[0:16] Test

[0:25] 1, 2, 3,

[2:36] test 1, 2, 3.

[2:40] Test 1,

[2:55] 2,

[3:45] 3.

[4:01] Testing. Testing. Testing.

[5:36] Oh god,

[5:40] where is she?

[5:50] Okay, you win. You won.

[5:56] Who's

[6:31] the invocation is it?

[6:33] It's not in here.

[6:42] Okay.

[6:49] We can go, we can go 6-13.

[6:50] I don't

[7:20] see Tom.

[7:21] Is there anybody in the other elective officials in about here?

[7:26] I don't see anybody.

[7:38] Okay.

[7:39] We're going to go out like everybody's here.

[7:41] Melissa?

[7:42] You're good?

[7:46] Okay, the time is now a 6-14 and we're coming back into open session.

[7:54] And we will start open session with the

[7:58] Invocation by Mrs. Melissa Gonzalez, and then the

[8:01] Pledge of Allegiance by Mrs. Nicole Nolan.

[8:19] We ask, we thank you for all the lessons you've

[8:21] bestowed on us and we ask you to continue blessing us

[8:24] and the school district.

[8:25] Please guide us to make important decisions for our kids tonight

[8:29] for the entire school district for the city to be

[8:32] for the community.

[8:33] We ask the EU help us for view of the information

[8:37] and make the decisions that serve this student's press interest.

[8:41] We have to see your name on it.

[8:45] Join me in the pledge.

[8:47] I'm finally going to do the slide.

[8:49] I'm going to go to the United States of America.

[8:51] And you're going to look up, like, where would you stand?

[8:53] One nation, and an individual with liberty and justice for all.

[9:00] On on America's slide, I believe you need to be.

[9:08] Thank you very much.

[9:16] Some hitters.

[9:18] Okay.

[9:19] Sorry.

[9:21] Okay, so we're going to move on to item six, which is reading

[9:25] of the Gregor Polynesian, vision, mission, and belief statements.

[9:32] The vision of GPSD is to educate, inspire, and power.

[9:38] The mission of Gregory Fortland ISD is to educate, inspire, and empower our students to succeed in life,

[9:44] and become the next generation of leaders.

[9:46] In GPSD, we believe students are leaders and critical thinkers who embrace diversity

[9:51] and pursue excellence in all endeavors.

[10:00] In GPISD, we believe that faculty and staff build inclusive relationships and maximize student success with integrity, compassion, and talent.

[10:11] In GPISD, we believe principles and campus leadership are courageous leaders who show grace, empower others, embrace diversity and cultivate GP pride.

[10:21] In GPIC, we believe Superintendent and Central Office advance our vision with intention, collaboration, and purpose-driven leadership.

[10:31] In GPIC, we believe our Board of Trustees are strategic collaborative leaders who model good governance and empower and inspire others to serve the GP community.

[10:43] Thank you, guys.

[10:44] We're going to move on to recognitions in presentations out of seven.

[10:51] Good

[11:22] evening, Dr. Kavalsos, President Flynn, trustees, all in attendance this evening, and

[11:27] those watching this meeting online.

[11:30] We have several recognitions tonight and encourage those being recognized to please make

[11:34] note of the following process.

[11:36] When your name is called, please approach the superintendent to receive a certificate and a token

[11:40] of our appreciation and take an individual photo.

[11:44] Then please shake hands with each of our school board members, and if there is more than one

[11:49] in your group to be recognized, please remain standing at the left side of the room until all

[11:53] of your group are asked to come forward for a group photo. For all recognitions we invite those

[11:58] in the audience who are principles, teachers, and advisors of student groups as well as supervisors

[12:03] or team members of employees and those working with honorees directly in any capacity to approach

[12:07] the front and join the honoree for the group photo.

[12:11] The recognitions will begin this evening with some incredible students who have recently been selected

[12:16] by campus administrators and teachers to appear in our new feature video series aligned to

[12:22] priority three of our balanced scorecard and branded with this year's district theme most appropriately

[12:27] titled Rising Rock Stars. Each of these students is extraordinary in their own way as evident

[12:33] by the engaging video content provided for our team. At this time we'd like to invite some of

[12:39] them in attendance with us to come forward as we call their names and receive a certificate as

[12:44] is that token of gratitude for their hard work in school and dedication to being strong

[12:49] examples of what it means to be a GP Wildcat.

[12:53] First, a fifth grade student from TM Clark Elementary School, this rising rock star

[12:57] loves to read and wants to grow up to be a doctor or a teacher, please welcome Ms. Naomi Robertson.

[13:26] And from GP Middle School, our NJHS president, who enjoys science, math, and robotics

[13:33] that his campus, and helps to one day become an astrophysicist or an astronomer here to be recognized

[13:38] by the board this evening as our own Adrian Martinez.

[14:16] And as Adrian and Naomi gather for a group photo and if their principles are an attendance,

[14:21] if you'd like to join them as well for the photo, please help yourself and any families in

[14:26] the audience or friends of these wonderful students, if you could please stand and let us give

[14:30] you a round of applause.

[14:39] Thank you for all of the support that you provide to each of them.

[14:52] You can come right here if you want.

[15:05] Can you congratulate

[15:21] us and thank you students? And as we transition on to the next recognition, I'd

[15:26] also like to mention that the rising rock star series is put together each week by our own

[15:30] communication specialist and board meeting photographer, Mrs. Alley Spiglman. So thank you Alley for

[15:35] the way that you feature our students. Now we'd like to honor our outstanding GP ISD employees of

[15:42] months. Our executive director of Human Resources, Dr. Daniel Subias, is already here with us

[15:47] to award with Dr. Kavasus and the rest of the board for these employee recognitions.

[15:52] Tonight's honorees were selected from among several nominations submitted to the district

[15:56] by their peers, supervisors, and or students or community members. All of whom can submit a request

[16:03] for board recognition at any level at any time through our website. We thank all of our leaders

[16:08] to review these nominations as well as those nominated candidates for the month, and would

[16:13] like to announce the following for October 2023.

[16:17] First, our auxiliary employee of the month is currently serving as the Food and Nutrition

[16:22] Services Manager at Stephen F. Austin Elementary.

[16:25] Please welcome Mrs. Susan Felice.

[16:35] While she is notably talented at her work on any regular day, this year Mrs. Felice has invested

[16:41] many hours preparing for the upcoming cafeteria renovation at her campus.

[16:46] A construction project that has taken place this year and made possible thanks to your support

[16:50] in the community of VAM-2023.

[16:53] Her focus has been to ensure smooth transition and continuous dedication to healthy and nutritious

[16:58] meals for students, even and especially, in light of the changes necessary on campus so

[17:04] the cafeteria can be free for construction work to begin soon.

[17:08] She's going above and beyond with detailed drawings and instructions in order to optimize serving time as well as ensuring the highest quality product continues to be delivered and served at the campus.

[17:19] It's been said that Mrs. Felice is a selfless servant for the students of GPISD and we could not agree more. Please welcome again our employee of the month for auxiliary Mrs. Susan Felice.

[17:32] And what our principal from Stephen F. Austin also our Director of Food Service come forward.

[17:52] Thank you.

[18:12] Thank you for all you do, Ms. Felice.

[18:15] Now our paraprofessional employee of the month is someone whose consistent work ethic, dedication

[18:21] and pride for her school is unwavering an evident each day.

[18:25] Please join us in honoring Special Education Pera, Mrs. Sarah Solice.

[18:38] At East Cliff Elementary, Mrs. Solice is known for going the extra mile even in tough

[18:43] situations and circumstances, challenges are no match for her talent and her heart.

[18:49] She's committed to excellence and does not settle for less, ensuring that if something

[18:54] is done, it is done with care and thoughtfulness, her contributions have made her a bright, shining

[18:59] example of positivity and joy to those around her.

[19:03] A consistent achiever, or perhaps over a cheever, in her work, and a generous soul who is

[19:13] Congratulations once again to Mrs. Sarah Solis.

[19:52] Thank you, Miss Solis, and congratulations.

[19:56] Our professional employee of the month from WC Andrews.

[20:00] Andrews Elementary is known as a true leader and devoted teammate on her campus and in her role as school counselor. Please welcome Mrs.

[20:08] Audra Garic.

[20:16] Mrs. Garic has a passion for equity, rights and personal growth for every student, and has brought several programs, services and clubs to WCA to help expand opportunities and engagement.

[20:28] No matter the time commitment or a amount of planning necessary to make a new idea possible,

[20:35] Mrs. Garrick is always willing to commit to the right cause for the right purpose for our students.

[20:42] Each decision she makes is with students in mind and she's an advocate for their social, emotional, and physical needs.

[20:49] Often in her role, she finds herself having challenging conversations with families and having to deliver news that isn't always easy to hear.

[20:55] However, she's known for her ability to do so with compassion and care in the most eloquent and thoughtful ways.

[21:03] Her intellect and drive have made her a go-to person on campus and in the district for she excels at every task,

[21:09] and has made WCA happier and healthier place to go to school and to work.

[21:14] We are proud and thankful to once again congratulate our professional employee of the month, Ms. Aldrich Eric.

[21:49] Thank you, Mrs. Garrett.

[21:51] And at this time, we'd like to recognize an employee for a button beyond recognition in her career

[21:56] field and as a representative of GP high school and GP ISD. Yale University annually awards

[22:03] those supported and inspired those who support and inspire their students to achieve at high

[22:09] levels from around the world. The Yale Educator Award is a prestigious recognition and one

[22:15] that, as of this year, has been earned by one of our very own.

[22:19] She was selected from among only 385 honorees who represented 43 states in 28 countries

[22:26] and as a recipient.

[22:27] She is one of only 32 counselors and 80 teachers who are selected for this award.

[22:32] Her work has been well-known in GPISD for the incredible ways that she educates, inspires

[22:37] and empowers our students to achieve and recognize their own potential through college and career

[22:43] pathways at GP high school and now she is well known among a much wider audience as one

[22:49] of the few awarded for this incredible honor. It is with great pride and full hearts that

[22:55] we have invited her to join us this evening and receive congratulations from our school

[22:59] board superintendent high school principal and all of us at GP ISD. So at this time, please

[23:04] welcome the one and only Mrs. Catherine Teele.

[24:32] Congratulations again to Mrs. Teele.

[24:34] Now we have some team recognitions to celebrate this evening.

[24:38] First we'd like to recognize that Governor Greg Abbott,

[24:42] proclaimed October 11th, 2023 as Texas Education Human Resources Day.

[24:48] A time to recognize and honor the important contributions made by school staff in the

[24:52] of human resources. They work hard each day to ensure our schools are staffed with high quality employees.

[25:00] And that those employees can thrive in a positive work environment. We are extremely fortunate at GPISD to have some outstanding team members serving in HR and through their strategic efforts and daily work, they are among the best and brightest, who help behind the scenes to give our students the best possible education.

[25:20] It is fitting that now in the month of October we honor this proclamation from the governor's office and invite our HR team to be recognized via district leadership.

[25:27] Please welcome these five talented individuals, Dr. Savayas, whom you have met.

[25:40] Mr. Cameron Karen, Human Resources Coordinator.

[25:54] Mrs. Elizabeth Sanchez, Human Resources Specialist.

[26:09] Mrs. Viviana Ramirez, Human Resources Specialist.

[26:25] And Mrs. Michelle Estrada.

[26:28] Receptionist and Human Resources Clerk.

[27:48] Thank you all for the vital work that you do here

[27:51] and GPISD.

[27:53] October is also known for many celebrations

[27:55] and recognitions in addition to Texas Education HR Month and Day.

[28:01] It is also a national principal's month,

[28:03] so this was a most appropriate time

[28:05] to pause and honor our exceptional campus leaders.

[28:09] These are a special group of people

[28:10] whose profound love for students and teachers

[28:13] have called them to a position of great service

[28:15] to all others across GPISD.

[28:17] The role of school principle is one of wearing many hats, and devoting every day to the pursuit of excellence, their empowerment, and the encouragement of others.

[28:27] This position is many things to many people, most notably to our teachers and staff who each of them serve and support,

[28:33] yet also to all of their school communities as they are often the voice of their campus, and as we commonly say,

[28:38] among our district leadership team, the captains of their ships.

[28:42] They lead every facet of the operation inside the school building from cultivating leadership in their staff that they have hired to managing school budgets and leading academic instruction and those are just three things on a list of thousands.

[28:56] They possess an employee talents unique to the trade and aim to please with the knowledge that you cannot always make everyone happy, though trust me they wish they could.

[29:04] Their days include full schedules, school events on evenings and weekends, navigating a

[29:09] myriad of needs while understanding the most important of them, to provide a safe, positive,

[29:16] and thriving school environment and culture for every person in their care and on their

[29:20] team.

[29:21] They are all about appreciating others in tonight.

[29:23] We ask that they allow us to extend our appreciation to each and every one of them.

[29:30] Words are not enough, so we hope they realize the depth of our gratitude behind a

[29:34] smile, a handshake, a visit, a hug, and an enthusiastic hope that they continue through

[29:40] this school year fully knowing that they are well supported here in GPSD by this district,

[29:46] this team and this community.

[29:49] It is our honor to call forward our seven campus principals from East Cliff Elementary School

[29:56] Mrs. Ashley Bonda.

[30:18] From Stephen F. Austin Elementary School, Mrs. Tai-Cee Sanchez.

[30:37] From TM Clark Elementary School, Mrs. Melinda Phenia.

[30:54] From WC Andrews Elementary School, Mrs. Honolese Tennyson.

[31:22] GP Middle School, Principal Dr. John Trevino.

[31:46] GP High School, Principal, Mrs. Monica Wagner.

[32:16] And as they begin to gather for a group photo, if you are counting or if you are listening, I did say seven.

[32:22] And though she sent her regrets that she could not be here with us tonight, we'd also like to acknowledge the incredible efforts of Mrs. Robin Rice, our director of the Early Childhood Center.

[32:37] So with Mrs. Rice and these six campus leaders that make seven proud campus principals at GPISD.

[32:59] Thank you all for everything you do.

[33:01] Now

[33:07] as the school board in superintendent make their way back to the Dias, they will be taking a seat and finding a note card near their desk.

[33:16] Our trustees are now invited to take a moment and handwrite a note to someone they feel is deserving of recognition and everyone in our audience is invited to scan the QR code on the screen right now and submit a positive praise note appreciation to someone in the district.

[33:33] This action of gratitude during tonight's board meeting supports our Balance Scorecard Priority 2 and Priority 3.

[33:41] Specific to goals that elevate the need to ensure the satisfaction and retention of our employees

[33:46] and the satisfaction and engagement of students, families, and community.

[34:11] Thank you all.

[35:03] I just take this on you.

[35:05] I don't know.

[35:08] I don't know.

[35:10] I don't have an envelope.

[35:12] Yeah.

[35:12] I don't know.

[35:14] There's only a minute.

[35:33] Yes.

[35:49] Can you strike the one, right?

[35:51] One.

[35:52] Perfect one here.

[35:54] Dr. Kumaus, those two.

[35:55] Do you want to write another one?

[35:58] If you take them with you?

[39:48] I'm seven, which is comments from the public.

[39:50] And we have one person signed up and that is Mr. Tom Bridges.

[39:56] Mr. Bridges, come on down.

[40:09] Good evening, Board of Trustees, Dr. Kovasa, guests and special honorees that are still here.

[40:17] Last spring, March, I believe it was. I came before you to announce the formation of a team and the establishment of a political action committee for purposes of trying to secure passage of the bond that the bond election in May.

[40:33] I'm here tonight as a public active closure for that effort, as we all know, the bond did pass.

[40:43] And the credit for that, of course, goes to the responsible citizen voters of the communities of Portland and Gregory.

[40:52] I also want to point out and believe that I'd like to make sure you know that I believe that a significant factor in the decision that those voters

[41:03] made. This is the result of some work, some outstanding work, an awesome crew. This team was

[41:11] that helped to get this done. It's just amazing how much work they put in around the clock

[41:18] and among whom that committee and team are members of this board, who were acting, of course,

[41:25] in your individual capacities. But I appreciate all of you and that work that was done.

[41:33] I have to make special recognition of Mrs. Kerry Simmons.

[41:41] She was the co-chair for that team.

[41:45] She was also the Treasurer for the Political Action Committee.

[41:49] As most of you know, the state's got some strict rules when it comes to collecting money

[41:55] for bond, our for elections, and such as for political action committee.

[42:00] She made sure that all our documentation and all our financial reports were made timely, even

[42:08] to the point of filing the dissolution of that political action committee.

[42:13] It is no longer in existence, which we believe it should be at that time.

[42:17] When she finished all the financials and paying all the accounts, there was a small balance

[42:25] in the fund with the permission and concurrence of the donors to that fund, we have a check

[42:34] payable to the Gregory Portland Education Foundation in Adam Mount, which I will give

[42:40] to Ms. Matern here as we as I finish. But I want to take this public opportunity and

[42:47] privilege to say it was a special honor for me to be connected to this whole effort and

[42:54] very very special privilege to be associated with these folks. There's so many on this team

[43:01] and the work they did. Thank you very much. Thank you. Thank you Mr. Bridges. We greatly

[43:10] appreciate your leadership.

[43:14] Your leadership was vital and we appreciate it. You guys can now

[43:17] stand and go.

[43:25] We will move to item nine, which is the consent agenda. So is anybody want to

[43:52] So, do I have a motion to approve the consent of gender other than D, F and G,

[44:00] do I have a motion?

[44:14] Okay, so discussion on item D, question one.

[44:44] So that's on your referring to on page 108 of board book that was say to close out that PTO and as they're opening up their new organization,

[44:55] and they're funds being returned to the campus for the end to that.

[45:09] So, my question for F and G are this same, and it was just some language in there. The reason why we are getting a third party is that just best practices for us to get, like,

[45:35] It must be something different.

[45:38] Different two different projects.

[45:39] Yeah.

[45:40] Yeah.

[45:42] That's it.

[45:43] That's it.

[45:45] Both sides five of here.

[45:47] Andrew.

[45:48] Yes.

[45:48] So do I have a motion to approve D F in G.

[45:52] Can you sit and did that?

[45:54] Sound moved?

[45:55] Nicole?

[45:56] Thank you.

[45:57] Karen?

[45:59] All those in favour?

[46:02] Those pose.

[46:03] Motion passes seven.

[46:08] Moving on to item 10, regular business action items, A was discussed and take possible action to award a construction services contract for CSP number 2223-06, the all purpose practice facility project, Dr. Gonzales.

[46:28] And if you'll go to page 124 and board book, that's where this item begins.

[46:39] And there is, yeah, also is it in here too?

[46:43] You'd even need members of the board.

[46:46] Mr. Chairman, Dr. Kavosos. Yes, in front of you, you have a binder.

[46:50] That was passed up by Chris.

[46:52] And this item here is specifically on tab A,

[46:59] which is after the C, which stands for consent for this binder.

[47:08] So tab A, you have some additional information in there.

[47:13] So to get started with this item, the district recently completed a competitive sealed proposal delivery method for the all-purpose practice facility project.

[47:24] Two sealed proposals were submitted and reviewed by a ranking committee.

[47:29] Thus submitting a recommendation for final board approval.

[47:32] Last month, the Board of Trustees approved administration's recommendation to approve

[47:37] top-ranked event or Fulting Coast Con general contractors and authorized the superintendent to proceed with the process of a cost benefit analysis and contract review pending final board approval.

[47:50] So the next steps from there were to connect with Fulting construction to go through this exercise and come up of course with final recommendations.

[48:01] and contractual agreements for final border approval.

[48:07] Since then, we have completed this exercise

[48:10] administratively as a district with partners that included

[48:17] our architectural firm, Turner Ramirez,

[48:20] our MEP Engineer, Steady Collins, and Associates.

[48:23] We conducted more than three meetings and several phone calls

[48:27] and emails that went back and forth.

[48:34] So today, in your packet, in that packet, you can see here, if you pull out from tab A, you

[48:43] can see the first page here is the Schedule Values that was submitted by Fulting Construction

[48:48] for our review.

[48:50] It gives you a detailed breakdown of every single function of this project and how they came

[48:57] up with the original bid of $67.9 million for this project.

[49:03] The next page is a list, which is in landscape, but it's a list of potential cost savings

[49:14] items that were discussed throughout these meetings and added and taken as a consideration

[49:23] of a potential cost savings element for this project to get what we were asking for from the beginning when we expect this project out.

[49:38] You can see there's two columns after each row, one is an estimate of these cost savings and the other is where we started a process of accepting certain items that wouldn't impact

[49:53] the design of this project when it comes to delay.

[50:00] The project or structural issues that could emerge in the future in this project are the overall outcome

[50:09] that we're trying to accomplish with this project.

[50:14] So I'll give you an opportunity to look at those items briefly and to somehow cross-reference

[50:23] and see which ones we talked about and which ones we accepted at one point but we clearly

[50:32] see here that the estimations of total cost savings could potentially have been a little

[50:39] south of five million dollars but these this list includes items that are high valued

[50:47] dollar items like number three, changing the cross-base and suspended slab foundations to

[50:55] a slab on grade, which is worth $500,000 of potential savings, but thus would take a possible

[51:04] five to six month time period to redesign the foundations of this project.

[51:11] So some of these items were just omitted because our goal is to start this project as soon

[51:17] possible and not delay the project any longer. But if you go to the third page, I created

[51:24] this financial analysis or the cost benefit analysis of what we went through with comparison

[51:34] of the budget that I shared with you all last month. So on the left side of this page, you see

[51:39] the fund allocations in the budget for this project.

[51:43] $72,252,738.

[51:49] And you see the expenses there that end up

[51:54] resulting in a $3,319,000 deficit.

[51:59] With potential savings on the right side of this page,

[52:04] You could see various items that were selected at this point, one being reducing the select

[52:14] bill requirement.

[52:16] You can see the changing burnish CMU to integrated colored, changing central insulated

[52:22] metal panels, changing the divider, omitting the platform at the end zone.

[52:27] You also see there an item in here that says materials, testing and balance.

[52:32] We reached out to the vendor to get a price and it came in 552,000 dollars less than the allowance.

[52:40] You also see in here weights and batting cages.

[52:44] We got with the vendors to see how much of weights we're going to cost and how much we were going to spend on FF and E for the entire facility.

[52:52] And we feel confident that we could cover the weights and our FF and E needs with the 2.5 million,

[52:59] which is on the left side of this page, so that's also something we can eliminate from

[53:06] this contract, turf savings, we reached out to another turf vendor and received back some

[53:15] a proposal and we saw three hundred and ten thousand dollars of savings there. And then considering

[53:23] a reduction on the owner's contingency of 250,000 and then changing friction peers to 13 feet

[53:31] under. Reem peers were still waiting on some responses and some feedback from our geotechnical

[53:38] engineer, but we feel comfortable that incompetent that that wouldn't affect the schedule or

[53:42] delayed in any way, shape or manner. But all those equal, a total savings of $3.8 million.

[53:50] So, pending that from the geo-tech and really looking and thinking about the approach we committed to,

[54:00] and we're charged with last month, we feel confident to recommend to the board today,

[54:06] tonight, to move forward with a contract with Fulton Construction.

[54:12] There's still some conversations that need to happen in the next couple of days,

[54:18] in the next week or two, so we're asking what the administration is asking and at the very

[54:26] back, your binder and the back sleeve, you'll see the language there for the motion.

[54:35] But administration is recommending to approve and award a construction service as contract

[54:42] two-folds in construction for a total amount not to exceed 64 million 580,238 dollars.

[54:51] This is including the basement and the allowances, so that is the 67.9 million.

[55:00] Minus, the 3.3 million that we were short. We're asking the Board to approve that we move forward with a contract to not exceed that amount.

[55:11] But what that does for us is it gives us an opportunity to get started with Fulton on this project. And at the same time to identify any more areas that we may find that do not affect the schedule in any way.

[55:26] And that we could possibly save if it comes down to additional funding.

[55:33] But we meet our goal of reaching the budget amount that was set for this project, ultimately.

[55:41] So, any questions?

[55:46] Do you have any questions?

[55:47] On the pears, which the same style of pears is not as deep?

[55:53] I would defer that too.

[55:55] Do you have it dramatic like while we're asking the questions just a schematic of the exterior or the interior?

[56:03] Well, right now I guess that would be more exterior.

[56:08] Underneath.

[56:09] The female film again.

[56:11] It's the peer itself.

[56:13] And we're dealing with the peers starting at a certain depth.

[56:17] And there is a short bump.

[56:19] Are they changing the style?

[56:24] get on to the microphone just wait

[56:29] so what's being proposed right now Mark is to change

[56:40] the currently the design of the peers based on our initial geotechnical investigation report that we got from

[56:47] Robert Kistern is to do basically a skin friction peer, a drilled peer, which is like if you can think of it

[56:53] a straw that goes down pretty deep, and the difference is is that if we were to go to a

[56:59] under-reemed bell peer, right, it has a larger bearing surface and it bears on a shower

[57:04] or a strata of the soil. Again, there's buildings that are done this way. I mean, the old,

[57:10] I think the brown gym was done that way. I mean, it's commonly done here. The reason we're

[57:15] waiting for some information back from our geotechers, we need to get the total bearing capacity

[57:21] of the soil, we did the geotech report that information wasn't there, the recommendation was

[57:26] to do a skin friction peer, but it can be done.

[57:30] We just need some additional information from the geotech to analyze that and then the structural

[57:34] engineer will have to modify the peer design of the structure to kind of do that throughout.

[57:41] Again, it's just a matter of how big you make the peer and what radius and how tightly they

[57:47] space, but based on input we've gotten from full-ton construction, that is going to generate

[57:53] some significant cost savings, and we've kind of verified it with our structural engineering,

[57:57] it can be changed fairly quickly. So we don't believe there will be any schedule impacts from

[58:03] that as from a design and kind of construction perspective. So something we're investigating here,

[58:08] and that's I think the nature of why it's mills asking for this kind of not to exceed price.

[58:12] If for some reason that should not be viable or the savings not, you know, end up exactly we would have some other options we would need to look at so that's why it kind of is setting that ceiling of a number to where we have to work within that number that would be potentially approved by the board.

[58:28] And I think Melissa to answer your question schematically that's all underground obviously at a deep level and it's really

[58:37] wouldn't be a visible kind of thing from an aesthetic perspective.

[58:41] I can't speak to what Ishmael was talking about, some of the materiality changes and things.

[58:48] For the most part, architecturally, from my perspective, based on the recommendations

[58:51] I've been put to forth to you guys, the renderings that the community has seen, that

[58:55] you all have seen, materially won't really change.

[58:59] You know, we're talking about a difference between an integral color block, which is this

[59:06] really get up close and personal to really notice it. For instance, the CTE building that we

[59:13] design has a burnish polish block. The high school has a integral color non-polish block. And

[59:19] probably most people don't ever know the difference or wouldn't know the difference. The metal panels

[59:23] that he mentioned on the exterior is simply going from an insulate pre-manufactured insulated panel

[59:29] to one where we're using the same look exterior metal panel but we're putting an insulation board

[59:34] on the inside, but it's hidden, you wouldn't see it either way.

[59:38] It's just one's a finished product that kind of comes pre-manufactured in a sandwich panel.

[59:43] The other one we're constructing on site essentially.

[59:46] So, but from an aesthetic perspective, from a performance perspective, we don't anticipate any material

[59:51] difference between those two.

[59:52] And I don't think we'll listen for a schematic.

[59:55] The renderings that you saw here, based on what we've been able to come up with through

[59:59] working with...

[1:00:00] The team here should not change any of the functionality of this building or the aesthetics for

[1:00:06] the most part. So I'm very pleased with where I think we've been able to get and I think

[1:00:12] the district would still not give up any quality or function. So I feel confident and I'm happy

[1:00:17] to answer any of the questions that there's anything about it. I'm sorry.

[1:00:21] We don't have to go back to this. Other than maybe some peer, you know, the redesign of the

[1:00:29] proposed right now, generating any redesign aspects that would at any way or point delay the

[1:00:37] project, you know, sir.

[1:00:41] Yeah,

[1:00:44] they just kind of make them kind of build out at the bottom and they bear on just

[1:00:47] a bigger portion of soil rather than relying on the lake to do it.

[1:00:51] So remind me again, what's the completion date we're shooting for right now, what is your

[1:00:59] statutory completion in 16 months, roughly, I think it was spring of 2025, is that right?

[1:01:13] So, I heard you correctly that we've got these to look at and approve this thing tonight,

[1:01:19] but it doesn't stop here.

[1:01:21] I guess fortune construction company has some other things that they had offered

[1:01:25] and discussions will continue to save the district money, possibly.

[1:01:30] Well, actually if you go back into your packet here on this page,

[1:01:33] These are other items that are under review, as far as I can consider.

[1:01:38] Yeah, and ultimately, the goal was to reach the 3.3 million of we can reach more, we will.

[1:01:44] I will just highlight, you know, full-ton construction has been very collaborative throughout

[1:01:49] this process, and everyone involved, you know, you know, Turner, and even, you know, our

[1:01:54] street e-callons and associates, we even had some help from construction management services

[1:02:00] company Procedio on estimating and reviewing these items and Alton Alexander, we all came together

[1:02:07] and did an phenomenal job throughout this exercise. But Fulton did agree, because I asked them

[1:02:13] about the not to exceed. They are very aware of what our ambitions are tonight, and we all understand

[1:02:22] the approach that we plan on taking moving forward after tonight, if approved by the board.

[1:02:31] So, I have, well, I have a comment and then a question, so I haven't been really shy about

[1:02:40] my concerns about this project and but I want to be very, very clear that I have no concerns

[1:02:45] with our architect, our construction team. I have full confidence in you guys in the building.

[1:02:52] I am definitely excited about this building. I think it's going to be a great facility for our students.

[1:02:59] My concerns purely lie in the way we're paying for it.

[1:03:04] I think that I'd like to see this put on a bond,

[1:03:08] not be paid out of our operating budget.

[1:03:10] Those are dollars I think that we desperately need in other areas.

[1:03:14] So with that being said, I just wanted to make sure

[1:03:16] that I'm clear about that.

[1:03:19] My question is, since we're going to be spending

[1:03:23] upwards of $60 million out of our operating budget,

[1:03:28] We had visited Melissa ISD when we went to convention and fantastic facility that they had there.

[1:03:39] We got to see their stadium, their indoor practice facility, their outdoor practice field.

[1:03:46] The performing arts center, it was fabulous.

[1:03:49] It was well worth the time we spent there.

[1:03:52] It was Zach and myself, Tim and Mark when we were at convention.

[1:03:56] So my question is, that facility now granted a lot of those beds were pre-COVID, so I realized

[1:04:03] there's inflation.

[1:04:05] So they're paying about $35 million for a $10,000 seat stadium with a five-story press

[1:04:14] box, 19 million for an indoor practice facility.

[1:04:18] Then your practice facility was definitely pre-COVID numbers.

[1:04:24] So, you know, by my estimation,

[1:04:28] inflation, post-COVID inflation anywhere from 40 to 60 percent,

[1:04:33] you know, kind of what we're seeing in general.

[1:04:37] But as far as comparable, we're looking at two to 300 times,

[1:04:44] or two to 300 percent increase based on what they paid.

[1:04:47] So, my question is, long-winded, sorry, my question is, what facilities did you guys visit when designing this, were there, because I kind of felt-

[1:05:00] Like we did a little bit backwards. Maybe we should have went to Melissa before we started designing this.

[1:05:10] So I can speak a little bit to that, Kerry. So we visited one facility that we did visit was facility that they had just finished building was UTSA facility.

[1:05:21] It's a university?

[1:05:23] Yes, it is.

[1:05:25] It is.

[1:05:26] The other question I have and I had been to Melissa's facility.

[1:05:30] I don't know, obviously, our indoor practice facility is only accounts for of the almost

[1:05:36] 155,000 square feet that we're building.

[1:05:39] It only accounts for roughly half of our facility.

[1:05:43] So I don't know how much square footage they got for that

[1:05:45] 19 million, which would now, and today's dollars with COVID inflation,

[1:05:49] would, you know, likely be in the 30 plus million because we have a whole other...

[1:05:54] Yeah, they have a hiring role in them we do.

[1:05:56] Sure, sure. No, no, understood, understood. I don't know if that includes, you know,

[1:06:00] we have another initial 75,000 square feet of locker room space, storage,

[1:06:04] coaches office, multi-purpose, and so there's, you know, I don't remember or recall

[1:06:09] the square footage of the facility that they built at Melissa for that 19 million,

[1:06:15] but obviously we have a significant amount of square footage.

[1:06:17] And all I can tell you is that kind of on par with construction

[1:06:21] costs that we're seeing, you know, kind of per square foot, this scene

[1:06:24] to somewhat fall in line with what we're seeing, at least within this area.

[1:06:29] And, you know, it's just the inflation as I have mentioned before.

[1:06:32] On other projects here, it's just extraordinary.

[1:06:35] We've never seen anything like it before.

[1:06:37] But I don't recall the footage of that.

[1:06:39] I don't know of any of y'all got that.

[1:06:40] It's approximately 25,000 square feet small.

[1:06:45] So it was 125,000 square feet that they built.

[1:06:49] It was 120,000.

[1:06:50] So you're in 20,000.

[1:06:52] About 30,000 square feet.

[1:06:54] It also included an outdoor practice turf practice.

[1:06:56] Oh sure, correct.

[1:06:59] So I can't fully speak to that care.

[1:07:02] They have also Melissa.

[1:07:04] We have wind storm requirements and terrible soil and some other factors there that I,

[1:07:09] you know, I can't fully tell you an apples to apples comparison without.

[1:07:13] understanding if they had a central plant they're tying into. There's some other aspects that we're

[1:07:17] having to maybe recreate from kind of the ground up that they may not have to contend with,

[1:07:22] that also drives a little bit of that cost as well.

[1:07:23] It's a beautiful facility.

[1:07:25] No, I saw everybody freak out about their stadium when it kind of went viral on social media,

[1:07:31] so they did say there were a few things they would do differently.

[1:07:33] They would chase the square footage on the way around my thing and stuff like that.

[1:07:37] Yeah, thank you, thank you, thank you, thank you.

[1:07:44] But I'd like to read the motion.

[1:07:46] I'll make a motion Mr. Chair and Mr. President.

[1:07:49] I'll make a motion at the Board.

[1:07:51] I'm feeling an award construction service as contract for CSP,

[1:07:56] number 2223-806, to vendor,

[1:08:01] both in Coast Con General Contractors,

[1:08:04] for the All-Purpose Practice Facility Project,

[1:08:06] for the total amount, not 364,580,000,

[1:08:11] and $238 including the base bed and allowances.

[1:08:18] So I have the motion, do I have a second?

[1:08:19] I'll second.

[1:08:21] Motion by Mr. Rhodes, second by Mrs. Nolan.

[1:08:28] All those in favor,

[1:08:31] those opposed.

[1:08:33] Motion passes, six, one.

[1:08:37] So, Dirty start moving tomorrow.

[1:08:40] They're out there, right?

[1:08:42] There you go.

[1:08:45] Thank you.

[1:08:47] Thank you.

[1:08:48] Thank you.

[1:08:49] Thank you.

[1:08:50] Thank you.

[1:08:51] Thank you.

[1:08:51] All you work on this thing.

[1:08:54] Go left.

[1:08:56] We're going to check a five minute recess.

[1:08:58] Thank you.

[1:08:59] And for the work.

[1:09:01] That's 15.

[1:09:03] Yeah.

[1:09:37] All right,

[1:09:43] come out of recess at 720

[1:09:52] and we are going to move to item B, which is

[1:09:58] Just get us to take fast to light and do it.

[1:10:00] Order of Project Management Services Contract, for RFQ2223-14, Dr. DeLos.

[1:10:08] Good evening again. Members of the Board, so our district administration given the amount of projects

[1:10:16] that we have currently in here in the next couple of years has been exploring several avenues

[1:10:22] to provide professional project management services to our capital improvement related projects.

[1:10:28] So, a couple of months ago, we issued out a request for qualifications in RFQ, and we solicited

[1:10:41] that RFQ by the district and four project management firms showed interest by submitting

[1:10:46] their portfolios prior to the deadline.

[1:10:49] Last month, we completed the following, we reviewed every portfolio submitted, evaluated, and

[1:10:54] to identify one or more project management firms.

[1:10:59] Last month, the board on September 18,

[1:11:01] the board approved administration's recommendation

[1:11:04] authorizing administration to request additional information

[1:11:08] and a schedule fees from two project management firms

[1:11:12] for further evaluation and review.

[1:11:15] One, AGCM and two Procedio.

[1:11:19] AGCM is a local firm here at a corpus Christi

[1:11:22] or have a corpus Christi branch.

[1:11:23] approach. Percedio is out of their main offices out of Fort Worth.

[1:11:32] So administration requested the schedule fees from each firm really to learn more about

[1:11:38] their cost for staff augmentation services and also requested a proposal to provide construction

[1:11:45] management services for the following construction projects.

[1:11:49] The All Purpose Practice Facility, the Baseball Softball Replacement Fields Project and the

[1:11:53] Founder Resource Center, Maine, M&O, and Transportation Facility.

[1:11:59] From there, if you go to your packet and pull out what's on tab B, you can see where

[1:12:07] I will start talking about the data that we've collected thus far and what we're recommending

[1:12:14] as administration after reviewing Procedio and HECM for these types of services.

[1:12:20] So, our objective from the get-go has been to acquire construction management firm that provides

[1:12:27] construction management services for three major bomb projects and also possible staff

[1:12:33] augmentation services.

[1:12:34] When I say staff augmentation services, that means on a case-by-case basis, on an as-needed

[1:12:40] basis in the event that we need professional experts to come and help us complete a punchless

[1:12:47] review, they would be someone we would consider if we need support in walkthroughs of our projects

[1:12:56] to get through to ensure that we're ready to pay an invoice to weaver to fourth and now,

[1:13:03] they would be supporting us in that regard or that's really what defined staff augmentation

[1:13:11] services is on as needed basis based on a task order that is given by administration or

[1:13:19] by the district. So we receive two proposals when it comes to the managing three projects.

[1:13:28] So we talked as administration about the consideration of these non-instructional facilities

[1:13:33] being managed by a professional service provider for the length of the project. And we asked

[1:13:43] how much it would cost. Percedio submitted a proposal of $750,000. This includes one-and-a-half

[1:13:54] employees, so they would have a boots-in-the-ground person here full-time working here at the district

[1:14:01] and then, more than likely, a part-time secretary or administrative support assistant for

[1:14:09] that individual, and then, of course, their headquarters and all the features that come

[1:14:16] with the backing of the company when it comes to anything related to it could be from pre-construction

[1:14:24] to construction to close out or warranty issues that may occur, that may emerge throughout the project.

[1:14:32] AGCM submitted a proposal that came out to a little over $1.5 million dollars.

[1:14:40] I called both companies to confirm these prices to get a feel of how their prices, their

[1:14:47] pricing worked, AGCM verbally came back or verbally stated to me that their price would

[1:14:55] approximately 800 to 850,000.

[1:15:00] If they were to provide the district with one-and-a-half employees versus three-and-a-half employees. So, at the point, when they initially submitted the 1.5-o is over three employees that they believed at the time that it would take to oversee this project.

[1:15:15] But, again, RFQ process is very, is somewhat subjective, so that's where I went in and reached out to both companies to get an idea of what both offered and ensuring.

[1:15:28] and you can see here what they offer.

[1:15:31] So the following on page one, you'll see there phases include

[1:15:35] but are not limited to the professional services

[1:15:38] that are included within these submittals.

[1:15:41] So you see there with pre-construction phase,

[1:15:44] from assisting us in reviewing of the supplied consultants

[1:15:52] to overseen a managing the guaranteed maximum price

[1:15:56] development on the pre-construction for construction phase, from supporting us to everything

[1:16:04] from providing advice to assistance in negotiating, schedule reviews and analysis, going

[1:16:12] to page two.

[1:16:13] You see all the rest of the line items there that they provide and, of course, all the

[1:16:18] through the owner, architectural,

[1:16:23] and contractor meetings, leading those, keeping track of everything

[1:16:27] that's happening on the timeline. Within the schedule,

[1:16:33] they would be supporting us for these

[1:16:35] three projects on those specific items. And then of course ensuring that these projects

[1:16:41] close out, finish, and stay within the budget. If any change orders come up, they would

[1:16:47] be reviewing those change orders with us, we would, to a certain extent, hand them the projects

[1:16:54] to manage and what we do today in our construction department, which is right now led by

[1:17:00] Alton Alexander, they would pretty much take ownership of that.

[1:17:07] The next page, after you review that, you can see here just to give you an idea of how many

[1:17:13] projects we have going on.

[1:17:19] But we have over, I believe, 30 projects now that are taking place.

[1:17:25] We have several new projects with Bond 2023 that are major, TM Clark Elementary, the

[1:17:30] Baseball Softball Fields.

[1:17:32] We have the cafeteria renovations at the high school.

[1:17:34] We still have roof projects going on.

[1:17:35] The all purposes about to start.

[1:17:37] We have the Family Resource Center, Maintenance Facility, and right now we are limited within

[1:17:44] our internal staff with the capacity that is needed in order to oversee these projects with

[1:17:53] fidelity. So an option versus hiring more staff as a district is to consider professional

[1:18:03] management services. So following that, you get an idea of the rate schedule that

[1:18:12] submitted by AGCM and by Procedio.

[1:18:19] So you'll see here for staff augmentation services,

[1:18:22] what AGCM charges for each position that they have within their firm.

[1:18:32] And then following that you could see what Procedio charges,

[1:18:36] and I'll say they're similar.

[1:18:39] There's really not any major disparity between the schedule of fees for staff augmentation

[1:18:47] services.

[1:18:54] So, to close, if you pull out, again, that motion language at this point after careful

[1:19:02] review and consideration, several different conversations and meetings with the superintendent

[1:19:09] and basically and pretty much forecasting what our construction world looks like for the next

[1:19:17] two and a half years, administration is recommending to award and execute a two-year term

[1:19:24] job order construction management services contract with project management firms, AGCM and

[1:19:32] procedure on an as needed basis to not exceed a total amount of $100,000 for each firm

[1:19:39] as per their submitted schedule fees and also approves administration's recommendation

[1:19:47] to award an executed job order construction management services contract to the following

[1:19:52] firm procedure to provide project management services for the following construction projects.

[1:19:58] it's the all-purpose.

[1:20:00] Distility, the Baseball Software Replacement Fields, and the Family Resource Center, M&O Transportation Facility for a total amount not to exceed $750,000.

[1:20:10] So the last thing to add and I miss this, but it's how are we going to pay for this?

[1:20:17] And the answer to that is through soft cost of these projects. So it would be similar to how we fund our architect and our MP engineers,

[1:20:29] and geotech engineers, you can see there, there was a little extra surplus on whenever we

[1:20:36] looked at the all purpose, a final evaluation and this is why because I already started

[1:20:44] thinking in the event, the board does approve us to move forward with professional services,

[1:20:50] We need to identify some dollars to cover the cost for them.

[1:20:57] So I hope I think I covered everything.

[1:21:00] Now I'll open for any questions that you all may have.

[1:21:04] You just respond please.

[1:21:05] You're a recommended requirement.

[1:21:07] I recommend we hire both of them for staff augmentation purposes.

[1:21:11] Yes sir. Not to exceed a hundred thousand dollars.

[1:21:14] I we didn't want to blank check and that's probably a not a good idea.

[1:21:20] And even something happens to one of us, and then for the full turn key management services,

[1:21:30] we're recommending to move forward with Procedio to cover the three projects that are non-instructional projects.

[1:21:40] The instructional projects we would have out in Alexander continue managing those, of course with our team with myself.

[1:21:47] We're always going to be involved.

[1:21:49] There's no way even procedures are going to be able to manage this on their own.

[1:21:53] We still need to be a part of it through safety and security and operations and communicating

[1:21:59] with everyone that's involved as a program leader.

[1:22:02] But when it comes to the boots and the ground oversight of this project, we would lean more

[1:22:08] to proceed to take those accountability expectations off of our plate for at least for

[1:22:17] these projects.

[1:22:19] Any other questions?

[1:22:22] I have just one question.

[1:22:24] Might might not be a landed.

[1:22:25] It's not sure.

[1:22:25] Do they have a local office?

[1:22:27] Do they have somebody in this area?

[1:22:29] Percedio?

[1:22:29] Yes.

[1:22:30] They currently do not.

[1:22:31] They currently do.

[1:22:32] Are they planning on having somebody here?

[1:22:34] They, they, the guarantees that they would have.

[1:22:37] A full-time person.

[1:22:40] Here, every single day.

[1:22:43] As a full-time employee of Percedio.

[1:22:45] if hired, if acquired.

[1:22:55] No, we did not for the whole entire project,

[1:22:59] but for the last 35 days, we actually acquired

[1:23:05] AGCM to help us through our closing out that project

[1:23:09] through staff augmentation services.

[1:23:13] And we found it very helpful.

[1:23:15] We were very, we enjoyed it.

[1:23:18] We appreciated their support on that,

[1:23:20] And actually they were able to identify some issues that were resolved and without them being

[1:23:27] a part of it, those issues may have occurred now throughout the start of the school year.

[1:23:36] So are we going to be coming back to approve the contract?

[1:23:40] No, we're requesting to move forward and award and authorize and execute a contract.

[1:23:46] Okay, so last month you approved a exploring with both of them.

[1:23:51] Okay. Okay. So my question is in the contract, will there be some sort of offering up?

[1:23:58] If the district isn't satisfied with the service that they're getting from this?

[1:24:01] Most definitely, this would all be pending legal review.

[1:24:05] So Mr. Helmy would be the one to ensure that there's a termination clause that would ensure that

[1:24:13] CPI's D is able to terminate if services are not being rendered or we are not satisfied with

[1:24:21] their performance.

[1:24:24] Definitely add that clause in there.

[1:24:28] If you discuss a time frame with Procidio, we expect you to have an office by certain

[1:24:38] So, we're more than likely going to consider them coming in to our facility with Alton.

[1:24:45] There's some extra room there in the SSC.

[1:24:49] Possibly even if they're given it to all purpose and the baseball,

[1:24:53] they might usually they mention they get in with the contractor,

[1:24:57] maybe in their trailer or...

[1:25:00] No mobile trailer, but as far as an actual branch out here, I don't, we didn't talk about that.

[1:25:06] To me, that would cost the two branch down here. If they move in, rather than a hotel rooms, where they go home every night, and then they take it all with them when they leave.

[1:25:16] Hitch quite, that happens a lot, where services companies will preside on the plan, where house, or their offices in that kind of stuff.

[1:25:29] As of right now, I call that resident, they're moving in, they've got a computer in there, and they've got, you know, they are set up and that's their go to office and that's where we go look for them.

[1:25:42] Yeah, as of right now, it's a matter of either using our facilities, we have the facilities or I'll find out if they are going to end up opening up an actual office building.

[1:25:55] I have to use an hour they may want to like not be that close to it.

[1:25:59] So the use an hour is actually a little bit of a disability.

[1:26:03] I'll ask that as well.

[1:26:07] Any other questions?

[1:26:10] Okay, so do I have a motion?

[1:26:12] Somebody want to read B?

[1:26:14] I'll read it.

[1:26:16] Okay.

[1:26:19] Okay.

[1:26:21] Okay.

[1:26:25] I'll make a motion to approve administration's recommendations regarding, I'm going to read the right one, RFQ, 222-3-1-4 to award an executed two-time job order construction management services contract with project management firm,

[1:26:45] AGCM and Percedio on an as needed basis to not exceed a total amount of a $100,000 breach

[1:26:51] firm as their submitted schedule of fees and also proves administration's recommendation

[1:26:55] to award an executed job order construction management services contract to the following

[1:27:00] firm Percedio to provide management services for the following construction projects.

[1:27:06] All purpose practice facility, baseball, softball replacement fields, family resource

[1:27:11] Center, maintenance and operation, transportation, facility for a total amount not to exceed

[1:27:16] 750,000.

[1:27:20] Okay, so we have a motion by carry.

[1:27:22] We have a second.

[1:27:32] My carry.

[1:27:32] And the second by Nicole, all those in favour?

[1:27:38] Thank you.

[1:27:39] Okay.

[1:27:40] Motion passes.

[1:27:44] Well.

[1:27:46] So now we go to reports and discussion.

[1:27:48] I'm super tentative report.

[1:27:50] All right.

[1:27:51] So tonight we have two prior reports.

[1:27:53] The first is priority one, and as this armstrong comes to the podium, she did leave a little snack for you, and then after that we will have our priority two report, right Dr. Savio, but welcome as armstrong.

[1:28:08] Thank you. Sometimes these meetings get long, so I wanted to make sure that she had some nourishment along the way.

[1:28:14] So, if you go to page 132 in your packet, you'll see the presentation, but it will also be projected to this.

[1:28:24] Are you really eating them right now?

[1:28:28] Yes, he is.

[1:28:34] I love it.

[1:28:36] I love it.

[1:28:39] Well, good evening, Board of Trustees, Dr. Kavasos,

[1:28:43] I'm Penny Armstrong and I am here to present an update on priority 1.2 exceptional student performance.

[1:28:54] As we all are very much aware, this is where we are talking about exceptional math performance and how we are growing and learning and progressing in the area of math.

[1:29:06] And so we certainly want to start with celebrations.

[1:29:12] There's so much to celebrate.

[1:29:13] Y'all, I know that this slide is jam packed,

[1:29:17] but there's a lot to celebrate.

[1:29:19] So let me just kind of walk you through.

[1:29:21] Basically, everything that you're seeing on this slide

[1:29:25] is a direct result of planning and collaboration.

[1:29:29] Teachers are supporting one another.

[1:29:32] They're creating engaging activities

[1:29:34] that are translating into connected learning for students both inside the classroom, as well as outside.

[1:29:43] What you'll see, this young man right here, he's got some cookies right here.

[1:29:46] And I just stumbled upon this on Facebook.

[1:29:48] And I had, I did get permission from the young man, from Mrs. Hammerick.

[1:29:54] Look at this little love muffin.

[1:29:56] Baking pumpkin cookies with the boys on this rainy day, Grace and Seth.

[1:30:00] Local and Rose, then Hayden comes at him and says, actually, isn't array.

[1:30:07] Y'all, this young man is a kindergarten student.

[1:30:11] Okay, so that's just an example. Right here, we have a student in Ms. Griffith's class at WC Andrews, where she is asking her students to take the math that they're learning in the classroom and apply it.

[1:30:30] And then to share pictures and or to teach someone at home what they're learning.

[1:30:37] And so here he's measuring his couch.

[1:30:40] This young lady is teaching her squish millows and the parent captured that.

[1:30:48] And so we're celebrating those things.

[1:30:51] Right here, this is evidence, this is a coach Shaw, one of our teachers at the high school,

[1:30:58] Where they were in PLC's professional learning communities and they were looking at data and his data was significantly higher, better than some of his colleagues.

[1:31:14] And so that spurred a conversation.

[1:31:17] What are you doing in your classroom?

[1:31:19] How are the students responding?

[1:31:20] and so he just got right on the driver or race, the interactive TV and started teaching how

[1:31:28] he was teaching his students and light bulbs began to go off with the teachers and they asked,

[1:31:34] can we turn this into a poster and can we, you know, have this in our classroom? And then of course

[1:31:39] you all have been seeing as requested from the last meeting we're listening to your feedback. Thank you

[1:31:44] for your feedback because you provided to Dr. Kavasos who then shared with me. You want to see

[1:31:49] is shout out. And so we've been providing those in the board, the board highlights for you

[1:31:54] on the weekend. So those are some of the great things that are taking place where teachers

[1:32:01] are collaborating and sharing ideas. We have a lot to celebrate.

[1:32:08] And moving right along, of course, I'm going to walk you through some of the data. Of course,

[1:32:13] just a reminder on our ballot score card today. Again, we're talking about exceptional

[1:32:16] you perform at specifically 1.2 where we are working to annually increase performance in math for

[1:32:22] all students and all student groups.

[1:32:26] All right. So, a couple of months ago, green beans?

[1:32:32] Growth.

[1:32:33] All right. And so this is the data that we reviewed several months ago.

[1:32:36] I'm just refreshing your memory on that data.

[1:32:40] We are continuing to use these data points as a measuring stick.

[1:32:45] It's not our only source of data, but I'm just bringing it to your attention again.

[1:32:50] Again, this should look very familiar, especially from the format from last month also when we talked about priority 1.2.

[1:32:57] Also, as a reminder, we're also taking a look at and keeping the forefront of our focus.

[1:33:04] What did our curriculum audit say that we're some key recommendations?

[1:33:09] We are focusing on really, I just got back from a training and we are modifying some of the timelines.

[1:33:18] We're not changing any of our goals, but we had some ambitious goals.

[1:33:23] And so we want to make sure Dr. Kavasa is such a great job in leading us and making sure that we are focused.

[1:33:28] And so as I'm leading the curriculum department, I want to make sure that our efforts are focused.

[1:33:35] The most specific thing that I'm talking about here is a curriculum management plan.

[1:33:38] we're going to work in tandem, but it's not, I'm going to be very honest with you, it's not

[1:33:42] going to be finished this year.

[1:33:44] As a reminder, in our audit, it said that we are going to, these recommendations should take

[1:33:48] about four to seven years to complete, and so we are just adjusting the timeline specifically

[1:33:53] for our curriculum management plan.

[1:33:56] Something else exciting that I want to share with you, this is our walkthrough data, okay?

[1:34:02] I'm just going to kind of let you digest some of this for a little bit.

[1:34:06] We did take campuses off of this because that was less significant, but really want to bring your attention to this column right here where it says all walk through sedate.

[1:34:17] This data is as of October 10th, and I have new data for you today.

[1:34:23] But as of October 10th, we had our school administrators, our principals, our leadership, had performed 376 walkthroughs.

[1:34:34] We were just talking this morning that this is, I'm not going to say probably, this is the most

[1:34:42] amount of walkthroughs that we have performed at this time of year, probably in the history of

[1:34:48] ever. The history of ever of G.P. I'm proud to say that as of today, that number has already increased

[1:34:56] to 435.

[1:34:58] So just...

[1:35:00] The 10th. Now we're on the, what are we? The 16th. We're up 59. So now we're at 435 walkthroughs as of today. This is where administrators are going into the classroom. We're using a, we all have the same walkthrough tool that we're using. It's called wall cat walks. I'm sure you've seen some of the, at least seen that phrase. This, this number is a combination of all of the different types of walkthroughs that we have.

[1:35:27] This is going to inform our instruction.

[1:35:30] This is going to give us evidence of implementation of curriculum.

[1:35:35] Struggles with curriculum, praises in curriculum,

[1:35:38] praises for student growth, for teacher growth,

[1:35:42] all of those things.

[1:35:44] So, this is, while this is data, this is also a celebration.

[1:35:49] All right, so here we go.

[1:35:51] Some things that we've done up to this point.

[1:35:54] Of course last month, we talked

[1:35:56] about the camp learned a lot.

[1:36:00] We also held those four math.

[1:36:01] We talked about those last month for reading.

[1:36:03] We held those for math as well at all of the levels.

[1:36:08] Here are some pictures that are showing that.

[1:36:11] Of course, right now we are implementing Eureka

[1:36:15] in kindergarten through fifth grade

[1:36:17] and maneuvering the middle for our middle school math

[1:36:22] as well as algebra.

[1:36:23] This all ties into our curriculum audit

[1:36:26] as well as our learning framework and our end of your survey with the question that says,

[1:36:34] I get the training I need to be successful. This was hitting that. I get the training,

[1:36:38] I need to be successful, setting them up for success before the school you're even began.

[1:36:44] Continuing on, we are participating just like in reading. We are also participating in

[1:36:50] in the math, Texas lesson study with weekly planning through a partnership with our service

[1:36:56] center. Again, this is hitting our curriculum audit. It's hitting our end of your survey.

[1:37:02] It's also hitting our learning framework all tying it together. The WC Andrews is receiving

[1:37:10] the support with this program. Again, our curriculum coordinators and our instructional coaches

[1:37:16] are deploying support to the campuses

[1:37:18] who aren't participating in this particular lesson setting.

[1:37:23] We also are continuing with our stop-collaborate

[1:37:25] and listen curriculum check-ins.

[1:37:27] These are, I could have sung again, but I chose not to.

[1:37:30] These are opportunities that are completely optional

[1:37:33] for our teachers to participate in.

[1:37:35] We're answering questions.

[1:37:37] We are providing support.

[1:37:40] We are talking about different strategies.

[1:37:43] Again, completely optional.

[1:37:45] The shared collaboration communication tool, they don't have to talk to anybody, they can just type, and they can respond to one of that way as well.

[1:37:54] You have probably seen the shout-outs, but we also have curriculum updates.

[1:38:01] We have two day tips that are focusing on engagement, pacing, best practices, best instructional practices, all of those types of things.

[1:38:11] With these two areas, we want to make sure that we are collaborating to provide students with whatever kind of engagement that they need.

[1:38:20] Whatever blast the flavor that they might need, we want to make sure that we are educating and we are inspiring and that we are empowering our students and our teachers.

[1:38:33] We just had our planning day on October 6th, that day was built with feedback from our teachers.

[1:38:43] We said, what's working? What's not working? How can we help support you?

[1:38:49] We used a plus delta model, and then of course had a survey at the end asking, what worked this time?

[1:38:56] What didn't work? We got very specific feedback like, we don't like these cafeteria tables.

[1:39:01] can we please have round tables where we truly can't collaborate with another.

[1:39:04] It was cold in here, we'll work on that, I'll let you know, Femi.

[1:39:08] All of those things, so we're using that feedback and we have very exciting news.

[1:39:14] We have inspired calculators that have arrived in our district.

[1:39:19] These are the calculators that our algebra one students as well as our high school

[1:39:24] students are able to use on the EOC test. They are like I said, they're in district. This is the the newest technology to set them up for success.

[1:39:36] They have all been processed and we are currently working on a date for training. We are not going to wait until our January planning date because we want to make sure that these tools get in our teachers hands.

[1:39:49] They get the training and they get in our students hands as quickly as possible.

[1:39:53] So we're looking at some dates in November.

[1:39:56] We're working with Ms. Wagner as well as Dr. Trevino.

[1:40:00] To coordinate schedules and those types of things. So they can get the training. We will get subs, get them trained, get the kids using them. So we're very excited about that.

[1:40:12] And some key strategic actions. I'm repeating myself, but it's all very, very aligned. What are we going to do? We're going to implement Eureka curriculum in kindergarten through fifth grade and maneuvering the middle and sixth through eight, as well as algebra.

[1:40:25] we want to make sure that we have an aligned written curriculum.

[1:40:30] We are going to provide consistent feedback.

[1:40:32] We just showed you that walk through data, focusing on the improvement

[1:40:36] of teaching and learning, monitoring the instructional delivery,

[1:40:42] and encouraging and expecting collaboration from our teachers.

[1:40:45] As well as creating the assessment plan.

[1:40:49] We're not just looking at the star data.

[1:40:52] We're looking at our unit assessments.

[1:40:53] we're looking at our map data, we're looking at informal measures, such as exit tickets, student

[1:41:00] writing, all of those types of things. Again, all of this is an alignment with our curriculum

[1:41:04] audit. Next steps, we're going to continue to provide opportunities to collaborate in a variety

[1:41:11] of ways. We recently got feedback on shoutouts. Well, guess what? We're going to switch. We're

[1:41:17] going to continue to evolve and tweak, so that way we can be what we need our teachers to

[1:41:23] be, our curriculum department, what they need from us.

[1:41:27] Continue to seek ways to provide feedback and recognize our teachers.

[1:41:33] I've asked many many questions today in cabinet about our positive praise, and that's something

[1:41:39] that we are going to initiate any time that we're together as well.

[1:41:44] Developing Data Driven Protocol.

[1:41:46] That is going to be created at the district level, deployed to the campuses, so that they know

[1:41:54] how to look at that and what instructional moves that they can make.

[1:41:57] And then also we just talked about this, but playing that professional learning day-fired

[1:42:01] spy or calculators.

[1:42:05] There we go.

[1:42:05] What questions do you have?

[1:42:10] Yes, ma'am.

[1:42:23] Sure.

[1:42:24] So we have the walkthrough tool that is the common and wildcat walks.

[1:42:28] It's a it's formatted based on the fundamental five, which are instructional strategies that is a framework for how we went every classroom to look, how whenever students walk in the door, their lesson is framed, they know what they're going to be learning for the day, they know where the teacher's going to be in the classroom, opportunities for students to talk, opportunities for students to engage with one another, all these types of things, this is all in our edgophobia, it's our data management system, so whenever an administrator comes in, typically they come in with their

[1:42:58] phone and they can access it right there. Typically a wall cat walk will take anywhere from

[1:43:03] five to ten minutes or they can come in with an iPad, any kind of technology. But we also

[1:43:07] have other things like through results coaching, we have opportunities for reflective feedback

[1:43:12] where we may ask a clarifying question, give them value statements, and then ask a reflective

[1:43:18] question. So some of our administrators are doing those types of walks also. And we also

[1:43:22] have our T-test walks, that those walks are evaluative.

[1:43:27] The first two that I mentioned are not evaluative.

[1:43:31] And so yes, they go into the classroom with their device,

[1:43:35] and then they are alerted whenever that walk

[1:43:37] through is available, and it's instantaneous.

[1:43:39] It's before we walk out of the classroom.

[1:43:42] They receive an email, and can sign and recognize

[1:43:46] that they have received it.

[1:43:49] It's immediate feedback.

[1:43:49] Is that with all of the three that they go to the teacher?

[1:43:54] Yes.

[1:43:54] Yes, all three.

[1:43:55] Yes, sir.

[1:43:57] That also allows us to determine what kind of professional development we need to provide for our teachers.

[1:44:03] So like she said the Wildcat Walks are not evaluative, but there for us to see where are we in the curriculum?

[1:44:09] Are we on track?

[1:44:11] And then when we, like I said, have our PD days, we can say,

[1:44:14] When we saw Melissa doing this in her classroom?

[1:44:16] And we want her, if she can teach this to other groups that are needing, wanting to improve in that area.

[1:44:23] And then this data is also reviewed weekly at Cabinet.

[1:44:27] And then we drill down to the specific areas from the Fundamental Five to see what, what did we see that week?

[1:44:34] Where are, what are those, where are those percentages lying?

[1:44:37] Tomorrow, we, excuse me, we meet with principals and principals PLC.

[1:44:42] This data is reviewed again.

[1:44:44] And it's, it's first great conversation, you know, it's just like with teachers, this is not a, and I gotcha, it's an I got you, we got you, we're going to help you through this, this is a learning process together.

[1:45:00] And then with the assistant principal's POC, we do the same thing the following week. So we're talking about this a lot.

[1:45:07] When we do our curriculum and instruction workshop on November 3rd, we'll show you a little more about the walkthroughs.

[1:45:16] Any other questions?

[1:45:19] Thank you, Benny.

[1:45:19] You're very welcome.

[1:45:21] I always have so much fun. Thank you for being such a great audience.

[1:45:23] You're always a blast.

[1:45:26] You use that so much flavor to our meetings.

[1:45:34] So now our second priority tonight, Dr. Sybaia, is ready to high performing and engage workforce.

[1:45:41] Good evening, Board of Trustees, Chairman of the Board and Dr. Kamasos.

[1:45:47] I'm going to cover a priority to which is high performing and engaging workforce.

[1:45:50] This is the first time that we're providing this feedback to you this year.

[1:45:57] And look forward to continuing to show you some of the progress we're doing with priority to.

[1:46:03] As far as some of these pictures are some pictures that were given out before with some of the priorities,

[1:46:10] because some of the things that we're doing with priority too, also encompasses other items.

[1:46:15] I know that, as you saw today, a couple of things that you're already seeing from priority too,

[1:46:22] is that we kind of are changing the way that we're recognizing some of our staff.

[1:46:26] So in the past we were looking at at least three types of staff members that we were looking

[1:46:35] at auxiliary staff or teaching staff and as far as our paraprofessionals to be coming to

[1:46:43] the board for some type of award like we did today, which is an important part for our

[1:46:49] staff to feel that they're being supported.

[1:46:52] However, one of the things that we wanted to do was look at also groups of people as we have

[1:46:56] you've already started seeing today where recognizing groups of people like the human resources

[1:47:02] that we recognize today, the principles and in this particular picture we recognize some of

[1:47:08] the good work that our social workers did at the beginning of the year when we started our work.

[1:47:14] So you already started to see some of that progress already materializing with some of the work

[1:47:20] that we're doing. And then you'll see some of the key works that we're also doing at

[1:47:25] the positive work as well. So, as far as we're going to be looking at 2.12.2. And again,

[1:47:37] just to refresher memory as far as 2.1 is to annually increase a percentage of staff satisfaction.

[1:47:44] And as even I noticed when Penny was doing her presentation, she mentions where we were at

[1:47:51] with some of the surveys and how the work that we're doing, and Amy of this priority

[1:47:56] is also to look at where we're increasing as far as our satisfaction.

[1:48:02] What we have to do with priority 2 is actually look at how many of the surveys are going to

[1:48:06] be coming in from the past because the more people that are providing us with information

[1:48:12] as far as our satisfaction, the more that we're able to be able to know how to direct the work that

[1:48:18] we're doing. The other one is to annually increase a retention rate of highly effective faculty

[1:48:24] and staff in that's through making sure that we're hiring the best people, the top people,

[1:48:31] and then what is it that we do once are here and a lot of that is happening with some of the work

[1:48:35] that's happening with priority one and priority with our safety and security as well with a priority

[1:48:41] for. Again, just revisiting this where the balance score card is and where you can find it.

[1:48:51] Again, let's look back in 2022. We had 571 respondents to our survey. Then that's done through

[1:49:00] a district engagement survey. We had 82 percent of our staff. And as far as this last spring,

[1:49:07] We had 625, which we had 83.2% of our staff that answered the survey.

[1:49:14] So this year we're looking at also increasing that again.

[1:49:17] So we can get the best information that we can to help us provide the direction that we're needing.

[1:49:23] Dr. Samara, can I stop you for just a second?

[1:49:25] Is that the 82% of employees are their satisfaction?

[1:49:29] No, those are the how many employees submitted a survey from there.

[1:49:37] the other priorities that you're receiving, that's where you have the percentages on there

[1:49:43] with how much was increased from one year to the next. So I think when you had the first

[1:49:49] month when you had priority one, you might have, like, this was a four point whatever it may be just

[1:49:57] so as far as what those satisfaction.

[1:50:03] As far as some of our key strategies that we're looking for, again, is some of the things that we are kind of looking at is some key things that, again, we added our positive praise in order to try to increase the amount of people that are being acknowledged and praised for the good work that they're doing.

[1:50:25] The other thing is that I'm launching a couple of studies, one is again, we had our calendar

[1:50:35] committee that we're going to get started and one of the things is that originally we had

[1:50:42] a draft during the COVID time that we had a calendar and we were looking at an intersectional

[1:50:50] calendar and so we've had some people calling wanting to know we're still going to continue

[1:50:55] with that. So one of the things that I've already started doing is starting a listening tour

[1:51:02] to find out a little bit more about how people are feeling about the calendar because that impacts

[1:51:07] are how people feel about what are going to be our next steps. It impacts our parents or students

[1:51:14] and our staff members. So right now so far I've already went to the Family Engagement Committee

[1:51:21] I'll present it to them, I think some of you were there, I presented to Team 1 and to the district SBDM.

[1:51:29] And one of the things that I'm just doing is showing them the calendar, asking them,

[1:51:34] what are some positive things that you see about the calendar, what are some of the concerns.

[1:51:38] And then at the end of this month, what I'm going to do is request some people, if you can see what we have here,

[1:51:45] is trying to get a committee that, again, that is diverse in the representation,

[1:51:49] So we can have people from every school that's our part of it and then we've had some of the other ones that we've asked to be part of the committee are going to be people from the athletic department fine arts department because it impacts them as well and

[1:52:04] And we've had we will make sure that we also are able to have people from the district site base committee because they encompass the community and also parents in that group to make sure that again that we're looking at it.

[1:52:18] academic calendar that's going to benefit us at the time when that intercessional calendar was there.

[1:52:25] It was trying to take care of learning loss.

[1:52:28] These are some of the things that through Priority 1 have been taking care of.

[1:52:32] And so what we're needing to now look at is what's going to be in the best interest of us moving forward.

[1:52:39] So we may or may not have an intercessional calendar.

[1:52:42] We're going to make sure that our committee looks at that and then move forward with that.

[1:52:47] Bringing something to the board sometime in February for

[1:52:52] Recommendate, we'll provide you the recommendation and approval at that time.

[1:52:56] Also, we launched a positive praise and so you all were able to take part of that through the gratitude cards or going onto the website and providing any type of positive praise there.

[1:53:10] So far, these are some of the things that we've already done.

[1:53:13] Again, we've had open benefits and enrollment.

[1:53:17] We actually had this year about 97% of our staff

[1:53:21] that have taken part of our benefits package

[1:53:25] through our third party administration,

[1:53:27] which increased quite a bit.

[1:53:30] We're beginning again, our academic calendar.

[1:53:34] One of the things that I have also done

[1:53:37] is began having conversations

[1:53:39] with an consultant, Lucia Calsava, because we're going to be taking a look at a compensation

[1:53:46] plan and have a salary study through TASB. Some of the things that I believe were

[1:53:52] spoken to you through Ismail about when he talked to you about a study where we are financially

[1:54:01] in the next five years. So one of the things that our department is doing is taking a look at that,

[1:54:06] So we can go ahead and provide some recommendations to the board sometime in the near future.

[1:54:13] So, and then again, we started with the new positive praise for staff as well.

[1:54:18] So these are some of the things that we have already that we're beginning through for priority

[1:54:25] two to begin the process for this next coming in school year.

[1:54:34] So our next step is, again, is to, we're trying to revise, to refine our process with our calendar committee, just to make sure that we have adequate, that all the voices are being heard, that we're prioritizing our agenda, topics based on immediate needs, and that's going to be for our salary study as well as for our compensation study.

[1:55:00] Again, provide one of the biggest things, again, is when I'm speaking to people out there, especially

[1:55:06] with the calendar or the compensation, is all they're asking us to, they're wanting to make sure

[1:55:11] that we're being transparent, and so I want to make sure that we're continuously to provide

[1:55:17] their transparencies to you as a board and to the people that we're serving, and, again, to

[1:55:22] celebrate and recognize all staff members as much as possible.

[1:55:30] That's it in a nutshell.

[1:55:34] Any questions?

[1:55:35] Any questions?

[1:55:37] I have a question.

[1:55:38] Sure.

[1:55:41] I loved that you've y'all flashed up the QR code for the positive praise, like, while.

[1:55:48] It was such a good time to do it, because, like, people were shuffling in and out, and the people that were saying,

[1:55:54] I was, like, whoever thought of that, I'm sure.

[1:56:01] Thank you.

[1:56:01] That was awesome.

[1:56:03] So my question is, is that something that will be kind of plastered all over the walls

[1:56:09] in the hallways of?

[1:56:10] Yes.

[1:56:12] Right now we started this, this October, we kind of started when we had our one of our

[1:56:18] the podcast and Crystal and I were part of that.

[1:56:22] And one of the things that even though it's also part of another priority, it's we're working

[1:56:29] in tandem together to make sure that we're moving forward with positive praise, which ultimately

[1:56:35] will also take care of also priority too. So our department, the Human Resource Department

[1:56:41] is working a lot with the communication. So we are looking at having that plastered. We're

[1:56:46] starting off right now, introducing it and starting small and trying to build that because we're

[1:56:52] wanting to make sure that while we're starting with this that we're able to make sure that we're

[1:56:58] feeling what we said we're going to do by sending out the cards so we're starting small

[1:57:02] and at every meeting that we're introducing that and making sure that we can continue with that.

[1:57:08] Because it means a lot. I'm going to tell you that I think from a teacher, it's going to be more

[1:57:15] meaningful to hear from a student praising the teacher than it is coming from myself or any of us

[1:57:23] here in this room, as much as teachers want to hear the praise, I've seen where an

[1:57:29] student writes from their own words on why they feel this teacher and disservice

[1:57:34] of praise is more meaningful in that manner.

[1:57:36] Well, this is a direct result of the listening, that you all did at the learning conference

[1:57:42] at the beginning of the year.

[1:57:44] There was a comment from several of the teachers, or employees, he said, they want, like,

[1:57:50] recognize or to recognize others and to be able to let parents have the opportunity students

[1:57:56] peers. So it's on our website. We don't necessarily have a formal plan to put the signs up

[1:58:02] all over but we're including it in meetings and such so that people can provide it. So it's on our

[1:58:07] website already. I just like I love the QR code because the student I see it in the hall. I mean

[1:58:11] the website for parents and students but you know it just makes it so much more convenient but you

[1:58:18] know. I mean, we all have, you know, decreasing attention spans. By the time you get down

[1:58:23] sit down, you got to go to the website. If they see it in the hallway, oh, let me scan

[1:58:29] it. And you know, since I sit down, I'll do it. And it's done, you know.

[1:58:32] Well, one of the things that we've also done is, even for the board recognition, we've opened

[1:58:37] that up for other people to be able to nominate. And in the past, it was a certain people

[1:58:43] that were, that had the privilege to nominate and we've opened that up because we feel that

[1:58:48] But again, when you're being recognized, sometimes it's that student or a community member or a parent that just wants to be able to say thank you and they want other people to understand and know the sound.

[1:59:06] Any more questions or comments?

[1:59:09] Okay, thank you.

[1:59:10] Thank you.

[1:59:14] On the glitch.

[1:59:15] Yeah.

[1:59:17] Yeah.

[1:59:17] Legislative update.

[1:59:18] You know, their special session was called and so it keeps it's a very quite a moving target.

[1:59:25] As I haven't gotten a check what happened today, and I can forward you this, you know the Senate has passed of education savings account bill, and voucher bill over out of the Senate into the House.

[1:59:40] I don't know what the House did today, so I haven't gotten to look at that yet. People have been asking, what can we do locally?

[1:59:47] There's a November election, go vote, be informed and go vote.

[1:59:51] There are 14 propositions, and I believe you all have talked about putting something out

[1:59:56] on our GP votes site about what it was each-

[2:00:00] So that people are informed. And then the other is sparked by you, by the way, your idea. And the other is our representative, is Jay and

[2:00:10] Lazzano, if anyone needs his contact information, it'd be good for it to be really helpful for him to hear from people in our community,

[2:00:19] where you stand on vouchers and education savings accounts,

[2:00:26] on the student national version there, because you've all been doing such a great job of really keeping up with

[2:00:30] everything legislatively.

[2:00:33] And then the last thing, I know we've got the board report

[2:00:36] that I do want to let Ms. Gip, if that's okay,

[2:00:41] to Ms. Ellie's all day.

[2:00:42] She's four things, she's all, oh, no, no, no, you're good.

[2:00:45] Yeah, but to do our come on up, I know, I know you're patient.

[2:00:49] But to our, this is our annually required ASL and bilingual

[2:00:54] program evaluation.

[2:00:55] So this is a report that is required to be presented annually.

[2:00:59] Thank you, I just need to keep scrolling.

[2:01:00] And start some page 163, yeah, 163, yeah.

[2:01:05] 162?

[2:01:06] Yes.

[2:01:07] There we go.

[2:01:12] Good evening.

[2:01:13] Thank you for having me.

[2:01:15] My name is Shelly Elisaldi.

[2:01:17] If you don't know me last year, I was a dean of instruction

[2:01:19] at the high school here before that.

[2:01:20] I was CTE.

[2:01:22] Now, and doing accountability assessment and multilingual

[2:01:25] program, so I'm very excited to be here tonight

[2:01:27] and present to you a little overview of our programs.

[2:01:31] So, let's get started.

[2:01:35] Of course, this ties directly to Priority 1, but in my view, multi-lingual programs kind of go all

[2:01:41] through our balanced scorecard because it's about kids feeling welcome in our district, us

[2:01:46] reaching out to them in their culture and meeting them where they are and helping them reach

[2:01:50] their goals, whether that be in CCMR, math, reading, whatever, whatever the case.

[2:01:55] So I do believe this is a very important part of our programs.

[2:02:00] This is the statute that states that every year, before November 1st, we are to give our school board an update on where we are with our programs and our numbers and everything, so that's why we are here tonight.

[2:02:17] These are the types of programs that we currently offer here in GP, so we've got two different types of ESL programs in ESL stands for English as a second language.

[2:02:26] We have a content based program which means all four of their core teachers will be certified in ASL and they will meet those goals throughout all four core.

[2:02:36] A pullout program is where the reading language arts teacher is ASL certified and they will meet their goals through that reading language arts teacher.

[2:02:44] And I'm going to go into a little bit more detail on those in just one second.

[2:02:48] We also have a transitional bilingual early exit program and then our new dual-language program, which is a 50-52 way and I will explain that a little bit further as well.

[2:02:59] So again, the content based is where we pursue the goal of English acquisition through out there for content areas.

[2:03:09] And all of these teachers are trained in the SL instruction and we'll go into some more details later about what types of training that they've done.

[2:03:16] but that's the explanation of those students.

[2:03:20] And so most of our content based ESL is going to be

[2:03:23] founded our four elementary schools.

[2:03:26] We have one elementary school that mainly focuses

[2:03:28] on the bilingual, but they also have a few ESL students

[2:03:31] on their campus.

[2:03:35] The pullout program is more of a secondary model.

[2:03:38] So when you get more to middle school and high school,

[2:03:40] you'll see more of the pullout model

[2:03:42] where their English services are being

[2:03:44] on through their reading language arts class.

[2:03:48] And the goal is that we transition them fully to

[2:03:52] proficiency in English in order to

[2:03:55] participate equally in school.

[2:03:57] And for our secondary students,

[2:03:58] especially those that come as newcomers,

[2:04:00] and I'm going to talk about our new camera program later as well.

[2:04:03] We really want to accelerate that English as much as possible,

[2:04:05] because they are required to pass the same EOC tests

[2:04:08] and all the same graduation requirements as all of our other students.

[2:04:11] And as you can imagine, that's a very difficult task.

[2:04:14] And so when we're trying to accelerate that English,

[2:04:16] It's really important.

[2:04:17] It can affect their lives.

[2:04:18] So we want to make sure we're really doing a good job of the ESL at the secondary level,

[2:04:22] especially.

[2:04:25] And then transitional bilingual early exit is what we have at mainly how's that WC Andrew

[2:04:30] Zellimentary School.

[2:04:31] And those are our students, grades two through five right now that are still in a bilingual

[2:04:35] program.

[2:04:36] And then we're moving our dual-language program on up through.

[2:04:39] And we will kind of replace that as our program model for the most part.

[2:04:44] And then our dual language two way is a 50-50 model that's where kids that are native English speakers and kids that are native Spanish speakers come together into a classroom and they both learn both languages hopefully and they are bi-literate.

[2:05:01] So, that's our dual language program.

[2:05:06] This is the slide that I was excited to show you just because if you look at it, you'll see the tremendous amount of growth that we've seen in our programs over the last two years.

[2:05:14] So, you can see in 2021, 22, we had 143 ESL students in our district, and as of 10, 6, 23,

[2:05:22] we now have 194 ESL students in our district.

[2:05:26] So, we've had an influx of 51 additional students in the last two years, and those are going

[2:05:32] to include our beginner students that we have coming in at the secondary level that are

[2:05:36] need to graduate.

[2:05:37] So, that's been an extra push that we've had to really shift our focus on, and then

[2:05:42] bilingual numbers which includes the dual language, you can see that's grown and that's also

[2:05:47] in addition to that we've added that program, but we've also had a lot of growth just of

[2:05:51] students moving in, new students. So in total, we are sitting at 310, but in addition to that,

[2:05:59] we have 23 students that are considered parent denials, and we still consider that we, they're

[2:06:04] not included in the program, but we still monitor them and track them in their progress and

[2:06:09] in the English language. So in total, 333. I did the percentages on that last year where we're

[2:06:16] sitting at about 5% English eB students in our district and this year we're sitting right

[2:06:23] at 7% so we've had a 2% increase in just one year. One thing I did want to share real quick

[2:07:00] and you can see what's the smallest percentage of all the regions in the state.

[2:07:05] are region region two. We're sitting at zero to 5%. So you can see at 7% we're just a little slightly higher than our region average for the corpus crusty area and you could just kind of look I just thought it was an interesting statistic and that we're actually almost getting ahead of the curve in our district.

[2:07:24] I'm going to tell you, E-B's emergent bilingual.

[2:07:27] Mergent bilingual?

[2:07:29] Yeah. Sorry.

[2:07:30] Lots of acronyms.

[2:07:33] They've changed the wording several times in the last 10 years,

[2:07:36] right, Dr. Kavosos.

[2:07:37] We used to love students, E-L students,

[2:07:40] and now we're emergent bilingual.

[2:07:42] Comparison of our ESL and our bilingual program enrollment.

[2:07:45] This goes by grade level.

[2:07:47] So you can track all the way from pre-K,

[2:07:50] all the way to 12th grade.

[2:07:52] And again, when we get closer to graduation, we're hoping that we're reclassifying and exiting

[2:07:57] those kids from the program because they are English proficient.

[2:08:00] So you can see the numbers dwindle a little bit as they get closer to graduation.

[2:08:09] This is our telepast summary.

[2:08:10] Telepast is the test, the assessment that we give to our students.

[2:08:16] It's the Texas English Language proficiency assessment system.

[2:08:20] And we give that to them every year in addition to the star.

[2:08:24] This is another assessment that they do that just tracks their English language proficiency.

[2:08:29] So this is a summary from your 22 to 23 for the high school and the middle school.

[2:08:34] And you can just see over as an overview that we do have more students now at the beginning level.

[2:08:40] And those are kids that usually come in maybe from another country that their first language is not English.

[2:08:45] and when we test them as they arrive, they test as a beginner, and our goal is always to

[2:08:50] move them to advanced advanced high as soon as we can.

[2:08:56] And then elementary, this is grades

[2:08:58] K-35, you can see we've had a 4% increase from last year at the beginners.

[2:09:05] Everything else is pretty close but we did have a good growth there at our advanced high level that

[2:09:10] we're moving kids forward, a 6% growth in that area. So I thought that was very good too.

[2:09:17] And then we did have 11 students that were reclassified at the middle school, which is excellent,

[2:09:23] which means they are considered English proficient before they're going into high school, so that was a very big deal.

[2:09:29] Another thing this year that was a little different is that are usually our end of the year,

[2:09:33] Elpax, which is our committee that meets to discuss the students progress every year.

[2:09:38] Those were not held until the school year started because of the delay in the test scores from the state,

[2:09:43] And so they pushed back all of the timelines.

[2:09:46] So some of these numbers could change.

[2:09:49] We're still having a few meetings,

[2:09:51] but for the most part,

[2:09:53] that's how many kids were classified in our district.

[2:09:55] Here's some new things that we have going this school year.

[2:09:58] Our new arrived.

[2:10:00] Again, as we see that growth of those beginners and students moving in, we want to make sure we're serving them as good as well as we can at the high school level in the middle school level. So we've really gone all in on the structured English immersion program that I was telling you about that I've experienced with from the Houston area. And we bought some curriculum that's really helping with that. It's called the AC language curriculum. It's an accelerated learning model really goes into the brain-based research behind language acquisition and how we can help accelerate their English

[2:10:29] as quickly as possible at the high school in the middle school level.

[2:10:32] So we're doing a two period block at the high school with a new teacher, new curriculum,

[2:10:37] and that's their home base when they come to school in the mornings.

[2:10:41] Those kids feel welcome and accepted and able to take risk and speaking and using their

[2:10:46] language every day in the classroom. So we're excited about to see the results from that program.

[2:10:52] Stepping, I want to send a shout out to Robin Rice, my predecessor,

[2:10:57] in this role in Anne Sanchez.

[2:10:59] They both have done a lot of work over the last two years

[2:11:01] to help get people certified in ESL and bilingual.

[2:11:06] And so as of right now, we've got 178 teachers

[2:11:09] with ESL or a combo bilingual ESL certification

[2:11:12] and 13 teachers with the bilingual certification.

[2:11:16] And that's due to all of these recruitment efforts,

[2:11:19] stipends, test reimbursements that we've done.

[2:11:22] So because of that, I am very excited to say that last year

[2:11:26] we filed for two waivers, this year we don't need any waivers, and I ESL or bilingual, and

[2:11:33] that has been a big cooperative effort between several people, including the principals,

[2:11:39] to make sure that we've got somebody at every grade level and every subject that's certified.

[2:11:44] So we just, it's a scheduling thing now is making sure those kids are with their correct teachers.

[2:11:49] So I want to send this shout out to the principals as well.

[2:11:51] And that is all I have unless you have any questions,

[2:11:54] sorry I was talking past.

[2:11:56] I know you're ready to go home.

[2:11:58] Good job.

[2:11:59] Thank you.

[2:12:00] So, and looking at your map, I really appreciate you.

[2:12:03] Yes, sir.

[2:12:04] Putting this thing out here, and how we compare to the rest of the Texas, but how Portland

[2:12:12] compared to the rest of our area.

[2:12:15] I looked at CCI's D, they're sitting right at seven, six or seven percent.

[2:12:20] So before so like last year we were 5% and they were 7% and it looks like this year now we're 7% and they're right about the same so we I think we've had a little bit more of an influx here in Portland specifically when the taper report comes out in the next month or so I'll be able to tell you a lot more accurately

[2:12:37] And that's fine. I guess my question is is,

[2:12:44] what's the, is that, is that?

[2:12:46] They wanting to move here?

[2:12:48] I think some of it has to do with industry and job opportunities that we have here in our area.

[2:12:56] I would think that with things coming to completion like they have that would be a number that would be-

[2:13:03] No, with the folks migrating to other jobs, I have to warn them.

[2:13:06] Yeah, I think it depends what industry those families are involved in.

[2:13:10] Yeah.

[2:13:10] We've got a lot of our industry like our cellar metahol is from overseas.

[2:13:15] You know, we've got several, yeah, and as I was all this right, it's our industry.

[2:13:19] That's bringing in individuals and it's not just Spanish.

[2:13:23] We've got other languages coming in and it's a full number.

[2:13:28] More than that.

[2:13:29] This is a merchant bilingual.

[2:13:31] So anybody of that's native language is not English.

[2:13:34] Yeah.

[2:13:35] Now, our bilingual and dual language program focuses on Spanish because that's the majority that we have.

[2:13:41] But as far as ESL, we might be encountering students whose native languages among millions of Earth, lots of other things than Spanish.

[2:13:54] Anybody else?

[2:13:55] If you think of anything later, feel free to email me.

[2:13:58] Thank you.

[2:13:59] Thank you.

[2:14:10] I've been very busy lately.

[2:14:11] Lots of, you know, carried brought up the fact that we're in the DFB area.

[2:14:17] You know, what do we to go?

[2:14:20] Dr. Pavasos testified, hopefully everybody got to watch that and she testified for the Senate Committee on Doctor, did everybody get you to see that and did a great job.

[2:14:34] By the way, good job.

[2:14:37] We core for Christy ISD reached out.

[2:14:40] they want GPSD and all the local coastal bins go districts to kind of form a coalition

[2:14:48] on really hadn't seen in really, you know, when we go to Austin going to Austin with

[2:14:54] not just GPI ISDs, loves it a little bit.

[2:15:01] So they're trying to form this coalition. I think we got another meeting coming up fairly quickly on that. Thank you, Delhi since something else.

[2:15:12] Other than that, anybody? Anybody got anything going on? Anything that you don't want to talk about? Anything you'll learn in the trip and Dallas?

[2:15:30] Well,

[2:15:33] I do know we have a board workshop on Monday that's a governance workshop on the 23rd, and so knowing, you know, looking at your indicators, so you have your big sheet here, this site has the balance score card on the back has the board score card, and really hitting on indicator five board operates,

[2:15:51] is the unified team of eight and has clear operating procedures.

[2:15:55] The action that you all decided you wanted to take in that area was to develop the team

[2:15:59] of eight good governance handbook.

[2:16:01] So it's really a modification of the operating procedures and Mr. Simmons is the lead on that.

[2:16:09] So I think he's got some things lined up for Monday night to help walk everybody through that.

[2:16:15] Dr. Spala, my lead.

[2:16:17] So that'll be a replacement of board operating procedures or in addition to that will be something for you all to decide if that's really a replacement or an augmentation.

[2:16:28] But a switch to really.

[2:16:30] That can't be.

[2:16:31] Just kind of adding.

[2:16:32] Just enhancing it.

[2:16:34] Kind of.

[2:16:35] Yeah.

[2:16:35] Well, we'll see what that brings to us.

[2:16:37] It might not be like that.

[2:16:39] But that also ties into indicators three on your board score card.

[2:16:44] to participate in quarterly governance workshops so it's that working on the work and then I mentioned earlier about the November 3rd curriculum and instruction workshop

[2:16:53] that is a Friday morning and what we are have tentatively planned is it will convene together here have breakfast talk about what we're going to see and then go visit schools and get to actually use a wildcat walk and see what that looks like and go into classrooms and see what that looks like and then come back together at the end for lunch and debriefence

[2:17:14] and discuss what we learned, it got to see on the visits.

[2:17:17] And that ties directly to yes.

[2:17:22] And that goes with really several of these,

[2:17:26] I mean it's overarching all of these.

[2:17:28] And then Ms. Gregory is really working

[2:17:31] and we have a meeting set up with her, myself,

[2:17:34] and Dr. Gonzalez on this budget parameters

[2:17:37] around looking at the budget.

[2:17:38] So we plan to have a rough draft to the board

[2:17:41] in December to look at around that.

[2:17:46] And then your advocacy already talked about that with GP votes

[2:17:50] and informing people about, you know,

[2:17:52] what's on this next ballot, these 14 props.

[2:17:55] So, if you look across your score card,

[2:17:58] you're also an indicator too.

[2:17:59] This is one of the Gonzalo's leads.

[2:18:02] Formally adopted outcomes,

[2:18:03] the line to strategic plan,

[2:18:05] and the systematic process for review.

[2:18:07] Well, think about each month,

[2:18:08] you're doing a systematic review

[2:18:10] of the prior to reports, which is that providing that formative feedback.

[2:18:16] So, can all you guys are doing?

[2:18:17] We're doing a lot, can all you guys are doing?

[2:18:20] Well, Mark, Laura and myself, I'm meeting with you with Missy Benderd,

[2:18:25] more and I, I guess, was ready to take you to, I'll get a strategized about this special session

[2:18:31] and what else.

[2:18:32] And come back to our advocacy plan that we have developed too.

[2:18:41] Yeah, it's coming, yeah, I'll send it.

[2:18:44] Yeah, everything good?

[2:18:49] Nobody is getting anything other for eight or eleven.

[2:18:52] I don't know if you don't have so much to do.

[2:18:55] So, they party on November 8th.

[2:18:59] No, what?

[2:19:00] They don't have a word.

[2:19:03] So you're going to, you're telling us that you're going to early vote.

[2:19:08] We are all already.

[2:19:09] Which early voting starts next Monday.

[2:19:15] And then say to the district, yes, this next Wednesday.

[2:19:18] So people can come to say to the district, and then also early

[2:19:22] vote, because it's right across the wall.

[2:19:27] That's it.

[2:19:29] So anybody have any instructions for the board president or the superintendent?

[2:19:37] Anybody other than the coal, I wrote it down.

[2:19:44] We're good.

[2:19:45] We're good.

[2:19:45] I have a question because I might have missed it.

[2:19:47] Did we ever get the notes?

[2:19:48] You may think of it, Dr. Gravassas, when you mentioned our

[2:19:51] the listening sessions at the communication.

[2:19:55] Did we ever get the notes from the listening sessions?

[2:19:57] This will be in the highest.

[2:20:04] Okay, we will adjourn this meeting.

[2:20:10] Eight or eight.

Regular Board Meeting October 16, 2023

Agenda

Transcript