Sep 20, 2022 School Board Regular Meeting

>> GOOD EVENING. THE TIME IS NOW 6:00 AND I CALL

[1. CALL TO ORDER]

[00:00:04]

MADAM SECRETARY.

>> WE HAVE A QUORUM.

>> DO WE? THANK YOU.

AND WE WILL NOW MOVE INTO CLOSED SESSION PURSUANT TO

[3. CLOSED SESSION]

WE WILL RECONVENE AN OPEN SESSION AT APPROXIMATELY 7:00.

THANK YOU ALL FOR COMING AND SEE YOU IN A BIT.

DONE.

THE TIME IS NOW 7:02,

[4. RECONVENE INTO OPEN SESSION (Approximately 7:00 p.m.)]

GOOD EVENING AND WELCOME TO THE EISD BOARD MEETING.

I'M VERY GLAD YOU'RE HERE.

I THINK I CAN SPEAK ON BEHALF OF THE BOARD AND SAY THAT WE'RE LOOKING FORWARD TO A GOOD MEETING.

I HAVE A COUPLE OF THINGS THAT I NEED TO COVER QUICKLY, HOWEVER, FIRST, THE PURPOSE OF TONIGHT'S MEETING IS FOR THE BOARD TO DELIBERATE AND VOTE ON MATTERS LISTED ON ITS AGENDA.

THE DISTRICT HAS COMMITTED TO TREATING EVERYONE WITH RESPECT AND WE EXPECT THE SAME IN RETURN.

PLEASE REFRAIN FROM OUTBURST OR ANY OTHER FORM OF DISRUPTIVE BEHAVIOR.

THERE'LL BE AN OPPORTUNITY FOR PUBLIC COMMENT LATER IN THE MEETING.

FIVE SPEAKERS ARE SIGNED UP, AND EACH SPEAKER WILL HAVE THREE MINUTES TO SPEAK.

LAST THING, IN THE EVENT OF AN EMERGENCY, PLEASE TAKE NOTE OF THE EXIT NEAREST YOU IF THE NEED ARISES, HEAD THERE IN AN ORDERLY MANNER.

WE HAVE ONE DOOR AT THIS END OF THE HALL, THAT'S THE DOOR I BELIEVE EVERYBODY ENTERED INTO.

THEN WE HAVE ONE AT THIS END OF THE HALL.

THANK YOU FOR JOINING US AND FOR YOUR INTEREST IN OUR COMMUNITY, OUR KIDS AND OUR SCHOOLS, AND WE WILL NOW BEGIN OUR AGENDA.

I'M GOING TO BEGIN BY READING THE ISD MISSION STATEMENT.

[5. EANES ISD MISSION STATEMENT]

WE UNITE OUR COMMUNITY THROUGH RESPECTFUL RELATIONSHIPS, CREATING A SENSE OF BELONGING FOR ALL.

WE EMPOWER STUDENTS, PROVIDING AN EXEMPLARY EDUCATION THAT DEVELOPS CURIOSITY, CREATIVITY, AND INDIVIDUAL TALENTS.

WE INSPIRE EACH OTHER TO LEAD PURPOSEFUL LIVES OF EMPATHY, GRATITUDE, AND COMPASSION.

NOW PLEASE JOIN ME FOR THE PLEDGE OF ALLEGIANCE.

>>

>> THANK YOU FOR THAT. THE FIRST ITEM

[7. REPORTS]

>> THANK YOU, MR. HAVENSTRITE AND TRUSTEES AUDIENCE.

IT'S GOOD TO BE WITH YOU THIS EVENING.

JUST WANTED TO MENTION A FEW THINGS IN MY REPORT BRIEFLY TONIGHT.

MANY OF YOU ARE FAMILIAR WITH LESLEY RYAN.

SHE'S THE PRINCIPAL AT EANES ELEMENTARY.

LESLEY IS ALSO AN ACCOMPLISHED ARTIST, AND IF YOU'RE AT BOOGERS BAGELS IN THE COMMUNITY IN WESTLAKE, ALL OF HER ARTWORK IS ON DISPLAY THERE IN THEIR GALLERY.

ALSO AVAILABLE FOR PURCHASE, SO IF YOU HAPPEN TO BE IN BOOGERS ENJOYING BREAKFAST OR LUNCH, YOU CAN ENJOY LESLEY RYAN'S ARTWORK AT THE SAME TIME.

WE'RE VERY PROUD OF LESLEY AND HER ACCOMPLISHMENTS.

ALSO WANT TO INTRODUCE SOMEONE WHO IS IN THE AUDIENCE THIS EVENING, I'M GOING TO ASK ALEX ROMERO IF HE'LL STAND.

ALEX HAS BEEN NAMED THE SUPERVISOR OF THE YEAR.

IT'S AN AWARD FROM THE TEXAS ASSOCIATION SCHOOL BUS TECHNICIANS.

THAT AWARD WAS GIVEN TO ALEX THIS PAST SUMMER.

ALEX HAS BEEN WITH US AS A PART OF THE EANES ISD FAMILIES SINCE 2009.

HE STARTED AS A MECHANIC.

HE WORKED HIS WAY UP TO THE SHOP FOREMAN POSITION IN A MATTER OF JUST A FEW YEARS, AND NOW HE'S RECOGNIZED STATEWIDE FOR HIS EXPERTISE AND HIS LEADERSHIP.

ALEX, WE'RE VERY PROUD OF YOU.

[APPLAUSE] ALEX, THANK YOU VERY MUCH AND CONGRATULATIONS.

ALSO I WANTED TO REFLECT ON THIS PAST WEEK.

MANY OF YOU KNEW THAT WE HAD AN INCIDENT AT CEDAR CREEK ELEMENTARY A WEEK AGO TODAY, AND FORTUNATELY, THE THREAT THAT THE SCHOOL RECEIVED WAS UNFOUNDED HAPPENED TO BE ONE OF A NUMBER OF SIMILAR THREATS THAT WERE CALLED INTO SCHOOLS ACROSS THE STATE.

BUT WE'RE VERY PROUD OF THE WAY THE EANES COMMUNITY AND THE STAFF THERE RESPONDENT, ALONG WITH THE STUDENTS, THE PARENTS, OUR SECURITY TEAM, AND LOCAL LAW ENFORCEMENT, THEY WERE ALL THERE INSTANTANEOUSLY TO TRY TO MAKE SURE THAT THAT CAMPUS WAS PROTECTED.

ONE OF THE THINGS THAT CAME OUT OF THIS INCIDENT, IF YOU NOTICE ON THE LEFT-HAND SIDE OF THE SCREEN, DURING THE SITUATION, TEACHERS HAD THE FORETHOUGHT TO SEND EMAILS AND PHOTOGRAPHS TO PARENTS TO LET THEM KNOW THAT THEIR CHILDREN WERE SAFE IN THE CLASSROOM.

SOMETHING THAT ACTUALLY BEGAN DURING ANOTHER INCIDENT AT ONE OF OUR ELEMENTARY SCHOOLS LAST SPRING.

NOW THAT PRACTICE HAS CARRIED OVER AND IT PROVIDED GREAT REASSURANCE TO PARENTS.

WE'VE GOT A LOT OF EMAILS AND NOTES FROM THEM HOW MUCH THEY APPRECIATED KNOWING THAT THEIR CHILDREN WERE SAFE.

[00:05:03]

WE HAD A TOWN HALL MEETING, THURSDAY EVENING WHERE IN A VERY TIMELY MANNER, WE DISCUSSED SAFETY AND SECURITY.

IT WAS A STANDING ROOM ONLY CROWD AND HAD A REALLY GOOD CONVERSATION WITH THE COMMUNITY ABOUT ALL THE THINGS THAT WE'RE DOING PROACTIVELY TO TRY TO PROTECT OUR STUDENTS AND OUR STAFF.

WE ENJOYED THAT CONVERSATION THAT'S PART OF OUR CAFE SERIES, TO HAVE MORE DIALOGUE AND TWO-WAY ENGAGEMENT WITH OUR COMMUNITY.

THEN OF ALL THINGS, CEDAR CREEK ENDED THE WEEK WITH ANOTHER SITUATION ON THEIR CAMPUS WHEN A HELICOPTER HAD TO LAND ON THE PLAYGROUND AN AIRLIFT A NEIGHBOR WHO HAD BEEN INJURED, BUT THE SCHOOL AGAIN RESPONDED VERY WELL TOGETHER AND A LOT OF PEOPLE CAME TOGETHER.

THAT TRAINING THAT THEY HAD HAD JUST A FEW DAYS BEFORE CERTAINLY CAME INTO PLAY ONCE AGAIN.

IT WAS AN EVENTFUL WEEK AT CEDAR CREEK, BUT A VERY POSITIVE WEEK FOR OUR SCHOOL DISTRICT IN TERMS OF SAFETY AND SECURITY AND HOW THE COMMUNITY CAME TOGETHER DURING THESE CRITICAL SITUATIONS, SO WE'RE VERY PROUD OF THEM.

THAT'S ALL FOR THE SUPERINTENDENT'S REPORT THIS EVENING.

JUST WANTED TO SHARE THOSE THINGS.

HAPPY TO ENTERTAIN ANY QUESTIONS THAT YOU MIGHT HAVE.

>> THANK YOU. ANYBODY HAVE ANY QUESTIONS FOR DR. ARNETT?

>> WELL, IT WASN'T MADE, BUT IT WAS A LOT OF PEOPLE WHO ARE IN THIS ROOM WHO WORKED TOGETHER, SO IT WAS VERY GRATIFYING.

>> THANK YOU FOR THAT AND CONGRATULATIONS ALEX. NICELY DONE.

>> THANK YOU.

>> THE NEXT ITEM ON OUR AGENDA IS OUR CAMPUS CONNECTION, AND THIS WEEK WE'RE GOING TO TALK ABOUT WESTLAKE HIGH SCHOOL.

MR. RAMSEY, MR. RYAN.

>> IF I COULD, I'LL PREVIEW THIS AS THEY'RE BEING SEEDED.

THIS IS THE FIRST IN OUR YEAR LONG SERIES OF CAMPUS CONNECTIONS WHERE WE GIVE OUR SCHOOLS AT THE VARIOUS LEVELS AN OPPORTUNITY TO TALK ABOUT THE GREAT THINGS THAT ARE HAPPENING ON THEIR CAMPUS, AND MORE IMPORTANTLY, HOW THOSE CONNECT TO THE BOARD PRIORITIES THAT YOU IDENTIFY EACH YEAR.

WE'RE VERY PLEASED THIS EVENING TO HAVE THE FIRST IN THE SERIES, AND IT'S WESTLAKE HIGH SCHOOL.

I'M GOING TO LET MR. RAMSEY INTRODUCED HIS SPEAKERS.

>> THANK YOU SO MUCH FOR THAT. WHAT ARE YOUR PRIORITIES?

>> WE'RE NOT REALLY GOOD WITH TECHNOLOGY WE DO ALRIGHT AT THE HIGH SCHOOL.

ONE OF OUR BOARD PRIORITIES THAT WE DEFINITELY WANTED TO LEVERAGE AND COME VISIT WITH YOU ABOUT IS THE WHOLE IDEA OF RETAINING TEACHERS, ESPECIALLY THE LAST COUPLE OF YEARS, WHILE ALSO BUILDING CAPACITY INTO THOSE TEACHERS.

WE HAVE TWO GREAT FOLKS HERE.

SUSANNA MCCONNELL IS GOING TO TALK ABOUT A PROGRAM CALLED TEACHER INNOVATION ACADEMY.

THAT'S WHERE OUR TEACHERS SHARE A WHOLE LOT OF CRAFT KNOWLEDGE.

IF YOU'VE BEEN IN EDUCATION, I CAN REMEMBER GETTING MY MASTER'S WROTE A BOOK CALLED LEARNING BY HEART BY ROLAND BARTH, HAD HIM AND ABOUT EVERYTHING I EVER WROTE IN GRADUATE SCHOOL, AND THE BIG THING WAS TEACHERS LIKE THE SILO AND THEY DON'T LIKE TO SHARE.

SUSANNA MCCONNELL COME WITHIN THE FIRST YEAR I WAS THERE AND SAID, LET'S GET AS MANY TEACHERS WE CAN.

IT WAS LIKE AND SHARE ALL THE WONDERFUL NEW THINGS THAT THEY DO.

WE WENT RAN WITH THAT AND SUSANNA IS TALK ABOUT THAT, AND THEN MR. RYAN, I WAS GOING TO TALK ABOUT OUR NEW TEACHER ACADEMY.

FROM BEING IN THIS A WHILE, A LOT OF HIGH SCHOOLS, MIDDLE SCHOOLS, ELEMENTARY IS TALKING ABOUT BUILDING CAPACITY WITH THE NEW TEACHERS AND WE DEFINITELY FEEL LIKE WE ACTUALLY PUT TIME INTO THOSE TEACHERS.

WE GIVE THEM EITHER HALF DAY, FULL DAY, LUNCHTIME, MEETINGS, MS. SERRANO WALKED THROUGH THAT.

BUT THAT IT MEANS A LOT TO OUR TEACHERS GIVES NOT ONLY FIRST YEAR TO THE PROFESSION FIRST YEAR TO WESTLAKE HIGH SCHOOL.

A LOT OF TEACHERS ON OTHER CAMPUSES WHO DON'T EVEN KNOW WHO ADMINISTRATORS ARE, WHO ARE COUNSELORS, EDUCATIONAL PARTNERS, WHO MIGHT BE THE NURSE.

AT A BIG HIGH SCHOOL, WE THINK THAT DEFINITELY GIVES US THE GUARANTEED VIABLE CURRICULUM WITH OUR KIDS AS WELL AS THE DEFINITELY THE GUARANTEED VIABLE EXPERIENCE.

WE FELT LIKE THESE FOLKS.

THEN ME TALKING ABOUT THEM, GIVE THEM A CHANCE TO COME BEFORE YOU AND REALLY SPEAK ABOUT SOMETHING THAT MEANS A LOT TO THEM.

THEY PUT A LOT OF EFFORT AND TIME INTO AS WELL.

THIS IS SUSANNA MCCONNELL.

IN CASE YOU, RYAN, I DON T THINK LESLEY HAS ACTUALLY DONE A PORTRAIT OF CASEY HERE, BUT WE'RE LOOKING FORWARD TO THAT AT SOME POINT.

[LAUGHTER].

>> NOBODY WANTS TO LOOK AT THIS FACE.

THANK YOU FOR HAVING US HERE.

STEVE CAME TO ME, I GUESS IT WAS PROBABLY ABOUT FIVE OR SIX YEARS AGO AND WE HAD BEEN DOING SOME STUFF WITH OUR NEW TEACHERS, BUT THEN GAVE ME THE OPPORTUNITY.

MOST OF OUR EPS WILL REACH OVER DEPARTMENTS BUT GAVE ME THE OPPORTUNITY TO TAKE ON ALL OF OUR NEW TO CAMPUS.

WHEN I TALK ABOUT THIS NEW TEACHER ACADEMY, IT'S NOT JUST BRAND NEW GRADUATED FROM COLLEGE IN MAY.

WE HAVE A TEACHER THIS YEAR WHO TAUGHT IN COLORADO FOR 30 YEARS BUT HE'S STILL GOING THROUGH OUR NEW TEACHER ACADEMY.

HE'S NEW TO WESTLAKE.

AS YOU ALL KNOW THERE'S, I LIKE TO SAY, THINGS.

PART OF IT IS HELPING THEM GROW AS EDUCATORS BUT AS I TELL THEM IN OUR VIEWS, MORE IMPORTANT I THINK IT'S HELPING US GROW AS A CAMPUS.

IT'S AN OPPORTUNITY TO TRY NEW THINGS, IMPLEMENT SOME STRATEGIES IDEAS BUT ALSO GATHERING INFORMATION FROM THEM ON HOW WE CAN BE BETTER.

OFTEN NEW FOLKS ARE PRETTY RECEPTIVE TO ASKING QUESTIONS.

[00:10:04]

WE ARE EXCITED THAT WE HAVE A GREAT GROUP OF NEW TEACHERS THIS YEAR.

WE HAVE 43 NEW TEACHERS ON OUR CAMPUS,16 ARE IN THEIR FIRST YEAR OF TEACHING, INCLUDED IN THAT, AS WELL AS WE HAVE FOUR TEACHERS THAT TRANSFER FROM MIDDLE SCHOOLS.

WE HAD TWO FOLKS JOIN US FROM BOTH WEST RIDGE AND HILL COUNTRY.

WE'VE BEEN HAPPY TO HAVE THEM.

IT WAS QUITE THE PROCESS INTERVIEWING WITH OUR FIRST PAF TO HR, I BELIEVE IT WAS LATE FEBRUARY, IF NOT EARLY MARCH.

THE BULK OF THAT 43 WAS ACTUALLY HIRED BEFORE THE BALLOONS DROPPED FOR GRADUATION.

WE WERE TRYING TO GET ON THINGS.

OUR STAFF WAS VERY RECEPTIVE TO THOSE THAT KNEW THEY WERE LEAVING FOR DIFFERENT OPPORTUNITIES LIFE CHANGES, COMMUNICATED TO US EARLY ON.

WE FELT THE NEED TO GET OUT THERE AND FIND THE GOOD PEOPLE THAT WE WANT.

AS PART OF THAT, THERE WAS A LOT OF INTERVIEWS, AND SO I NEED TO GIVE SOME THANKS TO THE REST OF OUR EP TEAM.

ALL OF OUR DEPARTMENT CHAIRS THAT SAT THROUGH INTERVIEWS TO HELP FIND [NOISE] PEOPLE BECAUSE WE WEREN'T HIRING IS TO HIRE.

WE'RE GOING TO KEEP INTERVIEWING AND SEARCHING FOR PEOPLE UNTIL WE FOUND THE BEST CANDIDATES TO PUT IN FRONT OF OUR KIDS.

THEN AS WELL TO LAURIE LEE AND ABBY FROM THE HR TEAM FOR ALL THEIR WORK TO TURN THOSE PAFS AROUND AND GET THOSE NEW PEOPLE STARTED.

THE GENERAL PROGRAM IDEA, THE GOAL OF IT, IS TO PROVIDE ONGOING COMPREHENSIVE SUPPORT AND PROFESSIONAL DEVELOPMENT PROGRAM FOR OUR NEW-TO-CAMPUS TEACHERS AND AN EFFORT TO HELP THEM GROW AS EDUCATORS AND TO HAVE THEM HELP US GROW AS A CAMPUS.

TYPICALLY, MOST PLACES YOU DO NEW TEACHER ORIENTATION, THAT'S PRETTY STANDARD ANYWHERE FROM 3-5 DAYS, THAT'S VIEW NATIONWIDE OUT OF THE STANDARD.

IN MOST PLACES, YOU GO THROUGH THAT PROCESS.

GOOD LUCK. GO GET THEM. WE'LL SEE YOU NEXT SUMMER.

WHEREAS WE FELT LIKE THIS IS AN OPPORTUNITY TO WORK WITH OUR TEACHERS AND A COHORT MODEL FOR THE ENTIRE YEAR LONG.

VALERIE TAYLOR, ONE OF OUR FORMER EPS GOT THIS GOING, AND THEN WE WORKED IN CONJUNCTION ON THAT, IT'S CONTINUED.

SUSANNA HERSELF IS A PRODUCT OF OUR NEW TEACHER ACADEMY, HER FIRST YEAR.

THE TYPICAL NEW TEACHER ONBOARDING, A FEW DAYS THEY LEARNED SOME DISTRICT STUFF, AND THEN THAT'S IT.

THE OPPORTUNITY FOR US TO DO THIS IS ONGOING THROUGHOUT THE YEAR, WORKING IN CONJUNCTION WITH OUR IEPS OR DEPARTMENT CHAIRS, AND DIFFERENT CAMPUS MODELS, AND THAT PROGRAM HAS CHANGED.

THE MODEL OF IT LOOKS THE SAME IN MOST OF YEARS WHERE IT'S A COMBINATION OF NEW TEACHER LUNCHES MONTHLY THAT WE DO A FEW HALF DAY PD SESSIONS LED BY OUR EPS, BUT WE ALSO LOOK TO GROW IT EACH YEAR.

I DID A SURVEY JUST TWO WEEKS AGO WITH OUR NEW TEACHERS.

WHAT WAS THE MOST HELPFUL PART ABOUT DISTRICT NEW TEACHER ORIENTATION? WHAT WAS THE LEAST HELPFUL? WHAT WAS THE MOST HELPFUL ABOUT OUR DISTRICT DAYS? WHAT WAS THE LEAST HELPFUL? THEN ONE OF MY FAVORITE QUESTIONS IS TELLING YOU ONE OF THE STUDENTS THAT STOOD OUT TO YOU, IT'S MADE YOU FEEL WELCOME IN WESTLAKE.

THEN WE CALL THOSE KIDS AND THEN CALL THE PARENTS AND MAKE A GOOD CALL BECAUSE USUALLY WHEN I CALL AND SAY THIS IS CASEY RYAN FROM HIGH SCHOOL, [LAUGHTER] IT'S SILENCER OR WHAT? NO ONE'S EXCITED WHEN WE CALL THEM. WE'VE TRIED TO CHANGE THAT.

BUT SO CALLING THEM, BUT USING THAT, WHAT CAN WE DO? ONE OF MY TEACHERS, LIKE HEAD LOVE TO GET WORTH [NOISE] T-SHIRT, EXPENSIVE.

I FOUND IT A LITTLE BIT FROM LAST YEAR, KATIE BRYAN GAVE ME ONE OF OUR SENIOR SERVICES, GOT HIM A T-SHIRT.

ANOTHER TEACHER, HOW DO I MAKE A LONG DISTANCE CALL? THOSE THINGS THAT WE NEED TO GET THEM THE IMMEDIATE STUFF TO PROBLEM-SOLVE NOW, BUT THEN LOOKING AT, WHAT DO WE CHANGE NEXT YEAR? BUT THAT WORD GROWING TO CAMPUS AND OUR NEW TEACHERS NEXT, YOU HAVE A BETTER EXPERIENCE THAN THIS YEAR.

THIS CALL THE MAIN COMPONENT OF THE ACADEMY, IT BEGINS AT HIRING.

ONCE WE'VE MADE A DECISION ON THE BEST CANDIDATE PUT FORTH WE'RE LOOKING AT WHO'S THEIR MENTOR BUDDY GOING TO BE.

IS THAT GOING TO BE SOMEONE ON THEIR PLC? IT'S SOMETHING THAT WE SEE THEY'RE GOING TO COLLABORATE WELL.

IT'S ALWAYS TYPICALLY GOING TO BE IN THEIR DEPARTMENT BUT IT MAY BE PERSONALITY TYPES WE FEEL LIKE OTHER PEOPLE, WE BETTER CONNECTIONS.

WHAT WE HOPE WILL BE THEIR KEY SUPPORT NOW IN THEIR FIRST YEAR BUT MOVING FORWARD.

THEN WE HAVE SINGLE APPRAISER FOR ALL OF OUR NEW FOLKS.

I WORK WITH ALL OF THEM.

I'LL DO EVERYONE'S TGAP AND OUR NEW WITH THE EXCEPTION OF SOME OF OUR LIFE SKILLS THAT ADRIAN DORSI OR WORKS A LITTLE MORE CLOSELY WITH.

I DO ALL OF THEIR TGAPS AND EVALUATIONS.

THEN DEPENDING ON THE YEAR, THERE WAS ONE YEAR WE ONLY HAD 12 NEW TEACHERS.

I KEPT THEM FOR TWO YEARS.

LAST YEAR I HAD ALL OF OUR NEW FOLKS AND PEOPLE IN THEIR SECOND YEAR OF TEACHING.

BUT YEAR-TO-YEAR, BUT THE MAJORITY OF MINUS THIS YEAR, IT'S JUST THIS NEW GROUP.

THEN WHEN WORKING ACROSS THE DEPARTMENTS.

WORKING WITH THE APS OF THOSE DEPARTMENTS, THE EPS, THE DEPARTMENT CHAIRS, CONSTANT COMMUNICATION, HOW WE SUPPORT WHERE SOME AREAS THEY NEED SUPPORT, IN ADDITION, WHAT ARE THE GOOD THINGS HAPPENING?

[00:15:02]

NEW TEACHER ORIENTATION WORKING WITH THE CIA, WITH MOLLY AND CHAD HEATHER IN COMMUNICATING WITH THEM ON WHAT THEY'RE DOING AND HOW WE CAN SUPPORT THAT.

I WAS FORTUNATE ENOUGH TO BE ABLE TO GO BE A PART OF THAT THIS YEAR WITH THE TGAP TRAINING AND WORK WITH OUR SECONDARY TEACHERS TO EXPLAIN THAT PROCESS WITH THEM.

THEN WE DO NEW TEACHER MEETINGS EVERY MONTH.

TYPICALLY, THE FIRST WEDNESDAY OF THE MONTH, WE FEED THEM. THAT'S ALWAYS A GOOD THING.

I TELL PEOPLE LIKE GOOGLE OR FACEBOOK, WE CAN'T DO YOUR DRY CLEANING.

WE DO HAVE PING PONG OUT IN THE SHOP CORES.

THEY CAN PLAY PING PONG OUT THERE IF THEY WANT BUT WE CAN FEED THEM ONCE A MONTH AND THAT'S ALWAYS GOOD TO GET FOLKS TO COME DOWN.

I'LL TALK A LITTLE ABOUT WHAT THOSE MEETINGS LOOK LIKE, TRYING TO GIVE THEM REAL TIMELY INFORMATION.

THEN THE HALF-DAY PD, THOSE ARE RESPONSIVE TRAINING SESSIONS BASED ON IF THERE ARE DISTRICT OR CAMPUS INITIATIVES COMING FORTH, AS WELL AS WHAT THEY WANT TO DO.

THAT'S ONE OF THE THINGS THAT CALEB'S PHILIPS AND THE EP TEAM WANTED TO LOOK IS RATHER THAN THIS YEAR HAVE A SET.

THIS IS WHAT WE'RE DOING IN OCTOBER AND NOVEMBER.

THEY'RE GATHERING ALL THE GOALS FROM TGAP AND LOOKING AT ARE THERE SOME STANDARD THEMES OR COMMON THREADS THAT THAT'S WHAT WE'RE GOING TO GO WITH THAT OCTOBER TRAINING.

THIS IS STUFF THAT, THEY AS A GROUP HAVE EXPRESS INTEREST IN DOING AND MAKING IT MEANINGFUL.

WELL, THEY'LL DO A HALF-DAY WITH THE EPS AND THEN LUNCH WITH ME, AND THEN THE SECOND GROUP COMES IN AFTERNOON DOES LUNCH WITH ME AND THERE WITH PEACE.

THEN, LIKE I SAID, IT'S ONGOING CHECK-INS AND COMMUNICATION.

WHETHER THAT IS A CLASSROOM VISIT AND IT'S JUST A WALK-THROUGH, WHETHER THAT'S A SCHEDULED TIME IN MY OFFICE, THEIR CLASSROOM, OR LET'S SAY THE FAR MAJORITY OF THEM JUST HAPPEN IN THE COMMONS, IN A HALLWAY BETWEEN CLASSES IS THOSE ARE THINGS GOING WHAT CAN WE DO, CELEBRATE AND STUFF.

I HEARD THIS KID TALK ABOUT THAT OR I ENJOYED THAT.

I'M SHARING THOSE THINGS.

LIKE I SAID, THE SURVEYS, I DO WANT THE START OF THE YEAR TO THE MIDDLE OF THE YEAR, AND THE END OF THE YEAR, AND REALLY DO TRY AND IMPLEMENT THAT FEEDBACK.

IF WE'RE GOING TO GATHER PEOPLE'S OPINIONS, IT'S IMPORTANT THEY SEE THAT WE'RE CHANGING IT.

LOOKING AT DIFFERENT STUFF WITHOUT STUFF THAT I CAN SHARE WITH MOLLY AND HER TEAM OR IF IT STUFF WITH STEVE OR FOR US AS A CAMPUS IS TRYING TO DO WHAT WE CAN AND COMMUNICATE SO THAT PEOPLE FEEL HEARD AND RECOGNIZED.

A TYPICAL LUNCH MEETING USUALLY IT'S A WELCOME.

HOW'S EVERYBODY DOING? ANY CELEBRATIONS, STUFF THAT'S GOING ON PEOPLE WANT TO SHARE.

THEN IT WILL TRY AND HAVE DIFFERENT SPEAKERS SMALL ROUND.

THESE ARE AGAIN IN CAMPUS, WESTLAKE SPECIFIC BUT EVEN OUR NEW FOLKS IN THE MIDDLE SCHOOLS, THE PEOPLE THAT HAVE TAUGHT FOR A TOTAL OF WHAT, 24-25 DAYS THEY'RE TEACHING FOR IRAN VERSUS THE PEOPLE THAT HAVE TAUGHT FOR 25-30 YEARS, IS HOW WE CAN HELP GROW WESTLAKE, AND SO IT MAY BE OUR STUDENTS SUPPORT COUNSELORS.

I'LL USUALLY HAVE TLC COME OVER TO TALK ABOUT THEIR PROGRAM.

WE'LL HAVE DAP OR HAVE OUR COUNSELORS, PERHAPS OUR SROS.

LAST YEAR WE EVEN OPENED OUR FIRST MEETING, WE HAD STUDENTS COME AND IT WAS WITH SOME KIDS THAT ALL GRADUATED.

I WAS ABLE TO GET THEM RIGHT BEFORE HE LEFT FOR SCHOOL TO TALK ABOUT THEIR EXPERIENCE AND WHAT THEY WERE PROUD OF WESTLAKE.

CAN WE JUST COMPLETELY TURNED OVER FOR THEM TO SHARE WITH OUR NEW TEACHERS? WHAT TO EXPECT IS TIMELY INFORMATION FOR THE NEXT MONTH.

WE WON'T TALK ABOUT STAR WITH OUR NEW FOLKS UNTIL PROBABLY MARCH BECAUSE RIGHT NOW THEY DON'T NEED TO WORRY ABOUT HOW TO PROCTOR STAR AT WESTLAKE, THAT'S NOT A PRIORITY.

THEY HAVE STUFF THEY'RE DOING RIGHT NOW.

IN OCTOBER, I'M TALKING ABOUT HOMECOMING WEEK, LOOKS LIKE.

FOR THEM TO DRESS UP ON SPIRIT DAYS.

WE'LL TALK ABOUT HOW THE HOMECOMING PEP RALLY IS DIFFERENT.

SEMESTER EXAMS, LACEY VICTUALS GO OVER THAT WITH THEM IN NOVEMBER OR DECEMBER BECAUSE THEN THEY CAN LEARN ABOUT WHAT OUR EXEMPTIONS LOOK LIKE.

THEY'RE TRYING TO GIVE THEM TIMELY INFORMATION WHEN THEY NEED IT, VERSUS GIVING THEM TO A LOT AT THE BEGINNING OR HAVING THEM TRYING TO FIND OUT ON THEIR OWN.

TIPS AND TRICKS, THAT'S AN OPPORTUNITY FOR THE EPS, THE OTHER EPS TO SHARE THOSE DIFFERENT STRATEGIES, IDEAS AS WELL AS IF THE NEW TEACHERS, I WANT TO SHARE OUT WHAT THEY'RE DOING OR OPPORTUNITY FOR US TO RECOGNIZE THEM.

IF THERE'S SOMETHING THAT YOU'VE SEEN IT IN THEIR CLASSES A LITTLE Q&A TIME.

THEN JUST TALKING ABOUT NEXT MEETING AND UPCOMING DATES ON AND A WITH THAT I'M ALWAYS PUSHING DIFFERENT EXTRACURRICULAR OPPORTUNITIES TO GO BE THE KIDS OUTSIDE OF THEIR CLASSROOM OR THINGS THAT THEY MAY NOT BE AWARE OF AND JUST REMINDING THEM OF DIFFERENT STUFF.

HOPEFULLY IT'S AN OPPORTUNITY TO SIT IN FOR OUR CAMPUS TO GROW, BUT THEN GIVE THEM THAT ON-GOING SUPPORT AND YOU FEEL LIKE WE HIRE REALLY GREAT PEOPLE.

WE WANT TO KEEP THEM LOTS OF BIG PART OF IT.

THAT'S MY PORTION OF THE PRESENTATION.

I'LL TURN OVER TO SUSANNA TO TALK ABOUT WHERE THEY GO FROM THERE IF THEY CHOOSE.

[00:20:05]

>> GOOD EVENING BOARD MEMBERS AND DR. ARNETT.

THANK YOU FOR ALL YOU DO TO SUPPORT TEACHERS.

I'M HERE TO TALK ABOUT THE TEACHER INNOVATION ACADEMY, WHERE A GROUP OF 30 INTERDISCIPLINARY TEACHERS AT WESTLAKE HIGH SCHOOL AND WE MEET SIX TIMES A YEAR TO CONNECT, TO LEAD TO COLLABORATE AND GROW.

MY NAME IS SUSANNA MCCONNELL.

I'M THE DIRECTOR OF THE TEACHER INNOVATION ACADEMY, BUT I ALSO TEACH AP ECONOMICS, AND THIS IS MY SEVENTH YEAR AT EANES ISD AND MY 15TH YEAR IN EDUCATION.

OUR GROUP TRIES TO ANSWER THIS QUESTION.

HOW CAN WE HARNESS THE TALENTS OF TEACHERS ACROSS OUR CAMPUS? BECAUSE WE WANT TO KEEP THE BEST PEOPLE IN EDUCATION AT EANES ISD.

I'M HOPEFUL THAT I CAN IMPROVE THAT WE'RE DOING THIS AT WESTLAKE AND MAYBE WE CAN TRY TO DO IT AT OTHER CAMPUSES.

IT LOOKS LIKE A LOT, BUT I PROMISE IT'S NOT A LOT.

JUST EXPLAIN WHY WE HAVE TIA, THE ORIGINS, THE GROWTH, THE MEMBERS, AND THEN THE IMPACT.

DR. ARNETT IS IN THAT PHOTO ON THERE.

IF YOU LOOK VERY CLOSELY, HE'S AT THE TOP OF THE TIA LETTERS.

WHY TIA IS IMPORTANT? WITHIN MY 15 YEARS OF EDUCATION, I FEEL LIKE THERE'S SOME MAJOR REASONS THAT TEACHERS ARE LEAVING THE CLASSROOM BESIDES COMPENSATION, WHICH ARE ISOLATION, LACK OF RECOGNITION, AND ALSO LACK OF GROWTH.

OUR GROUP TRIES TO ADDRESS THESE BY BUILDING A COMMUNITY, CELEBRATING OUR TALENTS AND EXPERTISE THAT WE HAVE AS LEADERS AND THEN MAKING EVERY SESSION RELEVANT WITH COLLABORATION.

THE ORIGINS OF THIS GROUP GO BACK TO 2017.

I HAD THE PRIVILEGE OF BEING A PART OF A FELLOWSHIP THROUGH HARVARD THAT THIS SCHOOL HELPED FUND PORTION OF THE ACTUAL FELLOWSHIP.

WHEN I WAS IN THIS EXPERIENCE, I FELT LIKE I HAD MY GREATEST GROWTH AS AN EDUCATOR BECAUSE I WORKED WITH 10 TEACHERS ACROSS THE COUNTRY THAT WERE NOT JUST IN MY SUBJECT BUT ACROSS ALL DISCIPLINES.

DURING THIS YEAR, I WENT TO STEVE RAMSEY AND SAID, "HEY, THIS IS A REALLY GREAT PD THAT I'VE HAD OUTSIDE OF THE SCHOOL.

HOW CAN WE BRING IT TO OUR CAMPUS?" GRATEFULLY HE SAID, "LET'S GO FOR IT, PITCH IT TO THE FACULTY." IN 2017, I PITCHED THE IDEA TO THE FACULTY THAT WE SHOULD HAVE A GROUP OF WHERE WE'RE ABLE TO MEET DURING THE SCHOOL DAY TO COLLABORATE AND GET OURSELVES BETTER AS TEACHERS.

THAT YEAR WE STARTED OUT WITH 16 MEMBERS.

SINCE WE HAVE BEGUN, YOU CAN SEE WE'VE OVER DOUBLED IN SIZE, ALMOST WE'RE AT A NEW YEAR, BUT WE'VE ALMOST DOUBLED.

BETWEEN THE HARD YEARS OF COVID, WE HAD A LOT OF PEOPLE THAT WANTED TO JOIN THE GROUP BECAUSE THEY FELT ISOLATED MORE THAN EVER. WHAT IS OUR MISSION? WE HAVE FOUR PILLARS THAT ARE TRYING TO PREVENT OUR TEACHERS FROM LEAVING.

WE TRY TO ALWAYS CONNECT TO ALLOW SPACE TO LEAD, TO COLLABORATE AND TO GROW.

OUR CONNECTIONS ALLOW US TO MINIMIZE ISOLATION.

WE TRY TO BUILD A COMMUNITY.

WE TRY TO RECOGNIZE OUR TALENTS BECAUSE THE TEACHERS WILL LEAD AT SOME POINT DURING THE SESSIONS, WE ALWAYS HAVE SPACE FOR COLLABORATION WHERE WE SHARE IDEAS.

THEN EVERY SESSION ENDS WITH A GROWTH SESSION WHERE WE CAN LEARN BEST PRACTICES WITH EACH OTHER AND COME UP WITH INNOVATIVE IDEAS.

YOU CAN SEE A LIST HERE OF OUR MEMBERS.

EACH MEMBER IS REALLY IMPORTANT AND BRINGS FORTH GREAT IDEAS TO THE GROUP.

YOU CAN SEE THERE'S NINE DEPARTMENTS NOW.

OUR VERY FIRST YEAR WE ONLY HAD FOUR DEPARTMENTS.

HERE'S JUST AN EXAMPLE OF HOW WE'RE STRIVING TO FULFILL OUR MISSION, TO CONNECT, LEAD, COLLABORATE, AND GROW.

EVERY SESSION WE BEGIN WITH SOME AN AUTHENTIC CHECK-IN WHERE WE TRY TO GET TO KNOW EACH OTHER PERSONALLY, BUT WE ALSO HAVE SMALL AND LARGE GROUP CONVERSATIONS.

YOU CAN SEE A PHOTO THERE THAT WAS OUR SECOND YEAR.

WE ACTUALLY HAD A TEACHER PANEL WHERE WE DISCUSSED EFFECTIVE WAYS TO BALANCE WORK IN SCHOOL LIFE.

THEN ALSO FOR PEOPLE WHO ARE NEWER TO THE PROFESSION, WHAT WE CAN DO TO TRY TO BALANCE AND MAKE THINGS MORE EFFICIENT AND EFFECTIVE.

WE ALSO HAVE SPACE TO LEAD, WE CALL THEM EXPERTS SESSIONS.

YOU CAN SEE A PHOTO OF ONE TEACHER SHARING ONE OF HIS EFFECTIVE REVIEW STRATEGIES WITH GREG BALL.

HE DEMONSTRATED THAT HE ALSO SHOWED US A PLATFORM A STUDENT HAD DESIGNED THAT WAS A SOFTBALL GAME TO REVIEW.

THAT WAS REALLY ENLIGHTENING.

WE ALSO HAVE SPACE TO COLLABORATE.

THIS IS WHERE SOMEONE BRINGS IN AN IDEA AND THEN WE SPLIT INTO GROUPS AND WITHIN GROUPS OF EIGHT, WE GIVE PROJECT OR ACTIVITY FEEDBACK THROUGH STRUCTURED PROTOCOLS.

THEN FINALLY, WE HAVE SPACE TO GROW.

YOU CAN JUST SEE SOME EXAMPLES OF THINGS WE'VE DONE.

WE'VE DONE GALLERY WORKS WHERE WE TALK ABOUT LIKE WHAT ARE GREAT WAYS TO ASSESS OR THERE'S JUST A SLIDE THAT SOMEONE MADE SPECIFICALLY ABOUT WAYS THAT YOU CAN RE-ENGAGE LEARNERS POST-COVID OR POST THE HYBRID LEARNING.

THERE'S PHOTOS OF JUST DIFFERENT ACTIVITIES WE CAN DOING.

I GUESS ONE THING YOU CAN NOTICE IS IT MOST OF THE TIME YOU CAN TELL PEOPLE LOOK VERY ENGAGED IN HAPPY.

[00:25:01]

I'D LIKE TO END WITH SOME OF THE QUOTES FROM MEMBERS.

THIS IS SOMEONE THAT IS AN ENGLISH TEACHER THAT'S JUST REITERATING THAT INDEED IT BUILDS COMMUNITY.

THEY SAY THEY FEEL SUCH CAMARADERIE WITH THEIR PEERS BECAUSE IT'S A SAFE SPACE TO SHARE AND DISCUSS.

ON THE LEFT, THIS IS A TEACHER FROM TLC.

IT SAYS SHE APPRECIATES THE CONVERSATION, SO THE COLLABORATION WITH OTHERS.

WE HAVE A YOGA AND PE TEACHER THAT SAYS, EVERY TIME SHE LEAVES, SHE FEELS MORE MOTIVATED AND DETERMINED.

THEN FINALLY WE HAVE AN ENGLISH TEACHER, EMILY NEWTON WHO SAYS, IT'S FACES IN SPACES LIKE THIS, THAT BRINGS ME LIFE AS AN EDUCATOR.

ALL OF THESE QUOTES ARE JUST PROVING THAT INDEED IT'S BEEN A GREAT SPACE FOR US AS TEACHERS.

LASTLY, I'D LIKE TO END WE HAVE A SURVEY AT THE END OF EVERY SESSION THAT HAS FIVE STATEMENTS AND THEY HAVE TO RANK THE DEGREE THAT THEY AGREE WITH THE STATEMENTS FROM STRONGLY DISAGREE TO STRONGLY AGREE.

YOU CAN SEE 100 PERCENT OF PARTICIPANTS THIS WAS IN RECENT SURVEY AGREE THAT IT WAS RELEVANT TO THEIR WORTH.

WITHIN THAT SUBSET, 89 PERCENT STRONGLY AGREE IT IS RELEVANT TO THEIR WORK, AND THEN OBVIOUSLY 92 PERCENT AGREE ALLOW FOR COLLABORATION.

JUST PROVING THROUGH NUMBERS OF THE GROUP THAT WE'RE TRYING AND HOPEFULLY SUCCEEDING IN OUR MISSION.

WE HAVE A VIDEO HERE, BUT OUR HOPE IS THAT IDEALLY WE WILL BE ABLE IN THE FUTURE TO CONTINUE TO MEET AND TO GROW AND PERHAPS EXPAND TO OTHER CAMPUSES SO WE CAN HARNESS THE POWER OF OUR TEACHER LEADERS. THANK YOU.

>> YOUR QUESTION.

>> YOU CAN WATCH THE MUSIC VIDEO IF YOU'D LIKE TO, ON YOUR OWN TIME. [LAUGHTER]

>> THANK YOU FOR THAT. THAT WAS EXTRAORDINARY.

ARE THERE ANY QUESTIONS, JENN?

>> I DON'T REALLY HAVE ANY QUESTIONS.

GREAT WAY TO KICK OFF OUR CAMPUS CONNECTIONS FOR THE YEAR.

I MEAN, I LOVED HEARING ABOUT ALL THE WORK YOU'RE DOING TO SUPPORT OUR TEACHERS.

I LOVE THAT IT'S A COLLABORATIVE EFFORT AMONG TEACHERS THEMSELVES TO SUPPORT EACH OTHER AND CONNECT WITH NEW STUFF.

I THINK I WAS ONE OF THOSE WHEN I WAS A FIRST-YEAR TEACHER THAT GOT THE HANDBOOK AND SAID, "GOOD LUCK." [LAUGHTER] IT WAS LONG TIME AGO.

I'M GLAD THINGS HAVE CHANGED.

[LAUGHTER] BUT THIS IS REALLY HEARTWARMING.

THAT FEEDBACK AT THE END YOU'VE OBVIOUSLY HAD A REALLY POSITIVE IMPACT ON THE TEACHERS AND THE GROUPS ARE LEADING. THANK YOU FOR THAT.

I THINK IT'S WONDERFUL THAT YOU'RE PUTTING SO MUCH EFFORT INTO NEW STAFF AND NOT JUST BRAND NEW OUT OF COLLEGE TEACHERS, MAKING THEM A PART OF OUR CULTURE AND OUR FAMILY.

I'M WONDERING, DO YOU INCLUDE TAS OR OTHER SUPPORT STAFF IN ANY FASHION WITH THAT?

>> RIGHT NOW IT IS OUR INSTRUCTIONAL STAFF JUST BASED ON THE SCHEDULE. HAVING LUNCH WITH THEM.

WE ALSO LIKE WITH THOSE HALF-DAY PVS AND I'M LOOKING AT WHERE IT BEST FITS WITH THEM.

THEN ALSO I'LL SAY WE'VE DONE IT LIKE DEPARTMENTS.

THAT'S ONE THING THAT KILLED PHILIPS.

I HAVE TALKED ABOUT THE SHEAR, THE IDEA OF, MAYBE THOSE HALF DAYS THIS YEAR.

WE HAVE A GOOD CHUNK THAT'S IN THERE FOR A YEAR OR TWO VERSUS THE MORE VETERAN PEOPLE. I'LL JUST FLIP THEM.

>> I WONDER IF THERE'S, I DON'T KNOW IF SOME MODEL OR A MODEL BETWEEN THE TWO THAT CAN HELP WITH OUR CERTAINLY AN AREA THAT WE STRUGGLE WITH RETENTION.

>> DEFINITELY YEAH. [OVERLAPPING]

>> I'M SURE YOU ALL ARE THINKING ABOUT THAT.

>> WELL, WE'VE HAD DIFFERENT CONVERSATIONS.

ADRIAN DORSI, I KNOW THEY'RE ALL CHARTS AND THEN SPED HAVE TALKED ABOUT ALSO DOING THEIR OWN MODEL OR WHETHER WE'RE DOING IT TOGETHER TYPE OF THING.

>> THANK YOU GUYS VERY MUCH. I APPRECIATE THE SHARING.

>> THANK YOU, HEATHER.

>> I DON'T HAVE ANY QUESTIONS EITHER, BUT I DO WANT TO COMMEND YOU ALL ON A FANTASTIC JOB OF HIRING THIS YEAR.

I THINK THAT I'VE BEEN ABLE TO WITNESS THAT THROUGH MY OWN CHILD BEING AT THE HIGH SCHOOL AND GETTING TO MEET SOME OF THESE NEW TEACHERS.

THEY ALL SEEM SUPER EXCITED TO BE AT WESTLAKE.

I THINK A LOT OF THAT HAS TO DO WITH THE THINGS THAT YOU ALL ARE DOING THERE.

SO THANK YOU FOR THAT.

ALSO TODAY, I WAS AT THE JOINT HEARING ON HIGHER EDUCATION AND PUBLIC EDUCATION AT THE CAPITAL AND THIS WAS THE TOPIC, WAS TEACHERS, AND HOW DO WE GET PEOPLE TO COME INTO THE PROFESSION AND STAY IN THE PROFESSION? I'M SO GLAD TO HEAR THIS.

THIS COULD HAVE BEEN THERE.

YOU GUYS ARE DOING GREAT THINGS.

ONE OF THE HOUSE REP SAID HE ACTUALLY CALLED OUT WESTLAKE AND SAID IT'S EASIER TO TEACH AT WESTLAKE AND I DON'T BELIEVE THAT TO BE TRUE.

WE HAVE OTHER ISSUES, BUT IT'S THINGS LIKE THIS THAT DO MAKE THE TEACHERS WANT TO STAY.

I REALLY APPRECIATE THE EFFORT AND ALL THAT YOU ALL ARE PUTTING INTO THIS TO MAKE WESTLAKE THE INCREDIBLE PLACE TO TEACH AND LEARN.

[00:30:01]

>> THANK YOU. ELLEN.

>> I'LL GET THE TECHNOLOGY RIGHT HERE.

STEVE, SUSANNA, CASEY THANK YOU SO MUCH.

WE ARE ONLY AS GOOD AS A DISTRICT AND HOW GOOD THE TEACHERS ARE THAT ARE IN FRONT OF OUR KIDS EVERY DAY.

THAT IS JUST THE BOTTOM LINE.

THE EANES CULTURE IS A SPECIAL CULTURE FOR GOOD, BAD, OR OTHERWISE.

IT'S A SPECIAL CULTURE THAT I THINK IT'S IMPORTANT FOR US TO HELP PEOPLE THRIVE IN.

TO HEAR NOT ONLY THE RECRUITING EFFORTS, BUT THE RETENTION EFFORTS, BUT NOT STOPPING AT RETENTION HELPING OUR STAFF TO THRIVE, I THINK IS PART OF THE SECRET SAUCE AND WE CLEARLY HAVE A LOT OF SECRET SAUCE BECAUSE OF PEOPLE LIKE YOU AND BECAUSE OF INITIATIVES LIKE THIS.

BUT I'VE NEVER MET A TEACHER WHO DIDN'T WANT TO BE BETTER AT THEIR CRAFT AND WHO DIDN'T GET JAZZED WHEN THAT HAPPENED.

TO KNOW THAT YOU ARE PROVIDING OPPORTUNITIES FOR OUR STAFF TO DO THAT MAKES ME FEEL VERY CONFIDENT THAT WE WILL BE ABLE TO CONTINUE THAT SPECIAL SAUCE FOR A LONG TIME, THANK YOU.

>> THANK YOU, LAURA AND THEN KIM.

>> WELL, HELEN I LOVE WHAT YOU SAID.

YOU SAID IT MUCH BETTER THAN HOW I'M GOING TO BE ABLE TO.

THANK YOU ALL THAT WAS AMAZING.

I LOVE THESE INITIATIVES.

I APPRECIATE THE FACT THAT OUR DISTRICT AND IN PARTICULAR, OUR HIGH SCHOOL, PROVIDES THE SPACE FOR TEACHERS TO DEVELOP THESE INITIATIVES.

STEVE, THANK YOU AND KUDOS TO YOU FOR ALLOWING THE TEACHERS TO BRING YOU SOMETHING LIKE THIS AND TO PROVIDE THEM THAT OPPORTUNITY.

CASEY, THANK YOU, THIS IS PHENOMENAL.

WHEN WE PUT TEACHER AND STAFF ATTRACTION AND RETENTION AS A PRIORITY WE DIDN'T TELL YOU ALL WHAT TO DO.

WE JUST SAID THIS IS A PRIORITY AND TO SEE THAT YOU THOUGHT ABOUT THIS LONG BEFORE WE CAME UP WITH IT [LAUGHTER] AND THAT YOU'RE DOING SUCH AN AMAZING JOB WITH IT, WE ARE KNOCKING OUT OF THE PARK, GUYS THANK YOU.

>> THANK YOU KIM.

>> I WILL JUST ADD MY THANKS.

SUSANNA, CASEY, STEVE, FOR ALL WHAT YOU DO FOR THESE PROGRAMS. I'M VERY EXCITED TO HEAR THAT, ESPECIALLY SUSANNA WITH THE TIA PROGRAM, THAT IT MAY BE EXPANDED AND IT MAY BE SOMETHING THAT OTHER CAMPUSES COULD ALSO ENRICH THEIR CAMPUSES AND THEIR TEACHERS AND CAN GIVE THAT OPPORTUNITY TO THEM, SO THANK YOU.

>> THANK YOU. I THINK THAT'S JUST FANTASTIC THE STUFF THAT YOU GUYS ARE DOING AND THAT YOU DESCRIBE FOR US.

WITH RESPECT TO THE TEACHER INNOVATION ACADEMY, IT LOOKS LIKE THAT PEOPLE CARRY OVER FROM YEAR TO YEAR OR DO YOU DO RESET EVERY YEAR?

>> WITH THE TEACHER INNOVATION ACADEMY, LIKE THE MEMBERS?

>> YEAH.

>> YES, WE DO. A LOT OF PEOPLE WHO HAVE DONE IT THE WHOLE TIME ARE STILL PRESENT AND WE CHANGE OUR AGENDAS BASED ON NEEDS AND HAVE TO RESET BECAUSE WE HAVE NEW MEMBERS IN THE GROUP AND NOW TO HALF-DAY SESSION INSTEAD OF A WHOLE BECAUSE SUB-ISSUES.

BUT THE EXPERTS SESSIONS ARE ALWAYS NEW BECAUSE PEOPLE HAVE NEW IDEAS, BUT THE PROCESSES ARE THE SAME THROUGHOUT.

>> GREAT, AND DO YOU ROLL IN EPS OR COUNSELORS OR ANY OF THE OTHER LONG-TERM STAFF MEMBERS THAT YOU HAVE THERE ON A CAMPUS ARE ANY OF THEM PART OF YOUR GROUP?

>> YES, ACTUALLY THE TWO PRESENT EPS ARE MEMBERS BEFORE THEY BECAME EP.

THEY WERE BOTH TEACHERS AND THEN GOT THE JOB AS AN EP SO NOW WE'RE IN THE GROUP.

IT'S REALLY COOL BECAUSE WE ALREADY KNEW THEM AND SO THERE'S A LOT OF PEOPLE WHO KNOW THEIR TALENTS AND CAN REACH OUT TO THEM, SO WE DO BRING IN PEOPLE LIKE THAT.

>> THANK YOU AGAIN, I APPRECIATE THE WORK THAT YOU GUYS ARE DOING TO CREATE CULTURES AND ATTRACT AND RETAIN TALENT.

THANK YOU, MS. MCONNELL.

THANK YOU, MR. RAMSEY. [APPLAUSE] THANK YOU, MR. RYAN.

NEXT STEP, I BELIEVE WE HAVE MARIA.

>> CHRIS IS GOING TO PRESENT ON HER BEHALF TONIGHT.

>> WE HAVE CHRIS SCOTT AND OUR MONTHLY FINANCIAL REPORT AND BUDGET AMENDMENTS.

TAKE IT AWAY, MR. SCOTT.

[00:35:02]

>> YOU'VE GOT YOUR REPORTS IN FRONT OF YOU AND I JUST WANTED TO MAKE A COUPLE OF POINTS.

IF YOU LOOK THERE AT THE TAX COLLECTED, IT SAYS THAT WE'VE COLLECTED 99.4 PERCENT OF OUR TAXES.

KEEP IN MIND THAT PROBABLY NOT SURPRISING, THAT THE TAX YEAR DOES NOT MATCH UP WITH ANY OF OUR END-OF-YEAR THINGS THAT YOU WOULD NORMALLY.

IT'S NOT IN SEPTEMBER, ITS NOT IN JULY, ITS IN OCTOBER.

WHAT YOU'RE SEEING THERE IS 99.4 PERCENT OF THE 2021 LEVY AND SO WE'RE STILL COLLECTING A LITTLE BIT ON THAT.

ACTUALLY THE 2022 LEVY, I DON'T KNOW I THINK THIS MAY HAVE GONE OUT TO YOU AND A NOTE THAT IS ACTUALLY THOSE TAX NOTICES ARE GOING TO GO OUT A LITTLE BIT LATE THIS YEAR.

I THINK THEY ARE GOING OUT IN NOVEMBER.

WE'VE HEARD THAT THERE ARE SEVERAL TAXING ENTITIES IN TRAVIS COUNTY THAT ARE GOING THROUGH A VAT IRAS.

RATHER THAN SEND THEM OUT AND THEN SEND OUT RENEWED ONES, THEY'RE GOING TO HOLD ALL OF THEM AND SEND THEM OUT ONCE THE RESULTS OF THE VAT IRAS ARE KNOWN SO THEY'RE GOING TO GO OUT IN NOVEMBER, WHICH SHOULDN'T MAKE A DIFFERENCE TO US I JUST WANTED YOU TO KNOW ABOUT IT.

TYPICALLY WHEN WE SHOWED YOU BUDGET AMENDMENTS WE'RE JUST SHOWING YOU THINGS THAT ARE MOVING BETWEEN FUNCTIONS.

THIS TIME IN THE CHILD NUTRITION FUND, WE'VE ACTUALLY GOT A DIFFERENT TYPE.

WE HAD A BUDGET AMENDMENT BECAUSE WE HAD PASSED THE BUDGET AS IF WE WERE GOING TO GO OFF PROGRAM AND WE ENDED UP STAYING ON PROGRAM BECAUSE OF SOME CHANGES AT THE FEDERAL LEVEL AND SO WE TOOK ACCOUNT OF THOSE FEDERAL FUNDS THAT WILL BE ROLLING IN.

BUT WE ALSO HAD SOME EXPENSES THAT WERE PLACED IN THE PREVIOUS FISCAL YEAR BUT BY ACCOUNTING RULES THE EXPENSE BELONGS TO THE FISCAL YEAR IN WHICH YOU TAKE POSSESSION OR WHENEVER YOU RECEIVE IT.

WE RECEIVED THEM IN THE CURRENT FISCAL YEAR.

WE WANTED TO ACCOUNT FOR THOSE EXPENSES FOR THOSE ITEMS THAT CAME IN THAT WE DIDN'T KNOW WHO WE'RE GOING TO PUT IN THIS FISCAL YEAR AND THEY ARE ACTUALLY JUST ROUGHLY BALANCES OUT.

THERE'S NO EFFECT ON THE FUND BALANCE OR PROJECTED FUND BALANCE CHANGE ON THAT, BUT THAT WAS A LITTLE BIT DIFFERENT THAN WHAT WE NORMALLY SEE.

THEN FINALLY, I WANTED TO JUST POINT OUT ONE THING AND THAT HAS TO DO WITH FUND BALANCE.

WHENEVER WE TALK ABOUT FUND BALANCE AT THE END OF THE YEAR, WE'RE GENERALLY TALKING ABOUT CASH.

WHEN WE SAY WE'VE GOT 30 MILLION DOLLARS IN FUND BALANCE, THAT'S PRETTY MUCH 30 MILLION DOLLARS IN CASH THAT WE HAVE AVAILABLE FOR US.

BUT FUND BALANCE IS REALLY THE DIFFERENCE BETWEEN YOUR NET ASSETS AND YOUR NET LIABILITIES.

RIGHT NOW, IF YOU WERE TO LOOK AT OUR BALANCE SHEET, YOU WOULD SEE THAT WE ARE RIGHT AROUND ZERO FUND BALANCE, BUT THAT DOESN'T MEAN WE HAVE ZERO CASH IN THE GENERAL FUND.

WE STILL GOT ABOUT 28 MILLION DOLLARS IN THE GENERAL FUND, BUT WE START RECOGNIZING EXPENSES EVEN BEFORE THE CASH PART OF IT ROLLS OUT AND OF COURSE THE BIG ONE IS FOR RECAPTURE.

WE TAKE THAT BUDGETED RECAPTURE AMOUNT, WHICH IS THIS YEAR, 125 MILLION DOLLARS DIVIDED BY 12 AND EACH MONTH WE'RE RECOGNIZING ONLY ABOUT 10.3 MILLION DOLLARS IN EXPENSES, BUT THAT CASH WON'T GO OUT UNTIL NEXT AUGUST.

ACTUALLY IN THE NEXT FISCAL YEAR.

BUT IF YOU JUST LOOK AT THE NUMBERS, IT STARTS TO LOOK LIKE WE'RE GETTING IN TROUBLE.

WE'RE OKAY IT'S GOING TO GET LOW LIKE IT DOES EVERY YEAR BUT WE'LL BE FINE ON OUR CASH TO GET US THROUGH UNTIL WE START BRINGING IN MONEY ON THE NEXT TAX YEAR.

ANY QUESTIONS, I'D BE HAPPY TO ANSWER THEM?

>> THANK YOU CHRIS. ANYBODY? KIM.

>> CHRIS I JUST HAD ONE QUICK QUESTION.

YOU JUST MENTIONED THE ACCOUNTING RULE THAT RECOGNIZES EXPENSES.

IS THAT A NEW ACCOUNTING RULE OR WAS THIS JUST EXPLANATION FOR THE COMMUNITY?

>> NO, THAT WAS JUST EXPLANATION FOR WHY WE HAD AN UNEXPECTED EXPENSE IN THIS YEAR'S BUDGET THAT WE DIDN'T KNOW ABOUT.

>> IT WAS REALLY FOR COMMUNITY EDUCATION AND UNDERSTANDING, THANK YOU.

>> THANK YOU, HEATHER.

>> THANK YOU FOR THAT. YOU ANSWERED ONE OF MY QUESTIONS ALREADY, BUT THE OTHER ONE.

CAN YOU TALK A LITTLE BIT MORE ABOUT THE CHILD NUTRITION SITUATION? I KNOW IT WAS FREE FOR SOME STUDENTS LAST YEAR AND THAT'S WHY WE DECIDED THAT WE MIGHT.

>> I THINK JEREMY PROBABLY HAS A BETTER CLUE ON THAT THAN I DO BUT ESSENTIALLY WHAT IT WAS WAS THEY CONTINUED TO HIGHER RATES OF REIMBURSEMENT AND IF I'M NOT MISTAKEN, JEREMY, CORRECT ME IF I'M WRONG, THOSE STUDENTS WHO QUALIFY FOR REDUCE ARE ACTUALLY GOING TO BE ABLE TO GET FREE.

[00:40:04]

>> SORRY TO MAKE YOU COME UP.

>> ONE SECOND

>> WE WENT BACK TO THE RULE OF FREE AND REDUCED.

BUT ON EVERYTHING ELSE FOR ALL THE PAID MEALS, WE STILL HAVEN'T INCREASED REIMBURSEMENT RATE FROM THE FEDS AND SO WE WENT BACK TO HOW WE WERE BEFORE IN BASED ON THOSE HIGHER RATES AND THE RUNWAY USE MORE ADVANTAGEOUS FOR US TO STAY ON THE PROGRAM FOR THIS YEAR.

THIS YEAR IS GOING VERY WELL FOR A CHILD NUTRITION AS WELL.

>> BASICALLY THAT MEANS THAT JUST HELPS US A LITTLE WITH INFLATION AND OTHER TYPES OF SITUATIONS.

>> IT DOES. WE TRIED TO ACCOMMODATE THAT WITH THE MEALS THAT WE'RE SERVING BECAUSE OF SUPPLY CHAIN.

THE SUPPLY CHAIN WAS ANOTHER ONE THAT SOMETIMES THE FEDERAL GOVERNMENT, THE PROGRAMS THEY HAVE IN PLACE CAN HELP YOU WITH SUPPLY CHAIN.

>> IT MAKES SENSE. THANK YOU SO MUCH FOR THAT CLARIFICATION. I APPRECIATE IT.

>> THANK YOU. ANYBODY ELSE? NO. GENTLEMEN, THANK YOU VERY MUCH.

WITH THAT, WE MOVE TO THE OPEN FORUM PORTION OF OUR AGENDA AND I HAVE A NOTE TO READ.

[8. OPEN FORUM]

I WILL CALL YOU FORWARD WHEN IT'S YOUR TURN AND LET YOU KNOW WHEN YOUR TIME IS UP.

ONCE YOU ARE 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, BUT IF ANY SPEAKER REFUSES, THIS WILL BE CONSIDERED A DISRUPTION OF THE BOARD MEETING, WE'LL TAKE APPROPRIATE ACTION.

SPECIFIC FACTUAL INFORMATION AND RECITATION OF EXISTING POLICY MAY BE FURNISHED AND 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 FORMAT CONSENTING TO THE ONLINE PUBLICATION OF THEIR COMMENTS.

THANK YOU AGAIN FOR TAKING THE TIME AND MAKING THE EFFORT TO SHARE YOUR COMMENTS.

WE ARE READY FOR OUR FIRST SPEAKER.

OUR FIRST SPEAKER THIS EVENING IS BRIAN TALLY, WHO'S GOING TO TALK TO US ABOUT LIBRARIES.

WELCOME BACK, BRIAN. GOOD EVENING.

>> GOOD EVENING. ON APRIL 13TH, THE AMERICAN LIBRARY ASSOCIATION, THE WORLD'S OLDEST AND LARGEST LIBRARY ORGANIZATION, CHOSE EMILY DRABINSKI AS THEIR 2023-24 PRESIDENT.

ON THE DAY SHE WAS ELECTED, EMILY TWEETED AND I QUOTE, "I JUST CAN'T BELIEVE THAT A MARXIST LESBIAN WHO BELIEVES THAT COLLECTIVE POWER IS POSSIBLE TO BUILD AND CAN BE WIELDED FOR A BETTER WORLD IS THE PRESIDENT-ELECT OF THE AMERICAN LIBRARY ASSOCIATION.

I'M SO EXCITED FOR WHAT WE'LL DO TOGETHER, SOLIDARITY." EMILY'S PERSONAL WEBSITE SAYS HER PERSONAL POLITICAL AGENDA INCLUDES, SOCIAL AND ECONOMIC JUSTICE AND RACIAL EQUITY, AND LAYS OUT HER VERSION FOR THE ALA STATING, "THE CONSEQUENCES OF DECADES OF UNCHECKED CLIMATE CHANGE CLASS WORE WHITE SUPREMACY AND IMPERIALISM HAVE LED US HERE.

SHE STATES, WE MUST ORGANIZE OUR COLLECTIVE POWER AND WIELD IT." COINCIDENTALLY, ON THURSDAY, SEPTEMBER 1ST, THE CITY OF AUSTIN CITY COUNCIL ADOPTED A RESOLUTION SUPPORTING THE ALA FREEDOM TO READ STATEMENT.

AMONG OTHER THINGS, THE STATEMENT SAYS, "THERE'S NO PLACE IN OUR SOCIETY FOR EFFORTS TO COERCE THE TASTES OF OTHERS, TO CONFINE ADULTS TO THE READING MATTER DEEMED SUITABLE FOR ADOLESCENTS, OR TO INHIBIT THE EFFORTS OF WRITERS, [NOISE] TO ACHIEVE ARTISTIC EXPRESSION.

IN OTHER WORDS, THE ALA SUPPORTS THE ABILITY FOR ADULTS WITHOUT ANY SPECIFICITY OF WHICH ADULTS TO PROVIDE MINOR CHILDREN WITH UNLIMITED CONTENT, INCLUDING SEXUALLY INAPPROPRIATE MATERIAL.

IT JUST SO HAPPENS THAT EANES ISD PREVIOUS LEAD LIBRARIAN CAROLYN FOOTE, HAS AN EXTREMELY CLOSE RELATIONSHIP WITH THE AMERICAN LIBRARY ASSOCIATION AND HAS FOR A LONG TIME.

AS MATTER OF FACT, THE ALA AWARDED CAROLYN THE INTELLECTUAL FREEDOM AWARD ON APRIL 12TH, 2002.

THE DAY BEFORE EMILY DRABINSKI WAS ELECTED PRESIDENT OF THE ALA. CAROLYN FOOTE IS NOW RETIRED AND IS THE CO-FOUNDER OF A PROGRESSIVE POLITICAL GROUP CALLED FREADOM FIGHTERS, ADVOCATING AGAINST WHAT SHE CALLS CENSORSHIP OR A WAR ON BOOKS WAGED BY CONCERNED PARENTS.

IN OTHER WORDS, SHE AND HER POLITICAL PEERS ARE ADVOCATING AGAINST ANY LIMITS ON AGE-APPROPRIATE CONTENT IN OUR LIBRARIES.

[00:45:02]

I'M GOING TO HAVE TO GO FAST.

OBVIOUSLY THE POLITICAL TALKING POINTS ABOUT BOOK BANNING IS A LIE, CONCERNED PARENTS SIMPLY WANT AND DEMAND THAT THE ADULTS RESPONSIBLE FOR CUSTODY OF OUR CHILDREN DURING SCHOOL HOURS TEACH AND PROMOTE ONLY AGE-APPROPRIATE MATERIALS.

THEY SHOULD FOLLOW TEA RULES AND THE LAW AND USE COMMON SENSE.

FOR THOSE PARENTS WHO WANT TO MAKE AVAILABLE THESE MATERIALS TO THEIR MINOR CHILDREN, NOBODY'S PROHIBITING YOU FROM EXERCISING YOUR [NOISE] TEN MORE SECONDS, PLEASE.

>> PLEASE WRAP UP.

>> BUT THAT DOES NOT GIVE ANYONE A RIGHT TO MAKE THOSE MATERIALS ACCESSIBLE TO OTHER PEOPLE'S MINOR CHILDREN WITHOUT THEIR PARENTS PERMISSION AND THAT HAS BEEN HAPPENING AT EANES ISD BY LICENSED TEACHERS, INCLUDING SOME LIBRARIANS. THANK YOU VERY MUCH.

>> THANK YOU, BRIAN. OUR NEXT SPEAKER IS JEFF ALLORY, MR. ALLORY, YOU ARE UP.

WELCOME. [NOISE]

>> FIFTY PERCENT OF TEENS WHO HAVE EATING DISORDERS ALSO SUFFER FROM DEPRESSION.

IT'S IMPORTANT TO KNOW THAT DEPRESSION MAY LEAD TO EATING DISORDERS IN TEENAGERS, BUT IN MANY CASES, THE EATING DISORDER ITSELF THAT TRIGGERS THE DEPRESSION.

MALNOURISHMENT CAUSES PHYSIOLOGIC CHANGES IN THE BRAIN AND CAN AFFECT EMOTIONAL REGULATION AND MOOD.

FOUR PERCENT [NOISE] OF ADOLESCENTS AND TEENS AGES 13-18 SUFFER FROM ANOREXIA, BULIMIA, OR BINGE EATING DISORDER.

I'M GOING TO READ AN EXCERPT FROM A BOOK, WINTERGIRL BY LAURIE ANDERSON, WHICH IS A MENTORING MANUAL BASICALLY FOR ANOREXIA, BULIMIA, AND SELF-HARM AND CUTTING.

THIS BOOK IS IN HILL COUNTRY IN WEST RIDGE AND IT'S AVAILABLE TO CHILDREN AGES 11-13 YEARS OLD.

WE'RE GOING TO BEGIN ON PAGE 60.

[NOISE] TAKE THE RAZOR BLADES OUT OF THE BAG.

STUPID, UGLY BITCH, STUPID, FAT, STUPID BABY, STUPID LOSER, STUPID, LOST.

THE BOX OPENS AND THE RAZOR SLIDE OUT. WHISPER SWEET.

USED TO BE THAT MY WHOLE BODY WAS MY CANDAS.

HOT CUTS, LICKING MY RIBS, LADDER RUNGS, CLIMBING MY ARMS, THICK MILKWEED STOCKS SHOOTING UP MY THIGHS.

[NOISE] THEN WE MOVE TO PAGE 98.

WE WENT TO THE FOOD COURT AND SHE ORDERED CHEESE FRIES, CHICKEN NUGGETS, AND SALAD.

I DRINK BLACK COFFEE AND LICKED ARTIFICIAL SWEETENER FROM THE PALM OF MY HAND.

SHE ASKED ME TO GUARD THE DOOR WHILE SHE PUKED LUNCH INTO THE DIRTY MALL TOILET.

[NOISE] PAGE 129.

I'M SO DISGUSTINGLY HORRIBLY FAT, TODAY I WENT FOR A TWO-HOUR RUN AND I STARVE MYSELF UNTIL DINNER WHERE I ATE LIKE A PIG.

SOMETIMES I FEEL SO FUCKING HELPLESS.

PAGE 162.

PUKE AND STARVE, CUT, DRINK BECAUSE YOU NEED AN ANESTHETIC AND IT WORKS FOR A WHILE.

PAGE 223.

[NOISE] THE FIRST INCISION RUNS FROM MY NECK TO JUST BELOW MY HEART AND DEEP ENOUGH SO THAT I CAN FINALLY FEEL SOMETHING NOT DEEP ENOUGH TO FLY ME OPEN.

THE PAIN FLOWS LIKE LAVA AND TAKES MY BREATH AWAY.

THE KNIFE CARVES A PATH IN THE FLESH BETWEEN TWO RIBS THEN BETWEEN TWO RIBS BELOW THAT FAT DROPS OF BLOOD SPLASHING ON THE COUNTER, RIPE RED SEEDS.

I'M SO VERY STRONG, SO IRON BONED AND MAGIC THAT, THAT KNIFE DRAWS A THIRD LINE BETWEEN TWO RIBS AND STRAIGHT AND TRUE.

BLOOD POOLS IN THE BOWLS OF MY HIPS AND DRIPS TO THE TILE FLOOR.

PAGE 265.

I REALLY WANT TO DIE RIGHT NOW THIS MINUTE IN THIS EMPTY PLACE, I COULD STAB MYSELF IN A VEIN.

THEY'RE SO EASY ENOUGH TO SEE.

I COULD WALK INTO THE BLIZZARD AND LIE DOWN IN THE SNOW AND BLEED OUT.

HYPOTHERMIA AND BLOOD LOSS IS LIKE GOING TO SLEEP.

[NOISE] THERE ARE APPROXIMATELY 7,968 ACCORDING TO THE WEBSITE STUDENTS IN EANES.

IF I ESTIMATED THAT HALF OF THOSE NUMBER ARE IN THE MIDDLE SCHOOL AND HIGH SCHOOL, THAT LEAVES ME WITH 3,900 STUDENTS.

BASED OFF THAT, FOUR PERCENT EQUALS 160 STUDENTS IN EANES ARE CURRENTLY CHALLENGED WITH ANOREXIA, BULIMIA, AND BINGE-EATING DISORDER.

WHAT IS THE LITERARY VALUE OF THIS BOOK IN OUR MIDDLE SCHOOL AND IN OUR HIGH SCHOOL? I DON'T KNOW. ARE WE TRYING TO INCREASE EATING DISORDERS? ARE WE TRYING TO INCREASE TEEN DEPRESSION NUMBERS?

>> THANK YOU MR. ALLORY.

>> WE DESERVE BETTER GUYS. [NOISE]

>> THANK YOU AND OUR NEXT SPEAKER IS ALEXA DAWSON.

MS. DAWSON WANTS TO SPEAK TO US ABOUT LEGISLATIVE PRIORITIES.

GOOD EVENING, MS. DAWSON.

>> HI. GOOD EVENING, GUYS.

I AM A DRAG QUEEN AND A TRANS SEX WORKER AND I REALLY APPRECIATE WHAT YOU GUYS ARE DOING TO BE MUCH MORE INCLUSIVE AND DESTROY THE STIGMAS SURROUNDING PEOPLE LIKE ME AND ALLOWING PEOPLE LIKE ME TO BE ROLE MODELS FOR OUR CHILDREN.

BUT HONESTLY, WE CAN DO BETTER AND I REALLY WANT TO START PERFORMING IN FRONT OF THE STUDENTS SO I'VE CRAFTED A LITTLE ROUTINE.

HOPEFULLY YOU GUYS LIKE IT AND IF YOU DO,

[00:50:02]

LET'S GO. HOLD ON.

[MUSIC]

>> [NOISE] THANK YOU MS. DAWSON.

>> PLEASE LET ME KNOW IF YOU GUYS ARE HIRING, THANK YOU.

>> OUR NEXT SPEAKER IS SARAH CROCKER, AND MS. CROCKER WANTS TO TALK TO US ABOUT BOOKS.

WELCOME TO THIS EVENING MS. CROCKER.

>> GOOD EVENING. I'M BACK, I'M READING FROM FADE BY VINCE MCMAHON.

I THINK THE LAST TIME I WAS HERE WE DISCUSSED TEACHERS AND COACHES HAVING SEX WITH THEIR STUDENTS, ILLEGAL DRUGS, RAPE.

THAT'S A LITTLE BIT OF THE SUMMARY OF CONCERNS OF THIS BOOK, SEXUAL NUDITY, SEXUAL ACTIVITIES INCLUDING RAPE, PROFANITY, AND ILLEGAL DRUG USE, AVAILABLE TO OUR 11-13 YEAR OLD IN HILL COUNTRY MIDDLE SCHOOL, AS WELL AS OUR HIGH SCHOOL.

THEN COURT NOW, YOU'LL RECALL THEY'RE HAVING A PARTY, THEY'RE DOING ILLICIT DRUGS, ARE ALL HAVING SEX OR ORGY WITH THE COACHES AND THE TEACHERS AND EVERYTHING.

THEN COACH CRATER GRABS HER BY THE SHOULDERS AND TURNS TOWARD HIM.

HE PLANTS A BIG WET KISS ON HER MOUTH AND MOVES ON.

OUTSIDE ON THE DECK, IT'S DARK, MR. WANG FOLLOWS HER OUT THERE IN HIS CALVIN KLEIN BRIEFS.

SHE HOLDS ON TIGHTLY TO THE RAILING WHEN MR. WANG STARTS TOUCHING HER.

I SMELLED SMOKE, SHE EXPLAINS, BUT SHE DOESN'T SEE ANYONE'S SMOKING.

THEN COACH CRATER COMES OUT TOO.

MR. WANG IS KISSING HER NECK AND COACH IS TELLING HER HOW HOT SHE IS AND FEELING HER UP.

HE SAYS SOMETHING ABOUT BENCH PRESSING.

THEN IN HER MIND WHILE THE TWO MEN KISS AND TOUCH HER, IS MS. STEVEN.

PAGE 190, SHE DOESN'T LIKE THAT, SHE DECIDES.

HE'S IN HER WAY AND SHE'S TRYING TO SMOKE A JOINT HERE.

SHE MAKES A PEACE SIGN WITH HER FINGERS MARVELING OVER THEM.

THEN WHEN MR. WANG GRABS HER NIPPLE IN HIS MOUTH, SHE STABS HIM IN THE EYEBALLS.

SHE LEARNED THAT SOMEWHERE, SHE DOESN'T KNOW WHERE.

MR. WANG SWINGS HIS FIST WILDLY, CRYING OUT IN PAIN.

HE CATCHES HER BY THE JAW, HER HEAD FLIES BACK AND HITS THE DECK RAIL AND SHE BLACKS OUT.

THE JOINT BURNS DOWN BETWEEN HER FINGERS.

PAGE 200, 21 POSITIVES ON THE GHB,

[00:55:01]

EVERYONE AT THE PARTY WAS DRUGGED.

DURBAN WAS EVEN DRUGGED HIMSELF, RUMOR HAS IT THE DRUG IS KNOWN TO ENHANCE STAMINA.

HE PAUSES, THEY BOTH SHUTTER.

WHEN BAKER AND COBB AND THE BACKUP CREW ARRIVE, DURBAN HAD THREE FEMALE STUDENTS IN HIS BED WITH HIM. JANIE IS QUIET.

HE GOES TO JAIL FOR A LONG TIME JANIE, WHAT ABOUT WANG? HE'S GOING TO JAIL FOR A LONG TIME JANIE.

WHAT ABOUT WANG? HIM TOO.

SADLY, HE RAPED STACY BEFORE BAKER AND COBB GOT THERE.

THEY FOUND HIS DNA.

SHE ASKED FOR THE MORNING AFTER PILL.

SHE DOESN'T REMEMBER ANYTHING THAT HAPPENED LAST NIGHT.

COBBLES HANDS GRIP THE STEERING WHEEL, HIS KNUCKLES ARE WHITE.

JANIE IS QUIET, FUCK, SHE SAYS.

I DON'T UNDERSTAND WHY WE WOULD PROVIDE THIS TO OUR CHILDREN.

LIKE IF A MOM OR A DAD WANTS TO TAKE THEIR CHILD AND BARNES AND NOBLE AND SPEND MONEY ON THIS BOOK, THAT'S FINE.

BUT MY DAUGHTER SHOULDN'T WALK INTO THE LIBRARY, UNKNOWING TO ME, SIT DOWN IN THE LIBRARY DURING SCHOOL [NOISE] HOURS AND BE ABLE TO ACCESS THIS BOOK. [NOISE]

>> THANK YOU MS. CROCKER. OUR LAST SPEAKER IS CYNTHIA RAHMAN, IS MS. RAHMAN HERE? MS. RAHMAN DID NOT CHECK IN.

DO WE HAVE CYNTHIA RAHMAN HERE? SEEING NO ONE,

[9. DISCUSSION]

THE FIRST ITEM OF WHICH IS THE BOND OVERSIGHT COMMITTEE, BOND ADVISORY COMMITTEE FORMATION AND OPERATION PROCEDURES.

JEREMY, CHRIS, WELCOME.

>> AS WE MOVE FROM THE BOC TO THE BAC, THERE WERE A COUPLE OF THINGS THAT WE WANTED TO UPDATE ON THE OPERATING POLICIES AND PROCEDURES FOR THE BOC.

NUMBER 1 AMONG THOSE IS, WE HAVE THREE REMAINING ALTERNATE MEMBERS.

THIS IS SOMETHING THAT WE'VE TALKED ABOUT WITH BOC LEADERSHIP FOR SOME TIME, AND SOMETHING THAT WE'VE DISCUSSED IS THAT IN FUTURE BOCS WE WOULD RATHER DO AWAY WITH THE WHOLE ALTERNATE THING AND JUST HAVE A LARGER COMMITTEE WHERE EVERYBODY IS A VOTING MEMBER.

WHAT WE FOUND OVER THE, AT LEAST THE TWO BOCS THAT I'VE BEEN INVOLVED WITH, IS THAT ALL THE MEMBERS, RATHER VOTING OR ALTERNATE, HAVE ALL BEEN VERY PARTICIPATORY, VERY GOOD MEMBERS.

WE'VE NOT HAD ANYBODY THAT WE'VE WANTED TO KEEP OUT IN OTHER WORDS.

YOU'VE DONE A REALLY GOOD JOB OF SELECTING MEMBERS, EITHER THAT OR WE JUST GET REALLY GOOD CANDIDATE POOLS AND YOU COULD HAVE JUST THROWN A DART AND PICTURE YOUR MEMBERS AND DONE WELL AS WELL.

AS WE MOVE INTO THIS, WE THOUGHT IT WOULD BE IMPORTANT TO ELIMINATE THAT DISTINCTION BETWEEN BOC AND BAC MEMBERS SO THAT THEY'RE ALL VOTING MEMBERS.

AS A PART OF THAT, IT ALSO CLARIFIES THAT THE BOARD CAN APPOINT NEW MEMBERS AT THEIR DISCRETION.

I'VE WORDED THIS IN SUCH A WAY THAT WE CAN NOT HAVE TO CHANGE THAT WHEN WE COME TO YOU AGAIN, THE NEXT TIME WE FORM A BAC, SO THAT'S WHERE WE SET IT.

WE SAID 9-15.

ONCE WE START TO DROP BELOW A NUMBER, WE MIGHT HAVE TO COME TO YOU.

WE'VE NEVER GONE BELOW NINE IN THE TWO THAT I'VE BEEN INVOLVED WITH.

BUT OBVIOUSLY IT CAN HAPPEN BECAUSE THIS IS A LONG TIME SERVING COMMITTEE.

HERE'S SOME OF THE LANGUAGE AND YOU'VE GOT THIS IN YOUR PACKET AS WELL WITH SOME OF THE CHANGES THAT WE MADE.

YOU'LL SEE THAT IT SHOWS UP IN SEVERAL DIFFERENT PLACES WHERE REFERENCES ALTERNATE MEMBERS.

BUT THE CURRENT LANGUAGE SAYS THE BOC WILL BE COMPRISED OF NINE MEMBERS AND ALTERNATE MEMBERS WILL ALSO BE APPOINTED.

THEN THE PROPOSED LANGUAGE THAT YOU'LL SEE IN HERE IS THE BOC WILL BE COMPRISED OF 9-15 MEMBERS.

ON THE NEW MEMBERS, THE CURRENT LANGUAGE SAYS THAT THE BOARD WILL SELECT AN ALTERNATE TO FILL A MEMBER'S VACANCY AND THE NEW LANGUAGE JUST SAYS THAT THE BOARD MAY SELECT ADDITIONAL MEMBERS AS IT DEEMS APPROPRIATE.

IN OTHER WORDS, IF WE DROP LOWER OR IF THERE'S SOME SPECIAL REASON THAT YOU NEED TO ADD SOMEONE ADDITIONAL. THAT'S WHAT WE GOT.

ONE OTHER THING I WANT TO POINT OUT IS I MADE ONE OTHER CHANGE THAT I'VE NOT MENTIONED HERE, AND IT'S MORE OF A HOUSEKEEPING THING IN THE OLD LANGUAGE, IT SAID THAT WE WOULD ELECT OFFICERS EVERY AUGUST.

THE CURRENT BOC HAS FOUND IT BETTER TO OPERATE IN JANUARY, SO I JUST CHANGED THAT LANGUAGE TO SAY THAT WE'LL ELECT THE OFFICERS ANNUALLY IN AUGUST, TO ELECT OFFICERS ANNUALLY.

I JUST CHANGED THAT AND LET THE BOC DECIDE WHEN'S THE BEST TIME FOR IT TO MAKE THOSE LEADERSHIP CHOICES. ANY QUESTIONS?

[01:00:03]

>> THANK YOU. I'M GOING TO START WITH ALAN THEN GO TO KIM, AND THEN JEAN.

DID I SKIP YOU? [LAUGHTER] ELLEN, KIM, JENN.

>> THANK YOU FOR THINKING THIS THROUGH AND BRINGING THIS TO US.

I CAN SEE HOW FROM AN OPERATIONAL STANDPOINT ON THE BOX SIDE, WHERE THESE RECOMMENDATIONS COME FROM.

IN LOOKING BACK TO WHY THE BAC WAS STRUCTURED THE WAY IT WAS, PART OF THAT WAS, SO THAT WE CAN MAKE SURE THAT WE HAD GEOGRAPHIC SPREAD, NOT PER CAMPUS REPRESENTATION, BUT DISTRICT WIDESPREAD.

>> I THINK WE WOULD STILL MAINTAIN THAT IN ANY FUTURE BOX.

WHAT YOU DID IN THE LAST ONE ANYWAY, WAS YOU SELECTED FROM EACH OF THE THREE, WE GROUP THEM IN EACH ELEMENTARY ATTENDANCE ZONE IN GROUPS OF TWO, AND YOU SELECTED THREE MEMBERS AND TWO ALTERNATE MEMBERS FROM EACH OF THOSE ZONES.

THIS WOULD NOT PRECLUDE THAT.

I THINK WE'D PROBABLY STILL WANT TO DO THAT.

>> OKAY. I'M NOT QUITE SURE I FOLLOW THAT BECAUSE THAT'S WHY THE ALTERNATES, WE'RE DONE SO THAT ALTERNATE SAID THAT WE WOULD CONTINUE TO HAVE EQUALITY IN VOTING NUMBERS AND THAT THE ALTERNATES FROM THAT GEOGRAPHIC AREA COULD GO IN.

IN OTHER WORDS, WE DIDN'T HAVE A LIST OF ALTERNATES THAT STARTED WITH FIRST ALTERNATE AND WENT TO FIFTH ALTERNATE.

IT WAS ALTERNATE FOR ZONE A, FOR ZONE B, AND ZONE C SO THAT WE COULD KEEP THAT BALANCE SO I'M A LITTLE CONFUSED AS TO HOW.

>> I'M NOT SURE THAT IN REALITY, THAT'S THE WAY THAT AT LEAST SINCE I'VE BEEN INVOLVED IN 2015, IS THE PRESIDENT HAS SELECTED A RECOMMENDATION AND BROUGHT IT TO YOU.

I DON'T THINK IT'S NECESSARILY GONE BACK AND LOOKED AT THE GEOGRAPHIC REPRESENTATION.

BUT IF THAT'S SOMETHING THAT WE FEEL IS IMPORTANT, THEN WE CAN CERTAINLY INCLUDE THAT IN THE NEXT BOC AND LOOK AT ONCE WE GET DROPPED BELOW, PERHAPS FOUR FROM A PARTICULAR REGION, MAKE SURE THAT WE APPOINT A NEW ONE FROM THAT AREA.

I THINK THERE ARE WAYS THAT WE CAN MAKE THAT WORK.

>> OKAY. THAT'S WHY THE MEMBERSHIP WAS SET SO THAT IT COULD BE EQUAL.

WHEREAS THE 9-15 DOESN'T NECESSARILY SET US UP FOR THAT EQUAL REPRESENTATION.

MAYBE THAT GEOGRAPHIC SPREAD IS NO LONGER IMPORTANT TO THE BOARD, OR AS IMPORTANT AS IT WAS AT THAT POINT.

BUT I DO HAVE CONCERNS THAT WE KEEP A BALANCE AS BEST WE CAN IN ALL DIFFERENT WAYS.

ESPECIALLY IF WE'RE LOOKING AT BIGGER IDEAS THAT MIGHT AFFECT THE DISTRICT AS A WHOLE IN SIGNIFICANT WAYS.

>> I AGREE THAT THAT WOULD BE IMPORTANT.

>> THANK YOU, KIM AND JENN.

>> THANK YOU FOR THAT, THINKING THROUGH IT HAVING BEEN ON TWO BOCS, I WILL TELL YOU THAT THERE WAS NO DISTINCTION IN THE 2015 AND THE 2019 BOX OF VOTING MEMBERS VERSUS ALTERNATIVES.

EVERYONE PARTICIPATED EQUALLY, SOME MEMBERS WERE STRONGER ON CERTAIN TOPICS THAN OTHERS.

BUT THERE WASN'T YOU'RE THIS AND YOU'RE THAT SO I THINK THAT IT'S PROBABLY OVERDUE THAT EVERYONE IS CONSIDERED EQUALLY BECAUSE THEY'RE PARTICIPATING AND THEY'RE WORKING HARD TO SERVE THE COMMUNITY IN THAT CAPACITY.

I WOULD AGREE WITH THESE PROCEDURAL CHANGES.

I GUESS MAYBE IN RESPONSE TO ELLEN I WOULD JUST GIVE YOU MY THOUGHTS NOT KNOWING HOW THE BOARDS SET IT UP ORIGINALLY OR THE THOUGHT THAT WENT INTO CHOOSING THOSE MEMBERS.

I KNOW THAT THERE WERE GEOGRAPHICAL CONCERNS AND THOUGHT PUT INTO IT, BUT I DON'T REMEMBER ANYONE SAYING, WELL, THIS IS BRIDGE POINTS PREROGATIVE.

>> WE SPECIFICALLY DIDN'T WALK TO CAMPUS REPRESENTATIONS, BUT IT WAS GEOGRAPHIC SPREAD ACROSS THE DISTRICT AND THAT'S WHY IT WAS TO CATCHMENT AREAS AND PEOPLE WERE NOT TO REPRESENT THEIR SCHOOL.

THEY WERE TO REPRESENT THEIR GEOGRAPHIC SPREAD.

>> I JUST THINK THAT IF YOU'VE GOT A LONGSTANDING BOARD LIKE THIS,

[01:05:02]

I GUESS MY EXPERIENCE WAS THAT THOSE GEOGRAPHICAL BOUNDARIES BECAME LESS IMPORTANT OVER TIME WHILE STILL RECOGNIZING.

I THINK THAT THE THOUGHT THAT WENT INTO THE GEOGRAPHIC BOUNDARIES MAKE SENSE.

BUT GOING BACK TO THAT NUMBER 1 PROPOSAL, I THINK THAT A DISTINCTION BETWEEN VOTING MEMBER AND ALTERNATIVE IS A GOOD IDEA.

>> THANK YOU. JENN.

>> THANKS. KIM, I AGREE WITH YOU THAT REMOVING THE DISTINCTION BETWEEN MEMBER AND ALTERNATE IS A GOOD MOVE.

I THINK IT MAKES SENSE.

I SHARE A LITTLE BIT OF ELLEN'S CONCERN OF 9-15.

THAT SEEMS LIKE A REALLY BIG SPREAD.

MY CONCERN THERE IS WHAT'S TOO BIG, WHAT'S TOO SMALL, BUT THEN ALSO AT WHAT POINT DO WE TRIGGER IT COMING BACK TO THE BOARD SO THE BOARD CAN DISCUSS ADDING NEW MEMBERS? I DO THINK IT MIGHT BE NICE TO HAVE SOME LANGUAGE IN THERE THAT SAYS AT X NUMBER, MAYBE IT'S 11.

OR SOMEWHERE AS IT'S GETTING CLOSER TO THAT NINE, IT MIGHT BE TIME FOR THE BOARD TO HAVE THAT DISCUSSION.

>> I AGREE. THAT'S PROBABLY A REALLY GOOD IDEA FOR THE NEXT ONE.

HISTORICALLY WHAT WE'VE DONE IS WE'VE COMPLETELY GONE THROUGH AND REVISED THE OPERATING POLICIES AND PROCEDURES EACH TIME WE CREATE A NEW A NEW BAC SO THIS ONE REALLY NEEDS TO GET US THROUGH ABOUT 3, 4 MONTHS.

>> OKAY. THIS IS REALLY JUST ADDRESSING THE CURRENT BOC SITUATION.

>> RIGHT. BUT I DO APPRECIATE YOUR THOUGHTS AND THAT WILL HELP GUIDE US AS WE START TO PREPARE THEM FOR THE NEXT ONE.

>> THAT WAS MY OTHER QUESTION.

THIS DOES NOTHING TO ALTER THE FACT THAT AS WE FORM A NEW BOC AFTER WE HAVE ANOTHER BOND AT SOME POINT, MAYBE NEXT SUMMER.

>> WE'LL COME TO YOU WITH NEW POLICY REVISIT.

>> THAT WE WILL REVISIT IT WE'LL HAVE NEW POLICY AND PROCEDURES, THE BOARD WILL HAVE A SELECTION OF THE COMMITTEE HOWEVER THE BOARD DECIDES WHETHER IT'S SIMILAR TO LAST TIME OR A SHIFT.

THANK YOU. I APPRECIATE THE CLARIFICATION.

>> THANK YOU, LAURA.

>> I'M A BIG FAN OF FLEXIBILITY AND I THINK THAT THIS PROVIDE YOU ALL A LITTLE BIT OF FLEXIBILITY TO MAKE SURE THAT YOU HAVE A COMMITTEE THAT WORKS EFFECTIVELY AND EFFICIENTLY SO I'M GOOD WITH THESE CHANGES.

THE NINE DOES FEEL LIKE IT COULD BE A LITTLE SMALL, BUT IT JUST DEPENDS ON WHO THE NINE PEOPLE ARE THAT ARE IN THE ROOM.

YOU HAVE A COMMITTEE OF NINE PEOPLE THAT SHOW UP EVERY SINGLE TIME, AND THAT'S ALL YOU NEED.

>> I THINK PART OF IT ALSO IS A TIMING ISSUE.

I THINK AFTER ONE YEAR OF SERVICE, IF YOU GET TO 11, YOU PROBABLY WANT TO ADD MORE IF YOU GET TO WHERE WE ARE RIGHT NOW, OR ARE EVEN LATER, WHERE YOU'VE GOT 2 OR 3, 4 MONTHS TO GO WITH A GROUP THAT'S BEEN WORKING TOGETHER.

MAYBE YOU'RE A LITTLE BIT MORE HESITANT TO SAY, LET'S ADD THREE MORE.

>> JUST TO MEET THAT NUMBER.

>> JUST TO MEET THE NUMBER. WE'LL TRY TO LOOK AT WAYS TO GIVE YOU FLEXIBILITY ON DO YOU WANT TO ADD NEW ONES AT THIS POINT.

MAYBE WE'LL PUT A TRIGGER THAT ONCE WE REACH A CERTAIN LEVEL, WE'LL BRING IT TO YOU, AND SEEK YOUR GUIDANCE.

>> I LIKE THAT. WE'RE BUREAUCRACY AND THINGS CAN GET REALLY SLOWED DOWN AND WE DON'T WANT YOU ALL HAVING TO COME BACK TO US BECAUSE YOU NEED TO ADD MORE COMMITTEE MEMBERS OR YOU HAVE TOO MANY.

I'M GOOD WITH THIS. ELLEN, I HEAR WHAT YOU'RE SAYING ABOUT THE REPRESENTATION.

HAVING SERVED ON DISTRICT COMMITTEES THAT ARE SEEKING TO REPRESENT THE FULL DISTRICT, IT IS IMPORTANT.

I THINK IT'S LESS IMPORTANT WHEN IT COMES TO VOTING, SO I'M NOT SURE IT NEEDS TO BE FULLY BALANCED.

I THINK JUST HAVING THE VOICE AND HAVING PEOPLE IN THE ROOM THAT REPRESENTS THE AREAS WOULD BE ENOUGH.

JUST PEOPLE WHO ARE FAMILIAR AND COMFORTABLE WITH THE NUANCES AT THAT PARTICULAR GEOGRAPHIC AREA, I THINK IT'S SUFFICIENT.

THAT'S IT.

>> THANK YOU. ANYBODY ELSE?

[01:10:05]

NEXT ITEM ON THE AGENDA IS 2023 DRAFT LEGISLATIVE PRIORITIES. DR. ARNETT.

>> IF YOU'D LIKE, I'LL INTRODUCE THIS AND THEN IT'S REALLY THE BOARDS CONVERSATION.

EVERY TWO YEARS PRIOR TO EACH LEGISLATIVE SESSION, THE ADMINISTRATION ASSISTS THEIR LEGISLATIVE SUBCOMMITTEE OF THE TRUSTEES, IN DEVELOPING WHAT MIGHT BE OUR PLATFORM AND PRIORITIES PRIOR TO THE UPCOMING SESSION.

WE LOOK AT A NUMBER OF DIFFERENT EXAMPLES.

PRIMARILY, THOSE PLATFORMS THAT HAVE BEEN DEVELOPED BY THE TEXAS ASSOCIATION OF SCHOOL BOARDS, THE TEXAS SCHOOL COALITION, COMPARABLE SCHOOL DISTRICTS, AND WE TRIED TO ASSIMILATE THOSE INTO A LIST OF DRAFT PRIORITIES AND PLATFORM THAT MIGHT BE ACCEPTABLE TO OUR SCHOOL DISTRICT OR AT LEAST PERTINENT TO EANES ISD.

WE'VE ALSO MET WITH CURRENT LEGISLATORS AND STAFF MEMBERS FROM THE CAPITAL AS WELL AND GETTING THEIR INPUT AND INSIGHT INTO THE UPCOMING SESSION, AND THAT HAS RESULTED IN THE DRAFT PRIORITIES THAT YOU HAVE BEFORE YOU THAT AGAIN WERE CREATED BY THE LEGISLATIVE SUBCOMMITTEE OF THE TRUSTEES.

WITH THAT, I'LL STEP BACK AND ALLOW THE BOARD TO HAVE ITS CONVERSATION AROUND THE DRAFT THAT HAS BEEN PRESENTED TO YOU.

WE DO HAVE INDIVIDUAL SLIDES FOR EACH ONE OF THESE AREAS, AND IT HAS MOSTLY THE FULL TEXT FOR EACH ONE OF THOSE, AND HAPPY TO ADVANCE THROUGH THOSE AS YOU DISCUSS EACH ONE OF THE AREAS OF PRIORITY.

>> THANK YOU. DR. ARNETT.

DOES ANYBODY WANT TO GO FIRST? I SAW KIM'S FINGERS FLICKERING FIRST THEN ELLEN, AND THEN JENN.

>> OKAY.

>> OKAY. MAYBE JENN.

>> I HAD SOME SPECIFIC QUESTIONS AS TO THE DRAFTED PRIORITIES, BUT I GUESS I HAD A GENERAL QUESTION FOR THE SUBCOMMITTEE OR TO THE BOARD.

I'M REMEMBERING MY INSTRUCTIONS TO SPEAK INTO THE MIC.

IN TEXAS, THE LEGISLATIVE SESSION IS GOING TO MEET EVERY TWO YEARS AND THERE ARE THOUSANDS OF BILLS THAT ARE FILED, AND THERE ARE A VERY SMALL SUBSECTION OF BILLS THAT ARE GOING TO PASS AND MOST OF THEM ARE GOING TO FALL TO THE WAYSIDE.

WHEN I SEE THIS, MY INITIAL THOUGHT IS, WOULD IT BE BETTER FOR US TO HONE IN ON VARIOUS PRIORITIES THAT ARE MOST IMPORTANT TO US? THE QUESTION OF WHAT IS MORE IMPORTANT AND WHAT IS LESS IMPORTANT IS A HARD QUESTION.

BUT ALL OF THESE, I CAN'T ARGUE WITH ANY ONE OF THE PRIORITIES.

BUT IF THEIR PRIORITIES, MIGHT IT BE BETTER TO DECREASE THE NUMBER OF WHAT WE FIND IMPORTANT AS OUR STATEMENT TO OUR LEGISLATIVE REPRESENTATIVES AND FOCUS ON THAT BECAUSE I KNOW AND I DON'T KNOW HOW MANY THERE ARE, BUT OF THESE 15, THEY ARE OUR PRIORITIES.

THERE'S SIX, BUT THEN THERE'S SUBCATEGORIES. THAT'S WHAT I WAS LOOKING.

I WAS LOOKING AT THE NUMBERS, 15-18.

ARE WE HURTING OURSELVES BY HAVING SUCH A LARGE NUMBER OF PRIORITIES AS OPPOSED TO HONING IN ON THINGS THAT ARE MORE SPECIFIC TO AIMS THAT WOULD HELP US? I DON'T KNOW THE ANSWER. I'M THROWING THAT OUT BECAUSE THAT WAS MY INITIAL RESPONSE TO LOOKING AT ALL OF THEM.

I APPRECIATE ALL THE WORK THAT'S GONE INTO, AND THEN I HAVE SOME SPECIFIC QUESTIONS ON.

>> JUST FOR CLARIFICATION, OR ANYBODY WHO'S WONDERING, THE SUBCOMMITTEE IS HEATHER, JENN AND ME.

THE THREE OF US PARTICIPATED WITH A BROADER COLLECTION OF COMMUNITY MEMBERS TO DEVELOP THE PRIORITIES.

ANYWAY, THAT'S THE CONTEXT.

I'M HAPPY. HEATHER, YOU WANT TO RESPOND? THEN JENN?

>>> YEAH, I APPRECIATE THAT.

[NOISE] EXCUSE ME.

I DEFINITELY AGREE THAT IT'S ALWAYS BETTER TO HAVE A SMALLER AMOUNT OF ASKS.

HOWEVER, THESE THINGS HAVE BEEN CRAFTED AFTER HAVING DISCUSSIONS WITH OUR LEGISLATORS AND HAVING DISCUSSIONS AMONGST OURSELVES AND WITH THE BROADER COMMUNITY, AND THAT THESE ARE THINGS THAT THEY ARE ANTICIPATING COMING UP AND SO THEY WOULD LIKE TO KNOW OUR RESPONSE IN ADVANCE TO THOSE THINGS.

I THINK THAT THESE ARE OUR ASKS, THEY'RE HELPFUL FOR THEM TO KNOW WHERE WE STAND,

[01:15:03]

BUT AT THE SAME TIME, IF THEY'RE ASKING FOR OTHER INPUT, THIS MAKES IT EASIER BECAUSE THERE'S NO QUESTIONS ABOUT WHERE WE STAND ON ANY OF THESE THINGS.

>> JENN.

>> YEAH, I AGREE WITH WHAT HEATHER SAID.

I THINK ALL OF US IF WE COULD PICK ONE THING, IT WOULD BE THE BASIC ALLOTMENT ALTHOUGH IT'S HARD TO REALLY NOT LOOK AT TEACHER RETENTION, LOOK AT SAFETY AND MENTAL.

IT'S REALLY DIFFICULT TO STEP AWAY FROM THOSE THINGS.

AS FAR AS THE CONCERN ABOUT BEING MORE IN SPECIFIC, IN MY EXPERIENCE, I'VE HAD LEGISLATORS FLAT OUT TELL ME THEY DON'T CARE ABOUT EANES AND THEY DON'T WANT TO HEAR WHAT WE WANT AND WHAT WE NEED.

I THINK I'VE BEEN ON THE LEGISLATIVE SUBCOMMITTEE ALMOST THE ENTIRE TIME I'VE BEEN ON THE BOARD AND MY GOAL HAS ALWAYS BEEN THAT WE PUT FORTH PRIORITIES THAT ARE RESPONSIVE TO THE NEEDS OF PUBLIC SCHOOL IN GENERAL AND NOT FOCUSED ON A SPECIFIC SUBSET OF DISTRICTS.

BASIC ALLOTMENTS RAISES ALL VOTES.

IT'S GOING TO HELP EVERY DISTRICT.

I DON'T NECESSARILY SEE ANYTHING IN HERE THAT WOULD BE DETRIMENTAL TO ANY OTHER DISTRICT AND SO THAT'S ALWAYS FOR ME PERSONALLY BEEN A GOAL AS WE PUT TOGETHER THESE PRIORITIES SO I'M HONESTLY, THEY DON'T WANT TO HELP EANES

>> THANK YOU. KIM, DID YOU HAVE OTHER?

>> NO. THANK YOU FOR THE RESPONSE.

I DID HAVE, AS WE GO THROUGH THESE PRIORITIES SOME QUESTIONS JUST ON WORDING.

AGAIN, NOT DISAGREEING WITH ANY, ALL OF THESE ARE THINGS THAT HELP OUR SCHOOLS.

WHEN IN THE PRIORITY OF TEACHER RECRUITMENT AND RETENTION AND NUMBER 3, IT SAID IMPROVE STAFF HEALTH AND RETIREMENT BENEFITS.

IS THE THOUGHT THAT WE'RE GOING TO IMPROVE ACCESS TO RETIREMENT AND STAFF HELP, HOW DOES THE LEGISLATURE IMPROVE STAFF HEALTH AND RETIREMENT BENEFITS? [OVERLAPPING]

>> LET ME START WITH JENN THIS TIME AND THEN WE'LL GO INTO HEATHER.

>> DO WE POSSIBLY WANT TO TALK ABOUT OVERALL IMPRESSIONS FIRST THEN GO THROUGH THE SIX DIFFERENT RULE IN ORDER?

>> I'M HAPPY TO FOLLOW THE WORLD ABOARD.

WHAT YOU-ALL WANT TO JUST TALK ABOUT HIGH LEVEL STUFF BEFORE DOING THE 1, 2, 3, 4, 5, 6.

THANK YOU FOR THE SUGGESTION.

BUT TO THAT POINT, SINCE KIM STILL GOT THE FLOOR, DID YOU HAVE ANY OTHER HIGH-LEVEL ITEMS THAT YOU WANTED TO TRY TO RAISE?

>> NO. THAT WAS MY PIECE ON THE HIGH LEVEL.

>> THANKS, AND THEN ELLEN.

>> THANK YOU FOR THE TIME AND EFFORT THAT'S GONE INTO THIS.

I ECHO SOME OF KIM'S CONCERNS AND WHILE I HEAR THAT THERE ARE THINGS THAT YOU'VE TALKED WITH LEGISLATORS ABOUT THEM, I FEEL IF I DON'T UNDERSTAND WHAT THEY MEAN, WE'RE TALKING IN CODE AND MAYBE THIS IS FOR LEGISLATORS ONLY AND NOT FOR OTHER BOARD MEMBERS, THEY'RE NOT FOR COMMUNITY MEMBERS.

BUT I'M LOOKING AT IT IN TERMS OF, "DO I GET IT WHEN I READ THROUGH THIS, DO I UNDERSTAND WHAT YOU MEAN OR NOT?" I THINK IT'S PERSONALLY IMPORTANT FOR OUR COMMUNITY TO BE ABLE TO TAKE THIS AND SEE IT.

TO ME, SOMETHING THAT IS MORE TO THE POINT WHERE THERE IS A POINT AND PERHAPS SIMPLER, I'D LIKE FOR US TO BE VERY CLEAR ABOUT WHAT OUR TOP PRIORITY IS.

I DON'T KNOW IF IT WOULD BE APPROPRIATE TO SAY THE BASIC ALLOTMENT IS IT.

THAT'S THE NUMBER ONE THING.

WE HAVE A LOT OF OTHER SUGGESTIONS, BUT THAT'S IT BECAUSE I THINK THEY NEED TO HEAR THAT BECAUSE WE NEED TO COME AWAY FROM THIS SESSION WITH SOMETHING, AND THAT'S THE ONE THING THAT WE PROBABLY HAVE THE BEST CHANCE OF COMING AWAY WITH AND IT DOES HELP ALL DISTRICTS IN A PRETTY SPECIFIC WAY.

WHAT I TOTALLY GET THAT THEY AREN'T GOING TO PAY ANY ATTENTION TO AIMS, I DO THINK IT'S IMPORTANT FOR US TO MAKE SURE THAT THESE ARE REFLECTING OUR HIERARCHY OF PRIORITIES AND I WOULD SAY COLLECTIVE OUR PRIORITIES OF THINGS THAT ARE IMPORTANT.

[01:20:01]

BECAUSE SOME THINGS CLEARLY ARE NOT ABOUT US AND I THINK IT GIVES US A LITTLE BIT MORE HEFT IF WE SAY, WHILE THIS DOESN'T APPLY TO US AND THE ONE ON FACILITIES WAS WHERE I WONDERED IF THERE WAS ANOTHER WAY FOR US TO SAY THAT THAT GAVE OUR SUPPORT, BUT IT CLEARLY DOESN'T APPLY TO US.

I'M GLAD WE'RE GOING TO TALK ABOUT EACH OF THESE INDIVIDUALLY BECAUSE I THINK IN TERMS OF THE ORDER THAT WE BRING THINGS UP MIGHT BE IMPORTANT.

THERE ARE A COUPLE OF THINGS THAT I'D LIKE TO TOSS OUT AS I'M CURIOUS WHY THEY AREN'T IN HERE.

I DON'T KNOW IF THIS IS THE TIME OR NOT.

>> [BACKGROUND].

>> SORRY, THAT WENT ON MIKE. GO ON.

>> THANK YOU ALL. THIS IS A LOT OF WORK, I KNOW A LOT WENT INTO THIS.

THERE'S SOME LANGUAGE IN HERE WHICH I APPRECIATE.

JEN, I HEAR WHAT YOU'RE SAYING AND I'VE HEARD THE SAME THING THAT THEY'RE NOT INTERESTED IN US, THEY DON'T CARE.

BUT YOU ALL HAVE PUT SOME LANGUAGE IN HERE THAT DOES DIRECTLY IMPACT US CONSIDERING REGIONAL COST DIFFERENCES AND THEN THE EARLY RECAPTURE PAYMENTS.

I DO APPRECIATE YOU ALL, I'LL PUT THAT IN THERE.

I HEAR KIM AND ELLEN'S CONCERN AND HAVE THAT SAME FEELING THAT IT FEELS LIKE A LOT.

I KNOW IT'S A ONE SHEET, BUT THERE'S A LOT IN HERE AND I DO FEEL LIKE MAYBE IT COULD BE A LITTLE MORE CONCISE.

BUT I'M NOT GOING TO SIT HERE AND NITPICK. BUT THANK YOU ALL.

>> THANK YOU FOR THAT. ANYBODY ELSE HAVE ANY OFF-THE-CUFF REMARKS THEY'D LIKE TO SHARE? NO? WHY DON'T WE NOW MOVE INTO A MORE SPECIFIC DISCUSSION OF THE VARIOUS LEGISLATIVE PRIORITIES. KIM, BACK TO YOU.

>> ELLEN, IT LOOKS LIKE YOU PUT A LOT OF THOUGHT INTO IT, SO MAYBE I'LL DEFER TO YOU BECAUSE I REALLY JUST HAD QUESTIONS ABOUT A COUPLE OF THINGS THAT ARE UNDER SOME OF THE SUB-CATEGORIES.

I THINK I'D LIKE TO HEAR, ELLEN, YOUR THOUGHTS.

SOME SUGGESTIONS FOR THIS.

>> ELLEN.

>> TO ME, THE SCHOOL FINANCE IS THE MAJOR LEGISLATIVE ISSUE.

I THINK IF ANYTHING THAT PARAGRAPHS NEEDS TO BE IN BIGGER FONT, BOLD.

[LAUGHTER] I'M KIDDING ON THOSE THINGS BUT I DON'T HAVE ANY SUGGESTIONS FOR THAT.

IT'S PRETTY DENSE IN TERMS OF READING IT, BUT I DON'T HAVE SPECIFIC SUGGESTIONS ON HOW THIS PARTICULAR ONE.

FOR ME, SCHOOL FINANCE GETS A LITTLE BIT OF LEEWAY BECAUSE THAT IS SOMETHING THEY WILL CONSIDER AND WE KNOW THEY WILL CONSIDER IT.

WE DON'T KNOW WHAT THEY WILL DO, [LAUGHTER] BUT WE KNOW THEY WILL CONSIDER IT.

I WAS GOING TO GO INTO THE NEXT ONE.

>> THANKS FOR SETTING UP THE FORMAT.

ANYBODY ELSE HAVE ANY COMMENTS ON NUMBER 1?

>> HOW GRANULAR DO YOU WANT TO GO ON THIS?

>> I THINK WHAT I'D LIKE TO KNOW IS, DOES ANYBODY HAVE A PROBLEM WITH THIS AS A LEGISLATIVE PRIORITY? DO WE BELIEVE THAT THIS REPRESENTS AN IMPORTANT PRIORITY FOR FINANCE?

>> WITHOUT A DOUBT, THERE'S NO WAY TO PUT FORWARD LEGISLATIVE PRIORITY FOR EDUCATION WITHOUT HAVING SCHOOL FINANCE AT THE TOP.

THE THIRD BULLET ON HERE SEEMS A LITTLE REDUNDANT AND MAYBE NOT AS STRONG.

THE FIRST TWO ARE SO STRONG AND SO POWERFUL AND I UNDERSTAND THE PROPERTY TAX RELIEF AND UNFUNDED MANDATES AND WANTING TO GET THAT IN THERE.

>> WE DO TALK ABOUT COMPENSATING TEACHERS AND TEACHER RECRUITMENT AND RETENTION,

[01:25:03]

>> MY GUT IS JUST THAT IT WOULD STRENGTHEN THOSE FIRST TWO.

>> I'M GOING TO GO TO HEATHER AND THEN JEN

>> THE REASON THAT WE PUT THAT IN IS BECAUSE WE DO WANT TO MAKE SURE THAT NOT ONLY OUR TAXPAYERS UNDERSTAND THAT WE ARE LOOKING OUT FOR THEM, BUT ALSO OUR LEGISLATORS BECAUSE THAT IS A HOT TOPIC RIGHT NOW AND PROPERTY TAX RELIEF THROUGH OTHER METHODS IS ON THE TABLE OR WILL BE ON THE TABLE.

WE ALSO WANT TO SPECIFICALLY CALL OUT THAT WE DO NOT WANT THE BURDEN OF UNFUNDED MANDATES IN ANY OF THE THINGS BELOW, BECAUSE UNFUNDED MANDATES ARE CONSTANTLY COMING TO TAKE AWAY THE FUNDING THAT WE DO HAVE AND PUTTING BURDENS ON THE DISTRICT IN OUR STAFF.

THAT WAS WHY WE CALL THAT OUT SPECIFICALLY.

I HEAR YOUR CONCERN THAT IT'S MORE WORDS, BUT WE THOUGHT IT WAS MAYBE IMPORTANT IN THAT.

THAT'S NOT MY HILL TO DIE ON IF WE NEED TO REMOVE SOME WORDS BUT THOSE ARE IMPORTANT THINGS.

>> I WILL SAY WE'VE BEEN SCREAMING ABOUT UNFUNDED MANDATES FOR PROBABLY AT LEAST A THOUSAND YEARS AND THAT'S NOT GOING TO CHANGE.

WE MENTIONED IT OVER AND OVER AND OVER AGAIN AND I THINK IT BEGINS TO TAKE AWAY FROM WHAT WE'RE TRYING TO DO.

IF I THOUGHT THAT SAYING IT THREE TIMES WOULD MEAN THEY WOULDN'T DO UNFUNDED MANDATES, I'D BE ALL FOR IT.

BUT I THINK IT MAKES US FEEL BETTER, I DON'T THINK IT MAKES THE PIECE MORE EFFECTIVE.

>> I THINK MY ONLY ARGUMENT AGAINST THAT, ELLEN, IS THAT SOME OF THE STUFF HAS TO BE POINTED OUT TO THE PUBLIC THAT WE HAVE THESE UNFUNDED MANDATES.

BUT THE READING ACADEMIES, OUT OF THAT, WAS AT THE LAST SESSION OR THE ONE BEFORE? I'VE LOST TRACK.

>> LAST DISASTER.

>> DISASTER, SO COSTLY FOR EVERY DISTRICT IN THE STATE.

LIKE YOU SAID, PART OF THIS IS EDUCATING THE COMMUNITY AND I UNDERSTAND IT'S HARD TO UNDERSTAND WHEN YOU'RE NOT FOLLOWING THIS STUFF EVERY DAY, BUT AGAIN NOT MY COMPLETE HILL TO DIE ON BUT I DO DISAGREE AND I FEEL THAT THERE IS VALUE IN POINTING OUT THAT THEY CONSISTENTLY GIVE US THESE MANDATES AND REFUSE TO FUND IT.

>> I ACTUALLY THOUGHT THE WAY THAT IT WAS DONE IN THE FIRST PARAGRAPH IN SAYING A NO UNFUNDED MANDATES IN ALL OF THIS THAT THAT WAS GOOD.

BUT THEN WHEN IT WAS REITERATED, I BELIEVE TWO OTHER TERMS, IT'S IN TEACHER, THE POINT 4 OF TEACHER RECRUITMENT.

>> THEN MAYBE THOSE ARE THE PLACES THAT NEEDS TO BE REDACTED, JOHN.

>> LET'S HAVE BACK KIM. [LAUGHTER] WHAT DID I DO? KIM AND LAURA.

>> IF WE'RE GOING TO LOOK AT THE PRIORITY OF SCHOOL FUNDING, WHICH I THINK IS NUMBER 1, AS WE PUT, I WOULD SAY, HAVING LISTENED TO ALL OF US, NUMBER 1 AND NUMBER 2 DON'T CHANGE BUT PERHAPS IT MAKES NUMBER 3 STRONGER TO SAY SUPPORT EQUITABLE PROPERTY TAX RELIEF WITHOUT THE BURDEN OF UNFUNDED MANDATES.

I THINK I SEE WHAT YOU ALL WERE TRYING TO DO, WHICH IS AN ALL OF THE FOLLOWING AND THEN WE'VE GOT THESE OTHER FIVE PRIORITIES.

BUT IF THAT IS A LONGSTANDING PROBLEM AND A PRIORITY OF OURS, I DON'T MIND REPEATING IT OVER AND OVER AGAIN BUT I THINK IT BELONGS UP HERE IN SCHOOL FUNDING AS 1, 2, 3.

IF WE'RE GOING TO TALK ABOUT FUNDING FORMULA, IT'S BASIC ALLOTMENT, RECAPTURE AND STOP THE UNFUNDED MANDATE.

IF WE WANT TO KEEP THIS SUBCATEGORIES MAYBE THAT'S A STRONGER WAY TO GET THOSE THREE POINTS WORK.

>> I CAN GET BEHIND THAT, LAURA.

>> I'M HEARING SOME DIFFERENT THOUGHTS, BUT OVERALL I'M HEARING THAT MAYBE THIS NEEDS TO BE EDITED A LITTLE BIT, TIGHTENED UP A LITTLE MORE SO THAT WHAT WE HAVE IS LITTLE MORE IMPACTFUL.

SORRY, JOHN, I TOOK OVER YOUR JOB.

>> NO, THAT'S JUST FINE. KEEP GOING.

>> ARE WE IN AGREEMENT ON THAT? NO. BECAUSE WHAT I WAS HOPING IS THAT WE COULD PROCEED THROUGH THIS WITH THAT GOAL OF

[01:30:03]

WELL, OVERALL THAT'S WHAT WE'RE TRYING TO DO IT BECAUSE JUST LIKE WITH THE UNFUNDED MANDATES, DO WE HAVE IT IN HERE THREE TIMES OR DO WE NOT? WHAT ARE WE TRYING TO DO?

>> I THINK WE'RE TRYING TO JUST WALK THROUGH THIS AND SEE WHERE WE HAVE A CONSENSUS AND WHERE WE DON'T.

WE SEEM TO HAVE CONSENSUS AROUND NUMBER 1, I DIDN'T HEAR ANYBODY COMPLAINTS ABOUT THE LANGUAGE, WHICH ISN'T TO SAY THAT THERE ISN'T AN OPPORTUNITY TO GO BACK AND TIGHTEN.

WITH RESPECT TO ITEM NUMBER 2, I HEARD GENERAL CONSENSUS AND I ALSO SAW HEADS NODDING WHEN WE TALKED ABOUT STRIKING ITEM NUMBER 4 BECAUSE IT IS MENTIONED IN THE FIRST ITEM.

TEACHER RECRUITMENT AND RETENTION, DECREASED BURDENS OF UNFUNDED MANDATE SINCE WE'VE SAID IT.

>> WE HADN'T GOTTEN THERE AND THERE WERE SOME OTHER IMPROVE STAFF HEALTH AND RETIREMENT.

[LAUGHTER] [OVERLAPPING]

>> I WAS READY FOR NUMBER 2.

>> YEAH.

>> SO BACK-TO-SCHOOL. WE ARE READY.

>> I THINK THERE'S SOME EDITING OPPORTUNITIES TO MAKE THAT A LITTLE BIT STRONGER.

I WOULD DEFINITELY PUT THE INCREASED COMPENSATION AS NUMBER 1.

SCHOLARSHIP PROGRAMS ARE GREAT, BUT I THINK THE AS TO THE LEGISLATURE, TO ME IT MAKES MORE SENSE THAN INCREASE EDUCATOR AND STAFF COMPENSATION THE NUMBER 1.

I WOULD SAY IMPROVE STAFF HEALTH AND RETIREMENT BENEFITS AS NUMBER 2, IN OTHER WORDS, MAKE TRS MORE COMPETITIVE.

MAKE IT A SYSTEM THAT WORKS BETTER.

THIS MIGHT EVEN INCLUDE INCREASING THE TRS PAYMENTS TO RETARD TEACHERS.

THAT'S WHAT I'M ASSUMING THIS IS TALKING ABOUT.

DOES THAT WHAT YOU'RE MEANING WITH IMPROVED?

>> I DIDN'T KNOW. MAYBE WE WERE REWARDED A LITTLE BIT BECAUSE [OVERLAPPING]

>> I GET IT, WHICH MEANS WE BRING BACK TO THE COMMUNITY. [OVERLAPPING].

>> YEAH.

>> THE INVESTING SUBSTANTIAL FINANCIAL AID AND OTHER PROGRAMS TO INCENTIVIZE STUDENTS DO TOO.

THAT'S A GOOD THING TO DO.

I WASN'T AWARE THAT THE LEGISLATURE WAS IN THE SCHOLARSHIP BUSINESS, BUT IF THEY ARE IN THEY WANT OUR OPINION, FINE.

BUT AGAIN, IF WE COULD GET MORE COMPENSATION IF THEY GAVE US DESIGNATED DOLLARS TO INCREASE COMPENSATION ACROSS THE BOARD, I'D BE HAPPY THAT THEY MET TEACHER RECRUITMENT AND RETENTION.

I DON'T KNOW IF YOU HAVE AN EXECUTIVE SUMMARY AND THEN SOME BACKUP THAT TOUCHES ON ALL THE THINGS THAT THEY MIGHT DO.

I DON'T KNOW. THAT'S HARD, THOUGH.

>> WE PUT THIS IN BECAUSE WE'VE BEEN ASKED ABOUT THIS AND IN TERMS OF THE INVESTING MORE SUBSTANTIAL FINANCIAL AID AND OTHER PROGRAMS SINCE ADVISE STUDENTS.

THIS HAS BEEN THE SUBJECT OF TWO HEARINGS IN THE LAST TWO WEEKS, ONE WAS TODAY.

THEY ARE DOING THIS FOR NURSES TO INCENTIVIZE MORE NURSES TO ENTER THE FIELD.

THE EDUCATION COMMUNITY IS ASKING FOR IT TO HAPPEN FOR TEACHERS ALSO, WHICH WOULD GREATLY BENEFIT NOT ONLY OUR DISTRICT, BUT ALL PUBLIC EDUCATION ENTITIES.

THEN YOU ARE CORRECT IN TERMS OF IMPROVING STAFF HEALTH AND RETIREMENT BENEFITS.

THAT WAS ALSO DISCUSSED IN THE HEARING TODAY THAT IN MANY CASES, IF STAFF GETS INCREASED HEALTH BENEFITS, THEY HAVE TO PAY MORE FOR THOSE, AND THEN THAT NEGATES ANY RAISED THAT DISTRICTS ARE GIVING AND THERE ARE ISSUES WITH TRS.

THAT IS EXACTLY WHAT THAT IS, BUT THAT IS A WIDELY KNOWN ISSUE AT THE LEGISLATURE.

AGAIN, IF WE WANT TO TIGHTEN THAT UP AND MAKE IT MORE OBVIOUS TO OUR COMMUNITY, GREAT.

OTHERWISE, I DON'T THINK IT'S GOOD.

BUT ALSO JUST TO GO BACK IN TERMS OF INCREASING EDUCATOR AND STAFF COMPENSATION, WE SAW THE EFFECTS OF HOUSE BILL 3 AND HOW THAT WAS AN UNFUNDED MANDATE REALLY TO RAISE TEACHER COMPENSATION AND WE DID NOT GET THOSE FUNDS FOR THAT.

THAT'S WHERE THE UNFUNDED MANDATES COMES IN AND ON THAT.

IT ALSO GOES TO EDUCATOR WORKLOAD.

BUT AGAIN, THAT'S NOT MY HILL IF WE WANT TO REMOVE THAT FROM THAT PIECE, BUT IT IS A BIG DEAL.

>> KIM.

>> I LIKED THE EXPLANATION, HEATHER ON HEALTH AND RETIREMENT BENEFITS BECAUSE WHEN I LOOKED AT THIS, I KNEW WHAT WE'VE FUNDED TRS AT, I KNEW WHAT THE COMPARISON DISTRICTS FUNDED AT.

[01:35:02]

I THINK THAT SOMEHOW IN THIS, I'M NOT DISAGREEING WITH IT AT ALL, BUT SOMEHOW WE WOULD WANT TO COMMUNICATE THAT, EITHER THE STATE HELPS IN THOSE BENEFITS OR THE STATE COMPENSATES US IN A WAY SO THAT WE CAN PASS THAT THROUGH TO OUR STAFF BECAUSE THERE IS DISCREPANCY.

I GUESS MY POINT WAS, I WASN'T SURE WHERE YOU WERE GOING WITH NUMBER 3, SO IT MIGHT BE BETTER TO CLARIFY IT.

LEGISLATURES ARE GOING TO READ THIS AND UNDERSTAND, COMMUNITY MAY NOT.

>> I THINK THERE'S BROAD SUPPORT FOR THE SECOND LEGISLATIVE PRIORITY AND ELLEN HAS PROPOSED MAKING INCREASED EDUCATION TO HAVE CONVERSATIONS AND NUMBER 1, IMPROVE STAFFING HEALTH BENEFITS THE ITEM NUMBER 2, AND THE PROVIDED ADDITIONAL FUNDING TO HELP ELEVATE THE PROFESSION OF TEACHING, NUMBER 3, AND IT HAS BEEN PROPOSED THAT WE STRIKE ITEM NUMBER 4 FOR REDUNDANCY.

ARE WE GOOD? IS THAT OKAY?

>> I WILL SUGGEST THERE'S A TENSE CHAINS, I THINK.

THIS ONE STARTS PROVIDE ADDITIONAL FUNDING TO HELP ELEVATE THE PROFESSION OF TEACHING BY.

IT SEEMS TO ME THAT MORE COMPENSATION, BETTER BENEFITS, INCREASED INVESTMENT FOR FINANCIAL AID, AND INCREASED UNFUNDED MANDATES.

ALL ARE PROVIDING ADDITIONAL FUNDING TO HELP ELEVATE THE PROFESSION OF TEACHING.

MAYBE I'M READING THAT WRONG, BUT WE COULD START WITH THAT COLON AND THEN NUMBER 1 WOULD START.

>> RATHER THAN GET DOWN TO THAT LEVEL, LET'S TASK JEFF WITH CORRECTING ANY GRAMMATICAL CHALLENGES THAT MAY RESULT FROM OUR REARRANGING THE LEGISLATIVE PRIORITIES.

>> TO YOUR POINT, HEATHER, IF WE NEED TO SAY WHAT WE MEAN IS YOU GIVE US MORE MONEY TO DO THESE THINGS IF YOU FEEL LIKE THAT IS MISSING IN HERE IN TERMS OF THE COMPENSATION AND BENEFITS.

I MADE AN ASSUMPTION THAT IT WAS.

>> MORE MONEY IS NEEDED ALL OVER THE PLACE?

>> ONE OF THE THINGS THAT I WONDERED WHY WE DIDN'T HAVE IT IN HERE, WAS SOMETHING HEATHER YOU MENTIONED AT THE TOWN HALL MEETING THE OTHER NIGHT, AND THAT WAS FUNDING ON A PER PUPIL BASIS FOR SP 11, WHICH IS SPECIFICALLY FOR STUDENTS SAFETY.

THAT MADE A WHOLE LOT OF SENSE TO ME.

IT'S LIKE, WHY ARE WE NOT SPECIFICALLY SAYING WE WANT A GREATER ALLOCATION FOR STUDENTS SAFETIES AND EXPENDITURE?

>> THAT JUMPS US TO ITEM ON NUMBER 3.

>> I'M SORRY.

>> IT'S FINE, WE'RE MOVING ON.

WHEN WE FINISH THIS, I'LL TAKE COMMENTS AND ANYBODY WHO'S GOT CORRECTIONS I WANT TO OFFER THEM A GO. THAT'S FINE.

BUT LET'S JUMP TO ITEM NUMBER 3, STUDENTS, STAFF, SAFETY, AND MENTAL HEALTH.

ELLEN YOU JUST TEED IT UP.

HEATHER DO YOU WANT TO RESPOND TO THAT?

>> SURE. YES, THE STATE OF TEXAS GIVES US $9.72 PER STUDENT FOR SAFETY AND SECURITY MEASURES.

THE REASON THAT I DON'T WANT TO TIE THAT INTO A SPECIFIC ASK, IS BECAUSE IF THEY WILL RAISE THE BASIC ALLOTMENT THAT PROVIDES LOCAL CONTROL AND THAT WE ARE ABLE TO DO WHAT WE NEED TO IF WE SPECIFICALLY SAY WE WANT IT FOR SAFETY AND SECURITY, THEY WILL TIE IT TO THINGS THAT WE MAY HAVE ALREADY DONE OR THINGS THAT WE MAY NOT NEED AS A DISTRICT.

I WOULD PREFER TO KEEP ALL MONETARY ASKS TO RAISING THE BASIC ALLOTMENT, BUT ALSO CALL OUT SPECIFIC THINGS IN OUR STUDENT AND STAFF SAFETY AND MENTAL HEALTH INITIATIVES, RATHER THAN ASK FOR A SPECIFIC DOLLAR AMOUNT THERE.

>> THANK YOU FOR THAT. ELLEN.

>> ON NUMBER 1, I DID HAVE A QUESTION AS TO HOW LEGISLATIVELY THEY COULD IMPROVE ACCESS TO MENTAL HEALTH SERVICES.

THEY CAN INCREASE THE FUNDING OR INCREASED CAPACITY, BUT I WASN'T SURE HOW THEY WERE RESPONSIBLE FOR OUR STUDENTS HAVING ACCESS.

I WASN'T SURE WHAT [OVERLAPPING]

>> JEN, YOU WANT TO GO?

>> THERE ARE OTHER COMMUNITY RESOURCES THAT THE STATE COULD FUND.

>> BUT AGAINST FUNDING,

[01:40:01]

>> OR OUR PEOPLE TO BE ABLE TO ACCESS OR NOT, BUT IT'S BIGGER THAN THAT.

IT'S NOT NECESSARILY JUST PROVIDING IT THROUGH THE SCHOOL.

IF THEY PROVIDE IT THROUGH OTHER RESOURCES WITHIN THE COMMUNITY, THEN EVERYBODY HAS ACCESS TO IT.

THOSE CHILDREN THAT ARE HOMESCHOOLED, DOES CHILDREN THAT GO TO PRIVATE SCHOOL.

I DO THINK THERE'S A SLIGHT DIFFERENCE.

>> HEATHER, YOU HAVE SOMETHING TO ADD?

>> I DO. THE POINT IS TO NOT OVERBURDEN OUR SCHOOLS WITH HAVING TO BE THE MENTAL HEALTH PROVIDERS IN EVERY CASE, WHILE WE WANT TO BE ABLE TO PROVIDE MENTAL HEALTH AS A SCHOOL OR AS A DISTRICT AS NECESSARY.

WE WANT ACCESS THROUGH OTHER THINGS LIKE JEN WAS SAYING, BUT ALSO IT'S IMPORTANT THAT WE ARE ASKING THEM FOR ACCESS TO MORE HEALTH PROVIDERS AND THAT IS SOMETHING THAT HAS COME UP RECENTLY IN HEARINGS IS THAT THEY ARE ALSO POTENTIALLY TALKING ABOUT DOING MORE PROGRAMS TO GET MORE PEOPLE TO GO INTO THE MENTAL HEALTH PROFESSIONS.

THAT WOULD PROVIDE MORE ACCESS ALSO.

THERE'S A LOT OF DIFFERENT INDIRECT THINGS THAT WOULD PROVIDE ACCESS THAT WE SHOULDN'T BE BURDENED WITH, BUT THAT THE STATE COULD HELP PROVIDE ACCESS FOR MORE PEOPLE.

>> THANK YOU FOR THAT. LAURA.

>> I HEAR WHAT YOU ALL SAID, BUT THAT'S NOT HOW THE STREETS.

>> I THINK THAT'S A GOOD POINT.

IT MIGHT BE IMPORTANT TO INSERT IN THERE THE COMMUNITY NEEDS MORE RESOURCES.

THIS ISN'T JUST ABOUT SCHOOLS, THIS IS ABOUT THE COMMUNITY NEEDS MORE RESOURCES TO ADDRESS THE MENTAL HEALTH CHALLENGES OF TEACHERS AND STUDENTS.

>> THEN THAT FEEDS INTO MY QUESTION ON NUMBER 2.

I DIDN'T UNDERSTAND THAT AT ALL.

I THINK IT MEANS THAT WE WANT THERE TO BE A LOT OF COMMUNITY PROVIDERS SO THAT WE AREN'T THE ONLY ONES DOING IT.

BUT IT SOUNDS LIKE, WHEN I READ IT I THOUGHT, WHY WOULD WE BACK AWAY FROM IDENTIFYING STUDENTS WHO NEED HELP? THAT'S HOW IT STRUCK ME. IT'S LIKE I'M GLAD TO TAKE ON THAT RESPONSIBILITY IF THAT'S WHAT THE NEEDS OF OUR STUDENTS ARE.

THAT'S WHAT WE'RE TALKING ABOUT, MAYBE REWORDING IT IN SOME WAY.

BECAUSE I THINK WE DO HAVE A BIG RESPONSIBILITY TO IDENTIFY AND PROVIDE FOR OUR STUDENTS.

>> JEFF, YOU WANT TO TAKE A SHOT AT CLARIFYING WHAT WE'RE TALKING ABOUT ARE NOT JUST SCHOOL-BASED RESOURCES BUT THAT FAMILIES NEED ADDITIONAL SUPPORT THESE DAYS AS WELL.

I THINK THAT CAN THAT CAN IMPROVE ITEM NUMBER 1 AND ITEM NUMBER 2.

HEATHER, DID YOU HAVE SOMETHING YOU WANTED TO SAY?

>> YEAH, I DO THINK IT'S IMPORTANT TO KEEP THE PART THAT IN NUMBER 1 WHERE WE HAVE THE MENTAL HEALTH PROFESSIONALS EITHER WITHIN A DISTRICT OR A COLLABORATIVE NETWORK.

BECAUSE I THINK IT IS IMPORTANT TO CALL THAT WE DO HAVE THESE PROFESSIONALS IN OUR SCHOOLS AND WE HAVE TO PAY THEM AND WE'D LIKE TO HAVE MORE IF POSSIBLE SOMEHOW.

BUT AT THE SAME TIME, IT SHOULDN'T JUST BE ON THE DISTRICT TO PROVIDE THOSE SERVICES.

>> RIGHT. WE NEED TO BE CERTAIN THAT WE RESPECT THE ROLE OF FAMILIES.

IF WE CAN INCLUDE LANGUAGE TO THAT EFFECT, IT WOULD BE GREAT FROM MY PERSPECTIVE. KIM.

>> WHEN I READ THIS PRIORITY, IT SAYS STUDENT AND STAFF SAFETY AND MENTAL HEALTH.

BUT NUMBER 1 AND NUMBER 2 ARE SPECIFIC TO OUR STUDENT AND STAFFS MENTAL HEALTH AND ALL THE COMMUNITY'S MENTAL HEALTH.

SHOULDN'T WE ADD A BULLET POINT ON ADDRESSING PHYSICAL SAFETY? IF NOT, THEN I THINK WE CHANGE THE HEADING TO STUDENTS AND STAFF MENTAL HEALTH SAFETY.

BECAUSE WHEN I READ THIS, I WAS LOOKING FOR WHAT ABOUT THE PHYSICAL SAFETY, AND WHAT ARE WE DOING FOR PHYSICAL SAFETY OF OUR STUDENTS.

I JUST SEE A LITTLE BIT OF A DISCONNECT THERE IN THE HEADING AND THE TWO PRIORITY SUBCATEGORIES.

>> THE LEGISLATURE MANDATE COUNTIES TO COST SHARE? THEY PROBABLY COULD.

>> THEY CAN DO ANYTHING THEY WANT.

I DON'T DISAGREE WITH YOU AT ALL, KIM.

BUT FROM MY PERSPECTIVE, MENTAL HEALTH AND STUDENTS AND STAFF AND CAMPUS SAFETY ARE LINKED.

WE DO CALL OUT SCHOOL SAFETY AND SECURITY ISSUES AND AT THE TRAIL OF ITEM NUMBER 2.

IF WE NEED TO MAKE CERTAIN THAT PEOPLE ARE MORE AWARE THAT SCHOOL SAFETY AND SECURITY

[01:45:09]

>> I DON'T KNOW WHAT LEGISLATIVE PRIORITIES SHOULD BE ON SAFETY.

WHAT WE'VE SEEN BEFORE IS REACTIVE.

>> THAT'S ABSOLUTELY TRUE, BUT SOME OF IT HAS BEEN HELPFUL.

A LOT OF IT'S BEEN REACTIVE, BUT SOME OF IT HAS BEEN HELPFUL AND WHILE WE KEEP [OVERLAPPING].

>> UNFUNDED MANDATE ACTUALLY WAS HELPFUL. [LAUGHTER]

>> SOME OF IT HAS BEEN UNFUNDED, BUT NOT ALL OF IT.

THE WAY WE ADDRESS A LOT OF THIS STUFF IS GOING TO BE WITH MONEY.

THE WAY THE LEGISLATURE WOULD ATTEMPT TO IMPROVE MENTAL HEALTH RESOURCES WITHIN A COMMUNITY FOR FAMILIES WOULD BE WITH MONEY.

THEY'RE NOT GOING TO BE ABLE TO WALK AWAY FROM THIS ISSUE ON THE CHEAP, IT'S A BIGGY.

>> A PART OF IT GOES BACK TO WHY I DON'T WANT TO PUT A CALL OUT FOR THE SAFETY PIECE BECAUSE WE HAVE AS A DISTRICT BEEN VERY BLESSED BY OUR COMMUNITY, OUR VOTERS TO IMPLEMENT BONDS THAT HAVE BEEN HEAVY ON THE SAFETY ASPECT AND SO I DON'T WANT TO PIGEONHOLE US WITH ANYTHING THERE.

AGAIN, ON THE SAFETY PIECE, A LOT OF THAT DOES GO INTO BONDS AND FACILITIES FOR ME AND SO I JUST REALLY WANT TO MAKE SURE THAT WE'RE BROAD ON THAT A LITTLE BIT.

>> THEN DO WE GO BACK TO THE HEADING OF THIS PRIORITY, WHICH IS STUDENT AND STAFF, AND I DON'T KNOW HOW TO REWORK IT, BUT IT ALL TIES BACK TO SAFETY, THE SAFETY OF THE FACILITIES THAT OUR CHILDREN ARE LIVING IN.

BUT ONE AND TWO IN MY OPINION, THEY'RE DEALING WITH THE MENTAL HEALTH OF OUR COMMUNITY.

>> JEFF, GIVE THAT A SHOT.

>> YEAH. I'VE GOT A NUMBER OF NOTES ON THIS PARAGRAPH, SO I'LL TRY TO ASSIMILATE ALL OF THOSE INTO A NEW VERSION.

>> THANK YOU.

>> AS A REMINDER, WE'RE GOING TO GET A DRAFT BAG BEFORE WE HAVE TO VOTE AND SO WE'LL HAVE THE OPPORTUNITY TO REVIEW THE LANGUAGE.

WE'VE TALKED AROUND ITEM NUMBER 3, AND I THINK THERE'S BROAD AGREEMENT THAT THESE ARE IMPORTANT PRIORITIES FOR COMMUNITIES AND SCHOOLS AND WE SUPPORT THEM.

WHILE WE MIGHT WANT TO TALK ABOUT THEM, USE DIFFERENT LANGUAGE, WE'RE GOING TO RELY ON JEFF TO HELP US.

WE GET THERE? OKAY. ITEM NUMBER 4, STATE ACCOUNTABILITY.

ANYBODY WANT TO TAKE THAT ONE ON?

>> I THINK WE CAN CERTAINLY EDIT AND SIMPLIFY THIS ONE.

I THINK THERE ARE PLACES WHERE IT GOES FAR BEYOND ANY CONVERSATIONS THIS BOARD HAS HAD OR ANY CONVERSATIONS I'VE HEARD FROM THE ADMINISTRATION.

I THINK THERE ARE WAYS WE CAN PAIR THIS BACK.

>> YOU WANT TO MAKE A SUGGESTION?

>> IN THE FIRST ONE, EXPAND OPPORTUNITIES FOR LOCALLY DETERMINED ACCOUNTABILITY FRAMEWORKS, PERIOD.

I DON'T THINK WE HAD A CONVERSATION IN TERMS OF THE CONTEXT OF FEDERAL LAWS.

IN NUMBER 2, I CAN LIVE WITH IT THE WAY IT IS OR I WOULD CHANGE INHERENT, REMOVE HIGH STAKES INHERENT IN THE A-F RATING SYSTEM YOU COULD SAY THE HIGH STAKES FOCUS.

BECAUSE I THINK IT'S WHEN IT BECOMES THE FOCUS THAT IT BECOMES PROBLEMATIC.

IN NUMBER 3, I WOULD REDUCE THE TIME SPENT TAKING TESTS, PARTICULARLY FOR US WHO HAVE HUNDREDS, IF NOT A COUPLE OF THOUSANDS OF AP TEST AND OTHER TESTS THAT OUR STUDENTS TAKE.

TESTING TIME HAS NOT BEEN IDENTIFIED AS ONE OF OUR ISSUES IN THIS DISTRICT AS FAR AS I'M AWARE.

I THINK WE COULD JUST TALK ABOUT THE ISSUE WHICH AGAIN, IS THE HIGH-STAKE PROHIBIT STANDARDIZED TESTS FROM SERVING AS THE PRIMARY INDICATOR, WHICH IS REPETITIVE OF REMOVING THE HIGH STAKES INHERENT IN THE A-F SYSTEM.

IF YOU REMOVE THE HIGH STAKES, THEN THE TIME SPENT TESTING, IT JUST SEEMS LIKE WE'RE PICKING IT ALL DIFFERENT ASPECTS WITH EACH ONE OF THESE AS OPPOSED TO FIGURING OUT WHAT THE REAL ISSUE IS AND I THINK THE REAL ISSUE THAT WE'VE IDENTIFIED AND TALKED ABOUT AS A BOARD IS THE HIGH-STAKES NATURE, AND THE FACT THAT WE WANT TO HAVE MORE OPPORTUNITIES OR WE LIKE TO HAVE LOCALLY IDENTIFIED OPPORTUNITIES WHICH WE HAVE AND DO USE IN ADDITION.

[01:50:04]

>> HEATHER.

>> YOU'D ASKED ABOUT PUTTING THINGS ON THIS EARLIER THAT HAVE GROUP SUPPORT FROM OTHER ENTITIES AND THAT WILL BE ECHOING IN THESE.

THESE ARE SOME MAJOR THINGS THAT HAVE COME OUT FROM MULTIPLE GROUPS.

THAT'S GOING TO HAPPEN A LOT THROUGH TASB, WE WILL HAVE DELEGATE ASSEMBLY COMING UP THIS SATURDAY.

WE HAVE THE CENTRAL TEXAS SCHOOL BOARD ASSOCIATION.

WE HAVE TESA.

A LOTS OF DIFFERENT ENTITIES ARE SAYING THE SAME THINGS.

I'M NOT QUITE SURE MAYBE WE HAVEN'T HAD THE DISCUSSION AS A BOARD ON THAT AND MAYBE WE SHOULD, BUT I DON'T KNOW WHY WE WOULD SUPPORT MORE TESTING THAT ARE HIGH-STAKES THAN FEDERALLY REQUIRED.

IN TERMS OF THE AMOUNT OF TESTS, YOU'RE ABSOLUTELY RIGHT.

WE DEFINITELY GIVE OUR KIDS WAY MORE TESTS, THEY TAKE WAY MORE TESTS THAN A LOT OF STUDENTS AT OTHER PLACES BECAUSE OF AP AND ALL THE OTHER THINGS.

WE GIVE BENCHMARKS, WE GIVE MAPS, WE GIVE ALL OF THAT.

I'M IN FAVOR OF THE QUALITY TESTS, BUT I'M NOT IN FAVOR OF TESTS THAT JUST DON'T GIVE AS MUCH DIAGNOSTIC INFORMATION.

WHICH IS WHAT THIS IS REALLY HITTING ON.

I DO LIKE THE WAY THAT IT STANDS AND I THINK THAT IT HAS SUPPORT FROM MORE STAKE HOLDERS IN THE STATE ALSO.

>> ANYBODY ELSE HAVE ANY THOUGHTS THEY WANT TO SHARE ON THIS ONE? LORA.

>> I THINK THIS NEEDS SOME WORK JUST ON THE LANGUAGE.

IT JUST FEELS CLUMSY.

IT FEELS CLUMSY AND IT FEELS LIKE THAT WE'RE NOT REALLY COMMUNICATING WHAT WE'RE LOOKING FOR.

>> SUGGESTIONS?

>> NO. [LAUGHTER]

>> OKAY.

ANYBODY ELSE HAVE ANYTHING THEY WANT TO ADD? I WILL WEIGH IN.

I THINK THAT THE CENTRAL FOCUS OF THIS IS REALLY THE WAY TEA TREATS STANDARDIZED TESTS.

I THINK WE NEED TO FIGURE OUT A WAY TO SAY THAT ARTICULATELY.

WE ARE TREATED RELATIVELY WELL BY THE STANDARDIZED TESTS OR BY THE STAAR.

OTHER DISTRICTS ARE HEAVILY PENALIZED BY THE STAAR MEASURES AFFLUENCE.

THE MORE AFFLUENT COMMUNITY YOU ARE, THE BETTER YOU PERFORM.

IF THE STATE IS USING THAT AS THE BENCHMARK FOR JUDGING THE QUALITY OF A SCHOOL SYSTEM, THEN THEY'RE REALLY CHEATING KIDS AND THE TEACHERS IN THOSE SCHOOLS. [OVERLAPPING]

>> TOTALLY AGREE, AND THAT'S WHY THE HIGH-STAKES.

>> IF THAT'S THE FOCUS, HOW DO WE SAY THAT? MANY MAY NOT REALIZE THAT THE ASSESSMENTS THAT THE STAAR IS IN PART A RESPONSE TO FEDERAL LAW AND THE FEDS, THEY ASKED FOR ACCOUNTABILITY IF YOU'RE GOING TO RECEIVE FEDERAL DOLLARS.

THAT'S THE LANGUAGE AS TO REFERENCE HERE TO FEDERAL LAW AND THE TIE BACK TO STAAR.

WE CAN STRIP SOME OF THAT LANGUAGE OUT SINCE IT'S JUST INHERENT IN THE SYSTEM, BUT THAT'S MIGHT HELP SOME PEOPLE UNDERSTAND WHY THINGS ARE THE WAY THEY ARE. HEATHER?

>> JUST TO ADD ONTO THAT, ONE EXAMPLE OF ONE OF THE EXAMS THAT ARE NOT REQUIRED BY FEDERAL LAW OR END-OF-COURSE EXAMS THAT WE GIVE OUR HIGH SCHOOL STUDENTS AND OUR HIGH SCHOOL STUDENTS IF THEY'RE TAKING AN AP OR THEY'RE TAKING ANY OTHER COURSE, THEY'RE GETTING OTHER TESTS TO MAKE SURE THAT THEY'VE MASTERED THAT CURRICULUM.

AN END-OF-COURSE EXAM IS REDUNDANT AND ALSO IT TAKES UP EXTRA TIME, AND NO ONE LOOKS AT THEM, NO COLLEGE ASKS FOR AN END-OF-COURSE EXAM SCORE.

THAT IS THE THING THAT WE'RE TALKING ABOUT WHEN WE'RE TALKING ABOUT REDUCING THE NUMBER OF ASSESSMENTS NOT REQUIRED BY FEDERAL LAW.

JUST TO PUT THAT OUT THERE. THAT'S JUST ONE EXAMPLE.

>> TEXAS HAD AN ACCOUNTABILITY SYSTEM BEFORE FEDERAL LAW THEN FEDERAL LAW GOT MORE SPECIFIC AND THEN TEXAS RESPONDED IN KIND, SO NOT TELLING WHAT WE MIGHT END UP WITH IF IT GOES BACK TO TEXAS DETERMINED ONLY.

>> JEFF, YOU'RE TAKING LOTS OF NOTES.

[01:55:05]

>> [BACKGROUND]

>> THAT IS A STICKY ONE.

I'M PRETTY SURE WE'RE GOING TO ADD SOME COMMENTS WHEN IT COMES BACK [LAUGHTER] TO US IN A COUPLE OF WEEKS, BUT THANK YOU FOR HELPING US MOVE ALONG.

>> GIVE IT A SHOT.

>> THE NEXT ITEM, SCHOOL FACILITIES AND BONDS; ITEM NUMBER 5.

ANYBODY WANT TO GO FIRST? WE'RE OKAY WITH THAT? ELLEN?

>> I REALIZED THERE'S A BALANCE IN US BEING GOOD PARTNERS WITH OTHERS VERSUS WHAT'S IMPORTANT TO US.

I WOULD'VE PUT NUMBER 2 AS FIRST BECAUSE THAT IS A PROBLEM FOR OUR VOTERS.

I THINK IF WE COULD FIX THAT, HAS ALWAYS BEEN THAT WAY, IT'S GOTTEN WORSE, IT'D BE NICE IF WE COULD ACTUALLY SAY WHAT IT IS WE'RE TRYING TO DO.

I'D FLIP THOSE. I KNOW WHAT YOU'RE TRYING TO SAY IN NUMBER 1 BUT NOT REALLY.

YOU ALL KNOW THE DETAILS OF THIS.

CLEARLY, THE OTHERS [LAUGHTER] OF US WHO WEREN'T ON THE COMMITTEE DON'T KNOW A LOT OF THE SECRET STUFF THAT WAS TALKED ABOUT WITH LEGISLATURES AND THAT THING.

EVEN THOUGH WHEN YOU ALL HAD THE MEETING WITH LEGISLATORS, I SAID, "COULD WE SEE A LIST OF THE THINGS THAT ARE GOING TO BE DISCUSSED?" I WAS TOLD WE'RE NOT GOING TO DISCUSS SPECIFICS, WE'RE GOING TO TALK BROAD AREAS.

BUT THERE'S CLEARLY A DIFFERENCE IN UNDERSTANDING AND WHAT IT IS YOU'RE TRYING TO GET AT HERE.

I'M NOT QUITE SURE I UNDERSTAND OTHER THAN EXPRESSING SOLIDARITY WITH SCHOOL DISTRICTS THAT DON'T HAVE THE TAXING ABILITY THAT WE HAVE IN THOSE PROGRAMS. BUT IT'S WORDY, [LAUGHTER] PARTICULARLY AS IT GETS DOWN TO THE END.

>> ANYBODY WANTED TO TAKE A SHOT DISCUSSING ITEM NUMBER 5? I'LL TELL YOU WHY THIS IS A BIT OF A DEFENSE PRIORITY.

ONE OF THE FEARS IS THAT THE LEDGE IS GOING TO TAKE A SHOT AT REDUCING OUR ABILITY AND OTHER SCHOOL DISTRICTS' ABILITY TO ACCESS THE MARKETPLACE.

THAT'S WHAT THIS IS ALL ABOUT, [OVERLAPPING] TO SELL DEBT.

IT'S NOT A PROBLEM FOR OUR COMMUNITY BECAUSE OUR PROPERTY VALUES ARE SO HIGH.

OUR DEBT VALUE RATIO IS ALWAYS GOING TO BE LOW, AND THAT'S WHY WE'VE GOT SUCH A LOW TAX RATE.

BUT THERE IS THE CONCERN THAT THE LEGISLATURE WILL ATTEMPT TO REDUCE PROPERTY TAXES AND REDUCE SCHOOL SPENDING BY REDUCING OUR ABILITY TO SELL DEBT TO FINANCE THE THINGS THAT WE USE OUR DEBT TO FINANCE THAT'S WHAT THIS IS ALL ABOUT.

ANYBODY ELSE? JEFF, YOU WANT TO TAKE A SHOT AT TRIMMING WORDS OUT HERE AND THERE TO TIGHTEN IT UP A LITTLE BIT SO THAT FOLKS UNDERSTAND THAT'S WHAT WE'RE TRYING TO PROTECT?

>> [OVERLAPPING] BECAUSE I DON'T GET THAT OUT OF THIS.

I WOULD PUT A PERIOD AFTER BUILDING NEW FACILITIES, PERIOD BUT THAT DOESN'T GET AT WHAT YOU JUST SAID.

>> WELL, LET'S SEE IF WE CAN TIGHTEN UP THE LANGUAGE AND KEEP IT FOCUSED SO THAT THERE'S NO CONFUSION ABOUT WHAT WE'RE TRYING TO DO WITH ITEM NUMBER 5.

ITEM NUMBER 6, PUBLIC ACCOUNTABILITIES OF PUBLIC DOLLARS.

WHO WANTS TO GO FIRST?

>> CAN WE NOT USE THE V WORD? I DON'T SEE IT IN HERE.

THE VOUCHER. I ASSUMED IT.

THAT'S WHAT WE'RE TALKING ABOUT.

I DIDN'T UNDERSTAND WHY WE'RE ONLY TALKING ABOUT RECAPTURED DOLLARS OR TAX DOLLARS THROUGH RECAPTURE IN POINT NUMBER 2, I DIDN'T UNDERSTAND THAT AT ALL.

>> HEATHER.

>> THAT IS TO COMBAT THE VOUCHER AND CHARTER SCHOOLS THAT ARE GOING TO BE BROUGHT UP IN LEGISLATION.

WE WANT TO MAKE SURE THAT RECAPTURE DOLLARS ARE USED IN A TRANSPARENT WAY.

RIGHT NOW, RECAPTURE DOLLARS ARE NOT USED IN A TRANSPARENT WAY EITHER, NO MATTER HOW IT LOOKS.

YES, MONEY GOES TO EDUCATION, BUT THEN THE STATE IS CURRENTLY USING OUR RECAPTURE DOLLARS TO FUND THE GENERAL FUND OVER AND ABOVE WHATEVER EDUCATION WAS ALLOTTED AND APPROPRIATIONS.

[02:00:06]

>> I TOTALLY AGREE WITH THAT AND THAT'S WHY WHEN WE SAY PUBLIC TAX DOLLARS THROUGH RECAPTURE, TO ME, THAT'S ONLY HALF.

I DON'T KNOW WHAT PERCENTAGE, BUT RECAPTURE.

>> RECAPTURE COVERS ALL OF THE STATE'S SHARE OF PUBLIC EDUCATION NOW.

THERE'S NO NEW MONEY OTHER THAN RECAPTURE MONEY GOING INTO EDUCATION.

>> BUT THERE ARE STATE DOLLARS OTHER THAN RECAPTURE DOLLARS?

>> NO, THERE ARE NO STATE DOLLARS.

EVERY SINGLE CENT THAT GOES TO PUBLIC EDUCATION IS FROM RECAPTURE, AND THEN THEY USE THE OVERFLOW FOR OTHER THINGS.

EVERY SINGLE PENNY GOES TO EDUCATION FOR RECAPTURE, IT COVERS THE ENTIRE EDUCATION BUDGET.

I DIDN'T SAY THAT WELL, I'M SORRY.

>> OKAY. LET'S SAY I'VE GOT FINGERS IN THE AIR. KIM.

>> HEATHER, CONTRARY TO WHAT YOU JUST SAID, I THOUGHT THAT THE WAY THAT YOU EXPLAINED IT IN TRANSPARENCY OF PROPERTY TAXES TO EDUCATIONAL FUNDING WAS VERY CLEAR.

I TOOK AWAY A DIFFERENT UNDERSTANDING OF NUMBER 2, ESPECIALLY THEN THE WAY YOU JUST EXPLAINED IT.

WOULD IT NOT BE BETTER TO STATE IT AS STRAIGHTFORWARD AS YOU JUST SAID IT, WHICH IS TRANSPARENCY IN PUBLIC DOLLARS AND PUBLIC PROPERTY TAX FUNDING FOR SCHOOLS WILL STOP?

>> WE'VE GOT LAURA AND THEN JEN.

>> I FEEL THAT ENSURE PUBLIC TAX DOLLARS FUND PUBLIC SCHOOLS WITH CLEAR SYSTEMS OF ACCOUNTABILITY IN PLACE, TO ME, JUST STOP THERE.

THAT COVERS IT. CLEAR SYSTEMS OF ACCOUNTABILITY. PUBLIC.

WELL, TO MAKE TRANSPARENCY AND CLEAR SYSTEMS OF ACCOUNTABILITY ARE SIMILAR AND THAT YOU'VE GOTTEN SURE PUBLIC TAX DOLLARS FUND PUBLIC SCHOOLS.

>> JEN?

>> I AGREE, IT CAN BE PAIRED DOWN.

I GUESS WHAT I DON'T WANT TO LOSE IS THAT THE IDEA THAT PUBLIC DOLLARS SHOULDN'T GO TO OTHER SCHOOLS THAT ARE NOT ACCOUNTABLE, WHETHER THAT BE A PRIVATE SCHOOL OR A CHARTER SCHOOL.

I DON'T WANT TO LOSE THAT ACCOUNTABILITY PIECE THAT YOUR TAX DOLLARS ARE BEING USED TO PAY FOR OTHER SYSTEMS THAT DON'T HAVE ACCOUNTABILITY SYSTEMS. WE JUST SPENT, I DON'T KNOW HOW MUCH TIME TALKING ABOUT ACCOUNTABILITY SYSTEMS THAT WE HAVE TO DEAL WITH.

>> WHEN WE SAY ACCOUNTABILITY, I'M GUESSING WE'RE TALKING ABOUT STUDENT ACHIEVEMENT ACCOUNTABILITY, AND FINANCIAL ACCOUNTABILITY.

BECAUSE TO ME I THINK WE HAVE TO BE A LITTLE BIT CIRCUMSPECT THEN ABOUT WHAT WE ARE TRYING.

>> ELECTORAL ACCOUNTABILITY AS WELL.

[BACKGROUND]

>> BUT A LOT OF THAT IS THE STATE ACCOUNTABILITY AS WE'VE DEFINED IT HERE, IN TERMS OF STUDENT ACHIEVEMENT TESTING.

WE'RE SAYING THAT DOLLAR SHOULD NOT GO TO THOSE WHO ARE NOT ACCOUNTABLE, AND THEN WE ARE ASKING FOR A FAIR AMOUNT OF DISMANTLING OF THE ACCOUNTABILITY SYSTEM.

>> I'LL TELL YOU WHERE I AM.

I'M NOT NECESSARILY INTERESTED IN DISMANTLING ANYTHING.

I'M INTERESTED IN MAKING SURE THAT ALL THE FOLKS THAT ARE RECEIVING EDUCATIONAL PUBMED TAX DOLLARS ARE HELD TO THE SAME STANDARD.

>> I THINK THAT'S ABSOLUTELY FAIR.

>> THAT'S WHERE I AM.

THE TERM ACCOUNTABILITY REALLY REFERS TO LEVELING THE PLAYING FIELD.

>> [NOISE] I WOULD SAY THAT JUMPING BACK TO THE STATE ACCOUNTABILITY SYSTEM, I THINK WHAT WE'RE TRYING TO ELIMINATE OR MY UNDERSTANDING IS THAT WE WANT TO ELIMINATE THE UNFAIR ASPECTS OF THE CURRENT SYSTEM OF ACCOUNTABILITY, PARTICULARLY WITH THE A TO F RATING BEING COMPLETELY TIED TO STAR AND WE KNOW THAT STAR IS INEQUITABLE.

>> THAT'S WHY I RECOMMENDED THAT WE ELEVATE THOSE PHRASES AND WE ELIMINATE SOME OF THE MORE TRIGGERING PHRASES [NOISE] THAT I THINK ARE IN HERE.

>> JEFF, YOU'VE GOT THIS ONE? [LAUGHTER] [OVERLAPPING]

>> IT SEEMS TO ME THAT WE'RE ALL INTERESTED IN MAKING

[02:05:01]

>> GET NOTES. [LAUGHTER].

>> THAT SUMMARY WORK FOR MOST? KIM?

>> I JUST WANTED TO WRAP UP.

I THINK WE'RE WRAPPING UP.

EVEN THOUGH I'VE HAD LOTS OF QUESTIONS AND LOTS OF SUGGESTIONS, I REALLY APPRECIATE ALL THE TIME THAT THE SUB-COMMITTEE AND DR. ARNETT PUT INTO THIS FIRST DRAFT AND ALL THE THOUGHT THAT'S BEEN PUT IN AND THE WAY THAT YOU'VE RESPONDED AND ANSWERED MY QUESTIONS.

I KNOW I FEEL LIKE I'VE TORN THIS UP AND IT'S NOT MEANT TO, IT'S MEANT TO HELP AS WE MOVE FORWARD.

I APPRECIATE YOUR TIME.

>> THANK YOU. ANYBODY ELSE? ELLEN?

>> I'LL ECHO WHAT KIM SAID AND ALSO JUST WANTED TO CHECK IN.

JEFF, YOU MAY KNOW THIS MORE THAN OTHERS BECAUSE YOU'VE BEEN IN THE HOUSING CONVERSATIONS.

BUT WALT MONROE, WAS INTERESTED IN LEGISLATION THAT WOULD CREATE A FAVORITE CATEGORY FOR EDUCATORS TO BE, IN A SENSE, PRE-APPROVED FOR DEFINITIONS OF AFFORDABLE HOUSING.

WELL, I WOULD SAY IT'S [NOISE] VERY SPECIFIC TO US, BUT I KNOW A LOT OF OTHER DISTRICTS ARE LOOKING AT THAT ALSO.

IT WOULD SEEM THAT THAT MIGHT BE SOMETHING THAT WOULD REALLY FACILITATE.

[NOISE]

>> WELL, I THINK THE REASON WHY IT'S NOT HERE IS BECAUSE IN LOOKING AT EXAMPLES FROM OTHER ORGANIZATIONS AND OTHER SCHOOL DISTRICTS, THERE DIDN'T SEEM TO BE ALIGNMENT AROUND THAT TOPIC AND WE WERE TRYING TO FOCUS ON THE THINGS THAT WE FELT OTHER DISTRICTS AND ORGANIZATIONS WOULD BE ABLE TO FIND TRACTION BEHIND.

>> WERE THEY SILENT ON IT OR ARE THEY ACTUALLY OPPOSED IT?

>> GO AHEAD.

>> GO AHEAD, JEN.

>> WE DID TALK ABOUT IT AND I THINK MAYBE IN AN EARLIER DRAFT IT WAS IN THERE.

FROM MY PERSPECTIVE, ONE OF THE REASONS THAT WAS REMOVED WAS THAT IT'S NOT A NOW PRIORITY.

IT'S STILL SOMETHING WE'RE EXPLORING, BUT THE REALITY IS WE HAVE OTHER THINGS ON OUR AGENDA WHEN WE'RE LOOKING AT BONDS AND FUTURE ITEMS. I PERSONALLY DON'T THINK IT'S A PRIORITY FOR US.

>> ELLEN?

>> I DID ASKED TO HAVE SOMETHING IN THERE ABOUT THAT.

HOWEVER, I RESPECT THAT AND I THINK WHAT WE CAN DO IS JUST THERE WILL BE LEGISLATION ABOUT AFFORDABLE HOUSING.

I THINK THAT THAT'S OUR OPPORTUNITY THAT WE CAN THEN DECIDE AS A BOARD HOW WE FEEL ABOUT THE BILL THAT'S PROPOSED AND EITHER ADVOCATE FOR OR AGAINST IT, OR GO TO THE AUTHOR OF THE BILL AND SUGGEST CHANGES THAT WOULD BE HELPFUL TO OUR STAFF SO THAT WE COULD WORK WITH THEM.

BUT I KNOW THAT THERE WAS ALSO A SURVEY AND SO SOME OTHER THINGS SO IT MAY NOT BE FULLY BAKED YET FOR OUR DISTRICT, AND I'M FINE WITH THAT.

WE'LL JUST HAVE TO WATCH THAT LEGISLATIVELY AND WHEN THINGS COME UP WORK WITH THAT BILL AUTHOR.

>> JEFF, DO YOU WANT TO SPEAK TO THE SURVEY?

>> WE HAVE A SURVEY THAT'S IN PROGRESS OF OUR STAFF TO TRY TO DETERMINE THEIR LEVEL OF INTEREST AROUND AFFORDABLE HOUSING.

WE DON'T HAVE THE RESULTS OF THAT YET, BUT WHEN WE DO THAT, I THINK THAT WILL INFORM THE POSITION THAT WE WOULD TAKE AND HOW WE MIGHT ALIGN WITH OTHER EFFORTS IN THE LEGISLATURE ON THAT TOPIC.

>> THANK YOU. ANYBODY ELSE HAVE ANYTHING THEY'D LIKE TO OFFER ON LEGISLATIVE PRIORITIES?

[10. ACTION - CONSENT AGENDA]

[NOISE] I HAVE A MOTION. ELLEN?

>> I MOVE WE APPROVE THE CONSENT AGENDA AS POSTED.

>> SECOND.

>> THANK YOU. I HAVE A MOTION FROM ELLEN AND A SECOND FROM JEN. ANY DISCUSSION? I WOULD LIKE TO POINT OUT THAT ITEM 10.4 APPROVES THE AGREEMENT FOR THE PURCHASE OF ATTENDANCE CREDITS [NOISE] IS AN ANNUAL ACTION ITEM THAT WE TAKE THAT ACTUALLY BINDS US TO RECAPTURE.

ANYWAY. ALL THOSE IN FAVOR?

>> [BACKGROUND].

>> I'M SORRY.

>> I WOULD JUST LIKE TO POINT OUT 10.3, YOU'RE PROVING THE MEMORANDUM OF UNDERSTANDING BETWEEN IAN'S AND AUSTIN COMMUNITY COLLEGE.

I'M SUPER EXCITED ABOUT THAT.

TEA RECENTLY PUT OUT A VERY LIMITED DATA STUDY ON THAT THAT ACTUALLY PROVED THAT DUAL CREDIT PROVIDED BETTER OUTCOMES FOR STUDENTS.

I'M JUST HIGHLIGHTING THAT AND I'M GLAD THAT WE HAVE THAT AVAILABILITY FOR OUR STUDENTS.

THANK YOU. [NOISE]

>> ANY FURTHER DISCUSSION? ALL THOSE IN FAVOR?

>> AYE.

>> THANK YOU. THE NEXT ITEM ON THE AGENDA IS OUR FIRST ACTION ITEM RESOLUTION

[11. ACTION]

[02:10:01]

DO I HAVE A MOTION? ELLEN?

>> I MOVE THAT THE BOARD OF TRUSTEES ADOPT THE RESOLUTION GRANTING ADDITIONAL COVID LEAVE PAY FOR THE 2022/2023 SCHOOL YEAR.

>> DO I HAVE A SECOND?

>> SECOND.

>> I HAVE A MOTION FROM LAURA AND A SECOND FROM HEATHER.

ANY DISCUSSION? SEEING NONE, ALL THOSE IN FAVOR?

>> AYE.

>> THANK YOU. NEXT ITEM IS UPDATED IN 2019 BOND OVERSIGHT COMMITTEE, BOND ADVISORY COMMITTEE OPERATING POLICIES AND PROCEDURES.

DO I HAVE A MOTION? LAURA?

>> I MOVE THAT THE BOARD OF TRUSTEES APPROVE THE UPDATES TO THE BOND OVERSIGHT COMMITTEE OPERATING POLICIES AND PROCEDURES AS PRESENTED.

>> DO I HAVE A SECOND?

>> SECOND.

>> JEN, I HAVE A MOTION FROM LAURA AND A SECOND FROM JEN.

ANY DISCUSSION? JEN?

>> I HAVE A MOTION BE AS DISCUSSED WHICH WAS GIVING A PARAMETER [NOISE] PROOF IN ADDITION OF MEMBER, AND THERE WAS A DISCUSSION ON HOLDING IT TO A MINIMUM NUMBER.

I DON'T THINK THAT THAT APPLIES TO THIS [INAUDIBLE].

>> CHRIS? [OVERLAPPING]

>> THIS IS SPECIFICALLY RELATED TO THE 2019 BAC AND SERVING AS A 2023 BOND ADVISORY COMMITTEE.

IF THERE IS A 2023 BAC, THERE'LL BE NEW POLICIES AND PROCEDURES THAT YOU WOULD ADOPT.

>> THANK YOU FOR THE CLARIFICATION.

>> ANY FURTHER DISCUSSION? SEEING NONE. ALL THOSE IN FAVOR? NEXT ITEM IS THE APPOINTMENT OF NEW BOND ADVISORY COMMITTEE MEMBERS.

IF I HAVE A MOTION? ELLEN?

>> I MOVE THAT THE BOARD OF TRUSTEES APPOINT THE FOLLOWING INDIVIDUALS, AS VOTING MEMBERS TO THE BOND ADVISORY COMMITTEE FOR THE DEVELOPMENT OF A POSSIBLE 2023 BOND RECOMMENDATION.

MR. ALLEN NOX, MS. IAN MORNING, MR. PATRICK BARNES, MS. ALEXANDRA EUSEBI AND MS. CATHERINE WALKER.

>> DO I HAVE A SECOND?

>> SECOND.

>> I'M GOING TO GO WITH KIM.

I HAVE A MOTION FROM ELLEN AND A SECOND FROM KIM. ANY DISCUSSION? [NOISE] SEEING NONE, ALL THOSE IN FAVOR? NEXT ITEM IS DISTRICT OF INNOVATION LOCAL CERTIFICATION RECOMMENDATION.

DO I HAVE A MOTION? KIM?

>> [NOISE] I MOVE THAT THE BOARD OF TRUSTEES APPROVE THE LOCAL CERTIFICATION FOR THE SELECTED EANES EMPLOYEES AS FOLLOWS: WESTLAKE HIGH SCHOOL, BUSINESS INFORMATION MANAGEMENT TEACHER, HILL COUNTRY MIDDLE-SCHOOL, ENGLISH LANGUAGE ARTS TEACHER, FOREST TRAIL ELEMENTARY, SPECIAL EDUCATION TEACHER UNDER THE ISD DISTRICT PLAN FOR INNOVATION AND LOCAL CONTROL.

[NOISE]

>> I HAVE A MOTION. DO I HAVE A SECOND LAURA? ANY DISCUSSION? SEEING NONE, ALL THOSE IN FAVOR?

>> AYE. [NOISE]

>> THANK YOU ALL.

[NOISE] LET ME REMIND EVERYBODY THAT WE HAVE A COUPLE OF MEETINGS ON THE CALENDAR.

[12. UPCOMING MEETINGS]

IT IS A STUDY SESSION AND THEN WE HAVE ANOTHER MEETING COMING ON OCTOBER THE 18TH, AND IT IS A REGULAR MEETING.

[OVERLAPPING] WITH THAT WE'RE ADJOURNED.

[NOISE] THE TIME IS NOW [BACKGROUND] 9:15.

>> REMEMBER THE MORNING.

* This transcript was compiled from uncorrected Closed Captioning.