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[00:00:05]

JUST SOME KEY TAKEAWAYS THAT THE ECONOMY WILL REMAIN STRONG IN AUSTIN FOR QUITE A WHILE.

THE HOUSING MARKET SEEING THE HIGHEST VALUE INCREASE.

WE HAD A NET CHANGE OF 118 STUDENTS FROM LAST YEAR TO THIS SCHOOL YEAR, AND THOSE 12TH GRADE CLASSES, GRADUATING LARGE 12TH GRADE CLASSES AND SMALL KINDER CLASSES WILL CONTINUE A DECLINE CURRENTLY WITH THE PROJECTIONS.

[3. CLOSED SESSION]

WITHIN FIVE YEARS, IF YOU LOOK AT THE DATA, IT COULD SETTLE AROUND 7300 HUNDRED STUDENTS WITHIN THE DISTRICT, AND WE ALL KNOW HOW TRANSFERS KIND OF IMPACT OUR OVERALL ENROLLMENT , AND SOME OF THOSE PATTERNS, THEY'LL CONTINUE TO IMPACT OUR ENROLLMENT LOOKING FORWARD.

SO THAT'S KIND OF A REAL QUICK OVERVIEW.

I'LL FIELD ANY QUESTIONS THAT YOU MAY HAVE.

THANK YOU, JEREMY. ELLEN.

I LOVE THIS STUFF.

I HAVE BEEN WAITING FOR IT.

[4. RECONVENE INTO OPEN SESSION AT APPROXIMATELY 7:00 PM]

THIS IS KIND OF A SIDE QUESTION, BUT I'M REALLY SURPRISED BY THE FACT THAT WE SAY 86% OF OUR STUDENTS LIVE WITHIN THE AUSTIN CITY LIMITS, AND IN THIS TABLE, WE DON'T ACCOUNT FOR ANYBODY LIVING IN UNINCORPORATED TRAVIS COUNTY.

SO WHERE HOW MIGHT THOSE STUDENTS BE ACCOUNTED FOR? I CAN CLARIFY THAT WITHIN THEIR DATA, AND THAT'S A GOOD COMMENT.

WE PROBABLY SHOULD EXTRAPOLATE THOSE TO SOME DEGREE TO UNDERSTAND THAT.

BECAUSE VALLEY VIEW AND BARTON CREEK, NONE OF THAT CORRECT IS CITY OF AUSTIN, [INAUDIBLE] WESTLAKE HILLS. SO WE DO HAVE SOME POCKETS.

THAT'S AN IMPORTANT NUMBER FOR US TO KNOW.

WHAT PERCENTAGE LIVE IN THE CITY OF AUSTIN FOR LOTS OF REASONS.

OKAY, GOOD POINT. I APPRECIATE THAT.

SURE. THE OTHER QUESTION, AND THIS IS NOT A CRITICISM AT ALL, BUT I'M CURIOUS AS TO KIND OF THE UNDERLYING DATA THAT THIS IS BASED ON BECAUSE, WE'VE HAD DEMOGRAPHIC REPORTS IN THE PAST. THE DEMOGRAPHERS HAVE TALKED ABOUT HOW THIS IS A RATHER UNUSUAL COMMUNITY, THAT YOU'D ONLY FIND THE SAME KIND OF DEMOGRAPHICS, PERHAPS IN THE ALAMO HEIGHTS AREA IN SAN ANTONIO OR THE HIGHLAND PARK AREA IN DALLAS, AND THAT IS THAT PEOPLE DON'T TEND TO MOVE OUT OF THEIR HOMES AS SOON AS THEIR KIDS GRADUATE.

THEY TEND TO STAY IN THEIR HOMES.

IT'S A VERY STABLE COMMUNITY, AND THEN WHEN THEY'RE 85, THAT'S MORE WHEN YOU SEE THE

[5. REPORTS]

TURNOVER, BUT GIVEN THE VERY STEEP INCREASE IN HOUSING PRICES IN AUSTIN IN THE LAST 12 MONTHS, 18 MONTHS, I'M CURIOUS IF THIS DATA REFLECTS WHAT ANECDOTALLY I FEEL IS A HUGE PORTION OF OUR OLDER POPULATION MOVING OUT BECAUSE OF THE PRESSURE ON THE COMMUNITY WELL, THE OPPORTUNITY TO SELL AND THE PRESSURE FOR FAMILIES WITH CHILDREN TO MOVE IN.

SO I'M WONDERING IF THAT LONG TERM DYNAMIC HAS SOMEHOW SHIFTED RECENTLY AND DOES THIS ACCOMMODATE THAT? WELL, I THINK WHEN WE LOOK AT DEMOGRAPHICS, WE BASE IT ON HISTORICAL DATA. A LOT OF IT IS BASED ON HISTORICAL DATA, BUT THERE'S ALSO EVEN IN CONVERSATION WITH DEMOGRAPHERS LIKE WELL, LET'S LOOK AT THAT ONE CLASS, LIKE, WHY IS THAT COHORT COEFFICIENT A LITTLE HIGHER? WHY ARE WE SEEING AN INCREASE THERE? OR THAT ONE SEEMS REALLY LOW AND WE BELIEVE WE PROBABLY WOULD HAVE SOME TURNOVER.

SO THERE WAS SOME LOOKING DEEPER INTO THE DATA AND TRYING TO IDENTIFY THOSE.

IT'S JUST SO HARD.

IT IS SO DIFFICULT TO PROJECT THAT, BUT ONE OF THE IDEAS THAT WE DISCUSSED WAS LOOKING AT DATA JUST LIKE THAT.

KIM AND I HAD A CONVERSATION AS WELL IN LOOKING AT ONCE WE HAVE SOME OF OUR INDIVIDUALS THAT DO NOT HAVE STUDENTS IN THE DISTRICT AND MAKE THAT TYPE OF DECISION.

HOW CAN WE TRACK THAT DATA? HOW CAN WE TRACK IT? HOW CAN WE PULL IT THAT DATA IN ORDER TO TRY TO PROJECT? IT'S THE SAME SAME CONCEPT OF HOW MANY DO WE HAVE OVER 65 WITH FROZEN TAXES RIGHT? THEN THEY MOVE, MOVE OUT, AND THEN WE HAVE A NEW FAMILY COMING IN THAT'S NOT IN THAT SAME STAGE OF THEIR LIFE, AND SO IT'S SOMETHING THAT THE DEMOGRAPHER IS LOOKING INTO AND TO SEE HOW THEY CAN PULL THAT DATA AND TRY TO PROJECT OUT, BUT IT'S VERY DIFFICULT KNOWING HOW MUCH IT CAN CHANGE IN ONE YEAR.

EVEN WE DIDN'T KNOW TEN MONTHS AGO WHAT IT WAS GOING TO DO RIGHT NOW.

THE AMOUNT OF CHANGE IS VERY SIGNIFICANT.

SO WE HAVE TO HAVE SORT OF A CONSERVATIVE APPROACH TO IT BUT THEY DID TRY TO LOOK AT SOME OF THOSE COEFFICIENTS AND SEE IF THERE'S SOMETHING WITHIN THAT DATA. THANK YOU.

IT'S JUST DIFFICULT. THANK YOU, ELLEN.

I'M GOING TO GO TO JAMES AND THEN HEATHER AND THEN KIM.

COUPLE OF QUESTIONS, JEREMY.

THANK YOU FOR THE DATA. I LOVE DATA.

THE HOW DOES THIS REPORT COMPARE TO THE LAST DEMOGRAPHIC REPORT WE GOT?

[00:05:06]

ARE WE SEEING SIGNIFICANT CHANGES OR IS THIS PRETTY MUCH IN LINE WITH WHAT WE PROJECTED THROUGH THE LAST REPORT? I THINK IF WE COMPARE THE TWO, THE LAST ONE WAS DONE IN 2019, RIGHT? SO THE WORLD WAS DIFFERENT IN 2019, AND SO THERE OBVIOUSLY HAS BEEN A LOT THAT'S CHANGED , AND SO THIS IS PROJECTING LOWER THAN THE PREVIOUS DEMOGRAPHIC REPORT PROJECTED AND IT'S TRYING TO FIGURE OUT WHY AND I THINK AS HOME COSTS GO UP, ENROLLMENT PROBABLY IS GOING TO STAY LOWER, ESPECIALLY AT THE ELEMENTARY LEVELS, AND I THINK WE'RE SEEING THAT COME TO FRUITION RIGHT NOW.

YEAH, I THINK WE'VE TALKED BEFORE.

I JOINED THE BOARD IN 2019, SO I THINK I CAUGHT JUST THE TAIL END OF THAT DEMOGRAPHIC REPORT, BUT I THINK WE'VE TALKED BEFORE ABOUT HOW I THINK DEMOGRAPHERS SEE THAT IF THE HOME COSTS KEEP GOING UP, ENTRY LEVEL FAMILIES WITH YOUNG CHILDREN, BY THEIR THEORY, AREN'T ABLE TO AFFORD THOSE AS ENTRY LEVEL HOMES.

SO WE SEE FAMILIES WITH OLDER CHILDREN MOVING IN AND IT KIND OF CHANGES THAT ELEMENTARY PICTURE. THE OTHER THING THAT I'M CURIOUS ABOUT, MAYBE I CAN PING YOU FOR THIS INFORMATION. I'VE SEEN IT BEFORE IN ONE OF YOUR REPORTS IS AS WE SEE THESE NUMBERS CHANGE, WHAT ARE OUR ELEMENTARY SCHOOLS BUILT FOR CAPACITY WISE? I'M CURIOUS ABOUT THAT, AND THEN I THINK I HEARD RECENTLY SOMEBODY MENTIONED, IF WHAT ARE NEW ELEMENTARY SCHOOLS BEING BUILT TO HOLD? I'M JUST KIND OF CURIOUS ABOUT THAT COMPARED TO WHAT OUR CURRENT ELEMENTARY SCHOOLS HOLD.

SO HOW WE'VE TRADITIONALLY REPORTED THAT IS JUST THE OPTIMAL CAPACITY AND WHY IT'S CALLED OPTIMAL CAPACITY IS BASED ON THE PROGRAMS THAT ARE CURRENTLY HELD AT THAT CAMPUS.

SO IT ACTUALLY COULD CHANGE YEAR OVER YEAR, AND SO WITH THAT, WE CAN RUN THAT REPORT FOR END OF YEAR, AND IN THE BEGINNING OF NEXT YEAR.

IT MAY NEED TO BE ADJUSTED, BUT CURRENTLY ELEMENTARY SCHOOLS, IT DEPENDS ON ARE YOU FAST GROWTH.

AROUND 850 IS KIND OF WHAT NEWER ELEMENTARY SCHOOLS ARE ARE BEING BUILT FOR IN SOME OF THOSE FAST GROWTH DISTRICTS.

THANK YOU.

HEATHER AND THEN KIM. SO WHEN WE WERE TALKING ABOUT THE AREAS THAT HAVE LAND TO DEVELOP, I KNOW I DRIVE PAST THE ADDIE ALL THE TIME THAT AND I THINK THAT THERE WERE SOME RUMORS THAT THOSE HAD SOLD OUT.

DO WE HAVE ANY INDICATION ON HOW MANY STUDENTS WILL BE GETTING FROM THOSE HOMES? I DON'T HAVE THAT SPECIFIC DATA.

IT'S IN HERE, BUT I HAVE NOT EXTRAPOLATED THE ADDIE PROJECTIONS OUT, BUT I CAN GET THAT INFORMATION. OKAY, BECAUSE IT LOOKS LIKE IT'S COMING SOON.

YES, THEY'RE TRYING TO FAST TRACK IT AS FAST AS POSSIBLE.

AND THEN THIS IS THE TEA TRANSFER REPORT IS SUPER INTERESTING TO ME FOR A COUPLE OF REASONS, AND ONE THAT DOES NOT INCLUDE ANY STUDENTS WHO ARE IN PRIVATE SCHOOL OR THAT HAVE COME FROM PRIVATE SCHOOL RECENTLY, CORRECT? CORRECT.

I THINK IN ANOTHER REPORT, WE'VE HEARD THAT WE'VE HAD MORE KIDDOS COME IN FROM PRIVATE SCHOOL THAN WE'VE LOST TO PRIVATE SCHOOL RECENTLY, AND THEN THE TRANSFER OUT PIECE, I THINK, IS SOMETHING THAT I WOULD LIKE TO LOOK AT, AND OBVIOUSLY THAT'S NOT WHAT THIS DEMOGRAPHERS REPORT IS ABOUT NECESSARILY, BUT I KNOW PREMIER HIGH SCHOOLS IS ACTUALLY A LOT KIND OF LIKE OUR LEARNING CENTER, AND SO THAT'S SOMETHING THAT I WOULD LIKE TO LOOK INTO A LOT MORE BECAUSE IT SEEMS LIKE THAT'S WHAT THEY'RE OFFERING, AND IF THERE ARE TEN OF OUR STUDENTS GOING THERE, LET'S FIGURE OUT WHAT WE CAN DO TO BRING THEM BACK, AND THE SAME GOES FOR THE AUSTIN ISD SCHOOLS, BUT I DO KNOW THAT WE HAVE SOME TEACHERS THAT LIVE IN OUR DISTRICT, THAT WORK IN AUSTIN ISD AND OTHER DISTRICT THAT DO TAKE THEIR CHILDREN.

SO I'M GUESSING THAT'S PART OF IT, TOO, BUT I WOULD LIKE TO INVESTIGATE THAT A BIT MORE.

THANK YOU. OKAY, THANK YOU.

THANK YOU, KIM, AND THEN WE'RE GOING TO [INAUDIBLE].

THANKS. THANKS, JEREMY.

SO I WANT TO JUST PIGGYBACK A LITTLE BIT ON WHAT ELLEN MENTIONED BEFORE AND THE TREND THAT SHE WAS IDENTIFYING AND THAT YOU AND I HAD SPOKE OF ABOUT A WEEK AGO WITH MY QUESTIONS. SO I'M LOOKING AT THE SLIDE THAT IS LABELED AVERAGE NEW, AN EXISTING HOME SALE PRICE AND I KNOW THERE'S A CATEGORY OF NEW HOMES AND EXISTING HOMES, BUT I THINK WHAT I WAS HOPING THAT THE DEMOGRAPHIC REPORT COULD DIG INTO IS THOSE REBUILDS, BECAUSE I THINK THEY'VE GOT TO BE STATISTICALLY SIGNIFICANT IN A HOUSE, AND WHERE I LIVE IN HAINES, WHICH IS MAYBE TO YOUR POINT, SOMEONE'S LIVED THERE FOR FOUR DECADES AND THE LAST TWO DECADES,

[00:10:02]

THEIR TAX LEVEL HAS BEEN FROZEN, AND THEY'RE AT X, BUT THEY SELL THEIR HOUSE, THEY TEAR IT DOWN, AND NOW IT'S TEN X, AND SO FOR A LOT OF REASONS, AS FAR AS EMPTY NESTERS VERSUS SOMEONE WITH A BIG HOUSE AND MAYBE A BIG FAMILY AND FOR TAX REASONS, THAT MAYBE WOULD BE MORE APPROPRIATE A QUESTION FOR CHRIS, BUT I THINK THAT IS A TREND THAT I'M JUST EYEBALLING AND I'M SEEING, AND IT MAY NOT HAVE BEEN WHAT WE ASK OUR DEMOGRAPHER TO DO IN THE REPORT, BUT IT WOULD BE INTERESTING TO SEE IF OF THE DATA THAT DEMOGRAPHER IS LOOKING AT, THAT THEY COULD GIVE US THESE TRENDS.

I SEE THAT TREND.

I'M NOT A DEMOGRAPHER, BUT I SEE THAT TREND ON MY BLOCK IN MY NEIGHBORHOOD AND THROUGHOUT. RIGHT.

ESPECIALLY THE OLDER PARTS OF WESTLAKE, AND SO I THINK THAT IT HAS RAMIFICATIONS FOR DEMOGRAPHICS AND WHAT WE SEE IN STUDENTS, BUT I THINK THAT THERE'S ALSO WE COULD EXTRAPOLATE SOME FUTURE REVENUE ESTIMATES ON THAT.

SO I MEAN, THESE WERE THE TRADITIONAL CATEGORIES, AND AGAIN, I'M NOT QUESTIONING THOSE, BUT I WOULD LOVE TO SEE SOME INFORMATION ON THE REBUILD.

YEAH, I THINK TO RESPOND TO THAT, THE DEMOGRAPHER THINKS THAT THOSE WOULD BE STATISTICALLY INSIGNIFICANT TO THE OVERALL PICTURE, OVERALL PICTURE, BUT I THINK THAT IT COULD BE USEFUL DATA, WHETHER IT'S INSIGNIFICANT TOTAL ENROLLMENT OR NOT, IT COULD BE USEFUL INFORMATION FOR US TO EVALUATE.

SO I THINK IT'S STILL USEFUL TO HAVE THAT DATA AND THEY'RE WORKING ON IT.

IT'S KIND OF SEPARATE OUTSIDE OF THE SCOPE OF WHAT THIS IS INTENDED FOR, BUT IT'S SOMETHING THAT COULD BE PART OF.

YOU KNOW? YOU KNOW, BIANNUAL KIND OF UPDATE AS WELL IN FUTURE REPORTS.

SO THEY'RE STILL EXPLORING THAT TO SEE IF THERE'S ANYTHING THAT THEY COULD PUT TOGETHER FOR US. OKAY, WELL, THANK YOU FOR THAT.

AND SO WHEN YOU SAY THEY'RE EXPLORING THAT, IS THAT SOMETHING THAT THEY CAN TAKE THE DATA THAT THEY'VE LOOKED AT FOR THIS REPORT AND MAYBE GIVE US SOME SUPPLEMENTAL INFORMATION IF THEY FIND IF THEY CAN GET GATHER THE DATA IN A FORM THAT WOULD BE USEFUL TO US IF THEY CAN GET MULTIPLE YEARS OF DATA, AND SO THEY'LL PULL IT TOGETHER AND THEY'LL THEY'LL PROVIDE IT TO US AND SEE IF IT'S USEFUL TO US AT ALL.

I DON'T HAVE THE TIMELINE ON WHEN THAT DATA WILL BE AVAILABLE, BUT IT'S SOMETHING THAT WE'LL CONTINUE TO WORK TOWARDS AND TRY TO GET THAT DATA FOR US TO EVALUATE AND MAYBE IN A FORM THAT WE WANT TO MODIFY AS WELL.

WE'LL CONTINUE WITH THAT.

THANK YOU. THANK YOU.

I'D LIKE TO ECHO THAT INTEREST IN IN TEARDOWNS AND REMODELS.

I DON'T THINK IT'S GOING TO BE STATISTICALLY INSIGNIFICANT, AND I'D LIKE TO HEAR MAYBE THAT THE DEMOGRAPHER HAS THOSE HAS THAT BUILT IN, BUT I THINK IT COULD BE A I THINK IT'S AN UNDERAPPRECIATED TREND, AT LEAST AS I'M READING THIS DATA, JEN.

THANK YOU. I'M REALIZING MY QUESTION HAS A LITTLE BIT MORE TO DO WITH THE NEXT PRESENTATION, WHICH IS ENROLLMENT.

SO I THINK I'M GOING TO HOLD IT FOR NOW.

OKAY, LAURA.

JEREMY, THANK YOU FOR THIS INFORMATION.

IT'S A LOT OF DATA, AND JAMES IS NOT THE ONLY PERSON ON THE BOARD WHO ENJOYS DATA THAT TRANSFERS.

ARE THOSE ALL INCLUSIVE TO THOSE INCLUDE OUR STAFF CHILDREN.

THOSE TRANSFER NUMBERS. NOW, WHEN WE LOOK AT THIS, I LOVE THIS.

WE'VE BEEN WANTING IT AND I HAVE SOME IDEAS AND THOUGHTS OF WHAT THIS DATA MEANS TO ME.

I THINK IT'S IMPORTANT TO USE THIS TO LOOK AT MAXIMIZING FACILITIES, MAXIMIZING STAFFING AND PROGRAMS AND THAT SORT OF THING.

IS THERE ANYTHING ELSE I MEAN, WHAT ARE YOU ALL LOOKING AT THIS DATA? WHAT ARE YOU ALL DOING WITH THIS DATA? WELL, I THINK THE FIRST STEP WITH THIS DATA IS ACTUALLY TO UTILIZE IT FOR THE NEXT PRESENTATION IS KIND OF THAT FIRST STEP THAT WE'RE LOOKING AT, JUST OUR OUR ENROLLMENT CLASS SIZES SECTIONS.

THAT'S THE FIRST STEP BECAUSE WE CAN GIVE COMPARATIVE ANALYSIS BETWEEN THIS PROJECTION AND ACTUALLY OUR ENROLLMENT PROCESSES IN PLACE.

SO THAT'S THE NEXT STEP, AND THEN UTILIZING THIS DATA FOR FUTURE CONVERSATIONS JUST AROUND FACILITIES AND BONDS, ETC., THIS DATA IS VERY USEFUL FOR ALL OF THAT.

OKAY, GREAT, AND THEN JUST ONE OTHER COMMENT IS, HEATHER, I WAS NOT FAMILIAR WITH PREMIER AND I DO THINK THAT'S VERY INTERESTING THAT THERE MIGHT BE A NEED THAT WE'RE NOT HITTING

[00:15:08]

AND EANES IS NOT THE RIGHT SCHOOL FOR EVERYBODY, AND I UNDERSTAND THAT, BUT WE DO HAVE A FACILITY WE DO HAVE A PROGRAM HERE, WE MIGHT BE ABLE TO CATCH SOME OF THOSE KIDS, AND ALSO THE I MEAN, DO WE GET ANY INFORMATION ON WHY THAT KIDS ARE TRANSFERRING LIKE TO AISD.

I DON'T BELIEVE WE'RE TRACKING DATA ON THE ACTUAL DECISION ON WHY THEY ARE GOING TO A NEIGHBORING DISTRICT OR NOT.

THANK YOU. ANYBODY ELSE? ANY FINAL QUESTIONS? LET ME BRING US BACK TO THE TEN YEAR FORECAST BY GRADE LEVEL CHART.

MM HMM, AND THIS IS A SIMPLE QUESTION.

I THINK IT IS ANYWAY.

IT LOOKS TO ME LIKE WE'VE GOT OUR TRANSFERS BUILT IN HERE.

YES, SIR. WHAT'S THE ASSUMPTION ON TRANSFERS PER YEAR? ARE YOU HOLDING THAT NUMBER STATIC? GOOD QUESTION, JOHN. GOOD QUESTION.

YES. SO, YEAH.

THANK YOU. SO THE DATA, ALL THESE PROJECTIONS INCLUDE CURRENT TRANSFERS ROLLING UP, AND SO YOUR KINDER TRANSFERS ARE GOING TO ROLL UP AND THEN NEXT YEAR'S KINDER ARE GOING TO ASSUME THE SAME TRANSFER NUMBERS THAT THIS YEAR'S KINDER HAS.

SO WE'RE JUST KEEPING EVERYTHING FLAT AND PROJECTING FORWARD.

ALL RIGHT. SO THE IN REALITY, THIS ISN'T OUR RESIDENT POPULATION THAT WE'RE REALLY MEASURING HERE. CORRECT, AND TO THE EXTENT THAT THE BOARD IN THE FUTURE WANTED TO ADJUST A TRANSFER POLICY, IT COULD TO ADDRESS THIS FLOATING POPULATION IN ANOTHER, AND ON THAT IT ALSO INCLUDES.

SO YOU'LL SEE THAT THIS IS GRADE LEVEL ATTEND.

THIS IS NOT GRADE LEVEL ZONED, THIS IS GRADE LEVEL ATTEND.

SO IF YOU'RE TRANSFERRING FROM EANES ELEMENTARY TO BRIDGEPOINT THAT'S CAPTURED HERE, IT'S WHERE THEY'RE ATTENDING SCHOOL.

ALL RIGHT. THANKS.

ANYBODY ELSE? JAMES, YOUR HAND WAS LIKE DOING THE WAG.

OH, OKAY.

ALL RIGHT. THANK YOU VERY MUCH, JEREMY, AND WE WILL MOVE ON TO THE NEXT ITEM ON OUR AGENDA, AND THAT IS OUR STUDENT ENROLLMENT PROJECTIONS.

SO I'M GOING TO STAY UP HERE AT THE TABLE, IF THAT'S OKAY, BUT I'M ALSO GOING TO INVITE RACHEL HIGGINS, OUR DISTRICT REGISTRAR, UP TO THE TABLE.

SO WE'RE GOING TO SHARE THIS PRESENTATION.

WELCOME. HI.

NICE TO SEE YOU. RACHEL, YOUR MIC IS HOT NOW, SO WE WANT TO HEAR YOU DURING THIS PRESENTATION. SO, REAL QUICK, WE PUT TOGETHER THIS PRESENTATION IN A VERY FAMILIAR FORMAT THAT YOU'VE SEEN BEFORE, BUT ONE THING THAT WE'VE DONE IS WE HAVE THAT DATA, THAT PROJECTION DATA. SO WE WANTED TO FOLD THAT IN TO STUDENT ENROLLMENT AND THE PROJECTIONS.

SO WHAT WE'RE GOING TO DO IS FIRST COVER THE 10,000 FOOT VIEW, LOOKING AT ALL OF OUR CAMPUSES, BUT I WANT TO PREFACE THIS ON THAT WE TOOK ALL OF OUR ENROLLMENT PROJECTED, BUT ALSO THROUGH OUR ENROLLMENT PROCESSES OF NSOE WHICH IS OUR NEW STUDENT ONLINE ENROLLMENT AND ALSO SIV, WHICH IS OUR CURRENT STUDENT INFORMATION VERIFICATION.

SO WE TAKE THOSE ENROLLMENT PROCESSES AND WE HAVE A CONSERVATIVE APPROACH TO MAKE SURE WE ACCOUNT FOR THOSE STUDENTS THAT MAY BE ATTENDING OUR SCHOOLS.

SO THAT'S WHAT THIS IS BASED ON, AND SO WE HAVE ACTUALLY ONE CAMPUS AT A GRADE LEVEL THAT THE PROJECTION FROM DEMOGRAPHER WAS ACTUALLY LOWER THAN WE HAVE ACTUALLY SEEN RIGHT NOW FOR ENROLLMENT PURPOSES.

THAT'S WHY THAT NUMBER, THAT 7757 AT THE BOTTOM IS DIFFERENT FROM THE DEMOGRAPHER BECAUSE IT'S DIFFERENT BY ONE STUDENT.

SO I WANTED TO POINT THAT OUT WHEN YOU'RE LOOKING AT DATA AND COMPARING IT FROM ONE REPORT TO THE NEXT, BUT THIS IS OUTLINING THE PROJECTED ENROLLMENT, PRELIMINARY ENROLLMENT NUMBERS FOR EACH CAMPUS, TOTAL ENROLLMENTS, PRELIMINARY SECTIONS, AND THEN THE AVERAGE CLASS SIZE ACROSS THOSE CAMPUSES, AND AGAIN, YOU'LL SEE THAT THE MIDDLE SCHOOL IS NOT A WHOLE LOT OF CHANGE THERE, BUT WE'RE NOT GOING TO GO INTO INTO THE CHART WITH THE

[6. OPEN FORUM]

NUMBER OF SECTIONS. ET CETERA.

THE SECONDARY. THAT'S SOMETHING THAT WE'LL DO IN A LATER REPORT, BECAUSE THERE'S STILL A LOT OF THINGS THAT HAVE TO HAPPEN.

WE'RE ASSUMING THAT IT'S GOING TO BE THE SAME AMOUNT OF FTES AND THE SAME AMOUNT OF SECTIONS AT OUR SECONDARY CAMPUSES, AND THAT'S WHAT'S REFLECTED WITHIN THESE NUMBERS, BECAUSE WE DON'T HAVE A WHOLE LOT OF CHANGE IN ENROLLMENT AT OUR MIDDLE SCHOOLS AND OUR HIGH SCHOOL. SO IN ORDER TO DO THAT, WE'RE GOING TO GO INTO THE ELEMENTARY, BUT BEFORE WE DO THAT, I WANT EVERYONE TO UNDERSTAND WHAT THE PROCESS LOOK LIKE TAKING THE DEMOGRAPHERS

[00:20:02]

NUMBER, BUT ALSO WE HAVE ENROLLMENT PROCESSES THAT ARE CURRENTLY UNDERWAY AND OTHER PROCESSES THAT WILL COME INTO PLAY AS WE MOVE THROUGH THE REST OF THE SEMESTER.

AND THAT'S WHERE I WOULD LIKE RACHEL TO KIND OF SHARE WHAT THAT LOOKS LIKE AND SOME OF THE DATA BEHIND THAT AND WHAT THOSE PROCESSES ARE.

SO, RACHEL, IF YOU WANT TO RUN THROUGH THOSE.

THANK YOU FOR YOUR TIME, AND MANY OF YOU ARE PROBABLY AWARE OF SOME OF THE WORDS I'M GOING TO USE, BUT I WANT TO MAKE SURE WE'RE ALL SAYING THE SAME THING.

SOME OF THE PROCESSES THAT WE'VE LAUNCHED IN MARCH, OUR NEW STUDENT ONLINE ENROLLMENT, THIS IS FOR NEW K 12 ENROLLMENT.

THE MAJORITY OF THAT, OF COURSE, BEING IN THE KINDER ENVIRONMENT, KINDER AND FIRST.

ALSO SIV, STUDENT INFORMATION VERIFICATION.

THIS IS FOR ALL STUDENTS, ALL PROGRAMS, K 12 AH K 11.

FORGIVE ME BECAUSE WE'RE LOOKING FOR RETURNING INFORMATION HERE AS NEW STUDENTS.

AS STUDENTS RETURN, WE WANT CONFIRMATION THAT THEY DO INTEND TO COME BACK.

WE WANT TO KNOW THAT THEY WANT TO RIDE THE BUS AGAIN.

WE WANT THEIR IPAD INFORMATION.

WE WANT TO MAKE SURE THEIR HEALTH INFORMATION IS CURRENT.

SO ALL STUDENTS ARE REQUESTED TO GO THROUGH THAT PROCESS.

THIS LAUNCHED IN MARCH AS WELL.

WE ALSO LAUNCHED OUR RETURNING TRANSFERS.

SO THE CURRENT TRANSFER POPULATION ASKING THEM THEIR INTENT TO RETURN AND IF THEY ARE TO GO AHEAD AND COMPLETE THAT APPLICATION AND THE FEES RELATED TO THAT AS WELL.

OUR SPANISH IMMERSION PROGRAM, WE DID LAUNCH AND WE'RE NOW IN WAITLIST MODE AS WELL, OR THAT THE RETURNING SPANISH IMMERSION PROGRAMS, THEY ARE CAPTURED IN THE STUDENT INFORMATION VERIFICATION.

WE LAUNCHED THE APPLICATION FOR NEW APPLICANTS.

WE ARE NOW IN WAITLIST MODE FOR THAT AS WELL.

THAT'S K THROUGH FIVE.

WE WILL OPEN FOR NEW TRANSFER APPLICATION THAT GOES ON MAY THE THIRD.

WE'RE ANTICIPATING QUITE THE VOLUME WITH THIS AS WELL AS THE CALLS AND EMAILS ARE VERY EXCITED FOR WHAT WHAT WE HAVE AHEAD THERE.

WE'LL BE COMMUNICATING STATUS OF TRANSFER APPLICATIONS FOR BOTH RETURNING AND NEW APPLICANTS. THAT WILL START IN JUNE.

WE HAVE LOTS TO LOOK FORWARD TO THERE AS WELL AS RESIDENCY VERIFICATION GOING BACK THROUGH FOR OUR RISING SIX RISING NINTH GRADERS VERIFYING THEIR RESIDENCY, THAT'S NOT TRANSFERS. AS FOR THOSE THAT CLAIM RESIDENCY WITHIN THE DISTRICT.

WE'VE HAD ALL HANDS ON DECK HELPING WITH THE REVIEW OF UPLOADED MATERIALS, THOSE FAMILIES THAT INTEND TO RETURN, AND THAT'S OUR CURRENT POPULATION.

K THROUGH 11, WE'RE AT ABOUT 7100 PLUS.

JEREMY, OVER TO YOU. WELL, AND ONE THING THAT I SAID THAT WHAT RACHEL JUST DESCRIBED IS OUR TYPICAL PROCESS WHEN WE DON'T HAVE NEW DEMOGRAPHIC INFORMATION.

SO WE'RE TRYING TO FOLD THAT NEW INFORMATION IN WITH THESE PROCESSES SO WE CAN ACCOUNT FOR THOSE THOSE STUDENTS, EVEN THOSE THAT ARE THAT ARE PROJECTED WITHIN OUR CAMPUSES.

SO I WANT TO RUN DOWN THROUGH THIS LIST BECAUSE ONE THING THAT YOU'RE GOING TO NOTICE IS THAT WE JUST GAVE A DEMOGRAPHIC REPORT SAYING OUR ELEMENTARY ENROLLMENT IS DECLINING.

AND THEN YOU'RE GOING TO SEE BY DOING THE MATH THAT TOTAL FTE IS PLUS ONE.

SO DECLINING ENROLLMENT INCREASING FTE.

SO IN LOOKING AT THAT CLOSER THAT ALL THOSE STUDENTS DON'T LIE WITHIN TWO CLASSROOMS, THREE CLASSROOMS, THOSE STUDENTS THAT WERE DECLINING BUT ARE SPREAD ACROSS ALL OF THESE GRADE LEVELS ACROSS SIX ELEMENTARY CAMPUSES, THEY DON'T ALWAYS LAND IN THE RIGHT EXACT SPOT. SOME OTHER THINGS THAT I WANT TO POINT OUT ARE THAT SOME OF THE PRIORITY OF K THROUGH FOUR CLASS SIZES BEING UNDERNEATH THE AT OR UNDERNEATH THE 22 TO 1 RATIO.

SO WE SEE HERE IN THE TRADITIONAL SECTIONS THAT THERE ARE NO HIGHLIGHTED BOXES OF CLASSES OVER THE 22 TO 1, YOU'LL SEE TWO SECTIONS OF SPANISH IMMERSION AT 23 AT BARTON CREEK SECOND GRADE THAT ARE ABOVE THAT, BUT THAT IS AS BEEN COMMUNICATED FROM THE BEGINNING OF SPANISH IMMERSION THAT THOSE CLASS SIZES MAY RUN OVER THAT 22 TO 1 RATIO.

SO WE DON'T HIGHLIGHT THAT AND BRING THAT TO THE FOREFRONT.

ADDITIONALLY, THERE ARE A COUPLE OF SECTIONS ACROSS HERE, ACROSS CAMPUSES THAT ARE COULD BE FOUR STUDENTS AWAY FROM NOT NEEDING THAT SECTION, BUT RIGHT NOW, WE DON'T KNOW IF THOSE FOUR STUDENTS ARE NOT COMING, AND SO WE HAVE TO ACCOUNT FOR THOSE STUDENTS, ONE OF THOSE BEING SECOND GRADE AT EANES ELEMENTARY.

IF THAT GROWTH DOESN'T HAPPEN, THEN THAT SECTION MAY BE EVALUATED.

ADDITIONALLY, FORCE TRAIL AT FOURTH GRADE.

WE'RE JUST NINE STUDENTS AWAY FROM POSSIBLY FIVE SECTIONS [INAUDIBLE] SO WE HAVE SOME AREAS THAT WE'RE REALLY LOOKING AT AND FOCUSING ON REALLY CLOSELY, AND THROUGH THESE ENROLLMENT PROCESSES, AS WE WORK TOWARDS JUNE, WE'LL REALLY HONE IN ON THOSE SPECIFIC NUMBERS AND BE ABLE TO MAKE ADJUSTMENTS WHERE WE NEED TO.

SO YOU MAY SEE PLUS ONE NOW, BUT THE NEXT REPORT YOU MAY NOT SEE PLUS ONE AND SOME OTHER

[00:25:01]

GRADE LEVELS OF ANOTHER CAMPUS MAY COME IN EVEN HIGHER, BUT WE JUST DON'T KNOW ALL THAT DATA RIGHT NOW.

THIS IS KIND OF OUR FIRST LOOK AT THIS FOR YOU, AND WE WANTED TO PUT IT IN FRONT OF YOU.

THE LAST THING I'LL SAY BEFORE WE CAN DISCUSS THIS IS THIS IS THE FIRST YEAR THAT SPANISH IMMERSION WILL BE IN FIFTH GRADE AT BRIDGE POINT AND CEDAR CREEK ELEMENTARY, AND TO REFLECT THOSE NUMBERS, YOU'LL SEE THAT WE'RE DOING IT IN A TRADITIONAL WAY.

WE STILL HAVE OUR RED BOXES AROUND OUR TWO SECTIONS OF SPANISH IMMERSION.

WHY THAT IS, IS TO REFLECT IT IN A VERY FAMILIAR WAY, BUT THERE ARE SOME THINGS BEHIND THAT DATA. IF YOU'RE DOING THE MATH THAT THERE'S A LOT BEHIND THAT.

FIFTH GRADE IS COMPLICATED ALREADY WITH COMPACTED MATH AND TRYING TO MAKE ALL THE NUMBERS WORK, AND SO COMPACTED MATH WITH SPANISH IMMERSION, WE REALLY LOOK AT SOME OF THOSE SECTIONS THAT COULD GET RATHER LARGE IF WE TAKE THOSE TWO OR TAKE THAT WHOLE COHORT AND TRY TO MOVE THEM THROUGH SOME OF THOSE, ESPECIALLY MATH AND IN SOME SCENARIOS EVEN YOUR ELA AND SOCIAL STUDIES.

AND SO THERE'S SOME THINGS HAPPENING BEHIND THE SCENES THAT I WANT YOU ALL TO UNDERSTAND.

WE'RE NOT GOING TO GET INTO THAT TONIGHT.

I THINK IT WOULD BE A GREAT OPPORTUNITY AT NEXT BOARD MEETING WHEN JERRY AND [INAUDIBLE] COME TO PRESENT ON SPANISH IMMERSION THAT CAN FOLD IN SOME OF THAT CONVERSATIONS.

I JUST WANT TO HIGHLIGHT THAT TO YOU.

WE WANTED TO REPORT IT IN A SIMILAR WAY, BUT THERE ARE SOME OTHER DETAILS THAT ARE BEING INTRODUCED WITH SPANISH IMMERSION IN FIFTH GRADE.

SO I'LL OPEN IT UP TO QUESTIONS.

THANK YOU, JEN.

THANK YOU. SO GOING BACK TO MY QUESTION THAT I HELD EARLIER WAS ACTUALLY KIND OF ALONG THE LINES OF WHAT JOHN BROUGHT UP ABOUT HIGH SCHOOL AND TRANSFERS.

I MEAN, REALISTICALLY, OVER THE PAST 20 YEARS, WE'VE DEFINITELY SEEN EBBS AND FLOWS OF OUR ENROLLMENT, AND THE BEAUTY OF THE TRANSFER PROGRAM IS THAT IT ALLOWS THOSE TO MANAGE THAT WITH RESPECT TO THE CHALLENGES IT IMPOSES ON OUR BUDGET.

SO AS WE SEE THE HIGH SCHOOL HAVING THOSE LARGE CLASSES OVER THE NEXT 3 TO 4 YEARS REALLY ROLL OFF, WHERE ARE WE RIGHT NOW? AT 2800 STUDENTS MY RECOLLECTION IS THAT IS RIGHT AROUND CAPACITY AT THE HIGH SCHOOL.

IS THAT RIGHT? RIGHT. THE OPTIMAL CAPACITY WE'VE BEEN RUNNING WITH ABOUT 2805.

RIGHT, AND SO WE'RE KIND OF THERE.

HAVE WE STILL BEEN LIMITING TRANSFERS BECAUSE OF THAT? WE'VE HELD IT STRONG. YEAH, WE'VE HELD CONSISTENT.

WE REALLY HAVE THE ABILITY LIKELY TO MANAGE THAT AT THE HIGH SCHOOL WITH AN INCREASE IN TRANSFERS OVER THE NEXT FEW YEARS, DEPENDING ON WHAT HAPPENS WITH THAT.

YOU DO HAVE THAT ABILITY.

AM I MAKING THAT ASSUMPTION CORRECTLY? YES. I MEAN, WE HAVE MORE WAITING TO THAT ARE DENIED, I GUESS, EVERY YEAR.

THAT'S CORRECT. OKAY, AND THEN, SO THINKING ABOUT THAT AND THINKING ABOUT US MANAGING THAT TRANSFER POLICY FROM A BUDGET STANDPOINT, I'D REALLY LIKE FOR US TO GET BACK TO WHEN WE LOOK AT THIS DATA, HAVING THE TRANSFER NUMBERS BUILT INTO THESE CHARTS.

WE USED TO HAVE THAT AND WE HAVEN'T FOR THE PAST SEVERAL TIMES WE'VE LOOKED AT ENROLLMENT. SO PERSONALLY I FIND VALUE IN THAT AND I WOULD LIKE TO SEE THAT AGAIN IF POSSIBLE.

AND THEN ONE OF THE OTHER CLASS SECTIONS THAT I DON'T THINK I HEARD YOU HIGHLIGHT, KINDERGARTEN AT VALLEY VIEW.

THAT'S PRETTY HIGH FOR KINDERGARTEN, COMPARED TO OTHER SCHOOLS.

IS THAT BASED ON CURRENT REGISTRATIONS OR IS THAT AN ESTIMATE? VALLEY VIEW KINDER AT 4041.

AT 21 AND 20 IN EACH SECTION.

I DON'T HAVE THE ACTUAL NSOE SIV CURRENTLY.

WE CAN GET THAT, BUT I BELIEVE IT'S PRETTY CLOSE.

I WANT TO SAY IF I CAN IF I CAN REMEMBER THAT CORRECTLY.

BUT THESE KINDERGARTEN NUMBERS THEN ARE NOT BASED SOLELY ON THE...

NOT RIGHT, NOT AT THIS TIME.

A LOT OF THESE ARE BASED ON KINDERGARTEN VERSION OR ARE BASED ON PROJECTIONS, AND WHEN WE COME BACK, THAT REPORT THAT FIRST REPORT IN JUNE IS REALLY WHEN WE HAVE ALL OF OUR SOLID NUMBERS AND WE HAVE THE TRANSFERS THAT A DISTRICT TRANSFER THAT WILL CLOSE, AND SO WE'LL HAVE THAT DATA. OKAY, WELL, THEN WE CAN LOOK AT THAT AGAIN IN JUNE, BUT I WILL SAY THAT WORRIES ME HAVING THOSE LARGE, LARGER, MUCH LARGER KINDERGARTEN CLASSES COMPARED TO THE OTHER GRADE LEVELS, AND THEN I ONE OTHER QUESTION AND MAYBE THIS IS AGAIN, BETTER FOR THE NEXT TIMES SPANISH IMMERSION QUESTION, BUT DO YOU KNOW HOW MUCH ATTRITION HAVE WE HAD IN

[00:30:05]

THE SPANISH EMERGING PROGRAM SINCE 2019? DO YOU HAVE ANY IDEA? WE ARE WORKING ON THOSE NUMBERS.

JERRY, [INAUDIBLE] WE HAVE BEEN RUNNING ANALYSIS AGAINST THE DATA THAT WE DO TRACK, TRYING TO PUT THAT TOGETHER. SO YOU HAVE A SUCCINCT MESSAGE COMPARED TO WHAT YOU'VE SEEN PREVIOUSLY AS WELL. OKAY, PERFECT.

THANK YOU. THANK YOU, HEATHER.

MY QUESTIONS ARE KIND OF ALONG THE SAME LINES AS JENS IN TERMS OF SPANISH IMMERSION.

I'M CURIOUS TO KNOW, ARE THE MAJORITY OF OUR RESIDENT STUDENTS REENROLLING IN SPANISH IMMERSION? FOR THE NEXT YEAR, AND HOW DOES THAT TREND LOOK? ARE THEY STAYING IN THE PROGRAM OR ARE WE HAVING TO BACKFILL WITH TRANSFERS? AND I AM CURIOUS TO KNOW A LITTLE BIT MORE ABOUT HOW WE DO BACKFILL THOSE TRANSFERS, BECAUSE I KNOW IT'S A LITTLE HARDER TO TEST INTO THE PROGRAM ONCE YOU'RE A LITTLE OLDER.

AND THEN WE DO SEE A DECLINE IN THE NUMBERS.

IT'S NOT A HUGE DECLINE, BUT THERE IS A DECLINE IN THE AMOUNT OF KIDDOS IN THE HIGHER GRADES IN SPANISH IMMERSION.

SO I'M GUESSING THAT SOME OF THAT IS DUE TO KIDS LEAVING THE PROGRAM FOR WHATEVER REASON.

SO I'M CURIOUS ABOUT THAT.

I'M GOING TO HAVE A LOT OF QUESTIONS THERE IN SPANISH IMMERSION.

THANK YOU. YEAH, AND ONE THING TO UNDERSTAND IS WE'RE NOT LOSING THE STUDENTS.

THAT'S ONE THING THAT THEY'RE NOT IN THE PROGRAM ANYMORE.

THEY'RE ON THE TRADITIONAL AND ONE OF THE TRADITIONAL SECTIONS, FOR WHATEVER REASON, THEY DECIDE TO LEAVE THE PROGRAM THERE ARE SOME.

DOES ANYBODY ELSE HAVE ANY QUESTIONS? AND THIS MAY BE BETTER SAVED FOR JERRY AND MORELLI WHEN THEY TALK ABOUT SPANISH IMMERSION , BUT BEFORE WE STARTED THE PROGRAM, THE FOLKS THAT WE HAD COME IN AND TALKED, TALKED ABOUT HOW IT MIGHT BE IN OUR BEST INTEREST TO START WITH MORE THAN 22, BUT IT AND I THOUGHT THAT'S HOW WE WERE IMPLEMENTING IT, BUT AS I'VE LOOKED AT THE NUMBERS OVER THE YEARS, I'VE REALIZED, NO, WE DIDN'T IMPLEMENT IT.

WE'VE STARTED WITH 22 AND SO WE HAVE THE ISSUE AT FOURTH OR FIFTH GRADE.

IT'S ACTUALLY THE THIRD GRADE SEEMS TO BE HOLDING PRETTY STEADY.

SO THAT COULD HAVE BEEN THE ROUGH START THE FIRST COUPLE OF YEARS OR IT COULD BE THAT WE SHOULD HAVE STARTED AT 24.

IS ANY CONSIDERATION BEING GIVEN TO RETHINKING THAT DECISION? I THINK WE'RE GOING TO WELCOME BOARD INPUT ON THAT WHEN WE HAVE JERRY HERE NEXT TIME.

YOU ARE RIGHT THAT IT WAS ONE OF THE THINGS THAT WE DISCUSSED.

IT WAS NOT ONE OF THE THINGS THAT WE DECIDED TO DO, BECAUSE IF WE WOULD, WE COULD HAVE EASILY STARTED AT 24 AND 25.

WE GOT WAIT LIST STILL. NO, I HEAR YOU.

THERE WAS SOME AT THE TIME IT WAS NEW AND THERE WAS SOME DEFINITE RESISTANCE, I THINK, AT THE KINDERGARTEN TEACHER LEVEL TO RAISE THOSE CLASSES UP, BUT YOU ARE RIGHT, IT IS NOT UNCOMMON IN THESE TWO COHORT SYSTEMS THAT RUN THROUGH A PIECE THAT YES, YOU DO SOMETIMES START THOSE A LITTLE HIGHER WITH THE IDEA THAT YOU MAY HAVE A LITTLE HIGHER CLASS SIZE IN THE LOWER GRADES, BUT THEN WHEN YOU GET TO FIFTH GRADE, IT MAY EVEN OUT, BUT WE'RE ALSO SEEING A YOU LOOK AT VALLEY VIEW, FOR EXAMPLE, RIGHT NOW IT'S QUICKLY BECOMING A IT'S ALMOST BECOMING A THREE SECTION SCHOOL ALMOST THROUGHOUT.

SO THAT'S AND THOSE CLASS SIZES, EVEN AT THREE SECTIONS ARE PRETTY, DEPENDS ON HOW YOU WANT TO DEFINE IT.

SOME PEOPLE WOULD LOVE THOSE CLASS SIZES, BUT THEY'RE SMALLER THAN IT.

SOMETIMES WHAT WE WOULD USUALLY BE AT, BUT YES, IT'S SOMETHING WE CAN CONSIDER.

WE CAN HAVE CONVERSATIONS WITH.

HEATHER AND THEN JAMES, AND LOOKING AT FOURTH GRADE, ESPECIALLY IN FOREST TRAIL, WHERE WE HAVE A LOT OF SECTIONS THERE AND THAT SEEMS TO BE A BIG YEAR AT ALL OF OUR CAMPUSES IN NON IMMERSION, AND I KNOW WE HAD SOME DIFFICULTY FINDING A FOURTH GRADE TEACHER THIS YEAR. HOW ARE WE PREPARING FOR THAT? WE ARE WE'RE LOOKING AT STAFFING RIGHT NOW.

IN SOME AREAS, WE'RE ACTUALLY FEELING VERY FORTUNATE AT THE MOMENT WHEN I'M TALKING AND WE'RE HOPING TO GIVE YOU A REPORT ON THAT, BUT WE ARE STILL ATTRACTING TEACHERS IN A VERY TOUGH MARKET AND WE ARE ATTRACTING TEACHERS IN THE SPECIAL ED DOMAIN TO AS WELL.

I DO THINK AS WE LOOK FORWARD, WE'RE GOING TO GET BACK INTO A BIT OF A STEADY STATE IF

[00:35:01]

YOU REMEMBER COMING OUT OF THE 20-21 SCHOOL YEAR, GOING INTO 21-22, WE STILL HAD A LOT OF INTERESTING DYNAMICS GOING ON WITH DELTA VARIANT.

[7.4. SSHAC Health Instructional Materials Recommendation]

I'M HOPEFUL WE'RE BEYOND THAT.

I'M HOPEFUL WE'RE IN A MORE VACCINATED STATE THAN WE WERE.

WHEN YOU THINK ABOUT BACK IN SEPTEMBER WE WERE STILL IN A SITUATION WITH CHILDREN UNDER A CERTAIN AGE NOT BEING VACCINATED.

SO I THINK IT'S MOVING IN THE RIGHT DIRECTION, BUT EARLY REPORTS FROM MOLLY AND LAURIE SAY WE'RE DOING OKAY IN THE STAFFING DEPARTMENT.

AT THIS TIME. I GUESS MY QUESTION IS BECAUSE THOSE THERE ARE I MEAN, THERE'S A GOOD CHANCE THAT THOSE WILL BUBBLE UP.

ESPECIALLY IN THE AREAS WHERE THERE'S POTENTIAL FOR MORE GROWTH.

I'M THINKING THE ADDY IS ONE OF THOSE PLACES POTENTIALLY.

I HAVE NO IDEA HOW OLD THOSE KIDS WILL BE, BUT I'M JUST SAYING IF THEY HAD IF THEY PLUGGED IN IN FOURTH GRADE AT BRIDGEPOINT, THOSE ARE ALREADY PRETTY HIGH AND REGULAR.

TWO THINGS I WOULD SAY, REMEMBER, THIS IS NOT EXACTLY WHERE THE STAT WILL BE DEPLOYED WHEN WE GET TO AUGUST.

WE HAVE BEEN IN SITUATIONS WHERE I'VE SEEN THIS AND WE'VE MOVED TO SECTION DOWN IN ONE PLACE AND UP IN ANOTHER PLACE.

SO WE STILL HAVE A LOT OF TIME WITH THAT.

I THINK THE OTHER THING THOUGH I AM A LITTLE CONCERNED ABOUT AND WE'RE STARTING TO UNDERSTAND THIS I AM CONCERNED ABOUT THE COST OF LIVING FOR OUR STAFF.

8.5 INFLATION WAS REPORTED TODAY.

A SIGNIFICANT PORTION OF OUR STAFF DO TRAVEL HERE.

GAS PRICES ARE AT AN ALL TIME HIGH.

THIS IS NOT HELPING US, AND AS WE'VE SAID IN THE PAST, EVEN BEFORE ALL OF THOSE PRICE HIKES THAT HAVE BEEN GOING UP, WE HAVE A SIGNIFICANT NUMBER OF OUR TEACHERS WHO ARE LIVING IN AREAS THAT ARE GROWING AND ENROLLMENT RAPIDLY.

SO THEY'RE LIVING ON THE FRINGES OF AUSTIN, WHICH ARE GROWING MUCH FASTER.

SO THAT'S SOMETHING WE'RE IN HAVE TO KEEP AN EYE ON.

YEAH, AND I KNOW WE JUST TALKED ABOUT THE FACT THAT THE AVERAGE RENT IN EANES ISD IS BASICALLY $2,000.

THAT IS NOT INEXPENSIVE AND NOT AFFORDABLE FOR A LOT OF TEACHERS.

SO I APPRECIATE THAT WE'RE LOOKING INTO OPTIONS TO HELP WITH THAT BURDEN.

OKAY, THANK YOU, JAMES, AND THEN JEN, AND I THINK WE'RE GOING TO WRAP THIS ONE UP.

COULD WE GO BACK UP ONE SLIDE? I WAS A LITTLE HUNG UP HERE, JEREMY, ON A NUMBER OF SECTIONS GOING FROM 158 TO 156 ON THIS SLIDE, AND YET ON THE NEXT SLIDE, WE WERE SEEING A PLUS ONE ON NUMBER OF SECTIONS OVER THERE, AND I BELIEVE IF YOU I JUST SAT HERE AND FIGURED THIS OUT, IF YOU DO THE MATH ON THAT RIGHT HAND, I'M COLORBLIND.

I THINK IT'S BLUE COLUMN.

THEY'RE SURE IT'S 159, AND SO YOUR CLASS SIZE GOES TO 19.1.

SO THAT MAKES SENSE, AND I WAS KIND OF GOING TO PICK ON THAT A LITTLE BIT, BUT YOU DID EXPLAIN THAT IT'S NOT A FULLY EFFICIENT WORLD THAT WE HAVE 159 SECTIONS, SO IT'S DIFFICULT TO TAKE.

IT LOOKS LIKE A CLEAN 60 STUDENT REDUCTION AND YOU'D GO 60 STUDENTS, CLASS SIZES OF 20.

THAT EQUALS THREE DOWN SECTIONS, BUT IT'S NOT THAT WE DON'T HAVE THAT EFFICIENCY.

I GET THAT. I'M FINE WITH THAT.

I DO WOULD LIKE TO HIGHLIGHT THE MESSAGE, THOUGH, THAT WE'RE GOING DOWN TO 19.1.

I THINK THAT'S. THANKS, JAMES.

THAT'S A GOOD PASSAGE.

THANK YOU, JEN. HEY, I JUST WANTED TO CLARIFY MY REQUESTS ON THE TRANSFER DATA ON THE CHART. I ONLY INTENDED TO REQUEST TRANSFER INFORMATION ON TRUE TRANSFERS, NOT INCLUDING THE CHILDREN OF STAFF.

OKAY, THANK YOU.

OKAY, THANK YOU FOR THAT PRESENTATION.

THANK YOU. AS YOU CAN TELL, WE ARE VERY INTERESTED IN AND THE AND THE ONE THAT YOU AND..

RACHEL, THANK YOU FOR YOUR WORK.

THE ORGANIZATION THAT HAS GONE INTO THAT AREA UNDER DR.

ARNETT AND OTHERS OVER THE LAST COUPLE OF YEARS HAS MADE THIS MUCH MORE LET ME SAY SCIENTIFIC OR I'M GETTING THE WRONG WORD, BUT AT LEAST I THINK MORE THERE'S A BETTER EYE ON IT THAN WE HAD A COUPLE OF YEARS AGO.

ACTUALLY, I DON'T THINK WE'VE SEEN YOU HERE BEFORE.

SO WELCOME TO THE BOARD MEETINGS.

THANK YOU SO MUCH.

YEAH, NICE TO SEE YOU ALL.

I ALSO THINK THAT IT'S NOT.

IT'S RACHEL AND HER LEADERSHIP WITH ALL THE REGISTRARS AT THE CAMPUSES, BECAUSE THEY ARE ACTUALLY LIKE AT 94, 95% ON THE STUDENT INFORMATION VERIFICATION, WHICH IS INCREDIBLE ON THE 12TH OF APRIL. SO KUDOS TO HER AND THAT AND THAT TEAM AND GETTING ALL THAT DATA HERE

[00:40:02]

TO HELP THIS. THANKS, AND WITH THAT, WE'RE GOING TO MOVE TO OUR NEXT ITEM AND THAT'S REVIEW THE DISTRICT IMPROVEMENT PLAN, AND DR.

ARNETT, DO WE HAVE YOU? OKAY, WELCOME.

ALL RIGHT. WE'RE GOING TO TAKE A VERY QUICK LOOK AT THE FIRST DRAFT OF THE DISTRICT IMPROVEMENT PLAN, AND THIS DOES REFLECT THE FIVE AREAS OF PRIORITY THAT WERE A RESULT OF YOUR STRATEGIC SUMMIT.

THOSE ARE DIVIDED INTO TWO PRIMARY DOMAINS.

WE HAVE INSTRUCTIONAL PRIORITIES AND OPERATIONAL PRIORITIES, AND YOU CAN SEE THOSE FIVE LISTED HERE ON THE SCREEN.

I DO WANT TO CREDIT PROBABLY ABOUT 15 MEMBERS OF OUR TEAM, MANY OF WHOM ARE IN THE ROOM TONIGHT, WHO WORKED VERY QUICKLY TO CREATE THIS DRAFT.

AS YOU KNOW, YOU JUST APPROVED THE PRIORITIES AND THE GOALS THAT YOUR PREVIOUS BOARD MEETING, AND SO IN THE TWO WEEKS, THEY HAVE WORKED DILIGENTLY TO TRY TO CREATE THE FIRST DRAFT THAT YOU'RE REVIEWING HERE TONIGHT.

SO IF YOU HAVE SPECIFIC QUESTIONS ABOUT ANY OF THEIR AREAS OF RESPONSIBILITY, I'D BE HAPPY TO CALL THEM TO THE TABLE SO THEY CAN SPEAK ON BEHALF OF THAT.

JUST TO KIND OF GIVE YOU AN OVERVIEW OF THE PROCESS ITSELF.

WE WILL REVIEW THIS WITH THE DISTRICT LEADERSHIP TEAM NEXT MONDAY, THE 18TH.

SO ANY FEEDBACK THAT YOU HAVE HERE THIS EVENING, WE'LL WORK VERY QUICKLY TO INCORPORATE THOSE EDITS OR REVISIONS INTO THE DRAFT THAT THEY'LL SEE, AND THEN AFTER THEY REVIEW IT ON THE 18TH, ASSUMING THAT THEY HAVE A RECOMMENDATION FOR YOU, WE'LL BRING IT BACK FOR YOUR APPROVAL AT YOUR NEXT TRUSTEES MEETING ON THE 26TH.

AND THEN FROM THAT POINT, WE'LL WORK VERY QUICKLY WITH OUR PRINCIPALS, AND THEY WILL CONVENE THEIR CAMPUS LEADERSHIP TEAMS AND THEN WE'LL TRANSFER THIS INFORMATION TO THE LOCAL LEVEL SO THAT THIS THEN BECOMES THE BASIS FOR THEIR CAMPUS IMPROVEMENT PLANS.

SO THAT'S A REALLY QUICK REVIEW OF THE PROCESS ITSELF AND YOU'VE GOT A COPY OF THE DRAFT.

IF THERE ARE ANYTHING SPECIFICALLY THAT YOU WOULD LIKE FOR US TO LOOK AT OR IF YOU HAVE COMMENTS, WE'LL BE HAPPY TO ENTERTAIN THOSE NOW.

THANK YOU. DOES ANYBODY HAVE ANY QUESTIONS? SEEING NO QUESTIONS.

ALL RIGHT, KIM. WE'RE GONNA GO, KIM, AND THEN WE'RE GOING TO GO TO HEATHER, AND THEN WE'RE GOING TO COME BACK OVER TO YOU, LAURA.

THANK YOU, DR. ARNETT.

I REALLY JUST HAVE A THEORETICAL QUESTION, WHICH IS WHEN I LOOK AT THIS AND I DIDN'T COMPARE IT WITH LAST YEAR, BUT WHEN I LOOK AT IT LIKE, FOR INSTANCE, JUMPING TO STUDENT SUPPORT, GO ON EXPANDING COUNSELING SERVICES AND YOU KNOW, I UNDERSTAND THE PROCESS AND I UNDERSTAND THAT WE'RE AT THE BEGINNING OF THE PROCESS.

UNDER, FOR INSTANCE, RESOURCES FOR EACH OF THE GOALS AND SUB GOALS, THERE WOULD BE ONE RESOURCE LISTED, AND SO I JUMPED DOWN TO 1C AND THERE'S A BOOK AND THE CHILD MIND INSTITUTE FOR PROFESSIONAL DEVELOPMENT ON ANXIETY IMPACTS.

MY QUESTION IS, IS THIS ONE EXAMPLE OF A RESOURCE OR WOULD THAT BE THE RESOURCE THAT WOULD USE WOULD BE USED AND THEN GO DOWN INTO THE CAMPUS IMPROVEMENT PLAN? I DON'T WANT TO SPEAK ON BEHALF OF MRS. MAY. SHE'S BEHIND ME.

IF SHE'D LIKE TO JOIN ME HERE AT THE TABLE, SHE CAN PROBABLY REPRESENT HER TEAM'S WORK ON THIS. I WILL SAY THAT STUDENT SUPPORT WHILE SHE'S IN ROUTE IS PROBABLY THE ASSUMING SHE'S IN ROUTE. OH, DID SHE? SHE'S LEFT ME ON THE FRONT LINE.

NO, AND SHE WILL TELL YOU THAT THERE ARE MANY AREAS THAT THE STATE REQUIRES US TO INCORPORATE INTO THE DISTRICT IMPROVEMENT PLAN THAT ARE PROBABLY REPRESENTED MORE UNDER STUDENT SUPPORT THAN THERE ARE PARTS OF THE DISTRICT IMPROVEMENT PLAN.

WITH THAT, I'LL HAND IT OFF TO HER.

KIM I THINK THAT'S A GREAT QUESTION.

SO I REALLY IN THAT DOMAIN, THESE ARE LIKE EXAMPLES.

SO I THINK THESE ARE SOME LIKE PRIMARY RESOURCES THAT WE HAVE THAT WE WANT TO USE, THAT WE WANT TO MAKE SURE WE TRAIN ON, BUT IN THE AREA, ESPECIALLY IN COUNSELING AND SOCIAL EMOTIONAL LEARNING, THERE'S A PLETHORA OF THINGS THAT WE CAN SELECT FROM AND CHOOSE FROM , AND SO I THINK THAT WAS KIND OF JUST LIKE THESE ARE SOME PRIMARY THINGS THAT WE HAVE AND WE WANT TO USE THAT WE'VE VETTED, BUT IT'S EXPANSIVE.

GOOD. THANK YOU. THAT'S WHAT I THOUGHT.

I JUST ONE EXAMPLE IN ONE RESOURCE YOU PUT, LIKE, AT ALL AT THE END OF ALL OF THESE.

YEAH. THANK YOU.

THAT WAS MY QUESTION.

AND I'M ASSUMING THAT'S THROUGHOUT THE BECAUSE IT'S AN EXAMPLE.

THANK YOU. THANKS, HEATHER.

THEN JAMES WON'T APOLOGIZE RIGHT NOW BECAUSE I HAVE QUITE A FEW QUESTIONS.

[00:45:01]

SO FIRST IN 2B, UNDER A CULTURE OF GBC.

IT HAS EVENTS IN TGAP, IS THAT TEXANS GETTING ACADEMICALLY PREPARED IS THAT THE RIGHT ACRONYM? WHAT IS THAT ACRONYM? NO, THAT IS THE TEACHER GROWTH AND APPRAISAL SYSTEM.

THANK YOU. THAT WE DEVELOPED WITH THE EANES.

THANK YOU. JUST MAKING SURE BECAUSE I DID NOT HAVE THAT ONE IN MY BRAIN AT THE MOMENT WHEN I WAS READING THAT. SO THANK YOU FOR THAT, AND I WAS GLAD TO SEE DIFFERENTIATING INSTRUCTION THERE, WHICH I KNOW IS A LITTLE BIT TRICKY WITHIN GVC, BUT I THINK IT'S SO IMPORTANT THAT WE ARE DIFFERENTIATING INSTRUCTION FOR OUR LEARNERS.

SO THAT WAS GREAT. IF WE SCROLL DOWN TO THREE A ARTICULATING THE RATIONALE FOR LAUNCHING A PROGRAM ENROLLMENT AUDIT, CAN YOU TALK A LITTLE BIT ABOUT THAT? UH. OH, YES.

SO WHEN WE'RE LOOKING AT KIND OF EXPANDING IN TERMS OF LIKE CATE OR THESE OTHER PROGRAMS, ONE OF THE THINGS WE REALLY WANTED TO DO TO START WITH WAS GET SOME BASELINE DATA OF YOU KNOW WHICH CLASSES WHO'S IN WHICH CLASSES, WHAT CLASSES HAVE WE OFFERED IN THE PAST THAT WE'VE ENDED UP MAYBE NOT OFFERING BECAUSE THERE JUST WASN'T ENOUGH ENROLLMENT.

SO BEFORE WE KIND OF SAY LIKE, THIS IS THE DIRECTION WE'RE GOING, WE REALLY FELT LIKE WE NEEDED TO STOP AND GET SOME GOOD BASELINE DATA.

GREAT, AND ARE WE GOING TO BE USING, FOR INSTANCE, THE TRANSFER DATA THAT WE JUST LEARNED ABOUT THE KID THAT WAS GOING TO PREMIER HIGH SCHOOL? I FEEL LIKE THAT COULD BE SOMETHING THERE.

YEAH, I THINK THAT WOULD BE A POSSIBILITY TO USE FOR SURE.

OKAY, AND THEN I LET ME SCROLL DOWN.

I LOVED THAT YOU GUYS MADE SURE TO INCLUDE IN THE DEI PORTION THE DISTRICT AND CAMPUS LEADERSHIP ARE PREPARED TO SUPPORT AND SUSTAIN DI EFFORTS AT BOTH THE DISTRICT AND CAMPUS LEVEL, AND THAT'S ON OUR OWN WITHOUT DR.

GOODIN CORRECT, JUST TO CLARIFY.

YEP, AND LINDA RAWLINGS IS NOT HERE TONIGHT TO HELP US SPEAK ON BEHALF OF THAT, BUT THAT IS THE INTENT IS THAT WE ASSUME OWNERSHIP FOR OUR EFFORTS IN THAT AREA.

RIGHT, AND I DON'T KNOW IF THERE'S A WAY TO HIGHLIGHT THE STUDENT VOICE IN THAT A BIT MORE, BECAUSE I THINK THAT'S SUPER IMPORTANT, AND THAT'S ONE OF THE THINGS THAT I GOT THE MOST OUT OF WITH THE SMALL GROUP DEI [INAUDIBLE], AND THAT IS WHAT WE'RE HERE FOR IS TO FOCUS ON THE KIDS, AND SO I WOULD LIKE TO SOMEHOW HEAR FROM THEM MORE.

IN TERMS OF YEP, OK, SO IN THE INSTRUCTIONAL PRIORITY FOR DEI UNDER 5A AND 5B USING CURRICULUM RESOURCES AROUND.

I'D ALSO LIKE TO MAKE SURE THAT WE'RE BEING INCLUSIVE THERE AT ATS.

UM, AND THEN.

LET ME SEE. WHAT ELSE? SORRY, FRIENDS.

IN TERMS OF THE 7B, THE CLEAR MESSAGING AND UNDERSTANDING BY THE COMMUNITY.

THIS ONE, I THINK IS ONE THAT WE'VE HAD SOME ISSUES WITH AND THAT I JUST REALLY WANT TO HIGHLIGHT BECAUSE I THINK THAT IN A LOT OF WAYS, OUTSIDE SOURCES ARE KIND OF CREATING A FALSE NARRATIVE ABOUT THE WORK THAT WE'RE DOING, AND SO HOWEVER, WE CAN ENGAGE OUR COMMUNITY ON THE FRONT END AND ESPECIALLY MAYBE OUR COMMITTEE OR OUR COMMUNITY THAT MAYBE DON'T HAVE CHILDREN IN THE DISTRICT ANY LONGER.

JUST TO MAKE SURE THAT THEY KNOW WHAT WE'RE DOING, I THINK IS SUPER IMPORTANT.

ARE YOU SPEAKING TO 7B ON PAGE FIVE? YES. OKAY, THE CLEAR MESSAGING AND UNDERSTANDING, AND I DON'T KNOW IF WE NEED TO HIGHLIGHT SOMEHOW EVEN FAMILIES OR PEOPLE THAT DON'T HAVE CHILDREN AND I'M SORRY, I'M A LITTLE BIT IN THE WEEDS ON SOME OF THIS, BUT I THINK THIS IS REALLY IMPORTANT, AND THEN I'M GOING TO MOVE ON DOWN TO THE MULTI TIERED INSTRUCTION.

SO IN 1B UNDER I GUESS IT'S ENHANCED MULTI-TIERED SYSTEMS OF SUPPORT NUMBER, WHAT IS IT, 11? NO, I DON'T KNOW.

IT'S IN MY PAGE SEVEN.

NOPE. PAGE 8 UM IT SAYS IMPROVED GVC AND TIER TWO INTERVENTION. THAT MAKES ME A LITTLE BIT NERVOUS BECAUSE IN OUR KIDDOS THAT HAVE IEPS AND EVEN OUR KIDDOS THAT HAVE DYSLEXIA, SPECIALIZED INSTRUCTION IS GENERALLY THE WAY THAT WE NEED TO GO. CAN YOU ELABORATE ON THAT? YEAH, I THINK BY GVC, WE'RE JUST TALKING ABOUT MAKING SURE THAT YOU KNOW WE'RE ALIGNED WITH CURRICULAR RESOURCES THAT KIDS CAN ACCESS ACROSS THE ELEMENTARY SCHOOL SO THAT WHEN THEY'RE GOING TO THE MIDDLE SCHOOL THEY'VE HAD THE OPPORTUNITY TO ACCESS THOSE SAME

[00:50:01]

MATERIALS. SO IT'S NOT THE INSTRUCTIONAL STRATEGIES OR THE TEACHING TECHNIQUES, BUT IT'S MORE AROUND RESOURCES, AND WE CAN BE MORE SPECIFIC IN THAT TO CLARIFY THAT, BECAUSE I SEE YOUR POINT. I APPRECIATE THAT, AND THEN IN TERMS OF THE UPDATED PROCESS DOCUMENTS, I WOULD LOVE IF WE COULD GET SOMETHING BECAUSE I'VE ALREADY HAD SOME SOME PARENTS REACH OUT THAT ARE CONFUSED BECAUSE THINGS HAVE CHANGED WITH THE DYSLEXIA HANDBOOK, AND SO JUST KIND OF OUTLINING THE PROCESS NOW I THINK WOULD BE HELPFUL, AND MAYBE IF WE'RE GIVING

[7.1. Demographic Presentation]

THAT TO PARENTS IN KINDERGARTEN AND FIRST GRADE WHEN THEY'RE GETTING SCREENED, I THINK THAT WOULD CLEAR UP A LOT OF STUFF.

SO THAT JUST GOES WITH YOUR COMMUNICATION, AND THEN FOR 2A ON PAGE EIGHT, ALSO, I THINK WE'RE GOING TO BE TRACKING AND ANALYZING DYSLEXIA EVALUATION PROCESS AND SERVICES.

IS THAT NECESSARILY OR IS THAT JUST LIKE THE READING BY DESIGN OR IS THAT OTHER SERVICES AS WELL? IT'S KIND OF A COMBINATION OF BOTH THE PROCESS OF NOW MOVING ALL OF THAT INTO SPECIAL EDUCATION. AND SO WE'RE KIND OF ANALYZING WHAT THAT LOOKS LIKE IN TERMS BECAUSE WE STILL HAVE VERY FEW BUT STILL A FEW PARENTS WHO ARE DECLINING SPECIAL EDUCATION EVALUATION. WE ARE NOT ALLOWED TO OFFER A 504 EVALUATION, BUT IF THEY DECLINE IT, THEY CAN GO THROUGH THAT PROCESS. SO WE'RE TRACKING THAT DATA TO SEE HOW MANY PARENTS ARE DOING THAT, AND THEN IT DOES GO TO THE SERVICES PART AND WHAT WE'RE LOOKING AT CURRICULAR WISE. SO THAT'S KIND OF TWOFOLD.

BOTH THE BOTH THE PROCESS, THE NEW PROCESS AND THEN THE IMPLEMENTATION.

SURE. OKAY, AND THEN ON THREE A ON PAGE NINE, IN REGARDS TO THE WHO IS GOING TO BE HELPING US PROVIDE THOSE SERVICES, I KNOW WE MENTIONED REGION 13 WITH THE READING BY DESIGN TRAINING, THE TEXAS DYSLEXIA HANDBOOK TEA DYSLEXIA GRANT.

I WOULD LOVE IT IF WE COULD NOT LIMIT OURSELVES TO JUST THOSE, POSSIBLY BECAUSE I DO HAVE SOME MAJOR ISSUES WITH READING BY DESIGN, AND THAT IS GOING TO BE SOMETHING THAT I'M GOING TO BE WATCHING VERY CLOSELY, AS WELL AS JUST OTHER MODIFIED READING CURRICULUM IN GENERAL, WHICH I THINK YOU ALREADY KNEW THAT, BUT I KNOW THAT THERE ARE SOME OTHER GREAT PROGRAMS OUT THERE THAT MAYBE WE COULD TAP INTO THAT WOULDN'T BE LIMITING TO US.

SO I WOULD LIKE US TO BROADEN THAT IF POSSIBLE.

OKAY, AND THEN I JUST WANT TO SAY THAT I LOVE SO MUCH, 1B ON TEN IMPLEMENT AN LLSP INTERNSHIP. SO I JUST WANT TO HIGHLIGHT THAT BECAUSE I KNOW THAT'S AN AREA THAT EVERY DISTRICT IS STRUGGLING IN TO GET MORE LLSPS.

SO THAT MAKES ME SUPER HAPPY AND A TEACHING ASSISTANT PROGRAM.

I LOVE THAT. SO THANK YOU GUYS SO MUCH FOR INCLUDING THAT.

YES, AND I WILL SAY THAT MR. ZEMO HAS BEEN INSTRUMENTAL IN GETTING BOTH OF THOSE OFF THE GROUND.

SO THAT'S BEEN GREAT THIS YEAR.

SO I HAVE TO GIVE HIM RECOGNITION FOR THAT.

RIGHT, AND THEN AGAIN, JUST ON 4C ON 11 MORE ADDITIONAL RESOURCES FOR PARENTS.

I THINK THAT'S GREAT, BUT I THINK THAT GOES BACK TO THE COMMUNICATION OF THE NEW DYSLEXIA STUFF AND NEW SPED EVALUATION INFORMATION.

JUST BECAUSE IT'S CONFUSING.

IT IS CONFUSING AND IT'S HARD TO IT'S HARD TO RE COMMUNICATE WHEN THE STATE MAKES A CHANGE AND SMACK DAB IN THE MIDDLE OF THE YEAR.

ABSOLUTELY. YES.

SO I KNOW THAT'S NOT ON YOU GUYS NECESSARILY, BUT I KNOW THAT IT'S CONFUSING.

SO THANK YOU FOR BEING AWARE OF THAT, AND THAT CONCLUDES MY QUESTION.

SO THANK YOU.

THANK YOU, JAMES, AND THEN, LAURA.

THANK YOU FOR THE WHOLE TEAM THAT WORKED ON THIS.

I REALLY APPRECIATE THAT.

A COUPLE OF THOUGHTS AND MAYBE I'M KIND OF WONDERING ABOUT THE PROCESS AND A QUESTION ALONG THOSE LINES IS JUST THE IS THE DIP THE THING UPON WHICH THE CAMPUS IMPROVEMENT PLANS ARE BUILT OR IS IT SORT OF THERE'S THE DISTRICT AND THEN THERE'S THE CAMPUS? NO, THEY ARE CONJOINED.

IN FACT, WE'VE MADE CONCERTED EFFORTS OVER THE LAST COUPLE OF YEARS TO MAKE SURE THAT PRINCIPALS ARE WORKING FROM THIS AS THE TEMPLATE FOR THEIR CAMPUS IMPROVEMENT PLAN, AND SO THEY'RE INCORPORATING A LOT OF THESE GOALS, BUT DOING SO AT A MORE LOCAL LEVEL, AND AGAIN, I'M SPEAKING FOR JAMES, NOT THE BOARD, BUT I WILL SAY THAT.

I'M STRUCK BY IT'S AN IMPROVEMENT PLAN, BUT I SEE SO MANY TIMES IN HERE THE WORD CONTINUE, CONTINUE.

I'M LOOKING FOR THE IMPROVEMENT AND I'VE STRUGGLED WITH THIS SINCE JOINING THE BOARD BECAUSE I'M A NUMBERS GUY AND I KNOW WE CAN'T PUT NUMBERS ON ALL THESE THINGS YOU'RE NOT GOING TO SAY I'M GOING TO DO. WE DID THREE LAST YEAR.

I'M GOING TO DO FOR THIS YEAR. NOR DOES THAT MEAN IT'S BETTER NECESSARILY.

RIGHT, BUT I'M HONESTLY STRUGGLING WHEN I READ THROUGH A LOT OF THESE AND I WON'T GO LINE BY LINE TO PULL OUT THE IMPROVEMENT PIECE, AND THAT'S WHERE I'M A LITTLE HUNG UP RIGHT NOW, AND I'D BE HAPPY TO AND I WILL PROVIDE SOME FEEDBACK DIRECTLY, BUT I DON'T WANT TO SIT HERE AND GO LINE BY LINE, BUT THERE ARE A LOT OF THINGS THAT YEAH.

HEATHER THAT'S YOU THERE ARE, BUT THERE ARE A LOT OF THINGS WHERE I READ THESE AND I GO, WELL, ISN'T THAT WHAT WE'RE SUPPOSED TO BE DOING? AND I GET THAT. BUT TO ME, THAT'S A DISTRICT OPERATING PLAN.

I'M LOOKING FOR THE DISTRICT IMPROVEMENT PLAN, AND I'M LOOKING FOR THE PLAN THAT INSPIRES

[00:55:03]

THE CAMPUS TO SAY, YEAH I GET I SEE WHERE WE'RE GOING WITH IT, AND I'M NOT SAYING THAT EVERY SINGLE THING NEEDS TO SOUND MAGICAL AND OUT THERE, BUT WHEN I LOOK AT THAT WORD IN OUR MISSION STATEMENT THAT SAYS EXEMPLARY, THAT MEANS WE'RE THE EXAMPLE, AND THAT IS A CULTURE THAT DOESN'T LIVE IN A MISSION STATEMENT.

THAT'S A CULTURE THAT LIVES IN EVERY SINGLE DEPARTMENT, EVERYTHING WE DO IF WE'RE TRULY TRYING TO BE EXEMPLARY, AND THAT'S WHERE I'M STRUGGLING, AND IT'S AND AGAIN, IT'S JAMES, BUT I'LL AND I'LL HAPPILY PROVIDE SOME FEEDBACK, BUT I WOULD JUST CHALLENGE TO MAYBE I'M COMPLETELY WRONG, BUT I WOULD CHALLENGE THE GROUP TO JUST GO BACK AND SAY, WHERE'S THE IMPROVEMENT IN THIS STATEMENT I'VE PUT HERE? RIGHT. THANK YOU.

GOOD POINT. THANKS, JAMES.

APPRECIATE THAT. LAURA.

OOPS. SORRY.

THANK YOU SO MUCH TO THE TEAM THAT PUT THIS TOGETHER.

IT IS A LOT OF WORK AND I APPRECIATE ALL THE TIME THEY SPENT TRYING TO TAKE OUR KIND OF OUR IDEAS AND DISTILLING THEM DOWN TO ACTIONABLE ITEMS. THERE ARE SOME THINGS THAT I LOVE SEEING IN HERE THE.

WELL, I'LL JUST DO OH, I DO HAVE ONE QUESTION TOO.

ON PAGE TWO, 2D, IT SAYS THE ESSA EQUITY PLAN.

I SHOULD PROBABLY KNOW WHAT ESSA IS, BUT WHAT IS ESSA? SO THAT'S THE EVERY STUDENT SUCCEEDS ACT.

OKAY, PERFECT. THANK YOU.

OK, I'M JUST I'M NOT GOING TOUCH ON EVERYTHING, BUT I WAS IN A SMALL GROUP THIS MORNING, A DEI SMALL GROUP THIS MORNING, AND ONE OF THE THINGS THAT ONE OF OUR EDUCATORS BROUGHT UP WAS SORT OF SETTING THE EXPECTATION OF HOW WE TREAT EACH OTHER, AND THAT'S IN HERE, AND I WAS I WAS VERY EXCITED TO SEE THAT AND TO HEAR THAT AND TO RECOGNIZE THAT WHAT WE'RE DOING AT AN ADMINISTRATIVE LEVEL IS WHAT THE TEACHERS ARE LOOKING FOR.

SO THAT WAS THAT WAS WONDERFUL TO HEAR AND SEE.

SO WHEN I GET DOWN TO THE SECTION, THE OPERATIONAL SECTION, I SKIPPED IT, PARDON ME, SPECIFICALLY THAT FIRST ONE, AND OUR FIRST GOAL AND IT'S PAGE 12 WAS ATTRACT, INVEST IN AND RETAIN TOP TALENT IN ALL STAFFING AREAS.

I WANT MORE.

THAT'S A THAT'S A BIG ONE.

I DON'T I DON'T WANT TO PULL ONE.

I DON'T WANT TO SAY THAT ONE OF OUR GOALS AND PRIORITIES IS MORE IMPORTANT THAN OTHERS, BUT THAT WAS A BIG ONE, AND I WAS A LITTLE UNDERWHELMED BY WHAT WE WERE PROVIDED.

SO I'M HOPING THAT I'LL GET TO SPEND SOME MORE TIME WITH US, THAT MAYBE SOME DIFFERENT IDEAS WILL SORT OF BUBBLE UP, AND WE WILL SEE THAT AS THIS SECTION.

ALSO, I JUST FELT, AND THIS IS JUST A NITPICKY THING, IS THAT I FELT LIKE THAT THE ACTION ITEM THAT ACTIVITY WAS SITTING OVER IN THE FORMATIVE MEASURE AND EVALUATION.

SO I'D LIKE TO SEE THOSE ACTION ITEMS OVER WITH ACTIVITY SO THAT WE CAN GET IT AND THEN AN ACTUAL FORMATIVE MEASURE SO THAT WE CAN SEE HOW WE'RE GOING TO EVALUATE IF WE WERE SUCCESSFUL OR NOT.

THAT'S IT. THANK YOU.

THANK YOU ALL. AGAIN, THIS IS THIS IS A VERY DENSE REPORT, AND I APPRECIATE EVERYTHING THEY ALL DID ON THIS. OKAY, ARE THERE ANY OTHER QUESTIONS? I HAVE I HAVE ONE, AND IT'S A IT'S AS MUCH AS A THANK YOU AS IT IS A A QUESTION, AND IT RELATES TO THE ITEM THAT I'VE BEEN PUSHING ON.

IT'S ON PAGE SIX. IT SAYS, PROVIDE OPPORTUNITIES AND ALL EXTRA CURRICULAR ACTIVITIES FOR STUDENTS WITH DISABILITIES.

SO THAT'S THE GOAL, AND WE MOVE DOWN IN 4 A.

ON PAGE 11 SAYS EXPAND PROVIDE MORE UNIFIED CHAMPION AND EXTRA CURRICULAR ACTIVITIES.

I JUST WANT TO MAKE SURE I UNDERSTAND THIS ONE.

WE'RE TALKING ABOUT BOTH PROGRAMS THAT WE ARE RUNNING, AS WELL AS NEW PROGRAMS THAT WE ARE THINKING ABOUT ATTEMPTING TO OR CONTEMPLATING BRINGING IN.

YES, THAT IS CORRECT.

THANK YOU. THIS IS THIS HAS BEEN IMPORTANT TO ME FOR A LONG TIME, AND I REALLY I CAN'T TELL YOU HOW THRILLED I AM TO FINALLY WE ARE IN THE DISCUSSIONS ABOUT OUR FIRST UNIFIED SOCCER OR UNIFIED SPORT, WHICH WILL BE SOFTBALL.

AND SO WE ARE WE ARE HEADING DOWN THAT PATH RIGHT NOW.

WE HAVE A COACH, WE HAVE A DAY OF THE WEEK.

WE'RE PRACTICING IN THE FALL, AND WE ARE STARTING.

[01:00:02]

THANK YOU. THANK YOU.

THANK YOU. THAT BRINGS US TO THE END OF THAT ITEM, AND WE ARE NOW TO THE ACTION PORTION OF OUR AGENDA TO THE FIRST AND ONLY ACTION ITEM THAT WE HAVE IS THE ADOPTION OF THE EANES ISD DISTRICT OF INNOVATION PLAN FOR 2022/2027.

DO I HAVE A MOTION? I MOVE THAT THE BOARD OF TRUSTEES ADOPT THE EANES ISD DISTRICT OF INNOVATION PLAN FOR THE 2022 TO 2027.

I'VE GOT A MOTION FROM JEN AND I GOT A SECOND FROM ELLEN.

IS THERE ANY DISCUSSION? OK, HEARING NONE.

ALL THOSE IN FAVOR.

THANK YOU ALL. WE HAVE THREE MEETINGS COMING UP OR CURRENTLY SCHEDULED APRIL 26TH.

WE'LL HAVE A REGULAR MEETING APRIL OR MAY 10TH.

WE WILL HAVE A SPECIAL MEETING AND THEN ON MAY 24TH, WE WILL HAVE A ANOTHER REGULAR MEETING, AND THEN 26TH IS A DIFFERENT LOCATION DUE TO A VOTING THAT WILL BE OCCURRING IN THIS ROOM. THANK YOU FOR THAT CLARIFICATION.

ALL RIGHT, AND WITH THAT, WE ARE ADJOURNED.

THE TIME IS 9:02.

I APPRECIATE EVERYBODY THAT STUCK WITH US THIS EVENING.

I ENJOYED HAVING YOU HERE AND ANYBODY THAT'S ONLINE.

THANK YOU FOR YOUR DIGI COMPANY AS WELL.

* This transcript was compiled from uncorrected Closed Captioning.