>> good evening. Welcome and thank you for joining us at this meeting of the del valle isd school board of trustees.
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.
additionally, this month also marks the first anniversary for trustees samuel franco,
and trustee mindez narrows, a milestone in itself, so thank you very much.
thank you for your continued. [applause] thank
you all for your continued dedication and support of our district. With that, I am president wegner,
and I call this meeting to order at 6:16 pm on november 18th, 2025.
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.
next up, we have the pledge of allegiance. Hornsby-dunlap is here to perform that for us,
so take it away.
>> good evening, madam president, superintendent doctor gutierrez, members of the board,
and community here tonight. I am nicole muriel, and I'm proud to share and
introduce the hornsby-dunlap elementary ensemble. Tonight, we'll be performing funga alafia,
a traditional african folk song. This is a piece that we started performing and rehearsing for about one month ago.
thank you for this opportunity. Please enjoy the performance.
[music] [applause] [music]
>> they've only been working on that for a month. Wow, good job.
next up, we have public comment this evening. There are two speakers.
let me find my public comment script. Individuals who wish to participate during public comment
shall sign up before the meeting begins as specified in the board's on public comment and shall indicate
the area or agenda item or topic on which they wish to address the board.
at no time will a trustee respond to an individual addressing the board. However, administrative staff members are
available to answer any questions and provide assistance. Administrative staff members may approach
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.
secretary guardian will be the timekeeper and alert you when you have one minute remaining,
and then call time once your three minutes have expired. First up, we have anne huberger,
speaking on treatment of staff and parent. Thank you.
>> good evening. I'm anne huberger. As a resident of del valle id for 23 years,
a former substitute in the district, a long time volunteer and a member of the board of trustees former member for 14.5 years.
I am sad, disappointed and appalled by the denial of the level 3 grievance last night,
especially from board members that know the grievance and exemplary work she has done for 28 years for hundreds of parents,
students and staff at the campus. In fact, through the numerous principles at betty over the years,
she is seen by many as face betty. I want to thank the two board members that supported the grievance last night.
with the 42 vote in favor of denying the grievance, the board has empowered every administrator in the district from
the superintendent to the campus and department level to harass, bully, disrespect, and retaliate against employees.
with this decision, why would quality staff want to work in del valle isd?
by denying the grievance, you're allowing the campus administrators at the grievance campus to continue the retaliation,
bullying and harassment inherited from the reassigned principle. In fact, it has gotten worse.
this is making it so difficult for her to serve the betty community. I challenge every board member,
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.
not one of you would want to work in this space. So cramped, no outside windows, between two bathrooms,
limited technology, connections and outlets, unsafe, probably unhealthy,
and there is a limited availability accessibility for the parents,
volunteers, donors, and partners, including the brider bytes and our long term partner, the junior league.
it is like that the location was deliberately chosen to keep her from serving the baby parents and families and community,
and with the location, you are telling the parents they do not matter.
in fact, some of the wonderful parents I've volunteered with over the years are telling me they no longer feel welcome at betty.
one internet are treated with respect by administrative staff, bordering on, if not outright rudeness.
I have been treated recently rudely by the interim principal. The first time we were in contact with each other,
she asked, who are you and never introduced herself to me. That was exactly the tone.
I had no idea who she was. Some parents are considering removing their children from the school district.
I believe actions speak louder than words. Press releases are photo ops.
the district says they want to serve the students and the families, but by treating a long time successful employee in
this manner and keeping her from serving the students and families, your words mean nothing.
sadly, it seems we are no longer a dvs family. We used to say with so much pride. Thank you.
>> thank you for your comment. Next up, we have brett covington speaking on resources, please.
you'll have three minutes as well.
>> good evening, madam president, members of the board, superintendent gutierrez.
I've spoken here many times enough that I seriously considered whether I should come tonight,
because sometimes I'm afraid that despite the expression that it's the squeaky wheel that gets the grease,
sometimes you worry about maybe it's the squeaky wheel who gets the negative attention or gets fired.
I'm not normally a fearful person. Don't get me wrong.
I have spoken to a number of you all in
the room and you on the board last week at your town hall meeting,
to make you aware of some of the challenges that we're facing on the del valle high school campus.
as a teacher there, I have observed that
the discipline situation on the ground has gotten much worse.
I am here specifically for those of you who I did not have a chance to talk to townhalls.
that the statistics that you were presented while I am sure are 100% accurate.
the conclusions that you may have drawn, just to take one line item,
that the average daep placements 2020-2024 by
this time of year or the date of the presentation was 64 compared this year to 2016,
I believe it was you sam well, who said, thank you for keeping our students engaged in learning.
I'm sorry, but that was the wrong conclusion to draw.
we have students that are not housed at daep,
but that is not to say that they are productively engaged in quite the contrary.
they are running up and down halls, standing in stairwells, banging on doors and windows,
interrupting my class [overlapping] when I tell them, they need to clear the hallway.
the school administration has responded. I do not want to give you the idea that they don't care.
they have responded, but the situation is resistant to resolution.
and I believe that is because we do not have the student support services on campus that we need.
when you have 124, do not stay away orders or contracts written in the first month of school,
and kids who don't care about that and walk through them, taking away daep and kt, may be fine.
it makes your statistics look better, but it's shifting the problem and having an effect on instruction and on staff retention.
resources adequate to deal with the situation need to be put in place.
>> thank you for your comment. Next up, we have recognition items.
we have doctor katrina bailey for recognition of students who read 1,000 books before kindergarten.
one of my favorite times.
scotty to the podium. >> good evening. I'm dr. Katrina bailey.
here to present the award. [laughter] couldn't resist.
good evening, everybody. Good evening, board of trustees, dr. Catrez, cabinet,
and the family and friends and residents of del valle, who are here to celebrate with us tonight.
it is my pleasure and honor to always come and celebrate our very youngest learners who have read 1,000 books before kindergarten,
which is not only an amazing accomplishment, but we really encourage everyone at the cdc to
start when they're babies because this amazing accomplishment is easy to reach if,
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.
that's pretty spectacular. As we know, literacy is so incredibly important.
we are here tonight to celebrate a student who this afternoon started getting sick,
and so he's not here with us, but we do have another recipient, and we'll get to her in a second,
but benjamin collins, so little benji is not feeling well,
but he is 22 months old and already has read 1,000 books before kindergarten,
so congratulations to benji,
but our next recipient, who is who is definitely here today with grandma,
grandpa, aunts, uncles, mom, dad, sister, and other sister.
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.
it is kinsley gonzalez's turn, so come on up, kinsley.
[applause] [overlapping]
>> hang around a little longer because because I recognize you comments.
>> oh, I can't believe it.
>> I know that time babies.
>> well done. That is so awesome. Thank you for bringing out all your babies this evening. Miss gonzalez.
>> she can't hear me. >> hi, guys. Thanks for coming.
thanks for bringing all these babies. Yes. Next step on the agenda,
we have closed session. The board will go into closed session under tgc 551.074.
consider nominees for board officer positions. The time is now 6:33.
we will be back.
thank you very much for your patient. The board ended. It's closed session at 7:44.
it is now 7:46. We are in open session for the election of officers.
do I have a motion for the position of president?
>> I nominate president daryl leger to continue to be president for the board.
>> do I have a second for the motion? I'll second the motion.
all of those in favor by show of hands, please.
one, two, three, four. >> all of those opposed? All of those abstaining?
the motion is 4-4-1.
with that I'm sorry, do you have. >> [overlapping] go ahead. >> okay. Can you all turn off your mics.
with that, the motion it doesn't pass.
it doesn't pass because it's 4-4.
is there a second nomination? >> I nominate elvia guardian as board president.
>> thank you. Do I have a second for guardian to be the president?
trustee franco made the motion motion seconded by trustee cecales.
all those in favor by show of hands. Four. All those opposed by show of hands?
all of those abstaining? Four, two, three is nine.
at that point, the motion carries for guardian to be the board president.
do you mind if I go ahead and continue the elections? Thank you. Because it's just easier.
at this point, do we have a nomination for vice president?
I'll nominate secretary. I'm looking at you.
susanna ledesma woody for vice president? Do you have a second?
second made by chante wright-heywood. All of those in favor by show of hands.
four. All of those opposed?
five. Do we have a second nomination for vice president?
>> I nominate trustee melinda cisneros for vice president.
>> thank you. >> I'll second. >> motion made for melinda cisneros as vice president from trustee franco,
seconded by secretary guardian. All of those in favor by show of hands.
all of those opposed? What was that 63?
are you abstaining? All of those abstaining.
5-3-1, motion carries.
at this time, we are going to change seats, so bear with us wile we.
sorry. Okay. Moving on.
do I have a motion for secretary? >> I'll make the motion motion for ledesma woody to be secretary.
>> do you accept that position? >> at this time, I will decline because I would like to
nominate darla wagner as secretary.
>> there's a motion on the table for me to be secretary.
do we have a second? Everybody second, this one.
trustee pantoja makes a second. All of those in favor by show of hands. I can't see everybody.
how many is this one, two, three, four, five, six, seven, eight. Look at us, nine and 0.
at this time, now that we've completed the three officer positions, let's switch seats.
>> madam president.
>> first of all, I want to thank you everybody for your support.
thank you. And I will be leaning on all of you as well.
>> madam president, may I make a comment? Please. >> absolutely.
>> I just want to say that this board is truly amazing.
this is the first time we've done office elections where there is in contention,
where even though we didn't all agree, we all still support each other.
I think that's shown with the work that we've put in through lsg with each
other and the commitment we've made for our students in our district. Thank you board.
>> now we will continue with information items.
actually, first up is superintendent's comments. Dr. G.
>> good evening. As we approach the holiday season,
I first want to express my gratitude to our trustees, teachers, staff, fans, and students together your dedication and partnership to make
del valle isd an exceptional place where students can learn and grow.
last week, I had the opportunity to visit hill crest elementary during their special thanksgiving meal for both parents and students.
the simple moments with our students and families remind me of why our work matters.
the events are a great opportunity to invite parents into our schools and share a meal with their children,
connect with staff, and experience the warmth of our campus community firsthand.
I look forward to more campus family visits this week. Last weekend's dbcc turkey trot was a wonderful display of community spirit.
from cheering on our students and seeing principals join the run, the event was filled with joy from start to finish.
vice president ledesma woody and the organizing team helped create a truly memorable day,
and the fun continued with the pi and the face challenge where I even took the pi to the face.
>> lot of fun. >> thanks to everyone who participated or donated,
the funds raised will directly support the community and help families receive holiday meals.
your generosity made the event a great success. We also continued spreading appreciation across
the district during her second dv family day, and all of our central office spread across the district
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.
finally, we've had many student celebrations over the past month, and I want to share just a few of those.
recently, the dvhs quiz team placed in the top eight of 18 schools in
the high school quiz shows austin competition and will advance to match play next year.
the quiz show is part of the programming from austin's pbs station.
congratulations to daly and ohta middle school musicians who earned top region 18 honors, including all region,
all district, and multiple first chair recognitions, and what I'm told is a historic achievement for both campuses.
I'd also like to congratulate dvhs seniors kat guerrero and isabella rivera,
who on signing day committed to continue their softball careers at blynn college and utsa.
thank you to everyone who continues to support and strengthen our del valle community. I hope everyone has a wonderful thanksgiving week.
I'd also like to take a moment to thank darla wagner and trustee susana woody ledesma.
for the support that they have provided in their officer positions over the next year,
and I'm looking forward to working with the new slate of officers over the course of this next school year. Thank you all.
>> thank you for that.
>> 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.
>> thank you for that, darla. Next up on the agenda is presentation items,
and we're going to gpm goal 1c and dr. Katrina.
>> good evening.
>> good evening, secretary. No. President guardian.
dr. Guties and members of the board. Tonight, we are here to present on goal 1 goal progress measures 1 through 3,
and as you can recall, these are the goals that we set this coming school year and to monitor over the course
of the school year how our students are doing in progress to these goals. Tonight, I have with me,
our executive director of teaching and learning. They're hiding over here in the corner a little bit.
I'm to pull them over here a little bit closer. Is andrea hamer executive director of teaching and learning,
and then also our director of literacy monica franco.
they help us with this work. They work tirelessly every day with our teachers,
our campus leaders, and so we cannot do this work without them. I want to make sure that they're here.
one to support the presentation, but also to recognize the work that they've done in a very short amount of
time to make sure that our students are on track and continue to learn and that this district continues to grow.
moving forward. Early literacy
represents foundational skills built from pre-k through second grade.
early literacy encompasses essential reading skills built through pre-k and third grade,
including phonics, vocabulary, fluency, and comprehension. That allows students not just to read,
but also understand grade level texts independently. It is a critical accountability measure
because students who are not reading on grade level by third grade are significantly more likely to experience academic challenges,
not just in reading, but across multiple subjects. Strong and early literacy outcomes signal effective early instruction
and set the foundation for long term and that's what we're here to do.
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.
map fluency is the assessment that we give to kinder through second grade students.
sorry, kinder and first grade students. I'll talk a little bit more about this as I go.
map fluency evaluates each of the key strands of work recognition,
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
us the first look at how our students are performing and reading across multiple strands of reading.
it evaluates phonological awareness, phonics, automatic reading, automatic word recognition.
it ensures that students develops the reading automaticity, the fluency, to the coding skills to be able to read and understand text.
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.
if any piece of that particular rope is broken for students or if it's not as tight,
then students are going to experience rating difficulty. Map fluency is our first look at whether or not students are
developing the skills to be able to have a really tightly round and compacted rope so that they can one read fluently and
also understand grade level and independent grade level texts independently.
as you can recall, our grow progress measure for kindergarten is to increase reading for our students who are
learning in english from 60 about 65%-85% by june of 2028,
and we know that that's a really ambitious goal, but we know what targeted and intentional work that we can get there.
currently at the beginning of the school year, our students, our kindergarten students,
about 65% of them who tested in english, and we tested our emergent bilingual students in both english and spanish.
that's representative of both groups of students, when you look at our emergent bilingual english and then you'll see
also students who may not necessarily be emerging bilingual students, but who are also in the dual language program,
we assess groups of students in both languages. In spanish, about 71% of our students are on grade level.
as we begin to move through the grade levels, as you can see and you can recall,
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.
but our students, as you can see, are not where we definitely expect them to be.
some of this is because we have very strong pre-k programs.
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.
as you saw tonight, we recognize the work that's happening also at our cdcs with the initiative of
having students read 1,000 books by time they get to kindergarten. We know that that's really important.
that program is really effective. The work that we're doing with our pre-k teachers is really effective.
you see our kindergarten students coming in much stronger. We have to be able to continue that work when students get into
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,
where about 48% of our students are reading on grade level in english and about 50 not reading on grade level,
but on track when we look at map fluency and about 59% of them are on track when we look at spanish.
then we switch to second grade and you can see our goal is about 26%.
right now, our students at the foundational level are the base level, about 26% of them are on grade level,
and we're hoping that by june of 2028,
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,
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.
the other thing that I want to point out is when you look at kindergarten and first grade, you see map fluency.
when we get to second grade, we start to look at map growth and that signals that switch from
teaching kids how to read to students reading to learn.
it's not necessarily an apples to oranges assessment, which is why you see such a significant difference
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.
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
we're going from kinder and first and then down to second. I'm always going to say, so what now what?
of course, the data is what it says. Before I move on to what are we doing about it,
I do want to point out that our students will be taking this assessment again at the middle of the year.
we'll be able to provide the board their board update how students are performing at
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.
what's working for us literacy pathos, initiative.
>> that is, really great work that's been happening and monica has been leading that work with our early literacy team,
with our literacy coordinators and also with our campus leaders and also really working to to build our understanding of literacy,
making sure that we have the instructional materials and that we have the understanding to be able to
support our students and our teachers through professional learning.
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,
ensuring that we have a common language around routines in classrooms and across campuses because that's the thing as our students move,
we know that our students will move between campuses in del valle. We want to make sure that we have a common language,
and that also teachers as they come together that they have a common language about what we're seeing in classes,
and then also how do we respond when our students are not learning. In addition to that, we're seeing greater collaboration because
our principals have an opportunity, not just our teachers, but our campus leaders also have an opportunity to come
together as a part of this professional learning to to be able to grow their tool box.
we know that our campus leaders are on campuses every single day. They're in classrooms they're working really closely with teachers,
and so it can't just be teachers coming. They also need to have leaders on campuses the work to.
we know that that's working. What needs more attention? We know that we have to have vertical alignment of our phonics,
high frequency wordless, we know that we have to have writing expectations that are really tight vertically.
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.
I can't tell you right now that we have 100%, but I can tell you that we're moving closer towards that 100%.
I would probably say about 80% compliance with our high quality instruction materials,
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,
the more that we'll get tighter in those practices and the use of the materials. Strong progress monitoring tools.
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,
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
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
performing in our bi literacy program and ensuring that we get tighter on our practices there as well, too.
we know that that needs more time and attention, and then also ensuring that small group time is protected and purpose.
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
happening on campuses and in our classrooms every single day,
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,
but I do want them to be able to speak. >> good evening, everyone. This is our literacy playlist.
these are part of an initiative from literacy [inaudible] excuse me,
what this does is it puts the learning in the student's hand. When a teacher is pulling small group,
what are the rest of the students doing? Each week the students get one of these in kinder through third grade.
they get one of these sheets that has all of their stations are supposed to complete that week.
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,
and I color my page on monday, and then tuesday, I already know those boxes are colored.
I can't do it anymore. Now I have to pick something different. Really it puts the learning in the student's hands.
it provides that immediate practice that they need for skills that will enhance their literacy practices.
it allows the teacher to then have targeted small group time with the student.
the students have these in their folders.
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.
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
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,
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.
they're maybe doing practice on the short u sound. We want to make sure that as we're building
these practices and routines in the classrooms, the students can have connected practice.
aligning strategies for improvement. In kindergarten through third grade,
we're creating time and space for those vertical teams to me. That's the professional learning teams coming together,
not just in english, but also in our spanish classrooms as well to both teachers and leaders.
that we have targeted small group instruction. Again, that's building the teachers practice to be able to have.
the stations that you see that's what the kids are out there doing while the teachers pulling that small group and being really
intentional with the gaps that they may be seeing in individual students as they're taking these assessments.
then that we continue to have the teacher support in the coaching that happens both in the spot in the moment and then through
intentional professional learning opportunities that we're providing as a part of the teaching and learning team alongside our campus
lead instructional coaches, and again, our teachers. That's it, and we will take any questions that you have at this time.
>> [inaudible]. >> thank you for the presentation. I think this is really amazing.
one of the things that has been a concern is that we do have different languages,
not just spanish, and I feel like some people would say, that's line priority.
are we applying the same concepts to concepts to all of our languages,
our kids who have different languages or how is that working out? >> we only offer the dual language program in spanish.
however, we do require the majority of our teachers or all of our teachers to be esl
certified or to be working towards esl certification so that we do have esl strategies that are showing up in the classrooms.
we also try to make sure that our teachers are providing the accommodations so that our students can have the linguistic accommodations to access.
one of the things that we know that's really challenging is we have over 38 languages
spoken in our district is that it's going to be really hard to find educators who can speak all of those languages.
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,
and then also making sure that the teachers are providing really good linguistic practices in the classroom,
opportunities, strategies, accommodations, visual learning and support.
whether that's making sure that there's bilingual dictionaries, whether they're picture dictionaries or language dictionaries in the classroom,
whether that's visual supports for the teachers, and the teachers thinking about that. We talk about the universal learning and special education,
but universal design for learning applies to all of our students. Even teachers thinking about
those individual students in the classroom and thinking about, okay, well, I have a student that's a pastoral speaker in the classroom,
I have a student that speaks rd. How am I thinking about them as I'm designing this lesson ensuring that I
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.
>> board, any more questions? >> I just had one comment.
as you talked about the teachers working in small groups and the student ownership of learning,
I believe, is powerful. Several of our trustees, as they've gone on walks with me,
have been able to see it in action. It really excites me that when you look at
this data and you look at what the campuses and the curriculum are doing in response,
then you will be able to see that strong alignment when you go and visit campuses.
one of the things I do as superintendent is bring board members along to see the curriculum come to life and
you all make decisions up here on the diese that oftentimes board members don't get to see in action.
as you were presenting what students are doing,
as far as having that ownership and selecting where they're going to go and working with small groups,
several of our board members have been able to see that in action and it's really exciting.
I just want to commend the efforts of the team for ensuring that we have
that alignment and that we are engaging our students in rigorous and relevant instruction.
>> 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,
and we're going through a lot of growth. I'd be curious from you and your team.
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?
>> 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.
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,
but we knew that there were a lot of things that need to change around math instruction as well.
I think what I think is working well is that what we're utilizing,
especially in early literacy as far as the curriculum, the hmh that was already present on the campus.
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.
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.
I think what we're seeing is teachers feeling more confident of building teachers efficacy in the work because
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,
then we're going to see greater outcomes for us students. I think that we're seeing greater teacher efficacy a lot of
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.
I want to make sure that we recognize that as well, too, and the teachers have some ownership in
that work too because they're doing this work alongside us. I think our principals knowledge and skills is building as well
around how to best support teachers when they're struggling with work. Another challenge that I'll say,
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.
as our trends also follow the regions, the state and what we see nationally happening,
and the number of always say not classically trained, or those who didn't necessarily go to school to be teachers,
but are here working every single day, just as hard as our teachers. That in itself is a challenge,
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.
while it's a challenge, it's also an opportunity as well.
>> trustee wright-haywood.
>> 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.
I do want to ask that going forward, where can we direct our parents.
when our parents like us as a board, we're focused on a district wide range overview.
but if a parent is asking me, I want to go see where my kid is from
all 2025 data after they redo these assessments, it's 2026.
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.
if parents are not getting that, then I would definitely campus principal first,
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.
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.
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.
if kids are not on track, then there was an additional communication that went to families on how to best support students,
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]
>> yes. We also have our pacing guides online that parents can go to as well. >> how do we get to that?
>> they're on the curriculum website online.
>> any more questions? Next item on the agenda is the bat presentation,
mr. Gonzalez, you're up.
>> good evening, president guadion, superintendent dr. Gutierrez and board members.
thank you all for the opportunity to join you tonight to discuss our abre partnership.
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
been able to achieve and where we want to go moving forward.
>> thank you. Yes my name is alison segura.
I am the dedicated customer success manager for abre.
I've been partnering with steve since the beginning of the year and our agenda tonight,
we're going to go into the specifics of the del valle isd strategic priorities along with the abre alignment that look like.
we'll review our implementation progress and look at abre from the educator lens lastly,
looking at the road ahead. Abre has a mission,
which is to open learning communities by connecting what truly matters?
through consolidated data, we are unifying districts by creating meaningful connections across system.
abre equips districts with insights that drive growth for every student and strengthen growth within the community.
abre supports districts to reinvest in what matters most by focusing on outcomes.
clearly understanding and communicating the effectiveness of district programs and initiatives,
using data informed decisions to reallocate resources for maximum impact.
in addition, we help improve operational efficiency by centralizing your data,
reducing time spent on daily tasks through digital workflows, managing communications and tracking data in one place.
what you see here are the abre solutions aligned strategic priorities.
all of these solutions have not been implemented within district as of yet.
currently, our projects include assessments, custom attendance dashboard,
a custom nwa growth dashboard,
mtss dashboard, as well as the student 360, which we'll get into.
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
all of the data sources together onto one platform to then be able to start to do those customized build within the district.
the first phase, the red arrow consists of the student information system data from skyward.
we're bringing in all of those demographic files assessments, grades, schedules.
all of those are on the platform, which then allows us to move into that third party integration assessment data,
where we're integrating vendor data, if you will, as well as state assessment data.
having all of that data in that platform now allows us to have that library of data to be
able to pull and pick and create those customized dashboards for the specific stakeholders.
>> as you can see, under this section here, what dr. Bailey just referenced was the nwa map.
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,
and so that way we can make those adjustments in real time as we see that data coming through so we can actually go
back and reference spring data versus fall data or mid year data versus mid year data last year.
all that will live on one single dashboard. Again, on the left hand side on that red umbrella, that's what we pull in.
those are the data that we provide to abre, and they're able to use some of
their third party integrations like with college board to bring in things like ap testing,
sat, act, that sort. Then dibels there, that's an early literacy testing,
so we're also able to bring that in as well. As we work through, we'll talk through a little bit more
about our progress of what we're doing the dashboard, the student 360, and some of those other classroom 360 type.
>> what you're looking at here are a few of your assessment dashboards.
the assessment dashboards are going to be single-source, third-party data.
it's going to be visualized for the district. Multiple assessment dashboards can be accessed on one platform.
staff has the ability to go into their abre dashboard and pull a drop-down.
we'll have a list of all of the assessment dashboards that they can access for their specific needs.
one key feature of these assessment dashboards is the flexible, easy-to-use filters.
this is an ease of use, workflow improvement that we hope to provide districts,
and allows them to break down assessment data by campus, grade level, student groups, other other key variables,
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.
>> what that looks like on this dashboard here is that a teacher or educator,
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.
essentially, I could click on the 41.94% and I can drill down into what that looks like to the granular level.
we're able to see things at a higher level and really work our way through.
>> the custom dashboards that you're seeing here are custom dashboards that have been built for the district,
and they're going to provide actionable, real-time insights tailored to your specific district priorities, which these are.
it's a unified data. Custom dashboards are unified data in one place. Going to bring together data from multiple systems to give
staff a clear, comprehensive picture. It's time saved for staff and leaders,
eliminating the need for multiple reports in multiple different systems.
this leads to improved operational efficiency and cost saving. Lastly, these dashboards provide improved decision-making abilities.
customized views help staff quickly identify trends, track progress, and intervene when necessary.
>> behind a little bit more behind the custom dashboard, this comes from feedback that we received from teaching and learning
team as far as how are our users using the data for their needs. Then we tailor that to meet their needs.
we work with abre to be able to provide that information to them.
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.
with that, they're able to really drill in there and to see the enrollment, the attendance on the district website,
under the about us section. Talking through a little bit of our project workflows and our next step.
some of the value that abre adds is that we're able to do some really deep dives in integration really starting with skyward.
one of the abre team members, she was a former skyward administrator,
and she's able to go into the back of our skyward and really help us massage the data,
so we're putting clean data into abre and that way we're getting clean data out of abre as well.
that's some of the value that they add with that. The way the project management goes,
just talking through again, how that works when a new dashboard is requested, we work with abre and
our teaching and learning team to really build out what that project timeline looks like, what those milestones looks like,
and what those reoccurring meetings look like, that way we're able to deliver on what our end users.
then throughout the phase rollout plan, you're really co-creating those professional learning dashboard with admin,
eventually working our way to the teacher level, and that again, is listening to their feedback and providing them what they need to
have the best tools in front of them to support their students. Some of the quick wins that we have, as well,
abre does have what are called out-of-the-box dashboards, where they've built something for another district.
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,
and that's a pretty quick turnaround for things like that.
the road ahead, what we have coming soon. Some of the other custom dashboards that we're currently working on the mtss dashboard.
that's in partnership with our teaching and learning team, really taking their feedback to see what's going to work best for us,
that way we can make those in time decisions. Really looking at one other one of our priorities,
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?
then looking at board board goals dashboards. This can be something like what's coming from lsg, things like that,
so we can really take your feedback so we can put something together that you have access to
that we can build for you that can also be public or behind the scenes.
some of the other value that we really find with utilizing abre and eduphoria projects.
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
working into bringing in some of the cfa data. Any of the things that we're doing in eduphoria.
we have two coders on the back end that are working within our eduphoria environment to bring in cfas.
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,
that way we can see that growth over time. If we don't see that growth, then we can make those in time decisions.
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.
>> student 360 ivy personally is one of the most exciting components of abre,
simply because of the ease of use that it provides
educators in a way that they can respond pretty quickly to each individual student.
but let me talk a little bit more about the specific. It's going to help teachers by giving them a complete,
as I stated, easy-to-read view of each student in one dashboard. It consolidates academics, attendance,
behavior, assessments into one place.
teachers can go in and access and look at those metrics that I just stated,
as well as assessment information. It's saving them time and helping them to quickly understand student needs.
it's going to serve as a one source of truth. That's what's really important about student 360
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
a full picture of all of their data and assessment information.
>> our goal with this is really to make it as teacher-friendly as we can.
really reducing the amount of paperwork and things teachers have to work through to be able to do that,
as well as pulling different reports from all the different areas here. We can have reports from skyward,
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
one place that they can go to to find all the information they need, really helping us reduce costs and really save time.
just for clarification, this is sample student data because we believe in student data privacy.
>> then next we have class 360. Class 360 is going to be the classroom view for the educator
to look holistically at specific data that they are interested in and then that oftentimes informs instruction,
allows them to serve specific or special student groups,
also identifying areas for small group instruction.
but again, it's the whole class version of the student.
>> just closing this out again, the abre impact, what it looks like for us is really unifying all of
our data so that our educators can make those data-driven decisions,
and then that way we can really have an efficient use of all of our integrated systems there.
again, we appreciate the partnership we have at abre. If you all want to see some of the back-end data,
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.
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.
now we'd be happy to answer any questions that you may have.
>> secretary wegner. >> thank you for the presentation.
this is for a three-year payment plan. Have we started year 1 in january of 2025,
or is this going to start the three years for the 274,000 in january of 2026?
>> we're currently in year 1, we will start year 2. >> we're in the middle of the three years? Thank you, sir.
>> trustee ledesma woody.
>> it says there's a financial impact. You're not asking us to prove that we've already approved all of that.
>> yes, ma'am. >> just double-checking because it's a little confusing. Comment, I love this organization, this group.
you guys have done amazing things. I was super excited when you all came to our district and all the data that
we would be able to present to our teachers and our students and our parents,
especially because there's a lot of I don't know what's going on in the district.
there's a lot of this district, not so great stuff, but this is going to be data that shows them our progress,
we hear y'all want to see the monitoring, so we're going to provide that information to you.
I'm really excited about this stuff, and I can't wait to see it all the way through. Thank you.
>> thank you so much for your feedback. >> trustee pantoja.
>> thank you for this. A lot of these dashboards are internal-facing, from my understanding.
isn't there also a parent dashboard as well?
>> yes, sir. Once we were able to eventually get to that, going back to the question we had earlier,
how could parents view these scores? We could potentially build something that is forward-facing so that the parent
will be able to see those student scores and the information.
>> visually, what it'll be if you guys roll out family or parent access,
visually for the parent it will look very similar to the student 360 format.
although there won't be all of the information necessarily included in there.
I think that katrina, you guys were talking about, or there was a question, rather,
about accessing assessment information, and parents see that.
that is something that we could be able to customize or build for parents to be able to see longitudinal data.
but that would be within the student 360 for the parents.
that would be a larger conversation. But yeah, it is available.
>> trustee sierra. >> I had a second question. The second part to that and this is for you, mr. Gonzalez,
given that earlier the comment was made 38 languages, are we able to support
that function of that feature for the 38 languages across the district?
>> thank you. That's a great question as well. Our goal is to continue to work with our teaching and learning team to
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,
to be able to put something in be able to.
>> thanks for this. I think it's really exciting to see this amount of data being accessible up and down the organization.
I'm curious about timeline because I assume this is of a staged approach with central office leaders looking at it first,
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.
what's the timeline for the different state of the introduction to our staff?
>> you want to talk about the mtss. >> the timeline is contingent on the complexity of the dashboard and that
can influence it versus some of the out of the dashboard assessments that he mentioned that standing it up.
but if we talk about the mtss bill that we're currently doing with katrina.
I want to say well, first, let me say that the data that katrina is using for mtss dashboard.
that's all data that we currently have in your del valle platform. That's kind of the first place.
>> can you speak into the mic, please? >> yeah. Sorry. I usually get told I have a really loud voice. My apologies.
in that case, because we already have all of that data that that they're using to build this mtss dashboard,
that allows the timeline to be a little bit shorter.
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.
if we think about things like family rollout and doing those things,
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,
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.
I'm not sure if that 100% answers your question. But there's basically not one size fits all timeline.
but I think the important thing is identifying the priority, working with the district to identify those priorities,
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,
straight away, I want the buy the numbers dashboard. I want to make sure that we get that up and running.
it's public-facing. >> in that case, that's the first project we started rolling out.
>> we trained principals this summer during the principal leadership on abre, and we'll be rolling out mtss in january,
followed up by rolling out student 360 as a soft roll out beginning then with teach well as we just work through those things,
we look at trying to put out some asynchronous type training to that, and then what can we deliberate?
>> thank you. >> of course. >> can I ask another question? I'm curious and this is from the perspective of the board goals,
it'll be great to have trackers on that. Those are all about student data.
we're also thinking about the guard rails and other information that the district may have that we may track.
I'm curious when you say the unified data ecosystem. Does that also include the finance system, the hris?
will those also pour into abre? Is it only the student inform? >> thank you. Great question as well.
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.
that's a one-time upload. We can put it in abre and we can put a dashboard. That can be all the things.
>> yes, sir. Absolutely. >> trustee franco.
>> hi.
once the software is purchased in three-years, what does support look like after that? Is there additional cost for supports?
>> currently right now, our support is just ongoing support, and so we do meet with abre weekly to just talk through
our timelines and our projects and our milestones and things of that sort. Then with them, they also provide us training as well,
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.
after the three agreement is done, we'll go and we'll review that to see how we review board.
>> thank you. >> yes, ma'am. >> going back to trustee pantoja,
question and being a little if you provides more clarity,
specifically for the parent facing information. That is available in spanish.
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?
>> can you speak to the mic, please? >> sorry. Thank you.
currently, the student 360 for the family a view is not available in english.
I believe there's certain components that can't speak spanish.
that's because I'm really wanting it to be available on spanish.
thank you. This ask is on the product roadmap,
as we know that that's a very important component to have as part of our product,
to make sure that we're servicing those families. But as of now, it is not currently in the student 360.
>> got you. Then just a comment, generally speaking, thinking back to some of the responses that we've gotten or
the feedback that we had in our town halls and week, and thinking back towards their comments specifically around communication.
I think it'd be helpful if at some point, I don't know what the dashboard looks like,
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,
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,
the parent doesn't really know what that data entails or what that represents for the child. Go ahead. Sorry.
>> 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,
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.
>> fantastic. Then the only other comment that I had was, I do appreciate mr. Gonzalez,
that you included in the presentation, that this can be for our board goals.
I think it will be very very helpful and for us to always be laser focus on
student outcomes and what we look like from a monthly, bimonthly quarterly basis.
I appreciate that you guys are including those board goals. Thank you very much. Wonderful presentation. >> yes, sir. Thank you for that feedback.
>> thank you. Any more questions, board? >> what does the training look like for our teachers?
is what this tail extra hours, work hours? I know you said that it would be more of a soft rollout, I guess,
principals went through their training and how fast, like, will it go out to our teach? Are we starting at grade level?
if we start in secondary? How exactly does that look? >> yes, ma'am. Wonderful question. Thank you.
currently right now, it lives with our administrators and our school office team.
as we roll that out to teachers, we would utilize some of their plc time that they have potentially, and if not,
use any type of training days that we have for that, as well as looking to see what we could provide during the summertime.
>> trustee ledesma woody. >> thank you. The board asked about some items that are part of
>> customization. Thank you, and board goals and all that good stuff.
is that additional costs or is that part of our already perfect? Thank you.
>> any more questions? Thank you for that.
>> thank you. >> thank you. >> and moving on to we're go on to dvisd architectural assessment summary.
mr. Willoughby, you're up.
>> good evening, president guardian. Doctor guties, ladies and gentlemen, on the board.
I would like to acknowledge, first of all, this is the summary presentation for
the dvisd architectural assessment that was conducted in 2024, 2025.
here with us this evening are mr. Terry hoyle, the ceo of flug architects,
and miss heather roof, senior associate and senior pm for our project here with the district.
they're available to answer any questions that you might have following the presentation.
this is part two of the facilities assessment. Part 1, we conducted at a workshop back in september,
where we reviewed that assessment summary that focused on the mechanical,
electrical, and plumbing systems, hvac, roofing envelope. Fluger assessments performed a facility condition assessment during that time to
look at the interior finishes and systems at 13 of the campuses.
the assessment evaluated the conditions of the following components and assigned a rating of either good,
fair, or poor. The components that were reviewed were floors,
walls, and doors, ceilings, casework, or cabinetry, window treatments,
fixed equipment like water fountains and hardware, and equity with other facilities.
one thing to note, athletic facilities were not included in this assessment.
the process was based on a conditional rating where the assessment recommended
a specific action that was associated with estimated costs for the components,
which would include no action to replace,
to repair, to resolve, or to fix the functionality or safety of or a compliance concern,
and whether or not to add a new component.
or remembering that our maintenance projects and repairs are prioritized by four criteria.
as we go into each campus, you'll notice that each of those components were given a value of good,
fair, or poor and a recommended action. There's a lot of information, a lot of numbers here.
we take a little bit of time to go through each campus. But I would like to point out a couple of specific campuses.
for example, creedmoor elementary, the flooring there at creedmoor is of the original flooring,
and it was recommended or identified as poor because of its age.
but I can tell you that that floor looks immaculate because that custodian has done a fantastic job,
the original custodian at that school, and he pours a lot of pride into that building.
now, there might be some tiles that aren't of the same color, but when you walk into that building,
those floors shine and they pop. It takes a lot of pride in taking care of that.
while it has been recommended to replace that vct tile with something newer,
the condition of that floor, as it stands right now, can withstand additional time.
it's only recommended that it be replaced. In addition, I would like to point out,
we can flip over to daly middle school.
if you can remember this summer, daly middle school was identified as a campus in need due to the conditions of the paint,
the walls, and the doors, and the marker boards that were in the classroom.
it was identified in the facilities, as you can see,
as walls and doors were rated as poor. The recommendation was to paint 158 thousand gross square footage of walls,
door frames, replacing tack strips, and removing those whiteboard wall coverings.
the estimated value of that work by the assessment was $1.2 million.
but I remind you that we were able to perform that work and give that campus a refresh to the cost of $400,000.
a considerable amount of savings right there and being able to perform that work not as a grand value,
but enough to make a big difference on that campus. If you've seen the before and after looks inside that building,
there's a tremendous difference in there in the culture and the pride that exists in that school.
I want to point out and remind you that there was a seventh-grade student,
who had written a personal note to dr. Guties about his concern for the conditions of those buildings and expressing,
man, it's bad in here, and we don't take pride, how can we take pride in this facility?
and to hear his feedback now, it would be interesting to hear because we were able to provide
that facet that a student himself was looking for. Also, point out to you the next page, ojeda middle school.
again, it was identified the walls and doors and the conditions were considered fair,
and there was a recommendation to repaint 154,000 gross square foot of walls,
door frames, and movable partitions, and laminate panels.
the estimated cost there was $2 million, but we gave that campus a refresh at the cost of $380,000.
considerable savings of that. Now that's not to say all the work has been completed,
but a large part of that work was improved, and we were able to perform to provide
a good pop of color to that building and a sense of pride in there.
as you continue looking through the different campuses and the values associated with that work,
I want to bring you to the final pages.
the facility assessment navigation, as I will share this with you,
or if it hasn't already been shared with you electronically, you can click on those campuses,
and it will take you to the actual assessment that fluger performed, and you can read all of the data there.
but looking at the following page, the totals by component.
when we talk about flooring and walls, ceiling, casework, windows, and equipment,
here are the values and estimated costs for for all of those scopes of work.
but I remind you that we, in-house, our maintenance and operations team are currently looking
at some of that scope of work to perform in-house to the extent possible based on the amount of
our m&o budget and whatever ins might be available at this time.
why? Here's the why. Why are these things important?
because studies have shown that the condition of your facilities have a direct impact on student achievement.
it has been identified that the acoustics and noise volume in buildings, the air quality,
the lighting quality, temperature controls, and classroom size and space,
all have an impact on student achievement. They can all contribute to increased test scores anywhere between 3-17%.
studies have shown they contribute to higher attendance rates and also to supporting 21st-century learning environments,
so that students can collaborate and engage in higher-order thinking.
when we look at our facilities assessments and prioritize the scope of work,
we want to try to capture as much of that work as we can in house with our m&o team at
a minimal cost to the extent that we can afford and then recommend thinking about convening a long range,
a long range facilities planning team to see how we would need to approach any additional work at those larger values.
open it up for any questions.
>> we'll start with secretary wegner.
>> thank you. Thank you for this updated information.
I have a couple of questions, actually. On this estimated total cost 44 million,
that's more than the 36 million previously, is that correct?
>> forty four million is 44 million that we don't have.
>> then on this, where we did the 1.2 d7,
where we saved the $877000 or daily, is that included in this new total, or is that taken out?
>> it hasn't been taken out. >> perfect. Thank you. Court,
any more questions? Trustee pantoja.
>> thank you for this. In your earlier slides.
I love the maintenance projects, 1, 2, 3, 4 how you the stages of what's priority.
then I was going to originally asked, my first question was going to be, how did you determine good, fair,
and port, but looking at the photos. That's very straightforward. The question that I have now is,
you have it on here twice,
equity with other facilities. How did you define equity as in a standardization that we have across the district,
or how did you define equity? >> if I might defer to the fluker team to come answer that question, please?
>> absolutely. Good evening, board, and congratulations to everybody.
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
a newer campus in comparison to something that maybe went into a campus 25 years ago.
what does that look like for students and campuses across the district?
>> trustee woody.
>> thank you for all of this. My question is more going to be toward the board.
we have conversations that we need to have regarding how we are going to pay for this.
how do we figure out this versus
providing equipment for cte programs versus all this other stuff that we haven't talked about that it's going to cost money?
when are we going to have that conversation, board? That's my question to you all.
when are we going to talk about bonds? When are we going to talk about what we need for the district holistically?
yes, please.
>> 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?
>> yes, ma'am. >> thank you. Trustee [inaudible]
>> they are if you open each one of the pdfs are at the beginning of the do.
>> mr. Wiley, thank you very much for this presentation. This has been great. Clarifying question.
I think you answered it, but these dollars are on top of the dollars that we got from presentation 1, correct?
>> yes, sir. >> in addition to. >> in addition too. Thank you. >> then I do want to say, I really appreciate how you tied back
the investment in our schools with student outcomes.
I think a lot of people don't necessarily always view those things as one of the same or even tied together,
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.
I really appreciate you, especially for the public, letting him know that every dollar invested in our schools does
return something in student outcomes and grades.
I have a question overall, and I think you touched on it a little bit.
you mentioned a committee for next steps, but what are next steps?
I think this might help answer trustee woody's question. In your mind, what are next steps?
>> thank you for that question. Anytime an assessment of this magnitude has been conducted,
we have to ask, how do we eat this elephant? You eat an elephant, one bite at a time.
but to recognize and understand that these decisions don't come from one person,
best practice and recommendation would be to convene a long-range planning committee.
that would consist of different teachers, campus administrators, students, community members, business people,
board members could sit on that and administrative team to sit and talk about and review this data.
to review the data, to talk about things we want we need and we wish for,
and the timeline that we would want to have those things, whether to provide equity or to improve aesthetics,
or to improve the condition of the air. Those discussions have to take place on
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.
>> thank you. I do have one more comment, and I'd like to say first of all, thank you, heather for being here,
and thanks for your hard work. Fugar always does great work. But you mentioned something in your presentation regarding space requirements,
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,
and what was the teaching styles back then, as compared to what is recommended for classroom sizes,
teaching sizes, whatever that looks like from a 2025 perspective?
I think we don't have that in this report. Do we plan on doing something like that?
or would that be helpful for this conversation? >> absolutely. Thank you for that. That's exactly right.
when we talk about equity, that's a component of equity. Twenty first century learning involves flexible space,
kids being able to move about and convene in different configurations, not sitting in rows,
what we grew up with. In order to support 21st-century learning
and those higher-order thinking skills, collaboration, it would be recommended that we look at some of
our older campuses that are void of those spaces and see how we can implement some of that flexible learning space into that environment.
again, that would come from that long-range planning committee. Each of those representatives from those campuses and on the committee would say.
hey, we need some flexible space in our building, like some of the newer campuses it might have.
>> thank you. Appreciate that. No more questions.
>> so, in the strategic planning committee, would we also be including cte equipment,
or would it be strictly maintenance and operation? >> it would cover all facets of the camp and all programs.
>> perfect. Thank you.
>> yes [laughter] yes.
you said that this survey was conducted was the 24, 25 survey, don't you?
>> this past school year. Yes, ma'am. >> since then, I know that all went in and just did
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,
and I can really appreciate that. I'm for equity. I love this. I feel like, as a board,
we want all the things done tomorrow. If we could, please go get everything right.
but obviously, that's not going to happen. >> denis is going to panic if we say. [laughter]
>> no, I'm saying that's something that we would all want our kids to have all the things, for sure.
we wouldn't give you a heart attack like that for sure.
as of today, in real time,
have you seen anything that has gone into a point where it's like,
for sure, right now, it's gotten worse. It's like, emergency, or is this still legit?
is this still current? >> this is current. Now, some of those things can be
identified at a higher priority than others. If we see any of those things that would cause a direct safety impact on kids,
we try to get that addressed as quickly as possible. This is current, and our staff is
evaluating which things we need to get taken care of so sooner. >> those are things that all just do on a daily just upkeep.
>> trustee pandoja. >> just have a comment. Heather, thank you
for the individual assessments for all the campuses. Hookers elementary opened '99.
I saw that here there is a question mark on page 1. >> [background] go back. [laughter]
>> historical knowledge. Thank you, sir. >> we are good. Next up is discussion items,
committee updates by the board of by trustees. We have lsg cite.
>> 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
with the community at our three middle schools. We had about 50 plus people at those three events,
and then we closed our survey on sunday night. We have about 550 individual responses to individual questions.
five hundred and fifty total pieces of data we need to work through as we start to think about our guardrails.
the committee is doing some work to recommend,
based on the work we did at the workshop, how we might update those guardrails to reflect the community input.
>> then those will be brought for review by the committee at our december 2nd workshop,
and then we'll vote on them. The plan is december 16th. Anything else?
>> no. Again, great job, jason, for all the presentations, great job, all the board.
our board members, I think we had at least every one of us at one point in one of those town halls,
and it was great to have everybody present and listening, and thanks for all your support.
thanks for the staff support. They were all there, too. Some had to drive home, eight o'clock at night.
>> quick comment. We did have a meeting last night,
and one of our coach said that we have other school districts that are looking at the presentations that our board did.
kudos to our board committee for continuing in those efforts.
folks are paying attention, and I'm really proud of all that work, so thank you guys.
>> we have a comment as well. I think the committee did a wonderful job,
and it was quite an experience, something we've never really delved into,
but it was a great opportunity to meet the community and interact
with them. Any other updates?
>> I just make on board. I don't know if you all saw
the family support launch that was sent to us in the communicate two weeks ago from the foundation.
if y'all don't have it, I'll share it with your president,
so we share with the board.
>> I'd like to take a moment to thank the education foundation and the donations that they
are taking in for any of our students that have lost snap benefits.
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.
>> that's what this family support fund is. >> thank you. >> there you go.
>> absolutely. Any more updates?
>> I just have a quick update as far as the budget goes.
as you know, we were for lsg for the committee,
and after all the expenditures that we had, we have a remaining budget balance of $318 and for future use.
we came in under budget, so good job team. [laughter] thank you.
>> I'm not the only being counter. Next up is consent agenda.
first of all, I guess we ask if we want any other items pulled?
>> I'd like to pull f. F is the travis county juvenile justice alternative education.
>> just that? >> just that. >> can I have a motion to approve items a-e?
damián pantoja makes a motion. Do I have a second?
>> real quick. I do have a question. I believe on here we have the tca vote, correct?
[background] my bad, I apologize.
I was confusing. Thank you very much. >> do I have a second? And all those in favor.
I keep switching it on off. 9-0?
>> yes.
>> we'll move on to item f, trustee woody?
>> my question was, do we know what kind of services are given to our students that if
they do attend this particular education program,
how interactive is our district with them, and how long are they there all that stuff?
>> good evening. Sorry, our new president. Superintendent [inaudible].
the curriculum would still be texas education. Texas essential knowledge teak based.
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,
quite a bit of what they do maybe online, like with our ingenuity program that we have here in del valle isd,
that may be a possibility with the student as well. >> that was going to be my next question.
are we offering the programs that we do have here to students to help catch up on their credits,
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,
we would make sure there's a transcript, and myself and another liaison would be going back and forth,
continuing to make sure that if it's niki that she's still on track for whatever pathway that she is on.
>> great. My biggest thing was I wanted to make sure no one
was fell through the cracks just because they're not in a seat at one of our campuses.
>> yes, ma'am. >> thank you for that. >> great question. >> that's all I have. If no others,
I can make the motion to approve. I will make the motion to approve this item as presented.
>> president woody makes the motion. Secretary wegner seconds it.
can I have all those in favor? Motion carries 9-0. Next up,
we have action items, and it's district of innovation plan renewal,
dr. [inaudible].
>> good evening, president wegner, dr. Gutierrez and members of the board.
this evening as presented this month,
say last month. This month. A couple of weeks ago, we brought to you our district of innovation plan.
I want to remind you all of two areas that are really important and this is what the plan is moving forward.
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.
our second that is currently that we want to continue with
the plan of innovation is our staffing and certification,
especially as it ties to our cte. Then the two areas that we do want to add is the modification to our grievance policy.
in fact, it's actually not a modification to our current policy. It's saying we will not adopt the 89th legislature recommendation,
instead, we will keep our current policy. Then we had adopted
our library materials acquisition process because we had to act before the school year.
what we're saying is we'd like to go back to our original process before this.
for the reasons that we shared earlier is that it slows down and we already have a robust process in place.
with that, I ask for the support to this plan and then,
of course, I will answer any questions. >> board any questions? From this side?
no. Do I have a motion to approve? Trustee pantoja makes a motion.
do I have a second? Trustee jason sierra seconds.
all those in favor? Motion carries 8-0.
>> thank you, board.
>> next up is discuss, consider, and possibly act on a resolution of del valle isd voting of
candidates for the board of directors of the travis county central appraisal. Again, dr. [inaudible].
>> tonight, we bring forth the actual ballot.
there is no ballot. It's you all saying we support one of the candidates on here.
again, the process is that we can nominate a nominee,
you all choose or more than one if you choose. We have a total of 70 votes that can go to one person,
you all can split them. You all decide what that needs to look like. We've got to take action on the dias,
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,
there it is. Those are the candidates. >> board any comments, any preferences?
>> no, I think based on our original we nominated bruce elfant as
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,
I think maybe it would be wise for us to give all 70 votes to the one person that we nominated.
unless anybody has an objection to that. I would make that motion.
>> trustee franco makes a motion for who was it?
>> bruce elfant. >> bruce elfant. Do I have a second. >> all 70 votes to go to bruce elfant.
>> all 70 votes to go to bruce elfant. Secretary wegner seconds.
can I have a vote.
those in favor? Motion carries 9-0.
>> thank you, board.
>> at this time, the board of trustees will now adjourn into closed session under
the following sections of the texas open meetings act, tgc 551071,
consultation with legal counsel, tgc 551074, discussion of personnel, tgc 551.074,
review and approve employee resignations and terminations of professional staff, tgc 551074 consider sanctions for abandonment of contract,
tgc 551076, discussion of intruder detection audit,
tgc 551.076, safety and security protocols.
the time is 9:07.
the board of trustees ended its closed session at 10:12 pm, 2025.
we ended at 10:12. The time is now 10:14 and we're back in open session. Thank you.
let me find mine. Do I have a motion to approve,
discuss, consider and possible act on the employment resignations and terminations of professional staff?
>> yes, ma'am. I'd like to make a motion to take action on
the employment resignations and terminations of professional staff as presented.
>> secretary wegner makes a motion? Do I have a second? Vice president cisneros makes a second. All those in favor?
by show of hands, motion passes 9-0.
do I have a motion to discuss, consider a possible act on sanctions for abandonment of contract?
>> yes, ma'am. I'll make a motion to take action
on the sanctions for abandonment of contract as they were presented.
>> secretary wegner makes a motion. Do I have a second? Trustee pantoja makes a second.
can I have all those in favor with the show of hands, please?
motion passes 9-0.
do we have any new business for future board agenda items?
>> yeah, I'd like to add at some point, a discussion around the long term facilities master plan and
to form a committee to start discussing that plan.
>> thank you. I have written that one down. Trustee wright-haywood.
>> I would like the board to consider or possibly take action on renaming the second high school.
>> trustee wright-haywood makes a motion and trustee ledesma woody makes a second.
do we have any discussion on that? [background]
no. >> you can't have discussion. You just need to get three people.
>> a recommendation to put it on future.
>> sorry about that. >> duly noted.
>> a second and you need a third in order to bring it back.
>> do I have a third person to bring this back?
we don't have three people and then the motion dies.
>> yes, I'd like to propose board discussion regarding the annual board agenda calendar and possibly making
adjustments as to the special education dates. My two proposal details are one, a bi-annual review,
the change would implement bi-annual updates on the annual board agenda calendar.
the purpose of that would be to keep the board and community informed about the sped audit improvement progress.
secondly, would be to have a quarterly status update.
the change would be to add a brief informal quarterly status update in our weekly communication that happen.
thank you so much for that. I appreciate. My ask would be to have that quarterly in the communicate.
the purpose of that being is to keep stakeholders updated on progress and developments.
the benefits to my proposals would be one, transparency, regular updates,
enhance awareness, and two communication, as we know, consistent information fosters trust.
thank you for considering these additions.
>> is there anything further? Trustee pantoja.
>> I would like for us to review the committees that we have currently established,
who has signed up for them and received that's still a good fit going into 2026.
I think that would be a good time to review it to take effect starting in january.
but how we talk about the next meeting, whether it be the workshop or a board meeting.
>> I believe that's in the december agenda. [background]
>> just so the board knows, we do have a board operating workshop committee
so think about what we have, what you want to see, what you want to bring back,
because we do have a committee and if we do change that up, that's helpful to the committee that we have that stuff
already so we don't spend a lot of time just making stuff up.
>> anything further? Thank you.
do I have a motion to adjourn? >> I move to adjourn. >> trustee franco moves to adjourn and trustee pantoja seconds.
all those in favor? Motion carries 9-0.