[00:00:01]
[1. CALL TO ORDER]
MADAM SECRETARY, DO WE HAVE A QUORUM? YES. OKAY.AND WE WILL RECONVENE IN OPEN SESSION AT APPROXIMATELY 7:00.
ALL RIGHT. GOOD EVENING, EVERYBODY.
THE TIME IS NOW 7:00 AND WE WILL RECONVENE IN OPEN SESSION.
I THINK I CAN SPEAK ON BEHALF OF THE BOARD WHEN I SAY WE'RE LOOKING FORWARD TO A GOOD MEETING.
I HAVE A COUPLE OF THINGS I NEED TO COVER VERY QUICKLY.
THE DISTRICT IS COMMITTED TO TREATING EVERYONE HERE WITH RESPECT, AND WE EXPECT THE SAME IN RETURN.
PLEASE REFRAIN FROM OUTBURSTS OR ANY OTHER FORM OF DISRUPTIVE BEHAVIOR.
THERE WILL BE AN OPPORTUNITY FOR PUBLIC COMMENT LATER IN THE MEETING.
I SEE THAT THIS EVENING WE'VE HAD TEN PEOPLE SIGN UP, SO EACH SPEAKER WILL BE AFFORDED 3 MINUTES.
LAST THING IN THE EVENT OF AN EMERGENCY, PLEASE TAKE NOTE OF THE EXIT NEAREST YOU.
THERE'S THE ENTRANCE THROUGH AND EXIT THROUGH WHICH YOU ARRIVED THIS EVENING.
THERE'S ALSO ONE STRAIGHT DOWN THIS HALL IN THE EVENT THAT IN THE EVENT THAT THE NEED ARISES, PLEASE HEAD TO THE EXIT NEAREST YOU IN AN ORDERLY MANNER. THANK YOU FOR JOINING US THIS EVENING, AND THANK YOU FOR YOUR INTEREST IN OUR SCHOOL AND OUR COMMUNITY AND OUR KIDS.
WE WILL NOW BEGIN WITH THE AGENDA.
[5. EANES ISD MISSION STATEMENT]
THE FIRST ITEM ON OUR AGENDA IS THE EANES ISD MISSION STATEMENT AND I WILL READ THAT NOW.UNITE, EMPOWER, INSPIRE EVERY PERSON, EVERY DAY.
WE UNITE OUR COMMUNITY THROUGH RESPECTFUL RELATIONSHIPS, CREATING A SENSE OF BELONGING FOR ALL.
AND WE INSPIRE EACH OTHER TO LEAD PURPOSEFUL LIVES OF EMPATHY, GRATITUDE, AND COMPASSION.
AND WITH THAT, PLEASE JOIN ME IN THE PLEDGE OF ALLEGIANCE.
THE FLAG IS RIGHT HERE ON THIS CENTER COLUMN.
INDIVISIBLE, WITH LIBERTY AND JUSTICE FOR ALL.
THANK YOU FOR THAT. THE NEXT ITEM ON THE AGENDA IS OUR SUPERINTENDENT'S REPORT.
[7. REPORTS]
GOOD EVENING. THERE'S A COUPLE OF OTHERS.FIRST OF ALL, THERE'S GOING TO BE A FANTASTIC RECOGNITION IN A FEW MINUTES.
BUT BEFORE WE DO THAT, I'M GOING TO KIND OF SET THAT UP.
AND I ALSO I'M GOING TO SHARE SOME BREAKING NEWS THAT WE JUST FOUND OUT EARLY THIS MORNING.
FIRST, A COUPLE OF SLIDES SOME OF YOU HAVE SEEN BEFORE.
WE HAVE A LOT OF SCHOOL DISTRICTS IN TEXAS, ABOUT 1,000 SCHOOL DISTRICTS AND WE DECIDED TO TAKE A LOOK A LITTLE WHILE AGO AT SOME OF THE HIGHEST PERFORMING ACADEMIC SCHOOL DISTRICTS IN THE STATE.
AND WE ALSO INCLUDED LAKE TRAVIS AS A JOKE.
BUT WE DID AND WE LOOKED AT THESE SCHOOL DISTRICTS AND IN SOME CASES THEY HAVE MULTIPLE HIGH SCHOOLS AND THE ONES THAT HAVE MULTIPLE HIGH SCHOOLS, WE DECIDED LET'S LOOK AT THEIR HIGHEST ACT SCORE OF THEIR HIGHEST PERFORMING HIGH SCHOOL.
AND WE WENT THROUGH FOR THOSE YOU REMEMBER DAVID LETTERMAN.
WE DID A TOP TEN AND WE'RE GOING TO GO FROM TEN TO NUMBER ONE.
AND THIS MAY BE OF INTEREST TO SOME PEOPLE, BUT IN 10TH PLACE WITH NORTHWEST ISD AND IT WAS NORTHWEST HIGH SCHOOL THERE THAT WOULD BE NINTH PLACE, EIGHTH, SEVENTH, SIX, FIVE, FOUR.
AND NOW YOU HAVE THE TOP THREE.
SOUTHLAKE CARROLL WAS IN THIRD.
HIGHLAND PARK WAS IN SECOND AND WESTLAKE EANES ISD WAS ACTUALLY IN FIRST [APPLAUSE] . AND WE RANKED THESE, BY THE WAY, BY ACT.
BUT YOU CAN DO A QUICK SURVEY TO THE RIGHT ON SAT.
WE ARE ALSO FIRST, SO THAT'S PRETTY IMPRESSIVE.
WE WOUND UP BEING RANKED 261 IN THE NATIONAL RANKINGS NOW.
[00:05:05]
LET ME KIND OF MAKE SURE YOU UNDERSTAND THE RANKINGS HERE.THIS INCLUDES PRIVATE SCHOOLS.
WE WENT UP NATIONALLY, 32 STATES, 32 POSITIONS THIS LAST TIME.
AND WHEN YOU LOOK AT TEXAS HIGH SCHOOLS, WHEN YOU LOOK AT HIGH SCHOOLS THAT ARE COMPREHENSIVE LIKE WE ARE AND DO NOT HAVE ADMISSION REQUIREMENTS, IF YOU LIVE HERE, YOU CAN COME HERE.
WE WIND UP RANKING NUMBER ONE, ABOVE ALL COMPREHENSIVE HIGH SCHOOLS, PUBLIC HIGH SCHOOLS IN TEXAS, CORRECT STEVEN 6A AND 5A AND WE BEAT ONE OF YOUR FRIENDS, CORRECT? WE BEAT HIGHLAND PARK AS WELL.
AND IT IS DUE TO ALL OF OUR STUDENTS, NO MATTER WHO THEY ARE.
BUT WE ARE GOING TO RECOGNIZE SOME OF THEM TONIGHT.
AND SO, STEVE, I'M GOING TO TURN THIS NOW OVER TO YOU FOR THE REST OF THE SUPERINTENDENTS REPORT.
AND YOU ARE GOING TO RECOGNIZE WITH YOUR TEAM SOME SPECIAL STUDENTS ALL YOURS.
NOW, MS. SANDERS IS OUR LEAD COUNSELOR.
SHE'S GOING TO KIND OF INTRODUCE YOU TO THE STUDENTS.
BUT MOST IMPORTANTLY, WHAT WE LIKE TO DO IS ALLOW THE STUDENTS TO PRESENT THEMSELVES.
IT'S LESS THAN 1% OF ALL STUDENTS WHO TAKE THIS TEST.
AND SO THEY'RE GOING TO GET UP HERE AND THINGS THAT WE ALWAYS LIKE THEM TO TALK ABOUT.
NOW THEY'RE DOWN TO PROBABLY TWO, IF NOT ALREADY, EITHER ONE.
AND I THINK THAT'S PROBABLY THE ONE THING THAT I TREASURE THE MOST.
WHEN I WAS AT WEST RIDGE, I ACTUALLY MADE COPIES OF THESE AND I GO THROUGH THE WEST RIDGE TEACHERS AND SAY, HEY, ONE OF THE NATIONAL MERIT SEMIFINALISTS SO-AND-SO, WHEN YOU WERE TEACHING THEM AT SIXTH GRADE SCIENCE, THEY STILL THINK YOU'RE THE MOST IMPACTFUL TEACHER AND TEACHERS THRIVE ON THAT.
AND MOST IMPORTANTLY, THE TEACHERS ARE HERE FOR THESE AWESOME STUDENTS.
WITH US, WE HAVE OUR ASSISTANT PRINCIPALS WHO OVER THE LAST TWO YEARS HAVE DONE A HECK OF A LOT.
THEY KNOW A LOT OF THESE STUDENTS ALREADY.
SO IT'S A GREAT EXPERIENCE FOR THEM TO COME FORWARD.
AND SO I'D LIKE TO WELCOME OUR ASSISTANT PRINCIPAL AS WELL, OUR ADMIN TEAM.
SO WE'RE ALL PROUD THEM. SO WITH THAT, LISA SANDERS.
THANK YOU. SORRY. I'M REALLY TALL.
I'M NOT GOING TO LIE. SO MY NAME IS LISA SANDERS.
I'M THE LEAD COUNSELOR HERE NOW.
THIS REPRESENTS LESS THAN THE TOP OF 1% OF STUDENTS ACROSS THE COUNTRY.
TO BECOME A FINALIST, A STUDENT MUST HAVE AN OUTSTANDING ACADEMIC RECORD THROUGHOUT HIGH SCHOOL, BE ENDORSED AND RECOMMENDED BY A HIGH SCHOOL OFFICIAL, WRITE AN ESSAY AND EARN SAT OR ACT SCORES THAT CONFIRMS THE STUDENT'S EARLIER PERFORMANCE ON THE QUALIFYING TEST.
ABOUT HALF OF THE FINALISTS WILL WIN A $2,500 NATIONAL MERIT SCHOLARSHIP.
EACH OF THIS YEAR'S WESTLAKE SEMIFINALISTS ADVANCED TO THE FINALIST ROUND.
PLEASE WELCOME OUR NATIONAL FINALISTS.
[APPLAUSE] HI, I'M MADELINE BRUTIN AND SORRY, LET ME GET CLOSER TO THE MIC.
ALL RIGHT. LOOKS LIKE WE'RE GETTING SOME PICKUP.
ALL RIGHT, SO MY MOM OVER THERE IS [INAUDIBLE] BRUTIN, ALEX BRUTIN AND MY YOUNGER SISTER, MARGO.
I THINK MY MOST INFLUENTIAL TEACHER WAS MR. ROSIER FROM HIGH SCHOOL, WHO REALLY INSPIRED ME TO TRY AND LIVE UP TO MY FULLEST POTENTIAL, EVEN THOUGH AT THE START I WASN'T SHOWING MUCH
[00:10:08]
PROMISE. TO HAVE A TEACHER WHO REALLY ENCOURAGES YOU AND BELIEVES IN YOU LIKE THAT.SO I'M EXTREMELY APPRECIATIVE OF HIM AS WELL AS MY PARENTS WHO HAVE DONE THE SAME FOR ME.
[APPLAUSE] OUR NEXT FINALIST WAS REBECCA BUNDRANT.
HER MOST INFLUENTIAL OR FAVORITE TEACHER WAS MS. BERRIOS, MS. STARY, AND MS. RICHARDSON.
ERIC CHING, HIS MOST INFLUENTIAL TEACHERS WERE MS. WRIGHT, MS. ARTHUR AND MS. HERBST. HE WILL BE ATTENDING OR HE'S CONSIDERING RICE UNIVERSITY WITH A MAJOR OF ELECTRICAL ENGINEERING.
HI EVERYONE. MY NAME IS JASH DESAI.
AS A SENIOR THIS YEAR I'VE GOTTEN TO PARTICIPATE IN A LOT OF EXTRACURRICULARS OFFERED AT WESTLAKE.
I'M THE PRESIDENT OF THE MODEL UN CLUB HERE, VICE PRESIDENT OF DECA, AS WELL AS THE CEO AND CO-FOUNDER OF GIFTE, A COMPANY CREATED THROUGH THE BUSINESS INCUBATOR THAT'S OFFERED AT WESTLAKE, WHICH IS JUST AN AMAZING PROGRAM.
I'M GOING TO BE ATTENDING UC BERKELEY STUDYING BUSINESS ECONOMICS AND POLITICAL SCIENCE.
ONE OF MY MOST INFLUENTIAL TEACHERS IS MS. HADDAN. I'VE BEEN WITH HER FOR THREE YEARS, TAKING ALL OF THE COURSES SHE OFFERS.
THANK YOU. [APPLAUSE] MY NAME IS CONOR DWYER.
I AM GOING TO SCHOOL FOR ZOOLOGY.
I JUST DON'T KNOW WHERE YET AND I WANT TO ACKNOWLEDGE NOT ONLY MY FAVORITE TEACHER, BUT THE BEST TEACHER AT WESTLAKE HIGH SCHOOL, MS. YAGHI AND THAT'S ALL.
I'M GOING TO BE STUDYING MECHANICAL ENGINEERING NEXT YEAR AT UCSB.
PROBABLY MY MOST MEMORABLE TEACHER WOULD BE MS. SKONIECNZY MY KINDERGARTEN TEACHER AT BRIDGE POINT.
BUT FOR HIGH SCHOOL WOULD HAVE TO BE MR. MCKAY, MY MATH TEACHER.
HE MADE LEARNING JUST A LOT MORE ENJOYABLE.
[APPLAUSE] HI, MY NAME IS VARUN GOKHALE.
ONE OF MY MOST IMPACTFUL TEACHERS HAS BEEN MS. DARROW IN HIGH SCHOOL. I'M GOING TO BE ATTENDING THE UNIVERSITY OF TEXAS AT AUSTIN, AND I'LL BE MAJORING IN BIOCHEMISTRY.
HELLO, MY NAME IS HUDSON HUFF.
I WILL BE STUDYING ECONOMICS AT EITHER HARVARD OR STANFORD AND ONE OF THE MOST IMPACTFUL TEACHERS FOR ME IT'S BEEN MS. PLEVICH [INAUDIBLE] AS SHE'S BEEN THERE FOR MANY IMPORTANT MOMENTS IN MY LIFE THANK YOU FOR THE AMAZING 15 YEARS I'VE SPENT IN THE EANES COMMUNITY.
[APPLAUSE] IF WE CAN GO BACK ONE SLIDE TO INTRODUCE FREDERICK GUO.
FREDERICK'S MOST INFLUENTIAL TEACHERS WERE MRS. WENDELL, MR. BRANDENBURG AND MRS. CHONG, AND HE IS CONSIDERING THE UNIVERSITY OF TEXAS AT AUSTIN WITH A MAJOR OF BUSINESS AND COMPUTER SCIENCE.
HER MOST INFLUENTIAL TEACHERS WERE MARY LABENS, SHEEBA ARTHUR AND JOCELYN BIXLER.
BIXLER. SHE IS CONSIDERING CAL POLY WITH A MAJOR IN GENERAL ENGINEERING.
MY MOST IMPACTFUL TEACHER WAS PROBABLY MS. SNEIDERMAN, THE ELEMENTARY SCHOOL TEACHER FOREST TRAIL.
AND NEXT YEAR, I'M GOING TO DUKE UNIVERSITY TO STUDY BIOMEDICAL ENGINEERING.
I'M SO SORRY TO WHOEVER IS RUNNING THE SLIDES, BUT WE'RE GOING BACKWARDS AGAIN.
THIS IS TO INTRODUCE HAYDEN KERN.
HAYDEN'S MOST INFLUENTIAL TEACHERS WERE MARGARET SAUER, MEREDITH PETRY AND LAURA ORTIZ.
HE IS CONSIDERING MIDDLEBURY COLLEGE WITH A MAJOR IN ECONOMICS.
[00:15:07]
MY MOST INFLUENTIAL TEACHER IS MS. ARTHUR, WHO TAUGHT ME ALGEBRA ONE IN SEVENTH GRADE.A WOMAN WITH SUCH A PASSION FOR TEACHING AND MATH.
I'VE HAD A LOT OF IMPORTANT MOMENTS TO THAT PROGRAM.
SO THANK YOU. MY NAME IS ALBERT LI.
AND MY MOST INFLUENTIAL TEACHERS HAVE BEEN MR. BRANDENBURG AND MR. ALLEN, WHO ARE THE BOTH THE LEADING TEACHERS IN THE MIDDLE SCHOOL, IN THE HIGH SCHOOL, AND ALSO MY VIOLIN PRIVATE TEACHER MOLLY [INAUDIBLE], THE ASSISTANT CONCERTMASTER AT AUSTIN SYMPHONY. HARVEY LI, HIS MOST INFLUENTIAL TEACHERS WERE MS. KUTCHMAN, MRS. BRANDENBURG AND MS. MULLINS. HE IS UNDECIDED ON WHERE HE'S GOING TO SCHOOL YET AND WHAT HE'S GOING TO STUDY.
BEN NEATHERY, MOST INFLUENTIAL TEACHERS WERE LORRIE SAILOME, RICKY VICKERS AND KAREN CHONG.
HE IS CONSIDERING NORTHWESTERN UNIVERSITY WITH A MAJOR IN MATERIALS SCIENCE.
HER MOST INFLUENTIAL TEACHERS WERE TRACY MOJICA, SHEEBA ARTHUR AND JOCELYN BIXLER.
SHE IS CONSIDERING THE UNIVERSITY OF TEXAS AT AUSTIN WITH A MAJOR IN CELL AND MOLECULAR BIOLOGY.
ISABELLA QUAN MOST INFLUENTIAL TEACHERS WERE MRS. WOTRING, MR. VICKERS AND MR. BERGEN. SHE IS CONSIDERING A MIT WITH A MAJOR IN MATHEMATICS.
HI, MY NAME IS RUHI RACHAKONDA.
I'M GOING TO BE ATTENDING RICE UNIVERSITY NEXT YEAR FOR A MAJOR IN BIOENGINEERING, AND MY MOST INFLUENTIAL TEACHER WAS PROBABLY MY ELEMENTARY SCHOOL TEACHER, MS. G. [APPLAUSE] ADDISON RHODES.
HER MOST INFLUENTIAL TEACHERS WERE MISS AUGUSTINE AND MS. CHONG. SHE IS CONSIDERING THE UNIVERSITY OF GEORGIA WITH A MAJOR IN MARKETING.
I WOULD SAY MY MOST INFLUENTIAL TEACHER WAS MR. ROSIER BECAUSE HE REALLY HELPED PROMOTE CS FOR ME AND HELPED ME LEARN AND GROW IN THAT INTERESTING FIELD.
HER MOST INFLUENTIAL TEACHERS WERE MR. PANKONEIN, MS. COMPTON, [INAUDIBLE] .
SHE IS CONSIDERING THE UNIVERSITY OF TEXAS AT AUSTIN WITH A MAJOR IN BIOCHEMISTRY.
I'D SAY MY MOST INFLUENTIAL TEACHER HAS BEEN MS. SCOTT BECAUSE SHE TAUGHT ME CHEMISTRY FOR TWO YEARS, AND THAT'S THE REASON WHY I'M CONSIDERING THIS DEGREE.
LEON TANG. LEON'S MOST INFLUENTIAL TEACHERS WERE MR. LOFGREN, MR. LIM AND MR. NORMAN MORGAN. HE IS CONSIDERING THE UNIVERSITY OF TEXAS AT AUSTIN AND A BUSINESS MAJOR.
HELLO, MY NAME IS SIDDHARTH VETRIVEL.
I'LL BE STUDYING ELECTRICAL AND COMPUTER ENGINEERING AT PRINCETON NEXT YEAR.
AND MY MOST INFLUENTIAL TEACHER IS PROBABLY MS. MULLINS, WHO'S MY CURRENT ENGLISH TEACHER.
JOY WANG HER MOST INFLUENTIAL TEACHERS WERE MRS. MARTIN, MS. DARROW.
I PLAN ON ATTENDING MIT AND I'M INTERESTED IN STUDYING PHYSICS AND COMPUTER SCIENCE AND I WANT TO THANK MY HIGH SCHOOL ART TEACHER BECAUSE SHE LED ME IN MY ART INQUIRY AND IN DISCOVERING MYSELF THROUGH THAT.
AND I'M REALLY THANKFUL FOR HER.
[00:20:04]
CHRISTOPHER WU. CHRISTOPHER'S MOST INFLUENTIAL TEACHERS WERE MRS. G. MR. GEERING AND MRS. BIXLER. HE IS CONSIDERING THE MIT, THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY, WITH A MAJOR IN MATH AND COMPUTER SCIENCE.KRISTI XING. KRISTIE'S MOST INFLUENTIAL TEACHERS WERE MRS. BROOKSHIRE, MR. GEERING AND MRS. DAVIS. SHE IS CONSIDERING BARNARD COLLEGE AT COLUMBIA UNIVERSITY WITH A MAJOR IN BIOMEDICAL ENGINEERING.
JOHN YI. HIS MOST INFLUENTIAL TEACHERS WERE MRS. SHOEMAKER, COACH SPODICK AND COACH MORGAN.
HE IS CONSIDERING UT AUSTIN WITH A MAJOR IN ELECTRICAL AND COMPUTER ENGINEERING.
AND FINALLY, STEVEN ZHENG MOST INFLUENTIAL TEACHERS WERE MRS. POOLE, MRS. REESE AND MRS. BIXLER. HE IS CONSIDERING UNIVERSITY OF TEXAS AT AUSTIN WITH A MAJOR IN COMPUTER SCIENCE.
THANK YOU. CONGRATULATIONS TO ALL OF THE STUDENTS WHO WE RECOGNIZE TONIGHT AND THOSE WHO WERE NOT HERE.
CLAUDIA YOU USUALLY LIKE TO GET A PICTURE SOMEWHERE.
AM I CORRECT? WHAT WOULD YOU LIKE US TO DO OR ? WANT US TO STAND? WE WILL NOT STAND. YOU TELL US WHAT TO DO.
OKAY. AND WE'RE GOING TO BRING THEM AROUND BEHIND US.
A LOT OF ENGINEERS IN THIS GROUP.
MICHIGAN, IT'S GOING TO BE COLD THERE, YOU KNOW, VERY COLD.
IT'S A GREAT SCHOOL. YEAH, I KNOW.
THEY'RE VERY GOOD, BUT [INAUDIBLE].
YOU CAN COME IN FRONT OF THE SCREEN.
COME ON UP IN FRONT OF THE SCREEN.
DON'T WORRY ABOUT IT. GO WHEREVER YOU WANT TO GO.
PARENTS, GO WHERE YOU WANT TO GO.
LET'S LOOK TO THE LEFT FIRST, THEN WE'LL LOOK TO THE RIGHT.
OKAY. OKAY. NOW, NOW LOOK TO THE RIGHT.
ALL RIGHT. THEY TAUGHT ME THAT IN SUPERINTENDENT SCHOOL.
ARE WE GOOD? PARENTS ARE WE GOOD? OKAY, I THINK WE'RE GOOD.
OKAY. I'M GOING TO MOVE ON UNLESS YOU WANT THE BOARD TO SAY ANYTHING OR.
BOARD MEMBERS ANY COMMENTS FROM YOU? YEAH. GO. ELLEN.
I WOULD JUST LIKE TO SAY CONGRATULATIONS.
AND THOSE ARE SOME IMPRESSIVE SCHOOLS THAT THEY ARE GOING TO FOR SOME IMPRESSIVE DEGREES.
THAT BRINGS US TO THE NEXT ITEM ON OUR AGENDA.
THE MONTHLY FINANCIAL REPORT AND BUDGET AMENDMENTS.
I BELIEVE WE'VE GOT MARIA ROCKSTEAD COMING UP.
WE'RE GOING TO WAIT ONE SECOND.
I KNOW THERE'S SOME OF THE STUDENTS PROBABLY DON'T WANT TO STAY FOR THE WHOLE BOARD MEETING.
I THINK THEY MAY BE LEAVING SOON AND THEN WE'LL GET STARTED AGAIN.
THAT'S A VERY TOUGH ACT TO FOLLOW, MARIA.
PRETTY TOUGH ACT. I HAVE TO STEP UP YOUR GAME A LITTLE BIT.
ARE YOU READY? WHENEVER YOU ARE MARIA.
ARE YOU TALKING TO ME? SO OUR FISCAL YEAR DATA SPEND IS COMPARABLE TO WHAT IT'S BEEN IN THE PRIOR YEARS, AND THEN OUR FISCAL YEAR TO DATE COLLECTIONS FOR TAXES AS WELL IS PRETTY COMPARABLE TO WHERE WE WERE LAST YEAR AND THE YEAR BEFORE.
[00:25:07]
AS FAR AS BUDGET AMENDMENTS, THE WE ONLY HAD BUDGET AMENDMENTS IN THE GENERAL FUND AND SAME AS WE'VE HAD IN THE PAST COUPLE OF MONTHS HAVE BEEN AMENDMENTS THAT HAVE BEEN SUBMITTED BY DEPARTMENTS AND CAMPUSES AND THE NET EFFECT ON THE FUND BALANCE IS ZERO.THERE WERE NO BUDGET AMENDMENTS SUBMITTED FOR THE DEBT SERVICE FUND OR FOR THE CHILD NUTRITION FUND.
ARE THERE ANY QUESTIONS? DOES ANYBODY HAVE ANY QUESTIONS FOR MARIA? YOU JUST SPEAK UP SO WE CAN HEAR.
LAURA. IT'S A LOT OF PRESSURE NOW.
MARIA, ON THE IT'S ACTUALLY NOT A QUESTION, BUT ON THE COMMUNITY EDUCATION FUND.
AM I READING THAT CORRECTLY, THAT WE HAVE BROUGHT IN MORE THAN WE HAD ANTICIPATED FOR THAT? YES, I BELIEVE SO THE COMMUNITY EDUCATION FUND IS WHAT WE HAVE FOR ENRICHMENT CLASSES.
AND SO IT'S BEEN A FULL YEAR AND THAT EVERYTHING'S BEEN PRETTY MUCH OPENED BACK UP.
SO THAT WAS WONDERFUL TO SEE THAT WAS THAT OUR REVENUE ON THAT WAS ABOVE WHAT WE HAD ANTICIPATED.
THAT'S ALL. ANYBODY ELSE? THANK YOU, MARIA. I APPRECIATE THAT.
THANK YOU, MARIA. THE NEXT ITEM ON OUR AGENDA IS OUR SPANISH IMMERSION REPORT.
AND WE HAVE JERRI LAMIRAND, YARELI WILLIAMS AND JENNY [INAUDIBLE] OH, AND OTHERS.
OKAY. WELCOME AND THANK YOU ALL FOR HAVING US HERE.
IN FACT, IT WAS DECEMBER 2019, PRE-COVID IN THE [INAUDIBLE] COURT, AS YOU RECALL.
SO HERE WE ARE BACK AT THE HIGH SCHOOL, KIND OF DEJA VU.
SO THEY'RE NOW IN THE FOURTH GRADE.
NATALIE CANNON AND SHE IS OUR WORLD LANGUAGE SECONDARY DEPARTMENT HEAD HERE AT THE HIGH SCHOOL.
OKAY. SO THIS IS OUR AGENDA FOR TODAY.
SO LOOKING AT OUR JOURNEY STARTING IN 2017, 18, RIDGE POINT IN CEDAR CREEK WHERE THE PILOT FOLLOWING YEAR WE HAD OTHER SCHOOLS WANTING TO JUMP ON BOARD. SO BARTON CREEK AND EANES ELEMENTARY STARTED THE PILOT THERE A YEAR BEHIND BRIDGEPOINT AND CEDAR CREEK.
AND THEN IN THE FALL OF 2019, RIGHT BEFORE COVID AND THE PANDEMIC HIT, THE BOARD APPROVED AND TO GO INTO FULL IMPLEMENTATION OF THE PROGRAM.
AND OF COURSE, WHEN THAT HAPPENED, WHAT HAPPENED? OUR PANDEMIC HIT, RIGHT? SO WE WENT INTO FULL IMPLEMENTATION LAST YEAR AND THEN THIS YEAR WE ARE CURRENTLY BRIDGEPOINT AND CEDAR CREEK OR KINDER, FIRST, SECOND, THIRD AND FOURTH IN BARTON CREEK AND EANES OR KINDER THROUGH THIRD.
AND LOOK AT OUR TEAM AND HOW MUCH OUR TEAM HAS GROWN.
SO EACH OF THOSE BULLETS REPRESENTS AN ASSESSMENT THOSE TEACHERS MUST TAKE AND PASS.
[00:30:03]
JUST A REMINDER, YOU KNOW, THE BENEFITS OF A PROGRAM THAT STUDENTS ARE LEARNING A SECOND LANGUAGE.THEY CAN HAVE IMPROVED TEST SCORES IN MATH AND READING AND INCREASED EMPLOYMENT OPPORTUNITIES.
BETTER SECOND LANGUAGE PROFICIENCY THAN A TRADITIONAL WORLD LANGUAGE TEACHING STRATEGIES AND INCREASED SENSITIVITY TO OTHER CULTURES, WHICH ALIGNS WITH THE BOARD'S PRIORITY ASSOCIATED WITH DIVERSITY.
SO WHEN WE LEFT HERE BACK IN DECEMBER 2019, WE PUT TOGETHER A COMMITTEE STARTING IN JANUARY 2020, AND THAT COMMITTEE WAS BASED OFF TEACHERS, ELEMENTARY AND SECONDARY.
WE HAD PRINCIPALS, WE HAD PARENTS ON THE COMMITTEE, AND WE WERE LOOKING AT WHAT IS THE NEXT PATHWAY, WHAT IS THIRD, FOURTH AND FIFTH LOOK LIKE AND WHAT IS THE SECONDARY PATHWAY? AND THAT COMMITTEE IDENTIFIED ACADEMIC OUTCOMES FOR THE PROGRAM, AND THAT'S WHAT YOU SEE HERE.
SO AT THE END OF FIFTH GRADE, STUDENTS HAVE THE OPPORTUNITY TO EARN SPANISH ONE HIGH SCHOOL CREDIT.
THEY NEED TO BE IN THE PROGRAM FOR FIVE CONSECUTIVE YEARS.
THEY NEED TO PASS A LANGUAGE PROFICIENCY ASSESSMENT AT THE END OF FIFTH GRADE.
AND WE'LL TALK A LITTLE BIT MORE ON DATA ON THAT.
THEY ALSO HAVE TO DO WELL ON THEIR MATH AND READING STAAR ASSESSMENT IN FIFTH GRADE.
SO THERE ARE SOME INDICATORS THERE FOR THAT.
AND THEN MOVING INTO MIDDLE SCHOOL, WE KNEW THERE WAS A POSSIBILITY FOR SPANISH TWO.
SPANISH THREE AND POSSIBLY SPANISH FOUR OR SPANISH FOUR WOULD BE AT THE HIGH SCHOOL LEVEL.
AND THEY HAVE THAT OPPORTUNITY TO CONTINUE OR EVEN ADD A THIRD LANGUAGE.
WE'RE NOT SURE WHERE OUR STUDENTS WILL BE.
WE'LL USE DATA TO MAKE THOSE DETERMINATIONS FOR COLLECTING DATA.
THIS YEAR WE'RE COLLECTING MORE DATA NEXT YEAR.
IT COULD BE THAT THE STUDENTS ARE READY.
IT'S OVER A TWO YEAR PROGRAM OR MAYBE SPANISH THREE IS OVER A TWO YEAR PROGRAM.
BUT NATALIE [INAUDIBLE] SHARES THAT WITH YOU.
SO LOOKING AT OUR CURRENT MODEL FOR KINDERGARTEN THROUGH THIRD GRADE, IT IS BASED ON A 50/50 MODEL TWO TEACHERS, ONE ENGLISH TEACHER, ONE SPANISH TEACHER.
ON THE LEFT, YOU CAN SEE THAT THE ENGLISH TEACHER TEACHES LANGUAGE, ARTS AND SOCIAL STUDIES IN ENGLISH, AND THEN THEY ARE ALSO DOING SOME MATH REINFORCEMENT IN ENGLISH, AND THAT USUALLY INCLUDES ACADEMIC VOCABULARY.
ON THE RIGHT OF THE PIE CHART, YOU'RE LOOKING AT THE BILINGUAL TEACHER AND THEY ARE DOING MATH AND SCIENCE AND SPANISH, AND THEY'RE ALSO TEACHING SOME SPANISH LITERACY. KINDER IT'S REALLY PHONICS.
THEY'RE STARTING OFF USING [INAUDIBLE] AND SOME OTHER RESOURCES.
SO IF THEY ARE LEARNING PLOT SETTING, CHARACTER DEVELOPMENT IN ENGLISH, THEN ON THE SPANISH SIDE THEY'RE DOING THE SAME THING, THE SAME SCOPE AND SEQUENCE, BUT THEY'RE USING A DIFFERENT RESOURCE IN SPANISH.
AND WE'LL TALK ABOUT FIFTH GRADE AND WHY IT NEEDS TO BE A LITTLE DIFFERENT.
BUT IN FOURTH GRADE, WE'RE INCREASING THE AMOUNT OF TIME THAT THEY'RE SPENDING IN SPANISH LITERACY.
SO YOU CAN KIND OF SEE THAT GRADUAL.
SO HERE'S OUR FIFTH GRADE MODEL.
IN EANES STARTING IN FIFTH GRADE, OUR STUDENTS HAVE THE OPPORTUNITY TO TAKE REGULAR FIFTH GRADE MATH, OR IF THEY'RE ELIGIBLE AND THEY QUALIFY, THEY CAN DO TWO YEARS OF MATH IN ONE YEAR, [INAUDIBLE] MATH.
AND SO WE WANTED TO MAKE SURE THAT OUR IMMERSION STUDENTS HAD THE SAME OPPORTUNITY AS THEIR PEERS.
SO TO DO THAT, WE ARE NOW FOCUSING THE BILINGUAL TEACHER IS THE LEFT SIDE OF THE PIE CHART AND THEY'RE DOING ALL OF LANGUAGE ARTS AND SOCIAL STUDIES, AND MOST OF THAT IS GOING TO BE IN SPANISH, BUT SOME WILL BE IN ENGLISH.
SO THE BILINGUAL TEACHER WILL BE DOING SOME ENGLISH WITH LANGUAGE ARTS WHERE IT'S NECESSARY.
[00:35:05]
WE COULDN'T DO MATH REINFORCEMENT BECAUSE WE'LL HAVE STUDENTS AT DIFFERENT LEVELS OF EXCUSE ME, ALL DIFFERENT LEVELS IN MATH.MOST LIKELY THEY'RE GOING TO BE MIXED IN A HOMEROOM, AND THEN THEY WILL GO TO THEIR BILINGUAL TEACHER FOR LANGUAGE ARTS BLOCK WITH SOCIAL STUDIES AND THEN ALSO WITH THAT SCIENCE REINFORCEMENT.
AND ONCE SO, MATH AND SCIENCE ARE GOING TO BE MIXED WITH ALL FIFTH GRADE STUDENTS.
AND I'LL SHOW YOU ANOTHER DIAGRAM A LITTLE BIT LATER.
WE'LL TALK ABOUT THAT. SO WE WANTED TO SHARE A LITTLE CLIP THIS WAS MADE YARELI MADE THIS .
LAST FALL. SO YOU'LL SEE STUDENTS THERE STILL WEARING MASK.
BUT WE JUST KIND OF WANTED YOU TO BE ABLE TO SEE WHAT'S HAPPENING IN THE CLASSROOMS. ONE MORE [INAUDIBLE] SPANISH].
NOW WE'RE GOING TO LOOK MORE AT THE SUPPORTS OF THE PROGRAM, AND I'M GOING TO TURN THIS OVER TO YARELI WILLIAMS. THANK YOU, JERRI.
CAN EVERYONE HEAR ME? WELL, OKAY.
WHAT IS THAT PATH? A NEW PARENT, A NEW TEACHER JOINING THE PROGRAM MIGHT ASK, HEY, WHAT IS THAT PATH LOOK LIKE WHEN MY CHILD IS ACQUIRING A SECOND LANGUAGE? AS YOU CAN SEE HERE, THE PATHWAY IS NOT A STRAIGHT PATHWAY.
IT TAKES TIME, IT TAKES PRACTICE AND IT TAKES A LOT OF PATIENCE.
I LIKE TO GIVE AN EXAMPLE AS PLAYING A SPORT.
AND WITH THAT IN MIND, WE ADOPTED THE NATIONAL WIDE ACTFL FOR PROFICIENCY LEVELS AND ACTFL FOUR STANDS FOR AMERICAN COUNCIL ON THE TEACHING OF FOREIGN LANGUAGES.
NOW, THESE ACTUAL PROFICIENCY LEVELS STATE WHAT A STUDENT CAN DO WITH THE LANGUAGE.
WHAT DOES THAT MEAN? THERE ARE FOUR MODES OF COMMUNICATION.
THERE'S READING, LISTENING, SPEAKING AND WRITING.
NOW, ALL STUDENTS, THEY START.
MAJORITY OF STUDENTS START AT A NOVICE LEVEL AND THEY PROGRESS UPWARDS.
YOU CAN SEE HERE THERE THE MODES OF COMMUNICATION AND EACH GRADE LEVEL.
SO A PARENT RECEIVES THIS REPORT ONCE A YEAR TOWARDS THE END OF THE SCHOOL YEAR.
OKAY. NOW, HERE WE HAVE A BETTER TABLE SHOWING THOSE PROFICIENCY LEVELS.
[00:40:07]
AND SOMETHING IMPORTANT TO NOTE, IF YOU LOOK AT LISTENING AND SPEAKING.STUDENTS START AT A NOVICE, RIGHT? COULD BE LOW, MID OR HIGH.
IN THIRD GRADE, THEY START MOVING INTO THE SECOND LEVEL, INTERMEDIATE LOW IN LISTENING AND SPEAKING.
NOW LET'S LOOK AT READING AND WRITING.
AS YOU CAN SEE, NOVICE IS ALL THE WAY UP UNTIL FOURTH GRADE, SO STUDENTS START JUMPING TO THAT NEXT LEVEL IN FIFTH GRADE, MOVING INTO AN INTERMEDIATE LEVEL.
SO SUPER IMPORTANT TO NOTE READING AND WRITING TAKES A LITTLE BIT MORE PRACTICE AND TIME TO ACQUIRE.
NOW LAST YEAR WAS THE FIRST YEAR THAT OUR TEACHERS ASSESSED ONE ON ONE OVER THE FOUR MODES OF COMMUNICATION WITH THE PROFICIENCY TARGETS. AND STARTING IN THIRD GRADE, YOU CAN SEE THEIR STUDENTS ARE ASSESSED USING THE NATIONAL WIDE APPLE ASSESSMENT, APPL, WHICH MEANS ACTUAL ASSESSMENT OF PERFORMANCE TOWARD PROFICIENCY AND LANGUAGES.
AND HERE WE HAVE OUR LAST YEAR'S RESULTS FROM SPRING 2021.
NOW WE ARE STILL ASSESSING THIS YEAR.
WE DON'T HAVE ALL STUDENTS RESULTS YET.
BUT IF YOU CAN SEE HERE ON THE LEFT WE HAVE THE GRADE LEVEL AND THE [INAUDIBLE] COMMUNICATION.
THE GREEN MEANS STUDENTS HAVE MET THE PROFICIENCY.
AND LET'S LOOK AT SECOND GRADE IN WRITING.
WE DID COME LOW AT A NOVICE SLOW INSTEAD OF A NOVICE MID.
NOW THE NATIONAL, NOW IN THIRD GRADE STUDENTS ALSO TOOK THE APPLE ASSESSMENT AND THE NATIONAL AVERAGE WAS A 3.6 AND OUR STUDENTS SCORED A 3.9.
LET'S MOVE ON NOW TO MATH AND READING.
ALL STUDENTS, SI STUDENTS AND TRADITIONAL STUDENTS TAKE THE NWEA MAP TEST, STAAR TESTS AND THE DISTRICT BENCHMARKS IN ENGLISH AND RESEARCH SAYS STUDENTS LEARNING A SECOND LANGUAGE NEED TO TAKE THOSE ASSESSMENTS IN THEIR FIRST NATIVE LANGUAGE.
AND FOR OUR STUDENTS, THAT IS ENGLISH.
AND AGAIN, THIS IS FROM MAY 2021 LAST YEAR.
WE ARE CURRENTLY OUR STUDENTS ARE TESTING NOW.
IF YOU SEE THIS IT'S KINDERGARTEN AND AT THE BOTTOM IT'S THE MATH AVERAGE.
AND ON THE RIGHT THAT IS THE READING AVERAGE.
THE BLUE IS REPRESENTING THE NATIONAL AVERAGE.
THE RED REPRESENTS ALL [INAUDIBLE].
STUDENTS VALLEY VIEW AND FOREST TRAIL ARE INCLUDED IN THIS AVERAGE.
IN YELLOW, THAT IS ALL OF OUR SI STUDENTS IN THE FOUR SI CAMPUSES.
AND ONE THING TO NOTE, WE NORMALLY ALWAYS MEET ABOVE THE NATIONAL AVERAGE.
ONCE AGAIN, WE'RE LOOKING AT MAP DATA FROM LAST YEAR, MAY 2021.
MATH IS ON THE RIGHT AND READING IS ON SORRY, ON THE LEFT.
JUST A QUICK REMINDER, THE RED MEANS TRADITIONAL.
IT IS INCLUDING FOREST TRAIL AND VALLEY VIEW.
OKAY. LET'S LOOK AT SECOND GRADE NOW.
AND AGAIN, ABOVE THE NATIONAL AVERAGE.
MOVING ON TO THIRD GRADE MAP DATA FROM LAST YEAR, MAY 2021.
SPANISH IMMERSION YES, SPANISH IMMERSION LAST YEAR WAS JUST CEDAR CREEK AND BRIDGEPOINT.
SO THIS IS JUST REPRESENTING THOSE TWO CAMPUSES.
MOVING ON TO STAAR DATA AND AGAIN, THIRD GRADE LAST YEAR.
THIS IS JUST A REPRESENTATION OF CEDAR CREEK AND BRIDGEPOINT.
LET'S LOOK AT THE FIRST GROUP.
SO FIRST GROUP APPROACHES MEANS ALL STUDENTS MET THE PASSING STANDARD.
THE BLUE THAT IS THE STATE IN RED IS REPRESENTING ALL TRADITIONAL STUDENTS.
[00:45:01]
THEY'RE INCLUDED IN THIS GROUP RIGHT HERE.IN YELLOW, THAT'S THE THIRD GRADE SI STUDENTS CEDAR CREEK AND BRIDGEPOINT.
NOW WE'RE GOING TO MOVE ON TO MEETS AND THIS GROUP WE'RE PULLING OUT NOW RIGHT BECAUSE MEETS MEANS THAT STUDENTS HAVE MET THEIR GRADE LEVEL. SO FROM THE FIRST GROUP THEY'RE TRYING TO SEE HOW MANY FROM THAT FIRST GROUP MET THEIR GRADE LEVEL AND THEN THE MASTER'S AGAIN FROM THAT FIRST GROUP OF APPROACHES, HOW MANY OF THOSE KIDDOS MASTERED MEANING THEY MET ABOVE THEIR GRADE LEVEL EXPECTATION . AND THIS IS THIRD GRADE.
NOW I'M GOING TO TURN IT OVER TO OUR WONDERFUL TEACHER, SYLVIA GARZA.
SO THANK YOU, SYLVIA, FOR BEING SUCH A WONDERFUL ASSET.
SO SINCE LAST YEAR, WE STARTED IMPLEMENTING THE CAN DO STATEMENTS, WHICH IS IT MEASURES THE FOUR MODES OF LEARNING THAT WERE MENTIONED EARLIER BY WHICH ARE LISTENING, SPEAKING, WRITING AND READING IN SPANISH BASED ON THEIR GRADE LEVEL AND WHICH ARE ALSO ALIGNED TO OUR ASSURANCES AND THE ACTUAL PROFICIENCY LEVELS. WE ALSO HAVE A NEW SCOPE AND SEQUENCE AND CURRICULUM.
SO FOR KINDERGARTEN AND FIRST GRADE, WE HAVE [INAUDIBLE] TO SUPPORT A SPANISH PROFICIENCY.
AND FOR KINDER, I MEAN, FOR FIRST FOURTH GRADE, WE HAVE BENCHMARK.
AND THIS YEAR I WAS ABLE TO GO OBSERVE OTHER CLASSROOMS, WHICH WAS A GREAT EXPERIENCE BECAUSE I'M A KINDERGARTEN TEACHER AND I WAS ABLE TO GO TO A FIRST GRADE CLASSROOM, SECOND GRADE, AND EVEN FOURTH GRADE WHERE I WAS ABLE TO SEE MY STUDENTS, MY FIRST GRADE, MY KINDERGARTEN STUDENTS, WHERE EVERYTHING STARTED AND THEY WERE DOING AMAZING THINGS.
SO IT WAS A GREAT EXPERIENCE AS A TEACHER.
WE ALSO HAVE A [INAUDIBLE] WHERE WE ALL COLLABORATE AS TEACHERS.
OVER THE SUMMER, WE HAD THE OPPORTUNITY TO ATTEND PROFESSIONAL LEARNING WITH DR.
WADE, WHICH IS AN EXPERT IN BILINGUAL EDUCATION.
SHE WAS ABLE TO GIVE US A BETTER IDEA OF WHAT THE PROGRAM SHOULD LOOK LIKE IN THE CLASSROOM.
SHE WENT THROUGH A LOT OF PROTOCOLS WE SHOULD USE WITH OUR PARTNER TEACHERS TO MAKE THIS A BETTER FOR OUR STUDENTS AS WELL AS SHE GAVE US LOTS OF TIPS AND THINGS WE CAN DO IN OUR CLASSROOMS, SUCH AS HAVE WALLS OF VOCABULARY AND TO MAKE SURE WE STAY IN THE TARGET LANGUAGE AS MUCH AS POSSIBLE.
SO NOW I'M GOING TO. GO TO THE NEXT ONE.
I'M JUST GOING TO SET UP NATALIE.
SO NATALIE'S GOING TO SHARE THIS SECONDARY PATHWAY, WHAT WE'VE DONE.
SO GOING BACK TO OUR ACADEMIC OUTCOMES AND LOOKING AT SIX THROUGH EIGHT THIS YEAR, AT THE BEGINNING OF THE YEAR, WE KNEW WE'VE GOT WE HAD TWO YEARS RIGHT TO PREPARE FOR THIS.
YEAR TWO WHEN YOU HAVE ALL FOUR CAMPUSES, WE'LL HAVE THREE ELEMENTARIES GOING INTO HILL COUNTRY AND ONE ELEMENTARY BARTON CREEK GOING INTO WESTRIDGE. SO WE KNEW WE NEEDED TO GET THE MIDDLE SCHOOL TEACHERS OR PRINCIPALS INVOLVED AS WELL AS OUR SECONDARY WORLD LANGUAGE TEACHERS.
SO I'M GOING TO TURN IT OVER TO NATALIE.
AND, YOU KNOW, WHAT KINDS OF KIDS ARE WE GOING TO BE HAVING BECAUSE IT REALLY DOES TAKE A LONG TIME TO PLAN NEW COURSES AND TRY AND FIGURE OUT WHAT KINDS OF COOL STUFF YOU CAN DO. SO WE WANTED TO GET AN IDEA OF WHAT IT WAS AND THEY WERE VERY GRACIOUS AND MET WITH US AND LISTENED WITH US AND GAVE US TOURS OF THE ELEMENTARY SCHOOL PROGRAM AT CEDAR CREEK. AND WE GOT TO GO IN TO EVERY SINGLE GRADE LEVEL.
I WE HAD TO RESCHEDULE BECAUSE OF THE BAD WEATHER.
[INAUDIBLE] REMEMBER WHEN ALL THAT FUN STUFF WAS.
BUT WE HAD SOME TEACHERS WHO WEREN'T ABLE TO GO AND I WAS ABLE TO GO.
[00:50:02]
AND I BROUGHT ALL THAT BACK TO OUR SPANISH TEACHERS BECAUSE I'M LATIN, I'M NOT SPANISH, I JUST LIKE LANGUAGES.IT'S BEEN VERY TIRING, I'M SURE, AS EVERYONE'S AWARE, BUT IT WAS REALLY ENERGIZING AND THEY WERE REALLY EXCITED AND THEY WANTED TO LEARN MORE AND THEY WANTED TO TRY AND KEEP THE JOY ALIVE THAT THEY SAW AND THE LANGUAGE USE AND WE JUST WE CAN'T PUT THEM RIGHT AWAY AND TO JUST A STANDARD CLASS THAT'S NOT RIGHT FOR THEM.
SO IT'S BEEN A REALLY GREAT EXPERIENCE AND WE'VE GOT SOME TRAINING SCHEDULED WITH DR.
WADE FOR THE SECONDARY TEACHERS SPECIFICALLY.
AND IT'S JUST, IT'S BEEN A REALLY COOL THING TO BE ABLE TO KIND OF WATCH AND TO SEE THE MOOD SHIFT.
AND THE TEACHERS WHO AREN'T EVEN TEACHING THESE KIDS YET.
THEY'RE JUST EXCITED TO BE ABLE TO HAVE THEM COME IN SOON.
OKAY. I THINK THIS IS MY TURN.
HEY, EVERYBODY, CAN YOU HEAR ME BETTER? OKAY, GREAT. IT'S HARD TO GET THIS BIG SMILE OFF MY FACE BEING UP HERE WITH THESE AMAZING, TALENTED LADIES AND HEARING THESE GREAT STORIES.
IT'S REALLY FUN. AND MY NAME IS JENNY [INAUDIBLE], AND I'M HERE REPRESENTING THE PARENT PERSPECTIVE.
FIRST, I JUST WANT TO EXTEND MY GRATITUDE TO THE TEACHERS, THE ADMINISTRATORS, THE PARENTS, AND THE TRUSTEES WHO HELPED TO RESEARCH AND DESIGN AND BUILD AND IMPLEMENT THE SPANISH IMMERSION MODEL.
AND I ESPECIALLY APPRECIATE THE DESIRE TO LOOK FOR WAYS TO CONTINUALLY IMPROVE THE PROGRAM.
THANK YOU FOR YOUR TIME TONIGHT AND FOR THIS EXPERIENCE.
AND IN ADDITION TO BEING A SPANISH IMMERSION PARENT, I HAVE ALSO VOLUNTEERED AT BOTH, OR I GUESS AT THE DISTRICT CAMPUS AND CLASSROOM LEVEL, INCLUDING BEING PART OF A DISTRICT TEAM THAT HAD THE OPPORTUNITY TO VISIT AND OBSERVE IMMERSION AND DUAL LANGUAGE DUAL LANGUAGE PROGRAMS IN OTHER DISTRICTS, BOTH IN TEXAS AND OUTSIDE THE STATE.
AND I'M HERE TODAY TO SHARE THE PERSPECTIVE OF A PARENT BASED ON OUR FAMILY'S PERSONAL EXPERIENCE AND THEN ALSO ON ANECDOTAL STORIES AND FEEDBACK THAT I'VE RECEIVED FROM OTHER PARENTS. SO AS YOU ALL WELL KNOW, NOTHING ABOUT THE LAST FEW YEARS HAS BEEN BUSINESS AS USUAL, AND LEARNING VIA ZOOM AND WITH MASKS POSED A UNIQUE CHALLENGE FOR OUR SPANISH IMMERSION KIDDOS WHO ARE LEARNING BOTH A LANGUAGE AND CONTENT FOR THE FIRST TIME.
SINCE THE INCEPTION OF THE PROGRAM THE DISTRICT HAS BROUGHT IN EXPERTS LIKE DR.
WADE TO MEET WITH THE PARENTS AND THE.
ADDITIONALLY, YARELI AND JERRI AND OTHERS HAVE HOSTED MULTIPLE PARENT FEEDBACK OPPORTUNITIES TO PRESENT INFORMATION AND TO DO Q&A WITH PARENTS WHO HAVE INTEREST IN THE PROGRAM OR QUESTIONS ABOUT CURRENT PROGRAM DYNAMICS.
AND AT LEAST AT BRIDGEPOINT, I KNOW WE'VE STARTED GROWING THE SPANISH LANGUAGE SECTION IN THE SCHOOL LIBRARY AND FINDING WAYS TO INCORPORATE SPANISH CULTURE INTO OUR SPECIALS PROGRAMS AND ALSO INTO CAMPUS TRADITIONS LIKE ARTS DAY AND STEAM DAY.
AND I JUST WANT TO SHARE THAT HAVING TWO KIDS IN THE SAME GRADE WITH THE SAME TEACHERS AND LESSONS, I CAN ATTEST THAT THE SPANISH LEARNING PROCESS IS LIKE EVERY OTHER EDUCATIONAL EXPERIENCE THAT WE'VE HAD, AND THE KIDS LEARN IT AT THEIR OWN PACE AND IN THEIR OWN WAYS.
PATIENCE IS KEY, AND THERE HAVE BEEN TIMES WHEN WE'VE WONDERED IF ANYTHING WAS SINKING IN, AND THEN OUT OF NOWHERE THERE'S A BREAKTHROUGH AND A SPANISH LANGUAGE MOMENT OR A MOMENT OF PRIDE IN THE CLASSROOM.
AND IT'S JUST A REALLY TRIUMPHANT EXPERIENCE.
BUT RARELY DOES THAT HAPPEN FOR BOTH KIDS AT THE SAME TIME.
THEY REALLY ARE ON THEIR OWN TRAJECTORIES.
AND WHAT I TRULY LOVE ABOUT THIS PROGRAM IS KIND OF HARD TO CAPTURE, BUT I THINK IT COMES DOWN TO THIS AS A PARENT, SPANISH IMMERSION FORCED ME TO FOCUS ON MY ROLE AS A PARENT BECAUSE I LITERALLY CANNOT BE THERE AT HOME TEACHER.
[00:55:03]
AND SO MY JOB IS TRULY JUST TO MAKE SURE THAT THEY'RE GETTING THE SUPPORT THAT THEY NEED TO BE SUCCESSFUL LEARNERS.A GOOD NIGHT'S SLEEP, GOOD NUTRITION, GOOD STUDY HABITS, REINFORCING SEL, CLASSROOM BEHAVIOR, EXPECTATIONS, AND ENCOURAGING THEM NOT TO GIVE UP WHEN IT GETS HARD. BECAUSE IT IS HARD.
YOU CAN GET DISCOURAGED, BUT I CAN SAY I HAVE TWO FOURTH GRADERS WHO STILL LOVE SCHOOL.
AND AS A PARENT, THAT IS A TRIUMPH.
IT'S, YOU KNOW, SOME SUGGESTIONS FOR HOW TO APPROACH FIFTH GRADE AND BEYOND.
AND IT'S CRAZY TO THINK THAT WE'RE HEADED INTO THE FIFTH GRADE.
AND IT FEELS LIKE JUST YESTERDAY THAT WE WERE MEETING [INAUDIBLE] AND MRS. KING, WHO IS HERE TONIGHT, I DIDN'T KNOW SHE'D BE HERE AND FOR THE FIRST TIME AND STARTING THIS ADVENTURE TOGETHER.
AND THE PROGRAM IS GOING TO CHANGE CONSIDERABLY WHEN WE GET TO FIFTH GRADE AND BEYOND.
BUT I KNOW THAT LEARNING IS HARD NO MATTER WHAT LANGUAGE YOU'RE LEARNING IN.
SO I WOULD ENCOURAGE OUR PRINCIPALS AND OUR ADMIN TO CONTINUE TO SEEK OUT THOSE HIGHLY SKILLED, HIGHLY QUALIFIED TEACHERS WHO LOVE THE CHALLENGE OF A PROGRAM LIKE THIS, ESPECIALLY PIONEERING A PROGRAM AT EACH NEW GRADE LEVEL THE WAY WE'RE DOING.
I'M ENCOURAGED THAT THERE'S ALREADY TRAINING HAPPENING FOR OUR MIDDLE SCHOOL LANGUAGE TEACHERS.
AND THEN I WOULD ALSO, IN ADDITION TO TONIGHT'S PRESENTATION AND THE INFORMATION YOU'RE SEEING HERE, I WOULD STRONGLY ENCOURAGE DISTRICT AND CAMPUS LEADERS TO BEGIN THE PROCESS OF REACHING OUT TO THE PARENTS OF ALL RISING FIFTH GRADERS AT BRIDGE POINT AND CEDAR CREEK, BOTH THE SPANISH IMMERSION PARENTS AND THE NON SPANISH IMMERSION PARENTS TO HELP THEM BETTER UNDERSTAND WHAT THE NEXT YEAR AHEAD IS GOING TO LOOK LIKE.
BOTH SETS OF PARENTS ARE KEY STAKEHOLDERS AND SHOULD BE IN THE LOOP AND GIVEN THE OPPORTUNITY TO ASK QUESTIONS AND PROVIDE INPUT ON SCHEDULES AND CLASSROOMS AND THINGS OF THAT NATURE. AND IT'S SO MUCH BETTER TO LEAD WITH INFORMATION AND PROVIDE OPPORTUNITIES FOR CLARIFICATION THAN TO ALLOW THE RUMOR MILL TO KICK INTO GEAR.
AND SO JUST FINALLY, THESE TALENTED, BRIGHT KIDS ARE GOING TO AND ONE OF MINE IS UP THERE IN THE PICTURE AND THEY'RE GOING TO GRADUATE IF THEY MEET THE REQUIREMENTS WITH HIGH SCHOOL CREDIT.
FOR A FIFTH GRADE GRADUATION, IT'S NO SMALL FEAT.
AND THERE'S SUCH GROWING PARTICIPATION WITHIN THE COMMUNITY FOR THIS PROGRAM.
AND WITH YOUR CONTINUED GUIDANCE AND INTEREST, I'M EXCITED THAT WE'RE CREATING A NEW OPPORTUNITY FOR WESTLAKE KIDS TO CONTINUE TO SHINE AND TO GAIN ACCESS TO OPPORTUNITIES THAT THEY OTHERWISE WOULD NOT HAVE.
AND THEY'RE DOING IT IN SPANISH.
IT'S JUST REALLY EXTRAORDINARY.
THANK YOU ALL. WE APPRECIATE THAT.
YOU KNOW, AS WE PREPARE FOR SECONDARY, LIKE WE SAID, THERE WILL BE COMMUNICATION.
WE WILL HAVE GET MORE INVOLVEMENT TO MAKE SURE WE ARE SETTING THESE STUDENTS UP FOR SUCCESS.
OKAY. I THINK WE'RE READY TO DIVE INTO SOME DEEPER DATA.
AND LOOKING AT THIS IS BACK FROM MARCH THIS YEAR.
SO EVERY YEAR WE HAVE A WINDOW THAT WE OPEN UP OUR SPANISH IMMERSION APPLICATIONS.
BUT WE JUST WANTED YOU TO SEE THAT WITHIN THE FIRST 20 MINUTES WE ALREADY HAD 144 APPLICATIONS.
I THINK WE'RE BEYOND THE 210 AS OF TO DATE.
IT'S A FLUID NUMBER, YOU KNOW, BUT WE DID HAVE TO STOP.
BUT IT IS CONSTANTLY CHANGING.
WHEN YOU LOOK AT THE CAMPUSES, BRIDGEPOINT IS SITTING A LITTLE BIT HIGHER.
BUT IF YOU TAKE, FOR EXAMPLE, VALLEY VIEW, THOSE TEND TO REQUEST BARTON CREEK.
AND THAT 17% THAT IS OUTSIDE OF ISD, THAT 17% ALSO INCLUDES OUR STAFF'S CHILDREN.
SO JUST ANOTHER LOOK AT LOOKING AT THE APPLICATIONS.
AS YOU CAN TELL, MOST OF THEM ARE COMING IN FOR KINDER, THE BLUE.
[01:00:02]
BUT YOU ALSO DO SEE THAT WE ARE HAVING SOME COME IN FOR FIRST, SECOND, THIRD, FOURTH AND EVEN FIFTH, WHICH IS EXCITING.NOW, KINDER FIRST, IT IS OPEN ENROLLMENT, BUT STARTING IN SECOND GRADE.
BUT STARTING IN SECOND GRADE, THEY DO.
SO THEY EITHER NEED TO HAVE COME FROM A SCHOOL OR A SOME BACKGROUND.
MAYBE THEY HAVE A PARENT THAT WHERE THEY SPEAK SPANISH AT HOME.
SO I'M GOING TO TAKE THIS KIND OF GRADE LEVEL BY GRADE LEVEL LOOKING AT THE NUMBERS.
AND SO FOR KINDERGARTEN ON THE RIGHT, I PUT KIND OF A RATIO FRACTION OUT OF 44 BECAUSE TRADITIONALLY WE TAKE 44 STUDENTS, THE 22 AND 22.
REMEMBER, IT'S A 50 52 TEACHER MODEL.
AND SO RIGHT NOW AT BARTON CREEK, WE HAVE 40 APPLICANTS FOR 44 POSITIONS.
BRIDGEPOINT WE HAVE 50 APPLICANTS FOR 44, CEDAR CREEK, 45 FOR 44, AND EANES 47 FOR 44.
AND WE HAVE OFFERED FOR POSITIONS THAT ARE IN DISTRICT.
SO IF THEY ARE ZONED TO THAT SCHOOL OR VALLEY VIEW OR FOREST TRAIL AND WE HAD AN OPENING, WE'VE GONE AHEAD AND GIVEN THEM, LET THE PARENTS KNOW THEY'VE GOT THE COMMITMENT FORM. YOU KNOW, THEY'RE ALL EXCITED.
SO LOOKING AT FIRST GRADE, THOSE CURRENT NUMBERS ARE 44.
SO TAKING THE CURRENT KINDERGARTEN AND ROLLING THEM UP.
EANES RIGHT NOW WOULD BE 42 NEXT YEAR.
IN PARENTHESES, WHAT I DID WAS THOSE ARE THE APPLICANTS THAT WE HAVE WANTING TO COME INTO SO FOR BARTON CREEK, THEY HAVE FOUR APPLICANTS WANTING TO JOIN FIRST GRADE AT BARTON CREEK AND THEY ARE ALL ZONED TO BARTON CREEK AS WELL.
AND THAT'S WHAT THE PARENTHESES MEAN.
THOSE ARE APPLICANTS READY TO COME IN.
AND SO I GUESS GOING BACK TO THAT REAL QUICK IS IF YOU ALL DECIDE TONIGHT AS A BOARD THAT YOU WANT US TO INCREASE THOSE NUMBERS, WE'VE KIND OF HELD THE THRESHOLD, ESPECIALLY AT KINDER AT 44.
AND SECOND GRADE, IT'S ALREADY HIGH AT 46.
SO WE CURRENTLY HAVE BARTON CREEK HAVE 46.
SITTING IN FIRST GRADE IS KIND OF AN ANOMALY THAT HAPPENED.
BRIDGEPOINT CURRENTLY WILL HAVE 41 NEXT YEAR, BUT WE HAVE FOUR APPLICANTS THAT WE FEEL CONFIDENT THAT HAVE THAT WILL ASSESS A DO WELL IT COULD BE ACCEPTED CEDAR CREEK 42 BUT NOTICE THEY DON'T HAVE ANYTHING IN PARENTHESES.
THAT MEANS THEY DON'T HAVE ANY APPLICANTS TRYING TO COME INTO SECOND GRADE AND IN ELEMENTARY 36, BUT THEY HAVE THREE THAT WE FEEL CONFIDENT THAT HAVE PRIOR EXPERIENCE IN SPANISH THAT WOULD PASS THE ASSESSMENT.
AND THEN YOU HAVE THIRD GRADE AND YOU CAN SEE OUR NUMBERS HAVE DROPPED.
THEN WE DO HAVE SOME ATTRITION AS WE MOVE UP.
BARTON CREEK 38, BRIDGE POINT 42.
BUT WE HAVE ONE POSSIBILITY AND WE FEEL CONFIDENT MANY OF THESE THAT ARE COMING IN, ESPECIALLY THE UPPER GRADES, THEY'RE COMING FROM AISD, IT'S BECKER ELEMENTARY OR WE'RE SEEING MAGELLAN, WHICH IS A INTERNATIONAL ACADEMY, I BELIEVE CEDAR CREEK HAS 36, EANES 33.
AND THEN HERE ARE THE FOURTH GRADE NUMBERS.
AND THEN FIFTH GRADE BRIDGE POINT 32, CEDAR CREEK HAS 35, BUT THEY HAVE TWO THAT WE FEEL CONFIDENT THAT THEY WILL DO BE ABLE TO GO INTO THAT AS WELL. SO THEIR NUMBERS WILL JUMP TO 37.
SO WE KNOW ONE OF THE CONCERNS IS THE FIFTH GRADE MODEL AND THE NUMBERS FOR FIFTH GRADE.
DO WE HAVE FOUR SECTIONS, FIVE SECTIONS, THE NUMBER OF FTES? SO JUST REMINDING YOU ON THAT, THAT REMEMBER YOU HAVE THAT LANGUAGE ARTS BLOCK AND THAT'S REALLY WHERE IT'S IMPACTING THE NUMBERS.
SO FOR THE BILINGUAL THE SPANISH IMMERSION PROGRAM, THEY'LL BE WITH THEIR BILINGUAL TEACHER FOR SPANISH, YOU KNOW, THE LANGUAGE ARTS, SOCIAL STUDIES FOR SPANISH AND IN ENGLISH AND SCIENCE REINFORCEMENT.
AND THEN THOSE STUDENTS WILL GO TO THE APPROPRIATE MATH COURSE AND SCIENCE.
[01:05:05]
AND SO THEY'LL HAVE MOST LIKELY HAVE THREE TEACHERS, 2 TO 3 TEACHERS.IF WE GO TO FOUR SECTIONS, BRIDGEPOINT IS GOING TO HAVE 32 IN LANGUAGE ARTS FOR SPANISH IMMERSION.
AND CEDAR CREEK, RIGHT NOW IT'S 35.
BUT REMEMBER, WE HAVE TWO MORE THAT HAVE APPLIED.
AND THEN I KNOW ATTRITION CAME UP TWO WEEKS AGO AT THE BOARD MEETING, SO WE TOOK OUR FIRST COHORT AND TRACKED THEM ALL THE WAY FROM THE VERY BEGINNING. AND YOU CAN SEE THE NUMBERS STAYED STRONG UNTIL PANDEMIC.
I MEAN, I DON'T KNOW IF IT WAS THE PANDEMIC.
I DON'T KNOW. YOU KNOW, IT'S HARD TO REALLY TELL BECAUSE WE'VE HAD A PANDEMIC THE LAST TWO YEARS, AND THAT'S ALSO WHEN WE WENT INTO FULL IMPLEMENTATION WITH THE PROGRAM. BUT WE'RE LOOKING AT THOSE NUMBERS.
EACH CAMPUS DID HAVE FOUR STUDENTS THAT MOVED TO TRADITIONAL PATHWAY, BUT ALL THE OTHER STUDENTS AND THE NUMBERS THAT DROPPED WERE BECAUSE THEY MOVED OUT OF DISTRICT. WHETHER THEY MOVED OUT OF STATE AND MOVED TO PRIVATE SCHOOLS.
THEY PULLED THEM OUT DURING THE PANDEMIC AND THEY'VE NEVER RE-ENROLLED THEM.
BUT WE JUST HAD ONE COME BACK, I BELIEVE, IN FACT, AT CEDAR CREEK, THAT NUMBER NOW IS 35 BECAUSE I THINK WE JUST HAD ONE FAMILY COME BACK AND REENROLL AND THEY HAD NOT BEEN BACK SINCE BEFORE THE PANDEMIC.
SO, YOU KNOW, WE'RE HOPING THAT I GUESS I'M GOING TO SAY THIS FROM MY HEART IS THAT THE IMMERSION PROGRAM IS ONLY HAD TWO YEARS OF FULL IMPLEMENTATION, AND WE HAVE BEEN IN A PANDEMIC.
AND I WOULD HOPE THAT THE BOARD, THE TRUSTEES, THAT Y'ALL WOULD GIVE THIS OPPORTUNITY TO THIS PROGRAM TO REALLY GO ALL THE WAY THROUGH FULL IMPLEMENTATION, WHERE WE HAVE ALL SIX GRADE LEVELS, K THROUGH FIVE, ALL FOUR CAMPUSES, AND FOR SEVERAL YEARS TO BE ABLE TO LOOK AT DATA TO DETERMINE WHAT IS CAUSING IF THERE IS ATTRITION, WHAT IS CAUSING THAT ATTRITION, AND HOW DO WE MANAGE THAT? AND THEN HERE ARE OUR BUDGETS.
[INAUDIBLE] WE TRY TO GROUP THOSE BY, YOU KNOW, PROFESSIONAL LEARNING, CLASSROOM BUILDING SET UP? BECAUSE AT EACH GRADE LEVEL, WHEN THEY ARE ADDING ON A GRADE LEVEL, THEY ARE GIVEN A BUDGET TO BE ABLE TO SET UP AT THAT GRADE LEVEL.
CURRICULUM EXPENSES, PROGRAM STIPENDS, WHICH WE DO HAVE FOR OUR BILINGUAL TEACHERS.
BECAUSE WHEN YOU LOOK AT THE DISTRICTS AROUND US, WE ARE ONE OF THE LOWEST.
WE ARE PAYING 4500 BILINGUAL STIPENDS.
AND I KNOW, LIKE TRAVIS CURRENTLY IS 7000.
SO WE KNOW TO KEEP OUR BILINGUAL TEACHERS, WE MAY NEED TO RAISE THIS.
AND WE HAVE OUR WE ALSO ADDED IN OUR EDUCATIONAL PARTNER AND OUR SUBSTITUTES THE TWO SUBSTITUTES WHICH ALSO THEY DO SERVE TRADITIONAL AS WELL.
AND WE ARE HERE NOW TO ANSWER ANY QUESTIONS YOU HAVE.
WE HOPE TO ANSWER ALL QUESTIONS YOU HAVE.
ALL RIGHT. LET'S TAKE SOME QUESTIONS.
ANYBODY. I'M GOING TO START OVER HERE.
ALL RIGHT. THANK YOU GUYS SO MUCH.
I APPRECIATE THE PRESENTATION.
MY QUESTIONS ARE KIND OF ALL OVER THE PLACE.
YOU ANSWERED ONE OF MY QUESTIONS AT LEAST A LITTLE BIT.
THIS YEAR FOR KINDER, WE HAVE THE APPLICANTS FOR KINDER.
WE HAVE 12 FROM FOREST TRAIL AND 12 FOR VALLEY VIEW.
ARE THERE ANY STUDENTS WHO TRANSFER OFF OF A CAMPUS THAT HAS THE SPANISH IMMERSION PROGRAM TO GO TO ANOTHER CAMPUS WITH NO SPANISH IMMERSION? NOT THAT WE'RE AWARE OF.
[01:10:06]
SO FOR THE MIDDLE SCHOOL PROGRAM AND I KNOW YOU GUYS ARE STILL PROBABLY TRYING TO FLESH THAT OUT, DO YOU HAVE ANY IDEA OF WHAT THAT'S GOING TO LOOK LIKE? WHAT ARE YOU. WHAT ARE YOU THINKING ABOUT AS FAR AS HOW THESE STUDENTS WOULD BE SERVED? SO AS A FORMER SPANISH TEACHER AT HILL COUNTRY MIDDLE SCHOOL AND SEEING THESE IMMERGING KIDDOS, THESE STUDENTS ARE WAY IT'S A DIFFERENT KIND OF WORLD.I SEE THEM A TRADITIONAL WORLD LANGUAGE, SPANISH, ONE CLASS.
HERE'S YOUR LIST OF VOCABULARY WE'RE GOING TO MEMORIZE.
GRAMMAR CONJUGATION, THE PRECEDENT, THE PRETENSE, THE FUTURE TENSE.
AND THESE STUDENTS, THE IMMERGING KIDDOS.
I'M ABLE TO HAVE A CONVERSATION WITH THEM.
I CAN ASK. I MEAN, KIND OF LIKE FLUENT, RIGHT? LIKE A NATIVE SPEAKER.
SO THAT'S WHERE WE ARE RESEARCHING AND LOOKING INTO AND ALWAYS LOOKING AT DATA.
HOW ARE KIDS PERFORMING, WHAT THOSE APPL PROFICIENCY STANDARDS TO MAKE SURE THEY WILL BE SUCCESSFUL WHERE WE WE THINK THEY WILL BE IN WHATEVER CLASS WE PUT THEM. SO THEIR LANGUAGE, THE SPANISH LANGUAGE WOULD ONLY HAPPEN DURING SOME SORT OF SPANISH CLASS, IS THAT WHAT YOU'RE SAYING? CORRECT YES.
WE DON'T KNOW. I'M JUST [INAUDIBLE] SURE.
YEAH. BUT NOT TAKING THE PLACE OF ANY OTHER SUBJECT OR ACADEMIC.
NO ACADEMIC OR HAVING ANOTHER ACADEMIC SUBJECT IN SPANISH.
JUST AS WE WERE RESEARCHING AND READING, YOU KNOW, RESEARCHING OTHER DISTRICTS THAT OFFER IMMERSION, THE ONES THAT HAVE TRIED TO DO ADD LIKE LET'S SAY MATH, WELL, MATH WOULD NOT BE GOOD [INAUDIBLE]. SO LET'S NOT USE MATH SCIENCE FOR EXAMPLE, IF WE WERE TO TRY TO DO THAT WITH SCIENCE, TRYING TO MAKE SURE WE HAVE A BILINGUAL, CERTIFIED SCIENCE TEACHER IS REALLY TOUGH.
IT'S REALLY HARD. SO WHAT WOULD THAT DO TO OUR FTE REQUIREMENTS? WOULD THAT CAUSES AN INCREASE IN THE NUMBER OF SPANISH TEACHERS THAT WE WOULD NEED AT THE MIDDLE SCHOOLS? I PREDICT THE BEGINNING, THE FIRST YEAR OR TWO IT MAY UNTIL THOSE KIDS MOVE UP.
RIGHT. YOU DON'T HAVE THE NUMBERS THAT YOU WOULD TYPICALLY DO IN THE SEVENTH AND EIGHTH.
SO PROBABLY YOUR FIRST YEAR OR TWO, I BELIEVE IT WOULD.
NATALIE, DO YOU WANT TO ADD ANYTHING AS SECONDARY? SURE. SORRY. I TURNED MY MIC OFF.
WE WERE THINKING PROBABLY IN THE BEGINNING WE WOULD NEED.
I MEAN, IF NOTHING ELSE, JUST TO FIT IN THE SIXTH GRADE.
BECAUSE I KNOW HILL COUNTRY SPANISH HAS BEEN KIND OF EXPLODING LATELY.
BUT WE WERE ALSO REALLY WANTING TO MAKE SURE THAT WE COULD FOCUS ON HOW WE CAN MERGE THE KIDS TOGETHER WHEN WE HAVE OUR ADVANCED SPANISH CLASSES ALREADY, LIKE FOR AP AND THINGS LIKE THAT.
SO THAT WAY THERE CAN BE SOME GREAT KIND OF BACK AND FORTH THERE.
YEAH. AND THEN SO CURRENTLY REMIND ME THE SIXTH GRADERS TAKE A LANGUAGE OR DO THEY HAVE THAT OPTION? NO, THEY DON'T. NO, THEY DON'T.
SO THEN WHAT WOULD THEY LOSE? I MEAN, WHAT WOULD HAVE TO GIVE IN THEIR SCHEDULE? WOULD IT BE, YOU KNOW, P.E.? I MEAN, THERE ARE CERTAIN REQUIREMENTS OR WOULD IT BE THEIR ART REQUIREMENTS? WE'RE LOOKING AT MEETING WITH KATHLEEN AND DIANE BECAUSE THEY'VE BEEN INVOLVED IN THESE CONVERSATIONS.
THEY'RE MOST LIKELY GOING TO HAVE TO GIVE UP THE WHEEL.
IT COULD BE MUSIC, BUT MOST LIKELY IT WOULD BE THE WHEEL THAT THEY WOULD GIVE UP.
AND WE HAD A CLASS THAT DIDN'T MAKE IT.
THANK YOU. I'M SORRY I WARNED YOU.
I HAVE A FEW, SO I ALSO DON'T THINK I HAVE A CLEAR PICTURE ON WHAT, IF ANY, ATTRITION YOU'RE EXPECTING FOR NEXT YEAR.
FOR FIFTH GRADE, IT IS GOING TO BE DIFFERENT.
I MEAN, JEN MENTIONED NOT IT'S GOING TO BE A VERY DIFFERENT LOOK THAN THEY'VE BEEN USED TO.
HAVE YOU SEEN ANY OF THAT OR HAVE ANY? NO, THEY'LL BE THE NUMBERS WE GAVE YOU OR THE NUMBERS WE'RE ANTICIPATING FOR NEXT YEAR.
OKAY. YOU KNOW, AND I ALSO NOTICED, PARTICULARLY WHEN I LOOK BACK TO LAST MEETINGS, PRESENTATION,
[01:15:09]
WE HAVE TWO EXTRA SECTIONS IN FIFTH GRADE AT THE TWO SCHOOLS THAT WOULD THAT THAT WILL HAVE SPANISH IMMERSION THAT WE WOULDN'T NECESSARILY NEED TO HAVE IF SPANISH IMMERSION WAS NOT ON THAT CAMPUS ON THOSE CAMPUSES.SO, I MEAN, REALISTICALLY, THAT NEEDS TO BE FACTORED INTO THE COST OF THIS PROGRAM, IS THAT WE HAVE TWO EXTRA EMPTY THAT REALLY WOULDN'T WE WOULDN'T HAVE IF IT WASN'T FOR THE PROGRAM. ANOTHER QUESTION I HAVE AS FAR AS TRANSFER STUDENTS, YOU MENTIONED THAT THE NUMBERS THAT WE SAW HAD ALSO INCLUDED TRANSFER STUDENTS FOR STAFF.
WHAT NUMBER OF THE TRANSFERS FOR STUDENTS ARE TRUE TRANSFERS? WE TYPICALLY DON'T CONSIDER OUR I MEAN, WHILE THEY TECHNICALLY ARE TRANSFERS, WE VIEW THEM.
WE ACCEPT ALL OUR STAFF CHILDREN.
SO FOR EXAMPLE, LET ME GO BACK TO CAN I GO BACK ON THE SLIDE? LET'S SEE IF IT'LL GO BACKWARDS FOR ME.
I'M JUST GOING TO LOOK AT KINDER.
AND SO LOOKING AT KINDER AT BARTON CREEK, 36 OUT OF THAT 40 ARE IN DISTRICT OR EMPLOYEE CHILDREN.
AND LOOKING AT BRIDGEPOINT, THE 50 THAT HAVE APPLIED.
46 ARE IN DISTRICT OR EMPLOYEE CHILDREN.
OKAY. AND I CAN GIVE YOU CEDAR CREEK IT'S 37 OUT OF THE 44 AND EANES IT'S 42 OUT OF 44. OKAY.
I MAY HAVE A FEW OTHERS, BUT I'LL GIVE SOMEONE ELSE TO GO.
JEN, THANK YOU. YOU ACTUALLY ASKED A LOT OF MY QUESTIONS, BUT I STILL HAVE A COUPLE.
COULD YOU CLARIFY THE TRANSFER POLICY FOR SPANISH IMMERSION FOR ME? ONCE WE ACCEPTED INTO THE SPANISH IMMERSION PROGRAM AS A TRANSFER, WHAT IS DO THEY REAPPLY EVERY YEAR OR ARE THEY IN THAT SORT OF THING? THEY DO. SO THEY FOLLOW OUR TRADITIONAL TRANSFER BEING ALL STUDENTS THAT ARE TRANSFERS IN THE DISTRICT HAVE TO REAPPLY EVERY YEAR.
THEY FILL OUT THE APPLICATION AND THEY DO NOT FIND OUT IF I'M CORRECT.
I'M NOT THE DISTRICT REGISTRAR.
I'M SPEAKING FOR RACHEL AND THEY DO NOT FIND OUT.
WE DO ASK THEM COMMIT THROUGH FIFTH GRADE.
SO YOU ASK THEM TO. BUT THEN WE DO HAVE SITUATIONS WHERE THEY NEED TO MOVE OUT.
OKAY. COULD YOU CLARIFY THE STIPEND? I UNDERSTAND. YEAH.
COULD YOU JUST CLARIFY THE STIPENDS FOR ME? SURE. SURE. WHEN THE PROGRAM STARTED.
YOU WANT TO GO BACK TO THAT? WHEN THE PROGRAM STARTED, IT WAS WITH THE 50 50 MODEL.
IT WAS TO PAY THE ENGLISH TEACHER AND THE SPANISH TEACHER EACH $4,500.
AND THAT IS CURRENTLY WHAT WE STILL DO.
AS OF TODAY, OUR TEACHERS ARE EACH EARNING 4500 THE NEED.
WE'D LIKE TO INCREASE THE BILINGUAL STIPEND FOR JUST THE BILINGUAL SPANISH TEACHER.
HOW IS THE STAFFING FOR FOR SPANISH IMMERSION? ARE YOU ABLE TO TO HIRE AND KEEP THE TEACHERS, THE BILINGUAL TEACHERS? YOU KNOW, WE'RE LOSING TWO BILINGUAL TEACHERS THIS YEAR, BUT IT'S BECAUSE THEY'RE LEAVING EDUCATION.
THEY'RE LEAVING TO GO MAKE MORE MONEY, YOU KNOW, WHICH IS.
PRIVATE SECTOR. PRIVATE SECTOR.
AND WE'VE BEEN FORTUNATE THAT WE HAVE RECRUITED SOME REALLY, REALLY AWESOME TEACHERS AND THEY HAVE HELPED US RECRUIT SOME OF THEIR PEERS FROM NEIGHBORING DISTRICTS.
OKAY. SO IT SOUNDS LIKE IT'S A STABLE GROUP.
OKAY. THANKS SO MUCH. I APPRECIATE IT.
AND WE'RE GOING TO GO ELLEN AND HEATHER.
THANK YOU ALL FOR THE PRESENTATION.
THERE WAS A LOT OF INFORMATION AND A LOT OF MY QUESTIONS WERE ANSWERED.
I LIKE JEN AND LAURA, I HAVE A NUMBER OF QUESTIONS AND THEY'RE KIND OF JUMPING AROUND.
[01:20:01]
SO EARLIER IN THE PRESENTATION AND I THINK MAYBE, JERRI, YOU SAID IT AND YOU'RE ALL YOU MAY HAVE SAID IT ALSO.YOU TALKED ABOUT THE PROCESS THAT A STUDENT WOULD GO THROUGH.
AND THEN WE ALL REALIZED FIFTH GRADE CHANGES A LOT.
THAT WAS SOMETHING THAT I LEARNED AS A PARENT.
BUT THE MENTION WAS ON PROFICIENCY, AND WE ALL RECOGNIZE WE'RE LOOKING AT PROFICIENCY AND THE CHANGES IN THE SETUP HERE BECAUSE OF THE MATH PROGRAM.
BUT MY QUESTION IS MORE AROUND WHAT RESOURCES ARE THERE.
SO WHAT ADDITIONAL RESOURCES ARE THERE FOR A STUDENT IN SPANISH IMMERSION? JUST IN KEEPING UP.
OF THE PROGRAM THAT WE HAVE RIGHT NOW.
FOR THE LANGUAGE OR THE ACADEMICS? MAYBE BOTH. I WAS REALLY THINKING OF THE LANGUAGE BECAUSE THAT'S THE FOCUS OF THIS PROGRAM.
TALK ABOUT THAT. HOW DO WE ADDRESS THAT AND KEEP THEM GOING IN THIS PROGRAM FOR THE RESOURCES? I'LL GO BACK TO ONE SECOND.
WE CREATED THE CAN DO STATEMENTS NOW CAN DO STATEMENTS.
WHAT CAN A STUDENT DO WITH THE LANGUAGE? RIGHT. ALL GRADE LEVELS.
WE HAVE THOSE CAN DO STATEMENTS TO HELP SUPPORT THEM CONTINUOUSLY THROUGHOUT THE YEAR.
WE HAVE A STREET, WHICH IS A PHONICS PROGRAM, TO HELP STUDENTS BUILD THAT LANGUAGE UP.
ANY OTHER RESOURCES THAT YOU'RE KIND OF SPECIFICALLY LOOKING? I GUESS MY QUESTION WAS MORE AROUND.
WHEN I LOOKED AT THIS, I SAW THIS AS MORE OF AN ASSESSMENT OF WHERE A CHILD WAS.
MY QUESTION IS AROUND IF SOMEONE IS FALLING BEHIND BUT WANTS TO CONTINUE IN THE PROGRAM.
SO THEY DON'T WANT TO LEAVE THE PROGRAM, BUT THEY'RE AT A DIFFERENT POINT ON THE CURVE.
ARE THERE RESOURCES FOR A CHILD THAT IS BEHIND IN PROFICIENCY TO CATCH UP AND CONTINUE IN THE PROGRAM? YES. AND MAYBE THERE'S A COST INVOLVED IN THAT, WHAT THAT MIGHT BE.
IT REALLY IS KEEPING TRACK OF THAT STUDENT PROGRESS.
SO IF A STUDENT IS FALLING BEHIND IN THE PROFICIENCY LEVEL, SEEING THE TEACHER KNOWING, RIGHT, OKAY, I NEED TO WORK WITH THIS STUDENT, I NEED TO PUSH MORE ON PROFICIENCY, ON SPEAKING, DEPENDING ON WHERE WHICH MODE OF COMMUNICATION THAT CHILD NEEDS MORE SUPPORT IN, THE TEACHER WILL GO IN ADDITIONALLY SUPPORTING. BUT THERE IS NO ADDITIONAL COST OR ANYTHING EXTRA THAT NEEDS TO BE PURCHASED FOR THAT CHILD.
YEAH, THEY'RE USING THE CURRENT RESOURCES OF THE BENCHMARK LITERACY RESOURCE.
AND WE ALSO HAVE THE [INAUDIBLE].
AND SO WE LOOKED INTO TUTORING AND THINGS OF THAT NATURE.
AND THOSE ARE THE SIMILAR TYPE CONVERSATIONS WE HAVE AT HOME, WHETHER THE KIDS NEED TO DO SOME ADDITIONAL DUOLINGO TRAINING AT HOME USING THE APP, WHETHER WE NEED TO SWITCH OUT OF ENGLISH LANGUAGE AND INTO SPANISH LANGUAGE WHEN WE'RE WATCHING A MOVIE AND WE'VE EVEN WORKED WITH SOME OF OUR SPANISH LANGUAGE TEACHERS TO DO EXTRA TUTORING ON THE SIDE.
IF WE FEEL LIKE THERE'S A BOOST THAT NEEDS TO HAPPEN OR THERE'S JUST A CONFIDENCE GAP THAT EXISTS THAT WILL HELP THEM GET TO THE NEXT LEVEL AND WE TRY TO MAKE IT FUN AND DO IT WITH THEIR PEERS.
PRE-PANDEMIC, THE PARENTS WOULD COME TOGETHER AND CREATE KIND OF OPPORTUNITIES FOR THE KIDS TO GET TOGETHER AND GO SEE CULTURAL EVENTS THAT WERE APPROPRIATE FOR THEIR LEARNING AND CURRICULUM, WHETHER IT WAS A PLAY IN SPANISH, THINGS OF THAT NATURE.
WE'VE GOTTEN A LITTLE OFF TRACK WITH THAT AND OUT OF PRACTICE, BUT I ANTICIPATE AND WE'VE EVEN TALKED ABOUT AT THE MIDDLE SCHOOL LEVEL, IS THERE A SPANISH LANGUAGE CLUB THAT CAN FORM THAT CAN CREATE THOSE ADDITIONAL OPPORTUNITIES FOR THE KIDS?
[01:25:02]
AND THEN AGAIN, VERY ANECDOTALLY AND NOT DISTRICT SPONSORED, BUT THERE IS A HIGH DEGREE OF INTEREST AMONG THE PARENTS WHO HAVE THESE KIDS WHO ARE GOING TO GET THROUGH FIFTH GRADE AND HAVE THIS WOW MOMENT.YOU DID IT TO POTENTIALLY DO SOME TRAVEL INTERNATIONALLY AND PUT THEM IN AN ENVIRONMENT WHERE THEY'RE GOING TO GET TO HEAR THE LANGUAGE AND ACTUALLY USE THEIR LANGUAGE SKILLS A REALLY FUN WAY AS A REWARD TO KEEP THEM MOTIVATED GOING INTO MIDDLE SCHOOL BECAUSE EVERYONE NEEDS EXTRA MOTIVATION IN MIDDLE SCHOOL.
AT LEAST TO DATE, YOU HAVEN'T HAD STUDENTS THAT HAVE.
THANK YOU. AND THEN THERE WAS A QUESTION, NATALIE, YOU MENTIONED THE STAFFING AND MIDDLE SCHOOL AND ABOVE.
BUT DO WE SEE ANY CONCERN WITH STAFFING AS WE MOVE TO THE MIDDLE SCHOOL AREA? ARE THERE, IS THERE A DEPTH OF SPANISH INSTRUCTORS AND TEACHERS THAT ARE OUT THERE THAT WE KNOW OF? YOU WANT TO ANSWER? WELL, WE HAVE TEACHERS IN OUR DEPARTMENTS ALREADY WHO ARE KIND OF INTERESTED IN SEEING IF THEY CAN TEST IT AND JOIN IN AND KIND OF GET TO BE PART OF THE PROCESS.
AND WE ALREADY HAVE, I THINK REALLY GREAT AP AND AP PROGRAMS WITH SPANISH AND ALSO NOT AP.
JUST SO THAT YOU CAN CONTINUE TO ADVANCE YOUR LANGUAGE.
SO I DON'T THINK IT'S GOING TO BE A MAJOR STAFFING ISSUE.
THERE'S ALWAYS SOME KIND OF NATURAL ATTRITION.
SO DON'T SEE IT AS A MAJOR ISSUE.
I WAS A LITTLE SURPRISED THAT AND I DIDN'T REALIZE BEFORE THAT AFTER KINDERGARTEN THAT SOMEONE COULD APPLY AND BE BROUGHT INTO THE PROGRAM. SO IS THERE AN I MEAN, I KNOW THERE'S AN APPLICATION PROCESS, BUT IS THERE AN ASSESSMENT PROCESS THAT SOUNDS LIKE SECOND GRADE AND ABOVE TO MAKE SURE THAT THEY CAN JOIN IN? YES, STARTING IN SECOND GRADE, I DO THE ASSESSMENTS FOR STUDENTS OVER THE FOREMOST OF COMMUNICATION TO MAKE SURE THAT STUDENT WILL BE SUCCESSFUL IN AN IMMERSION PROGRAM.
YEAH, WE DON'T WANT TO SET THEM UP FOR FAILURE, SO.
OKAY. AND THE LAST QUESTION WAS JUST TO FOLLOW UP ON WHAT LAURA HAD ASKED ABOUT STIPENDS.
SO WHEN I LOOK AT THE STIPEND FROM THAT PAGE.
JERRI, YOU SAID $4,500 PER STIPEND, BUT IT SEEMED TO AT LEAST THE PROGRAM STIPEND SEEMED TO JUMP AROUND AND THERE WERE ANYWHERE FROM ABOUT 4000 TO 52.
IS THAT JUST SOME CALCULATION WITH SOMETHING ELSE THAT FALLS INTO A STIPEND CATEGORY? YOU KNOW, I DON'T.
GREAT QUESTION. YOU KNOW, WHEN YOU ARE TRYING TO GET ACTUAL COST, YOU KNOW, AND WE RELY ON OTHERS TO HELP US PULL THAT INFORMATION WE'VE HAD LAST YEAR. IF A TEACHER LEFT IN THE MIDDLE OF THE YEAR, WHICH WE DID HAVE ONE OF OUR BILINGUAL TEACHERS LEAVE IN THE MIDDLE OF THE YEAR, THEN OF COURSE, THE STIPEND IS GOING TO BE LESS. RIGHT. SO THINGS LIKE THAT HAPPEN.
OKAY. SO THAT'S WHERE THE VARIANCE IS.
I KEPT SEEING VARIANCES AND DOING THE MATH AND I WONDERED WHAT THAT WAS.
BUT YOU'RE SAYING THAT EVERY TEACHER IS GETTING THE SAME AMOUNT.
EXCUSE ME. THANK YOU SO MUCH FOR THIS TERRIFIC PRESENTATION TONIGHT.
BUT MORE IMPORTANTLY, THANK YOU FOR THE YEARS THAT YOU ALL HAVE PUT INTO THIS PROGRAM.
I MEAN, YOU HAVE BEEN THE BACKBONE OF THIS PROGRAM SINCE THE BEGINNING.
AND AS YOU KNOW, I WAS AN ENTHUSIASTIC SUPPORTER OF THE EXPANSION IN 2019.
[01:30:04]
EXTRAORDINARY AND IT'S REALLY ON YOUR SHOULDERS.SO I APPRECIATE THAT EVEN MORE, EVEN THOUGH IT SHINES THROUGH IN THIS PRESENTATION.
I WAS CURIOUS IF YOU HAD ANY HYPOTHESIS AS TO WHY THE MAP RESULTS SEEM TO BE PRETTY EVEN, BUT THERE'S A BIGGER DIFFERENCE IN THE STAR TEST.
YOU KNOW, THERE ARE TWO DIFFERENT TYPES OF TESTS THAT THE KIDS TAKE.
STAAR IS VERY YOU KNOW, THEY TAKE WELL, NOW THEY'RE TAKING IT ONLINE LAST YEAR.
IT'S GUIDING, YOU KNOW, ESPECIALLY THE LITTLE ONES TALKS TO THEM.
YOU KNOW, IT'S TOTALLY DIFFERENT.
SO DIFFERENT TYPES OF ASSESSMENTS.
JENNY, I JUST WANTED TO MENTION HOW EXCITING IT IS TO HEAR YOUR COMMENTS OF THE SPANISH ACTIVITIES BEING INCLUDED IN OTHER CAMPUS ACTIVITIES, THAT PART OF THE PROMISE OF [INAUDIBLE] AND WHAT WE WERE HOPING FOR ACROSS ALL OF THE CAMPUSES.
SO SEEING THAT MULTICULTURALISM COME THROUGH IS VERY EXCITING.
AND I WANT TO SECOND THE EXCEPTIONAL TEACHERS THAT WAS THE HEAVY LIFTING THAT HAS TO BE DONE IN ANY PROGRAM. BUT TO SEE THE EVOLUTION OF THE TEACHING STAFF AND THE STRENGTH OF THE TEACHING STAFF GROW OVER TIME HAS BEEN A VERY EXCITING ASPECT.
MY SECOND QUESTION AND LAST QUESTION IS WHAT DISCUSSION HAVE YOU ALL HAD AROUND STARTING THE PROGRAM AT A HIGHER LEVEL THAN 22 TO 1? I MEAN, YOU KNOW, WE ALL LIKE TO HAVE SMALL KINDERGARTEN CLASSES, BUT WE KNOW ATTRITION IS GOING TO HAPPEN AND NOW WE ARE BEGINNING TO HAVE EXPERIENCE.
HAVE YOU ALL BEGUN TO HAVE CONVERSATIONS AND DO YOU THINK YOU'LL HAVE A RECOMMENDATION ON WHAT WE MIGHT DO GOING FORWARD OR WHERE IS THAT? GREAT QUESTION.
A RECOMMENDATION I WOULD HAVE WOULD BE TO START NOT START IN KINDER, BECAUSE THAT IS SUCH A PRECIOUS AGE, BUT TO START IN FIRST GRADE, BECAUSE WE DO HAVE FIRST GRADE APPLICANTS EACH YEAR.
SO WE DO HAVE THAT OPPORTUNITY THAT WE COULD BOOST THOSE NUMBERS IN FIRST GRADE.
AND MAYBE EVEN DOING MORE WITH THE ATTRITION.
AND I THINK WORD WILL GET OUT BECAUSE WE'RE STARTING TO SEE MORE OF THIS APPLY.
IS IS THAT THE CASE THAT WE'RE BEGINNING TO SEE MORE AT THE HIGHER GRADES, OR AM I JUST HADN'T BEEN AWARE OF THAT? I BELIEVE WE'VE HAD THEM BECAUSE WE'VE HAD THEM BECAUSE YARELI SPEND THE SUMMER USUALLY ASSESSING STUDENTS.
RIGHT. AND SHE DID A LOT BY ZOOM OVER THE PAST YEAR BUT WE'VE HAD THEM.
YEAH, WELL I'LL JUST CLOSE BY SAYING THAT GIVEN THAT WE WERE IN THE PANDEMIC AND IT WAS WITH MASKS AND OR ON ZOOM AND THE VARIATIONS THAT THIS CREATED, AGAIN, THE CONTINUOUS IMPROVEMENT THAT YOU HAVE BEEN ABLE TO ACHIEVE IN THIS PROGRAM, I THINK IS NOTHING SHORT OF PHENOMENAL.
THANK YOU SO MUCH FOR YOUR SUPPORT.
I DO WANT TO ADD, I MEAN, I'M IN THE CLASSROOMS WITH THE TEACHERS.
I DO SEE, YOU KNOW, ALL 44 KIDS.
IT IS, YOU KNOW, ADVOCATING FOR THE TEACHERS.
IT IS A CHALLENGE TO HAVE THAT BIG AMOUNT OF, YOU KNOW, 44 ADDING 46 OR 47, WHO KNOWS THE NUMBER.
SO, I MEAN, I'M JUST, YOU KNOW, ADVOCATING FOR THEM.
IT'S A CHALLENGE, HAVING A LOT IN THE CLASSROOM BECAUSE I'M THERE WITH THEM AND I SEE IT.
SO, YEAH, JUST SOMETHING TO THINK ABOUT.
THANK YOU SO MUCH FOR THIS PRESENTATION.
LIKE JEN, I HAVE QUITE A FEW QUESTIONS, SO PLEASE BEAR WITH ME.
THEY'RE KIND OF ALL OVER THE PLACE.
FOLLOWING UP ON KIM'S QUESTION IN REGARDS TO STUDENT SUCCESS IN THE PROGRAM AND WHAT HAPPENS IF THEY ARE STRUGGLING, I KNOW IN ONE OF THE SLIDES THAT SAID THAT FOR STUDENTS MOVED TO THE TRADITIONAL PATH.
IS THAT OVER THE ENTIRE PROGRAM? WE'VE ONLY HAD FOUR STUDENTS MOVE OUT TO THE TRADITIONAL PROGRAM FOR THE FIRST COHORT.
SO ARE WE USING THE SAME SCREENERS FOR DYSLEXIA AND OTHER SPECIAL EDUCATION IN KINDERGARTEN
[01:35:02]
AND FIRST IN ENGLISH FOR ALL OF OUR SPANISH IMMERSION STUDENTS? YES. AND WHAT HAPPENS IF WE IDENTIFY ONE OF THOSE STUDENTS WITH A NEED THAT.WE TRY TO MEET THOSE NEEDS AS BEST AS WE CAN.
WE HAVE STUDENTS IN THE PROGRAM THAT WE ARE MEETING NEEDS ALL DIFFERENT NEEDS AS WELL.
AND SOMETIMES, THOUGH, IT IS NOT BEST FOR A STUDENT TO STAY.
OKAY. WHAT IS THE BALANCE BETWEEN STUDENTS THAT REQUIRE SOME SPECIAL EDUCATION SERVICES BETWEEN SPANISH IMMERSION AND NON IMMERSION CLASSES? I'M SORRY. COULD YOU REPEAT THAT? DO WE HAVE STUDENTS IN THE SPANISH IMMERSION PROGRAM THAT RECEIVE SPECIAL EDUCATION SERVICES? YES. ANECDOTALLY, MY SON IS IN THE SPEND PROGRAM AND HE'S IN SPANISH IMMERSION.
I APPRECIATE THE ANECDOTAL EVIDENCE, BUT I WOULD LOVE TO KNOW WHAT THE BALANCE IS.
AND ARE WE SEEING A SIGNIFICANT.
AMOUNT OF KIDDOS THAT ARE IN THE TRADITIONAL PROGRAM AS OPPOSED TO SPANISH IMMERSION, OR IS IT BALANCED? I DON'T HAVE THOSE NUMBERS.
WE DID PULL, I THINK JUST THIS YEAR AND HAD THOSE THAT DATA.
ALL RIGHT. AND THE MAP AND STAR ONLY TAKING IN ENGLISH, CORRECT? THEY'RE NOT TAKING IN SPANISH.
OKAY. THE HEGGARTY AND I SHOULD KNOW THIS.
I KNOW YOU USE THE FONTAS AND PINNELL IN THE REGULAR KINDERGARTEN AND FIRST GRADE CLASSROOMS. ARE WE. AND SO WE'RE USING TOTALLY DIFFERENT CURRICULUM IN SPANISH.
CORRECT. SO FOUNTAS AND PINNELL IS THE ADOPTED LANGUAGE ARTS PROGRAM OR READING PROGRAM IN ENGLISH.
RESEARCH SHOWS THAT WHEN THEY'RE, THE LITERACY PART THAT WENT LIKE WHEN WE WERE TALKING ABOUT CHARACTER DEVELOPMENT SETTINGS, PLOT, IF THEY ALREADY HEARD THE STORY IN ENGLISH, THEY'RE NOT GOING TO BE TRANSLATING IN SPANISH.
SO THEY NEED A DIFFERENT STORY IN THE WHEN THEY'RE DOING THE SPANISH LITERACY.
SO THEY CAN BE LEARNING THE SAME CONCEPTS, BUT THEY'RE DOING IT WITH THE DIFFERENT RESOURCE.
SO I'M JUST WONDERING THE CURRICULUM THAT WE OFFER IN THE NON IMMERSION CLASSROOMS, DID THAT COME IN SPANISH SO THAT EVERYBODY'S GETTING THE SAME CURRICULUM OR ARE WE OFFERING TO I MEAN, I GET THE THE ELA PART OF IT, SO IT'S THE SAME CURRICULUM.
I MEAN, THE PHONICS PROGRAMS, THE PHONICS.
THE LANGUAGE ARTS TEACHER, THEY TEACH HEGGARTY IN ENGLISH AND WE ALSO HAVE HEGGARTY IN SPANISH.
THAT'S WHAT I WANTED TO KNOW. THANK YOU.
JUST MAKING SURE ARE THE SPANISH IMMERSION TEACHERS GETTING THE SAME PROFESSIONAL DEVELOPMENT AS THE NON IMMERSION TEACHERS? YES, DEPENDING.
SO OUR ADOPTED MATH IS OUR PIERSON AND VISION.
AND SO THAT IS WE HAVE IT IN ENGLISH AND WE HAVE IT IN SPANISH FOR OUR STUDENTS.
AND THE SAME THING FOR FALSE IS OUR SCIENCE ADOPTED.
AND SO I THINK WE'RE ADDING STEM SCOPES NEXT YEAR, BUT THAT IS IN SPANISH AND IN ENGLISH.
SAME SCOPE AND SEQUENCE THEY FOLLOW WITH THE TRADITIONAL STUDENTS.
DO THEY GET DIFFERENT PROFESSIONAL DEVELOPMENT ON TOP OF OTHER? IT'S ALL THE SAME. ALL THE SAME.
SO IN TERMS OF STIPENDS, HOW MUCH DO WE GENERALLY PAY OUR TEACHERS WITH MASTER'S DEGREES AND DOCTORATES? WE KNOW.
I'D JUST BE CURIOUS TO KNOW WHERE THAT LANDS ON THE PAY SCALE IN RELATION TO OTHER STAFF.
[01:40:10]
BUT WE ARE GOING TO CONTINUE TO PAY BOTH ENGLISH SIDE AND SPANISH SIDE A STIPEND BELOW THAT FOR FOURTH? FOR KINDER THROUGH FOURTH.IT IS SET UP WHERE BOTH ENGLISH AND SPANISH ARE RECEIVING THE STIPEND.
AND DO WE THINK THAT IT'S GOING TO BE I KNOW YOU GUYS SAID THAT WE DON'T FORESEE AN ISSUE WITH STAFFING IN TERMS OF TEACHERS WANTING TO TEACH THE PROGRAM AT THE MIDDLE SCHOOL.
BUT IS THIS GOING TO BE A MASTER SCHEDULE ISSUE OR IS THIS SOMETHING THAT WE FEEL TOTALLY COMFORTABLE WITH? YOU KNOW, THAT'S A KATHLEEN AND DIANE CONVERSATION BECAUSE THEY ARE THE MASTER SCHEDULE GURUS.
BUT I THINK COMING UP, WHEN WE HAVE THE THREE CAMPUSES COMING UP INTO HILL COUNTRY, IT'LL BE FINE.
IT'LL BE WESTRIDGE WILL BE A LITTLE BIT MORE TRICKY.
I WILL OPEN IT UP FOR ANYBODY ELSE THAT MIGHT HAVE QUESTIONS.
I MIGHT HAVE MORE OF THAT. THANK YOU.
THANK YOU. THANK YOU VERY MUCH FOR COMING.
AGAIN, I THINK IT WAS DECEMBER OF 2019 WHEN WE LAST TALKED SPANISH.
AND IT'S FUNNY BECAUSE AT THAT TIME, HEATHER AND I WERE KIND OF NEW TO THE BOARD.
WE WERE LIKE, WELL, WE GOT THROUGH THE BIG ONE.
REST OF THE BOARD SERVICE IS GOING TO BE PRETTY EASY, YOU KNOW, SUCKER.
THEN THERE WAS A PANDEMIC, YOU KNOW.
SO IT'S 80 TO THINK ABOUT THIS FOR THOSE GRADES AT THOSE SCHOOLS, 82% OF THE SPED KIDS ARE IN TRADITIONAL, 18% ARE IN SFI.
SO IT'S NOT EXACTLY FULLY REPRESENTATIVE.
NOW, I DON'T YOU'D HAVE TO DOUBLE CLICK TO FIND OUT MAYBE PARENTS ARE MAKING CHOICES OR SOMETHING.
THEY'RE I'M NOT IMPLYING ANYTHING.
THEY'RE JUST PROVIDING THE NUMBERS.
I'D LIKE TO GO BACK TO SOMETHING THAT JEN BROUGHT UP.
AND YOU BROUGHT UP THE EXTRA STAFF THAT THIS IS DRIVING.
AGAIN, WE TALKED ABOUT THIS LAST WEEK OR TWO WEEKS AGO ABOUT KIND OF THE INEFFICIENCIES OF YOU CAN'T TELL KIDS TO MOVE TO ANOTHER BUILDING JUST SO THAT WE CAN BALANCE OUT, HAVE ALL THE RIGHT CLASS SIZES.
WE WANT KIDS TO STAY AT THEIR HOME SCHOOL, SO TO SPEAK.
WE SAW THE NUMBERS, THE DIFFERENCES IN I THINK IT CAME OUT MORE CLEARLY IN THE STAR NUMBERS.
BUT WE SEE THE KIDS ARE A LITTLE BIT AHEAD OF THAT.
HOW DO WE WHAT DRIVES THAT? HOW DO WE CATCH THAT? HOW DO WE MAKE SURE THAT ALL OF OUR KIDS ARE GETTING THAT SPECIAL SAUCE? IS IT WOULD YOU SAY THAT THAT'S STRICTLY BECAUSE THEY'RE LEARNING SPANISH OR ARE THERE OTHER FACTORS THAT DRIVE THAT? YOU KNOW, YOU'VE GOT TO REMEMBER, THIS WAS WAVE ONE YEAR STAAR DATA AND THAT WAS ONLY TWO CAMPUSES.
YOU KNOW, IT'S OUR YOU BROUGHT IT TO US.
I MEAN, YOU'RE THE ONE WHO BROUGHT IT.
IT'S THE FIRST COHORT, RIGHT? IT WAS A PANDEMIC. YOU KNOW, THERE'S JUST LOTS OF IT'LL BE INTERESTING TO LOOK AT THE DATA THIS YEAR BECAUSE WE'LL HAVE ALL FOUR CAMPUSES FOR THIRD GRADE AND THEN WE'LL NOW HAVE THE TWO CAMPUSES FOR FOURTH.
IS THAT WHAT IT IS? IS IT BECAUSE THEY ARE LEARNING USING DIFFERENT PARTS OF THEIR BRAIN AND LEARNING A SECOND LANGUAGE? OR IS IT TRULY THAT GROUP OF STUDENTS, THAT COHORT? WELL, I APPRECIATE YOU BRINGING IT TO, BECAUSE I THINK THAT.
TWO YEARS AGO, WHATEVER THAT NUMBER IS, WE WERE CONCERNED THAT WE MIGHT SEE A DROP, ACTUALLY.
SO I THINK THIS WE MAY SAY, WELL, IT'S NOT THAT BIG OR WE DON'T LIKE THE STAR, THAT WHATEVER YOU WANT TO SAY ABOUT THAT, THERE'S EVIDENCE THERE THAT IT DOESN'T LOOK LIKE THEY'RE FALLING BEHIND OR THERE'S NO ALARM BELL TO RING THERE.
SO I THINK THAT'S WORTH TALKING ABOUT.
I AM CURIOUS ABOUT AND MAYBE THIS IS NATALIE TALKING ABOUT THE HOW ALIGNED ARE WE IN OUR SPANISH PROGRAM FROM HIGH SCHOOL TO MIDDLE SCHOOL? OR MAYBE THERE IS NO MIDDLE SCHOOL SPANISH, BUT HIGH SCHOOL ALL THE WAY THROUGH.
OR WE'RE CREATING A MIDDLE SCHOOL PROGRAM.
HOW ALIGNED IS THAT? AND I MEAN, ALL THE WAY DOWN TO THE SPECIFICS OF IF IF I FINISH FIFTH GRADE OUT OF SPANISH IMMERSION AND I GRADUATE OUT, I GO TO MIDDLE SCHOOL AND I SAY, I DON'T WANT TO DO ANYTHING IN SPANISH IN MIDDLE SCHOOL.
AND THEN I COME BACK IN HIGH SCHOOL AND SAY, I WANT TO DO SPANISH.
[01:45:03]
WHERE DO I WHERE DO I GO? YOU KNOW, DO I START IN SPANISH TWO, YOU KNOW? SURE. WELL, IF YOU'RE LEAVING ELEMENTARY WITH SPANISH ONE, YOU COULD TAKE A PLACEMENT TEST AND TRY AND GET INTO A HIGHER LEVEL IF YOU CONTINUE STUDY ON YOUR OWN.OTHERWISE, YOU'D BE STARTING IN LEVEL TWO IN THE HIGH SCHOOL BECAUSE THAT'S.
MAKES SENSE. KIND OF HOW THAT CREDIT THING GOES.
I'M A LITTLE CONCERNED ABOUT THE MIDDLE SCHOOL PROGRAM DRIVING ADDITIONAL STAFF.
AND THAT SOUNDS A LITTLE INEFFICIENT AND I'M A LITTLE CONCERNED ABOUT THAT.
I'M TAKING FOOTBALL AT THE BEGINNING OF THE DAY.
YOU KNOW, IT JUST STARTS TO FEEL REALLY INEFFICIENT.
THAT WAY YOU CAN CATCH THEM ALL AND A LOT OF TIMES WE END UP STACKING CLASSES.
THE MIDDLE SCHOOL AND THE SECONDARY SPANISH TEACHERS CAN TEACH ALL THE LEVELS.
SO THAT'S WHAT I WAS LOOKING FOR.
YEAH, THAT'S WHAT I WAS LOOKING FOR.
YOU PROBABLY DON'T KNOW RIGHT OFF THE TOP OF OUR HEADS, BUT I'M JUST KIND OF CURIOUS IF THERE HAVE BEEN WE TALKED ABOUT HOW AN OUTSIDE STUDENT COMES IN AND WE WANT THEM TO COMMIT TO FIVE YEARS AND ET CETERA, BUT WE DON'T GUARANTEE THEM A SPOT.
DO WE KNOW IF THAT'S HAPPENED? IS THAT OUR PRETTY MUCH ANY TRANSFER KID IS JUST STAY IN THE PROGRAM WHERE THEY STARTED? I CAN'T. I CAN'T SPEAK TO THAT.
I DIDN'T KNOW FOR SURE I WOULDN'T.
JUST KIND OF CURIOUS. I THINK THAT'S IT FOR MY QUESTIONS FOR NOW.
THANK YOU, JAMES. WE'VE RUN A LITTLE LONG ON THIS THING, BUT DO YOU HAVE ANY? WE'RE JUST GOING TO DO VERY QUICK QUESTIONS NOW FOR THE WRAP UP.
OKAY. HOW IS OUR POPULATION IN SPANISH IMMERSION? HOW DOES THAT WORK? YOU KNOW, I DON'T HAVE A BROKEN DOWN, SO I CAN'T TELL YOU THAT WE'D HAVE TO PULL THOSE NUMBERS AND LOOK AT THAT DATA.
I'D BE CURIOUS TO SEE THAT OVERALL WE'RE 10-11% OVERALL DISTRICTWIDE.
AND THEN HOW IS THE SCHOOL CULTURE AT THE SCHOOLS THAT HAVE BOTH PROGRAMS? I'VE HEARD SOME ANECDOTAL THINGS FROM PARENTS IN REGARDS TO THAT.
IN ALL CASES. SO WHAT'S THE FEELING THERE? DO YOU HAVE ANY FIELD TRIPS? YEAH. AGAIN, WE'RE GOING TO GO ANECDOTALLY AND.
SPANISH VERSION GOT OFF TO A ROUGH START AT BRIDGEPOINT, YOU'LL PROBABLY RECALL.
AND THERE WAS A CONSCIENTIOUS EFFORT ON BEHALF OF THE PARENTS, THE MOMS SPECIFICALLY OF BOTH THE SPANISH IMMERSION IN THE NON SPANISH IMMERSION TO CREATE A PATHWAY TOWARDS MAKING SURE THAT OUR KIDS HAD THE OPPORTUNITIES TO INTERACT WITH EACH OTHER, WHETHER IT'S BEING ON INTEGRATED BASEBALL TEAMS OR OTHER SPORTS TEAMS DANCE. WE CREATED MULTIPLE SOCIAL OPPORTUNITIES FOR THE MOMS TO GET TO KNOW EACH OTHER BECAUSE ONE OF THE WAYS THAT YOU MAKE FRIENDS AND YOUR KIDS MAKE FRIENDS IS BY SPENDING TIME TOGETHER AND HAVING PLAYDATES AND THINGS OF THAT NATURE.
AND SO WE MADE A CONSCIENTIOUS EFFORT AND IN FACT DID THREE DIFFERENT TRIPS TOGETHER, SPANISH IMMERSION AND NON SPANISH IMMERSION MOMS TO GET TO KNOW EACH OTHER AND MAKE SURE THAT WE CREATED THOSE OPPORTUNITIES FOR OUR KIDS TO THEN GET TO KNOW EACH OTHER.
EVERYTHING'S CHANGED BECAUSE OF THE PANDEMIC, AND WE HAD WORKED REALLY HARD AT THE CAMPUS LEVEL TO MAKE SURE THAT THE KIDS WERE SPENDING LUNCH TIME IN SPECIALS AND RECESS ALL TOGETHER AND MIXING AND MINGLING.
AND SO IT'S A PROCESS OF TRYING TO REINTRODUCE THOSE OPPORTUNITIES.
AND WE'RE HEADED INTO FIFTH GRADE NOW, AND I THINK IT'S GOING TO NATURALLY TAKE CARE OF ITSELF.
[01:50:04]
BUT MY SON'S BEST FRIENDS ARE ON HIS BASEBALL TEAM, AND THERE ARE KIDS FROM CANDIDLY ALL OVER THE DISTRICT, BUT SPANISH AND NON SPANISH.I AM STILL CURIOUS ABOUT WHAT'S ACTUALLY HAPPENING IN THE SCHOOLS.
I APPRECIATE WHAT THE PARENTS ARE DOING OUTSIDE OF SCHOOL.
BUT I AM I AM CONCERNED, FRANKLY, ABOUT WHAT'S HAPPENING INSIDE THE SCHOOLS TO OUR KIDS MIXING IN SPECIALS NOW, OR IS THAT STILL NOT THE CASE? I KNOW SHERRY BRYANT'S HERE, AND SHE COULD PROBABLY GIVE ME A BREAKDOWN.
ARE THE KIDS MIXING FOR SPECIALS NOW? I BELIEVE THAT THEY ARE.
AND THE KIDS ARE GOING TO SPECIALS.
AND AGAIN, THEY'RE SITTING TOGETHER STILL WITH THEIR SAME GROUP AT LUNCH.
SO THERE'S NO TABLE MINGLING, WHEREAS THERE USED TO BE.
THAT WAS ONE OF THE OPPORTUNITIES WE HAD TO INTEGRATE.
BUT RECESS AND ALL OF THOSE OPPORTUNITIES STILL EXIST.
THANK YOU. ALL RIGHT, THAT CONCLUDES THE DISCUSSION.
I'M SORRY. DO WE HAVE JEN? I JUST WANT TO MAKE SURE I'M CORRECT.
IS THAT CORRECT? CORRECT. OKAY.
AND THAT WILL JUST BE FROM THE TWO CAMPUSES, CORRECT? RIGHT. OKAY. THANK YOU FOR CLARIFYING.
I WANT TO THANK YOU ALL FOR YOUR PATIENCE WITH US THIS EVENING.
I THINK IT'S WORTH POINTING OUT THAT THIS, AS JAMES DID, THIS IS THE FIRST TIME WE'VE HAD THE OPPORTUNITY TO DISCUSS THIS PROGRAM SINCE THAT THAT.
THAT MEETING, YOU KNOW, THREE, THREE YEARS AGO.
AND AND THERE IS INTENSE INTEREST IN IT.
I THINK THERE'S A GREAT DEAL OF PRIDE IN OUR COMMUNITY THAT WE'VE BEEN ABLE TO PULL THIS OFF.
AND BUT IT ALSO LOOKS LIKE WE'VE GOT MORE, MORE WORK TO DO.
PERHAPS WE SHOULD DO THIS MORE OFTEN, PERHAPS ON AN ANNUAL BASIS.
AND AND I WOULD ENCOURAGE MY FELLOW BOARD MEMBERS TO REACH OUT TO YOU ALL AND BRING YOU ANY QUESTIONS THEY MAY HAVE INDIVIDUALLY SO THAT SO THAT WE CAN CONTINUE TO KEEP ABREAST OF THE GOOD WORK THAT YOU ALL ARE DOING.
PLEASE DO. AND ALSO COME VISIT.
THANK YOU. THANK YOU VERY, VERY MUCH.
ALL RIGHT. AND THAT BRINGS US TO THE OPEN FORUM PORTION OF OUR MEETING.
[8. OPEN FORUM]
AND I HAVE A I HAVE A SCRIPT HERE I NEED TO READ FOR THE ROOM BEFORE WE PROCEED.IT IS NOW TIME FOR THE OPEN FORUM PORTION OF OUR MEETING.
WE HAVE TEN SPEAKERS SIGNED UP THIS EVENING AND EACH SPEAKER WILL BE AFFORDED 3 MINUTES TO SPEAK.
ONCE YOU'RE NOTIFIED THAT YOUR TIME IS UP.
PLEASE FINISH YOUR SENTENCE AND THEN STOP.
OF COURSE, WE HAVE NO REASON TO SUSPECT THAT THIS WILL HAPPEN.
SPECIFIC FACTUAL INFORMATION AND RECITATION OF EXISTING POLICY MAY BE FURNISHED IN RESPONSE TO INQUIRIES, BUT THE BOARD CANNOT DELIBERATE REGARDING ANY SUBJECT THAT IS NOT INCLUDED ON THE AGENDA.
PLEASE BE AWARE THAT THE AUDIO OF THIS OPEN FORUM PORTION OF THE BOARD MEETING IS RECORDED AS PART OF THE RECORDING OF THE ENTIRE MEETING AND IS PUBLISHED ON THE DISTRICT'S WEBSITE WITHOUT ALTERATION.
PERSONS WHO CHOOSE TO SPEAK IN OPEN FORUM OR CONSENTING TO THE ONLINE PUBLICATION OF THEIR COMMENTS.
THANK YOU FOR TAKING THE TIME AND MAKING THE EFFORT TO SHARE.
WE ARE READY FOR OUR FIRST SPEAKER.
AND OUR FIRST SPEAKER THIS EVENING.
MR. BURKS, CAN YOU SEE THE CLOCK? WE'VE GOT. HAVE A TIMER GOING.
ALL RIGHT. WELL, JUST YELL AT ME.
I MOVED HERE, BUILT MY HOUSE IN 92, AND WE'VE BEEN IN THE SAME HOUSE EVER SINCE.
AND ANYWAYS, GRAYSON CAME HOME AND HE SAID, DAD, I MADE A 35 ON MY ACT.
I SAID, THAT'S GREAT, BECAUSE I DIDN'T HAVE A CLUE WHAT A GOOD SCORE WAS.
I SAID, ARE YOU GOING TO TAKE IT AGAIN?
[01:55:01]
HE SAID, YOU KNOW, I HAD TWO TORN ACL SURGERIES IN THE LAST TWO YEARS.GIVE ME A BREAK. SO THEN I FOUND OUT WHAT A GOOD SCORE WAS, SO I LET UP.
BUT ANYWAYS, THANKS FOR LISTENING TO US TONIGHT.
I'M GOING TO READ FROM A BOOK THAT'S IN THE LIBRARY.
IT'S CALLED WHAT GIRLS ARE MADE OF.
AND SINCE I RAISED BOYS, I'M, I DON'T HAVE ANY REALLY.
THIS IS OUT OF MY PAY GRADE, BUT I'M GOING TO START READING AND I DON'T REALLY LIKE READING THIS STUFF, BUT IT'S AMAZING TO ME THAT IT'S IN THE LIBRARY AND IT'S AMAZING ME THAT IT'S ENDORSED BY THE SCHOOL AND THE LIBRARY AND THIS BOARD.
AND SUPERINTENDENT, I'M FLABBERGASTED.
BUT ANYWAYS, HERE'S HOW IT STARTS OUT.
I'VE DRIVEN MYSELF THERE TO THE COSTA MESA.
LET ME PUT MY GLASSES ON OR SOMEBODY'S GLASSES.
THEY ALL WENT THERE PLANNING FOR PARENTHOOD AS LONG AS THEY THERE AT IT.
WHAT'S THE LITTLE BOOB PLAY BETWEEN FRIENDS? THIS BOOK IS CALLED WHAT GIRLS ARE MADE OF.
I LAID A TOWEL ON THE SHEET IN CASE I BLED.
AND THEN I WATCH SETH ROLL THE CONDOM OVER HIS PENIS AND I RESTED MY HEAD ON MY PILLOW AND WATCH HIS HANDS PUSH INTO THE FLESH OF MY THIGHS, SPREADING THEM APART.
AND I WATCHED HIM MANEUVER HIS LATEX WRAPPED ERECTION AS HE PUSHED IT AND TRIED TO GET INSIDE.
I KNOW IT ISN'T OKAY TO CARE THAT MUCH ABOUT A BOY.
I KNOW IT'S NOT FEMINISM OR WHATEVER TO MAKE ALL DECISIONS BASED ON WHAT SETH WOULD THINK.
NOW, GIRL COULD GO IN THE LIBRARY, GET THIS, AND PRETTY MUCH EXPECT THIS IS WHAT'S EXPECTED OF HER.
I GUESS I KNOW IT ISN'T OKAY TO CARE THAT MUCH ABOUT A BOY.
IT'S THE WAY HE FINGERS LOOK GLAZED LIKE DONUT AFTER THEY HAD BEEN INSIDE ME.
WADE SAYS IT'S HARD FOR SOME GIRLS TO COME WITHOUT SOME HELP.
SO YOU KNOW THE GIRL I'M DATING? NINA. SHE'S PRETTY COOL, BUT NO MATTER HOW MUCH WE DO IT OR HOW.
YOU'LL NEED TO TURN THE VOLUME UP ON THAT.
OUR NEXT SPEAKER IS AARON SILVA, AND AARON'S GOING TO TALK TO US ABOUT BOOKS IN OUR LIBRARIES.
MR. HAVENSTRITE, I WISH I WERE A FLY ON THE WALL AS YOU RUMINATED ON THE DECISION TO POST THE NAMES OF PARENTS PROTESTING LIBRARY BOOKS AND THEN BLASTING OUT AN EMAIL TO THOUSANDS OF PEOPLE IN OUR COMMUNITY.
WHAT HAPPENED IN THAT MEETING, WHAT WAS SAID OVER THOSE PHONE CALLS OR IN THOSE EMAILS AND TEXT EXCHANGES? WE'LL PROBABLY NEVER KNOW, OF COURSE.
BUT IT SERVES THE MIND TO FANTASIZE HOW YOU COULD ALLOW SUCH A BRIGHT AND CAPABLE, INTELLIGENT GROUP OF ELECTED OFFICIALS TO FAIL SO MISERABLY BY MAKING SUCH A RIDICULOUS DECISION AT THE WORST POSSIBLE TIME.
THE COMMUNITY. THE STREET HAS BEGGED YOU FOR CLEAR, COMPLETE, TRANSPARENT COMMUNICATION.
TO STOP TAKING SIDES AND FUELING DIVISION.
THE STREET HAS BEGGED YOU TO HEAR THEM, FEEL THEM, RESPOND TO THEM.
AND THIS IS YOUR ANSWER TO LIBRARY BOOKS.
HOW DID THAT MEETING GO? I MEAN, HEY, TEAM, WE NEED TO FIND A WAY TO FIX THE LIBRARY BOOK PROBLEM.
DOES ANYONE HAVE ANY IDEAS? AND THEN MAYBE, PERHAPS SOMEONE RAISES THEIR HAND AND SAYS, I'VE GOT AN IDEA.
LET'S PUT OUT EVERY BOOK ONLINE, ALONG WITH THE PARENTS NAMES RIGHT NEXT TO IT.
THAT'LL SHOW US HOW TRANSPARENT AND HONEST WE ARE ABOUT WHAT'S GOING ON IN THIS DISTRICT.
YOU APPEAR TO HAVE NO STREET SMARTS.
YOU HAVE LITTLE INTUITION ON WHAT TO SAY TO PEOPLE.
WHAT WERE YOU THINKING? WHAT WERE ALL OF YOU THINKING THAT WERE PART OF THAT? PARENTS ARE NOW COMING OVER THE WALLS AGAIN.
MORE LEGAL TROUBLES ON THE HORIZON.
[02:00:01]
MOMMIES AND DADDIES NOW HARMED BECAUSE THEY SIMPLY DON'T WANT THEIR CHILDREN TO READ ABOUT BLOWJOBS AND ANAL SEX AND SEX IN THE LIBRARY.I THINK YOU NEED TO DO THE RIGHT THING, MR. HAVENSTRITE. I THINK IT'S TIME THAT YOU FIRE LAWYERS PULL DOWN THOSE NAMES AND APOLOGY TO EVERY SINGLE PARENT THAT'S THERE.
AN EMAIL TO THE ENTIRE DISTRICT.
AND I THINK IT'S TIME THAT YOU CONSIDER RESIGNING.
IF YOU'RE NOT WILLING TO LEAD THIS BOARD TO UNITE OUR COMMUNITY, I WILL.
THANK YOU. OUR NEXT SPEAKER IS JEFF ELLERY.
MR. ELLERY, WELCOME BACK TO EANES.
MR. ELLERY IS GOING TO SPEAK TO US AGAIN ABOUT HIS CONCERNS ABOUT OUR BOOKS.
SEXUAL GROOMING IS DEFINED AS ANY EFFORT TO DESENSITIZE CHILDREN TO SEXUAL EXPERIENCES AND TO NORMALIZE SEXUAL RELATIONSHIPS WITH ADULTS OR CHILDREN WITH THE SAME OR OPPOSITE SEX.
NINE OUT OF TEN BOYS AND SIX OUT OF TEN GIRLS ARE EXPOSED TO PORNOGRAPHY, BOTH BEFORE THE AGE OF 18.
THE AVERAGE AGE OF THE FIRST VIEWING IS 11 YEARS OLD.
ONE IN 25 CHILDREN, AGES 7 TO 16, HAVE SENT GRAPHIC PHOTOS OF THEMSELVES ONLINE PORNOGRAPHY IS SEXUAL GROOMING, AND IT IS THE GATEWAY TO SEX TRAFFICKING. PARENTING IS DIFFICULT ENOUGH WITHOUT HAVING TO PROTECT OUR CHILDREN FROM BEING GROOMED BY SCHOOL LIBRARIES.
EANES ISD IS REQUIRING PARENTS OPT OUT THEIR CHILDREN.
I CAN'T PREVENT EVERY KID WHO HAS OPTED OUT FROM GETTING THESE BOOKS.
I CAN'T HELP IT IF SOMEONE DOESN'T PAY ATTENTION TO WHAT IS FLAGGED.
MS. SHEFFIELD, I APPRECIATE YOUR SERVICE AND THE BOARD OF TRUSTEES, BUT OPTING OUT DOES NOT WORK.
AND PLEASE STOP PROMOTING THAT BECAUSE IT'S BROKEN.
SO HERE'S AN EXCERPT FROM THE BOOK THE HANDMAID'S TALE.
SERENA JOY GRIPPED MY HANDS AS IF SHE NOT I WHO'S BEING FUCKED.
AS IF SHE FINDS IT PLEASURABLE OR PAINFUL.
AND THE COMMANDER FUCKS WITH THE REGULAR 2-4 MARCHING STROKE ON AND ON, LIKE A TAP DRIPPING.
THERE'S AN IMPATIENCE IN HIS RHYTHM NOW.
BUT ISN'T THIS EVERYONE'S WET DREAM TWO WOMEN AT ONCE? WOMEN KNEELING, SUCKING PENISES OR GUNS, WOMEN TIED UP OR CHAINED OR WITH DOG COLLARS AROUND THEIR NECKS, WOMEN HANGING FROM TREES OR UPSIDE DOWN NAKED WITH THEIR LEGS HELD APART. WOMEN BEING RAPED, BEATEN UP, KILLED.
HER STOMACH SLID OPEN AND HER INTESTINES PULLED OUT.
THE KIDS AND THE PARENTS IN THIS DISTRICT DESERVE BETTER.
PLEASE DO SOMETHING ABOUT THIS.
THANK YOU. OUR NEXT SPEAKER IS CYNTHIA ROMAIN.
MS. ROMAIN IS GOING TO SPEAK TO US ABOUT CURRICULUM.
ALONG THE SAME LINES AS WE'VE HEARD BEFORE.
AGAIN, IT IS JUST BEYOND AND BEYOND INAPPROPRIATE.
BUT HERE WE GO. THERE IS A PELT OF YOUR PUBIC HAIR.
AND SO THE TAMPON SLIPS IN EASILY.
[02:05:02]
YOU PUSH UNTIL YOUR KNUCKLE DEEP IN YOUR OWN BODY.YOU'VE TOUCHED YOURSELF LIKE THIS, THOUGH.
YOU HAVE RUBBED YOUR CLITORIS AND TOUCHED THE OUTSIDE.
YOU'VE NEVER PUT YOUR FINGERS INSIDE SOMEHOW FEELING LIKE IT WAS NOT RIGHT.
IT'S WARM IN THERE, ALMOST HOT.
A MUSCULAR TUBE MADE OF FLESH.
YOU ARE NOT GOING TO TELL YOUR GRANDMOTHER ABOUT THE FEEL OF JAMES'S MOUTH BETWEEN YOUR LEGS.
YOU'RE NOT GOING TO TELL HER ABOUT YOUR ORGASM AND HIS OLD BLUE WAGON, OR ABOUT THE MOON BEAM THAT ILLUMINATED HIS FACE JUST AS HE LOOKED UP TO SEE YOUR PLEASURE ON YOUR FACE AND SHOWING YOU YOUR BLOOD ON HIS HANDS.
EACH TIME THE SEX FEELS BETTER THAN THE TIME BEFORE.
THOUGH JAMES IS EMBARRASSED ABOUT HOW HE CAN ONLY LAST A FEW MINUTES.
IT JUST FEELS SO GOOD, HE SAYS, WHICH MAKES YOU SMILE.
THAT THIRD WEDNESDAY, YOU DECIDE TO TRY AGAIN AFTER THE FIRST TIME ENDS QUICKLY.
HE TORE THE NECK OF MY BLOUSE AND HE BRUISED MY WRIST.
BUT AS SOON AS I COULD MANAGE IT, I FOUND THE DOOR HANDLE WITH MY OTHER HAND AND PRIED IT OPEN.
HARD ENOUGH TO RIP THE SKIN FROM BOTH OF MY ELBOWS.
HE SAID, DON'T PLAY HARD TO GET.
THANK YOU. OUR NEXT SPEAKER IS DAVID BURUSH.
AND DAVID IS GOING TO SPEAK TO US ABOUT THE STATE OF THE DISTRICT.
HELLO, JOHN. HELLO, SCHOOL BOARD.
THANK YOU VERY MUCH FOR HAVING ME HERE.
AND THANK YOU VERY MUCH FOR YOUR SERVICE TO OUR DISTRICT.
I'M A PARENT OF TWO KIDS AT EANES ELEMENTARY.
I'M A VOLUNTEER FOR THE DISTRICT.
I'M ALSO A SUBSTITUTE TEACHER, AND I'M A CANDIDATE FOR THE SCHOOL BOARD PLACE NUMBER SEVEN.
TODAY, THE SCHOOL BOARD WILL REVIEW THE FUTURO PROGRAM, THE SPANISH IMMERSION PROGRAM.
THAT THEY HAVEN'T ASKED OR EVEN MENTIONED.
I KNOW MY OPPONENT, ELLEN BALTHAZAR, LIKES TO TAKE CREDIT FOR THE SPANISH PROGRAM.
OVER THREE YEARS, OVER TWO AND A HALF YEARS.
WE HAVE SEEN THE FUTURA PROGRAM UNFOLD SINCE THAT MEETING AS IT UNFOLDED.
WE'VE SEEN SOME CRITICAL ISSUES THAT I'VE MENTIONED TO SOME OF YOU BEFORE.
FOR EXAMPLE, THE LACK OF SPANISH BILINGUAL TAS, WHICH I ASKED DR.
LEONARD AT A PREVIOUS STATE OF THE DISTRICT MEETING.
LEONARD, DO WE HAVE SPANISH BILINGUAL TAS? YOU SAID, WE DO. BUT LATER I TALKED TO SOME OTHER PEOPLE.
SO WE DON'T. WITHOUT HAVING SPANISH BILINGUAL TAS.
DO YOU UNDERSTAND WHAT THAT MEANS? THE SPECIAL EDUCATION STUDENTS THAT WE HAVE IN THE FUTURO PROGRAM ARE NOT BEING PROVIDED THE SERVICES THAT THEY NEED.
MS. MCMATH YOU ASKED YOUR QUESTION WAS PERFECT.
WHAT KIND OF RESOURCES ARE GIVEN TO THE STUDENTS WHO ARE FALLING BEHIND? ! WHERE IS MR. WARREN? I'M SORRY TO SAY THAT YOU WERE TOLD TO LIE.
SORRY TO SAY, BUT THAT'S THE TRUTH.
THERE IS A CHALLENGE NOT ONLY WITH THE SPANISH LACK OF SPANISH BILINGUAL TAS.
BUT ALSO THE LACK OF DYSLEXIA BASED SPANISH CURRICULUM READING CURRICULUM.
OTHER SCHOOL DISTRICTS HAVE IT.
WHY DON'T WE? WELL, THE TIME'S RUNNING OUT.
SO I'M SORRY TO TELL YOU, BUT SOME OF THE THINGS YOU'VE HEARD HAVE BEEN DISINGENUOUS.
I'M REALLY HOPING FOR HEATHER TO STEP UP.
YOU'VE BEEN SAYING YOU'RE AN ADVOCATE FOR STUDENTS WITH DYSLEXIA, A CHAMPION.
THE ROLE OF A SCHOOL BOARD MEMBER IS TO BE THE GUARDIAN OF PUBLIC TRUST.
YOU GUYS ARE THE GUARDIANS OF PUBLIC TRUST.
[02:10:02]
SO WE EXPECT YOU TO STEP UP AND DO THAT.I'M RUNNING OUT OF TIME, SO I JUST END HERE.
REALLY APPRECIATE YOUR SERVICE.
SORRY IF I'M COMING OFF A LITTLE STRONG. THANK YOU, DAVID.
I APPRECIATE IT. OUR NEXT SPEAKER IS CINDY NAJERA.
AND I THINK MS. NAJERA IS GOING TO BE OUR LAST SPEAKER THIS EVENING.
WELCOME, MS. NAJERA. THANK YOU.
THEN HE PUSHES UP THE TILL AND SATIN OF YOUR SKIRT, RUSTLING LIKE WRAPPING PAPER COMING UNDONE, AND HIS HANDS REACH AND FIND THE LACE PANTIES YOU BOUGHT, JUST ESPECIALLY FOR THIS OCCASION. AND SLOWLY, SO SLOWLY, HE PULLS THEM DOWN YOUR THIGHS.
YOU LIFT YOUR HIPS TO HELP THEM SLIDE THEM FREE.
YOUR FEET ARE ALREADY BARE, HIGH HEELS ABANDONED IN THE FRONT SEAT.
11 YEAR OLDS GUYS ARE READING THIS.
SO THERE IS NOTHING TO STOP YOUR PANTIES FROM COMING ALL THE WAY OFF.
OH, HOW MUCH YOU WANT THIS? DO YOU SHARE FROM ANTICIPATION FOR THE MOMENT? WHEN AT LAST, AT LAST, HIS MOUTH FINDS HIS WAY TO THE CENTER OF YOU.
AT LAST. AT LAST. HE'S FOUND HIS WAY THERE.
A HAND ON EACH OF YOUR THIGHS, HIS HEAD BURIED BETWEEN THEM.
HE'S EARNEST IN HIS DESIRES TO BRING YOU DESIRE.
IT IS IMPORTANT TO BE EARNEST IF THIS IS WHAT EARNESTNESS BRINGS.
BECAUSE OF COURSE, WE NEED TO BE TEACHING GIRLS THAT THEY MUST COMPLY WITH WHATEVER THE GUY WANTS.
THE SMELL OF HIM, THE SIGHT OF HIM, THE FEEL OF HIM, ALL OF IT FAMILIAR, BUT NOT THIS.
THERE'S MORE. BUT I ALSO WANTED TO SUGGEST WITH YOUR FUTURO PROGRAM THAT YOU RECRUIT OUT OF EL PASO.
SINCE EVERYONE STARTS OFF BILINGUAL THERE OR NATIVE SPANISH SPEAKERS, THEY HAVE A GREAT PROGRAM AT EL PASO THAT PRODUCES LOTS OF GREAT DUAL LANGUAGE AND BILINGUAL TEACHERS.
THANK YOU. WE DO HAVE TWO MORE SPEAKERS.
THESE SPEAKERS ARRIVED AFTER THE CLIPBOARD LEFT THE THE DOOR.
OUR FIRST OF THESE WILL BE KIM TAYLOR.
WE ALSO HAVE ZOE MILLER-PAYNE.
MS. PAYNE, ARE YOU HERE? WE'RE GOING TO GIVE THEM A SECOND TO STEP FORWARD.
AGAIN, MOST BOTH MS. TAYLOR AND MS. MILLER-PAYNE SIGNED UP APPROPRIATELY.
WITH THAT, WE'LL MOVE TO THE DISCUSSION PORTION OF THE MEETING.
[9.1. 2022-23 Budget Projections]
THE NEXT ITEM IS THE 2022-2023 BUDGET PROJECTIONS.AND I BELIEVE WE HAVE CHRIS SCOTT.
[02:15:17]
IN ADDITION TO THE BUDGET UPDATE, WE'RE GOING TO BE DOING A PROPERTY VALUE REVIEW IN 2017.THE STATE LEGISLATURE GAVE US A NEW REQUIREMENT THAT EVERY YEAR WE GIVE A PROPERTY VALUE REVIEW WHERE WE BASICALLY TALK ABOUT THE RELATIONSHIP BETWEEN SCHOOL FUNDING AND PROPERTY VALUE.
WE DECIDED AT THAT TIME THAT WE WERE GOING TO HAVE THAT DISCUSSION CORRESPOND WITH THE RELEASE IN APRIL OF THE PRELIMINARY ESTIMATE OF CERTIFIED VALUES, WHICH WE JUST GOT LAST WEEK.
AND THOSE WERE QUITE INTERESTING, AS THOSE OF YOU WHO LIVE IN AUSTIN PROBABLY GUESSED AND THOSE OF YOU WHO HAVE GOTTEN YOUR YOUR ESTIMATES FROM TCAD ALREADY KNOW THERE WAS A BIT OF AN INCREASE IN THE TAX BASE THIS YEAR.
IN FACT, THE OVERALL TAX BASE INCREASED BY 51%.
THAT'S THE APPRAISED VALUE, NOT NOT THE TAXABLE VALUE.
AND WE'LL TALK A LITTLE BIT ABOUT THE DIFFERENCES THERE.
JUST A LITTLE BIT. SOME INTERESTING THINGS.
IF YOU LOOK AT IT, THE AVERAGE HOME PRICE, THE AVERAGE HOME IN EANES ISD WENT FROM $1.29 MILLION APPRAISED VALUE LAST YEAR TO $2.14 MILLION THIS YEAR.
NOW, THOUGH, IF YOU LOOK AT IT, THE TAXABLE VALUE ONLY INCREASED WELL, ONLY INCREASED FROM 1.14 MILLION TO 1.27 MILLION.
AND SO AND THAT'S 10%, BY THE WAY.
AND SO THAT'S GOING TO BE FOR A COUPLE OF REASONS.
AND SO WHEN HOMES ARE SOLD TO A NEW OWNER, THEY THE VALUES RESET FOR TCAD AND SO THEY'RE THEY'RE GOING TO BE TAXED AT THE ASSESSED VALUE.
SAME THING HAPPENS WITH WITH A TEAR DOWN REBUILD KIND OF SITUATION.
SO THAT'S KIND OF WHERE THAT'S COMING FROM.
ANOTHER INTERESTING THING RELATED TO HOMESTEADS, THEY WENT UP TO SUCH A DEGREE IN THE PAST, I'VE ALWAYS SAID THAT OUR OUR RESIDENTIAL STOCK MAKES UP ABOUT 70% OF OUR TOTAL TAX BASE.
IT'S MORE NOW IT'S MORE LIKE 75, 76% NOW.
WE ALSO SAW A CHANGE IN THE COMMERCIAL VALUE LAST YEAR, VERY FLAT THIS YEAR, A SIGNIFICANT INCREASE.
SO THIS WAS A SIGNIFICANT CHANGE.
THAT TOP LINE SHOWS YOU THAT CHANGE IN OUR OVERALL APPRAISED VALUE GOING FROM 21.8 BILLION TO 33.0 BILLION.
THAT ALSO HAS A CORRESPONDING DROP IN OUR TAX RATE.
THREE, WHICH WAS PASSED IN 2019.
SO RIGHT NOW ARE PROJECTING A DECREASE IN THE TAX RATE OF ABOUT FIVE AND A HALF CENTS.
YOU SEE HERE, THE TAX LEVY GROWTH IS LOWER OF 12.1%, AND THAT'S BECAUSE OF THAT COMPRESSION.
AND SO THE TAX LEVY IS THE ESTIMATED AMOUNT OF TOTAL TAXES THAT WE WOULD TAKE IN.
I WANT TO TALK A LITTLE BIT ABOUT.
HOW THE PROPERTY TAX IS BROKEN UP.
AND SO YOU DON'T SEE THIS ON YOUR TAX BILL THAT YOU GET FROM WHEN YOU GET YOUR TAX BILL FROM THE ASSESSOR COLLECTOR, IT'LL JUST HAVE A LINE THAT IT SAYS EANES ISD IT'LL HAVE A TOTAL TAX RATE IN A NUMBER, BUT THAT'S REALLY MADE UP OF A COUPLE OF DIFFERENT PARTS.
[02:20:06]
THE M&O, AS YOU KNOW, IS HOW WE FUND THE GENERAL FUND.AND THAT'S THE BIGGEST PART OF OUR TAX RATE.
I AND THIS IS HOW WE PAY FOR OUR BONDED DEBT.
BUT THE PORTION OF THE TAX RATE IS BROKEN INTO TWO PARTS.
AND I WANT TO TALK ABOUT THAT BECAUSE THE FIRST PART, TIER ONE, IS THE BIGGEST PART OF THAT TAX RATE, BUT WE'RE LIMITED ON HOW MUCH MONEY WE ACTUALLY GET FROM THAT. LET ME TAKE A QUICK LOOK AT THAT.
IF WE PROGRESS, WE SEE BACK IN 20 1920 AND I'M SHOWING ENROLLMENT ON HERE FOR A REASON.
THE WAY THE SYSTEM WORKS IS THAT ANYTHING THAT WE COLLECT ON TIER ONE WITH THAT $0.93 OF OF TIER ONE TAX IN 20 1920. ANYTHING BEYOND THE $53.5 MILLION IS RECAPTURE.
AND SO IN THAT YEAR WAS 96.2 MILLION.
NEXT YEAR, OUR COST OF TIER ONE ACTUALLY WENT DOWN A LITTLE BIT.
AND YOU SEE THAT'S RELATED TO THE ENROLLMENT.
OUR RECAPTURE, EVEN THOUGH OUR TAX RATE WENT DOWN, OUR RECAPTURE WENT UP.
ANOTHER DROP, ANOTHER SLIGHT DECREASE IN COSTS OF TIER ONE.
AGAIN, ANOTHER DROP IN ENROLLMENT, ANOTHER DROP IN THE COST OF TIER ONE BECAUSE WE HAD THAT THAT HUGE INCREASE IN AND THE TAX BASE.
MOST OF THAT MONEY IS GOING OVER HERE ON THAT THIRD LINE RECAPTURE.
AND SO I'VE GOT A COUPLE OF SLIDES HERE I JUST WANTED TO EMPHASIZE.
THAT TO RETAIN TIER ONE REVENUE IS A FUNCTION OF THE KIDS WE HAVE IN THE SCHOOL.
IT WON'T HAVE SOMETHING BIG RED WRITTEN ACROSS IT, BUT THAT'S THE IMPORTANT THING TO REMEMBER THERE.
SO IF YOU LOOK ACROSS THE TOP LINE THERE, THOSE TWO THINGS ARE CORRELATED.
THE AMOUNT OF MONEY WE COLLECTED IS NOT CORRELATED TO HOW MUCH MONEY WE'RE KEEPING ON TIER ONE.
AND TIER ONE IS THE BIGGEST PART NEXT YEAR.
YOU WELL KNOW THAT WE HAVE 8 CENTS, EIGHT GOLDEN PENNIES.
OUR TIER ONE RATE IS PROBABLY GOING TO BE ABOUT $0.80, A LITTLE OVER $0.80.
GOLDEN PENNIES AND DEBT SERVICE ARE DIFFERENT.
WE SOMETIMES TALK ABOUT WHAT IS OUR COLLECTIONS PER PENNY.
AND IN 20 1920, IT WAS ABOUT $1.6 MILLION.
BOTH TIMES WE WENT FOR THE GOLDEN PENNIES.
HOW MUCH IS A PENNY WORTH? ABOUT $1.6 MILLION BACK IN 20 1920.
AND WE HAD SIX GOLDEN PENNIES THAT WAS WORTH JUST UNDER $10 MILLION TO US.
AND SO WE TOOK $0.02 FROM THE DEBT SERVICE SIDE.
WE MOVED THEM UP TO THE GOLDEN PENNIES.
WE SEE GROWTH IN BOTH OF THESE THINGS, THE GOLDEN PENNIES AND IN THE DEBT SERVICE.
AND TAKE A LOOK AT WHAT HAPPENS WITH THIS YEAR'S GROWTH.
WE HAVE SIGNIFICANTLY MORE MONEY THAN WHAT I WAS ANTICIPATING.
WE GOING TO HAVE ABOUT $1.8 MILLION MORE THAN WHAT I WAS ESTIMATING AT 9.1%.
AND SO THAT'S REALLY GOOD NEWS FOR US.
AND I WANT TO TAKE A LOOK AT THIS SO I COULD HAVE RUN THIS BACK A FEW YEARS FURTHER.
FOR YEARS AND YEARS, WE HAD A RELATIVELY FLAT TOTAL TAX RATE.
THE LAST TIME IT WENT UP WAS, I BELIEVE, 2011 WHEN IT WENT UP TO 1.20-1.25.
SO A DOLLAR 13 IN THE FIRST YEAR OF HB THREE, A LITTLE UNDER A DOLLAR 12.
AND FINALLY, RIGHT NOW, WE'RE PROJECTING JUST OVER A DOLLAR, $1 POINT.
[02:25:06]
AND THEN THAT'S NOT $0.04.SO JUST OVER $1 TOTAL TAX RATE WE'RE PROJECTING.
AND OF COURSE, THAT'S GOING TO CONTINUE TO GO DOWN AS OUR TAX BASE INCREASES.
SO LET'S TALK A LITTLE BIT ABOUT THE IMPACT THAT THIS IS HAVING ON THE BUDGET UPDATE.
THE LAST TIME WELL, LET'S TALK ABOUT THIS.
THE THINGS YOU CONTROL ARE ESSENTIALLY HOW MANY PEOPLE DO WE HAVE AND WHAT ARE WE PAYING THEM? BECAUSE THAT'S THE BIGGEST DRIVER OF OUR BUDGET IS STAFFING.
THE THINGS YOU DON'T REALLY CONTROL.
DOWN HERE AT THE BOTTOM TAV CHANGE WHICH WENT OUR WAY UNANTICIPATED REVENUES AND EXPENSES.
AND WE'VE HAD ONE OF THOSE, TOO.
AND I'M GOING TO TELL YOU ABOUT THAT IN JUST A SECOND.
ONE OF THE THINGS THAT YOU HAVE SOME INFLUENCE ON IS ENROLLMENT.
AND OF COURSE, I JUST MENTIONED THAT OUR ENROLLMENT IS LOWER THAN WHAT WE HAD BEEN ANTICIPATING.
YOU SAW THAT WITH MR. TRIMBLE'S PRESENTATION AT YOUR LAST MEETING.
AND SO I WILL TALK A LITTLE BIT ABOUT HOW THOSE ARE ALL IMPACTING THE BUDGET HERE.
SO HERE'S OUR HERE'S OUR ASSUMPTIONS.
WE NOW KNOW THAT WE'RE GOING TO HAVE A TAX BASED GROWTH OF SOMEWHERE AROUND 21.4%.
KEEP IN MIND, THIS IS BASED ON THE ESTIMATE.
IT'S GOING TO CHANGE BY THE TIME WE GET TO JULY, BUT IT'S NOT GOING TO CHANGE SIGNIFICANTLY.
IT'S GOING TO BE RIGHT IN THAT RANGE.
IT MIGHT BE A LITTLE HIGHER, MIGHT BE A LITTLE LOWER.
JUST TO KEEP IN THE BACK OF YOUR MIND, IF I MISSED IT A PERCENTAGE POINT LOW AND IT'S REALLY 22.4, WE'VE GOT ANOTHER HUNDRED AND 50,000, IF I MISSED IT A PERCENTAGE POINT HIGH AND IT'S REALLY 20.4 -150,000.
SO THAT'S KIND OF WHAT ONE PERCENTAGE POINT IS GOING TO DO ENROLLMENT.
7756 I'M REALLY HOPING THAT THAT WE'LL HAVE MORE KIDS COME IN THAN THAT.
650,000 RIGHT AROUND IN THERE.
AND YOU WELL KNOW THAT THE OVERNIGHT RATE, WHICH IS THE DRIVER OF OUR INVESTMENT RETURNS, HAS BEEN NEAR THE ZERO LOWER BOUND FOR A COUPLE OF YEARS NOW. OUR INVESTMENT RETURNS LAST YEAR WERE PRETTY MINIMAL.
HOWEVER, I THOUGHT IT WOULD BE DISINGENUOUS TO LEAVE IT AT THAT BECAUSE THE FED HAS GIVEN SUCH STRONG GUIDANCE THAT THEY INTEND TO INCREASE THE OVERNIGHT RATE AT EACH OF THEIR MEETINGS DURING THE YEAR.
RIGHT NOW THEY'RE SAYING THEY ANTICIPATE THAT THE OVERNIGHT RATE WILL BE 1.75 TO 2.5 BY DECEMBER.
AND SO I THOUGHT IT WAS I THOUGHT IT WOULD BE DISINGENUOUS FOR US NOT TO INCLUDE THAT AS A PART OF OUR PROJECTIONS.
SO HERE'S WHERE WE KIND OF LEFT OFF.
I'VE MADE A COUPLE OF ADJUSTMENTS FROM THE LAST TIME YOU SAW IT.
ONE THING I DO WANT TO POINT OUT IS THE LAST TIME I PRESENTED TO YOU, I ALSO SHOWED YOU WHAT THE IMPACT OF ESSER WAS GOING TO BE, BECAUSE YOU'RE GOING TO BE ADOPTING THE BUDGET HERE IN THE NEXT TWO MONTHS.
AND SO THIS IS WHERE WE LEFT OFF, EXCLUDING ESSER WITH A DEFICIT, A PROJECTED DEFICIT OF ABOUT 990,000 IN THE 22-23 SCHOOL YEAR.
WE ARE BUDGETED DEFICIT WILL BE LARGER THAN THAT.
WE EXPECT PERFORMANCE TO BE BETTER THAN BUDGET BY ROUGHLY A MILLION BUCKS SOMETIMES OVER THE LAST NUMBER OF YEARS, THAT HAS RANGED FROM ABOUT 600,000 TO MAYBE ABOUT 1.4 MILLION.
WE AVERAGE IT OFF TO ABOUT A MILLION.
SO WHEN I COME TO YOU IN JUNE AND SAY, HERE'S YOUR BUDGET AND I WANT YOU TO REMEMBER THAT THAT THE NUMBER IS GOING TO BE HIGHER THAN WHAT WE'RE TALKING ABOUT HERE. HERE, I WANT YOU TO KNOW, HOW ARE WE GOING TO PERFORM? SO HERE'S HERE'S WHAT WE WERE LOOKING AT LAST TIME I PRESENTED TO YOU BACK IN JANUARY.
AND I WANT TO HIGHLIGHT A COUPLE OF THINGS.
NUMBER ONE, THAT WAS BASED ON THE GROWTH OF 9.1%.
THAT WAS BASED ON ENROLLMENT, WHICH MATCHES OUR JANUARY ENROLLMENT OF 7922.
[02:30:08]
RECAPTURE IS AN OUTPUT, NOT AN INPUT, BUT I JUST WANTED TO HIGHLIGHT THAT.SO KEEP YOUR EYE ON WHAT HAPPENS TO RECAPTURE WITH THESE NEW ASSUMPTIONS THAT WE'RE NOW LOOKING AT.
SO WITH OUR TAX BASE AT 21.4% LOWER ENROLLMENT, SO THAT 21.4% TAX BASE GROWTH ACCOUNTS FOR ABOUT AN ADDITIONAL $1.8 MILLION TO THE GOOD.
THAT DECREASE IN ENROLLMENT IS ABOUT $1,000,000 TO THE BAD.
AND THE INVESTMENT INCOME IS ABOUT ANOTHER 1.6, $1.7 MILLION TO THE GOOD BOTTOM LINE.
WITH WITH THESE ASSUMPTIONS WE'RE LOOKING AT A POSITIVE.
FOR THOSE OF YOU WHO DON'T FOLLOW OUR DISCUSSIONS ALL THE TIME.
WE DON'T WANT TO HAVE LESS THAN 25% FUND BALANCE, 25% OF ANNUAL EXPENDITURES.
I THOUGHT WHEN I SAW THAT THEY'RE GOING TO WANT TO SEE SOMETHING OTHER THAN 2%.
SO I'VE INCLUDED A COUPLE OF ADDITIONAL SLIDES BEYOND 2%.
SO HERE'S 2%. YOU JUST SAW THAT AT TWO AND ONE HALF PERCENT.
WE'RE STILL NOT LOOKING TOO BAD.
IT DOES DRIFT DOWN INTO A DEFICIT BUDGET OUT IN 2526.
AND YOU'LL MAKE NOTE THAT I WENT BACK TO THE 9.1% GROWTH IN THE OUT YEARS AFTER THIS YEAR.
OBVIOUSLY BETTER THAN 9.1% HELPS US WORSE THAN 9.1 HURTS US.
I DIDN'T KNOW EXACTLY WHERE WE'RE GOING TO GO WITH THAT.
AND IF YOU'D LIKE TO SEE WHAT THOSE LOOK LIKE, I'D BE HAPPY TO TALK TO YOU ABOUT THAT.
AT 3%, WE MOVE INTO DEFICIT TERRITORY IN BOTH 24, 25 AND 2526.
BUT WE STILL SAY STAY ABOVE 25% DURING EACH OF THOSE FOUR YEARS.
THOSE WOULD BE OPPORTUNITIES FOR THEM TO MAKE SOME ADJUSTMENTS TO THE FUNDING FORMULA.
WHO KNOWS? IT'S POSSIBLE, BUT I SAY THAT TO SAY THERE'S A LOT OF THINGS WE DON'T KNOW BEYOND THIS YEAR, AND THERE ARE A LOT OF THINGS THAT ARE STILL GOING TO HAPPEN FOR THE 22-23 BUDGET THAT WE HAVEN'T ANTICIPATED YET.
WE DON'T KNOW WHAT OUR ENROLLMENT IS GOING TO BE.
I HOPE IT'LL BE HIGHER, BUT IT COULD BE LOWER.
AND SO THERE ARE THINGS THAT COULD CHANGE.
AND I'M HAPPY TO ANSWER ANY QUESTIONS YOU GUYS MIGHT HAVE.
THANK YOU, CHRIS. LET'S SEE, JAMES? THANKS, JOHN. A COUPLE OF QUESTIONS.
THE ONE OF THE AMONG MANY PANDEMIC RELATED PROBLEMS WE HAD THERE WAS THERE WAS THE PROBLEM OF THE TRAVIS COUNTY APPRAISAL DISTRICT LOSING THEIR METHOD OF APPRAISING.
HOW DO WE FEEL ABOUT THEIR CURRENT METHOD? ANY RISK IN THAT ANYBODY TALKING ABOUT THIS COULD BE CRAZY AND THEY'RE GOING TO REPLACE THAT? I'VE NOT HEARD THAT. THIS IS THE SECOND YEAR THAT THEY'VE USED THEIR CURRENT DATASET LAST YEAR CAME OUT WITH.
THAT WAS THE 9.1% WE GOT LAST YEAR.
I KNOW IT SEEMS CRAZY THAT THAT A TAX BASE WOULD INCREASE BY 50%, BUT I THINK IT'S ACCURATE.
YEAH. YEAH, I GUESS I'M WORRIED.
[02:35:04]
WELL, I YES, I SHARE YOUR CONCERNS ABOUT PROJECTING FURTHER AND.OH, YOU DON'T HAVE TO DO IT NOW, BUT.
I MEAN, OBVIOUSLY, WE ONLY GOT ONLY GOT, WHATEVER, 11% OR 21% OUT OF A POSSIBLE 50% OR SOMETHING.
RIGHT. AND SO WE'RE SORT OF BANKING AND THAT'S WHERE THAT 9.1 IS VERY CONSERVATIVE.
EXACTLY. SO IN OTHER WORDS, TOM, COULD YOU GO BACK TO THAT SLIDE? THE THE.
THE TAXABLE OR THE ASSESSED VALUE OF OUR HOUSING STOCK RIGHT NOW.
THE AVERAGE HOME IN EANES ISD HAS A VALUE OF $2.1 MILLION.
THE TAXABLE VALUE IS ABOUT $1.3 MILLION.
AND SO TO MY NOT TOO BRIGHT RANGE THAT SAYS THERE'S 800,000 IN AVERAGE BUILT UP IN HOUSES.
WHICH LEADS ME TO BELIEVE THAT THERE'S A NUMBER OF YEARS WHERE HOMEOWNERS SHOULD PROBABLY EXPECT THAT THEY WOULD SEE GROWTH OF 10% PER YEAR, AND THAT WOULD PROBABLY APPLY TO MOST HOMEOWNERS.
AND SO THAT 9.1%, I DON'T FEEL LIKE.
YEAH. OR IF THE RESIDENTIAL REAL ESTATE MARKET.
SO YES, I DON'T, THAT COULD ALWAYS HAPPEN.
I DON'T WANT TO HAPPEN BEFORE WHERE THE VALUE OF RESIDENTIAL STOCK GOES DOWN.
I'VE ASKED THIS BEFORE. I WANT TO MAKE SURE THIS IS OUT THERE FOR PEOPLE WHO ARE LISTENING.
STATE LAW DICTATES THAT REDUCTION.
THIS IS NOT EANES ISD SAYING, HEY, LET'S LET'S LOWER.
RIGHT? WELL, WE CAN LOWER OUR TAX RATE.
UNFORTUNATELY, IF THE FIRST $0.08 THAT YOU LOWER THE TAX RATE OR YOUR GOLDEN PENNIES.
YEAH. AND AFTER YOU LOWER INTO THE TIER ONE, THE STATE STARTS SAYING, OH THEY MUST NOT NEED AS MUCH MONEY.
AND SO THE VALUE OF THOSE PENNIES GOES DOWN.
AND SO WHAT IF WE IF WE CUT BELOW THE 80.4 $0.06 THAT THEY SAY THAT OUR TIER ONE TAX RATE SHOULD BE, THEN THEY WOULD START SAYING, WELL, YOU MUST NOT NEED $51 MILLION TO RUN YOUR SCHOOL.
YES, YOU HAVE SOME AUTONOMY TO DO THOSE KINDS OF THINGS.
BUT THE STATE HAS SET IT UP IN SUCH A WAY THAT YOU CAN'T JUST SAY, WHY DON'T YOU REDUCE TIER ONE SOME MORE? IN FACT, IF THE STATE WERE TO COME IN AND SAY, I WANT TO KNOCK $0.40 OFF YOUR TIER ONE RATE, GO FOR IT.
BUT THAT'S NOT GOING TO HAPPEN.
RIGHT? I JUST SORT OF WONDER WHERE TIER ONE SHOULD BE ON THAT INFLUENCE SLIDE.
IT FEELS LIKE IT SHOULD BE AT THE BOTTOM, BUT I GUESS YOU'RE SAYING IT.
TIER ONE IS NOT IMPACTING THE MONEY THAT THE DISTRICT HAS TO WORK WITH.
AND SO IF WE'RE IF WE WERE IN A DISTRICT, A PROPERTY POOR DISTRICT, AND WE WEREN'T COLLECTING $51 MILLION NEXT YEAR, IF WE WERE COLLECTING $35 MILLION, THE STATE WOULD SEND US $16 MILLION IN AID TO BRING US UP TO $51 MILLION.
SO EVERYBODY, WHATEVER THEIR TIER ONE ALLOTMENT IS, THAT'S WHAT THEY GET.
YEAH. AND ALONG THOSE LINES, INVESTMENT STRATEGY IS ANOTHER ONE THAT LIKE WE CAN'T GO TO VEGAS AND PUT ALL OF OUR SAVINGS ON ON BLACK OR SOMETHING.
WE ARE ALSO VERY RESTRICTED ON THAT.
THAT'S CORRECT. THERE'S NO INVESTMENTS IN BITCOIN.
SO WE CAN INVEST IN GOVERNMENT SECURITIES AND THINGS THAT HAVE A SAFETY LEVEL EQUIVALENT TO THOSE.
SO WE CAN INVEST IN SOME HIGH QUALITY COMMERCIAL PAPER, AND WE DO DO THAT FROM TIME TO TIME.
IF WE IF WE GET A LITTLE BIT ADDITIONAL YIELD, WE'LL INVEST IN COMMERCIAL PAPER.
BUT THAT'S ABOUT AS RISKY AS WE GO.
YEAH. THE LAST THING IS A REQUEST.
COULD WE GET A SPREADSHEET LIKE YOU'VE GIVEN TO US BEFORE WHERE WE CAN PLUG IN SOME ASSUMPTIONS? ABSOLUTELY. YES.
KIND OF FEEL WHERE WE'RE COMFORTABLE WITH OUR ASSUMPTIONS.
YOU GOT IT? YEAH, IT'S READY TO GO.
[02:40:03]
WE CAN SEND THAT OUT TOMORROW.WE'LL GO WITH THAT. BUT TOM NEEDS MORE TODAY.
THANK YOU. ALWAYS AN INTERESTING PRESENTATION.
I'M GLAD TO HEAR THAT WE ARE BETTER OFF THAN ANTICIPATED.
CAN WE GET A LITTLE BIT OF AN UPDATE ON TRANSFERS FOR NEXT YEAR AND WHERE WE ARE IN THAT PROCESS? BECAUSE I KNOW THAT THAT IMPACTS OUR BUDGET IN A BIG WAY ALSO.
IS THERE ANYTHING ELSE NEW TO ADD TO THAT? THE TRANSFER APPLICATION FOR NEXT YEAR OPENS ON MAY THE FIRST.
WE'RE CURRENTLY ALSO EVALUATING OUR CURRENT TRANSFERS AND THEN AFTER MAY THE 20TH, BY ROUGHLY THE FIRST WEEK OF JUNE, WE MAKE A FINAL DECISION ON WHAT OUR NUMBERS WILL BE FOR NEXT YEAR. GREAT.
SO THERE'S A POSSIBILITY THAT WE COULD BE EVEN BETTER.
WITH ENROLLMENT, THERE IS THAT POTENTIAL.
PERFECT. AND THEN I DO LOVE THAT SPREADSHEET THAT WE WERE TALKING ABOUT.
IT IS FANTASTIC AND IT'S FUN TO PLAY WITH AND KIND OF SEE WHERE WHERE WE COULD BE.
AND I KNOW THAT WE'VE TALKED ABOUT JUST A PERCENTAGE RAISE, 2%, WHATEVER.
WOULD IT BE POSSIBLE TO ALSO INCLUDE BONUSES, NOT PERCENTAGE RATES AND THAT? AND I DON'T KNOW IF THAT WOULD BE LIKE THAT WOULD BREAK THE SPREADSHEET, BUT NO, THEY WON'T BREAK THE SPREADSHEET.
SO JUST TO CLARIFY WHAT YOU WOULD LIKE, SO YOU WOULD LIKE BONUSES THAT WOULD GO SO THAT YOU COULD SELECT, FOR EXAMPLE, $500 BONUS GOES TO EVERYBODY.
SURE WE CAN PUT THAT IN THERE; RIGHT? YEAH, BECAUSE I LIKE THE IDEA OF THE PERCENTAGE RAISE, BUT THEN ALSO THE OPTION OF SOME BONUSES BUILT IN SO THAT MAYBE.
YEAH, WE WOULD LIST THEM AS A ONE TIME FOR NOW.
OKAY. THANK YOU, KIM, AND THANK YOU, CHRIS, FOR THIS.
AND THANKS FOR THE EXPLANATION, AS ALWAYS.
WHILE FROM A PERSONAL STANDPOINT, NO ONE LIKES TO OPEN UP THEIR TECH ASSESSMENT.
THANK GOODNESS WE'VE GOT IT FOR THE SCHOOL.
WHAT IS DAUNTING TO ME IS THAT, YOU KNOW, WITH THIS GROWTH, WE'RE SEEING ONLY ONE POINT, $1.8 MILLION AND HELP TO US.
I'LL TAKE IT, BUT I WISH IT WERE MORE FOR PURPOSES OF JUST THE PUBLIC.
I THINK YOU'VE STATED IT, BUT I WANT TO MAKE SURE THAT THE PUBLIC AWARE AND WE'RE ALL AWARE THAT THAT INVESTMENT INCOME THAT YOU JUST TALKED ABOUT, WHICH YOU ARE WE'RE PREDICTING TO COME IN MORE THAN IT WAS IN THE PAST, IS NOT SUBJECT TO RECAPTURE.
THAT'S GREAT. I THINK. THAT IS HELPFUL FOR OUR DISTRICT AND THAT'S.
THE ONLY PLACE THE ONLY MONEYS THAT ARE RECAPTURED ARE ON TIER ONE.
CAVEAT. THERE ARE PENNIES BEYOND THE GOLDEN PENNIES THAT ARE ALSO RECAPTURED.
SO FOR US ALL, RECAPTURES ONTO YOUR ONE.
OKAY, GOOD. SO, I MEAN, I SEE THE TWO POSITIVES AND I THINK IT'S VERY IT'S SPELLED OUT HERE IN YOUR PRESENTATION, WHICH IS THE TAB GROWTH AND THEN THE INVESTMENT GROWTH THAT WE ARE GOING TO PREDICT AND SEEM PRETTY IMMINENT.
I THINK THAT'S GOOD. THANK YOU.
I FOLLOWING UP ON SOMETHING HEATHER SAID, AND THAT HAS KIND OF COME UP A BIT LATELY.
I'M HOPING THAT I HAVE A REQUEST.
REALLY? CAN WE HAVE A MORE IN-DEPTH LOOK AT OUR TRANSFERS SOMETIME SOON AS WE'RE GETTING TO THAT POINT OF THE YEAR THAT WE WILL BE MAKING SOME SIGNIFICANT DECISIONS AS WITH OUR BUDGET.
SO IF THAT IS POSSIBLE SOON, I WOULD APPRECIATE IT.
TOM, I'VE BEEN LOOKING AT THIS A LONG TIME, AND JUST A COUPLE OF THINGS.
I JUST WANT TO JUST AS A REFLECTION ONE.
CHRIS, I DON'T KNOW THAT I'VE SEEN MANY YEARS WHERE I LOOKED OUT AND THERE WASN'T A RED NUMBER.
ME EITHER WHEN WE'VE BEEN IN THESE PRESENTATIONS.
SO I THINK THAT'S SOMETHING TO AT LEAST BE A LITTLE POSITIVE TOWARDS.
THE SECOND THING I WOULD SAY IS, CHRIS, YOU KNOW, YOU AND I DEBATE SOME OF THIS.
[02:45:04]
NUMBER DO YOU THINK I'M THINKING? TAV. WHICH ONE? TAV.THE LIKELIHOOD OF THAT, IN MY OPINION, IS SLIM, AND I THINK THAT NUMBER IS GOING TO BE HIGHER.
SO WHEN BOARD MEMBERS HAVE THE SPREADSHEET, YOU MIGHT WANT TO PLAY WITH THAT NUMBER A LITTLE BIT.
I'LL ALSO TELL YOU, I'M PRETTY OPTIMISTIC THAT WE'RE GOING TO BE BETTER, I HOPE, THAN THE SEVEN 638. SO I THINK THERE'S SOME HOPE THERE.
I REALLY DO THINK THERE'S SOME HOPE THERE.
SO THERE IS SOME REALLY GOOD THINGS IN THIS SHEET.
SO THAT'S SOMETHING TO PAY ATTENTION TO.
WHAT IS REALLY STAGGERING TO ME IS I'LL GO BACK, LOOK AT THAT 108 AND RECAPTURE IN 20 TO 23 BASED ON THE 9.1% TAV.
I AM REALLY HOPEFUL AND I DON'T KNOW HOW HOPEFUL I SHOULD BE, BUT THERE ARE ALL THE TALK AMONG THE SUPERINTENDENTS RIGHT NOW AND AMONG DIFFERENT SCHOOL BOARDS IS ONE OF THE MAIN THINGS WE ALL HAVE TO ADVOCATE IN THE NEXT LEGISLATIVE SESSION IS A BUMP IN THE BASIC ALLOTMENT.
IF THERE IS A BUMP IN THE BASIC ALLOTMENT.
CHRIS, AND THAT 9.1 IS A LITTLE HIGHER.
YOU'RE IN A PRETTY GOOD PLACE FOR A LITTLE WHILE.
SO I JUST KEEP THOSE THINGS IN MIND.
SO AND I'M GRATEFUL THAT YOU'RE CONSERVATIVE ON THESE NUMBERS, CHRIS.
LET US DREAM AND PRETEND, BUT OR IMAGINE WHAT IT COULD BE.
BUT I APPRECIATE YOU BEING CONSERVATIVE WHEN YOU SHOW IT TO US.
TONIGHT, JUST A DAY OR TWO, BECAUSE I WANT TO LOOK AT THAT SPREADSHEET ONE MORE TIME.
YOU GOT IT. ANYBODY ELSE? THE NEXT ITEM ON OUR AGENDA IS OUR EMPLOYEE COMPENSATION AND BENEFITS DISCUSSION AND I BELIEVE LAURIE LEE'S COMING FORWARD.
[9.2. 2022-23 Employee Compensation and Benefits]
LAURIE, HELLO.THANK YOU FOR STICKING WITH US.
GOOD EVENING. NO, THANK YOU FOR STICKING WITH US.
SO TONIGHT WE'RE GOING TO HAVE OUR FIRST CONVERSATION ABOUT COMPENSATION AND BENEFITS.
I WANT TO WALK THROUGH A LITTLE BIT ABOUT WHAT OUR DISTRICTS, SURROUNDING DISTRICTS ARE DOING.
JUST TO GIVE YOU AN IDEA, THIS IS CHANGING VERY QUICKLY.
EVERY DAY I SEEM TO HEAR OF A NEW SCHOOL DISTRICT THAT MIGHT BE VOTING.
SO THEY ARE VOTING EARLY THIS YEAR TO TRY TO KIND OF GET A JUMP ON THEIR SALARIES.
AND THEN THAT 21-22, ONE TIME PAYMENT, AS HEATHER WAS TALKING ABOUT, YOU KNOW, THAT SEEMS TO BE THE NORM NOW WITH DISTRICTS AND I'M HEARING EVEN SOME DISTRICTS TALKING THIS YEAR THAT THEY WILL ANTICIPATE DOING A ONE TIME PAYMENT AT SOME POINT.
WE STILL HAVE A FEW DISTRICTS THAT ARE GOING TO BE GIVING AN END OF YEAR RETENTION.
SO WE KNOW THAT WILL BE COMING TO THEN THE 22-23 PROPOSED INCREASE.
THE LAST COLUMN WILL BE WHAT IS WHAT WE'RE KIND OF HEARING IN THE CONVERSATIONS WE'RE HEARING.
AND LIKE I SAID, THAT'S CHANGING EVERY DAY.
THURSDAY, I THINK WE HAD TWO THAT VOTED.
AND SO THAT THAT SHOULD BE UPDATED I THINK WITH TRAVIS.
AND THEN WE ALSO HAD ROUND ROCK WHO RECENTLY VOTED IN THAT CHANGED THEY DID DO 4%.
SO, YOU KNOW, WE HEARD THAT AUSTIN IS NOW CONSIDERING A 3.7, WHICH IS KIND OF AN ODD AMOUNT, BUT THAT IS WILL BE A CHANGE FROM OUR CHART. AND HAYES, WHO WANTS TO BE THE THE LEADER IN THE INCREASES, HAS NOW SAID MAYBE A 7 TO 8% INCREASE FOR THEIR TEACHERS AND STAFF. SO LIKE I SAID, WE ARE SEEING THEM CHANGE DAILY AND I'LL KEEP YOU UPDATED ON THAT INFORMATION.
WE CAN BRING THAT BACK TO YOU IN THE NEXT MONTH, IF YOU WOULD LIKE TO SEE THAT.
I THINK THAT'S JUST IMPORTANT TO ADD.
[02:50:09]
SO WE ARE SEEING DISTRICTS WITH ONE TIME BONUSES TO SIGN ON, INCLUDING LIKE WE SEE STIPENDS AND WE DO OUR STIPEND REVIEW EVERY YEAR.THE DISTRICTS TYPICALLY DO THEIR STIPEND REVIEW.
A LOT OF TIMES DURING THESE INCREASE, YOU KNOW, THE INCREASES THAT WE SEE.
BUT THEY WILL BE ADJUSTING STIPENDS JUST AS WE ALWAYS REVIEW OURS TOO.
AND I THINK THIS KIND OF IS GIVES US A LITTLE BIT OF INFORMATION AS OUR SLIDE TO COME NEXT.
AND YOU CAN SEE THAT'S A $16.72 PER HOUR RATE WORKING OVER A FULL YEAR.
RIGHT. WORKING 40 HOURS A WEEK, OVER A FULL YEAR, MUCH HIGHER THAN WHAT WE'RE HEARING IN THIS $15 PER HOUR LIVING WAGE THAT KIND OF SEEMS TO GENERATE IN CONVERSATIONS. WELL, WITH THAT PIECE, I WANTED TO LET YOU KNOW THAT WE ARE SEEING MANY OF OUR DISTRICTS AROUND US PROPOSING TO GO TO AT LEAST $15 AN HOUR INCREASE FOR THEIR SUPPORT STAFF.
SO WE'RE SEEING THIS WITH THEIR CUSTODIANS, THEIR CHILD NUTRITION, THEIR TEACHING ASSISTANTS.
THEY WANT TO RAISE THAT FLOOR TO $15 AN HOUR FOR US.
YOU KNOW, OUR CHILD NUTRITION, IF YOU WOULD LOOK AT OUR PAY SCALES OR OUR CHILD NUTRITION AND OUR CUSTODIANS ARE OBVIOUSLY OUR LOWEST PAID EMPLOYEES AND THEY WERE AROUND THE $11 MARK. SO THIS WOULD BE A TREMENDOUS INCREASE FOR THEM.
WE DO HAVE CONVERSATIONS ABOUT MOVING THAT MARK FOR AT LEAST THAT GROUP.
SO THAT MIGHT BE A CONSIDERATION EVEN THOUGH WE KNOW WE COULDN'T GO TO THE $15 MARK.
AND THEN, YOU KNOW, WE ALWAYS SIT PRETTY GOOD WITH OUR CONTRIBUTION ON OUR BENEFITS.
AND, YOU KNOW, I HAVE NOT HEARD FROM OTHER DISTRICTS ABOUT THAT INCREASE.
THEY SEEM TO BE PUTTING THEIR MONEY INTO SALARIES INSTEAD OF THE BENEFIT INCREASE, MAYBE A LITTLE BIT AT DRIPPING, BUT THAT'S REALLY AT THE BOTTOM OF OUR SCHEDULE. SO WE REALLY DON'T COMPETE WITH THEM ON THAT INCREASE, BUT THEY REALLY ARE ROLLING THAT INTO SALARIES.
NOW, INSTEAD OF THE BENEFIT INCREASE.
TRS WILL HAVE THEIR RENEWAL RATES.
WE'RE EXPECTING THEM THIS WEEK.
SO FOR OUR FUTURE CONSIDERATIONS, WE JUST WANT TO TALK ABOUT WHAT ADJUSTMENT WILL WE BE DOING? YOU KNOW, CHRIS IS GOING TO BE GIVING YOU THE CHART, SO WE CAN DEFINITELY TAKE A LOOK AT THAT AND THEN WE'LL BE LOOKING AT WHAT WE WILL APPROVE IN MAY AND WE'LL JUST BE ASKING THE BOARD TO MAKE A RECOMMENDATION.
ANY QUESTIONS? THANK YOU, LAURIE. SURE.
WHAT IS OUR HOURLY RATE FOR OUR SPED TAS? SO THE AVERAGE I THINK I HAD THE AVERAGE FOR HOURLY ON THE SPED TAS.
AND MOST OF THEM ARE OVER THAT $15 MARK AROUND 15.60 PER HOUR AND THAT'S AN AVERAGE.
AND HOW DOES THAT COMPARE TO OTHER DISTRICTS? CURRENTLY IT COMPARES WELL, BUT I THINK THAT WE'RE GOING TO SEE A CHANGE WITH THIS $15 AN HOUR BECAUSE THE MAJORITY OF THE DISTRICTS AND WHAT WE WOULD WANT TO DO IS IF YOU MOVE TO THAT, MARK, YOU ALSO WANT TO MOVE THOSE EMPLOYEES UP ON THAT SCALE.
RIGHT. I HAD ANOTHER QUESTION.
WHY DON'T YOU PASS ME UP? I'LL THINK ABOUT THAT.
JAMES, COULD WE GET A LINE IN THE CALCULATOR THAT HELPS US UNDERSTAND WHAT A SIGN ON BONUS? I MEAN, IT FEELS LIKE THAT WOULD BE HELPFUL.
LIKE A SIGN ON BONUS LINE IN OUR CALCULATOR.
I KNOW. I MEAN, THERE'S SO MANY VARIABLES I DON'T WANT TO THINK ABOUT.
I HAVE MULTIPLE THOUGHTS ON THIS.
YEAH. I WAS GOING TO HEAR THE REST OF THE QUESTIONS.
COME BACK. YEAH. BUT I WILL TELL YOU THE THE $15 AND LAURIE FOR CLARIFICATION.
RIGHT, I THINK THE NUMBER THAT YOU AND IF I'M WRONG I'M HAPPY BEING WRONG.
AM I RIGHT WHEN YOU GAVE THE NUMBER ABOUT 250,000.
THAT'S FOR CUSTODIANS AND CDC TRYING TO MOVE THEM UP.
THAT'S CUSTODIANS AND CHILD NUTRITION.
RIGHT. I'M SORRY. IT WOULDN'T BE TO THE AND IT WOULDN'T BE TO THE $15 AN HOUR.
[02:55:01]
IT WOULD BE THAT IT WOULD ONLY BE LIKE A $1.64.IT WOULD TAKE THEM CLOSER TO $13 AN HOUR.
THE THE ENTIRE GROUP TO MOVE THAT $15 PER HOUR ON A SCHEDULE IS ABOUT 1.6 MILLION.
AND THAT IS THAT IS GIVING EVERYBODY THAT INCREASES THEY WOULD GO UP BUT THAT'S BUT THE GROUP THE CHILD NUTRITION AND CUSTODIANS ARE THE AREA THAT YOU'RE, WE'RE CONCERNED EVERYWHERE.
BUT THAT'S WHERE YOU'RE MOST CONCERNED.
THANK YOU. LET'S SEE. I'M GOING TO JUMP HERE THEN.
OH, OKAY. YOU GOT YOUR QUESTION? YEAH. SORRY.
I JUST REMEMBERED MY OTHER REQUEST.
COULD WE SEE NEXT TIME AN ACTUAL DOLLAR COMPARISON OF TEACHER PAY, THE DIFFERENTIAL BETWEEN, SAY, US AND LAKE TRAVIS AND HAYES AND LEANDER AND SOME OF THE ONES WERE TRULY COMPETING WITH.
SURE. WE HAVE THAT 12 DISTRICT COMPARISON THAT WE'VE NORMALLY DONE IN THE PAST.
WE HAVE TAKEN A LOOK AT THAT TO SEE THOSE THOSE CHANGES.
YEAH, NOT JUST THE PERCENTAGE CHANGE, BUT THE ACTUAL DOLLAR AMOUNT.
IN TERMS OF THE ONE TIME PAYMENT AND YOU SAID THAT'S BECOMING MORE OF THE NORM.
HOW DEPENDENT IS THAT ON ESSER FUNDS? I THINK MANY DISTRICTS WERE USING ESSER FUNDS, BUT OBVIOUSLY THAT'S GOING TO CHANGE IN THE NEXT YEAR OR TWO.
SO, I MEAN, I GUESS THAT'S WHAT MY QUESTION IS.
I JUST DON'T KNOW WHAT THE FUTURE HOLDS.
IT SEEMS THAT THESE HAVE BEEN KIND OF BECOME THE NORM AND EXPECTATIONS.
SLIPPERY SLOPE. THANK YOU, HEATHER.
TO FOLLOW UP ON ELLEN'S QUESTION.
AND I DON'T KNOW HOW SOME OF THESE DISTRICTS ARE GOING TO BE ABLE TO AFFORD THAT GOING FORWARD.
SO THAT'S ONE OF THE REASONS WHY I WOULD LIKE TO LOOK AT BONUSES ALSO, BECAUSE I THINK THAT THAT'S A SAFER WAY THAT WE CAN CONTINUE TO GIVE OUR STAFF MORE MONEY WHILE ALSO BEING FISCALLY RESPONSIBLE TO OUR BUDGET.
BUT I ABSOLUTELY AM IN FAVOR OF GIVING OUR STAFFS MORE MONEY.
AND I KNOW A LOT OF THE THINGS THAT THE DISTRICTS AROUND US ARE LOOKING AT OUR MAJOR CUTS.
AUSTIN ISD IS CUTTING A TON OF STUFF.
WE HAD TO CUT STAFF, BUT I THINK IT WOULD BE INTERESTING TO SEE OUR FTE ALLOTMENT FOR NEXT YEAR AND KIND OF WHERE WE'RE THINKING AND IF THERE'S ANY REALIGNMENT OR ANYTHING LIKE THAT OR IF IT WOULD BE A WASH.
AND IT'S NOT A MAJOR DIFFERENCE THAT MAYBE WE DON'T NEED TO SEE IT.
THANK YOU. THANK YOU. ANYBODY ELSE? TOM? THIS IS THE CONVERSATION THAT IS HAPPENING EVERY TIME SUPERINTENDENTS ARE WALKING IN A ROOM TOGETHER RIGHT NOW.
I WILL TELL YOU, THE GENERAL TONE IS SOME OF THEM FEEL THEY AND OR THEIR BOARDS FEEL THEY MUST DO SOMETHING WITH COMPENSATION, PARTICULARLY WITH 8% INFLATION AT THE MOMENT AND IN SOME CASES RENTS GOING UP IN THE 40 TO 50% RANGE FOR SOME STAFF MEMBERS.
SOME ARE CARRYING A SIGNIFICANT NUMBER OF OPEN CERTIFIED POSITIONS RIGHT NOW.
SO THEY'RE DOWN 40, 50 POSITIONS THAT THEY HAVEN'T BEEN ABLE TO FILL ALL YEAR.
AND OR IF THEY'RE STARTING TO CUT STAFF, THOSE ARE STAFF THAT AREN'T THERE.
[03:00:07]
THIS IS REALLY NEAR AND DEAR TO MY HEART ON THIS BECAUSE WE'VE SAID THIS MULTIPLE TIMES.WE'RE ONLY AS GOOD AS OUR PEOPLE.
AND WHILE WE'VE GOT GREAT PEOPLE, WE'VE GOT TO FIND A WAY TO COMPENSATE THEM.
THREE HAPPENED, RIGHT, WE STRETCHED THE BOARD, REALLY STRETCHED BEYOND OUR BUDGET AND WENT LIKE 4.5.
AND LAKE TRAVIS WAS NORTH OF SEVEN.
OKAY. WHEN WE'RE TALKING JUST THIS YEAR, WE WENT TWO PERCENT.
LAKE TRAVIS, WHEN YOU TAKE THE TWO RACES THEY GAVE THIS YEAR, THEY'RE AT FIVE.
RIGHT NOW, THEY'VE APPROVED SEVEN FOR NEXT YEAR.
THAT'S SIGNIFICANT, AND IT'S SIGNIFICANT AT ALL LEVELS.
I AM. I DO THINK THAT MOST PEOPLE DO RECOGNIZE THAT THIS IS UNSUSTAINABLE EVEN IN THESE OTHER DISTRICTS WHEN THEY'RE GIVING THESE RAISES. I DO REALIZE THAT LAKE TRAVIS WILL HAVE A DEFICIT NEXT YEAR.
YOU HAVE AUSTIN ISD THAT'S USING ALMOST ALL OF ITS ESSER MONEY THIS YEAR TO JUST EVEN WITH THE CUTS, BE ABLE TO GIVE THAT RAISE AND THAT ESSER MONEY WILL NOT BE THERE FOR THEM THERE AFTER THAT BECAUSE THAT EXTRA MONEY IS GOING TO BE GONE.
SO THIS IS GOING TO BE A CHALLENGE, JEFF, AND TRUSTEES, IN THE FUTURE.
NOW, YOU'RE ALSO SEEING ONE OTHER PHENOMENON.
AND I JUST WANT TO MAKE SURE THE BOARD IS AWARE OF THIS.
A LOT OF THEM ARE MAKING DECISIONS QUICKER.
IF USUALLY WE'RE NOT SEEING EVERYONE APPROVING RAISES UNTIL LATE MAY AND SOMETIMES EVEN INTO JUNE, AND IN SOME CASES ALL THE WAY INTO AUGUST. AND I THINK PART OF THAT IS FEAR OF LOSING STAFF AT THIS MOMENT IN TIME, EITHER TO THE PRIVATE SECTOR OR SOMETHING ELSE.
SO THEY'RE TRYING TO GET OUT THERE.
WE HAVE A MEETING ON MAY 10TH, RIGHT.
AND THEN WE HAVE A MEETING ON MAY 24TH.
AND I REALLY HOPE THE BOARD DOESN'T GO BEYOND MAY 24TH FOR THE BUSINESS OFFICE.
IF YOU TELL US TO TRY TO BE READY BY MAY, WHATEVER IS THAT OTHER DATE IS MAY 10TH.
WE WOULD BE TRY TO BE READY FOR MAY 10TH, BUT EVENTUALLY WE NEED A NUMBER.
AND AND I THANK YOU. I KNOW THIS IS A HARD ISSUE, BUT IT'S.
IT'S PROBABLY ONE OF THE MOST IMPORTANT DECISIONS YOU'RE GOING TO MAKE THIS YEAR.
THANK YOU, TOM. PERSONALLY, I'D LIKE US TO TAKE A SHOT AT GETTING READY FOR MAY 10TH.
AND IF WE MISS IT, THEN THE 24TH.
SO IN THE DISCUSSION ABOUT THE SUPPORT STAFF, YOU SINGLED OUT THE CUSTODIAL WORKERS AND THE CHILD NUTRITIONIST AS BEING A GROUP WHERE THAT ARE PARTICULARLY VULNERABLE.
BUT YOU ONLY, BUT YOU SUGGESTED THAT WE GO TO $13 OR SOMETHING LIKE THAT.
AND IN OUR CHART WE'VE GOT EVERYBODY ELSE GO ON TO 15.
I'D LIKE TO SEE WHAT IT LOOKS LIKE AT 15.
ANY OTHER QUESTIONS ARE OR ASKED.
AND I THINK THAT I DON'T KNOW WHERE CHRIS IS HERE.
BUT THAT MIGHT TAKE I DON'T KNOW IF HE'S STILL HERE.
IS HE HERE? I MEAN, PERSONALLY, I DON'T KNOW.
WE MAY BE ABLE TO DO IT IN CHUNKS.
LET ME TALK TO YOU TOMORROW, CHRIS.
BUT, YOU KNOW, PERSONALLY, I DON'T NEED YOU TO ADD A LINE LIKE THAT TO THE SPREADSHEET.
IF YOU CAN JUST TELL ME WHAT THE NUMBER IS, THEN I CAN, THEN I HAVE WHAT I'M LOOKING FOR.
ELLEN? I'D LOVE TO SEE US GET THERE FOR AT LEAST A DETAILED DISCUSSION ON MAY 10TH.
SO I'D LOVE TO BE PRESENT FOR THAT AND I'D LOVE TO SEE IT ON THE TABLE.
IF THERE ARE NO MORE QUESTIONS, WE CAN MOVE.
THANK YOU, LAURIE. I APPRECIATE.
I APPRECIATE YOUR HELP WITH THIS TOPIC.
[03:05:01]
THE NEXT ITEM ON OUR AGENDA IS A DISTRICT IMPROVEMENT PLAN.[9.3. 2022-23 District Improvement Plan]
I THINK THIS WILL BE THE FOURTH TIME THAT WE HAVE TAKEN THE DIP UP AS A DISCUSSION ITEM.JEFF, DO YOU HAVE ANYTHING MORE FOR US THAN WHAT YOU SHARED THE LAST TIME? WE HAVE THIS AS A DISCUSSION ITEM.
IN CASE YOU WOULD LIKE TO DISCUSS IT.
I WILL SAY THAT IN RESPONSE TO YOUR PREVIOUS CONVERSATION, WE KIND OF REFRAMED THIS AS OUR DISTRICT INSTRUCTION AND OPERATIONS PLAN, ALTHOUGH IT'S KNOWN BY THE STATE AS THE DISTRICT IMPROVEMENT PLAN.
BUT WE FELT LIKE THAT WAS MORE ACCURATE.
WHAT'S WHAT IS THAT, AN ACRONYM? WELL, [INAUDIBLE] MAYBE.
OR SOMETHING LIKE THAT. ALL RIGHT.
WELL, WE'LL VOTE ON THAT ONE LATER.
ANYBODY HAVE ANYTHING THEY NEED, THEY'D LIKE TO? OKAY, HEATHER, I JUST WANT TO SAY THANK YOU TO JEFF AND MOLLY.
I SPENT SOME TIME TALKING WITH MOLLY SPECIFICALLY ABOUT THIS, AND I'M COMFORTABLE MOVING FORWARD.
SO THANK YOU FOR MAKING THOSE ADJUSTMENTS AND TAKING ALL THAT INTO ACCOUNT.
THANK YOU. LOOKS LIKE THAT'S IT.
WE'LL MOVE ON. I'M SORRY, LAURA.
THANK YOU. TO YOU AND THE TEAM.
THERE WERE I HAD SOME CONCERNS THE LAST TIME WE SAW IT, AND I'M MUCH MORE COMFORTABLE WITH THIS.
THANK YOU. ANYBODY ELSE? ANY FINAL COMMENTS? NONE. ALL RIGHT.
THE NEXT ITEM ON THE AGENDA IS THE FIRST READING OF THE REVISIONS TO THE BOARD POLICY.
[9.4. First Reading of Revisions to Board Policy DC(LOCAL)]
DC LOCAL AND ALISON.HI, ALISON. THIS IS A FAIRLY SIMPLE CHANGE AS IS OUTLINED IN YOUR PACKET AND IT'S A CHANGE TO THE POLICY REGARDING WHICH POSITIONS THE BOARD HAS RETAINED HIRING AUTHORITY FOR.
WE SHALL BE VOTING ON LATER IN THE MEETING AND THE POLICY WILL THEN BE CONSISTENT WITH THOSE TITLES.
DOES ANYBODY HAVE ANY QUESTIONS FOR ALLISON RIGHT NOW? NO. OKAY.
THE NEXT ITEM ON THE AGENDA IS THE ANNUAL BOARD MEMBER CONTINUING EDUCATION REPORT.
[9.5. Annual Board Member Continuing Education Report]
AND THAT IS A REPORT THAT I GET TO READ.THE TEXT IS DICTATED BY TEA, SO HERE GOES.
UNDER STATE BOARD OF EDUCATION RULE COMPLETING REQUIRED CONTINUING EDUCATION EACH YEAR SERVICES THE BASIC OBLIGATION AND EXPECTATION OF ANY SITTING BOARD MEMBER AS BOARD PRESIDENT AND I'M REQUIRED TO ANNOUNCE THE NAME OF EACH BOARD MEMBER WHO HAS COMPLETED THE REQUIRED CONTINUING EDUCATION, HAS EXCEEDED THE REQUIRED CONTINUING EDUCATION, AND IS DEFICIENT IN MEETING TO REQUIRE CONTINUING EDUCATION.
THE REQUIREMENTS FOR TRAINING ARE MEASURED AS OF THE FIRST ANNIVERSARY OF THE DATE OF THE TRUSTEE'S ELECTION OR APPOINTMENT OR TWO YEAR ANNIVERSARY OF HIS OR HER PREVIOUS TRAINING AS APPLICABLE.
POST LEGISLATIVE UPDATE TO THE TEXAS EDUCATION CODE TEAM BUILDING ADDITIONAL CONTINUING EDUCATION, EVALUATING STUDENT ACADEMIC PERFORMANCE AND SETTING GOALS AND IDENTIFYING AND REPORTING ABUSE, TRAFFICKING, AND OTHER MISTREATMENT OF CHILDREN.
AS OF TODAY'S DATE, ALL TRUSTEES HAVE MET OR EXCEEDED ALL CONTINUING EDUCATION REQUIREMENTS.
BOARD MEMBER LAURA CLARKE EXCEEDED THE REQUIRED AMOUNT OF CONTINUING EDUCATION TRAINING BY 23.5 HOURS OR MEMBER BALTHAZAR MET THE REQUIRED AMOUNT OF CONTINUING EDUCATION TRAINING ADDITIONAL HOURS.
HEATHER SHEFFIELD EXCEEDED THE REQUIRED AMOUNT OF CONTINUING EDUCATION TRAINING BY 56.5 HOURS AND BOARD MEMBER JAMES SPRADLEY MET THE REQUIRED AMOUNT OF CONTINUING EDUCATION TRAINING HOURS. AND THAT CONCLUDES THE BOARD MEMBER CONTINUING EDUCATION TRAINING REPORT.
THANK YOU ALL FOR ALL THE TIME THAT YOU PUT IN TO TRAINING FOR THIS POSITION.
THAT BRINGS US TO THE CONSENT AGENDA.
[10. ACTION - CONSENT AGENDA]
DO I HAVE A MOTION? ELLEN. I MOVE THAT WE APPROVE THE CONSENT AGENDA AS POSTED.WE MOVE TO THE FIRST ACTION ITEM AND THAT IS A CHAP CLUB DONATION.
[11.1. Chap Club Donation]
DO I HAVE A MOTION? ELLEN? I MOVE THAT THE BOARD OF TRUSTEES ACCEPT THE DONATION OF $38,960.52 FROM THE WEST CHAP CLUB.[03:10:06]
LOVE WITH GRATITUDE.DO I HAVE A SECOND? ALL RIGHT. I HAVE A MOTION AND A SECOND.
THANK YOU. IF THERE IS NO MORE DISCUSSION, ALL THOSE IN FAVOR, I THANK YOU.
[11.2. 2022-23 Contract Recommendations for General Counsel, Assistant Superintendents, and Principals]
OH. ASSISTANT SUPERINTENDENTS AND PRINCIPALS.GENERAL COUNSEL, ASSISTANT SUPERINTENDENTS AND PRINCIPALS.
THANK YOU. DO I HAVE A SECOND? I HAVE A MOTION AND A SECOND.
IS THERE ANY DISCUSSION? SEEING NONE, ALL THOSE IN FAVOR.
ALL RIGHT. THANK YOU VERY MUCH.
THE NEXT ITEM IS THE 22-23 DISTRICT IMPROVEMENT PLAN.
[11.3. 2022-23 District Improvement Plan]
DO I HAVE A MOTION? I MAKE A MOTION.I MOVE THAT WE APPROVE THE 2022-2023 DISTRICT IMPROVEMENT PLAN.
DO I HAVE A SECOND? I HAVE A SECOND. BY LAURA, DO I HAVE ANY DISCUSSION? SEEING NONE OF THOSE IN FAVOR? AYE. ALL RIGHT.
THE LAST THING THAT WE HAVE IS RECITATION OF UPCOMING MEETINGS.
[12. UPCOMING MEETINGS]
WE HAVE ONE MAY 10TH.IT'S A SPECIAL MEETING WE HAVE ON MAY 24TH.
IT'S A REGULAR MEETING. WE HAVE ONE JUNE 2ND.
IT'S A STUDY SESSION AND WE HAVE ONE JUNE 14TH.
IT IS A TEAM BUILDING MEETING AND WE ARE ADJOURNED AT 10:11 P.M.
THANK YOU ALL FOR YOUR PATIENCE.
IF YOU'RE STILL ONLINE WITH US, THANK YOU FOR YOUR PATIENCE.
AND JOHN, DID YOU SAY WE HAD ONE JUNE 2ND? IS THAT JUNE 7TH? SEVENTH. SO IT'S MAY TEN MAY.
* This transcript was compiled from uncorrected Closed Captioning.