[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.

San Angelo ISD School Board Meeting - September 21, 2026

Transcript