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[0:01] This call to order the November 20th, 2025 special called meeting Board Workshop of the Corpus Christi Independent School District Board of Trustees at 903 a.m. All items discussed this morning have been posted as required by state law.
[0:17] This meeting is being live streamed and a complete recording will be archived for the public to view at their convenience. Please speak into your microphones, so those watching in livestream will be able to hear what you're saying.
[0:27] And at this time, I'll call roll to establish a quorum, Marty Bell, as High Mayor of
[0:33] Dundal, Steve Burrera, Don Clark, Alice of Shaw Hawkins, Eric Villarreal, and I am
[0:42] dolly trolley, a quorum is been established and will proceed with the agenda.
[0:48] Good morning, board members, and guests, thank you guys for being with us this morning.
[0:52] We have a great opportunity for the next couple of hours to discuss, as you see in front
[0:57] to review facilities and considerations with existing aging facilities and then also looking
[1:04] at some considerations of possible consolidations and boundary changes.
[1:11] Do you want to stress that these are just considerations that have not been any decisions
[1:16] made?
[1:17] Also want to just give a kudos to our Finance Committee, fiscal committee.
[1:22] They worked really hard as a team of three working with administration on the committee reviewing our work given us some guidance and feedback and today we get to share that information with the full board.
[1:36] During this time, I encourage you to please ask questions, ask some conversation.
[1:43] at any point that you feel, you need clarification on a particular plan that we might be looking
[1:51] at or particular school. Then this is the time to do that. We will take some feedback after
[1:58] we do the workshop, our plan is to come back after the Thanksgiving break, which will go over
[2:02] the timeline in a little bit, and I'm going to miss Griffith's presentation, but definitely
[2:07] going to seek community feedback as well with the same information that we're sharing with you
[2:11] today. So that being said, looking forward to the conversation.
[2:17] Good morning. Dr. Clement and I will be walking you through this facility's workshop this morning.
[2:24] But to start off, we're going to today.
[2:28] We're going to cover some surplus properties.
[2:30] Then we're going to go over an enrollment update facility usage report,
[2:35] some consolidation considerations, and then a communication plan.
[2:40] So first, I want to show some surplus property that the district has.
[2:45] We have 10 properties currently available for either cell or used by the district.
[2:53] The ones that are highlighted in yellow or the ones that the committee is recommending
[2:57] along with the administration that maybe it's time to consider selling these so that we
[3:02] can address current maintenance needs and some other district initiatives that we may be
[3:09] need in going forward. So the first one that we're recommending is on 4401 cast an
[3:17] on street and if you can see we own this, we're merry-gred is, we own this little
[3:22] slither of land that's right there, it's about 0.063 acres and so there's not in need
[3:29] for this, there's not anything that the district could really do with this property. So
[3:33] At this point in time, our maintenance team do have to keep these properties mode.
[3:40] So it is a lot on our maintenance team to keep up with all these properties.
[3:44] So it would help also with our maintenance to try and keep up with all of these fields.
[3:50] So we're recommending that this little slither be sold.
[3:54] The next piece of property is on 461 Maria Street.
[3:57] This is our old clock property.
[3:59] This is about 7.79 acres.
[4:02] So, this is another one that we don't feel that there would be a future need for this site.
[4:09] The next one is...
[4:11] What's that building right there on O-Is that a gym?
[4:14] No, that's the covered playground.
[4:16] Cover playground, okay, thank you.
[4:20] The next property is a piece of property that's adjacent to our current low-sensino school.
[4:27] So, we just built that the property or the school on low-sensinos.
[4:31] So you see next to it is the old where the old school was at and so we're recommending we don't see a future need for that because if we did we would build on the same site
[4:41] So we do have some developers that are really interested in that piece of property. So this is another one that could be considered by the board and the last piece
[4:52] Whoops, is the our old Montclair, this is on Kentner Street, and so this is about nine
[5:02] acres, and so did I upload the wrong one? Yep, it is. So apologies, so this would be the old Montclair
[5:13] property, this is I guess I loaded the last two of the same picture. Apologies for that, but
[5:21] Anyway, this last one is the, we're Montclair Elementary School used to be, and this is
[5:26] about nine acres, and so this would be in the middle of a, also a neighborhood that could
[5:31] be sold for housing as well.
[5:38] Okay.
[5:38] And now we're going to move on to enrollment and we'll bring those up at another, another board
[5:42] meeting, but just so that the board knows that this is some.
[5:46] Just real quick, the properties that we're not selling, I know that there are some, currently
[5:51] there's some buildings on those properties,
[5:54] correct, like a metal brook is, that facility is still there.
[5:59] Oh, they're still down.
[6:00] That's right.
[6:07] OK, so I'd like to take your attention to our 2526 enrollment data.
[6:12] On the first column you'll see is our current campus enrollment,
[6:16] and you'll see that for elementary, middle, and high school.
[6:20] And you'll see that the district total is about 32,000 students.
[6:24] Now when we did our projections and this is what we use for our budget
[6:27] numbers, we were budgeting that we would have 33,167 students. So that is a difference in this,
[6:34] these enrollment counts are as of snapshot. And so this enrollment difference is about 1,094,
[6:41] so almost 1100 students. Okay, when you look at and compare it to the same time last year
[6:46] of our previous year enrollment were down 1,026 students. So this was not anticipated that we would
[6:53] lose this many students in this year.
[6:57] As we take a look at our enrollment history over the last six years,
[7:02] you'll see that the district has lost a total of 4,269 students.
[7:08] And so this is significant because this is attributing to part of our deficit
[7:13] balance. So and as we go forward and we're looking at this, we did have a
[7:18] graphic study done in January of 2025 and what the demographic study is showing is that even
[7:27] though we do have home cells that are currently out there a lot of that has slowed down and
[7:32] they're anticipating over the next 10 years that our school numbers will remain flat.
[7:38] Now we did have a demographic study which we were using prior to that was done in about 2018 and
[7:44] was prior to COVID and that did show a lot of growth in the Corpus Christi area and that was
[7:49] driving a lot of our information before. But the situation has changed and we do, we are
[7:54] addressing schools in our areas where we have a lot of dense population but now we've got several
[8:02] areas in our demographic area that are now shrinking and shrinking in size and we're not showing
[8:09] any growth in those areas. There's no new development going in those areas. So when we take a look at this, we take all of this and put this in consideration.
[8:19] So when you look at facility usage for our elementary, if you look at the row that says campus, the ones that are highlighted and read that is because they had a facility condition index that show that we really needed during our long term
[8:34] evaluation study that these campuses, there was something that really need to be
[8:38] do with these campuses. The condition of these campuses are not where they need to be.
[8:43] But then when you go over to our facility usage index across the board, you will see
[8:47] that we have a lot of campuses that are being underutilized. And so overall we have a
[8:53] 67% utilization of our elementary school. And just so you know, in the blue that's
[8:59] optimal but that really and truly that is showing that you're that you're building is used at
[9:05] its full potential and that could be if we had any more students could be lead to overcrowding.
[9:11] The 80% 80 to 89% is good and that's really where you want your schools to be because that means you
[9:17] still have room to grow but you're in that good place and you're optimal as far as your efficiencies.
[9:23] Fair means that you're really not getting your full efficiency out of those schools
[9:28] but it's still decent, but poor anything that's 69 or below,
[9:32] that means you're actually losing money
[9:34] because you're not utilizing think about a house
[9:37] that you have, you know, a five bedroom house for two people.
[9:41] It's they're not being utilized and you're spending money on electricity
[9:44] and all these other things that you really don't have need for.
[9:47] So it's time to downsize.
[9:50] When we look at our middle schools, again, the two that are highlighted in red
[9:55] on the under the campus, that's because the condition, the condition index show that these
[10:02] needed attention.
[10:03] When you look at our overall middle school, you'll see that overall we are 57% underutilized
[10:09] across the district.
[10:12] When you take a look at our high schools, our high schools are a little bit better and we're
[10:15] right there in that good zone at about 75% so we're good in our high schools.
[10:23] But let's take a look at our current operating budget.
[10:25] So this is our adopted budget for 2526, so when the, and this is our operating budget, so this is where you start, so when we start budget and February, this is where you start from, so we've got to start, we have the deficit budget, it continues with with you, so the board approved a negative $22 million deficit budget last year, and then we have the enrollment loss, and so now just operational, we're sitting at a 27.5 million.
[10:55] and dollar deficit budget.
[10:59] So this is the reason why
[11:04] overall it's like, this is why overall
[11:08] we as a district have to look at what we're going to do in the future because we have got
[11:13] to attack this operating budget. Now this is as of right now and just want the board to keep in mind
[11:20] that the legislative did the teacher retention allotment and many of our schools that are surrounding
[11:26] us got bigger amounts and so now we were used to be one of the second top paying districts
[11:34] we're now at the bottom paying of our teacher pay because of that teacher retention
[11:40] allotment that was put on by the state because we're big we got the lower amount we'll
[11:45] all our surrounding districts are small so they got the bigger amount so that's also somewhere
[11:50] we have to keep in mind and trying to retain and recruit teachers also we're staffing
[11:54] we knew that a couple of years ago we did do a staffing study that showed that in our other
[11:59] areas we are lacking we're not up to market and several of our auxiliary positions. And so with
[12:07] this kind of a budget we're not able to even attack those needs because operationally we're not
[12:13] where we need to be. So now it's time to try and look and do a deep dive we thought that with the
[12:18] legislative session coming on board that we were going to get additional money we didn't get that
[12:23] So now the only way is to either look at our own blueprint and see what we can do internally or go back out to the taxpayers and ask for a bator.
[12:32] And if you look at across the state where the bators they did not pass because I mean right now I think everybody in the economy economy is hurting and so that's not something that we need to do.
[12:42] So before we do that we've got to take a look at ourselves and what we can do as a district to try and save money overall.
[12:48] So now I'm going to turn the meeting over to Dr. Clement, and she's going to go through some
[12:55] school consolidation considerations.
[13:17] Hello, shorter.
[13:18] Good morning, everybody.
[13:21] So happy to be here.
[13:23] We're going to go over school consolidation considerations that the committee came up with
[13:28] based on our facility usage index, our facility condition index, and our enrollments, and
[13:35] where we are right now.
[13:36] If you will turn a page 2 in your packet, school consolidations, the plans for consideration are listed.
[13:43] We will go over elementary school plan 1, which will detail the consideration to resume
[13:51] historic elementary and Sanders elementary with a Dawson, Galvan, Los and Senos, and Yager elementary schools.
[13:59] We'll then follow that with elementary school plan 2 in rezoning fan and elementary school with
[14:07] Berlanger, Garcia, and Hicks elementary schools. Elementary school plan 3 will review
[14:14] Travis elementary schools being resowned and consolidated with Allen, Houston, Shaw,
[14:20] and Savala elementary schools. After we're done reviewing the elementary school plans,
[14:26] we will move on to middle school.
[14:28] We have three middle schools that are being considered
[14:30] in these plans.
[14:32] And middle school plan one A is to reason brown middle school
[14:37] with students at Adkins, Grant, Haas,
[14:40] and Hamlin middle school, plan B from middle school plan one
[14:45] is to reason both brown and Haas middle school
[14:49] with Adkins, Grant, and Hamlin middle school.
[14:53] And then our final plan we'll review today
[14:55] will be rezoning Martin middle school and splitting it between cutting
[14:59] hemorrhals.
[15:00] Well, it's south park and dress school middle school. So, let's get started with plan 1 elementary school 1.
[15:08] On page 4, you'll see our current carol vlc elementary boundaries. And also includes part of the moody vlc.
[15:17] Picture it on this slide or the current boundary zones for elementary in the carol vlc, and to familiarize yourself with this data.
[15:24] And
[15:27] it helps if I advance, right?
[15:28] Yes, thank you.
[15:29] Thank you.
[15:31] If you'll look at this, you'll look at the first column
[15:34] it shows you the campus capacity without portables.
[15:38] This is just your brick and mortar building.
[15:39] It's what we utilize for this.
[15:41] So we'd be consistent across all the campuses.
[15:44] The second column is a currently zoned students in that area
[15:48] for each.
[15:50] Zoned means they're not necessarily enrolled,
[15:52] but this many kids that could be attending that school
[15:55] be in that boundary, live there. The snapshot enrollment that the state uses for our enrollment
[16:02] and our attendance and everything else is listed and that was taken an October 31st. This was
[16:08] the current enrollment at each of those campuses. And then the last column is a percent of
[16:13] capacity currently being used with the current enrollment students that are there. As we move forward
[16:19] through this, know that part of these enrollments that you'll see on the current snapshot,
[16:23] We've already taken out the students or maybe on transfers or they are attending Metro E or they're attending Windsor Park.
[16:32] They are not included in the snapshot numbers. These are actual students enrolled currently there.
[16:39] You may wonder, and in this one and in others, you may wonder why Galvan Elementary has a higher number of enrollment students than the students that are actually zone and live in their district.
[16:52] There are 450, three students that live in the attendance zone, but 514 are enrolled.
[16:59] So what we have in this situation is for example, they have 112 students that are
[17:05] emergent by language that attend golf on elementary because there's an emergent by
[17:09] language programs that are there, but that's why they go there.
[17:14] And so, and they're also another difference for those reasons that you'll see sometimes
[17:18] little higher and sometimes we have parents, the parents of students who take or employees that
[17:23] take their own children to the schools so they might not be in their boundary, but then new,
[17:27] they attend that school. Let's move to elementary school plan 1. And this one's going to cover
[17:34] consolidating historic elementary and sand or elementary.
[17:43] Moving to formina. Thank you, Cyrus.
[17:45] Okay, this one will resume, will, will, will,
[17:49] because stories would resume between Los and Cinos,
[17:52] Galvan, and Yager.
[17:55] Sanders would be resowned between DOS and Galvan.
[17:59] At Galvan elementary, there are four portables
[18:02] that are not included in this count.
[18:03] They're double classrooms.
[18:05] So, if those will be used, which they could,
[18:08] and most likely will be the percent capacity for Galvan,
[18:12] will go down to 79% instead of the 97%.
[18:17] By consolidating historic incentives,
[18:19] you can see that we have gone from club states
[18:23] will have no changes, but we have gone from
[18:26] Dawson Elementary, sitting at 65% facility usage
[18:31] to 91%.
[18:34] Galvan, to 94, but actually would be 97 with the, I mean,
[18:39] would be 79 with deportables, and then looking at Los Ncinos would move from 46% facility
[18:49] usage to 62%. And finally, Yeager would move from 66% facility used to healthy 91%.
[19:04] If this plan is adopted, there would be plans by the district to develop for facility upgrades
[19:10] in order to support
[19:13] yeah, girl elementary
[19:15] and
[19:16] and
[19:16] and
[19:18] Sanders, I apologize.
[19:21] And Sanders elementary in order to,
[19:24] no, sorry, in Shannon elementary in order to upgrade their buildings, apologize.
[19:28] Okay, all the numbers are flooded being together.
[19:31] Let's move to elementary school plan two,
[19:35] and that will be on page seven.
[19:45] Okay.
[19:47] So, this is the current fan-end area elementary boundaries.
[19:51] Bralongus, it's at 76% fan-end is at a facility usage of 55%
[19:57] Garcia's a facility usage of 53% and X is at 69%.
[20:03] So, we move to the next slide.
[20:06] And if we consolidate fan-end into Bralonga Garcia and X,
[20:10] Bralonga will go to a healthy 90% facility usage.
[20:15] our CO will move to a 67% and Hicks will move to an 80%.
[20:26] One thing that is to remember about this plan is that
[20:31] fan and students that live across across town expressway
[20:35] moving towards Garcia Elementary and being
[20:37] resowned there would receive transportation
[20:40] since they would be crossing a major highway.
[20:42] They don't have to be within the mile limit for transportation.
[20:47] They would be provided that.
[20:53] Let's move to the next plan. Go to page 10. This one
[20:59] reviews current Travis Elementary School Boundaries. As you'll see, Allen is a 46%
[21:05] belong as it's 76 currently. Garcia is at 53%, but that's already the including the
[21:14] fan and numbers being included in there. And so just recognize that we've already added those just
[21:19] so that you can see the ending number.
[21:22] Houston's at 61.
[21:24] Mingers at 68.
[21:25] Shaw's at 77.
[21:27] Travis is at 84.
[21:29] And Zavala's at 41%.
[21:31] By consolidating Travis into Allen Garcia Houston and Shaw,
[21:36] Allen would move from 46% capacity usage to 63%.
[21:43] But Garcia would move from 53% to 83% usage.
[21:51] Houston would move from 61 to 73 percent. Shaw would move from 77 to 76 percent, and there's a caveat here. In order for us to move students that are closer to Shaw out of here, we would be moving. We're recommending moving 111 students out of Shaw and sending them to Zavala.
[22:14] where Zavala would move them up to a 53% capacity.
[22:18] Zavala's a very big school, it's new,
[22:21] and it could take on those students.
[22:22] And some of those students actually live closer
[22:24] to Zavala than they do to shock currently.
[22:33] Let's move on to middle schools,
[22:38] page 13.
[22:40] The first one we're gonna go over
[22:41] is the current boundaries for brown middle school and hustle.
[22:45] As you can see, adkins middle school,
[22:48] that is one of our newest is that sitting at 36% facility usage right now. 36% of the building is being used.
[22:58] Brown is at 62% grant is 60% hot is at 42% and hamlin is at 60%.
[23:08] Let's move to the next page so that you can see the change with middle school plan A.
[23:14] If middle school plan A is adopted, then brown middle school would be moving to campuses
[23:21] of Adkins Grant, Haas and Hamlin. In addition, 157 students from Haas would be read
[23:27] zone to Adkins to increase the enrollment. This would put us at Adkins with a 55% and 225
[23:36] students, grant at 88% with 360 additional students,
[23:42] costs at 43% with 17 additional students,
[23:47] and Hamlin at 76% with 118 students.
[23:53] As I stated before, there's a second option also with middle schools.
[23:58] The second option is to consolidate both brown and
[24:02] middle school. And you can see on slide 15, the impact that that has on capacity,
[24:09] percent of capacity, add kids will would take on the students that are at
[24:14] costs of 523 and data percentage capacity of 79%. Still giving them room if we
[24:22] have additional subdivisions or anything that pops up or additional students,
[24:27] would have extra room there. Grant would take 400 to a 91% facility usage. Hamlin would go
[24:34] to an 82% still giving them as well additional room.
[24:43] The last option that we are
[24:47] I'm going to cover today is Martin Middle School. Martin Middle School sits right between
[24:53] Cunningham and Driscoll. It currently has Cunningham currently sits at 56% facility usage,
[25:02] Driscoll is at 60% and Martin is at 61. If we move to slide 18, you can see that by consolidating
[25:12] Martin and really basically almost splitting it in half, 195 students would go to Cunningham
[25:19] raising its facility per cent capacity to 72 per cent.
[25:25] 194 would go to the risk goal and raising that to 84 per cent.
[25:34] The next slide I'm going to go over with you is what kind of impact would this have on the high schools?
[25:40] So with the different middle school options, I want to make sure that I covered that with y'all.
[25:47] If you go to slide 20, there is the current high school boundaries and their percent capacity for each, and I want to just list it all of them.
[25:58] Carol currently is at 79% with 1896 students. King is at 62% with 1245 students.
[26:07] Millimetral High School is at 82% with the 1326,
[26:11] moody with an enrollment of 1235 is at 64%.
[26:15] Ray High School with 1439 is at 65,
[26:19] and VATS is 1992, which is 83%.
[26:22] I do want to caution you that high school enrollments are very fluid.
[26:25] Because our students transfer and move from one program of study to another,
[26:31] those numbers depended on the program that they want to attend
[26:34] or any type of recruitment that is being done
[26:38] in order for them to do a study there,
[26:41] then those these numbers are very fluid.
[26:43] They can shift and change at any time.
[26:46] Let's go to slide 21 first.
[26:49] What slide 21 includes is middle school plan 1A.
[26:53] That is the one where only Brown would be consolidated,
[26:57] and Martin.
[26:58] Hoss would not be consolidated in this plan.
[27:01] In this plan, Carol would be projected to go down 322 students to be at a 66% capacity.
[27:11] King would go up a 129 students to a 68% capacity.
[27:16] Miller Metro High School would go down to 317 students to 62% capacity
[27:22] and Moody High School would go up 317 students to 80% capacity.
[27:28] Where a high school would take an additional $193 students to sit at 74% and events would remain the same with an 83% capacity.
[27:41] Let's move to page 22.
[27:44] The high school plan that would include the consolidation of all three middle schools.
[27:50] Martin, Hoss, and Brown.
[27:54] If you look at the facility usage here, Carol actually loses a little bit less, and they go
[28:01] only 197 students down to a 71% capacity.
[28:06] With King High School there would be no change because of Hospitals consolidated with
[28:10] Adkins.
[28:11] It's got one feeder and that Adkins feeder would feed into King and still allow for any growth
[28:16] in that area that may potentially happen and then feed directly into King as well.
[28:20] Miller, Metro High School, would lose 285 students and go to 64%.
[28:27] One thing to note is that Miller is our smallest high school, was the one originally
[28:31] been many, many years ago, and so it's facility usage is not comparable to the amount
[28:36] of students that has because it was built smaller, and so Moody High School would take
[28:42] in a hundred and ninety seven students from the Martin consolidation and be at seventy four percent.
[28:49] Ray high school would take in two hundred and eighty five to be at seventy eight percent
[28:53] and then best would remain the same.
[28:59] Again, like I said, these are very fluid numbers in terms
[29:02] of high school but I wanted to give you an idea of the impact of the middle schools and what
[29:08] that may at least in our fluid numbers looks like right now.
[29:12] Just a quick question. Martin was used to be a feeder for
[29:18] Moody High School Correct. Yes sir. Okay.
[29:21] Martin was a feeder at one time and then it was resolved to go to Milton.
[29:25] And that's like two years ago, four years ago, four years ago.
[29:28] Four years ago. About four to five years ago, yes sir.
[29:35] Are there any questions?
[29:37] couple of questions.
[29:43] When you move those students out of, excuse me, we talked about this just briefly, but when
[29:52] you move those students out of Miller High School and take it down to 1,000 plus.
[30:00] How is that going to affect the sports categorizing and what that put us our district in a multiple, I guess, tear category of football and all of that, and then in that case, then with that also add our bump up our expenses, force sports, because we are moving in different
[30:31] So, that's a great question and that has been discussed several times.
[30:35] The answer is yes.
[30:36] It would drop them where they currently are at a 5A to a 4A.
[30:42] The good thing for our area here is that we have plenty of 4A, 5A schools for the most part.
[30:49] When you start getting up to 6A, you have to go down to the valley or San Antonio and right
[30:59] is the only school that's a 5.81, so they are not football-wise in the same district with all
[31:05] of our other schools. They do go down at the valley. All the other sports would remain the
[31:10] same, but for the snapshot date that we turned in for October 31st. The current projections are
[31:18] already, even with none of this, has Miller falling into the four
[31:25] category. So the range is like, I want to say maybe from 600 to 1200.
[31:35] So,
[31:39] and since we already in that category range, how has that effected our bottom line for
[31:46] transportation for out-of-town games, for all of that that feeds into, you know, our expenses.
[32:01] Most likely for veterans because when they used to play our own corpus Christi schools, now they're playing teams in the valley.
[32:11] That travel didn't used to happen.
[32:14] If we were to have the schools go down to 4A, most likely the district we would be and would
[32:20] be with Cal Island, to low-so-midway, Rockport, Fulton, and St. Hallis is also going to
[32:28] go down to 4A, and so that right there is still close enough, almost like Corpus Christi
[32:33] Schools. It wouldn't be that much further, but because it doesn't bother a little travel,
[32:41] You know right now most of their games are at buck or cabinets.
[32:46] But they might have to travel there, which they do some of that in the preseason anyway.
[32:51] You know, we play Callow and we play to Los Ovidwe.
[32:54] We play Alice and so our team do drive for those stadiums right now.
[32:59] Yeah, I think that we just split, right?
[33:01] I mean, we play those schools later in a trial and then play our other schools.
[33:08] It's right on the travel side that dance here question I think it hasn't happened yet
[33:13] but I'm glad you said that that it's projected that Miller's going to go down to for a.
[33:19] It's also protected here would be division one, 5A which means that they'll probably have to go back down
[33:26] same route that VATS is running going down to the valley.
[33:29] So there would be additional costs as far as Carroll travel is concerned.
[33:33] in football only, but the rest of them would be locally as far as their district, but that
[33:42] would be an additional cost as well.
[33:44] Well, my question is, what is the percentage of cost that we would incur?
[33:51] I understand what everybody said, and that's the reason why I'm asking the question,
[33:55] because I know it's going to affect that, but my concern is at what level are we going to have
[34:02] additional money.
[34:19] But we can study that, because like Mr. Bell said, if the projections
[34:24] hold up in UIL doesn't change the cutoffs, we could have Carol join that in that district.
[34:32] But Miller's not the only school that could be projected to go down to four. It could
[34:36] also be moody because their numbers are right there as well as keen. So if those numbers
[34:46] do play out or fall out, how many categories are we entertaining in CCI-SD?
[34:54] Yeah, so we would have three, four A and the other three high schools five A.
[35:01] Okay,
[35:04] so in terms of Miller high school going down to the low thousands, how is that going to affect
[35:13] And Dr. Clayton, I had a conversation about this as well.
[35:19] But how's that going to, I don't know,
[35:22] how's it going to affect our students in terms of academics
[35:28] and morale, especially in the community?
[35:32] And I think that's one of the things
[35:34] that we have to kind of have a conversation
[35:36] about before our customers, or our students, or our parents, start having the conversation
[35:46] for us, such that we can have some kind of responses because with the social media going on
[35:54] and everything, we got to get out in front of things. We got to tell our story before somebody
[36:00] backfills it. And so I'm just kind of concerned about the idea of dropping down that
[36:08] low. I do get it that we will, our students at Miller High School will perhaps receive
[36:17] some very good instructions with the lower numbers and all of that. But I just, I kind
[36:29] I'm having a feeling about that thing and I can't really explain it at this point in time,
[36:34] but I think it is a point of consideration.
[36:37] And so I think that that's another thing that we need to put on the table and have some answers
[36:42] to once our parents and we start to visit with the community about all of this kind of stuff.
[36:51] Next question that I have is, in term, and this is all about transportation, and I know
[36:57] we, or bus in our students right now, I know that this will incur some additional busing
[37:04] of students, am I correct?
[37:06] Because if we get rid of these schools, they're no longer there, they're no longer considered
[37:12] neighbourhood schools, and things like that, that is going to bump up our need for additional
[37:18] buses, bus schedules, bus drivers, and that is something we have just had to deal with
[37:26] year after year after year in terms of attracting bus drivers and keeping them. I mean,
[37:33] I'd be willing to drive a bus if it becomes necessary. I don't know if y'all would allow me to
[37:38] do that, but I could certainly drive one. But I'm saying that, that's not, you know, I'm not
[37:48] But we need to really consider that because that is going to be a tremendous undertaking to get rid of these
[37:57] many schools and have to transport children over major roads in highways and over boundary and zone lines.
[38:07] And so I just want to make sure that that is fully discussed and as my board member says,
[38:15] First, is discussed in Cust, or whatever, because I think it's really an important
[38:21] passage of getting our children to the classes on time, and there's also concern about
[38:28] even adjusting the day in terms of what time certain campuses get started versus elementary
[38:38] middle school and high school. One last observation or question in my mind before I turned
[38:46] over to somebody else. I never understood why Martin middle school was built where it was built.
[38:53] It sits in the back door of Cunningham at the time, the Cunningham is still part of that whole community.
[39:02] That's just something that's in my mind. You don't need to respond to that. I just want you
[39:07] I would like to provide a little bit of feedback on both of the ones that you mentioned.
[39:13] The one thing with Miller, this was a very hard for all of you, for all of us recognizing
[39:19] that we've gone down so many enrollment of students and knowing that we have buildings in most
[39:25] cases that are newer, that can take in the students to right-size our district, was a really
[39:31] decision in terms of the consolidation planning. For you guys and I know this is really hard
[39:36] for all of y'all as well as it will be for our communities. So we look forward to getting
[39:40] a lot of feedback from them. You're right. We look to seeing pros and cons. What are the pros
[39:45] from Miller in specifically? Our when we look at the whole picture and you know this all of our
[39:52] population that attend schools or families that have school nature are moving towards the west,
[39:59] the south side and the central and so by default it's Miller that ends up having even the least
[40:06] amount of students. Now they've been there before because in 2009, 2010 and 2011, Miller had
[40:12] numbers in the 900's and so but then they came back up when we moved Martin especially they
[40:17] came back up because we took all of Martin and sent them there. The advantage there a little pro
[40:22] is that it becomes a smaller learning environment in one of our smallest high schools to the point
[40:28] that you get to the point where you know every child's name
[40:32] because sometimes in an at-risk,
[40:34] under-resourced neighborhood, that can be a good thing.
[40:37] But then there's also the loss of you've lost more students.
[40:40] It's a balance.
[40:41] You just don't know which way is the best way to go,
[40:44] but we know that we're in a deficit.
[40:46] But yes, many conversations and many listening sessions
[40:49] need to be held so that we can hear people out
[40:51] and understand where they're coming from.
[40:54] And any ideas that they can also provide.
[40:56] Second, on the transportation, that is a big conversation and discussion of planning that
[41:01] we'll have to go into play.
[41:02] One thing we know is that many of the schools that we're considering closing already
[41:06] have transportation that comes to them and buses students.
[41:09] So those will automatically be rerouted to where the others need them could be picked up on
[41:15] different routes.
[41:15] But we also have to be more inventive because there will be additional needs as well.
[41:20] and Martin being built somebody 20 years, 40 years from now, that's why we built, you know,
[41:26] something where we were out of, I'm with you. Thank you. Any other questions?
[41:33] I just just to follow up really quick, I appreciate the anticipatory leadership and looking,
[41:40] you know, these are very difficult conversations to have as a principle I went through two
[41:46] and solidations.
[41:47] So these aren't very easy conversations to have,
[41:50] but this is not something new.
[41:53] Can school consolidations has been going on.
[41:56] We've had Central Park and Custellindas
[41:58] and all those different things.
[42:00] And so I appreciate this team's work
[42:02] and being proactive and looking in the future
[42:05] and trying to get ahead of this.
[42:07] Cause, I mean, every time something pops up on the phone,
[42:10] you look at KDI as the closing schools,
[42:12] Austin closing schools, it's happening across the state.
[42:15] And I just wanted to piggyback on Ms. Hawkins, that's that it's really hard to project a cost.
[42:22] What we would incur because let's say these things happen and every single one of our teams makes it to the playoffs, which is a great problem to have.
[42:30] It's going to be hard to, you know, and so it's hard.
[42:33] And I appreciate I see that cost in quarrying about those costings like that and it would be great to see those kind of things like that.
[42:41] It's a living, breathing number, because let's say all the teams make the playoffs, then there's
[42:46] going to be huge costs incurred, and so kind of things like that.
[42:50] But get a projection would be nice to see, and things like that, but appreciate this
[42:54] y'all's reports and hard work on this, thank you so much.
[43:03] Just a little further clarification when you're looking at how much it's going to cost.
[43:08] We're talking about Carolyn and that's been division one five day, but also we're talking about Ray high school being division two five day.
[43:18] And the only schools that's left with him and that group is Gregory Portland.
[43:24] So if you're looking at Ray, possibly being stuck in a radio or stuck in San Antonio or stuck down in the valley as well.
[43:33] And so that's going to be, and that's just for football, and then when they all come back
[43:38] to play 5A for all the other sports, now you have GP, Ray, Carroll, Vats, but that means
[43:45] that to finish out that district, that anywhere from 2 to 4 more teams in that district,
[43:50] well, where do they come from?
[43:51] Well, there's no 5A schools around here, so that means we're back to New York, back to Victoria.
[43:57] But back to possibly, possibly, possibly, possibly, Victoria,
[44:02] the flower bluff, it could be, that's been done before.
[44:05] I mean, well, I mean, we're talking about the same district.
[44:08] We had the same district.
[44:10] There's the possibilities there, but in football division too,
[44:13] it'll affect rain GPs as far as they're traveling in football.
[44:16] And when you're doing your cost,
[44:18] if you need to take a look at not only that,
[44:21] transmitting the, getting the athletes there,
[44:23] but you got ban and cheerleaders, and all that kind of good stuff.
[44:26] as well. I know that there's going to be some calls there and I know the conversations
[44:33] that we're having right now are really hard conversations. What struck me or what I
[44:40] tried to do before we had our pre-meeting on this is I wanted to have all this stuff so
[44:45] that I could go into our pre-meeting and be informed about our conversation. And in our pre-meeting
[44:53] There's a lot of stuff that was information that was coming to me that I'm just going okay just a second time out let me look
[45:00] Get it? Let me digest it on the spot. Well, I had a chance to go back and do a deep dive last night.
[45:07] And some questions came up and whatnot, or some observations that kind of influence me, like sending
[45:15] kids to Garcia, and now we're going to utilize four portables. That bothers me. You know.
[45:22] We don't have
[45:24] Go on go on go on. I mean go on go on send and kids to go on and now we're going to start using portables
[45:30] So that we can accommodate the closure of this school. I'm not so sure that's the best academic environment for our kiddos
[45:39] Having kids part of having a VLC
[45:42] Is creating that that family the group of of
[45:46] kids, as you go through that, when you're in a classroom, you feel comfortable and safe and
[45:52] having conversations with your fellow classmates and doing group work, a project based
[45:57] learning stuff, things like that.
[45:58] But if you're going from, you know, I'm at Martin this year, and I understand five years
[46:04] down the road, it'll be a flutter under the bridge, where, you know, this is the way it is.
[46:09] But initially it could affect a will affect a lot of our kids going forth.
[46:13] I get that there is a balance between money and education and utilizing our facilities, and
[46:21] that right now we're kind of in a situation where there's no right answer.
[46:24] We just got to pick the best wrong answer, and that's our job.
[46:29] I do hear what you're saying if it's Hawkins about the academic end of it, and whatnot.
[46:35] So a lot more conversations to go forward.
[46:37] If I could just clarify on the last part of for Mr. Bell's comment.
[46:42] So the portables, they wouldn't be brought into the picture.
[46:45] They're already in the picture.
[46:47] So the portables have been there, Galvan.
[46:49] And if you remember, during the bond conversations with bond
[46:54] without the bond, we had talked about like we did at where, at Maralis, at Barnes,
[47:02] where we could add a wing and get rid of those portables.
[47:05] I just wanted to make sure that was still there.
[47:09] There's also, if these options are considered, and we go into the discovery phases, what I call it, the process.
[47:16] We could also look at the 112 students that we have transferred, that are being moved,
[47:22] that are on transfers to Galvan for EB.
[47:25] There are space at other schools that we could take off those 112 or some of them,
[47:31] and probably drop Galvan to an 80% capacity with that.
[47:34] we can get created with that if needed. Another thing that I wanted to make sure that I was
[47:39] clear, with the Carol, it currently, I believe, it's projected to the, with the vets. If it stays
[47:46] away it is, if it goes into, if these changes are made and it goes down a bit, it'll be with Ray.
[47:52] So either way, whether we, right now or whether we do this or not, there's still either playing
[47:58] and five, five day one, and I forget we've got
[48:02] or five eight, two, for example.
[48:05] But these numbers are, we've already submitted
[48:07] our numbers so wherever we go.
[48:08] We need to fall for the next two years or so.
[48:11] If we put this into play next year,
[48:14] Carol High School's gonna be playing Division one, five eight
[48:18] with Division two, four, a division two, five eight numbers.
[48:23] If we do the Brown Martin play on that beat at 15, 74,
[48:27] But that's, I get the athletic should drive our academics, but it's something that I just want to remind everyone that this isn't just the CCRSD problem, this is happening across the state.
[48:39] So everyone is losing numbers.
[48:41] So as we're speaking today, in two years when we redo the UIL zones, it could totally change across the board anyway, regardless of the size of our school.
[48:50] And so, just like we've done every biennium, we adjust to the new zones, we, I mean, we currently have budget, we up some schools, and we lower some schools to offset.
[49:01] The travel is not going to be, we will get our students there. That's, but again, you'll bring this up in this part of our operating budget, so we want to make sure that we have money to do these kind of things.
[49:11] So, and then I also want to remind you about the conditions of Sanders, Yager, Kostores, and Shannon
[49:19] the States.
[49:20] This is not an easy puzzle.
[49:22] It's not an easy fix.
[49:24] All for those schools are deteriorating.
[49:27] Each one of them has their own little unique situation that the district has to address.
[49:33] It's not a good fit, but are they in a better place?
[49:39] you know, they may temporarily need to be in portables until maybe we could get any wing
[49:43] built, but still I'm in some of these other conditions, it is better condition than what
[49:48] they're already in.
[49:50] I could, I have a comment, I might.
[49:54] Well, I know that this is in the talking phases right now, some vital decisions to be made,
[50:03] And I understand too that the trajectory of these changes and closures and moving heads around can be done in stages or we can just rip the band-aid off and just do it whenever.
[50:21] I'm not sure how this all will shake out, but my question is, you started your conversation
[50:33] with the $27 million that we have as a deficit.
[50:38] And my concern or question is, at what stage can any of this be done, maybe take it all
[50:46] at one time or do we didn't have or do elements refers or how it gets eventually structured
[50:54] out. Where do we have to what extent then is that going to affect that 27 million that
[51:02] we are in the hole?
[51:12] That's a really important question. But before we move on to that, I wanted to ask a couple
[51:16] of questions too. And make a comment. First of all, I think one thing to consider and that some
[51:22] us and maybe talked about on the middle schools is that the improvements that some of these students
[51:29] would be getting, you know, and pertaining to athletics, you know, brown and hause only have
[51:35] one gym now. They'd be going to schools where they do have two gyms. So, and to new newer campuses
[51:40] where they're going to have improvement on facilities. So, that's a one upgrade there. And on the
[51:48] transportation piece, I understand the rerouting and without getting into all the details on that,
[51:52] do we have enough buses to accommodate all of that or would we have to purchase new?
[51:56] Okay, we're going to look at that, but buses isn't the issue because we can buy buses,
[52:01] but the problem that we have continuously had is the drivers and so Kyle and his crew are currently
[52:07] mapping remathing these so they can see how what the need would be and see how we could
[52:14] make these adjustments with our current staff with the thought that we couldn't get any more drivers.
[52:21] Well, and I get that, but buying the buses isn't cheap, and if we're trying to cut it down,
[52:25] that's what I mean by that is that that's like a one-time fix for the next 17 years and we can.
[52:31] We do have buses. We just are problem right now. Is the bus drivers?
[52:35] Okay, and then the last thing is kind of a big thing on that, you know, academic outcomes.
[52:41] And we're really proud of getting our rating up to a B over all some of these campuses that we're talking about.
[52:47] have strong ratings, they've made really big improvements.
[52:53] Without getting into every single campus,
[52:55] can you talk about what your thought is on how
[52:58] that's going to affect and how we can,
[53:00] it's going to affect the academic outcomes
[53:02] and blending these schools and how we can
[53:07] assure that we're doing the best for all these students
[53:09] and keeping our academic ratings strong?
[53:12] Great question.
[53:13] One thing I did want to add to the middle schools,
[53:15] all three of them only have one gym, including Martin, just so you're where every other middle
[53:21] school we have in the district has two gyms except those three schools. And so when I'm looking
[53:28] at, let's say, Kostores and Sanders, Sanders are right now sits at a 75C, which is a good
[53:34] they've come up, they made growth and gains. Kostores is an 84B, Dawson is an 89B, Galvan is an 84B,
[53:42] Los Alcinos is a B, Yager is a B. They would all be going to B schools.
[53:47] Same thing is said for Fanon and Travis.
[53:50] The only one that made major gains as a C is Shaw. The rest are all
[53:54] and belong at the rest are all B schools.
[53:57] And for Martin that certainly is our D school that's being discussed in this, the only one
[54:03] is they would be moving to both cutting and having to risk school if this was adopted in
[54:07] their both C schools that have made major improvements.
[54:11] And having them, and I just want to put this caveat from curriculum instruction, right now with the campuses that we have, even though there's low numbers of students, we spread out to support all of them.
[54:22] By bringing them together, we're able to provide more resources to that one campus that supports all those schools and a lot less campuses and be able to actually utilize more efficiently our staff and the work that we do for them.
[54:35] It would really help.
[54:40] Academically for all our kids.
[54:41] Yes, sir.
[54:43] You may have already mentioned this.
[54:45] I stepped out on the project with that.
[54:46] But considering these circumstances that Martin is in right now
[54:49] is a middle school, did you expand on that to the board?
[54:54] With TEA, what's that's going to allow us to do by closing
[54:57] Martin's other?
[54:59] Martin middle school is right now, and it's third unacceptable
[55:03] rating from the state.
[55:04] It's the only campus we have like that.
[55:06] It is has had two F's and a D rating.
[55:09] They've improved this last year to a D,
[55:11] but the state will not remove them from that list
[55:14] until the attenacy.
[55:15] They're in third year right now,
[55:17] even the commission are told this
[55:19] when we were visited with him last week,
[55:21] said you do not want to go into your form.
[55:23] In option four,
[55:25] corpuscacy ISD is part of their action plan
[55:28] would be to close Martin Middle School
[55:31] and allow the other school's to absorb them.
[55:33] We received grants that support,
[55:35] And we support Martin with a lot of extra state and federal funding through grants and also to support the campus because of the status that they're in.
[55:44] We would now be able to direct that to Driscoll and to con, cutting him for the transition and for the ongoing support of these students.
[55:52] In addition, the smaller your campus is at the elementary and middle school level.
[55:56] Not necessarily the high school, but elementary and middle school because they don't have CCMR like high school does a graduation rate.
[56:02] The smaller you are, the more harsh this accountability system is on you.
[56:08] Martin is a small school, so they are also saddled with that.
[56:13] The risk goal has been losing enrollment and they are less than a hundred kids away from
[56:18] Martin's size, so this would increase both of them to a healthy number that would also help
[56:24] them through accountability and allow us to focus our resources that are right now across
[56:29] Three campuses to two.
[56:32] Thank you.
[56:36] Just a room, couple questions, observations.
[56:39] First off, our last mod we tried to add to Jim to Haas, correct.
[56:46] And so if I'm here in this correct,
[56:49] if Haas had a second, Jim, then we wouldn't even be talking
[56:51] about them right now.
[56:53] Not necessarily.
[56:55] Only because had we done that at the time,
[56:58] there was a lot of growth that was going to happen.
[57:02] that was expected to happen, and now it's not.
[57:05] Our reasoning here really isn't about the gym.
[57:08] It's about the enrollment size that's at costs.
[57:11] And the 36% usage that's at Adkins Middle School,
[57:15] that is a wonderful, great big school, and it's new.
[57:18] Right, I get all of that.
[57:20] And so, but I'm pretty confident
[57:23] if we had a second gym at Halls, or a Tom Brown,
[57:25] or even Martin for that fact,
[57:27] we probably wouldn't be having a conversation about them.
[57:29] And the reason that we build second gym
[57:31] to alleviate practice time for our kiddos.
[57:34] We have so many kiddos and they're all playing in practice and things like that.
[57:39] So let's take that, let's project that for, let's close Tom Brown.
[57:43] At Tom Brown we have all of your, it's a really an entry level for all of our kiddos to be involved
[57:49] in extra-curricular activities.
[57:52] When we go to grant or act in, or hamburger, or whatever, those opportunities are going to
[57:58] be stressed at best and eliminated at worse.
[58:03] And the example that I'm going to give is volleyball, and Tom Brown, and I don't know
[58:07] the numbers, but we start the year and we have 25, 30 girls that want to play volleyball.
[58:12] And they have probably 45 girls in a grand.
[58:15] Now we're going to ship them all, we're going to put them all in grand.
[58:19] And now we have 70 girls that are trying to make a volleyball team.
[58:23] Somebody's going to get cut, somebody's not going to make the team.
[58:26] Somebody's not going to have that opportunity
[58:28] that if we have Tom Brown is still playing volleyball
[58:33] and Grant's still playing volleyball,
[58:35] but we have kiddos that have that opportunity.
[58:37] And I'm going to say the phrase that everybody loves to hear,
[58:42] data shows that the kiddos, if they're
[58:45] involved in an extra click of the activities,
[58:47] and you can fill that blank in with anything,
[58:50] and especially at middle school, they're
[58:53] better and their attendance is better. So when we eliminate those
[58:57] opportunities, so at what cost is that elimination? Well, we're looking at
[59:02] Tom Brown, $2 million, we're gonna save $2 million. So those kiddos that may
[59:08] or may not have that opportunity, we can say we have two gyms, we're not gonna cut,
[59:13] we're not everybody's gonna have, but there's a difference between me being the
[59:16] starting center at Tom Brown Middle School and me being the the B team center at
[59:22] rent middle school or vice versa, I mean grant middle school now is the starting center now
[59:26] on the BT that opportunity or in band or the dance teams that they have or any of the clubs
[59:33] organizations when we start closing schools and I know y'all know this that we close those opportunities
[59:40] and so myodillus is we're trying to save money and the conversation we had the other day
[59:46] And our meeting is that this is really eight million dollars in the twenty-seven-million dollar deficit or three hundred fifty-million dollar budget is really kind of a drop.
[59:57] I would like to have us really become...
[1:00:00] The big savings, wherever that is, because we know where the things savings are in this, in our district.
[1:00:08] We need to do this, I know we need to do this, but I'm not so sure closing middle schools and affecting the high schools is the way to go.
[1:00:16] I think the elementary schools we need to take a hard look at.
[1:00:19] Martin is something that we need to take a look at because of the academic performance.
[1:00:25] Tom Brown was struggling about five or six years ago.
[1:00:28] Y'all made a change over there with leadership,
[1:00:31] and they have just done this.
[1:00:33] Just done that.
[1:00:34] That community is really rallied around Tom Brown.
[1:00:37] Middle School now, we're talking about closing it.
[1:00:41] Academically, I don't think it makes sense for us to do that.
[1:00:45] That's definitely the conversation I think we need to have as we go
[1:00:48] forward with the community.
[1:00:52] One question, and this is for you, Karen, when you get started,
[1:00:56] I know that when we start shuffling and combining and closing in all of that, and we had
[1:01:04] a brief talk about that yesterday, in terms of our staffers and teachers, and your response
[1:01:12] to me was that you will make great efforts to accommodate the increase in students and that
[1:01:24] You will do what you can, the best you can to staff each of these locations that are being in students are increasing.
[1:01:35] What I like to see are if possible and this is a lot of work and I know what I'm asking is that with each one of these closures, could you give us some type of numbers in terms of how much we're going to say
[1:01:53] based on closures, the staffers that are going to be moved from one location to the other.
[1:02:00] And I know it's hypothetical, because you've got to make those decisions if it happens.
[1:02:05] But what's the savings?
[1:02:07] How many people are we going to have to cut completely out of our roles?
[1:02:12] The one thing I do, law and CCI's D for, is the fact that every time we've made a move
[1:02:18] in some way, you all have really tried to not fire or cut teachers and I really appreciate that and I know that the teachers will also or instructors, whoever, they appreciate that as well.
[1:02:36] But what I'd like to see is the result, the hypothetical results of each of these movements in consolidating and closing in all that ultimately.
[1:02:48] of what it would look like, since we have the numbers of the students, you know how many
[1:02:54] we're going to be shifting, what the need is, how much it's going to cost, and then ultimately,
[1:03:03] how many potentially will be let go.
[1:03:10] So let's move on to the
[1:03:16] answering that question.
[1:03:20] I think the questions have been good, great that have been asked and the considerations, but two things academically is something that really we have spent a lot of time in looking at these considerations.
[1:03:32] And, you know, Dr. Clement has already indicated that staff is already, even before any major
[1:03:42] considerations or decisions are made, looking at those situations, Marty, for example,
[1:03:48] that you explained or asked about it and Mrs. Halkins, because it's not only athletics,
[1:03:54] but the primary issue is instruction and the support that we've given. And I like what Dr.
[1:04:01] The climate had mentioned that, you know, as you consolidate, you have schools and that are
[1:04:06] have reduced in numbers and you're able to more appropriately address some of those
[1:04:11] academic needs.
[1:04:13] Athletically, though, I wanted to kind of make a comment.
[1:04:17] And Mr. Bill, you talk about, you know, possibly depleting the opportunity for participation.
[1:04:24] One of the things that I've seen, for example, and I use Carol as an example, the fact that
[1:04:30] program has increased like it has, has provided the opportunity for more involvement in that,
[1:04:37] and I'll speak, let's say, especially about basketball. I mean, it's getting football. You
[1:04:42] have additional teams at each level, freshmen, and during university that have been fielded
[1:04:48] that gives more opportunity for participation, but even a better opportunity for that program
[1:04:55] to develop. And then that has happened also in volleyball. I've got nine dollars that have
[1:05:01] participated. And they also have multiple A&B teams at every level, freshman and sophomore.
[1:05:07] I mean, and with junior varsity, so I'm not certain that in any consolidation effort,
[1:05:14] they don't understand what you're saying. At this school, I might be the starting quarterback
[1:05:18] because of this, my opportunity for next year is not to be that. And it's all about competition
[1:05:24] development and hard work as a parent of seeing that happen and how things changed for some
[1:05:31] of our children's athletic possibilities. They work hard, you make a commitment, but I really
[1:05:38] also give a lot of credit to our sponsors or in that respect as far as athletics to coaches.
[1:05:44] They really feel, I guess, more committed to their programs when they know that they have
[1:05:54] a multitude of students to work at and knowing that it's not going to be, I'm going to cut
[1:05:59] 20 of 45 people that come by. It's not going to have an opportunity to really have a strong
[1:06:07] A and B team at my freshman and junior varsity level in whatever sport that we look at.
[1:06:14] So, you know, given I'm not a coach, I've not been a coach, but I've seen how those things have
[1:06:20] involved with my children being athletic students, but also in seeing how the program, for example,
[1:06:29] where Carol has really increased and to a very positive level and, yes, not only does
[1:06:35] it impact academics, but the enthusiasm and the culture of the community just kind of rises
[1:06:42] to itself and it does increase attendance. It just has a positive effect. But I think that
[1:06:50] in athletics, if you have the opportunity to have 100 people to students to pick from to
[1:06:57] know that you're going to have the varsity, the junior varsity, and freshman have multiple
[1:07:01] opportunities and teams. I think that's a real plus in consolidations. Thank you.
[1:07:09] Okay, so let's go on estimated cost savings.
[1:07:12] So I want to, this is all in the general fund and these are real.
[1:07:16] So when you look at the salaries for fiscal year 26,
[1:07:19] this is our budget and this is how much it's costing us in salaries
[1:07:23] at each one of these campuses.
[1:07:25] Now, I want to reiterate that 80% of our budget is salaries.
[1:07:31] So if we're going to do cuts, this is where we're going to do cuts is in
[1:07:34] salaries because that's where the district is going to find the dollars.
[1:07:38] So, when you look at sellers, you can see that these campuses...
[1:07:41] Is it truly 80%.
[1:07:44] It could be 82, I need to go back to that.
[1:07:46] But it's any 80s, yes, sir.
[1:07:49] So, then you have your salary amount, you have your utilities.
[1:07:52] So, these are what we actually spent in fiscal year 25.
[1:07:55] So, we're showing you actual amounts that we spent in utilities in 2025.
[1:07:59] And then in 2026, this is the actual amount that we're paying this year for insurance on these facilities.
[1:08:04] So, you can see the grand total is about 24.5 million dollars just on these campuses alone.
[1:08:11] Now, when you see the conservative estimate savings, what we did is we went in and we said,
[1:08:15] okay, we can solidate this is the number of employees that can be reduced.
[1:08:20] What I can't predict is who's going to leave for instance.
[1:08:23] If I have a brand new teacher with her salary in benefits, that may be cost me around 65,
[1:08:30] I could have a veteran teacher that's 25 years plus and so I'm paying her close to 95,000 with salary and benefits.
[1:08:39] I don't know which one is going to leave.
[1:08:41] I don't know which one is staying.
[1:08:42] So I can't give you that's why this is conservative because I'm going to go on the lower.
[1:08:47] Just to be on the safe side to say that I can assure that we're going to save this amount of money.
[1:08:53] That's why I'm giving you the conservative amount of money because I know I'm going to
[1:08:58] more we're anticipating more but again I can't I don't have that crystal ball to tell you who's
[1:09:04] going to leave me at the end of the year so that's why it's very hard for me to answer that
[1:09:08] question so we went on the basis of the lower lower on the salary pay grade but I do know
[1:09:14] that I'm going to save my utilities and I do know that I'm going to save on my insurance you will
[1:09:18] see that hoffs is highlighted in gray and the reason why that one is highlighted in gray is
[1:09:23] because we don't anticipate closing that campus
[1:09:27] as far as demolishing it.
[1:09:29] Now, we are going to recommend that the other ones be demolished,
[1:09:32] but a host we would like to keep and we'll find another use.
[1:09:35] It will not be for students,
[1:09:37] but we'll find another use internally
[1:09:38] because that school still has good bones to it.
[1:09:42] And so we don't really want that one.
[1:09:43] So we'll have to keep the utilities on,
[1:09:45] and we'll have to keep insurance.
[1:09:46] So that's the reason why that one is highlighted in gray,
[1:09:49] and it's a lesser amount that we would save
[1:09:51] keeping that building open. But again, the salaries are where you find the savings. Okay, and then the room when you look at it is costing us money to keep these buildings open.
[1:10:03] And so in all these plans that we presented to you, you'll see that we are moving these kids with the exception of the elementary plan one.
[1:10:10] You'll see that they're all going to our newer underutilized school. So it's a benefit to these students. All these students will be benefiting from this
[1:10:20] from these moves and that's what we've got to keep in mind as the students and the best interest
[1:10:25] of what's good for our students. So that's where these numbers are coming from and that is the
[1:10:31] conservative estimate that we are reassessure that we're going to save but our hope is that we're
[1:10:36] going to save even more.
[1:10:41] That's if all this is done in one veil swoop, correct? And if it's not,
[1:10:46] we can always just take the line item if you decide to only do elementary schools then you can take
[1:10:51] estimated seven that's why I broke it down by campus for you so you can estimate that would
[1:10:55] what that would be estimated per campus. If you wanted to do just each part or these schools
[1:11:03] and not these schools that's why I broke it down for by school for you. Well and I guess I guess that
[1:11:10] I'm not as clear on this money thing as I should be or maybe it's above my pay grade or whatever,
[1:11:18] But it's say everything remains the same in terms of how many
[1:11:25] lawyers we have and when we do the shake out of all of these schools or whatever.
[1:11:36] That is going to affect.
[1:11:38] I understand this business about who stays and who decides to go.
[1:11:43] I get that.
[1:11:43] But across the board without any changes in terms of loss of employees, how would that affect this?
[1:11:58] If you take every day right now as it is, and in one bill's will move it, this is the number.
[1:12:07] That's what you're telling us.
[1:12:09] Yes.
[1:12:09] The 10 million.
[1:12:11] Almost 11 million.
[1:12:13] Almost 11 million.
[1:12:13] And that's a conservative number.
[1:12:15] That's based on saying that you're taking the lowest teachers out.
[1:12:20] So if we throw a range in the works and decide that we're only going to do a portion
[1:12:25] of this, then can we just extrapolate that from this number?
[1:12:30] Yeah.
[1:12:31] That's why I broke it to you by campus.
[1:12:34] So you can just take the campuses that you are wanting to close and you can take those
[1:12:39] amounts to see what you're going to save.
[1:12:41] All things remain in the same.
[1:12:44] OK, yes.
[1:12:46] I think
[1:13:01] Karen and just making sure that this is understood
[1:13:05] that doesn't include the average maintenance cost.
[1:13:09] No, I don't know.
[1:13:10] I took those aside because I can't predict
[1:13:13] from one year or two and another.
[1:13:14] Just like we were looking at some of the schools.
[1:13:17] Some of them may have seen.
[1:13:19] We're going to regardless of what it was though,
[1:13:20] would be in addition to this amount.
[1:13:22] Correct.
[1:13:40] about
[1:13:45] any questions on this?
[1:13:49] I'm not realize it's not in this factored in the same way, but there is some cost associated with this plan as well, right?
[1:13:58] Just the implementation, if we went with this full plan with a new roof on a building or some improvements, like you said, to a couple of the schools that need to be improved in order to accommodate the new students.
[1:14:14] is going in, et cetera, but no, they're not in this figure, but they're in a different part
[1:14:21] of the budget, but there is going to be some cost associated.
[1:14:23] Yes, correct. And for instance, on Shannon States, we're keeping Shannon States, we did
[1:14:29] go out and look at a different option for the reruf. Right now, it was costing us about 3.4
[1:14:35] million. Trying to go out and get a different quote on a, what is it called? I'd like a
[1:14:43] A coding roof, instead of doing that, there are some that have to be some issues that have to be fixed because of the roof.
[1:14:49] But we came back and we got a price of about a $1.2 million to re-roof that instead of the 3.4.
[1:14:57] So we would look at that, but that would come out of our capital.
[1:15:00] Capital outlay fund, it wouldn't come out of 1,99. But yes, there would also be some probably upgrades that we would want to do to some of these other campuses just to reinforcement and make sure that they were ready.
[1:15:11] And I would bring those back to you. And that was kind of the reason why the committee also recommended that selling these other lands to kind of offset those costs as well.
[1:15:20] That we would know that we'll need to put into some of these buildings.
[1:15:24] When you say coding, is that that stuff that's talking about spraying on top of the roof?
[1:15:30] And you've got to look like a new roof in the last five years, is that the same thing that we're talking about?
[1:15:41] The coding itself is not sprayed on.
[1:15:45] It's actually rolled on the surface.
[1:15:47] Campuses won't even know that contractors are actually on the roof.
[1:15:50] It's, there's no disturbance to anybody inside or anything like that, but it's typically
[1:15:57] less to work a less about a week and rolled on and how much, how many, and you said,
[1:16:05] that would buy us five years, did I hear that or am I hearing something else?
[1:16:10] What's it going to buy for us if we do something like that?
[1:16:13] It would buy us a significant time to make a long-term decision that's kind of supporting us
[1:16:19] long-term wise.
[1:16:20] but I would say at least five to seven at the minimum.
[1:16:24] Years.
[1:16:27] OK.
[1:16:28] I think it has a longer warranty.
[1:16:30] Well, it's got a longer lifespan for it,
[1:16:33] but I'm saying, like, if we wanted to warranty itself
[1:16:37] is 20 years ago.
[1:16:44] Do you look at it?
[1:16:45] I'm telling you, we need some clarity on this.
[1:16:48] Yeah, no, the silicon roofing itself, the warranty
[1:16:51] is a 20-year roof warranty, but it's going to buy a significant
[1:16:55] in time to make a proper decision here.
[1:16:59] But the 20 year warranty is that just standard across the border, is it based on the condition
[1:17:05] of the roof?
[1:17:06] Before you do all that.
[1:17:07] That's a standard warranty that's what's the product.
[1:17:10] So if they go out, spray the roof, you've got 20 year guarantee.
[1:17:13] Yes.
[1:17:14] And we just call that contractor back and they'll come back and make those repairs if there's
[1:17:18] any repairs that need to be made.
[1:17:19] Okay, so the reputation of the company that's doing it too is in question as well, right,
[1:17:27] because these people go into business, make a quick dollar and jump out, and then where are we?
[1:17:35] Is that reality?
[1:17:38] Thank you. Yes.
[1:17:39] All right. Okay.
[1:17:40] That would be what it makes for me.
[1:17:42] We stay on track, because this is something we will definitely discuss when this comes up
[1:17:46] I mean, we can just cut that further when it comes up for applause.
[1:17:52] I'm going to jump into this so that's going to sing.
[1:17:53] We're going to jump again.
[1:17:55] But it's a single member membrane.
[1:17:58] Correct.
[1:17:59] It's a cell that comes based on it.
[1:18:01] It's being used all across the state.
[1:18:04] Engel side installed it.
[1:18:05] Because I've just decided it's a form during the hailstorm.
[1:18:08] There was no damage during the hailstorm whatsoever.
[1:18:10] I had myself and George Dyer went out and walked the entire room on the elementary school
[1:18:16] they just did, they did all of the vertical surfaces,
[1:18:20] they'd done all of the flat work surfaces.
[1:18:25] There were some areas they had to come in and prep prior,
[1:18:28] which they did prior to that.
[1:18:30] It was a primer put down before,
[1:18:33] they cleaned the surface, they could all of the loose
[1:18:35] period and other stuff off of the top of the roof,
[1:18:37] so it goes into your property.
[1:18:41] So it's a very good product.
[1:18:45] It's what it's been you.
[1:18:46] Yeah, I understand that, but you have to understand
[1:18:48] my skepticism as a female being taking
[1:18:51] your own business.
[1:18:52] I have to ask these questions because these are the things
[1:18:55] that I experience on a day-to-day basis.
[1:18:58] And I know some of you out there do the same thing.
[1:19:01] So you have to, I mean, I'm asking that you honor that
[1:19:05] because I've had these experiences.
[1:19:08] So that is all I need to hear is if you guys
[1:19:11] are kind of backing this stuff up.
[1:19:14] That's why I want to hear that expertise.
[1:19:16] That's also a point that if we're going to pursue something like this, is to, you
[1:19:20] will fact check and go out there and really see how it performs.
[1:19:24] They also did their admin building, no damage there as well, so I think it's a very good
[1:19:29] product.
[1:19:30] There's other people that went with me that agreed with it.
[1:19:35] I know sales are actually trying to.
[1:19:37] Okay, my final question is, is there other prep work that may need to be done in order
[1:19:45] to use this silicone based on the condition of the existing roof?
[1:19:50] And that's what we try to do on our facility of assistance.
[1:19:54] We do a roofing assessments and things like that.
[1:19:57] See what we need to prepare prior to doing the roof work.
[1:20:01] I'd rather do it right the first time than going back and having to redo something else.
[1:20:05] Okay.
[1:20:06] Yes, we did.
[1:20:06] We had MTEC go off there and they took a look at it.
[1:20:09] There was some spots that they did recommend that we would need to fix.
[1:20:13] And so they did come and say that yes, along with this, there's certain areas that would
[1:20:18] and the total cost came out to about 1.2 million.
[1:20:21] So that's what I'm saying.
[1:20:22] So with those repairs and with some of the other stuff, what can be overland because not
[1:20:26] every roof is a candidate for this type of product, but this one is and so yes, we would
[1:20:34] use that in the areas where the glass and the ceiling meet, you know, because you have
[1:20:39] has that waffle? Yes, there was some areas that need to be addressed. We would take care
[1:20:44] of that at that time, too, and that was included in that cost.
[1:20:47] So, and this is a Shannon, right? This is a Shannon state system.
[1:20:50] Okay, so are there other roofs in our district that we need to maybe consider using this as
[1:20:59] And we do have that that that was remember our Miller roof that we were trying to do that one came in way over budget as well
[1:21:06] So we went back to go look at this one and we'll be we will be bringing that one back to the board
[1:21:10] And we're gonna do the same thing. We've got part of it that is eligible for this type of everything
[1:21:15] So we're gonna do that on the parts that can't do that. We can do this type of method with and the other will be repaired
[1:21:22] So it at Miller will be a hyperhead based on the the current
[1:21:26] roof type. So yes, and we'll be in now we have it in budget and we'll be bringing it back to y'all for approval.
[1:21:33] And last question, Primes.
[1:21:36] So is using this technology, is that going to be a costing us less than the traditional thing?
[1:21:46] Okay.
[1:21:49] And this is totally off subject.
[1:21:52] But the group working at Club of States on the roof right now.
[1:21:55] I'm very impressed with those guys. They get there at dark. They leave at dark. They have portable lights
[1:22:01] Make sure you stop buying and give those guys a kudos and so they're doing a really
[1:22:06] Bang-up job there
[1:22:08] I don't know. That's a good quiet. I'll get up there
[1:22:12] Let's have a stop list this about that. Hey, I did Johnson control systems
[1:22:19] We have a dedicated money every year that we're paying those folks, right?
[1:22:23] Yes. That was in your contract. Yes. Right. That didn't end in the contract and we still got another 20 years or something.
[1:22:29] Not 20, but I believe it ends in 2030.
[1:22:33] 2030? Yeah. I think it's 2030. About five more years. It's a long time.
[1:22:39] But so, of these schools that we're looking at closing are any of them,
[1:22:45] any of them serviced under that contract.
[1:22:51] And so the whole reason I'm asking is,
[1:22:52] we're looking at closing schools
[1:22:54] and possibly tearing them down,
[1:22:56] but yet we don't even have the stuff
[1:22:57] that we upgraded to those schools,
[1:23:01] not even paid for yet, or...
[1:23:04] I can look into that, because I don't quite know
[1:23:07] which ones, because that was before my time,
[1:23:09] but I can get that answer for it.
[1:23:10] It was right, but Dr. Nens was coming on,
[1:23:17] and I know that Tom Brown,
[1:23:19] had a lot of stuff done and you might want to come back and just update the board and give
[1:23:25] them a quick overview of what happened and why we have that dedicated, I think it's like
[1:23:32] $89 million a year for a, and to be sure that we're realizing the savings that we were
[1:23:41] supposed to, to realize on that stuff and why we did it and all it just kind of, is because
[1:23:46] So that's a lot of money that we're dedicated every year to our fund balance to pay.
[1:23:53] But I'd really like to see which schools are being under consideration and how much money
[1:23:57] was actually allocated towards that particular campus.
[1:24:02] Thank you.
[1:24:06] Anything else on savings or money?
[1:24:09] Also, I just thought of something also when we were talking about, you know, like we have
[1:24:13] title one funds that also help these other schools.
[1:24:16] So, by closing these other schools, that means that other resources and additional allocations
[1:24:21] could be moved forward, especially like in our State Comp Ed, and some of our other areas
[1:24:26] that we could be moving away from these campuses to go towards these other campuses for additional
[1:24:31] help and support as well.
[1:24:32] So, that isn't considered in these numbers, but that's an additional budgetary item.
[1:24:38] But I was just trying to give the board real numbers, numbers that you could actually see that
[1:24:42] could commit to, and so that's why I'm saying it's a conservative effort. I know
[1:24:48] what a minimal will save this, but we are anticipating more.
[1:24:53] What is our budget on the title one?
[1:24:58] He just said, we, we,
[1:25:05] and so we do an
[1:25:05] allocation by campus. I know, but what's the, what's the bottom, what's in the
[1:25:10] bucket? I need to go back and look at that.
[1:25:16] When you say it changes, you're talking
[1:25:18] but annually yes. Yes. That's yeah, I don't. You don't have the book with you, do you?
[1:25:30] I'm a child. I'm just kidding.
[1:25:37] You got your, you got your, but I'm talking about what?
[1:25:48] But how does it come down to trickle down to me?
[1:25:53] Yes.
[1:25:58] Okay, okay, Dr. Clement is giving me schooling me right now on Title 1.
[1:26:04] Okay. Okay. Good. And so I'd like to just ask,
[1:26:09] And when we have another meeting, if you could bring us that and break it down, so we could understand that.
[1:26:15] I think it's going to give it to you.
[1:26:17] Well, financials.
[1:26:19] Okay.
[1:26:20] Yes.
[1:26:22] Hi, we brought his book.
[1:26:24] And I think these are, there's going to lead to more questions that we can probably delve into in another meeting.
[1:26:29] Probably to see an eye committee meeting that would be really valuable.
[1:26:32] And I think for the purposes of this meeting, we should probably get back on track with our facilities,
[1:26:37] conversation.
[1:26:39] This is why we are meeting today.
[1:26:43] I realize that we do have this information primarily coming to us, but there is a momentum
[1:26:52] building here and an understanding, and this is what we call in our classroom teachable moments
[1:27:01] where these things come up and I would really appreciate the latitude or given us that opportunity to ask these questions because I will tell you
[1:27:13] I'm always told me strike while the iron is hot and right now my mind is on that and if you would just allow us some latitude I'd appreciate it
[1:27:24] Do the extent that we actually have the information if we don't know we have so last year
[1:27:30] we spent a 19 million and Amanda, she's watching from afar and she just sent me this
[1:27:37] year, it's 16 million.
[1:27:40] So, I've just titled one funds.
[1:27:42] Just titled one.
[1:27:44] I do want to, this is my make it easier only because to give out a whole big number doesn't
[1:27:48] give you context as to how it's used.
[1:27:50] Amanda Cameron did present on this and how all those funds are used for each grant just a couple of months ago
[1:27:56] We can take that PowerPoint and resend it in board update. It'll give you a lot more information than we can with a whole number
[1:28:02] Now, we'll do that this week
[1:28:05] Okay, so moving on to our communication plan. So we're having this facility workshop today and so this afternoon
[1:28:11] A letter will be sent out to all our parents, staff and community with a general overview of this discussion and the items being considered and
[1:28:19] and opportunities for feedback.
[1:28:22] The weeks of when we come back from Thanksgiving break,
[1:28:24] so the weeks of December 1st of the 19th,
[1:28:27] and also when we come back from Christmas break,
[1:28:30] the week of January 5th through 9th,
[1:28:32] we would like to have listening sessions
[1:28:34] with the community and campus staff,
[1:28:37] and we will have one at each campus
[1:28:39] just to have these listening sessions,
[1:28:41] and also a Zoom opportunity for those
[1:28:43] that cannot meet those to make sure
[1:28:45] that we are hearing back from our community.
[1:28:48] And then on we will bring this back to the board for possible board action on January 12th and that will be at the discretion of the board.
[1:29:00] This was in our meeting yesterday and I thought it was pretty good conversation.
[1:29:04] Okay, we I think the way we're doing it coming out today right after with this is what discuss and discuss is good.
[1:29:11] That's a good thing I think having listening and getting community feedback from all the all the people that are involved is a good thing.
[1:29:18] But the perception is is that, well, we've already made up of this made up of mine and we're just going to go check some boxes off so that when we come back on January the 12th we're already going to do what we're going to do and I think somewhere in there we need to take our feedback and and come back maybe one more time and say okay we really had the the fan of community really rose up and said you know we're ready to go
[1:29:47] We'll help box up everything and this goes, so that looks like a win there, but then you have another community say,
[1:29:54] No, we really want to, you know, we like what we got going on here and we can't give them.
[1:30:00] We have enough information where they say, okay, we understand why we're doing what we're doing.
[1:30:05] And I don't know, maybe I'm just one person on the board, but having another conversation after we, and we may have all this conversation, it may not warrant it.
[1:30:18] I just don't want us to get back to into a hard January, the 12th, let's make a decision. And I understand that there's an art to closing schools and re-staffing people.
[1:30:28] And I get that. But at the same time, this is going to be a monumental decision that this board makes.
[1:30:38] It's going to be a very huge decision that's going to affect families all across our school district.
[1:30:44] There won't probably very few people will not be touched by this by the decisions that we make when we do this right here.
[1:30:52] And so I want us to be sure that we do it respectfully with a lot of information and a lot of conversation.
[1:31:18] There's magic happening over here, there I can't control. Several things.
[1:31:24] Number one, certainly as part of the committee that has worked hand in hand with the administration and their staff,
[1:31:34] You know, it's, as we undertook this responsibility and really looked at that, expansively, all the things that I think that have been brought up have been excellent.
[1:31:48] Some of these were anticipated others have been new and let me assure you it's all been noted and we've noted it and those are things that we're going to go back and look at.
[1:31:58] But this is the beginning, you know, many of the things that we've talked to, the main thing
[1:32:03] is, excuse me, as we started the process, and this process started on August of 13th.
[1:32:08] We have a new procedural aspect of our operations that, you know, give credit to our four
[1:32:17] president of Mr. Villariol. And in dividing our board to kind of really dig deep in some of these
[1:32:24] issues. This finance committee has really risen to that challenge and done well to kind
[1:32:31] of bring forth information. Our general initial goal was to have a workshop that was
[1:32:38] meaningful and purposeful and with intent to make sure that we gave you as much information
[1:32:43] as possible. Knowing that certainly it would generate either additional curiosity,
[1:32:48] to be more important, more importantly, key questions that I think we need to answer.
[1:32:54] Many of the questions are involved in the next steps that we need to undertake.
[1:32:59] Today was just facilities.
[1:33:01] Facilities has an impact largely as far as finances that we're trying to address.
[1:33:07] The facilities will really, when you look at the deficit of $27 million, it may be just a
[1:33:15] time in the bucket, as far as what we're looking at to address a deficit budget.
[1:33:20] But that was our goal that we undertook, as Finance Committee, to work with the administration
[1:33:25] and to share information with the entire board, that this is an issue that it's not going
[1:33:33] to be able to be done today completely.
[1:33:35] There's no way that we're going to cover the total deficit and this address of information
[1:33:42] and we're going to do, yes, these are major decisions that we're looking at to make, as Mr.
[1:33:50] Clark mentioned, these are things that are happening across the state, and these are things
[1:33:56] that are not comfortable, but then things that need to be done.
[1:34:00] I know, and as Hawkins mentioned in another meeting, that we may have to make some hard decisions
[1:34:05] in reference to different things that we've discussed today.
[1:34:09] But in the end, we want to try to give all of us the best opportunity to collect the data.
[1:34:17] Here are the questions and other issues that we need to address.
[1:34:20] Try to get that as fully as possible to be able to make the best decision for whatever we're doing.
[1:34:26] Because today's resources, we are going to have to look comprehensively as far as staffing.
[1:34:31] We need to look at comprehensively as far as enrollment.
[1:34:33] And, you know, today's figure about being a thousand plus under what we
[1:34:38] predicted is major.
[1:34:40] You see that financial impact.
[1:34:42] And then, of course, in the end, totally, you know, Mrs. Griffith talked about, we
[1:34:47] start to brought a new budget process in February.
[1:34:51] Well, the budget, you know, the budget is a reflection of our community's values.
[1:34:56] But the other, again, the budget is what we need to work on, because that's what we determine
[1:35:01] how this money is going to be spent to support our community and the district and the things
[1:35:05] that we're doing for our students.
[1:35:10] It is a big chunk that we need to look at, but I have hope and there are some entities that
[1:35:17] say that hope is just the beginning of disappointment.
[1:35:20] I ran a look at it is the beginning of what it is that we're going to do to work to do
[1:35:26] the best we can to whittle at our deficit.
[1:35:29] It can't happen in one year. There's no way that that can happen.
[1:35:33] But we're going to look at everything as deep as we can with a support and the direction
[1:35:37] and some of the suggestions from the administration.
[1:35:40] But also with ultimately the things that we need to look at,
[1:35:43] data wise, personal wise, personal wise, emotional wise,
[1:35:49] or always standing to see what we can do to make our best decision.
[1:35:53] But we do see a future of additional informative work
[1:35:59] stuff like this to cover some of these key things
[1:36:02] that I've just mentioned.
[1:36:03] But I'm really encouraged with the work that's being done.
[1:36:08] I'm encouraged with the information that all of us are sharing.
[1:36:11] But the most important thing about that encouragement,
[1:36:14] ultimately, that it's going to give us the best choices
[1:36:16] to make the best decisions for the good of our students.
[1:36:20] And certainly the family of CCI's D.
[1:36:21] So I just wanted to thank the administration for working with us, thank the committee for asking
[1:36:27] many tough and candid questions.
[1:36:30] But more importantly, I also thank all of us here in some of the things that we've shared
[1:36:34] discussing, we'll look at and try to refine and come back and making some of the decisions
[1:36:40] we need to make a couple of months from now.
[1:36:43] But a mattress and look forward to our communication plan.
[1:36:46] And yes, Mr. Bell, things may come where we need to re-look at, we anticipate that.
[1:36:53] We want to have community input and I think that's a highlight of something that we're
[1:36:57] doing that maybe has been done in the past, but needs to be done now and look forward
[1:37:02] for that input.
[1:37:04] Thank you very much.
[1:37:05] I just want
[1:37:10] to thank everybody for giving us an opportunity to ask questions and get clarification
[1:37:20] And in times past, we have had information and stuff.
[1:37:26] But I think that we have registered up another level,
[1:37:29] and I really do appreciate that.
[1:37:31] Thank you.
[1:37:38] I'd like to thank everybody for the work put in before this.
[1:37:43] You know, this feels very different from our last conversation about consolidation.
[1:37:49] You know, I felt like it was not rushed,
[1:37:52] but it was more reactive than proactive,
[1:37:54] and I do appreciate everybody and especially the fiscal committee taking a look at this and really diving deep into some of the hard hard questions and issues that we have to face and really looking at the communication plan, you know, going out to the public and the community and those affected and telling them what our plans are.
[1:38:20] I will say that it's up to us to say, hey, this is not said in stone.
[1:38:27] This is step one, right?
[1:38:30] And so when I say, oh, well, it's already said in stone.
[1:38:35] Absolutely not.
[1:38:36] It's up to us to say it's not said in stone.
[1:38:39] And so I would hope that the communication that goes out says, hey,
[1:38:43] this is step one in our process of
[1:38:50] of a lot of things, right?
[1:38:52] Budget, academics, athletics, really everything that encompasses, you know, what enrollment
[1:38:59] does for each of our, each of our campuses.
[1:39:02] So just really want to appreciate, say, thank you and appreciate the work of everybody that's
[1:39:07] got this here.
[1:39:13] I want to echo that and thank our staff for working with us to get us prepared for this meeting.
[1:39:17] It does feel very intentional and I know that the finance committee worked really hard on
[1:39:21] all of that.
[1:39:22] I agree with everything that you said about the communication plan, and I ask the staff to get us the dates for those listening sessions as soon as possible and make sure all the board members know about those dates so we can get them on our calendar and challenge all the board members to at least make sure one of us and maybe you guys the staff can help us make sure we have at least one of us at each of those to listen and take in everything that the communities responding with so that we are aware of the feedback and we can share that and discuss it internally too.
[1:39:51] So we're really cognizant of that.
[1:39:54] And to Mr. Rodondo's point, I would respectfully note
[1:40:00] that it disagree a little bit that it's more
[1:40:03] than a drop in the bucket.
[1:40:04] Yes, we're not going to tackle a $27 million deficit
[1:40:08] in one day or one year, maybe.
[1:40:10] But getting to conservatively over a third of that in one piece,
[1:40:17] which is a very difficult piece is a big start.
[1:40:20] And so I think that's a great place to start even as hard as it's going to be to do it.
[1:40:26] So that's a good place to start.
[1:40:33] Well, again, we're not sure, obviously, we're going to get input.
[1:40:37] I mean, you know, it is a difficult place.
[1:40:40] A difficult plan to put out there.
[1:40:42] So thank you for that.
[1:40:44] Let's start.
[1:40:49] I really appreciate your time.
[1:40:51] Great questions, great conversation.
[1:40:53] You've seen the material.
[1:40:55] You have some material.
[1:40:56] Well, if you read through it and have any questions or even want to meet again, just let us know and we'll set up another time where we can sit with you and go through it.
[1:41:08] Do you want to kick anybody out this stuff?
[1:41:11] Yeah, we are scheduled to go to 12.
[1:41:15] So I did want to make sure that everybody felt like they had time to say what they wanted to say or share their concerns or questions.
[1:41:21] Does anybody have any deals?
[1:41:22] I want to hear more about this movie.
[1:41:24] That's what I want to hear.
[1:41:25] I
[1:41:28] would respectfully ask that in the future when we even are off topic, that we are given an
[1:41:37] opportunity to kind of beat that horse a little bit, because these things may not come up
[1:41:44] again, or we may be in a different environment, and every time we're in an environment, we
[1:41:51] are tied to the agenda.
[1:41:55] I don't want to get off the agenda or violate any of our rules and regulations, but I really
[1:42:04] would appreciate what we're did to use them and the latter to thank in terms of what we
[1:42:13] need to know.
[1:42:13] Because sometimes we won't have these opportunities again, and I think it's important in
[1:42:19] ability to come to a decision within our own cells as to whether we're going to support
[1:42:25] or not support or whether we want to break it up into other pieces and stuff like that.
[1:42:30] And I don't ask questions just to be on this microphone.
[1:42:34] I'm asking questions because I have an inquisitive mind about different topics that arise
[1:42:42] that I'm not clear on.
[1:42:44] And so I hope that you understand that when I ask those questions, they are very sincere questions
[1:42:50] because I believe that it helps.
[1:42:53] Not only that, but we have people out there watching this thing.
[1:42:57] And there are, I'm sure, wondering some of the same questions that we get into, or that we
[1:43:03] actually open a little door to, and then we close it and say, well, that's not on the agenda.
[1:43:09] But I know that we are doing a service not only to the board members so that we can make good decisions
[1:43:17] But we are also feeding information out to our constituents as well, and that's why we're here
[1:43:25] Dr. Ernest always says we are the eyes in his in the community. We are his eyes and so that is very true because
[1:43:33] because they call us up, they send us a message.
[1:43:37] Why this, can you help me with that?
[1:43:40] And so I just would like to see us have a little more latitude
[1:43:44] as long as we are in line with what we are supposed to be
[1:43:48] because I believe that anything that has to do with money at this point
[1:43:52] is part of our consideration as well.
[1:43:56] So having said that, I'm signing off today.
[1:44:00] Thank you.
[1:44:05] Anybody else?
[1:44:08] All right, hearing nobody else with anything, this concludes November 20th, 2025, Corpus Christi,
[1:44:16] Independent School Board of Trustees meeting.
[1:44:18] We're adjourned at 1047 a.m.
[1:44:21] Our next regular board meeting will be held on Monday, December 8, 2025 at 5 p.m.