those met the 90% rule for attendance. And I know that sounds low, but that is the threshold at which a student loses credit in a class. They can have a 99 average in Algebra 1, but if their attendance falls below 90%, they have to go to attendance recovery in order to get credit for that course. So, 82% met the 90% rule for for attendance. 82% of the kids in the program were promoted to the next grade level. And this this last number is remarkable. I've not seen this this high at any of our schools.
026Of the kids who had discipline the previous year, 74% of those kids decreased their discipline as a result of having a mentor. Just to show you what your graduates from the class of 2025 at Red Oak High School ended up doing, we track those kids for you. Eight of those kids went into the workforce and we even have employers that we refer your kids. If they don't want to go to school or if they don't want to join the military or go to trade school, we help refer them to jobs. And we have about 33 employers in Ellis County and South Dallas County we can refer kids to. So, eight of those kids went into the workforce, six to four-year college, four to two-year college, one to the military and then three went to vocational
027technical school. Of the kids at Red Oak High School who came into Mentor's Care, over half of them, 56% reported they did not have a person to talk to before they came into Mentor's Care. And then every student we polled at Red Oak said that Mentor's Care created a safe space for them. So, I also want to point out and recognize Heather Galbreath. She is nominated for our Carl Smith Mentor of the Year award and she is a mentor at Red Oak High School. So, we appreciate her very very much. I'm going to ask Ms. Dosher to come up at this time. She has a student who's going to talk to you briefly about the impact that Mentor's Care has had on her. Thanks, Brian. My name is Crystal Dosher and I think I know
028all of you. I love all of you. I'm very thankful to be a part of Mentor's Care, especially with Red Oak High School. The kids mean a lot to me and thanks, Mr. Howell, for always being so supportive of our program and all of the students. So, I just want to say thank you so much. Without further ado, I'm going to introduce McKenzie Malone and she has been in Mentor's Care for 3 years. She is just a shining light in the program and I love having her and she's going to share a little bit of her story with you. Hi. I'm McKenzie, like she said. I've been in Mentor's Care Oh. I've been in Mentor's Care since I was a sophomore. I've been through a lot. But, Oh, my mentor's here. My mentor's here. Oh.
029She's up there. >> [laughter] >> Um I've been through a lot in my life. My parents weren't the best, but nobody's really are. But, I'm from Lancaster. Y'all can't see. Okay. I came from Lancaster when I was a freshman, like the middle of my freshman year, and I loved it. The summer going into my sophomore year, um I was going through I had got assaulted. And police got involved, but that's okay. That's not the point. My parents got shot 16 times by my brother. Um he's in jail now and my parents are both alive. That's good. Um My mom used to put her hands on me. My dad was always in and out of prison or jail. He just got out recently. He has a job now. Um They're both alive, yeah. Uh well, well,
030well. I'm sorry. I'm grateful for Mentor's Care and my amazing mentor, Angela Fisher. She is over there in the corner. Um she's like a mother to me and a friend. She treats me very nice and I love her. She makes life a lot better, and I look forward every week to our meetings, and she brings me socks sometimes when I get my grades up. And when I'm doing better in my classes, she keeps me grounded and and on track with everything I'm supposed to do. Life has been hard, but Ms. Fitzgerald has made me feel as though I can really do it and go to college and make something of myself. I genuinely feel like I can be something in my life when there was a time when I didn't even want to wake up
031because I hated myself. All because of what was being told to me I've been up trying to see. And how I was being treated. I learned to love myself no matter what was being said of me and being told to me because I know who I am and what I'm capable of. And none of that would be possible without Mentors Care or my amazing mentor Mrs. Angela Fitzgerald. She's over there cornered again. But that was it. That's all I had to say. Nice to meet you guys. Any questions for me? Just want to thank you guys for your support. It's truly an honor to serve your kids. You guys have awesome kids, so thank you. Thank you. Okay. Uh we're going to move into uh Chief Pacifica's going to talk to us about the intruder
032detection audit findings. That's hard to follow, Chief. >> That's first thing I was going to say. I'm not sure how to follow that. Congratulations. Uh good evening, board. It's a pleasure to be here today to address you. Uh usually when you see on the agenda uh let me see. Dis- discussion of district- wide intruder detection audit find it uh report findings. I'm coming to you to talk about uh something negative that has occurred. This time I'm coming to celebrate. So, since the October unfortunate findings that we had that we've talked about at a prior board meeting since that date in November, November 6th Eastridge had an audit, December 11th Red Oak Elementary had a audit January 9th Shotwell had a audit, and March 4th Red Oak Middle School all had audits with no findings. So,
033I wanted to come forward to let you know there's great stuff going on and and you know, we had the negative finding earlier, but that still wasn't mean great stuff wasn't going on at that school as well. It's just things happen. Uh we continue to uh do the weekly door audits that are required by the state, but also check multiple times, and I know that as uh board member Knight uh knows recently, you can check a door within check a door within 10 15 minutes, something can occur. So, it definitely takes uh a village and a team to make sure that all those doors are checked, all those doors are are uh in a locked position. It's not some mechanical issue, so I want to thank all those campuses uh that have been audited to
034date for their hard work. Uh thank all the teams that are involved in that. Again, it takes everyone in the district. Everyone in the district's part of the safety team. So, that leaves three campuses uh that haven't been audited yet. That's Shaw, Shields, and and Wooden. Now, with that said, that doesn't mean we can't have audits at those campuses that have already been audited, but I did want to bring forward positive results on the audits that we've had since the the first time I talked to you earlier this year. Uh I'll be glad to take any questions you might have, but I just like I said, I thought it was important to come and let you know that we've had successful uh audits uh intruder detection audits since the first one this year. Thank y'all.
035All right. Thank you. Thank you, Chief. >> Thanks, Chief. Uh next we're going to have uh Michelle Owen is going to uh come up, and we're going to talk about our STAR Blitz that's been going on. I told them in leadership today, it's not glitz, it's blitz. Right? [laughter] Uh good afternoon. You may have seen on social media or heard some of our students or staff talk about a STAR Blitz. So, tonight we want to share information about what is STAR Blitz and what goes into planning a STAR Blitz. Um STAR Blitz is how we review for our STAR and um end-of-course exams. Our ultimate goal is for all of our students to grow from year to year, and then the district goal is for 60% or more of our students to score in the
036meets or above range or 30% and above in the masters range. When we plan our blitz, we first want to look at data. Then we want to create a strategic plan that maximizes our time, our staff, and our resources. And then we also want to include motivation for our students. Data analysis is what leads our blitz, our STAR prep planning. Um our campuses analyze not only the performance levels of all of our students, which is the did not meets, approaches, meets, and masters, and then also how they do on the TEKS or the learning standards for their grade level. One of the first pieces of data that we look at is the frequency distribution chart. This chart shows us how frequently the state likes to assess each TEK on each test. So, it'll tell us
037each year how frequently the state has assessed each of the TEKS for each grade level and content area. This is important because we can't review all of the TEKS, so we want to prioritize the TEKS that are tested most frequently and that our students see on the test most often. Next, we want to look at the leadership report card. The leadership report card allows us to look at our data by TEK um for various assessments. For blitz, we look at how our students did on the curriculum-based assessments each 6 weeks for each TEK, and then we want to look at how they did on our benchmark. This is important because once we prioritize the TEKS, we want to see how our students performed on those so we can schedule accurate pacing. If there's a TEK
038that our students did really well in, we may not spend as much time reviewing that TEK. However, if there's a TEK that our students did not do as well in, then we want to spend more time during our review on that TEK to make sure that our students master that information. Next, we want to look at student data. So, we've identified our our prioritized TEKS, we've determined our pacing. Next, we want to look at how our individual students do. Um we look at their performance levels. So, for example, if we have a student that normally scores in the masters range, we want to make sure that they are on track to score in the masters range on STAR. If we have a student that scored maybe in the did not meets range, we want to
039do some goal setting with that student to make sure that they improve and score either in approaches or meets. Um we also use this information to group our students. This is how we determine groupings for um small group teacher intervention talent time, after-school tutoring um and then again, goal setting with our students. Once we have prioritized the TEKS, determined pacing, and then determined grouping, then we align our resources. Um this is a sample of many of the resources that we use on our campuses. These resources are all aligned to STAR. We determine what resources we want to use for a warm-up what resources we want to use for the tier one classroom instruction, what resources we use for intervention time, which could be talent time or advisory which resources we want to use for tutoring,
040um and then what resources um we may assign for homework. And then, of course, um when you look at the different grade spans, blitz is going to look slightly different at elementary versus middle school versus high school. So, we've asked some of our campus principals to come up and share what blitz looks at their grade span. So, we'll start with Ms. Bell from Shields Elementary. Good evening. Thank y'all for giving us this opportunity to share some of the things that our teachers and staff are doing to prepare our students for STAR test. Um so, like Ms. Owen mentioned, um our STAR Blitz is a very focused and intentional time. Um and I'm honored to represent our elementary campuses um with some of the things that we are doing to motivate our students. Ooh. Wrong way.
041Um so, one thing especially in elementary, we have um a unique situation because we're not only challenging our students academically, but we're also their first introduction into standardized testing. Um so, we work really hard to find student-friendly themes um to help motivate the students, get them engaged, get them on board, um and also motivates our teachers. I know that myself personally, I'm having a great time walking around pretending to be Agent Shadow um with our spy review. So, we you know, we get into character, we use decorations, we do all kinds of things to motivate our students, and there are some of the um elementary themes that we're doing. And some of the components to blitz on the elementary campus for the motivation, we incorporate the themes, we have decorations, um earned activities, earned incentives,
042level-up bulletin boards, star shirts, gold tracking, behavior motivation, and class participation. And then we also, not only is it all fun and games, we also have that very focused data-based intervention. Um so, like she mentioned earlier, we group our students based on their performance levels um historically through their testing and also the specific learning objectives that they need the most um support in. Um we have retired teachers, campus staff, we have ESC staff all coming to make sure that all of our students are receiving small group instruction. So, for these 4 weeks and oftentimes more, every student is receiving small group intervention based on their needs. Um we also have tutoring opportunities in multiple formats, after-school tutoring, before-school tutoring, and even Saturday schools. Um and then another big part of our blitz review is we're
043really working to um engage our parents and family. It's very crucial that during blitz time, not only are they working at school, but also with their families at home. Um our thought is if they can take something home and get 1% better working with their parents on something their teachers might not have seen, that's a win. Um and I have some samples if you'd like to see them. Um one of our teachers came up with a data folder. So, it they mark their different accomplishments each week on their assessments and working towards their goals, and it's so adorable. They have parent data, so each week they come home and they show their parents how they did, and the parents have signed contracts for how they're going to motivate them at school. So, they were things
044like they get to choose dinner and go out to eat with their family if they meet their goal, or go get their nails done, or shopping with mom. Um so, it's a really fun way of tying in the parent support with what we're doing at school. Oh. And then through that um blitz time, it's definitely overwhelming for the staff um in our campuses because it is a lot of intense planning, it's intense um teaching. We are engaged from bell to bell and then even afterwards. Um so, we provide our teachers with a lot of professional development. We sent um several teachers, I believe each campus sent six people to the Lead Forward Rocking Review, um which helped teachers pace and align their review instruction. Um we have our weekly PLC meetings that focus on blitz
045and they analyze the data that we're collecting each week. Um we have planning time that we've given our teachers, so February 27th, each grade level, third through fifth, got a half-day planning. Um and then also campus grade campuses also added additional planning time for their staff. And then the um curriculum department came and has helped with every campus review data and create those blitz plans. On campus, we have instructional coaches pulling intervention groups, also co-teaching with our teachers. We have blitz planning sessions and resource creation, campus-wide tutoring, um and off most leadership teams are also doing it. I've I've broadened my horizons, I'm tutoring um fourth-grade math, which is new to me. So, we're having a great time working with these kiddos. And then finally, our district support, um we continued with data reviews, blitz
046planning. We have all coordinators that are assigned to targeted teaching positions. Um we've the district has reached out and purchased all kinds of additional curriculum resources for us to use during this time, and we've also done some out-of-the-box thinking for reassignments during blitz. Um for example, we have a DAEP teacher helping at Rams, we have a librarian at ROE helping teach a grade levels ELAR. So, we're kind of mixing up um the staff's different strengths and talents to help support our students in areas of need. Next is the middle school. All righty, it's a privilege to be able to speak to uh some of the cool things we're seeing at the middle school level when it comes to blitz as well. Um obviously with with middle school, uh the things that motivate the students at
047the elementary level don't always translate exactly to the middle school level. So, we've got to find more creative ways to meet the needs of our kids and to really hit the areas that they care about and the things they're interested in. Um I've got a few pictures up here just so you can see all the hard work that our our teachers are doing when it comes to planning, when it comes to working independently. Many of the pictures are after-school activities where our teachers are staying late and working with students to make sure that they can do everything they can to get them one question better than they were last year, two questions better, three questions better, whatever it is, to make sure that they're uh as prepared as humanly possible. So, first to speak about
048uh the intervention that we're doing at the middle school, we still have our 45-minute advisory period that we've done all year. We're we're continuing to utilize that during this time as well. We use the uh i-Ready platform during that time, and we're finding it to be a beneficial use uh to give kids a tailor-made experience for their specific needs. No matter which classroom they're in, if they get on that device, they can get to uh some materials that are going to help them. Uh we're making sure that we're using that that data that from those i-Ready assessments and from what we're seeing to make sure that we're monitoring the progress of how they're doing. Um we're coming up with consistent progress monitoring uh mini assessments throughout the blitz uh that will be done at both
049Joy Shaw Middle School as well as Redbud Middle School, so we can see in real time are the things we're doing working in the areas that we hope that they're working on before it's too late cuz, you know, if we wait till the end, uh it's too late. Uh we have after-school tutorials in both math and reading. Um one thing that that I've been really pleased to to experience here is that Redbud has really uh rallied around any of our needs. When I when I reached out to transportation and said, "Hey, I need a bus to be able to pick up students after school for tutorials if they stay late," they said, "Give me the specifics, we're happy to help you." And so, we've really been able to to maximize our efforts. Like a kid
050says, "Well, I can't stay after school cuz I you know, I don't have a ride home." We're able to say, "Yeah, you do have a ride home." So, we get to to keep you to stay at school to work on the things that you need. Um those tutorials after school are not just like random, "Hey, let's work on missing assignments," but it's a specific invite. You are invited to work on an objective that we know you didn't do so well on the last time it was assessed. Um so that we're really motivating students, they realize, "Hey, we are not just randomly teaching things from throughout the year." We're really trying to target areas of weakness for you individually to make sure that you can improve. Um we've had uh um just a tremendous amount of
051support from the ESC when it comes to reading and math, two of our our big focus areas. Um we have uh extra subs that are paid to help supplement in room so that we can have a bigger group with one teacher so that they can focus on specific uh needs that those groups of students might have. Um you know, I know Miss Bell shared it, but having someone from DAEP come over for the last few months to work with our students in math in a high-leverage area has been huge. We're able to work with our our folks from the ESC to really target the kids by getting groupings together based on not just one data source, but multiple data sources. That way we make sure that we are focusing on the kids that need it,
052and we're putting them in front of somebody that can actually help support the needs that they have. Um uh really and truly at the at the middle school level, it's been neat to see our teachers in non-tested areas rally around those efforts as well. You know, uh seventh-grade science, sixth-grade science, two tests two grades that are not tested are working on uh math uh warm-ups during their science classes throughout blitz. They're supporting specific things that our math teachers like, "Hey, could you give them a little extra practice in these areas and be able to speak to those things?" That's been huge. Um we have elective teachers that are like, "Hey, how can I help?" We're saying, "Hey, can you go over some test-taking strategies and giving them specific things that they can cover." Um and
053really and truly, we're just seeing everybody kind of bind together like a family, like you would like you would hope to experience during that time. Um that I really do think is is setting the stage for success at the middle school level. We have an Algebra 1 boot camp that's coming up. This is an idea that we stole from Brett, you know, the high school had some good experiences with that whenever they did it over the winter testing, and so we're borrowing that idea, and we're going to do some of the same things that they're doing. So, we really are trying to emphasize intervention, not just one not just one thing that we're doing. We're doing a variety of things, and we're getting a lot of people involved in that, and I think that it's
054going to really pay off for our students. Some of the ways that we motivate the students is uh we we still have themes, it's not as tied as the elementaries, you know, um but we find ways to motivate our students. You see some pictures here. Um we've got the Mario and Luigi set up there. We've got a you know, a level-up gaming kind of theme for some of our sixth-grade reading classes. Um our eighth-grade social studies has adopted this Surviving Star Zombie Apocalypse theme. Uh the kids are earning badges throughout that as they survived different, you know, uh tasks throughout that. Um March Madness, of course, is always a popular theme this time of year, making sure that we emphasize, you know, uh it is it a basketball theme, football theme, whatever whatever sports that
055the students might be interested in, and really trying to give them a visual. If you walk into a lot of the classes, you'll see posters on the boards, you'll see uh a ball moving down the field, or you will see stars being added to a to a poster, and those things are happening as the students, you know, earn something in the class, they show proficiency on something, boom, there's a visual there so they can actually see fruits of their labor as they go. Uh we also have growth We're planning a star prep pep rally at Red Oak Middle School to make sure that we emphasize not just, you know, we don't just do pep rallies for for sports, although that's obviously a great thing to do, but we're also going to do it for the
056academic piece as well. Um, we're celebrating our benchmark growth celebrations. You know, we've been emphasizing growth with our teachers as well as our students. Uh, when a teacher showed uh, certain number of students grew on the benchmark test, you know, we rewarded them with certificates and a lot of them in turn came around and did something similar for their students as well. Uh, we have weekly prizes based on effort, academics, and behavior because we know all students um, this isn't the most fun time of year for some of them because they struggle in school and so we want them to be rewarded for their effort even if it's in an area that they don't feel that they're as uh, proficient in as others. I I could shout out a lot of names, but I will
057tell you these are just a few of the names that have really stepped up to support us from, you know, off of our campus to come on our campus, whether it's meeting with us, whether it's um, teaching uh, classes, if it's coming in the afternoons to work with with uh, teachers, if it is uh, you know, planning. Whatever we've needed, I mean, really and truly I I can't say enough good things about the support that we've we've experienced at the middle school level because um, I've not been told no yet. I say, "Hey, can we have can we have help with this? Can I have help with that?" And the answer's always been yes. And so I really do think that because of that support we're going to see some good things, you know, when
058that test rolls around. All right. Uh, thank you again for allowing us the opportunity to share the hard work that our uh, staff is doing to ensure student success. January, I got to talk to you a little bit about our success in December and our retest. And we're hoping to continue those things. Some of the pictures you see here are some of our pull-out sessions that we had in the fall uh, for our retests. Uh, we start pull-out boot camps uh, Thursday of this week and have those going on every week until we get to testing uh, mode which actually starts next week for us. Uh, so some of our focused interventions at the high school. So boot camps has been a big thing for us, pull-outs. Uh, one thing the high school used to
059do were a lot of super Saturdays, but they weren't heavily attended. So uh, last year I was like, "Hey, they're at school during the day, let's pull them out when they can't leave." Uh, and so that's what we started doing is doing those pull-out sessions with them. Uh, and so there's a list of all of our boot camps that we have going on here in the next couple weeks. Um, tutoring, we have before and after school tutoring. Uh, so daily focus for instruction. Uh, every person that's doing a tutoring session knows what they're doing and they have leveled lessons. So our tutoring is open. Uh, we do invite kids. We've had teachers sit at home and make phone calls, but if a student wants to come in for extra help, we're not going to tell
060them no. Um, so we have leveled lessons because we target several different levels of kids. We have our kids that were maybe did not meet so needs to get to approaches. We have our approaches that need to get to meets. Then we have our meets that need to get masters. And so our teachers are really trying to level the lessons so that if they have 15 different kids uh, in the tutoring session and five need this, they have an activity for them. Five maybe are our uh, meets to masters kids that we're working on. So they have a different level lesson with a little different rigor uh, to help elevate those students. And then we have our talent time. And so mastery prep study plans uh, mastery prep comes with EOC study lessons. The students
061do a diagnostic and then it gives them an individual plan uh, for what they're to work on during our talent time. Uh, classroom, we have a daily focus of instruction. Uh, so every student that's sitting in a class during a blitz, uh, we are targeting certain teeth based on our benchmark data, uh, CBA data, and things that we've looked at throughout the year. Again, it's leveled instruction uh, in a classroom with 25 to 28 kids. You're going to have a little bit of everything in there. So we're really trying to target every group and not just target one group. Uh, a lot of hands-on activities uh, and student reviews during those times. Uh, motivation, yeah, first one, graduation. Um, it's a big one. Uh, so you know, students can't graduate without being successful um, on
062their end of course exams for STAR. Uh, and so we are uh, having those conversations and talking the importance of that. Some of our teachers are giving homework passes for students to attend tutorials uh, and spend that extra time. Some maybe a grade replacement, I'll add 10 points to this uh, or some extra credit. Uh, and then candy and snacks, we bought a lot of candy and snacks uh, because it keeps them going. Uh, one thing I think for us is our campus culture has changed in regards to testing. We've talked a lot about accountability uh, and how important the STAR end of course are. Uh, we give five tests, but the majority of our staff don't teach a tested subject. Uh, and so we've had to get some buy-in from them to be a
063part of the overall accountability of our campus. Uh, but we look at individual student data. We've had our instructional coaches have spent a lot of time this year having individual student meetings and talking about the importance of the test uh, and how it can help them in the future. And then building student confidence and [snorts] just creating high expectations across our campus when it comes to testing. Uh, support, again, professional development. We sent several teachers to the Lead Forward Rock and Review. Uh, we have weekly PLC meetings in all of five of our teams to analyze weekly assessments uh, and adjust uh, our blitz plans as needed. Uh, we spent February the 27th half a day planning uh, on campus. Each one of our five teams, they presented their blitz presentations to campus admin and
064curriculum. Uh, and then curriculum and instruction has helped us in planning support. Uh, and then on Monday when we come back uh, after the Easter long weekend we have some more campus planning with those teams. Uh, so that they can finalize and get ready for the next week. Campus support, our instructional coaches are involved with PLCs, uh, boot camps, pull-out sessions, and then EOC STAR re-testers. Campus admin has been involved much more in PLCs uh, than in previous years. Uh, blitz planning sessions and resource creation. We have our campus-wide tutoring plans. Um, one thing I want to mention is we have more before and after school tutoring for all of our testing sessions than we have in previous years. Uh, so just seeing teachers buy-in and willing to do the extra work uh, has been
065refreshing. And then providing supplies and resources. Uh, I said it back in January, really at this year all I had to do was say yes if they came and asked for something. We did what we could um, to get that resource for them. And then district support's been very helpful in helping with data reviews, uh, benchmark folders. Uh, and if you look at a benchmark flow folder, it shows every student how they've scored in previous years, where they need to be this year so that we do show the growth uh, that we're looking for. Uh, and then in blitz planning with curriculum instruction, the coordinators have played an integral part in planning with our staff. >> [laughter] >> Um, thank you for letting us present. Um, are there any questions for either myself or any
066of our campus administrators? Can you just tell us what Lead Lead Forward Rock and Review? I mean, what what is that? What transpires? What is it all about? Sure. Um, Lead Forward is an organization that really studies accountability, um, instruction, um, legislation. Um, it's really a growing organization. Um, the Rock and Review, what they do, um, they actually kind of some of those first documents that I showed you with the high frequency distribution chart. And then they look at state data and they prioritize TEKS for the state. And they outline them in a two-week review. And then they give instructional strategies um, for teachers to use with students. So one of um, the biggest, most important thing about instructional high-yield instructional strategies is really having the students do the thinking, the talking, the reading, and
067the writing. Um, and they give teachers ways to do that that are motivating and it's not lecture style. Um, sometimes there's games or themes involved with it, but again, it's all um, circled around students thinking at high levels, reading and writing and um, the discourse between students. Thank you. So I got a couple things. Um, one, I like the I like the themes. The uh, surprise somebody didn't use Batman with the Riddler cuz you never know what the state how they're going to score some of these uh, tests that you do. Um, I talk a lot about I talk a lot about that and what you're showing what you're saying, that's that's what I've been asking for. That's what that's what I'm talking about. No, you're you're targeting TEKS. You're moving, you know, you got
06815 kids. Some kids are approaches to meets, meets, you know, it's not everybody's doing the same thing. Um, but you're using data to do that and identify what needs to be targeted for those individual kids or groups. And I know that we've been saying we've been using it. I just didn't understand how you were using it. That's what I've been talking about. Uh, so I appreciate the the uh, the understanding and and and the uh, the presentation for that. Um, you mentioned the team effort. Yes. It is a team effort. Not every teacher teaches a tested area, but you know, English, writing, spelling, that all crosses across from subject to subject. You use math in a lot of different subjects and it is. It's a team effort because although your your subject may not be
069tested, you're part of that rating at the end of this thing, right? You get to own it just like everybody else. So, I I appreciate that effort. Uh I I I want to ask a question about the the goal. Where you said 60% your meets. And then 30% was master. So, if you're master, you count in the meets category, too. So, what is the what is the percentage from overall that we have kids that are meets and above? Is 90% going to be 90%? Currently, what are we at? >> What's your goal? What's the goal? >> the goal? Yeah. It's the six If we get 60% meets, you know that 60% is also approaches. I mean, you're going to get that. But, approaches is not what we're focusing on. We want them to be meets
070or masters. So, 30% masters, like you said, that's counted in the meets as it goes down, but that's our goal is to get 30% masters. So, >> doing that and you're 60% meets, you know that of course we want all of them to be approaches. Of course we want that, but it's really focusing in the state really has kind of turned their back a little bit on the approaches. They're not really interested in that. They're only really interested in meets and above. And that's kind of where we talk a lot about it. The um Now, you have your your your raw scores, your baseline score. Uh what whatever the state decides to do or however they decide to affix points to it. Uh uh you know, whatever categories they want to add to it. Cuz
071they're going to they're going to do that to get the ratings based on how they want the ratings to come out anyway, right? So, you know, I I from I just like to see that our goal is we we have 70% of our kids this number percent of our kids are at a at that passing level or higher. That's a good point. And it gets a little confusing with the where you say 60%. That doesn't To me, that doesn't come across as they're all passing, but I understand that the the masters If you're master, you meet. So, that they're they're kind of working together. So, >> And you have more in approaches. They just They just don't show up. >> don't show up. That's correct. That's correct. And really truly what they've really been working
072on, too, is growth. You know, cuz like you said, all of our kids learn differently. So, if we can show that growth measure, we want every child to grow. I mean, we would like to see 100% of our children grow. Because if we're educating our kids and doing what we're supposed to, they're going to show growth. Well, I think that's where that level up came from, right? No matter where you're at. >> Yes. Go to that next level. >> That's right. Thank you. It's all right. Thank y'all so much. >> Thank you. Great information. Thank y'all for presenting. I told them today in leadership, y'all don't want to just hear my voice. Y'all like to hear the principals' voices, too. So, I appreciate y'all doing that. Just a couple of quick things. Um just as
073a reminder, we still have the Ellis County Livestock Show going on. Uh I believe we already did some Ag Mech things that are going on. They did the build-off today. Hopefully, we'll have some results I can share with you when this is all done. I believe they did rabbits today, as well. Tomorrow's going to be goats and lambs, and Wednesday's going to be market swine. So, there's a lot of things still going on at the Ellis County Livestock Show if anybody would like to go out there. Coffee Talk is going to be on Wednesday, April the 1st at 7:45 a.m. It seems to be really really growing. Um when and I love it. I absolutely love Coffee Talk. I appreciate the board y'all all jumping on all the time and listening, and I think it's
074great for y'all to hear Now, like I said, not just from me, but to hear from the community and everyone else. Uh Pre-K Roundup will be on Monday, April the 6th from 9:00 a.m. until 3:00 p.m. at Wooden Elementary School. We want to encourage anyone and everyone that has a Pre-K age student to um to come to that Pre-K Roundup, see what they qualify for, and let's get those kids in school as early as we can. Red Oak ISD will be closed on Friday, April the 3rd for Good Friday, and Monday, April the 6th for staff development. That means students will not be here on Monday, but staff will be. Students will return on Tuesday, April the 7th. Uh the next mobile food pantry will be on Thursday, April the 9th at 4:00 p.m. here
075at the ESC. And we probably have some of our own models in the room tonight. Red Oak ISD Education Foundation is going to do Handbags for Hawks on Saturday, April the 11th at 7:00 p.m. at Midlothian Conference Center. And uh Ms. Anderson said today that's a sold-out event, correct? So, very excited about that. Red Oak ISD Senior Citizens Luncheon will be held on Wednesday, April the 15th at 10:30 a.m. at the Red Oak Municipal Center. And the next regular board meeting is scheduled for Monday, April the 20th at 7:00 p.m. And that's all I have. Next, we have open forum, and we have one person. So, before we start that, I have to read the legal stuff. So, we are now we now move to public comment section of our agenda. The board welcomes comments
076from citizens who have completed public comment forms this evening, which are accepted prior to the start of the meeting and are not transferable to other speakers. Please be advised that the information shared in public comment is the opinion of the individual speaker, not the district. Two minutes per person have been allotted for public comments. Please keep all public comments related to school district governments and operations. If you have a specific concern related to an employee of the district or a specific student issue, you're encouraged to utilize the district's grievance procedures provided in board policies on the district website. Kindly remember that the board may not discuss or act upon any issues that are not properly posted on the agenda. So, when I call your name, please step up to the podium and restate your name,
077and the clock will start after you say your name. So, we have Mr. Michael Myers. Hello, good board members. To those of you who've forgotten me, my name is Michael Myers. I am the Democratic nominee for the House of Representatives, District 10 for Ellis County. I am running against Brian Harrison. I just wanted to stop and let y'all know that I'm that I'm in this fight. Uh and I want to tell you some things that are going on that's going to affect your school districts. Uh there are nine districts here in Ellis County, and you're all going to be affected by this thing. First of all, the blue wave that you keep hearing about is a very very real thing, and it looks like it's growing every day. The numbers are showing us this. The
078polls are showing it. And I think it just might happen. It just possibly could. I want you to know that this candi- candidacy of mine is going to affect Red Oak. >> [clears throat] >> Namely, I'm not going to get involved in your personal affairs trying to run this school district. I think that's been done in the past. Uh that is not what I'm here for. I see myself in more of a support role with interactions with the state, maybe some TEA stuff, construction stuff. I don't know. But, it's not going to be trying to help you run your district. I don't have those kind of qualifications. Um I believe totally in school board independence. Uh I want to Now, TEA, we're looking at TEA uh in the leadership of TEA. If the Democrats take
079this thing over, you're going to see a huge difference in TEA. It's going to We're going to try to turn it to more of an advisory than something that makes the rules that y'all have to follow. Uh I think that's been long overdue, and it's so bureaucratic, it is just driving y'all nuts. I know it is. Uh I support state funding for schools. You haven't had an increase from the state since uh 2019. Something we definitely need to get a hold of. Uh I know that y'all are struggling here in Red Oak. I do serve on the advisory committee with Ms. Brenda. Uh and I've been involved in it. So, I've got some kind of good idea uh on what's going on in Red Let me just say vouchers are out. Thank you. >> Thank
080you. Okay, next we will move into our um consent agenda. Are there any items listed in there that anyone wants to pull to discuss separately? Okay, if not, do I hear a motion? Make a motion that we approve the consent agenda as presented. I second. Okay, that was a motion by Mr. Knight and a second by Mr. Kelly. All those in favor, say I and raise your hand. I. >> I. Opposed, same sign. Motion passes six to zero. Okay, next we will hear from Ms. Sanford again. Okay. Uh Red Oak ISD Board Policy CW Local outlines the guidelines for naming school buildings or portions of buildings in the process for accepting nominations. For the sixth elementary school soon to be under construction, the district opened the name nomination process to the community February 25th through
081the 6th. We have Ms. Allison Bell and Ms. Ashley Jackson that are going to be coming up to present information to you about that the survey results and nominations. Thank y'all. All right. Good evening, and thank you again for the opportunity to share. I'm Allison Bell, principal at Shields Elementary. I'm Ashley Jackson, principal of Shut Elementary. We um were honored to have the opportunity along with administrators Michelle Owen, Michelle Alera, and Beth Trimble to review the 147 community nominations for naming the sixth Red Oak ISD Elementary School. Um we appreciate the board allowing the community the opportunity to give their input and further appreciate the board for considering the top two nominations we are bringing forward from those 147 nominations. It's a great thing when you have so many nominations from a community. It speaks
082volumes about the passion and dedication of many individuals who have touched the lives of so many students and the community. We have selected both one individual for consideration and also a second option for the neighborhood for consideration. I know you have information highlighting the information given in these nominations. The review team read each of the nominations and we are bringing forward two school names for your consideration. Shirley Jones Elementary and Harmony Elementary. I do not believe anyone could question the contributions of our individual Mrs. Shirley Jones, a long-time educator and community pioneer. Her family was one of the first African-American families in the community and she returned as one of the first African-American teachers. Following her Red Oak High School graduation, she attended Cedar Valley College and then earned her degree from the University of
083Texas at Arlington. She returned to Red Oak ISD to teach for the next 42 years, mostly at Wooden Elementary School, before retiring last year. From her nominations, she demonstrated all of the characteristics of the hawk, showing grit, expressing her continual appreciation for others, and has absolutely left a legacy of service. This honor will recognize only her remarkable longevity, but also the countless young lives she shaped at their very first step in education. Her influence extends far beyond the classroom, shaping the culture and spirit of Red Oak ISD in a meaningful and enduring way. Her legacy is woven into the fabric of the community. As one of the first black students in Red Oak and later a respected educator, she became a living symbol of progress and resilience. Shirley Jones gave, gave, and gave all of
084the love and light in her to everyone she interacted with. She understood her purpose and she lived it out. Mrs. Jones has shaped generations of learners, not only teaching academic, but instilling confidence, character, and a love for learning that will ripple through this community for years to come. Her legacy is not measured simply in years, but in lives changed, colleagues mentored, and traditions built. She is an educator whose legacy is defined not only by skill, but by her love, service, the two things that shape a school's culture more than anything else. Her life tells students, families, and staff, this is who we aspire to be. Her presence brought comfort, encouragement, and light. She celebrated her student successes, supported them through challenges, and never stopped advocating for what was best for children. Naming the school for
085her would serve as an inspiration to current and future students, reminding them that dedication, courage, and service can create lasting change. All right. Harmony Elementary was nominated for dual reasons. The street and neighborhood where the school resides and the meaning of unity from the name, as the school will be bringing together a new boundary of students previously served at other schools. And is also being constructed due to the unifying community passing the 2025 bond. From the nominations, Harmony is both unique and an inspirational and inspirational in identifying the name of an elementary school. Harmony signifies unity. The Red Oak community came together to successfully pass the bond, which led to the building of this new school. Naming will allow the neighborhood residents to feel pride and ownership in their local school and community. Harmony is
086defined as the combination of simultaneous sounded musical notes to produce a pleasing effect or more broadly, a consistent, orderly, or agreeable arrangement of parts. It functions by blending different pitches, often in chords, to create emotional depth and fullness in music distinct from a single note melody, just as the students of Harmony would do. To note, in Texas, there is a Harmony ISD outside of Big Sandy, Texas with a middle school and high school, but not elementary. Harmony Public Schools is a Texas charter system with eight campuses in North Texas, including Carrollton, Dallas, Waco, Grand Prairie, Garland, Plano, Euless, and Fort Worth. Thank you again for your consideration. So, out of that, all that the 147, is that how many you got turned in? The were these the top two from from those? The top two
087names? Any comments? Okay. Then? Do we have a motion? I'll make a motion to name the school Shirley Jones Elementary School. I second that motion. Okay, we have a motion by Johnny Knight and a second by Johnny Knight. All those in favor say I and raise your hand. I. Opposed, same sign. Motion passes. Good, sir. Yeah. Okay. We have a good name. And I think there's no better person because she is a go-getter in Red Oak and she has touched many lives, not just children, but those parents remember her for who she is and I think I I I I have to say I was for Harmony from the beginning, but then when I heard Shirley's name put in, I was like, wow, I never thought of that, but she is a good representation of
088our district. She's a rock. Okay, next we will have Dr. Johnston. Hello again. Uh in August 2025, the school board approved using the construction manager at risk methodology for the construction of the five five of the major projects that were in the 2025 bond election. And Dorsch was rewarded those projects, all five of them. And this is the same methodology we used for the Shaw Middle School. Using the CMAR as a construction manager involved in the entire process and they also come up with a guaranteed maximum price, which they say is the price the construction's going to be. Sometimes, for certainly for new school buildings, the several bid packages may be issued by the CMAR for things like earthwork, structural design, and then the actual construction. Another reason for the multiple bid packages might be
089to secure the price for specific components of the project, such as steel, The three GMPs we are bringing forward tonight were presented by Dorsch to the district on March 27th and are within the overall budget for all of the bond projects. The first one, administration would like the board to approve the 48 million 870 837 698 for the complete Goodlow Stadium renovation project. It's just one bid package for that project. Any questions? What was the total again? I'm sorry. What's the total? 48 million 837 698. It's 49 112 8982. That's what I have. Correct. Was that the fencing change that was talked about in the meeting? >> that may be, yes. I'm I was looking at, yes. >> him. Yeah, I'm sorry. I was looking at the document that was handed out. Right. Right. Uh
090there was some additions. We had a meeting last week and there was some additions to make sure we fenced in the area. And so, I knew there was an addition for fencing that was added in. So, the 40 was the 49 49, yeah, and I have it at 49 112 982. Okay, thank you. Any other questions? Do I hear a motion? I'll make a motion to approve the guaranteed maximum price as detailed in the attached George General Contractor proposal for the completion of the Yellow Stadium project. Do I hear a second? Second. Okay, that's a motion by Mr. Knight and a second by Mr. Kelly. All those in favor say I. I. I. Opposed, same sign. Motion passes 6-0. Go ahead, Dr. Turner. >> The next one is for bid package number two for the
091new elementary school. Back in February, we came forward with a bid package 01 for the earthwork and utilities, and the board approved that. And so, this one is for $7,116,259 for bid package two for structural components such as the steel. And then, there will be a final one come back at some future date for the actual construction. Ready for motion? I make a motion we approve the new elementary elementary school bid package 02 structural package as detailed in attached George General Contractor's proposal. Second. Okay, that was a motion by Mr. Anderson and a second by Ms. Knight. All those in favor say I. I. Opposed, same sign. Motion passes 6-0. And the last one >> The last one is for the high school gym addition, and it's just one bid package in the amount of
092$10,120,958. Any questions? And we'll have a motion? I move we approve the guaranteed maximum price as detailed in the attached George General Contractor's proposal for completion of the high school gym addition project. Second the motion. Okay, that's a motion by Mr. Anderson and a second by Mr. Knight. All those in favor say I. I. Opposed, same sign. Motion passes 6-0. Thank you, Dr. Turner. Thank you. Thank you. Okay, you all had information items in your packet. Are there any questions on those? Okay. If not, and the time is 8:29, and we will go into closed session. Thank you all.