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>> good evening. Welcome and thank you for joining us at this meeting of the del valle isd school board of trustees.

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I'd like to recognize del valle isd master trustee, via guardian, as this month marks 11 years that she's devoted to our dv community.

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additionally, this month also marks the first anniversary for trustees samuel franco,

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and trustee mindez narrows, a milestone in itself, so thank you very much.

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thank you for your continued. [applause] thank

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you all for your continued dedication and support of our district. With that, I am president wegner,

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and I call this meeting to order at 6:16 pm on november 18th, 2025.

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please let the record show that a quorum is present, that a notice of this meeting is posted in accordance with the texas open meetings act.

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next up, we have the pledge of allegiance. Hornsby-dunlap is here to perform that for us,

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so take it away.

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>> good evening, madam president, superintendent doctor gutierrez, members of the board,

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and community here tonight. I am nicole muriel, and I'm proud to share and

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introduce the hornsby-dunlap elementary ensemble. Tonight, we'll be performing funga alafia,

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a traditional african folk song. This is a piece that we started performing and rehearsing for about one month ago.

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thank you for this opportunity. Please enjoy the performance.

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[music] [applause] [music]

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>> they've only been working on that for a month. Wow, good job.

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next up, we have public comment this evening. There are two speakers.

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let me find my public comment script. Individuals who wish to participate during public comment

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shall sign up before the meeting begins as specified in the board's on public comment and shall indicate

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the area or agenda item or topic on which they wish to address the board.

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at no time will a trustee respond to an individual addressing the board. However, administrative staff members are

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available to answer any questions and provide assistance. Administrative staff members may approach

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each public forum speaker and report back to the superintendent and board. The individuals comments to the board shall not exceed three minutes per meeting.

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secretary guardian will be the timekeeper and alert you when you have one minute remaining,

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and then call time once your three minutes have expired. First up, we have anne huberger,

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speaking on treatment of staff and parent. Thank you.

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>> good evening. I'm anne huberger. As a resident of del valle id for 23 years,

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a former substitute in the district, a long time volunteer and a member of the board of trustees former member for 14.5 years.

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I am sad, disappointed and appalled by the denial of the level 3 grievance last night,

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especially from board members that know the grievance and exemplary work she has done for 28 years for hundreds of parents,

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students and staff at the campus. In fact, through the numerous principles at betty over the years,

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she is seen by many as face betty. I want to thank the two board members that supported the grievance last night.

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with the 42 vote in favor of denying the grievance, the board has empowered every administrator in the district from

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the superintendent to the campus and department level to harass, bully, disrespect, and retaliate against employees.

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with this decision, why would quality staff want to work in del valle isd?

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by denying the grievance, you're allowing the campus administrators at the grievance campus to continue the retaliation,

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bullying and harassment inherited from the reassigned principle. In fact, it has gotten worse.

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this is making it so difficult for her to serve the betty community. I challenge every board member,

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especially those that voted to deny last night to visit betty and see the new location of the pcl space and the horrible room or the dungeon, as I call it.

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not one of you would want to work in this space. So cramped, no outside windows, between two bathrooms,

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limited technology, connections and outlets, unsafe, probably unhealthy,

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and there is a limited availability accessibility for the parents,

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volunteers, donors, and partners, including the brider bytes and our long term partner, the junior league.

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it is like that the location was deliberately chosen to keep her from serving the baby parents and families and community,

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and with the location, you are telling the parents they do not matter.

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in fact, some of the wonderful parents I've volunteered with over the years are telling me they no longer feel welcome at betty.

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one internet are treated with respect by administrative staff, bordering on, if not outright rudeness.

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I have been treated recently rudely by the interim principal. The first time we were in contact with each other,

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she asked, who are you and never introduced herself to me. That was exactly the tone.

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I had no idea who she was. Some parents are considering removing their children from the school district.

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I believe actions speak louder than words. Press releases are photo ops.

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the district says they want to serve the students and the families, but by treating a long time successful employee in

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this manner and keeping her from serving the students and families, your words mean nothing.

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sadly, it seems we are no longer a dvs family. We used to say with so much pride. Thank you.

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>> thank you for your comment. Next up, we have brett covington speaking on resources, please.

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you'll have three minutes as well.

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>> good evening, madam president, members of the board, superintendent gutierrez.

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I've spoken here many times enough that I seriously considered whether I should come tonight,

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because sometimes I'm afraid that despite the expression that it's the squeaky wheel that gets the grease,

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sometimes you worry about maybe it's the squeaky wheel who gets the negative attention or gets fired.

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I'm not normally a fearful person. Don't get me wrong.

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I have spoken to a number of you all in

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the room and you on the board last week at your town hall meeting,

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to make you aware of some of the challenges that we're facing on the del valle high school campus.

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as a teacher there, I have observed that

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the discipline situation on the ground has gotten much worse.

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I am here specifically for those of you who I did not have a chance to talk to townhalls.

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that the statistics that you were presented while I am sure are 100% accurate.

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the conclusions that you may have drawn, just to take one line item,

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that the average daep placements 2020-2024 by

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this time of year or the date of the presentation was 64 compared this year to 2016,

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I believe it was you sam well, who said, thank you for keeping our students engaged in learning.

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I'm sorry, but that was the wrong conclusion to draw.

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we have students that are not housed at daep,

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but that is not to say that they are productively engaged in quite the contrary.

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they are running up and down halls, standing in stairwells, banging on doors and windows,

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interrupting my class [overlapping] when I tell them, they need to clear the hallway.

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the school administration has responded. I do not want to give you the idea that they don't care.

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they have responded, but the situation is resistant to resolution.

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and I believe that is because we do not have the student support services on campus that we need.

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when you have 124, do not stay away orders or contracts written in the first month of school,

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and kids who don't care about that and walk through them, taking away daep and kt, may be fine.

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it makes your statistics look better, but it's shifting the problem and having an effect on instruction and on staff retention.

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resources adequate to deal with the situation need to be put in place.

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>> thank you for your comment. Next up, we have recognition items.

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we have doctor katrina bailey for recognition of students who read 1,000 books before kindergarten.

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one of my favorite times.

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scotty to the podium. >> good evening. I'm dr. Katrina bailey.

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here to present the award. [laughter] couldn't resist.

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good evening, everybody. Good evening, board of trustees, dr. Catrez, cabinet,

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and the family and friends and residents of del valle, who are here to celebrate with us tonight.

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it is my pleasure and honor to always come and celebrate our very youngest learners who have read 1,000 books before kindergarten,

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which is not only an amazing accomplishment, but we really encourage everyone at the cdc to

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start when they're babies because this amazing accomplishment is easy to reach if,

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the day you were born, you start reading one book a day. By the time you're 3.5, you'll have already read 1,000 books.

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that's pretty spectacular. As we know, literacy is so incredibly important.

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we are here tonight to celebrate a student who this afternoon started getting sick,

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and so he's not here with us, but we do have another recipient, and we'll get to her in a second,

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but benjamin collins, so little benji is not feeling well,

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but he is 22 months old and already has read 1,000 books before kindergarten,

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so congratulations to benji,

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but our next recipient, who is who is definitely here today with grandma,

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grandpa, aunts, uncles, mom, dad, sister, and other sister.

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the former already has read 10,000 books, and the board you honored her last year for reading her 1,000 books, and this time.

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it is kinsley gonzalez's turn, so come on up, kinsley.

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[applause] [overlapping]

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>> hang around a little longer because because I recognize you comments.

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>> oh, I can't believe it.

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>> I know that time babies.

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>> well done. That is so awesome. Thank you for bringing out all your babies this evening. Miss gonzalez.

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>> she can't hear me. >> hi, guys. Thanks for coming.

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thanks for bringing all these babies. Yes. Next step on the agenda,

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we have closed session. The board will go into closed session under tgc 551.074.

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consider nominees for board officer positions. The time is now 6:33.

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we will be back.

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thank you very much for your patient. The board ended. It's closed session at 7:44.

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it is now 7:46. We are in open session for the election of officers.

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do I have a motion for the position of president?

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>> I nominate president daryl leger to continue to be president for the board.

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>> do I have a second for the motion? I'll second the motion.

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all of those in favor by show of hands, please.

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one, two, three, four. >> all of those opposed? All of those abstaining?

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the motion is 4-4-1.

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with that I'm sorry, do you have. >> [overlapping] go ahead. >> okay. Can you all turn off your mics.

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with that, the motion it doesn't pass.

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it doesn't pass because it's 4-4.

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is there a second nomination? >> I nominate elvia guardian as board president.

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>> thank you. Do I have a second for guardian to be the president?

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trustee franco made the motion motion seconded by trustee cecales.

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all those in favor by show of hands. Four. All those opposed by show of hands?

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all of those abstaining? Four, two, three is nine.

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at that point, the motion carries for guardian to be the board president.

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do you mind if I go ahead and continue the elections? Thank you. Because it's just easier.

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at this point, do we have a nomination for vice president?

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I'll nominate secretary. I'm looking at you.

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susanna ledesma woody for vice president? Do you have a second?

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second made by chante wright-heywood. All of those in favor by show of hands.

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four. All of those opposed?

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five. Do we have a second nomination for vice president?

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>> I nominate trustee melinda cisneros for vice president.

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>> thank you. >> I'll second. >> motion made for melinda cisneros as vice president from trustee franco,

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seconded by secretary guardian. All of those in favor by show of hands.

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all of those opposed? What was that 63?

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are you abstaining? All of those abstaining.

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5-3-1, motion carries.

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at this time, we are going to change seats, so bear with us wile we.

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sorry. Okay. Moving on.

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do I have a motion for secretary? >> I'll make the motion motion for ledesma woody to be secretary.

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>> do you accept that position? >> at this time, I will decline because I would like to

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nominate darla wagner as secretary.

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>> there's a motion on the table for me to be secretary.

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do we have a second? Everybody second, this one.

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trustee pantoja makes a second. All of those in favor by show of hands. I can't see everybody.

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how many is this one, two, three, four, five, six, seven, eight. Look at us, nine and 0.

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at this time, now that we've completed the three officer positions, let's switch seats.

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>> madam president.

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>> first of all, I want to thank you everybody for your support.

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thank you. And I will be leaning on all of you as well.

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>> madam president, may I make a comment? Please. >> absolutely.

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>> I just want to say that this board is truly amazing.

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this is the first time we've done office elections where there is in contention,

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where even though we didn't all agree, we all still support each other.

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I think that's shown with the work that we've put in through lsg with each

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other and the commitment we've made for our students in our district. Thank you board.

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>> now we will continue with information items.

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actually, first up is superintendent's comments. Dr. G.

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>> good evening. As we approach the holiday season,

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I first want to express my gratitude to our trustees, teachers, staff, fans, and students together your dedication and partnership to make

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del valle isd an exceptional place where students can learn and grow.

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last week, I had the opportunity to visit hill crest elementary during their special thanksgiving meal for both parents and students.

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the simple moments with our students and families remind me of why our work matters.

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the events are a great opportunity to invite parents into our schools and share a meal with their children,

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connect with staff, and experience the warmth of our campus community firsthand.

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I look forward to more campus family visits this week. Last weekend's dbcc turkey trot was a wonderful display of community spirit.

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from cheering on our students and seeing principals join the run, the event was filled with joy from start to finish.

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vice president ledesma woody and the organizing team helped create a truly memorable day,

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and the fun continued with the pi and the face challenge where I even took the pi to the face.

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>> lot of fun. >> thanks to everyone who participated or donated,

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the funds raised will directly support the community and help families receive holiday meals.

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your generosity made the event a great success. We also continued spreading appreciation across

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the district during her second dv family day, and all of our central office spread across the district

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to share a small thank you treat with everyone. I'm grateful for the teamwork that makes dvisd such a special place to work and learn.

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finally, we've had many student celebrations over the past month, and I want to share just a few of those.

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recently, the dvhs quiz team placed in the top eight of 18 schools in

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the high school quiz shows austin competition and will advance to match play next year.

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the quiz show is part of the programming from austin's pbs station.

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congratulations to daly and ohta middle school musicians who earned top region 18 honors, including all region,

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all district, and multiple first chair recognitions, and what I'm told is a historic achievement for both campuses.

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I'd also like to congratulate dvhs seniors kat guerrero and isabella rivera,

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who on signing day committed to continue their softball careers at blynn college and utsa.

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thank you to everyone who continues to support and strengthen our del valle community. I hope everyone has a wonderful thanksgiving week.

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I'd also like to take a moment to thank darla wagner and trustee susana woody ledesma.

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for the support that they have provided in their officer positions over the next year,

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and I'm looking forward to working with the new slate of officers over the course of this next school year. Thank you all.

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>> thank you for that.

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>> I just want to say you're welcome, and it has been an honor and a pleasure to be the board president. Thank you for that.

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>> thank you for that, darla. Next up on the agenda is presentation items,

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and we're going to gpm goal 1c and dr. Katrina.

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>> good evening.

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>> good evening, secretary. No. President guardian.

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dr. Guties and members of the board. Tonight, we are here to present on goal 1 goal progress measures 1 through 3,

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and as you can recall, these are the goals that we set this coming school year and to monitor over the course

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of the school year how our students are doing in progress to these goals. Tonight, I have with me,

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our executive director of teaching and learning. They're hiding over here in the corner a little bit.

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I'm to pull them over here a little bit closer. Is andrea hamer executive director of teaching and learning,

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and then also our director of literacy monica franco.

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they help us with this work. They work tirelessly every day with our teachers,

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our campus leaders, and so we cannot do this work without them. I want to make sure that they're here.

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one to support the presentation, but also to recognize the work that they've done in a very short amount of

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time to make sure that our students are on track and continue to learn and that this district continues to grow.

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moving forward. Early literacy

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represents foundational skills built from pre-k through second grade.

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early literacy encompasses essential reading skills built through pre-k and third grade,

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including phonics, vocabulary, fluency, and comprehension. That allows students not just to read,

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but also understand grade level texts independently. It is a critical accountability measure

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because students who are not reading on grade level by third grade are significantly more likely to experience academic challenges,

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not just in reading, but across multiple subjects. Strong and early literacy outcomes signal effective early instruction

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and set the foundation for long term and that's what we're here to do.

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the work that we do every single day. We know that if we raise the level of literacy instruction for our students, then we're going to raise all.

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map fluency is the assessment that we give to kinder through second grade students.

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sorry, kinder and first grade students. I'll talk a little bit more about this as I go.

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map fluency evaluates each of the key strands of work recognition,

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each of the key strands of reading, and I'll talk a bit about scabors. Second. It's the first assessment that we give to our students and it gives

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us the first look at how our students are performing and reading across multiple strands of reading.

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it evaluates phonological awareness, phonics, automatic reading, automatic word recognition.

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it ensures that students develops the reading automaticity, the fluency, to the coding skills to be able to read and understand text.

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if you look at the graphic that I have up here on the screen, you see scabors reading rope and you see that it's intertwined.

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if any piece of that particular rope is broken for students or if it's not as tight,

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then students are going to experience rating difficulty. Map fluency is our first look at whether or not students are

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developing the skills to be able to have a really tightly round and compacted rope so that they can one read fluently and

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also understand grade level and independent grade level texts independently.

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as you can recall, our grow progress measure for kindergarten is to increase reading for our students who are

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learning in english from 60 about 65%-85% by june of 2028,

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and we know that that's a really ambitious goal, but we know what targeted and intentional work that we can get there.

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currently at the beginning of the school year, our students, our kindergarten students,

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about 65% of them who tested in english, and we tested our emergent bilingual students in both english and spanish.

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that's representative of both groups of students, when you look at our emergent bilingual english and then you'll see

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also students who may not necessarily be emerging bilingual students, but who are also in the dual language program,

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we assess groups of students in both languages. In spanish, about 71% of our students are on grade level.

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as we begin to move through the grade levels, as you can see and you can recall,

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we begin to see a gap start to form. My team is here and they'll help me explain this a little bit here in just a second.

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but our students, as you can see, are not where we definitely expect them to be.

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some of this is because we have very strong pre-k programs.

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I want to give a shout out to our early learning coordinator martin munoz. She does a really fantastic job of working with our pre-k teachers.

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as you saw tonight, we recognize the work that's happening also at our cdcs with the initiative of

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having students read 1,000 books by time they get to kindergarten. We know that that's really important.

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that program is really effective. The work that we're doing with our pre-k teachers is really effective.

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you see our kindergarten students coming in much stronger. We have to be able to continue that work when students get into

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kindergarten so that we don't see that gap between kindergarten and first grade, as you see when you look at the data for our first grade students,

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where about 48% of our students are reading on grade level in english and about 50 not reading on grade level,

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but on track when we look at map fluency and about 59% of them are on track when we look at spanish.

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then we switch to second grade and you can see our goal is about 26%.

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right now, our students at the foundational level are the base level, about 26% of them are on grade level,

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and we're hoping that by june of 2028,

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that we'll see 41%. We know that that's a really aggressive goal. For us as you look at where our students are currently performing,

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but we're really confident in the work that we're doing with our teachers, and we know that with time and really intentional efforts that we can get there.

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the other thing that I want to point out is when you look at kindergarten and first grade, you see map fluency.

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when we get to second grade, we start to look at map growth and that signals that switch from

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teaching kids how to read to students reading to learn.

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it's not necessarily an apples to oranges assessment, which is why you see such a significant difference

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in where students are performing in kinder and first, and now we're getting to second grade, where we're bringing in that comprehension piece of it as well too.

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I want to make sure that we pointed that out that it looks really startling, but we're also not looking at apples to oranges assessment when

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we're going from kinder and first and then down to second. I'm always going to say, so what now what?

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of course, the data is what it says. Before I move on to what are we doing about it,

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I do want to point out that our students will be taking this assessment again at the middle of the year.

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we'll be able to provide the board their board update how students are performing at

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the middle of the year and if we are on track for those goals. I wanted to make sure that I point that out too.

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what's working for us literacy pathos, initiative.

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>> that is, really great work that's been happening and monica has been leading that work with our early literacy team,

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with our literacy coordinators and also with our campus leaders and also really working to to build our understanding of literacy,

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making sure that we have the instructional materials and that we have the understanding to be able to

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support our students and our teachers through professional learning.

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in addition to that, I've already called out martin munoz and the work that she's doing with our pre k and kindergarten plcs,

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ensuring that we have a common language around routines in classrooms and across campuses because that's the thing as our students move,

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we know that our students will move between campuses in del valle. We want to make sure that we have a common language,

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and that also teachers as they come together that they have a common language about what we're seeing in classes,

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and then also how do we respond when our students are not learning. In addition to that, we're seeing greater collaboration because

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our principals have an opportunity, not just our teachers, but our campus leaders also have an opportunity to come

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together as a part of this professional learning to to be able to grow their tool box.

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we know that our campus leaders are on campuses every single day. They're in classrooms they're working really closely with teachers,

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and so it can't just be teachers coming. They also need to have leaders on campuses the work to.

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we know that that's working. What needs more attention? We know that we have to have vertical alignment of our phonics,

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high frequency wordless, we know that we have to have writing expectations that are really tight vertically.

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one of the things that we're really trying to get tighter on and we talk often about the high quality instruction materials that are on campuses and in classrooms.

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I can't tell you right now that we have 100%, but I can tell you that we're moving closer towards that 100%.

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I would probably say about 80% compliance with our high quality instruction materials,

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and we're going to continue to get. We know that our teachers are bought in, and I think the more that they see that this data starts to grow,

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the more that we'll get tighter in those practices and the use of the materials. Strong progress monitoring tools.

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again, this is something that we're still developing and building out, ensure that we know not just when we do these assessments three times a year,

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but in the moment we know if students are on track. That's something that we're still building out and working with the team to build

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out and also getting those tools in the hands of our teachers on the campuses. Then we spoke last month about our emerging bilingual students and how they are

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performing in our bi literacy program and ensuring that we get tighter on our practices there as well, too.

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we know that that needs more time and attention, and then also ensuring that small group time is protected and purpose.

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I'm going to let the team speak to this because also don't want to steal the thunder, but this is a lot of the work we see

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happening on campuses and in our classrooms every single day,

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students get in to have that choice, but I do want them to be able to speak on this because really great work that's been happening,

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but I do want them to be able to speak. >> good evening, everyone. This is our literacy playlist.

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these are part of an initiative from literacy [inaudible] excuse me,

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what this does is it puts the learning in the student's hand. When a teacher is pulling small group,

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what are the rest of the students doing? Each week the students get one of these in kinder through third grade.

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they get one of these sheets that has all of their stations are supposed to complete that week.

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me as a student, I get to decide, monday, I'm going to do my word work and I'm going to do my phonics,

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and I color my page on monday, and then tuesday, I already know those boxes are colored.

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I can't do it anymore. Now I have to pick something different. Really it puts the learning in the student's hands.

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it provides that immediate practice that they need for skills that will enhance their literacy practices.

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it allows the teacher to then have targeted small group time with the student.

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the students have these in their folders.

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you can see those two pictures. They've got them there and you can see how they've scribbled over the ones that they've already done.

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but again, puts the ownership in the student. >> the other thing that we want to highlight here is a part of this is also that

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we want to make sure the students have an opportunity to have connected learning practice. Sometimes what we see is the teacher gives a mini lesson, let's say,

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they're given a mini lesson on the short a sound or the long sound, and sometimes kids go to practice and it's not connected.

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they're maybe doing practice on the short u sound. We want to make sure that as we're building

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these practices and routines in the classrooms, the students can have connected practice.

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aligning strategies for improvement. In kindergarten through third grade,

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we're creating time and space for those vertical teams to me. That's the professional learning teams coming together,

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not just in english, but also in our spanish classrooms as well to both teachers and leaders.

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that we have targeted small group instruction. Again, that's building the teachers practice to be able to have.

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the stations that you see that's what the kids are out there doing while the teachers pulling that small group and being really

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intentional with the gaps that they may be seeing in individual students as they're taking these assessments.

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then that we continue to have the teacher support in the coaching that happens both in the spot in the moment and then through

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intentional professional learning opportunities that we're providing as a part of the teaching and learning team alongside our campus

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lead instructional coaches, and again, our teachers. That's it, and we will take any questions that you have at this time.

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>> [inaudible]. >> thank you for the presentation. I think this is really amazing.

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one of the things that has been a concern is that we do have different languages,

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not just spanish, and I feel like some people would say, that's line priority.

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are we applying the same concepts to concepts to all of our languages,

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our kids who have different languages or how is that working out? >> we only offer the dual language program in spanish.

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however, we do require the majority of our teachers or all of our teachers to be esl

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certified or to be working towards esl certification so that we do have esl strategies that are showing up in the classrooms.

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we also try to make sure that our teachers are providing the accommodations so that our students can have the linguistic accommodations to access.

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one of the things that we know that's really challenging is we have over 38 languages

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spoken in our district is that it's going to be really hard to find educators who can speak all of those languages.

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but what we can do is equip our teachers with the knowledge and skills and practices of how a student who has a bilingual brain, how that works,

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and then also making sure that the teachers are providing really good linguistic practices in the classroom,

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opportunities, strategies, accommodations, visual learning and support.

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whether that's making sure that there's bilingual dictionaries, whether they're picture dictionaries or language dictionaries in the classroom,

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whether that's visual supports for the teachers, and the teachers thinking about that. We talk about the universal learning and special education,

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but universal design for learning applies to all of our students. Even teachers thinking about

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those individual students in the classroom and thinking about, okay, well, I have a student that's a pastoral speaker in the classroom,

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I have a student that speaks rd. How am I thinking about them as I'm designing this lesson ensuring that I

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bring in the linguistic support excuse me to support those students, just like I'm thinking about my students who are receiving special education services.

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>> board, any more questions? >> I just had one comment.

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as you talked about the teachers working in small groups and the student ownership of learning,

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I believe, is powerful. Several of our trustees, as they've gone on walks with me,

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have been able to see it in action. It really excites me that when you look at

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this data and you look at what the campuses and the curriculum are doing in response,

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then you will be able to see that strong alignment when you go and visit campuses.

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one of the things I do as superintendent is bring board members along to see the curriculum come to life and

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you all make decisions up here on the diese that oftentimes board members don't get to see in action.

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as you were presenting what students are doing,

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as far as having that ownership and selecting where they're going to go and working with small groups,

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several of our board members have been able to see that in action and it's really exciting.

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I just want to commend the efforts of the team for ensuring that we have

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that alignment and that we are engaging our students in rigorous and relevant instruction.

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>> board members, any more questions or comments? >> I'm right here. I think there's just a lot of change that's happening in the district,

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and we're going through a lot of growth. I'd be curious from you and your team.

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what have been some of the major challenges or obstacles in making some of these changes? What has surprised you or would have been some of the winds that are exciting?

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>> it's a really great question. I think change is hard. I think that if I say the greatest challenge is just change in general.

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I think it's a lot of change at one time. We knew we needed to change and know we're talking about literacy tonight,

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but we knew that there were a lot of things that need to change around math instruction as well.

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I think what I think is working well is that what we're utilizing,

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especially in early literacy as far as the curriculum, the hmh that was already present on the campus.

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I think a win there is just teaching our teachers how to better utilize that curriculum because they were familiar with it in some ways.

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but how do we get tighter on as we look at that instructional block, how do we get tighter on how do we utilize every component of that.

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I think what we're seeing is teachers feeling more confident of building teachers efficacy in the work because

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one of the things that we know is that if we can build our teachers efficacy and they feel successful in the work that they're doing,

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then we're going to see greater outcomes for us students. I think that we're seeing greater teacher efficacy a lot of

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ways at the elementary level around this work. Our team received an award a couple of months ago for the work that they're doing here.

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I want to make sure that we recognize that as well, too, and the teachers have some ownership in

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that work too because they're doing this work alongside us. I think our principals knowledge and skills is building as well

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around how to best support teachers when they're struggling with work. Another challenge that I'll say,

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I think is a challenge for us is when we have teachers, our new teachers, obviously are going to struggle and there's a lot of new teachers.

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as our trends also follow the regions, the state and what we see nationally happening,

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and the number of always say not classically trained, or those who didn't necessarily go to school to be teachers,

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but are here working every single day, just as hard as our teachers. That in itself is a challenge,

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but it's also a beautiful thing and a beautiful challenge to have that we have folks who've raised your hand and have stepped up to say that they want to work with kids.

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while it's a challenge, it's also an opportunity as well.

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>> trustee wright-haywood.

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>> I want to say, thank you for this presentation. I'm excited that we're here that these are the things we're concentrating on awesome.

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I do want to ask that going forward, where can we direct our parents.

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when our parents like us as a board, we're focused on a district wide range overview.

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but if a parent is asking me, I want to go see where my kid is from

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all 2025 data after they redo these assessments, it's 2026.

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where can I go see because I want to know exactly what my child their growth. The parents should be getting the reports home from m fluent.

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if parents are not getting that, then I would definitely campus principal first,

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and then definitely reach in out test because we can make sure that parents get those. Parents should be getting that report at least three times a year.

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they should already have in their hands the beginning of the year assessments. They should have had those conversations with at the beginning of the year conferences.

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they should get another report at the middle of the year, and then they should also get one at the end of the year so they can see if their kids are on track.

390
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if kids are not on track, then there was an additional communication that went to families on how to best support students,

391
00:46:59,620 --> 00:47:02,335
and then what we're doing as a district to help intervene. >> is there anywhere online that they can look or is this just strictly? [overlapping]

392
00:47:07,030 --> 00:47:10,945
>> yes. We also have our pacing guides online that parents can go to as well. >> how do we get to that?

393
00:47:12,655 --> 00:47:12,655
>> they're on the curriculum website online.

394
00:47:18,240 --> 00:47:18,240
>> any more questions? Next item on the agenda is the bat presentation,

395
00:47:26,545 --> 00:47:26,545
mr. Gonzalez, you're up.

396
00:47:42,270 --> 00:47:44,980
>> good evening, president guadion, superintendent dr. Gutierrez and board members.

397
00:47:47,170 --> 00:47:47,170
thank you all for the opportunity to join you tonight to discuss our abre partnership.

398
00:47:51,460 --> 00:47:55,285
very thankful and very excited to have our abre team allison here with us, and we will take you through our progress of what we've

399
00:47:58,240 --> 00:47:58,240
been able to achieve and where we want to go moving forward.

400
00:48:05,790 --> 00:48:05,790
>> thank you. Yes my name is alison segura.

401
00:48:10,075 --> 00:48:10,075
I am the dedicated customer success manager for abre.

402
00:48:14,530 --> 00:48:14,530
I've been partnering with steve since the beginning of the year and our agenda tonight,

403
00:48:19,855 --> 00:48:22,915
we're going to go into the specifics of the del valle isd strategic priorities along with the abre alignment that look like.

404
00:48:28,255 --> 00:48:28,255
we'll review our implementation progress and look at abre from the educator lens lastly,

405
00:48:34,570 --> 00:48:38,430
looking at the road ahead. Abre has a mission,

406
00:48:41,605 --> 00:48:41,605
which is to open learning communities by connecting what truly matters?

407
00:48:47,395 --> 00:48:50,710
through consolidated data, we are unifying districts by creating meaningful connections across system.

408
00:48:54,820 --> 00:48:58,600
abre equips districts with insights that drive growth for every student and strengthen growth within the community.

409
00:49:05,970 --> 00:49:05,970
abre supports districts to reinvest in what matters most by focusing on outcomes.

410
00:49:13,255 --> 00:49:15,520
clearly understanding and communicating the effectiveness of district programs and initiatives,

411
00:49:19,180 --> 00:49:19,180
using data informed decisions to reallocate resources for maximum impact.

412
00:49:26,080 --> 00:49:26,080
in addition, we help improve operational efficiency by centralizing your data,

413
00:49:30,790 --> 00:49:33,775
reducing time spent on daily tasks through digital workflows, managing communications and tracking data in one place.

414
00:49:40,080 --> 00:49:40,080
what you see here are the abre solutions aligned strategic priorities.

415
00:49:48,010 --> 00:49:48,010
all of these solutions have not been implemented within district as of yet.

416
00:49:55,690 --> 00:49:55,690
currently, our projects include assessments, custom attendance dashboard,

417
00:50:00,550 --> 00:50:00,550
a custom nwa growth dashboard,

418
00:50:04,645 --> 00:50:04,645
mtss dashboard, as well as the student 360, which we'll get into.

419
00:50:11,310 --> 00:50:13,600
what we've accomplished to date. What you're looking at here is the the phase or rather the work that we've done to bring

420
00:50:21,475 --> 00:50:25,450
all of the data sources together onto one platform to then be able to start to do those customized build within the district.

421
00:50:29,500 --> 00:50:32,950
the first phase, the red arrow consists of the student information system data from skyward.

422
00:50:36,550 --> 00:50:36,550
we're bringing in all of those demographic files assessments, grades, schedules.

423
00:50:41,710 --> 00:50:44,095
all of those are on the platform, which then allows us to move into that third party integration assessment data,

424
00:50:48,505 --> 00:50:51,655
where we're integrating vendor data, if you will, as well as state assessment data.

425
00:50:54,580 --> 00:50:54,580
having all of that data in that platform now allows us to have that library of data to be

426
00:50:59,950 --> 00:51:01,720
able to pull and pick and create those customized dashboards for the specific stakeholders.

427
00:51:06,090 --> 00:51:08,500
>> as you can see, under this section here, what dr. Bailey just referenced was the nwa map.

428
00:51:11,920 --> 00:51:15,430
what we're able to do is we'll be able to bring in that data into that into a dashboard where our team can really review that from a district lens,

429
00:51:19,045 --> 00:51:21,700
and so that way we can make those adjustments in real time as we see that data coming through so we can actually go

430
00:51:24,490 --> 00:51:26,560
back and reference spring data versus fall data or mid year data versus mid year data last year.

431
00:51:30,025 --> 00:51:32,140
all that will live on one single dashboard. Again, on the left hand side on that red umbrella, that's what we pull in.

432
00:51:35,710 --> 00:51:38,800
those are the data that we provide to abre, and they're able to use some of

433
00:51:39,970 --> 00:51:42,220
their third party integrations like with college board to bring in things like ap testing,

434
00:51:44,695 --> 00:51:47,080
sat, act, that sort. Then dibels there, that's an early literacy testing,

435
00:51:49,720 --> 00:51:52,060
so we're also able to bring that in as well. As we work through, we'll talk through a little bit more

436
00:51:54,460 --> 00:51:57,355
about our progress of what we're doing the dashboard, the student 360, and some of those other classroom 360 type.

437
00:52:03,680 --> 00:52:03,680
>> what you're looking at here are a few of your assessment dashboards.

438
00:52:08,910 --> 00:52:08,910
the assessment dashboards are going to be single-source, third-party data.

439
00:52:13,200 --> 00:52:15,090
it's going to be visualized for the district. Multiple assessment dashboards can be accessed on one platform.

440
00:52:19,125 --> 00:52:19,125
staff has the ability to go into their abre dashboard and pull a drop-down.

441
00:52:23,310 --> 00:52:24,930
we'll have a list of all of the assessment dashboards that they can access for their specific needs.

442
00:52:30,120 --> 00:52:30,120
one key feature of these assessment dashboards is the flexible, easy-to-use filters.

443
00:52:34,995 --> 00:52:36,645
this is an ease of use, workflow improvement that we hope to provide districts,

444
00:52:39,840 --> 00:52:43,770
and allows them to break down assessment data by campus, grade level, student groups, other other key variables,

445
00:52:47,175 --> 00:52:51,120
allowing us to really focus on the exact data or the teachers staff to really focus on the exact data needed for analysis and decision making.

446
00:52:55,305 --> 00:52:55,305
>> what that looks like on this dashboard here is that a teacher or educator,

447
00:53:00,675 --> 00:53:04,110
they're able to right-click or to click on any of these sections of these graphs, and you can actually drill down to those sections there.

448
00:53:06,300 --> 00:53:07,800
essentially, I could click on the 41.94% and I can drill down into what that looks like to the granular level.

449
00:53:12,255 --> 00:53:12,255
we're able to see things at a higher level and really work our way through.

450
00:53:19,070 --> 00:53:22,665
>> the custom dashboards that you're seeing here are custom dashboards that have been built for the district,

451
00:53:25,500 --> 00:53:26,805
and they're going to provide actionable, real-time insights tailored to your specific district priorities, which these are.

452
00:53:32,310 --> 00:53:36,120
it's a unified data. Custom dashboards are unified data in one place. Going to bring together data from multiple systems to give

453
00:53:39,270 --> 00:53:42,750
staff a clear, comprehensive picture. It's time saved for staff and leaders,

454
00:53:46,095 --> 00:53:46,095
eliminating the need for multiple reports in multiple different systems.

455
00:53:50,280 --> 00:53:53,820
this leads to improved operational efficiency and cost saving. Lastly, these dashboards provide improved decision-making abilities.

456
00:53:58,725 --> 00:54:02,295
customized views help staff quickly identify trends, track progress, and intervene when necessary.

457
00:54:06,120 --> 00:54:09,000
>> behind a little bit more behind the custom dashboard, this comes from feedback that we received from teaching and learning

458
00:54:11,850 --> 00:54:15,255
team as far as how are our users using the data for their needs. Then we tailor that to meet their needs.

459
00:54:17,460 --> 00:54:17,460
we work with abre to be able to provide that information to them.

460
00:54:21,930 --> 00:54:24,390
on the top left there, you'll see our bottom numbers dashboard. That's the one that's live on our website for public to view.

461
00:54:26,955 --> 00:54:30,240
with that, they're able to really drill in there and to see the enrollment, the attendance on the district website,

462
00:54:33,045 --> 00:54:36,860
under the about us section. Talking through a little bit of our project workflows and our next step.

463
00:54:41,295 --> 00:54:44,520
some of the value that abre adds is that we're able to do some really deep dives in integration really starting with skyward.

464
00:54:48,075 --> 00:54:49,815
one of the abre team members, she was a former skyward administrator,

465
00:54:52,860 --> 00:54:52,860
and she's able to go into the back of our skyward and really help us massage the data,

466
00:54:56,940 --> 00:54:58,995
so we're putting clean data into abre and that way we're getting clean data out of abre as well.

467
00:55:01,380 --> 00:55:03,975
that's some of the value that they add with that. The way the project management goes,

468
00:55:05,820 --> 00:55:09,660
just talking through again, how that works when a new dashboard is requested, we work with abre and

469
00:55:11,250 --> 00:55:15,180
our teaching and learning team to really build out what that project timeline looks like, what those milestones looks like,

470
00:55:16,500 --> 00:55:18,330
and what those reoccurring meetings look like, that way we're able to deliver on what our end users.

471
00:55:21,660 --> 00:55:23,820
then throughout the phase rollout plan, you're really co-creating those professional learning dashboard with admin,

472
00:55:29,835 --> 00:55:32,550
eventually working our way to the teacher level, and that again, is listening to their feedback and providing them what they need to

473
00:55:35,220 --> 00:55:38,775
have the best tools in front of them to support their students. Some of the quick wins that we have, as well,

474
00:55:40,935 --> 00:55:43,845
abre does have what are called out-of-the-box dashboards, where they've built something for another district.

475
00:55:45,870 --> 00:55:49,575
if it works for our district, then we're basically able to copy our data into that, and they can bring that in for us,

476
00:55:50,940 --> 00:55:50,940
and that's a pretty quick turnaround for things like that.

477
00:55:56,090 --> 00:55:59,160
the road ahead, what we have coming soon. Some of the other custom dashboards that we're currently working on the mtss dashboard.

478
00:56:03,840 --> 00:56:06,375
that's in partnership with our teaching and learning team, really taking their feedback to see what's going to work best for us,

479
00:56:09,630 --> 00:56:12,090
that way we can make those in time decisions. Really looking at one other one of our priorities,

480
00:56:14,430 --> 00:56:18,150
which is our campus attendance rates. How are we able to drill into that to be able to support campuses as they try to increase their attendance across the campus?

481
00:56:22,035 --> 00:56:24,600
then looking at board board goals dashboards. This can be something like what's coming from lsg, things like that,

482
00:56:27,750 --> 00:56:29,640
so we can really take your feedback so we can put something together that you have access to

483
00:56:31,815 --> 00:56:31,815
that we can build for you that can also be public or behind the scenes.

484
00:56:36,630 --> 00:56:36,630
some of the other value that we really find with utilizing abre and eduphoria projects.

485
00:56:41,580 --> 00:56:44,550
this is something that hasn't been done with any other district yet. What we're able to do is we're able to start

486
00:56:46,740 --> 00:56:48,990
working into bringing in some of the cfa data. Any of the things that we're doing in eduphoria.

487
00:56:51,765 --> 00:56:54,300
we have two coders on the back end that are working within our eduphoria environment to bring in cfas.

488
00:56:57,090 --> 00:57:00,570
now we're able to compare those common formative assessments to some of the nwa map data to some of the other assessments that we have,

489
00:57:04,095 --> 00:57:07,560
that way we can see that growth over time. If we don't see that growth, then we can make those in time decisions.

490
00:57:09,645 --> 00:57:12,540
then, allison, we'll talk a little bit more about the student 360 dashboard and what that looks like as we roll it out to our educators.

491
00:57:16,875 --> 00:57:16,875
>> student 360 ivy personally is one of the most exciting components of abre,

492
00:57:22,845 --> 00:57:22,845
simply because of the ease of use that it provides

493
00:57:27,675 --> 00:57:27,675
educators in a way that they can respond pretty quickly to each individual student.

494
00:57:32,510 --> 00:57:34,640
but let me talk a little bit more about the specific. It's going to help teachers by giving them a complete,

495
00:57:37,970 --> 00:57:41,965
as I stated, easy-to-read view of each student in one dashboard. It consolidates academics, attendance,

496
00:57:45,330 --> 00:57:45,330
behavior, assessments into one place.

497
00:57:49,545 --> 00:57:49,545
teachers can go in and access and look at those metrics that I just stated,

498
00:57:54,030 --> 00:57:55,590
as well as assessment information. It's saving them time and helping them to quickly understand student needs.

499
00:57:59,310 --> 00:58:02,085
it's going to serve as a one source of truth. That's what's really important about student 360

500
00:58:04,845 --> 00:58:07,770
and looking at student 360 and rolling out to teachers for them to really understand this is your one source of truth for students to go and see

501
00:58:11,700 --> 00:58:11,700
a full picture of all of their data and assessment information.

502
00:58:17,145 --> 00:58:17,145
>> our goal with this is really to make it as teacher-friendly as we can.

503
00:58:21,780 --> 00:58:24,000
really reducing the amount of paperwork and things teachers have to work through to be able to do that,

504
00:58:26,190 --> 00:58:29,055
as well as pulling different reports from all the different areas here. We can have reports from skyward,

505
00:58:30,390 --> 00:58:33,780
we can have reports from nwa, eduphoria, all the different things. We're going to put that all in one place for them to single

506
00:58:36,465 --> 00:58:40,215
one place that they can go to to find all the information they need, really helping us reduce costs and really save time.

507
00:58:43,410 --> 00:58:45,450
just for clarification, this is sample student data because we believe in student data privacy.

508
00:58:49,310 --> 00:58:52,575
>> then next we have class 360. Class 360 is going to be the classroom view for the educator

509
00:58:58,470 --> 00:59:01,410
to look holistically at specific data that they are interested in and then that oftentimes informs instruction,

510
00:59:04,500 --> 00:59:04,500
allows them to serve specific or special student groups,

511
00:59:08,580 --> 00:59:08,580
also identifying areas for small group instruction.

512
00:59:13,395 --> 00:59:13,395
but again, it's the whole class version of the student.

513
00:59:21,080 --> 00:59:24,390
>> just closing this out again, the abre impact, what it looks like for us is really unifying all of

514
00:59:26,580 --> 00:59:26,580
our data so that our educators can make those data-driven decisions,

515
00:59:31,650 --> 00:59:32,970
and then that way we can really have an efficient use of all of our integrated systems there.

516
00:59:37,370 --> 00:59:40,965
again, we appreciate the partnership we have at abre. If you all want to see some of the back-end data,

517
00:59:43,050 --> 00:59:46,035
we'd be happy to sit with you one-on-one to show you some of those things. That way, we can really show you what teachers and educators have access to.

518
00:59:49,695 --> 00:59:52,800
I would be happy for you to reach out to you if you can reach out to me and I'd be happy to sit with you through some of those items as well.

519
00:59:56,160 --> 00:59:56,160
now we'd be happy to answer any questions that you may have.

520
01:00:00,470 --> 01:00:03,540
>> secretary wegner. >> thank you for the presentation.

521
01:00:06,105 --> 01:00:09,465
this is for a three-year payment plan. Have we started year 1 in january of 2025,

522
01:00:12,615 --> 01:00:12,615
or is this going to start the three years for the 274,000 in january of 2026?

523
01:00:20,835 --> 01:00:23,685
>> we're currently in year 1, we will start year 2. >> we're in the middle of the three years? Thank you, sir.

524
01:00:27,410 --> 01:00:27,410
>> trustee ledesma woody.

525
01:00:32,990 --> 01:00:35,745
>> it says there's a financial impact. You're not asking us to prove that we've already approved all of that.

526
01:00:38,535 --> 01:00:41,670
>> yes, ma'am. >> just double-checking because it's a little confusing. Comment, I love this organization, this group.

527
01:00:45,510 --> 01:00:47,505
you guys have done amazing things. I was super excited when you all came to our district and all the data that

528
01:00:51,450 --> 01:00:51,450
we would be able to present to our teachers and our students and our parents,

529
01:00:55,650 --> 01:00:55,650
especially because there's a lot of I don't know what's going on in the district.

530
01:00:59,870 --> 01:01:03,380
there's a lot of this district, not so great stuff, but this is going to be data that shows them our progress,

531
01:01:06,905 --> 01:01:09,500
we hear y'all want to see the monitoring, so we're going to provide that information to you.

532
01:01:11,820 --> 01:01:13,530
I'm really excited about this stuff, and I can't wait to see it all the way through. Thank you.

533
01:01:16,845 --> 01:01:19,200
>> thank you so much for your feedback. >> trustee pantoja.

534
01:01:21,405 --> 01:01:24,135
>> thank you for this. A lot of these dashboards are internal-facing, from my understanding.

535
01:01:27,420 --> 01:01:27,420
isn't there also a parent dashboard as well?

536
01:01:31,890 --> 01:01:34,770
>> yes, sir. Once we were able to eventually get to that, going back to the question we had earlier,

537
01:01:36,300 --> 01:01:37,620
how could parents view these scores? We could potentially build something that is forward-facing so that the parent

538
01:01:40,590 --> 01:01:40,590
will be able to see those student scores and the information.

539
01:01:44,860 --> 01:01:44,860
>> visually, what it'll be if you guys roll out family or parent access,

540
01:01:49,810 --> 01:01:49,810
visually for the parent it will look very similar to the student 360 format.

541
01:01:53,970 --> 01:01:53,970
although there won't be all of the information necessarily included in there.

542
01:01:58,150 --> 01:02:00,260
I think that katrina, you guys were talking about, or there was a question, rather,

543
01:02:02,420 --> 01:02:06,125
about accessing assessment information, and parents see that.

544
01:02:07,705 --> 01:02:10,830
that is something that we could be able to customize or build for parents to be able to see longitudinal data.

545
01:02:14,040 --> 01:02:14,040
but that would be within the student 360 for the parents.

546
01:02:19,635 --> 01:02:21,900
that would be a larger conversation. But yeah, it is available.

547
01:02:24,195 --> 01:02:25,740
>> trustee sierra. >> I had a second question. The second part to that and this is for you, mr. Gonzalez,

548
01:02:31,320 --> 01:02:34,995
given that earlier the comment was made 38 languages, are we able to support

549
01:02:36,600 --> 01:02:36,600
that function of that feature for the 38 languages across the district?

550
01:02:40,695 --> 01:02:42,630
>> thank you. That's a great question as well. Our goal is to continue to work with our teaching and learning team to

551
01:02:45,420 --> 01:02:49,045
make sure that we are able to provide the level of support to all of our students. We would have to draw out and see what that plan would look like,

552
01:02:51,950 --> 01:02:51,950
to be able to put something in be able to.

553
01:02:58,310 --> 01:03:01,335
>> thanks for this. I think it's really exciting to see this amount of data being accessible up and down the organization.

554
01:03:03,975 --> 01:03:06,780
I'm curious about timeline because I assume this is of a staged approach with central office leaders looking at it first,

555
01:03:09,600 --> 01:03:11,610
then I'll go to principals, and then I'll go to teachers, which, of course, is where a lot of the magic will happen.

556
01:03:13,800 --> 01:03:13,800
what's the timeline for the different state of the introduction to our staff?

557
01:03:18,960 --> 01:03:21,440
>> you want to talk about the mtss. >> the timeline is contingent on the complexity of the dashboard and that

558
01:03:28,440 --> 01:03:31,470
can influence it versus some of the out of the dashboard assessments that he mentioned that standing it up.

559
01:03:35,100 --> 01:03:35,100
but if we talk about the mtss bill that we're currently doing with katrina.

560
01:03:39,990 --> 01:03:43,170
I want to say well, first, let me say that the data that katrina is using for mtss dashboard.

561
01:03:46,500 --> 01:03:50,145
that's all data that we currently have in your del valle platform. That's kind of the first place.

562
01:03:51,735 --> 01:03:53,430
>> can you speak into the mic, please? >> yeah. Sorry. I usually get told I have a really loud voice. My apologies.

563
01:04:00,270 --> 01:04:03,180
in that case, because we already have all of that data that that they're using to build this mtss dashboard,

564
01:04:06,150 --> 01:04:06,150
that allows the timeline to be a little bit shorter.

565
01:04:10,185 --> 01:04:13,635
generally, I want to say 6-8 weeks, but again, it can be really dependent on what the dashboard is that you want to create.

566
01:04:18,600 --> 01:04:18,600
if we think about things like family rollout and doing those things,

567
01:04:23,295 --> 01:04:27,015
typically, I like to work with the district from year 1, year 2, year 3 and a custom dashboard is something that takes not quite as long,

568
01:04:31,650 --> 01:04:35,370
but if we're looking at a family rollout, that would be something that we would want to start planning for at a certain time and giving us more lead time.

569
01:04:37,860 --> 01:04:40,545
I'm not sure if that 100% answers your question. But there's basically not one size fits all timeline.

570
01:04:43,845 --> 01:04:47,745
but I think the important thing is identifying the priority, working with the district to identify those priorities,

571
01:04:50,175 --> 01:04:53,745
and then let's plan timeline as to where you want these all to land. For example, when steve first started working with us, he said,

572
01:04:56,370 --> 01:04:59,205
straight away, I want the buy the numbers dashboard. I want to make sure that we get that up and running.

573
01:05:01,545 --> 01:05:03,045
it's public-facing. >> in that case, that's the first project we started rolling out.

574
01:05:07,395 --> 01:05:11,160
>> we trained principals this summer during the principal leadership on abre, and we'll be rolling out mtss in january,

575
01:05:13,575 --> 01:05:16,650
followed up by rolling out student 360 as a soft roll out beginning then with teach well as we just work through those things,

576
01:05:19,830 --> 01:05:22,230
we look at trying to put out some asynchronous type training to that, and then what can we deliberate?

577
01:05:24,030 --> 01:05:27,840
>> thank you. >> of course. >> can I ask another question? I'm curious and this is from the perspective of the board goals,

578
01:05:31,710 --> 01:05:33,795
it'll be great to have trackers on that. Those are all about student data.

579
01:05:36,495 --> 01:05:38,460
we're also thinking about the guard rails and other information that the district may have that we may track.

580
01:05:41,865 --> 01:05:44,175
I'm curious when you say the unified data ecosystem. Does that also include the finance system, the hris?

581
01:05:48,705 --> 01:05:52,410
will those also pour into abre? Is it only the student inform? >> thank you. Great question as well.

582
01:05:54,060 --> 01:05:58,050
if there's a way that we can capture data, there's a way that we can pot it into abre. Even as simple as just uploading a spreadsheet.

583
01:06:00,630 --> 01:06:04,080
that's a one-time upload. We can put it in abre and we can put a dashboard. That can be all the things.

584
01:06:06,180 --> 01:06:08,070
>> yes, sir. Absolutely. >> trustee franco.

585
01:06:10,550 --> 01:06:10,550
>> hi.

586
01:06:16,230 --> 01:06:19,800
once the software is purchased in three-years, what does support look like after that? Is there additional cost for supports?

587
01:06:22,830 --> 01:06:25,740
>> currently right now, our support is just ongoing support, and so we do meet with abre weekly to just talk through

588
01:06:28,440 --> 01:06:31,770
our timelines and our projects and our milestones and things of that sort. Then with them, they also provide us training as well,

589
01:06:34,560 --> 01:06:38,430
and so they were able to actually bring one of their abre to us this summer for that, but it's just that continuous support.

590
01:06:40,380 --> 01:06:42,870
after the three agreement is done, we'll go and we'll review that to see how we review board.

591
01:06:46,995 --> 01:06:49,650
>> thank you. >> yes, ma'am. >> going back to trustee pantoja,

592
01:06:51,840 --> 01:06:51,840
question and being a little if you provides more clarity,

593
01:06:56,250 --> 01:06:59,925
specifically for the parent facing information. That is available in spanish.

594
01:07:01,185 --> 01:07:04,800
I know right now it's not available on 38 languages, and we want to get there. Was what I heard you say. But currently is at least available in spanish?

595
01:07:11,030 --> 01:07:13,380
>> can you speak to the mic, please? >> sorry. Thank you.

596
01:07:15,180 --> 01:07:15,180
currently, the student 360 for the family a view is not available in english.

597
01:07:21,630 --> 01:07:21,630
I believe there's certain components that can't speak spanish.

598
01:07:26,600 --> 01:07:26,600
that's because I'm really wanting it to be available on spanish.

599
01:07:31,155 --> 01:07:31,155
thank you. This ask is on the product roadmap,

600
01:07:38,865 --> 01:07:38,865
as we know that that's a very important component to have as part of our product,

601
01:07:45,180 --> 01:07:48,705
to make sure that we're servicing those families. But as of now, it is not currently in the student 360.

602
01:07:52,710 --> 01:07:55,995
>> got you. Then just a comment, generally speaking, thinking back to some of the responses that we've gotten or

603
01:07:58,800 --> 01:08:01,770
the feedback that we had in our town halls and week, and thinking back towards their comments specifically around communication.

604
01:08:07,790 --> 01:08:10,575
I think it'd be helpful if at some point, I don't know what the dashboard looks like,

605
01:08:12,840 --> 01:08:16,395
but it'd be helpful if there's an explanation of kind of like, I don't know if this exists, but if you click on something and says,

606
01:08:18,690 --> 01:08:21,570
this is actually what that means. Here's the number, this is what we're calling it, but this is what the numbers actually mean because otherwise,

607
01:08:24,930 --> 01:08:28,050
the parent doesn't really know what that data entails or what that represents for the child. Go ahead. Sorry.

608
01:08:32,295 --> 01:08:35,640
>> yes. I know exactly what you mean, and that could be part of the customization. I think oftentimes it shows up at the sub I,

609
01:08:38,400 --> 01:08:41,700
and then you click on the I, and it gives you a dropdown of what that explanation is. That would most definitely be a part of the customization request.

610
01:08:46,020 --> 01:08:48,375
>> fantastic. Then the only other comment that I had was, I do appreciate mr. Gonzalez,

611
01:08:50,490 --> 01:08:52,560
that you included in the presentation, that this can be for our board goals.

612
01:08:54,945 --> 01:08:54,945
I think it will be very very helpful and for us to always be laser focus on

613
01:08:59,640 --> 01:08:59,640
student outcomes and what we look like from a monthly, bimonthly quarterly basis.

614
01:09:05,070 --> 01:09:09,000
I appreciate that you guys are including those board goals. Thank you very much. Wonderful presentation. >> yes, sir. Thank you for that feedback.

615
01:09:10,410 --> 01:09:13,370
>> thank you. Any more questions, board? >> what does the training look like for our teachers?

616
01:09:17,475 --> 01:09:20,925
is what this tail extra hours, work hours? I know you said that it would be more of a soft rollout, I guess,

617
01:09:24,450 --> 01:09:28,350
principals went through their training and how fast, like, will it go out to our teach? Are we starting at grade level?

618
01:09:30,315 --> 01:09:33,210
if we start in secondary? How exactly does that look? >> yes, ma'am. Wonderful question. Thank you.

619
01:09:35,475 --> 01:09:35,475
currently right now, it lives with our administrators and our school office team.

620
01:09:39,495 --> 01:09:41,070
as we roll that out to teachers, we would utilize some of their plc time that they have potentially, and if not,

621
01:09:44,640 --> 01:09:46,995
use any type of training days that we have for that, as well as looking to see what we could provide during the summertime.

622
01:09:52,150 --> 01:09:54,650
>> trustee ledesma woody. >> thank you. The board asked about some items that are part of

623
01:10:00,260 --> 01:10:02,480
>> customization. Thank you, and board goals and all that good stuff.

624
01:10:04,370 --> 01:10:04,370
is that additional costs or is that part of our already perfect? Thank you.

625
01:10:09,340 --> 01:10:09,340
>> any more questions? Thank you for that.

626
01:10:13,475 --> 01:10:16,025
>> thank you. >> thank you. >> and moving on to we're go on to dvisd architectural assessment summary.

627
01:10:21,470 --> 01:10:21,470
mr. Willoughby, you're up.

628
01:10:31,840 --> 01:10:34,595
>> good evening, president guardian. Doctor guties, ladies and gentlemen, on the board.

629
01:10:37,400 --> 01:10:39,230
I would like to acknowledge, first of all, this is the summary presentation for

630
01:10:41,480 --> 01:10:41,480
the dvisd architectural assessment that was conducted in 2024, 2025.

631
01:10:48,665 --> 01:10:51,050
here with us this evening are mr. Terry hoyle, the ceo of flug architects,

632
01:10:53,075 --> 01:10:54,335
and miss heather roof, senior associate and senior pm for our project here with the district.

633
01:10:58,985 --> 01:10:58,985
they're available to answer any questions that you might have following the presentation.

634
01:11:03,305 --> 01:11:06,260
this is part two of the facilities assessment. Part 1, we conducted at a workshop back in september,

635
01:11:10,010 --> 01:11:10,010
where we reviewed that assessment summary that focused on the mechanical,

636
01:11:15,575 --> 01:11:19,415
electrical, and plumbing systems, hvac, roofing envelope. Fluger assessments performed a facility condition assessment during that time to

637
01:11:23,750 --> 01:11:23,750
look at the interior finishes and systems at 13 of the campuses.

638
01:11:28,025 --> 01:11:30,350
the assessment evaluated the conditions of the following components and assigned a rating of either good,

639
01:11:34,055 --> 01:11:36,580
fair, or poor. The components that were reviewed were floors,

640
01:11:41,015 --> 01:11:44,615
walls, and doors, ceilings, casework, or cabinetry, window treatments,

641
01:11:47,615 --> 01:11:51,350
fixed equipment like water fountains and hardware, and equity with other facilities.

642
01:11:53,855 --> 01:11:55,160
one thing to note, athletic facilities were not included in this assessment.

643
01:12:00,220 --> 01:12:00,220
the process was based on a conditional rating where the assessment recommended

644
01:12:05,375 --> 01:12:05,375
a specific action that was associated with estimated costs for the components,

645
01:12:11,000 --> 01:12:11,000
which would include no action to replace,

646
01:12:15,080 --> 01:12:17,930
to repair, to resolve, or to fix the functionality or safety of or a compliance concern,

647
01:12:22,670 --> 01:12:22,670
and whether or not to add a new component.

648
01:12:27,880 --> 01:12:30,710
or remembering that our maintenance projects and repairs are prioritized by four criteria.

649
01:12:34,510 --> 01:12:37,220
as we go into each campus, you'll notice that each of those components were given a value of good,

650
01:12:41,495 --> 01:12:45,460
fair, or poor and a recommended action. There's a lot of information, a lot of numbers here.

651
01:12:48,440 --> 01:12:52,160
we take a little bit of time to go through each campus. But I would like to point out a couple of specific campuses.

652
01:12:55,655 --> 01:12:58,160
for example, creedmoor elementary, the flooring there at creedmoor is of the original flooring,

653
01:13:03,260 --> 01:13:03,260
and it was recommended or identified as poor because of its age.

654
01:13:07,820 --> 01:13:10,010
but I can tell you that that floor looks immaculate because that custodian has done a fantastic job,

655
01:13:13,580 --> 01:13:15,425
the original custodian at that school, and he pours a lot of pride into that building.

656
01:13:18,500 --> 01:13:21,530
now, there might be some tiles that aren't of the same color, but when you walk into that building,

657
01:13:23,390 --> 01:13:25,760
those floors shine and they pop. It takes a lot of pride in taking care of that.

658
01:13:27,980 --> 01:13:27,980
while it has been recommended to replace that vct tile with something newer,

659
01:13:33,860 --> 01:13:36,860
the condition of that floor, as it stands right now, can withstand additional time.

660
01:13:39,080 --> 01:13:41,960
it's only recommended that it be replaced. In addition, I would like to point out,

661
01:13:44,255 --> 01:13:44,255
we can flip over to daly middle school.

662
01:13:51,485 --> 01:13:54,365
if you can remember this summer, daly middle school was identified as a campus in need due to the conditions of the paint,

663
01:14:00,845 --> 01:14:02,495
the walls, and the doors, and the marker boards that were in the classroom.

664
01:14:05,795 --> 01:14:08,960
it was identified in the facilities, as you can see,

665
01:14:10,430 --> 01:14:13,955
as walls and doors were rated as poor. The recommendation was to paint 158 thousand gross square footage of walls,

666
01:14:20,650 --> 01:14:22,885
door frames, replacing tack strips, and removing those whiteboard wall coverings.

667
01:14:26,680 --> 01:14:26,680
the estimated value of that work by the assessment was $1.2 million.

668
01:14:33,310 --> 01:14:36,610
but I remind you that we were able to perform that work and give that campus a refresh to the cost of $400,000.

669
01:14:40,505 --> 01:14:44,060
a considerable amount of savings right there and being able to perform that work not as a grand value,

670
01:14:47,510 --> 01:14:50,075
but enough to make a big difference on that campus. If you've seen the before and after looks inside that building,

671
01:14:54,200 --> 01:14:56,975
there's a tremendous difference in there in the culture and the pride that exists in that school.

672
01:14:59,660 --> 01:14:59,660
I want to point out and remind you that there was a seventh-grade student,

673
01:15:04,070 --> 01:15:07,070
who had written a personal note to dr. Guties about his concern for the conditions of those buildings and expressing,

674
01:15:10,940 --> 01:15:14,330
man, it's bad in here, and we don't take pride, how can we take pride in this facility?

675
01:15:16,790 --> 01:15:19,625
and to hear his feedback now, it would be interesting to hear because we were able to provide

676
01:15:22,730 --> 01:15:25,900
that facet that a student himself was looking for. Also, point out to you the next page, ojeda middle school.

677
01:15:29,065 --> 01:15:29,065
again, it was identified the walls and doors and the conditions were considered fair,

678
01:15:35,390 --> 01:15:35,390
and there was a recommendation to repaint 154,000 gross square foot of walls,

679
01:15:40,610 --> 01:15:40,610
door frames, and movable partitions, and laminate panels.

680
01:15:45,095 --> 01:15:47,465
the estimated cost there was $2 million, but we gave that campus a refresh at the cost of $380,000.

681
01:15:52,685 --> 01:15:54,320
considerable savings of that. Now that's not to say all the work has been completed,

682
01:15:57,035 --> 01:16:00,605
but a large part of that work was improved, and we were able to perform to provide

683
01:16:02,735 --> 01:16:02,735
a good pop of color to that building and a sense of pride in there.

684
01:16:07,385 --> 01:16:11,030
as you continue looking through the different campuses and the values associated with that work,

685
01:16:13,970 --> 01:16:13,970
I want to bring you to the final pages.

686
01:16:19,900 --> 01:16:23,105
the facility assessment navigation, as I will share this with you,

687
01:16:25,190 --> 01:16:27,815
or if it hasn't already been shared with you electronically, you can click on those campuses,

688
01:16:29,660 --> 01:16:32,660
and it will take you to the actual assessment that fluger performed, and you can read all of the data there.

689
01:16:34,910 --> 01:16:36,890
but looking at the following page, the totals by component.

690
01:16:39,260 --> 01:16:42,245
when we talk about flooring and walls, ceiling, casework, windows, and equipment,

691
01:16:44,360 --> 01:16:44,360
here are the values and estimated costs for for all of those scopes of work.

692
01:16:49,445 --> 01:16:52,055
but I remind you that we, in-house, our maintenance and operations team are currently looking

693
01:16:55,430 --> 01:16:58,760
at some of that scope of work to perform in-house to the extent possible based on the amount of

694
01:17:01,400 --> 01:17:01,400
our m&o budget and whatever ins might be available at this time.

695
01:17:05,810 --> 01:17:08,480
why? Here's the why. Why are these things important?

696
01:17:11,105 --> 01:17:13,550
because studies have shown that the condition of your facilities have a direct impact on student achievement.

697
01:17:16,880 --> 01:17:16,880
it has been identified that the acoustics and noise volume in buildings, the air quality,

698
01:17:22,835 --> 01:17:25,625
the lighting quality, temperature controls, and classroom size and space,

699
01:17:27,695 --> 01:17:30,065
all have an impact on student achievement. They can all contribute to increased test scores anywhere between 3-17%.

700
01:17:35,315 --> 01:17:37,490
studies have shown they contribute to higher attendance rates and also to supporting 21st-century learning environments,

701
01:17:42,485 --> 01:17:42,485
so that students can collaborate and engage in higher-order thinking.

702
01:17:46,925 --> 01:17:46,925
when we look at our facilities assessments and prioritize the scope of work,

703
01:17:51,275 --> 01:17:51,275
we want to try to capture as much of that work as we can in house with our m&o team at

704
01:17:56,930 --> 01:18:00,755
a minimal cost to the extent that we can afford and then recommend thinking about convening a long range,

705
01:18:05,960 --> 01:18:09,110
a long range facilities planning team to see how we would need to approach any additional work at those larger values.

706
01:18:12,875 --> 01:18:12,875
open it up for any questions.

707
01:18:16,900 --> 01:18:16,900
>> we'll start with secretary wegner.

708
01:18:20,975 --> 01:18:20,975
>> thank you. Thank you for this updated information.

709
01:18:25,415 --> 01:18:27,170
I have a couple of questions, actually. On this estimated total cost 44 million,

710
01:18:30,095 --> 01:18:30,095
that's more than the 36 million previously, is that correct?

711
01:18:34,715 --> 01:18:34,715
>> forty four million is 44 million that we don't have.

712
01:18:39,260 --> 01:18:41,675
>> then on this, where we did the 1.2 d7,

713
01:18:44,540 --> 01:18:48,065
where we saved the $877000 or daily, is that included in this new total, or is that taken out?

714
01:18:51,690 --> 01:18:54,025
>> it hasn't been taken out. >> perfect. Thank you. Court,

715
01:18:57,280 --> 01:18:57,280
any more questions? Trustee pantoja.

716
01:19:01,390 --> 01:19:01,390
>> thank you for this. In your earlier slides.

717
01:19:07,850 --> 01:19:10,160
I love the maintenance projects, 1, 2, 3, 4 how you the stages of what's priority.

718
01:19:15,845 --> 01:19:18,905
then I was going to originally asked, my first question was going to be, how did you determine good, fair,

719
01:19:21,380 --> 01:19:25,055
and port, but looking at the photos. That's very straightforward. The question that I have now is,

720
01:19:28,510 --> 01:19:28,510
you have it on here twice,

721
01:19:32,660 --> 01:19:36,155
equity with other facilities. How did you define equity as in a standardization that we have across the district,

722
01:19:40,340 --> 01:19:43,490
or how did you define equity? >> if I might defer to the fluker team to come answer that question, please?

723
01:19:49,120 --> 01:19:52,460
>> absolutely. Good evening, board, and congratulations to everybody.

724
01:19:54,590 --> 01:19:57,725
it's good to be here. I'm heather. I think a lot of you have met me before. Equity was just looking at items such as something that you've put in

725
01:20:01,600 --> 01:20:01,600
a newer campus in comparison to something that maybe went into a campus 25 years ago.

726
01:20:05,935 --> 01:20:05,935
what does that look like for students and campuses across the district?

727
01:20:14,370 --> 01:20:14,370
>> trustee woody.

728
01:20:18,400 --> 01:20:20,570
>> thank you for all of this. My question is more going to be toward the board.

729
01:20:23,015 --> 01:20:23,015
we have conversations that we need to have regarding how we are going to pay for this.

730
01:20:27,890 --> 01:20:27,890
how do we figure out this versus

731
01:20:33,025 --> 01:20:35,620
providing equipment for cte programs versus all this other stuff that we haven't talked about that it's going to cost money?

732
01:20:40,630 --> 01:20:44,000
when are we going to have that conversation, board? That's my question to you all.

733
01:20:45,140 --> 01:20:46,310
when are we going to talk about bonds? When are we going to talk about what we need for the district holistically?

734
01:20:51,665 --> 01:20:51,665
yes, please.

735
01:20:58,780 --> 01:21:02,030
>> this is great, and I do appreciate the depth of this. Can I ask that we include the year of the building on these next time?

736
01:21:08,555 --> 01:21:09,170
>> yes, ma'am. >> thank you. Trustee [inaudible]

737
01:21:13,460 --> 01:21:13,460
>> they are if you open each one of the pdfs are at the beginning of the do.

738
01:21:18,250 --> 01:21:21,050
>> mr. Wiley, thank you very much for this presentation. This has been great. Clarifying question.

739
01:21:24,395 --> 01:21:27,920
I think you answered it, but these dollars are on top of the dollars that we got from presentation 1, correct?

740
01:21:30,995 --> 01:21:34,880
>> yes, sir. >> in addition to. >> in addition too. Thank you. >> then I do want to say, I really appreciate how you tied back

741
01:21:37,925 --> 01:21:37,925
the investment in our schools with student outcomes.

742
01:21:42,515 --> 01:21:44,900
I think a lot of people don't necessarily always view those things as one of the same or even tied together,

743
01:21:47,165 --> 01:21:49,670
but you're right, whether a student wants to come to a class or not has a lot to do with what that classroom looks like.

744
01:21:52,925 --> 01:21:55,580
I really appreciate you, especially for the public, letting him know that every dollar invested in our schools does

745
01:21:58,460 --> 01:21:58,460
return something in student outcomes and grades.

746
01:22:02,650 --> 01:22:04,895
I have a question overall, and I think you touched on it a little bit.

747
01:22:07,055 --> 01:22:09,650
you mentioned a committee for next steps, but what are next steps?

748
01:22:11,375 --> 01:22:14,765
I think this might help answer trustee woody's question. In your mind, what are next steps?

749
01:22:16,790 --> 01:22:20,210
>> thank you for that question. Anytime an assessment of this magnitude has been conducted,

750
01:22:21,980 --> 01:22:25,505
we have to ask, how do we eat this elephant? You eat an elephant, one bite at a time.

751
01:22:28,160 --> 01:22:28,160
but to recognize and understand that these decisions don't come from one person,

752
01:22:32,345 --> 01:22:32,345
best practice and recommendation would be to convene a long-range planning committee.

753
01:22:36,470 --> 01:22:39,665
that would consist of different teachers, campus administrators, students, community members, business people,

754
01:22:43,835 --> 01:22:45,380
board members could sit on that and administrative team to sit and talk about and review this data.

755
01:22:52,160 --> 01:22:52,160
to review the data, to talk about things we want we need and we wish for,

756
01:22:57,725 --> 01:23:00,695
and the timeline that we would want to have those things, whether to provide equity or to improve aesthetics,

757
01:23:04,550 --> 01:23:07,115
or to improve the condition of the air. Those discussions have to take place on

758
01:23:08,990 --> 01:23:12,785
a larger scale because they're too big for one person to make. The recommendation would be that we convene a long-range committee early spring.

759
01:23:17,645 --> 01:23:20,240
>> thank you. I do have one more comment, and I'd like to say first of all, thank you, heather for being here,

760
01:23:21,965 --> 01:23:25,460
and thanks for your hard work. Fugar always does great work. But you mentioned something in your presentation regarding space requirements,

761
01:23:31,595 --> 01:23:34,010
and that's one thing that I haven't seen. Are we going to look at that at some point as far as if a school was built in 1980,

762
01:23:39,875 --> 01:23:41,840
and what was the teaching styles back then, as compared to what is recommended for classroom sizes,

763
01:23:44,915 --> 01:23:44,915
teaching sizes, whatever that looks like from a 2025 perspective?

764
01:23:50,330 --> 01:23:53,135
I think we don't have that in this report. Do we plan on doing something like that?

765
01:23:54,800 --> 01:23:57,515
or would that be helpful for this conversation? >> absolutely. Thank you for that. That's exactly right.

766
01:24:00,485 --> 01:24:03,290
when we talk about equity, that's a component of equity. Twenty first century learning involves flexible space,

767
01:24:06,185 --> 01:24:09,980
kids being able to move about and convene in different configurations, not sitting in rows,

768
01:24:11,495 --> 01:24:13,565
what we grew up with. In order to support 21st-century learning

769
01:24:16,670 --> 01:24:20,120
and those higher-order thinking skills, collaboration, it would be recommended that we look at some of

770
01:24:22,190 --> 01:24:24,785
our older campuses that are void of those spaces and see how we can implement some of that flexible learning space into that environment.

771
01:24:30,050 --> 01:24:33,125
again, that would come from that long-range planning committee. Each of those representatives from those campuses and on the committee would say.

772
01:24:36,575 --> 01:24:39,155
hey, we need some flexible space in our building, like some of the newer campuses it might have.

773
01:24:42,005 --> 01:24:42,005
>> thank you. Appreciate that. No more questions.

774
01:24:46,390 --> 01:24:50,180
>> so, in the strategic planning committee, would we also be including cte equipment,

775
01:24:55,940 --> 01:24:58,685
or would it be strictly maintenance and operation? >> it would cover all facets of the camp and all programs.

776
01:25:02,210 --> 01:25:02,210
>> perfect. Thank you.

777
01:25:08,800 --> 01:25:08,800
>> yes [laughter] yes.

778
01:25:13,895 --> 01:25:17,030
you said that this survey was conducted was the 24, 25 survey, don't you?

779
01:25:20,015 --> 01:25:21,785
>> this past school year. Yes, ma'am. >> since then, I know that all went in and just did

780
01:25:24,440 --> 01:25:28,055
a overall assessment what led us to ojeda and daly upkeep and paint and all the great things you all did because it's a big difference,

781
01:25:34,280 --> 01:25:37,850
and I can really appreciate that. I'm for equity. I love this. I feel like, as a board,

782
01:25:39,590 --> 01:25:41,345
we want all the things done tomorrow. If we could, please go get everything right.

783
01:25:44,465 --> 01:25:46,355
but obviously, that's not going to happen. >> denis is going to panic if we say. [laughter]

784
01:25:49,040 --> 01:25:51,890
>> no, I'm saying that's something that we would all want our kids to have all the things, for sure.

785
01:25:55,190 --> 01:25:55,190
we wouldn't give you a heart attack like that for sure.

786
01:25:59,830 --> 01:25:59,830
as of today, in real time,

787
01:26:04,060 --> 01:26:04,060
have you seen anything that has gone into a point where it's like,

788
01:26:08,630 --> 01:26:11,255
for sure, right now, it's gotten worse. It's like, emergency, or is this still legit?

789
01:26:16,070 --> 01:26:18,065
is this still current? >> this is current. Now, some of those things can be

790
01:26:20,780 --> 01:26:24,395
identified at a higher priority than others. If we see any of those things that would cause a direct safety impact on kids,

791
01:26:29,510 --> 01:26:31,925
we try to get that addressed as quickly as possible. This is current, and our staff is

792
01:26:34,340 --> 01:26:37,670
evaluating which things we need to get taken care of so sooner. >> those are things that all just do on a daily just upkeep.

793
01:26:45,430 --> 01:26:47,765
>> trustee pandoja. >> just have a comment. Heather, thank you

794
01:26:50,450 --> 01:26:54,110
for the individual assessments for all the campuses. Hookers elementary opened '99.

795
01:26:56,615 --> 01:27:00,020
I saw that here there is a question mark on page 1. >> [background] go back. [laughter]

796
01:27:04,340 --> 01:27:08,260
>> historical knowledge. Thank you, sir. >> we are good. Next up is discussion items,

797
01:27:13,370 --> 01:27:16,985
committee updates by the board of by trustees. We have lsg cite.

798
01:27:21,755 --> 01:27:25,520
>> the lone star governance committee has been hard at work over the last couple of weeks. We had some really great listening sessions this past week

799
01:27:28,220 --> 01:27:30,740
with the community at our three middle schools. We had about 50 plus people at those three events,

800
01:27:34,715 --> 01:27:37,160
and then we closed our survey on sunday night. We have about 550 individual responses to individual questions.

801
01:27:42,080 --> 01:27:44,120
five hundred and fifty total pieces of data we need to work through as we start to think about our guardrails.

802
01:27:47,060 --> 01:27:47,060
the committee is doing some work to recommend,

803
01:27:51,170 --> 01:27:54,320
based on the work we did at the workshop, how we might update those guardrails to reflect the community input.

804
01:27:58,280 --> 01:27:58,280
>> then those will be brought for review by the committee at our december 2nd workshop,

805
01:28:04,370 --> 01:28:07,805
and then we'll vote on them. The plan is december 16th. Anything else?

806
01:28:10,160 --> 01:28:12,740
>> no. Again, great job, jason, for all the presentations, great job, all the board.

807
01:28:14,990 --> 01:28:17,360
our board members, I think we had at least every one of us at one point in one of those town halls,

808
01:28:20,480 --> 01:28:23,000
and it was great to have everybody present and listening, and thanks for all your support.

809
01:28:26,710 --> 01:28:29,345
thanks for the staff support. They were all there, too. Some had to drive home, eight o'clock at night.

810
01:28:35,410 --> 01:28:35,410
>> quick comment. We did have a meeting last night,

811
01:28:40,190 --> 01:28:43,340
and one of our coach said that we have other school districts that are looking at the presentations that our board did.

812
01:28:47,030 --> 01:28:47,030
kudos to our board committee for continuing in those efforts.

813
01:28:51,140 --> 01:28:52,610
folks are paying attention, and I'm really proud of all that work, so thank you guys.

814
01:28:56,165 --> 01:28:58,355
>> we have a comment as well. I think the committee did a wonderful job,

815
01:29:02,765 --> 01:29:04,490
and it was quite an experience, something we've never really delved into,

816
01:29:07,365 --> 01:29:07,365
but it was a great opportunity to meet the community and interact

817
01:29:12,550 --> 01:29:12,550
with them. Any other updates?

818
01:29:19,580 --> 01:29:21,515
>> I just make on board. I don't know if you all saw

819
01:29:24,635 --> 01:29:27,170
the family support launch that was sent to us in the communicate two weeks ago from the foundation.

820
01:29:30,440 --> 01:29:30,440
if y'all don't have it, I'll share it with your president,

821
01:29:35,930 --> 01:29:35,930
so we share with the board.

822
01:29:40,480 --> 01:29:42,710
>> I'd like to take a moment to thank the education foundation and the donations that they

823
01:29:46,370 --> 01:29:46,370
are taking in for any of our students that have lost snap benefits.

824
01:29:51,845 --> 01:29:55,430
please, if you see any board members from the education foundation, thank them for us because that's going to help tremendously in our students. Thank you.

825
01:29:59,945 --> 01:30:03,530
>> that's what this family support fund is. >> thank you. >> there you go.

826
01:30:05,510 --> 01:30:05,510
>> absolutely. Any more updates?

827
01:30:10,630 --> 01:30:10,630
>> I just have a quick update as far as the budget goes.

828
01:30:14,660 --> 01:30:14,660
as you know, we were for lsg for the committee,

829
01:30:18,815 --> 01:30:22,190
and after all the expenditures that we had, we have a remaining budget balance of $318 and for future use.

830
01:30:26,945 --> 01:30:30,350
we came in under budget, so good job team. [laughter] thank you.

831
01:30:34,955 --> 01:30:38,110
>> I'm not the only being counter. Next up is consent agenda.

832
01:30:43,300 --> 01:30:43,300
first of all, I guess we ask if we want any other items pulled?

833
01:30:50,200 --> 01:30:50,200
>> I'd like to pull f. F is the travis county juvenile justice alternative education.

834
01:31:01,120 --> 01:31:04,295
>> just that? >> just that. >> can I have a motion to approve items a-e?

835
01:31:08,075 --> 01:31:08,075
damián pantoja makes a motion. Do I have a second?

836
01:31:14,990 --> 01:31:17,530
>> real quick. I do have a question. I believe on here we have the tca vote, correct?

837
01:31:22,580 --> 01:31:22,580
[background] my bad, I apologize.

838
01:31:27,800 --> 01:31:30,370
I was confusing. Thank you very much. >> do I have a second? And all those in favor.

839
01:31:46,210 --> 01:31:46,210
I keep switching it on off. 9-0?

840
01:31:53,060 --> 01:31:53,060
>> yes.

841
01:31:58,060 --> 01:31:58,060
>> we'll move on to item f, trustee woody?

842
01:32:02,855 --> 01:32:05,810
>> my question was, do we know what kind of services are given to our students that if

843
01:32:10,970 --> 01:32:10,970
they do attend this particular education program,

844
01:32:16,490 --> 01:32:19,520
how interactive is our district with them, and how long are they there all that stuff?

845
01:32:24,040 --> 01:32:27,925
>> good evening. Sorry, our new president. Superintendent [inaudible].

846
01:32:30,970 --> 01:32:34,035
the curriculum would still be texas education. Texas essential knowledge teak based.

847
01:32:36,995 --> 01:32:39,530
they have certified teachers that are there, and they are full time so it would be the exact same as to what we're doing here,

848
01:32:46,250 --> 01:32:49,100
quite a bit of what they do maybe online, like with our ingenuity program that we have here in del valle isd,

849
01:32:53,135 --> 01:32:56,500
that may be a possibility with the student as well. >> that was going to be my next question.

850
01:32:58,910 --> 01:33:01,970
are we offering the programs that we do have here to students to help catch up on their credits,

851
01:33:05,720 --> 01:33:08,660
if they have credits and all that stuff, what are we doing? >> yes, it would be that just as if you were drawing to any other district,

852
01:33:15,140 --> 01:33:16,925
we would make sure there's a transcript, and myself and another liaison would be going back and forth,

853
01:33:20,270 --> 01:33:23,030
continuing to make sure that if it's niki that she's still on track for whatever pathway that she is on.

854
01:33:27,430 --> 01:33:27,430
>> great. My biggest thing was I wanted to make sure no one

855
01:33:32,060 --> 01:33:32,060
was fell through the cracks just because they're not in a seat at one of our campuses.

856
01:33:36,305 --> 01:33:38,660
>> yes, ma'am. >> thank you for that. >> great question. >> that's all I have. If no others,

857
01:33:40,670 --> 01:33:42,725
I can make the motion to approve. I will make the motion to approve this item as presented.

858
01:33:48,440 --> 01:33:51,275
>> president woody makes the motion. Secretary wegner seconds it.

859
01:33:53,450 --> 01:33:57,190
can I have all those in favor? Motion carries 9-0. Next up,

860
01:34:06,470 --> 01:34:08,135
we have action items, and it's district of innovation plan renewal,

861
01:34:11,180 --> 01:34:11,900
dr. [inaudible].

862
01:34:29,270 --> 01:34:31,040
>> good evening, president wegner, dr. Gutierrez and members of the board.

863
01:34:34,655 --> 01:34:34,655
this evening as presented this month,

864
01:34:38,705 --> 01:34:42,185
say last month. This month. A couple of weeks ago, we brought to you our district of innovation plan.

865
01:34:45,320 --> 01:34:48,080
I want to remind you all of two areas that are really important and this is what the plan is moving forward.

866
01:34:51,140 --> 01:34:54,440
the two current areas that we have is our adjustment to the academic calendar which is for us to start earlier than what's required by law.

867
01:35:00,695 --> 01:35:00,695
our second that is currently that we want to continue with

868
01:35:04,700 --> 01:35:04,700
the plan of innovation is our staffing and certification,

869
01:35:09,125 --> 01:35:11,630
especially as it ties to our cte. Then the two areas that we do want to add is the modification to our grievance policy.

870
01:35:18,245 --> 01:35:21,770
in fact, it's actually not a modification to our current policy. It's saying we will not adopt the 89th legislature recommendation,

871
01:35:28,010 --> 01:35:30,575
instead, we will keep our current policy. Then we had adopted

872
01:35:33,050 --> 01:35:33,050
our library materials acquisition process because we had to act before the school year.

873
01:35:38,705 --> 01:35:38,705
what we're saying is we'd like to go back to our original process before this.

874
01:35:43,955 --> 01:35:47,060
for the reasons that we shared earlier is that it slows down and we already have a robust process in place.

875
01:35:50,225 --> 01:35:50,225
with that, I ask for the support to this plan and then,

876
01:35:55,130 --> 01:35:58,840
of course, I will answer any questions. >> board any questions? From this side?

877
01:36:03,665 --> 01:36:07,190
no. Do I have a motion to approve? Trustee pantoja makes a motion.

878
01:36:09,410 --> 01:36:09,410
do I have a second? Trustee jason sierra seconds.

879
01:36:13,970 --> 01:36:13,970
all those in favor? Motion carries 8-0.

880
01:36:19,640 --> 01:36:19,640
>> thank you, board.

881
01:36:27,010 --> 01:36:30,110
>> next up is discuss, consider, and possibly act on a resolution of del valle isd voting of

882
01:36:33,620 --> 01:36:37,535
candidates for the board of directors of the travis county central appraisal. Again, dr. [inaudible].

883
01:36:40,520 --> 01:36:40,520
>> tonight, we bring forth the actual ballot.

884
01:36:44,855 --> 01:36:45,935
there is no ballot. It's you all saying we support one of the candidates on here.

885
01:36:49,790 --> 01:36:49,790
again, the process is that we can nominate a nominee,

886
01:36:56,840 --> 01:36:59,660
you all choose or more than one if you choose. We have a total of 70 votes that can go to one person,

887
01:37:02,870 --> 01:37:06,380
you all can split them. You all decide what that needs to look like. We've got to take action on the dias,

888
01:37:09,335 --> 01:37:10,790
where those votes are going to go. Then we will share this back so that we can meet our deadline of I think december 14th,

889
01:37:17,675 --> 01:37:21,620
there it is. Those are the candidates. >> board any comments, any preferences?

890
01:37:26,650 --> 01:37:26,650
>> no, I think based on our original we nominated bruce elfant as

891
01:37:32,450 --> 01:37:35,090
a board three months ago or something like that or two months ago given that we didn't have any other person that we nominated,

892
01:37:39,680 --> 01:37:41,570
I think maybe it would be wise for us to give all 70 votes to the one person that we nominated.

893
01:37:43,925 --> 01:37:43,925
unless anybody has an objection to that. I would make that motion.

894
01:37:48,400 --> 01:37:48,400
>> trustee franco makes a motion for who was it?

895
01:37:52,865 --> 01:37:55,400
>> bruce elfant. >> bruce elfant. Do I have a second. >> all 70 votes to go to bruce elfant.

896
01:37:57,110 --> 01:37:59,615
>> all 70 votes to go to bruce elfant. Secretary wegner seconds.

897
01:38:01,940 --> 01:38:01,940
can I have a vote.

898
01:38:08,590 --> 01:38:08,590
those in favor? Motion carries 9-0.

899
01:38:14,090 --> 01:38:14,090
>> thank you, board.

900
01:38:32,130 --> 01:38:32,130
>> at this time, the board of trustees will now adjourn into closed session under

901
01:38:36,560 --> 01:38:36,560
the following sections of the texas open meetings act, tgc 551071,

902
01:38:42,350 --> 01:38:46,130
consultation with legal counsel, tgc 551074, discussion of personnel, tgc 551.074,

903
01:38:50,870 --> 01:38:54,755
review and approve employee resignations and terminations of professional staff, tgc 551074 consider sanctions for abandonment of contract,

904
01:38:59,930 --> 01:38:59,930
tgc 551076, discussion of intruder detection audit,

905
01:39:04,460 --> 01:39:04,460
tgc 551.076, safety and security protocols.

906
01:39:09,080 --> 01:39:09,080
the time is 9:07.

907
01:39:16,450 --> 01:39:16,450
the board of trustees ended its closed session at 10:12 pm, 2025.

908
01:39:26,980 --> 01:39:29,225
we ended at 10:12. The time is now 10:14 and we're back in open session. Thank you.

909
01:39:34,640 --> 01:39:34,640
let me find mine. Do I have a motion to approve,

910
01:39:41,975 --> 01:39:43,820
discuss, consider and possible act on the employment resignations and terminations of professional staff?

911
01:39:47,135 --> 01:39:49,280
>> yes, ma'am. I'd like to make a motion to take action on

912
01:39:52,700 --> 01:39:52,700
the employment resignations and terminations of professional staff as presented.

913
01:39:57,065 --> 01:39:59,270
>> secretary wegner makes a motion? Do I have a second? Vice president cisneros makes a second. All those in favor?

914
01:40:08,230 --> 01:40:08,230
by show of hands, motion passes 9-0.

915
01:40:15,160 --> 01:40:17,900
do I have a motion to discuss, consider a possible act on sanctions for abandonment of contract?

916
01:40:22,985 --> 01:40:22,985
>> yes, ma'am. I'll make a motion to take action

917
01:40:27,530 --> 01:40:27,530
on the sanctions for abandonment of contract as they were presented.

918
01:40:32,615 --> 01:40:34,865
>> secretary wegner makes a motion. Do I have a second? Trustee pantoja makes a second.

919
01:40:39,230 --> 01:40:39,230
can I have all those in favor with the show of hands, please?

920
01:40:43,370 --> 01:40:43,370
motion passes 9-0.

921
01:40:49,750 --> 01:40:49,750
do we have any new business for future board agenda items?

922
01:41:04,600 --> 01:41:08,000
>> yeah, I'd like to add at some point, a discussion around the long term facilities master plan and

923
01:41:11,795 --> 01:41:11,795
to form a committee to start discussing that plan.

924
01:41:17,320 --> 01:41:20,510
>> thank you. I have written that one down. Trustee wright-haywood.

925
01:41:25,180 --> 01:41:28,535
>> I would like the board to consider or possibly take action on renaming the second high school.

926
01:41:39,400 --> 01:41:39,400
>> trustee wright-haywood makes a motion and trustee ledesma woody makes a second.

927
01:41:48,320 --> 01:41:50,150
do we have any discussion on that? [background]

928
01:42:02,000 --> 01:42:02,870
no. >> you can't have discussion. You just need to get three people.

929
01:42:07,120 --> 01:42:07,120
>> a recommendation to put it on future.

930
01:42:12,245 --> 01:42:15,280
>> sorry about that. >> duly noted.

931
01:42:20,680 --> 01:42:20,680
>> a second and you need a third in order to bring it back.

932
01:42:28,925 --> 01:42:28,925
>> do I have a third person to bring this back?

933
01:42:38,770 --> 01:42:38,770
we don't have three people and then the motion dies.

934
01:42:51,610 --> 01:42:55,160
>> yes, I'd like to propose board discussion regarding the annual board agenda calendar and possibly making

935
01:42:58,070 --> 01:43:01,475
adjustments as to the special education dates. My two proposal details are one, a bi-annual review,

936
01:43:05,930 --> 01:43:05,930
the change would implement bi-annual updates on the annual board agenda calendar.

937
01:43:11,855 --> 01:43:14,720
the purpose of that would be to keep the board and community informed about the sped audit improvement progress.

938
01:43:17,870 --> 01:43:17,870
secondly, would be to have a quarterly status update.

939
01:43:25,610 --> 01:43:27,620
the change would be to add a brief informal quarterly status update in our weekly communication that happen.

940
01:43:32,330 --> 01:43:36,280
thank you so much for that. I appreciate. My ask would be to have that quarterly in the communicate.

941
01:43:42,170 --> 01:43:42,170
the purpose of that being is to keep stakeholders updated on progress and developments.

942
01:43:48,580 --> 01:43:52,250
the benefits to my proposals would be one, transparency, regular updates,

943
01:43:55,310 --> 01:43:58,610
enhance awareness, and two communication, as we know, consistent information fosters trust.

944
01:44:05,230 --> 01:44:05,230
thank you for considering these additions.

945
01:44:10,870 --> 01:44:10,870
>> is there anything further? Trustee pantoja.

946
01:44:15,725 --> 01:44:15,725
>> I would like for us to review the committees that we have currently established,

947
01:44:23,720 --> 01:44:23,720
who has signed up for them and received that's still a good fit going into 2026.

948
01:44:29,810 --> 01:44:29,810
I think that would be a good time to review it to take effect starting in january.

949
01:44:33,890 --> 01:44:36,590
but how we talk about the next meeting, whether it be the workshop or a board meeting.

950
01:44:38,720 --> 01:44:41,030
>> I believe that's in the december agenda. [background]

951
01:44:46,790 --> 01:44:48,380
>> just so the board knows, we do have a board operating workshop committee

952
01:44:51,155 --> 01:44:54,830
so think about what we have, what you want to see, what you want to bring back,

953
01:44:56,375 --> 01:44:59,720
because we do have a committee and if we do change that up, that's helpful to the committee that we have that stuff

954
01:45:01,880 --> 01:45:01,880
already so we don't spend a lot of time just making stuff up.

955
01:45:08,470 --> 01:45:08,470
>> anything further? Thank you.

956
01:45:12,710 --> 01:45:16,145
do I have a motion to adjourn? >> I move to adjourn. >> trustee franco moves to adjourn and trustee pantoja seconds.

957
01:45:20,510 --> 01:45:20,510
all those in favor? Motion carries 9-0.