[0:01] Okay. Thank you. Good evening. We have a quorum, and I call this meeting to order at 603 PM. And will Ms. Gill please lead us in saying the pledge of allegiance followed by a moment of silence.

[0:47] Thank you.

[0:50] We will now move on to the recognition items on the agenda. We will start with Sophia Hansen, Lake Travis High School Honors Performance Series,

[1:00] This musician and I will invite Trustee Aaron Archer to welcome this for this recognition.

[1:11] Thank you, Ms. Gill.

[1:13] Good evening, President White, members of our Board of Trustees, Dr. Noel and Executive

[1:18] Leadership Team.

[1:19] It is my honor tonight to recognize Lake Travis High School Freshman Orchestra students,

[1:25] Sophia Henson.

[1:26] Sophia was selected to participate in the 2025-2026 High School Honors Performance Series in

[1:33] New York City.

[1:34] Following a highly competitive national audition process,

[1:37] Sophia earned the opportunity to perform with the Honors Performance Series Orchestra on February 8th at Carnegie Hall in New York City.

[1:45] One of the world's most renowned concert venues.

[1:47] The Honors Performance Series brings together outstanding student musicians from across the country to rehearse with distinguished conductors and perform on a premier international stage.

[1:56] Now, would you all please join me in congratulating Sophia Hanson.

[2:00] At

[2:24] Lake Travis High School, we also have her director from Lake Travis Middle School,

[2:30] Ms. Mon May, and also

[2:35] Jen Ho, who is a private lesson teacher and has been since little

[2:41] bitters.

[2:50] This way, please.

[2:52] A couple more?

[2:55] And parents, Sophia?

[2:57] Want to come up and take a picture?

[2:58] Please do.

[3:12] Thank you so much.

[3:17] We

[3:25] have Trustee Rob Ayard, welcome our next recognition.

[3:30] We have the Lake Travis Special Olympics, 2026 Texas Winter Games,

[3:35] floorball skills competition with Ms. Freeman here.

[3:41] President White, members of the board, Dr. Noel and the executive team, we are proud

[3:47] to recognize our special Olympics floorball team for their dedication and success

[3:51] Yes, at this year's state winter games.

[3:54] Now in our third year competing in the event hosted by the cities of Lakeway and

[3:58] Becave, our program has grown from four to ten athletes with nine advancing to state.

[4:05] Our over eight weeks of preparation, our athletes showed outstanding teamwork,

[4:10] perseverance, and school pride under the leadership of Coach Johnny Halford and

[4:16] our delegation heads, Shiloh Clemens and Heather Amitroni.

[4:19] Their commitment embodies the true spirit of special Olympics, and we are so proud of each team members accomplishments.

[4:27] I'm going to pass it over to Coach Amitrani to introduce our athletes.

[4:32] Thank you.

[4:33] It is my pleasure to introduce these wonderful athletes.

[4:36] First up, we have John Halford, Jack Halford, who goes back out to

[4:48] let the competition.

[4:52] Jason. Jason Baldwin got a bronze medal.

[4:58] Gavin Ayers got a gold medal.

[5:05] Mason

[5:06] Gutierrez got a bronze medal.

[5:15] Kylie Kovalowski got fourth place at the competition.

[5:24] And John Kurchumich got a gold medal.

[5:33] And Torin Spence, this was her first time

[5:35] competing in this competition. We're so proud of her. She got fifth place in the

[5:40] please

[5:48] we've got Gracie Kruck and she took home silver in

[6:00] our coach Johnny

[6:02] Anyhow, Fern.

[6:24] Thank you, guys.

[6:25] Thank you.

[6:27] Thank you.

[6:28] Thank you.

[6:31] You're welcome.

[6:32] Thank you.

[6:32] All right.

[6:33] I need to go for a birthday party.

[6:34] I'll be there.

[6:35] Come on.

[6:36] It's my way.

[6:36] Here.

[6:38] All right.

[6:39] All right, y'all.

[6:39] I'm Parker LaGuarda, here.

[6:40] We're for Saturday.

[6:41] Spread it here.

[6:42] Here you go, guys.

[6:43] 3-2-1.

[6:44] He's about to leave for me.

[6:46] Here we go.

[6:47] Last one.

[6:48] Fern.

[6:49] Come on up, please.

[6:50] I'm going to leave.

[7:08] I'll make you a winner in the big team.

[7:11] Yes.

[7:15] I'm going to hear real quick.

[7:16] Three, two, one.

[7:17] Keep smiling for me.

[7:18] Great picture.

[7:20] Is Joe Marie?

[7:21] Are you good?

[7:22] Okay.

[7:22] Very good.

[7:24] Congratulations.

[7:35] Thank you.

[7:38] I'll have Trustee Chris Woodcock to welcome our next group of recognition.

[7:44] We have the Lake Travis High School, 2026, UIL swimming and diving state meet, welcome

[7:50] Coach Carter.

[7:51] Thank you.

[7:53] Good evening, President White, members of the board, Dr. Null and Cabinet, it is my great honor

[7:58] to be here tonight to recognize some amazing state qualifying swimmers,

[8:02] I diver and some wrestlers.

[8:04] First are our swimmers in diver.

[8:07] Our head swim coach tonight, Holly Bowman couldn't be here.

[8:10] Her father had a previous engagement.

[8:12] He's the famous Eddie Rees from University of Texas,

[8:15] and he's a volunteer coach for the Travis Cavaliers.

[8:18] So we excused that, but so I'm filling in for her.

[8:20] We do have our fabulous assistant coach, Lydia Burns here,

[8:23] but I'm filling in for coach Bowman tonight.

[8:25] This is a tremendous accomplishment as only 24 athletes per event advance across Texas' largest schools.

[8:32] First, our relay teams who place 9th in the 400 freestyle and 200 medley relays.

[8:38] Junior Ben Leeang,

[8:47] seniors Coulson Hornbaker and Miguel Servantes,

[8:57] and

[8:58] Jameson Von Rosenberg, a freshman.

[9:06] We also celebrate freshman diver, Larsen McEwen, for an impressive fifth place finish,

[9:11] along with our individual swimmers Binley-Aing and Miguel Servantes in the 200 and 500 freestyle.

[9:22] Congratulations to all these young athletes for their hard work and commitment and they represented our school with pride.

[9:27] Here

[9:43] we go.

[9:44] A couple more, three, two, one.

[9:48] Parents want to take pictures. Come on up. Close or please?

[9:53] We'll take pictures and I'll give them a picture.

[10:06] Congratulations.

[10:07] Congratulations.

[10:10] That's a little bit better.

[10:16] Phil Davis is coming down to greet our next group.

[10:20] We have the Lake Travis High School 2026 UIL Wrestling State Tournament.

[10:32] I am also honored to welcome our state wrestlers in Texas 6A, just 16 wrestlers per weight class

[10:38] qualify for the state tournament out of thousands competing statewide, making it an incredible accomplishment

[10:43] to reach this elite level.

[10:45] For more about our wrestlers, here is Coach Adams-Sendivall and Devonte Kut.

[10:49] But

[10:55] in attendance, good evening, the 25-26 LTHS wrestling team had another banner year ending at the UIL State Championships in Cyprus, Texas.

[11:03] Five wrestlers qualified for the state tournament, again being the top 16 among hundreds in their weight class and thousands across the state.

[11:12] They earned that trip with the performance of the Region 4 tournament.

[11:15] After a long weekend of intense battles, the team finished eighth in the state of Texas with a school record 58 and a half team points.

[11:22] Erning those points were sophomore Sebastian Clark,

[11:31] Sebastian was an all-state medalist finishing fourth in the state.

[11:34] We had junior K-pallon,

[11:42] K-finished 10th in the state at 113 pounds.

[11:45] We had sophomore James Murray,

[11:52] James was a state runner up in the 120 pound way class.

[11:56] We had junior Braden Barlett,

[12:02] this was Braden's third trip to the state tournament and

[12:04] the second time he's earned all-state medalist honors finishing fourth in the state at 132 pounds.

[12:09] And finally, junior Odin Hensley.

[12:17] Second trip to state, first time, are finishing seventh in the state of Texas at the 285-pound weight class.

[12:24] We're extremely proud of these five young men, along with the entire team for their hard work and dedication this season.

[12:29] At the same time, very excited for the future as all five return, along with most of this year's lineup for next season.

[12:34] Thank you.

[12:35] I

[12:46] think when easy on me, I know they have incredible grief.

[12:51] This way of here for a quick second.

[12:53] Big smile.

[12:54] 3, 2, 1.

[12:55] Couple more.

[12:57] And last one.

[12:58] Parents, come on in.

[12:58] Anyone want to take pictures?

[12:59] Parents.

[13:01] It's my name.

[13:04] Sorry.

[13:05] Hold on.

[13:26] Excellent.

[13:26] Now we have Trustee Kulig.

[13:29] Coming down to greet our next group.

[13:32] The Lake Travis High School Robotics, UIL State Semi-Finals,

[13:36] and a stone here to present.

[13:38] Thank you.

[13:41] Good evening, President White, Board of Trustees, Dr. Noel, and

[13:44] Cabinet.

[13:45] I am excited to share an outstanding achievement from our

[13:49] Lake Travis High School Robotics program.

[13:51] This season, our team earned a spot at the UIL Robotics State

[13:54] Championship, a significant milestone that reflects lots of

[13:57] hard work and competition at the RECF VEX Robotics program.

[14:02] To qualify for state teams must earn a qualifying award or achieve a high skill score at a sanctioned tournament.

[14:10] While four of our teams qualify for this season, UIL rules only allow for two teams to compete at the state level.

[14:20] Our two teams, Jupiter and Vanguard, represented late Travis with distinction against 6A schools from across the state.

[14:26] During qualification matches, Team Jupiter plays fourth in Team Vanguard's placed 14 out of 43 teams,

[14:34] both teams advance to the elimination rounds, with Team Jupiter earning the UIL state semifinalist Trophy.

[14:41] The robotics program is built on teamwork and specialization.

[14:44] Each team is composed of approximately four to eight students with members assuming primary roles,

[14:49] such as builder, notebooker, coder, or driver.

[14:52] This structure ensures that every student develops expertise while contributing to a shared mission of innovation.

[14:58] I'd like to take a moment to

[15:00] I recognize Eric Vogel,

[15:03] a robotics program director who unfortunately cannot be with us this evening due to unexpected illness.

[15:08] And his four years leading this program, Mr. Vogel has tripled our robotics growth, a tremendous achievement that reflects his dedication and vision to our students.

[15:17] Tonight we celebrate his outstanding leadership and the exceptional student team members who make this program thrive.

[15:23] Of our two states and my finalist teams, I'd like to recognize team Vanguard, Vanguard's,

[15:30] Ad White, Berlay,

[15:38] Matisse Hobash,

[15:44] Ayesha, McCurkey,

[15:50] Ari Purancki,

[15:55] and Andrew Palimakannott

[15:56] be here with us tonight.

[15:58] Next are semi-finalist team Jupiter, Andrew Han,

[16:06] Olivia Han,

[16:11] Arsh Kunchala,

[16:16] Sidharth

[16:20] We will

[16:23] continue

[16:31] their competitive efforts at the vex world competition in late April.

[16:35] We look forward to seeing you back here in May.

[16:53] We're tall.

[16:57] No, we're tall.

[16:59] All right, here we go.

[17:00] Big smiles.

[17:01] One, two, three.

[17:02] Keep smiling for me.

[17:03] Couple more.

[17:05] Parents?

[17:06] Come on, closer please.

[17:08] All right.

[17:32] We will move on to the LT-5 award presented by High-5, round three recipients with Marco Alvarado.

[17:39] Thank you very much, Madam President, members of the board, Dr. Nol, five times each

[17:44] Each year, three district employees are honored with the LT-5 award.

[17:48] Presenting a partnership with High-5, our local family entertainment and event center.

[17:52] This award celebrates employees who go above and beyond.

[17:55] Those who service positively impacts colleagues, students, families, and the broader Lake Travis community.

[18:01] All district employees are eligible for this award.

[18:04] Tonight, we're proud to recognize our third round of honorees for the 2025-2026 school year, and we begin with Miss Joel Nagel,

[18:11] licensed clinical social worker, Joel

[18:17] leads with compassion, supporting students and families while connecting them to vital resources.

[18:25] She stepped up after the BKB apartment fire and helped expend support by bringing UT Austin social work interns to LTISD campuses.

[18:35] Once again, great job.

[18:40] Our second recipient is also a licensed clinical social worker, Ms. Amanda Roberts.

[18:44] Democrats.

[18:50] Amanda supports students so they feel safe, cared for, and ready to learn.

[18:55] She connects families with resources and steps up in times of crisis, also including the

[18:59] BK of apartment fire in January. Once again, congratulations, Amanda.

[19:07] Last but not least, we have Ms. Kim Thornley, Counselor at BK Middle School.

[19:17] Kim combines care, calm, and dedication for every student. Her quick action during a recent

[19:21] Amber Alert helped recover the student, demonstrating her attentiveness and commitment

[19:26] a great achievement.

[19:28] Congratulations to our three LTI-5 award recipients.

[19:39] Congratulations.

[19:45] Congratulations.

[19:47] Alright, here we go.

[19:48] One, two, three, a couple more.

[19:52] Any family members here to take pictures?

[19:55] We'll share the phone with the neighbors.

[19:58] Congratulations.

[20:00] Thank you.

[20:13] What a fun range of recognition.

[20:16] We will now move on to public comments, citizen participation.

[20:23] The board welcomes public comment.

[20:25] We'll call speakers who signed up before the meeting in order.

[20:28] Each speaker will be allowed up to three minutes to speak.

[20:31] There is a timer on the podium.

[20:34] Under the Texas Open Meetings Act, the board cannot deliberate or respond to items not posted

[20:38] on tonight's agenda.

[20:39] For specific complaints, please use the grievance processes described in board policies,

[20:44] DGBA, FNG, or GF. Please avoid sharing student identifying information or names of staff

[20:51] members. Please keep remarks, civil, disruptions may result in removal.

[20:55] Thank you again for making the effort to share your comments.

[20:58] We are ready for the first speaker, Jonathan Sandstrom-Hill.

[21:02] Hello,

[21:09] my name is Jonathan Sandstrom Hill, both of my daughters attend Ruffalo Elementary School.

[21:14] My eldest is starting sixth grade at Lake Travis Middle School next year, which is why a bunch of us are here.

[21:21] As you may or may not be aware, they're not offering a dedicated discovery class at Lake Travis Middle School next year, which is concerning for a variety of reasons, some of which you'll hear about.

[21:34] From my daughter, it's been a really important part of her experience in the three years she's had it at Raff Hollow.

[21:42] The current plan to my understanding is to do a kind of cohort process where some of the discovery kids will be grouped together across their court classes.

[21:53] To my understanding that doesn't provide the same level of educational benefit to them, nor do I believe it complies with state law, which requires that.

[22:03] that the teachers providing the GT programming have specific training, which seems to be unlikely if it's spread across the core curriculum.

[22:11] And secondarily, it seems that while that requirement can be met for AP and high school, and that there's dedicated classes in elementary school,

[22:19] it seems that middle school is kind of this gray area where students who could really benefit at that point in their development are not getting a specific class that they can attend with their peers who are also in discovery.

[22:32] So, I know I've been talking to some people at the middle school about this, but I also wanted to bring it to y'all's attention and specifically request that we can set an agenda item so there can actually be discussion about this at the next meeting.

[22:46] Thank you for your time.

[22:47] Thank you. Our next speaker, Eleanor Sandstrom Hill.

[22:55] And if you need to adjust the microphone down, you're welcome to, yes.

[22:58] Hello,

[23:06] school board members. My name is Eleanor Sanström Hill and I'm from Ruff Hollow Elementary.

[23:11] I'm here to ask you to reconsider having a discovery program at Lake Travis Middle School.

[23:17] I have anxiety. I have accommodations at school but being in discovery helps me most.

[23:23] The discovery classroom is a safe place to share ideas and be myself.

[23:28] It's a place where I can be understood and challenged.

[23:31] it's a place I don't feel left out. When I come to discovery, I can be with people who understand my thought process.

[23:40] The idea of not having discovery in middle school makes me really sad. It would be like having a place I can be safe, comfortable, and creative taken away.

[23:49] Please don't let this happen. Thank you for your time today.

[23:53] Thank you. Excellent job.

[23:58] And we have Harold Corson.

[24:05] Hello there, my name is Harold Corson and I'm from Ruff Hall of Elementary School.

[24:10] Discovery means a lot to me because I've been in it since kindergarten.

[24:14] It has become an ordinary class for me and I would feel really sad if it got taken away.

[24:20] Most of my best friends that I've made at school all happen in Discovery because they understand

[24:24] how I think and I think differently for most people.

[24:27] Discovery can also help me in school because it helps me understand how to think like regular people and then look at the assignments and know what it's asking.

[24:38] Thank you for your time today.

[24:40] Thank you.

[24:41] Next one.

[24:45] Quinn Hall.

[24:52] In discovery at my school report elementary, it makes me feel comfortable.

[24:56] It pushes me to get better at stuff.

[24:59] It makes me feel like I belong, I can learn to be, I can learn to be more creative, I can feel like myself in that classroom.

[25:07] It teaches me how to think outside the box, and it's taught me how to fail but not give up on things.

[25:14] And I love how it's project-based, and it's in the right space where I feel like I'm comfortable with my fail, or make mistakes, people around me that can help me.

[25:22] And yeah, my concern is that in regular class, I get, if I get a bad rate, I feel disappointed

[25:30] in myself.

[25:33] But in discovery, I learn that it's okay to make mistakes and that you can just try

[25:37] again.

[25:38] Thank you for your time.

[25:39] That's all.

[25:40] Thank you.

[25:44] Parker McCallup.

[25:55] Hi, my name is Parker McCallup.

[25:57] I'm in fifth grade at Refo Elementary.

[25:59] I have been in discovery for five years and in the past five years, in the past five years, I've learned problems solving and team working skills and lots of things I would not normally learn in my core classes.

[26:21] In discovery, I have built confidence, worked with people who think like me and people who don't.

[26:33] As well as expanding my creativity and knowledge.

[26:38] In middle school, I'm looking forward to meeting more people like me and keep having a place to feel happy and confident and challenged

[26:49] and saved to be myself. I wish you would reconsider having the discovery program as a class in middle school.

[27:02] Thank you.

[27:08] Writer craft.

[27:16] I just want to tell you that class actually means what the class actually means to me.

[27:23] not just the harder work or the cool projects, but something more important than that.

[27:30] Discovery is where I don't feel lonely, there are other kids who get excited about the same things I do who challenge me.

[27:38] And if we don't make me feel weird for caring so much about learning, being gifted doesn't mean school is easy.

[27:45] It actually feels really isolating because it's hard to connect with people when your brain works differently.

[27:52] outside of GT, I only have about five friends, but with my friends in GT we push

[27:59] each other, we debate ideas, and we actually listen to each other. That kind of

[28:04] friendship isn't something that I can just find in a regular classroom, it's rare,

[28:09] and it matters more than I can explain. If this program doesn't continue into

[28:14] middle school, students like me won't just lose an elective, we'll lose the one

[28:19] place where we truly belong.

[28:21] I'm asking you to please keep this program going because every kid deserves to feel

[28:26] like they fit is somewhere.

[28:28] For us, this is that place.

[28:31] Thank you.

[28:36] Next, we have Frederick Martin Hermann's, I hope I said that correctly.

[28:51] My name is Frederick Hermann's and I would like to speak against the cancellation of Discovery

[29:03] I have been in discovery since kindergarten and has always been my favorite class.

[29:09] Because I feel like I fit in and get challenged unlike other classes which are not as fun

[29:14] or as hard.

[29:15] By removing discovery you'll take away the calming and creative environment to work on challenging

[29:19] projects and tasks.

[29:22] Eliminating this program contradicts LTIC's mission.

[29:26] Thank you for listening and I hope you to see discovery in LTIMS next year.

[29:30] earlier. Thank you. Freddie Hornens.

[29:45] So as we've probably figured out I am the very proud

[29:49] dad, a proud father of actually two smart kids, one of which is a discovery. It's amazing

[29:56] to have somebody in a house with curious asking questions once a

[30:00] More and more, and get involved with things. It's like not only were, you know, like, for example, I took him to NASCAR. We went to the Daytona 500 this year. It was like a great experience for him. But not only it's like seeing the car's going fast. Before we know, we're talking about compression ratios. What makes the car goes fast? He wants to know all of this stuff. That's Freddie. That's probably a lot of the kids you've just heard from, right? To tell a little bit more about Freddie, Freddie's also a morning kid.

[30:30] He's wake at 5.30 in the morning, which unfortunately sometimes he wakes us up and goes into all kinds of things, but unfortunately it's getting less and less so in weekdays.

[30:44] And, you know, while my wife makes breakfast, I'm the one in charge of waking the kids up and getting them ready for school.

[30:50] But more and more so, he's told me, you know, the past year, he doesn't really want to go to school.

[30:56] He doesn't feel like he's challenged by most classes.

[31:00] And as what's going on, well, I'm not learning.

[31:03] I know everything already.

[31:05] But at the same time, it's like, okay, go to the teacher, say you want to do more.

[31:09] You want to expand into the subject we were already talking about.

[31:14] And he said, well, no, the teachers tell me we have to go make gear to classes for all

[31:19] the students, including the lowest performance today.

[31:22] So he's basically being, he describes this walk into a quick send, right?

[31:28] He loses interest.

[31:29] And it has impact as a great negative look.

[31:33] Well, he had 100% pretty much close to 100% in his math last year.

[31:37] He did not pass into advanced math class.

[31:39] We put him in on our own expense, but that is the reality of having a smart kid when he loses interest.

[31:51] What it had made your exceptions is the Discovery GT class.

[31:56] He's always excited about it because he feels like he's getting challenged.

[32:00] And the plans to take away, to dedicate it, Discovery class is very much impacting him.

[32:09] Because it's like, what am I going to do to challenge myself?

[32:12] And I don't want, it's a disservice for him and kids like him who need to be pushed into this next level, right?

[32:22] And it's strongly urging not just to reconsider this, but actually invest more so.

[32:27] These high potential kids have a place to go and develop to their full potential.

[32:34] With that said, I want to thank you very much for your time.

[32:37] And please, I hope you consider the proposal.

[32:40] And everybody else's message as well.

[32:43] Thank you.

[32:43] Thank you very much, Mr. Chairman.

[32:49] And our next speaker is Michael Herman.

[33:00] Thank you all for having me, Dr. Nol.

[33:03] Thank you for always being so kind and

[33:05] open with your conversations with me.

[33:08] I think it's very telling that we've been here twice in Hank Carter's yet to come up and say hello to us or acknowledges because he knows he knows what I'm after.

[33:16] a warning, just a warning to tell these people, their kids are planned on carcinogens so

[33:23] high the EPA is 560 time their limits.

[33:27] This is a thousand times worse than the lead level scare of 1960s.

[33:34] If you're worried about the liability side of it, it's gone.

[33:36] Our son's gone the times passed.

[33:38] The 17 other students, it's gone.

[33:41] The new liability starts with them, the clock's ticking.

[33:44] The law suits will come because of the 1987-1919 blend to know act.

[33:48] You're supposed to tell them they're playing on this and we're not.

[33:52] Hank Carter won't tell you because you won't show up for his cash camp.

[33:57] When the law suits come it will be worse than Aaron Brockovich.

[34:03] Now when something like this happens you have an incident.

[34:05] You have deaths.

[34:07] You have acknowledgement which we've done.

[34:09] You have the uproar from everybody that's starting to come.

[34:12] And then you have the heads will roll.

[34:14] Well, I say let the bodies hit the floor.

[34:17] Starting with Hank Carter, he knows he has known

[34:20] and he's not warning these students

[34:21] they're playing on these carcinogens.

[34:27] Richard Harrison, his email me, was disturbing.

[34:30] He knows and he's putting these kins in harm's way.

[34:33] White construction knows they don't want to say anything.

[34:36] They could do a change order and get this done.

[34:38] But they don't want to disrupt the relationship they have with you guys,

[34:41] which is sickening. Our kids' health is worth not even worth a change order.

[34:48] You'll be told this is safe by Harrison and some other people, but the EPA says there are no

[34:54] safe levels of carcinogens, but again, I'll remind you of 18 students now that'll back me up.

[35:03] Zachary Cole Foundation will spend every dime we have, educating this body, the students,

[35:08] students, the booster club, and the education foundation of what's happening in here.

[35:16] I will shame you and I will shame white construction.

[35:21] Just change the fields out.

[35:23] That's all I'm asking.

[35:25] At the very least, give them a warning.

[35:27] It should be on all of these cab camp applications.

[35:31] Our son's gone.

[35:32] Who's next?

[35:35] Are there kids?

[35:36] Are there kids that are coming from other school districts?

[35:40] Dr. Null, you're very smart.

[35:41] I

[35:48] just pray that you will be the superintendent that

[35:57] these people need you to be.

[36:00] Thank you, Mr. Herman.

[36:03] We're grateful for all of our speakers, but I wanted to say a special thank you to our student speakers who are so well prepared and brave today.

[36:10] We really appreciate your presence and your preparation.

[36:13] So thank you.

[36:17] We will now move on to the presentation, discussion items.

[36:22] The first item, five A, presentation and discussion of February, 2026, monthly financial reports, Pam Sanchez.

[36:35] Y'all might enjoy the numbers.

[36:37] I have a good evening.

[36:42] Good

[36:49] evening, President White, members of the board and Dr. Nol.

[36:54] I'm here to present the district's financial report highlights for the month ending February, 2026.

[37:02] The first report is our statement of revenues and expenditures, which reflects 50% six months through our fiscal year.

[37:15] The actual expenditures through February totaled 44% of the general operating budget, as you will see at the bottom of the report.

[37:24] But as I report to you each month, if you extrapolate evenly throughout the 12 months,

[37:31] the state recapture payment, which is a large payment during our fiscal year, that is paid at the end of the fiscal year.

[37:41] Expenditures through February would total 54% of the general operating budget.

[37:48] So included in the 54% is actual salaries expended, already expended, but not actually paid to our employees.

[37:58] who work 10 and 12-month calendars, their salaries are annualized so they will receive paychecks during the summer months.

[38:07] The increase in spend from the prior year, 54% versus 54.7% versus 54.1% can be attributed to this year,

[38:22] the large increase in actual salaries accruing monthly.

[38:25] And an example of that is our teachers that have received the teacher retention allotment,

[38:33] which was new this year.

[38:34] That totals about 2.7 million, which is a big percentage of our payroll.

[38:41] And so that's occurring monthly, which kind of sped up that spend from the prior year.

[38:48] The next report is our tax statement, the total tax collections for the month of February was 16 million dollars.

[39:01] This brings the overall collection rate to 96.18% as compared to the 95.97% last year as you'll see at the bottom of the report.

[39:15] Another thing I want to point out is our maintenance and operations and

[39:19] debt service funds.

[39:20] Those are our two tax rates that make up our total tax rate each year.

[39:28] The current tax year collections remain on target at 98% actual to budget.

[39:35] We're fortunate to have the community that who pays their property taxes in the timely manner.

[39:44] that allows us to realize our budget that we have adopted.

[39:50] The final report is our quarterly investment report.

[39:55] The report includes, must include by law,

[39:59] the book value, market value, a crude interest and yield for

[40:03] each of the funds and investment interest,

[40:07] investment instruments in the district's portfolio.

[40:13] The quarter ending February interest earnings on investments for all funds was $3.1 million and then as you can see in the final column, bring in the year-to-date total of the interest earnings of $6 million for all funds.

[40:30] Unfortunately, the average investment yields dropped another 30 basis points from 4% to 3.7%

[40:39] during the second quarter of the fiscal year.

[40:43] Those are the highlights for the financial reports.

[40:47] I'm happy to answer any questions you may have.

[40:51] Yes, sir.

[40:52] If you could go back to the tax collections one, it's very minor, but why would the two tax

[41:00] Tax rates have a different collection rate.

[41:02] Can somebody pay one tax and not the other?

[41:05] So it's budget to actual, so it depends on what we have budgeted.

[41:09] But the very last column, the percent of budget collected.

[41:13] Because the budget in, so we've collected more than what we have

[41:18] budgeted in maintenance and operations versus what I have.

[41:21] Oh, I got it.

[41:22] Yeah, what we have budget in debt service.

[41:24] Yeah, I misunderstood what that was the first time.

[41:25] Sorry.

[41:25] Thank you.

[41:26] I thought that's any other questions?

[41:32] Okay, thank you.

[41:33] We appreciate it.

[41:35] Move on to item 5B.

[41:38] Presentation and discussion of the Lake Travis ISD, 2026-2030,

[41:44] District of Innovation, Plan, Renewal, Tasha Barker.

[41:48] Good evening, President White, members of the board and Dr. Null.

[41:51] Tonight, it will present an overview of the 2026-2030 district

[41:56] District of Innovation Renewal Plan.

[41:58] This item is being presented for information and discussion only this evening.

[42:02] The plan will return to the board next month for formal consideration and approval.

[42:10] Through a District of Innovation Plan, districts may request exemptions from state rules.

[42:15] This flexibility allows districts to make local decisions that best search the student, staff, and the community.

[42:23] For Lake Travis ISD renewing our district of innovation status ensures that we can continue

[42:29] to exercise local control, remain responsive to evolving educational needs, and maintain

[42:35] alignment with the district's priorities and long-term goals.

[42:39] The inclusion of items within the district of innovation plan does not require implementation.

[42:45] Instead, it allows the district to thoughtfully consider and utilize these options as needed

[42:51] ensuring that we are prepared to respond proactively to future opportunities and possible challenges.

[43:00] In November of 2025, the Board approved a resolution to begin the District of Innovation Renewal process and

[43:07] designated the ACE Committee as the District Advisory Committee.

[43:11] The ACE Committee, which is made up of staff, parents and community members, reviewed the current plan and

[43:17] provided feedback during the fall and winter.

[43:21] On March 10th, 2026, the committee held a public meeting and later voted to approve the proposed plan.

[43:28] The plan is currently proposed, sorry, currently posted on the district's website for

[43:33] the required 30-day public review period from March 11th to April 13th.

[43:39] The final step will be the board consideration and vote at the April board meeting.

[43:44] During the 89th Texas legislative session some laws were changed and can no longer be included as

[43:53] exemptions in the district of innovation plan. These revisions pertain to the four areas displayed

[44:00] on the screen.

[44:06] There are six areas that are being proposed for additions to the current district

[44:11] of innovation plan.

[44:14] The first area is in relation to grievance timeline, process, and procedure.

[44:20] The current state law requires grievance timelines to be calculated using calendar days,

[44:27] which can create challenges during holidays or district closures.

[44:32] These timelines may limit the district's ability to conduct thorough investigations and

[44:37] ensure a fair and orderly grievance process.

[44:40] This exemption would allow the district to use business days instead of calendar days, providing

[44:46] adding adequate time for the investigation, documentation review, and scheduling while

[44:52] still ensuring timely resolution.

[44:56] The second addition is in relation to instructional plans.

[45:00] The current law requires districts to publish instructional plans or course syllabi online prior to the beginning of each semester. Under this plan, the district would maintain parent content guides on the district website for core academic courses, English, math, science, social studies. But for non-core courses, instructional plans or course syllabi would be available upon request.

[45:29] The third area for addition consideration is parent conferences.

[45:36] Current state law requires two in-person conferences each year.

[45:41] This exemption allows the district to decide how often conferences are held and

[45:46] whether they are in-person or virtual, while still maintaining strong communication with families.

[45:53] Parents may request a conference at any time during the school year and

[45:57] And campuses will continue to provide opportunities to meet with teachers.

[46:01] This approach allows each campus to schedule conferences in a way that best supports families.

[46:08] And aligns with their instructional calendar, recognizing that elementary and

[46:13] secondary campuses often have different timelines and needs.

[46:17] The fourth edition is in regards to parental engagement policy.

[46:23] State law requires school board meetings to be held outside the normal work hours.

[46:30] This exemption would allow the district to hold non-action activities such as board

[46:35] training, workshops or campus visits during regular business hours.

[46:41] All meetings will continue to comply fully with the Texas Open Meetings Act.

[46:47] The fifth area is staff development.

[46:49] State law requires certain annual trainings for educators and staff.

[46:54] This can limit the district's ability to tailor professional development to local needs.

[46:59] This flexibility would allow the district to provide more targeted role-specific professional development by adjusting some of the required annual training requirements based on experience or demonstrated knowledge through mastery pre-assessment.

[47:14] The district would determine which trainings may allow, may be allowed for this flexibility.

[47:22] And finally, the last addition is teacher work days.

[47:26] State law requires educator contracts to include 187 days.

[47:32] This exemption would allow the district to reduce that number to no fewer than 185 days without

[47:38] reducing salaries.

[47:38] This flexibility helps the district remain competitive in recruiting and retaining educators while still meeting all instructional requirements.

[47:49] At this time, the district does not intend to implement a reduction of work days.

[47:56] Inclusion of this exemption allows the district to maintain flexibility for future consideration.

[48:02] Should this option align with our district needs within the next five years?

[48:07] In closing, it is important to note again that these items included in the district of innovation do not require implementation, but instead preserves our ability to utilize these options and in the future should we should the need arise.

[48:24] This plan presented tonight strengthens the district's ability to proactively navigate future opportunities while remaining focused on what matters most.

[48:36] just serving our students, supporting our staff, and partnering with our community.

[48:42] And reflects our commitment to staying flexible, responsive, and aligned to our priorities, as we stay prepared for what lies ahead.

[48:55] I have a question, Tasha.

[48:57] Yes.

[48:58] Thank you for the presentation.

[48:59] It was wonderful.

[49:00] So you mentioned that there's a 30-day period where the public is notified and able to review this.

[49:06] do we have some built-in like feedback opportunities if the public has questions or opportunities

[49:12] to answer some of those questions and it's so can that feedback be available to us?

[49:18] Great question. I do not at this time but that's something that we could add.

[49:22] Okay great I just think it's important if we have the information out there because I think

[49:27] you know some of these things you may see and it won't make sense for example like the board meetings right

[49:31] like we know the value of that because for example tomorrow and Friday we have some

[49:36] field trips where we have to have only three of us at a time and it really takes a lot more

[49:39] of the staff's time and energy versus if we can just all go together but that may not

[49:45] be inherently clear to the public.

[49:47] So I think if we can provide that opportunity to interface with questions and answers, it

[49:51] would be valuable.

[49:52] And then my second question is assuming that we adopt this at the next meeting.

[49:56] Is it immediately implemented or is there a waiting period between adoption and implementation?

[50:01] My implementation, I mean, allowing us to do these things, not necessarily.

[50:06] We have a buffer already in place, it does not end until the May board meeting is our timeline.

[50:13] And so after we present at the April board meeting and you vote, then we have to submit to the commissioner.

[50:21] Okay, that's it for me.

[50:22] Thank you.

[50:23] I missed in my prep, but the vote has to be two-thirds of the board, not a majority.

[50:27] Correct.

[50:30] That's the first time I've ever seen it.

[50:33] I didn't know that, there's nothing new.

[50:38] Everyday.

[50:39] Everyday.

[50:41] That's the goal, right?

[50:42] It said in your presentation that the ACE committee, it was by majority.

[50:47] Was there a large dissenting vote, or was it by unanimous vote, or can you use it?

[50:50] Great question.

[50:51] So at the March 10th meeting, we did not have quorum.

[50:54] So I sent an email with a recorded video over the presentation with the full plan in place.

[51:01] and had a feedback form that they were able to submit.

[51:06] So of the 29 members, I had 22 respond and all were approved.

[51:11] There were no responses in the contrary.

[51:14] There were none.

[51:15] Okay, so-

[51:15] They were unanimous.

[51:16] Essentially unanimous by attendance virtually.

[51:18] Got it.

[51:20] Thank you.

[51:21] I just wanted to add, obviously, our status as a district of innovation

[51:25] is one of the things that allows us to differentiate ourselves

[51:28] as a district.

[51:29] There's a number of people on the three pages worth of committee members who are in the room either in an admin or community member capacity.

[51:39] And certainly just want to say thank you for all of their hard work pulling this together.

[51:43] You highlighted as you went through the presentation of the areas where we want to add to the plan.

[51:48] There are obviously in the posted materials also a number of areas that we've already previously had in place that we want to continue.

[51:57] So I just wanted to draw attention to that so that if somebody pulls up the document they've

[52:02] never seen it before, the six new additions are all at the end of that document, correct?

[52:07] And other things like being able to use the intercom during the middle of the day are not

[52:13] going to change.

[52:14] Correct.

[52:14] Okay, great.

[52:15] Thank you.

[52:16] Any other questions?

[52:20] All right.

[52:21] Thank you very much.

[52:22] Thank you.

[52:23] Thanks, Tasha.

[52:24] Thanks, Tasha.

[52:25] And next up, 5C presentation and discussion of proposed board policy FDA local update first reading.

[52:32] President White,

[52:37] members of the board, Dr. Nolget evening.

[52:39] This item is the first reading of a proposed update to board policy FDA local, which governs

[52:45] non-resident student transfers into the district.

[52:48] As you know, the board approved our selective enrollment plan earlier this year, and we're

[52:52] already accepting interest forms.

[52:54] So this policy update is the next piece of that puzzle.

[52:56] The plan always contemplated a structured transfer process, and tonight we're bringing

[53:01] the policy language into alignment with that vision.

[53:05] What we're proposing replaces our current general prohibition on most inter-district transfers

[53:10] with a discretionary annual process administered by the superintendent or designate.

[53:16] Transfer requests would be evaluated each school year based on defined criteria, including

[53:21] available space and staff, program availability, and a holistic review of the student's academic

[53:27] disciplinary and attendance history.

[53:29] Approvals would be granted one year at a time, and approval doesn't guarantee placement

[53:33] at any particular campus.

[53:36] The proposed language also covers a few practical situations.

[53:39] Students who move out of the district mid semester can finish that semester without disruption,

[53:44] and juniors who move away will be permitted to return and complete their senior year here,

[53:48] with timely completion of the interest form.

[53:52] The policy also provides that children of district employees may apply for transfer

[53:56] and when a parent requests a particular campus assignment, the district will give that request priority consideration.

[54:03] We've also addressed UIL eligibility, transportation and appeals.

[54:07] The completed red line version of this policy is available in this month's board packet.

[54:11] As this is a first reading, no action is needed tonight.

[54:14] We'll bring this item back for a vote at the next meeting on April 15th.

[54:17] And with that, Dr. Medford and I are happy to take any questions that you may have.

[54:22] I'm throwing her under the bus because if you have any questions about the program,

[54:26] she's probably going to be better equipped to answer them.

[54:28] I'm happy to answer the questions about the policy.

[54:30] Well, Chad, I guess that is kind of my question.

[54:33] Obviously, the adjusted form posed to these additions and strategies, this is like a two-page,

[54:43] maybe one-page policy.

[54:44] So I appreciate you hitting the high points, but a parent who's curious about how this might work after we vote on it later.

[54:54] Where would they go to find information about our procedural implementation of this change to policy?

[55:00] We have information available on the website for parents who are interested in applying and submitting an interest form.

[55:09] And, of course, this red line policy, if they're interested in getting into the legalese,

[55:15] is available in our boardbook, which is publicly posted.

[55:20] I think that's probably less likely, so.

[55:23] The web site replaced the government from the Highlight Fliers, right?

[55:27] The transfer website is where folks should look for additional information.

[55:30] Absolutely.

[55:30] Great.

[55:31] Thank you.

[55:31] I really want to encourage everyone to go read the policy back.

[55:35] I heard.

[55:38] I have a question for you, so I'm just curious, are we required by TASV to address tuition?

[55:44] It just seemed a little, like, why do we address tuition in the policy since it seems irrelevant?

[55:50] Yes, as I understand it, we're not planning on charging tuition at this point or at any point in the future.

[55:56] That is part of the TASV model policy, and it was actually part of what we've had in our policy and

[56:05] what many other districts do.

[56:06] So, it's a failsafe, I don't anticipate that we would ever charge to which, but I don't want to, you know, speak out of time.

[56:18] No, that makes sense.

[56:19] Thank you, John.

[56:25] Let's look at the column where make up here is the pre-K is the one place where we do charge.

[56:30] Very true.

[56:31] That's the tuition because it's not fully funded program.

[56:33] The kids will call us.

[56:35] That's an area.

[56:39] Any other questions?

[56:42] Excellent.

[56:42] Thank you, Chad.

[56:43] All right.

[56:43] Thank you.

[56:45] Item 5D.

[56:46] Presentation and discussion of Region 13 Board of Directors.

[56:49] Election of Place 5.

[56:51] All right.

[56:51] This is an interesting item.

[56:53] It's kind of new to me.

[56:54] At your place, you have a ballot.

[56:57] I'm going to just try to explain it to you a little bit.

[56:59] I think it's the yellow ballot, maybe.

[57:03] There's one contestant position for the Board of Directors of the Region 13.

[57:06] educational service center.

[57:09] Members of the Board of Directors for the service center are elected by local school boards in that region.

[57:15] So a ballot is to be developed and submitted to the local school boards.

[57:21] Each local school board member has one vote for the vacancy.

[57:25] So I think you see two positions on your ballot.

[57:27] One is uncontested.

[57:28] One, it is contested.

[57:29] You have the resumes for those two gentlemen that are running for place five.

[57:37] So, all that we really need to do tonight is by the end of the evening, if you will complete

[57:42] the ballot as you wish to complete it and just leave it at your place, or give it to

[57:46] this.

[57:47] We'll pick it up.

[57:49] I will correct you that there are three options.

[57:51] There are two candidates and a right in options.

[57:54] So if we all would like Jonathan Boeve to serve on this.

[57:56] You could do that.

[57:57] I think we should all do so.

[57:58] That's very possible.

[57:59] Please.

[58:03] And this is the only time that we vote in this way, that individually and secretly essentially

[58:10] it is.

[58:11] Right.

[58:11] As an individual just you know.

[58:13] My vote is not so secret.

[58:14] Lauren.

[58:16] Pretty sure we're ineligible.

[58:18] We'll go with that.

[58:19] Doesn't stop me from voting.

[58:22] That is true.

[58:24] Excellent.

[58:24] Any questions about that item?

[58:25] No.

[58:26] Okay.

[58:27] We'll move on to consideration items on the agenda.

[58:29] Beginning with 6A, consideration of and request for approval of mathematics, instructional materials, adoption, and purchase.

[58:36] Anna Catherine Alvis, welcome.

[58:39] Good evening, let me know.

[58:41] Thank you, Suzanne.

[58:50] Good evening, President White, Board of Trustees, and Dr. Null.

[58:52] My name is Anna Catherine Alvis, and I serve as the instructional technology coordinator for the district.

[58:57] I'm here tonight to present the recommendations of the instructional material selection committee for your consideration for math and implementation in the 2627 school year.

[59:07] Before I offer the recommendations for your consideration, I wanted to provide some context

[59:12] around the landscape of instructional material selection as things have changed

[59:15] events since the last time LTIC participated in this process formally.

[59:20] During the Texas Legislators' 88th regular session, the enactment of House Bill 1605 called

[59:25] for a new process known as the instructional materials review and approval process or

[59:30] IMRA.

[59:31] IMRA is governed by the State Board of Education who holds authority over the process,

[59:35] the review criteria in the approvals and the Texas Education Agency facilitates the review

[59:40] of the instructional material submitted through the IMRA process.

[59:44] On IRN, Lake Travis ISD has a local process to consider and recommend SBOE approved resources

[59:50] for adoption, which involves an extensive review process and evaluation by our teachers, administrators

[59:56] and district level leadership.

[59:57] During this year's review, resources-

[1:00:00] And available for local consideration came from Emre Cycle 2024 and 2025 list of SBOE approved

[1:00:06] resources which can be found in your boardbook. Designated funds are set aside specifically

[1:00:11] for the purchase of SBOE approved resources. These entitlement funds are part of the foundation

[1:00:16] school program and are separate from our instructional materials and technology allotment.

[1:00:22] In a moment, we'll look at the specifics of our review criteria and how those led at the

[1:00:26] committees to their recommendations but first here's a quick by the numbers look of our review

[1:00:30] process. This year's selection committee included 45 teachers, six administrators, and four

[1:00:36] instructional coaches. All 11 campuses in relevant grade levels and courses were represented

[1:00:42] including dual language and special education. A full list of our committee members can be found

[1:00:47] in your board book as well. The work of this committee centered around the instructional materials

[1:00:51] that will support 16 courses from kindergarten math to algebra two, including our new fifth

[1:00:57] grade advanced math course and the advanced math courses offered in sixth through eighth grade.

[1:01:02] In total, nine products are reviewed from five publishers, and over the course of the review

[1:01:07] process the selection committee met five times, beginning with a committee orientation in early

[1:01:11] November. We were fortunate to be able to schedule many of our longer meetings during allocated

[1:01:16] professional development time, but I do want to acknowledge that all members of our committees

[1:01:20] gave up time before and after school to contribute to this process.

[1:01:24] The enthusiasm, dedication, and hard work of our committee members cannot be overstated.

[1:01:28] They're all exceptional educators who brought value inside and perspective to this process.

[1:01:35] The review of resources conducted by our committees was guided by the math research-based instructional

[1:01:39] strategies, or ARBs, RLTISD math framework, and in-requality rubrics, as well as our identified

[1:01:46] district priorities.

[1:01:47] All members of the committee have been trained on the math ARBs by Region 13, and many

[1:01:51] Many of the members were part of the committee and the steering committee last April who developed

[1:01:56] our local math framework.

[1:01:58] Over the course of this process, our discussions and reviewers support materials centered

[1:02:01] around how resources under consideration align to our guiding documents and our district priorities.

[1:02:07] The picture on the left is a snapshot of our math framework, which was developed last

[1:02:11] spring in partnership with Region 13.

[1:02:13] The four pillars of our framework are derived from the math arbise and LTISD's mission statement

[1:02:19] core commitments and goals.

[1:02:20] On the right is a snippet of the M-requality rubric.

[1:02:24] These are the rubrics that are developed and used by the TBA reviewers and served as

[1:02:28] a basis for our locally developed rubrics that we use throughout the review process.

[1:02:33] For example, one specific area focused that appears in our math framework, the math arvies,

[1:02:37] the M-re rubrics, and our local rubric is the balance of conceptual and procedural understanding

[1:02:42] in materials.

[1:02:43] Identifying and recommending a resource that provides specific support for this at all levels

[1:02:48] was essential because for many of our math teachers it requires a shift in how we approach

[1:02:52] math instruction. Whenever questions arose or differing preferences were offered we

[1:02:56] always return to these rubrics and frameworks to guide us and keep us rooted in our commitments.

[1:03:02] The time one in front of you provides an overview of the work that has taken place over the course

[1:03:06] of this process. Our local process formally stands about five months but the work begins before

[1:03:12] and extends far past the official capacity of the selection committee. Once the SBOE released

[1:03:17] their list of approved resources under Cycle 2025, and products were identified for local consideration

[1:03:23] by the steering committee. The selection committee began their official review. In addition to our

[1:03:28] regular committee meetings, selection committee members participated in a publisher's showcase in

[1:03:32] January, where vendors had the opportunity to come to LTISD and address the ways in which their

[1:03:37] products supports our math framework and our priorities for math instruction. Throughout this process,

[1:03:43] feedback was collected not only from the selection committee, but also from our broader

[1:03:47] campus staff. All educators of the vested interests and math instruction were invited to view

[1:03:51] the resources and provide feedback. The feedback generated by our committee and our campus staff

[1:03:56] part robust discussion and deliberation amongst the selection committee and help move us toward

[1:04:00] a recommendation decision. We've now reached the point in the process we're ready to present

[1:04:05] a recommendation for your consideration. At the conclusion of our local review two resources were

[1:04:11] identified for recommendation. Amplified Desmos Math, Texas for Kindergarten

[1:04:15] through 5th grade, and Stavis Envision plus Texas Math for Math 6 through

[1:04:19] Algebra 2. While the recommendations were identified because of their unique

[1:04:22] ability to support math learning at these specific grade levels, they share several

[1:04:26] common characteristics that were important to us K through Algebra 2.

[1:04:31] The balance of conceptual understanding and procedural fluency, extensive

[1:04:35] opportunities to engage with hands-on learning experiences and math manipulatives,

[1:04:39] Robust Educator Support Resources for both new to profession and season teachers, embedded

[1:04:45] opportunities and specific strategies for math dialogue, and structured support and resources

[1:04:50] for small group instruction.

[1:04:54] Sorry y'all, got ahead of myself there.

[1:04:57] At the elementary level, the recommended product has embedded resources to support strengthen

[1:05:01] and stretch learning for each lesson so every student receives the personalization that they

[1:05:06] need to find success.

[1:05:07] At the secondary level, the recommended product has explicit support for vertical and horizontal

[1:05:11] alignment for our math pathways, emphasizing math's connected story, and drawing parallels

[1:05:17] to real world applications for math.

[1:05:19] Even though the official capacity of the selection committee ends with their recommendation, we're

[1:05:23] already looking forward with their help to what comes next.

[1:05:26] Alongside their recommendation, the committee identified strategic points of focus to help

[1:05:31] guide and support a potential implementation of the recommended resources.

[1:05:35] Regardless of the resource, the strategic implementation plan is key and the wheels are already

[1:05:39] turning within the CNI team to ensure that we can provide the initial and ongoing support

[1:05:44] that our teachers and students need and deserve.

[1:05:47] As I've noted, the work of this committee spans several months and required a significant

[1:05:51] investment of time and energy from the teachers and administrators involved.

[1:05:55] We were fortunate to have truly exceptional educators serving on the selection committee who

[1:05:59] and generously supported this work with their expertise, experience, and passion for math education.

[1:06:04] The committee did their due diligence to identify and recommend resources that would best meet the needs of all of our students and support LTISD's vision for math education.

[1:06:12] We're proud to offer these recommendations now for your consideration.

[1:06:16] We appreciate your ongoing support and look forward to continuing our work together to bring exceptional math education to all Lake Travis ISD students.

[1:06:22] At this time, we ask for your approval of the purchase and implementation of Amplify Desmos Math, Texas, in Salvation Vision plus Texas Math, as recommended by the Instructional Material Selection Committee.

[1:06:34] As you consider the committee's recommendation, I welcome any questions you may have.

[1:06:38] I just want to say I love the vision for math instruction.

[1:06:41] I think it's so spot on for our district.

[1:06:46] I love that the entire committee based all of their decisions on the vision.

[1:06:52] And I just wanted to say thank you.

[1:06:55] It's so evident that this is such a careful, well thought through process.

[1:07:01] I love that you involved educators in the process because that's so important to get their

[1:07:06] opinions.

[1:07:07] And I think that you've demonstrated that we can really trust and will have value in what you've recommended for us.

[1:07:22] So I think you for that, thank you so much.

[1:07:25] Yeah, one second that obviously this is another three page list of committee members, so thank you to everybody's hard work.

[1:07:31] Do I understand correctly from the selection committee attachments in the board book that both of these recommendations are made with full consensus from the committee?

[1:07:42] And if I read this correctly, that all of these committee members have also further committed to help with implementing these recommendations?

[1:07:50] Yes, sir.

[1:07:51] Yes.

[1:07:52] Excellent.

[1:07:52] Thank you.

[1:07:52] Yes.

[1:07:53] And the formal process for implementation will be guided by our senior 19, but that's something

[1:07:58] that they commit to as a member of the committee is being part of kind of that champion on their

[1:08:02] campus.

[1:08:03] Excellent.

[1:08:03] So in addition to them supporting selection, they're also committed to implementing it.

[1:08:08] Yes.

[1:08:08] They're supporting the implementation.

[1:08:10] Thank you.

[1:08:12] Just have one comment.

[1:08:14] Thanks for the committee for putting everything together.

[1:08:17] I think one thing that is really important that I don't want to go unnoticed or unspoken is the real world application of mathematics, because that is something that we see in college students that are the best disconnect.

[1:08:33] It's not just numbers, it helps you learn how to actually solve problems.

[1:08:38] And I think that is really important for our students to get exposure to that as soon as possible,

[1:08:43] because it's not just math or algebra, calculus, whatever it might be, it is a disciplined approach to critical thinking.

[1:08:52] So thanks for including that.

[1:08:55] Yes, sir.

[1:08:58] I just want to say thank you to you.

[1:09:00] I think you've done a great job not only leading this vision, but also presenting it to us in a way that was easy to understand the process.

[1:09:08] Yes, you're an asset to your department, so I appreciate all that you do, but especially tonight, how you presented to you very well.

[1:09:18] Thank you so much.

[1:09:19] Nice second.

[1:09:20] I move to approve the recommendations from the Mathematics Instructional Material Selection Committee for purchase and implementation beginning with the 2026 to 2027 school year as presented.

[1:09:31] Motion by Keely.

[1:09:33] Second.

[1:09:34] Second by Chris.

[1:09:35] Yes, it was a tie.

[1:09:38] Any other questions or comments?

[1:09:41] All those in favor?

[1:09:44] Thank you very much.

[1:09:45] Thank you so much.

[1:09:46] Thank you so much.

[1:09:48] We will move on to item 6b, consideration of, and request for approval to select

[1:09:53] Taden Cowan Architects for the Millwork Replacement Project, Pam Sanchez.

[1:09:57] Yes, ma'am.

[1:09:58] So the next three items on your agenda are construction related to the replacement of cabin tree, which

[1:10:05] is Millworth at several campuses that are at the age that they need to be replaced.

[1:10:10] Hadin Cowan Architects was selected based on their experience in similar K-312 projects,

[1:10:17] and the professionals that are serving on the project teams.

[1:10:20] The project includes the design of the Millworth replacement at Lake Point, Lake Way, Be Cave,

[1:10:27] Lake Travis, Element Trees, and Hudson Bend Middle School.

[1:10:30] This work is for the replacement of cabinets, campus wide, including offices, hallways, and classrooms over the next two summers, so it touches pretty much every area of the campus.

[1:10:44] We have finalized the contract with Helen Cowan and request your approval tonight.

[1:10:50] I'm happy to answer any questions.

[1:10:53] This is part of the 23 bond program.

[1:10:55] Yes, it sure is.

[1:10:58] And the cost came roughly in line plus inflation from what we thought when we voted on

[1:11:05] the bond.

[1:11:05] So, cost came in a little bit over each line item budget, but each campus has a facilities

[1:11:13] condition assessment line item that is making up the difference.

[1:11:18] The reason for the overage is from what we received from Brown Butler, who's the contractor, the CMR, is labor because it definitely touches every part of the campus.

[1:11:34] It's not necessarily the cost of the cabinets or the materials we selected, so it is labor cost that is driving the escalation beyond what the bond budget was.

[1:11:47] Yes.

[1:11:48] And we're covering that with our maintenance budget.

[1:11:51] Is that what you said?

[1:11:52] No.

[1:11:52] The difference?

[1:11:53] With another bond fund.

[1:11:54] With a different bond fund.

[1:11:55] Yes.

[1:11:56] No.

[1:11:57] The same fund, but a different line item.

[1:12:00] That's what I'm just saying.

[1:12:01] Yes.

[1:12:03] Opposition.

[1:12:05] Cabinets are not always the most exciting improvement.

[1:12:08] It's not as fun as a new building.

[1:12:10] But I think, you know, we, as a board, have just toured all of the campuses.

[1:12:16] It may seem like a small thing, but the district and our community through the bond program

[1:12:22] has made this commitment to kind of equitable facilities for our students.

[1:12:26] And it's things like these kinds of regular upgrades to some of our older campuses, although

[1:12:30] none of our campuses are really that old.

[1:12:33] These certainly are older.

[1:12:35] Yes, and I think it's important just to note that this is how we ensure that we're providing

[1:12:41] equitable facilities for all of our students.

[1:12:43] Yes, well said, plus it touches all of our staff members in the community alike when they come in to our facilities.

[1:12:54] Thank you.

[1:12:54] You obviously mentioned that you're going to split this up over two summers where the work that that is intended to be non-disruptive to classroom instruction.

[1:13:03] Oh yes, it is an eight-week project each summer so it definitely takes up the whole summer.

[1:13:10] as soon as we leave for school the teachers are off contract we start the project.

[1:13:14] And I assume one of these campuses are not where summer squires will be happening.

[1:13:19] No, when we do our summer planning which we meet twice a year, we schedule all the

[1:13:24] construction or the events around our construction items.

[1:13:29] So who would be in charge of making sure that people on the campus who are putting the cabinet

[1:13:35] and send stick to the timeline, because I know sometimes contractors can get a little

[1:13:39] bit off.

[1:13:40] Yes, so we have Braun Butler who is currently doing our science addition and has been

[1:13:48] outstanding.

[1:13:51] They were selected because this project is such timely and across the campus, they know

[1:13:58] we know they need to be out, but we have our construction project managers that will be

[1:14:03] checking in and making sure the schedule is adhered to.

[1:14:07] So thank you.

[1:14:08] Okay, thank you.

[1:14:09] Thank you.

[1:14:10] Any other questions?

[1:14:12] I move to approve Haddon Cowan Architects

[1:14:14] for the Mill Work Replacement Project as presented.

[1:14:16] Motion by Erin.

[1:14:17] Second.

[1:14:18] Second by Phil.

[1:14:20] Any other questions or comments?

[1:14:23] All those in favor?

[1:14:25] Thank you.

[1:14:26] Thank you.

[1:14:26] You get to stay with us, Pam.

[1:14:27] Yes, ma'am.

[1:14:28] Number 60, consideration of end request

[1:14:31] for approval to select American constructors as contractor for JOC 23-135 for Lake Travis High School Art Room Millwork Replacement.

[1:14:41] So the District Administration recommends American constructors for this project.

[1:14:47] Lake Travis High School Art Room definitely needs cabinet replacement.

[1:14:53] And then this project is going to be over 100,000.

[1:14:59] so we have...

[1:15:00] We have put it into a job order contract. The project includes demolition and replacement of the cabin tree, as well as installation of new case work, paint, wall tile, and fixtures. So we recommend American constructors for Joc 23-135, Lake Travis High School Art Room, Millwork Replacement Project in the amount of $353,860,000.

[1:15:29] $27 funded out of the 2023 bond program.

[1:15:36] Pam, did we also have to dip into the Facilities Condition Assessment Fund?

[1:15:39] No.

[1:15:40] No.

[1:15:40] Great.

[1:15:41] Or this is part of this one.

[1:15:43] For this facility condition, this was identified under, so the facility condition assessment

[1:15:50] identified many aged replacements for a campus and this was one of those items.

[1:15:57] Perfect.

[1:15:58] Okay.

[1:15:59] So why American constructors, I think you didn't touch on why we're choosing them to do this project, the projects needed I agree, but why are they the ones?

[1:16:07] So they typically are the ones on campus that handle a lot of our smaller projects.

[1:16:15] Joc, they have the manpower to be able to do several projects at once, and again, this is a smaller project.

[1:16:24] So we rely on them, along with their project manager, Brian Pledge, into overseas daily, those type of projects.

[1:16:34] So we didn't want to stretch out, Bob Brombeller, anybody else?

[1:16:39] Sure, I'm just curious what we go through to ensure that we're getting maximum value from them, and

[1:16:43] then it's not just like a, not in a wink and they send us a bell.

[1:16:47] So, I mean, we go look through the pricing when they do a proposal, make sure it's in line with labor.

[1:16:56] What's out there as far as quotes because we have several vendors we could get quotes from.

[1:17:01] This isn't necessarily a bid type deal.

[1:17:05] All right.

[1:17:06] AOC process is a different process.

[1:17:08] Right.

[1:17:09] No.

[1:17:09] You're normal bit.

[1:17:10] I know y'all know this, but just for the world to know, it's a different process when

[1:17:14] you're going through selecting a construction manager at risk, for example, it's an entire

[1:17:19] bit process.

[1:17:19] The AOC process is for these smaller items.

[1:17:22] It's a little more regulated as far as what they can charge for labor rates, all those things.

[1:17:31] You look at price, but one of the things for American American that we've also focused on kind of goes back to the previous line of questioning of we have a history with them.

[1:17:40] Yes, we do. Is it been positive? It has. They meet headlines. They do quality work. Yes, it has.

[1:17:46] I'll have to defer to Pam on the pricing side, but as far as they enter the history side, that plays a big role in this as well.

[1:17:53] And they do bid out the subcontractors that they've selected to come to these prices.

[1:17:59] And typically, they're vendors that they rely on high quality that they use.

[1:18:05] Yeah, I just want to make sure that we're being judicious with tax funds.

[1:18:09] And that we're making sure we're getting value for every dollar we're paying to get to that heart room done.

[1:18:14] I appreciate that.

[1:18:17] These cabinets sound amazing.

[1:18:19] All right, there's a lot of them in the heart.

[1:18:24] I move to, oh, go ahead.

[1:18:26] You go ahead.

[1:18:27] I move to approve American Constructors as contractor for Joc 23-135 for the Art Room

[1:18:33] Mill Work Replacement at the Lake Travis High School as presented.

[1:18:36] Motion by Erin.

[1:18:37] Second.

[1:18:38] Second by Keely.

[1:18:39] Any other questions, comments, all those in favor?

[1:18:44] Motion carries.

[1:18:46] All right.

[1:18:48] Item 60, we continue the PAM show, consideration of, and request for approval of the

[1:18:54] The guaranteed maximum price GMP phase one for CMR 23-21 for Millwork Replacement Project.

[1:19:02] More cabinet?

[1:19:03] Yes, so this is related to our prior discussion that we had the board in November of 2025,

[1:19:12] awarded Brom Butler construction as the CMR for this project.

[1:19:17] Since that time, we have determined that while developing

[1:19:24] the GMP for the project, in light of the timeline necessary to complete the work during the summer months,

[1:19:31] we've had to split it up between phase one and phase two.

[1:19:34] So phase one will include Lake Point Elementary and Lakeway Elementary this summer.

[1:19:40] Those are two most needed campuses at this time.

[1:19:45] Administration recommends approval of the GMP phase one for CMR 2321,

[1:19:52] mill work replacement in the amount of $3,374,973 and authorize the superintendent or designate to negotiate and execute the GMP for phase one.

[1:20:04] This again is funded out of the bond projects identified.

[1:20:09] Each campus had a line item within the bond and then again, if it was over budget, we would make up the difference through our facility condition assessment.

[1:20:21] line item four, that campus funds are available, along with innate contingencies that we've accumulated through investment earnings, those type of things.

[1:20:32] I

[1:20:35] can obviously see the list of FFNE on screen, but can you elaborate a little bit on the differences between the middle work covered at, I didn't have time to check.

[1:20:45] The lakeway is featured in both, so between 6B and 6D, what are the different sets of

[1:20:53] millwork that are considered here?

[1:20:55] As far as the different campuses?

[1:20:57] Well, for example, I think you just said we're going to focus on lakeway and lake point, right?

[1:21:02] Did I correct correctly?

[1:21:03] Yes, lakeway elementary is one of the items we just voted on for.

[1:21:06] Six B.

[1:21:07] Six B.

[1:21:08] Six B.

[1:21:08] So what is the six between the millwork covered there and the millwork?

[1:21:11] Six B was just the architect.

[1:21:13] Yes, that was the architect.

[1:21:14] That same project and we're, you know, it's your question, no difference.

[1:21:18] Yes, right.

[1:21:18] We talked about the price and all that at that time during that agenda item.

[1:21:24] But the difference in price between the two campuses, of course, is square footage

[1:21:28] and the amount of, they'll work the replacing.

[1:21:32] And the 3.3 million is the total of both phases?

[1:21:36] No, phase one.

[1:21:37] Phase one is the 3.3.

[1:21:38] No three campuses, okay, yes.

[1:21:39] Yeah, that means we'll be returning back this time next year for phase two for the remainder of the schools that were mentioned.

[1:21:50] Great,

[1:21:53] we have a lotion.

[1:21:55] I'm moved to approve the GMP phase one for CMR 23-21 with Brown and Butler construction as construction manager at risk in the amount of $3,334,973 and authorization for the superintendent to negotiate and execute the GMP for phase one.

[1:22:11] Motion by Keeley. Second. Second. Second, by Phil.

[1:22:14] Any other questions or discussion? All those in favor? Motion carries. Thank you.

[1:22:21] Thank you.

[1:22:22] Item 6E, consideration of and potential adoption of resolution 032-526-01 regarding

[1:22:30] 791 purchasing cooperative. Yeah, so board policy CCH local and legal allows

[1:22:37] Now's a district to purchase goods through a cooperative purchasing program.

[1:22:42] We've identified another opportunity through 7-9-1 purchasing cooperative to do such a thing.

[1:22:49] By participating, the district will be able to take advantage of the economies of scale.

[1:22:56] Along with saving the district time and money in bidding each individual purchase,

[1:23:02] The purchasing cooperatives have already bid them on our behalf, and they've also identified quality vendors with proven track records.

[1:23:13] The Lake Travis Administration recommends the approval of the resolution to participate in the 7-9-1 purchasing co-op.

[1:23:22] And joining this cooperative will gain more qualified bid approved vendors to select from.

[1:23:28] There are no fees associated with joining or being a member annually with the co-op as well, and I'm happy to answer any questions.

[1:23:39] So there are no downsides?

[1:23:41] Exactly.

[1:23:42] Just to clarify between paragraph one and paragraph two.

[1:23:45] While paragraph one says members or vendors, you are confirming in the second paragraph that there are no fees associated with members.

[1:23:52] Yes.

[1:23:53] Or on purchases?

[1:23:55] Or on purchases you're paying with the co-op had bid.

[1:24:00] I thought we were already, are we not already part of sourcing co-offs, so this is just

[1:24:05] an additional one.

[1:24:06] Exactly.

[1:24:07] Okay.

[1:24:08] We've identified another one that we can purchase.

[1:24:11] Consider putting all the co-ops a bigger co-ops.

[1:24:13] I know.

[1:24:15] Next month or April, for me, I'll be bringing you a list of the co-ops from last year in

[1:24:21] any fees we pay.

[1:24:22] We have to do that annually.

[1:24:23] Okay.

[1:24:24] Yes.

[1:24:24] How many are we a member of right now?

[1:24:27] That's a good question.

[1:24:28] and there's probably 15?

[1:24:30] Oh, wow.

[1:24:32] We use strategic ones repetitively,

[1:24:38] but then there's special ones that we would use

[1:24:42] for one-offs, that type of thing.

[1:24:44] Okay.

[1:24:46] Next one.

[1:24:47] Thank you, Pam.

[1:24:48] Any other questions?

[1:24:49] Or do we have a motion?

[1:24:50] I moved to a non-resolution,

[1:24:52] the room 325-6-0-1 as presented.

[1:24:56] Motion capital.

[1:24:57] No. Second. Second by Jonathan. All those in favour? Motion.

[1:25:05] Thank you.

[1:25:11] Do you mean to vote? I did. I raised my hand. Oh, thank you from the sit.

[1:25:17] That's too quick on the trial, I guess. All right. We will move on to the consent agenda.

[1:25:25] Agenda. Item 7 is the consent agenda. Does any trustee have one or more items that they would

[1:25:30] like pulled for further discussion and separate vote.

[1:25:35] All right, is there a motion?

[1:25:36] I move to approve the consent agenda as presented.

[1:25:39] Motion by Phil.

[1:25:40] Second.

[1:25:41] Move.

[1:25:42] Second by Aaron.

[1:25:43] Yeah, everyone.

[1:25:46] All those in favor?

[1:25:48] Excellent.

[1:25:49] Motion carries.

[1:25:50] Thank you.

[1:25:58] Item A does information items.

[1:25:59] Trustees, our board packet includes one information item.

[1:26:03] A, board notification under board policy,

[1:26:05] CCH, local technology bond expenditure.

[1:26:08] Are there any questions regarding this item?

[1:26:14] We will move on to number nine.

[1:26:17] Trustees will now recess into closed session

[1:26:19] in accordance with Texas government code section 551.071,

[1:26:23] consultation with the board's attorney,

[1:26:25] and section 551.074, personnel matters.

[1:26:29] The time is 7.29 pm.

[1:26:31] Thank you.

[1:26:33] Thank you.

[1:26:36] All right.

[1:26:39] We have returned from closed session and reconvene the meeting in open session at 814 p.m.

[1:26:46] We will take no further action this evening. Meeting is adjourned at 814 p.m.

[1:26:51] Thank you.

Mar 25, 2026 Board Meeting

Agenda

Transcript