[0:06] Good evening and welcome. My name is
[0:08] Taylor Kingman, I am the chairman of the
[0:10] San Angelo School District Board of Trustees
[0:12] . I would like to welcome everyone
[0:14] attending today's regular
[0:16] council meeting, as well as those
[0:17] who will be watching the recording
[0:19] online or through our
[0:20] public channel. Today is
[0:23] September 21st. All agenda items
[0:25] were posted as
[0:26] required by state law, and
[0:28] most were discussed
[0:29] during prior workshops
[0:31] prior to the council meeting. As a council,
[0:33] our work includes setting goals
[0:35] , hearing reports from the
[0:36] superintendent of schools, approving
[0:38] budgets, contracts, personnel matters, and
[0:40] making decisions regarding
[0:41] district policy. Please remember
[0:44] that this is a council meeting
[0:45] held in public and is not a
[0:47] public meeting. The proceedings of
[0:48] the meeting are being recorded and will
[0:50] become part of the district's permanent records
[0:51] . To help us maintain the
[0:53] clarity of the recording, we ask that you
[0:55] refrain from speaking
[0:56] when others are speaking and that you
[0:58] silence your cell phones.
[1:00] Thank you again for your
[1:02] attendance and support for SAISD.
[1:04] We have a quorum tonight. Let us start with the
[1:07] first point of our program,
[1:09] that is, our prayer. Grant Hill,
[1:11] associate pastor at The
[1:12] Gathering Church, will help us with this
[1:14] tonight. Would
[1:17] you like to join me in
[1:19] prayer? Heavenly Father, we gather tonight
[1:23] in the name of Jesus.
[1:27] Your Word says that when we ask for
[1:29] wisdom, You will give it to us generously and
[1:31] without reproach. That is why we ask for
[1:33] your wisdom and insight at
[1:35] our school district meeting today
[1:37] . We know that the Holy Spirit
[1:39] is the Spirit of Truth who will guide
[1:41] us into all truth. And we ask You to
[1:44] fill our minds with a clear
[1:46] vision of the decisions that must be made
[1:48] today for the education of our children.
[1:51] I ask You to fill each
[1:53] of these members with wisdom,
[1:55] clarity, and insight so they know
[1:57] what to decide today. And I ask You to
[2:00] fill them with understanding, so that
[2:02] they will know how every
[2:04] decision we make today will affect our tomorrow.
[2:07] We believe all this before You in the
[2:09] mighty name of Jesus. Amen.
[2:14] Thank you. The next item on our
[2:17] agenda is our pledge of
[2:19] allegiance to the United States and
[2:20] Texas. We have
[2:22] some students from
[2:23] Buell Elementary here tonight who are very punctual and
[2:25] came very early. We have Natalie
[2:27] Soto, Rachel Villarreal, Rowan Seaton,
[2:30] Palmer Seaton, Olivia and Olivia Lucky
[2:32] . If everyone will stand and join
[2:35] them in taking the oath to the
[2:37] United States and Texas. I pledge I pledge to the flag of the United States of
[2:48] America and the republic for which it stands
[2:50] , one nation under
[2:52] God, indivisible, with liberty and
[2:54] justice for all.
[3:04] I pledge allegiance to the flag of the state of
[3:06] Texas, one state under God,
[3:08] one and indivisible.
[3:25] Good job, guys.
[3:39] 103
[3:59] Okay, next up for us
[4:01] tonight is the awards
[4:03] , and Ms. Shannon Schwartz will be helping us
[4:05] award DESK, a
[4:07] non-profit organization that
[4:08] helps our students every year.
[4:22] All right. Good evening. Tonight, we are
[4:25] honored to recognize a
[4:27] community partner who has
[4:29] supported students, families, and
[4:31] schools in the San Angelo School District for over two decades.
[4:33] DESK, provide educational materials
[4:35] for children. Since its founding in
[4:38] 2004 by Eric Wilson, DESK
[4:40] has raised over $1 million for
[4:41] school supplies for students in need
[4:43] , helping them
[4:45] succeed in school and beyond.
[4:48] This year alone, they generously donated
[4:50] over $67,000, directly
[4:52] supporting all schools in our
[4:54] district and providing students with the
[4:56] tools they need to
[4:58] succeed while also reducing the burden on
[5:00] teachers. These incredible
[5:04] public education supporters with us
[5:06] tonight, as well as those who
[5:08] couldn't be with us, dedicate
[5:09] their time, energy, and talents
[5:11] year-round to raising funds for
[5:13] our students in need of
[5:14] school supplies.
[5:16] School materials that allow you to learn,
[5:18] develop, create and think
[5:19] critically. We are honored to
[5:21] recognize and host
[5:22] some of the
[5:23] board members here tonight. When we call your
[5:25] name, please come and stand
[5:27] in the middle and we will take a
[5:28] group photo. First up we have
[5:30] Desk Chairman Eric Wilson.
[5:40] Vice President Vicki Loso of First Community Federal Credit Union.
[5:47] Secretary Diane Wilson from McDonald's.
[5:56] Ken Graham of KLST. And Mrs.
[6:04] Jacqueline Ochoa. Please join
[6:07] me in applause and a very
[6:08] grateful thank you to Desk.
[7:09] Okay, next on the agenda is
[7:11] public comments. We have people
[7:13] signed up for speaking engagements
[7:15] tonight. For those taking the floor
[7:16] this evening, please remember to
[7:18] follow the guidelines
[7:19] you received when you logged in and which
[7:20] were displayed on your screen before the
[7:22] meeting began. Our
[7:23] first speaker is Joanne
[7:25] Stringfield, and her topic is
[7:27] student transfer guidelines and a
[7:29] plea for transparency.
[7:32] Good evening everyone. My name is
[7:36] Joanne Stringfield and I would like to
[7:38] request greater transparency
[7:40] regarding the proposed change to
[7:41] transfer policy. Specifically,
[7:46] we have had many discussions with different
[7:48] people I meet. I have a granddaughter
[7:53] in public school. I have friends
[7:55] who are teachers. I am a
[7:58] San Angelo resident and I think there is
[8:00] a lot of concern and confusion
[8:02] . Let me add a little about my
[8:06] experience. I am a retired
[8:08] military officer. My children, my
[8:11] four and now four adults,
[8:13] have transferred to other schools multiple times
[8:15] and after some
[8:16] issues with those transfers were resolved,
[8:18] changes were made to the
[8:20] military regulations to provide them with
[8:22] some protection in the event of a
[8:23] transfer. But I'll tell you from
[8:29] personal experience,
[8:30] transfers can be disruptive, and
[8:32] doing so during, um, the
[8:34] school year, in other words, with education from,
[8:36] um, elementary school in the middle of the
[8:38] cycle, when children would have completed, let's
[8:45] say, kindergarten
[8:47] through fifth grade and then on to
[8:49] middle school and so on, can be
[8:51] very disruptive, and also if those
[8:53] children don't have the opportunity to
[8:55] continue their education with their
[8:56] siblings. Hmm, we found that
[8:59] sibling support had a
[9:01] significant impact on my children. I see this
[9:05] again in my grandchildren, I have seven
[9:07] grandchildren, also with
[9:08] military parents. Across the spectrum of
[9:13] sibling support, this is very important.
[9:19] So I'm asking for transparency in the
[9:20] proposed policy changes so that
[9:22] both school board members
[9:24] and families can understand what
[9:26] these changes are, what
[9:28] we say, both in the medical world
[9:30] and in education, are the actual basis for
[9:32] these decisions. What literature was
[9:38] considered, what was the input from families,
[9:40] what are the pros and cons, including the
[9:42] potential economic impact,
[9:44] because with school vouchers,
[9:45] parents can decide to
[9:47] leave the school system and
[9:49] go to another school. If
[9:53] school systems are not meeting their
[9:55] needs and penalizing them for seeking
[9:57] things like staying in
[9:59] their chosen schools, I ask
[10:01] for consideration of these issues and for easy
[10:03] access to this information.
[10:06] I tried to review the
[10:07] proposed policies on the
[10:09] SAISD website and had great
[10:11] difficulty finding the
[10:13] proposals. Therefore, I am asking for
[10:16] increased transparency.
[10:18] Thank you for your attention.
[10:21] Thank you, and I
[10:22] look forward to your presence this
[10:24] evening, where
[10:25] you will be able to hear some of
[10:27] this information. Now it's time for Mr.
[10:30] Michael Petrella, who will be responsible for
[10:32] settling the budget.
[10:42] Good evening. My name is Michael
[10:45] Petrella. I am here tonight
[10:49] as a
[10:51] San Angelo ISD property taxpayer and a
[10:53] parent of two children who attend
[10:55] schools in our district. Like many
[10:59] parents, I realized I
[11:00] needed to get to work and take a closer
[11:02] look at how
[11:06] our district was functioning. During my
[11:10] budget research, I looked at our
[11:12] salary structure. A teacher
[11:15] starting in our district
[11:17] earns a starting salary of
[11:19] approximately $50,000. Meanwhile,
[11:22] our essential, full-time
[11:24] cleaning and support staff earn between $
[11:27] 24,000 and $36,000 per year. And it is
[11:29] these people who ensure the
[11:31] functioning of our schools every
[11:32] day. In stark contrast,
[11:36] public records reveal
[11:38] payments from October 2025 to
[11:41] August 2026 of
[11:46] $6,000 per month,
[11:48] totaling $66,000, made
[11:51] by the district to CWBD Properties, a
[11:53] company owned by a current
[11:56] board member. Despite official requests
[12:02] for information, I have yet to find
[12:03] any documentation that
[12:05] actually justifies these expenses
[12:07] . When parents and taxpayers have to
[12:10] dig through public
[12:12] records to track down
[12:14] public funds and still find no
[12:15] justification, accountability
[12:17] has failed. This 66,000 is not just a
[12:21] budget item. These are essential
[12:24] resources. These could fund an
[12:28] additional position or provide
[12:29] significant support to our
[12:31] underpaid frontline workers
[12:33] . Management should not ignore
[12:36] this transaction. For reasons of
[12:38] public trust, no board member or
[12:40] their private company should
[12:41] receive taxpayer money from the
[12:43] district they oversee.
[12:46] If a board member is truly
[12:48] committed to SAISD, any
[12:50] services provided should be
[12:52] completely voluntary. If
[12:54] you need to borrow a shed,
[12:57] you can borrow mine for free.
[12:59] Okay, I just want to
[13:01] make this clear. Signing a
[13:02] conflict of interest declaration does not resolve the
[13:04] ethical dilemma associated with
[13:05] granting limited
[13:07] public funds to a private entity
[13:09] whose board members are members
[13:10] . While our teachers
[13:13] and support staff are receiving the
[13:15] bare minimum, tonight
[13:16] I am asking the board to halt all
[13:18] future payments to this
[13:20] entity and initiate an independent
[13:22] review of this contract to ensure a
[13:24] full, transparent public
[13:26] accounting of these expenses. Thank you.
[13:31] Mr. Patrol. Now we have
[13:33] Mrs. Sarah Alexander on
[13:35] school safety.
[13:48] I'm here today to discuss
[13:50] school safety. I sent
[13:52] detailed emails to every person
[13:54] on this podium. You all know these
[13:56] problems. I will not discuss them here
[13:58] because I do not want to escalate the situation
[13:59] by drawing too much public attention to it
[14:01] . That's why
[14:03] I've been talking to all of you about this
[14:05] privately until now. Nevertheless, we cannot
[14:06] ignore this problem.
[14:08] SAISD administrators have failed our
[14:09] children, especially those on the north
[14:11] side of the school, and have
[14:12] effectively covered it up until now because
[14:13] many of you on the board have refused to
[14:15] take action. Turning a blind eye
[14:17] to the problem won't make it go away. As we
[14:19] all know, the TEA commissioner was here
[14:21] last week. None of us take
[14:23] this visit lightly because
[14:25] we face a state takeover
[14:26] if our STAR scores do not improve.
[14:28] But STAR scores are not the only reason
[14:30] TEA may intervene.
[14:32] According to the TEA, it may intervene when
[14:34] intervention is necessary to
[14:36] prevent a significant or imminent
[14:38] threat to the well-being of the district's students
[14:40] or to the public interest. With that
[14:43] in mind, if you all don't
[14:45] take safety seriously
[14:47] , perhaps a
[14:49] TEA-appointed monitor, curator, or board will. Honestly
[14:51] , I don't want it. I believe in
[14:54] local control and representatives
[14:56] who act in the best
[14:58] interests of their constituents. But local
[15:01] control is meaningless if you
[15:03] all fail to exercise the authority
[15:05] granted to you by your voters to
[15:06] intervene in such situations.
[15:09] I am asking for immediate intervention.
[15:11] If you do not take action,
[15:13] I will report this to TEA by the end of
[15:14] tomorrow business day. For those
[15:17] who might suggest a formal
[15:19] complaint, time is of the essence.
[15:21] We must act now. We cannot
[15:23] wait for the grievance process.
[15:25] Thank you.
[15:27] Mrs. Alexander. Next
[15:29] we have Ms. Kendall Jastro on
[15:31] school policy.
[15:40] Hi.
[15:42] Good evening.
[15:44] Sorry. I, uh, started
[15:51] paying attention to what was going on in
[15:53] our district actually about three
[15:55] weeks ago when I asked for a pep rally
[15:57] at
[15:59] Central High School to be held during the day,
[16:04] during school hours, instead of, uh,
[16:06] before school when it usually happens.
[16:11] Ugh, when I was told at one of the meetings with
[16:13] the administration that
[16:15] because one of the elementary schools
[16:17] wasn't even part of the
[16:19] Central High School structure, it would be difficult to
[16:20] do anything outside of the norm,
[16:22] I thought it was strange. Um, and
[16:26] I thought that was a really interesting
[16:28] excuse that a school that's not even
[16:30] in the structure of Central High School,
[16:32] uh, would have an influence on what
[16:34] happens at Central High School,
[16:36] especially a pep rally like that. And I can't
[16:39] believe I had to
[16:40] take this all the way to the school board. I
[16:44] started digging deeper into the topic and was
[16:46] curious about what was happening at this
[16:48] failing school. So, um,
[16:52] I looked at Bradford and
[16:53] wondered why they kept
[16:55] failing. And have we done enough
[16:57] ? Are there
[16:59] schools in Texas that
[17:00] we could look up to that
[17:02] were in the same situation, that
[17:04] were in the same situation as Bradford,
[17:06] that were successful? I looked at the
[17:10] Bradford Improvement Plan and
[17:12] the improvements from year to year. And I don't mean that
[17:15] nothing was done. My point is
[17:19] whether the reaction was
[17:20] commensurate with years of failure. Other
[17:25] schools in Texas have shown that
[17:27] failing schools don't have to
[17:29] happen in
[17:31] economically challenged schools. There
[17:35] are three schools in Laredo ISD that
[17:37] have a very high percentage of
[17:41] economically disadvantaged students who received an
[17:43] A grade from the TEA. And also, um, a few other
[17:48] schools. You can simply
[17:52] search and find many schools in
[17:54] Texas, East Texas, outside of
[17:56] Houston. For example,
[18:00] Kirk Elementary School went from 55 to um, to 3 in 2 years. So,
[18:05] again, I'm not suggesting that Bradford
[18:07] and Kirk are identical. I ask that we
[18:09] try to learn from some of the
[18:11] schools, schools in Texas that are
[18:13] successful. But there's another
[18:15] lesson, um, that we should
[18:17] consider before we set
[18:19] attendance limits. And I know there have been
[18:22] votes on this and I know
[18:24] they are pending and the transfer policy is
[18:26] pending, but we have to be careful not to
[18:28] confuse changing the demographics of the school with
[18:30] improving it. Redistributing
[18:34] students may change the outcome of
[18:36] the assessments. It may take a campus from a
[18:39] 5 to a 3, but a letter grade earned
[18:41] by someone attending a
[18:43] school is very different from
[18:45] building the academic capacity
[18:47] that allows the kids already
[18:48] there to succeed.
[18:51] Thank you, Mrs. Jester.
[18:53] Thank you.
[18:56] All right. Then we move on to a
[18:58] closed session. This will be in accordance with
[19:03] Texas Government Code 551.071,
[19:11] which covers consultations with an attorney
[19:14] , 551.074, which covers
[19:16] personnel matters, and 551.082, which covers
[19:19] students, school district employees,
[19:22] and disciplinary and
[19:25] grievance matters. And we'll be right back. Okay, we're back
[19:36] from closed session, at least
[19:38] temporarily. I now move on to point
[19:44] eight, i.e. consideration and
[19:46] possible action in connection with the
[19:48] complaint submitted by Mr. Michael
[19:49] Petrella. Do I have an application?
[19:59] Dr. Hammond, I move
[20:01] that Mr. Petrelli's request for
[20:03] release be granted.
[20:06] Do I have a motion of support?
[20:09] I support this.
[20:11] I have a motion from Mr. Dindle and a motion from
[20:13] Mrs. Duncan. Are there any further
[20:16] questions or comments from the management regarding
[20:19] the complaint filed by Mr. Patrol?
[20:23] All in favour, please say: "Yes.
[20:24] " Please raise your hand. The motion
[20:28] passes 5-0. All right. We now return
[20:33] to closed session pursuant to
[20:38] Texas Government Code 551.071, 551.074, and
[20:42] 551.082. Okay, we're back from
[20:53] closed session. No votes were taken
[20:55] . Hmm, we will
[20:59] now move on to point seven, which
[21:01] concerns the consideration and
[21:02] possible action taken in connection with the
[21:04] complaints filed by Jamal
[21:06] Shubert. Do I have an application?
[21:11] I will file a motion regarding
[21:13] Jamal Shubert’s Level 1 complaints filed on
[21:16] May 29, 2026, May 29,
[21:19] 2026, and June 15, 2026. I request that the
[21:24] administrative decisions be upheld and the
[21:25] requested remedies be denied.
[21:29] Do I have a second application?
[21:30] Second.
[21:31] So, a motion from Dr. Mills and a second
[21:33] motion from Mrs. Duncan. Are there
[21:36] any other comments or questions from the management board?
[21:40] All in favour, I say "I" and
[21:41] raise your hand.
[21:43] I.
[21:44] The motion passes 5-0. All right.
[21:48] Next, we will update the
[21:53] bond structure. Who is here from Park Hills?
[22:05] Hello Hector.
[22:07] Good evening, President Killeen and
[22:08] Board of Trustees, Dr. Moran. Hector
[22:12] Santiago, Partner at Parkhill, and I am
[22:14] pleased to provide
[22:16] an update on the bond projects.
[22:20] Can I? Oh, here it is. All right. As
[22:33] you've seen this slide a few times
[22:35] before, of course, the general
[22:37] bond construction timeline. We
[22:40] 're still basically on track
[22:42] with everything. Of course, Lakeview GMP
[22:46] has been previously approved.
[22:50] We approved the Glenn Middle School
[22:52] GMP, and tonight you'll see the Glenn
[22:54] , that's me, Central High School GMP
[22:56] tonight as well. A general,
[23:00] broken-down timeline in terms of
[23:02] design, construction, and then the
[23:05] owner actually moving in is fine. One
[23:09] of the ones you'll see is almost
[23:11] ready, very close to completion. They're
[23:13] just tackling a few items on their to-
[23:15] do list, Crockett.
[23:17] So you'll see some of that, but
[23:19] otherwise we
[23:21] even had a groundbreaking ceremony
[23:22] for Lakeview, which was
[23:24] quite well attended, even on a
[23:26] very hot day. As
[23:30] for Crockett, we, er, Lee Lewis
[23:32] Construction, have received our certificate
[23:34] of occupancy. This is about the dining room.
[23:39] They had previously received them for the
[23:40] classroom before school even started
[23:42] . And, uh, yeah, we just cover the
[23:45] dots. The
[23:48] next thing to discuss is the
[23:50] closing documentation that they, um,
[23:52] have started preparing. And once we
[23:55] review it, we'll be, you know, well on our
[23:57] way to closing this project.
[24:01] I had the opportunity to take a
[24:03] quick tour there before the
[24:05] board meeting, so I took a few photos
[24:07] . Here you see a photo of the dining room and
[24:10] kitchen. Then the interior of the dining room and
[24:16] the corridor. And then a typical classroom
[24:21] and playground. The playground
[24:23] looks really, really elegant
[24:26] and I was very pleased with the result.
[24:30] Have any questions about
[24:31] Crockett? Okay, if not, then I'll move on
[24:37] to Miguel Elementary Phase Two with
[24:39] Collier Construction. Uh the steel
[24:41] erection has been completed in both
[24:42] areas A and B. Uh uh happy
[24:43] when that was completed and the
[24:44] metal deck has also been
[24:45] completed in both areas A and B. And the
[24:46] metal framing, uh last
[24:47] I heard last week that they're getting close
[24:48] to completion in
[24:49] area A. Uh next up is the metal
[24:50] framing in area B and the
[24:51] electrical installation. I've
[25:05] already seen some mechanical
[25:07] assembly work in area B. Uh here
[25:08] you see uh the library and
[25:10] administrative part of area A. And then
[25:17] area B, all the steel is already in place
[25:19] and some of the ventilation ducts
[25:21] have started to be hung. And then I'll
[25:25] move on to Oh, I'm sorry. Any
[25:28] questions about Miguel?
[25:31] Well, in area A, they are, as
[25:33] you said, they do it in different
[25:35] sections and so on.
[25:36] Correct.
[25:37] Uh how long are they going to be working on Do
[25:39] you have any idea how long it will take them to
[25:41] get to that area A? I only ask
[25:44] because this has been
[25:46] talked about before – all this
[25:48] construction activity right next to the playground.
[25:50] Yes, yes.
[25:51] I go there, I see him and I think, "
[25:53] Let's hurry up."
[25:54] Yes. Generally speaking, the work
[25:56] should be completed by June
[26:01] 2027, but in this area I plan to
[26:03] finish around
[26:06] January-February at the latest. So it will be before the
[26:10] June deadline for the entire
[26:12] project. They started this area first
[26:17] and then moved to area B,
[26:19] mainly because it's
[26:21] more crowded and there's more traffic for the
[26:23] kids to get to the playground.
[26:28] I will contact them to
[26:30] make sure they are still on
[26:31] track to meet this deadline.
[26:33] Okay, thank you, Hector.
[26:39] Regarding Glenn High School
[26:41] , at the last August
[26:42] board meeting you approved the
[26:44] GMP. The plans are undergoing
[26:48] city review. We have received the first
[26:51] round of comments, which have been responded to and
[26:53] forwarded. The
[26:56] building permit has been issued, so you know
[26:59] , Lee Lewis Construction can get started.
[27:02] And when I last spoke with
[27:03] Michael, he was also going to
[27:05] get a building permit for the
[27:07] foundations so they could, you know,
[27:08] get started. We waited a bit
[27:14] until the permits were more
[27:16] advanced to make sure that
[27:18] before we released NTP. Well, you know, so it does
[27:21] n't delay them. But
[27:24] I think we will soon issue an order
[27:26] to start work. You've seen
[27:31] a few of these visuals already, but
[27:32] I thought I'd leave them there just in
[27:34] case. Well, show them, again. Library.
[27:46] Gymnasium. Gym. Maybe there
[27:52] will be no questions to ask.
[27:55] When exactly are we planning to start,
[27:57] Glenn?
[27:58] Well, Michael is here, but I won't
[28:00] stop him, but I saw a
[28:02] construction trailer there. And we want to
[28:05] make sure that they can actually
[28:07] start working.
[28:08] So we are waiting for city permits?
[28:10] Yes, sir.
[28:11] That's pretty much all I wanted you to
[28:12] say.
[28:13] Yes, more or less. You know, they've
[28:17] already started some things, you
[28:19] know, and they've gotten the building permits
[28:21] , so they can get going, but they can't go too
[28:23] far
[28:25] until they get the
[28:26] building permits. All right.
[28:33] For Dr. Moran. Sorry for the interruption
[28:35] . So, construction work is currently underway
[28:37] on the training pitch.
[28:39] Correct.
[28:39] I guess we'll use it now
[28:42] . What are the plans? What will we
[28:44] use during construction?
[28:46] The fence has been up for some time
[28:48] . These boys use the
[28:50] practice fields at the stadium, the
[28:52] artificial turf field, and the grass fields
[28:54] at Nimitz and Bucker. And yes, that
[28:57] practice field west of Glenn
[28:59] was not used this year.
[29:01] All right.
[29:01] Yes, there is a fence there. And a small note
[29:05] , we had a really good meeting with
[29:07] Phil Urudia. He is the new
[29:11] city manager. He is fully
[29:13] aware that we had some
[29:15] permitting issues. And he assured us that he would look into
[29:19] it, given
[29:21] his experiences in Garland and,
[29:23] I believe, Odessa. Either way,
[29:26] the city is aware of our
[29:28] disappointment and we hope
[29:30] everything goes well.
[29:32] Thank you. We move on to Lakeview High School
[29:35] . You know, the plans are still waiting
[29:39] for verification. We have received
[29:41] approved portable facilities and
[29:43] approved general planning permission
[29:45] . So they started
[29:49] some work there. The
[29:52] groundbreaking ceremony,
[29:53] again, was very well
[29:55] attended, and one of the things when
[29:57] we organize events, especially
[29:58] Mexican events, is the question, "When are the
[30:00] mariachis coming?" When will
[30:03] the mariachis arrive? Yes, they were there, so the party
[30:05] was great and it was great to have them
[30:07] . They are very talented. I'm very, happy about it, so… It's a
[30:12] great event. They have already been
[30:15] called in to inspect the
[30:16] plumbing and electrical installations in the
[30:18] portable buildings. So, as far as
[30:20] portable buildings go, they're doing pretty
[30:21] well anyway. I saw
[30:25] some photos today of the
[30:27] site clearing and demolition that is already underway.
[30:31] I thought I would add a visualization of the
[30:33] current technical building. And some
[30:38] photos from the cornerstone laying ceremony
[30:40] . And here are the mariachis. As you can see
[30:51] , cleaning work is underway, as well as
[30:53] the demolition of concrete sidewalks where the
[30:58] base for the
[31:00] mariachi building was to be built. Good to see
[31:03] this happening. Do you have any questions?
[31:11] If not, I'll go to Central High
[31:14] School. CMAR received offers. Up for
[31:20] consideration today is GMP Central
[31:22] High School. And of course the plans
[31:25] were submitted for review. And
[31:28] then when, uh, we get, uh,
[31:30] if the GMP is approved, we'll
[31:32] let them know so they can proceed
[31:35] . Um, they did some work earlier,
[31:37] as you remember, water pipes,
[31:39] which were completed over the summer. And
[31:45] they took advantage of the fact that there were no
[31:47] children on campus. It was really,
[31:49] um, well thought out and planned
[31:51] on their part. Um, that's actually, um, the
[31:55] prep work they did.
[31:59] Uh, they took advantage of the lack of students at
[32:01] school. And then, um, yeah, some
[32:04] visualizations that
[32:06] I showed earlier when we approved GMP.
[32:12] Er, a shot of the corner of the auditorium.
[32:16] Interior of the auditorium. Gym.
[32:24] And only the main hall between the dining room
[32:26] and the gymnasium. And the front hall of
[32:31] the auditorium. So, any questions
[32:36] about the Center?
[32:39] But do you have any idea how many students
[32:41] will be in, I think this is the center of
[32:42] things, the gymnasium? Approximately how
[32:45] many people will fit there?
[32:47] Er, yes. The gym will
[32:49] have 2200 seats
[32:50] there? 2200, okay.
[32:52] Yes.
[32:52] I didn't see that. Sorry.
[32:54] No, no, no, no problem.
[32:55] Actually, uh, I remember
[32:57] someone once asked me that I didn't have those
[32:58] numbers. I thought they might ask
[33:00] in the future. I'll make sure the
[33:01] numbers are there at the same time. That's how it
[33:03] was. I've gotten used to
[33:04] not seeing them there.
[33:05] No kidding.
[33:06] Thank you, Lord.
[33:07] On that same point, as uh I know
[33:09] we talked about this a few years ago
[33:11] so I'm trying to come back, but when
[33:13] you build these gyms for these
[33:14] schools, is it normal for the
[33:16] capacity to be such that the entire gym can
[33:18] accommodate all the
[33:19] students or not? Is this how
[33:21] you determine the size of these
[33:22] gyms?
[33:25] We usually size them
[33:27] based on these kinds of criteria,
[33:29] like, "Hey, we'd like to have
[33:31] at least two full, you know,
[33:33] grade levels, three grade levels, and
[33:34] sometimes the entire
[33:36] student body." It depends on the needs and whether
[33:41] they will be organizing
[33:43] any events. We've had a
[33:47] few sports halls where we've had
[33:49] graduation ceremonies,
[33:51] but those are smaller districts that, you
[33:53] know, obviously don't have a lot of
[33:55] families that can
[33:57] attend. So a lot depends
[33:59] on the type of request we receive and
[34:01] what they plan to use
[34:03] the room for. I was a project manager
[34:06] at Lakeview. I don't remember exactly
[34:09] what was communicated to the
[34:11] project team, what events, but I
[34:13] can definitely find out. Are
[34:23] there any other questions?
[34:25] Mr. Santiago. So maybe this question is
[34:30] for Lee Lewis. When do permits
[34:35] become an issue for
[34:37] completion dates? Are we
[34:39] close yet? Is this already on our
[34:44] radar?
[34:45] I think we are still in the
[34:47] safe window.
[34:48] Since you didn't register it,
[34:50] I'll say it's in a safe
[34:52] window now. So it's okay.
[34:55] Again, because they have received
[34:57] building permits and can get
[34:59] foundation permits, they can get
[35:01] going before they
[35:03] need the rest of the actual
[35:04] building permit.
[35:08] All right. Any other questions? All right.
[35:15] Thank you, Hector.
[35:16] Thank you.
[35:17] All right. Now we will update the
[35:20] academic programs and begin discussing the
[35:22] guidelines for
[35:24] transferring students. Dr. Moran
[35:28] will be leading this discussion, and as a
[35:30] comment, I know one of our
[35:33] public commenters. Oh, you're welcome, sir.
[35:37] You know, since we don't have them
[35:39] on the website yet because of the
[35:41] Open Meetings Act, this is the
[35:43] first time the board
[35:45] has gotten them together as a group as well. So we can
[35:49] start discussing how
[35:50] this will end. So I hand
[35:53] over to Dr. Marine.
[35:54] Are you ready? All right.
[35:56] We have been informing since May that transfer guidelines would be
[35:59] developed in the autumn. Our team
[36:03] analyzes scenarios to
[36:05] generate data that can
[36:07] help us, and we share it with
[36:08] management weekly. Oh, and here's a
[36:13] summary sheet you can
[36:15] use as a reference,
[36:16] because some of the things
[36:18] I'm going to mention are
[36:20] on that sheet. But let's start the
[36:24] conversation. My intention this
[36:27] evening is to logically address the points of
[36:29] our discussion regarding the
[36:31] primary school zones for the
[36:33] next school year. I think
[36:36] everyone knows it's the fall of 2027
[36:38] when the reset will happen. We
[36:41] will all have questions. There will be many
[36:43] exceptional circumstances and we will discuss
[36:45] some of them in a few minutes.
[36:49] During this presentation, although it will not be a
[36:51] formal slide show,
[36:53] you will have questions, but it will be a conversation
[36:55] that I will discuss. Just
[36:57] write down your questions and we'll
[36:59] come back to them at the end and start
[37:01] discussing them. Let's start with the
[37:05] district's guidelines for
[37:06] student transfers. Our local FDB branch
[37:10] stipulates that the education superintendent will be
[37:12] authorized to review and approve
[37:14] transfers between schools. That's
[37:17] all. It's very transparent and
[37:23] quick, so for years it was an
[37:24] administrative function, and in a moment
[37:26] you'll hear that our practice was
[37:28] that
[37:30] school principals were the ones who approved
[37:32] and denied transfers for decades, as far as
[37:34] I know. But because of the importance of this
[37:42] discussion and our community,
[37:44] we want everything to go well. That is why we
[37:47] are here at the
[37:49] council podium and we will be leading this
[37:51] discussion. Your contribution is important. We
[37:53] will do it right. We will do this well
[37:55] for our community. So, as a result
[37:58] ,
[38:00] gifted and talented programs are
[38:02] offered at all of our
[38:04] San Angelo ISD campuses. I think
[38:08] everyone knows that. But the history of the
[38:10] GT Magnet campus dates back to 1999, and
[38:12] you might ask: why are
[38:15] you jumping straight to GT Magnet? Because that's where
[38:20] a lot of the friction will come
[38:22] in this conversation about how we're going to
[38:23] deal with our siblings and
[38:25] which grades we're going to move up to
[38:27] in order to stay in our
[38:28] primary schools. These are the two main
[38:33] issues that have come to the
[38:35] surface over the last few
[38:37] months. And I think I have some
[38:40] good suggestions for all of you today on this
[38:42] topic. But the history of the GT Magnet campus
[38:47] dates back to 1999. Gifted elementary schools
[38:53] began in Santa Rita in 1999 for
[38:55] students in first through sixth grade
[38:58] . You may remember that our
[39:03] elementary schools included sixth
[39:06] grade, and then our middle schools
[39:08] then included grades 7, 8, and 9.
[39:11] Around 2002, the district changed the model.
[39:16] Therefore, Fort Concho accepted
[39:18] GT students from grades 1 to 3, and Santa
[39:21] Rita from grades 4 to 6. Therefore,
[39:23] children move from one
[39:25] campus to the other throughout
[39:27] elementary school. Around 2007,
[39:31] sixth graders were moved from the
[39:33] elementary campus to the middle school. As
[39:36] a result, the district offered the
[39:38] GT Magnet program in both Santa Rita and
[39:41] Fort Concho for grades 1 through 5.
[39:43] We are evaluating our
[39:45] children in kindergarten. Most are
[39:48] assessed and identified in kindergarten
[39:50] , and their program begins after the
[39:52] identification process, but for our
[39:54] purposes we can say
[39:56] grades 1 through 5. These programs
[40:01] also allowed students to
[40:03] transfer to fill
[40:04] vacancies created by the decline in
[40:06] student numbers at the time.
[40:09] We had a decline in enrollment in some elementary school zones,
[40:11] and to fill
[40:13] those spots, not only was the
[40:15] GT Magnet program implemented, but
[40:16] others were also allowed to
[40:18] move to that campus to fill those spots
[40:20] . Then a third GT campus was added in Holleman
[40:24] , with the idea that
[40:26] we would have three elementary schools
[40:28] that would feed into three middle schools.
[40:32] So, uh, Santa Rita feeds Lone Star,
[40:34] Fort Concho feeds Glenn and Holleman
[40:37] feeds Lincoln. Um, many San
[40:41] Angelo ISD campuses have closed over the
[40:43] years due to declining
[40:45] student enrollment and aging
[40:47] facilities. I went back and tried
[40:50] to list some, er, all of
[40:51] them. Uh, elementary school closures
[40:53] include Hammond.
[40:57] Some of you may not be familiar with
[40:58] Hammond Elementary, but it is now the North
[41:01] Side Boys and Girls Club.
[41:03] We actually own this building.
[41:06] So, Hammond Elementary, Day,
[41:08] Blackshear, Real Vista, Sam Houston, Travis
[41:11] , Austin, Alta Loma, San Jacinto,
[41:13] and now Reagan and Bowie at the end of this
[41:16] school year. These are all the
[41:19] elementary schools that have closed
[41:21] in the last two decades in
[41:22] our district. And let's not forget
[41:25] Edison Junior High, which was
[41:27] transformed into CFC, Central Freshman
[41:30] Campus, and is now the campus of the
[41:32] DAEP and PAYS programs. Declining student populations
[41:35] due to a nationwide decline in the
[41:37] birth rate and increased
[41:38] opportunities for parents are a
[41:40] reality
[41:41] many districts are facing. Add to
[41:44] that increased capacity and
[41:46] voucher funding, and
[41:48] public schools should prepare for
[41:50] what was recently called a
[41:52] bumper year in 2027-2028.
[41:57] We anticipate the Legislature
[41:59] will expand the voucher program by $4 billion, up from
[42:01] $500 million over the
[42:03] past two years. The
[42:07] San Angelo School District (San Angelo ISD)
[42:09] will reset its elementary school boundaries
[42:11] from 14 to 12 next school year.
[42:15] To smoothly transition to new frontiers
[42:17] , our team analyzed scenarios
[42:19] and used data to predict the
[42:21] impact of possible decisions. And there are
[42:24] some important questions. Some of this
[42:26] may seem redundant, but for
[42:28] community members who
[42:30] may have been disconnected from this or are
[42:32] now interested and engaged,
[42:34] why are we changing the zoning?
[42:37] First of all, well, since 2016,
[42:39] the number of students has been falling dramatically and
[42:41] we have to close primary schools and
[42:43] merge them. When will the new zones come
[42:47] into force? We said next
[42:49] fall. Will students be able to
[42:51] apply for an exemption from
[42:53] transferring to another
[42:54] primary school to which they are not
[42:56] assigned? Generally no, the goal is to
[42:58] reset the zones and allow
[42:59] students to attend schools where they
[43:01] live. What about
[43:04] special programs? Well, the district has a few
[43:06] , as you know, we have a functional learning program
[43:08] . It is designed
[43:10] for our students with significant
[43:12] disabilities and
[43:13] special needs who
[43:14] attend Lamar Elementary School
[43:16] . And, uh, they're on the same campus. I do
[43:20] n't think this is the
[43:21] best solution for us, but it's the only
[43:23] way we can do it with our
[43:25] current staffing shortage. I don't know how
[43:30] many classes we have without a teacher
[43:31] , but I know that last
[43:34] year we had 12 classes and only five
[43:36] teachers. So we hired
[43:40] teaching assistants to help, and the
[43:42] teacher worked in two different
[43:44] classes. And it's certainly hard to
[43:47] find workers in this area.
[43:50] But at Lamar Elementary School we learn
[43:51] in elementary schools. Our
[43:54] growing bilingual campus
[43:56] is located at Bradford Primary School
[43:57] and serves students
[43:59] from kindergarten to third grade. And
[44:01] if students are monitored or
[44:03] leave school, they return to
[44:05] their home school. This is
[44:08] Bradford for the gifted and
[44:09] talented. You have heard of the three
[44:11] campuses mentioned. And any student
[44:14] identified as gifted and
[44:16] talented can now receive
[44:17] help at their home school.
[44:19] All our primary schools
[44:21] offer a gifted and
[44:23] talented program, but as we all know,
[44:25] I think it's a taboo subject. Over time, on
[44:27] some campuses, we have principals
[44:29] who are exceptional
[44:31] administrators and people want to be at
[44:33] their school. And because of that, transfers
[44:38] created campuses that
[44:39] attracted more families who
[44:41] could drive their children to school
[44:43] instead of taking the bus. And not
[44:48] just GT, but other families that
[44:50] are not really GT. And I'll draw your
[44:55] attention to the upper left corner, part of
[44:57] your chart, there you'll see GT in
[44:59] Santa Rita, those are transfers. These are the This
[45:09] is a board meeting. And that's how it is
[45:12] for us right now. Everything at
[45:14] our meeting will be published
[45:16] as always. Not now. No, this is a
[45:20] meeting. This is a board meeting. The
[45:25] GT Transfers field will show you that
[45:28] Santa Rita has 52 GT Transfers. Fort
[45:34] Concho has 133 GT transfers and Holloman
[45:37] has 20 GT transfers. So you can
[45:43] see that campuses there
[45:45] attract more GT families than
[45:47] others and that's no secret. I think
[45:50] everyone in the community
[45:52] knows this. And it's no one's fault. That's just how the
[45:57] system was configured and that's how it worked over time.
[46:03] When we talk about gifted students,
[46:05] we mean providing them with access
[46:07] to their home school or, if
[46:09] parents choose, one of the
[46:11] district's three GT Magnet campuses.
[46:15] We are currently approving these in the "uh
[46:17] feeder" model. If you live in the
[46:22] Lincoln Middle School zone and are a
[46:24] GT student, you attend Holliman, and so
[46:26] on, along with the other two.
[46:31] We've provided you with a breakdown of students
[46:33] identified as gifted on
[46:35] each campus so you can
[46:36] see where students live.
[46:39] If you look at the far right
[46:41] where the GT students lived,
[46:43] you can see the distribution of GT students for each campus in the district and the
[46:48] distribution of those GT GT students by
[46:50] where they actually lived.
[46:57] Now, what do we think we can
[46:59] recommend to the Board of Trustees, and
[47:01] now I'll draw your attention to the
[47:03] GT transfer box in the upper left corner,
[47:05] where you'll notice there are
[47:07] non-GT siblings. So, that
[47:14] was really what
[47:15] we were trying to find to help
[47:17] us decide how to deal
[47:19] with families of GT students who have
[47:21] non-GT siblings. I think it's
[47:25] very simple for the district. This does not apply to
[47:28] everyone, as please remember
[47:30] that some of these families may
[47:32] return to their home school
[47:33] . And so, from year to year, the situation
[47:36] will look completely different.
[47:38] I know my wife and I have
[47:40] four children, and each of them is
[47:42] gifted in a different area, and
[47:43] I would say that every
[47:45] student in our district is gifted
[47:47] in some area. It's simply the
[47:49] state's definition of giftedness and talent
[47:51] . All our children have talent.
[47:54] Our task is to find the key to
[47:56] open the door to help these children
[47:58] develop what they love and what
[48:00] is their gift from God. You will notice,
[48:03] however, that there are very few non-GT siblings
[48:05] . Uh Santa Rita has 10
[48:09] , Fort Concho has 24 and Holloman has
[48:11] one. So I would like to see this concern
[48:14] not be a concern for our
[48:16] community. We believe we can
[48:20] easily provide support to
[48:23] GT students and their siblings without any worries. So
[48:31] for anyone who wants to respect that and
[48:33] make sure we can keep these
[48:35] kids together. Now, another note that we
[48:38] all need to remember, it
[48:40] all depends on the capacity.
[48:44] does not necessarily mean
[48:46] the size of a building, but rather the number of
[48:48] staff in that building. And so, you know, we
[48:52] come back to the caveat that it
[48:53] 's possible as long as the capacity
[48:56] allows it. But our intention would be to
[48:58] try to make it possible for all of
[49:00] these children and their siblings to
[49:02] stay together. That being
[49:07] said, it does, in a sense, raise
[49:09] another question about how we deal
[49:11] with acquired rights. And that's something that,
[49:15] uh, I'll ask the board for their opinion on
[49:17] at the end. um, remember the goal of
[49:23] this whole process is to allow
[49:25] the district to properly and accurately
[49:27] plan, budget, and
[49:29] staff our
[49:31] elementary schools and make sure
[49:33] we know in advance who's coming and
[49:35] what we need. When there
[49:43] are a lot of transfers in a school district, when there
[49:45] are a lot of unknowns in the school year
[49:47] , it makes it difficult. We're doing
[49:53] better and better because we have fewer campuses, so it
[49:55] 's easier for us. I would say
[49:58] our squad is much better. This
[50:01] school year we started from scratch with no
[50:03] primary classes and no teacher, and I am
[50:05] proud of that. This is very important. This means
[50:08] that our children have a good
[50:10] teacher, and that is one of our
[50:12] goals. Speaking of which, the
[50:16] grandfathering issue is important, and we'll come back to that
[50:18] , but the more
[50:20] transparent it is, the easier it is for a
[50:22] school district to plan and
[50:24] budget. And then we can use this to
[50:27] determine which classes
[50:29] can remain and complete their
[50:31] primary school education. One more
[50:35] comment or observation that
[50:36] the public should hear and
[50:38] that is important to us:
[50:40] middle school students who
[50:42] started sixth grade this school year will complete
[50:44] middle school at the school where
[50:46] they started this year. We have no
[50:49] intention of changing this. But for
[50:52] sixth graders starting
[50:54] next school year,
[50:55] we plan to require them
[50:57] to attend the middle school where
[50:58] they live so we can
[51:00] readjust,
[51:02] plan, budget, and
[51:04] staff positions accordingly.
[51:07] With our three programs:
[51:08] functional learning,
[51:11] emerging bilingualism, and
[51:12] gifted and talented, we believe
[51:14] we can, uhm, keep families
[51:16] together, allow siblings
[51:18] to attend school, uhm, with that.
[51:20] There are some scenarios that, uhm, we
[51:22] probably haven't even thought about
[51:24] , but we really tried to
[51:26] analyze it in depth.
[51:28] So think about this, I'll give you a few to think about
[51:29] , but think about a
[51:31] family with three children,
[51:32] the fifth grader who is a
[51:34] general education (GT) student, and
[51:36] let's say the third grader is a
[51:37] GT student, but the
[51:39] first grader is not. The question is, and
[51:43] this is for our board and our
[51:45] administrative team to
[51:47] really, uh, negotiate and
[51:49] then make a good decision.
[51:53] If we keep families together, uhm, it
[51:54] seems pretty simple. What about
[52:00] a family where the older children
[52:02] are not GT students and attended X
[52:04] Elementary School, and then a
[52:06] younger sibling comes along who is
[52:08] identified as GT, and the parents
[52:10] decide to move those children to
[52:12] GT Magnet? What do we think about this? Are
[52:16] more children coming? These
[52:18] are all questions and things we
[52:19] need to think about. But again,
[52:23] our commitment is to try to
[52:25] keep these babies together and
[52:26] really respect the GT Magnet model
[52:29] that we have. So, let's talk
[52:32] about the principle of acquired rights for a moment.
[52:37] If, say, we impose
[52:39] grandfathering only on fifth-
[52:41] grade children, this would give those children
[52:43] currently in fourth grade
[52:44] the opportunity to complete school at
[52:46] their school, while everyone else would have to
[52:48] temporarily attend
[52:50] their home school in the zone where
[52:52] they live. That would be, well
[52:56] , easy to plan
[52:58] because we know who lives there. We have
[53:02] the number of inhabitants, it's simple for us
[53:03] . We don't know if we would like to
[53:08] do this or not, we don't know how many
[53:10] parents would take advantage of the opportunity
[53:12] if more classes were
[53:14] grandfathered. We don't know how many of them
[53:17] would choose to do this and how many wouldn't.
[53:20] So this is a topic of discussion
[53:22] that we will have to have. I don't
[53:26] know, I don't know if we even as a team
[53:28] agree on this, but
[53:30] I think most of us are
[53:31] leaning towards the
[53:33] fifth-grade-only principle, and let's be
[53:35] clear, but I also understand there's a lot
[53:37] more to it. And this conversation is
[53:42] important to us. So tonight,
[53:46] as we lay this foundation, our
[53:48] intention is to come back in October with the
[53:50] project. Draft guidelines to
[53:54] present to the board to
[53:55] share with the community
[53:57] to make sure everyone is
[53:59] aware of what we intend to do and
[54:01] what we think we can do.
[54:04] That way we can reject it and
[54:06] then adopt the guidelines in November
[54:08] . This will give us the opportunity
[54:10] to communicate this before the
[54:12] semester break. Well, that's our
[54:15] hope, that's our goal. We want to be
[54:18] transparent. We want to have these
[54:20] conversations and start ensuring this, but
[54:22] we also realize that we
[54:24] don't have to rush and make
[54:26] mistakes. So we approached this
[54:30] with a bit of caution, rather than just
[54:32] throwing something on the table and asking the
[54:34] board to vote up or down.
[54:36] We believe this puts you all
[54:38] in a difficult position. This is
[54:40] irresponsible. We want this to be
[54:42] beneficial for the entire community.
[54:46] Questions for Dr. Moran.
[54:52] I think you mentioned this somewhere
[54:54] , but I just want to clarify
[54:56] that outside of special programs, it doesn't
[54:58] appear the district is offering
[55:00] any transfers there. Is this true?
[55:04] Correct.
[55:05] All right.
[55:07] Now, I will say that there are always
[55:09] exceptional cases, and we know that
[55:11] the families of soldiers and
[55:13] law enforcement officers, the law gives them
[55:15] the opportunity to apply for a transfer,
[55:17] and if the possibilities allow it,
[55:19] we implement it. We are happy to
[55:21] do this. We want to honor
[55:24] those who serve and
[55:26] protect us.
[55:28] Dr. May, on this point as well,
[55:30] we currently have a policy where
[55:32] teachers can transfer
[55:34] their students to their own campus.
[55:36] Yes, I'm glad you
[55:38] mentioned that. All of our employees,
[55:41] we believe we should provide this,
[55:43] especially our teachers.
[55:46] If they teach on campus and want
[55:48] their children to attend, we will make sure that happens
[55:51] . I mean, it's really almost
[55:54] like our Tiny Texans program, which
[55:56] gives our employees a place for their
[55:58] kids and it's really, you know,
[56:00] we can use it as a
[56:02] marketing tool, but it's something that
[56:04] we want to provide to all of our
[56:05] employees. There are some exceptional
[56:09] cases. Think about the people who
[56:12] work in this building. This is not a
[56:14] campus. And yes, this may not
[56:17] apply, especially if there is no
[56:19] space. But for the teachers and
[56:22] staff on every campus, we would make
[56:23] this
[56:25] possible for their children.
[56:29] I have a few questions, but I have one
[56:31] before. Um, one thing, when
[56:35] we finally implement this policy, uh,
[56:37] whatever we decide on next,
[56:38] well, you were talking about fifth graders,
[56:41] third graders, first graders.
[56:44] Yes.
[56:46] My opinion, and of course it's just my
[56:47] opinion, is this: when a child
[56:49] gets on campus, at this point,
[56:50] like with the new policy, shouldn't they
[56:52] be there, if just because
[56:54] their child went to middle school,
[56:56] their brother went to middle school, that
[56:57] child shouldn't have to go back to
[56:59] their home campus. I
[57:00] mean, it's just my opinion, just like
[57:02] you let them go to
[57:04] campus, not being siblings,
[57:05] we should let them finish on
[57:07] any campus. They shouldn't have to
[57:09] leave in fourth grade just
[57:10] because their older sister
[57:11] graduated. It's just like that
[57:12] .
[57:13] something to think about from my point of
[57:15] view.
[57:15] And we discussed it. If you think about
[57:19] the children who are coming in, the young
[57:21] family with
[57:22] preschool children and the children who are entering
[57:24] adulthood, the question is, where do
[57:26] you draw the line? Here's the scenario.
[57:30] A child in fourth grade this year, a
[57:32] child in second grade, a
[57:34] preschool child, and then comes a
[57:36] 3-year-old or a 2-year-old. Where to draw
[57:40] the line? And I'm not suggesting I know
[57:42] the answer to that question. I'm
[57:45] just suggesting that this is a question that
[57:47] we're going to have to get comfortable with
[57:49] because, you know, if we're saying that
[57:50] we're going to allow this family to stay on this
[57:52] campus and even new kids, um,
[57:55] come in, I'm
[57:56] only talking to the child to
[57:58] clarify what I'm saying. I'm just talking about
[58:00] how their siblings react
[58:01] if they can come there because
[58:02] their siblings are currently there.
[58:04] Yes.
[58:06] Again, of course you can
[58:07] analyze how many kids that
[58:09] actually affects, but my point is
[58:11] that if… I'm not saying I have
[58:13] six, I have a fifth grader now. I'm
[58:17] not saying that if my
[58:19] fifth-grader went to Central,
[58:21] my three-year-old son could
[58:24] transfer to the campus
[58:26] my fifth-grader went to. I'm saying
[58:28] that if we had a
[58:29] fifth grader right now and we allowed their
[58:31] first grade brother or sister
[58:33] to come in and then suddenly take that away from them
[58:35] , it would be better to say you ca
[58:36] n't transfer than to
[58:38] try to transfer those kids.
[58:41] I think if we want to achieve the
[58:43] goal of keeping families together,
[58:45] we should respect this throughout the
[58:47] process.
[58:47] Yes, part of the problem…Yes, part of the
[58:49] problem is that when
[58:50] we changed our destiny, we did
[58:52] it based on where we lived. The
[58:55] challenge for us will therefore be how to
[58:57] deal with residents
[58:59] compared to families who
[59:01] attend a different
[59:02] primary school or who should
[59:04] attend a different
[59:05] primary school because of where they
[59:07] live. At what point, you know
[59:12] , do we overload the campus? This is more or less where we are
[59:14] . And it's hard to
[59:16] say whether parents would decide to do
[59:18] this or not.
[59:19] And I think it goes back to whether
[59:21] all transfers have always been there
[59:22] if the opportunities allowed.
[59:24] Bright.
[59:25] So I understand that if we don't have to
[59:27] create a fourth unit of
[59:29] third-grade teachers, we... We don't want to run into
[59:32] the same problem we have where we do
[59:34] n't have enough
[59:35] teachers and we have 15 kids in each
[59:37] classroom on one campus and 22 kids in
[59:39] camp in classrooms on different campuses
[59:41] . I understand that. Just, if
[59:44] capacity allowed, I think
[59:45] keeping kids on that campus.
[59:48] Um,
[59:48] so, Dr. Young, what you're talking about is
[59:50] if a fourth-grade student, like the
[59:52] oldest, is a GT and then they
[59:54] transfer, they have a younger sibling who
[59:56] was on campus and now
[59:58] other students are coming. None of the younger
[1:00:00] students are GT. How far into
[1:00:04] infinity can they
[1:00:05] move? So, what are you trying to
[1:00:07] say?
[1:00:09] That's one example, although we have
[1:00:11] n't really thought about the
[1:00:13] GT siblings yet. We think we
[1:00:16] can probably do it.
[1:00:19] Rather, it is unidentified
[1:00:21] students in any
[1:00:23] special program, simply children
[1:00:24] transferred or families transferred from one
[1:00:26] elementary school to another. From
[1:00:30] Bonham, you know, to Bowie. And what
[1:00:34] will we do there? Will we let these families
[1:00:37] stay or not? How much should
[1:00:40] the regulations be enforced, to what extent?
[1:00:42] So
[1:00:43] those who have moved recently
[1:00:45] but are not identified as GT.
[1:00:48] So let me explain, Dr.
[1:00:50] Graham. What I'm saying is, I think Dr.
[1:00:53] Mills is trying to explain what
[1:00:55] I was trying to say, that GT is the
[1:00:57] future, whenever GT kids can
[1:00:58] go there.
[1:01:01] I see.
[1:01:02] This siblings in the future, like
[1:01:04] no, I don't even understand,
[1:01:06] I think the GT family, yeah, I don't
[1:01:08] think this GT talk is
[1:01:10] worrying us. We can put that aside
[1:01:12] .
[1:01:13] All right.
[1:01:13] I think we're more worried about
[1:01:16] vested interests and how we plan for it.
[1:01:18] Because it's a bigger, bigger
[1:01:20] volume.
[1:01:21] Yes, if you look at your
[1:01:23] transfers, GT transfers, top left transfers
[1:01:25] , non-GT transfers.
[1:01:29] Santa Rita, there are 90. Fort Concho, there are
[1:01:33] 116. Holloman, there are 16. So we're talking about
[1:01:36] 90 kids in Santa Rita who
[1:01:39] are not GT and are on transfer. The question
[1:01:45] is, which classes will they graduate from at Santa
[1:01:47] Rita and where do you draw the line? This
[1:01:51] is really where we
[1:01:52] are. Because it's not an easy
[1:01:56] answer. I mean, it might
[1:02:00] be an easy answer, but it's not
[1:02:02] easy for families and communities. I
[1:02:05] mean, uh, my experience in
[1:02:07] previous districts was
[1:02:09] incoming fifth graders,
[1:02:11] that's all. Because then a
[1:02:13] hard reset occurs. It's painful for a year, but
[1:02:16] then it's fine. Uh, but this isn't my my
[1:02:20] This is our district. I mean, I want to make
[1:02:24] sure I'm listening and that we're going to do this
[1:02:26] right.
[1:02:28] And
[1:02:28] the more classes Oh, sorry.
[1:02:30] No, you did.
[1:02:31] The more class levels you
[1:02:33] include, the more difficult it is to
[1:02:35] plan. And then the question is, where do
[1:02:38] we draw the line? Is this the third,
[1:02:40] fourth and fifth? What about kindergarten,
[1:02:42] first and second grade?
[1:02:47] Well, under the same policy,
[1:02:50] so if a fifth-grade student
[1:02:57] has earned the right to move to...
[1:03:17] You have to go to your campus, because that's the
[1:03:19] whole idea of ​​changing the zone.
[1:03:21] Bright. Yes. I have one more question.
[1:03:24] Sorry. I know we're looking at
[1:03:27] options because we have enrollment,
[1:03:29] I know you're all working on that,
[1:03:31] but I think at our
[1:03:32] October meeting where we'll
[1:03:34] look at options and
[1:03:36] what gives us grandfathered status for
[1:03:38] current fourth-grade students now that
[1:03:40] we have more transparent data
[1:03:42] about who lives in our
[1:03:44] new zones, right?
[1:03:46] Bright.
[1:03:47] We can check what gives the right to
[1:03:49] be acquired for this year's
[1:03:52] fourth-grade students.
[1:03:53] Current fourth grade students.
[1:03:55] Current fourth graders and
[1:03:56] current students can see what we are
[1:03:58] actually capable of.
[1:03:59] Bright. We can do it. And it's hard to
[1:04:06] predict when, when you think about
[1:04:08] parents making the decision to
[1:04:10] take them to the school where they
[1:04:12] live or let them stay,
[1:04:14] depending on how many levels
[1:04:16] or whether it's one, two or three,
[1:04:18] parents are going to make decisions.
[1:04:26] So that will cause some variation in
[1:04:28] the numbers and projections, but
[1:04:30] we are definitely taking the number of students into account.
[1:04:33] We take into account campus capacity
[1:04:35] and staffing. And that will help us
[1:04:38] develop some recommendations.
[1:04:42] I think it's just to
[1:04:43] capitalize on that because essentially
[1:04:45] every year that the
[1:04:46] grandfather rule is in effect is essentially a year that
[1:04:48] we delay the ultimate goal of
[1:04:50] balancing schools.
[1:04:52] So if, say, 2 or 3 years,
[1:04:55] like you, you're just delaying the whole
[1:04:57] process.
[1:05:01] Okay. I just
[1:05:05] hear it all. The only thing that
[1:05:08] worries me is the "grandfather" issue.
[1:05:12] Fifth grade. So I'll really have to
[1:05:16] think about this some more. I'm thinking more like fourth
[1:05:21] and fifth grade, but that's just me.
[1:05:25] You are not alone in this.
[1:05:27] Yes, I just
[1:05:28] want you to know that it's okay
[1:05:29] . You are not alone. We
[1:05:32] struggled with this behind closed doors.
[1:05:34] Yes.
[1:05:34] Because someone might say, "Well
[1:05:35] , I wish third, fourth, and
[1:05:37] fifth grade could do that too."
[1:05:38] Bright. I agree with that. And I just
[1:05:40] … Well, the
[1:05:41] hardest part is we have to
[1:05:43] figure out,
[1:05:45] you know, what grade the child is in and
[1:05:47] yeah, I'll think about that some more. I
[1:05:51] can't say I taught at
[1:05:53] Glenn, my own child was in
[1:05:55] eighth grade and was incredibly
[1:05:57] excited to be a
[1:05:58] first grader at Glenn. I
[1:06:02] mean all her classmates
[1:06:04] and they, this was the year that
[1:06:05] the eighth graders instead of becoming
[1:06:07] freshmen at Glenn, went to
[1:06:09] Oaks. And it was traumatic for
[1:06:12] everyone. We survived it and… and I won't
[1:06:17] say it was easy. My
[1:06:21] eldest daughter is not
[1:06:23] easy sometimes. She wanted me to homeschool her
[1:06:24] and I said it was a bit
[1:06:26] difficult when I was not
[1:06:27] home. She went there, she didn't have
[1:06:30] any friends in the class.
[1:06:32] I told her to find
[1:06:33] new friends because, you know,
[1:06:35] she was meeting a lot of new people. So it's
[1:06:36] difficult. This is a difficult matter. But I know
[1:06:42] that whenever and whatever we decide, once
[1:06:44] we make the decision,
[1:06:46] we have to be positive and
[1:06:47] make our children believe
[1:06:49] that everything will be okay. Because
[1:06:53] eventually it will be. But, um, the class
[1:06:56] where we are grandparents will be the
[1:06:58] biggest challenge for me.
[1:07:01] But you are not alone. And just to clarify
[1:07:04] , so I know what you're thinking, because
[1:07:06] again, as I was saying about the
[1:07:07] Open Meetings Act, that's how
[1:07:09] we need to have this discussion. When
[1:07:11] you say third, fourth, and fifth
[1:07:13] grade, are you talking about current
[1:07:14] third, fourth, and fifth grade students?
[1:07:16] So you're really talking about
[1:07:18] third and fourth graders, because
[1:07:19] fifth graders are going to leave anyway. All right. I
[1:07:21] just want to make sure I
[1:07:23] understand what you're saying.
[1:07:28] So our goal is to…
[1:07:29] we’ll… we’ll make some changes
[1:07:32] to this discussion and present you with a
[1:07:33] project and then we’ll start working on it
[1:07:35] . We'll see if we can
[1:07:38] find something we can all
[1:07:40] live with.
[1:07:43] Do you have any other questions for Dr.
[1:07:45] Moran? I repeat, as I said,
[1:07:50] this is stage one. I know there was a lot of information released over the summer
[1:07:54] and before
[1:07:56] . But now that we know the
[1:08:02] data about where
[1:08:03] our children live, we can significantly
[1:08:05] increase their opportunities. We're not
[1:08:10] going to do this until everyone
[1:08:11] knows what's going to happen. It's about making
[1:08:14] sure
[1:08:16] we get it right, and being open
[1:08:17] means we'll do it the way
[1:08:19] we do it right. Let's start with the
[1:08:21] report that we'll all receive and
[1:08:24] then we'll analyze what
[1:08:27] we said tonight. People
[1:08:29] will email, call and
[1:08:32] give feedback. And then we, as a
[1:08:35] board, will take it back to
[1:08:37] the administration so we can
[1:08:38] make a recommendation, and we will
[1:08:40] review it and not vote on it
[1:08:42] next month. We're going to take the
[1:08:46] time to make sure
[1:08:48] everyone knows what we're doing because there will be
[1:08:50] things we haven't
[1:08:52] thought of because there
[1:08:54] are 12,000 kids in the district and we're not going to
[1:08:56] think about every single
[1:08:57] scenario. But our goal is to
[1:09:00] make sure we get it right so that we
[1:09:02] can hopefully, by
[1:09:04] November, as a board, put it to a
[1:09:06] vote. I just wanted to
[1:09:08] reiterate that this was more or less a
[1:09:10] timeline of what we were going to do
[1:09:12] . All right. Now we will move on.
[1:09:19] Consent items A and B, we have the donations and
[1:09:21] we have the minutes from our regular
[1:09:23] board meeting from August 10th and
[1:09:26] August 24th. Do I have an application for
[1:09:29] approval of consent points A and B?
[1:09:32] Submit an application for approval of
[1:09:34] consent points A to B? You say
[1:09:36] A and B.
[1:09:38] I have a request from Mr. Gallegos. Do I have a
[1:09:40] vote of support?
[1:09:41] I support this.
[1:09:43] I support Dr. Mills' motion. Are there
[1:09:46] any other comments or questions from the
[1:09:47] management board? All in favor, I say "I".
[1:09:51] All against, I say yes.
[1:09:52] The motion was passed by a vote of
[1:09:55] 5-0. We will now conduct a workshop for the
[1:09:58] Finance and Audit Committee and I will give the
[1:10:00] floor to Mr. Dindle.
[1:10:02] Thank you, Dr. Kaiman. To start,
[1:10:05] our September report starts
[1:10:08] on page 26. This is just a primer
[1:10:10] . If we turn to
[1:10:12] page 30, this is our total
[1:10:14] income and expenses statement for
[1:10:16] August. We currently report a
[1:10:18] committed fund balance of
[1:10:20] $4,892,209, of which
[1:10:23] $4 million is earmarked for
[1:10:26] capital projects. Additionally, our
[1:10:30] assigned fund balance at this
[1:10:32] time is $41,215,170.
[1:10:36] This is still within the limits of
[1:10:38] our resources, which TA requires as
[1:10:40] reserve funds as we implement our
[1:10:42] budget. There are no questions about this.
[1:10:46] We can turn to page 33, which
[1:10:48] contains our general fund income and expenses
[1:10:50] for August.
[1:10:52] We see that our income is low.
[1:10:54] Mainly due to the ADA shortage
[1:10:56] that occurred at the beginning of the year.
[1:10:59] We have made some adjustments. Our
[1:11:01] revenue is 95.9% and we have all been
[1:11:04] able to reduce our expenses to
[1:11:07] 95.1%. The staff is great,
[1:11:10] especially considering that
[1:11:11] most of our budget is
[1:11:13] ADA. So it's hard to
[1:11:16] adjust. They introduced several
[1:11:17] innovative ways to save, which
[1:11:20] reduced our expenses by
[1:11:22] 95.1%. Again, the ADA reduction from 2526 will
[1:11:25] ultimately impact our
[1:11:27] annual results. In addition,
[1:11:31] we incurred several
[1:11:32] capital expenditures this year that were to be
[1:11:34] carried forward to next year.
[1:11:37] We incurred those this year, so our
[1:11:39] current budget will be subject to some
[1:11:42] adjustments in term 13.
[1:11:44] We'll likely see some exciting
[1:11:46] changes there. We have additional income. Our
[1:11:50] expenses are pretty well-established right now
[1:11:52] , so this extra income will
[1:11:53] really help us balance our
[1:11:55] budget. I'm not sure
[1:11:57] we'll achieve complete
[1:11:58] balance, but I think
[1:12:00] we're very close. Many things
[1:12:02] are in flux and Period 13 will help us
[1:12:05] determine the final outcome
[1:12:07] of how
[1:12:09] our 2020-2026 budget cycle will end.
[1:12:13] Do you have any questions? We can
[1:12:16] go to pages 34 through 51, where
[1:12:18] our August check register is located
[1:12:20] . Again, all checks
[1:12:24] issued by the district are included
[1:12:26] in this report. Like every
[1:12:29] report I will be discussing
[1:12:31] tonight, it will be available on our
[1:12:33] website sist.org under the
[1:12:34] "Financial Transparency
[1:12:36] " tab. All these reports can be
[1:12:38] found there. Anyway, I have no
[1:12:40] questions about these
[1:12:41] checks. If there are any, please
[1:12:44] forward these notes to Dr. Brandon.
[1:12:47] He can answer these questions, and the
[1:12:48] accounting department can
[1:12:50] contact you regarding any of these issues.
[1:12:52] But if there are any questions now,
[1:12:54] great. If not, we can
[1:12:55] skip to pages 52 to 64 where you will
[1:12:58] find our monthly,
[1:12:59] quarterly and annual investment reports
[1:13:02] . Our monthly profits are
[1:13:06] $1,423,389.75. Our monthly
[1:13:11] interest rates range from 3.66 to 3.86%.
[1:13:14] Our quarterly profits currently stand at
[1:13:18] $4,329,749.99. And our annual profits were
[1:13:23] $18,520,809.70. Much of
[1:13:30] this revenue is supported by
[1:13:32] our ability to
[1:13:34] redeem bonds early, which will ultimately
[1:13:35] allow the district to save approximately
[1:13:38] 20% of the value of these bonds as
[1:13:40] they are repaid. If we can move on
[1:13:44] to page 60, are there any questions
[1:13:46] about these quarterly reports
[1:13:48] or monthly,
[1:13:49] quarterly or annual reports? Well,
[1:13:52] if not, we can go to page
[1:13:54] 65 where our
[1:13:55] tax receipts report for August is.
[1:13:57] Our revenue was 20% in 2024, is 99.35%, which is
[1:14:03] average, and our revenue for 2025
[1:14:07] is slightly lower at
[1:14:09] 98.91%. Do you have any questions about the
[1:14:13] tax receipts report?
[1:14:14] We can go to pages 63, 66–70,
[1:14:17] where we find orders from
[1:14:19] August that exceeded
[1:14:21] $20,000. There are several moving
[1:14:22] parts, a curriculum and
[1:14:24] instructions. There are some bus repairs there
[1:14:25] . And also several
[1:14:27] bond projects that are leased and
[1:14:28] reserved. And also some
[1:14:30] groceries and some other
[1:14:32] miscellaneous things. I'm not sure
[1:14:34] if you have any questions about
[1:14:35] any of these assignments. If
[1:14:38] not, this is where I will end my
[1:14:40] financial report. Dr. Kingman, thank you.
[1:14:43] Mr. Dindle. All right.
[1:14:46] We will then move on to the
[1:14:48] action items on page 71. First,
[1:14:52] we will consider our accounts, receipts, and
[1:14:53] financial statements that
[1:14:55] Mr. Dindle has just discussed with us.
[1:15:00] Do I have an application?
[1:15:01] Yes, Dr. Kingman, I request
[1:15:02] approval of the September accounts, receipts, and
[1:15:04] financial statements
[1:15:06] as listed. Currently, the
[1:15:09] quarterly and annual reports will be
[1:15:10] approved under a separate
[1:15:12] budget line, but in any case,
[1:15:14] all of these reports, as I just
[1:15:16] mentioned, can be found on
[1:15:18] ssd.org under the "
[1:15:20] Financial Transparency" tab.
[1:15:24] And just to clarify, we approve them in
[1:15:26] September, but it's for August.
[1:15:28] Correct. I'm just sorry. Correct.
[1:15:31] Yes, I knew what you meant
[1:15:33] .
[1:15:33] Thank you for the explanation.
[1:15:35] I support this.
[1:15:35] I support Mr. Gallegos. Motion by Mr.
[1:15:38] Dindle and I support Mr. Gallegos. Are
[1:15:40] there any other questions or comments from the
[1:15:42] management board? All in favour.
[1:15:45] Yes.
[1:15:46] The motion was passed by a vote of
[1:15:48] 5-0. Next, we will consider our
[1:15:50] quarterly investment report. Page
[1:15:52] 72. Do I have a request for the
[1:15:54] quarterly investment report we
[1:15:56] just discussed?
[1:16:00] Again, Dr. Kingman, this is in a separate
[1:16:02] cover because it's a
[1:16:04] quarterly report, not an investment report,
[1:16:06] so this would apply to the quarterly
[1:16:07] investment report for the fourth
[1:16:09] quarter of this year, and I would like to
[1:16:10] make a motion to approve that
[1:16:12] report.
[1:16:13] Therefore, the motion to approve the
[1:16:14] quarterly investment report
[1:16:16] ending August 31, 2026.
[1:16:19] Do I have a vote of support?
[1:16:20] I support this.
[1:16:21] Motion by Mr. Dendall, seconded by Dr.
[1:16:23] Mills. Are there any other comments
[1:16:27] or questions from the management board? All in favor,
[1:16:28] let's say "yes".
[1:16:30] Yes.
[1:16:31] The motion passes 5-0. Next,
[1:16:35] we must consider approving the
[1:16:37] annual portfolio report
[1:16:40] ending August 31, 2026. Mr. Dendall,
[1:16:43] may I make a motion?
[1:16:47] As we said earlier, these reports
[1:16:49] are considered in a separate category
[1:16:51] because they are not
[1:16:52] monthly reports, so I would like to
[1:16:54] approve the annual investment report
[1:16:56] for the year 2025-2026.
[1:17:00] I have a request from Mr. Dendall. Do I have a
[1:17:02] second one?
[1:17:03] Second. The
[1:17:04] second is from Mrs. Duncan. Are there
[1:17:06] any other questions or comments from the management board?
[1:17:09] A reminder for those
[1:17:12] paying attention, interest accrued for the
[1:17:14] 24-25 tax year was eight out of
[1:17:17] 18 million. So, um 25-26 No.
[1:17:24] Yes.
[1:17:24] 25-26 So, and then like this, finishing up Oh
[1:17:29] , you see, I can't even get the
[1:17:31] dates right. Er, okay, we have a motion and a
[1:17:34] second one. Everyone says yes.
[1:17:36] The motion passes 5-0. Uh,
[1:17:42] okay, next up, Dr. Brandon. The
[1:17:46] action point everyone has been waiting for.
[1:17:51] Dr. Keman and Dr. Rambor of the Board of
[1:17:53] Trustees, tonight
[1:17:55] we are considering a GMP with a guaranteed
[1:17:56] maximum price for Central High
[1:17:58] School. We know this is part of our
[1:18:01] 2025 bond project.
[1:18:03] Lee Lewis Construction has been selected
[1:18:05] as the construction manager, which is at
[1:18:07] risk. They worked with Parkhill
[1:18:09] Architects on the design, all
[1:18:11] the details, the
[1:18:13] site plan, months of work on
[1:18:20] materials and colors, and all
[1:18:22] aspects of the design,
[1:18:24] and developed a GMP that stayed within the
[1:18:29] $113 million construction budget. And they've had a
[1:18:35] problem with that over the past month. It's just
[1:18:40] tough in construction right now, with
[1:18:42] data centers and all that stuff. So they
[1:18:46] worked hard to achieve this,
[1:18:48] through intense communication
[1:18:50] between the district, the architect and the
[1:18:52] construction company. I am pleased to
[1:18:55] present this. And you see the
[1:18:57] recommended board action, uh,
[1:18:59] for the Board of Trustees to approve a
[1:19:01] guaranteed maximum price from Lee
[1:19:03] Lewis Construction for
[1:19:04] Central High School projects
[1:19:06] under the 2025 bond program, according
[1:19:08] to the administration's presentation.
[1:19:10] Delegation of authority to negotiate,
[1:19:12] finalize and execute the
[1:19:14] GMP amendment by the trustee or
[1:19:15] designee in a form approved
[1:19:17] by our legal counsel.
[1:19:20] Everyone knows our Friday facts.
[1:19:22] Um, and I just want to thank Lee
[1:19:24] Lewis for being Anne Parkhill.
[1:19:26] Sorry, Hector. Ugh, that's
[1:19:28] great. I mean, the fact that it
[1:19:31] came in under budget, you know, we... you
[1:19:33] don't have to look far to
[1:19:35] see where something is
[1:19:37] under budget or, uh, and so,
[1:19:38] thank you for all the work that
[1:19:40] you've done and the work that
[1:19:42] you've done with, uh, the district to
[1:19:44] make sure that this all
[1:19:45] meets all the needs and gets done as
[1:19:47] our
[1:19:49] taxpayers approved, but also stays within the
[1:19:51] project budget. Um, any
[1:19:56] questions or comments about GMP?
[1:20:05] All right. Do I have an application for approval
[1:20:08] ? Oh, I have one question. We are still
[1:20:10] within budget, even with the
[1:20:12] money we
[1:20:14] previously spent on moving the
[1:20:15] water line.
[1:20:16] We fit in. A portion of the total
[1:20:18] amount of 2.8 million is included in the
[1:20:20] total amount of the bond project
[1:20:22] that was approved for
[1:20:24] Central.
[1:20:25] Perfectly. Sorry. That's all, I just
[1:20:27] want to make sure. Um
[1:20:29] Okay. Do I have a request for
[1:20:31] approval?
[1:20:32] I will submit a motion to approve a
[1:20:34] guaranteed maximum price with Lee
[1:20:36] Lewis Construction for the Bond
[1:20:38] 2025 Central High School projects in the amount of
[1:20:40] $113 million presented by
[1:20:42] the administration and forwarded to the superintendent
[1:20:44] or his representative for
[1:20:46] negotiation, finalization, and execution of the
[1:20:48] GMP amendment in a form approved
[1:20:50] by legal counsel.
[1:20:52] I have a request from Dr. Mills. Do I have a second one?
[1:20:57] Second. The
[1:20:58] second is from Mrs. Duncan. All in favour,
[1:21:01] I say, and raise your hand.
[1:21:03] The motion passes 5-0. All right.
[1:21:08] Next.
[1:21:08] Dr. King 4-1. Extra, extra
[1:21:12] thanks to Mr. Santiago for
[1:21:14] helping with Parkhill and Mr. McGuffin
[1:21:16] with Lee Lewis and Mr. Donahue Donahue
[1:21:18] Mr. Turner for being boots on the ground
[1:21:21] as we built these buildings and
[1:21:22] certainly moved
[1:21:24] education forward in San Angelo. So,
[1:21:27] thank you. A coordinated effort for
[1:21:29] all of you as we move forward.
[1:21:31] Thank you. I appreciate it.
[1:21:33] Yes, congratulations. Not under budget,
[1:21:36] but way under budget, So.
[1:21:40] All right. Good job. Hmm,
[1:21:43] next we'll consider the 0.328 acre
[1:21:45] right-of-way abandonment at Central
[1:21:48] High School. And I know we talked
[1:21:51] about this on our initial plan. Hmm,
[1:21:54] we talked. Just a few quick
[1:21:56] notes. Hmm, as you can see in the picture, the
[1:21:59] red line...hmm. And that's the hard part
[1:22:05] ... If we look at Hickory, as
[1:22:07] Park Hill and Lee Lewis were working on the
[1:22:09] project, there on Hickory Street as
[1:22:11] we go west, with the building, the
[1:22:13] setbacks and the requirements, there was a
[1:22:15] need to have that right of way. And
[1:22:24] then, as Russell Gully from SKG,
[1:22:25] engineering, when we started
[1:22:27] looking at the campus, you see
[1:22:29] other areas of rights of way that over
[1:22:31] time, the district has put in either parking lots
[1:22:33] or developed green spaces,
[1:22:41] so the city talked to the district and
[1:22:46] said do they want to take over those
[1:22:48] rights of way since they've already developed them,
[1:22:50] right? And so they came in, so if
[1:22:55] we take those five small parcels and
[1:22:57] look at the next page of the
[1:23:04] city's valuation, you can see where that
[1:23:17] calculation came from - 328 acres. They convert that
[1:23:22] to square feet and then
[1:23:24] calculate the average
[1:23:28] property sale and it
[1:23:31] comes out to a total of $3,358. Therefore, it is
[1:23:36] in the best interest of the district to
[1:23:38] own and control these properties
[1:23:40] . We don't have to
[1:23:43] come back later and take up, you know, 40 or 50
[1:23:46] parking spaces because we have 3
[1:23:48] feet in the right-of-way. So it's in our
[1:23:51] best interest to own
[1:23:53] every one of those lanes, and
[1:23:55] we can do that tonight.
[1:23:59] Legal counsel reviewed the descriptions of
[1:24:01] each of the five properties,
[1:24:03] which total 0.328 acres, and
[1:24:06] presented a resolution requesting
[1:24:08] board approval of the purchase of
[1:24:10] the property.
[1:24:19] We were also very lucky that they did
[1:24:21] n't come and use those
[1:24:22] rights-of-way and tear up
[1:24:24] part of the road or something,
[1:24:26] so that's kind of a guarantee
[1:24:28] that it won't happen.
[1:24:31] Well, I just have a question. So who…
[1:24:33] How… How did they set the price? Is this
[1:24:36] just a standard pattern?
[1:24:38] Yes. I think they just got the
[1:24:40] average price per square foot
[1:24:42] for other properties in that
[1:24:44] area to come up with a baseline, and
[1:24:46] then they just took the price per
[1:24:48] square foot for each one
[1:24:50] and just took 50% of that.
[1:24:56] Okay, do I have a request?
[1:24:59] Dr. Keman, I will try to explain this well
[1:25:01] , but I request that the Board approve a waiver of
[1:25:05] right-of-way resolution accepting a
[1:25:07] property right totaling
[1:25:09] 0.328 acres for five
[1:25:11] distinct right-of-way lanes around
[1:25:13] Central High School along the
[1:25:14] following streets: Mesquite Street,
[1:25:16] Hickory Street, San Antonio Street, and
[1:25:18] Cottonwood Street in the City of San Angelo
[1:25:20] , Tom Green County, Texas, as
[1:25:22] further described in Appendix
[1:25:24] A to this resolution. The district pays
[1:25:27] the city $3,387, which is
[1:25:30] 50% of the value of the unpaved right of
[1:25:33] way plus registration fees.
[1:25:36] I further request that the
[1:25:37] board or designee be authorized to
[1:25:39] negotiate with the City of San Angelo
[1:25:40] all related documents and that the
[1:25:44] board chair be authorized to sign the required document.
[1:25:48] So I have a request from Mr. Dindle. That's
[1:25:51] great. Do I have a second vote?
[1:25:54] Second.
[1:25:54] And the second vote from Mr. Gallegos. Are
[1:25:56] there any other comments or questions from the
[1:25:58] management board? All in favour, I say.
[1:26:02] Raise your hands. Sorry.
[1:26:05] State law. The motion passes 5-0. Um,
[1:26:08] okay. Now Mrs. Becerra will lead us
[1:26:10] . I'm sorry I kept you
[1:26:12] waiting all evening. He will talk to
[1:26:14] us about mitigating the effects of the
[1:26:16] San Angelo County Hazard Mitigation Plan
[1:26:18] and Tom Green.
[1:26:21] I have a short presentation. Um, good
[1:26:23] evening, Dr. Moran, Dr. Keman and
[1:26:25] members of the board. Tonight,
[1:26:27] I will give you a brief overview of the
[1:26:29] San Angelo School District's involvement
[1:26:31] in the
[1:26:32] City of San Angelo and
[1:26:34] Tom Green County Hazard Mitigation Action Plan, or HMAP. Um, this was a
[1:26:36] regional planning process that
[1:26:38] started last fall. Um,
[1:26:40] district staff provided
[1:26:41] information about our facilities, our
[1:26:43] current capabilities, threats
[1:26:45] that impact our schools,
[1:26:46] and possible mitigation needs
[1:26:48] . Uh, we're now at the point in the
[1:26:50] process where formal
[1:26:52] board adoption is required for SAISD to
[1:26:54] be included in the final
[1:26:56] approved plan. So I want to
[1:26:58] give you some context about
[1:26:59] what the plan is, what
[1:27:01] our involvement is, and what adopting the plan does
[1:27:03] or doesn't do for the district. Okay,
[1:27:06] so what is a
[1:27:08] threat mitigation action plan? It is easiest to
[1:27:10] think of HMAP as a
[1:27:12] risk reduction plan before a
[1:27:14] disaster occurs. The city is obligated to
[1:27:16] renew it, if I'm not mistaken, every
[1:27:18] 5 years. Rather than focusing on
[1:27:21] how we respond after a
[1:27:23] crisis occurs, mitigation asks
[1:27:24] what we can do in advance to
[1:27:26] reduce damage or disruption. The
[1:27:27] planning process considers
[1:27:29] hazards that impact
[1:27:30] our community, such as
[1:27:31] extreme weather, floods,
[1:27:33] wildfires and other events. It
[1:27:34] then considers which people,
[1:27:36] facilities and infrastructure may be
[1:27:38] exposed. For SAISD, there is another
[1:27:39] important element included in the
[1:27:41] FEMA-approved
[1:27:42] hazard mitigation plan that allows
[1:27:44] the district to apply for certain
[1:27:46] FEMA funding opportunities for
[1:27:48] mitigation. It is both a
[1:27:50] public education plan on
[1:27:51] risk reduction and a mechanism
[1:27:53] that could potentially open the
[1:27:54] door to external funding for
[1:27:56] projects that will increase the
[1:27:57] resilience of our facilities. Our
[1:28:04] participation began in
[1:28:06] October 2025. HTO Partners, a
[1:28:09] consultant working with the city
[1:28:12] and county, asked
[1:28:13] participating entities to provide several pieces of
[1:28:16] information to SAISD, including an assessment of
[1:28:17] our current capabilities, a list of
[1:28:20] district facilities, and information on the
[1:28:22] threats we believe
[1:28:24] impact the district most.
[1:28:26] I used our existing
[1:28:28] information from our
[1:28:30] EOP for a lot of this
[1:28:32] information and I passed it on to
[1:28:33] the consultant, and the risk analysis
[1:28:35] in our EOP is what I
[1:28:37] passed on to them. We
[1:28:39] also developed possible
[1:28:40] mitigation actions that could address
[1:28:42] some of these risks.
[1:28:44] Staff work allowed SAISD to be included
[1:28:46] in the regional plan as a
[1:28:48] participating jurisdiction. The step
[1:28:51] before you now is
[1:28:52] different because formal adoption of a
[1:28:54] complete, finished plan is a
[1:28:56] management action. I just want to
[1:28:58] mention that when I was working on
[1:29:00] this process, there were two different
[1:29:02] types of involvement that the
[1:29:03] county could have. One was about
[1:29:05] active participation and the other was about
[1:29:07] simply being a stakeholder. And so,
[1:29:10] the district decided to actively
[1:29:12] participate in this process. This allows
[1:29:16] us to apply for potential
[1:29:18] grants and funding opportunities
[1:29:20] through FEMA without the need for
[1:29:22] city sponsorship. Let's think.
[1:29:27] I think that's good. All right.
[1:29:34] Potential
[1:29:36] SAISD Disaster Mitigation Projects. We have listed and
[1:29:41] identified 14 possible
[1:29:43] mitigation actions. These are just
[1:29:47] suggestions. One of them is to improve
[1:29:50] emergency power supply in key
[1:29:51] facilities of the district using
[1:29:53] generators and wired connections
[1:29:55] . The second is to expand the
[1:29:57] weather warning capabilities of the
[1:29:59] weather radio. We
[1:30:01] also identified digitizing and securely
[1:30:03] backing up
[1:30:05] county data as a way to ensure
[1:30:07] business continuity following a major
[1:30:08] incident. We also identified
[1:30:11] drainage improvements on campuses where
[1:30:13] flooding or stormwater could
[1:30:14] pose problems.
[1:30:16] Other concepts are also in the plan, including
[1:30:17] safe room options
[1:30:19] , strengthening the roof and HVAC systems,
[1:30:23] stormwater drainage system improvements, and
[1:30:24] transportation infrastructure. Therefore, the board requested
[1:30:31] the adoption by resolution of
[1:30:33] the City of San Angelo and
[1:30:35] Tom Green County 2026 Hazard Mitigation Plan. This completes
[1:30:37] SAISD’s formal adoption in the
[1:30:39] regional planning process, and once
[1:30:41] this documentation is incorporated into the
[1:30:43] state and FEMA process, SAISD can remain
[1:30:45] part of the approved
[1:30:47] regional plan and retain the ability to
[1:30:48] apply for eligible
[1:30:50] mitigation opportunities. Do
[1:30:53] you have any questions for me?
[1:30:57] I would like to thank Ms. Becerra,
[1:30:59] you and the administration for your involvement
[1:31:01] in this. Of course, the project was
[1:31:04] also proposed to many other
[1:31:05] stakeholders who took no
[1:31:07] action. So thank you for the
[1:31:10] work you do
[1:31:11] because any money
[1:31:13] we can allocate to help our
[1:31:15] students and facilities is money
[1:31:17] that the local taxpayer doesn't have to
[1:31:19] allocate. So I want to comment on the
[1:31:22] fact that we are acting and taking
[1:31:24] these actions to try to
[1:31:26] solve local problems.
[1:31:28] Thank you to everyone involved in
[1:31:30] these activities.
[1:31:31] Dr. Kingman, I will also add that
[1:31:33] Ms. Becerra has been very proactive in
[1:31:35] reaching out to the city and the county,
[1:31:37] asking questions like: How can we
[1:31:39] be more engaged? How
[1:31:42] can we have a seat at the table?
[1:31:46] Congratulations to her for her work and
[1:31:47] ongoing efforts to improve
[1:31:49] campus safety.
[1:31:53] Thank you. All right. Are there
[1:31:55] any other questions? Do I have an application to
[1:31:58] approve? I will submit a motion to
[1:32:06] approve the
[1:32:08] City of San Angelo and
[1:32:10] Tom Green County 2026 Hazard Mitigation Plan as presented
[1:32:11] . Do I have a vote of support?
[1:32:14] I support this.
[1:32:16] My motion and Mr.
[1:32:18] Dindle's vote of support. Are there any other
[1:32:20] questions or comments for the board?
[1:32:23] All in favor: "Ja."
[1:32:25] We assume that the same motion
[1:32:26] passes by a vote of 5-0.
[1:32:28] Okay, Mrs. Doyle, you're welcome.
[1:32:31] We will conduct Request for Quotation RFQ
[1:32:34] 26.0904, Approval of
[1:32:36] Zoom Telephony Service and Related
[1:32:39] Equipment.
[1:32:41] Good evening board members and Dr.
[1:32:43] Marion. In the spring of 2023, Snead ISD
[1:32:47] issued a call for bids and we conducted a
[1:32:49] full, extensive, formal
[1:32:51] bidding process to select a
[1:32:53] new telephone service. At that
[1:32:55] time, we had very outdated
[1:32:56] telephone systems in place.
[1:32:59] 14 suppliers responded to us.
[1:33:01] We narrowed our choices down to five and
[1:33:02] chose the Zoom phone service
[1:33:04] . We did very well, but there
[1:33:07] are still locations that we need to
[1:33:08] modernize or switch to the
[1:33:10] Zoom phone service.
[1:33:12] We ran our largest
[1:33:14] project at two high schools, and
[1:33:16] then we went to the campuses
[1:33:18] that were having the most problems with
[1:33:20] their systems and solved them.
[1:33:22] Some locations were also
[1:33:24] developed in connection with
[1:33:26] construction projects. For example,
[1:33:29] we recently moved Crockett to Zoom.
[1:33:32] We ran the project at McGill as soon as it
[1:33:34] started.
[1:33:36] We managed to service many campuses
[1:33:38] even though our three-year contract had
[1:33:40] come to an end. So the time has come
[1:33:43] to renew it. We sent a
[1:33:47] request for proposal to four
[1:33:49] vendors that were
[1:33:51] approved by Zoom as resellers of
[1:33:53] our current telephony service, and
[1:33:55] Zoom is now offering what is known as
[1:33:57] pro licensing model. We have received
[1:34:02] bids for this as well as the remaining
[1:34:04] seven locations that require
[1:34:06] completion. We currently have two more
[1:34:10] locations to work on, and
[1:34:12] we already have the equipment. We just need to
[1:34:14] figure out the time, namely the stadium and
[1:34:16] transportation, because both are very
[1:34:18] small. However, we have seven campuses
[1:34:20] that still need to be completed.
[1:34:23] The response we received
[1:34:25] was: "Three
[1:34:27] suppliers responded." And the pro licensing model
[1:34:31] that they're offering now for a
[1:34:32] small price difference, I think it was
[1:34:35] around $6,000 for
[1:34:36] our current site, we could
[1:34:38] get a pro licensing model that would
[1:34:40] give our administrators and
[1:34:42] teachers the ability to make
[1:34:44] calls if they wanted (it's not
[1:34:46] mandatory, but if they choose to
[1:34:48] install the Zoom app on
[1:34:50] their phone). They can then
[1:34:53] make calls from their
[1:34:55] phone; it looks like they're in
[1:34:57] their classroom, it uses the San Angelo
[1:34:59] ISD number and that's what will be displayed
[1:35:00] on caller ID to the people they
[1:35:02] call. So, if
[1:35:05] I'm a coach and I'm on a trip with
[1:35:07] my kids and I need to call a
[1:35:09] parent, I can call the parent from
[1:35:11] this Zoom app; it will
[1:35:13] look like I'm calling from
[1:35:15] my classroom and they will see San Angelo
[1:35:17] ISD. They can carry on a conversation and so
[1:35:20] on. So this will be a new
[1:35:23] feature. It will take us some time to
[1:35:25] set it up. But, um, it will also give us a
[1:35:29] good secondary
[1:35:31] communication option in case we have to
[1:35:33] evacuate the campus, the network goes down, or the
[1:35:35] lines go down. So, um, we're continuing
[1:35:40] to add ways to communicate with our
[1:35:42] families as well as additional
[1:35:44] safety measures. This will give us an
[1:35:47] additional level of resilience. The supplier we
[1:35:51] recommend is TCS. They have been
[1:35:55] our supplier for 3 years and, well,
[1:35:57] we can recommend them again. They're offering
[1:36:03] us an additional license renewal, but
[1:36:05] for the seven locations that we need to
[1:36:07] update, they're offering us, um,
[1:36:09] if we update all
[1:36:11] locations within 12 months, we won't have to
[1:36:13] pay the
[1:36:15] license fee for those 12 months for those
[1:36:17] seven locations. They're basically
[1:36:21] saving us $25,000 to
[1:36:23] continue updating these
[1:36:25] locations. We'll just have to
[1:36:27] pay for the equipment, and they'll
[1:36:28] all need new
[1:36:30] phones anyway. So, um, we'll be
[1:36:31] working on that over the next year
[1:36:33] . So, my request is to
[1:36:36] approve TCS for a 3-year contract.
[1:36:40] We'll use the pro licensing model and, um,
[1:36:42] we'll update the other sites and
[1:36:45] fully implement Zoom in our district.
[1:36:49] I have one question for you, Ms. Dole, and
[1:36:51] then I'll open it. One of the campuses
[1:36:53] is Glynn.
[1:36:55] Yes.
[1:36:55] And this is a 3-year contract. Is this
[1:36:57] also in 3 years? All right
[1:37:00] . So all these phones
[1:37:02] are IP-based, so they
[1:37:04] connect to the network. They use the network as
[1:37:06] their infrastructure. And so, when
[1:37:09] we're ready to move
[1:37:10] from our current campus to the new campus,
[1:37:12] we'll pick up all the phones,
[1:37:14] take them to the new campus,
[1:37:15] update their
[1:37:17] location information on the phone, and we're
[1:37:19] ready to go.
[1:37:20] I knew you would have an
[1:37:21] answer. Thank you. We did
[1:37:24] n't want Glenn to wait
[1:37:26] another two years while everyone
[1:37:28] else had new opportunities. And
[1:37:31] there is no reason to wait because
[1:37:33] the phone will just use the phones and
[1:37:35] if we need to add more
[1:37:37] due to extra rooms, it won't
[1:37:39] be a problem.
[1:37:41] And I think being in an industry
[1:37:43] where I also return calls from my
[1:37:45] personal phone, being able to
[1:37:47] do that as a teacher, coach or
[1:37:49] staff member, to be able to call back
[1:37:51] parents and stakeholders
[1:37:53] identified as San Angelo ISD,
[1:37:55] rather than giving out my personal
[1:37:57] cell phone number, I think it's
[1:37:59] worth every penny for
[1:38:01] our staff. So, um
[1:38:05] Anyway, do I have any other questions
[1:38:06] for you? I just
[1:38:08] had a quick question about this.
[1:38:09] I think this is a great feature. What
[1:38:11] if they call back? Will they transfer to
[1:38:13] So that they will still call to
[1:38:15] give you the campus phone number, give you
[1:38:17] their extension and/or we may be
[1:38:19] able to give them a direct
[1:38:21] ID number where Charlene
[1:38:23] has this number, you have this number and so
[1:38:25] on; but they are all under the umbrella of
[1:38:27] this campus. And then the teacher or
[1:38:31] administrator, the people
[1:38:33] we share these resources with, won't be
[1:38:35] calling everyone at school
[1:38:36] because there's no reason for janitors to be
[1:38:38] calling parents after hours
[1:38:40] . But we will give license to teachers
[1:38:43] and administrators; can set their
[1:38:45] working hours and choose whether the
[1:38:47] call should ring or
[1:38:48] go to voicemail. And, um,
[1:38:54] they can choose whether they want to answer the
[1:38:55] call or not, both on
[1:38:57] their personal device and on a
[1:38:59] school device like an iPad
[1:39:01] or laptop. And as long as the device is
[1:39:05] connected to Wi-Fi, it will work,
[1:39:07] and they can set the hours for the
[1:39:08] device to ring or
[1:39:10] not.
[1:39:10] Excellent. Very cool. It
[1:39:14] also has an SMS sending function
[1:39:16] and records all sent
[1:39:18] messages. Do you have
[1:39:21] any further questions for Mrs. Doyle?
[1:39:24] Do I have an application? I
[1:39:27] will submit a motion that we
[1:39:28] recommend an agreement with TCS to
[1:39:30] continue the Zoom telephony service
[1:39:32] for the current locations, as well as to
[1:39:34] modernize seven additional
[1:39:36] locations. The contract will be
[1:39:37] valid for three years.
[1:39:40] Do I have a voice?
[1:39:41] I support this.
[1:39:43] So, Mr. Gaygos' motion and
[1:39:46] Dr. Mills' motion. Are there any other
[1:39:48] questions or comments from the management board? All in favour:
[1:39:51] "I" and please raise your hand.
[1:39:53] The motion was passed by a vote of
[1:39:56] 5-0.
[1:39:56] Thank you all.
[1:39:57] Thank you, Mrs. Doyle. So,
[1:39:59] the announcements: there will be a
[1:40:01] pre-meeting workshop on October 12th,
[1:40:03] and our regular
[1:40:04] board meeting will be on
[1:40:06] October 19th. This is where we end.
[1:40:09] Thank you.